b.rajendra
 senior Faculty,Hyderabad
  
 With new syllabus being introduced for the first time in EAMCET question papers it is the long term students rather than regular students face difficulty in last hour preparation and revision for the exam.
  
  
  For the convenience of the student for a better preparation and revision, at this hour of examination time, in Botany subject the entire subject can be divided into parts. As the topics of the Botany are not properly arranged for better understanding of the subject it is difficult for a comprehensive division into parts
  
  . The first year syllabus is divided here into three parts viz Units-I & II; Units- III & IV; Units-V, VI & VII. Similarly second year topics also divided into Unit-I; Units-II & VI ; Units- III, IV & V . A student can club first and second year topics for preparation according to his convenience.
      
  In the Unit- I of first year basic features of different plants groups are discussed with much ambiguity. This unit very important for the exam point of view. Unit-II is comparatively much easier and questions are also straight with no difficulty.
  
 Eamcet
 Botany
  
  
  Some model questions from
  
  Unit- I & II of First year
  
  1.    Nuclear membrane is absent in
      I.    Mycoplasma
      II.    Actinomycetes
      III.    Diniflagellates    IV. Euglenoids
      1) A & B    2) B & C
      3) C & D    4) A, B, C & D
  
  2.    Yeast is unicellular, eukaryote. It is included in
      1) Mycetae    2) Monera
      3) Protista    4) Mycobacteria
  
  3.    Chitin is cell wall component of
      1) Spirogyra    2) Ustilago
      3) Cuscuta     4) Riccia
  
  4.    True statement regarding Monera is
      1)    All are uninucleate
      2)    Nucleus is absent in most
      3)    Some of them are photosynthetic
      4)    Sexual reproduction is common
  
  5.    Assertion(A): Chlorella cannot be included in plant kingdom
      Reason(R): Chlorella is unicellular.
      1)    Both A and R are correct and R is the correct explanation of A.
      2)    Both A and R are correct but R is not the correct explanation of A.
      3)    A is true, R is false
      4)    A is false, R is true.
  
  6.    Bracket fungi belongs to
      1) Phycomycetes    2)Ascomycetes
      3) Basidiomycetes
      4) Deuteromycetes
  
  7.    In six kingdom classification which group of five kingdom is replaced
      1) Protista    2) Monera
      3) Fungi    4) Plantae
  
  8.    The basis for evolutionary sequence of groups in six kingdom classification is
      1) Nucleus    2) Cellwall
      3) Flagella    4) RNA
  
  9.    One of the groups which has no mention in the Whittaker classification is
      A. Yeast    B. Lichens
      C. Viruses    D. Mycorrhiza
      1) A & B    2) B & C
      3) B, C & D    4) D & A
  
  10.    Viruses were described as venom by
      1) Pasteur    2) Carl Woese
      3) Diener    4) Jenner
  
  11.    Assertion(A): Viruses can be crystallized
      Reason (R): Viruses are chemical by nature
      1)    Both A and R are correct and R is the correct explanation of A.
      2)    Both A and R are correct but R is not the correct explanation of A.
      3)    A is true, R is false
      4)    A is false, R is true.
  
  12.    'Scrapie disease' is caused by
      1) Monera    2) Protista
      3) Fungi    4) Proteins
  
  13.    True statement regarding protista
      1) Cell wall is well developed
      2) Nuclear membrane is absent
      3) Nutrition is heterotrophic
      4) All the above
  
  14.     Ficus belongs to family
      1) Bromeliaceae    2) Moraceae
      3) Annonaceae    4)Anacardiaceae
  
  15.    The primary root is
      1)    The prominent root in the dicot plant
      2)    The root that grows into soil
      3)    The root that bears secondary and tertiary roots
      4)    Root transformed from radical
  
  16.    Stilt roots are found in
      1) Maiz    2) Corms
      3) Asparagus    4) Casuariana
  
  17.    Photosynthetic stems are seen in
      1) Opuntia    2) Euphorbia
      3) Casuarina    4) All the above
  
  18.    Parietal placentation with two chambers are observed in
      1) Datura    2) Mustard
      3) Cucumber     4) Tomato
  
  19.    Fruit in Custard apple
      1) Schizocarp    2) Multiple fruit
      3) Aggregate fruit    4) False fruit
  
  20.    In a discoid inflorescence with acropetal succession of flowers the youngest flower is located at
      1) Distal    2) Proximal
      3) Central    4) Peripheral
  
  21.    True statement regarding Nepenthes
      I.    Leaves perform three different functions
      II.    It is a parasitic plant
      III.    It is not a flowering plant
      IV.    Leaves are secretary
      1) I & II    2) II & III
      3) III & IV    4) IV & I
  
  22.    Assertion (A): Root perform photosynthesis in Taeniophyllum.
      Reason (R): Root are aerial in Taeniophyllum,
      1)    Both A, R are true and R is the correct explanation of A.
      2)    Both A, R are true but R is not the correct explanation of A.
      3)    A is true but R is false
      4)    A is false but R is true
  
  23.    Swollen petiole helps in buoyancy in
      1) Pistia    2) Eichornia
      3) Paddy    4) Legume plants
  
  24.    Isogametes or gametes of similar size are seen in
      A. Chlamydomonas    B.Spirogyra    C. Volvox    D. Chladophora
      1) A & B    2) B & C
      3) A, B & D    4) B, C & D
  
  25.     Assertion (A): the most common asexual spores in algae are zoospores
      Reason (R): Algae are largely aquatic
      1)    Both A, R are true and R is the correct explanation of A.
      2)    Both A, R are true but R is not the correct explanation of A.
      3)    A is true but R is false
      4)    A is false but R is true
  
 
  26.    Algae used as food supplements by space travelers
      1) Porpyra & Laminaria
      2) Gelidium & Gracilaria
      3) Chlorella & Spirulina
      4) Dictyota & Fucus.
  
  27.    Multicellular sex organs and monoecious thallus is seen in
      A. Chara    B. Marchantia
      C. Funaria    D. Sphagnum
      1) A & B    2) B & C
      3) A,C& D    4) A, B, C & D
  
 
  28.    Flagella or motile structures are totally absent in the life cycle of
      1) Cyanophyceae
      2) Rhodophyceae
      3) Angiosperms    4) All the above
  
 
  29.     The plant body of Pheophyceae is distinguished into
      1) Hold fast, stipe & frond
      2) Rhizoids, stipe & frond
      3) Root, stem & leaf
      4) Rhizoid, phylloid & cauloid.
  
 
  30.    Chlorophyll a & d is present in
      1) Chlorophyceae
      2) Chrysophyceae
      3) Pheophyceae    4) Rhodophyceae
  
 
  31.    False statement regarding Bryophytes
      I.    All Bryophytes are homosporous
      II.    Haploid stage is dominant
      III.    Sporophyte is partially parasitic in all Bryophytes
      IV.    Sporophyte is distinguished into foot, seta and capsule
      1) I & II     2) III
      3) I & IV    4) III & IV
  
 
  32.    Sterile structure helping in the dispersal of spores
      1) Paraphyses    2) Elaters
      3) Indusial hairs    4) Ramenta
  
  33.    Match the following
      List-I
      A. Hair cup moss
      B. Bracket fungi
      C. Club moss    D. Golden algae
      List-II
      I. Pteridophyta    II. Bryophyta
      III. Pheophyceae
      IV. Basidiomycotina
      V. Chrysophyta
          A    B    C    D
      1)     I     III     II    V
      2)     II    IV    I    V
      3)     II    IV    I    III
      4)     IV    I    II    V
 
  34.    The earliest information on medicinal plants and uses are recorded in
      1) Vrikshayurveda
      2) Krishiparasaram
      3) Atharvanaveda
      4) de Historia Plantarum
 
 35.     True statement regarding 'Krishiparasaram'.
      I.    It is the oldest book on agriculture
      II.    Information regarding the weeds is mentioned in this book
      III.    External and internal characters of medicinal plants is described
      IV.    Different types of forests were described
      1) I & II    2) II & III
      3) III & IV    4) IV & I
 
  36.    Sexual reproduction in plants is discovered by
      1) Strausberger    2) Camerarius
      3) Maheshwari    4) Stephen Hales
  
 37.     Match the following Scientist
      A. H.G.Khorana    B. White
      C. J.B.Sumner    D. Rama das
      
 Field of study
      I.    Plant tissue culture
      II.    C4 photosynthesis
      III.    Synthesis of artificial gene
      IV.    Crystallization of enzyme urease
      V.    Light reactions of photosynthesis
          A    B    C    D
      1)     III    I    IV    II
      2)     III    I    IV    V
      3)     IV    V    III    II
      4)     IV    III    I    V
 
  38.    Swollen petiole is found in
      1) Leguminous plants
      2) Eichornia    3) Opuntia
      4) Citrus
  
 39.    The sheath like leaf base is seen in
      A. Grass    B. Neem
      C. Musa    D. Cocus
      1) A & B    2) B & C
      3) C & D    4) A, C & D
 
  40.    Alstonia is an example for
      1)    Underground stem modification
      2)    Insectivorous leaf
      3)    Tendrillar leaf
      4)    More than two leaves arising from a node
  
 
  Key
 
  1) 4    2) 1    3) 2    4) 3    5) 1
  6) 3     7) 2    8) 4    9) 3    10) 1
  11) 1    12) 4    13) 4    14) 2    15) 4
  16) 1    17) 4    18) 2    19) 3    20) 3
  21) 4    22) 2    23) 2    24) 3    25) 1
  26) 3    27) 3    28) 2    29) 1    30) 4
  31) 2    32) 2    33) 2    34) 3    35) 1
  36) 2    37) 1    38) 2    39) 4    40) 4


 Histology and Anatomy of Flowering Plants
      The Unit VI is of only one chapter i.e chapter 12- Histology and Anatomy of Flowering Plants. In the previous chapters the basic structural units of all organisms and its organelles were described. The internal structure  and organization is described in this chapter very briefly. Important features of this entire unit is as follows..
      Every student feels this topic as of a very dry one and understanding is not an easy one.
 
      The reason is without diagrams this topic cannot be explained easily and efficiently.
 
      The diagrams in the text book are insufficiently less.
 
      Unlike in human anatomy or anatomy of cockroach or earthworm, plant anatomy needs a microscope to study.
 
      All anatomical features are the result of microscopic study.
 
      Student needs a three dimension-al visual ability to understand anatomy.
 
      In the beginning of the chapter different tissues are described. In the description of the meristematic tissues mostly the functions are described.
 
      The most important aspect , the structural features, of such a remarkable tissues are ignored.
 
      It is left to the students' imagination, the structure of the meristematic tissues comparing this with permanent tissue
      In the simple tissues structural part is described but not much about the functional aspects of the tissues.
 
      The location of the tissues  is not explained correlating with their functions.
 
      After studying the complex tissues no student will be of without doubt.
 
  
     Without mentioning what is a secondary xylem, the primary xylem is explained elaborately. Without a diagram of a complete xylem and phloem in T.S. it is difficult to visualize what a complex tissue is.
 
      It will be very difficult to answer the MCQs with this kind of explanation.
      The tissue systems are explained well but without a diagram.
      The epidermal tissue system also needs a good diagram.
      The importance of holistic idea cannot be achieved even after going through the description.
      The vascular tissue system is explained to make the student understand the internal structure of the roots and stems.
      Without practical knowledge stu        dent is at disadvantage..
      Internal structure of dicot stem , dicot root, Monocot stem and monocot roots are described very briefly.
      All these four descriptions are very important for IPE examinations.
      The description is insufficient to write a Long Answer Question.
      Student is advised to write separately with sub-headings after going through the description given in the text book and practice it.
      The description must include structural features and functional aspects of every layer and every part of the organ.
      For example ,the description of the epidermis of the root- It is a multicellular single layered living cells arranged without intercellular spaces . Cuticle is absent. Many cells protrude into a finger like projections -root hairs. Function of the epidermis in root is protection and absorption of water, minerals.
       For a long answer question such a description is necessary.
      Well labeled diagrams are also necessary. Text book diagrams are not clear and legible. Student has to learn from their lecturers and practice twice before the exams. The description and diagram should correlate each other.
      If the student is familiar with practicals , answering these questions will be very easy.
      Regarding the anatomy of the leaf same method must be followed as with that of stem and root.
      Studying Secondary growth is             important for SAQs
      Understanding the difference between primary growth and secondary growth is very difficult for the student in detail. But the topic is very important for the Short Answer type Questions. This part must be studied carefully to not to get confused.
      For IPE examinations the chapter is having 14 marks weightage. One of the three LAQ will be from this chapter.
      Student with good skills in drawing diagrams only should attempt this question. Comparing to other LAQs from chapters, answering this question will take longer time.
      Preparing for SAQs from this chapter is very easy. But every question needs a diagram in their answers.
      Student should practice diagrams well with concentration and without any confusion. This will help in remembering and answering better the SAQs from this chapter.
  
  Important points to remember for EAMCET
       All apical meristems are primary but all primary meristems are not apical.
     All secondary meristems are lateral but all lateral meristems are not secondary.
     Intercalary meristems are primary.
     Lateral meristems increases the girth of the plant.
      Secondary meristems produce secondary tissues.
      All living cells can divide in the plants but meristematic cells continuously divide.
      Intercellular spaces are absent in the meristems.
      Nucleus is centrally located. Vacuoles are absent are minute.
      Root apex show four layers of meristematic layers.
      Location of collenchymas is always peripheral. They can provide mechanical support.
      Collenchymas is absent in underground parts and monocots.
      All living cells can divide, store food and secrete.


 UNIT-V
  Life, Bio molecules, Cell cycle and Cell division
  This unit is a different approach to the study of organisms compared to the earlier one in previous chapters. In the earlier chapters morphological features were described. Study of internal character started in the later sixteenth century after the constitution of the microscopes by Antonvon Leewenhoek.
  *    The first chapter is about the fundamental aspects of the cytology and cell organelles. All the aspects of the cell organelles were described very briefly.
  *    In the beginning of the chapter external and internal structural details of the prokaryotes are described. Student should club this topic with the Kingdom Monera of the chapter 2.
  *    Both of these should be clubbed with the second year Unit-II (Micro biology) by the second year and long term students. In the study of prokaryotes external and internal characters should not be separated.
  *    In different chapters different and new information is given. Unless students complete the second year Micro biology he/she will not get total information.
  *    Long term students also face this problem. Each time, as they are completing the syllabus, new information is emerging regarding the same prokaryotes.
  *    As the syllabus is new to them it is advisable for the long term students to study all these chapters at a stretch.
  *    In the chapter 2nd a mention is made about mesosome of bacteria and its functions are written in the chapter 9 and mention is not made in the Microbiology where actually it should have made.
  *    Same thing is regarding plasmid, flagella, pili, fimbriae, capsule, slime layer and staining of bacteria. Scope of objective type of questions from this information is very high.
  
  Description of the cell organelles is very brief Cytology is an inter disciplinary topic. In EAMCET examinations Botany and Zoology will be treated as two separate subjects.
  *    In the 9th chapter much information is there about animal cells.
  *    Cell wall is described briefly and no mention is made about protoplasm. Functions of the plasma membrane is elaborated here describing about the active transport and passive transport.
  *    It is just the summary of the first chapter of the second year Botany.
  *    Structure of the cilia and flagella, centrosome and centrioles is out of the scope of the botany text book.
  *    It is a repetition of the information given in the zoology text book.
  *    With its brief nature difficult questions for EAMCET are not possible from this chapter.
  *    For the long term students there is no much additional information to learn.
  *    Names of the scientists are also very few in the new syllabus. It is a disadvantage for the students who opt for life sciences in the graduation as cytology and cell organelles are not going to be studied again separately after intermediate.
  *    Biomolecules chapter is a new addition to the life sciences.


 ఆవృత బీజాల వర్గీకరణ
  మొక్కల సిస్టమాటిక్స్‌లో ‘ఆవృత బీజాల వర్గీకరణ శాస్త్రం’ అనే అధ్యాయాన్ని చేర్చారు. మొక్కల సిస్టమాటిక్స్ అంటే కేవలం ఆవృత బీజాల వర్గీకరణ మాత్రమే కాదు. వృక్షరాజ్యంలో ని మొక్కల వైవిధ్యాన్ని అధ్యయనం చేయడం అని చెప్పొచ్చు. నాలుగో అధ్యాయంలో అల్పశ్రేణి మొక్కల వర్గీకరణను క్లుప్తంగా వివరిం చారు. సూక్ష్మజీవులకు సంబంధించిన సమాచారం లేకపోవడంతో ప్రాచీన కాలం నుంచి ఆవృత బీజాల వర్గీకరణనే మొక్కల సిస్టమాటిక్స్‌గా భావిస్తున్నారు. 
 ఇంటర్మీడియట్ సిలబస్ మూడో అధ్యాయంలో ప్రాచీన కాలం నాటి వర్గీకరణ విధానాలను పేర్కొన్నారు. ఎంసెట్ పరీక్షకు ఈ సమాచారం చాలా ముఖ్యమైంది. పరాశరుడి వర్గీకరణ, గ్రీకు తత్వవేత్తల వర్గీకరణకు సంబంధించిన సమాచారాన్ని, వారు పరిగణనలోకి తీసుకొన్న లక్షణాలపై విద్యార్థులు పూర్తి అవగాహన ఏర్పరచుకోవాలి.
  
  వర్గీకరణకు పరిగణలోకి తీసుకోవాల్సిన అంశాలను బట్టి కాలక్రమేణ వర్గీకరణలో మార్పులు సంభవిస్తాయి:
  ఈ అధ్యాయం మొదటి భాగంలో వర్గీకరణకు సంబంధించి కొన్ని ప్రాథమిక అంశాలను ప్రస్తావించారు. ‘ఆల్ఫాటాక్సానమీ’, ‘ఒమేగా టాక్సానమీ’ పదాలకు స్పష్టమైన వివరణ ఇచ్చారు. కృత్రిమ, సహజ, వర్గవికాస వ్యవస్థల గురించి ఉదాహరణలతో వివరించారు. విద్యా ర్థులు ఈ వ్యవస్థల రకాల గురించి, వాటి మధ్య తేడాలను, పరిగణనలోకి తీసుకొన్న అంశాలను అధ్యయనం చేయాలి. ఆల్ఫాటాక్సానమీ, కృత్రిమ వర్గీకరణ వ్యవస్థల మధ్య తేడాను గుర్తించాలి. వర్గీకరణ శాస్త్రవేత్తలు రచించిన గ్రంథాల పేర్లను తప్పనిసరిగా గుర్తుంచుకోవాలి. వర్గీకరణనను పరిగణనలోకి తీసుకునే అంశాలు కాలక్రమేణా మారుతూ ఉండటం వల్ల వర్గీకరణ రకాలు కూడా మారుతూ ఉంటాయి. ముందు ప్రతిపాదించిన వర్గీకరణలోని లోపాలను తరువాత ప్రతిపాదించిన వర్గీకరణలతో పోల్చినప్పుడు మాత్రమే అవగాహనకు వస్తాయి. కానీ ఏ వర్గీకరణలు అయినా ఆయా కాలాల్లో బాగా ప్రాచుర్యం పొంది, ఉత్తమమైనవిగా గుర్తించినవే. పుష్ప లక్షణాలు ఎక్కువ స్థిరంగా ఉండడమే కాకుండా వాతావరణ ప్రభావంతో మార్పునకు లోను కాకపోవడం వల్ల ఈ పుష్ప లక్షణాలకు అధిక ప్రాధాన్యం ఇచ్చారు. ఈ వాక్యం సహజ వర్గీకరణకు సంబంధం లేనిది. సహజ వర్గీకరణ సమయానికి ‘పరిణామ క్రమం’ అనే విషయం శాస్త్రవేత్తలకు తెలియని దృగ్విషయం. ఇలాంటి ప్రశ్నల విషయంలో విద్యార్థులు అప్రమత్తంగా ఉండాలి. సహజ వ్యవస్థ వర్గీకరణకు ఉదాహరణగా  బెంథామ్ అండ్ హుకర్ వర్గీకరణను క్లుప్లంగా వివరించారు. ఈ పాఠ్యాంశం నుంచి ఎక్కువ ప్రశ్నలు అడిగే అవకాశం ఉంది. ఈ వర్గీకరణలో పొందుపర్చిన సంఖ్యాపరమైన విషయాలను గుర్తుంచుకోవాలి. విద్యార్థులు తమకు వీలైన రీతిలో  ఈ మొత్తం వర్గీకరణను చిత్రరూపంలో విడిగా రాసుకొంటే ఎంతో ఉపయోగకరంగా ఉంటుంది. తేలికగా గుర్తించుకోవడానికి ఇది తోడ్పడుతుంది. వర్గ వికాస వ్యవస్థ వర్గీకరణ, సాంఖ్యక వర్గీకరణ శాస్త్రం, కణాధార వర్గీకరణ శాస్త్రం, రసాయనిక వర్గీకరణ శాస్త్రం గురించి అతిక్లుప్తంగా చెప్పినప్పటికీ వీటిపై అవగాహన పెంచుకోవాలి.
  పాక్షిక సాంకేతిక వర్ణనకు వర్గీకరణ శాస్త్రంలో తావులేదు:
  ఈ పాఠ్యాంశంలో ఒక పుష్పించే మొక్క పాక్షిక సాంకేతిక వర్ణన ఇచ్చారు. ఇంటర్మీడియట్ స్థాయిలో పాక్షిక వర్ణన అధ్యయనం విద్యార్థికి ఏ విధంగానూ ఉపయోగపడదు. పై తరగతుల్లో.. అంటే డిగ్రీ విద్యార్థి వృక్షశాస్త్రం అధ్యయనం చేయాలంటే పూర్తి వర్ణన మాత్రమే ఉపయోగ పడుతుంది. డిగ్రీ స్థాయిలో ఈ వర్ణనను తిరిగి అధ్యయనం చేసే అవకాశం ఉండదు. 20 కుటుంబాలకుపైగా మొక్కల వర్ణన చేయాల్సి ఉంటుంది. పూర్తి వర్ణన తెలిసినప్పటికీ చాలా సందర్భాల్లో మొక్కను గుర్తించడం కష్టతరమవుతుంది. మొక్కను గుర్తించడం అనేది వర్గీకరణలో ప్రాథమిక అంశం. ఈ విషయంలోనే విద్యార్థులు వెనుకంజ వేస్తారు. ఇంటర్మీడియట్ సిలబస్‌లో మూడు కుటుంబాల వర్ణనకు ముందుగా వర్ణనకు సంబంధించి కొంత ప్రాథమిక సమాచారం ఇచ్చారు. పుష్ప భాగాలను కొన్ని సంకేతాల ద్వారా పుష్ప సమీకరణలో చూపించడం, పుష్పభాగాల సంఖ్య, వాటి అమరిక విధానం, ఒక భాగానికి, మరో భాగానికి మధ్య సంబంధాలను పుష్పచిత్రం ద్వారా వివరించారు. ఈ విషయాల నుంచి ఇంటర్ పరీక్షలో ప్రశ్నలు అడిగే అవకాశం ఉంది. వీటిపై సరైన అవగాహన లేకుంటే విద్యార్థులు కొంత అయోమయానికి లోనయ్యే ప్రమాదం ఉంది. ఉదాహరణకు పుష్పంలోని ఏ లక్షణాన్ని పుష్ప సమీకరణ లేదా పుష్పచిత్రం ద్వారా చూపించలేం. ఈ పాఠ్యాంశంలోనే పుష్ప చిత్రానికి ఉదాహరణగా బ్రాసికేసి కుటుంబ పుష్పచిత్రం, పుష్ప సంకేతం ఇచ్చారు.  ఇంతకు ముందు పాఠ్యాంశాల్లో బ్రాసికేసి సమాచారానికి ఇది అదనం. కేసరాల సంఖ్య(6), రక్షక పత్రాల సంఖ్య(4), వాటి అమరిక సమాచారాన్ని అధ్యయనం చేయాల్సి ఉంటుంది.
  
  కుటుంబాల వర్ణన అధ్యయనం చేయడానికి అన్ని శాఖల అవగాహన అవసరం.
  కుటుంబాల వర్ణనకు బాహ్య స్వరూప లక్షణాలను వర్ణించడం, వాటిని గుర్తించడం, నామీకరణ, పరాగ సంపర్క లక్షణాలు, ఆర్థిక ప్రాముఖ్యతలను చదవాల్సి ఉంటుంది. వీటితోపాటు మొక్కల ఆకృతి, ఆవాసాలు కూడా అవసరం. ముందు చదివిన అధ్యాయాల నుంచి సమాచారాన్ని ఇక్కడ చేర్చి అధ్యయనం చేస్తే విద్యార్థులకు చాలా ఉపయోగకరంగా ఉంటుంది. ఇంటర్మీడియట్‌లో చేర్చిన మూడు కుటుంబాల వర్గీకరణను, బెంథామ్ అండ్ హుకర్ వర్గీకరణలో వాటి స్థానాన్ని చేర్చలేదు. ఇంటర్మీడియట్ విద్యార్థులు ఈ కుటుంబ వర్గణ అధ్యయన విషయంలో కొంత ఆందోళనకు లోనవుతూ ఉంటారు. దీనికి కారణం చాలా మొక్కల పేర్లను, వాటి సాధారణ నామాలు గుర్తుంచుకోవాల్సి రావడం. మొత్తం కుటుంబాల్లో దాదాపు 40 మొక్కల శాస్త్రీయ నామాలు, వాటి వాడుక నామాలను నేర్చుకోవాల్సి ఉంటుంది. దీనికి సులభమైన పద్ధతి.. ప్రతి కుటుంబంలోని మొక్కల లాటిన్ పేర్లను ఆల్ఫాబెటికల్ క్రమంలో ఒకదాని కింద ఒకటి వరుసగా రాసుకొని మొత్తం మొక్కల సంఖ్యను గుర్తుంచుకుంటే మననం చేయడానికి సులభంగా ఉంటుంది. ప్రతి మొక్కకు సంబంధించిన పూర్తి సమాచారాన్ని ఒకచోట చేర్చి అధ్యయనం చేస్తే బహుళైచ్ఛిక ప్రశ్నలకు సమాధానాలు రాయడం సులభంగా ఉంటుంది.  కుటుంబాల వర్ణనను సాధ్యమైనన్ని ఎక్కువ సార్లు చదివి పరీక్షలకు ముందుగా మననం చేస్తే పరీక్షా సమయానికి గుర్తుంటాయి.  కుటుంబాల వర్ణన ప్రాక్టికల్ పరీక్షలకు సైతం ఉపయోగపడుతుంది. ప్రాక్టికల్ పరీక్షల్లో సాధించే మార్కులు ఎంసెట్‌లో మెరుగైన ర్యాంకు సాధనకు తోడ్పడతాయనే విషయం తెలిసిందే.
  


  UNIT-IV
  Plant Systematics
  This Unit includes only one chapter ie. Taxonomy of Angiosperms. Plant systematics is not just taxonomy of Angiosperms. It is the study of diversity of plant kingdom. In chapter 4 we have already studied the Taxonomy of lower plants.
 Since the earlier days, as the knowledge regarding microscopic organisms is lacking, plant systematics is equated with Taxonomy of Angiosperms. Hence for the classical studies in Botany Taxonomy of Angiosperms has become an essential requirement. In Intermediate syllabus, regarding the classifications given by ancient people are also mentioned in first few paragraphs of chapter 3. For EAMCET point of view this information is also very important. Information regarding the criteria for classification and other features of Prasara's classification and other Western philosophers classifications have to be remembered.
  
  Criteria for classification   changes over time
  In the beginning of this chapter certain basic aspects of Taxonomy is given. Terms like "Alpha Taxonomy" and "Omega Taxonomy" are clearly explained. Besides this different types of classifications are given like Artificial, Natural and Phylogenetic systems of classifications with examples and criteria for these classifications. A student should know the difference between these classifications as well as the difference between Alpha taxonomy and Artificial classification. For Telugu medium students both these terms are  treated as synonyms due to lack of exact and similar words in telugu language. Classification is grouping of plants where as Taxonomy is rules and regulation for the classification. Titles of books written by different Taxono- mists and basic information relating to these are also important for examination point of view. As the criteria for classification changes new classification types developed.
 
 The drawbacks or demerits of the earlier classification are drawn on the basis of latter classifications. Every classification is a classical work for that time period. Regarding this we have to see a sentence written in the text under Natural systems of classification, "Usually, the floral characters were given greater importance since they are more conserved and do not change due to the effect of environment". This statement is not tenable in Natural system of classification. During the popular period of natural system of classifications concept of conserved organs, an evolutionary concept, is unknown. The statement is totally misleads the student. In assertion and reasoning questions this type of information will be a draw back to the student.
  
  Semi-Technical Description has no place in Taxonomy
  In the next sub-topic semi-technical description of a typical plant is given. It is difficult to understand how even at this stage a semi-technical description will help a student. In future studies of taxonomy, if a student wishes to join a graduation course, this will not help in any way. In graduation student must have the knowledge of detailed description of plants as he has to deal with more than 20 different families directly. Even with complete description sometimes it will be difficult to identify a plant. Identification is one of the primary requirements for the classification.
 
 Before describing the three families included  in the syllabus, the basic methods to be followed is given. The symbolic representation of the flower as floral formula and pictorial representation of the flower in floral diagram is explained. Student should learn the detailed meaning and representations of the floral diagram and floral formulae. Many questions are possible like "Which character of the flower cannot be represented in the floral diagram or in floral formula". In the same sub-topic example of floral diagram and floral formula of Brassica ceae family is given this can be a basis for different questions. Else where we have seen many characters regarding Brassicaceae. This information like number of stamens (6), number of caly x(4) and their arrangement is to be remembered.
 
 This information must also to be clubbed with meiosis. The description of families needs holistic approach. Families should be studied with information regarding their habits, habitats and morphology of vegetative and floral characters besides pollination methods and economic importance. Information that has already come across is to be added here.  In the description of the three families, included in the syllabus, unfortunately their classification and position in Bentham and Hooker's classification is not given. Regarding the families student of Intermediate is generally scary. He has to remember names of the plants in each family both their scientific and vernacular names.
 
 All together in the families he has to remember more than 40 plant names and their common names. Student must write all the plant names one below the other in alphabetical order with numbers to remember and recollect easily. Objective type questions generally cannot be segregated chapter wise. All the information regarding a particular plant must be clubbed for a holistic view. For example "Number of pollen formed in a flower of Allium if each pollen sac contains 20 pollen mother cell".This needs knowledge regarding the number of stamens and whether stamens are bithecous or monothecous in Allium and how many cells form after meiotic division.
 
  Questions are simple but without proper exposure to this type of questions before exam they look difficult and confusing. Student has to read these families as many times as possible before the exams. Long intervals make them forget easily. At least a glance for every few days is the best possible way to remember things in these easily.   
  Learning thoroughly information given in the families also help the student to perform well in the practicals as the description of the twig in technical terms is a major question in practical examinations. Practical marks also play an important role in the ranking of EAMCET.  
  
  IPE carries little weightage for this unit. For IP Exams this chapter got very little importance with 6 marks weightage. This can be one of the reasons for a student not able to do better in objective questions from this chapter. Mostly one Short Answer Question and one Very Short Answer Question  can be asked from this Unit. For SAQ's diagrams must be drawn neatly. Description of the essential parts also required to be written with all the important characters given in the text. Student should not forget to mention important and specific characters of that particular family.
 
 Without that full marks cannot be awarded
  For EAMCET point of view for regular students they have to put lot of hard work at least 3 questions we can expect from this unit. The information regarding each and every plant if any has to be correlated to the morphology chapter. Practicing few model questions help them enormously. For long term students this chapter will not pose any problems as they have studied descriptive part thoroughly.
  
  Important Points
  
  *    Several medicinal plants and their uses were described in Atharvana Veda.
  *    Parasara written two books- Krishi Parasaram and Vriksha yurveda.
  *    Krishi Parasaram is oldest book on agriculture and about weeds.
  *    Different types of forests and medicinal plants are described in Vrikshayurveda.
  *    Gaspard Bauhin identified 6000 plants. He introduced Binomial Nomenclature.
  *    The term Taxonomy is coined A.P.de Condole. De Condole is a Natural system classifier.
  *    Alpha taxonomy is descriptive taxonomy.
  *    Omega taxonomy includes information from other branches of botany.
  *    Classification is grouping of plants based on certain criteria.
  *    Taxonomy is rules and regu lations for the classification.
  *    Artificial classification depends on one or two external features
  *    Aristotle's classification is artificial. His criteria is form of the plant.
  *    Theophrastus classification is artificial. His criteria is also form of the plant.-Herbs, Shrubs, Trees.
  *    Theophrastus book is de Historia Plantarum.
  *    Linnaeus classification is artifi cial. His criteria are stamens and carpels. He classified plants into 24 groups.
  *    Linnaeus book is Species Plantarum. He described only plants in this book. Both Crypto games and Phanerogams are classified.
  *    Carolus Von Linnaeus populari- zed Binomial nomenclature.
  *    Artificial characters gave equal importance to both vegetative and sexual characters.
  *    Vegetative characters are not stable as plants adopt to envir-onment.
  *    In Natural system of classi- fications natural affinities are considered for classification.
  *    Beginning of the natural system classifications usually starts with two groups. As the classification proceeds more and more groups are seen.
  *    Natural systems naturally show many evolutionary tendencies.
  *    Flowers are considered as they have many parts and variations suitable for classification.
  *    Bentham and Hooker's classi- fication is Natural system of classification even though it is published after Darwin's theori- es of evolution.
  *    Bentham and Hooker's book is 'Genera Plantarum'.
  *    His classification mainly of only flowering plants.
  *    All flowering plants are classi-fied into only three classes are .
  *    His classification shows 21 series, 25 cohorts and 202 natural orders (families).
  *    Cohorts are present day orders. Natural orders are present day families.
  *    Angiosperms classified into 198 families. Among them Dicots are 165 and Monocots are 34.
  *    Monochlamydae sub class and Monocotyledonae class are divided directly into series.
  *    Natural systems are very popular as plant identification is very easy.
  *    Post-Darwinian classifications are phylogenetic.
  *    Primitive plants are placed in the beginning of the classi-fications.


  Morphology of Flowering plants    
  Only a single chapter is included in the Unit-II of First Year Intermediate. Morphology of the Flowering Plants is dealt here. The topic is an essential requirement for lower as well as higher levels of study of Botany. Morphology is basic requirement for branches like systematics, classification and taxonomy. Without taxonomy the study of botany cannot exist.
  In the Morphology of Flowering plants all parts of the plant viz root system, stem, leaf, inflorescence, flower, fruit and seed should be described in technical terms very elaborately. This will allow the taxonomist to classify the plant. The is a prerequirement for the preparation of next chapters. It is the most unfortunate thing to treat such an important chapter not only very briefly but also incompletely without any detail in our text book. This will be an extra burden for the student as he has to prepare and write both I.P.E and EAMCET exams and just not for gaining some knowledge. It will also not of much use for a student who wishes to study graduation course in life sciences where he has to study twenty six families.
  This description is not at all sufficient for the student and more over he will not be studying the morphology once again in future.
  
  Preparation Plan
  A student need to plan properly for better marks. First year Intermediate student, besides all this, should feel happy for he is not required to read and remember much for exams. With little efforts he can get good marks in IPE. As the guidelines for these exams are strictly adhere to the syllabus and text book. For EAMCET, glossary given at the end of each chapter has to be studied well. Definition of many words and much information is given in these glossaries.
  
  IPE Weightage
  For IPE examination this Unit carries 12 marks. But most important thing is one of the Long Answer Question will be given from this chapter. Happiest part for the student is only three Long Answer Questions are there from this chapter. The student should learn the proper representation of the answer for the questions. He should write the answers in a proper way with sub-headings.
  We have to use common sense to know that the same root is not modified for both food and respiration. Examples are given immediately for the storage roots but for respiration much later after mechanical roots. Answer for this and other questions must be written systematically. For example the answer for the root  modifications can be written like this. First write down the list of modifications and each must be explained briefly along with one example. (Definition; Storage roots; Respiratory roots; Velamin roots; Haustorial roots; Nodular roots; Photosynthetic roots and Mechanical roots).
  Diagrams must be bold, neat and labeled. Diagrams should be drawn in the beginning of the answer. Diagrams must be drawn with pencil and not with pen. Drawing small diagrams and at one corner must be avoided. From the same unit one SAQ or two VSAQs are possible. Same method must be followed for these questions also.
  
  Important Points and Guidelines for IPE
  Diagrams must be practiced for IPE exams. Caption for diagram is not labeling. Ink pens should not be used for diagrams.
  
  Root System:  
  l    Examples for different modification and diagrams.
  l    Answers in sequential order.
  The stem:
  l    Modifications of stems are
      1.        Underground stem modifications
      2. Aerial stem modifications  
      3. Sub-aerial stem modifications.
  l    Rhizomes Corms, Stem tubers and Bulbs are under ground.
  l    All underground stem modifications are xerophytic adoptions.
  l    All underground stem modifications help in vegetative propagation.
  l    Except bulbs all of them store food material
  l    Runners, Stolons, Suckers and Offsets are sub-aerial stem modifications.
  l    All sub-aerial stem modifications are useful for vegetative propagation.
  Leaf:
  l    Tendrillar modifications help in climbing.
  l    Spines help in protection and reduction in transpiration. This is a xerophytic adoption.
  l    Phyllodes are green persistent structures. These are also xerophytic adoption.
  l    Trap leaves are insectivorous and secretary.
  l    Reproductive leaves help in vegetative propagation.
  Inflorescence:
  l    Axis of racemose inflorescence grows indefinitely.
  l    Flowers arrange acropetally.
  l    Number of flowers are indefinite.
  l    Racemose inflorescences may show flowers with or without pedicils.
  l    Simple raceme, Compound raceme, Corymb, Umbel are racemes with pedicillate flowers.
  l    Spikes, Spadix and Head are inflorescences without pedillate flowers.
  l    Verticillaster, Cyathium and Hypanthodium are special type inflorescences.
  Flower:
  l    Petal and sepals together called perianth.
  l    Depending on the position of thalamus in relation to gynoecium flowers may be hypogynous, perigynous and epigynous.
  l    Placentation or arrangement of ovules on ovary wall may be Marginal, Axile, Parietal, Free central or Basal.
  Fruits:
  l    Fleshy fruits are Berry, Pepo, Pome, Hesperidium, Drupe.
  l    Dry fruits are dry dehiscent, dry indehiscent and schizocarpic.