Maharashtra Board Class 11 Biology Chapter 1 Living World Solutions

1. Choose Correct Option

 

Question A.Which is not a property of living being?
(a) Metabolism
(b) Decay
(c) Growth
(d) Reproduction
Answer: (b) Decay
In simple words: Decay is a process of decomposition after death and is not a characteristic life process of a living organism. Living beings exhibit metabolism, growth, and reproduction.

🎯 Exam Tip: Understanding the fundamental characteristics of life is crucial for multiple-choice questions; distinguish between active life processes and post-life phenomena.

 

Question B.A particular plant is strictly seasonal plant. Which one of the following is best suited if it is to be studied in the laboratory?
(a) Herbarium
(b) Museum
(c) Botanical garden
(d) Flower exhibition
Answer: (a) Herbarium
In simple words: A herbarium is a collection of dried, pressed plant specimens, allowing for study even if the plant is seasonal or not currently growing. Museums, botanical gardens, and flower exhibitions serve different purposes and may not be suitable for studying a strictly seasonal plant out of season.

🎯 Exam Tip: Knowing the purpose and utility of various taxonomical aids is important. Herbaria are ideal for preserving and studying seasonal plant specimens year-round.

 

Question C.A group of students found two cockroaches in the classroom. They had a debate whether they are alive or dead. Which life property will help them to do so?
(a) Metabolism
(b) Growth
(c) Irritability
(d) Reproduction
Answer: (c) Irritability
In simple words: Irritability, or responsiveness to stimuli, is an immediate and observable characteristic of living organisms. If the cockroaches respond to touch or other stimuli, they are alive; if not, they are likely dead. Metabolism, growth, and reproduction are ongoing processes that are not immediately evident for a quick determination of life.

🎯 Exam Tip: Responsiveness to stimuli (irritability) is a key defining characteristic of life that can be quickly observed to differentiate between living and non-living states.

 

Question 2.Distinguish between botanical gardens, zoological park and biodiversity park with reference to characteristics.
Answer:

No.	Botanical Gardens	Zoological Parks	Biodiversity Parks
1.	Plants of different varieties collected from different parts of the world are grown in vivo in a scientific and systematic manner in a botanical garden.	Zoological parks are places where wild animals are kept in captivity.	It is an assemblage of species that form self-sustaining communities on degraded barren landscape.
2.	It is a type of ex situ conservation.	It is a type of ex situ conservation.	It is a type of in situ conservation.
3.	It is related to conservation of various flora.	It is related to conservation of various fauna.	It is related to conservation of all biodiversity.

In simple words: Botanical gardens focus on diverse plant conservation, zoological parks on wild animal conservation, both often being ex situ. Biodiversity parks, however, aim for in situ conservation by creating self-sustaining communities in degraded landscapes, encompassing all biodiversity.

🎯 Exam Tip: When distinguishing between these conservation methods, focus on whether they conserve plants, animals, or overall biodiversity, and if it's "in situ" (in natural habitat) or "ex situ" (outside natural habitat).

3. Answer The Following Questions

 

Question A.Jijamata Udyan, the famous zoo in Mumbai has acclimatised humbolt penguins. Why should penguins be acclimatised when kept at a place away from their natural habitat?
Answer:1. Zoological park (zoo) is a type of ex-situ conservation in which wild animals are kept in captivity.
2. Humboldt penguins are native to South America and the surrounding environment differs significantly at Jijamata Udyan (zoo) in Mumbai.
3. In order to ensure that these penguins survive longer and are healthy they need to be acclimatised (adjust) to their new environment slowly.
4. If they are not acclimatised or the facilities in the zoo where the penguins are kept are not optimal/ suitable, they may develop abnormal stress and exhibit unusual behaviours due to it.
5. These penguins may also be more prone to contracting certain diseases, since they are suited to living in a particular climatic condition.
6. The enclosure of these penguins consists of water pool, air handling units and a chiller system to maintain temperatures between 12 - 14°C, where the penguins were kept for around 8 to 10 days to get acclimatised to their new environment before allowing any visitors inside the zoo.
Hence, Humboldt penguins need to be acclimatised to their new surroundings, when kept at a place away from their natural habitat.
In simple words: Penguins need acclimatisation to adapt to a new environment, differing from their natural habitat in South America, to ensure their health, survival, and prevent stress or diseases. The zoo provides controlled conditions to slowly ease their transition.

🎯 Exam Tip: Highlight the importance of environmental adaptation for species survival in ex-situ conservation settings, focusing on physical and behavioral well-being and disease prevention.

 

Question B.Riya found peculiar plant on her visit to Himachal Pradesh. What are the ways she can show it to her biology teacher and get information about it?
Answer:1. Riya can press and mount the plant specimen on a herbarium sheet and preserve the dried plant material, until she returns back from her visit.
2. She can also write any available information regarding the collected specimen on the herbarium sheet, which can be useful for further studies with her biology teacher.
3. Various taxonomical aids can be useful to get information about this peculiar plant.
[Note: In order to conserve the local flora, Riya can collect photographs of plant and describe it's structure to her teacher.]
In simple words: Riya can preserve the plant as a herbarium specimen, noting details like location and appearance, and also take photographs. These tangible and visual records, combined with other taxonomical aids, will help her biology teacher identify and provide information about the plant.

🎯 Exam Tip: Focus on practical taxonomical methods like herbarium preparation and detailed documentation as effective ways to study and share information about plant specimens.

 

Question C.At Andaman, authorities do not allow tourists to collect shells from beaches. Why it must be so?
Answer:1. Seashells are an important part of the coastal ecosystem and are crucial for the survival of various marine creatures.
2. They provide material for building nests of birds and also act as a substratum for attachment of algae, sea grass, sponges and various microbes.
3. Fishes use shells for hiding from predators, whereas hermit crabs use shells as temporary shelters.
4. Removal of seashells from seashores may also indirectly affect the rate of shoreline erosion.
Hence, in an attempt to protect the ecosystem, authorities in Andaman do not allow tourists to collect shells from beaches.
In simple words: Shells are vital components of coastal ecosystems, serving as homes, building materials, and protective covers for various marine life, and their removal can also lead to shoreline erosion. Therefore, collecting them is prohibited to protect the delicate balance of the environment.

🎯 Exam Tip: Emphasize the ecological roles of seemingly small elements like seashells in supporting marine biodiversity and preventing environmental degradation, highlighting conservation efforts.

 

Question D.Why do we have green house in botanical gardens?
Answer:1. Greenhouse is a structure with suitable walls and a roof in which plants are grown under regulated climatic conditions.
2. Most botanical gardens exhibit ornamental plants which require stringent/ optimum climatic conditions for their growth and/or flowering.
3. The greenhouse associated with botanical gardens are also used to grow and propagate those plants that may not survive seasonal changes.
Hence, in order to provide optimum temperature for better growth and flowering and also to protect the plants from certain diseases, there are greenhouses in botanical gardens.
In simple words: Greenhouses in botanical gardens provide controlled climatic conditions, optimal temperature, and protection from diseases, allowing for the growth and propagation of delicate or seasonal plants that wouldn't survive open-air conditions, especially ornamental species.

🎯 Exam Tip: Focus on the role of greenhouses in maintaining specific microclimates for cultivating plants with precise environmental needs, crucial for botanical research and display.

 

Question E.What do you understand from terms like in situ and ex situ conservation?
Answer:1. In situ conservation: It includes conservation of species in their natural habitats. Grazing, cultivation and collection of products from the forests is banned in such areas. Legally protected areas include national parks, wildlife sanctuaries and biosphere reserves.
2. Ex situ conservation: It includes conservation of species outside their natural habitats. Species are conserved in botanical gardens, culture collections and zoological parks.
In simple words: In situ conservation protects species within their natural ecosystems, like national parks. Ex situ conservation involves protecting species outside their natural habitats, such as in botanical gardens or zoos.

🎯 Exam Tip: Clearly differentiate between "in situ" (on-site, natural habitat) and "ex situ" (off-site, controlled environment) conservation methods, providing examples for each.

4. Write Short Notes

 

Question A.Role of human being in biodiversity conservation.
Answer:1. Due to rapid increase in human population and industrialization, humans have over utilized natural resources; leading to degradation of the environment and hence only humans can help conserve the ecosystem.
2. Humans are capable of conserving and improving the quality of nature and thus, can play a major role in biodiversity conservation.
3. In order to conserve biodiversity and its environmental resources, humans must use the resources rationally and avoid excessive degradation of environment.
4. Human beings are stakeholders of the environment and need to come together to overcome pollution and improve the environment quality in order to conserve biodiversity. E.g. Ban or limit on use of harmful products (plastic, chemicals, etc.) that are toxic to various birds, animals, etc.
5. Human beings also play a role in conservation of biodiversity by establishment of various sites for in situ (national parks, wildlife sanctuaries and biosphere reserves) and ex situ (botanical gardens, culture collections and zoological parks) conservation.
In simple words: Humans, as primary agents of environmental degradation, hold the responsibility and capacity to conserve biodiversity by using resources rationally, reducing pollution, and establishing protected areas like national parks and botanical gardens for both in situ and ex situ conservation.

🎯 Exam Tip: When discussing human roles in conservation, emphasize both the responsibility to mitigate negative impacts and the capacity to actively implement protective measures, including policy and direct action.

 

Question B.Importance of botanical garden.
Answer:The importance of botanical gardens is as follows:
1. It is a place where there is an assemblage of living plants maintained for botanical teaching and research purpose.
2. Botanical gardens are important for their records of local flora.
3. Botanical gardens provide facilities for the collection of living plant materials for botanical studies.
4. Botanical gardens also supply seeds and material for botanical investigations.
5. The development of botanical gardens in any country is associated with its history of civilization, culture, heritage, science, art, literature and various other social and religious expressions.
6. Botanical gardens besides possessing an outdoor garden may contain herbaria, research laboratory, greenhouses and library.
7. Botanical gardens are not only important for botanical studies, but also to develop tourism in the country.
In simple words: Botanical gardens serve as vital centers for botanical research, education, and conservation, maintaining diverse plant collections, providing resources for studies, and preserving local flora. They also contribute to cultural heritage and attract tourism.

🎯 Exam Tip: Focus on the multi-faceted role of botanical gardens, including their scientific contributions (research, education), conservation efforts (local flora, endangered species), and societal benefits (tourism, cultural heritage).

 

Question 5.How can you, as an individual, prevent the loss of Biodiversity?
Answer:As individuals, we can prevent loss of biodiversity in the following ways:
1. Increasing awareness about environmental issues. Making posters that provide more information about biodiversity conservation, to raise public awareness.
2. Increased support and/ or active participation in government policies and actions laid down for conservation of biodiversity.
3. Protect various plant and animal species in our surrounding.
4. Set up bird and bat houses wherever possible.
5. Prevent felling of trees especially native plants or trees in a particular area.
6. Reduce, recycle and reuse resources. Especially, reduce pollution and use of plastic bags and other materials that are potential threats for the environment.
7. Use environment friendly products, segregate and dispose garbage correctly.
8. Convince people about the importance of trees and the need to participate in tree plantation campaign.
9. Obey the rules that fall under Biodiversity Act.
[Students can use the given points as reference and mention additional preventive measures on their own.]
In simple words: Individuals can prevent biodiversity loss by raising awareness, supporting conservation policies, protecting local flora and fauna, practicing the 3Rs (reduce, reuse, recycle), using eco-friendly products, promoting tree plantation, and adhering to environmental laws.

🎯 Exam Tip: When listing individual actions for biodiversity conservation, focus on both educational initiatives (awareness) and practical, sustainable lifestyle choices (reduce, recycle, reuse, eco-friendly products, protecting local species).

Practical / Project:

 

Question 1.Make herbarium under the guidance of your teacher.
Answer:Students are expected to perform the given activity by themselves under the guidance of their teacher.
In simple words: This is a hands-on practical activity where students, guided by their teacher, will create a herbarium by collecting, pressing, drying, and mounting plant specimens for study.

🎯 Exam Tip: Emphasize careful collection, proper pressing and drying techniques, and accurate labeling as critical components for a successful and valuable herbarium specimen.

 

Question 2.Find out information about any one sacred grove (devrai) in Maharashtra.
Answer:Sacred groves in Maharashtra are located in districts like Ahmednagar, Bhandara, Chandrapur, Jalgaon, Kolhapur, Nashik, Pune, Raigad, Ratnagiri, Sangli, Satara, Sindhudurg, Thane, Yavatmal.
[Source: Data as per C.P.R. Environment Education Centre, Chennai.]
e. g. Sacred grove of Parinche valley, Pune district of Maharashtra:
The Parinche valley region is comprised of the inaccessible rear part of the Purandhar fort and its surrounding valley region and is situated about 63 km to the southeast of Pune city and 18 km from Saswad town. The total area of the valley region is about 132 sq. km. Parinche is the biggest village and a nodal place in the valley. The majority (12) of the documented groves are located in the Kaldari and Pangare zones. The size of the sacred groves has however reduced due to various human related activities that have taken place in recent years.
The biggest sacred grove in the Parinche valley belongs to Buvasaheb of Tonapewadi and spreads over an area of 4.80 hectares. The forest types are unique to the groves. Presence of key species in the sacred groves varies from region to region. Two key tree species, i.e. Terminalia bellerica and Ficus spp., are present in these sacred groves which have almost disappeared from the surrounding areas. Large buttressed trees are another important feature of well-preserved sacred groves. The presence of these tree species indicates the vegetation of the past and also the type of potential vegetation that can be regenerated in these regions.
[Source: Waghchaure, C. K., Tetali, P., Gunale, V. R., Antia, N. H., & Birdi, T. J. (2006). Sacred Groves of Parinche Valley of Pune District of Maharashtra, India and their Importance. Anthropology & Medicine, 13(1), 55-76]
[Students can refer the given answer and search for more information about other sacred groves on their own.]
In simple words: Sacred groves, like the one in Parinche valley, Pune, are traditional forest patches preserved due to religious beliefs, acting as critical biodiversity hotspots for rare plant species. They are important examples of community-led conservation, safeguarding unique ecosystems.

🎯 Exam Tip: Focus on the dual significance of sacred groves-their cultural/religious importance and their ecological role in preserving endemic and often rare plant species as a form of in-situ conservation.

Can You Recall? (Textbook Page No. 1)

 

Question 1.Whether all organism are similar? Justify your answer.
Answer:No, all organisms are not similar.
1. Organisms on the earth exhibit great diversity.
2. Organisms are grouped as microbes, plants (autotrophs), animals (heterotrophs) and decomposers.
3. Different microbes and decomposers have various shapes and sizes.
4. Plants can be further classified on their shape, size, structure, mode of reproduction, etc. Plants also differ greatly based on the locations in which they are found, e.g. Snowy, desert, forest, aquatic, etc.
5. Even animals show a high degree of variation. They are classified as unicellular, multicellular, invertebrates, vertebrates, etc. Also, based on the environment in which they live, they are classified as terrestrial, aerial, aquatic and amphibians.
In simple words: No, organisms are not all similar; they exhibit immense diversity in form, size, structure, mode of nutrition, and habitat, ranging from microbes to complex plants and animals, each adapted to different environments.

🎯 Exam Tip: When justifying the diversity of organisms, provide examples across different kingdoms (microbes, plants, animals) and highlight variations in structure, function, and habitat adaptation.

 

Question 2.What is the difference between living and non-living things?
Answer:

	Living Things	Non-living Things
a.	Living things show growth from within.	Non-living things show growth by accumulation of materials on their surface.
b.	They reproduce asexually or sexually, except mules, sterile worker bees, infertile males.	They do not reproduce.
c.	They perform metabolism in order to obtain energy.	No metabolic changes occur in non-living things.
d.	They show irritability and respond to changes in their surroundings.	They do not show irritability.
e.	They undergo ageing and eventually die.	Non-living things do not have a finite life span.

In simple words: Living things exhibit internal growth, reproduction (mostly), metabolism for energy, irritability, ageing, and death, whereas non-living things grow by external accumulation, do not reproduce, lack metabolism and irritability, and do not age or die in the biological sense.

🎯 Exam Tip: For differentiation questions, provide clear, concise points for comparison, focusing on defining characteristics like growth, reproduction, metabolism, and responsiveness for living things versus their absence or different manifestation in non-living things.

 

Question 3.Enlist the characters of living organisms.
Answer:The basic principles of life are as follows:
1. Metabolism: Metabolism is breaking of molecules (catabolism) and making of new molecules (anabolism). An organism performs metabolism in order to obtain energy and various chemical molecules essential for survival.
2. Growth and development: Organisms tend to grow and develop in a well-orchestrated process from birth onwards.
3. Ageing: It is the process during which molecules, organs and systems begin to lose their effective working and become old.
4. Reproduction: For continuity of race (species), organisms reproduce (asexually or sexually) to produce young ones like themselves. However, mules and worker bees do not reproduce, yet are living.
5. Death: As the body loses its capacity to perform metabolism, an organism dies.
6. Responsiveness: Living organisms respond to thermal, chemical or biological changes in their surroundings.
In simple words: Living organisms are characterized by metabolism (chemical reactions for energy), growth and development, reproduction for species continuity, ageing, eventual death, and responsiveness to environmental stimuli.

🎯 Exam Tip: Ensure you include all six key characteristics: metabolism, growth, reproduction, ageing, death, and responsiveness. Remember to briefly explain each one.

Can You Tell? (Textbook Page No. 1)

 

Question 1.Whether all organisms prepare their own food?
Answer:No, all organisms do not prepare their own food. Organisms that prepare their own food are known as autotrophs (e.g. Green plants, certain microbes). These organisms prepare their own food in the presence of sunlight, water and carbon dioxide.
In simple words: No, not all organisms prepare their own food; only autotrophs like green plants and some microbes can synthesize their food using sunlight, water, and carbon dioxide.

🎯 Exam Tip: Differentiate between autotrophs (self-feeders) and heterotrophs (consumers) when discussing food preparation, highlighting photosynthesis as the primary method for autotrophs.

 

Question 2.Which feature can be considered as all-inclusive characteristic of life? Why?
Answer:Metabolism can be considered as an all-inclusive (defining) feature of life since it is exhibited by all living organisms and does not take place in non-living things.
Another all-inclusive characteristic of life is responsiveness or irritability. This is a unique property of living beings since all living beings are conscious of their surroundings.
In simple words: Metabolism is considered an all-inclusive characteristic because all living things perform it, and non-living things do not. Responsiveness or irritability is also a defining feature as all living beings sense and react to their surroundings.

🎯 Exam Tip: For defining characteristics, choose features that are universally present in all living organisms and entirely absent in non-living ones, such as metabolism and consciousness/responsiveness.

 

Question 3.How can we study large number of organisms at a glance?
Answer:Systematic study of organisms with the help of taxonomical aids can be used to study a large number of organisms at a glance.
In simple words: We can study many organisms efficiently by using taxonomical aids, which are tools and techniques developed for systematic classification and identification of species.

🎯 Exam Tip: Focus on taxonomical aids (e.g., keys, monographs, herbarium, museums) as the primary tools for organizing and quickly accessing information about a large number of organisms.

Can We Call? (Textbook Page No. 1)

 

Question 1.Reproduction as inclusive character of life?
Answer:No, we cannot call reproduction as an inclusive character of life. Certain organisms like mules and worker bees do not reproduce and are still living. Thus, reproduction cannot be considered as an all inclusive defining characteristic of living organisms.
In simple words: Reproduction cannot be an all-inclusive characteristic of life because some living organisms, such as mules and worker bees, are sterile but are still considered alive, demonstrating that it is not universal to all living beings.

🎯 Exam Tip: When evaluating "defining characteristics," consider exceptions. If a living organism exists without the trait (like sterile organisms not reproducing), then that trait is not universally defining.

Think About It (Textbook Page No. 1)

 

Question 1.Can metabolic reactions demonstrated in a test tube (called 'in vitro' tests) be called living?
Answer:- The sum total of all the chemical reactions occurring in the body is known as metabolism and no non-living object exhibits metabolism.
- However, metabolic reactions can be demonstrated outside the body in a test tube (cell-free medium).
- Thus, isolated metabolic reaction (s) outside the body of an organism, performed in a test tube is neither living nor non-living.
- Metabolic reactions occurring in vitro are living reactions but not living things.
In simple words: Isolated metabolic reactions in a test tube are "living reactions" because they mimic biological processes, but the test tube itself, or the reactions within it, are not considered "living things" as they lack the organization and self-sufficiency of a complete organism.

🎯 Exam Tip: Distinguish between a "living reaction" (a biochemical process characteristic of life) and a "living thing" (an organized entity capable of independent life). In vitro reactions are living but not living entities.

 

Question 2.Now a days patients are declared 'brain dead' and are on life support. They do not show any sign of self-consciousness. Are they living or non-living?
Answer:The brain controls all life processes. Hence, when a patient is declared as 'brain dead', he does not carry out any of the inclusive defining characters of living things (e.g. metabolism, consciousness, etc.) and is completely dependent on machines. Since, such patients do not show any sign of self-consciousness, these patients cannot exactly be called as living.
In simple words: Brain-dead patients on life support are not considered truly living because they lack brain activity, which controls all vital processes including self-consciousness, and are entirely dependent on external machines to maintain physiological functions, thus missing key defining characteristics of life.

🎯 Exam Tip: Emphasize that while physiological functions might be maintained by machines, the absence of brain activity and self-consciousness signifies the loss of defining life characteristics, rendering "brain dead" as distinct from truly living.

Internet My Friend (Textbook Page No. 2)

 

Question 1.Collect information about Prof. Almeida, Prof. V. N. Naik, Dr. A. V. Sathe, Dr. P. G. Patwardhan with reference to their taxonomic work and biodiversity conservation.
Answer:i. Prof. Almeida:
Prof. (Dr.) Marselin R. Almeida was a renowned Plant Taxonomist and Medicinal Plant Consultant of India. He was a curator at the Blatter Herbarium (Mumbai). He discovered four new species of pteridophytes from Bombay presidency. His work includes - Pteridophytes of Maharashtra and Flora of Mahabaleshwar. He has contributed to the Flora of Maharashtra, Sawantwadi and its adjoining areas along with Dr. S. M. Almeida.
ii. Prof. V. N. Naik:
Prof. V. N. Naik is a renowned 'Angiosperms Taxonomist' of India. He completed the Flora of Marathwada. He has produced 15 Ph.D., 110 research articles and 6 books. His book on 'Taxonomy of Angiosperms' (Tata McGraw-Hill Education, 1984) is widely used throughout the world. He is currently a faculty of Dr. Babasaheb Ambedkar Marathwada University, Aurangabad.
[Source: http://www. bamu. ac. in/dept-of-botany/Achievements, aspxj]
iii. Dr. A. V. Sathe:
Collection and taxonomic studies of mushrooms in Maharashtra started around 1974. Prof. A.V. Sathe and his team were amongst the first to begin these studies. They recorded 75 species distributed in 43 genera. These species were collected from Maharashtra, Karnataka and Kerala. The collection of these species was documented in the form of a Monograph on Agaricales.
[Source: Borkar P., Doshi A., Navathe D. (2015) Mushroom diversity of Konkan region of Maharashtra, India. Journal of Threatened Taxa. 7(10): 7625-7640]
iv. Dr. P. G. Patwardhan:
Dr. Patwardhan and his associates at the M.A.C.S. Research Institute, Pune-renamed as Agharkar Research Institute (ARI), Pune have performed detailed studies on lichens. His school is in possession of over 600 species of crustose lichens, obtained after intensive collection programmes. These specimens have been deposited in the Ajarekar Mycological Herbarium in the Department of Mycology and Plant Pathology at the M.A.C.S. Research Institute, Pune.
[Source: http://lib.unipune.ac.in:8080/xmlui/bitstreamfhandle/123456789/7451/07_…? sequence=7&is Allowedly]
[Students are expected to find more information on their own.]
In simple words: These scientists made significant contributions to plant and fungal taxonomy and biodiversity conservation in India. Prof. Almeida focused on pteridophytes and flora, Prof. Naik on angiosperms, Dr. Sathe on mushrooms, and Dr. Patwardhan on lichens, all documenting and preserving diverse species.

🎯 Exam Tip: When summarizing the work of scientists, highlight their specific area of expertise (e.g., pteridophytes, angiosperms, mushrooms, lichens), their key contributions (e.g., new species, floras, monographs), and the regions they focused on.

Can You Tell? (Textbook Page No. 3)

 

Question 1.What are the essentials of a good herbarium?
Answer: The essentials of a good herbarium are as follows:
1. It is essential to identify and label the collected specimen correctly.
2. Specimens should be stored in a dry place.
3. The plants are usually pressed and mounted on the sheet of paper known as herbarium sheets. Some plants are not suitable for pressing or mounting, like succulents, seeds, cones, etc. They need to be preserved in suitable liquid like formaldehyde, acetic alcohol, etc.
4. In order to preserve the specimen for longer durations, acid-free paper, special glues and inks must be used to mount the specimen so that the specimen does not deteriorate.
5. The specimens should be dried well before preparing a herbarium in order to prevent rotting of specimen.
6. It is also essential to record the date, place of collection along with detailed classification and highlighting with its ecological peculiarities, characters of the plant on a sheet. Local names of plant specimens and name of the collector may be added. This information is given at lower right comer of sheet and is called 'label'.
In simple words: A good herbarium requires correctly identified and labeled specimens, proper drying and pressing (or liquid preservation for certain types), use of acid-free materials for mounting, and detailed ecological and collection data on the label to ensure long-term preservation and utility.

🎯 Exam Tip: When describing herbarium essentials, focus on the entire process from collection (identification, labeling) to preservation (drying, mounting, suitable materials) and documentation (detailed data on the label).

 

Question 2.Why does the loss of biodiversity matter?
Answer:1. The loss of biodiversity is an moral and ethical issue.
2. Biodiversity helps to maintain stability in an ecosystem.
3. Humans share the environment with various other organisms and harm to these species can result in loss of biodiversity.
4. The loss of even one variety of organisms can affect the entire ecosystem.
Hence, due to all these reasons, loss of biodiversity matters.
In simple words: Loss of biodiversity matters because it disrupts ecosystem stability, poses ethical concerns regarding shared environments, and even the disappearance of a single species can cascade to negatively impact the entire ecosystem's balance and function.

🎯 Exam Tip: Emphasize the interconnectedness of species within an ecosystem; loss of biodiversity threatens ecological balance, ethical responsibilities, and the overall health of the planet.

 

Question 3.Why should we visit botanical gardens, museums and zoo?
Answer:1. Botanical gardens, museums and zoos are taxonomical aids which can be used to study biodiversity.
2. Botanical gardens have a wide range of plant species that are protected and preserved which can be observed and studied.
3. Museums help gain information about various plants and animals that are preserved and may even be extinct. They act as reference hubs for biodiversity studies.
4. Zoos provide information about various animals. They also harbour certain endangered animals and help us understand the role of biodiversity conservation. They can also be visited to study the food habits and behaviour of animals.
Hence, we should visit botanical gardens, museums and zoos.
In simple words: We should visit botanical gardens, museums, and zoos because they serve as crucial taxonomical aids and educational centers, offering opportunities to study diverse, preserved, and even endangered plant and animal species, their behaviors, and the importance of biodiversity conservation.

🎯 Exam Tip: Focus on the educational and conservation roles of these institutions, highlighting their utility for studying biodiversity, preserving species (including endangered ones), and understanding natural history.

Find Out (Textbook Page No. 4)

 

Question 1.Human being is at key position in maintaining biodiversity of earth. Find out more information about the following.
i. Laws to protect and conserve biodiversity in India.
Answer:a. Forest (Conservation) Act, 1980
b. Biological Diversity Act, 2002
c. Wildlife (Protection) Act, 1972
d. Environment Protection Act, 1986
[Students can find out more laws to protect and conserve Biodiversity in India ]
In simple words: India has several key laws for biodiversity conservation, including the Forest (Conservation) Act, Biological Diversity Act, Wildlife (Protection) Act, and Environment Protection Act, which collectively aim to protect natural resources and species.

🎯 Exam Tip: When listing laws, provide the official name and year to demonstrate specific knowledge of legislative frameworks for environmental protection.

Question 1. Human being is at key position in maintaining biodiversity of earth. Find out more information about the following.
(ii) Environmental effects of ambitious projects like connecting rivers or connecting cities by constructing roads.
Answer:
Connecting rivers or connecting cities by constructing roads have the following environmental effects:
a. They form barriers to animals.
b. Construction of roads requires cutting down of trees and results in large scale deforestation.
c. They occupy large land resources resulting in loss of habitat of various species.
d. It can alter the water flow pattern and damage many ecosystems.
e. Increase in air, water, soil and noise pollution can disturb various animals and birds, thus affecting their behavioural pattern.

(iii) Did bauxite mining in Western Ghats affect critically endangered species like - Black panther, different Ceropegia spp., Eriocaulon spp. ?
Answer:
a. The Western Ghats, is one of the global biodiversity hotspots and retains more than 30% of all plant, aquatic, reptile, amphibian and mammal species found in India.
b. Recently, this ecologically sensitive region has been subjected to various developmental activities that have adversely affected the flora and fauna of the region.
c. Bauxite mining is one such activity which has had significant negative impact on the local environment. To access bauxite ore deposits, the above-ground vegetation needs to be completely removed, causing large scale deforestation. The vegetation in the adjoining area is also affected due to dumping.
d. The major threats of this activity include vegetation loss, forest fragmentation and biodiversity loss.
e. Since most mines fall in Eco-Sensitive Zones (ESZ), it has seriously affected the flora and fauna of the Western Ghats.
f. Black panthers have frequently been spotted at various locations in the Western Ghats and mining in these areas can seriously affect their health and numbers.
g. Certain species of Ceropegia and Eriocaulon that are endemic in the area have been reported to be critically endangered.
[Source: Chandore A. (2015) Endemic and threatened flowering plants of Western Ghat with special reference to Konkan region of Maharashtra. Journal of Basic Sciences. 2 (21-25)]
Hence it is most likely that bauxite mining in Western Ghats has adversely affected the critically endangered species like - Black panther, different Ceropegia spp., Eriocaulon spp.
In simple words: Human activities impact biodiversity. Laws protect species, but large projects like river linking or mining can harm habitats, cause deforestation, and disrupt ecosystems, endangering species like black panthers and specific plant types in biodiversity-rich areas like the Western Ghats.

🎯 Exam Tip: When discussing human impact on biodiversity, remember to include specific examples of both protective measures (laws) and harmful activities (development projects) to demonstrate a comprehensive understanding.

Internet My Friend (Textbook Page No. 4)

Question 1. Collect information about botanical gardens, zoological parks and biodiversity hotspots in India.
(i) Collect information about botanical gardens, zoological parks and biodiversity hotspots in India.
Answer:
a. Botanical gardens in India:

No.	Botanical Gardens of India	Location
1.	Acharya Jagadish Chandra Bose Indian Botanic Garden	Kolkata
2.	Lloyd Botanical Garden	Darjeeling
3.	National Botanical Research Institute	Lucknow
4.	Botanical Garden of the Forest Research Institute	Dehradun
5.	The State Botanical Garden	Odisha
6.	Botanical Garden	Saharanpur
7.	Government Botanical Garden	Ootacamund

b. Zoological Parks in India:

No.	Zoological parks	Location	Type of animals
1.	Rajiv Gandhi Zoological Park	Pune [Katraj]	Reptiles, mammals, birds. They have a snake park.
2.	Jijamata Udyan	Mumbai	Endangered species of animals and birds.
3.	Nehru Zoological Park	Hyderabad	3500 species of birds, animals and reptiles.
4.	Indira Gandhi Zoological Park	Vishakhapatanam	Primates, carnivores, small mammals, reptiles and birds.
5.	Padmja Naidu Himalayan Zoological Park	Darjeeling	Endangered animals like snow leopards, red pandas, gorals (mountain goat), Siberian tigers and a variety of endangered bird species.
6.	Allen Forest Zoo	Kanpur	Hyena, Bear, Rhinoceros, Hippopotamus, Langoor, Musk deer. Ostrich, Emu, Crane etc.
7.	Lucknow Zoo	Lucknow	Royal Bengal Tiger, White Tiger, Gibbon, Black Bear, Asiatic Elephant, Great pied, Horn Bill etc.
8.	Alipore Zoological Gardens	Kolkata	Royal Bengal Tiger, African Lion, Hippopotamus, Great Indian One-horned Rhinoceros.
9.	The Madras Crocodile Bank Trust	Chennai	Crocodiles and many species of turtles, snakes and lizards.
10.	Parassinikkadavu Snake Park	Kannur	Spectacled Cobra, King Cobra, Russell's Viper, Krait and Pit Viper.

c. Biodiversity hotspots in India:

No.	Biodiversity Hotspots
1.	The Eastern Himalayas (Arunachal Pradesh, Bhutan, Eastern Nepal)
2.	Indo - Burma (Purvanchal Hills, Arakan Yoma, Eastern Bangladesh)
3.	The Western Ghats and Srilanka

(ii) Collect information of endemic flora and fauna of India.
Answer:
a. Endemic flora:
Albizia sikharamensis (Mimosaceae), Argvreia arakuensis (Convolvulaceae), Arundinella setosa (Poaceae), Acacia diadenia (Mimosaceae), Citrus assamensis (Rutaceae), Magnolia bailloni (Magnoliaceae), etc.
[Source: http://www.bsienvis.nic.in/Database/E_3942.aspx]
b. Endemic fauna:
Bare Bellied Hedgehog (Paraechinus nudiventris), Andaman Shrew (Crocidura andamanensis), Aruanchal Macaque (Macaca munzala), Car Nicobar Rat (Rattus palmarum), Peter's Tube-nosed Bat (Harpiola grisea) etc.
[Source: http://faunaofindia.nic.in/PDFVolumes/spb/056/index.pdf]
[Students are expected to use the given sources and find more information on their own.]
In simple words: Botanical gardens, zoological parks, and biodiversity hotspots are crucial for understanding and conserving India's rich flora and fauna. They serve as centers for research, education, and the protection of both common and endemic species.

🎯 Exam Tip: For questions about conservation efforts, always be prepared to list specific examples of botanical gardens, zoological parks, and biodiversity hotspots, along with examples of endemic species. This demonstrates factual knowledge and a broader understanding of biodiversity preservation in India.