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Case Study Questions Class 11 Biology Morphology of Flowering Plants

Case study questions class 11 biology chapter 5 morphology of flowering plants.

CBSE Class 11 Case Study Questions Biology Morphology of Flowering Plants. Important Case Study Questions for Class 11 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Morphology of Flowering Plants.

At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 3 marks, 4 marks.

CBSE Case Study Questions Class 11 Biology Morphology of Flowering Plants

In majority of the dicotyledonous plants, the direct elongation of the radicle leads to the formation of primary root which grows inside the soil. It bears lateral roots of several orders that are referred to as secondary, tertiary, etc. roots. The primary roots and its branches constitute the tap root system, as seen in the mustard plant. In monocotyledonous plants, the primary root is short lived and is replaced by a large number of roots. These roots originate from the base of the stem and constitute the fibrous root system, as seen in the wheat plant. In some plants, like grass, Monstera and the banyan tree, roots arise from parts of the plant other than the radicle and are called adventitious roots. The main functions of the root system are absorption of water and minerals from the soil, providing a proper anchorage to the plant parts, storing reserve food material and synthesis of plant growth regulators.

The root is covered at the apex by a thimble-like structure called the root cap. It protects the tender apex of the root as it makes its way through the soil. A few millimetres above the root cap is the region of meristematic activity. The cells of this region are very small, thin-walled and with dense protoplasm. They divide repeatedly. The cells proximal to this region undergo rapid elongation and enlargement and are responsible for the growth of the root in length. This region is called the region of elongation. The cells of the elongation zone gradually differentiate and mature. Hence, this zone, proximal to region of elongation, is called the region of maturation. From this region some of the epidermal cells form very fine and delicate, thread-like structures called root hairs. These root hairs absorb water and minerals from the soil.

Roots in some plants change their shape and structure and become modified to perform functions other than absorption and conduction of water and minerals. They are modified for support, storage of food and respiration. Tap roots of carrot, turnip and adventitious roots of sweet potato, get swollen and store food. In some plants such as Rhizophora growing in swampy areas, many roots come out of the ground and grow vertically upwards. Such roots, called pneumatophores, help to get oxygen for respiration.

1.) Identify incorrect statement

Statement 1 – The root is covered at the apex by a thimble-like structure called the root cap.

Statement 2 – Elongation of the radicle leads to the formation of primary root.

Statement 3 – Pneumatophores are roots come out of the ground and grow vertically upwards

Statement 4 – Root hairs absorb water and minerals from the soil.

c.) Both 2 & 3

d.) None of the above

2.) Which of the following is feature of primary roots

a.) Short lived.

b.) Originate from the base of the stem

c.) Constitute the fibrous root system.

d). All of the above.

3.) What is the function of roots?

4.) What are adventitious roots?

5.) Explain root modification and give any two example of root modification?

6.) What is pneumatophores?

3.) Roots perform the following functions:

o Roots absorb water and nutrients from the soil.

o They anchor the plant firmly.

o They help in storing food and nutrients.

o Roots transport water and minerals to the plant.

4.) The roots developed from different parts of the plant other than radicle are called as the adventitious roots.

5.) Root modification – Roots in some plants change their shape and structure and become modified to perform functions other than absorption and conduction of water and minerals. They are modified for support, storage of food and respiration.

o Tap roots of carrot.

o Adventitious roots of sweet potato, get swollen and store food.

6.) Pneumatophores – In some plants many roots come out of the ground and grow vertically upwards. Such roots, called pneumatophores, help to get oxygen for respiration.

The leaf is a lateral, flattened structure borne on the stem. It develops at the node and bears a bud in its axil. The axillary bud later develops into a branch. Leaves originate from shoot apical meristems and are arranged in an acropetal order. They are the most important vegetative organs for photosynthesis.

A typical leaf consists of three main parts: leaf base, petiole and lamina. The leaf is attached to the stem by the leaf base and may bear two lateral small leaf like structures called stipules. In monocotyledons, the leaf base expands into a sheath covering the stem partially or wholly. In some leguminous plants the leaf base may become swollen, which is called the pulvinus. The petiole help hold the blade to light. Long thin flexible petioles allow leaf blades to flutter in wind, thereby cooling the leaf and bringing fresh air to leaf surface. The lamina or the leaf blade is the green expanded part of the leaf with veins and veinlets. There is, usually, a middle prominent vein, which is known as the midrib. Veins provide rigidity to the leaf blade and act as channels of transport for water, minerals and food materials. The shape, margin, apex, surface and extent of incision of lamina varies in different leaves.

The arrangement of veins and the veinlets in the lamina of leaf is termed as venation. When the veinlets form a network, the venation is termed as reticulate. When the veins run parallel to each other within a lamina, the venation is termed as parallel. Leaves of dicotyledonous plants generally possess reticulate venation, while parallel venation is the characteristic of most monocotyledons.

A leaf is said to be simple, when its lamina is entire or when incised, the incisions do not touch the midrib. When the incisions of the lamina reach up to the midrib breaking it into a number of leaflets, the leaf is called compound. The compound leaves may be of two types. In a pinnately compound leaf a number of leaflets are present on a common axis, the rachis, which represents the midrib of the leaf as in neem. In palmately compound leaves, the leaflets are attached at a common point, i.e., at the tip of petiole, as in silk cotton.

Phyllotaxy is the pattern of arrangement of leaves on the stem or branch. If is of three types – alternate, opposite and whorled. In alternate type of phyllotaxy, a single leaf arises at each node in alternate manner, e.g. China rose, sun flower plants. In opposite type, a pair of leaves arise at each node and lie opposite to each other as in Calotropis and guava plants. If more than two leaves arise at a node and form a whorl, it is called whorled, e.g. Alstonia.

1.) The arrangement of veins and the veinlets in the lamina of leaf is termed as

a.) Phyllotaxy

b.) Venation

c.) Reticulate venation

d.) Parallel venation

2.) The leaf attached to the stem by the leaf base and may bear two lateral small leaf like structures termed as

a.) Petiole

c.) Stipules

d.) Pulvinus

3.) Explain different parts of typical leaf.

4.) Explain types of venation with suitable examples.

5.) Explain different types of phyllotaxy with suitable examples.

3.) A typical leaf consists of three main parts: leaf base, petiole and lamina.

o Leaf base – The leaf is attached to the stem by the leaf base and may bear two lateral small leaf like structures called stipules. In monocot, the leaf base expands into a sheath covering the stem partially or wholly. In some leguminous plants the leaf base may become swollen, which is called the pulvinus.

o Petiole – The petiole help hold the blade to light. Long thin flexible petioles allow leaf blades to flutter in wind, thereby cooling the leaf and bringing fresh air to leaf surface.

o Lamina – The lamina or the leaf blade is the green expanded part of the leaf with veins and veinlets. There is, usually, a middle prominent vein, which is known as the midrib. Veins provide rigidity to the leaf blade and act as channels of transport for water, minerals and food materials.

4.) Venation is the arrangement of veins and the veinlets in the lamina of leaf is termed as venation.

o Reticulate venation – When the veinlets form a network, the venation is termed as reticulate. Leaves of dicotyledonous plants generally possess reticulate venation.

o Parallel venation – When the veins run parallel to each other within a lamina, the venation is termed as parallel, while parallel venation is the characteristic of most monocotyledons.

5.) The pattern in which the leaves are arranged on the stem is known as phyllotaxy. These are of three types:

o Alternate Phyllotaxy- The leaf arises from each node in an alternate manner. For eg. China rose, sunflower.

o Opposite Phyllotaxy- The leaves arising at each node lie opposite to each other. For eg., Calotropis

o Whorled Phyllotaxy– More than two leaves arise at each node and form a whorl. For eg., Alstonia

The ovules after fertilisation, develop into seeds. A seed is made up of a seed coat and an embryo. The embryo is made up of a radicle, an embryonal axis and one (as in wheat, maize) or two cotyledons (as in gram and pea).

Dicotyledonous Seed The outermost covering of a seed is the seed coat. The seed coat has two layers, the outer testa and the inner tegmen. The hilum is a scar on the seed coat through which the developing seeds were attached to the fruit. Above the hilum is a small pore called the micropyle. Within the seed coat is the embryo, consisting of an embryonal axis and two cotyledons. The cotyledons are often fleshy and full of reserve food materials. At the two ends of the embryonal axis are present the radicle and the plumule. In some seeds such as castor the endosperm formed as a result of double fertilisation, is a food storing tissue and called endospermic seeds. In plants such as bean, gram and pea, the endosperm is not present in mature seeds and such seeds are called non-endospermous.

Monocotyledonous seeds are endospermic but some as in orchids are non-endospermic. In the seeds of cereals such as maize the seed coat is membranous and generally fused with the fruit wall. The endosperm is bulky and stores food. The outer covering of endosperm separates the embryo by a proteinous layer called aleurone layer. The embryo is small and situated in a groove at one end of the endosperm. It consists of one large and shield shaped cotyledon known as scutellum and a short axis with a plumule and a radicle. The plumule and radicle are enclosed in sheaths which are called coleoptile and coleorhiza respectively.

1.) The scar on the seed coat through which the developing seeds were attached to the fruit, is termed as

b.) Micropyle

c.) Cotyledons

d.) Coleoptile

2.) Identify incorrect statement

Statement 1 – The embryo is made up of a radicle, an embryonal axis and cotyledons.

Statement 2 –Monocotyledonous seeds are endospermic but some are non-endospermic.

Statement 3 – The seed coat has two layers, the outer testa and the inner tegmen.

Statement 4 – The outermost covering of a seed is the hilum.

a.) Both 1 & 2

b.) Both 3 & 4

3.) Define seed? What are the type of seed?

4.) Write short note on seed coat?

5.) How are the seeds of monocot plant different from dicot plants?

3) Seed is defined as a small embryonic “plant,” enclosed by a covering called seed coat, with some stored food materials.A seed is of two types namely,

o Monocotyledonous seed

o Dicotyledonous seed.

4.) The outermost covering of a seed is the seed coat.

o The seed coat has two layers, the outer testa and the inner tegmen.

o The hilum is a scar on the seed coat through which the developing seeds were attached to the fruit.

o Above the hilum is a small pore called the micropyle.

o Within the seed coat is the embryo, consisting of an embryonal axis and two cotyledons.

5.) Difference between monocot seed and dicot seed :

The flower is the reproductive unit. It is meant for sexual reproduction. A typical flower has four different kinds of whorls arranged successively on the swollen end of the stalk or pedicel, called thalamus or receptacle. These are calyx, corolla, androecium and gynoecium. Calyx and corolla are accessory organs, while androecium and gynoecium are reproductive organs. In some flowers like lily, the calyx and corolla are not distinct and are termed as perianth. When a flower has both androecium and gynoecium, it is bisexual. A flower having either only stamens or only carpels is unisexual. In symmetry, the flower may be actinomorphic (radial symmetry) or zygomorphic (bilateral symmetry). When a flower can be divided into two equal radial halves in any radial plane passing through the centre, it is said to be actinomorphic, e.g., mustard, datura, chilli. When it can be divided into two similar halves only in one particular vertical plane, it is zygomorphic, e.g., pea, gulmohur, bean, Cassia. A flower is asymmetric (irregular) if it cannot be divided into two similar halves by any vertical plane passing through the centre, as in canna. A flower may be trimerous, tetramerous or pentamerous when the floral appendages are in multiple of 3, 4 or 5, respectively. Flowers with bracts-reduced leaf found at the base of the pedicel – are called bracteate and those without bracts, ebracteate.

Based on the position of calyx, corolla and androecium in respect of the ovary on thalamus, the flowers are described as hypogynous, perigynous and epigynous. In the hypogynous flower the gynoecium occupies the highest position while the other parts are situated below it. The ovary in such flowers is said to be superior, e.g., mustard, China rose and brinjal. If gynoecium is situated in the centre and other parts of the flower are located on the rim of the thalamus almost at the same level, it is called perigynous. The ovary here is said to be half inferior, e.g., plum, rose, peach. In epigynous flowers, the margin of thalamus grows upward enclosing the ovary completely and getting fused with it, the other parts of flower arise above the ovary. Hence, the ovary is said to be inferior as in flowers of guava and cucumber, and the ray florets of sunflower.

1.) In some flowers, the calyx and corolla are not distinct and are termed as

a.) Thalamus

b.) Receptacle

c.) Perianth

2.) The flower which shows radial symmetry are termed as

a.) Zygomorphic

b.) Actinomorphic

c.) Asymmetric

3.) What is asymmetric flower?

4.) What is zygomorphic flower?

5.) Explain the types of flower?

3.) If flower is irregular and cannot be divided into two similar halves by any vertical plane passing through the centre is termed as asymmetric flower.

4.) A flower can be divided into two similar halves only in one particular vertical plane, it is called as zygomorphic.

5.) A flower can be classified depending on the position of whorls- calyx, corolla, and androecium with respect to the ovary on the receptacle.

o Hypogynous

In a Hypogynous flower, the ovary is superior to the other three whorls. Here the ovary is positioned high on the thalamus and other parts are below it, e.g., tomato, tulip, brinjal, etc.

o Perigynous

In perigynous flower, the ovary is in the centre and all four whorls are almost at the same level. Here, the ovary is half superior/ inferior, e.g., rose, peach, cherry, etc.

o Epigynous

In epigynous flowers, the ovary is inferior to the other three parts. Here, the thalamus encloses the ovary inside it and the other three whorls are located above this, e.g., daffodil, cucumber, etc.

Androecium is composed of stamens. Each stamen which represents the male reproductive organ consists of a stalk or a filament and an anther. Each anther is usually bilobed and each lobe has two chambers, the pollen-sacs. The pollen grains are produced in pollen-sacs. A sterile stamen is called staminode. Stamens of flower may be united with other members such as petals or among themselves. When stamens are attached to the petals, they are epipetalous as in brinjal, or epiphyllous when attached to the perianth as in the flowers of lily. The stamens in a flower may either remain free (polyandrous) or may be united in varying degrees. The stamens may be united into one bunch or one bundle (monoadelphous) as in China rose, or two bundles (diadelphous) as in pea, or into more than two bundles (polyadelphous) as in citrus. There may be a variation in the length of filaments within a flower, as in Salvia and mustard.

Gynoecium is the female reproductive part of the flower and is made up of one or more carpels. A carpel consists of three parts namely stigma, style and ovary. Ovary is the enlarged basal part, on which lies the elongated tube, the style. The style connects the ovary to the stigma. The stigma is usually at the tip of the style and is the receptive surface for pollen grains. Each ovary bears one or more ovules attached to a flattened, cushion-like placenta. When more than one carpel is present, they may be free (as in lotus and rose) and are called apocarpous. They are termed syncarpous when carpels are fused, as in mustard and tomato. After fertilisation, the ovules develop into seeds and the ovary matures into a fruit. The arrangement of ovules within the ovary is known as placentation. The placentation are of different types namely, marginal, axile, parietal, basal, central and free central.

1.) Androecium is a whorl of

a.) Anthers

b.) Filaments

c.) Stamens

2.) Which of the following is the female reproductive part of the flower

a.) Androecium

b.) Gynoecium

d.) Stamens

3.) Define Staminode.

4.) Define placentation and enlist its type.

5.) Table the any 4 differences between Androecium & Gynoecium?

3.) Staminode – Androecium is composed of stamens. A sterile stamen is commonly called as staminode.

4.) Placentation – The arrangement of ovules within the ovary is known as placentation. The placentation are of different types namely,

o Free central.

5.) Difference between androecium and Gynoecium

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Class 11 Biology Case Study Questions

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If you are finding it difficult to solve Class 11 Biology Case Study Questions, you are not alone. Many students face difficulties in solving such questions, as they require in-depth knowledge of the subject. However, with the right resources and guidance, it is possible to overcome these difficulties. One of the best resources for Class 11 Biology Case Study Questions is the myCBSEguide app.

myCBSEguide provides detailed information and Class 11 Biology Case Study Questions that can help you understand the concepts better. Class 11 Biology students can also find several practice questions at the end of each chapter that can help Class 11 Biology students in understanding the concept better.

Biology: The study of living organisms

Biology is the study of life and all living things. It is a natural science that covers a wide range of topics, from the structure and function of the human body to the behavior of plants and animals. Class 11 biology students learn about the various branches of biology, such as anatomy, physiology, ecology, and evolution. In addition, they also study the cell, the building block of all living things. By understanding how cells work, students can better understand how the body works as a whole.

Class 11 students entering the world of Biology

For Class 11 students, biology is the foundation for Class 12 CBSE students. It is a vital topic that helps students grasp the fundamental notions of life and living beings. Cell structure and function, genetics, evolution, ecology, and plant and animal physiology are all themes addressed in biology. Biology is a fascinating topic that teaches students about the natural world around them. Biology is an excellent foundation for Class 11 CBSE students who want to pursue a career in medicine. Biology is critical for understanding the human body and its processes, as well as developing medical remedies.

Significance of Biology for class 11 students

• Biology encourages students to learn the fundamentals of biology.
• It promotes a rational/scientific attitude toward issues such as population, environment, and development by encouraging the acquisition of new information and its application to individuals and society.
• It raises public knowledge of environmental issues, problems, and remedies.
• It raises students’ understanding of the diversity of living species and fosters respect for other living beings.
• It understands that even the most complicated biological phenomena are based on fundamentally simple processes.

Case study questions in Class 11 Biology

Case studies are a part of to Class 11 biology examination paper pattern. These case studies can be used to assess a student’s understanding of a subject as well as their ability to apply that understanding in a real-world context. Incorporating case study questions into Class 11 Biology can provide students with a more hands-on and realistic experience with the subject. Class 11 Biology students can better learn how chemical concepts are utilized in the real world by going through real-life problems. Class 11 Biology Case study questions can also aid in the development of critical thinking and problem-solving abilities.

Examples of Class 11 Biology Case Study Questions

We must solve a range of Class 11 Biology case study questions in order to achieve high grades in Biology. Class 11 Biology students must be seeking some examples of case study questions in order to improve their grades. myCBSEguide has prepared a variety of Class 11 Biology case study questions that will undoubtedly assist all students studying the subject. We have compiled a selection of Class 11 Biology case study questions for you. Have a look at the following Class 11 Biology case study question examples.

Class 11 Biology case study questions 1

Read the following and answer any four questions: The detailed structure of the membrane was studied only after the advent of the electron microscope in the 1950s. Meanwhile, chemical studies on the cell membrane, especially in human red blood cells (RBCs), enabled the scientists to deduce the possible structure of the plasma membrane. These studies showed that the cell membrane is composed of lipids, proteins and carbohydrates.

• Nucleic acid
• Carbohydrate
• Phosphoglycerides
• Glycoproteins
• Both assertion and reason are true, and reason is the correct explanation of the assertion.
• Both assertion and reason are true, and reason is not the correct explanation of the assertion.
• Assertion is true but reason is false.
• Both assertion and reason are false.

Answer Key:

• (b) The lipids are arranged in a bilayer in the plasma membrane with the polar head towards the outer sides and the hydrophobic tails towards the inner part.
• (a) The lipid component of the membrane mainly consists of phosphoglycerides.
• (c) In human beings, the membrane of the erythrocyte has approximately 52 percent protein and 40 percent lipids.
• (b) Depending on the ease of extraction, membrane proteins can be classified into two types – integral or peripheral.
• (b) The plasma membrane is selectively permeable to some molecules present on either side of it. Neutral solutes may move across the membrane by the process of simple diffusion along the concentration gradient, i.e., from higher concentration to the lower. Hence, both assertion and reason are true, but reason is not the correct explanation of the assertion.

Class 11 Biology case study questions 2

Read the following and answer any four questions: Plastids are found in all plant cells and in euglenoids. These are easily observed under the microscope as they are large. They bear some specific pigments, thus imparting specific colours to the plants. Plastids consist of numerous membrane layers embedded in a material called the stroma. They have their own genome and ribosomes.

• Leucoplasts
• Chloroplasts
• Chromoplasts
• Carotenoids
• Amyloplasts
• Aleuroplasts
• Elaioplasts
• (a) The leucoplasts are the colourless plastids of varied shapes and sizes with stored nutrients.
• (b) The aleuroplasts store proteins in grains.
• (a) Amyloplasts are leucoplasts store carbohydrates (starch) in potato.
• (c) The space limited by the inner membrane of the chloroplast is called the stroma.
• (c) The chloroplasts contain chlorophyll and carotenoid pigments which are responsible for trapping light energy essential for photosynthesis. The chromoplasts impart colours to the parts of the plant as yellow, orange or red colour. Hence, Assertion is true but reason is false.

Class 11 Biology case study questions 3

Read the following and answer any four questions: In human beings, the lungs are situated in the thoracic chamber which is formed dorsally by the vertebral column, ventrally by the sternum, laterally by the ribs, and on the lower side by the dome-shaped diaphragm. The anatomical setup of the lungs in the thorax is such that any change in the volume of the thoracic cavity will be reflected in the lung (pulmonary) cavity. Such an arrangement is essential for breathing. Breathing involves two stages – inspiration and expiration. During inspiration, the atmospheric air is drawn in and during expiration, the alveolar air is released out.

• 12 – 16
• 70 – 72
• Ribs lift up
• Diaphragm flattens
• Ribs flatten
• Both ribs lift up and diaphragm flattens
• Tidal volume
• Inspiratory Reserve Volume
• Residual Volume
• Vital Capacity
• 6000 to 8000 mL
• 2500 mL to 3000 mL
• 1000 mL to 1100 mL
• 1100 mL to 1200 mL
• The movement of air into and out of the lungs is carried out by creating a pressure gradient.
• Expiration can occur if the pressure within the lungs (intra-pulmonary pressure) is less than the atmospheric pressure.
• The diaphragm and a specialised set of muscles help in generation of pressure gradients.
• Expiration is initiated by the contraction of diaphragm which increases the volume of thoracic chamber in the antero-posterior axis.

Choose from below the correct alternative.

• a. Only I is true
• b. I and IV are true
• c. III and II are true
• d. I and III are true
• (a) On an average, a healthy human breathes 12-16 times/minute.
• (d) When we breathe in, the ribs are lifted up and the diaphragm flattens which increases the size of the chest cavity. Because of this, the air is sucked into the lungs and fills the expanded alveoli.
• (a) Volume of air inspired or expired during normal respiration is called tidal volume.
• (d) Residual volume of air is the remaining air in the lungs even after a forcible expiration. This averages 1100 mL to 1200 mL.
• (d) The movement of air into and out of the lungs is carried out by creating a pressure gradient between the lungs and the atmosphere. Inspiration can occur if the pressure within the lungs (intra-pulmonary pressure) is less than the atmospheric pressure. The diaphragm and a specialized set of muscles – external and internal intercostals between the ribs, help in the generation of pressure gradients. Inspiration is initiated by the contraction of the diaphragm which increases the volume of thoracic chamber in the antero-posterior axis. Hence, statements I and III are true.

Class 11 Biology case study questions 4

Read the following and answer any four questions: Exchange of gases also occurs between blood and tissues. O 2  and CO 2  are exchanged in these sites by simple diffusion mainly based on pressure/concentration gradient. The solubility of the gases, as well as the thickness of the membranes involved in diffusion, are also some important factors that can affect the rate of diffusion.

• Atmospheric pressure
• Partial pressure
• Differential pressure
• Capillary pressure
• pO 2  – 104 mm Hg, pCO 2  – 40 mm Hg
• pO 2  – 104 mm Hg, pCO 2  – 140 mm Hg
• pO 2  – 95 mm Hg, pCO 2  – 40 mm Hg
• pO 2  – 40 mm Hg, pCO 2  – 45 mm Hg
• The given diagram represents the exchange of gases at the alveolus and the body tissues with blood and the transport of oxygen and carbon dioxide.
• The amount of CO 2  that can diffuse through the diffusion membrane per unit difference in partial pressure is much lesser compared to that of O 2 .
• All the factors in our body are favourable for the diffusion of O 2  from tissues to alveoli and that of CO 2  from alveoli to tissues.
• The total thickness of the diffusion membrane is much less than a millimetre.
• Only I is true
• I and IV are true
• III and II are true
• I and III are true
• (b) Pressure contributed by an individual gas in a mixture of gases is called partial pressure.
• (a) Alveoli are the primary sites of exchange of gases.
• (c) The diffusion membrane is made up of three major layers.
• (d) The values of pO 2  and pCO 2  in the body tissues is: pO 2  – 104 mm Hg, pCO 2  – 40 mm Hg.
• (b) The given diagram represents the exchange of gases at the alveolus and the body tissues with blood and the transport of oxygen and carbon dioxide. The amount of CO 2  that can diffuse through the diffusion membrane per unit difference in partial pressure is much higher compared to that of O 2 . All the factors in our body are favourable for the diffusion of O 2  from alveoli to tissues and that of CO 2  from tissues to alveoli. The total thickness of diffusion membrane is much less than a millimetre.

Dealing with Class 11 Biology case study questions

There are a number of different ways to approach Class 11 Biology case study questions, but the most important thing is to make sure that Class 11 Biology students answer all parts of the question and provide as much detail as possible. In some cases, you may need to research the topic further in order to be able to answer the Class 11 Biology case study questions fully.

When dealing with Class 11 Biology case study questions, it is also important to think about the different perspectives that might be involved. For example, if you are asked to evaluate a particular decision made by a scientist, you will need to consider the impact of that decision from both the scientist’s perspective and the perspective of those affected by the decision.

Answering case study questions can be challenging, but it is an important skill to develop if you want to pursue a career in fields such as business or law. With practice, Class 11 Biology students will be able to approach these questions with confidence and provide well-reasoned, detailed answers.

Class 11 Biology curriculum: As fascinating as Biology itself

The current curriculum of Class 11 Biology provides students with up-to-date principles as well as more extensive exposure to current topics in the discipline. Class 11 Biology curriculum also strives to emphasize the basic concepts that are shared by animals, plants, and microbes, as well as the link between Biology and other fields of study. Class 11 Biology structure provides for a straightforward, sequential flow of ideas. It connects the science of biology to actual life through technological advancements. It connects biological discoveries and breakthroughs to everyday issues including the environment, industry, health, and agriculture. The new curriculum of Class 11 Biology also emphasizes scientific ideas and their application, while ensuring that enough chances and opportunities for mastering and recognizing fundamental concepts remain within its framework.

CBSE Class 11 Biology (Code No. 044)

COURSE STRUCTURE

myCBSEguide: An app as intriguing as biology

If you’re looking for an app that’s as intriguing as biology, myCBSEguide is a perfect choice. With millions of downloads, it’s one of the most popular apps on the App Store, and for good reason. myCBSEguide offers extensive coverage of the CBSE curriculum, with detailed explanations of concepts, thousands of practice questions, case study questions and much more. Whether you’re a student, teacher, or parent, myCBSEguide is an essential tool for anyone wanting to learn more about biology.

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Case Study Questions for Class 11 Biology PDF Download

We have provided here Case Study questions for Class 11 Biology for final board exams. You can read these chapter-wise Case Study questions. These questions are prepared by subject experts and experienced teachers. The answer key is also provided so that you can check the correct answer for each question. Practice these questions to score well in your exams.

CBSE 11th Standard CBSE Biology question papers, important notes, study materials, Previous Year Questions, Syllabus, and exam patterns. Free 11th Standard CBSE Biology books and syllabus online. Important keywords, Case Study Questions, and Solutions.

Class 11 Biology Case Study Questions

CBSE Class 11 Biology question paper will have case study questions too. These case-based questions will be objective type in nature. So, Class 11 Biology students must prepare themselves for such questions. First of all, you should study NCERT Textbooks line by line, and then you should practice as many questions as possible.

Chapter-wise Solved Case Study Questions for Class 11 Biology

• Chapter 1 : The Living World
• Chapter 2 : Biological Classification
• Chapter 3 : Plant Kingdom
• Chapter 4 : Animal Kingdom
• Chapter 5 : Morphology of Flowering Plants
• Chapter 6 : Anatomy of Flowering Plants
• Chapter 7 : Structural Organisation in Animals
• Chapter 8 : Cell : The Unit of Life
• Chapter 9 : Biomolecules
• Chapter 10 : Cell Cycle and Cell Division
• Chapter 11 : Transport in Plants
• Chapter 12 : Mineral Nutrition
• Chapter 13 : Photosynthesis in Higher Plants
• Chapter 14 : Respiration in Plants
• Chapter 15 : Plant Growth and Development
• Chapter 16 : Digestion and Absorption
• Chapter 17 : Breathing and Exchange of Gases
• Chapter 18 : Body Fluids and Circulation
• Chapter 19 : Excretory Products and their Elimination
• Chapter 20 : Locomotion and Movement
• Chapter 21 : Neural Control and Coordination
• Chapter 22 : Chemical Coordination and Integration

Class 11 MCQ Questions

Class 11 students should go through important Case Study problems for Biology before the exams. This will help them to understand the type of Case Study questions that can be asked in Grade 11 Biology examinations. Our expert faculty for standard 11 Biology have designed these questions based on the trend of questions that have been asked in last year’s exams. The solutions have been designed in a manner to help the grade 11 students understand the concepts and also easy to learn solutions.

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Key Features

• Revision Notes
• Important Questions
• Previous Years Questions
• Case-Based Questions
• Assertion and Reason Questions

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Class 11 Biology Case Study Questions Chapterwise PDF Download

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We have provided here Case Study questions for the Class 11 Biology final exams. You can read these chapter-wise Case Study questions for your Biology paper. These questions are prepared by subject experts and experienced teachers. The answer key is also provided so that you can check the correct answer for each question. Practice these questions to score well in your final exams.

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We are providing Case Study questions for class 11 Biology based on the latest syllabi. There is a total of 9 chapters included in CBSE class 11 Biology board final exams. Students can practice these questions for concept clarity and score better marks in their exams.

Table of Contents

CBSE Class 11th – Biology : Chapterwise Case Study Question & Solution

CBSE will ask two Case Study Questions in the CBSE class 11 Biology questions paper. Question numbers 15 and 16 are case-based questions where 5 MCQs will be asked based on a paragraph. Each theme will have five questions and students will have a choice to attempt any four of them.

Case Study-Based Questions for Class 11 Biology

• Chapter 1 : The Living World
• Chapter 2 : Biological Classification
• Chapter 3 : Plant Kingdom
• Chapter 4 : Animal Kingdom
• Chapter 5 : Morphology of Flowering Plants
• Chapter 6 : Anatomy of Flowering Plants
• Chapter 7 : Structural Organisation in Animals
• Chapter 8 : Cell : The Unit of Life
• Chapter 9 : Biomolecules
• Chapter 10 : Cell Cycle and Cell Division
• Chapter 11 : Transport in Plants
• Chapter 12 : Mineral Nutrition
• Chapter 13 : Photosynthesis in Higher Plants
• Chapter 14 : Respiration in Plants
• Chapter 15 : Plant Growth and Development
• Chapter 16 : Digestion and Absorption
• Chapter 17 : Breathing and Exchange of Gases
• Chapter 18 : Body Fluids and Circulation
• Chapter 19 : Excretory Products and their Elimination
• Chapter 20 : Locomotion and Movement
• Chapter 21 : Neural Control and Coordination
• Chapter 22 : Chemical Coordination and Integration

Class 11 MCQ Questions

Class 11 students should go through important Case Study problems for Biology before the exams. This will help them to understand the type of Case Study questions that can be asked in Grade 11 Biology examinations. Our expert faculty for standard 11 Biology have designed these questions based on the trend of questions that have been asked in last year’s exams. The solutions have been designed in a manner to help the grade 11 students understand the concepts and also easy to learn solutions.

Class 11 Biology Books

Class 11 Biology Syllabus

T heory Paper

Chapter-1: The Living World

Biodiversity; Need for classification; three domains of life; taxonomy and systematics; concept of species and taxonomical hierarchy; binomial nomenclature

Chapter-2: Biological Classification

Five kingdom classification; Salient features and classification of Monera, Protista and Fungi into major groups; Lichens, Viruses and Viroids.

Chapter-3: Plant Kingdom

Classification of plants into major groups; Salient and distinguishing features and a few examples of Algae, Bryophyta, Pteridophyta, Gymnospermae (Topics excluded – Angiosperms, Plant Life Cycle and Alternation of Generations)

Chapter-4: Animal Kingdom

Salient features and classification of animals, non-chordates up to phyla level and chordates up to class level (salient features and at a few examples of each category). (No live animals or specimen should be displayed.)

Chapter-5: Morphology of Flowering Plants

Morphology of different parts of flowering plants: root, stem, leaf, inflorescence, flower, fruit and seed. Description of family Solanaceae

Chapter-6: Anatomy of Flowering Plants

Anatomy and functions of tissue systems in dicots and monocots.

Chapter-7: Structural Organisation in Animals

Morphology, Anatomy and functions of different systems (digestive, circulatory,respiratory, nervous and reproductive) of frog.

Chapter-8: Cell-The Unit of Life

Cell theory and cell as the basic unit of life, structure of prokaryotic and eukaryotic cells; Plant cell and animal cell; cell envelope; cell membrane, cell wall; cell organelles – structure and function; endomembrane system, endoplasmic reticulum, golgi bodies, lysosomes, vacuoles, mitochondria, ribosomes, plastids, microbodies; cytoskeleton, cilia, flagella, centrioles (ultrastructure and function); nucleus.

Chapter-9: Biomolecules

Chemical constituents of living cells: biomolecules, structure and function of proteins, carbohydrates, lipids, nucleic acids; Enzyme – types, properties, enzyme action. (Topics excluded: Nature of Bond Linking Monomers in a Polymer, Dynamic State of Body Constituents – Concept of Metabolism, Metabolic Basis of Living, The Living State)

Chapter-10: Cell Cycle and Cell Division

Cell cycle, mitosis, meiosis and their significance

Chapter-13: Photosynthesis in Higher Plants

Photosynthesis as a means of autotrophic nutrition; site of photosynthesis, pigments involved in photosynthesis (elementary idea); photochemical and biosynthetic phases of photosynthesis; cyclic and non-cyclic photophosphorylation; chemiosmotic hypothesis; photorespiration; C3 and C4 pathways; factors affecting photosynthesis.

Chapter-14: Respiration in Plants

Exchange of gases; cellular respiration – glycolysis, fermentation (anaerobic), TCA cycle and electron transport system (aerobic); energy relations – number of ATP molecules generated; amphibolic pathways; respiratory quotient.

Chapter-15: Plant – Growth and Development

Seed germination; phases of plant growth and plant growth rate; conditions of growth; differentiation, dedifferentiation and redifferentiation; sequence of developmental processes in a plant cell; growth regulators – auxin, gibberellin, cytokinin, ethylene, ABA;

Chapter-17: Breathing and Exchange of Gases

Respiratory organs in animals (recall only); Respiratory system in humans; mechanism of breathing and its regulation in humans – exchange of gases, transport of gases and regulation of respiration, respiratory volume; disorders related to respiration – asthma, emphysema, occupational respiratory disorders.

Chapter-18: Body Fluids and Circulation

Composition of blood, blood groups, coagulation of blood; composition of lymph and its function; human circulatory system – Structure of human heart and blood vessels; cardiac cycle, cardiac output, ECG; double circulation; regulation of cardiac activity; disorders of circulatory system – hypertension, coronary artery disease, angina pectoris, heart failure.

Chapter-19: Excretory Products and their Elimination

Modes of excretion – ammonotelism, ureotelism, uricotelism; human excretory system – structure and function; urine formation, osmoregulation; regulation of kidney function – renin – angiotensin, atrial natriuretic factor, ADH and diabetes insipidus; role of other organs in excretion; disorders – uremia, renal failure, renal calculi, nephritis; dialysis and artificial kidney, kidney transplant.

Chapter-20: Locomotion and Movement

Types of movement – ciliary, flagellar, muscular; skeletal muscle, contractile proteins and muscle contraction; skeletal system and its functions; joints; disorders of muscular and skeletal systems – myasthenia gravis, tetany, muscular dystrophy, arthritis, osteoporosis, gout.

Chapter-21: Neural Control and Coordination

Neuron and nerves; Nervous system in humans – central nervous system; peripheral nervous system and visceral nervous system; generation and conduction of nerve impulse

Chapter-22: Chemical Coordination and Integration

Endocrine glands and hormones; human endocrine system – hypothalamus, pituitary, pineal, thyroid, parathyroid, adrenal, pancreas, gonads; mechanism of hormone action (elementary idea); role of hormones as messengers and regulators, hypo – and hyperactivity and related disorders; dwarfism, acromegaly, cretinism, goiter, exophthalmic goitre, diabetes, Addison’s disease. Note: Diseases related to all the human physiological systems to be taught in brief.

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Case Study Questions for Class 11 Biology

Chapter 1: The Living World Chapter 2: Biological Classification Chapter 3: Plant Kingdom Chapter 4: Animal Kingdom Chapter 5: Morphology of Flowering Plants Chapter 6: Anatomy of Flowering Plants Chapter 7: Structural Organisation in Animals Chapter 8: The Unit of Life Chapter 9: Biomolecules Chapter 10: Cell Cycle and Cell Division Chapter 11: Transport in Plants Chapter 12: Mineral Nutrition Chapter 13: Photosynthesis in Higher Plants Chapter 14: Respiration in Plants Chapter 15: Plant Growth and Development Chapter 16: Digestion and Absorption Chapter 17: Breathing and Exchange of Gases Chapter 18: Body Fluids and Circulation Chapter 19: Excretory Products and Their Elimination Chapter 20: Locomotion and Movement Chapter 21: Neural Control and Coordination Chapter 22: Chemical Coordination and Integration

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Editable Study Materials for Your Institute - CBSE, ICSE, State Boards (Maharashtra & Karnataka), JEE, NEET, FOUNDATION, OLYMPIADS, PPTs

• NCERT Solutions
• NCERT Class 11
• NCERT 11 Biology
• Chapter 5: Morphology Of Flowering Plants

NCERT Solutions for Class 11 Biology Chapter 5 - Morphology of Flowering Plants

NCERT Solutions for Class 11 Biology Chapter 5 Morphology of Flowering Plants is an important study tool for students of Class 11 to help them ace their board exams. NCERT Solutions for Class 11 provides the best solutions to the textbook questions, thereby giving reliable study material according to the latest update on the latest CBSE Syllabus 2023-24.

These solutions are resolved by a panel of experts and reviewed thoroughly by subject experts at BYJU’S. The NCERT Solutions aim to enhance students’ conceptual knowledge while not compromising on the quality of information to be presented to the students.

NCERT Solutions for Class 11 Biology Chapter 5 – Morphology of Flowering Plants

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Access Answers to Biology NCERT Class 11 Chapter 5 – Morphology of Flowering Plants

Exercise Questions

1. What is meant by modification of root? What type of modification of root is found in the:

(a) Banyan tree (b) Turnip (c) Mangrove trees

In order to carry out some secondary functions or a specific adaptation, roots modify their structures – which can be their size, shape, or even normal functioning. This is referred to as the modification of roots.

a) In banyan trees, roots develop from the branches, and they go deep down the earth to render mechanical assistance for the tree. This kind of modification is known as prop root.

b) In turnips, roots are modified to store food, and this type of modification is called a fleshy taproot.

c) In mangrove trees, the roots are modified into a pneumatic structure to provide oxygen to the tree. This type of modification is called respiratory roots or pneumatophores.

2. Justify the following statements on the basis of external features:

(i) Underground parts of a plant are not always roots.

(ii) The flower is a modified shoot.

i) In a few plants like ginger, stems remain underground for vegetative reproduction and storage of food. Similarly, stems in potatoes remain underground, which are modified stems. Potato tuber indicates the presence of nodes (buds and scale leaves here) and internodes. The presence of an apical bud at the tip of the potato tuber affirms it to be a stem. Hence, these examples show that underground parts are not always roots.

ii) Apical meristems give rise to floral meristems, and the axis of the stem gets condensed while internodes lie nearer to each other. Because of this, floral appendages rise in place of stems. This justifies that the flower is a modified shoot.

3. How is a pinnately compound leaf different from a palmately compound leaf?

The differences are as follows:

4. Explain with suitable examples the different types of phyllotaxy.

The pattern of leaf arrangement on the stem or branch is called phyllotaxy. For example, in China rose, mustard and sunflower plants, a single leaf arises at each node alternately.

Phyllotaxy is of three types, namely:

• Alternate – the emergence of a single leaf at each node in an alternate manner. Example – Hibiscus

• Whorled – whorl is formed when two or more leaves emerge at a node. Example – Alstonia

• Opposite – emergence of a pair of leaves at every node, facing opposite to each other. Example – guava

5. Define the following terms:

(a) aestivation

(b) placentation

(c) actinomorphic

(d) zygomorphic

(e) superior ovary

(f) perigynous flower

(g) epipetalous stamen

a) Sepals or petals’ arrangement in a floral bud concerning other members of the same whorl is called aestivation. Different types of aestivation are:

• Twisted – if one margin of the appendage overlaps the adjacent one, it is twisted, either clockwise or anti-clockwise. Example – cotton
• Valvate – In a whorl, when petals or sepals just touch each other at the margin without overlapping, it is valvate. Example – Calotropis
• Imbricate – It is imbricate when petals or sepals overlap each other but not in any definite direction as observed in gulmohar
• Vexillary – The largest petal overlaps the two lateral petals, which in turn overlap the two smallest anterior peels in vexillary aestivation. Example – Bean flower

b) Arrangement of the ovule within the ovary is known as placentation. They are of the following types:

• Marginal – The placenta forms a ridge through the ventral suture of the ovary. Ovules are borne on the ridge to form two rows. Example – Pea

• Axile – placenta is axial, and ovules are attached to it in a multilocular ovary. Example – lemon

• Parietal – ovules develop on the inner wall of the ovary or on the peripheral. It is single-chambered, but due to the formation of a false septum, it becomes two-chambered. Example- Mustard

• Basal – The placenta develops at the base of the ovary, wherein a single ovule is attached to it. Example – Marigold

• Free central –ovules are borne on the central axis, and septa are absent. Example – Primrose

c) Flowers which can be divided into two halves by any vertical plane are known as actinomorphic flowers. Example – Chilli

d) A flower with bilateral symmetry that can be divided into two halves only in one plane is known as a zygomorphic flower. Example – Gulmohar

e) In a hypogynous flower, the gynoecium occupies the highest position while other parts remain below it. The ovary in such a flower is known as a superior ovary. Example – Brinjal

f)A perigynous flower is one in which the gynoecium is situated in the centre, and other parts of the flower are located on the rim of the thalamus. The ovary is half inferior. Example – Rose

g) Epipetalous stamen – Instead of directly being inserted over the thalamus, it has a stamen which is borne over a petal. Example – Brinjal

6. Differentiate between

(a) Racemose and cymose inflorescence

(b) Fibrous root and adventitious root

(c) Apocarpous and syncarpous ovary

7. Draw the labelled diagram of the following: (i) gram seed (ii) V.S. of maize seed.

(i) Gram seed

(ii) V.S. of maize seed

8. Describe modifications of the stem with suitable examples.

Modifications of stem:

Food storage:

Underground stems of potato, ginger, and turmeric are modified to store food in them. They act as organs of perennation to tide over conditions unfavourable for growth.

Tendrils are slender and spirally coiled and develop from axillary buds. These stem tendrils help plants climb, such as in gourds (cucumber, pumpkins, watermelon) and grapevines.

Stems of auxiliary buds get modified into woody, straight and pointed thorns. Thorns protect plants from animals. Several plants of dry regions alter their stems into either fleshy cylindrical structures or flattened. Ex: citrus plants. They possess chlorophyll and perform photosynthesis.

Other modifications:

Vegetative reproduction:

Underground stems of some plants such as grass, strawberry, etc. spread to new niches, and when older parts die, new plants are formed. In plants like mint and jasmine, a slender lateral branch arises from the base of the main axis and, after growing aerially for some time, arches downwards to touch the ground.

9. Take one flower from each of the families Fabaceae and Solanaceae and write its semi-technical description. Also, draw their floral diagram after studying them.

Characters of Fabaceae

• They are trees, shrubs herbs having roots with root nodules.
• Stems are erect or climber
• Leaves are alternate, pinnately compound or simple and leaf bases are pulvinate, stipulate with reticulate venation.

Inflorescence: racemose

Flower: bisexual, zygomorphic

Calyx: sepals five, gamosepalous; valvate/imbricate aestivation

Corolla: petals five, polypetalous, papilionaceous, consisting of a posterior standard, two lateral wings, two anterior ones forming a keel (enclosing stamens and pistil), vexillary aestivation

Androecium: stamens ten in number, diadelphous, anther dithecous

Gynoecium: ovary superior, monocarpellary, unilocular with many ovules, style single

Fruit: legume; seed: one to many, non-endospermic

Economic importance:

Plants of these families are pulses used as fodder and sweet pea.

Ex: Peas, trifolium,

Floral diagram:

Characters of Solanaceae

• Commonly termed as potato family, Solanaceae are mostly herbs, shrubs and rarely small trees
• Stems are herbaceous, rarely woody, aerial; erect, cylindrical, branched, solid or hollow, hairy or glabrous, underground stem in potato.
• Leaves are alternate, simple, rarely pinnately compound, and exstipulate with reticulate venation.

Floral Characters

Inflorescence: Solitary, axillary or cymose as in Solanum

Flower: bisexual, actinomorphic

Calyx: sepals five, united, persistent, valvate aestivation

Corolla: petals five, united; valvate aestivation

Androecium: stamens five, epipetalous

Gynoecium: bicarpellary obligately placed, syncarpous; ovary superior, bilocular, the placenta is swollen with many ovules, axile

Fruits: berry or capsule

Seeds: many, endosperms

Economic importance

Plants belonging to this family are used as food, spices, medicines and ornamentals

Ex: Brinjal, chilli, ashwagandha, petunia

10. Describe the various types of placentations found in flowering plants.

Various types of placentations found in flowering plants are as follows:

• Marginal – The placenta forms a ridge along the ventral suture of the ovary; ovules are borne on the ridge to form two rows. Example – Pea.

• Axile – placenta is axial, and ovules are attached to it in a multilocular ovary. Example – lemon.

• Parietal – ovules develop on the inner wall of the ovary or on the peripheral. It is single-chambered, but due to the formation of a false septum, it becomes two-chambered. Example – Mustard.

• Free central – The ovules are borne on the central axis, and the septa are absent. Example – Primrose

11. What is a flower? Describe the parts of a typical angiosperm flower.

• The reproductive part of an angiosperm is called the flower. It is a modified shoot wherein the shoot apical meristem changes to floral meristem.
• A typical flower has four different kinds of whorls that are organized successively on the swollen end of the pedicel or stalk, known as the receptacle or thalamus. These four parts are classified under accessory organs and reproductive organs. When the calyx and corolla are not distinct, they are called perianth.
• The accessory organs are calyx and corolla; the reproductive organs are androecium and gynoecium

Parts of the flower are as follows:

It is the lowermost and outermost whorl of the flower, and they are called sepals. They render support and protection to other floral structures.

2. Corolla:

Corolla is composed of petals which are brightly coloured to attract insects for pollination. Located inner to the sepals and outside the stamens.

3. Androecium:

Androecium consists of stamens which represent male reproductive organs of a stalk, filament and an anther.

Anthers are bilobed, where each lobe has two chambers, the pollen sacs where pollen grains are produced. The stamens may be united with other members, namely petals or amongst themselves.

4.Gynoecium:

The gynoecium is the female reproductive part of a flower which is made of one or more carpels, which in turn is composed of three parts – stigma, ovary, and style. The ovary is found at the base, enlarged bearing the style, which is an elongated tube. The ovary is connected to the stigma through the style, the tip of which bears the stigma where pollen grains are received. Each of the ovaries bears one or more ovules attached to the placenta.

12. How do the various leaf modifications help plants?

Leaves fundamentally perform photosynthesis. But in some plants, leaves are modified to carry out different functionalities, as mentioned below:

Tendrils: Tendrils helps with climbing as in peas

Spines: Thorns are modified leaves that protect plants from animals, serving as an organ of defence.

Pitcher: Leaves of this plant are modified into pitcher-like structures containing digestive juices aiding in trapping and digesting insects.

Synthesis of food: Fleshy leaves of garlic and onion store some food. These are modified leaves. Phyllodes emerging from the petioles of leaves synthesize food. Phyllodes are flattened, green structures that replace the short-lived leaves.

13. Define the term inflorescence. Explain the basis for the different types of inflorescence in flowering plants.

Inflorescence is the arrangement of flowers on the floral axis.

There are two major types of inflorescence depending upon whether the apex is converted into a flower or continues to grow. They are as follows:

Racemose: A type of inflorescence in which the flowers are borne laterally in acropetal succession, i.e., newer flowers are near the apex while older flowers are at the base. The main axis continues to grow.

Cymose: A type of inflorescence in which the main axis terminates in a flower and has limited growth. Flowers are borne in a basipetal order where younger flowers are near the base, and older flowers are at the apex.

14. Write the floral formula of an actinomorphic, bisexual, hypogynous flower with five united sepals, five free petals, five free stamens and two united carpels with superior ovary and axile placentation.

The floral formula is as follows:

15. Describe the arrangement of floral members in relation to their insertion on the thalamus.

The arrangement of floral members in relation to their insertion on the thalamus are of three types:

Hypogynous flowers are the ones in which the gynoecium occupies the highest position while the other parts are situated below it. The ovary is said to be superior. Example – Brinjal.

Perigynous flowers are the ones in which gynoecium stays in the centre and other parts of the flower are located on the rim of the thalamus, almost at the same level. The ovary is said to be half inferior. Example – Rose.

Epigynous flowers are the ones in which the margin of the thalamus grows upwards, enfolding the ovary. Here the ovary gets fused with the thalamus, and other parts of the flower arise above the ovary. Hence ovary is said to be inferior. Example – Flowers of guava

NCERT Solutions for Class 11 Biology Chapter 5 – Morphology of Flowering Plants

NCERT Solutions for Class 11 Biology Chapter 5 Morphology of Flowering Plants are categorized under Unit 2 – Structural Organization in plants and Animals of the CBSE Syllabus. Questions appearing from this unit constitute about 17% of the question paper as per past trends. In order for students to perform well at the board examinations, unit 2 should be given extra attention. Revision of concepts, thorough practising clubbed with efficient management of time, along with planning, has proven to be extremely fruitful to students, both in board examinations as well as in competitive examinations.

The typology of questions that students can expect in the board examinations is as follows:

• Knowledge-based
• Application-based
• Comprehension-based
• High-order thinking skills-based questions
• Evaluation type

List of subtopics covered in Chapter 5 – Morphology of Flowering Plants

Morphology of Flowering Plants chapter provides students with details about the different parts that constitute the flowering plant. Understanding the different structures of a plant is as essential. Flowering plants exhibit enormous variation in shape, size, structure, mode of nutrition, life span, habit and habitat. They have well-developed root and shoot systems. The root system is either taproot or fibrous.

Students are also presented with details about stem modifications and different terms associated with the morphology of flowering plants. Ovules, after the process of fertilization, develop into seeds. The chapter also discusses the types of seeds along with their structure in detail.

Key Features of NCERT Solutions for Class 11 Biology Chapter 5 – Morphology of Flowering Plants

• Solutions enable students to remain stress-free while preparing for board examinations
• They have been crafted by extracting information from the standard study material, the textbook
• Solutions are provided along with relevant analogies
• Use of tables, wherever necessary, promotes easy learning
• Solutions are readily available
• NCERT Solutions are provided in a downloadable format

Disclaimer – 

Dropped Topics – 

5.1.2 Modifications of Root 5.2.1 Modifications of Stem 5.3.4 Modifications of Leaves 5.9.1 Fabaceae 5.9.3 Liliaceae Question nos 1, 2, 6 (b) 8, 9, 12, 14

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Class 11 Biology Chapter 5 Questions & Answers

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Important Questions Class 11 Biology Chapter 5: Morphology of Flowering Plants

Biology is an interesting subject. It involves the study of different forms of life, their classification, origin, and features and helps develop better awareness and understanding of life around us. It also prepares us for taking up a career in life sciences in our later life.

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Chapter 5 of CBSE Class 11 Biology is about the morphology of flowering plants. Some of the key things that we will learn in this chapter include the root, the stem, the leaf, the inflorescence, the flower, the fruit, and the seed. We will also study the semi-technical description of a typical flowering plant as well as the description of some important flowering plant families. The chapter is exciting and very informative. Students must read and practise questions thoroughly from this chapter to score full marks in exams.

Extramarks is one of the leading educational platforms in India that provides numerous study materials related to the CBSE curriculum and NCERT books. Our experts have prepared chapter-wise important questions to help students in their exam preparations. The Important Questions Class 11 Biology Chapter 5 contains the key questions from this chapter. Students must follow these questions and answers to improve their knowledge and in-depth understanding of the subject.

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Class 11 Biology Chapter 5 Important Questions with Solutions

Our subject matter experts believe that students should practise questions to write concise and better answers quickly without getting stressed. For this purpose, they have prepared Chapter 5 and Class 11 Biology Important Questions. They have collated these questions from NCERT textbooks, CBSE sample papers , Exemplar guides, and from the reference books. Apart from that, they have written the answers following the CBSE guidelines and exam pattern. The Important Questions from Class 11 Biology Chapter 5 include all the possible questions from this chapter.

Below are some of the questions and their answers from our question bank. Students can register on the Extramarks website to get full access to our Important Questions for Class 11 Biology Chapter 5.

Q1. Describe the various functions of the root system.

Root systems help in maintaining the proper balance of water. The major functions of the root system are described as follows:

(a) Water absorption and minerals from the soil via diffusion.

(b) To provide proper anchorage to the plant parts.

(c) To store reserve food material

(d) Synthesise and generate the plant growth regulators.

Q2. Write a short note on different types of root systems.

(a) In most dicotyledonous plants, direct elongation of the radicle occurs, leading to the formation of primary roots. This primary root grows inside the soil. Further, The primary roots and their branches constitute the taproot system, for example-mustard plants.

(b) In most monocotyledonous plants, the primary root is short-lived and is mostly replaced by many roots. Further, the primary roots originate from the base of the stem and constitute the fibrous root system

For example, wheat plants.

(c) In other plants, the roots arise from parts of the plant other than the radicle. Such a type of root is called adventitious root—for example, grass, banyan trees etc.

Q3. Write a short note on the stem.

The stem is also called the ascending part of the axis as it bears branches, leaves, flowers, and fruits. It originates from the plumule of the embryo, which belongs to a germinating seed. The stem bears internodes and nodes. Nodes are the region of the stem where leaves are born, while on the other hand the internode is the portion between two nodes. The stem is generally green when it’s young and later matures to woody and dark brown.

Q4. What are the main functions of the stem?

Answer 4 – 

The main functions of the stem are  as follows –

(a) Spreading out the branches that bear leaves, flowers, and fruits.

(b) They help to conduct water and mineral transportation. They also help in photosynthesis.

(c) The majority of the stems perform the function of food storage and support. They also provide protection and help in vegetative propagation.

Q5. Describe the important parts of a leaf.

The leaf consists of three main parts: leaf base, petiole, and lamina.

(a) Leaf base: The leaf base is the part where the leaf is attached to the stem.

(b) Petiole: The petiole gives structural support to the blade.

(c) Lamina: Lamina is the green expanded part of the leaf with veins and veinlets.

Q6. What are the different functions of the petiole and lamina?

Answer 6 –

The major functions of the petiole are 

(a) The petiole helps to hold the blade.

(b) It allows the leaf blades to flutter in the wind, thereby decreasing its temperature and cooling the leaf, which occurs when fresh air is attached to the leaf’s surface.

The functions of the lamina are-

(a) The veins of the lamina help to provide rigidity to the leaf blade.

(b) It acts as a channel that helps to transport water, minerals, and food materials through the plant.

Q7. What do you mean by venation?

Venation is the term that describes the arrangement of veins and the veinlets in the lamina of the leaf. The veinlets form a network called reticulate venation, and parallel venation is described when the veins run parallel to each other within a lamina. Dicotyledonous plants mostly possess reticulate venation, while monocotyledonous plants usually possess parallel venation in the lamina of the leaf.

Q 8. Explain the two major types of compound leaves present in plants.

Answer 8 –

The two major types of compound leaves are described:

(a) Pinnately compound leaf: Pinnately compound leaves are present in plants with several leaflets on a common axis called the rachis, which represents the leaf’s midrib as in common plant neem.

(b) Palmately compound leaves: Palmately compound leaves are present in plants where the leaflets are attached at a common point, which is usually present at the tip of the petiole, as in a common plant, silk cotton.

Q9. Describe the term phyllotaxy.

Answer 9 – 

Phyllotaxy is described as the pattern of arrangement of leaves on the stem or branch of a plant.

It is the majority of three main types:

(a) Alternate: Alternate phyllotaxy is when a single leaf arises at each node alternately, the most common example being China rose.

(b) Opposite: Opposite phyllotaxy is when a pair of leaves arise at each node and lie opposite each other. The most common example is Calotropis and guava plants.

(c) Whorled: Whorled phyllotaxy is when more than two leaves arise at a node and form a whorl. The most common example is Alstonia.

Q10. Describe the functions of leaves.

Answer 10 –

(a) Help in the process of photosynthesis. 

(b) Conversion of leaves into tendrils for climbing as seen in peas.

(c) Conversion of leaves into spines for defence as seen in cacti

(d)Storing of food as seen in onion and garlic.

Q 11. Describe the term inflorescence. Name two major types of inflorescences.

Answer 11 –

The inflorescence is the arrangement of flowers on the floral axis of the plant. 

The two major types of inflorescences are – 

(a) Racemose: In racemose inflorescence, the main axis grows, and the flowers grow laterally in acropetal succession.

(b) Cymose: In the cymose inflorescence, the main axis terminates in the flower, and the flowers grow in a basipetal order.

Q 12. What is a flower? How do you describe it?

Answer 12 – 

The flower is classified as the reproductive unit in the angiosperms. It is the primary means for the process of sexual reproduction. A typical flower has four major kinds of whorls arranged successively on the swollen end of the stalk, also known as the pedicel. The four kinds of whorls are calyx, corolla, androecium, and Gynoecium. The androecium and Gynoecium are male and female reproductive organs, while the calyx and corolla are classified as accessory organs.

Q 13. Write a short note on the symmetry of the flower.

The flower is classified as actinomorphic, which comes in radial symmetry or zygomorphic, which comes in bilateral symmetry. 

(a) Actinomorphic Symmetry: A flower is said to be actinomorphic when divided into two equal radical halves in any radical plane that passes through the centre. Its most common examples are mustard, datura and chilli.

(b) Zygomorphic Symmetry: A flower is said to be zygomorphic when the flower divides into two halves only in one vertical plane, like peas, beans, and cassia.

Q14. Write a short note on the fruit and explain it in detail.

Answer 14 – 

Fruit is classified as a natural or ripened Ovary which develops after fertilisation.

Fruit is also called parthenocarpic fruit because it is formed without the fertilisation of the Ovary.

The fruit consists of a wall, also known as a pericarp and different types of seeds. The pericarp is classified as dry or fleshy. Based on the thickness of the pericarp, it is differentiated into three parts. The outer part is called an epicarp, the middle part is called a mesocarp, and the inner part is known as an endocarp.

Q15. Write a short note on the dicotyledonous seed.

Answer 15 – 

The seed coat is the outermost covering of a seed that helps in protection. The seed coat has two main layers, the outer layer called testa and the inner layer known as tegmen. The developing seeds are attached to the fruit utilising a scar known as the hilum, which is present on the seed coat. The inner region of the seed coat consists of the embryo, which contains an embryonal axis and two cotyledons. These cotyledons are fleshy and filled with reserved food materials. The radicle and the plumule are at the end of the embryonal axis. A small pore called the micropyle is situated above the hilum.

Q16. Write a note on the different regions of the root.

Answer 16 –

At the apex of the root, it is covered by a thumb-like structure called a root cap. The main function of the root cap is the protection of the tender apex of the root that penetrates the soil. The region of meristematic is situated a few millimetres above the root cap. The cells in the meristematic region are small, thin-walled and contain dense protoplasm.

The cells adjacent to this region undergo rapid elongation and enlargement, which are also responsible for the growth of the root. This region responsible for growth is called the region of elongation. The cells in this region gradually differentiate and mature. So, the zone adjacent to the elongation region is called the region of maturation, and root hairs are adjacent to the region of maturation. Root hair consists of epidermal cells that are very fine, delicate, and thread-like structures. The main functions of these root hairs are the absorption of water and minerals from the soil.

Q17. Write a note on different types of leaves and phyllotaxy.

Answer 17- 

A leaf is classified as simple when the lamina of the leaf is incised or entire, and the incisions do not touch the midrib. On the other hand, a leaf is said to be compound when the incisions of the lamina reach up to the midrib and break it into several leaflets. In both simple and compound leaves, a bud is present in the axil of the petiole. However, a bud is not present in the axil of leaflets of the compound leaf.

There are majorly two types of compound leaves; these leaves are classified are:

(a) Pinnately compound leaf

(b) Palmately compound leaf

In a pinnately compound leaf, the number of leaflets is present on a common axis called the rachis, which represents the midrib of the pinnately compound leaf. On the other hand, in palmately compound leaves, the leaflets are attached at a common point, that is, the tip of the petiole.

(a) Alternate: Alternate phyllotaxy is when a single leaf arises at each node in an alternate manner, the most common example being the China rose.

(b) Opposite: Opposite phyllotaxy is when a pair of leaves arise at each node and lie opposite each other. The most common examples are Calotropis and guava plants.

Q18. Write in detail about a  flower.

Answer 18- 

 A flower is classified as the reproductive unit in the angiosperms. It is the primary means for the process of sexual reproduction. A typical flower has four major kinds of whorls arranged successively on the swollen end of the stalk, also known as the pedicel. The four kinds of whorls are calyx, corolla, androecium, and gynoecium. The androecium and gynoecium are male and female reproductive organs, while the calyx and corolla are classified as accessory organs.

The four different whorls are classified as calyx, corolla, androecium, and gynoecium.

(a) Calyx: Calyx is the outermost whorl of the flower containing sepals. Majorly the sepals are green in colour and have a leaf-like structure that protects the flower in the bud stage. The calyx may be gamosepalous, where the sepals are united. Or it can be polysepalous, where the sepals are free. 

(b) Corolla: Corolla is composed of petals that are usually coloured, which attract insects for the process of pollination. The shape of the corolla depends on the structure. It can be tubular, bell-shaped, funnel-shaped, or wheel-shaped.

(c) Aestivation: Aestivation is defined as the arrangement pattern of sepals or petals in the floral bud. The pattern of arrangement depends on the other members of the same whorl. The four main types of aestivations are valvate, vexillary, twisted, and imbricate

(d) Androecium: Androecium is composed of stamens, commonly known as a flower’s male reproductive organ. Each stamen consists of a slender stalk, also called a filament and anther. Each anther is usually bilobed (two lobes). And two chambers (pollen sacs) are present in each lobe. Pollen sacs help in the production of pollen grains. The position of floral parts on the thalamus are Hypogynous, Perigynous and Epigynous

(e) Gynoecium: Gynoecium is the female reproductive part of the flower, which contains the Ovary. It is made up of one or more carpels. A carpel is classified as Ovary, stigma, and style. The stigma is present at the tip of the style, and pollen grains land there. The Ovary is an enlarged structure present in the basal part. The third part, style, connects Ovary to the stigma. Through style, the pollen grain travels. Each Ovary bears an ovule attached to a flattened, cushion-like structure known as the placenta.

A flower may be trimerous, tetramerous or pentamerous, depending on the arrangement of floral appendages.

The flowers are described as hypogynous, perigynous and epigynous on the calyx, corolla, and androecium position. 

Q19. The mature seeds of plants like grams and peas do not possess endosperm. Why?

• These plants are not classified as angiosperms
• Double fertilisation does not take place.
• The Endosperm is not generated in the mature seeds. 
• During seed development, the endosperm gets used up by the developing embryo.

Answer: Option (d) is the right answer.

Explanation – After fertilisation, the endosperm gets used by the embryo for seed development. 

Q20. In Opuntia, the stem is modified into a flattened green structure that performs the function of photosynthesis. Give two other examples of modifications of the plant parts for the process of photosynthesis.

Answer 20 –

In the plant Australian Acacia, the petiole copies the shape of the leaf and turns green to perform the process of photosynthesis.

In Asparagus, the stem, i.e., about one Internode long, modifies into a leaf-like structure to carry out photosynthesis.

Q21. Differentiate between the following terms –

• Bracteole and Bract
• Petiole and Pulvinus
• Peduncle and Pedicle
• Spadix and Spike
• Staminoid and Stamen
• Pollenium and Pollen

Answer 21 –

• A bract is always present at the base of the pedicle, whereas on the other hand, a bracteolate is always present between the bract and flower.
• Pulvinus is the swollen leaf base part present in leguminous plants, whereas, on the other hand, a petiole is a sub-cylindrical stalk that connects the leaf base with the lamina of the leaf.
• The pedicle is the stalk part of the flower, whereas the peduncle is a stalk part of a whole inflorescence.
• Spike is the term referred to when the flowers are sessile that develop on an elongated peduncle in acropetal succession, whereas spadix is covered by one of the few large bracts called spates
• Stamen represents a male reproductive organ, whereas the sterile stamen is called stamina.
• Pollen is a male gametophyte of angiosperms, whereas polonium is a group of pollen grains.

Q22. Why is a sunflower not a flower? Explain.

Answer 22 –

A sunflower is not classified as a flower because it is a type of inflorescence called a capitulum. In the capitulum, the receptacle is flat, and the whole cluster of florets gets surrounded by bracts. Which are known as an involucre. There are two kinds of florets that are recognised in sunflowers, 

(i) Ray Florets – The Ray Florets are arranged on the rim of the receptacle, which has distinct yellow and strap-shaped petals. These florets are female and sterile. Also, they are always zygomorphic and may be arranged in one or more whorls.

(ii) Disc florets – The Disc Florets are grouped in the centre, bisexual and actinomorphic.

Q23. Define the following terms:

(a) aestivation

(b) placentation

(c) actinomorphic

(d) zygomorphic

(e) superior Ovary

(f) perigynous flower

(g) epipetalous stamen

• a) Aestivation is the arrangement pattern of sepals or petals in the floral bud. The pattern of arrangement depends on the other members of the same whorl. The four main aestivation types are valvate, twisted, imbricate and vexillary.

Twisted – The twisted Type of Aestivation occurs when one margin of the appendage overlaps the adjacent one, it can either be clockwise or anti-clockwise. Like in cotton

Valvate – The valvate Type of Aestivation occurs in a whorl when the petals or sepals touch each other at the margin and do not overlap. Like in Calotropis

Imbricate – Imbricate Aestivation occurs when petals or sepals overlap but not in any definite direction. It is mostly found in Gulmohar.

Vexillary Aestivation occurs when the largest petal overlaps the two lateral petals, which in turn overlap the two smallest anterior peels. As seen in the bean flower. 

• b) Placentation is defined as the arrangement of ovules within the ovary. They are five main types –

Marginal Placentation – In this type, the placenta forms a ridge along the ventral suture of the Ovary, so the ovules are borne on the ridge to form two rows. Example – Pea

Axile Placentation – Placenta is axial, and ovules are attached to it in a multilocular ovary. Example – lemon

Parietal Placentation – In this Type, the ovules develop on the inner wall of the Ovary or the peripheral wall. It is mostly single-chambered, but due to the formation of a false septum, it becomes two-chambered. Example- Mustard

Basal Placentation – The placenta develops at the base of the Ovary, wherein a single ovule is attached to it. Example – Marigold.

Free central Placentation – In this Type, the ovules are borne on the central axis, and the septa are absent. One common example is primrose.

• C) Actinomorphic flowers are flowers which can be divided into two halves by any vertical plane. Example – Chilli
• d) Flower, which has bilateral symmetry and can be divided into two halves only in one plane, is known as a zygomorphic flower. Example – Gulmohar
• e) In the Hypogynous flower, the Gynoecium occupies the highest position while other parts remain below it. The Ovary in such a flower is known as the superior Ovary. Example – Brinjal

f)A perigynous flower is one in which the gynoecium is situated in the centre, and other parts of the flower are located on the rim of the thalamus. The Ovary is half inferior. Example – Rose

• g) Epipetalous stamen – Instead of directly being inserted over the thalamus, it has a stamen borne over a petal. Example – Brinjal

Q24.Describe the arrangement of floral members about their insertion on the thalamus.

Answer 24 – Flowers may be explained into three kinds based on the position of the calyx, corolla & androecium in respect of ovaries on the thalamus. 

(a). HYPOGYNOUS FLOWERS:- Gynoecium located at highest position & rest whorls of flower lies below it. e.g., mustard, China rose. 

(b). PERIGYNOUS FLOWERS: – The Gynoecium is situated in the centre. Other parts of the flower lie on the rim of the thalamus, almost at the same level. The Ovary is half inferior, e.g., plum rose.

 (C)EPIGYNOUS FLOWERS: – The margins of the thalamus grow upwards, enclosing the Ovary fully & getting to it. The rest of the flower rises above the Ovary. i.e., Ovaries are inferior to these flowers. E.g., guava, sunflower, cucumber.

Q25. How do various leaf modifications help plants?

The normal functions of leaves are photosynthesis, respiration & transpiration. Besides these functions, the leaves must perform other functions. Hence, they modify themselves in different ways:

(i)TENDRIL: – In some plants, the entire leaf or part is modified to a coiled thread-like structure called tendrils. Tendrils Help Plants to climb up, e.g., peas and clematis.

 (ii)SPINES: – In many plants, the leaves or their apices are modified into thin sharp & pointed structures known as spines. They help in defence. Opuntia, yucca. etc.

 (iii)SCALE LEAVES: – In onions, mostly all the leaves are in the form of fleshy scale leaves. 

(iv)PITCHER:- It is the modification of a leaf in an insectivorous plant in which the lamina takes the form of the pitcher, the apex the form of a lid to trap the insects. There are several digestive glands in the inner walls of the pitcher—these Gland Secrete Fluid Which Digests insects, e.g., Nepenthes. 

(v)PHYLLODE: -The petiole becomes green, flattened leaf-like is called phyllode, e.g. Australian Acacia.

Q26. Describe the sub-aerial modifications of the stems.

Answer 26: The main function of sub-aerial modification of stems is vegetative propagation. They are of the following types:

(i)Runners: – They contain stems that are long & thin with branches which creep along the ground & develop roots at the nodes. The mother plant produces many branches that are spread out in all directions. They can break off and get classified as independent plants. The most common plant is oxalis, doob grass. 

(ii)STOLON: – This is also a thin lateral branch arising from the stem’s base. It grew upward and bent down again, developing roots at the tip & producing a bud. The bud grows into a new plant, e.g., mint and strawberry.

(iii)OFFSET: – This is a thickened horizontal branch arising in the axil of a lower leaf. It is a short branch which produces a cluster of leaves above & tufts of roots below. The offset can break off from the mother plant & start living an independent life: E.g. Water lettuce, water hyacinth.

(iv)SUCKER: – The sucker is a lateral branch that develops from the stem’s underground part. It grows upward in an oblique manner & directly gives rise to new plants.

Q27. What are the various modifications of adventitious roots? Explain it with examples.

Answer 27- 

 MODIFICATIONS OF ADVENTITIOUS ROOTS:

(i)Tuberous Adventitious root: – It is a swollen root which does not have a definite shape. The most common example is sweet potato. 

(ii)Fasciculated Adventitious root: – When several tuberous roots arise from the same place in a cluster, they are termed fasciculated roots. The most common example is the dahlia, Asparagus. 

(iii)Beaded Adventitious root: – These roots frequently contain swollen parts, like in portulaca and Vitis.

 (iv)Prop roots: – Prop roots are pillars-like roots hanging vertically downward from the aerial branch of the plant. The most common example is the Banyan tree.

 (v)Stilt roots: – Stilt roots are short and grow obliquely from near the base of the main stem. They provide anchorage & support to the stem. The most common examples are sugarcane, maise, and sorghum.

(vi) Parasitic Roots: – These roots penetrate the host cells & absorb nutrients from the host tree, e.g. Cuscuta.

 (vii)ASSIMILATORY ROOTS: – Adventitious roots in certain plants become green to carry out photosynthesis & are called assimilatory roots, e.g. Tinospora, trapa.

Q28. Roots obtain Oxygen from the air for the process of respiration. In the absence or deficiency of Oxygen, the root growth gets restricted and stops completely. So how do the plants growing in marshlands or swamps obtain the Oxygen required for root respiration?

Answer 28 –

The plants that grow in marshlands or swamps generate vertical growth from their roots. These roots are hollow from within, and thus air enters through these roots. These roots are known as pneumatophores. These pneumatophores assist the plants in swamps and marshland areas in acquiring oxygen for root respiration.

Q29. Rearrange the following zones as observed in the vertical section of the roots and choose the correct option.

• Root hair zone
• Zone of meristems.
• Rootcap zone
• Zone of maturation
• The zone of elongation

The following options are – 

(a) C, B, E, A, D

(b) A, B, C, D, E

(c) D, E, A, C, B

(d) E, D, C, B, A

Answer 29 – The correct answer is an option (a) C, B, E, A, D

Explanation: The root cap is present at the tip, followed by a zone of meristematic tissue. This is further followed by the zone of elongation and then by the root hair zone. The zone of maturation comes after all of them at the base. 

Q30. Give two examples of roots that develop from different parts of the angiosperms plant other than the radicle.

Answer 30 –

Adventitious roots are used when the roots develop from different plant parts in angiosperms. Two examples of adventitious roots are: –

Prop Roots of Banyan: The roots of a banyan tree are an example of prop roots. These prop roots penetrate deeply into the soil and help the tree maintain balance and support itself.

Stilt Roots in Maise: The roots in maise plants exemplify stilt roots. These stilt roots enter the ground and are developed from the nodes just above the ground; they provide extra support and hoist the main plant.

Q31. The essential functions of roots are anchorage and absorption of water and minerals in the terrestrial plant. What functions are associated with the roots of aquatic plants? How are the roots of aquatic plants and terrestrial plants different?

Answer 31- 

The most important function of roots is to provide anchorage and also help the plant absorb water and minerals. Since the availability of water is not an issue for aquatic plants, the roots are not properly developed in most aquatic plants. In these aquatic free-floating plants, the roots are very few and are in a structure of fine hairs. Roots play an important role in anchorage in the plants that are submerged.

Q32. How can you differentiate between free central and axile placentation?

Placentation is considered free central when the septa are absent, and the ovules are born on the central axis.

Placentation is regarded as axile when the placenta is axial, and the ovules are attached to the placenta in a multilocular ovary.

Q33. Tendrils are found in the following plants. Identify whether they are stem tendrils or leaf tendrils.

• Watermelons

Answer 33 –

• Cucumber – Stem tendrils
• Peas – Leaf tendrils
• Pumpkins – stem tendrils
• Grapevines – stem tendrils
• Watermelons – stem tendrils

Q34. Describe various stem modifications associated with food storage, climbing and protection.

Answer 34 –

The various stem modifications that help with food storage, climbing, and protection are as follows: –

For food storage, underground stems of ginger, turmeric, potato, and colocasia are modified. These stems also function as organs of perennation that help gets over unfavourable growth conditions.

Developed from axillary buds, stem tendrils are spirally coiled and slender, which helps the plants to climb. Some examples include grapevines, pumpkins, cucumbers, watermelons etc.

It is possible for the axillary buds of the stems to be modified into straight, woody and pointed thorns. Some famous examples are Citrus and Bougainvillaea. Thorns help to protect plants from animals.

Q35. What is meant by the term modification of root? What type of modification of root is found in the following examples?

(a) Banyan tree

(c) Mangrove trees

Answer 35 – 

Primarily, there are three types of root systems found in plants: the tap root system, adventitious root system and fibrous root system. In the majority of dicotyledonous plants, direct elongation of the radicle takes place, which leads to the formation of primary roots, and this primary root grows inside the soil. Further, the primary roots and their branches constitute the taproot system, for example-mustard plants.

In most monocotyledonous plants, the primary root is short-lived and is majority replaced by many roots. Further, the primary roots originate from the base of the stem and constitute the fibrous root system. For example, wheat plants. In other plants, the roots arise from parts of the plant other than the radicle. Such a type of root is called adventitious root—for example, grass, banyan tree etc.

Roots and their modifications in various plants:

The banyan tree, scientifically called Ficus benghalensis, has massive pillar-like adventitious roots arising from the aerial part of the stem towards the ground. They provide support to the tree, and such roots are called prop roots.

The roots of turnip, which is scientifically called Brassica rape, help in food storage. Similar types of these food-storing roots are found in radishes, carrots, and sweet potatoes.

(c) Mangrove tree

The plants that grow in marshlands or swamps, like a mangrove tree, have vertical growths generated from their roots. These vertical roots are hollow from within, and thus air enters through these roots. These roots are known as pneumatophores. These pneumatophores assist the plants in swamps and marshland areas in acquiring oxygen for root respiration.

Q36. Differentiate between the following terms-

(a) Cymose and Racemose Inflorescence

(b) Adventitious and Fibrous roots

(c) Syncarpous and Apocarpous Ovary

Answer 36- 

(a) In the racemose inflorescence, the younger flowers are present at the tip, while the older flowers are arranged at the base of the inflorescence. Such an arrangement is classified as acropetal succession. And the main axis in racemose inflorescence continues to grow and produce flowers laterally. While in a cymose inflorescence, the younger flowers are at the base of the inflorescence, and the older flowers are at the top. Such an arrangement is classified as basipetal succession. The main axis in cymose inflorescence has limited growth, which later terminates into a flower.

In other plants, the roots arise from parts of the plant other than the radicle. Such Types of roots are called adventitious roots—for example, grass, banyan tree etc.

(c) In the Apocarpous Ovary, the flowers have more than one carpel, and these carpels are free-living. It is commonly observed in lotus and rose flowers. 

While on the other hand, the flowers with syncarpous Ovaries also contain more than one carpel, but these carpels are fused, as seen in tomato and mustard. 

Q37. Describe different modifications of the stem.

Answer 37 – .

The stem is also called the ascending part of the axis, as it bears branches, leaves, flowers, and fruits. It originates from the plumule of the embryo, which belongs to a germinating seed. The stem bears internodes and nodes. Nodes are the region of the stem where leaves are born, while on the other hand the Internode is the portion between two nodes. The stem is generally green when it’s young and later matures to woody and dark brown. The stems are generally modified into four main parts: Underground stems or storage stems, supportive stems, and protective and photosynthetic stems. 

The main functions of the stem are stated as follows –

Q 38. Take a flower each from the families of Fabaceae and Solanaceae and then write its semi-technical description.

Answer 38 – .

(1) Family Fabaceae/Papilionaceous (pea plant)

Fabaceae, also called Papilionaceous, is a sub-family classified under the Leguminosae family.

Vegetative features of Family Fabaceae:

Pinnately compound leaf type alternately arranged with leaf tendrils with the Pulvinus present at the leaf base along fallacious stipules. It is classified under the tap root system with root nodules.

Floral features are described as follows:

Inflorescence: Racemose Inflorescence, generally axial than terminal

 Zygomorphic and bisexual flowers contain five gamosepalous sepals, and the aestivation is imbricate.

Corolla: It contains five petals, i.e., polypetalous with vexillary aestivation.

Androecium: The Androecium consists of ten anthers diadelphous with dithecous anthers. At the same time, the Gynoecium contains a monocarpellary superior Ovary, unilocular with marginal placentation.

Fruit: Legume pod with non-endospermic seeds

Economic importance: The most common example is Peas, used as vegetables for various culinary preparations.

2) Flowers of Solanum nigrum (Family Solanaceae)

Vegetative features of Family Solanaceae:

It contains an erect, herbaceous plant with simple, exstipulate leaves that contain reticulate venation. 

It has an erect stem that has numerous branches.

Floral features are classified as:

Solitary and axillary inflorescence with actinomorphic, bisexual flowers containing calyx composed of five sepals which are united and persistent. The aestivation is valvate, and the corolla consists of five united petals.

Androecium: The Androecium consists of five epipetalous stamens, while the other hand, Gynoecium consists of a carpellary syncarpous superior Ovary with axile placentation.

The most common example is Berry

Seeds: Numerous endosperms

Economic importance: Used for medicinal purposes.

Q 39. Please describe aerial modifications of the stem which are highlighted in Biology Class 11 Chapter 5.

Answer 39. Aerial modifications of the stem could be any of the ones as follows: –

• a) Stem Tendril: – Stem tendrils are very thin and slender-like, sometimes spirally coiled structures that develop from axillary buds. They are found in the plants such as cucumber, watermelon, grapevine etc. and they help these plants to climb.
• b) Stem Thorn: – Axillary buds may sometimes grow into hard, woody straight & pointed structures which are also called thorns. The thorns arise in the axil of the leaf or at the tip of the branch. Sometimes thorn bears leave also as can be seen in Citrus plants as well as in Bougainvillaea etc.
• c) Phylloclade: – This is the green flattened or cylindrical stem which looks and performs the function of the leaf. They contain chlorophyll & also carry out photosynthesis. They have many nodes & internodes and have scaly leaves or shortened spines. These are mostly found in xerophytic plants like opuntia, epiphyllum etc. 
• d) Cladode: – This is a phylloclade of limited growth which develops, from the node of the stem or branch and in the axil of a scale leaf. Cladodes are green flat and leaf-like structures that carry on photosynthesis. Example: – Asparagus, Ruscus, etc.
• e) Bulbils: – This is a modified vegetative or floral bud meant to produce a new plant. It detaches itself from its mother plant and grows into an independent plant. Example: – Oxalis, Agave americana, Lilium.

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Q.1 Michelle’s teacher gave him a flower to write its floral formula. The given flower exhibited the following characters: Actinomorphic, bisexual, five united sepals, five united petals, stamens epipetalous and five in number, bicarpellary, syncarpous and superior ovary. Find out the correct floral formula of the given flower.

Marks: 1 Ans

Following symbols are used in the given floral formula:

Q.2 Identify the plant which exhibits a zygomorphic flower, vexillary aestivation, diadelphous androecium and marginal placentation.

The given characters belong to family Fabaceae. Pisum also belongs to family Fabaceae.

Q.3 Racemose condition show-

The arrangement of flowers on the floral axis is termed as inflorescence. In racemose, the main axis continues to grow, and the flowers are borne in acropetal succession.

Q.4 Match the type of aestivation mentioned in column 1 with their examples given in column 2 and find out the correct option.

A-iii, B-iv, C-ii, D-i

Twisted aestivation: One margin of the appendage overlaps that of the next one.

Imbricate aestivation: An irregular overlap of petals by one another.

Valvate aestivation: The petals in a whorl are quite close to each other but there is no overlapping.

Vexillary aestivation: The posterior petals overlap the two lateral petals, which in turn overlap the two anterior petals.

Q.5 Observe the image carefully.

In which plant family this is found?

The given image is showing axile placentation. In this, the placenta is axial and the ovules are attached to it in a bilocular ovary. It is found in family Solanaceae.

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2. What are some of the important topics from Class 11 Biology?

Some Important topics of Class 11 Biology are as follows:

• The Living Organisms of this world.
• Organisation of animals based on structural characteristics.
• Cells, cell structure & cell functions.
• Physiology of plants.

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CBSE Class 11 Biology Important Questions

• Class 11 Important Question

Important Questions and Answers for CBSE Biology Class 11 - FREE PDF Download

CBSE Class 11 Biology Important Questions are essential tools for students aiming to improve in their exams. This resource offers a well-organised collection of important questions that cover crucial topics from the CBSE Class 11 Biology Syllabus , helping students focus their studies effectively. By engaging with these important questions, students can reinforce their understanding of core concepts and prepare more thoroughly for their exams.

Practising these questions not only increases confidence but also enhances problem-solving skills, making it easier to tackle exam challenges. Whether you need to review specific topics or engage in comprehensive study sessions, these important questions serve as a valuable guide. With the right preparation, students can achieve better results in their Biology exams.

CBSE Class 11 Biology Chapter-wise Important Questions

CBSE Class 11 Biology Chapter-wise Important Questions and Answers cover topics from all 19 chapters, helping students prepare thoroughly by focusing on key topics for easier revision.

10 Most Important Questions from Class 11 Biology Chapters

1. What are the main characteristics that define living organisms, and how do they differentiate from non-living things?

Answer: Living organisms exhibit several key characteristics, including:

Metabolism: All living things undergo chemical processes that provide energy for growth and maintenance.

Growth and Development : Organisms grow and develop according to specific genetic instructions.

Reproduction: Living beings have the ability to reproduce, either sexually or asexually, to produce offspring.

Response to Stimuli: They respond to environmental changes through various mechanisms, ensuring survival.

Homeostasis: Living organisms maintain a stable internal environment despite external changes. These characteristics distinguish living organisms from non-living things, which do not exhibit these complex biological functions.

2. Explain the five major kingdoms of life and provide examples of organisms in each kingdom.

Answer: The five major kingdoms of life are:

Monera: This kingdom includes unicellular organisms without a nucleus, such as bacteria and cyanobacteria.

Protista: Comprising mostly unicellular eukaryotic organisms, examples include amoeba and paramecium.

Fungi: This kingdom consists of multicellular and unicellular organisms that absorb nutrients from organic matter, such as mushrooms and yeast.

Plantae: Comprising multicellular organisms that perform photosynthesis, examples include flowering plants and ferns.

Animalia: This kingdom includes multicellular organisms that are heterotrophic, such as mammals, birds, and insects.

3. Describe the main differences between monocots and dicots in the Plant Kingdom.

Monocots and dicots are two major groups of flowering plants with distinct features:

Monocots: They have one cotyledon, parallel leaf venation, scattered vascular bundles, and flower parts typically in multiples of three. Examples include grasses and lilies.

Dicots: They possess two cotyledons, net-like leaf venation, vascular bundles arranged in a circle, and flower parts typically in multiples of four or five. Examples include roses and sunflowers.

4. What is the morphology of flowering plants, and what are the key parts of a flower?

Answer: The morphology of flowering plants refers to their structural features. Key parts of a flower include:

Sepals: These protect the flower bud before it opens.

Petals: Often colourful, petals attract pollinators.

Stamens: The male reproductive part, consisting of the anther (produces pollen) and filament.

Carpels: The female reproductive part, made up of the stigma (receives pollen), style, and ovary (contains ovules). These parts work together for reproduction and pollination.

5. Discuss the process of photosynthesis in higher plants, including the light-dependent and light-independent reactions.

Answer: Photosynthesis occurs in two main stages:

Light-dependent Reactions: These take place in the thylakoid membranes of chloroplasts, where sunlight is absorbed by chlorophyll, leading to the splitting of water molecules (photolysis) and the production of ATP and NADPH.

Light-independent Reactions (Calvin Cycle): Occurring in the stroma of chloroplasts, ATP and NADPH from the light-dependent reactions are used to convert carbon dioxide into glucose. This process produces energy-rich compounds that sustain plant growth.

6. What are the main components of the cell and their functions?

Answer: Cells have several key components, including:

Nucleus : Contains genetic material (DNA) and controls cellular activities.

Mitochondria: Known as the powerhouse of the cell, they produce ATP through respiration.

Ribosomes: Sites of protein synthesis, translating RNA into proteins.

Cell Membrane: A selective barrier that regulates the entry and exit of substances.

Endoplasmic Reticulum (ER): Rough ER is involved in protein synthesis, while smooth ER is involved in lipid synthesis and detoxification.

7. Explain the stages of the cell cycle and the significance of cell division.

Answer: The cell cycle consists of several stages:

Interphase: The cell grows and prepares for division, with phases including G1 (growth), S (DNA synthesis), and G2 (preparation for mitosis).

Mitotic Phase: Includes mitosis (division of the nucleus) and cytokinesis (division of the cytoplasm). Cell division is significant for growth, tissue repair, and reproduction. It ensures that each daughter cell receives an identical set of chromosomes, maintaining genetic continuity.

8. What are the mechanisms of breathing and gas exchange in plants and animals?

Plants: Breathing occurs through small openings called stomata, where carbon dioxide enters and oxygen exits. Gas exchange in plants mainly happens during photosynthesis and respiration.

Animals : Breathing involves inhalation and exhalation, facilitated by respiratory organs like lungs or gills. In animals, oxygen is absorbed into the blood, and carbon dioxide is expelled, often through structures like alveoli in the lungs or gill filaments in fish.

9. Discuss the role of body fluids in circulation and the functions of the circulatory system in humans.

Answer: Body fluids, primarily blood, play a crucial role in circulation. The circulatory system consists of:

Heart: Pumps blood throughout the body.

Blood Vessels: Arteries carry oxygenated blood away from the heart, while veins return deoxygenated blood.

Functions: The circulatory system transports oxygen, nutrients, hormones, and waste products. It also helps regulate temperature and pH levels, ensuring homeostasis.

10. Describe the neural control and coordination in animals, focusing on the structure and function of neurons.

Answer: Neural control and coordination involve the nervous system, which consists of the brain, spinal cord, and nerves. Neurons are the fundamental units of the nervous system and consist of:

Dendrites: Receive signals from other neurons.

Cell Body: Contains the nucleus and integrates incoming signals.

Axon: Transmits electrical impulses away from the cell body to other neurons or muscles. The coordinated activity of neurons enables quick responses to stimuli, maintaining homeostasis and facilitating movement and behaviour in animals.

Here, you will find 10 overall important questions for Class 11 Biology. For a more detailed understanding and chapter-wise important questions, please click on the link above to access the complete resource. This will help you understand key concepts and prepare effectively for your exams.

How do Biology Important Questions Class 11 Help you with Exams?

Biology important questions help students focus on key topics that are likely to appear in exams. This targeted approach makes studying more effective.

Practicing these questions boosts confidence as students become familiar with the types of questions they may encounter. It also improves their understanding of core concepts.

Reviewing important questions allows for quick revisions, ensuring that students can easily recall essential information before exams.

These questions guide students in organising their study materials, making it easier to cover all necessary topics systematically.

Engaging with important questions enhances problem-solving skills, as students learn to apply concepts to different scenarios relevant to the subject.

Vedantu's Class 11 Biology Important Questions are a valuable resource for students preparing for their exams. By focusing on key topics and concepts, these questions help understanding and build confidence. Practicing these important questions not only aids in effective revision but also enhances problem-solving skills. Students are encouraged to make the most of this resource to achieve better results and deepen their knowledge of biology.

Additional Study Materials for Class 11 Biology 

Faqs on cbse class 11 biology important questions.

1. What are the main topics covered in Class 11 Biology Important Questions?

Class 11 Biology Important Questions cover essential topics like the living world, plant and animal kingdoms, cell structure, photosynthesis, and respiration, among others.

2. How can Class 11 Biology Important Questions improve my exam preparation?

Practicing these important questions helps students focus on key concepts and enhances their understanding, making exam preparation more effective.

3. Are Class 11 Biology Important Questions useful for quick revisions?

Yes, these questions serve as a great tool for quick revisions, allowing students to reinforce their knowledge and recall essential information before exams.

4. How often should I review Class 11 Biology Important Questions?

Regular review is recommended, especially as exams approach, to strengthen understanding and improve retention of the material.

5. Can Class 11 Biology Important Questions help identify weak areas in my knowledge?

By practicing these questions, students can pinpoint topics they find challenging and focus their study efforts on those areas.

6. What resources can help me understand Class 11 Biology Important Questions better?

Textbooks, online tutorials, and study guides from Vedantu can provide additional explanations and examples to clarify concepts related to important questions.

7. Do Class 11 Biology Important Questions align with the CBSE syllabus?

Yes, these questions are designed to align with the CBSE syllabus, ensuring that students cover all relevant topics for their exams.

8. How can I use Class 11 Biology Important Questions in group study sessions?

These questions can provide a focused agenda for discussions, allowing students to collaboratively solve problems and clarify doubts in a group setting.

9. Is it beneficial to create a study plan using Class 11 Biology Important Questions?

Absolutely! A study plan based on these questions can help organise your study sessions and ensure that all important topics are covered effectively.

10. How do Class 11 Biology Important Questions help with conceptual understanding?

Engaging with these questions encourages critical thinking about the material, promoting a deeper understanding of biological principles and their applications.

Important Questions for CBSE Class 11

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