AP Inter Model Papers

Junior Intermediate students from Andhra Pradesh Board have to gear up their preparation as per the changed syllabus and pattern questions. Here are some forms of questions given below for better understanding of the changed pattern of questions in Junior Inter Botany.

Section – I (VSA type – 2 marks)

1. What is growth? What is the difference between the growth in living organisms and growth in non-living organisms?
2. What is the principle underlying the use of cyanobacteria in agricultural fields and crop improvement?
3. Explain how the term “Botany” has emerged.
4. Name the gymnosperms which contain mycorrhiza and corolloid roots respectively.
5. Define venation. How do dicots differ from monocots with respect to venation?
6. Give reasons as to why cell division can or cannot be a type of reproduction in multi cellular organisms.
7. Which is the triploid tissue in a fertilized ovule? How is the triploid condition achieved?
8. Give the technical description of anthers of Allium cepa.
9. Which of the following is not correct?
a. Robert Brown discovered cell
b. Schleiden and Schwann formulated the cell theory.
c. Virchow explained that cells are formed from pre-existing cells.
d. A unicellular organism carries out its life activities within a single cell.
10. Starch, Cellulose, Glycogen, Chitin are polysaccharides found among the following.
Choose the one appropriate and write against each.
a. Cotton fibre _______________
b. Exoskeleton of cockroach ______________________
c. Liver __________________
d. Peeled potato _________________
11. An anther has 1200 pollen grains. How many pollen mother cells must have been there to produce them?
12. Which part of the plant would show the following?
a) Radial Vascular bundle
b) Polyarch xylem
c) Well developed pith
d) Exarch xylem
13. Climate stage is achieved quickly in secondary succession as compared to primary succession. Why?

Section – II ( Short answer type questions – 4 marks)

1. What are taxonomical aids? Give the importance of herbaria and museums.
2. Differentiate between red algae and brown algae.
3. Justify the statement “Underground parts of plants are not always roots”.
4. What is meant by emasculation? When and why does a plant breeder employ this technique?
5. Explain floral formula.
6. Both lysosomes and vacuoles are endomembrane structures, yet they differ in terms of their functions. Give a critical comment.
7. Is rubber a primary metabolite or a secondary metabolite? Write four sentences about rubber.
8. Though redundantly described as a resting phase, interphase does not really involve rest. Comment.
9. Point out the differences in the anatomy of leaf of peepal (Ficus religiosa) and maize (Zea mays). Draw the diagrams and label the differences.
10. Write about the measure to be taken to sustain ecological functions.

Section – III (Long answer type questions – 8 marks)

1. What is meant by ‘living’? Give a detailed account of any four defining features of life forms.
2. Explain how stem is modified variously to perform different functions.
3. With a neat labeled diagram describe the parts of a mature angiosperm embryosac. Mention the role of synergids.
4. Describe the structure of the following with the help of labeled diagrams. i. Nucleus ii. Centrosome.
5. Nucleic acids exhibit secondary structure. Describe through Watson-Crick model.
6. Describe the T.S. of monocot stem.

(Note: The questions given above are meant to understand and comprehend the form of the questions which are changed in the revised syllabus.)

Botany, the science of plants is an essential science which creates appreciation and love for nature in the students. It is one of the loveliest subjects to be enjoyed while learning. Botany is the basis for agriculture and bio diversity and creates an aesthetic sense about nature. Hence it cannot be learnt as a subject alone but learning botany can be made a habit not only by the students of Bi.P.C but all those who are close to nature or try to be close to natural living. As the need to shift from EAMCET to NEET is felt in our state the revision of syllabus in all the subjects of science including botany has become inevitable. The present revised syllabus is based on NCERT biology text book with necessary changes. Unlike the previous syllabus, the present one is more analytical, concept oriented, student centered and demands self-study. It comprises of seven units with 13 chapters.

The introductory chapters like “The living world” and “Biological Classification” include new concepts which were not seen in the previous textbook. Chapters like “Biomolecules” are entirely new chapters added in this book. However the rest of the chapters include the same syllabus with simplification of concepts and introduction of analytical and application questions in between the paragraphs. The glossary provides necessary information on newly introduced terms and the exercises added at the end of each chapter help in better understanding and comprehension of the subject. Local examples given in each chapter make the subject more interesting. Practical learning is made compulsory as the student is advised to conduct necessary activities related to each topic. For example “Observation of Pollen grains under the microscope, development of pollen tube, etc. To sum up the new syllabus is an integrated whole with all the chapters interlinked.

Regarding the pattern of exam it is evident that the Botany model questions of the IPE question paper is the same as follows:

Section-I with questions 1 to 10 very short answer type without any choice (2×10=20).
Section-II Comprising of Questions 11-18 are of short answer type out of which only six are to be answered. Labeled diagrams are to be drawn for these questions where ever necessary (4×6=24).
Section –III comprising of questions 19-21 which are of long answer type out of which two are to be answered. Diagrams are to be drawn where ever necessary (8×2=16)
Total marks = 60

It is very important to remember that though the pattern of question paper is the same, the form of questions have changed greatly. Many of the questions are indirect for which one cannot find direct answers in the text book. Critical analysis of the questions is necessary to write proper answers.

How to prepare for IPE:

The new syllabus certainly demands a sharp aptitude, scientific attitude, appreciation and analysis of the subject by the student (4 As – Aptitude, Attitude, Appreciation and Analysis). It is difficult to simply prepare for the exam without going through the whole lesson. However preparing synopsis for each section helps to overcome ambiguity. As all the chapters are interlinked it is necessary to strike a fine balance between all the chapters while learning. In view of the controversies faced earlier the BIE has not introduced any weightage pattern to the chapters so far. Hence guess work is difficult. Text book reading is compulsory. No short cuts. However after completing the syllabus and before going to revise

1. One may choose solid questions asked in the previous papers and try to concentrate more to score better.
2. Read and understand the lesson and try to answer the analytical and application questions given in between.
3. Prepare tables of comparison like names of botanists – books – contributions, Ploidy in different plant parts, Botanical names, etc.
4. For practicing diagrams it is better to rely on previous text books, charts and manuals.
5. The presentation of questions is unique to each chapter, hence thorough study of questions and answers is necessary.
6. The same old rule of 4Ps – Plan, Prepare, Practice and Present hold good here also.