Animal Husbandry & Veterinary Science 2021 Paper I 50 marks 150 words Compulsory Differentiate

Paper I — Q5

(a) Mention the pattern of crop-rotation for supply of green fodder throughout the year. (10 marks) (b) Constraints encountered…

(a)

Answer the following questions in about 150 words each: Mention the pattern of crop-rotation for supply of green fodder throughout the year. 10 marks

(b)

Constraints encountered during transfer of technology to rural women. 10 marks

(c)

Discuss about the care and management of pregnant cows. 10 marks

(d)

Differentiate general combining ability with specific combining ability. 10 marks

(e)

Explain the law of independent assortment with suitable example. 10 marks

हिंदी में प्रश्न पढ़ें
(a)

निम्नलिखित प्रश्नों के उत्तर लगभग 150 शब्दों में दीजिये : वर्ष भर हरे चारे की आपूर्ति के लिये फसल चक्र के स्वरूप प्रतिरूप का उल्लेख कीजिये । (10 अंक)

(b)

ग्रामीण महिलाओं को प्रौद्योगिकी हस्तांतरण के दौरान आने वाली बाधाओं का वर्णन कीजिये । (10 अंक)

(c)

गर्भवती गायों की देखभाल एवं प्रबन्धन के बारे में चर्चा कीजिये । (10 अंक)

(d)

सामान्य संयोजन क्षमता एवं विशिष्ट संयोजन क्षमता के मध्य अंतर बताइये । (10 अंक)

(e)

स्वतंत्र अपव्यूहन (वर्गीकरण) के नियम की उपयुक्त उदाहरण के साथ व्याख्या कीजिये । (10 अंक)

Q5 of the 2021 UPSC Mains Animal Husbandry & Veterinary Science Paper I, as printed
The question as printed in the 2021 Animal Husbandry & Veterinary Science paper

Model answer

Drafted with AI by UPSC Answer Check against this question's marking rubric, to the 150-word 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) Crop Rotation for Year-Round Green Fodder Fodder is supplied all year by arranging a rotation of cereals and legumes across seasons, with perennials filling the gaps:

  • Kharif (July–October): maize, sorghum or bajra, mixed with cowpea or cluster bean, cut at 50% flowering.
  • Rabi (November–April): berseem, mixed with mustard or sarson in the early cuts, giving four to five cuts; and lucerne, oats and Italian ryegrass in the north.
  • Zaid (March–June): fodder maize, sorghum (multi-cut varieties such as sudan grass) or cowpea with irrigation.
  • Perennials on field boundaries and irrigated plots: hybrid napier (CO-3, CO-5) with hedge lucerne, or guinea grass, which cover the lean periods of November–December and May–June.

A typical sequence is maize + cowpea (kharif) then berseem (rabi) then sorghum or cowpea (zaid), or bajra + cowpea then oats. Legumes restore soil nitrogen, and duration of each crop is planned so each field is sown as the previous one is cut.

(b) Constraints in Transfer of Technology to Rural Women Women do a large share of dairy and livestock work, yet face these constraints:

  • Social: purdah, patriarchy and restricted mobility keep them from training centres, demonstrations and KVK visits.
  • Educational: low literacy and limited technical exposure make written extension material, dose calculation and equipment such as chaff cutters or milking machines hard to use.
  • Economic: little land or asset ownership in their names limits credit (including Kisan Credit Card) and subsidies.
  • Institutional: extension staff are mostly male; few female extension workers or veterinarians. Training timings ignore the double burden of household and farm work, and the content is not designed for them.

Remedies: women-only and village-level demonstrations at suitable times, audio-visual and local-language material, women extension workers, SHG-based training and credit (for example under DAY-NRLM and MKSP), and joint titles for assets.

(c) Care and Management of Pregnant Cows Care aims at maternal health, normal foetal growth and a good next lactation. Gestation is about 280 days.

Feeding: maintenance ration suffices up to about the seventh month. In the last two months, give a balanced concentrate of about 1–1.5 kg extra per day ("steaming up") for foetal growth and udder development, with mineral mixture and balanced Ca:P. A 60-day dry period allows udder recovery. Excess calcium before calving raises the risk of milk fever.

Housing: clean, dry, shaded, non-slippery floor, moderate exercise, and a separate, clean, bedded calving pen about two weeks before calving.

Health: regular deworming with pregnancy-safe drugs, vaccination (FMD, HS, brucellosis in heifers) and avoidance of stress, rough handling and abortion-risk exposure.

Calving: watch for pelvic ligament relaxation, udder filling and vulval swelling; call a veterinarian if labour is prolonged.

(d) General vs Specific Combining Ability Definition: GCA is the average performance of a parent line in crosses with many other lines. SCA is the deviation of a particular cross from what the GCA of its parents predicts.

Gene action: GCA reflects additive gene effects (and additive × additive epistasis). SCA reflects non-additive effects: dominance and the other epistatic interactions.

Fixability: GCA effects are heritable and can be fixed by selection. SCA effects are not transmitted reliably and are used once, in the specific cross.

Estimation: from diallel or line × tester designs, GCA variance estimates additive and SCA variance non-additive variance.

Use: high-GCA parents suit selection, pure lines and synthetic breeds. High-SCA pairs suit commercial crosses that exploit heterosis; for example, a particular sire breed × dam breed combination.

(e) Law of Independent Assortment Statement: when two or more pairs of alleles are followed, each pair segregates into gametes independently of the others, so all combinations appear, provided the genes lie on different chromosomes or far apart on one.

Mechanism: homologous pairs orient randomly at metaphase I, so the allele of one gene going to a gamete does not decide that of another.

Example, dihybrid cross in pea: round yellow (RRYY) × wrinkled green (rryy) gives uniform round yellow F₁ (RrYy). F₁ gives four equal gamete types: RY, Ry, rY and ry. Selfing gives a 9 : 3 : 3 : 1 phenotypic ratio in F₂ (9 round yellow, 3 round green, 3 wrinkled yellow, 1 wrinkled green), and a 1:2:1:2:4:2:1:2:1 genotypic ratio.

The round green and wrinkled yellow classes are new recombinants. Linked genes are the exception.

How this answer will be evaluated

Framework: Define > Physiology or aetiology > Signs > Diagnosis and management

What earns full marks: Comprehensive, accurate, and well-structured answers with specific examples and clear explanations.

Evaluation rubric

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

  1. (a) Pattern of crop rotation that supplies green fodder in every season of the year. 10 marks · 150 words

    highlight— name the salient points → one line of substance each → close

    Must cover

    • Identify specific fodder crops (e.g., Maize, Sorghum, Berseem)
    • Map crops to specific seasons (Kharif, Rabi, Zaid)
    • Explain the rotation sequence for continuous supply
    • Cover lean periods (Nov-Dec, May-June) with perennial or multi-cut fodder

    Loses marks

    • Listing crops without a clear seasonal sequence
    • Confusing fodder crops with grain crops
    • Failing to explain the 'throughout the year' aspect

    Earns more

    • Include specific crop names like Cowpea or Oats
    • Mention the duration of each crop in the rotation
    • Link rotation to soil fertility maintenance

    Extra mark

    • Mention specific regional variations in rotation
    • Intercropping of cereal with legume
  2. (b) Constraints in transfer of technology to rural women, with remedies. 10 marks · 150 words

    challenges— 3-4 challenges → solutions mapped to them → conclusion

    Must cover

    • Identify at least 3 distinct constraints (e.g., literacy, mobility)
    • Explain how each constraint hinders technology transfer
    • Suggest specific solutions for the identified constraints
    • Link constraints to the rural context

    Loses marks

    • Listing constraints without explaining their impact
    • Suggesting generic solutions not linked to constraints
    • Ignoring the specific context of rural women

    Earns more

    • Specific dairy technologies (e.g., AI, chaff cutter, milking machine)
    • Discuss the role of extension workers
    • Highlight the importance of women's self-help groups

    Extra mark

    • Cite a specific government scheme for rural women
    • Include a statistic on women's participation in agriculture
  3. (c) Feeding, housing, health and calving care of pregnant cows. 10 marks · 150 words

    discuss— intro → 3-4 dimensions → example → balanced close

    Must cover

    • Describe nutritional requirements for pregnant cows
    • Explain the importance of regular veterinary check-ups
    • Detail the management of the calving period
    • Mention the need for a clean and comfortable environment

    Loses marks

    • Focusing only on feeding and ignoring other aspects
    • Failing to mention the calving period management
    • Providing generic advice not specific to pregnant cows

    Earns more

    • Specify the gestation period of cows
    • Mention specific supplements like minerals and vitamins
    • Discuss the importance of exercise during pregnancy

    Extra mark

    • Trimester-wise feeding requirements (steaming up)
    • Mention specific diseases to watch for during pregnancy
  4. (d) Define and differentiate GCA and SCA with their breeding significance. 10 marks · 150 words

    compare— paired headings or point-wise contrast → key differences → significance → conclusion

    Must cover

    • Define General Combining Ability (GCA)
    • Define Specific Combining Ability (SCA)
    • Highlight at least 3 key differences between GCA and SCA
    • Explain the significance of each in breeding programs

    Loses marks

    • Defining GCA and SCA without highlighting differences
    • Confusing the concepts of GCA and SCA
    • Failing to explain the significance in breeding

    Earns more

    • Fixable (GCA) versus non-fixable (SCA) effects
    • Mention the role of additive and non-additive gene action
    • Give examples of crosses illustrating GCA and SCA

    Extra mark

    • Estimation by diallel or line x tester analysis
    • Mention specific breeding strategies using GCA and SCA
  5. (e) State the law of independent assortment, explain the mechanism and illustrate with a dihybrid cross. 10 marks · 150 words

    explain— definition/context → points in order → small example → short close

    Must cover

    • State Mendel's Law of Independent Assortment
    • Explain the mechanism of independent assortment
    • Provide a suitable example (e.g., dihybrid cross)
    • Show the phenotypic and genotypic ratios

    Loses marks

    • Stating the law without explaining the mechanism
    • Failing to provide a suitable example
    • Confusing independent assortment with segregation

    Earns more

    • Four gamete types RY, Ry, rY, ry in equal frequency
    • Mention the conditions for independent assortment
    • Explain the significance of the law in genetics

    Extra mark

    • Genotypic ratio 1:2:1:2:4:2:1:2:1
    • Mention exceptions to the law (e.g., linkage)
What "Differentiate" is asking you to do

Fix the criteria on which the two differ and apply each criterion to both, so the pair can no longer be mixed up. Differentiate stems usually carry a further task attached — describe the mechanism, set out the principles, discuss the applications — and that task carries its own marks.

Structure that answers it

Criterion 1 applied to both → criterion 2 → criterion 3 → summary line or table → the attached second demand answered in full

Where marks are lost

Two standalone definitions placed side by side, leaving the reader to extract the difference. The second common loss is running out of space before the attached task, which is often worth as much as the differentiation.

All UPSC directive words, compared →

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