Class 9

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 9 Adaptations in Different Ecosystems Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 9th Lesson Adaptations in Different Ecosystems

9th Class Biology 9th Lesson Adaptations in Different Ecosystems Textbook Questions and Answers

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Question 1.
What do you understand by adaptations in organisms and why do they adapt? (AS 1)
Answer:

• The ways and means that organisms adapt or develop over a certain period of time in different conditions for better survival are adaptation of organisms.
• Adaptation is a feature that is common in any population because it provides some improvement for better survival.

Question 2.
With the help of two examples, explain how these organisms have adapted themselves in the ecosystem? (AS 1)
Answer:

• Mangroves grow in a wet and salty place.
• They have evolved to have curious looking projections from their roots called pneu- matophores or knees.
• These pneumatophores develop from the lateral roots that are growing near the surface, and protrude upto 12 inches out of the soil.
• Pneumatophores aid the plants in maintaining adequate root respiration in a watery environment.
• We don’t find such structures in plants growing around us.
• Another example is in kaiabanda, the leaves are reduced to spines so that there is little transpiration loss and water is stored in the tissues of the stem (succulent stems)
• This helps the plant to live in conditions of water scarcity as we come across in deserts.
• With the above two examples, we can say that these organisms have adapted them-selves in the ecosystem.

Question 3.
Collect some aquatic plants- cut the leaves and stems. Observe them under microscope and record your observations like presence air /absence of air spaces etc. and answer the below. (AS 3)
a) Are there any other reasons for their floating?
Answer:
The bodies of aquatic plants are delicate with more than 80% of their weight consisting of water.

b) Draw a diagram of what you have observed under microscope.

Question 4.
What special adaptations can be seen in the following organisms? (AS 1)
a) mangrove trees
b) camel
c) fish
d) dolphins
e) planktons

a) Mangrove trees :
Answer:

1. Mangroves grow in a wet and salty place near the sea shore.
2. From their roots arise pneumatophores or knees.
3. These pneumatophores develop from the lateral roots that are growing near the surface and protrude upto 12 inches out of the soil.
4. Pneumatophores. aid the plants in maintaining adequate root respiration in a watery environment.

b) Camel:
Answer:

1. In camel hump stores fat fordater use.
2. Long eyelashes protects eye from sand.
3. Nostrils closes voluntarily to protect from blowing sand.
4. Long legs keeps the body away from hot ground.

c) Fish :
Answer:’

1. The body is covered by scales.
2. Fishes bear specialised structures to swim like fins.
3. Fishes have floaters in their body (special structures of their digestive canals) to be able to inhabit particu¬lar levels in the water body.
4. Fishes respire with gills.

d) Dolphins:
Answer:
Dolphins have adapted to their environment in the following ways :
Fins shape – A dolphins tail goes up and down to help it dive up to get the air. The shape of their fins also help to propel them through the water.

To help dolphins save oxygen while they dive under water, their heart beat slower during a dive and their blood is diverted from other parts of their body to their heart, lungs and brain. They also save oxygen via muscles, which have a protein called myo-globin which in turn stores oxygen.

They have a blubber or fat which provides insulation helping the dolphin stay warmer under cold water.

They have a body covering of skin. The upper most layer of skin produces an oil which forms a film that cover the dolphin’s body.

Being mammal dolphin breathe with lungs rather than gills. So they breathe from a blow hole which closes before the dolphin goes into the water. The long nose helps the dolphin to fight sharks and their teeth help them to catch fish.

They have well developed echo location by which they locate other animals and also communicate with each other.

e) Planktons:
Answer:
Microscopic photosynthetic organisms like planktons have droplets of oil in their cells that keeps them float.

Question 5.
If an animal of euphotic zone has to survive in abyssal zone, what adaptations are required to survive there? (AS 1)
Answer:
Adaptations required to survive in abyssal zone are :

1. The animals should have wide mouths and huge curved teeth which prevent escape of any prey.
2. Absence of skeleton, flattened bodies are required.
3. Animals should have special structures that produce light on their bellies, around their eyes, and at the sides of their bodies.
4. The animals should show bioluminescence in the dark waters.

Question 6.
Marine water fishes drink more water than fresh water fishes. Do you agree? Justify.
Answer:

• Yes, marine water fishes drink more water than fresh water fishes.
• Because several marine fishes have a lower internal salt concentration than that of the water they swim in.
• So they tend to dehydrate as water is lost by osmosis.
• To compensate, they drink large amount of water and excrete the salts both via their kidneys and through highly specialised cells in the gills.

Question 7.
Visit a nearby pond or lake. Record the organisms you have observed and their adaptations. (AS 4)
Answer:

• Nearby pond or lake consists of three zones namely littoral zone, limnetic zone, and profundal zone.
• In the topmost littoral zone, the edge of a water body is home to snails, insects, several crustaceans, fishes and amphibians, and the eggs and larvae of dragonflies.
• Predators present are tortoise, snakes, and ducks.
• Adaptations : Several organisms have well developed sight, usually have dull and greyish bodies, and are fast swimmers.
• Limnetic zones contains fresh water fish, crustaceans like daphnia, cyclops, and small shrimps are present.
• Floating- plants like water hyacinth, wolfia, pistia along with algae are present.
• Adaptations seen in the plants this zone are presence of air space, leaves covered with wax, etc.
• In the profundal zone scavengers and predators for example crustaceans, crabs, fishes like eels and snails, turtles are present.
• They adapt themselves by feeding on dead animals that settle down.

Question 8.
Draw a lake showing different zones. Why are they called so? (AS 5)
Answer:
Zones of Lake :

1) Littoral zone :
The zone close to shore. They reaches all the way. Plants living in this zone perform photosynthesis.

2) Limnetic zone :
Sunlit part of the lake surrounded by the littoral zone. This zone extends at a depth where sunlight penetrates.

3) Profundal zone :
It is much colder and denser than previous zones.

Question 9.
Collect information of one lake from internet and prepare a table of organisms adapted at different zones.
Answer:
Different zones in lakes and types of organisms present:
1) The littoral zone :
a) The topmost and warmest zone at the edge of a water body is home to snails, clams, insects, several crustaceans, fishes and amphibians and eggs and larvae of dragonflies.
b) Plants like mosses, water lily, vallisneria, hydrilla etc. are found along with several types of algae.
c) Predators of this zone are tortoise, snakes and ducks.

2) The limnetic zone :
a) This zone contains variety of fresh water fish with bright shiny scales.
b) Transparent or whitish bodied crustaceans like daphnia, cyclops, small shrimps are also found in this zone.
c) There are different types of floating plants like water hyacinth wolfia, pistia along with a variety of algae.

3) The profundal zone :
a) Mostly heterotrophs are present.
b) Scavengers and predators like crustaceans, crabs, fishes like eels and glossogobius (isika dondu), snails, turtles etc are present.
c) Many kinds of bacteria are also present in this zone that help in decomposition.

Question 10.
Write the effect of temperature on the organisms adapted in a lake and pond in a tabular form. (AS 1)
Answer:

• In deeper lakes during summer only the surface water is heated up while the deeper layer remain cold. During summer the ponds dry up.
• In tropical regions water gets heated up and evaporates in lakes. During average temperatures the water in the pond heated up and evaporates.
• The requirements necessary to the organisms like oxygen and nutrients gets decreased in the lake.
• The salinity of the water increases, concentration of oxygen decreases and availability of food decreases in pond during average temperatures.
• In the cold regions upper layers of the lake gets frozen during winter and lower layers does not.
• The entire pond gets frozen during winter.
• Aquatic animals in tropics undergo aestivation or hybernation to overcome extreme cold or hot seasons.

Question 11.
Amphibians are wonderful creatures on the earth. How do you appreciate their adaptation? (AS 6)
Answer:

• Amphibian body has small waist, no neck. Streamlined body shape helps in swimming.
• Skin is thin and moist allows gaseous exchange in cutaneous respiration.
• Front legs used to keep the front portion of the body off the ground.
• Hind legs able to jump great distances and change direction quickly.
• Eyes are positioned on top of head gives the frog a wide angled visual field.
• Mouth is very large and broad can able to catch and eat large prey.
• Tongue attached at front of mouth enables it stick the prey when caught.
• Frogs start their lives as aquatic tadpoles with gills to breathe. As tadpole grows into frogs lungs replace the gills and allows frog to breathe on land.

Question 12.
Some animals and plants survive only in certain conditions. Nowadays human activities cause damage to these conditions. What do you think about this? (AS 7)
Answer:

• Human activities are causing lot of damage to biodiversity.
• Human activities such as deforestation, overgrazing, conversion of forest land to agricultural land, hunting and indiscriminate killing of animals for their products, and pollution can endanger the plant and animal species.
• If proper care is not taken plants and animals may disappear totally from the surface of the earth.

Question 13.
In the chapter on ecosystem, we had studied about the mangrove ecosystems. What kind of abiotic conditions did you study in them? (AS 1)
Answer:
Kinds of abiotic conditions in mangrove ecosystems are soil, pH, oxygen, nutrients, winds and currents, light, temperature, humidity, tides, salinity.

Question 15.
Are there any rivers meeting in the Bay of Bengal in the Coringa ecosystem? Collect information and make a note on them.
Answer:

• Coringa mangrove is situated South of Kakinada Bay and is about 150 km South of Visakhapatnam.
• Coringa is named after the river Coringa.
• Coringa mangroves receive fresh water from Coringa and Gaderu rivers, distributors of Gautami, Godavari rivers, and neritic waters from Kakinada Bay.
• Numerous creeks and canal traverse this coringa ecosystem.

Question 17.
The Murrel (Korramatta) and Rohu are fishes found in rivers. Will they be able to live in the coringa ecosystem ? Give reasons for your answer.
Answer:

• Yes, Murrel and Rohu be able to live in the coringa ecosystem.
• Because coringa ecosystem gets fresh water from rivers coringa, Gaderu and distributories of Gautami, Godavari rivers.
• If the salinity of the water in the coringa ecosystem increases, the water enters the body of fresh water fishes.
• The water can be excreted in the form of urine, but to maintain a suitable salt bal¬ance fresh water fish need to reabsorb salt through the kidneys and salt collecting cells in gills.

Question 18.
How the frogs got protected themselves from cold and heat?
Answer:

• Frogs are cold blooded animals so they can’t tolerate extreme cold or heat conditions.
• They protect themselves from extreme cold conditions by a process called hibernation (winter sleep) and from extreme heat conditions by Aestivation (summer sleep)
• During these processes they burrow deep in the ground and remain motionless until the conditions are favourable.
• During this period the rate of metabolic activities slow down and the animal goes into a nearly unconscious sleepy condition.

Question 19.
How do you appreciate the processing protection pebble plants from the enemies?
Answer:

• Pebble plants are also called living stones.
• They protect themselves from their enemies by adapting themselves to their habitat.
• They survive by living partly underground.
• They avoid being eaten by blending in with surrounding rocks.
• Leaves of these plants are not green as in almost all higher plants, but various shades of cream, grey and brown, patterned with darker windowed areas, dots and red lines.
• The markings on the top surface disguise the plant in its surroundings (camouflage)
• Thus, they adopt wonderfully to their habitats and protect themselves from their enemies.

9th Class Biology 9th Lesson Adaptations in Different Ecosystems InText Questions and Answers

9th Class Biology Textbook Page No. 131

Question 1.
What is a habitat?
Answer:
Habitat is the immediate environment occupied by an organism or the living place of an organism.

Question 2.
Is a tree habitat only for a crow?
Answer:’
No. Tree is a habitat for variety of birds and insects.

Question 3.
In what way an ecosystem is different from habitat?
Answer:
In ecosystem biotic and abiotic components are present. Habitat is the place where organisms live in an ecosystem.

9th Class Biology Textbook Page No. 134

Question 4.
You may know animals that live in water. Do you find in them any suitable characters adapted to live in water? Write a note on them in your notebook.
Answer:

• Structural adaptations in the bodies like presence of special air spaces.
• Such air spaces help them to swim and float in water.
• The aquatic organisms bear specialized structures to swim like flippers as in turtles and fins in fishes.
• Fishes, dolphins have floaters in their body to be able to inhabit particular levels in the water body.

9th Class Biology Textbook Page No. 135

Question 5.
In what way flexible stem is useful to the aquatic plants?
Answer:

• In aquatic plants flexible stem contains a parenchymatous tissue known as arenchyma.
• Arenchyma consists of number of air filled spaces.
• These air spaces help the plant to float on water.

9th Class Biology Textbook Page No. 137

Question 6.
Observe the table and answer the following questions.
Answer:

a) How many zones can you see in the figure basis of light penetration? Name them.
Answer:
Three zones are present. They are eu- photic zone, bathyal zone and abyssal zone.

b) What types of abiotic conditions do you find as per the given table?
Answer:
Light, temperature and depth.

c) What will effect adaptation to marine life other than the conditions shown in the table and figure?
Answer:
Salinity, oxygen, rainfall, regular windflow, soil, pH, nutrients, humid-ity, oceanic currents effect adaptation to marine life.

d) What happens to the temperature and pressure as depth increases?
Answer:
As depth increases temperature decreases and pressure increases.

e) Which zone has more animals? Guess why.
Answer:

1. Bathyal zone has more animals. Because the conditions in this zone are suitable for the organisms to grow.
2. Red and brown kelps are the primary producers. They provide food to other organisms in that zone.

9th Class Biology Textbook Page No. 139

Question 7.
Does Pulikat lake of Nellore come under fresh water ecosystem or not? Why?
Answer:

• Pulikat lake of Nellore comes under marine or salt water ecosystem.
• Because the salinity of water in the lake is 3.5%.
• Main salts present in the Pulikat lake are sodium and potassium.

9th Class Biology Textbook Page No. 140

Question 8.
‘Think, how webbed feet helps ducks?
Answer:

1. Webbed feet of birds help them to adapt conditions on land as well as in water.
2. Webbed feet have enabled them to be good swimmers.

Question 9.
Why cranes have long legs and long beaks?
Answer:

1. Cranes have long, thin legs wander through the mud shallows searching for insects.
2. Long beak help them in searching of insects in the mud.

9th Class Biology Textbook Page No. 141

Question 10.
How are marine ecosystems different from fresh water ones?
Answer:

1. The saliny of water in marine ecosystem is 3.5% whereas it is 1.8% in fresh water.
2. Marine ecosystems are huge and they make up about three-fourths of the earths surface.
3. The number of organisms present in marine ecosystems are more when compared to fresh water ecosystem.

Question 11.
Write two types of adaptations you find in marine ecosystems, different from fresh water ecosystems.
Answer:

• Many marine animals have blubber fur insulation from the cold and some fish have an antifreeze like substance in their blood to keep it flowing.
• Marine animals must regulate the interaction of fresh water and salt water in their bodies.
• Specially developed kidneys, gills and body functions help to maintain salt concentrations across members through osmosis.

Question 12.
What are the similarities in adaptation on the basis of light penetration in the two aquatic ecosystems?
Answer:

• In both the aquatic ecosystems, light penetrates upto a depth of zoom only.
• The light intensity is sufficient to perform photosynthesis.
• In the low light intensities below 200 mts depth is sufficent to perform photosynthesis by some kelps.
• Due to the lack of light in abyssal and profundal zones, usually scavengers and predators exists.

9th Class Biology Textbook Page No. 142

Question 13.
Which zone do you think, when compared to marine ecosystems, is absent in fresh water ecosystem?
Answer:
Benthic zone is absent in fresh water ecosystem when compared to marine ecosystem.

Question 14.
What would be a major factor leading to different types of adaptations in marine, fresh water ecosystems?
Answer:
Light would be a major factor leading to different types of adaptation in marine, fresh water ecosystems.

Question 15.
Do all plants shed their leaves at same time in a year throughout the world?
Answer:

1. No. Some plants in temperate regions shed their leaves before the winter starts.
2. In tropical regions some plants shed their leaves before the start of summer.

9th Class Biology Textbook Page No. 143

Question 16.
Are thorny leaves also an adaptation to temperature?
Answer:

1. No. They are not adaptation to temperature.
2. They are adaptation to protect themselves from the animals who eat them.

Question 17.
If the trees have broad leaves at the time of snow fall season what will happen?
Answer:
If the trees have broad leaves at the time of snow fall season, the branches of tree can break due to the weight of snow gathered on each leaf and branch during snow fall.

Question 18.
Why polar bear has thick fur on its body?
Answer:

1. Polar bear has thick fur coat or hair covering on their bodies.
2. The fur act as insulator preventing heat loss from its body.

Question 19.
In what way thick skin helps the seal to protect from cold weather?
Answer:

1. In the thick layer of skin, fat is deposited in seals.
2. The thick layer of fat deposited under their act as insulators preventing heat loss from its body.
3. The fat not only insulates the body but helps in producing heat and energy.

9th Class Biology Textbook Page No. 132

Question 20.
Can you give some examples of fleshy leaf plants?
Answer:
Yes. Bryophyllum, Aloe, and Agave are the examples for fleshy leaved plants.

Question 21.
Why xerophytic plants do not have broad leaves?
Answer:
To prevent the excessive loss of water through respiration xerophytic plants do not have broad leaves.

Question 22.
You may see Kittanara, a xeric plant, grown as fence around crop fields in some areas in our state. Actually those places are not desert. How can they grow there?
Answer:
They grow there because this plant shows adaptations in that places.

9th Class Biology Textbook Page No. 133

Question 23.
Do all animals living in desert conditions show adaptations?
Answer:
Yes, all animals living in desert conditions show adaptations.

Question 24.
Why some animals have scales on their body?
Answer:

1. Scales mainly protect the animals from environment.
2. In desert animals scales allow them to retain moisture by preventing the evaporation of water through the skin.
3. This allows the animal to become dehydrated and animal requires small amount of water to survive.

Question 25.
Why the animals that lives in burrows usually comeout during night time only?
Answer:
To protect themselves from extreme hot conditions, animals that live in burrows usually comeout during night time only.

9th Class Biology Textbook Page No. 139

Question 26.
Which organism among jelly fishes and decomposers present in euphotic zone?
Answer:
Jelly fishes are present in euphotic zone.

Question 27.
What kinds of adaptations can be seen in the organisms of the euphotic zone?
Answer:

1. The organisms living in this zone are mostly floaten and swimmen.
2. Animals in this zone usually have shiny bodies reflecting light away to merge with shiny water surface are transparent.
3. These usually have sharp vision.

Question 28.
What kind of adaptations can be seen in the organisms of abyssal zone?
Answer:

• The larger animals in abyssal zone have wide mouths and huge curved teeth which prevent escape of any prey.
• Absence of skeleton, flattened bodies are some other characteristics observed.
• Some animals also have special structures that produce light on their bellies, around their eyes and at the sides of their bodies.
• Some animals shows bioluminiscence in the dark waters.

Question 29.
What differences can you find in the animals of bathyal zone when compared to animals of euphotic and abyssal zones?
Answer:

• Most of the plants found in this zone are the red and brown kelps, sponges, corals even animals with tubular bodies like squids and large animals like whales, etc.
• Some of the animals in the bathyal zone have a flat body like the ray fishes.
• Big eyes sensitive to very dimlight may present in bathyal zone animals.

Question 30.
How organisms of different zones of marine ecosystem are adapted?
Answer:

• The animals of euphotic zone are mostly floaters and swimmers.
• Animals in this zone usually have shiny bodies reflecting light away to merge with shiny water surface.
• Animals of euphotic zone have very sharp vision.
• Some of the animals in bathyal zone have a flat body like the ray fishes.
• The animals may have big eyes sensitive to very dim light in bathyal zone.
• Absence of skeleton, flattened bodies are some adaptations found in animals of abyssal zone.
• Some animals in abyssal zone may have special structures that produce light on – their bellies, around their eyes and at the sides of their bodies.
• Some animals in abyssal zone shows bioluminiscence in the dark waters.

9th Class Biology Textbook Page No. 141

Question 31.
Organisms of the oceans have a lesser salt content in their bodies than the seawater around 3.5%. The fluid could drain out of the body of the organisms into the sea. This could be dangerous and fatal to the organism. How do they survive under such conditions?
Answer:

• Several marine species have a lower internal salt concentration than that of the water they swim in. So they tend to dehydrate as water is lost by osmosis.
• To compensate, they drink large amounts of water and excrete the salts both via their kidneys and through highly specialised cells in the gills.

Question 32.
Can fish in estuarine ecosystem survive in river as well as in sea?
Answer:

• Yes, fish in estuarine ecosystem survive in river as well as in sea.
• Two of the main challenges of estuarine life are the variability in salinity and sedimentation.
• Many species of fish living in estuarine have various methods of control to the salt shifts.
• They regulate the salt concentrations using osmoregulaters.

9th Class Biology 9th Lesson Adaptations in Different Ecosystems Activities

Activity – 1

Question 1.
i) Take a Kalabanda (Aloevera) and a Balsam plant in two separate pots.
ii) Water each of them with two tablespoons of water.
iii) Do not water them for a week.
iv) Observe the condition of the plants after a week.

Observations :
a) Which plant showed growth?
Answer:
Kalabanda plant showed growth.

b) Which plant dried first? Why?
Answer:
Balsam plant dried first. Because Balsam plants are not watered regularly. They need water to grow.

Activity – 2

Question 2.
i) Collect an aquatic plant out of a water body (e.g. Duck weed, Hydrilla, Vallisneria etc.) ii) Carry it back home and plant it in a pot and water it.
Observations :
a) From the above activity we see that some plants dry up without water very quickly, while other can grow even with very little water.
b) Each of these plants are adapted to the conditions in their surroundings on the basis of need of water.

Activity – 3

Question 3.
You know some of the animals that reside in and around lake or pond. Make a list of those animals and the characteristics of their body.
List of animals and reside in and around lake or pond :
Insects : Dragonfly, Damsefly, Mayfix, Stonefly, Dobsofly, Caddisfly, Cranefly, Water bugs, Beetles, etc.

Crustaceans	Cray fish, Scuds, Shrimps
Molluscs	Snails
Annelids	Leeches
Fish	Blugill, Bass, Catfish, Sculpin, Minnow
Reptiles	Snakes, turtles
Amphibia	Frogs

Characteristics of the body of animais living in and around lake:

Animals	Characteristics
1) Mosquito	The body is segmented and it is a carrier of diseases.
2) Shrimps	‘ These are small, bottom dwelling crustaceans with a trans­lucent exoskeleton.
3) Snails	A soft bodied animal with a hard protective shell.
4) Swan	Swans are long necked water birds, webbed feet are present.
5) Crayfish	Fresh water crustaceans with four pairs of walking legs. Body is segmented with head and thorax united.
6) Dragonfly	it is a flying insect with a long abdomen. Body is elongated with two pairs of transparent wings.
7) Earthworm	It is a little animal with a long, soft body and no legs.
8) Fish	It lives in the water and breathe with gills.
9) Goldfish	It is a type of crap that makes a nice pet, kept in aquariums and swims with fins.
10) Toads	The skin is dry and leathery. Toads are amphibians with poison glands, short legs and snout like parotid glands. Drier skin. Webbed feet helps in walking and swimming.
11) Leech	The body is segmented. It sucks blood of other animals.

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 8 Challenges in Improving Agricultural Products Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 8th Lesson Challenges in Improving Agricultural Products

9th Class Biology 8th Lesson Challenges in Improving Agricultural Products Textbook Questions and Answers

Improve Your Learning

Question 1.
Suggest some ways through which our country could increase the production of rice to meet at least global limits. (AS 1)
(OR)
Day by day population is increasing. But the cultivated land is very limited. To produce required quantity of food for the growing population, what are the poible solutions in your view?
Answer:

• Increasing area of cultivated land.
• Increasing production in the existing land.
• Developing high yielding rice varieties.
• Conserving the genetic diversity of rice so it can be used in the development of new varieties suited to different growing conditions.
• Developing rice crop management strategies that improve nutrient use efficiency.
• Management of crop protection and suitable irrigation methods.
• Organic manure to be used for rice crop.
• Alternating crops and mixed crop system to be followed.

Question 2.
How are biofertilizers more beneficial as compared to chemical fertilizers? (AS 1)
Answer:

• Biofertilizers add natural nutrients to soil.
• They increases soil organic matter and improves soil structures.
• Biofertilizers improves water holding capacity of the soil and reduces soil crusting problems.
• They reduces soil erosion from wind and water.
• Biofertilizers increases crop yield.
• Biofertilizers improves the percentage of humus and remained long time in the soil.

Question 3.
a) Find out the adverse effects of chemical fertilizers need for growing the high yielding varieties of crops. (AS 1)
Answer:

• Chemical fertilizers pollute lakes, rivers and streams.
• They destroy beneficial soil life including earthworms.
• By using chemical fertilizers, we can get high yielding for only 20 to 30 years.
• After that soil becomes reluctant to plant growth.
• Chemical fertilizers damage soil fertility.
• Make certain crops vulnerable to diseases.
• Prevent some plants from absorbing needed minerals.
• Food produced by using chemical fertilizers do not taste as good.

b) Can high yielding varieties be grown without them (Chemical Fertilizers) as well? How? (AS 1)
Answer:

• Yes, high yielding varieties be grown without chemical fertilizers.
• By using biofertilizers, instead of chemical fertilizers and synthetic pyrethroids we get higher yielding.

Question 4.
What threats to nature do chemical fertilizers, pesticides, insecticides and herbi-cides pose? (AS 6)
Answer:

• When we use insecticides to kill pests or weedicides/herbicides to destroy weeds, a large percentages of herbicides, chemical fertilizers, pesticides, insecticides remain in the soil.
• From the soil, these chemicals find their way into water sources.
• People spray these chemicals in fields are exposed to them and some of the chemi-cals enter their body.
• Insecticides destroy all insects in which some of them are useful in pollination.
• Extensive use of chemical fertilizers, pesticides, herbicides and weedicides makes the soil unsuitable to grow crops after sometime.

Question 5.
What are the adverse effects of using high yielding varieties of seeds? (AS 1)
Answer:
The adverse effect of using high yielding seeds is – they use more nutrients from the soil. Thus the soil can lose its fertility if they are used continuously.

Question 6.
What are the essential measures that a farmer needs to take before sowing the seeds of a crop? (AS 1)
Answer:

• Preparation of soil is done before sowing the seeds.
• The soil is ploughed to loosen and break the solid pieces of soil.
• The field is watered before sowing.
• Seed treatments against/soil-borne diseases to reduce the incidence of diseases.

Question 7.
Suppose you had a farm in a drought striken area of your state, what crops would you grow and how? (AS 1)
Answer:

• Sorghum, Pearlmillet, Red gram, Green gram, Horse gram can be grown in drought striken area.
• We can grow these crops by rain water harvesting building check dams, drip irrigation methods, watershed management and soil and water conservation methods.

Question 8.
What measures will you take to save your field from seasonal outburst of insects? (AS 1)
Answer:
Nowadays farmers use insecticides and other chemicals to save their crop field.

• I prefer catching the insects manually and removed from the field.
• I also use predatory insects to remove insects from the field.
• I place lighted bulb (Deepapu Teralu) so that insects could cluster around it.
• Insecticides are sprayed at regular intervals.

Question 9.
What basis would you adopt to explain to a farmer using chemical fertilizers switch over to organic fertilizers? (AS 4)
Answer:

• Organic fertilizers replenish the soil, keeps soil easily broken up into small pieces.
• Organic fertilizers promotes beneficial soil life.
• Organic fertilizers increase crop yield.
• They maintain a natural balance in the soil.
• They protect certain crops from diseases.
• Benefit the environment by recycling agricultural wastes into energy for local community.

Question 10.
A farmer had been using a particular insecticide for a long time. What consequences will it have on – a) insect population b) soil ecosystem? (AS 1)
Answer:
a) Insect population :

1. Insect develop immunity to the insecticide used.
2. And it has any effect on the insect it targets. Hence the number of insects increases,

b) Soil ecosystem :

1. A large percentage of insecticide chemicals remain in the soil.
2. These chemicals kill the worms in the soil which are useful to soil.
3. Hence soil ecosystem destroys by increasing the concentration of salts in the soil.

Question 11.
Venkatapuram village is in drought prone area. Somaiah wants to cultivate sugar-cane in his fields. Is it beneficial or not? What questions will you ask him to convey your belief? (AS 7)
Answer:

• It is not beneficial for Somaiah to cultivate sugarcane crop.
• Sugarcane grown in places where rich water resources are present.
• “Where do you get water to cultivate sugarcane crop?” I ask this question to Somaiah.
• I advise him to grow crops which needs less water (Aruthadi Pantalu) in drought prone area.

Question 12.
Draw a block diagram of water resources in your village. (AS 5)
Answer:

Question 13.
Ramaiah has soil testing done in his field. The percentages of nutrients are 34-20-45. Is it suitable for cultivating sugarcane crop ? Which crops can be cultivate without using pesticides in Ramaiah’s field? (AS 2)
Answer:

• Ramaiah’s field is not suitable for cultivating sugarcane crop.
• Because sugarcane needs 90% of nitrogen in the soil but Ramaiah’s field has only 34% of nitrogen.
• Maize and groundnut can be cultivated in Ramaiah’s field.

Question 14.
Organic manure is helpful to biodiversity. How do you support this statement? (AS 6)
Answer:

• Biological research on soil and soil organisms has proven beneficial to the system of organic farming.
• Varieties of bacteria and fungi breakdown chemicals, plant matter and animal waste into productive soil nutrients.
• In turn the producer benefits by heal their yields and more suitable soil for future crops.

Question 15.
Make a list of major weeds in your area (You have already conducted the project) Find out the different weeds that grow along with different crops in your area. (AS 4)

Answer:
Cynodondacylon, Digitaria longifolia, Dacty loctenium colonum, Setaria glauca, Cyperus rotundus, Cyperus difformis, Eichornia crassipes, Salvinia mollusta, Alternathera sps. Celosia argentea, Leucas aspera, Portulaca oleracea, cleome sps. Solanum nigum, Argemone mexicana, Abutilon indicum, Euphorbia sps. Vernonia Cinnera, Eichnochloa colonum, Commelina bengalensis, Avenafatua, Eichnochloa Crusgalli, Eleusine indica, Euphorbia hirta, Achyranthus, despera, Eclipta prostrata.

Name of the Crop	Weeds that grown on crop
Paddy	Cynodon dactylon, Digitaria longi folia, Cyperus rotundus, Eichornia.
Groundnut	Leucas aspera, portulaca oleracea, Cleome sps, Abutilon indicum, Euphorbia cynodon dactylon, Commelina bengalensis, Cyperus roturdus.
Black gram	Cynodon dactylon, Cyperus rotundus, Abutilon indicum, Commalina bengalensis, Euphorbia hirta.
Maize	Euphorbia hirta, solanum nigrum, cyperus rofundus, cynodon dactylon.
Green gram	Eichnochloa colonum, cyperus rotundus cynodon dactylon, Argemone mexicana, Portulaca oleracea.

Question 16.
Spraying high dose of pesticides is hazardous to biodiversity and crop yielding. How can you support this statement?
Answer:

• When we use pesticides large percentage of it will remain in the soil. These kill the germs in the soil.
• From the soil pesticides find their way into water bodies affecting the aquatic animals.
• People who spray these pesticides in the fields are exposed to them and some of the chemicals enter their bodies causing health problems or some times the person dies.
• Pesticides destroy all the insects which are useful to the plants causing hazardous to biodiversity.

Question 17.
Natural pest controlling methods are useful to biodiversity. Comment it.
Answer:

• Some insects control the harmful insects and they are called friendly insects.
  E.g.: Spiders, Dragonfly, Krisopa etc.
• Trachoderma bacterium lives in the eggs of stemborer, tobacco caterpillar destroy the pests at the egg stage.
• Some bacteria like Bacillus Turengenisis destroy some pests.
• Mixed crops also control some pests and diseases.
• Hence natural pest control methods are useful to biodiversity because these methods destroys only the selected pests.

Question 18.
Observe the fields in your surroundings and collect the information from farmers about the process to remove weeds.
Answer:
Farmers use different methods to remove weeds. Some of them are
1) Manual method:
Many farmers still remove weeds by manually pulling them out of the field, making sure to include the roots that would otherwise allow them to resprout.

2) Stale seed bed method :
This method involves cultivating the soil, then leaving it follow for a week or so when the initial weeds sprout, the farmer lightly hoes them away before planting the desired crop.

3) Using Herbicides :
Selective herbicides kill certain targets while leaving the de¬sired crop relatively unharmed.

4) Biological control:
Vinegar kills the visible part of the weed. They will wrinkle and die next day.

5) Ploughing & Tilling :
Ploughing includes filling of soil, inter-cultural ploughing and summer ploughing. Ploughing up roots weeds causing them to die. Mechanical tilling can remove weeds around crop plants at various points in the growing process.
Crop rotation method also helps in controlling weeds.

9th Class Biology 8th Lesson Challenges in Improving Agricultural Products InText Questions and Answers

9th Class Biology Textbook Page No. 110

Question 1.
Rate of growth of population and food grain production.

1. In which decade population growth is higher?
Answer:
Population growth is higher in 1961-1971.

2. In which decade food grain production is higher?
Answer:
Food grain production is higher in 1981-1991.

3. What major differences did you find in the table?
Answer:
The major differences find in the table are :
i) Foodgrain production is not increasing according to population growth.
ii) Ratio of FP/PG is in irregular order.

4. Is food grain production increasing according to population growth?
Answer:
No, last two decades food grain production is not increasing according to population growth.

5. In which decades production of food grains didn’t satisfy the needs of population? What will happen if the production is not sufficient?
Answer:
In 1991-2001 production of food grains didn’t satisfy the needs of population. If the food production is not sufficient then it leads to food crisis.

6. The decade 1991-2001 shows that rate of food production was nearly half as compared to population. What can you infer from the decade when population growth was highest?
Answer:
The reasons for the highest population growth :
i) Wide spread diseases are controlled.
ii) Health care programmes were made available in rural areas.
iii) So death rate declined.
iv) Therefore population growth become inevitable.

Question 2.

1. Find out from the graph the months in which the most water evaporates from plants.
Answer:
The months in which the most water evaporates from plants are May and June.

2. Are these the same months in monsoon season when the rainfall is heavy?
Answer:
No, these are not same.

3. So how does the availability of more water effect the plant?
Answer:
The availability of more water effects the plant with more evaporation.

9th Class Biology Textbook Page No. 110

Question 3.
When the weather is hot and the stomata dose, what effect would this have on the absorption of carbon dioxide by the plant?
Answer:
If the stomata closed, then the absorption of carbon dioxide by the plant is less.

Question 4.
What effect would a change in the amount of carbon dioxide absorbed have on the growth of the plant?
Answer:
If the absorption of carbon dioxide by the plant is less then the growth of the plant decreases.

Question 5.
If the plant does not get water at this time, what effect would this have on its growth? Discuss in your class and find out reasons.
Answer:
If the plant does not get water at this time then the growth of the plant will stopped.

Question 6.
What are the main water sources in your village for agriculture? How farmers utilise them?
Answer:

• Canals, Bore wells, ponds are the main water sources in our villages.
• Farmers utilise water from these sources to cultivate crops.

Question 7.
Make a list of crops which require less amount of water.
Answer:
Cotton, Jute, Bajra, Maize, Coconut, Black gram, Green gram etc.

9th Class Biology Textbook Page No. 111

Question 8.
If a field is cultivated for many years, what would happen to the nutrient content of the soil?
Answer:
If a field is cultivated for many years, then the nutrient content of the soil is decreased.

Question 9.
How does the soil get back or replenish these nutrients?
Answer:
The soil get back or replenish of these nurients by adding organic manure or chemical fertilizers.

9th Class Biology Textbook Page No. 112

Question 10.
A farmer cultivated sugar cane in his land for the last five years. Another farmer culti¬vated sugarcane in the first year and soya bean in the second year and sugarcane in third year.
– In which case do you think has the land lost most of its nutrients?
Answer:
The land lost most of its nutrients in the case of first farmer.

Question 11.
Have you ever seen two types of crops in the same field?
Answer:
Yes, I have seen two types of crops in the same field.

Question 12.
Which crops are grown in this way?
Answer:
In the fruit growing fields like Lemon, Pomegranate, Papaya, etc. pulses like Red gram, Black gram, Green gram, etc. are grown in this way.

Question 13.
What are the uses of cultivating mixed crops?
Answer:
The uses of cultivating mixed crops are :
1) The soil becomes fertile.
2) The nutrients which are used by one crop will be regained by cultivating another crop.

9th Class Biology Textbook Page No. 113

Question 14.
Is betel (Tamalapaku) a mixed crop? How can you justify your answer?
Answer:
Yes. Betel is mixed crop. Sorghum grown along with betel.

9th Class Biology Textbook Page No. 121

Question 15.
If we don’t use these chemicals, how can we get a good crop? How can we increase production? Is there an answer to this question? What coidd it be?
Answer:
Suppose we can use some other methods that do not give rise to these problems. For example, they say we can make use of the natural food chains to control pests. There are many insects that eat other insects. They are called predatory insects. We can make use of these insects. There are also birds that eat insects. We can use these birds to get rid of insects.

Question 16.
If insects that pollinate crops are killed, what effect will this have on crop production?
Answer:
If insects that pollinate crops are killed, the crop production will decrease.

Question 17.
In recent times, why farmers touch the flowers with handkerchiefs in sunflower fields?
Answer:
Farmers touch the flowers with handkerchiefs in sunflower fields to control the insects.

9th Class Biology Textbook Page No. 122

Question 18.
Do you know why Jatropa in cotton fields and marigold in mirchi fields are cultivated?
Answer:
Some mixed crops controls some diseases and pests. That’s why Jatropa in cotton field, marigold in mirchi fields are cultivated.

9th Class Biology Textbook Page No. 110

Question 19.
In what way this kind of water supply is useful to the crop as well as the farmer?
Answer:
To prevent water wastage and economically helpful to the farmer.

Question 20.
Water Shed is a process to improve ground water level. In what way it is related to irrigation? Support with your answer.
Answer:
If ground water level will be increased then it will help to irrigation.

9th Class Biology Textbook Page No. 117

Question 21.
In what way vermi compost is better than chemical fertilisers?
Answer:
After using vermi compost, investment on chemical fertilizers and other pesticides became reduced and the quantity of their agricultural products increased.

9th Class Biology 8th Lesson Challenges in Improving Agricultural Products Activities

Activity -1

Question 1.
Observe the Transpiration :

1. Take a polythene bag. Cover the bag on leaves and tie it.
2. Do this experiment during day time and night time separately.
3. Note the difference in your notebook.

Observations :

1. If we tie a plastic bag over a leaf, we will be able to see how much water a plant releases in the air.
2. It is estimated that a plant use only 0.1 percent of the water it absorbs to form carbohydrate.
3. The rate of transpiration is high during day time when compared to night time.

Question 2.
b) Draw the route map of Jawahar and Lai Bahadoor canals of Nagarjuna sagar in Andhra Pradesh & Telangana map.
Answer:

I. 1) Take one example from each of millets, cereals, vegetables, and fruits.
2) First you have to list out the known characters of the above and then list out the characters that you want to change or modify in them.
3) But you need to give your own reasons – why do you want to make such changes in them?

II. Red and yellow equal to rellow.

1) If you want to make your own hybrid flower you need to do the following. But it is time consuming process and patience job too.
2) For this you need red and yellow colour chandrakantha plants.
3) Select 5 or 6 red flowers on a plant.
4) Remove all the other flowers of that plant.
5) Take each flower, remove stamens carefully.
6) Take yellow flower and rub with that flower gently on the stigma of selected red flower for pollination. Do this process in the evening only.
7) Tie a tag with a thread loosely to the pollinated flower to avoid confusion in iden¬tifying these flowers for seeds in the next few days.
8) Within a week days you will get black seeds.
9) Keep them another two weeks to dry and sow them in a pot.
10) Take care to grow the plants until they flower.

Observations:
1) The colour of the flowers will be orange.

AP State Syllabus 9th Class Biology Solutions 5th Lesson Diversity in Living Organism

9th Class Biology 5th Lesson Diversity in Living Organism Textbook Questions and Answers

Improve Your Learning

Question 1.
Variations in organisms lead to diversity in living organisms. State reasons. (AS 1)
Answer:

• The presence of differences between organisms of the same species is called variation.
• Variation between different species is always greater than the animals within a species.
• The uniqueness of individual is the basis of the diversity that is shown by the living organisms.
• In our daily life, we see a variety of plants and animals in our locality.
• But if we go to some other places such as hills, forests or sea we entirely find different types of animals and plants.
• In fact, different parts of the world have their own typical kinds of living beings.
• Thus-we can say that variations in organisms lead to diversity in living organisms.

Question 2.
What was the basis for early classifications? (AS 1)
Answer:

• Living things are classified on the basis of their body structures.
• Living things are classified on the basis of dissimilarities and similarities.
• Charaka and Sushrut had classified plants on the basis of their medical importants.
• Parasar classified plants basing on the structure of flowers.
• Aristotle classified animals according to whether they lived on land, in water, or in the air.

Question 3.
What are the advantages of classifying organisms? (AS 1)
Answer:
Advantages of classifying organisms :

1. Classification makes the study of various organisms easy.
2. Classification helps to understand the inter relationships among different groups of organisms.
3. Classification helps in exploring the diversity of life forms.
4. Classification reveals evolution trends by showing simple body structures to complex body structures.
5. Geographical distribution of plants and animals is entirely dependent on the information given by classification.

Question 4.
What is the need of classification? What questions will you ask? (AS 2)
Answer:
Need of classification :

1. Classification gives better knowledge and better understanding of organisms that are studied.
2. It helps to study the organisms in a proper and systematic manner.
3. Classification helps to make comparison in an easier way.
4. It helps in understanding relationship among the organisms and their interdependence.
5. Classification makes our study more focused and helps us to handle huge population of organisms.
6. Classification gives us an idea of evolution.

Questions:
1. Who made the classification?
2. What are the advantages of classification?
3. What are the recent developments being done?

Question 5.
How do monocots differ from dicots? (AS 1)
Answer:

Monocotyledons	Dicotyledons
1. In the seed embryo bears a single cotyledon.	In the seed, embryo bears two cotyledons.
2. Monocots have parallel venation.	Dicots have reticulate venation.
3. Monocotyledons have fibrous root system.	Dicotyledons have Tap root system.
4. Examples are wheat, paddy etc.	Examples are Mango, Apple, Neem, etc.

Question 6.
One day Kavita soaked seeds of green grams, wheat, maize, peas, and tamarind. After they became tender, she tried to split the seed. Name which would split, which would not, and identify them according to the characters. (AS 4)
Answer:

Question 7.
Make a flow chart of invertebrates in the kingdom Animalia, based upon their characteristic features. (AS 4)
Answer:

Question 8.
Write some common characters of Pisces, Reptilia, and Aves. (AS 1)
Answer:

1. Pisces, Reptilia, and Aves belong to vertebrate.
2. All these animals lay eggs.
3. All these animals possess vertebral column.

Question 9.
Name the kingdom to which these organisms belong according to Whittaker. (AS 1)

Answer:
a) Protista
b) Animalia
c) Fungi
d) Monera

Question 10.
Explain how animals in vertebrata are classified into further subgroups. (AS 1)
Answer:

• Vertebrata can be further classified into sub groups on the basis of simple to complex body structures and their functions.
• For example, fishes have two chambered hearts, amphibians have three chambered hearts while in birds and mammals have four chambered hearts to keep the oxygenated and deoxygenated blood separate.
• The following characteristic features are considered for classifying vertebrate into the further sub groups.

Class pisces: Characteristics:	Exoskeleton of scale, endoskeleton of bone, cartilage, breaths through gills.
Class Amphibia	Gills in larva, lungs in most adults, slimyskin.
Class Reptilia	Exoskeleton of scales, laying eggs on land only.
Class Aves	Exoskeleton of feathers, lay eggs outside water, flight possible.
Class Mammals	Exoskeleton of hair, external ears, mostly giving birth to live young ones.

Question 11.
Platypus or Echidna is a group that forms a link between reptiles and mammals. Think and write about some characteristic features that these would have. (AS 4)
Answer:

• The platypus and echidna both belong to the group of animals known as monotremes.
• These two are characterised by the feature of egg laying mammals. Yet they are not birds or reptiles.
• Both creatures hatch their young from eggs, yet the mother of each species feeds her babies with milk from milk glands.
• These two are found in Australia and Tasmania.
• One of the characteristics of platypus is that it has an unusual duck like bill and does not have teeth an unusual characteristic for a mammal.
• Echidna, the spiny ant eater also does not have teeth. Tongue helps in feeding.
• Echidna and platypus young stay in burrow after they are hatched. Echidna develops a rudimentary pouch during breeding season.
• Both creatures have sharp claws for burrowing.
• Both the platypus and echidna like the water. Platypus hunt food in the water. Echidna regulates its temperature through swimming.

Question 12.
Sujata says Bat is not a bird but a mammal. How can you support Sujata’s statement?
Answer:

• Sujata’s statement that bat is not a bird but mammal is correct
• Like other mammals, including ourselves bats have hair or fur on their bodies.
• They are warm blooded animals.
• A baby bat that feed on its mother milk after it is born.
• Bats are the only mammals that can fly.

Question 13.
Which Phylum do I belong to? (AS 1)
a) My body is made of pores. I live in water. I do not have backbone also ……………….. .
b) I am an insect. 1 have jointed legs …………………. .
c) I am a marine living animal with spiny skin. My body is radially symmetrical ……………….. .
Answer:
a) Porifera
b) Arthropoda
c) Echinodermata

Question 14.
How can you appreciate the effort of scientists in classifying a wide range of organisms? (AS 6)
Answer:

• Classification makes the study of wide variety of organisms easy.
• It is essential to understand the inter-relationships among different groups of animals and plants.
• Classification gave us an idea of evolution of organisms from simple to complex ones.

9th Class Biology 5th Lesson Diversity in Living Organism InText Questions and Answers

9th Class Biology Textbook Page No. 59

Question 1.
Why do you think classification system has undergone changes over the years?
Answer:
Classification system has gone changes over the years due to the new discovered organisms, advancement in genetic science invention of powerful microscope.

Question 2.
If you were asked to classify organisms what would be your basis of classification?
Answer:
Our basis of classification would be whether the organism.

1. Has a prokaryotic or eukaryotic cell
2. Is unicellular or multicellular
3. Is autotrophic or heterotrophic
4. Mode of reproduction.
   Like that, I classify the organism in an orderly manner.

9th Class Biology 5th Lesson Diversity in Living Organism Tissues Activities

Question 1.
Collect leaves from different plants, observe them carefully and fill the table.

a) Could you find any two leaves which are similar with respect to any of the characters, size, shape, colour or any other as mentioned in the table?
Answer:
No. Every leaf has its size, shape and colour are same in many of the leaves.

b) Note down the differences you observed in the sample of leaves collected by you.
Write two such characters that differed most.
Answer:
1. Length and breadth of the leaves are different for each leaf.
2. Most of the leaves have reticulate venation but only in plantain parallel venation is present.

Question 2.
Collect 5 different plants from your surroundings and observe them carefully. Write your observations in the table given below.

a) Which characters given above varied most?
Answer:
Length of stem, Inter nodal distance, venation in leaves, and in type of root system.

b) Select a character mentioned above which shows minimum diversity.
Answer:
Flower shows least diversity arrangement of flowers in bunches.

c) Did you find any similarities? What were they?
Answer:
Yes. Similarity in venation, number of sepals and petals, and in type of root system.

d) Did you find patterns like plants with fibrous roots had flowers borne in groups? Note the other patterns that you observed.
Answer:
Yes. The flowers are borne in groups, reticulate venation.

e) Carefully observe the plants collected by you and note down some other characters not mentioned in the table.
Answer:
Spine are present in rose plants whereas they are absent in other plants.

f) Did you notice any two plants which were alike with regard to the above characteristics? If not, note down what differences you found?
Answer:
No. Venation, root system are the differences.

Question 3.
How do you observe the number of cotyledons in different seeds? Write your findings in the table.
Answer:
Observing cotyledons in seeds :

1. Collect seeds of plants from green gram, red gram, bengal gram, wheat, paddy, groundnut, maize and soak them for a day.
2. Take a maize seed and press it between fingers.
3. A small whitish structure come out of the maize seed.
4. Whitish structure is known as embryo/baby plant.
5. The portion left in our hand within the seed coat has a single cotyledon.
6. Repeat the activity with soaked seeds by pressing them with fingers.
7. Observe the pressed seeds with the help of a hand lens and fill the table.

Activity – 4

Question 4.
Collect the plants or pictures of the plants to complete the following table.
Answer:

Activity – 5

Question 5.
Collect housefly, mosquito, ant, dung beetle, butterfly, moth and cockroach from your surroundings. Observe them with magnifying glass and fill the table.
Answer:

a) What differences did you observe with regard to legs?
Answer:
In some insects legs are large in size whereas in some like Cockroach, Butterfly the legs are big in size.

b) What differences did you observe with regard to wings?
Answer:
In ant, housefly, mosquito and in dungbeetle a pair of wings are present whereas in butterfly, moth and cockroach 2 pairs of legs are present. In some like ant, housefly, mosquito the wings are small whereas in others they are big in size.

c) Is there any relationship between the number of wings and legs?
Answer:
As the size of the wings increases the length of legs decreased. The number of legs in all the insects are 3 pairs whereas the wings are one or two pairs.

Activity – 6

Question 6.
In order to observe diversity in animals select 10 children from your class and fill the following table with their data.
Answer:

a) Which character helps you to make a group with maximum individuals?
Answer:
Height helps us to a group with maximum individuals.

b) Which character helps you to have just a single individual in a group?
Answer:
Thumb impression.

c) Compare your group table with that of other groups and note down the differences you found.
Answer:
Student’s activity.

d) Did you find same observations of any two students in your class?
Answer:
No.

Activity – 7

Question 7.
Collect two small almost equal sized neem plants from your surroundings observe them and fill the table.

a) What differences did you find in the similar neem plants?
Answer:
The differences are in length of the stem and number of leaves.

b) Why do such differences present in nature?
Answer:
Every plant has got its own characteristics. The age of the plants also responsible for diverse characters.

Activity – 8

Question 8.
How do you observe moss plant through hand lens or dissection microscope? Draw the diagram and write the characteristics of moss plants.
Answer:

• Collect mosses from the greenish velvety growth on bricks during rainy season.
• Scrap a bit of the greenish velvety over a slide and observe under a dissection microscope.

Observations :

1. The structure that are seen in moss plants are not flowers but they are spores.
2. Spores are formed in Sporangium.
3. Spores contain very little amount of food.

Lab Activities

9th Class Biology Textbook Page No. 67

Question 1.
Observe slide of Hydra under a microscope. Draw the diagram and write your finding.
Observations :

a) Is the body made of single cell or a group of cells?
Answer:
The body of Hydra is made up of number of cells.

b) Did you find any hollow structure inside the body?
Answer:
The hollow structure found inside the body is called coelom or body cavity.

c) Did you find any other characters in it?
Answer:

• The proximal or aboral end is drawn into a slender stalk on the end of which is the basal disc for attachment.
• The free distal end or oral end bears the mouth which is situated on hypostome.
• The hypostome is encircled by 6 -10 tentacles.
• Bud is present at side with a mouth or tentacles like the parent.

Question 2.
Observe slide of tape worm (Taenea Solium) under microscope and write its external characters. Draw diagram of it.
Observations :

a) How does the body look like?
Answer:
1) The body of Taenia Solium (Tape worm) is long, dorso- ventrally, flattened, narrow, ribbon like.
2) Body consists of scolex or head, neck and strobila or body segments.

b) Did you see a body cavity in it?
Answer:
There is no true internal body cavity or coelom.

c) How does the anterior and posterior look like?
Answer:
The anterior (head) is smaller than the head of a pin. The posterior (tail) is very long and bigger than head and neck.

Question 3.
Observe slide of round worm (Ascaris) and write the characters of it by drawing the figure.
Observations :
a) Does the body look like the same as in the platyhelminthes?
Answer:
The body is round and cylindrical but not flat as in tape worm.

b) What are the differences you observed between tape worm and round worm?
Answer:

Pseudocoelom is present, whereas it is absent in Tape worm. The head and tail are tapering at the ends.

Question 4.
Observe the specimen of earthworm and draw the diagram. Write its characters you have observed.
Observations :

Answer:

1. The body of earthworm is bilaterally symmetrical and extensively segmented.
2. The anterior end is tapering while posterior end is more less blunt.

a) Touch the skin of the earthworm and say how do you feel?
Answer:
The skin of earthworm is moist.

b) What is the colour?
Answer:
The colour of earthworm is dark brown in colour.

c) Are there any differences you observed in its body colour and among the body parts?
Answer:
The dorsal surface is darker than the ventral surface.

d) How does it move?
Answer:
Earthworm moves by alternate contractions of circular and longitudinal muscles.

e) Are there any ring like structures seen in its body?
Answer:
Ring like segments are present in earthworm.

9th Class Biology Textbook Page No. 68

Question 5.
Observe the specimen of Cockroach. Draw its diagram and write its characteristics.
Observations :
a) How does the skin look like? Did you observe any hard layer on the skin?
Answer:

The entire body of cockroach is covered by a hard brown Coloured chitinous exoskeleton.

b) How many parts is the body divided into?
Answer:
The body is segmented and distinctly divisible into three parts

1. Head
2. Thorax
3. Abdomen.

c) Observe the legs and says how does it look like.
Answer:
Three pairs of legs are present. Each leg consists of five segmented. Jointed legs are present.

d) Name some more animals whose legs are jointed as seen in Cockroach.
Answer:
Prawn, scorpion, grasshopper, ant, mosquito have jointed legs.

Question 6.
Observe the snail by keeping inside a glass beaker and observe its characters.
Observations :

a) How does the outer body look like?
Answer:
The outer body is covered with shell.

b) Keep the snail unmoved for sometime and when it starts moving observe its body.
Answer:
The animal creeps by its ventral muscular foot. The movement is gliding movement.

c) Is the body soft or hard?
Answer:
The body of the snail is soft.

d) Did you find any antennae like structure in it?
Answer:
Yes, Tentacles are present.

Question 7.
Observe specimen of starfish and write your observations.
This specimen belongs to Phylum echinodermata.
Observations :
a) What do you find on the skin of the starfish?
Answer:

Spines are present on the skin of the starfish.

b) Are there any arms and ray shaped structure in it?
Answer:
Most of them are pentamemal, it means they have five fold symmetry with rays of arms in fives.

c) Do you find a small hole in the middle of the starfish?
Answer:
In the middle of starfish a small whole is present which is the mouth of it.

Question 8.
Collect a fish from a fish monger and observe its external characters.
External characters of fish :

a) Observe the skin of the fish. How does it look like?
Answer:
Body is covered with scales.

b) Write the body parts of the fish where scales are not present.
Answer:
On the head, on the tail, fins and on the lower side of the fish.

c) Open the mouth of the fish. What do you seen in it ?
Answer:
Teeth are present in the mouth. Tongue is also present.

Activity – 9

Question 9.
Try to find out the scientific names of at least 10 organisms that you see around you.
Answer:
Scientific names of plants around us :

Name of the plant	Scientific name
1. Mango	Mangifera indica
2. Coconut	Cocos nucifera
3. Thati	Borassus flabellifer
4. Garika gaddi	Cynodon dactylon
5. Paddy	Oryza sativa
6. Plantain	Musa paradisica
7. Banyan	Ficus bengalensis
8. Indian Goose berry (Pedda Usiri)	Emblica Officinalis
9. Thotakura	Amaranthus gangeticus
10. Tulasi	Ocimum sanctum
11. Teak	Tectona grandis
12. Kanakambaram	Crossandra infundibuliformis
13. Brinjal	Solanum melongena
14. Sapota	Achras zapota
15. Gaddi chamanthi	Tridax procumbens
16. Dhaniyalu	Coriandrum sativum
17. Guava	Psidium guajava
18. Rose	Rosa grandiflora
19. Chinta (Tamarind)	Tamarindus indica
20. China rose Mandara	Hibiscus rosa-sinensis

Scientific names of animals around us :

Name of the animal	Scientific name
1. Crow	Corvous splendens
2. Sparrow	Passer domesticus
3. Frog	Rana Tigrina
4. Dog	Canis familiaris
5. Cat	Felis domesticus
6. Chimpanzee	Anthropithecus troglodytes
7. Chicken	Gallus domesticus
8. Pigeon	Columbialivia
9. Buffalo	Bubalus bubalis
10. Honey bee	Apis indica
11. Earthworm	Pheretima posthuma
12. Cockroach	Periplanata Americana
13. Leech	Hirudinaria granulasa
14. Prawn	Palaemon malcolmmsonii
15. Housefly	Musca nebulo
16. Snail	Pila globosa
17. Owl	Bubo bubo
18. Indian cobra	Naja naja
19. Domestic horse	Equus cabalus
20. Green parrot	Psittacula Krameri

AP Board 9th Class Biology Solutions

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 7 Animal Behaviour Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 7th Lesson Animal Behaviour

9th Class Biology 7th Lesson Animal Behaviour Textbook Questions and Answers

Improve Your Learning

Question 1.
What is the advantage of reflex action? (AS 1)
(a) It has to be learned
(b) It happens differently each time
(c) It does not have to be learned
(d) None of them
Answer:
(c) It does not have to be learned.

Question 2.
If a rat is given a mild electric shock when it goes to a certain part of its cage, it eventually avoids going there. This is because of- (AS 1)
(a) Imitation
(b) Conditioning
(c) Instinct
(d) Imprinting
Answer:
(b) Conditioning

Question 3.
Describe all types of behaviour discussed in the lesson with appropriate examples. (AS 1)
(OR)
Describe different types of animal behaviours discussed in the classroom with suitable examples.
Answer:
Scientists categorize animal behaviour into different categories like instinct, imprinting, conditioning, imitation.
1) Instinct:
A) Instinctual behaviours are behaviours that need not be learned.
B) They are inborn behaviours and can be complex like making nest by birds, choose mates and forming into groups for protection.
C) Reflexes are also a type of instinct behaviour.

2. Imprinting:
A) Chickens and ducklings are able to walk almost immediately after hatching from the egg.
B) Duckling can even swim after a few days.
C) They recognise their mother because of a behaviour type called imprinting.
D) Imprinting lets young animals recognise their mother from a young age. They can follow her for food and protection.

3. Conditioning:
A) Conditioning is a type of behaviour involving a response to a stimulus that is different from the natural one.
B) It is a type of learned behaviour.
C) If we take ringing of school bell as an example, student shows different types of conditioning to a school bell as per the time.

4. Imitation:
A) It is a type of behaviour where one animal copies another animal.
B) Kohler conducted experiments on imitation in chimpanzees.
C) One chimpanzee tried to take a fruit from a tree. But it failed in reaching the fruit.
D) Later chimpanzee used sticks to reach the fruit. This time it succeded in reaching the fruit.
E) Chimpanzee used sticks to spear juicy grubs to eat.
F) Other chimpanzees copy this behaviour.

Question 4.
Differentiate between (AS 1)
Answer:
a) Imitation and Imprinting.

Question 5.
How human behaviour is different from behaviour of other animals? Explain with an example. (AS 1)
Answer:

• Humans show many of the same types of behaviour as other animals.
• But human behaviour is often more complex because we are more intelligent and aware of ourselves.
• For example, hungry persons might want to start eating immediately when they sit down at the dining table.
• But the humans have learned that good manners mean they should wait until everyone is seated and ready to eat.
• But animals eat food whenever they find it.

Question 6.
Observe ants going on a line. Ask your teacher how they communicate and write a note on this. (AS 4)
Answer:

• Ants talk to each other using chemical signals called pheromones that they detect with antennae.
• Ants use their antennas to pick up smells.
• For example, when ants find food they have a pheromone trail from the food soure to the colony.
• Other ants follow this trial. As the other ants follow the trial, the pheromone scent becomes stronger.
• The paired antennas of ants provide information about the direction and intensity of scents.
• Since most ants live on the ground, they use the soil surface to leave pheromene trail that may be followed by other ants.
• Some ants produce sounds using gaster segments and their mandibles.
• Sounds may be used to communicate with colony members or with other species.

Question 7.
“Understanding of animal behaviour creates positive attitude towards animals”. How do you support this statement? Explain with suitable examples. (AS 6)
Answer:

• I support the above statement that understanding of animal behaviour creates positive attitude towards animals.
• Animals usually make sounds depending upon their needs. They show different facial expressions.
• For example, cattle make sounds whenever they need food and water.
• After giving food and water by the master they calmdown.
• When a crow dies, all the other crows come around making sounds ‘kaww, kaww’ shows their sadness, we have to understand nature of the crows in this situation.
• We have to identify the unity and integrity among the ants when they go in line in search of food.
• When dogs bark during nights, we should understand that they are doing that for our safe.
• We have to show positive attitude towards animals who are useful in our daily life. Live and let live should be our motto.

Question 8.
Look at this picture. How do you feel about sibbiling care nature of animals. Have you ever seen such kind of situations in your surroundings? Explain in your own words. (AS 7)

Answer:

• Sibbiling care nature of animals are animals with instinct behaviour.
• Every animal take care of their young ones until they are grown adults.
• I observed sibbiling care situations in my surroundings.
• The newly hatched chickens are taken by their mother to surrounding places to feed them.
• Whenever the chicks faces danger mother brings them under her wings.
• When the eagle tries to take away the chicks the mother attacks the eagle to save its chickens.
• Chicken feeds and protect young ones until they are able to collect their own food.
• A new born kitten is born blind. Its eyes normally do not open until it is 10 to 12 days.
• Finding the milk source is accomplished with help from mom, who encourages young kittens to feed a few minutes after birth.
• Cat often changes its living place by transfering young kitten. It does so to protect kittens from enemies.

9th Class Biology 7th Lesson Animal Behaviour Activities

Lab Activity

Question 1.
Behaviour of Cockroach : For this we need a choice box and calcium chloride.
Answer:
Making of Choice box :

• Take a box, and divide it into four chambers with the help of a card board.
• Make tiny holes in any two chambers of one side so that light can pass through these holes into the chambers.
• Let other two chambers as it is (dark).
• Now create humid environment with help of moist cotton wool in one of the lightened and one of the dark chambers.
• Create dry atmosphere with help of calcium chloride in one of the lightened and one of the dark chambers.

• So, the box has been divided into four chambers with different conditions i.e., light and dry, light and humid, dark and dry, dark and humid.
• Make four groups in class. Each group will put several cockroaches into a choice of chamber with four different conditions.
• Cover the box and leave the setup for 15-20 minutes.
• Count the number of cockroaches in each chamber.

Observations :

1. Cockroaches prefer dark and damp conditions.
2. The quarter of the choice chamber with these conditions contains most or all of the cockroaches.

Activity – 1

Question 2.
Observe the following behaviours of different animals. Identify their instinct, imprinting, conditioning or imitation.
a) Our pet dog barks only on strangers. If is not stopped, how would it behave?
Answer:
Conditioning.

b) Ants which usually go in a line reach sweet kept in tin. How do they know the way to reach the tin?
Answer:
Conditioning.

c) Mosquitoes, cockroaches come out of their places only when it is dark. How do they know the difference between light and dark?
Answer:
Instinct.

d) Bats and owl move and search for food during night only. How could they know what is a day what is a night?
Answer:
Instinct.

e) When you untie the neck of your bull at the time of ploughing, it moves towards plough without any instructions. In the same way, it moves towards tub at the time of feeding. How does the bull respond differently?
Answer:
Conditioning.

f) Birds collect material which is soft, strong to build its nest. How do they know the quality of material?
Answer:
Instinct.

g) Puppies, kitten fight each other when they saw a piece of cloth. They try to tare it off why?
Answer:
Imitation.

h) In a particular season some birds in our surroundings migrate from long distances. . How do they know their way?
Answer:
Instinct.

Activity – 2

Question 3.
Select any one of the animals in your surroundings. Observe it how it behaves in the following situation.
Answer:
1) Name of the animal:
Crow (corvus species)

2) Place where it lives :
They live in nests build on trees. Usually, they build nest where they feel safe from predators.

3) How it builds its place :
Crow builds its nest using tree branches, small sticks, hay etc.

4) Way of collecting food/prey:
Crows go around places where food is available. Crows are omnivorous and they eat almost everything.

5) External characters :
Crows are usually black in colour or black with little white plumage.

6) Expressions :
A) Crows make a wide variety of calls or vocalizations.
B) In many species the pattern and number of numerical vocalizations have been observed in response to events in the surroundings like arrival or departure of crows.
C) Crows show their happiness, Jadness, fear, threat by making sounds like ‘KOWWS’.

7) Group behaviour:
A) If one crow finds food it call others to join.
B) If one crow dies, all the other crows make ‘KOWWS’ continuously without interference.

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 2 Plant Tissues Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 2nd Lesson Plant Tissues

9th Class Biology 2nd Lesson Plant Tissues Textbook Questions and Answers

Improve Your Learning

Question 1.
Define the terms (AS 1)
A) Tissue
B) Meristematic tissue
C) Dermal tissue.
Answer:
A) Tissue :
Tissue is a group of cells similar in structure and performing similar functions.

B) Meristematic tissue :
Meristematic tissue is the dividing tissue present in the growing regions of the plant.

C) Dermal tissue :
Tissues that form outer coverings are called as dermal tissues. It gives protection to the plant.

Question 2.
Differentiate the following. (AS 1)
A) Meristematic tissue and Ground tissue :

Meristematic tissue	Ground tissue
1. Cells divide continuously.	1. Cells do not divide and cannot derived from the meristem.
2. It is a simple tissue.	2. It is a simple or complex tissue.
3. Cells are living.	3. Cells may be living or dead.
4. Dense cytoplasm is present in the cell.	4. Thin cytoplasm is present in the cell.

B) Apical Meristem and Lateral Meristem :

Apical Meristem	Lateral Meristem
1. Apical meristem is found in growing tips of root stem and apices of leaves.	1. Lateral meristems are present around the edges in a lateral manner.
2. It brings about growth in length of stems and roots.	2. It rise the growth in diameter of the stem and root.

C) Parenchyma and Collenchyma :

Parenchyma	Collenchyma
1. The cells of parenchyma are soft, thin walled and loosely packed.	1. The cells of collenchyma are thick walled and compactly arranged.
2. They store food, bears chloroplasts and contain larger cavities.	2. They give mechanical strength in young tissue of stem.
3. Cell wall is primary made up of cellulose.	3. Cell wall has deposition of extra cellulose.
4. Cells are oval, round and rectangular in shape.	4. Cells are elongated, round and spherical in shape.

D) Sclerenchyma and Parenchyma :

Sclerenchyma	Parenchyma
1. It is a dead tissue.	1. It is a living tissue.
2. Cells are thick walled.	2. Cells are thin walled.
3. Inter cellular spaces are absent.	3. Inter cellular spaces are present.
4. It provides mechanical strength.	4. It stores food, bears, air cavities and chloroplasts.

E) Xylem and Phloem :

Xylem	Phloem
1. Xylem conducts water and mineral salts from the roots to the leaves.	1. Phloem conducts food from the leaves to the growing parts of plants.
2. Xylem consists of trachieds, vessels, fibres and parenchyma.	2. Phloem consists of sieve cells, sieve tubes, companion cells, fibres and parenchyma.
3. Only xylem parenchyma is living.	3. Only phloem fibres are nondiving.

F) Epidermis and Bark :

Epidermis	Bark
1. It is the outermost layer of roots,	1. Several layered bark tissue is present
stems and leaves.	above the epidermis.
2. Epidermis is a living tissues.	2. Bark is a dead tissue.

Question 3.
Name the following. (AS 1)
A) Growing tissue, which causes growth in the length of the plant.
Answer:
Apical Meristem

B) Growing tissue, which causes growth in the girth (diameter) of the plant.
Answer:
Lateral Meristem.

C) Large air cavities in the aquatic plants.
Answer:
Arenchyma.

D) Food material in parenchyma.
Answer:
Storage tissue

E) Pores essential for gaseous exchange and transpiration.
Answer:
Stomata

Question 4.
Compare and contrast the following. Xylem and Phloem. (AS 1)
Answer:

Xylem	Phloem
1. Xylem transports water and minerals from roots to the apical parts of the plant.	It transports food material from the leaves to growing parts of the plant.
2. Xylem consists of trachieds, vessels, xylem fibres and xylem parenchyma.	Phloem consists of sieve tubes, sieve cells, companion cells, phloem fibres and parenchyma.
3. Only xylem parenchyma is living.	Sieve tubes, sieve cells, companion cells and phloem parenchyma are living.
4. Trachieds, vessels, xylem fibres are dead tissues.	Phloem fibres are dead tissue.
5. Xylem gives mechanical strength to the plant.	Phloem does not give mechanical strength to the plants.
6. Conduction of water by xylem is unidirectional i.e., from roots to apical parts of the plant.	Food material conduction is bidire­ctional i.e., from leaves to storage organs or growing points or from storage organs to growing parts of plants.

Meristematic tissue and Dermal tissue :
Answer:

Meristematic tissue	Dermal tissue
1. Cells are small having thin cell wall.	1. The walls of the cells are thicker.
2. They are capable of dividing.	2. They are not capable of dividing.
3. This is present at shoot tip, root tip and where branches arise.	3. It is present as epidermis, mesodermis and endodermis.
4. It helps in the growth of the plant.	4. It protects the plant from water loss due to transpiration.

Question 5.
Give reasons to the following. (AS 1)
A) Xylem is a conductive tissue.
Answer:

1. Xylem conducts water and mineral salts from the soil to the apical parts of the plants.
2. It transports materials away from the root.
3. Conduction of water by xylem is unidirectional i.e., from roots to apical parts of the plants.

B) Epidermis gives protection.
Answer:

1. Epidermis usually consists of a single layer of cells.
2. The walls of the cells of epidermis are thicker.
3. The epidermis protects the plants from loss of water, mechanical damage, and invasion by parasitic and disease causing organisms.

Question 6.
“Bark cells are impervious to gases and water”. What experiment will you perform to prove this? (AS 3)
Answer:

• In big trees dermal tissue forms several layers above the epidermis. It is called Bark.
• The several layers of bark does not allow any things like gases and water to pass through it.
• Hence bark cells are impervious to gases and water.

Question 7.
Though Chlorenchyma, Arenchyma, and storage tissues are parenchyma in nature, why do they have different (specific) names? (AS 1)
Answer:

• Chlorenchyma, Arenchyma and storage tissue are parenchymatous tissues,
• These three parenchymatous tissues are modified to perform various functions.
• The parenchyma which contains chloroplasts is called chlorenchyma. It performs photosynthesis.
• The parenchyma which contain large air cavities or spaces is called Arenchyma. It helps the plant to float.
• The parenchyma which stores water or food or waste products is called storage tissue.

Question 8.
Draw and label the diagram of the T.S of stem. (AS 5)
Answer:

Question 9.
Describe the functions of Meristem, Xylem and Phloem. (AS 1)
Answer:
1. Functions of Meristem:

1. It is a dividing meristematic tissue. It divides continuously. The cells formed from meristems later they differentiated as components of other tissues.
2. It brings about overall growth and repair.

2. Functions of xylem :

1. It conducts water and mineral salts from the root to apical parts of the plant like stems and leaves.
2. It gives mechanical support to the plant.

3. Functions of phloem :
Phloem conducts food material from the photosynthetic parts of the plants to other parts.

Question 10.
While observing internal parts of plants, how do you feel about its structure and functions? (AS 6)
Answer:

• While observing the internal parts of plants I felt that there are different types of tissues to perform various functions.
• For examples xylem and phloem of stem and stomata present on the outer layers of leaf are mend for performing different functions.
• Hence 1 felt that cells are organised from tissues and tissues are organised to perform various functions making the plant alive.

Question 11.
If you want to know more about tissues in plants, what questions you are going to ask? (AS 2)
Answer:
i) Which plant tissue provides both mechanical strength and flexibility?
ii) Which structure protects the plant body against the invasion of disease causing organisms?
iii) What will happen if apical meristem is destroyed or cut?
iv) What is the tissue present in the husk of coconut?
v) Why plants need different types of tissues?

Question 12.
Collect information about dermal tissues of plants in what way they help to them? Display it on wall magazine. (AS 4)
Answer:

• Dermal tissue usually consists of a single layer of tissues showing variations in the types of cells.
• On the basis of their location and function dermal tissues are studied as three different types epidermis (outer layer), mesodermis (middle layer) and endodermis (inner- most layer).
• Small pores are seen in the epidermis of the leaf called stomata.
• Cells of the roots have long hair like parts, called root hairs.
• Gum is secreted from the dermal layer of gum tree.
• The dermal layer protects the plants from loss of water, mechanical damage and invasion by parasitic and disease causing organisms.

9th Class Biology 2nd Lesson Plant Tissues Activities

Activity – 1

Question 1.
Parts of the plants and their functions.
Fill in the table.

Function	Name of the parts
Absorption of water from soil
Exchange of gases
Photosynthesis
Transpiration
Reproduction

Answer:

Function	Name of the parts
Absorption of water from soil	Roots
Exchange of gases	Stomata of leaf
Photosynthesis	Leaf
Transpiration	Stomata of leaf
Reproduction	Flower

Activity – 2

Question 2.
How do you observe the cells in onion peel under microscope? Draw and label the diagram. Write your observations.
Answer:
Observing cells in onion peel:
Take a piece of onion peel. Place it on the slide.

Put a drop of water and then a drop of glycerine on it. Gently cover it with a cover slip. Observe it under microscope.

Observations:

1. All the cells are similar in shape and structure.
2. Intercellular spaces are present.
3. Cells are arranged in rows.
4. Each cell has cell wall, nucleus and cytoplasm.

Activity – 3

Question 3.
Observe the Cells in a leaf peel.
Answer:

• Take a betel leaf or a Tradescantia leaf.
• Tear it with a single stroke. So that a thin edge be seen at the torn end.
• Observe the thin edge where the leaf has been torn under the microscope in the” same manner as you had observed the onion peel.

Draw a diagram what you have observed and compare it with figure.

Observations:
We may have observed that the cells are present in groups with certain arrangement. With the help of following activities, we shall try to find out whether these arrangements have special roles to play in the plant body.

a) Are all the cells similar?
Answer:
All the cells are not similar in shape and size.

b) Is there any difference in their arrangement?
Answer:
They are arranged compactly living the small gaps called stomata. Stomata are surrounded by bean shaped cells (Guard cells).

c) What can we infer from the above activities?
Answer:
From the above activities it infers that some of the cells may modify or arranged in a different way to perform specific functions.

d) Have you noticed that the cells are in groups in both the activities?
Answer:
The cells are arranged in groups.

e) Compare and write a note on the arrangements of the cells that you have observed in both of the activities.
Answer:
In the second activity cells are almost of same size and shape but in this activity cells shape and size varies from one another depending on their function.

Activity – 4

Question 4.
How do you observe root tips of onion? Draw the diagram you observe under microscope. Write your observations.
Answer:

1. Take a transparent bottle filled with water. Take the onion bulb slightly larger than the mouth of the bottle.
2. Put the onion bulb on the mouth of the bottle.
3. Observe the growth of roots for few days till they grow to nearly an inch.
4. Take the onion out and cut some of the root tips.
5. Take an onion root tip. Place it on the slide. Put a drop of water and then a drop of glycerin on it.
6. Cover it with a cover slip. Put the 2-3 layer of filter paper on the cover slip.
7. Tap the cover slip gently press with the blunt end of the needle or brush to spread the material.
8. Observe under the microscope.

Observations:

1. All the cells are not similar in shape and structure.
2. Cells are arranged in rows.
3. Meristems are present below the root cap.

Activity – 5

Question 5.
Observe the roots of onion which had been cut off? Write your findings.
Answer:

• Take the onion and cut the end of the roots. Mark the cut end of roots with a permanent marker.
• Put the onion bulb on the mouth of the bottle.
• Leave the set up aside at least four to five days.
• Take care that there is enough water in the glass so that the roots are submerged.

Observations :

1. By removing the tip of the onion root, having a particular arrangement of cells, the growth of the root in length is stopped.
2. Cells are present in groups.

Activity – 6

Question 6.
Write down the arrangement of cells in the given table :
Answer:

Arrangement of the cells (Tissues)	Shoot tip	Root tip
1. At the tip	Apical meristems are present.	Meristems below the root cap are present.
2. At the lateral side	Lateral meristems are present.	Lateral meristems are present.
3. At the point of branching	Intercalary meristems are present.	Meristems are absent.

Activity – 7

Question 7.
Observe temporary mount of T.S of Dicot stem under microscope and draw, label the diagram. Write your findings.
Answer:
Observing mount of T.S of Dicot Stem : Prepare a temporary mount of the T.S of dicot stem observe it under microscope.

Findings :

1. In the T.S of dicot stem meristematic tissue, vascular tissue, dermal tissue and ground tissue are present.
2. All the cells are not similar in shape and structure.

Activity – 8

Question 8.
Observe Rheo leaf peel under microscope. Draw and label the parts. Write your findings.
Answer:

1. Take a fresh leaf of Rheo leaf.
2. Tear it with a single stroke, so that a thin whitish edge can be seen at torn end.
3. Slowly remove it and observe the peel under microscope.

Findings:

1. Cells are structurally similar. They are compactly arranged without intercellular.
2. It is the dermal tissue of the plant.
3. It has an stomatal opening.

Activity – 9

Question 9.
Observe some tissues.
Answer:
Take permanent slides of Chlorenchyma, Arenchyma, Storage Tissue from your laboratory and observe them under the microscope. Find out the characteristics and differences and record them in your notebook.

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 6 Sense Organs Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 6th Lesson Sense Organs

9th Class Biology 6th Lesson Sense Organs Textbook Questions and Answers

Improve Your Learning

I. Give reasons for :

Question 1.
We usually do not see bright colours in dim light.
Answer:

• Retina contains cells called rods and cones.
• Nearly 125 million tiny rods are present In our eye which contain pigment ‘rhodopsin’.
• Rods detect low intensity of light at night.
• Rods cannot make the fine distinctions of bright colours in dim light.

Question 2.
Removal of wax layer too often will raise incidence of ear infection.
Answer:

• External ear or pinna has wax producing ceruminous glands and oil producing sebaceous glands.
• These glands help to keep the ear canal lubricated prevent the dust and other par¬ticles from entering into the ear canal called Auditory Meatus.
• If we remove wax layer ear diseases like formation of pus, infection of eardrum etc. may be caused by bacterial and fungal infections.

Question 3.
During severe cough and cold we lose taste of food.
Answer:
When we suffering from severe cold and cough our nasal passages are completely blocked, food becomes tasteless as we are unable to smell the foods delicious aromas.

Question 4.
While cutting onions our tears start flowing.
Answer:

• The cells of onion contains amino acids like mithionine and enzyme cystine. They are kept separate in the onion cell.
• When we cut the onion, enzymes start mixing and produce propanethiol. Sulpher oxide, which is a volatile compound that starts moving towards our eyes.
• The gas that is emitted reacts with the water of our eyes and forms sulphuric acid.
• The sulphuric acid thus produced causes burning sensation in our eyes and this, in turn, leads to the tear glands secreting tears.
• Thus we end up with watery eyes every time we cut onions at home.

II. Find out the false statements and rewrite them as correct ones.

1. The rationale behind seeing is just the impression of the image in the retina.
Answer:
True

2. Ear functions only to hear.
Answer:
False
Correct statement: Ear helps in hearing and also in maintaining the equilibrium of our body.

3. Iris patterns are like fingerprints used in identifying individuals.
Answer:
True.

4. Saliva helps the taste buds in taste sensation.
Answer:
False
Correct statement: Taste receptors help the taste buds in taste sensation.

5. We are not able to adapt to sensations.
Answer:
False
Correct statement: We are able to adapt to sensations.

III. State the differences between the two.

1. Rods and cones.
Answer:

Rods	Cones
1) Rods are responsible for detecting the dim lights only with black and white.	1) Cones are responsible for detecting the bright lights with colour.
2) 125 million rods are present in retina.	2) Seven million cones are present in retina.
3) Rods contain the pigment rhodopsin.	3) Cones contain the pigment idopsin.
4) Defect in rods causes night blindness.	4) Defect in cones causes colour blindness.

2. Iris and pupil.
Answer:

Iris	Pupil
1) This is the coloured part of our eye around pupil.	1) It is the hole located in the centre of the eye.
2) The colour of the iris may be brown, blue, green or grey.	2) The colour of the pupil is black.
3) It does not dialate or contract according to the intensity of light.	3) It dialates or contracts according to the intensity of light.

3. Pinna and tympanum.
Answer:

Pinna	Tympanum
1) It is also known as external ear.	1) It is also known as ear drum.
2) Pinna is the visible part of the ear on either side of our head.	2) It is present in between external and middle ear.
3) It is a flap (ring) like structure.	3) It is in the shape of a cone.
4) Pinna is made up of cartilage.	4) It is a thin membranous layer.
5) It collects the sound waves.	5) Sound waves strikes the tympanum and vibrates.
6) It is the first part of external ear.	6) It is the last part of the external ear.

4. Nasal cavity and ear canal.
Answer:

Nasal cavity	Ear canal
1) It is the cavity present in external nostrils.	1) It is the canal in the external ear.
2) Nasal cavity opens into internal names.	2) At the end of ear canal ear drum is present.
3) It filters the air that entering into internal names.	3) It carries the sound waves from external ear to ear drum.

IV. How do the following processes occur?

Question 1.
When we see an object, a real inverted image is formed on the retina.
Answer:

• When we see an object the eye gathers light through a convex lens, focusses it and forms an image in the retina at the back of the eye.
• The lens turns the image left to right and upside down.

Question 2.
The sound waves, collected by the pinna are changed as vibrations.
Answer:

• External ear or pinna collects the sound waves.
• They enter into the auditory meatus or ear canal. Then they strike the tympanum.
• The vibrations from the tympanum reach the malleus, incus and stapes in the middle ear.
• They magnify the intensity of the sound vibrations and send them to the membrane of oval window in middle ear.

Question 3.
We move our hand away from a hot object.
Answer:

• Moving our hand from a hot object is an unconditional reflex.
• Unconditional reflexes are inherited and shown from birth.
• Unconditional reflexes are present in all individuals and are basically same.

Question 4.
A pungent odour, makes us close our nose.
Answer:

• The olfactory receptors sense pungent odour, that information is sent to brain in the form of nerve impulses through sensory nerve.
• The brain interprets the information and identifies it as pungent odour.
• It sends message to our hand to close the nose immediately.
• The brain also sends information in the form of nerve impulses through motor nerves as we are unable to smell the food’s delicious aromas.

V. Fill in the blanks with suitable words. Then give reasons why the words are suitable.

1. Choroid layer provides ………………… to the eye.
2. The relationship between the tongue and ……………………. is more.
3. Iris pattern is used for individual …………………… .
4. Area where optic nerve leaves the eye is called the ……………………..
5. The ear drum is the …………………….
Answer:

1. Protection
2. Nose
3. Identification
4. Blind spots
5. Vibrating membrane

VI. Choose the correct option.

1. This vitamin is essential for the health of eye.
a) Vitamin ‘A’
b) Vitamin ‘B’
c) Vitamin ‘C’
d) Vitamin ‘D’
Answer:
a) Vitamin ‘A’

2. Sensation is a complex pathway involving
a) Sense organs
b) Sense organs and nerve impulses
c) Sense organs, nerve impulses, brain
d)Brain and nerve impulses
Answer:
c) Sense organs, nerve impulses, brain

3. The sound waves if not focused by external pinna and ear cannal will result in
a) Hearing several types of sound loudly
b) Not hearing anything
c) Slight hearing
d) Not being able to make out the type and origin of sound
Answer:
b) Not hearing anything

4. The muscles of the eyeball of a person becomes non functional, the invariable effect would be
a) The person fails to close eyes
b) Fails to move eye and see colours clearly
c) Feels pain in the eye
d) The nerves reaching the muscles become non-functional.
Answer:
b) Fails to move eye and see colours clearly

5. The tongue of a person is exposed to a high salty taste then:
a) The person learns to taste salty things better
b) Loves tasting salty things
c) Hates tasting salty things
d) Fails to taste a less salty thing just after the exposure.
Answer:
d) Fails to taste a less salty thing just after the exposure.

VII. Draw and label the diagrams, showing the structure of the
1. Eye

2. Ear

3. Tongue

VIII. How would you pay concern towards disabled people who is lacking sensory organs?
Answer:

• 1 will show utmost sympathy forwards disabled people who is lacking sensory organs.
• I will give my full cooperation in leading normal lives.
• With my deeds I will bring confidence among the disabled people.
• If the disabled people are blind everyday I will show the way to school and from school to home.
• I will see that the disabled people get the government help in a proper way.
• I will give my support to deaf people by giving symbols and signals to understand things.
• I will join the disabled people who are in the school age in the school mend for them.

IX. How do you appreciate the functions of sensory organs which helps us to enjoy the beauty of the nature?
Answer:

• Sense organs help us to enjoy the beauty of the nature.
• We enjoy the beauty of nature with our eyes, the melodious music with our ears, the taste of food with our tongue and feel the cool breeze on our skin.
• All these situations show just how our senses pick up information and react to them.
• Our sense organs are not just parts of us because nothing that we experience in our life, from the most important to the most boring, would be possible without the complicated power of our sense organs.
• Nothing in the entire universe of scientific exploration can even come close to match-ing the ability of our brain to use information sensed by our eyes, ears, skin, tongue and nose to produce a rich sensory experience in a matter of milli seconds.

X. Form a group with five students in your class and collect eye diseases and its char-acteristics by talking with ophthalmic assistant.
Answer:

Eye disease or defect	Characteristics
1. Age related macular degeneration	It is an eye condition that leads to the deterioration of the centre of the retina called macula.
2. Astigmatism	It is an imperfection in the curvature of retina.
3. Cataract	It is the clouding of the eye lens causing vision problems.
4. Central retinal vein occlusion	It is a blockage of the main vein in the retina.
5. Colour blindness	Occurs when we are unable to see colours in a normal way.
6. Conjunctivitis	It is the swelling of the conjunctiva, the eye becomes red, burning sensation in the eye, releases water.
7. Corneal transplant	Scars, swelling or an irregular shape can cause the cornea to scatter or distart light resulting in glare or blurring vision.
8. Diabetic retinopathy	It is a common diabetic eye disease caused by changes in retinal blood vessels.
9. Dry eye or Xeropthalmia	It is a condition where the eyes do not produce enough tears or the right quality of tears to be healthy or comfortable and eye becomes dry.
10. Far sightedness (Hypermetropia)	It is a refractive error, which means the eye does not bend or refract light properly. Images are formed behind the retina.
11. Glaucoma	It is a disease that damages the eyes optic nerve. This leads to high pressure in the back of the eye.
12. Kerolitis	It is a condition where the cornea be­comes swollen or inflamed, making the eye red and painful effecting vision.
13.Macular edema	It is a swelling or thickening of the macula, the area of the retina responsible for central vision.
14. Near sightedness (Myopia)	It is a refractive error, which means the eye does not bend or refract light properly. Image is formed in front of the retina.
15. Optic neuritis	It is an inflammation of the eye’s optic nerve.
16. Retinopathy of prematurity	Retinopathy of prematurity is an eye dis­ease that occur in a small percentage of premature babies where abnormal blood vessels grow on the retina.
17. Scleritis	It is a painful swelling of the white part of the eye, which is also known as sclera.
18. Detached retina and Torn retina	A torn retina is when the retina tears in one or more places. A detached retina is when the retina is lifted off the wall of the eye.
19. Night blindness	Person suffering from night blindness cannot see things in dimlight or at nights.
20. Trachoma	It is an eye infection affecting both eyes, is the world’s leading cause of prevent­able blindness. It is caused by a bacterium called Chlamydia Trachomatis.

XI. What happens if our skin loses its sensory nature?
Answer:

• The skin contains numerous sensory receptors which receive information from the outside environment.
• The sensory receptors of the skin are concerned with at least five different senses: pain, heat, cold, touch and pressure.
• The five are usually grouped together as the single sense of touch in the classification of the five senses of the whole human body.
• If the skin loss its sensory nature we cannot experience the pain, heat, cold, touch and pressure.

XII. Sagar is not able to listen things properly. Guess what would happen to him. What suggestions would you like to give him?
Answer:

• Sagar may be exposed to too much loud noise. This condition is noise induced hearing loss.
• Some times loud noise can cause a ringing, hissing or roaring sound in the ears called Tinnitus.
• Hearing problems may also be caused by a virus or bacteria.
• Hearing impairment happens when there is a problem with one or more partsflof the ear.
• So, I suggests Sagar to identify the reason for not listening things properly.
• I also advise him to consult a specialist called audiologist in ear problems.

9th Class Biology 6th Lesson Sense Organs InText Questions and Answers

9th Class Biology Textbook Page No. 76

Question 1.
Do you think our sense organs work together? Why, why not?
Answer:

• Yes, our sense organs work together.
• Every single function of the body is managed and controlled by the brain, including our organs and senses.
• Otherwise, we would have different interpretations of a stimulus, resulting confusion.
• But to be clear it is not the organs working together it is the brain constantly receiving stimuli from different senses.
• The brain is responsible for assimilating information and filling the pieces together.

9th Class Biology Textbook Page No. 85

Question 2.
If we do not have our external ear what will happen to us?
Answer:

• If we have no external ears, sound waves may not be collected by it.
• So we cannot hear anything and it leads to deafness.

9th Class Biology Textbook Page No. 87

Question 3.
If you are suffering from cold do you smell things in the natural way?
Answer:

• No, we cannot smell things in the natural way.
• When we have cold, we will notice foods seem tasteless because your nasal pas¬sages are blocked.

Question 4.
Do you find any relation between smell and taste?
Answer:

• Like smell, taste is also a sense based on identifying chemicals in food and the texture of it.
• The sense of taste and smell have a close and cooperative working relationship.

9th Class Biology Textbook Page No. 90

Question 5.
How sensitive is our skin?
Answer:

• Different parts of our body have different sensitivity and the skin around the neck and finger tips is more sensitive than skin on the palm, knee and arm.
• This is because sensitivity of our skin depends on
  a) thickness of our skin.
  b) the number of sensory receptors.

9th Class Biology Textbook Page No. 82

Question 6.
What will happen if we have no eyelashes?
Answer:

• The purpose of eyelashes is to keep moisture like sweat from setting into our eyes.
• Eyelashes protect the eye from debris and they are sensitive to being touched.
• If lashes are absent moisture like sweat will not be setting into our eyes.
• There will not be protection from debris to our eyes.

Question 7.
Are tears good for us?
Answer:

• Yes, tears are good for us.
• Whenever unwanted substances come in contact with the conjunctiva the lachry¬mal glands are stimulated to produce tears to wash the substances out of the eye.

9th Class Biology Textbook Page No. 89

Question 8.
Why are we suggested not to take too cool or too hot food material?
Answer:
To cool or too hot food material causes damage the sense of smell. It also damage the taste buds. If we take too cool or too hot food materials we will loose sense of smell and taste.

Question 9.
If you are suffering from fever that time you are not able to enjoy the taste of food why?
Answer:

• During fever, the temperature of our body increases from the normal body temperature of 98.6°F to high temperature sometimes to 105°F.
• At this temperature, the function of the enzymes in our tastebuds stop since they can work efficiently only in the temperature range of 77 to 98.6°F.
• The cells in the tastebuds cannot send messages to the nerve centres in the brain.
• That is why during fever we are not able to enjoy the taste of food.

9th Class Biology 6th Lesson Sense Organs Activities

Activity – 1

Question 1.
Note down a few lines of any text in your book. Write about the stimuli and re¬sponses and the sensory and motor functions with respect to the sense organs in¬volved.
Answer:
(Stimuli from the environment around are received by our body through some sense organs. As we already know, they are the eyes, ears, nose, tongue and skin. Let’s try to understand the path of receiving a stimulus to expressing a response (sensation))

1. The sense organs involved in writing the para above are eyes and skin.
2. Asking to write few lines in textbook is stimulus and writing the lines is response.
3. The sensory nerve in the eye take the information about writing lines to brain in the form of nerve impulses.
4. The brain interprets the signals and send the message through motor nerves to write the lines.
5. The skin in the palm helps to hold the pen in writing the lines.

Activity – 2

Question 2.
Testing tastes with tongue.
Answer:

• Dissolve a pinch of sugar in a glass of water.
• Drink a little of this. It doesn’t taste good.
• Try this for different concentrations of sugar adding by proper quantification that is weighing and preparing solutions to find out taste.
• You could take l/4th teaspoonful sugar each time which would be nearly 2 grams.
• After adding three spoons of sugar the taste of water becomes sugary.

Activity – 3

Question 3.
1. Observe the external structure of your friend’s eye, draw the diagram and lable it.
Answer:

2. Observe the eye ball of your friend in normal light. Then focus a beam of torch light on youj^friend’s eye.
Answer:

• Our eye contains eyelids, eyelashes, eyebrows and lachrymal glands.
• In normal light my friend’s eye ball is normal as usual, but after focusing a beam of torch light he immediately closed his eyes.
• After closing the eyes for two minutes, the black portion of eye is somewhat big in size.
• After opening forcibly when we throw the beam of torch light, the size of the small dark portion decrease.
• The small black portion in the centre of the eye expands in dark whereas in bright light it decreases in size.

Activity – 4

Question 4.
Testing the visual system.
Answer:

• Hold the text at arm’s length, close your right eye, and fix your left eye straight on the figure.
  
• Keep your right eye closed and bring the book slowly closer.
• When it is about 8 to 10 inches away the gap disappears as it is on the blind spot of your left eye.
• But you will not see a ‘hole’ in your visual field.
• Instead, your visual system “fills in” the missing area with information from the blue line on either side.

Activity – 5

Question 5.
Observe the iris and its surrounds of your friend’s eye. Can you find the pupil? Observe the colours and patterns in the iris of your friend’s eyes. Is there any difference from one another?
Answer:

• I found pupil in my friend’s eye.
• The colour of iris in my friend’s eyes are different.
• The colour of iris are blue in some, green in some and grey or brown in some of my friend’s eyes.
• The colour of iris are different but their shape is round in all my friend’s eyes.

Activity – 6

Question 6.
Enter into a dark room from a very bright place. What happens? Sit in a dark room for sometime. Then go into a bright light room. What happens?
Answer:

• If we enter into a dark room from a very bright place first we cannot see anything in the room.
• Because the pupil is very small in size and very less amount of light enters into the eyes.
• As the time progresses the pupil becomes large in size and we will be able to see things properly.
• If we go into a bright light room from a dark room, at first we cannot see anything in light from because the pupil does not bear the intensity of light.
• The pupil gradually lessens its size and we are able to see things properly.

Activity – 7

Question 7.
Eye and illusions.
Answer:

1. Take two pieces of white papers with same size.
2. Draw the picture of a cage on one pa¬per and the parrot on the other.
3. Then insert a stick and attach the blank sides of the papers with gum, see the figure.
4. Let it dry then twist the stick rapidly.
5. When we twist the stick rapidly, we see the parrot in the cage. What we are experi¬encing is an illusion.

Activity – 8

Question 8.
Testing of sound.
Answer:

• Take a plastic or iron funnel.
• Stretch a piece of rubber balloon and cover the wide part of the funnel with it.
• Tie it with rubber band.
• Ask your friend to shout ‘Oh’ at the narrow opening of the funnel.
• Observe the movements of the rubber sheet while he is shouting.
• Observe the rice grains also.

Observations:

1. Due to the vibrations in the rubber balloon the rice grains move up and down when we shout ‘Oh’ at the narrow opening of the funnel.
2. When we put the narrow end at the opening of our eye we hear the sound of heart as lub dub, lub dub …………….

Activity – 9

Question 9.
Touching test.
Answer:

• Blindfold your friend and ask him/her to identify different things by smell like lemon, tea, coffee, potato, tomato, tamarind, spinach, curd, brinjal etc.
• Keep as many things but be careful in choosing them.
• They should not be in powdered form.
• Don’t allow your friend to touch them.

Observations:

1. Biologically, the sense of smell or olfaction, begins with chemical events in the nose.
2. Their odours interact with receptor proteins associated with specialized nerve cells.
3. These cells incidentally are the body’s only nerve cells that come in direct contact with the outside environment.
4. Receptors present at the base of the skin lining the inner walls of the nose are highly sensitive to odour chemicals.
5. These odour chemicals can be complex and varied.

Activity -10

Question 10.
Tongue test
Answer:

• Close the eyes of your friend with a piece of cloth.
• Give her/him a piece of ginger, garlic, tamarind, banana and jaggery one by one.
• Ask her/him to taste by just taking these one at a time on the tongue.
• Remember that your friend needs to rinse his/her mouth between each test.
• Could your friend tell the taste by just putting the substances on the tongue? Yes, my friend told the taste.
• Now repeat the above experiment by asking your friend to take a bite and press the food on the plate.
• As food enters our mouth, we bite and chew it and press it against the palate with our tongue.
• This releases chemicals in food that trigger off our taste buds to act and carry stimulus to the brain to be processed for recognition of taste.
• The same taste bud is capable of producing different signals corresponding to the different chemicals in food.

Activity -11

Question 11.
Observe your tongue by standing in front of the mirror by sticking your tongue out. See how many different kinds of structures you can see on your tongue. Compare with the given diagram.
Answer:

• We can clearly see flake like structures that are filiform papillae.
• The roundish structures are fungi¬form papillae.
• There are large roundish ones at the back of the tongue which are circumvallate papillae.
• On the sides of the tongue, the bump like structures are foliate papillae.
• Taste buds are present on all of these except the filiform papillae that are not the sites of taste sensation.

Activity -12

Question 12.
Smell test
Answer:

• Blindfold your friend and ask him/her to close his or her nose as well.
• Give a few cumin seeds to your friend and ask him/her to chew.
• Ask your friend to identify what you have gave.
• You could try this with a small piece of potato as well.
• My friend has identified the cumin seeds and piece of potato.

Activity – 13

Question 13.
1) Make bundles of three toothpicks.
2) See to it that their pointed ends are at the same level.
3) Now ask your friend to make an outline of one of her/his palm.
4) Ask your friend to close her/his eyes. Now starting from the tip of the thumb keep pricking lightly with your toothpick bundle all over the plam.
5) Ask your friend how many points she/he could identify each time.
6) Repeat this with some of your friends.
Answer the following questions.
a) Where do you find maximum sensation on the palm?
Answer:
In the centre of the palm we find maximum sensation.

b) Where do you find minimum sensation?
Answer:
We find minimum sensation on the beginning of the palm.

c) Are palm sense patterns same for all your friends?
Answer:
Yes, palm sense patterns are same.

Activity – 14

Question 14.
Press your thumb gently on the tip of a sharpened pencil. Later press it on the blunt end of the pencil. How do you feel? Why?
Answer:

• When we press our thumb gently on the tip of a sharpened pencil it makes us feel pain.
• The sensory receptors sense the sharpened pencil’s press and the message is sent to brain through sensory nerve.
• Then the brain interprets the message and sends signals to feel pain through motor nerves.
• When we press our thumb with the blunt end of the pencil we do not feel pain because the sensory receptors (touch receptors) sends the message to brain through sensory nerve.
• Brain interprets the message and sends signals to our thumb to feel soft through motor nerves.

 

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 10 Soil Pollution Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 10th Lesson Soil Pollution

9th Class Biology 10th Lesson Soil Pollution Textbook Questions and Answers

Improve Your Learning

Question 1.
Define soil pollution. (AS 1)
Answer:
Soil or land pollution can be defined as the buildup in soils of persistent toxic compounds, chemicals, salts, radioactive materials, or disease causing agents, which have adverse effects on plant growth and animal health.

Question 2.
Why are plastic bags a big environmental nuisance? (AS 6)
Answer:

• Plastics are so versatile in use that their impact on environment are extremely wide ranging.
• Careless disposal of plastic bags chokes drains, blocks the porosity of the soil, and causes problems for ground water recharge.
• Plastic disturbs the soil microbe activity, and once ingested can kill animals.
• Plastic bags can also contaminate food stuffs due to leaching of toxic dyes and transfer of pathogens.
• Plastic bags remains strewn on the ground, or in unmanaged garbage dumps.
• Though small percentage lies strewn, it is this portion that is of concern as it causes extensive damage to the environment.

Question 3.
Describe an environmental friendly method to profitably dispose of human waste and cattle waste. (AS 1)
Answer:

• In recent years, an alternate and better method is used to obtain energy from not only from cattle waste but also from human waste.
• This is by anaerobic fermentation of the wastes to produce a gas which can be used as fuel.
• As this gas is produced from biological waste, this is called biogas.
• Biogas is a mixture of several gases : methane, carbondioxide, and small amounts of hydrogen, nitrogen, and hydrogen sulphide.

Question 4.
Chemical fertilizers are useful to crops. In which way they cause environmental pollution? (AS 1)
(OR)
We often read in newspapers that environmentalists often show deep concern of threats posed by chemical fertilisers and pesticides, etc. What are those threats to environment?
Answer:

• Fertilisers contaminate the soil with impurities, which come from the raw materials used for their manufacture.
• Due to excessive use of phosphate fertilizers soil becomes an indestructible poison for crops.
• Excessive use of fertilizers can endup polluting lakes, rivers and streams.
• This leads to promote the growth of algae in water bodies and is called eutropication.
• This abundant uncontrolled growth of plants blocks the flow of water and reduces oxygen content in the water.
• Other organisms living in the water do not get sufficient water, oxygen and ultimately die.
• Nitrogen fertilizer contribute to air pollution when it enters the atmosphere as ammonia and nitrogen oxide.
• This inturn cause acid rain and city smog associated health and environmental problems such as respiratory illness.

Question 5.
What steps can be taken to reduce pollution due to particulate matter from industries?
Answer:

• Industrial wastes can be treated physically, chemically and biologically until they are less hazardous.
• Acidic and alkaline wastes should be first neutralized; the insoluble material if biodegradable should be allowed to degrade under controlled conditions before being disposed.
• Electrostatic precipitators are used to reduce the particulate matter in the factory smoke.

Question 6.
What is a medical waste? Why it is called hazardous waste? What is the safe way to dispose medical waste? (AS 1)
Answer:

• Waste that is produced from hospitals is known as medical waste.
• Medical waste include needles, syringes, saline bottles, instruments used in surgeries, bandages soaked with blood and pus, used medicines, human excreta etc.
• Medical waste is called as hazardous waste because it containing toxic substances.
• Burying the medical waste in locations situated away from residential areas is the simplest method to dispose medical waste.

Question 7.
Prepare a flow chart to describe soil pollution, causes and methods of control. (AS 5)
(OR)
Prepare a pamphlet of your own to create awareness on soil pollution among the people in your area.
Answer:

Question 8.
What soil problems do you find in your area? Prepare a list of those problems and suggest a method for each of them to control those problems. (AS 7)
Answer:
The soil problems identified by me in our area :

Question 9.
What farm practices impact soil? Do they impact soil in a positive or a negative way?
Answer:

• Indiscriminate use of fertilizers, pesticides, insecticides, herbicides, no-till farming and growing same crop in all seasons are the farm practices impact soil.
• These farm practices may show positive or negative impact on the soil.
• By using chemical fertilizers we can get high yielding for only 20 to 30 years.
• After that soil becomes reluctant to plant growth. These chemicals damage fertility.
• Due to the extensive use of pesticides, insecticides, herbicides the salinity of the soil increases and it is not suitable for growing crops.
• Notill farming is a way of growing crops without disturbing the soil through tillage.
• Tillage activity can lead to compaction of soil, loss of organic matter in soil, loss of native vegetation, and death of the organisms in the soil.
• Growing the same crop in all seasons decreases the fertility.

Question 10.
Rank the negative impact practices in your area in the order in which you think they should be eliminated. (AS 1)
Answer:
Negative impact practices in our area :

1. Using chemical fertilizers
2. Using pesticides
3. Using insecticides
4. Using herbicides
5. Till farming
6. Deforestation
7. Using weedicides
8. Growing same crop in all seasons
9. Using locally prepared seeds

Question 11.
Rank the positive impact practices in order in which you think they should be used for the most benefit on your farm. (AS 1)
Answer:

1. Hybridised seeds
2. Organic manures
3. Organic weedicides
4. Predatory insects
5. No-till farming
6. Maintaining suitable pH value
7. Crop rotation
8. Salinity management
9. Soil organisms

Question 12.
Ravi said soil health is important. How can you support him? (AS 7)
Answer:

1. I support Ravi’s statement.
2. Healthy soil is fundamental to the quality of food it produces and to the health of those who eat the food produced from it.
3. When the soil components are present in appropriate percentage, the productivity is high.

Question 13.
How would soil texture affect the nutrients in soil? What would be its impact on crop production? (AS 2)
Answer:

• Soil with loose pores will allow water to collect and roots to expand. Loose soil is better than hard compact soil.
• Finer particles like clay increase surface area of the soil which allow nutrients to stay in the soil.
• Very porous soil, such as sand will allow nutrients to be leached more easily which can make less nutrients available to plants.
• Generally, a loose, airy soil structure is best for most plants.
• This can be accomplished by digging the bed and mixing together coarse and finer textures such as tilling compost into clay soil.

Question 14.
What are the three main physical properties of soil? What effects do this have on the plants? (AS 1)
Answer:

1. Colour texture, structure and porosity are the three main physical properties of soil.
2. These properties regulate and affect air and water movement in the soil and thus, soil ability to function.

Question 15.
What is pH? What is its range? What are the negative impacts if the pH of soil is too low or too high? (AS 1)
Answer:

1. The term pH is used to indicate the level of acidity or alkalinity of a soil.
2. The range of pH values of a good soil live from 5.5 to 7.5.
3. Below pH 7 the soils are termed as acidic and above pH 7 alkaline.

Negative impacts of low pH value :

1. The concentration of soluble metals especially aluminium and manganese may be toxic.
2. Calcium may be deficient.
3. Soil organisms responsible to transform N, S and P to plant available forms may be reduced.
4. Symbiotic nitrogen fixation in legume crops is greatly impaired.
5. Soils will be having low organic matter.
6. The availability of mineral elements to plants may be effected.

Negative impacts of high pH value :

1. If the pH is beyond 7, nutrient absorption and microbial activity will be affected which can be poisonous to plants.
2. pH extremes are unhealthy for most plants because they close or open membranes of plant cells too much.
3. This affects plant structure and their ability to uptake nutrients.
4. pH extremes make minerals and nutrients either too available or not available enough.

Question 16.
What is soil fertility? What are the sources of soil fertility? (AS 1)
Answer:

• Fertility of soil is closely associated with the properties of soil and is defined by its capacity to hold water and nutrients and supply them to plants when they need them, independent of direct application of nutrients.
• Soil organisms contribute to buildup soil organic matter, including humus, the soils most important nutrient reservoir.
• A major part of the soil microbial biomass is composed of fungi.
• Soil fertility is a complex process that involves the constant cycling of nutrients between organic and inorganic forms.
• As plant material and animal wastes decompose they release nutrients to the soil solution.
• Soil pH, its acidity or alkalinity is highly relevant to how readily nutrients become available in the soil.

Question 17.
Name 5 living things that live in soil. What do these things do to affect the soil?
Answer:

1. Viruses, earthworms, rats, ground squirrels, bacteria, fungi, algae, protozoa, dung beetle and different types of worms live in the soil.
2. These organisms feed on plant residues burrow the soil and help in aeration and percolation of water.
3. Soild microbes convert organic forms of elements to their inorganic forms.
4. Soil bacteria also control the forms of ions in which these nutrients occurs.

Question 18.
What is organic matter? Why it is important to plants? (AS 1)
Answer:

• Organic matter is the organic component of soil which includes the residues of dead plants and animals.
• Organic matter consists of nutrients necessary for plant growth such as nitrogen, phosphorus, and potassium.
• Soils which contain 30% or more organic matter are considered organic soil, all other soils are identified as mineral soils.
• Organic matter in soil improves water in filteration, decreases evaporation, and increases the water holding capacity.
• And also where there is organic matter, there will be numerous organisms present helping to convert it back to nutrients and these organisms help to create small pieces of nutrients, ideal for cultivation.

Question 19.
What are the factors affecting organic matter levels in soil? How this level of organic matter can be increased? (AS 1)
Answer:
1. Temperature, rainfall, natural vegetation, texture, drainage, cropping and tillage and crop rotation are the factors affecting organic matter levels in soil.

2. Temperature :
The decomposition of organic matter is accelerated in warm climates as compared to cooler climates.

3. For each 10°C decline in mean annual temperature the total organic matter and nutrients increases by two to three times.

4. Rainfall:
There is an increase in organic matter with an increase in rainfall.

5. Natural vegetation :
The total organic matter is higher in soils developed under grasslands than those under forests.

6. Texture :
Fine textured soils are generally higher in organic matter than coarse textured soils.

7. Drainage:
Poorly drained soils because of their high moisture content and relatively poor aeration are much higher in organic matter and nutrients than well drained soils.

8. Cropping and Tillage :
The cropped lands have much low nutrients and organic matter than comparable virgin soils.

9. Crop rotation :
Crop rotation of cereals with legumes results in higher soil organic matter.

Question 20.
What is solid waste? Explain best practices for solid waste management. (AS 1)
Answer:
Solid waste:
Solid waste may be defined as the organic and inorganic waste produced by various activities of the society which have lost their value to the first user.

Best practices for solid waste management:

1. By practicising four R’s : Reduce, Reuse, Recycle and Recover we would get less solid waste.
2. Materials such as glass containers, plastic bags, paper, cloth, etc., can be reused at domestic levels rather than being disposed, reducing solid waste pollution.
3. Solid waste management involves activities including collection, transfer, and transport to suitable sites and safe disposal of wastes by methods which are environmentally friendly methods.
4. Burying the waste in locations situated away from residential areas is the simplest and most widely used technique of solid waste management.
5. Solid waste management can also be done by methods such as sanitary landfill, composting and incineration, etc.

Question 21.
What is bioremediation? How it helps in controlling soil pollution? (AS 1)
Answer:

1. Bioremediation means to use a biological remedy to reduce or clean up contamination.
2. Microbes are often used to remedy environ¬mental problems found in soil, water and sediments.
3. Plants have also been used to assist bio¬remediation processes. This is called phytoremediation.
4. Biological processes have been used for some inorganic materials, like metals to lower radioactivity and to remediate organic contaminants.

Question 22.
Why soil conservation is important to us? What will happen if no preventive measures would be taken? (AS 2)
Answer:

• Soil conservation is important to us because it forms the basis for habitats and plants, which act as source of food to both humans and animals.
• Soil conservation is also important because with the erosion of the top soil layer, valuable nutrients are lost and crop yield diminish, which means very less food is produced per acre.
• We have to conserve soil because it has organic material that is good for plant growth.
• If no preventive measures are taken for soil conservation, soil erosion takes place.
• And also soil will be over used and it has more chemicals leading to unproductive soil.
• Amount of nutrients present in the soil decreases.

Question 23.
Look at the following symbol, what does it mean?

Answer:
1. It is the symbol of bioremediation.
2. Plants have been used to assist bioremediation.

9th Class Biology 10th Lesson Soil Pollution InText Questions and Answers

9th Class Biology Textbook Page No. 155

Question 1.
Today what are the pollutants produced from your school. How many of these are non-degradables?
Answer:
Wastes produced from our school :
Peels of fruits, vegetables, rice, glass materials, pens, polythene bags, biscuit and chocolate covers, icecream sticks, rubber, plastic tea glasses, paper leaves twigs etc.

Non-degradable pollutants :
Glass materials, pens, polythene bags, biscuit and chocolate wrappers, rubber, plastic glasses.

9th Class Biology 10th Lesson Soil Pollution Activities

Activity – 1

Question 1.
Answer:
1. During interval time Venu was eating a fruit.
2. He was about to throw the peel in corner of verandah.
3. His friend Ramu stopped him.
4. Ramu said you should not throw waste in the verandah. Drop it in the bin/basket given.
5. Prepare a list of waste materials we throw out in a day from morning to evening.
6. Classifying them as wet wastes and dry wastes with the help of the example given in the table.

Wet waste	Dry waste
Vegetable peels	Biscuit wrapper
Banana peels	Polythene covers
Food materials	Used papers
Fruit peels	Plastic materials
Dung	Glass materials
Hay	Card board

7. Weigh the wet wastes, which you have listed in the table for one day.
8. Divide the weight by number of people in your home.
9. The result will be the per capita wet waste we are producing in one day.
10. Suppose if a family containing four members throws 400 gms of wet wastes per day,

Multiply it by 30 = 100 × 30 = 3000 gms per month
Multiply it by 365 = 3000 × 365 = 10,95,000 gms = 1095 kgs per year.

Activity – 2

Question 2.
Dumping and decomposing,
Answer:
1. Take a polythene bag / plastic bucket / or any container.
2. Fill half of it with soil.
3. Keep wet wastes and other wastes in it.
4. Wastes should include vegetable peels, rubber, plastic etc.
5. Add some more soil and sprinkle water regularly on it.
6. Dig it and observe in 15 days intervals.
7. Note your observations in the table.

AP State Syllabus AP Board 9th Class Biology Solutions Chapter 1 Cell its Structure and Functions Textbook Questions and Answers.

AP State Syllabus 9th Class Biology Solutions 1st Lesson Cell its Structure and Functions

9th Class Biology 1st Lesson Cell its Structure and Functions Textbook Questions and Answers

Improve Your Learning

Question 1.
Differentiate between a) Plant cell and animal cell b) Prokaryotic and Eucaryotic cells. (AS 1)
Answer:
a)

Plant Cell	Animal Cell
1. Cell wall present.	1. Cell wall absent.
2. Chloroplasts present.	2. Chloroplasts absent.
3. Plant cell can perform photosynthesis.	3. Animal cell cannot perform photosynthesis,
4. Vacuoles are large in size.	4. Vacuoles are small in size.
5. Centrioles are absent. They appears only at the time of cell division.	5. Centrioles present.

b)

Prokaryotic cell	Eucaryotic cell
1. Nuclear membrane is absent.	1. Nuclear membrane is present.
2. The membrane bound cell organelles absent.	2. Cell organelles are enclosed by membranes.
3. Except ribosomes other organelles are absent.	3. All cell organelles are present.
4. They has a tough cell wall.	4. Flexible, porus cell wall present in plants, plasma membrane present in animals.
5. E.g. : Cynobacteria, blue green algae.	5. E.g. : All higher plants and animals.

Question 2.
What happens if plasma membrane ruptures or breaks? (AS 2)
Answer:

• Cell membrane or plasma membrane is covering of the animal cell.
• It separate cytoplasm from the external environment.
• It defined the shape and size of the cell.
• It plays a crucial role in maintaining a balance of various substances inside the cell.
• It controls the exchange of substances between the cell and its external environment.
• If it ruptured or broke, then the above activities will stop, the cell will die.

Question 3.
Prepare a model of plant cell or animal cell with locally available materials. (AS 5)
Answer:

Question 4.
What would happen to the life of cell if there was no golgi complex? (AS 2)
Answer:

• The golgi apparatus packed various substances before they are transported to other parts of the cell.
• If there was no golgi complex in the cell the proteins and other substances are not altered and packed.
• Substances transport will not occur.
• Regeneration or repair of the membrane will not takes place.

Question 5.
What happen to the cell if nucleus is removed? Give two reasons to support your answer. (AS 1)
Answer:

• If nucleus is removed from a cell, there would be no control on the functions of a cell.
• Cells are not involved in the process of cell division.
• The cell will not live for more time.
• E.g.: Red blood cells, not having nucleus live less time than the other cells, which are having nucleus.

Question 6.
Lysosomes are known as suicidal bags of the cell. Why? (AS 1)
Answer:

• Lysosomes contained the destructive enzymes.
• Thus the enzymes normally do not come in contact with the rest of the cell.
• The materials that need to be destroyed are transported to the lysosomes.
• At times, the lysosomes burst and the enzymes are released to digest the cell.
• Hence, lysosomes are known as suicidal bags of the cell.

Question 7.
Why do plant cell possess large sized vacuole? (AS 1)
Answer:

• Vacuoles are fluid filled sac-like structures.
• In a newly formed plant cell, the vacuoles are small.
• As the cell becomes old, these vacuoles, fuse to form a single large vacuole.
• In mature plant cells, they might occupy almost the entire cell space.

Question 8.
Prepare a temporary mount of any leaf peel observe the stomata draw their picture. Write a short note on the same. (AS 5)
Answer:

• A fresh leaf of Rheo is taken.
• Making a slit in the pith material and keep the leaf inside the slit.
• To get the T.S a leaf, section cutting with a blade should be done.
• The thin section with brush and keep the section on the slide.
• Putting a drop of water, glycer¬ine on it.
• Staining the section with saffronin.
• Cover the section with a cover slip.
• By observing under the microscope of the leaf. We can see stomata in the lower epidermis.
• They are enclosed by two kidney shaped cells, called guard cells.
• In between two guard cells a pore formed stomata.

Question 9.
“Cell is the basic unit of life” – explain the statement. (AS1)
Answer:

• The fundamental organizational unit of life is the cell.
• All living organisms are composed of cells.
• In unicellular organisms, a single cell performs all the the functions.
• In multicellular organisms, a no. of cells together performs different functions.
• So, we can say that “Cell is the basic unit of life”.

Question 10.
How do you appreciate about the organisation of cell in the living body? (AS 6)
Answer:

• Cell is the basic unit in the structural organisation of all living organisms.
• Cell carry physiological functions like oxidise food materials to derive energy.
• Excrete the waste materials.
• Increase in number by dividing into two identical cells.
• Defend itself against the attack of foreign organisms.
• Try to adjust to the conditions in its surroundings.
• Function of an organism depends on the functions carried out by the cell.

Question 11.
If the organisation of cell is destroyed due to physical and chemical influence, what will happen? (AS 6)
Answer:

• If the organisation of cell is destroyed due to physical and chemical influence, the cell will die.
• Sometimes it also effects the functions of other cells nearby.

Question 12.
Read the chapter carefully collect the information about the functions of different cell organelles and make a table which contains serial number. Cell organelle, function. Don’t forget to write your specific findings below the table. (AS 4)
Answer:

Cell organelle	Functions
1. Nucleus	1. Regulates and controls all the functions of the cell. 2. Barrier of genetic information. 3. Determines the characteristics of the organism. 4. Cell division.
2. E.R	1. Transport of substances. 2. RER are the sites of protein manufactures. 3. SER helps in the manufactures of lipids.
3. Golgi Apparatus	1. Packing of various substances in the cell. 2. Secretion of proteins from the cell.
4. Lysosomes	1. Digestion of food materials 2. At the time of disease condition it digest the cell also.
5. Mitochondria	1. Generates and stores the energy.
6. Plastids	1. Chloroplasts trap the energy of sunlight during photosynthesis. 2. Chromoplasts are responsible for the colouring of fruits and flowers.
7. Vacuole	1. Storing of carbohydrates, amino acids, proteins, pigments and waste materials.

Question 13.
How could you appreciate the function of tiny cell in a large body of an organism? (AS 6)
Answer:

• Cell is the basic unit in the structural organisation of ail living organisms.
• It is the functional and structural unit of the organism.
• Functions essential for survival of the organism are carried out at the level of a cell only.
• Each cell acts as an individual unit.
• In each cell excretion, generation of energy, defending itself, adjust to the conditions, production of new cells etc. functions are carried out.
• So we must appreciate the function of a tiny cell in a large body of an organism.

Question 14.
Look at the following cartoon of a cell. Find out the functions of cell organelles. (AS 5)

Answer:

Cell organelle	Function
Nucleus	Nucleus regulates and controls all the functions of a cell and determines the characteristics of the organism.
Endoplasmic reticulum	1. It serve as channels for the transport of materials within the cell.
	2. It also functions as a cytoplasmic framework for various biochemical activities.
Golgi Apparatus	It package various substances. Proteins are altered slightly by golgi apparatus.
Lysosomes	It participates in intracellular digestion. It destroys the cell contents.
Mitochondria	It produces energy through cellular respiration.
Plastids	These are responsible for the colour of the plant cell.
A. Chloroplasts	These trap solar energy and convert this to chemical energy during photosynthesis.
B. Chromoplasts	These are responsible for the coloured fruits, flowers.
C. Leucoplasts	These are colourless, stores carbohydrates, oils and proteins.

Question 15.
Who and when was “The cell theory” proposed? When did they prepare it? What are its salient features? (AS 1)
Answer:
M.J. Schleiden and Theodar Schwann proposed “The cell theory”. They prepared it in 1838 – 39.

Statements of modern form of cell theory :

1. All the living organisms are made up of cells and their products.
2. All the cells are formed from pre-existing cells.
3. All the cells are made up of similar chemicals and show similar metabolic activities.
4. Functioning of an organism depends on the functions carried out and the interac-tion of different cells present in the organism.

Question 16.
When you observing the nucleus of cheek cell in laboratory, what precautions do you take?
Answer:
While observing the nucleus of cheek cell in laboratory the following precautions are to be taken.

Precautions:

1. Do not scrap the cheek too hard as it may injure the buccal mucosa.
2. Scrapped material should be spread uniformly on the slide.
3. Excess stains should be drained off.
4. There should be no air bubbles under the coverslip.

Question 17.
Draw the typical animal cell and lable its parts.
Answer:

9th Class Biology 1st Lesson Cell its Structure and Functions InText Questions and Answers

9th Class Biology Textbook Page No. 1& 2

Question 1.
Observe the following figures.

a) What common features do you see in both the cells?
Answer:
We can observe some common features in plant and animal cells. They both are having plasma membrane, mitochondria, golgi apparatus, endoplasmic reticulum, nucleus etc.

b) Which cell organelles are found exclusively in plant cell?
Answer:
Chloroplasts and big vacuoles are the cell organelles exclusively found in plant cell.

9th Class Biology Textbook Page No. 3

Question 2.
What is the role of the cell wall in plant cells?
Answer:
It exerts an inward wall pressure to resist the outward pressure exerted by the cell sap.

9th Class Biology 1st Lesson Cell its Structure and Functions Activities

Activity – 1

Question 1.
How do you observe cell membrane in a peel of Rheo leaf under microscope? Draw the diagram of it. Write your observations.
Answer:
Take Rheo leaf, tear the leaf in single stroke take a small piece of leaf peel with light coloured (transparent) portion. Put it on slide and put a drop of water on it. Cover it with cover slip and observe the light portion of leaf under the microscope.

Observations:

1. Cells are arranged in rows.
2. Cell membrane is clearly seen.
3. Nucleus is present in the cell.

Lab Activity

Question 2.
To observe the nucleus in cheek cells.
Answer:
Aim :
To observe the nucleus in cheek cells.

Material:
A tooth pick or ice-cream spoon or spatula, glass slide, coverslip, watch glass, needle, blotting paper, 1% methylene blue, normal saline, glycerine, microscope etc.

Procedure:

1. Wash your mouth and scrap a little of the internal living of your cheek inside your mouth with a clean tooth pick or spatula or ice-cream spoon.
2. Place the scrap in a watch glass containing a very small quantity of normal saline.
3. Then place the material on a glass slide.
4. Put a drop of methylene blue and wait for a couple of minutes.
5. Wipe off the extra stain with a fine cloth of blotting paper.
6. Put a drop of glycerine over it.
7. Place a coverslip. Tap the coverslip with the blunt end of needle so as to spread the cells.

Precautions :

1. Do not scrap the cheek too hard as it may injure the buccal mucosa.
2. Scrapped material should be spread uni¬formly on the slide.
3. Excess stains should be drained off.
4. There should be no air bubbles under the coverslip.

Observations :

1. The shape of the cells are circular in shape.
2. These cells are not similar to the structure in onion peel cell.
3. Near the centre of the cell there is a darkly coloured oval dot like structure present.

Activity – 2

Question 3.
How do you observe mitochondria in onion peel ? Observe and make a sketch of mitochondria.
Answer:
Observing mitochondria :

1. Make a fresh solution of Janus Green-B in a beaker.
2. Mix 200 mg Janus Green-B in 100 ml of water.
3. Take a watch glass pour some solution. Put the onion peel in this solution and keep it about half an hour.
4. Keep a piece of onion peel on the slide and wash thoroughly with water. Mitochondria in onion peel ceil
5. Cover the slide with a cover slip and observe it under microscope at high magnification.

Observations :
Green oval or cylindrical grains scattered in the cytoplasm. They are mitochondria.

Activity – 3

Question 4.
Observe a chSoroplast in Rheo leaf under microscope ? Draw the diagram of it and write your observation.
Answer:
Observing chloroplast:

1. Take the peel of Rheo leaf and mount it in water on a slide.
2. Observe it under high power microscope.

Observations :

1. Small green granules called chloroplasts are present in the cells of Rheo leaf.
2. Chloroplasts mainly contain green substance called chlorophyll.

Activity – 4

Question 5.
How do you observe chloroplast in Algae under microscope? Draw the diagram and write your findings.
Answer:
Observing chloroplast:

1. Collect some algae from pond and separate out thin filaments of them.
2. Place a few filaments on slide. Observe it under microscope.

Observations:

1. In algae the chloroplasts are found as ladders, stars, spirals or reticulate.
2. The primary function of chloroplasts is to trap the energy of sunlight and transform it to chemical energy in photosynthesis.

Activity – 5

Question 6.
How do you observe under microscope the vacuoles of succulent plant like cactus?
Write small note on them.
Answer:
Observing vacuoles :

1. Take the leaf or stem of any succulent plant like cactus.
2. Take thin cross section of stem of cactus in a watch glass containing water.
3. Stain it with dilute safranine solution.
4. Observe it under low and high power microscope.

Observations :

1. The large empty spaces visible in the cell are vacuoles.
2. These are fluid filled sac like structures.

 

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 2 Polynomials and Factorisation Ex 2.5 Textbook Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 2nd Lesson Polynomials and Factorisation Exercise 2.5

Question 1.
Use suitable identities to find the following products.
i) (x + 5) (x + 2)
Solution:
(x + 5) (x + 2)
= x² + (5 + 2)x + 5 x 2
[ ∵ (x + a) (x + b) = x² + (a + b) x + ab]
= x² + 7x + 10

ii) (x – 5) (x – 5)
Solution:
(x – 5) (x – 5)
= (x – 5)² = x² – 2(x) (5) + 5²
[ ∵(x – y)² = x² – 2xy + y²]
= x² – 10x + 25

iii) (3x + 2) (3x – 2)
Solution:
(3x + 2) (3x – 2) = (3x)² – (2)²
[∵ (x + y) (x – y) =x² – y²]
= 9x² – 4

iv) \(\left(x^{2}+\frac{1}{x^{2}}\right)\left(x^{2}-\frac{1}{x^{2}}\right)\)
Solution:

v) (1 + x) (1 + x)
Solution:
(1 + x) (1 + x)
= (1 + x)² = 1² + 2 (1) (x) + x²
[∵(x + y)² = x² + 2xy + y²]
= 1 + 2x + x²

Question 2.
Evaluate the following products with¬out actual multiplication.
i) 101 x 99
Solution:
101 x 99
= (100 + 1) (100 – 1)
= 100² – 1²
= 10000 – 1
= 9999

ii) 999 x 999
Solution:
999 x 999
= 999²
= (1000 – 1)²
= 1000² – 2 x (1000) x 1 + 1²
= 1000000-2000 + 1
= 998001

iii) \(50 \frac{1}{2} \times 49 \frac{1}{2}\)
Solution:

iv) 501 x 501
Solution:
501 x 501
= (500 + 1) (500 + 1)
= (500 + 1)²
= 500² + 2 x (500) x 1 + 1²
= 250000 + 1000 + 1 = 251001

v) 30.5 x 29.5 = (30 + 0.5) (30 – 0.5)
= 30² – (0.5)²
= 900 – 0.25
= 899.75

Question 3.
Factorise the following using appro-priate identities.
i) 16x² + 24xy + 9y²
Solution:
16x² + 24xy + 9y2
= (4x)² + 2 (4x) (3y) + (3y)²
= (4x + 3y)² = (4x + 3y) (4x + 3y)
[ ∵ (x + y)² = x² + 2xy + y²]

ii) 4y² – 4y + 1
Solution:
4y² – 4y + 1
= (2y)² – 2 (2y) (1) + (1)²
[ ∵ (x -y)² = x² – 2xy + y²]
= (2y -1)² = (2y – 1) (2y-1)

iii) \(4 x^{2}-\frac{y^{2}}{25}\)
Solution:

iv) 18a² – 50
Solution:
18a² – 50 = 2 (9a² – 25)
= 2[(3a)² – (5)²]
[ ∵ x² – y² = (x + y) (x – y)]
= 2 (3a + 5) (3a – 5)

v) x² + 5x + 6
Solution:
x² + 5x + 6 = x² + (3 + 2) x + 3 x 2
[ ∵ (x + a) (x + b) = x² + (a + b) x + a . b]
= (x + 3) (x + 2)

vi) 3p² – 24p + 36
Solution:
3p² – 24p + 36
= 3[p² – 8p + 12]
= 3[p² + (- 6 – 2)p + (- 6) (- 2)]
[ ∵ (x + a) (x + b) = x² + (a + b) x + ab]
= 3 (p – 6) (p – 2)

Question 4.
Expand each of the following, using suitable identities.
i) (x + 2y + 4z)2
(x + 2y + 4z)² = (x)² + (2y)² + (4z)² + 2(x) (2y) + 2 (2y) (4z) + 2 (4z) (x)
[ ∵ (x + y + z)² = x² + y² + z² + 2xy + 2yz + 2zx]
= x² + 4y² + 16z² + 4xy + 16yz + 8zx

ii) (2a – 3b)³
Solution:
(2a – 3b)³ = (2a)³ – 3 (2a)² (3b) + 3 (2a) (3b)² – (3b)³
[ ∵ (a – b)³ = a³ – 3a²b + 3ab² – b³]
= 8a³ – 3(4a²) (3b) + 3 (2a) (9b²) – 27b³
= 8a³ – 36a²b + 54ab²-27b³
(or)
∵ (a – b)³ = a³ – b³– 3ab (a – b)]
= (2a)³ – (3b)³ – 3(2a) (3b) (2a – 3b)
= 8a³ – 27b³ – 18ab (2a – 3b)

iii) (- 2a + 5b – 3c)²
Solution:
(- 2a + 5b – 3c)²
= (- 2a)² + (5b)² + (- 3c)² + 2 (- 2a) (5b) + 2 (5b) (- 3c) + 2 (- 3c) (- 2a)
= 4a² + 25b² + 9c² – 20ab – 30bc + 12ca
[ ∵ (x + y + z)² = x² + y² + z² + 2xy +2yz +2za]

iv) \(\left[\frac{a}{4}-\frac{b}{2}+1\right]^{2}\)
Solution:

v) (p + 1)³
Solution:
(p + 1)³
= (P)³ + 3 (p)² (1) + 3 (p) (1)² + (1)³
[ ∵ (x + y)³ = x³ + 3x²y + 3xy² + y³]
= p³ + 3p² + 3p + 1

vi) \(\left(x-\frac{2}{3} y\right)^{3}\)
Solution:

Question 5.
Factorise
i) 25x² + 16y² + 4z² – 40xy + 16yz – 20xz
Solution:
25x² + 16y² + 4z² – 40xy + 16yz – 20xz
= (5x)² + (- 4y)² + (- 2z)² + 2(5x) (- 4y) + 2 (- 4y) (- 2z) + 2 (- 2z) (5x)
= (5x – 4y – 2z)² = (- 5x + 4y +, 2z)²

ii) 9a² + 4b² + 16c² + 12ab – 16bc – 24ca
Solution:
9a² + 4b² + 16c² + 12ab – 16bc -24ca
= (3a)² + (2b)² + (- 4c)²+ 2 (3a) (2b) + 2 (2b) (- 4c) + 2(- 4c) (3a)
= (3a + 2b – 4c)²

Question 6.
If a + b + c = 9 and ab + be + ca = 26, find a² + b² + c².
Solution:
Given that a + b + c = 9
Squaring on both sides,
(a + b + c)² = 9²
⇒ a²+ b² + c²+ 2 (ab + be + ca) = 81 ⇒ a² + b² + c² = 81 – 2 (ab + be + ca)
(by problem)
= 81 – 2 x 26
= 81 – 52 = 29

Question 7.
Evaluate the following by using suit¬able identities. m EachgM)
i) (99)³
Solution:
(99)² = (100 – 1)³
= 100³ – 3 (100)² (1) + 3 (100) (1)² – 1³
[ ∵ (x – y)³ = x³ – 3x²y + 3xy² + y³]
= 1000000 – 30000 + 300 – 1
= 970299

ii) (102)³
Solution:
(102)³ = (100 + 2)³
= 100³ + 3 (100)² (2) + 3 (100) (2)² + 2³
[ ∵ (x + y)³ = x³ + 3x²y + 3xy² + y³]
= 1000000 + 60000 + 1200 + 8
= 1061208

iii) (998)³
Solution:
(998)³ =(1000 – 2)³
[ ∵ (x – y)³ = x³ – 3x²y + 3xy² – y³] = 1000³– 3(1000)²(2) + 3(1000)(2)²– 2³
= 1000000000 – 6000000 + 12000 – 8
= 994011992

iv) (1001)³
Solution:
(1001)³ = (1000 + 1)³ .
[ ∵ (x + y)³ = x³ + 3x²y + 3xy² + y³] = 1000³ + 3(1000)²(1) + 3(1000) (1)² + 1³
= 1000000000 + 3000000 + 3000 + 1
= 1003003001

Question 8.
Factorise each of the following.
i) 8a³ + b³ + 12a² b + 6ab²
Solution:
8a³ + b³ + 12a² b + 6ab²
= (2a)³ + (b)³ + 3 (2a)² (b) + 3 (2a) (b)²
= (2a + b)³

ii) 8a³ – b³ – 12a² b + 6ab²
Solution:
8a³ – b³ – 12a² b + 6ab²
= (2a)³ – (b)³ – 3 (2a)² (b) + 3 (2a) (b)²
= (2a – b)³

iii) 1 – 64a³ -12a + 48a²
Solution:
1 – 64a³ – 12a + 48a²
= (1)³ – (4a)³ – 3(1)² (4a) + 3(1) (4a)²
= (1 – 4a)³

iv) \(8 p^{3}-\frac{12}{5} p^{2}+\frac{6}{25} p-\frac{1}{125}\)
Solution:

Question 9.
Verify i) x³ + y³ = (x + y) (x² – xy + y²);
ii) x³ – y³ = (x – y) (x² + xy + y²)
Using some non-zero positive integers and check by actual multiplication. Can you
call these as identities ?
i) x³ + y³ = (x + y) (x² – xy + y²)
Solution:
Given x³ + y³ = (x + y) (x² – xy + y²)
L.H.S = x³ + y³
R.H.S = (x + y) (x² – xy + y²)
= x (x² – xy + y²) + y (x² – xy + y²)
= x³ -x²y + xy² + x²y – xy² + y³
= x³ + y³
= L.H.S
∴ L.H.S = R.H.S

Take x = 3, y = 2
L.H.S = 3³ + 2³ = 27 + 8 = 35
R.H.S = (3 + 2) (3² – 3 x 2 + 2²)
= 5 x (9 – 6 + 4)
= 5 x 7 = 35
∴ L.H.S = R.H.S

ii) x³ – y³ = (x – y) (x² + xy + y²)
Solution:
Given that x³ – y³ = (x – y) (x² + xy + y²)
L.H.S = x³ – y³
R.H.S = (x – y) (x² + xy + y²)
= x (x² + xy + y²) – y (x² + xy + y²)
= x³ + x²y + xy² – x²y – xy² – y³
= x³ – y³= L.H.S

L.H.S = 3³ – 2³ = 27 – 8 = 19
R.H.S = (3 – 2) (3² + 3 x 2 + 2²)
= 1 x (9 + 6 + 4)
= 1 x 19 = 19
∴ L.H.S = R.H.S
We can call the above two expressions as identities

Question 10.
Factorise by using the above results (identities).
i) 27a³ + 64b³
Solution:
27a³+ 64b³ = (3a)³ + (4b)³
= (3a + 4b) {(3a)² – (3a) (4b) + (4b)²}
= (3a + 4b) (9a² – 12ab + 16b²)

ii) 343y³ – 1000
Solution:
343y³ – 1000 = (7y)³ – (10)³
= (7y – 10) [(7y)² + (7y) (10) + (10)²]
= (7y – 10) (49y² + 70y + 100)

Question 11.
Factorise 27x³ + y³ + z³ – 9xyz using identity.
Solution:
Given 27x³ + y³ + z³ – 9xyz
= (3x)³ + (y)³ + (z)³ – 3 (3x) (y) (z)
= (3x + y + z)
[(3x)² + y² + z² – (3x) (y) – (y) (z) – (z) (3x)]
[ ∵ (x³ + y³ + z³ – 3xyz = (x + y + z) (x² + y² + z²– xy – yz – zx)
= (3x + y + z) (9x² + y² + z² – 3xy – yz – 3xz)

Question 12.
Verify that x³+ y³ + z³ – 3xyz = 1/2 (x + y + z) [(x – y)² + (y – z)² + (z – x)² ]
(OR)
Verify that
p³ + q³ + r³ – 3pqr = 1/2 (p + q + r)
[(p – q)² + (q – r)² + (r – p)²]
Solution:
Given x³+ y³ + z³ – 3xyz = 1/2 (x + y + z) [(x – y)² + (y – z)² + (z – x)² ]
R-H.S = 1/2 (x + y + z) [(x – y)² + (y – z)²+ (z – x)²]
= 1/2 (x + y + z) [x² + y² – 2xy + y² + z² – 2yz + z² + x² – 2xz]
= 1/2 (x + y + z) [2x² + 2y² + 2z² – 2xy – 2yz – 2zx]
= 1/2 (x + y + z) (2) [x² + y² + z² – xy – yz – zx]
= (x + y + z) (x² + y² + z² – xy – yz – zx)
= L.H.S
Hence proved.

Question 13.
If x + y + z = 0, show that x³ + y³ + z³ = 3xyz
Solution:
Given x + y + z = 0
To prove x³ + y³ + z³ = 3xyz
We have an identity
(x + y + z) (x² + y² + z² – xy – yz – zx)
= x³ + y³ + z³ – 3xyz
Substituting x + y + z = 0in the above equation, we get
0 x (x² + y² + z² -xy-yz-zx)
= x³ + y³ + z³ – 3xyz
⇒ x³ + y³ + z³ – 3xyz = 0
⇒ x³ + y³ + z³ = 3xyz

Question 14.
Without actual calculating the cubes, find the value of each of the following.
i) (- 10)³ + 7³ + 3³
Solution:
Given (-10)³ + 7³ + 3³
Sum of the bases = -10 + 7 + 3 = = 0
∴ (- 10)³ + 7³ + 3³
= 3 (- 10) x (7) x 3
= -630
[ ∵ x + y + z = 0 then x³ + y³ + z³ = 3xyz]

ii) (28)³ + (- 15)³ + (- 13)³
Solution:
Given (28)³ + (- 15)³+ (- 13)³
Sum of the bases = 28 + (- 15) + (- 13) = 0
∴ (28)³ + (- 15)³ + (- 13)³
= 3 x 28 x (- 15) x (- 13)
= 16380

iii) \(\left(\frac{1}{2}\right)^{3}+\left(\frac{1}{3}\right)^{3}-\left(\frac{5}{6}\right)^{3}\) read it as \(\left(\frac{1}{2}\right)^{3}+\left(\frac{1}{3}\right)^{3}+\left(\frac{-5}{6}\right)^{3}\)
Solution:

iv) (0.2)³ – (0.3)³ + (0.1)³
Solution:
Given that (0.2)³ – (0.3)³ + (0.1)³
= (0.2)³ + (- 0.3)³ + (0.1)³
Sum of the bases = 0.2 – 0.3 + 0.1 = 0
∴ (0.2)³ + (-0.3)³ + (0.1)³
= 3 x (0.2) (- 0.3) (0.1)
= -0.018

Question 15.
Give possible expressions for the length and breadth of the rectangle whose area is given by
i) 4a² + 4a – 3
Given that area = 4a² + 4a – 3
= 4a² + 6a – 2a – 3
= 2a (2a + 3) – 1 (2a + 3)
= (2a – 1) (2a + 3)
∴ Length = (2a + 3); breadth = (2a – 1).

ii) 25a² – 35a + 12
Solution:
Given that area = 25a² – 35a +12
= 25a² – 20a – 15a + 12
= 5a (5a – 4) – 3 (5a – 4)
= (5a – 4) (5a – 3)
∴ (5a – 4) (5a – 3) are the length and breadth.

Question 16.
What are the possible polynomial expressions for the dimensions of the cuboids whose volumes are given below ?
i) 3x³ – 12x
Solution:
Volume = 3x³ – 12x
= 3x (x² – 4)
= 3x (x + 2) (x – 2) are the dimensions.

ii) 12y² + 8y – 20
Solution:
Given that volume = 12y² + 8y – 20
= 4 (3y² + 2y – 5)
= 4 [3y² + 5y – 3y – 5]
= 4 [y (3y + 5) – 1 (3y + 5)]
= 4 (3y + 5) (y – 1)
Hence 4, (3y + 5) and (y – 1) are the dimensions.

Question 17.
Show that if 2 (a² + b² ) = (a + b)² then a = b
Solution:
Given that 2 (a² + b² ) = (a + b)²
To prove a = b
As 2 (a² + b² ) = (a + b)²
We have
2a² + 2b² = a² + 2ab + b²
2a² – a² + 2b² – b² = 2ab
a² + b² = 2ab
This is possible only when a = b
∴ a = b

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 24 Disaster Management.

AP State Syllabus 9th Class Social Studies Important Questions 24th Lesson Disaster Management

9th Class Social 24th Traffic Education 1 Mark Important Questions and Answers

Question 1.
Write any two causes for road accidents. (SA-II 2018-19)
Answer:

1. Alcohol & drunk & driving
2. Street racing
3. Speeding
4. Weather related
5. Cell phones, etc.

9th Class Social 24th Traffic Education 2 Marks Important Questions and Answers

Question 1.
The Pie chart below shows the Age profile of road crash victims for 2016. Read the chart and answer the following question.
Q : What is the best conclusion that can be drawn from the information provided in the “Pie” chart? (SA-II 2018-19)

Answer:
According to the chart, the main thing is

1. In road accidents all kinds of age people are there.
2. Majority of accident victims are between 25-35 years of age.
3. Majority of victims are adolescence stage.
4. The main reason behind is lack of traffic education.
5. So create awareness about traffic education.

9th Class Social 24th Traffic Education 4 Marks Important Questions and Answers

Question 1.
Analyse the information given above and based on that write the need and significance of Traffic Education. (SA-III : 2016-17)

Answer:

1. In the given year 2012, 2577 accidents took place.
2. Two wheelers (30%), Four wheelers (28%), caused more accidents.
3. Over speed, no awareness about traffic rules are main reasons for the accidents.
4. Youth are the main victims of the accidents.

Significance of traffic education :

1. Traffic education is essential for equipping children sufficiently to become safe road users.
2. Traffic education is heeded to encourage safe traffic activities.
3. Traffic education is very essential for every age group.
4. Traffic education for educated road users can be easily done through media, T.V. and radio.

9th Class Social 24th Traffic Education Important Questions and Answers

Question 1.
What is traffic?
Answer:
Movement of any object from one place to another is traffic like wire movement of any vehicle from one place to another place on the road is road traffic.

Question 2.
What is Traffic Education?
Answer:
Traffic Education is the education which describes the traffic rules and regulations in a clear and simple way.

Question 3.
What is the need and significance of Traffic Education?
Answer:
As young people become more independent, they are exposed to increase risks. Especially teenagers are an important group of road users. Many are unaware that road incidents are the biggest cause for serious accidents and deaths. It is necessary to teach all the road safety measures clearly to avoid accidents.

Question 4.
How does breath analyser work?
Answer:
When a person drinks alcohol it is absorbed in to the blood and is circulated through out the body. As this blood reaches the lungs, the air we exhale carries traces of alcohol which is measured by the gadget. In a way the exhaled air would contain alcohol traces along with Carboh-di-oxide. These machines can pick up even the slightest traces of alcohol. Police Officer cannot delete the record in breath analyser even though he wants to help the victim.

Question 5.
Why does the RTA cancel the driving licenses?
Answer:
The Regional Transport Authority can disqualify persons from holding driving license or revoke the same if the person:

1. is a habitual drunkard.
2. is an addict to any narcotic drug
3. is using a vehicle in the commission of cognizable offence
4. is driving dangerously
5. is using the vehicle without registration
6. is not giving any information required to the police
7. is not shifting the victim of the accident in which his or her vehicle is involved to the nearest hospital
8. does not produce the following certificates on demand by police- Certificate of Insurance, – Certificate of Registration- Driving License- Pollution Certificate

Question 6.
Explain the division of Roads.
Answer:
Division of roads:
1. Footpath:
It is laid on either side of the road for the use of pedestrians. It is built with of about 2 meters

2. Road divider :
The road is divided into two halves with cement slabs

3. Zebra Crossings :
Zebra Crossing is the place where the pedestrians cross the road these are laid at places where traffic is heavy.

Question 7.
What are the hurdles of road safety?
Answer:
Hurdles of road safety :

1. Negligence of civilians
2. Pathetic conditions of roads
3. Unsafe vehicle design
4. Under implementation of road safety standards
5. Lack of proper enforcement of laws
6. Lack of emergency services.

Question 8.
Read the following rules and answer the given questions.
Rules for pedestrians :

1. Walk on the footpath. If footpath is not available and the road is narrow, walk on the right side of the road watching the oncoming traffic.
2. Must use reflective clothing at night when walking outside built up area.
3. Always carry a torch while walking at night time.
4. Do look for safe place to cross and look left and right listen for traffic.
5. Let any traffic coming in either direction.
6. Walk briskly straight across the road when it is clear and continue to watch and listen for walking.
7. Use zebra Lines for crossing roads.
8. Don’t use the mobile in any form while walking/ crossing i.e. either listening to songs.
9. Take the help of traffic police while crossing the road.
10. Pedestrians do not walk on roads in inebriated condition.

1) Where should we walk if footpath is not available?
Answer:
If footpath is not available and the road is narrow, walk on the right side of the road watching the on coming traffic.

2) What should we carry at night time while walking?
Answer:
Torch light.

3) What should we use for crossing roads?
Answer:
Zebra Lines.

4) Can we use mobile phones while walking on footpath?
Answer:
No, we cannot.

5) Pedestrians must use ……………… clothing at night when walking outside built up area.
Answer:
reflective

Question 9.
Read the following passage and answer the given questions.
Traffic Signals :
A traffic Light, traffic signal or a stop light is a signatory device position at a road intersection to indicate when it is safe to drive through. Follow traffic signals at the junction, i.e. Red- stop before line; Orange- get ready to go; Green- move the vehicle.

1) Write the names of signatory devices.
Answer:
Traffic light, traffic signal or stop light.

2) What does it indicate?
Answer:
It indicates when it is safe to drive through.

3) Where can we find signals?
Answer:
At the junctions.

4) Match the following :
1. Red ( ) a. Move the vehicles
2. Orange ( ) b. Get ready to go
3. Green ( ) c. Stop before line
Answer:
1 – c,
2 – b,
3 – a

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 23 Disaster Management.

AP State Syllabus 9th Class Social Studies Important Questions 23rd Lesson Women Protection Acts

9th Class Social 23rd Lesson Disaster Management 1 Mark Important Questions and Answers

Question 1.
Give examples of human induced disasters. (SA-III : 2016-17)
Answer:

1. Road accidents
2. Rail accidents
3. Air accidents
4. Fire accidents
5. Terrorism

9th Class Social 23rd Lesson Disaster Management Important Questions and Answers

Question 1.
Write about the air accidents.
Answer:
Across the world including India, air accidents have increased. Many factors govern the safety of the passengers in the aircraft like increase in the number of aircrafts, technical problems, fire, landing and take off condition, the environment that the airline operates in (mountainous terrains or frequent storms), factors like airport security in cases of hijackings, bomb attacks, etc.

Question 2.
Who should not drive vehicles?
Answer:
The following people should not be driving vehicles :

1. Having consumed alcohol.
2. Have been taking any medicine or drug that affects their responses.
3. Are tired, as tiredness affects the driving skills and reaction time.
4. Are sick or injured.
5. Are angry or upset.

Question 3.
What safety measures should be taken while air travel?
Answer:
Some safety measures that can be taken up are given below :

1. Pay attention to the flight crew safety demonstration.
2. Carefully read the safety briefing card, that is there in the seat pocket.
3. Know where the nearest safety emergency exit is and know how to open in case of emergency.
4. Always keep your seat belt fastened when you are in seat.

Question 4.
Collect the information about this.
Answer:
Date : 26-11-2008
Time : 20.00 hours
Attack type : Bombings, shootings, hostage crisis, siege.
Deaths : 166 including attackers
Injured : More than 600
Perpetrators : ISI, Lashkar-e-Toiba
Note : One was caught and executed later.

Question 5.
Read the following suggestions and answer the given questions.

Be alert, Be vigilant and Be safe Inform police if you see any unowned objects like bags, suitcase etc. lying in public place or in a public transport as it could contain explosive device. Call Police Control Room on Telephone No. 100. Every citizen has the right to call up. After informing the police try to keep a watch on the suspected object and caution others to keep away from it. Be alert of any suspicious behaviour, parked vehicle.

i) Why should we inform police?
Answer:
As it could contain explosive device.

ii) What is the police control room number?
Answer:
100

iii) What should we do after informing the police?
Answer:
We should keep a watch on the suspected object.

iv) ………………. of any suspicious behaviour, parked vehicle.
Answer:’
Be alert

Question 5.
Read the following and answer the questions given below.
The 2004 fire in a school in Kumbakonam, Tamil Nadu sparked off debates and arguments on the safety of schools in the country. 93 innocent lives were charred to death. The main causes of this fire were lack of awareness amongst children and teachers as to what to do in case of a fire, lack of preparedness, kitchen close to the classroom etc. However, incidents like these are not new.
1) When was the fire sparked off?
Answer:
In 2004.

2) Where is Kumbakonam?
Answer:
It is in Tamil Nadu district.

3) What were the main causes of this fire?
Answer:
The main causes of this fire were lack of awareness amongst children and teachers.

4) Where is the kitchen?
Answer:
The kitchen is close to the classroom.

5) Who died in the accident?
Answer:
93 innocent lives were charred to death.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 22 Women Protection Acts.

AP State Syllabus 9th Class Social Studies Important Questions 22nd Lesson Women Protection Acts

9th Class Social 22nd Lesson Women Protection Acts 1 Mark Important Questions and Answers

Question 1.
Many acts are made by the government of India to protect the rights of women and girls. Mention any two such acts enforced by the government of India. (SA-II : 2018-19)
Answer:

• Child marriage Act – 2006
• The Dowry Prohibition Act -1961
• Sexual Assault and Torturing Act – 2013
• The Immoral Trafficking (prevention) Act -1956 and Amendment – 2006.

9th Class Social 22nd Lesson Women Protection Acts 2 Marks Important Questions and Answers

Question 1.
Even after the ‘Prohibition of child marriage Act1, child marriages are still going on here and there. Suggest some measures to stop this dogma. (SA-III : 2016-17)
Answer:

1. Empower girls with information, skills and support networks.
2. Provide economic support and incentives to girsl and their families.
3. Educate and rally parents and community members.
4. Enhance girls.

Question 2.
The Government made many programmes and acts for girls, women protection and development. What is your suggestion for the better implementation?
Answer:
Govt made so many acts for women and girld child protection and developments.
Suggestions for better implementation :

1. To raise awareness on women’s right issues.
2. Enhancement of the political and legal status of women through political empowerment.
3. Protesting when violations against women, children take place.
4. Wider publicity, propaganda about acts to be made and educate people.
5. Campaign against injustice by coming on to the streets, approaching the courts and by sharing information.

9th Class Social 22nd Lesson Women Protection Acts Important Questions and Answers

Question 1.
What are children rights?
Answer:

• All the people below 18 years age are all children without gender discrimination.
• Protection from government for children rights.
• Right to live.
• Right to live with parents as far as possible.
• Right to gain knowledge and get awareness about the world through media like radio, newspapers, TV, etc.
• Right to protection from violence and harmful incidents.
• Right to get special care to live and for development in case of disabled children.
• Right to have good health and get medical care.
• Right to use mother tongue, follow their religion and tradition.
• Right to play.
• Right to avoid the harm for children from getting education and health.
• Right to get protection from using harmful medicines also manufacturing and purchasing.
• Right to get help when the children are neglected and being suffered.

Question 2.
What are the forms of domestic violence?
Answer:
Forms of Domestic Violence :

• Sexual abuse (forcible sexual intercourse, watching obscene films )
• Physical abuse (behaviour caused to bodily pain or harm, beating, torturing)
• Verbal and emotional abuse (humiliation, name calling or ridicule not speaking to them, ignoring.)
• Mental abuse (threaten to harm, not to send the children for study, stopping from jobs, force to marry whom she doesn’t like)
• Economic abuse (deprivation of economic or financial resources, use the women wealth, sell their property)

Question 3.
Write some of the important features of the ordinance on ‘Sexual Assault and Torturing.
Answer:

• Minimum 20 years of imprisonment.
• Recruitment of women police to address the complaints from the victims.
• It is not necessary for the victim to attend before the police officers individually.
• There will be no punishment if the accused dies in struggle at the time of attack with acid on women.
• There is a scope to shoot video at the time of complaining and trial on the request of the victims.

Question 4.
Who are eligible for judicial assistance?
Answer:

• Citizens belong to scheduled castes and scheduled tribes.
• Victims of immoral human trafficking, beggars, women, children, mentally imbalanced and physically challenged. „
• Victims of natural disasters, agricultural and industrial labourers and victims of Domestic Violence and Caste enmity.
• Citizens earning annual income less than Rs. 50,000.

Question 5.
What are the methods of Judicial Assistance?
Answer:
Methods of Judicial Assistance :

• Judicial advice is given free of cost by the advocate.
• After verification of the cases and if it is found necessary, the advocates may be appointed on behalf of the complaint and take up the cases in the court.
• To bear the expenditures of court and court fee.
• The xerox copies of the judgment will be given at free of cost to those who sought judicial assistance.

Question 6.
Comment on this picture.

Answer:
They both are couple. The man is angry and ready to kick his wife. She is cheerful and warning him with the section 498 A of I PC.
Note: Section 498 A of IPC, 1860: Husband or relative of husband of women subjecting her to cruelty – whoever beingthe husband orthe relative ofthe husband of a woman, subjects such woman to cruelty shall be punished with the imprisonment for a term which may extend to three years and shall also be liable to fine.

Question 7.
What about the Immoral Trafficking Act (1956) and amendment 2006? What are the different forms of trafficking?
Answer:
The Immoral Trafficking (Prevention) Act 1956 and amendment 2006 :
Girls and women are being lured in the name of providing jobs, bright future, offering roles in cinema etc., and take them to towns and cities and sell them for prostitution. Even they beat and, cause physical violence to make them obey. Certain times they remove body parts.

Trafficking and selling of them for prostitution or encouraging them to enter into prostitution is a punishable crime. Though they come on their will and interest is also treated a crime.

Different forms of trafficking :
Sexual assault

1. Forced prostitution
2. Social and religious prostitution (Devadasi, Jogini, Mathangi etc.)
3. Sexual assault in tourism
4. Reading rustic writings and watching obscene pictures

Activities against the law

1. It is a crime to make the trafficking children involve in the begging for money and beating them to obey. Certain times they make them?physically handicapped by removing their body parts and make them as beggars.
2. Removing body parts and doing business.
3. Selling narcotics with the trafficked children.

Labourers
1. Vetti :
Taking work without making proper payments, not providing nutrious food, clothes and even not treat them as human beings.

2. Domestic labour:
Washing clothes, cleaning the houses and utensils without proper wages, entrusting work in neighbours’ houses.

3. Agriculture Labour:
Involving in the agriculture work and exploiting them for more physical work.

4. Construction work :
Labour involved in construction of buildings, roads, etc. with nominal payments and providing them with substandard food.

Sadistic pleasure

1. Tying up the children on camels and make them run for entertainment
2. Marriages and adoption without their consent

Question 8.
Read the following passage and answer the given questions.
Lok Adalat means people’s court. All are equal before law. The Article 39-A of the Constitution of India, contains various provisions for settlement of disputes through Lok Adalat. It is an Act to constitute legal services authorities to provide free and competent legal services to the weaker sections of the society. It is to ensure that opportunities for securing justice are not denied to any citizen by reason of economic or other disabilities. And to organize Lok Adalats to secure that the operation of the legal system promotes justice on a basis of equal opportunity.

In addition to above, an Act was formulated which is called “Act of Judicial Services Authority.” This is a central law. The State government and High Court jointly formulated certain principles as per this Act.
1) What is Lok Adalat?
Answer:
It is people’s court.

2) Write about the Article 39 – A.
Answer:
The Article 39 – A of the Constitution of India, contains various provisions for settlement of disputes through Lok Adalat.

3) To whom does it help?
Answer:
It helps the weaker sections of the society.

4) What is the name of the Act?
Answer:
Act of Judicial Services Authority

5) This is a _______ law.
Answer:
central

Question 9.
Read the following passage and answer the given questions.

The Dowry Prohibition Act, 1961: If any person gives or takes or abets dowry, he/she shall be punishable with imprisonment for a term which shall not be less than five years, and with the fine which shall not be less than 15 thousand rupees or the amount of the value of such dowry whichever is more.It is observed that afterthe marriage, the bride is teased, scolded, abused, beaten and even sometimes cause for death or makes her commit suicide. All these offences cover in this Act. Parents can present offerings, articles in the marriage, but these offerings must be as per the law. Enlisting the offerings Offerings can’t be demanded The offerings that are being provided must be as per one’s cultural norms and traditions. The value of offerings shall not be over and above of the parents’ economic status and never become a burden to the family.

1) What is punishment mentioned here?
Answer:
Five years of imprisonment and a fine.

2) What is observed?
Answer:
It is observed that after the marriage the bride is teased, scolded, abused, beaten and sometimes killed or forced to commit suicide.

3) What are all these called?
Answer:
These are all called ‘Offences’.

4) What is the law for offerings? (Write any two)
Answer:
1) Enlisting the offerings
2) Offerings cannot be demanded.

5) The value of offerings shall not be _____ and ______ the parents’ economic status.
Answer:
Over, above

Question 10.
Write some misconceptions and realities of domestic violence.
Answer:
Domestic Violence – Misconceptions and Realities :
Misconception:
Parents punishing their children now and then is not a major issue to be considered.

Reality:
Domestic violence starts slowly and it becomes a routine, if nobody opposes it. The victims certain times are hospitalised for treatment and even lose their life and it adversely affects their dignity and self-respect.

Misconception :
Addiction to the drinking is the major cause for violence.

Reality :
The alcoholism for domestic violence is only an assumption but the statistics reveals that 40% of the men who beat their wives are not addicted to alcoholism.

Misconception :
Women shall bear the violence for the sake of children.

Reality :
Violence leads to more and more violence. Children that grow in the violent atmosphere will become more violent in future.

Misconception :
There is no way to get out of domestic violence.

Reality :
The violence free environment is the birth right of every woman. The Women Protecting Acts and laws are available and one should take their support.