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NCERT Solutions for Class 9 Science Chapter 11: Reproduction – How Life Continues
Master Class 9 Science Chapter 11: Reproduction – How Life Continues with chapter-wise NCERT Solutions crafted for clear understanding and thorough exam readiness. Mapped to the updated NCERT syllabus (2026–27) and CBSE guidelines, these expert-verified answers walk through every textbook question with detailed explanations and include practice questions for extra revision. Curated by ALLEN Experts, the solutions are open for free PDF download, so students can study on the go, on any device.
1.0Download NCERT Solutions for Class 9 Science Chapter 11 PDF
Class 9 Science Chapter 11: Reproduction – How Life Continues explains the biological process through which living organisms produce offspring, ensuring the continuity of their species. The chapter covers the importance of reproduction, different modes of reproduction in plants and animals, pollination, fertilisation, and seed formation. Students can download the free PDF of NCERT Solutions for Class 9 Science Chapter 11 – Reproduction: How Life Continues, which provides step-by-step solutions to all textbook exercises, prepared according to the latest NCERT syllabus and CBSE-aligned guidelines.
2.0Learning Outcomes – NCERT Class 9 Science Chapter 11 Solutions
- Define Reproduction and Its Purpose: Explain why every species needs a way to produce new individuals of its own kind.
- Compare Asexual and Sexual Reproduction: Identify which involves one parent and identical offspring, and which involves two parents and genetic variation.
- Recognise Modes of Asexual Reproduction: Distinguish budding, vegetative propagation, and other single-parent methods, with examples like yeast, Hydra, and Bryophyllum.
- Trace Sexual Reproduction in Plants: Follow the sequence from pollination to fertilisation to zygote formation in flowering plants.
- Differentiate Self-Pollination from Cross-Pollination: Identify which process is at play in a given scenario and why it matters for variation.
- Understand Human Reproductive Systems: Identify the key organs and their functions in the male and female reproductive systems.
- Follow the Journey from Fertilisation to Birth: Explain ovulation, fertilisation, implantation, and the stages that follow.
- Appreciate Why Variation Matters: Connect sexual reproduction's genetic mixing to a species' ability to adapt and survive.
- Understand Reproductive Health: Recognise the importance of hygiene, awareness, and responsible practices around reproduction.
- Answer Every Type of Question Confidently: Handle diagram-based, sequencing, and conceptual questions with equal ease.
- Link Forward to Diversity and Classification: See how reproduction and variation set up the study of biodiversity in the next chapter.
3.0NCERT Solutions for Class 9 Science Chapter 11 Reproduction: How Life Continues – Detailed Solutions
1. A flower's anthers are removed before it matures. Later, pollen from another plant of the same species is dusted onto its stigma and seeds are produced. Which process has been ensured here? (i) Self-pollination (ii) Cross-pollination (iii) Fertilisation (iv) Tissue culture
Ans. (ii) Cross-pollination The anthers were removed to prevent self-pollination, and pollen from another plant of the same species was transferred to the stigma. Therefore, cross-pollination was ensured.
2. Arrange the following stages of sexual reproduction in plants in the correct order: (i) Pollen germination on stigma (ii) Fertilisation (iii) Pollination (iv) Formation of zygote
Ans. (iii) Pollination → (i) Pollen germination on stigma → (ii) Fertilisation → (iv) Formation of zygote
First, pollen reaches the stigma (pollination). Then the pollen germinates on the stigma. Next, fertilisation occurs, resulting in the formation of a zygote.
3. Assertion (A): The zygote formed after fertilisation immediately attaches to the uterus wall.
Reason (R): The uterus wall is always prepared to receive the zygote. (i) Both A and R are true, and R is the correct explanation of A. (ii) Both A and R are true, but R is not the correct explanation of A. (iii) A is true, but R is false. (iv) A is false, but R is true.
Ans. (iv) A is false, but R is true. The zygote does not immediately attach to the uterus wall. It first undergoes several mitotic divisions while travelling to the uterus and then implants. The uterus wall is prepared to receive the zygote. Therefore, Assertion is false but Reason is true.
4. Why does asexual reproduction produce offsprings that are genetically identical to the parent?
Ans. Asexual reproduction involves only one parent and occurs through mitosis. The offspring receive the same genetic material as the parent and are therefore genetically identical (clones).
5. Explain why the menstrual cycle stops during pregnancy.
Ans. During pregnancy, the fertilised egg implants in the uterus. The uterine lining is needed to nourish the developing embryo, so it is not shed. Therefore, menstruation stops during pregnancy.
6. Why are flowers that bloom at night white or light in colour as compared to flowers that bloom during the day?
Ans. White or light-coloured flowers are more easily visible in low light at night, helping pollinators find them for pollination.
7. Why do vegetatively propagated plants tend to be more vulnerable to diseases than sexually reproduced plants?
Ans. Vegetative propagation produces genetically identical plants. Due to the lack of variation, a disease that affects one plant can easily affect all the others.
8. If all flowers in a type of plant were only capable of self-pollination, how would it affect the genetic diversity over several generations? Explain.
Ans. Genetic diversity would decrease because self-pollination involves transfer of pollen within the same plant. Less mixing of genetic material would result in fewer variations over generations.
9. A farmer wants to produce a large number of genetically identical plants quickly. Suggest suitable reproduction methods and explain why they are effective.
Ans. The farmer can use vegetative propagation methods such as cutting, grafting, layering, or tissue culture. These methods are effective because they produce large numbers of genetically identical plants quickly from a single parent plant.
10. Suresh prepares slides with pollen grains in different sugar concentrations (0%, 2.5%, 5%, 7.5%, 10%) to study the germination of pollen. (i) What are the different hypotheses which can be tested using this setup? (ii) What parameters should be kept the same in this set-up?
Ans. (i) Different hypotheses:
- Pollen germination is affected by sugar concentration.
- There is an optimum sugar concentration at which maximum pollen germination occurs.
- Very low (0%) or very high (10%) sugar concentrations reduce pollen germination. (ii) The following parameters should be kept constant:
- Type and age of pollen grains
- Volume of solution on each slide
- Temperature
- Time allowed for germination
- Light conditions
- Method of slide preparation and observation
Only the sugar concentration should be changed.
11. Look at the picture given below and think in line with the given prompts and find out which type(s) of pollination might have been followed in these flowers -
| Tomato | Wheat | Рарауа |
 | | |
| Stamens cover the stigma. | Flowers open after pollination. | Male and female flowers are often borne on different papaya trees. |
Ans.
- Tomato - Self-pollination
- Wheat-Self-pollination
- Papaya - Cross-pollination
12. In the lower Himalayan region of northern India, apples are an important cash crop that contribute significantly to farmer's livelihoods. The fruit yield in apple cultivation is declining continuously, associated with climate change and a significant decline in the population of natural pollinators. A researcher-farmer group set up two experimental apple orchards at two distinct locations: Places A and B. In apple orchards at Place A, they allowed natural pollinators to pollinate the flowers of the apple. In apple orchards at Place B, they applied mixed farming techniques of beekeeping. Along with honey, the farmer yielded apples. The yield of apples is depicted in Fig. 11.24, in terms of fruit setting (number of fruits/the total number of corresponding fruit-bearing branches) and fruit drop (premature falling of developing fruits) in the two types of experimental places of apple orchards.
Ans. (i) Farmers group has thought:
- Beekeeping increases pollination in apple orchards.
- Increased pollination leads to higher fruit set and lower fruit drop.
- Apple yield will be higher in orchards with bee colonies than in orchards with only natural pollinators. (ii) Parameters:
- Independent variable: Presence of bee colonies (beekeeping).
- Dependent variables: Fruit set (%) and fruit drop (%).
- Controlled variable: Apple crop grown under similar orchard conditions. (iii) Compare and analyse:
- Place A (Natural pollination): Fruit set , Fruit drop .
- Place B (With bee colony): Fruit set , Fruit drop .
Place B shows a higher fruit set and much lower fruit drop than Place A. Therefore, Place B gives a higher yield of apples. (iv) The presence of bee colonies improves pollination, increases fruit set, reduces fruit drop, and results in higher apple yield. Thus, beekeeping is beneficial for apple cultivation.
13. A student claims, "In humans, ovulation always happens on day 14 of the menstrual cycle". Critically examine this claim and state whether the claim is correct or not. Give at least two reasons for your answer.
Ans. The claim is not correct.
Reasons:
- The chapter states that the menstrual cycle typically repeats every 21-35 days (often around 28 days), so ovulation does not always occur on the same day in every cycle.
- Factors such as stress, health, hormones and lifestyle can affect the timing of ovulation, causing it to occur earlier or later than day 14 .
Conclusion: Ovulation usually occurs around day 14 in a 28 -day cycle, but it does not always occur on day 14 .
4.0Key Topics Covered in NCERT Class 9 Science Chapter 11
5.0Mind Map / Concept Recap
6.0Related Study Materials for Class 9 Science
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