ICAR AIEEA-PG — Forestry/Agroforestry & Silviculture (Major Subject Group 09) · India · National Testing Agency for ICAR
Original practice questions written to the published syllabus · not past papersICAR AIEEA-PG — Forestry/Agroforestry & Silviculture (Major Subject Group 09) is a postgraduate admission exam run by National Testing Agency for ICAR, for candidates in India. Computer-based, 120 minutes, 120 MCQs, +4 / −1, English only. One paper for the whole subject group.
Source: icar.org.in.
Checked against the exam body's published information. Formats and fees change; confirm the current edition there before you book.
Recall MCQs: silvics versus silviculture, light demanders versus shade bearers, natural regeneration, coppice and root-sucker species, succession and climax.
The ecological basis of growing and tending forests: site factors, tolerance, natural and artificial regeneration and the objectives a silviculturist works toward.
Our 19 ICAR AIEEA-PG questions in this subject: 9 easy, 8 medium, 2 hard, across 10 units.
Choose an answer, then open the working. Each explanation says why the right answer is right and why the others are not.
These 10 were written to ICAR AIEEA-PG and are not shown on any other exam's page.
Silvics is best defined as:
B. Study of the life history and traits of trees and stands in relation to environment
Silvics is the ecological knowledge of how tree species and stands behave: how they regenerate, grow, compete and respond to environment. Silviculture applies that knowledge. Yield regulation through working plans belongs to forest management.
Which of the following is a statement of silvics rather than a silvicultural prescription?
A. Teak is a strong light demander that coppices vigorously when young
Silvics describes how a species behaves (its light requirement, coppicing ability). The other three are prescriptions — what to do in a particular stand — which is silviculture.
Frost pockets, where seedlings of frost-tender species are often killed, typically occur:
D. In hollows and valley bottoms where cold air drains on clear, still nights
Cold, dense air flows downhill and collects in depressions on clear, calm nights, producing much lower minimum temperatures there. Canopy cover reduces radiative heat loss, so open hollows are the worst sites.
Site quality is specific to a species. This means that:
A. A site may be excellent for one species and poor for another
Species differ in their requirements for water, nutrients, temperature and soil reaction, so the same site supports different productivities. Matching species to site is the first rule of silviculture.
Which genus is a well-known shade bearer?
C. Fagus (beech)
Beech casts deep shade and regenerates under its own canopy, a classic shade-tolerant species. Larch, birch and eucalypts are light demanders.
A 'seed year' or 'mast year' refers to:
B. A year of heavy seed production after years of light crops
Many species bear heavy crops at intervals. Regeneration fellings are timed to coincide with them where possible.
Which species is well known for regenerating from root suckers?
C. Dalbergia sissoo
Dalbergia sissoo produces root suckers freely, as do poplars, aspen and Ailanthus. The three conifers named do not.
Stump planting is widely used for which species?
D. Teak
Teak stumps — seedlings with shoot and root cut back — establish well and are a standard planting stock. Conifers are generally not stump planted.
In an uneven-aged stand, why is tree diameter a poor guide to age?
B. A small tree may be young or old and long suppressed
Suppressed trees in uneven-aged stands can be decades old yet small; diameter reflects light history as much as age.
Thinning has its greatest silvicultural effect in which stage of stand development?
C. Stem exclusion
Thinning redistributes growing space while competition is intense and mortality high — the stem exclusion stage.
This plan follows where our questions actually fall, so the time goes where the marks are likely to be. It is our reading of the syllabus, not the exam body's weighting.
Read the manual chapters for these first and do every worked question you can find on them.
Aim for one sitting per unit, then mixed questions across them.
Learn the definitions, classifications and standard numbers; these units are more often recalled than worked.
Come back to these after a first pass, untimed, and read every explanation, including for the options you rejected.
Do these early in revision so they are fast on the day.
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