Q7
(a) Write the uses, botanical name, family and morphology of useful parts of the following plants : 20 (i) Cloves (ii) Saffron (iii) Nutmeg (iv) Date palm (v) Pineapple (b) Discuss the role of botanical gardens in conserving biodiversity. Write the names of three important botanical gardens in India. 12+3=15 (c) Write a detailed note on the role of ethnobotany in conserving the Indian traditional knowledge of medicinal plants. 15
हिंदी में प्रश्न पढ़ें
(a) निम्नलिखित पादपों की उपयोगिता, वानस्पतिक नाम, कुल एवं उनके उपयोगी भाग की आकृति लिखिए : 20 (i) लवंग (ii) केसर (iii) जायफल (iv) खजूर (v) अनानास (b) जैव विविधता के संरक्षण में वनस्पति उद्यानों की भूमिका की विवेचना कीजिए। भारत के तीन प्रमुख वनस्पति उद्यानों के नाम लिखिए। 12+3=15 (c) औषधीय पादपों के भारतीय पारंपरिक ज्ञान के संरक्षण में लोक वनस्पति-विज्ञान (एथ्नोबॉटनी) की भूमिका की विस्तारपूर्वक व्याख्या कीजिए। 15
Directive word: Discuss
This question asks you to discuss. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
The directive 'discuss' demands a comprehensive, analytical treatment with balanced coverage across all sub-parts. Allocate approximately 40% of time/words to part (a) given its 20 marks, with ~30% each to parts (b) and (c). Structure: brief introduction on economic botany and conservation nexus; systematic treatment of (a)-(c) with clear sub-headings; conclusion synthesizing linkages between plant resource utilization and conservation strategies.
Key points expected
- For (a): Correct binomials (Syzygium aromaticum, Crocus sativus, Myristica fragrans, Phoenix dactylifera, Ananas comosus), families (Myrtaceae, Iridaceae, Myristicaceae, Arecaceae, Bromeliaceae), specific useful parts (flower bud, stigma, aril+seed, fruit, fruit), and their morphology with economic uses
- For (b): Ex-situ conservation functions (germplasm banks, living collections, research), in-situ linkages (reintroduction, habitat restoration), education and public awareness roles; three Indian gardens: Indian Botanical Garden (Howrah), Lloyd Botanical Garden (Darjeeling), National Botanical Garden (Lucknow/Pune)
- For (c): Definition and scope of ethnobotany; documentation of indigenous knowledge (TKDL relevance), bioprospecting and benefit-sharing under CBD/Nagoya Protocol, community-based conservation models, integration with modern pharmacology; specific Indian examples (Tribal knowledge in Western Ghats, Northeast, Himalayan regions)
- Inter-part integration: Link between economic utilization in (a) and conservation imperatives in (b)-(c)
- Contemporary relevance: Mention of ABS (Access and Benefit Sharing), Farmers' Rights, and recent biodiversity conservation policies
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Concept correctness | 25% | 12.5 | Accurate botanical nomenclature with author citations where relevant; precise morphological descriptions distinguishing vegetative from reproductive structures; correct family characteristics aligning with APG classification; scientifically accurate explanation of conservation roles | Generally correct names with minor errors (e.g., family placement slightly outdated, missing authors); basic morphological descriptions without distinguishing features; superficial understanding of conservation concepts | Multiple incorrect binomials or families; confused morphological descriptions (e.g., calling clove fruit instead of flower bud); fundamental misconceptions about ex-situ vs in-situ conservation |
| Diagram / labelling | 10% | 5 | Clear labeled diagrams for at least 2-3 plants in (a) showing useful parts (longitudinal section of clove bud, saffron flower with stigma, nutmeg with aril); organizational flowchart for botanical garden functions in (b) | Simple sketches without proper labeling or only one accurate diagram; textual description substitutes for visual representation | No diagrams despite morphological requirements; diagrams with major anatomical errors or missing critical structures |
| Examples & nomenclature | 25% | 12.5 | All five plants with complete information: correct binomial (italicized), family, specific morphological part with developmental origin, diverse uses (culinary, medicinal, industrial); for (b) three correct Indian gardens with locations; for (c) specific Indian ethnobotanical case studies (Kani tribe, Jeevani, Himalayan amchi tradition) | Most names correct but inconsistent formatting; uses mentioned but limited diversity; gardens named with one error; generic ethnobotanical examples without Indian specificity | Multiple incorrect or misspelled binomials; gardens confused with zoos or arboreta; no Indian examples in (c); uses limited to single category |
| Process explanation | 20% | 10 | Detailed morphological development (e.g., clove as unopened flower bud with four sepals, four petals, numerous stamens; saffron as trifid stigma of sterile triploid plant); systematic explanation of botanical garden conservation protocols (collection, documentation, propagation, distribution); ethnobotanical methodology (quantitative approaches, informant consensus) | Basic morphological descriptions without developmental context; general description of garden activities without systematic process; descriptive rather than methodological treatment of ethnobotany | No developmental or process explanation; confused causal relationships; purely listing approach without explanatory depth |
| Application / ecology | 20% | 10 | Integration of economic importance with conservation urgency: sustainable harvesting concerns (saffron cultivation decline, wild nutmeg populations); policy linkages (CBD, Nagoya Protocol, Indian Biodiversity Act 2002, TKDL); critical evaluation of botanical gardens' limitations (genetic erosion, representation bias); ethnobotany's role in preventing biopiracy and ensuring prior informed consent | Mention of conservation importance without critical analysis; basic policy awareness without specific instruments; descriptive treatment of applications | No connection between utilization and conservation; purely theoretical treatment; no contemporary policy or ecological context |
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