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Patterns in Life : Diversity and Classification — NCERT Solutions

CBSE · Class 9 · Science

NCERT Solutions for Patterns in Life : Diversity and Classification, CBSE Class 9 Science: 55 textbook questions solved step by step.

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55 Questions Solved · 13 Sections

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Think It Over

1What do you understand by biodiversity?Show solution

This means the immense variety of living organisms found on Earth.

2How does the grouping of organisms help us understand diversity?Show solution

Grouping organisms helps us study the vast variety of life in a systematic way. It makes the study of living organisms more organised, helps us see similarities and differences, and shows how organisms are related to one another. It also helps scientists identify and name new organisms and use this knowledge in conservation, ecosystem management and farming.

3- On what basis, are plants and animals classified?Show solution

According to the chapter, scientists classify organisms based on cell structure, number of cells, mode of nutrition and the organism’s ecological role.

4How does classification help address problems in farming?Show solution

Classification helps farmers by helping them choose and conserve crop varieties with useful features such as drought tolerance, pest resistance and the ability to grow in nutrient-poor soils. Diversity in crops reduces the risk of crop failure and strengthens food security.

3On what basis, are plants and animals classified?Show solution

Plants and animals are classified on the basis of features such as cell structure, number of cells, mode of nutrition and ecological role.

Activity 12.1: Let us compare and classify

1(i)Which animals can you identify in the given picture?Show solution

From the ecosystem picture, the animals that can be identified include owl, eagle, tiger, leopard, deer and other visible organisms shown in the scene.

1(ii)Where are they seen?Show solution

In the picture, organisms are seen in different places such as tree, water, forest floor, flying high in air and flying near the ground.

1(iii)Which animals in the picture seem active:
(i) during the day?
(ii) during the night?
(iii) both during the day and the night?
Show solution

From the activity table in the chapter, owl is active at night, while organisms such as eagle, tiger and leopard are grouped as active in the day in the example. Some organisms may appear active both during the day and at night depending on the picture and observation.

3Now, try grouping the same organisms in more than one way. Each time change the criterion you are using for grouping (Table 12.2).Show solution

The same organisms can be grouped in more than one way depending on the criterion used. For example, they may be grouped by habitat (tree, water, forest floor), by time of activity (day or night), by feeding habit (carnivore, herbivore), or by visible features such as feathers, fur or wings. This shows that classification depends on the feature or pattern chosen.

Pause and Ponder

1If many organisms share common features, could they also share a common ancestry?Show solution

Yes. The chapter explains that similar features in organisms suggest that they may have evolved from common ancestors. So, if many organisms share common features, they could also share a common ancestry.

2How can a single-celled organism carry out all its life processes when billions of cells are required to perform similar functions in multicellular organisms like us?Show solution

A single-celled organism carries out all life processes within one cell because that one cell performs all the necessary functions. In multicellular organisms, billions of cells divide the work among themselves, but in unicellular organisms, the single cell must do nutrition, respiration, excretion, movement and reproduction by itself.

3Which plant features reduce their dependence on water but still require moist conditions?Show solution

Bryophytes are the plant group that reduced dependence on water by beginning to colonise land, but they still need moisture. They have slight body differentiation and lack vascular tissues.

4Why do taller plants need specialised transport tissues?Show solution

Taller plants need specialised transport tissues because food and water must be carried to all parts of a large body. In plants like ferns and higher plants, xylem transports water and phloem transports food. Without these tissues, materials would not move efficiently over long distances.

5How do seeds and fruits affect, where and how plants can survive?Show solution

Seeds protect the developing embryo and contain stored food, while fruits help in seed dispersal. These features allow plants to survive in new places and spread to a wide range of environments, so seeds and fruits increase where and how plants can live.

6An earthworm (annelida) and a beetle (arthropoda), both have segmented bodies but the beetle has a hard external skeleton. How does the beetle's external skeleton help it survive?Show solution

The beetle’s external skeleton provides protection, reduces water loss and supports powerful muscles. This helps it survive in dry and exposed environments better than an animal without such a covering.

7Does the term 'biodiversity' relate only to the variety of organisms, or does it encompass other elements?Show solution

Biodiversity does not mean only the variety of organisms. The chapter explains that it also includes the interconnections among organisms and their roles in keeping nature stable and functioning. So biodiversity includes the living variety as well as the relationships and roles that support ecosystems.

8If you find a new organism in a pond, what features will you observe to classify it and why?Show solution

To classify a new pond organism, I would observe external features, cell structure, number of cells, mode of nutrition, movement, and whether it has a cell wall or a true nucleus. These features help place it in the correct group because classification is based on similarities and differences in such characteristics.

9Why do genetic studies provide deep information about living beings?Show solution

Genetic studies give deep information because they compare organisms at the level of DNA. Organisms with similar DNA are considered to have a common ancestry. So genetic studies reveal relationships that may not be visible from external features alone.

10How can changes in climate affect the biodiversity?Show solution

Changes in climate can affect biodiversity because organisms may no longer be able to survive in changed conditions of temperature, rainfall and habitat. Some species may adapt, but others may decline or disappear. The chapter also states that human activities and climate change are reducing biodiversity.

Activity 12.3: Let us study

2List the criteria which form the basis of five kingdom classification.Show solution

The basis of five-kingdom classification includes cell type (prokaryote or eukaryote), cell structure (presence or absence of a cell wall), level of organisation (unicellular or multicellular) and mode of nutrition (autotrophic or heterotrophic).

3Compare the criteria you have listed after studying the concept map and the criteria given below:Show solution

The listed criteria are the same as those given in the chapter. The five-kingdom classification is based mainly on cell type, cell structure, level of organisation and mode of nutrition. So the criteria from the concept map match the criteria given below.

Activity 12.4: Let us explore

2Compare them with Fig. 12.6.Show solution

Bacteria and cyanobacteria are single-celled prokaryotes grouped under Monera. Bacteria are found in many places, and cyanobacteria are autotrophs and decomposers. Thus, the figure shows Monera with unicellular prokaryotic organisms.

3What do you observe?Show solution

The correct observation is that bacteria and cyanobacteria are single-celled prokaryotes and are grouped under Monera.

Activity 12.6: Let us explore

3How do they differ from the leaves that you usually observe in plants in your surroundings?Show solution

Bryophytes differ from ordinary leaves because they have a more simple and differentiated body with rhizoids and may have stem-like and leaf-like structures, but they are not true roots, stems and leaves. They also live in moist and shady places and need water for reproduction.

Activity 12.7: Let us compare

2Compare the cross section of the stem of a fern, a pteridophytic plant (Fig. 12.11) with a cross section of sunflower stem you studied in Chapter 3 (Fig. 3.7).Show solution

A fern stem has vascular tissues, namely xylem and phloem, while sunflower stem also has vascular tissues but with a more advanced organisation. The fern shows transport tissue in a pteridophyte, proving it is adapted for land. The key difference is the presence of vascular tissue in fern compared with the more developed vascular arrangement in higher plants.

3What difference do you observe in the vascular tissue of the fern stem and of the stem of higher plants? Write your observations. Share and discuss them in class.Show solution

The fern stem shows vascular tissues—xylem and phloem—in a cross section. These tissues are present as specialised transport tissues. In higher plants, the vascular tissues are generally more well-developed and organised than in ferns. So, the observation is that both have vascular tissue, but in higher plants it is more advanced and efficient for transport of water and food throughout the plant.

Activity 12.8: Let us discuss

1Discuss how their structures help them adapt in different conditions to survive.Show solution
  • Thallophyta: Their body is like a thallus, so they absorb water and nutrients easily from the surroundings and exchange gases directly. This simple body helps them survive in water.
  • Bryophyta: They began to colonise land, but still need moisture. Their body is slightly differentiated, and they survive on moist and shady places.
  • Pteridophyta: They have true roots, stems and leaves and vascular tissues, so they can transport water and food and live on land better. But they still need water for reproduction.
  • Gymnosperms: Their needle-like leaves reduce water loss, and they do not need water for fertilisation. So they are adapted to cold and dry regions.
  • Angiosperms: They produce flowers and fruits, which help in efficient reproduction and seed dispersal. Their well-developed body helps them survive in many environments.

Thus, plant structures become more advanced from algae to flowering plants, helping them adapt to different conditions for survival.

Activity 12.9: Let us study

2Analyse the salient features, and write the advantages for survival of the group and the exceptions or challenges faced in the given columns.Show solution
Plant groups and salient featuresAdvantages for survivalExceptions/Challenges
Thallophyta: Body like a thallus; easy absorption of water, nutrients and gasesSimple plant body helps survival and dispersal in waterCannot live on land
Bryophyta: Colonised land but strongly depend on moisture; no vascular tissues; need water for reproductionAdapted to live on moist land; called plant amphibiansAlways need moisture
Pteridophyta: True roots, stems and leaves; vascular tissues present; no seedsCan live on land and transport water and food throughout the plantReproduction does not take place without water; no seeds
Gymnosperms: Needle-like leaves reduce water loss; seeds are exposed on cones; water not essential for fertilisationAdapted to dry conditions; form seeds for continuity of lifeSeeds are not enclosed in fruits
Angiosperms: Well-developed roots, stems and leaves; flowers; seeds enclosed in fruits; dispersal by different agentsEfficient reproduction; seeds are covered; can survive in many environmentsReproduction depends on pollination; complex tissue systems

These features show how each plant group has advantages for survival, but also some limitations.

Revise, Reflect, Refine

1Meena and Hari observed an animal in their garden. Hari called it an insect while Meena said it was an earthworm. Choose the correct option which confirms that it is an insect.

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2Sponges represent one of the simplest animal body plans. Their bodies lack true tissues and organs. Which feature of sponge cells supports its classification under the animal kingdom?

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3Observe two different animals in your immediate environment. What features help you distinguish between them? How do these features help place them into different groups?

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4How would a scientist justify choosing cellular organisation as a more fundamental characteristic for the basis of classification rather than the presence of xylem and phloem?

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5You find an unlabelled slide of a single-celled organism that has a well-defined nucleus and multiple cilia. Which group would it most likely belong to? Give reasons.

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6How does the diversity of organisms contribute to the balance and stability of an ecosystem?

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7If all unicellular organisms were grouped into a single kingdom, what problems would arise?

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8Viruses were studied in earlier classes. Why are they not placed in any of the five kingdoms? Give reasons.

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9If you were asked to revise the five kingdom classification, would you create a separate category for viruses or keep them outside the system? Justify your answer and explain what this indicates about the evolving nature of scientific classification.

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10Viruses contain genetic material like living organisms but lack cellular organisation. Which features prevent them from fitting into the five kingdom system? What does this tell us about the limitations of classification systems?

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11Both pteridophytes and bryophytes lack flowers and seeds, yet they are placed in different groups. Explain this classification using their key features.

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12In the classification hierarchy, which group—class or genus—has fewer members but more features in common? Explain your answer.

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13A scientist discovers a new organism with the characteristic features of locomotion and autotrophic nutrition. Which character(s) would help the scientist identify the organism belonging to Protista according to the five kingdom classification?

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14A researcher identified a unicellular eukaryotic organism as fungi. What identification key would you suggest according to the five kingdom classification to keep a unicellular organism in the Kingdom Fungi?

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15(i)Identify one organism that clearly belongs to the Kingdom Fungi. State one observation that supports your answer.

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15(ii)Which organism would be placed in the Kingdom Monera? Mention one characteristic that justifies this placement.

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15(iii)Organisms R and Q are both eukaryotic, yet they are placed in different kingdoms. Analyse the criteria that separate them.

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15(iv)Explain why organism S cannot be classified using the mode of nutrition alone.

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15(v)Organism T does not fit into any of the five kingdoms. Which fundamental characteristic used in classification does it lack and what does this reveal about the limitations of classification systems?

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15(vi)If classification were based only on habitat, which organisms might be incorrectly grouped together? Explain the scientific consequences of such a classification.

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15(vii)Imagine scientists discover a new organism that is multicellular, eukaryotic, lacks chlorophyll and absorbs nutrients from a host externally. Should it be placed under fungi or animalia? Justify your reasoning using classification criteria.

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15During a long-term ecological study, students examined organisms collected from three different environments—a freshwater pond, damp soil near decaying logs and the digestive tract of animals. Instead of naming organisms directly, scientists recorded only structural, cellular and nutritional features as given in the table below.

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1. Ponder on the questions given below:

1(iii)Which animals in the picture seem active:

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Think and discuss the case based on the following questions—

(i)How can scientists keep track of so many species?

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(ii)The four hornbills look similar in some ways. What features can help scientists distinguish them from one another?

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(iii)What would happen if the large, old trees disappeared from the forest?

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The Quest Continues...

1What knowledge do you think scientists would come up with further and how would it affect the classification system?

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27 more solved questions in Patterns in Life : Diversity and Classification

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Frequently Asked Questions

What are the important topics in Patterns in Life : Diversity and Classification for CBSE Class 9 Science?
Key topics in Patterns in Life : Diversity and Classification include Biodiversity and Classification, Criteria Used in Classification, History of Classification Systems, Kingdom Monera. Study these first, then practise questions on each for Class 9 exams.
Are these NCERT Solutions for Patterns in Life : Diversity and Classification free?
The first 28 of the 55 solutions on this page are open to read. The other 27 are free with a Super Tutor account — signing up is free and needs no card.
How should I revise Patterns in Life : Diversity and Classification for Class 9 exams?
Learn the core ideas first, then work through the 80 practice questions on Patterns in Life : Diversity and Classification. Revise definitions regularly and use flashcards for quick recall before the exam.

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Content is aligned to the official syllabus. Refer to the board website for the latest curriculum.

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