Origin and Evolution of Life and Introduction to Classification MODULE - 1

Diversity and Evolution

of Life

1 Notes

ORIGIN AND EVOLUTION OF LIFE AND

INTRODUCTION TO CLASSIFICATION

The planet earth came into existence between 4 and 5 billion years ago. Life evolved
on planet earth about 3.5 billion years ago. Since then approximately 15 million
different species of organisms have evolved. But only about two million have been
identified so for. In this lesson we will learn how life first originated on earth and
how such a vast variety of organisms, popularly known as biodiversity, evolved
through variation and natural selection.

The study of such a wide variety becomes convenient only when organisms are
grouped according to similarities and differences among them, named, and their
evolutionary relationships established. We will learn about the importance and
method of classification of organisms in this lesson too.

OBJECTIVES

After completing this lesson, you will be able to :

l describe various theories of origin of life;
l explain what is organic evolution;
l give morphological, paleontological, embryological and molecular evidences
in favour of organic evolution;
l state modern theory of evolution;
l explain the sources of organic variations (gene and chromosomal mutations,
recombination, gene flow and genetic drift);
l explain natural selection with examples;
l explain the role of isolation in evolution;
l list the various isolating mechanisms;
l explain speciation;

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 MODULE - 1 Origin and Evolution of Life and Introduction to Classification
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of Life l define classification;
l justify the need for classification of organisms;
l list the bases of classification;
l trace the changes in bases of classification from morphotaxonomy to systematics.
Notes
1.1 ORIGIN OF LIFE
The earth was formed about five billion years ago. At that time it was extremely
hot. The existence of life in any form at that high temperature was not possible.
So, life two questions arise pertaining to
1. How did life originate on earth?
2. How did primitive organisms evolve into new forms resulting in the evolution
of a variety of organism on earth.
Origin of life means the appearance of simplest primordial life from non-
living matter.
Evolution of life means the gradual formation of complex organisms from
simpler ones.

1.1.1 Chemosynthetic Theory of Origin of Life

Several theories were put forth to explain origin of life. The widely accepted theory
is the (Chemosynthetic theory of origin of life proposed by A.I. Oparin. Other
theories such as the theory of Spontaneous Generation are of historical importance
only.
Chemosynthetic Theory
Life might have first originated on earth through a series of combinations
of chemical substances in the distant past and it all happened in water.

l The earth originated about 5 billion years ago.

l It was initially made up of hot gases and vapours of various chemicals.
l Gradually it cooled down and a solid crust was formed.
l The early atmosphere contained ammonia (NH3), water vapour (H2O), hydrogen
(H2), methane (CH4). At that time there was no free oxygen. This sort of
atmosphere (with methane, ammonia and hydrogen) is still found on Jupiter and
Saturn. (Fig. 1.1)
l Heavy rains fell on hot surface of earth, and over a very very long period the
water bodies appeared that still contained hot water.
l Methane and ammonia from the atmosphere dissolved in the water of the seas.
l In this water, chemical reactions occurred and gave rise to amino acids,
nitrogenous base, sugars and fatty acids etc. which further reacted and combined
to give large molecules of life such as proteins and nuclear acids.
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Notes

Fig. 1.1 Primitive conditions on earth

1.1.2 Probable stages in the origin of life

First stage
The sources of energy-ultraviolet rays or electric discharge (lightening) or heat
or a combination of these caused reactions that produced complex organic
compounds (including amino acids) from a mixture of ammonia (NH3), methane
(CH4), water (H2O) and hydrogen (H2). (The amino acids are the building blocks
of proteins which are the main components of protoplasm).
Stanley Miller and Harold C. Urey in 1953 set up an experiment with an
air-tight apparatus (Fig. 1.2) in which four gases (NH4, CH4, H2 and H2O)
were inoculated through an electric discharge for one week. On analyzing
the liquid, they found a variety of organic substances in it, such as amino
acids, urea, acetic acid, lactic acid, etc. (Fig. 1.2).
Second Stage
Simple organic molecules combined to form large molecules which included
peptides (leading to the formation of proteins), sugars, starches and fat molecules.
Third stage
The large molecules of different kinds combined together to form multi-molecular
heaps or complexes. Some simple fat molecules arranged themselves around this
molecular complex in a sort of membrane. It was observed in the laboratory
experiments that when such complexes reached a certain size they separated from
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 MODULE - 1 Origin and Evolution of Life and Introduction to Classification
Diversity and Evolution
of Life the surrounding solution in the form of what were termed coacervate drops of
microscopic size moving in the liquid with a definite boundary (coacervate means
heap referring to the combining together of the molecules).
Coacervate like aggregates were probably the precursors of the first living
cells.
Notes

Fig.1.2 The apparatus used by Stanley Miller and Harold C. Urey to demonstrate the synthesis
of amino acids under conditions that existed on the primitive earth
Now, some sort of metabolism could occur within these coacervates with
synthesis of certain substances and breakdown of others. The latter (i.e. break down
reactions) could provide energy.
Some of the earliest formed proteins might have acted like enzymes and would have
affected the rate of reactions. It is also believed that RNA molecules might have
shown enzymatic activity in the primordial soup of chemical compounds. Such
molecules have been termed ribozymes.
Fourth stage
Some sort of nucleoproteins or nucleic acids may have evolved by random
combinations which have provided two more properties to coacervate like bodies.
This include :
(i) chemical reactions from the nucleic acids, and
(ii) the capacity to reproduce through duplication of the nucleic acids
(Fig. 1.3).
Thus, cells were produced that could be called the simplest primordial life. Figure
1.3 depicts the probable stages of origin and evolution of living beings.
The primitive drop like forms of life were all heterotrophs (unable to manufacture
their own food but derived it from environment).
As one of the innumerable changes in genetic make up of the primitive
heterotrophs led to the formation of chlorophyll (green colouring matter of the
leaves) molecules.
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The chlorophyll bearing units of life for the first time started using the solar of Life
energy for production of food as well as for the first time started liberating free
oxygen into the atmosphere.
Early atmosphere of earth had no free oxygen, the forms until then could
at best be only anaerobic. Chlorophyll bearing organisms later released
Notes
free oxygen which gave greater possibilities for life to evolve.

Fig. 1.3 Steps of the events which led to the origin of life
Thus, the simplest form of life originated through four main stages. Thereafter, wide
variety of organisms came into existence through biological evolution.

INTEXT QUESTIONS 1.1

1. Approximately how many years ago was the earth formed?
............................................................................................................................
2. Who gave the Chemosynthetic Theory for origin of life?
............................................................................................................................
3. Name the four gases present in primitive atmosphere of earth.
............................................................................................................................

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Diversity and Evolution
of Life 4. Name one source of energy which was used for chemical combination in
primitive atmosphere.
............................................................................................................................
5. Where did life originate in water or on land.
Notes
............................................................................................................................
6. What are coacervates?
............................................................................................................................
7. In the origin of life, first large molecules were formed from inorganic
compounds. Name any two such large molecules.
............................................................................................................................
8. Name the two scientists who experimentally tried to verify Oparins hypothesis.
............................................................................................................................

1.2 ORGANIC EVOLUTION

1.2.1 What is Evolution ?
The formation of complex organisms through change from simple ancestral types
over the course of geological time.
According to the Theory of Organic Evolution
l The various present day organisms were not created in the same form in which
they exist today, but have gradually evolved from much simple ancestral forms
of a common ancestor.

l The characteristics of organism had been changing in the past; they are changing
even today, and will continue to do so in the future as well. This is due to the
fact that the environment in which organisms live also changes and organisms
need to be adapted to survive in the changed environment.

l Many living organisms of the past have become extinct.

l The origin of the various forms (species) found on earth has been a gradual
and extremely slow process, requiring hundreds or even thousands of years.

This process of slow and gradual change is called organic evolution.

Thus, the theory of organic evolution states that All living things on earth
are here as a result of descent, with modifications from a common
ancestor.

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Origin and Evolution of Life and Introduction to Classification MODULE - 1
1.2.2 Evidences of organic evolution Diversity and Evolution
of Life
The evidences supporting organic evolution are derived from a number of fields
of Biology. Those discussed here are -
1. Morphological evidences 2. Embryological evidences
3. Paleontological evidences 4. Molecular evidences
Notes
1. Evidences from Morphology
Though organisms of different species and groups are quite different from each
other still they retain certain common features. Morphological evidences for
evolution are derived from -
(i) Homologous and analogous organs (Fig. 1.4 and Fig. 1.5)
(ii) Vestigial organs
(iii) Connecting links
The comparative study of various organs in different groups of vertebrates exhibit
common features which shows that they evolved from a common ancestor. Take
for example that of the heart of the vertebrates (Fig. 1.4).

Fig. 1.4 Comparative study of heart of different groups of vertebrates

(ii) Homologous Organs

Homologous organs are the organs which are similar in structure and origin but
may look very different and perform different functions.
Fore limbs of vertebrates are a good example of homologous organs. They are
built on the same fundamental plan yet they appear differently and perform
different function. (Fig. 1.5)
In each case the fore-limb consists of humerus, radius and ulna, carpals,
metacarpals and phalanges. This basic similarity in the structure of the
apparently different fore limb of different kinds of vertebrates is due to the fact
that all these limbs have been evolved from a common type called the
pentadactyl (five-fingered) limb.

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Notes

Fig. 1.5 Homology and adaptation in bones of the fore-limbs

of some vertebrates
The homologous organs, therefore, prove that there has been evolution and not
creation.
Analogous organs
The structure which are functionally similar but structurally different are called
analogous organs.
The wing of an insect, and that of a bird or bat or pterodactyl are examples of
analogous organs (Fig. 1.6). The function of the wing is the same (for flying) but
the insect wing has no structural resemblance with that of the vertebrates.

(a) Wing of insect (b) Wing of bird

Fig. 1.6 Analogy between wings of insects and of different vertebrates
(iii) Vestigial Organs
Vestigial organ is any small degenerate or imperfectly developed (non-functional)
organ or part which may have been complete and functional in some ancestor.

Fig. 1.7 Some vestigial organs in human body

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The only rational explanation for the presence of these non-functional organs is of Life
that they are inherited from ancestors in which they were functional. Fig. 1.7 shows
some of the vestigial structures in human body.
(iv) Connecting Links
The animals or plants which possess Notes
characters of two different groups of
organisms are known as connecting links.
The connecting links establish continuity
in the series of organisms by proving that
one group has evolved from the other. A
good example is that of a fossil bird
Archaeopteryx, which was a connecting
link between reptiles and birds. This bird
had a beak with teeth and a long tail (with
bones) like the lizards. It had feathers on
the wings and on the body like the birds. Fig. 1.8 An extinct bird - Archeopteryx
(Fig. 1.8).
2. Evidences from Embryology

Embryology is the study of development of an organism

The aspects of embryology which support the doctrine of organic evolution are :
l similar stages of early development (morula, blastula or gastrula) in all the
animals;
l the embryos of all vertebrates are similar in shape and structure in their early
stages.
This resemblance is so close that it is difficult to tell them apart (Fig. 1.9).
l All the vertebrates start their life from a single cell, the zygote.
l All of them during their life history, pass through two-layered blastula and three
layered gastrula stage and then through fish like stage with gill-slits.
All the different aspects of embryology strongly support the fact that the different
classes of vertebrates possess a common ancestry, and have differentiated from one
another through the process of evolution.
3. Evidences from Paleontology

Paleontology is the study of fossils. Fossils are the remains or traces of

animal and plant life of the past, found embedded in rock either as petrified
hard parts or as moulds, casts or tracks.
The fossils of the earliest era in the geological time scale were those of bacteria,
then invertebrates and then successively of fishes, amphibians, reptiles and lastly
of birds and mammals and among mammals primitive fossils of humans are the
most recent.
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Notes

Fig. 1.9 Series of vertebrate embryos in comparable stages of their development

a-Fish, b-Chick, c-Man

The fossils discovered provide the ancestral history of individual. Animals like
horse, camel etc. are direct proofs of organic evolution. This can be very well
illustrated by the past history of horse (Fig. 1.10). The number of toes decreased
for greater speed, size gradually increased and teeth adapted to eat grass.

Fig. 1.10 Fossil record of bone of hind legs of horses from Eohippus to Equus showing
decrease in the number of toes

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4. Molecular Evidence of Evolution of Life
l All organisms have cell as the basic unit of life. The cell is made of
biomolecules common to all organisms.
l Ribosomes, the cellular organelles are of universal occurrence in organisms.
l DNA is the hereditary material of all organisms. Notes
l ATP is the molecule which stores and releases energy for biological processes.
l The same 22 amino acids form the constituents of proteins of almost all
organisms.
l The genetic code is universal (exceptions are very few).
l The central dogma which deals with the transfer of genetic information in cells
is the same.
l The basic steps of transcription and translation for protein synthesis are similar
in all organisms.
l The sequence of nucleotides such as that in the promoter gene (TATA box) is
common to all organisms.
However, organisms sharing same chemical characteristics show closer evolutionary
relationships. For example (i) human blood proteins are most similar to those of
the chimpanzee among all apes, or (ii) only plants and some algae have chlorophyll
so they are more closely related. Such similarities in chemical constituents between
organisms are termed molecular homology or biochemical homology and are used
in recent times, to establish evolutionary relationships and form the basis of
systematics.

INTEXT QUESTIONS 1.2

1. Define organic evolution.
............................................................................................................................
2. Name one fossil animal.
............................................................................................................................
3. Which organ of man is homologous to the wings of birds?.
............................................................................................................................
4. Define vestigial organ.
............................................................................................................................
5. Give one example of a connecting link among the living beings.
............................................................................................................................
6. Give two examples from molecular biology which support organic evolution.
............................................................................................................................

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of Life 1.2.3 Mechanism of Evolution
Various theories about the mechanism of evolution have been proposed; some of
them such as Lamarcks theory of Inheritance of acquired characters and
De Vries theory of mutation are now of historical importance only.
Darwins theory of Natural selection still holds ground but was modified with
Notes progress in genetics and developed into the Modern synthetic theory which is
regarded as the most valid theory of evolution.
Darwins Theory of Natural Selection
An English Scientist, Charles Darwin (1809-1882) explained the mechanism of
evolution through his theory of natural selection. He is still regarded as the father
of evolution because of two very significant contributions. He suggested (i) that
all kind of organisms are related through ancestry and
(ii) he suggested a mechanism for evolution and named it natural selection.
According to Darwin, organisms produce more offspring than can survive because
environmental resources are limited. During struggle for existence, organisms with
advantageous variations are protected and allowed to reproduce while the
disadvantageous variants are eliminated from nature. This is what was termed
natural selection by Darwin.
Creation of new species according to Darwin : As the environment changes, new
adaptations get selected in nature and after many generations sufficient characteristics
will have been changed so as to alter the species into a new one (origin of species).
Darwin talked about variation but did not know about the sources of variation. With
progress in genetics the sources of variation were discovered and Darwins original
theory of Natural Selection modified. This new theory was termed Neo-Darwinism
or modern synthetic theory.

According to this theory :

1. The unit of evolution is population which has its own gene pool. Gene pool
is the group of all different genes of a population.
2. The heritable genetic changes appearing in the individuals of a population are
the basis of evolution.
3. The heritable changes or variations occur due to small mutations in the genes
or in the chromosomes and their recombinations.
4. Natural selection selects the variations which helps in adapting to the environment.
5. A change in the genetic constitution of a population selected by natural selection
is responsible for evolution of a new species.
6. More offspring with favourable genetic changes are born. This is called
differential reproduction. Reproductive isolation helps in keeping species
distinct.
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INTEXT QUESTIONS 1.3

1. Who gave the theory of natural selection?
............................................................................................................................ Notes
2. What is the modern interpretations of Darwins theory known as?
............................................................................................................................
3. What are the two major contributions of Charles Darwin regarding evolution?
............................................................................................................................
4. Give two main features of Neo-Darwinism.
(i) ...........................................................................................................
(ii) ..........................................................................................................
5. What do you mean by differential reproduction?
............................................................................................................................

1.2.4 Elemental Forces of Organic Evolution

Evolution is caused by action of Natural Selection on variation. Reproductive
isolation also has a role to play.
Sources for organic variation
Variation arises in an individual member of a population, and if favourable, spreads
into the population through differential reproduction by the action of natural
selection. Variation may arise by
1. Mutation, which is a sudden genetic change. Mutation may be change in a
single gene (genic mutation or point mutation) or affect many genes (chromosomal
mutation).
2. Genetic recombination, which occurs in sexually reproducing organisms at
every reproduction. The chromosomes and thus genes of the parents mix at
random during zygote formation. That is why offspring of same parents are
different as they have different combinations of parental genes. Variation is also
brought about when gametes are formed after meiosis.
3. Gene flow is when there is chance for mixing of genes of closely related species
through sexual reproduction.
4. Genetic drift occurs in small populations when it breaks off from a large
population only representative genes of the large population are present which
undergo change and the small population may evolve as a result.

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of Life Natural Selection
You have already learnt about natural selection in this lesson. It was how Darwin
envisaged it. Natural selection in the modern synthetic theory is considered to be
responsible for differential reproduction of genes which means that more of
favourable genes get reproduced in a population.
Notes
Many examples of natural selection in action are available now. Given below are
three such examples.

Example 1 : DDT resistant mosquitoes

About 50 years back, the mosquito population had been checked with the help of
DDT. Thereafter, it was found that mosquitoes could not be killed with DDT any
longer. There appeared DDT-resistant mosquitoes. What had happened was that a
gene mutation (variation) had conferred (given) on the mosquito, the ability to
resist the effect of DDT. While DDT killed other mosquitoes those with the gene
mutation survived and slowly within a few generations replaced the DDT-sensitive
mosquitoes. In other words, the DDT resistant mosquitoes reproduced differentially
by the action of natural selection.

Example 2 : Metal tolerance in grasses

Certain metal residues sometimes collect in the soil near some industries using
heavy metals. Being poisonous they kill the grasses. However, resistant grasses are
found to evolve after some time through the action of variation and natural
selection.
From the above example, can you explain the evolution of the heavy metal-tolerant
grasses?

Example 3 : Industrial melanism

A commonly quoted example of natural selection in action is that of the peppered
moth, Biston betularia. The moth with its light coloured wings dotted with spots
blended well with the lichens growing on the houses and trees on which it rested.
Once in a while if a mutated form of the moth which was black in colour, it was
eaten up by birds as it was conspicuous because of its black wings. This was
observed in the British Isels before the industrial revolution. After the industrial
revolution, the genes for black wings proved favourable on the soot covered lichens
growing on the walls of houses. Natural selection acted through the agency of the
birds which now ate up the conspicuous light coloured winged peppered moth
which were therefore, soon replaced by the black variety (Fig. 1.11a).
There are several such examples in which human activities have changed the
environment and natural selection has been observed to play its role. But it is an
established fact now that all of biodiversity over these millions of years have also
evolved through the interaction of variation and natural selection.

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Notes

Fig. 1.11a Light and dark forms of Biston betularia

Role of Reproductive Isolation

Once new species arise from the parental species due to the effect of variation and
natural selection, reproductive barriers prevent the two species from exchanging
genes through reproduction.

Thus two related species cannot mate with each other and remain distinct. Isolation
means separation and reproductive isolation simply means that the two species are
prevented from successful reproduction and kept genetically distinct from each
other. Reproductive isolation operates in the following ways:

Ecological isolation : The two species are unable to mate as they live in
geographically different areas.

Seasonal isolation : Mating is prevented because the reproductive organs

mature at different times.

Ethological (Behavioural) : The songs in birds of two species or the colouration

isolation of two fish are so different that female of one
species is able to recognise the male of its own
species only.

Mechanical isolation : The male and female organs for mating differ and
prevent their union.

Physiological isolation : The sperms of one species are not able to survive in
the female tract of another species.

Zygote and developmental : If all the above mechanisms fail and a hybrid
zygote (zygote from mating of two different species)
is formed, it dies after some time. If the hybrid zygote
survives it dies during development.

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of Life Hybrid sterility : Mule, the offspring of a female horse and male
donkey is a good example. It leads a normal life
but is sterile and cannot reproduce.
F2 breakdown : In rare cases, all the above mechanisms fail and
Notes a hybrid (offspring of parents belonging to different
species) is fertile, it can reproduce only for one
generation.

Speciation
The evolution of new species is termed speciation. Speciation occurs in the
following ways and is termed accordingly.

Allopatric speciation takes place when a part of the population becomes

geographically separated (geographical isolation) from the parental population.
For example a group of birds lives at the base of the mountain, some members
fly up and get geographically isolated. Variation and natural selection act differently
on the two because the environment in which the two live is different. Gradually
genetic changes render them to be reproductively isolated.

Sympatric speciation
Sometimes a genetic barrier (reproductive barrier) prevents reproduction between
a section of a population of a species with other members. Such a section
of population usually arises in plants because of polyploidy. Polyploidy is a
mutation in which the normal diploid number of chromosomes become doubled
or trebled (2n becomes 3n, 4n, 5n etc) in a section of the population of a
species due to certain irregularities during cell division. The polyploid section
of the population is then unable to interbreed (mate and reproduce) with the
other and becomes a new species.

Models of speciation
There are two accepted models of speciation that have given rise to the biodiversity

1. Phyletic Gradualism model

Two species from common ancestor gradually become more and more structurally
different acquiring adaptations unique to each (Fig. 1.11b(i)). Darwin also
believed that evolution is a slow and gradual process.

2. Punctuated equilibrium
A new species arises through major changes in the beginning and then remain
constant for long periods before changing again. (Fig. 1.11b(ii)) This model
was suggested by paleontologists (scientists who study fossils), Niles Eldredge
and Stephen Jay Gould.

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Notes

Fig. 1.11 Models of speciation (a) Phyletic gradualism, (b) Punctuated equilibrium

1.3 CLASSIFICATION
1.3.1 Meaning of Classification
Classification mean identifying similarities and differences between different kinds
of organism and then placing similar organisms in one group and different kinds
of organisms in different groups.
Taxonomy, may thus be defined as the science of classification of organisms into
categories, maintaining certain rules. Early taxonomists classified organisms
according to morphological features only. Once the concept of organic evolution
was accepted, taxonomists began to draw evolutionary relationships between
different kinds of organisms. This was termed systematics. Today taxonomy and
systematics are treated as synonymous since for classification, both morphological
and biochemical resemblances and even those of between molecules such as DNA
and RNA are studied to establish evolutionary relationships.
1.3.2 Taxonomic categories
While classifying an organism, it is assigned to categories which show its
evolutionary relationship with other groups of organisms. Each level or category
is termed taxon (plural-taxa). The lowermost category is species. Other categories
are arranged above species so that there is a hierarchy of categories. The various
taxonomic categories are given below :
Species : Group of individuals of one kind which can interbreed to produce
fertile offspring.
Genus : Group of species resembling each other in several features indicating
common ancestry.
Family : Group of genera (singular-genus) resembling each other. e.g. Felis
domestica (the cat) and Panthera tigris (the tiger), both belong to
family Felidae.
Order : Includes families showing similar characteristics.
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of Life Class : Includes related orders.
Phylum : Includes related classes. (See Fig. 1.12)
The various phyla belong to their respective kingdoms. There are five kingdoms
about which you will learn later.
Notes
Kingdom : Animalae
(Animals)

Phylum : Chordata
(Animals with
notochord/
backbone)

Class : Mammalia
(Animals that
suckle their
young ones.)

Order : Primates
(Mammals with
larger brains and
binocular vision)

Family : Hominidae
(Humans and
human like ancestors)

Genus : Homo
(Fossilmen and
modern man)

Species : H.sapiens
(Modern man)

Fig. 1.12 Classification of Human species

1.3.3 Scientific naming of organisms

Different plants and animals have different common names. A cat is called billi
in Hindi, biral in Bengali, punai in Tamil and manjar in Marathi. There are
different words for cat in French or German. There arose the need to give organisms
names which could be understood throughout the world. So, the scientific names
were given to organisms. Scientific names of organisms are understood all over
the world.

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A simplified system of naming organisms called binomial nomenclature has been of Life
the standard for more than two centuries now. It was proposed by the Swedish
biologist, Carolus Linnaeus (1707-1778). Binomial nomenclature simply means
two-name system of naming. The name of every kind of organism has two parts,
that of the genus followed by that of species. The generic name is written with
a capital letter and the specific name with a small letter. e.g. Homo sapiens is the Notes
scientific name of modem man, Mangifera indica is the biological name of mango.
Three main features of biological naming are as follows :
1. A scientific name, by convention, is printed in italics or underlined when hand
written.
2. Scientific naming is according to a set of scientific rules of nomen-clature.
3. Scientific names are mostly in Greek and Latin. They are understood all over
the world and have made communication about organisms easier.

1.3.3 Prokaryotes and Eukaryotes

The organisms that are most primitive or the first to evolve on earth are the bacteria.
They do not possess a nuclear membrane around their single chromosome. Absence
of a well defined nucleus or in other words a primitive nucleus terms them
prokaryotes (pro = primitive, karyon = nucleus). All bacteria are prokaryotes.
As a constrast, organisms other than bacteria possessing a well defined nucleus
are eukaryotes (eu = true; karyon = nucleus). There are other differences between
them are given below in Table 1.1.
Table 1.1 Differences between Prokaryotes and Eukaryotes
Characteristics Prokaryotes Eukaryotes

1. Size 0.1-10 m 10-100 m (greater volume)

2. Genetic material Circular DNA, no linear DNA, Histones present on which

histones associated with DNA, DNA molecule wrapped,
nucleoid form, no nuclear well defined chromosomes,
membrane nuclear membrane present

3. Site of nuclear DNA in cytoplasm DNA inside distinct nucleus

material

4. Organelles No membrane bound Mitochondria, golgi body,

organelles lysosomes present in the cell

5. Cell wall Always present, Contains None (animals) or made of

peptidoglycan cellulose/chitin (plants
and fungi)
6. Respiration By mesosomes By mitochondria

7. Reproduction Mostly asexual Asexual and sexual

e.g. bacteria, cyanobacteria e.g. Protoctista, fungi, plants
and blue green algae Animal

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Diversity and Evolution
of Life 1.3.4 The Five Kingdoms of Organisms
Till recently there were only two kingdoms for classification - Plantae and
Animalae. Such a two kingdom classification had several drawbacks, e.g. bacteria
and fungi were kept along with plants although they are very different.
R.H. Whittaker in 1969 suggested the five kingdom classification which is based
Notes on 3 criteria.
(i) The presence or absence of a well-defined nucleus.
(ii) Unicellular or multicellular
(iii)Mode of nutrition
The five kingdoms are Monera, Protista, Fungi. Based on the three criteria
mentioned above, Plantae and Animalae (Fig. 1.13) the five kingdom classification
is explained as under.
Table 1.2 The five kingdom classification of organisms
Name of Nature of Whether Kind of
Kingdom nucleus unicells or nutrition
multicells
1. MONERA Prokaryotic Unicellular Diverse type of
(Blue green algae nutrition
and bacteria)
2. PROTOCTISTA Eukaryotic Unicellular Diverse kind of
(Algae and nutrition
Protozoa)
3. FUNGI Eukaryotic Multicellular Saprophytic
(Moulds, etc.) (Feed on dead,
decaying matter)
4. PLANTAE Eukaryotic Multicellular Autotrophic
(All green plants) (Synthesize food
by photosynthesis)
5. ANIMALAE Eukaryotic Multicellular Heterotrophic
(Animals) (Depend on others
for food)
The five kingdoms are shown below in Fig. 1.13

3. FUNGI (Moulds)
Algae Ferns
Blue green
algae 4. PLANTAE Mosses
1. MONERA 2. PROTOCTISTA Seed plants
Bacteria Non-chordates
Protozoa 5. ANIMALAE and
Chordates

Fig. 1.13 The Five Kingdom of Life

20 BIOLOGY
Origin and Evolution of Life and Introduction to Classification MODULE - 1
Diversity and Evolution
of Life

INTEXT QUESTIONS 1.4

1. Name the scientists who proposed :
(a) Binomial nomenclature ................................................................................ Notes
(b) Five kingdom classification .........................................................................
2. Which were the first organisms to appear on earth?
............................................................................................................................
3. Name the taxonomic category which comes before and after family.
............................................................................................................................
4. Name the categories above order level in a correct sequence.
............................................................................................................................
5. Rewrite the following in correct form
(a) Mangifera Indica .............................................................
(b) Homo Sapiens .............................................................
(c) Felis leo .............................................................
6. Place the following in their respective kingdoms
(a) Bacteria which curdle milk .........................................................
(b) Cow .........................................................
(c) Grass .........................................................
(d) Amoeba .........................................................
(e) Bread mould .........................................................

1.4 VIRUSES - AN INTRODUCTION

l You have heard about diseases such as influenza, polio, mumps, rabies, small
pox, AIDS and dengue are caused by viruses.
l They are non-living and made up of DNA surrounded by protein coat. They
can replicate. But they cannot reproduce on their own. They reproduce when
inside a living cell. Therefore viruses pose a special classification problem.
l Logically, therefore, they cannot be placed in any of the five kingdoms because
they are non-living and not organisms.
Discovery of Viruses
In 1892, Russian botanist Iwanowsky prepared an extract from tobacco
plants suffering from tobacco mosaic disease. The extract was filtered to
keep back bacteria in the residue. The filtrate was still infectious. Dutchman
Beijerinck gave the term virus in 1898 (Virus - poison in Latin) to these
infective particles.
BIOLOGY 21
 MODULE - 1 Origin and Evolution of Life and Introduction to Classification
Diversity and Evolution
of Life Size
l Viruses are extremely small and can be seen only under electron microscope.
l They are smaller than the smallest bacteria.
l Can pass through fiters which retain bacteria.
Notes l Their size is indicated in nanometres (nm). Their size ranges from 10 nm to
300 nm in diameter.
Nanometre (nm)
It is a unit of microscopic measurement, equal to 109 m. It was formerly
called millimicron

Fig. 1.14(a) Influenza virus Fig. 1.14(b) T. Bacteriophage

1.4.1 Structure of virus

Virus has a simple structure consisting of a core and a cover. The core particle is
the genetic material, either DNA or RNA. The cover is a protein coat called capsid
(Fig. l.15).

Fig. 1.15 Structure of Virus

Virus can reproduce only when inside living cells.
A virus cannot reproduce by itself. For its reproduction it needs to enter the cell
of some organism. From the host cell, it uses the raw material and enzymes and
energy generating machinery of the host cell to produce its own DNA. A number
of virus particles are thus formed inside the host cell. The host cell bursts to release
the new virus particles.
22 BIOLOGY
Origin and Evolution of Life and Introduction to Classification MODULE - 1
Diversity and Evolution
Virus living or non-living? of Life
Though viruses possess nucleic acids as genetic material like the living organisms
but they cannot make copies of DNA for reproduction on their own. They can make
copies of themselves to reproduce only inside a living cell. Therefore, viruses are
regarded as non-living. Further, they are considered non-living because they are
non-cellular, and they can be crystallised Notes

1.4.2 Infective properties of virus

Viruses are known to attack bacteria, plants or animals. Viruses which invade
bacteria are called bacteriophages.
Viruses are highly specific in their relationship with the host and tissue. For example
Polio virus attacks particular nerves; mumps virus attacks the particular pair of
salivary glands (parotid glands) of humans.
Viruses keep on mutating!
Mutation means change in genetic material. For example Flu virus mutates and
so every year flu is caused by a different virus and scientists find it difficult to find
a cure for influenza or flu.
1.4.3 Viruses and diseases
Table 1.3 indicates the names of certain viruses, their hosts diseases and modes
of their transmission
Certain cancers are also known to be caused by viruses. These viruses have RNA
as genetic material and are called retroviruses.
Table 1.3 Certain viruses, their hosts, diseases caused by them and mode of
transmission.
Virus Host Disease Mode of Tranmission
Potato roll Potato Potato leaf Air borne contact
virus roll

Plants Tomato stunt Tomato Tomato Air borne, contact

virus bushy stunt

Tobacco Tobacco Mosaic Air borne, contact

mosaic virus

Herpes virus Humans Herpes Air borne,, contact

Pox virus Humans Small Pox Air borne, contact

Human HIV Humans AIDS (i) Sexual contact

(ii) Lactating mother
to child
(iii) Blood transfusion
Dengue Humans Dengue Bite of infected
Aedes mosquito
Hepatitis B Humans Hepatitis Infected water

BIOLOGY 23
 MODULE - 1 Origin and Evolution of Life and Introduction to Classification
Diversity and Evolution
of Life

INTEXT QUESTIONS 1.5

1. With reference to viruses fill in the blanks (1, 2 and 3) in the following
table :
Notes
1. ... Tobacco Tobacco Mosaic Disease
HIV 2. ... AIDS
Herpes human 3. ...
2. Give one feature because of which viruses are considered nonlivng.
............................................................................................................................
3. Name one chemical common to viruses and all other organisms.
............................................................................................................................
4. Complete the following :
(a) Core particle of virus contains ................................................................
(b) Coat of virus is made of ................................................................

WHAT YOU HAVE LEARNT

l The most accepted theory about origin of life is the chemosynthetic theory.
l Earths early environment was favourable for the formation of organic molecules
from simple inorganic materials.
l Coacervates are believed to have been membrane bound molecular aggregates
capable of growth and budding.
l It is believed that life originated some 3.5 billion years ago on this earth.
l The environment and the forms of life of the past were quite different from those
of today.
l Evolution is the gradual unfolding of living forms from the earlier simpler forms
into the complex ones. It was in operation in the past, it is operating at present
and will continue do so in the future.
l Chief evidences in favour of organic evolution come from comparative
anatomy, embryology, palaeontology and molecular biology.
l Darwins theory of Origin of Species by natural selection, explains the process
of evolution through useful variation and natural selection.
l Neo-Darwinism is the modern interpretation of Darwinism based on natural
selection, mutation and reproductive isolation. This is also called the modern
synthetic theory.
l Sources of variation are mutation, recombination, geneflow and genetic drift.
l Natural selection acts upon variation through differential reproduction which
means greater reproduction of favourable genes.
24 BIOLOGY
Origin and Evolution of Life and Introduction to Classification MODULE - 1
Diversity and Evolution
l Isolation helps in formation of new species and also in keeping species distinct. of Life
l The reproductive isolating mechanisms are ecological isolation, seasonal,
ethological, mechanical and physiological isolation, zygote inviability, hybrid
sterility and F2 breakdown.
l Evolution of new species is termed speciation.
Notes
l Speciation occurs through (a) geographical isolation, or (b) polyploidy.
l Gradualism and punctuated equilibrium are suggested modes of speciation.
l Classification is essential for studying organisms and communiating about
them. Classification means grouping on the basis of similarities and differences.
l There are hierarchical taxonomic categories which reveal evoulutionary
relationships of an organism.
l The scientific naming of organisms is according to the Linnaean system of
binomial nomenclature.
l The five kingdoms of life is Monera, Protoctista, Fungi, Plantae and Animalae.
l Viruses are nucleoprotein particles have DNA or RNA molecules present as core
particles, surrounded by a protein coat.
l Viruses were discovered by Ivanowsky and named by Beijerinck.
l Viruses are very small and can be observed only through electron microscope.
l Viruses cannot reproduce except when inside living cells.
l Viruses share properties of living and nonliving.
l Viruses infect bacteria, plants and animals.
l Viruses attacking bacteria are called bacteriophages.
l Viruses cause several diseases like herpes, small pox, AIDS, dengue etc.

TERMINAL EXERCISES
1. Explain the most valid theory about origin of life on earth. How did Miller and
Urey verify the chemosynthesis theory of evolution?
2. Differentiate between Darwinism and Neo-darwinism.
3. Explain the synthetic theory of evolution.
5. Substantiate the idea of evolution through molecular evidence.
6. Classify the following animals : earthworm, roundworm, frog and human
beings.
7. Write the scientific names of
(i) Mango (ii) Man (iii) Cat (iv) Tiger
8 How does a virus increase in number? Show only by explanatory diagrams.
9. Give a schematic diagram of the five Kingdom classification.
10. State the criteria on which the five kingdom classification is based.

BIOLOGY 25
 MODULE - 1 Origin and Evolution of Life and Introduction to Classification
Diversity and Evolution
of Life

ANSWERS TO INTEXT QUESTIONS

1.1 1. 5 billion years 2. A.I. Oparin
3. NH3, CH4, CO2, water vapour
Notes
4. Lightening/geothermal energy/UV rays (any one)
5. Water
6. aggregates of (life-like) molecules
7. amino acids, fatty acids, sugars (any two)
8. Miller and Urey
1.2 1. The process of slow and gradual change as a result of descent with
modification, from a common ancestor.
2. Archaeopteryx
3. Fore-limb/arm
4. Functionless organ of the body
5. (i) Lungfish between fish and amphibia
(ii) Egg laying mammals between reptiles and mammals.
6. See sub-section on evidence of evolution from molecular biology
1.3 l. Charles Darwin
2. Neo-Darwinism/synthetic theory
3. All organisms are related through ancestry he suggested natural selection
as the probable mechanism for evolution.
4. (i) Variation in population forms the basis of evolution
(ii) Differential reproduction
5. Reproduction of favourable genes is greater
1.4 1. (a) Carolus Linnaeus
(b) R.H. Whittaker
2. Bacteria
3. Genus
4. Kingdom, phylum, class, order
5. (i) Mangifera indica (ii) Homo sapiens (iii) Felis leo
6. Kingdom, phylum, class, order, family, genus, species
7. (i) Monera (ii) Animalae (iii) Plantae (iv) Protoctista (v) Fungi
1.5 1. 1. Tobacco mosaic virus, 2. humans, 3. Herpes.
2. They can not reproduce on their own / they can be crystallised (any one)
3. Nucleic acid/protein (any one)
4. (a) DNA or RNA (b) Protein
26 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
of Life

2 Notes

THE KINGDOMS MONERA,

PROTOCTISTA AND FUNGI

The kingdoms Monera which includes all the bacteria and the protoctista which
includes the protoza, the diatoms and some algae are in a way the lowest among
the living world. All bacteria, majority of Protoctists and many fungi are microscopic
and generally referred to as microorganisms. You will learn about the three
kingdoms in this lesson.

OBJECTIVES
After completing this lesson, you will be able to :

state the basis for classifying certain organisms as members of kingdoms
Monera, Protoctista and Fungi;

emphasize the fact that kingdom Monera is the only prokaryotic kingdom and
also it is the most primitive;

describe the generalized structure of a bacterium and cyanobacterium;

describle economic importance of bacteria with examples;

recognize the status of cyanobacteria and justify its inclusion in kingdom
Monera;

describe the characteristics of kingdom Protoctista (protista);

describe the structure of amoeba, paramecium, euglena and plasmodium;

describe the structure of diatoms;

list the uses of protists to humans and mention the diseases causing protozoa;

list the general characteristics of fungi with examples;

describe the sturcutre and reproduciton of yeast, Rhizopus, mushroom, penicillium
and its utility by humans;

explain what are mycorrhizae;

describe the economic importance of fungi.

BIOLOGY 27
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life 2.1 KINGDOM MONERA

Includes the bacteria and cyanobacteria (commonly called blue-green algae).

Since only bacteria are prokaryotic (lacking a true nucleus), that is without
nuclear membrane), monera is the only prokaryotic kingdom.
Notes
Bacteria were the first organisms to evolve on planet earth after life originated
around 3.5 billion years ago and were the only organisms on earth for almost
the next two billion years.

All bacteria and cyanobacteria are single celled or unicellular (monere : single)

Monerans are also the most numerous of all living organisms.

2.1.1 Structure of a bacterial cell

The single celled bacterum has a cell wall made of compound peptido-glycan
covering the cell membrane; a single chromosome. The cell has ribosomes but no
membrane bound organelles. Let us get to know some details of these parts
(Fig. 2.1).

Fig. 2.1 Structure of a bacterium.

Note the following parts of a bacterium in the figure (Fig. 2.1). Outer most covering
is the cell wall.
Cell wall
All prokaryotes have a rigid cell wall, which protects and gives shape to the cell.
The cell wall is made up of a chemical, peptidoglycan, unique to bacteria.
Pili (Singular : pilus)
Pili are short and thin thread like structures projecting out from the cell wall in
some bacteria.
Flagella
Some bacteria move with the help of one or two flagella. Flagella are longer and
thicker than pili. Their structure is different from flagella of eukaryotes.
Plasma Meanbrane
Plasma membrane, present below the cell wall, encloses the cytoplasm and other
cell contents. It is made up of lipids and proteins, as in eukaryotes.
28 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
Genetic Material of Life

One circular chromosome made of a double helical molecule of DNA is located

in a region of the cytoplasm called nucleoid. Since the chromosome is not lodged
within a true nucleus, bacteria are termed prokaryotes. Hence Monera is the
prokaryotic kingdom. Apart from the chromosome many species of bacteria possess
Notes
rings of DNA called plasmids, which replicate along with bacterial chromosome
and bear genes for antibiotic resistance, sex factor etc.

Cell Organelles
Membrane bound organelles like endoplasmic reticulum, mitochondria, chloroplast,
golgi complex are absent. Only ribosomes are present, which are different from
those of eukaryotes (see lesson 1 and 4).

Prokaryotes have no nuclear membrane around genetic material and no cell

organelles. They have only the ribosomes.

2.1.2 Monera - General body functions

A. Nutrition
The four nutritional categories found in bacteria are :

(i) Autotrophs - synthesize their own organic food.

(ii) Saprotrophs - feed on dead and decaying matter.

(iii) Symbionts - use food from other living organisms with which they
are associated for mutual benefit.

(iv) Parasites - absorb food from living organisms and cause harm to
them

B. Respiration
Respiration in bacteria may be either

(i) aerobic i.e. using oxygen for respiration or

(ii) anaerobic i.e. respiration in the absence of oxygen.

Cellular respiration or breakdown of food to release energy occurs in mesosomes

which are the inner extensions of the cell membrane.

C. Reproduction
(i) Asexual Reproduction
Bacteria reproduce asexually by binary fission (Fig. 2.2) under favourable
conditions it takes about 20 minutes for one bacteria to divide into two
by binary fission.

BIOLOGY 29
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life

Notes

Fig. 2.2 Binary Fission in Bacteria

(ii) Sexual Reproduction

Some bacteria show a primitive mode of sexual reproduction. It is

different from sexual reproduction in higher form. The steps are:

(a) Two conjugating (lie very close for exchange of genes) bacteria are
held together by pili.

(b) A segment of DNA strand is transferred from one bacterium to

another bacterium. (Fig 2.3)

Fig. 2.3 Conjugation in Bacteria

30 BIOLOGY
 The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
of Life

INTEXT QUESTIONS 2.1

1. Of what the circular single chromosome of a bacterium made?
............................................................................................................................
Notes
2. Name the special region in the bacterial cell where genetic material lies.
............................................................................................................................
3. What is the cell wall made of in prokaryotes.
............................................................................................................................
4. State one point of difference between Flagella and pili.
............................................................................................................................
5. Give one difference between aerobic and anaerobic bacteria
............................................................................................................................
6. What is transferred during sexual reproduction in a bacteria?
............................................................................................................................
2.1.3 Beneficial and harmful bacteria
They harm us by causing many diseases. On the other hand some bacteria are very
useful.
Diseases Caused By Bacteria
Name of Bacterium Diseases Caused
1. Vibrio cholerae Cholera
2. Salmonella typhi Typhoid
3. Clostridium tetani Tetanus
4. Corynebacterium diptheriae Diphtheria
5. Mycobacterium tuberculosis Tuberculosis
Beneficial Activities of Bacteria
Name of bacteriun Activities
1. Rhizobium Found in roots of legumes, (Peas, grams,
Pulses etc) fixes atmospheric nitrogen as
ammonia, which is then converted into
useful amino acid.
2. Azotobacter Makes the soil fertile. It fixes atmospheric
nitrogen in the soil.
3. Streptomycetes Produces Streptomycin antibiotic.
4. Lactobacillus Ferments lactose (milk sugar) to lactic acid.
This helps in setting of milk into curd.
5. Methanogenic bacteria Sewage treatment
BIOLOGY 31
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life 2.1.4 Cyanobacteria
These were earlier called the blue green algae. (Fig. 2.4a) A very successful group
on primitive earth. They could carry out photosynthesis and the oxygen releases
during the process changed the earths atmosphere and gradually the level of oxygen
increased in the earths atmosphere.
Notes

Fig. 2.4a-b Cyanobacteria (blue green algae)

Differences between Bacteria and Cyanobacteria

Bacteria Cyanobacteria

1. Smaller cells 1. Comparatively larger cells

2. May have flagella 2. Do not have flagella.
3. Some bacteria (green) 3. They all carry out photosynthesis
carry out photosynthesis in the usual manner as in green
in a different way and plants and release oxygen
do not release oxygen
4. Sexual reproduction by 4. Conjugation has not been
conjugation. observed.

INTEXT QUESTIONS 2.2

1. Name the bacteria that :

(i) fix atmospheric nitrogen in the soil .........................................

(ii) set milk into curd .........................................

32 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
(iii) cause tuberculosis ......................................... of Life

(vi) cause tetanus .........................................

2. Approximately how many bacteria may be obtained from one bacterium in an
hour?
............................................................................................................................ Notes
3. Give any three differences between bacteria and cyanobacteria.
............................................................................................................................

2.1.5 Archaebacteria
Kingdom Monera includes two groups
1. Archaebacteria and
2. Eubacteria
Archaebacteria includes bacteria that live in unusual environments particularly at
low levels of oxygen. Main types of Archaebacteria are

Methanogenic bacteria that live in sewage and intestinal tracts of animals

Thermoacidophilic bacteria that live in hot springs.

Halophilic bacteria live in salty conditions e.g. where hot sun concentrates sea
water Eubacteria include cyanobacteria and all other bacteria.

2.2 KINGDOM PROTOCTISTA (UNICELLULAR EUKARYOTES)

Protoctista are unicellular eukaryotes. Protozoa and diatoms and algae are
included in it.

They have membrane bound organelles such as nucleus with chromosomes
enclosed in nuclear membrane, mitochondria, chloroplast (in photosynthetic
protoctists only), golgi bodies and endoplasmic reticulum.

Mitochondria are the respiratory organelles.

Protoctists are either photosynthetic, parasitic or saprotrophic.

For locomotion, protoctists may have cilia or flagella (Fig. 2.5) having 9 + 2
microtubules unlike those of bacteria, which have the 9 + 1 arrangement of
microtubules.

They reproduce both asexually and sexually.

Some protoctists are beneficial to humans while others are harmful.

2.2.1 Classification of Protoctista

The kingdom protoctista includes
1. Phylum Protozoa which has the following four classes :
(i) Rhizopoda : Example Amoeba
(ii) Flagellata : Example Euglena
BIOLOGY 33
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life (iii) Ciliata : Example Paramecium
(iv) Sporozoa : Example Plasmodium
2. Phylum Bacillariophyta : Example diatoms
The algae belong to
Notes
3. Phylum Chlorophyta : Example Chlorella
4. Phylum Phaeophyta : Example Brown algae
5. Phylum Rhodophyta : Exmaple Red algae
6. Phylum Oomycota : Example Phytophthora

2.2.2 Some examples of Protoctists

1. Amoeba
Amoeba is commonly found in the mud in fresh water ponds and ditches containing
decaying leaves.(Fig. 2.5a)
It has blunt pseudopodia for locomotion.
It captures food by pseudopodia to form a food vacuole.
It has a contractile vacuole for osmoregulation

Fig. 2.5 Amoeba : (a) General Structure, (b) Amoeba showing binary fission.

34 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
Reproduction : Sexual reproduction is absent in Amoeba. of Life

Asexual reproduction is by binary fission. (Fig. 2.5b)

2. Entamoeba
One common species is Entamoeba histolytica which caues amoebic dysentery in
humans. It is amoeboid in form. New host gets infected when the cyst is swallowed Notes
along with contaminated food or water. The cyst bursts and releases Entamoeba
in the intestines where it causes local abscesses (open injury). The symptoms of
amoebic dyscenteiy are abdominal pain, nausea, blood and mucus with stool.

3. Plasmodium (The malarial parasite)

The life cycle of Plasmodium has both asexual and sexual phases.
The asexual phase is spent in the human blood.
Sexual phase is spent in the female Anopheles mosquito Fig. 2.6.

Fig. 2.6 The life cycle of Plasmodium in mosquito and man.

Male Anopheles cannot cause malaria as it feeds on plant

juices and not human blood.

4. Euglena A fresh water Flagellate

Euglena is abundantly found in stagnant waters such as pools, ponds, ditches etc.
containing decaying organic matter. (Fig. 2.7)
As seen in the Fig. 2.7, the organism has the following parts.
Pellicle - elastic body covering made up of protein.

BIOLOGY 35
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life

Notes

Fig 2.7 Euglena - General Structure

Cytostome and Reservoir - the cell mouth leading into a tubular cytopharynx
which opens into a vesicle called reservoir.
Stigma - a prominent red pigment spot. It is sensitive to light.
Contractile Vacuole - for osmoregulation.
Flagellum - for propulsion in water.
Chloroplast - contain green coloured chlorophyll for photosynthesis.
Reproduction - is by binary fission.

5. The Diatoms
The diatoms are found in both fresh and salt water
and in moist soil.
Thousands of species of diatoms form food for
aquatic animals.
Diatoms are either unicellular, colonial or
filamentous and occur in a wide variety of shapes
(Fig. 2.8).
Each cell has a single prominent nucleus and
plastids. They produce shells (cell walls)
containing silica. Fig. 2.8 Diatoms

6. Other Algae
Algae can be unicellular e.g. Chlamydomonas (2.9a) or multi-cellular like
Spirogyra (Fig. 2.9b)
36 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
of Life

Notes

Fig. 2.9 (a) Chlamydomonas (b) Spirogyra

Algae can prepare their own food by photosynthesis as they contain chlorophyll.
Some algae have other pigments also e.g. blue pigment (Phycocyanin), a brown
pigment (Fucoxanthin) or a red pigment (Phycoerythrin). Depending on the
pigment present, the algae are called blue, green, brown or red algae.

Colour of the Red Sea is due to the dominant

occurrence of a red alga.

Structurally the algae have a definite cell wall, cell membrane, a nucleus,
cytoplasm and choloroplast. The chloroplast is cup-shaped in Chlamydomonas
and ribbon-shaped in Spirogyra. Pyrenoid bodies are attached to chloroplasts.

2.2.3 Usefulness of Algae

Provide food for fish as part of phytoplankton (organisms floating on the water
surface)

These are rich sources of vitamins A and E.

Many marine forms are important sources of iodine, potassium and other
minerals.

Blue-green algae increase the soil fertility by fixing atmospheric nitrogen.

Some algae can fix atmospheric nitrogen, so they are a source of natural
fertilizer for the plants.

A group of algae (diatoms) deposit silica in their walls. After their death these
algae are preserved as fossils. Their deposits in large amounts are used as f lters,
and for lining of furnaces.

BIOLOGY 37
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life

INTEXT QUESTIONS 2.3

1. Protoctists are single celled like the Monera. Why have they been put in a
separate kingdom? Answer in one short sentence.
Notes
............................................................................................................................
2. Name the protozoan which causes
(i) Amoebic dysentery ..................................................................
(ii) Malaria ..................................................................
3. Which is the kind of asexual reproduction found in Protoctista?
............................................................................................................................
4. Through which part of the protoctists does respiration occur?
............................................................................................................................
5. Name the organelle responsible for regulating water content (osmoregulation)
in amoeba.
............................................................................................................................
6. Name two kinds of locomotion found in protoctista.
............................................................................................................................

2.3 KINGDOM FUNGI

2.3.1 Position of Fungi
During warm humid days slices of bread, chapati, leather belts or shoes, etc. develop
powdery layer on them. In lawns and flower beds, mushrooms come out. These
are all fungi.
Fungi were earlier classified as plants without chlorophyll and without differentiation
of parts into root, stem and leaves. They are now included, in a separate Kingdom
Fungi.
2.3.2 Characteristics of Fungi

Fungi are multicellular eukaryotes

Fungi exist as slender thread like filaments called hyphae. Hypha has many
nuclei. Yeast, however, is single celled.

The cell walls are made of chitin

A hypha may be divided into cells by partitions called septa.

38 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution

Septa have pores through which cytoplasm streams freely. of Life

A group of hyphae forming a network is called mycelium, mycetos meaning

fungus. (Fig. 2.10)

Mycelia spread out on the substrate, or on the ground and even extend upto
several kilometers. Notes

They do not possess chlorophyll os their nutrition is by absprption.

No flagellum at any stage of life cycle.

Reproduction in fungi is both asexual by means of spores and sexual through
conjugation (refer to Fig. 2.13, 2.14).

Fungi are eukaryotic, multicellular saprotrophs having filaments

which grow through soil, wood and other substrates.

2.3.3 Four main kinds of Fungi

The fungi are of four main kinds
1. Yeasts, which are unicellular.
2. Slime moulds, which have irregular shape.
3. Mushrooms and toadstools, which are large enough to be seen by naked eyes.
4. Lichens and mycorrhizae which exist in symbiotic associations.
1. Yeasts
Yeasts are fungi which do not produce any hyphae. These are generally in the form
of single oval cells.
Fig. 2.10 shows the general structure of a yeast cell. Note the followmg features
in it:
ovoid cell.
distinct cell wall and nucleus.
one or more vacuoles in the cytoplasm.
cytoplasm is granular and has glycogen and fat (oil) globules.

Fig. 2.10 A single cell of yeast

Nutrition
Yeast is saprotrophic. It can directly absorb simple sugar (glucose) but for obtaining
sucrose (cane sugar) it gives out the enzyme zymase which breaks down sucrose
into simple sugars. The simple sugars are then simply absorbed into the cell.

BIOLOGY 39
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life Yeast respires anaerobically to yield energy as follows
C6H12O6 2C2H5OH + 2CO2 + 2ATP
(glucose) (ethyl alcohol) (energy)
Reproduction
Notes Yeast reproduces asexually by budding (Fig. 2.11).

Fig. 2.11 Budding in yeast (a) A bud is forming and the nucleus is dividing;
(b) Bud formed and the nucleus divided; (c) Further budding forms a chain
Sexual reproduction may also occur by its conjugation between two yeast cells.
The fused contents divide twice to produce four individuals with a thick wall around
each. These are the spores. The spores may be carried by wind and germinate under
suitable conditions to produce new yeast cells.
2. Slime Moulds
These consist of a naked, creeping multinucleate mass of protoplasm sometimes
covering up to several square metres.
3. Mushrooms and Toadstools
The vegetative part of the mycelium lies concealed in the substratum (in ground
or in wood, etc.) When conditions are favourable the umbrella like mushroom grow
out with a stalk and a cap. (Fig. 2.12)

Fig. 2.12 A Mushroom

4. Lichens
These are a combination of certain fungi and a green algae which live in a symbiotic
(mutually beneficial) association : the green algae prepares food while the fungi
gives protection.
40 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
of Life

INTEXT QUESTIONS 2.4

1. Name the selender filaments that form the body of a fungus called

............................................................................................................................ Notes

2. Types of reproduciton found in fungi

............................................................................................................................

3. Draw two small figures to show asexual reproduction in yeast.

............................................................................................................................

4. Which are the four main kinds of fungi.

1. .............................................. 2. ............................................................

3. .............................................. 4. ............................................................

2.3.4 Economic importance of Fungi

A. Harmful Fungi
Several agricultural plants like sugar cane, maize, cereals, vegetables suffers from
diseases caused by fungi.

1. Puccinia graminis (Wheat Rust)

It causes brown patches on leaf and stem of wheat. It decreases the yield of wheat
and makes it unfit for human consumption.

2. Rhizopus or (Bread Mould) grows on bread (Fig. 2.13).

If the bread is exposed to warm and humid conditions a cottony mass develops
in few days. This white cotton mass later develops a greyish black colour.

The whitish network is called mycelium.

The mycelium contains thread like structures called hyphae.

The root-like sturctures growing out of the hyphae penetrate the bread, and
secrete digestive enzymes (extracellular digestion) and absorb the digested
food.

Greyish black colour of the mould develops due to formation of sporangium

which releases dark coloured spores. The spores scatter bywind and germinate
after falling oil a suitable place. This is asexual reproduction.

BIOLOGY 41
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life

Notes

Fig. 2.13 Asexual reproduciton in Rhizopus

Sexual reproduction (Fig. 2.14) takes place by conjugation between two
neighbouring hyphae to produce a zygospore which after a period of rest produces
a sporangium. When mature, the sporangium bursts to release spores which
germinate on meeting favourable conditions and produce a new mycelium

Fig. 2.14 Sexual reproduction in Rhizopus

3. In human, skin diseases like ringworm and athletes foot are caused by fungi.
Some ear infections are also caused by fungi.
B. Beneficial Fungi
Certain Mushrooms (such as Agaricus campestris) are edible.
Yeasts is used for fermentation during manufacture of bread, beer, soya sauce,
cheese and wine.
Mycorrhizae are fungi associated with roots ofplants. Roots benefit in getting
minerals from the environment while fungi gets food from the plant in return
through such association.
Neurospora has been a favourite experimental material in Genetics.
Various antibiotics are derived from fungi. Penicillin is obtained from Penicillium
notatum (Fig. 2.15). Its antibiotic effect was discovered by chance by Alexander
Flemming in 1927.
42 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution
of Life

Notes

Fig. 2.15 Penicillium

INTEXT QUESTONS 2.5

1. Name
(i) the fungus from which Penicillin is extracted ..............................................
(ii) a unicullular fungus. ....................................................................................
(iii) The fungus which cause wheat rust ............................................................
(iv) The whitish cottony mass growing on stale bread. .....................................
(v) Two common human diseases caused by fungi ..........................................
2. Who discovered antibiotic properties of Penicillium?
............................................................................................................................

WHAT YOU HAVE LEARNT

Protectista includes protozoa, diatoms and other algae.

They are unicellular eukaryotes and possess organelles like mitochondria, golgi,
chloroplast, endoplasmic reticulum

Protoctists ae autotrophic, saprotrophic or parasitic.

Protozoans have cilia and flagella for movement.

BIOLOGY 43
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life
They reproduce asexually as well as sexually.

Examples of protoctists ae Paramecium, Amoeba, malarial parsiste, Chlorella,
Euglena, Chlamydomonas, Spirogyra etc.

Some protoza cause diseases. Algae provide food for fish, and are rich sources
of some minerals and vitamins. Blue green algae fix atmospheric nitrogen.
Notes Walls of diatoms which have silica are used as filters and for lining furnances.

Diatoms form bulk of plankton and are food for many aquatic organisms.

Prokaryotes lack true nucleus. Genetic material in Prokaryotes is in the form
of single circular DNA.

DNA is placed in special region in a bacterial cell called nucleoid. A small ring
of extra DNA is present called plasmid.

Bacteria exhibit four different kinds of nutrition - autotrophic, saprotrophic,
symbiotic and parasitic.

Cyanobacteria possess chlorophyll that helps in photosynthesis.

Some bacteria fix atmspheric nitrogen to enrich soil, some help in sewage
treatment.

Certain bacteria cause diseases like cholera, typhoid, tetanus and tuberculosis,
etc.

There are bacteria that survive in extreme environments like these with high
temperature, high salinity, and presence of methane.

Fungi are eukaryotic, multicellular saprotrophs.

Fungi are of several kinds such as yeasts, slime moulds, mushrooms, lichens
and mycorrhizae.

Yeasts are unicellular, which commonly reproduce asexually by budding.
Sexual reproduction occurs by conjugation.

Slime moulds are~naked, creeping multinucleate mass of protoplasm.

Lichens are symbiotic combinations of fungi and algae.

Rhizopus is the common bread mould that produces whitish network (mycelium)
on stale bread, in warm humid weather.

Rhizopus reproduces asexually by spores, and sexually by producing zygospore
which in turn produce spores.

Wheat rust (Puccinia graminis) causes brown patches on leaf and stem of
wheat.

Ringworm and atheletes foot are two common fungal diseases of humans.

Certain mushrooms are edible.

Yeast is used in making bread, beer, etc.

44 BIOLOGY
The Kingdoms Monera, Protoctista and Fungi MODULE - 1
Diversity and Evolution

Neurospora is used in experiments on genetics. of Life

Peniaillium notatum yields penicillin.

Various other fungi produce other antibiotics.

Notes
TERMINAL QUESTIONS
1. Draw a labelled diagram of a typical bacterial cell.
2. List the different nutritional categories of bacteria and protoctists.
3. Draw the labelled diagrams to show binary fission in bacteria.
4. How does amoeba normally reproduce ? Draw diagrams to represent the process.
5. Draw a labelled diagram of Euglena.
6. What are the common feature of diatoms which justify their inclusion in protoctists?
7. Write a paragraph on economic importance of the protoctists.
8. List any three characteristics of fungi.
9. What are mycorrhizae?
10. Name three harmful fungi mentioning their harmful effects.
11. Write a note on beneficial fungi.
12. Draw labelled diagrams of the following :
(i) A series of stages in the budding of yeast.
(ii) Magnified view of the bread mould growing on bread.

ANSWER TO INTEXT QUESTIONS

2.1 1. DNA
2. Nucleoid
3. Peptidoglycan
4. Flagella are thicker and longer than pili/used in movement, used in conjugation.
5. Aerobic bacteria respires in presence of oxygen/the anaerobic bacteria respires
in the absence of oxygen.
6. A fragment of DNA strand.
2.2 1. (i) Azotobacter
(ii) Lactobacillus

BIOLOGY 45
 MODULE - 1 The Kingdoms Monera, Protoctista and Fungi
Diversity and Evolution
of Life (iii) Mycobacterium tuberculosis
(iv) Clostridium tetani
2. Eight
3. Bacteria - smaller cells, flagella present, sexual reproduction by conjugation.
Notes Cyanobacteria - large cells, no flagella, no, conjugation.
2.3 1. Protoctista are Eukaryotes/ posses true nucleus.
2. (i) Entamoeba histolytica
(ii) Malarial parasite or Plasmodium.
3. Binary fission
4. Mitochondria
5. Contractile vacuole
6. Flagellar, Pseudopodial or amoeboid (any two).
2.4 1. (i) mycelium
2. asexually, sexually
3. Refer diagram 2.12
4. (i) Yeast
(ii) Slime moulds
(iii) Mushrooms and Toadstools
(iv) Lichens
2.5 1. (i) Penicillium notatum
(ii) Yeast
(iii) Puccinia graminis
(iv) mycelium, Rhizopus
(v) spores
(vi) Ringworm, Atheletes foot
2. Alexander Flemming

46 BIOLOGY
Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
of Life

3 Notes

KINGDOMS PLANTAE AND ANIMALIA

In the previous lessons you have learnt about the basic aspects of classifying
organisms and about the three lower kingdoms Monera (prokaryotic, unicellular),
Protoctista (eukaryotic, unicellular), and Fungi (eukaryotic, multicellular, and
heterotrophic). In this lesson, you will study about the remaining two kingdoms,
Plantae (eukaryotic, multicellular and autotrophic) and Animalia (eukaryotic,
multicellular and heterotrophic).

OBJECTIVES
After completing this lesson you will be able to
l give the basis of inclusion of certain organisms in kingdom Plantae;
l classify kingdom Plantae upto divisions;
l give the typical characteristics of Algae, Bryophyta, Pteridophyta and
Spermatophyta;
l classify the division Spermatophyta upto classes- Gymnospermae and
Angiospermae;
l give the typical features of dicot families such as Malvaceae and Fabaceae;
l give the typical features of the monocot families such as Liliaceae and Poaceae;
l justify the inclusion of certain organisms in kingdom Animalia;
l classify kingdom Animalia upto Phyla;
l give the characteristics of various animal phyla with examples;
l classify Arthropoda and Chordata upto classes with examples;
l classify Mammalia upto major orders with examples.

3.1 MAIN DIVISIONS OF KINGDOM PLANTAE (PLANTS)

Both plant and animal kingdoms include a wide variety which contribute towards
the biodiversity on planet earth. We shall now learn the classification of plants and
animals.
BIOLOGY 47
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life Plants are multicellular, eukaryotic, photosynthetic autotrophs having
cellulosic cell walls. All are embryophytes.
Plantae are classified as follows :
Kingdom Plantae (Embryophyta) is classified into the following divisions:
Notes 1. Bryophyta : Amphibians of plant kingdom, non vascular.
2. Pteridophyta : True root, stem and leaves, vascular tissue present.
3. Spermatophyta : Seed producing, vascular tissues present.
Spermatophyta are further divided into :
(a) Gymnospermae : naked seeded plants. Seed not enclosed in ovary.
(b) Angiospermae : seeds enclosed in ovary wall; are divided into :
(i) Dicotyledon : embryo with two cotyledons.
(ii) Monocotyledon : Single cotyledon in the embryo.
3.2 BRYOPHYTA (BRYOPHYTES)
Bryophytes are amphibians of plant kingdom as they complete their life cycle in
both water and on land. They mainly grow in damp, shady places.
l They are embryophytes that do not have vascular tissues (neither xylem nor
phloem).
l No true leaves and roots.
l Sex organs are always surrounded by one or several layers of sterile cells.
There are three main types of bryophytes
1. Flat, ribbon like Liverworts (Marchantia) Fig. 3.1(a)
2. Small leafy stems Mosses (Fanaria) Fig. 3.1(b)
3. Flat thalloid Hornworts or Anthoceros

Fig 3.1(a) Liverworts (Marchantia) Fig 3.1(b) Moss plant (Funaria)

48 BIOLOGY
 Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
In all types of bryophytes, the main plant body is gametophyte, larger and more of Life
persistent and photosynthetically active which bears the sex organs. In mosses, the
gametophytic plant body is a leafy stem called gametophore but in liverworts
and hornworts plant body is usually a thallus, that is ribbon-like or heart-shaped
and bilaterally symmetrical. The body is without roots, stems and leaves. The plants
are anchored to soil by rhizoids, unicellular in liverworts and hornworts and Notes
multicellullar in mosses. Rhizoids act as anchorage and also help in absorption of
water from the substratum. The male sex organs are antheridia and female sex
organs are archegonia. The gametes are produced in the sex organs. Male and
female gametes fuse to give rise to a zygote which develops into a sporophyte.
Sporophyte remains attached to gametophyte and depends on it for food and
minerals. Sporogenous tissue in the sporophyte undergoes meiosis to produce
haploid spores. The spores germinate to give rise to a gametophyte again.
Gametophyte (Undergoes Mitosis): Gamete producing phase of plants
Sporophyte (Undergoes Meiosis): Spore producing phase of plants
In all three types of bryophytes, the life cycle shows Alternation of generations.
Comparison of gametophytic and sporophytic phase
Gametophytic phase Sporophytic phase
1. Haploid phase Diploid phase
2. Has sex organs Has spore producing structure
3. Produces gametes Produces spores
4. Gametes are produced by mitosis Spores are produced by meiosis
5. Dominant phase occupies most Short lived phase
of the life period

l The bryophytes are pioneers of vegetation, i.e. they are the first ones to grow
on various habitats like rock, lava, sand, water etc and act as soil binders.
l The mosses hold water better than the soil thus improve the microhabitat for
seeds of other plants to grow.
l They are the source of food for fish and birds and for nesting materials for birds.

INTEXT QUESTIONS 3.1

1. Mention one unique feature of bryophytes.
............................................................................................................................
2. Define alternation of generation.
............................................................................................................................
3. Name the male and female sex organs of bryophytes.
............................................................................................................................
4. List the condition suitable for the growth of bryophytes.
............................................................................................................................

BIOLOGY 49
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life 3.3 PTERIDOPHYTA (PTERIDOPHYTES)
A fern plant is a pteridophyte. (Fig. 3.2)

Notes

Fig. 3.2 A garden fern plants

1. Ferns are lower vascular plants. They contain vascular tissue. Vascular tissue
is made up of xylem and phloem which helps in conduction of water and
nutrients to all parts of the plant body. Pteridophytes are usually found in damp,
shady places or in gardens, on the hills where temperature is low.
2. The main plant body represents a sporophytic (diploid) generation and has roots
which penetrate the soil and absorb water.
3. The leaves (fronds) of sporophyte grow on thick horizontal underground stem
or rhizome which bears adventitious roots. The young leaves and the base of
fronds are covered by dry brown scales (remanta).
4. The young leaves show characteristic tightly coiled structure (see Fig. 3.2a).
The axis of the leaves is called rachis and leaflets on both sides of rachis are
called pinnae. The division of pinnae are known as pinnules.
5. On the under surface of the leaves, develop spore producing bodies called
Sporangia. The sporogenous tissue in the sporangia undergoes meiosis to
produce haploid spores.
6. The spores germinate into an independent small thallus like body, the gametophyte
called prothallus. The prothallus bears antheridia and archegonia which
produce male gametes and female gametes. The gametes fuse and zygote
develops into a diploid sporophyte.
7. The young embryo absorbs nutrients from the gametophyte until its roots and
leaves are formed. The gametophyte then dies.
8. Gametophyte grows independent of sporophyte, and it lives for a short period
of time but a new sporophyte is temporarily dependent upon a tiny gametophyte.
The two phases alternate as in bryophytes

50 BIOLOGY
 Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
of Life

INTEXT QUESTIONS 3.2

1. Name the dominant generation of Pteridophytes.
............................................................................................................................
Notes
2. The stage of pteridophytes which produces spores for continuing rest of the life
cycle.
............................................................................................................................
3. Why do you classify Pteridophytes under Trachaeophyta?
............................................................................................................................
4. Name the male and female reproductive organs in Pteridophytes?
............................................................................................................................
5. Write the name of gametophyte of fern.
............................................................................................................................

3.4 GYMSOSPERMAE (GYMNOS; NAKED, SPERMA; SEED)

Together with flowering plants Angiosperms, the Gymnosperms form the group
Spermatophyta (sperma; seed, phyte; plant) i.e. seed producing plants.
The gymnospermae bear naked ovules on flat scale leaves called ovuliferous scales
not enclosed in carpels (ovary). The ovuliferous scales are arranged in cones.
Characteristics of Gymnosperms
1. The adult plant (sporophyte) is tall, woody, perennial tree or shrub mostly
evergreen. The stem is usually branched, but rarely unbranched as in Cycas.
2. Leaves may be simple (as in Pinus) (Fig. 3.3a) or compound (as in Cycas
Fig. 3.3b).
3. Leaves may be dimorphic or of one kind only. Foliage leaves are large green
pinnately compound, needle-like and grow on dwarf shoot as in Pinus and not
on the main trunk as in a Cycas. Scale leaves are brown and simple.
4. Vascular bundles in stem are arranged in a ring and show secondary growth.
5 Gymnosperms bear cones which are usually unisexual (either male or female
Fig. 3.3c).
6. Pollen grains are haploid produced in microsporangia of male cone. Each pollen
grain has two large sacs to help in the dispersal. Pollen grains produce two male
gametes.
7. Ovules are not enclosed in ovary as in Angiosperms, but are borne naked on
leafy megasporophylls of female cone, so the term gynmosperms or naked
seeds for this group. Ovules are produced side by side, inside which female
gamete or egg is produced. Male gamete fuses with female gamete in the ovule.
The fertilised ovule then develops into a seed (winged in case of pinus).
BIOLOGY 51
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life Some common Gymnosperms are
Pine (Pinus), Red Wood (Sequoia), Juniper (Juniperus), Cedar (Cedrus). Many
gymnosperms yield timber, resins, turpentine, and many other products like the dry
fruit chilgoza.

Notes

Fig. 3.3 Some examples of phylum gymnosperm (a) Pinus tree (b) cycas tree (c) tree with
male and female cone

INTEXT QUESTIONS 3.3

1. What does the term gymnosperms mean?
............................................................................................................................
2. Name any two common examples of gymnosperms.
............................................................................................................................
3. List two commercial products of gymnosperms.
............................................................................................................................
52 BIOLOGY
Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
3.5 ANGIOSPERMAE of Life

3.5.1 Angiosperms
A typical flowering plant
Our most familiar plants like pea, mango, coconut, wheat and rice come under the
group called Angiosperms. Their seeds are always enclosed in the fruit. A fruit is Notes
a mature ovary.
Look at an angiosperm plant in Fig. 3.4.

Fig. 3.4 The parts of an angiosperm plant

The angiosperms are divided into two groups or classes:
1. Dicotyledons. 2. Monocotyledons.
Look at Fig 3.5 to study the differences between the two groups.
Angiosperms bear seeds enclosed in fruits.
Dicot plants have two cotyledons in seeds whereas Monocots have only one
cotyledon within seeds.
Differences between angiosperms and gymnosperms
Gymnosperms Angiosperms
1. Seeds naked as not enclosed in Seeds enclosed in fruit (a mature
ovary. ovary).
2. Bears cones where spores (gametes) Bears flowers where reproductive
develop. spores (gametes) develop
3. Xylem vessels usually absent. Xylem has both vessels as well as tracheids.

BIOLOGY 53
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life

Notes

Fig. 3.5 Comparison of Monocots and Dicots

3.5.2 Some families of Angiosperms

Angiosperms include the most diverse and widespread members of the Kingdom
Plantae.
Flowers offer a large number of characters which are constant and so they are used
for grouping of angiosperms into different families.
Within each family are included plants which show similarities in organization of
various parts of the flower.
We shall study only four families: Two dicot and two monocot
1. Fabaceae Pea family : includes all the pulses
2. Malvaceae China rose family
3. Liliaceae Lily family
4. Poaceae Grass family : includes cereals

54 BIOLOGY
Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
Fabaceae Family (Papilionaceae) : A dicotyledonous family of Life
The plants are herbs or shrubs. Flowers are zygomorphic (means it can not be cut
into two equal halves), bisexual, complete, calyx consists of 5 sepals, jointed.
Corolla consists of 5 petals, polypetalous (papilonaceous in shape or butterfly
shape). There is a large petal called standard, two smaller ones called as wings and
two interior small ones, more or less jointed forming the keel. Androecium consists Notes
of 10 stamens, arranged in two bundles (9+1) that is Diadelphous condition
(Fig. 3.6a). Gynoecium is superior, monocarpellary, unilocular with many ovules
arranged on a marginal placenta. Fruit is a pod.

Fig. 3.6a A pea flower

Some examples of useful plants of Fabaceac

Common Name Botanical Name
Pea (Matar) Pisum sativum
Pigeon pea (Arhar) Cajanas cajan
Green Gram (Moong) Phaseolus aureus
Soya-bean Glycine max
Lentil (Masoor) Lens culinaris
Ground nut (Moong-phali) Arachis hypogea
Chick pea (Chana) Cicer arietinum

2. Malvaceae
The plants may be herbs, shrubs or trees.
Hibiscus rosa-sinensis (china-rose/shoe flower, vernacular; gurhal) is one of the
best examples of this family. Flowers are large and attractive usually solitary
axillary (See Fig. 3.6b).
Flowers are pentamerous (all whirls are five or multiple of five) actinomorphic.
Epicalyx is present as an additional whorl of bractiole just below the calyx. Calyx
has five sepals may be free or joint at the base. Corolla has five petals usually free.
Androecium consists of indefinite numbers of monodelphous stamens. The lower
parts or filaments join together to form staminal tube. Gynoceium consists of 5

BIOLOGY 55
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life carpels, syncarpous, and ovary is superior penta locular, axile placenta. Fruit is a
capsule.
Bhindi, hollyhocks are other examples of this family.

Notes

Fig. 3.6b A China rose flower

Liliaceae- A monocot family (Lily family)

The plants are mostly herbs usually perennial. The stem is rhizome or bulb like.
Leaves may be fleshy, cauline (arising from the underground stem)
Flowers are bisexual, actinomorphic, mostly trimerous (all the whorls are either
three units or multiples of three) and hypogynous. Perianth is large, petaloid
(corolla-like) usually six arranged in two whorls of three each, free or united.
Stamens usually six (3+3) in two whorls situated opposite to perianth. Carpel three,
syncarpous ovary, superior, axile placentation. Fruit usually a capsule.

Fig. 3.6c An onion plant.

Some examples of useful plants of Liliaceac

Common name Botanical name
Ghrit kumari Aloe vera
Satawar or satmuli Asparagus racemosus
Tulip Tulipa tulip
Shakrapushpi Gloriosa superba
Lily Lilium candidum
Onion Allium cepa

56 BIOLOGY
 Kingdoms Plantae and Animalia MODULE - 1
Diversity and Evolution
Family Poaceae A monocotyledonous family of Life
The plants are herbs, rarely woody as in bamboo. inflorescence, spike of spikelets,
(wheat). A small spikelet may contain not more than 5 flowers.
Flowers are very small, inconspicuous, with scale-like structures (Fig 3.6d).
Stamens are 3, sometimes 6 as in rice and bamboo, carpels unilocular, ovary
Notes
superior. Fruit is caryopsis (seed coat and ovary wall fused).
Some examples of useful plants of Poaceae
Common Name Botanical Name
Rice Oryza sativa
Wheat Triticum aestivum
Maize Zea mays
Sugar Cane Saccharum officinarum
Bamboo Bambusa sp
Barley Hordeum vulgare

Fig. 3.6d Rice plant (oryza sativa.

INTEXT QUESTIONS 3.4

1. Name one dicotyledonous and one monocotyledonous family.
2. Give the number of stamens in
(a) Papilionaceae .................................................
(b) Malvaceae .................................................
3. Give botanical name of
(a) Rice .................................................
(b) Arhar .................................................
(c) Ghrita kumari .................................................
4. Where do seeds develop in angiosperms?
............................................................................................................................

BIOLOGY 57
 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life 3.6 KINGDOM ANIMALAE

Includes the animals which show a wise variety yet have some common features.

3.6.1 Few general features of kingdom animalae

Notes l Animals are multicellular eukaryotes

l They have ingestive, heterotrophic nutrition.

l They have the power of locomotion.

l They show increased senstivity through nervous system.

Basis of classification of animals

Organisation, symmetry, body cavity, number of embryonic cell layers and presence
or absence of notochord are the features used for distinguishing broad categories
of animals.

Organisation : Bodies of animals are multicellular. But cells may or may not be
organised into tissues and organ systems. Animals such as sponges are aggregates
of cells. They are at cellular level of organisation. Cnidarians have groups of cells
performing specialised functions. They are at tissue level of organisation. All other
animals have organs and systems for performing body functions. They are at organ-
system grade.

Symmetry : means dividing the body into equal and identical parts. Sponges are
asymmetrical. Cnidaria and Echinoderm larvae are radially symmetrical. All other
an;mals are bilaterally symmetrical.

Body Cavity or Coelom : is a cavity between body wall and food canal. It is not
present in Acoelomates (a = no, coelom = body cavity) and present in Eucoelomates
(eu = true). Pseudocoelom (pseudo = false) is not a true body cavity. It is found
in round worms.

Embryonic layers : Three layers of cells, ectoderm, mesoderm and endoderm in

the embro (germinal layers) gives rise to parts of the body of animals. Sponges and
Cnidaria do not have mesoderm in their embryos. They have two germinal layers
ectoderm and endoderm (diploblastic). Others have three germinal layers
(triploblastic).

Notochord : is a solid rod found in embryonic stage or adults of some animals

which are grouped as phylum chordata. All animal groups lacking notochord are
termed, non-chordates.

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Kingdom Animale of Life
(Multicellular Eukaryotic Heterotrphs)

Sub Kingdom

Parazoa Eumetazoa
(a) No symmetry (a) Symmetrical
Notes
(b) No tissues (cellular grade (b) Tissue and organ.
of organisation) grade of organisation
Phylum Porifera
Organisation (a) Tissue grade of (a) Organ system grade
and organisation of organisation.
germinal (b) Two embryonic germ (b) Three embryonic germ
layers layers. (diploblastic) layers (triploblastic)
Phylum Cnidaria All other Phyla
Symmetry Asymmetrical With Radial Symmetry Bilateral Symmetry

Phylum Porifera Phylum Cnidaria All other phyla
Body Aoelomates Pseudocoelomates Eucoelomates
Cavity (No coelom) (False coelom) (True coelom)

Phyla Porifera, Phylum All other
Cnidaria Aschelminthes Phyla
Platyhelminthes

Presence no notochord Notochord at

Notochord or some stage of
absence life
of
Notochord Non chordata Chordata
3.6.2 Major phyla included in kingdom animalia
Phylum Porifera (Includes sponges)
Main Characters:
Body with many pores, canals or chambers through which water flows called
the canal system.
large aperture called osculum at the upper end.
Body encloses a large cavity spongocoel.
No organs, movable parts or appendages. Different kinds of cells perform
different functions.
Usually with an internal skeleton of calcareous or silicious spicules, or of
spongin fibres, or both.
Reproduction asexual by budding; also sexual.
Almost all marine.
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of Life

Notes

Fig. 3.7 : Phylum Porifera (a) Sycon; (b) Euplectlella; (c) Euspongia
2. Phylum Cnidaria (Includes hydroids, jelly fishes, sea anemone, corals)
Main Characters:
Body with no head and no segmentation.
Body wall two layered: external epidermis and inner gastrodermis, jelly like
non-cellular mesogloea in between.
Cnidoblasts (stinging cells) present, helps to catch prey (carnivorous)
Skeleton calcareous, horny or none.
Asexual reproduction by budding in the sessile (polyp) stage, and sexual
reproduction in free swimming (medusa) stage.
Radial symmetry
All marine, except hydra (found in fresh water)
Either fixed like hydra, sea-anemones and corals, or free floating like the jelly
fish.

Fig. 3.8 Three common Cnidarians (a) Hydra (b) Jelly fish (c) Sea Anemone
3. PhylumPlatyhelminthes (Flat worms)
Main Characters:
Elongated, soft bodied, dorsoventrally flattened worms, without true
segmentation.
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No body cavity of Life
Suckers or hooks or both for attachment to the body of the host
Sexes usually united, mostly sexual reproduction, with asexual reporduction in
some.
Alimentary canal has only one opening the mouth. In some forms (e.g.
tapeworms) there is no alimentary canal at all. Notes
A few are free-living but mostly parasites.
Examples: Planaria (free living),
Fasciola (liver-fluke) is a parasite of sheep liver, Taenia (tapeworm) is a parasite
of human intestine.

Fig. 3.9 Phylum Platyhelminthes (a) Planaria (b) Fasciola (c) Taenia

3. Phylum Aschehelminthes (Class nematoda)

(Round worms, thread woums)
Main characters:
Elongated cylindrical round body
Body cavity is a pseudocoelom (false body cavity)
Alimentary canal opens at the two ends, mouth and
anus.
Sexes separate, males are smaller than females. (Fig 3.10)
Mostly parasitic in animals but some live freely in the
soil.
Ascaris is a common round worm, parasitic in the
intestine of humans.
Pin worm and wuchereria ( Filaria worm) are some
other examples.
4. Phylum Annelida (Includes earthworms)
Main characters:
Elongated, segmented, coelomate (true body covity) Fig. 3.10 Ascaris
worm-like animals. (a) Female (b) Male

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of Life Body provided with setae or parapodia for locomotion.
Well developed digestive system with the alimentary canal open at both ends.
Excretory organs called nephridia.
Sexes united (as in earthworm) or separate (as in Neris).
Notes
Regeneration quite frequent.
Aquatic, some terrestrial animals, some living in tubes and some even parasitic.
Examples: Nereis, Earthworms like Pheretima (free living in soil), Hirudinaria
(leech) (parasitic on cattle). See figure 3.11.

Fig. 3.11 Annelids (a) Nereis (b) Pheretina (c) Hirudinaria

6. Phylum Arthropoda (includes Crab, scorpion, insect, spiders etc.)
Main Characters:
Segmented body, can be differentated into head, thorax and abdomen
Head and thorax often fused to form cephalothorax
Jointed legs for locomotion, one pair each on some or all body segments
Exoskeleton of chitinous cuticle, shed at intervals (moulting)
Sexes usually separate.
Arthropods are further divided into classes.
(i) Crustacea (ii) Myriapoda (iii) Insecta (iv) Arachnida
Classification
Phylum Arthropoda
Class 1 Arachnida Class 2 Crustacea Class 3 Myriapoda Class 4 Insecta
(a) Cephalothorax with 2- (a) body covered (a) Body with (a) body divisible
chelicerae, 2- pedipalpi, with dorsal numerous into head,
and 4 pairs of walking covering called segments, thorax, and
legs carapace abdomen.

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(b) abdomen usually without (b) cepalothorax (b) each segment (b) thorax 3- of Life
legs with 13 pairs of bearing 1-2 segmented with
legs or pairs of legs 3 pair of each
appendages terrestrial and segment
sexes usually air-breathing usually 2 pairs
separate arthropods of wings on
the last two Notes
thoracic
segments.
(c) eyes simple (c) eyes compound (c) eyes compound (c) eyes compound
(d) sexes separate (d) sexes separate (d) sexes separate (d) sexes separate
(e) Example scorpion (e) Example Prawn (e) Example (e) Example:
(Fig. 3.12a) (Fig. 3.12b) (Scolopendra) cockroach
and Mellipede (Fig 3.12d)
(Fig. 3.12c)

Fig. 3.12 Arthropods (a) Scorpion; (b) Prawn; (c) Millipede; (d) Cockroach

7. Phylum mollusca (includes conch, snails etc.)

Mollusca
These animals have a soft, unsegmented body, with a hard, calcareous shell to
protect the soft body, with a hard, calcareous shell to protect the soft body. They
have a muscular foot to help locomotion and also to act as a weapon in some cases.
Examples: snails, slugs, oysters, mussels, clams, squids, and octopuses (Fig. 3.13).
Main Characters.
Unsegmented soft bodied animals terrestrial or aquatic,
Exoskeleton in the form of a shell. When present shell is usually univalved or
bivalved; internal shell in some.
Sexes separate or united.
Have a muscular foot for locomotion.
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of Life Examples. Apply snail (Pila), Freshwater mussel (Unio), Cuttlefish (Sepia) slugs,
Octopus.

Notes

Fig. 3.13 Three molluscs (a) Pila (b) Unio (c) Sepia
8. Phylum Echinodermata (Includes star fishes, brittle stars, sea urchins, sea
cucumbers)
Main Characters:
Marine animals, with unsegmented body.
Head absent, body surface marked with 5 radiating areas.
Radial symmetry.
Endoskeleton of dermal calcareous ossicles with spines.
Movement by tube feet.
Sexes usually separate.
Regeneration of lost parts a peculiarity.
Adults are radially symmetrical, but the larvae are bilaterally symmetrical.

Fig. 3.14 Echinoderms (a) Asterias (b) Ophiara

INTEXT QUESTIONS 3.5

1. Member of which phylum possess the cnidoblasts?
............................................................................................................................
2. What do the earthworms posses which help them in locomotion?
............................................................................................................................
3. Are all the platyhelminthes parasites?
............................................................................................................................
4. How many pairs of legs do the following have
(i) Insects; ...............................................
(ii) Scorpions; ...............................................
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(iii) Spiders ............................................... of Life
5. Name the organs by which the starfish move?
............................................................................................................................
6. Give two examples of Phylum Arthopoda :
............................................................................................................................ Notes
7. Name the phyla which have the following characteristics :
(i) Tube feet. ..................................................................................................
(ii) Cnidoblasts ...............................................................................................
(iii) Chitinous exoskeleton ..............................................................................
(iv) Jointed legs ...............................................................................................
(v) Nephridia ......................................................................................
(vi) Flattened body and a gut without anus. .....................................

3.9 PHYLUM CHORDATA

Main Characters:
Notochord present at some stage of life, in most cases replaced by backbone.
Dorsal tubular nerve cord.
Gill slits present at some stage of life. (larval or adult)
Body with a head and trunk and two pairs of appendages.
Classification
Phylum Chordata
1. Subphylum Urochordata 2. Subphylum- 3. Subphylum Vertebrata
Cephalochordata
(a) Notochord present only in (a) Notochord and nerve cord (a) Notochord replaced by
larval stage. (uro-tail) remain present throughout vertebral column (back
the life and extend through bone)
entire length of the body.
(b) Body bag-shaped, covered (b) Body elongated and (b) Body with well
by a particular tunic or testa flattened from sides. developed head and
in adult stage.
paired fins or limbs.
Cartilaginous or bony
endoskeleton
(c) Limbs absent (c) Limbs or paired fins (c) paired limbs present
absent. (tetrapoda)
(d) Dorsal tubular nerve cord (d) Dorsal tubular nerve cord (d) Dorsal tubular nerve
present in the larval forms present in adults. cord present which is
and reduced in adult. divided into brain and
spinal cord.
(e) Example: Herdmania (Fig. (e) Example: Amphioxus (Fig (e) Examples.: All animals
3.15a) with backbone (Fig.
3.15c)

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of Life

Notes

Fig. 3.15 Chordates (a) Herdmania (b) Amphioxus (c) Petromyzon

The subphylum vertebrata has 2 super classes Agnath (jawless vertebrate) and
Gnathosformata (jawed vertebrata)
Super-class Agnatha (A, no ; Gnathos : jaw) Super-class Gnathostomata
(jawed vertabrates) (jawed vertabrates)
Class : Cyclostomata Class (1): chondrichthyes
(Cyclo = circular, Stoma = mouth) Class (2): Osteichthyes
no jaws Class (3): Amphibia
7 pairs of gill-slits Class (4): Reptilia
no paired fins Class (5): Aves
eg. Petromyzon (Lamprey) (Fig. 3.15) Class (6): Mammalia
The two classes of fish include the cartilaginous and bony fish. Fishs are
aquatic animals, gill breathing and move with the help of scales.
Class 1. Chondrichthyes
(Gk, Chondro = cartilage; ichtyes = fish)
mouth ventral
tail heterocercal
Skeleton cartilaginous
Five to seven pairs of gills
Operculum (gill cover) absent
Example: Scoliodon (dog-fish) (Fig 3.16a)
Fig. 3.16a Scoliodon
Class 2. Osteichthyes
(os = bone; ichtayes = fish)
Mouth terminal
Tail homocercal
Skeleton bony
Four pairs of gills
Operculum persent
Example : Labeo (Rohu) (Fig. 3.16b)
Fig. 3.16b Labeo

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INTEXT QUESTIONS 3.6

1. Name the following
(i) The category of animals possessing backbone. Notes
..................................................................................................................
(ii) The group of backboned animals but having no jaws.
..................................................................................................................
(iii) Any one cartilaginous fish.
..................................................................................................................
2. State one difference between cartilaginous and bony fishes.
............................................................................................................................
3. Name one bony fish.
............................................................................................................................
4. List the three main characters of the phylum Chordata.
................................................................................................................

Class 3 : Amphibia (amphi: double or both, bios : life refering to life on

land as well as in water)
Main characters:
Partly live in water and partly on land.
Skin smooth or rough, rich in glands.
Two pairs of limbs; pentadactyl (five fingered), digits without claws.
Body with distinct head and trunk, no neck.
Two nostrils opening into buccal cavity.
Tympanum present on surface of body wall.
Eggs are laid in water.
In early stage of life (larvae), they breathe by means of gills, but adults breathe
by lungs.
Heart three chambered.
Larval stage tailed and aquatic.
Some are tailed (salamandre) and some other are tailless (Frog, Toad)
Examples : Salamandra, Proteus (Fig. 3.17a), Rana (Frog, Bufo (Toad (Fig. 3.17b)
Ichtyophis (Fig. 3.17c)
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of Life

Notes
Fig. 3.17 Amphibian (a) Salamandra (b) Frog (c) Ichthiophis

INTEXT QUESTIONS 3.7

1. How many chambers are there in an amphibian heart?
............................................................................................................................
2. Name one tailless amphibian.
............................................................................................................................
3. What is the literal meaning of the term amphibia.?
............................................................................................................................
Class 4 : Class reptilia (reptere: to crawl) : are four-legged or legless crawling
animals whose body is covered into scales. they lay eggs on land
Characteristic features:
Terrestrial (live on land), or some are aquatic (live in water).
Body covered with horny scales.
Skin is dry.
Paired pentadactyl limbs (absent in snakes) with clawed digits.
Tympanum small and depressed (absent in snakes).
Respiration by lungs.
Heart three chambered but with a partilly divided ventricle (4- chambered in
crocodiles).
Their eggs have leathery shell.
Examples : Tortoise, turtles, garden lizard (calotes) wall lizard (Hemidactylas),
cobra (Naga naja) and crocodile (Crocodilus) Gharial (Gravialis)

Fig. 3.18 Reptile (a) Turtle (b) Wall lizard (c) cobra (d) crocodile

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Class (5) Class : Aves (avis = Bird) of Life

Characteristic features:
Warm-blooded (homoiothermal, also called endothermal i.e. body temperature
remains constant).
Body covered with feathers, scales are present only on hind-limbs Notes
Body is divisible into three parts, head, neck and trunk.
Jaws with horny beak, no teeth.
Hind-limbs with four digits adapted for perching, walking or swimming
Bones with air spaces to make the skeleton light (pneumatic bones).
Fore limbs modified into wings for flight.
Heart 4-chambered, lungs for respiration connected with air-sacs.
Voice-box or syrinx (present at the junction of trachea and bronchi).
Only left overy and oviduct present in the females (economy in body weight.)
All oviparous (lay eggs), egg with much yolk and calcareous shell.
Example : Struthio (Ostrich), Abteryx (Kiwi), Pavo (Peacock) Columba, (Pigeon),
Corvus (Crow), etc. (Fig. 3.19).

Fig. 3.19 Aves (a) Ostrich (b) Kiwi (c) Pigeon (d) Crow

INTEXT QUESTIONS 3.8

1. Name an aquatic reptile.
............................................................................................................................
2. How many chambers are there in the heart of :
(i) lizard; ............................................................................................
(ii) crocodile ............................................................................................
3. What is the voice box in birds called?
............................................................................................................................

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of Life Class (VI) Mammalia (Mamma : breast)
Characteristic features:
Body covered with hair.

Presence of milk (Mammary) glands.

Notes
Sweat and oil glands present in the skin.

Body divisible into head, neck, trunk and tail; tail absent in some.

Projecting external ears (pinna) present.

Digits usually ending in claws, nails or hoofs.

Dentition thecodont (teeth in sockets of jaw bones) and generally heterodont

(four different types).

Seven neck vertebrae

Homoeothermal, warm blooded and heart four chambered.

Testis are extra-abdominal (not within abdominal cavity) contained in scrotal

sacs

Viviparous (give birth to the young) (some primitive mammals are oviparous)
(lay egss).

Foetus is nourished by mother through placenta.

Classification of Class Mammalia

1. Sub class Prototheria 2. Sub class Metatheria 3. Sub class Eutheria

(a) No external ear. (a) External ear present. (a) External ear well
developed
(b) Teeth found only in (b) teeth found in both (b) Teeth present in young
young young and adults as well as adults.
(c) Placenta absent (c) No placenta for nouri- (c) Placenta is present
shment to embryo
(d) Mammary glands are (d) Mammary glands present (d) Mammary glands
devoid of nipples present
(e) Females are oviparous. (e) Immature young ones are (e) Mature young ones are
Example: Duck-bill born. Marsupium (pouch) born. (For further
platypus (Ornithorh- is present in females classification and
ynchus) (Fig. 3.20a) Example: Kangaroo examples, see below).
(Macropus) (Fig. 3.20b)

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of Life

Notes
Fig. 3.20 (a) Duck biled platypus (b) Kangaroo

Birds and mammals have a constant body temperature. They are termed
homoiothermal.
Sub class Eutheria has been divided into number of orders. Some important ones
are as follows:
Order 1 : Rodentia
Herbivorous and terrestrial.
Incisors long, sharp and chisel-shaped.
Forelimbs shorter than the hind limbs.
Example: Rat, Squirrel (Fig. 3.21)
Fig. 3.21 Squirrel
Order 2 : Chiroptera:
These are flying mammals.
Fore-limbs adapted for flight.
Skin fold i.e. patagium works as wing.
Hind-limbs thin and short.
Nocturnal (active at night).
Bats have poor eyesight. They avoid colliding
against objects by echolocation in which the bat
emits supersonic waves which are reflected back
from the objects and the bat can perceive the
reflected waves to determine the position of the
Fig. 3.22 Bat
object. The method is very similar to radar.
Example- Bat (Fig. 3.22)
Order 3. Carnivora
Flesh-eating mammals.
Large pointed and sharp canines to tear the flesh.
Fingers with sharp claws.
Example: Lion, Tiger, Cat, Dog. (Fig. 3.23)
Fig. 3.23 Tiger
Order 4. Primates
Highly developed Brain.
Eyes are set forward in the dead to provide binocular (depth-pereption) vision
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 MODULE - 1 Kingdoms Plantae and Animalia
Diversity and Evolution
of Life The neck is mobile.
Limbs have five digits with flat nails.
The thumb of the hand and the greater toe of the
feet are opposable (for grasping)
Notes Two thoracic mammae (breasts) present.
Example: Monkey, Apes, Man (Fig. 3.24)
Fig. 3.24 Monkey
Order 5. Cetacea
Aquatic.
Fore-limbs are changed into paddles.
No neck.
Fish-like shape but respiration by lungs.
Example: whale (Fig. 3.25) Fig. 3.25 Whale

Order 6. Proboscidea
Large, herbivorous, terrestrial.
Fusion of upper lip and nose to form a long mobile
trunk.
Only one pair of incisors in upper jaw which form
huge tusks in males.
Example: Elephant (Fig. 3.26) Fig. 3.26 Elephant

Order 7. Ungulata
Hoofed mammals.
Herbivorous.
Usually domesticated by man.
Mammae are abdominal with teats.
Example: Deer, Cows, Sheep (Fig. 3.27) Fig. 3.27 Deer

INTEXT QUESTIONS 3.9

1. Match the items in column I with those in Column II
Column I Column II
(i) Humans (a) Carnivora
(ii) Platypus (b) Ungulata
(iii) Tiger (c) Primates
(iv) Whale (d) Prototheria
(v) Horse (e) Metatheria
(vi) Kangaroo (f) Cetacea

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2. Name the Group of Mammals which includes of Life
(i) Egg-laying mammals ....................................................
(ii) Pouched mammals ....................................................
(iii) Flesh-eating mammals ....................................................
(iv) Aquatic mammals .................................................... Notes
(v) Flying mammals ....................................................
3. For which characteristic feature are certain animals placed in class mammalia?
............................................................................................................................
4. Name a mammal which has marsupium.
............................................................................................................................
5. Which group of chordates possesses hair?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Animals are multicellular eukaryotes with heterotrophic nutrition, locomotion
and sensitivity through nervous system.
l They may be at cellular grade of organisation (Phylum Porifera), tissue grade
(Phylum Cnidaria) or organ grade of organisation (other animal phyla).
l Their body may be asymmetrical (Porifera), radially symmetrical (Cnidaria), or
bilaterally symmetrical (other animal phyla).
l Kingdom Animalia is divided into two groups : non-chordates and chordates.
l Non chordates are included in three sub phyla Urochordata, Cephalo-chorddata
and vertebrata. Vertebrata has super classes-Agnatha (Jawless) and gnathostomata
(possesing jaws.)
l Gnathostomata includes six classes Chondrichthyes (cartilaginous fishes),
Osteichthyes (bony fishes), Amphibia (frog etc), Reptilia (lizard, etc.) Aves
(birds) Mammalia (rat etc.)
l Porifera are characterised by ostia, osculum, spongocoel and canal system.
l Cnidaria have cnidoblasts (stinging cells), coelenteron and the polyp and
medusoid forms.
l Platyhelminthes (flat worms) include some free-living but mostly parasites like
tapeworm and liver fluke.
l Class Nematode of phylum Aschelminthes include round worms.
l Annelida (Earthworms etc.) show metameric segmentation and have nephridia.
l Arthropods have jointed appendages and chitinous cuticle as their exoskeleton.
l Mollusca includes soft-bodied animals covered by a calcareous shell.

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Diversity and Evolution
of Life l Echinodermata includes spiny skinned marine animals which have tube feet for
locomotion.
l Chordates have (i) a notochord (ii) a dorsal hollow nerve cord and (iii) gill slits
at some stage of life.
l Amphibians live on land as well as in water. Their limbs have no claws.
Notes
l Reptila have horny scales covering the body. They are mostly terrestrial.
l Class Aves includes birds-the flying vertebrates with fore limbs modified into
wings.
l Mammals possess hair and mammary glands which secrete milk to feed the
young ones.
l Kingdom Plantae is classified into two divisions i.e. Bryophyta and
Trachaeophyta.
l Bryophytes are amphibians of plants and are non vascular.
l Main plant body of Bryophytes is a gametophyte; sporophyte remains attached
to gametophyte.
l Main plant body of Pteriodophytes is a sporophyte.
l Both all groups of Plantae show alternation of generations
l Gymnosperms and Angiosperms are seed producing plants.
l In Gymnosperms seeds are naked, whereas in Angiosperms seeds are enclosed
in ovary.
l Main difference between dicotyledonous and monocotyledonous plants is
number of cotyledons.
l Brassicaceae and Fabaceac are dicot families, whereas Poaceae is a monocot
family.

TERMINAL QUESTIONS
1. List the main groups of kingdom Plantae.
2. Give the two main types of Bryophytes.
3. Differentiate between gametophyte and sporophyte.
4. Difine alternation of generations.
5. Why are Pteridophytes grouped under Trachacophyta?
6. Differentiate between Angiosperms and Gymnosperms.
7. Give three main differences between dicot and monocot plants.
8. Name three families of Angiosperms giving one character of each family.
9. Define an animal.
10. With examples name (i) the three kinds of symmetry and (ii) the three grades
of organisation met within the Kingdom Animalia.

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11. Explain the term triploblastic. of Life
12. Name the major nonchordate phyla. Give one characteristic feature and one
example of each.
13. Give one major difference between
(i) Cyclostomes and other fishes Notes
(ii) Chondrichthyes and Osteichthyes, Cite examples.
14. Why are frogs included in the class Amphibia?
15. Give two characteristic features of reptiles. Cite examples of five reptiles
16. Give three features of birds which adapt them to aerial life and give two
examples of flightless birds.
17. Give three features of mammals and one difference between Prototheria,
Metatheria and Eutheria.
10. Name any five orders or Mammalia, Give one characteristic feature and one
example of each.

ANSWER TO INTEXT QUESTIONS]

3.1 1. They complete their life cycle in water and land.
2. Alternation of gametophytic phase with sporophytic.
3. Antheridia and Archegonia
4. Cool and humid place.
3.2 1. Sporophytic 2. Sporophyte 3. They have vascular tissues
4. Antheridia and Archegonia 5. Prothallus
3.3 1. Naked seeds 2. Cycas and Pinus 3. Timber, resins
3.4 1. Fabaceac, Poaceac. 2. 10, 6
3. (i) Oryza sativa (ii) Cajanus cajan (iii) Aloe vera
4. Ovary
3.5 1. Cnidaria 2. Cetae 3. No
4. (i) 3 (ii) 4
5. Tube feet 6. Prawn, Nillipede or any other
7. (i) Echinodermata (ii) Cnidaria
(iii) Arthropoda (iv) Arthropoda
(v) Annelida (vi) Platyhelminthes
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of Life 3.6 1. (i) Vertebrata (ii) agnatha (iii) Scoliodon
2. Fndoskeleton bony in bony fishes and cartilaginous in cartilaginous fishes
or

Notes 5 to 7 pairs of gills in cartilaginous fish and 4 pairs in bony fishes.

3. Labeo, Catla.
4. 1. notochrod at some stage of life
2. dorsal tubular nerve cord
3. gills slits at some stage of life.
3.7 1. Three 2. Icthyophis
3. Can live in both, in water and on land.
3.8 1. Turtle, sea snake 2. Chelonia 3. Three and four
4. Syrinx
3.9 1. (i) and c (ii) and d (iii) and a (iv) and f
(v) and b (vi) and e
2. (i) Prototheria (ii) Metatheria (iii) Carnivora
(iv) Cetacea (v) chiroptera
3. Mammary or milk glands 4. Kangaroo
5. Mammalia

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4 Notes

CELL STRUCTURE AND FUNCTION

INTRODUCTION
All organisms are composed of structural and functional units of life called cells.
The body of some organisms like bacteria, protozoans and some algae is made up
of a single cell while the body of fungi, plants and animals are composed of many
cells. Human body is built of about one trillion cells.
Cells vary in size and structure as they are specialized to perform different functions.
But the basic components of the cell are common to all cells. This lesson deals
with the structure common to all types of the cell. You will also learn about the
kinds of cell division and the processes involved therein. in this lesson.

OBJECTIVES
After completing this lesson, you will be able to :

justify that cell is the basic structural and functional unit of all organisms;

list the components of the cell and state cell theory;

differentiate between prokaryotic and eukaryotic cells;

differentiate between plant and animal cells;

illustrate the structure of plant and animal cells by drawing labelled diagrams;

describe the structure and functions of plasma membrane, cell wall, endoplasmic
reticulum (ER), cilia, flagella, nucleus, ribosomes, mitochondria, chloroplasts,
golgi body, peroxisome, glyoxysome and lysosome;

describe the general importance of the cell molecules-water, mineral ions,
carbohydrates, lipids, amino acids, proteins, nucleotides, nucleic acids, enzymes,
vitamins, hormones, steroids and alkaloids;

justify the need for cell division;

describe various phases of cell cycle;

explain the term karyotype and mention the karyotype analysis and its
significance.
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of Life 4.1 THE CELL AND CELL THEORY
4.1.1 Landmarks in cell study
Soon after Anton van Leewenhock invented the microscope, Robert Hooke in 1665
observed a piece of cork under the microscope and found it to be made of small
Notes compartments which he called cells (Latin cell = small room). In 1672,
Leewenhock observed bacteria, sperm and red blood corpuscles, all of which were
cells. In 1831, Robert Brown, an Englishman observed that all cells had a centrally
positioned body which he termed the nucleus.

4.1.2 The cell theory

In 1838 M.J. Schleiden and Theodore Schwann formulated the cell theory. The
cell theory maintains that

all organisms are composed of cells.

cell is the structural and functional unit of life, and

cells arise from pre-existing cells.

The cells vary considerably, in shape and size (Fig.4.1). Nerve cells of animals have
long extensions. They can be several feet in length. Muscle cells are elongated in
shape. Egg of the ostrich is the largest cell (75 mm). Some plant cells have thick
walls. There is also wide variation in the number of cells in different organisms.

4.1.3 The Cell

A cell may be defined as a unit of protoplasm bounded by a plasma or cell
membrane and possessing a nucleus. Protoplasm is the life giving substance and
includes the cytoplasm and the nucleus. The cytoplasm has in it organelles such
as ribosomes, mitochondria, golgi bodies plastids, lysosomes and endoplasmic
reticulum. Plant cells have in their cytoplasm large vacuoles containing non-living
inclusions like crystals, pigments etc. The bacteria have neither organelles nor a
well formed nucleus. But every cell has three major components

plasma membrane

cytoplasm

DNA (naked in bacteria and covered by a membrane in all other organisms

Two basic types of cells

Cytologists recognize two basic types of cells (Fig. 4.1). Their differences have been
tabulated below in table 4.1. Organisms which do not possess a well formed nucleus
are prokaryotes such as the bacteria. All others possess a well defined nucleus,
covered by a nuclear membrane. They are eukaryotes.

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Table 4.1 Differences between Eukaryotic and Prokaryotic cells of Life

Eukaryotic cell (eu = true, karyon = nucleus) Prokaryotic cell (Pro = early/primitive)
1. Nucleus distinct, with well formed 1. Nucleus not distinct, it is in the form
nuclear membrane. of nuclear zone nucleoid. Nuclear
membrane absent.
2. Double-membraned cell organelles 2. Single-membraned cell bodies like Notes
(Chloroplasts, mitochondria nucleus) mesosomes present. Endoplasmic
and single membraned (Golgi apparatus, reticulum and Golgi body absent.
lysosomes vacuole endoplasm reticulum)
are present
3. Ribosomes - 80 S 3. Ribosomes - 70 S
4. Distinct compartments in the cell 4. No compartments.
i.e. the cytoplasm and the nucleus

Fig. 4.1a Eukaryotic Cell Fig. 4.1b Prokaryotic Cell

(As seen in an electron micrograph.)

Svedberg unit
When the cell is fractionated or broken down into its components by
rotating in an ultracentrifuge at different speeds the ribosomes of eukaryotic
and prokaryotic sediment (settle down) at different speeds. The coefficient
of sedimentation is represented in Svedberg unit and depicted as S.
The plant cell and the animal cell also differ in several respects as given in Table
4.2 and shown in Fig. 4.2.
Table: 4.2 Difference between plant cell and animal cell
Plant cell Animal cell
1. Cellulose cell wall present around cell 1. No cell wall.
membrane.
2. Vacuoles are usually large. 2. Generally vacuoles are absent and if
present, are usually small..
3. Plastids present. 3. Plastids absent.
4. Golgi body present in the form of units 4. Golgi body well developed.
known as dictyosomes.
5. Centriole absent. 5. Centriole present.
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Notes

Fig. 4.2a Generalised plant cell Fig. 4.2b Generalised animal cell

INTEXT QUESTIONS 4.1

1. From where do new cells arise?
............................................................................................................................
2. Name the scientists who proposed the cell theory.
............................................................................................................................
3. Name an organelle which a plant cell has but an animal cell does not.
............................................................................................................................
4. Give two points of difference between a prokaryotic cell and a eukaryotic cell
............................................................................................................................

4.2 COMPONENTS OF THE CELL

The major components of the cell are (1) cell membrane, (2) cytoplasm, and (3)
nucleus.
4.2.1 Cell membrane (Plasma membrane)
Each cell has a limiting boundary, the cell membrane, plasma membrane or
plasmalemma. It is a living membrane, outermost in animal cells but next to cell
wall in plant cells.

It is flexible and can fold in (as in food vacuoles of Amoeba) or fold out (as in
the formation of pseudopodia of Amoeba)

The plasma membrane is made of proteins and lipids and several models were
proposed regarding the arrangement of proteins and lipids. The fluid mosaic model
proposed by Singer and Nicholson (1972) is widely accepted. It is represented in
Fig 4.3.
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According to the fluid mosaic model, of Life

(i) The plasma membrane is composed of a lipid bilayer of phospholipid

molecules into which a variety of globular proteins are embedded.
(ii) Each phospholipid molecule has two ends, an outer head hydrophilic i.e. water
attracting, and the inner tail pointing centrally hydrophobic, i.e. water repelling Notes
(iii) The protein molecules are arranged in two different ways:
(a) Peripheral proteins or extrinsic proteins: these proteins are present on the
outer and inner surfaces of lipid bilayer.
(b) Integral proteins or intrinsic proteins: These proteins penetrate lipid
bilayer partially or wholly.

Fig. 4.3 The fluid mosaic model of cell membrane.

Functions
(i) The plasma membrane encloses the cell contents.
(ii) It provides cell shape (in animal cells) e.g. the characteristic shape of red blood
cells, nerve cells, bone cells, etc
(iii) It allows transport of certain substances into and out of the cell but not all
substance, so it is termed selectively permeable.
Transport of small molecules (such as glucose, amino acids, water, mineral ions
etc).
Small molecules can be transported across the plasma membrane by any one of
the following three methods:
(i) Diffusion : molecules of substances move from their region of higher
concentration to their region of lower concentration. This does not require
energy. Example : absorption of glucose in a cell.
(ii) Osmosis : movement of water molecules from the region of their higher
concentration to the region of their lower concentration through a semipermeable
membrane. There is no expenditure of energy in osmosis. This kind of
movement is along concentration gradient.

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of Life (iii) Active Transport : When the direction of movement of a certain molecules
is opposite that of diffusion i.e. from region of their lower concentration
towards the region of their higher concentration, it would require an active
effort by the cell for which energy is needed. This energy is provided by ATP
(adenosine triphosphate). The active transport may also be through a carrier
Notes molecule.
Transport of large molecules (bulk transport)
During bulk transport the membrane changes its form and shape. It occurs in two
ways:
(i) endocytosis (taking the substance in)
(ii) exocytosis (passing the substance out)
Endocytosis is of two types :
Endocytosis

Phagocytosis Pinocytosis
1. intake of solid particles 1. intake of fluid droplets
2. membrane folds out going round the 2. membrane folds in and forms
particle, forming a cavity and thus a cup like structure sucks in
engulfing the particle (Fig. 4.4a) the droplets (Fig. 4.4b)

Fig. 4.4 Diagrammatic representation of (a) phagocytosis; (b) pinocytosis

Cell membrane regulates movement of substance into and out of the cell. If the
cell membrane fails to function normally the cell dies.
Cell wall
In bacteria and plant cells the outermost cell cover, present outside the plasma
membrane is the cell wall about which we shall study now.
Bacterial cell wall is made of peptidoglycan. Given below is the structure and
function of the plant cell wall.

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(a) Structure of Life
Outermost non-living, layer present in all plant cells.
Secreted by the cell itself.
In plant, made of cellulose but may also contain other chemical substance such
as pectin and lignin.
Notes
The substance constituting the cell is not simply homogenous but it consists
of fine threads or fibres called microfibrils.
It may be thin (1 micron) and transparent as in the cells of onion peel. In some
cases it is very thick as in the cells of wood.
(b) Functions
The cell wall protects the delicate inner parts of the cell.
Being rigid, it gives shape to the cell.
Being rigid, it does not allow distension of the cell, thus leading to turgidity
of the cell that is useful in many ways
It freely allows the passage of water and other chemicals into and out of the
cells
There are breaks in the primary wall of the adjacent cells through which
cytoplasm of one cell remains connected with the other. These cytoplasmic
strands which connect one cell to the other one are known as plasmodesmata.
Walls of two adjacent cells are firmly joined by a cementing material called
middle lamella made of calcium pectate.

INTEXT QUESTIONS 4.2

1. Define diffusion and osmosis.
............................................................................................................................
2. What does active transport mean?
............................................................................................................................
3. Give one point of difference between phagocytosis and pinocytosis.
............................................................................................................................
4. Match the following :
(i) hydrophilic end (a) cell wall
(ii) microfibrils (b) inner ends of lipids
(iii) fluid-mosaic model (c) fluid droplets
(iv) hydrophobic end (d) outer ends of lipids
(v) pinocytosis (e) Nicolson and Singer
5. Give two functions of the plant cell wall.
(i) ................................................... (ii) ......................................................

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4.3 THE CYTOPLASM AND THE CELL ORGANELLES
The cytoplasm contains many cell organelles of which we shall learn about :
1. those that trap and release energy e.g. mitochondria and chloroplasts;
2. those that are secretory or involved in synthesis and transport e.g. Golgi,
Notes ribosomes and endoplasmic reticulum
3. the organelles for motilily - cilia and flagella
4. the suicidal bags i.e. lysosomes
5. the nucleus which controls all activities of the cell, and carries the hereditary
material
4.3.1 Mitochondria and chloroplast - the energy transformers
Mitochondria (found in plant and animal cells) are the energy releasers and the
chloroplasts (found only in green plant cells) are the energy trappers.
Mitochondria (Singular = mitochondrion)
Appear as tiny thread like structure under light microscope. Approximately 0.5 -
1.00 m (micrometer)
Number usually a few hundred to a few thousand per cell (smallest number is just
one as in an alga (Micromonas)).
Structure: The general plan of the internal structure of a mitochondria observed
by means of electron microscope is shown in Fig. 4.5. Note the following parts.

Fig. 4.5 structure of a mitochondron

Wall made of double membrane
The inner membrane is folded inside to form projections called cristae which
project into the inner compartment called matrix.
Function : Oxidises pyruvic acid (breakdown product of glucose) to release energy
which gets stored in the from of ATP for ready use. This process is also called
cellular respiration.
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A highly simplified flow-chart of the fate of glucose to in the release energy is of Life
shown below :

In cytoplasm. Broken into two In mitochondria

glucose enters Pyruvic acid Oxidised into
Notes
cells (containing molecules CO2, H2O and
6 atoms of (containing 3 ATP
carbon) atoms of carbon)

Plastids
Plastids are found only in a plant cell. They may be colourless or with colour. Based
on this fact, there are three types of plastids.
(i) Leucoplast-white or colourless
(ii) Chromoplast blue, red, yellow etc.
(iii) Chloroplast green
4.3.2 Chloroplast

Found in all green plant cells in the cytoplasm.

Number 1 to 1008

Shape: Usually disc-shaped or spherical as in most plants around you. In some

ribbon - shaped as in an alga spirogyra or cup - shaped as in another alga
Chlamydomonas.

Structure: the general plan of the structure of a single chloroplast is shown in
Fig. 4.6.

Fig. 4.6 Structure of a single chloroplast

Note the following parts :

Wall made of double membrane i.e. outer membrane and inner membrane
numerous stack-like (piles) groups or grana (singular = granum) are
interconnected by lamellae.

Sac like structures called thylakoids Placed one above the other constitut
granum.

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Inside of the chloroplast is filled with a fluid medium calleds stoma.

Function: chloroplasts are the seat of photosynthesis (production of sugar, from
carbondioxide and water in the presence of sunlight).
Chloroplast versus mitochondria
Notes Can you now visualize how these two organelles are opposite to each other, one
traps the solar energy locking it in a complex molecule (by photosynthesis), the
other releases the energy by breaking the complex molecule (by respiration).
Similarities between mitochondria and chloroplasts : both contain their own
DNA (the genetic material) as well as their own RNA (for protein synthesis). Thus,
they can self duplicate to produce more of their own kind without the help of
nucleus.
Since chloroplasts and mitochondria contain their own DNA the hereditary
molecule and also their own ribosomes, they are termed semi-autonomous only
because they are incapable of independent existence though they have ribosomes
and DNA.

INTEXT QUESTIONS 4.3

1. What is a cell organelle?
............................................................................................................................
2. Name the chemical which provides energy trapped in its bonds to the cell.
............................................................................................................................
3. Which part of the chloroplasts is the site of light reaction?
............................................................................................................................
4. Name the sac like structure which form the grana?
............................................................................................................................
5. Why is mitochondria called the energy currency of the cell?
............................................................................................................................
6. Which organelle contains enzymes for cellular respiration?
............................................................................................................................
7. State two similarities between mitochondria and chloroplast.
............................................................................................................................
8. Which plastids impart colour to flower petals?
............................................................................................................................
9. Which plastid is green in colour?
............................................................................................................................
10. Why are mitochondria and Chloroplast called semi-autonomous?
............................................................................................................................

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4.3.3 Endoplasmic reticulum (ER), golgi body and ribosomes of Life
Endoplasmic reticulum (ER) and Golgi body are single membrane bound structures.
The membrane has the same structure (lipid-protein) as the plasma membrane but
ribosomes do not have membranes Ribosomes are involved in synthesis of
substances in the cell, Golgi bodies in secreting and the ER in transporting and
storing the products. These three organelles operate together. Notes
Fig. 4.7 and Fig. 4.8 show the diagram of ER and Golgi body under an electron
microscope. Note the ribosomes present in ER.

Fig. 4.7 Golgi body Fig. 4.8 Endoplasmic reticulum

Endoplasmic reticulum (ER) Gogli body Ribosomes

Structure
A network of membranes with thickness Is a stack of membranous sacs Spherical about 150 - 250
between 50 - 60A. It is of two types of the same thickness as ER. in diameter, made up of
rough endoplasmic reticulum (RER) Exhibit great diversity in size large molecules of RNA
i.e. when ribosomes are attached to it and shape. and proteins (ribonucleo
and Smooth-endo-plasmic reticulum proteins)
(SER) when no ribosomes are present.
Throughout the cytoplasm and is in In animal cells present around Present either as free
contact with the cell membrane as well the nucleus, 3 to 7 in number. particles in cytoplasm or
as the nuclear membrane. In plant cells, many and present attached to ER. Also found
scattered throughout the cell stored in nucleolus inside
called dictyosomes. the nucleus. 80S types
found in eukaryotes and
70S in prokaryotes (S-
Function svedberg unit of measuring
ribosomes).
Provides internal framework, Synthesis and secretion as
compartment and reaction surfaces, enzymes, participates in Site for protein synthesis.
transports enzymes and other materials transformation of membranes
through out the cell. RER is the site for to give rise to other membrane
protein synthesis and SER for steroid structure such as lysosome,
synthesis, stores carbohydrates. acrosome, and dictyosomes,
synthesize wall element like
pectin, mucilage.
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INTEXT QUESTIONS 4.4

1. Given below is a list of functions, relate them to their respective organelles:

Notes (a) synthesis of some enzymes .....................................
(b) synthesis of steroids .....................................
(c) storage of carbohydrates .....................................
(d) Intracellular transport .....................................
(e) Synthesis of proteins .....................................
2. Name the equivalent structure of Golgi body in plants. Mention two differences
between their structures.
(i) ..... (ii) .....................
3. Mention any two advantages of the extensive network of endoplasmic reticulum?
(i) .. (ii) .....
4. What are the three places where ribosomes occur in a cell?
............................................................................................................................
5. Name the membrane system that connects the nuclear membrane with the cell
membrane?
............................................................................................................................
4.3.4 The microbodies (tiny but important)
These are small sac-like structures bounded by their membranes. These are of
different kinds of which we will take up three like lysosomes, peroxisomes and
glyoxysomes.
1. Lysosomes (lysis = breaking down; soma = body)
Lysosomes are present in almost all animal cells and some non - green plant cells
(Fig 4.9). They perform intracellular digestion.

Fig. 4.9 Lysosomes

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Some main features of lysosomes are as follows : of Life
(i) Membranous sacs budded off from golgi body.
(ii) May be in hundreds in single cell.
(iii) Contain several enzymes (about 40 in number)
(iv) Materials to be acted upon by enzymes enter the lysosomes. Notes
(v) Lysosomes are called suicidal bags as enzymes contained in them can digest
the cells own material when damaged or dead.
Importance of intracellular digestion by the lysosomes
(i) help in nutrition of the cell by digesting food, as they are rich in various
enzymes which enable them to digest almost all major chemical constituents
of the living cell.
(ii) Help in defence by digesting germs, as in white blood cells.
(iii) Help in cleaning up the cell by digesting damaged material of the cell.
(iv) Provide energy during cell starvation by digestion of the cells own parts
(autophagic, auto : self; phagos: eat up).
(v) Help sperm cells in entering the egg by breaking through (digesting) the egg
membrane.
(vi) In plant cells, mature xylem cells lose all cellular contents by lysosome activity.
(vii) When cells are old, diseased or injured, lysosomes attack their cell organelles
and digest them. In other words lysosomes are autophagic, i.e. self devouring.
2. Peroxisomes
Found both in plant and animal cells. Found in the green leaves of higher plants.
They participate in oxidation of substrates resulting in the formation of hydrogen
peroxide.

Thet often contain a central core of crystalline material called nucleoid

composed of urate oxidase crystals.

These bodies are mostly spherical or ovoid and about the size of mitochondria
and lysosomes.

They are usually closely associated with E.R.

They are involved in with photorespiration in plant cells.

They bring about fat metabolism in cells.
3. Glyoxysomes

The microbodies present in plant cells and morphologically similar to
peroxisomes.

Found in the cell of yeast and certain fungi and oil rich seeds in plants.

Functionally they contain enzyme of fatty acid metabolism involved in the
conversion of lipids to carbohydrates during germination.

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INTEXT QUESTIONS 4.5

1. Why are lysosomes called suicidal bags?
............................................................................................................................
Notes
2. List the usefulness of intracellular digestion by lysosomes
............................................................................................................................
3. What is the function of peroxisomes in plant cells
............................................................................................................................

4.3.5 Cilia and flagella (the organelles for mobility)

(i) Some unicellular organisms like Paramecium and Euglena swim in water with
the help of cilia and flagella respectively.
(ii) In multicellular organism some living tissues (epithelial tissues) have cilia.
They beat and create a current in the fluid in order to move in a given direction
e.g. in the wind pipe (trachea) to push out the mucus and dust particles.
(iii) Cilia beat like tiny oars or pedals (as in a boat) and flagella bring about whip
like lashing movement.
(iv) Both are made up of contractile protein tubulin in the form of microtubules.
(v) The arrangement of the microtubules in termed 9 + 2, that is, two central
microtubules and nine set surrounding them.
Cilia Flagella
shorter (5 to 10 m) longer (15 m)
several 100 per cell structure : protoplasmic usually 1 or 2 in most cells
projection and membrane bound
consist of 9 sets of peripheral microtubules and same as in cilia
1 set of tubules in the centre

Centriole
It is present in all animal cells (but not in Amoeba), located just outside the nucleus.
It is cylindrical, 0.5 m in length and without a membrane. It has 9 sets of peripheral
tubules but none in the centre. Each set has three tubules arranged at definite angles
(Fig. 4.10). It has its own DNA and RNA and therefore it is self duplicating.
Function : Centrioles are involved in cell division. They give orientation to the
mitotic spindle which forms during cell division

Fig. 4.10 Centriole

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Basal bodies of Life
These are structures similar to centrioles. They have the same nine sets of triplet
organization, as in the centrioles. The cilia and flagella appear to arise from the
basal bodies.
4.4 NUCLEUS (THE HEREDITARY ORGANELLE) Notes
General structure of nucleus :
(i) It is the largest organelle seen clearly when the cell is not dividing.
(ii) It stains deeply, is mostly spherical, WBC have lobed nuclei.
(iii) It is mostly one in each cell (uninucleate, some cells have many nuclei;
(multinucleate).
(v) Double layered nuclear membrane enclosing nucleoplasm which contains
chromatin network and a nucleolus.
Functions

Maintains the cell in a working order.

Co-ordinates the activities of organelles.

Takes care of repair work.

Participates directly in cell division to produce genetically identical daughter
cells, this division is called mitosis.

Participates in production of gametes through another type of cell division
called meiosis.
The part of a nucleus are given here :

4.4.1 Nuclear membrane

Double layered membrane is interrupted by large number of pores.

Membrane is made up of lipids and proteins (like plasma membrane) and has
ribosomes attached on the outer membrane which make the outer membrane
rough.

The pores allow the transport of large molecules in and out of nucleus, and the
membranes keep the hereditary material in contact with the rest of the cell.

4.4.2 Chromatin

Within the nuclear membrane there is jelly like substance (karyolymph or
nucleoplasm) rich in proteins.

In the karyolymph, fibrillar structures form a network called chromatin fibrils,
which gets condensed to form distinct bodies called chromosomes during cell
division. On staining the chromosomes, two regions can be identified in the
chromatin material heterochromatin dark and autromaticn (light).
Heterochromatin has less DNA and genetically less active than euchromatin
which has more DNA and genetically more active.
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Number of chromosomes is fixed in an organism. During cell division chromosomes
divide in a manner that the daughter cells receive identical amounts of hereditary
matter.

4.4.3 nucleolus
Notes
Membraneless, spheroidal bodies present in all eukaryotic cells except in sperms and
in some algae.

Their number varies from one to few, they stain uniformly and deeply.

It has DNA, RNA and proteins.

Store house for RNA and proteins; it disappears during cell division and reappears
in daughter cells.

Regulates the synthetic activity of the nucleus.

Thus nucleus and cytoplasm are interdependent, and this process is equal to nucleo
cytopalsmic interaction.

INTEXT QUESTIONS 4.6

1. Why cannot the cell survive without the nucleus?
............................................................................................................................
2. Explain the following terms:
(a) chromatin network...... ................................................................................
(b) chromosomes .............................................................................................
3. What is the function of the nucleolus in the cell?
............................................................................................................................

4.5 MOLECULES OF THE CELL

The cell and its organelles are made of organic chemicals such as proteins, carbohydrates,
nucleic acid and fats. These are aptly termed biomolecules. Inorganic molecules such as
water and minerals are also present in the cell.
A. Water

Water with unique physical and chemical properties has made life possible on earth.

It is a major constituent of protoplasm.

It is a medium in which many metabolic reactions occur.

It is universal solvent in which most substances remain dissolved.

It is responsible for turgidity of cells.

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B. Elements necessary for life of Life
Elements Functions
Hydrogen, Carbon, Oxygen, Nitrogen, 1. Required for organic compounds of
Calcium, Potassium, Sodium, Magnesium, the cell and present as major
Phosphorous, Sulphur, Chlorine, Iron, constituents. Ca in plant cell wall, C,
Boron, Silicon, Manganese, Copper, H, O, N as organic compounds) Notes
Zinc, Cobalt, Molybdenum, Silicon
2. Act as major cations (Na, K) and anions
(Cl) in most physiological process.

3. As cofactor of enzymes participate in most

of the biochemical reaction of a cell (Fe,
Cu, Mo, Zn, B)

4. Involved in energy transfer reactions

(P in ATP).

5. Green pigment chlorophyll in plants have

magnesium in the centre.

C. Biomolecules
(i) Carbohydrate
Structure Functions
1. Composed of C, H and O 1. Most abundant organic substance present
in nature in the form of cellulose in plant
cell wall.
2. Simple six carbon sugar (glucose) 2. In both plants and animals it is used as a
is called a monosaccharide. source of energy (sugar).
3. Two molecules or units join 3. An important storage form in plants is
together to form disaccharide starch and in animals it is glycogen.
(sucrose).
4. More than ten units of 4. Present in nucleic acids as five carbon
monosaccharides join in a chain to surgar (Ribose).
form a polysaccharide e.g. starch
and cellulose.

(ii) Amino acid

1. Basic amino acid structure shows 1. Plants have the ability to utilize inorganic
that the central carbon atom is nitrogen and synthesize amino acid.
attached with an amino group
(NH2), a carboxylic acid group
(COOH), one hydrogen and one
side group (R).
2. There are 20 different side groups 2. In animals principal source of amino acid
which give 20 different amino acids. is the plant or animals that it consumes
in its diet (pulses are rich in protein).
(iii) Proteins
1. Composed of C, H, O and N. 1. Structurally proteins form integral part
of the membranes

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of Life 2. Amino acids join together by 2. Functionally in the form of enzymes they
peptide bonds to form protein play a vital role in metabolic reactions.
moelcules.
3. Twenty different amino acids make 3. Synthesis of DNA is regulated by
numerous simple and complex protein.
proteins.
Notes
4. Based on the complexity of 4. Proteins are so important that nucleic
structure they can have primary, acids directly regulates protein synthesis
secondary, tertiary and quaternary
structures.
5. When proteins exist with other
molecules they are known as
conjugated proteins e.g. glycoprotein,
lipoprotein, chromoprotein etc.

(iv) Nucleic Acids

1. They are of two types : Deoxyribose 1. DNA is the main genetic material for
nucleic acid (DNA) and Ribosose almost all organisms except certain viruses.
nucleic acid (RNA)

2. They are long chain polymers 2. RNA molecules are involved in information
composed of units called nucleotides. transfer and protein synthesis.

3. Each nucleotide has pentose sugar,

nitrogen base and phosphate group.

4. DNA has one oxygen less in its sugar

molecule.

(v) Lipids
1. Composed of C, H, O. Amount of 1. Due to their low oxygen content, they
oxygen is very less. store and release more energy during
oxidation

2. They are synthesized from fatty acids 2. A molecule of fat can yield twice as much
and glycerol. Simple lipids are called energy as from carbohydrate.
glycerides.
3. Fats can be saturated or unsaturated. 3. Phospholipids are important component
of cell membranes.
4. Fats are solid at room temperature,
those that remain liquid at room
temperature are called oils.

(vi) Vitamins
1. Vitamins are organic compounds 1. Vitamins (from plant) are essential nutrients
required in the diet of animals for in animals diet as animals can not synthesise
their healthy growth. such compounds.

2. Vitamins are classified according to 2. Their deficiency cause various diseases in

their solubility into two groups : animal, like deficiency of vitamin B causes
Water soluble vitamin B and ascorbic beri-beri and that of vitamin C
acid and fat soluble vitamins (viz. A, causes scurvy.
D, E, K)

94 BIOLOGY
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3. Plants have the ability to synthesize 3. Vitamin A present in carotene pigment of of Life
vitamines from CO2, NH3 and H2S. carrot. Vitamin D can be produced by man
with the help of sunlight. Vitamin K
produced by bacteria in human intestine.

(vii) Hormones Notes

1. Hormones are specific organic 1. In animals hormones are produced in glands
substances effective in low concen- called endocrine glands which control all
trations, synthesized by cells in one the biochemical activities of the organism
part of the organism and then 2. In animals hormones may be proteins,
transported to another part of the peptides or steroids.
organism, where it produces 3. In plants hormones (growth regulators)
characteristic physiological responses. are generally produced in metabolically
active cells and control the vegetitive and
reproductive growth of the entire plant.

(viii) Alkaloids
1. Alkaloids are complex organic 1. The active principles of drugs from
compounds made of C, H, O medicinal plants are generally
and N. alkaloids e.g. Quinine from cinehona
plant. Ephedrine from Ephedra
Morphine from poppy plants

2. Alkaloid in plants are produced

from amino acids.

(ix) Steroids
1. These are fat soluble lipid
compounds synthesized from
cholesterol.

2. They are produced by the

reproductive organs like ovaries,
testes and placenta and also by
adrenal glands.

3. They include testosterone, estrogen,

cortisol etc.

INTEXT QUESTIONS 4.7

1. What is the importance of water in a living cell.
............................................................................................................................

BIOLOGY 95
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Diversity and Evolution
of Life 2. What is the basic molecule in starch?
............................................................................................................................
3. What is a peptide bond and where do you find it?
............................................................................................................................
Notes
4. Which is the most energy containing biomolecule in living organisms?
............................................................................................................................
5. What are nucleotides?
............................................................................................................................

4.7 CELL DIVISION

A single cell divides many times and forms a multicelled organism. Unicellular bacteria
and protozoa divide and increase in number. Injured tissues are replaced by new cells
through cell division. Thus cell division is one of the most important activities in all
organisms. In this lesson you will study about the two kinds of cell division and the
processes involved in them.
Majority of cells in a multicellular organism grow and then can divide. But cells like the
nerve and muscle cells of animals and guard cells of plants do not divide.
The process of cell division is almost same in all organisms. A cell passes through phases
of growth after which are able to duplicate their chromosomes before they divide. These
phases in the life of a cell constitute the cell cycle.

4.7.1 The cell cycle

You can use the term mother or parent cell for the cell that undergoes division and the
daughter cells for the ones that are the result of this division. Before each daughter cell
undergoes division, it must grow to the same size as its mother cell. We can distinguish
two main phases in the life of a cell.
(i) Interphase - Non-dividing period (Growth phase)
(ii) Dividing phase - Also called M-phase (M for mitosis)
(i) Interphase - (Inter = in between)
The interval between two successive cell divisions is termed interphase (phase at
which the cell is not dividing). It is the longest period in the cell cycle (Fig.4.11).
The interphase is subdivided into three main periods - G1, S and G2.
G1 (Gap-1 ) Phase i.e. First phase of growth This is the longest phase. Lot
of protein and RNA are synthesised during this phase.
S or synthetic Phase - It comes next. Lot of DNA is (synthesised). A
chromosome contains a single double helical strand of DNA molecule. After
S-phase each chromosomes has two molecules of DNA. Thus each chromatid
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containing one molecule of DNA. The two chromatids are joined by the centromere of Life
to form a single chromosome.

Notes

Fig. 4.11 The cell cycle consists of various stages (G1, S, G2 and M)
G2 (GAP 2) phase - More protein is synthesised in this phase. Cytoplasmic
organelles such as mitochondria, golgi bodies get duplicated. Centriole also
divides into two centrioles contained in a single centrosome.

(ii) M-phase or dividing phase - Represented by the symbol M (Mitosis or

meiosis) (Fig. 4.l1). Mitosis occurs so that during this period the chromatids
separate and form daughter chromosomes. The daughter chromosomes go to
daughter nuclei and cytoplasm divides forming two identical daughter cells.

INTEXT QUESTIONS 4.8

1. Explain in one sentence
(i) Interphase ..................................................................................................
(ii) Synthetic-phase .........................................................................................
(iii) Dividing-phase ..........................................................................................
2. What is the full form of the following in the cell cycle?
(i) Gl ....................................................................................................................................................
(ii) S ................................................................................................................
(iii) G2 ..............................................................................................................
(iv) M-Phase ....................................................................................................

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of Life 4.7.2 Kinds of cell division
There are two kinds of cell division- mitosis and meiosis.

1. Mitosis : Cell division for growth and replacement wherein the two daugher
cells are identical and similar to mother cell in all respects.
Notes
2. Meiosis : It occurs in the gonads for sexual reproduction to produce gametes.
The resultant cells, egg (in female) and sperms (in male), possess half the
chromosome number of the parent cell.

1. Mitosis (mitos = thread) Mitosis is divided into 4 phases or stages termed as

(i) Prophase (ii) Metaphase

(iii) Anaphase (iv) Telophase

These phase refer to the changes taking place in the nucleus (Fig. 4.12).

Fig. 4.12 Stages of Mitosis in an animal cell (presuming there is just one
pair of chromosome in groups).

The nucleus divides first and then the whole cell divides. Division of one
nucleus to give two daughter nuclei (karyokinesis). Division of cytoplasm
to give two daughter cells (cytokinesis).

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Prophase : It shows three subphases : of Life

(i) Easly prophase

(a) Centrioles start moving towards opposite
poles of the Nucleolus cell.
(b) Chromosomes appear as long threads. Notes
(c) nucleus become less distinct (Fig. 4.13a)
(ii) Middle prophase
(a) Chromosomes conden-sation is complete
(b) Each chromosome is made up of two
chromatids held togeilier at their Fig. 4.13a Prophase
centromeres.
(c) Each chromatid contains newly replicated
daughter DNA. molecule.
(iii) Late Prophase
(a) Centrioles reach the pole.
(b) Some spindle fibres extend from pole to the
equator of die cell.
(c) Nuclear membrane disappear
(d) Nucleolus is not visible.
Metaphase
(a) chromosomes move, towards the equator of the Fig. 4.13b Metaphase

cell.

(b) Each chromosome becomes attached to the spindle

fibre by centromere.

(c) The sister chromatids are not yet separated. (Fig.

4.13b)

Anaphase
(a) Centromeres divide
Fig. 4.13c Anaphase
(b) Two daughter chromatids separate
(c) Each chromatid now contains a centromere and
is now termed a chromosome.
(d) Half the number of now chromosomes (daugher chromatids) move toward one
pole and the other half to the other pole.
(e) Cytokinesis begins as the cleavage furrow starts in animal cells.

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of Life Telophase
(a) Chromosomes begin to form a chromatin
network as in a nucleus.

(b) New nuclear membrane is formed around

Notes each daughter nucleus

(c) Nucleolus becomes visible again.

Fig. 4.13d Telophase
Cytokinesis
It is the process of the division of cytoplasm
into two. It is initiated in the beginning of
telophase and is completed by the end of
telophase. The cytokinesis is different in
plant cell and animal cell. In an animal cell,
invagination of plasma membrane proceeds
from the periphery of the cell towards the
interior. In plant cell phragmoplast (cell plate)
begins to form in the centre of cell and then
expands towards the periphery (Fig. 4.13e).
Siginificance of Mitosis
It is an equational division, and the two
daughter cells are identical in all respects.
They receive the same number and kind of Fig. 4.13e Cytokinesis
chromosomes as were in the mother cells.

It is the only mode of reproduction in unicellular organisms.

It is the process by which growth takes place in animals and plants by constantly
adding more and more cells.

It also plays a role in repair by growth, example in wound healing, regeneration

of damaged parts (as in the tail of lizard), and replacement of cells lost during
normal wear and tear (as the surface cells of the skin or the red blood cells).

Mitosis (Limited or unlimited)

Growth by mitosis occurs in a limited or controlled manner to the extent it is
required in the body. But at times due to some special causes it may continue to
unlimited situation which may cause Cancer.
In plant tissue culture, a cell from a plant can be grown in a nutrient medium, where
it divides repeatedly by mitosis to give an undifferentiated cell mass called callus
which differentiates into a plant. In animals, stem cell culture is also based on the
ability of a cell to divide.
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of Life

INTEXT QUESTIONS 4.9

1. Name the stage of cell cycle during which chromatin material is duplicated.
............................................................................................................................
Notes
2. Is the number of chromosomes reduced in the daughter cells during mitosis?
yes/no?
............................................................................................................................
3. Name the stage in nuclear division described by each of the following sentences:
(i) disappearance of the nuclear membrane
..................................................................................................................
(ii) The nuclear membrane and nucleolus reappear
..................................................................................................................
(iii) The centromere divides and the chromatids move to opposite poles due
to the shortening of spindle fibres
..................................................................................................................
(iv) The chromosomes arrange themselves at the equatorial plane of the
spindle with the spindle fibres attached to the centromeres.
..................................................................................................................
2. Meiosis (GK meioun = make smaller, sis = action)
This division is also known as reduction division. But why this name? This
is because, in this kind of cell division the normal chromosome number of
the mother cell is reduced to half in daughter cells. The normal chromosome
number in human being is 46 (23 pairs), but as a result of meiosis this number
is halved to 23 in daughter cells.
Where does it occur? It occurs in reproductive cells, e.g. in the testes of male
and in the ovaries of female animals; in the pollen mother cell of the anthers
(male organs) and in the megaspore mother cells of the ovary (female organ)
of the flowers.
Why does it occur? In meiosis the chromosome number is reduced to half so
that when doubled at fertilisation (zygote formation) during reproduction it once
again becomes full or normal.

The number of chromosomes remains constant in a species generation
after generation.

Cells divide mitotically in the organisms that reproduce vegetatively/
asexually. Thus, there is no change in the number of chromosomes, but
sexually reproducing organisms form gametes such as sperms in males
and ova in females. The male and female gametes fuse to form zygote
which develops into a new individual. .

If these gametes were, produced by mitosis, the offspring developing from
zygote then would have double the number of chromosomes in the next
generation.

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of Life
Every living organism has a definite number of chromosomes in its body cells.
e.g. onion cell-16; potato-48; horse-64; man-46. Therefore to keep the
chromosome number constant the reproductive cells of the parents (ovaries
and testis in animals, and pollen mother cells and cells of ovary in plants) divide
through meiosis.
Notes

Fig. 4.14 : Cell wall formation after mitosis in a plant cell

How does meiosis occur?

Meiosis is characterized by two successive divisions of the nucleus (meiosis I and II)
and cytoplasm, while the chromosomes divide only once. The phases of meiotic division
are given in the flow chart drawn here.
The interphase which precedes the onset of meiosis is similar to the interphase which
precedes mitosis. At S-phase, the DNA molecule of each chromosome duplicates
to give two DNA molecule and hence two chromatids are found in one chromosome.

Meiosis-I and meiosis-II are continuous and have sub-stages.

Meiosis-I
Like mitosis, meiosis also consists of four stages; prophase, metaphase, anaphase and
telophase.
Prophase-I
The prophase of meiosis-I is much longer as compared to the prophase of mitosis.

It is further sub-dividied into the following five sub-stages :

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(i) Leptotene (GK leptos - thin; tene - thread) (Fig. of Life
4.15a)

The chromosomes become distinct and appear

as long and thin threads due to condensation
and thickening of chromosomes. Notes

Each chromosome consist of two chromatids
held together by a centromere but these are
not easily visible.
Fig. 4.15a Leptotene
(ii) Zygotene (GK. Zygos-pairing) (Fig. 4.15b)

Similar or homologus chromosomes start

pairing from one end. This pairing is known
as synapsis

Each pair of homologous chromosomes is

called a bivalent.

(iii) Pachytene (GK. pachus - thick) : (Fig. 4.15c) Fig. 4.15b Zygotene

The chromosome become shorter and thicker

due to contraction.

Each paired unit called a bivalent consists

of four chromatids (hence bivalents are also
known as tetrads.

Crossing-over occurs at the end of pachytene

i.e. break and exchange of parts (genes)
occurs between non-sister chromatid Fig. 4.15c Pachytene
(chromatids of a homologous pair)

The point of interchange and rejoining

appears X-shaped and is known as chiasma
or points of crossing over.

(iv) Diplotene (Diplous-double) (Fig. 4.15d)

The homologous chromosomes begin to

separate.

The two non-sister chromatids of a

homologous pair remain, attached at one or
two points, the chiasmata.
Fig. 4.15d Diplotene

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of Life
It is at the chiasmata that exchange of segments
of chromatids (genes) between homologous
chromosomes has taken place. The proces of
gene exchange is known as genetic
recombination.
Notes
(v) Diakinesis (GK dia = through, in different directions,
kinesis = motion) (Fig. 4.15e)

The homologous chromosomes of a bivalent

move apart from each other.
Fig. 4.15e Diakinesis

Nuclear membrane and nucleolus disappear.

Spindle formation is completed.

(vi) Metaphase-I (Fig. 4.15f)

The bivalents arrange themselves at the

equator.

The spindle fibres are attached at the Fig. 4.15f Metaphase

centromere of the chromosomes.

(vii) Anaphase-I (Fig. 4.15g)

The spindle fibres shorten.

The centromeres of homologous

chromosomes are pulled along by the spindle
fibres towards the opposite poles (no division
of centromere)
Fig. 4.15g Anaphase

Thus, half of the chromosome (each with
two chromatids) of the parent cell go to one
pole and the remaining half to the opposite
pole.

Each set of chromosomes that moves to one

pole consists of a mixture of paternal and
maternal chromosome parts (new gene
combination).

(viii) Telophase-I (Fig. 4.15h)

Fig. 4.15h Telophase

The separated chromosomes form nuclei.

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The daughter nuclei have half the number of the parent nucleus. The full set of Life
of chromosomes of a cell has paired chromosomes or a diploid set (2n).

The daughter cells are now called haploid (n) or having 1 set of chromosomes

The nucleous reappears and nuclear membrane forms

The daughter nuclei begin the second meiotic division., Notes
Second Meiotic Division has the same four stages;
(i) Prophase II (ii) Metaphase II
(iii) Anaphase II (iv) Telophase II
(i) Prophase II (Fig. 4.15i)

The chromosomes shorten and reappear. The
two chromatids are attached to the single
centromere.

Formation of spindle starts.
Fig. 4.15i Prophase II

Nucleolus and nuclear membrane begin to
disappear.
(ii) Metaphase II (Fig. 4.15j)

The chromosomes arrange themselves along
the equator.

Formation of spindle apparatus is completed.

The centromere of each chromosome is Fig. 4.15j Metaphase II
attached to the spindle fibre.
(iii) Anaphase II (Fig. 4.15k)

The centromere in each chromosome divides.

The chromatids get their centromore and
become daughter chromosomes and begin to
move towards the opposite poles.
Fig. 4.15k Anaphase II
(iv) Telophase II (Fig. 4.15l)

On reaching the poles the chromo-somes
organize themselves into haploid daughter nuclei.

The nucleolus and the nuclear membrane
reappear.

Fig. 4.15l Telophase II

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Diversity and Evolution
of Life Cytokinesis

This may occur in two successive stages, once after meiosis I and then after
meiosis II, or in some instances it occurs only after meiosis II.

Meiosis results in four haploid cells.
Notes
Significance of Meiosis
(i) It helps to maintain constant number of chromosomes in a species undergoing sexual
reproduction.
(ii) Meiosis occurs during gamete formation (gemetogenesis) and reduces the number
of chromosomes from diploid (2n) to haploid (n) in the gametes. These haploid
gametes fuse to form diploid zygote during fertilization. The diploid zygote develops
into a normal diploid individual.
(iii) Meiosis establishes new combination of characters due to
(i) mixing of paternal and maternal chromosomes and (ii) crossing over during
prophase I. As a result the progeny inherits the traits of both mother and the
father in new gene combinations.
Comparision of Mitosis and Meiosis
Mitosis Meiosis
1. Cell divides only once There are two cell divisions. First mitotic
division and the second meiotic division.
2. Takes place in somatic cells Takes place in germ cells.
4. Duration of prophase is short Prophase compartively longer.
(few hours) (takes many days).
5. Prophase simple. Prophase complicated having five sub-
stages namely leptotene, zygotene,
pachytene, diplotene and diakinesis.
7. Synapsis does not occur. Synapsis of homologous chromosomes
takes place during prophase.
8. No exchange of segments during Exchange of segments during crossing
prophase between two chromatids over between non sister chromatids of two
of chromosomes. homologous chromosomes.
9. Each chromosome consists of two Each bivalent has four chromatids and
chromatids united by a centromere. two centromeres.
10. Chromosomes are duplicated at the In prophase I, chromosomes appear single
beginning of prophase. although DNA replication has taken place
in interphase I.
11. In metaphase all the centromeres In metaphase I, the centromeres are lined up
line up in the same plane. in two planes which are parallel to one
another.
12. The metaphasic plate is made up The metaphasic plate is made up of paired
of duplicated chromosome. chromosome.
13. Centromere division takes place No centromere divisions during Anaphase I,
during anaphase. centromeres divide only during Anaphase II.

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14. Spindle fibres disappear Spindle fibres do not disappear completely of Life
completely in telophase. during telophase I.
15. Reappearance of nucleoli at Nucleoli do not appear in telophase I.
telophase.
16. The chromosome number does not There is reduction in the chromosome
change at the end of mitosis. number from diploid to haploid.
Notes
17. The genetic constitution of The genetic constitution of daughter
daughter cells is absolutely identical cells is different as compared to the parent
to that of parent cells. cells. The daughter cell chromosomes
contain a mixture of maternal and paternal
genes.
18. Mitosis is of shorter duration. Meiosis is of longer duration.
19. It is the basis of growth It is basis of maintaining chromosome
and repair. number in sexual reproduction, as well as
for providing variation in the progeny.

What is a karyotype
Chromosomes can be seen only at metaphase. They are then photographed, cut and
arranged in pairs according to size. Such an arrangement is termed karyotype (see
human karyotype in lesson 21).

INTEXT QUESTIONS 4.10

1. Name the sub-stage of meiosis-I in which the :
(i) Homologous chromosomes pair
..................................................................................................................
(ii) Tetrads are formed.
..................................................................................................................
(iii) Homologous chromosomes begin to move away from each other.
..................................................................................................................
2. Rearrange the following stages of meiosis I in their proper sequence :
zygotene, pachytene, leptotene, metaphase-I diakinesis, anaphase-I, telophase-I.
............................................................................................................................
3. Mention two major points in which meiosis I differs from meiosis II
............................................................................................................................

WHAT YOU HAVE LEARNT

A living cell is a self-sufficient unit.

Important cell organelles are mitochondria, Golgi complex ER, ribosomes,
peroxisomes, chloroplast, glyoxisomes, nucleus.
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of Life
With the exception of centrioles, ribosomes and nucleolus, all other organelles are
membrane-bound.

Although a cell fails to lives, grow and reproduce in the absence of a nucleus, nucleus
all by itself is also ineffective.

Notes
Some organelles like mitochondria and chloroplast have the capacity to duplicate
themselves to some extent without the help of the nucleus i.e. they are termed
semi-autonomous.

The living cells divide to produce new cells.

Growth in body occurs due to increase in the number of cells.

The continuity of the chromosomal set is maintained by cell division.

The life cycle of a cell includes interphase (G1, S & G2) and M-phase (mitosis or
meiosis)

Mitosis occurs in somatic cells, results in the formation of the equal identical cells

Meiosis occurs in germ cells only i.e. testis and ovary. This is a reduction division
where chromosome number becomes half.

The significance of mitosis is growth.

The Significance of meiosis is in reproduction where ova and sperm both have half
the number of chromosomes i.e. 23 each in human gametes (but normal number of
chromosome of human is 46 or 23 pair) and on fertilization the chromosome number
becomes normal.

Meiosis also helps in mixing the paternal and maternal characters.

TERMINAL EXERCISES
1. Justify the statement that cell wall although a dead material, influences living processes
inside the cell.
2. Differentiate between cell wall and cell membrane.
3. Draw Singer and Nicholsons model of cell membrane.
4. Why is cell membrane vital for the cell?
5. Draw structure of mitochondria and chloroplast as seen by electron microscope.
6. List functions of mitochondria and chloroplast.
7. Name the self duplicating cell organelles? Why are they called so?
8. Differentiate between functions of ER, ribosomes and Golgi bodies.
9. Most organelles are membrane bound. What is the advantage of such arrangement.
10. Differentiate between the structure and function of centriole and cilia/flagella.

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11. Why are lysosomes known as suicidal bags? of Life

12. What are the functions of nucleus?

13. List the cell organelles. Write in one line each, about their functions and explain the
division of labour.
14. Give the point of difference between Notes
(i) prokaryotic and eukaryotic cell.
(ii) plant and animal cell.
15. Why is cell termed the structural and functional unit of the organism?
16. Name the following :
(i) The condition in which a cell has the normal paired chromosomes.
(ii) The condition in which a cell contains only one member of each pair of
chromosomes.
(iii) The pairing of maternal and paternal chromosomes during meiosis.
(v) The exchange of parts in homologous (maternal and paternal) chromosomes
during prophase-I of meiosis.
(vi) The point by which a chromosome is attached to the spindle fibre.
(vii) The type of cell division that results in growth.
17. What are the sites of meiosis in a flowering plant and in a sexually reproducing
animal?
18. List the sub-stages of prophase-I.
19. What is the significance of meiosis?
20. Draw a schematic diagram of various stages of the life-cycle of a cell.
21. Draw labelled diagrams of various stages of mitosis.
22. Tabulate the main differences between mitosis and meiosis.
23. Why is prophase of meiosis so prolonged and elaborate?
24. What is the difference between cytokinesis in animal cell and cytokinesis in
plant cell?

ANSWERS TO INTEXT QUESTIONS

4.1 1. Preexisting cells
2. Schleiden and Schwann
3. Chloroplast
4. Prokaryote - naked nucleus, no cell organelles
Eukaryote - distinct nucleus with a cell membrane, cell organelles present
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of Life 4.2 1. Diffusion : Movement of molecules from region of their higher concentration
to region of their lower concentration.
Osmosis : Movement of water molecules across a membrane from region of
their higher concentration to that of lower concentration.
2. Movement of molecules against concentration gradient that is region of lower
Notes to higher concentration by expending energy.
3. Intake of solid particles (phagocytosis)
Intake of fluid droplets (pinocytosis)
4. (i) d (ii) a (iii) e
(iv) b (v) c
5. (i) Protection/shape
(ii) Provide communication between cells through plasmodesmata
4.3 1. Membrane bound bodies in the cytoplasm
2. ATP
3. Grana
4. Thylakoids
5. Because energy as ATP is generated and stored in mitochondria
6. Mitochondria
7. (i) both are semiautonomous
(ii) both contain DNA or both contain ribosomes
8. Chromoplasts
9. Chloroplast
10. They have their own DNA for production of more of themselves but cannot
lead independent life.
4.4 1. (a) Golgi body (b) ER, (c) ER, (d) ER, (e) ribosomes
2. refer text
3. (i) internal framework, (ii) transport of substance
4. cytoplasm, ER, Nucleolus
5. ER
4.5 1. Beacuse the lysosome can devour organelles of the same cell
2. They help in cleaning up the cell by digesting useless matter
3. Fat metabolism
4.6 1. Nucleus controls all the functions of the cell as it has the hereditary information
2. (a) Chromosomes are present as a network when not dividing, that is at
interphase
(b) Bearers of hereditary information as genes on them
3. Site of RNA synthesis

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4.7 1. (i) It is a universal solvent and most chemical reaction of the cell occur in of Life
aqueous medium
(ii) It is a constituent of protoplasm
2. glucose
3. NHCO, between amino acid in a polypeptide bond and found in proteins Notes
4. ATP
5. building blocks of nucleic acids, each containing a pentose sugar, nitrogenous
base and phosphate
4.8 1. (i) Interphase - stage between two cell division;
(ii) Synthetic phase - DNA is synthesised;
(iii) Dividing phase - Mitosis in somatic cells or meiosis in the germ cells takes
place.
2. (i) First growth phase; (ii) Synthesis phase;
(iii) Second growth phase; (iv) Mitosis/meiotic phase.
4.9 1. Interphase;
2. No;
3. (i) Prophase; (ii) Telophase; (iii) Anaphase; (iv) Metaphase
4.10 1. (i) zygotene (prophase I); (ii) Pachytene; (iii) Diplotene
2. Microspore/pollen mother cell and megaspore mother cell.
3. Leptotene, zygotene, pachytene, diplotene, diakinesis metaphase I, telophase
I.
4. Reduction in chromosome number to half exchange of genetic material in
meiosis I.

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of Life

5
Notes

TISSUES AND OTHER LEVELS OF

ORGANIZATION

You have just learnt that cell is the fundamental structural and functional unit of
organisms and that bodies of organisms are made of cells of various shapes and
sizes. Groups of similar cells aggregate to collectively perform a particular function.
Such groups of cells are termed tissues. This lesson deals with the various kinds
of tissues of plants and animals.

OBJECTIVES
After completing this lesson, you will be able to :

define tissues;

classify plant tissues;

name the various kinds of plant tissues;

enunciate the tunica corpus theory and histogen theory;

classify animal tissues;

describe the structure and function of various kinds of epithelial tissues;

describe the structure and function of various kinds of connective tissues;

describe the structure and function of muscular tissue;

describe the structure and function of nervous tissue.
5.1 WHAT IS A TISSUE
Organs such as stem, roots in plants and stomach, heart and lungs in animals are
made up of different kinds of tissues. A tissue is a group of cells with a common
origin, structure and function. Their common origin means they are derived from
the same layer (details in lesson No. 20) of cells in the embryo. Being of a common
origin, they are similar in structure and hence perform the same function. Many
kinds of tissues organise to form an organ.
Example : Blood, bone, cartilage are some examples of animal tissues whereas
parenchyma, collenchyma, xylem and phloem are different tissues in plants. The
study of tissues is called histology.
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A group of cells with similar origin, structure and function is called tissue.
e.g. bone, muscle in animals and meristem in tips of root and shoot in plants
5.2 THE PLANT TISSUES
The plant tissues are mainly of two types:
1. Meristematic (Gk. meristos : dividing) Notes
2. Permanent (non-dividing)
1. Meristematic tissues
Composed of immature or undifferentiated cells without intercellular
spaces.
The cells may be rounded, oval or polygonal; always living and thin
walled.
Each cell has abundant cytoplasm and prominent nuclei in it.
Vacuoles may be small or absent.
Table 5.1 Types of meristematic tissue
Types Location Function
Apical Meristem Root tip and shoot tip. Growth in length of plants.
Intercalary Meristem At the base of leaves or Internodal growth.
at the base of internodes.
Lateral Meristem Cambium between xylem Growth in thickness of the
and phloem and cork. plant body. (secondary growth).
cambium in the cortex of
dicot plants.

Fig. 5.1 Location of meristematic tissue

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of Life 2. Permanent tissues
Permanent tissues are those in which growth has stopped either completely
or for the time being.
Cells of these tissues may be living or dead; and thin walled or thick
walled.
Notes
Thin walled permanent tissues are generally living whereas the thick
walled tissues may be living or dead.
Types of permanent tissues
(i) Simple tissues : Simple tissue is made up of only one type of cells. Common
simple tissues are parenchyma, collenchyma and sclerenchyma (Fig. 5.2, 5.3
and 5.4).
(ii) Complex tissues : Complex tissue is made up of more than one type of cells
working together as a unit. Common examples are xylem and phloem (Fig.
5.5 and 5.6).
The structure, function and distribution of simple plant tissues is given in table 5.2.

INTEXT QUESTIONS 5.1

1. Define tissue.
............................................................................................................................
2. Give one word equivalent for the following :
(i) A plant tissue that consists of cells which continue to divide to produce
more cells.
..................................................................................................................
(ii) The meristematic tissue responsible for the increase in thickness of the
stem of a tree.
..................................................................................................................
(iii) The kind of plant tissues which consists of all similar cells.
..................................................................................................................
(iv) The category of plant tissues in which the cells do not divide.
..................................................................................................................
3. What do you mean by cells of a tissue have similar origin?
............................................................................................................................
4. Name that branch of Biology in which tissues studied?
............................................................................................................................
5. What is a complex tissue?
............................................................................................................................
6. Mention any two special features of meristematic cells.
............................................................................................................................

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5.2.1 Simple Plant Tissues of Life
There are three types of simple plant tissues (Fig. 5.2, 5.3 and 5.4)
1. Parenchyma (Chlorenchyma and Aerenchyma)
2. Collenchyma
3. Sclerenchyma Notes
Table 5.2 Structure, Function and Distribution of simple tissues
Tissue Living or Structure Function Distribution
Dead
1. Parenchyma Living (i) Oval or round, thin (a) They make large 1. Pith and
walled with parts of various cortex of
sufficient cytoplasm. organs in most stem and
plants. root.
(ii) Has prominent (b) Act as storage 2. Mesophyll of
nucleus and cells. leaves.
intercellular spaces (c) Chlorenchyma 3. Endosperm
(iii) Wall made up of carries out of seed.
cellulose photosynthesis. 4. Xylem and
(a) Chloren Living Parenchyma (d) Turgid, phloem
chyma containing parenchyma give parenchyma
chloroplasts. rigidity to the in vascular
(b) Aeren Living Parenchyma with plant body. tissue.
chyma large air spaces or
intercellular spaces.
2. Collenchyma Living (i) Elongated cells with
thick primary walls. Gives mechanical Occur in the
(Gk. collen : support to the
Thickenings more in peripheral
glue) plant body.
the corners of the regions of
cells. Specially in many stems and
dicot leaves and leaves.
(ii) Wall material is
green stems
cellulose and pectin
(iii) Intercellular sapces
present.
3. Sclerenchyma Dead Sclerenchyma Sclerenchyma is
Fibres occur
(Gk. scleros consists of thick mainly a in patches or
= hard) walled cells, walls supporting tissue, continuous
uniformly thick with which can bands in
lignin. withstand strains various parts
(a) Fibres Elongated cells with and protect the of stem in
Dead
pointed ends. inner thin walled many plants.
Walls are thick with cells from
Sclereids
lignin. damage. occur
(b) Sclereids Dead Irregular in shape. commonly in
fruit and
Cell wall very thick
seed.
making the cell
cavity very small. Present in
some leaves
in large
numbers.

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Notes

Fig. 5.2, 5.3, 5.4 Various types of simple tissues

5.2.2. Complex tissues
Complex tissues are mainly of two types :
(i) Xylem
(ii) Phloem
Xylem and phloem form a continuous system inside the plants, that is from the
roots through the stem and leaves.
They are known as vascular tissues and form vasular bundles in roots and stems.
Xylem (Greek xylo = wood)
Xylem is a conducting tissue which conducts water and salts upward from roots
to leaves.
Xylem is composed of (a) Tracheids, (b) Vessels (c) Fibres (d) Xylem
Parenchyma (Fig. 5.5)
Phloem
Phloem too is a conducting tissue which conducts food synthesised in the leaves
to different parts of the plant.
Phloem is composed of (a) Sieve Tubes (b) Companion Cells (c) Phloem Fibre
(d) Phloem Parenchyma (Fig. 5.6)
The structure, function of the complex plant tissues is given in table 5.3.
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Table 5.3 Structure and function of the components of xylem and phloem of Life

Tissues Living Structure Function

or
Dead
Xylem
1. Tracheids Dead Long cells with pointed ends. All of them function as a unit to Notes
Walls thick with lignin. conduct water upward from root
Have pores on the walls to leaves.
2. Vessel Dead Cells shorter and broader than
tracheids. Walls thick with lignin
and have pores. End walls open
and the cells join to form a long
tube.
3. Xylem Dead Long cells with very thick lignin
Fibres deposition on the walls, no pores
on the walls.
4. Xylem Small thin walled cells with
Parenchyma Living cellulose walls.
Phloem
1. Sieve tube Living Elongated sieve cells join to form All of them function as a unit to
sieve tubes; cell wall of cellulose. translocate food made in the leaves
End walls of the cells have holes by phtosynthesis to different parts
on them, which give them the of the plant.
name (sieve).
2. Companion Living Long, rectangular cells associated
cell with seive cells. Cell wall made
of cellulose.
3. Phloem fibre Dead Very long cells with thick lignified
walls
4. Phloem Living Elongated cells. Cell wall thin
parenchyma and made of cellulose.

Fig. 5.5, 5.6 Various types of complex tissues

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of Life 5.2.3 Theories explaining growth of the plant at its apex and root tip
There are two important theories that explain the growth of a plant at the extremities
of shoot and root. They are (i) Tunica corpus theory and (2) Histogen theory.

Tunica Corpus Theory :

Notes Tunica corpus theory was developed for vegetative shoot apex.
According to this theory, there are two zones of tissues in the apical meristems
the tunica (Tunic = cover) consisting of one or more layers of peripheral layers
of cells, and the corpus (corpus = body) a mass of cells enclosed by the tunica.
According to the theory, different rates and methods of growth in the apex set
apart two regions.
The layers of tunica show anticlinal (perpendicular to periphery) divisions and
bring about surface growth.
In the corpus, cell division is irregular and at various planes resulting in grwoth
in volume of the mass.
Tunica gives rise to epidermis and cortex. Corpus gives rise to endodermis,
pericycle, pith and vascular tissue.

Histogen Theory
According to this theory, apical meristem of stem and root are composed of
small mass of cells which are all alike and divide fast (meristematic)
These meristematic cells form promeristem, which differentiate into three zones
dermatogen, periblem and plerome.
Every zone consists of a group of initials called a histogen (tissue builder).
(i) Dermatogen gives rise to epidermis of stems and epiblema of roots.
(ii) Periblem (middle layer) gives rise to cortex of stems and roots.
(iii) Plerome gives rise to central meristematic region pericycle, pith and
vascular tissue.
Classification of plant tissues-at a glance
Plant Tissue

Meristematic Permanent

Apical Intercalary Lateral

Simple Complex

Parenchyma Collenchyma Sclerenchyma Xylem Phloem

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INTEXT QUESTIONS 5.2

1. Give Two characteristics and one example of the location of the given tissues
in plants in the following table:
Notes
S.No. Tissue Characteristics Example of location
(i) Parenchyma ............................... .......................................
(ii) Collenchyma ............................... .......................................
(iii) Sclerenchyma ............................... .......................................
2. Name plants tissue which
(i) conduct water ...............................
(ii) conduct food. ...............................

5.3 ANIMAL TISSUES

As in plants, tissues in animals are also various types which perform different
functions. See the flow chart given below
Animal Tissues

Epithetial tissue Connective Tissue Muscular tissue Nervous Tissue

(Protection by covering (Binding, support, (Movement and (Control and
secretion, transport) Locomotion) co-ordination)
Absoption)
5.3.1 Epithelial Tissue
Structural Characteristics : The cells forming epithelial tissue
(i) are closely packed with no intercellular space in between.
(ii) arise from a non-cellular basement membrane.
(iii) not supplied with blood vessels.
Function : line the surfaces, help in absorption, secrete, also bear protoplasmic
projections such as the Cilia. (See table 5.4 and Fig. 5.7)
Table 5.4 : Types of epithelial tissue
Type Structure Location Function
1. Squamous Flattened cells with Lining of air sacs For exchange
Epithelium a centrally placed nucleus. in the lungs. of O2 and CO2.
Have irregular margins.
Lining of Kidney For absorption.
tubules.
Lining of blood For exchange
capillaries. of materials.

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of Life 2. Cubodial Cube like cells with a Lining of salivary For absorption.
Epithelium centrally placed nucleus, and pancreatic
Cells appear polygonal. ducts.

Found in sweat, For secretion

salivary gland.
Notes
3. Ciliated Have cilia at Lining of Kidney For flow of
Epithelium free ends. tubules. nephric filterate.

4. Columnar Tall column like cell, with Lining of stomach, Secretion and
epithelium nucleus at the basal end instestine absorption

5. Ciliated Cilia at free ends Lining of trachea Flow of fluids in a

Columnar particular direction
Epithelium

6. Brush bordered Numerous folds at Lining of intestine Increasing the

Columnar free ends surface area for
Epithelium absorption

Fig. 5.7 The structure of different epithelial tissue

If the epithelial cells are in a single layer, they form simple eptihelium. If the
epithelial cells are arranged in many layers, they form compound epithelium or
stratified epithelium (many layers). Stratified eptihelium is present in the body,
where there is lot of wear and tear. For example skin, inner lining of cheeks etc.

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INTEXT QUESTIONS 5.3

1. List the different types of animal tissues
............................................................................................................................
Notes
2. Match the items in column I with those in column II by writing the corresponding
serial number within brackets.
Column I Column II
(a) Compound Epithelium () (i) Epithelial tissue
(b) Basement membrane () (ii) For increasing the surface area
(c) Brush bordered epithelium ( ) (iii) Lining of trachea
(d) Salivary gland () (iv) Skin
(e) Ciliated Epithelium () (v) Cuboidal epithelium

5.3.2 Connecitve tissue

The connective tissue has two components :
(a) matrix, the ground substance and (b) cells
The matrix and cells are different in different connective tissues (Fig. 5.8). Matrix
is the ground substance.
Type of connective tissue

Proper Supporting Fluid

Cartilage Bone

Areolar Adipose Fibrous Blood Lymph

A. Proper Connective Tissue

1. Areolar : Most widely spread connective tissue.
The cells forming the tissue are :
(i) Fibroblasts-which form the yellow (elastin) and white (collagen) fibres in the
matrix.
(ii) Macrophages-which help in engulfing bacteria and micro pathogens.
(iii) Mast cell-which secrets heparin (helps in clotting of blood).
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of Life 2. Adipose tissue : It has specialized cells storing fat called adipose cells. Help
in forming paddings.
3. Fibrous : It is mainly made up of fibroblasts. It forms tendons and ligaments.

Notes

Fig. 5.8 Some representative types of connective tissue.

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B. Supporting Connective Tissue of Life
Supporting Connective Tissue

Cartilage Bone

1. Matrix is composed of chondrin. The cells lie 1. Matrix is composed of ossein. Matrix also Notes
in the matrix singly or in groups of two or four contains salts of calcium, phosphorus and
surrounded by fluid-filled spaces. The cartilage magnesium. Matrix in mammalian long
may be elastic whose matrix has yellow fibres bones (such as thigh bone) is arranged in
as in pinna of ear. concentric rings. The osteocytes (bone
cells) lie on the lamellae (concentric rings
in the matrix.) Osteocytes give out branched
processes which join with those of the
adjoining cells. Some bones have a central
cavity which contains a tissue that produces
blood cells. The substance contained in
the bone cavity is called bone marrow.

2. The cartilage may be fibrous, whose matrix has 2. Bones are of two types : Spongy and
white fibres. Firbous cartilage is present in Compact. In spongy bone, bone cells are
between vertebrae. irregularly arranged. Such bones are found
at the ends of the of long bones.
3. The cartilage can be calcified where matrix is 3. In the compact bones, cells are arranged
deposited with calcium salts as in head of long in circles or lamellae around a central
bones. canal- the Haversian canal.

C. Fluid connective tissue

Blood and Lymph are the two forms of the fluid connective tissue.

Blood : It is a complex of blood cells and plasma. Plasma forms the matrix.

The blood cells 1. Red Blood Cells (Erythrocytes)-Transport O2 and CO2

2. White blood cells (Leucocytes)-Function in defence against

bacteria, viruses and other invaders.

3. Platelets (Thrombocytes)-help in the clotting of blood.

Plasma is the extra cellular fluid of matrix, the ground substance. It contains large
number of proteins such as Fibrinogen, Albumin, Globulin to be transported to
various parts of the animal body for various purposes.

5.3.3 Muscle tissue

Muscle tissue is composed of long excitable cells containing parallel microfilaments
of contractile proteins shape. Actin, myosin, troponin and tropomysin. Because of
its elongated shape, muscle cell is called a muscle fibre. The muscle fibres of
vertebrates are of three different types (i) Striated (ii) Unstriated (iii) Cardiac
(Fig. 5.9) according to shape and functions as mentioned in Table 5.5 and Fig. 5.9.

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of Life Table 5.5 Types of Muscle Fibres
Striated/Voluntary/Skeletal Unstriated/ Cardiac
Involuntary
Location
1. Attached to the skeleton like In the walls of body organs Walls of heart.
Notes head, limbs, face etc. like stomach, intestines.
Shape
Elongated, cylindrical, Spindle shaped, tapering. Elongated, cylindrical,
unbranched fibres branched.
Myofibrils so arranged in the No such striations seen as Striations (stripes) seen.
cytoplasm, that there are myofibrils are not uniformly
striations seen. arranged .
Sarcolemma
Thin and tough membrane Thin cell membrane, no Thin
sarcolemma of the fibre (cell). sarcolemma.
Nucleus
Multi nucleated, Peripheral Uninucleated, centrally One nucleus in each unit,
nuclei. placed. centrally placed.
Blood Supply
Rich Poor Rich
Intercalate Discs
Absent Absent Present
Voluntary (Contracts at will) Involuntary Involuntary

Fig. 5.9 Types of Vertebrate Muscle Tissue

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The muscle fibres have the following characteristics: of Life
(i) Excitability, (respond to stimulus)
(ii) Extensibility, (stretch)
(iii) Contractility, (contract)
(iv) Elasticity, (move back to the original position)
Notes

INTEXT QUESTIONS 5.4

1. Name the different types of cells found in the different types of connective
tissue.
............................................................................................................................
2. Match the item in column I with those in column II, by writing the corresponding
serial number within brackets:
Column I Column II
a. Unstriped muscles ( ) (i) multinucleate
b. Myofibrils ( ) (ii) run parallel to each other in a striped
muscle
c. Sarcolemma ( ) (iii) cardiac muscles
d. Striped muscle ( ) (iv) outer tough membrane of a striped muscle
fibre
e. Branched myofibrils ( ) (v) involuntary
5.3.4 Nervous Tissues
Nervous tissues has two kinds of cells i.e. neurons and neuroglia cells
Neurons
Neuron is the functional unit of nervous tissue. Neurons are also called nerve cells.
Nervous tissues constitute the brain, spinal cord, nerves and the sensory cells and
sense organs.
A single neuron has a generalised appearance as shown in the Fig. 5.10.

Fig. 5.10 Nerve cell (a) non-myelinated nerve fibre (b) myelingated nerve fibre.

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of Life Like any other cells of the body, it has the main cell body called cyton from which
project out a varying number of processes one of which is usually very long. This
long fibre is called the axon.
The smaller but branching processes of the cyton are called the dendrites (GK dendros
= tree). The cell bounded by plasma membrane, possesses a nucleus and other organelles
Notes like mitochondria etc.
The cyton also contains dark granules called Nissel bodies. These are made of RNA
and Protein.
Transmission of nerve impulse The branching dendrites receive the stimulus
and transmit through the cyton to the axon, which finally transmits it through its
variously branched end into either a muscle (to order it to contract) or to a gland
(to order it to secrete). The axon constitutes the nerve fibre. The nerve fibre may
or may not be covered by an extra sheath called medullary sheath secreted by
sheath cells. It is made of myelin a lipid like substance. Accordingly, the nerve
fibre is termed medullated and non-medullated. The medullary sheath is not
continuous and is broken at nodes of Ranvier (Fig. 5.10).

INTEXT QUESTIONS 5.5

1. What is the function of the nervous tissue?
............................................................................................................................
2. What is the direction of the flow of impulse within a nerve cell from its
dendrites to its axon end or from its axon end toward its dendrites?
............................................................................................................................
3. What are the following parts in a nerve cell?
(i) Cyton .........................................................................................................
(ii) Dendrite ....................................................................................................
(iii) Axon .........................................................................................................
(iv) Medullary sheath ......................................................................................
(v) Node of Ranvier .......................................................................................

5.4 LEVELS OF ORGANISATION CELL TO ORGANISM

We started the lesson by talking about the smallest unit of life in any living organism
i.e. the cell. The cell has a very complex system of its organelles, each organelle
concerned with a particular task or activity, and each activity contributing to the
total performance of the cell. Thus there is a division of labour at the cellular level.
As evolution progressed and larger and larger organism appeared with enormous
number of cells in the body, it became necessary that the bodily functions are
distributed among different groups of cells or tissues even among groups of tissues.
Such higher and higher stages or grouping are known the levels of organization.
These levels are as follows:
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(i) Cellular Level of Organization The organization of the activities by different of Life
organelles in a single cell. Example, white blood cell or a green cell of a leaf.
(ii) Tissue Level The aggregates of cells of same origin and having same function,
example, the surface epithelium of our skin or the dividing cells at the root cap of
a plant.
(iii) Tissue System Generally seen in plants where two or more different cell types Notes
combine to perform a particular activity. Example Vascular tissue (veins, etc.)
of a leaf, consisting of xylem and phloem, for transport of water and food
materials.
(iv) Organ Level A distinct recognizable part of the body, composed of a variety
of tissues and performing one or more special functions which contribute to
the well being of the organism. Example : Liver in animals and leaf in plants.
(v) Organ System- Combination of a set of organs all of which are usually devoted
to one general function. Example : respiratory system (consisting of lungs,
trachea, diaphragm, etc. ) in man or the shoot system (consisting of leaves,
stem and branches, etc.) in a plant.
(vi) Organism The complete individual made of different organ system. Examples:
man, monkey, or a mustard plant.

INTEXT QUESTIONS 5.6

1. Rearrange the following levels of organizations in their correct sequences:- tissue, cell,
organ, organism, organ system.
............................................................................................................................
2. Complete the following table by giving one example of each of the following in an
animal and plant.
Level of Examples
Organisation Animal Plant
Cell ................................... .....................................
Tissue ................................... .....................................
Organ ................................... .....................................
Organ-system ................................... .....................................
Organism ................................... .....................................

WHAT YOU HAVE LEARNT

A tissue is a group of cells which are essentially of the same kind and of same origin
and performing similarly function.

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In plants there are, first of all two major categories of tissues- meristematc (dividing
and undifferentiated) and permanent (specialized) tissues.

Meristematic tissue is located at all growth points.

Permanent tissue consists of the simple tissue (parenchyma, collenchyma and
sclerenchyma) and complex tissue (xylem and phloem).
Notes

The animal tissues consist of epithelium (closely packed cells usually on
surfaces,) connective tissue which primarily support, connect or bind the body
parts to together (bones blood etc.), the contractile muscular tissue (different
muscles,) and nervous tissue consisting of nerve cells adapted for conducting
message (brain cells, etc.)

The various tissues in both plants and animals are grouped together to form
an organ. The different organs together form the organ system and the various
organs systems together constitute the organism or the individual. Thus there
are different levels of organization with increasing complexity and specialization
from cell to organism.

TERMINAL EXERCISES
1. What is a tissue?
2. State one main structural characteristic and the special activity of the following
tissue:
meristem, sclerenchyma, xylem, phloem, epithelium, muscle, nervous tissue.
3. In what way do the following tissues differ from the one stated:-
(i) Connective tissue from epithelial tissue
(ii) Bone from blood
(iii) Phloem from xylem
(iv) Squamous epithelium from columnar epithelium
(v) Tracheids from wood fibres
4. Name the different levels of organizations in animals (such as humans) giving
one example of each.

ANSWER TO INTEXT QUESTIONS

5.1 1. a group of cells with similar orgin, structure and function
2. (i) Merisematic;
(ii) Lateral meristem
(iii) Simple
(iv) Permanent
3. arising from same embryonic layer of cells
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4. histology of Life
5. composed of more than one type all cooperating in performing common
function
5.2 1. S.No. Tissue Characteristics Example of location
1. Parenchyma 1. Round cells 1. Root, stem and leaves Notes
2. Living
2. Collenchyma 1. Polygonal cells 1. Mid rib of leaves
with thickening
at corners
2. Living
3. Sclerenchyma 1. Elongated or 1. Stem
irregular at
in shape
2. Dead and thick
walled
2. xylem, phloem
5.3 1. Epithelial, connective, muscular, nervous
2. a-iv, b-i, c-ii, e-iii
5.4 1. Firbroblasts - areolar
Macrophages - areolar
Mast cells - areolar
Cartilage cells/chondrocyte - chondrocyte-cartilage
Bone cells/osteocyte - bone
Blood cells/WBC RBC - blood
2. a (v); (b) (ii); c (iv); d (i); e. (iii)
5.5 1. sensory
2. Dendrite to the axon
3. (i) cell-body (ii) thin processes of cyton (iii) sensory fibre
(iv) medullary layer (v) interruptions in medullary sheath
5.6 1. Cell, tissue, organ, organ system, organism
2. refer to text subsection 5.4

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Forms and Function of
Plants and Animals

6 Notes

ROOT SYSTEM

The root system is the descending (growing downwards) portion of the plant axis.
When a seed germinates, radicle is the first organ to come out. It elongates to form
primary or the tap root. It gives off lateral branches (secondary and tertiary roots)
and thus forms the root system. It branches through large and deep areas in the
soil and anchors the plant very firmly. It also plays another vital role of absorbing
water and mineral salts from the soil and transporting them upwards. How is the
root suited in structure to carry out such functions? You shall learn in this lesson.

OBJECTIVES
After studying this lesson, you will be able to :
l define and identify root;
l distinguish between different types of root systems;
l describe and illustrate different regions of a root apex;
l describe various modifications and functions of roots;
l describe and distinguish between primary structure of dicot and monocot root;
l illustrate and explain the mode of secondary growth in a dicot root;
l describe the deep-seated (endogenous) origin of lateral roots.

6.1. CHARACTERISTICS OF ROOTS

Main features of roots by which you can recognize them are :
l Non green due to absence of chlorophyll;
l Not divided into nodes and internodes;
l Absence of leaves and buds;
l Positively geotropic (grow towards gravity);
l Positively hydrotropic (grow towards water);
l Negatively phototropic (grow away from light).

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6.2. TYPES OF ROOT SYSTEMS
Root systems are mainly of two types:
(i) Tap root system It is the root system that develops from the radicle and
continues as the primary root (tap root) which gives off lateral roots. They
Notes provide very strong anchorage as they are able to reach very deep into the
soil. It is the main root system of dicots e.g. gram, china rose, neem (Fig.
6.1a).
(ii) Fibrous root system In this root system, the primary root is short lived.
A cluster of slender, fiber-like roots arises from the base of the radicle and
plumule which constitute the fibrous root system. They do not branch
profusely, are shallow and spread horizontally, hence cannot provide strong
anchorage. Fibrous root system is the main root system of monocots, e.g.
maize, grasses, wheat (Fig. 6.1b).

Fig.6.1 Types of root system (a) Tap root system (b) Fibrous root system

6.3 TYPES OF ROOTS

(i) Tap root It is the primary and the main root that develops from the radicle,
bears many branches and remains underground. It is usually found in dicots
e.g. sunflower, mustard, carrot, mango (Fig. 6.1a).
(ii) Adventitious root These are roots that develop from any part of the plant
except the radicle. They may be aerial or underground
(Fig. 6.1b). They may grow from node (money plant, bamboo), stem cutting
(rose), tree branch ( banyan)or stem base (fibrous roots in monocots).

INTEXT QUESTIONS 6.1

1. Name the plant organ which grows towards gravity and water but away from
light?
............................................................................................................................

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2. From which part of the germinating seed does the root develop? Plants and Animals

............................................................................................................................

3. Which root system gives better anchorage and why?

............................................................................................................................ Notes

4. Give two examples each of plants having fibrous and tap root system?

............................................................................................................................

5. Mention three characters by which you can say that carrot which you eat is a
root.

............................................................................................................................

6.4 REGIONS OF ROOT

Apical region of roots of any root system shows the same zones or regions as can
be seen in Fig.6.2a. A longitudinal section of root apex (Fig.6.2b) shows the
following structure

1. Root cap region It is a thimble- like structure produced by meristematic

(rapidly dividing) zone and protects the tender apex (apical meristem) from
harsh soil particles. As the root grows further down in soil, root cap wears out
but it is constantly renewed . In aquatic plants (Pistia and water hyacinth) root
cap is like a loose thimble called root pocket.

2. Region of meristematic cells is a small region of actively dividing cells

called the apical meristem. It consists of :
(i) Dermatogen (outermost layer whose cells mature into epiblema and root
cap);
(ii) Periblem (inner to dermatogen whose cells mature into cortex) and
(iii) Plerome (central region whose cells mature into stele). In monocots, cap
is formed by independent group of cells known as Calyptrogen.
3. Region of elongation Lies next to the meristematic region, the cells elongate
and enlarge to make the root grow in length.

4. Region of maturation Lies next to the region of elongation. The cells mature
and differentiate into various tissues constituting (i) Root hair or piliferous
region having unicellular hairs which absorb water and mineral salts from soil
and (ii) Permanent region which lies behind the root hair zone and is without
hairs. It produces lateral roots, anchors the plant in soil and conducts water and
minerals upwards.
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In maize root tip, Clowes (1958) discovered a central cup like reservoir of
inactive cells lying between the root cap and the active meristematic region,
called the Quiescent Centre. These cells become active whenever the
previously active meristematic cells are damaged.
Notes

Fig.6.2 (a) Apical region of root showing four different regions;

(b) L.S. through root apex

INTEXT QUESTIONS 6.2

1. Name the structure which protects the root apical meristem.

............................................................................................................................
2. Give in a sequence, the various regions of root from its tip towards its base.
............................................................................................................................
3. Into which tissues do dermatogen and plerome differentiate?
............................................................................................................................
4. Which region of root absorbs water and mineral salts?
............................................................................................................................

6.5 MODIFICATIONS OF ROOTS

Tap roots and adventitious roots can get modified into a variety of forms to perform
various functions as can be seen from the following chart and tables 6.1 and 6.2.

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Modifications of roots

Tap roots modification Adventitious roots modification

(i) Conical root (i) Tuberous root Notes
(ii) Fusiform root (ii) Fasciculated root
(iii) Napiform root (iii) Nodulose roots
(iv) Tuberous root (iv) Moniliform
(v) Annulated roots
(vi) Assimilatory roots
(vii) Epiphytic roots
(viii) Pneumatophores
(ix) Sucking roots or haustoria
(x) Prop roots
(xi) Stilt roots
(xii) Climbing roots
(xiii) Clinging roots
(xiv) Floating roots

A. Tap root modifications

Tap roots become fleshy for storage of food (Table 6.1)

Table 6.1 Tap root modifications for food storage

Type Characters Example

1. Conical Base is broad and tapers gradually Carrot

(Fig. 6.3a) towards apex

2. Fusiform Swollen in middle tapering towards Radish

(Fig. 6.3b) both ends

3. Napiform Spherical at base tapering sharply Turnip

(Fig. 6.3c) towards the tip

4. Tuberous Thick and fleshy with no definite 4 Oclock

(Fig. 6.3d) shape plant

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Notes

Fig.6.3 Modifications of tap root (a) Conical (carrot); (b) Fusiform (radish);
(c) Napiform (turnip); (d) Tuberous (4 oclock plant)

B. Adventitious root modifications

Adventitious roots get modified for various functions (Table 6.2)
Table 6.2 Adventitious root modifications
Type Characters Example
(i) Modifications for food storage

1. Tuberous Swollen roots developing from Sweet Potato

(Fig 6.4a) nodes of prostrate stem

2. Fasciculated Swollen roots developing in a Dahlia

(Fig. 6.4b) cluster from the stem

3. Nodulose Only apices of roots become Mango-ginger

(Fig. 6.4c) swollen like single beads

4. Moniliform Roots alternately swollen and Grasses, Sedges

(Fig.6.4d) constricted presenting a beaded
or moniliform appearance

5. Annulated Look as if formed by a number Ipecac

(Fig.6.4e) of discs placed one above the
other

(ii) Modification for photosynthesis

Assimilatory roots Roots which when exposed to sun Tinospora
(Fig6.4f) develop chlorophyll, turn green (aerial root),
and manufacture food orchid

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(iii) Modification for absorbing atmospheric moisture Plants and Animals
Epiphytic roots Aerial roots of epiphytes are orchids
(Fig.6.4f) greenish and covered with spongy (Vanda)
tissue (Velamen) with which they
absorb atmospheric moisture
Notes

Fig. 6.4 Adventitious root modifications (a) Tuberous root (sweet potato);
(b) Fasciculated roots (Dahlia); (c) Nodulose roots (mango ginger);
(d) Moniliform roots (grass); (e) Annulated roots (Ipecac);
(f) Assimilatory and epiphytic roots (orchid)

(iv) Modification for better gaseous exchange

Pneumatophores Some roots grow vertically up Mangroves
or respiratory roots (negatively geotropic) into air. (marshy plants)
(Fig.6.5a) Exposed root tips possess Rhizophora
minute pores through which
roots respire, appear like conical
spikes coming out of water
(v) Modification for sucking nutrition from host
Sucking roots or Parasitic plants give out sucking Cuscuta
haustoria roots or haustoria which penetrate
(Fig.6.5 bi,bii) living host plant and suck food

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Notes

Fig. 6.5 Adventitious root modifications (a) Pneumatophores of a mangrove plant;

(bi) Cuscuta (parasite) on host; (bii) Section showing sucking root or
haustorium penetrating the host plant
(vi) Modification for strong support
1. Prop roots Roots develop from tree branches, Banyan
(Fig.6.6a) hang downwards and ultimately
penetrate the ground, thus support
heavy branches
2. Stilt roots Extra roots developing from nodes Sugarcane,
(Fig.6.6b) near the base of stem, grow obliquely Screwpine
and penetrate the soil giving strong
anchorage
3. Climbing roots money plant
(Fig.6.6c) Weak climbers twine around betel
and clasp the support with the help
of climbing roots arising from
their nodes
4. Clinging roots Special clinging roots arise, enter the epiphytes
(Fig.6.4f) crevices of support and fix the orchids
epiphyte
(vii) Modification for buoyancy & respiration
Floating roots Spongy, floating roots filled with Jussiaea
(Fig.6.6d) air, arise from nodes of some aquatic
plants, and help in floating
and respiration
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The great Banyan tree in Sibpur, Kolkata is more than 200 years old, Plants and Animals
forming a crown of over 404 meters in circumference and has about 1600
prop roots.

Notes

Fig.6.6 Adventitious root modifications (a) Prop roots in banyan; (b) Stilt roots of sugarcane;
(c) Climbing roots of betel; (d) Floating roots of Jussiaea.

6.6 FUNCTIONS OF ROOTS

(i) Anchorage Roots anchor the plant firmly to the soil (mechanical function).
(ii) Absorption Roots absorb water and mineral salts and conduct them
upwards (physiological function).
(iii) Special functions By undergoing modifications in their structure, roots
perform special physiological functions like food storage, assimilation,
absorption of atmospheric moisture, sucking food from host, better gaseous
exchange and mechanical functions like floating (buoyancy), stronger
anchorage and climbing.

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INTEXT QUESTIONS 6.3

1. Are carrot, radish and turnip roots? Justify. Why have they become fleshy?
............................................................................................................................
Notes
2. Name the type of root modification found in plants growing in marshy areas.
What is their function?
............................................................................................................................
3. What is the tissue in aerial roots of epiphytes known as which helps in
absorption of moisture from the atmosphere?
............................................................................................................................
4. What are the two main functions of roots?
............................................................................................................................
5. Match the items of column A with those in column B
A B
(a) Prop roots (i) Storage
(b) Haustorium (ii) Jussiaea
(c) Sweet potato (iii) Banyan
(d) Floating roots (iv) Cuscuta
You would enjoy doing the following activity?

ACTIVITY 6.1
AIM : To study the characteristics of roots, type and modification in given plants.
Material required : Carrot, radish, turnip, sweet potato, sugarcane, money plant,
uprooted grass, mustard/coriander plant.
Method : Observe the roots carefully and tabulate your answers to the following
questions
1. Is the root green?
2. Does it have nodes and internodes?
3. Are leaves present?
4. Any buds present?
5. Is it a tap or adventitious root?
6. Name the type of modification, if present?
6.7 PRIMARY STRUCTURE OF ROOTS
A. DICOT ROOT (e.g. gram)

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A thin transverse section of dicot root (Fig. 6.7) shows the following structures Plants and Animals
(i) Epiblema : Single, outermost layer of thin-walled cells. Some cells are
prolonged to form unicellular root hairs. It protects and absorbs water.
(ii) Cortex : Large zone, many layered, cells thin-walled parenchymatous with
intercellular spaces, stores food and water.
Notes

Fig. 6.7 A portion of dicot root in transverse section

(iii) Endodermis : Innermost layer of cortex, cells barrel-shaped, closely packed,
show band like thickenings on their radial walls called casparian strips.
Some cells (opposite the protoxylem) which lack these strips are called
passage cells. They help in the movement of water and dissolved salts from
cortex directly into xylem.
Stele : All tissues inner to endodermis comprise stele.
(iv) Pericycle : Inner to endodermis lies a single layer of pericycle. It is the seat
of origin of lateral roots and vascular cambium and cork cambium during
secondary growth.
(v) Vascular Bundle : It consists of xylem and phloem patches lying on
alternate radii i.e., it is radial. Xylem is exarch where protoxylem (first
formed , having narrow vessels and tracheids) lies towards the periphery and
metaxylem (differentiates later, has wider vessels and tracheids) lies towards
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Plants and Animals the center. Depending upon the number of xylem patches a root may be
diarch (di-2 patches) to hexarch (hexa- 6 patches).

(vi) Pith : Sometimes the metaxylem of all xylem patches meet in the centre,
in that case pith is absent or is small and parenchymatous.
Notes (vii) Conjunctive parenchyma: Parenchyma which separates xylem and phloem.
B. MONOCOT ROOT (e.g. maize root)
A thin transverse section of monocot root (Fig. 6.8) shows the following structures

Fig. 6.8 A portion of monocot root in transverse section.

(i) Epiblema : Outermost, single layer of thin-walled, closely packed cells.
Some cells are prolonged into unicellular root hairs.
(ii) Cortex : Large zone, multilayered, of parenchymatous cells with intercellular
spaces, stores water and food material.

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(iii) Endodermis : Innermost layer of cortex with characteristic casparian strips Plants and Animals
and passage cells.
Stele : All the tissue inner to endodermis is called stele
(iv) Pericycle : Single layered, of thin walled cells. The lateral roots originate
from this layer.
Notes
(v) Vascular Bundle : it consists of many patches of xylem and phloem
arranged radially. The xylem is exarch and polyarch (poly-many).
(vi) Pith : Lies in the center, large, well developed, parenchymatous or
sclerenchyamatous , stores food.
(vii) Conjunctive Parenchyma : Lies in between strands of xylem and phloem.
The anatomical differences between Dicot and Monocot roots can be studied from
table 6.3
Table 6.3 Differences between Dicot and Monocot root
Characters Dicot root Monocot root
1. Number of vascular 2-6 (di-hexarch) Many (polyarch)
Bundles
2. Pericycle Seat of origin of lateral Seat of origin of
roots, vascular and cork lateral roots only
cambium
3. Cambium Present Absent
4. Secondary growth Present Absent
5. Pith Very small or absent Large

6.8 ORIGIN OF LATERAL ROOTS

l The origin of lateral roots is Endogenous i.e. from deeper layer.
l The seat of its origin is pericycle where cells opposite protoxylem divide and
form a hump in the endodermis (Fig. 6.9 a-b).
l The hump penetrates into the cortex (Fig. 6.9 c-d).

Fig. 6.9 a-d Formation of lateral root (Endogenous origin)- Stages as seen in
longitudinal sections of root.

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Plants and Animals l Later, the hump differentiates into 3 regions of the root apex i.e. dermatogen,
periblem and plerome.
l Finally the lateral root comes out.
l The number of lateral roots correspond to the number of xylem bundles.

Notes
CHECK YOUR PROGRESS 6.4
1. Name the condition where protoxylem lies towards periphery and metaxylem
towards centre.
............................................................................................................................
2. Why is it difficult to pluck lateral roots from carrot?
............................................................................................................................
3. What is the seat of origin of lateral roots and cambium?
............................................................................................................................
4. Name the endodermal cells which do not possess casparian strips and help in
the movement of water?
............................................................................................................................
5. Give two major differences between dicot and monocot root.
............................................................................................................................
6. If the number of xylem bundles is 4 (tetrarch), how many lateral roots will be
formed in that area?
............................................................................................................................

6.9 SECONDARY GROWTH IN DICOT ROOTS

The roots grow in length with the help of apical meristem. It is called primary
growth. Apart from primary growth, roots grow in width i.e., they increase in girth.
This increase is called secondary growth. It is found only in dicot roots.
The tissues involved in secondary growth are lateral meristem i.e., vascular
cambium and cork cambium.
It is important to remember that the vascular cambium and cork cambium are
secondary in origin and arise from pericycle.
Secondary growth is as follows-
l Pericycle cells outside the protoxylem divide to form a strip of cambium (Fig
6.10b).
l Another strip of vascular cambium appears in the conjunctive tissue on the inner
side of phloem bundle (Fig. 6.10a, b).

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Notes

Fig. 6.10 T. S. Dicot Root (a) and (c) (diagrammatic) Early stages in
secondary growth (b) Stele enlarged (cellular)
l These two vascular cambium strips join laterally to form a ring which may
initially be wavy (Fig. 6.10c) but later becomes circular due to over production
of secondary xylem tissue inner to primary phloem (Fig. 6.11a).
l Cambium cells consist of brick shaped cells which divide and add cells on its
either side i.e. towards periphery and towards center. Those added towards the
periphery differentiate into secondary phloem and the ones formed towards the
center differentiate into secondary xylem.

Fig. 6.11 T. S. Dicot root (Diagrammatic) a-b Later stages in secondary growth.
l Secondary tissue formed outer to the protoxylem bundle differentiates into
prominent primary medullary ray thus, protoxylem does not get crushed
(Fig. 6.11a).

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Plants and Animals l Later, cork cambium (Phellogen) also differentiates in the pericycle
(Fig. 6.11b).
l The cork cambium divides and gives rise to cork (Phellem) towards outside
and secondary cortex (Phelloderm) towards inside.
l All the three i.e. Phellogen, Phellem and Phelloderm together form the
Notes Periderm of the root and has protective function.
l Finally all the primary tissue outside the developing cork (i.e. endodermis,
cortex and epiblema) are sloughed off.

INTEXT QUESTIONS 6.5

1. Name the lateral meristems found in old dicot roots? What is their function?
............................................................................................................................
2. From which layer does the vascular cambium originate?
............................................................................................................................
3. What is conjunctive tissue?
............................................................................................................................
4. Define periderm. What role does it have?
............................................................................................................................
5. Do primary roots of dicot plant possess cambium?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Radicle elongates to form the primary or tap root.
l Roots are non-green due to the absence of chlorophyll, lack nodes and
internodes, leaves and buds.
l They grow towards gravity (positively geotropic) and water (positively
hydrotropic) but away from light (negatively phototropic).
l Root systems are of two types Tap root system (in dicots) and Fibrous root
system (in monocots).
l Tap root develops from the radicle while adventitious roots develop from any
part of the plant except tap root.
l Apical region of root has 4 regions namely root cap region, region of
meristematic cells, region of elongation and region of maturation.
l Main functions of root are anchorage and absorption.
l In some plants, roots undergo modifications in their structure to perform special
physiological functions (food storage, assimilation, respiration, absorption of
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atmospheric moisture and sucking nutrients from host plants) and mechanical Plants and Animals
functions (stronger anchorage, climbing, buoyancy).
l Internal structure of root shows unicellular hairs, single layered epiblema, large
cortex, prominent endodermis with casparian strips and some passage cells. The
stele consists of single layered pericycle, radial vascular bundle, exarch xylem
and pith. Notes
l Dicot root differs from monocot root in having lesser number of vascular
bundles (2-6), very small pith and presence of cambium (secondarily formed).
l Origin of lateral roots is endogenous.
l Number of lateral roots corresponds to the number of xylem bundles.
l Lateral roots , vascular cambium and cork cambium originate from pericycle
in dicot roots.
l Due to the presence of cambium dicot roots undergo secondary growth.
l Because of apical meristem roots undergo primary growth and increase in
length.
l The dicot roots grow in girth by undergoing secondary growth due to the
involvement of lateral meristem (vascular cambium and cork cambium).
l Vascular cambium originates as a strip in pericycle cells lying outside the
protoxylem and in conjunctive tissue inner to phloem bundle.
l Initially the cambium is wavy but later becomes circular.
l Vascular cambium gives rise to secondary phloem towards periphery and
secondary xylem towards centre.
l Primary medullary rays differentiate outer to protoxylem.
l Cork cambium (phellogen) also differentiates in the pericycle and gives rise to
cork (phellem) towards periphery and secondary cortex (phelloderm) towards
inside.
l Phellem, Phellogen and Phelloderm together form the periderm which is
protective in function.

TERMINAL EXCERCISES

1. Describe any four adventitious root modifications.

2. Give one point of difference between:
(i) Tap root and adventitious root
(ii) Prop and stilt roots
(iii) Protoxylem and metaxylem
(iv) Phelloderm and periderm
(v) Vascular cambium and cork cambium
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Plants and Animals 3. Describe the various types of edible roots which you have studied.
4. What are pneumatophores? Where are they found and what is their function?
5. Describe secondary growth in dicot roots.
6. Why is it difficult to break the lateral roots from the main root?
Notes
7. What is periderm ? How is it formed?
8. Give four characteristics by which you can identify a root.
9. What is the function of region of maturation?
10. Give one example each of plants having pneumatophores, climbing roots,
floating roots and haustoria.
11. A cross section of plant organ when seen under the microscope showsradial
vascular bundles, exarch xylem, single layered pericycle and unicellular hair.
What organ is it?
12. Name the meristematic tissues which help the dicot roots to grow in length
and girth.
13. Name the modification of root which supports tree branches.
14. If a transverse section of root shows polyarch condition of vascular bundles,
large pith and no cambium, which type of root will it be?
15. Differentiate between stele of dicot and monocot root.

ANSWERS TO INTEXT QUESTIONS

6.1 1. Root
2. Radicle
3. Tap root system gives better anchorage because it is very deep seated,
branches profusely which ramify through large areas in soil.
4. Fibrous root system in maize, sugarcane and tap root system in sunflower,
mango.
5. Absence of nodes and internodes, buds and leaves.
6.2 1. Root cap
2. Root cap region, region of meristematic cells, region of elongation, region
of maturation.
3. Dermatogen differentiates into epiblema and cap, whereas plerome
differentiates into stele.
4. Root hair or piliferous region /Region of maturation.
6.3 1. Yes, they are roots since they do not have nodes and internodes, buds or
leaves; they become fleshy for storage of food.
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2. Pneumatophore , respiration Plants and Animals
3. Velamen
4. Anchorage and absorption of water and mineral salts
5. (a) (iii); (b) (iv); (c) (i); (d) (ii)
6.4 1. Exarch Notes
2. Because they arise from inner layer i.e.pericycle/ endogenous origin
3. Pericycle
4. Passage cells
5. In dicot root-2-6 vascular bundles and cambium is present but in monocot
root many vascular bundles are present while cambium is absent.
6. Four
6.5 1. Vascular cambium and cork cambium; Vascular cambium forms secondary
vascular tissue while cork cambium forms cork and secondary cortex.
2. Pericycle and conjunctive tissue.
3. Conjunctive tissue is the parenchyma tissue lying between xylem and
phloem patches that are arranged radially in roots.
4. Periderm is a tissue which is formed during secondary growth and
consists of phellem, phellogen and phelloderm; protection.
5. No, cambium is absent in primary dicot root.

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Forms and Function of
Plants and Animals

7
Notes

SHOOT SYSTEM

Shoot system is an aerial and erect part of plant body which grows upwards. It is
usually above the soil and develops from plumule of the embryo. It consists of
stem, branches, leaves, flowers, fruits and seeds. In this lesson you will study about
the structure, types, modifications and functions of stem, leaf, flower and fruit.

OBJECTIVES

After studying this lesson, you will be able to -

list the general characteristics of stem and distinguish them from those of root;

describe the shoot apex and explain the origin of lateral branches;

explain the types, modifications and functions of stem;

describe the primary structure of dicot and monocot stems with the help of
diagrams and distinguish between them;

describe secondary growth in a dicot stem;

define wood and its types;

describe the general morphology of leaf and explain phyllotaxy;

describe and illustrate various modifications of leaf highlighting their functions;

describe and compare the internal structure of a typical dicot and monocot leaf;

define inflorescence and describe its major types;

define a flower and describe its structure and functions;

define placentation and describe different kinds of placentation;

define and explain the structure of fruit and enlist its major categories with
examples.

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7.1 STEM Plants and Animals

7.1.1 Characteristics of Stem

(i) Arises as a prolongation of plumule (one end of an embryo).
(ii) Grows and bends towards light (positively phototropic) and away from
gravity (negatively geotropic). Notes
(iii) Divided into nodes (point of attachment of leaf) and internodes (regions
between two nodes).
(iv) Bears leaves, branches and flowers on nodes.
(v) Bears vegetative buds which could be terminal (apical bud) for plant to grow
upwards or axillary (bud in the axil of leaf) which give rise to lateral branches.
(vi) Bears floral buds (terminal or axillary) that grow into flowers.
7.1.2 Differences between stem and root
Table 7.1 gives the difference in morphology between stem and root.
Table 7.1 Morphological differences between stem and root
Stem Root
1. Develop from plumule. Develop from radicle.
2. Young stem is green coloured Non green because chlorophyll absent.
because of chlorophyll.
3. Divided into nodes and internodes. Not divided into nodes and internodes.
4. Bears leaves, vegetative and floral Absent.
buds.
5. No cap present at the apex. Root cap is present at the apex.
6. Positively phototropic and negatively Negatively phototropic but positively
geotropic. geotropic.
7. Origin of lateral branches is exogenous Origin of lateral roots is endogenous
(originating from outer layers). (originating from inner layers).

INTEXT QUESTIONS 7.1

1. Name the part of plant which bears nodes, leaves and flowers.
............................................................................................................................
2. Lateral branch develops from which bud?
............................................................................................................................
3. Why is it difficult to break lateral roots and not lateral branches on stem?
............................................................................................................................
4. Roots are negatively phototropic and positively geotropic, what pattern of
growth does the stem show?
............................................................................................................................

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Forms and Function of
Plants and Animals 7.1.3 The Shoot Apex
Shoot apex is the terminal, dome shaped part of shoot and is formed of meristem
called apical shoot meristem is responsible for the development and differentiation
of primary permanent tissue and mainly causes growth in length. It is divided into
two regions - Tunica and Corpus (Fig. 7.1)
Notes

(a) (b)
Fig.7.1 a-b L.S. of shoot apex to show tunica and corpus
(i) Tunica (covering)- An outer zone of shoot apex, 1-3 layers in thickness. It gives
rise to epidermis and is responsible for surface growth.
(ii) Corpus (body)- Inner multi-layered zone of cells which divide in all directions.
They finally give rise to procambium (forms vascular tissue) and ground
meristem (forms ground tissue). These cells also form leaf primordia (a newly
developing leaf).

7.1.4 Origin of Lateral branches

Branches arise from axillary buds present in the axil of leaves (Fig 7.1). Each
axillary bud is a small, compact, underdeveloped shoot covered with a large number
of overlapping leaf primordia. Internodes of this bud enlarge and develop into a
branch. Therefore the development of branches is exogenous (exo = outside).

INTEXT QUESTIONS 7.2

1. Name the meristematic zone in which cells divide in all planes.
............................................................................................................................
2. From which meristematic layer does the vascular tissue develops?
............................................................................................................................
3. Which structure gives rise to a lateral branch? Name the type of its origin.
............................................................................................................................
4. What is the structure known as which covers the apical meristem of root but
is absent in stem?
............................................................................................................................

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7.1.5 Types of stem Plants and Animals

The stem may be (i) aerial (erect, rigid, strong and upright as in herbs, shrubs and
trees) (ii) sub aerial (weak, unable to stay upright and trail on ground as creepers
or climb up as climbers) or (iii) underground (buried in soil and produce aerial
branches under favourable conditions only).
Notes
7.1.6 Modifications of Stem
Stems are variously modified into underground, sub aerial and aerial stems for
performing functions like manufacturing and storing food, perennation (overcoming
unfavourable climatic conditions), providing mechanical support and protection
and for propagating vegetatively
Types of stem and modifications

Underground Subaerial Aerial

Rhizome Runner Tendrils
Corm Stolon Thorns
Bulb Offset Phylloclade
Tuber Sucker Cladode
Underground modified stems Since underground, they may seem like roots but
you can recognise them as stem due to the presence of :
(i) Nodes and internodes, (ii) scaly non green leaves, (iii) buds.
They serve two functions -

Act as perennating structures by remaining leafless and dormant in winter but
giving off aerial shoots under favourable conditions (next season)

Store food and become thick and fleshy.
The various types of underground modified stems are given in Table 7.2.
Table 7.2 Underground Modified Stems
Type Characters Examples
1. Rhizome Thick, fleshy, flattened Ginger (Adrak)
(Fig.7.2a) horizontally growing stem near Turmeric (haldi)
the soil surface. Bears scale
leaves on nodes, terminal and
axillary buds, adventitious roots.
2. Corm Saffron (kesar)
Fleshy, spherical stem with
(Fig.7.2b) Yam (zimikand)
flattened base, grows vertically;
Gladiolus
bears many scale leaves, distinct
nodes and internodes, buds and
adventitious roots.

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Plants and Animals 3. Bulb Reduced, flattened discoid stem Onion
(Fig.7.2ci,ii) with crowded nodes bearing
overlapping fleshy (inner) and
dry (outer) scale leaves. Terminal
bud (in centre) forms foliage
Notes (green) leaves. Adventitious
4. Tuber roots grow from discoid base. Potato
(Fig.7.2d) Swollen tips of underground
lateral branches of stem, store
food as starch, bear eyes. Each
eye is a node which bears bud
and scar of scale leaves.

(a) (b) (c-i) (c-ii) (d)

Fig.7.2 Underground modifications of stem (a) Rhizome of Ginger, (b) Corm of Yam, (ci)
Bulb of Onion (cii) V.S. bulb, (d) Tuber of potato.

Sub aerial modifications Of stem- Stems are weak, therefore lie prostrate on the
ground or may get partially buried in the top soil. The plants bearing such stems
are called creepers. Their stems serve the function of vegetative propagation.
Table 7.3 Modifications of Sub aerial stems
Type Characters Examples

1. Runner Long, weak, slender branch with long internodes. Grass, Oxalis
(Fig.7.3a) Runs horizontally on soil surface giving off
adventitious roots at nodes
2. Stolon Weak lateral branch which grows upwards then Mint (Pudina),
(Fig. 7.3b) arches down to meet the soil, strike roots and Jasmine
produce daughter plants.
3. Offset Like runner but thicker and shorter, grow for a Water hyacinth,
(Fig.7.3c) short distance then produce cluster (rosette) of water lettuce
leaves above and adventitious roots below;
generally in aquatic plants
4. Sucker Underground runner which grows horizontally Chrysanthemum
(Fig.7.3d) for a distance under soil then emerges obliquely
upwards, strikes roots and forms daughter plants

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Notes

(a) (b) (c) (d)

Fig.7.3 Sub-aerial modification of stem : (a) Runner; (b) Stolon;

(c) Offset; (d) Sucker.
Aerial stem modifications - Whole stem or its part (axillary or terminal bud) gets
modified to perform definite functions. You can recognise them as stems by
following features :

(i) Arise in the axil of leaf (ii) Bear nodes and internodes (iii) may bear leaves,
buds, flowers.

Table 7.4 Types of aerial stem modifications

Type Characters Examples

1. Stem tendrils Thread like, spirally coiled, leafless structures Grape vine
(Fig.7.4a) (tendrils) which twine around neighbouring
objects and help weak plants to climb

2. Thorns Straight, pointed, hard structures; modifications Citrus, Duranta

(Fig.7.4b) of axillary (Citrus) or terminal (Carissa) bud; Carissa
act as defence organs or as climbing organs (Karonda)

3. Phylloclade Green, flattened or cylindrical fleshy stem, with Opuntia (prickly

(Fig.7.4c) nodes and internodes; bears spines (modified pear)
leaves to check evaporation); carries out
photosynthesis, stores water. Found in plants
growing in dry regions

4. Cladode It is a phylloclade with limited growth i.e. with Asparagus

(Fig.7.4 di,dii) only one or two internodes; help in
photosynthesis

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Notes

(a) (b) (c) (di) (dii)

Fig. 7.4 Aerial stem modifications (a) Stem Tendril; (b) Thorns; (c) Phylloclade of Opunlia;
di, dii-Cladode of Asparagus and part enlarged

INTEXT QUESTIONS 7.3

1. What are plants with weak stem trailing on the ground known as?
............................................................................................................................
2. Name the modification to which Runner, Stolon, Offset and Sucker belong.
............................................................................................................................
3. What is a phylloclade with one or two internodes called?
............................................................................................................................
4. Haldi and onion belong to which category of stem modification respectively?
............................................................................................................................
5. Match the items of column A with those of column B
A B
(a) Tendril (i) Protection
(b) Sucker (ii) Perennation
(c) Thorns (iii) Reproduction
(d) Bulb (iv) Photosynthesis
(e) Phylloclade (v) Climbing

7.1.7 Functions of stem

A. Primary functions
1. Support and orient the leaves in a manner that they are exposed to maximum
sunlight and for efficient gaseous exchange during photosynthesis and respiration.

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2. Conduct water and minerals from roots to leaves and manufactured food from Plants and Animals
leaves to different parts of the plant.
3. Bear flowers and fruits
B. Secondary Functions
1. Storage - Stems store food and water in plants e.g. potato Notes
2. Perennation - The underground stems help tide over the unfavourable growing
periods e.g. ginger.
3. Vegetative propagation - Stem can be a means of vegetative propagation e.g.
rose, sugar cane.
4. Photosynthesis- in certain plants like xerophytes (desert plants) where leaves
are reduced, the stem takes up the function of photosynthesis. These stems
posses chlorophyll e.g. Opuntia
5. Protection- In some plants the axillary bud modifies into thorn and protects
the plants from animals e.g. citrus, Darranta.
6. Climbing - Tendrils or hooks are modified branches or buds. They coil around
the support and help the plant to climb e.g. grape vine

INTEXT QUESTIONS 7.4

1. Give one primary function of stem.
............................................................................................................................
2. How does sugarcane plant multiply?
............................................................................................................................
3. Match the following in column A with column B
A B
(a) Opuntia (i) Conduction
(b) Duranta (ii) Storage of food
(c) Ginger (iii) Photosynthesis
(d) Potato (iv) Perennation
(e) Stem (v) Protection

7.1.8 Internal (anatomical) structure of stem

The internal structure can be studied if you cut the stem transversely and observe
it under a compound microscope.
A. Internal structure of dicot stem ( e.g., Sunflower)
In a transverse section of a young dicot stem you will see the following structure
(Fig. 7.5a and 7.5b)
1. Epidermis - Outermost single layered, covered with cuticle, bears multicellular
hairs, protective function.
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Plants and Animals 2. Cortex - Inner to epidermis, there are three regions.

Hypodermis - 4-6 layers of collenchyma for mechanical support.

Middle layers - Few layers of parenchyma.

Endodermis - Innermost layer of cortex, has barrel shaped cells. As cells
Notes contain starch grains, it is also called starch sheath.
3. Stele - All the tissues lying internal to endodermis constitute the stele.
(i) Pericycle - Inner to endodermis, multilayered, parenchymatous with
patches of sclerenchyma.
(ii) Vascular bundles - Arranged in a ring (Fig. 7.5a); each vascular bundle
is (a)conjoint (xylem and phloem together in one bundle),
(b) collateral (xylem and phloem on the same radius with phloem towards
the periphery) and (c) open (cambium present in between xylem and
phloem). Xylem is endarch (protoxylem towards centre and metaxylem
towards periphery).

Fig. 7.5 T.S. Dicot stem. a-Diagrammatic b-A portion enlarged.

(iii) Medullary rays - Narrow regions of parenchymatous cells in between
the vascular bundles.
(iv) Pith - The central parenchymatous zone with intercellular spaces.

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B. Internal structure of monocot stem (e.g., maize) Plants and Animals

A transverse section of monocot stem reveals the following structure (7.6a and b)
1. Epidermis - Single layered, covered with cuticle, stem hairs absent.
2. Ground tissue- A mass of parenchymatous tissue. Only a few peripheral layers
below epidermis are sclerenchymatous called hypodermis. Notes
1. Vascular bundle- Numerous, scattered in the ground tissue each enclosed
by sclerenchymatous bundle sheath. Each bundle is
(a) cotlateral and (b) closed (no cambium strip between xylem and
phloem) with (c) endarch xylem. Xylem occurs in the form of letter Y
and innermost protoxylem disintegrates to form a water cavity.

Fig. 7.6 T.S. Monocot stem. (a) Diagrammatic (b) A portion enlarged
(c) A vascular bundle magnified.

Differences between dicot and monocot stem and root and stem are given in Tables
7.5 and 7.6

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Plants and Animals Table 7.5 Differences between monocot stem and dicot stem
Characters Dicot stem Monocot stem
1. Epidermal hairs Present Absent
2. Hypodermis Collenchymatous Sclerenchymatous
Notes 3. Ground tissue Differentiated into cortex, Undifferentiated
endodermis, pericycle, pith
and medullary rays
4. Vascular bundles (i) Number not very large (i) Numerous
(ii) Uniform in size (ii) smaller near periphery,
bigger in the centre
(iii) arranged in a ring (iii) scattered
(iv) open (iv) closed
(v) bundle sheath absent (v) bundle sheath present
(vi) xylem vessels arranged (vi) xylem vessels arranged
in a radial row in shape of letter Y
(vii) water cavity absent (vii) water cavity present
5. Secondary growth Present Mostly absent

Table 7.6 Anatomical differences between stem and root

Characters Stem Root
1. Cuticle Present Absent
2. Hair Multicellular Unicellular
3. Ground Tissue Differentiated Differentiated
4. Cortex Narrow (dicot) or Wide
undifferentiated (monocot)
5. Pericycle Many layered, of Single layered, of
sclerenchymatous and parenchymatous cells
parenchymatous cells only
6. Vascular bundles Many, conjoint and Fixed number, radial
collateral
7. Xylem Endarch Exarch

INTEXT QUESTIONS 7.5

1. Differentiate between conjoint and collateral vascular bundle.

............................................................................................................................
2. What is the region between two vascular bundles in a dicot stem known as?
............................................................................................................................
3. Where will you find radially arranged vascular bundles with exarch xylem?
............................................................................................................................

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4. If you want to study the internal structure of a monocot and a dicot stem, name Plants and Animals
the plants you would select for the study.
............................................................................................................................

7.1.9 Secondary growth in stem

Notes
You have learnt in lesson 6 about the secondary growth in dicot roots and its
importance, let us study it in stem. It occurs only in dicot stem a little away from
the shoot apex and helps the plant to (a) grow in girth (thickness) and (b) makes
it very strong to stand upright for many years. That is why you see that very tall
trees can withstand strong winds, lashing rains etc without falling down but
monocot plants like wheat, rice, maize, grasses etc., bend due to absence of
secondary growth in their stems.
Growth in thickness in dicot stem becomes possible due to the formation of new
tissues entirely by the activity of two lateral meristems -(i) Vascular cambium
(ii) Cork cambium (Fig.7.7 a-d).These tissues thus formed are known as secondary
tissues and growth in girth is referred as secondary growth.
(i) Activity of vascular cambium -Forms secondary vascular tissue as follows

The strip of cambium present in the vascular bundle is called Fascicular
Cambium (Fig 7.7a)

The cells of medullary rays adjoining the strip of vascular (Fascicular) cambium
become meristematic and form interfascicular cambium( Fig. 7.7b).

Both fascicular and inter-fascicular cambium join to form a continuous
cambium ring (Fig. 7.7b,c)

(a) (b) (c) (d)

Fig. 7.7 (a-d) T. S. Dicot Stem- Various stages in secondary growth (Diagrammatic)

Cambium divides and adds cells on internal side (towards pith) which
mature into secondary xylem and cells added towards external side
(periphery ) mature into secondary phloem (Fig 7.7c).

Amount of secondary xylem produced is more than secondary phloem
(Fig7.7d)
(ii) Activity of cork cambium-Forms periderm as follows :

Cork cambium or phellogen develops in the cortex.

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Phellogen divides and adds cells on both the inner and the outer side.

The inner cells differentiate into phelloderm or secondary cortex while

outer cells into phellem or cork (Fig.7.7d).

Cork cells are compactly arranged and become dead and suberized
Notes
(deposition of suberin) except in regions of lenticels (Fig. 7.8) where cells
are loosely arranged (complimentary cells) and non-suberized. It is
through the lenticels that woody branches and tree trunks can undergo
gaseous exchange.

Phellogen, phelloderm and phellem together constitute the periderm

(Fig7.8).Due to internal increase in thickness, periderm replaces the
epidermis, becomes protective in function.

All the dead cells lying outside the active phellogen constitute the bark.

Fig. 7.8 T.S. of old stem A Portion enlarged

In Betula bhojpatra bark peels off like sheets of paper. Ancient manuscripts are
still preserved on them. Cork tissue becomes very thick in Cork tree (Quercus
suber) and is used commercially as, bottle-stoppers, insulators, shoe
soles etc.
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INTEXT QUESTIONS 7.6

1. Name the two lateral meristems which are responsible for increase in girth of
stem.
Notes
............................................................................................................................
2. From which region does the interfascicular cambium develop?
............................................................................................................................
3. Define bark.
............................................................................................................................
4. Why are lenticels, non suberized?
............................................................................................................................
5. The stems of grasses, rice etc., remain weak and thin, why?
............................................................................................................................
6. Which layers constitute the periderm? What is its function?
............................................................................................................................

7.1.10 Wood
Wood is the secondary xylem produced by the activity of vascular cambium in dicot
stem.
Annual Rings (A secret to know the age of tree)
In temperate regions, the climatic conditions show pronounced seasonal variations.
The activity of vascular cambium also becomes periodical as a result distinct growth
layers are formed in xylem. In spring season cambium is very active and produces
a greater number of vessels with wider cavities. The wood formed during spring
is called early wood (or spring wood). In summer, cambium is less active and
forms narrow vessels, this wood is called late wood (or summer wood). These
two kinds of woods in a transverse view appear as alternate concentric rings
together forming an annual ring (Fig 7.8). By counting the number of these rings
we can know the age of a tree. Science dealing with predicting the age of a tree
by counting the annual rings is called as Dendrochronology.

Sap Wood and Heart Wood

Outer part of wood which is functional and consists of recently formed secondary
xylem having some living cells is called sap wood. As the plant ages in the central
part of stem, the inner cells of sap wood becomes non-functional and dark in colour
it is called heart wood (Fig 7.9)

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Notes

Fig. 7.9 T.S. old stem showing Heart wood and Sap woos.
Table 7.7 enlists the main differences between sap and heart wood.
Table 7.7 Differences between wood and heart wood
SAP WOOD HEART WOOD
1. It is the outer wood of an old stem It is the central wood of an old stem
2. Light coloured Dark coloured due to presence of gums,
resins, oils, tannin etc.
3. Contains living cells Living cells are absent
4. Wood is lighter in weight Heavier in weight
5. Less durable because of susceptibility More durable, resistant to attack of the
to attack of pathogens pathogens
6. Commercially less valuable Commercially more valuable

Mechanical tissues in stem -The stem of a tall tree needs to i) resist against pulling
forces of wind and ii) to stand erect against gravity. Stem gets this strength from
- Sclerenchyma in hypodermis and its patches in the pericycle and secondary
phloem, abundant lignified vessels, tracheids and fibres in secondary xylem i.e.
wood and sclereids in pith.

INTEXT QUESTIONS 7.7

1. Which type of wood is formed when the cambium is less active?
............................................................................................................................
2. How can you determine the age of a tree?
............................................................................................................................
3. Why is heart wood commercially more valuable?
............................................................................................................................

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4. Why does a tall tree stand erect even in strong wind and lashing rain? Plants and Animals
............................................................................................................................
5. Define wood.
............................................................................................................................
Notes
7.2 LEAF
Leaf is a flattened and expanded lateral appendage of stem or branch developing
from its node. It originates from leaf primordium formed by the shoot meristem
and bears a bud in its axil called axillary bud. It is the seat of very important
physiological processes like photosynthesis, transpiration and respiration. Besides
protecting axillary buds ,leaf can get modified into structures for storing food and
water, climbing, vegetative propagation etc.

7.2.1 Structure of Leaf

A typical leaf has three parts (Fig. 7.9)
(i) Leaf base - Lower most part of leaf by which it is attached to the stem node.
It may be expanded as sheath (in monocots) or bear lateral outgrowths
(stipules) as in dicots.
(ii) Petiole - Is the stalk of leaf. Leaf can be petiolate ( with petiole) as in many
dicots or sessile ( without petiole) as in most monocots. Petiole may get
modified and swell (e.g. water hyacinth) or develop wings (e.g. orange) or
become flat like a leaf (e.g. Australian Acacia)
(iii) Lamina or leaf blade- It is a green, thin, flattened and expanded part of leaf
with veins and veinlets traversing through its surface. The most prominent vein
running from base to apex and present in the middle of leaf blade is called
mid rib. Veins provide support and conduct water, minerals and prepared food.
Leaf shows a lot of variation in -
(i) Shapes of lamina (Fig.7. 10 )
(ii) Leaf apices (Fig. 7.11 )
(iii) Leaf margins (Fig.7.12 )

Fig. 7.9 Leaf and its parts Fig. 7.10 Variations in leaf shape.
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Notes

Fig. 7.11 Variations in Leaf apices Fig. 7.12 Variations in Leaf margins

7.2.2 Venation in leaves

Arrangement of veins and veinlets in the lamina is known as Venation. It is of
two types

Reticulate venation -veins forming a network e.g. dicots (Fig.7.13A-a,b)

Parallel venation -veins arranged in parallel rows e.g. monocots (Fig.7.13B c,d).

Reticulate and parallel venation may be unicostate (Fig. 7.13 a,c one mid rib,
giving out secondary veins like in feather, hence pinnate or multicostate
(Fig. 7.13 b, d many strong veins spreading out from a common point like
fingers from palm, hence palmate) as seen in Fig.7.13.

(A) Reticulate Venation (B) Parallel Venation

(a) Unicostate (Peepal) (a) Unicostate (Canna)
(b) Multicostate(Grape vine) (b) Multicostate(Palm)
Fig. 7.13 Types of Leaf venation
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INTEXT QUESTIONS 7.8

1. Define venation.
............................................................................................................................ Notes
2. Differentiate between unicostate and multicostate venation.
............................................................................................................................
3. What is the type of venation found in peepal and palm leaves?
............................................................................................................................
4. Name the structure which arises in the axil of leaf
............................................................................................................................
5. What is the prominent vein called which is present in the middle of lamina and
runs from base to apex?
............................................................................................................................

7.2.3 Types of leaves

There are two types of leaves Simple and Compound. Since a leaf bears a bud
in its axil, you can recognize a compound leaf from a simple one by locating the
axillary bud. A bud is present in the axil of both simple and a compound leaf but
not in th axil of leaflets. The differences between the two types of leaves are given
in table 7.7

Table 7.7 Differences between Simple and Compound leaf

Simple leaf Compound leaf

1. The leaf has a single undivided The lamina is divided into many
lamina (Fig. 7.9) segments called leaflets (Fig. 7.14)
2. If divided, the incision does not touch Incisions touch the mid rib (Fig. 7.15)
the mid rib (Fig. 7.13d)

Types of Compound leaves - They are of two types as shown in table 7.8
Table 7.8 Types of compound leaf
Pinnate Palmate
1. Leaflets are attached to mid rib or rachis Leaflets radiate from the end of petiole
and are arranged laterally (Fig 7.15) like fingers of a palm (Fig. 7.14 )

2. Leaflets and mid rib may get further Depending upon the number of leaflets
divided to form compound leaves that compound leaves are bifoliate, trifoliate,
are unipinnate, bipinnate, tripinnate and quadrifoliate and multifoliate (Fig.7.14)
decompound (Fig. 7.15)

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Notes

Fig. 7.14 Palmately compound leaf and its types

Fig. 7.15 Pinnately compound leaves and its types

INTEXT QUESTIONS 7.9

1. Name the structure to which the leaflets are attached in a compound leaf.
............................................................................................................................
2. What is the structure which helps you differentiate a leaf from a leaflet?
............................................................................................................................
3. What are the two types of compound leaves known as ?
............................................................................................................................
You will enjoy doing the following activity

ACTIVITY 7.1

Aim - To collect and study a few leaves.

Material required Collect leaves of peepal, neem, banana, palm, rose, grass,
imli and tulsi.
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Method - Observe the following features in the collected material Plants and Animals

(i) Simple or compound leaf

(ii) Reticulate or Parallel venation.
On the basis of the type of venation group the leaves into monocot and dicot leaves.
Notes
7.2.4 Phyllotaxy
It is the arrangement of leaves on stem or branch. The arrangement of leaves is
such that they get appropriate amount of sunlight for photosynthesis. It is of three
types
(i) Alternate (Fig. 7.16d) - a single leaf arising at each node e.g. china rose,
mango.
(ii) Opposite (Fig. 7.16a-b) - Leaves occur in pairs at each node. This arrangement
may be
(a) Decussate (Fig. 7.16a) - When the pairs of leaves at upper and lower
nodes are at right angles e. g .,Tulsi, Galotropis
(b) Superposed (Fig. 7.16b) - when the leaf pairs at upper and lower nodes
are exactly in the same plane e.g. guava
(iii) Whorled (Fig. 7.16c) - There are more than two leaves at each node arranged
in a circle or whorl e.g. Nerium.

(a) (b) (c) (d)

Fig. 7.16 (a-d) Phyllotaxy- (a) Opposite-Decussate; (b) Opposite-Superposed;

(c) Whorled; (d) Alternate

7.2.5 Modifications of leaves

Although the function of leaves is to synthesize food, in some cases they get
modified into distinct structures to perform special functions like support and
protection to plant, storage of food and water or to catch insects as in case of
insectivorous plants (Table 7.9).

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Plants and Animals Table 7.9 Modifications of leaves
Type Characters Examples
l. Leaf Tendril Thin wiry, closely coiled sensitive Pea, Glory lily
(Fig.7.17a) structure that helps the plant to climb
Notes 2. Spines The leaves are modified into sharp Prickly poppy
(Fig 7.17b) and pointed structures which protect (Argemone)
the plant and help in reducing Opuntia, Aloe
transpiration.

3. Phyllode The petiole of compound leaf Australian acacia

(Fig. 7.17c) becomes flattened leaf like and helps
in photosynthesis; the leaflets gradually
disappear

4. Leaves of In pitcher plant the whole leaf gets Pitcher plant

Insectivorous modified into pitcher while in (Nepenthes)
plants bladderwort some segmented leaves Bladderwort
(Fig. 7. l7d, e) get modified into bladders. They help in (Utricularia)
trapping insects

(a) (b) (c) (d)

Fig. 7.17 Modifications of Leaf a-d (a) Leaf tendril; (b) Spines;
(c) Pitcher plant; (d) Bladderwort

Heterophylly (heteros = different)- Some plants show more than one type of
leaves in the same plant , this phenomenon is called heterophylly. It is found in
some plants which remain partly submerged in water e.g. Water chestnut, Limnophila

INTEXT QUESTIONS 7.10

1. What is the type of phyllotaxy found in mango, tulsi and guava plants?
............................................................................................................................

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2. Match the following of column A with that of column B Plants and Animals
A B
(a) Pitcher (i) Photosynthesis
(b) Spines (ii) Climbing
(c) Phyllode (iii) Trapping insects Notes
(d) Tendril (iv) Protection
3. Give two examples of insectivorous plants.
............................................................................................................................
4. Water chestnut shows two different types of leaves on the same plant, what is
such a condition known as?
............................................................................................................................

7.2 6 Functions of Leaf

Leaf performs following functions :
(i) Photosynthesis -Leaves manufacture food in the presence of sunlight.
(ii) Exchange of gases - Stomata help in exchange of gases which are important
for respiration and photosynthesis.
(iii) Transpiration -Evaporation of excess of water in vapour form takes place
through stomata which helps in ascent of sap and cooling of leaf surface.
(iv) Guttation - Exudation of excess of water containing salts takes place in liquid
form from leaf margins in plants growing in humid climate.
(v) Modifications for special functions - In certain plants leaves perform
functions like manufacturing and storing food, providing support and protection,
vegetative propagation and trapping insects.

7.2.6. Internal structure of leaf (Figs. 7.18-19)

A General features

Leaves of most dicot plants are dorsiventral (oriented horizontally, with
differentiated mesophyll) where as those of monocots are isobilateral (oriented
vertically, mesophyll undifferentiated).

V.S. of leaf shows three main parts (i) Epidermis (ii) Mesophyll (iii) Vascular
system.
(i) Epidermis - Present on both upper and lower surface of leaf. Some
epidermal cells form stomata which help in exchange of gases for
photosynthesis, respiration and evaporation of water vapour during
transpiration.
(ii) Mesophyll - Consists of chloroplast - containing parenchyma
(chlorenchyma) and is responsible for carrying out photosynthesis. It is
differentiated into palisade and spongy cells.

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Palisade cells - occur below upper epidermis.
Cells are radially elongated, compactly arranged.
Possess abundant chloroplasts

Spongy cells - Occur below the palisade cells
Notes
Cells irregular and loosely arranged - Contain fewer chloroplasts
Store gases in the inter cellular spaces
(iii) Vascular Bundles - They are collateral and closed
In each bundle, xylem is located on upper side (dorsal) and phloem on
lower side (ventral)
Most vascular bundles are surrounded by colourless parenchyma called
bundle sheath or border parenchyma.

Fig. 7.18 V.S. of a dicot (Dorsiventral) Leaf

Fig. 7.19 V.S. of a Monocot (Isobilateral) Leaf

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Structure of stomata Plants and Animals
Single stoma is made up of two semi circular guard cells surrounding a pore (Fig.
7.21 ) The guard cells contain chloroplasts and regulate the opening and closing
of stomata. Stomatal pore opens into the inter cellular spaces (substomatal cavity)
of mesophyll (Fig. 7.19). The number, shape and distribution of stomata vary
(Table 7.10) Notes
Table 7 .10 Distribution of stomata.
Plants Stomatal characters Examples
1. Dicots Guard cells semicircular, Mango, neem
occur generally on lower surface

2. Monocots Guard cells dumbbell Maize

shaped, occur on both the surfaces

3. Xerophytes To reduce transpiration- Nerium

(i) occur only on lower surface,
(ii) are less in number,
(iii) may be sunken
4. Hydrophytes
with floating Occur only on upper surface Lotus
leaves
with submerged Stomata absent Hydrilla
leaves

Now you can compare the internal structues of dicot and monocot leaves from Figs.
7.18-19 and Table 7.11
Table 7.11 Difference between internal structure of Dicot and
Monocot Leaf
Tissue Dicot leaf Monocot leaf
(Dorsiventral leaf) (lsobilateral leaf)
1. Epidermis
(i) Stomata Occur generally in lower Occur both in upper and
epidermis lower epidermis
(ii) Bulliform cells Absent Present
2. Mesophyll Differentiated into palisade Only spongy parenchyma
and spongy parenchyma present
3. Vascular system (i) in the form of network (i) in rows
(ii) vascular bundle in mid rib (ii) vascular bundle
region is large, rest small generally of same size

B. Special features
(i) Bulliform Cells (Fig 7.19)

These are special type of cells (motor cells) found on upper surface of
leaf (e.g. maize, bajra, jowar).

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They help the leaf to roll and unroll due to change in turgidity.

Leaf rolls when these cells lose water due to high evaporation.

Thus, under dry conditions they help in reducing the loss of water vapour
through stomata.
Notes (ii) Hairs

Hairs are present especially on leaves of plants growing in dry conditions.
They check the rate of transpiration.

They protect the leaf from bright sunlight, high temperature and air
pollution.
(iii) Hydathodes (water stomata)

These are specialised structures (Fig.7.20) present in leaves of angiosperms
(garden nasturtium) occurring in humid climate.

Through these excretion of water in liquid form (guttation) takes place.

Fig.7.20 Hydathode Fig, 7.21 Stoma from a dicot leaf

Table 7.12 Difference between Stomata and Hydathode
Characters Hydathode Stomata
1. Size Large Small
2. Location Located at vein endings near Present throughout the leaf
leaf margins only surface
3. Structure Always remain open They open and close
4. Loss of water Water comes out in liquid form Water loss is in vapour form
and contains dissolved salts
5. Occurrence Found in plants of humid areas In plants occurring in all
climates
6. Physiological Guttation Transpiration
process

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INTEXT QUESTIONS 7.11

1. How is the mesophyll tissue of dicot leaf different from that of monocot leaf? What
is its function?
Notes
............................................................................................................................
2. Where are stomata located in a grass leaf?
............................................................................................................................
3. Name the structure through which plants growing in humid areas get rid of excess
of water in liquid form.
............................................................................................................................
4. Match the following of column A with that of column B
A B
(a) Bulliform cells (i) Protection
(b) Transport of water and mineral salts (ii) Guttation
(c) Stomata only on lower surface (iii) Monocot leaf
(d) Hydathode (iv) Dicot leaf
(e) Hair (v) Stomata
(f) Exchange of gases (vi) Xylem

7.3 FLOWER
Flowers are a thing of beauty for us but for the plants they are vital as they are the seat
of sexual reproduction. They produce fruits and seeds.
A flower is a modified shoot because it has (i) nodes very close to one another and (ii)
floral leaves arranged in successive whorls.
7.3.1 Parts of a typical flower (Fig 7.22)
Take a flower of any colour or size growing in your area, youll find its basic plan to
be the same i.e. the flower is a borne on a stalk called pedicel. The pedicel has a swollen
tip known as thalamus or receptacle on which are borne four whorls successively in
definite order as given below :
Accessory whorls
1. Calyx (collection of sepals) - The outer most whorl of green sepals whose main
function is protection.
2. Corolla (collection of petals) - The next whorl of variously coloured petals.
They help in attracting insects for pollination.
Reproductive whorls
3. Androecium (male reproductive part) consists of collection of stamens. Each
stamen has a long slender filament with a bilobed anther at its tip with a
connective. Anthers produce pollen grains for pollination.
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Plants and Animals 4. Gynoecium (female reproductive part) - centrally located. It consists of a
collection of carpels or pistils. Each carpel has three parts -

Ovary - It is the swollen basal part, one to many chambered (called
locules) containing ovules which get fertilized to form seeds and the
ovary forms the fruit.
Notes

Fig.7.22 A typical flower

Style - It is the elongated tube connecting ovary and stigma.

Stigma -It is the receptive surface for pollen.
Common variations in flower and its floral parts -Flowers show a lot of
variations, some of which you can study from the table 7.13
Table 7.13 Variations in flower
Variation Characters
1. Complete/Perfect flower All 4 floral whorls present
2. Incomplete/Imperfect flower Any one or more of floral whorl is absent
3. Bisexual (Hermaphrodite) Both reproductive organs i.e. stamens and
carpels present
4. Unisexual Only one reproductive organ present
(i) Staminate or male flower Only stamens present
(ii) Pistillate or female flower Only carpel present
(iii) On the basis of occurrence
of unisexual flowers, plant is
(a) Monoecious Both male and female flower occur
on same plant e.g., cucumber
(b) Dioecious Male and female flower occur on
on different plants e.g., papaya
5. Neuter flower Both stamens and carpels are absent
6. Actinomorphic (Regular) flower If it can be divided into two equal halves
through any vertical plane e.g., mustard
7. Zygomorphic (irregular bilateral) If it can be divided into two similar halves
only through one particular plane e.g., pea
8. Asymmetrical (Irregular) It cannot be divided into two similar halves
in any vertical plane e.g., Canna

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A. Variations in sepals and petals Plants and Animals
(i) Polysepalous and Polypetalous (poly - free)- sepals or petals are free
respectively.
(ii) Gamosepalous and Gamopetalous (gamo - united)- all sepals or petals are
fused.
(iii) Perianth - Sepals and petals not distinguishable e.g. onion Notes
B. Variations in Stamens (Fig. 7.23)
The stamens show variation in their cohesion (fusion).
(i) Monadelphous - filaments fused into one bundle but anthers are free e.g.
china rose
(ii) Diadelphous filaments fused to form two bundles e.g. pea
(iii) Polyadelphousfilaments fused to form many bundles e.g., lemon
(iv) Syngenesious filaments are free but anthers are fused e.g. sunflower
(v) Synandrous stamens are fused throughout the length e.g., cocks-comb.
Other variations in stamens are as follows
(vi) Epipetalous stamens are attached to petals but anthers are free e.g.,
brinjal
(vii) Didynamous four stamens, two short and two long e.g. tulsi
(viii) Tetradynamous six stamens, inner four are long and outer two are short
e.g., mustard

Fig. 7.23 Cohesion (fusion) of stamens.

C. Variation in Carpel
On the basis of number of carpels, flowers may be
(i) Monocarpellary hynoecium having one carpel e.g. pea.
(ii) Polycarpellary many carpels (e.g. china rose). It may be
(a) syncarpous - carpels are fused e.g. tomato, mustard
(b) apocarpous carpels are free e.g. Ranunculus, lotus.
7.3.1a Position of floral whorls on thalamus with respect to ovary
Flower could be of three kinds (Fig, 7.24)
(i) Hypogynous - ovary occupies the highest position on thalamus, other three
whorls are sucessively below it. Ovary is said to be superior e.g. china rose,
mustard.
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Plants and Animals (ii) Perigynous - The thalamus is disc-like on which the carpels are borne in the
centre and rest of floral whorls are located on rim of thalamus. Ovary is said
to be half inferior e.g. peach, plum, pea.
(iii) Epigynous -thalamus forms a cup- shaped structure; and encloses the ovary
completely and fuses with it. The other whorls are positioned above the ovary.
Notes The position of ovary is now inferior e.g. sunflower, cucumber.

Fig. 7.24 Position of floral parts on thalamus

Do you know
Some plants like cashew nuts and mango have neuter, bisexual and
unisexual flowers on the same tree.
7.3.2 Placentation
It is the manner in which placentae are distributed in the ovary. Placenta is the point
of attachment of ovules (or future seed) to the ovary.
Types of placentation (Fig. 7.26)
(i) Marginal - The ovary is one chambered and ovules are arranged along the
margin of the ovary. e.g. pea, gram.
(ii) Axile - Ovary is many chambered and ovules present on the placenta develop
from the central axis of ovary e.g. China rose, tomato, bhindi,
(iii) Parietal - Ovary is one chambered and ovules are attached in its inner wall
where margin of adjoining carpels meet e.g, mustard, cucumber,
(iv) Basal Ovary is one chambered and placenta develops at the base of ovary
and bears a single ovule e.g. sunflower.
(v) Free central gynoecuum is syncarpous and polycarpellary but unilocular as
septae are absent. In the central part the placenta bears many ovules e.g.
Dianthus, Primula.

Fig. 7.25 Types of placentation (a) Marginal, (b) Axile, (c) Parietal,
(d) Free central, (e) Basal, (f) Superficial

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(vi) Superficial - Ovary is polycarpellary syncarpous and multilocular in which Plants and Animals
entire inner walls of chambers are lined with placental tissue so that ovules
develop all around e.g.,water lily (Nymphaea)

INTEXT QUESTIONS 7.12 Notes

1. What is the collection of sepals and petals respectively known as?

............................................................................................................................
2. Match the following of column A with column B
A B
(a) Flower (i) China rose
(b) Polycarpellary (ii) Pollination
(c) Petals (iii) Reproductive organ
(d) Monodelphous (iv) Many carpels
(e) Carpel (v) Modified shoot
3. Define placentation.
............................................................................................................................
4. Name the type of placentstion where ovary is many chambered and ovules are
arranged on the central axis.
............................................................................................................................

7.4 INFLORIESCENCE
Inflorescence is the arrangement of flowers on the floral axis called peduncle.
:Inflorescence could be terminal or axillary.
7.4.1 Types of inflorescence
The various types depend upon the type of branching of peduncle and arrangement
of flowers. There are two major types of inflorescence
(i) Racemose. The main axis does not end in a -flower but continues to grow.
(ii) Cymose. The main axis ends in a flower and the growth is limited.
The major differences between the two are given in table 7.14
Table 7.14 Differences between Racemose and Cymose
inflorescence
Racemose cymose
1. Main axis shows unlimited growth Growth is limited

2. Axis does not terminate in a flower Axis ends in at flower

3. Flowers occur in acropetal order (oldest Flowers in basipetal order (terminal

flower below and youngest near the apex) flower is older)

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Plants and Animals Table 7.15 Types of Racemose Inflorescence
(Fig. 7.20)

A. With main axis elongated

Notes
Type Characters Examples

1. Raceme Flowers present on the floral axis are stalked Mustard

2. Spike Like raceme but the flowers are sessile Achyranthes (Latzira)

3. Spikelet Cluster of one or more flowers (florets and Wheat

their associated bracts

4. Catkin Like spike but the axis is pendulous bearing Mulberry

unisexual flowers

5. Spadix Like spike but the axis is fleshy and enclosed Colocasia, banana
by a large showy bract (Spathe)

B With main axis shortened

Type Characters Examples

6. Corymb Lower (older) flowers have Candytuft

longer stalks than the
younger ones, thus all
flowers come at same level

7. Umbel Flower with stalks of equal Coriander

length arising from the same,
point

C. With main axis flattened

Type Characters Examples

8. Head or capitulum Main axis is flattened into Sunflower

convex receptacle on which
sessile flowers (florets) are arranged
in centripetal order (older towards
periphery). Whole inflorescence is
surrounded by involucre of bracts

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Notes

Fig. 7.26 Types of Racemose Inflorescence

Table 7.16 Types of cymose inflorescence

(Fig. 7.27)

Type Characters Examples

1. Monochasial cyme Main axis ends in a flower. A lateral Cotton

(Fig. 7.27a) branch comes from one side and ends
in a flower
2. Dichasial cyme Two lateral branches develop form either Dianthus, jasmine
(Fig. 7.27b) side of terminal flower and each branch
ends in a flower
3. Multichasial cyme Number of lateral branches come from Calotropis
(Fig. 7.27c) the sides of terminal flower, each lateral
branch ends in a flower.

Fig. 7.27 Types of Cymose inflorescence (a) Monochasial,

(b) Dichasial, (c) Polychasial

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Plants and Animals 7.4.2 Special types of inflorescence
1. Hypanthodium (Fig.7.28a) - The fleshy receptacle forms a cup like cavity and
has an apical opening. The male and female flowers are borne on the inner wall
of the cavity e.g. Fig, Peepal
2. Cyathium (Fig. 7.28b) - A type of inflorescence characteristic of Euphorbia,
Notes in which a cup shaped involucre encloses a single flower surrounded by a
number of male flowers. A nectary is present at the rim of involucre,
3. Verticillaster (Fig. 7.28c)- It is a series of condensed dichasial cyme at each
node with a cluster of sessile flowers in the axil of leaves e.g. Ocimum (Tulsa),
Salvia,

Fig.7.28 Special type of Inflorescence- (a) Hypanthodium,

(b) Cyathium, (c) verticillaster

INTEXT QUESTIONS 7.13

1. What is a cyamose inflorescence?
............................................................................................................................
2. Give one difference between Raceme and Spike.
............................................................................................................................
3. Define inflorescence.
............................................................................................................................
4. Name the type of inflorescence found in sunflower and Fig.
............................................................................................................................

7.5 FRUIT
A true fruit is a ripened ovary that develops after fertilization. Ovules develop into
seeds and the ovary wall matures into fruit wall which is now called pericarp. The
pericarp may be thick or thin. In fleshy fruits like mango, pericarp is thick and
differentiated into three regions-(a) epicarp forms the skin of the fruit
(b) mesocarp, middle pulpy and (c) endocarp inner hard and stony (coconut,
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mango) or often thin membranes (orange). In dry fruits pericarp, is thin, dry, papery Plants and Animals
or thick and woody and but not divided into three regions.
Sometimes along with ovary other floral parts like thalamus, receptacle or calyx
may develop as part of fruit, such fruits are-called false fruits. e.g. apple, pear
(thalamus), fig (receptacle).
Notes
Parthenocarpic fruit -It is a fruit that develops without fertilization. It is seedless
or has non-viable seeds e.g, banana, grapes. Horticulturists are producing such fruits
artificially.
7.5.1 Kinds of fruits - There are three basic types
1. Simple fruit - Develops from single mono-to polycarpellary, syncarpous (fused)
ovary e.g, pea, tomato.
2. Aggregate fruit - Collection (etaerio) of simple fruits or fruitlets on same
thalamus developing from polycarpellary, apocarpous (free carpels) ovary e.g.
Calotropis
3. Composite or multiple fruit - Fruit develops from a number of flowers
juxtaposed together or from inflorescence e.g. mulberry, pineapple.

Table7.17 Major categories of fruits

(i) Legume - pea,
bean, groundnut
Dehiscent (ii) Siliqua - mustard
(iii) Follicle-Calotropis
Dry (iv) Capsule-cotton, poppy, bhindi
(i) Caryopsis-wheat, rice
Indehiscent (ii) Nut-almond, cashew nut
1. Simple (iii) Cypsella-sunflower, marigold
(iv) Samara-yam, hiptage
(i) Drupe-mango, coconut
(ii) Berry-tomato, banana, date palm
Fleshy (iii) Pepo-cucumber, watermelon
(iv) Hesperidium-lemon, orange
(v) Pome-apple, pear
(i) Etaerio (cluster) of drupes Raspberry
2. Aggregate (ii) Etaerio of achenes-strawbery, rose
(iii) Etaerio of berries custard apple
(iv) Etaerio of follicles-periwinkle,
larkspur
3. Multiple or (i) Sorosis-pineapple, mulberry, jackfruit
composite (ii) Syconus-Fig.

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Plants and Animals Table 7.18 Common Fruits nnd their edible parts.
Name Type Edible Part
1. Banana Berry simple, fleshy Mesocarp and Endocarp
2. Apple Pome simple, fleshy Fleshy thalamus
Notes 3. Coconut Fibrous Drupe simple, fleshy Endosperm
4. Custard Apple Etaerio of Berries aggregate Pericarp
5. Date Palm Berry simple, fleshy Pericarp
6. Cashew Nut Nut simple, dry indehiscent Peduncle and Cotyledons
7. Mango Drupe simple, fleshy Mesocarp
B. Orange Hesperidium simple, fleshy Juicy hairs from endocarp,
9. Tomato Berry simple, fleshy Pericarp and Placentae
10. Pear Pome simple, fleshy Fleshy thalamus
11. Pineapple Sorosis composite Outer portion of receptacle,
bracts and perianth
12. Fig Syconous composite Fleshy receptacle
13. Litchi Nut simple Juicy Aril
14. Wheat Caryopsis simple dry indehiscent Starchy Endosperm
15. Strawberry Etaerio of achenes- aggregate Succulent thalamus

INTEXT QUESTIONS 7.14

l. Define Fruit.
............................................................................................................................
2. Give two examples of false fruits.
............................................................................................................................
3. What is the fruit wall known as which is formed by the ovary wall?
............................................................................................................................
4. Give the names of three layers of pericarp of a fleshy fruit.
............................................................................................................................
5. Match the following of column A with that of column B
A B
(a) Apple (i) Berry
(b) Hesperidium (ii) Mesocarp
(c) Mango-edible part (iii) Endosperm
(d) Coconut -edible Parr (iv) Orange
(e) Tomato (v) False Fruit

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WHAT YOU HAVE LEARNT

Stem is aerial, upright, positively phototropic part of plant and bears nodes,
interposed leaves and buds.
Notes

It has a terminal apical meristem which gives rise to leaves and axillary buds

The stems are variously modified into underground, subaerial and aerial stems
for performing special functions.

Dicot and monocot stem are different anatomically.

The internal structure of dicot stem shows epidermis, differentiated ground
tissue, multilayered pericycle and vascular bundles arranged in a ring. Each
vascular bundle is conjoint, collateral and open with endarch xylem.

Monocot stem differs in having undifferentiated ground tissue, scattered
vascular bundles which are closed.

Secondary growth takes place only in dicot stem.

Wood is of two types- heartwood (dark and non functional) and sap wood (light
and functional)

The differential activity of vascular cambium during secondary growth forms
an annual ring.

Origin of lateral branches is exogenous.

The primary function of stem is conduction of water and minerals through
xylem and food through phloem; support and orient leaves towards sunlight for
better photosynthesis ; bear flowers and fruits.

Stem undergoes modifications for various special functions like food storage,
perennation, protection, climbing, photosynthesis and vegetative propagation.

Leaf is a specialised organ for photosynthesis.

It has three parts -leaf base, petiole and lamina traversed by parallel or reticulate
venation. The arrangement of leaves on stem is called phyllotaxy

Leaves can be simple or compound.

Leaves are modified into tendrils, spines, phylloclade, pitcher or bladder to
perform special functions.

Internal structure of leaf shows three main tissues - epidermis with stomata,
mesophyll differentiated into spongy and palisade tissue in dicot leaf but only
of spongy tissue in monocot leaf and vascular system.

Each stoma consists of semi-circular guard cells surrounding a pore. Guard cells
regulate the opening and closing of stomata.

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Stomata help in gaseous exchange and allow loss of water vapour during transpiration.

Special structures like bulliform cells, hydathodes and hairs occur in leaves of some
plants.

Flower is a modified shoot.
Notes
A typical flower has accessory whorls i.e., calyx and corolla and reproductive whorls
i.e., androecium (male) and gynoecium (female).

Flowers may be bisexual, unisexual or neuter; actinomorphic or zygomorphic;
hypogynous, perigynous or epigynous.

Variations occur in floral parts.

Placentation is the manner in which placentae are distributed in the ovary. It
is of many types.

Inflorescence is the arrangement of flowers on the floral axis.

It has two major types - racemose and cymose.

Hypanthodium, verticillaster and cyathium are special types of inflorescence.

Fruit is a ripened ovary that develops after fertilization

Ovules develop into seeds and the ovary wall matures into fruit wall called the
pericarp which may be thin or differentiated into epicarp, mesocarp and
endocarp.

Fruits may be true or false and categorized into simple, aggregate or composite
types.

Simple fruits may be dry (dehiscent or indehiscent) or fleshy.

A fruit that develops without fertilization is called parthenocarpic fruit.

TERMENAL QUESTIONS
1. Differentiate between
(i) Dicot stem and monocot stem
(ii) Root and stem
(iii) Racemose and cymose inflorescence
(iv) Stomata and hydathode
(v) True fruit and false fruit
(vi) Dicot and monocot leaf
2. Explain the different types of underground modified stem?
3. Explain the process of secondary growth in dicot stem.
4. Draw and label the vertical section of dicot leaf.
5. Define the following
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(a) Flower (b) Actinomorphic (c) Heterophylly Plants and Animals
(d) Phyllotaxy (e) Hypogynous (f) Parthenocarpic fruit
(g) Venation.
6. What is cork cambium? State its functions.
7 Draw labelled diagrams of the following Notes
(a) Raceme and corymb inflorescence
(b) Axile and parietal placentation
8. What is a fruit? Enlist the various types of simple- fleshy fruits giving one example
of each type.
9. What are the edible parts of the following fruits
(a) Mango (b) Orange (c) Apple
(d) Banana (e) Coconut (f) Cashew nut
10. Match the following of column A with that of column B
A B
(a) Tendril (i) Protection
(b) Stolon (ii) Food, storage
(c) Thorn (iii) Reproduction
(d) Tuber (iv) Photosynthesis
(e) Capitulum (v) Climbing
(f) Phylloclade (vi) Sunflower
11. Name the type of modification of an underground, non-green structure bearing nodes
and internodes and eyes.
12. If a section of stem shows scattered vascular bundles which are closed, have Y
shaped xylem and are surrounded by bundle sheath; what group of plant is it?
13. What is the region ouside the phellogen known as?
14. When the cambium is less active which type of wood does it produce?

ANSWER TO INTEXT QUESTIONS

7.1 1. Stem, 2. Axillary bud
3. Because lateral roots originate from inner layers (endogenous origin)
4. Stem is positively phototropic and negatively geotropic
7.2 1. Corpus 2. Procambium
3. Axillary bud, exogenous 4. Root cap
7.3 1. Creeper 2. Sub-aerial
3. Cladode 4. Rhizome, Bulb
5. (a) - (v) (b) - (iii) (c) - (i) (d) - (ii) (e) - (iv)
7.4 1. Conduction of water and mineral from root to leaf and manufactured food from leaf to
other parts of plant

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Plants and Animals 2. Stem cuttings
3. (a) - (iii) (b) - (v) (c) - (iv) (d) - (ii) (e) - (i)
7.5 1. Conjoint is when xylem and phloem are together in one bundle, collateral is when xylem
and phloem are on the same radius
2. Medullary ray (3) Root
Notes 4. Maize stem for monocot and sunflower for dicot stem
7.6 1. Cork cambium (phellogen) and vascular cambium
2. Medullary ray parenchyma
3. Call the tissues outside the functional cork cambium is called bark
4. For gaseous exchange in branches
5. Phellem, Phellogen, Phelloderm, Protection
7.7 1. Late or summer wood
2. By counting the annual rings
3. Durable, resistant to attack of pathogen
4. Presence of abundant mechanical tissue like sclerenchyma and secondary xylem
5. Wood is secondary xylem produced by the activity of vascular cambium in dicot stem
7.8 1. Venation is the arrangement of veins and veinlets in lamina of leaf
2. Unicostate has one strong midrib while multicostate has many strong veins
3. Reticulate, parallel 4. Axillary bud 5. Midrib
7.9 1. Rachis
2. Presence of axillary bud in leaf but not in leaflet
3. Pinnately and palmately compound leaf
7.10 1. Alternate, opposite-decussate; opposite-superposed;
2. (a) - (iii) (b) - (iv) (c) - (i) (d) - (ii)
3. Pitcher plant; bladderwort 4. Heterophylly
7.11 1. Mesophyll differentiated into palisade and spongy tissue in dicot leaf but only of spongy
tissue in monocot leaf; photosynthesis
2. In both surfaces of leaf 3. Hydathodes
4. (a) - (iii) (b) - (vi) (c) - (iv) (d) - (ii) (e) - (i) (f) - (v)
7.12 1. Calyx, Corolla
2. (a) - (v) (b) - (iv) (c) - (ii) (d) - (i) (e) - (iii)
3. Placentation is the manner in which placentae are distributed in the ovary
4. Axile
7.13 1. When the main axis ends in a flower and the growth is limited
2. Flowers are stalked in raceme but sessile in spike
3. Arrangement of flowers on floral axis
4. Capitulum, Hypanthodium
7.14 1. Fruit is a ripened ovary that develops after fertilization
2. Apple, pear 3. Pericarp 4. Epicarp, mesocarp, endocarp
5. (a) - (v) (b) - (iv) (c) - (ii) (d) - (iii) (e) - (i)
You would enjoy doing the following activities :

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Activity 7.1

Aim - To collect and study a few leaves.

Material required Collect leaves of peepal, neem, banana, palm, .rose, grass, imli Notes
and tulsi.
Method - Observe the following features in the collected material
(i) Simple or compound leaf,
(ii) Reticulate or Parallel venation.
On the basis of the type of venation group the leaves into monocot and dicot leaves.

Activity 7.2

Aim To compare the floral, characters of two different flowering twigs

Material required Any two flowering twigs
Observation Enter your observation in the chart given below

Flower A Flower B
1. Inflorescence
racemose cymose
2. Flower
(i) Compbete/incomplete
(ii) Bisexual/Unisexular
(iii) Gamopetalous/
Polypetalous
(iv) Androecium
free/fused in bundle
(v) Gynoecium
(a) Apocarpous/syncarpous
(b) Placentation, - type

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8
Notes

ABSORPTION, TRANSPORT AND WATER

LOSS IN PLANTS
Water is the most important component of living cells. It enters the plants through
roots and then moves to other parts and is also lost by transpiration through the
leaves. There are several phenomena involved in the movement of water about
which you will study in this lesson.

OBJECTIVES
After completing this lesson, you will be able to :
l define the terms permeability, diffusion, osmosis and plasmolysis;
l define and differentiate between the active and passive absorption;
l explain imbibition, water potential, turgor pressure and wall pressure, wilting;
l describe the pathways of water from root hair up to leaf;
l describe the mechanism of translocation of solutes in plants;
l explain the process and significance of transpiration;
l list the factors affecting the rate of transpiration;
l explain the opening and closing mechanism of stomata (potassium ions theory)
and list the factors affecting stomatal movement;
l explain the process of guttation and list the factors affecting rate of guttation.

8.1 FOUR BASIC PHENOMENA-PERMEABILITY, DIFFUSION,

OSMOSIS AND PLASMOLYSIS
8.1.1 Permeability
Permeability is the property of a membrane to allow the passage of the substances
through it. The plant cell wall is permeable because it allows both solvent and
solute molecules to pass through it. Cuticle layer is impermeable. All biological
membranes (cell membrane, mitochondrial membrane, nuclear membrane etc.) are
selectively permeable as they allow penetration of only solvent molecules but not
the solute molecules.
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8.1.2 Diffusion Plants and Animals
If a can of volatile substance, such as ethyl ether, is opened in a room, their
molecules will soon be distributed until their concentration is the same throughout
the room. In other words, ether molecules diffuse into the air in the room. Similarly
the fragrance of incense sticks or agarbatti spreads from one corner of the room
to the other due to diffusion. Another example is placing a small crystal of a water Notes
soluble dye (copper sulphate) at the bottom of a test tube and then pouring water
carefully over the crystal. Dye molecules will dissolve and the colour will spread
slowly throughout water, partly because of the movement of dye molecules through
the water and partly because of the movement of water molecules into a region
close to the crystal.
Thus diffusion is the intermingling of molecules of the same or different species
as a result of their random movement. It is dependent on the difference in
concentration in the adjacent areas and this difference is called diffusion gradient.
Diffusion is an effective method of transport of matter over short distances. For
diffusion to take place no membrane is required. If a membrane is present, it should
be fully permeable. The cell membranes are permeable to both gases CO2 and O2
and hence the two gases are able to diffuse freely (Fig. 8.1).

Fig. 8.1 Diffusion of copper sulphate (CuSO4) in water.

8.1.3 Osmosis
Osmosis can be regarded as a special kind of diffusion of water molecules from
a region of their high concentration to their region of low concentration through
a semipermeable membrane (Fig. 8.2). In osmosis, the water molecules move, and
the presence of a semipermeable membrane is essential.
Experiment to demonstrate Osmosis
Experiment : To demonstrate the phenomenon of osmosis through plant membrane
with the help of potato osmoscope (Fig. 8.3)
Requirements. A large potato tuber, 10% sugar solution, beaker, water scalpel, pin.
Method. Take a large potato tuber and peel off its outer skin with the help of scalpel.
Cut its one end to make the base flat. Now make a deep hollow cavity on the
opposite side. Pour some sugar solution to fill half of the cavity and mark the level

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Plants and Animals by inserting a pin in the wall of the tuber. Put the potato in the beaker containing
a small amount of water and allow the apparatus to stand for some time. Make
sure that the level of water is below the level of potato. (Fig. 8.3)
Observation and Conclusion. The level of sugar solution in the cavity rises. It
is because of the movement of water molecules into the cavity from pure water
Notes
in the beaker. This experiment shows the phenomenon of osmosis.

Fig. 8.2 Osmosis - Movement of water molecules through

a semipermeable membrane.
Explanation. The living cells of potato tuber collectively act as differentially
permeable membrane (membrane which permits movement of certain molecules
only through it). The two solutions i.e. pure water in the beaker and sugar solution
in the cavity are separated by living cells of potato. Water molecules continue to
move through the membrane, into the sugar solution till the concentration become
equal. If sugar solution is taken in the beaker and pure water in the cavity, the result
will be reversed. The movement of water will not occur if the skin of potato is
not removed because the skin acts as impermeable layer.

Fig. 8.3 Experiment to demonstrate osmosis.

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Difference between Diffusion and Osmosis Plants and Animals

Diffusion Osmosis
1. Diffusion is a movement of a given 1. Osmosis is a special type of
substance from the place of its higher diffusion of solvent molecules
concentration to an area of its lesser such as water from lower Notes
concentration. Presence of concentration to higher
semipermeable membrane is not concentration of solution when
required. the two are separated by a
semi permeable membrane.
2. The diffusion may occur in any medium. 2. It occurs in liquid medium
The moving particles may be solid, liquid and only the solvent molecules
or gas. such as water move from one
place to another.

If you place a cell in a solution, it may shrink, swell or remain unchanged on the
basis of relative concentration of water and solutes with respect to their concentration
in the cell :
l Isotonic. The solution has the same concentration of water and solutes as
inside a cell. Cell remains stable in isotonic solution or there is
no entry or exit of water from the cell.
l Hypotonic. The solution outside has lower solute concentration than inside
the cell. The cell swells as water enters the cell.
l Hypertonic. The solution outside has higher solute concentration than inside
the cell. Water from cell moves out so the protoplasm of the cell
shrinks and collects in the centre of the cell.
Osmotic Pressure and Osmotic Potential
When pure water is separated from a solution by a semipermeable membrane, pure
water tends to enter the solution by osmosis. Now the pressure required to prevent
the osmotic entry of water in a solution is called osmotic pressure.
Imbibition
Before cooking chick pea or gram, it is soaked in water overnight. Next morning
the dry chick pea looks well swollen as it has imbibed water.
Imbibition in plant cells refers to the absorption and adsorption of water by
protoplasmic and cell wall constituents. Water is absorbed as a result of both
diffusion and capillary action. Imbibition is a process that account only when solid
plant material (dry wood, dead or living air dried seeds) comes in contact with water.
In case of living dry seeds water is initially adsorbed by imbibition and thereafter
water is absorbed by osmosis.
Imbibition produces a large pressure, so much so that dry wood can even break
a piece of rock in the presence of water. Because of imbibition, the wooden doors,
during rainy season, swell up and it becomes difficult to close the door.
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Plants and Animals Importance of Imbibition
l Imbibition is the initial step in the germination of seeds.
l It causes swelling of seeds and breaking of seed coat.

8.1.4 Plasmolysis
Notes When a cell is placed in a solution, it will either shrink, swell or will remain
unchanged depending upon the concentration of the bathing solution or the solution
in which the cell is placed.
(i) When a cell is placed in a hypertonic solution i.e. when the concentration of
the outer solution is higher than the cell sap, water from the cell move out
resulting in shrinkage of the protoplasm in the centre of the cell and
disappearsance of the vacuole. This phenomenon is known as plasmolysis. The
space between the cell wall and the protoplast is occupied by the bathing
solution as of the cell wall is permeable.
(ii) When such a plasmolysed cell is placed in a hypotonic or dilute solution or
pure water, water move into the cell causing the protoplasm to stretch and get
back to its original shape. This phenomenon is known as deplasmolysis. The
cell becomes fully turgid.
(iii) When a cell is placed in an isotonic solution or a solution with similar
concentration as the cell sap, there is no change in the shape of the protoplasm
or the cell.
Plasmolysis is a physical phenomenon. A cell can become plasmolysed and
deplasmolysed depending upon the outer solution in which the cell is placed.
No chemical change is caused to the cell. Plasmolysis is a kind of defense
mechanism against adverse (stress) conditions such as hypertonic soil solution.

Fig. 8.4 Changes in a plant cell when placed in hypotonic, hypertonic

and isotonic solution.
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INTEXT QUESTIONS 8.1

1. Define diffusion.
............................................................................................................................
Notes
2. Give one point of difference between osmosis and diffusion.
............................................................................................................................
3. Name the process because of which crystals of KMnO4 added to water makes
it purple.
............................................................................................................................
4. If blood cells are placed in salt water what will happen to them ? Based on
your answer state if salt solution is isotonic, hypotonic or hypertonic?
............................................................................................................................
5. When does plasmolysis occur in plant cells?
............................................................................................................................
6. Name the phenomenon which makes it difficult to close a wooden door after
monsoon?
............................................................................................................................

8.2 WATER POTENTIAL

Potential or chemical potential of water is the energy of water molecules or tendency
of water to leave a system or the ability of free water molecules to do work or
move. Water moves from a region of high water potential to a region of low water
potential.
Potential of pure water is taken as zero. When solutes are dissolved in pure water
or in a solution some water molecules are used in dissolving the solutes thus less
number of the water molecules are available to do the work. Hence a solution has
less energy or potential as compared to pure water. The water potential of a dilute
solution is more than that of a concentrated solution. The value of water potential
of a solution is less than that of pure water or zero i.e. a negative number. Water
potential is designated by a Greek letter (psi). Pure water has highest water
potential or = 0 for pure water.
Water potential determines the water status in plant cells and tissues. The lower
the water potential in a plant cell or tissue, the greater is its ability to absorb water.
Conversely, the higher the water potential, the greater is the ability of the tissue
to supply water to other more desiccated cell or tissues.
8.3 TURGOR PRESSURE
Turgor Pressure is the pressure exerted by the protoplasm against the cell wall.
The turgor pressure is equal to the back pressure exerted by the cell wall against
the protoplasm. This back pressure exerted by the cell wall is called as wall
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Plants and Animals pressure (WP). These two pressures are equal and opposite in direction (Fig. 8.5).
When TP becomes more than the WP the cell wall will burst.
Turgor pressure is maximum when the cell wall cannot stretch any more. Such a
cell is said to be fully turgid. At this point a dynamic equilibrium reaches i.e. the
amount of water entering the cell is equal to amount of water leaving the cell.
Notes Turgor pressure develops in the plant cells only because of the presence of cell wall
which able to resist the pressure. It is a real pressure not a potential one and can
occur to a great extent. In case of animal calls, the plasma membrane bursts if the
pressure increases.
Turgor pressure plays a very important role in plants:
l Turgor pressure helps in maintaining the shape and form of the plant.
l The stems of herbaceous plants and the ones with non-woody tissues like maize,
sugarcane and banana are held straight by fully turgid cells packed tightly
together.
l Turgor pressure holds the leaves in a flat and horizontal position by keeping
the mesophyll cells turgid.
l Turgor pressure helps in cell enlargement and consequently in stretching of the
stems.
l Opening and closing of stomata is governed by turgidity of the guard cells.
l Certain plants like bean and Touch Me Not plant- Mimosa pudica show quick
response of leaves by controlling the turgidity.

Fig. 8.5 A turgid cell showing osmotic pressure, turgor pressure and wall pressure.
Availability of water in the soil
The plants absorb water through the root hairs from the soil. The soil contains water
in three forms (Fig. 8.6)

Fig. 8.6 Types of soil water.

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(i) Gravitational Water. It is the water that drains downwards through the soil. Plants and Animals
The level to which it drains is called the water table. The water table of a
place differs in depth due to rainfall.
The gravitational water lies far below and is generally not available to plant
roots. It is of extreme importance as it causes washing out of minerals and
nutrients from the soil called leaching. Notes
Part of water that is retained by soil could be hygroscopic water and/or
capillary water.
(ii) Hygroscopic Water. It is the water that is retained as a thin film around the
individual soil particles. Strong attractive forces between the soil particles and
the water molecules hold this water tightly. This is the water least available
to the plant and is generally the water left in the dry soils. In the clay soils,
it amounts to about 15% and in the sandy soils to about 0.5%.
(iii) Capillary Water. The soil particles always have very fine pores inbetween,
forming a very fine capillary system As the water spreads, it fills the finer
pores and is held round the soil particles by capillary forces against the force
of gravity, due to high surface tension of water. It is this water, which is readily
available and is easily utilized by the plant roots. The clay soil being very
fine textured holds much more water than sandy soil. When a soil is watered,
it retains good amount of capillary water and thus condition is known as field
capacity.
8.4 ABSORPTION OF WATER BY PLANTS
l Major portion of water required by plants in absorbed by roots but in some cases
water may be absorbed by leaves and stems also.
l Root hair is a specially modified epidermal cell meant for absorption of capillary
water of the soil.
l The plasma membrane and the vacuolar membrane (tonoplast) act as
semipermeable membranes and water is absorbed by osmosis.
l Soil solution should have a higher water potential as compared to root hair cell,
then only water will enter the root hair cell. Once into the root hair, water will
pass into cortical cells, endodermis, pericycle and into the xylem vessel. The
movement is purely dependent on water potential gradient.
l Water movement into the plant follows two pathways symplast and apoplast
(Fig. 8.7a).
l Cytoplasm of the entire plant is connected through plasmodesmata stand
forming the symplast system. Water movement through the cells take this
symplast pathway by osmosis.
The cell wall and the intercellular spaces form the apoplast pathway which
allows water movement inside the plant by the phenomenon of capillarity and
adsorption.
l The water absorbed through the roots is transferred radially to the xylem, from
where it reaches to all the other plants of the plant by vertical conduction of
water through the xylem vessels (Fig. 8.7b).
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Notes

Fig. 8.7a various pathways of water movement

Fig. 8.7b Absorption of water from root hair to cortex through xylem

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Conduction of water through the xylem Plants and Animals

The content of xylem vessels is known as xylem sap. Various theories have been
postulated to describe the lifting of the xylem sap or ascent of sap in the xylem.
Root Pressure Theory
If a stem is cut few inches above from its base with a sharp knife, xylem sap is Notes
seen flowing out through the cut end. This phenomenon is known as exudution
and this is due to the positive pressure developed within the root system due to
continuous absorption of water by osmosis which develops a positive pressure
known as root pressure. This pressure can be measured and ranges from 3 to 5
atmospheres. But this pressure is enough to raise water to small heights in
herbaceous plants.
Physical Force Theory or Cohesion Theory
This theory takes into account the physical forces which act in case of very tall
trees and water lifted up to great heights. The three forces that act together are force
of cohesion (attraction between water molecules), force of adhesion (attraction
between water and lignocellulose walls of xylem) and transpiration pull which lifts
the water column by creating a tension inside the xylem vessel. Water forms an
unbroken column starting from the intercellular space of the leaf mesophyll to the
xylem of the leaf, through stem and root to the water in the soil. A water potential
gradient exists between the leaf to the root and transpiration causes a pull of the
entire water column. So long as the column is an unbroken one from the outer
atmosphere, through the plant upto the soil, water is lifted up by the force of
transpiration pull.

Fig. 8.8 Effect of transpiration of absorption of water

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Plants and Animals 8.5 TRANSLOCATION OF ORGANIC SOLUTES
Movement of organic and inorganic solutes from one part of the plant to another
is known as translocation.
In simple terms, transport of sugar in sieve tubes is called translocation.
Notes There are experimental evidences to suggest that phloem is the tissue involved in
translocation of products of photosynthesis i.e. sugars.
Sugar is produced in photosynthesis in the leaves and then sent to all part of the
plants for the growth and development of the plant. Leaf is known as the source,
where the food is produced and all other parts of the plant which receive this food
is known as the sink. Sink can be root, stem, fruits and storage organs like tuber,
bulbs, rhizomes etc. Thus unlike conduction of water in xylem which takes place
in one direction from the root to upwards in the aerial parts of the plant, phloem
translocation from a leaf takes place in all directions.
Mechanism of translocation
Sugar solution in the phloem sieve tube move along the water potential gradient
created between the source (leaf) and sink (storage) cells
Here there is a mass movement of sugar solution from the leaf mesophyll to all
parts of the plant.

Fig. 8.9b Mechanism of translocation

This model known as Munch hypothesis or Mass flow theory is most acceptable
model for phloem translocation.

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INTEXT QUESTIONS 8.2

1. Which part of the plant absorbs water and minerals?
............................................................................................................................
Notes
2. What are plasmodesmata?
............................................................................................................................
3. How does translocation occur in plants?
............................................................................................................................
4. What is the process of ascent of sap?
............................................................................................................................
5. Which are three different forms in which water is present in the soil?
............................................................................................................................

8.6 TRANSPIRATION
8.6.1 What is transpiration
The loss of water from aerial parts of the plant in the form of water vapour is termed
transpiration and in the form of liquid is termed guttation.
Transpiration may occur through three main sites in the plant : 1. cuticle
2. lenticels 3. stomata.
(i) Cuticle : Cuticle is the wax like covering of the epidermis of leaves and
herbaceous stems. Though it is meant to check transpiration, still about 10%
of the total transpiration may take place through cuticle and known as cuticular
transpiration.
(ii) Lenticels : Lenticels are areas in the bark of a tree which are made up of loosely
arranged cells and about 0.1 percent of water loss take place through it. It is
known as lenticular transpiration.
(iii) Stomata : Stomata are minute pores on the epidermis of leaves, whose opening
and closing are controlled by guard cells. About 90 percent of water loss from
plants take place through stomata known as stomatal transpiration.
8.6.2 Mechanism of transpiration
Transpiration occurs in two stages :
(i) Evaporation of water from the mesophyll cells into the intercellular spaces.
(ii) Diffusion of this water vapour of the inter cellular spaces into the outside
atmosphere, when the outside atmosphere is drier.

8.6.3 Factors affecting transpiration

There are many external and internal factors that affect the process :
(i) Temperature : The increase in temperature increases the rate of transpiration
by increasing the rate of evaporation of water from cell surface and decreasing
the humidity of the atmosphere.

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Plants and Animals (ii) Wind velocity : The increase in wind velocity increases the rate of transpiration
by removing the water vapour of the atmosphere and lowering the relative
humidity.
(iii) Light : Light has got no direct effect in the rate of transpiration but indirectly
it affects the rate in two ways, firstly by controlling the stomatal opening and
Notes secondly by affecting the temperature. With increase in intensity of light rate
of transpiration increases because stomata get opened and the temperature
increases.
(iv) Water supply : Deficiency of water supply in the soil decreases the rate of
transpiration by decreasing the rate of absorption. When the deficiency of water
in the soil becomes too much then the plants with and do not recover from
wilting unless water is supplied in the soils. This is known as permanent
wilting. When in a hot and dry summer day the plant transpires more than
the roots are able to absorb, even though there is enough water in the soil,
it is known as temporary wilting as the plant recovers from such wilting in
the late afternoon or at night.
(v) Atmospheric pressure : Reduction of atmospheric pressure reduces the density
of external atmosphere thus permitting more rapid diffusion of water. Plants
growing on high will show higher rate of transpiration hence they develop
xerophytic characters.
(vi) Atmospheric humidity : Humidity means the amount of water vapour present
in the atmosphere. The diffusion and evaporation of water depends on the
vapour pressure gradient or the difference of water potential gradient between
the atmosphere and the inside of the leaf. More the difference more will be
the rate of transpiration.
Internal plant factors
Certain plant adaptations reduce transpiration
Reduced size of the leaves, thereby reducing transpiring surface. Some
xerophytic plants have needle like or spine like leaves (Pinus and Opnuntia)
thick deposition of cutin (wax like substance) on the leaf surface.
stomata found sunken in the cavities surrounded by hairs as in Nerium and
Cycas.
root shoot ratio, when there is more root and less of shoot system or leaves,
there will more of transpiration. Root is the water absorbing surface and shoot
or leaves is the transpiring surface; high root shoot ratio will cause more
transpiration.
8.6.4 Role of Stomata in Transpiration
Since most of the water is lost through stomata, plants regulate the degree of
stomatal opening and closing to reduce the water loss.
It has been seen that stomata show periodic opening and closing during the day
(diurnal variation) depending upon the heat and light, water content of the cell and
humidity. They are generally closed during the night.

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From early morning till midday, the stomata are open and hence the transpiration Plants and Animals
increases till midday.
During sunny afternoon, the stomata are closed and hence the transpiration
decreases.
From late afternoon till evening, the stomata are open again and hence the
transpiration increases. At night, the stomata are closed and hence the transpiration Notes
is very low.
8.6.5 Stomata
Structure of Stomata
Each stomata consists of a minute pore called stoma surrounded by two guard cells.
The stoma acts as a turgor-operated valve, which closes and opens according to
the turgidity of guard cells. The guard cells have unevenly thickened walls. The
cell wall around stoma is tough and flexible and the one away from stoma is
thinner. The shape of guard cells differs in dicots and monocots, though the
mechanism remains the same.
Mechanism of Stomatal action
The opening and closing of stomata depends upon the turgor pressure in the guard
cells. When the guard cells are turgid, the stoma opens and when guard cells
lose water, stoma closes. The mechanism of dicots and monocots is as give below:
(a) The dicotyledonous plants have kidney shaped guard cells. The inner walls
around the stoma are thicker than the outer walls.
A. When guard cells Guard cells expand Tough inner walls Stomata open
get distended by become convex
turgor pressure
B When the turgor Guard cells sag Inner cell walls come Stomata close
pressure in guard closer.
cells decreases

Fig. 8.10 Stomatal action in Dicots.

(b) In monocotyledonous plants, the guard cells are dumb bell shaped with
thickened walls towards the inflated region.
A. When the guard cells The region with thin The thick walls Stoma opens
become turgid walls bulges and gets move apart
inflated
B. When the guard cells The inflated part sags The thick walls Stoma close
lose water collapse

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Plants and Animals Changes in turgidity bringing about opening and closing of stomata has been known
for a long time but the mechanism that leads to turgidity needs to be explained.

Notes

Fig. 8.11 Stomatal action in monocot.

(i) Starch- Sugar Hypothesis
This hypothesis goes by the basis that the increase in sugar concentration due to
photosynthesis and hence endosmosis of water during the day leads to opening of
stomata and the reverse i.e. decrease in sugar concentration followed by exosmosis
leads to closing of the stomata at night. The changes in guard cells during the day
i.e. in light and at night in the dark are as given below.
Reaction in Light Reaction in Dark
Utilization of CO2 during photosynthesis Accumulation of CO2 due to absence
of photosynthesis
Drop in CO2 leads to increase in pH or
protoplasm becoming alkaline Increased acidity or decrease in pH due
to formation of carbonic acid
Conversion of starch into sugar
Conversion of sugar into starch
Increased concentration of solute
Decreased concentration of solute
Endosmosis of water from other epidermal
cell to the guard cells Exosmosis of water

Increased turgor pressure of the guard cells Decreased turgor pressure

Stomata open Stomata closed

A. Stomata open during light B. Stomata closed at dark

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This theory can not explain stomatal movement where starch is absent in the guard Plants and Animals
cells or guard cells lack chloroplasts and opening of stomata at night and closing
by the day in some plants like succulents (e.g. cacti).
(ii) Effect of potassium ions (K+) on stomata
It has been convincingly proved that the accumulation of K+ ions brings the opening
Notes
of stomata and loss of K+ ions, the closing of stomata.
During Day Light During Night/Dark
Accumulation of K+ ions by the Loss of K+ ions by the guard cells
guard cells

Increased solute concentration Decreased solute concentration

Endosmosis of water Exosmosis of water

Increased turgidity Decreased turgidity

Stomata open Stomata close
The uptake of K+ ions is balanced by one of the following.
(a) Uptake of chloride (Cl) ions as anions. These cells lack chloroplast and take
up Cl ions as anions to balance the influx of K+ ions.
(b) Transport of H+ ions released from organic acids. In some plants the guard
cells contain starch, There is accumulation of organic acid like malate by
conversion of starch into malic acid in light. The organic acid dissociate into
malate and H+. Potassium reacts with malate to form potassium malate which
increases the solute concentration.
(c) Entry of K+ is balanced by exit of protons (H+).
(iii) Role of Abscisic Acid (ABA)
It has been observed that during water shortage in the soil or by intense solar
radiation, a plant hormone abscisic acid accumulates in the leaves leading to closing
of stomata, thus preventing an excessive water loss. Under experimental conditions
also, when abscisic acid is applied to the leaves, guard cells close and check water
loss.
8.6.6 Significance of transpiration
(i) Absorption of water. Transpiration influences the rate of absorption of water
from the soil.
(ii) Water movement. By transpiration, water moves upwards and as it passes into
the cell vacuoles, it makes the cells turgid. This gives a form and shape to the
cells and to the plants as a whole.
(iii) Mineral salt transport. The water stream moving upwards also carries the
dissolved minerals required for the development of the plant. Transpiration
also helps in distributing these minerals through out the plant.

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Plants and Animals (iv) Cooling. The evaporation of water during transpiration cools the leaves.
(v) Protection from heat injury. Some plants like Cacti retain water by reducing
transpiration. This saves the plants from high temperatures and strong sunlight.
Transpiration is a necessary evil
Notes Stomata remain open during day time for the absorption of carbon dioxide and
release of oxygen for a very important process photosynthesis. When the stomata
remain open for this important gaseous exchange, escape of water vapour cannot
be controlled. Thus loss of water is a wasteful process which cannot be avoided
because stomata must remain open to do some thing more important that is
absorption of carbondioxide during day time for photosynthesis. It is for this reason
Curtis in 1926 has referred transpiration as a necessary evil.
Factor affecting stomatal movement : Any condition which causes turgidity of
the guard cell will cause stomatal movement.
1. Solute concentration of the guard cells, which will allow movement of water
into the guard cells making then turgid.
2. Light causes photosynthesis in guard cell by the chloroplasts and hence
accumulation of sugar in the guard cells.
3. Concentration of potassium ions of the guard cells.

8.6.7 Anti-transpirants
Many crop plants give poor yield in dry seasons, as the water lost by transpiration
is much more than the water uptake by the roots. The rate of transpiration can be
reduced by the application of certain chemicals known as anti transpirants. These
chemicals should not affect the CO2 uptake. The reduction in transpiration is
achieved by two means.
(i) Chemicals like phenyl mercuric acetate PMA and abscisic acid ABA cause
partial closure of stomata checking transpiration to some extent.
(ii) Some waxy substances like silicon emulsions form a thin film over the leaf
and cover the stomata without affecting the uptake of CO2.
Guttation. It is seen in early morning in the form of drops at the margins or tips
of leaves of herbaceous plants (Fig.8.12a). The plants in which transpiration is low
and the root pressure is high, the liquid water is seen at the vein ending.
It occurs through specialized pores called hydathodes present near the vein
endings (Fig. 8.12b).
It is quite common in young grass seedlings and in the tropical rain forests due
to warm and humid nights. Tomato and Nasturtium are some common
examples.
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Notes

Fig. 8.12 (a) Nasturtium leaf showing guttation at the margin of leaf
(b) A vertical section of a leaf showing hydathode.

8.6.8 Difference between Transpiration and Guttation

Transpiration Guttation
(i) Water is lost in the form of water (i) Water is lost in the form of
vapor. water drops.
(ii) Occurs through stomata, cuticle and (ii) Occurs through special pores
lenticels. hydathodes.
(iii) Occurs during day time and at high (iii) Occurs at night and at low
temperature. temperature.
(iv) Water vapour lost is pure water and (iv) Water lost has substances
does not contain minerals. dissolved in water. It contains
sugars, salts and amino acids.
(v) Increased transpiration is physical (v) It is due to root pressure that
process (see cohesion physical develops in the living cells of
force theory) the plants.

INTEXT QUESTIONS 8.3

1. Name the pressure in guard cells responsible for opening and closing of stomata.
............................................................................................................................
2. Mention the shape of guard cells in monocots and dicots.
............................................................................................................................
3. Give a point of difference between stomata and hydathode
............................................................................................................................

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WHAT YOU HAVE LEARNT

l The movement of water from one cell to another depends upon the water
potential of the cells.
Notes
l Water always moves from a region of lower solute concentration (higher water
potential) to the region of higher solute concentration (lower water potential)
i.e. along the water potential gradient.
l A more concentrated solution has a higher osmotic potential (earlier termed
osmotic pressure).
l Osmotic pressure is expressed in terms of energy. Water always moves from
a region of higher free energy to a region of lower free energy.
l Water potential is the capacity of a solution to give out water. It is represented
by the word Psi . It is affected by the solute concentration and external
pressure.
of pure water = zero.
More solute means low water potential.
A solution has lower water potential than pure water.
Water potential of a solution is a negative number i.e. less than zero.
l Plants absorb water by their roots (mainly by root hair) from the soil through
osmosis. The increased water content inside the protoplasm exerts a turgor
pressure on the cell wall.
l The equal and opposite force exerted by the cell wall is termed as wall pressure.
l Water is present in the soil as gravitational water, hygroscopic water (least
available to the plant) and capillary water (most readily available to the plant).
l The water absorbed by root hairs flows to the xylem vessels mainly by the
apoplast pathway.
l The water moves up the xylem vessels to the leaf along the water potential
gradient as explained by the cohesion- tension theory (most acceptable).
Transpiration or evaporation of water from the plant through stomata. causes
a pull and water moves up like a water column due to the force of cohesion
and tension created by transpiration.
l Certain plants show guttation due to high root pressure and low transpiration.
l Turgidity of guard cells is explained by the increased conversion of starch into
sugar and by the accumulation of K+ ions.
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l Various environment factors like temperature, light, wind, humidity and Plants and Animals
internal factors like structure of leaf and root-shoot ratio affect the transpiration.
l Transpiration not only brings about ascent of sap but also has a cooling effect
and saves the plant from heat injury.
l When the transpiration rate exceeds the water absorption rate, it leads to wilting Notes
of the plant.

TERMINAL EXERCISES
1. Name two types of passive absorption in plants.
2. In what ways diffusion is important to a plant ?
3. Name various factors that affect osmosis in plants.
4. Differentiate between turgor pressure and wall pressure.
5. Discuss the mechanism of stomatal action in dicot plants.
6. Explain any four factors that affect transpiration in plants.
7. Describe an experiment to demonstrate osmosis by potato osmometer.
8. Discuss the cohesion tension theory for uptake of water in plants.
9. Describe the mechanism of translocation of solutes. Name the most appropriate
theory for the translocation of solutes in plants. Who proposed this theory ?
10. Differentiate between symplast and apoplast pathway of water movement in
plants.
11. Define transpiration.
12. Name the holes in the bark through which transpiration in the bark of old trees
takes place ?
13. Why is transpiration considered to be a necessary evil ?
14. Give one way by which desert plants prevent transpiration.
15. State one point of difference between transpiration and guttation.

ANSWER TO INTEXT QUESTIONS

8.1 1. Movement of molecules from their region of higher concentration to the
region of lower concentration.
2. A semipermeable membrane is required for osmosis and not for diffusion.
3. Diffusion
4. Water will move out from the blood cells and they will shrink.
5. When the cell is placed in a hypertonic solution.
6. Imbibition

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Plants and Animals 8.2 1. Root
2. Cytoplasmic connections between plant cells
3. Though the phloem
4. Movement of water and minerals from roots to leaves, that is from the
Notes ground to tip of plant.
5. Gravitational, Hygroscopic and capillary
8.3 1. Turgor pressure
2. Dicot : Kidney shaped
Monocots : Dumb bell shaped
3. Stomata are pores on the leaf surface through which water evaporates
as vapour
Hydathodes special pores in leaf margins through which water is lost
as water droplets.

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9 Notes

NUTRITION IN PLANTS MINERAL

NUTRITION

Sometimes you may observe that a potted plant kept in sunlight and provided with
sufficient water does not grow. Its leaves look pale and weak. Plant may not even
flower properly. Such a situation is an indication, that the plant may not be getting
all that is required for normal growth and development.
In most of such situations one or more minerals required may be lacking in the
soil you might have seen farmers adding some extra manure (khad) to the soil. In
this lesson you will learn the importance of mineral nutrition in plants.

OBJECTIVES
After completing this lesson, you will be able to :
l define the terms mineral nutrition, macro and micro nutritients;
l explain the functions of minerals with reference to the techniques of hydroponics
and aeroponics;
l list the role of macro and micro nutrients;
l mention the deficiency symptoms of macro and micro nutrients;
l differentiate between autotrophic and heterotrophic nutrition in plant;
l describe the saprophytic and parasitic modes of nutrition in plant.

9.1 WHAT IS PLANT NUTRITION

As you know that all living organisms require food to survive, grow and reproduce
so every organism takes in food and utilizes the food constituents for its
requirements of growth. A series of processes are involved in the synthesis of food
by plants, breaking down the food into simpler substances and utilization of these
simpler substances for life processes. Nutrition in plants may thus be defined as
a process of synthesis of food, its breakdown and utilisation for various functions
in the body.
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Plants and Animals The chemical substances in food are called nutrients e.g. CO2, water, minerals,
carbohydrate, protein, fats etc. Green plants can make their own food from simple
substances like water and carbon dioxide through the process of photosynthesis and
are called autotrophs (auto : self; trophos : feeding). But the non-green plants and
other organisms which cannot prepare their own food and obtain nutrition from
Notes
green plants are called heterotrophs (heteros : different).

9.2 MINERAL NUTRITION

Now we will discuss how plant get the nutrients. You already know that
carbohydrates are synthesised by the process of photosynthesis. What are the
elements present in these carbohydrates?

Carbon, hydrogen and oxygen are the main elements in carbohydrates, fats and
proteins. In addition to these three elements, plants need a variety of elements for
their survival. These are generally referred to as mineral elements. They are
absorbed by the root system of plants in the form of their salts.

The study of how plants get mineral elements and utilize them for their growth
and development is called mineral nutrition.

If the minerals are not available to plants, specific symptoms appear due to the
deficiency of a particular element. There are methods to determine the requirement
of minerals by plants. Some such method are given below.

9.3 METHODS TO DETERMINE THE REQUIREMENT OF MINERAL

FOR PLANT
Minerals are absorbed by plants in solution form. So it is possible to grow plants
in water containing the desired amount of mineral salts taking care that the aerial
parts are exposed to air and light.

This technique of growing plants in a nutrient solution in complete absence

of soil is known as Hydroponics/water culture.

It was demonstrated for the first time by a German Botanist Julius Von
Sachs in the year 1980.

In water culture experiments, seedlings are made to grow in water containing the
known nutrients in a particular proportion. Vigorous bubbling of the air is routinely
done to provide sufficient oxygen to the root system. The culture solutions may
contain all essential nutrients except the one whose importance is to be identified.
Then the plant growing in it is compared to the one growing with all essential
nutrient (control experiment).
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Notes

Fig. 9.1 Experimental set up for nutrient solution culture of plants.

Water culture experiments help us to understand :
(i) which element is essential for normal growth of the plant.
(ii) which element is not essential and is absorbed along with other nutrients.
(iii) how much quantity of each mineral is essential.
Hydroponics has been successfully employed for the commercial production of
seedless cucumber, tomato and lettuce.
Aeroponics : Like hydroponics, aeroponics is another technique of
growing plants in an air/mist environment without the use of soil.
Aeroponics is a technique of growing plants with their roots supplied with moisture
present in the air. Rooted plants are placed in a special type of box. The shoots
of the rooted plants are exposed to air and the roots are inside the box having
computer controlled humid atmosphere. The roots are sprayed/misted for short
durations with a hydro atomized pure water/nutrient solution. This method has been
developed recently. Since plants cultured by this technique get a very good growth
of root hairs, it is very useful method for research purposes. Citrus plants and olives
have been successful grown through aeroponics.

INTEXT QUESTIONS 9.1

1. What are nutrients ?
............................................................................................................................
2. Define aeroponics.
............................................................................................................................
3. Why is it necessary to aerate nutrient solution in water culture?
............................................................................................................................

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Plants and Animals 9.4 ESSENTIAL MINERAL ELEMENTS
You know that 112 elements have been discovered until now. So you might be
wondering whether plants require all 112 elements for mineral nutrition of them.
Most of the mineral elements present in soil are absorbed by roots of the plant.
Notes But all are not essential. Only 17 elements are considered as essential for the plants.
Let us now discuss the criteria for definition of the essentiality of an element.

9.4.1 Criteria for Essentiality of Elements

The nutrients or elements which are essential for the healthy growth of the plant
are called essential nutrients or essential elements. The roots absorb about 60
elements from the soil. To determine which one is an essential element, the
following criteria are used :

(i) An essential element is absolutely necessary for normal growth and

reproduction of the plant.

(ii) The requirement of the element is very specific and it cannot be replaced by
another element.

(iii) The element is directly involved in the nutrition of a plant.

Example : Magnesium is said to be an essential element because it is essential

for the formation of chlorophyll molecule. Its deficiency causes yellowing of leaves.

9.4.2 Types of Essential Elements

Essential elements may be required in small amounts or large amounts. Accordingly
they have been grouped into two categories
Essential Elements

Micro elements/Micronutrients Macro elements/Macro nutrients

Required in minute quantities Required in relatively large quantities

like 0.1 mg per gram of dry like one to 10 milligram per gram of
matter or less than that. Also called dry matter
as trace elements.

Examples : Manganese, Boron, Examples : Carbon, Hydrogen, Oxygen

Copper, Molybdenum, Iron, Zinc Phosphorous, Potassium, Calcium and
and Chlorine are required in very magnesium, Nitrogen, Sulphur
small quantities

9.4.3 Sources of Essential Elements for Plants

After studying the types of essential elements we will now discuss about their
sources. Most of the essential elements are taken from soil, some from the
atmosphere. The table given below focuses on the sources of different element.

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Table 9.1 Sources of Essential Elements Plants and Animals

Elements Sources of the elements

Carbon Taken as CO2 from the atmosphere (air)

Oxygen Absorbed in the molecular form from air or from Notes

water. It is also generated within a plant during
photosynthesis.

Hydrogen Released from water during photosynthesis in the

plant

Nitrogen Absorbed by the plants as nitrate ion

(NO3) or as ammonium ion (NH4+) from the soil.
Some like bacteria and cynobacteria can fix nitrogen
from air directly.

Potassium, calcium absorbed from the soil (are actually derived

iron, phosphorus, sulphur from the weathering of rocks. So they are
magnesium called mineral elements). They are absorbed in the
ionic forms e.g. K+, Ca2+, Fe3+, H2PO4/ HPO42
etc.

INTEXT QUESTIONS 9.2

1. In which form do plants get oxygen?
............................................................................................................................
2. Molybdenum is a micronutrient. give reason.
............................................................................................................................
3. Why are carbon, oxygen, potassium and sulpher called macronutrients?
............................................................................................................................

9.5 ROLE OF MACRO AND MICRO NUTRIENTS

Essential element perform various functions. They carry out several metabolic
processes in the plant cells like the maintenance of turgidity of cell, transportation
of electrons, membrane permeability and enzyme activity. Essential elements also
act as important constituents of the biomolecules and co-enzymes. Various
functions of the macro and micro nutrients are given in the following table.
The forms in which the elements are taken in and their functions are described in
the table given below -

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Plants and Animals Table 9.2 Essential Elements and their Functions
Element Form in which Region of the plant Function
the element is that requires the
taken in element

Nitrogen, N NO2, NO3 All tissues, particularly Required for the synthesis
Notes or NH4+ ions in meristematic tissues of amino acids, proteins
nucleic acids, vitamins,
hormones, coenzymes,
ATP and chlorophyll.
Phosphorus, P H2PO4 or Young tissues from Required for the synthesis
HPO42 the older metabolically of nucleic acids phospho-
less active cells lipids, ATP, NAD and
NADP. Constituent of cell
membrane and some proteins.
Potassium, K K+ Meristematic tissues Activates enzymes,
buds, leaves and root associated with K+/Na+
tips. pump in active transport,
anion-cation balance in the
cells. Brings about opening
and closing of stomata.
Common in cell sap in plant
cell vacuole and helps in
turgidity of cells.
Calcium, Ca Ca2+ Meristematic and Present as calcium pectate
differentiating tissues in the middle lamella of
Accumulates in older cell walls that joins the
leaves adjacent cells together.
Activates enzymes needed
for the growth of root and
shoot tip. Needed for
normal cell wall
development. Required for
cell division, cell
enlargement.
Magnesium, Mg2+ Leaves of the plant Forms part of the
Mg chlorophyll molecule.
Activates enzymes of
phosphate metabolism.
Important for synthesis of
DNA and RNA. Essential for
binding of ribosome subunits.
Sulphur, S SO42 Stem and root tips As a constituent of amino
young leaves of the acids cysteine and
plant methionine and of some
proteins. Present in
co-enzyme A, vitamin
thiamine, biotin and
ferredoxin. Increases root
development. Increases the
nodule formation in
legumes.

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Iron, Fe Fe3+ Leaves and seeds Needed for the synthesis of Plants and Animals
chlorophyll. As a constituent
of ferredoxin and
cytochromes. Activates the
enzymes catalase.
Manganese Mn2+ All tissues. Collects Activates many enzymes of
Mn along the leaf veins. photosynthesis, respiration Notes
and N2 metabolism. Acts
as electron donor for
chlorophyll b. Involved in
decarboxylation reactions
during respiration.
Molybdenum MoO22+ All tissues particularly Required for nitrogen
Mo in roots fixation. Activates the
enzyme nitrate reductase.
Boron, B BO33 or Leaves and seeds Increases the uptake of
B4O72 water and calcium. Essential
for meristem activity and
growth of pollen tube.
Involved in translocation of
carbohydrates
Copper, Cu Cu2+ All tissues Component of oxidase
enzymes and plastocyanin.
Involved in electron
transport in photosynthesis.
Zinc, Zn Zn2+ All tissues Component of indoleacetic
acid a plant hormone.
Activates dehydrogenases
and carboxylases. Present
in enzyme carbonic
anhydrase
Chlorine, Cl Cl All tissues Essential for oxygen
evolution in photosynthesis.
Anion-cation balance in
cells.

INTEXT QUESTIONS 9.3

1. State any two metabolic processes for which mineral nutrition is required.
............................................................................................................................
2. Which element is provided by NO2 and NH4 when taken up by plants?
............................................................................................................................
3. State any two functions of Ca2+ in plants?
............................................................................................................................

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Plants and Animals 9.6 SYMPTOMS OF MINERAL DEFICIENCY IN PLANTS
The absence or deficiency (not present in the required amount) of any of the
essential elements lead to deficiency symptoms. The symptoms can be studied by
hydroponics. Under natural conditions, these symptom can be taken as indicators
of the mineral deficiencies in the soil.
Notes
Some common deficiency symptoms are :
l Chlorosis - It is the loss of chlorophyll leading to yellowing in leaves. It is
caused by the deficiency of elements like K, Mg, N, S, Fe, Mn, Zn and Mo.
l Necrosis are death of tissues, particularly leaf tissue is caused by deficiency
of K, Ca, Mg
l Inhibition of cell division is caused due to lack or deficiency of N, K, S and
Mo.
l Stunted/Retarded plant growth caused by the deficiency of N, P, K,
Zn, Ca
l Premature fall of leaves and buds deficiency of K, P.
l Delay in flowering due to deficiency of N, S, Mo.

9.7 UPTAKE OF MINERAL ELEMENTS

Plants absorb a large number of minerals from soil. The uptake of mineral ions
by the roots may be passive or active.
(a) Passive Absorption : It is the initial and rapid phase and ions are absorbed
into the outer space of the cells, the apoplast (Recall from lesson No. 08).
It does not require use of any metabolic energy.
(b) Active Absorption : It is the second phase of ion uptake. The ions are taken
in slowly into the inner space the symplast of cells (Lesson No. 08). It needs
the expenditure of metabolic energy.
The movement of ions is called flux. When the ions move into the cells, it is called
influx and the outward movement of ions is called efflux.
The minerals ions absorbed by the root system are translocated through the xylem
vessels to other parts of the plant.

INTEXT QUESTIONS 9.4

1. What is meant by passive absorption of minerals by plants.
............................................................................................................................
2. Name the minerals whose deficiency affects normal cell division.
............................................................................................................................
3. Deficiency of K, Ca and Mg causes necrosis of leaves. What does this
statement mean ?
............................................................................................................................

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9.8 MODE OF NUTRITION IN PLANTS Plants and Animals

Nutrition is plants is classified into two main categories : autotrophic and heterotrophic.
Heterotrophic plants are further classified into saprophytes, parasite and insectivores.

Notes
Nutrition in Plants

Autotrophic Nutrition Heterotrophic Nutrition

(Auto = self; trophos = feeder) (Hetero = other; trophos = feeder
Heterotrophic plant)

Saprophytic plants/ Parasitic plants/Parasites Insectivorous plants/

Saprophytes (Para = beside; sites = food) Insectivores
(Sapros = rotten; (eat insects)
Phyton = plant

1. Autotrophic Nutrition
It is a type of nutrition in which the living organisms manufacture their own organic
food from simple inorganic raw materials. The green plants exhibit autotrophic
mode of nutrition. and hence called the autotrophs. The autotrophs require external
energy source for the manufacture of organic substances. Green plants obtain energy
from sunlight and therefore are called photoautotrophs. The process of synthesizing
food in plant is called photosynthesis.

2. Heterotrophic nutrition
Certain non green organisms like fungi and many bacteria fail to synthesize their
own organic nutrients from inorganic substances. These organisms are thus
dependent on some other external sources for their organic nutrition. Such plants
are called heterotrophic plants and the mode of nutrition is called heterotrophic
nutrition.
The heterotrophic plants are broadly categorised into three main groups depending
upon the source from which they get their nourishment. Saprophytes, parasites and
insectivorous plants.
(a) Saprophytes are those plants which grow and live on dead decaying organic
matter including animal and plant remains. Most of these plants secrete some
extracellular enzymes (enzymes secreted and poured out on food) which break
down the complex organic compound into simple forms. The simple form are
then absorbed by the plants. Saprophytes include mainly fungi and bacteria.
Also among higher plants the Indian pipe plant Monotropa found in khasi hills
of our country (Fig. 9.2) is a saprophyte.

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Plants and Animals

Notes

Fig. 9.2 A Monotropa, a saprophyte.

(b) Parasitic Plants : Dodder (Cuscuta) known locally as Amarbel/Akashbel is a
parasitic plant that lacks both chlorophyll and leaves. It is a yellow colour
climber that attaches itself to the host. It gives out haustoria or the suckers that
get attached to the phloem of the host and derive nutrition. Cuscuta does not
have roots in the mature condition. It produces bunches of whitish or yellowish
bell shaped flowers.
(c) Insectovorous Plants : There are certain plants which are autotrophic but show
heterotrophic nutrition as well in order to supplement the deficiency of a
particular mineral in the soil. Insectivorous plants are the best examples.
They feed on insects. They are generally found in nitrogen deficient habitats
and hence to compensate the loss, they use insects as a source of nitrogen. Some
examples are given below :
(i) Pitcher plant : Nepenthes (ii) Sundew : Drosera
(iii) Venus flytrap : Dionaea (iv) Bladderwort : Utricularia

(a) Monotropa (b) Cuscuta (c) Nepenthes

Fig. 9.3 Heterotrophic plants : (a) Monotropa (Indian pipe plant
(b) Cuscuta (dodder) and (c) Nepenthes (pitcher plant)
Pitcher plant (Nepenthes) : It is found in north eastern India, Borneo and in many
regions of North America.
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These plants grow well in wet soils. The leaves are modified in the form of pitchers. Plants and Animals
The pitcher has nectar producing glands below its rim. Shiny surface of the pitcher
and nectar secreted by nectar glands attract the insect. Insects once trapped can not
escape due to the presence of numerous downward pointing hairs in the pitcher.
The digestive glands present at the base of pitcher secrete enzymes. The insect are
digested by the enzymes and the products which are mainly aminoacids are Notes
absorbed by the inner surface of leaves (pitcher).

INTEXT QUESTIONS 9.5

1. Give one point of difference between autotrophic and heterotrophic nutrition.
............................................................................................................................
2. Name a plant which exhibits parasitic mode of nutrition.
............................................................................................................................
3. Why does pitcher plant eat insects when it is capable of carrying out
photosynthesis?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Plants have the nutritional requirement of various inorganic and organic raw
materials for building their structure and maintaining body functions.

l Nutrition is the sum total of processes involving intake or synthesis of food

and its utilisation.

l Plants generally derive their inorganic nutrients from soil, water and atmosphere.
l The absorption, distribution and metabolism of various mineral elements by
plants is called mineral nutrition.

l Plants require 17 essential elements. They are C, H, O, N, P, K, S, Mg, Ca,

Fe, B, Mn, Cu, Zn, Mo, Cl and Ni.

l The essentiality of minerals may determined by employing the hydroponics

and aeroponics.

l Inorganic nutrients are broadly classified into two categories micronutrients

and macronutrients on the basis of the amount required by plant.

l Absence of any one element may cause deficiency symptoms in plants. These
symptoms include reduction in growth, delaying of flowering, chlorosis,
necrosis, early leaf fall, wilting etc.

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Plants and Animals l The minerals are taken by the roots through passive or active absorption.

l Basically, there are two modes of nutritioin autotrophic and heterotrophic.

l Autotrophic is a kind of nutrition in which the organisms (plants) manufacture

their own food from inorganic raw materials by photosynthesis.
Notes
l Heterotrophic is a kind of nutrition in which the organism is dependent on
other external sources for nutrition.

l Heterotrophic plants are broadly categorised into three main groups; saprophytes,
parasites and insectivorous plants.

TERMINAL EXERCISES

1. Which element can be obtained from both mineral and non-mineral sources.
2. Deficiency of which essential element causes yellowing of leaves in certain
plants and why?
3. Why is magnesium included among essential elements?
4. What are the criteria of essentiality of elements?
5. Differentiate between micro and macro nutrients.
6. Why do biologist grow plants by hydroponics technique?
7. Explain the uptake of mineral nutrients by the plants.
8. Give the deficiency symptoms of nitrogen, phosphorus and potassium.
9. Differentiate between the different modes of heterotrophic nutrition in plants.
10. Write notes on :
(i) Aeroponics
(ii) Insectivorous plants
(iii) Active absorption of minerals by plants

ANSWERS TO INTEXT QUESTIONS

9.1 1. Nutrients are the chemical substances in food

2. A technique of growing plants with roots supplied with moisture present

in the atmosphere.

3. To supply oxygen in sufficient quantity

224 BIOLOGY
Nutrition in Plants Mineral Nutrition MODULE - 2
Forms and Function of
9.2 1. Molecular form from air or water Plants and Animals

2. Required by plant in very small quantity. 0.1 mg per gram of dry matter
or less.

3. They are required in large quantities 1-10 mg per gram of dry matter.
Notes
9.3 1 Membrane permeability, turgidity of cell, transport of electrons, enzyme
activity (any two)

2. Nitrogen

3. See table 9.2

9.4 1. Without expenditure of energy

2. N, K, S, Mo (any two)

3. The deficiency causes death of leaf tissues

9.5 1. Autotrophs synthesize their own food, heterotrophs depend on others for
food

2. Cuscuta (dodder)

3. Because it grows in a nitrogen deficient habitat.

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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals

10
Notes

NITROGEN METABOLISM

All the living organisms are basically composed of carbon, hydrogen, oxygen,
nitrogen and many other forms of chemical elements. These elements contribute
to finally organize various biomolecules present in a cell. Nitrogen is next to carbon
in importance in living organisms. In a living cell, nitrogen is an important
constituent of amino acids, proteins, enzymes, vitamins, alkaloids and some growth
hormones. Therefore, study of nitrogen metabolism is absolutely essential because
the entire life process is dependent on these nitrogen-containing molecules. In this
lesson, you will learn about various aspects of nitrogen metabolism including
nitrogen fixation and nitrogen assimilation in plants.

OBJECTIVES
After completing this lesson, you will be able to:
l describe the modes of nitrogen fixation (both biological and abiological);
l explain the steps involved in nitrogen fixation by free living organisms;
l explain the mode of symbiotic nitrogen fixation in leguminous plants;
l describe the assimilation of nitrate and ammonia by plants;
l describe amino acid synthesis in plants.

10.1 MOLECULAR NITROGEN

Nitrogen is primarily present in the atmosphere freely as dinitrogen or nitrogen gas.
It is present in the combined form as Chile saltpetre or sodium nitrate and Chile
in South America is the major source of this nitrate nitrogen.
Molecular Nitrogen or diatomic nitrogen (N2) is highly stable as it is triple bonded
(NN). Because of this stability, molecular nitrogen as such is not very reactive
in the atmosphere under normal conditions. In the atmosphere molecular nitrogen
is 78.03% by volume and it has a very low boiling point (-195.8oC) which is even
lower than oxygen. Proteins present in living organisms contain about 16%
nitrogen.
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Nitrogen Metabolism MODULE - 2

Forms and Function of
Plants and Animals

INTEXT QUESTIONS 10.1

1. What is the percent by volume of nitrogen gas in the atmosphere?
............................................................................................................................ Notes
2. Name two biomolecules that contain nitrogen in plants.
............................................................................................................................
3. Why nitrogen is a stable molecule?
............................................................................................................................
4. What is the percentage of nitrogen in protein?
............................................................................................................................
5. What is the boiling point of nitrogen?
............................................................................................................................

10.2 NITROGEN FIXATION (BIOLOGICAL AND ABIOLOGICAL)

The conversion of molecular nitrogen into compounds of nitrogen especially
ammonia is called nitrogen fixation. Nitrogen fixation, is a reductive process i.e.,
nitrogen fixation will stop if there is no reducing condition or if oxygen is present.
This nitrogen fixation may take place by two different methods abiological and
biological.
10.2.1 Abiological nitrogen fixation
In abiological nitrogen fixation the nitrogen is reduced to ammonia without
involving any living cell. Abiological fixation can be of two types : industrial and
natural. For example, in the Habers process, synthetic ammonia is produced by
passing a mixture of nitrogen and hydrogen through a bed of catalyst (iron oxides)
at a very high temperature and pressure.

500C
N 2 + 3H 2 1000
atmosphere
2NH3

This is industrial fixation and nitrogen reduced to ammonia.

In natural process nitrogen can be fixed especially during electrical discharges in
the atmosphere. It may occur during lightning storms and nitrogen in the atmosphere
can combine with oxygen to form oxides of nitrogen

O
N 2 + O 2 2NO 2 2NO2

These oxides of nitrogen may be hydrated and trickle down to earth as combined
nitrite and nitrate.
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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals 10.2.2 Biological nitrogen fixation
Chemically, this process is same as abiological. Biological nitrogen fixation is
reduction of molecular nitrogen to ammonia by a living cell in the presence of an
enzyme nitrogenase.

Notes
INTEXT QUESTIONS 10.2
1. Define nitrogen fixation.
............................................................................................................................
2. Which industrial process is utilized for converting nitrogen to ammonia?
............................................................................................................................
3. Distinguish between biological and a biological nitrogen fixation.
............................................................................................................................
4. Name the enzyme that helps in nitrogen fixation in lining cells.
............................................................................................................................
5. Which gas prevents nitrogen fixation?
............................................................................................................................

10.3 NITROGEN FIXATION BY FREE LIVING ORGANISMS AND

SYMBIOTIC NITROGEN FIXATION
Nitrogen fixation is a distinctive property possessed by a select group of organisms,
because of the presence of the enzyme nitrogenase in them.
The process of nitrogen fixation is primarily confined to microbial cells like bacteria
and cyanobacteria. These microorganisms may be independent and free living
(Table 10.1).
Table 10.1 : Some free living microbes which fix nitrogen
Organisms Status
Clostridium Anaerobic bacteria (Non photosynthetic)
Klebsiella Facultative bacteria (Non photosynthetic)
Azotobacter Aerobic bacteria (Non photosynthetic)
Rhodospirillum Purple, non-sulphur bacteria (Photosynthetic)
Anabaena Cyanobacteria (Photosynthetic)
Some microbes may become associated with other oragnisms and fix nitrogen. The
host organism may be a lower plant or higher plant. The host organism and the

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Nitrogen Metabolism MODULE - 2

Forms and Function of
nitrogen fixing microbes establish a special relationship called symbiosis and this Plants and Animals
results in symbiotic nitrogen fixation (Table 10.2).
Table 10.2 : Some symbiotic nitrogen fixing organisms

System Symbionts
Notes
Lichens Cyanobacteria and Fungus.
Bryophyte Cyanobacteria and Anthoceros.
Pteridophyte Cyanobacteria and Azolla.
Gymnosperm Cyanobacteria and Cycas.
Angiosperms Legumes and Rhizobium.
Angiosperms Non leguminous and actinomycete
(Such as Alnus, Myrica, Purshia).
Angiosperm Brazilian grass (Digitaria), Corn and
Azospirillum.

10.3.1 Mechanism of Biological Fixation of Nitrogen

Nitrogen fixation requires
(i) the molecular nitrogen
(ii) a strong reducing power to reduce nitrogen like FAD (Flavin adenine
dinucleotide)
(iii) a source of energy (ATP) to transfer hydrogen atoms to dinitrogen and
(iv) enzyme nitrogenase
(v) compound for trapping the ammonia formed since it is toxic to cells.
The reducing agent and ATP are provided by photosynthesis and respiration.
The overall biochemical process involves stepwise reduction of nitrogen to
ammonia. The enzyme nitrogenase is a Mo-Fe containing protein and binds with
molecule of nitrogen (N2) at its binding site. This molecule of nitrogen is then acted
upon by hydrogen (from the reduced coenzymes) and reduced in a stepwise manner.
It first produces dimide (N2H2) then hydrazime (N2H4) and finally ammonia
(2NH3).
NH3 is not liberated by the nitrogen fixers. It is toxic to the cells and therefore these
fixers combine NH3 with organic acids in the cell and form amino acids.
The general equation for nitrogen fixation may be described as follows:

N 2 + 16ATP + 8H + + 8e 2NH 3 +16ADP + 16Pi + H 2

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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals
Molecular nitrogen is a very stable molecule. Therefore, sufficeient amount
of cell energy in the form of ATP is required for stepwise reduction of
nitrogen to ammonia.

In legumes, nitrogen fixation occurs in specialized bodies called nodules. The

Notes nodules develop due to interaction between the bacteria Rhizobium and the legume
roots (see diagram 6.4c). The biochemical steps for nitrogen fixation are same.
However, legume nodules possess special protein called LEGHEMOGLOBIN. The
synthesis of leghemoglobin is the result of symbiosis because neither bacteria alone
nor legume plant alone possess the protein. Recently it has been shown that a
number of host genes are involved to achieve this. In addition to leghemoglobin,
a group of proteins called nodulins are also synthesized which help in establishing
symbiosis and maintaining nodule functioning.

Leghemoglobin is produced as a result of interaction between the bacterium

and legume roots. Apparently, Rhizobium gene codes for Heme part and
legume root cell gene codes for Globin moiety. Both the coded products
together consitute the final protein leghemoglobin.

Fig. 10.1 Simplified flowsheet of biochemical steps for nitrogen fixation

Leghemoglobin is considered to lower down the partial pressure of oxygen and
helps in nitrogen fixation. However, this function is specific for legumes only
because free living microbes do not possess nitrogen fixing leghemoglobin.
Moreover, it has also not been found in cyanobacterial symbiosis with other plants.
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Nitrogen Metabolism MODULE - 2

Forms and Function of
Plants and Animals

INTEXT QUESTIONS 10.3

1. Match the following:
A B
Notes
(i) Azotobacter (a) anaerobic nitrogen fixer.
(ii) Clostridium (b) aerobic nitrogen fixer
(iii) Lichens (c) nitrogen fixing cyanobacterium
(iv) Anabaena (d) symbiotic nitrogen fixer.
2. Which Gymnospermous plant fixes nitrogen?
............................................................................................................................
3. Is there any other gas evovled during nitrogen fixation? If yes, name the gas
evolved.
............................................................................................................................
4. How many ATP molecules are required to reduce a single molecule of nitrogen?
............................................................................................................................
5. What is the major source of electrons for reduction of nitrogen?
............................................................................................................................
6. Match the following:
A B
(i) Leghemoglobin (a) cyanobacterium
(ii) Anabaena (b) Legumes
(iii) Reductive process (c) nitrogen fixation
7. Name the proteins that help in establishing symbiosis and maintain nodule
functioning.
............................................................................................................................

10.4 NITRATE AND AMMONIA ASSIMILATION BY PLANTS

As pointed in the previous section, nitrogen fixation is confined to selected
microbes and plants. But all plants do require nitrogen because it has a role to play
in the general metabolism. Therefore, plants which do not fix nitrogen, use other
combined nitrogen sources such as nitrate and ammonia for carrying on metabolic
activity.
Nitrate is absorbed by most plants and reduced to ammonia with the help of two
different enzymes. The first step conversion of nitrate to nitrite is catalyzed by an
enzyme called nitrate reductase. This enzyme has several other important constituents
including FAD, cytochrome, NADPH or NADH and molybdenum.

NO3 + NADH + H + NO 2 + NAD+ +H 2O

Nitrate reductase

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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals The overall process of nitrate reduction take place in the cytosol and is an energy
dependent reaction.
The enzyme nitrate reductase has been studied in many plants and it is observed
that the enzyme is continuously and synthesized and degraded. The enzyme nitrate
reductase is inducible. This means that increase in nitrate concentration in the
Notes cytosol induces more of nitrate redutase to be synthesized. However, when excess
NH +4 is produced then it has a negative effect on the synthesis of nitrate reductase.
In plants, it has also been observed that light also increase nitrate reductase when
nitrate is available.
In the second step the nitrite so formed is further reduced to ammonia and this is
catalyzed by the enzyme nitrite reductase. Nitrite present in the cytosol is
transported into chloroplast or plastids where it is reduced to ammonia.

NO 2 + 3NADPH + 3H + NH3 + 3NADP + + H 2O+OH

Nitrite reductase

The enzyme nitrite reductase is able to accept electrons from sources such as
NADH, NADPH or FADH2. Besides, reduced ferredoxin has also been shown to
provide electrons to nitrite reductase for reducing nitrite to ammonia. Ammonia so
formed has to be utilized quickly by plants because accumulation of ammonia has
a toxic effect. Some plants including algae leach out excess ammonia which can
further be oxidized to nitrite and nitrate by microorganisms in the soil or water.

INTEXT QUESTIONS 10.4

1. Which is the most reduced form of inorganic nitrogen?
............................................................................................................................
2. Match the following:
A B
(i) Nitrate reductase (a) nitrogen fixation
(ii) Nitrite reductase b) nitrate reduction
(iii) Nitrogenase c) nitrite reduction
3. In which pat of the cell, reduction of nitrate to nitrite occurs?
............................................................................................................................
4 Which is the most oxidized form of inorganic nitrogen?
............................................................................................................................
5 In which plant organelle reduction of nitrite to ammonia is catlyzed by the
enzyme?
............................................................................................................................

10.5 AMINO ACID SYSTHESIS BY PLANTS

As you have noticed that ammonia formation is achieved by plants either by (i.)
nitrogen fixation or (ii) by reduction of nitrate to nitrite. Ammonium (NH4+) is the

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Nitrogen Metabolism MODULE - 2

Forms and Function of
most reduced form of inorganic combined nitrogen. This ammonium now becomes Plants and Animals
the major source for the production of amino acids, which are the building blocks
of enzymes and proteins. Amino acids have two important chemical groups. (i)
amino group (NH) and (ii) carboxy1 group (-COOH).
H
| Notes
R C COOH
|
NH2
Fig. 10.2 A typical amino acid with functional groups. R represents alkyl group.
Ammonium so produced is the major source of amino group. However, the carboxyl
group has to be provided by other organic molecule synthesized by the plants. There
are two major reactions for amino acid biosynthesis in plants:

10.5.1 Reductive amination reaction:

In this reaction, ammonia combines with a keto acid. The most important keto acid
is the alpha ketoglutaric acid produced during the operation of Krebs cycle (see
lesson 12 Plant Respiration). The keto acid then undergoes enzymatic reductive
amination to produce an amino acid.
glutamate dehydrogenase
-ketoglutaric acid + NH 3 Glutamic acid
(keto acid) (amino acid)
Similarly another amino acid called aspartic acid is produced by reductive
amination of oxaloacetic acid.

It has been noted that reductive amination respresents the major port of
entry for ammonia into the metabolic stream in plants. This initiates
synthesis of glutamic acid followed by other amino acids.

10.5.2 Transamination reaction

This is another very important reaction for amino acid biosynthesis. The reaction
involves transfer of amino group, from already synthesized amino acid, to the keto
acid.

-Ketoglutaric acid + Aspartic acid Transaminase

Glutamic acid + Oxaloacetic acid
(Keto acid) (Amino acid) (Amino acid) (Keto acid)
In the above reaction, aspartic acid has transferred its amino group (NH2) to the
-ketoglutaric acid to synthesize glutamic acid and release keto acid. The reaction
is catalyzed by enzymes called transaminases. A large number of amino acids are
synthesized by this transamination reaction. Amino acids are organic molecule
containing nitorgen. The incorporation of amino group, from ammonium, into keto
acids represents the major step for synthesis of nitrogenous organic biomolecules.
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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals

INTEXT QUESTIONS 10.5

1. Match the following:
A B
Notes
(i) Amino acid (a) keto acid
(ii) Glutamic acid (b) amino group and carboxyl group
(iii) -ketoglutaric acid (c) amino acid
2. Name two biochemical reactions for biosynthesis of amino acids in plants.
............................................................................................................................
3. Which group of enzymes catalyzes transamination reaction?
............................................................................................................................
4. What is the source of amino group for amino acid synthesis in reductive
amination reaction?
............................................................................................................................
5. Which keto acid is the source for synthesis of glutamic acid?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Nitrogen is an important constituent of several biomolecules such as amino
acids, proteins and enzymes.
l Molecules such as vitamins, alkaloids, nucleic acids, pigments and some growth
hormones also contain nitrogen.
l Molecular nitrogen is triple bonded and stable.
l Nitrogen fixation is the reduction of nitrogen to ammonia.
l Abiological nitrogen fixation is an industrial process (Habers process)
l Biological nitrogen fixation takes place in a living cell.
l The enzyme that catalyzes nitrogen fixation is Nitrogenase.
l Nitrogen fixation may take place in free living organisms or in symbiotic
systems.
l There are many symbiotic nitrogen fixation systems such as Lichens,
Pteridophytes, Bryophytes, Gymnosperms and Legumes.
l Cyanobacteria is the symbiotic component in Lichens, Bryophytes, Pteridophytes
and Gymnosperms.
l In Legumes, the symbiont is a species of bacterium Rhizobium.
l Source of electrons and energy for nitrogen fixation is generally pyruvic acid.

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Nitrogen Metabolism MODULE - 2

Forms and Function of
l Hydrogen gas evolution may also accompany nitrogen fixation process. Plants and Animals
l Nitrate is the most oxidized form and ammonium is the most reduced form of
nitrogen.
l Nitrate is reduced to nitrite by an enzyme nitrate reductase.
l Amino acids have two functional groups including amino group and carboxyl Notes
group.
l Amino acids may be produced by reductive amination of keto acids.
l Amino acids may be produced by transamination reaction.
l Reductive amination reactions are catalyzed by dehydrogenase..
l Transamination reactions are catalyzed by transaminases.

TERMINAL EXERCISES
1. Define nitrogen fixation.
2. Which form of combined nitrogen may be formed during lightening storms?
3. Name three biomolecules other than enzymes and proteins, which contain
nitrogen.
4. Name one aerobic and one anaerobic bacterium, which fixes nitrogen.
5. Which amino acid is synthesized due to reductive amination of -ketoglutaric
acid?
6. Differentiate between biological and abiological nitrogen fixation.
7. What is required for biological nitrogen fixation?
8. How does human hemoglobin differ from leghemoglobin?
9. What is the function of leghemoglobin?
10. What are the functional differences between nitrate reductase and nitrite
reductase?
11. What is the difference between nitrogen fixation and nitrogen assimilation?
Describe in brief the process of abiological nitrogen fixation.
12. Describe in brief various steps involved in biological nitrogen fixation.
13. Enumerate various free living and symbiotic nitrogen fixing system with
suitable examples.
14. What are the major differences between free living and leguminous nitrogen
fixing organisms?
15. Describe in brief nitrate and nitrite reduction in plants..
17. Describe in brief the reductive amination reactions for synthesis of amino acids
in plants.
18. Describe the transamination reaction for synthesis of amino acids in plants. How
does this differ from reductive amination?

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MODULE - 2 Nitrogen Metabolism

rms and Function of
ants and Animals

ANSWER TO INTEXT QUESTIONS

10.1 1. 78.03 percent 2. proteins and enzymes.
3. Because it is triple bonded. 4. 16 percent.
Notes
5. 195.8C.
10.2 1. Conversion of molecular nitrogen to ammonia.
2. Habers process.
3. Biological nitrogen fixation takes place in a living cell and abiological
fixation without a living cell.
4. Nitrogenase. 5. Oxygen.
10.3 1. (i) b (ii) a (iii) d (iv) c
2. Cycas. 3. Yes, Hydrogen gas.
4. 16 ATP 5. Reduced coenzymes such as Ferrodoxin
6. (i) b (ii) a (iii) c 7. Nodulins.
10.4 1. NH
2. (i) b (ii) c (iii) a
3. Cytosol. 4. Nitrate. 5. Chloroplast.
10.5 1. (i) b (ii) c (iii) a
2. Reductive amination and transamination.
3. Transaminases. 4. Ammonia.
5. Alpha ketoglutaric acid.

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Photosynthesis MODULE - 2
Forms and Function of
Plants and Animals

11 Notes

PHOTOSYNTHESIS

Photosynthesis (Photo = light; synthesis = to join) is the single most important

process on earth on which depends the existence of human and almost all other
living organisms. It is a process by which green plants, algae and chlorophyll
containing bacteria utilize the energy of sunlight to synthesize their own food
(organic matters) from simple inorganic molecules. Innumerable number of organic
molecules which compose the living world are derived directly or indirectly from
the photosynthetic organic matter. The oxidation of organic compounds releases
stored energy to be utilized by the organism to carry out essential metabolic
processes. It is important to note that photosynthesis is the only natural process
which liberates oxygen to be used by all living forms for the process of respiration.
You have studied in lesson 4, that chloroplasts are the organelles that carry out
photosynthesis or in other words they act as solar cells producing carbohydrates.
In this lesson you will learn how plants carry out photosynthesis.

OBJECTIVES
After completing this lesson, you will be able to :
l define photosynthesis;
l name the different pigments found in chloroplasts and describe the ultra
structure of chloroplasts with a diagram;
l explain the main aspects of the process of photosynthesis;
l enumerate the steps involved in the light and dark reactions of photosynthesis;
l define the terms absorption spectrum, electron acceptor, photophosphorylation
and action spectrum;
l distinguish between, absorption spectrum and action spectrum; light and dark
reactions, cyclic and non-cyclic phosphorylation, C3 and C4 photosynthesis;
l list the environmental variables and internal factors affecting photosynthesis;
l describe the principle of limiting factor giving suitable graphs.

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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals 11.1 PHOTOSYNTHESIS
11.1 Let us look into the significance of the process
Significance
1. Green plants possess the green pigment, chlorophyll which can capture,
Notes transform, translocate and store energy which is readily available for all forms
of life on this planet.
2. Photosynthesis is a process in which light energy is converted into chemical
energy.
3. Except green plants no other organism can directly utilise solar energy, hence
they are dependent on green pants for their survival.
4. Green plants can prepare organic food from simple inorganic elements
(autotrophic) while all other organisms cannot prepare their own food and are
called heterotrophic.
5. During photosynthesis, oxygen liberated into the atmosphere makes the
environment livable for all other organisms.
6. Simple carbohydrates produced in photosynthesis are transformed into lipids,
proteins, nucleic acids and other organic molecules.
7. Plants and plant products are the major food sources of almost all other
organisms of the earth.
8. Fossil fuels like coal, gas, oil etc represent the photosynthetic products of the
plants belonging to early geological periods.
11.1.1 What is photosynthesis?
Photosynthesis (photo-light; synthesis-to put together) is the process by which green
plants, in the presence of light combine water and carbon dioxide to form
carbohydrates, oxygen is released as a by product. Current knowledge of
photosynthesis has resulted from discoveries made over 300 years of work. Some
landmark experiments are given in the box below.
l Joseph Priestly and later Jan Ingenhousz showed that plants have the
ability to take up CO2 from the atmosphere and release O2.
l Ingenhousz also discovered that release of O2 by plants was possible only
in presence of sunlight and by the green parts of the plant.
l Robert Hill demonstrated that isolated chloroplasts evolve O2 when they
are illuminated in the presence of electron acceptor which get reduced.
This reaction called Hill reaction accounts for the (break down) use of
water (photolysis) as a source of electrons for CO2 fixation and release
of O2 as by-product.
Photosynthesis is represented by the following overall chemical equation:

Chlorophyll
6CO2 + 12H2O C6H12O6 + 6H2O + 6O2
Sunlight

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Photosynthesis MODULE - 2
Forms and Function of
In photosynthesis CO2 is fixed (or reduced) to carbohydrates (glucose C6H12O6). Plants and Animals
Water is split in the presence of light (called photolysis of water) to release O2.
Note that O2 released comes from the water molecule and not from CO2.
11.1.2 Where does photosynthesis occur?
Photosynthesis occurs in green parts of the plant, mostly the leaves, sometimes the Notes
green stems and floral buds. The leaves contain specialised cells called mesophyll
cells which contain the chloroplast the pigment containing organelle. These are
the actual sites for photosynthesis.
Look at the figure 11.1 to recollect what you learnt about the structure of chloroplast
in the lesson-4 Cell Structure and Function.

Fig. 11.1 Structure of chloroplast

11.2 PHOTOSYNTHETIC PIGMENTS

The thylakoids of the chloroplast contain the pigments which absorb light of
different wave length and carry out the photochemical reaction of photosynthesis.
The role of the pigments is to absorb light energy, thereby converting it to chemical
energy. These pigments are located on the thylakoid membranes and the chloroplasts
are usually so arranged within the cells that the membranes are at right angles to
the light source for maximum absorption. The photosynthetic pigments of higher
plants fall into two classes the chlorophyll and carotenoids.
The photosynthetic pigment chlorophyll is the principle pigment involved in
photosynthesis. It is a large molecule and absorbs light in the violet blue and in
the red region of the visible spectrum and reflects green light and thus leaves appear
green in colour. Carotenoids (carotene and xanthophyll) absorb light in the regions
of the spectrum not absorbed by the chlorophyll.
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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals Chlorophyll a (a special type of chlorophyll) is the main pigment that traps solar
energy and converts it into electrical and chemical energy. Thus it is called the
reaction centre.
All other pigment such as chlorophyll b and carotenoids are called accessory
pigments since they pass on the absorbed energy to chlorophyll a (Chl.a) molecule.
Notes
These pigments, that is the reaction centres (Chl. a) and the accessory pigments
(harvesting centre) are packed into functional clusters called photosystems.
Photosystems are of two types PSI and PSII.
About 250-400 pigment molecules constitute a single photosystem. Two different
photosystems contain different forms of chlorophyll a in their reaction centres. In
photosystem I (PSI), chlorophyll a with maximum absorption at 700 nm (P700)
and in photosystem II (PSII), chlorophyll a with peak absorption at 680 nm (P680),
act as reaction centres. (P stands for pigment). The primary function of the two
photosystems, which interact with each other is to trap the solar energy and convert
into the chemical energy (ATP). The differences between them are given in the
following table 11.1.
Table 11.1 Difference between Photosystem I and Photosystem II
Photosystem I Photosystem II
l PS I has a reaction centre of l PS II has a reaction centre of
chlorophyll a molecule with chlorophyll a molecule with maximum
maximum light absorption at 700 nm light absorption at 680 nm. This
wavelength. This reaction centre is reaction centre is also referred to
also referred to as P700. to as P680.

l Primary electron acceptor is an iron l Primary electron acceptor in a colourless

protein (Fe-Sprotein) less chlorophyll a that lacks magnesium
(Mg) and is known as phaeophyll a.
l A set of electron carriers the l A set of electron carriers the phaeophytin
plastocyanin, ferredoxin and plastoquinone, cytochromes.
cytochrome

11.3 ROLE OF SUNLIGHT IN PHOTOSYNTHESIS

Light consists of small particles or packages of energy called photons. A single

photon is also called quantum. What does the chlorophyll do? It absorbs light
energy.
Chlorophyll molecules absorb light energy and get into an excited state and
lose an electron to the outer orbit. No substance can remain in an excited
state for long, so the energised and excited chlorophyll molecule comes
down to a low energy state known as ground state and release the extra
amount of energy. This energy can be lost as heat, or as light (flourescence)
or can do some work. If photosynthesis, it works by splitting water
moelcule to produce H+ and OH ions.

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Photosynthesis MODULE - 2
Forms and Function of
Plants and Animals
Carotene is orange-yellow pigment present along with chlorophylls in the
thylakoid membrane. A carotene molecule breaks down into the vitamin
A molecules. It is this pigment which gives carrot its colour.

Absorption and Action Spectra

For investigating a process such as photosynthesis that is activated by light, it is Notes
important to establish the action spectrum for the process and to use this to identify
the pigments involved. An action spectrum is a graph showing the effectiveness
of different wavelengths (VIBGYOR) of light in stimulating the process of
photosynthesis, where the response could be measured in terms of oxygen produced
at different wavelengths of light. An absorption spectrum is a graph of the relative
absorbance of different wavelengths of light by a pigment. An action spectrum for
photosynthesis is shown in Fig. 11.2 together with an absorption spectrum for the
combined photosynthetic pigments. Note the close similarity, which indicates that
the pigments, chlorophyll in particular, are responsible for absorption of light in
photosynthesis.
All wavelengths of light are not equally effective in photosynthesis i.e. the rate of
photosynthesis is more in some and less in others.

Fig. 11.2 Spectra of electromagnetic radiation B. Action Spectrum

Photosynthesis is very little in green and yellow light, because these rays
are reflected back from the leaf. Photosynthesis is maximum in blue and
red light.

INTEXT QUESTIONS 11.1

1. (i) Define photosynthesis
..................................................................................................................

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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals (ii) Give the overall general chemical equation of photosynthesis.
..................................................................................................................
2. (i) List the two categories of photosynthetic pigments.
..................................................................................................................
(ii) Which pigments are known as accessory pigments?
Notes
..................................................................................................................
3. (i) What does chlorophyll do to the light falling on it?
..................................................................................................................
(ii) Which pigment system absorbs the red wavelength of light?
..................................................................................................................
4. Answer the following
(i) In which colour of light, rate of photosynthesis is minimum and in which
colour of light it is maximum?
..................................................................................................................
(ii) Name the type of energy that is used in the process of photosynthesis.
In which form does this energy get stored in plant body?
..................................................................................................................
5. Which molecule is the source of evolution of oxygen in photosyntheisis CO2
or H2O?
............................................................................................................................

11.4 PHOTOCHEMICAL AND BIOSYNTHETIC PHASE

l The entire process of photosynthesis takes place inside the chloroplast. The
structure of chloroplast is such that the light dependent (light reaction) and light
independent (Dark reaction) take place at different sites in the organelle.
l The thylakoids have the pigments and other necessary components to absorb
light and transfer electrons to carry out the light reaction or Electron Transport
Chain (ETC). In ETC upon absorption of light, the electrons from PSII and PSI
are boosted to a higher energy level i.e. the electrons acquire excitation energy.
As the electrons gain this energy, they are accepted by the electron acceptor
which in turn is reduced, leaving the reaction centres of PSII and PSI i.e. P680
and P700 molecules in an oxidised state. This represents the conversion of light
energy into chemical energy. The electrons then travel downhill in energy terms,
from one electron acceptor to another in a series of oxidation reduction reaction.
This electron flow is coupled to the formation of ATP. In addition, NADP is
reduced to NADPH2. The products of light reaction called the reducing power
(ATP and NADPH2) move out of the thylakoid into the stroma of the
chloroplast.
l In the stroma goes on the second step (dark reaction or biosynthetic pathway)
where CO2 is reduced by the reducing power generated in the first step and
carbohydrates are produced.
Let us study these two steps in some more detail in the next part of the lesson.
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Photosynthesis MODULE - 2
Forms and Function of
11.4.1 Electron transport chain in photosynthesis Plants and Animals
It starts as the PSII absorbs light energy and passes it on to its reaction centre, P680.
When P680 absorbs light, it is excited and its electrons are transferred to an electron
acceptor molecule (Primary electron acceptor) and it itself comes to the ground
state. However by losing an electron P680 is oxidised and in turn it splits water
molecule to release O2. This light dependent spliting of water is called photolysis. Notes
With the breakdown of water electrons are generated, which are then passed on
to the electron deficient P680 (which had transferred its electrons earlier). Thus the
oxidised P680 regains its lost electrons from water molecules.
The reduced primary acceptor now donates electrons to the down stream components
of the electron transport chain. The electrons are finally passed onto the reaction
centre P700 of PSI. During this process, energy is released and stored in the form
of ATP.
Similarly, PSI also gets excited when it absorbs light and P700 (Reaction centre of
PSI) gets oxidised as it transfers its electrons to another primary acceptor molecule.
While the oxidised P700 draws its electrons from PSII, the reduced primary
acceptors molecule of PSI transfers its electrons via other electron carrier to NADP
(Nicotinamide Adenine Dinucleotide Phosphate) to produce NADPH2 a strong
reducing agent. Thus we see that there is a continuous flow of electrons from the
H2O molecules to PSII to PSI, and finally to the NADP molecule which is reduced
to NADPH2. NADPH2 is then utilised in reduction of CO2 to carbohydrates in the
biosynthetic path way.

Fig. 11.3 Non-cyclic photophosphorylation PQ = Plastoquinine,

PC-Plastocyanin Fd= Ferrsdoxin
l Reduction of CO2 to carbohydrate also requires ATP which too are generated
via electron transport chain. As the energy rich electrons pass down the electron
transport system, it releases energy which is sufficient to bind inorganic
phosphate (Pi) with ADP to form ATP. This process is called phosphorylation.
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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals Since this takes place in presence of light it is called Photo phosphorylation.
It occurs in chloroplast in two ways:
(a) Non-cyclic photophosphorylation where electrons flow from water
molecule to PSII and then to PSI and ultimately reduce NADP to
NADPH2. since the electrons flow in unidirection it is called non cyclic
Notes photosphorylation (Fig. 11.3).
(b) Cyclic photophosphorylation under certain condition when non-cyclic
photophosphorylation stops, cyclic photophosphorylation occurs and it
involves PSI only. During this process electrons from PSI are not passed
on to NADP. Instead the electrons are returned to the oxidised P700
molecule. This downhill movement of electrons results in ATP formation.
Thus this is termed as cyclic photophosphorylation (Fig. 11.4).

Fig. 11.4 Cyclic photophosphorylation

Table 11.2 Differences between cyclic and non-cyclic
photophosphorylation

Cyclic photophosphosylation Non-cyclic photophosphorylation

1. Only PSI in functional. 1. Both PSI and PSII are functional.

2. Electron comes from the chlorophyll 2. Water is the source of the electorns
molecule and returns to the chlorophyll and NADP is the final acceptor of the
electron. The electron goes out the system.
3. Reduced NADP (NADPH2) is not formed. 3. Reduced NADP i.e., NADPH2 is formed
which is used in the reduction of
carbondioxide.
4. Oxygen is not evolved 4. Oxygen is evolved as a by product.
5. This process is formed mainly in 5. This mainly takes place in green plants.
photosynthetic bneteria.

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Photosynthesis MODULE - 2
Forms and Function of
Extra ATP can be made via cyclic photophosphorylation. The efficiency of energy Plants and Animals
conversion in the light reactions is high and estimated at about 39%.
11.5 BIOSYNTHETIC PATHWAY (DARK REACTION)
l Both NADPH2 and ATP produced during light reaction are essential requirements
for synthesis of carbohydrates. Notes
l These series of reaction which catalyse the reduction of CO2 to carbohydrates
(also called fixation of CO2) take place in the stroma of the chloroplast.
l These reactions are independent of light i.e. light is not necessary but can
continue in light as well. Thus it is also called dark reaction.
l The carbon fixation reactions produce sugar in the leaves of the plant from
where it is exported to other tissues of the plant as source of both organic
molecule and energy for growth and metabolism.
l There are two major pathways by which CO2 fixation (Dark reaction) takes
place.
11.5.1 C3 cycle (also called Calvin cycle after its discoverer, Melvin Calvin)
In this cycle, initially the atmospheric CO2 is accepted by a 5-carbon sugar ribulose
bisphosphate (RuBP) and two molecules of 3-carbon compound,
3-phosphoglyceric acid (PGA) are formed. This 3-carbon molecule is the first stable
product of this pathway and hence the name C3 cycle. Formation of PGA is called
carboxylation. This reaction is catalysed by an enzyme called ribulose bisphosphate
carboxylase Ru bisco. This enzyme is probably the most abundant protein on earth.

Fig. 11.5 The Calvin cycle

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MODULE - 2 Photosynthesis
rms and Function of l In the next step, PGA is reduced to 3-carbon carbohydrate called triose
ants and Animals phosphate using NADPH2 and ATP (from light reaction). Much of these
molecules are then diverted from the C3 cycle and used for synthesis of other
carbohydrates such as glucose and sucrose.
l To complete the cycle, the initial 5-carbon acceptor molecule, RuBP is
regenerated from the triose phosphates using ATP molecule thus the C3 cycle
Notes continues of C3 cycle.
11.5.2 C4 Cycle (or Hatch and Slack Cycle)
l The C4 cycle seems to be an adaptation for plants growing under dry hot
environment. Such plants can photosynthesise even in the conditions of very
low CO2 concentration and under partial closure of stomata.
l Such plants can thus grow at low water content, high temperature and high light
intensity. Sugar cane, maize are some such plants.
l Photorespiration (oxidation of RuBP in presence of O2) is absent in these
plants. So the photosynthetic rate is high. (For detail of photorespiration refer
to lesson-12 Plant Respiration Section No. 12.5)
l The leaves of C4 plants show special anatomy called Kranz anatomy. These
are :
(a) The vascular bundles have a sheath of large parenchyma cells around
them in the form of a wreath thus the name Kranz anatomy (Kranz :
wreath)
(b) Leaves possess two types of chloroplasts (dimorphic chloroplasts)
(c) Chloroplasts in the mesophyll cells are smaller and have well developed
grana but do not accumulate starch.
(d) Chloroplasts in the bundle sheath cells are larger and lack grana
(agranal chloroplasts) but contain numerous starch grains. (See
Fig. 11.6).

Fig. 11.6 Transverse section of maize leaf showing

l In C4 plants, the initial acceptor of CO2 is phosphoenol pyruvic acid or PEP,
a 3-carbon compound. It combines with CO2 in presence of an enzyme
Phosphoenol pyruvate carboxylase (PEPCase) and forms a C4 acid, oxaloacetic
acid (OAA) This fixation of CO2 occurs in the cytosol of the mesophyll cells
of the leaf. OAA is the first stable product of this cycle and hence the name
C4 pathway.

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Photosynthesis MODULE - 2
Forms and Function of
l OAA then travels from mesophyll cells to the chloroplasts of bundle sheath cell Plants and Animals
where it releases the fixed CO2. C3 cycle operates within these cells and this
CO2 immediately combines with RuBP and C3 cycle continues producing
sugars. (See Fig. 11.7).

Notes

Fig. 11.7 The C4 photosynthetic carbon cycle

l Thus in C4 pathway of dark reaction, there are two carboxylase enzymes that
take part-PEPCase in the mesophyll cells and Rubisco in the bundle sheath cells.

l The differences between C3 and C4 plants are tabulated below.

Table 11.3 Difference between C3 and C4 Plants

C3 Plants C4 Plants

Carbon dioxide Occurs once Occurs twice, first in mesophyll

fixation cells, then in bundle sheath cells.
Carbon dioxide RuBP, a 5-C- Mesophyll cells. PEP (Phosphoenol
acceptor compound Pyruvic acid), a 5C-compound. in the
bundle sheath cells-RuBP
Carbon dioxide RuBP carboxylase, PEP caboxylase which is very
fixing enzymes which is inefficient efficient.
RuBP carboxylase, works efficiently
because carbon dioxide
concentration is high.
First product of A C3 acid, PGA A C4 acid, e.g. oxaloacetic acid
photosynthesis

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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals Leaf anatomy Only one type of Kranz anatomy, i.e., two types
chloroplast of cell. each with its own type of
chloroplast.
Photorespiration Occurs; oxygen is an Is inhibited by high carbon
inhibitor of dioxide concentration. Therefore
photosynthesis atmospheric oxygen is not an
Notes inhibitor of photosynthesis.
Efficiency Less efficient More efficient photosynthesis
plotosynthesis than than C3; plants. Yields usually
C4 plants. Yields much higher.
usually much lower.

INTEXT QUESTIONS 11.2

1. What is the role of NADP?
............................................................................................................................
2. Why is dark reaction called so?
............................................................................................................................
3. What is the role of the enzymes (i) rubisco (ii) PEPCase and where are they
present?
............................................................................................................................
4. Explain Kranz anatomy.
............................................................................................................................
5. Differentiate between the chloroplasts present in the mesophyll cells and in the
bundle sheath cells of the leaf of a C4 plant.
............................................................................................................................
6. Why are C4 plants more efficient than C3 plant?
............................................................................................................................
7. Name the two sets of reactions in photosynthesis in which light energy is
required.
............................................................................................................................

11.6 FACTORS AFFECTING RATE OF PHOTOSYNTHESIS

11.6.1 Factors affecting Photosynthesis
Factor affecting photosynthesis can be divided into two broad categories, the
internal and external (environmental)
(i) Internal Factors
1. Chlorophyll : The amount of chlorophyll present has a direct relationship with
the rate of photosynthesis because this pigment which is photoreceptive and
is directly involved in trapping light energy.

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Photosynthesis MODULE - 2
Forms and Function of
2. Leaf age and anatomy : Newly expanding leaves show gradual increase in Plants and Animals
rate of photosynthesis and the maximum is reached when the leaves achieve
full size. Chloroplast functions decline as the leaves age. Rate of photosynthesis
is influenced by variation in (i) number, structure and distribution of stomata,
(ii) size and distribution of intercellular spaces (iii) relative proportion of
palisade and spongy tissues (iv) thickness of cuticle etc. Notes
3. Demand for photo synthate : Rapidly growing plants show increased rate of
photosynthesis in comparison to mature plants. When demand for photosynthesis
is lowered by removal of meristem the photosynthetic rate declines.

(ii) External Factors

The major external factors which affect the rate of photosynthesis are temperature,
light, carbondioxide, water, mineral elements etc.
Concept of limiting factors : When a process is affected by various factors, the
rate of the process depends upon the pace of the slowest factor. For example, out
of light carbon dioxide and temperature, it is seen that when all three factors are
optimum, the rate of photosynthesis is maximum. However of the three factors even
if one of the factors become suboptimal and the other factors remain optimal, the
rate of the process decline substantially. This known as law of limiting factors or
law of minimum shown by Blackman in 1905. It is defined as when a process is
conditioned as to its rapidity by a number of separate factors, the rate of the process
is limited by the pace of slowest factor.
Light : The rate of photosynthesis increases with increase in rate of intensity of
light or rate of photosynthesis is directly proportional to light intensity. Except on
a cloudy day light is never a limiting factor in nature.
At a certain light intensity the amount of CO2 used in photosynthesis and the amount
of CO2 produced in respiration are the same. This point of light intensity is known
as compensation point.
Wavelength of light affects rate of photosynthesis. Red light and to some extent
blue light has an enhancing influence on photosynthesis (See action spectrum).
Temperature : Very high and very low temperature affect the rate of photosynthesis
adversely. Rate of photosynthesis will rise with temperature from 5-37C beyond
which there is a rapid fall, as the enzymes involved in the process in the dark
reaction get inactive at the temperature. Between 5-35C, with every 10C rise
in temperature rate of photosynthesis doubles or Q10 is 2 (Q = quotient).
Carbon dioxide : Carbon dioxide being one of the raw materials for photosynthesis
its concentration affects the rate of photosynthesis markedly. Because of its very
low concentration (0.03%) in the atmosphere, it acts as limiting factor in natural
photosynthesis. At optimum temperature and light intensity, if carbon dioxide
supply is increased the rate of photosynthesis increases markedly.
Water : Water has an indirect effect on the rate of photosynthesis. Loss of water
in the soil is immediate the felt by the leaves which close down the stomata thus
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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals hampering the absorption of CO2 from the atmosphere. This causes decline in
photosynthesis.

Mineral elements : Some mineral elements like copper, manganese, chloride etc.
which are components of photosynthetic enzymes or magnesium as a component
Notes of chlorophylls also affect the rate of photosynthesis indirectly by affecting the
synthesis of photosynthetic enzyme and chlorophyll respectively.

11.7 CHEMOSYNTHESIS
Chemosynthesis
When plants utilise light energy to reduce carbon dioxide to carbohydrates, they
are called photosynthetic autotrophs. There are organisms which can utilise
chemical energy released during biological oxidation of certain inorganic substances
to reduce carbon dioxide to carbohydrate. These bacteria are called chemosynthetic
autotrophs.
This is found in many colourless bacteria and because they use chemical energy
to reduce carbon dioxide, this process of carbohydrate synthesis is known as
chemosynthesis.
Chemosynthesis may be defined as the method of carbon assimilation when the
reduction of CO2 is carried out in darkness, utilising the energy obtained from
oxidations of inorganic substances.
The common chemosynthetic forms are :
(i) Nitrifying bacteria. Nitrosomonas oxidises NH3 to NO2
(ii) Sulphur bacteria
(iii) Iron bacteria
(iv) Hydrogen and methane bacteria
Differences between photosynthesis and chemosynthesis

Chemosynthesis Photosynthesis
1. It occurs only in colourless aerobic 1. This process occurs in green plants
bacteria including green bacteria.
2. During this process CO2 is reduced 2. CO2 and H2O are converted into
to carbohydrates without light carbohydrates in the presence of
and chlorophyll. light and chlorophyll.
3. Here chemical energy released 3. Light energy is converted into chemical
during oxidation of inorganic energy and stored in the form of
substances is used up to synthesise carbohydrates.
carbohydrates.
4. No pigment molecule is involved and 4. Several pigments are involved and
oxygen is not evolved. oxygen is evolved as a byproduct.
5. No photophosphorylation takes place. 5. Photophosphorytion takes place i.e. ATP
is produced.

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Photosynthesis MODULE - 2
Forms and Function of
Plants and Animals

INTEXT QUESTIONS 11.3

1. List the internal factors that influence the role of photosynthesis?
............................................................................................................................ Notes
2. State the principle of limiting factor.
............................................................................................................................
3. Give an example of chemosynthetic bacteria.
............................................................................................................................

WHAT YOU HAVE LEARNT

l Green plants are capable of synthesizing carbohydrates from CO2 and H2O in
the presence of light, by the process of photosynthesis.
l During photosynthesis light energy, which is captured by the photosynthetic
pigments (chlorophyll, carotenoids and xanthophylls) present in the chloroplasts,
is converted into chemical energy.
l Photosynthesis in general is expressed by the following equation:
Chlorophyll
6CO2 + 12H2O Light
C6H12O6 + 6H2O + 6O2

l Photosynthesis comprises two sets of reactions:

l Light reactions: which take place in grana only in the presence of light.
l Dark reactions: Which occur in the stroma of chloroplast and are independent
of light.
l Light energy is used for splitting of water, and actual reduction of CO2 takes
place in the dark reaction.
l Light reaction occurs in two functional units photosystem-I and
photosystem-II.
l During light reaction phosphorylation of ADP to ATP may occur in two ways,
cyclic and non-cyclic.
l During dark reactions CO2 is accepted by Ribulose biphosphate (RuBP) and
the first stable product. 3-PGA (3 phosphoglyceric acid) is formed, which by
further cyclic reactions (Calvin Cycle) leads to the formation of carbohydrates
as well as in regeneration of RuBP.
l In C4 plants like maize, jawar, bajra, the primary acceptor of CO2 is in
mesophyll cells and the first detectable product of dark reaction is oxaloacetic
acid (OAA), whereas in the bundle sheath cells CO2 fixation occurs viz.
Calvin cycle.
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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals l Leaf anatomy of C4 plants is known as Kranz anatomy and is characterized
by the presence of a sheath of parenchyma cells around a vascular bundle
(bundle sheath). Cells of this sheath have larger chloroplasts which lack grana
and are filled with starch grains. In contrast mesophyll cells contain chloroplasts
which are smaller but have well developed grana.
Notes l Rate of photosynthesis is influenced by (i) environmental factors such as light,
temperature, carbon dioxide concentration and water, and (ii) internal factors
which include age of leaf, chlorophyll content and leaf anatomy.
A SUMMARY OF PHOTOSYNTHESIS

Light-dependent stage Light independent stage

l occurs in the thylakoid membranes l occurs in the stroma

of the grana

l largely a photochemical change, l a series of biochemical changes, each

requiring light energy reaction catalysed by an enzyme

l light energy is converted to chemical l carbon dioxide is converted to compounds

energy in the form of ATP and NADPH2; such as carbohydrates (with the chemical
water is split into hydrogen and oxygen; energy of ATP and NADPH2); the reactions
hydrogen is combined in NADPH2; of the light-independent stage are known
oxygen gas is released as a byproduct as the Calvin cycle

l chlorophylls are grouped together in l carbon dioxide is combined with ribulose

units of about 300 molecules (known as bisphosphate (the acceptor substance) and
photosystems); two types exist, the product splits instantly into two
photosystems I and II molecules of glycerate 3-phosphate (GP,
the first product of photosynthesis)

l light energy absorbed by the photo- l GP is reduced to a three-carbon sugar,

systems causes electrons from chlorophyll triose phosphate; then, in a series of
to be raised to a high energy level and reactions, the acceptor molecule is
to pass to NADPH2; ATP is generated; regenerated and sugars, starch and other
water is split and provides the electrons substances are formed from
to the photosystem and the hydrogen triose phosphate:
for NADPH2 production:

Light
3ATP 3ADP + 3Pi
2H2O + 2NADP O2 + 2NADPH2
Chlorophyll
Light
CO2 (CH2O) + H2O
ADP + Pi ATP (considerable, but
Chlorophyll
variable amount) 2NADPH2 2NADP

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Photosynthesis MODULE - 2
Forms and Function of
Plants and Animals
Light

Grana Stroma
Photosystem I + II ADP Starch
Water + Pi Sucrose
ATP Glucose Notes
Water NADP
+ ATP ADP Organic
ADP +Pi acid
+ Triose amino acid
Hydrogen Pi phosphate lipids
ATP ADP
ions +Pi
Calvin
Acceptor
Oxygen cycle
molecule
Energy currency +CO2
(ATP) and reducing Glycerate
power (NADPH2) 3-phosphate
(GP) Carbon dioxide

TERMINAL EXERCISES
1. Describe briefly the process of photosynthesis.
2. Write short notes on (i) Ultrastructure of chloroplast and (ii) Pigments involved
in photosynthesis.
3. Which pigments are known as accerory pigments and why?
4. Mention path of electrons in the light reaction of photosynthesis.
5. What do you understand by photophosphorylation.
6. Discuss photolysis of water and its significance.
7. Describe the reactions occurring during dark reaction of photosynthesis.
8. Differentiate C3 and C4 plants.
9. Differentiate between PSI and PSII.
10. What are the products of light reactions. What is the fate of these products?
11. Why is cyclic photophosphorylation called so?
12. What is Kranz anatomy?
13. Name the two carboxylase enzymes in C4 cycle.
14. What is a chemosynthetic autotroph?
15. How does CO2 concentration effect the rate of photosynthesis?

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MODULE - 2 Photosynthesis
rms and Function of
ants and Animals

ANSWER TO INTEXT QUESTIONS

11.1 1. (i) It is the process by which green plants produce food (carbohydrates)
from simple substances like CO2 and water in presence of sun light
Notes and chlorophyll.
Chlorophyll
(ii) 6CO2 + 12H2O Sunlight
C6H12O6 + 6H2O + 6O2

2. (i) Chlorophyll and carotenoids.

(ii) Carotenoids and chlorophyll b
3. (i) Absorb it and then convert it into electrical and chemical energy.
(ii) Chlorophyll a and b
4. (i) Manimum in green and yellow light and maximum in blue and red
light.
(ii) light energy; chemical energy
5. From photolysis of water in PSII
11.2 1. NADP acts as an electron acceptor and gets reduce the NADPH2.
2. It is called dark reaction because it is independent of light i.e. can occur
both in light and in dark.
3. (i) Rubisco is a part of C3 cycle and combine with CO2 to produce
a C3 compound called PGA.
(ii) PEPCase is a part of C4 path way and combines with CO2 to form
a C4 compound called OAA.
Rubisco is present in the mesophyll cells of C3 plants and in the
bundle sheath cell of C4 plants.
PEPCase is only found in mesophyll cells of C4 plants.
4. See text
5. See text
6. C4 plants have no photorespiration and thus there is no loss of carbon
dioxide.
7. (i) Photolysis of water
11.3 1. leaf age, chlorophyll content, leaf anatomy (size internal structure,
stomatal distribution)
2. See text
3. Nitrosomonas

254 BIOLOGY
Respiration in Plants MODULE - 2
Forms and Function of
Plants and Animals

12 Notes

RESPIRATION IN PLANTS

Two most important prerequisites of life are continuous supply of materials for
growth of body and energy for carrying out various life processes. All systems, from
cell to ecosystem, require energy to work. As you have already studied, light energy
is converted into chemical energy by plants during photosynthesis and this energy
is then stored in the bonds of complex molecules such as glucose, starch etc. It
is these complex molecules which are given the name food.
However, the energy in the food has to be made available to the cells in a usable
form. This is the role of respiration. Respiration is the process by which energy
in organic molecules is released by oxidation. This energy is made available to the
living cells in the form of ATP (Adenosine Tri-Phosphate). The O2 required for
respiration is obtained from the atmosphere. ATP is the energy currency of the cell.
This lesson covers various aspects of respiration in plants.

OBJECTIVES
After completing this lesson, you will be able to :
l define respiration, fermentation, photorespiration and respiratory quotient;
l list the basic events of anaerobic respiration and write the chemical equation
representing it;
l state the role of fermentation in industry;
l compare aerobic and anaerobic respiration;
l draw the flow chart to show the basic steps in Krebs cycle;
l explain how actually energy is released and stored in the form of ATP in the
cell;
l account for 38 ATP molecules that are released during aerobic respiration;
l list the factors that influence the rate of respiration and appreciate the
usefulness of RQ value of different food items.

BIOLOGY 255
 MODULE - 2 Respiration in Plants
Forms and Function of
Plants and Animals
12.1 RESPIRATION
Respiration is the stepwise oxidation of complex organic molecules and release of
energy as ATP for various cellular metabolic activities. Respiration involves
exchange of gases between the organism and the external environment. The plants
Notes obtain oxygen from their environment and return carbon dioxide and water vapour
into it. This mere exchange of gases is known as external respiration or breathing
in case of animals. It is a physical process.
The biochemical process, which occurs within cells and oxidises food to obtain
energy, is known as cellular respiration. Various enzymes (biocatalysts) catalyze
this process. The process by which cells obtain energy from complex food
molecules depends upon whether or not oxygen is present in their environment and
utilised. Respiration is termed aerobic when oxygen is utilized and anaerobic when
oxygen is not utilized. In anaerobic respiration, organic molecules are incompletely
broken down in the cytosol of the cell and only a small fraction of energy is captured
as ATP for use by the cell. In aerobic respiration the reactions of anaerobic
respiration are followed by an oxygen requiring process that releases much larger
quantity of energy in the form of ATP. This occurs in the mitochondria of the
eukaryotes and in the plasma membrane of the prokaryotes.
It is important for you to note that many common processes occur in both, anaerobic
and aerobic respiration, such as,
l Oxidation reaction to release chemical energy from complex food.
l Use of coenzyme as carriers of hydrogen to remove the hydrogen from the
organic molecule leading to reduction of the coenzyme and oxidation of the
substrate. Most of the hydrogen carriers are NAD (nicotinamide adenine
dinucleotide) and FAD (flavin adenine dinucleotide).These are later reoxidised,
releasing energy for ATP synthesis
l Use of high-energy phosphate compounds like ATP for energy transfer.
The basic differences between the two forms of respiration are given in the
following table 12.1.
Table 12.1 Differences between aerobic and anaerobic respiration.

Aerobic (Aero = Air) Anaerobic (Anaero = No Air)

1. Takes place in presece of oxygen. 1. Takes place in complete absence of
oxygen.
2. Leads to complete oxidation of 2. Incomplete oxidation of organic
organic substrate. substrate takes place.
3. It is most common in higher 3. Takes place in lower organisms
organisms (both plants and animals). such as bacteria, fungi, and in higher
animals under limiting conditions
of oxygen (e.g. in muscles when
oxygen present is insufficient).

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4. C6H12O6 6CO2 + 6H2O 4. C6H12O6 2Ethyl alcohol + Plants and Animals
+ 6O2 +38 ATP 2CO2 +2 ATP
(as in yeast)
OR
C6H12O6 2 Lactic acid + Notes
2 ATP
(as in muscles)
5. Takes place in the cytoplasm, and 5. Takes place in the cytoplasm.
mitochondria in eukaryotes and
plasma membrane in prokaryotes.

Coenzyme is a complex non-protein molecule which is temporarily bound

to an enzyme and acts as a link between metabolic pathways, (series of
biochemical reactions).

INTEXT QUESTIONS 12.1

1. How do plant and other organisms obstain energy for various activites such as
growth?
............................................................................................................................
2. Name the energy rich molecule formed during respiration from food.
............................................................................................................................
3. Give two differences between aerobic and anaerobic respiration.
............................................................................................................................

12.2 EXTERNAL RESPIRATION/GASEOUS EXCHANGE

l In plants, the atmospheric air moves in and out by simple diffusion that takes
place through,
(a) the general body surface of the plant (stems, roots, fruits and seeds);
(b) lenticels (openings in the bark of the tree trunk (Fig. 12.1);
(c) stomata present in the leaves and young stems.

Fig. 12.1 Lenticels on the bark of a tree

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Plants and Animals l Plants do not need O2 carrier (in contrast to animals) where O2 is carried by
blood). This is because O2 requirement is less than in animals and plants have
a large surface area (leaves) to absorb the required amount of O2 through
diffusion.
l From the atmosphere gases enter the intercellular spaces inside the plants. As
Notes
O2 is utilized, more of it diffuses into the plant. Since CO2 is being continuously
formed, its concentration result in tissue spaces becomes higher than in the
surrounding air. As a result, it diffuses out of the plant, specially when it is
being used for photosynthesis.
l Can you explain why during the day, plants give out O2 instead of taking it
up for respiration?
In plants, O2 released during photosynthesis in day time is made available for
respiration. However, rate of photosynthesis is greater than that of respiratin. Thus,
plants give out excess O2 in the daytime. However, they give out only CO2 at night
as photosynthesis stops in the absence of sunlight. Animals give out CO2 at all
times.

INTEXT QUESTIONS 12.2

1. Name the surfaces that help plants in taking up oxygen from the atmosphere.
............................................................................................................................
2. Name the process by which oxygen is taken up by the plants from the
atmosphere.
............................................................................................................................
3. Name the gases given out by plants during daytime and night.
............................................................................................................................
4. Why do plants not have any special respiratory organs like animals? Give two
reasons.
............................................................................................................................

12.3 CELLULAR RESPRIATION

Oxygen that is absorbed is used to oxidize the nutrients, viz., glucose, amino acids
and fatty acids completely producing CO2, water and energy. It occurs within the
cells and tissues. Observe the figure 12.2 and identify the steps of cellular (aerobic
and anaerobic) respiration. Note that the first stage in all these pathways is
glycolysis.
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Sugar (6C)

Glycolysis
Notes

2 pyruvate (3C)

ethanol + CO2

Krebs
cycle

Lactate
(lactic acid)

Fig. 12.2 Pathways in cellular respiration

12.3.1 Glycolysis (Also known as Embden Meyerhof Parnas Pathway)

Whether or not oxygen is available in the cells, the breakdown of glucose is initially
always anaerobic. It is common to both aerobic and anaerobic respirations.
It involves oxidising glucose (6-carbon compound) to two molecules of pyruvic
acid through a series of enzymatically controlled reactions occuring in the cytosol.
Initial substrate is glucose (either from photosynthesis as in plants or from
carbohydrate digestion as in animals).
Glycolysis may be subdivided into 3 major phases:
1. Phosphorylation of glucose to fructose 1,6 diphosphate. This is activation of
glucose and 2ATPs are used.
2. Splitting of this compound into two 3- carbon sugar phosphates, which are
interconvertible. Note that this is the origin of the term glycolysis meaning
splitting of glucose.
3. Oxidation by dehydrogenation. Each 3-C sugar phosphate is oxidized by
removal of hydrogen, making a reduced NAD that is NADH and production
of 2ATPs.
This group of reactions is believed to be one of the first energy capturing
reactions which evolved about three billion years ago in ancient bacteria
and today it occurs in virtually all cells of all forms of life.
ATP ADP + Pi + 30.6 kJ

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Notes

The balanced equation is:

l Glucose + 4ADP + 4Pi + 2NAD 2Pyruvic acid + 4ATP + 2NADH
l Two molecules of ATP were used up in the initial steps of glycolysis. Thus,
the net gain of ATP during glycolysis is 4 2 = 2 ATP. Also, 2NADH + H+
are produced.
l Thus, we see that only a small amount of energy is released at the end of
glycolsis.
12.3.2 Fermentation
Further oxidation of Pyruvic acid requires O2 (as you will study soon). It then enters
mitochondria for aerobic respiration.
Under anaerobic conditions (or insufficient supply of O2) microbes and plants carry
out fermentation.

Fermentation involves reduction of pyruvic acid to ethyl alcohol and CO2 (as in
yeast) or to lactic acid (as in muscle cells of animals) and oxidation of NADH
to NAD+. Thus, NAD is regenerated which can be used in glycolytic pathway and
production of 2 ATPs can continue under anaerobic conditions. (Refer to the figure
12.3). Note that there is no further release of ATP during fermentation.

Although you are more familiar with the term fermentation in context with
alcoholic fermentation it is now being used for the anaerobic pathway
followed by pyruvic acid.

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Notes

Fig. 12.3 Pathways of anaerobic respiration

Significance of fermentation
Fermentation has a number of industrial applications. It is made use of on a large
scale in certain industries. Microorganisms like the different strains of bacteria and
yeast are cultured in very large numbers and used for various purposes.
1. In bakeries for preparing bread, cakes and biscuits etc.
2. In breweries for preparing wine and other alcoholic drinks.
3. In producing vinegar and in the tanning and curing of leather.
4. Ethanol is used to make gasohol, a fuel that is used for cars in Brazil.
5. In everyday life, fermentation is used while making idli, dosa, bhatura, dhokla
etc. The kneaded flour or maida left for some hours in warm environment
becomes somewhat spongy (leavening). This is because of fermentation by the
bacteria that begin to grow in it. As carbon dioxide escapes, it causes leavening.
Fermentation products give a typical flavour and taste to these items.
Do you know why muscles pain during prolonged exercise? This is due
to accumulation of lactic acid.

12.3.3 Fate of pyruvic acid in aerobic respiration

l You have already learnt how glucose is converted into 2 molecules of pyruvic
acid in the cytoplasm of a cell during glycolysis.

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Plants and Animals l In presence of oxygen, pyruvic acid enters the mitochondria and is decarboxylated
(removal of CO2) and dehydrogenated (removal of H) to acetyl CoA. Acetyl
CoA is thus the connecting link between glycolysis and the next series of
reactions that yield more energy in the form of ATP. Acetyl CoA can also be
generated from fats and proteins.
Notes
Krebs citric acid cycle
l Acetyl CoA is the molecule entering the Krebs cycle taking place in the matrix
of the mitochondria.
l Details of this cycle were worked out by Sir Hans Krebs in the 1930s. It is
also known as tricarboxylic acid cycle or TCA cycle.
l Steps of the Krebs cycle are as follows, (See Fig. 12.4)

Fig. 12.4 Krebs cycle (simplified)

Summary of this phase in respiration is
2Pyruvic acid + 8NAD + 2FAD + 2ADP 6CO2 + 8NADH + 2FADH2 + 2ATP

H-carrier NAD and FAD are derived from vitamin B complex and are
known as coenzymes
l Acetyl group (2 carbon) enters the cycle by combining with oxaloacetate (4
carbon), to form citrate (6 carbon). This initiates citric acid cycle.
l As acetyl group passes round the cycle, the 2 carbon atoms are lost in CO2 in
two decarboxylation reactions, and hydrogen is added to hydrogen carriers in
four dehydrogenation reactions, resulting in a total of 3 NADH2 and 1 FADH2
molecules.
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l One molecule of ATP is also made directly for every turn of the cycle. Plants and Animals
(Remember that two acetyl groups were made from one glucose molecule, so
two turns of the cycle occurs per glucose molecule used). Oxaloacetate is
regenerated at the end of the cycle ready to accept another acetyl group.

l Thus, at the end of the Citric Acid Cycle, there are a total of 10NADH and Notes
2FADH2 (2NADH from glycolysis).

l Note that all the hydrogen from the original glucose is now on hydrogen carriers,
NAD and FAD.

These hydrogen carriers enter the next phase known as the respiratory chain for
further release of energy.

Respiratory Chain or Electron Transport Chain (E.T.C.)

l The hydrogen carriers now move to the inner membrane of the mitochondrion.
This membrane has folds called cristae, which increase its surface area.
l Hydrogen carried to the cristae undergoes stepwise oxidation using molecular
oxygen and energy is released in a series of small steps. Some of this energy
is used to make ATP from ADP and inorganic Phosphate (Pi). This is called
oxidative phosphorylation.
l During these reactions the hydrogen is split into H+ and electrons
(e1), which are accepted by a series of hydrogen or electron carriers ending
with oxygen. This series of carriers constitute the respiratory chain (Fig. 12.5).

Fig 12.5 Respiratory Chain.

l Hydrogen or electrons at a higher energy level are passed from one carrier to
the next, moving downhill in energy terms, until they reach oxygen the final
acceptor of electrons which as a result is reduced to water.
l At each transfer some energy is released and in some of the transfers this is
used for the formation of ATP.

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Plants and Animals l The final step involves cytochrome oxidase enzyme, which hands over the
electrons to the H+ before being accepted by oxygen to form water.
l For each NADH2 that enters the respiratory chain, 3 ATP can be made but for
each FADH2, only 2 ATP can be made. Can you guess why? Because FADH2
enters the respiratory chain at a lower level in the chain of reactions.
Notes
Substances like carbon monoxide and H2S act as poisons because they block
the H-transfer system and stops ATP generation.
Overall budget for aerobic respiration of one glucose molecule
See table no: 12.2
CO2 ATP NADH+H+ FADH2
Glucolysis - 2 2 -
Pyruvate-> Acetyl coA 2 - 2 -
Krebs cycle 4 2 6 2
Total 6CO2 4ATP 10 NADH+H+ 2 FADH2
103=30 ATP 22=4 ATP
Total No. of ATP mols = 38
* Remember that two turns of the cycle take place per glucose molecule as at
the end of glycolysis two pyruvic acid molecules are formed each of which
separately enters the Krebs cycle.

Fig 12.6 Summary of Aerobic respiration.

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12.3.4. Significance of Krebs cycle and Acetyl CoA Plants and Animals
1. It is the major pathway to release reduced coenzymes and energy in a controlled
manner.
2. It is the common pathway for oxidative breakdown of CHO, fatty acids and
amino acids. Fatty acids undergo oxidation to produce acetyl
CoA and amino acids from proteins enter Krebs cycle after deamination Notes
(removal of NH2 group) of amino acids.
3. Krebs cycle provides many intermediate compounds needed for the synthesis
of other biomolecules like amino acids, nucleotides, chlorophyll, fats, etc.

INTEXT QUESTIONS 12.3

1. Why is pyruvic acid converted into alcohol or lactic acid during fermentation?
............................................................................................................................
2. Why is there less release of energy during anaerobic respiration?
............................................................................................................................
3. List the three phases of aerobic respiration of glucose. Where in the cell do
these reactions take place?
............................................................................................................................
4. What is the role of O2 in aerobic respiration?
............................................................................................................................
5. Name the substrate and product of Krebs cycle.
............................................................................................................................
6. How do fatty acids enter Krebs cycle?
............................................................................................................................

12.4 RATE OF RESPIRATION AND FACTORS EFFECTING IT

The rate of respiration can be measured by the amount of CO2 released. The rate
of respiration varies in different organs and with age.
In general the factors which affect respiration include internal factors such as the
activity of the respiratory enzymes the type of substrate; and external factors such
as oxygen, water, temperature etc.
(a) Type of substrate-Respiratory substrate may be carbohydrate, protein or fats.
The kind of substrate being oxidized is obtained by measuring the respiratory
quotient. What is respiratory quotient or R.Q?
Volume of CO 2 evolved
R.Q =
Volume of O 2 consumed
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For carbohydrates, CO2/O2 = 1 as in stem and roots.
For protein, CO2/O2 < 1 as in protein rich seeds like pulses.
For fat and oils CO2/O2 > 1 as in oil containing seeds e.g. mustard.
As for fats RQ > 1 more energy is released per mol of fat than per mol
Notes
of glucose.
(b) Temperature - The temperature between 30-35C is most suitable for respiration.
Can you guess why? The enzymes can work best in this range. Respiration is
reduced beyond 50C and also at very low temperatures (0-10C).

(c) Oxygen-the rate of respiration increases with rise in oxygen concentration. As

O2 concentration increases from zero, the rate of respiration increases. However,
beyond a limit the rate of increase falls.

(d) Carbon dioxiderate of respiration decreases if CO2 is allowed to accumulate.

(e) Waterrespiration is very slow if the water content of the protoplasm is low
as in dry, matured seeds. Dormant seeds show very low rate of respiration.

INTEXT QUESTIONS 12.4

1. What is the R.Q. for carbohydrates and fats?
............................................................................................................................
2. What is the effect of high concentration of O2 on respiration?
............................................................................................................................
3. What is the ideal temperature for the process of respiration ?
............................................................................................................................
4. Define R.Q.
............................................................................................................................

12.5 PHOTORESPIRATION
l Your have aready studied that during dark reaction of photosynthesis, the
enzyme RUBISCO catalyses the carboxylation of RUBP :

RUBP + CO2 RUBISCO

2PGA (Phosphoglyceraldehyde) Calvin cycle

l This enzyme also has very high affinity for O2. It can therefore, catalyze the
reaction of O2 with RUBP (oxygenation).

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l The respiration that is initiated in chloroplast and occurs in presence of light Plants and Animals
and high concentration of O2 (and low CO2) is called photorespiration :

RUBP + O2 RUBISCO
2PGA + 1 Phosphoglycolate

Notes
Calvin cycle
Thereafter, phosphoglycolate undergoes series of reaction in mitochondria and
peroxisomes. 2 molecules of phosphoglycolate ultimately produce 1 molecule of
PGA and 1 molecule of CO2. Note that there is no ATP production here, unlike
respiration.
l This occurs because RUBISCO anzyme has the same active site for both CO2
and O2.
l Oxygenation of RUBP in presence of oxygen leads to a loss of about 25%
carbon fixed by plants during dark reaction.
l Use: Protects the plants from photo oxidative damage by utilising part of the
solar energy which would otherwise damage the plant pigments.

INTEXT QUESTIONS 12.5

1. Name the products that are produced when RUBP combines with O2. Name
the enzyme that is responsible for this reaction.
............................................................................................................................
2. Give one point of difference between respiration and photorespiration.?
............................................................................................................................
3. State the conditions under which photorespiration occurs?
............................................................................................................................

Activity I

To demonstrate anaerobic respiration in germinating seeds

Take eight or ten soaked pea seeds with the seed coats removed and push them
into the mouth of a test tube filled with mercury and invert it in a beaker of mercury.
The pea seeds float on the top and are completely surrounded by mercury. After
about two days there is a fall in the level of the mercury because of gas liberation.
If potassium hydroxide (KOH) is introduced into the test tube then it is found that
KOH floats up through the mercury and on coming in contact with the gas, makes
the level of mercury to rise up again. How can you say why does this happen? KOH

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Plants and Animals absorbs the carbon dioxide gas liberated by the seeds. How this experiment
demonstrates anaerobic respiration (See Fig. 12.7)

Notes

Fig. 12.7 Anaerobic respiration in germinating seeds

Activity II

Anaerobic respiration in yeast

Procedure : Take a pinch of dry bakers yeast (in water) or few mL of yeast
suspension used in a bakery. Add this in 10 mL of 10% glucose solution in test
tube A. Cover the surface of the liquid in the tube with oil to prevent contact with
air. Close the test-tube tightly with a cork. Take a double bent glass delivery tube
with one end small and other end long (See Fig. 12.8).

Fig. 12.8 Anaerobic respiration in yeast.

Insert the short end through the rubber-cork stopper so that it reaches the air inside
the tube A. Insert the other end of the tube into the limewater containing test tube
B, as shown in the figure.
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Place test tube A in warm water 37-38C in a beaker. Observe that lime water Plants and Animals
gradually turns milky indicating evolution of CO2 from yeast preparation. Also note
that the level of the limewater in the delivery tube does not rise, showing that there
is no fall in volume of gas in test tube A and therefore no utilization of O2 by yeast.
Keep the experimental set up for one day. Open the stopper of tube A and smell.
Do you notice the smell of alcohol? Can you name the alcohol and write the Notes
equation for the alcoholic fermentation
C6H12O6 2C2H5OH + 2CO2 + 2ATP

Activity III

You can use similar set-up as in activity II to demonstrate aerobic respiration in

yeast. Make the following changes :
1. Replace the test tube A with a large conical flask so that it has sufficient space
left above the glucose solution with yeast.
2. The surface of the solution should not be covered with oil to permit easy contact
with air.
3. Observe that lime water turns milky in this experiment too, indicating evolution
of CO2. Also note that the level of H2O in the delivery tube B also rises
indicating a fall in gas volume in tube A. how do you explain this? Oxygen
is utilized by the yeast, you will not smell alcohol after the reaction in test
tube A
Note that yeast grows both in aerobic and anaerobic conditions but better under
aerobic conditions. The secret of brewing is to regulate the conditions very strictly

WHAT YOU HAVE LEARNT

l All living organisms require energy. Oxidation of food molecules provide this
energy.
l Respiration involves (i) external respiration or gaseous exchange, and
(ii) cellular respiration.
l Anaerobic respiration is the process of incomplete oxidation and produces only
2 molecules of ATP whereas aerobic respiration is a process of complete
oxidatin with production of 38 molecules of ATP.
l Aerobic respiration occurs in three main steps viz. Glycolsis; Krebs cycle;
electron trasport chains.
l Steps of glycolysis are common between aerobic and anaerobic respiration.
l Glycolysis occurs in cytoplasm and Krebs cycle and ETC in mitochondria.
l Alcoholic fermentation has many industrial applications.
l Young parts of the plants show higher rate of respiration.
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Plants and Animals l Factors like type of substrate, temperature, oxygen and amount of available
water influences the rate of respiration.
l RQ value is important in identifing the kind of substrate used in respiration.
l Photorespiration occurs in plants during intense light and low level of carbon
dioxide. There is no net gain of ATP. It protects the chlorophyll pigments from
Notes photo-oxidation.

TERMINAL EXERCISES
1. Define respiration
2. What is the role of O2 in electron transport chain (ETC)?
3. How many molecules of ATP are released when glucose is oxidised to
(a) CO2 and H2O?
(b) Ethyl alcohol and CO2?
4. Write the equation for aerobic respiration.
5. Name the end product of electron transport chains.
6. Respiration is a continuous process in plants. Then why is it that they give out
O2 and not CO2 during the day?
7. What is the site for
(a) Glycolysis,
(b) Krebs cycle,
(c) ATP generation by oxidative phosphorylation?
8. What is the fate of pyruvic acid in (a) presence, and (b) absence of oxygen?
Write the equations representing the processes.
9. What is the significance of stepwise oxidation of organic molecules instead of
one step reaction?
10. What is the significance of photorespiration?
11. List the substrates that enter and the products produced in
(a) Glycolysis
(b) Krebs cycle
12. How is yeast useful in industry? Give any three examples.
13. How does exchange of respiratory gases take place in plants
14. Define RQ. What is its significance?
15. Mention the significance of TCA cycle.
16. Why does fermentation yield less energy than aerobic respiration?
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17. List any 2 important contributions of PPP in a cell. Plants and Animals

18. What are the three major phases of glycolysis?

19. What is the importance of Krebs cycle?

20. Differentiate between aerobic and anaerobic respiration Notes

21. Why is photorespiration a wasteful reaction?
22. What is respiratory chain or ETC? What is its significance?

ANSWERS TO INTEXT QUESTIONS

12.1 1. Plants covert solar energy to chemical energy and store it in the form of
complex organic molecules. During respiration, they are oxidised and
large amount of energy is released. This is stored as ATP. Plants use this
ATP for metabolic activities.
2. In the form of ATP
3. Please see text.
12.2 1. Gaseous exchange takes place through the general body surface of the
plants; through the stomata; the lenticels.
2. Diffusion
3. Oxygen; carbon dioxide
4. (a) They have a large surface area to exchange gases from & (b) their
requirement of oxygen is much less.
12.3 1. In presence of O2, it is completely broken down to simple forms such
as CO2 and H2O.
2Pyruvic acid + 6O2 6CO2 + 6H2O + 30ATP
(8ATP are obtained from glycolysis)
In absence of O2 they carry out alcoholic fermentation.
2Pyruvic acid 2Ethyl alcohol + 2CO2
2. This is becausse organic molecules are only partially oxidised in anaerobic
respiration and much of the energy remains in the end products such as
alcohol or lactic acid.
3. Glycolysis-in cytosol
Krebs cycle-matrix of mitochondria
E.T.C.-inner membrane of mitochondria
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Plants and Animals 4. O2 acts as the terminal acceptor of H2, removed from the glucose molecule
and gets reduced to H2O.
6. Substrate- Acetyl CoA
Product-2 CO2, 3 NADH, 1 FADH2, 1 ATP
Notes
7. Fatty Acid undergo oxidation and produce acetyl CoA. This can enter the
Krebs cycle
12.4 1. R.Q. is 1
2. Rate of respiration increases up to a point and beyond this point its rate of
increase falls.
3. 30-35C
4. It is the ratio of the volume of CO2 evolved to the volume of O2 consumed
in respiration. It gives us an idea of the kind of substrate used for
respiration.
12.5 1. Products are1 P.G.A. and 1 Phosphoglycolate
2. Respiration Photorespiration
1. Occurs in mitochondria 1. It involves 3 organelles
chloroplast, mitochondria
peroxisome
2. Substrate is glucose 2. Substrate is RUBP
3. ATP, CO2 and H2O are 3. The products are only CO and
given out as products P.G.A. and no ATP is generated
4. Takes place in both plants 4. Takes place in green plant (C3)
5. Occurs at both day and 5. Takes place under high O and
night low CO and high temperature.
Therefore occurs only during
the day.
6. Makes energy available 6. It is wasteful reaction. Its only
for metabolic activities. use is that it prevents
photooxidative damage to
the plants.
(any one)
3. (a) Light
(b) High concentration of O2
(c) Low concentration of CO2

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Plants and Animals

13 Notes

NUTRITION AND DIGESTION

Plants manufacture their own food by photosynthesis, but all animals including
humans have to take in ready made food. Most part of such food consists of complex
organic molecules (carbohydrates, proteins and fats) which have to be broken down
into simpler forms before they can be absorbed into the body. Such breaking down
of the food and subsequent absorption of food constituents occur inside the
digestive tract (alimentary canal). The digestive tract together with the associated
glands constitute the digestive system.

OBJECTIVES
After studying this lesson, you will be able to :
l define the term nutrition and give its types;
l draw a labelled diagram of the alimentary canal of cockroach and humans;
l describe the steps involved in the nutrition of humans viz., ingestion, digestion,
absorption, assimilation and egestion;
l differentiate between intracellular and intercellular digestion;
l tabulate the organs of digestion, the enzymes they secrete, the substances acted
upon by enzymes and the end products formed.
l explain the process of food absorption in various regions of digestive tract;
l explain briefly the role of hormones in digestion.

13.1 NUTRITION AND DIGESTION

Our food contains a number of food constituents to meet the requirements of our
body. These food constituents must be digested to be utilized by our body. The
process by which organisms obtain and utilize food for their growth, development
and maintenance is called nutrition and the chemicals present in the food are called
nutrients. On the other hand, digestion is the breaking down of complex
constituents of food by enzymes into simpler soluble forms that can be absorbed
and utilised by the cells of the body.

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Forms and Function of
Plants and Animals In this lesson you will study the various types (modes) of nutrition, the types of
digestion, the process of digestion of food, its absorption and assimilation in
humans. The nutritional role of food constituents will be discussed in lesson 27.
Types of nutrition
Notes There are mainly two types of nutrition autotrophic nutrition and heterotrophic
nutrition.
Nutrition

Autotrophic nutrition Heterotrophic nutrition

(Auto : self, trophos : food) (Hetero : different, trophos : food)
Green plants and certain bacteria Food (organic substances)
manufacture their own obtained by feeding on other organisms.
food (organic substances) from
inorganic substances (CO2 and
H2O) using sunlight energy.

Holozoic Saprotrophic Parasitic

Organisms take food Ogranisms secrete digestive Food derive from
into the body, digest it enzymes on to dead organic other living
and absorb the soluble material and absorb the organisms by living
products of digestion, products of digestion, eg., on or inside their
eg., humans. certain bacteria and fungi. body eg., certain
bacteria,roundworm,
tapeworm, cuscuta, etc.
There are Five Major Steps in Animal Nutrition (Holozoic nutrition)
The food we take contains highly complex substances like protein, carbohydrates
and fats. These substances cannot be utilized as such by our body. These have to
be broken down into simipler and smaller molecules before they can enter into the
cells. Proteins must be broken down into amino acids, carbohydrates into glucose,
fats into fatty acids and glycerol. Amino acids, glucose, fatty acids and glycerol
are simpler substances, and can be utilised by our body. This breakdown of complex
food constituents and their absorption is accomplished by the digestive system. The
processes involved in nutrition are :
(i) Ingestion : Taking in of the food, its chewing or sucking and swallowing.
(ii) Digestion : Conversion of complex food into simpler absorbable form.
(iii) Absorption : Absorbing digested food from the gut to reach the body
tissues.
(iv) Assimilation : Utilization of digested food nutrients by the body tissues.
(v) Egestion : Removal of undigested and unabsorbed food from the body.
13.2 TWO TYPES OF DIGESTION (Intracellular and extracellular)
generally two types of digestion are seen in heterotrophs :
(a) Intracellular (b) Extracellular
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13.2.1 Intracellular Digestion (Intra = inside) Plants and Animals
All the five steps of nutrition occur inside the cell itself, as in Amoeba,
Paramecium and other unicellular organisms.

Notes

Fig. 13.1 Intracellular digestion in Amoeba

l Food particles such as minute bacteria are enclosed (caught) by pseudopodia
(pseudo = false, podia = feet) to form a food vacuole (Ingestion).
l Enzymes from cytoplasm are secreted into the food vacuole to break down
complex food. (Digestion)
l Digested food is absorbed into the cytoplasm. (Absorption)
l The absorbed food is used up wherever required in the cell. (Assimilation)
l The undigested unabsorbed food is expelled out, when the food vacuole comes
up on the cell surface and bursts open. (Egestion)
Food vacuoles are temporary structures and every time the Amoeba feeds, a new
food vacuole is produced. All free-living unicellular microorganisms carry out
intracellular digestion.
13.2.2 Extracellular digestion (extra = outside)
Digestion occurs outside the cell. All animals (excluding sponges) carry out
extracellular digestion. They have either a cavity, a tube, or a food canal which
receives the ingested food. Digestive enzymes are poured over the food, and the
products of digestion are absorbed back into the cells. The undigested, unabsorbed
food is thrown out of the digestive cavity. For example, Fig.13.2 shows digestive
organs of cockroach where extracellular digestion occurs.

Fig. 13.2 Digestive organs of a cockroach extracellular digestion occurs

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Plants and Animals 13.2.3 Joint Intracellular and Extracellular digestion
In Hydra and other Cnidarians, the food (tiny prey) is caught by the tentacles and
ingested through the mouth into the single large digestive cavity, the gastro-vascular
cavity (Fig. 13.3). Enzymes are secreted from the cells bordering this cavity and
poured on the food for extracellular digestion. Small particles of the partially
Notes digested food are engulfed into the vacuoles of the digestive cells for intracellular
digestion. Any undigested and unabsorbed food is finally thrown out of the mouth.

Fig. 13.3 Hydra catching its prey

INTEXT QUESTIONS 13.1

1. List the five major steps in animal nutrition
(i) ......................................................................................................
(ii) ......................................................................................................
(iii) ......................................................................................................
(iv) ......................................................................................................
2. What is intracellular digestion? Give example of an organism showing
intracellular digestion.
............................................................................................................................

13.5 THE HUMAN DIGESTIVE SYSTEM

The digestive system in human consists of an alimentary canal and associated
digestive glands. The human alimentary canal (aliment: nourish) is a continuous
muscular digestive tube that runs through the body. It digests the food, breaks it
down into smaller substances, and absorbs the digested food. The alimentary canal
has the following parts (Fig. 13.4).
1. Mouth and associated organs (teeth, tongue)
2. Pharynx (or throat) : A cavity at the back of the mouth. It is a common passage
for the inhaled air and the swallowed food.
3. Oesophagus : A narrow tube arising from pharynx, continuing through the
thorax and ending in the stomach.

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4. Stomach : An elastic bag with highly muscular walls, located below the Plants and Animals
diaphragm.
5. Small intestine : A tube about 7 meters long and about 2.5 cm wide. Much
coiled and folded, it is contained in the abdomen. Its three subdivisions are:
(i) DuodenumShort upper part, next to stomach
Notes
(ii) JejunumSlightly longer part, about 2 meters long.
(iii) IleumLongest, about 4 meters long, coiled and twisted.

Fig. 13.4 Human Alimentary canal and the associated glands.

6. Large Intestine : About 15 meters long and has three parts.
(i) CaecumSmall blind pouch at the junction of small and large intestine.
A narrow worm-shaped tube (vermiform appendix) projects from the
caecum.
(ii) Colon : A little over 1 meter long, it has three parts termed ascending,
transverse and descending limbs.
(iii) Rectum : Last part, about 15 cm. long. It has two parts, the rectum proper
and anal canal. Anus is the external opening surrounded by circular
muscles (sphincters).

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Plants and Animals The vermiform appendix is a vestigial (functionless) organ in humans, but is large
and functional in herbivorous mammals.
(a) Digestive Glands (Sources of digestive enzymes)
There are two sources of digestive enzymes :
Notes 1. The glandular cells of the gut epithelium of stomach and intestine, which
directly pour their secretion into the lumen of the gut.
2. Special glands such as the salivary glands, the liver and the pancreas which
pour their secretions into the gut through their ducts.
Our mouth is always moist, even on a hot summer day. How does this happen?
This happens because there is a watery fluid called saliva which is secreted by
salivary glands into the mouth cavity. It is this saliva, that keeps the mouth moist
all the time.
(b) Salivary Glands
There are three pairs of Salivary glands in our mouth cavity (Fig. 13.4).
1. Parotid glands located in front of and below each ear, produces watery saliva
rich in amylase.
2. Submaxillary glands close to inner side of lower jaw, produce water and
mucus.
3. Sublingual glands below the tongue, produce water and mucus.
These glands continuously pour saliva into the mouth cavity. Do you know that
the amount of saliva secreted is about 1000 to 1200 ml per day.
(c) Functions of Saliva
1. It cleans the mouth cavity and tends to destroy germs that cause teeth decay.
It contains lysozymes which help in destroying the bacteria.
2. It moistens and lubricates food which again helps in swallowing.
3. It acts as solvent, dissolving some food particles to stimulate taste buds of the
tongue.
4. Saliva helps in the digestion of food as it contains an enzyme salivary amylase
which digests the starch.
(d) Liver
Liver is the largest gland, located in the upper right side of the abdomen below
the diaphragm. It secretes bile, which gets collected in gall bladder and is finally
poured into the duodenum through the common bile duct (Fig. 13.4). Besides
secreting bile, which helps in digestion, the liver has numerous other functions.
(e) Pancreas
Pancreas is a reddish brown gland located in the bend of the duodenum. Its digestive
secretion (pancreatic juice) is poured into the duodenum by the pancreatic duct.
(Pancreas also produces certain hormones, which will be taken up in details in
lesson no 16)
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Plants and Animals

INTEXT QUESTIONS 13.2

1. Match the characteristics in column A with the parts of digestive system given
in column B
Notes
Column A Column B
Characteristics Part
(1) Common passage for air (a) Small intestine
breathed and the food swallowed.
(2) Elastic bag (b) Pancreas
(3) Has three limbs-ascending, (c) Duodenum
transverse and descending
(4) Largest part of the food canal (d) Pharynx
(5) Receives bile and pancreatic juice (e) Appendix
(6) Narrow worm-shaped projection (f) Stomach
(7) Largest gland in body (g) Colon
(8) Gland located in the bend of (h) Liver
duodenum
2. Name the three salivary glands and mention their location.
............................................................................................................................

13.6 THE DIGESTIVE PROCESS

Digestion involves two kinds of processes :
(a) Mechanical process that includes cutting, grinding and swallowing the food
thus broken into small particles and then pushing the food along the food canal.
Smaller particles expose greater surface area for action by enzymes.
(b) Chemical process which includes the enzymatic breakdown of complex food
into simpler absorbable form.
Digestion involves hydrolysis, i.e. spliting by addition of water (H+ and OH
ions) to a molecule resulting in its break down into two or more simpler
molecules. The enzymes only act as catalysts to accelerate the reaction.
Sucrase
C6H12O6 + C6H12O6
For example C12H22O11 + H2O
(sucrose) (glucose) (fructose)

(a) Mechanical Process in Digestion

l The lips hold the food within mouth and help in sucking and sipping of liquids.
l The teeth cut, tear and grind the food.

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Plants and Animals l The tongue manipulates food while chewing, mixes saliva in it, rolls it into a
ball termed bolus and helps in swallowing.
l The oesophagus conducts the food (bolus) down into the stomach by a wave
of constriction of the circular muscles (Fig. 13.5). This wave of constriction
is called peristalsis.
Notes

Fig. 13.5 A-During swallowing, the epiglottis closes the opening of the trachea, momentary
stoppage of breathing, and the food is pushed down the oesophagus, B-Peristalsis is a
wave of contraction of muscles of alimentary canal which pushes food down
through the alimentary canal.
l The stomach churns the food mixing it with gastric juice and thus produces
a creamy chyme (partially digested food).
l The peristaltic movements keep pushing the food from stomach to the intestine
and finally upto the rectum.
(b) Chemical Processes in Digestion
1. In Mouth
Saliva contains only a single enzyme Amylase (old name Ptyalin) which acts on
starch in two ways :
Amylase
(i) Raw uncooked starch Dextrins
(soluble, partially hydrolysed starch)

(ii) Cooked starch Amylase

Maltose
(a sweet-tasting disaccharide)
2. In Oesophagus
Food as bolus moves into the stomach through peristalsis. Salivary amylase
continues digesting starch.
3. In Stomach
Initial digestion of starch by salivary amylase continues till the contents of stomach
becomes acidic. The gastric juice produced from the epithelial lining of the stomach
is a colourless highly acidic liquid (pH 1-2). It contains Water (98%), some salts,
hydrochloric acid (0.5%), the lubricant mucin and two enzymes pepsin and lipase.

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Hydrochloric acid is secreted by Oxyntic (parietal) cells in the stomach wall. It Plants and Animals
performs following function :
(i) kills bacteria entering along with food,
(ii) loosens fibrous material in food,
(iii) activates the inactive pepsinogen to its active form pepsin,
(iv) maintains acidic medium for action by pepsin, Notes
(v) curdles milk so that it does not flow out and stays for action by pepsin.
Pepsin is secreted in its inactive form or the proenzyme called pepsinogen secreted
from the chief cells of the stomach wall. In the presence of HCl it turns into the
active pepsin which acts on proteins and breaks them down into proteoses and
peptones.
Pepsin
Protein
Proteoses and peptones
4. Small Intestine
In the small intestine the food which is partially digested in the stomach and called
chyme is acted upon by three main digestive juices.
(i) Bile juice from the liver
(ii) Pancreatic juice from the pancreas
(iii) Intestinal juice secreted from special cells in the intestinal epithelium at
the base of intestinal villi. (Fig. 13.6)
The bile juice and pancreatic juice are poured into the duodenum by their respective
ducts which join together to form a common hepato pancreatic duct. The intestinal
juice directly mixes with the food.
(i) Bile Juice
Bile is a yellowish, green, alkaline liquid (pH about 8). It consists of
(i) water (98%), (ii) sodium carbonate in large quantity which neutralizes the acid
of the chyme (semi digested food) received from stomach; makes it alkaline, and
(iii) bile salts (sodium glycocholate and sodium taurocholate) which emulsify fats.

Fig. 13.6 Portion of intestinal wall showing villi and the associated structures.

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Plants and Animals
Emulsification is the breaking up of large lipid (fat) droplets into small
droplets, which provides greater surface for enzyme action.
The yellowish green colour of the bile is due to the pigments biliverdin and
bilirubin produced by the breakdown of the dead and worn out RBCs (Red Blood
Notes corpuscles). These pigments are excreted in faeces. (solid or semi-solid waste and
undigested food).
Bile has no digestive enzymes. It simply emulsifies fats.
(ii) Pancreatic Juice
The pancreatic juice contains six major categories of enzymes, which act in an
alkaline medium.
(a) Amylase completes conversion of starch into maltose.
(b) Lipase also called steapsin. Acts on emulsified fats to produce fatty
acids and glycerol.
(c) Nucleases digest nucleic acids, i.e. DNA and RNA content of the food.
(d) Trypsinogen the inactive precursor (proenzyme) of trypsin. It is
activated into trypsin by the enzyme enterokinase secreted by the lining
of duodenum. Trypsin acts on remaining proteins (not digested by pepsin)
and the proteoses and peptones to produce peptides and amino acids.
(e) Chymotrypsin acts on milk protein casein to produce paracasein
(curd), and also converts other proteins into peptides.
(f) Carboxypeptidases act on peptides to produce small peptides and
amino acids.

(iii) Intestinal Juice or Succus Entericus

It contains the following categories of enzymes :
(i) Glycosidases (including maltase, sucrase and lactase). These hydrolyse
the disaccharide maltose (malt sugar), sucrose (cane sugar) and lactose
(milk sugar) into the simpler absorbable monosaccharides (glucose,
fructose and galactose).

R
|| 1. Maltose gluscose + glucose U
Maltase
||
Disaccharides S gluscose + Fructose V
Sucrase
2. Sucrose Monosaccharides
(C H O )
12 22 11 |
|T3. Lactose Lactase
gluscose + galactose|
| (C H O )
6 12 6

W
(ii) Lipase completes the digestion of any lipid (fat) not digested by
pancreatic juice.
(ii) Peptidases (aminopeptidase and dipeptidase) act on peptides and dipeptides
to produce smaller peptides and amino acids.

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(iii) Nucleases breakdown nucleotides into phosphate, sugar and different Plants and Animals
nitrogenous bases.
Summary of digestion in various parts of human alimentary canal is shown in table
13.1
Table 13.1 : Various digestive enzymes secreted and their role in the Notes
digestion of food in humans
Site of Digestive juice Enzyme Mode of action
Secretion
Mouth Saliva Salivary amylase Converts starch into maltose
(ptyalin)
Stomach Gastric juice Pepsin Converts proteins into peptones and
proteoses
Duodenum Bile juice No Enzyme Emulsification of fats
Pancreatic juice Trypsin Converts peptones and small peptides
into amino acids.
Small intestine Intestinal juice Erepsin Converts peptones and small peptides
into amino acids.
Sucrase Converts sucrose into glucose and frutose.
Maltase Converts maltose into glucose
Lactase Converts lactose into glucose and
galactose.
Lipase Converts fats into fatty acids and
glycerols.

INTEXT QUESTIONS 13.3

1. How is grinding of food in the mouth helpful in digestion?
............................................................................................................................
2. Name the source gland for following enzymes.
(i) amylase .....................................................................................................
(ii) pepsin ........................................................................................................
(iii) lipase .........................................................................................................
3. List at least four enzymes that contribute towards digesting proteins.
(i) (ii) ... (iii) . (iii) ......

13.7 ABSORPTION OF NUTRIENTS

Some absorption occurs in the mouth itself, some in the stomach but most absorption
occurs in the intestine. The summary of absorption of nutrients is given below.
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Plants and Animals 1. In Mouth
Minute quantities of water, water-soluble vitamins and simple sugars like glucose
(as in honey) are absorbed in the mouth.
2. In Stomach
Notes Water, glucose, ethanol (alcohol), certain minerals, vitamins and certain drugs may
be absorbed into the cells lining the stomach. This absorption occurs by osmosis,
diffusion (down the concentration gradient) and active transport (against concentration
gradient).
3. Small Intestine
Most absorption of digested food occurs in small intestine. For this, the small
intestine is adapted in many ways :
(i) It is very long and therefore provides more surface area for absorption.
(ii) Many folds in its wall called villi (sing villus) further increase the surface area
of absorption. (Fig. 13.6).
(iii) Single cell eptithelial lining reducing the distance between the food and
underlying blood vessels.
(iv) The epithelial cells have microvilli which are projections of plasma membrane
to further increase the absorptive surface.
(v) It is narrow for slow movement of nutrients allowing absorption.

Fig. 13.7 Magnified details of Microscopic structure of a part of

the wall of small intestine.
l Products absorbed into the blood capillaries of the villi are amino acids and
monosaccharides (glucose, fructose, galactose).

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l Products absorbed into the lacteals (lymph vessels) of the villi are fatty acids Plants and Animals
and glycerol.
l Nutrients absorbed into the blood is carried by veins into the liver, and the Nutrients
absorbed by the lacteals (small lymph vessels) enters the lymphatic system.
4. Large Inestine Notes
Most of the water present in the food is absorbed in the colon by diffusion. Some
mineral ions are absorbed by the colon through active transport.
13.8 ASSIMILATION
The final conversion of the absorbed nutrients into the living substance, i.e. their
utilization by the cells is called assimilation.
After absorption from the food canal the digested food is assimilated by the body
in the following ways.
(i) Fatty acids and glycerol are again converted into fats, that may be used or stored
(in adipose tissue).
(ii) Simple sugars (monosaccharides) which are in excess are converted into
complex polysaccharides (glycogen) in liver.
(iii) Amino acids are utilized in the synthesis of proteins for building up the body
tissues and enzymes.
(iv) Excess amino acids are deaminated (removal of nitrogenous part) to produce
simple sugar. (Amino acids cannot be stored).
13.9 EGESTION (DEFAECATION)
The undigested part (plant fibers etc.) and the unabsorbed digested substances pass
into the rectum. Such food remnants are temporarily stored in rectum. More water
is absorbed and the remnants become semisolid to form faeces.
A special reflex called defaecation reflex causes emptying of the rectum and the
faeces are passed out via the anal canal by the relaxation of sphincter muscle (A
ring shaped muscle around tubular organ which contract, can narrow or close the
passage of the organ).

INTEXT QUESTIONS 13.4

1. In which part of the alimentary canal does maximum absorption of water occur?
............................................................................................................................
2. List any three ways in which the intestine increases the surface area for
absorption?
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................

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Plants and Animals 3. Which end products of digestion are absorbed by
(i) blood capillaries of intestinal villi?.........................................................
(ii) Lacteals? ...................................................................................................

Notes 13.10 NEURAL AND HORMONAL CONTROL OF DIGESTIVE SYSTEM

Do digestive juices flow into the alimentary canal all the time? If it were so, it would
mean terrible wastage of enzymes when there is no food in the alimentary canal.
So, everything must be so timed that there is neither wastage not shortage. How
is it possible? Let us see how it happens.
Think of the following situations:
1. When we see or smell good food or even think or talk about it, our mouth begins
to water (salivation). This happens through stimulation by nerves coming
from the brain. The secretion of thicker saliva is stimulated by chewing action
(even if you chew wax instead of food, you will salivate).
2. On reaching the stomach, the presence of food stimulates the stomach lining
to secrete gastric juice. Secondly, the mechanical stimulation of stomach wall
produces a hormone, gastrin which again stimulates the secretion of gastric
juice.
3. As the food enters duodenum, the duodenal epithelium secretes four hormones-
Secretin, Pancreozymin, Cholecystokinin, Enterogastrone.
(i) Secretin stimulates the flow of pancreatic juice, which is rich in
bicarbonates (to neutralize acid).
(ii) Pancreozymin helps in the flow of pancreatic enzymes.
(iii) Cholecystokinin stimulates flow of bile from gall bladder.
(iv) Enterogastrone stops secretion of gastric juice, because stomach becomes
empty as food now posses from stomach to duodenum.
Several nerves (from sympathetic and parasympathetic nervous system, supply the
gut to accelerate or slow down the movements of the gut or peristalsis.

INTEXT QUESTIONS 13.5

1. Mention the source of secretion and the effect of the following:
(i) Gastrin .......................................................................................................
(ii) Enterogastrone ..........................................................................................

13.11 ROLE OF LIVER IN METABOLISM

Liver is the largest gland associated with the alimentary canal. It is reddish brown
in colour and is located on the upper side of the abdomen just below the diaphragm.
Its numerous functions can be grouped under five major categories :

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Forms and Function of
Blood related functions : Plants and Animals
(i) Produces red blood cells in the embryo. (In adults, RBCs are produced in bone
marrow).
(ii) Produces prothrombin and fibrinogen required for blood clotting.
(iii) Produces heparin which prevents unnecessary coagulation of blood. Notes
(iv) Destruction of dead and worn out red blood cells.
(v) Removal of toxic and metallic poisons from the blood (protective function).
Storage functions :
(i) Storage of iron and some other metallic ions.
(ii) Storage of vitamins A, D and B12.
(iii) Converts extra blood glucose into glycogen and stores it.
Metabolic functions
(i) Regulation of blood sugar level by retaining excess glucose received as
products of carbohydrate digestion from the intestines, and storing it as
insoluble glycogen to release it again as soluble glucose when the blood sugar
level falls.
(ii) Breaking down of excess amino acids Amino acids are the end products of
protein digestion. Liver breaks down excess amino acids into urea and sugar.
Urea is excreted out in urine and sugar is stored for use.
(iii) Synthesizes fatty acids from carbohydrates, which can be used or stored
as fat.

INTEXT QUESTIONS 13.6

1. Name any three substances relating to the blood, produced by liver.
(i) ...... (ii) ...... (iii) ......
2. List any three substances which the liver stores.
(i) ...... (ii) ...... (iii) ......
3. What happens to excess amino acids absorbed from gut ?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Digestion is the breakdown of complex food, and nutrition include taking in
and utilization of food.
l All animals are heterotrophic or phagotrophic or holozoic (ingesting bulk food)
while the green plants are autotrophic (or holophytic)
l Animal nutrition involves five steps-ingestion, digestion, absorption, assimilation
and egestion (defecation).
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Plants and Animals l Digestion can be either intracellular or extracellular.
l The human alimentary canal consists of mouth, pharynx, oesophagus, stomach,
small intestine, large intestine and anus.
l The digestive enzymes poured into the gut, are secreted from two kinds of
Notes sources; gut epithelium of stomach and intestine, and special glands (salivary
glands, liver and pancreas).
l Starch is digested in the mouth by salivary amylase, in the duodenum by
pancreatic amylase. Other carbohydrates like maltose, sucrose and lactose are
digested by the respective enzymes in the intestine.
l Fats are emulsified by bile, and are hydrolysed by lipases in stomach and
intestine.
l Proteins are digested by pepsin in the stomach and by trypsin in the intestine
and the peptidases break them into amino acids.
l Absorption of digested food mainly occurs in the small intestine simple sugars
and amino acids are absorbed into the blood capillaries of the intestinal villi
and the fatty acids and glycerol into lacteals.
l Most water from the digested food is absorbed in colon and rectum.
l Defaection is the expulsion of semi-solid faeces.
l Several hormones regulate the secretion of digestive juices from different parts,
at the right time and in right quantity.
l Besides playing an important digestive role, the liver has numerous other
functions in connection with blood and general metabolism.

TERMINAL EXERCISES

1. Explain the term autotrophs. How are animals different from plants with
regard to their mode of nutrition?
2. Enlist at least ten organs of the alimentary canal of man.
3. Define the term digestion. List the digestive processes occurring in the small
intestine.
4. How does digestion of carbohydrates and proteins take place in humans?
5. Explain the role of the following in the digestive process in humans :
(a) Gastrin (b) Hydrochloric acid (c) Secretin
6. Write short notes on
(a) absorption of the digested food (b) assimilation
(c) defaecation (d) role of liver in metabolism.

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Forms and Function of
7. Name the enzymes concerned with the digestion of various carbohydrates, the Plants and Animals
region of the gut where they act and their products in the table given below:
Carbohydrate Enzyme Region of gut Product
1. Starch . . .
2. Dextrin . . . Notes
3. Maltose . . .
4. Sucrose . . .
5. Lactose . . .
8. Bile has no digestive enzyme yet it plays a key role in digestion. What is its role?
9. Draw a well labelled diagram of alimentary canal in humans.

ANSWERS TO INTEXT QUESTIONS

13.1 1. Ingestion, digestion, absorption, assimilation, egestion
2. All the five steps of digestion occur inside the cell itself. Paramecium,
Amoeba etc.
13.2 1. 1. d, 2. f, 3. g, 4. a, 5. c, 6. e, 7. h, 8. b
2. Parotid in front of and below ear
Submaxillary inner side of lower jaw.
Sublingual below the tongue
13.3 1. Smaller particles provide larger surface area for digestive action.
2. (i) Salivary glands (ii) Stomach (iii) Pancreas
3. 1. Pepsin 2. Trypsin, 3. Chymotrypsin, 4. Carboxypeptidase.
13.4 1. Colon/large intestine.
2. (i) very long (ii) villi (iii) microvilli
3. (i) Amino acids and simple sugars, (ii) fatty acids and glycerol.
13.5 1. (i) Gastrin-stomach, stimulates secretion of gastric juice
(ii) Enterogastrone-Duodenum, stops secretion of gastric juice.
13.6 1. Fibrinogen, prothrombin, heparin
2. Sugar/glycogen, iron, vitamin A/D/B12
3. Broken down to produce sugar and urea, sugar is used and urea is
excreted.

BIOLOGY 289
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals

14
Notes

RESPIRATION AND ELIMINATION OF

NITROGENOUS WASTES

Every living organism needs energy to perform various life activities, and the
process of respiration fulfils this energy requirement. You have already learnt in
the lesson on food and nutrition that animals take in high energy organic molecules
in the form of food. During respiration, this food is broken down in the presence
of oxygen to obtain energy. Respiration also produces carbon dioxide, a toxic
substance which is eliminated from the body. Thus, uptake of oxygen and removal
of carbon dioxide is an essential requirement of all animals.
At the same time numerous other toxic wastes such as ammonia, urea etc. are also
being produced in the tissues during various cellular activities. Such toxic waste
need to be removed from the body. These are the two aspects of animal physiology
that you will study in this lesson. You will also learn how excretion of waste and
the maintenance of water and salt balance takes place in our body.

OBJECTIVES

After completing this lesson you will be able to :

l define respiration, breathing, inspiration, expiration and vital capacity;

l describe briefly the gaseous exchange in earthworm and cockroach;

l describe the parts of respiratory system in the human body and mention their
functions;

l draw a labeled diagram of human respiratory system;

l differentiate between breathing and respiration; inspiration and expiration;

l describe the mechanism of breathing and its regulation;

l describe the exchange of respiratory gases in the lungs and their transport to
and from the tissues;

290 BIOLOGY
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
l name some common ailments of respiratory system and suggest their prevention; Plants and Animals

l define excretion and mention its importance;

l explain the terms such as ammonotelism, ureotelism and uricotelism;
l list the organs of excretion in cockroach; Notes
l list the parts of human excretory system and mention their functions;
l explain ultrafiltration and describe how urine is formed in humans;
l draw the microscopic structure of the human kidney;
l list the normal and abnormal components of urine;
l explain the mechanism of osmoregulation and its regulation by ADH;
l explain the role of dialysis and kidney transplantation in case of kidney failure;
l explain the role of liver in excretion.

14.1 RESPIRATION
Respiration is stepwise oxidation of glucose (and other nutrients) which results in
the release of energy stored in the form of ATP (adenosine triphosphate). Whenever
energy is required by our body, ATP is broken down and large amount of energy
is released.
Respiration is completed in following steps :
Step-1 Gaseous exchange
It involves exchange of gases between the cell and its surrounding medium. The
cells obtain oxygen from the environment and return carbon dioxide and water
vapour to it. In most higher animals this exchange of gases takes place in two
phases :
(a) exchange of gases between the animal body and its external environment also
called ventilation or breathing.
(b) transport of gases O2 and CO2 between the respiratory surface and the cells.
This oxygen is used up in the second step i.e. during cellular respiration, which
occurs inside the cell.
Step 2 Cellular Respiration
It is a complex and elaborate process which occurs in the cytoplasm and the
mitochondria. It involves :
(i) the uptake of oxygen by tissues,
(ii) stepwise oxidation of glucose molecules and other nutrients, and
(iii) release of carbon dioxide and energy.
Thus ultimate goal of respiratory system is to provide oxygen to the tissues and
removal of carbon dioxide from them.
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals

Notes

Fig. 14.1 General features of respiration

14.1.1. Respiratory Exchange in Different Animals

l All animals exchange gases with their surroundings by the mechanism of
diffusion.
l A gas diffuses across a membrane from outside where its concentration (partial
pressure) is higher than inside where its concentration is lower.
l Thus oxygen is taken up and carbon dioxide is released from the respiratory
surface.
l For efficient gas exchange the respiratory surface should be large, moist, highly
vascular, thin and easily permeable to oxygen and carbon dioxide.
l To fulfill this requirement complex respiratory systems have evolved in the
animal world. You will study a few of them in this lesson.
14.1.2 Gas exchange through the general body surface in earthworm cutaneous
respiration
l Earthworm has no respiratory organs. The entire skin functions as the respiratory
surface.
l The skin is thin, moist and has a rich supply of blood capillaries. Thus, it is
very suitable for respiration.
l The body surface is covered with a moist film consisting of secretions of
mucous glands, coelomic fluids and excretory wastes.
l The capillaries on the skin take up O2 dissolved in the water (in the moisture)
on the surface of skin and release CO2 into the atmosphere.
l Earthworms have a closed circulatory system which means that blood flows
within blood vessels. The respiratory pigment hemoglobin remains dissolved
in blood plasma and not in any cells as in the human beings and other
vertebrates.
l There is regular contraction of blood vessels which helps in the circulation of
blood and hence in the transport of dissolved gases in the body.
292 BIOLOGY
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
Plants and Animals
Even frog shows some cutaneous respiration (respiration through skin)
across their moist skin, particularly during hibernation when they become
inactive during the winter to avoid cold. However, frogs are mainly lung
breathing animals.

14.1.3 Tracheal System in Cockroach Notes

You must have noticed that the insects keep expanding and contracting their
abdomen. This is to allow gaseous exchange.
l Like majority of insects, cockroach respires by means of internal tubes called
tracheae.
l These tubes branch out extensively inside the body and carry air directly to the
tissues from the atmosphere.
l In cockroach, respiration does not involve blood as shown in the flow chart
given below and therefore is very fast and very efficient. Tracheae open up to
the exterior by paired slit like apertures called spiracles. Spiracles are found
on the sides in the thorax and abdomen.
l The fine branches of tracheal trunks called tracheoles finally penetrate the cells
of the body and allow diffusion of respiratory gases directly into and from the
cells.
l The ends of the tracheoles are thin and filled with fluid in which respiratory
gases dissolve. The inflow and outflow of air is affected by alternate contraction
and expansion of the abdomen.

Fig. 14.2 Tracheal system in a cockroach

14.1.4 Respiratory system in humans (pulmonary respiration)

l Humans have a well developed respiratory system suitable for meeting the
higher requirement of oxygen in their bodies.
l The respiratory system consists of nostrils, nasal cavity, pharynx, larynx,
trachea, and bronchi.
l The two bronchi branch extensively into bronchioles, terminal bronchioles and
ultimately end in the air sacs called alveoli. The bronchioles, their branches and
air sacs are enclosed in a double membrane called pleural membrane to form
the lungs. The lungs are the main respiratory organs.
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rms and Function of
ants and Animals l Air passes through nostrils into bronchi, to bronchioles and into air sacs which
are thin walled sacs with a single layer of cells and heavily covered with blood
capillaries. O2 from alveoli passes into capillaries and CO2 from other
capillaries diffuses into alveoli for being removed. Alveoli are the organs where
the actual gaseous exchange occurs.
Notes l The double layer pleural membrane covers the lungs for its protection. It
contains pleural fluid, which makes the movement of the lungs easy.
l Each lung consists of a tree like system of branched bronchial tubes.
l The finest of them terminate into million of tiny sac like structure called alveoli.
l Alveolar membrane is very thin, moist and richly supplied with blood
capillaries.
l The walls of both the capillaries and alveoli consist of a single layer of flattened
epithelial cells.
Refer to the following table 14.1 to get an idea of the structure and functions of
different parts of the human respiratory system.
Table 14.1 Respiratory organs of human body
Organ Structure Function

Nostril Opening of Nose Filtration of unwanted particles.

Nasal Cavity Covered with mucous Traps dust, bacteria; warms and
membrane and cilia moistens the air in the pharynx.

Pharynx (Throat) Muscular Tube The common passage for both

respiratory gases and food moving
into digestive passage, separated
by epiglottis (Epiglottis is a flap
like structure that closes the tracheal
opening (opening of the wind pipe)
called glottis when food is
swallowed).

Larynx A small cartilaginous Connects pharynx to the trachea;

/Voice Box) organ with vocal helps in sound production.
cords : lined by
ciliated epithelium

Trachea (Wind pipe) Supported by C-shaped Passages of air upto bronchi.

cartilaginous rings
to prevent it from
collapsing. Trachea
divides into two
bronchi and enters
the two lungs

Bronchus (Plural : Elastic, ciliated and Enters the lungs and divides
Bronchi) covered with mucous to form secondary bronchi, tertiary
epithelium bronchioles and ultimately terminal
bronchioles. Together they form the
bronchial tree.

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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
Bronchiole Small terminal Convey air into alveoli. Plants and Animals
branch of bronchus
leading to alveoli

Alveoli (Air sacs) Supplied with blood Exchange of Gases.

capillaries, thin moist
Notes

Fig. 14.3 (a) Human lungs (b) branching of bronchi upto terminal alveoli

Table 14.2 : differences between breathing and respiration

Breathing Respiration

1. Physical process 1. Bio-chemical process involving enzymes

2. Takes places only in reptiles, birds and 2. Occurs in all organisms
mammals
3. It is a rhythmic process 3. It is a continuous process
4. It is an extracellular process 4. It is an intracellular process
5. It involves gaseous exchange between the 5. It involves enzymatic breakdown of
animal and its external environment glucose and release of energy

INTEXT QUESTIONS 14.1

1. Define respiration
............................................................................................................................
2. Name the two gases that are exchanged during respiration.
............................................................................................................................
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals 3. What is cutaneous respiration? Name one animal that undertakes cutaneous
respiration.
............................................................................................................................
4. What is the colour of the blood of the earthworm? Name the pigment
responsible for the colour.
Notes
............................................................................................................................
5. How is oxygen transported to the cells in the cockroach?
............................................................................................................................
6. Name the group of animals in which blood is not involved in gaseous exchange.
............................................................................................................................
7. How does trachea communicate with the exterior in cockroach?
............................................................................................................................
8. Trace the path of air from the nostrils to the lungs in the human body.
............................................................................................................................
9. Name the part of the respiratory system where air is filtered, moistened and
warmed in humans
............................................................................................................................
10. What is the function of the epiglottis in humans?
............................................................................................................................

14.2 MECHANISM OF PULMONARY RESPIRATION

The main purpose of respiratory system is to provide oxygen to the tissues and to
remove carbon dioxide from them. This entire process is achieved through the
following steps:
(i) Breathing or pulmonary ventilation leading to exchange of oxygen and carbon
dioxide between the atmospheric air and the lungs.
(ii) Exchange of gases at the alveolar surface.
(iii) Transport and exchange of gases in the tissues.
(iv) Cellular respiration.

14.2.1 Breathing or pulmonary ventilation

It is a mechanical process of taking in atmospheric air into the lungs and giving
out carbon dioxide. Breathing is an involuntary process but under special conditions
it can become voluntary also. It consists of two steps during which lungs are
contracted and expanded alternately.
1. Inspiration or taking air in, and
2. Expiration or forcing air out (refer to Fig. 14.4).
1. Inspiration (The intake of air) : A muscular dome shape diaphragm is present
at the base of the lungs. On contraction it becomes flattened and lowered. The
lower surface of lungs is pulled downwards and the volume of lungs increase.
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
External intercostal muscles present between the ribs contract, the rib cage Plants and Animals
moves outwards and upwards. These contractions together increase the volume
of the chest cavity, lower the air pressure within the lungs and the atmospheric
air rushes in filling the lungs with fresh air. Thus, inspiration is an active phase
of breathing.
2. Expiration (releasing air) : This step involves the relaxation of external Notes
intercostal muscles and contraction of internal intercostal muscles. As a result
the rib cage lowers and moves inwards. The diaphragm also relaxes and rises
again into its original dome shaped condition. The abdominal organs press up
against the diaphragm. This change decreases the volume of the chest cavity,
thus, increasing the air pressure within the lungs and the air, which is laden
with CO2 is forced out.
Forced breathing. It is possible that during forced breathing both inspiration
and expiration are active processes because some more intercostal muscles
and the abdominal muscles are brought into action for deeper breathing
movements

Fig. 14.4 Breathing movements

14.2.2 Exchange of gases at the alveolar surface

l Blood is the medium for the transport of oxygen from the lungs to the different
tissues and carbon dioxide from tissues to the lungs.
l The deoxygenated blood is brought to the lungs by pulmonary artery which
divides into fine capillaries and surround alveoli.
l Both alveoli and capillaries are made up of thin walled single layer of epithelial
cells and therefore allow gaseous exchange easily.
l There is more oxygen in alveolar air and more carbon dioxide in the capillaries.
Due to the pressure difference of oxygen and carbon dioxide between the alveoli
and blood capillaries, the oxygen diffuses from alveolar air into the capillaries
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals blood. At the same time carbon dioxide diffuses from blood capillaries into the
alveolar air.
l Oxygenated blood is taken from the lungs to the heart by pulmonary vein.

Volumes exchanged
Notes Following table 14.3 shows the air volumes exchanged during breathing in a normal
adult human being.
Table 14.3 : Air volume exchanged during breathing
Tidal volume (TV) Volume of air inhaled and exhaled without any 500mL
noticeable effort (normal breathing).
Vital capacity (VC) Volume of air that can be maximally breathed 3400-4800mL
out after a maximum inspiration (VC =
IRV+TV+ERV).
Inspiratory reserve volume Volume of air that can be taken in by forced 2000-3000 mL
(IRV) inspiration over and above the normal
inspiration.
Expiratory reserve volume Volume of air that can be expelled by forced 1000 mL
(ERV) expiration over and above the normal expiration.
Residual volume (RV) Volume of air that cannot be forced out even 1000-1500mL
on forced expiration. This is the air that remains
in the lungs and in the air passage.
Total lung capacity Sum of all lung volumes (maximum air that 5500-6000mL
remains in the lungs after a maximum
inhalation).

Vital capacity may be highly reduced in smokers and people suffering from
tuberculosis. Athletes and singers on the other hand have higher vital
capacity.

14.2.3 Transport of oxygen by blood from lungs to tissues

Efficient transport of oxygen is by a complex blood protein called haemoglobin.
This iron rich protein is packed in Red Blood Corpuscles (R.B.Cs) giving blood
a red colour. About 97 percent of the total oxygen is transported from lungs to the
tissues in combination with haemoglobin. Only 3% of oxygen is transported in
dissolved form by plasma. Oxygenation of blood takes place in lungs. Four
molecules of oxygen form a reversible bond with haemoglobin forming the
compound oxyhaemoglobin.

Hb () /7 16.5586 0.6383 0 0 1 375 22

Lung alveoli

Hb + 4O 2




4O2
Active Tissue
(Haemoglobin) (Oxyhaemoglobin)
When the oxygenated blood reaches the tissue surface there is high concentration
of CO2 in the tissues, oxygen having been used up and low concentration of O2.
As a result the bonds holding oxygen and haemoglobin in Hb (4O2) becomes
unstable and blood releases oxygen and takes up CO2.

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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
14.2.4 Transport of carbon dioxide (from tissues to lungs) Plants and Animals
Blood transports carbon dioxide with comparative ease because of its high
solubility. Active tissues constantly produce CO2. This CO2 is transported to the
lungs in three ways:
(i) CO2 is physically dissolved in blood plasma (only 5-7% of the total CO2 is Notes
transported).
(ii) CO 2 directly combines with haemoglobin of RBCs to form
carbaminohaemoglobin (about 21-23% only).
(iii) As bicarbonate it is dissolved in plasma but produced in RBCs catalysed by
the enzymes carbonic anhydrase and then diffuses into plasma (largest fraction
of CO2, about 75% to 80%) .
Enzyme

CO2 + H 2O


H 2CO3
Carbonic anhydrase
(Carbonic acid)

H 2CO3 HCO3 + H +
Carbonic acid (Bicarbonate ion)

Bicarbonate is extremely soluble and dissolves in blood plasma. It again passes into
RBC and breaks into CO2 and H2O in the alveoli. Inside the lungs the CO2
transported to lungs from tissues in the three ways mentioned above is released
into the alveolar air and finally breathed out (Fig. 14.5).

Fig. 14.5 Transport of carbon dioxide in the blood.

14.2.5 Regulation of respiration

Count the number of times you breathe during normal resting condition and when
climbing up the stairs. How is the change in the breathing rate brought about? You
will now study about regulation of respiration.
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rms and Function of
ants and Animals The regulation of respiration is under nervous control. There are three groups of
neurons called respiratory centres present in the medulla oblongata and pons in the
brain. These are:
(a) Dorsal respiratory group generates basic respiratory rhythm. It stimulates the
external intercostal muscles, the diaphragm contracts and inspiration occurs.
Notes When the stimulation ceases, these muscles relax and expiration takes place.
(b) Ventral respiratory group sends signals under enhanced respiratory needs. It
controls both inspiration and expiration.
(c) Pneumotaxis center in the pons controls switch off point of inspiration and
thereby smoothens the transition between inspiration and expiration.
Increase in blood carbon dioxide and hydrogen ions increase the rate of respiration.
If we try to hold our breath, we are not able to hold it for long time. This
is because the respiratory centres of the medulla automatically reinstate
breathing when the concentration of CO2 in blood reaches a critical level.
14.2.6 Cellular respiration
Oxygen taken in the blood is utilised in all the living cells during cellular
respiration. It is a complex process that is completed in the mitochondria. During
cellular respiration, glucose is oxidized to release energy. Energy released is stored
in ATP (Adenosine Triphosphate) molecules and is readily available for cell use.
The process can be summed up as follows:
Mitochondria
C6 H12 O6 + 6CO2 Cell
Respiration
6CO2 + H 2O + ATP (energy)

Respiration that takes place in the presence of O2 is called aerobic respiration.

It is more efficient as 38 molecules of ATP are released on the oxidation of one
glucose molecule.
Absence of oxygen for sometime may lead to anaerobic respiration. It is
inefficient as only 2 molecules of ATP are produced from one glucose molecule
(Refer lesson 12 for details).
Respiration
Breakdown of glucose to release energy

Aerobic Anaerobic
(Respiration when O2 is available) (respiration in the absence of O2)

Glucose Glucose

2 Pyruvic acid 2 Pyruvic acid
O2
6CO2 + 6H2O + 38ATP 2CO2 + Alcohol + 2ATP

2 Lacctic acid + 2ATP
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Forms and Function of
14.3 Common respiratory disorders and their prevention Plants and Animals

Disease Cause Symptoms Prevention

Bronchial asthma It is an allergic Causes difficulty in Avoiding exposure to
disease caused due breathing and the foreign substance
to certain foreign coughing because is the best preventive
substance in the excess mucous measure. Notes
air. secretion may
narrow down (clog)
the bronchioles.
Bronchitis Inflammation of Regular coughing Avoiding exposure to
bronchi caused by with greenish blue smoke and dust
infection. It can sputum prevents bronchitis.
also be caused by
smoking and by
exposure to air
pollution.
Pneumonia Acute It causes fever, pain Avoid crowded places
inflammation and severe cough. where infection is
caused by Most of the air prevalent.
diplococcus space is occupied by
infection in the fluid and dead
alveoli of the lung. W.B.C.
Tuberculosis It is a bacterial It can affect many BCG vaccine can
infection that other organs but prevent T.B. Well
spreads through pulmonary T.B. is ventilated dwellings
droplets of infected most common. and protein rich diet
persons Weight loss and is also essential for
cough are common T.B. patients.
symptoms. It is
accompanied by low
fever. In extreme
cases blood may
come out while
coughing.
Occupational lung Caused due to It is expressed after Such diseases can be
hazards exposure to exposure of 10-15 prevented by
harmful substance years or more. It minimizing the
like silica, causes fibrosis of the exposure to such
asbestos, dust etc. lungs. substances by using
present in the protective masks and
environment where clothing. Regular
a person works. health check up is
necessary.

The suffix itis means inflammation of an organ. Bronchitis, pharyngitis

or tonsillitis affects different respiratory tissues. Can you tell the specific
organ affected?

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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals

Some Basic Facts

Why is cigarette smoking harmful?

Cigarette smoking is harmful because it
Notes
leads to:
l diminished or extinguished sense of
smell and taste
l smokers cough
l gastric ulcers
l chronic bronchitis
l increase in heart rate and blood pressure
l premature and more abundant face wrinkles
l heart disease
l stroke
l cancer of the mouth, larynx, pharynx, oesophagus, lungs,
pancreas, cervix, uterus, and bladder

INTEXT QUESTIONS 14.2

1. What is breathing?
............................................................................................................................
2. What is the position of the diaphragm at the time of expiration?
............................................................................................................................
3. What is the capacity of tidal volume?
............................................................................................................................
4. What is the maximum number of oxygen molecules that haemoglobin can
combine with?
............................................................................................................................
5. Name the vessel that takes oxygenated blood from the lungs to the heart.
............................................................................................................................
6. What are the three forms in which carbon dioxide is transported by the blood?
............................................................................................................................
7. Name the vaccine to prevent TB.
............................................................................................................................
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
8. Name any lung disease caused as occupational hazard. Plants and Animals

............................................................................................................................
9. What is the difference between bronchitis and asthma?
............................................................................................................................
Notes
14.3 EXCRETION
All animals possess some mechanism of getting rid of the waste substances
produced in their body during metabolic activities. These waste substances include
CO2, water, urea, uric acid and ammonia, etc. such substances can be harmful if
retained in the body.
Besides metabolic wastes, excess salt (eg. NaCl taken in food), H2O and even some
excess vitamins need to be eliminated. Certain medicines (antibiotics) too are
removed from the blood in the urine. Removal of all harmful, unwanted products
(specially nitrogenous wastes) from the body is called excretion. Excretory
system is primarily associated with removal of nitrogenous wastes.
Urea is the main nitrogenous waste in our body. It is formed by the breakdown
of surplus amino acids and nucleic acids in the liver. Blood transports urea to the
kidneys for filtration and removal in the form of urine.
14.3.1 Modes of removal of nitrogenous wastes
Depending upon the nitrogenous wastes excreted, animals can be classified as
ammonotelic, ureotelic and uricotelic. Table 14.4 categories of animals on the
basis of nitrogenous waste produced.
Table 14.4 Categories of animals on the basis of nitrogenous waste produced
Category Product formed Solubility in water Examples
Ammonotelic Ammonia (highly Highly soluble, Fresh water aquatic
toxic) therefore needs plenty animals e.g. bony
of water for its fish, Amoeba
excretion.
Ureotelic Urea (less toxic) Less soluble, thus Mammals like man,
needs less water for dog etc, marine
excretion fishes and
amphibians like
frog and toad
Uricotelic Uric acid (least Insoluble solids or Birds, reptiles and
toxic) semi solid. Needs very insects.
little water just to
flush out the uric acid

Importance of excretion
(a) Excretion is necessary for the elimination of nitrogenous wastes formed during
metabolism of proteins (amonio acids) and nucleic acids.
(b) Elimination of excess salts like NaCl, vitamins, bile pigments (from the
breakdown of old RBCs) and certain medicines and drugs, and
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals (c) Removal of excess of water or its retention in case of shortage of water. This
is to maintain the required quantity of water (osmoregulation) in the body.

INTEXT QUESTIONS 14.3

Notes
1. Name the organ where urea is produced and the organ from where urea is
excreted.
............................................................................................................................
2. Which is the most toxic form of nitrogenous waste? Name an organism that
excretes it.
............................................................................................................................

14.3.2 Excretory organs in cockroach

l Cockroaches are adapted for terrestrial life and possess excretory organs called
Malpighian tubules (Refer Fig. 14.6). They excrete uric acid, which is almost
insoluble in water.
l The malpighian tubules are long, blind ended tubules attached to the alimentary
canal at the junction of mid and hindgut.
l They lie in the abdomen and are bathed in haemolymph (blood of insects).

Fig. 14.6 Excretory organ of cockroach.

l The cells of tubules remove nitrogenous waste and certain salts from the
haemolymph and then pump them into the lumen of the tubule.
l Fluid passes to the hindgut and in the process gets concentrated.
l This concentrated fluid then moves into the rectum and is excreted as
concentrated urine along with faeces.
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
l Most of the salt and water is pumped back into the haemolymph by Malpighian Plants and Animals
tubules and in this way the nitrogenous wastes are eliminated as almost dry
matter.

14.3.3 Excretary organs in humans

The human excretory system comprises of a pair of kidneys, a pair of ureters, a Notes
urinary bladder and urethra (Fig. 14.7)
l Kidneys are bean shaped organs located on either side of the vertebral column
in the lower abdominal cavity.
l On the concave median margin of each kidney there is a notch called hilum
which leads into funnel shaped space called renal pelvis.
l The pelvis is surrounded by an outer layer of tissue called renal cortex and
an inner layer of tissue called the renal medulla.
l Kidneys filter metabolic wastes from the blood and excrete them as a liquid
called urine. As kidney form the urine, they also maintain the normal
composition of blood, fluid and salt balance throughout the body tissues.
l Urine formed in the kidney is brought to the urinary bladder by two hollow
muscular tubes called ureters.
l Urethra is the small tube that leads urine to the outside of the body.
l From urinary bladder urine is passed outside via urethra during urination
voiding of bladder is called micturition.

Fig. 14.7 Excretary organs of humans.

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rms and Function of
ants and Animals Structure of Kidney
Microscopic structure of kidney (Fig. 14.8)
l Kidney contains a large number of minute tubular structures called nephrons
that are located partly in the renal cortex and partly in the renal medulla. They
Notes form urine and drain it ultimately into the pelvis of the kidney from where the
ureters transport the urine to the urinary bladder.
l Nephrons are the structural and functional units of kidney associated with blood
vessels and capillaries. There are about 1 million nephrons in each kidney which
filter out about 180 litres of fluid per day most of which is reabsorbed. Each
nephron can be divided into two regions (i) proximal nephron and (ii) loop of
henle.
1. Renal corpuscle (composed of cup-shaped bowmans capsule and a tuft
of capillaries (called glomerulus). Glomerulus receives the blood from
a branch of renal artery.
2. Proximal convoluted tubule (PCT)
3. Descending limb of loop of Henle
4. Ascending limb of loop of Henle
5. Distal convoluted tubule (DCT)
6. Collecting duct
7. Collecting ducts of all the nephrons join and ultimately form the pelvis
from where the ureters arise.
8. Peritubular blood capillaries passing over the tubules. They join and form
the renal vein.

Fig. 14.8 Microscopic structure of human kidney

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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
14.3.4 Formation of urine Plants and Animals

Nephrons carry out excretory and osmoregulatory functions in the following steps-
1. Ultrafiltration
2. Selective reabsorption
3. Tubular secretion Notes

1. Ultra-filtration
Each glomerular capillary receives blood flowing under high pressure through a
branch of renal artery. There is continuous process of ultra filtration (filtration under
pressure).
All small molecules like water, glucose, minerals, amino acids, urea and uric acid
are filtered out of the blood plasma into the Bowmans capsule through the capillary
walls. Proteins remain in the glomerular blood. Thus a protein free filtrate is
collected in the lumen of the Bowmans capsule. The hydrostatic pressure of the
circulating blood provides the pressure for filtration.

2. Selective reabsorption or tubular reabsorption

As the glomerular filtrate flows through the tubules several substances useful to
the body such as glucose and animoacids and mineral ions needed to maintain the
water and salt balance are reabsorbed through the walls of the renal tubule. The
blood capillary passing over the nephrons absorb these substances.
(a) About 65%- 85% of filtrate is reabsorbed in Proximal Convoluted tubule (PCT).
It includes water, glucose, amino acids, salts etc.
(b) About 5% of water is reabsorbed in the descending limb.
(c) Ascending limb is impermeable to water; hence only salts are reabsorbed here.
(d) In Distal convoluted tubule (DCT) and collecting duct Na+ is reabsorbed under
the influence of the hormone aldosterone (secreted by adrenal cortex) . Water
is absorbed under the influence of ADH ( Anti diuretic Hormone) secreted by
posterior pituitary.
3. Tubular Secretion
Cells of the renal tubule also directly serecte certain unwanted substances from the
blood into the filtrate. These include uric acid, K+ ions, ammonia etc. The filtrate
is now known as urine.

Storage of Urine
The urine passes into urinary bladder via ureters and is stored there. The
bladder can hold 400-500 cm3 of urine. When about 200 cm3 or more urine
collect in bladder, stretch receptors are stimulated leading to the desire to
discharge urine.

BIOLOGY 307
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals 14.3.5 Composition of urine (Table 14.5)
Table 14.5 Composition of urine
Normal components Abnormal components
Components Amount/Day Component Cause
Water 1200-1500ml Glusose Diabetes mellitus
Notes
Urea 25-30 gms Proteins Kidney disease
Uric acid 0.7 gms Acetones Diabetes mellitus, starvation
Creatine 1.2 gms Erythrocytes Infection in urinary system
Ammonia 0.6 gms Leucocytes Large numbers indicate
infection in urinary system
NaCl 10-15 gms Uric acid crystals Gout
KCl 2.5 gms
Magnesium 0.2 gms
Phosphate 1.7 gms
Sulphate 2.0 gms

Minute amounts of fatty acids, amino

acids, pigments, mucin, enzymes,
hormones, vitamins.

INTEXT QUESTIONS 14.4

1. In what form the cockroaches excrete their nitrogenous waste? What is its
advantage for cockroach?
............................................................................................................................
2. Where do malpighian tubules of cockroach open?
............................................................................................................................
3. List the parts of human excretory system and their functions.
............................................................................................................................
4. Name the functional unit of kidney and its parts.
............................................................................................................................
5. List the substances that are filtered out during ultrafiltration
............................................................................................................................
6. What are the substances reabsorbed by the nephron?
............................................................................................................................
7. What is the importance of tubular secretion?
............................................................................................................................

308 BIOLOGY
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
8. Under which situation are the following present? Plants and Animals

(a) Glucose in the urine ....................................................................................

(b) Uric acid crystals .........................................................................................
9. What is the normal volume of urine excreted per day?
Notes
............................................................................................................................

14.4 OSMOREGULATION BY KIDNEY

Maintaining the solute concentration of the body fluids is called osmoregulation.
Fine control of the precise amount of water and salt reabsorbed into blood is an
important function of the distal convoluted tubules and collecting ducts. Depending
on the need of the water in the body, kidneys excrete hypotonic (dilute) or
hypertonic (concentrated) urine. Osmoregulation is controlled by the hormones
ADH and aldosterone. Feedback circuits regulate their secretion.
(a) When the water content of the body is more, leading to low osmotic pressure,
less ADH (anti diuretic hormone) is released. Hence the wall of the DCT and
collecting tubules remain less permeable and as a result plenty of dilute urine
(hypotonic urine) is excreted.
(b) When water content of the body is low, the posterior pituitary secretes more
of ADH. The permeability of the tubules is increased. As a result more water
is reabsorbed into the blood and reduced volume of concentrated urine is
excreted (hypertonic urine). Diuresis means the production of increased amount
of urine, so anti diuresis means reduction of urine volume and hence the name
antidiuretic hormone or ADH.
(c) Urine is also concentrated by the counter current system of the descending and
ascending limbs of Henles loop. About 5% of the water from the filtrate is
absorbed in this part.
(d) In response to low sodium ion concentration (or low blood pressure) another
hormone, aldosterone is released by the adrenal cortex. It stimulates the kidney
tubules to absorb sodium ions in exchange of potassium ions. This leads to
reabsorption of water by osmosis. As a result of increased blood volume the
blood pressure is increased. Similarly high sodium concentration will inhibit
aldosterone release and as a result lower sodium ion concentration in blood.
You will learn more about hormones in lesson 16.
14.5 HAEMODIALYSIS AND KIDNEY TRANSPLANTATION
Haemodialysis
1. The blood urea level rises abnormally (uraemia) in patients suffering from
kidney failures. In such patients, an artificial kidney is used for removing excess
urea from the blood by a process called haemodialysis. It is carried out in the
following steps :
2. Blood is taken out from the artery of the patient and cooled to 0C.

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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals 3. This blood is then passed through cellophane tubes of the artificial kidney.
Cellphane is permeable to micro molecules such as urea, uric acid and mineral
ions. It is not permeable to macromolecules such as plasma proteins.
4. Outside the cellophane tube is the dialyzing fluid, which has some solutes like
those in blood plasma but no nitrogenous molecules like urea, uric acid.
Notes 5. Hence the nitrogenous compounds from within the cellophane tubes flow into
the dialyzing fluid by diffusion.
6. Blood coming out of the artificial kidney is warmed to the body temperature
and returned to the vein of the patient.

Fig. 14.9 Artificial kidney (haemodialysis)

Kidney transplantation
If kidney failure cannot be treated by the other available means, kidney transplantation
is advised.
l Donated kidney may come from a living person or a donor who has recently
died.
l The genetic make up of the donor should be as close to the patient as possible,
that is, if it is donated by a close relation, it reduces the chances of rejection.
l Drugs are, however, used to prevent rejection of the transplanted kidney by the
body.
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
14.6 ROLE OF LIVER IN EXCRETION Plants and Animals

l It excretes bile pigments, cholesterol, drugs and some vitamins.

l It excretes all the above mentioned in bile, which flows into the small intestine
and from there these get removed with the faeces.
l Formation of urea and uric acid (from ammonia) also takes place in liver. These Notes
are removed from the body by the kidneys.

INTEXT QUESTIONS 14.5

1. Name the organ where urea is formed.
............................................................................................................................
2. Why is cellophane used in haemodialysis?
............................................................................................................................
3. What is the composition of dialyzing fluid?
............................................................................................................................
4. From which type of blood vessel artery or vein, is the blood taken out for dialysis?
............................................................................................................................
5. When is kidney transplantation advised?
............................................................................................................................
6. How is bile pigment removed from our body?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Metabolic activities produce a number of waste products that need removal from
the body.
l Breathing is a mechanical process of inhaling air (inspiration) and giving out
of CO2 rich air (expiration).
l Skin acts as the breathing organ for earthworm. It is thin, moist and richly
supplied with blood capillaries.
l Cockroaches have air tubes called trachea for respiration. Air reaches directly
to the tissues for gaseous exchange. Blood does not participate in gaseous
transport.
l In humans, air passes through respiratory passage as follows-
Nostrils Pharynx Trachea Bronchi Bronchioles Alveoli in lungs
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals l Cellular respiration is a chemical process which takes place within the cell and
is associated with release of energy.
l Haemoglobin is an iron containing pigment that can easily combine with oxygen
and transport it to different parts of the body.
l Carbon dioxide in blood is transported in three ways: (a) dissolved in plasma,
Notes (b) as carbaminohaemoglobin, and (c) as bicarbonates
l Aerobic respiration takes place in the presence of oxygen. 38 molecules of ATP,
carbon dioxide and water are released during this process.
l Anaerobic respiration takes place in the absence of oxygen. 2 molecules of ATP,
carbon dioxide and alcohol or lactic acid are produced during this process.
l Excretion is the removal of nitrogenous wastes from the body.
l Human excretory system consists of a pair of kidneys, a pair of ureters, a urinary
bladder and a urethra.
l Nephrons are the filtering units of kidney.
l Urine formation by nephrons has three steps : ultrafiltration, reabsorption and
tubular secretion.
l Urine consists of water, urea, unwanted salts and some drugs.
l Depending upon the kind of excretory product, animal may be classified as
ammonotelic ureotelic, or uricotelic.
l An artificial kidney or dialysis machine may be needed in case of kidney failure.
l Malpighian tubules in cockroach remove uric acid from the body cavity into
the digestive tract for removal.

TERMINAL EXERCISES

1. List the major steps that are involved with respiration in humans.
2. How is oxygen transported in earthworm?
3. Name the respiratory pigment in earthworm.
4. What is the role of carbonic anhydrase in the transport of carbon dioxide in
our body?
5. Which part of our respiratory system is known as the voice box?
6. Where are respiratory centres situated in our brain?
7. Name one nitrogenous waste removed by the kidney.
8. Name the hormone the absence of which will result in excretion of hypotonic
urine.
9. What is the role of cellephane in dialysis?
10. Why is inspiration said to be an active phase and expiration as passive phase?

312 BIOLOGY
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Respiration and Elimination of Nitrogenous Wastes MODULE - 2

Forms and Function of
11. Differentiate between Plants and Animals
(a) Breathing and respiration
(b) Inspiration and expiration
12. List the special features of alveoli that enable easy gaseous exchange.
13. What is vital capacity, tidal volume and residual volume? Notes
14. Give reasons for the following :
(a) Exchange of gases at the alveolar surface continues even during expiration.
(b) Trachea and bronchi do not collapse when air pressure decreases inside
them.
15. Draw the excretory system of human and label the parts.
16. Draw the structure of a nephrons and label the parts.
17. What is the cause and symptoms of pneumonia and TB?
18. What is the role of liver in excretion?
19. Explain how nitrogenous wastes are removed from the body of cockroach.
20. How does ultrafiltration and reabsorption occur in nephrons?
21. Explain how gaseous exchange takes place in the lungs.
22. How is oxygen transported from the lungs to the tissues and carbon dioxide
from tissues to the lungs?
23. How is (a)Water balance, and (b) Salt balance maintained by kidney?
24. List the parts of human respiratory system in correct sequence and state their
functions.
25. List three characteristics of our lungs which make them suitable as respiratory
surface.

ANSWERS TO INTEXT QUESTIONS

14.1 1. Stepwise oxidation of glucose resulting in release of energy.
2. O2, CO2
3. Respiration by the skin; frog
4. Red, haemoglobin
5. Directly through tracheoles
6. Insects
7. Through spiracles
8. Nostrils pharynx bronchi bronchioles lungs
9. Nasal cavity
10. Prevent food from entering the trachea or food pipe
BIOLOGY 313
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MODULE - 2 Respiration and Elimination of Nitrogenous Wastes

rms and Function of
ants and Animals 14.2 1. mechanism of taking in air and then giving it out
2. relaxed and dome shaped
3. 500 mL 4. 4 molecules 5. Pulmonary vein
6. (a) dissolved in plasma as carbon dioxide 5%
Notes (b) as carboxy carbamino haemoglobin in RBC 20%
(c) as bicarbonate ions in RBC or plasma 75%
7. Bacillus Calmette Guerin (BCG)
8. Silicosis or asbestosis
9. Bronchitis is an infection of the bronchi and antibiotics can cure it
whereas bronchial asthma is an allergic reaction.
14.3 1. (a) Liver (b) Kidney
2. Ammonia; amoeba and fresh water fishes
3. (a) Excretion (b) Osmoregulation
14.4 1. Uric acid; this is to prevent water loss as these animals need to conserve
water
2. Malpighian tubules open at the junction of mid and hind gut
3. Kidney-filters nitrogenous wastes, excess of water and salt
Ureters-transport urine to the bladder
Urinary bladder-temporary storage of urine
Urethra-drain urine outside the body
4. Nephron, consisting of renal corpuscles made up of bowmans capsules
and glomerulus, PCT, loop of Henle, DCT, collecting duct
5. Water, amino acid, glucose, urea, uric acid, minerals, vitamins, etc.
6. Water, glucose, some salts, amino acid and small quantity of urea and
uric acid.
7. Direct elimination of certain minerals can take place such as ammonia
and potassium.
8. (a) Diabetes mellitus (b) Gout
9. 1200 to 1500 mL
14.5 1. Liver
2. Cellophane is impermeable to macromolecules like plasma proteins and
blood corpuscles
3. It contains some minerals and solutes like those in plasma but no urea
and uric acid is present.
4. Artery
5. When kidney failure cannot be treated.
6. Bile pigments are removed along with bile via the digestive tract.

314 BIOLOGY
Circulation of Body Fluids MODULE - 2
Forms and Function of
Plants and Animals

15 Notes

CIRCULATION OF BODY FLUIDS

The body of almost all the animals, has some form of fluid circulating in the body.
Such fluids constitute the distributing system (to supply substances) as well as
collecting system (to pick up substances) from the various parts of the body
(including the remotest cell). What are these fluids? How are these circulated and
in what way do they function in our body? These and many more questions will
be answered in this lesson.

OBJECTIVES
After studying this lesson, you will be able to :
l explain the importance of the circulatory system in human body;
l differentiate between open and closed system of circulation;
l list and draw the organs of circulatory system of cockroach;
l list and draw the organs of circulatory system in humans
l describe the histology, functions and composition of blood in humans
l compare the structure and functions of an artery, a vein and a capillary;
l explain the process of blood coagulation in humans
l mention blood groups and describe blood transfusion;
l explain blood pressure;
l describe lymphatic system and mention its components;
l define immunity and describe its different types;
l explain various immuno-deficiency disorders;
l name and describe some blood related disorders such as hypertension;
atheroma and arteriosclerosis;
l explain ECG and role of pacemaker in treating heart beat-related disorders.

BIOLOGY 315
 MODULE - 2 Circulation of Body Fluids
Forms and Function of
Plants and Animals 15.1 CIRCULATORY SYSTEM
Our body is made of cells. Cells need nutrients and oxygen to survive, and wastes
need to be removed from them. Hormones are also needed to be transported from
the endocrine glands which secrete them to their respective target cells. This work
of transportation of nutrients, gases, wastes and other substances from one part of
Notes our body to the other part, is carried out by blood, and as termed circulation.

The organs responsible for the flow of blood and lymph through various
parts of the body constitute the circulatory system
1. Functions of circulatory system
(i) Transport of nutrients to the tissues for their utilization
(ii) Transport of respiratory gases (O2 and CO2) to and from the cells.
(iii) Collection of metabolic wastes from different tissues and transport them
to excretory organs for their removal.
(iv) Transport of hormones from endocrine glands to target organs.
(v) Protection of body by destroying pathogens.
(vi) Uniform distribution of heat in the body.
2. Types of Circulatory System
Depending upon the mode of circulation, the circulatory system may be open or
close type.
(i) Open circulatory system
(a) Blood does not flow in closed vessels rather it flows through parts of the
body cavity. It remains mixed with the body fluid.
(b) Sufficient high pressure for circulation is not maintained.
Organisms like prawns, insects etc have open circulatory system.
(ii) Close circulatory system
(a) Blood flows in well-defined tube-like vessels.
(b) Sufficient high pressure is maintained .
(c) System is more efficient than open type.
Closed system is found in all vertebrates.

15.2 CIRCULATORY SYSTEM OF COCKROACH

The circulatory system of cockroach is of open type. It consists of a pulsatile heart
(dorsal blood vessel) and sinuses through which flows the blood. The blood is
clourless and fill the entire body cavity which is rightly called homocoel. Thus the
blood is called haemolymph. Haemocoel is divided into three sinuses (chambers)
by two horizontal septa called dorsal diaphragm and ventral diaphragm. The
three sinuses are dorsal sinus or pericardial sinus enclosing the heart, middle
perivisceral sinus lodging the various visceral organs and the ventral perineual
316 BIOLOGY
Circulation of Body Fluids MODULE - 2
Forms and Function of
sinus enclosing the ventral nerve cord. Both the diaphragm are perforated in that Plants and Animals
the three sinus remain in communication with each other.
The heart is an elongated tubular similar structure, closed behind and open in front,
running all along the middle line thorax and abdomen. It consists of thirteen
segmentedly arranged funnel shaped chambers. At the lateral side of each chamber
is a pair of ostia one each side, which are guarded by valves. Through these ostia, Notes
heart communicates with the
pericardinal sinus. Anteriorly,
the heart continues into the
head as anterior aorta which
open into the haemocoel of
head. Attached with each
segment, a pair of triangular
alary muscles is present on
either side of the heart.
The blood is a colourless fluid,
made up of plasma and
haemocytes. Since the blood
of cockroach lacks any Fig. 15.1 Circulatory system of cockroach
respiratory pigment, it is not involved with the transportation of respiratory gases.
It rows only for (i) the transportation of the nutrients (ii) maintains hydrostatic
pressure and (iii) acts as a reservoir of water. The blood of cockroach circulates
due to contribution and relaxation of the heart and the alary muscles.
15.3 ORGANS OF HUMAN CIRCULATORY SYSTEM
The circulatory system consists of the following parts :
1. Heart the central pumping organ.
2. Blood vessels the connecting tubes arteries, veins and capillaries.

Fig. 15.2 (a) External structure of humna heart (Front view)

BIOLOGY 317
 MODULE - 2 Circulation of Body Fluids
Forms and Function of
Plants and Animals 3. Blood the circulating fluid which is a connective tissues made of a fluid matrix
and cells.
4. Lymphatic system comprised of lymph nodes and vessels.
1. The human heart
It is a muscular organ made of cardiac muscle fibres (Fig. 15.2). It is able to perform
Notes
its function by coordination between its contraction, relaxation and opening and
closing of a number of valves present inside the heart. This fist sized organ consists
of 4 chambers the two upper chambers the atria and two lower chambers the
ventricles. Ventricles have thick muscular walls for pumping blood to longer
distances. Heart is covered by a membrane the pericardium.

Fig. 15.2 (b) Internal structure of human heart.

(i) Valves inside the heart

Locate the following valves in the figure 15.3
(a) Right atrio-ventricular valve or tricuspid valve
(b) Left atrio-ventricular valve or bicuspid valve
Semilunar valves at the origin of aorta and pulmonary artery.
Valves open only on one side like a door and regulate the flow of blood by opening
on one side to let blood flow out in one direction only and prevent the back flow
of blood.
(ii) Heart beat and cardiac cycle
The beating of heart goes on by itself as long as one is alive. Each heartbeat
consists of the steps mentioned below and makes two sounds the Lubb and the
Dubb during each beat.
318 BIOLOGY
Circulation of Body Fluids MODULE - 2
Forms and Function of
(a) Contraction or systole of atria is followed by relaxation or diastole. The lubb Plants and Animals
sound or 1st heart sound occurs due to closure of atrioventricular valves.
(b) Contraction of ventricles followed by relaxation accompanied by the dubb
sound or the 2nd heart sound due to closure of semi lunar valves. At the
beginning of every heart beat the four chambers of the heart are in the relaxed
Notes
state (Joint diastole). At this stage the venae cavae pour deoxygenated blood
into right atrium and the pulmonary vein pours oxygenated blood into left
atrium.
Heart beat originates at the Sino-Atrial Node or S.A Node which is a modified
part of the muscular wall of the right atrium chamber (Fig. 15.3)
Sino-Atrial Node (S.A. node) in the upper corner of right atrium resulting in the
contraction of the atrium. As a result tricuspid valve is pushed open and
deoxygenated blood enters right ventricle. At the same time, the bicuspid valve is
pushed open and oxygenated blood flows into left ventricle.
Atrio-Ventricular Node (A.V. Node) is located in the interatrial septum. As a
result, the contracted atria begin to relax.
Bundle of HIS lying in the interventricular septum and then to
Purkinje Fibers lying in the walls of ventricles. As a result ventricles contract
(Ventricular systole)

Fig. 15.3 Position of the Sino-atrial and atrio-ventricular nodes and the bundle
of HIS and conduction of impulse for heart beat.
Since Sino-atrial Node initiates and regularizes the heartbeat, it is also called the
pacemaker. The pacemaker is influenced by nerves, hormones, CO2 and O2 content
of blood, heat etc.

BIOLOGY 319
 MODULE - 2 Circulation of Body Fluids
Forms and Function of
Plants and Animals
Do You Know?
Sometimes the S.A. (Sino-Atrial ) Node may become defective or damaged.
A person may need to have an artificial pacemaker grafted in the chest.
This regularizes the heartbeat.
Notes Electro Cardiogram (ECG) is the instrument that records the
conduction of heartbeat .
This helps in detecting heart disorders.
2. Blood vessels
The tubes transporting blood are called Blood Vessels. The wall of a blood vessel
has three layers, tunica externa, tunica media and tunica interna. There are 3 kinds
of blood vessels:
(i) Artery (ii) Capillaries and, (iii) Veins. These three vessels differ in structure
and speed of blood flow, as shown below.
Table 15.1 Comparison in structure and function of an artery, the
capillary and the vein.
Artery Capillary Vein
Transport blood away Link arteries to veins. Site of Transport blood towards
from the heart. exchange of material between the heart.
blood and tissues
Tunica media thick and No tunica media. Only tissue Tunica media relatively thin
composed of elastic, present is squamous and only slightly muscular.
muscular tissue. endothelium. No elastic fibers Few elastic fibers.
No semi-lunar valves. No semi-lunar valve Semi-lunar valves at intervals
along the length to prevent
back flow of blood
Pressure of blood is high Pressure of blood falling and Pressure of blood low and
and pulsatile. non-pulsatile. non-pulsatile.
Blood flow rapid Blood flow slowing Blood flow slow
Low blood volume High blood volume Increased blood volume
Blood oxygenated except Mixed oxygenated and Blood deoxygenated except
in pulmonary deoxygenated blood. in pulmonary vein

320 BIOLOGY
Circulation of Body Fluids MODULE - 2
Forms and Function of
Arteries divide into Arterioles and then into Capillaries. This way they come in Plants and Animals
contact with all the tissue and bathe the cells with Blood Plasma. Diagram 15.4
shows the possible route that blood may take between arteriole, capillary bed and
venule. Venules are thin blood vessels that join to form veins.
(i) Major Arteries and Veins
Notes
Blood that has been circulated through the body has lost much of the O2, it carried.
This de-oxygenated blood returns to the heart by the two major veins.
1. Superior vena cava-brings blood from head and shoulder region.
2. Inferior vena cava-brings blood from lower parts of the body.
These venae cavae open in the right atrium (refer to diagram 15.4) Contraction of
right atrium forces this blood into the right ventricle.

Fig. 15.4 The route that blood takes between arteriole capillary bed and venule.
Contraction of right ventricle pumps into pulmonary artery which transports blood
to the lungs. Blood gets oxygenated in the lungs and returns to the left atrium
through the pulmonary vein.
Blood then passes from the atrium into the left ventricle. Left ventricle pumps blood
into aorta. The aorta turns round on the left and distributes blood throughout the
body.
The flow diagram below summarizes the path of blood through the entire circulatory
system. It is possible to summarize the path taken by the blood Since blood passes
twice through the heart, it is termed Double circulation.
Double circulation
(i) Deoxygenated blood from the body to heart and oxygenated blood from heart
to the body.
BIOLOGY 321
 MODULE - 2 Circulation of Body Fluids
Forms and Function of
Plants and Animals (ii) Deoxygenated blood from heart to lungs and oxygenated blood from lungs
again to heart.

Notes

In one circulation, the blood passes through the heart twice. Once from body to
heart to lungs and second time from lungs to heart to body.
Path of circulation
Once from body to heart : venae cavae
(Carry blood from tissues with very little oxygen and lot of CO2)
to Right atrium

Tricuspid valve open

Right ventricle

Pulmonary ateries

(Carry blood to lungs to give up CO2 and to collect O2 from lungs)
Pulmonary veins

(carry oxygenated blood back to heart)

Left atrium

Bicuspid valve

Left ventricle

Aorta
(carries blood with a lot of oxygen and distribution the body)
Pulmonary artery is the only artery that carries the de-oxygenated (poor
blood in O2) blood.
Pulmonary vein is the only vein that carries oxygenated blood (blood rich
in O2).

322 BIOLOGY
Circulation of Body Fluids MODULE - 2
Forms and Function of
Plants and Animals

INTEXT QUESTIONS 15.1

1. Give one example each of animals with open and closed circulatory system.
(i) Open circulation .......................................................................................
Notes
(ii) Closed circulation .....................................................................................
2. Where in the heart are the following valves located?
(i) Bicuspid ....................................................................................................
(ii) Tricuspid ...................................................................................................
3. Name the following
(i) Structure where the wave of contraction originates in heart
..................................................................................................................
(ii) Structure connecting arteries with the veins
..................................................................................................................
(iii) Blood vessel that brings oxygenated blood from the lungs to the heart
..................................................................................................................
(iv) Deoxygenated blood from brain and shoulder region is collected and
brought to the heart by ............................................................................
(ii) Components and functions of blood
Blood is a red coloured, thick and slightly alkaline, fluid which keep circulating
through the blood vessels in our body. Why is blood so important? It is important
because
1. it transports substances in the body such as Oxygen, nutrients, hormones. It also
carries waste to the kidney.
2. it protects body against disease.
3. it maintains normal body temperature.
The components of blood
Blood is a fluid connective tissue made of plasma and blood cells.
Blood

Plasma 55% Cellular Components (45%)

(liquid) Red blood Corpuscles (RBC)
White Blood Corpuscles (WBC)
Platelets
Water 90% Proteins (little less
than 10%)
A. Plasma
It is a pale yellow liquid consisting of blood proteins like albumin, globulin and
fibrinogen.
BIOLOGY 323
 MODULE - 2 Circulation of Body Fluids
Forms and Function of
Plants and Animals Functions : Plasma has the following functions :-
1. Transport of products of digestion from small intestines to various tissues.
2. Transport of waste products from tissues to excretory organs.
3. Transport of hormones from endocrine glands to target organs.
Notes 4. Maintenance of temperature by distribution of heat all over the body.
5. Provides factors for clotting of blood (Fibrinogen).
6. Retention of fluids in blood (through plasma proteins).
7. Maintenance of acid-base equilibrium of blood.
8. Provides body immunity through antibodies (Immunoglobulins) which are
made by one kind of WBC and then released into the plasma.
B. Blood Cells
The cells of blood are Red Blood Corpuscles (RBC) and White Blood Corpuscles
(WBC) and cell fragments the Platelets. Blood cells are formed in the bone marrow.
Their formation is termed haemopoiesis Table 15.2 gives the idea of the cellular
components, their origin, function and structure.
Table 15.2 Cellular components of blood
Component Origin Number Function
of cells/mm
Erythrocytes Bone 5.000,000 transport of
(Red Blood marrow l oxygen to tissues and
corpuscle a large amount of
l carbon dioxide back to
lungs
Leucocytes Bone 4,000
(White Blood marrow 8,000
Corpuscles)
(a) Granulocytes
(72% of total white
blood cell count) 4900 l engulf bacteria
neutrophils (70%) Bone marrow 105 l anti-histamine
properties
eosinophils (1.5%) 35 l Produce histamine
and heparin
basophils (0.5%)
(b) Agronulocytes (28%)
monocytes (4%) Bone marrow 280 l engulf bacteria
(Phagcytosis)
lymphocytes (24%) Bone marrow, 1680
lymphoid production of
tissue, antibodies to
spleen provide immunity

Platelets Bone marrow 250,000 initiate blood-clotting

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Do you know the following blood disorders ? Plants and Animals

1. Increase in R.B.C (More than normal) polycythemia

2. Decrease in R.B.C (less than normal) anaemia
3. Increase in W.B.C.(more than normal ) LEUKEMIA
4. Decrease in W.B.C (less than normal ) LEUKOPENIA Notes

Coagulation of Blood (Blood Clotting). You must have, sometime or the other,
got a cut on your finger and seen blood flowing out of it . You would have noticed
that after a few minutes, the blood flow stops, as the blood thickens and forms a
lump. This lump is called clot. The process of thickening of blood is called
coagulation or clotting of blood. We are lucky that the blood clots and the bleeding
stops. If it did not, a person with a very small wound would lose a lot of blood
and die. When blood vessels are injured, a sequence of reactions take place to
prevent loss of blood. Steps involved are as follows :
Thromboplastin + Prothrombin
(from blood platelets) (Plasma protein)
Ca++ions
Thrombin
Fibrinogen Fibrin
(Plasma protein) (Insoluble fibres)
FIBRIN + R.B.C CLOT (Scab)
Prevents blood loss
Haemophilia A genetic disease that results in a condition where blood
fails to clot
Blood group
The blood may chemically be identified as belonging to any one of the four main
group A, B, AB, and O. Blood types remain constant throughout lifetime as they
are hereditary. These blood groups are due to the presence of special proteins present
on the membrane of RBCs termed antigens. Antigens present could be A, B both
A and B or no Antigen may be present at all. Blood plasma, on the other hand,
contains antibodies a, b, or both a and b, or neither of the two. Antigen A reacts
with antibody b and antigen B with antibody a causing clumping of blood.
Blood Group Antigen Antibody
A A b
B B a
AB A, B
O a, b
Blood transfusion
When excessive blood is lost from the body either due to an accident, hemorrhage
or during surgery (operation), doctors transfer blood from a healthy person (Donor)
to the patient (Recipient). This is called Blood Transfusion. When blood transfusion
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Plants and Animals is needed, the red cells blood selected must belong to a group which will not be
affected by any antibody in the patients plasma.
Clumping of donors blood (Agglutination) may take place on transfusion if the
blood group of donor does not match with that of the recipient. Table 15.3 shows
blood groups and possibility of their transfusion.
Notes
Clumping is a condition where the antibodies present in the plasma of
recipient link donors blood cells with each other.
Agglutination is the process by which red blood cells clump together when
the antigens on their surface react with complementary antibodies.
Table 15.3 Matching of Blood Group, Safe and Unsafe
Transfusion of Blood.
Those who can safely Blood group types
receive blood of donor type Donor who cannot
O, A, B, AB Type O
A, AB Type A O, B
B, AB Type B O, A
AB Type AB O, A, B,

The above table indicates that :

Blood Donors blood group
group of
recipient Group Group Group Group 4
O A B AB Safe transfusion
Group O 4 4 4 4
Group A 4 4 4 4 5
Group AB 4 4 4 4 Dangerous transfusion

The above table indicates that :

1. Blood group of O type can be given to all groups. It is thus the Universal Donor.
This is because there are no antigens in the blood of Group O.
2. Blood groups AB can receive blood from all other groups and is thus called
Universal Recipient. No Antibodies in the blood of Group AB, so no reaction
with antigens of other blood groups.

Rh Factor
Presence or absence of another blood protein in addition of ABO antigens makes
a person Rh+ or Rh.
Rh factor in expectant mothers can sometimes cause problems. The blood
of an Rh+ embryo whose mother is Rh is in danger of severe clumping.

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Antibodies are produced in the mother against the Rh+
blood cells of the
embryo. Whenever there is even the slightest mixing of foetal blood
mothers blood.
Blood Pressure
You have already learnt that during systole, the ventricles contract and force the Notes
blood into the arteries, which carry it to all parts of the body. The flow of the blood
in the arteries exerts a pressure on their elastic walls. This pressure is called blood
pressure.
The pressure of blood at the time of ventricular contraction is higher and is called
systolic pressure. When ventricles are relaxed and are being filled by blood, there
is a drop in pressure. This lower pressure is called diastolic pressure. These two
pressures can be measured in the arteries of the arms. The device used for measuring
blood pressure is called Sphygmomanometer.
A reading of 120/75 means that the persons systolic pressure is 120 mm of mercury
and diastolic pressure is 75 mm of mercury. A typical reading for a healthy adult
is 120 5/70 5 mm of mercury.
The difference between diastolic and systolic pressure can be felt as a throb in
the arteries of the wrist. This throb at the wrist is called Pulse. The number of throbs
felt at a particular point on the wrist (due to systole) per minute is called Pulse
Rate. It is equal to the number of heart beats i.e. around 70 beats per minute for
a normal adult.

INTEXT QUESTIONS 15.2

1. Name the following
(i) The term given to the production of blood cells ...........
(ii) The three proteins present in the plasma
(i) . (ii) . (iii) .
(iii) Cell fragments of blood involve in the clotting of the blood
....................................
2. Fill in the blanks
(i) Transfer of blood from donor to recipient is called ................
(ii) Antigen are present on , and antibodies in the ..
(iii) People from blood group O can receive blood from blood group /groups

(iv) Blood pressure is measured by an instrument called. The
reading for a person with normal blood pressure will be around
...........

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Plants and Animals 4. Lymphatic system
Our body has two kinds of circulating fluids blood and lymph. Of these you have
seen and felt the first (i.e. blood) in your own body, but lymph remains unnoticed
even if it oozes out at any point of injury because it is colourless.
This system consists of a series of branching vessels and a collection of lymphatic
Notes organs. Let us understand. A continuous exchange of materials between the blood
capillary and the intercellular fluid (fluid present between cells of tissues) goes on.
Some important components like proteins etc. that could not be returned back to
blood capillaries from intercellular fluid, are taken up by the lymph capillaries as
lymph and drained into veins in the lower neck portion of the body. Lymph should
be regarded as modified tissue fluid.
The clear, colourless liquid moving out of the capillary wall is called Lymph. Lymph
comes in to direct contact with body cells. (Fig. 15.5)

Fig. 15.5 Capillaries and lymph vessel

(a) Functions of lymph

(i) Supplies nutrition and oxygen to those parts where blood cannot reach
(ii) Drains away, excess tissue fluid from extra-cellular spaces back into the
blood.
(iii) Absorbs and transports fats absorbed from small intestine
(iv) Collects nitrogenous waste
(v) Lymphocytes and antibodies present in lymph help in removing bacteria
(b) Differences between blood and lymph
Blood differs from lymph in a number of ways as shown in table 15.4
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Table 15.4 Differences between Blood and Lymph Plants and Animals
Blood Lymph
1. Red in colour due to presence of 1. Colour less fluid
haemoglobin
2. Flows rapidly 2. Flow is very slow Notes
3. Contains RBC, WBC, Platelets and 3. Contains plasma and WBC
Plasma
4. Route of blood flow 4. Route of lymph flow
Heart Tissue Spaces

Arteries Lymph Capillaries

Capillaries Lymph Vessels

Veins Subclavian Vein

Heart Heart
The clear, colourless fluid that collects in a blister to provide protection
to the underlying tissue is lymph.
The lymphatic system consists of a large number of lymph ducts, lymph nodes
and lymph vessels (Fig. 15.6). It lacks a pumping mechanism. Fluid is pushed by
muscle movement.
The lymph nodes are scattered throughout the body. They are more concentrated
in the neck, armpits and groins

Fig. 15.6 Lymph vessels and lymph glands

Lymph nodes
Each node is a clump of tissue housing a number of lymphocytes. These nodes act
as filters for bacteria, viral particles and cancerous cells. These resident lymphocytes
then immediately attack the disease causing germs or pathogens.

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Plants and Animals The spleen and tonsils are lymphoid organs.

Spleen
It is the largest lymphoid organ and has the following functions
(i) Haemopoiesis Formation of Blood cells in the foetus
Notes
(ii) Destruction of old and worn out blood cells and hence termed as grave
yard of RBC.
(iii) Blood reservoir
(iv) Defensive action by engulfing bacteria

15.5 IMMUNITY
The bodys ability to resist or protect itself from the harmful effects of disease
producing substance or organisms is called Immunity.
Any substance that causes this type of response in the body is known as antigen.
Antigen may be bacteria, viruses, or allergens (such as pollen grains)
Antigens enable the body to protect itself with the help of antibodies produced by
lymphocytes (WBC)
Immunity could be natural or acquired. Natural immunity is by birth. Acquired
immunity develops during lifetime. It develops due to exposure to a disease or by
vaccination.
Acquired immunity is of two types
(a) Active Immunity : Develops during exposure to disease causing germ. The
body produces antibodies that remain in the blood to prevent further infection
by that particular pathogen or disease causing organism. Vaccine containing
weakened germs are administered to provide active immunity e.g DPT vaccine
given for developing immunity against diphtheria, pertusis (whooping cough)
and tetanus and BCG vaccine given for immunity against tuberculosis
People also develop immunity against chicken pox, small pox and measles after
suffering from these disease. This form of immunity is usually a life long
immunity
(b) Passive Immunity : This form of immunity is shortlived. It is developed by
injecting readymade antibodies (collected from other animals). Anti tetanus
serum (ATS vaccine) provides temporary immunity against tetanus.
A vaccine is a sample of an antigen, too small to cause a disease, but enough
to produce antibodies. Vaccines have been developed for a number of diseases
like polio, mumps, measles, tetanus, diphtheria, cholera, etc.

Cells Of Immune System

Lymphocytes are cells of the immune system. There are two major type of
lymphocytes, T-cells and B-cells, both develop in the Bone Marrow.
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T-Cells B-Cells Plants and Animals

1. Mature in thymus glands Mature in lymphoid tissues like tonsils

and appendix
2. T-cells identify antigens Recognise antigen with the help of
and destroy them surface receptors Notes
3. Attack directly Produce a large number of antibodies
for attack
4. Life span is upto 3-4 years Anitbodies are short lived
A person may lack T-cells or B-cells, or both. Such persons are highly prone to
infections
Immuno Deficiency Disorders
Hereditary, congenital (by birth) or acquired defects in immune response
are called Immuno Deficiency Disorders.
SCID and AIDS are two common examples of such disorders.
SCID (Severe Combined Immuno-Deficiency Syndrome) is caused due to the
absence of both T-cells and B-cells. This defect is present by birth.
AIDS (Acquired Immuno Deficiency Syndrome) causes considerable reduction in
T-cells and ultimate destruction of the Immune System. It is caused by HIV (Human
Immuno Virus).
You should know
AIDS may be caused by
1. Sexual contact with a person infected with HIV
2. Blood transfusion from HIV infected person
3. Sharing of contaminated needles with HIV sufferers or Drug addicts
4. From infected mother to foetus through the placenta

15.6 DISORDERS RELATED TO BLOOD AND HEART

You must have heard of people suffering from high blood pressure. In these people,
the blood pressure is more than the normal (120/75). The state of having high blood
pressure is called hypertension. Hypertension is usually related to stress, overweight,
age or faulty diet.
Other heart related disorders are atherosclerosis and arteriosclerosis. Sometimes,
especially if too much of fatty food is taken over a long period, there is a tendency
for fat to deposit on the inner wall of the arteries. Such a deposit is called atheroma
and the disorder atherosclerosis. This narrows the lumen of the arteries supplying
the heart and consequently interfere in the functioning of the heart.
Also with age the wall of the arteries harden and lose their flexibility. Further, there
may be deposits on the inner side of the walls of the arteries supplying the heart.
This condition is arteriosclerosis and interferes with normal functioning of the
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Plants and Animals heart. To remedy the situation, the lumen of the arteries to the heart to be widened
by placing a small piece of tube (stent). This is ballooning angioplasty. Sometimes
the artery may have to be replaced and this treatment is called heart by-pass.
ECG
Notes Electrocardiograph is a machine which can record the heartbeat like a graph which
is called eletrocardio gram (ECG). From the ECG, the doctor can make out which
chamber of the heart is not contracting or relaxing properly and suggest treatment
accordingly.

INTEXT QUESTIONS 15.3

1. Fill in the blanks :

(i) The clear colourless liquid flowing out of the blood capillary walls is
called ...

(ii) Lymphatic system consists of ... lymph nodes and

...

(iii) A number of ... are present in lymph nodes and attack

bacteria

2. Give one example of lymphoid organ in your body ....................

3. Give two examples of Immuno Deficiency Syndrome ................

4. Name the two kinds of lymphocytes of your immune system ....

5. Name two heart related disorders

(i) ................................................. (ii) ......................................................

WHAT YOU HAVE LEARNT

l Circulatory system is of two kinds; closed and open type.

l Circulatory system consists of muscular pump (heart), tube like vessels (blood
vessels) and circulating fluids (blood, lymph).

l Blood helps in transport of gases, collection of wastes, maintenance of body

temperature and protection from diseases etc.

l Wave of contraction in the heart is conducted from S.A. node of A.V. node to
bundle of HIS, to purkinje fibers.
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l Blood vessels are arteries, capillaries and veins Plants and Animals

l Superior and inferior venae cave bring deoxygenated blood to heart. Pulmonary
vein brings pure (oxygenated) blood to the heart and arota supplies it to the
body.
l Production of blood is called haemopoiesis which takes place in the bone Notes
marrow
l Blood consists of plasma and cell components RBC, WBC and Platelets
l In the A, B, O Blood group system, a person with blood group O is a universal
donor and person with blood group AB is universal recipient.
l Rh factor is important in matching blood groups for transfusion as well as in the case
of expectant mothers.
l Normal blood pressure for healthy person is 120 5/75 5 mm of mercury and
is measured by Sphygmomanometer.
l The colourless fluid moving out of capillary wall is called lymph
l Spleen an tonsils are examples of lymphoid organs and house lymphocytes (T-cells
and B-cells)
l Bodys ability to protect itself from harmful substances is called immunity

TERMINAL EXERCISES

1. Give one function of each of the following :

(i) R.B.C.
(ii) Platelets
(iii) Plasma
2. With the help of a flow chart describe the steps involved in the coagulation of blood
3. Why is a person with blood group AB called universal recipient?
4. Differentiate between the systolic and diastolic pressures. What are the values of these
pressures for a normal human adult?
5. Give three differences between lymph and blood.
6. What is immunity? Differentiate between active and passive immunity.
7. What are (i) hypertension and (ii) atherosclerosis?
8. What is an ECG and what is its function?

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ANSWERS TO INTEXT QUESTIONS

15.1 1. Name the following
(i) Prawn, insects etc
Notes (ii) Vertebrates like human, fish, birds
2. (i) Between left atrium and left ventricle
(ii) Between right atrium and right ventricle
3. (i) Sino-atrial node (ii) capillaries (iii) pulmonary vein
4. Superior vena cava
15.2 1. (i) Haemopoiesis
(ii) Ablumin, globulin and fibrinogen
(iii) Platelets
2. (i) Blood transfusion
(ii) Cell membrane of RBC; plasma
(iii) Only from blood group O
(iv) Sphygmomanometer, 120 + 5 / 75 + 5 mercury
15.3 1. (i) Lymph
(ii) Lymph ducts and lymph vessels
(iii) Lymphocytes
2. Spleen or tonsils
3. SCID and AIDS
4. T-cells, B-cells
5. Hypertension, atherosclerosis, arteriosclerosis (any 2)

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16 Notes

COORDINATION AND CONTROL : THE

NERVOUS AND ENDOCRINE SYSTEMS

Every organism performs movements and a number of other tasks for its survival.
Besides, several other actions are continuously occurring inside the body that need
to be properly timed and coordinated. All this is the outcome of two organ systems
the nervous and the endocrine (hormonal) systems.

OBJECTIVES
After completing this lesson, you will be able to :

describe the functions of the nervous system and list its subdivisions;

list, draw and label the major parts of the brain and spinal cord and explain
their functions;

explain the structure of a neuron, a nerve and describe the conduction of
impulse through a nerve fibre and across the synapse;

define reflex action and draw the components of the reflex arc;

list various sensory receptors in human body and describe the structure and
functioning of the sense organseye, ear, nose, tongue and skin;

distinguish between exocrine and endocrine glands;

list various endocrine glands and locate their position in human body;

identify properties of hormones and mention their nature and manner of
functioning;

differentiate between hormones and pheromones;

name the various hormones secreted by pituitary, thyroid, parathyroid, thymus,
adrenals, pancreas and reproductive organs in humans and mention their
functions;

relate the hormonal imbalance with hormone related disorders in humans;

state the effects of over functioning (hyperactivity) and hypoactivity
(underfunctioning) of pituitary and thyroid;

explain the feedback mechanism of hormonal control.

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16.1 FUNCTIONS OF THE NERVOUS SYSTEM
The major functions of the nervous system in humans are as follows:
(i) It keeps us informed about the outside world through the sense organs.

Notes (ii) It enables us to remember, think and to reason out.

(iii) It controls all voluntary muscular activities like running, speaking etc.
(iv) It regulates several involuntary activities such as breathing, beating of the
heart, movement of food through the food canal, etc.
Thus, the nervous system makes our body parts work together in proper coordination,
as one single integrated unit.

Some basic terms

Before you learn about the various aspects of the nervous system, get familiar with
the following related terms.
Stimulus : an agent or a sudden change of the external or the internal environment
that results in a change in the activities of the organism.
Impulse : a wave of electrical disturbance that travels accross the nerve cell and
its fibre.
Response : a change in the activity of the organism caused due to stimulus.
Receptors : The nerve cells which on receiving the stimulus, set up wave of
impulses towards the central nervous system (brain and spinal cord).
Effectors : muscles or glands, which on receiving the impulse from the brain or
spinal cord contract or secrete substances.
Nerve : A bundle of axons (nerve fibres) of separate neurons connecting the central
nervous system with other parts of the body.
Sensory (afferent) nerve or the cell : bringing the impulse from the receptor
(sensory organ) to the main nervous system.
Motor (efferent) nerve or the cell : Carrying the impulse from the main nervous
system towards a muscle or a gland.

16.2 TWO MAJOR DIVISIONS OF THE NERVOUS SYSTEM

(a) Central Nervous System (CNS), consisting of brain and spinal cord. It is the
site of information processing (receiving information and responding to it).
(b) Peripheral Nervous System ( PNS), consisting of all the nerves entering and
leaving the brain and the spinal cord.
Further division of these two components is shown in Fig. 16.1.
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Notes

Fig 16.1 The basic components of nervous system

16.3 THE BRAIN

The brain is a very delicate organ lodged inside the cranium of the skull (Fig.16.2a)
It is protected by three coverings, the meninges (meninx: membrane): an outer
tough duramater (dura: tough; mater: mother), a thin delicate web-like middle
arachnoid (arachne: spider), and the innermost highly vascular piamater (pia:
tender) richly supplied with blood vessels. The space between the membranes is
filled with a fluid called cerebrospinal fluid. There are cavities inside the brain,
which are also filled with the same fluid.
The brain consists of three main regions:
(i) forebrain consisting of cerebrum and diencephalon,
(ii) midbrain a small tubular part between the fore and the hindbrain,
(iii) hindbrain consists of cerebellum, pons, and medulla oblongata.
The individual parts of the brain are described below:

(a) Cerebrum. This is the largest part of the brain, divided into two (the right and
the left) parts called cerebral hemispheres. Their outer surface is highly
convoluted with ridges and grooves. Each hemisphere is hollow internally and
the walls have two (an inner and an outer) regions. The outer region (cerebral
cortex) contains cell bodies of the nerve cells and being grayish in colour it
is called gray matter. The inner region is composed of whitish axon fibres and
is called the white matter. Corpus callosum is a sheet of cris-cross nerve fibres
connecting the two cerebral hemispheres (Fig. 16.2b). Left side of the cerebrum
controls the right side of the body and vice-versa.

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Notes

Fig. 16.2 (a) Brain lodged inside cranium

Fig. 16.2 (b) brain in median section.

The cerebral cortex has three main functions:

(i) It controls and initiates voluntary muscle contractions.

(ii) It receives and processes information form the sense organs, like
eyes, ear, nose etc.

(iii) It carries out mental activities of thinking, reasoning, planning, memorizing

etc.

(b) Diencephalon. This is the part of the forebrain lying below the cerebrum. It
consists of the following two parts;

1. Thalamus. This is an egg shaped mass of gray matter, located in the

centre below the cerebrum. It is the relay centre for sensory impulses (e.g.
pain and pleasure) going to the cerebrum.

2. Hypothalamus. This is a region of the brain located below thalamus. It

controls motivated behavior such as eating, drinking and sex. It controls
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the secretions of pituitary gland hanging below it. It also serves as the Plants and Animals
regulation centre of body temperature and body fluids (see lesson 17).

(c) Cerebellum. The cerebellum is a smaller region of the brain located at the base
and under the cerebrum. It has numerous furrows instead of convolutions. It
also has a cortex of gray matter. Its two main functions are. Notes
(i) to maintain the balance of the body, and

(ii) to coordinate muscular activities.

(d) Medulla oblongata. This is the last part of the brain, which is connected to
the spinal cord. Its functions are as follows:

(i) It is the cente for breathing, coughing, swallowing, etc.

(ii) It controls heartbeat, the movement of alimentary canal and many other
involuntary actions.

In all, 12 pairs of nerves (cranial nerves) come out of the brain, some of these
are sensory, some motor and some are of mixed type.

16.4 THE SPINAL CORD

The spinal cord extends form the medulla of the brain downward almost the whole
length of the backbone. It is also wrapped in the same three meninges as the brain
and the space between them contains the same cerebrospinal fluid. The arrangement
of the white and gray mater is reversed in it i.e. white matter is outside and the
gray matter inside.

Fig. 16.6 shows the general structure of the spinal cord as seen in its cross section.
It also shows the manner in which the spinal nerves originate from it.

Functions of spinal cord.

(i) Carry out reflexes below the neck,

(ii) Conducts sensory impulses from the skin and muscles to the brain,

(iii) Conducts motor responses from the brain to the trunk and limbs.

INTEXT QUESTIONS 16.1

1. Name the main parts of the brain.

............................................................................................................................

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Plants and Animals 2. Mention the one functions each of :
(i) Cerebrum ..................................................................................................
(ii) Cerebellum ................................................................................................

Notes (iii) Medulla oblongata ....................................................................................

(iv) Hypothalamus ...........................................................................................
3. What are the
(i) gray matter, and ........................................................................................
(ii) white matter made of? .............................................................................
4. Name the fluid in the cavities of the brain.
............................................................................................................................

16.5 PERIPHERAL NERVOUS SYSTEM

The peripheral nervous system consists of all nerves arising from the brain and the
spinal cord. Overall, it consists of two kinds of pathways: the afferent (receiving)
sensory pathways and efferent (carrying aways) motor pathways.
A. The afferent (receiving/sensory) pathways are included in two kinds of
nerves.

Purely sensory nerves, for example the cranial nerves received from the
eyes, ears, nose, etc.

Mixed cranial nerves like the fifth (facial nerve ) which contains sensory
fibres bringing sensations from the face but it also contains motor fibres
which carry impulses away to the jaw muscles.
B. The efferent (sending) pathway may be subdivided into somatic and autonomic
nervous systems.
(i) The somatic nervous system controls the voluntary muscles. It includes
most cranial nerves as well as the motor nerve fibres of the spinal
nerves. Both these convey message from the CNS to the voluntary
muscles.
(ii) Autonomic nervous system (ANS). This innervates the involuntary
muscles and the glands. It consists of a pair of chains of ganglia and nerves
on either sides of the backbone (Fig. 16.3) This system is essentially a
motor system, which regulates the involuntary actions of the internal
organs. It consists of two parts: (a) Sympathetic nervous system and (b)
parasympathetic nervous system. (Fig. 16.3).

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Notes

Fig. 16.3 Autonomic nervous system - sympathetic and parasympathetic

Sympathetic nervous system prepares the body for facing emergency
situations and the parasympathetic nervous system reestablishes the normal
conditions once the emergency is over.
The opposite effects of the two subdivisions of the autonomic nervous system on
the different organs are listed below in the table 16.1.
Table 16.1 Effects of autonomic nervous system
Organ Effect of Sympa- Effect of Parasympa-
thetic Activity thetic activity
1. Eye pupil Dilated Constricted
2. Heart beat Speeded up Slowed down
3. Blood vessels
a. on skin Constricted Dilated
b. on muscles Dilated No effect
4. Bronchioles Dilated Constricted
5. Urinary bladder Muscles relaxed Muscles contract
(feeling of urination)
Sphincter contracted Sphincter relaxed
6. Sweat secretion Increased No effect

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Plants and Animals 7. Blood sugar Increased No effect
8. Salivary secretion Stops Increased
9. Tear glands Activated Slowed down
10. Erector muscles of Stimulated (hair Relaxed (hair flattened)
Notes skin hair raised)
11. Adrenal glands Increased secretion of No effect
Adrenalin
12. Intestine Peristalsis decreased Peristalsis increased
13. Stomach glands Decreased secretion Increased secretion

The autonomic nervous system is strongly influenced by emotions such as

grief, anger, fear, sexual stimulation, etc.

INTEXT QUESTIONS 16.2

1. What are the two subdivisions of the autonomic nervous system?
............................................................................................................................
2. Name the specific subdivisions of the autonomic nervous system concerned
with the following:
(i) Slowing down heart beat .........................................................................
(ii) Increasing salivary secretion ....................................................................
(iii) Dilatation of the pupil .............................................................................
(iv) Increasing intestinal peristalsis ................................................................
(v) Muscle contraction of the urinary bladder giving the feeling the need for
urination. ...................................................................................................
3. Why is the peripheral nervous system called so?
............................................................................................................................
4. State the alternative terms for sensory and motor nerves.
............................................................................................................................

16.6 NEURON THE STRUCTURAL AND FUNCTIONAL UNIT OF

NERVOUS SYSTEM (FIG. 16.4)
You have already studied about the nerve cell. This is to refresh your memory for
relating the structure of the neuron with the conduction of nerve impulse.

The cell body (perikaryon) contains nucleus and cell organelles in the
cytoplasm.

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Dendrites (short branching processes) extend out from the cell body. They bring Plants and Animals
signals (impulses) from the receptor or from the axon endings of another neuron.
There may be as many as 200 dendrites in a single neuron allowing as many
connections with the axon endings of other neurons.

A long nerve fibre or axon carries the impulse from the cell body towards Notes
its terminal branches which may either pass on the impulse to another neuron,
or into a muscle or gland to bring about the required action. Synapse is the point
of communication between one nerve cell and another or between nerve cell
and a muscle.

A sheath of fatty material (myelin) often covers the axon, and such nerve fibres
are called medullated or myelinated fibres.

Fig. 16.4 The nerve cell

16.7 CONDUCTION OF NERVE IMPULSE ALONG THE NEURON AND

OVER THE SYNAPSE
The conduction of nerve impulse through the nerve fibre is electrical in nature and
the one through the synapse is chemical in nature.

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Plants and Animals A. Along the neuronElectrical Signalling
The transmission (moving from one end to another) of the nerve impulse through
the nerve fibre is electrochemical. It is not simply a flow of electrons through an
electric wire but it travels as a wave of depolarization (Fig. 16.5).
In normal resting condition the outside of the nerve fibre carries positive (+) charge.
Notes
In this condition nerve fibre is said to be polarized. The polarization is due to the
presence of more Na+ ions outside the cell membrane. Such state is maintained
due to the sodium ions being continuously pumped out by means of the sodium
potassium pump and operated by active transport using ATP for energy.

Sodium potassium pump is a carrier protein on the plasma membrane

which transports sodium and potassium ions across the membrane. Normally
ions move from the region of their high concentration to the region of their
low concentration.
The changes when a stimulus arrives at the nerve fibre are as follows:

The axon membrane at that spot becomes more permeable to Na+ ions, which
move inward and bring about depolarization on that spot.

This point of depolarization itself becomes the stimulus for the adjoining area
of the membrane, which in turn becomes depolarized.

Meanwhile the previous area becomes repolarized due to active movement of
the sodium ions to the outside of the membrane by means of what is called
sodium pump.

And now the fibre is ready for the next wave of depolarization.
Thus a nerve impulse is a self- propagating wave of depolarization and repolarization

Fig. 16.5 Conduction of nerve impulse.

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B. Over the Synapse Chemical Signalling Plants and Animals
The impulse travelling through a nerve fibre may reach either its destination.
(muscle or gland) for action or the dendrites of another neuron for further
transmission. The meeting place is called synapse. The transmission over a synapse
is a chemical process. As the impulse reaches the terminal end of the axon, the
following events occur : Notes
a chemical acetylcholine is released by the end of the axon.
acetylcholine stimulates the next neuron to start the new impulse.
acteylcholine is soon broken down there to make the synapse ready for the next
transmission.
In case the axon endings are branched and in contact with the dendrites of other
neurons the impulse will travel through all of them.
All or none principle. If the stimulus is strong enough (with a minimum
threshold) to produce the impulse, the impulse will set up and travel at its own
speed. Threshold is the minimum strength of a stimulus that can initiate an impulse.
Increasing the intensity of the stimulus cannot raise the speed of transmission.
16.8 REFLEX ACTION
Reflex action is an automatic, quick and involuntary action in the body brought
about by a stimulus. For example,

You instantaneously withdraw your hand on accidentally touching a hot plate
or a sharp thorn.

Watering (salivation ) of the mouth takes place on seeing or just smelling a
familiar tasty food.
Two types of reflexes simple and conditioned
The two examples of reflex action given above are basically different. The first
one is inborn or natural, which did not require previous learning. Such reflexes are
called simple reflexes.
The other example is the outcome of repeated experience. Here the brain actually
remembers the taste of food and works in an unconscious manner- such reflexes
are called conditioned reflexes.
Some other examples of reflexes are as follows:
(A) Simple Reflex

Quick closing of eyelids on noticing an object suddenly approaching the eye.

Coughing when the food swallowed enters the windpipe instead of the food
pipe.

Narrowing of the eye pupil in strong light.

If the foot of sleeping person is tickled, it is jerked away.

(B) Conditioned Reflexes

Applying brakes in your vehicle (car or bicycle) on noticing someone suddenly
coming in front of it.
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Tying shoe laces while talking to someone, not knowing whether you are first
putting the left lace over the right or the vice versa.

A dog runs away if it notices you kneeling down as if you are picking up a
stone for striking.

Notes
Standing up on seeing the teacher entering the classroom.

Mechanism of Reflex Action

Some reflexes are brought about through the brain (cerebral reflexes) such as the
closing of the eyelids due to approaching objects while other are brought about
through the spinal cord (spinal reflexes). The pathway in a simple spinal reflex
action is represented in the diagram below (Fig.16.6).

Fig .16.6 Nerve pathways in a simple reflex action

In this, there are five necessary parts:
The stimulus (prick, heat etc.) receptor in the sensory organ the afferent
(sensory) nerve fibre running through the dorsal root of the spinal nerve bringing
the impulse into the spinal cord a (motor) neuron sending out the command
through its efferent fibre in the ventral root of the spinal nerve a muscle or the
gland.
Mostly there occur an intermediate neuron between the axon ending of the afferent
fibre and the motor neuron inside the spinal cord.

INTEXT QUESTIONS 16.3

1. Given below are a few examples of reflexes. Write against each, the category
of reflex, whether simple or conditioned.
(i) Knee jerk ..................................................................................................

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(ii) Salivation on seeing a favorite dish ........................................................ Plants and Animals

(iii) Tying of shoe laces while talking ...........................................................

(iv) Closing of eyelids if a strong beam of light is flashed across .............
(vi) Mistaking a coiled rope as snake if you happen to step on it in darkness Notes
..................................................................................................................

16.9 SENSORY RECEPTORS (THE SENSE ORGANS)

Sense organs are the organs through which we sense or detect changes in the
external environment. Each sense organ has special sensory cells, which receive
the stimuli and transmit the impulses produced through the concerned nerve to the
brain or the spinal cord. The brain sorts out the impulses, interprets them and
transmits message for the required response. In human there are typically five sense
receptors, eyes for seeing, ears for hearing, nose for smelling, tongue for taste and
skin for sensing touch, pain, heat, etc.
16.9.1 The Eye (the sense of vision)
The eye is nearly spherical in shape, bulging a little in front, and is able to rotate
freely in the bony socket. It is a hollow ball containing several structures inside
(Fig.16.7).
The wall of the eyeball is made up of three layers: the sclera, choroid and retina.

Sclera is the outermost tough white layer. In front it is continued as the
transparent cornea.

Choroid is the middle layer. It is composed of connective tissue having a dense
network of blood vessels. Its inner surface is dark brown or black. This prevents
reflection, which would otherwise interfere with the clarity of the image.

Fig. 16.7 Vertical section of the eye

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Retina is the innermost sensitive layer. It contains two kinds of sensory cells
the rods (sensitive to dim light) and cones (sensitive to bright light and colours).

Yellow spot lying at the visual axis is the place of best vision in the normal
eye. It contains maximum number of sensory cells and particularly the cone.
The rest of the retina has fewer cones and more rods.
Notes
Blind spot is the point where the nerve fibres (axons) from all the sensitive
cells of the retina converge to form the optic nerve which connects the eye
to the brain. There are no sensory cells at the blind spot and any image
formed here is not perceived.
The parts of the eye
Internally the eye is divided into two main chambers separated by the lens.

Aqueous chamber is the front part containing a watery fluid (aqueous
humour) and vitreous chamber is the back part containing a thick jelly like
glassy substance (vitreous humour, vitro : glass). The aqueous humour keeps
the lens moist and protects it from physical shocks. The vitreous humour helps
in maintaining the shape of the eyeball and protects the retina.

The lens is biconvex in shape and semi-solid. It is composed of soft gelatinous
tissue. It is held in position by suspensory ligament, which attaches it to the
muscular ciliary body. The shape of the lens is influenced by the amount of
tension in the suspensory ligament.

Iris is a sort of circular curtain in front of the lens. It is black, brown or blue.
The colour of the eye is the colour of its iris. It contains two kinds of muscles
: circular muscles for narrowing the pupil, and radiating muscles for dilating
it. The size of the pupil is adjusted involuntarily to control the amount of light
entering the eye. Can you think of the situations when the pupil gets narrower
and when it becomes wider?

How Do We See

Transmission of light : Reflected light rays from the object enter the eyes
through the transparent structures of the eye i.e. conjucativa, cornea, aqueous
humour, lens and vitreous humour.

Formation of image. The curvature of the cornea bends the rays to some extent
and the lens bends them further to form an image on the retina.

Nature of image. The image is inverted and real.

Production of nerve impulse and its transmission. The light energy of the
image produces chemical changes in the sensory cells (rods and cones). These
changes produce nerve impulses, which travel through the optic nerve and reach
the brain.

Perception. The brain interprets the image in many ways; e.g. it sees the object
vertical although the actual image formed is inverted.

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Accomodation (focusing). Focusing the image on retina is called Plants and Animals
accommodation. Changing the curvature of the elastic lens brings about the
accommodation.
For distant vision : The lens is more flattened or thinner; this is the
normal condition of the lens, which is kept stretched by the suspensory
Notes
ligaments.
For near vision : The ciliary muscles which are circular, contract and
tend to reduce the circumference of the eyeball there. This releases the
tension on the suspensory ligament and the lens becomes thicker (more
rounded) on account of its own elasticity.

A normal eye is constantly accommodating while walking, playing

or just looking around.

Binocular vision. In all primates including humans, both eyes are placed
forward. Each eye views at a slightly different angle. The images from the two
eyes are perceived overlapped inside the brain giving the impression of depth
(3-dimensional/stereoscopic vision).

Three Common defects of the eye

1. Near sightedness (Myopia). Nearby objects are clearly seen but not the distant
ones by those suffering from myopia because the image of the object is formed
in front of the retina. This can be corrected by using concave lens (worn in
frames (spectacles) or as contact lenses).
2. Long sightedness (Hypermetropia). Distant objects are clearly seen but not
the nearby because the image of the object is formed behind the retina. This
can be corrected by convex lens (worn in frames as spectacles or as contact
lenses).
3. Cataract (opacity of the lens). The lens usually loses its transparency and turns
opaque with age. Such a lens can be surgically removed and either replaced
by an intra-ocular lens or by simply using suitable glasses.

INTEXT QUESTIONS 16.4

1. State the function of the following parts of the eye:

(i) Iris .............................................................................................................
(ii) Ciliary muscles .........................................................................................
(iii) Pupil ..........................................................................................................
(iv) Vitreous humour .......................................................................................
(v) Retina ........................................................................................................

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Plants and Animals 2. Name the following:
(i) Area of sharp vision in the eye ..............................................................
(ii) The kind of lens used for correcting near-sightedness ..........................
(iii) The condition in which the lens of the eye turns opaque .....................
Notes (iv) The capacity of eye to focus objects at different distances ..................

16.9.2 The Ear-Sense of Hearing and Balance

The ear serves two sensory functions: hearing and maintenance of body balance.
The ear has three main parts external ear, middle ear, and internal ear (Fig. 16.8)

Fig. 16.8 The human ear.

The external ear consists of the following :
an outwardly projecting ear to be called pinna supported by cartilage. It directs
the sound waves inwards.
The auditory canal through which the sound waves travel up to the ear drum
(tympanic membrane)
The middle ear consists of the following:

An air-filled tympanic cavity

The tympanum or ear drum

Three tiny bones-malleus (hammer) connected to the ear drum, incus (anvil)
in between and stapes (stirrup) forming a contact with the oval window of the
internal ear.

Eustachian tube connects the tympanic cavity with pharynx. It equalizes the
pressure on both sides of the eardrum or tympanum :
The internal ear contains two main parts:
(a) Cochlea It is a long coiled structure which looks like the coils of the shell
of a snail. It has two and a half turns. The inner winding cavity of the cochlea
is divided into three parallel tubes of canals separated by membranes. The canals
are filled with a fluid called endolymph. The middle canal possesses sensory
cells (organ of corti) for hearing.
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(b) Vestibule is concerned with physical balance of the body. It consists of three Plants and Animals
semicircular canals arranged at right angles to each other and a part joining
the cochlea and differentiated into a utriculus and a sacculus. One end of each
semicircular canal is widened to form an ampulla, which contains sensory cells,
and the nerve fibres from them continue into auditory nerve.
Notes
Mechanism of hearing
The sound waves enter the auditory canal and cause the eardrum to vibrate
The vibrations of the eardrum are transferred to malleus, to incus, and then to
stapes. Stapes transfers the vibrations through oval window into the cochlea.
These vibrations move the fluid in the cochlea. The organ of corti catches the
movement of the fluid and transfers it to the auditory nerve that carries the
impulses to the brain
Perception of body balance
Static balance due to gravity Any bending or change in the body posture causes
the fluid inside the semicircular canals to move. The semi circular canals are
arranged in different planes. The sensory hairs in the ampulla of the canal pick up
these movements and the impulses are transmitted through the auditory nerve.
Balance during motion Utriculus and sacculus perceive dynamic equilibrium
(while the body is in motion). Fine particles of calcium carbonate present in the
endolymph press on the sensory hairs whenever the body is in some motion. The
impulses are carried through the auditory nerve.
16.9.3 Tongue and Nose (Sense of taste and smell)
The tongue perceives the taste and the nose perceives the smell. The perception
depend upon the nature of chemical substance coming in contact with the sensory
cells. For taste there is a direct contact of the substance with the sensory cells located
in the taste buds on the tongue. For smell, the molecules of the chemical are carried
inward by the air inhaled and they stimulate the sensory epithelium of the nose.
16.9.4 Skin (Touch and some other miscellaneous senses)
There are a variety of nerve endings in the skin. Some of these are concerned with
touch (gentle pressure), some with deep pressure and others with cold, heat and
pain.
The sense of hunger is due to receptors in the stomach wall. The sense of thirst
is due to stimulation of nerves in the pharynx. And the sense of fatigue is located
in the muscles.

INTEXT QUESTIONS 16.5

1. Which part of the ear is involved when:

(i) a gymnast performs various balancing feats...........................................
(ii) you hear a song. .......................................................................................
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Plants and Animals 2. Name the following :
(i) The part into which the sound waves are directed by the ear pinna.
..................................................................................................................
(ii) The kind of balance with which the semi-circular canals are concerned.
Notes ..................................................................................................................
(iii) Any two sensations felt through free nerve endings in the skin.
..................................................................................................................

16.10 COORDINATION THROUGH HORMONESTHE ENDOCRINE

SYSTEM
Hormones are secretions from specific cells or glands in the body that are carried
by the blood. Their effect is produced in one or more specific parts only. Most
hormones are secreted by special glands called the endocrine glands meaning
secrete internally. These are also called ductless glands because their secretions
are poured directly into the blood and not through ducts. Certain hormones are
produced by other glands or body parts also, for example, the stomach and the
duodenum.

16.10.1 Nature and Function of Hormones

Hormones are secreted from their source directly into the blood.

Blood carries the hormone to the target cells which respond to it.

Hormones regulate the physiological processes.

They are produced in very small quantities and are biologically very active.
For example, adrenaline is active even at a concentration of 1 in 300 million
parts.

Their excess and deficiency, both, cause serious disorders.

Chemically, the hormones may be water-soluble proteins (peptides),
glycoproteins and amines or lipid-soluble steroids.

The extra hormones are not stored in the body and are excreted out.

16.10.2 Hormone Secretors the Endocrine Glands

In humans there are more than a dozen tissues and organs that produce hormones.
Most of these are shown in Fig. 16.8. These can be listed under two categories
(a) Exclusively endocrine : the pituitary, the thyroid, the parathyroid, thymus
and the adrenals.
(b) Partially endocrine : The pancreas, gastric and duodenal epithelium, the
gonads (testis in males and ovary in females) and placenta in females.

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Notes

Fig. 16.9 Location of principal endocrine glands in the human body

1. Pituitary the master gland

The pituitary gland (also called hypophysis) (Fig. 16.10) is a small projection (about the
size of a pea) which hangs from the base of the mid-brain. It is connected to the
hypothalamus of the brain by the pituitary stalk. The hypothalamus, although a part of
the brain, also secretes some hormones one of which is somatostatin which inhibits the
secretion of growth hormone from the anterior pituitary.

Fig. 16.10Pitutary gland

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Plants and Animals The pituitary controls most other endocrine glands. It has two distinct parts: the anterior
pituitary and the posterior pituitary. Various hormones produced from these two parts
and their actions are listed below in Table 16.2.
Table 16.2 Pituitary hormones, their action and abnormalities due to its
oversecretion or undersecretion
Notes
Source Hormones Action and abnormalities
produced

Anterior lobe Growth hormone Promotes growth of whole body,

of pituitary (GH), also known particularly of the skeleton.
as somatotrophic Undersecretion in childhood lead to
hormone (STH) Dwarfism; oversecretion in childhood
causes gigantism and in adult, acromegaly.

Trophic hormones 1. Thyroid stimulating hormone (TSH)

(stimulate other stimulates thyroid.
endocrine glands) 2. Adrenocorticotrophic hormone (ACTH)
stimulates adrenal cortex.
Gonadotropic hormones 3. Follicle stimulating hormone (FSH)
stimulates egg formation in females and
sperm formation in males.
4. Luteinizing hormone (LH) stimulates
ovulation and the formation of corpus
luteum which produces the female
hormone progesterone and
LH stimulates testis to produce the male
hormone testosterone.
5. Prolactin stimulates milk production.
Posterior lobe Antidiuretic hormone Increase absorption of water from the
of pituitary (ADH) or vasopressin kidney tubules (osmoregulation).
Deficiency causes diabetes insipidus.

Oxytocin Stimulates contractions of the uterus during

childbirth.

2. Thyroid
Thyroid is a bilobed structure situated in the front region of the neck
(Fig. 16.11). It secretes two hormonesthyroxine and calcitonin.
Thyroxine regulates basal metabolism i.e. the rate of cellular oxidation resulting in heat
production. Controls growth and development, ossification of the bones, body temperature,
mental development, etc.
Undersecretion of thyroxine (hypothyroidism) produces three conditions

Simple goitre. Enlargement of thyroid visible as a swelling in the neck. It is caused
due to iodine deficiency in food as iodine is needed for production of thyroid
hormones.

Cretinism. Poor body growth (dwarfism) and mental retardation

Myxoedema. Swelling of the face and hands. General sluggishness.

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Oversecretion of thyroxine (hyperthyroidism) produces exophthalmic goitre. This Plants and Animals
condition causes marked increase in the metabolic rate, rapid heart beat, shortness
of breath and the eyes protrude out together with goitre in the neck.

Notes

Fig. 16.11 The thyroid gland

Calcitonin. It regulates the calcium and phosphate levels in the blood. If the calcium
level in blood is high more calcitonin is secreted and the calcium ions are moved from
the blood to the bones making them harder. The reverse happens when the calcium level
in the blood is low making the bones soft.
3. Parathyroids
These are two small pairs of glands wholly or partially embedded in the thyroid gland.
Their secretion parathormone raises blood calcium level by stimulating release of calcium
from bones.
4. Thymus
It is located at the base of neck. It produces some hormones involved in maturation of
T lymphocytes. It begins to atrophy after puberty.
5. Adrenals
The adrenals (ad: adjacent, renal; kidney) are a pair of glands situated like caps one above
each kidney. Each adrenal consists of two parts: a central medulla and a peripheral
cortex.
The adrenal medulla secretes adrenaline which,

increases heart beat accompanied by an increase in the blood pressure.

increases blood supply to the muscles while decreasing blood supply to the visceral
organs.

releases more glucose into the blood from the liver.
The adrenal cortex secretes two categories of hormones: glucocorticoids and
mineralocorticoids.
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Plants and Animals (a) Glucocorticoids e.g. cortisone

In response to stress it raises blood glucose through action of the liver including
deamination of amino acids. During starvation and prolonged fasting the
required glucose is partly provided through this hormone.

It adapts the body to stresses such as extreme heat or cold, burns, infections,
Notes etc.

Some of the cortical hormones behave like sex hormones.
Overgrowth of adrenal cortex in young children causes premature
sexual maturity.
Overgrowth of adrenal cortex in mature females results in the
development of male characters such as beard and deep voice.
Overgrowth of adrenal cortex in mature males results in the development
of some feminine characters such as enlargement of breasts.
(b) Mineralocorticoids e.g. aldosterone
This hormone is concerned with water retention. It increases reabsorption of sodium
and chloride ions in kidneys.
6. Pancreas
Pancreas is an endocrine as well as an exocrine gland. It has special groups of cells
called Islets of Langerhans, which consists of three kinds of cells alpha cells
producing glucagon, beta cells producing insulin and gamma cells producing
somatostatin.
(i) Glucagon. It stimulates breakdown of glycogen to glucose in the liver, leading
to rise in the blood sugar level.
(ii) Insulin. It performs two principal tasks;

Promotes glucose utilization by the body cells.

Stimulates deposition of extra glucose in the blood as glycogen in the
liver.
Non-secretion or under secretion of insulin causes diabetes mellitus
(hyperglycemia, meaning more than normal sugar in blood.
A diabetic person,

has higher glucose in blood;

excretes a great deal of urine loaded with sugar;

feels thirsty because of loss of water through too much urination;

loses weight and becomes weak. In some cases, the patient even loses the
eyesight.
Oversecretion of insulin causes hypoglycemia or low blood sugar. The brain may
enter a state of coma if the level of sugar in blood becomes too low.
(iii) Somatostatin also called Growth Hormone-Inhibiting Hormone (GHIH)
inhibits secretion of insulin as well as glucagon.

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7. Gonads (testis and ovary) Plants and Animals
Testes in males possess two kinds of cells : the sperm-producing germinal cells
and the hormone-producing interstitial cells. The hormones produced are called
androgens and the commonest one among them is testosterone.
The testosterone stimulates the development of the male characters during which the Notes
body at puberty starts developing facial hair, and their voice cracks and deepens.
Ovaries in females produce two kinds of hormonesestrogen and progesterone.
Estrogen is secreted from the follicles of the ovary and stimulates the development
of breasts and fat deposition on the hip in a mature woman. Estrogen prepares the
wall of the uterus for receiving the fertilized egg.
Progesterone is secreted by the corpus luteum (follicle left after the release of
ovum). It brings about the final changes in the uterus for the retention and growth
of the foetus during pregnancy.

8. Placenta
Placenta of a pregnant woman produces certain hormones. One such hormone is
human chorionic gonadotropin (HCG), which maintains the activity of corpus
luteum in secreting progesterone continuously.

9. Hormones from stomach and intestine

(i) Gastrin is the hormone secreted by the mucus membrane of the pyloric
end of the stomach. It stimulates the gastric glands to secrete gastric juice.

(ii) Secretin is the hormone secreted by the inner lining of the duodenum.
It stimulates the production of pancreatic juice while the hormone
cholecystokinin stimulates release of bile from gall bladder.

16.11 THE FEEDBACK MECHANISM (CONTROL OF HORMONAL

SECRETION)
The amount of hormone released by an endocrine gland is determined by the bodys
need for the particular hormone at any given time. The product of the target tissue
exerts an effect on the respective endocrine gland. This effect may be positive
(secrete more) or negative (secrete no more or slow down). This can be
explained by taking the example of thyroid gland.

Feed back mechanism of thyroid activity (Fig. 16.12). Hypothalamus releases a

hormone TSH-RH (TSH- Releasing Hormone) which instructs the anterior pituitary to
release TSH (thyroid stimulating hormone). The TSH stimulates thyroid to release
thyroxine. If the level of thyroxine in blood increases, the pituitary stops the release of
TSH. If the level of thyroxine becomes still higher, then the inhibition of the release of
thyroxine takes place not only at the level of the pituitary but also at the level of hypophysis

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Plants and Animals to inhibit the release of TSH-RH. When the level of thyroxine falls in the blood, the thyroid
gets stimulated to secrete more of it. What is happening here is that the starting point
of an activity receives back the information whether to continue or increase, or to slow
down or even stop.

Notes

Fig. 16.11 Feed back mechanism in hormone action

(solid line = stimulation; broken line = suppression/inhibition)

16.12 HORMONAL AND NERVOUS COORDINATION COMPARED

The table 16.2 below lists a few major differences between these two different kinds
of control and regulating mechanisms.
Table 16.2 difference between hormonal and nervous control
Property Hormonal control Nervous control

1. Nature of signal All hormones are Nerve impulses are

chemical signal electrical signals. Chemical
signalling takes place at
synapses
2. Speed of signal Slow Rapid. Between 0.7 metres
per second and 120 metres
per second

3. Effect in the body General effect. The Localized effect affects

hormones can influence only the particular muscle
cells in many different or the gland
parts of the body.
4. Effect on growth
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Can affect growth Cannot affect growth Plants and Animals

5. Capacity for Cannot be modified by Can be modified by learning

modification learning from previous from previous experiences
experience
6. Duration of effect Short term or long lasting. Only short lived Notes

16.13 PHEROMONESTHE CHEMICAL MESSENGERS AT SOCIAL

LEVEL
Pheromones are the secretions given out by an individual into the environment, which
bring about a specific response in other members of the same species. Some of the
examples of the pheromones are as follows:

Common ants march on the floor or walls in a trail on an invisible path laid down
by a secretion from their bodies. It helps them to reach the destination one after
another, as well as to return correctly to their own nest.

When disturbed honey bees give out an alarm pheromone from their sting at
the back and mandibles in the mouth. This alerts the inmates of the hive to face the
attack.

Females of a particular moth gives out a scent which can attract a male from as much
distance as 3-4 kilometers.

Introduction of a male mouse into a group of female mice shortens oestrus cycle (cycle
of development of eggs in the ovary and ovulation).

Introduction of a strange male mouse of a different strain disturbs to the extent
that the newly pregnant females abort their foetuses. The source of pheromone
of the strange male mouse is in its urine.

INTEXT QUESTIONS 16.6

1. Name the following
(i) The organ in the neck close to which the thyroid is located
..................................................................................................................
(ii) The condition caused due to oversecretion of thyroxin
..................................................................................................................
(iii) The hormone concerned with facing dangers
..................................................................................................................

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Plants and Animals (iv) The condition of passing much glucose in the urine
..................................................................................................................
(v) The source gland of ADH
..................................................................................................................
Notes 2. What are pheromones.
............................................................................................................................

WHAT YOU HAVE LEARNT

The coordination of body activities inside the body of an organism is brought about
by two systems- the nervous and the endocrine systems.

The nervous system is composed of the central nervous system (brain and spinal cord)
and the peripheral nervous system (cranial and spinal nerves and the autonomic
nervous system).

The autonomic nervous system consists of a pair of chain of ganglia by the side of
spinal cord. It is largely concerned with the normal functioning of the visceral organs.

Cerebrum is the largest part of the brain and is the seat of intelligence.

Cerebellum is the centre of balance.

Medulla oblongata controls breathing and heart beat.

Spinal cord is the centre for simple reflexes.

The sensitive layer of the eye is the retina which is composed of rods (sensitive to
dim light) and cones (sensitive to bright light and for colour vision).

The internal ear performs two tasks perception of sound by the cochlea and that
of disturbance in body balance by the semicircular canals, utriculus and
sacculus.

The nose perceives chemical stimuli by the chemicals carried by the air and
the tongue by direct contact with them.

Skin possesses receptors for touch, pain, heat cold etc.

Chemical coordination is brought about by hormones produced by the ductless
glands, that are carried by the blood and which act on the target cells or organs
away from their source.

There is a close link between the nervous and the endocrine systems, shown
by the way in which the pituitary gland interacts with the hypothalamus of the
brain.

Our endocrine glands include the pituitary, thyroid, parathyroid, thymus
adrenals, pancreas, gonads and placenta.

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The pituitary controls and regulates the activities of almost all other endocrine glands. Plants and Animals

The undersecretion as well as the oversecretion of the hormones, both produce ill
effects.

Hormone level are generally controlled by feed back mechanism.

Pheromones are the external secretions, which produce response in other individuals Notes
of the same species.

TERMINAL QUESTIONS
1. Name the two divisions of the nervous system?
2. What is gray matter?
3. Name the chemical involved in the transmission of nerve impulse across a synapse.
4. Give two examples of sensory nerves.
5. Name the respective areas of the retina concerned with best vision and no vision.
6. What is the role of the eustachian tube in the ear?
7. Name the hormone and its source glands, whose deficiency leads to diabetes
insipidus.
8. What are pheromones?
9. Name and explain the event that happens immediately when a nerve fibre gets
stimulated?
10. Are the endocrine glands and the ductless glands one and the same thing? Give
one example.
11. Describe any one example of condition reflex in the humans.
12. List the functions of medulla oblongata.
13. Differentiate between sympathetic and parasympathetic nervous systems.
14. What are the two principal tasks of insulin?
15. Explain the following terms: (i) synapse (ii) stimulus and (iii) impulse
16. Draw a diagram to show the arrangement of the bones inside the middle ear.
17. Write short notes on the following :
(i) myopia
(ii) taste buds
(iii) accommodation of the eye
18. How do sympathetic and parasympathetic nervous systems act differently on
(i) pupil of the eye, and (ii) urinary bladder?

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Plants and Animals 19. Draw a labelled diagram of the cross section of the spinal cord and the nervous
pathway of a simple reflex concerned with it.
20. Explain the role of ciliary muscles in our eyes
21. Taking the example of thyroxine secretion, explain what is meant by feedback
Notes mechanism?

ANSWERS TO INTEXT QUESTIONS

16.1 1. Cerebrum, cerebellum, medulla oblongata, thalamus and hypothalamus

2. (i) Cerebrumintelligence/thinking/reasoning/memory;
(ii) Cerebellum balance/muscular coordination
(iii) Medulla oblongatainvoluntary actions
(iv) Hypothalamushomeostasis
3. Gray mattercomposed of neuron cell bodies
White mattercomposed of axon fibres
4. Cerebrospinal fluid
16.2 1. Sympathetic nervous system and parasympathetic nervous system
2. (i) parasympathetic nervous system
(ii) parasympathetic nervous system
(iii) sympathetic nervous system
(iv) parasympathetic nervous system
(v) parasympathetic nervous system
3. because it connects the periphery (surface) of the body
4. sensory = afferent, motor = efferent
16.3 1. (i) simple (ii) conditioned (iii) conditioned
(iv) simple (v) conditioned
16.4 1. (i) contracts and dilates pupil
(ii) helps in near vision/contracts to make lens thicker
(iii) controls amount of light entering the eye

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(iv) maintains shape of the eye ball and protects retina Plants and Animals

(v) produces nerve impulses into the optic nerve

2. (i) yellow spot (ii) concave lens
(iii) cataract (iv) accommodation Notes
16.5 1. (i) vestibule (ii) cochlea
2. (i) auditory meateus
(ii) static balance
(iii) touch/pressure/warmth/cold/ .
16.6 1. (i) larynx, (ii) cretinism, (iii) adrenaline (iv) diabetes mellitus,
(v) posterior pituitary
2. Pheromone is a secretion from one individual that is given out into the
environment and which elicits a response in other members of the same
species.

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Plants and Animals

17
Notes

HOMEOSTASIS : THE STEADY STATE

In the previous lesson you studied about the nervous system. There, you noted how
the body functions in a coordinated manner to bring about any required effect or
change. You also learnt about the hormones and how they work in a way so that
the body knows when to start, when to speed up, when to slow down and when
to stop an event that ocurs inside the body. In this lesson, you will study about the
phenomenon called homeostasis which means keeping steady state. Homeostasis
operates for a variety of needs inside our body and one such need is the regulation
of body temperature called thermoregulation. This lesson mainly covers various
aspects of thermoregulation.

OBJECTIVES

After studying this lesson, you will be able to :

l define the term homeostasis and explain its needs in the body;

l explain the term thermoregulation and justify its need in the body;

l differentiate between endotherms and ectotherms;

l list the body parts involved in thermoregulation and explain how they
contribute towards heat production and heat loss;

l name the principal heat regulating centre in our body and describe how it acts;

l explain the term feed back and differentiate between positive and negative
feedback mechanisms.

17.1 CONCEPT OF HOMEOSTASIS

Homeostasis (homeo : same/steady, stasis : state) is a phenomenon in which the
body regulates its processes to keep the internal conditions as stable as possible.
Homeostasis is necessary because the body cells need to have suitable conditions
around them for proper functioning. These conditions include, inside the cell the
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presence of proper concentration of chemicals, proper temperature, and a suitable Plants and Animals
pH (degree of salinity or acidity), etc. But these conditions inside our body as well
as inside other organisms keep fluctuating within a narrow range. Tolerance to any
change from this range differs in different organisms. Organisms adopt a variety
of measures to cope with such changes.
To understand the concept of homeostasis (keeping steady state) a little better, Notes
consider the following five examples in the humans:
Example 1. Drinking water and keeping a steady water balance.
In all kinds of weather, your blood and other body fluids must maintain a particular
percentage of water. If the volume of water in the body tends to rise, the excess
is passed out in urine and, if it tends to fall short, more water is withheld inside
the blood to the extent required. Thus, the body maintains a steady state (=
homeostasis) of water content.
l In hot summers you feel thirsty at regular intervals. You drink lots of water or
even cold drinks, yet you do not urinate much. The urine passed out is more
concentrated. This is because during hot weather you lose more water through
perspiration but your body needs to maintain its normal percentage and so the
water is withheld within by passing out only little and concentrated urine.
l In cold winters you donot feel much thirsty. You do not drink large quantities
of water. But, may be, you are taking more of hot drinks only to keep warm.
During such days you urinate more frequently and the urine passed out is more
dilute.
Example 2. Eating sugar and keeping steady sugar level in blood
Suppose you have been consuming too much sugar in food, beverages and sweets.
Presuming you are otherwise normal, your body will handle the excess sugar (more
than the normal percentage in the blood) by storing it in the form of glycogen in
the liver.
At some other time, when you are fasting or doing much physical work, your blood
sugar is used up rapidly. At that time, the liver converts the stored glycogen back
into its usable form, that is glucose, to fill the gap and restore the normal blood
sugar level.

Example 3. Maintaining normal steady state of blood alkalinity

Sometimes you are eating too much salt (sodium chloride) in your food. But your
blood normally maintains only the particular level of alkalinity (pH 7.34-7.43)
which is only slightly alkaline. Any extra salt consumed is passed out through urine
as it cannot be stored in the body.
If at some other time you are eating too little salt, or you are losing much of it
through sweating, your kidneys will hold back the required quantity through
sodium-potassium balance.

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Plants and Animals Example 4. Managing the number of red blood cells
A normal human adult possesses about 5 million red blood corpuscles (RBCs) per
cubic millimetre of blood.
Whenever a plain-dweller visits a hill station at high altitude without any break-
journey in between, he is likely to feel exhausted for a couple of days. Later, the
Notes person becomes normal. At high altitudes the atmospheric pressure is lower and
the amount of oxygen carried by this normal number of RBCs is insufficient. Within
a day or two, the body adds more RBCs into the blood to pick up the normal required
quantity of oxygen.
When the same person returns to the plains at a lower altitude the higher RBC level
that was acquired at the hills now begins to take up oxygen in excess, which is
harmful. The body readjusts the red blood cells get reduced in number to become
stable at the original level.
Example 5. Warming and cooling of the body (maintaining steady body
temperature)
During hot summers you wear light clothes. You perspire a lot, you sit under a fan
or under a tree and feel comfortable. Your body is trying to cool against the higher
temperature.
Then, there is the reverse of it i.e. cold winter. Inspite of wearing thick warm clothes
you still you feel cold. In mid-daytime, you go out in the open sunshine to warm
yourself. At night, you cover yourself with a thick blanket. You are doing all this
is to maintain a steady state of warmth inside your body.
In both the above situations, you are trying to regulate your internal body
temperature, called thermoregulation. You will study more about thermoregulation
in subsequent sections of this lesson.

INTEXT QUESTIONS 17.1

1. Define homeostasis.
............................................................................................................................
2. List any three chemicals whose concentration in our body has to be maintained
at partcular levels.
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................
3. To obtain enough oxygen for respiration at high altitudes, what does the body
do ?
............................................................................................................................

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17.2 THERMOREGULATION WHY IS IT NECESSARY? Plants and Animals

17.2.1 Limits of heat tolerance

The living organisms can normally survive only within a certain range of
temperature of about 0-45 C. However, organisms tend to make adjustments, if
they happen to be at places of higher or lower temperature. Notes
A. Above 45C, the organisms may suffer in many ways:
l the enzymes are destroyed,
l proteins are denatured,
l plasma membrane breaks down, and
l cells suffer lack of oxygen.
B. Below 0C. At temperatures below freezing point, the cells may burst by the
formation of needle-like ice crystals inside and between the cells and the
organisms cannot survive.
The above stated effects due to temperature changes are because enzymes
function normally within a certain range of temperature.
17.2.2 Efficiency of enzymes at different temperatures
Enzymes carry out almost all the chemical reactions occuring inside our body. They
have several characteristics and the most important one is their relation with respect
to the temperature.
l At 0C. The enzymes are inactive.
l The rate of enzyme-catalyzed reactions doubles with every 10 degrees rise in
temperature between 4-40C.
l On warming. Whenever the temperature rises, the enzymes start working
faster. If the temperature becomes too high (more than 40C) the enzymes begin
to work too rapidly and produce unwanted intermediate chemicals and not the
required ones. At still higher temperatures the enzymes get denatured (destroyed).
l The enzymes act best at a narrow temperature range, usually between 35-40C
(optimum temperature meaning the most suitable temperature)
l On cooling. At temperatures lower than the optimum temperature the enzymes
become less and less efficient. At freezing temperatures the enzymes may turn
totally inactive.

INTEXT QUESTIONS 17.2

1. How do the following temperatures affect the enzymes?
(i) 45C and above ........................................................................................
(ii) 0C and below ........................................................................................

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Plants and Animals 2. (i) At what temperature range do enzymes act best?
..................................................................................................................
(ii) What technical term do you use for this temperature?
..................................................................................................................
Notes
17.3 CLASSIFICATION OF ANIMALS BASED ON THEIR
TEMPERATURE TOLERANCE
Based on the capability and the manner of regulating body heat, all animals found
on earth are grouped into two main categories: endotherms and ectotherms

17.3.1 Endotherms and Ectotherms

A. ENDOTHERMS (endo : inside, therm : heat) : Examples: All birds and
mammals. Endotherms are the organisms, which maintain a steady body
temperature irrespective of the temperature of the surroundings. Two other
terms often used synonymously for endotherms are
l Homoiotherms (homoio: same; therm: heat) refers to keeping the same
or constant (warm) body temperature, and
l Poikilotherms or Warm-blooded (oldest term and seldom used now)
means animals which are felt warm whenever touched. If you held a
pigeon in your hand or feel a rabbit by touch even when it is intensely
cold, you will find them warm.
B. ECTOTHERMS (ecto: outside, therm: heat) : Those animals whose body
temperature rises and falls with the rise and fall of surrounding temperature
are termed Ectotherms. All animals other than birds and mammals are
ectotherms. Examples: Fish, frogs, lizards, insects, earthworms, etc. Two other
terms often used synonymously with ectotherms are
l Poikilotherms (poikilo : changing/varying, therm: heat) referring to
acquiring the body temperature from that of the surroundings.
l Cold-blooded (oldest term and seldom used now) means animals which
are felt cold when touched. If you hold a frog in your hand or feel the
touch of a cockroach, they are always colder than your body.

17.3.2 Characteristics of Endotherms

1. With a internal heat-regulating mechanism, the endotherms (birds and
mammals) are able to maintain their body temperature within a narrow range
of 2C (37-39C.) irrespective of the outside temperature whether intensely cold
or severely hot. Birds are usually slightly warmer than the mammals.
2. An efficient insulation mechanism helps maintain body temperature
l Birds have feathers to trap air for preventing heat loss. When cold, the
feathers are raised (fluffing) to trap more air to increase insulation.
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l Mammals have two sources of insulation: (i) hairs and (ii) subcutaneous Plants and Animals
or under-skin fat. The hairs trap the air. When it is too cold the hairs are
raised (goose flesh) to increase insulation. The under-skin fat prevents
conduction of heat outwards. This fat layer is thicker in the colder region
inhabitants for better prevention of heat loss and thinner in those living
in warmer regions to allow greater heat loss. Notes
17.3.3 How some endotherms cope with unfavorable temperatures
l Polar bears, penguins and several other animals live in the ice-covered polar
regions. They maintain their body temperature by generating heat and preventing
heat loss through thick fur and a thick layer of under-skin fat.
l Camels, desert rats and several other tolerate the intense heat of the tropical
deserts mainly by promoting heat loss.
Camel is a desert dweller of hot climate. It needs to possess more of heat
loss mechanisms and cut down the heat- retaining ones. Most of its skin
has no fat layer. But, look at the hump, it stores a huge bulk of fat only
as reserve food.
l Squirrels, goats, pigeons etc. live in moderate climate and they too have to
adjust their body temperature according to the changing conditions of the
outside. They adjust both in winter and summer to maintain normal body heat.
Humans too are endotherms. When required we supplement our natural heat-
regulating mechanisms by artificial methods like clothing, using the fan,
bathing, room heating, room- cooling, etc.

17.3.4 Some ectotherms and how they cope unfavorable temperature conditions
Consider the following examples:
l Frogs hibernate under the ground in cold winters and aestivate during hot
summers to avoid heat and escape from cold.
l Fishes live in water. But the water seldom undergoes extreme temperature
changes like the ones on land. Still, fishes either make minor adjustments in
their body parts to minimize the heat loss or heat gain or, if they are unable
to do so, they migrate to less harsh regions.
l Lizards and crocodiles bask in the open sun to warm themselves during cold
weather. When hot, they move to shades. When feeling hot, the crocodiles even
open their mouths wide to allow evaporation of water for cooling purposes,
something like the panting of dogs.
l Honey bees, during cold winter nights, huddle together inside the hive to
conserve body heat collectively. During hot summers they even operate a kind
of desert cooler by sprinkling some water on the honeycombs and fanning
with their wings for cooling the honey combs.

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INTEXT QUESTIONS 17.3

1. Classify the following animals as endotherms or ectotherms:

Notes Camel, Bat, Earthworm, Cockroach, Fish, Wall lizard, Polar bear, sparrow
Endotherms .........................................................................................................
Ectothrms ............................................................................................................
2. Explain the following terms and give one or more synonymous terms for each:
(i) Poikilotherms ............................................................................................
(ii) Homiotherms ............................................................................................
3. Mention one way each by which each of the following fight severe cold:
(i) Crocodile ...................................................................................................
(ii) Honey bee .................................................................................................
(iii) Common frog ...........................................................................................
(iv) Wall lizard ................................................................................................

17.4 MECHANISM OF HOMEOSTASIS OF BODY TEMPERA-TURE

(THERMOREGULATION) IN HUMANS
17.4.1 Normal core body temperature
The starting point in any homeostasis is the identification of its set or the normal
point. The set point of human body temperature is taken as 37C, which is also
called the normal or core body temperature. The core body temperature refers to
the temperature of the combined portion of the trunk, head and upper part of arms
and legs. Our body temperature otherwise is not uniform throughout.
l The surface skin temperature is usually lowest but it varies considerably due
to a variety of external and internal conditions.
l The armpit usually records 1 degree less than the temperature inside the mouth.
l The anal temperature is 1 degree higher than the core body temperature. In very
young children, the clinical thermometer is placed inside the anus and the
temperature recorded is reduced by one degree to assess if the child is having
any fever.
l For all practical purposes, the oral (mouth) temperature is taken as normal body
temperature, which is usually 37C (0.5).
Whenever the core body temperature departs from the normal, the body takes
corrective measures. For example :
l If the temperature falls, there is increased heat production in the body along
with prevention of heat loss.
l If body temperature rises there is cooling to give out excess heat.
You will read about such steps in more details in the next sub-section.
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17.4.2 Mechanisms of Thermoregulation Plants and Animals

The principal heat-regulating centre is located in the hypothalamus, a part of the

forebrain. This part acts like a thermostat.

l When the body has to face cooling below the normal temperature, it switches
on or speeds up the heat-producing processes and simultaneously shuts off Notes
the heat-losing ones.

l When the body faces overheating during summer or after intense physical
exercise, it accelerates the cooling process and switches off the heat-
producing ones.

A. Keeping warm in cold weather

Thermoregulation in cold weather is achieved in two ways : preventing loss of body
heat and generating more body heat.
1. Preventing loss of body heat - This is achieved in two ways:
(a) Vasoconstriction. Vasoconstriction means narrowing of blood vessels
(Fig.17.1a). As a result of vasoconstriction in the skin,
l the blood supply to the skin is reduced and there is less loss of heat
by convection, conduction and radiation.
l With the reduced blood supply to the sweat glands in the skin, there
is less or no secretion of the sweat and thus there is no evaporation
of water and no loss of heat
Have you ever observed that in very cold weather you look pale or
bluish? This is due to reduced blood supply to the skin caused by
vasoconstriction.
(b) By posture. At times when we feel cold,
l We hold our arms cross-folded tightly over the chest while standing
or sitting.
l While sleeping in bed we often hold our arms and legs closely
folded near the body in a curved posture.
Such postures reduce the exposed body surface for heat radiation.
2. Generating more body heat : The metabolic rate is increased and more heat
is produced in the body cells. The muscular activity is also increased which
is sometimes in the form of shivering.
B. Keeping cool in hot weather (Fig. 17.1b)
When the outside temperature is high or when a person is engaged in strenuous
physical work there is overproduction of heat within the body. The extra heat is
given out in two principal ways.

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Plants and Animals 1. Increased heat radiation from the body. This is brought about by increasing
the blood supply to the skin through vasodilation (widening of the blood
vessels). The increased blood flow into the skin allows more heat to reach the
body surface and radiate out heat. (Fig. 17.1b).
2. Increased sweating. Increased blood supply to the skin through vasodilation
Notes
makes more water available to the sweat glands. They pour out more sweat and
the evaporation of sweat cools the body. We often speed up evaporation of sweat
by using fans. The fans by themselves do not cool the air, it is the movement
of air that increases evaporation of the sweat to produce more cooling.

Fig 17.1 Blood vessels in the skin during temperature regulation.

(a) Vasoconstriction for cutting down heat loss
(b) Vasodilation to increase heat loss
17.4.3 Components of Homeostasis
Homeostasis of any kind involves four components:
1. Set point or the norm - This is the normal level of any factor in the body.
The set point may have a small or large range. For example, the normal set
point of human body temperature is approximately 37o C (with 0.5o C plus or
minus).
2. Sensor - This consists of the sensory part that perceives the change in the set
point. The sensor in thermoregulation comprises the heat receptors in (i) the
skin and (ii) hypothalamus, the part of the brain which perceives the temperature
of the flowing blood.
3. Integrating centre - The integrating centre is the part, which receives the
information about the change in the set point of the particular state, interprets
it and then sends the command for correction. In thermoregulation the
integrating centre is hypothalamus plus some adjoining parts of the brain.
4. Effectors - The effectors are the agencies, which act to restore the set point.
For example, (i) Sweat glands, which pour out the sweat to produce cold by
evaporation , (ii) Skin blood vessels, which widen (vasodilate) to bring more
blood to the body surface for radiating out heat and (iii) Skeletal muscles, which
vigorously contract (shivering) to produce heat
The flow chart given here (Fig.17.2) explains the different steps in thermoregulation
in humans.
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Notes

Fig 17.2 Mechanism of temperature control in humans

17.4.4 The Types of Regulatory Systems Physiological and Behavioral

The regulatory steps for thermoregulation in humans as described above can be
considered under two headings physiological and behavioral.
Physiological regulation : Changes in blood circulation like vasodilation or
vasoconstriction, sweating or not sweating, increase or decrease in cell metabolism,
shivering, etc. All these adjustments are not under the control of will.
Behavioral regulation. It includes the conscious and subconscious acts. For
example:
When it is hot we often
l Fan ourselves ( to promote evaporation of sweat)
l Move to any shaded or cooler place,
l Stretch out the limbs while resting in the bed.
When it is cold we
l move to warmer places (open sunshine or in front of heat radiators)
l prevent entry of cold winds (close the windows)
l wrap ourselves inside blanket (to cut down heat radiation)
l fold the arms or both arms and legs tightly close to the body (to reduce heat
radiation).

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INTEXT QUESTIONS 17.4

1. Rearrange the following in their correct sequence in a homeostasis:

Notes Effector, Set point, Integrating centre, Sensor.

............................................................................................................................
2. State in one word or sentence :
(i) The normal body core temperature of human.
..................................................................................................................
(ii) The function of feathers in bird and the hairs of rabbit.
..................................................................................................................
(iii) Effect of shivering.
..................................................................................................................

17.5 FEEDBACK MECHANISMSNEGATIVE AND POSITIVE

The feedback in the living systems are of two types: negative to reverse a condition
and positive to continue in the direction of the change.
In thermoregulation the kind of feedback mechanism operating is of the negative
type. Any deviation from the set point has to be reversed to bring it back to the
normal condition. Therefore, a command has to be given to the organs concerned
to function in a manner so that the deviation is corrected and brought back to the
normal state.
Positive feedback is very rare in the living systems. One such example is that of
coagulation of blood. This process includes several steps in succession. The first
feedback does not revive the set point, so it is not a negative feedback, instead it
produces the next and the third and so on until the last one completes the process
by plugging the cut in the blood vessel. All the feedback mechanisms in blood
coagulation are of the positive type.

INTEXT QUESTIONS 17.5

1. Name the two kinds of feed back mechanisms.
............................................................................................................................
2. Which kind of feed back mechanism normally operates in homeostasis?
............................................................................................................................

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Plants and Animals

WHAT YOU HAVE LEARNT

l The term homeostasis means steady state. The homeostatic processes keep the
conditions in the body within narrow limits.
Notes
l Homeostasis occurs for several conditions in the body such as water content, sugar
level, body temperature, etc.
l Most homeostatic regulations work through negative feed back which means
reversing the change to the norm. Very seldom there is positive feedback which
produces changes in the same direction as the first one.
l Enzymes are highly sensitive to temperature changes. They work best at about 37C
called optimum temperature.
l The animals are categorized into two groups: Endotherms with internal heat-
regulating mechanisms such as birds and mammals, and ectotherms whose
body temperature rises or falls with that of the surroundings, such as frogs, fishes,
insects, etc.
l The endotherms have a variety of heat regulating systems such as sweating and
vasodilation to lose heat during hot weather, increasing body metabolism or shivering
to generate heat and presence of heat insulating structures like feathers, hairs and
subcutaneous fat when it is cold.
l The ectotherms avoid excessive cold or excessive heat by hiding underground
hibernation(winter sleep) and aestivation (summer sleep)
l All homeostatic mechanisms consist of a norm or set point, a sensor, an integrating
centre and the effectors.
l In thermoregulation in humans, the sense receptors in skin and hypothalamus serve
as sensor, hypothalamus and some adjoining parts of the brain as integrating centre,
and the skin, blood vessels contained in the skin and skeletal muscles etc serve as
effectors.

TERMINAL EXERCISES
1. List the three conditions necessary for the body cells to function properly.
2. When do we pass out more concentrated urineduring hot summers or cold
winters ?
3. How does our body deal with any extra sugar absorbed into the blood after meals?
4. What is our normal RBC count per cubic millimetre? Will it go up or go down if
a plain dweller shifts to a mountain or hill?

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Plants and Animals 5. In which temperature range do the enzymes in our body act best?
6. Name the two terms often used synonymously for ectotherms.
7. Name any two animals, which tolerate the intense heat of the deserts by promoting
heat loss.
Notes 8. Which kind of feedback mechanismthe positive or the negative, normally operates
in bringing about water-salt balance in our body.
9. How is the enzymatic activity affected upon coding?
10. How do honeybees fight cold during intense winter ?
11. Differentiate between the two terms homeotherms and poikilotherms.
12. Give any two examples of preventing loss of body heat by postural behaviour in
humans.
13. List the components of homeostasis in their proper sequence.
14. Differentiate between positive and negative feedback mechanism.
15. Explain the role of the following in thermoregulation in humans:
(i) Sweat glands
(ii) Skeletal muscles
(iii) Blood vessels in the skin
16. What is meant by feed back mechanism? What are its two types? Which one of
these is applicable to thermoregulation and why?
17. Why is thermoregulation required in our body?
18. Differentiate between endotherms and ectotherms. Which ones of these do you think
can survive better if there is a suden change in environmental temperature?
19. Differentiate between physiological and behavioral responses for thermoregulation
in humans.
20. Explain the role of hypothalamus during heat regulation in humans.
21. Explain the relationship between sensor and integrating centre during any one kind
of homeostasis.

ANSWERS TO INTEXT QUESTIONS

17.1 1. Homeostasis is the regulation of a steady internal condition.
2. (i) sugar, (ii) salt, (iii) water
3. The body adds more RBCs to the blood
17.2 1. (i) Denatured (ii) inactive
2. (i) 35-40C, (ii) Optimum temperature

376 BIOLOGY
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Forms and Function of
17.3 1. Endotherms : Camel, Bat, Polar bear, sparrow Plants and Animals

Ectotherms : Earthworm, Cockroach, Fish, Wall lizard

2. Poikilotherms : Animals whose body temperature changes along with that
of the surroundings
Notes
Warm blooded : Animals whose body temperature remains steady and
does not change with that of the surroundings
3. Crocodile : Basks in the sun on the land
Honey bees : Crowd together for collective warmth
Common frog : Hibernates
Wall lizard : Hides at safe places
17.4 1. Set point, Sensor, Integrating centre, Effectors
2. (i) 37C (ii) trap air to prevent heat loss
(iii) warms up in cold weather
17.5 1. Negative and positive
2. Negative.

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Reproduction in Plants MODULE - 3
Reproduction and
Heredity

18 Notes

REPRODUCTION IN PLANTS

Reproduction is one of the most important characteristic of all living beings. It is

the production of ones own kind. It is necessary for the continuation of the species
on earth and also to replace the dead members of the species. The process by which
living organisms produce their offsprings for the continuity of the species is called
reproduction.
The modes of reproduction vary according to individual species and available
conditions. It may be simply by division of the parent cell as in unicellular
organisms, by fragmentation of the parent body, by formation of buds and spores,
or it may be very elaborate involving development of male and female reproductive
organs (stamens and pistils). Irrespective of the mode of reproduction, all organisms
pass on their hereditary material to their offspring during the process of reproduction.
In this lesson, you will study about the process of reproduction in plants.

OBJECTIVES

After completing this lesson, you will be able to :

define reproduction;

differentiate between vegetative, asexual and sexual reproduction;

describe the methods of asexual and sexual reproduction in lower plants

(Chlamydomonas) and filamentous green algae (Spirogyra);

describe the mode of reproduction in flowering plants;

explain the parts of a dicot flower and their functions;

describe stages of microsporogenesis;

depict with the help of diagram the structure of ovule and mention the steps
of megasporogenesis;

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MODULE - 3 Reproduction in Plants
Reproduction and
Heredity
describe the stages of development of gametes in flowering plants;

state the types of pollination, their significance and various modes of pollination;

explain the steps involved in fertilization, (syngamy and triple fusion), embryo
development, endosperm development, formation of seed;
Notes

differentiate between structure of dicot and monocot seeds;

explain the formation of fruit and parthenocarpy;

describe seed germination;

define vegetative reproduction

differentiate between natural and artificial propagation;

explain the advantages and disadvantages of vegetative propagation;

describe the role of tissue culture technique in micropropagation.

state the advantages of micropropagation.

18.1 MODES OF REPRODUCTION

The various modes by which plants reproduce are of three types
(a) Asexual (b) Vegetative (c) Sexual
In Asexual mode of reproduction, offspring are reproduced from a vegetative unit
produced by a parent without any fusion of gametes or sex cells.
A single parent is involved
Offsprings are genetically identical to the parent.
(a) Asexual reproduction may be of the following types
(i) Fission : As in unicellular organisms like bacteria and yeast where the
content of the parent cell divides into 2, 4 or 8 daughter cells and
accordingly the fission is known as binary or multiple fission. Each
newly formed daughter cell grows into a new organism.
(ii) Budding : A bud like outgrowth is formed on one side of the parent cell
and soon it separates and grows into a new individual e.g. in yeast.
(iii) Fragmentation : In filamentous algae, an accidental breaking of the
filament into many fragments, each fragment may give rise to a new
filament of the algae by cell division e.g. Spirogyra.
(iv) Spore formation : In lower plants including bryophytes and pteridophytes,
special reproductive units develop asexually on the parent body. These
are called spores. They are microscopic and covered by protective wall.
When they reach the suitable environment they develop into a new plant
body e.g. in bread moulds, moss, fern.

2 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
(b) Vegetative reproduction : involves formation of new plantlets from vegetative Heredity
(somatic) cell, buds or organs of the plant. Here, a vegetative part of the plant
(Root, stem, leaf or bud) gets detached from the parent body and grows into
an independent daughter plant. It is similar to a sexual reproduciton in that it
also requires only mitotic division, no gametic fusion and daughter plants are
genetic clones of the parent plant. Notes
We will discuss the different types of vegetative reproduction in angiosperms
later in this lesson.
(c) Sexual reproduction involves fusion of male and female reproductive cells
(gametes) which are haploid produced by male and female reproductive organs.
This fusion is known as fertilization and results in the production of a zygote
(diploid). Further development of zygote gives rise to a new individual which
is diploid.
Here, at some stage of the life history meiosis is involved and the offsprings
are not genetic clones of their parents.

INTEXT QUESTIONS 18.1

1. Define reproduction.
............................................................................................................................
2. How is asexual reproduction different from sexual reproduction?
............................................................................................................................
3. What is a gamete?
............................................................................................................................
4. Name two types of asexual reproduction.
............................................................................................................................

18.2 REPRODUCTION IN LOWER PLANTS

We will study the different types of reproduciton in two lower plants, one unicellular
algae (Chlamydomonas) and the other multicellular filamentous algae (Spirogyra).
18.2.1 Chlamydomonas (A Unicellular Alga)
(i) It is a haploid unicellular alga found in fresh water ponds:
(ii) The plant body is pear-shaped with two flagella attached at the narrow end.
(iii) On one side of the cell an eye spot is present.
(iv) A large cup-shaped chloroplast is present.
(v) Towards the centre, a definite nucleus is present.
(vi) Chloroplast contains a single pyrenoid. (Fig. 18.1a).

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MODULE - 3 Reproduction in Plants
Reproduction and
Heredity

Notes

Fig. 18.1a A Chlamydomonas cell

Reproduction
A. Asexual-with the help of zoospores

Chlamydomonas loses flagella and becomes non-motile.

Its protoplasm (cytoplasm and nucleus) divides mitotically and forms 4-8
zoospores.

The parent cell wall is ruptured and zoospores are released.

Each zoospore develops a cell wall and grows into an adult cell.
(Fig. 18.2-b, c)

The parent cell does not exist, any more.

B. Sexual Reproduction

The cell becomes non-motile by losing its flagella.

The protoplasm divides mitotically into 2, 4, 8, 16, 32 daughter cells.

Each daughter cell develops flagella and is released in water by the rupture of
mother cell wall. It acts as a gamete.

The gamete is morphologically identical in structure but all identical (Isogamous).

Gametes released from two different mother cells fuse together.

The contents of the gametes fuse and form a zygote (diploid). This is the only
diploid stage in the life cycle of Chlamydomonas.

4 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and

The zygote develops a thick wall around itself to tide over unfavourable Heredity
conditions (zygospores)

On the return of favourable conditions (temperature, food and water) the diploid
nucleus divides by meiosis and forms four haploid zoospores. (Fig. 18.2 d-i)

Each zoospore grows into a new adult Chlamydomonas.
Notes

(a) Matured cell (b) 4 daughter cell (Zoospores formed by Asexual reproduction)
(c) Zoospores after it escapes from the parent cell (d, e, f, g) Free swimming
gametes and fusion (h) A resting zygote (i) 4 cells formed after
meiosis of the zygote cell (zygospores)
Fig. 18.2 Asexual and Sexual reproduction in Chlamydomonas

INTEXT QUESTIONS 18.2

l. Define the term isogamy.
............................................................................................................................
2. Where does meiosis occur in Chlamydomonas ?
............................................................................................................................
3. Give the method of asexual reproduction takes place in Chlamydomonas. What
is the function of zoospores in Chlamydomonas.
............................................................................................................................

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MODULE - 3 Reproduction in Plants
Reproduction and
Heredity 18.2.2 Spirogyra (A Multicellular Alga)
Structure
(i) It is a free floating alga found in fresh water ponds.
(ii) The body has a row of rectangular cells joined end to end (filamentous alga).
Notes (iii) Each cell has a spiral ribbon shaped chloroplast with many pyrenoids.
(iv) Central region has a large vacuole.
(v) The nucleus is present in the centre of vacuole supported by cytoplasmic
strands. (Fig. 18.3)

Fig. 18.3 Spirogyra : part of the filament.

Reproduction
A. Vegetative Reproduction by fragmentation :
(i) The filament breaks into small fragments.
(ii) Each fragment grows into a new filament by cell division.

B. Sexual Reproduction
Scalariform Conjugation (conjugating filaments give a ladder-like appearance).
(Fig. 18.4)

Two filaments come to lie very close to each other.

Cells of the two filaments form a contact with the help of a tube called the
conjugation tube.

Cytoplasmic contents of each cell round off to act as a gamete.

Gamete from one cell (male) passes to the other cell (female) through the
conjugation tube.

Each filament acts either as male or female.

The contents of two gametes fuse in the female cell and form a diploid zygote.
6 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and

The zygote develops a thick wall around itself and tides over the unfavourable Heredity
period.

On the return of favourable conditions the diploid nucleus divides by meiosis
into four haploid nuclei. Three of these nuclei degenerate.

On germination, wall of the zygote ruptures and a small tube like structure,
containing one haploid nucleus comes out. Notes

The small tube develops into 1 filament by repeated mitotic divisions.

Fig. 18.4 Life cycle of Spirogyra : Sexual reproduction-Scalariform conjugation. (a) Filaments
lie close, (b) Formation of conjugation tube, (c) Transfer of gamete from the donor to the
recipient cell, (d) Zygospore within the recipient cell, (e) Zygospore breaks from filaments,
(f) Meiotic division in zygospore produces haploid nuclei, (g) 3-4 haploid nuclei
degeneration, (h) formation of young filament

The cell in the main plant body form the gametes without meiosis, therefore
Chlamydomonas and Spirogyra are gametophytes (haploid).

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MODULE - 3 Reproduction in Plants
Reproduction and
Heredity

INTEXT QUESTIONS 18.3

1. Vegetative reproduction in Spirogyra takes place by means of
............................................................................................................................
Notes
2. Name the kind of sexual reproduction that occurs in Spirogyra.
............................................................................................................................
3. When does meiosis occur in Spirogyra ?
............................................................................................................................

18.3 REPRODUCTION IN ANGIOSPERMS (FLOWERING PLANTS)

Angiosperms reproduce both by vegetative as well as by sexual methods. In this
section we will study the sexual reproduciton in angiosperms. As you know sexual
reproduction occurs by fusion of male and female gametes present in the flower.
Thus flower represents the reproductive unit of a plant.
How frequently do plants flower? There is variation shown by the plants in this
respect.
Angiosperms can be classified as annuals, biennials and perennials depending upon
the time they take to complete the life cycle and flowering.
(a) Annuals : Plants live for one year. The plants which produce flowers and seeds
within one season are called annuals eg. pea
(b) Biennials : Plants which complete their life cycle in two seasons are called
biennials. In the first year, the plants remain in the vegetative state. In the second
year, they produce flowers, fruits, and seeds and then die e.g. radish.
(c) Perennials : Plants which live for several years are termed perennials. Their
vegetative stage may last from one to a few years after which they produce
flowers, fruits, and seeds every year e.g. mango, peepal, neem etc.
(d) Monocarpic : However, some perennial plants reproduce only once in their life-
time and then die. Such plants are called Monocarpic e.g. bamboo.
Initiation of flowering
As the seed germinates a new plantlet emerges from it. The young plant grows
vigorously and continue to grow till it attains a definite shape and size with its
vegetative parts (roots, stem, leaves) well developed. This phase of the life cycle
represents the young or the Juvenile phase.
Then, at a certain point of time on completion of vegetative growth the plant
switches over to its reproductive phase or adult phase and vegetative shoot apex
transforms into a reproductive or floral apex and starts bearing flowers. As listed
above this transition from vegetative, the flowering stage may take several years
in trees but only a few weeks or days in annuals.

8 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Table 18.1 Difference between Juvenile and Adult Shoot Heredity
Juvenile Shoot Adult Shoot
1. Small, soft stem bearing a few 1. Well developed stem and leaves.
young leaves.
2. Shape and size of leaves remain 2. Shape and size of leaves change. Notes
same.
3. Shoot does not respond to stimuli 3. Shoot responds to stimuli to produce
to produce flowers. flower.

In cereals a minimum of seven leaves must be developed before the plant

can produce flowers.
Factors Affecting Flowering
Flowering in a plant is affected by temperature (vernalisation) and light
(photoperiodism).
Vernalisation : Low temperature treatment which stimulates early flower formation
is called vernalisation.
Photoperiodism : It is the response in growth and flowering of a plant to the
duration of light and dark period per day. (For details refer to lesson 19).
Sex in flowers : You have studied in Lesson 5 on Shoot System (flower,
inflorescence, fruit and families), that flowers may be bisexual (having both
stamens and carpels) or unisexual (staminate or pistillate).
In some dioecious species there may be a (i) chromosomal basis of sex-
determination, for example xx and xy chromosomes. (ii) The male and female
plants may also exhibit differences in the levels of their growth substances. For
example plants of Cucumis which bear male flowers have a high gibberellin
content as compared to those which bear only female flowers. The application of
gibberellin from outside can induce the formation of male flowers even in
genetically female plants and treating male plants with auxin or ethylene may
develop functional female flowers. The above response has also been seen in
Cannabis.

Parts of a flower
As you have already studied a typical flower consist of four whorls borne on a
thalamus or stalk. These whorls are from outside
(a) Calyx - consisting of sepals.
(b) Corolla - consisting of petals
(c) Androecium - consisting of stamens
(d) Gynoecium or pistil - consisting of carpels.
Try to recollect their role in reproduction. The two outermost whorls are known
as non essential or accessory whorls as they aid in reproduction but do not directly
BIOLOGY 9
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity take part in the process. The other two whorls i.e. Androecium (male reproductive
organ) and Gynoecium (female reproductive organ) are known as the essential
whorls as their absence from flowers will lead to failure of reproduction.

Notes

Fig. 18.5 T.S. of a typical flower

INTEXT QUESTIONS 18.4

1. Define the terms (i) Annual (ii) Biennial (iii) Perennial
............................................................................................................................
2. List the factors which induce flowering
............................................................................................................................
3. Give one example where external application of hormone can reverse the sex
of a flower
............................................................................................................................
4. Name the essential whorls in a flower.
............................................................................................................................

18.4 STAMEN, MICROSPORANGIA AND POLLEN GRAIN

Stamen consists of an anther containing four pollen sacs or microsporangia,
supported by a slender filament. Each sporangium contains mass of large cells
showing prominent nucleus and abundant cytoplasm. These are the sporangenous
cell or the microspore mother cells (Fig. 18.6). Each microsporangium when
mature, has a wall made up of distinct layers of cells.
(i) Outer most layer (epidermis)
(ii) Middle layer of thin walled cells.
(iii) Innermost layer, the tapetum consisting of large cells, which nourish the
developing pollen grains.
10 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Heredity

Notes

Fig. 18.6 T.S. of anther to show the various tissues.

Microspore mother cells undergo meiosis and each of them forms four haploid
microspores (Pollen grains which are diploid) arranged in a tetrad (Fig. 18.7a)
Development of male gametophyte (pollen grains)
(i) The wall of the microspore (pollen grain) consists of two principal layers.
(Fig. 18.7b)
1. Outer exine, (design may help in identifying species) with some thin
spaces (germ pores). Exine is made up of extremely durable substance
called sporopollenin. The pollen tube grows out of the pollen grain
through the germ pores.
2. Inner, thin cellulosic wall, the intine.
(ii) The microspore nucleus moves towards periphery and the cell divides into
a large vegetative cell and a small generative cell.

(a) A pollen grain showing external view (b) Pollen grain showing internal view
Fig. 18.7 Structure of pollen grain
At this stage pollen grains are releases by the rupture of the stomium dehiscence
of the anther.
The Pollen grain itself is not, the male gamete. It is a structure which
produces male gametes, therefore pollen grain is the male gametophyte.

BIOLOGY 11
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity The pistil, megasporangium and embryo sac
The main part of the ovule is enclosed by two integument (covering) leaving an
aperture (micropyle). The ovule is attached to ovary wall by a stalk (funiculus).
Chalaza is the basal part (Fig. 18.8a)
Female gamete
Notes
The gynoecium or pistil represents the female reproductive part in the flower. Each
pistil consists of a stigma, style and ovary. The ovary contain one or more ovules
(megasporangia) which are the future seeds. An ovule develops as a projection on
the placenta in the ovary. It consists of a parenchymatous tissue called the nucleus
and is covered by one or two coverings called integuments, the integuments
surround the nucellus all around but leave a narrow passage, the micropyle, through
which a pollen tube may enter at a later stage. As the ovule grows it is raised on
a stalk like structure called funiculus which is attached to the placenta on the other
end (Fig. 18.8b).

Fig. 18.8 (a) Various parts of ovule (b) Pistil

Development of female gametophyte

Within the nucellus, a single hypodermal cell (below the epidermis) enlarges and
becomes the megaspore mother cell, the mother cell undergoes meiotic division
and gives rise to four haploid megaspore cells, usually three of them degenerate
and the remaining one becomes the functional megaspore. It enlarges and its nucleus
undergoes three successive mitotic divisions. As a result 8 haploid nuclei are
formed. This enlarged oval shaped structure with eight haploid nuclei is referred
as embryo sac. These nuclei then migrate and get arranged into three groups. Three
nuclei reach the micropylar end of the embryo sac and other three move in the
opposite direction (i.e. the chalazal end) and the remaining two is the centre. cell
membranes and cell walls develop around all the nuclei excepting the two at the
centre of the embryo sac which now is called the central cell.
12 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
The Nucellus contains embryo sac (female gametophyte). Heredity

Thus, in a mature ovule the embryo sac contains eight haploid nuclei but only seven
cell. Three cells at the micropylar end, form the egg apparatus and the three cells
at the chalazal end, are the antipodal cells. The remaining two nuclei called the
polar nuclei may use to form the diploid secondary nucleus. In the egg apparatus Notes
one is the egg cell (female gamete) and remaining two cells are the synergids. A
fully developed embryo sac with the nucellus, integuments and funiculus, together
constitute the mature ovule. In this condition the ovule awaits fertilization which
must be preceded by pollination.

Function of cells and nuclei of embryo sac

Secondary Nucleus : During fertilization, the secondary nucleus fuses

with one sperm to form a triple fusion nucleus (2n+n = 3n). This is called
primary endosperm nucleus. It gives rise to the food storing endosperm
of the seed in many plants.

Egg Cell : Fuses, with the second male gamete (sperm) to give rise to the
zygote, which develops into the embryo. This is called double fertilization.

Synergid Cells : Considered to help in fertilization by directing the pollen

tube to the egg cell.

Antipodal Cells : No function.

INTEXT QUESTIONS 18.5

1. What is the innermost layer of microsporangium called?
............................................................................................................................
2. Name the organ where Pollen grains are formed.
............................................................................................................................
3. Name the two layers of pollen grain ............................. and ...........................
4. Name two parts of a mature ovule.
............................................................................................................................
18.4.1 Pollination
When mature pollen grains released from anther are carried to stigma of a flower
of the same or different species, it is called pollination.
Pollination : Transfer of pollen grains from the anther to the stigma
of flower.
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MODULE - 3 Reproduction in Plants
Reproduction and
Heredity Pollination is of two types.
Pollination

Self-pollination Cross-pollination
Notes Transfer of Pollen grains Transfer of Pollen grains
to stigma of same or another to stigma of a flower of another
flower of same plant. as in the plant of the same species and as in
China rose palm
Importance of Pollination :
1. It results in fertilization and ovule is converted into seed.
2. New varieties of plants are formed through new combination of genes in case
of cross pollination.
3. During pollination pollen tube produces growth hormones which convert ovary
into fruit.
Cross pollination is brought about by various external agencies such as, wind,
insects, water, birds and other animals. Now let us study the various agencies of
cross pollination which carry pollen grains from one flower to stigma of another
flower.
Characteristics in Flowers which favour Cross Pollination
1. Pollination by wind (Anemophily) : (Anemos : wind, Phile: to love)
(i) Flowers are small, without colour, nectar and scent.
(ii) Flowers produce a large number of pollen grains to allow for wastage
when carried with wind to another flower.
(iii) The pollen grains are small, light and sometimes provided with Wings.
(iv) The stigmas are comparatively large, protruding and some times hairy,
to trap pollen grains for example, grasses and some cacti.
2. Pollination by insects (Entomophily) : (entomo : insect, phile : to love)
(i) Flowers are usually large, coloured and showy to attract insects.
(ii) Some of these flowers secrete nectar to attract insects. Salvia flowers
show special adaptations for pollination by bees. (Fig. 18.9).

Fig. 18.9 Pollination in Salvia by bees

14 BIOLOGY
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Reproduction and
3. Pollination by Water (Hydrophily) (Hydros : water) Heredity
This takes place in aquatic plants.
(i) Pollen grains are produced in large numbers.
(ii) Pollen grains float on surface of water till they land on the stigma of
female flowers e.g. Hydrilla, Vallisneria. Notes
4. Pollination by Animals (Zoophily) (Zoon : animal)
Flowers of such plants attract animals by their bright colour, size, scent etc. for
example sun bird, pollinates flowers of Canna, gladioli etc., Squirrels pollinate
flowers of silk cotton tree.
Humans carry out artificial pollination in a number of plants for
producing hybrids.

Some Adaptations to Promote Cross Pollination :

1. Unisexuality : Flowers may be only male or female, borne on different plants
e.g. papaya, palm.
2. Dichogamy : Male and female sex organs mature at different times. In sweet
pea, and salvia, Anther matures earlier than the stigma and in custard apple
(sharifa) carpel matures earlier than the anther.
3. Self Sterility : Pollen grains are incapable of affecting fertilization even after
being placed on the stigma of the same flower e.g. petunia, apple.
Devices to ensure self pollination :
(i) Cleistogamy : Flowers do not open completely on maturity.
(ii) Male and female sex organs mature at the same time e.g. ground-nut.

INTEXT QUESTIONS 18.6

1. What is pollination?
............................................................................................................................
2. Mention suitable terms for the following :
(i) Flowers do not open and gets self pollinated.
..................................................................................................................
(ii) Male and female reproductive organs mature at different times.
..................................................................................................................
3. Give two features of insect pollinated flowers :
(i) ..................................................................................................................
(ii) ..................................................................................................................

BIOLOGY 15
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity 18.4.2 Fertilization

Pollen grains reach the right stigma and begin to germinate.

Pollen grain form a small tube like structure called pollen tube which emerges
through the germ pore. The contents of the pollen grain move into the tube.
Notes

Pollen tube grows through the tissues of the stigma and style and finally the
ovule through the micropyle.

Vegetative cell degenerates and the generative cell divides to form two sperms
(or male gametes).

Tip of pollen tube bursts and the two sperms enter the embryo sac.

One sperm fuses with the egg (syngamy) and forms a diploid zygote. The other
sperm fuses with the secondary nucleus to form the primary endosperm nucleus
which is triploid in nature. Since two types of fusion syngamy and triple fusion
take palace in an embryo sac the process is termed as double fertilization.

After triple fusion, primary endosperm nucleus develops into an endosperm.

Endosperm provides food to the developing embryo.

Later the synergids and antipodal cells degenerate.

Significance of Fertilisation
(i) Gives stimulus for the growth of ovary, leading to fruit formation.

(ii) Helps in recombination of characters as genes from two different individuals

combine and form the zygote.

Post fertilisation change

Events that follow double fertilisation are development of endosperm and embryo
and maturation of the ovule into seed and ovary into fruit.
(a) Endosperm : The endosperm development begins before embryo development.
Can you tell why this is to establish the nutritive tissue for the growth of the
zygote into an embryo. The primary endosperm cell divides repeatedly and
forms an endosperm tissue. There are three ways in which the endosperm may
develop.
(i) Nuclear type : The nucleus undergoes repeated division to give rise to
free nuclei which arrange themselves at the periphery leaving a large
central space. Cell wall formation starts subsequently and endosperm
becomes cellular at maturity. This is the most common type of endosperm
development and is seen in maize, wheat, rice etc.

16 BIOLOGY
Reproduction in Plants MODULE - 3
(b) In Cellular, each nuclear division is followed by cytokinesis, making it cellular Reproduction and
from the beginning Heredity

(c) In Helobial type, the first mitosis gives rise to two unequal cells, subsequently
division are free nuclear but becomes cellular after cytokinesis.
Endosperm may be completely consumed by the developing embryo before seed
maturation as in many dicot seeds like pea, beans etc. or it may persist in the Notes
mature seeds or may even enlarge considerably as in cereals, coconut etc.

Development of embryo
(i) The zygote divides into two cells, the upper cell (embryonal cell) and;
lower cell (Suspensor cell). (Fig 18.10)

Fig. 18.10 Development of embryo, A-H

(ii) The lower cell divides and forms the suspensor.

(iii) The suspensor pushes the developing embryo into the endosperm to get
food.
(iv) The embryonal cell divides several times and finally gets differentiated
into radicle, plumule and cotyledon.

BIOLOGY 17
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity (v) The integuments become hardened and thus form the seed coat, seed coat
protects the seed.
(vi) Thus a seed may be dicotyledonous with two cotyledons. (pea, gram) or
monocotyledonous with one cotyledon (wheat, rice).

Notes 18.4.3 Seed

The seed is defined as a ripened ovule.

Importance of Seed
1. It contains embryo which develops into a new plant.
2. The seed coat protects the embryo against dehydration and mechanical damage.
3. Seeds can be stored and transported from one place to another thus help in
dispersal.
A. Structure of Gram (dicot) Seed :
(i) The seed is enclosed in the pod. (Fig. 18.11a)
(ii) It is somewhat conical in shape. (Fig. 18.11b)
(iii) The seed is attached to a small stalk.
(iv) The point of attachment of seed to the stalk is called hilum.
(v) Testa is the brown seed coat, fused with the inner coat the tegmen
(vi) Below it is a small pore, the micropyle.
(vii) The embryo is enclosed by the two fleshy cotyledons. (Fig. 18.11c)

B. Structure of Maize grain : (Monocot)

(i) The maize grain is broader in shape. (Fig. 18.11d)
(ii) Testa and tegmen are fused together.
(iii) The embryo is towards the narrower side of endosperm.
(iv) The endosperm stores starch and protein. The outermost layer which
contains only protein is called aleurone layer.
(v) The embryo consists of one large cotyledon, called scutellum.
(vi) The embryo is found inside scutellum. (Fig. 18.11e)

18 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Heredity

Notes

(a) (b) (c) (d) (e)

Fig. 18.11 Structure of dicot and monocot seeds : (a) External view of gram seed; (b) Internal
structure of gram seed (c) embryo (gram) (d) Maize grain entire; (e) L.S. of maize grain

18.4.4 Fruit
A fruit is defined as a ripened ovary. Different parts are edible in different fruits.
Significance of Fruit :
1. It protects seeds.
2. On decay, fruits which contain chemical substances enrich the soil.
3. It helps in dispersal of seeds.
The unripe fruit has a different taste but no smell. But the same fruit when it ripens
has a good taste and smell e.g. mango, banana. The following changes take place
during the ripening of fruit :
(i) Starch is converted into sugar.
(ii) The production of various organic substances (esters) gives a different texture,
taste and flavour.
(iii) The breakdown of chlorophyll leads to changes in colour of the skin of the
fruit.
Parthenocarpy : When fertilisation fails, seeds are not formed. But in certain plants
the ovary develops into a fruit e.g. grapes, banana etc.
The phenomenon of development of fruit from unfertilised ovary is called
parthenocarpy and such fruits are called parthenocarpic fruits.

Commercial value of parthenocarpic fruits :

(i) The fruits are seedless and are hence valued more, for eating purposes and
contain seeds which can not develop into a new plant.
(ii) The fruits contain sufficient growth hormones.

BIOLOGY 19
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity

INTEXT QUESTIONS 18.7

1. Which part of the ovule forms the seed coat ?

Notes ............................................................................................................................

2. Define a seed.

............................................................................................................................

3. Give one example of a dicot seed and one of a monocot seed.

............................................................................................................................

4. Define a fruit.

............................................................................................................................

5. List the parts of mature seed.

............................................................................................................................

18.4.5 Seed
Seed is the final product of sexual reproduction and seed becomes relatively dry.
The metabolic activity of the embryo slows down and in majority of cases the
embryo enter into a phase of inactivity called dormancy or in some case if
favourable conditions are available they germinate. Dormancy help the plants to
survive under unfavourable conditions and ensures its germination only under
favourable conditions.

Germination - Embryo lies dormant in the seeds, but when the seed receives the
favourable signals and the inputs from the environment (moisture, suitable
temperature and oxygen) they germinate. Germination is the process by which the
embryo grow and establishes itself as a seedling.

Step of germination

Imbibition of water (through the micropyle) and by the seed coat.

Seed swells up as it gets hydrated.

Enzyme activity converts the reserved seed food into soluble forms (glucose,
amino acid, fatty acids)

The seed coat bursts and radicle emerges (grows into root) and then the plumule
grows and develops into shoots.

20 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Germination can be of two types Heredity

(a) Epigeal where cotyledons come above the ground and form the first leaves of
the new plant e.g. in castor, neem, bean, plumule emerges from the cotyledon

(b) Hypogeal where cotyledons remain underground and plumule emerges from Notes
the soil and develops into the shoot system. e.g. maize, rice etc.

18.5 VEGETATIVE REPRODUCTION IN ANGIOSPERMS

Vegetative reproduction in Angiosperm : Reproduciton of new plants from the
portion of the vegetative parts of a plant is very common and is called vegetative
reproduction. Stems, roots, leaves and even buds are variously modified to suit
this requirement. This is called natural vegetative reproduciton.

The new plants formed by vegetative propagation are genetically similar to the
parents.

Natural Method : In natural methods, a portion of the plant gets detached from
the body of the mother plant and grows into an independent plant. The parts may
be stem, root, leaf or even flower.

You have studied about the various modifications of root, stem and leaf in lesson
4 and 5. You have also learnt that these modified portions perform some special
functions and also help to overcome unfavourable conditions.

1. The underground modification of stem, like rhizome, (in ginger), tuber (potato),
bulb (onion) and corm (zamikand) are provided with buds which develop into
a new plant and are therefore used to carry out vegetative propagation of the
plant in the field. Plants with subaerial modification such as Pistia (offset) and
Chrysanthemum (sucker) are also used for vegetative propagation.

2. Similarly, tuberous roots (Asparagus and sweet potato) can also be used for
propagation as these roots have adventitious buds which ground into a new
plant.

3. Sometimes even leaves contribute to propagation of plants leaves of Bryophyllum

and Kalancloe have buds on the margin and these buds grow into small
plantlets. When detached from the mother plant they grow into independent
plants.

4. In plants like Agave and Oxalis multicellular bodies called bulbils develop near
the flower. These are called bulbils which when fall on the ground grow into
new plant.

BIOLOGY 21
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity Table 18.2 Modes of Vegetative reproduction with examples
Mode of Reproduction Specialised plant Examples
part
(A) Natural Methods
Notes (a) Roots (Adventitious) Asparagus,
Sweet potato
(b) Stem (a) Runner Lawn grass,
(b) Sucker Mint, Onion,
(c) Bulb Onion
(d) Tuber Potato, Canna
(e) Rhizome Ginger
(c) Leaves Adventitious Buds Bryophyllum
(d) Special Parts Bulbil Oxalis,
Pineapple Onion
(B) Artificial Methods
(a) Cutting Rose, Money Plant
(b) Layering Jasmine,
(c) Grafting Grapewine
(d) Tissue Culture Citrus, Mango
Orchids, Chrysan
themum, Asparagus.

INTEXT QUESTIONS 18.8

1. Define vegetative reproduction.
............................................................................................................................
2. Give an example of each of the following :
(a) rhizome ....................................................................................................
(b) tuber ....................................................................................................
(c) bulb ....................................................................................................
(d) runner ....................................................................................................
(e) sucker ....................................................................................................
3. Give an example of vegetative reproduction which is carried out by leaves.
............................................................................................................................
4. Name two ways by which vegetative reproduction occurs in plants.
............................................................................................................................

22 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Heredity

Notes

Fig. 18.12a Sweet potato Fig. 18.12b Dahlia

Fig. 18.12c (a) Bulb of onion (b) L.S. of bulb Fig. 18.12d Tuber of potato
Fig. 18.12e Rhizome of Ginger Fig. 18.12f Corm of colocasia
Fig. 18.12g Runner of grass Fig. 18.12h Sucker of Chrysanthemum
Fig. 18.12 Vegetative propagation of adventitious buds in the margins
of leaves in Bryophyllum
BIOLOGY 23
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity 18.6 ARTIFICIAL METHODS
Humans have taken advantage of this natural phenomenon and have artificially
propagated plants vegetatively by using the specialized parts as described earlier
or by cutting, grafting and layering. When, we use the vegetative parts for
propagating crops or ornamental plants it is termed as artificial vegetative
Notes
propagation.

(a) Cuttings : Many plants like rose, Bougainvillea, Croton, Coleus, money plants,
sugarcane etc. are grown through their stem cuttings. (Fig. 18.13). Cuttings of
these plants can be grown even in water where they strike roots and develop
adventitious buds.

Fig. 18.13 Vegetative reproduction be cutting

(b) Layering : In this method, a lower branch of a plant is bent down and covered
with moist soil leaving the growing tip above the soil. A ring of bark is removed
from the stem before it is bent down (Fig. 18.14). In a few weeks time when
enough roots have developed on the underground portion above the ringed part,
it. is cut off from the parent plant and grown separately as an independent plant.
Example: Jasmine, straw berry, grapevine, Bougainvillea etc.

Fig. 18.14 Vegetative reproduction by layering

(c) Aerial layering or Goatee is a similar practice where bending of branches isnt
possible because of the height of plant or due to woody nature of stem. In this
method a ring of bark is removed from a selected branch, and it is covered with
moist moss and enclosed in a polythene sheet when roots appear, the stem is
cut below the roots and planted to form a new plant Fig. 18.15).
24 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
Heredity

Notes

Fig. 18.15 Vegetative reproduction by goatee

(d) Grafting : It is especially important for propagation of seedless varieties of
plants. It consists of inserting a small branch into a rooted plant. The rooted
plant taken as a stock is resistant to disease and is physically sturdy. In this stock
a branch is inserted which is known as scion or graft. This scion or graft is
the stem cutting from the desired plant. Usually the grafted end of stock and
scion fit well with each other and are bound firmly with tape or rubber-band
until their tissues unite and vascular continuity is established. Grafting is mostly.
practised in dicot plants. Grafting has been found extremely useful in propagating
improved varieties of various flowers and fruits like rose, Bougainvillea, Citrus,
mango, apple etc. (Fig. 18.16)

Fig. 18.16 (a) The lower part of the stem of scion is cutin a wedge. (b) The shoot of the
plant to be used as a stock is cut off. The stem is slit vertically the scion is
inserted into the stock and is tied with a tape (c) the graft union
occurs within a short time

18.7 ADVANTAGES AND DISADVANTAGES OF VEGETATIVE

REPRODUCTION
Advantages
(a) Rapid means of reproduction and spread.
(b) Offsprings identical to parent. The desired varieties can thus be preserved
genetically for use.
(c) Food storage organs allow perennation or survival in adverse conditions.

BIOLOGY 25
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity (d) Improved varieties of ornamental plants and fruit trees can be multiplied
easily.
(e) Vegetative propagation is a quicker, easier and a less expensive method of
multiplying plants.

Notes Disadvantages
(a) Overcrowding and competition for space unless separated artificially.
(b) New varieties cannot be produced by this method except by mutation.
(c) Diseases typical of the species are rapidly transmitted and can decimatr a crop.

INTEXT QUESTIONS 18.9

1. What are the various methods which man uses for propagating plants artificially?
............................................................................................................................
2. Name at least four specialised plant parts which help in vegetative propagation.
............................................................................................................................
3. Write one advantage of vegetative reproduction.
............................................................................................................................

18.8 THE MICROPROPAGATION

The technique of plant tissues culture is utilised for propagation of plants. The
process as explained below with the help of diagrams.
A small piece of tissue, organ or even a single cell is taken from a plant and is
transferred to a sterilized container with nutrient medium in aseptic conditions. The
tissue grows very-very fast into an unorganised mass, called callus. The callus can
be maintained and multiplied for an indefinite period. When small portions of the
tissue are transferred to another specialised medium with hormones, it induces
differentiation and plantlets (little plants) are formed.
The plantlets can be transplanted into pots and or soil by a gradual process and
are grown to mature plants.

Fig. 18.17 Steps of micropropagation.

26 BIOLOGY
 Reproduction in Plants MODULE - 3
Reproduction and
18.8.1 Advantages of micropropagation Heredity
By this method an indefinite number of identical plants can be obtained vegetatively
starting from a small amount of parent tissue.
In orchids, carnations, Chrysanthemum and Asparagus, micropropagation is being
successfully tried in some parts of our country.
Notes

INTEXT QUESTIONS 19.10

1. Give two examples each of plants which are propagated by the following
methods:
(a) Cutting
(i) .........................................................................................................
(ii) .........................................................................................................
(b) Layering
(i) .........................................................................................................
(ii) .........................................................................................................
(c) Grafting
(i) .........................................................................................................
(ii) .........................................................................................................
2. Name the artificial means of vegetative propagation commonly used in the
laboratory.
............................................................................................................................
3. Give two examples of plants which are propagated by micropropagation
technique.
............................................................................................................................

WHAT YOU HAVE LEARNT

Chlamydomonas reproduce asexually by zoospores and sexually by isogamy.

Spirogyra reproduce by fragmentation and scalariform conjugation.

In angiosperms flowers are the organs of reproduction.

Temperature and light are two main factors which influence flowering.

Stamens and carpels are the male and female organs of reproduction respectively.

Male gametes are produced in pollen grains, formed inside the anther.

Female gamete is produced in the embryo sac in the nucellus of the ovule.

The embryo sac contains egg apparatus, antipodals and secondary nucleus.
BIOLOGY 27
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity
Egg cell fuses with one of the male gametes received from pollen grains.
Secondary nucleus fuses with the other male gamete. Occurrence of two such
fusions is called double fertilisation.

Pollination is the transference of the pollen grains from anther to stigma. It may
be in the same plant (self pollination) or in different plants (cross-pollination).
Notes
Wind, water, insects and animal are agencies of cross pollination.

Wind pollinated flowers have light pollen grains or bringed pollen and the
stigma is usually large feather and protruding feathers.

Insect pollinated flowers are usually large, brightly coloured, scented and with
nectar.

Most plants have devices to favour cross pollination.

The zygote develops to produce an embryo.

The embryo is present in the ovule which later becomes seed and ovary on
maturity becomes fruit.

Development of fruit without fertilisation is called parthenocarpy.

Ripening of fruit involves chemical changes in the stored food and pigments
of the fruit wall.

Vegetative reproduction is the production of new plants from parts other than
flower and seeds.

Specialised plant parts which bring about vegetative reproduction are as follows
(a) Roots - tuberous root of Dahlia
(b) Stems - runners and suckers near ground surface, rhizomes, tubers, corm
and bulb are underground parts.
(c) Leaves - adventitious buds in leaf notches as in Bryophyllum.
(d) Bulbils - Modified buds in the inflorescence of pineapple called bulbils
are also used for vegetative propagation.

All the above kinds of parts have been used by man in agriculture and
horticulture as artificial methods of vegetative propagation.

Micropropagation by tissue culture enables production of little plants on a large
scale.

Vegetative reproduction is rapid, easy and cheap. The plants produced are
exactly like the parent plant.

TERMINAL EXERCISE
1. Explain the term isogamy taking Chlamydomonas as an example.
2. Describe scalariform conjugation in Spirogyra.
3. Differentiate between annuals, biennials and perennial plants.
28 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
4. Give significance of pollination. Heredity

5. Draw a labelled sketch of a mature ovule.

6. Give a labelled diagram of a mature pollen grain.
7. Mention important characteristics in Anemophilous and Hydrophilous plants.
Notes
8. Give the significance of fertilisation.
9. Mention the changes that take place when the fruit ripens.
10. Define the following terms :
(a) Corm (b) Scion
(c) Callus (d) Micropropagation
(e) Vegetative reproduction
11. In what ways do plants reproduce vegetatively without human assistance ?
12. In what ways do plants reproduce vegetatively with human assistance?
13. Define and give an example of each of the following:
(a) Rhizome (b) Stolon (c) Cutting
(d) Layering (e) Grafting
14. What are the advantages and disadvantages of vegetative reproduction ?
15. In what way is vegetative reproduction simple ?
16. Write short notes on
(a) Runner (b) Sucker (c) Bulb (d) Tuber
17. In brief describe the various steps of micropropagation.
18. What is the significance of micropropagation ?
19. If a branch of dasehri mango is grafted on a tree producing desi mango. What
type of mangoes will be produced on the grafted branch and on other branches
of the tree?

ANSWER TO INTEXT QUESTIONS

18.1 1. The process by which living organisms produced their offsprings for
the continuity of the species.
2. Offsprings reproduce from a vegetative unit produces by a parent
without fusion of gamete. In case of sexual reproduction fusion of male
and female reproductive cells from male and female reproductive
organs.
3. Male and female reproductive cells are known as gametes.
4. Fission, budding, fragmentation and spore formation.
BIOLOGY 29
MODULE - 3 Reproduction in Plants
Reproduction and
Heredity 18.2 1. Male and female gametes are identical in structure.
2. Zygote
3. Asexual reproduction
18.3 1. Fragmentation
Notes
2. Scalariform Conjugation.
3. Diploid nucleus in zygote on return of favourable conditions.
18.4 1. Annual - Plants which produce flowers and seeds within one season.
Biennial - Plants which complete there life cycle in two seasons. In First
year they are in vegetative state and in second year reproductive state.
Perennial - Plants which live for several years. For first few years they
are in vegetative state and later in reproductive state.
2. Temperature, light - day length
3. Cannabis or Cucumis
4. Stamens and carpels
18.5 (i) Tapetum
(ii) Pollen sac
(iii) Exine and intine
(iv) Nucellus and integuments
18.6 1. Transfer of pollen grains from anther to stigma of a flower.
2. (i) Cleistogamy
(ii) Dichogamy
3. (i) Flowers are large, coloured and showy.
(ii) Some flowers secrete nectar.
18.7 1. Integuments.
2. Ripened ovule.
3. Pea or Gram, Maize grain.
4. Ripened ovary.
Seed coat
5. Embryo
Endosperm
Cotyledons

30 BIOLOGY
Reproduction in Plants MODULE - 3
Reproduction and
18.8 1. The process of multiplication in which a portion of the plant body Heredity
becomes detached and develops into new plants.
2. (a) Ginger (b) Potato (c) Onion (d) Lawn grass (e) mint
3. Bryophyllum
4. Rhizomes and Bulbs Notes
18.9 1. (a) Cutting (b) Grafting (c) Layering
2. (a) Runner (b) Tuber (c) Bulb (d) Sucker
3. Desirable varieties of ornamental plants and fruit trees can be multiplied
easily.
18.10 1. (a) (i) Croton (ii) Money plant
(b) (i) Jasmine (ii) Grapevine
(c) (i) Rose (ii) Mango
2. Micropropagation
3. Orchids, Chrysntheum, Asparagus etc.

BIOLOGY 31
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity

19
Notes

GROWTH AND DEVELOPMENT IN

PLANTS
If you sow a seed in your garden or in a pot, after few days you would find a tiny
seedling coming out from the seed. As days pass, the tiny seedling grows in size,
the number of leaves increases, and later, it grows into a mature plant and produces
flowers and fruits. This is the process of growth and development. Besides growth
and development plants also show movement, but it is not as clearly visible as in
the case of animals. In this lesson you will learn about growth, development and
movements in plants.

OBJECTIVES
After studying this lesson, you will be able to:
l define the terms growth and development;
l differentiate between growth and development and explain growth curve;
l list the various stages of cellular growth;
l explain the various methods of measurement of plant growth;
l describe the factors affecting plant growth and importance of growth regulators;
l explain the role of growth regulators in dormancy and germination of seeds;
l differentiate among short-day plants, long-day plants and day-neutral plants;
l define the terms abscission and senescence;
l identify the effects of salt stress and water stress on plants;
l define the various types of movement like geotropism, phototropism, nastic and
turgor movements.
19.1 GROWTH AND DEVELOPMENT
You must have noticed that all living organisms grow in size. But have you ever
thought how a do they grow? Growth takes place due to cell division, which
increases the number of cells in the body. This process continues and we observe
increase in weight, size and volume of all plants and animals. This is called growth.
Growth in living organisms may be defined as an irreversible increase in
the number and size of a cell, organ or whole organism.

32 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
Growth in living organisms is not uniform throughout the life span. Growth takes Heredity
place at a faster rate till the plants or animals attain maturity. Then it slows down
and at a particular time it stops. Later in life death occurs. All these changes that
occur in an organism starting from its beginning till its death may collectively be
termed as development. Development is associated with morphogenesis and
differentiation. Morphogenesis is the process of development of shape and Notes
structure of an organism; and differentiation is the process of change in cells,
tissues or organs to carry out different functions.
Development is the whole series of changes such as growth,
differentiation and maturation, which an organism undergoes
throughout its life cycle.

19.2 STAGES OF CELLULAR GROWTH

You have already learnt that growth of an organism is always associated with growth
of cells. This growth of cells occurs in three successive stages. They are
(i) Cell division : The number of cells increases due to mitosis (Fig. 19.1a).
(ii) Cell enlargement: The size of individual cell increases after cell division due
to increase in the volume of its protoplasm (Fig. 19.1b).
(iii) Cell differentiation: In this stage, structure of the cells changes to perform
specific functions. And similar type of cells having same functions form a
group, which is known as tissue.

(a) Cell Division (b) Cell Enlargement

Fig. 19.1 Comparison of cell division and cell enlargement

BIOLOGY 33
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity In lower organisms such as bacteria and algae the entire body grows. But in higher
organism like ferns, pine and flowering plants, growth is restricted to the cells present
only in the growing regions, like shoot apex and root tip and close to the lateral
sides of the stem and root. Growth at the tips leads to elongation of body parts and
lateral (side ways) growth leads to increase in the thickness of stem and root.
Notes
19.3 GROWTH CURVE
The rate of growth of a plant or plant part is not always the same during its life
span. Sometimes it is slow and at other times rapid. If we plot the increase in cell
number (growth rate) against time, a typical S-shape curve is obtained. This is called
growth curve or sigmoid curve. (Fig 19.2)
This curve has three phases of growth.
(i) Lag Phase This is the initial phase of growth when the rate of growth is
very slow.
(ii) Log Phase It shows rapid growth and is maximum for the entire life span.
(iii) Stationary Phase Here the rate of growth starts decreasing and finally it
stops.

Fig. 19.2 Sigmoid curve

The total time period during which all the phases occurs is called grand period
of growth.
19.4 MEASUREMENT OF GROWTH
After knowing the different phases of growth let us know how to measure growth
in plants. Growth in plants being a quantitative phenomenon can be measured in
relation to time. It can be measured in terms of
l Increase in length or growth in case of stem and root;
l Increase in area or volume in case of leaves and fruits;
l Increase in the number of cells in algae, yeast and bacteria.
Let us discuss some methods of measuring growth in length.
34 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
19.4.1 Direct Method Heredity
We know that growth generally takes place at the apical region of plant. So growth
in length can be directly measured by means of an ordinary measuring scale at any
particular interval of time.

Notes
Activity For You

Aim
To use an ordinary scale to measure growth in length of the stem of a plant in your
garden.
What do you require?
Thread, a piece of stone and a measuring scale.
What to do?
l Tie the stone at one end of the thread;
l Take the length of the stem from above the soil surface with the help of the
thread;
l Mark the length of the stem on the thread with the help of a pen;
l Put the thread on the scale and note down the length;
l Record the length citing date of the activity;
l Repeat the procedure and at an interval of one week.
Is there any change in length?
Make a table.
No. of the week Length in cms.

19.4.2 Auxanometer
For more accurate measurement of length, we can use the specially designed
equipment called auxanometer. (Fig 19.3). We can use it to measure the rate of
growth of shoot length of plants. A thread is tied to the tip of stem of a potted plant
and the thread is hung on the pulley of auxanometer. The other end of the thread
is tied to a weight. The pulley is fixed with a long needle, which slides over a
graduated arc. As the stem grows in length the weight pulls the thread down. The
movement of the needle is read on the scale of arc.
BIOLOGY 35
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity

Notes

Fig. 19.3 Auxanometer

INTEXT QUESTIONS 19.1

1. Distinguish between growth and development.
............................................................................................................................
2. What is differentiation?
............................................................................................................................
3. What role does it play in plant growth and development?
............................................................................................................................

19.5 FACTORS AFFECTING PLANT GROWTH

Generally plant growth is influenced by a number of factors both external and
internal.
19.5.1 External growth factors
External factors are those factors present in the environment that affect the growth
of the plants directly or indirectly. These factors are
(i) Light (ii) Temperature (iii) Water (iv) Mineral nutrients
(i) Light
You have already learnt about the necessity of light for the process of photosynthesis.
Besides photosynthesis, light is also essential for seed germination, growth of
seedling, differentiation of various tissues and organs, and reproduction.
36 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
When plants grow in dark, they become tall, yellowish and weak, and the Heredity
leaves are very small.

(ii) Temperature
Some plants grow in cold climate and some in hot climate. The optimum
temperature required for growth of plants ranges between 28-30C, but it may occur Notes
in the temperature range of 4-45C. All metabolic activities of plants are directly
affected by variation of temperature. A very low temperature causes injuries to the
plant due to chilling and freezing, and very high temperature stops its growth.
(iii) Water
You have already learnt that a plant absorbs water by its roots, use it in
photosynthesis and other biochemical processes and some of it is lost through
transpiration. For proper growth of plants a particular quantity of water is required.
Both deficiency and excess of water retards the growth of plants.
(iv) Mineral Nutrients
In the lesson, Plant nutrition we have already discussed the importance of mineral
nutrients for plant growth and development. All metabolic processes require
inorganic nutrients. Plant growth is adversely affected by the deficiency of nutrients.
19.5.2 Internal Growth Factors
In addition to the external factors as discussed above, there are some substances
produced in the plant body itself, which affects the growth of the plant. These are
called plant hormones or phytohormones or growth hormones.
A phytohormone is an organic substance produced in a small quantity in
one part of plant body and capable of moving to other parts to influence
the growth of that part.
The growth of the plants can also be influenced by certain chemicals resembling
plant hormones both in structure and functions. These are called growth regulators.
They are not produced by plants naturally.
Growth regulators are chemical substances, other than naturally produced
hormones, which promote, inhibit or modify growth and development in plants.
The naturally produced growth hormones are broadly grouped under five major
classes. They are
(i) Auxin (ii) Gibberellins (iii) Cytokinins
(iv) Ethylene (v) Abscissic acid
Let us know details about these hormones.
(i) Auxin
Auxin is a growth promoter, generally produced by the growing apex of stem and
root of the plants. It helps in the elongation of shoot and root tips behind apical
meristem. The naturally produced auxin is Indole-3-Acetic Acid (IAA). They are
BIOLOGY 37
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity also produced by chemical synthesis, which show same physiological responses like
Auxin. Some of the synthetic auxin are Indole-3-butyric acid (IBA), 2,4-
Dichlorophenoxy Acetic Acid (2,4-D), Naphthalene acetic acid (NAA).
The Greek word auxin means to grow. It was first isolated from human urine.
An experiment was performed by Fritz Went on oat seedling to see the effect of
Notes
auxins. When tip of oat coleoptile (early shoot) is removed, growth stops. Then
the removed tip is placed on a block of agar (gelatinous material from sea weeds)
for about an hour. This agar block is then placed on the cut end of the seedling.
It was observed that the growth of the seedling started again. It shows that there
is something that has passed from the cut tip into the agar block, which helps to
restart the growth. This was named Auxin, a plant hormone.
Functions of Auxin
(a) It promotes cell elongation;
(b) It suppresses the growth of lateral bud. If the tip of a plant is removed, the lateral
branches begin to grow; In most of the plants apical bud suppresses the
development of lateral buds. This is called apical dominance.
(c) It delays fall of leaves. (leaf abscission)
(d) NAA (Naphthalene acetic acid) is used for preventing fruit drop in apples before
they are ripe.
(e) 2, 4-D (2, 4-dichlorophenoxy acetic acid) acts as a weedicide.
(ii) Gibberellin
Gibberellin or Gibberellic Acid (GA) was initially isolated from a fungus Gibberella
fujikuroi. In plants, it is produced in embryos, roots, and young leaves and it
enhances growth.
Functions of Gibberellins
(a) It helps in elongation of stems in some specific plants. By using gibberellin the
height of the dwarf plants can be increased.
(b) It breaks dormancy of seeds and buds.
(c) It induces parthenocarpy (Formation of seedless fruits without fertilization).
(iii) Cytokinins : They were extracted from coconut milk.
Cytokinins are synthesized in root apex, endosperm of seeds, young fruits etc. where
cell division takes place continuously.
Functions of Cytokinins
(a) They stimulate cell division, cell enlargement and differentiation.
(b) They prevent aging of plant parts.
(c) They inhibit apical dominance and help in growth of lateral buds.

38 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
(iv) Ethylene Heredity
Ethylene is a gaseous hormone. It is found in ripening fruits, flowers and leaves.
Functions of Ethylene
(a) It induces ripening of fruits.
(b) It promotes senescence and abscission of leaf, flowers, etc. Notes
(c) In cells it only increases the width not the length.
(v) Abscissic acid
Abscissic acid also known as Dormin is a naturally occurring growth inhibitor found
in wide variety of plant. It is synthesised in leaves.
Functions of Abscissic acid:
(a) It induces dormancy of buds and seeds as opposed to Gibberellin, which breaks
dormancy.
(b) It promotes the senescence of leaf, i.e., fall of leaves happen due to abscissic
acid.
(c) It inhibits seed germination and development.

19.6 PRACTICAL APPLICATION OF GROWTH REGULATORS

We have already discussed that by using the various types of growth regulators we
can promote, inhibit or modify growth and development in plants. Now-a-days
these are widely used by horticulturists to boost their production. Some of the
applications are
(i) With the help of auxins and gibberellins seedless varieties of fruits can be
produced. You might have seen seedless grapes and papayas in the market.
(ii) Early flowering in some plants is possible by applying growth regulators.
(iii) With the use of hormones some fruits can be ripened at an early stage.
(iv) Germination in seeds can be possible by applying auxins.
(v) Germination of potatoes and onions can be stopped during storage by
application of growth inhibitors.

INTEXT QUESTIONS 19.2

1. Name the plant hormones concerned with the following:
(i) Elongation of cell ......................................................................
(ii) Shedding of leaves ....................................................................
(iii) Breaking seed dormancy ...........................................................
2. Mention two functions of Auxin
(i) ...................................................................................................
(ii) ...................................................................................................

BIOLOGY 39
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity 19.7 DORMANCY AND GERMINATION IN SEEDS
In the previous lesson-7 you have already learnt about formation of seed in plants.
In developed seeds metabolic activities are generally very slow. But at the time of
germination, the metabolic activities in seeds increase and they grow into new
Notes plants under favourable conditions of growth. This is called seed germination.

Seed germination is the return of metabolic activities and growth by the

seed tissue to give rise to a new plant by the development of the embryo.
Some seeds do not germinate immediately after dispersal even if suitable conditions
of growth are provided. In this period growth of the seeds remain suspended and
it is said to be in the rest or dormant stage. This phenomenon is called dormancy
of seeds. It may occur due to immature embryo, hard or impermeable seed coat,
presence of inhibitors like abscissic acid, etc.

19.7.1 Types of Seed Germination

In flowering plants two types of germination are found. They are:
(a) Epigeal germination; and (b) Hypogeal germination.

Fig.19.4 Epigeal Germination and Hypogeal Germination

40 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
Heredity
(a) Epigeal Germination
In epigeal (epi = above; geo = earth)germination hypocotyl elongates and cotyledons
come out above the soil surface. Examples : seeds of pumpkin, mustard, tamarind,
french bean, etc.
Notes
(b) Hypogeal Germination
In hypogeal (hypo = below, geo = earth) germination the epicotyl elongates and
cotyledons remain below the soil surface. Examples : Most monocots seeds like
rice, wheat, maize, coconut, etc.

Some plants, which grow in marshy places show a special type of

germination called Vivipary Germination (Fig. 19.5). Here the seed
germinates inside the fruit while it is attached to the parent plant. The
weight of the seed increases because of germination and seedling separates
from the plant and falls down into the mud. Then roots develop to fix it
in the soil. These plants are called viviparous plants. For example,
Rhizophora and Sonneratia.

Fig 19.5 Vivipary Germination

19.7.2 Mechanism of Seed Germination

In seed germination, the first step is the imbibition or absorption of water by seed.
Then the seed swells and the seed coat ruptures. Through the ruptured seed coat
the radicle comes out from one end of embryonic axis. This radicle gives rise to
root system. From the other end of embryonic axis the plumule elongates and
develops as the shoot of the plant.

19.7.3 Factors Affecting Seed Germination

BIOLOGY 41
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity Seed germination requires five factors : water, temperature, oxygen, light and
growth hormones.
(a) Water : The seed must swell up to rupture its seed coat. A ripe seed contain
very low quantity of water. So for swelling to cause rupture of seed coats supply
of adequate water is essential. Biochemical reactions required for growth and
Notes
development of the seedling require water.
(b) Temperature : For germination of seeds a particular temperature is required.
The degree of temperature required varies from species to species. Warmth
accelerates chemical reactions inside.
(c) Oxygen : Oxygen is required in breaking down reserve food of seed and release
energy for metabolism and growth of the embryo.
(d) Light : In most of the seeds light is not an essential factor for germination.
But in some cases like lettuce and tobacco light is absolutely essential.
(e) Hormone : Besides the above external factors, hormones also control germination
of seeds. Some roles played by hormones are as follows.
l Gibberellins can induce germination in some cases even in complete
darkness.
l Auxin, Cytokinins and Ethylene can break dormancy in many seeds and
initiate germination.
l In some seeds Abscissic acid inhibits the germination process.

19.8 PHOTOPERIODISM RESPONSES DUE TO LIGHT EXPOSURE

DURATION
You must have observed plants like spinach, wheat, etc. which produce flowers in
summer; and dahlia, cosmos, etc. flower in winter. Why is it so? Because the plants
those produce flower in summer require longer duration of light per day than those
in winter. Thus, we can say that duration of light plays an important role in flowering
of plants. This effect of duration of light on the growth of plants is known as
photoperiodism.
Photoperiodism is the response in growth, reproduction (flowering) of a plant to
the duration of light, which falls on it per day.
On the basis of day-length required by the plants for flowering, the plants are
classified into the following three categories:
(i) Short-day Plants (SDP) : Some plants produce flowers when exposed to a
light period shorter than a required day-length. These are called Short-day
Plants. Chrysanthemum, Cosmos, Dahlia, Soyabean, are short-day plants.
(ii) Long-day Plants (LDP) : They produce flowers when exposed to a light
period longer than a fixed day-length. Gulmohar, radish, spinach, are long-
day plants.

42 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
(iii) Day-neutral Plants (DNP) : In these plant flowering is not affected by length Heredity
of light period i.e. they produce flower in almost all photoperiods.Cucumber,
Tomato, Sunflower, are day-neutral plants.
Though flowering is the best known example of photoperiodism, many other plant
processes are also controlled by duration of light. Bud dormancy, bulb formation Notes
in onion, tuber formation in potato etc. are affected by period of light.

19.9 ROLE OF FLORIGEN AND PHYTOCHROME IN FLOWERING

After the discovery of effect of light on flowering, the scientist tried to find out
the hormone responsible for flowering in plants. It is hypothesized that a plant
hormone called Florigen is responsible for initiation of flower in plants. Florigen
is a flowering stimulus synthesized in the leaves under favourable photoperiod,
which migrates to shoot apex where flowering occurs.
Have you ever thought how a plant comes to know about the presence or absence
of light in its environment? It is due the presence of a particular type of pigment
in the plants, called Phytochrome. It is also known as light absorbing pigment and
it makes the plants sensitive to light and participates in seed germination and
flowering. This pigment occurs in two different forms, one Pr and the other, Pfr.
While Pr absorbs red light Pfr absorbs far-red light (such rays are invisible). Both
these forms are inter- convertible. The Pr form absorbs red light and converts into
Pfr form and the Pfr form absorb far-red light and converts into Pr form.
Red light
Pr Pfr
Far-red light

Fig: 19.6 Inter-conversion of the phytochrome Pr and Pfr

19.10 VERNALISATIONAPPLICATION OF LOW TEMPERATURES

You have already learnt that temperature affects growth and development of plants.
For flowering a particular temperature is required. Studies show that if temperature
is reduced to a particular point then flowering occurs at an early stage. For example
by applying a temperature ranging between 1-10 C to certain variety of wheat, rice
and cotton, growth of seedlings is accelerated and flowering occurs earlier. This
method of inducing early flowering in plants at low temperature is called
vernalisation.
Vernalisation is the process of inducing flowering by subjecting or exposing
the plant to low tempratue.
Practical Utility of Vernalisation
Vernalisation has some practical applications like:
(a) Plants whose life cycle is completed in two years or two seasons (biennials)
can produce flower in one season if their seeds are treated to a low temperature.
(b) Crops can be grown and harvested earlier i.e. biennials can be turned into
annuals.
BIOLOGY 43
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity 19.11 SENESCENCE AGING ON PLANTS
Like animals, plants also have fixed life span and after completing it they die.
Before death we can observe several degradation processes in their body. You might
have noticed yellowing of leaves, fading of flower colour, etc. in plants. It is due
Notes to loss in structure and function of an organ or the whole plant. The deteriorative
processes which ultimately lead to complete loss of organization and functioning
of the plant or its parts is knowns as Senescence.
Senescence occurs due to the deposition of waste material. In some plants the whole
plant dies after flowering and producing seeds. This is called whole plant
senescence. Example-annual plants like rice, wheat, beans, tomato, etc. In many
other plants, parts above soil die each year and root system stays alive. This is called
organ senescence.
Role of hormones in senescence: Abscissic acid and ethylene promote senescence
of leaves but cytokinin delays senescence and helps leaves remain green for long
period.

19.12 ABSCISSION SHEDDING OFF

You might have noticed whenever a leaf becomes old it separates from the plant
body and falls down. Again ripe fruits and older flowers also become separated
from plants. This detachment of older parts from the main body is called abscission.
In plants, a layer of tissue generally forms an abscission zone at the base of the
petiole of a leaf or flower or fruit. The cells of this layer become soft and weak
due to destruction of middle lamella and cell wall. So the organ is easily detached
by wind or rain fall. Plant hormones like abscissic acid and ethylene promote leaf
abscission and auxin prevents it.

19.13 STRESS FACTORS

What happens if you do not supply water to a potted plant for four to five days?
You may observe that the leaves bend down and the plant wilts. Here due to lack
of water the usual life processes of plant are disturbed. We can say that the plant
is facing stress in its life. This may be called as biological stress. Not only water,
there are a number of factors responsible for causing stress in plants like
temperature, salt, shade, light, pollutants, etc.

Any change in the environmental conditions that may adversely affect the
growth or development in plants is called biological stress.

The effect that is produced in plant as a result of stress is called strain. In the above
example bending of leaves and wilting of plant are strains.

So the reaction of plant facing the stress is called strain

44 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
19.13.1 Types of Stress Heredity

There are a variety of stresses to which plants are exposed. Some common stresses
are-
(a) Water stress; and (b) Salt stress.
Let us know details about them. Notes

(a) Water Stress

Water stress includes both excess of water (flood) and scarcity of water (drought).
Deficiency of water in the plant makes the leaves yellow and they wilt. The various
processes in plants like photosynthesis and respiration are reduced, cell enlargement
is checked, cell size is deformed and cell rigidity lost due to deficiency of water.
Flooding or excess amount of water in soil reduces root and shoot growth, and
causes blackening of root tips and yellowing of leaves, etc.
(b) Salt Stress
Salt stress occurs mainly due to the presence of excess amount of calcium and
sodium salts in plant body. It causes dehydration of cell, change in shape of cell
and disturbance in metabolic processes. Thus cell growth and growth and development
of plants are retarded.

19.14. PLANT MOVEMENTS

While doing any work our body parts move and also entire body moves from one
place to another as per our desire. This is called movement of our body. Plants also
show movement. But their movements are completely different from our body
movement. Except some unicellular plants, all other higher plants cannot move
from place to place as their roots are fixed in the soil. Still they show movement
by folding the buds, opening and closing the flowers, bending towards sun light,
etc. These movements in plants are very slow and we have to wait and observe
them carefully and patiently to notice these movements. Let us learn about various
types of movements shown by plants.

(a) Tropic Movements (directional response or growth movements)

Movement in plants or in any part of the plants towards or away from some
environmental factors is known as tropic (trope : turn) movement. You must have
observed the movement of plants in the direction of light, the downward movement
of roots in the soil, drooping of leaves of some sensitive plants by touch, etc. These
are examples of tropic movement.
(i) Phototropism : Induced by light e.g. bending of stems towards light.
(ii) Geotropism : Induced by gravity e.g. growth of roots towards gravity.
(iii) Thigmotropism : Movement caused by contact e.g., twining stem and tendril
and the drooping of leaves of sensitive plant by touch.
(iv) Hydrotropism : Induced by water i.e., growth of roots towards source of
water.

BIOLOGY 45
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity (b) Nastic Movement
The nastic (nastein : bending) movements are the growth movements resulting due
to difference in the rate of growth on opposite sides of an organ e.g., opening
of petals, coiling of leaves, etc. When upper side of an organ grows faster than the
lower side, the movement is called epinasty. (e.g., downward curling of leaf,
Notes opening of sepals of goldmohur flower. When the lower side grows more rapidly
than upper side, it is called as hyponasty. (e.g. upward curling of leaf blade)

(c) Turgor Movements

These movements are due to change in the volume of water inside the cell. When
more water is present in the cell it is fully expanded and becomes rigid or hard.
Such a condition is called turgidity and the cell is said to be turgid. When less
water is present inside the cell, it is not fully expanded and remains soft. This is
called flaccid condition. The leaves bend in hot summer due to excessive
transpiration on account of loss of turgidity of cells of the leaf.
Some examples of turgor movements are :
(i) Leaves or leaflets of some plants close on the fall of darkness (sleep
movement). Example - Portulaca, Acacia.
(ii) Closing of leaflets and drooping of leaves in response to a strong stimulus
of blowing wind or of touch. Example - Sensitive plant (Mimosa pudica)
(iii) Closing of leaves of Venus Flytrap to catch a landing insect.
(iv) Seed pods of some plants open on maturity, vigorously expelling their seed.
Example - Balsam (Gulmehandi).

INTEXT QUESTIONS 19.3

1. Distinguish between Phototropism and Geotropism

2. Give two examples of turgor movement
(i) ....................................................................................................
(ii) ....................................................................................................

WHAT YOU HAVE LEARNT

l Growth in living organisms results from increase in the number and size of a
cell, organ or whole organism.
l Development is the whole series of changes (growth, differentiation, maturation),
which an organism undergoes throughout its life cycle.

46 BIOLOGY
Growth and Development in Plants MODULE - 3
Reproduction and
l Growth of cells occurs in three successive stages i.e., cell division, cell Heredity
enlargement, cell elongation.
l Plants show three phases of growth - Lag Phase, Log Phase, Stationary Phase
l Auxanometer is a specially designed equipment used to measure the rate of
growth of shoot length of plants.
Notes
l The external factors those affect the growth of the plant are light, temperature,
Water and mineral nutrients.
l The internal factors those responsible for plant growth are auxin, gibberellins,
cytokinins, ethylene, abscissic acid. These are substance produced in a small
quantity in one part of plant body and capable of moving to other parts to
influence the growth of that part.
l Seed germination is the return of metabolic activities and growth by the seed
tissue to give rise to a new plant. The germination in seeds is mainly affected
by factors like Water, temperature, oxygen, light, and hormone. Flowering plants
show two types of germination, epigeal germination; and hypogeal germination.
l Photoperiodism is the response in growth, reproduction (flowering) of a plant
to the duration of light, which falls on it per day.
l Florigen is a plant hormone, which is responsible for initiation of flowering in
plants.
l The method of inducing early flowering in plants by keeping their at low
temperature is called vernalisation
l Senescence is a process during which any part or the whole plant completely
loss as its function and ultimately dies.
l The process of detachment of any leaves, fruits, flower or any part of the plant
from the main body after getting older is called abscission.
l Any change in the environmental conditions that may adversely affect the
growth or development in plants is called biological stress. This stress occurs
mainly due to temperature, water, salt, shade, light, and various pollutants.

TERMINAL EXERCISES
1. State the different stages of cellular growth.
2. Distinguish between growth and development.
3. What is a sigmoid curve? State the different phases of sigmoid curve.
4. Describe the various external factors that affect the growth of plants.
5. What is vernalisation?
6. Define the term Photoperiodism.
7. What is auxin? What is its role in the growth of plants?
8. State any two functions of Gibberellin?
BIOLOGY 47
MODULE - 3 Growth and Development in Plants
Reproduction and
Heredity 9. Explain the role of Cytokinins and Ethylene in growth and development of
plants.
10. Distinguish between epigeal germination and hypogeal germination.
11. What is meant by seed germination? Describe the various factors responsible
for seed germination.
Notes
12. What is senescence?
13. State any two practical utilities of growth hormones.
14. What is biological stress? Describe the different types of biological stress.
15. What is epical dominance? Name the hormone responsible for it.
16. What is meant by plant movement? Describe any two types of movement of
plants with example.

ANSWER TO INTEXT QUESTIONS

19.1 1. Growth : Increase in number and size of a cell, organ
Development : Series of changes including growth differentiation and
maturation.
2. Process of change in cells, tissues or organs in order to carry out different
functions.
3. Similar cells organise to form a group called tissue to perform a particular
function
19.2 1. (i) Auxin, (ii) Ethylene (iii) Abscissic acid
2. (i) Cell elongation (ii) Delays fall of leaves (iii) suppresses growth of
lateral bud (any two)
19.3 1. Movement induced by light phototropism
Movement induced by gravity Geotropism
2. (i) Closure of leaves on fall of darkness
(ii) dropping of leaves on touch
(iii) closing leaves of venus fly trap to catch a landing insect (any two)

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Reproduction and Population Control MODULE - 3

Reproduction and
Heredity

20 Notes

REPRODUCTION AND POPULATION

CONTROL

The ability to reproduce is one of the essential characteristics of living beings. It

involves the transmission of genetic material from the parental generation to the
next generation, thereby ensuring that characteristics not only of the species but
also of the parental organisms, are perpetuated. In this process, one generation of
living organisms gives rise to another generation. A process by which a living
organism produces its own kind is known as reproduction.
Organisms reproduce in two ways : gametes not produced and hence no fusion
(asexual reproduction), and by formation and the fusion of gametes (sexual
reproduction).

OBJECTIVES
After completing this lesson, you will be able to:
l define reproduction and differentiate between asexual and sexual reproduction;
l state functions of each part of male and female reproductive systems in humans;
l draw labelled diagrams of male and female reproductive systems;
l describe the main events in the process of reproduction in humans starting from
the production of gametes to pregnancy and childbirth;
l describe the process of exchange of nutrients and respiratory gases across
embryo and mother;
l explain how twins are produced;
l highlight recent advances in the area of human reproduction;
l define the termspopulation, demography, birth rate, death rate and growth
rate, etc.;
l list the factors responsible for rapid rise of population in India;
l describe the disadvantages of enormously increasing population;
l explain the needs for controlling the population growth;
l list various methods of contraception for population control.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity Reproduction: Reproduction is the ability of living organism by which they
produce off spring of their own kind. Organisms reproduce by this way:
Asexual reproduction involves the production of an offspring from a single
organism without the formation of gametes. It is a common process of reproduction
in bacteria, protoctista, lower plants and lower animals.
Notes
Sexual reproduction is the production of offspring by the formation and subsequent
fusion of gametes. At fertilization, the male and the female gametes unite to form
a zygote which develops into a mature organism. Most animals and higher plants
multiply by sexual reproduction.ION IN HUMANS
20.1 REPRODUCTION IN HUMANS
The humans reproduce sexually. Reproduction in humans can be studied in two
parts :
(a) Reproductive system, and
(b) Fertilization, pregnancy and development of the embryo.
(a) Reproductive System
The puberty is the name given to the changes that occur in boys and girls as they
grow up. Mostly these changes occur between the age of 10 to 14 year, and these
are brought about by certain hormones. During puberty the body grows rapidly, and
both primary and secondary reproductive organs grow and become mature. Along
with these changes, secondary sex characters also start appearing. It is also to be
noted that in males, sexual maturity is attained at the age of 1314 years and in
females, at the age of 1113 years. this leads ultimately to a stage when the child
becomes an adolescent.

Some Basic Facts

What is adolescence?
The term adolescence comes from the Latin verb adolescere,
meaning to grow into maturity. In this sense, adolescence
is a process rather than a time period, a process of achieving
the attitudes and beliefs needed for effective participation in
society. The World Health Organization (WHO) defines
adolescence as the period from 10 to 19 years of age
characterized by developments and changes in physical,
psychological, and social areas.

During adolescance, the secondary sexual charaters that develop are as follows:
In males, they include deepening of voice, widening of shoulders, muscular body,
appearance of beard and moustache, growth of axillary and pubic hair, enlargement
of external genital organs.

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Reproduction and Population Control MODULE - 3

Reproduction and
In females, the changes include growth of axillary and pubic hair, widening of Heredity
pelvis and hip, enlargement of breasts and initiation of the menstrual cycle.
Sexual maturation is a very significant stage in ones life, hence it is necessary to
maintain the health and hygiene of the reproductive organs during this stage.
The reproductive organs are described and illustrated below.
Notes
20.1.1 Male reproductive system
The reproductive system in male consists of the following organs a pair of testes,
a pair of epididymis, a pair of vasa deferentia (singular : vas deferens), urethra,
penis and accessory glands (Fig. 20.1) (Table 20.1).

Fig. 20.1 Male Reproductive system

(i) Testes
Testes (singular: testis) (Fig. 20.2) are the male gonads. In an adult male, each testis
is approximately 4-5 cm long and about 12 g in weight. These are extra-abdominal,
that is, present outside the abdomen in a pouch made up of skin and connective
tissue called scrotal sac or scrotum that hangs in the region between the legs.

Fig. 20.2 Microscopic Structure of Testis

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity The scrotum acts as a thermoregulator. It helps in maintaining the temperature of
testes at about 2-3C lower than the body temperature. This temperature is suitable
for the development of sperms.
Anatomically, each testis is encased in a capsule of white fibrous connective tissue
called tunica albuginea. Each testis has several highly coiled tubules called
Notes seminiferous tubules (Fig. 20.2) where the sperms are produced. Between the
seminiferous tubules is the connective tissue, which contains clumps of interstitial
cells, also called Leydig cells. These cells secrete testosterone the male sex
hormone. Testosterone maintains the primary and secondary sexual characteristics
in males.
(ii) Epididymis
It is a long highly coiled tube which remains attached to the testis and lies within
the scrotal sac. Epididymis stores spermatozoa (sperms) and serves as a passage
for their transport from the testis.
(iii) Vas deferens (sperm duct)
Each epididymis continues as vas deferens. It enters the abdominal cavity passes
over the urinary bladder and joins the duct of seminal vesicle to form the
ejaculatory duct. The ejaculatory duct opens into the urethra.
(iv) Urethra
The urethra in males is about 15-20 cm long and is differentiated into three parts
an anterior prostatic part which passes through the prostate gland; a middle
membranous part; and a posterior penile part which passes through the copulatory
organ, the penis. Urethra function as a passage for both semen and urine.
(v) Penis
Penis is a cylindrical, spongy, muscular and a highly vascular (supplied with blood
vessels) copulatory organ in males. The urethra runs through it centrally and serves
as a common passage for urine and semen. During sexual excitement, the spongy
tissue gets filled-up with blood, making it erect and stiff. Externally, the penis is
covered by skin. The tip of the penis is soft and highly sensitive. It is called glans
penis. It is covered by a loose fold of skin called prepuce which can be retracted.
The functions of various male parts are given in table 20.1.
Table. 20.1 Important functions of male reproductive organs in humans.
Organ Function
Seminiferous tubules in testes Produce sperms
Epididymis Stores sperms in a viable but immobile state
Sperm duct (vas deferens) Contractions help in the passage of sperms into
urethra during ejaculation
Seminal vesicles and prostate gland Secrete fluid which activates and nourishes sperms
Urethra Contractions expel semen from penis during
ejaculation (urethra also carries urine to exterior)
Penis Contains spongy tissue and serves as the copulatory
organ

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Reproduction and Population Control MODULE - 3

Reproduction and
Accessory glands Heredity

The accessory glands include seminal vesicles, prostate glands and Cowpers
glands.

Seminal vesicles. A pair of seminal vesicles are present at the base of the urinary
bladder. The seminal vesicles store sperms that descend from the testis and secrete Notes
seminal fluid. The seminal fluid is a viscous fluid which provides nourishment to
the sperms. This secretion forms about 40-80 per cent of the ejaculate (semen
thrown out of the penis).

Prostate gland. Prostrate gland surrounds the first part of the urethra. It secretes
an alkaline fluid which is discharged into the urethra. This fluid keeps the sperms
alive and helps them to swim vigorously. Secretion of prostrate gland forms about
5-30 per cent of the ejaculate.

Cowpers glands or Bulbo-urethral glands. These are paired glands that lie below
the prostate gland and join the urethra at a short distance from that of the prostate
gland. Cowpers glands secrete a white, viscous, alkaline secretion resembling
mucous which acts as a lubricant.

Spermatozoa and semen

The spermatozoa are male gametes produced by the testes. Structurally, human
sperm has three main partshead, neck and tail. The tip of a sperm is covered
by a cap-like structure, acrosome, which helps the sperm to penetrate inside the
egg during fertilization. The structure of a human sperm is shown in Fig. 20.3.

Fig. 20.3 Structure of human sperm.

Spermatozoa are immotile when stored in the epididymis but get activated and
motile by the secretions from the accessory reproductive glands in males. The
secretions of various accessory glands along with sperms form the semen. The
sperms are released in millions. In one ejaculation about 200,000,000 (2 108)
sperms are discharged. Sperms when introduced into the vagina of the female move
with the speed of 2 mm/minute in the female.

Fig. 20.4 shows the course of sperms from their production in the testes to reach
the urethra in penis.
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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity Seminiferous tubules in testes produce sperms

Sperms pass to vasa efferents through
network of tubules
Notes
Sperms are stored in epididymis in viable but immotile stage

Vas deferens (sperm ducts)

Urethra in penis
Fig. 20.4 The course of sperms in male.

20.1.2 Female reproductive system

The female reproductive system consists of the following organs :
A pair of ovaries, a pair of fallopian tubes, uterus, vagina and external genitalia
(Fig. 20.5). The functions of the main reproductive organs in the human female
are listed in Table 20.2.

Fig. 20.5 Female reproductive system

(i) Ovaries
There is a pair of ovaries, which lie in the lower part of the abdominal cavity, one
on each side of the body. Ovaries produce ova and also secrete female sex
hormones, oestrogen and progesterone. The process of formation of egg in the ovary
is known as oogenesis.
If a section of the ovary is cut, eggs at various stages of maturing can be seen. Each
egg begins as a primary follicle. Follicular cells then cover the egg and a cavity
called antrum is formed. This is the mature egg called Graffian follicle. The egg
then gets released (ovulation) from the ovary leaving the empty follicle called
corpus luteum (Fig. 20.6).
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Reproduction and Population Control MODULE - 3

Reproduction and
Heredity

Notes

Fig. 20.6 Ovary showing microscopic structure

(ii) Fallopian tubes (oviducts)

There are two oviducts (or Fallopian tubes) in female reproductive system. Each oviduct
is about 10-15 cm long. The proximal funnel-shaped end of each oviduct lies near the
ovary and is called infundibulum. Its margin bears finger-like projections called fimbrae.
Each infundibulum continues as a thin and coiled tube called oviduct or Fallopian tube.
Both Fallopian tubes open into the uterus.

(iii) Uterus

The uterus is a pear-shaped, muscular, thick-walled organ. It is about 7 cm long, 5 cm

broad, and 2.5 cm thick. The wall of the uterus comprises of three coatsthe innermost
endometrium, middle myometrium, and outermost perimetrium. The endometrium
layer is richly supplied with blood vessels. There is a sphincter muscle that closes the
lower end of the uterus where it joins the vagina.

(iv) Vagina

Vagina is the organ where the penis is inserted during coitus (sexual act) for the discharge
of semen. It is a muscular tube about 7-10 cm in length. It serves as the birth canal during
child birth and also acts as a duct for the passage of uterine secretions and menstrual
flow.

The vagina opens to the outside by an opening. The opening of vagina is normally
obstructed in a virgin female by a perforated membrane, the hymen. In a human female,
the urethra and the genital duct have separate openings. Functions of various female
reproductive parts are summarised in table 20.2.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity Table 20.2. Important functions of female reproductive organs in humans.
Organ Function
Ovary Manufactures eggs
Oviduct (or Fallopian tube) Site of fertilization; transfers fertilized egg/embryo to
the uterus
Notes Uterus Inner lining receives, protects and nourishes embryo;
contractions of muscular wall expel baby during birth

Cervix (neck of uterus) Produces watery mucous that serves as a lubricant for
the penis and as medium, in which sperms swim after
ejaculation
Vagina Receives penis during intercourse; passage for baby
during birth
Clitoris (external sensual organ) Equivalent to the male penis;

Some Basic Facts

Does an irregular menstrual cycle cause any problems?
When a girl begins menstruating, it may take sometime for her
periods to become regular. Also, sometimes her menstrual cycle
may become irregular, and her periods may be delayed or may
occur earlier than the expected date because of illness or mental
tension such as stress or depression. Irregularities in the menstrual
cycle are quite common among young girls who have just begun
to menstruate. However, if one does not menstruate and one is
worried about it, then it is important to consult a doctor or a health
worker.
How does one maintain hygiene during the menstrual period?
l Daily bathing along with regular/daily washing of the genital
area is essential.
l Sanitary pads and/or cloths used should be changed at least
twice a day, if not more frequently.
l It is important to maintain menstrual hygiene in order to
reduce the risk of contracting an infection of the female
reproductive tract.
l If pads or napkins are not changed frequently, the old blood
begins to smell. This may lead to social embarrassment.
l Home-made sanitary napkins should be washed thoroughly
with hot water and soap, and should be dried in a sunny and
airy place. They should be stored in a clean and dry place.
l Moderate exercise and sufficient rest are also important.

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Reproduction and
20.1.3 Menstrual Cycle in Human Females Heredity
In a human female, the fertility period extends from the age of puberty, i.e. about 12-
13 years up to menopause, i.e. 45-50 years. The stage of puberty is marked by the
appearance of secondary sexual characteristics.
The onset of menstruation in a female is called menarche. It starts at an age of about
11-13 years. The permanent stoppage of menstruation in a female is called menopause. Notes
It occurs at an age of about 45-50 years. At the time of menopause, ovulation and
menstruation stop and the reproductive organs decrease in size.
Between puberty and menopause, the female reproductive system passes through a
regular monthly sequence of events called the menstrual cycle.
During menstrual cycle (Fig. 20.7), an ovum is matured and released once every 28
days. However, many a times, due to some reasons this period may increase or decrease.
The menstrual cycle starts with the menstrual flow, during which the cellular lining of the
uterus, with blood flow, is shed off. This process continues for 3-4 days. From the 5th
upto the 13th day of the onset of menstrual cycle, growth and maturation of the Graafian
follicle takes place. Graafian follicle is the final stage in the maturation of an ovum inside
the ovary. It consists of an ovum and a mass of cells surrounding it. The Graafian follicle
also produces a hormone, oestrogen, which stimulates the uterus to prepare itself to
receive the ovum. The cells lining the uterus grow rapidly and develop a dense network
of blood vessels.
Ovulation takes place 13-14 days after the onset of menstruation. The Graafian follicle
ruptures to release the ovum. The cells of the ruptured follicle form the corpus luteum
which secretes the hormone, progesterone. The ovum reaches the uterus via the fallopian
tube on the 13th or 14th day and remains there up to the 16th day (for 48-72 hours).
If the ovum does not receive any sperm during this period it starts degenerating. At the
end of the 28th day this ovum is rejected along with the uterine lining. This marks the

Fig. 20.7 Graphical representation of menstrual cycle

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity start of a slow disintegration of the thickened lining of the uterus and the next menstrual
cycle.
What happens to the menstrual cycle if the ovum receives sperm and fertilization occurs?
If the ovum receives sperm and gets fertilized, menstruation (and ovulation) cease for
Notes as long as the woman is pregnant. This is because progesterone is produced continuously
first by the corpus luteum (which persists in the ovary) and later by the placenta.

INTEXT QUESTIONS 20.1

1. At what age do human males and females attain puberty?

............................................................................................................................
2. Name the tubules present in the human testis.
............................................................................................................................
3. Name the various parts of the following,
(i) Human male reproductive system
..................................................................................................................
(ii) Human female reproductive system
..................................................................................................................
4. Name the three types of accessory glands found in the human male reproductive
system.
............................................................................................................................
5. State the functions of the following.
(a) Seminal vesicles .......................................................................................
(b) Prostate glands ..........................................................................................
(c) Uterus ........................................................................................................

20.2 FERTILIZATION, PREGNANCY AND DEVELOPMENT OF THE

EMBRYO
20.2.1 Fertilization and implantation
Spermatoza remain viable in the female genital tract from 24 to 72 hours. For
fertilisation, sperms are introduced into the female body. One sperm fuses with the ovum
in the fallopian tube.
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If the ovum happens to meet a sperm, the two unite to form a zygote. 13-14 days after Heredity

onset of menstruation are most favourable for conception (pregnancy). The zygote
immediately begins to divide and passes down the fallopian tube to the uterus and fixes
itself to the wall of the uterus. This fixing of the embryo in the wall of the uterus is called
implantation and the female is said to be pregnant. Implantation takes place about a Notes
week after fertilization.
Placenta
Placenta is an association between maternal and foetal tissue meant for some extermely
important physiological exchange. The developing embryo is attached to the uterus by
a tissue called placenta (Fig. 20.8). Umbilical cord is a tough structure that serves as
the blood vascular connection between the foetus (developing embryo) and uterine wall.
From the first few weeks of development, the embryo is enclosed in a sac called amnion
which is filled with amniotic fluid. Amniotic fluid acts as a shock-absorber and helps
to protect the embryo from damage.

Fig. 20.8 Foetus and placenta

Placenta serves as a tissue through which oxygen and food are supplied from the maternal
blood to the foetus. It also transports carbon dioxide and excretory waste from the foetal
blood to the maternal blood.

Fig. 20.9 Summarises the steps in fertilisation of human egg, its inplantation and
development inthe uterus upto birth.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity Sperms from male are deposited into the female reproductive system

Egg released from the ovary

Notes Union of the sperm and egg in the fallopian tube

Fertilization and formation of zygote (Day 1)

Repeated division of zygote leading to formation of
a spherical mass of cells called morula (Day 4)

Early embryonic stage is (called blastocyst) formed (Day 5)

Blastocyst attaches to uterine wall
(i.e. Implantation occurs) (Day 6-7)

The developing Embryo about the size
of a pea is formed (4 weeks)

Embryo (now called foetus) with human features, limbs appear.
It floats in amniotic fluid (6 weeks)

Birth of human infant (about 40 weeks)
Fig. 20.9 Development of human embryo

Placenta is permeable to respiratory gases, nutrients and antibodies. The membrane

prevents harmful material from reaching the embryo. It does not allow the passage
of germs from the mother to the foetus. However, if the mother is already infected
with HIV, then HIV can pass through the blood to the embryo. Placenta produces
the hormone progesterone. Egg-formation (ovulation) and menstruation also stop
as pregnancy continues. However, these are resumed after child birth.

20.2.2 What happens during childbirth?

l The uterus undergoes occasional contractions (labour).
l The amnion bursts and the amniotic fluid is discharged.
l The uterus contracts vigorously, expelling the baby.
l The babys lungs start functioning and the baby takes its first breathe.
l The umbilical cord is tied and cut.
l After birth the placenta gets discharged.
l The breasts start producing milk.
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Reproduction and Population Control MODULE - 3

Reproduction and
20.2.3 How twins are Produced Heredity

Usually, only one ovum is released by an ovary in every reproductive cycle. If this ovum
receives sperm and gets fertilized, one baby is born to the mother. But sometimes two
eggs may be released and fertilized by this different sperum. Such siblings are called
fraternal twins who may be brother and sister, or brother-brother, or sister-sister. But
Notes
in certain cases, only one egg is released and gets fertilized. After this, it divides into two,
and the two cells then separate and start developing independently into two separate
individuals. They are identical in all respects and called identical twins. They are always
of the same sex.

Siamese twins
The twins produced from one egg which fail to separate are called Siamese twins. The
first case of Siamese twins was of twin boys born to a Chinese mother in Siam, (now
Thailand) in 1811. These were joined at the thoracic region. These twins lived up to an
age of 65 years.
The Siamese twins can sometimes be surgically separated. However, it depends upon
the extent of their joining.

20.3 NEW MEDICAL TECHNIQUES IN REPRODUCTION

There are many new medical techniques in the field of reproduction to help infertile males
and females produce babies. Some of these are given here.
Test tube babies
Some women their oviducts (Fallopian tubes) get blocked. This prevents the ova from
being fertilized. This problem can be overcome by the test tube baby technique. In
this technique, one or more ripe ova are sucked from a womans ovaries using a special
syringe. These ova are placed in a dish containing sperms from her male partner under
optimum conditions for a few hours. Sperms fertilize the ova which form an embryo.
One embryo is then inserted into the womans uterus where there is a chance it will implant
and develop into a baby.

Artificial insemination
Human semen can be rapidly frozen using liquid nitrogen and stored in sperm banks for
several years without losing its fertile condition. It is then thawed, and introduced into
a woman by means of a syringe at a time when ovulation takes place. This is called
artificial insemination.
Fertility drugs
In some women ovaries fail to develop the Graafian follicles needed to release ripe ova
into their reproductive tract. It is now possible to artificially stimulate follicle production
by injecting sterile women with a fertility drug containing FSH (follicle stimulating
hormone) obtained from animals.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity

INTEXT QUESTIONS 20.2

1. State the main function of placenta.

Notes ............................................................................................................................
2. Define the following terms.
(i) Implantation .........................................................................................
(ii) Placenta .........................................................................................
(iii) Morula .........................................................................................
(iv) Amnion .........................................................................................
3. Name the fluid surrounding the foetus in the uterus.
............................................................................................................................

20.4 POPULATIONPROBLEMS AND CONTROL

20.4.1 Few terms to remember

l Human population : The sum total of human beings on earth.
l Demography : The scientific and statistical study of human population. It deals with
population growth, its composition (age, sex ratio) and its distribution in space.
l Population density : The number of individuals per square kilometre (km2) at any
given time.
l Birth rate (natality) : The number of live births per 1000 individuals of population
per year.
l Death rate (mortality) : The number of deaths per 1000 individuals of population per
year.
l Population growth rate : The difference between the birth rate and the death rate.
l Census : The official data of registered number of people in a selected area.

20.4.2 Population growth in India

Did you know that India is the second most populous country in the world, next to China.
India comprises more than 15% of worlds total population. Every population has an
inherent tendency to grow. Similarly, the human population is growing. The population
of India was about 24 crores in the year 1901. Except for a slight fall in 1911-21, the
population of India has been steadily increasing for the last 100 years. As per the census
of 2001, as on 1st March 2001, the population of India was 1,027,015,247, i.e. about
102.7 crores. This alarming rate of rise in human population is a cause of concern.

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Reproduction and Population Control MODULE - 3

Reproduction and
Table 20.3 The population of India during last 100 years Heredity

Year Approximate population

(in crores)
1901 23.8
Notes
1911 25.2
1921 25.1
1931 27.9
1941 31.8
1951 36.1
1961 43.9
1971 54.8
1981 68.5
1991 84.6
2001 102.7

20.4.3 Factors responsible for population explosion in India

Advancement in agriculture : With the advancement in the agriculture sector, the
availability of food has increased leading to less of starvation and malnutrition.

Advancement in medicine : With the advancement in medicine, various diseases

can be controlled now. Thus has led to increase in life span. Thus, more and more
people live longer, reach reproductive age and produce more children.

Religious and social customs : Because of prevailing social custom and beliefs
many people do not accept family planning measures, leading to rise in population.

Industrialization : Advancement in industrialization helps in better storage and

distribution of food, more employment opportunities and more prosperity.

Illiteracy : A sizeable number of our population is educated, and yet a large

proportion is still illiterate. They are not aware of the functioning of reproductive
system and hence the consequence of overpopulation.

Economic reasons : Children instead of attending school go to walk andincrease

the income of the family.

Desire for a male child : Even after so much emphasis on gender equity, because
of patriarchy in many families, the male child is considered to be essential for
continuing the name of the family. The parents want to have at least one son and
in this process they give birth to many children sometimes.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity 20.4.4 Problems posed by increasing population
The problems posed by increasing population are of two types:
1. Problems posed to large families, and
2. Problems posed to the Country.
Notes
1. Problems for large families
A large family having many children causes many problems such as

(a) Poor health of the mother : Because of frequent pregnancies, the mother may suffer
from ill-health.

(b) Poor housing : More family members need more space. The family may not afford
a good, clean and spacious house.

(c) Economic pressure : The large family will need more resources, leading to immense
economic pressure on the parents and children affecting the quality of life.

(d) Poor health : The family members may not get enough food, leading to malnutrition
and deficiency diseases. They will require constant medical support. Also, because
of medical facilities being expensive, it may not be possible to provide everyone
adequate medical support.

(e) Improper education : Proper educational facilities for children may not be
affordable.

Problems Posed to the Country

A high population growth has severe environmental implications like over-
crowding, decrease in per capita income, depletion of food, land, fuel and consumer
resources. Some such problems are listed below:

(a) Urbanization and environmental degradation : Due to increasing population,

farmlands in the rural areas can no longer support the additional people. Thus,
a large number of people migrate to urban areas with the hope of finding jobs
and a better life. This leads to an increase in the urban population.

The growth in urban population stresses the urban environment by increasing

the number of squatter settlements, and slums with no proper sanitation
facilities, thus causing air, water and soil pollution beyond permissible limits.

(b) Increasing population and transportation : Increase in population requires

a corresponding increase in the means of transport. Increase in the number of
automobiles as a consequence of phenomenal growth in population has
increased the pollution load (air pollution, water pollution and solid waste
pollution).

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(c) Increasing population and education : Education is most important for economic Heredity
and social upliftment. Although literacy rate is growing, we still have a very large
number of illiterates in the country. The increasing population further adds up to the
problems of providing education to all.
(d) Increasing population, Agricultural development and environmental
degradation : In order to meet the food requirement of the ever-increasing Notes
population of the country new agricultural techniques have been adopted.
(e) Increasing population and food requirements : Increasing population will
need more food. For this purpose new agricultural land has to be created. So,
forests will be cut down for cultivation. Due to deforestation, excessive
irrigation and natural hazards, such as floods are frequent, land is being
degraded and wasteland is increasing. The increased use of fertilizers and
pesticides to boost agricultural productivity has immense adverse effects on land
and water resources of our country. Agricultural land has been extensively
polluted due to pollution from fertilizers and pesticides.
(f) Increasing population and water : The availability of water is limited.
Increasing population needs more water for drinking, bathing, washing etc.
Thus, availability of water is becoming scarce.
(g) Increasing population and depletion of mineral reserves : Our mineral
reserves are limited, once finished they cannot be replenished (i.e. they are non-
renewable). More population means more requirements of minerals, leading to
fast depletion of mineral resources.
(h) Increasing population and depleting energy sources : Energy is needed for
almost all our day-to-day activities whether for cooking, transportation, factories
or at home. Presently we are largely dependent on fossil fuels such as coal and
petroleum for energy. At the current rate of consumption, our fossil fuel reserves
will be exhausted in a short time.

INTEXT QUESTIONS 20.3

1. List any four reasons for population explosion in India.
............................................................................................................................
2. What is the inter-relationship between population, environment and development?
............................................................................................................................
3. What is the effect of uncontrolled population growth on us and our nation?
............................................................................................................................
4. How does population growth influence urbanization and environmental degradation?
............................................................................................................................
5. Relate the indiscriminate increase in population with the standard of living in our
country.
............................................................................................................................

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity 20.4.5 Population control and family planning
It is very necessary to control the overgrowing population. It is necessary to educate
people to accept small family norms and create awareness about population explosion
and its impact on the family, society and the nation. The government has taken many
measures for providing family planning guidance and support, and family welfare
Notes measures.
There are various ways to prevent fertilization and hence to check the increase of
population. Some of these are discussed here.

Education
The most effective method for control of population is to impart education to the
masses about the consequences of populations explosion and various ways of
fertility control. Education helps to make people aware of the advantages of a small
family and the disadvantages of a large family.
Preventive methods for popula6tion control and family planning.
Following are some methods of birth control
(i) Rhythm method The period in the menstrual cycle before ovulation phase
is termed safe period as no egg is available for fertilization by the sperm.
This method, however, is not reliable.
(ii) Use of condoms in males and diaphragms in females prevent sperms from
meeting the ovulated egg.
(iii) Intrauterine devices such as copper T are inserted in the female body so that
implantation is not possible. This method requires advice and help from the
medical doctor.
(iv) Oral contraceptive pills are tablets which have to be taken as per directions
from a medical practitioner. These pills interfere with ovulation and in turn
prevent fertilization.
(v) Vasectomy and Tubectomy are surgical methods. In males, the Vas deferens
through which sperms travel out of epididymis is ligated (tied) by the surgeon
to prevent sperms from going out of the body. This method is temporary and
can be reversed by the surgeon if required. For permanently preventing
fertilization the vas deferens is cut and the open ends ligatured (tied by thread).
Tubectomy is sterilization of the woman by cutting fallopian tubes and
ligaturing them so that ovulated egg cannot pass down for fertilisation.
In case preventive measures fail or if the foetus is found to have a defect, the
feotus may have to be aborted.
Abortion or Medical Termination of Pregnancy (MTP) is to remove the
unwanted foetus from the mothers body. However, it is advise to always seek
professional medical help for MTP.
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Reproduction and Population Control MODULE - 3

Reproduction and
Heredity

WHAT YOU HAVE LEARNT

l A process by which a living organism is able to produce more of its own kind is
known as reproduction.
Notes
l In asexual reproduction only one organism is involved, no gametes are produced and
no fertilization takes place.
l In sexual reproduction both male and female gametes are produced and the process
of fertilization takes place. The human reproduce sexually.
l The age of 13-14 years in males and 11-12 years in females is called puberty in
human beings. At this age, sex organs get matured and several secondary sexual
characteristics appear in them.
l The male reproductive system consists of a pair of testes, a pair of epididymis, a
pair of vasa differentia, urethra, penis and accessory glands.
l The female reproductive system consists of a pair of ovaries, a pair of Fallopian tubes,
uterus, vagina and external genitalia.
l Testes are extra-abdominal in human males.
l The fixing of the embryo in the uterine wall is called implantation.
l Placenta is an association between maternal and foetal tissues meant for exchange
of material between pregnant mother and developing foetus.
l Twins are of two typesfraternal and identical twins.
l The scientific and statistical study of human population is called demography.
l Advancement in agriculture, medicine, industrialization, religious and social customs,
illiteracy, economic reasons and desire for a male child are some factors responsible
for the unchecked growth of population in India.
l The enormous increase of the population can be controlled by education, methods.

TERMINAL EXERCISES
1. Define the following terms.
(i) Demography (ii) Vasectomy (iii) IUD
2. Mention if the following statements are True (T) or False (F) and rewrite the wrong
statements in the correct form.
(i) Fertilization occurs in vagina.
(ii) Oxygen and nutrients diffuse from mothers blood into foetuss blood through
amnion.
(iii) Testes produce testosterone hormone.
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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity (iv) Pregnancy in women can be prevented by the method of vasectomy.
(v) Tubectomy involves the cutting and tying of the vas deferens in male.
3. Choose the odd one in each of the following.
(i) ovary; Fallopian tube; ureter; uterus
Notes
(ii) epididymis; urethra; vas deferens; uterus
(iii) Graafian follicle; corpus luteum; Leydig cell
(iv) amnion; corpus luteum; amniotic fluid; umbilical cord
4. Match the terms of Column I with those of Column 11 and write down the
matching pairs.
Column I Column II
1. Acrosome (a) Testis
2. Ovulation (b) Luteinizing hormone
3. Villi (c) Spermatozoa
4. Fertilization (d) Progesterone
(e) Placenta
(f) Vagina
(g) Fallopian tube
5. What is reproduction? List tile organs of the human male reproductive system.
6. What is placenta? How is the placenta beneficial to the mother and the foetus?
7. What is the significance of testes being located in scrotal sac outside the
abdomen of human males?
8. Write in a sequence the region through which sperm travels from seminiferous
tubules up to the urethral opening in human males.
9. How can the knowledge of process of reproduction help in reducing population
growth? Give reasons.
10. How does increasing population affect environment?
11. Name the following.
(i) The organ in which the foetus develops in a human female.
(ii) The male gamete in humans.
(iii) The fluid surrounding the developing embryo.
(iv) Stage when menstruation and ovulation stops in females.
(v) The surgical method of contraception in human female.

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Reproduction and Population Control MODULE - 3

Reproduction and
12. Differentiate between the following. Heredity

(i) Implantation and pregnancy

(ii) Graafian follicle and corpus luteum

Notes
(iii) Identical twins and fraternal twins

(iv) Birth rate and death rate

(v) Vasectomy and tubectomy

13. Draw the outline of the cross section of the male reproductive system.

(i) Label the following parts.

(a) testis (b) epididymis

(c) seminal vesicles (d) vas deferens

(ii) Name the hormone produced by the testis.

(iii) Why are sperms produced in large numbers?

(iv) State the function of the seminal vesicles.

ANSWER TO INTEXT QUESTIONS

20.1 1. Male 13-14 years; Female 11-13 years

2. Epididymis

3. (i) Testes, epididymis, vas deferens, urethra, penis

(ii) Ovaries, fallopian tubes, uterus, vagina

4. Seminal vesicles, prostate glands, cowpers glands

5. (a) Stock sperms and provide them nourishment

(b) Secretes an alcaline fluid, thin fluid keeps the sperms alive and helps them
to swim vigorously.

(c) Secretes a white viscous, alkaline secretion that acts as a lubricant.

(d) Inner lining receives, protects and nourishes embryo; contraction of

muscular wall exits baby during birth.

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MODULE - 3 Reproduction and Population Control

Reproduction and
Heredity 20.2 1. supplies oxygen and food from maternal blood to foetus and transports carbon
dioxide and excretory waste from foetal blood to the maternal blood.
2. (i) the fixation of morula in the wall of uterus is called implantation
(ii) Association between maternal and foetal tissue for physiological exchange,
Notes developing embryo is attached to the uterus by a tissue called placenta.
(iii) Morula : The zygote begins to divide and form a mass cells called morula.
(iv) Amnion : From the first few stages of development, the embryo is
enclosed in a sac called amnion.
3. Amniotic fluid
20.3 1. (i) Advancement in agriculture (ii) Religous and social custom
(iii) Illiteracy (iv) Desire for a male child
2. See text sub-section 20.4.4
3. See text sub-section 20.4.4
4. See text sub-section 20.4.4
5. See text sub-section 20.4.4

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21 Notes

PRINCIPLES OF GENETICS

It is common observation that seeds of mango trees grow into mango plants, dogs
give birth to puppies and not into the young ones of any other animal. Humans
give birth to human beings. The tendency of offspring to inherit parental characteristics
is termed heredity and the science of heredity in Genetics. Genetics also seeks
to answer questions like why two offspring of same parents look different, why
are some people dark and others light skinned etc. In other words, why is there
variation among individuals of the same kind. This lesson deals with heredity and
variation. It also includes a section on hereditary disorders and gives an idea of
the human genome too.

OBJECTIVES
After completing this lesson, you will be able to :
l explain the terms heredity and variation;
l describe Mendels experiments on garden pea and the principles derived;
l define the term hybridization, alleles, trait, dominance, recessive, homozygous,
heterozygous, genotype, phenotype;
l explain the term incomplete dominance with the example of flower colour in
4 oclock plant (Mirabilis jalapa);
l define the terms lethal genes and pleiotropic genes;
l explain quantitative (polygenic) inheritance supported by the examples of
kernel colour of wheat and skin colour of humans;
l differentiate between monogenic and polygenic inheritance;
l explain the chromosome theory of heredity;
l define and give examples of linkage, crossing over and criss-cross inheritance;
l justify mitochondrial inheritance as a case of maternal inheritance;
l describe the human karyotype;
l differentiate between sex chromosomes and autosomes;
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Heredity l list and describe the causes and symptoms of some common genetic disorders.
Colour blindness, haemophilia, Down syndrome, Turner syndrome, Klinefelter
syndrome;
l describe the inheritance of Rh factor and explain its significance during
pregnancy;
Notes
l explain ABO blood group;
l explain the diagnostic technique of aminocentesis and give its significance;
l give a brief idea of human genome.

21.1 HEREDITY AND VARIATION

Whenever an infant is born in a family, the relatives begin to wonder about the
resemblance of the infants eyes, facial features, complexion, colour of hair with
those of the parents, siblings and grandparents. The source of such resemblances
and differences are in the genes that are passed down form parents to children
and so on generation after generation. This inheritance of genes is termed heredity
the study of heredity is Genetics. New individual develop according to the genes
inherited from their parents.
The transmission of characters from one generation to the next, that is from
parents to offspring is known as heredity.
It is further observed that siblings from same parents are unique and differ from
each other except the identical twins. Such differences are termed variations.
Variation means differences between parents and offspring or between
offspring of same parents or between members of the same population.
Variation in a population is very important. It has survival value for the population.
This is because if the environment changes, some individuals (variants) may be
able to adapt to new situations and save the population from dying out. Variation
arises due to mutation or sudden change in the genes. Variation also arises because
genes get shifted and exchanged during meiosis at formation of gametes, giving
rise to new gene combinations (Recall from lesson 8 on cell and cell division about
chiasma formation and lesson no. 20 on reproduction in animals for gamete
formation and fertilization). At fertilization, there is random mixing of parental
chromosomes with different gene combinations. Such a source of variation which
is most common is called recombination.
Variation arises because of mutation and recombination.

21.2 MENDELS EXPERIMENTS ON THE GARDEN PEA AND

PRINCIPLES OF INHERITANCE
Sir Gregor Johann Mendel (1822 to 1884) was Austrian monk who used garden
pea (Pisum sativum) for his experiments and published his results in 1865. His
work, however, was rediscovered in 1900, long after Mendels death, by Tschermak,
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Correns and DeVries. But since Mendel was the first to suggest principles Heredity
underlying inheritance he is regarded as the founder or father of genetics.
21.2.1 Mendels Experiments
Mendel designed his experiments such that a
pure tall variety of pea plants could be crossed Notes
to a pure dwarf variety. The anthers from
flowers of tall plants were removed and their
stigmas dusted with pollen from flowers of
dwarf plants. The reverse experiment was also
carried out.
In the following spring, seeds from the new
plants were collected and sown. He found that
all the plants of this generation called first filial
generation or F1 grew to be tall plants. He
allowed them to self pollinate. Again he collected
the seeds. The following year, after the seeds
had been sown, he found that three quarters of
these plants were tall and the rest dwarf. He
repeated the experiment several times and found
that the ratio of tall to dwarf plants was 3 : 1
(Fig. 21.1).
In this way he tried to cross pea plants with
seven such contrasting characters. These were
1. red flowered and white flowered plants;
2. axillary flowered (flower arising in the axial
of the leaf) and terminal flowered (flower arising
at tip of stalk); 3. yellow seeded versus green
seeded; 4. round seeded verses wrinkled seeded;
5. green pod versus yellow pod 6. plants with
inflated pods versus those with constricted pod
and 7. pure tall plants versus pure dwarf plants.
Plants with such contrasting characters exist in
varieties that are self pollinating so that
Fig. 21.1 Mendels experiment with
generation after generation they express only
fall and dward peas.
one type of feature (Fig. 21.2).
Crosses considering the inheritance of one feature only are called monohybrid
crosses. Mendel also tried crosses involving two contrasting features, such as tall
and red flowered with dwarf and white flowered plant such a cross is termed
dihybrid cross.

21.2.2 Mendels Principles (laws) of inheritance

Basing on the results of his experiments, Mendel postulated the following laws of
heredity.

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Heredity 1. Law of segregation or purity of gametes. At formation of gametes, the two
chromosomes of each pair separate (segregate) into two different cell which
form the gametes. This is a universal law and always during gamete formation
in all sexually reproducing organisms, the two factors of a pair pass into
different gametes. Each gamete receives one member of a pair of factors and
Notes the gametes are pure.

Fig. 21.2 Seven traits studies by Mendel

2. Law of dominance. Inheritance of many features (e.g. eye colour, flower
colour, seed shape etc.) is controlled by one pair of genes. When the two genes
are of the same kind (e.g. brown colour of eyes, red colour of flower) the
condition is termed homozygous. When a pair of chromosomes has the gene
controlling the same feature (flower colour) in two different forms (red flower
gene on one chromosome and white flower gene on its pair (termed its
homologue,) the condition is termed heterozygous.
The second law of inheritance maintains that of the two contrasting genes of
a pair, the expression of one is dominant over that of the other. Thus if both
genes are for tallness (represented on TT) that is homozygous or for tallness
and one for dwarfness (Tt), the pea plants will be tall. The opposite of dominant
gene is termed recessive gene. The recessive feature (e.g. dwarfness of the
plant) shows up only when its gene is in the homozygous condition (tt).

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The law of dominance was found to be true in both monohybrid and dihybrid Heredity
crosses in cases of the characteristics studied by Mendel in the garden pea.
3. Law of independent assortment meaning whereby that in the inheritance of
two features (each feature controlled by a pair of genes), genes for the two
different features are passed down into the offspring independently (Fig. 21.3)
i.e. the segregation of one pair of factors is independent of the segregation of Notes
the other.
Red Tall White Dwarf
Parents TTRR ttrr
gametes TR tr
F1 Tt Rr Tall, red (self)
F2 progeny worked out below.

Fig. 21.3 Dihybrid phenotypic ratio

9 Tall Red : 3 Tall Dwarf : 3 Dwarf red : 1 Dwarf white
Fig. 21.3 Results showing independent assortment in two pairs of genes. R stands
for red flower colour, r for white flower colour, T for tall gene and t for gene for
dwarfness.
You would have noticed that the composition of genes or genotype controls the
outside expression which we can be see, that is the phenotype. The ratio of progeny
in the crosses is therefore, the phenotypic ratio.
However, as more and more scientists began to devise genetic experiments, it
became clear that Mendels laws do not hold true in all cases. We shall learn about
the deviations from Mendels laws such as incomplete dominance, codominance
etc.
21.2.3 Reasons for Mendels success
1. His choice of material was good. He selected garden pea which has a short
life cycle, has self pollinated bisexual flowers with closed corolla so pollination
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Heredity can be easily controlled. Also it is easy to cultivate pea plants and a large number
of pure line plants with several pairs of contrasting characters were available.
2. His selection of traits : The seven pairs of contrasting characters of pea plant
considered by Mendel in his experiments were responsible for the desired
results that helped Mendel postulate the laws of inheritance.
Notes
3. Mendels Technique : His technique of experimentation was excellent and was
as follows :
(i) Homozygous pure line plants with contrasting characters were crossed.
(ii) Self pollination was prevented by removing stamens.
(iii) Female plants were dusted with pollen grains from another plant with the
opposite feature and were tied in a bag to prevent any further pollination.
(iv) Seeds were collected and shown in time.
(v) He considered the inheritance of one character at a time.
(vi) The results were analysed statistically.
(vii) He performed reciprocal crosses and test crosses to confirm the results.
(see section 21.3 for definition of these crosses)

21.3 IMPORTANT TERMS IN GENETICS

l Factor : The unit responsible for the inheritance and expression of a particular
character. Now replaced by the term gene.
l Gene : It is a particular segment of a DNA molecule which determines the
inheritance and expression of a particular character.
l Alleles or Allelomorphs : Two or more alternative firms of a factor or a gene
are called alleles. For example in pea plant, the gene for producing seed shape
may occur in two alternative forms: round (R) and wrinkled (r). Genes for round
and wrinkled seeds are alleles of each other. Similarly, there are three alleles
for gene controlling blood group in man IA, IB, i (I = immunoglobulin gene).
Alleles occupy same locus on homologous chromosomes.
l Trait : is the expressed character, e.g. colour of flower, shape of seed etc.
l Dominant trait : Out of the two alternating forms (allelomorphs) of a trait,
the one which expresses itself in a heterogygous organism in the F1 hybrid is
called the dominant trait (dominant allele) and the phenomenon is called
dominance. For example in an organism with Tt, T (tallness) expresses itself
and t (dwarfness) cannot, so T is the dominant allele.
l Recessive trait : Out of the two alternating alleles for a trait, the one which
is suppressed (does not express) in the F1 hybrid is called the recessive trait

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(recessive allele). Recessive allele expresses only in the homozygous state Heredity
(e.g. tt).
l Genotype : The genetic constitution of an individual (which he/she inherits
from the parents ) is called the genotype, e.g., the genotype of pure round seeded
parent pea plant is RR.
Notes
l Phenotype : The outward (morphological) appearance of an individual for any
trait or traits is called the phenotype, e.g. for seeds, round shape or wrinkled
shape is the phenotype.
l Homozygous : an individual possessing identical alleles for a trait is called
homozygous or pure for that trait, e.g. plant with RR alleles is homozygous for
the seed shape.
l Heterozygous : An individual receiving dissimilar alleles for a trait is called
(heterozygous or impure for that trait, e.g. a plant with Rr alleles is heterozygous
for the seed shape.
l Parent generations : The parents used for the first cross represent the parent
(or P1) generation.
l F1 generation : The progeny produced from a cross between two parents (P1)
is called First filial or F1 generation.
l F2 generation : The progeny resulting from self hybridization or inbreeding
of F1 individuals is called Second Filial or F2 generation.
l Monohybrid cross : The cross between two parents differing in a single pair
of contrasting characters is called monohybrid cross and the F1 offspring as the
hybrid. The phenotypic ratio of 3 dominants : 1 recessive obtained in the F2
generation from the monohybrid cross is called monohybrid phenotype ratio
(eg. 3 : 1 in Mendelian Inheritance).
l Dihybrid cross : The cross between two parents in which two pairs of
contrasting characters are studied simultaneously for the inheritance pattern is
called dihybrid cross. The phenotypic ratio obtained in the F2 generation from
a dihybrid cross is called dihybrid ratio phenotypic (e.g. 9 : 3 : 3 : 1 in Mendelian
crosses.
l Hybridisation : Crossing organisms belonging to different species for getting
favourable qualities in the offspring.
l Test cross : Crossing of the F1 progeny with the homozygous recessive parent.
If F1 progeny is heterozygous, then test cross always yields the ratio of 1 : 1.
l Reciprocal cross : Is the cross in which the sex of the parents is reversed. That
is if in the first cross father was dwarf and mother tall, then in the reciprocal
cross, dwarf parent will be female and tall parent male.

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INTEXT QUESTIONS 21.1

1. Who is called the founder of genetics and why?
............................................................................................................................
Notes
2. State one difference between
(i) homozygous and heterozygous
..................................................................................................................
(ii) dominant and recessive
..................................................................................................................
(iii) genotype and phenotype
..................................................................................................................
(iv) monohybrid and dihybrid crosses.
..................................................................................................................
3. Define heredity and variation.
............................................................................................................................
4. Give the monohybrid and dihybrid phenotypic ratios.
............................................................................................................................
5. Mention two sources of variation.
............................................................................................................................

21.4 DEVIATION FROM MENDELS LAWS INCOMPLETE DOMINANCE

In the four Oclock plant Mirabilis jalapa and Snapdragon or Antirrhinum law of
dominance is not followed. Thus when a homozygous red flowered plant (RR) is
crossed to a homozygous white flowered plant, all flowers in the F1 are pink when
F1 plants are self pollinated, the phenotypic ratio is found to be 1 : 2 : 1.
Parents RR rr
Gametes R, R r, r
F1 Rr Pink
F2 1 Red : 2 Pink : 1 White
You will find that the heterozygous (Rr) plants have an intermediate colour pink.
You must have also noticed that the genotypic ratio 1 RR : 2 Rr : 1 rr and phenotypic
ratio 1 Red : 2 Pink : 1 white are both (1 : 2 : 1) same.
Multiple alleles and codominance
Tall or dwarf, red or white, brown eyes or blue eyes, these are just two varieties
or alleles of genes for plant height and flower colour and eye colour. Most genes,
however, have more than two alleles or multiple alleles. An example of multiple
alleles is the gene for blood group.
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The four blood groups of humans are determined by a single gene. The alleles IA Heredity
for A group, IB for B blood group are both dominant. Therefore person with alleles
IA and IB has the blood group AB as both the genes IA and IB are co-dominant.
The gene i when homozygous (ii) gives the blood group O. Genotype and phenotype
of blood groups in humans are given in Table 21.1.
Notes
Table 21.1 Genotypes and Phenotypes of human blood groups

Genotype Blood group

IAIA and IA i A

IB IB and IB i B

IA IB AB

ii O

Lethal genes
Have you ever seen a yellow mouse? Probably not. The yellow coat colour in mice
is due to the presence of the gene which is also responsible for killing the mouse
born with that gene. Such genes are termed lethal genes. Some lethal genes kill
only in the homozygous condition and are recessive lethals. Dominant lethals
cause death even when present in the heterozygous condition.

Pleiotropy
While a gene may have multiple alleles and thus give multiple genotypes, one gene
may control several genotypes. For example the recessive gene for white eye in
Drosophila when present in the homozygous condition affects several other features
such as wing shape and shape of abdomen. Thus a white eyed Drosophila is also
born with vestigeal wings and curled abdomen.

Polygenic or quantitative inheritance

When a trait (feature or character) is controlled by a single gene it is termed
monogenic inheritance. Many traits or features are controlled by a number of
different genes. For example the skin colour of humans and the kernel colour of
wheat results from the combined effect of several genes, none of which are singly
dominant. Polygenes affecting a particular trait are found on many chromosomes.
Each of these genes has equal contribution and cumulative the total effect. Three
to four genes contribute towards formation of the pigment in the skin of humans.
So there is a continuous variation in skin colour from very fair to very dark. Such
inheritance controlled by many genes is termed quantitative inheritance or
polygenic (poly meaning due many genes) inheritance.

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Heredity R1 R1 R2 R2 r1r1r2r2
Red White
Pink
R1r1R2r2
Notes R1 R 2 R1r2 r1R2 r1r2
R1 R1 R2 R 2 R1R1R2r2 R1r1R2R2 R1r1R2r2
R1R2
Red Dark Pink Dark Pink Pink
R1 R1 R2 r 2 R1R1r2r2 R1r1R2r2 R1r1r2r2
R1r2
Dark Pink Pink Pink Light Pink
R1 r 1 R2 R2 R1r1R2R2 r1r1R2R2 r1r1R2r2
r1R2
Dark Pink Pink Pink Light Pink
R1r1R2r2 R1r1r2r2 r1r1R2r2 r1r1r2r2
r1r2
Pink Link Pink Light Pink White

1 Red : 4 Dark Pink : 6 Pink : 1 White

In polygenic inherlance:
(i) Each dominant gene controls equally the intensity of the character.
(ii) The effect of the dominant genes in cumulative.
(iii) The intensity of character or trait depend upon the number of dominant genes.

INTEXT QUESTIONS 21.2

1. Define :
(i) An allele ...................................................................................................
(ii) Codominance ............................................................................................
(iii) Polygenes ..................................................................................................
(iv) Lethal gene ...............................................................................................
2. Which kind of inheritance is found for
(i) blood groups of humans ..........................................................................
..................................................................................................................
(ii) flower colour of snapdragons ..................................................................
..................................................................................................................

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(iii) wheat kernel colour .................................................................................. Heredity

..................................................................................................................
(iv) human skin colour? ..................................................................................
..................................................................................................................
3. State the phenotypic monohybrid ratio in case of incomplete dominance. Notes
............................................................................................................................

21.4 CHROMOSOMAL THEORY OF INHERITANCE

It was observed by Sutton and Boveri in 1902 that
1. Maternal (from mother) and paternal (from father) characters come together in
the progeny which is diploid or 2n and has chromosomes in pairs and later on
segregate during the formation of gametes. The gametes have a single
chromosome from each pair and is haploid or n.
2. Chromosomes from two parents come together in the same zygote as a result
of the fusion of two gametes and again separate out during the formation of
gametes. You have already learnt that charomosomes are filamentous bodies
present in the nucleus and seen only during cell division.
The above two observations proved that there is a remarkable similarity between the
behaviour of characters during inheritance and that of chromosomes during meiosis.
This led Sutton and Boveri to propose chromosomal theory of inheritance and
its salient features are as follows.
1. The somatic (body) cells of an organism, which are derived by the repeated
division of zygote have two identical sets of chromosomes i.e. they are
diploid. Out of these, one set of chromosomes is received from the mother
(maternal chromosomes) and one set from the father (paternal chromosomes).
Two chromosomes of one type (carrying same genes) constitute a homologous
pair. Humans have 23 pairs of chromosomes.
2. The chromosomes of homologous pair separate out during meiosis at the time
of gamete formation.
3. The behaviour of chromosomes during meiosis indicates that Medelian factors
or genes are located linearly on the chromosomes. With progress in molecular
biology it is now known that a chromosome is made of a molecule of DNA
and segments of DNA are the genes.
21.5 LINKAGE AND CROSSING OVER
Bateson and Punnett performed a dihybrid cross with true breeding varieties of
sweet pea (Lathyns sativus) and instead of 9 : 3 : 3 : 1 ratio in F2 they got
the ratio 7 : 1 :1 : 7. So the parental forms were more than the new combinations
of characters (recombinants). It means the two genes chosen for the experiment do
not follow the principle of independent assortment. Instead they tend to be inherited
together or are linked together. Thus genes present on same chromosome tend to
be inherited together and are said to be linked. This phenomenon is called linkage.

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Heredity A group of genes present on the same chromosome and tend to be inherited
together forms a linkage group.
In the above experiment some recombinant types were also produced. How did that
happen ? They are produced by another phenomenon called crossing over.
Notes Crossing over is the physical exchange of parts of the non sister chromatids
of chromosomes of homologous pair (Fig. 21.4).
Crossing over occurs during meiosis I prophase I at the time of gamete formation.
The point where crossing over occurs is called chiasma. (plural : chiasmata) See
Fig. 21.3. Linked genes get separated from each other by crossing over.
Because of linkage and crossing over a heterozygous individual can produce four
types of gametes as shown in Fig. 21.4. The figure 21.4 shows linked genes of the
parents and recombinants due to crossing over.

Fig. 21.4 Schematic diagram showing recombination by crossing over

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21.6 CHROMOSOMES AND SEX DETERMINATION Heredity

In some diploid organisms, specific chromosomes have a role in sex determination.

Such chromosomes some are called sex chromosomes and the rest of the
chromosomes of a set are called autosomes.
l If sex chromosomes are morphologically similar (i.e. XX) in an individual, the
Notes
individual is termed homogametic. Such individuals, produce only one kind
of gamete (containing X). For example : all eggs of the human female contain
an X chromosome. So human female is termed homogametic.

Fig. 21.5 Chromosomal basis of sex determination in humans.

l If sex chromosomes are morphologically dissimilar (i.e. XY) in an individual,
is termed heterogametic. Such individuals produce two types of gametes. (one
containing X and the other containing Y). For example : human male produces
two kinds of sperms, X bearing and Y bearing sperms. When the human egg
is fertilised by an X bearing sperm a boy is born (Fig. 21.6). Whether the unborn
will be a male or female is purely a matter of chance and no parent can be
blamed for the sex of the progeny.
21.7 CRIS-CROSS INHERITANCE (X-LINKED INHERITANCE
We already know that genes are located on chromosomes. The genes which are
located on X chromosome (sex chromosome), are called sex linked genes. These
genes show cris-cross inheritance as shown in Fig. 21.6.
When a male has a defective sex linked gene located on X chromosome during
reproduction, he transmits the defective X chromosome to his daughter only. The
female who has this gene transmits it to her sons and daughter both in equal
probability. So the male passes on his recessive sex linked trait to 50% of his
grandsons through his daughter. The sex linked trait being recessive is not expressed
in female but is expressed in males. Therefore males suffer from genetic defect
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Heredity while females are only carriers of these defective genes. Females express the trait
if they are homozygous for the recessive gene.

Notes

Fig. 21.6 Cris cross inheritance or X-linked inheritance

This type of inheritance of recessive sex linked character from father to
daughter and then from the daughter to her sons is known as cris cross
inheritance or sex linked or X-linked inheritance.
Cris Cross Inheritance in humans : Red green colour blindness and Haemophilia
are examples of sex linked inheritance in humans. The defective gene is located
on X chromosome. Thus a single defective gene causes disease in male while two
defective genes (homozygous condition) only can cause the disease in female.
Females in heterozygous condition are apparently normal but actually the carriers
of the disease. Carrier females pass this defective gene to 50% of her sons. The
disease is expressed only in males because male does not have the partners of the
genes on Y Chromosome. See Fig. 21.7 (a), (b) and (c).

Fig. 21.7 (a) Progeny of carrier female for colour blindness and a man with
normal colour vision.
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Notes

Fig. 21.7 (b) Progeny of colour blind female and a man with normal vision.

Fig. 21.7 (c) Progeny of an haemophilic carrier female and normal male

INTEXT QUESTIONS 21.3

1. What are genes and where are they located?
............................................................................................................................
2. State the names of the scientists who proposed the chromosomal theory of
inheritance.
............................................................................................................................
3. Define (i) linkage and (ii) crossing over.
............................................................................................................................

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Heredity 4. When does gene exchange through chiasma formation occur between homologous
chromosomes?
............................................................................................................................
5. Why is the human female called the homogametic sex?
Notes
............................................................................................................................
6. A colour blind man married to a normal woman whose father and mother both
had normal colour vision. Will any of their sons be colour blind? If not why
not.
............................................................................................................................

21.8 MITOCHONDRIAL INHERITANCE AS A CASE OF MATERNAL

INHERITANCE
Apart from the nucleus, mitochondria and chloroplasts also possess DNA and you
have just learnt that genes are segments of DNA. Till now you have studied about
genes on the chromosomes present in the nucleus. Since mitochondria come into
the zygote from the egg, inheritance of mitochondrial DNA or DNA is said to be
a case of maternal inheritance.

In fact, certain diseases and therefore the genes responsible for them are due to
defects in mitochondrial DNA and can be traced to the mothers family.

21.9 HUMAN KARYOTYPE

Human karyotype is the arrangement of chromosomes in seven groups according
to the types of chromosomes and their size. It is prepared by arranging chromosomes
seen at mitotic metaphase.
(i) Total no. of chromosomes or 2n = 46 (23 pairs).
(ii) Number of autosomes = 44 (22 pairs).
(iii) Sex chromosomes = X and Y = 2
(iv) Depending on size, location of centromere, and bands obtained by special
staining methods, human chromosomes are grouped into 7 groups A to G as
shown in Fig. 21.8.
Sex determination in humans, as you have already learnt is as follows :
Normal male 22 pairs of autosomes + one X chromosome and one Y chromosome
Normal female 22 pairs of autosomes + two X chromosome
Presence of Y is necessary for maleness.
Absence of Y chromosomes makes the individual a female

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Notes

Fig. 21.8 Karyotype showing chromosomes of normal male. Female has the same autosomes
but two X-chromosomes instead of XY

21.10 CHROMOSOMAL ABNORMALITIES AND GENETIC DISORDERS

IN HUMANS
Any change from the normal number or structure of chromosomes causes
abnormalities. Following are some of them.

1. Mongolism or Downs syndrome

The individual has 47 chromosome because of one extra chromosome in the 21st
pair (Trisomy of chromosome 21). The outcome is that they are
l mentally retarded
l have a thick tongue
l and a drooping (false expression of pleasure) face. Fig. 21.9.

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Heredity The possibility of giving birth to a mongol child is far greater in pregnant mothers
above the age of forty.

Notes

Fig. 21.9 Mongolism or Downs syndrome

Fig. 21.10 Man showing Klinefelters syndrome

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2. Klinefelters syndrome Heredity
Individual is a male with 47 chromosome with one extra X chromosome. (44
autosomes + XXY). Typical features of a Klinefelter are
l Tall, mentally retarded male;
l Sterile and shows breast development or gynaecomastia (gynae : female;
Notes
massere : mammary glands). Fig. 21.10.
3. Turners syndrome
Individual is a female with 45 chromosomes with only one X, chromosome (22
pairs of autosomes +XO). The characteristic features are
l Mentally retarded
l web like skin on neck.
l incompletely developed breasts. Fig. 21.11.

Fig. 21.11 A woman suffering from Turners syndrome.

4. Colour blindness and Haemophilia (Bleeders diseases)

Both these are sex linked disorders. (See figures 21.6 and 21.7)

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Heredity The inheritance is as follows :

Notes

Note : X = normal allele; XC = recessive mutant

Fig. 21.12 Inheritance of colour blindness
In male, the single X-chromosome is received from the mother.
Hence a defective, gene (for colour blindness or haemophilia) on X chromosome
of the mother, is passed on to the son and expressed as a defect.
The daughter receives one X-chromosome from the mother and the other X from
the father. The defective gene received from the mother may be masked by normal
allele on the other X. The daughter is then called a carrier. (Fig. 21.12).
Colour blind males are unable to distinguish between red-green colours. In
haemophilia afflicted male, blood does not clot easily and the patient may bleed
to death. Its mode of inheritance is exactly like that of colour blindness.
5. Thalassemia
It is a disorder in which haemoglobin is not synthesised properly. So, frequent blood
transfusions are required for survival.
The defective gene is recessive and therefore heterozygous parents may not show
the disorder. The child who gets the defective genes from both the parents
(homozygous recessive) suffers from Thalassemia.
6. Sickle Cell Anemia
This is another hereditary abnormality due to mutation of a single gene in which.
red blood corpuscles lose their shape and become sickle shaped because of defective
Haemoglobin. Individuals possessing two defective genes (homozygous recessive),
cannot survive. In the heterozygous individuals, one gene is normal and so half
the number of total red blood corpuscles are normal containing normal haemoglobin
while the others are defective. A boon in disguise against malaria for children with
one defective Haemoglobin gene can survive as they are less affected by malaria
because the malaria parasite cannot thrive inside the defective RBCs.
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7. Rh factor Heredity
Rh factor is an antigen (a protein) present on the surface of red blood corpuscles.
About 15% of all women do not have the gene for Rh antigen. They are Rh-negative.
Men can also be Rh-negative, but the problem which this trait creates is in Rh-
negative women.
A pregnant Rh-negative women whose husband: is Rh + may bear a child who may Notes
have inherited the Rh + gene from the father. If the foetal blood enters mothers
body stream, her immune system produces antibodies against Rh antigen of the
embryo. Rh antigens cause no problems in first pregnancy. But in a subsequent early
pregnancy, the mothers antibodies against Rh antigen may enter the foetal blood
stream and destroy its red blood corpuscles causing severe anemia which may even
be fatal. (erythroblastosis foetalis)
Now a days Rh-negative mother of a Rh-positive foetus is treated immediately after
delivery, to destroy Rh antigens in her blood stream. (Fig. 21.13)

Fig. 21.13 The mechanism of Rh inheritance

(a) shows the first pregnancy where the mother is Rh (-) and foetus Rh (+). Protein
(empty circles) of the foetus stimulates the production of anti factors (black
blocks) in the mother.
(b) shows the retention of anti factors in the mothers body.
(c) shows the Rh (+) foetus in the womb of the same mother during the second
pregnancy. The anti factors from the same mother during the second pregnancy.
The anti factors from the mothers body will destroy the infants red blood cells.

21.11 AMNIOCENTESIS
Amniocentesis in a technique by which hereditary disorders due to defects in genes
can be detected. In this technique (Fig. 21.14)

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Heredity (i) a small sample of amniotic fluid which surrounds the foetus is syringed out.
(ii) This fluid has cells which break off from the skin of the foetus.
(iii) Foetal cells are picked up and cultured.
(iv) Chromosomes in the dividing cells are analysed for genetic defects.
Notes
If incurable genetic defects are detected, pregnancy can be terminated.
It is illegal to use amniocentesis for detecting the sex of the unborn.

Fig. 21.14 Techniques of Aminocentesis

21.12 THE HUMAN GENOME

In the last over hundred years genetics and molecular biology have gene far ahead
and the progress has been very rapid.
You have just read about genetic disorders and today there is hope for heir cure
through gene therapy. This is because in 2003, most of the genes on human
chromosomes in have been mapped or located on the 23(n) chromosomes. The
genes responsible for inheritance of various structural features, genes that control
various enzymes that catalyse the various biochemical reactions in the body, genes
responsible for genetic disorders have been located. Genome means genes of a
particular organism. Since genes are present in pairs (one inherited from mother
and other from the father), all kinds of genes present in a particular type of organism
are present on its haploid set (n). Thus human genome may be defined as all the
genes present in the haploid set of chromosomes in humans. There are an estimated

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20,000 to 25,000 genes and 3 billion base pairs in the total human DNA. Each Heredity
human chromosome has apart from protein coding genes regulating base sequences,
non coding DNA, promoter sequences (TATA boy) in between genes that code for
proteins. There are genes that code for the production of ribosomal RNA and the
many tRNAs.
Notes
It is estimated that only 1.5% of the human genome has protein coding sequences
and 20,000 to 25,000 genes.

INTEXT QUESTIONS 21.4

1. Why is mitochondrial inheritance treated as a case of maternal inheritance?
............................................................................................................................
2. Into how many groups have human chromosomes been grouped in the human
karyotype?
............................................................................................................................
3. State the chromosomal abnormality in Klinefelters, Turners and in Mongolism.
............................................................................................................................

WHAT YOU HAVE LEARNT

l Heredity means the transmission of characters from parents to offspring.
l Variation pertains to difference between siblings or members of same species.
l Mendel was the first to explain that heredity involves transmission of units from
reproductive cells of parents to offspring.
l Hugo de Vries, Correns and Tschermak rediscovered the Mendels Laws of
inheritance.
l Mendel selected seven varieties of garden pea differing in seven pairs of
characters.
l According to his law of segregation the factors segregate at the time of gamete
formation.
l Mendels law of dominance states that one factor dominates the other
contrasting factor in phenotypic expression.
l Law of independent assortment states that the inheritance of one character does
not depend on inheritance of any other character.
l There are deviations from Mendelian inheritance and these patterns of inheritance
are incomplete dominance, codominanace, multiple alleles, polygenetic
inheritance and pleiotropy.

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Heredity l Sutton and Boveri (1902) proposed the chromosomal theory of heredity. It states
that Mendelian factors or genes are located on chromosomes.
l Gene located on chromosomes in a linear fashion and are held together in
linkage group. Linked genes get segregated through chiasma formation or
crossing over.
Notes
l Organisms with separate sexes have a pair of sex chromosomes called sex
chromosomes in humans XX for female and XY for male.
l Males inherit an X chromosome from female parent and Y from the male
parents. Y chromosome bears genes for maleness.
l Female receive two chromosomes one each from either of the two parents.
l Any change from normal number & structure of chromosomes causes
abnormalities.
l A normal karyotype shows the 23 pairs of humans chromosomes and thousands
genes.
l Downs syndrome patients have 47 chromosomes (tri-somy of chromosome 21).
l Klinefelters syndrome patient has 44 autosomes and XXY.
l Turners syndrome, has 44 autosomes + XO
l Colour blindness and Haemophilia are X-linked disorders.
l Thallesemia and Sickle cell anaemia are due to a single defective gene.
l Rh +ve foetus in a Rh negative mother poses problems in which antibodies are
produced in mothers blood against antigens of the foetus.
l The human genome has been mapped.
l Amniocentesis a technique for detecting genetic disorder in foetus.

TERMINAL EXERCISES
1. State the three Mendels laws of inheritance. Which one of these laws in
universal?
2. Consider a hypothetical case of a cross between a tall plant (TT) and a dwarf
plant (tt). Work out the phenotypic and genotypic ratios of the F2 progeny if
the cross were to show
(a) dominance (b) incomplete dominance
3. What will be the blood group of the progeny of parents with AB and O groups.
4. Write notes on :
(a) recessive lethal genes (b) pleiotropy
(c) linkage groups (d) mitochondrial inheritance
(e) human karyotype (f) human genome

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5. Why do we find so many different complexions among humans? Heredity

6. State the chromosomal theory of inheritance.

7. Work out the following crosses and mention the phenotype ratio of their
progeny.
Notes
(a) A colour blind man marries a carrier woman
(b) A man with normal colour vision marries a carrier woman.
8. Why is X-linked inheritance termed cris-cross inheritance?
9. Give an account of genetic disorders caused by abnormal chromosomal number.
10. What is amniocentesis? How and for what is it carried out?

ANSWER TO INTEXT QUESTIONS

21.1 1. Gregor Johann Mendel, first to suggest principles underlying heredity
2. (i) homozygous = bearing identical alleles of a trait; heterozygous =
bearing dissimilar alleles of a trait.
(ii) Dominant allele = expressing in both heterozygous and homozygous
conditions.
Recessive = expressing only in homozygous condition.
(iii) Genotype = genetic constitution of an individual
Phenotype = outward expression of a gene
(iv) monohybrid = cross between two parents differing in a single pair
of contrasting character; dihybrid corss = cross of two parents
differing in two pairs of contrasting characters.
3. Heredity : transmission of characters from one generation to next
generation.
Variation: Differences between individuals of same species.
4. Monohybrid ration = 3 : 1, Dihybrid ration = 9 : 3 : 3 : 1.
5. Mutation, Recombination.
21.2 1. (i) Alleles are diffrerent forms of a gene.
(ii) Both alleles express as dominant phenotype.
(iii) Many genes controlling same trait.
(iv) whose presence in an individual proves to be fatal.
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Heredity 2. (i) Codominance and multiple alleles
(ii) Incomplete dominance
(iii) Polygenic inheritance

Notes (iv) Polygenic inheritance

3. 1 : 2 : 1
21.3 1. Genes are segments of DNA. They are located in chromosomes.
2. Sutton and Boveri
3. (i) Linkage is the tendency of genes residing on the same chromosome
to be inherited together.
(ii) Breakage and exchange of genes between two chromatids of a
homologous pair is termed crossing over.
4. During prophase I of meiosis
5. Human female produces only one kind of gametes (homo = same)
6. No. Because gene for color blindness on X chrosomes is a recessive gene
so gets marked by renual gene from mother.
21.4 1. Because mitochondia are inherited from the mother through the ovum.
2. Seven
3. Kline felter : 2n = 47; XXY
Turner : 2n = 45; XO
Mongolism : 2n = 47; Trisomy of chromosome 21

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22 Notes

MOLECULAR INHERITANCE AND GENE

EXPRESSION

A cell contains the nucleus, nucleus contains chromosomes which bear genes.
Genes carry the hereditary information. A zygote has the information for development
and differentiation in its genes. Cells of an individual has the genes for maintaining
its structure and function. But what are these genes and how do they function?
Genes are made of segments of the chemical DNA. This lesson deals with the study
of DNA as the genetic material, its structure and functioning at the molecular level.

OBJECTIVES
After completing this lesson, you will be able to :
l discuss the concept of one gene one enzyme hypothesis;
l give the history of discovery of DNA as geneticc material;
l describe the general structure of DNA by referring to the terms nucleotides,
nucleocides, purincs and pyrimidines;
l list the differences between DNA and RNA;
l mention the various categories of RNA and explain their functions;
l describe the modes of gene transfer, transformation, transduction and
conjugation;
l explain the steps during replication of DNA;
l explain the concept ofcentral dogma;
l describe the sequence of steps during transcription and translation Airing
protein sysnthcsis;
l trace the major steps in regulation of gene expression;
l define house-keeping genes and explain their role;
l categorise various types of mutations;
l define mutagcn and list their different categories;
l highlight the useful and harmful effects of mutation.

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Heredity 22.1 THE CONCEPT OF THE ONE GENE ONE ENZYME HYPOTHESIS
The British biochemist and physician Archibald Garrod had mentioned in his book
Inborn errors of metabolism that there are inherited genetic disorders such as
phenylketonuria and alkaptonuria which are caused by of the absence of particular
enzymes. Beadle and Tatum working with the mutants of the fungus Neurospora
Notes
showed that the absence of a gene in the mutant leads to absence of the enzyme
in the mutant stopping a metabolic pathway (chain of biochemical reactions,
midway. Thus was proposed that one gene was responsible for the production
of one enzyme and this was called the one gene one enzyme hypothesis. Later,
it was found that an enzyme may be made of more than one polypeptide and one
gene controlled production of one polypeptide.

In the following sections you will learn about the nature of DNA, the genetic
material, and its role in the synthesis of proteins. You will also learn about mutations
because of which the normal protein is not manufactured in the body and results
in genetic disorders.

22.2 DISCOVERY OF DNA AS THE GENETIC (HEREDITARY)

MATERIAL
That genes, located on chromosomes, are the hereditary material was known to
scientists in the early twentieth century. That genes are segments of DNA became
evident from the work of Griffith on bacterial transformation.

Bacterial transformation
The bacteria Streptococcus pneumoniae when grown in the lab form smooth
colonies (S Strain) and when injected into mice kill them. A mutant of this bacterium
forms rough colonies (R Strain) and is harmless to mice. In 1928, Frederick Griffith
found that if the smooth walled virulent form of Streptococcus is killed and mixed
with the harmless rough form of Streptococcus the latter becomes virulent (killer).
This change (or transformation) of the bacteria from harmless to virulent in termed
bacterial transformation. (Fig. 22.1).

In 1944, Avery, Mcleod and McCarty extracted the DNA from the virulent smooth
streptococcus and mixed it with the non-virulent rough variety. The non-virulent
variety became virulent and had a smooth coat. This did not happen when DNA
of the virulent was digested with the enzyme DNA and then mixed. Thus it became
clear that DNA was the transforming principle.

Later Hershey and Chase in 1952 used T2 bacteriophage (bacteria infecting virus)
for their experiments. They labelled the protein coat of the virus with radioactive
isotope of sulphur S35. When the virus was introduced into the bacteria, no lable
(radioactivity) was found inside the bacteria as the viral coat was left outside. When
they labelled viral DNA with P32 (radioactive) phosphorus, radioactivity was found

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Notes

Fig. 22.1 Griffiths bacterial transformation experiment.

inside the bacteria. It bacame clear that new generations of the virus were
reproduced inside bacteria because of viral DNA (Fig. 22.2).
These experiments confirmed that DNA is the genetic material and genes are made
of Deoxyribonucleic acid or DNA.
22.3 STRUCTURE OF DNA, THE GENETIC (HEREDITARY) MATERIAL
22.3.1 Chemical nature of DNA
DNA is a polynucleotide, a macromolecule (macro = large) made of units called
nucleotides.
Each nucleotide consists of three subunits.
(i) a pentose (5 carbon) sugar called deoxyribose
(ii) 4 nitrogenous bases Adenine (A), Guanine (G) (purine bases) and Thymine
(T) and Cytosine (C) (pyrimidine bases)
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Notes

Fig. 22.2 The Hershey Chase experiment

(iii) a phosphate group (PO4) positioned on the sugar (Fig. 22.3)

(a) (b)
(Base + Sugar = Nucleoside) (Base + Sugar + Phosphate = Nucleotide)
Fig. 22.3 Component of nucleoside and nucleotide
A base and a sugar combine to form a nucleoside, while it become a nucleotide
when a phosphate group gets attached.

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Base + sugar = nucleoside Heredity
Base + sugar + Phosphate = nucleotide
So there are four nucleotides in DNA formed of sugar and nitrogenous base and
phosphate.
Chargaffs rule Notes
The four nucleotides are not present in equal amounts in a DNA molecule. But the
amount of purines (A + G) and that of pyrimidines (T + C) is always equal. In other
words, A = T and G = C. This is called Chargaffs rule.

22.3.2 Physical structure of DNA The DNA double helix

A DNA molecule is three dimensional and made of two strands helically coiled
around each other. Franklin and Wilkins first showed through X-ray diffraction
studies of DNA that it is a double helix.
In 1953, James Watson and Francis Crick were awarded the Nobel Prize for working
out the structure of DNA. According to Watson and Cricks model
l DNA molecule is a double helix consisting of two strands of DNA
l The arrangement of the two strands in antiparallel, which means that the
sequence of nucleotides goes up in 5to 3direction in one strand and other
strand comes down in 3to 5direction. (3and 5refer to the carbon atom
to which the phosphate group is attached) see Fig. 22.4.

Fig. 22.4a Components of a DNA double helix

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Notes

Fig. 22.4b-c DNA double helix

l The backbone of the helix is made of sugar phosphate and nitrogenous bases
are linked to the sugar. (Fig. 22.4a and 22.4b)
l The bases of the two strands are linked by hydrogen bonds.
l Base pairing is very specific as per chargoffs rule. A Adenine, a purine base
always pairs with thymine, a pyridine base. The purine base Guanine pairs with
the pyrimidine, Cytosine. These pairs of bases are called complementary bases.
There are two hydrogen bonds between A and T and three hydrogen bonds between
G and C.
In the DNA helix, a complete helical turn occurs after 3.4 nm (or 34). This
complete turn encloses 10 base pairs, each base pair lies 0.34 nm (3.4 ) apart.
the diameter of the double helical DNA molecule is 2.0 nm (Fig. 22.4c).
Watson and Crick model explains well how the two strands of a DNA molecule
may separate at replication and transcription and then rewind.
The hereditary material must be capsule of (i) Replication (ii) storage of
information (iii) transmission of information (iv) expression of information
(v) regulation of gene expression.

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Eukaryotic chromosome Heredity
In the bacteria (prokaryotes), one double stranded DNA molecule constitutes the
only chromosome. Eukaryotes have many chromosomes and also many genes. One
chromosome, however, is made up of one long double stranded DNA molecule.
So how does this long molecule get accommodated in the chromosome seen as
small mircoscopic entities during cell division? Fig. 22.5 shows packaging of the Notes
DNA molecule.

Fig. 22.5 Packaging of the DNA molecule.

l At interval DNA molecule is coiled around a core particle which is an
octomer, that is made of 8 histone proteins forming a ball like structure.
l Each core particle with DNA around it is called a nucleosome. Under the
electron microscope the eucaryotic chromosome looks like a string of beads
string being the DNA molecule and beads the nucleosomes.
l The string is then coiled to form a solenoid and the solenoid is coiled again
(supercoiling) ultimately to form the chromosome.
l In this way the long DNA molecule becomes thicker and thicker as shown in
the figure.

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22.4 RNA OR RIBONUCLEIC ACID
Apart from DNA, RNA is the other important nucleic acid present inside the cell.
Table 22.1 gives the differences between DNA and RNA.
Table 21.1 Difference between DNA and RNA
Notes DNA RNA
1. Double stranded molecule 1. Single stranded molecule
2. Contains deoxyribose sugar 2. contains ribose sugar. Thymine is
eplaced by uracil
3. Pyrimidine base complementary 3. Pyridine base complementary
to Adenine is Thymine to adenine is uracil No thymine is RNA
4. DNA has only one function, that 4. Many species of RNA such as
is to bear hereditary in formation mRNA, tRNA, rRNA with different
functions RNA is the genetic material
in retroviruses.
5. DNA can duplicate on its own 5. RNA is synthesized on a DNA templeate

Function of various type of RNA

mRNA or messenger RNA
mRNA or messenger RNA is transcribed in the nucleus to carry the information
for protein to be synthesized), from DNA to site of protein synthesis in the
cytoplasm.
mRNA is transcribed as a strand of complementary bases of one of the DNA strands
and carries the information for the synthesis of a particular protein or polypeptide.
tRNA or transfer RNA
tRNA or transfer RNA, also called soluble RNA has a clover leaf structure
(Fig. 22.6) with loops. One loop recognises the ribosome, the top loop has an
anticodon to recognise the codon (triplet nucleotide sequence coding for an amino
acids) on mRNA. tRNA transfer the amino acids at their respective positions
during synthesis of protein.
There are many t-RNAs which differ in their anticodon. Each tRNA is specific for
an amino acid and can carry that amino acid to the ribosome during protein
synthesis.
The 3 end of every t RNA ends in the bases CCA (Cytosine-Cytosine-Adenine)
and the 5 end of the tRNA end in G. (Guanine) Amino acid is carried at 5 end.
tRNA contains unusual bases like inosine, dihyrouridine etc.
rRNA or ribosomal RNA
rRNA is a component of ribosome which are ribonucleoprotein particles containing
RNA and proteins. rRNA is synthesized from the information in ribosomal genes
present at nucleolar organiser region in a chromosome.
rRNA have a role in protein synthesis
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Notes

Fig. 22.6 RNA showing anti codon and codon pairing.

Mechanisms of DNA transfer

Bacteria are prokaryotes and possess a single DNA molecule as their single
chromosome. The DNA molecule is double stranded and helically coiled among
bacteria, genes may be transferred from one bacterium to the other. DNA transfer
or gene transfer can occur among bacterial by any one of the three processes, 1.
conjugation, 2. transformation and 3. Transduction
Conjugation
Two bacteria may come together and undergo conjugation. In conjugation, a
plamid containing a few genes passes from one bacterium into the other. The
transfer (also called horizontal gene transfer) may also happen through a break in
the single strand of the chromosome of donor bacterium and then that broken one
strand in transferred to the recipient cell through Fpilus. The single strand left
behind in the donor as well as the single strand donated to the recipient cell then
become double stranded. The transferred DNA gets integrated into recipient
chromosome. This is recombination. Conjugation also occurs between two strains
F+ and Fstrains. The transferred DNA is from F+ called F factor. Since F factor
from F+ is integrated into bacterial chromosome, there is high frequency of
recombination, hence the strain becomes Hfr.
Transformation
Recall from the earlier part of this lesson (21.2) that DNA from one bacterium may
integrate into DNA of another bacterium as in case of Streptococcus pneumoniae.
Transformation is defined as the ability of extracellular DNA to enter a bacterial
cell and recombine with the bacterial genome. The bacterial genome acquires new
properties on account of the foreign DNA that had entered.
Transduction
Transduction refers to transfer of DNA from one bacterial cell into another
bacterium through the agency of a virus (bacteriophage). A phage may undergo

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Heredity lysogeny, that is the virus enters the bacterium and divides along with bacterial
genome. So a number of viral particles can form. Meanwhile viral DNA integrates
and becomes part of bacterial DNA which is now a new recombinant DNA.
Sometimes the viral genome may become independent and carrying host bacterial
genes may enter a new host bacterium and recombine into its genome. This gene
Notes process of transfer is called transduction.

INTEXT QUESTIONS 22.1

1. Expand DNA.
............................................................................................................................
2. Name the scientists who confirmed that DNA was the genetic material in
bacterial transformation.
............................................................................................................................
3. Name the sugar and the nitrogenous bases found in DNA
............................................................................................................................

22.6 DNA REPLICATION

DNA duplicates itself exactly for passing on genetic information to the next
generation of cells. Replicaiton may thus be defined as a mechanism for transmission
of genetic information generation after generation.
You have learnt in the lesson on cell that the cell passes through the cell cycle
and DNA replicaiton or DNA duplication takes place during S-phase.

Mechanism of replicaiton
Replication occurs through the following steps :
1. Unwinding of DNA double helix
The two strands of the replicating DNA molecule separate by the action of the
enzyme Helicase. Topoisomerase enzyme keeps it open. The opened part is
the replicaiton fork as shown in Fig. 22.7a.

Fig. 22.7a Replication fork

2. Synthesis of the primer
Primer is a short RNA molecule of about 5 to 10 bases. It is formed in the
presence of the enzyme primase. The primer provides a 3-OH group for
attachment of the new DNA strand which begins to form.

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3. Synthesis of new DNA strand Heredity

The opened strands of DNA form the template. New strands complementary
to template are synthesised. At the replicaiton fork a new DNA strand begins
to synthesise, attaching itself to the primer, in the presence of the enzyme DNA
polymerase. It begins synthesis from its 5 end and contains synthesis
complementary to one of the unwound parental DNA strand. The new strand Notes
of DNA continues to be synthesized to uninterrupted and is termed leading
strand.
Synthesis of the other new DNA strand
DNA synthesis always takes place along 5 to 3 direction. Therefore, the other new
DNA strand gets synthesised in the direction opposite to the leading strand. This
new strand called Lagging strand builds up in small pieces as shown in the figure,
in the presence of enzyme DNA polymerase. Thus the synthesis of the lagging
strand is discontinuous. The new pieces of DNA are termed Okazaki fragments.
In the presence of the enzyme ligase and the energy source ATP, the okazaki pieces
get joined together to form a DNA strand

Fig. 22.7b Formation of new DNA strands

l DNA replicaiton is remarkably accurate so that the parental DNA molecule gets
an exact duplicate copy made any mistake gets chipped and repaired. This is
term proof reading. At the end of results.
l DNA replicaiton two identical DNA molecules are formed which are identical
to the parent molecule.
l DNA replicaiton is thus semidiscontinuous that is one strand of the new DNA
molecule builds up continuously and the other in pieces.
l DNA replication is semiconservative, since in the two new molecules formed,
one parental strand is conserved and the other strand is newly synthesised
experimentally proven by Messelson and Stahl.

INTEXT QUESTIONS 22.2

1. In which direction does DNA polymerase proceed to catalyse DNA replicaiton
5 to 3 or 3 to 5.
............................................................................................................................
2. What is a primer ................ a DNA molecule or an RNA molecule?
............................................................................................................................

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Heredity 3. Name the four enzyme needed for DNA replication.
............................................................................................................................
4. Which enzyme joins okazaki pieces?
............................................................................................................................
Notes
22.7 GENES AND PROTEIN SYNTHESIS
The genes of an individual is its genotype, and the expression of genes results in
the phenotype. This you have already learnt in the previous lesson. There are
different structural proteins e.g. Haemoglobin in blood, enzymes e.g. pepsin, almost
all of which are proteins. There are carrier proteins in the cell membrane about
which you have learnt in lesson 1, on cell. So there are various proteins and the
information for the formation of these proteins is present in the genes, which you
know are sequences of DNA molecule present in the chromosome.
For the study of protein synthesis you have to first understand the following
1. Central dogma
2. Genetic code
22.7.1 Central dogma
Genes are in the nucleus and proteins are synthesised in the cytoplasm of the cell.
The transfer of information from genes to the site of protein synthesis
constitutes the central dogma. The central dogma operates in the following
sequence information flows from DNA (particular gene) to the particular protein
through RNA.

Replication DNA Transcription Translation

RNA Protein
For protein synthesis, first the information coded in DNA is copied as a
complementary messenger RNA molecule this is termed transcription. Messenger
RNA carrying information moves out of nucleus into the cytoplasm, attaches to the
ribosomes to translate the information in the form of a protein. This is termed
Translation as shown in the figure.
In retroviruses, the genetic material is RNA. Therefore, during protein synthesis
it is first transferred to a DNA molecule in the presence of the enzyme reverse
transcriptase and then the path of central dogma is followed as shown below.
Reverse
DNA mRNA Protein
RNA transcription
(genetic material
of retrovirus)
22.7.2 Genetic Code
The information for the synthesis of proteins is present in the DNA in a sequence
of nucleotides. This coded information was discovered by Nirenberg, Mathair and
Ochoa.
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The genetic code refers to the information for the structure of a particular protein Heredity
to be synthesised coded in a DNA molecule. That gene or fragment of DNA which
carries the code for synthesis of a complete polypeptide (protein) is termed a cistron.
The genetic code has the following characteristics
1. Genetic code is a triplet code. This means that sequence of 3 bases called codon Notes
in the gene has the information of a particular amino acid. The codons determine
for the sequence of amino acids in a protein.
2. Genetic code is unambiguous, that is a particular codon can code for only one
certain amino acid.
3. Genetic code is commaless and nonoverlapping. This means that it is read
continuously from beginning to end.
4. Genetic code is degenerate. There are 20 amino acids only that form the various
proteins of living beings. But if 3 out of 4 nucleotides (each containing one
of the four bases) form a codon, there can be 43 = 64 codons. Hence more than
one codon codes for a particular amino acid. In fact as you can see from the
figure (Fig. ), the first two bases of the codons for the same amino acid are
common and the third one changes or wobbles. This is called wobbvle
hypothesis.
5. The genetic code is read from mRNA during protein synthesis.
6. AUG codon, codes for Methionine and is the initiation codon as it is the first
one to be transcribed from a cistron.
7. UAA, UAG and UGA are stop codons and one of these three codons is present
at the end of every cistron to terminate protein synthesis.
8. Genetic code is universal and common for almost all organisms on earth.
(Table 22.1).

22.7.3 Transcription
The flow of genetic information from cistronic DNA to mRNA is called Transcription.
In occurs in the following steps.
1. Cistronic DNA which carries the information for the protein to be synthesised
unwinds in the presence of enzymes helicase and topoisomerase.
2. RNA polymerase begins to catalyse synthesis of mRNA signalled by a protein
called sigma factor.
3. mRNA is synthesised complementary to cistronic DNA and a Rho factor signals
RNA polymerase to complete transcription.
4. The strand of DNA which bears the code for transcription of the specific protein
is called sense strand of DNA opposed to the antisense strand which is not
transcribed.

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Notes
Fig. 22.8 Transcription in prokaryotes

In Eukaryotes, the mRNA is synthesised within the nucleus after cistronic DNA
unwinds to expose the sense strand for transcription of a large molecule of RNA
called hnRNA heterogenous nuclear which is synthesised in the presence of RNA
polymerase.

Processsing of mRNA
hnRNA is large because eukaryotic genes contain coding sequences called exons
and non coding sequences called introns (I) in between exons. Both introns and
exons (E) are transcribed in hnRNA. During processing of hnRNA introns are cut
off and exons join to form mRNA.
l A nucleoside (recall from section 22.3) called methyl guanosine comes and
attaches at the 5 end of mRNA. This is called capping.
l A small piece of RNA having only nucleotides containing the base Adenine is
attached at the 3 end. This is called the poly A tail.
l The m RNA with cap and tail moves out of the pores in the nuclear membrane.
The process of formation of functional mRNA from hnRNA is termed RNA
processing (Figs. 22.9a and 22.9b)

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Notes

Fig. 22.9a Schematic drawing showing transcription and processing of hnRNA in eukaryotes
Fig. 22.9b Process of transcription and processing of hnRNA

22.7.4 Translation
A series of events follows transcription in which the language of nucleotides
transcribed (copied) in mRNA is translated into the language of amino acids to
form a protein. These events are
1. Activation of amino acid
2. Formation of mRNA ribosome complex and chain initiation
3. Chain elongation
4. Chain termination
Activation of amino acid
A specific t RNA attaches to specific amino acid in the presence of the enzyme
amino acyl-tRNA synthetase in two steps given below. This requires energy
aminoacyl
Amino acid + ATP tRNA
synthetase
aa ~ tRNA + Pi
(Amino acyl (Inorganic
adenylate) phosphate

aminoacyl
aa~AMP + tRNA tRNA
synthetase
aa ~ tRNA + AMP
(Amino acid attached
to its tRNA)
Formation of mRNA ribosome complex and chain initiation
l mRNA binds to small ribosomal subunit
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Heredity l Larger subunit of ribosome attaches to complete the ribosome.
l The mRNA ribosomal complex contains two codons so that at a time two amino
acids can be accommodated in the ribosome at the A and P sites tRNA.
l In the presence of some proteins called initiation factors methionine (an amino
Notes acid) is carried to the mRNA ribosome complex and enters at the A site in
the large subunit. Recall that tRNA has an anticodon a sequence of three bases
complementary to the codon for methionine.
l Chain elongation
The second amino acid is carried by its tRNA to the ribosome according to the
second codon on mRNA at the P site in large ribosomal unit. Peptidyl transferase
enzyme then helps to establish a bond between the first two amino acids. The
first amino acid loses its tRNA which moves out of the Ribosome then moves
over m-RNA towards 3 end. The dipeptide made of the two amino acids shifts
towards 5 end such that the second amino acid occupies the A site and
methionine is bonded to it. The third amino acid then enters through P site
carried by its tRNA according to third codon. In the presence of peptidyl
transferase, a peptide bond is formed between second and third amino acids
and tRNA of second amino acid becomes free. In this way the peptide chain
is synthesized. (Fig. 22.10).

Fig. 22.10 Translation of mRNA

l Polysome assembly
When mRNA has shifted ahead such that about ten amino acid long peptide
is synthesised a second ribosome attaches to form ribosome mRNa complex.
Thus at one point of time a number of ribosomes are seen attached to mRNA
one molecule of the polypeptide continues synthesis in each ribosome till the
termination codon is reached.
l Chain termination
When the stop codon on mRNA is reached, the polypeptide is synthesised. It
leaves the ribosome and the ribosome dissociates into its two subunits.

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INTEXT QUESTIONS 22.3

1. What is central dogma of molecular Biology?

............................................................................................................................ Notes
2. Which molecule is synthesised at transcription.
............................................................................................................................
3. What is a codon.
............................................................................................................................
4. Where in the cell does translation occur.
............................................................................................................................
5. Name the three types of RNA that participate in proetin synthesis.
............................................................................................................................

22.8 HOUSE KEEPING GENES

In multicellular organisms, all cells contain all genes but only those function which
are required to be active. In other words the expression of genes is regulated by
switching on and switching off genes when required.
Certain genes, however, bear the code for proteins which need to be synthesised
all the time. These are the genes needed for survival and maintenance of the cells
and need to be expressed all the time. Such genes which are expressed all the time
in all cells are termed housekeeping genes. Inducible genes are the ones which
are switched on when a particular substance is present in the environment.
Repressible genes are those which are shut off in the presence of a specific
substance in the environment.
22.9 REGULATION OF GENE EXPRESSION
The Lac-operon is an excellent example of control of gene expression in prokaryotes
(bacteria). It is an inducible system and is switched on in the presence of the
substrate lactose which has to be metabolised. Enzymes for metabolising lactose
are galactosidase, permease and transacetylase and genes that code for them get
switched on. In the absence of lactose, they remain switched off.
Jacob and Monod received the Nobel prize for showing that bacterium Escherichia
coli has a set of genes forming an operon which regulate expression of gene
coding for enzymes needed to breakdown lactose. The operon includes genes lying
close together on the chromosome next to the regulator gene i, and includes
promoter gene p which RNA polymerase identifies at the time of transcription,
operator gene, o which switches on structural genes z, y,a for the 3 above mentioned
enzymes.
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The working of the operon system is given in Fig. 22.11a-b.

In absence of the substrate lactose

Notes

Fig. 22.11a Lac operon

Regulator protein blocks o, RNA polymerase cannot find p and z, y, a remain

switched off.

In the presence of lactose

Fig. 22.11b Lac operon

Regulator attracted to lactose, o site open, RNA polymerase finds promoter genes
z, y, a switched on, transcription begins and the three enzymes are synthesized inside
the cell.
The above is an example of inducible system, repressible systems are also found
in prokaryotes.
Gene regulation in eukaryotes is more complex, in several ways, and genes
expression can be regulated at level of transcription or processing of hnRNA into
mRNA or at translation or post translation. Fig. 22.12).
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Notes

Fig. 22.12 Levels of gene control in eukaryotes

22.10 MUTATION
A heritable change in the structure, content and organization of the genetic material
that can be passed down to the next generation) is termed a mutation. Mutation
may occur in one gene when it is termed point mutation or may affect a number
of genes on a part of chromosome when it is termed chromosomal mutation.
Chromosomal mutation
Involves a number of genes. It is of two types, due to 1. Change in number of
chromosomes and 2. Change in structure of chromosomes.
The number of chromosomes in individuals of a species is fixed. For example
humans have 2n = 46 chromosomes. But sometimes one or more chromosomes
may be lost or added and such a change in number is termed Aneupoidy. Sometimes
the whole set of chromosomes may be duplicated so that instead of 2n, an individual
way possess 3n or 4n chromosomes. This is euploidy.
Chromosomal change in structure is also termed chromosomal aberrations. It is
of four types 1. Deletion, in which a piece of a chromosome may be lost. 2.
Inversion, a piece of a chromosome breaks off and rejoins in the reverse direction.
3. Duplication A part of the chromosome may get represented twice and 4. A piece
from another chromosome may get attached translocation.

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Heredity Genes mutation or Point Mutation
A change which affects only one gene is called gene mutation or point mutation
you already know that gene is a segment of DNA and is made a sequence of
nucleotides. When ever one nucleotide is changed within a gene, it may cause a
change in the phenotype.
Notes
Gene mutation is of the following types :
1. Transition : When a purine base is replaced by another purine base or
a pyrimidine base by another pyrimidine
ATGCATGC AGGC AGGC
2. Transversion : When a purine base is replaced by the another pyrimidine
base and similarly a pyrimidine base by another purine
ATGC ATGC ATGT ATGC
3. Frameshift : Sometimes due to loss or gain of one nucleotide the reading
frame of the genetic code for an entire gene changes
CAT CAT CAT CAT CAT ATC ATC ATC
lost
4. Missense : A change in the genetic code due to replacement of a
nucleotide (base) may give rise to a different protein e.g.
sickle cell haemoglobin.
5. Nonsense : If a genetic code changes such that it becomes a stop codon
mid way, no protein is formed e.g.
GAAGAAGAA GAAUAAAA
synthesis stops
6. Silent : When the change in a nucleotide does not bring about any
phenotypic change.
Mutagens
Agents that cause mutation in the genetic material are called mutagens. Mutagens
belong to two categories
1. Radiations : x-ray, UV rays, radiations.
2. Chemical : Mustard gas, Actinomycin D

INTEXT QUESTIONS 22.4

1. Name the components of an operon.
............................................................................................................................
2. What is mutation. When is a mutation called a transition mutation.
............................................................................................................................

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3. Why is silent mutation called so. Heredity

............................................................................................................................
4. What are mutagenes?
............................................................................................................................
Notes
5. Name a chemical which causes mutation in the heredity material.
............................................................................................................................

WHAT YOU HAVE LEARNT

l One gene was responsible for the production of one enzyme, this was called
one gene one enzyme hypothesis.
l The transformation of the bacteria from harmless to virulent is termed bacterial
transformation.
l DNA is a polynucleotide, made up of nucleotides. Each nucleotide consists three
subunits (i) sugar deoxyribose (ii) 4 nitrogenous bases (Adenine, Guanine,
Thymine and cytosine (iii) a phosphate group.
l RNA is the other important nucleic acid present inside the cell. RNA has pentose
sugar ribose and base uracil instead of thymine. Many species of RNA such
as mRNA, tRNA, rRNA with different functions.
l Transformation means the ability of extracellular DNA to enter a bacterial cell
and recombine with the bacterial genome.
l Transduction refers to transfer of DNA from one bacterial cell into another
bacterium through the agency of a virus.
l Replication may be defined as a mechanism for transmission of genetic
information generation after generation.
l The transfer of information from genes to the site of protein synthesis constitutes
the central dogma.
l The genetic coded information was discovered by Nirenberg, Mathair and
Ochoa.
l The flow of genetic information from cistronic DNA to mRNA is called
transcription.
l A single triplet (three bases) is called codon.
l Mutation is a sudden change in genes or chromosomes resulting in alteration
of character.

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TERMINAL QUESTIONS
1. How did Hershey and Chase prove that DNA is the hereditary material.
2. Explain (i) Transduction and (2) Lysogeny
Notes 3. Describe the Watson and Crick model of DNA.
4. Explain how replication takes place?
5. Write a note on okazaki fragments.
6. State the properties of the genetic code.
7. Explain transcription in Eukaryotes and processing of hnRNA.
8. What do you mean by regulation of genes?
9. Explain how the lac operon gets switched on in the presence of lactose in E.coli.
10. Name three levels at which regulaiton takes place in a eukaryotic cell.
11. Write notes on :
(i) Types of mutations
(ii) Okazaki fragments
(iii) Chain termination during translation.

ANSWER TO INTEXT QUESTIONS

22.1 1. Deoxyribonuclic acdi
2. Avery, Mclead and McCarty
3. Deoxyribose, Adenine, Guanine, Thymine, Cytosine
22.2 1. In 5-3 direction
2. RNA molecule
3. Helicase, DNA polymerase, DNA ligase, Topoisomerase
4. DNA ligase
22.3 1. The transfer of information from genes to the site of protein synthesis
constitutes the central dogma.
2. Cistronic DNA
3. Sequence of three bases in the genes.
4. Nucleus
5. mRNA, tRNA, hnRNA
22.4 2. A heritabel change in the structure, content and organization of genetic
material when in a DNA sequence a purine is replaced by purine and
pyrimidine is replaced by pyrimidine.
3. A silent mutaiton does not being about a change in the sequence of
nucleotides.

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23 Notes

GENETICS AND SOCIETY

You have learnt from earlier lessons of this unit that genetics is the science of
heredity and variation. After Mendels work was rediscovered in 1900, genetics
progressed very rapidly in the 20th century. Today we find many applications of
the knowledge of genetics in the fields of agriculture, medicine and forensic science.
Some technologies related to genetics such as gene cloning, recombinant DNA
technology, DNA fingerprinting, raising genetically modified crops will be dealt
with in this lesson.

OBJECTIVES
After completing this lesson, you will be able to :
l highlight human curiosity and consciousness for healthy progeny;
l define the term gene cloning;
l explain the usefulness of gene bank;
l enumerate the various steps of recombinant DNA technology in a sequence;
l define genetic engineering and mention its utility;
l define transgenic organism, explain the steps in its production and cite
examples of transgenic animals, plants and microbes;
l describe steps of polymerase chain reaction and mention its use;
l list the steps of DNA fingerprinting and mention its usefulness;
l explain the term genomics;
l justify the importance of genetic counselling.

23.1 GENETICS THROUGH AGES

The history of genetics can be traced to prehistoric times and be classified into three
eras as given below :

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Heredity Early ideas
Primitive art such as drawings in ancient tombs and caves, bones and skulls show
that human activities included selecting, breeding and domesticating plants and
animals. Between 8000 and 1000 BC, horses, camels oxen and dogs had been
domesticated. Between 7000 to 5000 BC corn, rice, wheat and datepalm were being
Notes
cultivated.
Between the 17th and 19th century many theories regarding inheritance had been
proposed but could not be proved. These were epigenesis, preformationism,
blending inheritance and pangenesis. But this clearly shows that humans were
always curious to know how traits are passed down the generations.

Modern Genetics
Gregor Johann Mendel, whose principles (laws) of inheritance you have learnt in
earlier lessons of the unit is regarded as the founder of modern genetics. Between
1902 and 1904, the chromosome theory of inheritance was accepted and
chromosomes, which could actually be seen under the microscope during cell
division were regarded as the bearers of hereditary characters (genes). Mutations
were recognised as source of genetic variation.
With the acceptance of Darwins theory of natural selection, geneticists studied the
inheritance of traits in populations (Population genetics).

Molecular Genetics
By the mid 20th century, DNA was established as the genetic material and structure
and chemical nature of DNA was understood [recall the double helical structure
of DNA as proposed by J. Watson and F. Crick]
The central dogma of molecular biology holds that genetic information resides in
DNA, but its expression is in the form of proteins which are synthesized according
to genetic information carried by mRNA from DNA.
In the last two decades of the twentieth century more has been understood about
the nucleic acid molecules and protein molecules and also about the genetics of
bacteria. The knowledge gained has led to the invention of technologies of genetic
engineering, gene cloning, organismal cloning, DNA finger printing. Even more
recent are the fields of genomics and bioinformatics. The entire genetic make up
(genome) of an organism can now be cloned, sequenced and functions of the various
genes explored. Knowing the human genome has opened up the possibilities for
handling genetic disorders through gene therapy.

23.2 GENE CLONING AND GENE BANK

The term clone is a collective term for genetically identical individuals. You have
probably heard about the sheep named Dolly, which possessed the same genes
as did her mother as she was cloned from her mother.

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In the Roslin Institute in Scotland, Ian Wilmut cloned Dolly the sheep
from her mother in 1996. The nucleus from a cell from Dollys mothers
udder (mammary glands) was introduced into the egg of another ewe
(female sheep) whose nucleus was removed. This cell divided to give more
cells which formed as embryo that could be implanted into the uterus of
Notes
another ewe (surrogate mother).

The production of large quantities of identical genes is called gene cloning. Since
any gene is a segment of DNA having a particular sequence of the four nitrogen
bases (A, T, G, C), multiple copies of a particular gene may be obtained by means
of recombinant DNA technology, popularly known as genetic engineering. You
will learn more about genetic engineering later in this lesson.

Gene bank
Various clones of bacteria carrying the desired genes in their DNA can be stored
and preserved at very low temperatures for their future use, in a gene bank. A gene
bank or a gene library or a DNA library is thus a collection of bacterial or
bacteriophage (virus) clones. Each clone carries specific DNA segment (gene) from
another organism. For example, human gene coding for the hormone insulin may
be inserted through genetic engineering into a bacterium, when the bacterium
multiplies it forms a clone of bacteria carrying the gene for insulin and may be
preserved in the gene bank. Thus clones from a gene bank may be used for
producing in large quantities, certain enzymes, hormones and vaccines.

INTEXT QUESTIONS 23.1

1. Name any two recent techniques in genetics.
............................................................................................................................
2. Define gene cloning
............................................................................................................................
3. What is a gene bank ?
............................................................................................................................

23.3 RECOMBINANT DNA TECHNOLOGY

One of the major applications of genetics is in genetic engineering which is also
called recombinant DNA technology. In this technique the desired gene which is
a DNA segment carrying a particular sequence of nucleotides is added to the DNA
of another organism (usually a bacterium) with the help of a transferring agent or
vector. The modified DNA molecule carrying DNA from two different sources is
called recombinant DNA or rDNA. The joining of two pieces of DNA is termed
DNA splicing (Splicing in Latin means marriage).

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Heredity The steps in the production of rDNA is as follows (Fig. 23.1) :

l The desired piece of DNA is cut from the cells (e.g. human cells) with the help
of enzymes called restriction endonucleases or restriction enzymes. These
enzymes are found in different bacteria. They recognise specific nucleotide
Notes sequences in a DNA molecule and cleave (cut) them.

l The same restriction enzyme cuts the same specific nucleotide sequence in a
plasmid. A plasmid is a ring shaped DNA molecule present in a bacterium. It
is not part of the chromosome of the bacterium. It is used as a vector for
transferring the foreign DNA into the host cell.

l The desired DNA fragments are then mixed with the cleaved plasmids. These
plasmids pick up the foreign DNA pieces to replace their lost parts. These
become the recombinant plastids and the DNA is rDNA.

l The recombinant plasmids are now introduced into or mixed with their bacteria
which pick up the recombinant plasmids.

l The r-plasmids in the bacteria multiply along with the host bacteria. Soon a
clone of bacteria with rDNA is obtained. Such a bacterial clone containing
copies of the desired gene can be preserved for future use. For example, as
already mentioned human insulin gene can be inserted into bacterial plasmid
and insulin obtained from the bacterial clone when needed.

Fig. 23.1 Major steps in genetic engineering.

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23.4 IMPORTANCE OF GENETIC ENGINEERING Heredity

Genetic engineering or rDNA technology can be used for various purposes:

l To manufacture important compounds like vaccines, hormones, vitamins,
antibodies etc. The production of these substances by inserting genes responsible
for them in the bacteria and then getting clones of these bacteria used to produce
the desired substances. Notes
l To manufacture enzymes used for making cheese.
l To breakdown pollutants through recombinant bacteria (bioremediation).
l To clone particular genes with the help of rDNA technology and build up a gene
bank or a gene library.
l To use rDNA for gene therapy for curing genetic disorders.
l To raise useful plants (transgenic plants) resistant to herbicides (chemicals used
to kill weeds) or insect pests by inserting genes in the plants through rDNA
technology.

INTEXT QUESTIONS 23.2

1. What is the popular term for recombinant DNA technology?
................................................................................................................
2. What is meant by DNA splicing?
................................................................................................................
3. What is a plasmid and why is it called a vector for genetic engineering?
................................................................................................................

23.5 TRANSGENIC MICROBES, PLANTS AND ANIMALS

Also called genetically modified organism (GM organisms), transgenic organisms
contain in their genetic make up foreign genes, that is, genes from another species
or another kind of organism. Transgenics are raised through recombinant DNA
technology.
Transgenic microbes
Bacteria are easiest to be genetically modified by adding foreign gene into their
plasmids through rDNA technology as you have already learnt in this lesson.
Transgenic bacteria with insulin gene and human growth hormone gene have been
cloned to provide these hormones for human use.
Other uses of transgenic bacteria are in decomposing pollutants and extracting
metals such as copper and gold.
Transgenic plants
Some genetically modified plants are herbicide and pest resistant. A genetically
modified tobacco plant contains a gene from the firefly and emits green light.
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The gene for growth hormone from cattle have been inserted through genetic
engineering to produce large fish, pigs and some other animals.
Transgenic goats can produce a blood clotting protein in their milk. This may be
useful for children suffering from disorders such as haemophilia in which blood
Notes does not clot.
Genetic engineering offers a wide scope for transferring genes from one
organism to another, such as plants to microbes, animals to microbes. Such
gene transfers are not possible by other techniques like hybridisation.
However, rDNA technology is not without problems. One danger is that
accidentally or intentionally pathogens may be produced and misused as
in biological warfare. Hence strict guidelines have been laid down for
research in genetic engineering.

23.6 POLYMERASE CHAIN REACTION

You have learnt in the lesson no 22, that DNA polymerase is the enzyme responsible
for DNA replication or making a copy of a DNA molecule.
DNA polymerase enzyme is used repeatedly for
making many copies of a small fragment of
DNA in the technique called polymerase chain
reaction (PCR). Thus polymerase chain reaction
or PCR helps in making many copies of a small
amount of DNA.
The steps in PCR are,
l Double helical DNA molecule is heated so
that it breaks up into two strands
l Primers are added and the DNA is cooled.
l DNA polymerase is added and in its presence
the two single strands acquire
complementary strands and so two molecules
of the DNA are formed. (Fig. 23.2).
These steps are repeated to get multiple copies
of DNA. These days DNA polymerase from a
bacterium living in hot springs called Taq
polymerase is used in PCR machines. DNA
amplified by PCR can be used for various Fig. 23.2 Polymerase chain reaction
techniques analysis, cloning.
23.7 DNA FINGERPRINTING
Like our fingerprints, the repeated sequences in our DNA are unique. You must
have heard that the police lifts fingerprints from the scene of crime to identify the
culprit in case of rape, theft or murder.
In 1984, Alec Jaffreys, a geneticist invented a technique which could distinguish
the DNA of a person from that of another and called this technique genetic
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fingerprinting or DNA fingerprinting. This technique is now used for scientific Heredity
investigation of crime. For example identifying correctly the accused in rape or
murder or to solve paternity disputes (find out who the actual father of a child is).
DNA fingerprinting can be done from very small amounts of DNA which are taken
out of a tiny drop of blood, semen, hair
follicle, tooth pulp etc. picked up from the Notes
scene of crime. The steps in the technique are:
l DNA is isolated from blood, semen etc.
l Its quantity is increased through PCR
l The lengths of these DNA pieces vary
from person to person because of certain
repeated sequences of nucleotides in DNA
which vary.
l The DNA pieces are separated from each
other according to size and charge with
the help of a technique called
electrophoresis.
l The pattern as you can see in the figure
given below is unique for each person.
In a crime, there may be three or four suspects.
Their DNA fingerprinting is carried out and
compared with that of the DNA picked up
from the scene of crime. The one that matches Fig. 23.3 DNA fingerprinting (Match and
the DNA print of one of the suspects is the see that culprit is suspect No : 3
actual culprit. (Fig. 23.3).
23.8 GENOMICS
Genome is a collective term for a full set of genes in an organism. Genes are paired
and so genome means all the genes present in a haploid (n) set of chromosomes.
Genomics is the analysis of the genome data, that is, finding out the functional
nucleotide sequences (genes) in the DNA of an organism.

Fig. 23.4 Chromosomes of (a) male, and (b) female humans

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Heredity The genome of E. coli bacterium, the yeast Saccharomyces and some other kinds
of organisms such as Drosophila and Anabidopsis is already known.

Notes

Fig. 23.5 Human genome showing location of defective genes.

The human genome has also been mapped in 2003. Humans have 23 pairs of
chromosomes (2n = 46) and the human genome has 3 109 nucleotide base pairs

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and if the sequence of nucleotides (genes) is known, it will be possible to pinpoint Heredity
(i) defective genes (as shown in the figure in the box) and (ii) identify genes for
correction of genetic disorders (gene therapy) and genetic counselling.
23.9 GENETIC COUNSELLING
You have earlier learnt about dominant and recessive genes. If a child receives a Notes
dominant gene from one parent and its recessive from the other parent (heterozygous
condition) the recessive gene does not express itself. Recessive genes get expressed
only when they are in the homozygous condition, that is, both genes of a pair
inherited from the parents are recessive.
You can probably appreciate why marriages between closed relations (termed
consanguineous marriage) are discouraged. Being related, both parents may pass
down the defective gene which may be present in a family. Most defective genes
that cause genetic disorders are recessive. When both genes of a pair in the child
are defective, the child is born with a genetic disorder. So if a couple wishes to
know the chances of their child getting a particular disorder present in their family,
they have to go to a genetic counsellor. Genetic counselling means advise given
regarding a genetic disorder so that the couple knows whether to have any more
children if their first child is suffering from a genetic disorder. The genetic
counsellor has a very good knowledge of human genetics and can predict the
chances of a genetic defect in a family.
The pattern of inheritance of a particular trait
(feature) among humans is identified by the
method of pedigree analysis. Pedigree is a
diagrammatic representation of relationships
showing a particular trait in a family. The
genetic counsellor prepares a pedigree chart and
can then advise accordingly. See the following
pedigree chart and study the squares and circles Fig. 23.6 Pedigree chart
as explained.

INTEXT QUESTIONS 23.3

1. Define genome.
............................................................................................................................
2. What is genomics?
............................................................................................................................
3. What is the use of genomics?
............................................................................................................................
4. Why should a genetic counsellor have good knowledge of genetics?
............................................................................................................................

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WHAT YOU HAVE LEARNT

l From prehistoric times, humans have had a curiosity to know how traits
(features) are inherited.
Notes l Domestication of animals and cultivation of crops like rice, wheat, maize and
date palm can be traced to earlier that 5000 BC.
l Modern genetics began after Mendels laws of inheritance were accepted Soon
after it become clear that genes are carriers of hereditary features and they are
present on chromosomes. That genes mutate also become known.
l The last fifty to sixty years have been an era of Molecular Genetics when it
was confirmed that DNA is the genetic material and the mechanism of DNA
replication and protein sysnthesis in a cell were discovered.
l In the last few years, many techniques such as rDNA technology, DNA
fingerprinting have been put forth.
l Gene cloning means producing and preserving desired genes in a clone of
bacteria through recombinant DNA technology. A gene bank is one where
several clones of bacteria carrying different desired foreign genes (for example
genes of humans) are preserved for future use of products of these genes.
l Genetic engineering, also called recombinant DNA technology uses specific
restriction endonuclease from different bacteria to cut genes, that is, particular
DNA sequences from DNA molecules of an organism (e.g. humans) and similar
sequences from plasmids and join the foreign DNA to the plasmid and introduce
the plasmid with foreign DNA into its host bacterium and raise a bacterial clone.
l Genetic engineering is useful for creating genetic libraries, gene therapy and
genetically modified organisms.
l Genetically modified organisms are also called transgenics. Transgenic microbes,
plants and animals carry in their genetic make up, gene or genes of another kind
of organism. Transgenic bacteria are used for extracting metals and decomposing
pollutants. Transgenic plants are herbicide and pest resistant. Transgenic
animals are larger in size and transgenic goats may carry a human gene
responsible for a particular protein which is then released in its milk.
l PCR or polymerase chain reaction is a technique to make many copies of a small
amount of DNA.
l DNA fingerprinting is a technique to identify the DNA of a particular person.
It is used to scientifically investigate a crime and identify the real criminal.
l Genomics is the analysis of a complete set of genes found in an organism. The
complete set of genes is called a genome.
l Genetic counselling is the advise given by an expert on the chances of an unborn
baby getting a genetic disorder.

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TERMINAL EXERCISES
1. Name the three eras in the history of genetics.
2. Define gene cloning. What is the usefulness of a gene bank.
3. Give the various steps of recombinant DNA technology. Notes
4. What are the benefits of genetic engineering?
5. What are transgenics? Give examples of a transgenic microbe, plant and
animals.
6. Define genomics
7. Draw and explain a pedigree chart.
8. What is genetic counselling and why is it important?

ANSWER TO INTEXT QUESTIONS

23.1 1. Genetic engineering or recombinant DNA technology, gene cloning,
DNA fingerprinting (any two).
2. A technique of producing many identical copies of a particular gene.
3. A collection of all the genes of any human or genes of any other
organisms in various clones of bacteria.
23.2 1. Genetic engineering
2. Joining of two pieces of DNA belonging to different species.
3. Plasmid is a separate round piece of DNA found in bacteria. It is used
to carry desired gene from a particular organism into bacteria.
23.3 1. Collective term for the full set of genes of an organism.
2. Science of analysis of genes in the DNA of an organism relating each
gene to its function.
3. Helps to identifying defective genes so that correction may be possible
by gene therapy.
4. Because the counsellor has to advise regarding the possibility of genetic
disorder in the next generation.

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24 Notes

PRINCIPLES OF ECOLOGY

Earth is the only planet in the solar system that supports life. This is because of
the balance between the three physical systems on it, that is, soil, water and air.
Each one of these provide material essential for life. All the living beings differ
from each other but they are all interdependent and interact with each other directly
or indirectly as well as with their environment. Considering the significance of life
on earth and to sustain it we should understand the earths life support system and
help to maintain a balance between the living things and their nonliving environment.
In this lesson we will study the relationships between the organizations and their
environment, the different level of organization, the characteristics of ecosystems
and the major biomes.

OBJECTIVE
After completing this lesson, you will be able to:
l define environment, ecology and biosphere;
l list the various components of the environment;
l name the biotic and abiotic components of the environment;
l discuss inter-relationship between plants and animals in an ecosystem;
l describe the food chain and food web;
l trace the path of energy flow through the food chain;
l differentiate between food chain and food web;
l pinpoint the position of human beings in food chain;
l define biome;
l list the various biomes and their characteristics (flora and fauna);
l describe the biogeochemical cycles such as carbon and water cycles.

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24.1 ENVIRONMENT ECOLOGY AND BIOSPHERE
24.1.1 Environment
The term environment denotes all the physical, chemical and biotic conditions
surrounding and influencing a living organism. Favourable environmental conditions
Notes are required to sustain life on earth.
The environment can be divided into two main components
1. Abiotic : All the physical (climatic), edaphic (nature of soil) and chemical
factors. They are also called nonliving factors. The important abiotic factors are
temperature, light, pressure, humidity, precipitation, wind, mineral elements of
soil and composition of air. Some of these environmental factors serve as
resources (air, soil and water) while others act as regulatory factors (light,
temperature and pressure etc).
2. Biotic : All living organisms found in the environment and that includes plants,
animals and microorganisms.
24.1.2 Ecology
Ecology is the scientific study of the relationship between organisms and their
environment. The term ecology is derived from a Greek word Oecologie where
oikos meaning householdand logos meaning the study of. Literally ecology
is the study of organisms at home. This term was introduced for the first time by
a German Biologist Earnst Haeckel in 1869. Charles Elton a modern Ecologist
defined Ecology as the study of animals and plants in relation to their habit and
habitat. Thus Ecology deals with various forms of interactions between the
organisms and their environament.
These interactions can be studied at the various levels of organizations in the living
systems starting from the molecules such as DNA (genes) to a biological community
and the whole biosphere. Each step of independent interaction is called a level of
organization. These are as follows :
Genes Cell organ organism Population Community
At each level of organization there is a direct interaction of the physical system
that is matter and energy.
The study of ecology has presently contributed a lot to the socio-economic and
political issues of the world as it plays an important role in agriculture, fishery
biology pest control, conservation of soil, forests and water resources. All the
international issues of environment such as pollution and resource management
need a sound knowledge of ecology.
Levels of biotic organizations showing a direct impact of the environment
l An organism is a self reproducing system capable of growing and maintaining
itself and is directly influenced by the surrounding environment.
l A population is an assemblage of similar organisms belonging to the same
species, living together at one place at a given time. A population always has
a specific place of its living which is known as its habitat. The habitat of sunfish
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is pond and lion is a forest. The group of lions living in one forest or the group
of sunfish living in one pond belong to one population.

Notes

Fig. 24.1 Components of an ecosystem.

Species : If you bring the sunfish from two different ponds and put them
together in one pond, they can interbreed. So both the populations of sunfish
belong to one species. A species is defined as a group of organisms which can
interbreed and produce a successful offspring. These organisms may be
separated in space and time into smaller groups called populations.
l Biological community refers to the populations of different species occupying
a common place of living. For example all the living organisms in a pond belong
to one community. A biological community along with its nonliving environment
of energy and matter makes an ecosystem (as shown in the figure). Ecosystem
can range in size from a puddle of water to a stream or a patch of wood to
entire forest or desert.
The study of groups of organisms in relation to their environment is called
synecology.
24.1.3 Biosphere
A thin layer on and around the earth which sustains life is called biosphere. Life
exists in the diverse forms of living organisms. All these living organisms of the
biosphere are directly or indirectly dependent on one another as well as on the
physical components of the earth. The three physical components of the earth are
atmosphere, lithosphere and hydrosphere (air, land and water).
The atmosphere is a gaseous envelope surrounding the earths surface, It is made
up of nitrogen, oxygen, carbon dioxide and many other gases in very small amounts.
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Hydrosphere is all the water supply to the earth which exists as liquid, vapour
or frozen form of fresh and salt water.
Lithosphere comprises the soil and rock of the earths crust.
Recently the term ecosphere is being used more commonly. It is used to denote
biosphere (living components) along with its three abiotic components atmosphere,
Notes hydrosphere and lithosphere of the earth as one entity (unit).
Ecosphere = Biosphere + Lithosphere + Hydrosphere + Atmosphere
In fact ecosphere is the largest worldwide ecosystem. Ecosphere is very huge and
can not be studied as a single entity. It is divided into many distinct functional units
called ecosystem.

INTEXT QUESTIONS 24.1

1. Who coined the term ecology?
............................................................................................................................
2. Name the various levels of organizations.
............................................................................................................................
3. Define the term ecology.
............................................................................................................................
4. What the three physical systems that support life on earth?
............................................................................................................................

24.2 COMPONENTS OF THE ENVIRONMENT

The environment has two basic components
(A) Abiotic (B) Biotic
(A) Abiotic Components (Nonliving) : They can be classified into following two
categories
1. Physical components : They are the various climatic characteristics such as
light, temperature, humidity precipitation, pressure and soil profile. These
factors sustain and control the growth of organisms in an ecosystem. Deficiency
or excess of any one of these is harmful for their growth.
2. Chemical components
(a) Inorganic components : Substances such as carbon, carbon dioxide,
nitrogen, oxygen, phosphorus sulphur, zinc, water and many other
minerals are the inorganic nutrients required by all living beings. They
may be classified into the micronutrients and macronutrients.. The
essential inorganic elements such as carbon, hydrogen, nitrogen,
phosphorus, calcium, potassium which are required in large quantities are
called macronutrients. The essential elements required in small amounts
are the micronutrients e.g. zinc, boron and magnesium. Sources of all
nutrients for plants are air, water and soil. All these nutrients are converted
into the living biomass by the plants.
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(b) Organic components : The complex molecules such as carbohydrates,
proteins and lipids are the organic substances in an ecosystem. These
substances when out side the organism make the abiotic component but
in the living organism they make an important component of the biomass.
They make a link between the biotic and abiotic components.
Notes
(B) Biotic Components (living)
The living organisms form the biotic component of the environment. All the living
things require energy for their life processes and material for formation and
maintenance of their body structure. Food meets both these requirements.
The biotic components can be classified as producers, consumers and decomposers.
1. Producers : Only plants are capable of capturing solar energy and transforming
it into food energy for all the other living organisms. Therefore, they are called
as producers. These plants are also named as autotrophs since they make their
own food.
2. Consumers : Animals depend upon the plants directly or indirectly for their
food and are called consumers. Their mode of nutrition is called heterotrophic.
Consumers can be herbivores, carnivorous, omnivorous, parasitic or scavengers
as described later in this lesson.
3. Decomposers : They feed on dead and decaying animals and plants. They are
small microscopic organisms and help in recycling of nutrients in the environment.

INTEXT QUESTIONS 24.2

1. Name the major components of the environment.
................................................................................................................
2. Enumerate the various physical factors of the environment
................................................................................................................
3. What is the role of decomposer in nature?
................................................................................................................
4. Why are plants called autotroph and animals called heterotrophs?
................................................................................................................

24.3 ECOSYSTEM
Ecosystem is a self sustaining unit of nature. It is defined as a functionally
independent unit (of nature) where living organisms interact among themselves as
well as with their physical environment. In nature two major categories of
ecosystem exist : terrestrial and aquatic.
Forests, deserts and grasslands are examples of terrestrial ecosystem.

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Ponds, lakes, wet lands and salt water are some example of aquatic ecosystem. Crop
lands and aquarium are the example of man made ecosystems.
The interaction between the living organisms and their environment can be studied
in a puddle of water or a hole in a tree, which are very small ecosystems or in large
ecosystems such a forest, river or ocean. Irrespective of their sizes all ecosystems
Notes share many common characteristics. Let us study moderate sized pond ecosystem
to understand its structural and functional components.
In the Fig. 24.2 (pond ecosystem), you can see that it is a shallow body of water.
Suns light can penetrate into it. It has sediment as a substrate at the bottom that
is a source of nutrition for living organisms. The living organisms in it are small
floating plants, submerged vegetation and rooted plants. There are animals of
various sizes ranging from microscopic to large fishes. All these components of
the pond ecosystem can be arranged to give it a definite structure.

Fig. 24.2 Pond ecosystem

24.3.1 Structure of Pond Ecosystem

Abiotic Components
1. Physical or climatic regime : Pond receives solar radiation, which provides
it heat and light energy to sustain life.
(a) Light : In case of shallow ponds with clear water sun light can penetrate
up to the bottom . In deep ponds penetration of light depends on the
transparency of water The amount of dissolved/suspended particles,
nutrients and number of animals and plants determine the transparency
of water and control the penetration of light in it.

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(b) Temperature : Heating effect of solar radiation leads to diurnal (day and
night) or seasonal temperature cycles. In the tropical regions there are not
much temperature variations. At higher latitudes there are remarkable
seasonal temperature variations.
2. Inorganic substances : These are water, carbon, nitrogen, phosphorus, calcium
and a few other elements like sulphur or phosphorus depending on the location Notes
of the pond. O2 and CO2 are in the dissolved state in water. All animals and
plants depend on water for their food and exchange of gases.
3. Organic compounds : The commonly found organic matter in the pond is
amino acids and humic acids and the breakdown products of dead animal and
plant tissues. They are partly dissolved in water and the remaining are
accumulated in sediment.
Biotic Components
1. Producers or Autotrophs : They synthesize food for all the heterotrophs of
the pond. They are of the following two types.
(a) Floating plants (b) Rooted plants
(a) Floating plants : They are called phytoplankton (phyto- plants,
plankton - floating.) for example, Spirogyra, Ulothrix, diatoms and
Volvox.
(b) Rooted plants : These plants occur in concentric layers from periphery
to the deeper zones. Some examples of rooted plants are Typha bulrushes,
Sagittaria, Hydrilla, Rupia, Chara.
2. Consumers or Heterotrophs : Animals, which feed directly on autotrophs (e.g.
insect larvae, tadpole, snails) or on other animals (sunfish and bass)
3. Decomposers : They are distributed in the whole pond but are most abundant
at the bottom of the pond in the sediment e.g. bacteria and many different types
of microbes.

INTEXT QUESTIONS 24.3

1. Define an ecosystem.
............................................................................................................................
2. What are the main components of an ecosystem?
............................................................................................................................
3. Give reason, why are decomposers necessary in an ecosystem?
............................................................................................................................

24.4 ECOSYSTEM : STRUCTURE AND FUNCTION

You have already learnt that ecosystem are capable of persisting as independent
units of nature. In the following part of the lesson you will learn about the structure

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and functions of ecosystem. Interaction biotic and abiotic components result in a
physical structure characteristic of each type of ecosystem. The important structural
features are species composition (types of plants and animals) and stratification
(vertical and horizontal distribution of various species occupying different levels).
Another way of looking at the structural components is through food relationships
Notes of producers and consumers. Several trophic levels exist in the ecosystem. These
feeding relationships can be studied as food chain, food web and standing crops.
These structural components function as a unit and produce certain functional
aspects of ecosystem. Some these aspects are :
l Productivity, energy flow, nutrient cycle

24.1.1 Species Composition

A community is an assemblage of many populations that are living together at the
same place and time. For example a tropical forest community consists of trees,
vines, herbs and shrubs along with large number of different species of animals.
This is known as species composition of tropical forest ecosystem. Each ecosystem
has its own species composition depending upon the suitability of its habitat and
climate. If you compare animal and plant populations of a forest they are entirely
different from that of a grass land. Not only the types of species are different in
these two ecosystems even their total number and biomass varies. A forest
ecosystem supports much larger number of species of plants and animals than a
grassland. The total number and types of species in a community determine its
stability and ecosystem balance (ecosystem equilibrium).
24.5.4 Stratification
The vertical and horizontal distribution of plants in the ecosystem is called
ecosystem stratification. You would have observed that the plants are of different
heights in forests. Tallest trees make the top canopy. This is followed by short trees
and shrubs and then the forest floor is covered with herbs and grasses. Some
burrowing animals live underground in their tunnels or on the roots of the plants.

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Each layer from the tree top to the forest floor has its characteristic fauna and flora.
This is termed as vertical stratification of forest ecosystem. On the other hand desert
ecosystem shows low discontinuous layers of scant vegetation and animals with
some bare patches of soil showing a type of horizontal stratification.
24.4.3 Food Chain
Notes
Transfer of food from the plants (producers) through a series of organisms with
repeated eating and being eaten is called a food chain e.g.
Grasses Grasshopper Frogs Snakes Hawk/Eagle
1 2 3 4 5
1. Each step in the food chain is called trophic level. In the above example grasses
are first and eagle represents the fifth trophic level.
2. Some more examples of food chain are given in Fig. 24.3.

Fig. 24.3 Some examples of food chain.

Three important features that you can note in these chains are :
l Weaker organisms are attacked by the stronger organisms
l Number of organisms is reduced at each higher level but the size of organisms
is increases.
l The number of steps in a food chain is limited to 4-5.
A. A food chain consists of the following trophic levels :
(i) (Producers) Autotrophs : They produce food for all other organisms of the
ecosystem. Autotrophs represent the first trophic level. They are largely green
plants they convert inorganic substances by the process of photosynthesis into
food (organic molecules) in the presence of sun light. The total rate at which
the radiant energy is stored by the process of photosynthesis in the green plants
is called Gross Primary Productivity (GPP). This is also known as total
photosynthesis. A part of the gross primary productivity is utilized by the

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plants for their own metabolism, maintenance and reproduction. Energy
required for all these functions is produced by the process of respiration. The
remaining is stored by them as Net Primary, Productivity (NPP) and is
available to the heterotrophs or consumers, (The next trophic level)
GPP = NPP + R or GPP R = NPP
Notes Productivity in the biological system is a continuous process but it is different
in different ecosystems.
(ii) Primary consumers Herbivores : These are animals which feed directly on
the plants. They are first level consumers and therefore they are also known
as primary consumers and make the second trophic level in the food chain
e.g. grasshopper in the above example. Other examples are insects, birds,
rodents and ruminants. Herbivores are capable of converting energy stored in
the plant tissue into animal tissue and therefore they are also known as key
industry. They can digest high cellulose diet.
(iii) Secondary consumer Carnivores : Carnivores are the animals that feed on
other animals or its tissues. Therefore they are secondary, tertiary or quaternary
level consumers. Frog is secondary level consumers as it feeds on herbivorous
grasshopper. Snake is tertiary level consumer since it consumes other
carnivore that is frog. Frog, snake, dog, cat and tiger are all carnivores.
Generally the size of the carnivore/ increases at each trophic level.
(iv) Decomposers : They make up the final trophic level in a food chain.
Decomposers are the organisms that feed on dead organic matter called
detritus of all the trophic levels and help in recycling the nutrients. They can
be grouped into two classes: microdecomposers and macrodecomposers.
Microdecomposers are very small microscopic organisms like bacteria, fungi,
and protozoans. Macrodecomposers are large but less in number. They are
visible to the naked eye e.g. springtails, mites, millipedes, earthworms,
nematodes, slugs, crabs and molluscs.
Special feeding groups (Consumers)
(i) Scavengers : These are the animals that feed on the dead plants and animals.
e.g. termites and beetles feed on the decaying wood, and many marine
invertebrates. Vultures, gulls and hyena are other examples of scavengers.
(ii) Omnivores : Omnivores consume both plants and animals as source of their
food e.g. human beings. Some of the omnivores like the red fox feeds on
berries small rodents as well as on dead animals. Thus it is a herbivore,
carnivore and also a scavenger.
(iii) Parasites : They live and feed on/in other living organisms called host.
Parasites not only feed on their host but they also cause lethal or nonlethal
disease in it.
B. Position of human beings in the food chain ; Human beings are consumers
and may occupy
Primary, secondary or tertiary levels. Vegetarian people are primary consumers;
when they consume small fish chicken or goat meat they are secondary
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consumers and when they consume big fishes they are tertiary consumers. Can
you explain why big fishes feed upon small fishes and other smaller aquatic
animals?
24.4.4 Food Web
In nature the food chains are not isolated sequences but they are interconnected Notes
with one another. A net work of food chains which are interconnected at various
trophic levels of the food chain to form a number of feeding connections is called
a food web. In a food web one trophic level may be connected to more than one
food chain. A snake can feed on frog or rat or any other small rodent. In the figure
given below sunfish consumes zooplanktons as well as bloodworms.

Fig 24.4 Simple food web in a pond ecosystem.( modified from Odum)

INTEXT QUESTIONS 24.4

1. Give one example of food chain.
............................................................................................................................
2. Name the trophic level frog belongs to.
............................................................................................................................
3. Snake can be both a secondary as well are testing consumer justify.
............................................................................................................................

24.4.5 Energy flow through an ecosystem

The energy enters into the ecosystem in the form of solar radiation and is converted
into food (plant biomass) by the producers. Food stored by the plants and their
biomass (matter) is the chemical form of energy. From the producers this chemical
form of energy passes through various trophic levels in the food chain. This process
of transfer of energy through various trophic levels of the food chain is known as
flow of energy.
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All the functions of ecosystem depends on the flow of energy through it. In figure
24.5, boxes represent the trophic level and the pipes depict the energy flow in and
out of each trophic level. The quantity of energy flowing through the successive
trophic levels decreases as indicated by the reduced size of the boxes and thickness
of pipes in the figure. This is because all the energy entering at each trophic level
Notes is not used for production of biomass due to the following two reasons.
l Firstly a part of the energy is lost (not utilized).
l Secondly a part of it is used up by the organisms for their own metabolism
through the process of respiration.
If herbivores consumes 1000 kcal. of plant energy in the form of food, only 100
kcal. is converted into herbivore tissues, and 10 kcal. into first level carnivore and
only 1 kcal into second level carnivore. This is known as 10% law (or ecological
rule of thumb) where by only 10% of the energy is transferred to the next higher
trophic level.

NU NU
NU NU NU
Sun light Primary Secondary
Autotroph Herbivores Decomposers
carnivores Carnivores

R R R
R R
Light reflected

10,000 kcal 1000 kcal 100 kcal 10 kcal

NU = Not utilized R = Respiration
Fig. 24.5 Energy flow in a ecosystem. Boxes indicate the standing crop biomass and
pipes indicate the energy flowing
The entire process of energy flow can be summarized in the following four steps:
l The flow of energy in an ecosystem is always linear or one-way.
l At every step in a food chain the energy received by the organism is also used
for its own metabolism and maintenance. The left over is passed to next higher
trophic level. Thus energy flow decreases with successive trophic levels.
l It follows the ecological thumb rule of 10%.
l The number of steps is limited to four or five in a food chain for the transfer
of energy.
24.4.6 Ecological Pyramids Standing Crop
Standing crop is the amount of biomass or energy present in different trophic levels
at any given time. This is another important characteristic of an ecosystem. It can
be expressed in terms of
l biomass,
l number or
l total energy fixed at each step at each trophic level.

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These three parameters give a definite trophic structure to the ecosystem. It is
represented with the producers at the base and the subsequent trophic levels as the
tiers. This gives a gradually sloping pyramidal shape.
This graphical representation of the standing crop expressed as number, biomass
or energy is called pyramid of number, pyramid of biomass and pyramid of energy
respectively. Collectively they are known as ecological pyramids. Some examples Notes
of pyramids are given below :

Fig. 24.6 Ecological Pyramids (P = producer; C1 Herbivores; C2 Primary carnivores; C3

secondary carnivores)

INTEXT QUESTIONS 24.5

1. What can be the maximum number of steps in a food chain?
............................................................................................................................
2. Why is energy flow linear in ecosystem?
............................................................................................................................
3. Define : (a) biomass (b) pyramid of number.
............................................................................................................................
4. What is meant by community stratification?
............................................................................................................................

24.5 TYPES OF ECOSYSTEMS NATURAL AND HUMAN MODIFIED

You have already learnt about the components, structure and functions of an
ecosystem. Now you can easily identify and study a few ecosystems around you.
Ecosystems are classified as natural and human modified depending upon whether
they are fully dependent on the solar radiation and other natural sources of energy
or on fertilizers and fossil fuels. Natural ecosystems are such as ponds, lakes,
meadows, marshlands, grasslands, desert and forests. They are our natural resources
and provide us food, fuel, fodder and medicines. Human modified ecosystem are
made and managed by human beings for their better living. Urban ecosystem, rural
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ecosystem, agro-ecosystems, aquaculture and spaceship are some examples of the
human modified ecosystems.
24.6 BIOMES
When you travel long distances in a train from one part of the country to the other
Notes you enjoy watching outside. Your train passes through the thick forests, grasslands
deserts, croplands and some times mountains. If you look at the earth from a
distance it shows beautiful kaleidoscopic patterns. All these patterns are because
of the different types of plants that grow in these regions. The plant growth is
determined by physical, edaphic and geographical characteristics of a place. These
are the natural broad biotic zones of the biosphere called, Biomes. Each biome is
characterized by uniform life form of vegetation such as grass, desert plants,
deciduous trees or coniferous trees. A Biome is a large ecosystem which is
embracing the large land scape, characterised by specific flora and fauna. Biomes
can be classified as :
A. Terrestrial : These are the biomes found on land e.g Tundra, forest, deserts,
grasslands
B. Aquatic. These are the biomes found in water. These can be :
(i) Fresh waters, such as pond, lake and river
(ii) Marine as oceans, shallow sea

24.6.1 Terrestrial Biomes

A. Forests : Forests are one of the largest plant formations, densely packed with
tall and big trees. Forests are of many different types, depending on the climatic
regime in which they are found. Three main forest types are:
1. Tropical rain forests
2. Temperate deciduous forests
3. Boreal or north coniferous forests
1. Tropical Rain (Ever green) Forest : These are in the tropical region showing
very high rain fall. These forests occur between tropics of cancer and capricorn.
Such forests are well developed over the western coast of India and North
eastern Himalayas and scattered in south east Asia, west Africa and north cost
of South America.
Main characteristics
l Temperature and light intensity are very high
l Rain fall is greater than 200 cm. per year.
l Soil of these regions is rich in humus,
l The rate of turn over of the nutrients is very high leading to high
productivity and have highest standing crop and biomass.

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l The vegetation includes brood evergreen trees of about 200 feet like
bamboos, ferns, shrub etc. Epiphytes and woody wines (liannas) are also
abundant. Many tree species show buttresses (swollen stem bases) and
leaves with drip tips.
These forests have rich invertebrate and vertebrate fauna. Snails, centipedes,
millipedes and many insect species are common near the forest floor. Rhacophorus Notes
(lying frog), aquatic reptiles, Chameleon and many birds are common in these
forests. Mammals of these forests are sloths , monkeys, ant eaters, leopards,
jungle cats and giant flying squirrels.
2. Temperate Deciduous Forests : Trees of deciduous forests shed their leaves
in autumn and a new foliage grows in spring. They occur mostly in northwest,
central and eastern Europe, eastern north America, north China, Korea, Japan,
far eastern Russia and Australia.
Climate : These forests occur in the areas of moderate climatic conditions such
as
l Annual rainfall is 75 to 150 cm
l Winter lasts for four to six months.
l Temperature ranges between 10 to 20C.
l Soil is brown and rich in nutrients.
Flora and fauna : Commonly found trees in this ecosystem are oak, birch
heath, hickory, bass wood, chest nuts, pitch pine, cypress. Invertebrate fauna
comprises green oak moth, bark beetle, green flies, aphids, sapflies, moths and
butterflies. Prominent grazers are grass eating rodents, deer and bison. Rodents
play a very important role in these forests. They feed on the seeds, fruits and
leaves of the trees and consume much more food than the large sized grazers.
Common carnivores in temperate forests are wild cat, wolves, foxes, tawny owl
and sparrow hawk. Black bear, raccoons and skunks are the omnivorous animals
of these forests.
3. Coniferous forests : Coniferous forests are also known as Taiga or Boreal
forests. They extend as a continuous belt across north America and north Eurasia
below the arctic tundra. In the Himalayas, these are distributed above 1700 to
3000 metre altitude. They also occur at high altitude below the alpine tundra
and tree line.
Climate : Climate is cold.
l Long and harsh Winters is for more than six months. Mean annual
temperature is below 0C,
l Soil is poor in nutrients and acidic in nature.
Flora and fauna : Coniferous forests are characterized by conifers
(gymnosperms). They are evergreen, drought resistant and woody. In many
species the canopy is cone shaped. The common species of trees of these forests
are Spruce, fir and pine trees. The productivity is much less than other

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ecosystem. There are very few animals in these forests. The herbivores are red
squirrel, deer, goat, mule, moose etc. The carnivores are timber wolves, lynxes,
wolverine, weasels mink and bear. Some common birds are cross bill, thrushes,
warblers, flycatchers, robin and sparrow.

Notes B. Grasslands
Distribution : Grasslands are dominated by the grasses. They occupy about 20%
of the land on earths surface. They occur in both tropical and temperate regions
where environmental conditions are better than that of the desert but rainfall is not
enough to support the growth of trees. Grasslands represent an ecotone (a zone in
between two ecosystems) and are found between forest on one side and deserts on
the other. They are subjected to greater variation of temperature, moisture, wind
and light intensity of the sun.. Grasslands are known by various names in different
parts of the world. For example they are called prairies, steppes, savannas and
pampas.
Tropical grasslands are commonly called Savannas. They occur in eastern Africa
South America, Australia and India. Savannas form a complex ecosystem as they
contain grasses with groups of trees. Soil of grassland is rich and fertile.
Flora and fauna : Grasses are the dominating plants with scattered drought
resistant trees in the tropical grasslands. The height of grasses ranges from 0.2 to
3 meters depending upon the annual rain fall Trees are less than 10 m in height.
Animals are very much reduced in grasslands because there is no shelter. The large
herbivores of this biome are bison, proghorn (North America) wild horse, ass, saiga
(Eurasia) , zebra and antelope (South Africa). Carnivores are quite small in number
and size They are coyotes, weasels, badgers foxes and ferrets . Hawks, lark
sparrows, warblers, Great Indian Bustard and peafowl are the common birds found
in grassland. Grasslands are very rich in reptilian and insect fauna.
C. Deserts
Distribution : Deserts are waterless barren regions of the earth. They occupy about
one-seventh of the land on earths surface. Deserts form an extreme condition in
sequence of ecosystems with respect to the climatic condition . They occur in two
belts that encircle the northern and southern hemispheres roughly centered over the
tropics of Cancer and Capricorn. Sahara deserts of Africa are the largest. Indian
Thar deserts are an extensions of Sahara deserts through Arabian and Persian
deserts.
Climate:
l Annual rain fall is very little. It may be less than 25 cm per annum. At some
places if it is high it is unevenly distributed.
l Temperature may be very high in subtropical deserts and very low in cold deserts
e.g. Ladakh.
l Winds have high velocity.

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Flora and fauna : Cacti, Acacia, Euphorbia and prickly pears are some of the
common desert plants. Desert animals are insects, reptiles, and burrowing rodents.
Desert shrew, fox, kangaroo, wood rat, rabbit, armadillo are common mammals in
desert. Camel is known as the ship of the desert as it can travel long distances
without drinking water for several days.
Notes
D. Tundra
The word tundra means a barren land since they are found in those regions of
the world where environmental conditions are very severe. There are two types of
tundra arctic and alpine.
Distribution
l Arctic tundra extend as a continuous belt below the polar ice cap and above
the tree line on the northern hemisphere. It occupies the northern fringe of
Canada Alaska, European Russia, Siberia and island group of arctic ocean.
l Alpine tundra occur at high mountain peaks above the tree line. Since
mountains are found at all latitudes therefore alpine tundra show day and night
temperature variations
Climate
l A permanently frozen subsoil called permafrost is found in the arctic and
antarctic tundra. The summer temperature may be around 15C and in winter
it may be as low as 57C in arctic tundra A very low precipitation of less than
400 mm per year
l A short vegetation period of generally less than 50 days between spring and
autumn frost
l Productivity is low
Flora and fauna : Typical vegetation of arctic tundra is cotton grass, sedges, dwarf
heath, willows birches,and lichens. Animals of tundra are hurepian reindeer, musk
ox, arctic hare, caribous, lemmings and squirrel. Their body is covered with fur
for insulation, Insects have short life cycles which are completed during favourable
period of the year.

INTEXT QUESTIONS 24.6

1. Define alpine tundra ecosystems.
............................................................................................................................
2. Give two examples of plants of tundra.
............................................................................................................................
3. Give two common characteristics of tundra and desert biome.
............................................................................................................................

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4. Names of three main types of forests.
............................................................................................................................
5. Where are savannas found?
............................................................................................................................
Notes 6. What are deciduous trees?
............................................................................................................................

24.6.2 Aquatic Biomes

Aquatic ecosystems are constituted by water bodies . Water covers about one third
of the earths surface. Origin of life took place in aquatic ecosystem. Therefore,
these ecosystems make an important component of our biosphere. Aquatic ecosystems
are classified on the basis of salinity into following two types:
1. Freshwater 2. Marine
1. Fresh Water Ecosystem
Water on land which is continuously cycling and has low salt content is known
as fresh water. The study of fresh water ecosystem is known as limnology. Fresh
waters are classified into two types:
(i) Standing or still water (Lentic) e.g. pond, lake, bogs and swamps.
(ii) Running water (Lotic) e.g.. springs, mountain brooks, streams and rivers.

Commonly found flora in ponds and lakes include

(i) Phytoplankton (freely floating microscopic plants) such as algae, diatoms
(ii) Floating plant : Pistia, water hyacinth, lemma, Azolla
(iii) Rooted plant : Hydrilla, vallisnaria, lotus, trapa and water lily.

The common animals in ponds and lakes include

(i) Zooplankton (freely floating microscopic animals) such a protozoans and
crustaceans;
(ii) Actively swimming fishes, frogs, tortoises.
(iii) Bottom dwellers like hydra, worms, prawns crabs, snails.
(iv) Birds such as herons, water fowls and ducks occurs in and around water.
Wetlands are between aquatic and terrestrial ecosystem They show an edge effect
and form a ecotone. Ecotone is a transitional zone between two ecosystems like
terrestrial and land. Examples of wet zone are swamps, marshes and mangroves.
2. Marine Ecosystem
Distribution : Marine ecosystem covers nearly 71 % of the earths surface with
an average depth of about 4000 m. Fresh water rivers eventually empty into ocean.

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Salinity of open sea is 3.6 percent and is quite constant Sodium and chlorine make
up nearly 86 percent of the sea salt and the rest is due other elements such as sulphur,
magnesium, potassium and calcium
Temperature : The range of temperature variation is much less in sea than on the
land although near the surface it is considerable from 2C in antarctic ocean to
27C in the warmer waters of pacific ocean. In the deeper layers temperature is Notes
constant at about 2C.
Light : The light reaches upto a certain depth only. Deeper regions are permanently
dark.
Pressure : Pressure increases with depth in oceans. It is 1 atmosphere near the
surface and 1000 atmosphere at greatest depth.
Tides : The gravitational pulls of the sun and the moon cause tides in oceans. At
the time of full moon and new moon tides are high and are called spring tides.
At quarter moon the tides are exceptionally low and are known as low tide or neap
tides
Flora and fauna : Life in the oceans is limited but its biodiversity is very high
as compared to terrestrial ecosystems. Almost every major group of animals occur
somewhere or the other in the sea. except for insects and vascular plant which are
completely absent in marine ecosystem.

INTEXT QUESTIONS 24.7

1. What are plankton?
............................................................................................................................
2. Name two phytoplanktons and two bottom dwellers in fresh water ecosystem.
............................................................................................................................
3. What is the maximum pressure in ocean.
............................................................................................................................
4. Give an example of (a) wet land (b) lotic type of ecosystem.
............................................................................................................................

24.7 BIOGEOCHEMICAL CYCLES

You have already learnt that living organisms required several chemical elements
for their life processes. There may be used as part of their structural component
or as parts of enzymes which influence various life processes unlike energy which
flows unidirectionally, nutrients are continuously exchanged between the organisms
and their physical environment.
(Bio - living, Geo - rock, Chemical - element). The cycling of the nutrients
in the biosphere is called biogeochemical or nutrient cycle. It involves movement
of nutrient elements through the various components of an ecosystem. There are
more than 40 elements required for the various life processes by plants and animals.
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These elements are continuously cycling in the ecosystem through the biogeochemical
cycles and the planet earth has no input of these nutrients. The nutrients (matter)
from the dead remains of organisms are recovered and made available to the
producers by decomposers. Thus the nutrients are never lost from the ecosystems.
There are two important components of a biogeochemical cycle :
Notes
1. Reservoir pool : Where atmosphere or rock large stores of nutrient are present
e.g. Bulk of nutrients are stored in these abiotic reservoirs.
2. Cycling pool : Plants and animals make the cycling pool. They are relatively
short-term stores and form only a smaller active fraction of the nutrient in the
biosphere. On the basis of the type of reservoir these cycles are classified into
two types :
(i) Sedimentary cycles : In these cycles main reservoir is rock or soil
(lithosphere) e.g. Sulphur and phosphorus cycle
(ii) Gaseous cycles : Atmosphere is the main reservoir in gaseous cycles.
Those nutrients that have a prominent gas phase e.g. nitrogen and carbon
show this type of cycle. The nutrients are replaced in them as fast as they
are utilized. You can understand the events of a biogeochemical cycle
from the following two examples

A. Carbon cycle
Atmospheric carbon dioxide is the source of all carbon in both living organisms
as well as in the fossils (used as fossil fuel). It is highly soluble in water. Oceans
also contain large quantities of dissolved carbon dioxide and bicarbonates.
The carbon cycle comprises the following processes
Photosynthesis
Terrestrial and aquatic plants utilize CO2 for photosynthesis. Through this process
the inorganic form of carbon is converted into organic matter in the presence of
sunlight and chlorophyll. The carbon dioxide is thus fixed and assimilated by plants.
It is partly used by them for their own life processes and the rest is stored as their
biomass which is available to the heterotrophs as food.
Respiration
Respiration is a metabolic process reverse of photosynthesis in which food is
oxidized to liberate energy (to perform the various life processes) and carbon
dioxide and water. Thus the carbon dioxide of the atmosphere is recovered through
this process.
Decomposition
After the death of the organisms the decomposers break down the remaining dead
organic matter and release the left over carbon back into the atmosphere.

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Combustion
Fossil fuel such as crude oil, coal, natural gas or heavy oils on burning releases
carbon dioxide and carbon monoxide into the atmosphere. Forests make a large
amount of fossil fuel. Fossil fuel is product of complete or partial decomposition
of plants and animals as a result of exposure to heat and pressure in the earths
crust over millions of years. Notes
Forests also act like carbon reservoirs as carbon fixed by them cycles very slowly
due to their long life. They release CO2 by forest fires.
Impact of human activities
Carbon dioxide is continuously increasing in the atmosphere due to human
activities such as industrialization, urbanization and increased use of automobiles.
This increase in atmospheric CO2 is bading to green house effect and global
warming.

osynthesi
hot
P

Decomposition Green Plants

Atmospheric
Respiration Make organic
CO2
Compound
on
iti

Eat

s
n

po
Fossi
tio

in

e c om Animal g
n

D a
pir
stio

Res Tissues
liz
bu

ati
o

m
Co
n

Fossil fuel gas

Petroleum, coal

Fig. 24.7 Carbon cycle

(Arrows indicate the processes of the carbon cycle and compartments are the sites of these
processes or the store houses of carbon in the reservoir pool and ecosystem)

B. Water cycle
This is also known as hydrologic cycle. You have already studied that earth is a
watery planet of the solar system but a very small fraction of this is available to
animals and plants. Water is not evenly distributed throughout the surface of the
earth. Major % of the total water on the earth is chemically bound to rocks and
does not cycle. Out of the remaining, nearly 97.3% is in the oceans and 2.1% exists
as polar ice caps. Thus only 0.6% is present as fresh water in, the form of
atmospheric water vapors, ground and soil water. The ice caps and the water deep
in the oceans form the reservoir.
Solar radiation and earths gravitational pull are the main driving forces of water
cycle.
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Evaporation, condensation and precipitation are the main processes involved in
water cycle these processes alternate with each other
Water from oceans, lakes, ponds, rivers, streams and soil surface evaporates by
suns heat energy. Plants also transpire huge amounts of water through their leaves.
Water remains in the vapour state in air and forms clouds, which drift with the wind.
Notes Clouds meet with the cold air in the mountainous regions above the forests and
condense to form rain, which falls due to gravity.

Fig. 24.8 Water cycle

On an average 84% of the water is lost from the surface of the oceans by
evaporation. While 77% is gained by it from precipitation. The remaining 7% of
the ocean evaporation is balanced by water run off through the rivers from the land
Because on land evaporation is 16% and precipitation is 23%.

INTEXT QUESTIONS 24.8

1. Define nutrient cycle.
............................................................................................................................
2. Where are the bulk of nutrient stored in an ecosystem?
............................................................................................................................
3. Name the nutrient cycle where atmosphere acts as the main reservoir.
............................................................................................................................
4. List any two human activities that have led to increase in atmospheric CO2.
............................................................................................................................
5. Name the reservoirs for water cycle.
............................................................................................................................

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WHAT YOU HAVE LEARNT

l Earth is only planet to support life. Earth provides soil, water and air to support
it.
l Environment is defined as the physical, chemical and biotic conditions that Notes
surround and influence on living organisms.
l The abiotic components of environment are temperature, light, humidity,
precipitation, wind minerals and the composition of air.
l Biotic components include plants, animals and microorganisms.
l Ecology defined as the study of relationship between organism and their
environment. Ecology deals with various form of interaction between the
organisms and their environment.
l The levels of organisation is the living system starts from genes to community.
l The three physical components of earth are atmosphere, lithosphere and
hydrosphere.
l Ecosystem is defined as functionally independent unit of nature where living
organisms interact among themselves as well as with their physical environment.
l Terrestrial and aquatic ecosystems are the two categories of natural ecosystems
croplands and aquarium are the examples of artificial ecosystem.
l Light temperature, inorganic and organic compounds constitute the abiotic
components of ecosystem whereas produces consumers and decomposer are its
biotic components.
l These biotic components of ecosystem interact with each other go give a
physical character. These represents structural features of an ecosystem to an
ecosystem.
l The important structural features of an ecosystem may be represented by its
species composition, stratification, food relationship (trophic level, food chain
and food web).
l The structural components interact in a unit and produce certain functional
aspects of an ecosystem such as productivity, energy flow and nutrient cycle
etc.
l Humans occupy both primary and secondary levels of consumers.
l Transfer of food from the plants (producers) through a series of organisms with
repeated eating and being eaten is called food chain.
l A network of a connected food chains interrelated form a food web.
l The process of transfer of energy through various trophic levels of the food
chain is known as flow of energy.

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l The quantity of energy flowing through the successive trophic level decreases.
This is because a part of the energy is lost and a part of energy used by the
organism for its metabolism.
l Only 10% of the energy that enters the trophic level is transferred to the next
trophic level. This is known an 10% law. The flow of energy in an ecosystem
Notes is always linear.
l The number of trophic level in a food chain is limited in number (4 or 5).
l The graphical representation of standing crop expressed as number biomass or
energy is called pyramid of number. Pyramid of biomass and pyramid of energy
respectively. These are collectively known as ecological pyramid.
l A biome is a large ecosystem which is embracing the large landscape. Each
biome is characterised by a specific flora and fauna.
l The cycling of the nutrients in the biosphere is called biogeochemical or nutrient
cycle. Carbon cycle and water cycle are two such example.
l Photosynthesis, respiration, decomposition and combustion are the important
processes in carbon cycle.
l Evaporation, condensation and precipitation are the important processes in
water cycle.

TERMINAL QUESTIONS
1. What are the three physical life support systems on the planet earth?
2. Name the various biotic and abiotic components of the environment
3. Give differences between natural and human modified ecosystem
4. Why is the number of trophic levels restricted to four or five in a food chain?
5. Give only two differences between fresh water and marine biome.
6. What will happen if all the floating animals are removed from a lake ecosytem?
7. What are the benefits of natural ecosystems?
8. Give two differences between energy flow and biogeochemical cycle in an
ecosystem.

ANSWER TO INTEXT QUESTIONS

24.1 1. Earnst haeckel
2. Genes Cell Organ Organism Population Community
3. Study of animals and plants in relation to their habit and habitat.
4. Atmosphere, lithosphere and hydrosphere
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24.2 1. (i) Abiotic (ii) Biotic
2. light, temperature, humidity, precipitation, pressure and soil profile
3. Helps in recycling of nutrients in the environment.
4. Plants are capable of capturing solar energy and transforming it into food Notes
energy. Thus they produce their own food. Animals depend upon plants
or other animals for food as they cannot produce their own food.
24.3 1. Ecosystem is a unit to study ecology/functionally independent unit to
stud. The interrelation between biotic and abiotic components.
2. Main components

Biotic Abiotic
(Producers) light
Consumers Temperature
Decomposers Inorganic substances
organic compounds
3. to breakdown products of dead animals and plants tissue.
24.4 1. Grass Grasshopper Frog Snake Hawk/eagle
2. Secondary level consumer
3. Snake can feed on a rat and then it is a secondary consumer. It can also
feed on a frog and then it is a tertiary consumer.
24.5 1. Upto five (5)
2. Energy from solar radiation is fixed in the form of food by the producer.
This energy is passed on to the consumers of different trophic level. At
each trophic level energy is used by the member for metabolism and only
left over energy is passed on each trophic level (10%).
3. See text
4. Vertical and horizontal distribution of plants in the ecosystem.
24.6 1. Its an ecosystem that occurs high mountain peak above the tree line.
Environmental conditions are very severe and show day and night
temperature variation.
2. Cotton grass, sedges, dwarf leath, willows, birches and lichens (any two).
3. 1. both of them have very harsh climatic conditions.
2. Scarce vegetation.

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4. 1. Tropical rain forest temperature.
2. Deciduous boreal or north.
3. Coniferous rain forest.
5. Eastern Africa, South America, Australia and India (any two).
Notes 6. Trees which shed their leaves in autumn and grow new foliage during
spring.
24.7 1. Free floating microscopic organisms
2. diatoms, algae, prawn, crabs, snail (any two)
3. 1000 atmosphere
4. (a) swamps, marshes and mangroves (any one)
(b) streams, rivers, springs (any one)
24.8 1. Movement of nutrient elements through the various components of an
ecosystem is called nutrient cycle.
2. In the Reservoirs pool
3. Gaseous cycle
4. Industrialization, urbanization, increased used of automobiles (any two)
5. Polar ice caps and water present deep in the oceans.

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25 Notes

CONSERVATION AND USE OF NATURAL

RESOURCES
Nature provides us the basic needs like food, shelter, clothes, etc. for our survival.
We use air, water, soil, minerals, coal, petroleum, animals, plants etc. in our daily
life. But do you ever think, how long these precious materials of the nature will
be available for our use. The growing population, rapid industrialisation and
urbanisation have created heavy demand on all these materials. It is feared that
unless proper steps are taken to conserve them in time, we will face tremendous
hardship in future. Let us know all about them in detail in this lesson.

OBJECTIVES
After completing this lesson, you will be able to:
l explain the term natural resources;
l familiarise with the traditions practised in India for conservation of nature;
l describe the reasons for degradation of natural resources and suggest measures
to prevent these;
l define biodiversity and describe the need to conserve biodiversity;
l list the various endangered species of animals and plants;
l state the various environmental laws passed to conserve the natural resources;
l explain sustainable development and justify its need; and
l describe the various conventional as well as non-conventional sources of
energy.

25.1 NATURAL RESOURCES

The term resource means any thing that we use from our environment to achieve
our objective. For example, we require bricks, cement, iron, wood etc. to construct
a building. All these items are called the resources for construction of building. A
resource can be defined as any natural or artificial substance, energy or
organism, which is used by human being for its welfare. These resources are
of two types:

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(a) Natural resources and
(b) Artificial resources.
All that the nature has provided such as soil, air, water, minerals, coal, sunshine
(sunlight), animals and plants, etc., are known as natural resources. Human being
Notes uses these directly or indirectly for survival and welfare. The resources, which have
been developed by human being during the growth of civilization, are called
artificial resources. For example, biogas, thermal electricity, plastics, etc are man-
made resources. These man-made resources are generally derived from some other
natural resources. For example, plastics and many other chemical products are
ultimately derived from the natural resource of petroleum.
What are the natural resources used to generate electricity?
25.1.1 Classification of Natural Resources
The air we breathe and the light we get from the sun are available in unlimited
quantity. But what about coal, forest, and petroleum? The stock of these resources
is limited. The quantity of these resources is depleting day by day.
Resources

Natural Artificial
(e.g. electricity)

Exhaustible Inexhaustible
(e.g. solar energy, wind, rainfall, tidal energy)

Renewable Non-renewable
(e.g. wind, water, forests) (e.g. coal, petroleum, iron, biological species)
l Inexhaustible Resources
The resources which cannot be exhausted by human consumption and other uses,
are called inexhaustible resources. These include energy sources like solar
radiation, wind power, water power (flowing streams) and tidal power, and
substances like sand, clay, air, water in oceans, etc.
l Exhaustible Resources
On the other hand, there are some resources, which are available in limited
quantities and are going to be exhausted as a result of continus use. These are called
exhaustible resources. For example, the stock of coal in the earth is limited and
one day there will be no more coal available for our use. Petroleum is another
important exhaustible resource.
l Renewable Resources
Some of the exhaustible resources are naturally regenerated after consumption and
are known as renewable resources. e.g. The living beings (both animals and plants)
reproduce and can thus, replace the dying or killed individuals. However, if the
consumption of these resources exceeds the rate of regeneration they may also get
totally exhausted. Some examples are fresh water, fertile soil, forest (yielding wood
and other products), vegetation, wildlife, etc.
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l Non-renewable Resources
The resources, which cannot be replaced after the use, are known as non-renewable
Resources. These include minerals (copper, iron etc.) fossil fuels (coal, oil etc.).
Even the wildlife species (rare plants and animals) belong to this category.

Notes
INTEXT QUESTIONS 25.1
1. Given below are certain wrong statements. Identify the mistake and write the
correct statement below each.
(i) Plastic is a natural resource.
..................................................................................................................
(ii) Forest is an exhaustible non-renewable resource.
..................................................................................................................
(iii) The exhaustible resources, which are not replaced after consumption are
known as renewable resources.
..................................................................................................................
2. Classify the following under the three respective categories of natural resources:
Air, iron, sand, petroleum, wind, clay, fish, forest, gold, pearls.
Inexhaustible Renewable Non- renewable
......................... ......................... .........................
......................... ......................... .........................
25.2 CONSERVATION OF NATURAL RESOURCES
As the human population is continuously growing the consumption of natural
resources is also increasing. With the increasing industrialisation and urbanisation
of the modern human society, the use of all the resources is rising. If they are not
properly used and well managed, a serious scarcity will result. Therefore we need
to conserve the natural resources. This will also upset the ecological balance.
Conservation is the proper management of a natural resource to prevent its
exploitation, destruction or degradation.
Conservation is the sum total of activities, which can derive benefits from natural
resources but at the same time prevent excessive use leading to destruction or
degradation.

25.2.1. Need for Conservation of Natural Resources

We know that nature provides us all our basic needs but we tend to overexploit
it. If we go on exploiting the nature, there will be no more resources available in
future. There is an urgent need to conserve the nature. Some of the needs are :
l to maintain ecological balance for supporting life.
l to preserve different kinds of species (biodiversity).
l to make the resources available for present and future generation.
l to ensure the survival of human race.
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25.2.2.Coservation of Natural Resources and Traditions of India
The need for conservation of natural resources was felt by our predecessors and
in India, there was a tradition of respecting and preserving the nature and natural
resources. Natural resources were conserved in the form of sacred groves/forests,
sacred pools and lakes, sacred species etc. In our country the conservaton of natural
Notes forests is known from the time of Lord Ashoka. Sacred forests are forest patches
of different dimensions dedicated by the tribal to their deities and ancestral spirits.
Cutting down trees, hunting and other human interferences were strictly prohibited
in these forests. This practice is wide spread particularly in peninsular, central and
eastern India and has resulted in the protection of a large number of plants and
animals and. Similarly, several water bodies, e.g., Khecheopalri lake in Sikkim was
declared sacred by people, thus, protecting aquatic flora and fauna. Worshipping
certain plants like banyan, peepal, tulsi etc. has not only preserved them but also
encouraged us for their plantation. History recalls numerous instances where people
have laid down their lives in protecting the trees.
Recent Chipko movement in India is one of the best examples. This movement was
started by the women in Gopeshwar village in Garhwal in the Himalayas. They
stopped the felling of trees by hugging them when the lumbermen arrived to cut
them. This saved about 12000 square kilometers of the sensitive water catchment
area. Similar movements also occurred in some other parts of the country.

INTEXT QUESTIONS 25.2

1. Why should we conserve the natural resources? State any two reasons.
(i) ..................................................................................................................
(ii) ..................................................................................................................
2. Below are certain incomplete words. Complete them by taking clues from the
statement given below for each. Each blank space represents one letter only.
(i) __ __ __ p k __
(A movement started by women to stop the felling of trees by hugging
them)
(ii) T__ __ __ i
(A sacred plant worshipped in India)
(iii) Kh __ ch __ __ pa__ __ i
(A lake in Sikkim that was declared sacred by the people)
We discussed about the different types of natural resources and classified these.
Now we will know about some of these resources in details. Lets begin with the
soil as a natural resource.

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25.3 SOIL
Soil is the uppermost layer of earths crust, which supports growth of plants. It is
a complex mixture of (i) mineral particles (formed from rocks), (ii) humus (organic
material formed from decaying plant remains), (iii) mineral salts, (iv) water, (v)
air, and (vi) living organisms (larger ones like earthworms and insects and
microscopic ones like the bacteria and fungi). Notes

Humus
A brown or black organic substance consisting of partially or wholly
decayed vegetable or animal matter that provides nutrients for plants and
increases the ability of soil to retain water.
Soil is a renewable as well as non-renewable resource.
l Soil is renewable because its productivity can be maintained with fertilizers and
manures rich in humus.
l If the soil has been removed from a certain place by erosion, it is practically
non-renewable because formation of new soil may take hundreds and thousands
of years.
25.3.1. Soil Erosion
Erosion literally means to wear away. You might have noticed during the summer,
when wind blows it carries away sand and soil particles from one place to another.
Similarly flowing water removes some amount of soil along with it. This removal
of top layers of soil by wind and water is called soil erosion. You know that
top layers of soil contain humus and mineral salts, which are vital for the growth
of plants. Thus, erosion causes a significant loss of humus and nutrients, and
decreases the fertility of soil.
25.4.2. Causes of soil Erosion
Now we shall discuss the causes of soil erosion. There are several causes of soil
erosion, these include:
(a) Natural causes; and
(b) Anthropogenic causes (human generated causes)
(a) Natural Causes of Soil Erosion
Erosion of soil takes places due to the effect of natural agents like wind and water.
High velocity winds over lands, which have no vegetation, carry away the loose
top soil. Similarly in areas with no or very little vegetation, the pouring raindrops
carry away the soil.
(b) Anthropogenic Causes of Soil Erosion
Besides the natural agents, there are some human activities, which cause soil
erosion. Let us know about them.
1. Deforestation: If the forests are cut down for timber, or for farming purposes,
then the soil is no longer protected from the effect of falling rains. Consequently,
the top soil is washed away into the rivers and oceans.
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Stubble : The short, stiff stalks of grain or hay remaining on a field after
harvesting
2. Poor farming methods: Improper tillage and failure to replace humus after
successive crops and burning the stubble of weeds reduce the water-holding
capacity of the soil. So the soil becomes dry and can be blown away as dust.
Notes
3. Overgrazing: Overgrazing by flocks of cattle, buffaloes, goats and sheep leave
very little plant-cover on the soil. Their hooves make the soil dry and soil can
be blown away easily.
25.4.3 Conservation of Soil
In the previous section we learnt about the various causes of soil erosion. Soil loses
its fertility due to erosion. So we need to conserve the soil. Soil conservation means
checking soil erosion and improving soil fertility by adopting various methods. Let
us know some of these methods.
1. Maintenance of soil fertility: The fertility can be maintained by adding manure
and fertilizers regularly as well as by rotation of crop.
2. Control on grazing: Grazing should be allowed only on the areas meant for
it and not on agricultural land.
3. Reforestation: Planting of trees and vegetation reduces soil erosion by both
water and wind.
4. Terracing: Dividing a slope into several flat fields to control rapid run of water.
It is practised mostly in hilly areas.
5. Contour ploughing: Ploughing at right angles to the slope allows the furrows
to trap water and check soil erosion by rain water.

INTEXT QUESTIONS 25.3

1. How do the following cause soil erosion?
Wind : ______________________
Overgrazing : ______________________
Water : _______________________
2. Match the items of column A with those of Column B.
Column-A Column-B
(i) Terracing (a) Decayed vegetable or animal matter
(ii) Erosion (b) Cutting down forests
(iii) Deforestation (c) Practised in hilly areas
(iv) Humus (d) To wear away

25.4 WATER A PRECIOUS RESOURCE

Let us now discuss another most important natural resource, Water. You know it
very well that water is essential for survival of all living organisms. It is the most
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important component of all life forms and necessary for sustaining life. It regulates
climate, generates electricity and is also useful in agriculture and industries.
About 97% of the water on earth is saline in nature, which is found in seas and
oceans. The remaining 3% is fresh water, and most of which is stored in ice caps
and glaciers, and just about 0.36% is distributed in lakes, rivers, ponds, etc.
Notes
Sea water supports marine life and contributes to the production of fish and sea
foods and several other commercial products (iodine, agar, coral, pearls, etc.). Fresh
water is needed by humans for their personal use (drinking, cleaning, sewage
disposal), It is also used by other animals, in agricultural, and for industrial
purposes. Fresh water is a renewable resource as it is continuously being produced
through hydrological cycle (evaporation, condensation and precipitation). You may
recall and revise water cycle from lesson 24.

Fig. 25.1 Hydrological cycle

25.4.1.Degradation of Water
Degradation of water is the decrease in quality and quantity of water on the earth
surface. With increase in population and industrial growth, water is being degraded
day by day. The main reasons for the degradation of water are:
1. to meet the need of increasing population, surface water (water from ponds,
lakes, rivers, etc) and ground water are overdrawn.
2. sewage i.e., waste water from domestic and municipal use makes fresh water
unfit for use by human beings and animals.
3. waste water, from all industries flow down the surface water bodies and ground
water bodies and they get polluted.
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4. agricultural wastes containing manures, fertilizers and pesticides enter the water
bodies and degrade the quality of water.
5. the continuous decrease of ground water level along coastal regions often cause
movement of saline sea water into freshwater wells, thus, spoiling their water
quality.
Notes
25.4.2. Conservation of Water
Conservation and management of water are essential for the survival of mankind,
plants and animals. This can be achieved adopting the following methods:
1. Growing vegetation in the catchment areas, which will hold water in the soil
and allow it to percolate into deeper layers and contribute to formation of ground
water.
2. Constructing dams and reservoirs to regulate supply of water to the fields,
as well as to enable generating hydroelectricity.
3. Sewage should be treated and only the clear water should be released into the
rivers.
4. Industrial wastes (effluents) should be treated to prevent chemical and thermal
pollution of fresh water.
5. Judicious use of water in our day-to-day life.
6. Rainwater harvesting should be done by storing rainwater and recharging
groundwater.

INTEXT QUESTIONS 25.4

1. Why do we consider fresh water as a renewable resource?
............................................................................................................................
2. Give three methods of water conservation.
............................................................................................................................

25.5 BIODIVERSITY
When we observe our surrounding, we find different types of plants, ranging from
small green grasses to large trees. Large variety of animals, from tiny insect to
human being and many other big animals. Besides these there are micro-organisms
in the soil, air and water that we cant see through our naked eyes. These varieties
of plants, animals and microbes together form the biological diversity or biodiversity
of your surrounding.
So biodiversity can be defined as the flora and fauna i.e. variety of all plants,
animals and microbes of a region.
25.5.1 Importance of Biodiversity
Biodiversity is essential for maintenance of ecosystem. It maintains gaseous
composition of atmosphere, controls climate, helps in natural pest control, pollination
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of plants by insects and birds, soil formation and conservation, water purification
and conservation, geo-chemical cycles etc.
Some of the uses of biodiversity are given below :
l Food : All kind of food is derived from plants and animals.
l Drugs and Medicines : Around 25% of drugs are obtained from plants e.g. Notes
quinins used for treatment of malaria is obtained from Chinchona officinalis.
All antibiotics are derived from microbes.
l Cultural and Aesthetic value : You enjoy watching butterflies, animals, birds
and flowers. Eco-tourism is a source of income.
l Religious values : Plants like tulsi, peepal, banyan and animals like cows, ox,
elephant are worshiped.
l It is essential for maintenance of ecosystem.
l It is required for disposal and pollination in plants, formation and conservation
of soil and purification and conservation of water.

25.5.2. Threat to Biodiversity

Though biodiversity is so important for our survival, we are destroying it knowingly
or unknowingly. It is under threat due to the following reasons:
(i) Destruction of habitat by cutting down trees, filling up the wetland, ploughing
of grassland or burning a forest.
(ii) Population explosion has increased demand for food and shelter. It has lead
to culture of single crop that will result in disappearance of some other crops.
(iii) Industrialisation and urbanisation has changed and destroyed the natural
habitat of plants and animals.
(iv) Pollution of soil, air and water changes the habitat quality and may reduce
or eliminate sensitive species.
(v) Mining activities add to the pollution of air and water and threaten the survival
of the animals in the nearby areas.
(vi) Construction of dams, roads and railways destroys huge patches of forests,
grassland etc. thus, disturb the biodiversity.
(vii) Indiscriminate killing of animals for different purposes has resulted in their
reduction.
(viii) Introduction of exotic/foreign species in an area threaten the survival of
existing natural biodiversity; e.g., water hyacinth clogs rivers and lakes and
threatens the life of many aquatic species in our country.

Hyacinth : A bulbous Mediterranean plant (Hyacinthus orientalis) having

narrow leaves and a terminal raceme of variously colored, usually fragrant
flowers, with a funnel-shaped perianth.

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25.5.3 Conservation of Biodiversity
Now you have an idea of the importance of biodiversity for our survival and how
it is destroyed. Let us know how to protect the biodiversity. There are two basic
strategies for conservation of biodiversity:
Notes (i) In-situ conservation
(ii) Ex-situ conservation
(i) In-situ (on site) conservation includes the protection of plants and animals
within their natural habitats or in protected areas. Protected areas are areas of
land or sea dedicated to protection and maintenance of biodiversity. For
example: e.g., National Parks, Wildlife Sanctuaries, Biosphere Reserves, etc.
(ii) Ex-situ (off site) conservation is the conservation of plants and animals outside
their natural habitats. These include Botanical Gardens, Zoo, Gene Banks, DNA
Banks, Seed Banks, Pollen Banks, Seedling and Tissue Culture etc.

INTEXT QUESTIONS 25.5

1. Some of the following points are related to conservation of biodiversity and
some are threat to biodiversity. Identify the points relating to conservation by
mentioning C and threat to biodiversity by mentioning T against the points.
(i) Wildlife sanctuaries (......................)
(ii) Population explosion (......................)
(iii) Industrialisation (......................)
(iv) Zoo (......................)
(v) Tissue culture (......................)
(vi) Pollution (......................)

25.6 ENDANGERED SPECIES

You have already learnt about the various reasons due to which our biodiversity
is under constant threat. You also learnt about the strategy to protect the biodiversity.
Let us know about some of the plants and animals which have already become
extinct or are going to be extinct from the earth surface.
The species, which have already disappeared, are called the extinct species and
the phenomenon of disappearance is known as the extinction. Another category of
species called endangered species are those which have been reduced in number
to a critical level and facing a high risk of extinction in the near future.
The World Conservation Union, formerly International Union for the Conservation
of Nature and Natural Resources (IUCN) has enlisted endangered plants and
animals in the Red Data Book. Few endangered plants and animals are listed
below:
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Endangered Animals Endangered Plants
1. Asiatic Lion, 1. Pitcher plant
2. Green sea turtle, loggerhead turtle, 2. Indian belladonna
3. Tortoise 3. Orchids
4. Marsh crocodile and gharial 4. Nilgiri Lilly Notes
5. Tiger 5. Ginkgo biloba (Maiden hair tree)
6. Rhinoceros
7. Asiatic Elephant, Indian Python
8. Great Indian Bustard, butterflies

25.7 WILDLIFE
Now we shall know about an important resource of the nature called the wildlife.
At home you may have a pet dog or a cat, even some may have cows, buffalos,
sheeps, goats etc. In your garden you may grow different types of vegetables and
flower plants. In addition to these, there are other plants and animals, which are
not cultivated or reared by you. The plants, animals and microorganisms other
than the cultivated plants and domesticated animals constitute the wildlife.
Animals and plants living in their natural habitat constitute wildlife. The wildlife
forms an important resource as it plays a major role in maintaining ecological
balance. It is used in research as experimental material and also used for recreational
purposes. Like other resources it is also facing severe threat. So it should be
conserved and maintained for the use of future generation.
25.7.1 Need for Conservation of wildlife
Wildlife needs to be conserved for :
l maintaining ecological balance for supporting life.
l preserving different kinds of species (biodiversity).
l preserving economically important plants and animals.
l conserving the endangered species.

25.7.2 Methods of Conservation of Wildlife

After knowing the need for conservation of wildlife, let us discuss how to conserve
it. We can protect it by adopting various means, like:
l Establishing biosphere reserves, national parks and sanctuaries.
l Afforestation (Tree planting programme).
l Special schemes for preservation of threatened species.
l Improvement of natural habitats of wildlife.
l Educating people about the need and methods of conservation of wildlife.
l Formulation of Acts and Regulations to prevent poaching (killing animals) for
sports and money.
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Wildlife week is being observed in India in the month of July every year
since 1955. It aims at creating awareness among people about the
importance of wildlife and to highlight the conservational and management
needs of wildlife.

Notes

INTEXT QUESTIONS 25.6

1. What is Red Data Book?
............................................................................................................................
2. Define the term Wildlife.
............................................................................................................................
3. Below are certain incomplete words. Complete them by taking clues from the
statement given below for each. Each blank represent the letter only.
(i) A __ __ or __ __ __ at __ on
(Tree planting programme)
(ii) Be __ __ ado __ __ a
(An endangered Indian plant)
(iii) Rh __ no __ __ r __ __
(An endangered animal)

25.7.3 Wildlife Reserves in India

Many National Parks and Sanctuaries have been established to preserve wildlife
in their natural environment. Some of them are given below along with the
important species found in these.
l Kaziranga sanctuary (Assam) one-horned rhinoceros
l Manas sanctuary (Assam) wild buffaloes
l Gir forest (Gujarat) lions, chital, sambar, wild bears
l Kelameru bird sanctuary (Andhra) pelicans and marine birds
l Dachigam sanctuary (Jammu and Kasmir) Kashmir stags, Himalayan tahr,
wild goats, sheep, antelopes
l Bandipur sanctuary (Karnataka) Indian bison, elephants, langurs
l Periyar sanctuary (Kerala) elephants, barking deer, sambar
l Kanha National Park (Madhya Pradesh) tiger, leopards, wild dogs

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l Similipal National Park (Orissa) mangroves, marine turtles lay eggs
l Bharatpur bird sanctuary (Rajasthan) ducks, herons
l Corbett National Park (Uttaranchal) tigers, barking deer, sambar, wild bear,
rhesus monkey
l Jaladpara sanctuary (West Bengal) rhinoceros Notes

25.7.4 Agencies Dealing with Conservation of Wildlife

There are various agencies both at national and international levels which take care
of conservation of wildlife. Some of them are given below
(i) Indian Board for Wildlife (IBWL) advises state government on wildlife
protection.
(ii) Constitution of India includes forest and wildlife protection.
(iii) World Wildlife Fund for nature (WWF) : It is an international organisation
formed in the year 1961 and is engaged in protection of wildlife. India became
a member of it in 1969 and has its headquarter in Mumbai. It has supported
the well-known Project Tiger.
(iv) International Union for Conservation of Nature and Natural resources
(IUCN), World Conservation Union (WCU) is engaged in protection of
wildlife and their habitats.
(v) Convention of International Trade in Endangered Species (CITES) is an
international organisation to check trade products from endangered animals.
India became a party to CITES in 1976.

25.8 LEGISLATION FOR CONSERVATION

Various acts and laws have been passed in Indian constitution for conservation of
natural resources. Some of them are:
l Environment Protection Act, 1986
l Forest (Conservation) Act, 1980
l National Forest Policy, 1988
l Wildlife Protection Act, 1972 and amended in 1991

INTEXT QUESTIONS 25.7

1. Expand the following.
(i) WWF .........................................................................................................
(ii) CITES .......................................................................................................
(iii) IUCN .........................................................................................................
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2. Match the items of column A with those of Column B.
Column A Column B
(i) Periyar sanctuary (a) Rajasthan
(ii) Kanha National Park (b) Orissa
Notes (iii) Similipal National Park (c) Uttaranchal
(iv) Bharatpur bird sanctuary (d) Kerala
(v) Corbett National Park (e) Madhya Pradesh

25.9 SUSTAINABLE DEVELOPMENT

Till now we discussed how we have manipulated the existing natural resources
using the advanced science and technology to create our own environment. Thus,
in the process of overexploitation of natural resources, we have not only changed
the natural environment but in some cases, destroyed it. The modern industries,
factories, cities, towns, roads, railways, dams etc. have replaced the natural habitats
of plants and animals. Thus, the natural resources are depleting gradually and a day
will come when most of these will not be available for our future generation. So
it is high time to think about maintaining a balance between environment and
development so that both present and future generations can derive proper benefits
out of these resources. This can only be achieved by the process of sustainable
development.
Sustainable development is the development that meets the needs of the present
generation and conserves it for the future generation.
So we should leave water, air, soil and other natural resources as pure and
unpolluted as when it came on earth.
Sustainable development should include
l reducing excessive use of resources and enhancing resource conservation.
l recycling and reuse of waste materials.
l scientific management of renewable resources, especially bio-resources.
l plant more trees.
l green grassy patches to be interspersed between concrete buildings.
l use more environment friendly material or biodegradable material.
l use of technologies, which are environmental friendly and based on efficient
use of resources.

INTEXT QUESTIONS 25.8

1. A and B are two friends. In their daily life both have different opinion on certain
matters. Considering the necessity of sustainable development give your
suggestions in the given space.

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A says - Polythene bags should be used to carry vegetables.
B says Jute bags should be used to carry vegetables.
Who is right and why?
............................................................................................................................ Notes
2. Mention any two activities which will help in sustainable development.
............................................................................................................................

25.10 ENERGY RESOURCES

We have always been using different form of energy obtained from various sources
for our daily activity like cooking, heating, ploughing, transportation, lighting, etc.
For example, heat energy required for cooking purpose is obtained from firewood,
kerosene oil, coal, electricity or cooking gas. LPG (liquefied petroleum gas) We
use animal power (horse, bullock, etc.) for transportation and for running minor
mechanical devices like the Persian wheel for irrigation or for running a kolhu
for extracting oil from oilseeds. Different forms of these energies are obtained from
various sources. We will discuss about them in detail.
25.10.1 Types of Energy Sources
There are two main categories of energy sources:
(i) Conventional Sources of Energy, which are easily available and have been
in usage for a long time.
(ii) Non-Conventional Sources of Energy, that are other than the usual, or that
are different from those in common practice.
The table 25.2 below summarises the list of both the above categories of energy
resources.
Table 25.2 Various types of energy sources
Sources of Energy

Conventional Energy Non-Conventional Energy

Conventional Non- Conventional l Solar Energy

renewable Energy Renewable Energy l Hydel Energy
(Mostly fossil fuels found under (Mostly non-fossil fuels l Wind Energy
the Ground) seen above the
l Nuclear Energy
Ground)
Examples: Coal, Oil, Natural gas l Hydrogen Energy
etc. Examples: Firewood,
Cattle Dung, Farm l Geothermal Energy
Vegetable Wastes, l Biogas
Wood charcoal, etc
l Tidal Energy
l Bio-fuel

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25.10.2 Conventional Sources of Energy
Lets first discuss about the conventional sources of energy. These have been in
use since ancient times. Most important among them are the fossil fuels. So we
shall know details about the fossil fuels.

Notes Fossil Fuels

Fossil fuels are the fossilised remains of plants and animals, which over millions
of years have been transformed into coal, petroleum products and natural gas.

Coal is the most abundant fossil fuel. It is widely used for combustion in cooking
and industrial activities. There are different types of coal products such as coal gas,
coal tar, benzene, toluene, etc., which are used for various purposes.

Oil and Natural gases are formed from plants and animals which once lived in
the tropical seas. Oil (or petroleum) is a source of countless products. Apart from
petrol, diesel and other fuels, petroleum products include lubricants, waxes,
solvents, dyes, etc. Petroleum reserves are supposed to last for another 100 years
or so.
Natural gas is often found with petroleum. The gas mainly contains methane. Apart
from serving as fuel in several industries, it is being increasingly used as domestic
fuel in many countries including India. United States of America is the largest
producer as well as consumer of natural gas.
Now a days in big cities and town it is being supplied through pipelines which is
called Piped Natural Gas (PNG). The natural gas is also used as a fuel to run
vehicles. It is known as Compressed Natural Gas (CNG). It is accepted as an
economical and less polluting fuel for transport.
The Liquefied Petroleum Gas (LPG) is the common cooking gas used in Indian
homes. It is a mixture of propane and butane gases kept under pressure in liquid
form, but they burn in gaseous form. This gas is made available in a specific
container for domestic as well as industrial uses. It is a byproduct of petrolium
refineries

INTEXT QUESTIONS 25.9

1. Coal is a non-renewable source of energy whereas wood charcoal is renewable.
Why ?
............................................................................................................................
2. How the followings are useful in our day to day life?
(i) CNG ..........................................................................................................
(ii) PNG ..........................................................................................................
(iii) LPG ...........................................................................................................

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3. A and B are two friends. In their daily life both have different opinion on certain
matters. Considering the necessity of sustainable development give your
suggestions in the given space.

A says Coal should be used as a fuel to cook our food

Notes
B says LPG should be used as a fuel to cook our food.

Who is right and why?

............................................................................................................................

25.10.3 Non-Conventional Sources of Energy

We have already learnt known about conventional sources of energy, whether
renewable or non-renewable (coal, oil, etc.), which are fast depleting and will not
last long. Therefore, greater utilisation of non-conventional sources of energy (solar,
wind, hydro, geothermal, etc) will have to be used. We will discuss about some
of these energy sources.

1. Solar Energy
Solar energy is the ultimate source of all energies on earth. Firewood, coal, oil or
natural gas are the products of plants and other organisms, which had used solar
energy for the synthesis of organic molecules during photosynthesis. Even today
it will turn out to be the most important answer to problems of energy except nuclear
energy. The solar energy has the following advantages:

(i) It is abundant
(ii) It is everlasting
(iii) It is available almost
everywhere.
(iv) It is free from political barriers.
Various technologies in which solar
energy can be, and is being utilised
are as follows:
(i) Solar cookers
(ii) Solar hot water systems
(iii) Solar dryers (used for drying
crop yields)
(iv) Solar air heaters
Fig. 25.2 Solar battery that can run a water pump or
(v) Solar kilns put to any other use.

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(vi) Solar desalination systems
(vii) Solar batteries (Fig. 25.2).

2. Hydel /Hydro Energy

The generation of electricity by using the force of falling water is called hydro-
Notes electricity or hydel power. It is cheaper than thermal or nuclear power. For its
generation dams are built to store water, which is made to fall to rotate turbines
that generate electricity.
3. Wind Energy
Wind as an energy can be utilised in our daily life by converting it into mechanical
energy. This mechanical energy is used to generate electricity, raise water from wells
and rivers for irrigation and other purposes. Windmills have been in use since early
times to provide power for grinding grains. It is also used for grain cutting and
shelling. In India a large number of windmills are being constructed on the sea beach
and hilly areas. (Fig. 25.3).

Fig: 25.3 Windmill

Minimum wind speed required for operating the windmill is 7 km/hour. A windmill
can draw water upto a maximum depth of 55 feet and the output is 4000-9000 litres
(of water) per hour.

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4. Tidal Energy
Tidal energy is one that is produced by making the use of water movement from
a high tide to a low tide. Ocean waves and tides can be made to turn a turbine
and generate electricity. Areas where rivers flow into the sea experience waves and
tides and electricity can be generated there. It has much potential. As you know
Notes
we have a large coastline and major river systems in our country, electricity can
be generated on a large scale from waves and tides.

5. Nuclear Energy
Radioactive elements like uranium and thorium disintegrate spontaneously releasing
large quantities of energy. This energy can be trapped to produce electricity. 25%
of worlds thorium reserve is found in our country, which can be utilised to generate
electricity. Most advanced countries have nuclear power stations. We too have some
in India, for example, Tarapur (Maharashtra), Kalpakkam (Tamil Nadu), Narora
(Uttar Pradesh), Kota (Rajasthan). Approximately 3% of Indias electricity comes
from nuclear power and about 25% is expected to come by 2050.
Installation costs of nuclear power stations are very high, but maintenance costs
are relatively low. If not carefully maintained, these also have an inherent risk of
causing radioactive pollution.

6. Hydrogen Energy
Hydrogen is the primary fuel for the hydrogen based fuel cells and power plants.
Power can be generated for industrial, residential and transport purposes by using
hydrogen.

7. Geothermal Energy
This is the energy derived from the heat in the interior of the earth. In volcanic
regions, springs and fountains of hot water called geysers are commonly found.
These eruptions of hot steaming water can be used to turn turbines and produce
electricity in geothermal power plants. In this method cold water is allowed to seep
through the fissures in the rocks till it reaches the hot rocks in the lower layers.
Water gets heated and gets converted into steam which forces out to the surface
to be used in power generation. Besides the superheated steam of hot springs can
also generate electricity. There are 46 hydrothermal areas in India where the water
temperature normally exceeds 150 degree centigrade. Electricity can be generated
from these hot springs.

8. Biogas
Another form of non-conventional energy is biogas. It is produced by the microbial
activity on cattle dung in a specially designed tank called digester. A mixture of
water and cattle dung is poured in this digester where anaerobic decomposition
takes place and biogas is generated. This gas contains 55 70 percent methane,

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which is inflammable and it is generally used as cooking gas and for generation
of electricity. The waste left in the tank after the generation of biogas is used
as manures. Thus, biogas plant provides us both the fuel and the manure. Biogas
plants are becoming very popular in rural India.
There are two types of biogas plants:
Notes
(a) Family type gas plants- These are small and are used individually by a family.
(b) Community type gas plants- These are large and are used by larger rural
populations.

9. Bio-fuel
You know it very well that fossil fuels have been the main source of energy for
transportation and industries for more than a century. Their rapid consumption has
depleted the reserves of fossil fuels. Their fast depletion and non-renewable nature
has sent an alarm to look for alternative fuel. Among the fuels, consumption of
liquid fuels is the highest. So there are attempts to identify potential plant species
as sources of liquid hydrocarbons, a substitute for liquid fossil fuels. The
hydrocarbons present in such plants can be converted into petroleum hydrocarbons.
This liquid hydrocarbon is the bio-fuel and the plants producing it are called petro-
plants. These plants belong to families Euphorbiaceae, Asclepiadaceae,
Apocyanaceae, Urticaceae, Convolvulaceae and Sapotaceae. The plant species,
Jatropha curcus is the most suitable one, which yields bio-diesel. The Indian Oil
Corporation is carrying out experiments for preparation of bio-diesel from various
vegetable oils extracted from rice bran, palm, karanjia, sunflower etc.

Advantages of Bio-diesel
Bio-diesel has several advantages; some of them are given below-
l It is an agriculture based fuel substitute.
l It can be made from both vegetable oil and animal fats.
l It can be used without major modifications in engines.
l It does not need separate infrastructure for storage and delivery.
l Handling bio-diesel is safer.
l Planting of Jatropha curcus will utilise wasteland in our country.
l Its combustion emits less carbon monoxide, sulphates, unburnt hydrocarbons
and particulate matters, thus reduces air pollution.

25.10.4 Conservation of Energy Sources

We have already leant about the different types of sources of energy and how they
are useful to us. Now you think about your daily activities and the types of energy
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you are using in each activity. Make a list of the sources, which produce these
energies. Everyday you and your family members are using four to five sources
of energy. Similarly other people, industries and different establishments are using
energy everyday. The demand for energy is increasing day-by-day and exploitation
of the energy sources is on the rise. Thus, energy sources are depleting gradually.
There is an urgent need to conserve energy, else adequate energy will not be Notes
available in future. Some methods to conserve energy are:

l Minimise exploitation of non-renewable energy resources.

l Emphasis on use of renewable sources of energy.

l Stop wastage of energy.

l Creating awareness among people regarding wise and judicious use of energy.

l More use of bio-mass based energy.

INTEXT QUESTIONS 25.10

1. Why do we consider sun as the best source of energy?

............................................................................................................................
2. What is meant by radioactive pollution?
............................................................................................................................
3. What are the advantages and disadvantages of nuclear energy?
............................................................................................................................
4. The following table contains the different sources of energy and their uses. Put
a tick mark under the source against the appropriate use(s).
Geothermal Bio gas Bio-diesel
(i) Generation of Electricity
(ii) Fuel for Cooking
(iii) Fuel for Vehicles
5. Mention any three ways of conservation of electric energy at your home.
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................

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WHAT YOU HAVE LEARNT

l Any natural or artificial substance, energy or organism, which is used by human

being for its welfare is called a resource. Two types of resources are, (a) Natural
Notes resources; and (b) Artificial resources.
l Natural resources are classified into (i) inexhaustible- air, water (in oceans),
solar energy etc. and (ii) exhaustible- soil, forest, fresh water, minerals, fossil
fuels, etc. Exhaustible resources may be non-renewable such as metals fossil
fuels, and renewable such as water, wood, natural pastures, forests, etc.
l Conservation is the sum total of activities, which can derive benefits from
natural resources but at the same time prevent excessive use leading to
destruction or neglect.
l Soil is the uppermost layer of earths crust, which supports growth of plants.
It is both a renewable and non-renewable resource.
l Water is the most important component of all life forms. It regulates climate,
generates electricity and is also useful in agriculture and industries. With
increase in population and industrial growth, water is degraded day by day.
Conservation and management of water are essential for the survival of
mankind, plants and animals
l The variety of all plants, animals and microbes of a region is termed
biodiversity. Biodiversity is essential for maintenance of ecosystem.
l Though biodiversity is important for our survival, it is under threat due to the
various human activities. So we should protect biodiversity by strategies like,
(i) In situ conservation, and (ii) Ex situ conservation.
l The endangered species are those, which have been reduced in number to a
critical level and facing a high risk of extinction in the near future.
l The plants, animals and microorganisms other than the cultivated plants and
domesticated animals constitute wildlife. Wildlife forms an important resource
for maintaining ecological balance. Conserve it by establishing biosphere
reserves, national parks and sanctuaries etc.
l Sustainable development is the development that meets the needs of the present
generation and conserves it for the future generation.
l There are two main categories of energy sources: (i) conventional sources of
energy; and (ii) non-conventional sources of energy. Conventional sources of
energy may be (a) conventional non-renewable energy (Mostly fossil fuels
found under the ground like coal, oil and natural gas etc.); and (b) Conventional
renewable energy (firewood, cattle dung, charcoal etc.)

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l The Non-Conventional Energy includes Solar energy, Hydel energy, Wind
energy, Nuclear energy, Hydrogen energy, Geothermal energy, Biogas energy,
Tidal energy, Bio-fuel, etc.
l The demand for energy and exploitation of the energy sources is increasing day-
by-day. Energy sources are depleting fast. There is an urgent need to conserve
Notes
energy; else adequate energy will not be available in future.

TERMINAL EXERCISE
1. Define conservation.
2. What is meant by soil erosion?
3. Define the term biodiversity.
4. State the meaning of sustainable development.
5. Mention any two methods of conservation of energy resource.
6. Why should wildlife be conserved?
7. Why is soil considered as both renewable and non-renewable resource?
8. State any three reasons for degradation of water.
9. Distinguish between in-situ and ex-situ conservation strategies.
10. Describe natural gas as conventional source of energy.
11. Describe the natural and the anthropogenic causes of soil erosion.
12. Describe the various methods of conservation of soil.
13. Future generations of mankind will depend more and more on non-conventional
sources of energy. Discuss.
14. Explain any five methods of conservation of water.
15. Describe any three non-conventional sources of energy.

ANSWERS TO INTEXT QUESITONS

25.1 1. (i) Plastic is an artificial resource.

(ii) Forest is an exhaustible renewable resource.
(iii) The exhaustible resources, which are not replaced after
consumption are known as non-renewable resources.
OR
The exhaustible resources, which are replaced after consumption,
are known as renewable resources

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2. Inexhaustible Renewable Non- renewable
Air Fish Iron
Sand Forest Petroleum
Wind Pearls Gold
Notes Clay
25.2 1. (i) To maintain ecological balance for supporting life.
(ii) To preserve different kinds of species.
2. (i) Chipko
(ii) Tulsi
(iii) Khecheopalri
25.3 1. Wind : Carries away the loose top soil
Overgrazing : Removes the protective vegetation, thus help in
erosion by wind and water
Water : Rain drops carry away the soil not covered by
vegetation.
2. Column A Column B
(i) Terracing (c) Practised in hilly areas
(ii) Erosion (d) To wear away
(iii) Deforestation (b) Cutting down forests
(iv) Humus (a) Decayed vegetable or animal matter
25.4 1. It is produced continuously through hydrologic cycle.
2. (i) Constructing dams and reservoirs
(ii) Rainwater harvesting
(iii) Judicious use
25.5 1. (i) C (ii) T (iii) T (iv) C (v) C (vi) T
25.6 1. It is published by IUCN that gives information on endangered plants
and animals.
2. The plants, animals and microbes other than the cultivated plants and
domesticated animals constitute the wildlife.
3. (i) Afforestation
(ii) Belladonna
(iii) Rhinoceros
25.7 1. (i) World Wildlife Fund
(ii) Convention of International Trade in Endangered species
(iii) International Union for Conservation of Natural Resources
2. (i) (d), (ii) (e) (iii) (b) (iv) (a)(v) (c)
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25.8 1. (i) B is right; because jute bags are biodegradable and eco-friendly.
Though science has invented the bio-degradable polythene bags,
all are not bio-degradable,hence cause pollution.
(ii) see text
25.9 1. Coal cannot be regenerated after consumption. But wood charcoal is Notes
obtained from wood and wood can be obtained continuously from trees/
forest.
2. CNG : Cooking, Transportation
PNG : Cooking
LPG : Cooking, Lightening, Transportation
3. B is right LPG causes less pollution than coal.
25.10 1. It is available free of cost and in ample quantity, everlasting. It has no
boundaries and is also free from political barriers.
2. The radioactive elements when not disposed off properly cause
disintegration in the soil and water and thus cause pollution.
3. India has sufficient Thorium to generate electricity cause pollution.
4. Geothermal Bio-gas Bio-diesel
(i) Generation of Electricity
(ii) Fuel for Cooking
(iii) Fuel for Vehicles
5. (i) Judicious use of electricity
(ii) Use of florescent lamp instead of incandescent lamp
(iii) Create awareness about the proper use of electricity, or any other.

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25 Notes

CONSERVATION AND USE OF NATURAL

RESOURCES
Nature provides us the basic needs like food, shelter, clothes, etc. for our survival.
We use air, water, soil, minerals, coal, petroleum, animals, plants etc. in our daily
life. But do you ever think, how long these precious materials of the nature will
be available for our use. The growing population, rapid industrialisation and
urbanisation have created heavy demand on all these materials. It is feared that
unless proper steps are taken to conserve them in time, we will face tremendous
hardship in future. Let us know all about them in detail in this lesson.

OBJECTIVES
After completing this lesson, you will be able to:
l explain the term natural resources;
l familiarise with the traditions practised in India for conservation of nature;
l describe the reasons for degradation of natural resources and suggest measures
to prevent these;
l define biodiversity and describe the need to conserve biodiversity;
l list the various endangered species of animals and plants;
l state the various environmental laws passed to conserve the natural resources;
l explain sustainable development and justify its need; and
l describe the various conventional as well as non-conventional sources of
energy.

25.1 NATURAL RESOURCES

The term resource means any thing that we use from our environment to achieve
our objective. For example, we require bricks, cement, iron, wood etc. to construct
a building. All these items are called the resources for construction of building. A
resource can be defined as any natural or artificial substance, energy or
organism, which is used by human being for its welfare. These resources are
of two types:

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(a) Natural resources and
(b) Artificial resources.
All that the nature has provided such as soil, air, water, minerals, coal, sunshine
(sunlight), animals and plants, etc., are known as natural resources. Human being
Notes uses these directly or indirectly for survival and welfare. The resources, which have
been developed by human being during the growth of civilization, are called
artificial resources. For example, biogas, thermal electricity, plastics, etc are man-
made resources. These man-made resources are generally derived from some other
natural resources. For example, plastics and many other chemical products are
ultimately derived from the natural resource of petroleum.
What are the natural resources used to generate electricity?
25.1.1 Classification of Natural Resources
The air we breathe and the light we get from the sun are available in unlimited
quantity. But what about coal, forest, and petroleum? The stock of these resources
is limited. The quantity of these resources is depleting day by day.
Resources

Natural Artificial
(e.g. electricity)

Exhaustible Inexhaustible
(e.g. solar energy, wind, rainfall, tidal energy)

Renewable Non-renewable
(e.g. wind, water, forests) (e.g. coal, petroleum, iron, biological species)
l Inexhaustible Resources
The resources which cannot be exhausted by human consumption and other uses,
are called inexhaustible resources. These include energy sources like solar
radiation, wind power, water power (flowing streams) and tidal power, and
substances like sand, clay, air, water in oceans, etc.
l Exhaustible Resources
On the other hand, there are some resources, which are available in limited
quantities and are going to be exhausted as a result of continus use. These are called
exhaustible resources. For example, the stock of coal in the earth is limited and
one day there will be no more coal available for our use. Petroleum is another
important exhaustible resource.
l Renewable Resources
Some of the exhaustible resources are naturally regenerated after consumption and
are known as renewable resources. e.g. The living beings (both animals and plants)
reproduce and can thus, replace the dying or killed individuals. However, if the
consumption of these resources exceeds the rate of regeneration they may also get
totally exhausted. Some examples are fresh water, fertile soil, forest (yielding wood
and other products), vegetation, wildlife, etc.
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l Non-renewable Resources
The resources, which cannot be replaced after the use, are known as non-renewable
Resources. These include minerals (copper, iron etc.) fossil fuels (coal, oil etc.).
Even the wildlife species (rare plants and animals) belong to this category.

Notes
INTEXT QUESTIONS 25.1
1. Given below are certain wrong statements. Identify the mistake and write the
correct statement below each.
(i) Plastic is a natural resource.
..................................................................................................................
(ii) Forest is an exhaustible non-renewable resource.
..................................................................................................................
(iii) The exhaustible resources, which are not replaced after consumption are
known as renewable resources.
..................................................................................................................
2. Classify the following under the three respective categories of natural resources:
Air, iron, sand, petroleum, wind, clay, fish, forest, gold, pearls.
Inexhaustible Renewable Non- renewable
......................... ......................... .........................
......................... ......................... .........................
25.2 CONSERVATION OF NATURAL RESOURCES
As the human population is continuously growing the consumption of natural
resources is also increasing. With the increasing industrialisation and urbanisation
of the modern human society, the use of all the resources is rising. If they are not
properly used and well managed, a serious scarcity will result. Therefore we need
to conserve the natural resources. This will also upset the ecological balance.
Conservation is the proper management of a natural resource to prevent its
exploitation, destruction or degradation.
Conservation is the sum total of activities, which can derive benefits from natural
resources but at the same time prevent excessive use leading to destruction or
degradation.

25.2.1. Need for Conservation of Natural Resources

We know that nature provides us all our basic needs but we tend to overexploit
it. If we go on exploiting the nature, there will be no more resources available in
future. There is an urgent need to conserve the nature. Some of the needs are :
l to maintain ecological balance for supporting life.
l to preserve different kinds of species (biodiversity).
l to make the resources available for present and future generation.
l to ensure the survival of human race.
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25.2.2.Coservation of Natural Resources and Traditions of India
The need for conservation of natural resources was felt by our predecessors and
in India, there was a tradition of respecting and preserving the nature and natural
resources. Natural resources were conserved in the form of sacred groves/forests,
sacred pools and lakes, sacred species etc. In our country the conservaton of natural
Notes forests is known from the time of Lord Ashoka. Sacred forests are forest patches
of different dimensions dedicated by the tribal to their deities and ancestral spirits.
Cutting down trees, hunting and other human interferences were strictly prohibited
in these forests. This practice is wide spread particularly in peninsular, central and
eastern India and has resulted in the protection of a large number of plants and
animals and. Similarly, several water bodies, e.g., Khecheopalri lake in Sikkim was
declared sacred by people, thus, protecting aquatic flora and fauna. Worshipping
certain plants like banyan, peepal, tulsi etc. has not only preserved them but also
encouraged us for their plantation. History recalls numerous instances where people
have laid down their lives in protecting the trees.
Recent Chipko movement in India is one of the best examples. This movement was
started by the women in Gopeshwar village in Garhwal in the Himalayas. They
stopped the felling of trees by hugging them when the lumbermen arrived to cut
them. This saved about 12000 square kilometers of the sensitive water catchment
area. Similar movements also occurred in some other parts of the country.

INTEXT QUESTIONS 25.2

1. Why should we conserve the natural resources? State any two reasons.
(i) ..................................................................................................................
(ii) ..................................................................................................................
2. Below are certain incomplete words. Complete them by taking clues from the
statement given below for each. Each blank space represents one letter only.
(i) __ __ __ p k __
(A movement started by women to stop the felling of trees by hugging
them)
(ii) T__ __ __ i
(A sacred plant worshipped in India)
(iii) Kh __ ch __ __ pa__ __ i
(A lake in Sikkim that was declared sacred by the people)
We discussed about the different types of natural resources and classified these.
Now we will know about some of these resources in details. Lets begin with the
soil as a natural resource.

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25.3 SOIL
Soil is the uppermost layer of earths crust, which supports growth of plants. It is
a complex mixture of (i) mineral particles (formed from rocks), (ii) humus (organic
material formed from decaying plant remains), (iii) mineral salts, (iv) water, (v)
air, and (vi) living organisms (larger ones like earthworms and insects and
microscopic ones like the bacteria and fungi). Notes

Humus
A brown or black organic substance consisting of partially or wholly
decayed vegetable or animal matter that provides nutrients for plants and
increases the ability of soil to retain water.
Soil is a renewable as well as non-renewable resource.
l Soil is renewable because its productivity can be maintained with fertilizers and
manures rich in humus.
l If the soil has been removed from a certain place by erosion, it is practically
non-renewable because formation of new soil may take hundreds and thousands
of years.
25.3.1. Soil Erosion
Erosion literally means to wear away. You might have noticed during the summer,
when wind blows it carries away sand and soil particles from one place to another.
Similarly flowing water removes some amount of soil along with it. This removal
of top layers of soil by wind and water is called soil erosion. You know that
top layers of soil contain humus and mineral salts, which are vital for the growth
of plants. Thus, erosion causes a significant loss of humus and nutrients, and
decreases the fertility of soil.
25.4.2. Causes of soil Erosion
Now we shall discuss the causes of soil erosion. There are several causes of soil
erosion, these include:
(a) Natural causes; and
(b) Anthropogenic causes (human generated causes)
(a) Natural Causes of Soil Erosion
Erosion of soil takes places due to the effect of natural agents like wind and water.
High velocity winds over lands, which have no vegetation, carry away the loose
top soil. Similarly in areas with no or very little vegetation, the pouring raindrops
carry away the soil.
(b) Anthropogenic Causes of Soil Erosion
Besides the natural agents, there are some human activities, which cause soil
erosion. Let us know about them.
1. Deforestation: If the forests are cut down for timber, or for farming purposes,
then the soil is no longer protected from the effect of falling rains. Consequently,
the top soil is washed away into the rivers and oceans.
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Stubble : The short, stiff stalks of grain or hay remaining on a field after
harvesting
2. Poor farming methods: Improper tillage and failure to replace humus after
successive crops and burning the stubble of weeds reduce the water-holding
capacity of the soil. So the soil becomes dry and can be blown away as dust.
Notes
3. Overgrazing: Overgrazing by flocks of cattle, buffaloes, goats and sheep leave
very little plant-cover on the soil. Their hooves make the soil dry and soil can
be blown away easily.
25.4.3 Conservation of Soil
In the previous section we learnt about the various causes of soil erosion. Soil loses
its fertility due to erosion. So we need to conserve the soil. Soil conservation means
checking soil erosion and improving soil fertility by adopting various methods. Let
us know some of these methods.
1. Maintenance of soil fertility: The fertility can be maintained by adding manure
and fertilizers regularly as well as by rotation of crop.
2. Control on grazing: Grazing should be allowed only on the areas meant for
it and not on agricultural land.
3. Reforestation: Planting of trees and vegetation reduces soil erosion by both
water and wind.
4. Terracing: Dividing a slope into several flat fields to control rapid run of water.
It is practised mostly in hilly areas.
5. Contour ploughing: Ploughing at right angles to the slope allows the furrows
to trap water and check soil erosion by rain water.

INTEXT QUESTIONS 25.3

1. How do the following cause soil erosion?
Wind : ______________________
Overgrazing : ______________________
Water : _______________________
2. Match the items of column A with those of Column B.
Column-A Column-B
(i) Terracing (a) Decayed vegetable or animal matter
(ii) Erosion (b) Cutting down forests
(iii) Deforestation (c) Practised in hilly areas
(iv) Humus (d) To wear away

25.4 WATER A PRECIOUS RESOURCE

Let us now discuss another most important natural resource, Water. You know it
very well that water is essential for survival of all living organisms. It is the most
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important component of all life forms and necessary for sustaining life. It regulates
climate, generates electricity and is also useful in agriculture and industries.
About 97% of the water on earth is saline in nature, which is found in seas and
oceans. The remaining 3% is fresh water, and most of which is stored in ice caps
and glaciers, and just about 0.36% is distributed in lakes, rivers, ponds, etc.
Notes
Sea water supports marine life and contributes to the production of fish and sea
foods and several other commercial products (iodine, agar, coral, pearls, etc.). Fresh
water is needed by humans for their personal use (drinking, cleaning, sewage
disposal), It is also used by other animals, in agricultural, and for industrial
purposes. Fresh water is a renewable resource as it is continuously being produced
through hydrological cycle (evaporation, condensation and precipitation). You may
recall and revise water cycle from lesson 24.

Fig. 25.1 Hydrological cycle

25.4.1.Degradation of Water
Degradation of water is the decrease in quality and quantity of water on the earth
surface. With increase in population and industrial growth, water is being degraded
day by day. The main reasons for the degradation of water are:
1. to meet the need of increasing population, surface water (water from ponds,
lakes, rivers, etc) and ground water are overdrawn.
2. sewage i.e., waste water from domestic and municipal use makes fresh water
unfit for use by human beings and animals.
3. waste water, from all industries flow down the surface water bodies and ground
water bodies and they get polluted.
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4. agricultural wastes containing manures, fertilizers and pesticides enter the water
bodies and degrade the quality of water.
5. the continuous decrease of ground water level along coastal regions often cause
movement of saline sea water into freshwater wells, thus, spoiling their water
quality.
Notes
25.4.2. Conservation of Water
Conservation and management of water are essential for the survival of mankind,
plants and animals. This can be achieved adopting the following methods:
1. Growing vegetation in the catchment areas, which will hold water in the soil
and allow it to percolate into deeper layers and contribute to formation of ground
water.
2. Constructing dams and reservoirs to regulate supply of water to the fields,
as well as to enable generating hydroelectricity.
3. Sewage should be treated and only the clear water should be released into the
rivers.
4. Industrial wastes (effluents) should be treated to prevent chemical and thermal
pollution of fresh water.
5. Judicious use of water in our day-to-day life.
6. Rainwater harvesting should be done by storing rainwater and recharging
groundwater.

INTEXT QUESTIONS 25.4

1. Why do we consider fresh water as a renewable resource?
............................................................................................................................
2. Give three methods of water conservation.
............................................................................................................................

25.5 BIODIVERSITY
When we observe our surrounding, we find different types of plants, ranging from
small green grasses to large trees. Large variety of animals, from tiny insect to
human being and many other big animals. Besides these there are micro-organisms
in the soil, air and water that we cant see through our naked eyes. These varieties
of plants, animals and microbes together form the biological diversity or biodiversity
of your surrounding.
So biodiversity can be defined as the flora and fauna i.e. variety of all plants,
animals and microbes of a region.
25.5.1 Importance of Biodiversity
Biodiversity is essential for maintenance of ecosystem. It maintains gaseous
composition of atmosphere, controls climate, helps in natural pest control, pollination
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of plants by insects and birds, soil formation and conservation, water purification
and conservation, geo-chemical cycles etc.
Some of the uses of biodiversity are given below :
l Food : All kind of food is derived from plants and animals.
l Drugs and Medicines : Around 25% of drugs are obtained from plants e.g. Notes
quinins used for treatment of malaria is obtained from Chinchona officinalis.
All antibiotics are derived from microbes.
l Cultural and Aesthetic value : You enjoy watching butterflies, animals, birds
and flowers. Eco-tourism is a source of income.
l Religious values : Plants like tulsi, peepal, banyan and animals like cows, ox,
elephant are worshiped.
l It is essential for maintenance of ecosystem.
l It is required for disposal and pollination in plants, formation and conservation
of soil and purification and conservation of water.

25.5.2. Threat to Biodiversity

Though biodiversity is so important for our survival, we are destroying it knowingly
or unknowingly. It is under threat due to the following reasons:
(i) Destruction of habitat by cutting down trees, filling up the wetland, ploughing
of grassland or burning a forest.
(ii) Population explosion has increased demand for food and shelter. It has lead
to culture of single crop that will result in disappearance of some other crops.
(iii) Industrialisation and urbanisation has changed and destroyed the natural
habitat of plants and animals.
(iv) Pollution of soil, air and water changes the habitat quality and may reduce
or eliminate sensitive species.
(v) Mining activities add to the pollution of air and water and threaten the survival
of the animals in the nearby areas.
(vi) Construction of dams, roads and railways destroys huge patches of forests,
grassland etc. thus, disturb the biodiversity.
(vii) Indiscriminate killing of animals for different purposes has resulted in their
reduction.
(viii) Introduction of exotic/foreign species in an area threaten the survival of
existing natural biodiversity; e.g., water hyacinth clogs rivers and lakes and
threatens the life of many aquatic species in our country.

Hyacinth : A bulbous Mediterranean plant (Hyacinthus orientalis) having

narrow leaves and a terminal raceme of variously colored, usually fragrant
flowers, with a funnel-shaped perianth.

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25.5.3 Conservation of Biodiversity
Now you have an idea of the importance of biodiversity for our survival and how
it is destroyed. Let us know how to protect the biodiversity. There are two basic
strategies for conservation of biodiversity:
Notes (i) In-situ conservation
(ii) Ex-situ conservation
(i) In-situ (on site) conservation includes the protection of plants and animals
within their natural habitats or in protected areas. Protected areas are areas of
land or sea dedicated to protection and maintenance of biodiversity. For
example: e.g., National Parks, Wildlife Sanctuaries, Biosphere Reserves, etc.
(ii) Ex-situ (off site) conservation is the conservation of plants and animals outside
their natural habitats. These include Botanical Gardens, Zoo, Gene Banks, DNA
Banks, Seed Banks, Pollen Banks, Seedling and Tissue Culture etc.

INTEXT QUESTIONS 25.5

1. Some of the following points are related to conservation of biodiversity and
some are threat to biodiversity. Identify the points relating to conservation by
mentioning C and threat to biodiversity by mentioning T against the points.
(i) Wildlife sanctuaries (......................)
(ii) Population explosion (......................)
(iii) Industrialisation (......................)
(iv) Zoo (......................)
(v) Tissue culture (......................)
(vi) Pollution (......................)

25.6 ENDANGERED SPECIES

You have already learnt about the various reasons due to which our biodiversity
is under constant threat. You also learnt about the strategy to protect the biodiversity.
Let us know about some of the plants and animals which have already become
extinct or are going to be extinct from the earth surface.
The species, which have already disappeared, are called the extinct species and
the phenomenon of disappearance is known as the extinction. Another category of
species called endangered species are those which have been reduced in number
to a critical level and facing a high risk of extinction in the near future.
The World Conservation Union, formerly International Union for the Conservation
of Nature and Natural Resources (IUCN) has enlisted endangered plants and
animals in the Red Data Book. Few endangered plants and animals are listed
below:
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Endangered Animals Endangered Plants
1. Asiatic Lion, 1. Pitcher plant
2. Green sea turtle, loggerhead turtle, 2. Indian belladonna
3. Tortoise 3. Orchids
4. Marsh crocodile and gharial 4. Nilgiri Lilly Notes
5. Tiger 5. Ginkgo biloba (Maiden hair tree)
6. Rhinoceros
7. Asiatic Elephant, Indian Python
8. Great Indian Bustard, butterflies

25.7 WILDLIFE
Now we shall know about an important resource of the nature called the wildlife.
At home you may have a pet dog or a cat, even some may have cows, buffalos,
sheeps, goats etc. In your garden you may grow different types of vegetables and
flower plants. In addition to these, there are other plants and animals, which are
not cultivated or reared by you. The plants, animals and microorganisms other
than the cultivated plants and domesticated animals constitute the wildlife.
Animals and plants living in their natural habitat constitute wildlife. The wildlife
forms an important resource as it plays a major role in maintaining ecological
balance. It is used in research as experimental material and also used for recreational
purposes. Like other resources it is also facing severe threat. So it should be
conserved and maintained for the use of future generation.
25.7.1 Need for Conservation of wildlife
Wildlife needs to be conserved for :
l maintaining ecological balance for supporting life.
l preserving different kinds of species (biodiversity).
l preserving economically important plants and animals.
l conserving the endangered species.

25.7.2 Methods of Conservation of Wildlife

After knowing the need for conservation of wildlife, let us discuss how to conserve
it. We can protect it by adopting various means, like:
l Establishing biosphere reserves, national parks and sanctuaries.
l Afforestation (Tree planting programme).
l Special schemes for preservation of threatened species.
l Improvement of natural habitats of wildlife.
l Educating people about the need and methods of conservation of wildlife.
l Formulation of Acts and Regulations to prevent poaching (killing animals) for
sports and money.
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Wildlife week is being observed in India in the month of July every year
since 1955. It aims at creating awareness among people about the
importance of wildlife and to highlight the conservational and management
needs of wildlife.

Notes

INTEXT QUESTIONS 25.6

1. What is Red Data Book?
............................................................................................................................
2. Define the term Wildlife.
............................................................................................................................
3. Below are certain incomplete words. Complete them by taking clues from the
statement given below for each. Each blank represent the letter only.
(i) A __ __ or __ __ __ at __ on
(Tree planting programme)
(ii) Be __ __ ado __ __ a
(An endangered Indian plant)
(iii) Rh __ no __ __ r __ __
(An endangered animal)

25.7.3 Wildlife Reserves in India

Many National Parks and Sanctuaries have been established to preserve wildlife
in their natural environment. Some of them are given below along with the
important species found in these.
l Kaziranga sanctuary (Assam) one-horned rhinoceros
l Manas sanctuary (Assam) wild buffaloes
l Gir forest (Gujarat) lions, chital, sambar, wild bears
l Kelameru bird sanctuary (Andhra) pelicans and marine birds
l Dachigam sanctuary (Jammu and Kasmir) Kashmir stags, Himalayan tahr,
wild goats, sheep, antelopes
l Bandipur sanctuary (Karnataka) Indian bison, elephants, langurs
l Periyar sanctuary (Kerala) elephants, barking deer, sambar
l Kanha National Park (Madhya Pradesh) tiger, leopards, wild dogs

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l Similipal National Park (Orissa) mangroves, marine turtles lay eggs
l Bharatpur bird sanctuary (Rajasthan) ducks, herons
l Corbett National Park (Uttaranchal) tigers, barking deer, sambar, wild bear,
rhesus monkey
l Jaladpara sanctuary (West Bengal) rhinoceros Notes

25.7.4 Agencies Dealing with Conservation of Wildlife

There are various agencies both at national and international levels which take care
of conservation of wildlife. Some of them are given below
(i) Indian Board for Wildlife (IBWL) advises state government on wildlife
protection.
(ii) Constitution of India includes forest and wildlife protection.
(iii) World Wildlife Fund for nature (WWF) : It is an international organisation
formed in the year 1961 and is engaged in protection of wildlife. India became
a member of it in 1969 and has its headquarter in Mumbai. It has supported
the well-known Project Tiger.
(iv) International Union for Conservation of Nature and Natural resources
(IUCN), World Conservation Union (WCU) is engaged in protection of
wildlife and their habitats.
(v) Convention of International Trade in Endangered Species (CITES) is an
international organisation to check trade products from endangered animals.
India became a party to CITES in 1976.

25.8 LEGISLATION FOR CONSERVATION

Various acts and laws have been passed in Indian constitution for conservation of
natural resources. Some of them are:
l Environment Protection Act, 1986
l Forest (Conservation) Act, 1980
l National Forest Policy, 1988
l Wildlife Protection Act, 1972 and amended in 1991

INTEXT QUESTIONS 25.7

1. Expand the following.
(i) WWF .........................................................................................................
(ii) CITES .......................................................................................................
(iii) IUCN .........................................................................................................
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2. Match the items of column A with those of Column B.
Column A Column B
(i) Periyar sanctuary (a) Rajasthan
(ii) Kanha National Park (b) Orissa
Notes (iii) Similipal National Park (c) Uttaranchal
(iv) Bharatpur bird sanctuary (d) Kerala
(v) Corbett National Park (e) Madhya Pradesh

25.9 SUSTAINABLE DEVELOPMENT

Till now we discussed how we have manipulated the existing natural resources
using the advanced science and technology to create our own environment. Thus,
in the process of overexploitation of natural resources, we have not only changed
the natural environment but in some cases, destroyed it. The modern industries,
factories, cities, towns, roads, railways, dams etc. have replaced the natural habitats
of plants and animals. Thus, the natural resources are depleting gradually and a day
will come when most of these will not be available for our future generation. So
it is high time to think about maintaining a balance between environment and
development so that both present and future generations can derive proper benefits
out of these resources. This can only be achieved by the process of sustainable
development.
Sustainable development is the development that meets the needs of the present
generation and conserves it for the future generation.
So we should leave water, air, soil and other natural resources as pure and
unpolluted as when it came on earth.
Sustainable development should include
l reducing excessive use of resources and enhancing resource conservation.
l recycling and reuse of waste materials.
l scientific management of renewable resources, especially bio-resources.
l plant more trees.
l green grassy patches to be interspersed between concrete buildings.
l use more environment friendly material or biodegradable material.
l use of technologies, which are environmental friendly and based on efficient
use of resources.

INTEXT QUESTIONS 25.8

1. A and B are two friends. In their daily life both have different opinion on certain
matters. Considering the necessity of sustainable development give your
suggestions in the given space.

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A says - Polythene bags should be used to carry vegetables.
B says Jute bags should be used to carry vegetables.
Who is right and why?
............................................................................................................................ Notes
2. Mention any two activities which will help in sustainable development.
............................................................................................................................

25.10 ENERGY RESOURCES

We have always been using different form of energy obtained from various sources
for our daily activity like cooking, heating, ploughing, transportation, lighting, etc.
For example, heat energy required for cooking purpose is obtained from firewood,
kerosene oil, coal, electricity or cooking gas. LPG (liquefied petroleum gas) We
use animal power (horse, bullock, etc.) for transportation and for running minor
mechanical devices like the Persian wheel for irrigation or for running a kolhu
for extracting oil from oilseeds. Different forms of these energies are obtained from
various sources. We will discuss about them in detail.
25.10.1 Types of Energy Sources
There are two main categories of energy sources:
(i) Conventional Sources of Energy, which are easily available and have been
in usage for a long time.
(ii) Non-Conventional Sources of Energy, that are other than the usual, or that
are different from those in common practice.
The table 25.2 below summarises the list of both the above categories of energy
resources.
Table 25.2 Various types of energy sources
Sources of Energy

Conventional Energy Non-Conventional Energy

Conventional Non- Conventional l Solar Energy

renewable Energy Renewable Energy l Hydel Energy
(Mostly fossil fuels found under (Mostly non-fossil fuels l Wind Energy
the Ground) seen above the
l Nuclear Energy
Ground)
Examples: Coal, Oil, Natural gas l Hydrogen Energy
etc. Examples: Firewood,
Cattle Dung, Farm l Geothermal Energy
Vegetable Wastes, l Biogas
Wood charcoal, etc
l Tidal Energy
l Bio-fuel

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25.10.2 Conventional Sources of Energy
Lets first discuss about the conventional sources of energy. These have been in
use since ancient times. Most important among them are the fossil fuels. So we
shall know details about the fossil fuels.

Notes Fossil Fuels

Fossil fuels are the fossilised remains of plants and animals, which over millions
of years have been transformed into coal, petroleum products and natural gas.

Coal is the most abundant fossil fuel. It is widely used for combustion in cooking
and industrial activities. There are different types of coal products such as coal gas,
coal tar, benzene, toluene, etc., which are used for various purposes.

Oil and Natural gases are formed from plants and animals which once lived in
the tropical seas. Oil (or petroleum) is a source of countless products. Apart from
petrol, diesel and other fuels, petroleum products include lubricants, waxes,
solvents, dyes, etc. Petroleum reserves are supposed to last for another 100 years
or so.
Natural gas is often found with petroleum. The gas mainly contains methane. Apart
from serving as fuel in several industries, it is being increasingly used as domestic
fuel in many countries including India. United States of America is the largest
producer as well as consumer of natural gas.
Now a days in big cities and town it is being supplied through pipelines which is
called Piped Natural Gas (PNG). The natural gas is also used as a fuel to run
vehicles. It is known as Compressed Natural Gas (CNG). It is accepted as an
economical and less polluting fuel for transport.
The Liquefied Petroleum Gas (LPG) is the common cooking gas used in Indian
homes. It is a mixture of propane and butane gases kept under pressure in liquid
form, but they burn in gaseous form. This gas is made available in a specific
container for domestic as well as industrial uses. It is a byproduct of petrolium
refineries

INTEXT QUESTIONS 25.9

1. Coal is a non-renewable source of energy whereas wood charcoal is renewable.
Why ?
............................................................................................................................
2. How the followings are useful in our day to day life?
(i) CNG ..........................................................................................................
(ii) PNG ..........................................................................................................
(iii) LPG ...........................................................................................................

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3. A and B are two friends. In their daily life both have different opinion on certain
matters. Considering the necessity of sustainable development give your
suggestions in the given space.

A says Coal should be used as a fuel to cook our food

Notes
B says LPG should be used as a fuel to cook our food.

Who is right and why?

............................................................................................................................

25.10.3 Non-Conventional Sources of Energy

We have already learnt known about conventional sources of energy, whether
renewable or non-renewable (coal, oil, etc.), which are fast depleting and will not
last long. Therefore, greater utilisation of non-conventional sources of energy (solar,
wind, hydro, geothermal, etc) will have to be used. We will discuss about some
of these energy sources.

1. Solar Energy
Solar energy is the ultimate source of all energies on earth. Firewood, coal, oil or
natural gas are the products of plants and other organisms, which had used solar
energy for the synthesis of organic molecules during photosynthesis. Even today
it will turn out to be the most important answer to problems of energy except nuclear
energy. The solar energy has the following advantages:

(i) It is abundant
(ii) It is everlasting
(iii) It is available almost
everywhere.
(iv) It is free from political barriers.
Various technologies in which solar
energy can be, and is being utilised
are as follows:
(i) Solar cookers
(ii) Solar hot water systems
(iii) Solar dryers (used for drying
crop yields)
(iv) Solar air heaters
Fig. 25.2 Solar battery that can run a water pump or
(v) Solar kilns put to any other use.

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(vi) Solar desalination systems
(vii) Solar batteries (Fig. 25.2).

2. Hydel /Hydro Energy

The generation of electricity by using the force of falling water is called hydro-
Notes electricity or hydel power. It is cheaper than thermal or nuclear power. For its
generation dams are built to store water, which is made to fall to rotate turbines
that generate electricity.
3. Wind Energy
Wind as an energy can be utilised in our daily life by converting it into mechanical
energy. This mechanical energy is used to generate electricity, raise water from wells
and rivers for irrigation and other purposes. Windmills have been in use since early
times to provide power for grinding grains. It is also used for grain cutting and
shelling. In India a large number of windmills are being constructed on the sea beach
and hilly areas. (Fig. 25.3).

Fig: 25.3 Windmill

Minimum wind speed required for operating the windmill is 7 km/hour. A windmill
can draw water upto a maximum depth of 55 feet and the output is 4000-9000 litres
(of water) per hour.

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4. Tidal Energy
Tidal energy is one that is produced by making the use of water movement from
a high tide to a low tide. Ocean waves and tides can be made to turn a turbine
and generate electricity. Areas where rivers flow into the sea experience waves and
tides and electricity can be generated there. It has much potential. As you know
Notes
we have a large coastline and major river systems in our country, electricity can
be generated on a large scale from waves and tides.

5. Nuclear Energy
Radioactive elements like uranium and thorium disintegrate spontaneously releasing
large quantities of energy. This energy can be trapped to produce electricity. 25%
of worlds thorium reserve is found in our country, which can be utilised to generate
electricity. Most advanced countries have nuclear power stations. We too have some
in India, for example, Tarapur (Maharashtra), Kalpakkam (Tamil Nadu), Narora
(Uttar Pradesh), Kota (Rajasthan). Approximately 3% of Indias electricity comes
from nuclear power and about 25% is expected to come by 2050.
Installation costs of nuclear power stations are very high, but maintenance costs
are relatively low. If not carefully maintained, these also have an inherent risk of
causing radioactive pollution.

6. Hydrogen Energy
Hydrogen is the primary fuel for the hydrogen based fuel cells and power plants.
Power can be generated for industrial, residential and transport purposes by using
hydrogen.

7. Geothermal Energy
This is the energy derived from the heat in the interior of the earth. In volcanic
regions, springs and fountains of hot water called geysers are commonly found.
These eruptions of hot steaming water can be used to turn turbines and produce
electricity in geothermal power plants. In this method cold water is allowed to seep
through the fissures in the rocks till it reaches the hot rocks in the lower layers.
Water gets heated and gets converted into steam which forces out to the surface
to be used in power generation. Besides the superheated steam of hot springs can
also generate electricity. There are 46 hydrothermal areas in India where the water
temperature normally exceeds 150 degree centigrade. Electricity can be generated
from these hot springs.

8. Biogas
Another form of non-conventional energy is biogas. It is produced by the microbial
activity on cattle dung in a specially designed tank called digester. A mixture of
water and cattle dung is poured in this digester where anaerobic decomposition
takes place and biogas is generated. This gas contains 55 70 percent methane,

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which is inflammable and it is generally used as cooking gas and for generation
of electricity. The waste left in the tank after the generation of biogas is used
as manures. Thus, biogas plant provides us both the fuel and the manure. Biogas
plants are becoming very popular in rural India.
There are two types of biogas plants:
Notes
(a) Family type gas plants- These are small and are used individually by a family.
(b) Community type gas plants- These are large and are used by larger rural
populations.

9. Bio-fuel
You know it very well that fossil fuels have been the main source of energy for
transportation and industries for more than a century. Their rapid consumption has
depleted the reserves of fossil fuels. Their fast depletion and non-renewable nature
has sent an alarm to look for alternative fuel. Among the fuels, consumption of
liquid fuels is the highest. So there are attempts to identify potential plant species
as sources of liquid hydrocarbons, a substitute for liquid fossil fuels. The
hydrocarbons present in such plants can be converted into petroleum hydrocarbons.
This liquid hydrocarbon is the bio-fuel and the plants producing it are called petro-
plants. These plants belong to families Euphorbiaceae, Asclepiadaceae,
Apocyanaceae, Urticaceae, Convolvulaceae and Sapotaceae. The plant species,
Jatropha curcus is the most suitable one, which yields bio-diesel. The Indian Oil
Corporation is carrying out experiments for preparation of bio-diesel from various
vegetable oils extracted from rice bran, palm, karanjia, sunflower etc.

Advantages of Bio-diesel
Bio-diesel has several advantages; some of them are given below-
l It is an agriculture based fuel substitute.
l It can be made from both vegetable oil and animal fats.
l It can be used without major modifications in engines.
l It does not need separate infrastructure for storage and delivery.
l Handling bio-diesel is safer.
l Planting of Jatropha curcus will utilise wasteland in our country.
l Its combustion emits less carbon monoxide, sulphates, unburnt hydrocarbons
and particulate matters, thus reduces air pollution.

25.10.4 Conservation of Energy Sources

We have already leant about the different types of sources of energy and how they
are useful to us. Now you think about your daily activities and the types of energy
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you are using in each activity. Make a list of the sources, which produce these
energies. Everyday you and your family members are using four to five sources
of energy. Similarly other people, industries and different establishments are using
energy everyday. The demand for energy is increasing day-by-day and exploitation
of the energy sources is on the rise. Thus, energy sources are depleting gradually.
There is an urgent need to conserve energy, else adequate energy will not be Notes
available in future. Some methods to conserve energy are:

l Minimise exploitation of non-renewable energy resources.

l Emphasis on use of renewable sources of energy.

l Stop wastage of energy.

l Creating awareness among people regarding wise and judicious use of energy.

l More use of bio-mass based energy.

INTEXT QUESTIONS 25.10

1. Why do we consider sun as the best source of energy?

............................................................................................................................
2. What is meant by radioactive pollution?
............................................................................................................................
3. What are the advantages and disadvantages of nuclear energy?
............................................................................................................................
4. The following table contains the different sources of energy and their uses. Put
a tick mark under the source against the appropriate use(s).
Geothermal Bio gas Bio-diesel
(i) Generation of Electricity
(ii) Fuel for Cooking
(iii) Fuel for Vehicles
5. Mention any three ways of conservation of electric energy at your home.
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................

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WHAT YOU HAVE LEARNT

l Any natural or artificial substance, energy or organism, which is used by human

being for its welfare is called a resource. Two types of resources are, (a) Natural
Notes resources; and (b) Artificial resources.
l Natural resources are classified into (i) inexhaustible- air, water (in oceans),
solar energy etc. and (ii) exhaustible- soil, forest, fresh water, minerals, fossil
fuels, etc. Exhaustible resources may be non-renewable such as metals fossil
fuels, and renewable such as water, wood, natural pastures, forests, etc.
l Conservation is the sum total of activities, which can derive benefits from
natural resources but at the same time prevent excessive use leading to
destruction or neglect.
l Soil is the uppermost layer of earths crust, which supports growth of plants.
It is both a renewable and non-renewable resource.
l Water is the most important component of all life forms. It regulates climate,
generates electricity and is also useful in agriculture and industries. With
increase in population and industrial growth, water is degraded day by day.
Conservation and management of water are essential for the survival of
mankind, plants and animals
l The variety of all plants, animals and microbes of a region is termed
biodiversity. Biodiversity is essential for maintenance of ecosystem.
l Though biodiversity is important for our survival, it is under threat due to the
various human activities. So we should protect biodiversity by strategies like,
(i) In situ conservation, and (ii) Ex situ conservation.
l The endangered species are those, which have been reduced in number to a
critical level and facing a high risk of extinction in the near future.
l The plants, animals and microorganisms other than the cultivated plants and
domesticated animals constitute wildlife. Wildlife forms an important resource
for maintaining ecological balance. Conserve it by establishing biosphere
reserves, national parks and sanctuaries etc.
l Sustainable development is the development that meets the needs of the present
generation and conserves it for the future generation.
l There are two main categories of energy sources: (i) conventional sources of
energy; and (ii) non-conventional sources of energy. Conventional sources of
energy may be (a) conventional non-renewable energy (Mostly fossil fuels
found under the ground like coal, oil and natural gas etc.); and (b) Conventional
renewable energy (firewood, cattle dung, charcoal etc.)

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l The Non-Conventional Energy includes Solar energy, Hydel energy, Wind
energy, Nuclear energy, Hydrogen energy, Geothermal energy, Biogas energy,
Tidal energy, Bio-fuel, etc.
l The demand for energy and exploitation of the energy sources is increasing day-
by-day. Energy sources are depleting fast. There is an urgent need to conserve
Notes
energy; else adequate energy will not be available in future.

TERMINAL EXERCISE
1. Define conservation.
2. What is meant by soil erosion?
3. Define the term biodiversity.
4. State the meaning of sustainable development.
5. Mention any two methods of conservation of energy resource.
6. Why should wildlife be conserved?
7. Why is soil considered as both renewable and non-renewable resource?
8. State any three reasons for degradation of water.
9. Distinguish between in-situ and ex-situ conservation strategies.
10. Describe natural gas as conventional source of energy.
11. Describe the natural and the anthropogenic causes of soil erosion.
12. Describe the various methods of conservation of soil.
13. Future generations of mankind will depend more and more on non-conventional
sources of energy. Discuss.
14. Explain any five methods of conservation of water.
15. Describe any three non-conventional sources of energy.

ANSWERS TO INTEXT QUESITONS

25.1 1. (i) Plastic is an artificial resource.

(ii) Forest is an exhaustible renewable resource.
(iii) The exhaustible resources, which are not replaced after
consumption are known as non-renewable resources.
OR
The exhaustible resources, which are replaced after consumption,
are known as renewable resources

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 MODULE - 4 Conservation and Use of Natural Resources
Environment and Health
2. Inexhaustible Renewable Non- renewable
Air Fish Iron
Sand Forest Petroleum
Wind Pearls Gold
Notes Clay
25.2 1. (i) To maintain ecological balance for supporting life.
(ii) To preserve different kinds of species.
2. (i) Chipko
(ii) Tulsi
(iii) Khecheopalri
25.3 1. Wind : Carries away the loose top soil
Overgrazing : Removes the protective vegetation, thus help in
erosion by wind and water
Water : Rain drops carry away the soil not covered by
vegetation.
2. Column A Column B
(i) Terracing (c) Practised in hilly areas
(ii) Erosion (d) To wear away
(iii) Deforestation (b) Cutting down forests
(iv) Humus (a) Decayed vegetable or animal matter
25.4 1. It is produced continuously through hydrologic cycle.
2. (i) Constructing dams and reservoirs
(ii) Rainwater harvesting
(iii) Judicious use
25.5 1. (i) C (ii) T (iii) T (iv) C (v) C (vi) T
25.6 1. It is published by IUCN that gives information on endangered plants
and animals.
2. The plants, animals and microbes other than the cultivated plants and
domesticated animals constitute the wildlife.
3. (i) Afforestation
(ii) Belladonna
(iii) Rhinoceros
25.7 1. (i) World Wildlife Fund
(ii) Convention of International Trade in Endangered species
(iii) International Union for Conservation of Natural Resources
2. (i) (d), (ii) (e) (iii) (b) (iv) (a)(v) (c)
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Conservation and Use of Natural Resources MODULE - 4
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25.8 1. (i) B is right; because jute bags are biodegradable and eco-friendly.
Though science has invented the bio-degradable polythene bags,
all are not bio-degradable,hence cause pollution.
(ii) see text
25.9 1. Coal cannot be regenerated after consumption. But wood charcoal is Notes
obtained from wood and wood can be obtained continuously from trees/
forest.
2. CNG : Cooking, Transportation
PNG : Cooking
LPG : Cooking, Lightening, Transportation
3. B is right LPG causes less pollution than coal.
25.10 1. It is available free of cost and in ample quantity, everlasting. It has no
boundaries and is also free from political barriers.
2. The radioactive elements when not disposed off properly cause
disintegration in the soil and water and thus cause pollution.
3. India has sufficient Thorium to generate electricity cause pollution.
4. Geothermal Bio-gas Bio-diesel
(i) Generation of Electricity
(ii) Fuel for Cooking
(iii) Fuel for Vehicles
5. (i) Judicious use of electricity
(ii) Use of florescent lamp instead of incandescent lamp
(iii) Create awareness about the proper use of electricity, or any other.

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MODULE - 4 Pollution
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26
Notes

POLLUTION

You have already learnt about the environment and its components in the earlier
lessons. You have also studied the importance of maintaining a life-supporting
environment in class 10. However, the environment has undergone many changes
over the period of time. Population explosion in the recent times has resulted in
a number of environmental problems. The population of India has crossed the figure
of 1.4 billion and the world population is estimated to have touched the 6 billion
mark. To meet the demands of food, housing and energy, environmental resources
are being exploited at a fast pace. Over-exploitation of resources and human
activities has resulted in many environmental problems, such as deforestation,
destruction of wild life, air, water, land and noise pollution, diminishing fossil fuels
(oil, coal and natural gas), concentration of pesticides in alarming proportions in
the bodies of organisms, and depletion of ozone layer and global warming.
In this lesson, you will learn about various kinds of environmental polluton, their
causes effects and control.

OBJECTIVES
After completing this lesson, you will be able to :
l define pollution;
l list various types of pollution and mention their sources;
l describe effects of air, water and soil pollution on flora and fauna;
l describe methods of control of air, water and soil pollution;
l describe methods of nuclear and solid waste management
l describe the causes and effects of sound pollution;
l describe the causes and effects of radiation pollution;
l discuss rates of entry and translocation of pollutants in human body.

26.1 POLLUTION
We perform a number of daily activities such as bathing and washing of clothes
with soaps and detergents. By doing so we add some chemical residue to water

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and change its quality. This water may mix with the water in ponds and rivers due
to ignorance and carelessness. Cooking of food by using firewood may give out
smoke in the air. Agricultural activities may dump fertilizers and pesticides in the
environment. The addition of unwanted substances in wrong concentration that
has an adverse effect on organisms and environment, is called pollution.
Notes
An undesirable change in the physical, chemical and biological characteristics
of the environment especially air, water and land that may adversely affect
human population and the wild life, industrial processes, cultural assets
(building and monuments), is called pollution.
The agents that pollute the environment or cause pollution are called
pollutants.

26.2 TYPES OF POLLUTION

Depending upon the area or the part of environment affected, pollution may be of
the following types :
l Air pollution
l Water pollution
l Land pollution
l Noise pollution

26.2.1 Air pollution

We all breathe in air, we can feel, and even smell the air and say whether it is fresh
or stale. The pollution in air may not be noticed until we see smoke coming out
from some source. All human activities from cooking at home to the working of
highly mechanized industries contribute to air pollution.
26.2.1a Sources of air pollution
The sources of air pollution can he divided into two categories (i) natural, and (ii)
man-made
(i) Natural sources
(i) Ash from burning volcanoes, dust from storm, forest fires
(ii) Pollen grains from flowers in air
(ii) Anthropogenic (human-made) sources
(i) Power stations using coal or crude oil
(ii) furnaces using coal, cattle dung cakes, firewood, kerosene, etc.
(iii) Steam engines used in railways, steamers, motor vehicles, etc.
(iv) Motor and internal combustion engines which run on petrol, diesel,
kerosene. etc.

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(v) Vegetable oils, kerosene, and coal as household fuels
(vi) Sewers and domestic drains emanating foul gases
(vii) Pesticide residues in air

Major air pollutants

Notes
Some major air pollutants are discussed here.
Carbon dioxide
Carbon dioxide is one of the major gases which contribute to air pollution. It is
mainly produced during the combustion of fuel in factories, power stations,
household etc. The increasing CO2 in the atmosphere is likely to have the following
effects:
(i) Arise in atmospheric temperature due to greenhouse effect.
(ii) Reduced productivity of the marine ecosystem. This is due to the fact that
water in the oceans would be more acidic due to increased concentration of
CO2 in the air, which dissolves in the water.
(iii) Global warming. The increased surface temperature would cause melting of
continental and mountain glaciers and thus would cause flooding of coastal
areas of some countries.
Sulphur dioxide
It is produced by the burning of coal in powerhouses and automobiles (car,
trucks etc.). It causes chlorosis and necrosis of plants, irritation in eyes and injury
to the respiratory tract (asthma, bronchitis) in humans responsible for discoloration
and deterioration of buildings. High concentration of sulphur dioxide in the
atmosphere dissolves in rain drops to form sulphuric acid which causes acid rain.
Carbon monoxide
Carbon monoxide is produced as a result of incomplete combustion of fossil fuels
like coal, petroleum and wood charcoal. Automobiles using diesel and petroleum
are the major sources of carbon monoxide which gets added to the atmosphere.
Carbon monoxide is more dangerous than carbon dioxide. It is a poisonous gas
which causes respiratory problems. When it reaches the blood stream, due to its
high affinity for haemoglobin, it replaces oxygen. It also causes giddiness, headache
and interferes with normal function of the heart.
Fluorides
On heating rocks, soils and minerals that contain fluorides, give out hydrogen
fluoride gas. This is an extremely toxic gas, which causes serious injury to livestock
and cattle.
Oxides of nitrogen
A few oxides of nitrogen, such as nitric oxide (NO), nitrous oxide (N2O) and
nitrogen dioxide (NO2) are produced by natural processes as well as from thermal
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power stations, factories, automobiles and aircrafts (due to burning of coal and
petroleum). They reduce the oxygen carrying capacity of blood, may cause eye
irritation and skin cancer in human beings.
Smog
Smog is a mixture of smoke, dust particles and small drops of fog. Smog may Notes
cause necrosis and develop a white coating on the leaves (silvering) of plants. In
human beings and animals, it may cause asthma and allergies.

Aerosol spray propellants

The suspended fine particles in the air are known as aerosols. Aerosols contain
chlorofluoro carbons (CFCs) and fluorocarbons. They cause depletion of the ozone
layer.

Domestic air pollutants

Smoke from cigarettes, biri, cigar and other such objects using burning tobacco,
burning of coal, firewood, cow dung cakes, kerosene oil and liquefied gases are
major domestic pollutants. The common pollutant gases emitted during the
domestic burning of coal, kerosene oil, firewood, cow dung cakes, etc. are carbon
monoxide (CO), carbon dioxide (CO2), sulphur dioxide (SO2), etc. The pollution
due to these pollutants causes suffocation, eye and lung diseases and low visibility.

26.2.1b Effects of air pollution

Major effects of air pollution on human health, plants and other animals is given
in table 26.1.
Table 26.1 : Some major air pollutants, their sources and effects

Pollutant Source Harmful effect

Carbon compounds Automobile l Respiratory problems

(CO and CO2) exhausts l Green house effect
burning of
wood and coal

Sulphur power plants l Respiratory problems in humans

compounds and refineries l loss of chlorophyll in plants (chlorosis)
(SO2 and H2S) Volcanic l Acid rain
eruptions

Nitrogen Compound Motor vehicle l Irritation in eyes and lungs

(NO and N2O) exhaust, l Low productivity in plants
atmospheric l Acid rain damages material (metals
reaction and stone)

Hydrocarbons Automobiles l Respiratory problem

(benzene, ethylene) and petroleum l Cancer causing properties
industries

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SPM (Suspended Thermal power l Poor visibility, breathing problems
Particulate matter) plants. l Lead interferes with the development
(Any Solid or liquid construction of red blood cells and causes lung
particles suspended activities, diseases and cancer
in the air, (fly ash, metallurgical l Smog (smoke+fog) formation leads to
dust, lead) processes and poor visibility and aggravates asthma
Notes automobiles in patients
Fibres Textile and l Lung disorders
(Cotton, wool) carpet weaving
industries

Fig. 26.1 Major effects of air pollution

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26.2.1c Prevention and control of air pollution
There are two types of air pollutantsgaseous and particulate.

Methods of controlling gaseous air pollutants

(i) Combustion. This technique is used for controlling those air pollutants that
are in the form of organic gases or vapours. In this technique, the organic air Notes
pollutants are subjected to flame combustion technique (also known as
catalytic combustion). In this technique, organic pollutants are converted into
less harmful products and water vapour.
(ii) Absorption. Absorption is a process in which a substance penetrates into
another substance like scrubbers. In this technique, gaseous pollutants are
passed through absorbing material like scrubbers. These scrubbers contain a
liquid absorbent. This liquid absorbent removes the pollutants present in
gaseous effluents. Thus the air coming into scrubber is free from pollutants
and it is discharged into atmosphere.
(iii) Adsorption. Adsorption is a process in which a substance sticks to the surface
of another substance (called absorbent). In this technique, gaseous effluents
are passed through porous solid absorbent kept in containers. The gaseous
pollutants stick to the surface of the porous material and clean air passes
through. The organic and inorganic constituents of gaseous effluents are
trapped at the interface of solid adsorbent by physical adsorbent.

Methods to control particulate air pollutants

The particulate air pollutants such as dust, soot, fly ash etc. can be controlled by
using fabric filters, electrostatic precipitators, wet scrubbers and mechanical devices
etc.

(i) Fabric filters. In this technique, gaseous emission containing dust, soot and
fly ash is passed through porous fabric filters made of fabric (cloth) (woven
or filled fabric). The particles of pollutants get trapped in this fabric and are
collected in the filter and the gases free from the pollutant particles are
discharged.

(ii) Mechanical devices. There are many mechanical devices that clean the air of
pollutants either due to (i) gravity in which the particles settle down by
gravitational force; or by (ii) sudden change in the direction of gas flow in
which particles separate out due to greater momentum.

(iii) Electrostatic precipitators. In this technique, a gas or air stream containing

aerosols in the form of dust, mist or fumes, is passed between the two
electrodes of the electrostatic precipitator. During this process, the aerosol
particles get precipitated on the electrodes.

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26.2.1d Prevention and control of air pollution
(i) At domestic level, burning of wood and dung cakes can be replaced by use
of cleaner fuel and biogas (formed by the decomposition of animal and plant
wastes in a biogas plant).
Notes (ii) Automobile pollution can be reduced by :
l pooling of transport or use of public transport.
l use of unleaded petrol and CNG (Compressed Natural Gas).
l regular tuning and servicing of the engines, and
l switching off the engine at red lights or when not in use.
(iii) Following measures can reduce industrial pollution:
l installation of tall chimneys,
l installation of devices that do not allow pollutants to be released in the
environment, such as filters, electrostatic precipitators, scrubbers etc.,

INTEXT QUESTIONS 26.1

1. Define pollution.
............................................................................................................................
2. Name four types of pollution.
............................................................................................................................
3. Name one effect on plants and one on human caused by excess SO2 in the air.
............................................................................................................................

26.2.2 Water pollution

Addition of undesirable substances in water is called water pollution. Water
pollution could be due to natural or human activities.

Natural sources are soil erosion, leaking of minerals from rocks, and decaying of
organic matter, while man-made sources include domestic, agricultural and
industrial activities. Many water sources have become a dumping ground for
wastes. Water pollution is one of the main causes of human diseases in India.

Any physical, biological or chemical change in water quality that adversely

affects living organisms or makes water unsuitable for desired use is called
water pollution.
26.2.2a Sources of water pollution
There are two sources of water pollution on the basis of origin of pollutants:
(i) point sources. and (ii) non-point sources.
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(i) Point sources. Those sources which discharge water pollutants directly into
the water are known as point sources of water pollution. Oil wells situated near
water bodies, factories. power plants, underground coal mines, etc. are point
sources of water pollution.
(ii) Non-point sources. Those sources which do not have any specific location
for discharging pollutants, in the water body are known as non-point sources Notes
of water pollution. Run-offs from agricultural fields, lawns, gardens, construction
sites, roads and streets are some non-point sources of water pollution.
Water pollutants
River, lake and sea water may be polluted in many ways.
l Domestic sewage discharged into rivers from areas located on its banks
l Industrial wastes effluents from urban areas containing high concentration of
oil, heavy metals and detergents
l Minerals, organic wastes and crop dusting from agricultural fields with
phosphate and nitrogen fertilizers that reach lakes, rivers and sea (water
becomes deoxygenated and poisonous, thus, cannot support aquatic life)
l Chemical fertilizers, pesticides, insecticides, herbicides and plant remains
l Industrial waste water containing several chemical pollutants, such as calcium,
magnesium, chlorides, sulphide, carbonates, nitrates, nitrites, heavy metals and
radioactive waste from nuclear reactor.
l Excretory wastes of humans and animals
l Disposal of urban and industrial waste matter

Fig. 26.2 Water pollution due to human activities.

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26.2.2b Effects of water pollution
l Water pollution adversely affects the fish and other aquatic life.
l The presence of acids/alkalis in water destroys micro-organisms, thereby
disturbing the self purification process in rivers.
Notes
l The toxic materials in water cause serious health hazards in human beings
and other animals.
l Polluted water causes spread of epidemics, such as cholera, tuberculosis,
jaundice, dysentery, typhoid and diarrhoea in human beings.
l The use of polluted water from lakes, ponds and rivers for irrigation of
agricultural fields, damages crops severely and decreases agricultural
production.
l The use of water contaminated with salts increases alkalinity of the soil.
l Heavily polluted water affects the soil, decreases its fertility and kills soil
micro-organisms and even certain useful bacteria.
l Contamination of sea water due to oil slicks caused by the leakage of crude
oil from oil tankers causes ecological disasters which results in the death of
sea organisms including fishes.
The sources and effects of certain water pollutants have been given in the following
table 26.2
Table 26.2 : Some major disturbances in the ecosystem due to
water pollution
Pollutant Sources Cause Effect
Nitrates, Agricultural Plant nutrients Eutrophication
phosphates, fertilizers, sewage,
ammonium salts manure
Animal manure Sewage, paper mills, Oxygen Death of aquatic
and plant residues food processing deficiency animals
wastes
Heat Power plants and Thermal Death of fish
industrial cooling discharge
Oil slick Leakage from oil Petroleum Death of marine life
ships due to non availability
of oxygen dissolved in
water

Fertilizers and pesticides are widely used in agriculture. Their excessive use for
increasing agricultural yield has led to the phenomenon of eutrophication and
biomagnification.

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Eutrophication
With the use of high yielding varieties of crops, the use of fertilizers and
pesticides has increased a lot. Excess fertilizers may mix with surface water
and may get drained into water bodies (surface runoff). The enrichment of water
with nutrients such as nitrates and phosphates that triggers the growth of green
algae is called eutrophication. (Fig. 26.3) This fast growth of algae followed Notes
by decomposition depletes the water body of its dissolved oxygen. As a result
aquatic animals die of oxygen shortage.
Sewage and/or fertilizer run off from fields

Enriched nutrient content in lakes (Eutrophication)

Algae multiply to produce an algal bloom

Algae use up oxygen and begin to die

Decomposers (bacteria) multiply and use more oxygen

Organisms (such as fish) die due to lack of oxygen

Fig 26.3 Sequence of events that may occur as a result of eutrophication

Biomagnification
Non-biodegradable pesticides, such as DDT are widely used for crop protection.
Once they enter the food chain, their concentration keeps on increasing with
each trophic level (steps of a food chain). As a result, accumulation of these
compounds takes place in the body of top consumers over a period of time.
Entry of harmful non-biodegradable chemicals in small concentrations and their
accumulation in greater concentrations in the various levels of food chain is
called biomagnification.
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Consider the following food chain. Is there any difference in the concentration
of DDT in water and that in the body of the Pelican bird?
Water Algae Fish Pelican bird (top consumer)
0.2 ppm 77 ppm 500-600 ppm 1700 ppm

Notes (ppm = parts per million)

DDT used in small quantities to kill mosquitoes can enter the food chain and
may get concentrated in large concentration due to its non-biodegradable nature
in the body of birds (top) consumer. This causes adverse effects, such as weak
egg shells, resulting in decreased population. (Fig. 26.4).

Fig. 26.4 How pesticides affect food chain

Table 26.3 and 26.4 show respectively the industrial sources of water pollution and
sources and effects of some water pollutants.
Table 26.3 Sources of industrial pollution
Type of Industry Inorganic pollutants Organic pollutant
Mining Chlorides, various metals, ferrous
sulphate, sulphuric acid, hydrogen
sulphide, ferric hydroxide surface
wash offs, suspended solid, chlorides
and heavy metals
Iron and Steel Suspended solids, iron cyanides, Oil, phenol and
thiocyanate, sulphides, oxides naphtha.
of copper, chromium., cadmium
and mercury.
Chemical Plants Various acids and alkalies, chlorides, Aromatic
sulphates, nitrates of metals, compounds
phosphorus, fluorine, silica and
suspended particles
Pharmaceuticals Protein, carbohydrates,
organic solvents intermediate
products, drugs and
antibiotics.
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Soap and Detergents Tertiary ammonium compound alkalies. Fats and fatty
acids, glycerol,
phosphates,
polysulphonated
hydrocarbons.
Food processing Highly putrescible Notes
(easily rots) organic
matter and pathogens.
Paper and Pulp Sulphides and bleaching liquors Cellulose fibre,
bark, wood sugars
organic acids,

Table 26.4 Some water pollutants, their sources and effect on

human health
Pollutant Source Diseases in man
Lead Industrial waste Nervous disorders,
Kidney failure.
blood poisoning
Tin Industrial dust Affects central nervous system (CNS)
Affects, vision
Mercury Industrial discharge Affects central nervous system and
peripheral nervous system,
kidney failure,
Numbness of lips, muscles and limbs,
Blurred vision
Arsenic Industrial discharge Respiratory and skin cancer.
Nervous disorder
Nickel Aerosols, industrial dust Pulmonary disorders, dermatitis
Cadmium Industrial discharge Kidney disorders,
Pulmonary and skeletal diseases
Uranium, thorium Radioactive waste Leucoderma, skin cancer
cesium

26.2.2c Prevention and control of water pollution

Water pollution can be controlled by
l Treating industrial effluents before discharging into rivers, separate channels
for river and sewage water
l Avoid contamination of rivers, lakes and ponds by washing clothes, bathing.
etc.
l Not throwing waste, food materials, paper, biodegradable vegetables and
plastic into open drains.
l Setting up sewage water treatment plants
l Use of septic tanks in houses to avoid direct outlet of faecal matter and other
wastes
l Effluents from distilleries and solid waste containing organic matter diverted
to biogas plants to generate energy
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l Maintenance or safety standards for the effluents discharged into the water
system

26.2.2d Treatment of sewage

The sewage can be treated by a modern technique involving three steps primary
Notes treatment, secondary treatment and tertiary treatment. (Fig. 26.5)
In primary treatment sewage is passed through a grinding mechanism. This is then
passed through several settling chambers and lime is added to neutralise it. The neutralised
sewage still contains a large number of pathogenic and non-pathogenic organisms and
sufficient amount of organic matter.
In the secondary treatment, these neutralised effluents are passed through a reactor
called UASB (Upflow anaerobic sludge blanket). In this reactor, the anaerobic
bacteria degrades the biodegradable material into neutralised effluents. In this
process, the foul odour and methane are released and the sewage is converted into
clean water. This water is sent to aeration tanks where air and bacteria are added
to it. This process is called biological or secondary treatment.

Fig. 26.5 Treatment of sewage

The water obtained as a result of secondary treatment is still unfit for drinking and
needs further purification. This is done by tertiary treatment. In this treatment,
which is a disinfecting process, final traces of disinfecting bacteria and any
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dissolved organic solids arc removed. Then, the chlorination, evaporation and exchange
absorption methods are employed to obtain clean water.

INTEXT QUESTIONS 26.2 Notes

1. Give two examples of natural sources of water pollution.
(i) ..................................................................................................................
(ii) ..................................................................................................................
2. What is biomagnification?
............................................................................................................................
3. Give the technical term for enrichment of water bodies with nutrients coming from
fields.
............................................................................................................................
4. Give one source of and one disease caused by from the following pollutants
(i) lead ............................................................................................................
(ii) Tin ..............................................................................................................
(iii) Nickel ........................................................................................................

26.2.3 Soil Pollution

Addition of substances that change the quality of soil by making it less fertile and unable
to support life is called soil pollution.
26.2.3a Sources of soil pollution
Soil pollution is caused due to :
l Domestic sources : plastic bags, kitchen waste, glass bottles, and paper
l Industrial sources : chemical residue, fly ash, metallic waste, and
l Agricultural residues : fertilizers and pesticides.

Harmful effects of soil pollution

l Decrease in irrigated land thereby reduction in agricultural production.

l Decrease in soil productivity.

l Carry over of pollutants into the food chain.
l Damage to landscape

26.2.3b Control of Soil Pollution

l Judicious use of chemical fertilizers and pesticides.

l Proper and appropriate irrigation practices

l Conversion of farm wastes into compost and much use of bio fertilizers and manure
in farming.
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l Ensure use of pollution free or treated waste water only for irrigation.
l Recycling of waste material for example plastic, metal and glass are recyclable and
incineration of non recyclable, wastes.
26.2.3c Soil Erosion
Notes The process of detaching and removal of loosened soil particles by water (running
water, ground water, rain, sea waves) and wind is known as soil erosion. Soil may
be eroded by water and wind, each contributing towards a significant amount of soil loss
every year in our country.
Types of soil erosion
Wind erosion
Erosion of large quantity of fine soil particles and sand from deserts by wind is known
as wind erosion. It is spread over the cultivated land and thus, destroys fertility of that
land.
Sheet erosion
When water moves over the land surface as a sheet, it takes away the topmost thin layer
of soil. This phenomenon occurs uniformly on the slopes of hilly areas, riverbeds and
areas affected by floods. This type of erosion is known as sheet erosion.
Gully erosion
When water moves down the slope as a channel, it scoops out the soil and forms gullies
which gradually multiply and spread over a large area. This type of soil erosion is known
as gully erosion.
Effects of soil erosion
Soil erosion may have several adverse effects such as,
l The top layer of productive land may be washed away.
l Roads, fences, bridges, trees and houses may get damaged.
l Fine soil may be transported far away.
l Crops and pasture lands may be destroyed either by being washed out or by getting
covered with mud.
l Flooded fields may take a long time to recover and fertilizers may also be washed
out leading to reduction in agricultural yield.
l Organic matter of the soil, residues or any applied manure, is relatively light-weight
and can be readily washed off the field. Crop emergence, growth and yield are directly
affected by the loss of natural nutrients and fertilizers in the soil. Seeds and plants
can get disturbed or completely removed from the eroded soil.
l Soil erosion changes the composition of soil leaving infertile rock behind. Soil quality,
structure. stability and texture may also be affected.
l The breakdown of aggregates and the removal of smaller particles or entire layers

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of soil or organic matter can weaken the structure and even change the texture.
Textural changes can in turn affect the water-holding capacity of the soil making it
more susceptible to extreme conditions, such as drought.
l Sediment which reaches streams or water-courses due to soil erosion clog drainage
and stream channels, deposit silt in reservoirs and reduce quality downstream water.
Notes
Causes of Soil Erosion
(i) Natural Sources
Water Erosion: During rainfall, drops of rain can break down soil aggregates and
disperse them. The loosened soil particles are transported with the runoff water.
If vegetation is depleted by drought, raindrops are free to hit the soil, causing erosion
during rainfall.
Wind Erosion: Wind can move large amounts of soil. Wind erosion is a serious
means of soil erosion. Blowing soil not only leaves a degraded area behind but can
also bury and kill vegetation where it settles. Winds blow away the fine particles
of soil during drought.
(ii) Anthropogenic (Produced by humans)
l Extensive cutting down of forests and trees exposes the ground surface to the
direct impact of rain and wind. For example, in the absence of proper vegetation
cover there is no interception of rainfall and the falling rain strikes the soil
surface directly resulting in the throwing up of loose soil particles in the air
which are washed away by rainwater.
l Construction work, mining, digging canals and ditches change the structure of
soil. This accelerates soil erosion due to high-speed winds as well as rainwater.
l While making roads. soil is cut and massive digging of earth takes place. This
leads to soil erosion by water or wind.
l Excessive use of plough, machines, fertilizers and irrigation may damage the
land.
l In many areas, trees and grasses are depleted because of overgrazing by animals.
This makes the soil susceptible to erosion.

Prevention of soil erosion

Some methods to control soil erosion are discussed below.
l The roots of the trees hold soil material together. Therefore, we should protect
our forests and trees from being cut down. Afforestation means planting trees
in place of cut-down forest trees. Planting of trees along river-side, waste lands
and mountaineous slopes reduces excessive erosion of soil that takes place in
these regions. It is also effective in controlling wind erosion.
l Grazing by domesticated animals in a planned way reduces soil erosion by

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protecting vegetation cover specially on the hill slopes which are more prone to soil
erosion.
l Protected channels for water movement must be provided to stop soil erosion. 1f
the waterways are properly maintained the speed of water gets reduced and soil
erosion decreases. Dam should be constructed on rivers to control flooding and
Notes consequently soil erosion. This can also be done by diverting water to dry areas
through canals, in a planned way.
l Obstructions known as bunds should be constructed in lands affected by gully
erosion.
l Terracing is a method of farming to conserve the thin soil layer on the mountain slopes.
This helps in controlling soil erosion and using water resources of these areas more
economically and effectively for growing crops on these terraces.
l Ploughing and tilling of land along the contour levels in order to cause furrows to
run across the land slopes is known as the contour ploughing. This method is most
suited to areas that have a rolling landscape.
l Windbreaks which means planting trees to protect bare soil from the full force of
wind also help in preventing soil erosion by wind. Windbreaks reduce the velocity
of wind thereby decreasing the amount of soil that it can carry away.

INTEXT QUESTIONS 26.3

1. What is soil erosion?
............................................................................................................................
2. Name the various types of soil erosion.
............................................................................................................................
3. Name any two natural factors responsible for soil erosion.
............................................................................................................................
4. How does terracing prevent soil erosion?
............................................................................................................................

Biodegradable and non-biodegradable waste material

The waste generated from various sources can be categorized into two types:
(i) Biodegradable waste includes substances that can be degraded by microbes
into harmless and non-toxic substances. Sewage, kitchen waste, agricultural and
animal wastes like leaves, twigs. hay, dung, etc. are biodegradable waste.
(ii) Non-biodegradable waste cannot he easily degraded. Aluminium cans,
plastics, glass, DDT, etc, are examples of non-biodegradable wastes. Radioactive
wastes produced during nuclear reactions take a long time to decay and are
harmful to human beings.
If a waste material is processed by some means and converted to a product, we
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call the process recycling. Recycling helps in efficient management of wastes and
also reduces the load on natural resources.
Use of cow dung for the production of biogas is a good example of recycling of waste
for the production of energy.

26.2.4 Noise pollution Notes

Noise can be simply defined as unwanted sound. It is generally higher in urban and
industrial areas than in rural areas. Workers using heavy machinery are exposed to high
noise levels for long period of work hours every day. Intensity of sound is measured in
a unit called decibel or dB. The lowest intensity of sound that human ear can hear
is 20 dB.
26.2.4a Sources of noise pollution
The major sources of noise pollution are :
l Use of loud speakers, loud music system and television at public places
l Means of transport i.e. automobiles, railways, aircrafts, etc.
l Heavy machines in industries fireworks

Fig. 26.6 Sources of noise pollution

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26.2.4b Effects of noise pollution
l Inability to sleep, slow recovery from sickness.
l Irritability and interference in communication.
l Temporary loss of hearing, earache, sometimes even leading to permanent deafness.
l Inability to concentrate, headache.
Notes
l Ringing of ears (a feeling, sound coming from within the ear in a very quiet
environment).
l Increased blood pressure, irregular heart beat.

26.2.4c Prevention and control of noise pollution

Following steps can be taken to control or minimize noise pollution :
l Control the noise emanating from your radio and television.
l Use automobile horn only in case of emergency.
l Do not burn fire crackers as they are noisy and also cause air pollution.
l Get all machinery and engines properly tuned and serviced at regular intervals
and by the use of silencers.
l Use of sound proof cabins and sound-absorbing materials in the walls.
l A green belt of vegetation is an efficient absorber of noise.
l Not playing loudspeakers during odd hours. It is legally banned and should be
reported to the police immediately.
26.3 GREENHOUSE EFFECT AND GLOBAL WARMING
In the earlier classes, you have studied about greenhouse effect and global warming.
Greenhouse is an enclosure usually made of glass in which temperature inside is
higher than outside. An increase in the percentage of greenhouse gases which
prevent the escape of heat from earth, would increase the average temperature on
earth worldwide known as greenhouse effect.

Fig. 26.7 (a) Green house effect

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Greenhouse gases in the atmosphere behave much like the glass panes in a greenhouse.
They allow sunlight to enter the atmosphere of earth. When the sunlight enters the surface
of the earth, suns energy is absorbed by land, water and biosphere. Some of this energy
is reflected back to the atmosphere by earth. Some of this energy passes back into the
space. However, most of the energy remains trapped in the atmosphere by the greenhouse
gases causing global warming on earth. Notes

26.3.1a Causes of global warming

Carbon dioxide (CO2), Chlorofluorocarbons (CFCs), Methane (CH4) and Nitrous
oxides (N2O) are the main greenhouse gases that cause global warming. An increase
in the concentration of these greenhouse gases leads to an increased trapping of
long wave radiations resulting in an increase in earths temperature causing global
warming.

Fig. 26.7 (b) Global warming

There are various sources which add these greenhouse gases to the atmosphere.
l Human activities such as burning of fossil fuels in homes, industries and
automobiles, biomass burning in agricultural practices etc. add large amount
of carbon dioxide to the atmosphere.

l Marshes, paddy field, cattle sheds and biogas plants add methane to the
atmosphere.
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l Refrigerators, air conditioners etc emit CFCs to the atmosphere.

l Nitrogen oxides are added to the atmosphere by organic matter and fertilizers by
denitrifying bacteria as well as automobiles.
26.3.1b Effects of global warming
Notes
l An increase in the atmospheric temperature will cause sea level to rise by 1 to 2
mm per year.
l Temperature near ocean surface would Increase and cause glaciers and polar ice
sheets to melt faster. This would flood the low lying coastal areas and a number of
islands.
l Global warming will produce severe heat waves during summers causing heat related
illness and death.
l Due to increase in surface temperature, the parasites and pests will get adequate
temperature to survive leading to an increase in their numbers. This will reduce
the crop production and there will be more incidences of plant, animal and
human diseases.
l Due to increased temperature of earths atmosphere, the precipitation of water
will increase. This will decrease the soil moisture content and lead to frequent
downpours also.

26.3.1c Prevention and control of global warming

We can prevent global warming by reducing the production of greenhouse gases.
This can be done by
l using energy efficient devices in automobiles and appliances.

l minimizing the use of fossil fuels such as petrol, diesel etc and opt for better
alternatives like solar energy and other renewable sources of energy.
l reusing home wastes, newsprints, cardboards, glass and metals. By doing so
we can reduce the CO2 emission by 850 pounds annually.
l planting more and more trees. By planting more and more trees we can reduce
the amount of CO2 in the atmosphere.

26.3.2 The ozone hole : depletion of the ozone layer

The ozone layer present in the earths atmosphere prevents the entry of suns
harmful ultraviolet (UV) radiations reaching the Earths surface. Industrial use of
chemicals called chlorofluorocarbons (CFCs) in refrigeration, air conditioning,
cleaning solvents, fire extinguishers and aerosols (spray cans of perfumes, insecticides,
medicines, etc.) damage the ozone layer. The ozone hole is formed as follows :
Chlorine contained in the CFCs on reaching the ozone (O2) layer splits the ozone
molecule to form oxygen (O2) Amount of ozone, thus, gets reduced and cannot
prevent the entry of UV radiations. There has been a reduction by 30-40% in the
thickness of the ozone umbrella or shield over the Arctic and Antarctic regions.

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Notes

Fig. 26.8 Depletion of the ozone

26.3.2a Effects of depletion of ozone layer
l Sunburn, fast ageing of skin, cancer of skin, cataract (opaqueness of eye lens leading
to loss of vision), cancer of the retina (sensitive layer of the eye on which image is
formed)
l Genetic disorders
l Reduced productivity at sea and forests

26.3.2b Prevention of ozone layer depletion

Damage to the ozone layer can be prevented by :
l Reduced consumption of CFCs by adopting alternative technologies (substituting air
conditioning gases by non-CFCs).
l Discouraging the use of spray cans containing aerosol.

26.3.3 Acid rain

Acid rain occurs when Sulphur dioxide (SO2) and oxides of Nitrogen (NOx) are emitted
into the atmosphere, undergo chemical transformations and are absorbed by water
droplets in clouds. This causes the formation of sulphuric and nitric acids in rain clouds.
The droplets then fall to earth as rain, snow or mist. If rain falls through polluted air it
picks up more of these gases and increases its acidity. This is called acid rain. This can
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increase the acidity of the soil, and affect the chemical balance of lakes and streams.
Thus, acid rain is defined as any type of precipitation with a pH that is unusually low.
A pH of less than about 5 is used as a definition of acid rain. Acid rain is a serious
environmental problem that affects large parts of the world.

Notes What is pH?

Acid rain is measured using a scale called pH. Because acids release hydrogen ions,
the acid content of a solution is based on the concentration of
hydrogen ions and is expressed as pH. This scale is used to
measure the acidity of rain samples.
l 0 = maximum acidity
l 7 = neutral point in the middle of the scale
l 14 = maximum alkalinity (the opposite of acidity)
The smaller the number on the pH scale, the more acidic the
substance is. Rain measuring between 0 and 5 on the pH scale
is acidic and therefore called acid rain. Clean rain usually has
a pH of 5.6. It is slightly acidic because of carbon dioxide which
is naturally present in the atmosphere. On the other hand,
vinegar is very acidic and has a pH
of 3.
26.3.3a Sources of acid rain
Sulphur dioxide (SO2) is generally a byproduct of industrial processes and burning of
fossil fuels. Ore smelting, coal-fired power generators and natural gas processing are the
main contributors to sulphur dioxide in the atmosphere.
The main source of oxides of nitrogen (NOx) emissions is the combustion of fuels in motor
vehicles, residential and commercial furnaces, industrial and electrical-utility boilers and
engines, and other equipments.
26.3.3b Effects of acid rain
It causes acidification of lakes and streams and contributes to the damage of trees trees
any many sensitive forest soils. In addition, acid rain accelerates the decay of building
materials and paints, including heritage buildings, statues, and sculptures that are part of
our nations cultural heritage. Prior to falling to the earth, suphur dioxide (SO2) and
nitrogen oxide (NOx) gases and their particulate matter derivatives sulphates and
nitrates- contribute to visibility degradation and harm public health.
Some major effects of acid rain on vegetation, buildings and human health are given here.
Effect on surface waters and aquatic animals
Lower pH in surface water that occurs as a result of acid rain can cause damage to fish
and other aquatic animals. Acidity releases aluminium into the water. This builds up as
a layer of aluminium hydroxide in the gills of fishes. At pH lower than 5 most fish eggs
do not hatch and lower pH can kill adult fish. As lakes become more acidic biodiversity
is reduced.
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Damage to plants
Acid rain is highly injurious to plants. Acid Rain depletes minerals from the soil and then
it stunts the growth of the plant. It causes death of young shoots, leaves turn yellow and
fall off. The fine root structure is damaged and the whole plant eventually dies. Acid rain
can slow the growth of forests, cause leaves and needles to turn brown and fall off and
Notes
die. In extreme cases trees or whole areas of the forest can die.
Effect on human health
The human beings may also be affected due to acid rain. Fine particles, formed from
the same gases as acid rain (sulphur dioxide and nitrogen dioxide) may cause illness in
humans.
Damage to soil
Acid rain may make the soil more acidic. It may cause mineral nutrients to be washed
away. It can release toxic chemicals such as aluminium and mercury into the soil. Thus,
acid rain could make soil less fertile. The microbes which are unable to tolerate low pHs
may be killed due to acid rain. This is because the enzymes of these microbes may be
denatured by the acid.
Other adverse effects
Acid rain can also cause damage to certain building materials and historical monuments.
Acid rain can cause erosion of ancient monuments. This is because the Sulphuric acid
in the rain chemically reacts with the calcium in the stones (limestone, sandstone, marble
and granite) to create gypsum. Which then flakes off. Acid rain also causes an increased
rate of oxidation for iron affecting iron furnitures, grills, doors, windows and other
materials etc. Acid rain can also reduce visibility due to presence of sulphate and nitrate
in the atmosphere due to acid rain.

Fig. 26.9 Sources and effects of acid rain.

26.3.3c Prevention of acid rain

There are several ways in which sulphur dioxide and nitrogen oxide emissions can be
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reduced.
l Coal can be crushed and washed before burning.
l Oil can be treated to remove sulphur.
l Cleaning systems can be fitted into chimneys to remove sulphur dioxide before it can
be released into the atmosphere.
Notes
l Improved furnaces can be built which burn fuel more effectively and produce less
pollution.
l Vehicle exhausts can be fitted in vehicles, which remove pollutants from engine
emissions.

INTEXT QUESITONS 26.4

1. Name any two biodegradable pollutants.
............................................................................................................................
2. Mention two source of noise pollution.
............................................................................................................................
3. Name any two green house gases.
............................................................................................................................
4. What is acid rain?
............................................................................................................................
26.3.4 Radiationan environmental pollutant
Radiation is one of the chief forms of energy consisting of high energy particles. Radiation
could be natural (solar and cosmic) or and human (nuclear). Radiation has also become
a major factor causing environmental pollution.
Radiation may have both short term or long term effects. They can further be divided
functionally into :
l Ionising and
l Non Ionising (Table 26.5)

Table 26.5 : Ionizing and Non Ionising Radiations

Type Ionizing Non ionizing
Examples Alpha, Beta, Gamma and X-Ray Ultraviolet radiation
Properties Short wave lengths, high energy. Higher wave lengths, low energy
Effects Causes ionisation in cells Damage through toxic
photo products
Harmful Effects l Deep penetrating power l Only superficial tissues
effects both external and are damaged
internal organs

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l Breakage of chromosomes l Kills micro-organism and
egg of fish and amphibians
l Gene mutation and
genetic variations
l Cancer of bone marrow l Prevents synthesis of
(Leukaemia) DNA and RNA,
Cell division Notes
l Loss hair
l Male sterility l Skin cancer in humans

Inhabitants of Hiroshima (Japan) exposed to nuclear fallout had no children

for a long time or had deformed infertile offsprings.
Effect of exposure to ionizing radiations on living organism
Time of exposure Effect of exposure
millisecond energy absorption

few seconds molecular changes

minutes metabolic changes genetic changes

hours cell damage mutations

hours to years cell death abnormal growth

death of the organism
Nuclear Radiation and its harmful effect
Radiations emitted by nuclear substances or wastes (fallout) or from atomic power plant
or an atomic explosion cause nuclear radiation. Nuclear wastes continue to emit
radiation for a very long period.
Radioactive Iodine (131I) and Strontium (90Sr) are two nuclear wastes from an
atomic explosion and may cause cancer of thyroid and cancer of bone narrow/
respectively. By entering food chain they also get accumulated in high concentration
in the body of the top consumer causing harmful effect on the health of both man
and animal.
Nuclear power plants
Nuclear power plants help in generating electrical energy by utilising heat generated
by nuclear reactions. India has some of its nuclear power plants at Narora in U.P.,
Kalpakkam in Tamil Nadu, and Kota in Rajasthan etc.

Disposal of nuclear wastes

It is essential to dispose nuclear wastes carefully as it remains radioactive (emits
radiation) for a very long time. Waste is normally packed in sealed lead containers

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as lead absorbs all radiation. These containers are then dumped in deep pits or in high
seas.
Protection against radiation
Exposure to radiation may affect both young and adults. Entry of children and pregnant
Notes females is prohibited in the nuclear installations. Nuclear radiation may have the following
harmful effects
l Cancer in child
l Male sterility
l Malformation of the growing embryo
People working in the nuclear establishments can be provided protection against radiation
by
l Increasing the distance between the source of radiation and the working people.
l Use of lead shields to serve as absorbing material.
l Thick concrete walls around the reactor to work as shields
l Use of protective apron and gloves for people.

Applications of Radiation
Despite all the harmful effects of radiation, their use in various fields for the benefit of
mankind is gradually increasing as show in Table 26.6. Almost all our sources of energy
originate from solar radiation. For example photosynthetic process for the formation
of food and fossil fuel. Artificially generated radiation are also used for various purposes.
Table 26.6 : Applications of Radiation
Field Use
1. Industry Radiation detector for metals, moisture, quality,
process
2. Nuclear Energy Power Plants
3. Communications Radio, TV, Satellite,
4. Medicine Radiation Tomography (CAT Scan), X ray for anatomy
Diathermy to relieve pain by localised heating Artheritis
Destruction of cancerous growth
Sterilisation of surgical instruments
5. Scientific research Radiocarbon dating - to determine the age of objects or
fossils

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INTEXT QUESTIONS 26.5

1. Give one example each of natural and man made radiations
(i) ..................................................................................................................
Notes
(ii) ..................................................................................................................
2. List two wastes of atomic explosion.
(i) ..................................................................................................................
(ii) ..................................................................................................................
3. Name the containers should be used for the disposal of nuclear wastes.
............................................................................................................................
4. List any two harmful effects of nuclear radiations.
(i) ..................................................................................................................
(ii) ..................................................................................................................

WHAT YOU HAVE LEARNT

l Pollution is the addition of undesirable pollutants in the environment.

l A pollutant is a constituent when added adversely affects the environment.
l Pollution may be of different types such as Air, Water, Soil, Noise, Thermal
or because of radiations.
l Pollutant could be gaseous, particulate or a physical factor.
l Air Pollution turns clear, odourless, air into hazy and/or smelly.
l Air pollution causes a number; of respiratory problems such as anaemia, heart
palpitation, choking and eye irritation.
l Plants may show chlorosis, necrosis, stunted growth, leaf and fruit fall due to
air pollution.
l Air pollution caused by suspended particular matters may be controlled by use
of filter bags, electrostatic precipitators and by planting vegetation.
l Water may be polluted by domestic, agricultural or industrial activities.
l Biodegradable matter present in water causes depletion of oxygen content and
death of aquatic life.
l Uncontrolled release of pollutants by the industry has made water in water
streams unfit for human consumption.
l Use of non biodegradable pesticides (DDT etc.) gives rise to the phenomenon
of biomagnification.

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l Soil pollution may be caused due to pesticides, radioactive wastes, domestic wastes
etc.
l Noise is unwanted sound which may cause deafness, lack of concentration, high
blood pressure and nervous disorders.
Notes l Soil pollution includes addition of substances that reduce the fertility of the soil.
l Waste can he classified into biodegradable (e.g. cow dung, vegetable peels,
paper, wood etc.) and non-biodegradable (e.g. aluminium cans, glass bottles,
plastics, DDT etc.).
l Recycling of wastes such as cow dung, paper, sewage and rice husk, into useful
products help in conservation of resources.
l Ozone provides a protective layer against harmful ultra-violet rays coming from
the sun. Excessive use of chemical, such as CFCs used in spray cans, gas used
in refrigerators and air conditioners, lead to thinning of the ozone layer.
l Accumulation of high concentration of carbon dioxide has led to the phenomenon
of global warming (green house effect), and has resulted in increased earths
temperature.

TERMINAL EXERCISES
1. Which of the following are biodegradable materials?
Aluminium, wood, fruit peels, DDT, paper, glass, dung
2. Which gaseous pollutant has the ability to absorb infra-red radiations?
3. A ship carrying oil from the gulf region collides with hug rocks and get
damaged. It this just news or has some serious consequences? Give your opinion
in one sentence.
4. To set up a new industry, a large forest area had to be cut. List four ways in
which the environment in that area may be affected.
5. List any three ways in which noise from various sources can affect the well-
being of a person. Suggest few methods to control noise pollution.
6. What does Global warming mean ? Name the gas responsible for this
phenomenon and why should it be considered an environmental problem.
7. How would you classify the waste generated at home? What is the difference
between the different groups? How would you manage this waste so that it cause
least pollution?

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ANSWER TO INTEXT QUESITONS

26.1 1. Addition of unwanted substances to the environment which have adverse
effects on organisms.
Notes
2. Air pollution, water pollution, land polluton, noise pollution.
3. Respiratory problems in humans, chlorosis (loss of chlorophyll in plants).
26.2 1. Soil erosion/leaking of mineral from rock/decay of organic matter (any
two)
2. Accumulation in greater concentration of chemicals at higher levels of
food chain.
3. eutrophication
4. See table 26.3
26.3 1. Detachment and removal of soil particle by flowing water and blowing
wind.
2. Wind erosion, sheet erosiion, Gully erosion.
3. Wind, water
26.4 1. Sewage, kitchen, waste, certain agricultural waste, hay, dung etc. (any
two)
2. loud speakers/sound of automobiles/sound from heavy machines/fire
works (any two)
3. Nitrogren oxides, methane, carbon dioxide, chlorofluoro carbons. (an
two)
4. When harmful gases like SO2 and NOx in the atmosphere dissolve in
water to form acid during veins.
26.5 1. Solar/cosmic (any one); x-ray/gamma rays (any one)
2. Radioactive Iodine and strontium
3. Lead containers
4. (i) cancer (ii) gene mutations.

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Environment and Health

27
Notes

NUTRITION AND HEALTH

Food is the basic necessity of life. We all know that regular supply of food is
essential for human beings in order to keep fit and to carry on all the life processes.
We eat variety of food according to our taste, availability and body requirement.
In this lesson we will learn about nutritional requirement of the body and the
problems of health related to deficient nutrition.

OBJECTIVES
After completing this lesson you will be able to :
l define the terms food, nutrition and diesease;
l explain the biological significance of food;
l differentiate between micro- and macronutrients;
l list the sources and describe the functions of carbohydrates, fats, proteins,
vitamins, minerals, water and roughage;
l explain the energy requirement of the body;
l emphasise the need of balanced diet especially for growing children, persons
in different occupations and lactaing mothers;
l list the common deficiency diseases PEM, minerals and vitamins; deficiency,
obesity, hypervitaminosis, their symptoms and recommended food sources.

27.1 WHAT IS FOOD

Food is any substance which performs the following functions in the
body :
(i) yields enegy for life processes,
(ii) builds up new cells (growth),
(iii) repairs worn out (damaged) tissues,
(iv) aids in production of useful body compounds.

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Biological Classification of Food
Food can be classified into three categories based on their functions (Table 27.1)
(i) Energy providing foods
(ii) Body building foods
(iii) Protective/regulatory foods Notes
(i) Energy providing foods : These are rich in carbohydrates and fats and provide
energy on oxidation in the body. Example : cereals, sugar, fats, oils, jaggery
etc.
(ii) Body building foods : These are rich in proteins and help in the formation
of new tissues etc. Example : legumes, milk, egg, meat, fish, pulses, nuts and
oilseeds.
(iii) Protective/regulatory foods : These are rich in minerals, vitamins, roughage
and water. They help in regulaiton of internal metabolism in the body. Example
: green leafy vegetables, fruits, amla, guava, citrus, oranges etc.
Table 27.1 The three food groups
Food group Major nutrients Food sources
Energy providing food Carbohydrate and fats l Cereals (rices, wheat etc.)
l Sugar
l Fats (oil and ghee)
l Jaggery
Body building food Proteins l Milk
l Legumes
l Egg white
l Meat (chicken, mutton, fish)
Protective food Minerals and vitamins l Green leafy vegetables
l Roughage such as fruits,
beans etc.
l Amla, guava, citrus, orange, etc.

27.2 NUTRITION
Nutrition is the sum of the processes by which an organism takes in,
metabolises and utilises food substance.
Nutrients are the organic or inorganic substances which help in our survival and
in maintaining proper health. A nutrient supplies energy to the body, builds and
repairs body tissues and regulates the body metabolism.
On the basis of quantity required by the body, nutrients are classified into two
categories :
(i) Macronutrients (ii) Micronutrients

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Macronutrients (Nutrients required in a large amount) : Carbohydrates, fats,
proteins and water contained in food comprise macronutrients.
Micronutrients (nutrients required in small amount) : Vitamins and minerals
form only a small fraction of the total weight of the food.

Notes One molecule of glucose yields 38 ATP molecules

1 ATP gives 34 kJ
1 mole of glucose yields 38 34 = 1292 kJ upon complete oxidation
Let us learn in some detail about these nutrients.
27.2.1 Carbohydrate
Carbohydrates are the chemical compounds made up of carbon, hydrogen and
oxgyen. They release energy on oxidation. They are the cheapest source of energy.
Complete oxidation of one gram of carbohydrate yields about 17 kilo joules of
energy. One kilo calorie of heat is required to raise the temperature of 1 litre of
water through 1C.
1 kilocalorie = 4.18 kJ
1 kilojoule = 1/4.18 1000 calories
Carbohydrates in the diet provide about 60-80% of total energy required by our
body.

Types of carbohydrates
The three types of carbohydrates that we consume in our food are :
(i) sugars (ii) starch (iii) cellulose (Table 27.2)
Table 27.2 Carbohydrates required in our diet
Carbohydrates
Sugar Starch Cellulose
Monosaccharides Disaccharides
Glucose (found in Sucrose (found in Storage form of (Found in cellulose
molasses, honey sugarcane and carbohydrates of plants, seed
and sweet fruits sugar beet) (found in cereals, coats, fruits,
like grapes) grains, seeds, roots, vegetables and
Maltose (found in
potato, rice, wheat, cereals)
Fructose (Found in sprouted cereals)
barley, maize, nuts
honey and ripe
Lactose (found in etc.)
fruits)
milk)

Common sources of carbohydrates

l Starch

Cereals (wheat, rice, maize), millets (bajra, jowar, barley), roots and tubers
(sweet potato, tapioca, potato)
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l Sugar
Cane sugar, beet root, fruits (banana, mango, sapota or chiku), milk, honey,
cereals etc.
l Cellulose
Notes
Cell walls of fruits, vegetables, and cereals
During digestion both starch and sugars are absorbed as glucose. The surplus
glucose is changed into glycogen which is stored in the liver for subsequent
use. (For detail refer to lesson 13)
Cellulose is a fibrous substance which is not digested by human body. However,
it serves as roughage and facilitates bowel (stool) movement.
A normal person needs about 400-500 grams of carbohydrates daily in the diet.
A growing child, a lactating mother and a person doing hard physical work need
more carbohydrates than an average person because of their greater energy
requirements. The percentage of carbohydrates in different food items is given
in table 27.3 below :
Table 27.3 Percentage of carbohydrates present in some
common food items

Food Percentage
(per 100 g of food)
Sugar 99.4
Rice 78.2
Wheat flour 69.4
Potato 22.7
Banana 24.7
Mango (ripe) 11.8
Green gram 69.4
Red gram 57.6
Carrots 1.6
Cows milk 4.4
Functions of carbohydrates
l Lactose sugar promotes growth of intestinal bacteria that facilitate the absorption
of calcium.
l Excess carbohydrates are converted into glycogen and fat and serve as reserve
sources of energy.
l Cellulose provides faecal bulk and help in bowel movement.
l Glucose is the only source of energy for the central nervous system.
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27.2.2 Fats
Fats are members of lipids. Like carbohydrates, fats are also made up of carbon,
hydrogen and oxygen. However fats contain more carbon and hydrogen and less
oxygen. Fats are the richest source of energy. Fats are insoluble in water but soluble
in solvents like acetone, benzene etc. Chemically fats are triglycerides.
Notes One gram of fat on oxidation gives about 9.0 kcal (37 kilojoules) of energy.
Sources :
Animal sources : Ghee, butter, fish oil, meat, egg, milk, cheese.
Plant sources : Vegetable oil from the seeds of coconut, mustard, sunflower,
safflower etc, nuts, soyabean.
Functions of fats
l fats are the richest source of energy.
l Form structural components of cell cytoplasm and cell membrane.
l help in absorption of fat-soluble vitamins A, D, E and K
l act as precursor of various hormones.
l can be stored for subsequent use by the body.
l sub-cutaneous fats serve as insulators thus protecting from cold weather and
pressure.
l stored fat provides padding to protect the vital organs of the body from shocks.
l help in the synthesis of vitamin D and steroid hormones in the body.

27.2.3 Proteins
Proteins are extremely large molecules composed of many amino acids. Proteins
are complex organic compounds rich in carbon, hydrogen, oxygen, nitrogen and
sometimes phosphorous and sulphur also.
Proteins are needed by the body for :
l growth and development
l repair and maintenance
l the synthesis of antibodies, enzymes, and hormones
They can also be used as a source of energy. 1 gram of protein yields about 4 kcal
of energy. Building blocks of proteins are the amino acids. You have already learnt
in lesson one that there are only about 22 different amino acids of which almost
all proteins found in organism are made. Nutritionally, amino acids belong to two
categories :
(a) Essential amino acids : Certain amino acids can not be synthesised in the
animal body and must be supplied with food e.g. leucine
(b) Non essential amino acids : which can be synthesised in the body particularly
from carbohydrates and need not be supplied in the diet. e.g. alanine.

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Digestion of protein
Like fats, proteins can not be absorbed in the tissue until they are broken down
into their amino acids. Digestion of proteins occurs in stomach and small intestine
where acids and enzymes break up proteins into amino acids.

Sources : Notes
Animal sources : Milk, egg, fish, meat, liver, etc. contain adequate amount of
essential amino acids.
Plant sources : Whole cereals (wheat and maize), pulses, nuts grams, legumes, bean,
etc.
Intake of more than one plant protein in the same meal (dal-roti, sambar-idli) can
produce a mixture containing all the essential amino acids.
Proteins are structural components of body. For example, protein keratin is present
in hair and nails. Collagen present in the connective tissue is also an example of
protein. Actin and myosin are examples of contractile proteins present in the
muscles.

Functions of proteins
l Protein are required for building and maintaining body tissues.

l Proteins are found in many enzymes. Trypsin, pepsin and rennin are some
enzyme proteins.
l Some proteins as hormones, regulate many body functions. For example, insulin
is a hormone which regulates blood glucose level in the body.
l Proteins also act as antibodies and protect the body from antigen.
l Transport protein carries different substances from blood to the tissues in the
body. Haemoglobin is a transport protein.

27.2.4 Vitamins
Vitamins are complex chemical substances required by the body in very small
amounts. They do not yield energy but act as biocatalysts in the body. They are
essential for good health and protect the body from various diseases. They are
essential for the utilisation of other nutrients that we take in our diet.
Vitamins are grouped into two classes :
(a) Water soluble vitamins are vitamins B complex and C
(b) Fat soluble vitamins are vitamins A, D, E and K
Since vitamins cannot be made in our body except for vitamin D, they need to be
supplied through food that contain them. Table 27.4 lists the vitamins and their
sources as well as the daily requirements, deficiency diseases and symptoms for
13-15 year old boys and girls.
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Table 27.4 Vitamins : their functions, sources and deficiency diseases.
Vitamin Daily Function Best food Deficiency Symptoms
requirement sources diseases

1. Water Soluble Vitamins

Vitamin B1 1.3 mg (boys) Carbohydrate Yeast; liver; Beri-beri Pain in hands
Notes (Thiamine) 1.2 mg (girls) metabolism; milk; cheese; and feet.
sharpens leafy vegeta- Swelling of
appetite; bles; meat; body. Paraly-
functioning of whole grain sis of limbs.
heart, nerve cereals Oedema.
and muscles
Vitamin B2 1.6 mg (boys) Carbohydrate Milk; liver Riboflavinosis; Retarded
(Riboflavin) 1.4 mg (girls) and protein meat; eggs photophobia growth and
metabolism; peas; yeast; meantal
keeps skin whole grains; disorder.
healthy; green leafy Cracking of
vegetables. skin at corners
of mouth.
Lesions
of eyes.
Vitamin B3 1.8 mg (boys) Coenzyme for Fish; eggs; Pellagra Dermatitis
(Niacin) 1.5 mg (girls) protein, fat meat; (bad skin),
and carbohy- legumes; diarrhoea
drate metabo whole grains; (loose
lism. Keeps the leafy vegetab- motions)
skin healthy. bles; peanuts; dementia
bean; tomato; (mental
potato. disorder).
Vitamin B12 0.2-100 mg Blood forma- Liver; fish; Pernicious Paleness of
(Cyanocoba- tion, Nervous cheese; milk; anaemia. skin; breath
lamine) tissue metabo- eggs; meat. lessness;
lism, Nucleic retarded
acid synthesis. growth.
Vitamin C 40 mg Resistance to Amla, cab- Scurvy Bleeding
(Ascorbic infections; bage; toma- gums; pain in
Acid) keeping teeth, toes, lemon; joints; general
gums and joints orange; weakness.
healthy; mangoes;
healing of cuts chillies, guava,
and wounds; pineapple;
maintenance of sprouted
connective grams.
tissue.
2. Fat Soluble Vitamins
Vitamin A 750 mg Maintenance Milk, cheese, Night Cannot see in
(Retinol) of vision and butter, eggs blindness. dimlight,
skin; Essential codliver oil, Xerophthalmia (night
for synthesis of carrots or keratonol blindness)
visual pigment mangoes acid. Dry skin Retarded
papaya, keratinization
yellow pumpkin of epithelia
spinach, sweet
potato

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Vitamin D 200 IU Keep teeth Milk; cheese; Rickets in Failure of
(Calaciferol) and bones egg yolk; cod children; growing bones
healthy, liver oil, fish; (Fig. 27.1) to calcify;
absorption of butter; expo bow legs
calcium and sure to pigeon chest;
phosphorus sunlight. softening of
bones
Osteomalacia Painful bones; Notes
in adults spontaneous
fracture.

Fig. 27.1 Child with rickets

Vitamin E Trace antioxidant; Grains reproduction Sterlity in

(Tocopherol) ageing vegetable oil, failure in males males, miscar-
vitamin green leafy and females riage, or death
vegetables, of embryos
nuts, during
pregnancy
liver in females.
Vitamin K Trace amount Clotting of Green leafy Faulty blood Delayed blood
(Phylloqu- blood vegetables; clotting; clotting.
inone) soyabean; haemorrhage.
tomatoes.

27.2.5 Minerals
Minerals are micronutrients required in varying amouts for proper functoning,
normal growth and keeping good health of our body. They are inorganic elements,
occuring in the form of their salts e.g. calcium, potassium, sodium, phosphorus,
iron etc. They do not supply energy to our body but are essential for protection
against diseases and also have role in body functions.

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Minerals
Required in larger amounts Required in trace amounts
Calcium, Phosphorus Sodium Iron, Iodine, Zinc, Chromium
Potassium, Sulphur Chloride, Cobalt, Copper, Fluoride,
Notes Magnesium. Manganese, Molybdenum
Selenium.

Functions
Minerals perform the following functions :
l Essential for development of bone and teeth e.g. calcium, phosphorus.
l Regulate the fluid balance and acid alkalinity of body fluids e.g. sodium,
potassium, chloride.
l Iron is major component of haemoglobin, which helps in transport and release
of oxygen.
l Iodine is required for the synthesis of thyroid hormone thyroxine, which
regulates the rate of oxidation within cells.
l Zinc, coper and magnesium regulate a host of vital reactions in our body.
Table 27.5 Lists the minerals, their sources, function, deficiency diseases and
symptoms
Table 27.5 Minerals required by in our body, their sources and functions
Minerals Functions Food sources Deficiency Symptoms
diseases

1. Calcium Formation of Milk and milk Rickets; Softening of

bones and products; Oestomalacia bones;
teeth, necessary fish; meat; deformities;
for nerve, beans; green leafy pain in bones;
teeth and vegetables; brocolli, loss of teeth
muscles tapioca; cereals. enamel.

2. Iron Formation of Liver; green Anaemia. Loss of weight;

haemoglobin; leafy pale appearance;
acts as carrier vegetables; tiredness;
of oxygen. eggs, spinach; loses of appetite.
groundnuts;
cereals; jaggery.

3. Phosphorus Formation of Milk; cereals; Rickets and Softening of

bones and green leafy Oestomatlacia; bones;
teeth vegetables; bowlegs;
nuts, bajra pigeon chest.
meat.
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4. Iodine Metabolic Iodized salt; Goitre Enlargement of
control of sea food; fish; (Fig. 27.2) thyroid gland;
hormone green leafy retarding of
thyroxine; vegetable physical and
controls growth mental growth.
and mental ability.
Notes

Fig. 27.2 Patient with goitre

5. Sodium and Maintenance of Common salt; High blood Severe

Potassium normal water meat; poultry; pressure; malnutrition;
balance in the fish; fruits; Oedema; high blood
body; associated cereals; egg; Osmotic pressure;
with conduction spinach; pulses; pressure fatigue; loss of
of nerve impulse. potato; yoghurt. disturb. appetite;
vomiting.

27.2.6 Water
Water is an important constituent of our diet. 75% of an infant body and 60% of
an adult body is nothing but water. Various functions of water are as follows.
l essential for the transport and digestion of food material.
l excretes wastes.
l maintains the body temperature.
l acts as solvent in various reactions in the body.

Sources of water
Water is replenished by :
l driniking of plain water or of tea, coffee, milk and fruit juices.
l eating fruits, vegetables and fish.
l some amount of water comes as a by-product of oxidation of glucose in the
body.
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27.2.7 Roughage
Roughage is the fibre present in some food items like fruits and vegetables. Though
roughage is not a food, it forms an important part of our diet. Roughage consists
mainly of cellulose.
Notes Function
l It helps in bowel movement.

l It cleans our digetive tracts and protects from digestive ailments.

l It prevents constipation.
l It helps in retaining water in the body.
l It helps in maintaining optimum levels of blood sugar and cholesterol.

INTEXT QUESTIONS 27.1

1. Define nutrition and nutrients

............................................................................................................................
2. Name the various nutrients of food.
............................................................................................................................
3. Differentiate between macronutrients and micronutrients
............................................................................................................................
4. Name the following :
(i) two water soluble vitamins
..................................................................................................................
(ii) two sources of roughage
..................................................................................................................
(iii) two sources of proteins
..................................................................................................................
5. If equal amount of sugar and butter are consumed, which one will provide more
energy?
............................................................................................................................

27.3 ENERGY REQUIREMENTS OF THE BODY

Our body needs energy to carry on various activities of life. We get this energy
by eating food.

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The energy requirement of an individual depends on various factors like age, sex,
amount of work done (occupation), special needs like pregnancy and lactation. The
average daily requirements of our body for different age groups are given below.
Table 27.6 Energy requirements of body
Notes
Group Sex Age/Profession Required calories
Infants - 0-12 months 100-120/kg body weight
Children - 2-6 years 1200-1800
7-12 years 1800-2000
Adolescent Boys 13-15years 2500
Girls 13-15 years 2200
Adult Man Sedentary work 2400
Moderate physical work 2800
Heavy physical work 4000
Woman Moderately active 2400
Pregnancy (later half) 3300
during lactation 3700
(upto 1 year)

Growing children, persons engaged in hard physical work (labourers), pregnant

women, lactating mothers, sportsman, persons recovering from illness and person
working in cold weather require more energy.
27.4 BALANCED DIET
You have studied that our diet consists of all the nutrients in varying amounts. (Fig.
27.3)

Fig. 27.3 Sample of a balance meal.

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To maintain proper health, one needs the right type of food in right quantity. The
need generally vary with age, sex, type of work and state of body, etc. (See
Table 27.6).

A balanced diet is one that contains all essential nutrients in suitable

Notes proportion and amount to provide necessary energy and keep the body
in a healthy state.
A balanced diet has the following qualities :
it meets the nutrient requirement of the body,
it consists of different types of food items,
it provides adequate amount of energy,
The box given below shows recommended dietary requirements according to age,
sex and different physical activities.

Box Recommended dietary requirements (in gram) according to age, sex

and different physical activities
Food items Adult man Adult woman Children Boys Girls
Seden- Moderate Heavy Sede- Moderate Heavy 1-3 4-6 10-12 10-12
tary Work Work tary Work Work years years years years
Cereals, 460 520 670 410 440 570 175 270 420 380
Pulses 40 50 60 40 45 50 35 35 45 45
Leafy vegetables 40 40 40 100 100 50 40 50 50 50
Other vegetables 60 70 80 40 40 100 20 30 50 50
Roots and tubers 50 60 80 50 50 60 10 20 30 30
Milk 150 200 250 100 150 200 300 250 250 250
Oils and fats 40 45 65 20 25 40 15 25 40 35
Sugar and jaggery 30 35 55 20 20 40 30 40 45 45

Fruits 20 30 30 30 30 30 5 10 10 10

27.4.1 Balanced diet for special needs

Balanced diet varies with age, occupation, and state of health. Under special
conditions more food is required by an individual. Let us learn about it.
1. Nutritional needs for growing children
Growing children need more food in proportion to their body weight. They
need
(i) extra protein to make new tissues for growth,
(ii) more calcium and phosphorous for formation of bones and red blood
cells,
(iii) vitamin A for development of healthy eyesight,

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(iv) vitamin C for general health, and
(v) vitamin D for healthy bones.
2. Nutritional needs for persons in different occupation
Persons doing hard physical work like rickshaw pullers, labourers, carpenters, mill
workers etc. require food which is rich in energy (carbohydrates and fats). Similarly, Notes
athletes also require diet of high energy value.
3. Nutritional needs during pregnancy and lactation
A pregnant women has to feed the developing embryo, therefore, has special need
for extra nutrients.
The pregnant women and lactating mothers should take,
(i) extra protein for tissue growth
(ii) more calcium and phosphorus to form bones of the baby
(iii) more iron for making sufficient blood of the baby
(iv) more carbohydrates for herself because extra energy is required to carry
out all the building processes linked with embryo.
Similarly, nursing mothers (who breast feed their babies), also need a special diet
to take care of their additional requirements of lactation (milk formation). So their
diet shoud contain more proteins, calcium and vitamins.

4. Nutritional needs depending upon the state of health

The persons recovering from illness need more proteins, minerals and vitamins in
their diet to repair the damage caused by the ailment. If there is loss of blood due
to surgery or an accident the patient needs more of proteins and iron to make up
for the loss of blood.
27.5 WHAT IS HEALTH AND DISEASE?
According to the World Health Organisation (WHO), health is defined as:
Health is a state of complete physical, mental, and social well being and
not merely absence of disease or infirmity.
Disease :
Disease is a condition of the body or a part of it in which functions are disturbed
or damaged. Disease literally means not as ease (dis = not)
Deficiency diseases :
The diseases which occur due to deficiency of one or more nutrients
(proteins,carbohydrates, vitamins and minerals) in our diet are called deficiency
diseases.
Malnutrition : The condition resulting from lack of nutrients in the diet
is called malnutrition.
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A large number of people in our country suffer from malnutrition. Malnutrition
affects the health of the children adversely as it results in physical and mental
retardation.
The deficiency diseases are of three types :
Notes l Protein Energy Malnutrition (PEM)
l Mineral deficiency diseases.
l Vitamin deficiency diseases.
Let us learn in some detail about them.

27.5.1 Protein energy malnutrition (PEM)

Generally the growing children suffer from protein energy malnutrition as the
required amount of proteins needed for their growth and development is not
available. A number of children in the age group of 1-5 years suffer from this
disease. PEM is due to two reasons :
(a) Lack of proteins or carbohydrates or both in the diet.
(b) More intake of carbohydrates than proteins.
Protein energy malnutrition results in two diseases :
(i) Marasmus, and
(ii) Kwashiorkor

Marasmus
It is caused due to the deficiency of carbohydrates, fats and proteins. It usually
affects infants below the age of one year (Fig. 27.4a)

Fig. 27.4(a) A child suffering from marasmums

Symptoms
wasting of muscles reduces the child to skin and bones.
folded skin.
sunken eyes, thin face, thinning of limbs and abdominal walls.

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retarded physical and mental growth.
ribs become prominent (Pigeon chest).
Oedema and skin pigmentation are absent.
Kwashiorkor
Notes
This disease develops when mothers stop feeding their babies with breast milk and
the child is given traditional family food having low protein in it. (Fig. 27.4b)

Fig. 27.4(b) A child suffering from kwashiorkor

Symptoms :
A child suffering from Kwashiorkor disease shows the following symptoms
under weight
has protruding bellly
the skin is dark and scaly
has enlarged liver
has anaemia
suffers from repeated diarrhoea
stunted growth
loss of appetite
hair becomes reddish
swelling of legs and feet due to retention of water by the cell (oedema)
Cure : The child suffering from kwashiorkor and marasmus can recover if adequate
protein and carbohydrate rich food is given.
27.6 MINERAL DEFICIENCY DISEASES
Common deficiency diseases of iron, calcium and iodine are given below:
Anaemia (Iron deficiency) : Iron is important for the formaiton of the respiratory
pigment haemoglobin present in blood. Deficiency of iron results in reduction of
red blood cells. This reduces the oxygen carrying capacity of blood.

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A person suffering from Anaemia becomes pale, tires easily, loses appetite and loses
weight.
Cure : This disease can be cured by eating food stuff rich in iron and vitamin B12,
e.g. eggs, meat, liver, milk, green leafy vegetables, such as spinach and fruits like
apple, banana, guava (Iron tablets and tonics can also supplement the food).
Notes
Deficiency of calcium, phosphorus and vitamin D
Calcium : Chief constituent of bones and teeth, regulates heart beat and muscle
contraction, helps in the clotting of blood. Calcium metabolism is closely related
to that of phosphorus and vitamin D.
Deficiency of calcium causes : Rickets in children and Osteomalacia in adults.
Rickets (See Figure 27.2)
(i) The bones become soft, get deformed or bend easily,
(ii) bow legs (bent legs),
(iii) pigeon chest,
(iv) loss of teeth enamel (outer shiny layer in teeth), and
(v) tender (soft) bones that tend to fracture easily.
Osteomalacia :
The persons suffering from osteomalacia show
(i) softening of bones
(ii) pain in bones which tend to fracture easily.
Cure : Rickets and osteomalacia can be prevented by giving diet rich in calcium
like milk, cod liver oil, egg yolk, green leafy vegetables, etc.
Goitre
Iodine is essential for the synthesis of thyroxine (hormone produced by thyroid
gland). Iodine deficiency causes thyroid gland to enlarge and swell, this is called
goitre. (Fig. 27.3).
Symptoms
The person suffering from goitre has
(i) protruding eyes,
(ii) stunted growth,
(iii) puffy appearance
(iv) irregular heart beat
(v) low intelligence
(vi) deficiency of iodine results in another disease called cretinism
Cure : Use of iodised table salt and eating sea food, fish.
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Cretinism
The person suffering from cretinism shows stunted growth, retarded mental growth,
delayed puberty and low metabolic rate.
27.7 VITAMIN DEFICIENCY
If the diet is deficient in one or more vitamins like A, B complex, C, D, E and Notes
K, it lead to a variety of disease as given in table 27.3

INTEXT QUESTIONS 27.2

1. Define malnutrition.
............................................................................................................................
2. What is PEM ? Name two diseases caused due to PEM.
............................................................................................................................
3. A person has low haemoglobin content, tires easily and looks pale. Name the
disease he is suffering from.
............................................................................................................................
4. Give two food items which can prevent vitamin D deficiency.
............................................................................................................................

27.8 OBESITY AND EXCESSIVE INTAKE OF FOOD

If a person continues to eat more food than required by his body, he soon becomes
overweight and bulky. Excess of carbohydrates and fats instead of providing energy
get accumulated in the body.
The overweight and bulkiness of a persons body due to accumulation of
carbohydrate and fat is called obesity.
Causes of Obesity
(i) Overeating
(ii) Insufficient exercise
(iii) Hormonal imbalance (deficiency of thyroxine) or other metabolic disturbances.
Harmful effects
An obese person tend to have high cholesterol (fatty substance) deposited in blood
arteries. This leads to hypertension (high blood pressure) atherosclerosis (hardening
of arteries), coronary attack (heart attack), diabetes and respiratory problems).
Methods to prevent obesity
The obese person should be very careful about diet. Some suggestions are :
(i) avoid fried food
(ii) not to take carbohydrate rich foods

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(iii) not to take saturated fats like ghee and vansaspati hydrogenated vegetable oils.
Instead this, take unsaturated fats like oils, and that too in as little quantity
as possible.
(iv) take regular physical exercise.
(v) eat green leafy vegetables (to add roughage).
Notes
(vi) if suffering from hormonal imbalance, take the advise of a physician

Effect of excessive intake of Iron

It leads to a condition called hemosiderosis (large deposits of iron in the liver). This
may cause
(i) Constipation and diarrhoea (ii) Nausea and vomitting
(iii) Heart burn (iv) Epigastric pain
Effect of excessive intake of vitamins (Hypervitaminosis)
Some persons tend to take vitamins in excess amounts. An excessive intake of water
solouble vitamins (vitamins B complex and C) may not cause any harm to the body
because they are excreted out through urine. Intake of fat soluble vitamins (vitamin
A and D) can be toxic (poisonous) to the body which may lead to certain diseases.
The disease caused by presence of vitamins in excessive quantities the body is
called hypervitaminosis.
Hypervitaminosis A
Excess vitamin A accumulating in liver is toxic. This results in
(i) loss of hair (ii) drowsiness
(iii) painful swelling of long bones (iv) loss of appetite,
(v) nausea and vomitting.
Hypervitaminosis D
Excess of vitamin D leads to high calcium absorption in the intestine. This results
in :
(i) deposition of calcium in soft tissues of body like kidney,
(ii) drowsiness,
(iii) nausea,
(iv) loss of weight.
So we find that both, deficiency and excess of nutrients is harmful to the body.

INTEXT QUESTIONS 27.3

1. List any two causes of obesity.
(i) ........................................................................................................................
(ii) .......................................................................................................................
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2. Suggest two methods to prevent obesity
(i) ........................................................................................................................
(ii) .......................................................................................................................
3. Mention two symptoms of excessive intake of Iron. Notes
(i) ........................................................................................................................
(ii) .......................................................................................................................
4. Define hypervitaminosis. Name two vitamins which when taken regularly in
diet cause hypervitaminosis.
(i) ........................................................................................................................
(ii) .......................................................................................................................

WHAT YOU HAVE LEARNT

l Food is required for the proper growth and development of the body.
l Food provides nutrients required for a healthy body.
l Carbohydrates, fats, proteins and water are macronutrients whereas vitamins
and minerals are micronutrients. In addition, roughage is also as important
component of our diet.
l Food has six major components
l Food can be classified into three types : Energy giver-carbohydrates and fats,
body building-protein, protective/regulatory-mineral and vitamins.
l The requirement of energy and different nutrients for the body are needed
according to age, sex and profession as well as state of the body.
l A balanced diet provides proper amount of carbohydrates, fats, proteins,
minerals, water and vitamins in food.
l A balanced diet is essential for proper growth and health of an individual.
l Malnutrition is the lack of essential nutrients or food elements in the diet. It
results in deficiency diseases.
l an excessive intake of fat solutble vitamins A and D results in hypervitaminosis.
l An excessive intake of food for prolonged periods results in obesity. An obese
person suffers from cardiovascular diseases, respiratory problems and diabetes.

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 MODULE - 4 Nutrition and Health
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TERMINAL QUESTIONS
1. Differentiate between
(i) Marasmus and Kwashiorkor.
Notes
(ii) Rickets and Osteomalacia
(iii) Essential and non-essential amino acids
(iv) Body-building and protective foods.
(v) Water soluble vitamins and fat soluble vitamins.
2. Give reasons why do children of 1-5 years develop PEM.
3. Why one should include more than one type of proteins in the meals?
4. What is the importance of water in the diet ?
5. What is a balanced diet ? Why does a pregnant women or a nursing mother
needs special diet ?
6. Why should food contain roughage ? Name two sources of roughage in our diet.
7. Why is polishing of rice not advisable ? If a person always consumes polished
rice, what is he likely to suffer from ? Give two sysmptoms.
8. State four important functions of food.
9. If a child is not able to see in dim light, which two food stuffs will you advise
him to eat. Give reasons.
10. Name two sources rich in
(i) Vitamin A (ii) Calcium (iii) iron
(iv) Vitamin B12 (v) starch (vi) Glucose
11. What are minerals ? Name any two minerals and their sources.
12. What are deficiency diseases ? Name two diseases caused by the deficiency of
protein and carbohydrates. Also write the symptoms of these deficiency
diseases.

ANSWER TO INTEXT QUESTIONS

27.1 1. Nutrition : Sum of the processes by which an organism takes in,
metabolises and utilises food substances.
Nutrients : Substances which help in maintaining proper health and are
required for the survival of an individual.
2. (a) Carbohydrates, fats, proteins, minerals, vitamins and water.

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Nutrition and Health MODULE - 4
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3. Nutrients required in large quantities are called macronutrients such as
carbohydrates fats, proteins and water.
Nutrients required in small amounts are micronutrients e.g. minerals and
vitamins
4. (i) Water soluble-vitamin B and C (ii) leafy vegetables, fruits, (iii) milk,
Notes
fish.
5. Butter
27.2 1. The condition resulting from lack of essential nutrients in diet is
malnutrition
2. Protein Energy Malnutrition; Marasmus, Kwashiorkor
3. Anaemia
5. milk, cod liver oil, egg yolk, exposure to light (Any two)
27.3 1. Over eating, lack of exercises, hormonal imbalance.
2. Avoid fried food, carbohydrates, take regular exercise, eat green leafy
vegetable (Any two).
3. Consutipation, Diarrhoea, epigastric pain.
4. Excess presence of vitamins in the body. vitamin A and D.

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28
Notes

SOME COMMON HUMAN DISEASES

In the previous lesson you have read about the diseases due to nutritional
deficiencies. In this lesson, you will learn about diseases caused due to other
reasons.

OBJECTIVES
After completing this lesson, you will be able to :
l define a disease and learn its types;
l differentiate between parasite and pathogen;
l differentiate between infection and infestation;
l list the symptoms, causative agents, prevention and control of influenza,
measles, polio, hepatitis, tuberculosis, diphtheria, leprosy, malaria, filariasis
and dengue.
l identify certain diseases that are caused due to improper functioning of some
organs of the body system;
l describe the causes, symptoms and prevention and cure for hypertension;
l list the symptoms of and methods for diagnosing coronary heart disease and
suggest preventive measures;
l describe the cause, the symptoms, preventive and curative methods of diabetes
mellitus and osteoporosis;
l recognize cancer as a cell-regulation disorder;
l define and differentiate between benign and malignant tumors;
l interpret the category of allergies as immune system related disorders;
l define the special category of sexually transmitted diseases;

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l list the causative agents, symptoms, prevention and control of syphilis,
gonorrhea and AIDS;
l define drug abuse and its prevention.

28.1 DISEASES
Notes
28.1 What is a disease?
Any condition which interferes with the normal functioning of the body is called
a disease. In other words, disease may be defined as a disorder in the physical,
physiological, psychological or social state of a person caused due to nutritional
deficiency, physiological disorder, genetic disorder, pathogen or any other reason.

28.1.1 Types of Diseases

The diseases may be classified into two broad categories (Table 28.1).
Table 28.1 Classification of human diseases
Diseases

Congenital diseases Acquired diseases

(Present since birth) (Develop after birth)

Communicable diseases Non-communicable diseases

(Spread from infected person (do not spread from one person
to healthy person to another)

Degenerative Deficiency Allergies Cancer Other diseases

diseases diseases (caused due to (caused due to (caused due to
(caused due to (caused due to hypersensitivity uncontrolled various physical
malfunctioning lack of nutrients of the body to growth of cells/ agents or any
of vital body in diet) certain foreign tissues) other reason)
organ) substances)

A. Congenital disease : The disease which is present from birth (e.g. hole in the
heart in infants). They are caused by some genetic abnormality or metabolic
disorder or malfunctioning of an organ.
B. Acquired disease : The disease which may occur after birth during ones
lifetime.

Acquired diseases may generally be classified into :

(i) Infectious diseases : The diseases which can be transmitted from person to
person e.g. measles.
(ii) Degenerative diseases : The diseases caused by the malfunction of some vital
organs of the body e.g. heart failure.

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(iii) Deficiency diseases : These are caused due to nutritional deficiency such as
that of minerals or vitamins in the diet e.g. anaemia (Fe, Beri- beri (vitamin
B). You have read about such diseases in an earlier lesson 27.
(iv) Cancer : This is an abnormal, uncontrolled and unwanted growth of cells. e.g.
breast cancer.
Notes
Acquired diseases are studied under two categories (Table 28.2).
(i) Communicable diseases : The diseases which can be transmitted from
an infected person to a healthy person.
(ii) Non-communicable diseases : These diseases do not spread from an
affected person to a healthy person.
Table 28.2 Differences between communicable and
non-communicable diseases

Communicable diseases Non-communicable diseases

1. Caused by some biological agents or Caused to some specific factor, such
pathogens, such as viruses, bacteria, as malfunctioning of some vital organ,
protozoans, helminths (worms) etc. deficiency of nutrients, etc.
2. Spread from one person to another Do not spread from one person to
through contact, water, air, food, etc. another by contact.
3. The concern of society as these are The concern of the individual only.
related to community health.

28.1.2 Modes of Spread of Communicable Diseases

Communicable diseases spread from the infected person to a healthy person in the
following ways.

Direct transmission
The pathogens of diseases infect a healthy person directly without an intermediate
agent. It can take place by various means such as,
(i) Direct contact between the infected person and the healthy person :
Diseases like small pox, chicken pox, syphilis, gonorrhoea spread through
direct contact.
(ii) Droplet infection : The infected person throws out tiny droplets of mucus by
coughing, sneezing or spitting. These droplets may contain the pathogen. By
inhaling the air containing the droplets, a healthy person may get the infection.
Diseases like common cold, pneumonia, influenza, measles, tuberculosis and
whooping cough spread through droplet infection.

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(iii) Contact with soil contaminated with disease-causing viruses, bacteria etc.
(iv) Animal bite : Viruses of rabies are introduced through the wound caused by
the bite of rabid animals, especially dogs. The virus is present in the saliva
of the rabid animals.
Indirect transmission Notes
The pathogens of certain diseases reach the human body through some intermediate
agents. It can take place by various means, which are as follows :
(i) By vectors such as houseflies, mosquitoes, and cockroaches. Examples:
Houseflies carry the causative organisms of cholera on their legs and mouth
parts from the faeces and sputum of infected persons to food and drinks and
contaminate them. When this contaminated food is taken by a healthy person,
he gets the infection. Similarly, mosquitoes carry virus of dengue and malarial
parasite which causes malaria.
(ii) Air-borne : The pathogens may reach humans with air and dust. The epidemic
typhus spreads by inhalation of dried faeces of infected fly.
(iii) Object borne (Fonite borne) : Many diseases are transmitted through the use
of contaminated articles, such as clothes, utensils, toys, door handles, taps,
syringes and surgical instruments, etc.
(iv) Water borne : If potable water (drinking water) is contaminated with
pathogens of diseases such as cholera, diarhhoea, hepatitis or jaundice, it
reaches a healthy person upon consuming such water.

28.2 SOME IMPORTANT TERMS TO REMEMBER

Pathogen : A living organism which causes a disease.

Parasite : An organism which gets food and shelter from host.
Host : The living body on or inside which the disease-producing organism takes
shelter.
Infestation : A large number of parasitic organisms present on the surface of body
of the host or on the clothings.
Vector : It is an organism which harbours a pathogen and may pass it on to another
person to cause a disease (Mosquitoes harbour malarial parasite and transmits it
to humans).
Carrier : It is an organism which itself does not harbour the pathogen but physically
transmits it to another person (Housefly is the carrier of cholera germs).
Reservoir : An organism which harbours pathogen in large numbers and does not
suffer itself.
Epidemic : Spreading of a disease among a large number of people in the same
place for some time e.g. plague.
Endemic : A disease which is regularly found among a particular group of people
e.g. goitre.
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Pandemic : A disease which is found all over the world e.g. AIDS.
Interferon : Type of proteins produced by infected cells of the body when attacked
by a virus, which act to prevent the further development of the virus.
Inoculation : Introduction of antigenic material inside the body to prevent suffering
from a disease.
Notes
Vaccination : Injection of a weak strain of a specific bacterium (Vaccine) in order
to secure immunity against the corresponding disease. It is also called immunisation.
Incubation period : The period between entry of pathogen inside a healthy body
and appearance of the symptoms of the disease.
Symptoms : Specific expressions which appear on the deseased and help in the
identification of the disease.

INTEXT QUESTIONS 28.1

1. Define the term disease. .........................................................................
2. Give appropriate terms for
(i) the kind of disease which is present from birth.. .......................
(ii) disease caused by malfunctioning of vital organs. ......................
3. Name any two communicable and any two non-communicable diseases in
humans
..................................................................................................................
4. What does infestation mean?
..................................................................................................................

28.3 COMMUNICABLE DISEASES (INFECTIOUS DISEASES)

The diseases which spread from one person to another through contaminated food,
water or contact or through insecticides, animals etc. are called the communicable
diseases. These are caused by different causative agents (pathogens).
28.3.1 Diseases caused by viruses
1. Chicken pox
Pathogen : Chicken pox virus (varicella)
Mode of transmission : By contact or through scabs
Incubation period : 12-20 days
Symptoms
(i) Fever, headache and loss of appetite
(ii) Dark red-coloured rash on the back and chest which spreads on the whole
body. Later, rashes change into vessicles.
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(iii) After few days these vessicles start drying up and scabs (crusts) are formed.
(v) These scabs start falling (infective stage)
Prevention and cure
There is no vaccine against chicken pox as yet. But precautions must be taken as
follows: Notes
(i) The patient should be kept in isolation.
(ii) Clothings, utencils, etc. used by the patient should be sterilised.
(iii) Fallen scabs should be collected and burnt.
One attack of chicken pox gives life long immunity to the person recovered from
this disease.
2. Measles
Pathogen : Virus (Rubeola)
Mode of transmission : By air
Incubation period : 3-5 days
Symptoms
(i) Common cold
(ii) Appearance of small white patches in mouth and throat.
(iii) Appearance of rashes on the body.
Prevention and cure
(i) The patient should be kept in isolation.
(ii) Cleanliness should be maintained.
(iii) Antibiotics check only the secondary infections which can easily occur.
3. Poliomylitis
Pathogen : Polio Virus
Mode of transmissions : Virus enters inside the body through food or water.
Incubation period : 7-14 days

Symptoms
(i) The virus multiplies in intestinal cells and then reaches the brain through blood.
(ii) It damages brain and nerves and causes infantile paralysis.
(iii) Stiffness of neck, fever, loss of head support.
Prevention and Cure
Polio vaccine drop (oral polio vaccine, OPV) are given to children at certain
intervals.
Pulse polio programme is organised in our country to give polio vaccine to
children.

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4. Rabies (also called hydrophobia)
Pathogen : Rabies virus
Mode of Transmission : Bite by a rabid dog.
Incubation period : 10 days to 1-3 months depending upon the distance of bite
Notes from Central Nervous System (CNS), that is the brain or spinal cord.

Symptoms
(i) Severe headache and high fever.
(ii) Painful contraction of muscles of throat and chest.
(iii) Choking and fear of water leading to death.

Prevention and Cure

(i) Compulsory immunisation of dogs.
(ii) Killing of rabid animals.
(iii) Anti-rabies injections or oral doses are given to the person bitten by a rabid
animal.
5. Hepatitis
Pathogen : Hepatitis B virus.
Mode of Transmission : Mainly through contaminated water.
Incubation Period : Generally 15-160 days.

Symptoms
(i) Bodyache.
(ii) Loss of appetite and nausea.
(iii) Eyes and skin become yellowish, urine deep yellow in colour (due to bile
pigments).
(iv) Enlarged liver.

Prevention and Cure

(i) Hepatitis B vaccine is now available in India.
(ii) Proper hygeine is to be observed.
(iii) Avoid taking fat rich substances.

6. Influenza
Influenza, commonly known as flu is an illness caused by viruses that infect the
respiratory tract. Compared to common cold, influenza is a more severe illness.
Causes
Influenza is caused by a virus which attacks our bodys cells, resulting in various
effects depending on the strain of the virus.

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There are many strains of influenza virus. The virus mutates all the time and new
variations (strains) arise. This constant changing enables the virus to evade the
immune system of its host. Unfortunately immunity against one strain (which is
conferred by exposure or immunisation) does not protect against other strains. A
person infected with influenza virus develops antibodies against that virus; as the
virus changes, the antibodies against the virus do not recognize the changed virus, Notes
and influenza can recur, caused by the changed or mutated virus.
Symptoms
Typical symptoms of influenza include:
(i) fever (Usually 100 F to 103 F in adults and often even higher in children).
(ii) respiratory tract infection symptoms such as, cough, sore throat, running
nose, headache, pain in the muscles, and extreme fatigue.
Although nausea and vomiting and diarrhoea can sometimes accompany Influenza
infection, especially in children, gastrointestinal symptoms are rarely prominent.
Most people who get flu, recover completely in 1 to 2 weeks, but some people
develop serious and potentially life-threatening complications, such as pneumonia.
Treatment and Control
(i) Much of the illness and death caused by influenza can be prevented by annual
influenza vaccination. Influenza vaccine is specifically recommended for those
who arc at high risk for complications with chronic diseases of the heart, lungs
or kidneys, diabetes, or severe forms of anemia.
(ii) The persons suffering from influenza should
l drink plenty of fluids
l take symptom relief with paracetamol, aspirin (not in children under the
age of 16) or ibuprofen etc. as recommended by the doctor.
l Consult doctor immediately for treatment.
7. Dengue
Dengue is an acute fever caused by virus. It is of two types: (i) Dengue fever, (ii)
Dengue hemorrhagic fever.
Dengue fever is characterized by an onset of sudden high fever, severe headache,
pain behind the eyes and in the muscles and joints.
Dengue hemorrhagic fever is an acute infectious viral disease. It is an advanced
stage of dengue fever. It is characterized by fever during the initial phase and other
symptoms like headache, pain in the eye, joint pain and muscle pain, followed by
signs of bleeding, red tiny spots on the skin, and bleeding from nose and gums.
How does Dengue spread?
Dengue spreads through the bite of an infected Aedes aegypti mosquito. The
transmission of the disease occurs when a mosquito bites an infected person and
subsequently bites a healthy person. In doing so, it transmits blood containing the

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virus to the healthy person and the person becomes infected with dengue. The first
symptoms of the disease occur about 5 to 7 days after the infected bite.
Aedes mosquito rests indoors, in closets and other dark places, and is active during
day time. Outside, it rests where it is cool and shaded. The female mosquito lays
her eggs in stagnant water containers such as coolers, tyres, empty buckets etc.,
Notes in and around homes, and other areas in towns or villages. These eggs become adults
in about 10 days.
Incubation period
The time between the bite of a mosquito carrying dengue virus and the start of
symptoms averages 4 to 6 days, with a range of 3 to 14 days.
Diagnosis
Diagnosis is made through blood tests by scanning for antibodies against dengue
viruses. In addition the blood platelets counts also drastically reduce in the infected
person.
Symptoms
Symptoms of Dengue fever
(i) Sudden onset of high fever, generally 104-105 F (40 C), which may last 4-
5 days.
(ii) Severe headache mostly in the forehead.
(iii) pain in the joints and muscles, body aches.
(iv) Pain behind the eyes which worsens with eye movement.
(v) Nausea or vomiting.
Symptoms of Dengue hemorrhagic fever
These include symptoms similar to dengue fever, plus other symptoms such as:
(i) Severe and continuous pain in the abdomen.
(ii) Rashes on the skin.
(iii) Bleeding from the nose, mouth, or in the internal organs.
(iv) Frequent vomiting with or without blood.
(v) Black stools due to internal bleeding.
(vi) Excessive thirst (dry mouth).
(vii) Pale, cold skin, weakness.
Prevention
Following steps can be taken to prevent spread of dengue fever:
(i) Avoid water stagnation for more than 72 hours so that the mosquitoes do not
breed there.
(ii) Prevent mosquito breeding in stored water bodies, like ponds, wells etc.

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(iii) Destroy discarded objects like old tyres, bottles, etc. as they collect and store
rain water.
(iv) Use mosquito repellents and wear long sleeved clothes to curtail exposure.
(v) Use mosquito nets, also during daytime.
(vi) Avoid outdoor activities during dawn or dusk when these mosquitoes are most Notes
active.
(vii) Patients suffering from dengue fever must be isolated for at least 5 days.
(viii) Report to the nearest health centre for any suspected case of Dengue fever.
Treatment for dengue and dengue hemorrhagic fever
There is no specific treatment for dengue fever. Persons with dengue fever should
rest and drink plenty of fluids. Dengue hemorrhagic fever is treated by replacing
lost fluids. Some patients need blood transfusions to control bleeding.

INTEXT QUESTIONS 28.2

1. How does chicken pox spread?
..................................................................................................................
2. Mention the most obvious symptom of measles.
..................................................................................................................
3. Which organ system of the body is affected by the polio virus?
..................................................................................................................
4. Name the causative organism of hydrophobia.
..................................................................................................................
5. Which mosquito spread dengue?
..................................................................................................................

28.3.2 Diseases caused.by Bacteria

1. Tuberculosis
Pathogen : A bacterium (Mycobacterium tuberculosis).
Mode of Transmission : airborne-discharged through sputum, cough, sneeze, etc.
of the infected person.
Incubation period : 2-10 weeks during which the bacteria produce a toxin,
tuberculin.
Symptoms
(i) Persistent fever and coughing.
(ii) Chest pain and blood comes out with the sputum.
(iii) General weakness.

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Prevention and Cure
(i) Isolation of patient to avoid spread of infection.
(ii) BCG vaccination is given to children as a preventive measure.
(iii) Living rooms should be airy, neat and with clean sorroundings.
Notes (iv) Antibiotics be administered as treatment.
2. Typhoid
Pathogen : A Bacillus rod-shaped bacterium (Salmonella typhi)
Mode of transmission : Through contaminated food and water
Incubation period : About 1-3 weeks
Symptoms
(i) Continuous fever, headache, slow pulse rate.
(ii) Reddish rashes appear on the belly.
(iii) In extreme cases, ulcers may rupture resulting in death of the patient.
Prevention and Cure
(i) Anti-typhoid inoculation should be given.
(ii) Avoid taking exposed food and drinks.
(iii) Proper sanitation and cleanliness should be maintained.
(iv) Proper disposal of excreta of the patient.
(v) Antibiotics should be administered.
3. Cholera
It often breaks out among crowded and areas with poor sanitary conditions.
Pathogen : Comma shaped bacterium (Vibrio cholerae)
Mode of transmission : Contaminated food and water. House - fly is the carrier.
Incubation period : 6 hours to 2-3 days.
Symptoms
(i) Acute diarrohoea, rice watery stool.
(ii) Muscular cramps.
(iii) Loss of minerals through urine.
(iv) Dehydration leads to death.
Prevention and cure
(i) Cholera vaccination should be given.
(ii) Electrolytes (Na, K, sugar, etc.) dissolved in water should be given to the
patient to check dehydration (In market it is available as ORSoral rehydration
solution).
(iii) Proper washing and cooking of food.
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(iv) Proper disposal of vomit and human excreta.
(v) Flies should not be allowed to sit on eatables and utensils.

4. Diphtheria
This disease generally occurs in children of 1-5 years of age.
Notes
Pathogen : Rod-shaped bacterium (Cornybacterium diphtherea)
Mode of Transmission : Through air (droplet infection)
Incubation period : 2-4 days

Symptoms
(i) Slight fever, Sore throat and general indisposition.
(ii) Oozing semisolid material in the throat which develops into a tough membrane.
The membrane may cause clogging (blocking) of air passage, resulting into
death.

Prevention and cure

(i) Immediate medical attention should be given.
(ii) Babies should be given DPT vaccine.
(iii) Sputum, oral and nasal discharges of the infected child should be disposed
off.
(iv) Antibiotics may be given under doctors supervision.
(v) Isolation of the infected child.

5. Leprosy
Pathogen : A bacterium (Mycobacterium leprae)
Mode of transmission : Prolonged contact with the infected person. Nasal
secretions are the most likely infectious material for family contacts.
Incubation period : 1-5 years

Symptoms
(i) Affects skin.
(ii) Formation of nodules and ulcer.
(iii) Scabs and deformities of fingers and toes.
(iv) Infected areas lose sensation.

Prevention and Cure

(i) The children should be kept away from parents suffering from leprosy.
(ii) Some medicine may arrest the disease and prevent from spreading.

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INTEXT QUESTIONS 28.3

1. Name the causative bacterium of (i) TB (ii) Typhoid (iii) Cholera.
..................................................................................................................
Notes
2. State the most obvious symptom of diphtheria.
..................................................................................................................

3. What is the mode of transmission of leprosy.

..................................................................................................................

28.3.3 Diseases caused by protozoans

1. Malaria
Pathogen : Malarial parasite (different species of Plasmodium)
Mode of transmission : By bite of female Anopheles mosquitoes
Incubation period : Approximately 12 days

Symptoms
(i) Headache, nausea and muscular pain.
(ii) Feeling of chilliness and shivering followed by fever which becomes normal
along with sweating after some time.
(iii) The patient becomes weak and anaemic.
(iv) If not treated properly secondary complications may lead to death.

Prevention and cure

(i) Fitting of double door and windows (with Jali i.e. wire mesh) in the house
to prevent entry of mosquitoes.
(ii) Use of mosquito net and mosquito repellents.
(iii) No water should be allowed to collect in ditches or other open spaces to
prevent mosquito breeding.
(iv) Sprinkling of kerosene oil in ditches or other open spaces where water gets
collected.
(v) Antimalarial drugs to be taken.

2. Amoebiasis (Amoebic dysentery)

Pathogen : Entamoeba histolytica
Mode of transmission : Contaminated food and water
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Symptoms
(i) Formation of ulcers in intestine.
(ii) Feeling of abdominal pain and nausea.
(iii) Acute diarrhoea and mucus in stool.
Prevention and cure Notes
(i) Proper sanitation should be maintained.
(ii) Vegetables and fruits must be properly washed before eating.
(iii) Antibiotics may be given to the patients.
28.3.4 Diseases caused by worms (helminths)
1. Filariasis
Pathogen : Filarial worm (Wuchereria bancrofti)
Mode of transmission : Bites of mosquitoes - Aedes and Culex.
Symptoms
(i) Fever
(ii) Collection of endothellial cells and metabolites in the wall of lymph vessels.
(iii) Swelling takes place in certain parts of the body like legs, breasts, scrotum,
etc.
(iv) Swelling of legs which appear as legs of elephant, so this disease is also called
elephantiasis (Fig. 28.1)

Fig. 28.1 Patient suffering from Elephantiasis.

Prevention and cure

(i) Mesh doors and windows in the house to check the entry of mosquitoes.
(ii) The water collected in tanks or other articles should be properly covered.

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(iii) Sprinkling of kerosene in ditches, etc.
(iv) Drugs may be administered.

INTEXT QUESTIONS 28.4

Notes
1. Which mosquito carries stages of life history of the malarial parasite?
..................................................................................................................
2. Which protozoan causes amoebic dysentery?
..................................................................................................................
3. Name the disease cause by Wuchereria bancrofh.
..................................................................................................................

28.4 NON-COMMUNICABLE DISEASES

1. Diabetes mellitus
The disease can be diagnosed by blood test or urine test.
Causes
(i) Less secretion of insulin hormone from the pancreas.
(ii) Mental stress
(iii) Through heredity from parents to children.
Symptoms
(i) More glucose in blood.
(ii) Excessive and frequent passing of urine.
(iii) Feeling thirsty and hungry frequently.
(iv) Reduced healing capacity of injury.
(v) General weakness of the body.
(vi) In extreme cases diabetic coma can take place making the patient unconscious.
Prevention and cure
(i) Control the excessive weight of the body.
(ii) A regulated and controlled diet is to be taken.
(iii) The food should not contain sugar and much carbohydrates.
(iv) Injection of insulin before meals, if required (only on doctors prescription).
2. Cardio vascular diseases
Common Causes
(i) Deposition of cholesterol (a kind of fat) in the walls of coronary arteries which
restrict the flow of blood to the heart muscles. This leads to heart attack.
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(ii) Due to reduced blood supply, oxygen available to the muscles, hearts
efficiency is affected.
(iii) Due to stress and strain.
(iv) Obesity (over weight).
(a) Hypertension : (high blood pressure) Notes
Symptoms
(i) Persistent high blood pressure (BP)
(ii) It may damage the arteries of kidney.
(iii) In extreme cases the arteries may burst or blindness may be caused.
(iv) It may also cause paralysis.
Prevention and Cure
(i) Do not build up mental tension.
(ii) Low fat diet should be taken.
(iii) Weight of the body must be kept under control.
(iv) Good eating habits should be cultivated
(v) Medicines may be taken as per doctors advise.
(b) Coronary heart disease
Symptoms
(i) Severe pain in the chest gasping for breathe.
(ii) Intense nausea and vomiting.
(iii) Lot of sweating takes place.
(iv) Blood clot may be formed within the blood vessels.
Prevention and Cure
(i) A diet low in saturated fats may control the formation of cholesterol.
(ii) Sound eating habits should be developed.
(iii) Over weight should be checked.
(iv) Avoid smoking, alcoholic drinks and drugs.
(v) Take treatment under a qualified doctor.
(vi) Electrocardiogram (ECG) can diagnose the disease.
(vii) By-pass surgery is performed in extreme cases.
3. Osteoporosis
Osteoporosis is an age dependent disorder with loss of the normal density of bone.
The bones become fragile and are easily fractured. Bones that are affected by
osteoporosis can fracture with only a minor fall or injury. Elderly men and women
are most susceptible because of hormonal changes which occur with advancing age.
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Symptoms
(i) The persons suffering from osteoporosis may not know about their condition
for a long time, because osteoporosis doesnt cause clear cut symptoms and
one may not realise till a bone fracture.
(ii) The symptoms of osteoporosis are related to the location of the fractures.
Notes
(iii) Fractures of the spine can cause severe band like pain that radiates around
from the back to the side of the body. Repeated spine fractures can cause
chronic lower back pain, as well as curving of the spine, which gives the
individual a hunched-back appearance.
(iv) Some patients with osteoporosis develop stress fractures of the feet while
walking or stepping off. Hip fractures typically occur as a result of a fall. With
osteoporosis, hip fractures can occur upon even minor accidents. Hip fractures
may take a very long time to heal because of poor bone quality.

Treatment
(i) Patients suffering from osteoporosis are generally treated with vitamin D and
calcium supplements. In addition they are advised bed rest so that the
condition does not worsen.
(ii) Changes to lifestyle and diet are also recommended. The patients are advised
to take calcium either via dietary means or via supplements in the form of
tablets. Since body absorbs about 500 mg calcium at a given time, the calcium
intake should be spread throughout the day.
(iii) Exercise also helps to protect persons from the risk of getting osteoporosis.
However, it is important to do exercises for osteoporosis under the guidance
of a professional physiotherapist.

4. Cancer
1t is the uncontrolled and unwanted growth of cells.
Cause
(i) No definite cause has been arrived at so far. However, it is found that body
has proto-oncogenes. These are activated by some substances or stimulus,
which convert these into active cancer-causing oncogenes.
(ii) Heavy smoking and alcoholism.
(iii) Chewing of tobacco.
(iv) Consistent irritation of skin or repeated injury at the same point.
Cancer is a kind of tumorous growth. Tumours can be classified into two categories :

(a) Benign tumour

It remains confined to the place of origin and does not spread to other body parts.
It is relatively harmless.

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(b) Malignant tumour
It spreads to other parts of the body and growth is rapid. This is serious and may
cause death of the patient.
Symptoms
(i) Persistent lump or thickening in tissues, specially in tongue, breast and uterus. Notes
(ii) Any irregular bleeding or blood-tinged discharge from any body opening.
(iii) Any sore that does not heal quickly.
(iv) Change in the form of mole or wart.
(v) Persistent hoarseness in voice, cough or difficulty in swallowing.
Prevention and cure
(i) Cancer check up should be done once a year.
(ii) Treatment should be taken under medical advice.
(iii) Avoid smoking, taking alcohol and chewing of tobacco.
(iv) Observe regularity in life style to keep body healthy.
5. Allergy
(i) Includes a group of non-infectious diseases.
(ii) No definite cause is known
(iii) It is believed that they occur due to hypersensitiviness of certain individuals
to foreign matter (allergens) which may enter inside the body.
(iv) Symptoms may be sneezing, gasping, running of eyes, irritation of throat or
trachea, etc.
(v) Allergens may be pollen grains, feathers, some animals or insects, drugs,
medicines, odour etc.

INTEXT QUESTIONS 28.5

1. Why is diabetes called a hereditary disease?
..................................................................................................................
2. What happens to the blood pressure in persons with hpertension?
..................................................................................................................
3. State one point of difference between malignant and benign tumour.
..................................................................................................................

28.5 SEXUALLY TRANSMITTED DISEASES

The diseases that are transmitted through sexual contact are known as sexually
transmitted diseases. Sexually transmitted diseases are those infections that are
transmitted via the mucous membrane and secretions of the sexual organ, throat and
the rectum. Syphilis, gonorrhoea, AIDS, etc. are some sexually transmitted diseases.
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28.5.1 AIDS (Acquired Immuno Deficiency Syndrome)
It is a pandemic disease. The word immuno deficiency signifies that the immune
system becomes very weak. It is a disorder of cell-mediated immune system of the
body.
Lymphocytes are the main cells of the immune system i.e. T-lymphocytes and
Notes B-lymphocytes. Helper T lymphocytes play a great role in regulating the immune
system. Damages to or destruction of Helper lymphocytes lead to the development
of a cellular immune deficiency which makes the patient susceptible to wide variety
of infections.

Fig. 28.2 Human Immunodificiency Virus (HIV)

Mode of transmission : AIDS may be transmitted through any of the following

means :
(i) Sexual contact with the affected person. In India, the most common route of
HIV transmission is through unprotected heterosexual sex.
(ii) Using the same syringe as that of affected person.
(iii) Blood transfusion which contains human immuno deficiency virus.
(iv) Organ transplantation of the affected person.
(v) Artificial insemination.
(vi) From mother to new born baby during the process of giving birth.
Incubation period : The average period is 28 months though it may range between
15 to 57 months
Symptoms : The sufferer may show one or more of the following symptoms :
(i) A type of lung disease develops (tuberculosis).
(ii) A skin cancer may be observed.
(iii) Nerves are effected.
(iv) Brain is badly damaged with the loss of memory, ability to speak and to think.

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(v) The number of platelets (thrombocytes) become less which may cause
haemorrhage.
(vi) In severe cases the patient shows swollen lymph nodes, fever and loss of weight.
A full blown (disease at its peak ) AIDS patient, may die within three years.
Prevention and cure Notes
No medicine or vaccine is known to be available against HIV infection. Therefore,
care has to be taken through following measures:
(i) There should not be any sexual contact with the person who has HIV infection
or STI. Since STI causes some damage to the gemital area and mucous layer,
and thus facilitates the entry of HIV into the body.
(ii) Use disposable syringe and needle.
(iii) The blood to be transfused to the needy person, should be free from HIV germ.
(iv) Prostitution and homosexuality should be avoided.
(v) Condom should always be used during intercourse.

Control
AIDS can be detected by ELISA test.
There are three points which may be important to control STD.
(i) Partner notification : Identification of potential infected contact, examination
and treatment.
(ii) Education of STD : This should be a part of general education.
(iii) Screening for STD : Serological screening of groups, such as, blood donors,
women before giving birth.
Facts about HIV transmission
l HIV is a weak virus and hard to get infected with. It cannot be transmitted
through air or water outside the human body.
l A person cannot get AIDS by hugging or sneezing of an infected person, insect
bites (including mosquito), sharing the same comb, plates, glass, handkerchiefs,
knives or cutlery.
l A person cannot get AIDS by using public toilets, swimming pools, showers
and telephones.
l HIV does not transmit by being near to someone, touching someone or working
with someone who is suffering from AIDS.

INTEXT QUESTIONS 28.6

1. How is HIV transmitted? Mention any three ways of infection.
............................................................................................................................

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2. Mention any two methods to prevent AIDS.
............................................................................................................................
3. Write full form of HIV.
............................................................................................................................
Notes 4. Give any two symptoms of AIDS.
............................................................................................................................
5. Mention three general points the knowledge of which may control STD.
............................................................................................................................

28.5.2 Syphilis
Causative organism
Treponema pallidum (a long corkscrew bacteria)
Mode of spread
Sexual contact with the infected person
Incubation period
Symptoms of the disease occur in about 10-90 days after contraction, but generally
noticed in 3-4 weeks after getting infected with the bacteria.
Symptoms
Symptoms of syphilis occur in stages. The common symptoms of syphilis include.
(i) Fever, and sores on the skin, in the throat and urinogenital areas especially
vagina or penis, anus, rectum and mouth. Sores are firm, round and often
painless.
(ii) Rashes on hands, feet and palms.
(iii) White patches in the mouth.
(iv) Acne-like warts in the groin area.
(v) Hair fall in patches from infected areas.
(vi) The last three symptoms can be very serious. They often become internal and
affect organs like brain, nerves, liver, eyes, blood vessels, bones and joints,
which show up after about 10 years of getting the infection. It can lead to
paralysis, blindness, dementia and sterility.
Prevention and cure
(i) Having sexual intimacy with only one person.
(ii) Avoiding prostitution and homosexuality.
(iii) Practicing abstinence, and use condoms.
(iv) Taking appropriate medical treatment, and maintaing personal hygience.

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28.5.3 Gonorrhoea
Gonorrhoea is a sexually transmitted disease that often involves urethra, vagina or
penis, cervix, anus, and throat, as its target sites.
Causative organism
A gonococcus bacteria, Neisseria gonorrhoeae. It grows and multiplies quickly in
Notes
warm moist areas of the body, such as the cervix, rectum and mouth.
Modes of spread
Having multiple sex partners increases the risk of contracting it. Any kind of
unprotected sex is always a risk. Any kind of contact of sores with an infected
person is also risky.
Incubation period
About 2-5 days after getting infection.
Symptoms
(i) Inflammation of mucous membrane in the urinogenital tract.
(ii) Burning sensation while passing out urine and urithral discharge.
(iii) Rectal discomfort.
(iv) Pain in the joints.
(v) Rashes on palms, Mild sore throat
(vi) In females, it may cause sterility
Prevention and cure
(i) Having sexual contact with only one person.
(ii) Avoiding prostitution and homosexuality.
(iii) Taking antibiotics, such as penicillin injection or appropriate medicines at the
appropriate time as per Doctors advice.
In males, gonorrhoea primarily affects the urethra. anus, throat, joints and eyes.
Most victims of this disease are teenagers and young adults. One of the advanced
complications of gonorrhoea is gonococcal septicemia (blood poisoning).
28.6 DRUG ABUSE AND ITS PREVENTION
What is a drug
A drug is a chemical substance that changes the way our body and mind work. When
pharmaceutical preparation or a naturally occurring substance is used primarily to
alter the physical or mental functioning of an individual, it is called a drug.
What is drug abuse
When drugs are taken for medical reasons to treat or cure disease both physical
and mental, they are called medications or therapeutic drugs.
Drug abuse occurs when drugs are taken without medical reasons and without
medical supervision, especially when they are taken in an amount, strength,
frequency, or manner that damages the physical and mental functioning of the
individual. Cough syrups, pain killers, and tranquillizers are some common
medicines that are often abused.
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Drug abuse also occurs when certain chemicals that have no medical use or benefits
are taken, such as sniffing glue and solvents. The extent of drug abuse depends
on the quantity of the drug begin taken, and the method and frequency of its
consumption. Drug abuse leads to many serious physical, emotional, and social
problems.
Notes
What are the effects of drug abuse?
Drug abuse leads to a number of short-term and long-term effects that are
detrimental to health:
l Short-term effects : These are the effects that appear instantly or a few minutes
after the intake of drugs. The effects include a sense of well-being and a pleasant
drowsiness.
l Long-term effects : Constant and excessive use of drugs over a long period
can cause both physical and mental damage and illness. This includes failure
in academic studies, employment, and interpersonal relationship; financial ruin;
increased risk of contracting STIs; and increased risk of being involved in
vehicular accidents. Addicts stop thinking of everything in life except when and
how they will get their next drug dose. They will do anything for the dose,
including committing crimes such as theft and in certain case even number.

Some Basic Facts

Teenagers sometimes try a smoke or drink just to see how it

feels, but they do not start using drugs on a regular basis. What
is the harm in trying drugs just to see how it feels?
Ideally, there is no need to try out a smoke or drink.
But there is a great difference between trying out smoking or
drinking as compared to drugs.
Smoking and drinking once only or very occasionally does not
always lead to addiction. But drugs are very powerful chemicals
that can cause profound alterations in the metabolism of the body
and in the chemistry of the brain. Even a single dose of a powerful
drug can start the addiction process. When ones mind and body
becomes addicted to drugs, stopping drugs produces very unpleasant
and distressing mental and physical symptoms. This makes the
addict persist with the usage of the drug. Addicts cannot give up
their habit unless they get medical treatment and counselling.
You should not boast about your strong will power and assume that
you can experiment with drugs without becoming addicted. ALWAYS
KEEP AWAY from drugs. Do not allow yourself to succumb to
pressure by friends and acquaintances. If you remain firm in your
resolve, you can prevent your life from being ruined.

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Some Basic Facts

What are Reproductive Tract Infections (RTIs)?

RTIs are infections of the upper and lower reproductive tracts of
both sexes. Agents of infection include bacteria, viruses, and Notes
protozoa. Not all RTIs are sexually transmitted; some may occur
due to an imbalance of the bacteria normally found in the reproductive
tract and poor personal hygiene.

Some Basic Facts

Is it possible for a person to have an STI and not know it?

Symptoms of STIs in men are visible, and hence they become aware
that their sexual organs have been infected.
However, STIs in women can be asymptomatic. This means that
signs or symptoms are not experienced even though the infection
is active. Hence women often do not know that they have an STI.

INTEXT QUESTIONS 28.7

1. Name the pathogen that causes syphilis.
..................................................................................................................
2. Mention any two symptoms of the disease gonorrhoea.
..................................................................................................................
3. Give the main method of checking syphilis.
..................................................................................................................

WHAT YOU HAVE LEARNT

l Diseases are broadly classified into two categoriesAcquired (Occur after birth)
and congenital (present from birth).
l Infectious diseases are transmitted from person to person and degenerative
diseases are due to malfunctioning of some organs.
l Cancer is uncontrolled growth of cells.

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l Acquired diseases are studied in two categories of communicable and non-
communicable diseases.
l Communicable diseases are transmitted and may be caused by virus, bacteria,
protozoa or helminths (worms).
Notes l Non-communicable diseases are not transmitted from person to person.
l diseases which spread by sexual contact are called sexually transmitted diseases
(STD).
l AIDS is caused by HIV.
l Gonorrhoea is caused by a bacterium (Neisseria gonorrhoeae). Syphilis is
caused by a long, corkscrew bacterium (Treponema pallidum).

TERMINAL QUESTIONS
1. What is a disease? How does it differ from disorder?
2. Name the two categories of acquired diseases.
3. Explain the term (i) parasitism (ii) reservoir.
4. Give two symptoms of coronary diseases and of typhoid.
5. What precautions should be taken to prevent malaria?
6. Name the pathogen that causes diphtheria and cholera.
7. Mention the four types of acquired diseases.
8. Differentiate between :
(i) Communicable and non-communicable diseases
(ii) Pathogen and vector
(iii) Syphilis and gonorrhoea
(iv) HIV and AIDS
(v) Benign and malignant tumours
9. How does polio virus enter human body? How does it paralyse limbs?
10. A nursing mother is given an immunization for BCG and DPT to the baby.
What are the diseases against which she would be protected?
11. Give the cause, symptoms and treatment of haemorrhagic dengue fever.
12. Give full form of STD.
13. Mention any two sympotms of syphilis.
14. State the means which may prevent and cure gonorrhoea.
15. What does the term AIDS stand for?
16. Write four possible symptoms of AIDS.
17. Mention three general points which may control sexually transmitted diseases.
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ANSWERS TO INTEXT QUESTIONS

28.1 1. Any condition which interfers with the normal functioning of the body.
2. (i) congenital (ii) degenerative
Notes
3. Refer text.
4. Presence of large number of organisms on the surface of body.
28.2 1. Contact or scabs
2. Appearance of rashes on the body
3. Nervous system
4. Rabies virus
5. Aedes aegypti
28.3 1. (i) Mycobacterium tuberculosis
(ii) Salmonella typhi
(iii) Vibrio cholerae
2. Oozing semisolid material in the throat, form a membrane which blocks
the air passage.
3. Prolonged contact with patient.
28.4 1. Female Anopheles
2. Entamoeba histolytica
3. Elephantiasis or Filariasis
28.5 1. It is passed down from parents to offspring.
2. The blood pressure remains persistently high.
3. Benign does not spread to other parts of the body, whereas malignant
tumor cells spread to other parts of the body.
28.6 1. Any three points mentioned under mode of transmission
2. Give any two points written under prevention and cure.
3. Human immunodeficiency virus.
4. Mention any two points given under symptoms.
5. (i) Partner-notification.
(ii) Education of STD.
(iii) Screening for STD.
28.7 1. Treponema pallidum
2. (i) Swelling of mucous membrane of urinogenital tract.
(ii) Burning sensation during passing of urine.
3. (i) Prostitution and homosexuality should be avoided.
(ii) Certain medicines may check the diseases.

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Biotechnology MODULE - 5
Emerging Areas in
Biology

29 Notes

BIOTECHNOLOGY

At home we prepare food items such as yoghurt (curd), cake, bread, idli and dosa
etc. by the action of tiny microorganisms, the bacteria and fungi. Brewers use yeast
(a kind of fungus) to make beer. Antibiotics such as penicillin are obtained from
certain fungi. Nowadays, biological processes such as fermentation by microorganisms
is being used in industry on a commercial scale for making food, drinks, drugs
(medicines) and industrial chemicals. Modern techniques in biotechnology are
programming microorganisms for this task. In this lesson, you will learn about use
of microorganisms in industries.

OBJECTIVES
After completing this lesson, you will be able to:
l appreciate the importance of biotechnology in human welfare;
l explain the use of biotechnology in industry;
l list the microbes used in the industry and the products manufactured through
their use;
l explain fermentation and outline the process of making alcohol by using
microorganisms;
l describe the process of making yoghurt and cheese on a large scale;
l explain the contribution of microorganisms in making antibiotics and vaccines;
l define genetic engineering and mention its utility;
l define transgenic organisms, mention the steps in their production and cite a
few examples of transgenic plants and animals;
l explain the process and importance of gene therapy;
l explain bioremediation and biopesticides.

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MODULE - 5 Biotechnology
Emerging Areas in
Biology 29.1 BIOTECHNOLOGY
The word biotechnology has come from two words namely bio (meaning biology)
and technology (meaning technological application). Thus biotechnology is
defined as the industrial application of living organisms and their biological
Notes processes such as biochemistry, microbiology, genetic engineering, etc. in order
to make best use of the microorganisms for the benefit of mankind.
Biotechnology is applied in many areas to produce foods and medicines, in the
development of new diagnostic tools, gene therapy, DNA finger-printing for
forensic purposes etc.

29.1.1 Applications of Biotechnology

1. Health and medicine
Fighting infectious diseases : Biotechnology is used extensively in the study of
infectious diseases such as SARS (Severe Acute Respiratory Syndrome), influenza,
etc. As a result more effective pharmaceuticals have been developed.
Development of vaccines and antibiotics : Using technology, microorganisms are
used to develop antibiotics and vaccines to cure diseases. For example, bacteria
Bacillus polymysea is used to produce polymyxin B antibiotic (used to cure urinary
tract infections), fungus Penicillium notatum is used to produce penicillin (used
to cure fever, pneumonia, etc.)
Treating genetic disorders : Disease can occur when genes become defective due
to mutations. With advance in biotechnology it will in the near future be possible
to use gene therapy to replace an abnormal or faulty gene with a normal copy of
the same gene. It may be used to treat ailments such as heart disease, inherited
diseases such as SCID, Thallesemia.
In forensic science : With the help of new techniques such as DNA fingerprinting,
it has now become easy to identify criminals and have many other applications.

2. Environment
Cleaning up and managing the environment : Cleaning up the environment using
living organisms is called bioremediation. Naturally occurring, as well as genetically
modified microorganisms, such as bacteria and fungi, and enzymes are used to
break down toxic and hazardous substances present in the environment.

3. Agriculture
Biotechnology has helped in production of crops with improved disease resistance;
herbicide-tolerance and insecticide-resistance. Plants with improved nutritional
value for livestock etc. have also been bred through biotechnology.
Control of pests : One application of biotechnology is in the control of insect pests.
The genetic make-up of the pest is changed by causing some mutations. These pests
become sterile and cannot produce next generation.

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Manufacturing and bio-processing : With the help of new biological techniques Biology
it has become possible to grow on large scale, the plants that produce compounds
for use in detergents, paints, lubricants and plastics etc.
Food and drinks : With biotechnology, it has now become easy to process foods
and their products. Preservation and storing of food for consumption later has
become easy and cheap with the help of biotechnology. Seedless grapes and seedless Notes
citrus fruits have been developed using biotechnology.

4. Industry
Biotechnology has been used in the industry to produce new products for human
consumption. Food additives have been developed which help in the preservation
of food. Microorganisms are used in the mass production of items such as cheese,
yoghurt, alcohol, etc.

29.1.2 Industrial Microorganisms and Their Industrial Products

Important microorganisms used in industries include
l yeasts (fungi)
l moulds (fungi)
l bacteria
l filamentous bacteria (actinomycetes)
Microbes are used in the manufacture of several products. Some of these are
l alcohol-containing beverages l yoghurt (curd)
l proteins l antibiotics and monoclonal antibodies
l vitamins, steroids and enzymes l biogas
The progress in gene manipulation and genetic engineering has introduced
the use of cultured mammalian cells and hybridomas in the industries.
Hybridomas are created by fusion of cells belonging to organisms of
different species.

29.1.3 Production of Alcohol Containing Beverages

Fermentation
Fermentation is a process by which carbohydrates such as sugar are
converted into alcohol.
yeast
Glucose enzyme
Ethyl alcohol + Carbon-dioxide + ATP

Yeast and bacteria are capable of fermenting sugar to alcohol. Fermentation

is an energy yielding process.
In the mid nineteenth century, Louis Pasteur showed that fermentation by the yeast
Saccharomyces cerevisiae yields beer and buttermilk. Presently yeast is being used
on a large scale for fermentation.
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Biology Bakers use yeast to leaven (raise)
dough to make bread. Yeast is grown
on molasses and is also packed and
sold. Yeast is used to raise cakes and
bread while baking.
Notes Alcoholic beverages are manufactured
by fermentation of sugars by the yeast,
Saccharomyces cerevisiae. It is called
Brewers yeast. The source of
carbohydrate fermented by yeast gives
the beverage its specific flavour. For
example :
Wine is obtained by fermentation
of grapes. Grapes are fermented
by S. cerevisiae and its soluble
sugars (glucose and fructose) are
converted into CO2 and ethyl
alcohol.
Fermentation is carried out in large
tanks called bioreactors.
Barley malt is fermented to yield
beer.
Steps taken for fermentation
(i) Fermenter or tank and the
nutrient medium are sterilised
by steam under pressure
(autoclave). Fig 29.1 Obtaining wine from grapes by
(ii) The correct strain of yeast is fermentation by Yeast
selected.
(iii) The yeast is inoculated into the medium. Inoculation can be done in two ways:
(a) Yeast can be grown as a layer on the surface of nutrient medium. This
is called support growth system.
(b) Cells or mycelia are suspended in a liquid medium. This is called
suspended growth system.
(iv) Care is taken to maintain the right temperature, pH, oxygen and carbon-
dioxide concentration.
(v) The medium is stirred and left to ferment.
(vi) The sugar in the medium gets fermented by enzymes released by yeast.
(vii) The fermented product is taken out (Fig. 29.1).

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Some alcohols manufactured by yeast fermentation are : Ethyl alcohol, butanol and Biology
glycerol. The same method also yields lactic acid and acetic acid (vinegar).
The yeast extract left after removal of the beverage can be used as animal feed.
It is also a rich source of vitamins.

Notes

INTEXT QUESTIONS 29.1

1. Name three different kinds of microorganisms used in the manufacture of
industrial products.
................................................................................................................
2. Name three products obtained in industries by using microorganisms.
................................................................................................................
3. Name two alcohols produced through fermentation by yeast.
................................................................................................................
4. Name the two methods of inoculation of yeast in the medium.
................................................................................................................
5. Match the items given in columns A with those given in column B.
Column A Column B
1. Bioreactor (a) Butanol
2. Steaming under pressure (b) Fermentation tank
3. Alcohol (c) Autoclave

29.2 YOGHURT AND CHEESE MAKING

At home we add a bit of yoghurt (starter) to milk and it sets. The milk becomes
yoghurt or curd due to the milk curdling enzymes released by the increasing
population of bacteria, Lactobacillus present in the starter. (Table 29.1) On a
commercial scale, making of yoghurt as well as cheese utilises Rennet tablets for
this purpose. Rennin is the milk curdling enzyme obtained from the calf stomach.
This method is not so popular any more.
Whether by bacteria or by rennin when milk is curdled, milk protein casein,
separates from the liquid which is called whey. Lactic acid bacteria convert lactose
in the milk into lactic acid which lowers the pH. Lowered pH causes souring which
is essential for preservation.
Butter can be made by violently shaking (churning) sour milk. The fat globules
separate and form butter. A starter culture of Streptococcus cremosis, Leuconostoc
is added to the milk when butter, yoghurt or cheese are made.

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Biology Table 29.1 Fermenting microbes used for dairy products
Fermented product Fermenting microorganism Description

Yoghurt Streptococcus thermophilus Product made from low or

and Lactobacillus bulgarians non-fat milk and stabilisers
Notes like gelatin added.

Butter Lactococcus lactis Cream is incubated till desired acidity

achieved followed by churning, washing
and salting

29.2.1 Microorganisms and antibiotics

In 1928, Alexander Fleming accidentally discovered that one microorganism can
inhibit the growth of another organism. Selman Waksman 1942 coined the term
antibiotic (anti: opposed to, biotic: living organism)

Antibiotic is a substance produced by a microorganism such as bacteria

or fungi which inhibits the growth of another microorganism. Antibiotics
are generally small molecules with a molecular weight less than 2000
Da. They are not enzymes. The antibiotic interferes with the vital
metabolic processes of the pathogenic bacterium and prevents its
growth and reproduction.

Wide-spectrum and narrow-spectrum antibiotics

Modern medicines have found a specific antibiotic for almost every different
pathogen. Streptomyces bacterium yields some of the most widely used antibiotics
like Chloramphenicol, Erythromycin, Tetracycline etc. These are called broad
spectrum antibiotics and can be used against more than one kind of pathogenic
bacterium. Streptomycin and Penicillin are narrow spectrum antibiotics used
against few pathogenic bacteria.

Drawbacks of antibiotics
Use of antibiotics was a big step in curing infectious diseases - a safe, sure and
relatively inexpensive cure. But even now we find many people suffering from
bacterial diseases. The reasons for this are:
1. Some people are allergic to a particular antibiotic.
2. Some disease causing bacteria undergo mutation and become resistant to a
particular antibiotic to which they were earlier sensitive.

Sources of antibiotics
Some of the common antibiotics and their source organisms are given in table
29.2.

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Table 29.2 Major antibiotics and their sources Biology

Antibiotic group Source

Tetracyclin Streptomyces sp
Chlorotetracycline Streptomyces auriefaciens
Notes
Chloramphenicol S. venezuelae
Cycloheximide S. griseus
Streptomycine S. griseus
Cephalosporin Cephalosporium acremonium
Penicillin Penicillium chrysogenum

29.3 VACCINATION
In 1790, Edward Jenner observed that milkmaids did not get smallpox as they were
exposed to a milder disease cowpox. Jenner infected a boy with cowpox germs and
after two months with small pox germs. The boy did not get small pox. Jenner
proposed that if mild or attenuated (weakened) germs were introduced into the body,
they would not cause the disease. He gave the term vaccine (latin vacca : cow)
or vaccination, for the weakened germ and its protective inoculation.
Today, the principle of vaccination has been extended to prevent attack of many
diseases. When vaccines are made from attenuated disease causing bacteria, they
are termed first generation vaccines. The second generation vaccines have been
produced by genetic engineering or recombinant DNA technology about which you
shall study in the next section. Second generation vaccines for Hepatitis B virus
and Herpes virus are already in use. Vaccines synthesised from chemicals are
termed third generation vaccines.
29.4 PRODUCTION OF VITAMINS
Vitamins are nutrients required in very small amounts for essential metabolic
reactions in the body. Vitamins are produced using biotechnology. Vitamin C was
the first vitamin to be produced during a fermentation process by using bacteria.
B12 or cyanocobalamin and B2 or Riboflavin were obtained from liver extract. The
production of B12 involved fermentation by propionic bacteria. In nature B2 is found
in cereals, vegetables and yeast but the yield of B2 can be enhanced hundred to
three hundred fold by using microbes.
29.5 PRODUCTION OF BIOGAS
Biogas is a new conventional source of fuel. Its use can save fossil fuel (coal,
kerosene, petrol etc.) which are fast getting depleted.
Biogas is made from organic waste including faecal matter. Cowdung or faeces have
lignocellulose. The energy used as fuel comes from methane (CH4). Cowdung
forms the primary source of biogas. In India cowdung is available in plenty in
villages and small scale methane generating plants have been designed.
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Biology Any biodegradable (that which can be decomposed by bacteria) substance can be
fermented anaerobically (in the absence of oxygen) by methane-producing
(methanogenic) bacteria. Cowdung or faeces are collected and put in a biogas
digester or fermenter ( a large vessel in which fermentation can take place). A series
of chemical reactions occur in the presence of methanogenic bacteria (CH4
Notes generating bacteria) leading to the production of CH4 and CO2.
While generating biogas, few fermentation parameters have to be maintained. These
are as follows:
1. Fermentation should be in an anaerobic environment and no free Oxygen should
be present.
2. pH in the fermenter should be close to neutral, around 6.8 to 7.6
3. Methanogenic bacteria are to be used for fermentation.
Several kinds of reactors have been designed. One side of the reactor is for input,
that is, for introducing cowdung or faecal matter into the reactor. Other side of the
reactor has an outlet for removal of biogas: What is left behind is called slurry.
Gas gets stored above the slurry level. Slurry forms excellent manure.
Advantages of biogas
1. Biogas is a fuel used to cook food, light lamps etc.
2. Slurry left after biogas production forms a soil conditioner (manure).
3. Biogas is much cheaper than LPG (Liquefied Petroleum Gas) which we
commonly use these days in our houses.

INTEXT QUESTIONS 29.2

1. Name the bacterium responsible for curdling of milk.
................................................................................................................
2. Who discovered antibiotics?
................................................................................................................
3. What do you mean by second generation vaccines?
................................................................................................................
4. Which was the first vitamin to be produced by fermentation?
................................................................................................................
5. Which bacteria cause the production of biogas?
................................................................................................................

29.6 GENETIC ENGINEERING

An engineer fixes a machine to make it work efficiently. Body is like a machine
and genes, the nucleotide sequences in DNA have the information for products to
run this machine. With progress in molecular biology, techniques have been
developed by which a scientist can now manipulate genetic material, replace genes
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or replace gene products in the body, make identical copies of these genes and store Biology
them in a gene library. This is called genetic engineering.
29.6.1 Importance of genetic engineering
You know that diabetes mellitus is a genetic disorder. A diabetic patient lacks a
gene which has the information for synthesis of insulin, so such a person cannot
Notes
secrete insulin. Take another example. A person suffering from Thalassemia lacks
the gene for haemoglobin and can survive only through frequent blood transfusions.
A person suffering from sickle cell anemia has an altered gene whose product makes
the red blood corpuscles abnormal on exposure to oxygen because they contain
faulty haemoglobin.
Human suffering from genetic disorders such as those cited above have now hope
in genetic engineering. Genetically engineered copies of DNA can be produced and
stored in gene libraries to be used when required.
In the previous sections of this lesson you have studied about the use of microbes
to produce various products on a commercial scale. Currently bacteria are being
genetically manipulated to act as biological factories to produce various kinds of
proteins such as enzymes, hormones, antibodies through genetic engineering.
Researchers have isolated genes which can be used to produce effective vaccines.
Researchers have also developed bacterial strains, through genetic manipulation,
which can degrade harmful environmental pollutants.
29.6.2 Recombinant DNA technology
Genetic engineering may be defined as construction and utilisation of new DNA
molecules that have been engineered by recombinant DNA techniques. The
technique of genetic engineering is in the production of recombinant DNA.
Recombinant DNA, as the name suggests, involves cutting a piece of original DNA
and inserting in its place a different segment of DNA. The recombined or
recomposed DNA is then copied multifold inside bacterial cells and stored in a gene
library for use when required. The multiple copies of the gene are termed cloned
DNA or cloned genes.
Causing genetic change by artificially manipulating DNA is genetic
engineering.

Clone is a group of genetically identical cells. Such cells are descendents

of a single cell. When a bacterium with recombinant DNA divides
several times, it provides a clone containing a specific segment of DNA
from another species.
The production of genetically identical individuals or genetic material
from a single cell is called cloning.
Recombinant DNA technology resulted from the two discoveries made while
experimenting with bacteria :
(i) presence of plasmids or extra chromosomal DNA fragments in the bacterial
cell which replicate along with bacterial DNA and can be used as a vector
for carrying foreign DNA.
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Biology (ii) presence of specific restriction enzymes which attack and cut DNA at specific
sites.
29.6.3 Tools and steps in recombinant DNA technology
Recombinant DNA technology is a cut and paste technology. Specific nucleotide
Notes sequences are cut from the DNA of humans, other animals or plants and pasted
into plasmids. DNA of the plasmid carrying nucleotide sequence of another
organism is the recombinant DNA. It is then inserted into bacteria. Bacteria divide
repeatedly and a clone of bacteria with the recombinant DNA is obtained.
Five requirements for recombinant DNA technology are:
(i) Cell culture (ii) Restriction endonuclease enzyme
(iii) Plasmids (iv) Ligases
(v) Host bacteria
(i) Cell culture : Cultured cells of an animal or plant (or even a bacterium)
carrying the required gene (nucleotide sequence of DNA) in its nucleus.
(ii) The enzyme Restriction endonuclease : Restriction endonucleases cut short
specific DNA sequences. There are many different restriction endonucleases
found in bacteria. Each of these enzymes very specifically recognises a
particular DNA sequence (usually 4 to 6 bases) and cuts it. These enzymes
are the molecular scissors. Either they cut both the strands at the same place
or at different places so that the two DNA strands hang out at the two ends.
Two cuts at the two ends of a DNA segment releases the cut part as the
restriction fragment. The ends are single stranded and called sticky ends.
Thus a piece of DNA containing a particular gene can be obtained by selecting
a particular restriction endonuclease.
(iii) Plasmids : Plasmids are extra chromosomal DNA molecules in a bacterial
cell which have sequences matching those of the required gene and can be
similarly cut by the same restriction enzymes. Plasmids can readily enter
bacteria, yeast or other speedily reproducing cells.
(iv) DNA ligase : It is an enzyme which can seal one DNA fragment with another
DNA segment, both having sticky ends. Ligase is the molecular glue.
(v) Host Bacteria : Host bacteria are the bacteria whose plasmid is used for
carrying foreign DNA.
Sequences of steps in recombinant DNA technology:
1. Specific restriction enzyme is selected.
2. Cell culture with required gene in the cells is obtained.
3. Restriction enzyme cuts the DNA at two ends of the specific gene and a
restriction fragment is obtained (Fig. 29.2 a, c)
4. Same restriction enzyme cuts a matching DNA sequence from a plasmid
(Fig. 29.2 b, d)
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5. Ligase joins the restriction fragment in the place vacated by the cut DNA Biology
segment of the plasmid. The plasmid becomes a recombinant plasmid containing
a foreign DNA fragment (Fig. 29.2 e, f). Its DNA is the recombinant DNA. Since
plasmids can carry foreign DNA, they are called clonal vectors. Bacteriophages
(viruses) can also function as clonal vectors.
6. The recombinant plasmids then enter the bacteria. Notes

7. Bacteria divide. Recombinant plasmids replicate along with bacterial DNA.

8. A large population of bacteria (more than a million) containing recombinant
DNA can be obtained in less than ten hours.
9. Multiple identical copies of DNA fragments inserted into plasmids or
bacteriophage (bacterial virus) then obtained and preserved in a DNA library.
10. These DNA fragments are the cloned DNA.

Fig. 29.2 Steps in formation of multiple copies of recombinant DNA for DNA library

INTEXT QUESTIONS 29.3

1. Define genetic engineering.
................................................................................................................
2. What is a clone?
................................................................................................................
3. What do you mean by the term recombinant DNA?
................................................................................................................
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Biology 4. Where are plasmids found?
................................................................................................................
5. Why are restriction enzymes called molecular scissors?
................................................................................................................
Notes 6. Name the enzyme which joins DNA fragments.
................................................................................................................
7. What is a clonal vector?
................................................................................................................
8. What do you mean by a recombinant plasmid?
................................................................................................................

29.6.4 Applications of genetic engineering

1. Protein manufacture
You would recall from earlier section of this lesson that bacteria and yeasts have
been used for centuries to produce cheese, alcohol, etc. and more recently antibiotics,
etc. Currently, plasmids in bioengineered bacteria carry some human genes and these
genes are expressed to give large quantities of human proteins which are clinically
useful. The development of recombinant DNA technology and gene cloning has
generated a new industry for manufacturing proteins. Earlier valuable proteins could
be obtained from eukaryotes in small amounts and at heavy expense, but now these
can be produced in large quantities. For example, until sometime back growth
hormone was available only in tiny amounts and was extremely expensive as it had
to be extracted from endocrine glands. Today, it can be made available in large
quantities through recombinant DNA technology. In 1982 production of human
insulin became the first commercial success of recombinant DNA technology.
There are several proteins of therapeutic (medical) value which are available now
through recombinant DNA technology. These are cloned human gene products
approved for use or being developed. Following table 29.3 gives the names and
uses of some of these:
Table 29.3 The names of proteins and their uses
Protein Used in
1. Insulin Diabetes mellitus
2. Growth hormone Pituitary dwarfism
3. Erythropoietin Anaemia
4. Interferons viral infections
5. Interleukin 2 Cancer
6. Clotting factor VIII Haemophilia A
7. Clotting factor IX Haemophilia B
8. Monoclonal antibodies Infectious diseases
9. Tissue Plasminogen factor Heart attack

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2. Enzymes have also been produced from cloned genes. The following table 29.4 Biology
gives the names of such enzymes and their uses:
Table 29.4 The names of enzymes and their uses
Enzymes Used in
Proteases manufacture of detergents, meat tenderisers. Notes
Amylases manufacture of beer, bread and textiles
Glucoisomerases to make corn syrup, which is sweeter than sucrose
and used to flavour soft drinks
Enzymes are fragile and have to be entrapped in gel and encapsulated in small
artificial cells.
3. Antibiotics
Since the discovery of Penicillin in 1920s, more than 6000 antibiotics have been
isolated from various microorganisms and have resulted in an enormous improvement
in human health. Research is in progress to genetically engineer biosynthetic
pathways for the synthesis of antibiotics. Novel antibiotics have also been obtained
through genetic manipulation.
4. Vaccines
Bioengineered vaccines have been developed for rabies and hepatitis B. A gene for
the antigen protein is inserted into a plasmid and the bacteria containing recombinant
DNA then generate large quantities of the protein. The protein is added to the
vaccine. Antibodies immediately form against the antigen when vaccinated.

INTEXT QUESTIONS 29.4

1. Name any two proteins and ,two enzymes obtained by recombinant DNA
technology.
(i) ............................................ (ii) ..............................................
2. How is recombinant DNA technology useful for pharmaceutical companies?
................................................................................................................
3. Name any two diseases for which bioengineered vaccines have already been
developed.
(i) ............................................ (ii) ..............................................

29.8 TRANSGENE AND TRANSGENIC

Genetic engineering has made possible production of organisms of one species
carrying genes of another species. The foreign gene is called a transgene. The plant
or animal carrying it is termed as transgenic.
Genetically engineered organisms carrying foreign genes are termed
transgenics.

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Biology 1. Usefulness of transgenic organisms
1. For a better yield desirable traits can be introduced or increased in agricultural
plants and domestic animals, especially the cattle.
2. Valuable products can be produced by transgenic plants and animals.
Notes 3. Transgenic plants and animals can be used for investigating biological processes
such as gene expression.
2. Methodology for production of transgenics
There are two methods which are mostly used for generating transgenics:
(i) Microinjection of foreign DNA into pronuclei of fertilised eggs.
(ii) Retroviral vector method. Infection of pre-implantation embryos with
retroviruses carrying foreign DNA.
The first method has the following steps:
(i) Collection of oocytes from the animal killed in slaughter house or surgically
from female parent cell.
(ii) In-vitro maturation of oocytes.
(iii) In-vitro fertilisation with male semen.
(iv) Eggs (oocytes) to be centrifuged to concentrate yolk which in normal cells
prevents male pronuclei from being seen under the dissecting microscope.
(v) Microinjection of input DNA into male pronuclei (Fig. 29.3). Usually
hundred to thousand copies of the gene of interest are injected.
(vi) In-vitro development of embryos.
(vii) Non-surgical implantation of one embryo into a recepient foster mother.
(viii) Screening of DNA of the offspring of foster mother for presence of transgenes.
(ix) Offspring with the transgenes are the transgenic organisms.

Fig. 29.3 Microinjection of input DNA into male pronucleus

In the second method called the retroviral vector method, DNA required to be
transferred into the female is introduced through the retrovirus which infects the
cells of an early stage embryo before implantation into a receptive female.
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Transgenic plants Biology

By recombinant DNA techniques, plant breeders can now directly modify the DNA
of plants. They can add genes from other species to the plant. The most popular
method for doing this is to produce a transgenic plant by the use of Agrobacterium
tumefaciens. It is a soil bacterium which has a natural genetic engineering system. Notes
It has a plasmid which can be inserted into plant cells. Agrobacterium tumefaciens
causes galls (tumours) (Fig. 29.4) in several plants. The information for production
of galls is present on a plasmid, (T1) in the bacterium. A segment of DNA from
the plasmid can be transferred into plant cell and transform them. In the T1 plasmid,
gall forming genes can be removed and substituted by deserved genes. The plasmid
can then be used to transform plant cells. Such foreign genes in the chromosomes
of transformed plant cells can normally be expressed (Fig. 29.4).

Fig. 29.4 Gall caused on turnips by bacteria carrying T1 plasmid

Examples of transgenic plants

(i) Cotton which can resist attack by worms.
(ii) Corn and soybean which are more tolerant to draught and pesticides.
Transgenic plants can also serve as factories to produce medically and commercially
useful proteins. Serum albumin is used in preparations given to patients with burn
injuries and others for replacement of body fluid. Genetically altered potato and
tobacco plants can yield-serum albumin.

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Biology Transgenic animals
Mice : It is difficult to generate transgenic animals as animal cells do not accept
plasmids. Transgenic mice are however routinely produced in the laboratories
throughout the world by microinjecting foreign DNA. Gene for growth hormone
from rats was microinjected into mouse eggs. These mice grew larger than their
Notes
little mates. This was because rat gene got integrated into mouse DNA and was
being expressed. (Fig. 29.5).

Fig. 29.5 Transgenic mouse compared to normal mouse

Goats : Transgenic goats have been developing from a fertilised egg injected with
recombinant DNA consisting of goat gene sequences spliced with human genes for
tPA (tissue plasmanogen activator). Goat milk contains this factor which dissolves
blood clots. This has proved very useful for heart attack (coronary thrombosis) and
stroke patients.
Cattle : Transgenic livestock have the potential to produce large quantities of drugs
faster and at much cheaper rates than from bacteria which have to be cultured in
huge industrial vessels.
Chinese hamster : Blood clotting factor VIII genes have been inserted in chinese
hamster ovary cells. This factor saves the patients suffering from haemophilia A.
Blood clotting factor generated through the recombinant DNA technology in
Chinese hamster eliminates the need to get it from human blood as also the risk
of transmitting AIDS.

29.8.1 Bioremediation (remedy through organisms)

Genetically engineered bacteria can clean up pollutants from the environment. This
is called Bioremediation. The transformed bacteria metabolically breakdown toxic
pollutants to harmless compounds.
Mercury resistant bacteria process metallic mercury (which damages the nervous
system) into a nontoxic compound.
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Biology

INTEXT QUESTIONS 29.5

1. Define a term transgenic.
................................................................................................................
Notes
2. Name the gall producing bacterium and the plasmid which can be conveniently
used to produce transgenics.
................................................................................................................
3. What is bioremediation?
................................................................................................................

29.9 HUMAN GENE THERAPY

Many people are born with and suffer from diseases such as sickle cell anaemia,
haemophilia, severe combined immuno deficiency (SCID), colour blindness etc.
Such diseases are caused due to genetic defects. These genetic defects are
hereditary. It has been estimated that around 2000 children in India alone are born
every day with genetic disorders. Let us learn about the methods of removal and
correction of genetic defects.
29.9.1 Gene function
Genes play a number of different roles in the proper functioning of an organism
by (a) controlling synthesis of enzymes involved in biochemical reactions, (b)
regulating their synthesis such that the right enzyme appears at the right time.
Sometimes genes may not function properly due to some irregularity or defect in
their structure. This may lead to genetic disorders. A defective gene may appear
in an individual in the following two ways:
(i) Certain genes are inherited and the defect runs in the family. For example :
Colour blindness, haemophilia, sickle cell anaemia.
(ii) A gene becomes defective all of a sudden due to mutation during early
development. For example : Albinism (non-heritable).
A gene mutation may alter the synthesis or activity of an enzyme needed for the
normal completion of chemical reactions or for the normal functioning of an
organism.
The consequences are :
(i) accumulation of the metabolic substances that are toxic, or
(ii) deficiency of a compound that is important for normal cell functioning.
There are mutations that can lead to disorders in any part of the body, including
muscles, eyes, liver, bones, kidneys, nerves, blood system etc. Under normal
conditions, genes work in total harmony completing their specific job of converting
a raw material to a finished product, by synthesising specific enzyme.
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Biology Normal gene functioning

Gene A Gene B Gene C

Enzyme A Enzyme B Enzyme C
Notes
Substrate Product A Product B End Product

(Intermediate Products)
Defective Gene Functioning
Sometimes, absence of a gene or defect in a single gene may result in defective
metabolism and a desired product may never be formed, or there will be a harmful
collection of certain material.

Gene A Gene B (defective or absent)

Enzyme A No Enzyme

Substrate Product A No Product B No End Product

This results in accumulation of unuitilised product A and end produces is not

produced.
You will be concerned to note that a number of human disorders are caused due
to single gene defects., Following- table 29.5 gives an idea of some such diseases,
the missing or defective gene products and the symptoms.
Table 29.5 Some Common Single Gene Defects
Disease Gene Product Symptoms
(i) Severe Combined Absence of adenosine Loss of immunity,
Immuno Deficiency deaminase T lymphocytes and B
syndrome (SCID) lymphocytes in low count.
(ii) Haemophilia Absence of blood clotting Defective blood clotting,
factor VIII chronic bleeding in joints.
(iii) Sickle Cell defective chain of damage to heart,
anaemia haemoglobin spleen, kidney, liver and brain
(iv) Phenylketonuria (PKU) Accumulation of Severe mental .retardation,
aminoacid phenyl albinism (lack of pigmentation)
alanine in blood
29.9.2 Gene therapy
Most of the genetic disorders may result in serious complications, health problems
and untimely death. If somehow defective genes could be manipulated to remove
such ailments, it will be a great boon to the human society. Attempts are being made
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to develop techniques that can replace the defective genes, or enhance their action. Biology
Word therapy means treatment and a way to treat defective genes can be called Gene
therapy. Human gene therapy can be defined in a number of ways.
Gene Therapy is a technique in which a patient (sufferer) is given healthy genes
to replace the defective ones inherited from the parents, or to enhance the action/
reaction of the genes they already have. Notes

Gene therapy
Replacement and alteration of defective gene is called
Gene therapy.
Human gene therapy (previously known as human genetic engineering) in a broad
sense is the addition of functional normal gene or genes to the genetic material
contained in the human cell. This is with the aim of correcting an inherited defect.
The ultimate goal is to let protein assembling unit of the cell make desired proteins
needed for the normal functioning of an individual. It is like supplying a patient
with the necessary gene product formed within the cells by the patients own body.
Gene therapy in a way regulates and restores the normal gene expression in response
to the needs of the affected person. So far there had been no treatment for the genetic
defects which can only be corrected by the gene treatment or the gene therapy.

INTEXT QUESTIONS 29.6

1. What causes the alteration of normal functioning of a gene ?
................................................................................................................
2. Name two single gene disorders in human beings.
................................................................................................................
3. State which cells have a low count in Severe Combined Immuno Deficiency.
................................................................................................................
4. Define gene therapy.
................................................................................................................
29.9.3 Approach to human gene therapy
There are two basic approaches to human gene therapy:
(i) Somatic gene therapy, and
(ii) Germ-line gene therapy.
(i) Somatic (body cell) gene therapy
Once a normal gene has been cloned, it can be used to correct a genetic defect.
Body cells are targeted for genetic transformation (defective gene transformed to
normal). This approach helps in the correction of a genetic defect confined to a
specific organ or tissue.
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Biology (ii) Germ line (sex cell) gene therapy
In this approach, cells of germinal epithelium or gametes or zygote are genetically
modified to create an individual that will carry remedial gene(s) in the following
generation. Presently all research on human gene therapy is directed towards
correcting gene defects in somatic cells (non-sex cells). Somatic gene therapy can
Notes be grouped under the broad categories of :
(a) Ex-vivo gene therapy,
(b) In-vivo gene therapy, and
(c) Antisense gene therapy.
(a) Ex-vivo (outside the body) gene therapy:
This type of therapy usually involves the use of cells (with defective gene) taken
from the patient. After the gene alteration when the same cells are transfused
(transferred back), no immunological response takes place. The steps involved in
the procedure are :
1. Isolating cells with gene defects from a patient.
2. Growing the isolated cells in culture.
3. Altering the isolated cells with remedial gene.
4. Selecting, growing and testing the altered cells.
5. Transplanting or transfusing the altered cells back into the patient (Fig. 29.6).

Fig. 29.6 Steps in the Ex-vivo gene therapy

Vectors such as retrovirus are used for the integration of normal gene in the host
gene. Stem cells of the bone marrow are continuously producing new cells. If such
cells are taken and put back after alteration, to remove genetic defects, these cells

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can divide and differentiate into various important cells such as B cells and T cells, Biology
macrophages, red blood cells, platelets and bone cells.
Genetically engineered stem cells on transplanting back into the patients body
result in a continuous supply of the required gene product. The technique can be
used in the treatment of the following genetic disorders:
Notes
(i) Severe Combined Immuno Deficiency (SCID).
(ii) Sickle cell anaemia.
(iii) Thalassemia
(iv) Certain tumours.
(b) In-vivo (within the body) gene therapy
This type of gene therapy includes direct delivery of a remedial gene into the cells
of a particular tissue of the patient. Adenovirus, double stranded DNA virus, is being
used as a vehicle for transferring the remedial gene, (Fig. 29.7). The viruses used
are weak enough to cause any disease. These tissue specific virus integrates with
the host genome and can only infect dividing cells and not the other healthy cells.
This therapy may become useful in the treatment of cancer, Alzheimers disease
and Parkinsonss disease.

Fig. 29.7 Steps in In-vivo gene therapy

(c) Antisense Therapy
You have learnt the steps involved in protein synthesis - which are transcription
and translation.
This therapy is designed to prevent or lower the expression of specific gene thus
limiting the amount of translation of protein from the over producing gene.

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Biology This therapy involves the introduction of nucleic acid sequence that is complementary
to all or part of m-RNA (messenger RNA formed in the target cell) into the cells
overproducing the gene product (Fig. 29.8). This therapy will prove useful in certain
human genetic diseases and cancers where too much of a gene product or its
continuous presence changes the normal functioning of the cell. It has been tried
Notes for treatment of malignant glioma or brain tumour. Flavr-savr tomato with a long
shelf life has been produced by this technique.

Fig. 29.8 Antisense gene therapy

Antisense gene therapy

An expressible gene is cloned in its reverse (order) orientation and is introduced
into a cell. The RNA thus transcribed forms the antisense sequence of normal
mRNA. When the antisense RNA base pairs with the mRNA, translation of the
mRNA is prevented. The antisense RNA does not contain signals for the initiation
of translation.
29.9.4 Gene TherapyHow Far?
The possibility of being able to genetically engineer humans has always been the
aim of certain researchers. Somatic cell gene therapy is in its early stages of
becoming a mode of treatment for a number of genetic and other diseases such as
(i) AIDS
(ii) Haemophilia
(iii) Atherosclerosis
(iv) Leukaemia
(v) Lung cancer
(vi) Severe Combined Immuno Deficiency-SCID
Germ line gene therapy is not being currently practised. Any manipulation in the
genetic material of sex cells may introduce unforeseen characters with alarming
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consequences in the offspring. Gene therapy is an expensive and time consuming Biology
therapy available only in few advanced countries.
Gene therapy has the following limitations
(i) Research is limited to only somatic cells. Treated individuals can not pass the
genetic improvement to offspring. Notes
(ii) There could be a possibility of random integration of DNA into a human
chromosome leading to inactivation or activation of a normal gene. This may
result in either deficiency of an important enzyme or uncontrolled cell division
leading to cancerous growth.
(iii) Planned procedure has to meet strict safety standards in animal trials.
(iv) Target diseases have to be limited to those that involve known defects in a
single gene, and the normal gene must be cloned and be available for
transplant.

INTEXT QUESTIONS 29.7

1. State the two approaches to human gene therapy.
................................................................................................................
2. Name the three categories of somatic cell gene therapy.
(a) ............................ (b) ............................. (c) .............................
3. Name any two genetic diseases that can be treated by somatic gene therapy.
(i) .................................................. (ii) ....................................................
4. What is the direct delivery of the corrected gene into the tissue of the patient
by the use of Adenovirus called?
................................................................................................................

WHAT YOU HAVE LEARNT

l Biotechnology is the application of scientific knowledge by industries that

produce biological products like food supplements, enzymes, drugs etc.
l Yeasts (Fungi), moulds (Fungi) and bacteria are important microorganisms used
in industries.
l Yoghurt, alcoholic beverages, antibiotics, vaccines and biogas can be obtained
on a commercial scale by the use of microorganisms.
l Fermentation is a process by which sugar is converted into alcohol and CO2
by bacteria and yeast.
l Fermentation by the yeast Saccharomyces yields beer and butter milk.

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MODULE - 5 Biotechnology
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Biology l In fermentation on large scale, bioreactor and nutrient medium are sterilised by
autoclaving. Yeast is inoculated into the medium by support growth system or
suspended growth system.
l Yoghurt is made of milk set by a bacterium Lactobacillus. Rennet tablets made
from calf stomach or ficin from sap of fig trees are used for setting milk into
Notes curd.
l Bacteria also yield antibiotics as was discovered by Alexander Fleming.
Waksman gave the term antibiotic.
l An antibiotic attacks and terminates a vital step in the metabolic pathway of
the pathogenic bacterium which then stops growing.
l Vaccines are prepared (a) from weakened or attenuated germs (first generation
vaccines), (b) by recombinant DNA technology (second generation vaccines),
or (c) synthetically (third generation vaccines).
l Vitamins may also be generated through fermentation.
l Biogas is made by the action of methanogenic bacteria on waste matter such
as the faeces of humans or of cattle.
l Genetic engineering is defined as construction and use of DNA molecules
engineered by recombinant DNA technology.
l Recombinant DNA (r-DNA) technology resulted from the discovery of
(i) plasmids, and (ii) restriction enzymes.
l Tools of r-DNA technology are cell culture, restriction enzymes, plasmids,
ligase and host bacteria.
l Recombinant DNA technology may be used to obtain commercially proteins
such as insulin, clotting factors, monoclonal antibodies, enzymes, antibodies
and vaccines, etc.
l Genetically engineered organisms carrying foreign genes are called transgenics.
l Transgenic plants may be obtained by using the T1 plasmid of the bacterium
Agrobacterium tumefaciens.
l Transgenic animals are produced by microinjection of foreign DNA into
fertilised eggs or by using retrovirus for introducing foreign DNA into early
embryonic stages.
l Genetically engineered bacteria can clean up pollutants from environment. This
is called bioremediation.
l A mutated gene in a cell may result in some form of genetic disorder/disease.
Sickle cell anaemia, Haemophilia, SCID etc. are some single gene human
disorders.
l Addition of a normal functioning gene to the defective cells to correct the
genetic disease is called gene therapy.
l Treatment which is applied to body cells excluding germ line cells is called
somatic gene therapy.
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l There are three main therapeutic approaches to gene therapy : (a) ex-vivo gene Biology
therapy, (b) in-vivo gene therapy, and (c) antisense gene therapy.
l Ex-vivo gene therapy includes addition of corrected genes through retroviral
cloning vectors.
l In-vivo gene therapy includes direct delivery of corrected genes into the tissues Notes
by use of adenovirus.
l Antisense therapy is designed to prevent or lower the expression of gene in order
to have less accumulation of a gene product.
l Gene therapy has certain limitations such as (i) somatic cell gene therapy can
not rectify subsequent generation, (ii) random integration of DNA from outside
may interfere with normal gene, (iii) strict safety standards are to be maintained,
(iv) proper clones of requisite genes have to be available.

TERMINAL EXERCISES
1. Define biotechnology.
2. How are alcoholic beverages produced by fermentation? Mention the steps
in the process.
3. How can you make cheese and curd on a large scale?
4. What are antibiotics? Name five antibiotics and their sources.
5. How are different generations of vaccines produced?
6. Describe the steps in the production of biogas and mention the precautions
to be taken.
7. Enumerate in a sequence the steps in recombinant DNA technology.
8. Describe the uses of genetic engineering.
9. How can a transgenic animal be obtained?
10. Write a note on bioremediation.
11. Define the term gene therapy. Under what condition does it become necessary
to opt for such a therapy ?
12. What is meant by human somatic gene therapy? How does it differ from the
germ line gene therapy? Which of the two has been successful so far and why?
13. Discuss in brief the different types of somatic gene therapy.

ANSWERS TO INTEXT QUESTIONS

29.1 1. Fungi, yeast, bacteria
2. Alcohol/antibiotics/curd/cheese/vitamins/vaccines/biogas (any three)
3. Ethanol/Butanol/Glycerol (any two)
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Biology 4. Support growth system and suspended growth system
5. 1-b, 2-c, 3-a
29.2 1. Lactobacillus
2. Alexander Fleming
Notes 3. Vaccines produced by the use of recombinant DNA technology
4. Vitamin C
5. Methanogenic bacteria
29.3 1. Construction and use of novel DNA molecules obtained by recombinant
DNA technology.
2. Clone is a collection of genetically identical cells obtained by asexual
division of a cell.
3. When a fragment of foreign DNA is inserted in DNA of a phage or
plasmid, DNA of the latter is called r-DNA.
4. In bacteria
5. Because they can cut specific sequences of DNA. (6) Ligase.
7. A phage or plamid which can carry foreign DNA and divide along with
the bacterium whose part it is.
29.4 1. (i) Insulin, Growth hormone (ii) Proteases, Amylases
2. Antibiotics, vaccines and proteins of clinical value can be manufactured
abundantly.
3. Rabies and hepatitis B
29.5 1. An organism containing foreign DNA in its genome
2. Agrobacterium tumefaciens and T1 plasmid.
3. Bioremediation is removal of pollutants in the environment with the use
of genetically engineered bacteria.
29.6 1. Mutation
2. Haemophilia, Sickle cell anaemia, SCID (Any two)
3. B-cells and T-cells
4. Replacement and alteration fo defective gene is called gene therapy.
29.7 1. Somatic and Germ line cells
2. In-vivo gene therapy, Ex-vivo gene therapy and Anti-sense gene therapy
3. Thalassemia, certain types of cancer
4. In-vivo gene therapy

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30 Notes

IMMUNOBIOLOGY : AN
INTRODUCTION
We all get infections, but some of us fall sick more frequently than others. This
is related to the immune system. Proper functioning of immune system protects
us from the infections. On the other hand its malfunctioning provides opportunity
to infectious agents for causing diseases. Besides protection from infection, immune
system also performs a number of other functions. It is about all this that you will
learn in this lesson.

OBJECTIVES
After completing this lesson, you will be able to :
l define the term immunity;
l explain the concept of self and non-self;
l describe the types of defence mechanisms in the body;
l describe the types of immunity;
l list and describe various cells of the immune system;
l differentiate between cellular and humoral immunity; innate and acquired
immunity;
l describe various components of the immune system;
l explain the concept of immunization (vaccination) and list various types of
vaccines.

30.1 IMMUNITY
Immunity is broadly defined as the capacity of the body to recognize materials
as foreign to itself and to neutralize, eliminate or metabolize them with or without
injury to its own tissues.
Immunobiology is the study of organization and functioning of immune
system. Immune system provides immunity (protection against
diseases).

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Jenner, the father of immunology
Edward Jenner (1749-1823) is considered to be the father of modern
immunobiology. He demonstrated that inoculation of cowpox crusts
afforded protection to humans against smallpox. He observed that milkmaids
Notes who recovered from cowpox never contracted the disease smallpox. Hence
the name vaccination from the Latin word Vacca for cow came into beng.
The milkmaids and the vaccinated individuals were protected from smallpox
virus. Such protection gave them what is called `immunity to smallpox,
although Jenner neither knew the actual causative agent of this disease nor
the actual mechanism of protection.

Concept of Self and Non-Self

The basis of the above mentioned protection was the ability of the immune system
of the milkmaid and vaccinated individuals to distinguish between self (their own
tissues) and non-self components of the outsiders i.e. the smallpox virus) in this
context.
An individual induces a physiological response (immune response) to substances
that are different from self components. For example an immune response is
induced against pathogens (bacteria, virus, fungi and parasites) attacking body of
the host.
Let us now learn about the different ways by which the body defends itself from
pathogens and other harmful substances.
30.2 DEFENCE MECHANISMS IN THE BODY
There are four defence mechanisms in our body :
1. Immunity to defend the body from infections.
2. Metabolic defence to metabolize and detoxify foreign chemicals.
3. Stoppage of bleeding (Haemostasis) and thus preventing blood loss.
4. Resistance to stress mainly through release of hormone.
Immunological defence is the most important defence mechanism. It provides
protection against various infective agents e.g. virus, bacteria, fungi and parasites
and also against the development of a tumour.
Thus immunological defence serves three main functions :
1. Defence against microorganisms.
2. Recognition and destruction of mutant cells (Surveillance).
3. Removal of damaged or non functional cells to maintain normal state
(Homeostasis).

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INTEXT QUESTIONS 30.1

1. Who is considered as father of immunobiology?
............................................................................................................................
Notes
2. What are the three main functions of immunological defence?
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................
3. Define immunology.
............................................................................................................................

30.3 IMMUNE SYSTEM

By now, you are aware that immunity to infection is one of the most important
factors facilitating survival of an individual. Immunity is mainly provided by a
complex network of cells, tissues and soluble factors. This network is collectively
referred to as the immune system. Cells participating in the immune response
are organized into discrete lymphoid tissues and organs and spread throughout
the connective tissues of non-lymphoid organs.
1. Tissues and Organs involved in the Immune System
Lymphoid organs are divided into two groups :
(i) Central lymphoid organs or primary lymphoid tissue. Example : Thymus and
bone marrow.

Fig. 30.1 Major lymphoid organs and tissues.

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Biology (ii) Peripheral lymphoid organs or secondary lymphoid tissue. Examples spleen,
Payers patches, tonsils, lymph nodes and mucosa-associated lymphoid tissue
(MALT), which is associated with the respiratory system, urogenital and
alimentary canal (Fig. 30.1).
Notes 2. Cells of Immune System
(i) Lymphocyes (Lymphoid cells)
All these are initially derived from the hemopoietic (blood cell producing) stem
cells of bone narrow. Stem cells mean undifferentiated cells which can undergo
unlimited division and can give rise to one or several different cell types. Bone
marrow stem cells also differentiate to produce erythrocytes (red blood cells),
thrombocytes (blood platelets), granulocytes and monocytes (white blood
cells).
(ii) The macrophage
These are derived from monocytes.
Lymphocytes are the major cell types responsible for performing the immune
functions. About 1012 lymphocytes constitute the mature lymphoid system in
humans. Functionally, lymphocytes are divied into two sub-classes:
(i) B-cells or B-lymphocytes
(ii) T-cells or T-lymphocytes
Morphologically, these cells cannot be differentiated, but functionally these are
distinct. Cells of immune system are differentiated on the basis of presence or
absence of specific cell surface markers.
(a) B-Cells (B-lymphocytes)
Main functions of B-cells
1. Initiate antibody-mediated immune response.
2. Transform into plasma cells which secrete antibodies.
Origin of B-Cells
B stands for Bursa. Studies in birds showed that the bursa of Fabricius, a hind-
gut lymphoid organ was the site of early development of antibody-producing cells.
These cells are therefore termed as B-cells (B derived from bursa of Fabricius).
B-cells mature in the bone marrow and then are carried by the blood to the
peripheral lymphoid organs. In mammals, B-cells lineage are initially generated in
foetal (embryonic) liver. This process begins during the 8th week of human gestation
(pregnancy). The foetal liver continues to be the major site for production of the
B-cells, until well into second trimester (4-6 months of pregnancy). Stem cells then
populate the bone marrow and thereafter the B-cells are continuously produced in
the bone marrow throughout the life (Fig. 30.2).
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Notes

Fig. 30.2 Origin of B and T Cells

Characteristics of B-cells
(i) B-cells display immunoglobulin as an integral proteins of their cell membranes.
(ii) This surface immunoglobulin (antibody) acts as the receptor for antigen
specific to it.
(iii) B-cells are responsible for the production of antibodies. Activated B-cells
transform into plasma cells (Fig. 30.3). You will learn about antigen and
antibody in the next section of this lesson.

Fig. 30.3 B-cell differentiation and antibody production.

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Plasma cells produce thousands of antibody molecules per second
before they die in a day or so.
Some of the B-cells progeny do not differentiate into plasma cells but rather become
memory cells which produce antibodies in the event of the antigen re-appearing
Notes again in future.

(b) T-Cells (T-lymphocytes)

In contrast to B-cells, other lymphocytes leave bone marrow in an immature state
during foetal and early stages of life. These are carried to the thymus, mature in
this organ, and then they migrate to the peripheral lymphoid organ. These cells
constitute the second major class of lymphocytes, the
T-lymphocyte or T-cells. T derived from thymus. Production of T-cells is
completed early in life, but like B-cells, they also undergo mitosis in peripheral
lymphoid organs, the daughter cells being identical to the original T-cells.
Main functions of T-cells
(i) Regulate immune response.
(ii) Mediate cell-mediated immune (CMI) response.
(iii) Induce B-cells to produce antibody.
T-cells are functionally classified into three categories (TH, TC, TS)
1. Helper T-cells (TH)
Promote response of B-cells resulting in antibody production (activate other T-
cells).
2. Cytotoxic T-cells (TC)
Kill virally infected cells and tumour cells.
3. Suppressor T-cells (TS)
Suppress helper T-cells and may also be B-cells to limit/regulate activity of the
latter.
Thus we see that T-cells mediate two general types of immunological functions
: effector and regulatory.
Structurally, T-cells are differentiated on the basis of presence or absence of some
specific surface molecules (T-cell receptors). B-cells and T-cells work in cooperation.

INTEXT QUESTIONS 30.2

1. Name the two categories of immune cells.
(i) ..................................................................................................................
(ii) ..................................................................................................................

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2. Name the organ found in birds where B-cells are produced. Biology

............................................................................................................................
3. Write the two main functions of B-cells.
(i) ..................................................................................................................
Notes
(ii) ..................................................................................................................
4. Name the cells responsible for synthesis of antibodies.
............................................................................................................................
5. What is the function of T-helper cells?
............................................................................................................................

30.4 ANTIGEN AND ANTIBODY

While discussing about self and non-self, we got a broad idea of antigen. Let
us learn more about it.
30.4.1. Definition and Properties of an antigen
An antigen is any foreign molecule that can trigger a specific immune
response.
Most antigens are either proteins or very large polysaccharides. Another term
immunogen is also used for antigen. However, there is a slight difference between
the two. Immunogen describes a molecule that provokes an immune response while
antigen describes a molecule which reacts with the antibody produced.
Paratopes and Epitopes : The part of antibody molecule which makes contact with
the antigen is termed the paratope. The part of antigen molecule that makes contact
with paratope is called the epitope. There may be a series of epitopes on an antigen.
Such epitope clusters are called antigenic determinant.
Requirements for becoming an antigen :
l. Substance should be foreign to the host.
2. Molecular weight of molecule should be 10,000 Dalton or more.
3. It should possess chemical complexity.
30.4.2 Antibody : Definition and properties
Antibody is a protein molecule produced in animals in response to an antigen.
Antibodies belong to the category of proteins called immunoglobulin. Each
antibody molecule is composed of four interlinked polypeptide chains. The two long
chains are called heavy chains, and the two short chains are called light chairs An
antibody has a stem called Fc portion which comprises the lower half of the
two heavy chains, and two prongs (the amino acid sequences that bind antigen).
The amino acid sequences of Fc portion are identical (constant) for all
antibodies of same class. In contrast amino acid sequences for antigen binding
site vary from antibody to antibody in a given class (Fig. 30.4)
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Notes

Fig. 30.4 Antibody structure

30.4.3 Type of immunoglobulins

l There are five major classes of antibodies (or immunoglobulins) distinguished
by the amino acid sequences in the heavy chains. These classes are designated
as Ig, IgA, IgE, IgG and IgM (1g = Immunoglobulin)
l They also differ in their molecular weight and function.
l IgG is found in highest concentration (almost 75% of the total immunogloblulins
in humans).
l Antibodies are produced by plasma cells which are differentiated B-cells. Each
B-cell type produces antibodies which react with a particular epitope of antigen.
l Secreted antibodies travel all over the body through blood and reach antigens
of the kind that stimulate the immune response, combine with antigens (Fig.
30.5) and then direct an attack (by phagocytes cells which eat up foreign
material) and complement that eliminate the antigen or the cells bearing them.

Fig. 30.5 Antigen-antibody binding

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30.5 TYPES OF IMMUNE RESPONSES Biology

Broadly, immune responses can be classified into two categories : Non-specific

immune responses and specific immune responses.
1. Non-specific immune responses are those which non-selectively protect
against foreign substances or cells without having to recognize their specific Notes
identities. Phagocytosis (engulfing, of particulate matter) by macrophages and
extracellular killing by proteins known as complement. They are two non-
specific types of immune responses.
2. Specific immune responses (adaptive immune response) depend upon the
immunological recognition of the substances or cells to be attacked. Specific
immune responses are again of two types :
(a) Cell mediated immune responses : Mediated by cytotoxic
T-cells and natural killer cells. These constitute major defence against
intracellular viruses and cancer cells.
(b) Antibody-mediated or humoral immune responses : These responses
are mediated by antibodies secreted by plasma cells, which arise from
activated B-cells. They constitute major protection against bacteria and
viruses in the extracellular fluid.
The above two differ from each other as shown in Table 30.1
Both cell mediated and antibody mediated immune responses are facilitated by
helper T-cells and inhibited by suppressor T-cells (Fig. 30.6)

Fig. 30.6 Cell-mediated and humoral immune responses

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Biology Table 30.1 : Differences between cell-mediated and humoral (antibody
mediated) immune responses
Cell-mediated immune response Humoral immune response
1. Killing of intracellular organisms. 1. Antibodies specifically combine
with antigen which stimulate
Notes
their production.
2. Destruction of tumour cells 2. The combination of antibody with
antigen may result in clumping molecules
or particles, their toxicity may be
neutralized, their uptake and digestion
by phagocytes may be facilitated.
3. Rejection of graft tissue. 3. Combination of antigen with antibody
may also cause lysis of cellular antigens
present on the red blood cells or bacteria.
4. Delayed type of hypersensitivity
reaction after contact with certain
antigen.

INTEXT QUESTIONS 30.3

1. Name the part of antigen which makes contact with antibody.
............................................................................................................................
2. How many types of immunoglobulins are known? (Give only the number).
............................................................................................................................
3. Name the immunoglobulin found in highest concentration.
............................................................................................................................
4. Which type of immune response is responsible for the killing of cancer cells?
............................................................................................................................

30.6 TYPES OF IMMUNITY

There are two main types of immunity : (i) Natural or innate (i.e. genetic, from
birth), and (ii) Acquired (i.e. developed during life time).
A. Natural or Innate Immunity
A healthy individual himself from potentially harmful microorganisms by a number
of very effective mechanisms. These mechanisms are termed innate or natural
immunity. Innate defence consists of three main components :
(i) Physical barriers (preventing entry of germs)
(ii) Phagocytic cells and (Dealing with germs which enter)
(iii) Soluble components (complement)
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(i) Physical Barriers Biology
It is the first line of defence. It means preventing the entry of pathogens into the
body. (Fig. 30.7).
Skin : The outer tough layer of skin is formed of keratin and is almost impermeable
to germs. Sebaceous glands in the skin generate an acidic environment by producing
Notes
lactic acid which kills many pathogens.
Epithelial lining of various organs : The respiratory tract, the alimentary tract
(the gut) and the urino-genital tract have an exterior epithelial cell layer covered
by a protective mucous lining. In the respiratory tract, cilia covering to the external
surface of the epithelial cells continually beat upwards towards the nasopharynx
and this helps to expel particles and pathogens. Epithelial cells are constantly
renewed and their removal expels pathogens lodged on their surface.
Body secretions : Body secretions such as sweat and secretion from eyes also ward
off pathogens. Other body fluids contain molecules which are bactericidal that is
capable of killing bacteria (e.g., spermine in seminal fluid, hydrochloric acid in
gastric juice, etc.).

Fig. 30.7 Natural physical barriers to infections

If the germs somehow enter the body by evading physical barriers of the body, the
other two main defence mechanisms come into play phagocytosis and the
bactericidal effect of soluble chemical factors collectively known as complement
system which are described below. .
(ii) Phagocytic Cells
When the micro-organisms or inert particles such as colloidal carbon enter the tissue
fluid or blood stream, these are very rapidly engulfed and destroyed by phagocytic
cells. Such cells may either be circulating in body fluids or may be fixed in some
tissues. This phenomenon is called phagocytosis (literally meaning eating by the
cell). The engulfment and destruction/digestion of microorganisms is assigned to
two major types of cells named as microphages and macrophages.

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Biology l Microphages are the polymorphonuclear leucocytes (or neutrophils which are
white blood cells) smaller in size and short-lived.
l Macrophages are mononuclear phagocytes large in size and long-lived. These
are found in virtually all the organs and tissues. But particularly these are found
in large numbers in lung, liver and spleen.
Notes Important features of phagocytic cells
1. They are actively phagocytic.
2. They contain digestive enzymes to breakdown engulfed material.
3. They are an important link between innate and acquired immunity
(described below). These pass on antigen or their products to the
lymphoid cells for their further processing.

(iii) Complement System

The group of proteins known as complement provides another innate immunity
mechanism for killing microbes without prior phagocytosis.
Complement system is an extremely complex system consisting of at least
20 proteins.
Some of the complement components are designated by the letter C followed by
a number. The most pivotal and most abundant component is C3. Complement
component may also act as opson in (e.g. C36). Opson is that type of antibody whose
binding to antigens on virus or bacterium facilitates their subsequent ingestion by
the phagocytic cells. Such antibodies can also cause direct destruction of microbes
by making their membrane leaky.
B. Acquired Immunity
It is the immunity mediated by lymphocytes and characterized by antigen specificity
and memory.
An acquired immunity may be brought about in an individual in two main ways:
1. By infection so that antibodies are produced against the infective agent and by
deliberate artificial immunization. This is termed actively acquired immunity.
2. By transfer from an actively immunized individual through blood, serum
component etc. This is called passively acquired immunity.

(i) Actively acquired immunity

Actively acquired immunity due to infection falls into two general categories.
(i) Some infections, such as diphtheria, whooping cough, smallpox and mumps
usually induce a life time immunity i.e. a patient once recovered does not get
the disease subsequently.
(ii) Other diseases such as common cold, influenza, bacillary dysentery and
pneumococcal pneumonia confer immunity for a shorter period, sometimes only
for a few weeks.
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Immunobiology : An Introduction MODULE - 5
Emerging Areas in
(ii) Passively acquired immunity Biology
It may be developed in the following ways :
1. Transfer of antibodies (e.g. IgG) from mother into foetus across the placenta.
2. Breast fed children also receive antibodies from the mothers milk.
3. Pooled human immunoglobulin is also used as source of antibody in a number Notes
of cases including measles infection and infectious hepatitis.
4. Human immunoglobulin is also given to patients with a congenital inability to
make antibody globulin.
30.7 ACTIVE IMMUNIZATION (VACCINATION)
People had observed in the past that individuals who recovered from certain
diseases are protected for life time from recurrences. This gave rise to the concept
of immunization. Edward Jenner introduced vaccination in 1796 using cowpox to
protect against smallpox.
The objective of vaccination is introduce the attenuated germs into the body. The
boty then generate specific population of memory cells. These memory cells can
rapidly increase in number on the renewed contact with the same antigen and more
antibodies can be produced to provide protection against infection.
30.7.1 Type of Vaccine
Three main types of vaccines are available :
1. Killed organisms as vaccines : Examples : typhoid, cholera, pertussis
(whooping cough), rabies and poliomyelitis.
2. Live attenuated (weakened) organisms as vaccines; Examples: BCG, rubella,
measles and polio.
Attenuation mimics the natural behaviour of the organism without causing
disease. The actively multiplying organism provides a sustained antigen supply.
3. Toxoid vaccines : Examples: diptheria and tetanus.
Toxoid is a chemically or physically modified toxin that is no longer
harmful but retains immunogenicity.
30.7.2 Important Vaccines BCG, DPT and MMR
l BCG = Bacille Calmette Guerin (Calmette and Guerin were the scientists who
contributed in the development of tuberculosis vaccine).
l DPT is a triple vaccine (or antigen) for diptheria and tetanus toxoids and for
pertussis Bordotella pertussis, the whooping cough organism.
l MMR vaccine = Attenuated strain of measles, mumps and rubella).
Another class of vaccines termed as polysaccharide vaccines are available
comprising vaccines for influenza, meningitis and pneumonia. In these vaccines
the relevant immunogenic portions of the organism are used.
Vaccines of future : against Malaria, Leprosy, Anthrax, AIDS
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Emerging Areas in
Biology

INTEXT QUESTIONS 30.4

1. Mention two physical barriers of the body.

Notes ............................................................................................................................
2. Macrophages are found in large numbers in the following organs :
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................
3. Give two examples of each of the following:
(i) Killed organism vaccine ..........................................................................
(ii) Live attenuated organism vaccine ...........................................................
(iii) Toxoid vaccine .........................................................................................

WHAT YOU HAVE LEARNT

l There are various types of defence mechanisms in our body. Immunity defends
us against infections.
l Immune system is a complex network of cells, tissues and soluble factors
working in close co-ordination.
l Thymus and bone marrow are the central or primary lymphoid organs.
l Lymphocytes which are the major cells performing immune functions are of
two main types - B-lymphocytes and T-lymphocytes.
l B-cells are transformed into plasma cells which produce antibodies.
l Foreign molecule which triggers an immune response is called antigen.
l Antibodies (immunoglobulins) are of five types, of which 1gG is found in the
highest concentration.
l There are two main types of immune responses specific and non-specific.
l Specific immune responses can be either cell-mediated or antibody (humoral)-
mediated.
l There are two types of immunity natural or innate and acquired.
l Vaccination is a type of actively acquired immunity.
l There are three types of vaccines (i) killed organisms as vaccines,
(ii) live attenuated organisms as vaccines, and (iii) toxoid vaccines.

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Emerging Areas in
Biology

TERMINAL QUESTIONS

1. Define the term immunity.

2. What are the main defence mechanisms operating in our body? Notes
3. Immune system is a complex network of cells, tissues and soluble factors.
Justify this statement.
4. Describe the process of antibody production.
5. List main functions of T-cells.
6. Draw a schematic diagram of the structure of antibody.
7. What are the main physical barriers of the body?
8. Describe important features of phagocytic cells.
9. Give one main difference between passively acquired immunity and actively
acquired immunity.
10. Define the process of attenuation.
11. Name two toxoid vaccines.
12. What do the following abbreviations mean?
(i) BCG (ii) DPT (iii) MMR

ANSWER TO INTEXT QUESTIONS

30.1 1. Edward Jenner
2. Broadly immunological defence serves three functions :
(i) Defence against microorganisms.
(ii) Homeostasis i.e. removal of damaged (non functional) cells to
maintain normal state.
(iii) Surveillance i.e. recognition and destruction of mutant cells.
3. Study of organisation and function of the immune system.
30.2 1. (i) Central or primary lymphoid organs.
(ii) Peripheral or secondary lymphoid organs.
2. Bursa of Fabricius.

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Biology 3. Main functions of B-cells:
(i) Initiate antibody mediated-immune response.
(ii) Transform into plasma cells which secrete antibodies.

Notes 4. Plasma cells/B-cells

5. Promote response by B-cells resulting in antibody production and also
activate other T-cells.
30.3 1. Epitope
2. Five
3. Immunoglobulin G
4. Cell-mediated immune response
30.4 1. (i) Skin
(ii) Epithelial cell layer of respiratory system.
2. (i) Lung
(ii) Liver
(iii) Spleen
3. (i) Typhoid vaccine, Pertussis vaccine.
(ii) BCG, Rubella vaccine.
(iii) Diphtheria vaccine, Tetanus vaccine.

306 BIOLOGY
 MODULE - 6A
Tools and Techniques in
Biology

31 Notes

SOME COMMON TOOLS AND

TECHNIQUES USED IN BIOLOGY

Long back, the biologists could learn about living things, only from what they could
see with the naked eye. New tools and techniques were invented which helped in
the study of finer structure of various kinds of organisms and their parts. Microscope
not only revealed a world of minute organisms but also minute details of internal
structure of organisms. In the course of history of biology, various new tools and
techniques have developed, like microscopy, paper chromatography, etc. In this
lesson you will learn about some of these.

OBJECTIVES

After completing this lesson, you will be able to :

l trace the development of microscopes and their working;
l list the parts of a compound microscope;
l compare the working principle of compound, electron and phase contrast
microscope;
l Differentiate between transmission electron microscope and scanning electron
microscope;
l describe the basic aspects of some other techniques like cytochemistry,
autoradiography, paper chromatography, cell fractionation , ultracentrifugation
and tissue culture.

31.1 BRIEF HISTORY OF MICROSCOPES

Microscope as the name suggestes are instruments that help to enlarge minute
(micro = very small) organisms or their parts. A microscope not only enlarges or
magnifies the object but also resolves it, that is makes it possible to differentiate
between two points present close together in the objects being viewed.

BIOLOGY 1
 MODULE - 6A Some Common Tools and Techniques used in Biology
Tools and Techniques in
Biology The first microscope was constructed by Anton Van Leeuwenhoek (1632-1723).
This microscope consisted of a single biconvex lens fitted in a small window of
a board and the object was viewed through it. This was a simple microscope.
Next stage was that of a very primitive compound microscope in which two lenses
were used (Fig. 31.1). Improvements continued, newer and newer microscopes were
Notes
designed and are still being improved.

Fig. 31.1 Crude microscope used by Robert Hooke.

31.2 VARIOUS TYPES OF MICROSCOPES

There are different types of microscopes which are used in studying the various
structures and activities inside a cell. Some of these are as follows:

1. Simple microscope

2. Compound microscope

3. Phase-Contrast microscope

4. Transmission Electron microscope (TEM)

5. Scanning electron microscope (SEM)

Resolving Power : It is the ability of a microscope to show two

closely lying points as two separate points.

Magnification : It is the ratio of the size of the image to that of

the object.

2 BIOLOGY
Some Common Tools and Techniques used in Biology MODULE - 6A
Tools and Techniques in
1. Simple Microscopes : These are of Biology
two types :
(i) Hand Lens : It consists of a
biconvex lens, mounted on a
handle. The lens is of different
sizes and different magnifying Notes
powers. It is commonly used
to magnify an entire object.
(ii) Dissecting Microscope : It
consists of a biconvex lens
which is moved up and down
by an adjustment screw, to Fig. 31.2 A Hand Lens
bring the object in sharp focus. The light is focussed with the help of a
concave mirror fitted below. A magnified image of the full object can be
seen through it.

Fig. 31.3 Dissecting microscope.

2. Compound Microscopes : It is commonly used in the laboratories to view
extremely minute organisms and parts and sections of larger organisms.
Fig. 31.4 shows various parts of a compound microscope and table 31.1 gives
the differences between simple and compound microscope.
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 MODULE - 6A Some Common Tools and Techniques used in Biology
Tools and Techniques in
Biology

Notes

Fig. 31.4 A compound Microscope

Apart from the lenses, it also has a condenser, having a simple mirror on one side
and concave mirror on the other. The object is placed first below the objective lens
over the stage. The objective lens forms an image of the object. This image is further
magnified by the eye piece.
Table 31.1 Differences between a Simple Microscope and
a Compound Microscope
Simple Microscope Compound Microscope

1. Basically one biconvex lens is used. 1. Basically two lenses are used
2. It can magnify upto 20 times. 2. It can magnify upto 1500 times
3. The whole object may be seen. 3. Only a part of the object or a thin section
can be seen.
4. It uses light which is reflected by the mirror 4. It uses light which is transmitted through
and passes through the object or simply which the object.
is reflected by the object.

3. The Electron Microscope : The organelles of the cell became known after the
electron microscope was invented. As is seen in table 31.2 the magnification
and resolution of the electron microscope are much higher than that of the
compound microscope. Table 31.3 gives the comparison between transmission
electron microscope and scanning electron microscope.
4 BIOLOGY
Some Common Tools and Techniques used in Biology MODULE - 6A
Tools and Techniques in
Table 31.2 Comparison between the working of a Compound Microscope Biology
and an Electron Microscope

Compound Microscope Electron Microscope

1. It is operated in open condition. 1. It is operated only in vacuum condition.

Notes
2. The objective lens is simply a glass lens. 2. The objective lens is electromagnetic lens.
3. The source of illumination is light. 3. The source of illumination is an electron
beam
4. The final image of an object is observed 4. The final image of an object is projected
through an eye-piece. on a flourescent screen.
5. It magnifies the object upto 1500 times. 5. It magnifies the object upto 200,000 times.
6. Resolution power is upto 2500. 6. Resolution power is upto 2.5.
7. It can be used to see both living and 7. It can be used to see only dead cells.
dead cells.

Fig. 31.5 Showing similarities and differences between the light (compound)
and electron microscope
Table 31.3 Comparison between Transmission Electron Microscope and
Scanning Electron Microscope

Transmission Electron Microscope Scanning Electron Microscope

1. Beam of electrons is passed through 1. Whole specimen is scanned by a beam of

section of material to produce the image. electrons.
2. Only ultra thin sections or very small 2. Larger specimens can be viewed
objects can be examined.
3. Resolution very high. 3. Resolution inferior than that in case of
Transmission electron microscope.

BIOLOGY 5
 MODULE - 6A Some Common Tools and Techniques used in Biology
Tools and Techniques in
Biology 4. Phase-Contrast microscope : It has an annular diaphragm located below the
condenser an objective having a phase plate. When light is transmitted through
lenses, some of its rays pass directly while others are diffracted laterally. The
diffracted light rays are thus separated from the direct light and an image of
strong contrast is produced. Mainly it is used to :
Notes
(i) examine living cells.
(ii) observe the nuclear and cytoplasmic changes taking place during mitosis.
(iii) study phagocytosis and pinocytosis.
(iv) observe the effect of different chemicals inside the living cells.
5. Scanning Electron Microscope (SEM)
In this type of microscope, three dimensional images are developed. It gives more
detailed and clear structure of surface of cells. It is particularly used for the study
of the surface of an object.

INTEXT QUESTIONS 31.1

1. Name the type of lens used in a simple microscope.
............................................................................................................................
2. How many times can the image of an object be magnified in a compound
microscope?
............................................................................................................................
3. Mention any two differences between a compound microscope and a simple
dissection microscope.
l. ...................................................... 2. .............................................................
4. What is the source of illumination in an electron microscope?
............................................................................................................................

31.3 SOME OTHER TECHNIQUES

There are other types of tools and techniques that have been developed which
helped in the progress of biology as a subject. Some of them are given below :
1. Cytochemical Methods : These methods are used to locate specific chemical
constituents within the cells by differentiating a particular part from other parts
by colouring them with a specific stain or dye. It is done either by the use of
certain dyes or by using the substrates of enzymes e.g. Schiffs reagent used
in Feulgen staining, is used to localize the presence of DNA in a cell.
2. Autoradiography : This technique is used for study the steps and location of
synthesis of molecules and to trace metabolic events in the cells. The radio-
labelled compounds are injected into the organism. Then various tissues are
investigated to find out where the radioactivity is located. This is done by using
6 BIOLOGY
Some Common Tools and Techniques used in Biology MODULE - 6A
Tools and Techniques in
photosensitive film of silver bromide. Whenever in the cell or tissue or the Biology
organism, the radio labelled substance is present, silver gets reduced by
radiation and is seen as black patches in the autoradiographs.
3. Paper Chromatography : In this method the chemical substances present in
a mixture can be separated. A drop of the mixture is put on one end of a long
strip of the Whatman filter paper. The Notes
filter paper is hung in a manner that
the end with the drop of the mixture
dips into the solvent mixture kept in
the tray/jar. As the liquid is drawn up
on the paper, different substances in
the mixture begin to separate aceording
to their molecular weight, size and
solubility in the solvent and rise up to
different heights on the paper. It is
then analysed by using certain
chemicals for further investigation. Fig. 31.6 Paper Chromatography
4. Cell fractionation : By this method different organelles of cells such as nucleus,
mitochondria, ribosomes etc. having different particle size and weight are
separated by rotating them in a centrifuge at different speeds.

Fig. 31.7 Technique of Cell Fractionation

BIOLOGY 7
 MODULE - 6A Some Common Tools and Techniques used in Biology
Tools and Techniques in
Biology The cells are first homogenised or broken down by a special method. The
homogenate (crushed cells) is then put into tubes and tubes are placed in a
centrifuge. The centrifuge is rotated at a high speed. By doing so under the
influence of centrifugal force, organelles separate according to their particle
density and sizes. The lighter particles settle at the top and the heaviest particles
Notes settle at the bottom. The layers are then studied separately and the structure in
details gets to be known.
5. Ultracentrifugation : By rotation at a high speed, particles/organelles of
different sizes and shape separate, according to their density. Since the rotation
is at very high speed, friction with air produces heat, so has to run under
refrigeration and vacuum. Nucleus, mitochondria etc. separate out at different
speeds.
6. Tissue Culture : This technique involves growing living cells outside the
organism by providing all necessary conditions for their survival and growth.
The cells from an organism are grown in the laboratory on a nutritive medium
at a suitable temperature. Using this technique it has been possible to develop
a whole organism from a single cell. Some new fully grown plants have been
developed in this way. (Fig. 31.8).

Fig. 31.8 Tissue culture.

The steps in tissue culture are given in Fig. 31.8. Tissue is removed from the
plant body and grown in a nutrient medium. The cells divide to form an
undifferentiated mass of cells called callus which then differentiates into a
plant. In the diagram leaf tissue culture has been shown but tissue from any
8 BIOLOGY
Some Common Tools and Techniques used in Biology MODULE - 6A
Tools and Techniques in
part of the plant has the ability to follow the similar path as shown in the Biology
Fig. 31.8, and produce an entire plant. The tissue taken from the plant is called
an explants. It is now possible to culture a single cell into a whole plant.

Notes
INTEXT QUESTIONS 31.2

1. What special type of substances are injected in an organism for autoradiography?

............................................................................................................................

2. In which technique is Schiffs reagent used?

............................................................................................................................

3. Name the technique by which the organelles from a cell can be separated.

............................................................................................................................

WHAT YOU HAVE LEARNT

l Biologists depend heavily on a number of tools and techniques for studying

organisms.

l Microscopes, such as the simple (dissection) microscope, compound microscope

and the electron microscope are used to study organisms.

l Compound microscope uses light and can give magnification up to about 1500
times whereas the electron microscope uses electron beam and magnifies the
image upto 2,00,000 times.

l Phase contrast microscope is chiefly used for observing activities inside the
living cells.

l Scanning electron microscope is used for introducing three-dimensional images

chiefly of the surfaces.

l Cytochemical methods, autoradiography, centrifugation are helpful in studying

cell chemistry, synthesis of substances inside the living organism and isolation
of cell organelles respectively.

l Paper chromatography is used for separating chemical substances in a mixture.

l Tissue culture involves growing of cells and tissues outside the body of the
organism.

BIOLOGY 9
 MODULE - 6A Some Common Tools and Techniques used in Biology
Tools and Techniques in
Biology

TERMINAL QUESTIONS
1. Name the scientist who constructed the first microscope?
2. Mention three differences between a compound microscope and an electron
Notes
microscope.
3. Define the term ultracentrifugation.
4. Name the microscope used in the study of a living cell and instrument used
in separating cell organelles.
5. List the main points of the technique of autoradiography.
6. Give uses of cytochemical methods and centrifugation.
7. Mention the importance of tissue culture.

ANSWER TO INTEXT QUESTIONS

31.1 1. Biconvex lens 2. upto 1500 times
3. any two points given in the table 38.1 4. Electrons
31.2 1. Radiolabelled 2. Cytochemical methods
3. Ultracentrifugation

10 BIOLOGY
 MODULE - 6B
Economic Biology

31 Notes

AGRICULTURE, FORESTRY AND

MEDICINAL PLANTS

Evolution of human civilization has depended mainly on agriculture. It has not only
given man the freedom from the risks of hunting and collecting food from the forest
but has also given assurance of continuous availability of food.
Agriculture plays an important role in providing basic necessities of mankind in
three ways food, clothes and shelter. In addition to agriculture, we draw many
essentials for our living from nature. Forests play a very important role in providing
useful products for man e.g. rubber, supporting wildlife, e.g., such as tiger and
improving the environment. Medicinal plants many of them obtained from forests,
provide important drugs, which are used for treating a large number of diseases.
In this lesson, you will learn about agriculture, forestry and medicinal plants.

OBJECTIVES
After completing this lesson, you will be able to:
l state the major role of agriculture;
l classify the crops giving examples under each category and also mention their
importance;
l briefly describe the cultivation of cereals crops viz wheat and rice along with
cotton and sugarcane;
l define green revolution and list the factors that made it possible;
l explain the principles of farm management and the proper ways of storage of
food grains;
l mention the utility and the method of establishing a kitchen garden;
l define the term forestry;
l name the different types of forests, appreciate their effects on ecosystem and
enumerate the commercial products provided by it;
l list the common names of some medicinal plants giving their uses in treating
various diseases.

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MODULE - 6B Agriculture, Forestry and Medicinal Plants
Economic Biology
31.1 ROLE OF AGRICULTURE
Food and clothing are the basic needs of man. Whatever we eat in our daily life,
most of them we get from plants. The clothes we wear are also made from plants
e.g. cotton is a plant product. Plants provide most of the basic necessities of life
to human beings. These include (1) Food (cereals, fruits, oil seeds etc.) (2) Fibres
Notes for making clothes (cotton, jute, etc.) (3) Beverages (tea, coffee, etc.) (4) Forests
(timber, rubber etc.). Herbivores consume plants as their food. Plants can be of two
types i.e. cultivated and wild plants.
Cultivated and Wild plants
Plants which are specially grown by humans are called cultivated plants e.g. wheat,
rice. The plants that grow by themselves in nature are called wild plants e.g bathua,
cholai etc.
31.2 CLASSIFICATION OF CROPS
Crops are grown regularly in large numbers in fields for food or for obtaining other
products. Crops are classified in a number of ways as follows:
(i) According to use, crops may be classified into food crops and cash crops.
Table 31.1 Difference between food and cash crops

Food Crops Cash Crops

1. They are grown to provide food 1. Plants or plant products which
and may be stored for a long period can be sold and money can be
e.g. wheat, rice, vegetables. earned out of it. e.g. tea, jute
cashew nut, rubber, sugarcane.
(ii) According to the season of growing, crops are classified into three types-
1. Rabi crops (grown in winter) : Wheat, gram, pea etc.
2. Kharif (grown in monsoon : Maize, jowar, bajra etc.
rainy season)
3. Ziad crops (grown during : Melon, cucumber, water melon etc.
summer)
(iii) According to the edible parts of the plant, the crops are termed as
follows :
1. Cereal crops (seed grains) - Wheat, rice, maize etc.
2. Fruit crops - Mango, apple, grape, banana etc.
3. Vegetable crops - Ladiesfinger, tomato, cauliflower etc.
4. Stem crops - Potato, sugarcane, colocasia etc.
5. Root crops - Radish, carrot, sweet potato etc.
6. Leaf crops - Spinach, mustard (sarson), maithi etc.

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Economic Biology
(iv) The most widely used general classification of crops are-

1. Cereal Crops
Cereals are used as food not only in India but all over the world. They are rich
in carbohydrates and grown for food. It includes wheat, rice, maize, bajra, barley,
rye, oat, sorgham (jowar), ragi etc. These are consumed by animals as well as by Notes
human.

2. Pulse Crops
It includes all the types of dals (pulses) we use as a food, these are also called
as leguminous plants. They are rich sources of protein e.g. sweet peas, gram, pigeon
pea (arhar), soyabean, beans, ground nut, lentil etc.

Agricultural importance of pulse crops

All leguminous plants have special nodules (swellings) in their root system
and these contain bacteria. (Fig 31.1) These bacteria fix atmospheric
nitrogen directly and change it into nitrogen compounds. This process is
known as nitrogen-fixation. These nitrogen compounds are used by the
plants as a natural nitrogen fertilizer. For this reason farmers practise crop
rotation i.e. they grow a pulse crops in between two cereal crops to enrich
the soil to get a better yield of the crop.

Fig. 31.1 Leguminous plants contain nodulated bacteria.

3. Fruit crops
(i) Fruits are rich in vitamins, mineral and carbohydrates. Fruits provide vitamins,
minerals and variety to our diet. Some fruits are also a rich source of sugar
e.g. grape, banana and mango.
(ii) Fruits are consumed fresh or in the form of juice, jam etc. examples mango,
apple, banana, oranges, pomgranate etc.
(iii) Fruit trees are usually perennial trees, which bear fruits once a year. Many fruit
crops are grown in India examples chickoo, mango, apple, orange etc.

4. Vegetables Crops
Vegetables provide minerals, proteins and carbohydrates. A large number of
vegetables are grown in our country. Some important ones are e.g. potato, tomato,
pea, cauliflower, brinjals, gourds etc.
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MODULE - 6B Agriculture, Forestry and Medicinal Plants
Economic Biology
5. Stem Crops
Ginger, potato, onion, garlic, colocasia are the examples of stem crops. Sugarcane
is the main source of sugar in our country. Sugarcane is an annual cash crop.
6. Root Crops
Notes Carrots, radish, sweet potato and turnip are the examples of root crops.
7. Leaf Crops
Spinach, Methi, Corainder, Mint and mustard are the examples of leaf crops.
8. Oil Seed Crops
Oils are an important part of our food. They are a rich source of energy. Seeds of
some crops yield oil on being pressed in machines. The remainder becomes the
seed cake to be used as cattle feed. Some of the oil yielding crops are groundnut,
cottonseed, coconut, mustard and sunflower.
9. Fibre Crops
The two most important fibre crops of our country are cotton and jute. They supply
the raw materials for our textile and jute industries.

Retting
The process by which the fibres are separated from the jute plant is called
retting.
In this process we make small bundles of plants. These bundles are kept
in side pond or canal 15 days. During this period degradation process occurs
in the presence of certain bacteria, and the fibres are separated easily, they
are then washed and dried.

INTEXT QUESTIONS 31.1

1. Give the difference between cultivated plants and wild plants.
............................................................................................................................
2. Give two examples each of Rabi crop and Kharif crop.
............................................................................................................................
3. Match the items in Column I with those in Column II
Column I Column II
1. Pulse crops A. a nutritious fruit
2. Oil seed crop B. ground nut
3. Soya bean C. rich source of protein.
4. Banana D. nitrogen fixing bacteria
4. Name four oil seed crops.
............................................................................................................................

60 BIOLOGY
Agriculture, Forestry and Medicinal Plants MODULE - 6B
Economic Biology
31.3 CULTIVATION OF WHEAT, RICE, COTTON AND SUGARCANE
(a) Cultivation of wheat
Wheat belongs to the family Poaceae (Graminae). The grains are rich in carbohydrates.
This is the winter season crop. Method of cultivation are as follows :
1. Area of production UP, Punjab, Haryana, Rajasthan, Madhya Pradesh, Bihar, Notes
Maharastra etc.
2. Soil grow in loamy soil
3. Climate Cool weather with moderate rainfall
4. Temperature 10-15C (during winter season)
5. Irrigation 4-5 times its cultivation
6. Harvesting April to May in northern India
7. Botanical Name Triticum vulgare
(b) Cultivation of rice crop
Rice is one of the major crop of India. About 23 percent of the total cultivated area
of the country cultivates this crop. Method of rice cultivation is as follows -
1. Area of production UP, Bihar, West Bengal, Assam, Andhra Pradesh, Punjab,
Tamil Nadu, Orissa
2. Soil deep fertile loamy, clayey loam, loamy
3. Climate Tropical and moist with 125 cm rainfall
4. Temperature 20-25C
5. Irrigation every weeek, soil should not be dry
6. Harvesting September -October in northern India
7. Botanical Name Oriza sativa
(c) Cultivation of cotton
Cotton is one of the major crops of India. The fibre of cotton is used as raw material
for the textile industry. Cotton seeds after extraction of the oil are also used as a
cattle feed. Methods of cotton cultivation is as follows -
1. Area of production Punjab, Haryana, Maharastra, Gujarat, Andhra Pradesh,
Rajasthan, Karnataka, Madhya Pradesh, Tamil Nadu
2. Soil Black cotton soil of deccan plateau and alluvial soil of
the northern plain.
3. Climate cloud free weather for about 150 days with 75 cm rainfall
at the time of flowering and boll opening
4. Rainfall moderate rainfall of about 75 cm
5. Specific characters 1. Indian cotton is used for coarse cloth
2. Fruit is capsule
3. Oil is used for cooking and oil cake for feeding cattle.
6. Botanical Name Gossypium sp.
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Economic Biology
(d) Cultivation of sugarcane
Sugarcane is the main source of sugar in our country. This is an annual and cash
crop. India is the original land of this crop. Sugarcane is sown by setts (pieces
of stem containing buds). Method of sugarcane cultivation is as follows -
1. Area of production Punjab, Haryana, UP, Bihar, Gujarat, Maharastra,
Notes Karnataka, Andhra Pradesh, Tamil Nadu
2. Soil Heavy loamy soil
3. Climate hot and humid
4. Harvesting from mid February to mid March in North India. From
20th September to 20th October in West India and
slightly earlier in south India.
5. Irrigation 1st after one month of sowing in summer on every 10th
day. In winter on every 15th day
6. Botanical Name Saccharum officinarum
31.4 GREEN REVOLUTION
In 1952, the yield of Wheat and Rice was 654 kg and 800 kg per hectare,
respectively. This yield was insufficient to fulfil the demand. Therefore our
Government and Agriculture Scientists paid a special attention towards the
improvement of agriculture. By doing so, the production of cereal crops increased
tremendously and we became self-sufficient. The various steps taken to achieve this
goal have been collectively termed as green revolution.
Green Revolution: Spectacular increase in the yield of crops, particularly
cereals, through the application of modern techniques in agriculture is
called Green Revolution
The factors which help to bring about the green revolution are:
1. Introduction of high yielding varieties of crops.
2. Multiple cropping, better irrigation and sufficient supply of fertilizers.
3. Use of crop protection measures against diseases and pest.
4. Transfer of the technology of scientific farming from research farms to villager
farmers.
5. Organised transport arrangements to reach the produce from the fields to
market.
31.5 FARM MANAGEMENT
Effective farm management requires detailed planning for growing high
yielding crops and their storage.
There are various steps involved in farm management are as follows:
1. Correct preparation of the soil.
2. The right variety and quality of seeds or saplings for planting.
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Economic Biology
3. The right amount of water and time at which it has to be supplied.
4. The amount and time of application of fertilizers.
5. Timely application of pesticides.
After harvesting, proper storage of the crop is very important to avoid loss and
wastage due to lack of transit from field to the consumer. Notes

1. Proper storage of Food

Food is spoilt, by variations in temperature, humidity, insects, microorganisms,
rodents, birds and animals. Food grains are therefore stored in waterproof and
airtight containers. Small farmers, store the grain in jute bags in godowns with
pucca floor, plain roof and single entrance. Special large sized godowns like silos
are used these days at the government level.
2. Storage and Preservation of Fruits and Vegetables
Fresh fruit and vegetables are kept in cold storage at low temperatures to help retain
their nutritive value and reduce losses from spoilage.
These are preserved by other methods also as given below-
(i) Dehydration and Sun drying to remove water and thus prevent growth of micro-
organism.
(ii) Pickling by using large amounts of salt, vinegar and spices.
(iii) Canning (storing in plastic or metallic cans)
31.6 KITCHEN GARDEN
Kitchen garden is a small garden next to a house. It is grown mainly as a hobby
but is becoming very popular these days. The persons living in house grow
vegetables in earthen posts. Wooden boxes as well as in the soil beds.
The common vegetables grown in kitchen garden are cauliflower, brinjal, tomato,
radish, potatoes, ladys finger, mint, onion etc. Some common fruit trees like lemon,
papaya, custard apple, guava may also be grown.
The three main advantages of a kitchen garden are:
(i) It provides a light exercise to the gardener.
(ii) It adds beauty to the house.
(iii) Fresh vegetables are available at any time.

INTEXT QUESTIONS 31.2

1. Give botanical names of wheat and cotton and climatic conditions in which thy
are grown.
............................................................................................................................
2. Give two advantages of green revolution.
............................................................................................................................
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3. What is meant by farm management?
............................................................................................................................
4. What is a kitchen garden? Give any one advantage.
............................................................................................................................
Notes 5. Mention two ways of the storage of food.
(i) ..................................................................................................................
(ii) ..................................................................................................................
31.7 WHAT IS A FOREST
Just any kind of vegetation is not a forest. The rows of trees along the roadside
is not a forest. A piece of land with hundred or more mango tree is again not a
forest. The reeds and tall grasses growing along the bank of a river is also not a
forest. Then what is a forest.
A forest is a large area of land with a lot of vegetation but dominated by various
types of trees. These trees are usually of different species and are of different
age. Wild animals may or may not be present.
Forestry is the science of study of forest

31.7.1 Types of forests

The different kinds of forests are:-
1. Coniferous forest
Trees with needle-like leaves with persistent foliage and cone bearing reproductive
organs. Found in cold or temperate cold climates e.g. Pine, Cedrus (Deodar), Fir
etc.
2. Deciduous forest
Most of the trees in such forests drop their leaves in winter and new leaves grow
in springs. There are found in temperate warm and temperate cold climates e.g.
Oak, beach, heath, hickory, bassword, chestnuts, bitch bine, cypress.
3. Tropical rain forest
Trees with broad-leaves, deciduous or evergreen. Such forest occur in warm
climate. Zones of the world with high rainfall. Trees are covered with epiphytes
and the soil in which humus large number of animals inhabit such forests e.g. vines,
creepers, lianas and orchids.
31.7.2 Importance of forest
Forest plays an important role in various ways.
1. Forest as an Ecosystem
If you walk through a forest you may find various insects, birds, animals and wild
beasts. There are different kinds of organisms living in close association with each
other, feeding on others and being themselves eaten by some others. The ants,

64 BIOLOGY
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Economic Biology
termites and bacteria break down the dead wood, the fallen leaves and the excreta
of animals, into simpler compounds, which become a part of soil. The ultimate
source of energy is the solar energy, which is trapped by the green leaves. This chain
of getting food and energy goes on and on. Such a community of organisms along
with its environment is called an ecosystem. Thus forest is an ecosystem.
Notes
2. Forests Improve the Environment in many ways
(a) Forests release oxygen
Plants in forests take in large quantities of carbon-dioxide and improve the
quality of air by releasing oxygen into the atmosphere during the process of
photosynthesis.
(b) Forests prevent soil erosion
Plants in forests check soil erosion in four ways :
(i) Roots hold the soil particles together preventing them from being washed
away
(ii) Leaves and branches take much of the force of the falling rain thus
checking the loosening of top soil.
(iii) Trunks reduce the force of flowing waters, thus checking soil erosion as
well as preventing floods.
(iv) The tall trees reduce the wind velocity during storms and thus check the
top soil from being blown away.
Thus the forests help in retaining the fertile topsoil not only in the forest
but also in the neighbouring fields.
(c) The forest trees hold sufficient moisture in their root system.
(d) The forest trees release large quantities of water vapour through their leaves
(by the process of transpiration) thus adding to the moisture in the atmosphere
and brings rains.
Through these and many other similar ways the forest help in maintaining the
quality of physical environment (climate, etc.)
3. Forests Support Wild Life
The wild animals are natures great beautfies and even more than that they maintain
proper balance in their ecosystem through food chains. Many forests in our country
have been specially reserved for preserving wild life. These also are a source of
knowledge and provide recreation to people all over the world.
4. Forests provide Commercial Products
Forests are full of commercially important products. They provide us many
materials e.g. wood, resin, lac etc. These basic products are used in making
furniture, tyres, paints, varnishes, fuel etc. by different methods.

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5. Forests supports Sericulture and Lac Culture
Sericulture is the breeding and management of insects for the production of silk.
You will know more about it in the lesson no.35. and lac is used in several ways.
Its commercial use is in the polishing wooden furniture. The other common use
is in sealing parcels, packets and envelopes. You will also learn more about the
Notes
culture of lac in the lesson 35.
Forest maintains the proper balance of atmospheric gases and stabilizes the climatic
conditions. They provide hundred kinds of usable materials. They are indeed a
nations wealth. Forestry is a science in itself. Overall the forests are not only vital
for the sustenance of life on earth but also provide a lot of usable materials.

INTEXT QUESTIONS 31.3

1. Mention four ways in which forest are useful
(i) ..................................................................................................................
(ii) ..................................................................................................................
(iii) ..................................................................................................................
(iv) ..................................................................................................................
2. How can forests help us in improving the environment?
............................................................................................................................
3. List different types of forests ?
............................................................................................................................

31.8 MEDICINAL PLANTS

Each one of us must have suffer from some disease or other in our life. For
treatment, we depended upon medicines. Most medicines are obtained directly or
indirectly from plants. All the major system of medicines such as Allopathy,
Homeopathy, Unani and Ayurvedic use most of the drugs obtained from plants.
31.8.1 History
The history of the medicinal plants is as old as the history of human being. The
primitive man attempted to cure his ailments with all sorts of materials around him
including plants as well as animals. Discovery of their medicinal values was mainly
by trial and error. For example, quinine is the drug for curing malaria and amla
is effective in curing many diseases of the digestive system, the heart, the respiratory
system and skin diseases.
All the early civilizations like the Egyptian, the Babylonians, the Sumerians, the
Greeks and the Romans have mentioned a large number of modern medicines that
were used in their time. In China, plants has been utilized as a source of drugs for
more than 6000 years ago. Curative nature of various plants have been mentioned
in the Bible and the Vedas. In India, the earliest reference of medicinal plants is
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written in the Rigveda (3500-1800BC). A vast varieties of medicinal plants are
described in the Atharavaveda (200-100 BC). After Vedas, two Indians named
Charaka and Sushruta has worked on Indian system of medicine (Ayurveda) in the
form of Charaka Samhita (1000BC-100AD) and Sushruta Samhita respectively.
Sushruta Samhita deals with about more than 700 drugs.
There are many plants, which provide medicines. These medicines are used Notes
for treating many diseases. These plants are described in tabular form as below
(Table 31.2 on page 68-70)
31.8.2 Drugs obtained from other plants
In addition to the above mentioned higher plants, some very important drugs like
the antibiotics are obtained from the lower plants like fungi e.g. Pencillin,
Streptomycin, tetracycline etc. Similarly, Ergot, which is derived from another
fungus Claviceps purpurea, is used in obstetrics for accelerating childbirth. It is also
used extensively to increase blood pressure and for controlling uterine haemorrhage
after child birth.
31.8.3 Central Drug Research Institute of India (CDRI)
This is located in Lucknow. Here extensive research is done on the drugs their
sources, extraction and effects. Regular attempts are made to fine out new medicines
from herbs for treating various diseases.

INTEXT QUESTIONS 31.4

1. Match correctly the name of the drug with the disease against which it is
effective, by writing the corresponding number within brackets.
Drug Disease
(a) Reserpine ( ) (i) Malaria Fever
(b) Alloin ( ) (ii) Jaundice, Diabetes
(c) Quinine ( ) (iii) Treatment of leukaemia
(d) Taral ( ) (iv) heal wounds
(e) Tylophoine ( ) (v) Blood pressure
(f) Morphine ( ) (vi) inhibits cell division
(g) Vincristine ( ) (vii) remedy for cancer
(h) Flavonoids ( ) (viii) Relieve pain and relax muscular
Contraction
2. Name four plants which provide medicines.
............................................................................................................................
3. Where is CDRI located?
............................................................................................................................

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68

Economic Biology
Notes
Table 31.2 Some medicines obtained from plants
S.No Name of Plants Name of the Drug Part from which Diseases for which Special Features and
Obtained Obtained may be used Distribution

1. Sarpagandha (Rauolfia Reserpine Dried roots with intact To reduce blood pressure; as a Erect shrub with whorled
serpentina) bark from 3-4 years old tranquilliser for mild anxiety leaves found in almost all
plants patients parts of India.

2. Kunain Quinine Quinine Bark of the tree Malaria, Pneumonia, Amoebic In India, Cinchona is cultivated
(Cinchona officinalis) dysentery and for eye lotions in Nilgiris, Sikkim, Assam and
Bengal. Trees are propagated from
cutting, bark of the trunk, branches
and roots are removed from 6-8
year old trees.

Agriculture, Forestry and Medicinal Plants

3. Pine , Chir Scot pine Volatile oil consists Purification of resin Chronic bronchitis and flatulent Large trees with needle like
(Pine sylvestris) of pinere extracted from the stem colic; as an ointment in leaves in clusters of trees found
rheumatic pains in the lower Himalayas and
other hills of India

4. Tylophora asmatica Tylopherine Leaves Anti-inflammatory and anti-tumour Perennial twining, climber with lance
properties. Specific remedy for shaped leaves, greenish flowers.
asthma Native to India

5. Aloe vera Aloin, Aloin emolin Leaves Get from the leaves heals wounds, Native to America, cultivated as a
BIOLOGY

Aloection-B emollient laxotive and useful for pot plant.

any skin condition that needs
soothing
BIOLOGY

6. Dhatura (Datura Alkaloid Leaves Bronchitis and asthma; gives Bushy plant with large leaves

Agriculture, Forestry and Medicinal Plants

stramonium) hyoscyamine relief from pain in sudden and white flowers grown in
muscular contractions of the upper Himalayas and in hilly
body regions of central and
southern India.

7. Belladona Angurshafa Alkaloid Leaves Relieves pain due to mauscular Erect perennial herb with
Deadly Nightshade hyoscyamine and contractions specially that of brownish-green leaves and
(Atropa belladona) atropine intestines also effective in yellowish brown flowers.
whooping cough & asthma Found in India only under
Atropine is used to dilate cultivation
the pupil of the eye

8. Tulsi (Ocimum sanctum) Essential oil Leaves Bronchitis, Catarrh, cold and Much branched, hairy, erect
digestive complaints. Its oil is and scented herb.
applied locally on ring worm
and other skin diseases

9. Neem Margosa tree. Azadirachtin Leaves, bark fruit/seeds For fever to break its periodic Tree with pinnate leaves and
(Azadirachta indica) sequence; also useful in treating green fruits
skin diseases.

10. Eucalyptus Safeda Essential oil Leaves from which a pale Used in the treatment of nose Native to Australia commonly
(Eucalyptus globulus) contains eucalyptol yellow, spicy pungent oil and throat disorders and fevers grown in all parts of India. Tall
and pinene is obtained trees with whitish bark and long,
blue green leaves.
11. Mahua (Madhuca Alkaloid and Flowers, seed oil Used in the treatment of diseases Large deciduous tree with large
indica) seponin of the respiratory system like and thick leaves. Flowere small
cough & bronchitis fleshy with brownish hairs. Grown
in the plains and foot hills of India
specially in Himalayas.

MODULE - 6B
Notes

Economic Biology
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 MODULE - 6B
70

Economic Biology
Notes
12. Phyllanthus emblica alkaloids Leaf, flower and young Jaundice, Gonorrhea, Diabetes All tropical and subtropical regions
(Indian Gooseberry) and flavonoids shoot and skin problems on earth small herb with pinnate
leaves, flower arising below the
mid rib

13. Catharanthus roseus Vinblastin, Vincristine Leaves and stem Treatment of leukaemia - a form Annual and perennial herbs with
Sadabahar of cancer simple opposite leaves and funnel
shaped flowers that bear 5 stamens
fused to the inside the tube.
Madagasker, widely naturalized
through out the tropics.

14. Aphim opium Dried, brownish Fruit Used to relieve pain, induce Annual herb with large showy
(Papaver somniferum) juice obtained from sleep and relax muscular white flowers, cultivated
unripe fruits, contractions. extensively in India.
contains morphine

Agriculture, Forestry and Medicinal Plants

15. Amla Indian Used in drugs like Fruit To treat constipation, diarrhoea, Tree with pinnate leaves; fruits
Gooseberry (Emblica Chyavan Praash dysentery, enteric fever, fleshy, roundish indistinctly
officinalis) and Triphala indigestion and enlarged liver, marked into 6 lobes, rich in
anaemia, jaundice, cough, fungal vitamins C. plants occurs
infections, scurvy. throughout plains and foothills.
In India abundant in Madhya
Pradesh

16. Texus baccata yew Taxol Leaves Taxol inhibits cell division and is Grows in northern temperate zones.
BIOLOGY

a very important anticancer drug. Trees are 25 m height. Has rust red
bark and dark green needle like
leaves.
Agriculture, Forestry and Medicinal Plants MODULE - 6B
Economic Biology

WHAT YOU HAVE LEARNT

l Agriculture plays a major role in providing food, clothing and other human
needs.
Notes
l The important food crops are cereals, millets, fruit crops, vegetable crops, pulses
and oil seeds.
l Spectacular increase in the yield of crops, particularly cereals, through the
application of modern techniques in agriculture is called Green Revolution.
l Modern agriculture requires special inputs of fertilizers, proper irrigation, crop
protection against diseases and pests, breeding of disease resistant and high-
yielding varieties.
l Proper storage and preservation of food is very important in order to avoid
losses.
l A kitchen garden provides fresh vegetables all the year round.
l A forest is a large area of land with a lot of vegetation dominated by trees.
l There are four major kinds of forests Rain forests, Tropical forests, Deciduous
forests and Coniferous forests.
l Forest is an ecosystem with its community of organisms and the physical
environment, in which the ultimate source of energy is the Sun.
l Forests improve the environment by removing large quantities of carbon dioxide
from the atmosphere and by adding oxygen to it. They bring rains, prevent
floods and cut down soil erosion.
l Forests support wildlife. Forests provide several commercial products such as
wood and medicines.
l Rubber is an important yield of forest trees which are now being widely
cultivated and further improved.
l Common drugs used to treat a variety of diseases are obtained from different
parts of the common plants.

TERMINAL QUESTIONS
1. What do you mean by the term Green Revolution? List the factors that helped
to bring it about.
2. Explain the principle of farm management.
3. Which are the different methods of preserving fruits and vegetables?

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4. How does food get spoilt?
5. Why is agriculture said to paly a major role in providing important human
needs?
6. Define a forest. What are the main types of forests?
Notes 7. How are forests helpful in maintaining proper environment?
8. List and classify the commercial products obtained from forests.
9. Which important drugs are obtained from lower plants?
10. Name the source of the following drugs:
(a) Reserpine
(b) Quinine
(c) Seponin
(d) Morphine

ANSWER TO INTEXT QUESTIONS

31.1 1. Cultivated plants grown by man, wild plants grow themselves.
2. Rabi crop
e.g. 1. Wheat
2. Gram
Kharif crop
e.g. 1. Maize
2. Jowar
3. 1. D 2. B 3. C 4. A
4. 1. Cottonseed 2. Ground nut
3. Mustard 4. Coconut
31.2 1. (i) Triticum valgare, cool weather with moderate rainfall, temperature
10-15C
(ii) Gossipium Sps. cloud free weather with 75 cm rainfall.
2. Spectacular increase in the food/crop production specially cereals, using
modern technique in called Green Revolution.
3. details planning for growing high yielding crops and their storage
4. (i) Food can be stored in airtight, water proof containers
(ii) Special large sized godowns like silos.
5. is a small garden next to house. advantage - adds beauty to the house,
fresh vegetables are available at any time.
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31.3 1. (i) Forest as an ecosystem.
(ii) Forest improves environment by cleaning air, and preventing soil
erosion.
(iii) Forest support wild life
Notes
(iv) Forests provide commercial products
2. release oxygen prevent soil erosion holding moisture through root system
and releases large quantities of water vapour through their leaves by the
process of transpiration adding moisture for bringing rains.
3. Coniferous, Deciduous and Tropical rain forest.
31.4 1. (a) (v) (b) (iv) (c) (i)
(d) (vi) (e) (vii) (f) (viii)
(g) (iii) (h) (ii)
2. (i) Sarpagandha (Rauvolfia serpentina)
(ii) Quinine (Cinchona officinalis)
(iii) Pine Chir (Pine sylvestris)
(iv) Taxol (Taxas baccata)
3. Lucknow

BIOLOGY 73
General Laboratory Equipments MODULE - 6A
Tools and Techniques in
Biology

32 Notes

GENERAL LABORATORY
EQUIPMENTS

A biology student has to work with various types of equipment while performing
different experiments. It is useful to know the principle behind the working of some
of these. One main category out of these you have learnt in the previous lesson
i.e. the microscopes. A few others will be explained in this lesson

OBJECTIVES
After completing this lesson you will be able to :
l explain the working of an incubator and mention its uses;
l explain the working of a kymograph and list its uses;
l define pH and state the applications of a pH meter;
l explain the working and mention the uses of autoclave;
l explain the working and mention the uses of colorimeter;
l describe the parts of a distillation unit and mention its applications;
l Describe the working and use of spectrophotometer;
l list the latest weighting balances used in laboratories and mention their need;
l explain the use of centrifuge and explain the principle of centrifugation;
l explain the working of microtome;
l describe the working and use of sphygmomanometer.
32.1 SOME INSTRUMENTS USED IN THE LAB
The following are some of the instruments :
1. Incubator (oven) regulated by a thermostat
Thermostat is an appliance fitted, to regulate the temperature, inside an
oven or a refrigerator etc.
Incubator is an appliance shaped like a box which maintains the desired temperature
inside it (Fig. 32.1).
BIOLOGY 11
 MODULE - 6A General Laboratory Equipments
Tools and Techniques in
Biology Structure : (Parts)
(i) A box or container with insulated walls and a door fitted with a latch to close
the door firmly.
(ii) A hole in the center of its roof for insertion of a thermometer to read the
temperature of the inside chamber.
Notes
(iii) Its base contains a heating unit heated through electricity.
(iv) On the front of the base on one side is a knob which can switch-on and switch-
off the instrument.
(v) On the backside is fitted a thermostat to regulate the desired temperature.
(vi) In the centre of the front or besides the knob, a bulb is fitted to indicate
whether the instrument is off or on
(vii) The internal chamber is provided with one or more shelves.

Fig. 32.1 An incubator.

Uses : The incubator is used for the following :
(i) to keep section cutting material embedded in paraffin wax (at 50-55C)
(ii) incubate eggs : for this a dish containing water is kept inside the incubator
to provide moisture to the eggs. The eggs are rotated daily to prevent sticking
of the embryo to the shell membranes. The temperature is maintained at about
38- 40C.
(iii) to study the action of chemicals, enzymes etc. at different temperatures.
(iv) specimens such as pinned and stretched insects can be dried in it, so that they
are not spoiled.
12 BIOLOGY
General Laboratory Equipments MODULE - 6A
Tools and Techniques in
2. Autoclave : It is an electrically operated instrument which disinfects the glass- Biology
ware before a research work is started. It works under required pressure. However,
pressure cooker can be a substitute for disinfecting the small glass ware under
pressure for a definite time. The autoclave works on the same principle as the
pressure cooker.
Notes
3. Kymograph
The instrument consists of the following parts :
(i) An electric motor : This motor rotates a drum. The drum can be rotated at
different speeds.
(ii) A muscle or heart mount : The muscle is fixed at one end. The free end
of the muscle is connected to a lever. The ventricle of heart is held by a hook
for recording the heart beat. The hook is tied to the lever by a string. (Fig.
32.2 and Fig. 32.3)

Fig. 32.2 Kymograph assembly for studying muscle constractions

(iii) The lever is balanced, to bend up and down freely. A sharp pointer or pen
device is fitted to the lever opposite to that connected to the muscle.
(iv) Movement of lever due to muscle contraction or heart beat makes the pointer
to produce a tracing on a paper which is wrapped on the drum.
(v) When the paper is blackened with soot, a white streak is formed on it by the
pointer.
(vi) On stimulation by an electric current the muscle contracts and pulls the lever
down to make the corresponding dips in the line produced on the recording
paper.
(vii) As the muscle relaxes the lever moves up to its original position which is
again recorded as the continuing straight line.
BIOLOGY 13
 MODULE - 6A General Laboratory Equipments
Tools and Techniques in
Biology

Notes

Fig. 32.3 Kymograph assembly for studying heart contraction.

Uses :
1. Used commonly for recording the reaction of a muscle when its motor nerve
is stimulated.
2. Also used for recording the ventricular contraction of perfused heart.
4. Distillation Unit
Distilled water is that water that has been cleared of all salts and other
impurities which were dissolved in it.
Distilled water is an important requirement in the laboratory. Chemically, it is water
from which all the impurities have been removed.
A distillation unit, commonly used in Science laboratories, consists of the following
parts
(i) Distilling Flask : The size of flask varies depending on requirement. It is
filled with water and heated over flame or hot plate.
(ii) Leibigs Condenser : It consists of an inner glass tube surrounded by a glass
jacket through which water is circulated. The steam, passing through inner
tube condenses due to cooling effect of cold water flowing in the glass jacket.
(iii) Adapter : It is used to facilitate delivery of distillate into the receiver.
(iv) Receiver : It is a simple conical flask attached to adapter, where distillate
is collected. All the connections are done through corks.
Certain precautions are taken before the start of distillation process :
1. All corks should fit tightly.
2. The apparatus should be held firmly by the help of clamp.
3. The condenser should be full of water.
4. Distillation flask should be kept over the wiregauze before heating.
Distilled water is used for preparing several reagents.

14 BIOLOGY
General Laboratory Equipments MODULE - 6A
Tools and Techniques in
Biology

Notes

Fig. 32.4 A distillation unit

5. pH meter
pH of a solution is defined as the negative logarithm of hydrogen ion concentration.

pH value is a number on a scale 0 to 14 indicating hydrogen ion

concentration. If value is below 7, the solution is acidic and if above 7 the
solution is alkaline. The pH value at 7 means neutral i.e. neither acidic nor
alkaline.

How to find pH of a sample: There are two methods : (i) Paper Strip Method
(ii) using pH meter
(i) Paper Strip method : Readymade strips are available which change colour
at different pH values. Different strips are dipped in the solution one after
another. The change in colour of strips indicates the pH value of the solution.
This method gives only a general estimation of pH and not the precise pH.
(ii) pH meter : It gives accurate pH value of the solution. It is in the form of
a compact box The material to be examined is placed in one socket with
electrodes. The deflection of the needle on the built-in galvanometer gives the
pH value of the solution.
Need for knowing pH values:
(i) All enzymatic actions in animals and plants including microorganisms take
place at a specific pH value.
(ii) pH value of soil is important for the growth of crops.
(iii) pH value of blood is kept within the normal range through homeostasis.
(iv) pH value is used, in industries (leather and food processing)

BIOLOGY 15
 MODULE - 6A General Laboratory Equipments
Tools and Techniques in
Biology 6. Spectrophotometer
Molecules (e.g. DNA proteins etc.) absorb and emit electromagnetic radiation of
particular wavelength. This property of molecules is used in spectrophotometry.
Spectrophotometry is a technique which is widely used to measure the absorption
of radiation in the visible and UV regions of the spectrum. Colorimeter also
Notes
functions on the same principles but it is a simpler instrument in which filters are
used.

Colorimetry is a technique of estimating the amount or density of the

compound imparting colour to the cellular component present in a solution.

7. Colorimeter
It is an instrument to measure the absorption inthe green, blue or red regions of
the visible spectrum. There are two type of colorimeters.
(i) Visual colour colorimeter
(ii) Photo electric colorimeter
The components in a colorimeter and the spectrophotometer are as follows
(Fig. 32.5)

Fig 32.5 Components of a spectrophotometer.

16 BIOLOGY
General Laboratory Equipments MODULE - 6A
Tools and Techniques in
1. A light source : High intensity tungsten bulb for operation in the visible Biology
spectrum (400-700 nm) and Deuterium or Tungsten halogen lamps for UV
spectrophotometry. The lamps are fitted with quartz as glass does not transmit
UV rays.
2. Cuvettes made of glass or plastic are cleaned before adding the sample solution.
Notes
3. Galvanometer or read out device : The reading of the standard solution is
first taken for comparison with the sample

INTEXT QUESTIONS 32.1

1. What is the pH value that indicates that a particular solution is neutral?
............................................................................................................................
2. Name the two main parts of a Kymograph?
............................................................................................................................
3. What is the final product we get from a distillation unit?
............................................................................................................................
4. Mention the use of thermostat in an incubator.
............................................................................................................................
5. What provides the power to the heating unit of incubator?
............................................................................................................................
6. Name the various components of a spectrophotometer.
............................................................................................................................

32.2 SOME OTHER TYPES OF INSTRUMENTS

Here you will learn about some other types of instruments.

1. Sphygmomanometer (Blood Pressure Instrument)

By this instrument, blood pressure of a person is measured.
There are three types of this instrument which are commonly used.
(i) The old or conventional type using a mercury column.
(ii) Dial type instrument without mercury column. The blood pressure (B.P.) is
directly shown on the dial in a gadget attached to a hand pump through a tube.
(iii) The third type is the modern electronic instrument.
The common part in all the above types of instruments is an inflatable rubber bag
enclosed in a case called cuff. The cuff is wrapped around the arm, above the
elbow and below the shoulder joint. This bag is inflated by a rubber hand pump
BIOLOGY 17
 MODULE - 6A General Laboratory Equipments
Tools and Techniques in
Biology (a small balloon like structure) The hand pump is fitted with a screw to release
air. In the conventional type of instrument another tube connects the inflatable bag
with the mercury column, movement of which, when adjusted records the systole
and diastole of heart.

Notes

Fig. 32.6 Sphygmomanometer

Stethoscope is also used to listen the throbbing in the artery

while measuring B.P.

2. Microtome
The older type of microtome is called rocking microtome. It has a knife fixed
vertically in front. The tissue which has to be cut is embedded in paraffin wax
trimmed into small block and is then fixed on the block holder. By moving a knob,
the working handle at the rear on the base, causes the long, rocking arm to rock
up and down. Due to this action a series up sections are cut from the block of
paraffin wax, fixed on the block holder. Adjustment in the microtome is done for
obtaining the required thickness of the sections.
The newer models of microtome are of the rotary type. In this there is a wheel which
is rotated by hand. The rest of the working is on the same general principle.

Fig. 32.7 A Rocking Microtome

Microtomes can cut thin sections easily upto the thickness of 8-10 microns
(1 micron = one thousandth of a millimeter).

18 BIOLOGY
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Tools and Techniques in
3. Centrifuge Biology

Centrifuge is a spinning apparatus. It is used for separating objects of

different densities usually from a liquid medium,

Different types of centrifuges are used for different purposes namely clinical
Notes
centrifuge, ultracentrifuge etc. A centrifuge consists of a head (rotor) operated by
hand or motor. Attached to the rotor are a number of metallic tubes. In these tubes
are placed specially designed glass tubes with tapering bottom. According to the
requirement the head may contain sockets in which bottles are placed. The tubes
should be properly balanced in a centrifuge to prevent wobbling.
Like the mixie used in the kitchen, a centrifuge can be rotated at different speeds.
The tissue is crushed or homogenised made into a solution and upon rotation in
a centrifuge at the required speed, a precipitate is formed at the base of the test
tube. The solution on top of the precipitate is termed supernatant. The ultracentrifuge
can fractionate cells. Various organelles separate out as fractions when homogenised
tissue is centrifuged at varying speeds.

4. Weighing Balance
There are different types of weighing balances which are used in laboratories. A
physical balance is commonly used in the laboratory. However, more accurate
weighing is done by microbalances. These balances are covered within a glass
cover. Such balances are usually single pan balances and weights of the objects
are read on a scale seen from outside. The most convenient balances these days
are the digital balances which you might have seen at the jewellary shops.

INTEXT QUESTIONS 32.2

1. Mention the chief precaution one should take while using a centrifuge.

............................................................................................................................

2. Give the range of thin sections that can be cut in a microtome.

............................................................................................................................

3. Mention the use of Sphygmomanometer.

............................................................................................................................

4. Why is stethoscope used while measuring the blood pressure?

............................................................................................................................

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 MODULE - 6A General Laboratory Equipments
Tools and Techniques in
Biology

WHAT YOU HAVE LEARNT

l Incubator is a chamber in which the temperature is regulated by a thermostat.
It is used for incubating eggs and for keeping wax in a liquid condition used
Notes for section cutting.

l Autoclave is a device for sterilising glassware etc.

l Kymograph consists of an electric motor and a muscle/heart mount for

recording muscle contractions.

l Distilled water is obtained by using distillation unit.

l pH can be found by either paper strips that show change in colour or by pH

meters that give a direct reading on the built in galvanometer.

l Colorimeter enables to find out the density of colour in a solution.

l There are three kinds of blood pressure instruments, mercury instrument, dial
type with hand pump and electronic sphygmomanometer.

l Microtome is used for cutting sections for microscopic examination. There are
two kinds of microtomes - rocking and rotor.

l Centrifuge is used for separating cell organelles.

l Microbalances give very fine measurements of weights.

TERMINAL QUESTIONS

1. How can you prepare distilled water in a laboratory?

2. Mention the different parts of a distillation unit.

3. Explain briefly the different parts of a microtome and the use of this gadget.

4. Define pH. Mention the different methods by which pH can be measured.

5. What is the range of pH value of an acidic solution?

6. Mention the uses of an incubator.

7. Why is a thermostat fixed in an incubator?

8. Which of the balance gives the most accurate weight?

20 BIOLOGY
General Laboratory Equipments MODULE - 6A
Tools and Techniques in
Biology

ANSWERS TO INTEXT QUESTIONS

32.1 1. 7
2. (i) Electric motor Notes
(ii) A muscle or heart mount
3. Distilled Water
4. To regulate the temperature at any given level.
5. Electricity.
6. light source (Tungsten halogen lamp, cuvettes with solution, read out
device)
32.2 1. The tubes should be properly balanced on the rotor.
2. 8-10 microns.
3. To Measure blood pressure of humans.
4. To listen to the throbbing in the artery (beating of heart)

BIOLOGY 21
MODULE - 6B Floriculture, Mushroom Culture and Hydroponics
Economic Biology

32
Notes

FLORICULTURE, MUSHROOM CULTURE

AND HYDROPONICS

Advances in agricultural practices have led to the introduction of many new

methods in raising different kinds of plants. Floriculture, mushroom culture and
hydroponics are few of these techniques which increase the commercial value of
flowers, mushrooms and other plant products. In this lesson you will learn about
these three methods.

OBJECTIVES

After completing this lessons, you will be able to :

l identify different types of ornamental plants;
l classify ornamental plants into different categories;
l explain the difference between flowering and foliage shrubs and the methods
of raising them;
l classify different types of trees, climbers and bulbous plants with few examples
of each;
l mention the ways by which indoor plants can help to decorate our homes and
the techniques of growing them;
l explain the importance of indoor decorative plants with examples;
l list some facts about designing a home garden;
l list the steps of mushroom culture;
l define hydroponics, explain its methods and its limitations.

32.1 FLORICULTURE
Floriculture is the study of different types of ornamental plants and their
cultivation. It also includes propagating, growing and marketing of all kinds of
74 BIOLOGY
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Economic Biology
flowers, flower seeds and seedlings, growing bulbs, nursery operations, chemical
protection of plants, post harvest storage and handling and use of preservatives.
32.2. ORNAMENTAL PLANTS
What are ornamental plants?
Ornamental plants are the cultivated plants. Notes
Ornamental plants, both flowering and non-flowering may be classified as below:
Ornamental Plants

Seasonal annuals Perennials

(Flowering plants)
Shrubs Climbers Bulbous Trees Indoor
plants plants
Foliage Flowering
Most seeds are sown in suitably prepared seed pans or seed beds and the seedlings
transplanted to the main beds at the proper stage. However, the seeds of some plants
like Larkspur, Lupins and Californian poppy have delicate roots and are sown
directly into small pots.
Some flowering plants are given below in Table 32.1
Table : 32.1 The time and type of soil for growing certain flowering plants
Soil Climate/Season Name
Porous, fairly deep Seeds may be sown in Portulaca
well drained, rich February-March
and loamy soils
Porous, fairly deep, Seeds may be sown in Zinnia, Ladys face
well drained, rich February- March
and loamy soils
Porous, fairly deep, Seeds may be sown in Larkspur Sunflower
well drained, rich and September-October Marigold
loamy soils
Porous, fairly deep, Seeds may be sown in Petunia, Phlox,
well drained, rich and September- October Salvia
loamy soils
Uses of flowers
(i) They impart colour and beauty to the garden within a short time.
(ii) They are grown in pots and soil beds to decorate our homes.
(iii) Flowers are used for making bouquets, flower arrangements, on festive
occasions and for interior decoration.
(iv) Flowers are also used for personal adornment by ladies and for religious and
ceremonial offerings.
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32.2.1 Types of Ornamental Plants
Ornamental Plants

Ornamental Ornamental Ornamental Ornamental

shrubs climbers bulbous plants tree
Notes
1. Ornamental Shrubs
Shrubs may bear either flowers or beautiful foliage. They are perennial and they
live for many years. Foliage shrubs have coloured or attractive leaves and may be
evergreen or deciduous. Flowering shrubs are grown for their beautiful flowers.
Some examples of foliage shrubs are mehndi, croton, Acalypha and jasmine.
Soil and climate requirements for cultivated shrubs
The soil should be rich, well drained and fairly deep. The sub-soil should be free
from hard substratum and be able to retain moisture. Shrubs are tropical, subtropical
and temperate plants.
Uses of shrubs
(i) Shrubs are mainly used for garden decoration and various types of landscape
work.
(ii) They can be used for developing hedges around the garden.
(iii) They are sometimes used for covering ugly sites like manure pits, potting sheds
etc.

2. Ornamental climbers
Climbers are plants which have special structures (tendrils, thorns etc.) to climb
on a support. These add beauty to the garden due to attractive flowers or foliage.
3. Ornamental bulbous plants
The word bulb includes underground modified stems e.g. corms, tubers. On
growing they give attractive coloured flowers e.g. Lilies, Dahlia, Canna, Gladiolus.
Some examples of bulbous ornamentals grown for their attractive leaves are money
plant, Colocasia, Monstera and Ferns.
4. Ornamental trees
Ornamental trees are the most important perennial hardy plants with a single straight
stem. They are grown in gardens, parks and on the roadside to provide shade and
beauty and to create a good landscape.
Trees are classified as flowering trees, foliage trees (evergreen and deciduous) shady
trees with a dense foliage and medicinal trees which are used to provide medicines
from their various parts.
Some examples of ornamental flowering trees are Gulmohar, Amaltas, Silk cotton
tree and Acacia.

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INTEXT QUESTIONS 32.1

1. Differentiate between foliage and flowering shrubs.
............................................................................................................................ Notes
2. Classify the following shrubs into foliage and flowering types:
Mehndi, Crotons, Jasmine, Acalypha,
(i) ..................................................................................................................
(ii) ..................................................................................................................
3. The names of some bulbous plants bearing pretty flowers and those bearing
attractive leaves are given below. Separate them into their respective groups.
Iris, Caladium, Gladiolus, Monstera, Ferns.
............................................................................................................................
4. Mention the main method by which bulbous plants can be propagated.
............................................................................................................................

32.3. INDOOR PLANTS

Indoor plants are those plants, which thrive in the living room of a house under
normal conditions of light and humidity.
Plants are grown indoors because:
(i) Indoor plants are never out of season.
(ii) They are especially useful in places where people live such as in condominiums
or flats that may not have space for gardens.
(iii) They provide charm and beauty to the house and add to the interior setting.
32.3.1 Different types of indoor plants are:
(i) Foliage plants with green or variegated leaves in different shapes e.g.
Asparagus, Tradescantia.

(ii) Ferns which are attractive, non-flowering and shade loving e.g. Maiden hair
fern, Silver fern, etc.

(iii) Palms with a single stem and large leaves suitable for growing in large rooms
or halls e.g. Dwarf palm, Pygmy date palm.

(iv) Cacti and succulents are plants with thick fleshy leaves or stem, which store
water. They are of various forms, shapes and sizes and bear attractive flowers
e.g. Cacti like Opuntia, Epiphyllum and succulents like, Bryophyllum and
Euphorbia.
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(v) Bonsai are dwarf adult plants grown in shallow pans which add to the decor
of drawing rooms and are grown by a special technique.

Notes

Fig. 32.1 Indoor plants

32.3.2 Terrariums
Terrariums are set up in glass cases like that of an aquarium, and using different
types of plants. They add beauty and variety to the internal decor. Common
techniques for propagating indoor plants are cuttage, layerage and budding.
When there is no space for growing plants in the ground, plants are grown in pots.
Also ornamental foliage plants and some other indoor plants are normally grown
in pots of different types e.g. earthen, metallic, plastic, wooden or cement.

INTEXT QUESTIONS 32.2

1. What are the different types of indoor plants?

............................................................................................................................

2. Why are plants grown indoors?

............................................................................................................................

3. Name different types of pots which are used for cultivating various ornamental
plants?

............................................................................................................................

4. What is a terrarium?

............................................................................................................................

32.4 DESIGNING A HOME GARDEN

A garden in a home not only adds to its beauty but also increases its real estate
value. The following points may help in designing a home garden. It can be changed
according to the plant and size available.
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1. It is essential to have variety in colour, size and type of plants.
2. It should be properly maintained with the hedges trimmed, lawn properly
mowed and the flowerbeds regularly weeded.
3. In the small home garden seasonal vegetables can be grown to raise a kitchen
graden which can provide vegetables for every day use. Notes
32.5. MUSHROOM CULTURE
32.5.1 Mushroom
Mushroom is fleshy fungus belonging to the kingdom Fungi. They first appear
as white tiny balls consisting of a short stem and a cap, which opens like an umbrella
later. They cannot prepare their food themselves due to lack of chlorophyll. There
is a large number of mushroom species some growing wild, and some are edible
species.
The five most important cultivated mushrooms are :
1. Shutake mushroom (Lentinus edodes)
2. Winter mushroom (Flammillina velutipes)
3. White button mushroom (Agaricus bisporus)
4. Paddy straw mushroom (Volvariella volvaceae)
5. Oyster mushroom (Pleurotus-sajol-caju)
In India three types of mushrooms are found. They are
white button mushroom, paddy straw mushroom and
oyster mushroom (Fig. 32.2). In north India, the climate
conditions prevailing, different seasons can be exploited
for growing mushrooms throughout the year as Fig. 32.2 A mushroom
follows :
Mid- November to mid- March : White button mushrooms
February to mid-November : Paddy straw mushrooms
September to November : Oyster mushrooms
32.5.2 Importance of Mushrooms
1. They are good source of high quality proteins and are rich in vitamins and
minerals. Mushroom contains 20-33% proteins. They contain good amount of
vitamin C and B complex, potassium, phosphorus and sodium.
2. They have medicinal properties. For example-mushroom extracts have a high
amount of retene that has an antagonistic effect on some forms of tumours.
3. Mushrooms are capable of agrowaste degradation. Mushroom is grown on
organic substances either raw or composted. They are mostly waste materials
from farms, plantations or factories. Useless by-products can be recycled as a
medium to grow mushroom for human consumption. This also helps to reduce
environmental pollution.
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4. Mushrooms have a huge export potential.

5. Mushroom grows independent of sunlight without fertile land.

6. Mushroom-cultivation is a woman-friendly operation. Women in farming

Notes system contribute a high percentage of the labour in the field especially in
developed countries. It is one agricultural activity in which women can play
an important role without sacrificing their household responsibilities.

32.5.3 Steps to be followed in the Cultivation of Mushrooms

The use of mushrooms as human food dates back to time immemorial. Today with
the development of better technologies and greater realisation of their nutritive
value, mushrooms have come to occupy an important place in the diet of people
in several parts of the world including India. It is therefore necessary to have
knowledge of growing mushrooms.
Since the white-button mushroom (Agaricus bisporous) is popular mushroom,
its method of cultivation is discussed here.

Requirement for its cultivation

The optimum temperature for vegetative growth i.e. spread of the mycelium is 22
to 25C and for the reproductive stage is 14 to 18C. The following steps are
required to be followed:

(a) Composting (b) Spawning (c) Casing

(d) Cropping and harvesting (e) Preservation

(a) Composting
Compost is prepared by mixing wheat or paddy straw, chicken manure with a
number of organic and inorganic fertilizers in fixed proportions. The compost is
kept at a high temperature (Approximately 50C) for one week and then mushrooms
are cultivated on it.

(b) Spawning
This is the process of introducing the spawn, which is the mushroom seed, into
the compost. Spawn is merely the vegetative mycelium from a selected mushroom
species grown in a convenient medium. The success of mushroom cultivation and
its yield depends to a large extent on the purity and quality of the spawn used. The
amount of spawn used should be sufficient to help rapid and vigorous coverage
of the beds with the organism.

(c) Casing
Casing means covering the compost with a thin layer of soil or soil-like material
after the spawn has spread in the compost. It gives support to the mushroom,
80 BIOLOGY
 Floriculture, Mushroom Culture and Hydroponics MODULE - 6B
Economic Biology
provides humidity, prevents quick drying of the spawned compost and thus help
in better growth of the spawn. Casing also helps to regulate the temperature.
(d) Cropping and harvesting
The arrangement is made for maintaining circulation of fresh air around the beds.
Temperatures have to be kept low to prevent growth of pests and diseases and Notes
regular spraying of insecticides is also required to be done for the same purpose.
It generally takes 7 to 8 days to come to the button stage from the first appearance
of the formation of a pinhead.
(e) Preservation
Mushrooms, like fruits and vegetables are perishable and require a great deal of
attention during storage, marketing and processing at the post harvest stage.
Discolouration, weight and flavour loss are some of the problems.
The following methods are used to increase their shelf life:
(i) Vaccuum cooling
(ii) keeping in a controlled atmosphere consisting of 9 percent oxygen and 25
percent carbon dioxide.
(iii) giving gamma radiation and storing at 15C
(iv) freeze drying in a solution of brine, citric acid and ascorbic acid and
dehydration.
(v) Canning

INTEXT QUESTIONS 32.3

1. Mention three advantages of mushroom cultivation.
............................................................................................................................
2. Name the species found in India.
............................................................................................................................
3. How can be preserve cultivated mashrooms for a long time?
............................................................................................................................
4. List the main steps in mushroom cultivation
............................................................................................................................

32.6 HYDROPONICS
The development of hydroponics has not been rapid although this technology is
almost 1500 years old.
Hydroponics is a techniques for growing plants in nutrient solution (water with
fertilizers) with or without the use of an artificial medium (sand, gravel,
peatmoss, coir or saw dust ) to provide mechanical support.
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Economic Biology
Hydroponics involves growing plants in containers filled with water or with coarse
sand, gravel or other materials, to which nutrients have been added. The containers
are made of glass, metal or plastic. They range in size from small pots for individual
plants to huge tanks for large scale growing.
Plants growing without soil require the same amount of light and warmth that they
Notes would if they were growing in soil. Growers who use hydroponics indoors provide
a source of light and heat.
32.6.1 Methods of growing plants through hydroponics
There are two main methods of growing plants without soil. They are water culture
and aggregate culture.
(i) Water Culture (Fig. 32.3)
In water culture, plants are suspended with their
roots submerged in water that contains plant
nutrients. The roots absorb water and nutrients,
but do not perform the anchoring function.
Therefore, the plants must be mechanically
supported from above. Air must be regularly
pumped or mixed into the nutrient solution.

Culture Solution
There are different kinds of nutrient solutions.
A basic solution might contain:

3.4 kg - Potassium nitrate

Fig. 32.3 Hydroponics
0.65 kg - Ammonium Sulphate
2.65 kg - Magnesium Sulphate
1.05 kg - Monocalcium Phosphate Mixed together in 5000 litres of water
3.0 kg - Calcium Sulphate

Once the solution is in the tank, 5 litres of water containing 37 grams of manganous
sulphate and 4 to 6 drops of concentrated sulphuric acid should be added to each
5000 litres of solution once a month. In addition, 150 grams of ferrous sulphate
in 5 litres of water should be added once a week.

(ii) Aggregate Culture

In aggregate culture although plants are grown without soil, the roots not only
absorb water and nutrients, but also anchor the plant. Instead of being placed
directly in a water and nutrient solution, the roots are placed in a substrate material,
such as coarse sand, gravel, peat etc. A nutrient solution is then repeatedly applied
to the substrate material. The solution is either pumped up from below the roots
or trickled down from above.

82 BIOLOGY
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32.6.2 Importance of hydroponics
Growing plants without soil is an effective way to study the needs of plants. By
varying the amounts of nutrients, we can find the best ratio of nutrients for
successful growth of the plant.
It is suggested that hydroponics can be used for commercial crop production. In
Notes
places where soil is not available, such as on ships at sea, deserts and in covered
Arctic areas, hydroponics is an effective alternative.
Hydroponics is used in large-scale cultivation of flowers and vegetables. The yield
is the same as for soil-grown plants and the technique saves time by automatically
watering and fertilizing the crop.

INTEXT QUESTIONS 32.4

1. Define Hydroponics
............................................................................................................................
2. State the two methods of growing plants without soil.
............................................................................................................................
3. Why does air have to be constantly pumped into the nutrient solution? Give
reasons for your answer.
............................................................................................................................
4. What will happen, when plants grown in a nutrient solution have to be
mechanically supported from above?
............................................................................................................................

WHAT YOU HAVE LEARNT

l Floriculture is the study of different types of ornamental plants and their

cultivation.
l There are different types of ornamental plants like seasonal annuals, flowering
and foliage shrubs, ornamental trees, climbers, bulbous and indoor plants.
l Seasonal annuals are grouped according to the season of their growth and
flowering into summer, winter and rainy season annuals.
l Ornamental shrubs are both of the flowering and foliage types.
l Indoor plants are used to decorate our homes.
l A home garden (kitchen garden) adds beauty to the house. It has to be carefully
designed.
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MODULE - 6B Floriculture, Mushroom Culture and Hydroponics
Economic Biology
l The five species of mushrooms cultivated in India are white button mushroom,
paddy straw mushroom,oyster mushroom, shutake mushroom, and water
mushroom.
l The main steps in mushroom cultivation are composting, spawning, casing,
Notes cropping and harvesting.
l Hydroponics is the method of growing plants without soil.
l Two methods of growing plants without soil are water culture and aggregate
culture.
l The nutrient solution contains nitrates, sulphates, phosphates of potassium,
magnesium, calcium, manganese and iron dissolved in water.
l Air has to be constantly pumped into the solution.
l Hydroponics is used for commercial production of crops, vegetables and
flowers in places where soil is not available.

TERMINAL EXERCISES

1. What is meant by Floriculture?

2. Define the technique of Hydropnics.
3. What is the importance of flowers in our daily life?
4. List the different techniques used to propagate indoor plants.
5. Which important points would you bear in mind while designing a home
garden?
6. What are the advantages of Mushroom Cultivation?
7. Which are the methods used to increase the shelf life of mushrooms?
8. Explain the terms composting and spawning.
9. Give the composition of a basic nutrient solution used in hydroponics.
10. Distinguish between:
(i) Water culture and aggregate culture
(ii) Seasonal plants and perennial plants
(iii) Ferns and palms
(iv) Casing and spawning
11. List three varieties of mushroom found in India.
12. Give two examples of different types of ornamental plants
13. Describe the required various steps for mushroom culture.
14. Explain in brief about the importance of hydroponics.

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ANSWER TO INTEXT QUESTIONS

32.1 1. Foliage shrubs are grown for their decorative leaves while flowering
shrubs are grown for their beautiful flowers.
Notes
2. Foliage Shrubs Mehndi, croton, acalypha
Flowering Shrubs Jasmine
3. Bulbous foliage plants Colocasia, Caladium, Monstera, Ferns.
Bulbous flowering plants Iris, Gladiolus, Tulip, Narcissus
4. Bulbous plants can be propagated through offsets, corms, fragments and
bulbils.
32.2 1. Different types of indoor plants are foliage plants, ferns palms, cacti,
flowering plants and bonsai.
2. Plants are grown indoors to decorate our homes specially the flats where
there is no space for an outdoor garden.
3. Earthworm, metallic, plastic, wooden or cement.
4. Set up of glass case for growing plants.
32.3 1. (i) Mushrooms are richer in proteins, vitamins and minerals than most
other vegetables.
(ii) Mushrooms help to reduce weight.
(iii) Mushroom cultivation opens new avenues for employment.
2. (i) White button, mushroom.
(ii) Paddy straw mushrooms
(iii) Oyster mushroom
3. see text
4. Composting, spawning, casing, cropping and harvesting.
32.4 1. Hydroponics is the science of growing plants without soil.
2. Water culture and aggregate culture.
3. Air has to be constantly pumped into the nutrient solution because roots
for respiration require oxygen.
4. Plants grown in nutrient solution have to be mechanically supported
from above because their roots are unable to provide anchor to them
as the medium is a liquid.

BIOLOGY 85
 MODULE - 6A Some Common Preservatives, Stains and Reagents
Tools and Techniques in
Biology

33
Notes

SOME COMMON PRESERVATIVES,

STAINS AND REAGENTS

Whenever a part of an organism is removed or an aquatic organism, as for example,

the amoeba kept without water, they soon disintegrate, dry or putrefy by the action
of bacteria. In order to study these, they need to be kept in a condition as close
to normal as possible or in other words preserved and fixed. In many Biology
practicals, for example cytochemistry about which you learnt in chapter 31 and
many physiology experiments, chemicals are required. Some such chemicals
preserve and specifically dye certain parts of the cell while others are used as
solutions. In this lesson you shall learn about some preservatives, stains and regents.

In the laboratory study of biological tissues and other materials, various types of
chemicals are needed for specific results. Such chemicals are mainly the preservatives,
stains and some other reagents used in various experiments. Some such chemicals
are being explained in this lesson.

OBJECTIVES

After completing this lesson you will be able to :

l differentiate between reagents, stains and preservatives;

l describe methods of staining;

l list the commonly used preservatives, stains and reagents;

l state the chemical composition of Bouins fluid, Carnoy mixture, Leishmans

stain, Safranin, Acetocarmine, Methvlene blue, Iodine solution, Benedicts
solution, Fehlings solution, Ringers solution, FAA (Formalin Acetic Acid-
Alcohol) solution;

l describe the uses of above mentioned solutions and stains.

22 BIOLOGY
Some Common Preservatives, Stains and Reagents MODULE - 6A
Tools and Techniques in
33.1 PRESERVATIVE, STAINS AND REAGENTS Biology

Whenever a tissue is outside the body, it needs to be placed in a fixative for its
preservation. It is later stained and studied in details because (a) a fixed specimen
is like the original specimen and (b) it can remain in the undeformed state for a
long time; (c) and also it can be stained to differentiate its parts.
Notes
Fixative is a chemical which maintains the equilibrium (balance) of the cell
inclusions so that cell gets preserved in a condition close to normal. Fixation also
renders the material suitable for staining.
Let us first define the above mentioned three terms to know the difference between
them.
Preservative
Preservative is a chemical which is used to fix (to maintain) the tissues
of plants and animals for a long time so that decomposition does not take
place.

Stain
Stain is a chemical (natural or synthetic) which imparts colour to the cell
or part of it. It enables different components to differentiate more clearly
than in the unstained object. Example Safranin is a stain which colours
xylem tissues pink.

Reagents
Reagent is a substance that takes part in chemical reactions or biological
processes. It is used to detect substances present in the cell. Example Iodine
solution is used for detecting starch.

33.2 PRESERVATIVES OR FIXATIVES

Chemicals are used to kill, preserve and fix plant/animal tissues and specimens in
such a way that they retain their original shape, form size and structure. These make
the tissues hard and prevent them from decaying. A fixative must penetrate rapidly
the tissue removed from the body. Some of the preservatives are given below
alongwith their composition :
1. Bouins fluid : This preservative or fixative is yellow in colour and penetrates
rapidly in the tissues, for making histological preparation.
Composition :
Saturated aqueous picric acid - 75 ml
Formalin (40% Formaldehyde) - 25 ml
Glacial Acetic Acid - 5 ml

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 MODULE - 6A Some Common Preservatives, Stains and Reagents
Tools and Techniques in
Biology 2. Carnoys fluid : It penetrates rapidly and gives excellent nuclear fixation.
Composition :
Absolute Alcohol - 60 ml
Chloroform - 30 ml
Notes
Glacial Acetic Acid - 10 ml
It is prepared fresh. Care is to be taken as it is highly poisonous and
inflammable.
3. Formalin Acetic Acid Alcohol (F.A.A.) : This is or a very good fixative and
tissues may be left in it for a long period without any harm.
Composition
50% Alcohol - 100 ml
40% Formaldehyde - 6.5 ml
Glacial Acetic Acid - 2.5 ml

INTEXT QUESTIONS 33.1

1. Define the terms :
(i) Preservative ...............................................................................................
..................................................................................................................
(ii) Stain ..........................................................................................................
..................................................................................................................
2. State the composition of Carnoys fluid.
............................................................................................................................
3. How is Bouins fluid more advantageous than other preservatives?
............................................................................................................................

33.3 STAINS
There are different stains for study of different biological materials. Stains are dyes
which react with the components of the cell to give the component a particular
colour. These dyes may be synthetic chemicals or obtained from plants or from
animals e.g. carmine is derived from the cochineal insect. Staining can be done
in several ways.
1. Single Staining : Where only one stain is used giving a single colour to the
tissue e.g. Acetocarmine stains both the nucleus and the cytoplasm pink.
24 BIOLOGY
Some Common Preservatives, Stains and Reagents MODULE - 6A
Tools and Techniques in
2. Double Staining : Where two stains are used, each stains a specific area or Biology
the particular cell organelle e.g. Methyl green which stains nucleus green is used
with Pyronin which stains the cytoplasm pink.
3. Multiple Staining : More than two stains are used in the preparation of slide
of tissue or organelle. Each stain will colour only the specific organelle of the
Notes
cell e.g. Triple Mallory stain.
4. Vital staining : stains such as the Janus Green B which stains mitochondria
is used to colour living cells. Such stains which do not kill the cell, do not
require prior fixation and impart colour to a specific part are termed vital stains
(vita = live).
Some of the stains are given below :
1. Leishmans Stain : It is a readymade double stain, used for staining blood
films. It gives blue colour to the nucleus and pink to the cytoplasm.
Composition
Leishman stain powder - 15 g
A ethyl alcohol (solvent) - 100 ml
For good results this stain is kept in dark coloured bottle.
2. Safranin : It is used as a general stain for plant tissues. The stain may
be prepared both in water as well as in 90% alcohol depending on the
requirement.
Composition
Safranin powder - 1g
Distilled water - 100 ml
It is a synthetic dye which gives pink or red colour to the object stained.
3. Acetocarmine : It is mainly used to stain chromosomes in the study of
cells.
Composition
Glacial acetic acid - 45 ml
Carmine powder - 2g
Distilled water - 55 ml
4. Methylene blue : This stain may be used both as aqueous or alcoholic
stain. It is a basic stain and so mainly stains acidic parts such as DNA
of the nucleus and fungal bodies. Methylene blue is a vital stain
Composition
Aqueous Methylene blue :
Methylene blue - 100 mg
Distilled water - 100 ml

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 MODULE - 6A Some Common Preservatives, Stains and Reagents
Tools and Techniques in
Biology The stain is dissolved in distilled water
Alcoholic Methylene blue :
Methylene blue - 0.3 g
95% Ethyl alcohol - 30 ml
Notes Distilled water - 100 ml
This stain is prepared by adding 30 ml of saturated alcoholic solution of
methylene blue (0.3 gm of it to 30 ml of 95% ethyl alcohol) in 100 ml
of distilled water.
33.4 REAGENTS
There are different reagents which are used to test the different substances present
in certain solutions. Some of them commonly used in a biology laboratory are given
below :
1. Benedicts Solution : It is used for the test of sugar.
Composition
Copper sulphate - 1.7 g
Sodium citrate - 17.3 g
Sodium carbonate (anhydrous) - 10.0 ml
Distilled water - 1000 ml
Dissolve 17.3 g sodium citrate and 10 g of anhydrous sodium carbonate in 600
ml of distilled water. Filter the solution. Simultaneously prepare copper sulphate
solution. Add this solution slowly to the previous filtered solution, constantly
stirring it. Add enough distilled water to make a total of 1 litre.
If to a solution containing glucose, Benedicts is added and warmed a brick red
precipitate forms.
2. Fehlings Solution A and B : It is also used for testing of sugar. It is commonly
purchased ready made from the market.
Composition
Fehlings solution A
Copper sulphate - 34.6 g
Distilled water - 500 ml
Fehlings solution B
Sodium hydroxide - 175 g
Sodium potassium tartarate - 173 g
Distilled water - 500 ml
When testing for sugar, equal amounts of Fehlings solution A and Fehlings
solution B are added to the solution which is to be tested. Results are the same
as that with Benedicts

26 BIOLOGY
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Tools and Techniques in
3. Iodine Solution : It is commonly used for testing starch. As such it is brownish Biology
in colour.
Composition
Iodine - 0.3 g
Potassium iodide - 1.5 g Notes
Distilled water - 100 ml
Iodine added to starch turns the starch grains or starch solution, dark blue.
4. Ringers Solution : This solution is isotonic to that of tissue that is when tissue
is placed in Ringers no osmotic changes occur. It does not spoil quickly and
living material can be placed in it for observation in normal living state.
Composition
Potassium chloride - 0.42 g
Sodium chloride - 9.0 g
Calcium chloride - .24 g
Sodium bicarbonate - .20 g

INTEXT QUESTIONS 33.2

1. Mention the use of
(i) Ringers solution ......................................................................................
(ii) Leishmans stain .......................................................................................
2. Write the full form of F.A.A.
............................................................................................................................
3. Write the composition of
(i) Iodine solution ..........................................................................................
(ii) Carnoys fluid ...........................................................................................

WHAT YOU HAVE LEARNT

l Preservative is a substance or method which prevents decay and decomposition
of an organism or its parts.
l Stain is a chemical which colours tissue or its parts.
l Different types of preservatives are used for different experimental material and
for different purposes.
l Various types of stains are used for various tissues or cellular components.
l Staining may be single, double or multiple. Vital staining stains living
organisms and cells.
l Different types of reagents are used for different experiments.
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 MODULE - 6A Some Common Preservatives, Stains and Reagents
Tools and Techniques in
Biology

TERMINAL QUESTIONS

1. Define the term reagent

2. What is meant by (i) Double staining and (ii) Multiple staining?
Notes
3. Mention the use and the composition of Bouins fluid.
4. Mention the components of F.A.A.
5. Which tissue is normally stained by Leishmans stain?
6. Name any one stain used generally in biology laboratories.
7. Give the composition of Fehlings Solution A and B. Mention the substance
that can be tested by Fehlings reagent.
8. Mention the use of Ringers solution.

ANSWERS TO INTEXT QUESTIONS

33.1 1. (i) Preservatives are chemicals used to kill and fix the tissues such
that they retain their original form, size and structure or
preservatives maintain, plant and animal tisues without
decomposition for a long time.
(ii) Stain is a chemical which imparts colour to the cell or its parts.
2. Abs. alcohol 60 ml, chloroform 30 ml, glacial acetic acid 10 ml
3. Penetrate into tissues rapidly.
33.2 (i) cells of tissue kept in Ringers solution retain their normal shape as no
osmotic changes take place.
(ii) It is used to stain blood cells nucleus becomes blue and cytoplasm
becomes pink in colour.
2. Formalin Acetic Acid Alcohol.
3. (i) Iodine, Potassium Iodide and Distilled water.
(ii) Absolute alcohol, Chloroform and Glacial Acetic Acid.

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33
Notes

Animal Husbandry

Ever since the beginning of civilisation, humans have depended on animals for
many requirements, such as that of food (milk, meat and egg), clothing (hide or
wool), labour (pulling, carrying load) and security etc. The development of desirable
qualities in all such animal species, through creating better breeds, has been an
important human achievement. For this, humans have consistently tried to improve
the breeds of domesticated animals to make them more useful for them. In this
lesson, you will learn about the common breeds of such animals, their uses and
some methods of improving their breeds.

OBJECTIVES
After completing this lesson, you will be able to:
l define the term Animal Husbandry;
l defferentiate between wild, tamed and domesticated animals;
l classify the domesticated animals into various categories;
l list the high yielding breeds of cattle in India and abroad;
l describe in brief the raising and caring of cattle;
l enumerate principal dairy products;
l describe modern techniques of genetic improvement such as artificial
insemination and embryo transplant;
l list the important breeds of cattle, pig, sheep, goat, horse, poultry and their
specific uses;
l list the common diseases of animals, their symptoms and their causal organisms.

33.1 ANIMAL HUSBANDRY

The branch of science, which deals with the study of various breeds of domesticated
animals and their management for obtaining better products and services from them

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is known as Animal Husbandry. The term husbandry derives from the word
husband which means one who takes care. When it incorporates the study of
proper utilisation of economically important domestic animals, it is called Livestock
Management.

Different Categories of Animals Notes

Wild Those that breed better where they are free than they do when they are
captivated. They have no common use for humans. Example Lion, Tiger, Rhinoceres,
Deer etc.
Tamed Those, which are caught from the wild and trained to be useful to humans
in some way. Elephant, Chimpanzee, Gorilla, Yak etc.
Domesticated Those that are of use at home and are easily bred and looked after
by humans. Common domesticated animals are dog, horse, cow, sheep, buffalo,
fowl etc.

Importance of domestic animals

On the basis of utility, domestic animals are categorised into the following
functional groups
1. Milk giving animals Cattle, buffalo, goat, sheep etc.
2. Draught (used for load Bullock, horse, donkey, mule,
bearing) animals camel, elephant, yak etc.
3. Fibre, hide and skin yielding Sheep, goat, cattle, buffalo, camel etc.
4. Meat and egg yielding animals Fowl (hen) and duck, goat, buffalo, pig etc.

33.2 MILK AND MEAT YIELDING ANIMALS

Depending upon the availability and regional considerations different animals are
reared for the purposes of yielding milk and meat in India. India is the worlds
largest producer of milk. The majority of the milk consumed is also in liquid form
in India. Over 53% of milk produced in India is from the water buffalo and a
majority of milk processing plants in the country depend upon buffalo milk.
The National Dairy Development Board (NDDB) is the main agency behind the
cooperative movement in India. India is now seeking joint ventures and financial
participation from the private sector including foreign investment for production
of milk and milk products in India.

Cattle
Cattle mainly include cow, bull, oxen, goat, sheep etc. The females of the species
provide milk, which in turn contribute animals protein to the diet of people. While
the female species of these cattle are used for milk, the male species play an

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important role in the agricultural economy by providing labour, meat and hide. Milk
itself is taken in many forms like ghee, curd, butter and cheese etc. The excreta
of these animals (dung) is used as manure, in biogas and as fuel. There are several
important breeds of cattle in India and abroad.
Notes
33.2.1 Milk yielding animals
What is a breed ?
A breed is a group of one species of animals, which have the same descent and
are similar in body shape, size and structure.

Categories of Important breeds:

There is following three categories

1. Indian breeds 2. Exotic Breeds 3. Improved breeds

(a) Indian Breeds

Gir, Sahiwal, Red Sindhi, Thararkar, Kankrej etc. are some high yielding
varieties of Indian cattle (Fig. 33.1)

Fig. 33.1 Indian breeds of high milk yielding

(b) Exotic Breeds (Imported breeds)

Hilstein, Friesian, Jersey, Swiss etc. are some of the high yielding varieties that
have been imported from abroad and reared widely in India.

(c) Improved breeds of Indian cattle

Certain improved breeds have been developed by making a cross between two
desired breeds. A cross between Sahiwal and Friesian varieties has been named
as Friewal, Karan Swiss is another improved breed for milk production in large
quantities. Table 33.1 shows some indian breeds, their milk yield and distribution.
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Table 33.1 Some Indian Breeds and their Milk Yield
Breed Milk yield (litres) Distribution
Per lactation period
Gir 1200-2200 Gujarat, Rajasthan,
Maharastra Notes

Red Sindhi 700- 2200 Andhra Pradesh, all part of

world including India and
Pakistan
Sahiwal 1100- 3100 Haryana, Punjab. Uttar Pradesh
Kankrej 1400 Gujarat
Tharparkar 700-2200 Rajasthan
Mewati 1100 Rajasthan
Ongole 700 Andhra Pradesh
Hariana 500 Gujarat,Rajasthan
Hallikar 227-1134 litres South India
Kangayam 665 litres Tamil Nadu
Murrah 20-22 litre/day Punajb, Haryana, Uttar Pradesh
Lactation Period is the period of milk production between birth of a young one
and the next pregnancy and it usually lasts about 300 days.
Breeds of Buffaloes

Breed Distribution
Murrah Haryana and Punjab
Bhadawari Uttar Pradesh and Madhya Pradesh
Jaffarabadi Gujarat
Surti Gujarat
Mehsana Gujarat (cross breed between Surti and Murrah)
Nagpuri Maharastra
Nill Ravi Punjab
Porlakmedi Orissa

33.2.2 Cattle feed

The main feed of cows and buffaloes are grass but this does not provide them all
the nourishment. They require balanced diet in the form of roughage which is
fibrous food containing large amount of fibres such as hay fodder, leguminous
plants-soyabeans, peas and cereals like maize, jowar etc.

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The diet of cattle mainly consists of roughage (dry or green fodder or fibrous food)
and concentrates like grains, oil cakes and seeds, mineral salts and vitamins.

33.2.3 Dairy Products

Notes Milk as drawn from the animals is known as full cream milk. When the cream is
separated and the remaining milk is called toned milk. This milk contains no fat
and is known as skimmed milk. On the basis of fat contents the various milk
product are as follows:

Cream : It is prepared by churning milk, the fat comes on the top which is separated
by draining out the liquid. It is known as cream with 10-70% fat contents.

Curd : Milk is converted to curd due to bacterial activities.

Butter Milk : It is the left over liquid after removal of butter.

Ghee : After heating butter, the water evaporates and fat contents are almost 100%.

Condensed milk : Milk is concentrated by removing water contents with or without

adding sugar. It has 31% milk solids with 9% fats.

Powdered milk : It is the powdered form of milk.

Cheese : It is coagulated milk protein-casein with fat and water.

Khoya : A desicated milk product prepared by evaporating water contents and

reducing the bulk to about 70-75%.

Cattle Dung : Cattle dung is mainly used to make dung cakes for burning as fuels.
It is used mainly in villages of India. The farmers also use cattle dung to produce
bio gas and the leftover residue as manure.

Biogas plant (Gobar gas plant)

Bio gas plant is a chamber where animal excreta (Cow dung, buffalo dung etc) and
some anaerobic bacteria are fed into airtight biogas chamber. Decomposition of
excreta produces methane gas used as a smoke free gas for cooking. This gas can
also be utilized for lighting. The left over solid residue serves as a good manure.

33.2.4 Meat yielding animals

(i) Sheep
Sheep is the second largest species reared by mankind and it provides wool, meat,
milk and hide. Their droppings form good manure. Important breeds of sheep in
India are as follows:

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Breeds of Sheep

Breed Distribution
Chokla Rajasthan
Nial Rajasthan and Haryana
Notes
Marwari Rajasthan and Gujarat
Magra Rajasthan
Jaisalmeri Rajasthan
Pugul Bikaner (Rajasthan)
Malpura Rajasthan
Potanwadi Uttar Pradesh and Delhi
Muzaffararanagari Haryana
Hissardale Himachal Pradesh and Haryana
Nellore Andhra Pradesh
Bellary, Hassan, Mandya Karnataka
Mecheri, Kalikarsal, Vembur Tamil Nadu
Exotic Breeds
The main exotic breeds of sheep are Toggenberg, Saanen, French, Alpine and
Nuibian and Angora.
Feeding of sheep
They feed on green grasses and other wild plants. When sheep are reared for a
particular purpose, they are given protein, minerals and vitamin rich food. The main
constituents of their food are as follows :
Leguminous fodder : Urad, mung, berseem etc.
Oil cakes : Groundnut, seasame cake, (rich in proteins)
Grains : Maize, barley, oats and jowar.
Lime, common salt : Sterilised bone meal (rich in mineral salts)
(ii) Goat
Important breeds of goats used for milk, meat and hide. There are about 19 well
known Indian breeds, apart from a number of local non-descript breeds that are
scattered throughout the country. The breeds are mentioned below on the basis of
their location.
Himalayan Region (hilly track)
Cham, Gadd : Kashmir, Himachal Pradesh , Jammu and Kashmir
Pashmina : Himachal Pradesh, Ladakh, Lahul and Spiti valley
Chegu : Kashmir

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Northern Region
Jamunaparu Uttar Pradesh, Madhya Pradesh
Beetal Punjab
Barhari Delhi, Uttar Pradesh, Haryana
Notes Central Region
Marwari, Mehsana and Zelwadi Rajasthan, Gujarat and Madhya Pradesh
Kathiawar Gujarat and Rajasthan

Southern Region
Surti Gujarat
Deccani, Osmanabadi Andhra Pradesh, Tamilnadu
Malabari Kerala
Eastern Region
Bengali West Bengal, Assam and Tripura
Feeding of goat
The goats are fed on open fields with enough green. They can be only given cereal
and grain products. Sometimes however, a milk goat requires a balanced feed with
4-5 kg of fodder and a mixture of crushed grains such as yellow maize, jowar and
other cereals and ground nut or linseed oil meal or steamed bone meal.
(iii) Pig
Pig farming is gaining importance in India. Pigs provide only 8% of total meat
production in our country. Pig skin, fat and hair are required for leather, soap, oil,
hair-brush industry respectively. Pig manure is rich in nitrogen, phosporus and
potassium.
Pigs contribute about 5% of total meat production in India, and constitute a rich
source of animal protein available at low cost. The calorific value of Pork (pigs
meat) is much more than the other edible meats. Pigs can feed on farm waste,
garbage and spoiled grains.

Breeds of pigs
Breed Distribution
Large white Yorkshire England, India
Middle white Yorkshire England, India
Landrace Denmark
Essex saddleback Hempshire
Tamworth England
Bershile England

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INTEXT QUESTIONS 33.1

1. What is practice of feeding, caring and breeding of domestic animals is called?
............................................................................................................................
Notes
2. Give difference between wild, tamed and domesticated animals.
............................................................................................................................
3. Name two high milk yielding varieties of Indian cattle.
............................................................................................................................
4. What does cattle feed mainly consists of ?
............................................................................................................................

33.3 DRAUGHT ANIMALS

Draught animals are animals need for carrying load. From time immemorial a
number of animal species have been used for special purposes by humans, utilising
their mechanical strength, endurance and speed. These include horse for riding and
swift running; elephant for riding, strength and heavy load lifting, camel for riding
in sandy desert and ability to survive without water for long duration, donkey and
mule (a hybrid of male donkey and female horse) for carrying load. Most of the
draught animals are herbivorous and survive on leaves of trees, shrubs and bushes.
While raising them, they are also fed on grains, beans, cottonseeds, maize and bran
besides dry/ green fodder. In Rajasthan, camel is used for yielding milk also.
Horse
The horse has fast movement, great stamina and endurance. Its body is suited for
ride, load pulling, mountain climbing and forest travelling. So the horse is an
important draught or work animal. They learn fast and can be maintained easily
in various climatic conditions. Due to their ability to move swiftly in rough areas,
they are still useful in hills and in the deserts.
Common Indian breeds and their distribution are as follows-

Breed Region
Kathiawari or kaunchi Rajasthan and Gujarat
Marwari or malvi Rajasthan
Bhutia Tarai belt of Himalayan region (Punjab-Bhutan)
Manipuri Pony Eastern hill region
Sipti Pony Himachal Pradesh

33.4 FIBRE, HIDE AND SKIN YIELDING ANIMALS

Besides providing meat, milk and transport, livestock provide many commercially
useful products such as fibre, skin and hide. Generally sheep and goat provide fibres
for making of products like wollen strings, ropes, carpets, clothing and brushes etc.
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33.5 EGG YIELDING ANIMALS
This category consists of egg producing animals whose eggs are used as food by
mankind to provide proteins. Poultry farming is defined as a term for rearing
and keeping of birds such as fowl, duck and hen for egg and meat. Poultry
farming has become popular because it is comparatively easy to start and maintain.
Notes
It gives quick return within one to six month of investments,, is easily manageable
and requires less space and labour. Poultry birds and their eggs are a rich source
of nutrients. Figure 33.2 gives a comparative account of the composition of fowl
meat and that of eggs.

Fig. 33.2 Composition of chicken and egg.

Common breeds of Poultry birds

Indian poultry breeds provide good quality meat but produces small sized eggs.
They have natural immunity against common diseases as compared to exotic
varieties bred abroad which require greater protection and immunisation.
The chicken is commonly classified on the basis of its origin.
(a) American, (b) Asiatic,
(c) Mediterranean and (d) English
1. Plymouth Rock, Rhode Island Red, New Hampshire - American
2. Brahma, Cochin, Langshan - Asiatic
3. Leg horn, Minoxa - Mediterranean
4. Cornish, Australorp - English

Indigenous Breeds
Aseel Rajasthan, Andhra Pradesh, Uttar Pradesh
Busra Gujarat and Maharastra
Chittagong Eastern India
Karaknath Madhya Pradesh

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(i) Indian Breeds
The Indian breeds of hen include Aseel, Chittagaog, Ghagus and Basra. Their egg
laying capacity is around 200 eggs per year.
(ii) Exotic Breeds
These breeds are important from other countries and include White leghorn, Notes
Minorca, Rhode Island red. These birds have high egg laying capacity but carry
less flesh as compared to Indian birds.
(iii) Upgraded variety
Some improved varieties have been developed in India by hybridisation such as
B 77, ILS 82 etc. They grow fast and also have as high an egg laying capacity as
the exotic varieties and are better suited to the Indian climate.
Poultry Feed
Depending upon the requirement of meat or egg production, poultry feed mainly
consists of maize, rice, wheat bran, ground nut cake, fish meal, lime stones, bone
meal, common salt, vitamins and minerals.

33.6 GENETIC IMPROVEMENT IN ANIMALS

The application of laws of animal health and reproduction genetics has contributed
towards increase in milk, egg and meat productivity. The increase in egg production
brought about the silver revolution in the area of animal husbandry. The methods
being widely used are artificial insemination and embryo transplant.

(i) Artificial insemination

Artificial insemination involves collection of semen from a healthy bull of the
desired breed, its storage at low temperatures and introduction into the females of
cattle of other breeds for bringing about fertilisation using sterilised (germ free)
equipment. Advantages of this method are:
(a) Up to 3000 females can be fertilised from semen collected from one bull.
(b) The semen can be stored for a long period and transported over long
distances.
(c) Economical and high success rates of fertilisation.

(ii) Embryo transplant

This method of breed improvement has been quite successful in sheep and goat.
In this method, embryos (depending on their period of development) from superior
breeds are removed during the early stages of pregnancy and are transferred to the
other female with inferior characters, in whose body the gestation period is
completed. By this technique, quality and productivity in the livestock can be
improved. Unlike artificial insemination, this method has low success rate due to
greater chances of contamination.

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33.7 COMMON DISEASES OF ANIMALS
Domestic animals often suffer from various diseases caused due to infection by
bacteria, viruses, fungi, protozoa and worms.
(a) Cattle
Notes Common diseases in cattle are as follows:

Category of Pathogen Disease Symptoms

Bacteria Anthrax Swelling on the body reduced yield of milk

Tuberculosis Dry husky cough, Lungs are affected.
Virus Foot and Mouth disease Excessive salivation, Lameness and fever
Rinder pest Blood stained high fever diarrhoea
Protozoa Trypanosomiasis Intermittent fever and death
Fungus Ringwork Rounded scabs on head and neck.

(b) Poultry Disease

Rearing of poultry birds requires properly ventilated place and vaccination of new
born chicks. Poultry diseases can be classified as infectious or non-infectious. Non-
infectious diseases are caused by faulty management, faulty feed preparation and
inadequate diet or nutritionally deficient disease. Infectious diseases are classified
according to the type of disease causing organisms and are as follows.
Parasitic (external) Lice, mites, tick and fleas
(internal) Round worms, tapeworm and hexamitiasis
Protozoan Coccidiosis in chicken, leucocytozoonosis
Bacterial Pullorum, Typhoid, Paratyphoid, fowl cholera
Viral Ranikhet disease, fowl pox, infectious bronchitis, infection
bursitis, avian encephalomycytis, Marek disease, leukosis,
chronic respiratory disease, Hepatitis etc.
Fungal Aspergillosis, Moniliasis

INTEXT QUESTIONS 33.2

1. Name common bacterial diseases and their symptoms in cattle.
............................................................................................................................
2. Name any two improved varieties of poultry birds.
............................................................................................................................
3. Name any two draught animals
(i) ..................................................................................................................
(ii) ..................................................................................................................
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4. State two methods which we can make genetic improvement in the animals?
(i) ..................................................................................................................
(ii) ..................................................................................................................
5. A certain cattle is suffering from blood stained and high fever diarrhoea. Name
the disease and its pathogen. Notes
............................................................................................................................
6. Mentioned common diseases in the birds.
............................................................................................................................

WHAT YOU HAVE LEARNT

l Animal husbandry deals with breeding, feeding and caring of domestic animals.

l Gir, Red, Sindhi, Sahiwal and Tharparker are some high-yielding varieties of
cows.

l Friesian, Jersey, Swiss are high-yielding exotic varieties of cows.

l Cattle dung provides manure, fuel, and bio-gas for cooking and lighting.

l Sheep provide milk, wool, hide and manure.

l Bikaneri, Kashmiri, Gaddi are some important breed of sheep.

l Indian Poultry birds provide more meat.

l Aseel, Ghagus, Chittagong and Basra are some good varieties of Indian Poultry.

l ILS 82 and B 77 are improved varieties of Indian poultry.

l Artificial insemination and embryo transplant are methods of genetic

improvement.

l Cattle may be affected by bacterial, viral , fungal or protozoan diseases.

l Ranikhet and Fowl pox are diseases of poultry birds.

TERMINAL QUESTIONS
1. Define the term animal husbandry.

2. Discuss the importance of artificial insemination.

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Economic Biology
3. Classify animals according to their importance. Also give two examples of each
category.

4. Name any three diseases that affect cattle, also name the pathogen involved and
give one symptom of each.
Notes

ANSWER TO INTEXT QUESTIONS

33.1 1. Animal Husbandry

2. See section 33.1
3. Gir, Red Sindhi, Sahiwal
4. Roughage and concentrate
33.2 1. Anthrax - swelling on the body tuberculosis by husky cough, lungs are
affected
2. ILS 82, B 77
3. Horse, mule, camel
4. (i) Artificial insemination (ii) embryo transplant
5. Render pest, virus
6. Ranikhet, cowl pox

98 BIOLOGY
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Tools and Techniques in
Biology

34 Notes

PROVIDING ORGANISMS FOR

LABORATORY WORK

Laboratory exercises are an integral part of learning science. A lot of equipment

is required for a laboratory course in physical sciences. For biological sciences, on
the other hand, living or preserved organisms have to be provided for the study
of anatomy, physiology, histology and animal behaviour. In this lesson, you will
learn about methods of culturing organisms in the lab, maintaining an animal house
for live animals used in the laboratory and using equipment such as nets and press
for collection and preservation of plants and animals required for lab exercises.

OBJECTIVES

After reading this lesson you shall be able to :

l identify and list the organisms which are usually cultured in the laboratory;
l list various animals generally needed in a biological laboratory;
l list the materials required and describe methods of culturing some common
protozoans such as Amoeba and Paramecium, Hydra, Rhizopus, Drosophila
l describe the method of growing root tips of onion in the laboratory;
l mention the facilities required in an animal house for rearing animals;
l explain the measures to keep the surroundings of animal clean;
l explain measures for personal hygiene of these handling the animals;
l state the measures to feed animals in the animal house;
l list various steps to be taken for care of sick animals;
l list various equipment required for collection of flora, fauna such as nets
vasculum, plant press and mention their uses;
l outline the organisation of a typical biology laboratory;
l state need for proper ventilation in the lab especially as an outlet for fumes;
l list measures to prevent fire hazards.

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 MODULE - 6A Providing Organisms for Laboratory Work
Tools and Techniques in
Biology 34.1 CULTURING ORGANISMS IN THE LABORATORY
Certain organisms can be collected from nature and then multiplied inthe laboratory.
Growing large population of organisms in the laboratory by providing space and
nutrition is termed Culturing. For research work, few organisms are collected from
nature or bought from dealers and then maintained and grown and multiplied on
Notes
a large scale. In the school and college laboratories organisms are cultured on a
small scale specifically for laboratory use by individual students.

34.1.1 Preparation for Culturing Organisms

Four points have to be kept in mind while culturing organisms or rearing them for
laboratory work. These are :

(i) knowledge of location or habitat where a particular organism may be found;

(ii) methods of collection;

(iii) methods of culture that is kind of vessel to be used to grow them; kind of
food to be given to them and ways of protecting them from enemies;

(iv) methods of preservation for future use.

34.2 COMMON ORGANISMS CULTURED IN THE LAB

Organisms are cultured in the lab for morphological, taxonomic cytological, genetic
and behavioral studies. Following are some organisms commonly cultured in the
Biology laboratory.
(i) Paramecium and Amoeba belong to the phylum Protozoa. They are obtained
from fresh water ponds and easily cultured. Being microscopic in size, stained
slides of these protozoans are prepared for observing their structure. Living
specimens are studied under the microscope for ciliary and pseudopodial
movement.

Fig. 34.1 Paramecium Fig. 34.2 Amoeba

30 BIOLOGY
Providing Organisms for Laboratory Work MODULE - 6A
Tools and Techniques in
(ii) Rhizopus, the bread mould is Biology
a fungus. Its structure and its
stages of life cycle can be
studied from a lab culture of
the bread mould.
(iii) Hydra is a cnidarian. It is Notes
difficult to rear it but can be
obtained from the ponds where
it sticks to leaves of aquatic
plants.
(iv) Drosophila is the fruitfly with
which breeding experiments
were done by early geneticists
and many genetic principles
were discovered. In the
laboratories, all over the world
it is cultured for experiments
on Behaviour, Genetics.
Cytology and Evolution
because of its short life history,
easy culture and prolific
reproduction rate.
(v) Onion root tips are grown
especially for the study of
mitosis. Onion or Allium cepa
has sixteen large chromosomes
and slides made from onion
root tips clearly show the four
phases of mitotic cell division. Fig. 34.5 Drosophila the fruitfly

34.2.1 Culturing Paramecium

Material required : Vegetable remains from ditches, grass, leaves, jam bottles or
any other jars, cotton, glass tube which can be made into a micropipette.

Procedure : Half fill jars with grass, leaves and vegetable ramains. Add water to
almost fill the jars. Leave for a week. If kept at 70 to 80 F, results are better.
This is the stock culture.

Pure Culture : Boil grass blades and seeds in water for 20 minutes. Divide the
vegetable matter in different bottles and allow them to stand. Bacteria will grow
and appear as a scum on the surface. Take a drop on the slide and locate Paramecia
(Fig. 34.1) Use micropipette to draw in Paramecia by placing it near Paramecia
which will be drawn up the micropipette by capillary action. Add them to other
jars in which Paramecia will grow and divide and a pure culture will be obtained.

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Tools and Techniques in
Biology 34.2.2 Culturing Amoeba
Amoebae occur at bottom of container or on surfaces of leaves and stems when
pond water is collected.
Into a shallow dish, pour 100 ml of distilled water. Add three grams of rice and
contaminate with water mould such as Saprolegnia. Leave in a warm place for a
Notes
week. Inoculate with Amoebae (Fig. 34.2) from a good culture, taking material from
bottom of container. After culture is well established that is Amoebae feed and
divide, add occasionally few grains rice and add fresh distilled water.
34.2.3 Culturing Hydra
Hydra (Fig. 34.3) is difficult to rear but can be obtained from fresh water ponds
sticking to blades of leaves of aquatic plants. Pick aquatic vegetation and place it
in jars of pond water. Care has to be taken not to let the specimens become too
warm. Generally, when hydra float upon surface of water, the amount of oxygen
is insufficient. So to dislodge them, leave in the dark overnight. They will float
on the surface. Quickly pick up and transfer to new culture dishes equally fast or
they will stick to the pipette.
34.2.4 Culturing bread mould - Rhizopus
Rhizopus or Mucor often occur on stale bread. It grows rapidly and can be easily
cultured.
Material required : Slice of bread, moist chamber made from tin can.
Method : Take piece of bread. Slightly moisten and keep in a closed container for
two or three days. The best place would be some warm dark corner. White cottony
growth appears with black dots scattered on it. The black dots are sporangia (Fig.
34.4) with lots of spores. If a bit of the cottony growth is mounted in a drop of
water, the general structure of Rhizopus, its sporangia and spores are visible.
34.2.5 Culturing Drosophila, the fruit fly
If an empty jam bottle containing an overripe banana is kept at a fruit shop, very
soon tiny red eyed fruit flies will fly into it. These can then be transferred into culture
bottles.
Jam bottles or milk bottles can be cleaned and boiled for use as culture bottles.
The culture medium is prepared by heating water and dissolving one gram of agar
in it. One gram of yeast, 5 grams of brown sugar and 7.5 grams of cornflour are
then added. Heating is continued till the mixture is semi solid and can be poured
into the culture bottle. A drop of Propionic acid is added to the medium to inhibit
fungal growth.
Flies can be transferred into the culture bottles easily as fruitfly is negatively
geotactic (moves upwards against gravity). Thus when an empty bottle is inverted
on a jar containing Drosophila (Fig. 34.5) the flies move into the inverted bottle.
A paper strip is inserted between the mouths of the two bottles and the upper bottle
with the flies is removed. These flies can then be transferred to a fresh culture bottle.
32 BIOLOGY
Providing Organisms for Laboratory Work MODULE - 6A
Tools and Techniques in
The optimal culture temperature for Drosophila is 25C and Drosophila culture Biology
is kept in a BOD maintained at this temperature. In case the culture has to be
maintained at room temperature, September to March is the best time.
34.2.6 Growing onion root tips
Material required : Coplin jars, or wide mouth bottles/100 m1 beakers onions, Notes
scalpel, water.
Procedure : Take an onion and scrape off the dry roots from the bulb to expose
the disc. Fill a coplin jar with tap water and place the onion bulb on it such that
the disc touches the water. Place this near the window to get enough light for three
to four days. Roots will start growing and tips can be clearly seen. (Fig. 34.6).

Fig. 34.6 Growing onion root tips

Onion root tips are used for preparing slides to observe various phases of mitosis
as cells forming the root tip are rapidly dividing cells.
Preparation of slides showing stages of mitosis
To prepare cell division slides a squash preparation of onion root tips is essential.
Material required : 1 : 3 Aceto Alcohol, 1 N Hydrochloric acid, 1% Acetocarmine
stain, slides and cover slips.
Procedure
Cut off root tips and fix in 1 : 3 Aceto Alcohol (1 part of glacial acetic acid and
3 parts of Absolute Alcohol) in a watch glass bottle. After five minutes, put the
root tips in 1 N HCl in a watch glass and warm them. Remove HCl by washing
in water and leave in the stain, 1% Acetocarmine for five to ten minutes. Carmine
is a dye obtained from the cochineal bug and the stain is prepared in Acetic Acid.
Remove the stained root tip on a clean slide and tease with a needle. Place a cover
slip. Put the slide on a filter paper. Fold the filter paper to cover the slide and gently
soak the extra stain. Apply pressure with thumb on the cover slip where the teased
root tip is. This is called squashing and root tip cells then spread out on the slide
and when viewed under the microscope, stages of mitosis can be seen. Care has
to be taken not to shake the coverslip.

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Tools and Techniques in
Biology

INTEXT QUESTIONS 34.1

1. Name three organisms cultured in the laboratory.

Notes ............................................................................................................................
2. Why are root tips grown in the laboratory.
............................................................................................................................
3. How are Drosophila transferred from one cultrue bottle to another?
............................................................................................................................
4. Where is Hydra collected from?
............................................................................................................................
5. On what is Rhizopus grown?
............................................................................................................................

34.3 TIPS ON THE BIOLOGY LABORATORY

In the Biology laboratory plants and animals are handled all the time. It becomes
absolutely necessary to clean the working tables and wipe with an antiseptic before
and after lab work starts. There should be arrangement for proper disposal of used
up animals and plants. This would prevent attack by microorganisms and smell of
rotting plants and animals. The fear of spreading infection would also not be there.
An exhaust fan is absolutely essential in a biology lab. It not only removes (i) odour
of animals but also (ii) fumes of formalin used to preserve certain animals. Also
(iii) chemicals are used for certain experiments - their fumes are removed when
the air inside the lab is made to circulate with the use of an exhaust fan.
A fire fighting equipment and antiburn ointment such as Burnol should also be kept
in the laboratory. Since explosive chemicals and spirit lamps or bunsen burners are
required for experiments, it is better to take safety measures.
The biology laboratory needs to be well lit and working table should receive enough
natural light. The chemicals should be kept on a shelf in one corner of the room.
34.4 REARING ANIMALS IN ANIMAL HOUSE AND CAGE
MANAGEMENT
Animals such as frogs, rats, cockroaches, leeches etc. are used for the study of organ
systems and other anatomical details. These animals have to be procured before
hand and kept in the animal house. An animal house is a room earmarked for
keeping animals required for dissection. Provision for proper ventilation, exhaust
and water taps for washing animals are absolutely essential in the animal house.
Insect cages can be made with cake tins or cardboard boxes (Fig. 34.7).

34 BIOLOGY
Providing Organisms for Laboratory Work MODULE - 6A
Tools and Techniques in
Biology

Notes

Fig. 34.7 Insect cages that can be made at home

Animals are reared in the animal house in cages. Cockroaches are kept in cages
with wire mesh forming the floor and walls of the cage and a lid is on the top to
take out the cockroaches with the help of tongs. (Fig. 34.8). Cages for rats are made
of crowbars. A door on the side is for introducing rats on taking them out. A sliding
tray is kept at the bottom to remove rat droppings. (Fig. 34.9).

Fig. 34.8 Cockroach cage Fig. 34.9 Rat cage

Frogs are kept in the froggery. Froggery is a cement tank usually built in the
botanical garden so that insects coming to the garden become available as food.
A mud substratum is made in the cement tank which is kept wet. The tank is covered
with a wire mesh and there is provision for taking out and introducing frogs.
Food, temperature, humidity and sanitation are important factors in the rearing of
animals that is cage management. Proper feeding is of prime importance. The
amount of food given should be such that it is consumed completely. Overfeeding
should never be done. Also if too much food is given, it may rot and the animals
may catch infection. Cockroaches are given wet filter paper bits or bread crumbs
to eat. Rats are fed with gram, potatoes, carrots etc. They are voracious eaters and
have to be fed two or three times, otherwise hungry caged rats maul and injure each
other. Frogs trap insects that hover around.
BIOLOGY 35
 MODULE - 6A Providing Organisms for Laboratory Work
Tools and Techniques in
Biology On weekends when the institution is closed somebody is put incharge of feeding
the reared animals. Providing water is as important as giving food and bowl full
of water is kept in the cage. In case an animal is sick, it should be immediately
isolated.
Workers incharge of handling animals for laboratory work have to keep in mind
Notes certain precautions. They should wear gloves. Frogs or rats should be held from
the waist region to avoid injury by teeth or claws in case of rats and slipping away
of frogs.
34.5 EQUIPMENT REQUIRED FOR COLLECTION OF FLORA AND
FAUNA
A few items of equipment have to be carried on collection trips.
A. For carrying the collected material following vessels would be required
(i) Plastic buckets.
(ii) Small vials with stoppers.
(iii) Plastic bags with rubber bands.
(iv) Vasculum and plant press which are described later.
B. For picking out flora sticking on rocks or ground and aquatic animals sticking
to rocks.
(i) Pocket knife for prying sessile plants and animals from rocks or hard
substratum. The knife should be oiled before use and also used with care
so that it does not injure any part of the collector.
(ii) Geology pick for turning rocks and chipping off specimens.
(iii) Hammer and chisel for collecting lichens and deep rooted plants on rocks.
(iv) Nails
C. Night collection
Nocturnal animals (active during night) and intertidal specimens have to be
collected at night. For this it is essential to carry
(i) Flash light
D. For culturing bacteria, the following is necessary
(i) Petriplates for keeping the medium
(ii) Culture tubes
(iii) Wire needle and wire loop
E. For trapping insects or other animals
(i) Insect trap or
(ii) Berlese funnel about which you will learn in lesson 35.
(iii) Nets are required not only for trapping insects but also various other
animals. Various kinds of nets are available about which you shall learn
later in the chapter.
F. For plant collection, sheets, gummed tape, cables, water proof pen are also
required.
36 BIOLOGY
Providing Organisms for Laboratory Work MODULE - 6A
Tools and Techniques in
34.6 VASCULUM AND PLANT PRESS Biology

34.6.1 Vasculum
Vasculum is made up of a metal cylinder
with a sliding door usually worn on a
strap over the collectors shoulder into Notes
which plant specimens are placed.
(Fig. 34.10).
Polythene bags and paper bags are also
used for putting fruits, seeds and small
specimens after collection.
Fig. 34.10 Vasculum
34.6.2 Plant Press
Plant press is an indispensable tool for pressing fresh plant specimens to subsequently
dry them and mount permanently.
Plant press is made of wood and is of two types.
(i) Lab press : Is shown in Fig. 34.11. It is heavier than field press.
(ii) Field press : Is lighter in weight
A student can make his own plant press from plywood at low cost.

Fig. 34.11 (a) Laboratory Plant Press and (b) Field Plant Press

34.7 NETS
Several kinds of nets are used for collecting fauna. Following are some of them

(i) Biological dredge : A dredge consists

of a strong net attached to a heavy
frame which is pulled along the substrate
in order to obtain plants and animals.
It can be used in fresh water and the
sea. Collector can use it from a boat
also (Fig. 34.12).
Fig. 34.12 Biological dredge

BIOLOGY 37
 MODULE - 6A Providing Organisms for Laboratory Work
Tools and Techniques in
Biology (ii) Plankton nets have fine or coarse mesh with a tapered tip.
(iii) Insect nets are of (a) dredge type (b) aquatic dip type or sweep net. (Fig. 34.13)
(iv) Fish nets are of various kinds (Fig. 34.14).

Notes

Fig. 34.13 Dip and Sweep net

Fig. 34.14 Fish net

INTEXT QUESTION 34.2

1. How are formalin fumes prevented from collecting in the lab?
............................................................................................................................
2. Mention any two factors which are important for cage management.
............................................................................................................................

38 BIOLOGY
 Providing Organisms for Laboratory Work MODULE - 6A
Tools and Techniques in
3. Name the equipment required to release flora or fauna from rocks. Biology
............................................................................................................................
4. What is a vasculum?
............................................................................................................................
5. What is a biological dredge used for? Notes
............................................................................................................................

WHAT YOU HAVE LEARNT

l Certain organisms can be collected from nature and multiplied in the lab. This
is called culturing.
l While preparing cultures, one should know
(i) the location or habitat from which a particular organism can be collected.
(ii) the method of collection
(iii) the method of culture and
(iv) how to preserve organisms for future use.
l Paramecium and Amoeba can be cultured after collecting them from pond.
Parameciam are grown in bottles containing grass, leaves etc. on which bacteria
is growing. Amoeba is cultured in shallow dish with rice and water mould in
it.
l Hydra can be cultured in a jar with aquatic vegetation.
l Rhizopus or bread mould is cultured on stale bread.
l Drosophila or fruit fly are cultured in empty milk bottles containing medium
having yeast, brown sugar, and cornflour. They are transferred by placing empty
bottle on the medium and the fruit flies fly up.
l Onion root tips are grown in coplin jars with water and used for the study of
cell division by making squashes.
l Biology lab should have an exhaust fan to remove odour and fumes of formalin
and other chemicals.
l A firefighting equipment should also be kept in the lab.
l Animals required for dissection are reared in cages. Cages for different
organisms are built differently.
l Food, temperature, humidity and sanitation are important factors for cage
culture. Food has to be given in adequate quantity and arrangements made for
feeding during weekends.
l Plants can also be kept in cages.

BIOLOGY 39
 MODULE - 6A Providing Organisms for Laboratory Work
Tools and Techniques in
Biology l Items of equipment required for collection of fauna and flora are (a) for keeping
collected specimens or (b) for picking specimens attached to rocks. (c) for
culturing microorganisms and (d) for trapping insects or other animals.
l For keeping collected specimens, plastic buckets, vials, plastic bags and
vasculum are required.
Notes l For picking specimens free of substratum, a knife or pick are required.
l Flash light is required for night collection.
l Insect trap or Berlese funnel is to trap insects.
l Nets of different kinds are for collecting insects, fish, plankton etc.
l A vasculum is a metal cylinder with a sliding door carried by the collector on
the shoulder.
l A plant press is used for pressing fresh plant specimens. There are two kinds
of plant press - lab press and field press.
l A dredge is a net attached to a metal frame which can scrape the ground to
collect specimens.

TERMINAL QUESTIONS
l. Describe the method of culturing any one protozoan.
2. How can you culture bread mould on a piece of bread?
3. How can you prepare onion root tip squash to study mitosis?
4. Why should there be an exhaust fan in a biology lab?
5. Write a note on animal house.
6. What all should you carry if you go on an excursion to collect animals?

ANSWERS TO INTEXT QUESTIONS

34.1 1. Amoeba/Paramecium/Hydra/Rhizopus/Drosophila (any three)
2. To study mitosis/cell division.
3. By placing an empty bottle above culture bottle.
4. Aquatic fresh water plants.
5. Bread
34.2 1. By installing an exhaust fan.
2. Food/temperature/humidity/ventilation
3. Pocket knife/Geology prick
4. A metal container for collecting plants
5. Collecting aquatic flora and fauna

40 BIOLOGY
Fisheries and Aquaculture MODULE - 6B
Economic Biology

34 Notes

FISHERIES AND AQUACULTURE

In the world, India is amongst the top three producers of rice, wheat, liquid milk,
poultry products, fruits, vegetables, coconut, tea, spices, marine and fresh water
products including fish and shrimp. Fishes are rich in protein, vitamins and mineral
salts and are also known as valuable protective food. Fish forms an important item
of the diet in many areas of the world. The development of fisheries is therefore,
one of the most promising industry. In this lesson, you will learn about many
varieties of fish, their collection, rearing, breeding and their economic importance.

OBJECTIVES

After completing this lesson, you will be able to:

define the term fisheries;

list some important fresh and marine fish found in India;

list the economic importance of fish, some molluscs and sea weeds;

mention the effect of environmental pollution on fish;

describe fishing technology and equipments used for fishing;

define fish migration and fish diseases;

define aquaculture.

34.1 FISHERIES
India has a coastline of about 8,129 km, 5 million km of continental shelf and 2.02
million of exclusive economic zone. India is a major marine fish producer and ranks
seventh in the world.
Areas where fish are reared commercially, are known as artificial fisheries.
The fishes are bred, reared and later harvested. The fishery may be a natural water
body or an artificial one. A variety of fish may be reared together.
In addition to fish, aquatic crustaceans and molluscs are included in fisheries. In
India the economically most important crustacean fisheries are those of prawns,
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shrimps and crabs. Among molluscs, edible oysters and pearl oysters are also of
economic importance.
34.2 COMMON EDIBLE FISH FOUND IN INDIA
Depending on the nature of water in which fish is reared, fisheries are divided into
Notes three categories:
1. Marine Fisheries: These deal with fishing operations along seacoasts. The
Indian subcontinent approximately has a 5600 kms long coastline. About 80%
of Indias marine fish are supplied by the west coast and the remaining 20%
by the east coast. The premier varieties are mackerels, sardines, sharks, and
catfish.
2. Fresh Water Fisheries or inland Fisheries : They include fish found in rivers,
irrigation canals, reservoirs, lakes, tanks and ponds. Rohu, Catla, Mystus,Gourami,
and Gambusia are some of the best varieties of fresh water fish.
3. Estuarine or Brackish Water Fisheries: They operate in estuaries (where river
water and sea water get mixed), delta channels, backwaters, lagoons and coastal
lakes. Estuarine fish are more common in Bengal and Kerala. The tidal water
collects the fish in the enclosures. The main varieties are Pearl spot, Milkfish
and Mullet.
Table 34.1 Common Indian edible fish
Fish Occurrence
A. Fresh water fish (inland fish)
Carp (Herbivorous Fishes) Throughout India in its Northern,
Eastern and Southern parts,
(i) Catla
(ii) Rohu (Fig. 34.1)
Cat fishes (Carnivorous) Throughout India
(iii) Mystus Entire Indian coast
(iv) Hilsa Maharashtra coast
(v) Bombay duck Maharashtra coast
B. Marine Fish
(i) Pomfrets Indo-pacific coast
(ii) Salmon Eastern and Western coast
(iii) Sardines (Fig. 34.2) Southern and Western coast
C. Estuarine or Brackish water fish
(i) Mullet Lagoons and coastal areas
(ii) Pearl Spot (Fig. 34.3) Coastal lakes of Bengal and Kerala

100 BIOLOGY
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Economic Biology

Notes

Fig. 34.1 Rohu, 34.2 Sardines, 34.3 Pearl spot

There are several other aquatic resources such as molluscs, echinoderms and
seaweeds. Some of which have been exploited for aquaculture. These are as
follows :
34.3 CULTURE OF MOLLUSCS
Molluscs comprising oysters, clams, mussels, squids, cuttlefish, octopus etc. form
important resources of food. The edible oyster (Crassostrea species), Mussels
(Perna species), Clams (Meretrin species, Arca species, Donax species, Circa
gibba, Solen species, cardium species), Cuttle fish (Sepia species), Squid (Loligo
species) and Octopus are all utlized as food resource (Fig. 34.4).
Pearl osysters, the sacred ehank, Turbo, Trochus and window pane oysters (Placenta
placenta) are all of commercial importance (Fig. 34.5).

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Notes

Fig. 34.4 Molluscs, 34.5 Oyster, 34.6 Gracilaria, 34.7 Caulerpa

102 BIOLOGY
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34.4 SEA WEEDS
Sea weeds are also an importance marine resource and are found along the rocky
intertidal and sub-tidal regions of the coast of India. The Sunderbans, the Chilka
lake, the deltas of Godavari and Krishna, the rocky shore of Vishakhapatnam,
Mahabalipuram, Gulf of Mannar, Gujarat coasts and Lakshadeep, Andaman and
Nicobar islands are rich in sea weeds. Seeweeds are used for human consumption Notes
as cattle and poultryfeed, as manure and for industrial purpose as a source of agar-
agar and algin. Species of Gelidiella and Gracilaria (the red sea weeds) are source
for manufacture of agar-agar (Fig. 34.6).
The brown sea weeds like Sargassum, Turbinaria Dictyota contains alginic acid.
Ulva, Entromorphas, Caulerpa, Porphyra are varieties used in human food
(Fig. 34.7).

INTEXT QUESTIONS 34.1

1. Name two fresh water fishes.
............................................................................................................................
2. In which part of India is pearl spot found
............................................................................................................................
3. Define the term fisheries.
............................................................................................................................
4. Give two examples of marine fish.
............................................................................................................................
5. Name two common edible fish commonly consumed in India.
............................................................................................................................

34.5 ECONOMIC IMPORTANCE OF FISH

Fish is a valuable source of food that is rich in proteins. Fish proteins are easily
digestible. Apart from being a good source of food, Fish also have the following
uses:
1. Medicinal use fish liver oil is a natural source of vitamin A and Vitamin D.
2. Industrial use Body oils of sardines, herrings and salmons are used for the
manufacture of edible oils and margarine. This oil is used in soap, paint, and
varnish industries.
3. Feed for farm animals Fish meal (dried fish) provides proteins to farm
animals.
4. Agricultural use As organic manure in the fields.
5. Adhesive Skins and bones are also used in making high quality glues and
adhesives.

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6. Shark skin- Shark skin is also used in the manufacture of handbags, wallets,
shoes etc. after tanning. Hide (leather) is also used to make parchment sheets.
34.6 AQUACULTURE AS AN OCCUPATION
Aquaculture is an occupation of many living near rivers and the sea and most
Notes aquaculture jobs are located in coastal community.
Aquaculture involves the rearing and management of useful aquatic plant and
animal resources such as fish and shell fish, (prawn, molluscs, crabs etc.) It is also
known as fish farming and accounts for about ten percent of the worlds commercial
fish harvest. China leads all countries in aquaculture production. Fish farms range
from simple ponds or flooded rice fields to highly engineered hatcheries in which
the environment is monitored and kept under control. Environment control
eliminates harmful environmental conditions and helps fish flourish and grow fast.
Fish are provided with proper nutrients as per a regulated plan and are protected
from the harmful animals that prey on them. Aquaculture is utilised for culturing
pearls on a commercial scale as well as in:
(i) rebuilding of salmon and trout stocks that have been severely reduced,
and
(ii) raising fishes for consumption as food such as carp, cat fish, gourami,
milk fish, salmon, tilapia etc.
Practice of aquaculture also includes Pisciculture and Pond culture (fish cultivation
in large water bodies).
(i) Pisciculture (Fish Farming)
Is concerned with the production of fish in lakes, rivers, large ponds,
canals and is called fresh water or inland fisheries. In Pisciculture young
fishes are reared in nursery ponds, transferred to lakes or rivers and finally
harvested as fish for table food.
(ii) Pond culture (Kitchen Fisheries)
This involves culturing fish in small ponds. This practice is quite common
in Bengal. Proper management is carried on till fish attains full size. They
are also protected from diseases.

INTEXT QUESTONS 34.2

1. At the present times, which country leads in fish production.
............................................................................................................................
2. What does aquacultrue include other than culturing fish?
............................................................................................................................
3. What is meant by pisciculture?
............................................................................................................................

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Economic Biology
4. Give one difference between pisciculture and pond culture.
............................................................................................................................
5. Why is regulation of the environment in which fish are nearest important?
............................................................................................................................
Notes
34.7 EFFECT OF CHANGING ENVIRONMENT ON AQUACULTURE
Fish population is adversely affected by a number of environmental factors. These
are as follows.

Water Pollution
The problem of water pollution mainly affects marine water fish. A variety of
insecticides, pesticides, industrial effluents and domestic sewage find their way into
many rivers and pose a serious problem for fisheries. The magnitude of pollution
varies with the size of the river, the flow of water etc. Let us take few examples.
(i) The paper mills located on the bank of a river in Orissa consume nearly 270 million
litres of water per day. This heavy withdrawal of water together with the discharge
of high toxic effluents causes considerable harm to the fisheries for a stretch of nearly
24 km downstream.
(ii) The effluents from Sindhri fertilizer factory have been found to have adverse effects
on fish and prawn. Vast investigations in respect of effluents of paper pulp-textile
industries, tannery manufacturing units, sugar distillery, coal, etc. have shown adverse
effects on fisheries while sewage used as a fertilizer for fish farm has been found to
cause extreme damage to fish culture.
(iii) Thermal pollution caused by the discharge of hot water used for cooling reactors
and generators can be a serious problem in tropical waters where the normal
temperature itself is high and further increase would be lethal to the fish which
are already living in the higher ranges of temperature tolerance.At present, a
potential source of pollution is the atomic reactor wastes. Consequences of
water pollution are given below.

Many of favourite fishes like the Bombay Duck have almost disappeared
from the Kalu river near Mumbai. This has been due to the release of
a number of toxic wastes from the chemical industries into the river.

Excessive use of chemical fertilisers may lead to the phenomenon of
Eutrophication (enrichment of the water body with nutrients). This
results in algal bloom, (excessive growth of algae which use up available
oxygen) followed by oxygen depletion in water and ultimately the death
of fish.

Thermal (heat) pollution from various heavy industries causes fish
mortality.

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Utra violet radiations affect fish eggs that become non-viable, that is, they fail
to develop.

Leakage of petroleum from ships and off-shore oil wells forms an oil slick on
the surface of the water and thus fishes are unable to breathe due to non-
Notes availability of dissolved Oxygen in the water.

34.8 FISHING TECHNOLOGY

Fish constitutes the most important part of the diet of many people. Fishing has been
carried out since ages and human beings have developed various gadgets and technologies
for catching all varieties of fish from all regions and masses of water, at all depths as
well as in large quantities to take care of the ever increasing population and demands.
Today it constitutes one of the largest traded food items.
Organised fishing is practised with the help of equipment specially designed for easy
capture of fish. Equipment differs according to the nature of water bodies, and the
characteristics of the fish species to be captured.
Principal equipment for fishing includes
1. Sea fishing gears
The various equipment used in fishing are called fishing gears. Most of the large scale
fishing is done at sea. Sea fishing gears are of the following types.
Nets: The main gears are made of cotton yarn hemp or other special man-made fibres.
Nets are fixed in the tidal region during the low tide. High tide brings the fish along with
water flow into the net. (Fig. 34.8).

Fig. 34.8 Various types of nets for fishing.

106 BIOLOGY
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Economic Biology
2. Seines
These are very large nets for active fishing. The net encircles a large part of water believed
to contain a lot of fish. A Seine is used in running water. Depending upon the nature of
water body, different types of Seines (Pure Seine, Shore Seine, etc) are used.

3. Hooks and Lines Notes

Metallic hooks of various sizes and designs are provided with a bait to catch different
types of fish. The line is a wire, which carries the hook to various depths and distances
from the fishing raft or boat.

34.9 FISH MIGRATION

A number of fish show a periodic movement form one dwelling place to another. This
periodic movement is called migration. Fish migrate to other places for spawning (egg
laying) or to avoid unfavourable climatic conditions. Many fish migrate from one part of
the ocean to another at times. Marine fish like Hilsa swim up from sea to fresh water
for spawning e.g. cel. Some fresh water fish migrate from lakes to sea for spawning.
During winters in the cold part of the globe, water at the surface freezes. The fish migrate
to the bottom and remain there till the end of the cold season.

INTEXT QUESTIONS 34.3

1. Mention two way by which gets polluted water.
............................................................................................................................
2. What do you mean by thermal pollution?
............................................................................................................................
3. What causes algal bloom?
............................................................................................................................
4. How does UV radiation cause loss of fish?
............................................................................................................................
5. What is seine?
............................................................................................................................

34.10 FISH DISEASES

Like other animals, fishes are also affected by various diseases. These diseases can be
broadly classified under bacterial, viral, fungal, protozoan and those caused by large
parasites like tapeworms and roundworms. Diseases like tuberculosis, eye infection,
kidney diseases and various types of tumours benign and malignant are reported from
both freshwater as well as marine fish.

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Furunculosis, a common disease of fresh water fish is caused by bacteria and can be
treated with tetracyclines and the vibrio infections respond to sulphonamide therapy.
Tail rot, another common disease caused by bacteria can be controlled by administering
a mixture of penicillin and streptomycin.

Notes Food poisoning caused by fish and fishery products may be due to a variety of causes.
Some fish and shellfish (prawns, shrinps etc.) possess poisons or biotoxins. These
biotoxins are not destroyed by cooking and cause illness when fish containing them are
eaten. Some people are allergic to fish, molluscs or crustaceans.

Some poisons affect the central nervous system, while others cause gastrointestinal and
skin disorders. Food poisoning can also be caused by eating spoiled or rotting fish. Toxic
principles in the flesh of such fish cause gastroenteritis. Bites and strings caused by
varieties of fishes and invertebrates like jelly fish result in serious inflammatory conditions.
Dermatitis can be caused by irritants found in the skin of fishes belonging to the tuna
fish group.

WHAT YOU HAVE LEARNT

The areas used for rearing, breeding and catching of fish constitute fisheries

Fish and shell fish, that is, molluscs and crustaceans such as crab, prawn and shrimp
are reared in fisheries.

Mackerels, sardines, sharks and catfish are some marine edible fish.

Fresh water edible fish include rohu, catla, Mystus, gourami, and Gambusia.

Estuarine fish such as pearl spol, milk fish and mullet are found in back water lagoons
(areas where sea water comes and cover a part of land).

Fish are a good and cheap source of animals proteins, and Vitamins A and D.

Aquaculture involves rearing and management of useful aquatic plants and animals.

Aquaculture or fish farming provides controlled environment, protection and nutrients
to the fish.

Aquaculture includes Pisciculture and Pond culture.

Fish are used for animal feed, agricultural manure, making of adhesives, soaps, paints
and varnishes.

Environment changes adversely affect the fish population.

Water pollution due to chemicals released from industry and agriculture, fertilisers,
release of hot water, UV rays and oil spills cause fish mortality and affect fish
production.

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TERMINAL QUESTIONS
1. Classify different fish on the basis of their natural habitat. Also mention two examples
of each.
2. List any four uses of fish for mankind. Notes
3. Define aquaculture mentioning its importance.
4. Discuss briefly the effect of changing environment on fish population.
5. What is meant by migration? Why do fish migrate?
6. What can happen if rotton fish is consumed?

ANSWER TO INTEXT QUESTIONS

34.1 1. Rohu, Catla, Mystus (any two).

2. Estuarine areas
3. Areas where fish are reared for commercial purposes.
4. Pomfret, sardine, salmon (any two)
5. Rohu, Catla, Pomfret
34.2 1. China
2. Culturing ediable oysters, pearl oysters, crabs, shrimps, sea weeds.
3. Produciton of fish in ponds, lakes, rivers and canals.
4. In fisciculture, fish are reared in nursery ponds, then transferred to lakes or
rivers and finally harvested while in pond culture, fish are reared and grown
in small ponds and harvested.
5. It eliminates harmful conditions and helps the fish grow fast.
34.3 1. Addition of pesticides/effluents from factories/domestic sewage/hot water (any
two)
2. By discharge of hot water used for cooling reactors and generators.
3. Chemicals from factories that find their way into water bodies result in
excessive growth of algae or algal bloom.
4. Make fish eggs inviable
5. large fishing nets.

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Tools and Techniques in
Biology

35 Notes

SOME AIDS IN BIOLOGY

Learning and teaching of Biology is complete only when the student is able to see
active living and preserved variety of organisms. Learning Biology also becomes
easier by observing organisms closely rather than merely reading about them.
Preserved animals and plants, duly classified are kept in museums. Charts and
models are displayed there. Living animals are kept in animal house, frogs in a
specially constructed froggery, fish in aquarium. Plants are grown in the botanical
garden or specially maintained in a green house. Preparation of a herbarium is an
integral part of learning Botany. Some such aids in learning and teaching Biology
are outlined in this lesson.

OBJECTIVES
After reading this lesson you will be able to :
l describe the need for a zoological museum;
l explain the ways in which specimens such as wet, dried specimens, embalmed
specimens, models, pictures, photographs and skeletons can be displayed in the
zoological museum;
l explain the need for a botanical garden;
l list the categories of plants need to be grown in the botanical garden;
l describe a green house;
l explain need for a green house;
l describe herbarium and list the steps followed in making a herbarium;
l explain the steps involved in setting up an aquarium;
l list the fishes suitable for an aquarium
l explain the need for maintaining suitable temperature, proper light and proper
aeration in the aquarium
l list different kinds of fish food.

BIOLOGY 41
 MODULE - 6A Some Aids in Biology
Tools and Techniques in
Biology 35.1 ZOOLOGICAL MUSEUM
A zoology museum or an animal museum houses (i) preserved animals, (ii) their
skeletons (iii) fossils (iv) models (v) charts and (vi) photographs. The person
incharge of maintaining the museum is called museum curator.

Notes 1. Preservation and display of specimens

(a) Wet Preservation
Invertebrates and small and medium sized vertebrates can be preserved intact in
glass or transparent plastic jars of appropriate size called specimen jars (Fig. 35.1).
The jars have a flat, firm base and a lid. A solution of 10% formalin fills the jar.
The specimen is mounted on a glass slab of appropriate size which is then placed
inside the jar and covered with the lid. The lid may then be screwed on to the jar
or sealed on it. From time to time fresh formalin has to be added or replaced
according to need. The specimen remains intact for years if handled properly. The
specimens retain their shape and morphology. Only the natural colour is lost.

Fig. 35.1 Museum jars with preserved specimens

Wet Preservation can be done for (i) intact specimens; (ii) vertebrate embryos;
(iii) organs such as heart and eye; (iv) specimens dissected out to display organ
systems e.g. nervous system of an animal; and (v) in situ skeletons of small
vertebrates such as fish or frog or lizard. In situ (retained in actual position in the

Fig. 35.2 Alizarin stained skeletal preparation of a lizard

42 BIOLOGY
Some Aids in Biology MODULE - 6A
Tools and Techniques in
animal) skeleton can be prepared in the following manner and mounted and kept Biology
in bottles containing glycerine. Chloroformed animal is kept in 90% alcohol in a
covered jar for two days. Alcohol is then removed and animal dipped in 1% aqueous
solution of Potassium hydroxide till it becomes transparent. The animal is then
placed in Alizarin Red Stain (0.1 gm of Alizarin Red in a litre of 1% aqueous
solution of KOH). The bones get stained (Fig. 35.2). The animal is then transferred Notes
to a specimen jar containing glycerine.
(b) Dry preservation
Exoskeletons (Skeletons covering the body) such as shell of molluscs, star fish,
sea urchins, corals, cocoons of insect sloughed off (cast off) skin of snakes or insects
(exuviae), feathers and nests of birds, honey combs and wasp or termite nests,
mammalian skin with furs, dried sponges etc. can be displayed in the museum intact
for many years provided they are prevented from breaking or from attack by insect
parasites or microorganisms.
Apart from the above (i) vertebrate skeletons and (ii) pressed insects also form part
of dry presentation.
(c) Skeleton preparation
Skeletons may be prepared in the following way. Chloroformed vertebrate is
dissected to remove organs and as much muscle as possible. Boil the animal so
that muscles become tender and remove them. When only the skeleton remains,
dip it in Hydrogen Peroxide for bleaching (optional). Mount on a cardboard or
wooden board with the help of adhesive like araldite or fevicol and display.
Skull or bones of dead animals collected from the fields may be cleaned with water,
disinfected with a disinfectant, dried and displayed in a museum. Stuffed animals
are also kept in the museum. Skinning, preserving, stuffing and mounting
vertebrates is called TAXIDERMY.
(d) Insect collection and preservation
Insects are found everywhere - cockroaches abound near the kitchen drains,
butterflies roam among flowers while grasshoppers hop and crickets chirp in the
grass. Flies are where sweets are and fruit flies hover around vegetables and fruits.
Insects are the most numerous and diversified group of animals.
Collection of Insects
Insect collection is an activity which combines fun and study. The equipment
required is (i) collecting jar, (ii) a net (iii) fine wire sieves (iv) insect trap.
The collecting jar can be of three types
(a) Cyanide bottle : in which sodium cyanide is placed in small lumps in a wide
mouthed jar with a well fitting lid. Plaster of paris is made to set on the sodium
cyanide. When dry, the bottle is stoppered. Since sodium cyanide is a deadly
poison, it has to be handled with care.
(b) Carbon tetrachloride bottle is efficient and harmless. A glass tube is inserted
in a small hole bored in the cork of a bottle. A cotton wad is fastened to the
cork.
BIOLOGY 43
 MODULE - 6A Some Aids in Biology
(c) Chloroform bottle has rubber bands placed at the
Tools and Techniques in
Biology bottom of a bottle and some chloroform put in it.
Rubber has the capacity to absorb chloroform.
After sometime unabsorbed chloroform is thrown
away and a cardboard placed to cover the rubber
bands. Fumes of chloroform absorbed by rubber
Notes fill the bottle.
A net made of cotton or nylon can be stitched to
a handle as shown in the Fig. 35.3. Fig. 35.3 Net for catching
insects.
The fine wire sieves are required to strain the mud which comes with the collected
insects or to wash them. Flying insects or walking and hopping insects can be
collected from their natural surrounding.
Insects may be trapped with the use of
insect traps. A simple trap has a large
funnel placed on the mouth of a wide
mouthed jar containing chloroform or
alcohol.
A Berlese funnel traps small insect. A
funnel is soldered at the end of a large can
with a hole at its bottom. A false bottom
made of wire mesh is placed in the can,
filled with leaves and grass and covered
with cheese cloth. The stem of the funnel
ends in a wide mouthed bottle sealed with
cotton plug. This collecting bottle may
contain alcohol or chloroform for Fig. 35.4 Insect traps
preserving the insects. (Fig. 35.4)
Insects are caught by the net or in the trap and placed in the collecting jar. Then
they have to be preserved.

Fig. 35.5 Where to place the insect pin through the body when mounting insects Push
through area indicated by the black dot

44 BIOLOGY
Some Aids in Biology MODULE - 6A
Tools and Techniques in
Biology

Notes

Fig. 35.6 How to spread pinnea butterflies and moths.

Insect preservation
Material required for the preservation of collected insects are (i) Pins of various
sizes (ii) hard paper (iii) insect spreading board (iv) insect collection box (v) insect
cabinet.
Before collected insects dry up, pin has to be thrust through the thorax or wings
(Fig. 35.5). Very small insects are mounted on a triangular piece of hard paper.
Wings of butterflies, dragonflies have to be spread out as shown in (Fig. 35.6).
Spreading of wings is done by first fixing the pin carrying the insect in the groove
of the spreading board, wings spread out and strips of paper pinned across wings
of either side (Fig. 35.6). Once such mounted insects are dry, they are removed to
the insect collection box (Fig. 35.7). The insects are then classified and arranged
in an insect cabinet. (Fig. 35.8).

Fig. 35.7 Standard cardboard insect box Fig. 35.8 Insect cabinet

BIOLOGY 45
 MODULE - 6A Some Aids in Biology
Tools and Techniques in
Biology 2. Visual aids - Charts, models, photographs
Charts and models depicting morphology of organisms, phylogeny showing
taxonomic relationships, internal structure of plants and animals, life history of
social insects, evolution of horse and humans etc. should be available for students.
The advantages of charts and models are
Notes
(i) they substitute for live specimens which are not available;
(ii) charts are self explanatory if well prepared and students can revise from them;
(iii) the teacher can carry the chart to class while explaining the theory on black
board.
Good charts prepared by students can also be put up on the wall which not only
encourages the student who made it but also other students. Photographs of great
biologists may also be hung up with their names and contribution written clearly.
Visual aids ought to be (i) accurate (ii) relevant (iii) comprehensible (iv) realistic
(v) properly labelled and (vi) title should be clearly written. The models should
have a three dimensional effect and the proportions should be correct. Students can
make models with wood, fibre, thermocole and any other material. Charts and
pictures should be hung on the wall which is well lit. They should be within the
level of the eyes of children using the museum.
Maintenance of the Museum
The museum requires constant care. The museum curator has the following
duties :
1. to change the charts and pictures from time to time;
2. to make new visual aids:
3. to be available to help students. The curator should have a Biology background;
4. to change formalin of preserved specimens; and
5. to be involved in overall maintenance of the museum.

INTEXT QUESTIONS 35.1

1. What is the person incharge of museum called?
............................................................................................................................
2. What is the Berlese funnel used for?
............................................................................................................................
3. Name the stain used for in-situ skeleton preparation.
............................................................................................................................
4. Name a visual aid used in teaching Biology.
............................................................................................................................

46 BIOLOGY
Some Aids in Biology MODULE - 6A
Tools and Techniques in
5. Name the Biology
(i) common chemical used for preserving specimens
..................................................................................................................
(ii) art and science of skinning, stuffing and preserving animals.
.................................................................................................................. Notes

35.2 BOTANICAL GARDEN

A well maintained garden where plants are classified and grown with care and
where plants may even be multiplied for the purposes of observation and research
is called a BOTANICAL GARDEN. A garden full of plants, both flowering and
non flowering is indeed a treat to see. But a botanical garden is not for entertainment
alone but associated with Botany teaching and research.
In our country we have the main national botanical gardens in Lucknow and
Kolkata. The one in Lucknow is called National Botanical Garden and has plants
of Uttar Pradesh and those from the hilly regions of Uttaranchal. Indian Botanical
garden is in Shibpur near Kolkata. It has more than a hundred year old Banyan
tree.
A school botanical garden is, developed on a much smaller scale. The plants grown
in it are mostly the ones which form the study material for Botany. A patch of ground
within the school premises where ample sunlight comes is the ideal place where
botanical garden may be developed. Plants of different kinds as also those required
for practical study need to be grown. An ideal situation is when (i) new plants are
added from time to time and (ii) plants are labelled with labels carrying the botanical
names as well as common names. (iii) A catalogue has to be prepared giving a
number and concise description.
35.3 GREEN HOUSE
A greenhouse is a special enclosure made of glass or plastic in which plants are
grown and maintained at a specified temperature and humidity. In countries, where
freezing temperature obtains in winter, a green house is made with roof and walls
made of glass. Plants get adequate light and they can be watered. At the same time
heat trapped by the glass enclosure keeps the greenhouse warm. Temperature,
however, is also regulated by a specialised system. Greenhouses are permanent
structures.
Temperature of greenhouse is regulated through an automatically controlled heating
and ventilation system. A central coal or oil furnace supplies the heat. More
common is a peripheral steam heating system. Ventilation is provided at the sides
and top. In summer, when temperature goes up fan and pad cooling is used to lower
temperature. Water is circulated through pipes. Cooling pads draw cooled air across
greenhouse. It is more effective when humidity is low.
Instead of glass, plastic films are used to make the wall and roof of glasshouse.
Light absorbing qualities of plastic are similar to those of glass. Rigid plastic or
BIOLOGY 47
 MODULE - 6A Some Aids in Biology
Tools and Techniques in
Biology ultraviolet resistant polythene is used. During summer a shade made of cloth is used
to cover the greenhouse.
In an institute where Biology is taught, a greenhouse of smaller dimensions can
be constructed to house delicate plants. Plants would provide material for botanical
studies and students would also be trained in growing, maintaining and propagating
Notes plants under controlled conditions. (See Fig. 3.9).

Fig. 35.9 Green house

35.4 HERBARIUM
A herbarium is defined as a collection of plants that have been dried, pressed and
preserved on sheets of hard paper. The dried plants are classified and arranged for
future reference especially for taxonomic studies.
A plant collector needs to have the following
equipment :
(i) a gardeners knife, (Fig. 35.10a)
(ii) a plant press or vasculum, (35.10b)
(iii) blotting papers to dry plants,
(iv) trowel to dig and uproot the plant,
(v) collecting and mounting sheets,
Fig. 35.10(a) Gardeners knife
(vi) gum tape, labels, waterproof ink and pen. one should carry such knife
in field trips
1. Collecting botanical specimens
Fleshy plants lose their diagnostic features when
dried so they are preserved in 4% formalin in
glass containers. Gymnosperm cones and dry
fruits are collected and preserved as such.
Plants should be collected from various localities
for the preparation of a herbarium. The herbarium
should also have representative specimens from Fig. 35.10(b) A plant press
various groups of plants. (Vasculum) with sheets

48 BIOLOGY
 Some Aids in Biology MODULE - 6A
Tools and Techniques in
A complete specimen when collected, should have all the parts including the root Biology
system. It is better to collect a plant at its flowering stage. A tag should give the
location from where collected. About five or six specimens of each kind of plant
should be collected. The collected plant should either be pressed then and there
or collected in a vasculum and pressed later. Vasculum is a metal cylinder with a
sliding door in which plants are collected (Fig. 34.10b). Notes
2. Pressing, Drying and Preserving
The collected plant should be pressed between sheets of blotting paper. One plant
is arranged on one sheet so that its parts do not overlap. Specimens longer than
the sheets can be folded in the form of V or N.
The plant between the sheets is put in a press for
24 to 48 hours. The press is then opened, blotting
sheets changed and plants rearranged again and put
back in the press for another 2 or 3 days. The
pressed specimen is then dried in sunlight or heat
from some other source.
To prevent the abscission layer formation and
decay, plants are killed (poisoned) with formalin or
Mercuric chloride (HgCl2) or Carbon Tetra chloride
(CC14). Also dipping in Mercuric chloride (HgCl2)
Fig. 35.10(c) Holding of specimen
saves them from attack by museum pests such as for poisoning
beetles. Fig. 35.10(c).
3. Mounting and Labelling
After drying, specimens are mounted on mounting papers or herbarium sheets
which are usually of a standard size of 11.5" 16.5" and sturdy enough to support
the dried plants. Glue or adhesive tape or adhesive paste is used to stick the
specimens on to the sheets.
Each sheet should carry a label pasted on the lower right hand corner giving the
(i) the site of collection, locality and altitude (ii) name of plant (iii) family (iv) habit
(v) date of collection (vi) ecological notes and (vii) name of collector.
Herbarium sheets should be stored in herbarium cases or steel almirahs. They
should be arranged according to the system of classification. Moth balls, naphthalene
flakes or 2% of Mercuric chloride should be sprayed to keep away mould, fungi
and insects.

INTEXT QUESITONS 35.2

1. Where are the national botanical gardens situated in our country?
............................................................................................................................
2. What is a greenhouse?
............................................................................................................................
BIOLOGY 49
 MODULE - 6A Some Aids in Biology
Tools and Techniques in
Biology 3. Define herbarium.
............................................................................................................................
4. What is a vasculum?

Notes ............................................................................................................................
5. Mention the steps for preparation of a herbarium in a sequence.
............................................................................................................................

35.5 AQUARIUM
An aquarium is a glass container in which live fish are kept along with aquatic
plants. A well maintained aquarium helps students to learn many biological
principles. Some of these are
(i) dependance of animals on green plants for (a) food and (b) oxygen,
(ii) relationship of carbon-dioxide and light to photosynthesis,
(iii) food ingestion, storage, respiration, digestion, growth, reproduction and
development in plants and animals,
(iv) relationship of bacteria to Nitrogen, Phosphorus and Sulphur cycle,
(v) parasitism,
(vi) food cycles,
(vii) temperature and water relation,
(viii) ecological succession.
1. How to prepare a balanced aquarium
Materials required for an aquarium are :
(i) Aquarium tank approximately of five gallon capacity. Aquarium water is
static and changes its composition due to activities of fish and plants. Hence,
it has to have enough surface area for adequate gas exchange. It may be made
of plastic or glass with silicon adhesive (Fig. 35.11).
The tank should be placed on firm, level and smooth surface. It is best located
near the window but direct sunlight should be avoided as it leads to excessive
algal growth in summer. The side towards window may be covered with paper
or painted. If light is not enough electric light may be used.
The situation of the tank should have easy access for maintenance and for
power sockets for heat and light.
(ii) Substratum in the tank can be constructed by putting one inch of sand on
soil. The substratum (a) forms the source of minerals; (b) plants can anchor
in the substratum; (c) animals can burrow in it, (d) it forms the spawning site
of fish; (e) floor bed of the aquarium and (f) a biological filter.
50 BIOLOGY
Some Aids in Biology MODULE - 6A
Tools and Techniques in
Biology

Notes

Fig. 35.11 An aquarium

(iii) Water can be procured from tap, well, spring or pond to fill the tank. The
lid of the aquarium prevents excessive evaporation.
(iv) Aquarium plants and fish
2. Temperature of the aquarium
The temperature of the aquarium needs to be maintained at an optimum of 24C
(75F). To maintain the temperature, a thermostat controlled heating device may
be used. In case of power failure, tank may be covered by a blanket in winter or
suitably hot water added. A floating or adhesive type of thermometer can record
the temperature. These days a combined heater and thermostat enclosed in a water
tight glass tube is used and kept in place by special clips made of non toxic plastic.
Thermostat with microchip (computerised) circuit is fixed for accurate temperature
control. All electric connections, however, should be outside the tank.
3. Lighting of the aquarium
Lighting arrangement not only makes the aquarium attractive but it also forms an
essential stimulus to plants for photosynthesis. In nature fish are lit by sunlight.
Light in the aquarium may be provided by lamps (tube or bulb of 40 Watts) mounted
in aquarium cover called hood or reflector. Tungsten lamps and fluorescent tubes
are used for every 30 centimeters (12 inches) length of the tank. Aquarium has to
be lit at least for ten hours a day.
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Tools and Techniques in
Biology 4. Biological filtration
The gravel in the substratum acts as a filter bed. Aquarium water passes through
the gravel and bacterial colonies develop on the gravel and convert the waste of
the fish into ammonia and nitrates by Nitrosomonas bacteria and nitrites into nitrates
by Nitrobacter. Nitrates are taken up by plants.
Notes
5. Aquarium Plants
There are many species of aquatic plants which provide shade, refuge, spawning
sites, food, water and source of oxygen for the aquaria fish. Plants may be of the
floating type such as Hydrilla, Elodea or rooted such as Vallisneria which grow
rapidly (Fig. 35.11). To many plants may be avoided.
6. Aquarium Fish
A number of small fish with unique shapes and beautiful designs are appropriate
for keeping in the aquariums. They are variously coloured. However, care has to
be taken to assure the absence of predatory varieties in the aquaria. The common
aquaria fish are (i) angel fish (2) molie (3) guppy. (Fig. 35.11)
7. Fish Feed
Food of aquaria fish are either live feed such as waterborne insects, worms,
crustaceans such as water flea. Daphnia, cyclops earthworms. However, if any of
these are not eaten by the fish, they should be removed and not permitted to increase
in number. Lettuce, spinach, peas, wheat grain may be given for herbivorous fish.
With progress in technology, a balanced diet with special formula is commercially
prepared in the form of flakes, granules, powder or liquid food. Freeze dried fish
food such as Daphnia, Tubifex and other worms are packed. It is convenient to just
open the packet and sprinkle in the aquarium for fish to eat. But never should too
much food be put as the left over food may decompose and pollute the aquarium.
For fish to develop best colours, size and a healthy constitution, the diet should
be varied. The best food, however, is live food.

INTEXT QUESTION 35.3

1. What is an aquarium?
............................................................................................................................
2. Name two plants which are grown in an aquarium.
............................................................................................................................
3. What do plants provide the fish in the aquaria?
............................................................................................................................
4. What is biological filtration?
............................................................................................................................

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Tools and Techniques in
Biology

WHAT YOU HAVE LEARNT

l In a Zoology museum preserved animals, skeletons, fossils, charts, models dry
specimens are kept.
l 10% formalin is used to preserve small animals in glass jars. Notes

l Mollusc shells, corals, dried sponges, nests, feathers are dry preservations. They
are also kept in the museum.
l Skeletons can be prepared and kept in the museum.
l Insect collection requires pinning properly and drying insects after catching
them and killing them. They can be trapped in Berlese funnel or simple traps.
l Charts, models can be made by students or bought from the market and kept
in the museum. They should be properly displayed.
l Museum should be looked after by a museum curator.
l A botanical garden should be maintained in the school and plants for study
grown there. Plants should be labelled.
l A greenhouse is a special enclosure made of glass or plastic where plants are
maintained at a constant temperature and humidity.
l Herbarium is a collection of dried and pressed plants preserved on paper sheets.
Plants are collected undamaged and then pressed in a press and dried. They are
then mounted on herbarium sheets and labelled and classified.
l An aquarium is a glass or plastic container in which fish are grown and
maintained. It also has aquatic plants which provide food and Oxygen for the
fish.
l An aquarium has to be well lit and temperature has to be maintained. Elodea,
Hydrilla, Vallisneria are some aquatic plants kept in the aquarium.
l Substratum of the aquarium is a filter bed in which bacteria can grow and
convert waste into nitrates for the use of plants.
l Aquarium fish are of many colours. Some of these are angel fish, black mollie,
guppy etc.
l Aquarium fish can be given live food such as worms and crustaceans or dried
food.

TERMINAL EXERCISES
1. How is wet preservation done for museum specimens?
2. What are the ways in which skeletons can be prepared for displaying in the
museum?

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Tools and Techniques in
Biology 3. Name the equipment items required for insect collection and mention their
utility.
4. What is a Berlese trap?
5. Write notes on (a) Botanical garden (b) green house
Notes 6. How is a herbarium prepared?
7. Mention three biological principles which can be learnt by maintaining an
aquarium. How can temperature, light and fish food be arranged for an
aquarium?

ANSWERS TO INTEXT QUESTIONS

35.1 1. museum curator
2. trapping small insects
3. Alizarine
4. chart/model/photograph/living museum specimens/dry specimens in the
museum
5. (i) Formalin (ii) Taxidermy
35.2 1. Lucknow and Kolkata
2. A special enclosure made of glass or plastic in which plants are grown and
maintained at a specific temperature and humidity
3. A collection of plants which are dried, pressed and preserved on sheets
4. A metal cylinder with a sliding door in which plants are collected
5. Collection, pressing, preserving, mounting, labelling.
1. a glass tank in which live fish are grown and maintained.
35.3 2. Elodea, Vallisneria, Hydrilla (any two)
3. Oxygen and food
4. Conversion of waste of the fish into nitrates to be taken up by the aquarium
plants

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Economic Biology

35
Notes

APICULTURE, LAC CULTURE AND

SERICULTURE

Ever since the beginning of civilization, man has been trying to make use animals
around him for various purposes and to rear them for increasing their number. In
this context, you have learnt in the two previous lessons about animal husbandry
and fisheries. In this lesson you will get acquainted with the major aspects of
apiculture (Bee- keeping), lac culture (rearing lac insects) and sericulture (rearing
silk moths).

OBJECTIVES
After completing this lesson, you will be able to :

define apiculture (bee-keeping), list the species of honey bee and emphasize
their economic importance;

describe the structure of the bee-hive and various castes in a normal bee colony;

explain the different biological features of the castes of honey-bee, caste
determination, development of the brood in comb (nest) and swarming;

explain the methods of catching and hiving of swarms of honey bees and the
common methods of bee keeping;

describe the extraction of honey and beeswax and enumerate their uses;

name the insect that produces lac and mention its uses;

describe the main aspects in the life history of a lac producing insect;

explain the terms stick lac, seed lac and shellac;

define sericulture, name the insects (moths) that produce silk and their
respective host plants;

give a general account of the life history of the silk moth; and

list the non-mulberry hosts for silk production, their sources and the parts of
India where they are produced.

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35.1 APICULTURE
35.1.1 Bee-keeping Its meaning and importance
Apiculture is also known as bee-keeping. Why this name?
Apis means bee. The scientific names of different species of honeybees begin with
the generic name Apis. Apiculture or bee-keeping is the art of caring for, and Notes
manipulating colonies of honeybee in large quantity, over and above their own
requirement.
35.1.2 Brief History
The first evidence of this association came to light from the rock paintings made
by primitive human. Thousands of years ago, Egyptian were well acquainted with
bee keeping before the Christian Era. In Rigveda, there are many references to bee
and honey. Bee-keeping became a commercial proposition during the 19th century
as a result of scientific research. Apiculture is a flourishing industry in many
advanced countries like USA, Canada, Germany and Australia.
35.1.3 Importance of bee keeping
There are three main advantages of bee-keeping:
(i) Provides honey - a valuable nutritional food
(ii) Provides bees wax - which has many uses in industry
(iii) Honey bees are excellent pollinating agents, thus increasing agricultural yields.
In terms of actual value this advantage exceeds the other two.

35.1.4 Species of honey bee

There are four common species of honey bee under a single genus Apis (apis =
bee):
1. Apis dorsata (The rock- bee)
This is the largest honeybee.
Builds single large open comb on high branches of trees and rocks.
Produces large quantity of honey, but this bee is difficult to domesticate.
This bee is ferocious, stings severely causing fever and sometimes even death.
2. Apis indica (The Indian bee)
Medium - sized
Hive consists of several parallel combs in dark places such as cavities of tree
trunks, mud walls, earthen posts, etc.
This bee is not so ferocious and can be domesticated
3. Apis florea (The little bee)
small - sized
Builds single small combs in bushes, hedges, etc.
Honey yield is poor.
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4. Apis mellifera (The European bee)
Somewhat like the Indian bee (Apis indica).
This has been introducted in many parts of the world including India.
It is easily domesticated.
Notes

INTEXT QUESTIONS 35.1

1. What does Apis, a latin word mean literally?
............................................................................................................................
2. Write three advantages of bee-keeping.
............................................................................................................................
3. Name the two species of honeybee that can be domesticated.
............................................................................................................................

35.1.5 The bee colony various castes and their activities

A honey bee colony has three castes (Fig. 35.1a)
(i) Queen only one; functional female
(ii) Workers 20,000-30,000, sterile females
(iii) Drones a few only, functional males available prior to swarming.
(i) Queen Bee
Queen bee is the only perfectly developed female, that is has well developed
ovaries and other organs of female reproductive system.
She is largest in size.
Its wings are smaller and are shrivelled.
Mouth parts for sucking food is shorter than that of workers.
No wax glands.
Live for about 3 - 4 years.
May lay eggs at the rate of 800 - 1500 per day.
35.1.6 Events in the life of queen bee
Usually at the age of 7-10 days in her parent hive, after the old mother queen along
with some workers had left for starting another hive, this new virgin queen goes
out for marriage (nuptial) flights. The drones from the same hive chase her. This
swarm may also be joined by drones (male bees) from other hives. Mating takes
place, while flying, on an average, the queen mates with about six drones and then
returns to the hive. The sperms she has received are enough for her whole life, and
she never mates again.
The queen has a control mechanism on the release of the sperms from the
spermatheca (sperm store). She can lay two types of eggs:
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Notes

Fig. 35.1(a) Various castes of honey bee.

1. Fertilized eggs that produce females (either sterile workers or fertile females
(new queens).
2. Unfertilised eggs which produce drones.

(ii) Worker bees

Worker bees are imperfectly developed females.
These are smaller than the queen.
These have strong wings to fly.
These have a large and efficient proboscis (mouth parts packed together like a thin
tube) for sucking nectar.
A well-developed sting is present.

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Hind legs have pollen basket for collecting pollen.

The workers have a life span of about 35 days. The different duties which they
perform age-wise are as follows:

Day 1-14 Activity inside the hive such as cleaning the hive, feeding the larvae,
Notes
etc.

Day 14-20 Guard duties at entrance to the hive

Day 21- 35 Foraging, i.e. collecting the food (nectar and pollen from the
surroundings)

For foraging, some scout bees set out in the morning. On locating good sources
of nectar (i.e. flowers) they return to their hive and perform characteristic
movements (bee dances) at the comb. These dances communicate to the other
worker bees the distance and the direction of the food source. This is how more
and more worker bees are deployed in food gathering. The workers visit flower
to flower, collect nectar and pollen and return to their own nest against taking clue
from the position of Sun as well as by certain amount of memory and finally the
smell of their own particular hive (Fig. 35.1b).

Fig. 35.1b A portion of the nest (hive) of the honey bee

The bee dance
In this dance the middle course of the dance communicates to the other bees the
angle from the hive with reference to the sun. Taking a hint from this angle they
have to fly to reach the food source (Fig. 35.1c).

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Notes

Fig. 35.1C The bee dance

(iii) Drones
Drones are the male bees produced from unfertilised eggs. Their production in the
hive synchronises with the production of the new (virgin) queens. At the age of
14-18 days the drones perform mating flight chasing the virgin queen in the air.
Drones can live up to about 60 days, although they are stung and killed after the
mating.
The schematic representation of formation of different castes of bees is shown in
Fig. 35.2.

Queen lays

Unifertilized Eggs Fertilized Eggs

Hatch into Larvae Hatch into Larvae

For first few days fed on Royal jelly Fed on royal jelly
(Saliva of workers) then on honey and for first few days.
pre-digested pollen

Pupa

Drones Royal jelly replaced Royal jelly feeding
by honey and pre-digested continued
pollen
Pupae
Pupae
Queen
Workers

Fig. 35.2 Schematic representation of the formation of different castes in honeybee.

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Emergence of new Queen, and Swarming of the old one
When the queen gets older (usually in the third year) her body gives out a chemical
stimulus to the workers to construct a few rearing cells for queens. She places one
fertilized egg in each of such brood cells. The larvae are fed on royal jelly (saliva
of workers). They turn into pupae and then into queens. The first queen to emerge
Notes from the brood cells, kills the remaining ones.
Now the old queen takes to swarming along with a mixture of workers of all ages,
leaves the old hive to develop a colony at some new site.
The new queen in the old hive takes to mating flight with the drones and returns
to the same hive, as described earlier.

INTEXT QUESTIONS 35.2

1. Name the three castes in a honey bee colony
............................................................................................................................
2. Name the following
(i) The caste largest in size
..................................................................................................................
(ii) The kind of flight which the new virgin queen takes along with the drones
out of the hive
..................................................................................................................
(iii) The caste produced from unfertilised eggs
..................................................................................................................
3. What are the main duties of a worker bee in its following day wise age phases
(i) Days 1-14 .................................................................................................
(ii) Days 14-20 ...............................................................................................
(iii) Days 21-35 ...............................................................................................
4. What happens to the drones after mating flight?
............................................................................................................................

35.1.7 Apiculture and commercial production of honey

Bees produce honey and wax both of which are valuable and marketable commodities.
(a) Indigenous methods of bee keeping
Many villagers make (i) wall or fixed types of hives in rectangular spaces in the
walls with a small hole or (ii) movable types of hives in wooden boxes or earthen
pitchers. The traditional beekeepers catch clustered swarms from trees, bushes, etc
and transfer them to the above-mentioned spaces. After sometime when the honey
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is ready, the bees are driven away from the comb usually by smoking the hive. Then
the comb is cut away and the honey is squeezed out through a piece of large -
meshed cloth.
(b) Modern hives
The modern beehive is made up of a series of square or oblong boxes without tops
Notes
or bottoms, set one above the other. This hive has the floor at the bottom, and a
crown board at the top, and a roof over all. Inside these boxes, wooden frames are
vertically hung paralled to each other. The wooden frames are filled with sheets
of wax foundation on which the combs are built by the bees. The only entrance
to the hive is below the large bottom box (brood chamber). The queen is usually
confined to the brood chamber. The boxes termed supers are used for storage
of honey. The queen is prevented from going to the supers by the queen
excluder that allows only the workers to move (Fig. 35.3).

Fig. 35.3 A modern bed hive.

Catching a swarm
You have already read what a swarm is. It is an old queen accompanied by huge
population of workers flying to start a new hive. Swarms are collected from where
they are settled. Some kind of a container is needed to collect the bees. The container
is usually a straw basket (skep) with a lid.

Hiving a Swarm
It is the process in which the collected swarm is transferred to the hive to build
up the colony and produce honey. It is operated in two ways:

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(i) Traditional method
The hive is set up with brood chamber filled with its full number of frames. Each
frame has a full sheet of foundation and there is a crown board with roof at the
top.
A sloping board with white sheet is set against the entrance of the hive.
Notes
Bees in the skep (basket) are knocked out of it on to the slope.
The instinct of the bees to move upwards onto the dark, drives them onto the hive
through the entrance.

(ii) Quick method

In this method the crown board of the hive is taken off, frames are also taken off
and the entrance is closed.
The skep is intimately united with the hive and the bees are poured into the brood
chamber from the top.
The frames containing the wax foundation are placed in the hive.
The crown board is put back in its position and the entrance is opened.
It must be seen that the queen enters the hive. Now, sugar syrup must be fed to
the swarm, as this feeding will help the bees to settle down to work in their new
home.

Bee Pasturage
The plants that yield nectar and pollen are collectively termed bee pasturage. The
fruit trees, ornamental plants and forest trees comprise important bee pasturage.
Nectar is the sweet secretion of the flowers. It is raw material for honey.
Pollen provides the raw material necessary for the major food of the brood.

INTEXT QUESTIONS 35.3

1. Name the two types of indigenously made hives.
............................................................................................................................
2. Rearrange the following parts of a modern hive for bee keeping, in their proper
sequence from bottom to the top:
Brood chambers, crown board, queen excluder, floor, super, roof.
............................................................................................................................
3. Name the two methods for hiving a swarm.
............................................................................................................................
4. What is the meaning of the term bee pasturage ?
............................................................................................................................

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35.1.8 Products from a bee hive
A. Honey
Honey is a food material for the bees and their larvae. Large quantities of honey
are stored in the hive to meet the demands in scarcity. Chemically, honey is a viscous
water solution of sugar. Its approximate composition in percentage is as follows:
Notes
Water 13-20
Fructose 40-50
Glucose 2-3
Minerals Traces
Vitamins (minute quantities)
(B1, B2, C)
Composition of honey and its different flavours depend on the kinds of flowers
from which the nectar is collected.
Nectar is sucked from flowers and mixed with saliva. It is swallowed into a special
region of the gut called honey stomach. Nectar is a disaccharide (sucrose) it is
hydrolysed by the salivary amylase to produce monosaccharides (fructose and
glucose).
Inside the hive the workers regurgitate the processed nectar. The honey thus
produced is still very dilute. After placing this honey onto the storage cells of the
hive the bees fan with their wings to evaporate the excess water and bring the
honey to its required concentration.
Extraction of honey from the combs is done by centrifugation.
Uses of Honey
Some uses of honey are as follows
Food : Honey is a nutritious food, rich in energy and vitamins.
Medicines: It is used as a carrier in ayurvedic and unani medicines. It acts as
a laxative and prevents cold, cough and fever.

It is used in religious ceremonies.

It goes in the making of alcoholic drinks and beauty lotions.

Another important use is in scientific research for making bacterial cultures.

It is also utilised for making poison baits for certain insect pests.

Purity Standards
There is no ready method to test the purity of honey by the customers. Homogenous
granulation is a probable sign of its purity. Otherwise there are laboratory methods
for testing (test for monosaccharides).

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B. Beeswax
Beeswax is secreted by the wax glands located on the underside of the last four
abdominal segments (4th to 7th) of the worker bee. This wax is used in constructing
bee combs in which the colony of the bees develops.
Notes Uses of beeswax
Some uses are as follows:
making of candles (the modern candles are made of paraffin wax, a petroleum
product);
making pharmaceutical preparations;
preparation of varnishes and paints;
Water proofing and waxing of threads; and
formation of comb foundation (wax foundation in apiaries).

INTEXT QUESTIONS 35.4

1. Name the two major kinds of sugar found in honey

............................................................................................................................
2. Mention any one non-food use of honey
............................................................................................................................
3. How is honey chemically different from nectar?
............................................................................................................................
4. Mention any two uses of beeswax.
............................................................................................................................

35.2 LAC CULTURE

LAC and SHELLAC

Lac is a resinous substance secreted by a tiny insect called Laccifer
lacca (popular name lac insect)
Shellac is the purified lac usually prepared in the orange or yellow
flakes
35.2.1 Lac or shellac is used in many ways
Commonest use is in polishing wooden furniture. The granules are dissolved
in spirit and then are applied in very thin layers on the wooden surfaces
In sealing parcels, packets and envelopes
As insulating material in electrical work

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In making phonograph records (now replaced by synthetic material)
In shoe polishes
In toys and jewellery
Utilization of lac for various purposes has been very ancient in India. A lac palace
is described in Mahabharata, which was intended to be used for burning the Notes
Pandavas alive.

35.2.2 Lac insect

The lac insect lives on native trees in India, Burma (now called Myanmar) and
Malaysia. In India it is chiefly grown on trees like Kusum, Palas, and Ber.
The minute young lac insect (also called crawler) finds a suitable branch.
The insect inserts its beak into the plant tissue to obtain nourishment.
It grows in size and secretes a resinous material around itself.
The resinous material hardens on exposure to air.
Thousands of crawlers settle side by side and the resinous secretion builds up
around them and completely encases the twig.
Most crawlers develop in about 3 months into female which occupy small
cavities in the resinous mass. The females can never come out of these masses.
Eggs develop inside the body of the female and she assumes a sac like
appearance.
The female dies, the eggs hatch, the crawlers escape and move to a nearby-
uninfected part of the twig, and the process is repeated. (Fig. 35.4).

Fig. 35.4 A piece of twig encrusted with lac.

35.2.3 Extraction of Lac

The encrusted twigs are known as stick lac. Such twigs are harvested.
The stick lac is ground largely in crude mortars, and the resulting granular lac
is called seed lac.
The fine particles or the dust separated from the granular lac is used in making
toys, bangles etc.
The wood portion is used as fuel.
The seed lac is washed, melted, spread out in a thin layer and dried. This is
the shellac of commerce.
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The Hindi name Lakh or Laksha in Sanskrit
It requires about 4,00,000 (4 lacs) insects to yield one kilogram of
lac. The Hindi word Lakh for shellac possibly derives from such
large number of insects required to produce lac.
Notes In India the lac insect is found in great abundance and millions of people directly
or indirectly find livelihood in this industry.
Lac Research Institute in Ranchi (Now in Jharkhand) conducts research on the
various aspects of the lac insect, its life history, protection against enemies, etc.
Synthetic lacquers have been produced by the modern industry, which is replacing
true shellac for many purposes.

INTEXT QUESTIONS 35.5

1. What is the scientific name of the lac insect?
............................................................................................................................
2. List any three common uses of shellac.
............................................................................................................................
3. Name any two trees on which lac insect grows.
............................................................................................................................
4. What is seed lac?
............................................................................................................................

35.3 SERICULTURE

Sericulture or silk production is the breeding and management of silk worms for
the commercial production of silk.
Sericulture is an important industry in Japan, China, India , Italy, France and Spain.

35.3.1 Brief History

Sericulture or silk production from the moth, Bombyx mori has a long and colourful
history unknown to most people. This insect is the only living species of family
Bombycidae and has been domesticated for so long that it is possible that there
are no survivors in the wild any longer.

According to the Chinese records, the discovery of silk production from B. mori
occurred about 2700 BC. It is believed that empress Si-lung-Chi was asked by
emperor Huang-ti to find the cause of damaged mulberry leaves on trees in their
garden. The empress found white worms eating the leaves. She noticed that they
were also shiny cocoons around themselves. A cocoon dropped in her cup of tea
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and silky threads separated from the cocoon. Silk industry began in China where
the source of silk was kept a secret for more than 2000 years. After some time,
China lost their monopoly in silk production, sericulture reached Japan through
Korea and then to other countries.
Sericulture has been growing in India as an agro-based industry playing a vital role in
Notes
the improvement of rural economy.

35.3.2 Source of silk The silkworm

The silkworm is the larva or the caterpillar of the moth Bombyx mori (popularly called
the silk moth) the total life history of the moth (from egg to adult take 50 days. The different
stages are as follows:
(i) Egg 10 days
(ii) Larva (4 Stages) 30 days
(iii) Pupa (Cocoon) 10 days

Fig. 35.4a Stages of life history of silk worm moth.

(i) Adult
The adult silk moth is a creamy white moth that has a flat body and a wing expanse
of about 5 cms. It takes no food and seldom attempts to fly. It lives for only 2 to
3 days. After mating, the female moth lays 300-500 eggs on leaves of the mulberry
tree.
(ii) Eggs
The eggs are round and yellowish-white, and they become grey as hatching time
approaches.

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(iii) Larvae
The newly hatched larva is about 3 mm long and somewhat black in colour.
The larvae grow in size and shed their skin (moult) four times. Each growing stage of
the caterpillar consumes lot of mulberry leaves.
The last stage full grown larva is about 7 cm long. It has a hump behind the head and
Notes
a spine-like horn at the tail end.
When full grown, the mature larva stops feeding, climbs on a twig and spins a cocoon.
(iv) Pupa
The full grown larva pupates inside the cocoon
In about 10 days time it transforms into a winged adult. The adult moth makes an
opening in the cocoon and escapes through it.
The cocoon
The cocoon is formed from a secretion from two large silk glands (actually the salivary
glands), which extend along the inside of the body and open through a common duct
on the lower lip of the mouthparts. The larva moves the head from side to side very
rapidly (about 65 times per minute) throwing out the secretion of the silk glands in the
form of a thread. The secretion is a clear viscous fluid, which on exposure to the air
gets hardened into the fine silk fibre.
The filament forming a cocoon is continuos and ranges in length from 700-1100 metres.
The cocoons from which moths have emerged are called pierced cocoons. These are
of low value because continuous thread cannot be obtained. Pieces are removed by
instruments and spun into a thread.
35.3.3 Rearing of silkworms
Selected healthy silk moths are allowed to mate for 4 hours. Female moth is then kept
in a dark plastic bed. She lays about 400 eggs in 24 hours, the female is taken out and
is crushed and examined for any disease, only the certified disease- free eggs are reared
for industrial purpose. The eggs are hatched in an incubator.
The hatched larvae are kept in trays inside a rearing house at a temperature of about
20C-25C . These are first fed on chopped mulberry leaves. After 4-5 days fresh
leaves are provided. As the larvae grow, they are transferred to fresh leaves on clean
trays, when fully grown they spin cocoons.
35.3.4 Reeling silk
The cocoons are cooked in hot water and the silk fibre is unwound from the cocoons.
This process is called reeling. The silk consists of two proteins the inner core is
fibroin and an outer cover of sericin. There are four following steps for the
completion of the process of reeling:
For reeling silk the cocoons are gathered about 8 days after spinning had begun.
The cocoons are first treated by steam or dry heat to kill the insect inside. This

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is necessary to prevent the destruction of the continuous fibre by the emergence of
the moth.
Next, the cocoons are soaked in hot water (95 -97C) for 10-15 minutes to soften
the gum that binds the silk threads together. This process is called cooking.
The cooked cocoons are kept in hot water and the loose ends of the thread are
caught by hand. Notes
Threads from several cocoons are wound together on wheels (charakhas) to form
the reels of raw silk (Fig. 35.5).
Only about one-half of the silk of each cocoon is reelable, the remainder is used as a
silk waste and formed into spun silk.
Raw silk thus obtained is processed through several treatments to give it the final shape.

Fig. 35.5 Reeling of silk cocoons.

35.3.5 Main properties of silk

1. It is lustrous, soft and strong.
2. It is made of two proteins : the inner core is fibroin and an outer cover is sericin
3. It is hard wearing.
4. It can be dyed into several colours
Silk moth Bombyx mori is at present fully domesticated. It no longer exists in a
wild state and it cannot survive without the human care.

35.3.6 Silk Producing States of India

Major Indian States producing mulberry silk are:
Karnataka
West Bengal
Jammu and Kashmir
35.3.7 Non-mulberry silks
1. Tasar silk is produced by certain species of another moth Antherea royeli. Their

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larvae are reared on Arjun trees, chiefly in Bihar, Madhya Pradesh and West Bengal.

2. Muga silk is obtained from Antherea assama whose larvae are reared on Som
trees in Brahmaputra Valley.

Notes 3. Eri silk is produced by the moth Philosamia ricini whose larvae feed on castor
leaves. It is produced in Assam.

INTEXT QUESTIONS 35.6

1. Match the items of the columns A, B, and C

A B C
Kind of silk Insect source Trees
1. Mulberry silk (i) Antherea royeli (a) Arjun tree
2. Tasar silk (ii) Antherea assama (b) Mulberry tree
3. Muga silk (iii) Philosamia ricini (c) Som tree
4. Eri silk (iv) Bombyx mori (d) Castor
2. Where did the silk industry first start in the world?
............................................................................................................................
3. State the following :
(i) The number of days for which the adult silk moth survives.
..................................................................................................................
(ii) The number of times the silkworm sheds its skin before turning into a pupa.
..................................................................................................................
(iii) The temperature at which the silk worms are kept in the rearing house.
..................................................................................................................
(iv) The purpose of cooking the cocoons in hot water.
..................................................................................................................
4. Name the three largest silk growing states of India.
............................................................................................................................
5. Which body part of the silkworm produces the silk forming substance?
............................................................................................................................

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WHAT YOU HAVE LEARNT

Bee- keeping helps in three ways provides honey, provides wax and bring about
pollination of agricultural crops.
Notes

There are four common species of honey bee - the wild Apis dorsata the two
domestic ones Apis indica and Apis mellifera and the little bee Apis florea.

A bee colony has three castes - a queen, large number of workers and the male
drones (produced only for mating in the nuptial flight).

Queen is the largest, has no wax glands, lives up to 3-4 years, and lays eggs
at the rate of 800- 1500 per day.

Queen lays two types of eggs - fertilized eggs produce females and unfertilised
eggs produce male bees.

Workers are sterile females and possess an efficient sucking proboscis, wax
glands, and a sting.

Workers live for about 35 days, and they perform different duties in different
life periods.

Workers communicate to the fellow workers of the hive about the direction and
distance of the food source by means of bee dances.

When the hive is overpopulated the old queen with a large number of workers
leaves the parent hive (swarming) and settles at some other site, and one new
queen takes charge of the previous hive.

Beekeeping is an ancient industry but the modern way is very technical. Modern
hive consists of several boxes one above the other.

A swarm is caught and is hived by either traditional method or the quicker
methods.

The plants visited by the bees are called bee pasturage.

Honey is a nutritious food rich in simple sugars and vitamins.

Honey has numerous uses besides as a direct food.
Beeswax is secreted by the wax glands of the workers. It has wide uses in
cosmetics, varnishes, paints, candle-making.

Lac is produced by a tiny insect Laccifer lacca.

Lac has numerous uses in industry- largest being as a polishing material and
in making phonograph records.

Lac is the secretion of the lac insect, which hardens and covers the insect,
making an encrustation on the twig.

The lac on the twigs is called stick lac and after removal from the wood, and
is ground into grains is called the seed lac.

Lac is grown in the largest quantity in India in the state of Bihar.
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Silk is the product of silk glands of the silkworm or in the larva (caterpillar) of the
moth Bombyx mori.

Besides mulberry silk there are tasar silk, muga silk and eri silk produced by three
other moths.

For obtaining silk the cocoons are killed by steam, then they are kept hot water (
Notes cooking) and the silk is reeled.

Silk is lustrous, and made of the proteins Fibroin and sericin.

TERMINAL QUESTIONS
1. Describe the composition of a flourishing bee colony.
2. Describe the composition of a modern hive used in beekeeping. How is a swarm
hived in it?
3. What is lac? Differentiate between stick lac, seed lac and shellac.
4. What is silk? How does the silkworm produce it?
5. Describe the various steps in obtaining raw silk form the cocoons.

ANSWER TO INTEXT QUESTIONS

35.1 1. bee
2. Provide (i) honey, (ii) Wax and (3) bees are pollinating agents
3. Apis indica, Apis florea, Apis mellifera
35.2 1. Queen, worker, drone
2. (i) Queen, (ii) nuptial flight (iii) drones
3. day 1 to 14 cleaning the hive, feeding larvae
day 14 to 20 guard entrance of the hive
day 21 to 35 foraging/collecting food/collecting nector
4. They get killed
35.3 1. Fixed on wall, movable type in wooden box or earthen pitchers
2. Floor, brood chamber, queen excluder, supers, crown board
3. Traditional method, quick method
4. A collective term for plants that yield nector and pollen
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35.4 1. Glucose, fructose
2. Medicine/cosmetics/bacterial culture (any one)
3. Nector is sucrose a disaccharide and honey has monosaccharides fructose and
glucose
Notes
4. Making candles or varnish, water proofing waxing threads (any two)
35.5 1. Leccifer lacca
2. Sealing, insulation, gramophone records, shoe polish, toys, jewellery (any
three)
3. Kusum, palas, Ber (any two)
4. Granular lac
35.6 1. 1-iv-b; 2-(i)-a; 3-(ii)-c 4-(iii)-d
2. China
3. (i) 2 to 3 day
(ii) 4 times
(iii) 20C to 25C
(iv) to soften the gum that binds the silk fibres.
4. Karnataka, West Bengal, Jammu Kashmir
5. Silk glands

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