Paper I — Q4
(a) Describe the behavioural adjustments of animals during hot weather. (20 marks) (b) Describe the different bases of selection…
Describe the behavioural adjustments of animals during hot weather. 20 marks
Describe the different bases of selection of animals. 15 marks
Describe the various methods to educate farmers under rural conditions. 15 marks
हिंदी में प्रश्न पढ़ें
गर्म मौसम में पशुओं के व्यवहारिक समायोजन का वर्णन कीजिए। (20 अंक)
पशुओं के चयन के विभिन्न आधारों का वर्णन कीजिए। (15 अंक)
ग्रामीण परिवेश के अंतर्गत किसानों को शिक्षित करने की विभिन्न विधियों का वर्णन कीजिए। (15 अंक)
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) Behavioural Adjustments to Hot Weather
Animals maintain homeostasis within a thermoneutral zone; in Indian tropical conditions, this zone is often exceeded, triggering behavioural adjustments distinct from physiological ones. Behavioural changes are voluntary and immediate, whereas physiological adjustments are involuntary metabolic responses.
The primary behavioural response is shade-seeking. Cattle and buffaloes move to shaded areas or water bodies to reduce solar radiation load. In poultry, birds spread their wings to increase surface area for convective heat loss and pant with open beaks to enhance evaporative cooling.
Activity levels drop significantly. Animals reduce voluntary movement to minimize metabolic heat production. Feeding patterns alter, with peak intake shifting to cooler hours (early morning or late evening) to avoid the heat of the day. Postures change: animals stand more, stretch out and spread their limbs, and keep greater spacing from herd mates to cut heat exchange, while crowding around water troughs and drinking more.
Species-specific variations are notable. Buffaloes, being less heat-tolerant than cattle (dark skin and sparse sweat glands), often wallow in water or mud, using evaporative cooling from their skin. Cattle, having functional sweat glands, rely on sweating, panting and shade. Sheep and goats seek shade, cut midday grazing and increase water intake. These behavioural shifts are critical for survival but can impact productivity if prolonged, leading to heat stress.
(b) Bases of Animal Selection
Selection is the cornerstone of genetic improvement. It is broadly classified into natural and artificial selection. Natural selection operates through environmental pressures, while artificial selection is human-directed to enhance desirable traits.
Within artificial selection, several methods are employed:
- Mass Selection: Selecting individuals based on their own phenotype without pedigree information. This is common in small ruminants and pigs where records are sparse.
- Pedigree/Lineage Selection: Using the performance of ancestors to predict an animal’s merit. This is useful when individual records are unavailable.
- Family Selection: Selecting whole families based on the average performance of the family (full- or half-sibs).
- Progeny Testing: Evaluating a sire’s genetic merit by testing the performance of its offspring. This is the gold standard for dairy sires. For example, in the Murrah buffalo progeny testing scheme, bulls are evaluated based on the milk yield of their daughters. Because milk yield is a sex-limited trait, a bull's breeding value for it can only be judged through his daughters.
- Genomic and Marker-Assisted Selection (MAS): Modern approaches using DNA markers to predict genetic merit early in life, accelerating the rate of genetic gain.
Selection criteria include production traits (milk yield, growth rate), functional traits (fertility, longevity), and health traits (disease resistance). Economic weights are assigned to these traits to maximize net profit.
(c) Methods to Educate Farmers
Extension services translate research into practice. Methods are categorized into individual, group, and mass media approaches.
Individual Contact Methods involve direct interaction, such as farm and home visits, office calls and result demonstrations on the farmer's own field. These are effective for addressing specific farm problems but are time-consuming.
Group Methods leverage peer learning. Farmer Field Schools (FFS) are participatory training programs where farmers learn by doing. Group discussions and training camps facilitate the exchange of experiences among farmers.
Mass Media reaches a large audience simultaneously. Doordarshan's DD Kisan channel and All India Radio farm broadcasts disseminate information, while Krishi Vigyan Kendras (KVKs) add exhibitions and kisan melas. Kisan Call Centres provide voice-based advisory services.
Participatory and ICT-Based Approaches are increasingly vital. Farmer Participatory Research (FPR) involves farmers in the research process, ensuring relevance. Participatory Rural Appraisal (PRA) tools help map local resources and constraints. ICT innovations like mKisan (SMS-based alerts) and WhatsApp groups are effective, but it must be noted that SMS requires literacy or a reader. To bypass literacy barriers, Interactive Voice Response (IVR) systems and voice messages are more suitable for low-literacy rural contexts.
How this answer will be evaluated
Framework: Animal Husbandry Veterinary Science, Paper 1
What earns full marks: Comprehensive, well-structured, uses specific examples and terminology, links to production economics.
Evaluation rubric
Each sub-part is marked on its own, against the marks and word limit printed on the paper.
- (a) Define behavioural thermoregulation and list specific adjustments in order of physiological impact. 20 marks
describe— define → structure or process in order → labelled diagram → significance
Must cover
- Define behavioural thermoregulation in context of heat stress
- Detail changes in feeding patterns (e.g., nocturnal grazing)
- Describe physical postures (e.g., recumbency, spreading limbs)
- Explain social adjustments (e.g., increased group spacing)
Loses marks
- Confusing physiological with behavioural adjustments
- Vague descriptions without specific examples
- Ignoring the link to production losses
Earns more
- Mention specific species examples (e.g., cattle vs. sheep)
- Link adjustments to physiological mechanisms (e.g., panting)
- Discuss impact on production (e.g., reduced feed intake)
- Reference specific heat stress indices (e.g., THI)
Extra mark
- Reference specific breed adaptations (e.g., Zebu vs. Bos taurus)
- Mention specific management interventions (e.g., shade structures)
- (b) Define selection bases and categorize them into phenotypic, genotypic, and pedigree methods. 15 marks
describe— define → structure or process in order → labelled diagram → significance
Must cover
- Define the concept of selection in animal breeding
- Describe phenotypic selection (individual and progeny)
- Describe genotypic selection (e.g., molecular markers)
- Describe pedigree, family and progeny-based selection (BLUP combines these records)
Loses marks
- Confusing selection with mating systems
- Failing to distinguish between phenotypic and genotypic
- Ignoring the role of heritability
Earns more
- Mention specific traits selected (e.g., milk yield, growth)
- Explain the role of heritability in selection
- Discuss the use of AI in selection programs
- Reference specific national breeding programs
Extra mark
- Mention specific genomic tools (e.g., SNP chips)
- Reference specific national programs (e.g., NBP)
- (c) Define rural extension and list various methods used to educate farmers. 15 marks
describe— define → structure or process in order → labelled diagram → significance
Must cover
- Define rural extension and its objectives
- Describe individual methods (e.g., farm visits, counseling)
- Describe group methods (e.g., FGDs, demonstrations)
- Describe mass media methods (e.g., radio, TV, mobile)
Loses marks
- Confusing extension with research
- Failing to distinguish between individual and group methods
- Ignoring the role of mass media
Earns more
- Mention specific extension agencies (e.g., KVKs, ICAR)
- Discuss the role of FPOs in extension
- Reference specific extension schemes (e.g., ATMA)
- Mention the use of ICT in extension
Extra mark
- Mention Kisan Call Centres or DD Kisan
- Mention specific ICT tools (e.g., IVR, apps)
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.
Practice this exact question
Write your answer and it is marked point by point against the model answer above — what you covered, what you missed, what you got wrong.
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