A Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?
B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.
Classes are large – usually about 40 – and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.
C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.
D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.
After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.
E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other – anyway, it is in their interests since the class progresses together.
This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.
F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy. Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.
Question (1)
1 Section B
2 Section C
3 Section D
4 Section E
5 Section F
Question (6)
6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.
7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.
9
Question (10)
- A
- B
- C
- D
- A
- B
- C
- D
- A
- B
- C
- D
- A
- B
- C
- D
Biological Control of Pests
The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.
According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.
One glaring disadvantage of pesticides’ application is that, while destroying harmful pests, they also wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This results in what agroecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.
The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical- based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of chemical- resistant pests.
By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.
Most of the pesticides in the market today remain inadequately tested for properties that cause cancer and mutations as well as for other adverse effects on health, says a study by United States environmental agencies. The United States National Resource Defense Council has found that DDT was the most popular of a long list of dangerous chemicals in use.
In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity – though, as yet, it is a new field with limited potential. The advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing.
The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of research laboratories and field stations, is one of the most active, non-commercial research agencies engaged in pest control by setting natural predators against parasites. CIBC also serves as a clearing-house for the export and import of biological agents for pest control world-wide.
CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects – notorious defoliants of fruit trees in the US and India.
How effectively biological control can be pressed into service is proved by the following examples. In the late 1960s, when Sri Lanka’s flourishing coconut groves were plagued by leaf-mining hispides, a larval parasite imported from Singapore brought the pest under control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12- kilometre- long canal from the clutches of the weed Salvinia molesta, popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.
Question (14)
- A
- B
- C
- D
- A
- B
- C
- D
- A
- B
- C
- D
- A
- B
- C
- D
Question (18)
18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.
19 A number of pests are now born with an innate immunity to some pesticides.
20
21 Bio-control is free from danger under certain circumstances.
Questions 22 – 26
Disapene scale insects feed on 22 Neodumetia sangawani ate 23 Leaf-mining hispides blighted 24 An Argentinian weevil may be successful in wiping out 25 Salvinia molesta plagues 26 |
Collecting Ant Specimens
Collecting ants can be as simple as picking up stray ones and placing them in a glass jar, or as complicated as completing an exhaustive survey of all species present in an area and estimating their relative abundances. The exact method used will depend on the final purpose of the collections. For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species. For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible. Unfortunately, these methods are not always compatible. The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.
To collect as wide a range of species as possible, several methods must be used. These include hand collecting, using baits to attract the ants, ground litter sampling, and the use of pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to occur. This includes on the ground, under rocks, logs or other objects on the ground, in rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are of the same species, and so increase their value for detailed studies. Since some species are largely nocturnal, collecting should not be confined to daytime. Specimens are collected using an aspirator (often called a pooter), forceps, a fine, moistened paint brush, or fingers, if the ants are known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3-0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with secure tops are better than glass because they are lighter, and do not break as easily if mishandled.
Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive. Sugars and meats or oils will attract different species and a range should be utilised. These baits can be placed either on the ground or on the trunks of trees or large shrubs. When placed on the ground, baits should be situated on small paper cards or other flat, light-coloured surfaces, or in test-tubes or vials. This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.
Many ants are small and forage primarily in the layer of l53eaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rain forests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.
The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any small container placed in the ground with the top level with the surrounding surface and filled with a preservative. Ants are collected when they fall into the trap while foraging. The diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary from a few to several hundred. The size of the traps used is influenced largely by personal preference (although larger sizes are generally better), while the number will be determined by the study being undertaken. The preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the traps will dry out.
One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention. One disadvantage is that some species are not collected as they either avoid the traps or do not commonly encounter them while foraging.
Question (27)
27 Taxonomic research involves comparing members of one group of ants.
28 New species of ant are frequently identified by taxonomists.
29 Range is the key criterion for ecological collections.
30 A single collection of ants can generally be used for both taxonomic and ecological purposes.
Question (31)
31 It is preferable to take specimens from groups of ants.
32 It is particularly effective for wet habitats.
33 It is a good method for species which are hard to find.
34 Little time and effort is required.
35 Separate containers are used for individual specimens.
36 Non-alcoholic preservative should be used.
Questions 37 – 40
37 38 39 40 |
Answers
- 1 Answer: VII
KEYWORDS EXPALANATION Q1. Lower secondary school, Japan
ANSWER: vii
In paragraph B, the author gives a comprehensive view of the lower secondary schools of Japan. It has been described how the schools of Japan covered 3 years, the amenities were all modern as well as the design, away from the road and also spacious. How the classes took place for 50 minutes with a10 minutes break after each class. The size of the classes were huge and unstreamed. The details provide a vivid description of the lower-secondary to middle school education system. The answer selection of option vii is therefore correct.
2 Section C
- 2 Answer: I
KEYWORDS EXPALANATION Q2. Central education authority, Monbusho
ANSWER: I
In Paragraph C the author has stated how the textbooks were supplied by Monbusho. Monbusho was the education authority who regulated the textbooks, and also mandated education for children till the age of 15. Monbusho not only regulates the textbook distribution but also the centralized national curriculum. This states that Monbusho is the central education authority and holds a prominent position.
So the answer is i The influence of Monbusho
3 Section D
- 3 Answer: V
KEYWORDS EXPALANATION Q3. Supplementary worksheets, distributed
ANSWER: V
From paragraph D it can be seen that the lessons followed a particular pattern. The teacher starts with explaining the homework by attaching numerous elaborations. Every day, the teachers would ask the students to answer the questions on the board following which they would mark, correct or elaborate about the fact. Hardly any supplementary worksheets are distributed in the class and the teacher also ensures that the students are coping properly.
So the answer is v The typical format of a maths lesson.
4 Section E
- 4 Answer: II
KEYWORDS EXPALANATION Q4. Strugglers assisted
ANSWER: II
Teachers give individual help at the end of each lesson. If extra help is needed, the teachers are ready to provide the strugglers with extra hours. The strugglers are assisted by the teachers and they also take help from the neighbours. This states that the students do get help from the teachers.
So the answer is ii Helping less successful students
5 Section F
- 5 Answer: VIII
KEYWORDS EXPALANATION Q5. Relevant points, attitude
ANSWER: VIII
From the last paragraph or para F the reasons behind the excellence of the Japanese pupil in maths can be understood. The relevant points adding to the contribution are – the Japanese have a positive attitude especially towards the weaker students. They give importance to one’s attitude. Apart from that they have a less competition among the students and an optimistic emphasis on learning process.
So the answer is viii The key to Japanese successes in maths education
Question (6)
6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.
- 6 Answer: Yes
KEYWORDS EXPALANATION Q6. Larger proportion, attainers
ANSWER: Yes
From paragraph A it can be stated that though the Japanese students had a higher score in their mathematical attainment, the students from England or Wales had higher attainment scores. This also states how in England and Wales it is common for the candidates to score very high scores whereas few of the candidates score less. The larger proportion of England and Wales had low scores in Maths.
So the answer is Yes.
7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
- 7 Answer: No
KEYWORDS EXPALANATION Q7. percentage, Gross National Product, spent, reflects, level of attainment
ANSWER: No
Now have a look at the sentence of section A, “Japan has significantly better record in terms of average mathematical attainment than England and Wales.”
Therefore, the writer is asking the question about the role of GNP in relation to higher scores in maths by Japan. This suggests that the percentage of GNP spent on education doesn’t necessarily reflect the level of scoring in maths. Had it been like that, England would have the same result in maths like Japan.
So the answer is No.
8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.
- 8 Answer: Not Given
KEYWORDS EXPALANATION Q8. private schools in Japan, modern
ANSWER: Not given
The information about the following questions is Given. So the answer is Not given.
9
- 9 Answer: No
KEYWORDS EXPALANATION Q9. Pupils, own homework
ANSWER: NO
From paragraph D it can be understood that the Japanese schools follow the pattern of the pupils assigning their own homework to themselves instead of the teacher. The main reason behind this task is to let the pupils learn by themselves where they have committed the mistake and accordingly find solution. Mistakes and ignorance are accepted by them till the time the pupils learn to know them.
So the answer is NO.
Question (10)
- A
- B
- C
- D
- 10 Answer: B
KEYWORDS EXPALANATION Q10. Well set, logically developed
ANSWER: B
From paragraph C we can understand the textbooks made by Monbusho contained “well set out” and “logically developed” thus it proves that the answer selection is correct. The books are indeed well-organized and adaptable for the students.
So the answer is B: well organised and adapted to the needs of the pupils.
- A
- B
- C
- D
- 11 Answer: C
KEYWORDS EXPALANATION Q11. Explains, slowly
ANSWER: C
From paragraph D it can be studied that the teachers always explained new topics with proper illustrations on the board. The textbook questions are thoroughly dealt with and in a repetitive manner. The teacher calmly deals with a new topic and slowly makes the pupils understand.
So the answer is C: it is carefully and patiently explained to the students.
- A
- B
- C
- D
- 12 Answer: A
KEYWORDS EXPALANATION Q12. Individual help, after school
ANSWER: A
From the paragraph E it can be seen that the teachers helped the students in learning, especially the weak students. The teachers even offered individual help after school. The parents were also provided enough information about the ongoing lectures of the class and they also provide private tuitions if needed.
So the answer is A: They are given appropriate supplementary tuition.
- A
- B
- C
- D
- 13 Answer: C
KEYWORDS EXPALANATION Q13. Emphasis, hard work
ANSWER: C
The reason behind the Japanese pupils scoring high in the Maths section is because a positive attitude is given to the weaker students who are facing issues. The emphasis given on them counts, the other points are low level of competition in a class and learning for oneself. So the answer is C: Much effort is made and correct answers are emphasised.
Question (14)
- A
- B
- C
- D
- 14 Answer: B
KEYWORDS EXPALANATION Q14. use of pesticides, contributed to
ANSWER: B
In paragraph no. 1, the writer says in lines 2-4, “.. . Apart from engendering widespread ecological disorders , pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs. .” So the answer is B. an imbalance in many ecologies around the world.
- A
- B
- C
- D
- 15 Answer: A
KEYWORDS EXPALANATION Q15. The Food and Agriculture Organisation, counted, more than 300, agricultural pests,
ANSWER: A
In paragraph no. 2, lines 1-2, the writer says, “According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals”.
This means that pesticides are no longer effective on these 300 species of agricultural pests.
So the answer is A. are no longer responding to most pesticides in use.
- A
- B
- C
- D
- 16 Answer: D
KEYWORDS EXPALANATION Q16. Cotton farmers, Central America, began, use pesticides
ANSWER: D
We find the reference of ‘Cotton farmers’ in paragraph no. 4. In lines 1-4, the author says, “. . .. . well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield.”
So the answer is D. to ensure more cotton was harvested from each crop.
- A
- B
- C
- D
- 17 Answer: D
KEYWORDS EXPALANATION Q17. mid-1960s, cotton farmers, Central America, found, pesticides
ANSWER: D
In paragraph no. 5, the author says in the beginning , the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticides spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides”.
So the answer is D. were costing 50% of the total amount they spent on their crops.
Question (18)
18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.
- 18 Answer: Not given
KEYWORDS EXPALANATION Q18. : disease-spreading pests, respond, more quickly, pesticides, agricultural pests
ANSWER: Not given
In paragraph 2, we find a statement made by the FAO, “. . .. . more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use”.
In this statement, the writer talks about the response by different pests to different pesticides. However, we find no comparison on any pests responding more quickly or less quickly than other pests.
So the answer is Not given.
19 A number of pests are now born with an innate immunity to some pesticides.
- 19 Answer: Yes
KEYWORDS EXPALANATION Q19. pests, born, innate immunity, pesticides
ANSWER: Yes
In paragraph no. 3, the writer states in lines 3-5, “Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides”.
The lines suggest to the fact that these species are born with an innate immunity to insecticides.
So the answer is Yes.
20
- 20 Answer: No
KEYWORDS EXPALANATION Q20. biological control, synthetic chemicals, change, genetic make-up, pests’ offspring
ANSWER: No
In paragraph no. 7, the author says in lines 1-4, “In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity – though, as yet, it is a new field with limited potential.”
Here, involving the selective use of natural enemies of the pest population means using natural enemies instead of using synthetic chemicals.
So the answer is No.
21 Bio-control is free from danger under certain circumstances.
- 21 Answer: Yes
KEYWORDS EXPALANATION Q21. bio-control, free from, danger, circumstances
ANSWER: Yes
In paragraph 7, the writer states in lines 4-7, “. . .. . .. the advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing”.
So the answer is Yes.
Questions 22 – 26
Disapene scale insects feed on 22 Neodumetia sangawani ate 23 Leaf-mining hispides blighted 24 An Argentinian weevil may be successful in wiping out 25 Salvinia molesta plagues 26 |
- 22 Answer: D
KEYWORDS EXPALANATION Q22. Disapene scale insects, feed on
ANSWER: D
The last sentence in paragraph no. 9 gives us the answer to this question. The writer says here, “CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects – notorious defoliants of fruit trees in the US and India.”
The lines suggest that disapene scale insects causes harm to fruit trees, so they feed on fruit trees.
So the answer is D fruit trees.
- 23 Answer: H
KEYWORDS EXPALANATION Q23. Neodumetia sangawani, ate
ANSWER: H
In paragraph no. 10, take a look at these lines, “Neodumetia sangawani , was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US.”
This means that Neodumetia sangawani devoured or ate Rhodes grass-scale insect to control it from devouring forage grass. Here, ate = was devouring.
So the answer is H grass-scale insects.
- 24 Answer: C
KEYWORDS EXPALANATION Q24. Leaf-mining hispides, blighted
ANSWER: C
In paragraph no. 10, the writer mentions, “In the late 1960s, when Sri Lanka’s flourishing coconut groves were plagued by leaf-mining hispides, a larval parasite imported from Singapore brought the pest under control.”
This suggests the fact that Sri Lanka’s coconut groves were damaged by leaf-mining hispides.
So the answer is C coconut trees.
- 25 Answer: E
KEYWORDS EXPALANATION Q25. Argentinian weevil, may be, successful, wiping out
ANSWER: E
In paragraph no. 9, the author mentions, “Similarly the Hyderabad-based Regional Laboratory (RRL), supported by CIBC, is now trying out an Argentina weevil (a kind of small beetle) for the eradication of water hyacinth.”
The lines suggest that an Argentinian weevil has a possibility of being successful in destroying all of the water hyacinth plants. We can guess that the weevils will eat the water hyacinth.
So the answer is E water hyacinth.
- 26 Answer: B
KEYWORDS EXPALANATION Q26. Salvinia molesta, plagues
ANSWER: B
Again, in paragraph 10, the writer says, “By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometer-long canal from the clutches of the weed Salvinia molesta . About 30,000 hectares of rice fields in Kerala are infested by this weed.”
So the answer is B rice fields.
- 27 Answer: True
KEYWORDS EXPALANATION Q27. Taxonomic research, comparing members, one group of ants
ANSWER: True
In paragraph 1, the writer says in lines 4-6, “For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species.”
These lines explain that taxonomic research entails classifying different ants from a particular nest, which holds all the different castes, or different members of a single group.
So the answer is True.
28 New species of ant are frequently identified by taxonomists.
- 28 Answer: Not Given
KEYWORDS EXPALANATION Q28. new species, frequently, identified, by taxonomists
ANSWER: Not Given
Only paragraph no. 1 details about taxonomic research of ants. However, no information is found here about how often/frequently taxonomists identify new species of ants.
So the answer is Not Given.
29 Range is the key criterion for ecological collections.
- 29 Answer: True
KEYWORDS EXPALANATION Q29. Range, key criterion, ecological collections
ANSWER: True
In paragraph no. 1, the author says in lines 7-8, “For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible.”
The lines suggest that it is absolutely vital/ important to gather a variety or range of present species.
So the answer is True.
30 A single collection of ants can generally be used for both taxonomic and ecological purposes.
- 30 Answer: False
KEYWORDS EXPALANATION Q30. single collection, generally, used for, both, taxonomic, ecological purposes
ANSWER: False
The last few lines of paragraph no. 1 gives us hint to the answer, “The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.”
This means the taxonomists sometimes don’t consider a large collection (whole species) so important while ecologists often collect a very inadequate number of specimens of ever species of ants. This often makes the taxonomic investigation insignificant. Thus, a single collection cannot be used for both taxonomic and ecological purposes.
So the answer is False.
Question (31)
31 It is preferable to take specimens from groups of ants.
- 31 Answer: A
KEYWORDS EXPALANATION Q31. preferable, take specimens, groups of ants
ANSWER: A
In paragraph no. 2, where the author talks about hand collecting method, it says in lines 6-8, “. . .. .. when possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are from the same species and so increase their value for detailed studies”.
So the answer is A hand collecting
32 It is particularly effective for wet habitats.
- 32 Answer: C
KEYWORDS EXPALANATION Q32. particularly effective, wet habitats
ANSWER: C
The answer can be found in paragraph no. 4, where the writer gives details about ground litter sampling method , “. . .. .. .this method works especially well in rain forests and marshy areas”. Rain forests and marshy areas are wet habitats.
So the answer is C sampling ground litter
33 It is a good method for species which are hard to find.
- 33 Answer: B
KEYWORDS EXPALANATION Q33. good method, hard to find
ANSWER: B
In paragraph no. 3, where the writer details about using baits , it says, “. . . . Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive”.
So the answer is B using bait
34 Little time and effort is required.
- 34 Answer: D
KEYWORDS EXPALANATION Q34. little time and effort, required
ANSWER: D
In paragraph no. 5, where the author explains the pitfall trap method , it says, “One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention”.
That means pitfall traps require little time and effort to look after.
So the answer is D using a pitfall trap
35 Separate containers are used for individual specimens.
- 35 Answer: A
KEYWORDS EXPALANATION Q35. separate containers, used, individual specimens
ANSWER: A
Again, in paragraph no. 2, where the hand collecting method is explained, the writer says in lines 11-12, “Individual insects are placed in plastic or glass tubes (1.5 – 3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol.”
So the answer is A hand collecting.
36 Non-alcoholic preservative should be used.
- 36 Answer: D
KEYWORDS EXPALANATION Q36. non-alcoholic preservatives
ANSWER: D
In paragraph no. 5, in the pitfall trap method , the writer says, “ . .. . . . .. the preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the traps will dry out”.
Here, the writer explains the use of ethylene glycol or propylene glycol because if alcohol is used, it will evaporate and the trap will dry out quickly and will not have any effect.
So the answer is D using a pitfall trap
Questions 37 – 40
37 38 39 40 |
- 37 Answer: heat
KEYWORDS EXPALANATION Q37. leaf litter, large funnel
ANSWER: heat
Collection of ant species can be difficult, it can be made easier by placing leaf litter on a screen over a large funnel often kept under heat. “This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat.”
So the answer is heat.
- 38 Answer: leaf litter
KEYWORDS EXPALANATION Q38. Baits, spot ants
ANSWER: leaf litter
The Baits help by spotting the ants faster and capturing them before they can escape into the leaf litter. “This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.”
So the answer is leaf litter.
- 39 Answer: screen
KEYWORDS EXPALANATION Q39. ant species, large funnel
ANSWER: screen
Collection of ant species can be difficult, it can be made easier by placing leaf litter on a screen over a large funnel often kept under heat. “This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat”.
So the answer is screen.
- 40 Answer: alcohol
KEYWORDS EXPALANATION Q40. container, downward
ANSWER: alcohol
The ants, while moving downward, fall into the container which contains alcohol in it, below the funnel. “As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel.”
So the answer is alcohol.
