Agriculture 2021 Paper II 50 marks Describe

Paper II — Q6

(a) What are enzymes ? Describe "Key-lock theory" with respect to mode of enzyme action. 15 (b) What is plant physiological…

(a)

What are enzymes ? Describe "Key-lock theory" with respect to mode of enzyme action. 15 marks

(b)

What is plant physiological stress ? Describe morphological and physiochemical changes taking place in plants under drought condition. 15 marks

(c)

What do you understand by vernalization ? Describe its practical application in crops. 20 marks

हिंदी में प्रश्न पढ़ें
(a)

किण्वक क्या हैं ? किण्वक क्रियाविधि के संदर्भ में "की-लॉक थ्योरी" का वर्णन कीजिए । 15

(b)

पादप दैहिकीय प्रतिबल (तनाव) क्या है ? सूखा होने की दशा में पौधों में होने वाले आकारिकीय तथा दैहिक-रासायनिक परिवर्तनों का वर्णन कीजिए । 15

(c)

वसंतीकरण से आप क्या समझते हैं ? फसलों में इसके प्रयोगात्मक उपयोग का वर्णन कीजिए । 20

Q6 of the 2021 UPSC Mains Agriculture Paper II, as printed
The question as printed in the 2021 Agriculture paper

Model answer

Drafted with AI by UPSC Answer Check against this question's marking rubric, to the expected length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.

(a) Enzymes and the lock-and-key theory

Enzymes are biological catalysts, mostly proteins, that speed up biochemical reactions by lowering activation energy without being consumed. Each has an active site, a pocket that binds the substrate; many need a cofactor or coenzyme (the holoenzyme is the apoenzyme plus cofactor). They act with high specificity at low concentration, are sensitive to temperature and pH, and are regulated by inhibitors and activators. Examples are amylase, catalase and nitrate reductase.

The lock-and-key theory (Emil Fischer, 1894) explains the mode of action. The active site of the enzyme is a rigid, pre-formed structure whose shape is complementary to that of its substrate, as a particular key fits only its lock. The substrate fits into the active site to form an enzyme-substrate complex, in which bonds are strained or formed; the complex then breaks into the product or products and the free enzyme, which is reused. The theory explains substrate specificity well. Its limit is the assumption of a rigid active site: it cannot explain how enzymes act on several related substrates or how allosteric regulation changes shape. Koshland's induced-fit model (1958) corrects this, with the active site changing shape as the substrate binds.

(b) Plant physiological stress and drought responses

Plant physiological stress is any external factor that causes a deviation from optimal metabolism and growth, lowering yield. Drought is water deficit that reduces tissue water potential and turgor.

Morphological changes: wilting and loss of turgor; leaf rolling and folding to reduce exposed area; reduced leaf area and shoot growth; early leaf senescence and shedding; thicker cuticle and more leaf hairs in some species; deeper, more extensive roots and a higher root-to-shoot ratio; and shortened crop duration or poor grain set when drought coincides with flowering.

Physicochemical changes: abscisic acid (ABA) accumulates and closes stomata, cutting transpiration; osmotic adjustment through accumulation of compatible solutes such as proline, glycine betaine and sugars; reduced photosynthesis from stomatal closure and damage to the photosynthetic machinery, with chlorophyll degradation; production of reactive oxygen species and lipid peroxidation of membranes, lowering the membrane stability index; and protective responses such as antioxidant enzymes (superoxide dismutase, catalase), dehydrins and heat-shock proteins.

(c) Vernalization and its practical application in crops

Vernalization is the promotion of flowering by exposure of seeds or growing plants to a low temperature, typically 0-10°C for several weeks, as in winter cereals and biennials. It is distinct from chilling injury, and from photoperiodism, which is a response to day length; the two often interact, as in winter wheat, which needs cold and then long days. The requirement is obligate in some types and facultative in others, and the effect is reversed by high temperature (devernalization).

Mechanism: in Arabidopsis, the flowering repressor FLC is epigenetically silenced during cold through VIN3 and Polycomb-based histone methylation, which allows the integrator FT, the mobile flowering signal ('florigen'), to be expressed and flowering to begin.

Applications: pre-treating germinated seed of winter wheat and rye at 0-5°C for 30-50 days lets them be sown in spring, converting winter types for spring planting; the chilling of bulbs and seeds speeds up breeding by allowing winter types to flower in a single season; seed production of temperate vegetables such as cabbage, cauliflower, carrot and radish is done in cool hill areas such as Kashmir, Himachal Pradesh and the Nilgiris, where winter cold meets the requirement; and bolting, the premature flowering of crops such as cabbage and onion after cold spells, is avoided by choosing sowing dates and varieties. Most wheat grown in the plains of Punjab and Haryana is spring type with little or no vernalization requirement, while winter and facultative types are used at higher altitudes.

How this answer will be evaluated

Framework: Concept > Practice or process > Data > Indian application

What earns full marks: Precise definitions, clear mechanism explanation, specific crop examples, and correct terminology.

Evaluation rubric

Each sub-part is marked on its own, against the marks and word limit printed on the paper.

  1. (a) Define enzymes and explain the Key-lock theory of enzyme action. 15 marks

    describe— define → structure or process in order → labelled diagram → significance

    Must cover

    • Define enzymes as biological catalysts/proteins
    • State Emil Fischer's Key-lock theory
    • Explain substrate fits active site like key in lock
    • Mention formation of enzyme-substrate complex

    Loses marks

    • Confusing enzymes with hormones
    • Vague description without active site mention
    • Ignoring the 'lock' (enzyme) and 'key' (substrate) analogy

    Earns more

    • Mention specificity of enzyme action
    • Reference to induced fit theory as contrast
    • Example of a specific enzyme (e.g., amylase)

    Extra mark

    • Labelled diagram of key-lock mechanism
    • Mention of transition state stabilization
  2. (b) Define physiological stress and detail morphological/physiochemical changes in drought. 15 marks

    describe— define → structure or process in order → labelled diagram → significance

    Must cover

    • Define plant physiological stress
    • Morphological: leaf rolling, wilting, reduced growth
    • Physiochemical: stomatal closure, ABA accumulation
    • Physiochemical: osmotic adjustment/proline synthesis

    Loses marks

    • Confusing drought with salinity stress
    • Listing only morphological changes
    • Ignoring the 'physiochemical' aspect of the question

    Earns more

    • Mention of chlorophyll degradation
    • Reference to membrane stability index
    • Mention of root:shoot ratio changes

    Extra mark

    • Specific data on ABA levels
    • Reference to specific drought-tolerant cultivar
  3. (c) Define vernalization and explain its practical application in crops. 20 marks

    describe— define → structure or process in order → labelled diagram → significance

    Must cover

    • Define vernalization (cold treatment for flowering)
    • Explain the mechanism (florigen/FT gene)
    • Application: forcing flowering in winter crops
    • Application: preventing premature flowering in transplants

    Loses marks

    • Confusing vernalization with photoperiodism
    • Failing to link the process to practical crop management
    • Vague definition without mentioning cold requirement

    Earns more

    • Example: Winter wheat or onion
    • Mention of 'vernalization' vs 'chilling' distinction
    • Reference to photoperiod interaction

    Extra mark

    • Specific temperature range (e.g., 2-10°C)
    • Mention of specific Indian crop application (e.g., wheat in North India)
What "Describe" is asking you to do

Give a full, ordered account of the thing named — its parts, stages or mechanism — in the sequence in which it actually exists or occurs. Most describe questions come from the science optionals, where the marks sit in correct technical detail and, where the stem says so, a labelled diagram.

Structure that answers it

One-line identification of the subject → the parts or stages in their real order, each with its defining detail → labelled diagram where the subject is structural → closing line on function or significance

Where marks are lost

Loose general prose where the examiner is ticking named parts, correct terminology and their sequence; and in the General Studies papers, turning to evaluation before the description is finished.

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