Science Chapter 2: Diversity in the Living World - Exercises

📘 Chapter 2: Diversity in the Living World

📝 “Let us enhance our learning” (Exercises)

Question 1. Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants?
(a) Wheat (b) Kidney beans

(a) Wheat:

  • Seed Type: Monocotyledon (Monocot).
  • Root Type: Fibrous root system.
  • Leaf Venation: Parallel venation.

(b) Kidney beans / Rajma:

  • Seed Type: Dicotyledon (Dicot).
  • Root Type: Taproot system.
  • Leaf Venation: Reticulate venation.

Question 2. Names of some animals are given below. Group them based on their habitats. Write the names of aquatic animals in the area marked 'A' and terrestrial animals in the area marked 'B'. Enter the names of animals living in both habitats in part 'C'.
Animals: Horse, Dolphin, Frog, Sheep, Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise.

  • Part A (Aquatic Animals): Dolphin, Whale.
  • Part B (Terrestrial Animals): Horse, Sheep, Squirrel, Earthworm, Pigeon.
  • Part C (Animals living in both habitats / Amphibians & Semi-aquatic): Frog, Crocodile, Tortoise.

Question 3. Manu's mother maintains a kitchen garden. One day, she was digging out radish from the soil. She told Manu that radish is a kind of root. Examine a radish and write what type of root it is. What type of venation would you observe in the leaves of radish plant?

  • Type of Root: Radish is a Taproot. (It has one main thick central root that grows deep into the soil with smaller side roots).
  • Type of Leaf Venation: Radish is a dicot plant, so its leaves exhibit Reticulate venation.

Question 4. Look at the image of a mountain goat and a goat found in the plains. Point out the similarities and differences between them. What are the reasons for these differences?

Similarities:

  • Both are herbivores and feed on grass and plant leaves.
  • Both walk using four legs with hooves.

Differences:

  • Body Hair / Coat: The mountain goat has thick, dense fur/hair to protect it from extreme cold weather, whereas the goat in the plains has short and thin hair.
  • Hooves: The mountain goat has strong, specialized hooves adapted for climbing steep, rocky mountain slopes without slipping.

Reasons for Differences (Adaptations):

These differences are adaptations suited to their respective habitats. The cold and rocky environment of mountains requires thick fur for warmth and strong hooves for climbing, while the mild climate of the plains does not require thick fur.

Question 5. Group the following animals into two groups based on any feature other than those discussed in the chapter—
Animals: cow, cockroach, pigeon, bat, tortoise, whale, fish, grasshopper, lizard.

We can group these animals based on their Reproductive Method (Animals that give birth to live young vs. Animals that lay eggs):

  • Group 1: Viviparous / Animals that give birth to live young (Mammals): Cow, Bat, Whale.
  • Group 2: Oviparous / Animals that lay eggs: Cockroach, Pigeon, Tortoise, Fish, Grasshopper, Lizard.

(Alternative Criteria: Presence of backbone / Vertebrates vs Invertebrates - Vertebrates: Cow, Pigeon, Bat, Tortoise, Whale, Fish, Lizard; Invertebrates: Cockroach, Grasshopper).

Question 6. As the population grows and people want more comfortable lives, forests are being cut down to meet various needs. How can this affect our surroundings? How do you think we can address this challenge?

Effects on Surroundings:

  • Loss of Biodiversity & Habitat: Cutting down forests destroys the natural habitats of plants and animals, leading to a loss of food, shelter, and biodiversity.
  • Human-Wildlife Conflict: Animals move towards human settlements in search of food and shelter.
  • Environmental Problems: Deforestation causes soil erosion, decreased rainfall, and an increase in global temperatures (climate change).

Ways to Address the Challenge:

  • Afforestation & Tree Plantation: Plant more trees and restore degraded forests.
  • Protected Areas & Sacred Groves: Protect natural wildlife through national parks, reserves (e.g., Project Tiger), and community-protected sacred groves.
  • Sustainable Use & Recycling: Reduce paper and wood wastage and enforce strict laws against illegal deforestation.

Question 7. Analyse the flowchart. What can be examples of 'A' and 'B'?
Plant ➔ Does it have leaves? (Yes) ➔ Does it have reticulate venation?
Yes ➔ A
No ➔ B

  • Examples of 'A' (Dicot plants with reticulate venation): Hibiscus (Gudhal), Neem, Mango, Rose, Mustard, Chickpea (Chana).
  • Examples of 'B' (Monocot plants with parallel venation): Common grass, Banana, Wheat, Maize, Lemongrass.

Question 8. Raj argues with his friend Sanjay that "Gudhal (hibiscus) plant is a shrub." What questions can Sanjay ask for clarification?

Sanjay can ask the following questions to verify if Hibiscus is a shrub:

  • Height: "Is the plant of medium height—neither very short like a herb nor very tall like a tree?"
  • Stem Nature: "Does the plant have multiple hard, brown, woody stems that are not as thick as a tree trunk?"
  • Branching Pattern: "Do the branches start arising very close to the ground?"

(If the answer to these questions is 'Yes', then Gudhal/Hibiscus is indeed a shrub!)

Question 9. Based on the information in the table, find out examples of these plants for each group.

Group Type of seed Type of root Examples
A Dicot Taproot Chickpea (Chana), Mustard, Hibiscus, Sadabahar, Pea
B Monocot Fibrous roots Wheat, Maize, Common grass, Lemongrass, Rice

(a) What other similarities do plants of group A have?
Answer: Plants of Group A have leaves with reticulate venation and seeds with two cotyledons.

(b) What other similarities do plants of group B have?
Answer: Plants of Group B have leaves with parallel venation and seeds with a single cotyledon.

Question 10. Observe the labelled part of a duck in the picture given below. What differences do you observe in the feet of the duck compared to the other birds? Which activity would the duck be able to perform using this part?

  • Differences in Feet: The duck has webbed feet (skin/membrane connecting the toes), whereas terrestrial birds like pigeons have separate, open toes.
  • Activity Performed: The duck uses its webbed feet like paddles to swim efficiently in water.

🔬 “Learning further” (Projects & Field Activities)

Report on Indian Wildlife Biologists:

  • Divya Mudappa: Worked extensively on rainforest restoration and plant/animal conservation in the Western Ghats.
  • Usha Lachungpa: Documented and preserved the rich biodiversity, birds, and flora of Sikkim and the Eastern Himalayas.
  • Vidya Athreya: Research on human-leopard co-existence and reducing human-wildlife conflict in India.

Class Biodiversity Register:

Organize a nature walk around the school garden or nearby park. Record local plant and animal names, leaf shapes, stem types, and habitats in a tabular register.

Conservation Projects Presentation:

  • Project Tiger (1973): Initiated to protect the declining population of the Bengal Tiger.
  • Cheetah Reintroduction Project (2022): Initiated to restore the Cheetah population in India.
  • Great Indian Bustard Conservation: Declared protected habitats in Gujarat, Rajasthan, and Maharashtra.
💡 Teacher's Tip: Note down all these answers cleanly in your Science notebook. Keep observing nature around you to nurture your scientific curiosity! 🌿

Note: If there are any errors in the provided answers or details, please contact us at trhelpmail@gmail.com.