Zoology 2021 Paper II 50 marks Describe

Paper II — Q4

(a) What is isolation ? Describe the major isolating mechanisms which lead to speciation. 20 (b) Enlist theories of origin of…

(a)

What is isolation ? Describe the major isolating mechanisms which lead to speciation. 20 marks

(b)

Enlist theories of origin of life. Explain the theory of biochemical evolution proposed by Oparin and Haldane. 15 marks

(c)

What is fossil data ? Discuss the chronological order of human evolution with suitable examples. 15 marks

हिंदी में प्रश्न पढ़ें
(a)

पृथक्करण क्या है ? उन प्रमुख पार्थक्य क्रियाविधियों का वर्णन कीजिए जो जाति उद्भवन की ओर ले जाती हैं । 20

(b)

जीवन की उत्पत्ति के सिद्धांतों को सूचीबद्ध कीजिए । ओपेरिन एवं हेल्डेन द्वारा प्रस्तावित जैवरासायनिक विकास के सिद्धांत की व्याख्या कीजिए । 15

(c)

जीवाश्म डाटा क्या है ? मानव विकास के कालानुक्रमिक क्रम की विवेचना उपयुक्त उदाहरणों के साथ कीजिए । 15

Q4 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 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) Isolation and the isolating mechanisms that lead to speciation

Isolation is any barrier that prevents gene flow between populations. Once populations are isolated, mutation, selection and drift act separately on them, so they diverge until they can no longer interbreed, which is speciation. Isolating mechanisms are classed as pre-zygotic (before a zygote forms) and post-zygotic (after it).

Pre-zygotic mechanisms:

  • Habitat (ecological) isolation: populations living in different habitats in the same area rarely meet.
  • Temporal isolation: breeding at different seasons or times of day, as in two species of toad that breed in different weeks.
  • Behavioural (ethological) isolation: species-specific courtship signals, such as the flash patterns of fireflies and the songs of crickets and birds.
  • Mechanical isolation: differences in genital structure (lock and key) or flower structure prevent copulation or pollination.
  • Gametic isolation: sperm and egg do not recognise each other, as in sympatric sea urchins.

Post-zygotic mechanisms:

  • Hybrid inviability: the hybrid zygote or embryo dies, as in some frog crosses.
  • Hybrid sterility: the hybrid is viable but sterile, as the mule (mare × donkey) whose chromosomes cannot pair.
  • Hybrid breakdown: the F₁ is fertile but the F₂ or backcross is weak or sterile, as in some cotton species crosses.

Geographical barriers (allopatric speciation) usually start the process, and the reproductive isolating mechanisms then complete and reinforce it.

(b) Theories of origin of life and the Oparin–Haldane theory

Theories: special creation; spontaneous generation (abiogenesis, refuted by Redi and Pasteur); biogenesis; cosmozoic theory or panspermia (Arrhenius); steady-state theory; and the chemical (biochemical) evolution theory of Oparin and Haldane.

Oparin (1924) and Haldane (1929) proposed that life arose gradually from non-living matter through chemical evolution:

  • The early Earth's atmosphere was reducing, with methane, ammonia, hydrogen and water vapour but no free oxygen.
  • Energy from ultraviolet rays, lightning and volcanic heat produced simple organic molecules (amino acids, sugars, purines and pyrimidines), which collected in the oceans as a "hot dilute soup" (Haldane).
  • These polymerised to proteins and nucleic acids, which, in the absence of oxygen and of living decomposers, were not degraded.
  • The polymers aggregated into membrane-bound droplets called coacervates (Oparin), or protobionts, with a simple metabolism.
  • With genetic material that could replicate, the first living cells appeared, anaerobic heterotrophs. Autotrophs then evolved and added oxygen to the atmosphere.

The theory was supported experimentally by Miller and Urey (1953), who sparked a mixture of methane, ammonia, hydrogen and water vapour and obtained amino acids.

(c) Fossil data and the chronological order of human evolution

Fossil data are the preserved remains of ancient organisms, such as bones, teeth and footprints, along with tools made by them. They are dated by stratigraphy and radiometric methods (potassium–argon, argon–argon, and carbon-14 for the last 50,000 years) and show the sequence of change in time.

The order of the main hominid fossils, from oldest:

  • Dryopithecus (Miocene, about 12 million years ago), an ape-like ancestor with a Y-5 molar pattern.
  • Sivapithecus and Ramapithecus (late Miocene, about 14–8 million years ago; Siwalik Hills, India), with thick enamel; Ramapithecus is now regarded as a female Sivapithecus, not a human ancestor.
  • Australopithecus (about 4–2 million years ago, Africa): bipedal, cranial capacity 400–500 cc, as in A. afarensis ("Lucy").
  • Homo habilis (about 2.4–1.4 million years ago): cranial capacity about 650–800 cc; made Oldowan stone tools.
  • Homo erectus (about 1.9 million to 0.1 million years ago; Java and Peking man): about 900–1100 cc, upright, used fire and Acheulean hand-axes. The Narmada skull from Hathnora, India, is assigned to H. erectus or archaic H. sapiens.
  • Neanderthal man (about 400,000–40,000 years ago): about 1400–1500 cc, with heavy brow ridges and Mousterian tools, and buried the dead.
  • Homo sapiens (about 300,000 years ago to the present; Cro-Magnon about 40,000 years ago): about 1350 cc, with a chin, a high forehead, blade tools and cave art.

The trends are upright posture, a larger brain, smaller jaws and face, and tool use.

How this answer will be evaluated

What earns full marks: Comprehensive coverage of all parts with precise terminology, clear mechanisms, and specific examples.

Evaluation rubric

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

  1. (a) Define isolation and describe the major isolating mechanisms that lead to speciation. 20 marks

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

    Must cover

    • Definition of isolation and role in speciation
    • Pre-zygotic mechanisms with examples
    • Post-zygotic mechanisms with examples

    Loses marks

    • Mixing pre- and post-zygotic categories

    Earns more

    • Habitat, temporal, behavioural, mechanical and gametic isolation
    • Hybrid inviability, sterility and breakdown
    • Role of geographical barriers

    Extra mark

    • Reinforcement
  2. (b) List the theories of origin of life and explain the Oparin–Haldane theory of biochemical evolution. 15 marks

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

    Must cover

    • List of theories (creation, spontaneous generation, panspermia, chemical evolution)
    • Reducing atmosphere and prebiotic synthesis of organic molecules
    • Coacervates or protobionts to first cell

    Loses marks

    • Placing free oxygen in the primitive atmosphere

    Earns more

    • Hot dilute soup and absence of oxygen
    • Miller–Urey experiment
  3. (c) Define fossil data and discuss the chronological order of human evolution with suitable examples. 15 marks

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

    Must cover

    • Definition of fossil data and dating methods
    • Sequence: Dryopithecus, Sivapithecus, Australopithecus, Homo habilis, H. erectus, Neanderthal, H. sapiens
    • Trends such as bipedalism and increase in brain size

    Loses marks

    • Wrong chronological order

    Earns more

    • Cranial capacities and tools
    • Indian fossils (Siwalik, Narmada)

    Extra mark

    • Status of Ramapithecus
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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