Maharashtra State BoardHSC Science (General) 11th
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Balbharati solutions for Biology 11th Standard Maharashtra State Board chapter 9 - Morphology of Flowering Plants [Latest edition]

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Chapters

Biology 11th Standard Maharashtra State Board - Shaalaa.com

Chapter 9: Morphology of Flowering Plants

Exercise
Exercise [Pages 114 - 115]

Balbharati solutions for Biology 11th Standard Maharashtra State Board Chapter 9 Morphology of Flowering Plants Exercise [Pages 114 - 115]

Exercise | Q 1. (A) | Page 114

Choose the correct option.

Which one of the following will grow better in moist and shady region?

  • Opuntia

  • Orchid

  • Mangroove

  • Lotus

Exercise | Q 1. (B) | Page 114

Choose the correct option.

A particular plant had a pair of leaves at each node arranged in one plane. What is the arrangement called?

  • Alternate phyllotaxy

  • Decussate phyllotaxy

  • Superposed phyllotaxy

  • Whorled phyllotaxy

Exercise | Q 1. (C) | Page 114

Choose the correct option.

In a particular flower the insertion of floral whorls was in such a manner, so the ovary was below other three whorls, but its stigma was taller than other three whorls. What will you call such flower?

  • Hypogynous

  • Perigynous

  • Inferior ovary

  • Half superior - half inferior

Exercise | Q 1. (D) | Page 114

Choose the correct option.

Beet and Arum both store food for perennation. Are the examples for two different types?

  • Beet is a stem but Arum is a root

  • Beet is a root but Arum is a stem

  • Beet is a stem but Arum is a leaf

  • Beet is a stem but Arum is an inflorescence

Exercise | Q 2. (A) | Page 114

Answer the following question.

Two of the vegetables we consume are nothing but leaf bases. Which are they?

Exercise | Q 2. (B) | Page 114

Answer the following question.

Opuntia has spines but Carissa has thorns. What is the difference?

Exercise | Q 2. (C) | Page 114

Answer the following question.

Teacher described Hibiscus as solitary Cyme. What it means?

Exercise | Q 3. (A) | Page 114

Write a short note on fusiform root.

Exercise | Q 3. (B) | Page 114

Write a short note on Racemose inflorescence.

Exercise | Q 3. (C) | Page 114

Write a short note on fasciculated tuberous root.

Exercise | Q 3. (iv) | Page 114

Write a short note on Region of cell maturation.

Exercise | Q 3. (E) | Page 114

Write a short note on rhizome.

Exercise | Q 3. (F) | Page 114

Write a short note on stolon.

Exercise | Q 3. (G) | Page 114

Write a short note on leaf venation.

Exercise | Q 3. (H) | Page 114

Write a short note on Cymose inflorescence.

Exercise | Q 3. (I) | Page 114

Write a short note on Perianth.

Exercise | Q 3. (J) | Page 114

Write a short note on vexillary aestivation.

Exercise | Q 3. (K) | Page 114

Write a short note on axile placentation.

Exercise | Q 4 | Page 114

Identify the following figures and write down the types of leaves arrangement.

Exercise | Q 5. (A) | Page 114

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those conditions?

A wiry outgrowth was seen on a plant arising from in between the leaf and stem.

Exercise | Q 5. (B) | Page 114

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those conditions?

There was a green plant with flat stem, but no leaves. The entire plant was covered by soft spines.

Exercise | Q 5. (C) | Page 114

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those condition?

Many oblique roots were given out from the lower nodes, apparently for extra support.

Exercise | Q 5. (D) | Page 114

Students were on the excursion to a botanical garden. They noted following observation. Will you be able to help them in understanding those condition?

Many plants in the marshy region had upwardly growing roots. They could be better seen during low tide.

Exercise | Q 5. (E) | Page 115

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those condition?

A plant had leaves with long leaf apex, which was curling around support.

Exercise | Q 5. (F) | Page 114

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those condition?

A plant was found growing on other plant. Teacher said it is not a parasite. It exhibited two types of roots.

Exercise | Q 5. (G) | Page 115

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those condition?

While having lunch onion slices were served to them. Teacher asked which part of the plant are you eating?

Exercise | Q 5. (H) | Page 115

Students were on the excursion to a botanical garden. They noted following observation. Will you be able to help them in understanding those condition?

Students observed large leaves of coconut and small leaves of Mimosa. Teacher asked it what way they are similar?

Exercise | Q 5. (I) | Page 115

Students were on an excursion to a botanical garden. They noted the following observation. Will you be able to help them in understanding those condition?

Teacher showed them Marigold flower and said it is not one flower. What the teacher meant?

Exercise | Q 5. (J) | Page 115

Students were on the excursion to a botanical garden. They noted following observation. Will you be able to help them in understanding those condition?

Students cut open a Papaya fruit and found all the seeds attached to the sides. Teacher inquired about the possible placentation of Papaya ovary.

Exercise | Q 6 | Page 115

Match the following.

'Group A' 'Group B'

1.   

A. Marginal
2. 
B. Basal
3. 
C. Axile
4. 
D. Free central
5. 
E. Parietal
Exercise | Q 7 | Page 115

Observe the following figure and label the different parts.

Exercise | Q 7 | Page 115

Observe the following figure and label the different parts.

Exercise | Q 8. (A) | Page 115

Differentiate with diagrammatic representation: Racemose and cymose inflorescence.

Exercise | Q 8. (B) | Page 115

Differentiate with diagrammatic representation Reticulate and parallel venation

Exercise | Q 8. (C) | Page 115

Differentiate with a diagrammatic representation Tap root and Adventitious roots.

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Chapter 9: Morphology of Flowering Plants

Exercise
Biology 11th Standard Maharashtra State Board - Shaalaa.com

Balbharati solutions for Biology 11th Standard Maharashtra State Board chapter 9 - Morphology of Flowering Plants

Balbharati solutions for Biology 11th Standard Maharashtra State Board chapter 9 (Morphology of Flowering Plants) include all questions with solution and detail explanation. This will clear students doubts about any question and improve application skills while preparing for board exams. The detailed, step-by-step solutions will help you understand the concepts better and clear your confusions, if any. Shaalaa.com has the Maharashtra State Board Biology 11th Standard Maharashtra State Board solutions in a manner that help students grasp basic concepts better and faster.

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Concepts covered in Biology 11th Standard Maharashtra State Board chapter 9 Morphology of Flowering Plants are Angiosperms, Morphology, Study of Some Important Families.

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