EXEMPLAR PROBLEMS

CLASS XIBIOLOGY

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FOREWORD

The National Curriculum Framework (NCF) – 2005 initiated a new phase of development

of syllabi and textbooks for all stages of school education. Conscious effort has been

made to discourage rote learning and to diffuse sharp boundaries between different

subject areas. This is well in tune with the NPE–1986 and Learning Without Burden-

1993 that recommend child centred system of education. The textbooks for Classes IX

and XI were released in 2006 and for Classes X and XII in 2007. Overall the books

have been well received by students and teachers.

NCF–2005 notes that treating the prescribed textbooks as the sole basis of

examination is one of the key reasons why other resources and sites of learning are

ignored. It further reiterates that the methods used for teaching and evaluation will

also determine how effective these textbooks proves for making children’s life at school

a happy experience, rather than source of stress or boredom. It calls for reform in

examination system currently prevailing in the country.

The position papers of the National Focus Groups on Teaching of Science,

Teaching of Mathematics and Examination Reform envisage that the biology question

papers, set in annual examinations conducted by the various Boards do not really

assess genuine understanding of the subjects. The quality of questions papers is

often not upto the mark. They usually seek mere information based on rote

memorization, and fail to test higher-order skills like reasoning and analysis, let along

lateral thinking, creativity, and judgment. Good unconventional questions, challenging

problems and experiment-based problems rarely find a place in question papers. In

order to address to the issue, and also to provide additional learning material, the

Department of Education in Science and Mathematics (DESM) has made an attempt

to develop resource book of exemplar problems in different subjects at secondary and

higher-secondary stages. Each resource book contains different types of questions of

varying difficulty level. Some questions would require the students to apply

simultaneously understanding of more than one chapters/units. These problems are

not meant to serve merely as question bank for examinations but are primarily meant

to improve the quality of teaching/learning process in schools. It is expected that

these problems would encourage teachers to design quality questions on their own.

Students and teachers should always keep in mind that examination and assessment

should test comprehension, information recall, analytical thinking and problem- solving

ability, creativity and speculative ability.

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A team of experts and teachers with an understanding of the subject and a

proper role of examination worked hard to accomplish this task. The material was

discussed, edited, and finally included in this resource book.

NCERT would welcome suggestions from students, teachers and parents which

would help us to further improve the quality of material in subsequent editions.

YASH PAL

New Delhi Chairperson

21 May 2008 National Steering Committee

National Council of Educational

Research and Training

(iv)

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PREFACE

The Department of Education in Science and Mathematics (DESM), National Council of

Educational Research and Training (NCERT), initiated the development of ‘Exemplar Problems’

in science and mathematics for secondary and higher secondary stages after completing the

preparation of textbooks based on National Curriculum Framework–2005.

The main objective of the book on ‘Exemplar Problems in Biology’ is to provide the teachers

and students a large number of quality problems with varying cognitive levels to facilitate

teaching learning of concepts in Biology that are presented through the textbook for Class

XI. It is envisaged that the problems included in this volume would help the teachers to

design tasks to assess effectiveness of their teaching and to know about the achievement of

their students besides facilitating preparation of balanced question papers for unit and

terminal tests. The feedback based on the analysis of students’ responses may help the

teachers in further improving the quality of classroom instructions. In addition, the problems

given in this book are also expected to help the teachers to perceive the basic characteristics

of good quality questions and motivate them to frame similar questions on their own. Students

can benefit themselves by attempting the exercises given in the book for self assessment

and also in mastering the basic techniques of problem solving. Some of the questions given

in the book are expected to challenge the understanding of the concepts of biology of the

students and their ability to applying them in novel situations.

The problems included in this book were prepared through a series of workshops organised

by the DESM for their development and refinement involving practicing teachers, subject

experts from universities and institutes of higher learning, and the members of the biology

group of the DESM whose names appear separately. We gratefully acknowledge their efforts

and thank them for their valuable contribution in our endeavour to provide good quality

instructional material for the school system.

I express my gratitude to Professor Krishna Kumar, Director and Professor G. Ravindra,

Joint Director, NCERT for their valuable motivation and guidance from time to time. Special

thanks are due to Dr. B. K. Tripathi, Professor, DESM for coordinating the programme, taking

pains in editing and refinement of problems and for making the manuscript pressworthy.

We look forward to feedback from students, teachers and parents for further improvement

of the contents of the book.

Dr. Hukum SinghProfessor and Head

(v)

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K. Muralidhar, Professor, Department of Zoology, University of Delhi, DelhiChief Advisor– Biology Textbook Development Committee, NCERT

MEMBERS

CH.A. Ramulu, Reader (Botany), Regional Institute of Education, Bhubaneshwar

Dinesh Kumar, Reader (Zoology), Department of Education in Science and Mathematics, NCERT

P.K. Durrani, Professor (Botany), Department of Education in Science and Mathematics, NCERT

Sarath Chandran, Reader (Zoology), Sri Venkateswara College, New Delhi

Savithri Singh, Principal, Acharya Narendra Dev College, University of Delhi

Seema Bali , PGT ( Biology), St. Mary’s School, New Delhi

Sunita L Varte, Lecturer (Botany), Department of Education in Science and Mathematics,NCERT

Sunita Madan, PGT (Biology), Salwan Public School, New Delhi

V.K. Kakaria, Reader (Zoology), Regional Institute of Education, Bhopal

MEMBER-COORDINATOR

B.K. Tripathi, Professor (Zoology), Department of Education in Science and Mathematics, NCERT

DEVELOPMENT TEAM

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ACKNOWLEDGEMENTS

National Council of Educational Research and Training (NCERT) gratefully

acknowledges the contribution of all the members who have contributed at different

stages in the development of this book. The Council is grateful to all the concerned

Heads of the Departments and Principals for deputing their faculty members for this

task.

NCERT sincerely acknowledges the contributions of the members who participated

in the review of the manuscripts – Ajit Kumar Kavathekar, Reader (Botany),

Sri Venkateshava College, New Delhi; A.K. Sharma, Reader (Zoology), University of

Lucknow, Lucknow; Chaitali Dixit, Asst. Lecturer (Biology), St. Anthony’s (Don Bosco)

Hr. Secondary School, Shillong ; Deepti Srivastava, PGT (Biology), Sanskriti School,

New Delhi; Garima Jha, PGT (Biology), Ganga International School, New Delhi; Meenakshi

Tawankley, Retd. Reader (Botany), Maitreyi College, New Delhi; Shardendu, Reader

(Botany), Science College, Patna University, Patna; Suman Kumar Singh, Associate

Professor, College of Fisheries, Dholi, Bihar.

The Council is highly thankful to Hukum Singh, Professor and Head, DESM, NCERT

for his valuable support throughout the making of this book.

The Council also gratefully acknowledges the contribution of Deepak Kapoor,

Incharge, Computer Station; Mrs Vaijanti Patankar, Mohd Jabir Hussain, Girish Goyal

and Kamal Kumar, DTP operators; Abhimanu Mohanty, Proof Reader; APC office and

administrative staff of DESM, NCERT

The efforts of the Publication Department, NCERT in bringing out this publication

are also appreciated.

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CONTENTS

FOREWORD iii

PREFACE V

EXEMPLAR PROBLEMS, ANSWERS AND MODEL PAPER 1-167

Chapter 1 : The Living World 1

Chapter 2 : Biological Classification 6

Chapter 3 : Plant Kindom 10

Chapter 4 : Animal Kingdom 14

Chapter 5 : Morphology of Flowering Plants 21

Chapter 6 : Anatomy of Flowering Plants 27

Chapter 7 : Structural Organisation in Animals 33

Chapter 8 : Cell: The Unit of Life 38

Chapter 9 : Biomolecules 43

Chapter 10 : Cell Cycle and Cell Division 49

Chapter 11 : Transport in Plants 54

Chapter 12 : Mineral Nutrition 63

Chapter 13 : Photosynthesis in Higher Plants 68

Chapter 14 : Respiration in Plants 77

Chapter 15 : Plant Growth and Development 84

Chapter 16 : Digestion and Absorption 91

(viii)

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Chapter 17 : Breathing and Exchange of Gases 96

Chapter 18 : Body Fluids and Circulation 101

Chapter 19 : Excretory Products and their Elimination 108

Chapter 20 : Locomotion and Movement 114

Chapter 21 : Neural Control and Coordination 119

Chapter 22 : Chemical Coordination and Integration 123

Chapter 23 : Answers to Multiple Choice Questions 129

Chapter 24 : Model Answers to Descriptive Questions 133

Chapter 25 : Model Question Paper 156

(ix)

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1THE LIVING WORLD

CHAPTER-1

THE LIVING WORLD

MULTIPLE CHOICE QUESTIONS

1. As we go from species to kingdom in a taxonomic hierarchy, the numberof common characteristics

a. Will decreaseb. Will increase

c. Remain same

d. May increase or decrease

2. Which of the following ‘suffixes’ used for units of classification in plantsindicates a taxonomic category of ‘family’.a. – Ales

b. – Onae

c. – Aceaed. – Ae

3. The term ‘systematics’ refers to:a. Identification and classification of plants and animals

b. Nomenclature and identification of plants and animals

c. Diversity of kinds of organisms and their relationshipd. Different kinds of organisms and their classification

4. Genus representsa. An individual plant or animal

b. A collection of plants or animals

c. Group of closely related species of plants or animalsd. None of these

5. The taxonomic unit ‘Phylum’ in the classification of animals is equivalentto which hierarchial level in classfication of plants

a. Class

b. Order

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