Blogger Widgets APEX INSTITUTE : Biology Question bank FOR CLASS-X SUMMATIVE ASSESSMENT-II 2014

Monday, January 6, 2014

Biology Question bank FOR CLASS-X SUMMATIVE ASSESSMENT-II 2014







 
Q.1
Outline a project which aims to find the dominant coat colour in dogs.
Q.2
What are the problems caused by the non-biodegradable wastes that we generate?
Q.3
Why do you think there should be equitable distribution of resources? What forces would be working against an equitable distribution of our resources?
Q.4
Why are traits acquired during the life-time of an individual not inherited?
Q.5
 In evolutionary terms, we have more in common with
(a) A Chinese school-boy.
(b) A chimpanzee.
(c) A spider.
(d) A bacterium.
Q.6
What changes can you make in your habits to become more environment-friendly?
Q.7
Why are some substances biodegradable and some non-biodegradable?
Q.8
Explain the importance of fossils in deciding evolutionary relationships.
Q.9
Only variations that confer an advantage to an individual organism will survive in a population. Do you agree with this statement? Why or why not?
Q.10
Find out about the traditional systems of water harvesting/management in your region
Q.11
Give an example of characteristics being used to determine how close two species are in evolutionary terms.
Q.12
Which of the following groups contain only biodegradable items?
(a) Grass, flowers and leather
(b) Grass, wood and plastic
(c) Fruit-peels, cake and lime-juice
(d) Cake, wood and grass
Q.13
Give any two ways in which biodegradable substances would affect the environment.
Q.14
What is biological magnification? Will the levels of this magnification be different at different levels of the ecosystem?
Q.15
Give any two ways in which non-biodegradable substances would affect the environment.
Q.16
Why are human beings who look so different from each other in terms of size, colour and looks said to belong to the same species?
Q.17
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?
Q.18
Will geographical isolation be a major factor in the speciation of a self-pollinating plant species? Why or why not?
Q.19
How do Mendel’s experiments show that traits are inherited independently?
Q.20
Explain how sexual reproduction gives rise to more viable variations than asexual reproduction. How does this affect the evolution of those organisms that reproduce sexually?
Q.21
List five things you have done over the last one week to −
(a) Conserve our natural resources
(b) Increase the pressure on our natural resources
Q.22
Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this damage?
Q.23
If all the waste we generate is biodegradable, will this have no impact on the environment?
Q.24
On the basis of the issues raised in this chapter, what changes would you incorporate in your life-style in a move towards a sustainable use of our resources?
Q.25
Why should we conserve forests and wildlife?
Q.26
How do Mendel’s experiments show that traits may be dominant or recessive?
Q.27
Will geographical isolation be a major factor in the speciation of an organism that reproduces asexually? Why or why not?
Q.28
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, fish and goat
Q.29
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?
Q.30
A man with blood group A marries a woman with blood group O and their daughter has blood group O. Is this information enough to tell you which of the traits − blood group A or O − is dominant? Why or why not?
Q.31
How does the creation of variations in a species promote survival?
Q.32
What will happen if we kill all the organisms in one trophic level?
Q.33
Can the wing of a butterfly and the wing of a bat be considered homologous organs? Why or why not?
Q.34
We saw in this chapter that there are four main stakeholders when it comes to forests and wildlife. Which among these should have the authority to decide the management of forest produces? Why do you think so?
Q.35
How are the areas of study − evolution and classification − interlinked?
Q.36
Can you suggest some changes in your school which would make it environment-friendly?
Q.37
What are the different ways in which individuals with a particular trait may increase in a population?
Q.38
How is the sex of the child determined in human beings?
Q.39
What are fossils? What do they tell us about the process of evolution?
Q.40
What changes would you suggest in your home in order to be environment-friendly?
Q.41
If a trait A exists in 10% of a population of an asexually reproducing species and a trait B exists in 60% of the same population, which trait is likely to have arisen earlier?
Q.42
A Mendelian experiment consisted of breeding tall pea plants bearing violet flowers with short pea plants bearing white flowers. The progeny all bore violet flowers, 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
Q.43
What factors could lead to the rise of a new species?
Q.44
Find out the source of water in your region/locality. Is water from this source available to all people living in that area?
Q.45
An example of homologous organs is 
(a) Our arm and a dog’s fore-leg. 
(b) Our teeth and an elephant’s tusks. 
(c) Potato and runners of grass.
(d) all of the above.
Q.46
 Explain the terms analogous and homologous organs with examples.
Q.47
What would be the advantages of exploiting resources with short-term aims?
Q.48
Why are the small numbers of surviving tigers a cause of worry from the point of view of genetics?
Q.49
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
Q.50
In evolutionary terms, can we say which among bacteria, spiders, fish and chimpanzees have a ‘better’ body design? Why or why not?
Q.51
What can you as an individual do to reduce your consumption of the various natural resources?
Q.52
How can you as an individual contribute or make a difference to the management of (a) forests and wildlife, (b) water resources and (c) coal and petroleum?
Q.53
What evidence do we have for the origin of life from inanimate matter?
Q.54
How is the equal genetic contribution of male and female parents ensured in the progeny?
Q.55
Suggest some approaches towards the conservation of forests.
 

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