Zoology 2021 Paper II 50 marks 150 words Compulsory Describe

Paper II — Q1

(a) Describe the requirement of proteins for the initiation of transcription in an eukaryote. 10 (b) What is modern concept of…

Write your answer in about 150 words for each of the following : 10×5=50

(a)

Describe the requirement of proteins for the initiation of transcription in an eukaryote. 10 marks

(b)

What is modern concept of gene ? Describe the test of allilism with suitable example. 10 marks

(c)

Define mimicry. Discuss the types of mimicry with suitable examples. 10 marks

(d)

Describe the use of molecular techniques in animal taxonomy. 10 marks

(e)

What is cladistics ? Discuss the international code of biological nomenclature. 10 marks

हिंदी में प्रश्न पढ़ें

निम्नलिखित प्रत्येक के लिये लगभग 150 शब्दों में अपना उत्तर लिखिये : 10×5=50

(a)

एक सुकेंद्रकी (यूकेरियाट) में अनुलेखन की शुरुआत करने में प्रोटीन की आवश्यकता का वर्णन कीजिए । 10

(b)

जीन की आधुनिक अवधारणा क्या है ? विकल्पता (एलिलिज्म) के परीक्षण का वर्णन उपयुक्त उदाहरण सहित कीजिए । 10

(c)

अनुहरण (मिमिक्री) को परिभाषित कीजिए । उपयुक्त उदाहरणों के साथ मिमिक्री के प्रकारों का वर्णन कीजिए । 10

(d)

जन्तु वर्गिकी में आणविक तकनीकों के उपयोग का वर्णन कीजिए । 10

(e)

वंशशाखिकी (क्लैडिस्टिक्स) क्या है ? जैविक नामपद्धति के अन्तर्राष्ट्रीय कोड का वर्णन कीजिए । 10

Q1 of the 2021 UPSC Mains Zoology Paper II, as printed
The question as printed in the 2021 Zoology 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) Protein requirements for the initiation of transcription in eukaryotes

Initiation by RNA polymerase II needs the polymerase and a set of general transcription factors (GTFs) assembling on the core promoter (TATA box, initiator, DPE).

  • TFIID: its TBP subunit binds the TATA box and bends the DNA, and its TAFs recognise other promoter elements.
  • TFIIA stabilises TFIID on the DNA, and TFIIB binds TFIID and the BRE and fixes the start site.
  • TFIIF brings RNA polymerase II to the promoter.
  • TFIIE joins and recruits TFIIH, which unwinds the DNA with its ATP-dependent helicase and, through its kinase CDK7, phosphorylates the C-terminal domain of the polymerase (Ser5), releasing it from the promoter.

These form the pre-initiation complex. Sequence-specific activators bound to enhancers, the Mediator complex and chromatin remodellers and histone acetyltransferases make the promoter accessible and raise the rate of initiation.

(b) Modern concept of gene and test of allelism

In the modern view the gene is a segment of DNA that is transcribed into a functional product (a polypeptide or RNA), together with its regulatory sequences. Genes are often split into exons and introns, can overlap, give several proteins by alternative splicing, and include genes for rRNA, tRNA and other non-coding RNAs. Benzer divided the classical gene into the cistron (unit of function), muton (unit of mutation) and recon (unit of recombination).

Test of allelism (complementation test): two recessive mutants with similar phenotype are crossed, or combined in trans. If the offspring show the mutant phenotype, the mutations are alleles of the same gene; if they are wild-type, the mutations are in different genes that complement each other. Example: two mutations with white-like eyes in Drosophila give mutant F₁ when allelic and wild-type F₁ when they affect different genes. Benzer used it on rII mutants of phage T4 in E. coli K12(λ): mixed infection gave lysis only when the mutations were in different cistrons (rIIA and rIIB).

(c) Mimicry and its types

Mimicry is the resemblance of an organism (the mimic) in colour, form or behaviour to another organism (the model) or to an object, which gives the mimic protection or another advantage. Its types are:

  • Batesian mimicry: a palatable, harmless species resembles an unpalatable or harmful model, so predators avoid it. The female of the common mormon butterfly (Papilio polytes) has forms that mimic the unpalatable common rose (Pachliopta aristolochiae). Henry Bates described it in Amazonian butterflies.
  • Müllerian mimicry: two or more unpalatable species resemble each other, so that predators learn the common warning pattern faster and each species loses fewer individuals; for example the plain tiger (Danaus chrysippus) and the common crow (Euploea core), or several species of Heliconius.
  • Aggressive (Peckhamian) mimicry: a predator or parasite resembles a harmless or attractive object to approach its prey; examples are the angler fish with its lure, and fireflies of the genus Photuris imitating the flash signals of other fireflies to attract and eat them.
  • Automimicry: palatable individuals of a species resemble unpalatable members of the same species and so share their protection. False eyespots, which divert an attack away from the head, are a related deflective device.

(d) Molecular techniques in animal taxonomy

Molecular data give objective characters that complement morphology, especially for cryptic species, juveniles and fragmentary material.

  • DNA barcoding: sequencing about 650 bp of the mitochondrial cytochrome c oxidase subunit I (COI) gene to identify species and discover cryptic ones.
  • DNA sequencing of other genes, such as 16S rRNA, cytochrome b and nuclear 18S and 28S rDNA, for phylogenetic trees at different depths.
  • DNA–DNA hybridisation and protein and allozyme electrophoresis to estimate genetic distance.
  • PCR-based markers: RFLP, RAPD, AFLP, microsatellites and SNPs for population structure, hybridisation and relationships of close species.
  • Genomics: whole mitochondrial and nuclear genomes give high-resolution phylogenies.

Molecular clocks also date divergence and test the monophyly of groups, but the data should be combined with morphology (integrative taxonomy).

(e) Cladistics and the international code of nomenclature

Cladistics (Willi Hennig's phylogenetic systematics) classifies organisms by recency of common ancestry, using shared derived characters (synapomorphies) to group a common ancestor and all its descendants (monophyletic clades), shown as a cladogram. Shared ancestral characters (symplesiomorphies) are not used, and paraphyletic groups are rejected.

The International Code of Zoological Nomenclature (ICZN) governs animal names. Its main rules are:

  • binomial nomenclature, a genus name with a capital and a species epithet in lower case, in italics (Panthera tigris);
  • the principle of priority: the oldest available name, from Linnaeus's Systema Naturae, 10th edition (1758), is valid;
  • type specimens: a holotype (or lectotype, neotype) fixes the application of a species name, and family names are based on a type genus;
  • homonyms are not allowed, so the junior homonym is replaced;
  • the family-group endings: -idae for family, -inae for subfamily, -oidea for superfamily;
  • names must be published in a permanent, available form with Latin or Latinised forms.

The Code is administered by the International Commission on Zoological Nomenclature.

How this answer will be evaluated

Framework: Zoology Paper 2: Define > Structure/Mechanism > Diagram > Example

What earns full marks: Precise mechanisms, named species, and clear logical flow for all parts.

Evaluation rubric

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

  1. (a) Describe the requirement of proteins for the initiation of transcription in a eukaryote. 10 marks · 150 words

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

    Must cover

    • RNA polymerase II and general transcription factors (TFIID, TFIIA, TFIIB, TFIIF, TFIIE, TFIIH)
    • TBP binding to TATA box and pre-initiation complex
    • TFIIH helicase and CTD phosphorylation

    Loses marks

    • Naming sigma factor as the eukaryotic initiation factor

    Earns more

    • Role of each GTF
    • Activators and Mediator

    Extra mark

    • Chromatin remodelling
  2. (b) Explain the modern concept of the gene and describe the test of allelism with a suitable example. 10 marks · 150 words

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

    Must cover

    • Modern gene concept: split genes, overlapping genes, non-coding RNA genes
    • Test of allelism by complementation
    • Benzer rII example or another example

    Loses marks

    • Interchanging the outcomes for allelic and non-allelic mutations

    Earns more

    • Cistron, muton and recon
    • Interpretation of mutant versus wild-type offspring
  3. (c) Define mimicry and discuss its types with suitable examples. 10 marks · 150 words

    define— precise definition → the distinguishing feature → one example

    Must cover

    • Definition of mimicry with model and mimic
    • Batesian and Müllerian mimicry with examples
    • Aggressive mimicry with an example

    Loses marks

    • Calling a palatable mimic Müllerian

    Earns more

    • Indian examples such as Papilio polytes
    • Automimicry
  4. (d) Describe the use of molecular techniques in animal taxonomy. 10 marks · 150 words

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

    Must cover

    • DNA barcoding with COI
    • Sequencing of other genes for phylogeny
    • PCR-based markers such as RFLP, RAPD and microsatellites

    Loses marks

    • Presenting molecular data as replacing morphology

    Earns more

    • DNA–DNA hybridisation or allozymes
    • Cryptic species and integrative taxonomy
  5. (e) Explain cladistics and discuss the international code of zoological nomenclature. 10 marks · 150 words

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

    Must cover

    • Cladistics as classification by shared derived characters and monophyly
    • Cladogram
    • ICZN rules: binomial name, priority from 1758, type specimens

    Loses marks

    • Applying the botanical code to animals

    Earns more

    • Synapomorphy versus symplesiomorphy
    • Family-group endings and homonymy
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.

All UPSC directive words, compared →

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