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SAMPLE QUESTION PAPER
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BIOLOGY
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Class - XI
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Government of Kerala
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Department of Education
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Prepared by
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State Council of Educational Research and Training (SCERT), Kerala
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2014
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1
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 Guidelines for the Preparation of Question Paper for
HIGHER SECONDARY EDUCATION 2014-15
Introduction
Term evaluation is an important aspect of Continuous and Comprehensive Evaluation (CCE).
It covers the assessment of learning aspect of the CCE. The Kerala School Curriculum 2013
postulated that the examination system should be recast so as to ensure a method of
assessment that is a valid, reliable and objective measure of student development and a
powerful instrument for improving the learning process. The outcome focused written tests
are being used as tools for terminal assessment. Practical assessment is also considered for
some subjects. The syllabus, scheme of work, textual materials, teacher texts and learning
experiences may be considered while developing tools for term evaluation.
In order to make the examination system effective and objective, quality of the question
paper needs to be ensured. Questions of different types considering various learning
outcomes, thinking skills and of varying difficulty levels are to be included in the question
paper. This makes question paper setting a significant task that has to be undertaken with
the support of proper guidelines.
The guidelines for the preparation of the question paper have been divided into four heads
for its effective implementation and monitoring. The areas are i) preparatory stage, ii) nature
of questions, iii) question paper setting and iv) structure of the question paper.
I. Preparatory stage
Before starting the process of question paper setting, the question paper setter should
ensure that she/he has:
l Familiarised the current syllabus and textbook of the concerned subject.
l secured the list of Los (Learning Outcomes) relating to the subject.
l acquired the list of thinking skills applicable to the subject.
l prepared a pool of questions from each unit of the subject.
l verified the scheme of work and weight of score for each unit/lesson.
l gone through guidelines for the preparation of question paper for higher
secondary education 2014-15.
II Nature of questions
Questions selected from the pool to be included in the question paper should reflect the
following features:
l stem of the question text should be relevant to the question posed.
l multiple choice questions should be provided with four competitive distracters.
l the possibilities of higher order thinking skills should be considered while setting
MCQs
l time allotted for each question should be justified according to the thinking skills
involved.
l the scope and length of the answer should be clearly indicated.

2
 l questions should be prepared by considering the learning level of the learner.
l the question should focus on the learning outcomes.
l a wide range of thinking skills and learning outcomes from each unit/lesson
should be considered.
l varied forms of questions should be covered.
l there should be a balance between the time allotted and the level of question.
l question should be very specific and free from ambiguity.
l question text should not be too lengthy and complicated.
l questions can be prepared based on a single or a cluster of learning outcomes
which is scattered over one particular unit or units.
l cluster of learning outcomes from different units can be considered only for graded
questions (questions with sub-divisions).
l the possibilities of graded questions reflecting different thinking skills can be explored.
l while preparing questions for language papers importance should be given to the
language elements, language skills, discourses, textual content and elements of
creativity.
l while preparing questions for subjects other than languages, importance should be
given to content, concepts and skills.
l questions should cater the needs of differently abled learners and CWSEN
(Children With Special Education Needs)
l the questions should contain varied forms such as objective type with specific
focus to multiple choice test items and descriptive types (short answer and essay
types).
l directions regarding the minimum word limit for essay type questions should be
given.
l sufficient hints can be provided for essay type questions, if necessary.
l maximum usage of supporting items like pictures, graphs, tables and collage may
be used while preparing questions.
l questions which hurt the feelings of caste, religion, gender, etc. must be completely
avoided.
III. Question paper setting
During the process of question paper setting the question setter should:
l prepare a design of the question paper with due weight to content, learning
outcomes, different forms of questions and thinking skills.
l prepare a blue print based on the design.
l prepare scoring key indicating value points and question based analysis along
with the question paper.
l while preparing scoring key, thinking skills should also be integrated.
l 60% weight should be given to thinking skills for conceptual attainment and 40% to
thinking skills for conceptual generation.

3
 l 15 to 20% weight of total scores must be given to objective type questions and up
to 20% weight of total score must be given to essay type questions.
l the highest score that can be given to a question in the question paper is limited to
10% of the total score.
l while fixing the time for answering a question, time for reading, comprehending
and writing the answer must be considered.
l The total time limit of the question paper - two hours for 60 scores and 2.30 hours
for 80 scores question papers with an extra cool-off time of 15 minutes.
IV. Structure of the question paper
The question paper should reflect the following features in general:
l general instructions for the question paper should be given on the top.
l instructions for specific questions can be given before the question text.
l monotony of set patterns (objective or descriptive) should be avoided.
l questions should be prepared in bilingual form.
l there should not be any mismatch between the bilingual versions of the questions.
l choice can be given for questions up to 20% of the total score.
l while giving choice, alternative questions should be from the same unit with the
same level of thinking skills.
l in the case of languages, language of the questions and answers should be in the
particular language concerned. Necessary directions in this regard must be given
in the question paper.

THINKING SKILLS
Category/ Alternative terms
processes
1. Remember Retrieve relevant knowledge from long-term memory
1.1. Recognising identifying- (e.g. Recognize the dates of important events in Indian
history)
1.2. Recalling retrieving - (e.g. Recall the major exports of India)
2. Understand Construct meaning from instructional messages, including oral,
written and graphic information
2.1. Interpreting clarifying, paraphrasing, representing, translating (e.g. Write an
equation [using B for the number of boys and G for the number of
girls] that corresponds to the statement ‘There are twice as many boys
as girls in this class’)
2.2. Exemplifying illustrating, instantiating (e.g. Locate an inorganic compound and
tell why it is inorganic)
2.3. Classifying categorizing, subsuming (e.g. Classify the given transactions to be
recorded in Purchase returns book and Sales returns book)
2.4. Summarising abstracting, generalizing (e.g. Students are asked to read an untitled
passage and then write an appropriate title.)

4
 2.5. Inferring concluding, extrapolating, interpolating, predicting (e.g. a student
may be given three physics problems, two involving one principle
and another involving a different principle and ask to state the
underlying principle or concept the student is using to arrive at the
correct answer.)
2.6. Comparing contrasting, mapping, matching (e.g. Compare historical events to
contemporary situations)
2.7. Explaining constructing models (e.g. the students who have studied Ohm’s law
are asked to explain what happens to the rate of the current when a
second battery is added to a circuit.)
3. Apply Carry out or use a procedure in a given situation
3.1. Executing Carrying out (e.g. Prepare Trading and Profit and loss Account from
the Trial Balance given and find out the net profit.)
3.2. Implementing using (e.g. Select the appropriate given situation where Newton’s
Second Law can be used)
4. Analyse Break material into its constituent parts and determines how the
parts relate to one another and to an overall structure or purpose
4.1. Differentiating discriminating, distinguishing, focusing, selecting (e.g. distinguish
between relevant and irrelevant numbers in a mathematical word
problem)
4.2. Organising finding coherence, integrating, outlining, parsing, structuring (e.g.
the students are asked to write graphic hierarchies best corresponds
to the organisation of a presented passage.)
4.3. Attributing deconstructing (e.g. determine the point of view of the author of an
essay in terms of his or her ethical perspective)
5. Evaluate Make judgements based on criteria and standards
5.1. Checking coordinating, detecting, monitoring, testing (e.g. after reading a report
of a chemistry experiment, determine whether or not the conclusion
follows from the results of the experiment.)
5.2. Critiquing judging (e.g. Judge which of the two methods is the best way to solve
a given problem)
6. Create Put elements together to form a coherent or functional whole;
reorganize elements into a new pattern or structure
6.1. Generating hypothesizing (e.g. suggest as many ways as you can to assure that
everyone has adequate medical insurance)
6.2. Planning designing (e.g. design social intervention programmes for
overcoming excessive consumerism)
6.3. Producing constructing (e.g. the students are asked to write a short story based
on some specifications)
Considering the intellectual level of learners, while setting the question paper;
1. 60% weight may be given to thinking skills used for factual and conceptual
attainment and
2. 40% weight may be given to thinking skills for conceptual generation (higher thinking
skills has to be ensured in this category). Thinking skills for conceptual generation
means thinking skills needed for elaborating the concepts.

5
 Refer the range of thinking skills given above. We can include the thinking skills no.1.1
to 3.2 (11 processes) under first category and 4.1 to 6.3 (8 processes) under second
category.

Guidelines for setting question paper - Biology

1. The total time limit of the question paper is two hours. One hour each for Botany
and Zoology with an extra cool of time of ten minutes each.
2. The weight of objective questions should be between 15%-20% of total score and it
should carry one score.
3. Possibility of including different types of objective questions along with MCQs
should be explored keeping due weight of the objective type questions.
4. MCQs can also be included along with multilevel questions cand also included.
5. The weight of essay question should be between 15%-20% of total score and it should
carry three scores.
6. The short answer question should carry two scores.
7. Graph, diagrams and pictures should be included in the questions wherever
necessary.
8. Diagrams should be included only from the SCERT textbook.
9. Specific hints should be included in the questions if needed.

6
 Sample Question Paper - I
Reg. No: ..........................................
HSE - F.Y. Name : ..........................................
March

PART - III - BIOLOGY

Maximum : 60 Scores
Time: 2 hrs
Cool off time : 20 Minutes
Preparatory time : 5 Minutes

General Instructions to candidates:

• There is a 'Cool off time' of 10 minutes each for Botany and Zoology in addition to the writing
time of 1 hour each. Further there is 5 minutes 'preparatory time' at the end of Botany
examination and before the commencement of Zoology examination.
• You are neither allowed to write your answers nor to discuss anything with others during the 'cool
off time' and preparatory time.
• Use the 'cool off time' to get familiar with questions and to plan your answers.
• Read the questions carefully before answering.
• All questions are compulsory and only internal choice is allowed.
• When you select a question, all the sub-questions must be answered from the same question
itself.
• Calculations, figures and graphs should be shown in the answer sheet itself.
• Malayalam version of the questions is also provided.
• Give equations wherever necessary.
• Nonprogrammable calculators are allowed in the Examination Hall.
s]mXp-\n¿t±-i-߃
• \n¿±njvS ka-b-Øn\v ]pdta t_m´-Wn°pw kpthm-f-Pn°pw 10 an\n´v hoXw "Iqƒ Hm^v ssSw'
D≠m-bn-cn-°pw. IqSmsX t_m´Wn ]co-£-bv°p-tijw kpthm-fPn ]co£ XpS-ßp-∂-Xn\p
apºv 5 an\n´v Xøm-sd-Sp-∏p-Iƒ \S-Øp-∂-Xn-\mbn \¬Ip-∂-Xm-Wv. Cu ka-bØv tNmZy-߃°v
DØcw Fgp-Xmt\m, a‰p-≈h-cp-ambn Bibhn\n-abtam ]mSn-√.
• DØ-c-߃ Fgp-Xp-∂-Xn\v apºv tNmZy-߃ {i≤m-]q¿∆w hmbn-°-Ww.
• F√m tNmZy-߃°pw DØcw Fgp-X-Ww.
• Hcp tNmZy-\-º¿ DØ-c-sa-gp-Xm≥ sXc-s™-SpØv Ign-™m¬ D]-tNm-Zy-ßfpw AtX tNmZy-\-
º-cn¬ \n∂v Xs∂ sXc-s™-Sp-t°-≠-Xm-Wv.
• IW°v Iq´-ep-Iƒ, Nn{X-߃, {Km^p-Iƒ, F∂nh DØ-c-t]-∏-dn¬Øs∂ D≠m-bn-cn-°-Ww.
• tNmZy-߃ ae-bm-f-Ønepw \¬In-bn-´p-≠v.
• Bh-iy-ap≈ ÿeØv ka-hm-Iy-߃ sImSp-°Ww
• t{]m{Km-ap-Iƒ sNøm-\m-ImØ Im¬°p-te-‰-dp-Iƒ ]co-£m-lm-fn¬ D]-tbm-Kn-°mw.
 PART - A
BOTANY
Maximum : 30 Scores
Time: 1 hour
Cool off time : 10 Minutes

1. By examining the four match pairs 1. Xmsg X∂n-cn-°p∂ \mev ]Z-tPm-Un-Iƒ ]cn-
given below find out the correct tim-[n®v icn-bmb ]Z-tPmUnIsf Xmsg-
matched pairs from the alternatives sIm- S p- Ø n- c n- ° p∂ DØ- c - ß - f n¬ \n∂pw
given below. Is≠Øn Fgp-Xp-I.
(i) Photolysis of water - Stroma (i) Pe-Øns‚ t^mt´m-fn-knkv ˛ kvt{Sma
(ii) Carbon fixation - RuBisCO (ii) Im¿_¨ ^nIvtk-j≥ ˛ dp_nkvtIm
(iii)Accessory pigment - Chlorophyll a (iii)AIvkk
- dn ]nKvsa‚ v ˛ t¢mtdm-^n¬ F
(iv) C3 Pathway - Calvin (iv) C3 ]mØvth ˛ Im¬hn≥
A. (i) and (iv) B. (ii) and (iv) A. (i) and (iv) B. (ii) and (iv)
C. (ii) and (iii) D. (i) and (iii) C. (ii) and (iii) D. (i) and (iii)
(1) (1)
2. The protein coat of virus is: 2. sshd-kns‚ t{]m´o≥ Bh-c-W-amWv:
(A) Plasmid (B) Plastid (A) πmkvanUv (B) πmkv‰nUv
(C) Basidium (D)Capsid (C) _ko-Unbw (D)Iym]vknUv
(1) (1)
3. Nodule formation in leguminous plants 3. ]b¿ sNSn-bpsS thcp-I-fn¬ D≠m-Ip∂ apg-
occurs by the continuous interaction Iƒ ssdtkm-_n-b-Øns‚ {]h¿Ø\^e-
between Rhizobium and the plant. Write am-bmWv D≠m-Ip-∂-Xv. Cu {]{In-b-bpsS
the main stages in the nodule formation. {][m\ L´ßƒ Fgp-Xp-I.
(2) (2)
4. An incomplete TCA cycle is given 4. NphsS \¬In-bn-cn-°p-∂ kwbp-‡-ßfn¬
below. Complete the numbered boxes \n∂pw A\p-tbm-P-y-am-bh Xnc-s™-SpØv
by selecting appropriate compounds A]q¿W-amb TCA N{Iw ]q¿Øn-bm-°p-I.
given below.
1

Acetyl CoA

4 2

Malic acid α-ketoglutaric acid

8
Compounds kw-bp-‡-߃
• Pyruvic acid $ ss]dq-hnIv BknUv
• Citric acid $ kn{SnIv BknUv
• Phosphoenol pyruvate $ t^mkvt^mCt\mƒ ss]dq-th‰v
• Succinic acid $ kIvkn-\nIv BknUv
• Oxalo acetic acid $ HmIvkmtem Ak-‰nIv BknUv
• Dihydroxy acetone phosphate $ ssUsslt{UmIvkn Ak-t‰m¨ t^mkvt^‰v
(2) (2)
5. Compare the gametophyte of moss and 5. tamkn-s‚bpw ]∂-¬s®SnbpsSbpw Kmant‰m
fern. ss^‰p-Iƒ Xmc-Xayw sNøp-I.
(2) (2)
6. (A). Observe the figures A and B given 6. (A). NphsS \¬In-bn-cn-°p∂ A, B F∂o
below and explain the processes Nn{X-߃ \nco-£n®v Ah Hmtcm-∂nepw
occuring in each figure. kw`-hn-°p∂ {]{In-b-Iƒ hni-Z-am-°p-I.

A B

(OR) (As√-¶n¬)

(B). Explain pressure flow hypothesis of (B) kky-ß-fn¬ Blmcw kwh-l\w sNøp∂
translocation of sugar in plants. {]{Inb hy‡- a m- ° p∂ {]j¿ ^v t fm
(2) sslt∏m-Øn-knkv hni-Z-am-°p-I.
(2)

7. Equations (1) and (2) are given below. 7. \¬In-bn-cn-°p∂ c≠v ka-hm-Iy-߃ hni-
Analyse the equations and find out the I- e \w sNbvXpsIm≠v RQ aqeyhpw
RQ values and type of substrates in each k_vkvt{S‰pw Is≠Øn Fgp-Xp-I.
case.
1. C6H12O6 + 6O2 → 6CO2 + 6H2O + Energy
2. 2 (C51H98O6) + 145O2 → 102CO2 + 98H2O + Energy

(2) (2)

9
8. Observe the given diagram 8. \¬In-bncn-°p∂ Nn{Xw \nco-£n-°p-I.

a. Write the family of the floral diagram a. \¬In-bn-cn-°p∂ ^vtfmd¬ Ub-{K-Øns‚

from the choices given below. ^manen GsX∂v Nph-sS-bp≈ DØ-c-ß-
A. Solanaceae fn¬\n∂v Xnc-s™-Sp-sØ-gp-Xp-I.
B. Liliaceae A. skmf-t\-kntb
C. Fabaceae B. enen-tb-kntb
D. Brassicaceae C. ^mt_-kntb
D. {_kn-t°-kntb
b. Write the floral characters of the b. Xncn-®-dn™ ^man-en-bpsS ^vtfmd¬ khn-
identified family. ti-j-X-Iƒ Fgp-Xp-I.
(3) (3)

9. a. Anaphase of mitosis differ from 9. a. {Ia-`w-K-Øns‚ A\-t^kv Du\-`w-K-Ønse

anaphase I of meiosis. Choose the A\-t^kv 1˛¬ \n∂pw hyXym-k-s∏-´n-cn-°p-
correct reason from the following. ∂p. icn-bmb ImcWw Is≠Øn Fgp-Xp-
I.
A. Centromere split and chromatids A. sk≥t{Sm-an-b¿ hn`-Pn®v s{Imam-‰n-Up-
separate. Iƒ th¿]n-cn-bp-∂p.
B. Reappearance of nuclear B. \yq¢n-bm¿ kvXcw ho≠pw {]-Xy-£-
membrane. amIp∂p
C. Pairing of homologous C. ka-cq-]-t{Im-a-tkm-ap-Iƒ tPmUn
chromosomes takes place. tNcp∂p.
D. Crossing over occurs. D. t{ImknwKv Hmh¿ \S-°p-∂p.
b. Explain the preceding and succeeding b. {Ia- ` w- K - Ø ns‚ A\m- t ^- k n\v ap≥]pw
stages of anaphase of mitosis. tijhpw D≈ L´-߃ hni-Zo-I-cn-°p-I.
(3) (3)

10. The figure of a vascular bundle is given 10. hmkvIp-em¿_-≠n-ens‚ Nn{Xw Xmsg sImSp-
below. Øn-cn-°p-∂p.

10
a. Observe the figure and identify a. Nn{Xw \nco-£n-®p-sIm≠v C F∂v AS-bm-f-
labelled part C s∏-Sp-Ønb `mKw Xncn-®-dn-bp-I.
b. Explain the activity of identified part in b. Xncn- ® - d n™ `mK- Ø ns‚ {]h¿Ø\w
dicot stem. ssUt°m´v sÃΩn¬ Fßs\ \S-°p∂p
Fs∂-gp-Xp-I.
(3) (3)

11.a.From the alternatives given below, find 11a. NphsS sImSp-Øn-cn-°p∂ DØ-c-ß-fn¬
out the correct organelle known as \n∂pw tImi-Øns‚ ]h¿lukv F∂-dn-b-
power house of the cell. s∏-Sp∂ tImimw-Kw Is≠-Øp-I.
(A) Nucleus (B) Mitochondria (A) \yq¢n-bkv (B) ssat‰m-tIm¨{Unb
(C) Ribosome (D)Endoplasmic (C) ssdt_mtkmw (D)F≥tUm-πm-kvanIv
reticulum sd‰n-°pew
b. Compare the structural similarities and b. Xncn-®-dn™ tImimw-K-Øn-s‚bpw lcn-X-I-
differences of identified organelle with W-Øn-s‚bpw LS-\-bn-ep≈ kam-\-X-Ifpw
that of chloroplast. hyXym-k-ßfpw Fgp-Xp-I.
(3) (3)

12. Plant growth regulators are widely 12. Im¿jn- I - c w- K Øpw tlm¿´n- I ƒ®dnepw
used in agricultural and horticultural kky-tlm¿tam-Wp-Iƒ hym]-Ia - mbn D]-tbm-
practices. Write any six such practical Kn-°p-∂p. kky-tlm¿tam-Wp-I-fpsS CØ-
applications of plant growth regulators. c-Øn-ep≈ Bdv D]-tbm-K-߃ Fgp-Xp-I.
(3) (3)

13.(A.)Plants growing in tropical regions 13. (A.)t{Sm∏n-°¬ {]tZ-iØv ImWp∂ kky-

show high rate of biomass productivity. ß-fn¬ _tbm-am€v Dev]m-Z\w hfsc IqSp-
Explain the biosynthetic pathway X-em-Wv. CXn\v klm-bn-°p∂ _tbm-kn-
helping for this. ¥-‰nIv ]mØvth hni-Zo-I-cn-°p-I.

(OR) (As√-¶n¬)

(B) Explain photophosphorylation through (B) sIan- H m- k v t am- k n- k n- e qsS t^mt´m- t ^m-
chemiosmosis. kvt^m-dn-te-j≥ hni-Z-am-°p-I.
(3) (3)

11
 Part B
ZOOLOGY
Maximum : 30 Score Time: 1 hrs
Cool off time : 10 Minutes

1. All species of lion belongs to same 1. F√m knwlßfpw Htc P\p-€n¬ s]Sp-
genus. Identify the generic name of lion ∂p. X∂n-cn-°p∂ enÃn¬ \n∂v knw-l-
from the list given below. Øns‚ P\-dnIv t]cv Fgp-Xp-I.
(Homo, Solanum, Panthera, Musca) (Homo, Solanum, Panthera, Musca)
(1) (1)
2. Based on the presence or absence of 2. kv{SIvNd¬ t{]m´o≥ sImfmPs‚
structural protein collagen, pick the odd km∂n[yhpw Akm∂n[yhpw A\pkcn®v
one out hyXykvXambXv FgpXpI.
(Cartilage, bone, blood, adipose tissue) (Im¿´ntePv, F√v, c‡w, ASnt∏mkv Snjyq)
(1) (1)
3. Observe the given pictures (1) and (2) 3. Nn{Xw (1),( 2){i≤n-°pI

(1) (2)

Starch
+
Salivary
Amylase

Temp : 36oC Temp :

above 90oC

a) Write the fate of starch in the test (a) sSÃvSyq_v 1 tebpw 2 tebpw Ãm¿®ns‚
tubes (1) and (2) am‰w F¥v Fs∂gpXpI.
(b) Name 2 factors that regulate (b) F≥kbnans‚ {]h¿Ø\w \nb{¥n
enzyme activity. (2) °p∂ c≠v LSI߃ FgpXpI. (2)
4. Raju was taking lunch with his class 4. cmPp kl]mTnItfmsSm∏w D®`£Ww
mates. They were talking and laughing Ign°pIbmbncp∂p. kwkmcn®pw Nncn®pw
while eating, suddenly Raju started `£Ww Ign°p∂Xn\nSbn¬ cmPphn\v
having 'hiccups'. Give the reason for s]s´∂v F°nƒ hcm≥ XpSßn. CXns‚
this. ImcWw FgpXpI.
(Hint: Oesophagus , trachea, pharynx, (kqN\ : Oesophagus , trachea, pharynx,
epiglottis) (1) epiglottis) (1)

12
5. Complete the blanks with appropriate 5. icn-bmb ]Z-߃ D]-tbm-Kn®v hn´-pt]mb
words. `mK-߃ ]qcn-∏n-°p-I.
Group Animal Respiratory {Kq∏v Pohn izk-\m-h-bhw
Organ
Inverte (b) Tracheal tube C≥sh¿ (b) {S°n-b¬ Syq_v
brate ´nt{_‰
Earthworm (c) aÆnc (c)
Fish Gills a’yw Kn¬kv

(a) Mammal (d) (a) kkvX\n (d)

(2) (2)
6. Two molecular structures A & B are 6. Nn{Xw A & B sImSpØncn°p∂p∂. AXv
given. After analyzing it, select the hniIe\w sNbvXv \yq¢ntbmssSUv
nucleotide and write its name. (2) Xncs™SpØv t]scgpXpI.
(2)

(A) (B)

7. Vermiform appendix is a part of human 7. sh¿ant^mw As∏≥UnIvkv a\pjy

digestive system. Surgical removal of Zlt\{µnb hyqlØns‚ `mKamWv. Cu
vermiform appendix will not hinder the `mKw \o°w sNbv X mepw AXv Zl\
normal digestive process. Give reason {]{Inbsb _m[n°p∂n√. ImcWw
(1) FgpXpI. (1)
8. Fishes of two different classes are 8. c≠v ¢m€pIfn¬ s]´ a’yßfpsS
given in figures X and Y. Nn{X߃ X , Y {i≤n°pI.
Differentiate them. (2) X∂ncn°p∂ Nn{XØnse a’y߃
Dƒs∏- S p∂ ¢m€p- I - f psS hyXymkw
FgpXpI. (2)

(X)

(Y)

13
9. Some muscle fibres are called red fibres 9. Nne akn¬ ss^_-dp-Isf sdUv ss^_-dp-
while other muscle fibres are called Iƒ F∂pw a‰p Nne akn¬ ss^_-dp-Isf
white fibres. Distinguish between red ssh‰v ss^_-dp-Iƒ F∂pw ]d-bp-∂p. sdUv
fibre and white fibre. (2) ss^_-dp-Ifpw ssh‰v ss^_-dp-Ifpw XΩn-
ep≈ hyXymkw Fgp-XpI. (2)
10. Salient features of two phyla are given 10. NphsS sImSp-Øn-cn-°p∂ ss^ew a & b
below. Is≠-Øp-I.
Identify the phylum a & b (a) ISen¬ am{Xw ImWp∂ ]q¿Æ
a) Exclusively marine, adults are hf¿®sbØnb tdUn-ben knsΩ{Sn-
radially symmetrical, presence of °¬ Bb, hm´¿ hmkvIpem¿ knÃw
water vascular system D≈ ss^ew

b) Body Dorso - Ventrally flattened, (b) icocw tUm¿tkm sh‚den ]c∂Xv,

acoelomate, flame cells present.(2) Fkotemta‰v , ^v s fbnw sk√pIƒ
D≈ ss^ew (2)
11. Glucose homeostasis in blood is 11. c‡Ønse •qt°mkv tlmantbmÃmknkv
maintained jointly by two hormones \ne\n¿Øp∂Xv ]m≥{Inbmkns‚ c≠v
secreted by pancreas. Justify the tlm¿tamWpIfpsS Iq´mb {]h¿Ø\w
statement. (2) aqeamWv.\nßfpsS DØcw km[qIcn°pI.
(2)
12. Compare and contrast any 2 salient 12. tIm¿tU‰pIfpw t\m¨˛tIm¿tU‰pIfpw
features of chordates and non - XΩnep≈ c≠v khntijXIƒ XmcXayw
chordates. (2) sNbv X v Ah XΩnep≈ hyXymk߃
FgpXpI. (2)
13. Uremic patients can be treated by 13. bqdoanIv tcmKnIfn¬ bqdnb \o°w sNbvXv
removal of urea from blood. NnIn’n°m≥ km[n°pw.
(a) ChnsS ]cm-a¿in°p∂ NnIn’m coXn
a) Write the name of the method of
FgpXpI.
treatment
(b) KpcpXcamb hr° XIcmdpIƒ°v D≈
b) What is the ultimate method in
A¥naamb NnIn’m coXn GXv? (2)
correction of acute renal failures.
14. ]m‰bpsS XebpsS ]pdw`mKØmWv
(2)
tImºu≠v t\{Xw. Hmtcm tImºu≠v
14. Compound eyes are situated at the t\{XØn\p≈nepw 2000 Ha‰oUnbIƒ D≠v.
dorsal surface of cockroach head. Each ]m‰- b psS IÆnse Ha‰oUnbbpsS
eye consists of about 2000 ommatidia. {]m[m\y߃ FgpXpI. (2)
Write the significance of ommatidia in
cockroach eye. (2) 15. (a) dn^v s fIv k v B£≥ F∂ {]{Inb
hniZoIcn®v AXn\v Hcp DZmlcWw
15. (a) Explain the process of reflex action
FgpXpI. (3)
with an example (3)
(As√¶n¬)
(OR)
(b) t^mt´m-]n-‹‚p-If- psS {]m[m\yw hy‡-
(b) Prepare a flow chart on the am- ° n- s °m≠v Imgv N bpsS {]{Inb
mechanism of vision, specifying the hniZoIcn°p∂ Hcp ^vtfmNm¿´v Xbmdm-
significance of photopigments. (3) °pI. (3)

14
16. A) A special case of Rh incompatibility 16. (A) Hcp {]tXyI Xc-Øn-ep≈ Rh s]mcp-
(mismatching) has been observed Ø-t°-Sp-Iƒ K¿`ÿ inip-hnepw amXm-
between pregnant mother and hnepw ImW-s∏-Sp-∂p. B s]mcpØ-
foetus. t°SpIƒ aqeap≠mIp∂ ÿnXnhnti-
Name the condition mentioned here jw hniZoIcn®v ]cnlmcw \n¿tZin-
and explain the situation leading to °pI.
this condition. Write the necessary
precautions needed for avoiding
(As√¶n¬)
this condition.
(OR)
(B) a\pjylrZ-b-Øns‚ kt¶m-N-hn-Imk
B) Explain how the rhythmic
{]{In-bb
- psS D¬`-hhpw \ne-\n¿Øepw
contractile activity of heart is
hni-Zo-I-cn-°p-I. (3)
initiated and maintained? (3)

15
 Sample Question Paper - I (Botany)
Answer Key
Qn. Sub Value points/Scoring indicators Score Total
No. Qn. splitted score
No.
1 B 1 1
2 D 1 1
3 • Rhizobium bacteria contact a susceptible root hair ½
and divide. ½
• The root hair curl and bacteria invade into it. ½
• Infection thread carries bacteria into the cortex and pericycle. ½ 2
• Division and growth of cortical and pericycle cells lead to
nodule formation.
or
Diagrammatic representation of steps involved in the
formation of root nodules give full score
4 ½
1) Pyruvic acid / pyruvate ½
2) Citric acid / citrate
½ 2
3) Succinic acid/succinate
4) Oxaloacetic acid/OAA Pyruvic acid ½
or
Acetyl CoA

Oxaloacetic acid Citric acid

Malic acid α-ketoglutaric acid

Succinic acid

5 Gametophyte of Moss
• Protonema /creeping, green branched, frequently
filamentous structure/its diagram ½
• Secondary protonema/upright axis with spirally
arranged leaves and multicellular branched rhizoids/ ½
its diagram 2

Gametophyte of Fern
• Prothallus ½
• Inconspicuous, multicellular, free living, photosynthetic ½
thallus with male and female sex organs/
Diagram of prothallus
6 A) Plasmolysis/Exosmosis ½

16
Qn. Sub Value points/Scoring indicators Score Total
No. Qns splitted score
A When the cell is placed in hypertonic solution, water moves
out of the cell and cell shrinks/Explanation of plasmolysis ½
B) Turgid cell/Endosmosis ½ 2
When the cell is placed in hypotonic solution water diffuses ½
into the cell causing turgor pressure and cell becomes turgid
/ Explanation of endosmosis.
OR OR OR
B. • Glucose prepared at the source end by photosynthesis is
converted to sucrose which is transported to phloem seive ½
tube cells by active transport
• Phloem becomes hypertonic, water from adjacent xylem ½
moves into it by osmosis 2
• Osmotic pressure increases, phloem sap moves to area of ½
lower osmotic pressure - sink.
• When sugar is removed osmotic pressure decreases and ½
water moves out of phloem.
6CO2
7. i) RQ = 6O = 1 ½
2
glucose is the substrate ½ 2

ii) RQ = = 0.7 102CO 2 ½

145O 2
fat is the substrate ½
8 a) A. Solanaceae 1
b) Floral features : bisexual, actinomorphic, five sepals,
gamosepalous, valvate, five petals, gamopetalous, valvate ½x4 3
aestivation, 5 stamens - epipetalous, bicarpellary, syncarpous
superior ovary with axile placentation (any four floral
features) / floral formula give 1½ score

⊕ K(5) C(5) A5 G(2)

+
9 a) A. Centromere split and chromatids separate 1
b) Metaphase ½

• Spindle fibres attach to kinetochore of chromosomes

• Chromosomes are moved to spindle equator (any one) ½ 3
or diagrammatic representation
Telophase ½
• Chromosomes cluster at opposite spindle poles
• Reappearance of nuclear membrane around the ½
chromosome cluster (any one)
or Diagrammatic representation

17
Qn. Sub Value points/Scoring indicators Score Total
No. Qns splitted Score
10 a Cambium/Intrafascicular cambium 1
b • Process of formation of cambial ring 1
• Activity of cambial ring and formation of secondary 3
xylem, secondary phloem, secondary medullary rays. ½
• Formation of annual rings with heart wood and sap wood.
(any four sequential steps) ½
or labelled diagram-give 2 score
11 a. B. Mitochondria 1
b. Similarities
• Double membrane bounded organelle
• Matrix with enzymes
• Single circular DNA molecule ½
• 70S ribosomes (any two) ½
Differences
Mitochondria Chloroplast
• Presence of cristae/infoldings of • Presence of 3
innermembrane pigment containing
thylakoids /grana
• Enzymes for aerobic respiration and stroma lamellae ½
• Enzymes for
synthesis of
carbohydrates ½
(any two) or
Diagrams of the two with labelled parts give 2 score
12. Auxin
• Initiate rooting in stem cuttings
• Flowering in pineapple
• Prevent fruit and leaf drop
• Used as herbicides
Gibberellins
• Increase the length of stem in sugarcane crop. ½x6 3
• Bolting in rosette plants
Cytokinin
• Delay of senescence
Ethylene
• Initiate flowering in pineapple
• Hastens fruit ripening in tomatoes, apples
• Promotes female flowers in cucurbits

18
Qn. Sub Value points/Scoring indicators Score Total
No. Qns splitted Score

Abscisic acid
• Induce seed dormancy
• Closure of stomata
(any six practical applications of plant growth regulators)
13 C4 pathway/Hatch and Slack pathway. ½
A • PEP in mesophyll cells accept CO2 by PEPcase and
formation of OAA in mesophyll cells.
• Formation of malic acid and transportation of C4 acid into
the bundle sheath. ½x5
• Break down of malic acid and release of CO2 and C3 acid-
Pyruvate.
• CO2 in bundle sheath cells enters in C3 cycle.
• C3 acid transported into the mesophyll cells and convert
into PEP.
or Schematic representation of C4 Pathway - Give 2½ score 3
or Reasons for increasing biomass productivity
• Kranz anatomy
•No photorespiration
• Breaking down of C4 acid and release of CO2
• Increase CO2 concentration in bundlesheath cells
• RuBisCO functions as carboxylase in bundlesheath cells
(give 2½ score)
OR
B • Splitting of water takes place at the inner side of the ½
thylakoid membrane, protons accumulate in the lumen
of thylakoid.
• Movement of electrons from photosystems, protons are ½
transported across the membrane of thylakoid.
• While transporting electrons, protons are removed from ½
stroma into the innerside of lumen.
• Protons are removed from stroma for the reduction of NADP ½
to NADPH
• Decrease in number of protons in the stroma and creates ½
higher proton gradient in the lumen. 3
• Proton gradient broken down due to the movement of
protons across the membrane to the stroma through Fo ½
of ATPase and release energy to activate ATPase catalyse
the formation of ATP from ADP.

Total Score 30 30

19
 Sample Question Paper - I (Zoology)
Answer Key
Qn. Sub Value points Score Total `
No. Qns

1 Panthera 1 1
2 Blood 1 1
3 Fig 1: salivary amylase in saliva convert starch to maltose ½
Fig 2: salivary amylase is destroyed at high 1
temperature/Enzyme destroyed at high temperature/
No conversion of starch ½
PH/temperature/substrate concentration (any two) ½+½ 1
4 Food enters trachea causing hiccups 1 1
5 a. Vertebrata ½
b. Insect /Name of insect ½ 2
c. Skin ½
d. Lungs ½
6 B - Nucleotide, Adenylic acid 1
1 2
7 Vestigial Organ 1 1
8 X : Chondrichthyes ½
Y : Osteichthyes ½
Chondrichthyes - Cartilaginous endoskeleton ½ 2
Osteichthyes - bony endoskelton (any difference) ½
9 Red fibre : Myoglobin content high, plenty of ½ +½
mitochondria, large amount of O2,
Aerobic muscle (any 2) 2
White fibre : less quantity of myoglobin ½ +½
A few mitochondria less amount of O2
Anaerobic muscle (any 2)
10 a. Echinodermata 1
b. Platyhelminthes 1 2
11 Insulin - Converts glucose to glycogen 1
Glucagon - Converts glycogen to glucose 1 2
12 Chordates : Notochord present/Heart ventral/
post anal tail present/Gill - slits present/ central nervous
system hollow, single (any 2) 1
Non chordates: Notochord absent/Heart dorsal/post anal 1 2
tail absent/Gill - slits absent/ central nervous ventral,solid,
double (any two)

20
 Answer Key
Qn. Sub Value points Score Total
No. Qns

13 a. Haemodialysis 1
b. Kidney transplantation 1 2
14 Mosaic Vision 1
receive several images of an object, more sensitivity 1 2
15 (A) Stimulus→ Receptor→Afferent Neuron→Dorsal root 3
ganglion→ CNS→ efferent neuron →effector
eg : knee jerk reflex
OR OR
(B) Light rays → retina →dissociation of photo pigments
→Action potential → Visual cortex → Image 3
16 (A) - Rh Incompatibility : Rh -ve blood 1
forms antibodies if exposed to Rh +ve blood. 3
Erythroblastosis foetalis. 1
st
Administer Rh antibodies to mother after I delivery 1
OR
(B) SAN - initiate and maintain action potential 1
- Pacemaker 1
AVN, AV bundle, purkinje fibres. 1 3

21
 Sample Question Paper - II
Reg. No: ..........................................
HSE - F.Y. Name : ..........................................
March

PART - III - BIOLOGY

Maximum : 60 Scores
Time: 2 hrs
Cool off time : 20 Minutes
Preparatory time : 5 Minutes

General Instructions to candidates:

• There is a 'Cool off time' of 10 minutes each for Botany and Zoology in addition to the writing
time of 1 hour each. Further there is 5 minutes 'preparatory time' at the end of Botany
examination and before the commencement of Zoology examination.
• You are neither allowed to write your answers nor to discuss anything with others during the 'cool
off time' and preparatory time.
• Use the 'cool off time' to get familiar with questions and to plan your answers.
• Read the questions carefully before answering.
• All questions are compulsory and only internal choice is allowed.
• When you select a question, all the sub-questions must be answered from the same question
itself.
• Calculations, figures and graphs should be shown in the answer sheet itself.
• Malayalam version of the questions is also provided.
• Give equations wherever necessary.
• Nonprogrammable calculators are allowed in the Examination Hall.
s]mXp-\n¿t±-i-߃
• \n¿±njvS ka-b-Øn\v ]pdta t_m´-Wn°pw kpthm-f-Pn°pw 10 an\n´v hoXw "Iqƒ Hm^v ssSw'
D≠m-bn-cn-°pw. IqSmsX t_m´Wn ]co-£-bv°p-tijw kpthm-fPn ]co£ XpS-ßp-∂-Xn\p
apºv 5 an\n´v Xøm-sd-Sp-∏p-Iƒ \S-Øp-∂-Xn-\mbn \¬Ip-∂-Xm-Wv. Cu ka-bØv tNmZy-߃°v
DØcw Fgp-Xmt\m, a‰p-≈h-cp-ambn Bibhn\n-abtam ]mSn-√.
• DØ-c-߃ Fgp-Xp-∂-Xn\v apºv tNmZy-߃ {i≤m-]q¿∆w hmbn-°-Ww.
• F√m tNmZy-߃°pw DØcw Fgp-X-Ww.
• Hcp tNmZy-\-º¿ DØ-c-sa-gp-Xm≥ sXc-s™-SpØv Ign-™m¬ D]-tNm-Zy-ßfpw AtX tNmZy-\-
º-cn¬ \n∂v Xs∂ sXc-s™-Sp-t°-≠-Xm-Wv.
• IW°v Iq´-ep-Iƒ, Nn{X-߃, {Km^p-Iƒ, F∂nh DØ-c-t]-∏-dn¬Øs∂ D≠m-bn-cn-°-Ww.
• tNmZy-߃ ae-bm-f-Ønepw \¬In-bn-´p-≠v.
• Bh-iy-ap≈ ÿeØv ka-hm-Iy-߃ sImSp-°Ww
• t{]m{Km-ap-Iƒ sNøm-\m-ImØ Im¬°p-te-‰-dp-Iƒ ]co-£m-lm-fn¬ D]-tbm-Kn-°mw.
 Part - A
BOTANY
Maximum : 30 Scores
Time: 1 hour
Cool off time : 10 Minutes

1. Names of different fungi are given 1. NphsS \¬In-bn-cn-°p∂ hnhn-[-Xcw ^wK-

below. Find the odd one from the group kp-I-fn¬ \n∂pw Iq´-Øn¬s∏-Sm-Ø-Xns\
and justify your answer. Is≠Øn DØcw \ymbo-I-cn-°p-I.
Aspergillus, Neurospora, Rhizopus, Bkv]¿Pn-e-kv, \yqtdm-kvt]m-d, ssdtkm-
Claviceps. (1) ]-kv, ¢mhn-sk]vkv. (1)

2. Read the following statements and select 2. NphsS \¬In-bn-cn-°p∂ \mev {]kvXm-h-
the correct answer from the given \Iƒ hmbn®v icn-bmb {]kvXm-h-\-Isf
choices. kqNn-∏n-°p∂ DØcw sXc-s™-Sp-°p-I.
(i) Aestivation is the arrangement of (i) Zf-˛-hn-Z-f-ß-fpsS hn\ym-k-amWv GÃn˛-
sepals and petals th-j≥
(ii) Placentation is the arrangement of (ii) Hmh-dn-bn¬ Hmhyq-fp-I-fpsS hn\ym-k˛-
ovules in the ovary. amWv πmk-t‚-j≥.
(iii) Venation is the arrangement of (iii) Ce-I-fpsS hn\ym-k-amWv hot\-j≥
leaves. (iv) knc-I-fpsS hn\ym-k-amWv ^nt√m-Sm-
(iv) Phyllotaxy is the arrangement of Ivkn.
veins. A. (ii), (iii), (iv) B. (i), (ii)
A. (ii), (iii), (iv) B. (i), (ii) C. (i), (iv) D. (i), (ii), (iii)
C. (i), (iv) D. (i), (ii), (iii)
(1) (1)

3. A, B F∂o Nn{X-ß-fn¬ ImWp∂ t{Ima-

3. Name the type of chromosomes given
tkm-ap-I-fpsS t]cv Fgp-XpI.
in figure A and B

A B

(1) (1)

4. Write any two differences between 4. {Sm≥kv]n-td-j\pw Kt´-j\pw XΩn-ep≈

transpiration and guttation. GsX-¶nepw c≠vv hyXym-k-߃ Fgp-Xp-I.
(2)
(2)

2
5. Photochemical phase takes place in the 5. lcn-X-I-W-Øns‚ {Km\-bn-emWv {]Im-i-
grana of chloroplast. Write the major L´w \S-°p-∂-Xv. B {]{In-b-bpsS {][m\
stages of that phase. L´-߃ Fgp-Xp-I.
(2) (2)
6. Diagrammatic sketch of diplontic life 6. Untπm‚nIv Pohn-X-N-{I-Øns‚ Hcp tcJm-
cycle is given below. Analyse the sketch Nn{Xw NphsS sImSp-Øn-cn-°p-∂p. Cu Nn{Xw
and construct a haplontic life cycle hni-Ie- \w sNbvXv lmtπm‚nIv Pohn-XN- {I-
pattern. Øns‚ amXrI Xbm-dm-°p-I.

(2) (2)
7. Essential elements are grouped under 7. Ah-iy-aq-e-I-ßsf Ah-bpsS [¿a-Øn\v
four categories on the basis of their A\p-k-cn®v \mev hn`m-K-ambn Xcw-Xn-cn-
various roles. List out the four ®ncn°p- ∂ p. \mev hn`m- K - ß fpw enÃv
categories. sNøpI.
(2) (2)
8. A table with columns A, B, C are given 8. A, B, C F∂o tImf-ß-fp≈ ]´nI NphsS
below.Analyse the table and match the sImSp- Ø n- c n- ° p- ∂ p. ]´nI A]- { K- Y n®v
items of column A with the items of tImfw A bnse C\-ßsf B bnsebpw C
column B and C. bnsebpw C\- ß - f p- a mbn tNcpw- ] Sn
tN¿°pI.

A B C
Ribosomes • Infoldings of • Lipid synthesis
mitochondria
• Rough endoplasmic • Aerobic respiration
reticulum
Cristae • Disc shaped sacs in • Photosynthesis
golgi apparatus
(2)
(2)

3
9. RuBisCO can catalyse carboxylation 9. dp_n- k v t Imbv ° v Im¿t_m- I v k n- t e- j ≥
and oxygenation. Substantiate this {]h¿Ø- \ - s Øbpw HmIvkn- P - t \- j ≥
statement explaining carboxylation and {]h¿Ø-\-sØbpw Xzcn-X-s∏-SpØm≥ Ign-
oxygenation reactions. bpw. Cu c≠v {]h¿Ø-\-ßfpw hnh-cn®v
{]kvXm-h\ km[q-I-cn-°p-I.
(2) (2)

10. Some symbols used for constructing 10 ^vtfmd¬ t^m¿ape Fgp-Xm≥ D]-tbm-Kn-
floral formula are given below. °p∂ Nne kqN-I-߃ \¬In-bn-cn-°p-∂p.
Observe the given symbols and explain Ah hni-I-e\w sNbvXv ]qhns‚ GsX√mw
the floral characters revealed by the khn- t i- j - X - I sf Ah kqNn- ∏ n- ° p∂p
symbols. Fs∂-gp-Xp-I.

⊕,
+,C A , G

(2)
(2)
11. Choose the correct answer from the 11. NphsS sImSp-Øn-cn-°p∂ DØ-c-ß-fn¬
alternatives given below. \n∂pw icn-bm-bXv sXc-s™-Sp-sØ-gp-Xp-I.
a. Pairing of homologous a. ka-cq] t{Ima-tkm-ap-I-fpsS tPmUn
chromosomes is ................... tNc-em-Wv..........................
(crossing over, synapsis, (t{ImknwKv Hmh¿, kn\m-]vkn-kv, sS¿an-
terminalization, syncytium) \-sse-tk-j≥, kn≥kn-jyw)
b. Write the type of cell division in b. GXv Xcw tImi-hn-`-P-\-Øn-emWv apI-
which the identified event occurs fn¬ Xncn-®-dn™ {]{Inb \S-°p-∂Xv?
and write the significances of that B tImi-hn-`P - \- Ø - ns‚ {]m[m-\y-߃
division. F¥v?
(3) (3)

12. Observe the given graph. 12. \¬In-bn-cn-°p∂ {Km^v \nco-£n-°p-I.

a. Identify the type of growth curve a. {Km^v GXv Xcw t{KmØv sI¿hns\ kqNn-
indicated by the graph. ∏n-°p-∂p.
b. Write the name and role of any two plant b. kky- ß - f psS hf¿®sb klm- b n- ° p∂
GsX-¶nepw c≠v kky-tlm¿tam-Wp-I-fpsS
growth promoters.
t]cpw Ah-bpsS [¿ahpw Fgp-Xp-I. (3)
(3)

4
13. (A) Figure of monocot stem is given 13. (A) tamtWm-tIm´v sÃans‚ Nn{Xw NphsS
below. Compare it with monocot root. \¬In-bn-cn-°p∂p. AXv tamtWm-t°m´v dq´p˛-
ambn Xmc-Xayw sNbvXv Fgp-Xp-I.

OR As√-¶n¬

(B) Different types of tissues are given (B) hyXykvX Xc-Øn-ep≈ Ie-Iƒ NphsS
below. \¬In-bn-cn-°p-∂p.
• Guard cells $ Imh¬ tImi-߃
• Phloem $ ^vtfmbw
• Palisade parenchyma $ ]men-tkUv ]mc≥ssIa
• Cortex $ tIm¿´Ivkv
• Xylem $ sskew
Categorise the above tissues under the apI-fn¬ \¬Inb Ie-Isf hyXykvX Snjyp
heads of different tissue systems. knÃ-Øn¬ Xcw-Xn-cn-s®-gp-Xp-I.
(3) (3)
14.(A) Fill in the blank 14. A. hn´p-t]mb `mKw ]qcn-∏n-°p-I.
a. The process of breakdown of a. •qt°mkv ss]dq- h nIv Bkn- U mbn
glucose to pyruvic acid is called hnL- S n- ° p∂ {]{In- b - b mWv
................ ............................
b. Write the steps of the above b. apI- f n¬ Xncn- ® - d n™ {]{In- b - b n¬
identified process where substrate k_vkvt{S‰v seh¬ ATP Dev]m-Z\hpw
level ATP synthesis and NADH + NADH + H+ Dev]m-Z-\hpw \S-°p∂
H+ formation take place. L´-߃ Fgp-Xp-I.

OR As√-¶n¬

(B) a. Name the process in which pyruvic (B) a. ss]dq-hnIv BknUv Im¿_¨ Utbm-
acid is converted to CO2 and ethanol. IvsskUpw FØ-t\mfpw Bbn amdp∂
b. Explain the fate of pyruvic acid in {]{Inb GXv?
aerobic respiration. b. hmbpizk-\Ø- n¬ ss]dq-hnIv Bkn-Un\v
kw`-hn-°p∂ am‰w Fgp-Xp-I.
(4) (4)

5
 Part - B
ZOOLOGY

Maximum : 30 Score Time: 1 hrs

Cool off time : 10 Minutes

1. Odd one out 1. Htc hn`m-K-Øn-e-√m-Ø-Xns\ Is≠-ØpI;

Wuchereria, Taenia solium, Wuchereria, Taenia solium,
Ancylostoma, Ascaris. (1) Ancylostoma, Ascaris. (1)
2. Chemical structure of amino acid 2. 'Serine' F∂ Aant\m Bkn-Uns‚ LS\
"Serine'' is given below. Fill up the blank ]q¿Øn-bm-°pI
portion. (1) (1)
COOH

H C NH2

3. Some lipids have phosphorus and 3. en]n-Up-I-fn¬ t^mkv^dkpw t^mkv-^-d-

phospho related organic compound. kp-ambn _‘-s∏´ kwbp-‡-ßfpw ImW-
Select a phospho-lipid which is found s∏-Sp-∂p. Xmsg sImSp-Øn-cn-°p-∂-h-bn¬
in cell membrane (1) tImi-kvX-c-Øn¬ ImW-s∏-Sp∂ t^mkv
A. Collagen B. Chitin C. Lecithin t^m-en-]nUv Xnc-s™-Sp-°p-I. (1)
D. Rubisco A. Collagen B. Chitin C. Lecithin
D. Rubisco
4. Name the cell junction which helps to 4. Ie-I-fn¬ \n∂pw ]Zm¿∞-ß-fpsS {]hmlw
stop substances from leaking across a XS-bp∂ sk¬ PwKvj≥ GXv?
tissue. (1) (1)
5. Metabolism is a defining feature of all 5. D]m-]Nbw \S-Øp-I-sb-∂Xv F√m Pohn-I-
living organisms. Justify fp-tSbpw {]tX-y-I-X-bmWv km[q-I-cn-°p-I.
(1) (1)
6. Match the following 6. tNcpw-]-Sn- tN¿°pI
A B
a) Connect bone to bone Blood
b) Connect muscle to bone Ligament
c) Fat storing tissue Tendon
d) Fluid connective tissue Adipose

(2) (2)

6
7. Imagine that your friend is an athlete. 7. Imbn-I-Xm-c-amb Xm¶-fpsS kplrØv kZm
He always complains of muscle spasm. akn-ep-I-fpsS tIm®n-∏n-Sp-Ø-sØ-°p-dn®v
Doctor prescribed him to take calcium ]cm-Xn-s∏-Sp-∂p. tUmIvS¿ Im’yw AS-
tablets. Give reason. (2) ßnb acp-∂p-Iƒ Ipdn®p \¬In. ImcWw
8. Observe the graph given below. Fgp-XpI (2)
8. NphsS \¬Inbn--c n- ° p∂ {Km^v \nco--£n-
°pI

Progress of reaction

Mention the role of enzyme in a

chemical reaction in the above graph {Km^v \nco-£n-®-Xn\vtijw cmk{]h¿Ø-
(2) \-Øn¬ F≥ssk-ans‚ ]¶v hy-‡-am-°p-I.
(2)
9. Why do terrestrial animals excrete urea
while most of the aquatic animals 9. Ic- b nse Pohn- I ƒ°v bqdnb BWv
excrete ammonia as waste material. hnk¿÷yhkvXp. F∂m¬ an°-hmdpw F√m
ip≤ Pe-Po-hn-I-fp-tSbpw hnk¿÷y hkvXp
(2)
Atam-Wnb BW.v F¥psIm-≠v? (2)
10. During classroom discussion a student
said that sponges are more complex 10. ¢mkv dqan-ep-≠mb N¿®-bn¬ kvt]m©p-I-
fmWv \ntU-dn-tb-°mƒ IqSp-X¬ k¶o¿W
than cnidarians. Do you agree with him.
LS-\-bp≈ Pohn-Iƒ F∂v Hcp Ip´n Ah-
Justify. (2) Im- i - s ∏- ´ p. Xm¶ƒ AXv Aw- K o- I - c n- ° p-
11. Protein digesting enzymes in digestive ∂pt≠m? hy-‡-am-°p-I. (2)
system are secreted in an inactive form- 11. Zl-t\-{µo-bm-h-ÿ-bnse t{]m´o≥ Zln-∏n-
Give reason (2) °p∂ F≥sskap- I ƒ {ihn- ∏ n- ° p- ∂ Xv
\njv{Inbm-h-ÿ-bn-em-Wv. ImcWw hy-‡-am-
12. Blood and lymph are the body fluid °p-I. (2)
which helps in transport of materials in
our body. Differentiate them . (2) 12. c‡hpw enw^pw ]c-yb
- \ hyh-ÿbpsS `mK-
am-Wv Ah XΩn-ep≈ hy-Xymk߃ Fgp-
XpI. (2)

7
13. Asthma and emphysema are two 13. BkvXabpw Fw^o-ko-abpw a\p-jy iz-k\
disorders of human respiratory system. hy-h-ÿsb _m[n-°p∂ c≠v tcmK-ß-fm-
Mention their causes and symptoms. Wv. Ah-bpsS e£-W-ßfpw Imc-W-ßfpw
Fgp-XpI. (2)
(2)
14. (a)tIƒhnbpw ico- c - Ø ns‚ k¥p- e n- X m-
14. (a) The ears perform two sensory
hÿbpw \ne-\n¿Øp-I- F∂Xv I¿W-ß-
functions hearing and maintenance of
fpsS c≠v {][m-\- [¿a-ß-fmWv. _[n-c-\mb
body balance. It is evident that a deaf
Hcp hy-‡n°v Xs‚ icocØns‚ k¥p-en-
person has the ability to maintain body
Xmhÿ \ne- \ n¿Øp- h m≥ Ign- b p- ∂ - s X-
balance Justify. (1) ßs\? (1)
(b) Prepare a flow chart showing (b) {ihW {]{Inb hni-Zo-Ic
- n-°p∂ ^vtfm
mechanism of hearing (2) Nm¿´v Xøm-dm-°p-I. (2)

15. (A) Figure A and B are the organisms 15 (A) Abpw B bpw c≠v hy-X-ykvX ss^e-
of two different phyla. ß-fn-ep≈ Pohn-I-fm-Wv. Ah GsX-√m-am-
sW∂v Xncn-®-dn™v Ah-bpsS sshPm-X-y-
Identify and write the differences
߃ th¿Xn-cn-s®-gp-Xp-I. (3)
between them. (3)

(B )
(A)

OR
OR
15(B)B\-Ifpw Xnanw-K-ehpw hy-X-ykvX Bhmk
15.(B)Elephants and whales live in different
hy-hÿ
- b
- n¬ Pohn-°p-∂p-sh-¶nepw Ch Htc
habitats but they belong to the same
¢mkn¬ Dƒs∏-Sp-Øn-bn-cn-°p-∂p. Ch-bpsS
class. Identifying the class, give reasons
for including them in the same class. ¢mkv Xncn- ® - d n™v AXn¬ Dƒs∏- S p-
Øphm\p≈ Imc-Ww Fgp-Xp-I. (3)
(3)

16) Schematically represent hormonal 16) ÃotdmbnUv tlm¿tam-Wns‚ {]h¿Ø\

action of a steriod hormone ssien hy-‡-am-°p∂ cq]-tcJ Xøm-dm-
(3) °pI. (3)

8
 Sample Question Paper - II (Botany)
Answer Key

Qn. Sub Value points/Scoring indicators Score Total

No. Qns splitted score

1 Rhizopus ½
Rhizopus is a phycomycete others are Ascomycetes/
sac fungi / ascospore producing fungi/ any differentiating ½ 1
reason between ascomycetes and phycomycetes
2 B. (i, ii) 1 1
3 A Sub metacentric ½
B Telocentric ½ 1
4 Transpiration Guttation
• Evaporative loss of water • Loss of water in the ½+½
by plants form of liquid droplets
• Takes place mainly through •Takes place through 2
stomata in the leaves special openings of veins
near the tip of grass ½+½
blades or leaves of
herbaceous plants
or any two differences between the two -give 2 score
5 Photochemical phase
• Light absorption ½
• Water splitting / photolysis of water ½
• Oxygen release 2
• formation of high energy chemical intermediates ATP ½
and NADPH or
Schematic representation of Non-cyclic photophosphorylation
showing the above mentioned events - give 2 score ½
6
Zygote
(2n)
Meiosis

syngamy
Spores
(n)
is
genes
eto
gam

gametophyte
(n)
gametophyte(n) → gametogenesis ½
syngamy → zygote (2n) ½
formation of spores (n) by meiosis ½ 2
formation of gametophyte (n) from spore ½

9
Qn. Sub Value points/Scoring indicators Score Total
No. Qns splitted score
7 • As components of biomolecules and structural elements ½
of cells.
• Components of energy related chemical compounds /
explanation with example ½ 2
• Activate or inhibit enzymes / its explanation with
example ½
• Alter the osmotic potential of a cell / its explanation with
example. ½
8 A B C
Ribosomes • Rough endoplasmic • Protein synthesis
½+½ 2
reticulum
Cristae • Infoldings of mito- • Aerobic respiration ½+½
chondria
9 Carboxylation
• RuBP combines with CO2 and form 2 molecules of 3-PGA
• This reaction is catalysed by the enzyme RuBisCO/ 1
RuBisCO has much affinity for CO2 than for O2
or correct equation with the name of enzyme give 1 score
Oxygenation
RuBP combines with O2 and form one molecule of 3PGA and 1 2
phosphoglycolate and this reaction is catalysed by the enzyme
RuBisCO or correct equation with the name of enzyme give
1 score
OR
The active site of RuBisCO can bind to both CO2 and O2 /
The binding of CO2 and O2 to RuBisCO is competitive/
The relative concentration of CO2 and O2 that determines
which of the two will bind to the enzyme. (Give one score to
any of these two responses.)
10 ⊕ − Actinomorphic ½
- Bisexual / hermaphrodite ½
+ 2
C A - epipetalous ½
G - superior ovary/ hypogynous ½
11 a. Synapsis 1
b. Meiosis ½
Significances
• Conservation of specific chromosome number of each ½
species 3
• Reduction of chromosome number by half ½
• Increase genetic variability in the population of ½
organism from one generation to the next.

10
Qn. Sub Value points/Scoring indicators Score Total
No. Qns splitted score
12 a Sigmoid growth curve / S-shaped growth curve 1
b Auxin - prevent earlier fruit and leaf drop
- Apical dominance
Gibberellin - Increase length of grape stalk ½+½
- Bolting in rossette plants
Cytokinins - Rapid cell division ½+½ 3
(Name of any two plant growth promoters ½ + ½ )
(Any two roles of plant growth promoters ½ + ½)
13 • Presence of root hairs
• Homogenous cortex
• Presence of endodermis
• Presence of casparian strips in the endodermis
• Presence of pericycle ½x6 3
• Large pith
• Radial vascular bundles
• Polyarch/exarch xylem
(Any six responses) or
Correct diagrammatic sketch or cellular diagram with
labelling give full score
B OR Epidermal Ground Tissue Vascular Tissue OR OR
Tissue system System System
Guard cells Cortex Phloem
Palisade Parenchyma Xylem
• for writing three tissue systems ½ score each ½x3 3
• For writing one tissue each under each tissue systems
½ score each ½x3
14 a. Glycolysis/EMP pathway 1
A b. • Conversion of 1, 3 bisphosphoglyceric acid (BPGA) to
3 - phosphoglyceric acid (3-PGA) / 1 4
1, 3 bisphosphoglyceric acid+ ADP 3-Phosphoglyceric
acid + ATP
• Conversion of phosphoenol pyruvate (PEP) to pyruvic acid/ 1
Phosphoenol pyruvate (PEP) + ADP Pyruvic acid + ATP
• Conversion of 3 - phosphoglyceraldehyde (PGA) to 1,3- 1
bisphosphoglycerate/
3 - phosphoglyceraldehyde (PGA)+ NAD+
1,3- bisphosphoglycerate + NADH + H+
OR OR OR OR
B a. Alcoholic fermentation 1
b. • Pyruvic acid is transported from cytoplasm to the
mitochondria and undergoes oxidative decarboxylation 1
• Pyruvic acid + CoA+ NAD+
Mg2+ 2 4
Pyruvate dehydrogenase
Acetyl CoA+ CO2 + NADH + H+ or explanation of this

Total Score 30 30
11
 Sample Question Paper - II (Zoology)
Answer Key
Qn. Sub Value points Score Total
No. Qns

1 Taenia solium 1 1
2 CH2OH 1 1
3 Lecithin 1 1
4 Tight junction 1 1
5 All living organisms exhibit metabolism 1 1
6 a. ligament ½
b. tendon ½
c. adipose ½
d. blood ½ 2
7 Ca deficiency leads to muscle spasm, endoplasmic reticulam 1
releases when neurotransmitter stimulate the muscle, ca 1 2
bind with troponin that leads to remove the mask of active
site for bind with myosinhead resulting contraction of
muscle/flow chart of muscle contraction.

8 Enzyme + substrates EScomplex ½

EScomplex need less activation energy, ½
enzyme lowers the activation energy, ½
when enzyme is absent activation energy is high ½ 2
9 Ammonia is toxic, soluble in water, requires large amount 1
of water for elimination, urea is less toxic so no harm if 1 2
remains in the body, excess water to be needed for NH3
become less toxic.
10 No, Sponges - cellular level of organization/aggregation of 1
ells/primitive/asymmetrical.
Cnidarians - tissue level, diploblastic/radially symmetrical 1 2
11 Intestinal enzyme/proteases are proteolytic, digest the 1
cellular and extra cellular proteins of the wall of intestine 1 2
12 Blood-the fluid present in the blood vessel, red coloured fluid 1
connective system, consists of plasma-plasma protein, blood
cells. Lymph the interstitial fluid present in the lymphatic, 1 2
vessel, plasma proteins, RBC, platelets are absent,
responsible for immune response.

12
Qn. Sub Value points Score Total
No. Qns splitted score

13 Emphysema alveolar wall damage due to cigarette smoking 1

Asthma inflammation of bronchioles due to allergy.....dust,
pollen, some food etc. 1 2
14 Semicircular canals & vestibule helps in balancing 1
Pinnae - tympanum - ear ossicles -ovalwindow- scala
vestibule - scala tympani- organ of corti auditory nerve. 2 3
15A A B
Platyhelminthes Aschelminthes 1
a. Flat body Round
b. Acoelomate Psuedocoelomate 3
c. Flame cells Excretory tube
d. Organ level organisation Organ system level 2
organisation
OR
B Mammalia
a. pinnae
b. hairy exoskeleton
c. mammary gland 3
d. viviparous
e. heterodont 2
f. diaphragm (correct four responses)
16 Steroid hormone à Cellmembrane à nucleus à hormone - ½,½
receptor complex à genome à mRNA à protein à ½,½
physiological responses. ½,½ 3
(any six points)

Total Score 30 30

13