202110239-TRIUMPH-STUDENT-WORKBOOK-BIOLOGY-G09-PART1

Q4. Name the process by which we get fresh water from sea water. [Refer to TB page 47 Q5] A. Fresh water from sea water is obtained by the process of Reverse osmosis. 2.5 Asking Questions and Making Hypothesis Q1. What will happen to a marine fish if it is kept in a fresh water aquarium? Support your answer with reasons. [Refer to TB page 47 Q6] A. i. Marine water fishes are adapted to live in high salt concentration. ii. The salt concentration in cells of these fishes is high like the surrounding high salt marine medium. iii. If these fishes are kept in fresh water, as the concentration of salts in the fresh water around them is low, water moves from the surroundings with low solute co- centration into their cells with high concentration of salt by endosmosis. iv. This may cause their cells to burst and may lead to death of the fish. Q2. Why do doctors administer saline and not distilled water? [Refer to TB page 48 Q7] A. i. Distilled water is a hypotonic solution with low solute concentration. ii. If it is administered to patients, the cells will take in water due to endosmosis, swell and burst. Q3. What will happen if 50% glucose solution is injected intravenously? [Refer to TB page 48 Q8] A. i. 50% glucose solution is a hypertonic solution. ii. If injected intravenously, water moves out from the cells due to exosmosis and the solute concentration inside the cell is lowered resulting in plasmolysis of the cell. iii. The protoplasm of the cell will shrink. Q4. What will happen if cells do not have the ability of permeability of membrane? Explain. [Refer to TB page 48 Q9] A. i. Cells carry out different functions in a plant for which they require different sub- stances. SESSION 2. OSMOSIS AND DIFFUSION 99

ii. The plasma membrane allows entry or exit of specific components required by the plants only. iii. If the cells’ ability of permeability is lost, it will not be able to transport substances across the membrane. iv. The substances required by the plant for various life processes will not reach the plant cells and excretory and other waste products will not be sent out, and ulti- mately the cell may rupture and die. 2.6 Communication Through Drawing and Model Making Q1. Draw a flowchart to show different stages while doing experiments with eggs. [Refer to TB page 48 Q12] A. Students’ Activity 2.7 Appreciation and Aesthetic Sense, Values Q1. You have purchased a coconut in the market. By shaking it you found that there was less water in it. How can you increase the amount of water in the coconut without making a hole to the coconut? [Refer to TB page 48 Q13] A. i. Osmosis is the movement of water or solvent from region of low concentration of solute to region of high solute concentration. ii. By following the same principle, the amount of water in the coconut can be in- creased. iii. Keeping the coconut in water with less concentration when compared to the co- conut water, will help us in increasing the amount of water in the coconut. 2.8 Application to Daily Life, Concern to Bio Diversity Q1. How diffusion is useful in everyday life? [Refer to TB page 48 Q14] A. i. Diffusion is the movement of molecules from a region of high concentration to a region of low concentration, down the concentration gradient. SESSION 2. OSMOSIS AND DIFFUSION 100

ii. It tends to spread a substance equally throughout a medium like air or water. iii. It is very useful in our day–to–day life. iv. Air fresheners, agarbathi, mosquito repellents, perfumes etc work on the principle of diffusion. Q2. Give examples of three daily life activities in which osmosis is involved. [Refer to TB page 48 Q15] A. i. Osmosis is the movement of water (solvent) molecules from a region of low con- centration to the a region of higher concentration through a selectively permeable membrane. ii. Activities in which osmosis is involved in our daily life are as follows: • Purification of water through RO purifiers employ the process of osmosis. • Keeping dried vegetables in water to make them feel fresh. • It helps in dialysis of kidneys. Q3. Discuss with your friends and write the list of incidence where diffusion occurs? [Refer to TB page 48 Q11] A. (Sample Answer) Examples of diffusion include: i. The dispersion of tea in hot water and smoke from a lit cigarette spreading in the air. ii. Carbon dioxide bubbles diffusing from an opened bottle of soda cause the soda to become flat as it loses its carbonation. Q4. What are your observations in experiments to know about diffusion. [Refer to TB page 48 Q10] SESSION 2. OSMOSIS AND DIFFUSION 101

A. i. In all experiments on diffusion, we observed that the movement of molecules of a substance occurs from a region with high concentration to a region with low concentration. ii. After complete diffusion of a substance, there is equal distribution of the substance in the medium. iii. Diffusion tends to equalise the concentration throughout the medium. iv. In the experiments conducted, we observed diffusion of scent, coffee powder, potassium permanganate crystal in water and also copper sulphate crystal in wa- ter. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Fill in the blanks. [Refer to Session 4.1 ] (i) allows only certain substances to pass through it. (ii) is not permeable to all the substances equally. (iii) Plasma membrane provides shape to the cell, acts as a mechanical barrier and is permeable. (iv) The flexibility of the membrane which enables the cell to engulf food is called. (v) The outer layer of kishmish water to pass through it. (vi) Amoeba acquires food by process. (vii) In a sugar solution, sugar concentration is 10% and 90% is water. So, sugar here is called as . CHAPTER 4. PLASMA MEMBRANE 102

2. Answer the following questions in one sentence. [Refer to Session 4.2 ] (viii) Why does the skin of our fingers shrink when we wash utensils for long time? (ix) Name the two scientists who discovered the process of desalination. 3. Fill in the blanks. [Refer to Session 4.2 ] (x) Water is absorbed by the roots by a process known as . (xi) Exchange of respiratory gases in human’s cells occurs due to . (xii) Opening and closing of stomata is due to . (xiii) Useful materials are absorbed by our body along with water through a process called . (xiv) Amoeba respires through . CHAPTER 4. PLASMA MEMBRANE 103

Short Answer Type Questions 4. Answer the following questions in 3-4 sentences. (i) [(Session 4.1)] Fill in table with ‘yes’ or ‘no’ answers: Substance Should go into the Should go out of Oxygen cell cell Glucose Carbon dioxide Fats (ii) [(Session 4.1)] How do you show that the membrane of kishmish permits water? (iii) [(Session 4.1)] What is plasma membrane? Give any two functions. CHAPTER 4. PLASMA MEMBRANE 104

5. Answer the following questions in 3-4 sentences. (i) [(Session 4.2)] Define exosmosis and endosmosis. Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) [(Session 4.1)] Egg placed in salt water shrinks, but the eggs placed in tap water swell. Do you agree? Give reasons to support the statement. CHAPTER 4. PLASMA MEMBRANE 105

7. Answer the following questions in 6-8 sentences. (i) [(Session 4.2)] What are the functions of the plasma membrane? (ii) [(Session 4.2)] Differentiate between diffusion and osmosis. CHAPTER 4. PLASMA MEMBRANE 106

AS2-Asking questions and making hypothesis Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) [(Session 4.1)] Akash said, “Eggs and potatoes are only used to prepare semi perme- able membrane.” You have doubts regarding this. What questions would you ask to clarity? (ii) [(Session 4.1)] A vegetable vendor covers vegetables with a sack cloth. Why does he do so? Give reasons. AS3-Experimentation and field investigation 107 Short Answer Type Questions 9. Answer the following questions in 3-4 sentences. CHAPTER 4. PLASMA MEMBRANE

(i) [(Session 4.1)] Write the steps to prepare saturated sugar or salt solution in cold wa- ter. 10. Answer the following questions in 3-4 sentences. (i) [(Session 4.2)] Rahul wants to carry out an experiment on osmosis. State any two conditions which he should maintain for the process of osmosis to take place. (ii) [(Session 4.2)] Write a procedure to observe the diffusion of potassium permanganate in water. CHAPTER 4. PLASMA MEMBRANE 108

Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) [(Session 4.1)] Devise an experiment to show osmosis using a potato. AS4-Information skills and projects Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 4.2)] Collect the information on the movement of carbon dioxide and water in and out of the cell. CHAPTER 4. PLASMA MEMBRANE 109

AS6-Appreciation and aesthetic sense, Values Long Answer Type Questions 13. Answer the following questions in 6-8 sentences. (i) [(Session 4.1)] Plasma membrane is semi–permeable. How do you appreciate this property of plasma membrane to living organisms? CHAPTER 4. PLASMA MEMBRANE 110

14. Answer the following questions in 6-8 sentences. (i) [(Session 4.2)] How do you appreciate the role of Thomas Graham in understanding the process of diffusion? Why is diffusion important? AS7-Application to daily life, concern to bio diversity Long Answer Type Questions 15. Answer the following questions in 6-8 sentences. (i) [(Session 4.2)] What is the importance of osmosis to living organisms? CHAPTER 4. PLASMA MEMBRANE 111

Objective Questions AS1-Conceptual Understanding 16. Choose the correct answer. (i) Structure of the cell which controls entry and exit of the materials into the cell is (A) Cell wall (B) Cell membrane (C) Both (D)None of the above (ii) The process through which the fragrance of a flower reaches us is . (A) osmosis (B) spraying (C) precipitation (D) diffusion (iii) Smell of perfume spreads by process (A) diffusion (B) osmosis (C) hypotonic (D) de–salination CHAPTER 4. PLASMA MEMBRANE 112

(iv) Distilled water is not suitable for drinking, because it is a solution. (A) diffusion (B) osmosis (C) hypotonic (D) de–salination (v) Which among the following solutions is a concentrated solution? (A) 50% w/v salt solution (B) 20% w/v salt solution (C)45% w/v salt solution (D)All are equally concentrated. (vi) The phenomenon through which water enters into the roots is . (A) plasmolysis (B) diffusion (C) de–salination (D) osmosis (vii) We use CO2 as fire extinguisher. The process in which the fire extinguisher spreads is . (A) diffusion (B) osmosis (C) hypotonic (D) de–salination (viii) Salt is removed from sea water by a process called (A) Diffusion (B) Osmosis (C) Hypotonic (D) De–salination (ix) Which of the following should enter into cell? (A) Oxygen (B) Carbon dioxide (C) toxins (D)Both (B) and (C) (x) This process cannot take place in dead cells. (A) Diffusion (B) Osmosis (C) Plasmolysis (D) De–salination (xi) Allowing only certain materials to pass through is called (A) Osmosis (B) Permeability (C) Specialization (D)Cell continuity CHAPTER 4. PLASMA MEMBRANE 113

(xii) In Greek ‘Osmos’ means (A) Travelling (B) Pushing (C) Pulling (D) Entering (xiii) Plasma membrane is: (B) Living rigid membrane (D)Living flexible membrane (A) Dead membrane (C)Dead and elastic membrane (xiv) The process in which water molecules enter the cell is: (A) Endosmosis (B) Reverse osmosis (C) Diffusion (D) Exosmosis (xv) The structure which controls the entry and exit of the materials through the cell is: (A) Cytoplasm (B) Cell membrane (C) Protoplasm (D)Cell wall (xvi) Which statement is false regarding the importance of osmosis. (A) Water does not move between the cells through osmosis. (B) In our body waste materials are filtered from the blood. (C)It helps in opening and closing of stomata. (D)It brings about movement of water and minerals in certain plants. (xvii) The scientist who removed salt from sea water by using a semi–permeable mem- brane by a process called desalination is (A) Freddie Mercury (B) David Bowie (C) Both (D)None of the above (xviii) What happens when dried fruits are soaked in water? (A) No changes (B) Dry fruits shrink (C)Dry fruits gets swollen (D)None of the above CHAPTER 4. PLASMA MEMBRANE 114

(xix) Which statement is true regarding the nature of plasma membrane? (A) It allows all the materials to pass through it. (B) It does not give shape to semi–fluid contents of the cell. (C)It will not allow ceratin materials to pass through it. (D)It determines only the entry of the substances. (xx) Saturated solution means (A) A solution in which no more solute can be dissolved in the solvent. (B) A solution in which only minimal amount of solute is added in the solvent. (C)A solution in which you can add more solute to the solvent. (D)None of the above CHAPTER 4. PLASMA MEMBRANE 115

5. DIVERSITY IN LIVING ORGANISMS SESSION 1 DIVERSITY AND VARIATION IN PLANTS AND ANIMALS 1.1 Mind Map 1.2 Terminology i. Diversity –is the condition of having or being composed of differing elements or vari- eties. ii. Variation –refers to the presence of differences between organisms of the same species. iii. Venation – The fine lines present on the leaf are called leaf veins and the pattern of veins in the blade of a leaf is termed as venation. The veins consist of vascular tissues which are important for the transport of food and water. iv. External characters of plants –comprise of seeds, roots, leaves, flowers, pollen, stems and vascular bundles. v. External characters of animals –Height, weight, wing, beak, feather, claw, tail, fur, trunk, tusk, shell, horn, body segmentation etc are some of the external characters of animals. SESSION 1. DIVERSITY AND VARIATION IN PLANTS AND ANIMALS 116

1.3 Key Concepts i. Diversity is the hallmark of nature. ii. The plants with seeds having a single seed leaf are called monocotyledonous or monocots. The plants with seeds having two seed leaves are called dicotyledonous or dicots. iii. The presence of difference between organisms of the same species is called variation. iv. Scientists study variations in living organisms by grouping them into different groups based on their similarities and differences. v. Variation between different species is always greater than the variations within a species 1.4 Conceptual Understanding Q1. Variations in organisms lead to diversity in living organisms? State reasons. [Refer to TB page 71 Q1] A. i. Living organisms exhibit a great range of diversity due to variations in their struc- ture and function. ii. All living organisms are grouped based on the diversity and variations present in nature. iii. Genetic variations lead to the formation of new species, resulting in diversity in living organisms. iv. Variations may also be induced as a result of adaptation(s) during evolution. v. The organisms exhibit diversity in their : • Body structure • Different food habits etc. • Habitat • Protection from predators • Mode of reproduction and survival vi. Considering these and many more factors, living organisms show a large number of variations. vii. This makes living organisms a diverse entity to study. viii. Living organisms are, thus, classified into several groups on the basis of their simi- larities and differences, which makes it easier to study them. SESSION 1. DIVERSITY AND VARIATION IN PLANTS AND ANIMALS 117

Q2. How do monocots differ from dicots?( [Refer to TB page 71 Q4] A. S.No. Monocots Dicots 1. Monocots have single Dicots have two cotyledon. cotyledons. 2. They have fibrous root They have tap root system. system. 3. They have parallel They have reticulate venation on the leaves. venation on the leaves. 4. Stems are unbranched. Stems are branched. 1.5 Information Skills and Projects Q1. One day Kavita soaked seeds of green gram, wheat, maize, peas and tamarind. After they became tender, she tried to split the seeds. Name which would split, which would not and identify them according to their characters. ( [Refer to TB page 71 Q9] A. S.No Name of Split into Monocot Dicot (D) the seed (M) half (Y)/ does not split (N) 1 Green Y – D grams 2 Wheat N M – 3 Maize N M – 4 Peas Y – D 5 Tamarind Y – D SESSION 1. DIVERSITY AND VARIATION IN PLANTS AND ANIMALS 118

SESSION 2 NEED AND HISTORY OF CLASSIFICATION 2.1 Mind Map 2.2 Terminology i. Classification –refers to the arrangement of animals and plants in taxonomic groups according to their observed similarities. ii. Evolution – is change in the heritable traits of biological populations over successive generations. iii. Kingdom –is the highest category in the traditional Linnaean system of classifica- tion at which organisms are distinguished on the basis of cellular organization and methods of nutrition. iv. Phylum –In this level which is immediately below kingdom level, organisms are grouped together on the basis of similarities in basic body plan or organization. v. Class –is a taxonomic unit after phylum into which orders are grouped. vi. Order –is a taxonomic group after class into which families are grouped. vii. Family –is a taxonomic group after order into which genera are grouped. viii. Genus – is a taxonomic rank in biological classification comprising of a group of re- SESSION 2. NEED AND HISTORY OF CLASSIFICATION 119

lated animals or plants that includes different species. ix. Species –is the subdivision of a genus composed of related individuals that resemble one another, are able to breed among themselves, but are not able to breed with members of another species. 2.3 Key Concepts i. All the living things are identified and categorized on the basis of their structure and function. ii. Classification is the systematic study of organisms present in nature with respect to their evolution. iii. Evolution is the process of acquiring change. iv. Charles Darwin wrote about evolution in his book, “Origin of Species” in 1859. v. In India, Charaka and Sushruta classified plants on the basis of their medicinal impor- tance. vi. Parasara in his book “Vrukshayurveda” documented the classification of land plants, mainly dealing with the structure of flowers. vii. In 1758, Carolus Linnaeus proposed a two–kingdom system – Animalia and Plantae. viii. Linnaeus named every organism with a scientific name consisting of genus and species. ix. Whittaker proposed a five–kingdom system of classification in 1969 which includes Monera, Protista, Fungi, Plantae and Animalia. 2.4 Conceptual Understanding Q1. What was the basis of early classification? [Refer to TB page 71 Q2] A. i. Early classification of different living organisms was given by the scientist Carl von Linnaeus in 1758. ii. He classified all organisms into two kingdoms –Animalia and Plantae. iii. He was the first taxonomist to define a hierarchy of classification and gave each organism two names denoting genus and species. iv. The various heirarchial ranks were defined by Linnaeus on the basis of similarities and differences studied by him in the groups of organisms. Q2. What are the advantages of classifying organisms? [Refer to TB page 71 Q3] SESSION 2. NEED AND HISTORY OF CLASSIFICATION 120

A. Classifying organisms have various advantages: i. It makes the study of a wide variety of organisms easy and convenient. ii. It helps in specific identification of organisms. iii. It helps to understand the relation and interdependence between various groups of organisms. iv. The study of a few organisms that represent each distinct group helps us to inte- grate the idea of life as a whole. v. It provides information about organisms, which occur in specific geographical re- gions only. vi. It indicates the evolutionary relationship between organisms by establishing the gradually increasing complexity of form and structure. vii. It makes our study more focussed and helps us to handle huge populations of organisms. viii. It helps to make comparison between two organisms much easier. 2.5 Asking Questions and Making Hypothesis Q1. What is the need for classification? What questions will you ask? [Refer to TB page 71 Q8] A. Classification of organisms is nothing but grouping them on the basis of certain char- acters which vary over populations. There is a need for classification as it gives better knowledge and understanding of organisms that are studied. i. What is the need to classify organisms? ii. Does it give any idea about the evolution of organisms? iii. On what basis are they classified and what is it’s benefit? iv. Does it help us to handle huge population of organisms? v. Do we get any idea about the relationships and interdependence between organ- isms? 2.6 Appreciation and Aesthetic Sense, Values Q1. How can you appreciate the effort of scientists in classifying a wide range of organisms? [Refer to TB page 72 Q13] A. The appreciation for the efforts of scientists in classifying various organisms is endless. SESSION 2. NEED AND HISTORY OF CLASSIFICATION 121

i. Estimated to be around 8 to 450 millions, scientists have discovered and named over only 1.7 million different organisms till date. Since Aristotle’s time, scientists have attempted to identify and classify these organisms. ii. The science of classification is known as taxonomy. iii. The taxonomic organization of species is hierarchical. Each species belongs to a genus; each genus belongs to a family, and so on through order, class, phylum, and kingdom. iv. Associations within the hierarchy reflect evolutionary relationships, which are de- duced typically from morphological and physiological similarities between species. v. Species in the same genus are more closely related and more alike than species that are in different genera and within the same family. vi. Carl von Linnaeus, an 18th–century Swedish botanist, devised the system of bino- mial nomenclature used for naming species. vii. Linnaeus, Haeckel, Chatton, Copeland, Whittaker, Woese et.al, and Cava- lier–Smith were the scientists who classified the organisms till date. viii. Mostly Whittaker’s five kingdom system has been accepted and widely used. SESSION 2. NEED AND HISTORY OF CLASSIFICATION 122

SESSION 3 HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 3.1 Mind Map SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 123

3.2 Terminology i. Nomenclature –means naming of organisms with a distinctive scientific name. ii. Monera –includes unicellular organisms with a prokaryotic cell organization (having no nuclear membrane), such as bacteria. iii. Protista – are unicellular or multicellular eukaryotic organisms with a well defined nucleus that cannot be classified as a plant, animal, or fungus. iv. Fungi –are multicellular or unicellular eukaryotic organisms like yeasts, mushrooms and moulds which usually reproduce by means of spores. v. Plantae – includes all land plants such as mosses, ferns, conifers, gymnosperms, flowering plants and green algae. vi. Phanerogams –are plants that produce flowers and seeds. vii. Cryptogams –are plants that do not bear flowers and seeds. viii. Bryophyta –are non–flowering and non–seed bearing plants with false roots and leaves. ix. Pteridophyta – are non–flowering and non–seed bearing plants with true roots and leaves. x. Gymnosperms –are flowering plants like Pine with naked seeds not enclosed within fruits. xi. Angiosperms –are flowering plants like Mango having their seeds enclosed within fruits. xii. Porifera –are non–motile organisms attached to a solid support which possess holes SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 124

all over their body. xiii. Coelenterata – are radially symmetrical, diploblastic aquatic animals including jelly- fishes, corals, and sea anemones with diffused nervous system and having a tube–or cup–shaped body. xiv. Platyhelminthes –comprise of organisms which are bilaterally symmeterical, triploblas- tic and have dorsoventrally flattened bodies like in planaria, tapeworm etc. There is some degree of tissue formation but true body coelome is absent. xv. Nematoda –comprise of organisms which are bilaterally symmetrical, triploblastic and cylindrical bodies like Round worms. Tissues and a pseudo–coelome are present. xvi. Annelida –are organisms which are bilaterally symmetrical, triploblastic, having a true coelome and true organs like earthworms and leeches. They have extensive organ differentiation with body segmented from head to tail. xvii. Mollusca –have bilaterally symmetrical body with reduced coelome and little seg- mentation. They have open circulatory system, kidney–like organs for excretion and foot for movement as in Snails and Mussels. xviii. Arthropoda –comprise of animals which are bilaterally symmetrical, segmented and possess jointed legs like crab, cockroach etc. They have an open circulatory system and the coelomic cavity is filled with blood. xix. Echinodermata –are exclusively free–living marine animals which are spiny–skinned like star–fish. They are triploblastic and possess a coelomic cavity. xx. Protochordata –are marine animals like Amphioxus which are bilaterally symmetrical, triploblastic, with a true coelome and a new feature called notochord. xxi. Chordata – are animals possessing a notochord, a hollow dorsal nerve cord, paired gill pouches, triploblastic and a coelomate body. xxii. Vertebrata –forms the majority of phylum chordata with animals having a true ver- tebral column and internal skeleton. They are bilaterally symmetrical, triploblastic, coelomic, segmented with highly differentiated tissues and organs. 3.3 Key Concepts i. Broadly, a species includes all organisms that are similar enough to interbreed and perpetuate or even individually reproduce. ii. For classification of organisms, the five–kingdom system given by Whittaker is most widely used. These include –Monera, Protista, Fungi, Plantae, and Animalia. iii. Major group of organisms grouped under Monera are Archaebacteria, eubacteria and cyanobacteria. iv. Protista are unicellular organism which gets energy and nutrients by eating other or- ganism. Few examples are Paramecium, amoeba etc. SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 125

v. Fungi are the group of organisms which derive nutrients by absorbing/ digesting the surface they live on through roots like structure and also reproduce through spores. Examples are yeast, mushrooms etc. vi. On the basis of increasing complexity of body design, Plantae and Animalia are further divided into various sub–divisions. vii. Plantae is broadly divided into cryptogams and phanerogams. Cryptogams are di- vided into Bryophyta and Pteridophyta, and Phanerogams are classified into Gym- nosperms and Angiosperms. Angiospermous plants are further divided into Monocots and Dicot plants. viii. Animalia include eukaryotic, multicellular and heterotrophic organisms which are mo- bile and lack cell wall. ix. Major groups of Animalia include –Porifera, Coelenterata, Platyhelminthes, Nema- toda, Annelida, Arthropoda, Mollusca, Echinodermata, Protochordata and Chordata (which includes vertebrates). x. Naming of organisms with a distinctive scientific name is called Nomenclature. It provides a uniform way of identification of the vast diversity of life around us. xi. Carolus Linnaeus introduced Binomial nomenclature by which an organism is named by two words –a generic name and a specific name 3.4 Conceptual Understanding Q1. Write some common characters of Pisces, Reptilia and Aves.( [Refer to TB page 71 Q7] A. Pisces, Reptilia and Aves are all classes in the Phylum Chordata and Kingdom Animalia. The common features among the three classes are: i. They all possess a notochord which is wholly or partially replaced by vertebral column in adults. ii. Most of them (except some snakes) lay eggs as a method of reproduction, i.e., they are oviparous animals. iii. Heart is on the ventral side. iv. They have dorsal nerve cord. Q2. Name the kingdom to which these organisms belong to according to Whittaker. ( [Refer to TB page 71 Q5] SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 126

A. i. Paramecium belongs to Protista ii. Fish belongs to Animalia (Vertebrata) iii. Mushrooms belong to Fungi iv. Bacteria belongs to Monera Q3. Explain how animals in vertebrata are classified into further subgroups. ( [Refer to TB page 72 Q12] A. • The animals grouped under vertebrata have a true vertebral column and an inter- nal skeleton. • All vertebrates are bilaterally symmetrical, triploblastic, coelomic and segmented with complex differentiation of tissues and organs. • These are animals with notochord where notochord is replaced by vertebral col- umn in adults. • On the basis of some differences in their characteristic features, vertebrates are further classified into – i. Pisces –are cold–blooded, egg–laying animals possessing tail and fins, gills for respiration under water, and a 2–chambered heart. ii. Amphibia – young ones live in water, adults live on land, first animal to live on both water and land, are egg–laying, skin is smooth and slimy, hibernate during summer and aestivate during summer, heart is 3–chambered. iii. Reptilia –are cold–blooded, egg–laying animals, have dry skin with scales and mostly possess a 3–chambered heart except crocodile with a 4–chambered heart. iv. Aves –are warm–blooded, egg–laying animals, has feathers, 2 wings, claws and a 4–chambered heart. v. Mammalia –give birth to fully formed young–ones, feed their babies with milk, skin is covered by fur/hair and breathe air. Q4. Which phylum do I belong to? ([Refer to TB page 71 Q6] A. (a) My body is made up of pores. I live in water. I do not have backbone also. A : Porifera SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 127

(b) l am an insect. I have jointed legs. A : Arthropoda (c) I am a marine living animal with spiny skin. My body is radially symmetrical. A : Echinodermata 3.5 Information Skills and Projects Q1. Platypus or Echidna is a group that forms a link between reptiles and mammals. Think, discuss and write about some characteristic features that these would have. ( [Refer to TB page 72 Q10] A. Platypus or Echidna are egg laying mammals. It is thought that they form a link between reptiles and mammals because they possess the features which are peculiar to both reptiles and mammals. i. Like reptiles, they lay eggs. ii. They have mammary glands and nurse their young ones. iii. They are warm blooded animals. iv. Platypus genome possesses both mammalian and reptilian genes associated with egg fertilisation. 3.6 Communication Through Drawing and Model Making Q1. Make a flow chart of invertebrates in the kingdom animalia, based on their characteristic features.( [Refer to TB page 72 Q11] SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 128

A. 3.7 Application to Daily Life, Concern to Bio Diversity Q1. Sujatha says that bat is not a bird but a mammal. How can you support Sujatha’s statement?( [Refer to TB page 72 Q14] A. Long time ago, bats were mistaken to be birds without feathers due to their ability to fly. But bats are the only mammals that can fly. The features that differentiate bats as mammals are: (a) They have mammary glands and nurse their babies. (b) They are warm blooded. (c) They have fur. (d) They have sebaceous glands. SESSION 3. HIERARCHY OF CLASSIFICATION AND NOMENCLATURE 129

—— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Answer the following questions in one sentence. [Refer to Session 5.1 ] (i) Define variation. (ii) Define monocotyledon. (iii) Discuss the method to test the cotyledon nature of maize. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 130

(iv) Define dicots. (v) What differences can you find in the similar looking neem plants? (vi) Did you find any two insects having all same characters? (vii) What type of venation does dicot plants have? 2. Fill in the blanks. . [Refer to Session 5.1 ] is a character which is unique to a single (viii) In nature no two organisms are (ix) individual in a group. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 131

(x) among the organisms leads to evolution and growth of diversity. 3. Match the following. Column B [(Session 5.2)] a. 2 empires classification Column A i. Carl Von Linnaeus ii. Haeckel b. 4 kingdoms classification iii. Chatton c. 5 kingdoms classification iv. Copeland d. 2 kingdoms classification v. Whittaker e. 3 kingdoms classification 4. Fill in the blanks. [Refer to Session 5.2 ] (xi) makes our study more focused and helps us to handle huge populations of organisms. (xii) Origin of species was written by in . (xiii) Full form of LUCA is . (xiv) All organisms are identified and categorised on the basis of their . 5. State true or false. [ ] [Refer to Session 5.3 ] [ ] (xv) Annelid animals are bilateral, symmetrical and diploblastic. (xvi) Bats are called flying mammals. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 132

(xvii) Reptiles are cold blooded animals. [ ] ] (xviii) Bacteria belong to Monera Kingdom. [ ] (xix) Elephantiasis is caused by tapeworm. [ 6. Answer the following questions in one sentence. [Refer to Session 5.3 ] (xx) Name the organism given in the picture below. Mention its phylum. (xxi) What is the scientific name (genus and species) of human beings? (xxii) Name the organism given in the picture below. Mention its phylum. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 133

(xxiii) Name the organism given in the picture below. Mention its phylum. (xxiv) Name the organism given in the picture below. 7. Fill in the blanks. 134 [Refer to Session 5.3 ] CHAPTER 5. DIVERSITY IN LIVING ORGANISMS

(xxv) Skin of reptiles is covered by . (xxvi) Scales, feathers and hair form the of vertebrates. (xxvii) Echinoderms are exclusively found in water. (xxviii) is scientifically called as Ascaris. Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) [(Session 5.1)] Write the cotyledon nature of the following seeds. Seed Cotyledon nature Peanut Maize Paddy Bengal gram Mustard (ii) [(Session 5.1)] What are the variables observed when we study the external charac- teristics of plants? CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 135

9. Answer the following questions in 3-4 sentences. (i) [(Session 5.2)] Write a note on Eukaryotes. 10. Answer the following questions in 3-4 sentences. (i) [(Session 5.3)] Why are snails placed in the Phylum Mollusca? Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) [(Session 5.1)] Describe the diversity seen in plants with respect to i. Types of leaves ii. Types of roots iii. Types of seeds CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 136

Give three examples for each of them. 12. Answer the following questions in 6-8 sentences. (i) [(Session 5.2)] Classification of organisms has undergone changes over years. Write about the way this has evolved from the 16th century to now. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 137

(ii) [(Session 5.2)] How are classification and evolutions inter–related? 13. Answer the following questions in 6-8 sentences. (i) [(Session 5.3)] List out the characteristics of protista and fungi. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 138

AS2-Asking questions and making hypothesis Short Answer Type Questions 14. Answer the following questions in 3-4 sentences. (i) [(Session 5.2)] Nidhi was observing permanent slides of algae and bacteria. She had some doubts as to why they were looking different. What questions would she ask? (ii) [(Session 5.2)] Nikita wants to know about how plants were classified by ancient Indi- ans. What questions should she ask her teacher to know more about this? CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 139

15. Answer the following questions in 6-8 sentences. (i) [(Session 5.3)] What questions would you ask to know more about a fish? AS3-Experimentation and field investigation Short Answer Type Questions 16. Answer the following questions in 3-4 sentences. (i) [(Session 5.3)] Write the steps to find out the scientific names of an organism. AS4-Information skills and projects Short Answer Type Questions 17. Answer the following questions in 3-4 sentences. (i) [(Session 5.1)] What kind of venation is observed in the plants whose seeds are listed below? CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 140

Seeds Venation Black gram Wheat Pea Corn (ii) [(Session 5.1)] Discuss the method to test the cotyledon nature of maize. 18. Answer the following questions in 3-4 sentences. (i) [(Session 5.3)] One day Sankeerthana brought some pictures of different animals to school. Her teacher asked students to divide them into Mammals, Aves, Reptiles, Amphibians, and Pisces. Please help them in classifying. The animals in the pictures are: kangaroo, monkey, bats, duck–billed platypus, king- fisher, frog, snake, and tuna fish. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 141

Long Answer Type Questions 19. Answer the following questions in 6-8 sentences. (i) [(Session 5.1)] Mention the root type and venation of leaves for the following seeds in the table given below: Seed Root type Venation Black gram Wheat Pea Corn Maize Paddy Mustard AS5-Communication through drawing and model making Short Answer Type Questions 20. Answer the following questions in 3-4 sentences. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 142

(i) [(Session 5.3)] Draw a flowchart of the classification of Plant Kingdom. Long Answer Type Questions 21. Answer the following questions in 3-4 sentences. (i) [(Session 5.3)] Draw a flow chart of hierarchy of classification. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 143

AS6-Appreciation and aesthetic sense, Values Long Answer Type Questions 22. Answer the following questions in 6-8 sentences. (i) [(Session 5.2)] How do you appreciate the role of Whittaker in understanding the clas- sification of organisms? (ii) [(Session 5.2)] How do you appreciate the role of Carolus Linnaeus in bringing about uniformity in nomenclatures across the world? CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 144

AS7-Application to daily life, concern to bio diversity Short Answer Type Questions 23. Answer the following questions in 3-4 sentences. (i) [(Session 5.3)] Why do we keep both snake and turtle in the same class? (ii) [(Session 5.3)] You are given with Leech, Nereis, Scolopendra, Prawn and Scor- pion. All organisms have segmented body organization. Will you classify them in one group? If no, give the important characters based on which you will separate these organisms into different groups. CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 145

Objective Questions AS1-Conceptual Understanding 24. Choose the correct answer. (i) Maize plant has venation. (A) reticulate (B) parallox (C) resiculate (D) parallel (ii) Pick the correct order (B) Species –Family –Genus –Order (D)Family –Order –Genus –Species (A) Order –Family –Genus –Species (C)Family –Order –Species –Genus (iii) Name the group to which the below given organism belongs to (A) Pteridophyta (B) Cryptogram (C) Both (A) and (B) (D) None (iv) Bacteria come under this kingdom. (B) Protista (D) Plant (A) Monera (C) Fungi (v) These are the flowering plants. (B) Phanerogams (D) Pteridophyta (A) Cryptogams (C) Bryophyta (vi) Animals belonging to this class have jointed legs. (A) Arthropoda (B) Annelida (C) Mollusca (D)Echino dermata CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 146

(vii) These animals can live on land as well as in water. (A) Amphibia (B) Reptilia (C) Mollusca (D) Annelida (viii) Earthworm belongs to this class. (B) Arthropoda (D) Monera (A) Annelida (C) Mollusca (ix) Name the scientist who put forth the five kingdom classification. (A) Whittaker (B) Shielden (C) Graham (D) Darwin (x) These plants have parallel venation in leaves. (A) Monocotyledons (B) Dicotyledons (C) Pteridophyta (D) Cryptogams (xi) Name the scientist who wrote “The Origin of Species” in 1859. (A) Charles Darwin (B) A.D. Charaka (C)Carolus Linnaeus (D)Louis Pasteur (xii) Animals which have dry skin and scales, lay eggs, breathe air, cold blooded ani- mals are (A) Fish (B) Amphibia (C) Birds (D) Reptiles (xiii) Which major group of animals are diploblastic. (A) Platyhelminthes (B) Coelenterata (C) Nematoda (D) Annelida CHAPTER 5. DIVERSITY IN LIVING ORGANISMS 147

SESSION 1 6. SENSE ORGANS 1.1 Mind Map INTRODUCTION, SENSES AND STIMULI 1.2 Terminology i. Sense organs –are parts of your body such as eyes, ears, nose, tongue or skin that we use to see, hear, smell, taste, or feel things. ii. Stimulus – is a detectable change in the internal or external environment which influ- ence some activity. iii. Stimulants –are certain conditions, substances etc in nature that triggers the process of sensing them by our body. iv. Sensory receptor – is a sensory nerve ending that responds to information carried by stimulants and convert them into nerve signals which are carried to brain and processed to create a sensation. v. Response –is a sensation expressed as a result of a stimulus. SESSION 1. INTRODUCTION, SENSES AND STIMULI 148