Professional Documents
Culture Documents
10 Biology Textbook BM 2024-25-1
10 Biology Textbook BM 2024-25-1
Smt. S. Bhanumathi
Lecturer, SCERT, AP
Sri. N. Kumaraswamy
H.M, ZPHS, Rompivalasa,
Pathapatnam (M), Srikakulam Dist.
Smt. K. Manjula
School Assistant, (BS) ZPHS
Palasamudram, Gorantla (M)
Sri Satya Sai Dist.
CHAIRMAN, ADVISORY GROUP FOR TEXTBOOKS IN SCIENCE AND MATHEMATICS
J.V. Narlikar, Emeritus Professor, Chairman, Advisory Committee Inter University Centre for
Astronomy & Astrophysics (IUCCA), Ganeshbhind,
Pune University, Pune
CHIEF ADVISOR
Rupamanjari Ghosh, Professor, School of Physical Sciences, Jawaharlal Nehru University, New Delhi
MEMBERS
Anjni Koul, Lecturer, Department of Education in Science and Mathematics (DESM), NCERT, New
Delhi
Anupam Pachauri, 1317, Sector 37, Faridabad, Haryana
Anuradha Gulati, TGT, CRPF Public School, Rohini, Delhi
Asfa M. Yasin, Reader, Pandit Sunderlal Sharma Central Institute of Vocational Education, NCERT,
Bhopal
Charu Maini, PGT, DAV School, Sector 14, Gurgaon, Haryana
Dinesh Kumar, Reader, DESM, NCERT, New Delhi
Gagan Gupta, Reader, DESM, NCERT, New Delhi
H.L. Satheesh, TGT , DM School, Regional Institute of Education, Mysore
Madhuri Mahapatra, Reader, Regional Institute of Education, Bhubaneswar, Orissa
Puran Chand, Joint Director, Central Institute of Educational Technology, NCERT, New Delhi
S.C. Jain, Professor, DESM, NCERT, New Delhi
Sujatha G.D., Assistant Mistress, V.V.S. Sardar Patel High School, Rajaji Nagar, Bangalore
S.K. Dash, Reader, DESM, NCERT, New Delhi
Seshu Lavania, Reader, Department of Botany, University of Lucknow, Lucknow
Satyajit Rath, Scientist, National Institute of Immunology, JNU Campus, New Delhi
Sukhvir Singh, Reader, DESM, Regional Institute of Education, Ajmer, Rajasthan
Uma Sudhir, Eklavya, Indore
MEMBER-COORDINATOR
Brahm Parkash, Professor, DESM, NCERT, New Delhi
The National Curriculum Framework (NCF) 2005, recommends that children’s life at
school must be linked to their life outside the school. This principle marks a departure from the
legacy of bookish learning which continues to shape our system and causes a gap between
the school, home and community. The syllabi and textbooks developed on the basis of NCF
signify an attempt to implement this basic idea. They also attempt to discourage rote
learning and the maintenance of sharp boundaries between different subject areas. We
hope these measures will take us significantly further in the direction of a child-centred system
of education outlined in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and teachers will
take to encourage children to reflect on their own learning and to pursue imaginative
activities and questions. We must recognise that, given space, time and freedom, children
generate new knowledge by engaging with the information passed on to them by adults.
Treating the prescribed textbook as the sole basis of examination is one of the key reasons why
other resources and sites of learning are ignored. Inculcating creativity and initiative is
possible if we perceive and treat children as participants in learning, not as receivers of a fixed
body of knowledge.
These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar
so that the required number of teaching days are actually devoted to teaching. The methods
used for teaching and evaluation will also determine how effective this textbook proves for
making children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular burden by
restructuring and reorienting knowledge at different stages with greater consideration for
child psychology and the time available for teaching. The textbook attempts to enhance this
endeavour by giving higher priority and space to opportunities for contemplation and
wondering, discussion in small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT) appreciates the
hard work done by the textbook development team responsible for this book. We wish to
thank the Chairman of the advisory group in science and mathematics, Professor J.V. Narlikar
and the Chief Advisor for this book, Professor Rupamanjari Ghosh, School of Physical
Sciences, Jawaharlal Nehru University, New Delhi, for guiding the work of this committee.
Several teachers contributed to the development of this textbook; we are grateful to them
and their principals for making this possible. We are indebted to the institutions and
organisations which have generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education, Ministry of Human
Resource Development under the Chairmanship of Professor Mrinal Miri and Professor G.P.
Deshpande, for their valuable time and contribution. As an organisation committed to
systemic reform and continuous improvement in the quality of its products, NCERT welcomes
comments and suggestions which will enable us to undertake further revision and refinement.
Director
New Delhi National Council of Educational
20 November 2006 Research and Training
The Government of Andhra Pradesh has unleashed a new era in school education by
introducing extensive curricular reforms from the academic year 2020-21. The Government
has taken up curricular reforms intending to enhance the learning outcomes of the children
with focus on building solid foundational learning and to build up an environment
conducive for an effective teaching-learning process. To achieve this objective,
Government of Andhra Pradesh has decided to implement the NCERT curriculum for Class
10th from the academic year 2024-25 to reach the global standards.
As a part of the curriculum reform, SCERT, Andhra Pradesh has translated the NCERT
content of Biological Science into Telugu language with the consent of NCERT and
developed it into Bilingual textbook. QR codes are incorporated in the beginning of each
lesson to enrich the content of the subject and to enable learning outside the classroom. In
this textbook, lessons on the themes like Living world and Natural Resources are incorporated
under Biological Science. In order to reinforce the concepts, several projects and activities
are given to inculcate scientific temperament. Each lesson is provided with eye catching
illustrations to engage the children. The salient features of the lessons are given under the title
“What you have learnt” for the review of the important concepts. Questions are framed for
each lesson to recapitulate the conceptual understanding. To achieve competencies
required drawings, activities, project works, model making are given in the content. Do you
know, More to know, Think it over are given in the text book to give additional information. An
effort has been made to relate the scientific concepts with the real-life events thereby
developing and promoting scientific temperament. “Exercises” have been given for
assessment which helps students to scale-up further in their learning of concepts.
We are grateful to our Honourable Chief Minister Sri Y.S. Jagan Mohan Reddy for being
our source of inspiration to carry out this extensive reform in the Education Department. We
extend our gratitude to our Honourable Minister of Education Sri Botcha Satyanarayana for
striving towards qualitative education. Our special thanks to Sri Praveen Prakash, IAS, Principal
Secretary to Govt., School Education, Sri S. Suresh Kumar, IAS, Commissioner of School
Education, Sri B. Srinivasa Rao, IAS, State Project Director, Samagra Shiksha A.P, for their
constant motivation and guidance.
We convey our special thanks to the NCERT for their cooperation and assistance in
adopting their curriculum. We also thank our translators, editors and layout designers for their
contribution in the development of this textbook. We invite constructive feedback from the
teachers and the parents in further refinement of the textbook.
RUPAMANJARI GHOSH
Professor of Physics
School of Physical Sciences
Jawaharlal Nehru University
New Delhi
The National Council of Educational Research and Training (NCERT), besides
expressing its gratefulness towards the members of the Textbook Development
Committee for their contribution in the development of the Science Textbook for Class X,
also acknowledges the contribution of the following members for reviewing, editing,
refining, and finalisation of the manuscript of the book. Kanhiya Lal, Principal (Retd.),
Directorate of Education, NCT, Delhi; Ranveer Singh, Lecturer, Sarvodaya Bal Vidyalaya,
Timarpur, Delhi; Bharat Poorey, Professor (Retd.), Govt. Post Graduate College, Indore;
Gagandeep Bajaj, Lecturer, S.P.M. College, Delhi University, Delhi; Ravinder Kaur, TGT,
Kendriya Vidyalaya, Rohini, Delhi; Renu Puri, TGT, N.C. Jindal Public School, New Delhi;
Sarita Kumar, Reader, Acharya Narendra Dev College, Delhi University, Delhi; Shashi
Prabha, Lecturer, DESM, NCERT, Delhi; Rashmi Sharma, Lecturer, NERIE, Shillong; Sushma
Jaireth, Reader, DWS, NCERT, New Delhi; Y.P. Purang, Addl. Director of Education (Retd.),
NCT, Delhi; Neeta Agarwal, TGT, D.L.D.A.V. Model School, Pitampura, Delhi; Roma Anand,
TGT, D.L.D.A.V., Pitampura, Delhi; Veer Pal Singh, Reader, DEME, NCERT, New Delhi and
S.L. Varte, Lecturer, DESM, NCERT, New Delhi.
The Council also acknowledges the valuable contribution of Sunita Farkya
(Professor, DESM), Pushplata Verma (Assistant Professor, DESM), K.C. Tripathi (Professor, DEL)
and Jatindra Mohan Misra (Professor, DEL) in updating Chapter 16 titled "Sustainable
Management of Natural Resources", and also in the review of this textbook.
The contribution of R.S. Sindhu, Professor (Retd.), DESM; V.P. Srivastava, Professor
(Retd.), DESM; R.K. Parashar, Rachna Garg (Professors, DESM); V.V. Anand, Professor
(Retd.), RIE Mysore; S.V. Sharma (Professor, RIE Mysore); V.P. Singh (Professor, RIE Ajmer); R.
Joshi, Associate Professor (Retd.), DESM; C.V. Shimray, Ruchi Verma (Associate Professors,
DESM); Ram Babu Pareek (Associate Professor, RIE Ajmer); A.K. Srivastava, Rejaul Karim
Barbhuiya, Pramila Tanwar (Assistant Professors, DESM); R.R. Koireng (Assistant Professor,
DCS); V. Tangpu (Assistant Professor, RIE Mysore) and Akhileshwar Mishra (Head Master,
DMS, RIE Bhubaneswar), in the review of this textbook in 2017-18 are acknowledged.
Special thanks are due to Hukum Singh, Professor and Former Head, DESM, NCERT,
New Delhi, for providing all academic and administrative support.
The Council also gratefully acknowledges the support provided by the APC Office
of DESM, administrative staff of DESM; Deepak Kapoor, Incharge, Computer Station,
DESM; Saima and Arvind Sharma, DTP Operators and Rajesh Handa, Illustrator; Mohd.
Qamar Tabrez and Musarrat Parveen, Copy Editors; Seema Yadav, Proof Reader.
The efforts of the Publication Department, NCERT are also highly appreciated.
In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
The National Education Policy 2020, also emphasises reducing the content load and
providing opportunities for experiential learning with creative mindset. In this background,
the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
Learning Outcomes already developed by the NCERT across classes have been taken
Ÿ Overlapping with similar content included in other subject areas in the same class
Ÿ Similar content included in the lower or higher class in the same subject
Ÿ Difficulty level
This present edition, is a reformatted version after carrying out the changes given above.
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
CONTENTS
Chapter 5
Life Processes.................................................2
Jeç¿ìjáT\T
Chapter 6
Control and Coordination.............................40
“jáT+çÔáD eT]jáTT dŸeTqÇjáT+
Chapter 7
How do Organisms Reproduce?..................62
JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT?
Chapter 8
Heredity.........................................................88
nqTe+¥¿£Ôá
Chapter 13
Our Environment........................................102
eTq |Ÿs«esÁD+
1
ANDHRA PRADESH | Biology : Life Processes
Life Processes
2
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
n<ó‘«jáT+ 5
Jeç¿ìjáT\T
3
ANDHRA PRADESH | Biology : Life Processes
¿£Ôá«+ 5.1
g sÁ+>·TsÁ+>·T\ |ŸçÔ\T ¿£*Ðq Å£”+&žýË ™|sÁT>·TÔáTq•
ÿ¿£ yîTT¿£ØqT rdŸT¿Ã+& –<‘VŸ²sÁDÅ£” eTú bÍ¢+{Ù
ýñ<‘ ç¿Ã³HŽ.
g yîTT¿£ØqT eTÖ&ƒTsÃE\T N¿£{ì>·~ýË –+#á+&.
n+<ŠTe\¢ |¾+&|Ÿ<‘sÁÆ+ yîTTÔáï+ –|ŸjîÖÐ+#á
‹&ƒTÔáT+~.
g ‚|ŸÚÎ&ƒT yîTT¿£Ø“ dŸÖsÁ«sÁ¥ˆýË €sÁT >·+³\ bͳT
–+#á+&.
g yî T T¿£ Ø qT+& ÿ¿£ €Å£ ” “ Ôî + #á + & . €Å£ ” |Ÿ # á Ì “
uó²>±\“ >·T]ï+º y{ì“ ||ŸsY ™|Õq ^jáT+&.
g €Å£ ” qT eTsÁ T >· T Ôá T q• ú{ì ý Ë ¿=~Ý “$TcÍ\T |Ÿ³+ 5.2 sÁ+>·TsÁ+>·T\ |ŸçÔá+
–+#á+&. (m) eTT+<ŠT eT]jáT (_) |¾+& |Ÿ¯¿£Œ ÔásÁTyÔá
g ÔásÇÔá €Å£”“ €\ØVŸäýÙ –q• ;¿£sÁTýË eTT+#á+&. €Å£” n&ƒT¦¿ÃÔáqT MTsÁT dŸÖ¿£Œˆ<Š]ô“ ¿ì+<Š C²ç>·Ôáï>±
g C²ç>·Ôáï>± ;¿£sY“ úsÁTq• ‚+¿Ã bÍçÔáýË –+º |Ÿ]o*+ºq³¢sTTÔû (|Ÿ³+5.1ýË #áÖ|¾q $<óŠ+>±) ¿=“• ¿£D²ýË¢
€\ØVŸäýÙ eT]¹> esÁÅ£” yû& #ûjáT+&. €Å£”|Ÿ#áÌ“ #áT¿£Ø\T –+&ƒ³+ >·eT“+#áe#áTÌ. ‡ €Å£”|Ÿ#áÌ“
g €Å£” sÁ+>·T @yîT®+~? ç<‘eD+ jîTT¿£Ø sÁ+>·T #áT¿£Ø\T |ŸçÔáVŸ²]Ô“• ¿£*Ðq VŸ²]Ôá¹sDTeÚ\T>± |¾\e‹&û
mý²–+~? ¿£ D ²+>±\T. ¿ì s Á D Èq« dŸ + jî Ö >· ç ¿ ì j á T Å£ ” |Ÿ ç Ô á V Ÿ ² ]Ôá +
g ‚|ŸÚÎ&ƒT €Å£”qT dŸÈ\ njîÖ&HŽ ç<‘eD+ýË ¿=~Ý nedŸsÁeT“ “sÁÖ|¾+#û ÿ¿£ ¿£Ô«“• #û<‘Ý+.
“$TcÍ\T –+#á+&. ‚|ŸÚÎ&ƒT yîTT¿£Ø\T @ $<óŠ+>± ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT ç>·V¾²kÍïjîÖ
g €Å£”“ rd¾ njîÖ&HŽ ç<‘eD+qT Xø—çuó„+>± ¿£&ƒ>·+&. n<óŠ«jáTq+ #û<‘Ý+. Ô=$Tˆ<Še ÔásÁ>·ÜýË |ŸçÔ\ jîTT¿£Ø n&ƒT>·T
g €Å£” sÁ+>·TqT |Ÿ]o*+#á+&, çbÍsÁ+uó„+ýË ||ŸsY ™|Õ uó²>·+ýË –+&û dŸÖ¿£Œˆ sÁ+ç<ó‘ýÉÕq |ŸçÔá sÁ+ç<ó‘\T >·T]+º
>·T]ï+ºq y{ìÔà dŸ]bþ\Ì+&. |Ÿ³+ 5.2 #î|ŸÚÎÅ£”H•+. ¿ìsÁDÈq« dŸ+jîÖ>· ç¿ìjáTýË ‡ sÁ+ç<ó‘\ <‘Çs
mÅ£”Øe yîTTÔáï+ýË yjáTT eÖ]Î& ÈsÁT>·TÔáT+~. ¿±ú ‚¿£Ø&ƒ
g €Å£” jîTT¿£Ø $$<óŠ çbÍ+ÔýË¢ |¾+& |Ÿ<‘sÁœ+ –“¿ì“ eTTK«+>± >·eT“+#á e\d¾q $wŸjáT+ @$T³+fñ yjáTT
@ $<óŠ+>± “sœ]kÍïeÚ? eÖ]Î& |ŸçÔýË¢Hû ¿±Å£”+&† ¿±+&ƒ+, yûsÁ¢ –|Ÿ]Ôá\+ <‘Çs
Å£L&† ÈsÁT>·TÔáT+~. ‡ |ŸçÔá sÁ+ç<ó‘\ <‘Çs ™|<ŠÝ yîTTÔáï+ýË úsÁT
9
ANDHRA PRADESH | Biology : Life Processes
Activity 5.2
g Take two healthy potted plants which are
nearly the same size.
g Keep them in a dark room for three days.
g Now place each plant on separate glass
plates. Place a watch-glass containing
potassium hydroxide by the side of one
of the plants. The potassium hydroxide
is used to absorb carbon dioxide.
g Cover both plants with separate bell-jars
as shown in Fig. 5.4.
g Use vaseline to seal the bottom of the
jars to the glass plates so that the set-up is
air-tight.
g Keep the plants in sunlight for about two
hours.
g Pluck a leaf from each plant and check
not need carbon dioxide for photosynthesis. The for the presence of starch as in the above
opening and closing of the pore is a function of activity.
g Do both the leaves show the presence of
the guard cells. The guard cells swell when water
the same amount of starch?
ows into them, causing the stomatal pore to
g What can you conclude from this
open. Similarly the pore closes if the guard cells activity?
shrink. 5.2.2 Heterotrophic Nutrition
Based on the two activities performed above, can Each organism is adapted to its environment.
we design an experiment to demonstrate that The form of nutrition differs depending on the
sunlight is essential for photosynthesis? type and availability of food material as well as
how it is obtained by the organism. For
So far, we have talked about how autotrophs
meet their energy requirements. But they also example, whether the food source is stationary
need other raw materials for building their body. (such as grass) or mobile (such as a deer),
Water used in photosynthesis is taken up from the would allow for differences in how the food is
soil by the roots in terrestrial plants. Other accessed and what is the nutritive apparatus
materials like nitrogen, phosphorus, iron and used by a cow and a lion. There is a range of
magnesium are taken up from the soil. Nitrogen strategies by which the food is taken in and
is an essential element used in the synthesis of used by the organism. Some organisms break-
proteins and other compounds. This is taken up down the food material outside the body and
in the form of inorganic nitrates or nitrites. Or it is then absorb it. Examples are fungi like bread
taken up as organic compounds which have been moulds, yeast and mushrooms. Others take in
prepared by bacteria from atmospheric nitrogen. whole material and break it down inside their
10
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
sÁ¿£Œ¿£ ¿£D²\T ¿£Ôá«+ 5.2
g ÿ¹ ¿ |Ÿ ] eÖD+ ¿£ * Ðq Å£ ” +&ž ý Ë ™ | sÁ T >· T Ôá T q•
|ŸçÔá sÁ+ç<óŠ+ €sÃ>·«e+ÔáyîT®q Âs+&ƒT yîTT¿£Ø\T rdŸT¿Ã+&.
VŸ²]Ôá ¹sDTeÚ g eTÖ&ƒT sÃE\T N¿£{ì >·~ýË y{ì“ –+#á+&.
g ‚|Ÿð&ƒT, ÿ¿ÃØ yîTT¿£ØqT ÿ¿ÃØ >±E |Ÿ\¿£™|Õ –+#á+&.
bõ{²w¾jáT+ ™VÕ²ç&†Â¿Õà&Ž –q• y#Y >±¢dtqT ÿ¿£ yîTT¿£Ø
(m) (_)
ç|Ÿ¿£Øq –+#á+&. ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT XËw¾+#áT¿=qT³Å£”
bõ{²w¾jáT+ ™VÕ²ç&†Â¿Õà&Ž –|ŸjîÖ>·|Ÿ&ƒTÔáT+~.
g |Ÿ³+ 5.4ýË #áÖ|¾q $<óŠ+>± Âs+&ƒT yîTT¿£Ø\qT yûsÁT
yûsÁT >·+³ C²&ž\ÔÃ eTÖjáT+&.
>·+³C²&
y#Y >±¢dtýË g >·+³ C²&ž n&ƒT>·T uó²>±“¿ì >±E|Ÿ\¿£Å£” eT<óŠ« >±*
bõ{²w¾jáT+ #=sÁ‹&ƒÅ£”+&† y™d*HŽ |ŸPjáÖ*.
™VÕ²ç&†Â¿Õà&Ž
g Âs+&ƒT >·+³\d|ŸÚ yîTT¿£Ø\qT dŸÖsÁ«sÁ¥ˆýË –+#*.
(m) (_) g ç|ŸÜ yîTT¿£Ø qT+& ÿ¿£ €Å£”“ ÔáT+º ™|Õ ¿£Ôá«+ 5.1ýË
Å£L&† €$sÁeÚÔáT+~. ¿£qT¿£ ¿ìsÁDÈq« dŸ+jîÖ>· ç¿ìjáTÅ£” ¿±sÁÒHŽ &îÕ #áÖ|¾q $<óŠ+>± |¾+& |Ÿ<‘sÁœ+ –“¿ì ¿=sÁÅ£” |Ÿ¯¿£Œ
€Â ¿ Õ à &Ž nedŸ s Á + ýñ q |Ÿ Ú Î&ƒ T ‡ |Ÿ ç Ô á sÁ + ç < ó ‘ \qT yî T T¿£ Ø #ûjáT+&.
eTÖd¾yûdŸTï+~. |ŸçÔá sÁ+ç<ó‘\T eTÖdŸT¿Ãe&ƒ+, ÔîsÁT#áT¿Ãe&ƒ+ nHû g Âs+&ƒT €Å£”\T ÿ¹¿ |Ÿ]eÖD+ýË |¾+& |Ÿ<‘sÁœ+ –“¿ì“
#ásÁ« sÁ¿£Œ¿£ ¿£D²\ <‘Çs ÈsÁT>·TÔáT+~. sÁ¿£Œ¿£ ¿£D²ýË¢¿ì úsÁT dŸÖºdŸTïH•jáÖ?
ç|ŸeV¾²+ºq|ŸÚÎ&ƒT n$ ú{ì“ |Ó\TÌ¿=“ –_Ò |ŸçÔásÁ+ç<ó‘\T g ‡ ¿£Ôá«+ <‘Çs MTsÁT @$T “sÆsÁD #ûkÍïsÁT?
ÔîsÁT#áT¿Ãe&†“¿ì ¿±sÁDeTeÚÔáT+~. n<û$<óŠ+>± sÁ¿£Œ¿£ ¿£D²\T 5.2.2 |ŸsÁ bþwŸD
Å£”+º+#áTÅ£”q•|ŸÚÎ&ƒT |ŸçÔá sÁ+ç<ó‘\T eTÖdŸTÅ£”+{²sTT. ç|ŸÜ J$ <‘“ |Ÿ]dŸsýÔÃ nqT>·TD«Ôá ¿£*Ð –+³T+~. bþwŸD
™|Õq “sÁÇV¾²+ºq Âs+&ƒT ¿£Ô«\ €<ó‘sÁ+>± ¿ìsÁDÈq« dŸ+jîÖ>· $<ó‘q+ €VŸäsÁ |Ÿ<‘sœ\ sÁ¿£+ eT]jáTT y{ì \uó„«Ôá™|Õ
ç¿ìjáTÅ£” dŸÖsÁ«sÁ¥ˆ nedŸsÁeT“ “sÁÖ|¾+#á&†“¿ì eTq+ ÿ¿£
ç|ŸjîÖ>±“• sÁÖbõ+~+#á>·\eÖ? €<ó‘sÁ|Ÿ& –+³T+~. ný²¹> J$ @ $<óŠ+>± €VŸäs“•
dŸÇjáT+ bþwŸ¿±\T ÔáeTÅ£” ¿±e\d¾q Xø¿ìï nedŸs\qT bõ+<ŠTÔáT+~ nHû <‘“™|Õ Å£L&† €<ó‘sÁ|Ÿ& –+³T+~.
mý² rsÁTÌÅ£”+{²sTT nHû <‘“ >·T]+º ‚+ÔáesÁÅ£” eTq+ –<‘VŸ²sÁDÅ£” €VŸäsÁeqsÁT\T >·&¦ eÖ~]>± d¾œsÁ+>± –+³T+<‘
eÖ{²¢&ƒTÅ£”H•+, ¿±ú y{ì Xø¯sÁ “sˆD²“¿ì ‚ÔásÁ eTT& ýñ¿£ ›+¿£ eÖ~]>± #á\q+ ¿£*Ð –+³T+<‘ nHû<‘“ €<ó‘sÁ+>±
|Ÿ < ‘sœ \ T Å£ L &† nedŸ s Á + . ¿ì s Á D Èq« dŸ + jî Ö >· ç ¿ ì j á T ýË
–|ŸjîÖÐ+#û úsÁT uó„Ö$T™|Õ ™|]¹> yîTT¿£Ø\T y{ì yûsÁ¢ <‘Çs €VŸäs“• bõ+<Š&ƒ+ýË, bþwŸD –|Ÿ¿£sÁD²\qT
XËw¾+#áTÅ£”+{²sTT. HîÕç{ËÈHŽ, uó²dŸÇsÁ+, ‚qTeTT eT]jáTT –|ŸjîÖÐ+#á&ƒ+ýË €eÚÅ£”, d¾+VŸä“¿ì e«Ô«dŸ+ –+&ƒe#áTÌ.
yîT^•w¾jáT+ e+{ì ‚ÔásÁ |Ÿ<‘sœ\qT Hû\ qT+& rdŸTÅ£”+{²sTT. J$ €VŸäsÁ+ rdŸT¿Ãe&ƒ+, –|ŸjîÖÐ+#á&ƒ+ýË nHû¿£ sÁ¿±\
çbþ{¡qT¢, ‚ÔásÁ |Ÿ<‘sœ\ dŸ+Xâ¢wŸDÅ£” qçÔáÈ“ nedŸsÁyîT®q eP«VŸä\T –+{²sTT. ¿=“• JeÚ\T ÔáeT Xø¯sÁ+ yî\T|Ÿ\ €VŸäsÁ
eTÖ\¿£+. ‚~ n¿£sÁÒq HîÕçfñ{Ù\, HîÕçfÉ®{Ù\ sÁÖ|Ÿ+ýË rdŸT¿Ã
‹&ƒTÔáT+~. ýñ<‘ yÔesÁD qçÔáÈ“ qT+& u²¿¡¼]jáÖ <‘Çs |Ÿ<‘sœ\qT $ºÌÛq•+ #ûd¾ XËw¾+#áTÅ£”+{²sTT. –<‘VŸ²sÁD\T:
Ôá j á Ö sÁ T #û j á T ‹& q d +ç B já T dŸ y û T ˆÞø H \ sÁ Ö |Ÿ + ýË çuÉ&Ž yîÖýÙ¦à, ‡dŸT¼, |ŸÚ³¼>=&ƒT>·T e+{ì ¥©+çç<ó‘\T. $T>·Ô JeÚ\T
rdŸT¿Ã‹&ƒÔsTT. €VŸ ä s“• yî T TÔá ï + >± Xø ¯ sÁ + ýË¿ì rdŸ T ¿=“ $ºÌÛ q •+
11
ANDHRA PRADESH | Biology : Life Processes
bodies. What can be taken in and broken down
Activity 5.3
depends on the body design and functioning.
Some other organisms derive nutrition from g Take 1 mL starch solution (1%) in two test
plants or animals without killing them. This tubes (A and B).
parasitic nutritive strategy is used by a wide g Add 1 mL saliva to test tube A and leave
variety of organisms like cuscuta (amar-bel), both test tubes undisturbed for 20-30
ticks, lice, leeches and tape-worms. minutes.
5.2.3 How do Organisms obtain their g Now add a few drops of dilute iodine
Nutrition? solution to the test tubes.
Since the food and the way it is obtained differ,
g In which test tube do you observe a colour
the digestive system is different in various
change?
organisms. In single-celled organisms, the food
g What does this indicate about the
may be taken in by the entire surface. But as the
complexity of the organism increases, different presence or absence of starch in the two
parts become specialised to perform different test tubes?
functions. For example, Amoeba takes in food g What does this tell us about the action of
using temporary nger-like extensions of the saliva on starch?
cell surface which fuse over the food particle
forming a food-vacuole (Fig. 5.5). Inside the
food-vacuole, complex substances are broken
down into simpler ones which then diffuse into
the cytoplasm. The remaining undigested
material is moved to the surface of the cell and
thrown out. In Paramoecium, which is also a
unicellular organism, the cell has a denite
shape and food is taken in at a specic spot.
Food is moved to this spot by the movement of
cilia which cover the entire surface of the cell.
12
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
#ûdŸTÅ£”+{²sTT. @~ ýË|Ÿ*¿ì rdŸT¿=“ $ºÌÛq•+ #ûjáÖ* nHû~ ¿£Ôá«+ 5.3
y{ì Xø¯sÁ “sˆD+ eT]jáTT |Ÿ“rsÁT™|Õ €<ó‘sÁ|Ÿ& –+³T+~. g 1$T©¢©³sÁT |¾+& ç<‘eD²“• (1%) Âs+&ƒT |Ÿ¯¿£Œ H[¿£ýË¢
¿=“• JeÚ\T, yîTT¿£Ø\ qT+& eT]jáTT È+ÔáTeÚ\ qT+& y{ì“ rdŸT¿Ã+& (m eT]jáTT _).
#á+|ŸÅ£”+&† €VŸäs“• bõ+<ŠTÔsTT. ¿£dŸTس yîTT¿£Ø,(‹+>±sÁT g |Ÿ¯¿£ŒH[¿£ m ýË ÿ¿£ $T.©. ý²ý²È\+ ¿£*|¾ Âs+&ƒT
r>·), |\T, È\>·\T eT]jáTT ‹<îÝ |ŸÚsÁT>·T\T e+{ì mHÕ sÁ¿±\ |Ÿ¯¿£ŒH[¿£\qT 20 qT+º 30 “$TcÍ\T ¿£<Š|ŸÅ£”+&†
JeÚ\T ‡ |Ÿsq• Jeq $<ó‘H“• nqTdŸ]kÍïsTT. –+#á+&.
5.2.3 JeÚ\T y{ì bþwŸD mý² bõ+<ŠTÔsTT?
g ‚|ŸÚÎ&ƒT ¿=“• #áT¿£Ø\T dŸÈ\ njîÖ&HŽ ç<‘eD+
JeÚýË¢ €VŸäsÁ+, <‘““ bõ+<û $<ó‘HýË¢ e«Ô«kÍ\ ¿±sÁD+>±
|Ÿ¯¿£ŒH[¿£\ýË ¿£\|Ÿ+&.
$$<óŠ JeÚ\ýË JsÁ’ e«edŸœ $$<óŠ sÁ¿±\T>± –+³T+~. @¿£¿£D
g @ |Ÿ¯¿£ŒH[¿£ýË sÁ+>·T eÖsÁ&ƒ+ MTsÁT >·eT“+#sÁT?
JeÚ\T Xø ¯ sÁ –|Ÿ ] Ôá \ + <‘Çs yî T TÔá ï + €VŸ ä s“•
g  s +&ƒ T |Ÿ ¯ ¿£ Œ H [¿£ ý Ë¢ |¾ + & |Ÿ < ‘sÁ œ + –+&ƒ & ƒ + ,
rdŸTÅ£”+{²sTT. ¿±ú JeÚ\ “sˆD+ýË dŸ+¿ì¢wŸ¼Ôá ™|sÁT>·TÔáTq•
ýñ¿£bþe&ƒ+ >·T]+º ‚~ @$T dŸÖºdŸTï+~?
¿=BÝ sÁ¿£sÁ¿±\ |ŸqT\T #ûjáTT³Å£” $$<óŠ uó²>±\T ç|ŸÔû«¿£ÔáqT
dŸ+Ôá]+#áT Å£”+{²sTT. –<‘VŸ²sÁDÅ£” nMTu²ýË Xø¯sÁ g |¾+& |Ÿ<‘sÁœ+™|Õ ý²ý²È\+ jîTT¿£Ø #ásÁ«qT >·T]+º ‚~
–|Ÿ]Ôá\+ qT+& ÔÔØ*¿£ yûÞøß e+{ì “sˆD²\T @sÁÎ& n$ eTqÅ£” @$T Ôî*jáTCñdŸTï+~?
€VŸäsÁ ¹sDTeÚ #áT³Ö¼ €e]+º €VŸäsÁ ]¿ìï¿£ (|Ÿ³+ 5.5)
@sÁÎsÁ#á&ƒ+ <‘Çs €VŸäs“• ýË|Ÿ*¿ì rdŸTÅ£”+{²sTT. €VŸäsÁ
]¿ìï¿£ ýË|Ÿ\ dŸ+¿ì¢wŸ¼ |Ÿ<‘sœ\T dŸsÁÞø|Ÿ<‘sœ\T>± $&ƒ>=³¼‹&, ¹sDTeÚ
¿£Dç<Še«+ýË“¿ì y«|Ÿq+ #î+<ŠTÔsTT. $TÐ*q JsÁ’+ ¿±“
|Ÿ<‘sÁœ+ Xø¯sÁ –|Ÿ]Ôáý²“¿ì #û] ‹jáT{ì¿ì |Ÿ+|Ÿ‹&ƒTÔáT+~.
@¿£¿£D J$ nsTTq |sÁMTw¾jáT+ d¾œsÁyîT®q €¿±sÁ+ ¿£*Ð
ç|ŸÔû«¿£yîT®q ç|Ÿ<ûXøeTT qT+& €VŸäsÁ+ rdŸTÅ£”+³T+~. Xø¯sÁ+
n+Ôá{² y«|¾+ºq XèÕ*¿£\ #á\H\ <‘Çs €VŸäsÁ+ ‡ ç|ŸÔû«¿£
ç|Ÿ<ûXæ“¿ì #ûsÁTÔáT+~.
5.2.4 eÖqeÚýË¢ bþwŸD
JsÁ’HÞø+ çbÍ<¸Š$T¿£+>± HÃ{ì qT+& bÍjáTTeÚ esÁÅ£” ¹sDTeÚ
$dŸï]+ºq bõ&ƒy{ì >=³¼+ e+{ì “sˆD+. JsÁ’HÞø+ýË“
$$<óŠ uó²>±\qT eTq+ |Ÿ³+ 5.6ýË #áÖ&ƒe#áTÌ. B“ýË $$<óŠ
sÁ¿±\ |ŸqT\T #ûjáT&†“¿ì ç|ŸÔû«¿£yîT®q çbÍ+Ô\T –+{²sTT.
ÿ¿£ k Í] eTq Xø ¯ sÁ + ýË¿ì €VŸ ä sÁ + yî [ ßq Ôá s ÇÔá @+
ÈsÁT>·TÔáT+~? eTq+ ‡ ç|Ÿç¿ìjáTqT >·T]+º ‚¿£Ø&ƒ #á]Ì<‘Ý+.
|Ÿ³+ 5.5 nMTu²ýË bþwŸD
13
ANDHRA PRADESH | Biology : Life Processes
We eat various types of food which has to pass
through the same digestive tract. Naturally the
food has to be processed to generate particles
which are small and of the same texture. This is
achieved by crushing the food with our teeth.
Since the lining of the canal is soft, the food is
also wetted to make its passage smooth. When
we eat something we like, our mouth ‘waters’.
This is actually not only water, but a uid called
saliva secreted by the salivary glands. Another
aspect of the food we ingest is its complex
nature. If it is to be absorbed from the
Figure 5.6 Human alimentary canal
alimentary canal, it has to be broken into
The digestion in stomach is taken care of
smaller molecules. This is done with the help of
by the gastric glands present in the wall of the
biological catalysts called enzymes. The saliva
stomach. These release hydrochloric acid, a
contains an enzyme called salivary amylase
protein digesting enzyme called pepsin, and
that breaks down starch which is a complex
mucus. The hydrochloric acid creates an acidic
molecule to give simple sugar. The food is
medium which facilitates the action of the
mixed thoroughly with saliva and moved
enzyme pepsin. What other function do you
around the mouth while chewing by the
think is served by the acid? The mucus protects
muscular tongue.
the inner lining of the stomach from the action
It is necessary to move the food in a
of the acid under normal conditions. We have
regulated manner along the digestive tube so
often heard adults complaining about ‘acidity’.
that it can be processed properly in each part.
Can this be related to what has been discussed
The lining of canal has muscles that contract
above?
rhythmically in order to push the food forward. The exit of food from the stomach is
These peristaltic movements occur all along the regulated by a sphincter muscle which releases
gut. it in small amounts into the small intestine.
From the stomach, the food now enters the
From the mouth, the food is taken to the
small intestine. This is the longest part of the
stomach through the food-pipe or oesophagus. alimentary canal which is tted into a compact
The stomach is a large organ which expands space because of extensive coiling. The length
when food enters it. The muscular walls of the of the small intestine differs in various animals
stomach help in mixing the food thoroughly depending on the food they eat. Herbivores
with more digestive juices. eating grass need a longer small intestine to
14
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
eTq+ ÜHû $$<óŠ sÁ¿±\ €VŸäsÁ |Ÿ<‘sœ\T ‡ JsÁ’ HÞø+
>·T+&†Hû ç|ŸjáÖDìkÍïsTT. dŸVŸ²È+>± €VŸäsÁ+ ºq• ºq•$>± ÿ¹¿
€¿£ ÜýË –+&û ¹ s DTeÚ\T>± eÖs*. eTq <Š + Ô\T
dŸVŸäjáT+Ôà €VŸäs“• #áÖsÁ’+ #ûjáT&ƒ+ <‘Çs B““ €dŸ«Å£”VŸäsÁ+
kÍ~ó+#á>·\T>·TÔ+. JsÁ’ HÞø+ ýË|Ÿ*Ôá\+ eT<ŠTeÚ>±
–+³T+~, ¿±‹{ì¼ €VŸäsÁ+ dŸT\uó„+>± ç|ŸjáÖDì+#á&†“¿ì Ôá&>±
#ûjáT‹&ƒTÔáT+~. eTq¿ì ‚wŸ¼yîT®q €VŸäsÁ+ Üq•|ŸÚÎ&ƒT HÃ{ìýË
úsÁT }sÁTÔáT+~. ‚~ úsÁT eÖçÔáyûT ¿±<ŠT, ý²ý²È\ ç>·+<óŠT\#û
çdŸ$+#á‹&û ý²ý²È\+ nHû ç<Še+. eTq+ rdŸTÅ£”Hû €VŸäsÁ+
jîTT¿£Ø eTsà n+Xø+ @$T³+fñ <‘“ jîTT¿£Ø dŸ+¿ì¢wŸ¼ dŸÇuó²e+.
‚~ JsÁ’HÞø+ qT+& XËw¾+#á‹&†\+fñ ºq• nDTeÚ\T>±
$ºÌÛ q •+ nyÇ*, Je –ç Ô û Î sÁ ¿ ±\T nsTTq m+CÉ Õ e TT\
dŸVŸäjáT+Ôà ‚~ ÈsÁT>·TÔáT+~. ý²ý²È\+ýË –+&û ý²ý²È\
myîT®ýñCÙ nHû m+CÉÕyŽT dŸ+¿ì¢wŸ¼ |¾+& |Ÿ<‘sœ\qT dŸsÁÞø
#á¿ØsÁ\T>± $ºÌÛq•+ #ûdŸTï+~. HÃ{ìýË €VŸäs“• q$Týñ³|ŸÚ&ƒT
¿£+&ƒsÁjáTTÔáyîT®q H\T¿£ €VŸäs“• HÃsÁ+Ôá ¿£*jáTuÉ&ƒTÔáÖ
@sÁÎsÁ#á&ƒ+ <‘Çs ™||¾àHŽ m+CÉÕeTT #ásÁ«\qT dŸT\uó„ÔásÁ+
ý²ý²È\+Ôà |ŸP]ï>± ¿£*d³³T¼ #ûdŸTï+~.
€VŸäsÁ+ dŸ]>±Z JsÁ’+ ¿±e&†“¿ì €VŸäsÁ HÞø+ýË“ ç|Ÿr #ûdŸTï+~. €eT¢+ ‚+¿± m³Te+{ì |Ÿ“ #ûdŸTï+<Š“ MTsÁT
uó²>·+ýË €VŸäsÁ+ ÿ¿£ “jáT+çÜÔá |Ÿ<ŠÝÜýË #á*+#á&ƒ+ nedŸsÁ+. nqTÅ£”+³TH•sÁT? kÍ<ó‘sÁD |Ÿ]d¾œÔáTýË¢ Xâ¢wŸˆ+ €eT¢ ç|Ÿuó²e+
JsÁ’HÞø+ýË ¿£+&ƒsÁjáTTÔáyîT®q ýË|Ÿ\ uó²>·+ jîTT¿£Ø dŸ+¿Ã#á qT+& Js’XøjáT+ ýË|Ÿ* bõsÁqT sÁ¿ìŒdŸTï+~.
»md¾&{¡µ >·T]+º ™|<ŠÝ yÞø—ß #î|ŸðÅ£”+³Ö –+&ƒ&ƒ+
dŸ&ƒ*¿£\T e\q €VŸäsÁ+ eTT+<ŠTÅ£” Hî³¼‹&ƒTÔáT+~. JsÁ’HÞø+
eTq+ ÔásÁ#áT>± $+³T+{²+. ™|Õq #á]Ì+ºq $wŸjáÖ“¿ì B“¿ì
yîTTÔáï+ ‡ $<óŠyîT®q ÔásÁ+>±¿±sÁ(™|]kͼ*{ì¿ù) #á\H\T
dŸ+‹+<óŠ+ –+<‘?
ÈsÁT>·TÔsTT. Js’XøjáT+ qT+& €VŸäs“• ¿=~Ý ¿=~Ý>± ºq•
HÃ{ì qT+& €VŸäsÁ+ Js’XøjáT+ýË¿ì €VŸäsÁyV¾²¿£ <‘Çs
|>·TýË“¿ì $&ƒT<Š\ #ûd dŸ+e]D¡ ¿£+&ƒsÁ+ Js’XøjáT+ qT+&
yîÞø—ÔáT+~. Js’XøjáT+ ÿ¿£ ™|<ŠÝ nejáTe+, €VŸäsÁ+ #ûsÁ>±Hû
€VŸäsÁ+ ‹jáT³Å£” yîÞøß&†“• “jáT+çÜdŸÖï –+³T+~. ‚|Ÿð&ƒT
‚~ $dŸï]dŸTï+~. ¿£+&ƒsÁjáTTÔáyîT®q Js’XøjáT >Ã&ƒ\T €VŸäsÁ+
€VŸäsÁ+ Js’XøjáT+ qT+& ºq•ç|>·TýË“¿ì ç|Ÿyû¥dŸTï+~. ‚~
mÅ£”Øe JsÁ’sÁkÍ\Ôà u²>± ¿£*jáTuÉfñ¼+<ŠTÅ£”
#áT³¼\T #áT³T¼Å£”“ ÔáÅ£”Øe ç|Ÿ<ûXø+ýË neT] –+&û €VŸäsÁ HÞø+
–|ŸjîÖ>·|Ÿ&ƒÔsTT.
Js’XøjáT >Ã&ƒýË¢ –+&û ÈsÄÁsÁ ç>·+<óŠT\T Js’XøjáT+ýË jîTT¿£Ø nÜ bõ&ƒyîÕq uó²>·+.
$$<óŠ È+ÔáTeÚ\ýË n$ ÜHû €VŸäs“• ‹{ì¼ y{ì ºq•
€VŸäs“• JsÁ’+ #ûkÍïsTT. ‡ ÈsÄÁsÁ ç>·+<¸ŠT\T ™VÕ²ç&ÿâ]¿ù
| >· T \ bõ&ƒ e Ú yû s Á T yû s Á T >± –+³T+~. >· & ¦ Ü+³Tq•
€eÖ¢“•, çbþ{¡q¢qT JsÁ’+ #ûd ™||¾àHŽ nHû m+CÉÕeTTqT eT]jáTT
X濱VŸäsÁTýË¢ ™d\T«ýËCÙ JsÁ’+ #ûjáT&ƒ+ ¿ÃdŸ+ bõ&ƒyîÕq ºq•
Xâ¢wŸˆ+qT $&ƒT<Š\ #ûkÍïsTT. ™VÕ²ç&ÿâ]¿ù €eT¢+ €eT¢ eÖ<óŠ«eÖ“•
15
ANDHRA PRADESH | Biology : Life Processes
allow the cellulose to be digested. Meat is emulsied fats. The walls of the small intestine
easier to digest, hence carnivores like tigers contain glands which secrete intestinal juice.
have a shorter small intestine. The enzymes present in it nally convert the
proteins to amino acids, complex
The small intestine is the site of the carbohydrates into glucose and fats into fatty
complete digestion of carbohydrates, proteins acids and glycerol.
and fats. It receives the secretions of the liver Digested food is taken up by the walls of
and pancreas for this purpose. The food coming the intestine. The inner lining of the small
from the stomach is acidic and has to be made intestine has numerous nger-like projections
alkaline for the pancreatic enzymes to act. Bile called villi which increase the surface area for
juice from the liver accomplishes this in absorption. The villi are richly supplied with
addition to acting on fats. Fats are present in the blood vessels which take the absorbed food to
intestine in the form of large globules which each and every cell of the body, where it is
makes it difcult for enzymes to act on them. utilised for obtaining energy, building up new
Bile salts break them down into smaller tissues and the repair of old tissues.
globules increasing the efciency of enzyme The unabsorbed food is sent into the
action. This is similar to the emulsifying action large intestine where its wall absorb more water
of soaps on dirt that we have learnt about in from this material. The rest of the material is
Chapter 4. The pancreas secretes pancreatic removed from the body via the anus. The exit of
juice which contains enzymes like trypsin for this waste material is regulated by the anal
digesting proteins and lipase for breaking down sphincter.
More to Know!
Dental caries
Dental caries or tooth decay causes gradual softening of enamel and dentine. It begins when
bacteria acting on sugars produce acids that softens or demineralises the enamel. Masses of
bacterial cells together with food particles stick to the teeth to form dental plaque. Saliva cannot
reach the tooth surface to neutralise the acid as plaque covers the teeth. Brushing the teeth after
eating removes the plaque before the bacteria produce acids. If untreated, microorganisms may
invade the pulp, causing inammation and infection.
5.3 RESPIRATION
Activity 5.4
1. What are the differences between g Take some freshly prepared lime water in
autotrophic nutrition and heterotrophic a test tube.
nutrition? g Blow air through this lime water.
2. Where do plants get each of the raw g Note how long it takes for the lime water
to turn milky.
materials required for photosynthesis? g Use a syringe or pichkari to pass air
3. What is the role of the acid in our through some fresh lime water taken in
stomach? another test tube (Fig. 5.7).
4. What is the function of digestive g Note how long it takes for this lime water
enzymes? to turn milky.
5. How is the small intestine designed to g What does this tell us about the amount of
absorb digested food? carbon dioxide in the air that we breathe
out?
16
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
|>·T nedŸsÁ+ –+³T+~. eÖ+dŸ+ dŸT\uó„+>± JsÁ’+ neÚÔáT+~ €+çÔá sÁkÍ“• –ÔáÎÜï #ûd ç>·+<óŠT\T –+{²sTT. B“ýË –q•
¿±‹{ì¼ |ŸÚ* e+{ì eÖ+kÍVŸäsÁTýË¢ ºq• |>·T bõ&ƒeÚ ÔáÅ£”Øe>± m+CÉÕyŽT\T ºesÁ>± çbþ{¡q¢qT €yîT®Hà €eÖ¢\T>±, dŸ+¿ì¢wŸ¼ |¾+&
–+³T+~. |Ÿ<‘sœ\qT >·Ö¢¿ÃCÙ >±qT, ¿=eÚÇ\qT ¿=eÚÇ €eÖ¢\ T,
|¾+& |Ÿ<‘sœ\T, çbþ{¡qT¢, ¿=eÚÇ\T dŸ+|ŸPsÁ’+>± JsÁ’+ ТÈsýÙ>±qT eÖsÁTÌÔsTT.
njûT« ç|Ÿ<ûXø+ ºq• |>·T. B“ ¿=sÁÅ£” ¿±ýñjáT+, ¿Ã¢eÖ\ JsÁ’yîT®q €VŸäs“• |>·T >Ã&ƒ\T XËw¾+#áTÅ£”+{²sTT.
çkÍy\qT ºq• |>·T rdŸTÅ£”+³T+~. Js’XøjáT+ qT+& eºÌq ºq•|>·T ýË|Ÿ* Ôá\+ýË |>·T jîTT¿£Ø XËwŸDÔá\ yîÕXæý²«“•
€VŸäsÁ+ €eT¢jáTTÔá+>± –+³T+~. ¿Ã¢eTsÁdŸ m+CÉÕeTT\T ™|+#û #áÖwŸ¿±\T n“ |¾\Te‹&û nHû¿£ yûÞøß e+{ì “sˆD²\T
|Ÿ“#ûjáÖ\+fñ €VŸäsÁ+ ¿Œ±sÁjáTTÔá+>± eÖs*. ¿±ýñjáT+ –+{²sTT. €+çÔá #áÖwŸ¿±\T, JsÁ’yîT®q €VŸäs“• sÁ¿£ï+ýË¿ì
qT+& $&ƒT<ŠýÉÕq ™|ÕÔá« sÁdŸ+ ¿=eÚÇ\™|Õ |Ÿ“#ûjáT&ƒyûT ¿±Å£”+&† XËwŸD+ #ûdŸTÅ£”Hû+<ŠTÅ£” mÅ£”Øe>± sÁ¿£ïHÞ²\qT ¿£*Ð
€VŸäsÁ+ ¿Œ±sÁ jáTTÔá+>± eÖsÁ&ƒ+ýË Å£L&† dŸVŸ²¿£]dŸTï+~. ºq• –+{²sTT. JsÁ’yîT®q €VŸäsÁ+ sÁ¿£ï+ýË¿ì XËwŸD+ #î+~ Xø¯sÁ+ýË
|>·TýË –q• ¿=eÚÇ\T ™|<ŠÝ ™|<ŠÝ ¹sDTeÚ\ sÁÖ|Ÿ+ýË –+&ƒ&ƒ+ ç|ŸÜ ¿£D²“¿ì #ûsÁTÔsTT. Xø¿ìï“ bõ+<Š&†“¿ì, ¿=Ôáï ¿£DC²\+
e\q B“™|Õ |Ÿ“ #ûd m+CÉÕeTT\ #ásÁ« ¿ì¢wŸ¼ÔásÁ+>± –+³T+~. @sÁÎ&ƒ&†“¿ì, bÍÔá ¿£DC²ý²“• u²>·T #ûjáT&†“¿ì €VŸäsÁ
™|ÕÔá«sÁdŸ \eD²\T M{ì“ ºq•ºq• ¹sDTeÚ\T>± $ºÌÛq•+ #ûd¾ |Ÿ<‘sœ\T –|ŸjîÖ>·|Ÿ&ƒÔsTT .
m+CÉÕyŽT jîTT¿£Ø kÍeTsÆ«“• ™|+#áTÔsTT. ‚~ dŸ]>±Z eTT]¿ì ™|Õ JsÁ’+ ¿±“ €VŸäsÁ |Ÿ<‘sœ\T ™|<ŠÝ |>·TÅ£” #ûsÁTÅ£”+{²sTT.
dŸ‹TÒ jîTT¿£Ø ÔásÁ°¿£sÁD #ásÁ«ý²Hû –+³T+~ (eTq+ uó…Ü¿£ ™|<ŠÝ |>·T >Ã&ƒ\T <‘“ýË“ ú{ì“ XËw¾kÍïsTT. úsÁT XËwŸD+
XæçdŸï+ bÍsÄÁ+ýË HûsÁTÌÅ£”+{²+). ¿Ã¢eT+ ¿Ã¢eTsÁkÍ“• çdŸ$dŸTï+~. #î + <Š > ± $TÐ*q |Ÿ < ‘sÁ œ + bÍjá T TeÚ <‘Çs ‹já T {ì ¿ ì
B“ýË çbþ{¡HŽ\qT JsÁ’+ #ûd ç{ì|¾àHŽ, ÔásÁ°¿£sÁD #î+~q $dŸ]¨+|Ÿ‹&ƒTÔáT+~. ‡ e«sœ\qT ‹jáT{ì¿ì |Ÿ+|Ÿ‹&û #ásÁ«
¿=eÚÇ\qT $ºÌÛq•+ #ûd ýÉÕ|CÙ –+{²sTT. ºq• |>·T >Ã&ƒýË¢ bÍjáTT dŸ+|Ÿe]D¡ ¿£+&ƒsÁ+ #ûÔá “jáT+çÜ+#á‹&ƒTÔáT+~.
eT]+Ôá Ôî\TdŸTÅ£”+<‘+ !
<Š+Ôá¿£ŒjáT+
<Š+Ô\™|Õ –q• |¾+>±D¡bõsÁ eT]jáTT &î+{ìHŽ\T ç¿£eT+>± yîTÔáï>± eÖsÁ&†“¿ì |¾|¾Î|ŸÞø—ß ýñ<‘ <Š+Ôá¿£ŒjáT+ ¿±sÁDeTòÔáT+~.
#á¿ØsÁ\™|Õ u²¿¡¼]jáÖ |Ÿ“#ûd¾q|ŸÚ&ƒT, |¾+>±D¡bõsÁqT yîTÔáï|ŸsÁº \eD²\qT ¿ÃýËÎjûTý² #ûd €eÖ¢\ –ÔáÎÜïÔà ‚~
çbÍsÁ+uó„eTòÔáT+~. €VŸäsÁ ¹sDTeÚ\T u²¿¡¼]jáTýÙ ¿£D dŸeTÖVŸä\Ôà ¿£\d¾ <Š+Ô\qT n+{ì™|³T¼¿=“ <Š+Ô\™|Õ bͺ“
@sÁÎsÁTkÍïsTT. <Š+Ô\qT bͺ ¿£|¾Î –q•+<ŠTq ý²ý²È\+ <Š+Ôá –|Ÿ]Ôáý²“• #û] €eÖ¢“• Ôá³dÓœ¿£]+#áýñ<ŠT. Üq• ÔásÁTyÔá <Š+Ôá
<ó‘eq+ u²¿¡¼]jáÖ\T €eÖ¢\qT –ÔáÎÜï #ûjáT&†“¿ì eTT+<û bͺ“ Ô=\ÐdŸTï+~. B““ ný² e~ýñdï dŸÖ¿£ŒˆJeÚ\T <Š+Ôá+ýË“
>·TE¨qT(|ŸýÙÎ) €ç¿£$T+º y|ŸÚqT, dŸ+ç¿£eTD²“• ¿£*ÐkÍïsTT.
5.3 XæÇdŸç¿ìjáT
ç|ŸXø•\T ¿£Ôá«+ 5.4
g ÿ¿£ |Ÿ¯¿£ŒH[¿£ýË n|ŸÚÎ&û ÔájáÖsÁT #ûd¾q dŸTq•|ŸÚ
1. dŸÇjáT+ bþwŸD, |ŸsÁ bþwŸD eT<óŠ« uñ<ó‘\T @$T{ì?
ú{ì“ rdŸT¿Ã+&.
2. ¿ìsÁDÈq« dŸ+jîÖ>· ç¿ìjáTÅ£” nedŸsÁyîT®q eTT& g dŸTq•|ŸÚ ú{ìýË¿ì >±*“ }<Š+&.
|Ÿ<‘sœ\T yîTT¿£Ø\T m¿£Ø&ƒ qT+& bõ+<ŠTÔsTT? g dŸTq•|ŸÚ úsÁT bÍ\eýÉ Ôî\¢>± eÖsÁ&†“¿ì m+Ôá
dŸeTjáT+ |Ÿ&ƒTÔáT+<Ã qyîÖ<ŠT #ûjáT+&.
3. eTq Js’XøjáT+ýË €eT¢+ bÍçÔá @$T{ì? g eTsà |Ÿ¯¿£ŒH[¿£ýË rdŸTÅ£”q• dŸTq•|ŸÚ ú{ìýË“¿ì
4. JsÁ’ç¿ìjáT m+CÉÕeTT\ |Ÿ“ @$T{ì? d¾sÁ+› ýñ<‘ |¾º¿±] <‘Çs >±*“ |Ÿ+|Ÿ+&.(|Ÿ³+ 5.7)
5. JsÁ’yîT®q €VŸäs“• XËw¾+#áT ¿Ãe&†“¿ì ºq• |>·T @ g ‡kÍ] dŸTq•|ŸÚ úsÁT bÍ\eýÉ Ôî\¢>± eÖsÁ&†“¿ì m+Ôá
dŸeTjáT+ |Ÿ{ì¼+<Ã qyîÖ<ŠT #ûjáT+&.
$<óŠ+>± sÁÖbõ+~+#á‹&+~? g eTq+ $&º™|fñ¼ >±*ýË ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž |Ÿ]eÖD+
>·T]+º ‚~ eTqÅ£” @$T Ôî*jáTCñdŸTï+~?
17
ANDHRA PRADESH | Biology : Life Processes
18
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
¿£Ôá«+ 5.5 nDTeÚ eTÖ&ƒT ¿£sÁÒq |ŸsÁeÖDTeÚ\T ¿£*Ðq ™|ÕsÁTyû{Ù>±
$ºÌÛq•+ ¿±e&ƒ+ yîTT<Š{ì <ŠXø. ‡ ç|Ÿç¿ìjáT ¿£Dç<Še«+ýË
g ¿=+#î+ |Ÿ+&ƒ¢ sÁdŸ+ ýñ<‘ |Ÿ+#á<‘sÁ ç<‘eD+ rdŸTÅ£”“
ÈsÁT>·TÔáT+~. ÔásÁTyÔá ™|ÕsÁTyû{Ù, ‚<¸ŠHýÙ eT]jáTT ¿±sÁÒHŽ &îÕ
‡dt¼“ ¿£\|Ÿ+&. B““ ÿ¿£ |Ÿ¯¿£ŒH[¿£ýË“¿ì rdŸTÅ£”“
€Â¿Õà&Ž>± eÖsÁe#áTÌ. ‡ ç|Ÿç¿ìjáT ‡dt¼ýË ¿ìDÇq+ È]¹>³|ŸÚÎ&ƒT
ÿ+{ì sÁ+ç<óŠ|ŸÚ sÁ‹ÒsÁT _sÁ&† _Ð+#á+&.
g ÿ+|ŸÚ >=³¼+ ÿ¿£ ºesÁqT _sÁ&† sÁ+ç<óŠ+¿ì _Ð+º ÈsÁT>·TÔáT+~. ‡ ç|Ÿç¿ìjáT yjáTTeÚ(€¿ìàÈHŽ) ýñq|ŸÚÎ&ƒT
‚+¿=¿£ ºesÁqT n|ŸÚÎ&û ÔájáÖsÁT#ûd¾q dŸTq•|ŸÚ úsÁT ÈsÁT>·TÔáT+~. ¿±eÚq B““ nyjáTT XæÇdŸç¿ìjáT n+{²sÁT.
¿£*Ðq |Ÿ¯¿£ŒH[¿£ýË –+#á+&. €¿ìàÈHŽqT –|ŸjîÖÐ+#áTÅ£”“ ™|ÕsÁTyû{Ù $ºÌÛq•+ ¿±e&ƒ+
g dŸTq•|ŸÚ úsÁTýË @ eÖsÁTÎqT >·eT“+#sÁT? eT]jáTT yîT®{Ë¿±+ç&jáÖýË ÈsÁT>·TÔáT+~.
dŸTq•|ŸÚ úsÁTýË ‡ eÖsÁTÎ ÈsÁ>·&†“¿ì m+Ôá dŸeTjáT+ ‡ $<ó‘q+ýË eTÖ&ƒT ¿±sÁÒHŽ nDTeÚ\T ¿£*Ðq ™|ÕsÁTyû{Ù
|Ÿ{ì¼+~? $ºÌq•+ #î+~ eTÖ&ƒT ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž nDTeÚ\qT ‚dŸTï+~.
g ‚~ ¿ìDÇç|Ÿç¿ìjáT jîTT¿£Ø –ÔáÎÔáTï\T >·Ö]Ì eTqÅ£” @$T úsÁT eTs=¿£ –ÔáÎÜï. yjáTTeÚ (€¿ìàÈHŽ) dŸeT¿£Œ+ýË ‡ ç|Ÿç¿ìjáT
Ôî*jáT#ûdŸTï+~? ÈsÁT>·TÔáT+~. ¿±‹{ì¼ B““ yjáTT dŸV¾²Ôá XæÇdŸç¿ìjáT n+{²sÁT.
nyjáTT XæÇdŸç¿ìjáTýË $&ƒT<ŠýÉÕq Xø¿ìï ¿£+fñ yjáTT dŸV¾²Ôá
XæÇdŸç¿ìjáTýË #ý² mÅ£”Øe yîTTÔáï+ýË Xø¿ìï $&ƒT<Š\ neÚÔáT+~.
¿=“• dŸeTjáÖýË¢ eTq ¿£+&ƒsýË¢ €¿ìàÈHŽ ýñq|ŸÚÎ&ƒT yû¹s
eÖsÁZ+ýË ™|ÕsÁTyû{Ù $ºÌÛq•+ #î+<ŠTÔáT+~, ‚¿£Ø&ƒ ™|ÕsÁTyû{Ù
eTÖ&ƒT ¿£sÁÒ q |ŸsÁe ÖDTeÚ\T ¿£*Ðq ý²¿ì¼¿ ù €eT¢+ >±
eÖsÁÌ‹&ƒTÔáT+~. ‚ý² €¿£d¾ˆ¿£ ¿£Ô«\ýË eTq ¿£+&ƒs\ýË
ý²¿ì¼¿ù €eT¢+ @sÁÎ& ¿£+&ƒs\T |Ÿfñ¼jáT&†“¿ì ¿±sÁD+
neÚÔáT+~.
19
ANDHRA PRADESH | Biology : Life Processes
Endothermic processes in the cell then use this ATP to drive the reactions. When the terminal phosphate
linkage in ATP is broken using water, the energy equivalent to 30.5 kJ/mol is released.
Think of how a battery can provide energy for many different kinds of uses. It can be used to obtain
mechanical energy, light energy, electrical energy and so on. Similarly, ATP can be used in the cells for
the contraction of muscles, protein synthesis, conduction of nervous impulses and many other activities.
Since the aerobic respiration pathway
depends on oxygen, aerobic organisms need to g Count the number of times the sh opens
and closes its mouth in a minute.
ensure that there is sufcient intake of oxygen.
g Compare this to the number of times you
We have seen that plants exchange gases breathe in and out in a minute.
through stomata, and the large inter-cellular
spaces ensure that all cells are in contact with Since the amount of dissolved oxygen is
air. Carbon dioxide and oxygen are exchanged fairly low compared to the amount of oxygen in
by diffusion here. They can go into cells, or the air, the rate of breathing in aquatic organisms
away from them and out into the air. The is much faster than that seen in terrestrial
direction of diffusion depends upon the organisms. Fishes take in water through their
environmental conditions and the requirements mouths and force it past the gills where the
of the plant. At night, when there is no dissolved oxygen is taken up by blood.
photosynthesis occurring, CO2 elimination is Terrestrial organisms use the oxygen in
the atmosphere for respiration. This oxygen is
the major exchange activity going on. During
absorbed by different organs in different
the day, CO2 generated during respiration is animals. All these organs have a structure that
used up for photosynthesis, hence there is no increases the surface area which is in contact
CO2 release. Instead, oxygen release is the with the oxygen-rich atmosphere. Since the
major event at this time. exchange of oxygen and carbon dioxide has to
Animals have evolved different organs take place across this surface, this surface is
for the uptake of oxygen from the environment very ne and delicate. In order to protect this
and for getting rid of the carbon dioxide surface, it is usually placed within the body, so
produced. Terrestrial animals can breathe the there have to be passages that will take air to
oxygen in the atmosphere, but animals that live this area. In addition, there is a mechanism for
in water need to use the oxygen dissolved in moving the air in and out of this area where the
water. oxygen is absorbed.
Activity 5.6 In human beings (Fig. 5.9), air is taken
into the body through the nostrils. The air
g Observe sh in an aquarium. They open passing through the nostrils is ltered by ne
and close their mouths and the gill-slits hairs that line the passage. The passage is also
(or the operculum which covers the gill- lined with mucus which helps in this process.
slits) behind their eyes also open and From here, the air passes through the throat and
close. Are the timings of the opening and into the lungs. Rings of cartilage are present in
closing of the mouth and gill-slits the throat. These ensure that the air-passage
coordinated in some manner? does not collapse.
More to Know!
g Using tobacco directly or any product of tobacco in the form of cigar, cigarettes, bidis,
hookah, gutkha, etc., is harmful. Use of tobacco most commonly affects the tongue, lungs,
heart and liver. Smokeless tobacco is also a major risk factor for heart attacks, strokes,
pulmonary diseases and several forms of cancers. There is a high incidence of oral cancer in
India due to the chewing of tobacco in the form of gutkha. Stay healthy; just say NO to tobacco
and its products!
20
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
¿D£+ýË È]¹> –w>ç’Ÿ±V²Ÿ¿£ #sá«Á\T, Ô<áTŠ|]Ÿ #sá«Á\qT ¿=qkÍÐ+#{Დ¿ì ‡ ATP “ –|j Ÿ ÖîÐ+#TáÅ”£+{²sTT. ú{“ì –|j Ÿ ÖîÐ+#Tá¿=“
ATP ýË“ ºe] b͘dÎ{ Û Ù ‹+<+Šó $ºÌqÛ•+ #+î~q|ÚŸ&Tƒ 30.5 ¿ýìË C…ýàÙ/yÖîýÅÙ”£ deŸÖqyTîq® X¿øïì $&Tƒ<\Š neÚÔTá+~.
u²«³¯ –ÔáÎÜï #ûd Xø¿ìï nHû¿£ sÁ¿±\ #ásÁ«\Å£” mý² –|ŸjîÖ>·|Ÿ&ƒTÔáT+<à €ý˺+#á+&. jáÖ+çÜ¿£ Xø¿ìï, ¿±+Ü Xø¿ìï, $<ŠT«ÔY Xø¿ìï
yîTT<ŠýÉÕq y{ì“ bõ+<Š{²“¿ì B““ –|ŸjîÖÐ+#áe#áTÌ. n<û $<óŠ+>± ¿£D²\ýË ATP ¿£+&ƒs\ dŸ+¿Ã#á+, çbþ{¡HŽ\ dŸ+Xâ¢wŸD, H&ž
ç|Ÿ#Ã<ŠH\ ç|ŸdŸsÁD e+{ì nHû¿£ sÁ¿±ý |ŸqT\Å£” –|ŸjîÖÐ+#á‹&ƒTÔáT+~.
yjáTT dŸV¾²Ôá XæÇdŸç¿ìjáT €¿ìàÈHŽ ™|Õ €<ó‘sÁ |Ÿ&ƒTÔáT+~, g #û|Ÿ HÃ{ì“ eTÖdŸT¿Ãe&ƒ+ ÔîsÁe&ƒ+ “$TcÍ“¿ì
¿±‹{ì ¼ yjá T T dŸ V ¾ ² Ôá XæÇdŸ ç ¿ ì j á T ÈsÁ T |Ÿ Ú Å£ ” Hû JeÚ\T m“•kÍsÁT¢ ÈsÁT>·TÔáT+<à ýÉ¿ìØ+#á+&.
dŸ]|Ÿ&q+Ôá €¿ìàÈHŽqT rdŸT¿Ãe&ƒ+ nedŸsÁ+. yîTT¿£Ø\T |ŸçÔá g ÿ¿£ “$TcÍ“¿ì MTsÁT >±* |Ó\Ì&ƒ+ $&º™|³¼&ƒ+
sÁ+ç<ó‘\ <‘Çs yjáTT $“eTjáT+ #ûkÍïjáT“ eTqÅ£” Ôî\TdŸT. dŸ+K« Ôà B““ bþ\Ì+&.
™|<ŠÝ ™|<ŠÝ ¿£D²+Ôáse¿±Xæ\T n“• ¿£D²\T >±*ÔÃ dŸ+‹+<ó‘“•
¿£*Ж+&ûý² #ûkÍïsTT. ‚¿£Ø&ƒ ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž, €¿ìàÈHŽ\ >±*ýË –q• €¿ìàÈHŽ ¿£+fñ ú{ìýË ¿£]Ðq €¿ìàÈHŽ #ý²
$“eTjáT+ y«|Ÿq+ <‘Çs ÈsÁT>·TÔáT+~. n$ ¿£D+ýË¿ì ýñ<‘ ÔáÅ£”Øe ¿£qT¿£ uó„Ö$T ™|Õ “ed¾+#û JeÚ\ XæÇdŸ ¹s³T ¿£+fñ ú{ìýË
¿£D+ qT+& <ŠÖsÁ+>± >±*ýË¿ì yîÞøß&ƒ+ ÈsÁT>·TÔáT+~. y«|Ÿq “ed¾+#û JeÚ\ XæÇdŸ ¹s³T #ý² yû>·+>± –+³T+~. #û|Ÿ\T
~Xø |Ÿ]dŸs\ |Ÿ]d¾œÔáT\T eT]jáTT yîTT¿£Ø nedŸs\™|Õ HÃ{ì qT+& ú{ì“ rdŸT¿=“ ‹\+>± yîTT|ŸÎ\ ™|Õ¿ì |Ÿ+|¾kÍïsTT,
€<ó‘sÁ|Ÿ& –+³T+~. sçÜ dŸeTjáT+ýË ¿ìsÁDÈq« dŸ+jîÖ>· ú{ìýË ¿£]Ðq €¿ìàÈHŽ yîTT|ŸÎýË¢ sÁ¿£ï+ýË¿ì rdŸT¿Ã‹&ƒTÔáT+~.
ç¿ìjáT ÈsÁ>·q|ŸÚÎ&ƒT, ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž Ô=\Ð+#á&ƒ+ nHû~ ç|Ÿ<ó‘q uó…eT« JeÚ\T yÔesÁD+ýË“ €¿ìàÈHŽqT XæÇdŸç¿ìjáTÅ£”
yjáTT eÖ]Î& #ásÁ«>± ÈsÁT>·TÔáT+~. |Ÿ>·{ì dŸeTjáT+ýË, –|ŸjîÖÐkÍïsTT. $$<óŠ sÁ¿±\ È+ÔáTeÚ\ýË $$<óŠ sÁ¿±\
XæÇdŸç¿ìjáTýË –ÔáÎÜï nsTTq ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž ¿ìsÁDÈq« nejáTy\ <‘Çs ‡ €¿ìàÈHŽ XËw¾+#áT¿Ã‹&ƒTÔáT+~. ‡
dŸ+jîÖ>· ç¿ìjáTÅ£” –|ŸjîÖ>·|Ÿ&ƒTÔáT+~. ¿±‹{ì¼ ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž nejá T y\ú• €¿ì à ÈHŽ n~ó ¿ £ + >± >· \ yÔesÁ D +ÔÃ
$&ƒT<Š\ ¿±<ŠT. ‹<ŠT\T>± ‡ dŸeTjáT+ýË €¿ìàÈHŽ $&ƒT<Š\ dŸ+‹+<ó‘“• ¿£*Ðq –|Ÿ]Ôá\ yîÕXæ\«+ ™|+#á>·\ “sˆD²“•
¿±e&ƒ+ ç|Ÿ<ó‘q dŸ+|˜ŸT³q>± –+³T+~. ¿£*Ж+{²sTT. €¿ìàÈHŽ eT]jáTT ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž eÖ]Î& ‡
yÔesÁD+ qT+& €¿ìàÈHŽqT rdŸT¿=“ –ÔáÎÜï nsTTq –|Ÿ]Ôá\\ <‘Çs ÈsÁ>±* ¿±‹{ì¼ ‡ –|Ÿ]Ôá\+ #ý² |Ÿ\T#á>±,
¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT $&º™|³¼&†“¿ì È+ÔáTeÚ\ýË $$<óŠ dŸT“•Ôá+>± –+³T+~. ‡ –|Ÿ]Ôáý²“• sÁ¿ìŒ+#á&†“¿ì <‘““
nejáTy\T n_óe~Æ #î+<‘sTT. uó„Ö$T MT<Š “ed¾+#û Xø¯sÁ+ ýË|Ÿ\ –+#á‹&ƒTÔáT+~, ¿±‹{ì¼ ‡ çbÍ+Ô“¿ì >±*“
È+ÔáTeÚ\T yÔesÁD+ qT+& €¿ìàÈHŽqT |Ó\TÌÅ£”+{²sTT. ¿±ú rdŸT¿Þ⢠eÖsZ\T ¿£*Ð –+&†*, n<Šq+>± m¿£Ø&îÕÔû €¿ìàÈHŽ
È\#ásÁ JeÚ\T ú{ìýË ¿£]Ðq €¿ìàÈHŽqT –|ŸjîÖÐ+#áT¿Ãe\d¾ XËw¾+#á‹&ƒTÔáT+<à € çbÍ+Ôá+ýË >±* ýË|Ÿ*¿ì eT]jáTT
–+³T+~. yî\T|Ÿ*¿ì ÔásÁ*+#á&†“¿ì ÿ¿£ jáT+çÔ+>·+ –+³T+~.
¿£Ôá«+ 5.6 eÖqeÚ\ýË (|Ÿ³+ 5.9) H¥¿± sÁ+ç<ó‘\ <‘Çs >±*
Xø¯sÁ+ýË¿ì rdŸT¿Ã‹&ƒTÔáT+~. H¥¿± sÁ+ç<ó‘\ýË >±* yîÞâ¢
g m¹¿Ç]jáT+ýË“ #û|Ÿ\qT |Ÿ]o*+#á+& n$ HÃ{ì“, ¿£Þøß eÖsÁZ+ýË –+&û yî+ç³T¿£\T >±*“ e&ƒbþkÍïsTT. >±* yûÞâß
yîqT¿£>± –+&û yîTT|ŸÎ N*¿£\qT (ýñ¿£ yîTT|ŸÎ N*¿£\T eÖsÁZ+ýË ‡ ç|Ÿç¿ìjáT ÈsÁ>·&†“¿ì dŸVŸäjáT|Ÿ&û Xâ¢wŸˆ bõsÁ Å£L&†
¿£|¾Î –+#û –|Ÿ]Å£”\qT), eTÖdŸÖï ÔîsÁTdŸÖï –+{²sTT. –+³T+~. ‚¿£Ø&ƒ qT+& >±* ¿£+sÄÁ+ <‘Çs }|¾]ÜÔáTï\Å£”
HÃsÁ T , yî T T|Ÿ Î N*¿£ \ T Ôî s Á T #á T Å£ ” “ eTÖdŸ T Å£ ” Hû #ûsÁTÔáT+~. ¿£+sÄÁ+ýË eT<ŠTý²d¾œÔà “]ˆÔáyîT®q –+>·s\ e+{ì
dŸ e Tjá Ö \T @<î Õ H $<ó ‘ q+ýË dŸ e TqÇjá T +ÔÃ “sˆD²\T –+{²sTT, ‚$ >±* eÖsÁZ+ eTT&ƒT#áTÅ£”bþÅ£”+&†
ÈsÁT>·TÔÃ+<‘? #ûkÍïsTT.
eT]+Ôá Ôî\TdŸTÅ£”+<‘+ !
g bõ>±Å£” ç|ŸÔá«¿£Œ+>± >±“ ýñ¿£ bõ>±Å£” ¿£*Ðq #áT³¼, ;&ž\T, VŸQ¿£Ø, >·T{²Ø yîTT<ŠýÉÕq sÁÖbÍ\ýË –|ŸjîÖÐ+#á&ƒ+ VŸä“¿£sÁ+.
bõ>±Å£” –|ŸjîÖÐ+#á&ƒ+ e\q H\T¿£, }|¾]ÜÔáTï\T, >·T+&î, ¿±ýñjáT+™|Õ mÅ£”Øe ç|Ÿuó²e+ #áÖ|ŸÚÔáT+~. q$Týñ bõ>±Å£”
–ÔáÎÔáTï\T VŸ²ç<Ã>±\T, >·T+&îH=|¾Î, }|¾]ÜÔáTï\ y«<óŠT\T, sÁ¿£sÁ¿±\ ¿±«qàsÁT¢ ¿£*Ð+#û ç|Ÿ<ó‘q ç|ŸeÖ<Š ¿±sÁ¿£+. uó²sÁÔá<ûXø+ýË
mÅ£”Øe>± HÃ{ì ¹¿qàsY dŸ+uó„$+#á&†“¿ì >·T{²Ø sÁÖ|Ÿ+ýË bõ>±Å£”qT qeT\&ƒyûT ¿±sÁD+. €sÃ>·«+>± –+&ƒ+&. bõ>±Å£”
eT]jáTT <‘“ –ÔáÎÔáTï\T e<ŠTÝ n“ #î|ŸÎ+&.
21
ANDHRA PRADESH | Biology : Life Processes
Within the lungs, the passage divides is taken in and let out, the lungs always contain
into smaller and smaller tubes which nally a residual volume of air so that there is
terminate in balloon-like structures which are sufcient time for oxygen to be absorbed and
called alveoli (singular–alveolus). The alveoli for the carbon dioxide to be released.
provide a surface where the exchange of gases When the body size of animals is large,
can take place. The walls of the alveoli contain the diffusion pressure alone cannot take care of
an extensive network of blood-vessels. As we oxygen delivery to all parts of the body. Instead,
have seen in earlier years, when we breathe in, respiratory pigments take up oxygen from the
we lift our ribs and atten our diaphragm, and air in the lungs and carry it to tissues which are
the chest cavity becomes larger as a result. decient in oxygen before releasing it. In
Because of this, air is sucked into the lungs and human beings, the respiratory pigment is
lls the expanded alveoli. The blood brings haemoglobin which has a very high afnity for
carbon dioxide from the rest of the body for oxygen. This pigment is present in the red
release into the alveoli, and the oxygen in the blood corpuscles. Carbon dioxide is more
alveolar air is taken up by blood in the alveolar soluble in water than oxygen is and hence is
blood vessels to be transported to all the cells in mostly transported in the dissolved form in our
the body. During the breathing cycle, when air blood.
Do you Know!
Smoking is injurious to health.
Lung cancer is one of common causes of deaths in the world. The upper part of respiratory tract
is provided with small hair-like structures called cilia. These cilia help to remove germs, dust
and other harmful particles from inhaled air. Smoking destroys these hair due to which germs,
dust, smoke and other harmful chemicals enter lungs and cause infection, cough and even lung
cancer.
22
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
XæÇdŸ H[¿£\T
XæÇdŸ HÞø+
XæÇdŸ H[¿£\T
yjáTT¿ÃXø+
}|¾]ÜÔáTïýË¢ yjáTT eÖsÁZ+ ºq• ºq• HÞ²\T>± |Ó\TÌ¿Ãe&ƒ+ e<Š\&ƒ+ ÈsÁT>·TÔáT+~, }|¾]ÜÔáTïýË¢ m\¢|ŸÚÎ&ƒÖ
$uó„›+#á‹& ºe]>± >±* ‹T&ƒ>· ý²+{ì “sˆD²\ýË¿ì ¿=+Ôá |Ÿ]eÖD+ýË $T>·T\T >±* –+³T+~, Ôá<‘Çs €¿ìàÈHŽ
n+Ôá e TeÚÔá T +~. M{ì “ yjá T T>ÃDT\T n+{²sÁ T . XËw¾+#á‹& eT]jáTT ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž $&ƒT<Š\ #ûjáT&†“¿ì
yjáTT>ÃDT\ –|Ÿ]Ôá\+ýË yjáTT eÖ]Î& ÈsÁT>·TÔáT+~. ¿=+Ôá dŸeTjáT+ –+³T+~.
yjáTT >ÃDT\ >Ã&ƒ\T C²\¿£+ eÖ~]>± $dŸïÔá+>± y«|¾ï+ºq È+ÔáTeÚ\ Xø¯sÁ |Ÿ]eÖD+ ™|<ŠÝ~>± –q•|ŸÚÎ&ƒT Xø¯sÁ+ýË
sÁ¿£ï HÞ²\qT ¿£*Ð –+{²sTT. eTq+ eTT+<ŠT dŸ+eÔáàs\ýË n“• uó²>±\Å£” €¿ìàÈHŽ |Ÿ+|¾D¡¿ì y«|Ÿq |Ó&ƒq+ ÿ¿£{ì eÖçÔáyûT
#áÖd¾q³T¢, eTq+ >±* |Ó*Ìq|ŸÚ&ƒT ç|Ÿ¿£ØfÉeTT¿£\T eTT+<ŠTÅ£” dŸ]bþ<ŠT, <‘“ ‹<ŠT\T>± XæÇdŸ esÁ’¿±\T }|¾]ÜÔáTï\ýË“ >±*
mÔá ï ‹ & –<Š s Á $ Ôq+ #á < Š T qT neÚÔá T +~. |˜ Ÿ * Ôá + >± qT+& €¿ìàÈHŽqT ç>·V¾²+º, €¿ìàÈHŽ ÔáÅ£”Øe>± –q• ¿£DC²ý²\Å£”
–sÁ:Å£”VŸ²sÁ+ ™|<ŠÝ<ŠeÚÔáT+~. B“ e\q }|¾]ÜÔáTï\ýË“¿ì >±* rdŸTÅ£”yî[ß $&ƒT<Š\ #ûkÍïsTT. eÖqeÚýË¢“ XæÇdŸ esÁ’¿£+
|Ó\Ì‹& $dŸï]+ºq yjáTT >ÃDT\qT “+|ŸÚÔsTT. sÁ¿£ï+ Xø¯sÁ V¾²yîÖ>â_HŽ. ‚~ €¿ìàÈHŽÔà ‹+<ó‘“• @sÁÎsÁT#áT¿Ã>·\
uó²>±\ qT+& ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT rdŸTÅ£”eºÌ yjáTT>ÃDTýË¿ì kÍeTsœ«“• nÔá«~ó¿£+>± ¿£*Ð –+³T+~. ‡ esÁ’¿£+ mçsÁ sÁ¿£ï
$&º™|&ƒTÔáT+~, yjáTT>ÃDT\ýË“ €¿ìàÈHŽ Xø¯sÁ+ýË“ n“• ¿£D²\ýË –+³T+~. €¿ìàÈHŽ ¿£+fñ ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž ú{ìýË
¿£D²\Å£” sÁyD² #ûjáT&†“¿ì yjáTT>ÃDT\ sÁ¿£ïHÞ²\ýË“ mÅ£”Øe>± ¿£sÁT>·TÔáT+~. n+<ŠTe\q eTq sÁ¿£ï+ýË ¿£]Ðq
sÁ ¿ £ ï + ýË¿ì rdŸ T ¿Ã‹&ƒ T Ôá T +~. XæÇdŸ e\já T +ýË >±* sÁÖ|Ÿ+ýË ‚~ mÅ£”Øe>± sÁyD² #ûjáT‹&ƒTÔáT+~.
23
ANDHRA PRADESH | Biology : Life Processes
g If the alveolar surface were spread out, it would cover about 80 m2. How much do you think
the surface area of your body is? Consider how efcient exchange of gases becomes because
of the large surface available for the exchange to take place.
g If diffusion were to move oxygen in our body, it is estimated that it would take 3 years for a
molecule of oxygen to get to our toes from our lungs. Aren’t you glad that we have
haemoglobin?
1. What advantage over an aquatic organism does a terrestrial organism have with regard to
obtaining oxygen for respiration?
2. What are the different ways in which glucose is oxidised to provide energy in various
organisms?
3. How is oxygen and carbon dioxide transported in human beings?
4. How are the lungs designed in human beings to maximise the area for exchange of gases?
5.4 TRANSPORTATION
5.4.1 Transportation in Human Beings
Activity 5.7
g Visit a health centre in your locality and
nd out what is the normal range of
haemoglobin content in human beings.
g Is it the same for children and adults?
g Is there any difference in the
haemoglobin levels for men and women?
g Visit a veterinary clinic in your locality.
Find out what is the normal range of
haemoglobin content in an animal like Figure 5.10
Schematic sectional view of the human heart
the buffaloor cow.
g Is this content different in calves, male damaged.
Our pump — the heart
and female animals?
The heart is a muscular organ which is as big as
g Compare the difference seen in male and
our st (Fig. 5.10). Because both oxygen and
female human beings and animals. carbon dioxide have to be transported by the
g How would the difference, if any, be blood, the heart has different chambers to
explained? prevent the oxygen-rich blood from mixing
We have seen in previous sections that with the blood containing carbon dioxide. The
blood transports food, oxygen and waste carbon dioxide-rich blood has to reach the
materials in our bodies. In Class IX, we learnt lungs for the carbon dioxide to be removed, and
about blood being a uid connective tissue. the oxygenated blood from the lungs has to be
Blood consists of a uid medium called plasma brought back to the heart. This oxygen-rich
in which the cells are suspended. Plasma blood is then pumped to the rest of the body.
transports food, carbon dioxide and We can follow this process step by step
nitrogenous wastes in dissolved form. Oxygen (Fig. 5.11). Oxygen-rich blood from the lungs
is carried by the red blood corpuscles. Many comes to the thin-walled upper chamber of the
other substances like salts, are also transported heart on the left, the left atrium. The left atrium
by the blood. We thus need a pumping organ to relaxes when it is collecting this blood. It then
push blood around the body, a network of tubes contracts, while the next chamber, the left
to reach all the tissues and a system in place to ventricle, relaxes, so that the blood is
ensure that this network can be repaired if transferred to it. When the muscular left
24
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
g yjáTT>ÃDìÔá\eTTqT $dŸï]dï, n~ 80 #á.MT çbÍ+Ô“• €ç¿£$TdŸTï+~. MT Xø¯sÁ –|Ÿ]Ôá\+ yîÕXæ\«+ m+Ôá
–+³T+<ŠqT ¿=+³TH•sÁT? yjáTTeÚ\T $“eTjáT+ ÈsÁ>·&†“¿ì $kÍïsÁyîT®q Ôá\+ \_ó+#á&ƒ+ e\¢, yjáTT $“eTjáT+ m+Ôá
ç|ŸÜuó²e+Ôá+>± ÈsÁT>·TÔáT+<à €ý˺+#á+&.
g Xø¯sÁ+ýË“ €¿ìàÈHŽ sÁyD² y«|Ÿq+ <‘ÇsHû È]ÐÔû, eTq }|¾]ÜÔáTï\ qT+& ÿ¿£ €¿ìàÈHŽ nDTeÚ ¿±*yûÞøßÅ£” yîÞø—߳ţ” 3
dŸ+eÔáàs\ ¿±\+ |Ÿ&ƒTÔáT+<Š“ n+#áH yûjáT‹&+~. eTqÅ£” ™V²yîÖ>â_HŽ eÚ+&ƒ&ƒ+ úÅ£” €q+<Š+>± –+~ ¿£<ŠÖ?
ç|Ÿ Xø• \T
1. XæÇdŸç¿ìjáTýË €¿ìàÈHŽ rdŸT¿Ãe&ƒ+ýË È\#ásÁ J$ ¿£H• uó…eT« J$Å£”q• ç|ŸjîÖÈq+ @$T{ì?
2. yû¹sÇsÁT JeÚ\ýË >·Ö¢¿ÃCÙ €¿¡à¿£sÁD+ #î+~ Xø¿ìï“eÇ&ƒ+ýË >·\ $_óq• |Ÿ<ŠÆÔáTýñ$?
3. eÖqeÚ\ýË €¿ìàÈHŽ eT]jáTT ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž sÁyD² mý² ÈsÁT>·TÔáT+~?
4. yjáTTeÚ\ $“eTjáT Ôá\eTTqT >·]wŸ¼+ #ûjáTT³Å£” eÖqeÚ\ýË }|¾]ÜÔáTï\T mý² sÁÖbõ+~+#á‹&†¦sTT?
5.4 sÁyD²
5.4.1 eÖqeÚ\ýË sÁyD²
¿£Ôá«+ 5.7
g MT ç b Í+Ôá + ýË“ €sÃ>· « ¹ ¿ +ç < Š e TTqT dŸ + <Š ] ô+º,
eÖqeÚ\ýË VÓ²yîÖ>â_HŽ jîTT¿£Ø kÍ<ó‘sÁD kÍœsTT m+ÔÃ
¿£qT>=q+&.
g n~ |¾\¢\ýËqT, ™|<ŠÝ\ýËqÖ ÿ¿£ý²¹> eÚ+³T+<‘ ?
g |ŸÚsÁTwŸ§\T, çdÓï\ýË ™V²yîÖ>â_HŽ kÍœsTT\ýË @yîT®H
uóñ<ŠeTT+<‘?
g MT çbÍ+Ôá+ýË“ |ŸXø—eÚ\ €dŸT|ŸçÜ“ dŸ+<Š]ô+#á+& ¹><î
ýñ<‘ €eÚ e+{ì È+ÔáTeÚ\ýË VÓ²yîÖ>â_HŽ jîTT¿£Ø |Ÿ³+ 5.10
kÍ<ó‘sÁD kÍœsTT“ ¿£qT>=q+&. eÖqe VŸ²<ŠjáT+ jîTT¿£Ø “\TeÚ¿ÃÔáqT #áÖ| ¹sU² ºçÔá+
g ‡ V¾²yîÖ>â_HŽ <ŠÖ&ƒýË¢, €&ƒ, eT>· È+ÔáTeÚ\ýË eTq >·T+&î- |Ÿ+|ŸÚ #ûd kÍ<óŠq+
$_óq•+>± –+³T+<‘? eTq >·T+&î eTq |¾&¿ì\+Ôá |Ÿ]eÖD+ýË eÚ+&û ¿£+&ƒsÁ
g çdÓï, |ŸÚsÁTwŸ eÖqeÚ\T eT]jáTT È+ÔáTeÚ\ýË >·\ jáTTÔáyîT®q nejáTe+ (|Ÿ³+ 5.10) €¿ìàÈHŽ eT]jáTT ¿±sÁÒHŽ &îÕ
uóñ<‘\qT dŸ]bþ\Ì+&. €Â¿Õà&Ž Âs+&ƒÖ sÁ¿£ï+ <‘Çs sÁyD² ¿±e\d¾ –q•+<ŠTq,
g ÿ¿£yûÞø uóñ<ŠeTT+fñ, n<îý² eÚ+³T+<à $e]+#á+& . €¿ìàÈHŽÔà ţL&q sÁ¿£ï+, ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽÔà ţL&q sÁ¿£ï+ÔÃ
eTq Xø¯sÁ+ýË sÁ¿£ï+ €VŸäs“•, €¿ìàÈHŽqT eT]jáTT ¿£\d¾bþÅ£”+&† –+&ƒ&†“¿ì M\T>±, >·T+&î yû¹sÇsÁT >·<ŠT\qT
e«sÁœ |Ÿ<‘sœ\qT sÁyD² #ûdŸTï+<Š“ eTT+<ŠT $uó²>±\ýË eTq+ ¿£*Ð –+³T+~. ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽÔà ţL&q sÁ¿£ï+ ¿±sÁÒHŽ &îÕ
#áÖXæ+. 9e ÔásÁ>·ÜýË eTq+, sÁ¿£ï+ ç<ŠesÁÖ|Ÿ dŸ+jîÖÈ¿£ €Â ¿ Õ à &Ž q T Ô=\Ð+#á T ¿=qT³Å£ ” }|¾ ] ÜÔá T ï \ qT #û s *.
¿£DC²\eT“ HûsÁTÌÅ£”H•+. sÁ¿£ï+ bÍ¢k͈ nHû ç<ŠesÁÖ|Ÿ eÖçÜ¿£qT €¿ìàÈHŽÔà ţL&q sÁ¿£ï+ }|¾]ÜÔáTï\ qT+& >·T+&îÅ£” Ü]Ð
¿£*Ð –+³T+~. B“ýË ¿£D²\T Ôû*jáÖ&ƒTÔáÖ –+{²sTT. #ûs*. ‡ €¿ìàÈHŽÔà ţL&q sÁ¿£ï+ n|ŸÚÎ&ƒT $TÐ*q Xø¯s“¿ì
bÍ¢k͈, ¿£]Ðq d¾œÜýË eÚq• €VŸäs“•, ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT |Ÿ+|¾D¡ #ûjáT‹&ƒTÔáT+~.
eT]jáTT qçÔáÈ“ dŸ+‹+<óŠ e«sœ\qT sÁyD² #ûdŸTï+~. mçsÁsÁ¿£ï ‡ ç|Ÿç¿ìjáTýË“ $$<óŠ <ŠXø\qT |Ÿ]o*<‘Ý+. (|Ÿ³+
¿£D²\T €¿ìàÈHŽqT sÁyD² #ûkÍïsTT. \eD²\ e+{ì nHû¿£ ‚ÔásÁ 5.11). }|¾]ÜÔáTï\ qT+& €eT¢È“ dŸV¾²Ôá sÁ¿£ï+ >·T+&îýË
|Ÿ<‘sœ\T Å£L&† sÁ¿£ï+ <‘Çs sÁyD² #ûjáT‹&ƒÔsTT. m&ƒeTyîÕ|ŸÚq, ™|Õ uó²>±q –+&û |Ÿ\T#á“ >Ã&ƒ\T ¿£*Ðq m&ƒeT
n+<ŠT#ûÔá, sÁ¿±ï“• Xø¯sÁeT+Ôá{ì¿¡ |Ÿ+|¾+#û ÿ¿£ |Ÿ+|¾+>´ ¿£]’¿£ nHû >·~ýË“¿ì #ûsÁTÔáT+~. ‡ sÁ¿±ï“• d¿£]+#û³|ŸÚÎ&ƒT
nejáTe+ eTqÅ£” nedŸsÁ+. ¿£DC²ý²\“•+{ì¿¡ sÁ¿£ï+ #û¹s m&ƒeT ¿£]’¿£ dŸ&ƒ\TÔáT+~. ÔásÁTyÔá m&ƒeT ¿£]’¿£ dŸ+¿Ãº+º,
$<óŠ+>± HÞ²\ e«edŸœ eT]jáTT ‡ HÞ²\ e«edŸœ bÍ&ƒsTTÔû <‘“ ÔásÁTyÔá >·~jî®Tq m&ƒeT ÈsÄÁ]¿£ dŸ&ƒ\T³ e\q, sÁ¿£ï+
<‘““ eTsÁeTˆÔáTï #ûd e«edŸœ –+&†*. <‘“ýË“¿ì ‹~© neÚÔáT+~. ¿£+&ƒsÁjáTTÔáyîT®q m&ƒeT ÈsÄÁ]¿£
25
ANDHRA PRADESH | Biology : Life Processes
ventricle contracts in its turn, the blood is and tolerate some mixing of the oxygenated
pumped out to the body. De-oxygenated blood and de-oxygenated blood streams. Fishes, on
comes from the body to the upper chamber on the other hand, have only two chambers to their
the right, the right atrium, as it relaxes. As the hearts, and the blood is pumped to the gills, is
right atrium contracts, the corresponding lower oxygenated there, and passes directly to the rest
chamber, the right ventricle, dilates. This of the body. Thus, blood goes only once
transfers blood to the right ventricle, which in through the heart in the sh during one cycle of
turn pumps it to the lungs for oxygenation. passage through the body. On the other hand, it
Since ventricles have to pump blood into goes through the heart twice during each cycle
various organs, they have thicker muscular in other vertebrates. This is known as double
walls than the atria do. Valves ensure that blood circulation.
does not ow backwards when the atria or
ventricles contract.
Oxygen enters the blood in the lungs
The separation of the right side and the left side
of the heart is useful to keep oxygenated and de-
oxygenated blood from mixing. Such
separation allows a highly efcient supply of
oxygen to the body. This is useful in animals
that have high energy needs, such as birds and
mammals, which constantly use energy to
maintain their body temperature. In animals
that do not use energy for this purpose, the body
temperature depends on the temperature in the
environment. Such animals, like amphibians or Figure 5.11
many reptiles have three-chambered hearts, Schematic representation of transport and
exchange of oxygen and carbon dioxide
More to Know!
Blood pressure
The force that blood exerts against the wall of a vessel is called blood pressure. This pressure is
much greater in arteries than in veins. The pressure of blood inside the artery during ventricular
systole (contraction) is called systolic pressure and pressure in artery during ventricular diastole
(relaxation) is called diastolic pressure. The normal systolic pressure is about 120 mm of Hg and
diastolic pressure is 80 mm of Hg.
Blood pressure is measured with an instrument called sphygmomanometer. High blood pressure
is also called hypertension and is caused by the constriction of arterioles, which results in
increased resistance to blood ow. It can lead to the rupture of an artery and internal bleeding.
26
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
dŸ+¿Ãº+#á>±Hû sÁ¿£ï+ Xø¯sÁ+ýË¿ì |Ÿ+|ŸÚ #ûjáT‹&ƒTÔáT+~. Å£”& €¿ìàÈHŽ dŸV¾²Ôá eT]jáTT €¿ìàÈHŽ sÁV¾²Ôá sÁ¿£ïç|ŸyVŸä\
™|Õ >·~jî®Tq Å£”&¿£]’¿£ dŸ&ƒ\T³ e\q, Xø¯sÁ+ qT+& €¿ìàÈHŽ ¿£\sTT¿£qT ¿=+Ôá Ôá³T¼¿Ã>·\eÚ. ‚+¿Ã yîÕ|ŸÚ, #û|Ÿ\T Âs+&ƒT
sÁV¾²Ôá sÁ¿£ï+ <‘“ýË“¿ì edŸTï+~. Å£”& ¿£]’¿£ dŸ+¿Ãº+ºq|ŸÚ&ƒT >·<ŠT\ >·T+&îqT ¿£*Ð –+&, sÁ¿£ï+ yîTT|ŸÎ\Å£” |Ÿ+|Ÿ‹&, n¿£Ø&ƒ
<‘“ ç¿ì+<Š –q• Å£”& ÈsÄÁ]¿£ dŸ&ƒ\TÔáT+~. B“ e\¢ sÁ¿£ï+ Å£”& €¿¡à¿£sÁD+ #î+~, $TÐ*q Xø¯sÁ uó²>±\Å£” HûsÁT>± #ûsÁTÔáT+~.
ÈsÄÁ]¿£ýË“¿ì ‹~©jî®T, n¿£Ø&ƒ qT+& €¿¡à¿£sÁD+ #î+<Š&†“¿ì n+<ŠT#ûÔá, #û|Ÿ\ Xø¯sÁ+ýË È]¹> sÁ¿£ï ç|ŸdŸsÁD e\jáT+ýË >·T+&î
}|¾]ÜÔáTï\Å£” #ûsÁTÔáT+~. ÈsÄÁ]¿£\T Xø¯sÁ+ýË $$<óŠ >·T+&† sÁ¿£ï+ ÿ¿£kÍ] eÖçÔáyûT bþÔáT+~. ‚+¿Ã ç|Ÿ¿£Ø,
nejáTy\Å£” sÁ¿±ï“• |Ÿ+|¾D¡ #ûjáTe\d¾ eÚq•+<ŠTq, n$ dŸ¿£XâsÁT¿±\ýË, ç|ŸÜkÍ] È]¹> sÁ¿£ï ç|ŸdŸsÁD e\jáT+ýË >·T+&î
¿£]’¿£\¿£H• eT+<ŠyîT®q ¿£+&ƒs\Ôà ţL&q >Ã&ƒ\qT ¿£*Ð >·T+&† sÁ¿£ï+ Âs+&ƒT kÍsÁT¢ ç|ŸjáÖDìdŸTï+~. ¿±‹{ì¼ B““ ~Çe\jáT
–+{²sTT. ¿£]’¿£\T ýñ<‘ ÈsÄÁ]¿£\T dŸ+¿Ã#á+ #î+~q|ŸÚ&ƒT sÁ¿£ï+ ç|ŸdŸsÁD+ n+{²sÁT.
yîqT¿£Å£” eTsÁ*bþÅ£”+&† ¿£y{²\T “jáT+çÜkÍïsTT.
}|¾]ÜÔáTïýË¢ €¿ìàÈHŽ sÁ¿£ï+ýË¿ì ç|Ÿyû¥dŸTï+~.
>·T+&î Å£”&, m&ƒeT uó²>±\T>± $&ƒBjáT‹&ƒ&ƒ+ e\q €¿ìàÈHŽ
dŸV¾²Ôá sÁ¿£ï+ eT]jáTT €¿ìàÈHŽ sÁV¾²Ôá sÁ¿£ï+ ¿£\d¾ bþÅ£”+&†
–+&ƒ&†“¿ì M\T ¿£\T>·TÔáT+~. ‚ý² $uó„›+|Ÿ‹&ƒ&ƒ+, €¿ìàÈHŽ
Xø ¯ sÁ + ýË #ý² dŸ e TsÁ œ e +Ôá + >± dŸ s Á | ˜ Ÿ s ¿±e&†“¿ì
dŸVŸäjáT|Ÿ&ƒTÔáT+~. ‚~ ÔáeT Xø¯sÁ –cþ’ç>·Ôá d¾œsÁ+>±
–+#áT¿Ãe&†“¿ì Xø¿ìï“ “sÁ+ÔásÁ+>± $“jîÖÐ+#áT¿=qT
|ŸÅ£Œ”\T, ¿¡ŒsÁ<‘\ e+{ì n~ó¿£ Xø¿ìï nedŸs\T >·\ È+ÔáTeÚ\Å£”
#ý² –|Ÿ j î Ö >· ¿ £ s Á + . ‚³Te+{ì nedŸ s “¿ì Xø ¿ ì ï “
$“jîÖÐ+#áT¿Ã“ È+ÔáTeÚ\ýË, Xø¯sÁ –cþ’ç>·Ôá |Ÿ]dŸs\
–cþ’ç>·Ôá MT<Š €<ó‘sÁ|Ÿ&ƒTÔáT+~. n³Te+{ì –uó„jáT#ás\T €¿ìàÈHŽ, ¿±sÁÒHŽ &îÕ €Â¿Õà&Ž\ sÁyD² eT]jáTT
eT]jáTT nHû¿£ dŸ¯dŸbÍ\ýË eTÖ&ƒT >·<ŠT\ >·T+&î –+&, eÖ]Î& jîTT¿£Ø qeTÖH <ŠXø«+
eT]+Ôá Ôî\TdŸTÅ£”+<‘+ !
sÁ¿£ï |Ó&ƒq+
sÁ¿£ïHÞø >Ã&ƒ\™|Õ sÁ¿£ï+ ¿£*Ð+#û |Ó&ƒH“• sÁ¿£ï|Ó&ƒq+ n+{²sÁT. ‡ |Ó&ƒq+ d¾sÁ\ýË ¿£H• <óŠeTqT\ýË #ý² mÅ£”Øe
–+³T+~. ÈsÄÁ]¿£\ d¾kþ¼ýÙ (dŸ+¿Ã#á+) È]¹> dŸeTjáT+ýË <óŠeTqT\ýË >·\ sÁ¿£ï |Ó&ƒH“• d¾kþ¼*¿ù |Ó&ƒqeT“ eT]jáTT ÈsÄÁ]¿£\
&ƒjáÖkþ¼ýÙ (dŸ&ƒ*¿£) È]¹>³|ŸÚÎ&ƒT <óŠeTqT\ýË >·\ sÁ¿£ï|Ó&ƒH“• &ƒjáÖkþ¼*¿ù |Ó&ƒqeT“ n+{²sÁT. kÍ<ó‘sÁD d¾kþ¼*¿ù |Ó&ƒq+
dŸTeÖsÁT 120 $T.MT. Hg eT]jáTT &ƒjáÖkþ¼*¿ù |Ó&ƒq+ 80 $T.MT. Hg (bÍ<ŠsÁdŸ+) –+³T+~.
sÁ¿£ï |Ó&ƒq+ Ô=&ƒT>·TýË |Ó&ƒq+ Ô=&ƒT>·TýË |Ó&ƒq+ Ô=&ƒT>·TýË |Ó&ƒq+
120/80- 120 ¿£H• mÅ£”Øe 120 ¿£H• ÔáÅ£”Øe 80 ¿£H• ÔáÅ£”Øe
(120 d¾kþ¼*¿ù 80
&ƒjáÖkþ¼*¿ù
(¿=\e‹&†*)
>±*ÔÃ –_Òq
sÁ‹ÒsÁT Ô=&ƒT>·T
eTÖdŸTÅ£”q•
<óŠeT“
™d¼ÔákþØ|týË
<óŠÇqT\T $“|¾kÍïsTT <óŠÇqT\T €ÐbþÔsTT
sÁ¿£ï |Ó&ƒH“• d¾Î>ÈeÖHÃMT³sY nHû |Ÿ]¿£sÁ+Ôà ¿=\TkÍïsÁT. <óŠeT“¿£\T Å£”+º+#áTÅ£”bþe&ƒ+, |˜Ÿ*Ôá+>± sÁ¿£ïç|ŸyVŸ²+™|Õ n~ó¿£
“sÃ<óŠ+ ¿£\>·&ƒ+ e\¢ n~ó¿£ sÁ¿£ï |Ó&ƒq+ (™VÕ²|ŸsY fÉqüHŽ) edŸTï+~. ‚~ <óŠeTqT\T º{ì¢bþe&†“¿ì, eT]jáTT n+ÔásÁZÔá sÁ¿£ï çkÍy“¿ì
<‘]rdŸTï+~.
27
ANDHRA PRADESH | Biology : Life Processes
up ions. This creates a difference in the Transport of food and other substances
concentration of these ions between the root So far we have discussed the transport of water
and the soil. Water, therefore,moves into the and minerals in plants. Now let us consider how
root from the soil to eliminate this difference. the products of metabolic processes,
This means that there is steady movement of particularly photosynthesis, are moved from
water into root xylem, creating a column of leaves, where they are formed, to other parts of
water that is steadily pushed upwards. the plant. This transport of soluble products of
However, this pressure by itself is photosynthesis is called translocation and it
unlikely to be enough to move water over the occurs in the part of the vascular tissue known
as phloem. Besides the products of
heights that we commonly see in plants. Plants
photosynthesis, the phloem transports amino
use another strategy to move water in the xylem
acids and other substances. These substances
upwards to the highest points of the plant body. are especially delivered to the storage organs of
¿£Ôá«+ 5.8
Activity 5.8 roots, fruits and seeds and to growing organs.
The translocation of food and other substances
g Take two small pots of approximately takes place in the sieve tubes with the help of
the same size and having the same adjacent companion cells both in upward and
amount of soil. One should have a plant downward directions.
in it. Place a stick of the same height as Unlike transport in xylem which can be largely
the plant in the other pot. explained by simple physical forces, the
g Cover the soil in both pots with a plastic translocation in phloem is achieved by utilising
sheet so that moisture cannot escape by
evaporation.
g Cover both sets, one with the plant and
the other with the stick, with plastic
sheets and place in bright sunlight for
half an hour.
g Do you observe any difference in the
two cases?
Figure 5.13
Excretory system in human beings Figure 5.14
We have already discussed how organisms get Structure of a nephron
rid of gaseous wastes generated during like in the lungs, is a cluster of very thin-walled
photosynthesis or respiration. Other metabolic blood capillaries. Each capillary cluster in the
activities generate nitrogenous materials which kidney is associated with the cup-shaped end of
need to be removed. The biological process a coiled tube called Bowman’s capsule that
involved in the removal of these harmful collects the ltrate (Fig. 5.14). Each kidney has
metabolic wastes from the body is called large numbers of these ltration units called
excretion. Different organisms use varied nephrons packed close together. Some
strategies to do this. Many unicellular substances in the initial ltrate, such as glucose,
organisms remove these wastes by simple amino acids, salts and a major amount of water,
diffusion from the body surface into the are selectively re-absorbed as the urine ows
surrounding water. As we have seen in other along the tube. The amount of water re-
processes, complex multi-cellular organisms absorbed depends on how much excess water
use specialised organs to perform the same there is in the body, and on how much of
function. dissolved waste there is to be excreted. The
urine forming in each kidney eventually enters
32
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
ç|Ÿ Xø• \T 5.5.1 eÖqeÚ\ýË $dŸsÁ¨q
1. eÖqeÚ\ýË sÁyD² e«edŸœýË“ n+Xæýñ$T{ì? y{ì eÖqe $dŸsÁ¨¿£ e«edŸœýË (|Ÿ³+ 5.13) ÿ¿£ ÈÔá eTÖçÔá
$<óŠTýñ$T{ì? |¾+&†\T, ÿ¿£ ÈÔá eTÖçÔáHÞ²\T, ÿ¿£ eTÖçÔXøjáT+ ÿ¿£ ç|Ÿd¿£+
2. |ŸÅ£Œ”\T eT]jáTT ¿¡ŒsÁ<‘\ýË €eT¢È“ dŸV¾²Ôá eT]jáTT –+{²sTT. eTÖçÔá|¾+&†\T –<ŠsÁ Å£”VŸ²sÁ+ýË yîHî•eTT¿£Å£” #îs=¿£
€eT¢È“ sÁV¾²Ôá sÁ¿±ï“• yûsÁT #ûjáTe\d¾q nedŸsÁyûT$T{ì? yîÕ|ŸÚq ÿ¿=Ø¿£Ø{ì #=|ŸÚÎq –+{²sTT. eTÖçÔá |¾+&†\ýË –ÔáÎÜï,
3. –q•Ôá kÍœsTT yîTT¿£Ø\ýË sÁyD² e«edŸœýË“ n+Xæýñ$T{ì? nsTTq eTÖçÔá+ eTÖçÔá HÞ²\ <‘Çs eTÖçÔXøjáTeTTqT #û],
4. yîTT¿£Ø\ýË úsÁT eT]jáTT K“È \eD²\T mý² sÁyD² ç|Ÿd¿£+ <‘Çs $&ƒT<Š\jûT« esÁÅ£” eTÖçÔXøjáT+ýË “\Ç
#ûjáT‹&ƒÔsTT? –+³T+~.
5. yîTT¿£Ø\ýË €VŸäsÁ+ mý² sÁyD² #ûjáT‹&ƒTÔáT+~?
m&ƒeT e¿£Ø <óŠeT“
m&ƒeT eTÖçÔá|¾+&ƒ+
m&ƒeT e¿£Ød¾sÁ
<îÕV¾²¿£ eTVŸä<óŠeT“
m&ƒeT eTÖçÔáHÞø+
eTVŸäd¾sÁ
eTÖçÔXøjáT+
ç|Ÿd¿£+
a long tube, the ureter, which connects the pass it out through the urethra. The bladder is
kidneys with the urinary bladder. Urine is muscular, so it is under nervous control, as we
stored in the urinary bladder until the pressure have discussed elsewhere. As a result, we can
of the expanded bladder leads to the urge to usually control the urge to urinate.
More to Know!
Articial kidney (Hemodialysis)
Kidneys are vital organs for survival. Several factors
like infections, injury or restricted blood ow to kidneys
reduce the activity of kidneys. This leads to
accumulation of poisonous wastes in the body, which
can even lead to death. In case of kidney failure, an
articial kidney can be used. An articial kidney is a
device to remove nitrogenous waste products from the
blood through dialysis.
Articial kidneys contain a number of tubes with a semi-
permeable lining, suspended in a tank lled with
dialysing uid. This uid has the same osmotic pressure
as blood, except that it is devoid of nitrogenous wastes.
The patient’s blood is passed through these tubes.
During this passage, the waste products from the blood pass into dialysing uid by diffusion. The
puried blood is pumped back into the patient. This is similar to the function of the kidney, but it is
different since there is no re-absorption involved. Normally, in a healthy adult, the initial ltrate
in the kidneys is about 180 L daily. However, the volume actually excreted is only a litre or two a
day, because the remaining ltrate is re-absorbed in the kidney tubules.
Think it over! died or when the doctor declares a person
Organ donation brain dead. But some organs such as kidney,
Organ donation is a generous act of donating part of a liver, lung, etc., and tissues can be
an organ to a person who suffers from non- donated while the donor is alive.
function of organ(s). Donation of an organ 5.5.2 Excretion in Plants
may be done by the consent of the donor and Plants use completely different strategies for
his/her family. Anyone regardless of age or excretion than those of animals. Oxygen itself
gender can become an organ and tissue donor. can be thought of as a waste product generated
Organ transplants can save or transform the during photosynthesis! We have discussed
life of a person. Transplantation is required earlier how plants deal with oxygen as well as
because recipient’s organ has been damaged CO2. They can get rid of excess water by
or has failed by disease or injury. In organ transpiration. For other wastes, plants use the
transplantation the organ is surgically fact that many of their tissues consist of dead
removed from one person (organ donor) and cells, and that they can even lose some parts
transplanted to another person (the recipient). such as leaves. Many plant waste products are
stored in cellular vacuoles. Waste products may
Common transplantations include corneas,
be stored in leaves that fall off. Other waste
kidneys, heart, liver, pancreas, lungs,
products are stored as resins and gums,
intestines and bone marrow. Most organ and especially in old xylem. Plants also excrete
tissue donations occur just after the donor has some waste substances into the soil around
them.
34
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
–H•sTT nHû <‘“™|Õ €<‘ós|Á&Ÿ –+³T+~. eTÖÔç|á+¾&†\qT, #j
û Öá\q• ¿Ã]¿£ ¿*£>¹ esÅÁ”£ eTÖÔç+á eTÖÔçXj ø Tá+ýË “\Ç
eTÖÔçXj
ø TáeTTqT ¿*£| eTÖÔçá HÞ²\ýË“¿ì |çÜŸ eTÖÔçá |+¾&+ƒýË –+³T+~. eTq+ ysû=¿£ #ó #]áÌ+ºq³T,¢ eTÖÔçXj ø Tá+ ¿+£&sƒÁ
ÔájáÖsÁsTTq eTÖçÔá+ ºe]>± ç|Ÿyû¥dŸTï+~. y«¿Ãº+ºq jTáTÔ+á>± eÚ+&, H&Tƒ\ “jTá+ÔçDáýË –+³T+~. |*Ÿ˜Ô+á>±,
eTÖÔçXj
ø Tá+ ¿\£T>· Cñd |&Óqƒ+ e\¢ |çŸd¿+£ <‘Çs eTÖÔçá $dsŸq¨Á eTq+ eTÖÔç$ádsŸq¨Á #j
û Öá\q• ¿Ã]¿q£T “jTá+Üç+#>á\·+.
eT]+Ôá Ôî\TdŸTÅ£”+<‘+ !
|+Ÿ|ÚŸÅ”£
¿£çÜeT eTÖçÔá|¾+&ƒ+ (VÓ²yîÖ&ƒjáÖ\d¾dt)
eTq eTqT>·&ƒÅ£” eTÖçÔá |¾+&†\T eTTK«yîT®q nejáTy\T.
dŸ+ç¿£eTD\T, >±jáÖ\T ýñ<‘ eTÖçÔá |¾+&†\Å£” sÁ¿£ï+ dŸ]>±
n+<Š¿£bþe&ƒ+ e\q eTÖçÔá|¾+&†\ |Ÿ“ rsÁTqT ÔáÐZkÍïsTT. ‚~
eTq Xø¯sÁ+ýË $wŸ|ŸP]Ôá e«sÁœ |Ÿ<‘sœ\T #û]bþ&†“¿ì <‘]rd¾,
ºesÁÅ£” eTsÁD²“¿ì <‘] rkÍïsTT. eTÖçÔá|¾+&ƒ+ bÍ&îÕbþsTTq|ŸÚ&ƒT,
¿£çÜeT eTÖçÔá|¾+&†“• –|ŸjîÖÐkÍïsÁT. ¿£çÜeT eTÖçÔá |¾+&ƒeTHû~
&ƒjáTýÉÕ›+>´
&ƒjáÖ\d¾dt nHû ç|Ÿç¿ìjáT <‘Çs sÁ¿£ï+ qT+& qçÔáÈ“jáTTÔá e«sÁœ
|Ÿ<‘sœ\qT Ô=\Ð+#û ÿ¿£ jáT+çÔá+. ¿£çÜeT eTÖçÔá|¾+&†\T
&ƒjáTýÉÕ›+>´ ç<Še+Ôà “+|Ÿ‹&q bÍçÔáýË“¿ì bͿ쌿£ bÍsÁ>·eT«
ÔáÇ#á+Ôà yûý²&ƒ BjáT‹&q nHû¿£ >={²¼\qT ¿£*Ð –+{²sTT. ‡
&ƒjáTýÉÕ›+>´ ç<Še+ sÁ¿£ï+Ôà dŸeÖqyîT®q ç<Šy_ódŸsÁD |Ó&ƒH“• ¿£*Ð eÚ+&,
&ƒjáTýÉÕ›+>´
qçÔáÈ“ dŸ+‹+<óŠ e«sœ\T ýñÅ£”+&† –+³T+~. sÃÐ jîTT¿£Ø sÁ¿£ï+ ‡
>={²¼\ >·T+&† yîÞø—ï+~. ‚ý² yîÞø—ïq•|ŸÚÎ&ƒT, sÁ¿£ï+ýË“ e«sÁœ |<Ÿ‘s\œT
y«|qŸ+ <‘Çs &j ƒ Táý›ÕÉ+>´ <çeŠ+ýË¿ì yÞî²sïTT X—ø~j
Æ T®îq s¿Á+ï£ sÃÐ X¯øs+ÁýË“¿ì Ü]Ð |+Ÿ|‹Ÿ&TƒÔTá+~. ‚~ eTÖÔç|á+¾&+ƒ |“ŸrsTÁÔÃ
deŸÖqyTîq®<û >±ú |ÚŸq'XËwDŸ+ –+&¿ƒb£þe&eƒTH~û |ç<Ÿ‘óqyTîq® u<ñó+Š. kÍ<‘ósDÁ+>± ÿ¿£ €sÃ>«·e+ÔTá&qÕî ejÖîÈqT“ýË,
eTÖÔç|á+¾&†\ýË @sÎÁ&û |ç<ŸeŠóT >±*Ô+á sÃEÅ”£ dTŸeÖsTÁ 180©. nsTTq|Ο{¿ì,¡ sÃEÅ”£ “È+>± $d]Ÿ+¨|Ÿ ‹&û eTÖÔç+á ¹¿e\+ ÿ¿{£ì
ý<ñ‘ Âs+&Tƒ ©³sTÁ¢ eÖÔçyáTû, m+<TŠ¿+£fñ $TÐ*q >±*Ô+á eTÖÔçá |+¾&ƒ H[¿ý£Ë“¢¿ì |ÚŸq'XËwDŸ #+î<TŠÔTá+~.
€ý˺+#á+& ! eTÖçÔá|¾+&†\T, ¿±ýñjáT+ýË ¿=+Ôá uó²>·+, }|¾]ÔáÔáTï\
nejáTe<‘q+ e+{ì ¿=“• nejáTy\T eT]jáTT ¿£DC²ý²\qT <‘Ôá J$+º
nejáTe<‘q+ nHû~ nejáTe+ (nejáTy\T) |Ÿ“#ûjáT¿£ –+³T+&ƒ>±Hû <‘q+ #ûjáTe#áTÌ.
bþe&ƒ+ e\q u²<óŠ|Ÿ&ƒTÔáTq• e«¿ìï¿ì ÿ¿£ nejáTy“• <‘q+
#ûd –<‘sÁyîT®q #ásÁ« nejáTe<‘q+ <‘Ôá eT]jáTT nÔá“ 5.5.2 yîTT¿£ØýË¢ $dŸsÁ¨q
ýñ<‘ €yîT Å£”³T+‹dŸuó„T«\ dŸeTˆÜÔÃHû #ûjáÖ*. ejáTdŸTà, yîTT¿£Ø\T È+ÔáTeÚ\ ¿£H• |ŸP]ï $_óq•yîT®q $dŸsÁ¨q
|Ÿ<ŠÆÔáT\qT –|ŸjîÖÐkÍïsTT. €¿ìàÈHŽ ¿ìsÁDÈq«dŸ+jîÖ>·
*+>· uñ<óŠ+ ýñÅ£”+&† meÂsÕH nejáTe, ¿£DC²\ <‘Ôá\T ç¿ìjáTýË @sÁÎ&û ÿ¿£ e«sÁœ |Ÿ<‘sÁœ+>± uó²$kÍïeTT! yîTT¿£Ø\T
¿±e#áTÌ. nejáTe eÖ]Î& ÿ¿£ e«¿ìï J$Ô“• ¿±bÍ&ƒTÔáT+~ €¿ìàÈHŽqT, ¿±sÁÒHŽ &îÕ €Â¿Õà&ŽqT mý² –|ŸjîÖÐ+#áTÅ£”+{²jáTHû
ýñ<‘ eÖ]ÌyûdŸTï+~. ç>·VÓ²Ôá jîTT¿£Ø nejáTe+ <î‹ÒÜq•+<ŠTq $wŸjáT+ ‚+ÔáÅ£” eTT+<û eTq+ #á]Ì+#áTÅ£”H•+. u²cþÎÔûà¿£+
ýñ<‘ y«~ó ýñ<‘ >±jáT+ ¿±sÁD+>± $|˜Ÿ\yîT®q+<ŠTq nejáTe <‘Çs yîTT¿£Ø\T n~ó¿£yîT®q ú{ì“ $&º™|&ƒÔsTT. ‚ÔásÁ e«sÁœ
eÖ]Î& nedŸsÁ+ neÚÔáT+~. nejáTe eÖ]Î&ýË XøçdŸï |Ÿ<‘sœ\ $wŸjáÖ“¿ì edï, yîTT¿£Ø\ýË #ý² ¿£DC²ý²\T eTÔá
º¿ìÔáà<‘Çs (nejáTe<‘Ôá) qT+& Ô=\Ð+º eTs=¿£ e«¿ìï¿ì ¿£D²\qT ¿£*Ð –+&ƒ&ƒ+ e\q |ŸçÔ\e+{ì uó²>±\qT s\Ì&ƒ+
(ç > · V Ó ² Ôá ) eÖ]Î& #û k Íï s Á T . kÍ<ó ‘ sÁ D +>± ¿±]•já Ö \T #ûkÍïsTT. #ý² e¿£Œe«sœ\T ¿£D ]¿ìï¿£\ýË “\Ç#ûjáT‹&ƒÔsTT.
eTÖçÔá|¾+&†\T, >·T+&î, ¿±ýñjáT+, ¿Ã¢eT+, }|¾]ÜÔáTï\T s*bþjûT €Å£”\ýË e«sœ\T “\Ç #ûjáT‹&ƒÔsTT. ‚ÔásÁ
|>·T\T, meTT¿£ eTȨ\qT eÖ]Î& #ûkÍïsÁT. #ý² nejáTe e«sœ\qT eTT~]q <‘sÁTeÚýË Âsd¾qT¢, ›>·TsÁ¢ sÁÖ|Ÿ+ýË “\Ç
eT]jáTT ¿£DC²\ <‘H\T <‘Ôá eTsÁDì+ºq yî+³Hû ýñ<‘ ÿ¿£ #ûkÍïsTT. yîTT¿£Ø\T ÔáeT #áT³Ö¼ eÚq• eTÜï¿£ýË“¿ì Å£L&† ¿=“•
e«¿ìï çuÉsTTHŽ&î&Ž>± ç|Ÿ¿£{ì+ºq yî+³Hû ÈsÁT>·TÔsTT. ¿±ú e«sÁœ |Ÿ<‘sœ\qT $dŸ]¨kÍïsTT.
35
ANDHRA PRADESH | Biology : Life Processes
EXERCISES
36
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
ç|Ÿ Xø• \T
1. Hîçb˜ÍHŽ “sˆD²“•, $<óŠT\qT $e]+|ŸÚeTT.
2. e«sÁœ |Ÿ<‘sœ\qT ‹jáT³Å£” |Ÿ+|ŸÚ³Å£” yîTT¿£Ø\T –|ŸjîÖÐ+#áT |Ÿ<ŠÆÔáTýñ$?
3. –ÔáÎÜï nsTTq eTÖçÔá |Ÿ]eÖD+ @ $<óŠ+>± “jáT+çÜ+#á‹&ƒTÔáT+~?
37
ANDHRA PRADESH | Biology : Life Processes
4. The breakdown of pyruvate to give carbon dioxide, water and energy takes place in
(a) cytoplasm. (c) chloroplast.
(b) mitochondria. (d) nucleus.
5. How are fats digested in our bodies? Where does this process take place?
6. What is the role of saliva in the digestion of food?
7. What are the necessary conditions for autotrophic nutrition and what are its by-products?
8. What are the differences between aerobic and anaerobic respiration? Name some organisms
that use the anaerobic mode of respiration.
9. How are the alveoli designed to maximise the exchange of gases?
10. What would be the consequences of a deciency of haemoglobin in our bodies?
11. Describe double circulation of blood in human beings. Why is it necessary?
12. What are the differences between the transport of materials in xylem and phloem?
13. Compare the functioning of alveoli in the lungs and nephrons in the kidneys with respect to
their structure and functioning.
38
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : Jeç¿ìjáT\T
4. ™|ÕsÁÖ$¿ù €eT¢ $ºÌÛq•+ e\¢ ¿±sÁÒHŽ &îՀ¿Õà&Ž, úsÁT eT]jáTT Xø¿ìï @sÁÎ&û ç|Ÿç¿ìjáT B“ýË ÈsÁT>·TÔáT+~.
(m) ¿£Dç<Še«+ (d¾) VŸ²]Ôá¹sDTeÚ
(_) yîT®{Ë¿±+ç&jáÖ (&) ¹¿+ç<Š¿£+
5. eTq Xø¯sýË¢ ¿=eÚÇ\T mý² JsÁ’eTeÚÔsTT? ‡ ç|Ÿç¿ìjáT m¿£Ø&ƒ ÈsÁT>·TÔáT+~?
6. €VŸäsÁ+ JsÁ’+ ¿±e&ƒ+ýË ý²ý²È\+ bÍçÔá @$T{ì?
7. dŸÇjáT+bþwŸDÅ£” nedŸsÁyîT®q |Ÿ]d¾œÔáTýñ$T{ì eT]jáTT y{ì –|Ÿ`–ÔáÎH•ýñ$T{ì?
8. yjáTTdŸV¾²Ôá eT]jáTT nyjáTT XæÇdŸç¿ìjáTÅ£” >·\ uóñ<‘ýñ$? nyjáTT XæÇdŸç¿ìjáT È]| ¿=“• JeÚ\ |sÁT¢ Ôî\T|ŸÚeTT.
9. yjáTTeÚ\ $“eTjáÖ“• >·]wŸ÷+ #ûjáTT³Å£” yjáTT>ÃDT\T mý² “]ˆ+#á‹&†¦sTT?
10. eTq Xø¯sÁ+ýË V¾²yîÖ>â_HŽ ÔáÐZÔû ¿£*¹> |˜Ÿ*ÔýÉý² eÚ+{²sTT?
11. eÖqeÚ\ýË“ ~Çe\jáT sÁ¿£ïç|ŸdŸsÁDqT $e]+#á+&. n~ m+<ŠTÅ£” nedŸsÁ+?
12. <‘sÁTeÚ eT]jáTT bþwŸ¿£ ¿£DC²\+ýË sÁyD² njûT« |Ÿ<‘sœ\ýË“ uóñ<ŠyûT$T?
13. “sˆD+ eT]jáTT $<óŠT\Å£” dŸ+‹+~ó+º }|¾]ÜÔáTï\ýË“ yjáTT>ÃDT\qT eT]jáTT eTÖçÔá|¾+&†\ýË“ Hîçb˜ÍHŽ\qT
bþ\Ì+&.
39
ANDHRA PRADESH | Biology : Control and Coordination
Control and
Coordination
40
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
n<ó‘«jáT+ 6
“jáT+çÔáD eT]jáTT
dŸeTqÇjáT+
41
ANDHRA PRADESH | Biology : Control and Coordination
scheme of how nervous impulses travel in the Let us consider this further. Take one of
body. A similar synapse nally allows delivery our examples. Touching a ame is an urgent
of such impulses from neurons to other cells, and dangerous situation for us, or in fact, for
such as muscles cells or gland [Fig. 6.1 (b)]. any animal! How would we respond to this?
It is thus no surprise that nervous tissue One seemingly simple way is to think
is made up of an organised network of nerve consciously about the pain and the possibility
cells or neurons, and is specialised for of getting burnt, and therefore move our hand.
conducting information via electrical impulses An important question then is, how long will it
from one part of the body to another. take us to think all this? The answer depends on
Look at Fig. 6.1 (a) and identify the parts how we think. If nerve impulses are sent
of a neuron (i) where information is acquired, around the way we have talked about earlier,
(ii) through which information travels as an then thinking is also likely to involve the
electrical impulse, and (iii) where this impulse creation of such impulses. Thinking is a
must be converted into a chemical signal for complex activity, so it is bound to involve a
onward transmission. complicated interaction of many nerve
Activity 6.1 impulses from many neurons.
If this is the case, it is no surprise that the
g Put some sugar in your mouth. How does thinking tissue in our body consists of dense
it taste? networks of intricately arranged neurons. It sits
g Block your nose by pressing it between in the forward end of the skull, and receives
your thumb and index nger. Now eat signals from all over the body which it thinks
sugar again. Is there any difference in its about before responding to them. Obviously, in
taste? order to receive these signals, this thinking part
g While eating lunch, block your nose in of the brain in the skull must be connected to
the same way and notice if you can fully nerves coming from various parts of the body.
appreciate the taste of the food you are Similarly, if this part of the brain is to instruct
eating. muscles to move, nerves must carry this signal
Is there a difference in how sugar and back to different parts of the body. If all of this is
food taste if your nose is blocked? If so, why to be done when we touch a hot object, it may
might this be happening? Read and talk about take enough time for us to get burnt!
possible explanations for these kinds of How does the design of the body solve
differences. Do you come across a similar this problem? Rather than having to think about
situation when you have a cold? the sensation of heat, if the nerves that detect
6.1.1 What happens in Reex Actions? heat were to be connected to the nerves that
‘Reex’ is a word we use very commonly move muscles in a simpler way, the process of
when we talk about some sudden action in detecting the signal or the input and responding
response to something in the environment. We to it by an output action might be completed
say ‘I jumped out of the way of the bus quickly. Such a connection is commonly called
reexly’, or ‘I pulled my hand back from the a reex arc (Fig. 6.2). Where should such reex
ame reexly’, or ‘I was so hungry my mouth arc connections be made between the input
started watering reexly’. What exactly do we nerve and the output nerve? The best place, of
mean? A common idea in all such examples is course, would be at the point where they rst
that we do something without thinking about it, meet each other. Nerves from all over the body
or without feeling in control of our reactions. meet in a bundle in the spinal cord on their way
Yet these are situations where we are to the brain. Reex arcs are formed in this
responding with some action to changes in our spinal cord itself, although the information
environment. How is control and coordination input also goes on to reach the brain.
achieved in such situations?
44
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
ç|¹s|¾kÍïsTT. ‚~ Xø¯sÁ+ýË H&žç|sÁD\T mý² ç|ŸjáÖDìkÍïjîÖ B““ eT]+Ôá ýËÔáT>± |Ÿ]o*<‘Ý+. ™|Õ –<‘VŸ²sÁD\ýË
Ôî*| kÍ<ó‘sÁD $<ó‘q+. ‚³Te+{ì H&ž dŸ+~ó ýñ<‘ d¾H|tà, ÿ¿£<‘“• rdŸTÅ£”+<‘+. ydŸïy“¿ì eT+³qT Ô¿£&ƒ+ eTq¿ÕH
ç|sÁD\qT qÖ«sq¢ qT+& ¿£+&ƒs\ ¿£D²\T ýñ<‘ ç>·+~¸ e+{ì ýñ<‘ @<îÕH È+ÔáTeÚ¿ÕH nqT¿ÃÅ£”+&† È]¹> ç|ŸeÖ<Š¿£sÁyîT®q
‚ÔásÁ ¿£D²\Å£” [|Ÿ³+.6.1(_)] n+~+#á&†“¿ì ÔÃ&ƒÎ&ƒTÔáT+~. |Ÿ]d¾œÜ. eTq+ kÍ<ó‘sÁD+>± B“¿ì mý² dŸÎ+~kÍï+? H=|¾Î
H&ž ¿£D²\T ýñ<‘ qÖ«sq¢ jîTT¿£Ø e«edÓœ¿£Ôá e\jáT+Ôà >·T]+º, ¿±* >±jáTeTjûT« ne¿±Xø+ >·T]+º, dŸÎVŸ²ÔÃ
sÁÖbõ+~q H&ž ¿£DC²\+ Xø¯sÁ+ýË ÿ¿£ uó²>·+ qT+& eTs=¿£ €ý˺kÍï+. n+<ŠTe\Hû eTq #ûÜ“ yîq¿ìØ rdŸTÅ£”+{²+.
uó²>±“¿ì $<ŠT«ÔY ç|sÁD\ <‘Çs dŸeÖ#s“• #ûsÁyûjáT&ƒ+ýË ‚|Ÿ Ú Î&ƒ T eTs=¿£ eTTK«yî T ® q ç | Ÿ X ø • @$T³+fñ , ‚eú•
ç|ŸÔû«¿£ÔáqT ¿£*Ð –+³T+~ nq&ƒ+ýË €XøÌsÁ«+ ýñ<ŠT. €ý˺+#á & †“¿ì eTqÅ£ ” m+Ôá dŸ e Tjá T + |Ÿ & ƒ T Ôá T +~?
|Ÿ³+ 6.1 (m) “ #áÖ&ƒ+&. H&ž¿£D+ýË“ uó²>±\qT dŸeÖ<ó‘q+ eTq+ mý² €ý˺kÍïeTHû <‘“™|Õ €<ó‘sÁ|Ÿ&
>·T]ï+#á+&. (i) dŸeÖ#sÁ+ m¿£Ø&ƒ qT+& bõ+<‘sTT (ii) <û“ –+³T+~. eTq+ ‚+ÔáÅ£”eTT+<ŠT #á]Ì+ºq³T¢, ç|ŸkÍsÁ eÖsÁZ+
<‘Çs dŸeÖ#sÁ+ $<ŠT«ÔY ç|sÁD>± ç|ŸjáÖDìdŸTï+~ (iii) ‡ #áT³Ö¼ H&ž ç|Ÿ#Ã<ŠH\T |Ÿ+|Ÿ‹&Ôû, €ýË#áq Å£L&† ný²+{ì
ç|sÁD Ôá<ŠT|Ÿ] ç|ŸkÍsÁ+ ¿ÃdŸ+ sÁkÍjáTq dŸ+¹¿Ôá+>± m¿£Ø&ƒ ç|Ÿ#Ã<ŠH\qT dŸw¾¼+#á&ƒ+ýË uó²>·eTeÚÔáT+~. €ýË#áq ÿ¿£
eÖsÁÌ‹&†ýË €jáÖ uó²>±\qT >·T]ï+#á+&. dŸ+¿ì¢wŸ¼yîT®q ¿±sÁ«¿£ý²|Ÿ+, ¿±‹{ì¼ ‚~ nHû¿£ H&ž ¿£D²\ qT+&
¿£Ôá«+ 6.1 yî\Te&û nHû¿£ H&žç|Ÿ#Ã<ŠH\ jîTT¿£Ø dŸ+¿ì¢wŸ¼yîT®q |ŸsÁdŸÎsÁ
#ásÁ«>± –+³T+~.
g MT HÃ{ìýË ¿=+#î+ #á¿ØsÁ yûdŸT¿Ã+&. sÁTº mý² –+~?
‡ dŸ+<ŠsÁÒÛ+ýË eTq Xø¯sÁ+ýË“ €ýË#áH ¿£DC²\+
g MT u¤³q yû\T #áÖ|ŸÚ&ƒT yû*Ôà H=¿ìØ MT eTTÅ£”Ø
dŸ+¿ì¢wŸ¼+>± neT]Ìq <Š³¼yîT®q qÖ«sHŽ e\jáÖ\qT ¿£*Ð
eTÖjáT+&. ‚|ŸÚÎ&ƒT eT°ß #á¿ØsÁ Üq+&. sÁTºýË
–+&ƒ³+ýË €XøÌsÁ«+ ýñ<ŠT. ‚~ |ŸÚçÂs eTT+<ŠT uó²>·+ýË –+&,
@yîT®H uóñ<Š+ –+<‘?
€ý˺+#*àq dŸ+¹¿Ô\qT Xø¯sÁ+ n+Ôá{ì qT+& n$ y{ì¿ì
g n<û $<óŠ+>± uóËÈq+ #ûdŸTïq•|ŸÚÎ&ƒT MT eTTÅ£”ØqT
ç|ŸÜdŸÎ+~+#á&†“¿ì eTT+<ŠT>±Hû n+<ŠTÅ£”+³T+~. “C²“¿ì, ‡
eTÖjáT+&. MTsÁT ÜHû €VŸäsÁ+ sÁTº“ MTsÁT |ŸP]ï>±
dŸ+¹¿Ô\qT dÓÇ¿£]+#á&ƒ+ ¿ÃdŸ+, |ŸÚçÂsýË“ yîT<Š&ƒTýË –+&û ‡
€kÍÇ~+#á>·\sà ýñ<à >·eT“+#á+&.
€ýË#áH uó²>·+ Xø¯sÁ+ýË“ $$<óŠ uó²>±\ qT+& e#ûÌ H&ƒT\Å£”
MT eTTÅ£”Ø eTÖdŸTÅ£”bþsTTq|ŸÚÎ&ƒT #á¿ØsÁ, €VŸäsÁ sÁTºýË nqTdŸ+<ó‘qyîT® –+³T+~. n<û$<óŠ+>±, yîT<Š&ƒTýË“ ‡ uó²>·+
Ôû&† –+<‘? nsTTÔû, ‚ý² m+<ŠTÅ£” ÈsÁT>·TÔáT+~? ‡ sÁ¿£yîT®q ¿£+&ƒs\qT ¿£<Š\eT“ dŸÖº+#\+fñ, H&ƒT\T ‡ dŸ+¹¿Ô“•
e«Ô«kÍ\Å£” ¿±sÁD²\qT, $esÁD\qT n<óŠ«jáTq+ #ûjáT+&,
#á]Ì+#á+&. È\T‹T #ûd¾q|ŸÚÎ&ƒT ‚ý²+{ì |Ÿ]d¾œÜ MTÅ£” Xø¯sÁ+ýË“ $$<óŠ uó²>±\Å£” Ü]Ð rdŸTÅ£”yîÞ²¢*. yû& edŸTïeÚqT
m|ŸÚÎ&îÕH m<ŠTÂsÕ+<‘? Ô¿ìq|ŸÚÎ&ƒT ‚eú• ÈsÁ>±\+fñ, eT+³ ÔáÐ* ¿±*q³T¢
6.1.1 ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ #ásÁ«\ýË @$T ÈsÁT>·TÔáT+~? n“|¾+#á&†“¿ì ¿=+Ôá dŸeTjáT+ |Ÿ³¼e#áTÌ!
|Ÿ]dŸs\ýË <û“¿ÕH ç|ŸÜdŸÎ+<Šq>± eTq+ #áÖ| ¿=“• €¿£d¾ˆ¿£ Xø¯sÁ “sˆD+ ‡ dŸeTdŸ«qT mý² |Ÿ]wŸØ]dŸTï+~? yû&
#á s Á « \ >· T ]+º eÖ{²¢ & û ³ |Ÿ Ú Î&ƒ T #ý² kÍ<ó ‘ sÁ D +>± nqTuó„ÖÜ >·T]+º €ý˺+#á&ƒ+ ¿£+fñ, yû&“ >·T]ï+#û H&ƒT\T
–|ŸjîÖÐ+#û |Ÿ<ŠyûT, »ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ #ásÁ«µ.»HûqT ¿£+ &ƒs\qT ¿£~*+#û H&ƒT\Ôà dŸsÁÞø+ >± nqTdŸ+ <ó‘
ndŸ + ¿£ * ÎÔá + >± ‹dŸ T à qT+& <Š Ö ¹ ¿ XæqTµ ýñ < ‘ »Hû q T “+#á‹&Ôû, dŸ+¹¿Ô“• >·T]ï+#á&ƒ+ nHû ç|Ÿç¿ìjáT (‚HŽ|ŸÚ{Ù)
ndŸ+¿£*ÎÔá+>± eT+³ qT+& H #ûÜ“ yîq¿ìØ rdŸTÅ£”H•qTµ ýñ<‘ eT]jáTT <‘“¿ì ç|ŸÜdŸÎ+~+#û ç|ŸÜ#ásÁ« (neÚ{Ù|ŸÚ{Ù) ÔáÇsÁ>± |ŸP]ï
»HÅ£” #ý² €¿£*>± –+~µ ýñ<‘ »ndŸ+¿£*ÎÔá+>± HÃsÁÖsÁ&ƒ+ neÚÔáT+~. ‚³Te+{ì dŸ+<ó‘H“• ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ #ás«
çbÍsÁ+uó„eTsTT+~µ n“ n+³T+{²+. ndŸ\T B“ nsÁœ+ @$T{ì? #|Ÿ+ (|Ÿ³+.6.2) n“ |¾\TkÍïsÁT. n+dŸ¿£*ÎÔá ç|Ÿr¿±sÁ #ás«
–<‘VŸ²sÁD\ýË ÿ¿£ –eTˆ& n+Xø+ @$T³+fñ, ÿ¿=Ø¿£ØkÍ] #|Ÿ+ýË dŸeÖ#s“• rdŸTÅ£”e#ûÌ H&ž, ç|ŸÜdŸÎ+<Šq\qT
eTq+ $wŸjáT+ >·T]+º €ý˺+#áÅ£”+&†Hû |Ÿ“ #ûkÍï+. ýñ<‘ rdŸTÅ£”yîÞâß H&žÔà m¿£Ø&ƒ nqTdŸ+<ó‘ “+|Ÿ‹&†*? B“¿ì dŸÂsÕq
eTq ç|ŸÜ#ásÁ«\™|Õ “jáT+çÔáD, mý²+{ì nqTuó„ÖÜ #î+<ŠÅ£”+&†
Å£L&† |Ÿ“ #ûkÍïeTT. eTq¿ì Ôî*jáTÅ£”+&† ÈsÁT>·TÔáTq•yû ç|Ÿ<ûXø+, ‚$ Âs+&ƒT ÿ¿£<‘“ÔÃ ÿ¿£{ì yîTT<Š{ì>± ¿£*d ç|Ÿ<ûXøyûT.
nsTTq|ŸÎ{ì¿¡ ‚$ eTq |Ÿ]dŸs\ýË È]¹> eÖsÁTÎ\¿ì eTq+ Xø¯sÁ+ n+Ôá{ì qT+& e#ûÌ H&ƒT\T, yîT<Š&ƒTÅ£” yîÞâß eÖsÁZ+ýË
¿=“• #ásÁ«\ <‘Çs ç|ŸÜdŸÎ+~dŸTïq• dŸ+<ŠsÒÛ\T. n³Te+{ì yîqT•bÍeTTýË ÿ¿£ ¿£³¼>± ¿£\TkÍïsTT. dŸeÖ#sÁ+ yîT<Š&ƒTÅ£”
|Ÿ ] d¾ œ Ô á T \ýË “já T +ç Ô á D eT]já T T dŸ e TqÇjá T + mý² Å£L&† yîÞø—ÔáTq•|ŸÎ{ì¿¡, ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ#ásÁ« #bÍ\T
kÍ~ó+#á‹&ƒTÔáT+~? yîqT•bÍeTTýËHû @sÁÎ&ƒÔsTT.
45
ANDHRA PRADESH | Biology : Control and Coordination
Of course, reex arcs have evolved in muscles. The communication between the
animals because the thinking process of the central nervous system and the other parts of
brain is not fast enough. In fact many animals the body is facilitated by the peripheral nervous
have very little or none of the complex neuron system consisting of cranial nerves arising
network needed for thinking. So it is quite from the brain and spinal nerves arising from
likely that reex arcs have evolved as efcient the spinal cord. The brain thus allows us to
ways of functioning in the absence of true think and take actions based on that thinking.
thought processes. However, even after As you will expect, this is accomplished
complex neuron networks have come into through a complex design, with different parts
existence, reex arcs continue to be more of the brain responsible for integrating different
efcient for quick responses. inputs and outputs. The brain has three such
Can you now trace the sequence of events major parts or regions, namely the fore-brain,
which occur when a bright light is focussed on
mid-brain and hind-brain.
your eyes?
The fore-brain is the main thinking part
6.1.2 Human Brain
Is reex action the only function of the of the brain. It has regions which receive
spinal cord? Obviously not, since we know that sensory impulses from various receptors.
we are thinking beings. Spinal cord is made up Separate areas of the fore-brain are specialised
of nerves which supply information to think for hearing, smell, sight and so on. There are
about. Thinking involves more complex separate areas of association where this sensory
mechanisms Pand neural connections. These information is interpreted by putting it together
are concentrated in the brain, which is the main with information from other receptors as well
coordinating centre of the body. The brain and as with information that is already stored in the
spinal cord constitute the central nervous brain. Based on all this, a decision is made
system (Fig. 6.3). They receive information about how to respond and the information is
from all parts of the body and integrate it. passed on to the motor areas which control the
We also think about our actions. Writing, movement of voluntary muscles, for example,
talking, moving a chair, clapping at the end of a our leg muscles. However, certain sensations
programme are examples of voluntary actions are distinct from seeing or hearing, for
which are based on deciding what to do next. example, how do we know that we have eaten
So, the brain also has to send messages to enough? The sensation of feeling full is because
muscles. This is the second way in which the of a centre associated with hunger, which is in a
nervous system communicates with the separate part of the fore-brain.
46
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
48
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
uó²>±\T >·T]ï+ºq eÖqe yîT<Š&ƒT ¹sU²ºçÔ“• n<óŠ«jáTq+ 6.1.3 ‡ ¿£DC²ý²\T mý² sÁ¿ìŒ+#á‹&ƒÔsTT?
#ûjáT+&. yû¹sÇsÁT uó²>±\Å£” “]ÝwŸ¼ $<óŠT\T –+{²jáT“ eTq+ $$<óŠ sÁ¿±\ ¿±sÁ«¿£ý²bÍ\ “sÁÇVŸ²DýË eTTK«bÍçÔá eV¾²+#û
#áÖXæeTT. ç|ŸÜ uó²>·+ |Ÿ“rsÁTqT eTq+ ¿£qT>=q>·\eÖ? yîT<Š&ƒT e+{ì dŸT“•ÔáyîT®q nejáTy“• C²ç>·Ôáï>± sÁ¿ìŒ+#áe\d¾q
bÍsÄÁ+ çbÍsÁ+uó„+ýË eTq+ eÖ{²¢&ƒTÅ£”q• »ndŸ+¿£*ÎÔá nedŸsÁ+ –+~. B“ ¿ÃdŸ+ Xø¯sÁ+ýË yîT<Š&ƒT meTT¿£\ ™|fɼ
ç|Ÿr¿±sÁ#ásÁ«µ nHû |Ÿ<Š+ jîTT¿£Ø eTs=¿£ –|ŸjîÖ>±“• #áÖ<‘Ý+. ýË|Ÿ\ –+&û $<óŠ+>± sÁÖbõ+~+~. ™|fɼ ýË|Ÿ\, ç<Še+Ôà “+&q
nqT¿ÃÅ£”+&† eTqÅ£” qºÌq €VŸäs“• #áÖdï eTq HÃsÁT uÉ\ÖHâ yîT<Š&ƒT neT] –+³T+~. ‚~ yîT<Š&ƒTqT n|˜ŸÖÔ\
}sÁTÔáT+~. eTq €ýË#áqÔà ç|ŸyûTjáT+ ýñÅ£”+&†Hû >·T+&î qT+& sÁ¿ìŒdŸTï+~. MT M|ŸÚ eT<óŠ«ýË #ûÜÔà Կìq³¢sTTÔû >·{ì¼>±,
¿=³T¼Å£”+{Ë+~. ydŸïy“¿ì, eTq+ ‡ #ásÁ«\ >·T]+º m>·T&ƒT ~>·T&ƒT>± @<à “sˆD+ –q•³T¢ >·eT“kÍïsÁT. ‚~
€ý˺+#á&ƒ+ <‘Çs >±ú, ¿ÃsÁT¿Ãe&ƒ+ <‘Çs >±ú ‡ #ásÁ«\qT yîqT•bÍeTTqT sÁ¿ìŒ+#û yîHî•eTT¿£.
dŸT\uó„+>± “jáT+çÜ+#áýñeTT, >±* |Ó\Ì&ƒ+, €VŸäs“• JsÁ’+ 6.1.4 H&ž ¿£DC²\+ mý² #ásÁ«Å£” ¿±sÁDeTeÚÔáT+~?
#ûjáT&ƒ+ e+{ì |ŸqT\T >·T]+º eTq+ €ý˺+º >·TsÁTï+#áTÅ£”“ ‚+ÔáesÁÅ£”, eTq+ H&ž ¿£DC²\+ >·T]+N, n~ dŸeÖ#s“•
#ûjáÖý²? ¿±‹{ì¼, ¿£+{ìbÍ|Ÿ |Ÿ]eÖD+ýË eÖsÁTÎ e+{ì dŸsÁÞø mý² d¿£]dŸTï+~, B“ Xø¯sÁ+ n+Ô mý² |Ÿ+|ŸÚÔáT+~,
ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ #ásÁ«\T eT]jáTT Å£”¯Ì“ ¿£~*+#á&ƒ+ e+{ì dŸeÖ#s“• mý² $Xâ¢w¾dŸTï+~, dŸeÖ#sÁ+ €<ó‘sÁ+>± mý²
€ýË#áHÔሿ£ #ásÁ«\ eT<óŠ«, eTq €ýË#áq “jáT+çÔáDýË ýñ“ “sÁ’jáÖ\T rdŸTÅ£”+³T+~, #ásÁ« ¿ÃdŸ+ ¿£+&ƒs\Å£” “sÁ’jáÖ\qT
¿£+&ƒs\ ¿£<Š*¿£\ jîTT¿£Ø eTs=¿£ neT]¿£ –+~. ‡ mý² Ôî * já T Cñ d Ÿ T ï + ~ yî T T<Š ý É Õ q $wŸ j á Ö \qT >· T ]+º
n“jáT+çÜÔá #ásÁ«\T #ý² esÁÅ£” eT<óŠ« yîT<Š&ƒT eT]jáTT yîqT¿£ eÖ{²¢&ƒTÅ£”H•eTT. eTsà eÖ³ýË #îbÍÎ\+fñ, #ásÁ« ýñ<‘ ¿£<Š*¿£
yîT<Š&ƒT <‘Çs “jáT+çÜ+#á‹&ƒÔsTT. sÁ¿£ï|Ó&ƒq+, ý²ý²È\+ m|ŸÚÎ&ƒT ÈsÁ>±ýË dŸ]>±Z n|ŸÚÎ&û ¿£+&ƒsÁ ¿£DC²\+ |Ÿ“#ûdŸTï+~.
È+ÔáTeÚ\ýË ¿£+&ƒs\T mý² ¿£<ŠT\TÔsTT? ÿ¿£ H&ž
çdŸ$+#á&ƒ+, y+ÔáT\e&ƒ+ e+{ì n“jáT+çÜÔá #ásÁ«\ú• yîqT¿£
ç|Ÿ#Ã<Šq+ ¿£+&ƒs“• #ûsÁTÅ£”q•|ŸÚÎ&ƒT, ¿£+&ƒsÁ Ôá+ÔáTeÚ
yîT<Š&ƒTýË“ eTC²¨ eTTKeTT <‘Çs “jáT+çÜ+#á‹&ƒÔsTT. Ôá|ŸÎ“dŸ]>± ¿£<Šý²*. ¿£+&ƒsÁ ¿£D+ mý² ¿£<ŠT\TÔáT+~? ¿£D
dŸsÁÞø ¹sU² eÖsÁZ+ýË q&ƒe&ƒ+, ™dÕ¿ìýÙ Ô=¿£Ø&ƒ+, ™|“àýÙ kÍœsTTýË ¿£<Š*¿£ jîTT¿£Ø dŸsÁÞøyîT®q nsÁœ+ @$T³+fñ, ¿£+&ƒs\
rdŸT¿Ãe&ƒ+ e+{ì |ŸqT\T >·T]+º €ý˺+#á+&. nqTeTd¾ïwŸØ+ ¿£D²\T bõ{ì¼>± ¿±e&ƒ+ <‘Çs y{ì €¿±s“• eÖsÁTÌ¿=“
n“ |¾\Te‹&û yîqT¿£-yîT<Š&ƒTýË“ ÿ¿£ uó²>·+ e\¢ ‚$ ¿£<ŠT\TÔsTT. ¿±‹{ì¼ Ôá<ŠT|Ÿ] ç|ŸXø• @$T³+fñ, ¿£+&ƒs\ ¿£D²\T
kÍ<óŠ«eTeÚÔsTT. ‚~ “jáT+çÜÔá #ásÁ«\ jîTT¿£Ø KºÌÔáÔÇ“•, y{ì €¿±s“• mý² eÖsÁTÌÅ£”+{²sTT? ¿£D uó²>±\ sÁkÍjáT“¿£
Xø¯sÁ uó„+ÐeTqT, Xø¯sÁ dŸeTÔd¾œÜ“ ¿±bÍ&ƒT¿Ãe&ƒ+ýË u²<óŠ«Ôá n+Xæ\ýË B“¿ì dŸeÖ<ó‘q+ Ôá|ŸÎ“ dŸ]>± –+³T+~. ¿£+&ƒsÁ
eV¾²dŸTï+~. eTq+ ‚ý²+{ì |ŸqT\T #ûjáT&ƒ+ýË $|˜Ÿ\eTeÚ ¿£D²\T ç|ŸÔû«¿£ çbþ{¡q¢qT ¿£*Ð –+&, H&ž $<ŠT«ÔY ç|Ÿ#Ã<ŠH\Å£”
ÔáTq•|ŸÚÎ&ƒT y{ì >·T]+º €ý˺+#á¿£bþÔû @$T ÈsÁT>·TÔáT+<à ç|ŸÜdŸÎ+<Šq>± ¿£D+ýË y{ì €¿±sÁ+, neT]¿£\T Âs+&+{ìú
}V¾²+#á+&. eÖsÁTkÍïsTT. ‚~ È]Ðq|ŸÚÎ&ƒT, ‡ çbþ{¡q¢ yîTT¿£Ø ç¿=Ôáï neT]¿£
49
ANDHRA PRADESH | Biology : Control and Coordination
electrical impulses. When this happens, new 6.2.1 Immediate Response to Stimulus
arrangements of these proteins give the muscle Let us think about the rst kind of movement,
cells a shorter form. Remember when we talked such as that of the sensitive plant. Since no
about muscle tissue in Class IX, there were growth is involved, the plant must actually
different kinds of muscles, such as voluntary move its leaves in response to touch. But there
muscles and involuntary muscles. Based on is no nervous tissue, nor any muscle tissue.
what we have discussed so far, what do you How does the plant detect the touch, and how
think the differences between these would be? do the leaves move in response?
Figure 6.4 The sensitive plant
If we think about where exactly the plant is
1. What is the difference between a reex touched, and what part of the plant actually
action and walking? moves, it is apparent that movement happens at
2. What happens at the synapse between two a point different from the point of touch. So,
neurons? information that a touch has occurred must be
3. Which part of the brain maintains posture communicated. The plants also use electrical-
and equilibrium of the body? chemical means to convey this information
4. How do we detect the smell of an agarbatti from cell to cell, but unlike in animals, there is
(incense stick)? no specialised tissue in plants for the
5. What is the role of the brain in reex conduction of information. Finally, again as in
action? animals, some cells must change shape in order
for movement to happen. Instead of the
6.2 COORDINATION IN PLANTS
specialised proteins found in animal muscle
Animals have a nervous system for controlling
cells, plant cells change shape by changing the
and coordinating the activities of the body. But
amount of water in them, resulting in swelling
plants have neither a nervous system nor
or shrinking, and therefore in changing shapes
muscles. So, how do they respond to stimuli?
(Fig. 6.4).
When we touch the leaves of a chhui-mui (the 6.2.2 Movement Due to Growth
‘sensitive’ or ‘touch-me-not’ plant of the Some plants like the pea plant climb up other
Mimosa family), they begin to fold up and plants or fences by means of tendrils. These
droop. When a seed germinates, the root goes tendrils are sensitive to touch. When they come
down, the stem comes up into the air. What in contact with any support, the part of the
happens? Firstly, the leaves of the sensitive tendril in contact with the object does not grow
plant move very quickly in response to touch. as rapidly as the part of the tendril away from
There is no growth involved in this movement. the object. This causes the tendril to circle
On the other hand, the directional movement of around the object and thus cling to it. More
a seedling is caused by growth. If it is prevented commonly, plants respond to stimuli slowly by
from growing, it will not show any movement. growing in a particular direction. Because this
So plants show two different types of growth is directional, it appears as if the plant is
movement – one dependent on growth and the moving. Let us understand this type of
other independent of growth. movement with the help of an example.
(a) (b)
Figure 6.7 Endocrine glands in human beings (a) male, (b) female
56
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
¿£*d¾ È+ÔáTeÚ Xø¯s“• |Ÿ]d¾œÜ“ m<ŠTsÃØe&†“¿ì d¾<ŠÆ+>±
–+&ƒ{²“¿ì M\T ¿£*ÎkÍïsTT. ‚³Te+{ì È+ÔáT VŸäsÈqT¢ eTq nHû¿£ VŸäsÈq¢ $&ƒT<Š\ýË ™VÕ²bþ<¸Š\eTdt eTTK«bÍçÔá
Xø¯sÁ+ýË “jáT+çÔáD eT]jáTT dŸeTqÇjáÖ“¿ì Âs+&ƒe eÖsÁZ+>± bþw¾dŸTï+~. –<‘VŸ²sÁDÅ£” m|Ÿð&îÕÔû ™|sÁT>·T<Š\ VŸäsÈHŽ
–+&û n+Ôá'çkÍMç>·+<óŠT\ e«edŸœýË uó²>·+>± |Ÿ“#ûkÍïsTT. kÍœsTT ÔáÅ£”Øe>± –+³T+<Ã, n|ŸÚÎ&ƒT ™VÕ²bþ<¸‘\eTdt
™|sÁT>·T<Š\ VŸäsÈHŽ ¿±sÁ¿±“• $&ƒT<Š\ #ûdŸTï+~. ‚~ |ÓjáTÖwŸ
¿£Ôá«+ 6.3 ç>·+~ó ™|sÁT>·T<Š\ VŸäsÈHŽqT $&ƒT<Š\ #ûd³³T¢ ç|¹s|¾dŸTï+~.
g |Ÿ³+ 6.7 #áÖ&ƒ+&.
g ºçÔá+ýË |s=Øq• n+Ôá' çkÍM ç>·+<óŠT\qT >·T]ï+#á+&. dŸeTqÇjáT ™|sÁT>·T<Š\ýË VŸäsÈqT¢ mý² dŸVŸäjáT |Ÿ&ƒÔjîÖ
g ‡ ç>·+<¸ŠT\ýË ¿=“• |Ÿ{켿£ 6.1ýË C²_ÔýË –H•sTT, nsÁœ+ #ûdŸT¿Ãe&†“¿ì ¿=“• –<‘VŸ²sÁD\qT |Ÿ]o*<‘Ý+. eTq+
bÍsÄ«+Xø+ýË #á]Ì+#á‹&†¦sTT. ‚ÔásÁ ç>·+<¸ŠT\ >·T]+º »njîÖ&îÕCÙ¦ –|ŸÚε ýñ<‘ »njîÖ&HŽ ¿£*Ðq –|ŸÚÎ bͫ¿³¢qT
Ôî\TdŸT¿Ãe&†“¿ì ýÉÕ狯ýË“ |ŸÚdŸï¿±\qT dŸ+ç|Ÿ~+#á+&, #áÖdŸTï+{²+. eTq €VŸäsÁ+ýË »njîÖ&îÕCÙ¦ –|ŸÚÎqT ¿£*Ð
MT –bÍ<ó‘«jáTT\Ôà #á]Ì+#á+&. –+&ƒe\d¾q nedŸsÁ+ @$T{ì? <¸îÕssTT&Ž ç>·+~¸ <¸îÕs¿ìàHŽ
VŸ ä sÈHŽ q T Ôá j á Ö sÁ T #û j á T &†“¿ì njî Ö & H Ž nedŸ s Á + .
yîTT¿£Ø\T y{ì ~XæÔሿ£ ™|sÁT>·T<Š\qT “jáT+çÜ+#û ™ | sÁ T >· T <Š \ ýË –Ôá ï e T dŸ e TÔá T \«Ôá q T n+~+#á & †“¿ì
VŸäsÈq¢qT ¿£*Ð –H•jáT“ >·TsÁTïÅ£” Ôî#áTÌÅ£”+<‘+. È+ÔáTeÚ\ýË ¿±sÃÒ™ V Õ ² ç & û { Ù , ç b õ{¡ q T¢ eT]já T T ç ¿ =eÚÇ\ Jeç ¿ ì j á T \qT
VŸäsÈqT¢ @ @ $<óŠT\T “sÁÇV¾²kÍïsTT? –“¿ì €<ó‘sÁ+>± ~XæÔሿ£ “jáT+çÜ+#á&ƒ+ýËqÖ <¸îÕs¿ìàHŽ –|ŸjîÖ>·|Ÿ&ƒTÔáT+~. <¸îÕs¿ìàHŽ
™|sÁT>·T<Š\ýË y{ì bÍçÔáqT eTq+ }V¾²+#áýñeTT. ¿±+Ü ýñ<‘ dŸ+Xâ¢wŸDÅ£” njîÖ&HŽ nedŸsÁ+. eTq €VŸäsÁ+ýË njîÖ&HŽ
>·TsÁTÔÇ¿£sÁüD™|Õ €<ó‘sÁ|Ÿ& È+ÔáTeÚ ÿ¿£ ~XøýËHÃ ýñ<‘ eTs=¿£ ýË|¾+ºq³¢sTTÔû, >±sTT³sY y«~óÔÃ u²<óŠ|Ÿ&û ne¿±Xø+ –+~.
yîÕ|ŸÚ¿Ã ™|sÁ>·&†“• eTq+ m|ŸÚÎ&ƒÖ #áÖ&ƒýñ<ŠT! ¿±ú eTq+ <‘“ yºq yîT&ƒ ‡ y«~ó \¿£ŒD²\ýË ÿ¿£{ì |Ÿ³+ 6.7ýË <¸îÕssTT&Ž
>·T]+º ¿=+#î+ €ý˺+ºq³¢sTTÔû, È+ÔáTeÚ\ Xø¯s\ýË ç>·+~ó kÍœq+Ôà B“ jîTT¿£Ø |ŸsÁdŸÎsÁ dŸ+‹+<óŠ+ >·T]ï+#á>·\y?
Å£L&†, C²ç>·Ôáï>± “jáT+çÜ+#á‹&q ç|Ÿ<ûXæ\ýË ™|sÁT>·T<Š\ ¿=“•kÍsÁ T ¢ eTq+ #ý² bõ{ì ¼ > ± –+&û e«Å£ ” ï \ qT
ÈsÁT>·TÔáT+<Š“ dŸÎwŸ¼eTeÚÔáT+~. –<‘VŸ²sÁDÅ£”, yîTT¿£ØýË nHû¿£
(eTsÁT>·TE¨\T) ýñ<‘ #ý² bõ&ƒyîÕq y]“ (CÉsTT+{Ùà) #áÖkÍïeTT.
ç|Ÿ<ûXæ\ýË €Å£”\T ™|sÁT>·TÔsTT. ¿±ú eTq eTTU²\™|Õ yûÞø—ß
™|sÁ>·eÚ. |¾\¢\ ™|sÁT>·T<Š\ýË Å£L&† Xæ¯sÁ¿£ sÁÖ|Ÿ¿£\Îq ‚~ mý² ÈsÁT>·TÔáT+<Š“ MTsÁT m|ŸÚÎ&îÕH €XøÌsÁ«|Ÿ&†¦s?
C²ç>·Ôáï>± “sÁÇV¾²+#á‹&ƒTÔáT+~. |ÓjáTÖwŸ ç>·+~¸ çdŸ$+#û VŸäsÈq¢ýË ™|sÁT>·T<Š\ VŸäsÈHŽ ÿ¿£{ì.
|Ÿ³+ 6.7
eÖqeÚ\ýË n+Ôá'çkÍM ç>·+<óŠT\T
(m) |ŸÚsÁTwŸ§&ƒT (_) çdÓï
57
ANDHRA PRADESH | Biology : Control and Coordination
Activity 6.4
g Hormones are secreted by endocrine glands and have specic functions. Complete Table 6.1
based on the hormone, the endocrine gland or the functions provided.
Table 6.1 : Some important hormones and their functions
S.No. Hormone Endocrine Gland Functions
1. Growth hormone Pituitary gland Stimulates growth in all organs
2. Thyroxine Thyroid gland Regulates metabolism for body growth
3. Insulin Regulates blood sugar level
4. Testosterone Testes
5. Progesterone Ovaries Development of female sex organs,
Estrogen regulates menstrual cycle, etc.
6. Adrenaline Adrenal gland
7. Releasing Stimulates pituitary gland to release
hormones hormones
58
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
<‘“ | sÁ T ýË –q•³T¢ > ±, ™ | sÁ T >· T <Š \ VŸ ä sÈHŽ Xø ¯ sÁ + VŸäsÈqT¢ KºÌÔáyîT®q |Ÿ]eÖD+ýË çdŸ$+#á&ƒ+ #ý² nedŸsÁ+.
™|sÁT>·T<Š\qT, n_óe~Æ“ “jáT+çÜdŸTï+~. ÿ¿£yûÞø u²\«+ýË ‡ nsTTÔû, ‚~ ÈsÁ>·{²“¿ì eTqÅ£” ÿ¿£ jáT+çÔ+>·+ ¿±y*.
VŸäsÈHŽ ýË|Ÿ+ –+fñ n~ eTsÁT>·TE¨ÔáH“¿ì <‘] rdŸTï+~. VŸäsÈHŽ $&ƒT<Š\ dŸeTjáT+, |Ÿ]eÖD+ yîTT<ŠýÉÕqeú• ‡
MTsÁT 10-12 dŸ+eÔáàs\ ejáTdŸTàÅ£” #ûsÁTÅ£”q•|ŸÚÎ&ƒT |ŸÚq'XøÌsÁD jáT+çÔ+>·+ <‘Çs “jáT+çÜ+#á‹&ƒÔsTT.
MTýËqÖ, MT d•V¾²ÔáT\ýËqÖ #ý² H³¿¡jáT eÖsÁTÎ\T –<‘VŸ²sÁDÅ£”, sÁ¿£ï+ýË #á¿ØsÁ kÍœsTT\T ™|]ÐÔû, ¿Ã¢eT¿£D²\T
¿£ q |Ÿ & ƒ & †“• >· e T“+º –+{²sÁ T . já T T¿£ ï ejá T dŸ T àÅ£ ” >· T ]ï + º mÅ£ ” Øe ‚qTà*HŽ q T –Ôá Î Üï #û j á T &ƒ + <‘Çs
dŸ+‹+~ó+ºq ‡ eÖsÁTÎ\T |ŸÚsÁTwŸ§\ýË fÉkþ¼™d¼sHŽ eT]jáTT ç|ŸÜdŸÎ+~kÍïsTT. sÁ¿£ï+ýË #á¿ØsÁ kÍœsTT ÔáÐZbþÔáÖ –+fñ,
çdÓï\ýË ‡çkþ¼CÉHŽ VŸäsÈHŽ\T çdŸ$+#á&ƒ+ e\q ÈsÁT>·TÔsTT. ‚qTà*HŽ çkÍe+ Å£L&† ÔáÐZbþÔáÖ –+³T+~.
MT Å£”³T+‹+ýË ýñ<‘ d•V¾²ÔáTýË¢ meÂsÕH eT<óŠTyûTVŸ²+Ôà ç|Ÿ Xø• \T
u²<óŠ|Ÿ&ƒTÔáTq•³¢sTTÔû yîÕ<ŠT«&ƒT y]“ €VŸäsÁ+ýË #á¿ØsÁ 1. È+ÔáTeÚ\ýË sÁkÍjáTq dŸeTqÇjáT+ mý² ÈsÁT>·TÔáT+~?
ÔáÅ£”Øe>± rdŸT¿Ãy\“ dŸ\VŸä ‚kÍïsÁ“ MTÅ£” Ôî\TkÍ? 2. njîÖ&îÕCÙ¦ –|ŸÚÎqT –|ŸjîÖÐ+#á&ƒ+ eT+º<Š“ m+<ŠTÅ£”
º¿ìÔáàýË uó²>·+>± ysÁT ‚qTà*HŽ ‚+CÉ¿£ŒqT¢ rdŸTÅ£”+³Ö dŸÖºkÍïsÁT?
–+&ƒe#áTÌ. ‚~ sÁ¿£ï+ýË #á¿ØsÁ kÍœsTT\qT “jáT+çÜ+#á&ƒ+ýË 3. nç&q*HŽ sÁ¿£ï+ýË¿ì çdŸ$+ºq|ŸÚÎ&ƒT eTq Xø¯sÁ+ mý²
dŸVŸäjáT|Ÿ&û, ¿Ã¢eT+ <‘Çs –ÔáÎÜï #ûjáT‹&û VŸäsÈHŽ. ‚~ dŸÂsÕq dŸÎ+~dŸTï+~?
4. ¿=+ÔáeT+~ eT<óŠTyûTVŸ² sÃ>·T\Å£” ‚qTà*HŽ ‚+CÉ¿£ŒqT¢
|Ÿ]eÖD+ýË çdŸ$+#á¿£bþÔû sÁ¿£ï+ýË #á¿ØsÁ kÍœsTT ™|]Ð nHû¿£
‚eÇ&ƒ+ <‘Çs º¿ìÔáà m+<ŠTÅ£”#ûkÍïsÁT?
VŸä“¿£sÁyîT®q ç|Ÿuó²y\qT ¿£*ÐdŸTï+~.
¿£Ôá«+ 6.4
g n+Ôá'çkÍM ç>·+<óŠT\ <‘Çs çdŸ$+#á‹&û VŸ²sÈHŽ\T, “]ÝwŸ¼ $<óŠT\qT ¿£*Ð –+{²sTT. VŸäsÈHŽ, n+Ôá' çkÍM ç>·+~ó
ýñ<‘ n~ “sÁÇ]ï+#û $<óŠT\ €<ó‘sÁ+>± |Ÿ{켿£ 6.1“ |ŸP]ï #ûjáT+&.
|Ÿ{켿£6.1: ¿=“• eTTK«yîT®q VŸäsÈqT¢ eT]jáTT y{ì $<óŠT\T
e.dŸ+ VŸäsÈHŽ n+Ôá'çkÍM ç>·+~ó $<óŠT\T
1. ™|sÁT>·T<Š\ VŸäsÈHŽ |ÓjáTÖwŸ ç>·+~¸ n“• nejáTy\ýË ™|sÁT>·T<Š\qT ç|¹s|¾dŸTï+~.
2. <¸îÕs¿ìàHŽ <¸îÕssTT&Ž ç>·+~¸ó Xø¯sÁ ™|sÁT>·T<Š\Å£” nedŸsÁyîT®q Je ç¿ìjáT\qT “jáT+çÜdŸTï+~.
3. ‚qTà*HŽ sÁ¿£ï+ýË #á¿ØsÁ kÍœsTT“ “jáT+çÜdŸTï+~.
4. fÉkþ¼dÓ¼sHŽ eTTcÍØ\T
5. çbõCÉd¾¼sHŽ çdÓï ;È¿ÃXæ\T çdÓï ýÉÕ+п£ nejáTy\ n_óe~Æ,
‡çkþ¼ÈHŽ ‹TTÔáT#áç¿£+ yîTT<ŠýÉÕqy{ì“ “jáT+çÜdŸTï+~.
6. nç&q*HŽ n~óe¿£Ø ç>·+~¸
7. $&ƒT<Š\ VŸäsÈqT¢ VŸäsÈq¢qT $&ƒT<Š\ #ûjáT&†“¿ì |ÓjáTÖwŸ ç>·+~ó“ ç|¹s|¾kÍïsTT.
EXERCISES
1. Which of the following is a plant hormone?
(a) Insulin
(b) Thyroxin
(c) Oestrogen
(d) Cytokinin.
2. The gap between two neurons is called a
(a) dendrite.
(b) synapse.
(c) axon.
(d) impulse.
3. The brain is responsible for
(a) thinking.
(b) regulating the heart beat.
(c) balancing the body.
(d) all of the above.
4. What is the function of receptors in our body? Think of situations where receptors do not
work properly. What problems are likely to arise?
5. Draw the structure of a neuron and explain its function.
6. How does phototropism occur in plants?
7. Which signals will get disrupted in case of a spinal cord injury?
8. How does chemical coordination occur in plants?
9. What is the need for a system of control and coordination in an organism?
10. How are involuntary actions and reex actions different from each other?
11. Compare and contrast nervous and hormonal mechanisms for control and coordination
in animals.
12. What is the difference between the manner in which movement takes place in a sensitive
plant and the movement in our legs?
60
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : “jáT+çÔáD eT]jáTT dŸeTqÇjáT+
nuó²«kÍ\T
1. ¿ì+~ y{ìýË yîTT¿£ØýË –+&û VŸäsÈHŽ @~?
(m) ‚qTà*HŽ
(_) <¸îÕs¿ìàHŽ
(d¾) ‡çkþ¼CÉHŽ
(&) ™dÕ{Ë¿ՓHŽ
2. Âs+&ƒT qÖ«sq¢ eT<óŠ« n+Ôás“• ‚ý² n+{²sÁT
(m) &î+ç&îÕ{Ù.
(_) d¾H|tà
(d¾) €¿±àHŽ
(&) ç|Ÿ#Ã<Šq+
3. yîT<Š&ƒT _____ ¿ì u²<óŠ«Ôá eV¾²dŸTï+~
(m) €ýË#áq.
(_) VŸ²<ŠjáT dŸÎ+<ŠqqT “jáT+çÜ+#á&ƒ+.
(d¾) Xø¯s“• dŸeTÔáT\«+ #ûjáT&ƒ+.
(&) ™|Õeú•.
4. eTq Xø¯sÁ+ýË“ ç>±VŸ²¿±\T @ @ |ŸqT\T “sÁÇ]ïkÍïsTT? ç>±VŸ²¿±\T dŸ]>±Z |Ÿ“ #ûjáT“ |Ÿ]d¾œÔáT\ >·T]+º
€ý˺+#á+&. mý²+{ì dŸeTdŸ«\T ÔáýÉÔûï ne¿±Xø+ –+~?
5. H&ž ¿£D+ “sˆD²“• |Ÿ³+ ^d¾ <‘“ |Ÿ“rsÁTqT $e]+#á+&.
6. yîTT¿£Ø\ýË ¿±+Ü nqTesÁïq+ mý² ÈsÁT>·TÔáT+~?
7. yîqT•bÍeTT¿ì >±jáT+ nsTTq|ŸÚÎ&ƒT @ dŸ+¹¿Ô\Å£” n+ÔásjáT+ ¿£\T>·TÔáT+~?
8. yîTT¿£Ø\ýË sÁkÍjáTq dŸeTqÇjáT+ mý² ÈsÁT>·TÔáT+~?
9. ÿ¿£ J$ýË “jáT+çÔáD eT]jáTT dŸeTqÇjáT e«edŸœ nedŸsÁ+ @$T{ì?
10. n“jáT+çÜÔá #ásÁ«\T eT]jáTT ndŸ+¿£*ÎÔá ç|Ÿr¿±sÁ #ásÁ«\T ÿ¿£<‘“¿=¿£{ì mý² _óq•+>± –+{²sTT?
11. È+ÔáTeÚ\ýË “jáT+çÔáD, dŸeTqÇjáT+ ÈsÁ|Ÿ&ƒ+ýË VŸäsÈHŽ, H&ž¿£D+ jáT+çÔ+>·+ “sÁÇ]ï+#û ¿£Ô«\ýË >·\ bþ*¿£\T,
uñ<ó‘\T sjáT+&.
12. nÜï|ŸÜï yîTT¿£ØýË #á\q+ È]¹> $<ó‘H“¿ì eT]jáTT eTq ¿±Þøß ¿£<Š*¿£\ $<ó‘H“¿ì eT<óŠ« Ôû&† @$T{ì?
61
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
How do Organisms
Reproduce?
62
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
n<ó‘«jáT+ 7
JeÚ\T ç|ŸÔáT«ÔáÎÜï mý²
ÈsÁT|ŸÚÔsTT ?
63
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
water levels can vary, or there could be Having discussed the context in which
meteorite hits, to think of a few examples. If a reproductive processes work, let us now
population of reproducing organisms were examine how different organisms actually
suited to a particular niche and if the niche were reproduce. The modes by which various
drastically altered, the population could be organisms reproduce depend on the body
wiped out. However, if some variations were to design of the organisms.
be present in a few individuals in these 7.2.1 Fission
populations, there would be some chance for For unicellular organisms, cell division, or
them to survive. Thus, if there were a ssion, leads to the creation of new individuals.
population of bacteria living in temperate Many different patterns of ssion have been
waters, and if the water temperature were to be observed. Many bacteria and protozoa simply
increased by global warming, most of these split into two equal halves during cell division.
bacteria would die, but the few variants In organisms such as Amoeba, the splitting of
resistant to heat would survive and grow the two cells during division can take place in
further. Variation is thus useful for the survival any plane.
of species over time.
Activity 7.3
g Observe a permanent slide of Amoeba
1. What is the importance of DNA copying in
under a microscope.
reproduction? g Similarly observe another permanent
2. Why is variation benecial to the species slide of Amoeba showing binary ssion.
but not necessarily for the individual? g Now, compare the observations of both
7.2 MODES OF REPRODUCTION USED the slides.
BY SINGLE ORGANISMS
Activity 7.1
g Dissolve about 10 gm of sugar in 100 mL
of water.
g Take 20 mL of this solution in a test tube Figure 7.1
(a) Binary ssion in Amoeba
and add a pinch of yeast granules to it.
g Put a cotton plug on the mouth of the test
tube and keep it in a warm place.
g After 1 or 2 hours, put a small drop of
yeast culture from the test tube on a slide
and cover it with a coverslip.
g Observe the slide under a microscope. (a) (b) (c) (d) (e) (f)
Figure 7.1 (b) Binary ssion in Leishmania
Activity 7.2 However, some unicellular organisms show
somewhat more organisation of their bodies,
g Wet a slice of bread, and keep it in a cool, such as is seen in Leishmania (which cause
moist and dark place. kala-azar), which have a whip-like structure at
g Observe the surface of the slice with a one end of the cell. In such organisms, binary
magnifying glass. ssion occurs in a denite orientation in
g Record your observations for a week. relation to these structures. Other single-celled
Compare and contrast the ways in which organisms, such as the malarial parasite,
yeast grows in the rst case, and how mould Plasmodium, divide into many daughter cells
grows in the second. simultaneously by multiple ssion.
66
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
ÔáT&º™|³T¼Å£”bþÔáT+~. ÿ¿£yûÞø ‡ ÈHuó²ýË“ ¿=“• JeÚ\ýË ÈsÁT|ŸÚÅ£”+{²jîÖ ‚|ŸÚÎ&ƒT |Ÿ]o*<‘Ý+. $$<óŠ JeÚ\ ç|ŸÔáT«ÔáÎÜï
¿=“• yîÕ$<ó‘«\T –q•³¢sTTÔû, n$ eTqT>·&ƒ kÍÐ+#á&†“¿ì ¿=+Ôá |Ÿ<ŠÆÔáT\T y{ì Xø¯sÁ “sˆD+™|Õ €<ó‘sÁ|Ÿ& –+{²sTT.
ne¿±Xø+ –+³T+~. –<‘VŸ²sÁDÅ£” ÿ¿£ sÁ¿£yîT®q u²«¿¡¼]jáÖ 7.2.1. $ºÌÛÜï
ÈHuó² dŸeToÔÃwŸ’ ú{ìýË “ed¾dŸÖï –q•~ nqTÅ£”+<‘+, >â‹ýÙ @¿£¿£D JeÚ\ýË ¿£D $uó„Èq ýñ<‘ $ºÌÛÜï ¿=Ôáï JeÚ\
y]ˆ+>´ (uó„Ö$T yû&î¿£Ø&ƒ+) e\q ú{ì –cþ’ç>·Ôá ™|]ÐÔû, ‡ –Ôá Î Üï ¿ ì <‘]rdŸ T ï + ~. $ºÌÛ Ü ï ý Ë $_ó q • |Ÿ < Š Ý Ô á T \T
u²«¿¡¼]jáÖýË mÅ£”Øe uó²>·+ #á“bþÔsTT, ¿±“ yû&¿ì “sÃ<óŠ¿£Ôá >·eT“+#áe#áTÌ. nHû¿£ u²«¿¡¼]jáÖ\T eT]jáTT çbþ{ËCËy\T
bõ+~q ¿=“• sÁ¿±\T eÖçÔá+ eTqT>·&ƒ kÍÐkÍïsTT eT]jáTT ¿£ D $uó „ È q dŸ e Tjá T +ýË Â s +&ƒ T dŸ e Öq uó ² >±\T>±
™|sÁT>·TÔsTT. ¿±‹{ì¼ yîÕ$<óŠ«+ ¿±\ç¿£yûTD C²ÔáT\ eTqT>·&ƒÅ£” $&bþÔsTT. $uó„Èq dŸeTjáT+ýË nMTu² e+{ì JeÚ\ýË
–|ŸjîÖ>·¿£sÁ+>± –+³T+~. Âs+&ƒT ¿£D²\ $uó„Èq @ Ôá\+ýËHîÕH ÈsÁ>·e#áTÌ.
¿£Ôá«+ 7.2
g s=fɼ eTT¿£ØqT Ôá&|¾, <‘““ #á\¢“, ÔûeT ¿£*Ðq N¿£{ì 7.1(_) ©wˆ“jáÖýË ~Ç<ó‘$ºÌÛÜï
ç|Ÿ<ûXø+ýË –+#á+&. nsTTÔû, ¿=“• @¿£¿£D JeÚ\ Xø¯s\T ¿=+Ôá mÅ£”Øe
g eTT¿£Ø jîTT¿£Ø –|Ÿ]Ôáý²“• uó„ÖÔá<ŠÝ+Ôà |Ÿ]o*+#á+&. e«edÓœ¿£Ôá+>± –+{²sTT. –<‘VŸ²sÁDÅ£” ©wˆ“jáÖ (¿±ý²-
g MT |Ÿ]o\q\qT ÿ¿£ ysÁ+ bͳT qyîÖ<ŠT #ûjáT+&. nC²sY qT ¿£\T>·Cñd~), ‚$ ¿£D+ jîTT¿£Ø ÿ¿£ ºesÁ ¿=sÁ&†
yîTT<Š{ì dŸ+<ŠsÁÒÛ+ýË ‡dt¼ ™|]¹> $<ó‘H“• Âs+&ƒe ý²+{ì “sˆD²“• ¿£*Ð –+{²sTT. ný²+{ì JeÚ\ýË, ‡
dŸ+<ŠsÁÒÛ+ýË s=fɼ ‹ÖE ™|]¹> $<ó‘q+Ôà bþ\Ì+&. Ôû&†\qT “sˆD²\Å£” dŸ+‹+~ó+º ÿ¿£ “]ÝwŸ¼ ~XøýË ~Ç<ó‘$ºÌÛÜï
>·eT“+#á+&. ÈsÁT>·TÔáT+~.eTýñ]jáÖ |Ÿsq•J$, bÍ¢kþˆ&jáT+ e+{ì ‚ÔásÁ
ç|ŸÔáT«ÔáÎÜï ç|Ÿç¿ìjáT\T |Ÿ“#ûd dŸ+<ŠsÒÛ“• #á]Ì+ºq @¿£¿£D JeÚ\T ‹VŸQ<ó‘$ºÌÛÜï <‘Çs @¿£¿±\+ýË nHû¿£ |¾\¢
Ôá s Á T yÔá , $$<ó Š JeÚ\T ydŸ ï e +>± mý² ç | Ÿ Ô á T «Ôá Î Üï ¿£D²\T>± $&bþÔsTT.
67
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
Yeast, on the other hand, can put out small buds is also the function of a specic cell type. How
that separate and grow further, as we saw in is reproduction to be achieved from a single cell
Activity 7.1. type, if the organism itself consists of many cell
types? The answer is that there must be a single
cell type in the organism that is capable of
growing, proliferating and making other cell
types under the right circumstances.
7.2.3 Regeneration
Many fully differentiated organisms have the
Figure 7.2 Multiple ssion in Plasmodium ability to give rise to new individual organisms
from their body parts. That is, if the individual
7.2.2 Fragmentation is somehow cut or broken up into many pieces,
Activity 7.4 many of these pieces grow into separate
individuals. For example, simple animals like
g Collect water from a lake or pond that Hydra and Planaria can be cut into any number
appears dark green and contains of pieces and each piece grows into a complete
lamentous structures. organism. This is known as regeneration (see
g Put one or two laments on a slide. Fig.7.3). Regeneration is carried out by
g Put a drop of glycerine on these laments specialised cells. These cells proliferate and
and cover it with a cover slip. make large numbers of cells. From this mass of
g Observe the slide under a microscope. cells, different cells undergo changes to
g Can you identify different tissues in the become various cell types and tissues. These
Spirogyra laments? changes take place in an organised sequence
In multi-cellular organisms with referred to as development. However,
relatively simple body organisation, simple regeneration is not the same as reproduction,
reproductive methods can still work. since most organisms would not normally
Spirogyra, for example, simply breaks up into depend on being cut up to be able to reproduce.
smaller pieces upon maturation. These pieces
or fragments grow into new individuals. Can
we work out the reason for this, based on what
we saw in Activity 7.4?
This is not true for all multi-cellular
organisms. They cannot simply divide cell-by-
cell. The reason is that many multi-cellular
organisms, as we have seen, are not simply a
random collection of cells. Specialised cells are
organised as tissues, and tissues are organised Figure 7.3
Regeneration in Planaria
into organs, which then have to be placed at
denite positions in the body. In such a 7.2.4 Budding
carefully organised situation, cell-by-cell Organisms such as Hydra use
division would be impractical. Multi-cellular regenerative cells for reproduction in the
organisms, therefore, need to use more process of budding. In Hydra, a bud develops
complex ways of reproduction. as an outgrowth due to repeated cell division at
A basic strategy used in multi-cellular one specic site (Fig. 7.4). These buds develop
organisms is that different cell types perform into tiny individuals and when fully mature,
different specialised functions. Following this detach from the parent body and become new
general pattern, reproduction in such organisms independent individuals.
68
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
eTsÃyîÕ|ŸÚ, eTq+ ¿£Ôá«+ 7.1 ýË #áÖd¾q³T¼, ‡dt¼™|Õ ™|]¹> qT+& ç|ŸÔáT«ÔáÎÜï“ mý² kÍ~ó+#* ? B“¿ì dŸeÖ<ó‘q+
ºq• yîTT>·Z\T $&bþsTT, ¿=Ôáï JeÚ\T>± ™|sÁT>·TÔsTT. @$T³+fñ, nqTÅ£L\ |Ÿ]d¾œÔáT\ýË J$ýË ÿ¿£ sÁ¿£yîT®q ¿£D+
™|sÁ>·&ƒ+, $dŸï]+#á&ƒ+ eT]jáTT ‚ÔásÁ ¿£D²\qT ÔájáÖsÁT
#ûjáT>·\ kÍeTsœ«“• ¿£*Ð –+&†*.
7.2.3 |ŸÚqsÁTÔáÎÜï
|ŸP]ï>± $uóñ<Šq+ #î+~q nHû¿£ JeÚ\T ÔáeT Xø¯sÁ uó²>±\
qT+& ¿=Ôáï JeÚ\qT –ÔáÎÜï #ûd kÍeTsœ«“• ¿£*Ð –+{²sTT.
n+fñ, J$ @<à $<óŠ+>± ¿£Üï]+ºH ýñ<‘ nHû¿£ eTT¿£Ø\T>±
|Ÿ³+ 7.2 bÍ¢kþˆ&jáT+ýË ‹VŸQ<ó‘ $ºÌÛÜï $&bþsTTH ‡ eTT¿£Ø\ýË #ý² esÁÅ£” ¿=Ôáï JeÚ\T>±
7.2.2 eTT¿£Ø\e&ƒ+ ™|sÁT>·TÔsTT. –<‘VŸ²sÁDÅ£”, dŸsÁÞø È+ÔáTeÚýÉÕq ™VÕ²ç&†,
¿£Ôá«+ 7.4 |Ÿ¢Hû]jáÖ\qT m“• eTT¿£Ø\T>±HîÕH ¿£Üï]+#áe#áTÌ. ç|ŸÜ eTT¿£Ø
g eTT<ŠTsÁT €Å£”|Ÿ#áÌ>± ¿£“|¾+#û eT]jáTT Ôá+ÔáTjáTTÔá dŸ+|ŸPsÁ’ J$>± ™|sÁT>·TÔáT+~. B“Hû |ŸÚqsÁTÔáÎÜï n+{²sÁT (|Ÿ³+
“sˆD²\qT ¿£*Ð –q• ú{ì“ dŸsÁdŸTà ýñ<‘ Å£”+³ qT+& 7.3 #áÖ&ƒ+&). |ŸÚqsÁTÔáÎÜï ç|ŸÔû«¿£ ¿£D²\ <‘Çs ÈsÁT>·TÔáT+~.
d¿£]+#á+&. ‡ ¿£D²\T e~Æ #î+~ ™|<ŠÝ dŸ+K«ýË ¿£D²\qT ÔájáÖsÁT #ûkÍïsTT.
g ÿ¿£{ì ýñ<‘ Âs+&ƒT Ôá+ÔáTeÚ\qT ™d¢í&Ž MT<Š –+#á+&. ‡ ¿£D²\ >·T+|ŸÚ qT+&, $_óq• ¿£D²\T eÖsÁTÎ #î+~ sÁ¿£sÁ¿±\
g ‡ Ôá+ÔáTeÚ\™|Õ ÿ¿£ #áT¿£Ø ТÈ]HŽ yûd¾ ¿£esY d¾¢|t Ôà ¿£D²\T ¿£DC²ý²\T>± e~Æ #î+<ŠTÔsTT. ‡ eÖsÁTÎ\T n_óe~Æ
¿£|ŸÎ+&. n“ |¾\Te‹&û ÿ¿£ e«edÓœ¿£Ôá ç¿£eT+ýË ÈsÁT>·TÔsTT. @<ûyîT®H,
g dŸÖ¿£Œˆ<Š]ô“ ç¿ì+<Š ™d¢í&Ž qT |Ÿ]o*+#á+&.
g MTsÁT ™dÕÎsÃÂ>s Ôá+ÔáTeÚ\ýË“ $$<óŠ ¿£DC²ý²\qT |ŸÚqsÁTÔáÎÜï ç|ŸÔáT«ÔáÎÜïÔà dŸeÖq+ ¿±<ŠT, m+<ŠT¿£+fñ #ý²
>·T]ï+#á>·\s? JeÚ\T ç|ŸÔáT«ÔáÎÜï #ûjáT&†“¿ì kÍ<ó‘sÁD+>± #óû<ŠH\™|Õ
€<ó‘sÁ|Ÿ&ƒeÚ.
kÍ|¿£Œ+>± dŸsÁÞøyîT®q Xø¯sÁ e«edŸœ ¿£*Ðq ‹VŸQ ¿£D
JeÚ\ýË, dŸsÁÞøyîT®q ç|ŸÔáT«ÔáÎÜï |Ÿ<ŠÆÔáT\T ‚|ŸÎ{ì¿¡ |Ÿ“#ûkÍïsTT.
–<‘VŸ²sÁDÅ£”, ™dÕÎsÃÂ>Õs |Ÿ]|Ÿ¿£ÇÔá #î+~q ÔásÇÔá ºq•
eTT¿£Ø\T>± $ºÌÛq•eTeÚÔáT+~. ‡ eTT¿£Ø\T ýñ<‘ uó²>±\T ¿=Ôáï
JeÚ\T>± ™|sÁT>·TÔsTT. ¿£Ôá«+7.4 ýË eTq+ #áÖd¾q <‘“
€<ó‘sÁ+>± B“¿ì ¿±sÁD²“• ¿£qT>=q>·\eÖ?
‚~ n“• ‹VŸQ¿£D JeÚ\Å£” e]ï+#á<ŠT. n$ ¹¿e\+ ¿£D+
ÔásÇÔá ¿£D+>± $uó„Èq #î+<ŠeÚ. ¿±sÁD+ @$T³+fñ, eTq+
#áÖdŸTïq³T¢>± nHû¿£ ‹VŸQ¿£D JeÚ\T ¹¿e\+ ¿£D²\
jáÖ<ŠºÌÛ¿£ d¿£sÁD ¿±<ŠT. ç|ŸÔû«¿£ ¿£D²\T ¿£DC²ý²\T>±
sÁÖbõ+<ŠTÔsTT, ¿£DC²ý²\T nejáTy\T>± @sÁÎ&ƒÔsTT,
ÔásÁTyÔá n$ Xø¯sÁ+ýË “]ÝwŸ¼ kÍœH\ýË –+#á‹&ƒÔsTT.
n³Te+{ì C²ç>·Ôáï >·\ e«edÓœ¿£Ôá |Ÿ]d¾œÜýË, ¿£D+ qT+& ÔásÇÔá |Ÿ³+ 7.3 |Ÿ¢Hû]jáÖýË ç|ŸÔáT«ÔáÎÜï
¿£D+ $uó„Èq #î+<Š&ƒ+ €#ásÁD kÍ<óŠ«+ ¿±<ŠT. n+<ŠTe\¢,
‹VŸ²¿£D JeÚ\T,eT]+Ôá dŸ+¿ì¢wŸ¼yîT®q ç|ŸÔáT«ÔáÎÜï eÖsZ\qT 7.2.4 yîTT>·Z Ô=&ƒ>·&ƒ+
nqTdŸ]+#áe\d¾q nedŸsÁ+ –+~. ™VÕ²ç&† e+{ì JeÚ\T yîTT>·ZÔ=&¹> ç|Ÿç¿ìjáTýË ç|ŸÔáT«ÔáÎÜï ¿=sÁÅ£”
‹VŸQ¿£D JeÚ\T nqTdŸ]+#û ÿ¿£ çbÍ<¸Š$T¿£ eP«VŸ²+ |ŸÚqsÁTÔáÎÜï ¿£D²\qT –|ŸjîÖÐkÍïsTT. ™VÕ²ç&†ýË, ÿ¿£ “]ÝwŸ¼
@$T³+fñ, $$<óŠ sÁ¿±\ ¿£D²\T yû¹sÇsÁT ç|ŸÔû«¿£ $<óŠT\qT ç|Ÿ<ûXø+ e<ŠÝ ÔásÁ#áT>± ¿£D $uó„Èq È]Ð ÿ¿£ yîTT>·Z @sÁÎ& u²VŸ²«
“sÁÇV¾²+#á&ƒ+. ‡ kÍ<ó‘sÁD $<ó‘q+ nqTdŸ]+#û JeÚ\ýË ™|sÁT>·T<Š\>± n_óe~Æ#î+<ŠTÔáT+~. (|Ÿ³+7.4). ‡ yîTT>·Z\T ºq•
ç|ŸÔáT«ÔáÎÜï Å£L&† ÿ¿£ “]ÝwŸ¼ ¿£D+ jîTT¿£Ø $~ó>± –+³T+~. J$ JeÚ\T>± n_óe~Æ #î+~ |ŸP]ï>± |Ÿ]|Ÿ¿£Ç+ #î+~q|ŸÚÎ&ƒT Ôá*¢ J$
nHû¿£ sÁ¿±\ ¿£D²\qT ¿£*Ð –+³T+~ ¿£<‘, ÿ¹¿ sÁ¿£+ ¿£D+ qT+& $&bþsTT dŸÇÔá+çÔá Jeq+ kÍÐkÍïsTT.
69
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
More to Know!
Tissue culture
In tissue culture, new plants are grown by removing tissue or separating cells from the growing tip
of a plant. The cells are then placed in an articial medium where they divide rapidly to form a
small group of cells or callus. The callus is transferred to another medium containing hormones
for growth and differentiation. The plantlets are then placed in the soil so that they can grow into
mature plants. Using tissue culture, many plants can be grown from one parent in disease-free
conditions. This technique is commonly used for ornamental plants.
70
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
g ¿=“• sÃE\ ÔásÇÔá ‡ ‹+>±Þ²<ŠT+|Ÿ eTT¿£Ø\ýË
È]¹> eÖsÁTÎ\qT |Ÿ]o*+#á+&. <ŠÖ~“ ÔûeT>±
–+&ûý² #áÖdŸT¿Ãy*.
g ‹+>±Þø<ŠT+|ŸýË“ @ uó²>·+ qT+& ç¿=Ôáï ¿±+&ƒ+, yûsÁT¢
ekÍïsTT?
|Ÿ³+ 7.4 ™VÕ²ç&†ýË yîTT>·Z Ô=&ƒ>·&ƒ+ n<û$<óŠ+>± ç‹jîÖ|˜¾\¢yŽT (sÁDbÍ\) €Å£” n+#áT yî+‹&
7.2.5 XæFjáT y«|¾ï H=Å£”Ø\ýË –ÔáÎÜï nsTTq yîTT>·Z\T Hû\™|Õ |Ÿ& ¿=Ôáï yîTT¿£Ø\T>±
nHû¿£ yîTT¿£Ø\ýË yûsÁT, ¿±+&ƒ+ eT]jáTT €Å£”\ e+{ì uó²>±\T n_óe~Æ #î+<ŠTÔsTT (|Ÿ³+. 7.5).
nqTÅ£L\ |Ÿ]d¾œÔáT\ýË ¿=Ôáï yîTT¿£Ø\T>± n_óe~Æ #î+<ŠTÔsTT.
#ý² È+ÔáTeÚ\ eÖ~]>± ¿±Å£”+&†, yîTT¿£Ø\T ç|ŸÔáT«ÔáÎÜï ¿ÃdŸ+ yîTT>·Z\T
‚³Te+{ì |Ÿ<ŠÆÜ“ –|ŸjîÖÐkÍïsTT. e«ekÍjáT nedŸs\ ¿ÃdŸ+
#îsÁÅ£”, >·Tý²;\T ýñ<‘ ç<‘¿£Œ e+{ì nHû¿£ yîTT¿£Ø\qT ™|+#á&†“¿ì
n+³T Ô=¿£Ø&ƒ+ ýñ<‘ n+³T¿£³¼&ƒ+ e+{ì |Ÿ<ŠÆÔáT\qT XæFjáT
y«|¾ï ¿ÃdŸ+ –|ŸjîÖÐkÍïsÁT. XæFjáT ç|ŸÔáT«ÔáÎÜï <‘Çs ™|+#û
yîTT¿£Ø\T $ÔáïH\ qT+& –ÔáÎÜï njûT« yîTT¿£Ø\ ¿£+fñ
eTT+<ŠT>± |ŸÚeÚÇ\T |Ÿ+&ƒ¢qT ‚eÇ>·\eÚ. $ÔáïH\qT –ÔáÎÜï #ûd
kÍeTsœ«“• ¿ÃýËÎsTTq nsÁ{ì, H]+È, >·Tý²;, eTýÉ¢ e+{ì |Ÿ³+ 7.5
yîTT¿£Ø\ y«|¾ï Å£L&† ‚ý²+{ì |Ÿ<ŠÆÔáT\ <‘Çs kÍ<óŠ«|Ÿ&ƒTÔáT+~. yîTT>·Z\Ôà –q• ç‹jîÖ|˜¾\¢yŽT €Å£”
XæFjáT y«|¾ï e\q eTs=¿£ ç|ŸjîÖÈq+ @$T³+fñ, –ÔáÎÜï
#ûjáT‹&q n“• yîTT¿£Ø\T ÈqT«|ŸsÁ+>± eÖÔá yîTT¿£ØÔà ¿£Ôá«+ 7.6
dŸeÖq+>± n“• \¿£ŒD²\qT ¿£*Ð –+{²sTT. g ÿ¿£ eTú bÍ¢+{Ù qT m+#áT¿Ã+&.
¿£Ôá«+ 7.5 g ç|ŸÜ eTT¿£ØÅ£” ¿£údŸ+ ÿ¿£ €Å£” –+&ûý² ¿=“• eTT¿£Ø\qT
g ÿ¿£ ‹+>±Þ²<ŠT+|ŸqT rdŸT¿=“ <‘“ –|Ÿ]Ôáý²“• ¿£Üï]+#á+&.
|Ÿ]o*+#á+&. <‘“™|Õ H=Å£”Ø\qT #áÖkÍs?
g Âs+&ƒT €Å£”\ eT<óŠ« –+&û ‚ÔásÁ uó²>±\qT ¿£Üï]+#á+&.
g ‹+>±Þ²<ŠT+|ŸqT ºq• eTT¿£Ø\T>± ¿£Üï]+#á+&. ¿=“•
eTT¿£Ø\ýË H=Å£”Ø ýñ<‘ yîTT>·Z (¿£qT•) –+&ûý², ¿=“•+{ìýË g n“• eTT¿£Ø\ ÿ¿£ ºesÁ ú{ìýË eTT“¹>ý² –+#á+&.
–+&ƒÅ£”+&† ¿£Üï]+#*. ¿=“• sÃE\ ÔásÁTyÔá >·eT“+#á+&.
g ÿ¿£ çfñýË ¿=+Ôá <ŠÖ~“ yûd¾ Ôá&ƒbÍ*. ‹+>±Þ²<ŠT+|Ÿ g @ uó²>±\T ™|]Ð ÔC² €Å£”\qT @sÁÎsÁTkÍïsTT?
eTT¿£Ø\qT ‡ <ŠÖ~ MT<Š –+#á+&. yîTT>·Z\Ôà –q• g MT |Ÿ]o\q\ qT+& MTsÁT @$T “sÆ]+#á>·\sÁT?
eTT¿£Ø\qT –+ºq ç|Ÿ<ûXø+ >·eT“+#á+&.
eT]+Ôá Ôî\TdŸTÅ£”+<‘+ !
¿£DC²\ esÁÆq+
¿£DC²\ esÁÆq+ýË, ¿£DC²ý²“• Ô=\Ð+#á&ƒ+ <‘Çs ýñ<‘ yîTT¿£ØýË“ ™|sÁT>·TÔáTq• ¿=q\ qT+& ¿£D²\qT yûsÁT #ûjáT&ƒ+ <‘Çs
¿=Ôáï yîTT¿£Ø\qT ™|+#áTÔsÁT. ‡ ¿£D²\qT ÿ¿£ ¿£çÜeT eÖ<óŠ«eT+ýË –+#áTÔsÁT. n¿£Ø&ƒ n$ yû>·+>± $uó„Èq #î+~ ÿ¿£ ºq• ¿£D²\
dŸeTÖVŸä“• ýñ<‘ ¿±\dt qT @sÁÎsÁTkÍïsTT. ™|sÁT>·T<Š\ eT]jáTT $uóñ<Šq+ ¿ÃdŸ+ VŸäsÈq¢qT ¿£*Ð –q• eTs=¿£ bþwŸ¿£ eÖ<óŠ«eÖ“¿ì
¿±\dtqT ‹~© #ûkÍïsÁT. @sÁÎ&q ºq• yîTT¿£Ø\qT eT{ì¼ýË H³TÔsÁT, n$ yîTT¿£Ø\T>± ™|sÁT>·TÔsTT. ¿£DC²\ esÁœq+ –|ŸjîÖÐ+º,
ÿ¿£ eÖÔá yîTT¿£Ø qT+& y«~ó ýñ“ |Ÿ]d¾œÔáT\ýË nHû¿£ yîTT¿£Ø\qT ™|+#áe#áTÌ. ‡ |Ÿ<ŠÆÜ“ kÍ<ó‘sÁD+>± n\+¿£sÁD yîTT¿£Ø\
™|+|Ÿ¿£+ýË –|ŸjîÖÐkÍïsÁT.
71
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
72
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
7.2.6 d¾<ŠÝ;C²\T @sÁÎ&ƒ³+ 7.3 ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï
nHû¿£ dŸsÁÞøyîT®q ‹VŸQ¿£D JeÚ\ýË Å£L&†, “]ÝwŸ¼yîT®q ÿ¿£ ¿=Ôáï ÔásÁ+ –ÔáÎÜï¿ì Âs+&ƒT JeÚ\ ç|ŸyûTjáT+™|Õ €<ó‘sÁ|Ÿ&û
ç|ŸÔáT«ÔáÎÜï uó²>±\qT >·T]ï+#áe#áTÌ. ¿£Ôá«+ 7.2 ýË s=fɼ™|Õq ç|ŸÔáT«ÔáÎÜï |Ÿ<ŠÆÔáT\T Å£L&† eTqÅ£” dŸT|Ÿ]#ájáTyûT. m<ŠTÝ\T
n_óe~Æ #î+~q <‘sÁ+ ý²+{ì “sˆD²\T çuÉ&ŽyîÖýÙ¦ (ÂsÕCË|Ÿdt)
jîTT¿£Ø XæFjáT Ôá+ÔáTeÚ\T. n$ ç|ŸÔáT«ÔáÎÜï uó²>±\T ¿±eÚ. ‡ ÿ+³]>± ¿=Ôáï <ŠÖ&ƒ\qT –ÔáÎÜï #ûjáTýñeÚ, ýñ<‘ ¿ÃÞø—¢ ÿ+{]>±
Ôá+ÔáTeÚ\™|Õ –q• ºq• ‹T&™| e+{ì “sˆD²\T ç|ŸÔáT«ÔáÎÜïýË ¿=Ôáï ¿Ã& |¾\¢\qT –ÔáÎÜï #ûjáTýñeÚ. ‚³Te+{ì dŸ+<ŠsÒÛ\ýË,
bÍý¤Z+{²sTT. ‡ ‹T&™|ýñ d¾<ŠÝ;C²XøjáÖ\T, ‚$ ¿£D²\T ýñ<‘ ¿=Ôáï Ôás\qT –ÔáÎÜï #ûjáT&†“¿ì Âs+&ƒT ýÉÕ+п£ JeÚ\T,
d¾<ŠÝ;C²\qT ¿£*Ð –+{²sTT. ‚$ ºe]¿ì ¿=Ôáï ÂsÕCË|Ÿdt |ŸÚsÁTwŸ§\T eT]jáTT çdÓï\T ‚<ŠÝsÁÖ nedŸsÁyûT. ‡ ýÉÕ+п£
JeÚ\T>± n_óe~Æ #î+<ŠTÔsTT (|Ÿ³+ 7.6). d¾<ŠÝ;C²\T ç|ŸÔáT«ÔáÎÜï $<ó‘q+ jîTT¿£Ø çbÍeTTK«Ôá @$T{ì? eTqeTT ™|Õq
eT+<ŠyîT®q >Ã&ƒ\Ôà ¿£|ŸÎ‹& –+{²sTT. ‡ >Ã&ƒ\T d¾<ŠÆ ;C²\T #á]Ì+ºq nýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï $<ó‘H“¿ì @yîÕH |Ÿ]$TÔáT\T
ÔûeTÔà ţL&q eT]jîTT¿£ –|Ÿ]Ôá\+™|Õ #û] yîTT\¿Üï ™|sÁ>·&ƒ+ –H•jáÖ?
çbÍsÁ+_ó+#û esÁÅ£” y{ì“ sÁ¿ìŒkÍïsTT.
7.3.1 ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï $<ó‘q+ m+<ŠTÅ£” ?
‚|ŸÎ{ì esÁÅ£” eTq+ #á]Ì+ºq n“• sÁ¿±\
ç|ŸÔáT«ÔáÎÜï $<ó‘H\T nHû¿£ ¿=Ôáï Ôás\T ÿ¹¿ J$ qT+& ÿ¿£ ¿£D+ qT+& Âs+&ƒT ¿=Ôáï ¿£D²\T @sÁÎ&ƒ&ƒ+ýË DNA
–ÔáÎq•eTe&†“¿ì M\T ¿£*ÎdŸTïH•sTT. B“Hû nýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï q¿£Þøß ÔájáÖ¯Ôà bͳT ¿£D jáT+çÔ+>·+ Å£L&† bÍý¤Z+³T+~.
n+{²sÁT. DNA q¿£Þøß ÔájáÖ¯ ç|Ÿç¿ìjáT eTq+ >·eT“+ºq³T¢>± |ŸP]ï>±
KºÌÔáyîT®q~ ¿±<ŠT eT]jáTT <‘“ |˜Ÿ*Ôá+>± e#ûÌ <ÃcÍ\T JeÚ\
ÈHuó²ýË yîÕ$<ó‘«\Å£” ¿±sÁDeTeÚÔsTT. ç|ŸÜ J$ yîÕ$<ó‘«\
d¾<ŠÝ;C²\T <‘Çs sÁ¿ìŒ+#á‹&ƒ<ŠT, ¿±ú ÈHuó²ýË, C²ÔáT\ eTqT>·&ƒqT
“sÆ]+#á&†“¿ì yîÕ$<ó‘«\T –|ŸjîÖ>·|Ÿ&ƒÔsTT. JeÚ\T
ç|ŸÔáT«ÔáÎÜï $<ó‘H\T ¿£*Ð –+&ƒ&ƒ+ eT]+Ôá mÅ£”Øe yîÕ$<ó‘«\
–ÔáÎÜï¿ì M\T ¿£*ÎdŸTï+~.
DNA q¿£Þøß ÔájáÖ¯ $<ó‘H\T |ŸP]ï>± KºÌÔáyîT®q$
¿±q|ŸÎ{ì¿¡, n$ #ý² HîeTˆ~>± yîÕ$<ó‘«\qT –ÔáÎÜï #ûjáT&ƒ+ýË
eÖçÔá+ KºÌÔáyîT®q$. DNA q¿£Þøß ÔájáÖ¯ jáT+çÔ+>±\T
ÔáÅ£”Øe KºÌÔáyîT®q$ nsTTq³¢sTTÔû, nHû¿£ |˜Ÿ*Ôá DNA q¿£Þø—ß
|Ÿ³+ 7.6
¿£D“sˆD+ÔÃ |Ÿ“#ûjáT¿£bþe#áTÌ eT]jáTT #á“bþe#áTÌ.
ÂsÕCË|ŸdtýË d¾<ŠÝ;C²\T @sÁÎ&ƒ³+
¿±‹{ì¼ yîÕ$<ó‘«\ ÔájáÖ¯ ç|Ÿç¿ìjáTqT mý² yû>·e+Ôá+ #ûjáTe#áTÌ?
ç|Ÿ Xø• \T ç|ŸÜ ¿=Ôáï yîÕ$<óŠ«+ eTTqT|Ÿ{ì Ôás\ qT+& d¿£]+ºq yîÕ$<ó‘«\T
1. ~Ç<ó‘$ºÌÛÜï ‹VŸQ<ó‘ $ºÌÜï ¿£+fñ mý² _óq•yîT®q~? ¿£*Ðq DNA q¿£\TýË bõ+<ŠT|ŸsÁ#á&ƒ+ <‘Çs @sÁÎ&ƒTÔáT+~.
2. d¾<ŠÝ;C²\ <‘Çs ç|ŸÔáT«ÔáÎÜï È]| J$¿ì n~ mý² n+<ŠTe\q, ÈHuó²ýË Âs+&ƒT yû¹sÇsÁT JeÚ\T ‚ý² bþ>·T
ç|ŸjîÖÈq¿£sÁ+>± –+³T+~ ? #ûdŸTÅ£”q• $_óq•yîT®q dŸ+ºÔá yîÕ$<ó‘«\ qeTÖH\qT ¿£*Ð
3. mÅ£”Øe dŸ+¿ì¢wŸ¼ JeÚ\T |ŸÚqsÁTÔáÎÜï <‘Çs ¿=Ôáï JeÚ\qT
–+{²sTT. ‡ yîÕ$<ó‘«\ú• J$+º –q• JeÚ\ýË –q•+<ŠTq, n$
‚eÇýñ¿£bþe{²“¿ì ¿±sÁD²\qT €ý˺+#á>·\s ?
4. ¿=“• sÁ¿±\yîTT¿£Ø\qT ™|+#á{²“¿ì XæFjáT y«|¾ï“ “È+>± @ $<óŠyîT®q #î&ƒT ç|Ÿuó²y\qT ¿£*Ð –+&ƒe“
m+<ŠTÅ£” nqTdŸ]dŸTïH•sÁT ? “sÝ]+#áe#áTÌ. Âs+&ƒT ýñ<‘ n+Ôá¿£+fñ mÅ£”Øe JeÚ\ qT+&
5. ç|ŸÔáT«ÔáÎÜï ç|Ÿç¿ìjáTýË DNA q¿£Þøß ÔájáÖ¯ ç|Ÿç¿ìjáT yî Õ $ <ó ‘ «\qT ¿£ \ |Ÿ & ƒ + e\¢ yî Õ $ <ó ‘ «\ýË ¿=Ôá ï ¿£ \ sTT¿£
m+<ŠTÅ£” nedŸsÁyîT®q uó²>·+>± eÖ]+~ ? @sÁÎ&ƒTÔáT+~. Âs+&ƒT yû¹sÇsÁT JeÚ\T bÍý¤Z+{²sTT ¿±‹{ì¼, ç|ŸÜ
73
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
individuals, it is assured that they do not have become more complex, the germ-cells also
any really bad effects. Combining variations specialise. One germ-cell is large and contains
from two or more individuals would thus create the food-stores while the other is smaller and
new combinations of variants. Each likely to be motile. Conventionally, the motile
combination would be novel, since it would germ-cell is called the male gamete and the
involve two different individuals. The sexual germ-cell containing the stored food is called
mode of reproduction incorporates such a the female gamete. We shall see in the next few
process of combining DNA from two different sections how the need to create these two
individuals during reproduction. different types of gametes give rise to
But this creates a major difculty. If each differences in the male and female reproductive
new generation is to be the combination of the organs and, in some cases, differences in the
DNA copies from two pre-existing individuals, bodies of the male and female organisms.
then each new generation will end up having 7.3.2 Sexual Reproduction in Flowering
twice the amount of DNA that the previous Plants
generation had. This is likely to mess up the The reproductive parts of angiosperms are
control of the cellular apparatus by the DNA. located in the ower. You have already studied
How many ways can we think of for solving the different parts of a ower – sepals, petals,
this difculty? stamens and pistil. Stamens and pistil are the
We have seen earlier that as organisms reproductive parts of a ower which contain the
become more complex, the specialisation of germ-cells. What possible functions could the
tissue increases. One solution that many multi- petals and sepals serve?
cellular organisms have found for the problem The ower may be unisexual (papaya,
mentioned above is to have special lineages of watermelon) when it contains either stamens or
pistil or bisexual (Hibiscus, mustard) when it
cells in specialised organs in which only half contains both stamens and pistil. Stamen is the
the number of chromosomes and half the male reproductive part and it produces pollen
amount of DNA as compared to the non- grains that are yellowish in colour. You must
reproductive body cells. This is achieved by a have seen this yellowish powder that often
process of cell division called meiosis. Thus, sticks to our hands if we touch the stamen of a
when these germ-cells from two individuals ower. Pistil is present in the centre of a ower
and is the female reproductive part. It is made
combine during sexual reproduction to form a of three parts.
new individual, it results in re-establishment of
the number of chromosomes and the DNA
content in the new generation.
If the zygote is to grow and develop into an
organism which has highly specialised tissues
and organs, then it has to have sufcient stores
of energy for doing this. In very simple
organisms, it is seen that the two germ-cells are
not very different from one another, or may
even be similar. But as the body designs Figure 7.7
Longitudinal section of ower
74
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
¿£\sTT¿£ $qÖÔá•+>± –+³T+~. ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜïýË Âs+&ƒT ç|ŸÔáT«ÔáÎÜï nejáTy\ýË Ôû&†\Å£”, ¿=“• dŸ+<ŠsÒÛýË¢, |ŸÚsÁTwŸ
yû¹sÇsÁT JeÚ\ qT+& DNA qT ¿£*| ç|Ÿç¿ìjáT bõ+<ŠT|ŸsÁ#á‹& eT]jáTT çdÓï JeÚ\ Xø¯s\ýË Ôû&†\Å£” mý² <‘]rdŸTï+<Ã eTq+
–+³T+~. ÔásÁTyÜ $uó²>±\ýË #áÖ<‘Ý+.
¿±ú ‚~ ™|<ŠÝ dŸeTdŸ«qT dŸw¾¼dŸTï+~. ç|ŸÜ ¿=Ôáï ÔásÁ+ y{ì“ 7.3.2. |ŸÚw¾Î+#û yîTT¿£Ø\ýË ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï
dŸw¾+ºq Âs+&ƒT JeÚ\ DNA q¿£Þøß ¿£\sTT¿£ nqTÅ£”q•³¢sTTÔû, €eÔá ;C²\ýË ç|ŸÔáT«ÔáÎÜï uó²>±\T |ŸÚwŸÎ+ýË –+{²sTT.
ç|ŸÜ ¿=Ôáï ÔásÁ+ eTTqT|Ÿ{ì ÔásÁ+ e<ŠÝ –q• DNA ¿£H• Âs{ì¼+|ŸÚ MTsÁT ‚|ŸÎ{칿 |ŸÚwŸÎ+ jîTT¿£Ø $$<óŠ uó²>±\qT - sÁ¿£Œ¿£ |ŸçÔ\T,
yîTTÔï“• ¿£*Ð –+&†*. ‚~ DNA <‘Çs ¿£D “sˆD+ jîTT¿£Ø €¿£sÁü¿£ |ŸçÔ\T,¹¿dŸs\T eT]jáTT n+&ƒ¿ÃXø+ n<óŠ«jáTq+
“jáT+çÔáDqT ndŸïe«dŸï+ #ûd ne¿±Xø+ –+~. ‡ dŸeTdŸ«qT #ûXæsÁT.
¹¿dŸs\T eT]jáTT n+&ƒ¿ÃXø+ |ŸÚwŸÎ+ýË ç|ŸÔáT«ÔáÎÜï
|Ÿ]wŸØ]+#á&†“¿ì eTq+ @ @ eÖsZ\qT €ý˺+#áe#áTÌ ?
nejáTy\T. ‚$ dŸ+jîÖ>· ;C²\qT ¿£*Ж+{²sTT. sÁ¿£Œ¿£
JeÚ\T eT]+Ôá dŸ+¿ì¢wŸ¼+>± eÖ¹s¿=~Ý, ¿£DC²\+ jîTT¿£Ø
|ŸçÔ\T, €¿£sÁü¿£ |ŸçÔ\ $<óŠT\T @$T{ì ?
ç|ŸÔû«¿£Ôá ™|sÁT>·TÔáT+<Š“ eTq+ ‚+ÔáÅ£” eTT+<ŠT #áÖXæeTT. ™|Õq
|ŸÚcÍÎ\T @¿£*+>· |ŸÚcÍÎ\T (u¤bÍÎsTT, |ŸÚ#áÌ¿±jáT)>±
|s=Øq• dŸeTdŸ«Å£” nHû¿£ ‹VŸ²¿£D JeÚ\T ¿£qT>=q• ÿ¿£
–+&ƒe#áTÌ. ‚$ ¹¿dŸs\T ýñ<‘ n+&ƒ ¿ÃXø+ ¿£*Ð –+{²sTT.
|Ÿ]cÍØsÁ+ @$T³+fñ, ç|ŸÔáT«ÔáÎÜï ÈsÁ|Ÿ“ Xø¯sÁ ¿£D²\Ôà bþ*dï
ýñ<‘ ~Ç*+>· |ŸÚcÍÎ\T (eT+<‘sÁ, €y\T) >± –+&ƒe#áTÌ. ‚$
ç|ŸÔû«¿£ nejáTy\ýË ç|ŸÔû«¿£ ¿£D²\ýË ç¿ÃyîÖCËeTT\ dŸ+K«
¹¿dŸs\T eT]jáTT n+&ƒ¿ÃXø+ Âs+&+{ì“ ¿£*Ð –+{²sTT.
dŸ>·+ eÖçÔáyûT –+&, dŸ>·+ DNAqT ¿£*Ð –+&ƒ&ƒ+. ‚~
¹¿dŸsÁ+ nHû~ |ŸÚsÁTwŸ ç|ŸÔáT«ÔáÎÜï uó²>·+. ‚~ |ŸdŸT|ŸÚ
¿£ŒjáT¿£sÁD $uó„Èq n“ |¾\Te‹&û ¿£D $uó„Èq ç|Ÿç¿ìjáT <‘Çs
sÁ+>·TýË–+&û |ŸÚbõÎ& ¹sDTeÚ\qT –ÔáÎÜï #ûdŸTï+~. |ŸÚwŸÎ+ýË“
kÍ~ó+#á‹&ƒTÔáT+~. n+<ŠTe\¢, ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï dŸeTjáT+ýË
¹¿dŸs“• Ô¿ìq|ŸÚ&ƒT #ûÔáT\Å£” n+³TÅ£”Hû ‡ |ŸdŸT|ŸÚ sÁ+>·T
Âs+&ƒT JeÚ\ qT+& ‡ ;È ¿£D²\T ¿£*d¾ ¿=Ôáï J$“
bõ&“ MTsÁT #áÖd¾ –+{²sÁT. n+&ƒ¿ÃXø+ |ŸÚwŸÎ+ eT<óŠ«ýË
@sÁÎsÁºq|ŸÚÎ&ƒT, ‚~ ç¿ÃyîÖCËeTT\ dŸ+K«qT eT]jáTT ¿=Ôáï
–+³T+~. ‚~ çdÓï ç|ŸÔáT«ÔáÎÜï uó²>·+. ‚~ eTÖ&ƒT uó²>±\ÔÃ
Ôá s Á + ýË DNA yî Ö Ô<Š T qT |Ÿ Ú qsÁ T <Š Æ ] +#á & †“¿ì M\T
ÔájáÖsÁeÚÔáT+~.
¿£\T>·TÔáT+~.
dŸ+jáTT¿£ï ;È+ nÔá«+Ôá ç|ŸÔû«¿£yîT®q ¿£DC²ý²\T eT]jáTT
nejáTy\qT ¿£*Ð –q• J$>± ™|]Ð, n_óe~Æ #î+<‘\+fñ
‚+<ŠTýË ÔáÐq+Ôá Xø¿ìï “\Ç\qT ¿£*Ð –+&†*. #ý² dŸsÁÞø
JeÚ\ýË, Âs+&ƒT ;È ¿£D²\T ÿ¿£<‘“¿=¿£{ì n+Ôá>± _óq•+>±
–+&ƒeÚ ýñ<‘ ÿ¹¿ $<óŠ+>± –+&ƒe#áTÌ. ¿±ú Xø¯sÁ “sˆD+
eT]+Ôá dŸ+¿ì¢wŸ¼+>± eÖ]q|ŸÚÎ&ƒT, ;È ¿£D²\T Å£L&† ç|ŸÔû«¿£Ôá
¿£*Ð –+{²sTT. ÿ¿£ ;È ¿£D+ ™|<ŠÝ~ eT]jáTT €VŸäsÁ “\Ç\qT
¿£*Ð –+³T+~, eTs=¿£{ì ºq•~ eT]jáTT #á\qo\Ôá ¿£*Ð
–+³T+~. kÍ+ç|Ÿ<‘jáT¿£+>±, #á\qo\ ;È ¿£D+qT |ŸÚsÁTwŸ
dŸ+jîÖ>· ;È+ n“, “\Ç #ûd¾q €VŸäs“• ¿£*Ð –q• ;È |Ÿ³+ 7.7
¿£D+qT çdÓï dŸ+jîÖ>· ;È+ n“ |¾\TkÍïsÁT. ‡ Âs+&ƒT $_óq• |ŸÚwŸÎ+ “\TeÚ ¿ÃÔá
sÁ¿±\ ;È ¿£D²\qT –ÔáÎÜï #ûjáÖ*àq nedŸsÁ+ |ŸÚsÁTwŸ, çdÓï
75
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
76
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
–_Òq ¿ì+~ uó²>·+ n+&†XøjáT+, eT<óŠ« bõ&ƒyîÕq uó²>·+
¿¡\+, ›>·TsÁT>± –+&û ºe] uó²>·+ ¿¡ý²ç>·+. n+&†XøjáT+ýË
n+&†\T –+{²sTT. ç|ŸÜ n+&ƒ+ýË n+&ƒ¿£D+ –+³T+~.
|ŸÚbõÎ& ¹sDTeÚ qT+& –ÔáÎÜï njûT« |ŸÚsÁTwŸ dŸ+jîÖ>· ;È¿£D+,
n+&ƒ+ýË“ çdÓï dŸ+jîÖ>· ;È¿£D+ÔÃ ¿£\TdŸTï+~. ‡ dŸ+jîÖ>·
;È¿£D²\ ¿£\sTT¿£ ýñ<‘ |˜Ÿ\B¿£sÁD+ ¿=Ôáï yîTT¿£Ø>± ™|]¹>
kÍeTsÁÆ«+ ¿£*Ð –q• dŸ+jáTT¿£ï ;C²“• ‚dŸTï+~.
‚+<ŠT¿ÃdŸ+ |ŸÚbõÎ& ¹¿dŸsÁ+ qT+& ¿¡ý²ç>±“¿ì #ûs*àq
nedŸsÁ+ –+~. ‡ |ŸÚbõÎ& n<û |ŸÚwŸÎ+ ¿¡ý²ç>±“¿ì #û]Ôû <‘““
dŸÇ|Ÿs>·dŸ+|ŸsÁØ+ n+{²sÁT. |ŸÚbõÎ& ÿ¿£ |ŸÚwŸÎ+ qT+& eTs=¿£
|ŸÚwŸÎ+ ¿¡ý²ç>±“¿ì #û]Ôû <‘““ |ŸsÁ|Ÿs>·dŸ+|ŸsÁØ+ n+{²sÁT. ÿ¿£
|ŸÚwŸÎ+ qT+& eTs=¿£ |ŸÚcÍΓ¿ì |ŸÚbõÎ& #ûsÁ&ƒ+ >±*, úsÁT ýñ<‘
È+ÔáTeÚ\T e+{ì ¿±sÁ¿±\ <‘Çs ÈsÁT>·TÔáT+~.
|ŸÚbõÎ& ÔáÐq ¿¡ý²ç>·+™|Õ #û]q ÔásÇÔá, n~ n+&†XøjáT+ýË
–q• çdÓï dŸ+jîÖ>· ;È¿£D²\qT #ûsÁT¿Ãy*. B“ ¿ÃdŸ+, |ŸÚbõÎ&
¹sDTeÚ qT+& ÿ¿£ HÞø+ ™|sÁT>·TÔáT+~. n~ ¿¡\+ >·T+&† |Ÿ³+ 7.8
ç|ŸjáÖDì+º n+&†XøjáÖ“• #ûsÁTÅ£”+³T+~. ¿¡ý²ç>·+ MT<Š yîTT\¿ÔáTïÔáTq• |Ÿs>· ¹sDTeÚ
|˜ Ÿ \ B¿£ s Á D + Ôá s ÇÔá , dŸ + já T T¿£ ï ;È+ nHû ¿ £ k ÍsÁ T ¢
$uó„Èq#î+~ n+&ƒ+ ýË|Ÿ\ |¾+&ƒ+>± @sÁÎ&ƒTÔáT+~. n+&ƒ+
>·{ì¼ bõsÁqT n_óe~Æ #ûdŸTÅ£”“ ç¿£eT+>± $Ôáïq+>± eÖsÁTÔáT+~.
n+&†XøjáT+ yû>·+>± ™|]Ð, |Ÿ¿£Ç+ #î+~ |˜Ÿ\+>± eÖsÁTÔáT+~. ;È<ŠÞø+
‚+ÔáýË, sÁ¿£Œ¿£ |ŸçÔ\T, €¿£sÁü¿£ |ŸçÔ\T, ¹¿dŸs\T, ¿¡\+ eT]jáTT
¿¡ý²ç>·+ Å£”+º+#áTÅ£”bþsTT, s*bþe#áTÌ. |˜Ÿ\+ýË ‚+¿± @<îÕH |Ÿ³+ 7.9 yîTT\¿Ôáï&ƒ+
|ŸÚwŸÎuó²>·+ $TÐ* –+&ƒ&†“• MTsÁT m|ŸÚÎ&îÕH >·eT“+#s?
yîTT¿£ØÅ£” $Ôáïq+ @sÁÎ &ƒ³ + e\¢ ¿£*¹> ç|ŸjîÖ ÈH\qT 7.3.3 eÖqeÚýË¢ ç|ŸÔáT«ÔáÎÜï
>·T]ï+#á&†“¿ì ç|ŸjáTÜ•+#á+&. $Ôáïq+ uó„$wŸ«ÔY yîTT¿£ØqT ýñ<‘ ‚|ŸÎ{ìesÁÅ£”, $$<óŠ C²ÔáT\T ç|ŸÔáT«ÔáÎÜï ¿ÃdŸ+
|¾+&†“• ¿£*Ð –+³T+~, ‚~ nqTÅ£L\ |Ÿ]d¾œÔáT\ýË yîTT\¿£>± –|ŸjîÖÐ+#û $$<óŠ sÁ¿±\ |Ÿ<ŠÆÔáT\qT eTq+ #á]ÌdŸTïH•eTT.
‚|ŸÚÎ&ƒT eTq+ mÅ£”Øe €dŸ¿ìï¿£sÁyîT®q C²ÔáT\qT n+fñ
n_óe~Æ #î+<ŠTÔáT+~. ‡ ç|Ÿç¿ìjáTqT yîTT\¿Ôáï&ƒ+ n+{²sÁT.
eÖqeÚ\ >·T]+º |Ÿ]o*<‘Ý+. eÖqeÚ\T ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï
¿£Ôá«+ 7.7 $<ó‘H“• nqTdŸ]kÍïsÁT. ‡ ç|Ÿç¿ìjáT mý² |Ÿ“#ûdŸTï+~?
g ¿=“• Xèq>· $ÔáïH\qT sçÔá+Ô HquÉ{ì¼ –+#á+&. dŸÎwŸ¼+>± dŸ+‹+<óŠ+ ýñ“ n+Xø+ qT+& çbÍsÁ+_ó<‘Ý+.
g n<Šq|ŸÚ ú{ì“ e&ƒ¿£{ì¼ $ÔáïH\qT Ôá& >·T&ƒ¦Ôà ¿£|¾Î ÿ¿£ ejáTdŸT ™|]¹> ¿=BÝ eTq Xø¯sÁ+ýË eÖsÁTÎ\T ekÍïjáT“
sÃE e~ýñ j á T +& . $Ôá ï H \T m+& b þÅ£ ” +&† eTq+<Š]¿¡ Ôî\TdŸT. MT Xø¯sÁ+ýË È]¹> eÖsÁTÎ\qT >·T]+º
#áÖdŸT¿Ãy*. MTsÁT m“$T<à ÔásÁ>·ÜýË Å£L&† HûsÁTÌÅ£”H•sÁT. ºq•|ŸÎ{ì
g $ÔáïH\qT C²ç>·Ôáï>± Âs+&ƒT ‹<ŠÝ\T>± $&ƒBd¾ $$<óŠ qT+º ‚|ŸÎ{ì esÁÅ£” eTq mÔáTï ™|sÁT>·TÔáÖ se&ƒ+ eTq+
uó²>±\qT >·eT“+#á+&. >·eT“dŸÖïHû –H•+. eTqÅ£” <Š+Ô\T ekÍïsTT, bÍ\ <Š+Ô\T
g MT |Ÿ]o\q\qT |Ÿ³+7.9Ôà bþ\Ì+&. MTsÁT n“• n“ |¾\Te‹&û bÍÔá <Š+Ô\qT ¿ÃýËÎÔ+, ¿=Ôáï y{ì“
uó²>±\qT >·T]ï+#á>·\¹syîÖ #áÖ&ƒ+&. bõ+<ŠTÔ+.
77
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
All of these are changes that can be grouped Why does the body show sexual
under the general process of growth, in which maturation at this age? We have talked about
the body becomes larger. But in early teenage the need for specialised cell types in multi-
years, a whole new set of changes occurs that cellular bodies to carry out specialised
cannot be explained simply as body functions. The creation of germ-cells to
enlargement. Instead, the appearance of the participate in sexual reproduction is another
body changes. Proportions change, new specialised function, and we have seen that
features appear, and so do new sensations. plants develop special cell and tissue types to
Some of these changes are common to both create them. Human beings also develop
boys and girls. We begin to notice thick hair special tissues for this purpose. However, while
growing in new parts of the body such as armpits the body of the individual organism is growing
and the genital area between the thighs, which
to its adult size, the resources of the body are
can also become darker in colour. Thinner hair
mainly directed at achieving this growth. While
can also appear on legs and arms, as well as on
that is happening, the maturation of the
the face. The skin frequently becomes oily and
reproductive tissue is not likely to be a major
we might begin to develop pimples. We begin to
priority. Thus, as the rate of general body
be conscious and aware of both our own bodies
and those of others in new ways. growth begins to slow down, reproductive
On the other hand, there are also changes tissues begin to mature. This period during
taking place that are different between boys and adolescence is called puberty.
girls. In girls, breast size begins to increase, So how do all the changes that we have
talked about link to the reproductive process?
with darkening of the skin of the nipples at the
We must remember that the sexual mode of
tips of the breasts. Also, girls begin to
reproduction means that germ-cells from two
menstruate at around this time. Boys begin to
individuals have to join together. This can
have new thick hair growth on the face and their happen by the external release of germ-cells
voices begin to crack. Further, the penis from the bodies of individuals, as happens in
occasionally begins to become enlarged and owering plants. Or it can happen by two
erect, either in daydreams or at night. individuals joining their bodies together for
All of these changes take place slowly, internal transfer of germ-cells for fusion, as
over a period of months and years. They do not happens in many animals. If animals are to
happen all at the same time in one person, nor participate in this process of mating, their state
do they happen at an exact age. In some people, of sexual maturity must be identiable by other
they happen early and quickly, while in others, individuals. Many changes during puberty,
they can happen slowly. Also, each change does such as new hair-growth patterns, are signals
not become complete quickly either. So, for that sexual maturation is taking place.
example, thick hair on the face in boys appears On the other hand, the actual transfer of
as a few scattered hairs rst, and only slowly germ-cells between two people needs special
does the growth begin to become uniform. organs for the sexual act, such as the penis when
Even so, all these changes show differences it is capable of becoming erect. In mammals such
between people. Just as we have differently as humans, the baby is carried in the mother’s
shaped noses or ngers, so also we have body for a long period, and will be breast-fed
different patterns of hair growth, or size and later. The female reproductive organs and breasts
shape of breast or penis. All of these changes will need to mature to accommodate these
possibilities. Let us look at the systems involved
are aspects of the sexual maturation of the body.
in the process of sexual reproduction.
78
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
‚eú• ™|sÁT>·T<Š\ jîTT¿£Ø kÍ<ó‘sÁD ç|Ÿç¿ìjáT ¿ì+<Š #ûsÁÌ<ŠÐq |Ÿ]|Ÿ¿£ÇÔáÅ£” dŸ+‹+~ó+ºq n+Xæ\T.
eÖsÁTÎ\T, M{ìýË Xø¯sÁ+ ™|<ŠÝ~>± eÖsÁ&ƒ+ ÿ¿£ n+Xø+. ¿±ú ‡ ejáTdŸTýË Xø¯sÁ+ ýÉÕ+п£ |Ÿ]|Ÿ¿£ÇÔáqT m+<ŠTÅ£”
jáTT¿£ï ejáTdŸTà çbÍsÁ+uó„+ýË, yîTTÔáï+>± mHÕ ¿=Ôáï eÖsÁTÎ\T #á Ö |¾ d Ÿ T ï + ~? ‹VŸ Q ¿£ D JeÚýË¢ ç | Ÿ Ô û « ¿£ y î T ® q $<ó Š T \qT
dŸ+uó„$kÍïsTT. M{ì“ ¹¿e\+ Xæ¯sÁ¿£ ™|sÁT<Š\>± eÖçÔáyûT “sÁÇV¾²+#á&†“¿ì ç|ŸÔû«¿£ sÁ¿±\ ¿£D €eXø«¿£Ôá >·T]+º eTq+
#î|ŸÎýñeTT. Xø¯sÁ+ Ôáq sÁÖbÍ“• eÖsÁTÌÅ£”+³T+~. |Ÿ]eÖD²\T eÖ{²¢ & ƒ T Å£ ” H•+. ýÉ Õ + п£ ç | Ÿ Ô á T «Ôá Î Üï ý Ë bÍý¤Z q &†“¿ì
eÖsÁTÔsTT, ¿=Ôáï \¿£ŒD²\T ¿£“|¾kÍïsTT, ný²¹> ¿=Ôáï dŸ+jîÖ>·;È ¿£D²\qT dŸw¾¼+#á&ƒ+ ÿ¿£ eTTK«yîT®q $~ó,
nqTuó„ÖÔáT\T Å£L&† ekÍïsTT. yîTT¿£Ø\T y{ì“ dŸw¾¼+#á&†“¿ì ç|ŸÔû«¿£ sÁ¿±\ ¿£D²\T,
‡ eÖsÁTÎ\ýË ¿=“• u²\ u²*¿£\T ‚<ŠÝ]¿¡ kÍ<ó‘sÁD+. ¿£DC²ý²\qT n_óe~Æ #ûkÍïjáT“ eTq+ #áÖXæ+. eÖqeÚ\ýË
#á+¿£\T eT]jáTT Ô=&ƒ\ eT<óŠ« ÈqHû+ç~jáT çbÍ+Ôá+ e+{ì Xø¯sÁ
Å£L&† B“ ¿ÃdŸ+ ç|ŸÔû«¿£ ¿£DC²ý²\T n_óe~Æ #î+<ŠTÔsTT.
uó²>±\ýË ¿=Ôáï>± eÔáTï>± yî+ç³T¿£\T ™|sÁ>·&ƒ+ çbÍsÁ+uó„eTe&ƒ+
@<ûyîT®H, ÿ¿£ J$ Xø¯sÁ+ <‘“ çbå&óƒ J$>± |Ÿ]eÖD+ýË
eTq+ >·eT“kÍï+. ‚$ eTT<ŠTsÁT sÁ+>·TýË¿ì eÖsÁÔsTT.
™|sÁT>·TÔáTq•|ŸÚÎ&ƒT,Xø¯sÁ eqsÁT\ú• ç|Ÿ<ó‘q+>± ‡ ™|sÁT>·T<Š\qT
|Ÿ\T#á“ yî+ç³T¿£\T ¿±Þø—ß eT]jáTT #ûÔáT\™|Õ, ný²¹> eTTK+™|Õ
Å£L&† ¿£“|¾kÍïsTT. #ásÁˆ+ ÔásÁ#áÖ ›&ƒT¦>± eÖsÁTÔáT+~ eT]jáTT kÍ~ó+#á&†“¿ì “¹sÝ¥+#á‹&ƒÔsTT. ‚~ ÈsÁT>·TÔáTq•|ŸÚÎ&ƒT,
yîTT{ìeT\T @sÁÎ&ƒ³+ çbÍsÁ+uó„eTeÚÔáT+~. eTq+ eTq Xø¯s\ ç|ŸÔáT«ÔáÎÜï ¿£DC²\ |Ÿ]|Ÿ¿£ÇÔá eÖçÔáyûT mÅ£”Øe çbÍ<ó‘q«Ôá>±
>·T]+º eT]jáTT ‚ÔásÁT\ Xø¯s\ >·T]+º ¿=Ôáï eÖsÁZ+ýË –+&û ne¿±Xø+ ýñ<ŠT. n+<ŠTe\¢, kÍ<ó‘sÁD Xø¯sÁ ™|sÁT>·T<Š\
dŸÎVŸ², ne>±VŸ²q ¿£*Ð –+&ƒ³+ çbÍsÁ+_ókÍï+. ¹s³T eT+<ŠÐ+#á&ƒ+ çbÍsÁ+_ó+ºq|ŸÚÎ&ƒT, ç|ŸÔáT«ÔáÎÜï ¿£DC²ý²\T
eTsÃyîÕ|ŸÚ nu²ÒsTT\T, neÖˆsTT\ eT<óŠ« _óq•yîT®q |Ÿ]|Ÿ¿£Ç+ #î+<Š&ƒ+ çbÍsÁ+_ókÍïsTT. ¿šeÖsÁ<ŠXøýË ‡ ¿±ý²“•
eÖsÁTÎ\T Å£L&† #óT#ûdŸTÅ£”+{²sTT. neÖˆsTT\ýË s=eTTˆ\ jáTT¿£ïejáTdŸTà n+{²sÁT.
|Ÿ ] eÖD+ ™ | sÁ > · & ƒ + yî T T<Š \ eÚÔá T +~, s=eTTˆ\ ºesÁ ¿±‹{ì¼ eTq+ #á]Ì+ºq eÖsÁTÎ\T n“• ç|ŸÔáT«ÔáÎÜï
#áqTyîTTq\ #ásÁˆ+ eTT<ŠTsÁT sÁ+>·TýË¿ì eÖsÁTÔáT+~. ný²¹>, ç|Ÿç¿ìjáTÔà mý² eTT&|Ÿ& –+{²sTT? ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï $<ó‘q+
neÖˆsTT\ýË ‡ dŸ e Tjá T +ýËHû ‹TTÔá T #á ç ¿ £ + ç b ÍsÁ + uó „ n+fñ Âs+&ƒT JeÚ\ qT+& yî\Te&q dŸ+jîÖ>·;È ¿£D²\T
¿£\e&ƒ+ n“ eTq+ >·TsÁTï+#áT¿Ãy*. |ŸÚw¾Î+#û yîTT¿£Ø\ýË
eTeÚÔáT+~. nu²ÒsTT\ eTTK+™|Õ ¿=Ôáï>± eT+<Š+>± yî+ç³T¿£\T
È]Ðq³T¢>±, JeÚ\ Xø¯s\ qT+& dŸ+jîÖ>·;È ¿£D²\T
™ | sÁ > · & ƒ + ç b ÍsÁ + uó „ e TeÚÔá T +~ eT]já T T y] dŸ Ç s\T $&ƒT<ŠýÉÕ ‹jáT³Å£” se&ƒ+ <‘Çs ‚~ ÈsÁT>·TÔáT+~. ýñ<‘ nHû¿£
u¤+>· T sÁ T bþe&ƒ + ç b ÍsÁ + _ó k Íï s TT. ‚+¿±, |Ÿ Ú sÁ T cÍ+>· + È+ÔáTeÚ\ýË È]Ðq³T¢>±, ;È¿£D²\ n+ÔásÁZÔá ‹~©\T
n|ŸÚÎ&ƒ|ŸÚÎ&ƒT |Ÿ>·{ì ¿£\\ýË ýñ<‘ sçÜ dŸeTjáT+ýË ™|<ŠÝ~>± eT]jáTT dŸ+jîÖ>·+ ¿ÃdŸ+ Âs+&ƒT JeÚ\ Xø¯sÁ ¿£\sTT¿£
eT]jáTT “{²sÁT>± eÖsÁ&ƒ+ çbÍsÁ+_ódŸTï+~. ÈsÁT>·TÔáT+~. È+ÔáTeÚ\T ÈÔáÅ£L&û ‡ ç|Ÿç¿ìjáTýË bÍý¤ZH*à
‡ eÖsÁTÎ\ú• HîeTˆ~>±, Hî\\T eT]jáTT dŸ+eÔáàs\ edï, y{ì ýÉÕ+п£ |Ÿ]|Ÿ¿£ÇÔá d¾œÜ“ ‚ÔásÁ JeÚ\T Ôá|ŸÎ¿£
e«e~óýË ÈsÁT>·TÔsTT. n$ nú• ÿ¿£ e«¿ìïýË ÿ¹¿ dŸeTjáT+ýË >·T]ï+#á>·\>±*. jáTT¿£ïejáTdŸTàýË ¿=Ôáï>± yî+ç³T¿£\ ™|sÁT>·T<Š\
ÈsÁ > · e Ú, ýñ < ‘ n$ KºÌÔá y î T ® q ejá T dŸ T àýË ÈsÁ > · e Ú. $<ó ‘ H\T e+{ì nHû ¿ £ eÖsÁ T Î\T ýÉ Õ + п£ |Ÿ ] |Ÿ ¿ £ Ç Ôá
¿=+ÔáeT+~ýË, n$ ÔáÇsÁ>± eT]jáTT yû>·+>± ÈsÁT>·TÔsTT. ÈsÁT>·TÔáT+<Šq&†“¿ì dŸ+¹¿Ô\T.
eT]¿=+<Š]ýË n$ HîeTˆ~>± ÈsÁT>·TÔsTT. ný²¹>, ç|ŸÜ eÖsÁTÎ eTsÃyîÕ|ŸÚ, Âs+&ƒT JeÚ\ eT<óŠ« ýÉÕ+п£ #ásÁ« <‘Çs
Å£L&† ÔáÇsÁ>± |ŸP]ï ¿±<ŠT. –<‘VŸ²sÁDÅ£” nu²ÒsTT\ýË eTTK+™|Õ dŸ+jîÖ>·;È ¿£D²\ ydŸïe ‹~©¿ì |ŸÚsÁTcÍ+>·+ e+{ì ç|ŸÔû«¿£
eT+<Š+>± –+&û yî+ç³T¿£\T yîTT<Š{Ë¢ #ý² |Ÿ\T#á>± –+{²sTT nejáTy\T “{²sÁT>± n>·T³ nedŸsÁ+. eÖqeÚ\ e+{ì
eT]jáTT ™|sÁT>·T<Š\ HîeTˆ~>± yîTT<ŠýÉÕ @¿£¯Ü>± eÖsÁTÔáT+~. ¿¡ŒsÁ<‘\ýË, ¥Xø—eÚqT Ôá*¢ Xø¯sÁ+ýË mÅ£”Øe ¿±\+ yîÖjáTe\d¾
nsTTq|ŸÎ{ì¿¡ ‡ eÖsÁTÎ\ú• e«Å£”ï\ eT<óŠ« e«Ô«kÍ\qT –+³T+~ eT]jáTT ÔásÁTyÔá Ôá*¢ bÍ\T ‚yÇ*à –+³T+~. ‡
#áÖ|ŸÚÔsTT. eTq eTTÅ£”Ø ýñ<‘ yûÞø—ß yû¹sÇsÁT €¿±s\ýË –q•fñ¢, nedŸs\Å£” nqT>·TD+>± çdÓï ç|ŸÔáT«ÔáÎÜï nejáTy\T, e¿ŒÃC²\T
E³T¼ ™|sÁT>·T<Š\ ýñ<‘ s=eTTˆ ýñ<‘ |ŸÚsÁTcÍ+>·+ |Ÿ]eÖD+, |Ÿ]|Ÿ¿£ÇÔá #î+<‘*à –+³T+~. ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï ç|Ÿç¿ìjáTýË
€¿±sÁ+ Å£L&† yû¹sÇsÁT>± –+{²sTT. ‡ eÖsÁTÎ\ú• Xø¯sÁ ýÉÕ+п£ bÍý¤ZHû e«edŸœ\qT #áÖ<‘Ý+.
79
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
the villi. This provides a large surface area for We must also consider the possible health
glucose and oxygen to pass from the mother to consequences of having sex. We have
the embryo. The developing embryo will also discussed in Class IX that diseases can be
generate waste substances which can be transmitted from person to person in a variety
removed by transferring them into the mother’s of ways. Since the sexual act is a very intimate
blood through the placenta. The development connection of bodies, it is not surprising that
of the child inside the mother’s body takes many diseases can be sexually transmitted.
approximately nine months. The child is born These include bacterial infections such as
as a result of rhythmic contractions of the gonorrhoea and syphilis, and viral infections
muscles in the uterus. such as warts and HIV-AIDS. Is it possible to
7.3.3 (c) What happens when the Egg is not prevent the transmission of such diseases
Fertilised? during the sexual act? Using a covering, called
If the egg is not fertilised, it lives for about one a condom, for the penis during sex helps to
day. Since the ovary releases one egg every prevent transmission of many of these
month, the uterus also prepares itself every infections to some extent.
month to receive a fertilised egg. Thus its lining The sexual act always has the potential to
becomes thick and spongy. This would be lead to pregnancy. Pregnancy will make major
required for nourishing the embryo if demands on the body and the mind of the
fertilisation had taken place. Now, however, woman, and if she is not ready for it, her health
this lining is not needed any longer. So, the will be adversely affected. Therefore, many
lining slowly breaks and comes out through the ways have been devised to avoid pregnancy.
vagina as blood and mucous. This cycle takes These contraceptive methods fall in a number
place roughly every month and is known as of categories. One category is the creation of a
menstruation. It usually lasts for about two to mechanical barrier so that sperm does not reach
eight days. the egg. Condoms on the penis or similar
7.3.3 (d) Reproductive Health coverings worn in the vagina can serve this
As we have seen, the process of sexual purpose. Another category of contraceptives
maturation is gradual, and takes place while acts by changing the hormonal balance of the
general body growth is still going on. body so that eggs are not released and
Therefore, some degree of sexual maturation fertilisation cannot occur. These drugs
does not necessarily mean that the body or the commonly need to be taken orally as pills.
mind is ready for sexual acts or for having and However, since they change hormonal
bringing up children. How do we decide if the balances, they can cause side-effects too. Other
body or the mind is ready for this major contraceptive devices such as the loop or the
responsibility? All of us are under many copper-T are placed in the uterus to prevent
different kinds of pressures about these issues. pregnancy. Again, they can cause side effects
There can be pressure from our friends for due to irritation of the uterus. If the vas deferens
participating in many activities, whether we in the male is blocked, sperm transfer will be
really want to or not. There can be pressure prevented. If the fallopian tube in the female is
from families to get married and start having blocked, the egg will not be able to reach the
children. There can be pressure from uterus. In both cases fertilisation will not take
government agencies to avoid having children. place. Surgical methods can be used to create
In this situation, making choices can become such blocks. While surgical methods are safe in
very difcult. the long run, surgery itself can cause infections
82
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
#î+<ŠTÔáTq• |¾+&ƒ+ e«sÁœ |Ÿ<‘sœ\qT Å£L&† –ÔáÎÜï #ûdŸTï+~, >·Hû]jáÖ, d¾|˜¾*dt e+{ì u²¿¡¼]jáTýÙ dŸ+ç¿£eTD\T, ¿£+ÔáT\T,
M{ì“ ÈsjáTTeÚ <‘Çs Ôá*¢ sÁ¿£ï+ýË¿ì ‹~© #ûjáT&ƒ+ <‘Çs HIV-AIDS (VŸA«eTHŽ ‚eTÖ«Hà &î|˜¾w¾jáT“à yîÕsÁdt `
Ô=\Ð+#á‹&ƒÔsTT. Ôá*¢ Xø¯sÁ+ ýË|Ÿ\ ¥Xø—eÚ m<ŠT>·T<Š\Å£” m¿£ÇsTTsY¦ ‚eTÖ«Hà &î|˜¾w¾jáT“à d¾+ç&Ã+) e+{ì yîÕsÁýÙ
dŸTeÖsÁT Ô=$Tˆ~ Hî\\T |Ÿ&ƒTÔáT+~. >·sÒÛXøjáT+ýË“ dŸ+ç¿£eTD\T –H•sTT. ýÉÕ+п£ #ásÁ« dŸeTjáT+ýË ‚³Te+{ì
¿£+&ƒs\ \jáT‹<ŠÆyîT®q dŸ+¿Ã#\ |˜Ÿ*Ôá+>± _&ƒ¦ È“ˆ+#á&ƒ+ y«<óŠT\T y«|¾ï #î+<ŠÅ£”+&† “sÃ~ó+#á&ƒ+ kÍ<óŠ«yûTH? dŸ+uóË>·
ÈsÁT>·TÔáT+~. dŸeTjáT+ýË |ŸÚsÁTcÍ+>·+ ¿ÃdŸ+ ¿£+&ÃyŽT n“ |¾\Te‹&û
7.3.3 (d¾) n+&ƒ+ |˜Ÿ\B¿£sÁD ÈsÁ>·¿£bþÔû @eTòÔáT+~? Ô=&ƒ T >· T qT –|Ÿ j î Ö Ð+#á & ƒ + ‡ dŸ + ç ¿ £ e TD\ y«|¾ ï “
n+&ƒ+ |˜Ÿ\B¿£sÁD+ #î+<Š¿£bþÔû, n~ ÿ¿£ sÃE esÁÅ£” ¿=+ÔáesÁÅ£” “y]+#á&ƒ+ýË dŸVŸäjáT|Ÿ&ƒTÔáT+~ .
J$+º –+³T+~. n+&†XøjáT+ ç|ŸÜ Hîý² ÿ¿£ n+&†“• ýÉÕ+п£ #ásÁ« m\¢|ŸÚÎ&ƒÖ >·sÁÒÛ<ó‘sÁDÅ£” <‘]rd kÍeTsœ«“•
$&ƒT<Š\ #ûdŸTï+~ ¿±‹{ì¼, >·sÒÛXøjáT+ Å£L&† |˜Ÿ\B¿£sÁD #î+~q ¿£*Ð –+³T+~. >·sÁÒÛ<ó‘sÁD nHû~ çdÓï Xø¯sÁ+ eT]jáTT eTqdŸTà™|Õ
n+&†“• dÓÇ¿£]+#á&†“¿ì ç|ŸÜ Hîý² ÔáqqT ÔqT d¾<ŠÆ+ ç|Ÿuó²e+ ¿£*ÐdŸTï+~. €yîT n+<ŠTÅ£” d¾<ŠÆ+>± ýñ¿£bþÔû, €yîT
#ûdŸTÅ£”+³T+~. n+<ŠTe\q <‘“ bõsÁ eT+<Š+>± eT]jáTT €sÃ>· « + ç | Ÿ Ü Å£ L \+>± ç | Ÿ u ó ² $Ôá e TeÚÔá T +~. n+<Š T e\¢ ,
yîTÔáï>± eÖsÁTÔáT+~. |˜Ÿ\B¿£sÁD+ È]ÐÔû |¾+&ƒ+ jîTT¿£Ø >· s Á Ò Û < ó ‘ sÁ D qT “y]+#á & †“¿ì nHû ¿ £ $<ó ‘ H\T
bþwŸDÅ£” –|ŸjîÖ>·|Ÿ&ƒTÔáT+~. ný² ÈsÁ>·¿£bþÔû, ‚|ŸÚÎ&ƒT ‡ sÁÖbõ+~+#á‹&†¦sTT. ‡ >·sÁÒÛ“sÃ<óŠ¿£ |Ÿ<ŠÆÔáT\T nHû¿£
bõsÁ nedŸsÁ+ ýñ<ŠT. ¿±‹{ì¼, bõsÁ HîeTˆ~>± $ºÌÛq•yîT® jîÖ“ |Ÿ<ŠÝÔáTýË¢ –+{²sTT. Xø—ç¿£¿£D²\T n+&†“¿ì #ûsÁÅ£”+&† jáÖ+çÜ¿£
>·T+&† sÁ¿£ï+ eT]jáTT Xâ¢wŸˆ+>± ‹jáT³Å£” edŸTï+~. ‡ #áç¿£+ ç|ŸÜ nesÃ<ó‘“• dŸw¾¼+#á&ƒ+ ÿ¿£ |Ÿ<ŠÝÜ. |ŸÚsÁTcÍ+>·+™|Õ ¿£+&ÃeTT\T
Hîý² ÈsÁT>·TÔáT+~. B““ ‹TTÔáT#áç¿£+ n+{²sÁT. ‹TTÔáTçkÍe+ ýñ<‘ jîÖ“ýË <óŠ]+#û Ô=&ƒT>·T\T B“¿ì –|ŸjîÖ>·|Ÿ&ƒÔsTT.
kÍ<ó‘sÁD+>± Âs+&ƒT qT+& m“$T~ sÃE\T ÈsÁT>·TÔáT+~. eTs=¿£ $<ó‘q+ýË >·sÁÒÛ“sÃ<󊿱\T Xø¯sÁ+ jîTT¿£Ø VŸäsÈq¢
7.3.3 (&) ç|ŸÔáT«ÔáÎÜï €sÃ>·«+ dŸeTÔáT\«ÔáqT eÖsÁÌ&ƒ+ <‘Çs |Ÿ“#ûkÍïsTT, Ôá<‘Çs n+&†\T
eTq+ #áÖd¾q³T¢>±, ýÉÕ+п£ |Ÿ]|Ÿ¿£ÇÔá ç|Ÿç¿ìjáT $&ƒT<Š\ ¿±eÚ eT]jáTT |˜Ÿ\B¿£sÁD+ ÈsÁ>·<ŠT. ‡ eT+<ŠT\qT
ç¿£eÖqT>·Ôá+>± –+³T+~. kÍ<ó‘sÁD Xø¯sÁ ™|sÁT>·T<Š\ ‚+¿± eÖeTÖ\T>± HÃ{ì eÖçÔá\T>± rdŸT¿Ãy*. n$ VŸäsÈq¢
¿=qkÍ>·TÔáTq•|ŸÚÎ&û ‚~ Å£L&ƒ ÈsÁT>·TÔáT+~. n+<ŠTe\¢, dŸeTÔáT\«ÔáqT eÖsÁTkÍïsTT ¿±‹{ì¼, n$ <ŠTçwŸÎuó²y\qT Å£L&†
¿=+ÔáesÁÅ£” ýÉÕ+п£ |Ÿ]|Ÿ¿£ÇÔá n+fñ Xø¯sÁ+ ýñ<‘ eTqdŸTà ýÉÕ+п£ ¿£*ÐkÍïsTT. >·sÁÒÛ<ó‘sÁDqT “y]+#á&†“¿ì \Ö|t ýñ<‘ ¿±|ŸsY-{ì
#ásÁ«\Å£” ýñ<‘ |¾\¢\qT ¿£q&†“¿ì eT]jáTT ™|+#á&†“¿ì d¾<ŠÆ+>± e+{ì ‚Ôá s Á >· s Á Ò Û “ sÃ<ó Š ¿ £ |Ÿ ] ¿£ s \qT >· s ÒÛ X ø j á T +ýË
–+<Š“ nsÁœ+ ¿±<ŠT. ‡ ç|Ÿ<ó‘q u²<óŠ«ÔáÅ£” Xø¯sÁ+ ýñ<‘ eTqdŸTà –+#áTÔsÁT. n$ Å£L&† >·sÒÛXøjáT+ýË º¿±Å£” ýñ<‘ €³+¿£+
d¾<ŠÆ+>± –+<Ã ýñ<Ã eTq+ mý² “sÁ’sTT+#áT¿Ãy*? ‡ ¿±sÁ D +>± <Š T ç w Ÿ Î uó ² y\qT ¿£ * ÐkÍï s TT. |Ÿ Ú sÁ T wŸ § & ý Ë
$wŸjáÖ\ >·T]+º eTqeT+<ŠsÁ+ nHû¿£ sÁ¿±\ ÿÜïÞø¢Å£” Xø—ç¿£yV¾²¿£ýË nesÃ<óŠ+ @sÁÎ&Ôû Xø—ç¿£ ¿£D²\ syD²
>·TsÁeÚÔáTH•+. eTq+ “È+>± ¿ÃsÁTÅ£”H•, ýñÅ£”H• nHû¿£ “sÃ~ó+#á‹&ƒTÔáT+~. çdÓïýË“ b˜ÍýË|¾jáTHŽ ³Ö«uÙýË nesÃ<óŠ+
¿±sÁ«¿£ý²bÍýË¢ bÍý¤ZqeT“ eTq d•V¾²ÔáT\ qT+& ÿÜï& @sÁÎ&ƒ&ƒ+ e\q n+&ƒ+ >·sÒÛXøjáÖ“¿ì #ûsÁ<ŠT.‡ Âs+&ƒT
–+³T+~. ™|[¢ #ûdŸTÅ£”“ |¾\¢*• ¿£H\“ Å£”³T+u²\ qT+º dŸ+<ŠsÒÛýË¢ |˜Ÿ\B¿£sÁD+ ÈsÁ>·<ŠT. ‚ý²+{ì “sÃ<󊿱\qT @sÁγT
ÿÜï& –+&ƒe#áTÌ. dŸ+Ôq+ bõ+<ŠÅ£”+&† ç|Ÿuó„TÔáÇ dŸ+dŸœ\ #ûjáT&†“¿ì XøçdŸïº¿ìÔà |Ÿ<ŠÆÔáT\qT –|ŸjîÖÐ+#áe#áTÌ.
qT+º ÿÜï& –+³T+~. ‡ |Ÿ]d¾œÜýË, “sÁ’jáÖ\T rdŸT¿Ãe&ƒ+ XøçdŸïº¿ìÔà |Ÿ<ŠÆÔáT\T BsÁ鿱*¿£+>± dŸTsÁ¿ìŒÔá+ nsTTq|ŸÎ{ì¿¡,
#ý² ¿£wŸ¼eTeÚÔáT+~. dŸ]>±Z #ûjáT¿£bþÔû XøçdŸïº¿ìÔáà <‘Çs dŸÖ¿£ŒˆJeÚ\ dŸ+ç¿£eTD È]Ð
‚Ôá s Á dŸ e TdŸ « \qT ¿£ * ÐdŸ T ï + ~. ny+ºó Ô á >· s ÒÛ \ qT
ýÉÕ+п£ #ásÁ«\ýË bÍý¤Zq&ƒ+ e\¢ ¿£*¹> €sÃ>·« |Ÿ]D²eÖ\qT
Ô=\Ð+#á&†“¿ì Å£L&† XøçdŸïº¿ìÔáàqT –|ŸjîÖÐ+#áe#áTÌ. ÿ¿£
Å£L&† |Ÿ]>·DqýË¿ì rdŸT¿Ãy*. y«<óŠT\T ÿ¿£ e«¿ìï qT+& “]ÝwŸ¼ dŸ+ÔH“• ¿ÃsÁT¿ÃHû e«Å£”ï\T M{ì“ <ŠT]Ç“jîÖ>·+
eTs=¿£]¿ì $$<óŠ sÁ¿±\T>± dŸ+ç¿£$TkÍïsTT. ýÉÕ+п£ #ásÁ« #ûjáTe#áTÌ, ‚~ #á³¼$sÁT<ŠÆyîT®q ýÉÕ+п£ #ásÁ«Å£”, €&ƒ çuó„ÖD²\
Xø¯s\Å£” dŸ“•V¾²Ôá dŸ+‹+<óŠ+ ¿£*Ð –+³T+~ ¿±‹{ì¼, nHû¿£ >·sÁÒÛçkÍy“¿ì <‘]rdŸTï+~. €sÃ>·«e+ÔáyîT®q dŸeÖÈ+ ¿ÃdŸ+ çdÓï
y«<óŠT\T ýÉÕ+п£+>± dŸ+ç¿£$T+#á&ƒ+ýË €XøÌsÁ«+ ýñ<ŠT. M{ìýË |ŸÚsÁTwŸ *+>· “wŸÎÜï KºÌÔá+>± bÍ{ì+#*. “sÁ¢¿£Œ«yîT®q u²*¿±
83
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
and other problems if not performed properly. everybody’s standard of living. However, if
Surgery can also be used for removal of inequality in society is the main reason for poor
unwanted pregnancies. These may be misused standards of living for many people, the size of
by people who do not want a particular child, as the population is relatively unimportant. If we
happens in illegal sex-selective abortion of look around us, what can we identify as the most
female foetuses. For a healthy society, the important reason(s) for poor living standards?
female-male sex ratio must be maintained.
Because of reckless female foeticides, child sex
1. How is the process of pollination different
ratio is declining at an alarming rate in some
from fertilisation?
sections of our society, although prenatal sex
2. What is the role of the seminal vesicles and
determination has been prohibited by law. the prostate gland?
We have noted earlier that reproduction is 3. What are the changes seen in girls at the
the process by which organisms increase their time of puberty?
populations. The rates of birth and death in a 4. How does the embryo get nourishment
given population will determine its size. The size inside the mother’s body?
of the human population is a cause for concern 5. If a woman is using a copper-T, will it help
for many people. This is because an expanding in protecting her from sexually transmitted
population makes it harder to improve diseases?
85
ANDHRA PRADESH | Biology : How do Organisms Reproduce?
EXERCISES
1. Asexual reproduction takes place through budding in
(a) Amoeba.
(b) Yeast.
(c) Plasmodium.
(d) Leishmania.
2. Which of the following is not a part of the female reproductive system in human beings?
(a) Ovary
(b) Uterus
(c) Vas deferens
(d) Fallopian tube
3. The anther contains
(a) sepals.
(b) ovules.
(c) pistil.
(d) pollen grains.
4. What are the advantages of sexual reproduction over asexual reproduction?
5. What are the functions performed by the testis in human beings?
6. Why does menstruation occur?
7. Draw a labelled diagram of the longitudinal section of a ower.
8. What are the different methods of contraception?
9. How are the modes for reproduction different in unicellular and multicellular organisms?
10. How does reproduction help in providing stability to populations of species?
11. What could be the reasons for adopting contraceptive methods?
86
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : JeÚ\T ç|ŸÔáT«ÔáÎÜï mý² ÈsÁT|ŸÚÔsTT ?
nuó²«kÍ\T
1. yîTT>·ZÔ=&ƒ>·&ƒ+ <‘Çs nýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï B“ýË ÈsÁT>·TÔáT+~.
(m) nMTu²
(_) ‡dŸT¼
(d¾) bÍ¢kþˆ&jáT+
(&) ©wˆ“jáÖ
2. ‡ ç¿ì+~ y{ìýË eÖqe çdÓï ç|ŸÔáT«ÔáÎÜï e«edŸœýË uó²>·+ ¿±“~ @~?
(m) çdÓï ;È¿ÃXø+
(_) >·sÒÛXøjáT+
(d¾) Xø—ç¿£ yV¾²¿£
(&) b˜ÍýË|¾jáTHŽ HÞø+
3. |Ÿs>· ¿ÃXø+ýË –+&û~
(m) sÁ¿£Œ¿£ |ŸçÔ\T
(_) n+&†\T
(d¾) n+&ƒ¿ÃXø+
(&) |ŸÚbõÎ& ¹sDTeÚ\T.
4. nýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï ¿£+fñ ýÉÕ+п£ ç|ŸÔáT«ÔáÎÜï e\¢ ¿£*¹> ç|ŸjîÖÈH\T @$T{ì?
5. eÖqeÚ\ýË eTTcÍØ\T “sÁÇV¾²+#û $<óŠT\T @$T{ì?
6. ‹TTÔáT#áç¿£+ m+<ŠTÅ£” ÈsÁT>·TÔáT+~?
7. |ŸÚwŸÎ+ “\TeÚ¿ÃÔá |Ÿ{+ ^d¾ uó²>±\T >·T]ï+#á+&.
8. $$<óŠ >·sÁÒÛ “sÃ<óŠ¿£ |Ÿ<ŠÆÔáT\ >·T]+º sjáT+&?
9. @¿£¿£D eT]jáTT ‹VŸQ¿£D JeÚ\ýË ç|ŸÔáT«ÔáÎÜï |Ÿ<ŠÆÔáT\T mý² _óq•+>± –+{²sTT?
10. C²ÔáT\ ÈHuó²Å£” d¾œsÁÔÇ“• n+~+#á&ƒ+ýË ç|ŸÔáT«ÔáÎÜï mý² dŸVŸäjáT|Ÿ&ƒTÔáT+~?
11. >·sÁÒÛ“sÃ<óŠ¿£ |Ÿ<ŠÆÔáT\qT ne\+_+#á&†“¿ì ¿±sÁD²\T @yîT® –+{²sTT ?
87
ANDHRA PRADESH | Biology : Heredity
Heredity
88
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : nqTe+¥¿£Ôá
n<ó‘«jáT+ 8
nqTe+¥¿£Ôá
89
ANDHRA PRADESH | Biology : Heredity
98
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : nqTe+¥¿£Ôá
ç|Ÿ Xø• \T
1. \¿£ŒD²+Xæ\T ‹V¾²sÁZÔá+>± eT]jáTT n+ÔásÁZÔá+>±
–+{²jáT“ yîT+&ƒýÙ ç|ŸjîÖ>±\T mý² “sÁÖ|¾kÍïsTT?
2. \¿£ŒD²+Xæ\T dŸÇÔá+çÔá+>± nqTe+¥¿£Ôá #î+<ŠTÔjáT“
yîT+&ƒýÙ Ôáq ç|ŸjîÖ>±\T <‘Çs mý² Ôî*jáTCñkÍ&ƒT.?
3. »Aµ sÁ¿£ï esÁZ+ –q• |ŸÚsÁTwŸ§&ƒT »Oµ sÁ¿£ï esÁZ+ –q• çdÓï“
$yVŸ²+ #ûdŸT¿Ã>± y]¿ì |ŸÚ{ì¼q Å£”eÖÂsï »Oµ sÁ¿£ï esZ“•
¿£*Ð –+~. sÁ¿£ï esÁZ+ A ýñ<‘ O ` M{ìýË @~ ‹V¾²sÁZÔá
\¿£ŒD+ n“ #î|ŸÎ&†“¿ì ™|Õ dŸeÖ#sÁ+ dŸ]bþÔáT+<‘?
m+<ŠTÅ£”? ýñ<‘ m+<ŠTÅ£” dŸ]bþ<ŠT?
4. eÖqeÚ“ýË ¥Xø—eÚ *+>· “sÆsÁD mý² ÈsÁT>·TÔáT+~? |Ÿ³+ 8.6
eÖqeÚ\ýË *+>· “sÝsÁD
99
ANDHRA PRADESH | Biology : Heredity
EXERCISES
1. A Mendelian experiment consisted of breeding tall pea plants bearing violet owers with
short pea plants bearing white owers. The progeny all bore violet owers, but almost half
of them were short. This suggests that the genetic make-up of the tall parent can be
depicted as
(a) TTWW
(b) TTww
(c) TtWW
(d) TtWw
2. A study found that children with light-coloured eyes are likely to have parents with light-
coloured eyes. On this basis, can we say anything about whether the light eye colour trait
is dominant or recessive? Why or why not?
3. Outline a project which aims to nd the dominant coat colour in dogs.
4. How is the equal genetic contribution of male and female parents ensured in the progeny?
100
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : nqTe+¥¿£Ôá
nuó²«kÍ\T
1. ÿ¿£ yîT+&ƒýÙ ç|ŸjîÖ>·+ýË }<‘sÁ+>·T |ŸÚcÍÎ\qT ¿£*Ðq bõ&ƒy{ì ‹sÄD¡ yîTT¿£Ø\qT Ôî\T|ŸÚ sÁ+>·T |ŸÚcÍÎ\qT ¿£*Ðq bõ{ì¼
‹sÄD¡ yîTT¿£Ø\Ôà ç|ŸÈÈq+ #ûjáT‹&q~. dŸ+ÔáÜ yîTT¿£Ø\ú• }<‘sÁ+>·T |ŸÚcÍÎ\qT ¿£*Ð –H•sTT. nsTTÔû y{ìýË <‘<‘|ŸÚ
dŸ>·+ bõ{ì¼ yîTT¿£Ø\T @sÁÎ&†¦sTT. B““ ‹{ì¼ dŸÖº+#á‹&q bõ&ƒy{ì Èq¿£yîTT¿£Ø\ ÈqT« sÁÖ|Ÿ+ ‡ $<óŠ+>± e]’+#áe#áTÌ.
(m) TTWW
(_) TTww
(d¾) TtWW
(&) TtWw
2. ýñÔá sÁ+>·T ¿£ÞøßqT ¿£*Ðq |¾\¢\ ÈqÅ£”\T Å£L&† ýñÔá sÁ+>·T ¿£ÞøßqT ¿£*Ð –+{²sÁ“ ÿ¿£ n<óŠ«jáTq+ýË ¿£qT>=q‹&+~. B“
€<ó‘sÁ+>± ýñÔásÁ+>·T ¿£Þø—ß nHû \¿£ŒD+ ‹V¾²sÁZÔá \¿£ŒDeÖ ýñ<‘ n+ÔásÁZÔá \¿£ŒDeÖ n“ #î|ŸÎe#Ì? m+<ŠTÅ£” ýñ<‘ m+<ŠTÅ£”
#î|ŸÎýñeTT?
3. Å£”¿£Ø\ u¤#áTÌ sÁ+>·T jîTT¿£Ø ‹V¾²sÁZÔá \¿£ŒD²“• ¿£qT>=Hû –<ûÝXø«+Ôà ÿ¿£ çbÍCÉÅ£”¼qT “sÁÇV¾²+#á+&.
4. Ôá*¢<Š+ç&ƒT\ qT+& dŸ+ÔáÜ¿ì dŸeÖq+>± ÈqT« |Ÿ<‘sÁœ+ mý² n+~+#á‹&ƒTÔáT+~?
101
ANDHRA PRADESH | Biology : Our Environment
13
Our Environment
102
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : eTq |Ÿs«esÁD+
n<ó‘«jáT+ 13
eTq |Ÿs«esÁD+
103
ANDHRA PRADESH | Biology : Our Environment
Activity 13.2
g While creating an aquarium did you take
care not to put an aquatic animal which
would eat others? What would have
happened otherwise?
g Make groups and discuss how each of the
above groups of organisms are dependent
on each other.
g Write the aquatic organisms in order of
who eats whom and form a chain of at
least three steps.
Figure 13.3
Figure 13.2 Trophic levels Food web, consisting of many food chains
From the energy ow diagram (Fig.
13.4), two things become clear. Firstly, the ow
of energy is unidirectional. The energy that is
captured by the autotrophs does not revert back
to the solar input and the energy which passes to
the herbivores does not come back to
autotrophs. As it moves progressively through
the various trophic levels it is no longer
available to the previous level. Secondly, the
energy available at each trophic level gets
diminished progressively due to loss of energy
at each level.
Another interesting aspect of food chain
is how unknowingly some harmful chemicals
enter our bodies through the food chain. You
have read in Class IX how water gets polluted.
One of the reasons is the use of several Figure 13.4
Diagram showing ow of energy in an ecosystem
pesticides and other chemicals to protect our
crops from diseases and pests. These chemicals ways in which they enter the food chain. As
are either washed down into the soil or into the these chemicals are not degradable, these get
accumulated progressively at each trophic
water bodies. From the soil, these are absorbed level. As human beings occupy the top level in
by the plants along with water and minerals, any food chain, the maximum concentration of
and from the water bodies these are taken up by these chemicals get accumulated in our bodies.
aquatic plants and animals. This is one of the This phenomenon is known as biological
108
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : eTq |Ÿs«esÁD+
g €VŸäsÁ|ŸÚ >=\TdŸT\ bõ&ƒeÚ eT]jáTT dŸ+¿ì¢wŸ¼Ôá #ý²
_óq•+>± –+{²sTT. ç|ŸÜ J$ kÍ<ó‘sÁD+>± Âs+&ƒT ýñ<‘
n+Ôá ¿ £ H • mÅ£ ” Øe $“jî Ö >· < ‘sÁ T \Å£ ” €VŸ ä sÁ + >±
–|ŸjîÖ>·|Ÿ&ƒTÔáT+~. n$ Ü]Ð eT]¿=“• JeÚ\Å£”
€VŸäsÁeTeÚÔáTH•sTT. ‡ dŸ+‹+<ó‘\qT dŸsÁÞø ¹sU²Ôሿ£
€VŸäsÁ|ŸÚ >=\TdŸT <‘Çs ¿±Å£”+&† €VŸäsÁ C²\¿£+ nHû
XæU²jáTTÔá ¹sK\ çXâDì sÁÖ|Ÿ+ýË (|Ÿ³+ 13.3) #áÖ|Ÿe#áTÌ.
ÔárjáT
$“jîÖ>·<‘sÁT\T
~ÇrjáT $“jîÖ>·<‘sÁT\T
çbÍ<óŠ$T¿£ $“jîÖ>·<‘sÁT\T
–ÔáÎÜï<‘sÁT\T
|Ÿ³+ 13.2 bþwŸ¿£ kÍœsTT\T |Ÿ³+ 13.3
Xø¿ìï ç|ŸyVŸ² ¹sU²ºçÔá+ýË (|Ÿ³+: 13.4), Âs+&ƒT $wŸjáÖ\T nHû¿£ €VŸäsÁ|ŸÚ >=\TdŸT\qT ¿£*Ðq €VŸäsÁC²\¿£+
dŸÎwŸ¼eTeÚÔsTT. yîTT<Š{ì~, Xø¿ìï ç|ŸyVŸ²+ @¿£~XæÔሿ£+>± nç>· çXâDì eÖ+kÍVŸäsÁT\T
–+³T+~. dŸÇjáT+bþwŸ¿±\ <‘Çs dŸ+ç>·V¾²+#á‹&q Xø¿ìï kåsÁ
e«edŸœÅ£” Ü]Ð yîÞøß<ŠT. X濱VŸäsÁT\Å£” |Ÿ+|Ÿ‹&q Xø¿ìï
dŸÇjáT+bþwŸ¿±\Å£” Ü]Ð #ûsÁ<ŠT. ‚~ $$<óŠ bþwŸ¿£ kÍœsTT\ eÖ+kÍVŸäsÁT\T
<‘Çs ç¿£eT+>± ¿£<ŠT\TÔáTq•+<ŠTq eTT+<ŠTq• kÍœsTT¿ì
n+<ŠTu²³TýË –+&ƒ<ŠT. Âs+&ƒe~, ç|ŸÜ kÍœsTTýË Xø¿ìï“
¿ÃýËÎe&ƒ+ e\¢ ç|ŸÜ bþwŸ¿£ kÍœsTTýË \_ó+#û Xø¿ìï ç¿£eT+>± X濱VŸäsÁT\T
Ôá>·TZÔáÖ edŸTï+~.
eTqÅ£” Ôî*jáTÅ£”+&†Hû ¿=“• VŸä“¿£sÁyîT®q sÁkÍjáTH\T
–ÔáÎÜï<‘sÁT\T
€VŸäsÁ|ŸÚ >=\TdŸT <‘Çs eTq Xø¯sÁ+ýË¿ì mý² ç|Ÿyû¥kÍïsTT
nHû~ €VŸäsÁ|ŸÚ >=\TdŸTýË“ eTsà €dŸ¿ìï¿£sÁyîT®q n+Xø+. úsÁT
mý² ¿£ \ Tw¾ Ô á + neÚÔá T +<Ã MTsÁ T ¿ì + ~ Ôá s Á > · Ü ýË
dŸÖsÁ«sÁ¥ˆ
#á<ŠTeÚÅ£”H•sÁT. eTq+ |Ÿ+³\qT y«<óŠT\T, Ôî>·TÞøß qT+&
|Ÿ³+ 13.4
sÁ¿ìŒ+#á&†“¿ì nHû¿£ |ŸÚsÁT>·T eT+<ŠT\T ‚ÔásÁ sÁkÍjáTH\qT €esÁD e«edŸœýË Xø¿ìï ç|ŸyVŸä“• #áÖ| ¹sU² ºçÔá+
–|ŸjîÖÐ+#á&ƒ+ ÿ¿£ ¿±sÁD+. ‡ sÁkÍjáTH\T eT{ì¼ýË¿ì ýñ<‘ eÖsZ\ýË ‚~ ÿ¿£{ì. ‡ sÁkÍjáTH\T $ºÌÛq•+ #î+<ŠeÚ ¿±‹{ì¼,
ú{ì eqsÁT\ýË¿ì #û]bþÔsTT. Hû\ qT+&, ‚$ úsÁT eT]jáTT ç|ŸÜ bþwŸ¿£ kÍœsTTýË ‚$ ç¿£eT+>± |sÁTÅ£”bþÔsTT. @ €VŸäsÁ|ŸÚ
K“C\eD²\Ôà bͳT yîTT¿£Ø\#û XËw¾+#á‹&ƒÔsTT, ú{ì >=\TdŸTýË nsTTH eÖqeÚ\T –q•Ôá kÍœsTT“ €ç¿£$TkÍïsÁT,
eqsÁT\ qT+& ‡ ¿£\Tw¾Ô\T ú{ì yîTT¿£Ø\T eT]jáTT ¿±‹{ì¼ ‡ sÁkÍjáTH\ >±&óƒÔá >·]wŸ¼ kÍœsTTýË eTq Xø¯sÁ+ýË¿ì
È+ÔáTeÚ\ýË¿ì #ûsÁTÔsTT. ‚$ €VŸäsÁ|ŸÚ >=\TdŸTýË¿ì ç|Ÿyû¥+#û #ûsÁTÔáT+~. ‡ <ŠÐÇwŸjáÖ“• CÉÕ$¿£ eBÆ¿£sÁD n+{²sÁT. eTq+
109
ANDHRA PRADESH | Biology : Our Environment
magnication. This is the reason why our food radiation from the Sun. This radiation is highly
grains such as wheat and rice, vegetables and damaging to organisms, for example, it is
fruits, and even meat, contain varying amounts known to cause skin cancer in human beings.
of pesticide residues. They cannot always be Ozone at the higher levels of the
removed by washing or other means. atmosphere is a product of UV radiation acting
on oxygen (O2) molecule. The higher energy
Activity 13.3 UV radiations split apart some moleculer
oxygen (O2) into free oxygen (O) atoms. These
g Newspaper reports about pesticide levels atoms then combine with the molecular oxygen
in ready-made food items are often seen to form ozone as shown—
these days and some states have banned
these products. Debate in groups the
need for such bans.
g What do you think would be the source
of pesticides in these food items? Could
pesticides get into our bodies from this
source through other food products too?
g Discuss what methods could be applied
to reduce our intake of pesticides. The amount of ozone in the atmosphere
began to drop sharply in the 1980s. This
decrease has been linked to synthetic chemicals
like chlorouorocarbons (CFCs) which are
1. What are trophic levels? Give an example used as refrigerants and in re extinguishers. In
of a food chain and state the different 1987, the United Nations Environment
trophic levels in it. Programme (UNEP) succeeded in forging an
2. What is the role of decomposers in the agreement to freeze CFC production at 1986
ecosystem? levels. It is now mandatory for all the
manufacturing companies to make CFC-free
13.2 HOW DO OUR ACTIVITIES refrigerators throughout the world.
AFFECT THE ENVIRONMENT? Activity 13.4
We are an integral part of the environment.
Changes in the environment affect us and our g Find out from the library, internet or
activities change the environment around us. newspaper reports, which chemicals are
We have already seen in Class IX how our responsible for the depletion of the ozone
activities pollute the environment. In this layer.
chapter, we shall be looking at two of the g Find out if the regulations put in place to
environmental problems in detail, that is,
control the emission of these chemicals
depletion of the ozone layer and waste disposal.
13.2.1 Ozone Layer and How it is Getting have succeeded in reducing the damage to
Depleted the ozone layer. Has the size of the hole in
Ozone (O3) is a molecule formed by three atoms the ozone layer changed in recent years?
of oxygen. While O2, which we normally refer
13.2.2 Managing the Garbage we Produce
to as oxygen, is essential for all aerobic forms
In our daily activities, we generate a lot of
of life. Ozone, is a deadly poison. However, at
material that are thrown away. What are some
the higher levels of the atmosphere, ozone
of these waste materials? What happens after
performs an essential function. It shields the
we throw them away? Let us perform an
surface of the earth from ultraviolet (UV)
activity to nd answers to these questions.
110
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : eTq |Ÿs«esÁD+
€VŸäsÁ+>± rdŸT¿=Hû >Ã<óŠTeT\T, _jáT«+, Å£LsÁ>±jáT\T, |Ÿ+&ƒT¢, ú\ýËV¾²Ôá ¿ìsÁD²\ $¿ìsÁD²\ rçeÔá JesXø—\Å£” nÔá«+Ôá
eÖ+dŸ+ e+{ì |Ÿ<‘sÆ\T $$<óŠ yîÖÔ<ŠT\ýË |ŸÚsÁT>·TeT+<ŠT\ VŸä“¿£sÁ+, –<‘VŸ²sÁDÅ£”, eÖqeÚ\ýË ‚~ #ásÁˆ dŸ+‹+<óŠ
neXâcÍ\qT ¿£*Ð –+&ƒ{²“¿ì ‚<û ¿±sÁD+. ‡ neXâcÍ\qT ¿±qàsYqT ¿£*ÐdŸTï+~.
yÔesÁD+™|Õ bõsÁ\ýË €eT¢È“Ôà nÜú\ýËV¾²Ôá ¿ìsÁD²\
¿£&ƒ>·&ƒ+ ýñ<‘ ‚ÔásÁ eÖsZ\ <‘Çs Ô=\Ð+#áýñeTT. #ásÁ« e\q zCËHŽ –ÔáÎÜï neÚÔáT+~. nÜú\ýËV¾²Ôá ¿ìsÁD²\ýË
¿£Ôá«+ 13.3 >·\ n~ó¿£ Xø¿ìï €eT¢È“ (O2) nDTeÚ\qT $&ƒ>={ì¼ dÇ#ÌÛ
g ‡ sÃEýË¢ yî+³Hû y&ƒT¿Ãe&†“¿ì M\T>± d¾<ŠÆ+ #ûd¾q €eT¢È“ (O) |ŸsÁeÖDTeÚ\qT @sÁÎsÁTdŸTï+~. ‡ |ŸsÁeÖDTeÚ
€VŸäsÁ|Ÿ<‘sœ\ýË“ |ŸÚsÁT>·T eT+<ŠT\ neXâcÍ\
kÍœsTT“ >·T]+º ÔásÁ#áT>± ysï|ŸçÜ¿£ “yû~¿£ýË¢ (O), €eT¢È“ nDTeÚÔà (O2 ) ¿£*d¾ ç¿ì+~ $<óŠ+>± zCËHŽ (O3 ) >±
#á Ö dŸ T ï H •+. ¿=“• sç c ͼ \ T ‡ –Ôá Î Ôá T ï \ qT eÖsÁTÔáT+~.
“w~ó+#sTT. ‚³Te+{ì “w<‘\qT >·T]+º MT
dŸeTÖVŸä\ýË #á]Ì+#á+&.
g ‡ €VŸäsÁ |Ÿ<‘sœýË¢ |ŸÚsÁT>·TeT+<ŠT\T –+&ƒ&†“¿ì
eTÖ\+ @yîT® –+³T+<Š“ MTsÁT uó ² $dŸ T ï H •sÁ T .? ‡ + 2 3
eTÖ\+ qT+&û |ŸÚsÁT>·TeT+<ŠT\T ‚ÔásÁ €VŸäsÁ ( zCËHŽ )
–ÔáÎÔáTï\ <‘Çs eTq <ûVŸ²+ýË¿ì ç|Ÿyû¥+#á>·\y? yÔesÁ D +ýË zCËHŽ |Ÿ ] eÖD+ 1980\ýË u²>±
g |ŸÚsÁT>·T eT+<ŠT\T >·\ €VŸäsÁ $“jîÖ>·+ ÔáÐZ+#á&†“¿ì ÔáÐZbþe&ƒ+ çbÍsÁ+uó„yîT®+~. ‡ Ôá>·TZ<Š\ ¿Ã¢sà b˜þ¢sà ¿±sÁÒHŽà
eTq+ @ |Ÿ<ŠÆÔáT\qT nqTdŸ]+#* #á]Ì+#á+&.
(CFC\T) e+{ì ¿£çÜeT sÁkÍjáTH\ y&ƒ¿£+Ôà eTT&|Ÿ& –+~,
ç|Ÿ Xø• \T M{ì“ oÔá©¿£sÁD jáT+çÔ\ýË eT]jáTT eT+³\qT €¹sÎ
jáT+çÔ\ýË –|ŸjîÖÐkÍïsÁT. 1987 dŸ+ööýË, ׿£«sÈ« dŸ$TÜ
1. bþwŸ¿£ kÍœsTT\T n+fñ @$T{ì? €VŸäsÁ|ŸÚ >=\TdŸTÅ£” |Ÿs«esÁD ¿±sÁ«ç¿£eT+ (UNEP), 1986 H{ì kÍœsTT\T e<ŠÝ CFC
–<‘VŸ²sÁD ‚eÇ+&, n+<ŠTýË –+&û $$<óŠ bþwŸ¿£kÍœsTT –ÔáÎÜï “\T|ŸÚ<Š\ #ûd+<ŠTÅ£” dŸ+‹+~ó+ºq ÿ|ŸÎ+<Š+
\qT Ôî\Î+&. Å£”<ŠTsÁTÌ¿Ãe&ƒ+ýË dŸ|˜Ÿ\yîT®q~. ‚|ŸÚÎ&ƒT ç|Ÿ|Ÿ+#á y«|Ÿï+>±
2. €esÁD e«edŸœýË $ºÌÛq¿±sÁT\ bÍçÔá @$T{ì ? –ÔáÎÜï dŸ+dŸœ\Å£” CFC sÁV¾²Ôá oÔá©¿£sÁD jáT+çÔ\T ÔájáÖ¯,
Ôá|ŸÎ“dŸ] “‹+<óŠq>± –q•~.
13.2 eÖqe ¿±sÁ«¿£ý²bÍ\T |Ÿs«esÁD²“• mý² ç|Ÿuó²$Ôá+
#ûkÍïsTT? ¿£Ôá«+ 13.4
eTq+ |Ÿ s «esÁ D +ýË n+Ôá s ÒÛ > · + . |Ÿ s «esÁ D +ýË g ç>·+<¸‘\jáT+, n+Ôás¨\+ ýñ<‘ ysï|ŸçÜ¿£ “yû~¿£\
eÖsÁTÎ\T eTq™|Õ ç|Ÿuó²e+ #áÖ|ŸÚÔsTT, eÖqe ¿±sÁ«¿£ý²bÍ\T qT+& zCËHŽ bõsÁ ¿¡ Œ D Ôá Å £ ” ¿±sÁ D eTjû T «
eTq #áT³Ö¼ –q• |Ÿs«esÁD²“• eÖsÁTÎ\Å£” >·T]#ûkÍïsTT. eTq sÁkÍjáTH\qT ¿£qT>=q+&.
¿±sÁ«¿£ý²bÍ\T |Ÿs«esÁD²“• mý² ¿£\Tw¾Ôá+ #ûkÍïjîÖ ‚|ŸÎ{칿 g ‡ sÁkÍjáTH\ –<‘Zs\qT “jáT+çÜ+#á&†“¿ì
¿ì+~ ÔásÁ>·ÔáT\ýË n<óŠ«jáTq+ #ûkÍ+. ‡ n<ó‘«jáT+ýË, zCËHŽ #û|Ÿ{ì¼q “‹+<óŠq\T zCËHŽ bõsÁÅ£” ¿£*Ð+#û qcͼ“•
bõsÁ ¿¡ŒDÔá eT]jáTT e«sœ\ Ô=\Ð+|ŸÚ nHû Âs+&ƒT |Ÿs«esÁD Ôá Ð Z + #á & ƒ + ýË $Èjá T e+Ôá e Tjá Ö «jî Ö ýñ < Ã
dŸeTdŸ«\qT eTq+ $esÁ+>± |Ÿ]o*<‘Ý+. Ôî\TdŸT¿Ã+&. ‚{¡e* dŸ+eÔáàs\ýË zCËHŽ bõsÁýË
13.2.1 zCËHŽ bõsÁ ` n~ mý² ¿¡ŒDìkþï+~. sÁ+ç<óŠ+ |Ÿ]eÖD+ýË eÖsÁTÎ\T #óT#ûdŸTÅ£”H•jáÖ?
zCËHŽ (O3) eTÖ&ƒT €¿ìàÈHŽ |ŸsÁeÖDTeÚ\#û @sÁÎ&q ÿ¿£
13.2.2 eTq+ –ÔáÎÜï #ûd e«sÆ\ “sÁÇVŸ²D
nDTeÚ. kÍ<ó‘sÁD+>± €¿ìàÈHŽ>± |¾\e‹&û O2 n“• sÁ¿±\ eTq <îÕq+~q ¿±sÁ«¿£ý²bÍýË¢ n~ó¿£ yîTTÔáï+ýË bÍsÁyûd
yjáTT dŸV¾²Ôá JeÚ\Å£” nÜ eTTK«yîT®q~. zCËHŽ nHû~ ÿ¿£ |Ÿ<‘sœ\qT –ÔáÎÜï #ûkÍï+. y{ìýË –q• ¿=“• e«sÁÆ |Ÿ<‘sÆ\T
çbÍD²+Ôá¿£yîT®q $wŸ |Ÿ<‘sÁÆ+. ¿±ú yÔesÁD+ ™|Õ bõsÁ\ýË @$T{ì? ‹jáT³Å£” |Ÿ&ƒyûd¾q ÔásÁTyÔá y{ìýË @ eÖsÁTÎ
zCËHŽ ÿ¿£ eTTK«yîT®q |Ÿ““ “sÁÇ]ïdŸTï+~. dŸÖsÁT«“ qT+& ÈsÁT>·TÔáT+~? ‡ ç|ŸXø•ç|
\Å£Ÿ ” Xø
dŸe• Ö<ó\T‘H\qT ¿£qT>=q&†“¿ì ÿ¿£
$&ƒ T <Š \ njû T « nÜú\ýËV¾ ² Ôá ¿ì s Á D ²\ qT+& uó „ Ö ¿£Ô«“• #û<‘Ý+.
–|Ÿ]Ôáý²“• sÁ¿£Œ¿£ ¿£e#á+ý² zCËHŽ bõsÁ ¿±bÍ&ƒTÔáT+~. nÜ
111
ANDHRA PRADESH | Biology : Our Environment
g How much of this waste is biodegradable? have resulted in much of our waste becoming
g Suggest ways of dealing with this waste. non-biodegradable. What do you think will be
the impact of these on our environment?
Activity 13.8
Activity 13.9
g Find out how the sewage in your locality
g Search the internet or library to nd out
is treated. Are there mechanisms in place
what hazardous materials have to be
to ensure that local water bodies are not
dealt with while disposing of electronic
polluted by untreated sewage.
items. How would these materials affect
g Find out how the local industries in your
the environment?
locality treat their wastes. Are there
g Find out how plastics are recycled. Does
mechanisms in place to ensure that the
the recycling process have any impact
soil and water are not polluted by this
on the environment?
waste?
Improvements in our life-style have
resulted in greater amounts of waste material 1. What is ozone and how does it affect any
generation. Changes in attitude also have a role ecosystem?
to play, with more and more things we use 2. How can you help in reducing the
becoming disposable. Changes in packaging problem of waste disposal? Give any two
methods.
Think it over
Disposable cups in trains
If you ask your parents, they will probably remember a time when tea in trains was served in
plastic glasses which had to be returned to the vendor. The introduction of disposable cups was
hailed as a step forward for reasons of hygiene. No one at that time perhaps thought about the
impact caused by the disposal of millions of these cups on a daily basis. Some time back, kulhads,
that is, disposable cups made of clay, were suggested as an alternative. But a little thought
showed that making these kulhads on a large scale would result in the loss of the fertile top-soil.
Now disposable paper-cups are being used. What do you think are the advantages of disposable
paper-cups over disposable plastic cups?
ÿ¿£kÍ] €ý˺+#á+&
ÂsÕ\T ‹+& ýË y& b͹sd¾q ¿£|ŸÚÎ\T
MTsÁT MT Ôá*¢<Š+ç&ƒT\qT n&Ðq³¢sTTÔû y]¿ì ÂsÕÞøßýË {¡ nyûTˆyÞø—ß Ü]Ð ‚#ûÌ $<óŠ+>± {¡ “ bÍ¢d¾¼¿ù >±¢dŸT\ýË bþd¾ ‚#ûÌ sÃE\T
>·TsÁTïÅ£” Ôî#áTÌÅ£”+{²sÁT. y& b͹sd ¿£|ŸÚÎ\qT ç|ŸyûXø™|³¼&ƒ+ |Ÿ]Xø—çuó„Ôá |ŸsÁ+>± ÿ¿£ eTT+<Š&ƒT>·T>± uó²$+ºq|ŸÎ{ì¿¡ €
dŸeTjáT+ýË ç|ŸÜ sÃE $T*jáTq¢ ¿=~Ý ‚ý²+{ì ¿£|ŸÚÎ\qT y& bÍsÁyûjáT&ƒ+ e\q ¿£*¹> ç|Ÿuó²e+ >·T]+º ‹VŸQXæ mesÁÖ
€ý˺+º –+&ƒ¹syîÖ. ¿=+Ôá ¿±\+ ç¿ìÔá+ Å£”ý²½&Ž\T nHû eT{ì¼Ôà #ûd¾q y&b͹sd ¿£|ŸÚÎ\T ç|ŸÔ«eT•jáT+>± rdŸTÅ£”e#ÌsÁT. ¿±ú
‡ Å£”ý²½&Ž\qT (eT{ì¼ ¿£|Ÿð) ™|<ŠÝ mÔáTïq ÔájáÖsÁT #ûjáT&ƒ+ ¿ÃdŸ+ kÍsÁe+Ôá+ nsTTq ™|Õ Hû\™|Õ bõsÁqT ¿ÃýËÎe\d¾ edŸTï+<Š“
nsÁœeTsTT+~. ‚|ŸÚÎ&ƒT ÿ¿£kÍ] y& b͹sd ||ŸsY ¿£|ŸÚÎ\qT y&ƒTÔáTH•eTT. y& b͹sd bÍ¢d¾¼¿ù ¿£|ŸÚÎ\¿£+fñ, y& b͹sd ||ŸsY
¿£|ŸÚÎ\ e\q ç|ŸjîÖÈq+ @$T³“ MTsÁT uó²$dŸTïH•sÁT?
eTq+ @$T HûsÁTÌÅ£”H•+
g €esÁDe«edŸœýË $$<óŠ n+Xæ\T |ŸsÁdŸÎsÁ+ €<ó‘sÁ|Ÿ& –+{²sTT..
g €esÁDe«edŸœ ýË“ –ÔáÎÜï<‘sÁT\T dŸÖsÁ«¿±+Ü ýË“ Xø¿ìï“ “¿ìŒ|Ÿï+ #ûd¾ $TÐ*q JeÚ\Å£” n+<ŠTu²³TýË“¿ì ÔîkÍïsTT.
g €VŸäsÁ|ŸÚ >=\TdŸTýË ÿ¿£ bþwŸ¿£ kÍœsTT qT+& eTs=¿£ bþwŸ¿£kÍœsTT¿ì yî[¢q|ŸÚ&ƒT Xø¿ìï qwŸ¼+ ÈsÁT>·TÔáT+~. ‡ Xø¿ìï qwŸ¼+ bþwŸ¿£
kÍœsTT\qT |Ÿ]$TÔá+ #ûdŸTï+~.
g |Ÿs«esÁD+™|Õ eÖqe ¿±sÁ«¿£ý²bÍ\ ç|Ÿuó²e+ –+³T+~.
g CFC \ e+{ì sÁkÍjáTH\ y&ƒ¿£+ zCËHŽ bõsÁqT ç|ŸeÖ<Š+ýË Hî{ì¼yûkÍïsTT. dŸÖsÁT«& qT+& e#ûÌ nÜú\ýËV¾²Ôá
$¿ìsÁD+ qT+& zCËHŽ bõsÁ sÁ¿ìŒdŸTï+~ ¿±‹{ì¼, ‡ CFC \T |Ÿs«esÁD²“• <î‹ÒrdŸTïH•sTT.
g eTq+ –ÔáÎÜï #ûd e«sœ\ýË Je$ºÌÛÜï #î+<û$ eT]jáTT Je$ºÌÛÜï #î+<Š“$>± –+{²sTT.
g eTq+ –ÔáÎÜï #ûd e«sœ\qT bÍsÁyûjáT&ƒ+ e\¢ rçeyîT®q |Ÿs«esÁD dŸeTdŸ«\T ÔáýÉÔáTïÔáTH•sTT.
115
ANDHRA PRADESH | Biology : Our Environment
EXERCISES
1. Which of the following groups contain only biodegradable items?
(a) Grass, owers and leather
(b) Grass, wood and plastic
(c) Fruit-peels, cake and lime-juice
(d) Cake, wood and grass
2. Which of the following constitute a food-chain?
(a) Grass, wheat and mango
(b) Grass, goat and human
(c) Goat, cow and elephant
(d) Grass, sh and goat
3. Which of the following are environment-friendly practices?
(a) Carrying cloth-bags to put purchases in while shopping
(b) Switching off unnecessary lights and fans
(c) Walking to school instead of getting your mother to drop you on her scooter
(d) All of the above
4. What will happen if we kill all the organisms in one trophic level?
5. Will the impact of removing all the organisms in a trophic level be different for different
trophic levels? Can the organisms of any trophic level be removed without causing any
damage to the ecosystem?
6. What is biological magnication? Will the levels of this magnication be different at different
levels of the ecosystem?
7. What are the problems caused by the non-biodegradable wastes that we generate?
8. If all the waste we generate is biodegradable, will this have no impact on the environment?
9. Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this
damage?
116
€+ç<óŠç|Ÿ<ûXÙ | JeXæçdŸï+ : eTq |Ÿs«esÁD+
nuó²«kÍ\T
1. ç¿ì+~ dŸeTÖVŸ²+ýË @$ ¹¿e\+ Je $ºÌÛq•+ #î+<û edŸTïeÚ\qT eÖçÔáyûT ¿£*Ð –+~?
(m) >·&¦, |ŸÚeÚÇ\T eT]jáTT ÔÃ\T
(_) >·&¦, ¿£\|Ÿ eT]jáTT bÍ¢d¾¼¿ù
(d¾) |Ÿ+&ƒ¢ Ô=¿£Ø\T, ¹¿¿ù eT]jáTT “eTˆsÁdŸ+
(&) ¹¿¿ù, ¿£\|Ÿ eT]jáTT >·&¦
2. ¿ì+~ y{ìýË €VŸäsÁ|ŸÚ >=\TdŸT“ “]ˆ+#û n+Xæ\T @$?
(m) >·&¦, >Ã<óŠTeT eT]jáTT eÖ$T&
(_) >·&¦, yûT¿£ eT]jáTT eÖqeÚ&ƒT
(d¾) yûT¿£, €eÚ eT]jáTT @qT>·T
(&)>·&¦, #û|Ÿ eT]jáTT yûT¿£
3. ¿ì+~ y{ìýË |Ÿs«esÁD nqTÅ£L\ |Ÿ<ŠÝÔáT\T @$?
(m) n+>·& dŸsÁTÅ£”\T ¿=qT>ÃÞø¢Å£” >·T&ƒ¦ dŸ+#áT\qT rdŸT¿Þø¢&ƒ+.
(_) nqedŸsÁyîT®q ýÉÕ³T¢ eT]jáTT b˜Í«qT¢ €]ÎyûjáT&ƒ+.
(d¾) MT Ôá*¢ $TeTˆ*• Ôáq dŸÖسsY™|Õ rdŸTÅ£”yîÞøß&†“¿ì ‹<ŠT\T>± bÍsÄÁXæ\Å£” q&ƒT#áTÅ£”+³Ö yîÞøß&ƒ+
(&) ™|Õeú•
4. €VŸäsÁ|ŸÚ >=\TdŸTýË“ ÿ¿£ bþwŸ¿£ kÍœsTTýË“ JeÚ\“•+{ì“ dŸ+VŸ²]dï @$T ÈsÁT>·TÔáT+~ ?
5. ÿ¿£ bþwŸ¿£kÍœsTTýË“ JeÚ\“•+{ì“ Ô=\Ð+#á&ƒ+ e\q ¿£*¹> ç|Ÿuó²e+ $$<óŠ bþwŸ¿£ kÍœsTT\ýË yûsÁTyûsÁT>± –+³T+<‘?
€esÁDe«edŸœÅ£” VŸä“ ¿£*Ð+#áÅ£”+&† @<îÕH ÿ¿£ bþwŸ¿£ kÍœsTT ýË“ JeÚ\qT Ô=\Ð+#áT³ kÍ<óŠ«yûTH ?
6. CÉÕ$¿£ eBÆ¿£sÁD nq>± Hû$T? €esÁD e«edŸœýË“ yû¹sÇsÁT bþwŸ¿£ kÍœsTT\ýË ‡ CÉÕ$¿£ eBÆ¿£sÁD _óq•+>±
–+³T+<‘?
7. eÖqeÚ“ <‘Çs –ÔáÎÜï njûT« Je$ºÌÛq•+ ¿±“ e«sÆ\ e\q ¿£*¹> dŸeTdŸ«ýñ$T{ì?
8. eTq+ –ÔáÎÜï #ûd e«sœ\ú• eT{ì¼ýË ¿£*d |Ÿ<‘sœ\T nsTTÔû, |Ÿs«esÁD+™|Õ B“ ç|Ÿuó²e+ –+&ƒ<‘?
9. zCËHŽ bõsÁ <î‹ÒÜq³+ m+<ŠTÅ£” €+<ÃÞøq ¿£*ÐdŸTï+~? ‡ qcͼ“• “y]+#û+<ŠTÅ£” mý²+{ì #ásÁ«\T rdŸTÅ£”+³TH•sÁT?
117
Class X
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to — y differentiates materials, objects,
y recognise the difference between organisms, phenomena, and
reactions, such as, exothermic and processes, based on, properties and
endothermic, oxidation and reduction, characteristics, such as, autotrophic
etc. and heterotrophic nutrition,
y observe to understand the difference in biodegradable and non-biodegradable
the temperatures in both the reactions substances, various types of reactions,
using laboratory thermometer. strong and weak acids and bases,
y investigate the ways of segregation of acidic, basic, and neutral salts using
waste material on the basis of their different indicators, real and virtual
degradation property. They may be images, etc.
encouraged to practice the segregation y classifies materials, objects,
of waste before disposal at home, organisms, phenomena, and
school, and public places. processes, based on properties and
y explore the relationship between two characteristics, such as, metals and
physical quantities, such as, between non-metals, acid and bases on the
potential difference across a conductor basis of their physical and chemical
and electric current flowing through it; properties.
design, conduct, and share the findings y plans and conducts investigations and
of an activity experiments to arrive at and verify
y find out ‘why’ and ‘how’ of processes or the facts, principles, phenomena,
phenomena, such as, transportation in or to seek answers to queries on
plants and animals, extraction of metals their own, such as, investigates
from ores, with the help of activities, conditions necessary for rusting, tests
experiments, and demonstration. The the conductivity of various solutions,
learners may be encouraged to discuss, compares the foaming capacity of
relate, conclude and explain processes different types of soap samples, verifies
or phenomena to their peers using laws of reflection and refraction of light,
interdisciplinary approach. Ohm’s law, etc. Do variegated leaves
perform photosynthesis? Which gas is
y observe diagrams, such as that of
evolved during fermentation? Why does
digestive system and the names given
the shoot of a plant moves towards
to various organs. The learners may be
light?
motivated to make poster of the digestive
system for displaying in school. They y relates processes and phenomena
may also be provided opportunities to with causes and effects, such as,
use ICT tools for drawing. hormones with their functions, tooth
decay with pH of saliva, growth of plants
y collect wide variety of graphs from
with pH of the soil, survival of aquatic
newspapers, magazines, or the
life with pH of water, blue colour of sky
internet, with a view to understand
with scattering of light, deflection of
the information contained therein. The
compass needle due to magnetic effect
learners may be facilitated to draw a
of electric current, etc.
graph, such as V-I graph for analysing
the relationship between the potential y explains processes and phenomena,
difference across a conductor and the such as, nutrition in human beings
current through it. and plants, transportation in plants
118
Learning Outcomes at the Secondary Stage
y study how chemical equations are and animals, extraction of metals from
balanced using simple mathematical ores, placement of elements in modern
skills. Discussion may be conducted periodic table, displacement of metals
on the significance of balancing of from their salt solutions on the basis
chemical equations. of reactivity series, working of electric
y get familiar with New Cartesian Sign motor and generator, twinkling of stars,
Convention using illustrated cards and advanced sunrise and delayed sunset,
may be given ample opportunities to formation of rainbow, etc.
apply the sign convention in various y draws labelled diagrams, flow charts,
situations of reflection by spherical concept maps, and graphs, such
mirrors. as, digestive, respiratory, circulatory,
y perform a role-play on ecosystem in a excretory, and reproductive systems,
hypothetical situation, such as, what electrolysis of water, electron dot
will happen if all herbivores suddenly structure of atoms and molecules, flow
vanish from earth. This may be followed chart for extraction of metals from ores,
by a discussion about how the loss of ray diagrams, magnetic field lines, etc.
biodiversity disrupts the food chain y analyses and interprets data,
hereby adversely affecting the energy graphs, and figures, such as, melting
flow in an ecosystem. and boiling points of substances to
y derive equations, formulae, laws, etc. differentiate between covalent and ionic
For example, the derivation for formula compounds, pH of solutions to predict
of the equivalent resistance of resistors the nature of substances, V-I graphs,
in series (or parallel). They should be ray diagrams, etc.
encouraged to practice the derivation y calculates using the data given,
till they are confident. such as, number of atoms in reactants
y study the features inherited through and products to balance a chemical
genes, such as, attached or free equation, resistance of a system of
earlobes. They may be encouraged to resistors, power of a lens, electric
observe and compare the earlobes of power, etc.
their friends with the earlobes of their y uses scientific conventions to
parents and grandparents to arrive at represent units of various quantities,
the conclusion that characters or traits symbols, formulae, and equations,
are inherited in offsprings from their such as, balanced chemical equation
parents. by using symbols and physical states of
y collect print and non-print materials by substances, sign convention in optics,
exploring the library and the internet SI units, etc.
about scientists and their findings to y handles tools and laboratory
appreciate how concepts evolved with apparatus properly; measures
time. They may be motivated to share physical quantities using appropriate
their findings by preparing posters and apparatus, instruments, and
performing role plays or skits. devices, such as, pH of substances
y encourage learners to visit science using pH paper, electric current and
museums, biodiversity parks, aviaries, potential difference using ammeter and
zoological parks, botanical gardens, voltmeter, etc.
fisheries, poultry farms, factories, etc.
119
Learning Outcomes for Science
y collect eco-friendly, commonly available y applies learning to hypothetical
materials to design and develop situations, such as, what will happen
technological devices and innovative if all herbivores are removed from an
exibits, such as, electric motor, soda ecosystem? What will happen if all
acid fire extinguisher, respiratory non-renewable sources of energy are
system, etc. They may be motivated exhausted?
to display their exhibits or models y applies scientific concepts in daily
in science exhibitions, science club, life and solving problems, such as,
classrooms, during parent-teacher suggest precautions to prevent sexually
meet and to respond to the queries transmitted infections, uses appropriate
raised during interaction. electrical plugs (5/15A) for different
y visit classrooms, laboratories, library, electrical devices, uses vegetative
toilets, playground, etc., to identify propagation to develop saplings in
places where wastage of electricity and gardens, performs exercise to keep in
water may be occurring. Discussion good health, avoids using appliances
may be held on importance of natural responsible for ozone layer depletion,
resources and their conservation, applies concept of decomposition
leading to the conviction for adoption reaction of baking soda to make spongy
of good habits in their day-to-day cakes, etc.
life. The learners may also organise y derives formulae, equations, and
a sensitisation programme on such laws, such as, equivalent resistance of
issues. resistors in series and parallel, etc.
y share their findings of the activities, y draws conclusion, such as, traits or
projects, and experiments, such as, features are inherited through genes
extraction of metals from ores, working present on chromosomes, a new
of electric motor and generator, species originates through evolutionary
formation of rainbow, etc., in oral and processes, water is made up of hydrogen
written forms. Report writing may be and oxygen, properties of elements
facilitated to share their findings by vary periodically along the groups and
using appropriate technical terms, periods in periodic table, potential
figures, tables, graphs, etc. They may difference across a metal conductor
be encouraged to draw conclusions on is proportional to the electric current
the basis of their observations. flowing through it, etc.
y takes initiative to know about scientific
discoveries and inventions, such as,
Mendel’s contribution in understanding
the concept of inheritance, Dobereiner for
discovering triads of elements, Mendeleev
for the development of the periodic table
of elements, Oersted’s discovery that
electricity and magnetism are related,
discovery of relation between potential
difference across a metal conductor and
the electric current flowing through it by
Ohm, etc.
y exhibits creativity in designing
models using eco-friendly resources,
such as, working model of respiratory,
120
Learning Outcomes at the Secondary Stage
digestive, and excretory systems,
soda acid fire extinguisher,
periodic table, micelles formation,
formation of diamond, graphite, and
Buckminsterfullerene, human eye,
electric motor and generator, etc.
y exhibits values of honesty,
objectivity, rational thinking, and
freedom from myth and superstitious
beliefs while taking decisions,
respect for life, etc., such as,
reports and records experimental data
accurately, says no to consumption of
alcohol and drugs, sensitises others
about its effect on physical and
mental health, sensitises for blood
and organ donations, understands
the consequences of pre-natal sex
determination, etc.
y communicates the findings and
conclusions effectively, such as,
those derived from experiments,
activities, and projects orally and in
written form using appropriate figures,
tables, graphs, and digital forms, etc.
y makes efforts to conserve
environment realising the inter-
dependency and inter-relationship
in the biotic and abiotic factors of
environment, such as, appreciates
and promotes segregation of
biodegradable and non-biodegradable
wastes, minimises the use of plastics,
takes appropriate steps to promote
sustainable management of resources
in day-to-day life, advocates use of
fuels which produce less pollutants,
uses energy efficient electric devices,
uses fossil fuels judiciously, etc.
121
Learning Outcomes for Science
y Use multisensory approach for integrating information from
auditory, olfactory, tactile as well as visual sources.
y Provide learning experiences through touching objects,
materials, organisms, models, etc., to experience size,
shape, texture, pattern, and changes.
y Use embossed line diagrams for explaining texts, pictures,
graphs and flow charts, etc.
y Use direct sensory experiences for developing concepts like
temperature, volume, etc.
y Give opportunities to work with peers during experiments.
Rotating partners for the entire class would be a good
strategy.
y Allow students to record classroom presentation and
lectures or the text in audio format.
y Label the pictures within the text, whenever possible. This
can be done by the students as an activity.
y Relate the projects and experiments to real life experiences.
y Encourage group task and peer assistance for project and
experiment work.
y Give the project and experiment in fewer steps and sequence
the steps through visual cues. Display the examples
of completed projects and experiments in classroom or
laboratory for better understanding.
y Consider alternative or less difficult activities and exercises
for the students, with same or similar learning objectives.
y Write all homework or assignments and laboratory
procedural changes on the chalkboard.
y Give the student time to finish a step in an experiment and
wait until the student indicates that she/he is ready for
further work.
y Topics can be taught through class projects, experiments,
examples, etc. Activities can be conducted through
multisensory modes before explaining any theory and
concept.
y Peer support can be used wherever a figure or table has to
be drawn. Peer partner can draw with a carbon paper (for
copying).
y Highlight and underline the key concepts.
y Provide extra time to complete an experiment and understand
a concept.
y Always provide proper guidelines to arrange the task in a
planned way. Make use of visual aids, graphic organisers
and explain the steps of experiments and assignment
repetitively till the child learns.
y Sequence maps with visual cues can be provided to the
students to understand the sequence of events.
122
Learning Outcomes at the Secondary Stage