ARMY PUBLIC SCHOOL GWALIOR

COMPILED NOTES SEPTEMBER 2024

CLASS –I TO XII
INDEX
S. No CLASS PAGE NUMBER

1 I 2 – 24

2 II 25 - 55

3 III 56 - 83

4 IV 84 - 116

5 V 117 – 159

6 VI 160 – 206

7 VII 207 - 261

8 VIII 262 - 307

9 IX 308 - 384

10 X 385 - 475

11 XI 476 - 716

12 XII 717 - 861

1
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

Chapter- 4 A New Friend

Wow Words

1. hill
2. garden
3. little
4. neighbour
5. friend
6. happy
7. aunty
8. nobody

Vocabulary

Words Meanings

1. neighbour - a person who lives near you

2. together - with each other
3. later - afterwards

Answer does following questions :

Q.1 Where did Viwan stay?

A.1 Viwan stayed in a house near a hill.

Q.2 Where did Viwan play with his friends?

A.2 Viwan played in his garden with his friends.

Q.3 Who was Viwan's new friend and his neighbour?

A.3 Mary was Viwan’s new friend and his neighbour.

Q.4 Which game Viwan and his friends played in the evening?

A.4 Viwan and his friends played hide and seek in the evening.

2
Q.5 Write the name of your best friend.

A.5 ……………………….. is my best friend.

Creative Writing

MY SCHOOL

• My school name is Army Public School.

• It is in Gwalior.
• It has a big playground.
• It has many classrooms.
• It also has a computer lab and a music room.
• I love to go to my school very much.

3
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

पाठ -6 ( ऊ की मात्रा )

तरबज
ू का रस

कठिन शब्द

1.माऱी

2.खरबूजा

3.तरबूज

4.पूजा

5.मीिा

6.जूही

7.छिऱका

8.बीज

9.नूतन

10.तराजू

शब्दार्थ

4
तराजू - तझऱा

माऱी - बागवान

सझराही - सॉकरी तर्ा ऱॊबी गरदन वाऱा घड़ा

छनम्नलऱखखत प्रश्नों के उत्तर दीजजए –

प्रश्न1.माऱी काका क्या – क्या ऱाए?

उत्तर1. माऱी काका खरबूजा और तरबूज ऱाए |

प्रश्न2.खरबूजा कैसा र्ा ?

उत्तर2.खरबज
ू ा बहझत मीिा र्ा |

प्रश्न3. तरबूज ककस रॊ ग कार्ा ?

उत्तर3. तरबूज ऱाऱ रॊ ग कार्ा |

पाठ - 7 (रु रू – की मात्रा)

गझटरू कबूतर

कठिन शब्द

1. कबत
ू र

2. भूखा

3. नीम

4. रुचिका

5
5. डलऱया

6. अमरूद

7. िीकू

8. कीनू

9. गट
झ रू

10. भीतर

11. बाजरा

12. िग
झ कर

शब्दार्थ

डलऱया - टोकरी

भीतर - अॊदर

िग
झ कर - खाकर

छनम्नलऱखखत प्रश्नों के उत्तर दीजजए –

प्रश्न1. भूखा कौन र्ा ?

उत्तर1.कबत
ू र भख
ू ा र्ा |

प्रश्न2. रुचिका क्या रखकर िऱी गई ?

उत्तर2.रुचिका अमरूद,िीकूऔरकीनू की डलऱया रखकर िऱी गई|

प्रश्न3. गट
झ रू भीतर कैसे आया ?

उत्तर3. गझटरू खखड़की से उड़कर भीतर आया |

6
प्रश्न4. गझटरू क्या खा रहा र्ा?

उत्तर4. गझटरू िीकू खा रहा र्ा |

पाठ - (ए की मात्रा)

शेर की दहाड़

कठठन शब्द

1. खेत

2. केऱे

3. शेर

4. मीिे

5. दहाड़

6. बेर

7. खेऱ

8. सेब

शब्दार्थ

शब्द अर्थ

बेर - एक फऱ

दहाड़ - शेर की आवाज़

7
ननम्नलिखित प्रश्नों के उत्तर दीजजए –

प्रश्न1. सब कहाॉ गए र्े ?

उत्तर1. सब खेत पर गए र्े |

प्रश्न2. सबने क्या खाया र्ा ?

उत्तर2. सबने सेब और केऱे खाए र्े |

प्रश्न3.रमेश ने ककसकी नकऱ की र्ी ?

उत्तर3. रमेश ने शेर की नकऱ की र्ी |

प्रश्न4. दहाड़ सन
झ कर क्या हझआ र्ा ?

उत्तर4. दहाड़ सझनकर सब डरकर भागे |

शेर

1. शेर जॊगऱ का राजा होता है ।

2. शेर की आवाज़ को दहाड़ कहा जाता है ।
3. शेर की दहाड बहझत दरू से सझनी जा सकती है ।
4. उनके पॊजे तीखे और मजबूत होते हैं l
5. शेर दस
ू रे जानवरों का माॊस खाते हैंl

8
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

Chapter – 6 Addition of Numbers upto 100

Q.1 Add the following Q.2 2 digit addition with regrouping

Q.3 Word Problems

1. Reva solved 12 sums in the morning and 24 sums in the evening.Hom many sums did
she solve IN ALL ?

T 0

Solution: Number of sums Reva solved in the morning 1 2

Number of sums Reva solved in the evening + 2 4

Total number of sums solved by Reva = 3 6

2. In a class there are 45 boys and 36 girls. How many children are there IN THE CLASS?

T O

9
Solution: Number of boys 4 5

Number of girls + 3 6

Total number of children 8 1

Chapter 7 Subtraction of Numbers up to 100

Q.1 Subtract the following numbers:

Q.2 Subtract the following by regrouping:

Q.3 Word Problems.

10
1. Sam bought 20 pencils. He gave 10 pencils to his sisters. How many pencils are left with
Sam?

Solution:

T O

Number of pencils Sam bought 2 0

Number of pencils he gave to his sister - 1 0

Number of pencils left with Sam1 1 0

2. A shopkeeper has 82 umbrellas in his shop. He sells 48 umbrellas from them. How

many umbrellas are left with the shopkeeper?

Solution: T O

A. Number of umbrellas shopkeeper had 8 2

Number of umbrellas sold - 4 8

Number of umbrellas left are 3 4

11
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - EVS (CLASS NOTES – SEPTEMBER 2024)

Chapter - 7 My House

Answer the following questions:

Q1: Why do we need a house?

Ans: We need a house to live in and to protect ourselves from animals and bad weather.

Q2: What is difference between a kutcha house and pucca house?

Ans: Kutcha house Pucca house

1. It is made up of mud, stones etc 1. It is made up of bricks. cement etc
2. It is found in villages. 2. It is found in cities.

Q3: Describe a bungalow.

Ans: A bungalow is a large single or double storeyed house.

Long answer type questions:

Q1: What are the qualities of an ideal house?

Ans: 1. Neat and clean.

2. Has dustbins to throw garbage.

Q2: Why should we have greenery in and around our house?

Ans: We should have greenery in and around our house because it adds beauty and freshness
to our house.

Chapter – 8 Safety Rules

12
Answer the following questions:

Q1: Why we should follow safety rules?

Ans: We should follow safety rules to avoid accidents.

Q2: Which traffic light says STOP?

Ans: Red

Q4: How we should cross the road?

Ans: We should the road at zebra crossing.

Q5: Write one safety rule that we should follow at school.

Ans: Always walk in a queue without pushing each other.

Long answer type questions:

Q1: Name two activities that can be harmful to you.

Ans: 1. Pushing each other on the staircase.

2.Playing with the sharp things.

Q2: Why we should not take medicine without prescribed by the doctor?

Ans: We should not take medicine without prescribed by the doctor because it may cause harm
to our body.

Chapter 9

Our Neighbourhood

13
Q1: What is neighbourhood?

Ans: The area around our house is our called neighbourhood.

Q2: Name any three places in your neighbourhood.

Ans: Market, hospital, bank etc.

Q3: What do we buy from the post office?

Ans: We buy postcards, envelopes, stamps and post letters from the post office.

Q4: What is hospital?

Ans: A hospital is an important place where we go for the treatment when we are ill.

Q5: Who helps to maintain the law and order in the society?

Ans: Policemen.

Long answer types question

Q1: What will happen if there is no hospital in your neighborhood?

Ans: If there is no hospital in our neighbourhood then we will not get proper treatment.

14
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25
SUBJECT - COMPUTER (CLASS NOTES – SEPTEMBER 2024)
CHAPTER - 4 (PAINT- INTRODUCTION)

EXERCISES

A. Tick the correct answer.

1. Paint program is used to draw and color objects.

a) Paint

b) Notepad

c) Calculator

Ans. a) Paint

2. Ribbon contains different groups.

a) Canvas

b) Tab

c) Ribbon

Ans. c) Ribbon

3. Line tool is used to draw straight and slant lines.

a) Line

b) Circle

c) Brush

Ans. a) Line
A
4. Text tool is used to type within a drawing.

a)

b)

c)
A

15
Ans. c) Text tool

B. Write ‘T’ for True and ‘F’ or False statements.

1. Colors group is at the left side of the ribbon. F

2. Oval shape is used to delete a drawing. F

3. Curve shape is used to draw straight lines. F

4. We can type text in paint program. T

C. Fill in the boxes.

1. PENCIL tool is used to draw straight and wavy lines.

2. ERASER tool is used to erase any part of a drawing.

3. SHAPES group is used to draw different types of shapes.

D. Write the names of the following tools.

1. Curve tool

2. Eraser tool

3. Brush tool

E. Answer the following questions.

1. What is the use of paint program?

Ans. It is used to draw, color, edit pictures and shapes.

2. Which tool is used to make a shape with any number of sides?

Ans. Polygon tool

16
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT – G.K (CLASS NOTES – SEPTEMBER 2024)

CHAPTER - 14 (OPPOSITES)

Match the following opposite words

a. Happy Sad
b. Day Night
c. Full Empty
d. Thick Thin
e. Hot Cold

Chapter – 15 (Shape Sense)

Q. Count the number of shapes and write-

Triangle- 3

Square - 5

Rectangle – 1

Chapter – 19 (Healthy Living)

 Healthy Habits

17
18
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC – Throwing and Catching

Throwing: To propel through the air by a forward motion of the hand and arm.

Catching: To stop someone or something that is moving through the air by getting hold of it.

POSITION OF THROWING
1. Stand straight feet apart at shoulder distance.
2. Hold the ball with both the hands.
3. Bend your knees slightly.
4.Throw the ball forward.

POSITION OF CATCHING
1.Standstraightfeetapartatshoulderdistance.
2.Watch the direction of ball
3.Grab the ball with both the hands.

19
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- SHAPES

Q1. What is the shape of an art?

Ans. Shape is the external form, the contours, or the outline of a subject.

Q2. What are the 3 basic types of shapes?

Ans. The three basic shapes are a square, a triangle and a circle.

Q3. List some Geometric Shapes.

Ans. list of some Geometric Shapes are -

- Triangle; Circle; Semi-Circle; Square; Rectangle; Parallelogram;

- Sphere; Cube; Cuboid; Cone; Cylinder.

Q4. the basic solid shapes?

Ans. The basic solid shapes are Cube, Cuboid, Cone, Sphere, Hemisphere and Cylinder.

Q5. What Are Two Dimensional Shapes?

Ans. A shape that has two dimensions —length and width. Two dimensional or 2D shapes do
not

have any thickness.

Q6. List some examples of 2D Geometric Shapes.

20
Ans. A circle, triangle, square, rectangle, and pentagon are all examples of two-dimensional
shapes.

Q7. What are Three-Dimensional Shapes?

Ans. Shapes that can be measured in 3 directions are called three-dimensional shapes. These

shapes are also called solids. Length, width, and height.

Q8. List the Three-dimensional Shapes Names.

Ans. Cube, Cuboid, Cone, Cylinder, Sphere, Pyramid, Prism.

21
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - MUSIC (CLASS NOTES – SEPTEMBER 2024)

Topic – prayers

Tu pyar ka sagar

Sagar daya ka tu hai

Tu pyar ka sagar

Sagar daya ka tu hai

Tere pyar ke sagar me

Hum tairna chahte hai

Tere pyar ke sagar me

Hum tairna chahte hai

Tu pyar ka sagar

Sagar daya ka tu hai

Gehrayi mile sagar ki

Unchayi mile aasman ki

Gehrayi mile sagar ki

Unchayi mile aasman ki

Par koi naap na payega

Gehrayi tere pyar ki

Par koi naap na payega

Gehrayi tere pyar ki

22
Tu pyar ka sagar

Sagar daya ka tu hai

, स

स,

स स स स

, स

स स

स स

ENGLISH PRAYER:-

God’s love it’s so wonderful

God’s love it’s so wonderful

God’s love it’s so wonderful

Oh! Wonderful love

So high you can’t get over it

So high you can’t get over it

So high you can’t get over it

Oh! Wonderful love.

23
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -I
ACADEMIC SESSION 2024-25

SUBJECT - DANCE (CLASS NOTES – SEPTEMBER 2024)

Topic :- Dandiya folk dance

* Dandiya is the folk dance of Gujarat.

* This dance form done by sticks which called dandiya sticks.

* There are 2 folk dance of Gujarat.

* Garwa and Dandiya

* Dandiya dance can be duet or group .

* These dance forms mainly does during Navratri.

24
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

Poem -3

The White Window

Wow words

1. peep

2. lie

3. pretend

4. stares

5. stealing

6. tippy -toes

7. folk

8. asleep

9. never

10. sound

Vocabulary

word meaning

1. peep - look quickly at something through a narrow opening.

2. pretend- - to act and make others believe something that is not so.
3. stares- - to look directly with eyes wide open.
4. tippy- toes - walking on the tips of one’s toes without making any noise.

Answer the following questions.

Q.1 Which line in the poem tells us that poet acts as if he is asleep?

25
Ans- ‘But I pretend to be asleep’.

Q.2 Which line in the poem tells us that the moon moves quietly on her toes?

Ans- ‘Stealing by on tippy-toes’.

Lesson-5
Good Habits and Good Manners

Wow words

1. clean
2. enter
3. throw
4. rubbish
5. manners
6. dustbin
7. dirty
8. pick
9. habit
10.anything

Vocabulary

word meaning

1) rubbish - waste
2) dirty - unclean
3) pick - choose
4) dustbin - trash bin
5) manners - politeness

Answer the following questions.

Q.1) Who says that the children can clean the classroom every Friday ?
Ans.) Rajni Sharma, the teacher says that the children can clean the classroom every Friday.

Q.2) How does Tarun clean the table ?

Ans.) Tarun cleans the table with a cloth.

Q.3) What is kept in the classroom to throw rubbish ?

Ans.) A dustbin is kept in the classroom to throw rubbish.

26
Q.4) Why is the teacher happy?
Ans.) The teacher is happy because she finds that there are very good children in the class.

27
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

पाठ-7

बादल

कठठन शब्द

1 फादर

2 आसभान

3 जरकण

4 कॊफर

5 सुन्दय

6 ठॊ डक

7 बफजरी

8 अॉधधमाये

9 झूभकय

10 नन्हें

शब्द अर्थ

1 जरकण - ऩानी की छोटी- छोटी फॉद

ू ें

28
2 फयखा - फारयश

3 अॉधधमाया - अॉधेया

4 याह - यास्ता

5 भगन - भस्त

ललखित प्रश्न-
क.फारयश राने वारे फादर ककस यॊ ग के होते हैं ?
उ. फारयश राने वारे फादर कारे यॊ ग के होते हैं।

ख.फादरों भें ककस-ककस की शक्र ददखाई दे ती है ?

उ.फादरों भें ऩेड़, बेड़, घोड़े, हाथी की शक्रें ददखाई दे ती हैं।
ग.कवव को कारे फादर ककस की तयह रगते हैं ?
उ.कवव को कारे फादर कारे कॊफर की तयह रगते हैं।

पाठ– 8

इंडडया गेट

कठठन शब्द

1 ददल्री
2 हवाईअड्डा
3 यज़ाई
4 आईऩैड
5 ववश्वमद्ध
ु
6 शहीद
7 पव्वायों

29
8 याष्ट्रऩतत बवन
9 सॊग्रहारम
10 नज़ाया

शब्द अर्थ

1 इॊतज़ाय - याह दे खना

2 दफ
ु ककय - ससभटकय
3 सॊग्रहारम - जहाॉ फहुत सी चीजें जभा कयके यखी जाए
4 गूगर - इन्टयनेट सचच इॊजन

ललखित प्रश्न

क. भानव ककस इभायत को गेटवे ऑफ़ इॊडडमा सभझा ?

उ. भानव ने जफ इॊडडमा गेट दे खा तो वह उसे गेटवे ऑफ़ इॊडडमा सभझा।

ख.ताई जी ने खाने के सरए क्मा-क्मा फनामा था ?

उ.ताई जी ने खाने के सरए ऩाव-बाजी फनाई थी।

ग.इॊडडमागेट ककनकी माद भें फनामा गमा है ?

उ. इॊडडमागेट शहीद सैतनकों की माद भें फनामा गमा है ।

30
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

Chapter- 4

Multiplication

Definition –Multiplication is an adding a number, with respect to another number, repeatedly.

Example: if we are multiplying 2 by 3, that means 3 is added to itself two times, i.e.

3 +3 = 6.

Multiplication fact -

1. The symbol ‘x’ is the sign of multiplication.

2.4 + 4 + 4 = 12 is the addition fact

3.4 x 3 = 12 is the multiplication fact

4. 3 multiplied by 4 is 12 or 3 into 4 = 12 or product of 3 and 4 is 12

5. The product of any number and zero is always zero.

6. The product of any number and one is the number itself.

7. For every multiplication fact, there are two division facts.

Q.1 Write the multiplication fact.

31
a.

b.

Q. 2 Write the multiplication fact.

a. 2+2+2+2+2 = 5x2

b. 1+1+1+1+1+1+1+1+= 8x1

32
Q.3 Find product.

A) 4x3
Sol - 3+3+3+3 = 12

B) 7x2
Sol - 2+2+2+2+2+2+2 = 14

Q.4 Fill in the placeholders with correct digits.

a. 7x0 =____

b.___x1 =6

c.10x__=10

Q.5 Multiplication of 1 - digit numbers.

a. T O b. T O c. T O
2 8 5
X 6 X1 X5
12 8 25

Q.6Multiplication of 2 –digit numbers.

a. T O b. T O c. T O d. T O

33
 2 0 7 7 5 1 3 3
X 4 X0 X1 X3
80 00 51 99

Q.7 Word problems:

1. A week has 7 days. How many days will be there in 8 weeks?

Ans. A week has = 7 days

8 weeks has = ? days

8
X7
56

Therefore 8 weeks has 56 days

2. A chair has 4 legs. How many legs do 20 chairs have?

Ans. A chair has = 4 legs

20 chairs have = ? legs

20
X 4
80

Therefore 20 chairs have 80 legs

3. A gardener planted 6 tress in a row. If there are 11 rows, how many trees are there
altogether?

Ans. A row has = 6 trees

11 rows have = ? trees

34
 11
X 6

66

Therefore 11 rows has 66 trees

Chapter – 5

Division

Definition – Division means equal sharing or divide or split a number equally into groups.

Division facts

1.Division is a repeated subtraction

Ex- 6-2=4, 4-2=2, 2-2=0

2.In a division sum,

a.The number to be divided is called the Dividend.

b.The number which divides is called the Divisor

c.The answer we get after the division is called the Quotient.

3. To check the correctness of a division sum we use following formula -

Divisor x Quotient = Dividend

Q.1 Write two division facts for each multiplication facts.

35
 MULTIPLICATION FACT DIVISION FACT DIVISION FACT

1. 4X8 = 32 32÷8=4 32÷4=8

2. 5X10 = 50 50÷10=5 50÷5=10

3. 5X9 =45 45÷9=5 45÷5=9

Q.2 Complete the blank:

a. In the sum,48 ÷ 6 = 8

Dividend =______

Divisor =_________

Quotients =________

b.Write 35 ÷ 7 = 5 in division form .

c.The multiplication fact for 18 ÷ 2 = 9 is _________and ________

d. Write 4

7 28 as division fact

Q.3 Solve and check

a. 4 b. 4 c. 7

6 24 9 36 8 56

- 24 - 36 - 56

00 00 00

36
Check: 6x4= 24 check: 9x4 = 36 check: 8x7= 56

Q.4 Word problem

a. There are 5 fingers in a hand. Rohit counted 50 fingers. Find the number of
hands?

Ans. Fingers in a hand =5

Fingers counted by Rohit = 50

10

5 50

50

Therefore, the number of hands = 10

b.There are 7 days in a week. How many weeks are there in 42 days?

Ans. 7 days = 1 week

42 days = ? weeks

6
7 42
42
0
Therefore, there are 6 weeks in 42 days

b. 60 flowers are to be put in 6 vases. How many flowers can be put in each
vase?

37
 Ans. Number of vases = 6

Number of flowers = 60

10

6 60

60

Therefore, 10 flowers can be put in each vases.

Chapter – 6

Fractions

Fraction-Fraction means part of one whole.

Equal and Unequal Parts-

We can divide each of the shapes into equal or unequal parts.

Half or ½
One of the two equal parts into which anything is divided is called half.

Each part of the apple is half (1/2)

And

38
Two equal parts together constitute a whole (1 unit). It means two halves make a whole
or 1/2+1/2 = 1.

One – fourth( ¼)

The circle is divided into four equal parts. Each part is called one – fourth or one –
quarter and written as ¼.
Hence , 4 one – fourth make one whole.

¼+ ¼ + ¼ + ¼ = 1.

In the below rectangle half part (1/2) is shaded and half part (1/2) is not shaded.

Fill in the blanks-

1.Fractions means part of a whole

39
2. Four one fourth make a whole.

3.2 halves make a whole .

4.One half is written as ½.

5. one fourth is written as ¼.

40
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT - EVS (CLASS NOTES – SEPTEMBER 2024)

Chapter – 7

Safety and First Aid

Key words-

1. Zebra crossing – A place where the road is marked with black and white lines and
people can cross safely.
2. First aid– It is an immediate help given to a person who is hurt before the doctor arrives.

Answer the following questions.

Q1. Why do accidents happen?

Ans. Accidents takes place when we are careless or when we are in a hurry.

Q2. Why should we follow the safety rules?

Ans. We should follow the safety rules to keep us safe and secure and to avoid accident.

Q3. List the safety rules to be observed in the classroom.

Ans. The safety rules to be observed in the classroom are -

1. Obey your teachers.

2. Do not leave your bags and bottles scattered on the floor.

3. Keep a separate First Aid Kit.

Q4. What is First Aid?

Ans. First Aid is the immediate help given to a person who is hurt before the doctor arrives or
the person is taken to a hospital.

41
HOTS

Q. We should not open the door of our house for strangers. Why?

Ans. We should not open the door of our house for strangers because strangers may harm us. It
is not safe and secure for us.

Chapter – 8

Neighbourhood Services

Key words-

1. Neighbours – People who live in our neighbourhood are called our neighbours.
2. Zookeeper- A person who looks after the animals in a zoo is called a zookeeper.

Answer the following questions.

Q1. What is neighbourhood?

Ans. The area around our house is called neighbourhood.

Q2. Why do we need the police station in our neighbourhood?

Ans. We need the police station in our neighbourhood because it is the place where we go to
seek help against any crime.

Q3. List few things which we buy from market.

Ans. We buy many things from market such as-

clothes, toys, vegetables, eatables, other household things etc.

42
Q4. Name the different types of schools.

Ans. There are many types of schools in India, such as-

1. Government schools.

2. Government aided Private Schools.

3. Private Schools (unaided).

4. International Schools.

5. Home-Schooling.

Q5. How can we become good neighbours?

Ans.1. Helping each other in time of need.

2. Sharing each other's joys and sorrows.

3. Celebrating festivals and functions together.

HOTS

Q. Why do we need a fire station in every locality?

Ans. It is necessary to have fire stations in our locality because we won't be able to handle the
fire easily as firemen are skilled and experienced.

Chapter- 9

Festivals – Days to Celebrate

Key words-

1. National festivals- These festivals are celebrated by all the people throughout the
nation. These are the days of historical importance for a
country.

2. Religious festivals- These festivals Rae celebrated by people of different religions.

43
Answer the following questions.

Q.1- List any 3 things we do on every festival.

Ans- We wear new clothes, meet relatives ,exchange gifts and sweets at every festival.

Q.2 How is Gandhi Jayanti celebrated?

Ans- Gandhi Jayanti is celebrated on 2ndOctober.It marks the birthday of Mahatma Gandhi.

People go to Raj Ghat in Delhi to pay respect to Gandhi ji.

Q.3 When are harvest festival celebrated? Name any 3 harvest festival.

Ans- Harvest festivals are celebrated at the time of harvesting crops of the given regions. Three

major harvest festivals with their regions are-

1. Punjab- Baisakhi
2. Assam- Bihu
3. Kerala- Onam

44
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – GENERAL KNOWLEDGE (CLASS NOTES – SEPTEMBER

2024)

CHAPTER- 18

PATTERNS

45
CHAPTER- 19

ODD ONE OUT

46
CHAPTER- 20

MONEY SMART

47
 CHAPTER- 21

THE BRAVE BIRD’S NEST

48
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – COMPUTER (CLASS NOTES – SEPTEMBER 2024)

Chapter- 4

WORD 2016

EXERCISES

A. Tick the correct answer.

1. _____________ program is used to type letters, words and sentences.

a) Word

b) Paint

c) Tux paint

Ans. a) Word

2. _______________ bar displays the names of the current documents.

a) Title

b) Menu

c) Status

Ans. a) Title

3. The text appears darker if we select ___________ option.

a) Italic

b) Bold

c) Underline

Ans. b) Bold

4. Shortcut key for saving a document is _________.

a) CTRL + Z

49
b) CTRL +R

c) CTRL + S

Ans. c) CTRL + S

B. Write ‘T’ for True and ‘F’ for false statements.

1. Ribbon displays groups of related commands in tabs. (T)

2. To select a word, triple click on it. (F)

3. The text appears slanted when we select bold option. (F)

4. Storage is the process of saving work permanently. (T)

C. Fill in the blanks.

1. TITLE BAR is the topmost bar in the Word window.

2. CURSOR is the smallest vertical blinking line on the screen.

3. KEYBOARD is used to type letters, words, numbers, etc. on a computer.

D. Answer the following questions.

1. What do you mean by Word?

Ans. Word is a word processing program used for creating documents.

2. What happens if you click on Bold and Italic options?

Ans. Text appears dark in bold option and slant in italic option.

3. Why do we change font color?

Ans. You can change the color of your text to make it look more vibrant and eye catching.

50
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- COLOURS

1. Violet (Purple) colour is the result of mixing red + yellow + blue

2. Purple is an example of a Secondary colour

3. Yellow, red, and orange are Warm colours.

4. All colours are made from red, blue, and yellow.

5. Colours that go with all colour plans white, black, Grey and brown are called

Neutral Colours

6. Secondary colours are obtained by mixing two primary colours.

7. Warm and Cool are used to describe colour temperature

8. Secondary colours are created by mixing two Primary colours

9. Colour is an element of art

10. Blue, green and purple are cool colours.

11. Colours that are across from each other on the colour wheel are called

Complementary colours

12. Colours are on the basic colour wheel.

* Three primary and three secondary colours

51
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- THROWING AND CATCHING

Throwing :To propel through the air by a forward motion of the hand and arm.

Catching : To stop someone or something that is moving through the air by getting hold of it.

POSITION OF THROWING
1. Stand straight feet apart at shoulder distance.
2. Hold the ball with both the hands .
3. Bend your knees slightly.
4.Throw the ball forward.

POSITION OF CATCHING
1.Stand straight feet apart at shoulder distance.
2.Watch the direction of ball
3.Grab the ball with both the hands.

52
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – MUSIC (CLASS NOTES – SEPTEMBER 2024)

TOPIC- SINGING IN CHORUS AND BAAL GEET

Teri hai zameen tera aasman

Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar
Teri hai zameen tera aasman
Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar
Teri hai zameen tera aasman
Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar
Teri hai zameen tera aasman
Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar
Teri hai zameen tera aasman
Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar
Teri hai zameen tera aasman
Tu bada meherbaan tu bakshis kar
Sabhi ka hai tu sabhi tere
Khuda mere tu bakshis kar

53
CHORUS SINGING-

A group of singers

A chorus can refer to a group of people who are trained to sing together, such as in an opera
or oratorio. In ancient Greek drama, a chorus was a group of singers and dancers who
commented on or participated in the action on stage

54
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -II
ACADEMIC SESSION 2024-25

SUBJECT – DANCE (CLASS NOTES – SEPTEMBER 2024)

TOPIC- HASTAK IN TEENTAAL

Teentaal - Teentaal is a basic Taal of Kathak .

There are 16 Matras,4 Sections and 3 Taali ,1 Khali .

Hastak- When we do hand movements according to the Bol in Teentaal is called Hastak .

--------------------------------------------------------------------------------------------------------------------

55
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

POEM – 4
UPSIDE DOWN (Poet – Aileen Fisher)

A. New words

1. beetles
2. creatures
3. crawl
4. ceiling
5. practice
6. trouble

B. Vocabulary
Word Meaning
1. creatures animal/insects
2. crawl to move on the hands and
knees by dragging the body
close to the ground
3. ceiling roof

C. Answer the following questions :

Q1. What does the poet find funny about the beetles and such creatures?
Ans. The poet finds funny about beetles and such other creatures that they can walk
upside down on the ceiling and can even walk flat on the ground.
Q2. According to the poet, where can such creatures easily walk?
Ans. Such creatures can walk on the ceiling as well as on the walls.
Q3. What has the child in the poem been trying to do for about a year?
Ans.The child has been trying to stand on his head on the floor for over a year.

56
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25
SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

पाठ – 7

डामन और पपथथयस

नए शब्द

1.अत्याचारी

2.इच्छा

3.छुट्टी

4.आवश्यकता

5.फाॉसी

6.तख्ते

7.प्रसन्न

8.जल्ऱाद

9.आॉसू

10.फॊदा

शब्दाथथ

शब्द अथथ

1.अत्याचारी ननदथ यी

2.दोष कसरू

3.अॊनतम आखिरी

4.आवश्यकता ज़रूरत

5.ममत्र दोस्त

6.स्वीकार मान ऱेना

7.प्रसन्न िुश

8.कारणवश कारण से
57
प्रश्न/उत्तर

58
 पाठ – 8

आनॊद ही आनॊद

नए शब्द

1.शन्
ू य

2.ताकत

3.सॊग

4.हज़ार

5.शक्तत

6.ननश्चय

शब्दाथथ

शब्द अथथ

1.शन्
ू य ज़ीरो

2.ताकत शक्तत

3.ननश्चय ज़रूर ,पतका इरादा

4.मतऱब अर

प्रश्न/उत्तर

प्रश्न - कपव ककसकी ताकत को जान गया है ?

उत्तर - कपव शन्

ू य की ताकत को जान गया है I

प्रश्न - कपव ककन्हें साथ बैठाने के मऱए कह रहा है ?

उत्तर - कपव उन्हें साथ बैठाने के मऱए कह रहा है क्जन्हें हम कुछ नहीॊ समझते I

प्रश्न - इस कपवता से हमें तया सन्दे श ममऱता है ?

उत्तर - इस कपवता से हमें यह सन्दे श ममऱता है कक हमें ककसी को कम नहीॊ आॊकना चाहहए
I छोटी वस्तु भी

महत्वपण
ू थ होती है I

59
 मल्
ू यपरक प्रश्न

प्रश्न - पशु - पक्षऺयों के प्रनत कैसा व्यवहार करना चाहहए ?

उत्तर - पशु - पक्षऺयों के साथ अच्छा व्यवहार करना चाहहए I पशु - पऺी भी प्यार और मार को
पहचानते हैं I यहद

आप उनसे अच्छा व्यवहार करें गे तो समय पर वे भी आपकी रऺा करने से पीछे नहीॊ
हटें गे I

60
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER – 5
MULTIPLICATION
Exercise 5.1 (Page no. 67)
6. Multiply
a. T O b. T O c. T O d. T O e. T O
5 6 7 8 3
x 3 x 4 x2 x6 x7
15 24 14 48 21
7. Find the product
a. T O b. T O c. T O d. T O e. T O
1 2 4 4 4 3 1 3 2 2

x 3 x 2 x 2 x 3 x 3
3 6 8 8 8 6 3 9 6 6

Exercise 5.2 (page no. 69)

1. Write the double of these numbers.
a. 4 = 8 b. 6 = 12 c. 8 = 16 d. 23 = 46 e. 50 = 100 f. 61 = 122

Exercise 5.3 (page no. 70)

1. Multiply and write answers.
a. H T O b. H T O c. H T O d. H T O e. H T O
1 7 2 5 3 3 4 8 5 6

x 8 x 9 x 5 x 3 x 6
13 6 225 165 144 336
2. Multiply and write product in your notebook.
a. 13 x 9 = H T O
1 3

x 9
117 Ans.

61
 b. 24 x 7 = H T O
2 4

x 7
1 6 8 Ans.
c. 37 x 3 = H T O
3 7

x 3
1 1 1 Ans.
d. 48 x 8 = H T O
4 8

x 8
3 8 4 Ans.
e. 59 x 6 = H T O
5 9

x 6
3 5 4 Ans.

Exercise 5.4 (page no. 71)

1. Multiply the following.
a. H T O b. H T O c. H T O d. H T O
1 0 2 1 2 1 1 3 3 2 1 1
x 4 x 4 x 3 x 4

4 0 8 4 8 4 3 9 9 8 4 4
2. Multiply and write the product.
a. Th H T O b. Th H T O
1 2 7 2 6 4
x 4 x 3

5 0 8 7 9 2

d. Th H T O c. Th H T O
4 5 9 3 4 7
x 2 x 6

9 1 8 2 0 8 2

62
3. Multiply the following in your notebook.
a. 101x5 = Th H T O
1 0 1
x 5
5 0 5 Ans.

b. 112x3 = Th H T O

1 1 2
x 3

3 3 6 Ans.
c. 223x3 = Th H T O
2 2 3
x 3

6 6 9 Ans.

g. 496x6 = Th H T O
4 9 6
x 6

2 9 7 6 Ans.

h. 554x7 = Th H T O
5 5 4
x 7

3 8 7 8 Ans.

63
Exercise 5.6 (page no. 75)
3. Find the product in your notebook.
a. 1221 x 3 = Th H T O
1 2 2 1
x 3

3 6 6 3
c. 1087 x 6 = Th H T O
1 0 8 7
x 6
6 5 2 2
e. 1572 x 5 = Th H T O
1 5 7 2
x 5
7 8 6 0
f. 4018 x 2 = Th H T O
4 0 1 8
x 2
8 0 3 6

Exercise 5.8 (page no. 77)

2. Find the product in your notebook and write the answer.
a. 27 x 19 = H T O
2 7
x 1 9
5 1 3

b. 84 x 17 = Th H T O
8 4
x 1 7
1 4 2 8

c. 67 x 25 = Th H T O
6 7
x 2 5

1 6 7 5

64
 d. 75 x 26 = Th H T O
7 5
x 2 6

1 9 5 0

e. 92 x 28 = Th H T O
9 2
x 2 8

2 5 7 6

Exercise 5.9 (page no. 79)

2. Find the product.
a. 434 x 19 = Th H T O
4 3 4
x 1 9

3 9 0 6
+ 4 3 4 0

8 2 4 6 Ans.
b. 272 x 28 = Th H T O
2 7 2
x 2 8
2 1 7 6
+ 5 4 4 0
7 6 1 6 Ans.
c. 563 x 14 = Th H T O
5 6 3
x 1 4
2 2 5 2
+ 5 6 3 0
7 8 8 2 Ans.

65
Exercise 5.10 (page no.80)
Q. Read each word problem carefully and find the answer.
1. There were 35 students n a section of class III. How many students are there in 9
sections?
Solution. Students in a section = 3 5
Students in 9 sections = x 9
3 1 5 students. Ans.
2.A bus travels a distance of 50 kilometres in an hour. How many kilometres will it cover in 6
hours?
Solution. Distance covered by bus in an hour = 5 0 km
Distance covered in 6 hours = x 6
3 0 0 km Ans.
3.A rack contains 75 books. How many books can such 12 racks contain?
Solution. Books in a rack = 7 5
Books in 12 racks = x 1 2
9 0 0 books. Ans.
1. In one metre, there are one hundred centimeters. Find the number of centimeters in 32
metres.

Solution. Centimeters in 1 metre = 1 0 0 cm

Centimertres in 32 metres = x 3 2
2 0 0
+ 3 0 0 0
3 2 0 0 cm Ans.
8. A packet contains 148 balloons. How many balloons would 18 such packets have?
Solution. Number of balloons in a packet = 1 4 8
Number of balloons in 18 packets = x 1 8
1 1 8 4
+ 1 4 8 0
2 6 6 4 balloons. Ans.
10. There are 60 minutes in an hour. How many minutes are there in a day?
Solution. Minutes in an hour = 6 0
Minutes in a day = x2 4 (1 day = 24 hours)
2 4 0
+ 12 0 0
1 4 4 0 minutes. Ans.

66
11. The price of a circus ticket is Rs. 8. If 1001 people saw the circus, how much money is
collected?
Solution. Price of a circus ticket = Rs. 8
Number of people to see the circus = 1001
Total money collected = 1001 x Rs.8 = Rs. 8008. Ans.
12. An iron box costs Rs. 1295. Find the cost of 7 such iron boxes.
Solution. Cost of an iron box = Rs. 1295
Cost of 7 such boxes = Rs. 1295 x 7 = Rs. 9065. Ans.

Exercise 5.11 (page no. 80)

Q. Write down a word problem for each of the following facts.
a. 6 x 9 = 54.
A packet contains 6 pens. How many pens would 9 such packets have?
b. 10 x 8 = 80

A rack contains 10 books. How many books 8 such racks will contain?

c. 30 x 5 = 150

A tree has 30 mangoes. How many mangoes would 5 such trees will have?
d. 50 x 10 = 500

There are 50 students in a class. How many students will be there in 10 such classes?
Exercise 5.12 (page no. 81)
Q. Using the lattice multiplication method, find the product of:
a. 45 x 34
45 = 40 + 5 and 34 = 30 + 4
40 5

1200 150 30

160 20 4

120 + 150 + 160 + 20 = 1530 Ans.

b. 45 x 66

Solution. 45= 40 + 5 and 66 = 60 + 6

40 5

2400 300 60

240 30 6

67
2400 + 300 + 240 + 30 = 2970 Ans.
c. 72 x 48

Solution. 72 = 70 + 2 and 48 = 40 + 8

70 2

2800 80 40

560 16 8

2800 + 80 + 560 + 16 = 3456 Ans.

d. 88 x 93

Solution. 88 = 80 + 8 and 93 = 90 + 3
80 8

7200 720 90

240 24 3

7200 + 720 + 240 + 24 = 8184 Ans.

68
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT - EVS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER - 7
THE FOOD WE EAT

Define the terms: -

(a) Nutrients - Nutrients are chemical compounds in food that are used by the
body to function properly.
(b) Balanced Diet - Balanced diet is the wholesome diet which has all the nutrients
in the correct proportion.

Answer the following questions: -

Q1. Why do we eat food?

Ans. Food is the most important basic necessity of living beings. No living being can
survive without food.

Q2. Which are the three categories of foods? Give three examples of each.
Ans. The three categories of food are:
(a) Energy Giving Foods: example Potato, Sugar, Ghee, Cereals
(b) Body Building Foods: example Pulses, Nuts, Beans, Fish and meat
(c) Protective Foods: example Fruits, Vegetables, Green leafy vegetables

Q3. Why is milk also known as complete food?

Ans. Milk is known as complete food as it is rich in protein and calcium are needed for the
growth and repair of cells and bones.

Q4. What is the difference between vegetarians and vegans?

Ans.

S No. Vegetarians Vegans

1. They eat plant products and milk 1. They eat only plants and plant
products. products.
2. They do not eat egg, fish and meat. 2. They do not eat animal products
be it milk products, eggs fish,
meat and even honey.

Q5. List any three good eating habits.

Ans. Three good eating habits are: -
(a) wash your hands well before and after each meal.
(b) make sure that you have a balanced diet daily.
(c) chew your food well.

HOTS
69
Q1. Do you think that component of a balanced diet should be same for a growing child
and a working adult in office? Why or why not?
Ans. No, the components of a balanced diet should not be same for a growing child and a
working adult. It is so because children compared to adults require more protein, fats,
vitamins, minerals for their proper growth and development.

ACTIVITY: NO FIRE COOKING TIME : SPROUT SALAD (Book Pg. No. 58)

Chapter – 8
Cooking Food
A. Define the terms:

1. Raw food: The food that can be eaten without cooking are called raw food.
Example: fruits, beetroot, cucumber, carrot, mint, coriander etc.
2. Roasting: The process of cooking food directly on fire without adding much oil or
ghee is called Roasting.

B. Answer the following questions:

1. Why do we cook food? List various ways of cooking food.

Ans. We cook food because it makes the food soft, tasty and easy to digest. It also
kills
the germs present in food.
Various ways of cooking food are boiling, frying, roasting, baking and steaming.

2. What are the different stoves and fuels used to cook food?
Ans. Different stoves and fuels to cook food are as follows:
Stoves fuel used
1. Clay chullah - wood, coal, cow dung cakes.
2. Gas stove - LPG
3. Solar cooker - sunlight
4. Microwave oven - electricity
5. Kerosene stove - kerosene oil.

3. Why is the different type of food cooked for different members of a family?
Ans. Different type of food cooked for different members of a family because people
of
different age group require different mode of nutrition.

4. What are the advantages of eating food together in a family?

Ans. Following are the advantages of eating food together in a family:
1. It increases feeling of love and togetherness among the family members.
2. It helps in developing communication among the family members.

5. Why there is cultural diversity in food?

Ans. There is cultural diversity in food because people from different states, cultures
and
70
backgrounds eat different food. For example, people from Gujarat prefer eating
dhokla, khandavi etc whereas people of Tamil Nadu like to eat Idli, dosa etc.

71
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT - COMPUTER (CLASS NOTES – SEPTEMBER 2024)

Word Processor (MS Word 2016)

Chapter-4
A. Tick the correct answer.
1. _______ is an example of a word processor.
a. MS Paint
b. MS Word
c. Windows 10
Answer: b. MS Word
2. ______is a free open source word processor.
a. Word
b. Writer
c. Google Docs
Answer: b. Writer
3. _______ bar is situated at the bottom of a Word window.
a. Scroll
b. Title
c. Status
Answer: c. Status
4. We can use double-click to select a ________
a. Paragraph
b. Word
c. Line
Answer: b. Word
5. __________ text is useful for marking information.
a. Highlighting
b. Formatting
c. Selecting
Answer: a. Highlighting

B. Write ‘T’ for True and ‘F’ for False statements.

1. We can modify the document by editing and formatting. T

2. Work area is where we enter or type the text. T
3. To select a paragraph, we have to click two times over it. F
4. Formatting means making any changes to the document. T
5. Word 2016 file is saved in .txt file extension. F

C. Write the shortcut keys for the following.

1. Saving a document Ctrl+S

2. Bold text Ctrl+B
3. Italic text Ctrl+I
4. Select entire text Ctrl+A

72
D. Fill in the blanks:-

1. Google Docs is a free online word processor.

2. Status bar is situated at the bottom side of a Word window.
3. A font is a typeface that defines the shape of each character.
4. By default, Word aligns text to the left.
5. Word file is saved with .docx extension.

E. Answer the following questions.

1. What is Word Processor?

Answer: A word processor is a computer software that is used for creating and
formatting documents.

2. What do you mean by formatting text?

Answer: Formatting means changing the layout of the text of the documents.

3. Why do we need to change the size of the text in a document?

Answer: Increasing the size makes reading of the text easier while decreasing
the size helps fit more text on a page.

4. What is the use of saving a document?

Answer: The document must be saved into the memory of computer for its future
use.

73
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- TERTIARY COLOURS

Q1. What is the definition of Colour in art?
Ans. Color is an element consisting of hues, of which there are three properties: hue,
chroma or intensity, and value. Color is present when light strikes an object and is reflected
back into the eye, a reaction to a hue arising in the optic nerve.
Q2. What is Colour and types?
Ans. Primary Colors: Colors that cannot be produced by mixing other colors are termed
primary colors or "elemental" colors. The three primary colors are Red, Yellow, Blue.

Secondary Colors: Secondary colors are mixed from two primary colors. The three
secondary colors are Orange, Green, and Violet.

Tertiary Colors: The combination of primary and secondary colors is known as tertiary or
intermediate colors. Red-Orange, Yellow-Orange, Yellow-Green, Blue-Green, Blue-Violet,
Red-Violet.

74
Q3. What is a warm color in art?
Ans. Warm colors definition in art: Warm colors on the other hand, are those hues that give
the feeling of warmth, such as red, orange, and yellow. These colors are often associated
with fire, the sun, and heat.
Q4. What is a cool color?
Ans. Cool colors are typified by blue, green, and light purple. They can calm and soothe.
Where warm colors remind you of heat and sunshine, cool colors remind you of water and
sky, even ice and snow.

75
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES

– SEPTEMBER 2024)

RECREATIONAL GAMES

 Recreational sports are those activities where the primary purpose of the activity is
participation, with the related goals of improved physical fitness, fun, and social
involvement often prominent.

 Recreational sports are usually perceived as being less stressful, both physically
and mentally, on the participants. There are lower expectations regarding both
performance and commitment to the sport in the recreational sphere.


 CLASSIFICATION OF RECREATION

1. Indoor activities
2. Outdoor activities

 CHARACTERSTICS OF RECREATION

1. Recreation occurs during free time

2. Is prevent laziness
3. It is accepted socially
4. It provides enjoyment
5. It is voluntary
6. It is productive in nature
7. It contributes to the physical, mental and moral development of child

 Recreational games differ from sports in that they are not directed towards
competition; In a sport the idea is to win, but in games it's just having fun.

 Recreational games do not need technology, but often if some other element is
needed.

 They are usually played in groups, although some can be for two people. Also, the
idea is that most of these games are played abroad.

 This type of games is ideal to have fun and have a good time; additionally, many
have the advantage that they can be modified according to the conditions.

The most relevant recreational games

76
  Hide and Seek

 Capture the flag

 Musical chairs

 Frozen dance

 Red light, green light

 Statue

 Dodge ball

 tag

INDEGINEOUS GAMES

What are indigenous games?

Indigenous games are recreational activities that originated from a particular cultural group,
community or people. These games are different from your mainstream sports, which are
regulated by international federations, and have fixed rules.

Indigenous Sports of India

 KushtiAkhada.
 Thang-Ta.
 Kalaripayattu.
 Kho-Kho.
77
  Tug of War.
 Mallakhamb.
 Hekko.
 Sqay.
 Gilidanda
 Roll ball
 Shooting ball
 Gatka

What are two importance of indigenous games?

Playing indigenous games not only improves physical development and brain stimulation.
They get to experience and let their imagination wonder. Children also learn social skills
because most of these games are played in a group. They also learn and understand rules.

78
INTRODUCTION FOOTBALL
1.The game of football was originated in china during the second and third century.
2.The first match of football played between Scotland vs England in 1872.
3.FIFA is the governing body of football which controls world football.
79
4.full form of FIFA is FedreationInternationale De Football Association. FIFA established
in 21 may 1904
5. AIFF is governing body of Indian football which is established in 23 june 1937
6. Full form of AIFF is All india Football Federation.
7.Football field Measurements are Length= 90-120M , Breadth= 45-90M

SKILLS
1.KICKING
(a) High drive kick
(b) Instep kick
(c) Lofted kick

2.DRIBBLING
(a) Shift position dribbling
(b)Jaggle dribbling
(C) Feint dribbling

3.PASSING
(a) Short pass
(b) long pass
(c )Through passes

4.TRAPPING AND TACKLING

(a) Sole trap
(b) Inside foot trap
(c ) Thigh trap
(d) Front block tackling
(e) Sideway tackling
(f) Interception tackling

EQUIPEMENTS
The Equipement football requires are football field,football,stockings,studs,shinguard,jersey
etc.

MAJOR TOURNAMENTS
80
 1. FIFA WORLD CUP
2. SANTOSH TROPHY
3. UEFA CHAMPIONS LEAGUE
4. I-LEAGUE
5. INDIAN SUPER LEAGUE
6. EURO CUP

BASIC TERMINOLOGY
HEADING:-the player takes a jump as the ball is flighting towards him and heads the ball to
re-direct it towards the desired location.
KICKING THE BALL:-Kicking is the most common and important skill of football which
requires power as well as accuracy placing non kicking foot beside the ball and with a
proper swing of kicking football hit the ball at centre.
PASSING:-The skill of passing requires control over the power of the kicking foot.one must
pass the ball to his/her nearby player as and when required to keep the ball in the teams
possession.
TACKLING THE OPPONENT:- It is the process of taking the possession of the football from
the opponent by sliding infront of him towards the ball.

81
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -III
ACADEMIC SESSION 2024-25

SUBJECT – DANCE/MUSIC (CLASS NOTES – SEPTEMBER 2024)

Topic – Ganesh Bhajan & Songs

Deva Shree Ganesha..

Deva shri ganesha….
Deva shri ganesha..
Deva shri ganesha..
Jwaala si jalti hai aankhon mein jiske bhi
Dil mein tera naam hai
Parwaah hi kya uska aarambh kaisa hai
aur kaisa parinaam hai
Dharti ambar sitaare hai
Uski nazarein utaarein
Darr bhi uss se dara re
Jiski rakhwaliya re
Karta saaya tera

Deva Shree Ganesha..

Ho...
Teri bhakti to vardaan hai
Jo kamaaye woh dhanwaan hai
Bin kinare ki kashti hai woh
Deva, Tujhse jo anjaan hai
Yun tto mooshak sawaari teri
Sab pe hai pehredaari teri
Paap ki aandhiyaan laakh ho
Kabhi jyoti na haari teri
Apni taqdeer ka woh, khud sikander huaa re
Bhool ke yeh jahaan re
Jis kisi ne yahaan re
Saath paaya tera..
82
 Deva Shree Ganesha..
Ho teri dhooli ka teeka kiye
Deva jo bhakt tera jiye
Usey amrit ka hai moh kya
Hans ke vish ka woh pyaala piye
Teri mahima ki chhaaya tale
Kaal ke rath ka pahiyaa chale
Ek chingaari pratishodh se
Khadi ravaan ki lanka jale
Shatruo'n ki qataarein ik akele se haare
Kann bhi parbat huaa re
Shlok bann ke jahaan re
naam aaya tera hey!
Deva shree ganesha..

MUSIC

Topic: - TeenTaal on Hands

Teentaal :- Teentaal is a basic taal of kathak . There are 16

matras,4 sections and 3 taali ,1 khali .

When we count matras on hands with Bol .it’s call Teentaal on hands .

83
 ARMY PUBLIC SCHOOL, GWALIOR
CLASS- IV
ACADEMIC SESSION 2024-25

SUBJECT-ENGLISH (CLASS NOTES-SEPTEMBER 2024-25)

CHAPTER- 6
The Selfish Giant
Task: 1 Vocabulary

Word Meaning
1. delight great pleasure.
2. blossoms flowers.
3. sight a scene.
4. scared frightened
5. flung threw suddenly

Task: 2 Answer the following questions:

1. Why did the children like to play in the giant’s garden?

Ans. The children liked to play in the giant‟s garden because it was beautiful and giant was
not there.
2. What did the giant see when he returned to his castle after seven years?
Ans. When the giant returned, he saw children playing happily in his garden.
3. Name two things which could be seen in the giant’s garden in spring.
Ans. In spring, the peach trees bloomed with flowers and there were birds singing in the
giant‟s garden.
4. Why was a little boy crying in one corner of the garden?
Ans. The little boy was crying because he could not reach the branches of the trees.
5. What did the giant see in his garden after the child returned?
Ans. The giant saw a wonderful sight when the children returned to the garden: the trees
were blooming, birds flew around and chirping and flowers had come out through the
green grass.
6. Answer with reference to the context.
Read the given sentence and answer the questions that follow.
“Now I know why spring did not come here”
(a) Who said these words?
Ans. The giant said these words.
(b) What is meant by ‘here’?
Ans. „Here‟ means the giant‟s garden.
(c) When did spring come again?
Ans. Spring came again when the children returned to the giant‟s garden.

84
THINK AND ANSWER
1. Do you think the giant was right when he told the children that it was their
garden?
What brought happiness in his life? Explain.
Ans. Yes, the giant was right when he said that it was their garden, because the blossoms
on the trees, the flowers, the green grass and the birds came only then the children
played happily there. They brought spring into the garden and happiness into the
giant‟s life.
Task – 4
Make sentences with the following words.
1. wandered - The children wandered down the street.
2. scared - She‟s scared to walk alone at night.
3. blossom- The peach tree has an excellent blossom this year.
4. sight- It was a beautiful sight.

85
 ARMY PUBLIC SCHOOL GWALIOR
CLASS IV
ACADEMIC SESSION 2024-25

SUBJECT – HINDI (CLASS NOTES – SEPTEMBER 2024)

पाठ – 6
एवरे स्ट के साथ मेरी भें ट
नए शब्द

शिखय
आयोहण
कभमठता
आनॊददत
स्थथय
श्रेष्ठता
प्रततस्ष्ठत
प्रदान
घोषणा
आकषमण

शब्दाथथ

शिखय ऩहाड़ की छोटी

आयोहण ऊऩय चढ़ना
कभमठता काभ कयने की िस्तत
आनॊददत प्रसन्न
स्थथय बफना दहरे डुरे
श्रेष्ठता उत्तभता
प्रततस्ष्ठत सम्भातनत
प्रदान दे ना
घोषणा एरान
आकषमण खखॊचाव

प्रश्न उत्तर:
प्रश्न1. फचें द्री एवये थट की चोटी ऩय कफ औय ककस सभम ऩहुॊची ?
उत्तर 23 भई 1984 के ददन दोऩहय 1:07 शभनट ऩय फचें द्री एवये थट ऩय ऩहुॊची ।

86
प्रश्न2. सागय भाता के ताज ऩय ऩहुॊचकय फचें द्री ने तमा ककमा?
उत्तर वहाॊ ऩहुॊचकय फचें द्री ने फपम ऩय अऩना भाथा टे का औय सागय भाथे के ताज का
चफ
ुॊ न शरमा । अऩने थैरे से हनुभान चारीसा औय दग
ु ाम भाॊ का चचत्र तनकार कय
रार कऩड़े भें रऩेटा औय छोटी सी ऩूजा कयके इनको फपम भें दफा ददमा । इसके
फाद उठकय अऩने नेता अॊगदोयजी के प्रतत आदय बाव से झुकी ।
प्रश्न3 ऩवमतायोहण भें श्रेष्ठता के शरए फचें द्री ऩार को कौन से ऩयु थकाय शभरे?
उत्तर ऩवमतायोहण भें श्रेष्ठता के शरए फचें द्री ऩार को बायतीम ऩवमतायोहण सॊघ का
प्रततस्ष्ठत थवणम ऩदक, अजन
ुम ऩयु थकाय सदहत अनेक ऩयु थकाय शभरे औय ऩद्मश्री
से बी अरॊकृत ककमा गमा।

मल्
ू यपरक प्रश्न उत्तर
प्रश्न. असॊबव से ददखने वारे कामम कैसे सॊबव ककए जा सकते हैं?
उत्तर. असॊबव से ददखने वारे कामम भेहनत, रगन, साहस, दृढ़ तनश्चम से सॊबव ककए
जा सकते हैं । जफ हभ अऩना रक्ष्म तनस्श्चत कयके उसे ऩाने का प्रमास
ऩूयी ईभानदायी से कयते हैं, तो हभें सपरता जरूय शभरती है ।

पाठ 7
च ींटी और कबत
ू र
नए शब्द

करुण
ऩुकाय
फायॊ फाय
स्जॊदा
सदा
शब्दाथथ :

करुण दमा उत्ऩन्न कयने वारी

ऩुकाय फुराने की आवाज
फायॊ फाय फाय-फाय

स्जॊदा जीववत
सदा हभेिा

87
प्रश्नोत्तर
प्रश्न1 ऩानी भें चगयने ऩय चीॊटी तमों घफया गई?
चीॊटी को तैयना नहीॊ आता था इसशरए ऩानी भें चगयने ऩय वह घफया गई ।
प्रश्न2 कफूतय ने चीॊटी को कैसे फचामा?
उत्तर. कफूतय ने चीॊटी के ऩास ऩत्ता पेंक ददमा स्जस ऩय चीॊटी चढ़ गई ।
प्रश्न3 कफत
ू य द्वाया जान फचाने ऩय चीॊटी ने तमा फोरा?
उत्तर. कफत
ू य द्वाया जान फचाने ऩय चीॊटी ने उसे धन्मवाद ददमा औय कहा ‘तभ
ु ने भेयी जान फचाई है ,
इसे भैं हभेिा माद यखग
ॊू ी’ ।
प्रश्न4 ऩत्तों भें तछऩा कफत
ू य तमा सोच यहा था?
उत्तर.ऩत्तों भें तछऩा कफत
ू य सोच यहा था कक आज चीॊटी की फवु ि ने भेयी जान फचाई है ।

मल्
ू यपरक प्रश्न
प्रश्न. ऩयोऩकाय औय आत्भववश्वास आऩके जीवन भें तमा ऩरयवतमन आते हैं?
उत्तर. ऩयोऩकाय अथामत दस
ू यों की बराई कयने ऩय हभें अच्छा रगता है । इससे खि
ु ी शभरती है ।
ऩयोऩकाय के द्वाया हभें अच्छे शभत्र शभर जाते हैं। वही आत्भववश्वास से हभ बी अऩनी ऺभताऔय
काबफशरमत ऩय ववश्वास कय सकते हैं। इस प्रकाय ऩयोऩकाय औय आत्भववश्वास जीवन भें सकायात्भक
ऩरयवतमन राते हैं।
–8

नए

88
 न

प्र 1. - ?
उ. , , , ।
प्र 2. ?
उ. , . , ,
।

प्र 3. ।
उ. ,अ , ,अ , अ
।
प्र 4. ?
उ. ।

न
न. घ औ घ अ औ
।
उ .घ औ घ अ । औ
, ओ घ अ
।

89
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IV
ACADEMIC SESSION – 2024-25

SUBJECT – MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER-7
Multiples and Factors
OBJECTIVES
The students should know
(i) Multiple of a number
(ii) Properties of multiples
(iii) Least Common Multiples (LCM)
(iv) Factors and the properties of factors
(v) Highest Common Factor (HCF)
(vi) Prime and Composite numbers
(vii) Prime factorisation
Pre-Requisite Knowledge:
The students should have the basic knowledge of multiples and factors of small numbers as
they have done in their previous classes.
Teaching Aids:
Method of Teaching:
The following topics and sub-topics will be taught in the class taking some simple examples
(i) Multiple of a number = The number × buy counting number
(ii) Properties of multiple:
(a) Every number is a multiple of 1.
(b) The first and smallest multiple of a number is the number itself.
(c) Multiple of a number is exactly divisible by it.
(d) Every multiple of a number is great or equal to the number.
(iii) Least Common Multiple (LCM)
Example: Find the LCM of 6, 8 and 12
Multiples of 6 are: 6, 12, 18, 24, 30, 36, 42, ....
Multiples of 8 are: 8, 16, 24, 40, 48, ...
Multiples of 12 are: 12, 24, 36, 48, 60
Least common multiple is 24

90
LCM = 24
(iv) Highest Common Factors (HCF)
Example: Find the HCF of 40, 56 and 24
Factors of 40 = 1, 2, 4, 5, 8, 10, 20, 40
Factors of 56 = 1, 2, 4, 7, 8, 14, 28, 56
Factors of 24 = 1, 2, 3, 4, 6, 8, 12, 24
Hence, HCF = 8 (The highest common factor)
Recapitulation: The whole chapter will be revised in the class taking some simple examples
and the problem of the students will be solved immediately.
Home Assignment: (A) From Text Book:
(i) Exercise 7.1 — Solve Q. No. 1 to 5 all parts
(ii) Exercise 7.2 — Solve Q. No. 1 to 6 all parts
(iii) Exercise 7.4 — Solve Q. No. 1 to 4 all parts
(iv) Exercise 7.5 — Solve Q. No. 1 and 2 all parts
(B) Extra Questions:
(1) Find the LCM of 6, 8, 18 and 24
(2) Find the HCF of 36, 24, 18
(3) Write the prime factors of 72 using Factor Tree Method.

Exercise 7.1
3. Find the first four multiples of:
a. 5
5 × 1 = 5;
5 × 2 = 10;
5 × 3 = 15;
5 × 4 = 20

b. 14
14 × 1 = 14;
14 × 2 = 28;
14 × 3 = 42;
14 × 4 = 56

4. What is the fifth multiple of:

a. Fifth multiple of 9 = 9 × 5 = 45
b. Fifth multiple of 20 = 20 × 5 = 100

91
c. Fifth multiple of 31 = 31 × 5 = 155
d. Fifth multiple of 50 = 50 × 5 = 250
7. Write the multiple of the given numbers in each of the following up to first ten
multiples and then circle the common multiples.
a. 2 and 3
Multiples of 2 = 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
b. 6 and 9
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
Multiples of 9 = 9, 18, 27, 36, 45, 54, 63, 72, 81, 90
c. 5 and 7
Multiples of 5 = 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
Multiples of 7 = 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
d. 4 and 6
Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
8. Write the multiples of 8 which are greater than 40 but less than 72?
Multiples of 8 greater than 40 and less than 72 are 8 × 6 = 48; 8 × 7 = 56; 8 × 8 = 64
Exercise 7.3
1. Find the LCM of the following numbers.
b. 6,2
Multiples of 6 = 6, 12, ...
Multiples of 2 = 2, 4, 6 , 8, ...
L.C.M. of 2 and 6 is 6.
d. 6,16
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 54, ...
Multiples of 16 = 16, 32, 48, 64, ...
L.C.M. of 6 and 16 = 48. e. Multiples of 5 = 5, 10, 15, ...

f. 5,10,15
Multiples of 5 = 5, 10, 15, 20, 25, 30, 35, ...
Multiples of 2 = 2, 4, 6, 8, 10, 12, ...
Multiples of 10 = 10, 20, ...
L.C.M. of 5, 2 and 10 = 10.
g. 3,9,12
Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36 ...

92
Multiples of 9 = 9, 18, 27, 36 ...
Multiples of 12 = 12, 24, 36, 48, ....
L.C.M. of 3, 9 and 12 = 36
i. 12,15,18
Multiples of 12 = 12, 24, 36, 48, 60, 72, 84, 69, 108, 120, 132, 144, 156, 168, 180 ...
Multiples of 15 = 15, 30, 45, 60, 75, 90, 105, 120, 135, 150, 165, 180, 195...
Multiples of 18 = 18, 36, 54, 68, 72, 90, 126, 144, 162, 180
L.C.M. of 15, 12and 18 =180.

2. Read the word problems and solve

a.
To find the next time both tankers will visit on the same day, we find the LCM of 4 & 5.
∴ Multiples of 4 = 4, 8, 12, 16, 20 , 24, ...
Multiples of 5 = 5, 10, 15, 20 , 25, ...
L.C.M. of 4 and 5 = 20
Hence, both the tanker will visit on 20th day from today.
b.
We find L.C.M. of 10 and 5.
Now, Multiples of 10 = 10 , 20 , 30, 40, 50, ...
Multiples of 5 = 5, 10, 15, 20 , 25, ...
Since L.C.M. of 5 and 10 = 10
∴ Mrs. Sharma will water both the plants on 10th day from today.
Exercise 7.4
1. Find all the factors of
a. Factors of 12 = 12 × 12
=2×6
=4×3
Hence, factors of 12 are 1, 2, 3, 4, 6 and 12
b. 32 = 1 × 32
= 2 × 16
=4×8
Hence, factors of 32 are 1, 2, 4, 8, 16 and 32.
c. 40
= 1 × 40
= 2 × 20
= 4 × 10
93
=5×8
Hence, factors of 40 are 1, 2, 4, 5, 8, 10, 20 and 40.
d. 56
= 1 × 56
= 2 × 28
= 4 × 14
=7×8
Hence, factors of 56 are 1, 2, 4, 7, 8, 14, 28 and 56.

4. Find the common factors of the following pairs of numbers.

a. 14, 21
Factors of 14 = 1, 2, 7, 14
Factors of 21 = 1, 3, 7, 21
Common factors of 14 and 21 are 1 and 7.

b. 12, 16
Factors of 12 = 1, 2, 3, 4, 6, 12
Factors of 16 = 1, 2, 4, 8, 16
Common factors of 12 and 16 are 1, 2 and 4.
c. 10,15,25
Factors of 10 = 1, 2, 5, 10
Factors of 15 = 1, 3, 5, 15
Factors of 25 = 1, 5, 25
Common factors of 10, 15 and 25 = 1 and 5.
d. Factors of 27 = 1, 3, 9, 27
Factors of 36 = 1, 2, 3, 4, 9, 12, 18, 36
Factors of 45 = 1, 3, 5, 9, 15, 45
Common factors of 27, 36 and 45 = 1, 3 and 9.
5. Find the HCF of the following numbers.
b. 10,20
Factors of 10 = 1, 2, 5, 10
Factors of 20 = 1, 2, 4, 5, 10, 20
Common factors of 10 and 20 = 1, 2, 5, 10
∴ HCF of 10 and 20 = 10
d. 40, 48
Factors of 40 = 1, 2, 4, 5, 8, 10, 20, 40 Factors of 20 = 1, 2, 4, 5, 10, 20
94
Factors of 48 = 1, 2, 3, 4, 6, 8, 12, 16, 24, 48 Common factors of 15 and 20 = 1, 5
Common factors of 40 and 48 = 1, 2, 4, 8 ∴ HCF of 15 and 20 = 5
∴ HCF of 40 and 48 = 8 e. Factors of 16 = 1, 2, 4, 8, 16

Exercise 7.5
1. Which of these divisible by 2?
a) 216 and c) 724 are divisible by 2 as they have even number at units place.
2. Which of these divisible by 3?
a. 246: 2 + 4 + 6 = 12
Since 12 is a divisible by 3, therefore 246 is divisible by 3.
b. 612: 6 + 1 + 2 = 9
Since 9 is a multiple of 3, therefore 612 is divisible by 9.
c. 400: 4 + 0 + 0 = 4
Since 4 is not multiple of 3, therefore 400 is not divisible by 3.
3. Which of these divisible by 9?
a. 818: 8 + 1 + 8 = 17
As 17 is not multiple of 9, therefore 818 is not divisible by 9.
b. 963: 9 + 6 + 3 = 18
As 18 is multiple of 9, therefore, 963 is divisible by 9.
c. 180: 1 + 8 + 0 = 9
As 9 is multiple of 9, therefore, 180 is divisible by 9.
4. Which of these divisible by 5?
a) 920 and c) 580 are divisible by 5 as they have 0 in units place.
5. Which of these divisible by 10?
a. As 2 × 5 = 10, ∴ the nos. can be 20, 40.
b. As L.C.M. of 9 and 6 = 18 ∴ the nos. can be 18 and 36.
c. As L.C.M. of 2, 5 and 10 = 10, ∴ the nos. can be 20 and 30.
Exercise 7.8
1. Find the HCF of the following numbers by prime factorization.
b. 10,20
Prime factorization of 12 = 2 × 2 × 3
Prime factorization of 18 = 2 × 3 × 3
HCF = 2 × 3 = 6

d. 28,35
28 = 7 × 4
95
35 = 7 × 5
HCF of 28 and 35 = 7 50

g. 60, 90
60 = 3 × 2 × 5 × 2
90 = 3 × 2 × 5 × 3
HCF of 30 and 90 = 3 × 2 × 5 = 30
2. Find the LCM of the following numbers by prime factorization.
a. 10, 15
10 = 5 × 2
15 = 5 × 3
LCM of 10 and 15 = 5 × 2 × 3 = 30
c. 6, 9
6=3×2
9=3×3
LCM of 6 and 9 = 3 × 3 ×

96
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IV
ACADEMIC SESSION – 2024-25
SUBJECT – EVS (CLASS NOTES –SEPTEMBER 2024)

CHAPTER-8
ANIMAL KINGDOM
Define the terms: -

1. Beehive: A dome-shaped or box like structure in which bees are kept.

2. Dominating: Have a commanding influence.

3. Shy: showing nervousness.

4. Carnivorous: Animals which feed on the flesh of other animals.

5. Anthills: A nest in the form of a mound built by ants.

6. Nectar: A sugary fluid collected by bees to make into honey.

Test Your Knowledge! (Page-57)

Write(S)for shy and (F) for friendly animals in the following:

1.Crow F 2.Cockroach S
3.Mongoose S 4.Camel F
5.Elephant F 6.Antelope S
7.Monkey F 8.Pig F
9.Goat S 10.Sheep F
11.Donkey F 12.Cat F

Test Your Knowledge! (Page-58)

Which group do the following animals belong to? Use clue box.

1. Cows, buffaloes, goats, Milk giving

2. Ants, wasps, cockroaches, Insects

3. Monkey, elephant, deer Mammal

4. Yak, Polar bear, rabbit Furry

Test Your Knowledge! (Page-59)

Name the following.
1. Two animals which do not have ears- a. Snake, b. Earthworm

2. An animal with a large fan like ears- Elephant

Test Your Knowledge! (Page-60)

Write any three uses of honey.
a.Heal wounds

97
 b. Smoothe sore throat

c. Helps in weight loss

Exercises

I.Tick () the correct option:

1. c. Squirrel

2. c. Pride

3. d. All of these

4. c. Kennel

5. a. Chameleon

II. Give two examples for each of the following:

1. Social Animals Honeybees Ants

2. Shy Animals Squirrel Sparrow

3. Animals with ears Elephant Dog

4. Animals without ears Snake Earthworms

5. Animals which build their own shelter Rabbit Tailor bird

Ill.Complete the given flow chart for the following:

IV. Give reasons for the following:

98
 1. Sometimes pet animals become shy towards human beings.

Answer. It is so because of fear and sometimes our cruel behaviour also makes them shy
and unfriendly.

2. Yak and polar bear have thick layer of fur.

Answer. To keep themselves warm.

3. We should be kind towards animals.
Answer. It is so because animals cannot speak like us; so we should be nice to them.
Animals also provide us various food items and help us in many ways.

V. Answer the following questions:

1. Why do animals live in groups?

Answer. Animals live in groups to get protection from their enemies, to search for food,
water, and shelter; and to raise their young ones.

2. Why do bees and butterflies get attracted to flowers?

Answer. Bee and butterflies get attracted to flowers due to the its nice smell. Bees suck
sweet liquid called nectar from the flowers.

3. Describe different types of ears in animals.

Answer. Ears of Animals- Different animals have different types of ears according to their
body requirements.

• Some animals have big ears. Their ears enable them to catch a lot of
sounds. For example, elephants and rabbits.
• A dog has ears which can move to know from where the sound is coming.

• A polar bear has small nubs in place of ears which can be closed while
swimming.

• Abirdhastwoearholesintheheadinplaceofexternalearstoflyeasilyinthe air.

• Snakes do not have ears. They sense through the vibrations on the
ground.

4. Describe the different types of body covering in animals.

Answer. a. All mammals like deer, camel, zebra, horse, and goat have short hair on their
body.
b. Animals which live in very cold areas like polar bear, yak and sheep have a
thick coat of fur / hair to keep them warm.
a. Reptiles like snakes, lizards, crocodiles have scales on their body.
b. Birds have feather which keeps them warm and helps them to fly.
c. Animals like monkey has coarse hair called bristles.

2. Differentiate between aquatic animals and amphibian.

Answer.

99
HOTS

Each type of animal in the jungle has a defence mechanism. Why is it so?

Answer. Defence mechanism helps animals to protect themselves from enemies, fight with
enemies and detect their prey easily which is required for their survival.

CHAPTER 9

BEAKS, CLAWS AND NEST

QI. Encircle the correct option:

1. Birds do not have mouth/ beak.

2. Birds use their beaks to pick things/play

3. Most of the birds have 4/5 toes

4. Wading/ Swimming birds have long legs.

5. Cuckoo/crow is a lazy birds.

II. Identify the bird by observing the given beaks and claws.

1. Hawks. 2. Kingfisher. 3. Woodpecker. 4. Hen. 5. Peacock.

III. Give two examples each of:

1. Preying birds- Eagle. Owl

2. Scratching birds - Hen. Peacock

3. Wading birds- Herons. Cranes

4. Perching birds- Crow. Pigeon

5. Swimming birds- Duck. Swan

IV Differentiate between the following.

1. Perching and climbing birds.

Perching birds Climbing birds

They have three toes in front and one behind They have two toes in front and two behind.
to curl around the branch.

They can sleep easily while holding the Such toes help them to climb up, down and

100
branch sideways on tree trunk.

Examples- crows sparrows and pigeons Examples- parrot and woodpeckers.

2. Waiting and swimming birds.

Wading birds Swimming birds

They have long legs with spreads-out toes to There have three webbed toes in front and
walk easily in shallow water. one small toe at the back.

Example - cranes, herons and storks Example- ducks and swans.

3. Nest of a tailor birds and weaver birds.

Tailor bird Weaver bird

Makes nest using broad leaves and stitch Makes nest using twigs and grasses
them together

Have comparatively long needle-like beak Have short, conical horny beak.

QV. Answer the following questions.

Q1. Why do birds have beaks?

Ans- A bird have beaks to eat food, to make its nest and for protection.

Q2. Why do birds have different types of feet and claws?

And. Birds have different types of feet and claws according to the place they live and the
food they eat.

Q3. What are talons? How are they useful to praying birds?

Ans. Large curve claws called talons. They are useful to praying birds as it helps them to
catch, kill and carry the pray.

Q4. Why do birds build nest?

Ans. Birds build nest to lay eggs and feed their babies.

Q5. When do birds abandon there nest?

Ans. Birds abandon their nest when the chicks grow up and are able to fly.

HOTS

Q. Which special feature of a birds body helps it to fly?

Ans. i. Birds have hollow bones which makes them light weight.

ii. They have feathers to fly in the sky.

iii. Therefore limb is modified into wings that help them to fly.

101
 CHAPTER-10

PLANT KINGDOM

Define the terms: -

Famine- Extreme scarcity of food.

Stamen - The stamen is the pollen-producing reproductive organ of a flower.

Carpel-Carpel is the ovule-bearing female reproductive organ of flowering plants.

Biennial -Happening once in every two years.

Crockery -Dishes, plates, cups and other tableware, usually made of someceramic

material. used for serving food.

Test Your Knowledge! (Page-71)

1. Carrot, Radish

2. Carbohydrate is present in potato and sweet potato.

Test Your Knowledge! (Page-73)

We use metro card or tokens to travel by Metro.

1. Lotus2. Sunflower 3. Gulmohar 4. Cauliflower

Exercises

I. Tick () the correct option:

1. b. Aerial roots

2. d. All of these

3. c. Mangroves

4. a. Rose

5. b. Yam

II. Give two examples of each of the following:

1. Cauliflower, Broccoli

2. Rose, Jasmine
102
3. Carrot, Radish

4. Yam, Tapioca

5. Perfume, Soap

III. Write one function of each of the following:

1. Breathing roots-It helps mangrove plants to breathe in the air in the marshy areas.

2. Aerial roots-It give support to heavy branches of the trees.

3. Florist-He sells flowers by arranging them in beautifulbouquets, bunches, etc.

4. Famine foods-Consumption of such foods helps people tosurvive during famine.

IV. Answers the following questions:

Q1. Why are roots important for a plant?

Answer. Roots absorb water and mineral from the soil which are required by the plants for
photosynthesis.

Q2. Who is a florist?

Answer.A florist is a person who sells flowers.

Q3.Why should we choose flowers carefully while gifting?

Answer.We should choose the flowers carefully while gifting because different flowers signify
different meanings. Flower significance varies from religion to religion, country to country,
etc.

Q4. Who are adivasi people? Describe their lifestyle.

Answer. People who live in the forests are called tribal or adivasis. They eat fruits, roots,
flowers of plants and trees grown in forests. They have great knowledge of trees and their
uses.

Q5. Who looks after the plants on the roadside?

Answer.On the roads the Municipal Corporation looks after the trees planted along the
roads. These plants are watered by water tankers arranged by the municipality.

HOTSPlants and trees are essential for sustaining life on Earth. However, for the growth of a
country, it is necessary to build more cities. Do you think, cutting down of trees is justified?
What would be the impact of cutting down trees on our environment?

Answer. It has negative impact on our environment because trees provide us fresh air by
giving us oxygen and absorbing carbon dioxide from the environment. Cutting down of trees
will increase the temperature of the Earth and leads to global warming.

FUNPEDIA

I. Answer the questions after performing this activity:

Do it yourself.

II.

1. DOIAMRGLMARIGOLD
103
2. EMAJSNIJASMINE

3. PUTLITULIP

4. WLUSNFORESUNFLOWER

5. LHADAIDAHLIA

104
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IV
ACADEMIC SESSION 2024-25

SUBJECT- ART AND WORK EDUCATION

(CLASS NOTES- SEPTEMBER 2024)

TOPIC- COLOURS

Q1. What is the definition of Colour in art?

Ans. Color is an element consisting of hues, of which there are three properties: hue,
chroma or intensity, and value. Color is present when light strikes an object and is reflected
back into the eye, a reaction to a hue arising in the optic nerve.

Q2. What is Colour and types?

Ans. Primary Colors: Colors that cannot be produced by mixing other colors are termed
primary colors or "elemental" colors. The three primary colors are Red, Yellow and Blue.

Secondary Colors: Secondary colors are mixed from two primary colors. The three
secondary colors are Orange, Green, and Violet.

105
Tertiary Colors: The combination of primary and secondary colors is known as tertiary or
intermediate colors. Red-Orange, Yellow-Orange, Yellow-Green, Blue-Green, Blue-Violet,
Red-Violet.

Q3. What is a warm color in art?

Ans. Warm colors definition in art: Warm colors on the other hand, are those hues that give
the feeling of warmth, such as red, orange, and yellow. These colors are often associated
with fire, the sun, and heat.

Q4. What is a cool color?

Ans. Cool colors are typified by blue, green, and light purple. They can calm and soothe.
Where warm colors remind you of heat and sunshine, cool colors remind you of water and
sky, even ice and snow.

106
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IV
ACADEMIC SESSION 2024-25

SUBJECT-HEALTH AND PHYSICAL EDUCATION (CLASS NOTES –

SEPTEMBER- 2024)

Topic- Fundamental skills of Handball

Handball which is also known as „team handball‟ or Olympic handball or European team
handball or European handball or Borden ball, is a team sport in which two teams consisting
of seven players each (six players and a goalkeeper) participate and compete against each
other. The six players pass the ball to each other and try to throw it into the goal post of the
opposite team. The play has two halves of 30 minutes each. The team which scores more
goals wins. Handball usually is played indoors, but there are other variants also
which allows the games to be played outdoors as well. These two variants of Handball are
field handball and Czech Handball (which is also called sand ball). Because the game is so
rapid and includes body contacts it attracts a big number of people. Because of the
short court, the frequency and amount of goal scoring are big which keeps the crowd
interested. On average, the goal-scoring in a Handball match is about 20 goals each but
there were 30 goals each game as well in the past.

Brief History of Handball

The game of Handball was founded at the end of the 19th century in the northern parts of
Europe, specifically in Germany and in Scandinavia. But the modern game of Handball was
carved in 1917 in Germany and since then it has gone through several amendments as well.
The first ever International Handball game for men was played in 1925 and for women was
played in 1930. The first ever Handball game in an Olympics happened in the 1936 Berlin
games and then it made a comeback into the games in the 1972 Munich games, again in
Germany. The first one was played outdoors and the second one was played indoors. The
women‟s version of the game was added in the 1976 Montreal games.

The International Handball Federation, which was established in 1947 oversees the game
and it has 174 members associated with it. Since 1938 each of the continental European

107
team has won at least a single medal in the Olympics, hence it is very popular in those parts
of the world.

Coins on Handball -The game of Handball is so popular in Europe that in 2003 European
Union minted a 10 Euro Handball commemorative coin to celebrate the 2004 Athens
Olympics.

Some Interesting Facts about Handball - After learning about what exactly the game of
Handball is and about two different variants of it, now it‟s time to know some of the funny or
important facts about Handball. So here we are with some of the most interesting facts about
the game called Handball.

1. If you look at the fastest game of handball carefully, you will realize that it is a
combination of three games, basketball, football and water polo.

2. There are two main referees in the game of handball, one is a court referee and
the other is a goal-line referee.

3. The most interesting thing about handball is that the players are not restricted with
the number of faults they produce.

4. With more nations joining in the beach handball is getting more popular and
probably may take over the indoor handball in coming years.

5. Not only the size, but the softness of the ball also differs in man, women and
children‟s fun handball games.
6. The origin of the game was believed to be in Greece in the ancient times.

7. Though it is not popular outside, it is believed that it is the second largest sport in
Europe after football.

8. European handball for kids: In the European style the player is allowed to take
three steps before passing on the ball to the other player, but in the American
version only one step is allowed for the players.

108
 9. The goalkeeper can move both inside and the outside of the goal line, but the rest
of the players are allowed only outside of the goal line and not the inside.

10. The handball player can hold the ball only for three seconds.

11. The first-ever international handball game for men was played between Germany
and Belgium in 1925 and for women, it was played between team handball
Germany and Austria in 1930.

12. Handball is believed to be the second-fastest game on the earth or world after ice
hockey.

13. Just like in football the ball must not touch player‟s hands apart from the
goalkeeper in the handball it is exactly the reverse, the ball must not touch the
player‟s legs with the goalkeeper is allowed.
14. Johan Pettersson a Swedish handball player almost died when he bumped into
the goalkeeper in a game in 2002 in which he lost a couple of his teeth and had
almost swallowed his tongue.

List of Handball World Champions:

Handball World Champions [Men]:

 The German champions in the 2018/19 season were SG Flensburg-Handewitt,

the current DHB Cup winners are THW Kiel.

 In Austria, the UHK Krems won the championship and the cup in the 2018/19
season.

 Kadetten Schaffhausen became Swiss champions in 2018/19, Wacker Thun won

the cup competition.

 Champions League winner 2017/2018 was Montpellier HB. The Füchse Berlin
won the EHF Europe Cup and AHC Potaissa Turda won the EHF Challenge Cup.

 At the men‟s handball world championship 2019 in Denmark and Germany,

Denmark won the title by beating Norway 31:22. France finished third, defeating
Germany at 26:25 in the game for the third position.

 At the European Handball Championship 2020 in Austria, Sweden, and Norway,

Spain defended its title in the final against Croatia (22:20). Third place went to
Norway against Slovenia (28:20).

 Denmark won Olympic gold in Rio 2016 with a 28:26 victory over France.

Handball World Champions [Women]:

 The German championship won in the season 2018/19 the SG BBM Bietigheim,
Cup Winners‟ Cup was the Thüringer HC.
 In Austria, WAT Atzgersdorf won the championship for the first time in 2018/19.
The cup winner of the 2018/2019 season was Hypo Niederösterreich.

109
 The Swiss champions of the 2018/19 season were LC Brühl handball and the
Spono Eagles were cup winners.
 The 2018 Champions League winner is Győri ETO KC. The EHF Cup winner is
SCM Craiova, and the Challenge Cup was won by MKS Lublin from Poland.

 The European champion in France in 2018 was France (24:21 against Russia),
the Netherlands came third.

 At the 2016 Summer Olympics in Rio de Janeiro, Russia beat France 22:19, while
Norway secured the bronze medal.

 In the final of the 2017 World Cup in Germany, France won 23:21 (against
Norway), with the Netherlands taking third place.

110
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IV
ACADEMIC SESSION: 2024-25

SUBJECT: MUSIC (CLASS NOTES SEPTEMBER 2024-25)

Definition of Bhajan

A bhajan is a devotional song or hymn in Hinduism, typically expressing love, reverence,

and devotion to a deity or a spiritual concept. Originating from the Sanskrit word "bhaj,"
which means "to worship" or "to serve," bhajans are an integral part of religious practice,
often performed in group settings like temples or during festivals. They can be set to
various musical forms and are usually sung in a call-and-response style. Bhajans often
feature simple, repetitive lyrics that focus on spiritual themes, making them accessible to a
wide audience and facilitating a communal sense of devotion and worship.

Devotional Bhajan

अच्चुतभ केिवॊ कृष्ण दाभोदयॊ

याभ नायामणॊ जानकी वल्रबॊ

अच्चुतभ केिवॊ कृष्ण दाभोदयॊ

याभ नायामणॊ जानकी वल्रबॊ

कौन कहते है बगवान आते नहीॊ

कौन कहते है बगवान आते नहीॊ

कौन कहते है बगवान आते नहीॊ

तभ
ु भीया के जैसे फर
ु ाते नहीॊ

अच्चुतभ केिवॊ कृष्ण दाभोदयॊ (अच्चुतभ केिवॊ कृष्ण दाभोदयॊ )

याभ नायामणॊ जानकी वल्रबॊ (याभ नायामणॊ जानकी वल्रबॊ)

कौन कहते है बगवान खाते नहीॊ

फेय िफयी के जैसे खखराते नहीॊ

कौन कहते है बगवान खाते नहीॊ

फेय िफयी के जैसे खखराते नहीॊ

कौन कहते है बगवान सोते नहीॊ

111
भाॉ मिोदा के जैसे सर
ु ाते नहीॊ

कौन कहते है बगवान सोते नहीॊ

भाॉ मिोदा के जैसे सर

ु ाते नहीॊ

अच्चुतभ केिवॊ कृष्ण दाभोदयॊ (अच्चुतभ केिवॊ कृष्ण दाभोदयॊ )

याभ नायामणॊ जानकी वल्रबॊ (याभ नायामणॊ जानकी वल्रबॊ)

कौन कहते है बगवन नाचते नही

गोवऩमों की तयह तभ
ु नचाते नही

कौन कहते है बगवन नाचते नही

गोवऩमों की तयह तभ
ु नचाते नही

नाभ जऩते चरो काभ कयते चरो

हय सभम कृष्ण का ध्मान कयते चरो

नाभ जऩते चरो काभ कयते चरो

हय सभम कृष्ण का ध्मान कयते चरो

अच्चत
ु भ केिवॊ कृष्ण दाभोदयॊ (अच्चत
ु भ केिवॊ कृष्ण दाभोदयॊ )

याभ नायामणॊ जानकी वल्रबॊ (याभ नायामणॊ जानकी वल्रबॊ)

केिवॊ गोववॊदभ केिवॊ गोववॊदभ

केिवॊ गोववॊदभ केिवॊ गोववॊदभ (कृष्णा)

केिवॊ गोववॊदभ केिवॊ गोववॊदभ (कृष्णा)

Definition of Taal Kaharwa

Taal Kaharwa, also known as Kaherva or Kaharwa, is a rhythmic cycle commonly used in
Indian classical music, particularly in genres like Hindustani classical and folk music. It is a
8-beat cycle (8 matras) with a specific pattern of accentuation, typically divided into two
parts: 3 beats followed by 4 beats. The structure is often represented as 3+4 or 4+3, and it
is known for its distinctive, somewhat irregular feel compared to other more symmetrical
talas. This taal is frequently used in compositions to create a variety of rhythmic
expressions and moods.

112
113
 ARMY PUBLIC SCHOOL GWALIOR
CLASS-IV
ACADEMIC SESSION: 2024-25

SUBJECT: DANCE (CLASS NOTES SEPTEMBER-2024)

Ganesh Vandana has immense importance in Kathak dance. Ganesh Vandana, which
is a praise and prayer to Lord Ganesha, is a natural beginning of the dance. This
tradition is followed to seek the grace and blessings of Lord Ganesha at the
beginning of the dance. It signifies purity, discipline and devotion of the dance, which
is the basic element in Kathak.

Kathak Nritya, the classical Indian dance form, often incorporates poetry and
devotional songs (bhajans). "Kavita Ganesh Vandana" could refer to a specific piece
or composition within this genre, possibly dedicated to Lord Ganesh, the Hindu deity.
It typically involves rhythmic footwork, graceful movements, and expressive gestures,
highlighting themes of devotion and spirituality.

in Kathak dance, a Ganesh Vandana is often performed at the beginning of a recital as

a mark of respect and to seek the blessings of Lord Ganesha, the deity of wisdom,
knowledge, and the removal of obstacles. This opening piece is meant to set a
positive and auspicious tone for the performance. The Ganesh Vandana typically
features rhythmic patterns and graceful movements that highlight the dancer’s skill
and devotion.

"Ganesh shlok"

Vakratunda Mahakaya
Suryakoti Samaprabha
Nirvighnam Kurume Deva
Sarva Karyeshu Sarvada"

Ganesh Vandana, a traditional offering to Lord Ganesha, is a common feature in many

classical Indian dance forms, such as Bharatanatyam, Kathak, Kuchipudi, and Odissi.
However, it is not typically performed in Kathakali. Kathakali, a classical dance-drama
form from Kerala, generally focuses on storytelling from Hindu epics and does not
usually include Ganesh in its repertoire.

In Kathak performances dedicated to Ganesha, the musical instrument commonly

used is the "tabla." The tabla is a pair of hand-played drums that provides rhythm and
accompaniment, integral to Kathak's intricate footwork and expressive movements.

"Ganesh Vandana"

Ganapati Sur Muni bande

buddhi Vinayak gaj Mukh

chaturbhuj vighna haran

shubh karan sahayak Thai

114
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IV
ACADEMIC SESSION – 2024-25

SUBJECT- COMPUTER (CLASS NOTES- SEPTEMBER 2024)

Chapter-4
A. Tick the correct answer.
1. A presentation program developed by Microsoft is _______
a. Word
b. Paint
c. PowerPoint
Answer: c
2. ______ displays a large view of the current slide.
a. Notes pane
b. Ribbon
c. Slide pane
Answer: c
3. There are _____ main views of the presentation.
a. Five
b. Four
c. Six
Answer: b
4. ______ buttons allow us to quickly change the way our presentation is displayed
on the screen.
a. View
b. Control
c. Slide
Answer: a
5. We can press _____key to end the slide show at any time.
a. Ctrl
b. Esc
c. Alt
Answer: b

B. Write ‘T’ for True and ‘F’ for False statements.

1. A group of slides on any one topic is called a presentation. T
2. Title bar shows the name of the currently displayed presentation. T
3. Slide pane displays the notes for the current slide. F
4. Only one slide can be added into a PowerPoint presentation. F
5. We can press F5 key for Slide Show view. T

C. Fill in the blanks:-

1. One page of the presentation is called a Slide.
2. PowerPoint assumes that new presentation begins with the title slide.
3. The default extension of PowerPoint 2016 file is .pptx
4. Formatting options are present in Home tab.
5. A Slide Show displays one slide at a time, filling the entire screen.

D. Differentiate between the following.

Slide: One page of your presentation is called a slide.

115
 Presentation: A group of slides on any one topic is called a presentation.

E. Answer the following questions.

1. What is the use of PowerPoint?
Answer: Through PowerPoint presentations, you can communicate ideas, messages
and other information to the viewers.
2. Name the various views of PowerPoint window.
Answer: Normal view, Slide shoe view, Slide sorter view, Reading view and Slide
show view are the four main views of PowerPoint.
3. What do you mean by Text Placeholder?
Answer: Text Placeholder allows you to type titles, body, text and bulleted list in
slides.
4. Why do you need to run a slide show in PowerPoint presentation?
Answer: Slide show view is used to give the presentation to a group of people. A
slide show displays one slide at a time, filling the entire screen.

116
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

ROOTS AND WINGS- MAIN COURSE BOOK

Poem – 3

Trees are the Kindest Things

Task – 1

Vocabulary

Word Meaning
1. kindest very soft-hearted
2. boughs main branches of a tree
3. drowsy sleepy
4. lullaby a soft gentle song sung to make a child go to sleep.

Task – 2

Answer the following questions:

Q1. What are the „kindest things‟ that the poet talks about?

Ans. The „kindest things‟ the poet talks about are trees.

Q2. How do cows and birds benefit from trees?

Ans. Cows can sit in the shade of trees while birds find nesting places in the boughs.

Q3. Name any two things that we get from trees. (second stanza)

Ans. We get fruits and leaves from trees.

Q4. Explain why the morning sunrays first fall on trees.

Ans. The morning sunrays reach the top of tall trees first, and only then they are able to reach
the lower areas.

Q5. Write down the rhyming words from the poem.

Ans. Rhyming words from the poem are –

117
know - grow

cows - boughs

begun - sun

light - night.

Chapter – 6

The Lady with the Lamp

Summary

In this chapter, you will read about the unique contribution of a British girl called Florence
Nightingale who decided to go to the war front with some of her friends and work as a nurse at
the British camp. Her services, as a nurse since then, have made Florence Nightingale a role
model for every nurse in the world.

Task – 1
Vocabulary
Word Meaning
1. affectionate loving
2. physician doctor
3. efficient Working quickly and effectively
4. deprived underprivileged
5. engraved cut or carved on the surface of a hard object
6. determined firm
7. biography an account of someone‟s life written by
someone else
8. estate a large area of land owned by a person, family
or organization
9. hearty Filling and nourishing
10. conferred bestowed or granted

Task – 2
Answer the following questions-
Q1. How did Rini take care of Tara?
Ans. Rini took care of Tara round the clock. She gave her proper diet, medicines and injections
on time, took her temperature at regular intervals and helped her move and read to her.

Q2. Mention any two good qualities of Rini.

Ans. Rini was competent and compassionate.

Q3. Where did Nightingale go for her training for nursing?

Ans. Florence Nightingale went to Germany for her training in nursing.

118
Q4. What was the cause of death of many soldiers at the British Hospital at Crimea?
Ans. Infectious diseases like typhoid and cholera, and the unhygienic conditions were the cause
of death of many soldiers at the British hospital in Crimea.

Q5. Why was Florence Nightingale called „The Lady with the Lamp‟?
Ans. Florence Nightingale walked through the dark hallways of the British hospital carrying a
lamp as she looked after the sick and injured soldiers. They gave her the name of „the Lady with
the Lamp‟.

Task – 3
Make sentences with the following words:

1. prescribed : Please bring the prescribed medicines.

2. deprived : The poor kid was deprived of the studies.
3. unhygienic : Do not eat unhygienic food.
4. infectious : Corona Virus was highly infectious.
5. alternate : Bring your drawing book every alternate day.

CREATIVE WRITING

FORMAL LETTER
Format of the Formal Letter

SENDER’S ADDRESS

Your Name]
Class [Your Class]
[Your Roll Number]
[Your School Name]

Date: [Date]

RECEIVER’S ADDRESS
The Principal
[School Name]
[School Address]

119
Subject: [Short description of your request, e.g., "Application for Sick Leave" or "Request for
Permission to Participate in Event"]

Respected Sir/Madam,

I am writing this application to inform you that [state your reason here].

[Explain the reason or request in one or two sentences, keeping it simple and clear.]

Kindly grant me permission for [state what you are asking for, like leave or participation]. I will
be very thankful for your understanding.

Thanking you,

Yours obediently,
[Your Name]
Class [Your Class]
Roll Number [Your Roll Number]

Example

Q.1 Write an application to the principal to attend your ailing grandmother.

Rohan Gupta
Class 5B
Roll Number 15
XYZ Public School
Date: 8 September 2024

To,
The Principal
XYZ Public School
Mumbai - 400001

Subject: Application for leave to attend my ailing grandmother

Respected Sir

120
I am Rohan Gupta of class VB, of your school. I am writing to request leave as I need to visit my
grandmother, who is unwell and is currently hospitalised. My family has to travel to our
hometown to take care of her.

Kindly grant me leave for three days, from September 9 to September 11, 2024. I promise that I
will complete all my backlog studies over the weekend with the help of my classmates as I
return to school. I will be very thankful for your understanding and support.

Thanking you,

Yours obediently,
Rohan Gupta
Class 5B
Roll Number 15

DIARY ENTRY

FORMAT OF DIARY ENTRY

DAY, DATE [Write the day, date here]

Dear Diary,

[Begin by describing your day, event, or feelings. Write in the first person, as if you are talking to
a friend.]

 Introduction: Start by sharing what happened during the day, where you went, or who
you met.
 Body: Describe any interesting or important events, how they made you feel, and what
you thought about them. You can also mention your emotions, like excitement,
happiness, surprise, or sadness.
 Conclusion: End with a reflection on your day or a thought about what you are looking
forward to tomorrow.

Example

Q. Write a diary entry about your experience of a teacher‟s day celebration.

121
 September204, Thursday

9Apm

Dear Diary,

Today was Teachers' Day, and it was amazing! We celebrated it in school, and everyone had a lot
of fun. The day started with a special assembly where we all gathered to honour teachers. Some of
the senior students gave speeches, and they talked about how much teachers help us learn and
grow.

After the assembly, we performed a dance and sang songs for our teachers. They looked so happy
and smiled a lot. My friends and I also made beautiful cards for our teachers. I gave a card to my
class teacher, Mrs. Renu, and she said it was lovely. That made me really happy!

In the afternoon, we had some games with our teachers, and it was funny to see them play with us.
We laughed so much! The whole day was about showing how much we love and respect our
teachers.

I had such a great time, and I‟m so thankful for all the teachers who make learning so fun for us.

Riya

STORY WRITING

Title:

Give your story a title that reflects the main idea or theme.

Beginning (Introduction):

Start by introducing the characters, setting, and situation. This is where you tell the reader who
the story is about, where it takes place, and what the characters are doing.

Middle (Plot/Problem):

Describe the main events of the story. This is where something interesting or exciting happens.
A problem or challenge may appear that the characters need to solve.

122
End (Conclusion/Solution):

End the story by solving the problem or wrapping up the events. The story should have a clear
conclusion, where everything is resolved and the characters learn something or achieve their
goals.

Example

Q.1 Construct an interesting story based on the given outlines.

Outlines:

A poor woodcutter cutting wood near a river – his axe falls into the river – he is sad and worried
– a water fairy appears – offers him a golden axe, but he refuses – offers a silver axe, but he
refuses – offers his old iron axe – he happily accepts – fairy rewards him with all three axes for
his honesty.

Title: The Honest Woodcutter

Once upon a time, there was a poor woodcutter who lived in a small village. Every day, he went
to the forest to cut wood to earn a living. One day, while cutting wood near a river, his axe
slipped from his hands and fell into the deep water. The woodcutter was very sad and worried
because the axe was the only tool he had for his work.

Just as he was about to leave, a beautiful water fairy appeared from the river. She asked him,
"Why are you so sad?" The woodcutter explained, "I dropped my axe into the river, and now I
cannot do my work."

The fairy smiled and said, "Don‟t worry, I will help you." She dived into the water and came up
holding a shiny golden axe. "Is this your axe?" she asked. The woodcutter shook his head and
said, "No, this is not my axe."

The fairy went back into the water and brought up a silver axe. "Is this your axe?" she asked
again. The woodcutter replied, "No, this is not my axe either."

Finally, the fairy dived into the water one more time and brought up the woodcutter‟s old iron
axe. "Is this your axe?" she asked. The woodcutter‟s face lit up, and he said, "Yes, this is my
axe!"

The fairy was very pleased with the woodcutter‟s honesty. She said, "Because you are honest, I
will give you all three axes: the gold, silver, and your iron axe." The woodcutter was overjoyed
and thanked the fairy. He returned home with all the axes and lived happily ever after.

Moral: Honesty is always rewarded.

123
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

ऩाठ - 8 सरू जकुण्ड मेऱा

अभ्यास

शब्द-अथथ
आभॊत्रित कयना- ननभॊिण दे ना
आमोजन- प्रफॊध
वास्तक
ु रा- बवन ननभााण की करा ववववधता
सभ्मता- सभाज की उन्ननत
शिल्पऩमों- कायीगयों
कामाकुिरता- कामा को बरी-बाॉनत कयना
उजागय- प्रकट
प्राॊतों - प्रदे िों
ववववधता - अनेकता, कई तयह का
प्रोत्साहन - उत्साह फढाना
सॊस्कृनत - सॊस्कायों से प्राप्त
सभायोह - उत्सव,भेरा

भह
ु ावया - चाय चाॉद रगाना - सद
ॊु य फना दे ना, यौनक फढाना
श्रुतरेख : सयू जकॊु ड, आभॊत्रित, हस्तशिपऩ, ग्राभीण, वास्तक
ु रा, हड़प्ऩा, भनू ता, टे याकोटा, प्रोत्साहन, सॊस्कृनत

मौखिक
क. यह ऩत्र ककसने, ककसे लऱिा है ?
उत्तय- मह ऩि अॊकन ने अऩने शभि सॊजीव को शरखा।
ि. इस ऩत्र में ददल्ऱी आने का ननमॊत्रण क्यों ददया गया है ?

124
उत्तय- ददपरी के ऩास हरयमाणा याज्म के पयीदाफाद ल्जरे भें ल्स्थत सयू जकॊु ड भें 'हस्तशिपऩ भेरा' रगा था। उसभें
बायतीम ग्राभीण कायीगयों के हाथों से फनी चीजें थीॊ, तयह-तयह के झूरे तथा सॊगीत-नत्ृ म के भनभोहक कामाक्रभ
थे। इसशरए ऩि भें अॊकन ने सॊजीव को भेरा दे खने के शरए ददपरी आने का ननभॊिण ददमा।
ग. मेऱे में अऱग-अऱग मॊडऩ ककसके थे ?
उत्तय- भेरे भें ऩॊजाफ, याजस्थान, भहायाष्ट्र, केयर, गज
ु यात आदद प्राॊतों के अरग-अरग भॊडऩ थे।
घ. मेऱे में चार चाॉद ककसने ऱगाए ?
उत्तय- तयह-तयह के झूरों, सॊगीत औय नत्ृ म सभायोह ने इस भेरे भें चाय चाॉद रगा ददए।
लऱखित
क. अॊकन के ऩत्र का मख्
ु य उद्देश्य क्या था ?
उत्तय- अॊकन के ऩि का भख्
ु म उद्देश्म 'हस्तशिपऩ भेर'े का वणान कयना औय मह फताना था कक कायीगयों के हाथों
से ननशभात इन वस्तओ
ु ॊ से हभें अऩनी सभ्मता औय सॊस्कृनत की जानकायी प्राप्त होती है ।
ि उहयीग मेऱों से हमें क्या जानकारी लमऱतो है .?
उत्तय- उद्मोग भेरों द्वाया हभें ववशबन्न प्रदे िों की करा औय सॊस्कृनत की जानकायी प्राप्त होती है ।
ग उहयीग मेऱों में क्या दरशाया जाता है .?
उत्तय- उद्मोग भेरों भें हाथ की फनी हुई चीजें ल्जनभें शभट्टी के खखरौने, सद
ुॊ य भनू तामाॉ, ठप्ऩे, ताॉफे की फनी वस्तए
ु ॉ
औय प्रदे ि वविेष की करा दयिाई जाती है ।
घक्या ऱा हक्-मेऱों से क्या .?
उत्तय- भेरे ववववधता भें एकता स्थावऩत कयते हैं। मे प्रत्मेक प्रदे ि को करा-सॊस्कृनत के भाध्मभ से एक-दस
ू ये के
ऩास राते हैं औय ववशबन्न कराओॊ को रोकवप्रमता ददरवाते हैं।

सही उत्तर चुनकर सही का ननशान ऱगाओ

क. सरू जकॊु ड में ककस मेऱे का आयीजन ककया जाता है ?

उत्तय-हस्तशिपऩ भेरे का
ि. इनमें से कौन-सो चोज़ इस मेऱे में नहीॊ हीतो है ?
उत्तय-इरेक्ट्रॉननक वस्तए
ु ॉ
ग. यह मेऱा इनमें से ककस बात का अच्छा उदाहरण है ?
उत्तय-ववववधता भें एकता का

मल्
ू यऩरक प्रश्न- भेरों भें ववववधता भें एकता के दिान होते हैं। इस ववषम ऩय अऩने ववचाय शरखो।
उत्तय- मह सत्म है कक भेरों भें ववववधता भें एकता के दिान होते हैं। भेरों भें ववशबन्न प्राॊतों के रोग अऩने-अऩने
भॊडऩ रगाते हैं। वे अऩने ऺेि की प्रशसद्ध औय वविेष वस्तओ
ु ॊ का प्रदिान कयते हैं। भेरे भें आए रोग एक ही स्थान
ऩय दे ि के शबन्न-शबन्न याज्मों के रोगों से शभरते हैं, वहाॉ की वस्तए
ु ॉ खयीदते हैं औय खाने का आनॊद रेते हैं।

ाषा - ऻान

125
1. विऱीम शब्द लऱिी
आिा- ननयािा
एकता - अनेकता
प्रिॊसा- ननॊदा
उऩमक्ट्
ु त- अनऩ
ु मक्ट्
ु त
भख्
ु म गौण
रघ-ु वविार

2. समश्रुत ल न्नाथथक शब्दों का प्रयीग

क. हभें घय आए अनतथथ को प्रणाभ कयना चादहए।
ख. प्रभाण के आधाय ऩय चोय को सजा हुई।
ग. बोजन सदा सही ऩरयभाण भें खाना चादहए।
घ. आज हभाया ऩरयणाभ घोवषत ककमा जाएगा।

3. ता प्रत्ययिाऱे शब्द - सभ्मता, कुिरता, ववववधता, एकता

4. शब्द-यग्ु म-

अरग-अरग, तयह-तयह, भाता-वऩता, कामा-कुिरता

5. िाक्याॊशों के लऱए शब्द लऱिी-

क. भनू ताकाय ख. दिानीम ग. हस्तशरखखत घ. ऐनतहाशसक

व्याकरण िादिका
ऩाठ - 7
विशेषण

अब आऩकी बारी

बीलऱए
1. कुछ ऐसी वस्तओ
ु ॊ के नाभ फताइए ल्जन्हें तौरने के साथ थगन बी सकते हैं।
उ. आर,ू सॊतया, अभरूद आदद ।
2. यसगप
ु रे के शरए कभ से कभ छह वविेषण िब्द फताइए ।
उ. यसीरा, भीठा, सफेद, गोर, फड़ा, स्वाददष्ट्ट ।

लऱखिए

126
2. रे िा िोॊचकर विशेषण और विशेष्य के सही जीड़

127
4. इन सॊऻा शब्दों से विशेषण बनाकर लऱखिए-
बायत - "बायतीम"
धन - "धनी"
अशबभान - "अशबभानी"
फवु द्ध - "फवु द्धभान"
बाग्म - "बाग्मिारी "
उऩकाय - "उऩकायी"
प्मास - "प्मासा"
जॊगर - "जॊगरी "
ियीय - "िायीरयक"
वषा - "वावषाक"
दमा - ''दमावान''
प्रनतबा - "प्रनतबािारी"

5. प्रत्येक विशेष्य के साथ तोन-तोन विशेषण लऱखिए। ध्यान रखिए कक ऩरस्ऩर विरीधो विशेषण न आएॉ-

"सभझदाय" "ऩरयश्रभी" "फवु द्धभान" सौयब

"वविार" "बव्म" "अरीिान" बवन
"स्वच्छ" "ननभार" "िीतर" ऩानी
"योचक" "भजेदाय" "भनोयॊ जक " कहानी

128
"फड़ा" "रहरहाता" "हया-बया" खेत

विशेषण शब्दों का प्रयीग करते हुए चचत्र के बारे में ऩाॉच िाक्य लऱखिए-

1. परों की टोकयी भें अॊगयू का एक गच्

ु छा है ।
2. रार अनाय बी टोकयी भें यखा हुआ है ।
3. एक फड़ा ऩऩीता बी अन्म परों के साथ है ।
4. यसीरा सेफ भझ
ु े फहुत ऩसॊद है ।
5. सेफ के साथ-साथ भीठा केरा बी भझ
ु े ऩसॊद है ।

ऩता ऱगाइए
प्रविशेषण के रूऩ में प्रयक्
ु त हीनेिाऱे कुछ शब्द ढूॉद़िए।

उ. वविेषण की वविेषता फतानेवारे िब्द को प्रवविेषण कहते हैं। जैस-े फहुत, फड़ा, अनत ।
• मह भेज फहुत फड़ी है ।
• फड़ा सद
ुॊ य गभरा है ।
• अनत सद
ॊु य गामन है ।

अनच्
ु छे द

समय का महत्ि

फीता हुआ सभम कबी रौटकय वाऩस नहीॊ आता। कुछ बी खोकय ऩन ु ् ऩामा जा सकता है , ऩय सभम को वाऩस
ऩाना सॊबव नहीॊ है । इसशरए जरूयी है कक हभ सभम का सही उऩमोग कयें । हभें सभम फफााद नहीॊ कयना चादहए।

जीवन भें हय कदभ ऩय सपरता ऩाने के शरए जरूयी है कक घड़ी की दटक-दटक कानों भें सन
ु ाई दे ती यहे । अऩना काभ
सभम से ऩयू ा कयने भें ही बराई है । जो दे य तक सोते हैं औय आरस कयते हैं, वे नहीॊ जानते कक ककतनी फड़ी बर
ू कय
यहे हैं। अच्छा मही है कक सभम ताशरका फनाकय अऩना काभ कयें । सभम का फॉटवाया सही ढॊ ग से कयें । ननमशभत रूऩ
से सभम ताशरका ऩय चरें। सभम का फजट फनाकय चरनेवारा कबी थकता हायता नहीॊ है ।

129
गाॊधी जी औय नेहरू जी सभम को फहुत भहत्व दे ते थे। अऩने जीवन का एक-एक ऩर ननमोल्जत कयते थे इसशरए
ऺभता से ज्मादा काभ कय ऩाते थे। ववद्माथथामों के शरए बी जरूयी है कक वे अऩने भनोयॊ जन, खेर, ऩढाई आदद के
शरए घॊटे ननल्श्चत कय रें, कपय दे खें कक उनका कोई काभ कबी नहीॊ छूटे गा। वे जीवन भें सपरता की सीदढमाॉ चढते
जाएॉगे। हभें कबी बी आज का काभ कर ऩय नहीॊ टारना चादहए क्ट्मोंकक कर कबी नहीॊ आता। कफीयदास जी ने
ठीक ही कहा है -
कार कये सो आज कय, आज कयै सो अफ,
ऩर भें ऩयरम होमगी, फहुरय कयै गो कफ ।

क्राफ़्ि का सामान न ऱा ऩाने ऩर विषय अध्यावऩका की ऺमा-याचना ऩत्र

भयु ाय कैं ट
ग्वाशरमय,
भध्म प्रदे ि -474006
ददनाॊक: 31-10-2022

ववषम अध्मावऩका,
आभी ऩल्ब्रक स्कूर
ग्वाशरमय

ववषम – क्राफ़्ट का साभान न रा ऩाने ऩय ववषम अध्मावऩका को ऺभा-माचना ऩि

भहोदमा,

अत्मॊत खेद सदहत भैं आऩको फताना चाहता हूॊ कक कर आऩने जो क्राफ़्ट का साभान
घय से राने को ददमा था उसे भैं नहीॊ रा ऩामा। भैं जानता हूॊ कक मह भेयी ऩढाई व आगाभी ऩयीऺा के शरए अनत
आवश्मक है इसशरए भैं फहुत िशभान्दा हूॊ। भैं आऩसे वादा कयता हूॊ कक कर मह क्राफ्ट का साभान भैं ववद्मारम
अवश्म राऊॉगा ।

अत् आऩसे ववनम्र ननवेदन है कक आऩ इस कृत्म के शरए भझ

ु े ऺभा कय दें । इसके शरए भैं आऩका सदा आबायी
यहूॊगा।

आऩका आऻाकायी शिष्ट्म

ऩवन
कऺा- ऩाॉचवीॊ

130
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 7
FRACTIONS

Fraction

A fraction represents a part of the whole. For example, 1/2 is a fraction, that means 1 part
out of 2 equal parts.

1/4 is a fraction, it denotes 1 part out of 4 equal parts.

3/8 is a fraction, it denotes 3 equal parts out of 8 equal parts. Here 3 is numerator and 8 is
denominator.

131
 Like Fractions

Fractions having same denominators are like fractions.

1/8,5/8,3/8,4/8, etc. are like fractions.

Unlike Fractions

Fractions having different denominators are unlike fractions.

2/3,7/8,1/9,2/7,etc. are unlike fractions.

Unit Fractions

Fractions which have 1 in their numerator are known as unit fractions. Few examples are
given below.

1/2, 1/3, 1/4, 1/5, 1/9, 1/21, etc.

Proper Fractions

Fractions whose numerator is smaller than the denominator are known as proper fractions.
Few examples are given below.

2/5, 5/7, 3/7, 7/12, etc.

Improper Fractions

Fractions whose numerator is greater than or equal to the denominator are known as
improper fractions. Few examples are given below.

5/2, 7/4, 25/17, 43/21, etc.

Mixed Fractions

This type of fractions are combination of a whole number and a proper fraction. Few
examples are given below.

1 1/2, 2 2/3, 3 5/7, 5 1/5 , etc.

Conversion of Improper Fractions to Mixed Fractions

Improper fractions can be converted into mixed fractions by dividing the numerator by the
denominator. The quotient gives the whole number part of the mixed fractions, and the
remainder placed over the denominator gives the fractional part.

Example 1. Convert 10/3 into a mixed fraction.

132
 Solution.

So, the answer will be 3 1/3.

Example 2. Convert 112/20 into a mixed fraction.

Solution.

Quotient 5 will be treated as whole number of mixed fraction.

Fraction part of the mixed fraction = 12/20 = 3/5

So, the mixed fraction will be 5 3/5

Conversion of Mixed Fractions into Improper Fractions

A mixed fraction can be changed into an improper fraction by multiplying the whole number
by the denominator of the fraction and adding the product to numerator of the fraction.

133
 Comparison of Fractions

Comparison of LikeFractions

If both the fractions denominators are same, then we compare the numerators of both the
fractions. The fraction which has bigger numerator is the bigger fraction.

Example 1. Which of the fraction is smaller 3/5 or 2/5?

Solution. As both the fractions have same denominator, we must compare the numerators.3

> 2. So, 3/5 > 2/5 .

Example 2. Which of the fraction is smaller 106/11 or 123/11?

Solution. Both fractions numerator are same, that is 11. Now we need to compare the
numerators.

123 > 106. So, 123/11 > 106/11.

Comparison of Unlike Fraction with Same Numerator

When the numerator of both the fractions are same, then the fraction which is having smaller
denominator is the bigger fraction.

Example 1. Which of the following fraction is greater, 25/7 or 25/17?

Solution. In this comparison both the fractions are having same numerator that is 25. Now,
we need to compare the denominators of both the fractions.

134
Here 7 < 17, that means 25/7 > 25/17.

Example 2. Which of the following fraction is greater, 105/109 or 105/89?

Solution. Both the fractions are having same numerator that is 105. Now, time to compare
the denominators of both the fractions, 89 > 109.

So, 105/89 > 105/109.

Comparison of Unlike Fractions with Different Numerator and Different

Denominator

When both the numerator and denominator of both fractions are different, then to find

greater fraction we need to do following things. Let‟s consider 3/7 and 2/5 for comparison.

Step-1

we multiply 1st fraction‟s denominator with both the numerator and denominator of the 2nd
fraction. 1st fraction denominator is 7, we have to multiply it to both numerator and

denominator of 2/5.

Step-2

Similarly, we need to multiply 2nd fraction‟s denominator 5 with both numerator and

denominator 3/7.

Step-3

135
Now comparing 14/35 and 15/35 became easy as both fractions denominator became same.

So, 14/35 < 15/35 or

Addition of Fractions

In our previous class we learnt the basics of fraction addition. Here we will learn various
types of fraction addition.

Addition of Fractions with Same

Denominator

When both the fractions have same denominator, we first add the numerators and then

place the sum over the common denominator. We simplify further if needed.

Addition of Fractions with different Denominators

In this kind of addition, we first find the LCM of all the denominators. Then convert all the
fractions into equivalent fractions having common denominators as LCM. Then we add all
the equivalent fractions. Let‟s have a look at some examples.

Example 1. Add 3/8 and 2/6.

Solution. LCM of 8 and 6 is 24.

To get the equivalent fraction of 3/8 whose denominator should be 24, we need to do the

following.

Similarly, to get the equivalent fraction of 2/6 whose denominator should be 24, we need to
do the following.

136
Add both the equivalent fractions.

So, the answer is 17/24.

Addition of Mixed Fractions

First convert the mixed fractions into improper fractions and then add them as normal
fractions rule. Let‟s have a look at some examples.

Example 1. Add 2 3/5 and 3 2/3.

Solution. 2 3/5 is equal to 13/5.3

2/3 is equal to 11/3.

Now, we have to follow the addition procedure by taking out the LCM of the denominators 5
and 3.

LCM of 5 and 3 = 15

This can be done in another method.

First add the whole numbers, that is, 2 + 3 = 5 and keep it on the left side.

Now add the fractions 3/5 and 2/3 =

Now, we have to follow the addition procedure by taking out the LCM of the denominators 5
and 3.

LCM of 5 and 3 = 15

137
We can further simplify 19/15 to mixed fraction = 19/15 = 1 4/15

We have whole numbers 5 which came from earlier whole numbers addition.
So, the total sum =

Subtraction of Fractions

In our previous class we learnt the basics of fraction subtraction. Here we will learn various
types of fraction subtraction.

Subtraction of Fractions with Equal Denominator

To subtract fractions having equal denominator, we first subtract the numerators. Then we
have to place the answer over the denominator. Let‟s have a look at some examples.

Example 1. Subtract 2/5 from 4/5.

Solution.

Example 2. Subtract 25/7 from 35/7.

Solution.

Subtraction of Fractions with Different Denominators

To subtract fractions having different denominators, we first take out the LCM of the
denominators. Then convert all the fractions into equivalent fractions having common
denominators as LCM. Then we subtract equivalent fractions. Let‟s have a look at some
examples.

Example 1. Subtract 3/4 from 7/8.

138
Solution. LCM of 4 and 8 is 8.

Example 2. Subtract 5/25 from 3/5.

Solution. LCM of 5 and 25 is 25.

10/25 can be simplified further, that is, 2/5.

So, 2/5 is the answer.

Subtraction of Mixed Fractions

In this kind of subtraction, first convert the mixed fractions into improper fractions and then
subtract them as normal fractions rule. Let‟s have a look at some examples.

Example 1. Subtract 2 2/5 from 3 2/3.

Solution. Improper fraction of 2 2/5 =

Improper fraction of 3 2/3 =

LCM of 3 and 5 is 15

So, the answer is 1 4/15.

139
 Multiplication of Fractions

Multiplication of Fraction by a Whole Number

To multiply a fraction by a whole number, we multiply the numerator of the fraction by the
whole number and denominator of the fraction by 1. Let‟s have a look at some examples.

Example 1. Multiply 4/7 by 5.

Solution.

So, the answer is 2 6/7.

Multiplication of Two Fractions

To multiply two fractions, we multiply the numerators of both the fractions and the product
becomes numerator. Then, we multiply denominators of both the fractions and the product
becomes denominator of the result. Let‟s have a look at some examples.

Example 1. Multiply 4/5 by 1/2.

Solution.

If we simplify 4/10 further, then it will become 2/5.

So, the answer is 2/5 .

Example 2. Multiply 2 2/5 by 3 2/3.

Solution. Here, we have two mixed fractions. First, we must convert them to improper
fractions, then we do the multiplication.

Improper fraction of 2 2/5 = 12/5

Improper fraction of 3 2/3 =11/3
Now multiply

So, the answer is 8 12/15.

140
Reciprocal of Fractions

Two fractions whose product is 1 are called reciprocals. For example, 2/3 reciprocal is 3/2. If
the product of two fractions is equal to 1 then we can say 2/3 and 3/2 are reciprocals.

In other words, if we want to find out the reciprocal of a fraction then interchange its
numerator to denominator and

denominator to numerator.

Example 1. What is the reciprocal of 5/7?

Solution. Reciprocal of 5/7 is 7/5.

Division of Fractions

In the division of fraction, we must find out the reciprocal of divisor and multiply it with the
dividend. Let‟s have a look at some example.

Example 1. Divide 5/8 by 1/2.

Solution. 5/8 ÷ 1/2

Here, 5/8 is the dividend and 1/2 is divisor. Reciprocal of 1/2 is 2/1.

So, the answer is 5/4.

141
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - EVS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 9

About Plants

Key Words:

. (Define the following):

1. Photosynthesis: The process by which plants prepare food using carbon dioxide, water,
sunlight and chlorophyll is called photosynthesis.

2. Germination of seeds: The process through which the embryo inside the seed grows into a
new plant is called germination.

3. Dispersal of seeds: The process by which seeds are scattered away from the mother plant is
called dispersal of seeds.

I Tick (V) the correct option:

1. It reproduces by spores.

a. Mango b. (Fern) c. Carrot d. Apple

2. It is an underground stem.

a. Sugarcane b. Radish c. (Potato) d. None of these

3. They provide food to the embryo.

a. Seed coat b. Baby plant c. (Cotyledons) d. Seed

4. It is required for germination.

a. Air b. Water c. Warmth d. (All of these)

5. Which of the following plants reproduce via seeds?

a.(Coconut) b. Rose c. Sweet potato d. Bryophyllum

142
II. Give two examples of each:

1. Stems used for vegetative propagation

Sugarcane

Rose

2. Seeds dispersed by water.

Lotus

Coconut

3. Plants reproducing by leaves.

Bryophyllum

Begonia

4. Insectivorous plants.

Pitcher plants

Sundew

5. Seeds dispersed by explosion.

Pea

Beans

Give reasons for the following:

1. Butterfly and bees are an important part of nature.

Ans. It is so because butterflies and bees are required for pollination of flowers.

2. Seeds should be dispersed to far off places.

Ans. Seeds must fall and grow at a distance away from the parent plant. If all the seeds fall and
germinate close to each other, they will struggle for nutrients, water, and sunlight. In this
process, many of them would die.

3. Fungi are called non-green plants.

Ans. Fungi and some other plants do not have chlorophyll so that they are called fungi .

4. Tea plants grow well in hilly areas.

143
Ans. . The tea plant grows well on hill slopes where the air is warm, humidity is high and there
is plenty of rainfall

Answer the following questions:

1. What are the different methods of reproduction in plants?

Ans. . Reproduction by spores: Plants like ferns.

Vegetative propagation: Reproduction of plants through their body parts such as roots, stem or
leaves, is called vegetative propagation.

 From Stems: Rose.

• From Roots: sweet potato.

• From leaves: Leaves of Bryophyllum.

Sexual reproduction: Once a flower has been pollinated, it changes into fruits that contain
seeds. Seeds germinate to form plant.

2. Describe the structure of a seed

Ans. . All seeds consist of three main parts.

a. Seed Coat is the hard, outer covering of the seed.

b. Cotyledons or seed leaves provide protection and food to the baby plant.

c. Embryo is the baby plant inside the seed. STRUCTURE OF SEED

3. What are the different agents of dispersal? Explain with examples.

Ans. a. Gravity: The fruits ripen and drop on the ground. For example, mangoes and apple.

b. Wind: Very light seeds which have hair. For example, Dandelion.

c. Water: Plants growing near water or sea coast use water to disperse seeds.For
example, coconut, water lily and lotus.

d. Birds and Animals: Humans, birds and animals eat fruits and throw away seeds which
grow into new plants. Sometimes the hooked or spiny seeds stuck to the animals and they get
dispersed when animals move here and there. Example- goosegrass.

e. By Explosion: Fruits of plants like pea, and beans burst open after ripening and scatter
their seeds everywhere.

144
4. Why is vegetative propagation a good method of reproduction in plants?

Ans. This technique is a good method because in this process, only one parent is involved and
it does not require seeds to reproduce.

It produces the same quality as that of the parent.

5. How do plants make their own food?

Ans. Green plants make their own food with the help of water and carbon oxide in presence of
sunlight and minerals.

6. Which type of climate is suitable for tea plants to grow?

Ans. The tea plant grows well on hill slopes where the air is warm, humidity is high and there is
plenty of rainfall.

HOTS

What happens when a flower is pollinated?

Ans. Once a flower is pollinated.it changes into fruits. Fruits contain seeds. These seeds grow
into new plants.

145
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25
SUBJECT - COMPUTER (CLASS NOTES – SEPTEMBER 2024)
Chapter-4
A. Tick the correct answer.
1. A group of slides on any one topic is called a presentation.
a. Presentation
b. Spread sheet
c. Database
Answer: a
2. The view in which PowerPoint displays the presentation by default is ______
view.
a. Outline
b. Slide
c. Normal
Answer: c
3. Miniature slides of the presentation can be seen in ________ view.
a. Slide Sorter
b. Reading
c. Outline
Answer: a
4. Most slide layouts contain_______ placeholder.
a. Object
b. Graphic
c. Content
Answer: c
5. _______ is used to organize data in rows and columns.
a. Table
b. Chart
c. SmartArt
Answer: a
6. ________ appears while moving from one slide to another.
a. Animation
b. Transition
c. Slide Show
Answer: b

B. Write ‘T’ for True and ‘F’ for False statements.

1. There are thousands of PowerPoint templates available online. T
2. Theme provides a quick way to create a new presentation. F
3. Layout of the slide cannot be changed. F
4. We can insert image using the content placeholder. T
5. We cannot apply transition in Normal view. F

146
C. Fill in the blanks:-
1. Design theme is a built-in design for creating a presentation.
2. We can use SmartArt graphics to illustrate a process or structure.
3. The default extension of PowerPoint 2016 file is .pptx
4. A Slide show displays one slide at a time, using the entire screen.

D. Differentiate between the following.

1. Theme: It is the look, color, and graphics that the slides in our presentation have in
common.

Template: It provides a quick way to create a new PowerPoint presentation. It

contains layouts, theme colors, fonts, effects, background styles and the
content.

2. Print Preview: If we want to see how our printout will look, we can see the Preview of
the slides.

Print Handouts: We can print the slides on the paper to review them separately from
our computer, or we might want to print handouts for our audience to
follow during our live presentation.

E. Answer the following questions.

1. How many presentation views are available in PowerPoint? Name them.
Answer: There are five views available in PowerPoint presentation (i) Normal view
(ii) Outline View (iii) Slide sorter view (iv) Reading view (v) Slide show
view

2. What is content placeholder?

Answer: Content placeholder appears on most of the slide layouts. It is used to build
presentation effectively and efficiently. It enables us to insert text or one of
the six graphical objects so that we can make our presentation quickly.

3. What is the benefits of inserting a SmartArt in presentation?

Answer: SmartArt is used to illustrate a process or structure. PowerPoint offers
many SmartArt layouts to help we communicate graphically with our
viewers. It shows we a variety of shapes to which we can add our own text.

4. What is the use of Slide Show?

Answer: Slide Show view is used to give the presentation to a group of people. We
can run a slide show of our presentation on the computer screen. A slide
show displays one slide at a time, covering the entire screen.

147
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- TERTIARY COLOURS

Q1. What is the definition of Colour in art?

Ans. Color is an element consisting of hues, of which there are three properties: hue, chroma or
intensity, and value. Color is present when light strikes an object and is reflected back into the
eye, a reaction to a hue arising in the optic nerve.

Q2. What is Colour and types?

Ans. Primary Colors: Colors that cannot be produced by mixing other colors are termed
primary colors or "elemental" colors. The three primary colors are Red, Yellow, Blue.

Secondary Colors: Secondary colors are mixed from two primary colors. The three secondary
colors are Orange, Green, and Violet.

148
Tertiary Colors: The combination of primary and secondary colors is known as tertiary or
intermediate colors. Red-Orange, Yellow-Orange, Yellow-Green, Blue-Green, Blue-Violet, Red-
Violet.

Q3. What is a warm color in art?

Ans. Warm colors definition in art: Warm colors on the other hand, are those hues that give the
feeling of warmth, such as red, orange, and yellow. These colors are often associated with fire,
the sun, and heat.

Q4. What is a cool color?

Ans. Cool colors are typified by blue, green, and light purple. They can calm and soothe. Where
warm colors remind you of heat and sunshine, cool colors remind you of water and sky, even
ice and snow.

149
150
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

Topic- Fundamental skills of Handball

Handball which is also known as „team handball‟ or Olympic handball or European team
handball or European handball or Borden ball, is a team sport in which two teams consisting of
seven players each (six players and a goalkeeper) participate and compete against each other.
The six players pass the ball to each other and try to throw it into the goal post of the opposite
team. The play has two halves of 30 minutes each. The team which scores more goals wins.
Handball usually is played indoors, but there are other variants also which allows the games to
be played outdoors as well. These two variants of Handball are field handball and Czech
Handball (which is also called sand ball). Because the game is so rapid and includes body
contacts it attracts a big number of people. Because of the short court, the frequency and
amount of goal scoring are big which keeps the crowd interested. On average, the goal-scoring
in a Handball match is about 20 goals each but there were 30 goals each game as well in the
past.

Brief History of Handball

The game of Handball was founded at the end of the 19th century in the northern parts of
Europe, specifically in Germany and in Scandinavia. But the modern game of Handball was
carved in 1917 in Germany and since then it has gone through several amendments as well.

151
The first ever International Handball game for men was played in 1925 and for women was
played in 1930. The first ever Handball game in an Olympics happened in the 1936 Berlin
games and then it made a comeback into the games in the 1972 Munich games, again in
Germany. The first one was played outdoors and the second one was played indoors. The
women‟s version of the game was added in the 1976 Montreal games.

The International Handball Federation, which was established in 1947 oversees the game and it
has 174 members associated with it. Since 1938 each of the continental European team has
won at least a single medal in the Olympics, hence it is very popular in those parts of the world.

Coins on Handball -The game of Handball is so popular in Europe that in 2003 European
Union minted a 10 Euro Handball commemorative coin to celebrate the 2004 Athens Olympics.

Some Interesting Facts about Handball - After learning about what exactly the game of
Handball is and about two different variants of it, now it‟s time to know some of the funny or
important facts about Handball. So here we are with some of the most interesting facts about
the game called Handball.

1. If you look at the fastest game of handball carefully, you will realize that it is a
combination of three games, basketball, football and water polo.
2. There are two main referees in the game of handball, one is a court referee and the
other is a goal-line referee.

152
 3. The most interesting thing about handball is that the players are not restricted with
the number of faults they produce.
4. With more nations joining in the beach handball is getting more popular and probably
may take over the indoor handball in coming years.
5. Not only the size, but the softness of the ball also differs in man, women and
children‟s fun handball games.
6. The origin of the game was believed to be in Greece in the ancient times.
7. Though it is not popular outside, it is believed that it is the second largest sport in
Europe after football.
8. European handball for kids: In the European style the player is allowed to take three
steps before passing on the ball to the other player, but in the American version only
one step is allowed for the players.
9. The goalkeeper can move both inside and the outside of the goal line , but the rest of
the players are allowed only outside of the goal line and not the inside.
10. The handball player can hold the ball only for three seconds.
11. The first-ever international handball game for men was played between Germany and
Belgium in 1925 and for women, it was played between team handball Germany and
Austria in 1930.
12. Handball is believed to be the second-fastest game on the earth or world after ice
hockey.
13. Just like in football the ball must not touch player‟s hands apart from the goalkeeper
in the handball it is exactly the reverse, the ball must not touch the player‟s legs with
the goalkeeper is allowed.
14. Johan Pettersson a Swedish handball player almost died when he bumped into the
goalkeeper in a game in 2002 in which he lost a couple of his teeth and had almost
swallowed his tongue.

List of Handball World Champions:

Handball World Champions [Men]:

 The German champions in the 2018/19 season were SG Flensburg-Handewitt, the

current DHB Cup winners are THW Kiel.
 In Austria, the UHK Krems won the championship and the cup in the 2018/19
season.
 Kadetten Schaffhausen became Swiss champions in 2018/19 , Wacker Thun won the
cup competition .
 Champions League winner 2017/2018 was Montpellier HB . The Füchse Berlin won
the EHF Europe Cup and AHC Potaissa Turda won the EHF Challenge Cup .

153
  At the men‟s handball world championship 2019 in Denmark and Germany, Denmark
won the title by beating Norway 31:22. France finished third, defeating Germany at
26:25 in the game for the third position.
 At the European Handball Championship 2020 in Austria, Sweden, and Norway,
Spain defended its title in the final against Croatia (22:20). Third place went to
Norway against Slovenia (28:20).
 Denmark won Olympic gold in Rio 2016 with a 28:26 victory over France.

Handball World Champions [Women]:

 The German championship won in the season 2018/19 the SG BBM Bietigheim , Cup
Winners‟ Cup was the Thüringer HC .
 In Austria, WAT Atzgersdorf won the championship for the first time in 2018/19. The
cup winner of the 2018/2019 season was Hypo Niederösterreich.
 The Swiss champions of the 2018/19 season were LC Brühl handball and the Spono
Eagles were cup winners.
 The 2018 Champions League winner is Győri ETO KC. The EHF Cup winner is SCM
Craiova, and the Challenge Cup was won by MKS Lublin from Poland.
 The European champion in France in 2018 was France (24:21 against Russia ), the
Netherlands came third.
 At the 2016 Summer Olympics in Rio de Janeiro, Russia beat France 22:19, while
Norway secured the bronze medal.
 In the final of the 2017 World Cup in Germany, France won 23:21 (against Norway),
with the Netherlands taking third place.

154
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - MUSIC (CLASS NOTES – SEPTEMBER 2024)

LORD GANESHA
Ganesha, elephant-headed Hindu god of beginnings, who is traditionally worshipped before any
major enterprise and is the patron of intellectuals, bankers, scribes, and authors. His name
means both “Lord of the People” (gana means the common people) and “Lord of the Ganas”
(Ganesha is the chief of the ganas, the goblin hosts of Shiva).

Ganesha is potbellied and generally depicted as holding in his hand a few round Indian sweets,
of which he is inordinately fond.

His vehicle (vahana) is the large Indian bandicoot rat, which symbolizes Ganesha‟s ability to
overcome anything to get what he wants. Like a rat and like an elephant, Ganesha is a remover
of obstacles.

The 10-day late-summer (August–September) festival Ganesh Chaturthi is devoted to him.

Lyrics

Sukhkarta Dukhharta Varta Vighnachi ||

Nurvi Purvi Prem Krupa Jayachi ||
Sarvangi Sundar Uti Shendurachi ||
Kanti Jhalke Mal Mukataphalaanchi..||
Jaidev Jaidev Jai Mangal Murti ||
Darshan Maatre Man: Kaamna Phurti ||
Ratnakhachit Phara Tujh Gaurikumra ||
Chandanaachi Uti Kumkumkeshara ||
Hirejadit Mukut Shobhato Bara ||
Runjhunati Nupure(2) Charani Ghagriya ||
Jaidev Jaidev Jai Mangal Murti ||
Lambodar Pitaambar Phanivarvandana ||
Saral Sond Vakratunda Trinayana ||
Das Ramacha Vat Pahe Sadana ||

155
Sankati Pavave Nirvani Rakshave Survarvandana ||
Jaidev Jaidev Jai Mangal Murti ||

LORD KRISHNA

Krishna, one of the most widely revered and most popular of all Indian divinities, worshipped as
the eighth incarnation (avatar, or avatara) of the Hindu god Vishnu and also as a supreme god
in his own right. Krishna became the focus of numerous bhakti (devotional) cults, which have
over the centuries produced a wealth of religious poetry, music, and painting.

The basic sources of Krishna‟s mythology are the epic Mahabharata and its 5th-century-CE
appendix, the Harivamsha, and the Puranas, particularly Books X and XI of the Bhagavata-
purana.

They relate how Krishna (literally “black,” or “dark as a cloud”) was born intothe Yadava clan,
the son of Vasudeva and Devaki, who was the sister of Kamsa, the wicked king of Mathura (in
modern Uttar Pradesh).

Kamsa, hearing a prophecy that he would be destroyed by Devaki‟s child, tried to slay her
children, but Krishna was smuggled across the Yamuna River to Gokula (or Vraja, modern
Gokul), where he was raised by the leader of the cowherds, Nanda, and his wife Yashoda.

BHAJAN LRYICS

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

Aage Aage Gaiya Pichay Pichay Gwaal

Beech-May Mero Madan Gopal

156
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Kaari Kaari Gaiya Goray Goray Gwaal

Shyam Baran Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Ghaasn Khaavay Gaiya Dhudh Peevay Gwaal

Maakhan Khaavay Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Lakuti Chotay Chotay Haath

Bansi Bajaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Sakhiyaan Madhuban Baal

Raas Rachaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

157
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -V
ACADEMIC SESSION 2024-25

SUBJECT - DANCE (CLASS NOTES – SEPTEMBER 2024)

Bhumi Pranam, Asumyukta Hasta Mudras, Ganesh Vandana

Bhumi Pranam

INSTRUMENTAL:-

Bhumi Pranam, derived from Sanskrit, translates to "salutation to the Earth." This
practice holds cultural and spiritual significance in various traditions, particularly in
Indian hunculture. It involves a physical act of bowing down or touching the ground as a
gesture of respect and gratitude towards Mother Earth.

Ganesh Vandana

Ganesh vandana is an expression of reverence for th hindu god ganesha. Ganesh is

also known as vignesha, which means “Lord of Obstacles” in Hinduism.

158
159
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

HONEYSUCKLE
Chapter - 4 An Indian- American Woman in Space: Kalpana Chawla

A. Answer the following questions.

1. Where was Kalpana Chawla born? Why is she called an Indian-American?

Ans: Kalpana Chawla was born at Kamal, in Haryana. She was born in India, but married an American
and became a naturalised citizen. So she is called an Indian- American.

2. When and why did she go to the U.S? Who did she marry?

Ans: Kalpana went to the U.S. for higher studies in aeronautical engineering. There she married the
flight instructor Harrison.

3. How did she become an astronaut? What gave her the idea that she could be an astronaut?

Ans: Kalpana had already got a bachelor’s degree in aeronautical engineering before she went to the
U.S. She earned her PhD in aerospace engineering. In 1994 she was selected by NASA for training as
an astronaut. She was encouraged by the people around her.

4. What abilities must an astronaut have, according to the journalist? (6)

Ans: An astronaut needs to know a lot about biology and aeronautical engineering. He/ she must
have a wide knowledge of science subjects.

5. Describe Kalpana Chawla’s first mission in space. (5)

Ans: Kalpana’s first mission in the space shuttle, Columbia, was nearly 16 days long. She went
around the earth 252 times. Among her colleagues were a Japanese and Ukranian astronauts. They
performed so many experiments.

6. What does Kalpana Chawla say about pursuing a dream? Do you agree with her that success is
possible? (7)

Ans: Kalpana Chawla, a girl from a small town, touched the skies. In her message to college students
of Chandigarh, from space, she said that it was always possible to realise one’s dream. One could
certainly get success provided one had the vision and the courage.

Yes, I do agree with her on this point.

B. Read the newspaper report to find the following facts about the Columbia’s ill- fated voyage.

1. Date and place of lift off: 16 January 2003

2. Number of astronauts on board: Seven

3. Number of days it stayed in space: About 16 days

4. Number of experiments done by scientists: eighty experiments

160
5. Date of return journey: 1 February 2003

6. Height at which it lost contact: 200,000 feet

Working With Language (Page 51)

A . Match the following!

Column I Column II

1.unprecedented space tragedy a. a sad accident of a kind that has never happened

b. before in space

2. certified flight instructor c. a person with the correct qualification to teach

people to fly planes.

3. space mission d. a set of jobs to be done in space by a group

4. super specialisation e. great expertise in a limited field or a particular

Subject

5. encyclopaedic knowledge f. having knowledge of a wide variety of subjects

6. awe-inspiring g. something that causes feelings of respect and

Wonder

7. in this age h. nowadays, in these times

B. Use these phrases in sentences of your own, after finding out their meanings.

1. broke apart – (parted, separated): The two wheels of my bicycle broke apart suddenly.

2.streaked over – (left a thin line or work): The jet plane streaked over our house high in the sky.

3.spread across – (became widely known or felt): The flu spread across the whole locality.

4.lifted off – (rose from the launching site): The helicopter lifted off the helipad with only two

passengers.

5.blast off – (take off noisily): The spaceship blasted off at 2.30 a.m. sharp.

6.went on – (continued): The discussion went on the whole night.

7.cheered along – (encouraged): All the runners were cheered along by their fans.

8.on board – (inside the plane): The huge ship had nearly 500 passengers on board.

9.carry on – (continue doing something): She decided finally to carry on with her boss.

161
C. Add ‘un-’ to the words below to make their opposites. Then look up the meanings of the words
you have formed in the dictionary.

Speaking

Form pairs. Use “May you …” and “I wish you /Wishing you” to wish your partner good luck and
success in

(i) a sports event: Wishing you a great success in the sports event.

(ii) a quiz or a competition: Wishing you a glorious success in the quiz competition.

(iii) a test or examination: May you climb to the top in the test!

Writing

A. Do you have a ‘dream’ or something you very much wish to do? Write a paragraph saying what
you want or wish to do. Then say (in another paragraph) how you think you can make your dream
come true.

Ans: Dreaming is a common and natural activity of the mind when we are asleep. But the word
‘dream’ also means ambition, a keen desire in life. In that sense, I have a modest dream. I wish to
qualify for the medical profession. To me, a doctor ranks next to God as protector of life. He provides
relief to the crying patients. He cures diseases. He helps a patient recover from illness, and be happy
and live a full life. I wish to be a doctor to help the poor patients, to bring a smile on their faces.

I know that my dream is not easy to realise. I need not only a brilliant mind but also the means to pay
for my studies. Nevertheless, I am determined to pursue my goal. I hope to do well in the entrance
examination. As for the financial help, I will get it from some bank.

Poem- 4 Beauty

Working with the poem

Q 1. The poet says, “Beauty is heard in”

Can you hear beauty? Add a sound that you think is beautiful to the sounds the poet thinks are
beautiful.

The poet, Keats, said:

Heard melodies are sweet,

But those unheard are sweeter.

What do you think this means? Have you ever ‘heard’ a song in your head, long after the song was
sung or played?

Answer: Yes, beauty can be heard anywhere. When we hear something enchanting, it attracts us
towards it. We want to hear it again and again. It can be a melodious song by a bird, sound of leaves,
air etc. Keats said in the above lines that melodies which we can hear are sweet, but those which we
can’t hear are even sweeter. They can only be imagined and beauty lies in the imagination. Yes,

162
sometimes a melodious song stays in one’s mind for long and it keeps playing in one’s head as it has
touched that person’s soul.

Q 2. Read the first and second stanzas of the poem again. Note the following phrases.

corn growing, people working or dancing, wind sighing, rain falling, a singer chanting.

These could be written as

• Corn that is growing

• People who are working or dancing

Can you rewrite the other phrases like this? Why do you think the poet uses the shorter phrases?

Answer: Wind which is sighing

Rain which is falling

A singer who is chanting

The poet uses shorter phrases in the poem to make it more attractive and appealing. The

poet created a particular order of rhyme scheme.

Q 3. Find pictures of beautiful things you have seen or heard of.

Answer: Do it yourself as each one of us has a different concept of beauty.

Q 4. Write a paragraph about beauty. Use your own ideas along with the ideas in the poem. (You may
discuss your ideas with your partner.)

Answer: Beauty is immortal as it remains forever. If it keeps on changing with time, it can’t be called
beauty. Beauty keeps giving us joy and happiness.

Some people find beauty only in physical appearance which changes with time and place. Beauty lies
within and remains constant while good looks are deceptive.

163
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

वसंत

7. टिकि-अऱबम

शब्दार्थ

1)जभघट – बीड़
2)वाकई – वास्तव भें
3)चफेना – बन
ु े हुए चने
4)हे कड़ी – अकड़, उग्रता
5)दे गची – ऩतीरी
6)साॉकर – कॊु डी
7)खरना – फयु ा रगना
8)अनॊत – जजसका कोई अॊत न हो
9)अगव
ु ा – आगे यहने वारा, नेता
10)ऩगडॊडी – ऩैदर चरने से फना यास्ता

पाठ्यपस्
ु तक के प्रश्न-अभ्यास

कहानी से
प्रश्न 1. नागयाजन के अरफभ के हहट हो जाने के फाद याजप्ऩा के भन की दशा क्मा हुई?
उत्तय: नागयाजन का अरफभ हहट हो जाने के फाद याजप्ऩा भन ही भन कुढ़ने रगा। उसे नागयाजन
से ईर्षमाा होने रगी थी। वह अऩने पारतू हटकटों के फदरे नागयाजन से कुछ अच्छे हटकट रेने की
सोचने रगा ताकक उसका अरफभ बी अच्छा हो जाए। रेककन उसने भौका दे खकय नागयाजन का
अरफभ चोयी कय लरमा।
प्रश्न 2. अरफभ चुयाते सभम याजप्ऩा ककस भानलसक जस्थतत से गज़
ु य यहा था?
उत्तय: अरफभ चुयाते सभम याजप्ऩा का हदर फहुत घफया यहा था कक कहीॊ उसे कोई दे ख न रे।
उसका ऩयू ा शयीय जर यहा था, गरा सख
ू यहा था तथा हदर तेज़ी से धड़क यहा था। डय के कायण
उसका चेहया बमानक हो गमा था।

164
प्रश्न 3. याजप्ऩा ने नागयाजन का हटकट-अरफभ अॉगीठी भें क्मों डार हदमा?
उत्तय: याजप्ऩा नागयाजन का अरफभ चुयाकय फहुत डय यहा था। अऩू ने फतामा कक नागयाजन के
पऩता डी.एस.ऩी. ऑकपस भें काभ कयते हैं। चोयी की सच
ू ना लभरते ही ऩलु रस कबी बी आ सकती है ।
अत् डय के कायण चोयी का सफत
ू लभटाने के लरए याजप्ऩा ने नागयाजन का हटकट-अरफभ अॉगीठी भें
डार हदमा।
प्रश्न 4. रेखक ने याजप्ऩा के हटकट इकट्ठा कयने की तर
ु ना भधुभक्खी से क्मों की?
उत्तय: रेखक ने याजप्ऩा के हटकट इकट्ठा कयने की तर
ु ना भधुभक्खी से इसलरए की क्मोंकक जजस
प्रकाय भधुभक्खी दयू -दयू से पूरों का यस राकय इकट्ठा कयती है उसी प्रकाय याजप्ऩा ने बी दयू -दयू से
तथा फड़ी रगन व भेहनत से हटकट इकट्ठे ककए थे।

कहानी से आगे
प्रश्न 1. हटकट-अरफभ का शौक यखने के याजप्ऩा औय नागयाजन के तयीके भें क्मा फ़का है ? तभ
ु
अऩने शौक के लरए कौन सा तयीका अऩनाओगे?
उत्तय: याजप्ऩा ने फहुत भेहनत व रगन से अऩनी अरफभ के लरए हटकट इकट्ठे ककए थे जफकक
नागयाजन को अरफभ बफना ककसी ऩरयश्रभ के उऩहाय भें लभरा था। हभ अऩने शौक के लरए याजप्ऩा
का तयीका अऩनाएॉगे।
प्रश्न 2. कई रोग चीजें इकट्ठी कयते हैं औय ‘गगनीज़ फक
ु ऑप वर्लडा रयकॉडा भें अऩना नाभ दजा
कयवाते हैं। इसके ऩीछे उनकी क्मा प्रेयणा होती होगी।
उत्तय: जफ रोगों का चीज़ें इकट्ठी कयने का शौक चयभ सीभा तक ऩहुॉच जाता है औय वे दतु नमा के
फाकी रोगों को ऩीछे छोड़ दे ते हैं, तफ उनका नाभ गगनीज़ फक
ु भें दजा होता है । अकसय प्रलसपि ऩाने
की रारसा भें रोग इस तयह के काभ कयते हैं।

अनम
ु ान और कल्पना
प्रश्न 1. याजप्ऩा अरफभ के जराए जाने की फात नागयाजन को क्मों नहीॊ कह ऩाता है ? अगय वह
कह दे ता तो क्मा कहानी के अॊत ऩय कुछ फ़का ऩड़ता? कैसे?
उत्तय: अगय याजप्ऩा अरफभ जराए जाने की फात नागयाजन को कहता तो नागयाजन उसे ईर्षमाारु
औय चोय सभझता औय दोनों भें शत्रत
ु ा हो जाती। नागयाजन उससे रड़ सकता था। उसे भाता-पऩता से
डाॉट बी सन
ु नी ऩड़ती। हो सकता है कक नागयाजन स्कूर भें बी सफको फता दे ता औय याजप्ऩा को
शलभिंदगी झेरनी ऩड़ती।

165
 भाषा की बात
प्रश्न 1. तनम्नलरखखत शब्दों को कहानी भें ढूॉढकय उनका अथा सभझो। अफ स्वमॊ सोचकय इनसे वाक्म
फनाओ-

बाऱ रामकर्ा

6. दं डक वन में दस वषथ

प्रश्न 1. पवॊध्माचर ऩवात ऩाय कयने वारे सफसे ऩहरे ऋपष कौन थे?
उत्तय: पवॊध्माचर ऩवात ऩाय कयने वारे सफसे ऩहरे ऋपष अगस्त्म थे।

प्रश्न 2. शऩ
ू ण
ा खा कौन थी? . नाक-कान कटने के फाद शऩ
ू ण
ा खा ककसके ऩास गई?
उत्तय: शऩ
ू ण
ा खा यावण की फहन थी।: नाक-कान कटने के फाद शऩ
ू ण
ा खा अऩने सौतेरे बाई खय औय
दष
ू ण के ऩास गई।

166
प्रश्न 3. दॊ डक वन के पवषम भें लरखखए।
उत्तय: दॊ डक वन ऩश-ु ऩक्षऺमों औय वनस्ऩततमों से ऩरयऩण
ू ा एक घना वन था जहाॉ अनेक भामावी याऺस
उऩद्रव भचाते यहते थे। इस वन भें अनेक तऩजस्वमों के आश्रभ थे।

प्रश्न 4. जटामु कौन था? वह याभ औय रक्ष्भण से कहाॉ लभरा?

उत्तय: जटामु एक पवशारकाम गगि था। वह याजा दशयथ का लभत्र था। याभ-रक्ष्भण से उसकी बें ट
ऩॊचवटी के भागा भें हुई।

प्रश्न 5. भामावी भायीच ने ककसका रूऩ धायण ककमा?

उत्तय: भामावी भायीच ने एक सोने के हहयण का रूऩ धायण ककमा।

प्रश्न 6. याभ ने रक्ष्भण को क्मा आदे श हदमा?

उत्तय: याभ ने रक्ष्भण को सीता की यऺा कयने का आदे श हदमा औय कहा कक भेये रौटने तक तभ
ु
उन्हें अकेरा भत छोड़ना।

167
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 6 INTEGERS
There are so many situations where we have to use negative numbers. Negative Numbers are the
numbers with the negative sign. These numbers are less than zero.

Example

We use negative numbers to represent temperature.

Where +10 shows 10° hotter than 0 and -10 shows 10° colder than 0.

Successor and Predecessor

If we move 1 to the right then it gives the successor of that number and if we move 1 to the left then
it gives the predecessor of that number.

Number Predecessor Successor

2 1 3

-8 -9 -7

168
 -3 -4 -2

4 3 5

Tag me with a sign

 In the case of accounting we use negative sign to represent the loss and positive to represent
the profit.

 In the case of sea level, we use a negative sign to represent the height of the place below the
sea level and positive sign to represent the place above the sea level.

Integers

The collection of whole numbers and negative numbers together is called the Integers.

All the positive numbers are positive integers and all the negative numbers are negative integers.
Zero is neither a positive nor a negative integer.

Representation of Integers on Number Line

To represent the integers on a number line, first, we have to draw a line and mark a point zero on it.

Then mark all the positive integers on the right side with the same distance as 1, 2, 3… and the
entire negative numbers on the left side as -1, -2, -3…

Example

To mark (-7) we have to move 7 points to the left of zero.

169
Ordering of Integers

From the above number line, we can see that as we go to the right side the numbers are getting
larger and as we move to the left the numbers are getting smaller.

Hence, any number on the right side on the number line is greater than the number on its left.

Example

5 is to the right of 2 so 5>2.

4 is to the right of -2, so 4>-2.

-4 is to the left of -1, so -4 < -1.

Some facts about Integers

 Any positive integer is always greater than any negative integer.

 Zero is less than every positive integer.

 Zero is greater than every negative integer.

 Zero doesn’t come in any of the negative and positive integers.

Addition of Integers

1. Addition of Two Positive Integers

If you have to add two positive integers then simply add them as natural numbers.

(+6) + (+7) = 6 + 7 = 13

2. Addition of Two Negative Integers

If we have to add two negative integers then simply add them as natural numbers and then put a
negative sign on the answer.

(-6) + (-7) = - (6+7) = -13

3. Addition of One Negative and One Positive Integer

170
If we have to add one negative and one positive integer then simply subtract the numbers and put
the sign of the bigger integer. We will decide the bigger integer ignoring the sign of the integers.

 (-6) + (7) = 1 (bigger integer 7 is positive integer)

 (6) + (-7) = -1(bigger integer 7 is negative integer)

Addition of Integers on a Number Line

1. Addition of Two Positive Integers

Example

Add 3 and 4 on the number line.

Solution

To add 3 and 4, first, we move 3 steps to the right of zero then again move 4 steps to the right from
point 3.

As we reached to the point 7, hence (+3) + (+4) = +7

This shows that the sum of two positive integers is always positive.

2. Addition of Two Negative Integers

Example

Add (-2) and (-5) using a number line.

Solution

To add (-2) and (-5), first we move 2 steps to the left of zero then again move 5 steps to the left of (-
2).

As we reached to the point (-7), hence (-2) + (-5) = -7.

171
This shows that the sum of two negative integers is always negative.

3. Addition of One Negative and One Positive Integer

a. If a positive integer is greater than the negative integer

To add (+6) and (-2), first we have to move 6 steps to the right from zero then move 2 steps to the left
of point 6.

As we reached to the point 4, hence (+6) + (-2) = +4

b. If a negative integer is greater than the positive integer

To add (-5) and (+4), first we have to move 5 steps to the left of zero then move 4 steps to the right
from point (-5).

As we reached to the point -1, hence (-5) + (+4) = (-1)

4. Additive Inverse

If we add numbers like (-7) and 7 then we get the result as zero. So these are called the Additive
inverse of each other.

If we add (-2) + (2), then first we move 2 steps to the left of zero then we move two steps to the right
of (-2).so finally we reached to zero.

Hence, if we add the positive and negative of the same number then we get the zero.

Example

What is the additive inverse of 4 and (-8)?

172
Solution

The additive inverse of 4 is (-4).

The additive inverse of (-8) is 8.

Subtraction of Integers on Number Line

If we subtract an integer from another integer then we simply add the additive inverse of that
integer.

(-3) – (-2) = (-3) + 2 = -1

(-3) – (+2) = (-3) + (-2) = -5

1. Subtraction of Two Positive Integers

Example

Subtract 2 from 5.

Solution

To subtract 2 from 5, first, we move 5 steps to the right from zero then move 2 steps back to the left.

As we reached to 3 hence, 5 – (+2) = 5 – 2 = 3

2. Subtraction of Two Negative Integers

Example

Subtract (-12) from (-8).

Solution

To subtract (-12) from (-8), first, we have to move 8 steps to the left of zero then move 12 steps to
the right of (-8).

As we reached to 4, hence (-8) – (-12) = (-8) + (12) = 4

3. Subtraction of One Negative and One Positive Integer

173
a. To subtract a positive integer from any other integer.

Example

Subtract 3 from (-4)

Solution

To subtract (-4) from (3), first, we have to move 4 steps to the left of zero then move 3 steps more to
the left.

As we reached to (-7), hence (-4) – (+3) = (-4) + (-3) = -7.

b. To subtract a negative integer from any other integer

Example

Subtract (-3) from (4)

Solution

To subtract (-3) from (4), first, we have to move 4 steps to the right of zero then move 3 steps more
to the right.

As we reached to (7), hence (4) – (-3) = (4) + (+3) = +7

174
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - SCIENCE (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 5 – BODY MOVEMENTS

INTRODUCTION

All living things need to move in response to their environment. Most organisms need
to move around in search of food. For example, plants turn towards sunlight because
they require light energy for preparing their food by the process of photosynthesis.
Living beings also need to move to protect themselves from harmful conditions.

BODY MOVEMENTS IN HUMAN BEINGS

(a) Bone:

(i) Features of Bones: organs and result in movement of different body parts. Bones
are the hard structures that form the framework of your body, protect internal.
Humans have a total of 206 bones while in baby they have 305 bones. There are
different types of bones, together forming the framework called skeleton. The
skeleton gives shape to the body and also determines individual characteristics like
which supports the body. height. Bones are visualized by imaging them with X-rays.
X-ray images of injured body parts also help doctors in diagnosing extent of damage

175
(fractures) to the bones.

(ii) FUNCTIONS OF BONES: Bones perform the following functions: Bones give a
shape to our body. Bones protect the vital organs. Bones result in movement of the
body part as well as the whole body.

Skull: The bones of the skull are the hardest of all the boned. Some of these from the
cranium, or the cover for the brains. The rest are the facial bones, which give shape to
the face.

Spine: The spine is also called the vertebral column. They are in 33 in numbers. It
consists of many small bones known as a vertebrae. The vertebrae are hollow at the
centre and are joined together from a tube. The vertebrae run right down from neck to
below the hip. There is rubbery tissue called cartilage between them, it allows them to

move smoothly.

Ribcage: Running through the centre of the chest is the breastbone. Joined to it a
strong, curve, flexible bones called ribs. The ribs curve around and join the vertebral
column at the back, to form a protective cover for the lungs and heart. This cover is

176
called the ribcage. They are in 1 pair having 12 bones each side.

Pelvic: The region between the thighs and abdomen is called the pelvic region. It is
also called pelvic girdle or bony pelvis. This basin-shaped structure of bones
associates the legs and the trunk. Pelvis comprises paired hipbones.

b) Joints:

A joint is the meeting point of two bones and here are various kinds of joints in the
human at the body. Movement of bones occurs joints. The type of joint determines the
type of movement possible at the joint. Joints are classified as:

(i) Ball and socket joint

(ii) Hinge joint

(iii) Pivot joint

(iv) Fixed joint

(v) Gliding joint

(i) Ball and socket joint: When one bone of a joint forms a round, ball-like surface and
the other bone is shaped like a cavity (in which the ball can fit), a ball and socket joint
is formed. This joint allows maximum movement of the bones. For example, shoulder
joint, hip joint. The complete bowling action in cricket is possible because our arm is
joined to our shoulder by a ball and socket joint. The upper edge of the upper arm
bone is like a ball. This ball shaped bone fits into a cavity in the shoulder bone.

177
(ii) Hinge Joint: A hinge joint is formed when the bones forming it are allowed to move
in only one way. For example, elbow joint, knee joint. Both the elbow and knee allow
only a back and forward movement. This is because the bone of your upper arm is
joined to the bone of your lower arm by a hinge joint. Similarly, the bone of the upper
leg is joined to the bone of the lower leg by a hinge joint. The elbow and knee are like
the hinge of the door.

) Pivot joint: A pivot refers to a central point on which a mechanism turns. In a pivot
joint, one bone fits into the other such that it moves within a ring, in the movement of
rotation. For example, joint between skull and neck. Your head is allowed to tum to
the left and right. This is because the head is joined to the neck by a pivot joint. In a

pivot joint a cylindrical bone rotates in a ring.

(iv) Fixed Joint: Such joints are found where the function the bones perform
protection rather than movement. The bones in a fixed joint do not move. For
example, joints of skull. The upper jaw does not move at all because it is joined to the
rest of the head by a fixed joint. Bones at fixed joints cannot move. The bones of the
skeleton joined by fixed joints form protective chambers for soft internal organs.

178
(iv) Gliding Joint: Also Known as the plane joint allow the bones to glide past one
another in any direction along the plane of joint for example, wrist.

(b) Cartilage:

Another part of the skeleton, which is softer than the bones and can be bent, is the
cartilage. The upper part of the ear lobe is made up of cartilage. It is also found in the
joints of the body.

(c) Muscles:

You know that bones move at their joints to produce movement. But what makes the
bones
move?

Movement is produced by the contraction of muscles, which are attached to the

bones. Muscles can only pull and not push. Muscles work in pairs for the movement
of each bone. When one muscle of the pair contracts, the bone is pulled in its
direction. The other muscle of that pair relaxes at that time. To move the bone in the
opposite direction, the relaxed muscle contracts and pulls the bone back to its
original position.

X-rays: X-rays were discovered by German physicist Wilhelm Conrad Roentgen in

1895. Roentgen discovered these rays accidentally, while working in his laboratory.
He carried out several experiments, passing these newly discovered rays through
several objects. He found that these rays were able to pass through tissues, but not
bones. To further study these rays he carried out more experiments, and even took an
x-ray of his wife's hand. Today, x-rays are commonly used in medicine (to diagnose

fractures) and scientific research and also have industrial applications.

179
Muscles: Joints cannot bring about movement without the help of muscle. Muscles
bring about movement by contracting (shortening) and relaxing (lengthening). One
end of a muscle is attached to a movable bone, whereas the other end is attached to a
fixed bone. When the muscle contracts, it pulls the movable bone. Since muscles are
only capable of pulling, they work in pairs. The following picture show how a pair of

muscles (biceps and triceps) helps you to move.

BODY MOVEMENTS IN ANIMALS

The pattern of movement used by an organism for locomotion is called gait. Different
animals move in different ways and have special organs to help them perform their
functions efficiently.

(a) Fish: The body of the fish is tapered at the ends i.e., the head and tails are smaller
in comparison to the middle portion. This shape is called stream-lined which helps it
to cut off the water and makes swimming easier. Strong muscles cover the skeleton
of the fish, which help them make a series of wavy and jerky movements to push them
ahead in water. A fish swims in the following manner:

1.Muscles make the front part of the body curve to one side and the tail part swings to
the other side.

2.Quickly, the body and tail curve to the other side. This makes the body of the fish
jerk and pushes it forward. Fins also help a fish to maintain their balance while

180
swimming.

(b) Birds:

The skeleton of birds is specially designed, so that they can fly. The special features
of birds are:

1. Streamlined body to reduce effort required during flight.

2. Hollow and light bones.

3. Modified breast bones to hold the strong muscles of flight, which move the wings
up and down.

4. Special bones and muscles of hind limbs for hopping and perching.

(c) Earthworms:

Look for an earthworm in a garden and observe how it moves forward. The earthworm
has no bones but a series of muscular rings all along its body, which it uses for
locomotion in the following way:

These steps repeated over and over again, help the earthworm to move ahead. Its
body also secretes a slimy substance to help it move. The earthworm swallows soil
and excretes undigested material as it moves on which provides fertility to the soil.

(d) Snakes:

181
Snakes have a long backbone and many thin muscles, which interconnect the
backbone, skin and ribs. A snake slithers (moves fast in a zigzag manner) because it
forms numerous icops with its long body. Each loop gives it a forward push by
pressing it against the ground. This movement is called slithering movement.

(e) Cockroaches:

A special form of skeleton is found in the body of a cockroach. It has a hard cover.
This is a kind of outer skeleton (exoskeleton), which protects the soft internal parts.
Cockroaches have three pairs of legs for walking and two pairs of wings for flying.
The wings are made of the same exoskeleton and are attached to the breast by

muscles.

(f) Snails:

A snail has an exoskeleton in the form of a hard shell not made of bone. The shell is a
single unit and does not help in locomotion but protects the snail's soft body. The
snail hides inside its shell when it senses any danger. For locomotion, the snail has a
thick muscular foot below its head. The motion of the foot drags the snail ahead.

182
Question 1: Fill in the blanks:
(a) Joints of the bones help in the _ movement _ of the body.
(b) A combination of bones and cartilages forms the _skeleton_of the body.
(c) The bones at the elbow are joined by a hinge joint.
(d) The contraction of the _ muscle _ pulls the bones during movement.

Question 2: Indicate true (T) or false (F) among the following sentences.
(a) The movement and locomotion of all animals is exactly the same. (False)
(b) The cartilages are harder than bones. False)
(c) The finger bones do not have joints. False)
(d) The fore arm has two bones. (True)
(e) Cockroaches have an outer skeleton. (True)

Question 3: Match the items in Column I with one or more items in Column II.

Column I Column II

Upper jaw have fins on the body

Fishes has an outer skeleton

Ribs can fly in the air

Snail is an immovable joint

Cockroach protect the heart

- shows very slow movement

- have a streamlined body

Answer:

Column I Column II

Upper jaw is an immovable joint

Fishes have a streamlined body; have fins on the body

Ribs protect the heart

Snail shows very slow movement

Cockroach has an outer skeleton; can fly in the air

Question 4: Answer the following:

(a) What is a ball and socket joint?

183
(a) Ball and socket joint is a movable joint. It consists of a bone that has a round
head, which fits into a cup like depression of another bone. This helps the bone to
rotate freely. Examples of such joints are hip and shoulder joints.

(b) Which of the skull bones are movable?

(b) Mandible bone which forms the lower jaw is the only skull bone that is movable.

(c) Why can our elbow not move backwards?

(c) The elbow has a hinge joint. This type of a joint allows the movement in one plane
only. Therefore, our elbow cannot move backwards.

184
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT – SOCIAL SCIENCE (CLASS NOTES – SEPTEMBER 2024)

GEOGRAPHY
CHAPTER -3
MOTIONS OF THE EARTH
QUESTIONS AND ANSWERS
1. What is the angle of inclination of the earth‟s axis with its orbital plane?
Ans: The angle of inclination of the earth’s axis with its orbital plane is 66 1/2.

2. Define rotation and revolution.

Ans: The movement of the earth on its axis is known as rotation.
The movement of the earth around the sun in a fixed path or orbit is known as revolution.

3. What is a leap year?

Ans:- i) Earth takes 365¼ days to revolve around the Sun.

ii) As a convenience, we consider a year to consist of 365 days.

iii) The six hours (1/4th of 24 hours) that are ignored make one day (24 hours) over four
years.
iv)This surplus day is added to February.
v) Every fourth year, February is observed as having 29 days, and such a year (366
days) is known as a leap year.
(d) Differentiate between the Summer and Winter Solstice.

Ans:-

Summer Solistice Winter Solistice

1. It is the position of the earth when the 1. It is the position of the earth when the
rays of the sun rays fall directly on rays of the sun directly falls on the Topic
the Tropic of Cancer. of Capricorn.

2. In this position the North Pole is tilted 2. In this position the North Pole is tilted
towards the sun. away from the Sun.

3. A larger portion of the Northern 3. A larger portion of Southern

hemisphere get sunlight, hence it is hemisphere get sunlight ,hence it is
summer in the Northern hemisphere. winter in the Northern hemisphere

4. During this, in the Northern 4. During this, in the Northern

hemisphere days are longer than hemisphere Nights are longer than days.

185
 nights.

5. What is an equinox?

Ans:- On 21st March and September 23rd, direct rays of the sun fall on the equator. At
this position, neither of the poles is tilted towards the sun; so, the whole earth
experiences equal days and equal nights. This is called an equinox.
6. Why does the Southern Hemisphere experience winter and summer solstice in
different times than that of the Northern Hemisphere?

Ans:- When the north pole is tilted towards the sun the northern hemisphere experiences
Summer solstice. At this time, since the South Pole is tilted away from the sun, the
Southern hemisphere experiences Winter solstice. When the north pole is tilted away
from the sun, the northern hemisphere experiences Winter solstice. At this time, since
the South Pole is tilted towards the sun, the Southern hemisphere experiences Summer
solstice.

7. Why do the poles experience about six months‟ day and six months‟ night?

Ans:- The poles experience about 6 months of day and 6 months of night because of the
tilt of the earth on its axis. Because of this tilt each pole is tilted towards and away from
the sun for about 6 months each. When the North Pole is tilted towards the sun, it
experiences continuous daylight for 6 month. it is night for the same time period at the
South Pole. These conditions are reversed when South Pole is tilted towards the sun.

EXTRA QUESTIONS
1. Define the following:-
a) Orbital Plane
b) Circle of illumination
c) Earth Day

Ans: a) The plane formed by the orbit is known as the orbital plane.
b) The circle that divides the day from night on the globe is called the circle of
illumination. c) The period of rotation is known as the earthday.
2. What would happen if the earth did not rotate?
Ans:- If the earth did not rotate then the portion of the earth facing the sun would always
experience day, thus bringing continuous warmth to the region. The other half would remain
in darkness and be freezing cold all the time. Life would not have been possible in such
extreme conditions.

186
 CIVICS

CHAPTER -3

WHAT IS A GOVERNMENT?

QUESTIONS AND ANSWERS

Q.1. What do you understand by the word „government‟? List five ways in which you
think the government effects your daily life?
Ans: Government is the organisation which takes decisions and makes laws for the citizens
of a country.

(i) Building roads and schools.

(ii) Reducing and fixing of prices of essential commodities.
(iii) Supply of electricity.
(iv) Preparation and implementation of several programmes to help the poor.
(v) Running of postal and railway services.

Q.2. Why do you think the government needs to make rules for everyone in the form
of laws?
Ans: (i) The government wants to give advantages to the people of the welfare measures to
all without discrimination.
(ii) To provide equality and justice to all.
(iii) To administer the country efficiently.

Q.3.Name two essential features of a democratic government.

Ans: Two essential features of a democratic government are:

(i) Democracy is a rule by the people. It is people who rule themselves by participating in the
making of these rules.
(ii) In a democracy, people elect their representatives. These representatives meet and
make decisions for the entire population.

4. What was the suffrage movement? What did it accomplish?

Ans: The movement for voting rights to women came to be known as the suffrage
movement. All over Europe and USA, women and the poor have had to fight for participation
in the making of government. American women got the right to vote in 1920 while women in
the UK got the right to vote in 1928.

187
 Extra Questions

Q.1.List any two functions of the government.

Ans: (i) The government protects the boundaries of the country.

(ii) It maintains peaceful relations with other countries.

Q2. At which three levels does the government work?

Ans: The three levels of the government are-
(i) National level
(ii) State level
(iii) Local level.

Q3. What do you mean by monarchy?

Ans: Monarchy is a form of government in which the monarch (king or queen) has the
power to make decisions and run the government.

Q4.What do you mean by representative democracies?

Ans: In representative democracies, people choose their representatives through an
election process. These representatives meet and make decisions for the entire population.

Q5. What do you mean by universal adult franchise?

Ans: Universal adult franchise means that all adults in the country are allowed to vote.

Q6.How is democracy different from the monarchy?

Ans- Democracy Monarchy

(i) It is the government chosen (i) The government is run by a king

by the people or queen.

(ii) People take decisions through (ii) The king or queen takes decisions.
their representatives

(iii) The representatives are (iii) The king or queen is not answerable
answerable to the people. to the people.

188
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - SANSKRIT (CLASS NOTES – SEPTEMBER 2024)

व्माकयणभ ् ऩाठ-12 (संख्मावाचक-शब्द्)

1. (i) (ख) चतस्त्र् (ii) (क) द्वे (iii) (क) चत्वाय् (iv) (क) एकभ ् (v) (क) रीणण

(vi) (ख) चतस्त्र्।

2. „ क‟ „ख‟

एका - कन्मा

द्वौ - फारकौ

चतस्त्र् - भहहरा्

रीणण - परानन

प़ञ्च - साधव्

एकभ ् - ऩस्त्
ु तकभ ्

एक् - फारक्

चत्वाय् - फारका्

3. (i) चत्वाय् (ii) द्वौ (iii) रम् (iv) नतस्त्र (v) ऩञ्च (vi) एक्।
4. (i) शद्ध
ु भ ् (ii) शद्ध
ु भ ् (iii) अशद्ध
ु भ ् (iv) अशद्ध
ु भ ् (v) अशद्ध
ु भ ् (vi) शद्ध
ु भ ्।
5. अष्ट, त्रर, एक, ऩञ्च, सप्त, नव।
6. (i) द्वौ (ii) एकभ ् (iii) ऩञ्च (iv) षड् (v) सप्त (vi) चत्वाय्।

ऩाठ-18 (चचरवणणनभ ्)

I. 1. (i) रगडु भ ् (ii) आभ ् (iii) वऺ

ृ ा्

2. (i) रम् (ii) उद्मानस्त्म (iii) कन्मा

189
3. (i) फार् (ii) ष़डवादने (iii) प्रकाश्

4. (i) चत्वाय् (ii) श्वेत् (iii) धावन्न्त

5. (i) अश्व् (ii) तीव्रभ ् (iii) ऺेरे

II. 1.(i) सम
ू ्ण उद्मनत। (ii) प्राता् बवनत। (iii) खगौ उड्डमत्।

(iv) ऩवणता् ववशारा् सन्न्त। (v) जरभ ् वहनत।

2.(i) सयोवयस्त्म तटे वऺ

ृ ौ स्त्त्। (ii) ऩष्ु ऩाणण ववकसन्न्त। (iii) तेषु नतनतलरका् भ्रभन्न्त।

(iv) एका नतनतलरका यसं वऩफनत। (v) ऩष्ु ऩाणण सन्ु दयाणण सन्न्त।

3.(i) अर एका नदी वहनत। (ii) अनेके वऺ

ृ ा् सन्न्त। (iii) तटे द्वौ फकौ स्त्त्।

(iv) एक् फक् जरं वऩफनत। (v) ऩवणता् उन्नता् सन्न्त।

4. (i) अर एका नदी वहनत। (ii) तटे कच्छऩ् अन्स्त्त। (iii) जरे भीना् तयन्न्त।

(iv) तटे ऩादऩा् सन्न्त। (v) आकाशे भेघा् सन्न्त।

5. (i) एकभ ् ये रमानभ ् गच्छनत। (ii) धूम्र् ननगणच्छनत। (iii) आकाशे भेघा सन्न्त।

(iv) ऩष्ृ ठे ऩवणता् सन्न्त। (v) तीये ऩादऩा् सन्न्त।

6 .(i) फार् खेरनत। (ii) जन् वऺ

ृ स्त्म नीच् नतष्ठनत। (iii) एक् जन् आऩणं गच्छनत।

(iv) फार् कन्दक

ु े न खेरनत। (v) जना् आऩणात ् वस्त्तनू न आनमन्न्त।

7. (i) एतत ् भहानगयस्त्म चचरभ ् अन्स्त्त। (ii) भहानगये अनत उन्नतानन बवनानन सन्न्त।

(iii) नय् त्ररचक्रिकमा गच्छनत। (iv) भहानगये प्रदषू णभ ् अन्स्त्त।

(v) एकभ ् भोटयमानभ ् अन्स्त्त।

190
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT – COMPUTER (CLASS NOTES – SEPTEMBER 2024)

CHAPTER-4
A. Tick the correct answer.
1. ________ is a sequence of values, cell reference and operators to do
calculation.
a) Reference
b) Formula
c) Value
Ans:b
2. A range name must start with a ________.
a) Number
b) Letter
c) Symbol
Ans:b
3. _______ are specific values used in particular order to perform
calculations in functions.
a) Arguments
b) Numbers
c) Digits
Ans:a
4. _______ is the central area within the chart area where actual chart is
plotted.
a) Legend
b) Data Series
c) Plot Area
Ans:c
5. Text at the top of the chart is called________.
a) Axis Title
b) Chart Title
c) Value Axis
Ans:b
6. ______ chart has the shape of round pie cut into pieces or slices.
a) Scatter
b) Pie
c) Bar
Ans:b

191
B. Write „T‟ for True and „F‟ for False statements.
1. Operators specify the type of calculation we want to perform. T
2. Formula bar shows the formula we are using in active cell. T
3. A formula is a ready-made operation to perform a calculation. F
4. Data series is a caption which identifies the category of axis. F
5. The horizontal and vertical lines on the plot area are gridlines. T
6. Area chart shows the correlation between two value sets. F

C. Fill in the blanks:

1. Constants and formulas are two ways of entering data in the Excel.
2. Excel recognizes any data as a formula when it begins with an equal
to sign (=).
3. Parentheses is used to change the order in which Excel performs
calculations.
4. A formula using the absolute cell reference keeps the cell reference
constant.
5. Charts are made up of a variety of elements, also called data objects.
6. Sparklines are tiny, word-sized charts that can appear in a cell.

D. Differentiate between the following.

1. Formula: Formula: A formula is a sequence of values, cell references,
names of functions or operators that produces a new value
from existing values.
Function: A function is a built-in formula that we can use to perform a
calculation on the data in our worksheet. It can perform a series of
operations on a specified range of values.

2. Absolute Referencing: A formula using the absolute cell reference

instructs Excel to keep the cell reference constant in the
formula as it copies it to the destination area.

Relative Referencing: A formula using the relative cell reference instructs

Excel to adjust the cell reference as it copies it to the destination
area.

E. Answer the following questions.

1. What are operators?

Ans: An operator specifies the type of calculation we want to perform. The various
types of operators are: Arithmetic Operators, Comparison Operators,
Reference Operators, and Logical Operators.

2. Name any four functions of Excel?

Ans: Commonly used functions in Excel are AVERAGE, COUNT, MAX and SUM.

3. What do you understand by cell reference?

192
 Ans: Every cell in a worksheet has a unique address, called cell reference, which is
identified by a specific column letter and row number of that cell.

4. What are Sparklines in a chart?

Ans: In Excel, Sparklines are tiny, word-sized charts that can appear in a cell. It is
very easy to create and understand Sparklines.

F. Answer briefly.
1. Explain order of calculation in Excel?

Ans: The order in which Excel performs operations in formulas is called order of
calculation. We can use parentheses () to change the order in which Excel
performs calculations. Excel performs the calculation inside the parentheses
first.

2. Write the steps to edit a formula?

Ans: . Follow these steps to edit a formula:

a. Double-click on the cell containing the formula to be changed.
b. Press the Arrow key to move the insertion point to where characters need
to be removed or added.
c.To add data where the insertion point flashes on the screen, type the
data. To delete the data where insertion point flashes, use
Backspace or Delete key.
d. After finishing making changes to the formula, press the Enter key.

3. Explain the structure of a function.

Ans: Function in Excel always begins with an equal to (=) sign, followed by the
Function name. Function name is followed by opening parenthesis then
arguments separated by comma or colon and then closing parenthesis.

4. What is chart? Write its advantages in Excel.

Ans: Charts are graphical representations of the data. Excel offers a wide selection
of charts, which help us to display the data in a pictorial way.

Advantages of Excel are:

a. They display a lot of information in an easy to understand format.
b. Data and information can be presented in an attractive manner with the help
of a chart.
c. A chart is more impressive and informative as compared to a simple
data statement.

193
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

TOPIC- SHADING

Q1. What is shading in art?

Ans. Shading is the darkening or colouring of a drawing with lines or blocks of color,
and is often used to create the illusion of depth or make an object three-dimensional.

Q2. What are the 5 types of shading in drawing?

Ans. 1 Hatching

2 Cross Hatching

3 Stippling

4 Scribbling

5 Blending

1. Hatching- Hatching is a technique that uses a series of parallel straight lines

to add

Dimension.

194
2. Cross-Hatching- Cross hatching is a type of shading technique, whereby
artists will draw parallel lines at two angles that cross one another to create the
impression of light and shadow.

3. Stippling- Stippling is the creation of a pattern simulating varying degrees of

solidity or shading by using small dots.

4. Scribbling- The scribbling drawing technique is a form of art where the artist
uses random, uncontrolled lines to create patterns and textures.

195
 5. Blending- the technique of gently intermingling two or more colors or values to
create a gradual transition or to soften lines.

Q3 Why is shading important in art?

Ans. It enables artists to create the illusion of form, texture, and volume, adding a
sense of depth and dimension to their artwork.

Q4. What are the three main tones of shading?

Ans. The lights, the darks and the middle-tones.

Q5. How to do tonal shading?

Ans. Artists use layers of shading to achieve light, medium and dark tones.

Q6. What is tone and shading in art?

Ans. A tint is where an artist adds a colour to white to create a lighter version of the
colour. An example of a tint is pink. Pink is a tint created by adding white to red. A

196
shade is where an artist adds black to a colour to darken it down. A tone is where an
artist adds grey to a colour.

Q7. What is monotone shading?

Ans. A monotone or monochromatic color palette is one that is made up of different

tints or shades of a single color.

197
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - MUSIC (CLASS NOTES – SEPTEMBER 2024)

LORD GANESHA

Ganesha, elephant-headed Hindu god of beginnings, who is traditionally worshipped

before any major enterprise and is the patron of intellectuals, bankers, scribes, and
authors. His name means both “Lord of the People” (gana means the common
people) and “Lord of the Ganas” (Ganesha is the chief of the ganas, the goblin hosts
of Shiva).

Ganesha is potbellied and generally depicted as holding in his hand a few round
Indian sweets, of which he is inordinately fond.

His vehicle (vahana) is the large Indian bandicoot rat, which symbolizes Ganesha‟s
ability to overcome anything to get what he wants. Like a rat and like an elephant,
Ganesha is a remover of obstacles.

The 10-day late-summer (August–September) festival Ganesh Chaturthi is devoted to

him.

Lyrics

Sukhkarta Dukhharta Varta Vighnachi ||

Nurvi Purvi Prem Krupa Jayachi ||
Sarvangi Sundar Uti Shendurachi ||
Kanti Jhalke Mal Mukataphalaanchi..||
Jaidev Jaidev Jai Mangal Murti ||
Darshan Maatre Man: Kaamna Phurti ||
Ratnakhachit Phara Tujh Gaurikumra ||

198
Chandanaachi Uti Kumkumkeshara ||
Hirejadit Mukut Shobhato Bara ||
Runjhunati Nupure(2) Charani Ghagriya ||
Jaidev Jaidev Jai Mangal Murti ||
Lambodar Pitaambar Phanivarvandana ||
Saral Sond Vakratunda Trinayana ||
Das Ramacha Vat Pahe Sadana ||
Sankati Pavave Nirvani Rakshave Survarvandana ||
Jaidev Jaidev Jai Mangal Murti ||

LORD KRISHNA

Krishna, one of the most widely revered and most popular of all Indian divinities,
worshipped as the eighth incarnation (avatar, or avatara) of the Hindu god Vishnu and
also as a supreme god in his own right. Krishna became the focus of numerous bhakti
(devotional) cults, which have over the centuries produced a wealth of religious
poetry, music, and painting.

The basic sources of Krishna‟s mythology are the epic Mahabharata and its 5th-
century-CE appendix, the Harivamsha, and the Puranas, particularly Books X and XI
of the Bhagavata-purana.

They relate how Krishna (literally “black,” or “dark as a cloud”) was born intothe
Yadava clan, the son of Vasudeva and Devaki, who was the sister of Kamsa, the
wicked king of Mathura (in modern Uttar Pradesh).

Kamsa, hearing a prophecy that he would be destroyed by Devaki‟s child, tried to slay
her children, but Krishna was smuggled across the Yamuna River to Gokula (or Vraja,
modern Gokul), where he was raised by the leader of the cowherds, Nanda, and his
wife Yashoda.

199
BHAJAN LRYICS

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

Aage Aage Gaiya Pichay Pichay Gwaal

Beech-May Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Kaari Kaari Gaiya Goray Goray Gwaal

Shyam Baran Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Ghaasn Khaavay Gaiya Dhudh Peevay Gwaal

Maakhan Khaavay Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Lakuti Chotay Chotay Haath

Bansi Bajaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Sakhiyaan Madhuban Baal

Raas Rachaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

200
Guitar Introduction

Guitar has 6 strings which are made up of steal. there names are E,B,G,D,A ,E

It has head neck and body. it is an string instrument one can play chords and leading
on it.

Keyboard

It has black and white keys which completely make octaves . 8 notes make an octave

there are total 12 notes in which 7 are natural and 5 are dispaced from there place .

NOTES FOR SEPTEMBER MONTH

CLASS 6TH

TOPIC: Explanation of Yama and its parts

Yama: The Five Abstentions

Yama is one of the foundational limbs of yoga, representing the five ethical restraints
that one should practice to cultivate a harmonious and peaceful life. These restraints
are essential for personal growth and spiritual development.

The Five Parts of Yama

1. Ahimsa: Non-violence
o Physical non-harm: Avoiding causing physical pain or injury to oneself
or others. This includes actions like hitting, kicking, or injuring others,
as well as avoiding self-harm.
o Verbal non-harm: Speaking kindly and avoiding hurtful words. This
includes avoiding insults, gossip, and slander.
o Mental non-harm: Cultivating positive thoughts and avoiding negative
emotions like anger, hatred, and jealousy. This includes practicing
mindfulness and meditation to calm the mind.
o Respect for all life: Respecting the dignity and worth of all living beings,
including animals and plants. This includes avoiding cruelty to animals
and protecting the environment.
2.

Satya: Truthfulness

201
 o Honesty and integrity: Speaking the truth in all situations, avoiding lies
and deceit. This includes being honest in your relationships, work, and
personal life.
o Authenticity: Being true to yourself and expressing genuine feelings.
This includes being honest with yourself and others about your
thoughts and emotions.
o Avoidance of gossip: Refraining from spreading rumors or
misinformation. This includes avoiding gossip and slander, and being
mindful of the impact of your words on others.
3. Asteya: Non-stealing
o Respect for property: Avoiding taking what doesn't belong to you. This
includes respecting the property of others and avoiding theft.
o Honesty in financial matters: Being honest and transparent in your
financial dealings. This includes avoiding fraud, embezzlement, and
other financial crimes.
o Contentment with what one has: Avoiding greed and desire for material
possessions. This includes being grateful for what you have and
avoiding the pursuit of wealth at any cost.
4. Brahmacharya: Chastity or moderation
o Self-control and discipline: Moderation in sexual desires and activities.
This includes practicing self-control and avoiding excessive sexual
activity.
o Energy conservation: Directing energy towards personal growth and
spiritual development. This includes avoiding wasting energy on
unnecessary activities.
o Balanced relationships: Cultivating healthy and respectful relationships.
This includes avoiding harmful or manipulative relationships.
5. Aparigraha: Non-possessiveness
o Detachment from material possessions: Avoiding attachment to
material things. This includes avoiding hoarding and unnecessary
consumption.
o Gratitude and contentment: Appreciating what you have and avoiding
greed. This includes being grateful for life's blessings and avoiding
comparing yourself to others.
o Minimalism: Living a simple and uncluttered life. This includes avoiding
unnecessary possessions and focusing on the essentials.

The Importance of Yama

By practicing Yama, individuals can cultivate a harmonious and fulfilling life. These
ethical restraints provide a foundation for ethical behavior, personal growth, and
spiritual development. Yama helps to develop qualities such as compassion,
kindness, honesty, integrity, and contentment. It also contributes to a sense of inner
peace and well-being.

202
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES –

SEPTEMBER 2024)
TOPIC: Explanation of Yama and its parts
Yama: The Five Abstentions
Yama is one of the foundational limbs of yoga, representing the five ethical restraints that
one should practice to cultivate a harmonious and peaceful life. These restraints are
essential for personal growth and spiritual development.
The Five Parts of Yama

1. Ahimsa: Non-violence

o Physical non-harm: Avoiding causing physical pain or injury to oneself or

others. This includes actions like hitting, kicking, or injuring others, as well as
avoiding self-harm.

o Verbal non-harm: Speaking kindly and avoiding hurtful words. This includes
avoiding insults, gossip, and slander.

o Mental non-harm: Cultivating positive thoughts and avoiding negative

emotions like anger, hatred, and jealousy. This includes practicing
mindfulness and meditation to calm the mind.

o Respect for all life: Respecting the dignity and worth of all living beings,
including animals and plants. This includes avoiding cruelty to animals and
protecting the environment.

2. Satya: Truthfulness

o Honesty and integrity: Speaking the truth in all situations, avoiding lies and
deceit. This includes being honest in your relationships, work, and personal
life.

203
 o Authenticity: Being true to yourself and expressing genuine feelings. This
includes being honest with yourself and others about your thoughts and
emotions.

o Avoidance of gossip: Refraining from spreading rumors or misinformation.

This includes avoiding gossip and slander, and being mindful of the impact of
your words on others.

3. Asteya: Non-stealing

o Respect for property: Avoiding taking what doesn't belong to you. This
includes respecting the property of others and avoiding theft.

o Honesty in financial matters: Being honest and transparent in your financial

dealings. This includes avoiding fraud, embezzlement, and other financial
crimes.

o Contentment with what one has: Avoiding greed and desire for material
possessions. This includes being grateful for what you have and avoiding the
pursuit of wealth at any cost.

4. Brahmacharya: Chastity or moderation

o Self-control and discipline: Moderation in sexual desires and activities. This

includes practicing self-control and avoiding excessive sexual activity.

o Energy conservation: Directing energy towards personal growth and

spiritual development. This includes avoiding wasting energy on unnecessary
activities.

o Balanced relationships: Cultivating healthy and respectful relationships.

This includes avoiding harmful or manipulative relationships.

5. Aparigraha: Non-possessiveness

204
 o Detachment from material possessions: Avoiding attachment to material
things. This includes avoiding hoarding and unnecessary consumption.

o Gratitude and contentment: Appreciating what you have and avoiding

greed. This includes being grateful for life's blessings and avoiding comparing
yourself to others.

o Minimalism: Living a simple and uncluttered life. This includes avoiding

unnecessary possessions and focusing on the essentials.

The Importance of Yama

By practicing Yama, individuals can cultivate a harmonious and fulfilling life. These ethical
restraints provide a foundation for ethical behavior, personal growth, and spiritual
development. Yama helps to develop qualities such as compassion, kindness, honesty,
integrity, and contentment. It also contributes to a sense of inner peace and well-being.

205
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VI
ACADEMIC SESSION 2024-25

SUBJECT - KARATE (CLASS NOTES – SEPTEMBER 2024)

Karate -Do Meaning – The way of fight with empty hands

DOJO Meaning- Karate training place

In karate, the Japanese terms for upper, middle, and lower punches are jodan tsuki, chudan
tsuki, and gedan tsuki, respectively:

 Jodan tsuki: High punch, or face level punch

 Chudan tsuki: Middle punch, or torso level punch

 Gedan tsuki: Low punch, or groin level punch

206
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

HONEYCOMB
CHAPTER 3 GOPAL AND THE HILSA FISH
Answer the following questions.
Question 1:
Why did the king want no more talk about the Hilsa fish?
Solution:
Everyone around the king was talking about Hilsa fish. This had infuriated the king so he
didn‟t want anyone to talk about the Hilsa fish.
Question 2:
What did the king ask Gopal to do to prove that he was clever?
Solution:
The king asked Gopal to buy a huge Hilsa fish from the market and to ensure that no one
should talk to him about the fish on the entire way from the market to the palace.
Question 3:
What three things did Gopal do before he went to buy his Hilsa fish?
Solution:
Gopal half-shaved his face. Smeared ash on his body himself and wore rugs before going
out to buy Hilsa fish
Question 4:
How did Gopal get inside the palace to see the king after he had bought the fish?
Solution:
Gopal started singing and dancing in front of the palace at a loud voice. The king heard the
noise and asked the man to be brought inside.
Question 5:
Explain why no one seemed to be interested in talking about the Hilsa fish which Gopal had
bought.
Solution:
No one was interested about the Hilsa fish. Gopal had bought because of Gopal‟s condition.
He was wearing rugs, his face was half-shaven and ash was smeared over his body. People
were more interested in his appearance than the fish.
Question 6:
Write True or False against each of the following sentences.
1. The king lost his temper easily
2. Gopal was a madman
3. Gopal was a clever man
4. Gopal was too poor to afford decent clothes

207
 5. The king got angry when he was shown to be wrong
Solution:
1. True
2. False
3. True
4. False
5. False
Working with Language
Question 1:
Notice how in a comic book, there are no speech marks when characters talk. Instead what
they say is put in a speech „bubble‟. However, if we wish to repeat or report what they say,
we must put it into reported speech.
Change the following sentences in the story to reported speech. The first one has been done
for you.
1. How much did you pay for that Hilsa?
2. Why is your face half-shaven?
Gopal‟s wife asked him……………….
3. I accept the challenge, Your Majesty.
Gopal told the king ………………..
4. I want to see the king.
Gopal told the guards ………………….
5. Bring the man to me at once.
The king ordered the guard ………………….
Solution:
1. The woman asked the man how much did he pay for that Hilsa.
2. Gopal‟s wife asked him why his face was half-shaven.
3. Gopal told the king that he accepted the challenge.
4. Gopal told the guards that he wanted to see the king.
5. The king ordered the guard to bring the man to him at once.
Question 2:
Find out the meaning of the following words by looking them up in dictionary. Then
use them in sentences of your own.

Solution:
Challenge: A call to take part in a contest or competition.
Vikram accepted the challenge of his teacher and won prize in the annual day celebrations.
Mystic: Spiritual, occult
The sufi saints like Salim Chishti were mystic.
Comical: Funny
Mr Bean is one of the most famous comical characters on television.

208
Courtier: A person, who attends a royal court as a companion or advisor to the king or
queen.

Birbal was one of the most important courtiers in Akbar‟s court.

Smearing: Coat or mark carelessly with grease or oil.

Before the game, Rakesh smeared his body with oil.
Picture Reading
Question 1:
Look at the picture and read the text aloud.

1. Now ask your partner questions about each picture.

(a) Where is the stag?
(b) What is he doing?
(c) Does he like his antlers (horns)?

209
 (d) Does he like his legs?
(e) Why is the stag running?
(f) Is he able to hide in the bushes?
(g) Where are the hunters now?
(h) Are they closing in on the stag?
(i) Is the stag free?
(j) What does the stag say about his horns and his legs?
2. Now write the story in your own words. Give it a title.
Solution:
1. (a) The stag is standing by the side of a pond.
(b) The stag is about to drink water when he saw his reflection in the pond.
(c) Yes, he finds them beautiful.
(d) No, the stag finds his legs to be thin and ugly..
(e) The stag is running because he has been chased by the hunters.
(f) No, he is not able to hide in the bushes because his horns got stuck in them.
(g) The hunters are just behind the stag.
(h) Yes, they are closing in on the stag.
(i) The stag was able to run fast because of his legs and is free now.
(j) The stag says that he was proud of his horns, but he would have been killed
because of them. He was ashamed of his legs, but they saved his life.
2. There was a stag, he lived in a jungle. One day he went to drink water in a pond. He
saw his reflection in the pond. He felt proud of his beautiful antlers. Then he saw his
legs, he was upset because they were thin and ugly. Suddenly, there were hunters
behind him. The stag ran to save his life. He wanted to hide in the bushes, but
couldn‟t as his antlers were stuck in them. He found the hunters just behind him. He
ran for his life and was finally saved.
At the end he realised that he was feeling proud of his antlers, but he would have
been killed because of them. He felt ashamed of his legs, but was able to save his
life ultimately because of them. The title is The Stag and his Beautiful Horns‟.
Question 2:
Complete the following word ladder with the help of the clues given below.

1. Mother will be very ………………… If you don‟t go to school.

2. As soon as he caught ……………. of the teacher, Mohan started writing.
3. How do you like my ……………… Kitchen garden? Big enough for you, is it?
4. My youngest sister is now a ……………… old.
5. Standing on the ………………. he saw children playing on the road.

210
 6. Don‟t make such a ………………. Nothing, will happen.
7. Don‟t cross the ……………. till the green light comes on.
Solution:
1. cross
2. sight
3. tiny
4. year
5. roof
6. fuss
7. street
POEM
THE SHED
WORKING WITH POEM

1.Who is the speaker in the poem?

2.Is she/he afraid or curious or both?
3.What is she/he planning to do soon?
4.“But not just yet…” suggests doubt, fear, hesitation, laziness or something else.
Choose the word which seems right to you. Tell others why you chose it.
Solution:
1. The Speaker is. Perhaps the poet himself when he was a small child.
2. The speaker seems to be both Curious as well as afraid to go inside the shed. He
wants to find out what is inside the shed. At the same time, he is afraid because he
thinks that strange voices could be heard from here and there is possibly a ghost
who lives inside the Shed.
3. He/She plans to go inside the shed after some day soon.
4. “But not just yet…” seems to suggest lack of preparation and hasitation. The speaker
wants to be further certain and prepare himself for this endeavour. He has already
overcome his fears, so there is no fear. However, waiting for the right time Could be
a reason for postponing the act.
Question 2:
Is there a room in your house or a house in your neighbourhood/locality where you would
rather not go alone, and never at night? If there is such a place and a story to go with it, let
others hear all about it.
Solution:
There is a store room in my house which is in the backyard of the house. It is a little away
from the main structure. It is full of odd objects and not even lit properly. Thus, going to the
store room, at night, calls for a lot of courage. My mother once asked me to fetch certain
things from the store room. When I entered the store room, I felt as if I saw the movement of

211
shadows. Screamed with terror, but later got to know that those shadows were nothing but
my mind‟s imagination.

AN ALLIEN HAND
CHAPTER 3
GOLU Grows A Nose
Exercises Question and Answer
Answer the following question:
Question 1.Whom does Golu ask, “Why don‟t you ever fly like other birds?”
Answer:Golu is the baby elephant. He asks ostrich as to why he does not fly like other birds.
Question 2.Which uncle of Golu had red eyes?
Answer:Hippopotamus, the huge uncle of Golu had red eyes.
Question 3.Golu‟s relatives did not answer his questions because
(i) they were shy..
(ii) the questions were too difficult.
(iii) Golu was a naughty boy.
Answer:(ii) the questions were too difficult.
Question 4.Who advised Golu to go to the Limpopo river ?
Answer:Mynah had suggested to Golu that he should go to the Limpopo river to find out his
Question 5.Why did Golu go to the river ?
Answer:Golu had gone to the river to find out what the crocodile has for dinner. He had
never seen a crocodile and wanted to know how he looked like.
Question 6.The crocodile lay on the bank of the Limpopo river. Golu thought it was :
(i) a living crocodile
(ii) a dead crocodile.
(iii) a log of wood.
Answer:(iii) a log of wood.
Question 7.What did the crocodile do to show that it was a real crocodile ?
Answer:Crocodile shed crocodile tears to show that it was the real crocodile.
Question 8.“Come here, little one, and I‟ll whisper the answer to you.”
The crocodile said this because :
(i) he couldn‟t stand up.
(ii) he wanted to eat Golu.
(iii) Golu was deaf..
Answer:(ii) he wanted to eat Golu.
Question 9.Who helped Golu on the bank of the river?
Answer:The python had helped Gólu on the bank of the river. Golu got freed from crocodile
because of python‟s help and advice.
Question 10.Name two things the elephant can do with his trunk, and two he cannot.
Answer:The elephant can pluck large bundle of grass and can scoop mud from the bank with
the help of his trunk. But an elephant cannot walk and eat his food with his trunk.
GRAMMAR

212
CHAPTER 6 VERB
Try out -1

- 1 1. rises - intransitive verb 2. barks - intransitive verb

3.
6. kept - intransitive verb Try Out - 2 1. linking verb 2. helping raised - transitive verb; object -
his hands 4. fed -transitive verb; object - the dog
5. has fallen - intransitive verb verb 3. linking verb 4. helping verb 5. helping verb
Try Out – 3
Q1. Started action verb
Ans. Was linking verb
Q2. Does helping verb
Ans. takes action verb
Q3. built action verb
Ans. was linking verb
Q4. Served action verb
Ans. lived action verb
Q5. have been helping verb
Ans. Used action verb
Try Out – 4
1. enjoyed; regular verb 2. shout; regular verb 3. felt; irregular verb
4. surprised; regular verb 5. caught; irregular verb
Try Out – 5
1. to bake 2. Complaining 3. concentrating 4. to join 5. to pick up
Try Out - 6
1. Try finite verb 2. finite verb 3. modal verb 4. modal verb 5. gerund 6. Participle
7. modal verb 8. Infinitive
Chapter — 7 Subject-Verb Agreement
Try Out - 1 1. are ; agrees 2. knows ; agrees - 3. makes – agrees
4. are ; agrees 5. is ; agrees
Try Out – 2
1. Fifteen miles are a long distance. Is
2. A flock of sheep were moving on the road. was
3. There was five books on the table. were

213
4. Neither of the candidates were fit for the post. Was
5. Rice and curry are his staple diet. Is
6. A group of children from the locality are skipping a rope. Is
Try Out – 3
1. is 2. Is 3. Is 4. is 5. is
6. was 7. Are 8. Is 9. are 10. is
11. was 12. Am 13. Wins 14. Likes 15. has 16. charms
Try Out – 4
1. Rice and fish is the staple diet of the people of West Bengal.
3. One of the examples of animals adapted to arid conditions is the camel.
6. Neither of the two states was poor.
Chapter — 8 Present Tense
Try Out – 1
„Cleanliness is next to Godliness.‟ We often hear this phrase from our elders and teachers.
By citing this phrase, they want us to understand the importance of cleanliness. Cleanliness
involves many good habits such as washing hands regularly, taking a bath daily and keeping
the home and surroundings clean. When we keep ourselves and the surroundings clean, it
benefits us and the environment as well. A clean environment helps to prevent disease and
pollution. Personal and community hygiene go a long way in ensuring good health for all life
forms. Therefore, we all need to adopt and follow the habits of cleanliness
. Try Out - 2
1. is eating food 2. Waiting 3. swimming
4. is waking up 5. is taking
Try Out – 3
1. have driven 2. has liked 3. have tasted
4. has rejected 5. has observed
Try Out - 4
1. has been learning 2. has been raining 3. has been living
4. has been playing 5. has not been working 6. have, been refusing
Try Out - 5
1. Negative: You do not drive very carefully.
Interrogative: Do you drive very carefully?
2. Negative: Sapna is not writing a new story.
Interrogative: Is Sapna writing a new story?
3. Negative: Hardik does not win every singing competition.
Interrogative: Does Hardik win every singing competition?

214
 4. Negative: I have not seen the Humayun‟s Tomb.
Interrogative: Have I seen the Humayun‟s Tomb?
5. Negative: She has not been going to the new school since April.
Interrogative: Has she been going to the new school since April?
6. Negative: Our company does not renew the contract of maximum employees.
Interrogative: Does our company renew the contract of maximum employees?
7. Negative: He has not posted his pictures on Facebook. Interrogative: Has he posted
his pictures on Facebook?
8. Negative: I am not watching any movie.
Interrogative: Am I watching any movie?

Try Out – 6
1. He does not look down upon his subordinates.
2. They do not live within their means.
3. Ravi does not help the needy.
4. He does not keep patience while feeling helpless.
5. Who have been donating money for about three years? Or For how many years
have they been donating money? [Note: There may be many more ways.]
6. Who saves some money every month? Or What does she do every month? (Note:
there may be many more ways)
7. She has been working as a volunteer there.
8. The boy does not tell lies.
9. He has not been kind to me ever since I met him.
10. Why have you not been listening to me attentively? [Note: There may be many
more ways.]

Chapter — 9 Past Tense

Try Out – 1
1. Affirmative: He went for a walk daily.
Negative: He did not go for a walk daily.
2. Affirmative: She watched a film once a week.
Negative: She did not watch any film once a week.
3. Affirmative: He read a book daily after breakfast.
Negative: He did not read any book daily after breakfast.
4. Affirmative: John gave donation to the society.
Negative: John did not give donation to the society.
5.Affirmative: Our school held the tournament.
Negative: Our school did not hold the tournament.
Try Out - 2
1. was going 2. were winning 3. were requesting
4. was preparing 5. was interviewing
Try Out – 3
1. had arrived 2. had saved 3. had slept
4. had walked 5. had seen
Try Out - 4
1. had been eating 2. had not been walking 3. had been playing
4. had been sleeping 5. had been waiting

215
Try Out - 5
1. He ate sprouts. 2. They were presenting a street play.
3. Children had gone to Goa on a school trip.
4. They did not wake up early.
5. Did he take exercise regularly?
6. I was not washing my uniform.
7. We had been living here since 2015.
8. Had you returned from Agra?
Try Out – 6
1. Who were feeding the hungry kitten? Or What were the children doing?
2. His friends did not help him run the orphanage.
3. Who helped the accident victim enter their car?
Or
Whom did he and his wife help enter their car?
Or
Why did he and his wife help the accident victim enter their car?
5. Who contributed for the poor child‟s operation?
Or
For whose operation did all the people in our neighbourhood contribute?
Or
Why did all the people in our neighbourhood contribute of the poor child‟s operation?
5. The young men did not fight off the robbers together.
6. They had not been running a charitable clinic for two years.
Chapter — 10 Future Tense
Try Out - 1
1. I‟ll give him the key to open the cage.
2. I will give her the map to find the way out from the jungle.
3. I‟ll give him a rope to come out from the well
. 4. I‟ll give him a sword to defend himself from the fox.
Try Out – 2
1. will have booked
2. will have served
3. will have settled
4. will have completed

216
5. will have declared
6. will have melted
Try Out – 3
1. I shall have been working in this office since year 2014.
2. He will have been successfully passing all school exams for six years now.
3. We shall have been playing in cricket tournaments since year 2010.
4. I shall have been attending all camps for the past five years.
Try Out - 4
1. I shall have whitewashed the fence.
2. We shall be watching „Finding Nemo‟ on Thursday.
3. They will deposit the amount
. 4. Kids will have been playing chess.
5. She will pluck mangoes from the tree.
6. He will have left the room.
Try Out - 5 Villager A: The new contractor‟s men will come to fell the trees tomorrow. How
will we survive without trees? Villager B: Some people will go to oppose the felling of trees. I
will be joining the protest. Villager A: What time will you go there? Villager B: Around noon.
Villager A: But they will have felled many

217
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25
SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)
वसंत
8. रहीम के दोहे
शब्दाथथ
यीत-तयीका
बफऩतत–सॊकट, कठिनाई
तेई- वे ही
तजज- छोड़ना
छोह-प्रेभ
ठहत बराई -
सचठहॊ- सॊग्रह कयना
थोथे-खोखरे
घहयातगयजना -
घाभ -धूऩ
भेह- भेघ, फादर

ऩाठ्यऩस्
ु तक के प्रश्नसायास-
दोहे से
प्रश्न 1. ऩाि भें ठदए गए दोहों की कोई ऩॊजतत कथन है औय कोई कथन को प्रभाणित कयनेवारा उदाहयि। इन
दोनों प्रकाय की ऩॊजततमों को ऩहचान कय अरग।रणखए। अरग-

उत्तय: दोहों में वर्णथत ननम्नलऱर्ित ऩंक्ततयााँ कथन हैं-

1.कठह यहीभ सॊऩतत सगे, फनते फहुत फहु यीत।
बफऩतत कसौटी जे कसे, तेई साॉचे भीत।।1।।
• कठिन सभम भें जो ।भत्र हभायी सहामता कयता है, वही हभाया सच्चा ।भत्र होता है ।
2.जार ऩये जर जात फठह, तजजभीनन को भोह।।
यठहभनभछयी नीय को, तऊ न छाॉड़ततछोह।। 2।।
है। दे ती त्माग प्राि अऩने ही बफछुड़ते उससे इसी।रए है कयती प्रेभ अऩाय से जर भछरी •
ननम्नलऱर्ित ऩंक्ततयों में कथन को प्रमार्णत करने के उदाहरण हैं-
1. तरुवय पर नठहॊ खात है , सयवयपऩमत न ऩान।
कठह यहीभ ऩयकाज ठहत, सॊऩतत-सचठहॊ सज
ु ान।।3।।
• तनस्वाथथ बावना से दस
ू यों का ठहत कयना चाठहए, जैस-े ऩेड़ अऩने पर नहीॊ खाते, सयोवय अऩना जर नहीॊ ऩीते
औय सज्जन धन सॊचम अऩने ।रए नहीॊ कयते।

218
2. थोथे फाद तवाय के, ज्मों यहीभ घहयात।
धनी ऩरु
ु ष तनधथन बए, कयें ऩातछरी फात।।4।।
• कई रोग गयीफ होने ऩय बी ठदखावे हे तु अऩनी अभीयी की फातें कयते यहते हैं, जैस-े आजश्वन के भहीने भें फादर
केवर गहयाते हैं फयसते नहीॊ।
3. धयती की-सी यीत है, सीत घाभ औ भेह।
जैसी ऩये सो सठह यहे , त्मों यहीभ मह दे ह।।5।।
• भनष्ु म को सख
ु -दख
ु सभान रूऩ से सहने की शजतत यखनी चाठहए। जैस-े धयती सयदी, गयभी व फयसात सबी
भौसभ सभान रूऩ से सहती है।
प्रश्न 2. यहीभ ने तवाय के भास भें गयजने वारे फादरों की तर
ु ना ऐसे तनधथन व्मजततमों से तमों की है जो ऩहरे
कबी धनी थे औय फीती फातों को फताकय दस
ू यों को प्रबापवत कयना चाहते हैं? दोहे के आधाय ऩय आऩ सावन के
फयसने औय गयजनेवारे फादरों के पवषम भें तमा कहना चाहें ग?
े
उत्तय: यहीभ ने आजश्वन (तवाय) के भहीने भें आसभान भें छाने वारे फादरों की तर
ु ना तनधथन हो गए धनी
व्मजततमों से इस।रए की है , तमोंकक दोनों गयजकय यह जाते हैं, कुछ कय नहीॊ ऩाते। फादर फयस नहीॊ ऩाते,
तनधथन व्मजतत का धन रौटकय नहीॊ आता। जो अऩने फीते हुए सख
ु ी ठदनों की फात कयते यहते हैं, उनकी फातें
फेकाय औय वतथभान ऩरयजस्थततमों भें अथथहीन होती हैं। दोहे के आधाय ऩय सावन के फयसने वारे फादर धनी
तथा तवाय के गयजने वारे फादर तनधथन कहे जा सकते हैं।
भाषा की बात
प्रश्न 1. तनम्न।रणखत शब्दों के प्रच।रत ठहॊदी रूऩ ।रणखए-
जैस-े ऩये -ऩड़े (ये , डे)
बफऩतत फादय
भछयी सीत
उत्तर: रहीम की भाषा हहंदी के शब्द
बफऩतत पवऩजत्त
भछयी भछरी
फादय फादर
सीत शीत
प्रश्न 2. नीचे ठदए उदाहयि ऩठ़िए-
(क) फनत फहुत फहु यीत।।
(ख) जार ऩये जर जात फठह।
उऩमत
ुथ त उदाहयिों की ऩहरी ऩॊजतत भें ‘फ’ का प्रमोग कई फाय ककमा गमा है औय दस
ू यी भें ‘ज’ का प्रमोग। इस
प्रकाय फाय-फाय एक ध्वतन के आने से बाषा की सद
ुॊ यता फ़ि जाती है । वातम यचना की इस पवशेषता के अन्म
उदाहयि खोजकय ।रणखए।
उत्तय: ) ककयिें चॊचर की चॊच चारू (क)‘च।(आवजत् त्त की विथ ’
) छाए। फहु तभारतरुवय तय (ख)‘त।(आवजत् त्त की विथ ’
) याभ याजा याघव यघऩ
ु तत (ग)‘य।(आवजत् त्त की विथ ’

219
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER – 6 TRIANGLE AND ITS PROPERTIES

Triangle
Triangle is a closed curve made up of three line segments. It has three vertices, sides
and angles.

Here, in ∆ABC,
 AB, BC and CA are the three sides.
 A, B and C are three vertices.
 ∠A, ∠B and ∠C are the three angles.
Types of Triangle on the basis of sides

Types of Triangle on the basis of angles

220
Medians of a Triangle
Median is the line segment which made by joining any vertex of the triangle with the
midpoint of its opposite side. Median divides the side into two equal parts.

Every triangle has three medians like AE, CD and BF in the above triangle.
The point where all the three medians intersect each other is called Centroid.
Altitudes of a Triangle
Altitude is the line segment made by joining the vertex and the perpendicular to the
opposite side. Altitude is the height if we take the opposite side as the base.

221
 The altitude form angle of 90°.
 There are three altitudes possible in a triangle.
 The point of intersection of all the three altitudes is called Orthocenter.
The Exterior Angle of a Triangle
If we extend any side of the triangle then we get an exterior angle.
 An exterior angle must form a linear pair with one of the interior angles of the triangle.
 There are only two exterior angles possible at each of the vertices.

Here ∠4 and ∠5 are the exterior angles of the vertex but ∠6 is not the exterior angle as
it is not adjacent to any of the interior angles of the triangle.
Exterior Angle Property of the Triangle
An Exterior angle of a triangle will always be equal to the sum of the two opposite
interior angles of the triangle.

Here, ∠d = ∠a + ∠b
This is called the Exterior angle property of a triangle.
Example
Find the value of “x”.

Solution

222
x is the exterior angle of the triangle and the two given angles are the opposite interior
angles.
Hence,
x = 64°+ 45°
x = 109°
Angle Sum Property of a Triangle
This property says that the sum of all the interior angles of a triangle is 180°.

Example
Find the value of x and y in the given triangle.

Solution
x + 58° = 180° (linear pair)
x = 180° - 58°
x = 122°
We can find the value of y by two properties-
1. Angle sum property
60° + 58° + y = 180°
y = 180°- (60° + 58)
y = 62°
2. Exterior angle property
x = 60°+ y
122° = 60° + y
y = 122° - 60°

223
y = 62°
Two Special Triangles
1. Equilateral Triangle
It is a triangle in which all the three sides and angles are equal.

2. Isosceles Triangle
It is a triangle in which two sides are equal and the base angles oppos ite to the equal
sides are also equal.

Sum of the length of the two sides of a triangle

Sum of the length of the two sides of a triangle will always be greater than the third side,
whether it is an equilateral, isosceles or scalene triangle.

224
Example
Check whether it is possible to make a triangle using these measurements or not?
1. 3 cm, 4 cm, 7 cm
We have to check whether the sum of two sides is greater than the third side or not.
4 + 7 = 11
3 + 7 = 10
3 + 4 =7
Here the sum of the two sides is equal to the third side so the triangle is not possible
with these measurements.
2. 2 cm, 5 cm, 6 cm//
2+5=7
6 + 5 =11
6+2=8
Here the sum of the two sides is greater than the third side so the triangle could be
made with these measurements.
Right Angled Triangle
A right-angled triangle is a triangle which has one of its angles as 90° and the side
opposite to that angle is the largest leg of the triangle which is known
as Hypotenuse .the other two sides are called Legs.

225
Pythagoras theorem
In a right angle triangle,
(Hypotenuse) 2 = (base) 2 + (height) 2
The reverse of Pythagoras theorem is also applicable, i.e. if the Pythagoras property
holds in a triangle then it must be a right-angled triangle.
Example
Find the value of x in the given triangle if the hypotenuse is 5 cm and height is 4 cm.

Solution
Given:
Hypotenuse = 5 cm
Height = 4 cm
Base = x cm
(Hypotenuse) 2 = (base)2 + (height) 2
5 2 = x2 + 4 2
x2 = 5 2 - 4 2
x2 = 25 – 16
x=9
x = 3 cm

226
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - SCIENCE (CLASS NOTES – SEPTEMBER 2024)

Why do we respire?
All the living organisms are made up of small microscopic units called the cells.
These cells have different functions to perform in these organisms such as digestion,
respiration, transportation, and excretion.
The cells can perform this function only if they get the energy to do so.
Hence, all living organisms need food which gives them the required energy.
The energy present in the food gets released when the organisms respire or breathe.
How food helps us in gaining energy?
As we breathe, we take in the air that contains oxygen in it and breathe out air which
contains carbon dioxide. This oxygen when transported to our cells helps in breaking down
the food and we get energy.
What is cellular respiration?
Cellular respiration can be defined as the process in which the food that we eat is broken
down inside the cells which results in the release of energy. All the cells in living organisms
undergo cellular respiration.
The cellular respiration takes place in a cell organelle called mitochondria.
The oxygen that an organism breathes in reacts with the carbohydrates (glucose) present in
the food and results in the release of carbon dioxide, water and energy.

Figure 1 Cellular Respiration

Types of respiration
Aerobic Respiration Anaerobic Respiration
1. This kind of respiration takes 1. This type of respiration happens

227
place in the presence of oxygen. in the cells in the absence of oxygen.
2. It leads to the release of a high amount 2. It results in a low amount of energy.
of energy in living organisms.
3. Human beings and many other animals 3. Yeast and sometimes human beings
undergo anaerobic respiration. undergo aerobic respiration.
4. Carbon dioxide and water are also 4. Animal muscle cells release lactic acid
released in aerobic respiration. and Yeasts release ethanol and carbon
dioxide in anaerobic respiration

Figure 2 Aerobic Respiration in Animals

Figure 3 Anaerobic Respiration in Yeast

Anaerobes:
Organisms that can exist in the absence of air are called anaerobes.
They undergo anaerobic respiration and hence can get energy even without oxygen.
For example, Yeasts. These are unicellular organisms that exist in the absence of oxygen as
well.
As a by-product, they release ethanol and carbon dioxide. That is why they are used to
make wine and beer. This is called alcohol fermentation.
Anaerobic respiration in human beings
Sometimes muscles of human beings can respire without oxygen.
This generally happens when we undergo heavy exercise such as running, weightlifting,

228
cycling, or walking for a longer duration.
In such situations, the muscles require more energy and the oxygen supply is not enough.
Hence anaerobic respiration takes place in the muscles.
As a result of muscles also produce lactic acid along with energy.
This lactic acid accumulates in the muscles and causes cramps.
That is why we often feel cramps while we do heavy exercises.
To get relief from cramps, we can take a hot water bath or massage our muscles.
This is so because a hot water bath or massage improves blood circulation in the muscles.
As a result, the oxygen reaches the cells easily which breaks the lactic acid into carbon
dioxide and water.

Figure 4 Anaerobic Respiration in Muscles Releases Lactic Acid

Breathing:
Breathing can be defined as a process in which organisms, with the help of their respiratory
organs, take in the oxygen-rich air present in the surroundings and release out air that
contains a high amount of carbon dioxide. Breathing occurs continuously in the organisms.
Inhalation
It is the process of taking the air that contains oxygen inside the body.
Exhalation
It is a process of releasing air that contains carbon dioxide out of the body. Inhalation and
exhalation take place alternatively in the breathing process.
Breathing rate
Breathing rate can be defined as the number of times a person breathes in a minute.
A breath can be defined as an inhalation followed by an exhalation.
The breathing rate is not always constant in human beings. We generally breathe faster
when our body needs more energy for example while exercising.
This is so because the body needs more oxygen that can break down the food and produce
more energy.
An average adult human being breeds 15 to 18 times in a minute. While exercising, this rate
can change up to 25 times a minute.

229
 Figure 5 Relation between Breathing and Cellular Respiration

Why do we feel hungry after doing a physical activity like walking or running?
When we do a physical activity the food that is present in our body is converted into energy.
Since all the food gets consumed in generating the energy we start feeling hungry. Hence to
gain more energy we need to eat more food.
The mechanism of breathing in human beings

Figure 6 The Respiratory System in Humans

We take in the air present in the environment through our nostrils which travels through the
nasal cavity.
Then it moves through the windpipe and reaches the lungs.

230
The lungs are located in the chest cavity which is surrounded by the ribs.
On the floor of the chest cavity lays a muscle sheet called diaphragm.
During the breathing process, the movement of the ribs and diaphragm takes place. This is
so because the lungs expand and contract during breathing.
As we take in the air it fills up the lungs. This moves the diaphragm downwards and the ribs
outwards.
The lungs when releasing out air from the body which brings back the diaphragm and the
ribs to their original positions.

Figure 7 Breathing

Why do we sneeze?
As we inhale the air present in the surroundings sometimes various unwanted elements
such as smoke and dust are also included in it.
However, they get stuck in the hair in our nostrils but some of them can get through the
nasal cavity.
They thus irritate the nasal cavity which makes us sneeze.
This helps in getting rid of the unwanted particles out of the nasal cavity.
Breathing in other organisms
Many animals have cavities in their bodies just like human beings for example lions,
elephants, goats, cows, snakes, and birds.

231
Breathing in cockroach:
Many insects like Cockroaches have small openings called spiracles present on the sides of
the bodies.
Also, they have an air tube-like structure called the trachea that allows the exchange of
gases in these insects.
The air enters the body through the spiracles and diffuses in the cells via the trachea.
Similarly, the air from the cells enters the trachea and moves out of the body through
spiracles.

Figure 9 Respiratory system of Cockroach

Breathing in earthworms:
Earthworms have soft, slimming, and moist skin.
Hence the gases can easily pass in and out of the earthworm through its skin.
Similarly, frogs also have slippery and moist skin that can help in breathing. However,
frogs contain lungs too.

Figure 10 Respiration in Earthworms

232
Breathing underwater
Animals that live underwater have special respiratory organs called gills.
They are a comb-like structure present on the skin of these animals.
Gills allow the exchange of gases between animals and the water easily.
Some animals called amphibians can breathe on land by lungs and through moist skin
under water. For example frogs and toads.

Figure 11 Respiration through Gills in Fishes

Respiration in plants

Figure 12 Respiration in plants

1. We know that plants also respire. They take in the carbon dioxide present in the
atmosphere and use it in the process of photosynthesis to produce food. As a result of
photosynthesis in plants, they release out oxygen in the environment.
2. All the parts of the plants can independently respire that is they can take in the carbon
dioxide and release oxygen on their own.

233
3. The leaves of the plants have stomata present upon them which are small pore-like
structures. The allow gases exchange in leaves.
4. The woody stems of the plants also respire. This is because of the presence of special
tissue called Lenticels. The cells of this tissue have large intercellular spaces. They exist as
dead cells on woody plants and roots and allow the exchange of gases. The bark of trees
although is impermeable to gases hence these tissues serve an important purpose of
respiration in the stems. As the name suggests, lenticels have a lens-like shape.
5. The roots of the plants have hair-like structures on them. Hence they can absorb the air
present in the soil.

Figure 13 Respiration in Leaves through Stomata

Why plants can die if overwatered?
We know that the roots get oxygen from the soil. We also understand that the air in the soil
is present between the soil particles. Along with the air, soil also contains some water or
moisture.
If we over-water the plants the spaces between the soil particles get clogged.
As a result, the roots will not be able to get enough air and the plant can die.

234
Figure 14 Roots can absorb air from the soil

235
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT – SOCIAL SCIENCE (CLASS NOTES – SEPTEMBER 2024)

CIVICS- Chapter-4 (Growing up as Boys and Girls)

Keywords-

1. Identity- Identity is a sense of self-awareness of who one is. A person can have several
identities. For example- a person can be a girl, a sister and a musician.

2. Double-burden- This term is commonly used to describe the women‟s work situation. It
has emerged from a recognition that women typically labour both inside the home and
outside.

3. Care-giving- Care-giving refers to a range of tasks related to looking after and nurturing.
Besides physical tasks, they also involve a strong emotional aspect.

4. De-valued- When someone is not given due recognition for a task or job they have done,
they can feel de-valued.

Q.1 What is meant by the terms ‘Invisible’, ‘Physically demanding’ and ‘time
consuming’?
Ans 1 Invisible- „Invisible‟ means the work can be seen only when it is not done. For
example- the care of the house and keeping a watch on the activities of domestic help are
invisible.
2. Physically demanding- It means we have to do hard manual labour to complete a task.
For examples- washing of clothes is physically demanding.

3. Time consuming- It means the work which needs considerable time to be completed. For
example- cooking food and cleaning the house is time consuming.

Extra Questions-

Q.1 What does society teach us?

Ans 1 The society teaches us about the kind of behaviour that is acceptable in society for
boys and girls.

Q.2 Where are the Samoan Islands situated?

Ans 2 Samoa islands are part of a large group of small islands in the southern part of the
Pacific ocean.

Q.3 List some tasks related to housework.

Ans 3 Housework involves sweeping, cleaning, washing clothes and dishes, cooking etc.

Q.4 What is the name given to the child-care centres in several villages?

236
Ans 4 The name given to the child-care centres in villages is Anganwadis.

Q.5 Why do society devalue the women’s work at home?

Ans 5 Society devalues the women‟s work at home because inequality exists between the
genders in the society. Works of household like dish washing, cooking, cleaning house,
maintenance are assumed easy work and less valued.

237
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - SANSKRIT (CLASS NOTES – SEPTEMBER 2024)

RUCHIRA PART-2
NOTE : The students will make 200 pages notebook and write word meanings questions
from book and answers from this sheet neatly & will make proper index and learn everything.
LESSON -7(सप्तम: ऩाठः )त्रिवणथ :ध्वज:
1. क आभ,् (ख (न, (ग (आभ,् (घ (न, (ङ (आभ ्।

2. (क) ऩञ्चभी/षष्िी एकवचनभ ्

(ख) षष्िी फहुवचनभ ्
(ग) षष्िी एकवचनभ ्
(घ) तत
त् ीमा फहुवचनभ ्
(ड़) षष्िी एकवचनभ ्
(च) षष्िी फहुवचनभ ्
(छ) सप्तभी एकवचनभ ्

3. (क) त्रम: (ख) केशयविथ: (ग) प्रगते: न्य़ामस्म च (घ) स्वाधीनतामा: याष्रगौयवस्म च।

4. क अस्भाकॊ ध्वजस्म श्वेतविथ् सत्मस्म सच

ू क् अजस्त।
ख अशोकस्तम्ब् सायनाथे अजस्त।
ग बत्रविथध्वजस्म उत्तोरनॊ स्वतन्त्रताठदवसे गितन्त्रठदवसे च बवतत।
घ अशोकचक्रे चतपु विंशतत अया् सजन्त।
5. क अस्भाकॊ क् पवश्वपवजमी बवेत?
ख स्वधभाथत ् ककॊ वमॊ न कुमाथभ?
ग एतत ् सवथभ ् केषाॊ सद्फद्
ु े् सत्परभ ्?
घ केषाॊ सभऺॊ पवजम् सतु नजश्चत् बवेत ्?
6. )क) (i) अजनन।शखमो् (ii) अजनन।शखासु
)ख( (i) सबामै (ii) सबाभ्य़्
(ग ((i) अठहॊसे (ii) अठहॊसा्
)घ ((i) सपरतामा् (ii) सपरताभ्म्
)ङ ((i) सचू चकाभ्माभ ् (ii) सचू चका।ब्
7. )i (शौमथस्म त्मागस्म च सच
ू क्।
)ii (सष
ु भामा् उवथयतामा् च सच
ू क्।
)iii (प्रगते् न्मामस्म च प्रवतथकभ ्।
(iv (स्वाधीनतामा् याष्रगौयवस्म च प्रतीक्।

238
 (v) 22जुराई 1447 तभे वषे जातभ ्।

व्याकरणम ्

LESSON – 6)षष्ठः ऩाठः)

1. Answers
(i) (क (एक् ,(ii) (ख (द्वे ,(iii) )ख (त्रम् ,(iv) )ख (एकाभ ् ,(v) )ख (ऩत्र
ु ।े

2. (i) एका ,(ii (एकाभ ् , (iii (एकमा ,(iv (एकस्मै ,(v (एकस्मा् ,(vi) एकस्मा्, )vii)
एकस्माभ ्।
3. (i) द्वौ प्रथभा
(ii) द्वौ द्पवतीमा
(iii) द्वाभ्माॊ तत
त् ीमा
(iv) द्वाभ्माॊ चतथ
ु ी
(v) द्वाभ्माॊ ऩॊचभी
(vi) द्वमो् षष्िी
(vii (द्वमो् सप्तभी
4. (i) द्वे, (ii) द्वे ,(iii) द्वाभ्माॊ ,(iv) द्वाभ्माॊ ,(v) द्वाभ्माॊ , (vi) द्वमो् , (vii) द्वमो् ।

5. ) i (एका – जजह्वा
) ii (द्वे - नेत्रे
) iii द्वमो् - हस्तमो्
(iv (एकस्म - भख
ु स्म
) v (एक् - ऩाद्

7. (i) ऩञ्चपवॊशतत् , (ii) ऩञ्चदश , (iii) चतश्ु चत्वारयॊशत ् , (iv) अष्टादश (v)
षट्त्बत्रशत ् , (vi) ऩञ्चनवतत्।

LESSON -7(सप्तम: ऩाठः)

प्र .1) .i) (ग ( ऩठिष्मथ् , (ii) )ख (गच्छत् , (iii) (क (वत्स्मतत , (iv) (क (ऩश्मेताभ)् v (ततष्िा।भ
प्र .2 .(i) ।रखतत ।रखत् ।रखजन्त।
(ii) वत्स्मतत वत्स्मत् वत्स्मजन्त।
(iii) अवदत ् अवदताभ ् अवदन ्।
) iv) नभतु नभताभ ् नभन्तु
(v) ततष्िे त ् ततष्िे ताभ ् ततष्िे म्ु

239
प्र .3 . (i) अहॊ ऩठिष्मा।भ।
(i) वमॊ पवद्मारमॊ ग।भष्माभ्|
(ii) ते अपऩ रेणखष्मजन्त|
(iii) स् रेखॊ रेणखष्मतत|
(iv) तौ ऩािॊ स्भरयष्मत्|
(v) आवाॊ ह।सस्माव्|
(vi) त्वभ ् अपऩ खे।रष्म।स|
(vii) मव
ु ाभ ् कुत्र ब।भष्मथ्|
(viii) मम
ू भ ् एतत ् पवतरयष्मथ|
(ix) स् नेष्मतत|

प्र .4.
(i) त्वॊ तत्र खेर|
(ii) स् धनॊ पवतयत|ु
(iii) तौ उऩवने भ्रभताभ|्
(iv) आवाॊ धभथभ ् आचयाव|
(v) भेघा् वषथन्त|ु
(vi) वम ् तत्र ततष्िाभ |
(vii) मम
ू ॊ ककभथिं सीदत?
(viii) ते जरॊ पऩफन्त|ु
(ix) वमॊ ऩस्
ु तकॊ ऩिाभ|
(x) त्वॊ ककभथिं तद
ु ?

प्र .5.
(i) आवाॊ नद्माभ ् अतयाव|
(ii) मम
ू ॊ ककभथिं धनभ ् अजथमत|
(iii) ते बोजनॊ अखादन ् |
(iv) स् वऺ
त् ात ् अऩतत|्
(v) त्वभ ् अपऩ अगाम्|
(vi) नऺत्राणि अदीव्मन|्
(vii) सम
ू ्थ अतऩत|्
(viii) ।सॊहा् उच्चै् अगजथन|्
(ix) आवाॊ धभथभ ् आचयाव|
(x) नतथका् अनत्त् मन|्

प्र .6.
(i) अहॊ धावेमभ|्
(ii) मव
ु ाॊ यऺेतभ|्

240
 (iii) मम
ू ॊ नभेत|
(iv) तौ वदे ताभ|्
(v) ता् स्ऩश
त् म
े ्ु |
(vi) स् पवचये त|्
(vii) भठहरा पवरऩेत|्
(viii) स् सम्बवेत|्
(ix) स् ईश्वयभ ् अचेत|्
(x) ते इच्छे म्ु |

NOTES BASED ON LESSON -3 RUCHIRA PART-2

NOTE : The students will make 200 pages notebook and write word meanings ,
questions from book and answers from this sheet neatly & will make proper index and
learn everything.

LESSON -3 स्वावऱम्बनम ्

प्रश्न-1 उच्चायि कयेँ ।

प्रश्न-2 अधो।रणखतानाभ ् प्रश्नानाभ ् उत्तयाणि ।रखत –

उत्तर-2
क) श्रीकॊिस्म बवने सवथपवधातन सख
ु साधनातन आसन ् ।
ख) कत्ष्िभत
ू ्े गह
त् े को$पऩ बत्त् म् नाजस्त ।
ग) श्रीकॊिस्म आततथ्मभ ् कत्ष्िभतू तथ् तस्म भाता पऩता च अकुवथन ् ।
घ) सवथदा स्वावरम्फने सख
ु भ्।
ङ) श्रीकॊि् कत्ष्िभत
ू ्े गह
त् ॊ प्रात् नववादने अगच्छत ् ।
च)कत्ष्िभत
ू ्े अष्टौ कभथकया् सजन्त ।
प्रश्न-3 चचिार्ण गणनयत्वा तदधः संख्यावाचकशब्दं लऱित-
उत्तर-3
अष्टादश एकपवॊशतत्
ऩञ्चदश षटबत्रन्शत ्
चतपु विंशत् त्रमजस्त्रॊशत ्
प्रश्न-4 मञ्जूषात: संङकानां कृते ऩदानन चचनत
ु -
28 - अष्टापवॊशतत:
30 - बत्रन्शत ्
27 - सप्तपवॊशतत्
31 – एकबत्रॊशत ्

241
24 – चतपु विंशतत्
50 - ऩञ्चाशत ्
40 – चत्वारयन्शत ्
प्रश्न-5 चचिं दृष््वा मञ्जूषात: ऩदानन च प्रयज्
ु य वातयानन रचयत-
एष: कत्षक: ऺेत्रॊ कषथतत ।
एतौ कत्षकौ खननकामिं कुरुत: ।
एते कत्षका: धान्मॊ योऩमजन्त ।
प्रश्न-6 सधोलऱर्ितान ् समयवाचकान ् संकान ् ऩदे षु लऱित –
10:30 साधथदशवादनभ ्
7:00 सप्तवादनभ ्
2:30 साधथद्पववादनभ ्
11:00 एकादशवादनभ ्
4:30 साधथचतव
ु ाथदनभ ्
1:30 साधथएकवादनभ ्
5:00 ऩञ्चवादनभ ्
3:30 साधथबत्रवादनभ ्
9:00 नववादनभ ्
12:30 साधथद्वादशवादनभ ्
8:00 अष्टवादनभ ्
7:30 साधथसप्तवादनभ ्
प्रश्न-7 मञ्जूषात: ऩदानन चचत्वा ररततस्थानानन ऩरू यत-
उत्तर-7
क( षड्
ख( द्वादश
ग( बत्रॊशत ् एकबत्रॊशत ्
घ( अष्टापवॊशतत्
ङ( द्वौ
LESSON – 4 ऩजडडता यभाफाई
प्रश्न-1 एकऩदे न उत्तरत –
उत्तर-1
(क) यभाफाई ।
(ख) स्वभात्ु ।
(ग) पवपऩनबफहायी दासेन ।
(घ) नायीिाभ ् ।
(ङ) इॊनरैडड दे शभ ् ।

242
प्रश्न -2 प्रश्नननमाथणं कुरुत –
उत्तर-2
(क) कस्मा् पऩता सभाजस्म प्रतायिाभ ् असहत?
(ख) कस्म भयिानन्तॊय यभाफाई भहायाष्टॊ प्रत्मागच्छत ्?
(ग) यभाफाई कुत्र शायदा – सदनभ ् अस्थाऩमत ्?
(घ) १९२२ तभे णखष्टाब्दे कस्मा् तनधनभ ् अबवत ्?
ङ) का् ।शऺाॊ रबन्ते स्भ ?
प्रश्न-3 प्रश्नानाम ् उत्तरार्ण लऱित –
उत्तर-3

(क) यभाफाई फा।रकानाॊ स्त्रीिाॊ च कत्ते सॊस्कत्तस्म वेदशास्त्राठदकस्म च ।शऺामै आन्दोरनॊ

प्रायब्धवती।
ख) तन्सहामा् जस्त्रम :आश्रभे भच
ु ि – टड्कि – काष्िकरादीनाञ्च प्र।शऺिभपऩ रबन्ते स्भ
।
ग) स्त्री।शऺामाॊ सभाजसेवामाञ्च पवषमे यभाफाई – भहोदमामा् मोगदानभ अजस्त ।
घ) स्त्री धभथ नीतत „ हाई कास्ट ठहन्द ू पवभेन यचनाद्वमेन यभाफाई प्रशॊ।सता वतथते ।
प्रश्न-4 सधोलऱर्ितानां ऩदानां ननदे शानस
ु ारं ऩदऩररचयं लऱित –
ऩदातन भर
ू शब्द् ।रङगभ ् पवबक् ज त् वचनभ ्
वेदनाभ ् वेद ऩजु ्रॊगभ ् षष्िी फहुवचनभ ्
पऩता पऩत त् ऩजु ्रॊगभ ् प्रथभा एकवचनभ ्
।शऺामै ।शऺा स्त्री।रॊङभ ् चतथ
ु ी एकवचनभ ्
कन्मा् कन्मा स्त्री।रॊङभ ् प्रथभा फहुवचनभ ्
नायीिाभ ् नायी स्त्री।रङभ ् षष्िी फहुवचनभ ्
भनोयभमा भनोयभा स्त्री।रॊङभ ् तत
त् ीमा एकवचनभ ्
प्रश्न-5 सधोलऱर्ितानां धातन
ू ां ऱकारं ऩरु
ु षं वचनञ्च लऱित –
शब्द् धात्ु रकाय् ऩरु
ु ष् वचनभ ्
आसीत ् अस ् रङ् प्रथभऩरु
ु ष् एकवचनभ ्
कुवथजन्त कत् रट्त् प्रथभऩरु
ु ष् फहुवचनभ ्
आगच्छत ् गभ ् रङ प्रथभऩरु
ु ष् एकवचनभ ्
तनवसजन्त तन+ वस ् रट्त् प्रथभऩरु
ु ष् फहुवचनभ ्
ग।भष्मतत गभ ् रट्त्
त् प्रथभऩरु
ु ष् एकवचनभ ्
अकयोत ् कत् रङ प्रथभऩरु
ु ष् एकवचनभ ्
प्रश्न-6 सधोलऱर्ितानन वातयानन घटनांक्रमानस
ु ारं लऱित –
उत्तर-6
(क) १८५८ तभे णखष्टाब्दे यभाफाई जन्भ अरबत ् ।

243
 (ख)सा स्वभात्ु सॊस्कत्त।शऺाॊ प्राप्तवती ।
(ग)यभाफाई । अबवत ् पववाह् सह पवपऩनबफहायीदासेन भहोदमामा् –
(घ)सा उच्च।शऺाथथभ ् इॊनरैडडदे शॊ गतवती ।
(ङ) सा भम्
ु फईनगये शायदा। अस्थाऩमत ् सदनभ-्
(च) १९२२ तभे णखष्टाब्दे यभाफाई अबवत ् तनधनभ ् भहोदमामा् –
NOTES BASED ON SANSKRIT GRAMMAR BOOK –
NOTE –The students will write the answer in the space given in the book neatly.
LESSON -2 ( संचधः )
१चचनत
ु पवक्ऩेभ्म् सॊचधपवच्छे दॊ ये खाॊककतऩदानाॊ .-
१चुतनेए् से पवक्ऩों पवच्छे द – सॊचध के ऩदों ये खाॊककत .
I). ऱवीन्च् गच्छतत ।
उत्तय इन्च् + यपव (घ)
II). यात्रौ चन्चोदम् बवतत ।
उत्तय चन्च उदम् +
III). ऩयभौजस्वी अमभ ् फार् ।
उत्तय ऩयभ ीजस्वी +
IV). प्रत्मेकभ ् जन् तत्र गच्छतत ।
उत्तय प्रतत एकभ ् +
V). गव
ु ाथदेश् अमभ ् ।
उत्तय गरु
ु आदे श् +
२- ।रखत कत्त्वा सॊचध ये खाॊककङतऩदानाॊ .
२।र कयके सॊचध की ऩदों ये खाॊककत .खें–
उत्तर-
I. को$पऩ
II. नमनभ ्
III. याधापऩ
IV. गॊङ्गो।भथ्
V. वने + अजस्भन ्
VI. सम
ू ाथस्त्
VII. अतीव
VIII. गरू
ु ऩदे श्
IX. नयोचचतभ ्
X. सम
ू ोदम्
XI. धनैषिा
XII. भभैव

244
 XIII. तदै व
XIV. सदै व
XV. अत्मचधकभ ्
XVI. उबो$पऩ
XVII. चमनभ ्
XVIII. ऩावक्
XIX. नमतत
XX. प्रबो$त्र
XXI. चगयी एतौ
XXII. हयी$त्र
३-कुरुत पवच्छे दॊ -सॊचध ये खाॊपङकतऩदानाॊ.
ये खाॊककत ऩदों का सॊचध-कीजजए पवच्छे द-
I. सवे+अपऩ
II. ऩीतभ ्+अम्फय्
III. सत्म+अथथ्
IV. रॊङ्का+ईश्
V. वसॊत+उत्सव्
VI. मथा+उचचतभ ्
VII. ऩयभ ्+औषध्
VIII. अधय+ीष्ि्
IX. जीव+एषिा
X. प्रतत+एकभ ्
XI. स+
ु आगतभ ्
XII. गरु
ु +आदे श्
XIII. ऩरय+आवयिभ ्
XIV. अन+
ु अमॊ
XV. शे+अनभ ्
XVI. नै+अक्
XVII. ऩौ+अक्
XVIII. को+अपऩ
XIX. साधू+अत्र
XX. कऩी+अत्र

245
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - COMPUTER (CLASS NOTES – SEPTEMBER 2024)

Chapter-4(Photoshop-Introduction)

A. Tick the correct answer.

1. Photoshop is developed by .
a) Microsoft
b) Google
c) Adobe
2. Tool can be used to cut out the desired part of an image.
a) Crop
b) Fuzzy
c) Pencil
3. Digital images in Photoshop are made up of tiny, solid color squares called
a) Dots
b) Effects
c) Pixels
4. Tool can be used to copy information from one area of an image to another.
a) Magic Wand
b) Lasso
c) Clone Stamp
5. Tool can be used to select a color from an open image.
a) Clone
b) Crop
c) Eyedropper
6. To darken a specific area of an image, we use tool.
a) Burn
b) Brush
c) Dodge
B. Write ‘T’ for True and ‘F’ for false statements.
1. Adobe Photoshop is a word processor software. F
2. Brush tool is used to draw straight lines of colors in Photoshop. F
3. Regular Lasso tool is used to make curved or jagged selections. T
4. The default background color in Photoshop is black. F
5. Dodge tool is used to lighten a specific area of an image. T
6. Burn tool is not used to darken a specific area of an image. F

C. Fill in the blanks.

1. Palettes are small windows that give access to common commands and resources.
2. We can change the canvas size of an image to add blank space to its sides.
3. Magic Wand tool is used to select the groups of similarly colored pixels.
4. Painting tools such as the Brush tool apply the foreground color.
5. Spherize filter produces a fun-house effect.

246
D. Define the following.
1. Crop Tool: It is used to cut only the desired part of an image. It crops some part of the
imageand gives you the required part of the image.
2. Clone Stamp Tool: It is used to clean up small flaws or erase elements of an image. It
alsocopies information from one area of an image to another.

E. Differentiate between the following.

1. Brush Tool: Brush tool is used to paint the brush strokes or add color to our image.

Paint Bucket Tool: Paint Bucket tool is used to fill an area of an image with solid color.

2. Foreground Color: Painting tools, such as the brush tool, apply the Foreground color
in animage. Default foreground color is black.
Background Color: We can apply the Background color by using Eraser tool. Default
background color is white.

3. Dodge effect: Dodge tool is used to give Dodge effect to lighten a specific area of an
image.Burn Effect: Burn tool is used to give Burn Effect to darken a specific area of an
image.

F. Answer in 1-2 sentences.

1. What is the function of Photoshop toolbox?

Answer: Toolbox: There are many tools in the Toolbox that we can use for working on
your image. If you leave your mouse cursor over the tool, Adobe Photoshop will
indicatethe name of the tool and the keyboard shortcut to access the tool.

2. What is the use of Magnetic Lasso tool?

Answer: Magnetic Lasso tool is used to select elements of our image that have
well –defined edges.
3. What is the use of color balance in Photoshop?
Answer: We can use the color balance utility to change the amount of specific colors
in ourimage.

G. Answer briefly.
1. What is Photoshop? Write down its features.
Answer: Photoshop is an image editing software developed by Adobe Systems. It
allowsyou to create, modify, and optimize digital images.
Features of Photoshop are
(i) Understanding and selecting Pixels
(ii) Painting Image
(iii) Adjusting Colors
(iv) Applying Filters

2. What are the uses of filters in Photoshop?

Answer: With Photoshop filters, we can quickly and easily apply enhancement to our
image,including artistic effects, texture effects, and distortions. Filters can help
us correct defects in our image or enable us to turn a photograph into
something that resembles an impressionist painting.

247
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - MUSIC (CLASS NOTES – SEPTEMBER 2024)

LORD GANESHA
Ganesha, elephant-headed Hindu god of beginnings, who is traditionally worshipped before
any major enterprise and is the patron of intellectuals, bankers, scribes, and authors. His
name means both “Lord of the People” (gana means the common people) and “Lord of the
Ganas” (Ganesha is the chief of the ganas, the goblin hosts of Shiva).
Ganesha is potbellied and generally depicted as holding in his hand a few round Indian
sweets, of which he is inordinately fond.
His vehicle (vahana) is the large Indian bandicoot rat, which symbolizes Ganesha‟s ability to
overcome anything to get what he wants. Like a rat and like an elephant, Ganesha is a
remover of obstacles.
The 10-day late-summer (August–September) festival Ganesh Chaturthi is devoted to him.

Lyrics

Sukhkarta Dukhharta Varta Vighnachi ||

Nurvi Purvi Prem Krupa Jayachi ||
Sarvangi Sundar Uti Shendurachi ||
Kanti Jhalke Mal Mukataphalaanchi..||
Jaidev Jaidev Jai Mangal Murti ||
Darshan Maatre Man: Kaamna Phurti ||
Ratnakhachit Phara Tujh Gaurikumra ||
Chandanaachi Uti Kumkumkeshara ||
Hirejadit Mukut Shobhato Bara ||
Runjhunati Nupure(2) Charani Ghagriya ||
Jaidev Jaidev Jai Mangal Murti ||
Lambodar Pitaambar Phanivarvandana ||
Saral Sond Vakratunda Trinayana ||
Das Ramacha Vat Pahe Sadana ||

248
Sankati Pavave Nirvani Rakshave Survarvandana ||
Jaidev Jaidev Jai Mangal Murti ||

LORD KRISHNA

Krishna, one of the most widely revered and most popular of all Indian divinities, worshipped
as the eighth incarnation (avatar, or avatara) of the Hindu god Vishnu and also as a supreme
god in his own right. Krishna became the focus of numerous bhakti (devotional) cults, which
have over the centuries produced a wealth of religious poetry, music, and painting.
The basic sources of Krishna‟s mythology are the epic Mahabharata and its 5th-century-CE
appendix, the Harivamsha, and the Puranas, particularly Books X and XI of the Bhagavata-
purana.
They relate how Krishna (literally “black,” or “dark as a cloud”) was born intothe Yadava clan,
the son of Vasudeva and Devaki, who was the sister of Kamsa, the wicked king of Mathura
(in modern Uttar Pradesh).
Kamsa, hearing a prophecy that he would be destroyed by Devaki‟s child, tried to slay her
children, but Krishna was smuggled across the Yamuna River to Gokula (or Vraja, modern
Gokul), where he was raised by the leader of the cowherds, Nanda, and his wife Yashoda.

BHAJAN LRYICS

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

249
Aage Aage Gaiya Pichay Pichay Gwaal
Beech-May Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Kaari Kaari Gaiya Goray Goray Gwaal

Shyam Baran Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Ghaasn Khaavay Gaiya Dhudh Peevay Gwaal

Maakhan Khaavay Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Lakuti Chotay Chotay Haath

Bansi Bajaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Sakhiyaan Madhuban Baal

Raas Rachaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

Guitar Introduction

Guitar has 6 strings which are made up of steal. there names are E,B,G,D,A ,E

It has head neck and body. it is an string instrument one can play chords and leading on it.

Keyboard

It has black and white keys which completely make octaves . 8 notes make an octave

there are total 12 notes in which 7 are natural and 5 are dispaced from there place .

250
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT – ART AND WORK EDUCATION (CLASS NOTES –

SEPTEMBER 2024)

What is animal study drawing?

Animal Drawing emphasizes developing an understanding of the anatomy of wildlife and

domestic animals. Students will learn to construct quadruped skeletons as well as rendering
fur and reptilian skin. Furthermore, there is an exploration of form and perspective with an
analysis of gestures and expressions.

How do you draw animal form?

Draw a Baby Tiger

1-Begin with an oval shape for the body, and then a smaller circle for the head.
2-Place the eyes and the ears.
3-Begin to draw the legs and tail, and add more detail to the facial features including the
mouth.
4-With an eraser, clean up the structural lines and then add a few details. ...
5-Now the fun part!

What is mandala art for?

A mandala is a symbol of the universe in its ideal form, and its creation signifies the
transformation of a universe of suffering into one of joy. It can also be used as an aid to
meditation, helping the meditator to envision how to achieve the perfect self.

What are the 3 types of mandalas?

There are three different types of mandalas which include the sand mandala, the teaching
mandala, and the healing mandala.

What are the 5 symbols of mandala?

Different shapes in Mandala-

Dot:everything is one, symbol of the Un-manifested.

Circle: wholeness, integrity, unity.
Horizontal line: Divides up from down, the earth and the sky. ...
Vertical line: connection between worlds, energy. ...
Cross: two lines meet and form a centre.

251
What is Sanganer famous for?

It is famous for textile printing, handmade paper industry, and for Jain temples. Sanganer
prints are one of its own kinds, for the reason that the patterns in bright colours are always
printed on white backgrounds.

What is the history of Sanganer?

Situated 6 km south of the state capital Jaipur, a 16th Century town called Sanganer is
known as the birthplace of the Sanganeri print. The town was established by Rana Sanga, a
Mewar Rajput, who then turned it into one of the busiest art printing centres in all of India.

How to identify Sanganeri print?

Sanganer block prints are primarily done on an off-white or pure white background with the
use of wooden blocks or screen printers. You will find vibrant floral patterns and geometric
designs imprinted on the fabrics. One of the most noticeable characteristics of Sanganer
prints is their intricate detailing.

252
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - YOGA (CLASS NOTES – SEPTEMBER 2024)

TOPIC: Learning of Yama and Niyam and its types
Yama: The Five Abstentions
Ahimsa (Non-violence):
 Physical Ahimsa: Avoid physical harm to yourself and others. This includes actions
like hitting, kicking, or injuring others.
 Verbal Ahimsa: Speak kindly and avoid hurtful words. This includes avoiding insults,
gossip, and slander.
 Mental Ahimsa: Cultivate positive thoughts and avoid negative emotions like anger,
hatred, and jealousy. This includes practicing mindfulness and meditation to calm the
mind.
Satya (Truthfulness):
 Honesty and integrity: Speak the truth in all situations. This includes being honest
in your relationships, work, and personal life.
 Avoiding lies and deceit: Avoid lying, cheating, and deceiving others. This includes
being honest in your financial dealings and commitments.
 Authenticity: Be true to yourself and express your genuine feelings. This includes
being honest with yourself and others about your thoughts and emotions.
Asteya (Non-stealing):
 Respect for property: Avoid taking what doesn't belong to you. This includes
respecting the property of others and avoiding theft.
 Honesty in financial matters: Be honest and transparent in your financial dealings.
This includes avoiding fraud, embezzlement, and other financial crimes.
 Contentment with what one has: Avoid greed and desire for material possessions.
This includes being grateful for what you have and avoiding the pursuit of wealth at
any cost.
Brahmacharya (Chastity or moderation):
 Self-control and discipline: Moderation in sexual desires and activities. This
includes practicing self-control and avoiding excessive sexual activity.
 Energy conservation: Directing energy towards personal growth and spiritual
development. This includes avoiding wasting energy on unnecessary activities.
 Balanced relationships: Cultivating healthy and respectful relationships. This
includes avoiding harmful or manipulative relationships.

253
Aparigraha (Non-possessiveness):
 Detachment from material possessions: Avoid attachment to material things. This
includes avoiding hoarding and unnecessary consumption.
 Gratitude and contentment: Appreciate what you have and avoid greed. This
includes being grateful for life's blessings and avoiding comparing yourself to others.
 Minimalism: Living a simple and uncluttered life. This includes avoiding unnecessary
possessions and focusing on the essentials.

Niyama: The Five Observances

Saucha (Purity):
 Physical cleanliness: Maintain cleanliness of your body and surroundings. This
includes bathing regularly, keeping your living space clean, and eating healthy food.
 Mental purity: Cultivate positive thoughts and avoid negativity. This includes
practicing mindfulness, meditation, and positive affirmations.
 Spiritual purity: Strive for purity of the mind and soul through meditation and self-
reflection. This includes connecting with your inner self and developing a sense of
spirituality.
Santosha (Contentment):
 Acceptance and appreciation: Be content with what you have and avoid
comparison. This includes appreciating life's blessings and avoiding envy or jealousy.
 Gratitude: Cultivate a sense of gratitude for life's blessings. This includes practicing
gratitude journaling, meditation, and expressing gratitude to others.
 Avoidance of envy: Let go of envy and jealousy towards others. This includes
focusing on your own growth and happiness, rather than comparing yourself to
others.
Tapas (Self-discipline):
 Discipline and perseverance: Practice self-discipline in all aspects of life. This
includes setting goals, following through on commitments, and overcoming
challenges.
 Overcoming challenges: Face challenges with courage and determination. This
includes developing resilience and perseverance.
 Personal growth: Use self-discipline as a tool for personal growth. This includes
setting and achieving goals, developing new skills, and improving your character.
Svadhyaya (Self-study):
 Learning about oneself: Understanding your strengths, weaknesses, and potential.
This includes self-reflection, journaling, and seeking feedback from others.

254
  Studying sacred texts: Learning from ancient wisdom and philosophical texts. This
includes reading books on yoga, philosophy, and spirituality.
 Self-reflection: Engaging in introspection and self-analysis. This includes
meditation, journaling, and talking to a therapist or counselor.
Ishvara Pranidhana (Surrender to the Divine):
 Trust in a higher power: Believing in a divine force or universal consciousness. This
includes having faith in a higher power, regardless of your specific beliefs.
 Letting go of control: Surrendering to the divine will and trusting in the universe.
This includes trusting in the natural flow of life and avoiding trying to control
everything.
 Faith and devotion: Cultivating faith and devotion to a higher power. This includes
prayer, meditation, and other spiritual practices.
By practicing Yama and Niyama, individuals can cultivate a harmonious and fulfilling life.
These principles provide a foundation for ethical behavior, personal growth, and spiritual
development.

255
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES

– SEPTEMBER 2024)

INTRODUCTION
1.The game of cricket was originated in south-eastern part of England .
2.The official county championship began in England in 1873.
3.The first official test match played between Australia and England in 1877.
4.Cricket called as a Gentlemen‟s Game.
5. Cricket is a national sports of England .

SKILLS
1.BATTING
(a)Grip
(b)Stance
( c) Stroke
(d) Bat lift
(e)Defensive batting

2.BOWLING
(a) Grip
(b)Off break
(c ) Leg break
(d) Out-swinger
(e)In-swinger

3.FIELDING
(a) Catch

256
(b) Stopping the ball
(c ) Throwing the ball
(d) Wicket-keeping

4.SHOTS
(a) Square cut
(b) Gully cut
(c ) late cut
(d) Pull shot
(e) hook shot
(f) sweep shot

EQUIPEMENTS
Cricket requires Bat,Ball,field,Stumps,spikes,Pads&Guard

MAJOR TOURNAMENTS
1. World cup(ODI)
2. T-20 World cup
3. ICC Champions trophy
4. Ranji trophy
5. Ashes trophy
6. Test world cup

BASIC TERMINOLOGY
BATTING:- The scoreof a team hugely depends upon its batting performance. The batsmen
in the team must be capable of judging the speed and flight of the ball.
BOWLING:- Bowling holds equal importance as the batting does. A team must comprise of
efficient bowlers which could prevent any score being chased by the opponent team. There
are three types of bowlers fast,medium and spinners.
FIELDING:-Fielding is a skill where a fielder must stop ball by which a batsmen can‟t score
runs or to take catch& run-out by which it helps to take down wickets.
NO BALL/ FREE HIT :- Any legitimate delivery which is illegal for games rules&regulation
are given as no ball.
INTRODUCTION FOOTBALL
1.The game of football was originated in china during the second and third century.
2.The first match of football played between Scotland vs England in 1872.

257
3.FIFA is the governing body of football which controls world football.
4.full form of FIFA is FedreationInternationale De Football Association. FIFA established
in 21 may 1904
5. AIFF is governing body of Indian football which is established in 23 june 1937
6. Full form of AIFF is All india Football Federation.
7.Football field Measurements are Length= 90-120M , Breadth= 45-90M

SKILLS
1.KICKING
(a) High drive kick
(b) Instep kick
(c) Lofted kick

2.DRIBBLING
(a) Shift position dribbling
(b)Jaggle dribbling
(C) Feint dribbling

3.PASSING
(a) Short pass
(b) long pass
(c )Through passes

4.TRAPPING AND TACKLING

(a) Sole trap
(b) Inside foot trap
(c ) Thigh trap
(d) Front block tackling
(e) Sideway tackling
(f) Interception tackling

EQUIPEMENTS

258
The Equipement football requires are football field,football,stockings,studs,shinguard,jersey
etc.

MAJOR TOURNAMENTS
1. FIFA WORLD CUP
2. SANTOSH TROPHY
3. UEFA CHAMPIONS LEAGUE
4. I-LEAGUE
5. INDIAN SUPER LEAGUE
6. EURO CUP

BASIC TERMINOLOGY
HEADING:-the player takes a jump as the ball is flighting towards him and heads the ball to
re-direct it towards the desired location.
KICKING THE BALL:-Kicking is the most common and important skill of football which
requires power as well as accuracy placing non kicking foot beside the ball and with a
proper swing of kicking football hit the ball at centre.
PASSING:-The skill of passing requires control over the power of the kicking foot.one must
pass the ball to his/her nearby player as and when required to keep the ball in the teams
possession.
TACKLING THE OPPONENT:- It is the process of taking the possession of the football from
the opponent by sliding infront of him towards the ball.

259
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VII
ACADEMIC SESSION 2024-25

SUBJECT - KARATE (CLASS NOTES – SEPTEMBER 2024)

SCORING
1. Scores are as follows
a) IPPON Three Point
b) WAZA-ARI Two Point
c) YOKU One Point
2. A score is awarded when a technique is performed according to the following criteria
to a scoring area.
a) Good form
b) Sting attitude
c) Vigorous application
d) Awareness (ZANSHIN)
e) Good timing
f) Correct distance
3. IPPON is awarded for:
a) Jodan Kicks
b) Any scoring technique delivered on a thrown or fallen opponent.
4. WAZA-ARI is awarded for.
a) Chudan kicks
5. YOKU Is awarded for :
A. Chudan or jodan tsuki
B. Jodan or Chudan Uchi
6. Attack are limited to the following areas:
A. Head
B. Face
C. Neck
D. Abdomen
E. Chest
F. Back . G. Side

EXPLANATION:-

260
 VOCABULARY TECHINICAL CRITERIA
IPPON (3 Point) is awarded for 1. Jodan kicks. Jodan being defined as the face,
head and neck.
2. Any scoring technique which is delivered on
an opponent who has been thrown, has fallen
of their own accord, or is otherwise off their
feet.
WAZA ARI (2 Point) is awarded for Chudan kicks. Chudan being defined as the
abdomen, chest , back and side.
YOKU (One Point ) is awarded for: 1) Any Punch (Tskui)delivered to any of the
seven scoring areas.
2) Any Strike (Uchi) delivered to any of the
seven scoring areas.

261
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - ENGLISH (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 04 THE TREASURE WITHIN ( IT SO HAPPENED).

VOCABULARY

WORD : MEANINGS

 Architect : A person who designs buildings and often supervises their

construction.
 Psychiatrist : A doctor who specializes in treating mental illnesses.
 Specialization : Focusing on a particular area of study or work.
 Counselor : A person trained to give guidance on personal or
psychological problems.
 Perseverance : Persistent effort or determination to achieve something.
 Discipline : A system of rules of conduct or method of practice.
 Abstract : Existing in thought or as an idea.
 Practical : Concerned with actual doing.
 Procrastination : The action of delaying or postponing something.
 Innate : Inborn; natural; existing from birth.
THINKING ABOUT THE TEXT

Answer these questions in a few words or a couple of sentences each:

Question 1.
What did Hafeez Contractor have nightmares about?
Answer:
Hafeez Contractor was extremely weak in Maths. He had no interest in it. So, he had
nightmares about appearing for a Maths examination.

Question 2.
What did the Principal say to him, which influenced him deeply?
Answer:
The Principal said to him, ―Look here, son, I have been seeing you from day one. You are a
good student but you never studied. I have taken care of you till now. Now, I can no longer
take care so you have to take care of yourself. Your mother, a widow works hard to pay off
your fees, etc. You have played only. Now, rise to the occasion and study.‖These words of
his principal had a deep and indelible influence on Hafeez Contractor.

Question 3.
―………..that year I did not step out onto the field.‖ What was he busy doing that year?
Answer:
That vear Hafeez Contractor remained extremely busy in prayers, eating and studying. That

262
is why he did not step out on to the field to play. It was due to the inspiring words of his
principal, who advised him to study.

Question 4.
(i) What ―distraction‖ did Hafeez Contractor create one day?
(ii) Would you have liked to participate in the ―distraction‖ had you been with him?
Answer:
(i) One day, Hafeez Contractor created the distraction to play ‗Chor Police‘ for one whole
hour. It is basically the game mostly played by children. One child (thief) hides and others
(policemen) tries to find him/her.

(ii) I would have certainly liked to participate in the ‗distraction‘, that is, the game of chor-
police had I been with Hafeez Contractor.

Question 5.
Hafeez Contractor wanted to join the police force. Why didn‘t he?
Answer:
Hafeez Contractor was very keen to join the police force. However, his mother forbade him
to do so. She advised him that instead of joining police force, he should do his graduation.

Question 6.
In the architect‘s office, Hafeez Contractor was advised to drop everything and join
architecture. Why?
Answer:
One day, while sitting in the architect‘s office Hafeez Contractor pointed out that the
architect‘s drawing of window detail was wrong. He told him that the window won‘t open. The
architect admitted that Hafeez was right. His cousin‘s husband was an architect. He asked
him to draw a few specific things. He did that immediately and satisfactorily. That is why
Hafeez Contractor was advised to drop everything and join architecture.

Question 7.
(i) What was Mrs. Gupta‘s advice to Hafeez Contractor?
(ii) What made her advise him so?
Answer:
(i) Mrs. Gupta was Hafeez contractor‘s teacher in 2nd and 3rd standard. She saw and
admired his sketches. She told him that he was useless in everything else. So, he could
become an architect because his sketches were good.
(ii) Being his teacher, Mrs. Gupta knew that Hafeez Contractor was useless in everything
else. But his sketches were mule good. That is why she advised him so, that is, to become
an architect when he will grow up.

Question 8.
How did he help fellow students who had lost a button?
Answer:
The fellow students who lost a button, would come running to Hafeez Contractor to seek
help. He would cut a button for them from chalk, using a blade. Missing of a button was
taken very seriously in his school. Thus he used to help his fellow students who could not
afford to have a button missing.

263
Question 9.
Which rules did he break as a school boy?
Answer:
‗Hafeez Contractor, during his school days, broke the following rules:

 He would copy in tests.

 He would try to get hold of the examination papers before exams and study
 He would bring cinema tickets for fellow students and dine at their cost.
 He took pleasure in funny pranks and distractions like playing ‗Chor Sipahi‘
 He planned strategies as a gang leader.

Question 10.
(i) What is Hafeez contractor‘s definition of mathematics?

(i) Hafeez contractor defines mathematics as putting designs, constructions, psychology and
sociology together and making a sketch from all that.
(ii) How would you want to define mathematics ? Do you like the subject ?
Answer:
(ii) I would like to define mathematics as the science of numbers. I do like mathematics
because it has a lot of practical utility in life.

Question 11.
Is it likely that someone who is original and intelligent does not do very well at school ?
Should such a learner be called a failure ? If not, why not?
Answer:
I think it is very much possible that someone who is original and intelligent might not do well
at school. Our educational pattern does not encourage application of mind, Still conventional
and stereotyped methods are in practice. The teaching is meant generally for the mediocre
or ordinary students who learn by rate and excel in the exams.

As a result of it, exceptionally brilliant students who have interests in specialised kind of
knowledge, aave suffer. They have original ideas, but they hardly get any chance to use
these. Such students are sometimes considered failures. But those who are dullards at
school sometimes turn toppers during their later life. And sometimes the toppers don‘t do
very well after they finish their education.

Question 12.
Who, in your view, is an ―unusual learner ?
Answer:
One whose interests are unique and different can be called an ‗unusual learner. Such a
learner proves to be a potential achiever when he is allowed to pursue his specialised
interests of learning. The unusual learner may leave others behind if he or she is put on the
right path. Eienstein did not do very well initially at school. But he is considered one of the
most brilliant human beings.

Question 13.
What can schools do to draw out the best in unusual learners ? Suggest whatever seems
reasonable to you.
Answer:
Unusual learners are unique and they have to be dealt differently. They should be provided

264
with the unusual facilities and environment. They should be encouraged to participate
actively in the activities of their tastes and likes. They should be handled properly in a
psychological manner. Their peculiar talents should not be curbed. In short, they should be
treated in a sympathetic and proper manner.

GRAMMAR EXERCISES

ADJECTIVES

Adjectives are words that describe or modify nouns or pronouns. They can be classified into
different types based on their function, position, and meaning. Here are the major types of
adjectives along with some exercises to practice identifying and using them:

1. Descriptive Adjectives

 Describe the quality or state of a noun (e.g., happy, blue, large).

 Example: The large tree provides shade.

Exercise: Identify the descriptive adjectives in the following sentences:

1. The beautiful garden is full of colorful flowers.

2. The old house on the hill looks spooky at night.
3. She wore a stunning red dress to the party.

2. Quantitative Adjectives

 Indicate the quantity of a noun (e.g., some, many, few).

 Example: She has many friends.

Exercise: Fill in the blanks with appropriate quantitative adjectives:

1. There are _____ apples in the basket.

2. She has _____ patience for nonsense.
3. I need _____ help with this project.

3. Demonstrative Adjectives

 Point out specific nouns (e.g., this, that, these, those).

 Example: I like this book better than that one.

Exercise: Choose the correct demonstrative adjective:

1. _____ (This/Those) shoes are mine.

2. I prefer _____ (that/these) option over the other.
3. _____ (These/That) books belong to the library.

4. Possessive Adjectives

 Indicate possession or ownership (e.g., my, your, his, their).

 Example: Her car is parked outside.

Exercise: Replace the underlined words with possessive adjectives:

265
 1. The book belonging to John is on the table.
2. The house owned by Mary is very beautiful.
3. The dog belonging to us is very friendly.

5. Interrogative Adjectives

 Used to ask questions about nouns (e.g., which, what, whose).

 Example: Which movie are we going to watch?

Exercise: Fill in the blanks with appropriate interrogative adjectives:

1. _____ (Which/What) color do you prefer?

2. _____ (Whose/Which) car is parked outside?
3. _____ (What/Whose) book are you reading?

6. Distributive Adjectives

 Refer to individual members of a group (e.g., each, every, either, neither).

 Example: Each student received a certificate.

Exercise: Fill in the blanks with appropriate distributive adjectives:

1. _____ (Each/Neither) player has to follow the rules.

2. I would like to speak to _____ (either/each) of you.
3. _____ (Every/Either) student must submit their homework on time.

7. Proper Adjectives

 Derived from proper nouns and usually capitalized (e.g., Indian, Shakespearean).
 Example: He loves Italian food.

Exercise: Identify the proper adjectives in the following sentences:

1. She enjoys reading Shakespearean plays.

2. They are going to visit the Egyptian pyramids.
3. The French cuisine is famous worldwide.

8. Comparative and Superlative Adjectives

 Comparative: Used to compare two nouns (e.g., smaller, more beautiful).

 Superlative: Used to show the extreme or highest degree of quality (e.g., smallest,
most beautiful).
 Example: John is taller than Mike. (Comparative)
 Example: Sarah is the tallest of all. (Superlative)

PRONOUNS

Pronouns are words that replace nouns in sentences to avoid repetition and make sentences
clearer. There are several types of pronouns, each serving a different grammatical function.
Below is an explanation of the main types of pronouns along with exercises to practice
identifying and using them.

266
1. Personal Pronouns

 Refer to specific people or things (e.g., I, you, he, they).

 Example: She is going to the store.

Exercise: Replace the underlined nouns with the correct personal pronouns:

1. John and Mary are going to the park.

2. The cat is sleeping on the couch.
3. My sister and I went to the movie last night.

2. Possessive Pronouns

 Show ownership or possession (e.g., mine, yours, his, theirs).

 Example: This book is mine.

Exercise: Choose the correct possessive pronoun:

1. This bag is not _____ (yours/his).

2. The blue car is _____ (ours/mine).
3. That house on the corner is _____ (theirs/your).

3. Reflexive Pronouns

 Refer back to the subject of the sentence (e.g., myself, yourself, themselves).
 Example: She made the cake herself.

Exercise: Complete the sentences with the correct reflexive pronoun:

1. He completed the assignment all by _____.

2. We enjoyed _____ at the party.
3. The cat groomed _____ in the sun.

4. Demonstrative Pronouns

 Point to specific things (e.g., this, that, these, those).

 Example: These are my favorite shoes.

Exercise: Choose the correct demonstrative pronoun:

1. _____ (This/Those) is the book I was telling you about.

2. _____ (That/These) are the cookies I baked yesterday.
3. I prefer _____ (this/those) over the other options.

5. Interrogative Pronouns

 Used to ask questions (e.g., who, whom, which, what).

 Example: Who is coming to the party?

Exercise: Fill in the blanks with the correct interrogative pronoun:

1. _____ (Who/Whom) did you invite to the meeting?

2. _____ (Which/What) of these colors do you prefer?

267
 3. _____ (What/Which) is your favorite subject?

6. Relative Pronouns

 Introduce dependent clauses and relate to a noun mentioned earlier (e.g., who,
whom, whose, which, that).
 Example: The book that I borrowed is very interesting.

Exercise: Combine the sentences using the correct relative pronoun:

1. The boy is my neighbor. The boy won the race.

2. I know the woman. The woman is speaking at the event.
3. This is the house. The house was built in 1950.

7. Indefinite Pronouns

 Refer to non-specific persons or things (e.g., someone, anyone, everything, nobody).

 Example: Someone left their bag in the classroom.

Exercise: Choose the correct indefinite pronoun:

1. _____ (Anyone/Anything) can participate in the competition.

2. I have _____ (something/anything) to tell you.
3. _____ (Nobody/Someone) knows the answer to this question.

8. Reciprocal Pronouns

 Indicate a mutual action or relationship (e.g., each other, one another).

 Example: They gave each other gifts during the holidays.

Exercise: Complete the sentences using the correct reciprocal pronoun:

1. The two friends always help _____ with their homework.

2. The teammates congratulated _____ after the match.
3. The students in the group respect _____.

Direct Speech

Direct speech involves quoting the exact words spoken by someone. These words are
placed inside quotation marks (" ").

 Example:
He said, "I am hungry."

Indirect Speech

Indirect speech (also known as reported speech) involves paraphrasing what someone said,
without quoting their exact words. The sentence structure changes, and quotation marks are
not used.

 Example:
He said that he was hungry.

268
Rules for Changing Direct Speech to Indirect Speech

1. Change of Pronouns: The pronoun often changes to match the perspective of the
reporting sentence.
o Example:
Direct: She said, "I am ready."
Indirect: She said that she was ready.
2. Change of Tense: When the reporting verb is in the past tense, the tense of the
original sentence usually shifts to the past.
o Present Simple → Past Simple
Direct: He said, "I play football."
Indirect: He said that he played football.
o Present Continuous → Past Continuous
Direct: She said, "I am reading a book."
Indirect: She said that she was reading a book.
o Present Perfect → Past Perfect
Direct: They said, "We have finished the project."
Indirect: They said that they had finished the project.
o Past Simple → Past Perfect
Direct: He said, "I saw the movie."
Indirect: He said that he had seen the movie.
3. Change of Time and Place Expressions: Certain words indicating time and place
change when switching to indirect speech.
o Today → That day
o Tomorrow → The next day
o Yesterday → The previous day
o Now → Then
o Here → There
o Example:
Direct: She said, "I will meet you tomorrow."
Indirect: She said that she would meet me the next day.
4. Change of Reporting Verb: The reporting verb (e.g., said, told, asked) changes
depending on the context.
o Use said when there's no listener mentioned.
o Use told when the listener is mentioned.
o Use asked for questions.
o Use requested/ordered for requests or commands.
5. Yes/No Questions: Add if or whether to introduce indirect questions.
o Example:
Direct: He asked, "Are you coming?"
Indirect: He asked if I was coming.

Examples: Direct to Indirect Speech

1. Statement:
o Direct: She said, "I am going to the market."
o Indirect: She said that she was going to the market.
2. Question:
o Direct: He asked, "Where is the library?"
o Indirect: He asked where the library was.
3. Command/Request:
o Direct: The teacher said, "Close the door."
o Indirect: The teacher told us to close the door.
4. Yes/No Question:

269
 o Direct: She asked, "Do you like ice cream?"
o Indirect: She asked if I liked ice cream.

Solved Exercises: Direct to Indirect Speech

Exercise 1: Convert the following sentences from direct speech to indirect speech.

1. Direct: The teacher said, "You must finish your homework by tomorrow."
o Indirect: The teacher said that we had to finish our homework by the next
day.
2. Direct: He said, "I have lost my keys."
o Indirect: He said that he had lost his keys.
3. Direct: She said, "I am preparing for the exam."
o Indirect: She said that she was preparing for the exam.
4. Direct: John said, "I visited the zoo last weekend."
o Indirect: John said that he had visited the zoo the previous weekend.
5. Direct: They said, "We will come to the party."
o Indirect: They said that they would come to the party.

270
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - HINDI (CLASS NOTES – SEPTEMBER 2024)

ऩाठ- 6 - यह सबसे कठठन समय नह ीं

प्रश्न-अभ्यास

प्रश्न 1: ”यह कठिन समय नह ॊ है?” यह बताने के लऱए कविता में कौन-कौन से तकक प्रस्तुत ककए गए
हैं? स्ऩष्ट कीजजए।

उत्तर : ”यह कठिन समय नह ॊ है?” – यह बताने के लऱए कवि ने ननम्नलऱखित तकक ठदए हैं –

1. अभी भी चचड़िया चोंच में नतनका दबाए उिने को तैयार है क्योंकक िह नीि का ननमाकण करना चाहती
है ।

2. एक हाथ झिती हुई ऩत्ती को सहारा दे ने के लऱए बैिा है ।

3. अभी भी एक रे ऱगािी गॊतव्य अथाकत ् ऩहुॉचने िाऱे स्थान तक जाती है ।

4. नानी की कथा का अखिर ठहस्सा बाकी है ।

5. अभी भी एक बस अॊतररऺ के ऩार की दनु नया से बचे हुए ऱोगों की िबर ऱाएगी।

6. अभी भी कोई ककसी को कहता है कक जल्द आ जाओ, सूरज डूबने का समय हो चऱा है ।

प्रश्न 2: चचड़िया चोंच में नतनका दबाकर उिने की तैयार में क्यों है ? िह नतनकों का क्या करती होगी?
लऱखिए।

उत्तर : चचड़िया अऩनी चोंच में नतनका दबाकर उिने की तैयार में है क्योंकक सूरज डूबने का समय हो
चक
ु ा है उसके डूबने से ऩहऱे चचड़िया अऩने लऱए घोंसऱा बनाना चाहती है । िह नतनके से अऩने लऱए
घोंसऱा तैयार कर उसमें अऩने बच्चों के साथ रहे गी। घोंसऱा उसके ऩररिार को सुरऺा प्रदान करता है ।

प्रश्न 3: कविता में कई बार ‘ भी’ का प्रयोग करके बातें रिी गई है । अभी भी का प्रयोग करते हुए
तीन िाक्य बनाइए और दे खिए उसमे ऱगातार, ननरॊ तर, बबना रुके चऱनेिाऱे ककसी कायक का भाि
ननकऱ रहा है या नह ?ॊ

271
उत्तर : 1. मुझे अभी भी लसरददक है ।

2. अभी भी गाॉि में बच्चे कई मीऱ ऩैदऱ चऱकर स्कूऱ जाते हैं।

3. हम अभी भी अॊग्रेजी सीि रहे हैं।

तीनों िाक्यों में ननरॊ तरता का भाि ननकऱ रहा है ।

प्रश्न 4: ”नह ॊ” और ” भी” को एक साथ प्रयोग करके तीन िाक्य लऱखिए और दे खिए ‘ ह ’ ‘
भी’ के ऩीछे कौन-कौन से भाि नछऩे हो सकते हैं?

उत्तर : 1. नह ॊ, अभी भी मेर ऩर ऺा की तैयार कम है ।

2. नह ॊ, अभी भी इमारत का ननमाकण नह ॊ हुआ है ।

3. नह ॊ, अभी भी मेहमान के आने में दे र हैं।

अभी भी, ननरॊ तर चऱने िाऱ प्रकिया का बोध कराता है तथा नह ॊ से कायक के न होने का ऩता
चऱता है ।

ऩाठ - 4-

प्रश्न 1- य य ह य?

- य य ।

2- ? ह ए ? ?

-य - ए ।य ए ।
।

3- ए?

- 64 ई ए।

4- फ य ह?

- औ फ ह य ह।

272
5- ह ?

- हय औ ह य ह ।

6- ए ?

- य ए ।

7- ह ह?

- ह ' ' ह। ह 13 ।

8- य य ह य?

- ह य ए य ह य।

273
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - VIII
ACADEMIC SESSION 2024-25
SUBJECT - MATHEMATICS (CLASS NOTES - SEPTEMBER 2024)

Chapter 7– (Comparing quantities)

Introduction

To compare quantities, there are multiple methods, such as ratio and proportion,
percentage, profit and loss, and simple interest.
The ratio of two quantities of the same kind and in the same unit is the fraction that one
quantity is of the other.

Percentage
This is another way to compare the quantities. It means for every hundred. In the
fraction form if the denominator is 100 then the numerator is the percentage and is
represented by a special symbol %, read as a percent.
There are two methods to find the percentage.
1. By Fraction Method
Example
If there are 20 boys out of 50 students in the class then find the percentage of boys.

To make the denominator hundred we need to multiply both the denominator and
numerator with 2.

So the percentage of boys is 40%.

2. Unitary Method
In the unitary method, first, we need to find the value of one unit then multiply it with
the required number of units.

Example
In the above example, there are 20 boys out of 50 students. Then out of 100
students, the number of boys will be

Finding Discounts

274
It‘s very common these days that there is a sale and the products are at a discounted
price.

Basically discount is the reduction in the Market price to increase the sale and to
promote the products.

We can get the amount of discount by subtracting the Sale price from the Market
price.

Discount = Market price – Sale Price

To calculate the discount percentage

Example
If the price of one jean is 2500 Rs. and we are getting a discount of 500 Rs. then
what is the sale price of the jeans? What is the discount percentage?

Solution
Market price = 2500 Rs.

Discount = 500 Rs.

Sale Price = 2500 – 500

= 2000 Rs.

Estimation in Percentages
To understand the estimation let‘s take an example

Example
If the price of a product in the mall is 498.80 and it is available at a discount of 15 %
then how would you estimate the amount to be paid?

Solution
These are the steps to estimate the percentage-

a. Round off the value 498.80 to the nearest tens i.e. 500.

b. Calculate the 10% of 500.i.e.

c. Find the half of it i.e. 1/2 × 50 = 25.

d. Add both the values 50 + 25 = 75.

275
Therefore the bill amount will be reduced by approximately 75 Rs and you may have
to pay 425 Rs.

Sales Tax/Value Added Tax/Goods and Services Tax

The amount charged by the government on the sale of an item is called Sales Tax.
Shopkeeper collects it from the customer and gives to the government. So the sales
tax will always be on the selling price of the item and is added to the value of the bill.
Earlier you must have seen Sales tax on the bill, nowadays; you will mostly see Value
Added Tax

Formula
If the tax is x%, then Total price after including tax would be

Example
If the sales tax of 5% is added to an item whose selling price is 1500 Rs then find the
bill amount including tax.

Solution:
The tax amount = 5/100 x 1500 = 75 Rs
Hence, the bill amount = Selling Price + Tax
= 1500 Rs + 75 Rs = 1575 Rs.

Compounded Interest
Interest is the extra money paid by the banks on our money at a fixed rate of interest.

Where P = Principal amount

R = Rate of interest

T = Time period for which the interest is paid

The interest calculated both on the principal and the interest earned is called
compounded interest

Example
A sum of Rs. 20,000 is invested by Honey for 2 years at an interest of 8%
compounded annually. Find the Compound Interest (C.I.) and the amount she has to
pay at the end of 2 years.

276
Solution:
Step 1 Firstly calculate the Simple Interest (S.I.) for one year.
Let the principal for the first year be P 1. Here, P 1 = Rs.20, 000
SI 1 = SI at 8% p.a. for 1st year = (20000 × 8)/100 = 1600 Rs.
Step 2: now find the principal for the next year
Amount at the end of 1st year = P 1 + SI 1 = Rs. 20000 + Rs. 1600 = Rs. 21600 =
P2 (Principal for 2nd year)
Step 3: Now the new principal for another year = 21600 Rs.
SI 2 = SI at 8% p.a. for 2nd year

Amount at the end of 2nd year = P 2 + SI 2 = Rs. 21600 + Rs.1728 = Rs. 23328

The Formula for Compound Interest

As the above method is very long and it cannot be used at every place so we can use
the formula to find the compound interest.

Compound Interest (CI) = Amount (A) – Principal (P)

Example
If a person borrow Rs 15,000 for 3 years at an interest rate of 10% compounded
annually. Then what will be Compound Interest and the amount to be paid by him?

Solution:
Given,

P = 15000

r = 10%

n=3

= 19965 Rs.

277
CI = A – P

= 19965 - 15000

= 4965 Rs.

278
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25
SUBJECT – SCIENCE (CLASS NOTES – SEPTEMBER 2024)

CHAPTER – 7 (REACHING THE AGE OF ADOLESCENCE)

KEYWORDS

Hormones are the secretions from endocrine glands, which pour them directly into the
bloodstream.

Hormones of Pituitary Gland

The pituitary gland also called master gland, secretes hormones like growth hormone and
the hormones that stimulate other glands such as the testes, ovaries, thyroids f and adrenals
to secrete harmonies. For example, Pancreas secretes insulin, the thyroid secretes thyroxine
and adrenals secrete adrenalin.

Male and Female Hormones

Testosterone is the male hormone and estrogen, the female hormone. The uterine wall in
females, i.e., the endometrium prepares itself to receive the developing fertilised egg. In
case there is no fertilisation, the thickened lining of the uterine wall breaks down along with
degenerated corpus lutem and egg and goes out of the body along with blood. This is called
menstruation.

Chromosomes: These are thread-like structures that are present inside the nucleus of a cell
and meant for carrying information from one generation to the next generation.

Ductless Glands: A few glands such as sweat glands, oil glands and salivary glands
release their secretions through ducts. Endocrine glands lack ducts and it releases
hormones directly into the bloodstream. So they are also called ductless glands.

Menstruation: If fertilisation does not occur in female, the released egg and the thickened
lining of the uterus along with its blood vessels are shed off. This causes bleeding in the
female which is called menstruation.

Menopause: At 45 to 50 years of age the menstrual cycle stops. Stoppage of menstruation

is termed as menopause.

Menarche: The first menstrual flow begins at puberty and is termed menarche.

Adam’s Apple: This is the protruding part of the throat in boys which begin to grow at
puberty. This is also known as the voice box or the larynx.

Adolescence: It is the period of 11 to 19 years of age during which the body undergoes
different changes because of hormonal effect, leading to reproductive maturity.

279
Adrenalin: It is the hormone secreted by Adrenalin glands that helps the body to adjust to
stress when one is very angry, embarrassed or worried.

Balanced Diet: A diet which contains all the necessary nutrients such as proteins,
carbohydrates, fats and vitamins in proper proportions is called a balanced diet.

Endocrine Glands: There are certain glands that lack ducts in it and are responsible for the
secretion of the chemical substance, called hormones. They pour their secretion directly into
the bloodstream. They are called endocrine glands.

Estrogen: This is the female sex hormone produced by ovaries, which causes the breasts to
develop.

Insulin: Insulin is a hormone secreted from the pancreas to hydrolyse the sugar content in
the body.

Larynx: At puberty, the voice box or the larynx begins to grow.

Pituitary Gland: It is the gland that secretes hormones which include growth hormone and
hormones that make other glands such as the testes, ovaries, thyroids and adrenals, to
secrete hormones. It is also called a master gland.

Puberty: The age in which the human body undergoes several changes and the boys and
girls show their capability to reproduce.

Reproductive Health: Personal health and hygiene of adolescents must be given proper
care. Girls should take special care of cleanliness during the time of menstrual flow.

Secondary Sexual Characters: Developed breasts in girls and facial hair in boys etc. are
called the Secondary Sexual Characters.

Sex Chromosomes: One pair out of 23 pairs of chromosomes in human beings are Sex
Chromosomes because they are responsible for sex determination.

Target sites: Endocrine glands release hormones into the bloodstream to reach a particular
body part fraction called Target Site.

Testosterone: This is the male sex hormone released by the testes at the onset of puberty.

Thyroxine: Thyroxine is a hormone secreted from the thyroid gland.

TEXTUAL QUESTION ANSWERS

Q. What is the term used for secretions of endocrine glands responsible for changes
taking place in the body?

Answer: Hormones

Q.Define adolescence.

Answer: The period of life, when the body undergoes changes, leading to reproductive
maturity, is called adolescence. The period of adolescence is normally 11 years to 19 years.

Q.What is menstruation? Explain.

280
Answer: In females, the ova or eggs begin to mature with the onset of puberty (10 to 12
years of age) one egg get matured and is released by one of the ovaries once in about 28 to
30 days. During this period, the wall of the uterus becomes thick so as to receive the
fertilized egg. In case it is fertilized, it begins to develop. This results in pregnancy. If the
fertilization fails to take place, the ovum or the released egg and the thickened lining of the
uterus along with its blood vessels are shed off. This causes bleeding in women. This is
called menstruation. It occurs once in 28 to 30 days.

Q.List changes in the body that take place at puberty.

Answer: The changes take place differently in the body of boys and girls at puberty. These
change may be listed as below:

There is sudden increase in the height of both boys and girls. However, both reach their
maximum height at the age of 17 to 18 years.

The voice of boys become hoarse and that of girls become shrill.

Shoulders become broader and muscles grow more prominently in boys. In girls, the regions
below the waist becomes wider.

Hair start growing in different parts of boys and girls.

In most of the teenagers, due to increased secretion of sweat and sebaceous gland, get
acne and pimples on their face.

Onset of puberty brings changes in secondary sexual characters in both male and female.

Boys and girls become capable of reproduction.

In girls, menstruation starts.

Different types of hormones start to release in initiating a reproductive function.

Q. What are sex hormones? Why are they named so? State their function.

Answer: The hormones which help and control the formation of secondary sexual characters
are called sex hormones. They are named so because they control the sexual activities and
are secreted by males and females separately.

Functions of sex hormones are given below separately:

Male sex hormone: It is also called testosterone. It is secreted by testes and causes
changes in secondary sexual character of boys like growth of facial hair like moustache,
beard, etc. It also stimulates spermatogenesis.

Female sex hormone: It is also called estrogen. It is secreted by ovaries and controls the
secondary sexual characters in females, appearance of mammary glands, etc. It also
maintains pregnancy.

Q. Write notes on:

(a) Adam’s apple

281
(b) Secondary sexual characters.

(c) Sex determination in the unborn baby.

Answer:

(a) Adam‘s apple: During puberty, a change in the voice of boys and girls takes place due to
increase in the size of the voice box or larynx. In boys, the voice box tends to protrude out
on the upper part of the neck, below the chin and is often referred to as Adam‘s apple.

(b) Secondary sexual characters: Those characters which are visible more apparently and
help in distinguishing a male from a female are called secondary sexual characters. For
example, in girls, breasts and in boys, facial hair, i.e., moustache and beard.

(c) Sex determination in the unborn baby: The sex of a child, i.e., whether it is a male or a
female is determined at the time of fertilisation when a male gametes fuse with a female
gamete. All human beings have 23 pairs of chromosomes in the nuclei of their cells. Two
chromosomes out of these are sex chromosomes. A female has two X chromosomes, while
a male has one X and one Y chromosome. The gametes (egg and sperm) have only one set
of chromosomes. The unfertilised egg always has one X chromosome.

But sperms are of two kinds—One having X chromosome, and the other having Y
chromosome. When a sperm containing X chromosome fertilises the egg, the zygote would
have two X chromosomes and develop into a female child. If the sperm contributes a Y
chromosome to the egg or ovum at fertilisation, the zygote would develop into a male child. It
is thus also clear that the sex chromosomes of the father determine the sex of an unborn
baby.

282
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25
SUBJECT – SOCIAL SCIENCE (CLASS NOTES – SEPTEMBER 2024)

GEOGRAPHY: CHAPTER-4 (AGRICULTURE)

KEYWORDS:

(1) Organic Farming- In this type of farming, organic manure and natural pesticides are used
instead of chemicals. No genetic modification is done to increase the yield of the crop.

(2) Viticulture- Cultivation of grapes.

(3) Horticulture- Growing vegetables, flowers and fruits for commercial use.

(4) Sericulture- Commercial rearing of silk worms.

TEXTUAL EXERCISES

1. Answer the following Questions:

A. What is agriculture?

Ans: Agriculture is the primary activity that involves the cultivation of crops, fruits,
vegetables, flowers and rearing of livestock.

B. Name the factors influencing agriculture.

Ans: Factors influencing agriculture include the topography of soil and climate.

C. What is shifting cultivation? What are its disadvantages?

Ans: Shifting cultivation is a type of farming practised in the areas of heavy rainfall and quick
regeneration of vegetation. A plot of land is cleared by felling the trees and burning them.
After the soil loses its fertility, the land is abandoned and the cultivator moves to a new plot.

Disadvantages of Shifting cultivation are:-

(a) Deforestation
(b) Soil erosion
(c) Small patches for cultivation
(d) Not sufficient for feeding a large population.

D. What is plantation agriculture?

Ans: Plantations are a type of commercial farming where single crop of tea, coffee,
sugarcane, cashew, rubber, banana or cotton are grown. A Large amount of labour and
capital are required. The produce is processed on the farm itself or in nearby factories.

283
E. Name the fibre crops and name the climatic conditions required for their growth.

Ans: Two major fibre crops are jute and cotton.

(a)Jute grows well on alluvial soil and requires high temperature, heavy rainfall, and a humid
climate for its growth.

(b) Cotton requires high temperatures, light rainfall, and bright sunshine for its growth.

2. Distinguish between the followings.

(i) Primary activities and Tertiary activities.

Ans: Primary activities:

a. Activities which involve direct extraction and production of natural resources are called
Primary Activities.

b. Examples: Agriculture, fishing and gathering.

Tertiary activities:

a.Agriculture activities which provide support to the primary and secondary sectors through
services.

b.Transport, trade, banking, insurance and advertising are examples of tertiary activities.

(ii) Subsistence farming and Intensive farming.

Ans: In Subsistence farming low levels of technology and household labour are used to
produce on small output.

In Intensive Farming a farmer cultivates a small plot of land using simple tools and more
labour.

EXTRA QUESTIONS

1. What do you understand by agricultural development?

Answer: Agricultural Development refers to efforts made to increase farm production in order
to meet the growing demand of increasing population. Mechanization of agriculture is also
another aspect of agricultural development.

2. What are tertiary activities?

Ans: Tertiary activities provide support to the primary and secondary sectors through
services. Transport, trade, banking, insurance and advertising are examples of tertiary
activities.

3. What type of agriculture is practiced in developing countries?

284
Ans: Developing countries with large populations usually practise intensive agriculture where
crops are grown on small holdings mostly for subsistence.

Map Based Questions:

A. On a Physical Map of World, Highlight World distribution of arable land.

B. On a political map of India, mark the following:-

1. Major wheat producing state (U.P, Punjab)

2. Major Rice producing state (West Bengal, U.P)
3. Major Jute producing state (West Bengal)
4. Major Coffee producing state (Karnataka)
5. Major Groundnut producing state (Gujarat)

___________________________________________________________________

CIVICS: CHAPTER- 4 (THE JUDICIARY)

KEYWORDS:

1. Acquit: This refers to the court declaring that a person is not guilty of the crime which
he/she was tried for by the court.

2. To Appeal: It refers to a petition filed before a higher court to hear a case that has already
been decided by a lower court.

285
3. Compensation: It refers to money given to make amends for an injury or a loss.

4. Eviction: It refers to the removal of persons from land/homes that they are currently living
in.

5. Violation: It refers both to the act of breaking a law as well as to the breach or
infringement of Fundamental Rights.

TEXTUAL QUESTIONS:

1) The main functions of the judiciary is ‗Upholding the law and Enforcing Fundamental
Rights‘. Why do you think an independent judiciary is necessary to carry out this important
function?

Ans: Within the Judicial system, the politician has the power to appoint and dismiss a judge
from his office. The control that the politician holds over the judge does not allow for the
judge to take an independent decision. This lack of independence would force the judge to
make all judgments in favor of the politician.

2) How do you think the Right to Constitutional Remedies connects to the idea of judicial
review?

Ans: Judicial review of court decisions is carried out when the judgment given by a court
violates any constitutional provision. In the Constitution, every citizen has equal rights and
none can be discriminated against. If there is any violation, the judiciary is free to review the
earlier judgments even by‘ the Supreme Court.

3. Why do you think the introduction of Public Interest Litigation (PIL) in the 1980s is a
significant step in ensuring access to justice for all?

Ans:

 Before the introduction of PIL (Public interest litigation), Legal procedures involve a
lot of money and paperwork as well as take up a lot of time.
 The Supreme Court in the early 1980s devised a mechanism of Public Interest
Litigation or PIL to increase access to justice.
 It allowed any individual or organisation to file a PIL in the High Court or the Supreme
Court on behalf of those whose rights were being violated.
 The legal process was greatly simplified and even a letter or telegram addressed to
the Supreme Court or the High Court could be treated as a PIL.

EXTRA QUESTIONS

1. How is the work of the judiciary categorized?

Ans: The work that the judiciary does can be divided into the following:

 Dispute Resolution
 Judicial Review

286
 Upholding the Law and Enforcing Fundamental Rights

2. India has an integrated judicial system. Explain

Ans: In India, we have an integrated judicial system, meaning that the decisions made by
higher courts are binding on the lower courts. Another way to understand this integration is
through the appellate system that exists in India. This means that a person can appeal to a
higher court if they believe that the judgment passed by the lower court is not just.

3. What do you mean by Judicial Review?

Ans: As the final interpreter of the Constitution, the judiciary also has the power to strike
down particular laws passed by the Parliament if it believes that these are a violation of the
basic structure of the Constitution. This is called judicial review.

ACTIVITY-

Draw the flow chart showing the levels of the judiciary in India.

___________________________________________________________________

287
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25
SUBJECT – SANSKRIT (CLASS NOTES – SEPTEMBER 2024)

रुचिरा - ऩाठ – 7 (भारतजनताऽहम ्)

उत्तर-1- ठदए गए ऩद्यों का स्ियॊ अभ्यास करें

उत्तर-2- प्रश्नानाम ् उत्तराखण एकऩदे न लऱित–

(क) कुटुम्बॊ

(ि) मैत्री

(ग) कुलऱशाद्

(घ) सॊसारम ्

उत्तर-3- प्रश्नानाम ् उत्तराखण ऩूणि

क ाक्येन लऱित–

(क) भारतजनताऽहम ् अध्यात्मसुधातठटनीस्नानै् ऩररऩूता अजस्म।

(ि) समॊ जगत ् मम काव्यै्, गीतै्, नत्ृ यैश्च मग्ु धम ् अजस्त।

(ग) अहॊ प्रेय् श्रेयश्चोभयॊ चचनोलम।

(घ) अहॊ विश्िजस्मन ् जगनत सदा दृश्ये।

(ङ) समॊ जगत ् मम गीतै्, नत्ृ यै्, काव्यैश्च मुग्धम ् अजस्त।

उत्तर-4- सजधधविच्छे दॊ ऩूरयत–

(क) विनयोऩेता = विनय + उऩेता

(ि) कुसुमादवऩ = कुसुमाद् + अवऩ

(ग) चचनोम्यभ
ु यम ् = चचनोलम + उभयम ्

288
(घ) नत्ृ यैमग्ुक घम ् = नत्ृ यै् + मुग्घम ्

(ङ) प्रकृनतरजस्त = प्रकृनत् + अजस्त

(च) ऱोकिीडासक्ता = ऱोकिीडा + आसक्ता

उत्तर-5- विशेषण-विशेष्य ऩदानन मेऱयत-

सक
ु ु मारा भारतजनता

सहजा प्रकृनत्

विश्िजस्मन ् जगनत

समॊ जगत ्

समस्ते सॊसारे

उत्तर-6 समानाथककानन ऩदानन मेऱयत–

जगनत - सॊसारे

कुलऱशात ् - व्रजात ्

प्रकृनत - स्िभाि्

चऺुषा - नेत्रण
े

तठटनी - नद

िसुधधराम ् - ऩथ्
ृ िीम ्

उत्तर-7-उचचतकथानाॊ समऺम ् (आम ्) अनुचचतकथनानाॊ समऺॊ च (न) इनत लऱित–

(क) न

(ि) आम ्

(ग) न

(घ) न

289
(ङ) आम ्

सींस्कृत व्याकरण - ऩाठ-6 (सींख्यावाचि-शब्दा:)

उत्तर-1

(i) एक: (ii) ऩञ्चाशीनत् (iii) त्रीखण (iv) द्िे (v) शतम ्(vi) एक: (vii) ऩञ्च (viii) ऩञ्चचत्िाररॊशत ्
(ix) दश (x) सप्त |

उत्तर-2. विॊशनत्, द्िाविॊशनत्, बत्रॊशत ्, द्विचत्िाररॊशत ्, चत्िाररॊशत ्, अष्टादश, निदश,

अष्टाविॊशनत्, निविॊशनत्/ एकोनबत्रॊशत ्, अष्टाबत्रॊशत ्, निबत्रॊशत ्/ एकोनचत्िाररॊशत ्,
निचत्िाररॊशत ्/एकोनऩॊचाशत ्, एकऩञ्चाशत ्, अष्टाषजष्ट्, ऩञ्चऩञ्चाशत ्, बत्रषजष्ट्, द्िासप्तनत्,
अष्टासप्तनत्, सप्ताशीनत् |

उत्तर-3. (i) दश (ii) चत्िार: (iii) ऩञ्च (iv) त्रीन ् (iv) नतस्र: (v) द्िौ (vi) षण्णाम ् (vii) एकम ्
(viii) सप्तसु (ix) चतुभ्यक् (x) चतसष
ृ ु |

उत्तर-4. (i) एका (ii) द्िे (iii) एका (iv) नतस्र: (v) एकया (Vi) चतस्र् (vii) एकस्या् (viii) नतस्र:
(ix)चतसभ्
ृ य् (x) नतसण
ृ ाम ् (xi) एकस्याम ् (xii) नतसष
ृ ु (xiii) चतसलृ भ् (xiv) चतसण
ृ ाम ्

(xv) एकस्या् |

उत्तर-5. (i) ऩञ्च (ii) षण्णाम ् (iii) सप्त (iv) अष्टसु (v) निानाम ् (vi) ऩञ्च (vii) षडलभ्
(viii)निभ्य: (ix) दशभ्य् (x) षडलभ्

सींस्कृत व्याकरण - ऩाठ-7 (धातुरूऩाणण )

उत्तर-1. (i) िसजधत (ii) िदत्(iii) गच्छे त ् (iv) गच्छ (v) अस्मरम ् (vi) गलमष्याम् (vii) धािाि:

(viii) ऩित (ix) स्मरे तम ् (x) चलऱष्यालम

उत्तर-2. (i) स् ऱेि लऱितु।

(ii) तौ उऩिने भ्रमताम ् ।

(iii) ते ग्रामॊ गच्छधत।ु

(iv) त्िॊ भोजनॊ िाद ।

290
(v) युिाॊ सत्यॊ िदतम ्।

(vi) यूयॊ बठह् िीडत ।

(vii) अहम ् अश्िॊ नयानन ।

(viii) आिाॊ बठह् धािाि ।

(ix) ियॊ दग
ु ण
ुक ान ् त्यजाम ।

(x) ियॊ ऩाि ऩिाम।

उत्तर-3. (i) स् गीतम ् अगायत ् ।

(ii) राम् ऩािम ् अस्मरत ् ।

(iii) िगा् िऺ
ृ े अकूजन ् ।

(iv) आिाॊ िऺ
ृ म ् आरोहाि ।

(v) ियॊ कथाम ् आकणकयाम ।

(vi) त्िॊ ककॊ अतोऱय:?

(vii) छात्र: प्रश्नम ् अऩच्

ृ छत ् ।

(viii) अहॊ प्रश्नम ् अऩच्

ृ छम ् ।

(ix) यि
ु ाॊ कॊ अऩीडयतम ्?

(x) िय िगान ् अऩाऱयाम |

उत्तर-4. (i) त्िॊ तत्र न गच्छे ् ।

(ii) स्थऩनत् भिनॊ रचयेत ्।

(iii) अहॊ कथाॊ िणकयेयम ्।

(iv) ऩत्राखण िऺ
ृ ात ् ऩतेयु् ।

(v) गदक भा् िस्तूनन िहे यु् ।

291
(vi) ियॊ मोऺम इच्छे म ।

(vii) ते कथाॊ श्रत्ु िा हसेयु् ।

(viii) आिाॊ कथाॊ कथयेि ।

(ix) त्िम ् असत्यॊ न िदे ्।

(x) यि
ु ाम ् उऩिने भ्रमेि ।

उत्तर-5. (i) यूयॊ बठह् गलमष्यथ ।

(ii) वऩता ऩुत्रॊ ऩाऱनयष्यनत ।

(iii) सेिक : स्िालमन सेविष्यते।

(iv) लभऺुका् भोजनॊ ऱप्स्यधते।

(v) कधया ऩुस्तकॊ ऩठिष्यनत ।

(vi) सा ककॊ िणकनयष्यनत?

(vii) स् सत्यॊ भावषष्यते।

(viii) िानरॊ दृष््िा स् कथनयष्यनत।

(ix) लभऺुक् लभऺाॊ याचचष्यते ।

(x) स् भ्रष्टाचारॊ दृष््िा शोचचष्यनत।

उत्तर-6 (i) सेिक् राजानॊ सेिते।

(ii) तौ मोदे ते।

(iii) ते बाऱा् अिश्यम ् एि भाषधते ।

(iv) अहम ् भाषे।

(v) आिाम ् ईश्िर िधदािहे ।

(vi) यूयम ् ऩाऱयथ ।

292
(vii) युिाॊ िेऱथ् ।

(viii) यूयम ् कुत्र चऱथ ?

(ix) त्िॊ भोजनॊ िादलस ।

(x) अहॊ कायं करोलम।

उत्तर-7(i) प्रच्् ऱो्ऱकार् प्रथमऩरु

ु ष: एकिचनम ्

(ii) िस ् ऱ्
ृ ऱकार् प्रथमऩुरुष: एकिचनम

(iii) भाष ् ऱो्ऱकार् प्रथमऩुरुष: 'द्वििचनम ्

(iv) लऱि ् ऱो्ऱकार् उत्तमऩरु

ु ष: एकिचनम ्

(v) गम ् ऱो्ऱकार् प्रथमऩुरुष: बहुिचनम ्

(vi) ऩीड ऱ्
ृ ऱकार् प्रथमऩुरुष: द्वििचनम ्

(vii) रुह् ऱो्ऱकार् प्रथमऩुरुष: द्वििचनम ्

(viii) स्मृ ऱ्ऱकार् उत्तमऩरु

ु ष: द्वििचनम ्

(ix) आ+रुह् ऱ्ऱकार् उत्तमऩुरुष: द्वििचनम ्

(x) वि+ स्मृ ऱ्

ृ ऱकार् प्रथमऩुरुष् बहुिचनम ्

उत्तर-8. (i) अगच्छन ् (ii) िदे : (iii) स्मरत (iv) अगच्छम ् (v) िेलऱष्यत् (vi) अगच्छन ्

(vii) गलमष्याम् (viii) कररष्याम् (ix) सेविष्यािहे (x) अऱभधत |

293
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25
SUBJECT – COMPUTER (CLASS NOTES – SEPTEMBER 2024)
Chapter-4(Access-Query and Report)

A. Tick the correct answer.

1. Query displays the same data, but groups the data horizontally and vertically.
a) Cross tab
b) Simple
c) Duplicate
2. Window displays the fields for the table we selected to apply query.
a) Select query
b) Show table
c) Show query
3.While sorting more than one field, the more important field is called key.
a) Minor
b) Enter
c) Major
4.The special wildcards for query provided by Access are
a) * and /
b) * and?
c) + and?
5. is a database object for displaying data from a table in an appealing way.
a) Report
b) Query
c) Datasheet

B. Write ‘T’ for True and ‘F’ for false statements.

1.In Microsoft Access, there are mainly four types of queries. T
2.We cannot remove the table from the query once it is added. F
3.We can sort data in a specified sequence – alphabetically, numerically, or by
data. T
4.Wildcards are conditions that identify the records we want to find. F
5.Page header provides the data for creating reports. T

C. Fill in the blanks.

1. A query can be created using Design view.
2. The conditions that identify the records we want to find are called Criteria.
3. Wildcards are symbols that represent any character or combination of
characters.
4. The field on which the records are sorted is called the sort key.
5. The lines that are printed for each record are called detail lines in Report.

D. Differentiate between the following.

Major Key: If we are sorting more than one field, the more important field is called
the majorkey (also called the primary sort key).

294
 Minor Key: The less important field while sorting is called the minor key (also called
thesecondary sort key)

E. Answer in 1-2 sentences.

1. What do you understand by query?

Answer: Query is a request for specific data from the database. The capability of querying
a databaseis one of the most powerful database features.

2. What do you mean by compound criteria?

Answer: Often, more than one criterion might be available to satisfy the data we are
searching. This iscalled compound criteria.

3. Why do we need sorting?

Answer: Sorting can be very important in queries. It is used to arrange data in
alphabetical/numericorder or ascending/descending order.

4. What do you mean by report?

Answer: A report is a database object used to display data from a query and/or table in
an appealingway.

F. Answer briefly.
1. Name the query window options.
Answer: The top pane of query window displays the tables selected for the query. The
bottom pane displays a design grid where we can add fields to the query and also
specify the criteria. Thequery window options are: Database Tables, Field list,
View, Run, QBE grid, Field, Table, Sort, Show, Criteria, Or .
2. What is the use of wildcards in a query?
Answer: Wildcards are symbols that represent any character or combination of
characters. Accessprovides some special wildcards. The asterisk (*)
represents any collection of characters. The other wildcard symbol is the
question mark (?) which represents any individual character.

295
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25
SUBJECT – ART & W.E. (CLASS NOTES – SEPTEMBER 2024)

What is the charcoal method of drawing?

The drawing begins with a loose contour line sketch using a charcoal pencil. Areas of high
contrast are noted with a line. Next, powdered charcoal is spread over the drawing and
worked into the surface with a mop brush and a paper towel. Darker areas are strengthened
with the charcoal pencil.

What are the benefits of charcoal drawing?

Fine motor skills can be developed with the crudest of materials – a chunk of burnt stick.
Through charcoal drawing children learn about light and shade (tone), line, shape, volume,
pattern, texture, composition, narrative, they develop their looking, seeing and perception
through observation and imagination.

What are the different types of charcoal shading?

powdered, compressed, willow, and vine

There are three main kinds of charcoal: powdered, compressed, and willow or vine.
Powdered charcoal is the most basic type because it is an ingredient in compressed

296
charcoal. Powdered charcoal is well suited to 'toning' large areas of a surface, but can also
be very messy.

What is mandala art for?

A mandala is a symbol of the universe in its ideal form, and its creation signifies the
transformation of a universe of suffering into one of joy. It can also be used as an aid to
meditation, helping the meditator to envision how to achieve the perfect self.

What are the 3 types of mandalas?

There are three different types of mandalas which include the sand mandala, the teaching
mandala, and the healing mandala.

What are the 5 symbols of mandala?

Different shapes in Mandala-

297
Dot:everything is one, symbol of the Un-manifested.
Circle: wholeness, integrity, unity.
Horizontal line: Divides up from down, the earth and the sky. ...
Vertical line: connection between worlds, energy. ...
Cross: two lines meet and form a centre.

298
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - MUSIC (CLASS NOTES – SEPTEMBER 2024)

LORD GANESHA

Ganesha, elephant-headed Hindu god of beginnings, who is traditionally worshipped before

any major enterprise and is the patron of intellectuals, bankers, scribes, and authors. His
name means both ―Lord of the People‖ (gana means the common people) and ―Lord of the
Ganas‖ (Ganesha is the chief of the ganas, the goblin hosts of Shiva).

Ganesha is potbellied and generally depicted as holding in his hand a few round Indian
sweets, of which he is inordinately fond.

His vehicle (vahana) is the large Indian bandicoot rat, which symbolizes Ganesha‘s ability to
overcome anything to get what he wants. Like a rat and like an elephant, Ganesha is a
remover of obstacles.

The 10-day late-summer (August–September) festival Ganesh Chaturthi is devoted to him.

Lyrics

Sukhkarta Dukhharta Varta Vighnachi ||

Nurvi Purvi Prem Krupa Jayachi ||
Sarvangi Sundar Uti Shendurachi ||
Kanti Jhalke Mal Mukataphalaanchi..||
Jaidev Jaidev Jai Mangal Murti ||
Darshan Maatre Man: Kaamna Phurti ||
Ratnakhachit Phara Tujh Gaurikumra ||
Chandanaachi Uti Kumkumkeshara ||
Hirejadit Mukut Shobhato Bara ||
Runjhunati Nupure(2) Charani Ghagriya ||

299
Jaidev Jaidev Jai Mangal Murti ||
Lambodar Pitaambar Phanivarvandana ||
Saral Sond Vakratunda Trinayana ||
Das Ramacha Vat Pahe Sadana ||
Sankati Pavave Nirvani Rakshave Survarvandana ||
Jaidev Jaidev Jai Mangal Murti ||

LORD KRISHNA

Krishna, one of the most widely revered and most popular of all Indian divinities, worshipped
as the eighth incarnation (avatar, or avatara) of the Hindu god Vishnu and also as a supreme
god in his own right. Krishna became the focus of numerous bhakti (devotional) cults, which
have over the centuries produced a wealth of religious poetry, music, and painting.

The basic sources of Krishna‘s mythology are the epic Mahabharata and its 5th-century-CE
appendix, the Harivamsha, and the Puranas, particularly Books X and XI of the Bhagavata-
purana.

They relate how Krishna (literally ―black,‖ or ―dark as a cloud‖) was born intothe Yadava clan,
the son of Vasudeva and Devaki, who was the sister of Kamsa, the wicked king of Mathura
(in modern Uttar Pradesh).

Kamsa, hearing a prophecy that he would be destroyed by Devaki‘s child, tried to slay her
children, but Krishna was smuggled across the Yamuna River to Gokula (or Vraja, modern
Gokul), where he was raised by the leader of the cowherds, Nanda, and his wife Yashoda.

BHAJAN LRYICS

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

Aage Aage Gaiya Pichay Pichay Gwaal

Beech-May Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

300
Kaari Kaari Gaiya Goray Goray Gwaal
Shyam Baran Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Ghaasn Khaavay Gaiya Dhudh Peevay Gwaal

Maakhan Khaavay Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Lakuti Chotay Chotay Haath

Bansi Bajaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Sakhiyaan Madhuban Baal

Raas Rachaaway Mero Madan Gopal
Choti Choti Gaiya Chotay Chotay Gwaal
Chotoso Mero Madan Gopal

Choti Choti Gaiya Chotay Chotay Gwaal

Chotoso Mero Madan Gopal

Guitar Introduction

Guitar has 6 strings which are made up of steal. there names are E,B,G,D,A ,E

It has head neck and body. it is an string instrument one can play chords and leading on it.

Keyboard

It has black and white keys which completely make octaves . 8 notes make an octave

there are total 12 notes in which 7 are natural and 5 are dispaced from there place .

301
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - DANCE (CLASS NOTES – SEPTEMBER 2024)

Ganesh Vandana has immense importance in Kathak dance. Ganesh Vandana, which is a
praise and prayer to Lord Ganesha, is a natural beginning of the dance. This tradition is
followed to seek the grace and blessings of Lord Ganesha at the beginning of the dance. It
signifies purity, discipline and devotion of the dance, which is the basic element in Kathak.

Kathak Nritya, the classical Indian dance form, often incorporates poetry and devotional
songs (bhajans). "Kavita Ganesh Vandana" could refer to a specific piece or composition
within this genre, possibly dedicated to Lord Ganesh, the Hindu deity. It typically involves
rhythmic footwork, graceful movements, and expressive gestures, highlighting themes of
devotion and spirituality.

Kathak dance, a Ganesh Vandana is often performed at the beginning of a recital as a mark
of respect and to seek the blessings of Lord Ganesha, the deity of wisdom, knowledge, and
the removal of obstacles. This opening piece is meant to set a positive and auspicious tone
for the performance. The Ganesh Vandana typically features rhythmic patterns and graceful
movements that highlight the dancer‘s skill and devotion.

"Ganesh shlok"

Vakratunda Mahakaya
Suryakoti Samaprabha
Nirvighnam Kurume Deva
Sarva Karyeshu Sarvada"

Ganesh Vandana, a traditional offering to Lord Ganesha, is a common feature in many

classical Indian dance forms, such as Bharatanatyam, Kathak, Kuchipudi, and Odissi.
However, it is not typically performed in Kathakali. Kathakali, a classical dance-drama form
from Kerala, generally focuses on storytelling from Hindu epics and does not usually include
Ganesh in its repertoire.

In Kathak performances dedicated to Ganesha, the musical instrument commonly used is

the "tabla." The tabla is a pair of hand-played drums that provides rhythm and
accompaniment, integral to Kathak's intricate footwork and expressive movements.

"Ganesh Vandana"

Ganapati Sur Muni bande

buddhi Vinayak gaj Mukh
chaturbhuj vighna haran
shubh karan sahayak Thai

302
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT – HEALTH AND PHYSICAL EDUCATION (CLASS NOTES

– SEPTEMBER 2024)

INTRODUCTION

1.The game of football was originated in china during the second and third century.

2.The first match of football played between Scotland vs England in 1872.

3.FIFA is the governing body of football which controls world football.

4.full form of FIFA is Fedreation Internationale De Football Association. FIFA established

in 21 may 1904

5. AIFF is governing body of Indian football which is established in 23 june 1937

6. Full form of AIFF is All india Football Federation.

7.Football field Measurements are Length= 90-120M , Breadth= 45-90M

SKILLS

1.KICKING

(a) High drive kick

(b) Instep kick

(c) Lofted kick

2.DRIBBLING

(a) Shift position dribbling

(b)Jaggle dribbling

(C) Feint dribbling

3.PASSING

(a) Short pass

(b) long pass

(c )Through passes

303
4.TRAPPING AND TACKLING

(a) Sole trap

(b) Inside foot trap

(c ) Thigh trap

(d) Front block tackling

(e) Sideway tackling

(f) Interception tackling

EQUIPEMENTS

The Equipement football requires are football field,football,stockings,studs,shin guard,jersey

etc.

MAJOR TOURNAMENTS

1. FIFA WORLD CUP

2. SANTOSH TROPHY
3. UEFA CHAMPIONS LEAGUE
4. I-LEAGUE
5. INDIAN SUPER LEAGUE
6. EURO CUP

BASIC TERMINOLOGY

HEADING:-the player takes a jump as the ball is flighting towards him and heads the ball to
re-direct it towards the desired location.

KICKING THE BALL:- Kicking is the most common and important skill of football which
requires power as well as accuracy placing non kicking foot beside the ball and with a
proper swing of kicking football hit the ball at centre.

PASSING:-The skill of passing requires control over the power of the kicking foot.one must
pass the ball to his/her nearby player as and when required to keep the ball in the teams
possession.

TACKLING THE OPPONENT:- It is the process of taking the possession of the football from
the opponent by sliding infront of him towards the ball.

304
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - YOGA (CLASS NOTES – SEPTEMBER 2024)

Practice of Anolam Vilom Pranayama

Anolam Vilom Pranayama: A Deeper Dive

Anolam Vilom Pranayama is a powerful breathing technique that involves alternating the
flow of breath through the left and right nostrils. It is a valuable tool for balancing the mind
and body, and it is often used in yoga and meditation practices.

How to Practice Anolam Vilom Pranayama

1. Find a comfortable posture: Sit in a comfortable posture, such as Sukhasana

(Easy Pose) or Padmasana (Lotus Pose).
2. Close your eyes: Close your eyes to focus on your breath.
3. Seal one nostril: Use your right thumb to close your right nostril.
4. Inhale: Inhale deeply through your left nostril, counting to four or five.
5. Retain: Hold your breath for a few seconds, counting to four or five.
6. Exhale: Exhale through your left nostril, counting to four or five.
7. Switch nostrils: Use your left thumb to close your left nostril and open your right
nostril.
8. Repeat: Repeat the process, inhaling through your right nostril, holding, and exhaling
through your right nostril.
Continue alternating between the left and right nostrils for several rounds.

Benefits of Anolam Vilom Pranayama

 Balances the mind and body: Helps to balance the left and right hemispheres of
the brain, promoting harmony and equilibrium.
 Reduces stress and anxiety: Calms the nervous system and promotes relaxation,
helping to alleviate stress and anxiety.
 Improves concentration and focus: Increases mental clarity and concentration,
making it easier to focus on tasks and activities.
 Boosts energy levels: Energizes the body and mind, improving overall vitality and
stamina.
 Improves respiratory health: Strengthens the lungs and improves breathing,
leading to better respiratory function.

305
  Promotes balance and stability: Helps to balance the body's energy centers,
promoting overall balance and stability.
Tips for Practice

 Start with a few rounds: Begin with a small number of rounds and gradually
increase as you become more comfortable.
 Focus on your breath: Pay attention to the sensation of the breath as it flows
through your nostrils.
 Be patient: It may take some time to master this technique. Be patient and
persistent.
 Avoid overdoing it: If you feel dizzy or lightheaded, take a break.
 Practice regularly: For maximum benefits, practice Anolam Vilom Pranayama
regularly.
Anolam Vilom Pranayama is a valuable tool for improving overall health and well-being. By
practicing this technique regularly, you can experience the many benefits it offers.

306
 ARMY PUBLIC SCHOOL GWALIOR
CLASS -VIII
ACADEMIC SESSION 2024-25

SUBJECT - KARATE (CLASS NOTES – SEPTEMBER 2024)

Japaneese name of scores, officials & foul

a) IPPON - Three points

b) WAZA-ARI -Two points

c) YUKO -One point

d) Sushin – Referee

e) Fukushin – Judge

F) Kansa – Arbitrator

g) UKe – Block

h) Tsuki - Tsuki

Kumite Scoring criteria

a) Good form b) Sporting attitude c) Vigorous application d) Awareness (ZANSHIN) e) Good
timing f) Correct distance

IPPON is awarded for: a) Jodan kicks. b) Any scoring technique delivered on a thrown or
fallen opponent

WAZA-ARI is awarded for: a) Chudan kicks

YUKO is awarded for: a) Chudan or Jodan Tsuki. b) Jodan or Chudan Uchi.

307
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IX
ACADEMIC SESSION 2024-25
SUBJECT – ENGLISH (CLASS NOTES – SEPTEMBER 2024)

CHAPTER 03 ISHWARAN THE STORY TELLER ( SUPPLEMENTARY READER)

VOCABULARY
WORD : MEANINGS

Storyteller : A person who tells or narrates stories.

Supernatural : Events or phenomena beyond the laws of nature.

Caretaker : A person responsible for taking care of someone.

Dramatic : Relating to drama or exaggerated expressions.

Captivate : To attract and hold the interest of someone

ADDITIONAL SHORT ANSWER TYPE QUESTIONS:

Answer these questions in a few words or a couple of sentences each:

1) How did Iswaran entertain Mahendra during their time together?

Iswaran entertained Mahendra by narrating elaborate and dramatic stories. His tales often included
supernatural elements, suspense, and moral lessons, which kept Mahendra captivated and eager
for the next story.

2) What impact did Iswaran’s stories have on Mahendra?

Initially skeptical, Mahendra gradually became influenced by Iswaran‘s stories. He started

imagining supernatural occurrences around him, which eventually filled him with fear and made him
question his rationality, leading to his departure.

3) How did Iswaran’s storytelling style reflect traditional Indian oral storytelling?

Iswaran‘s storytelling involved vivid descriptions, dramatic gestures, and suspense, characteristic of
traditional Indian oral storytelling. His tales blended folklore, myth, and real-life experiences,
capturing Mahendra‘s attention and keeping the tradition alive.

4) Why did Mahendra eventually decide to leave the place where he was posted?

Mahendra decided to leave because he started experiencing eerie occurrences at night, similar to
the ghost stories narrated by Iswaran. His fear and belief in the supernatural grew, prompting him
to relocate.

Value based answer type questions.

308
 1) Ishwaran’s storytelling ability was his special talent. What values can we learn from his
ability to captivate people with stories?

Ishwaran‘s storytelling highlights the value of creativity, imagination, and the art of communication.
His ability to make ordinary incidents sound extraordinary teaches us the importance of engaging
with others and sharing experiences. It also shows the value of entertaining and educating people
through storytelling. We learn that good communication and storytelling skills can help in building
strong relationships and keeping people interested and connected. It encourages us to use our
talents and creativity to positively influence and inspire those around us.

2) Mahendra often dismissed Ishwaran’s ghost stories as mere exaggerations. Do you think it
is important to respect other people’s beliefs, even if they seem irrational to us? Discuss
with reference to the story.

Respecting others‘ beliefs is crucial, even when they differ from our own or seem irrational.
Mahendra‘s dismissal of Ishwaran‘s stories as exaggerations shows a lack of understanding and
empathy towards his companion‘s imagination and perspective. People‘s beliefs, whether rational
or not, form a core part of their identity and experiences. The story teaches us that we should be
open-minded and not judge others based on their views. By respecting others‘ beliefs, we foster
better communication, create a more inclusive environment, and build trust in relationships.

CHAPTER 04 IN THE KINGDOM OF FOOLS

WORD : MEANINGS

Foolishness : Lack of good sense or judgment.

Disguise : A means of altering one's appearance to conceal identity.
Proclamation : A formal public statement.
Astonished : Greatly surprised or amazed.
Condemn :To express strong disapproval or sentence someone to a punishment.

ADDITIONAL QUESTIONS:

Answer these questions in a few words or a couple of sentences each:

1) Why was the kingdom of fools strange?

The kingdom was strange because people worked during the night and slept during the day, and
everything was sold at the same price.

2) What was the guru’s advice to the disciple?

The guru advised the disciple to leave the kingdom of fools, warning that it was a place of
unpredictable danger.

3) What did the king and his ministers decide about the execution?

The king and his ministers decided that someone should be executed, even if it was not the guilty
person, to maintain their foolish justice.

4) Why did the disciple stay in the kingdom despite his guru’s warning?

The disciple stayed because everything was cheap, and he could eat to his heart's content.

309
 5) How did the disciple become the target of execution?

The disciple became the target because the king thought he was the right size to fit the stake for
the execution.

Short Answer-Type Questions (30-40 words):

1) Why did the guru want to leave the kingdom of fools?

The guru wanted to leave the kingdom of fools because he sensed that the place was
dangerous and unpredictable, where anything could happen due to the foolish ways of the
king and his ministers.

2) What happened when the guru and disciple were called for execution?

When the king ordered the disciple‘s execution, the guru arrived and tricked the king into
believing that being executed on the stake would lead to the next life as king. The king and
his minister then decided to die in their place.

3) Why did the king and minister want to die instead of the guru and disciple?

The king and minister wanted to die instead because the guru made them believe that
whoever was executed first on the new stake would be reborn as the future king and
minister.

4) What kind of justice was practiced in the kingdom of fools?

In the kingdom of fools, justice was absurd and irrational. Decisions were based on whim
and convenience rather than logic or fairness, leading to unjust and unpredictable
outcomes.

5) What was the disciple’s reaction when he was sentenced to death?

The disciple was terrified when sentenced to death and prayed for his guru to come and
save him, realizing the folly of staying in the kingdom despite his guru‘s earlier warnings.

Long Answer-Type Questions (100-120 words):

1) How did the guru manage to save his disciple’s life? What does this tell you about the
importance of wisdom?

The guru saved his disciple by using his wit and wisdom. When the disciple was about to be
executed, the guru appeared and pretended that both he and the disciple were eager to die
first. This puzzled the king, who was told by the guru that whoever died first on the new
stake would become the next king and minister in their next life. Believing this, the king and
minister ordered that they be executed in place of the guru and his disciple. This incident
shows that wisdom and presence of mind can save lives even in the most dangerous
situations. It highlights that intelligence and foresight are more powerful than brute strength
or foolish authority.

2) What lesson do we learn from the story In the Kingdom of Fools? Discuss how the
behaviour of the people in the story reflects the central message.

In the Kingdom of Fools teaches us that wisdom, sound judgment, and logic are crucial in
life. The foolish king and his minister ruled with absurd policies and made irrational
310
 decisions, such as punishing people without reason. The disciple, though warned by his
guru, stayed in the kingdom out of greed, which nearly cost him his life. However, the wise
guru's cleverness saved the situation. The story reflects how blindly following illogical rules
or ignoring good advice can lead to disastrous consequences. It emphasizes that
foolishness and ignorance can be dangerous, and the importance of thinking critically to
avoid such pitfalls.

DIRECT & INDIRECT SPEECH

Direct Speech to Indirect Speech Tense Conversion Rules

1. Present Simple to Past Simple

o Direct Speech: ―I eat breakfast,‖ she says.
o Indirect Speech: She says that she ate breakfast.
2. Present Continuous to Past Continuous
o Direct Speech: ―I am eating breakfast,‖ she says.
o Indirect Speech: She says that she was eating breakfast.
3. Present Perfect to Past Perfect
o Direct Speech: ―I have eaten breakfast,‖ she says.
o Indirect Speech: She says that she had eaten breakfast.
4. Past Simple to Past Perfect
o Direct Speech: ―I ate breakfast,‖ she said.
o Indirect Speech: She said that she had eaten breakfast.
5. Past Continuous to Past Perfect Continuous
o Direct Speech: ―I was eating breakfast,‖ she said.
o Indirect Speech: She said that she had been eating breakfast.
6. Future Simple to Future in the Past (often "would")
o Direct Speech: ―I will eat breakfast,‖ she says.
o Indirect Speech: She says that she would eat breakfast.
7. Future Continuous to Future Perfect Continuous in the Past
o Direct Speech: ―I will be eating breakfast,‖ she says.
o Indirect Speech: She says that she would be eating breakfast.
8. Future Perfect to Future Perfect in the Past
o Direct Speech: ―I will have eaten breakfast,‖ she says.
o Indirect Speech: She says that she would have eaten breakfast.

Imperative sentence convertion :

1. Command:

 Direct Speech: “Don‟t touch that button,” the technician warned.

 Indirect Speech: The technician warned me not to touch that button.

2. Suggestion:

 Direct Speech: “Why don‟t you take a break?” he suggested.

 Indirect Speech: He suggested that I should take a break.

3. Request:

 Direct Speech: “Could you send me the report by Friday?” she asked.
 Indirect Speech: She asked if I could send her the report by Friday.

311
4. Exclamation:

 Direct Speech: “How amazing the view is!” he exclaimed.

 Indirect Speech: He exclaimed how amazing the view was.

5. Modal (Future):

 Direct Speech: “I will call you when I arrive,” she said.

 Indirect Speech: She said that she would call me when she arrived.

6. Modal (Ability):

 Direct Speech: “I can lift this box,” he boasted.

 Indirect Speech: He boasted that he could lift the box.

7. Modal (Advice):

 Direct Speech: “You should try the new restaurant,” she recommended.
 Indirect Speech: She recommended that I should try the new restaurant.

8. Command (Negative):

 Direct Speech: “Stop making so much noise,” the teacher ordered.

 Indirect Speech: The teacher ordered us to stop making so much noise.

9. Request (Negative):

 Direct Speech: “Please don‟t forget to lock the door,” he reminded.

 Indirect Speech: He reminded me not to forget to lock the door.

312
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - IX
ACADEMIC SESSION 2024-25

SUBJECT- HINDI (CLASS NOTES- SEPTEMBER 2024)

संचयन भाग 1 पाठ-02(स्मतृ ि)

पाठ्यपुस्िक के प्रश्न-अभ्यास

प्रश्न 1.बाई के फर
ु ाने ऩय घय रौटते सभम रेखक के भन भें ककस फात का डय था?
उत्तय-बाई के फर
ु ाने ऩय घय रौटते सभम रेखक डय गमा था। उसे रगा कक उसके फडे बाई झयफेयी से फेय तोड-
तोडकय खाने के लरए डाॉटेंगे औय उसे खूफ ऩीटें गे।

प्रश्न 2.भक्खनऩयु ऩढ़ने जाने वारी फच्चों की टोरी यास्ते भें ऩडने वारे कुएॉ भें ढे रा क्मों पेंकती थी?
उत्तय-रेखक के गाॉव से भक्खनऩयु जाने वारी याह भें 36 पीट के कयीफ गहया एक कच्चा कुआॉ था। उसभें एक साॉऩ
न जाने कैसे गगय गमा था। भक्खनऩयु ऩढ़ने जाने वारी फच्चों की टोरी उस कुएॉ भें इसलरए ढे रे पेंकती थी ताकक
साॉऩ क्रुद्ध होकय पुपकाये औय फच्चे उस पुपकाय को सन
ु सकें।

प्रश्न 3.„साॉऩ ने पुसकाय भायी मा नहीॊ, ढे रा उसे रगा मा नहीॊ, मह फात अफ तक स्भयण नहीॊ‟–मह कथन रेखक की
ककस भनोदशा को स्ऩष्ट कयता है ?
उत्तय-मह कथन रेखक की फदहवास भनोदशा को स्ऩष्ट कयता है । जैसे ही रेखक ने टोऩी उतायकय कुएॉ भें ढे रा
पेंका, उसकी ज़रूयी गचट्ठिमाॉ कुएॉ भें जा गगयी। उन्हें कुएॉ भें गगयता दे खकय वह बौंचक्का यह गमा। उसका ध्मान
गचट्ठिमों को फचाने भें रग गमा। वह मह दे खना बर
ू गमा कक साॉऩ को ढे रा रगा मा नहीॊ औय वह पुसकाया मा
नहीॊ।

प्रश्न 4.ककन कायणों से रेखक ने गचट्ठिमों को कुएॉ से ननकारने का ननणणम लरमा?

उत्तय-रेखक द्वाया गचट्ठिमों को कुएॉ से ननकारने के ननम्नलरखखत कायण हैं-

 रेखक को झठ
ू फोरना नहीॊ आता था।
 गचट्ठिमों को डाकखाने भें डारना रेखक अऩनी जजम्भेदायी सभझता था।
 रेखक को अऩने बाई से रुई की तयह पऩटाई होने का बम था।
 वह साॉऩ को भायना फाएॉ हाथ का काभ सभझता था, जजससे गचट्ठिमाॉ उठाना उसे आसान रग यहा था।

प्रश्न 5.साॉऩ का ध्मान फॉटाने के लरए रेखक ने क्मा-क्मा मजु क्तमाॉ अऩनाईं?
उत्तय-साॉऩ का ध्मान फॉटाने के लरए रेखक ने ननम्नलरखखत मजु क्तमाॉ अऩनाईं-
313
  उसने भि
ु ीबय लभट्टी पेंककय साॉऩ का ध्मान उधय रगा ट्ठदमा।
 उसने अऩने हाथ का प्रहाय कयने की फजाम उसकी तयप डॊडा फढ़ा ट्ठदमा, जजससे साॉऩ ने साया पवष डॊडे ऩय
उगर ट्ठदमा।

प्रश्न 6.कुएॉ भें उतयकय गचट्ठिमों को ननकारने सॊफध

ॊ ी साहलसक वणणन को अऩने शब्दों भें लरखखए।
उत्तय कुएॉ भें गचट्ठिमाॉ गगय जाने ऩय रेखक ने योना-धोना छोडकय बमानक ननणणम लरमा। उसने अऩनी औय अऩने
छोटे बाई की ऩाॉचों धोनतमों को एक-दस
ू ये से फाॉधा। इसके एक छोय भें डॊडा फाॉधकय उसे कुएॉ भें उताय ट्ठदमा औय
दस
ू ये लसये को कुएॉ की डेंग भें फाॉधकय बाई को ऩकडा ट्ठदमा। अफ उन धोनतमों के सहाये रेखक कुएॉ भें उतय गमा औय
कुएॉ के धयातर से चाय ऩाॉच गज ऊऩय रटककय साॉऩ को दे खने रगा। साॉऩ बी पन पैराए रेखक की प्रतीऺा कय
यहा था। रेखक ने कुएॉ की दीवाय भें ऩैय जभाकय कुछ लभट्टी गगयाई। इससे साॉऩ का ध्मान फॉट गमा। वह लभट्टी ऩय
भॉह
ु भाय फैठा।

इस फीच रेखक ने डॊडे से जफ गचट्ठिमाॉ सयकाईं तो साॉऩ ने जोयदाय प्रहाय ककमा औय अऩनी शजक्त के प्रभाण स्वरूऩ
डॊडे ऩय तीन-चाय जगह पवषवभन कय ट्ठदमा। इससे रेखक का साहस फढ़ा। उसने गचट्ठिमाॉ उठाने का प्रमास ककमा तो
साॉऩ ने वाय ककमा औय डॊडे से लरऩट गमा। इस क्रभ भें साॉऩ की ऩॉछ
ू का पऩछरा बाग रेखक को छू गमा। मह दे ख
रेखक ने डॊडे को ऩटक ट्ठदमा औय गचट्ठिमाॉ उठाकय धोती भें फाॉध ट्ठदमा, जजन्हें उसके बाई ने ऊऩय खीॊच लरमा। अफ
रेखक ने कुएॉ की दीवाय से कुछ लभट्टी साॉऩ की दाट्ठहनी ओय पेंकी। साॉऩ उस ऩय झऩटा। अफ रेखक ने डॊडा खीॊच
लरमा। रेखक ने भौका दे खा औय जैस-े तैसे हाथों के सहाये सयककय छत्तीस पुट गहये कुएॉ से ऊऩय आ गमा।

प्रश्न 7.इस ऩाठ को ऩढ़ने के फाद ककन-ककन फार-सर

ु ब शयायतों के पवषम भें ऩता चरता है?
उत्तय-फारक प्राम् शयायती होते हैं। उन्हें छे डछाड कयने भें आनॊद लभरता है । मट्ठद उनकी छे डछाड से कोई हरचर
होती हो तो वे उसभें फहुत भज़ा रेते हैं। साॉऩ को व्मथण भें ही पॎपकायते दे खकय वे फडे खुश होते हैं।
फारकों को प्रकृनत के स्वच्छॊ द वातावयण भें पवहाय कयने भें बी असीभ आनॊद लभरता है । वे झयफेयी के फेय तोड-
तोडकय खाते हैं तथा भन भें आनॊट्ठदत होते हैं। वे आभ के ऩेड ऩय चढ़कय डॊडे से आभ तोडकय खाने भें खूफ आनॊद
रेते हैं।

प्रश्न 8.भनष्ु म का अनभ

ु ान औय बावी मोजनाएॉ कबी-कबी ककतनी लभथ्मा औय उरटी ननकरती हैं‟–का आशम स्ऩष्ट
कीजजए।
उत्तय-भनष्ु म ककसी कट्ठठन काभ को कयने के लरए अऩनी फपु द्ध से मोजनाएॉ तो फनाता है , ककॊ तु सभस्माओॊ का
वास्तपवक साभना होते ही मे मोजनाएॉ धयी की धयी यह जाती हैं। तफ उसे मथाथण जस्थनत को दे खकय काभ कयना
ऩडता है । इस ऩाठ भें रेखक ने सोचा था कक कुएॉ भें उतयकय वह डॊडे से साॉऩ को भाय दे गा औय गचट्ठिमाॉ उठा रेगा,
ऩयॊ तु कुएॉ का कभ व्मास दे खकय उसे रगा कक महाॉ तो डॊडा चरामा ही नहीॊ जा सकता है । उसने जफ साॉऩ को पन
पैराए अऩनी प्रतीऺा कयते ऩामा तो साॉऩ को भायने की मोजना उसे एकदभ लभथ्मा औय उरटी रगने रगी।

प्रश्न 9.„पर तो ककसी दस

ू यी शजक्त ऩय ननबणय है‟-ऩाठ के सॊदबण भें इस ऩॊजक्त का आशम स्ऩष्ट कीजजए।
उत्तयरेखक ने कुएॉ से गचट्ठिमाॉ ननकारने के लरए कुएॉ भें उतयने का दृढ़ ननश्चम कय लरमा। इस दृढ़ ननश्चम के
साभने पर की गचॊता सभाप्त हो गई। उसे रगा कक कुएॉ भें उतयने तथा साॉऩ से रडने का पर क्मा होगा, मह
सोचना उसका काभ नहीॊ है। ऩरयणाभ तो प्रब-ु इच्छा ऩय ननबणय है । इसलरए वह पर की गचॊता छोडकय कुएॉ भें घस
ु
गमा।

314
संचयन भाग 1 पाठ-03(कल्ऱू कुम्हार की उनाकोटी)

पाठ्यपुस्िक के प्रश्न-अभ्यास

प्रश्न 1.„उनाकोटी‟ का अथण स्ऩष्ट कयते हुए फतराएॉ कक मह स्थान इस नाभ से क्मों प्रलसद्ध है?
उत्तय-उनाकोटी का अथण है-एक कोटी अथाणत ् एक कयोड से एक कभ। इस स्थान ऩय बगवान लशव की एक कयोड से
एक कभ भनू तणमाॉ हैं। इतनी अगधक भनू तणमाॉ एक ही स्थान ऩय होने के कायण मह स्थाने प्रलसद्ध है ।

प्रश्न 2.ऩाठ के सॊदबण भें उनाकोटी भें जस्थत गॊगावतयण की कथा को अऩने शब्दों भें लरखखए।
उत्तय-उनाकोटी भें ऩहाडों को अॊदय से काटकय पवशार आधाय भनू तणमाॉ फनाई गई हैं। अवतयण के धक्के से कहीॊ ऩथ्
ृ वी
धॊसकय ऩातार रोक भें न चरी जाए, इसके लरए लशव को याजी ककमा गमा कक वे गॊगा को अऩनी जटाओॊ भें उरझा
रें औय फाद भें धीये -धीये फहने दें । लशव का चेहया एक सभच
ू ी चट्टान ऩय फना हुआ है । उनकी जटाएॉ दो ऩहाडों की
चोट्ठटमों ऩय पैरी है । महाॉ ऩयू े सार फहने वारा जर प्रऩात है , जजसे गॊगा जर की तयह ही ऩपवत्र भाना जाता है ।

प्रश्न 3.कल्रू कुम्हाय का नाभ उनाकोटी से ककस प्रकाय जुड गमा?

उत्तय-स्थानीम आट्ठदवालसमों के अनस
ु ाय कल्रू कुम्हाय ने ही उनाकोटी की लशव भनू तणमों का ननभाणण ककमा है । वह लशव
का बक्त था। वह उनके साथ कैराश ऩवणत ऩय जाना चाहता था। बगवान लशव ने शतण यखी कक वह एक यात भें एक
कयोड लशव भनू तणमों का ननभाणण कये । सफ
ु ह होने ऩय एक भनू तण कभ ननकरी। इस प्रकाय लशव ने उसे वहीॊ छोड ट्ठदमा।
इसी भान्मता के कायण कल्रू कुम्हाय का नाभ उनाकोटी से जड
ु गमा।

प्रश्न 4.भेयी यीढ़ भें एक झयु झयी-सी दौड गई‟-रेखक के इस कथन के ऩीछे कौन-सी घटना जड
ु ी है?
उत्तय-रेखक याजभागण सॊख्मा 44 ऩय टीलरमाभयु ा से 83 ककरोभीटय आगे भनु नाभक स्थान ऩय शट्ठू टॊग के लरए जा यहा
था। इ मात्रा भें वह सी.आय.ऩी.एप. की सयु ऺा भें चर यहा था। रेखक औय उसका कैभया भैन हगथमाय फॊद गाडी भें
चर यहे । थे। रेखक अऩने काभ भें इतना व्मस्त था कक उसके भन भें डय के लरए जगह न थी। तबी एक सयु ऺा
कभी ने ननचरी ऩहाडडमों ऩय यखे दो ऩत्थयों की ओय ध्मान आकृष्ट कयके कहा कक दो ट्ठदन ऩहरे उनका एक जवान
पवद्रोट्ठहमों द्वाया भाय डारा गमा था। मह सन
ु कय रेखक की यीढ़ भें एक झुयझुयी-सी दौड गई।

प्रश्न 5.त्रत्रऩयु ा „फहुधालभणक सभाज‟ का उदाहयण कैसे फना?

उत्तयत्रत्रऩयु ा भें पवलबन्न धभों को भानने वारे रोग फाहयी ऺेत्रों से आकय फस गए हैं। इस प्रकाय महाॉ अनेक धभों का
सभावेश हो गमा है । तफ से मह याज्म फहुधालभणक सभाज का उदाहयण फन गमा है।

प्रश्न 6.टीलरमाभयु ा कस्फे भें रेखक का ऩरयचम ककन दो प्रभख

ु हजस्तमों से हुआ? सभाज-कल्माण के कामों भें उनका
क्मा मोगदान था?
उत्तय टीलरमाभयु ा कस्फे भें रेखक का ऩरयचम जजन दो प्रभख
ु हजस्तमों से हुआ उनभें एक हैं- हे भत
ॊ कुभाय जभानतमा,
जो त्रत्रऩयु ा के प्रलसद्ध रोक गामक हैं। जभानतमा 1996 भें सॊगीत नाटक अकादभी द्वाया ऩयु स्कृत ककए जा चक
ु े हैं।

315
अऩनी मव
ु ावस्था भें वे ऩीऩल्
ु स लरफये शन आगणनाइजेशन के कामणकताण थे, ऩय अफ वे चन
ु ाव रडने के फाद जजरा ऩरयषद
के सदस्म फन गए हैं।

रेखक की भर
ु ाकात दस
ू यी प्रभख
ु हस्ती भॊजु ऋपषदास से हुई, जो आकषणक भट्ठहरा थी। वे ये डडमो कराकाय होने के
साथसाथ नगय ऩॊचामत की सदस्मा बी थीॊ। रेखक ने उनके गाए दो गानों की शट्ठू टॊग की। गीत के तयु ॊ त फाद भॊजु ने
एक कुशर गट्ठृ हणी के रूऩ भें चाम फनाकय पऩराई।

प्रश्न 7कैरासशहय के जजरागधकायी ने आरू की खेती के पवषम भें रेखक को क्मा जानकायी दी?
उत्तय-कैरासशहय के जजरागधकायी ने रेखक को फतामा कक महाॉ फआ
ु ई के लरए ऩायॊ ऩरयक आरू के फीजों के फजाम
टी.ऩी.एस. नाभक अरग ककस्भ के आरू के फीज का प्रमोग ककमा जाता है । इस फीज से कभ भात्रा भें ज्मादा ऩैदावाय
री जा सकती है । महाॉ के ननवासी इस तकनीक से कापी राब कभाते हैं।

प्रश्न 8.त्रत्रऩयु ा के घये रू उद्मोगों ऩय प्रकाश डारते हुए अऩनी जानकायी के कुछ अन्म घये रू उद्मोगों के पवषम भें
फताइए?
उत्तय-त्रत्रऩयु ा के रघु उद्मोगों भें भख्
ु मत् फाॉस की ऩतरी-ऩतरी सीकें तैमाय की जाती हैं। इनका प्रमोग अगयफजत्तमाॉ
फनाने भें ककमा जाता है । इन्हें कनाणटक औय गज
ु यात बेजा जाता है ताकक अगयफजत्तमाॉ तैमाय की जा सकें। त्रत्रऩयु ा भें
फाॉस फहुतामत भात्रा भें ऩामा जाता है । इस फाॉस से टोकरयमाॉ सजावटी वस्तए
ु ॉ आट्ठद तैमाय की जाती हैं।

संवाद ऱेखन

सॊवाद – „वाद‟ भर
ू शब्द भें „सभ ्‟ उऩसगण रगाने से „सॊवाद‟ शब्द फना है, जजसका शाजब्दक अथण „फातचीत‟ है । इसे
वाताणराऩ बी कहा जाता है । साभान्म रूऩ से दो रोगों के फीच होने वारी फातचीत को सॊवाद कहा जाता है ।
दो रोगों भें हुई फातचीत को लरखना सॊवाद-रेखन कहराता है ।
सॊवाद की पवशेषता-सॊवाद भें ननम्नलरखखत पवशेषताएॉ होनी चाट्ठहए –

 स्वाबापवकता-सॊवाद भें स्वाबापवकता होनी चाट्ठहए। ऩात्रों की अऩनी जस्थनत, सॊस्काय आट्ठद को ध्मान भें यखकय
फोरना चाट्ठहए।
 ऩात्रानक
ु ू र बाषा-सॊवाद भें बाग रे यहे छात्रों की बाषा उनकी लशऺा आमु आट्ठद के अनरू
ु ऩ होनी चाट्ठहए। एक
लशक्षऺत औय
उसके साथ सॊवाद कय यहे अनऩढ़ की बाषा भें अॊतय नज़य आना चाट्ठहए।
 प्रबावीशैरी-सॊवाद को फोरने की शैरी प्रबावशारी होनी चाट्ठहए। सन
ु ने वारे ऩय सॊवादों का असय होना चाट्ठहए।
 जट्ठटरता से दयू -सॊवाद की बाषा भें जट्ठटरता नहीॊ होनी चाट्ठहए। इससे सन
ु ने वारा फात को आसानी से सभझ
सकता है औय
मथोगचत जवाफ दे ता है ।
 शारीनता-सॊवाद की बाषा भें शारीनता अवश्म होनी चाट्ठहए। इसभें अलशष्ट बाषा के लरए कोई जगह नहीॊ होनी
चाट्ठहए।

सॊवाद रेखन भें ध्मान दे ने मोग्म फातें – सॊवाद-रेखन भें ननम्नलरखखत फातों का ध्मान यखना चाट्ठहए।
316
  सॊवाद की बाषा सयर तथा सहज होनी चाट्ठहए।
 सॊवाद रेखन भें सयर तथा छोटे -छोटे वाक्मों का प्रमोग कयना चाट्ठहए।
 बाषा सन
ु ने वारे के भानलसक स्तय के अनरू
ु ऩ होनी चाट्ठहए।
 सॊवाद रेखन भें ककसी एक ऩात्र के कथन को फहुत रॊफा नहीॊ खीॊचना चाट्ठहए।
 बाव पवचायों की ऩनु रुजक्त से फचना चाट्ठहए।
 सॊवाद रेखन के अॊत भें एक फाय ऩढ़कय उसे दोहया रेना चाट्ठहए ताकक अशपु द्धमों का ननयाकयण ककमा जा सके।

सॊवाद रेखन के कुछ उदाहयण

प्रश्न् 1.
गाॉव से कुछ दयू ी ऩय ये रगाडी दघ
ु ट
ण नाग्रस्त हो गई है, दो लभत्र वहाॉ ऩीडडतों की सहामता के लरए जाना चाहते हैं। उनके
भध्म हुए सॊवाद का रेखन कीजजए।
उत्तय्
अऺय – नभस्ते सॊजीव! घफयाए हुए कहाॉ से बागे आ यहे हो।
सॊजीव – नभस्ते अऺय! तभ
ु ने सन
ु ा नहीॊ शामद, ये रगाडी के डडब्फे ऩटयी से उतय गए हैं।
अऺय – क्मा जान-भार की ज़्मादा ऺनत हुई है?
सॊजीव – हाॉ, दो डडब्फे ऩटयी से उतयकय आऩस भें टकया गए हैं।
अऺय – ऩय, अफ तभ
ु कहाॉ जा यहे हो?
सॊजीव – भैं गाॉववारों को खफय कयने जा यहा हूॉ।
ु हाये साथ चरता हूॉ। भैं रोगों से कहूॉगा कक मात्रत्रमों के लरए कुछ आवश्मक साभान बी रे चरें।
अऺय – भैं बी तम्
सॊजीव – मह ठीक यहे गा।
अऺय – भैं गोऩी चाचा से कहता हूॉ कक वे अऩनी जीऩ से सफको रे चरें। उनकी जीऩ से घामरों को अस्ऩतार तक
ऩहुॉचामा जा सकता है ।
सॊजीव – डॉ. यभेश अॊकर को बी साथ रे चरना। वे घामरों की प्राथलभक गचककत्सा कय सकेंगे।
अऺय – तम्
ु हाया मह सझ
ु ाव फहुत अच्छा है ।
सॊजीव – चरो, सफको रेकय वहाॉ जल्दी से ऩहुॊचते हैं।

प्रश्न् 2.
फाढ़ आने से कई गाॉव जरभग्न हो गए हैं। दो लभत्र उनकी सहामता के लरए जाना चाहते हैं। उनके फीच हुए सॊवाद
का रेखन कीजजए।
उत्तय्
ऩॊकज – अभय! क्मा तभ
ु ने आज का अखफाय ऩढ़ा?
अभय – नहीॊ, क्मा कोई पवशेष खफय छऩी है ?
ऩॊकज – हाॉ फाढ़ के कायण कई गाॉव ऩानी भें डूफ यहे हैं। खेतों भें ऩानी बयने से पसरें डूफ यही हैं।
अभय – ऐसे भें रोगों को फडी ऩये शानी हो यही होगी?
ऩॊकज – रोग जैस-े तैसे अऩने साभान औय भवेलशमों को फचाने का प्रमास कय यहे हैं।
अभय – ऐसो की भदद के लरए हभें तयु ॊ त चरना चाट्ठहए। वे जहाॉ बी हैं, उनकी भदद कयनी चाट्ठहए।

ऩॊकज – भैं अऩने लभत्रों के साथ कुछ कऩडे, खाने की वस्तए

ु ,ॉ भोभफत्ती, भागचस आट्ठद इकिा कयके आज दोऩहय तक
ऩहुॉच जाना चाहता हूॉ।
317
अभय – मह तो फहुत अच्छा यहे गा। भैं अऩने सागथमों से कहूॉगा कक वे कुछ रुऩमे बी दान स्वरूऩ दें , ताकक उनके लरए
ऩानी की फोतरें औय ज़रूयी दवाइमाॉ खयीदा जा सके। ऩॊकज – तभ ु ने फहुत अच्छा सोचा है । क्मा तभ
ु बी भेये साथ
चरोगे?
अभय – भैं अवश्म साथ चरॉ ग
ू ा औय भस
ु ीफत भें पॉसे रोगों की भदद करूॉगा।
प्रश्न् 3.
त्रफजरी की फाय-फाय कटौती से उत्ऩन्न जस्थनत से ऩये शान भट्ठहराओॊ की फातचीत का सॊवाद रेखन कीजजए।
उत्तय्
तनु – क्मा फात है पवबा? कुछ ऩये शान-सी ट्ठदख यही हो?
पवबा – क्मा कहूॉ तन,ु त्रफजरी की कटौती से ऩये शान हूॉ।
तनु – ठीक कह यही हो फहन, त्रफजरी कफ कट जाए, कुछ कह ही नहीॊ सकते हैं।

पवबा – तन,ु त्रफजरी न होने से आज तो घय भें फद

ूॊ बय बी ऩानी नहीॊ है । सभझ भें नहीॊ आता, नहाऊॉ कैसे, फयतन कैसे
धोऊॉ।
तनु – आज सवेये फच्चों को तैमाय कयके स्कूर बेजने भें फडी ऩये शानी हुई।
पवबा – मह तो योज़ का ननमभ फन गमा है । सफ ु ह-शाभ त्रफजरी कट जाने से घये रू काभों भें फडी ऩये शानी होने रगी
है ।
तनु – ट्ठदनबय ऑकपस से थककय आओ कक घय कुछ आयाभ लभरेगा, ऩय हभाया चैन त्रफजरी ने छीन लरमा है ।
पवबा – अगरे सप्ताह से फच्चों की ऩयीऺाएॉ हैं। भैं तो ऩये शान हूॉ कक उनकी तैमायी कैसे कयाऊॉगी?
तनु – चरो आज त्रफजरी पवबाग को लशकामत कयते हुए ऑकपस चरेंगे।
पवबा – मह त्रफरकुर ठीक यहे गा।

318
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IX
ACADEMIC SESSION 2024-25
SUBJECT – MATHEMATICS (CLASS NOTES – SEPTEMBER 2024)

CHAPTER – 07 TRIANGLES
Triangle
A closed figure with three sides is called a Triangle. It has three vertex, sides and Angles.

Types of Triangles
1. There are three types of triangles on the basis of the length of the sides.

Name of
Property Image
Triangle

Scalene Length of all sides are different

Isosceles Length of two sides are equal

Equilateral Length of all three sides are equal

319
2. There are three types of triangles on the basis of angles.

Name of
Property Image
Triangle

Acute All the three angles are less than 90°

Obtuse One angle is greater than 90°

Right One angle is equal to 90°

Congruence
If the shape and size of two figures are same then these are called Congruent.
1. Two circles are congruent if their radii are same.

2. Two squares are congruent if their sides are equal.

Congruence of Triangles
A triangle will be congruent if its corresponding sides and angles are equal.

The symbol of congruent is “≅”. 320

AB = DE, BC = EF, AC = DF

m∠A = m∠D, m∠B = m∠E, m∠C = m∠F

Here ∆ABC ≅ ∆DEF

Criteria for Congruence of Triangles
S.No. Rule Meaning Figure

If the two sides and the including

SAS (Side-Angle-
angle of one triangle is equal to
1. Side) Congruence
another triangle then they are called
rule
congruent triangles.

If the two angles and the including

ASA (Angle-Side-
side of one triangle is equal to
2. Angle) Congruence
another triangle then they are called
rule
congruent triangles.

If any two pairs of angles and a pair

AAS (Angle-Angle-
of the corresponding side is equal in
3. Side) Congruence
two triangles then these are called
rule
congruent triangles.

If all the three sides of a triangle are

SSS (Side-Side-
equal with the three corresponding
4. Side) Congruence
sides of another triangle, then these
rule
are called congruent triangles.

If there are two right-angled triangles

RHS (Right Angle-
then they will be congruent if their
5. Hypotenuse-Side)
hypotenuse and any one side are
Congruence rule
equal.

321
Remark
1. SSA and ASS do not show the congruency of triangles.

2. AAA is also not the right condition to prove that the triangles are congruent.
Example
Find the ∠P, ∠R, ∠N and ∠M if ∆LMN ≅ ∆PQR.

Solution
If ∆ LMN ≅ ∆PQR, then

∠L=∠P

∠M =∠Q

∠N =∠R

So,

∠L=∠P = 105°

∠M =∠Q = 45°

∠M + ∠N + ∠L = 180° (Sum of three angles of a triangle is 180°)

45° + 105° + ∠N = 180°

∠N = 180°- 45° + 105°

∠N = 30°

∠N = ∠R = 30°
Some Properties of a Triangle
If a triangle has two equal sides, then it is called an Isosceles Triangle.
1. Two angles opposite to the two equal sides of an isosceles triangle are also equal.

322
2. Two sides opposite to the equal angles of the isosceles triangle are also equal. This is the
converse of the above theorem.

Inequalities in a Triangle

Theorem 1: In a given triangle if two sides are unequal then the angle opposite to the longer side
will be larger.
a > b, if and only if ∠A > ∠B

Longer sides correspond to larger angles.

Theorem 2: In the given triangle, the side opposite to the larger angle will always be longer. This
is the converse of above theorem.
Theorem 3: The sum of any two sides of a triangle will always be greater than the third side.

Example
Show whether the inequality theorem is applicable to this triangle or not?

323
Solution
The three sides are given as 7, 8 and 9.

According to inequality theorem, the sum of any two sides of a triangle will always be greater
than the third side.
Let‘s check it

7+8>9

8+9>7

9+7>8

This shows that this theorem is applicable to all the triangles irrespective of the type of triangle.

324
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IX
ACADEMIC SESSION 2024-25
SUBJECT- SCIENCE (CLASS NOTES –AUGUST2024)

PHYSICS NOTES
Chapter - 9
Force And Laws of Motion

Momentum
Impacts produced by objects depend on their mass and velocity. The momentum of an object is defined as
the product of its mass and velocity. p = mv. Vector quantity has direction and magnitude. An example of
momentum is a baseball flying through the air and a bullet fired from a gun.

Second Law of Motion

The rate of change of momentum of an object is directly proportional to the applied unbalanced force in the
direction of the force.
F = kma
For 1 unit of force on 1 kg mass with the acceleration of 1m/s2, the value of k = 1.
Therefore, F = ma.

Application of Second Law

Newton‘s second law is applied to identify the amount of force needed to make an object move or make it
stop. Following are a few examples that we have listed to help you understand this point:
Kicking a ball
When we kick a ball, we exert force in a specific direction. The stronger the ball is kicked, the stronger the
force we put on it and the further away it will travel.
Pushing a cart
It is easier to push an empty cart in a supermarket than a loaded one, and more mass requires more
acceleration.
Two people walking
Among the two people walking, if one is heavier than the other, the one weighing heavier will walk slower
because the acceleration of the person weighing lighter is greater.

Third Law of Motion

Newton‘s 3rd law states that every action has an equal and opposite reaction. Action and reaction forces
are equal, opposite and acting on different bodies.

Applications of Newton’s third law of motion

Swimming or rowing a boat: When swim or move in a roving boat, you have to push the water backward
in order to move forward. The generated in the backward direction gives an and opposite reaction in the
forward direction. The more you push back the more you move forwards.
Walking: While we walk we apply a force in the backward direction, and in response, the friction provides
an equal and opposite force which helps us to move forward. In essence, if there was no friction then we
could not walk.
Standing on the ground or sitting on a chair: Whenever we stand or sit or lie on the ground we feel
nothing. But there is actually a reaction force from the ground which counters the weight of our
body. The action here is our body weight and the reaction force is a force from the ground to
support us.
The upward thrust of a rocket: A rocket is able to escape the gravitational force of the Earth because of
the high velocity. This velocity is calculated to exceed the escape velocity. But how is such a high velocity
possible. This is based on action-reaction forces. The exhaust from the rocket creates a downwards force
which creates an equal and opposite thrust in the upward direction.
325
Bouncing ball: A ball is able to bounce because of the reaction from the ground. If there was no reaction
then the ball would not bounce but rather stick to the ground.

CHEMISTRY NOTES
Ch.1 Matter In Our Surroundings
Canmatter change Its State?

Effect of change of temperature on the state of Matter

On increasing the temperature, the kinetic energy of the particles of the matter increases, and they begin
to vibrate with higher energy. Therefore, the interparticle force of attraction between the particles reduces,
and particles get detached from their position and begin to move freely.

 As a result, the state of matter begins to change.

 Solids undergo a phase change to form liquids.
 Similarly, liquids also undergo a phase change to form gases.

Melting Point
The melting point of a solid is defined as the temperature at which solid melts to become liquid at the
atmospheric pressure.

Fusion
When two atoms collide to create a heavier atom, such as when two hydrogen atoms combine to create
one helium atom, this process is known as fusion. This process generates enormous amounts of energy,
many times more than fission, and powers the sun. Furthermore, it doesn‘t generate radioactive fission
products.
The melting point at which ice, a solid, turns to water, a liquid, is 32°F (0°C).

Boiling Point
The boiling point of a liquid is defined as the temperature at which the vapour pressure of the liquid is
equal to the atmospheric pressure.
The boiling point for any material is the temperature point at which the material transforms into the gas
phase in the liquid phase. This happens at 100 degrees centigrade for water. The Celsius scale was in fact
created on the basis of the ice/water melting point and the liquid water/vapour boiling point.

Latent Heat of Fusion

It is the amount of heat energy that is required to change 1 kg of a solid into liquid at atmospheric pressure
at its melting point.

Latent Heat of Vaporisation

It is the amount of heat energy that is required to change 1 kg of a liquid into gas at atmospheric pressure
at its boiling point.

Sublimation
The transition of a substance directly from its solid phase to gaseous phase without changing into the
liquid phase (or vice versa) is called sublimation.

326
Effect of change in pressure on the state of matter
By applying pressure, the interparticle spaces between particles of matter decrease. Thus, by applying
pressure and reducing temperature, we can convert a solid to liquid and a liquid to gas.

BIOLOGY NOTES

Chapter - 6 Tissues
Introduction to Tissues
Tissues
Tissues are a group of cells that combine together to perform a particular function.

Plant Tissues
Plant tissues are of various types, and they are made up of similar types of cells. They are different from
animal tissues since there are several differences between animal and plant cells. Meristematic tissues
and permanent tissues are the two types of plant tissues.

Animal Tissues
Animal tissues are made up of animal cells. These tissues are usually not rigid since the cells do not have
cell walls.

Meristematic tissues
Meristematic tissues are seen in plants. They are primarily made up of rapidly dividing cells. They are the
growing tissues of the plant.

327
Permanent tissues
Permanent tissues arise from the meristematic tissue and have structural and functional properties.
Permanent tissue can be made up of either living or dead cells. They are specialised to perform a specific
function, e.g. parenchyma, collenchyma, xylem, phloem, etc. Permanent tissues are of two types simple
and complex permanent tissue.

Differentiation
Differentiation is the process by which the meristematic tissues develop into different types of permanent
tissues based on the location and requirements of the plant.

Apical meristem
Apical meristem is present on the apex of the plant shoot and root. They are rapidly growing tissues and
aid in increasing the height of the plant.

Lateral meristem
Lateral meristem is present on the lateral walls of the stem. They help in the horizontal growth of the plant
and increase the stem girth.

Intercalary meristem
Intercalary meristem can be found between the nodes of the stem and the base of the leaf. They help in
branching.

Simple permanent tissues

These are tissues that are made up of only one type of cell. They usually have a structural role.

Complex permanent tissues

Complex permanent tissues are made by the combination of different types of cells. These cells work
together to perform a specific task.

Parenchyma
Parenchyma tissues are made up of loosely packed cells with thin cell walls and large intercellular spaces.
They are live cells and help in support and storage. Two types; Chlorenchyma and Aerenchyma.

Collenchyma
Collenchyma tissues are made up of live cells which have irregularly thickened corners and thus, have
decreased intercellular spaces. They help in bending various parts of the plant without breaking.

Sclerenchyma
Sclerenchyma tissues make up the hard and stiff parts of the plant. They are made up of dead, long and
narrow cells. They almost have no intercellular space as the walls are thickened due to the presence of
lignin.
328
Phloem
Phloem is made up of the following components – sieve tubes, companion cells, phloem parenchyma and
phloem fibres. Phloem conducts food in both directions. Among all the components, phloem fibres are the
only dead cells.

Xylem
Xylem is made up of the following components. The vessels and tracheids – help in the conduction of
water and minerals from the soil. Xylem parenchyma helps in food storage, and the xylem fibres provide
mechanical support.

329
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IX
ACADEMIC SESSION 2024-25
SUBJECT- SOCIAL SCIENCE (CLASS NOTES –AUGUST2024)

Chapter - 2 (Political Science)

(Constitutional Design)

Notes and study material of chapter - 2

Constitutional Design
Topics in the chapter
● Overview.
● Democratic Constitution in South Africa.
● Why do we need a constitution?
● Making of the Indian Constitution.
● Guiding values of the Indian constitution.

Democratic Constitution in South Africa

● Nelson Mandela, the South African leader of African National Congress, fought a long battle
against Apartheid.
● Imprisoned for 28 years (1964-1992) emerged as the first President of the Republic of South
Africa.
● People struggled against the horrible discrimination practised against them by the white
minority rulers.
● Apartheid system began to fall apart in the 1980s. Finally; in 1994, the first free multiracial
elections were held.
● Remarkable constitution, forgetting past sufferings, sought cooperation of all the races which
made South Africa based on equality, democratic values and social justice.

Do We Need A Constitution?

● Yes. A constitution has written laws accepted by people living together in a country.
● It generates trust and coordination.
● It specifies how a government should be constituted.
● It lays down limits on the powers of the government.
● 330 about creating a good society.
It expresses the aspirations of the people
Making of the Indian Constitution

● From 1858 onwards, the British Government passed many Acts for the government of India
but could not satisfy Indian aspiration.
● The demand for a Constitution was first raised in 1934 by the Indian National Congress.
● In 1938, Jawaharlal Nehru formulated the demand for a Constituent Assembly.
● In 1942, the British Government recognized that Indians should frame a new Constitution by
themselves.
● Participation in Provincial Legislatures helped Indians in framing their Constitution.
● The Leaders were inspired by the French Revolution, British Parliamentary System and the
Bill of Rights of the US.
● They also learnt what the British were denying Indian citizens.

The Constituent Assembly

● Elections to the Constituent Assembly were held in July 1946.

● Dr B.R. Ambedkar was appointed Chairman of the Drafting Committee.
● The Constitution was adopted on 26th November 1949, and enacted on 26th January 1950,
when India became a Republic state.
● The Constitution reflects the best minds of the country. The Constituent Assembly was called
Mini- India.
● Every law was debated clause by clause and a consensus arrived at.
● It is the longest written Constitution in the world.

Extra Questions

Very Short Answer Type Questions

Question 1.
The official policy of racial separation of ill treatment of blacks followed by the government of South Africa
was called _______ .
Answer:
Apartheid

Question 2.
An assembly of people‘s representatives that writes a constitution for a country is _______ .
Answer:
Constituent assembly

Question 3.
What do you know about ‗The Long Walk to Freedom‘?
Answer:
It is an autobiography of Nelson Mandela.

Question 4.
An introductory statement in a constitution which states the reasons and guiding values of the constitution
331
is _______ .
Answer:
Preamble

Question 5.
When did South Africa become a democratic country?
Answer:
26 April, 1994

Question 6.
Leaders of the freedom movement were clear that their country should be _______ .
Answer:
Democratic

Question 7.
One of the guiding values of the constitution is sovereignty which means _______ .
Answer:
People have the supreme right to make decisions

Question 8.
‗Republic‘ in consent to our constitution means _______ .
Answer:
Head of the state is an elected person

Question 9.
All of us should behave as if we are members of the same family. No one should treat a fellow citizen as
inferior. This defines a word given in Preamble of our Constitution which is _______ .
Answer:
Fraternity

Question 10.
The famous speech given by Pt. Nehru on the eve of Independence Day is known as _______ .
Answer:
Tryst with Destiny

Question 11.
In 1928, who along with eight other congress leaders?
Answer:
Motilal Nehru

Question 12.
The Assembly adopted the Constitution on 26 November 1949 but it came into effect on 26 January
_______ .
Answer:
1950

Question 13.
Who was the Chairmen of the drafting committee of Indian Constitution, social revolutionary, thinker and
agitator against caste divisions?
Answer:
Dr. Bhim Rao Ambedkar

Question 14.
In Indian Constitution, the Secular means _______ .
Answer:
Citizens have complete freedom to follow any religion

Question 15.
There are no unreasonable restrictions on the citizens in India, in what way they think, how they wish to
express their thoughts. This means they enjoy _______ .
Answer:
Liberty 332
Question 16.
What was apartheid?
Answer:
Racial discrimination

Question 17.
What is the full form of ANC?
Answer:
The African National Congress

Question 18.
Where did Nelson Mandela spend his prison term?
Answer:
Nelson Mandela spent 28 years in South Africa‘s most dreaded prison, Robben Island.

Question 19.
Who was the first president of the newly born democracy in South Africa?
Answer:
Nelson Mandela

Question 20.
Name the umbrella organisation that led the struggle against the policies , of segregation in South Africa.
Answer:
The African National Congress (ANC) was the umbrella organisation that led the struggle against the
policies of segregation in South Africa.

Question 21.
What determines the rights of citizens and the powers of the government?
Answer:
As the supreme law of the country, the Constitution determines the rights of citizens, the powers of the
government and how the government should function.

Question 22.
Who played a key role in the making of the Indian Constitution?
Answer:
Dr. B.R. Amdedkar played a key role in the making of the Indian Constitution.

Question 23.
When did the process of the Making of the Indian Constitution begin?
Answer:
In 1928, Motilal Nehru and eight other Congress leaders drafted a constitution for India which marked the
beginning of this process.

Question 24.
Who was Rajendra Prasad?
Answer:
Rajendra Prasad was bom in Bihar. He was the President of the Constituent Assembly. He was also the
first President of India.

Question 25.
What does the phrase ‗Service of India‘ mean?
Answer:
The phrase ‗Service of India‘ means the service of the millions who suffer. It means the ending of poverty
and ignorance and disease and inequality of opportunity.

Question 26.
What is meant by ‗Constituent Assembly Debates‘?
Answer:
The members deliberated for 114 days spread over three years. Every document presented and every
word spoken in the Constituent Assembly has been recorded and preserved. These are called ‗Constituent
Assembly Debates‘.
333
Question 27.
What do you understand by the term ‗the Preamble to the Constitution‘?
Answer:
The Constitution begins with a short statement of its basic values. This is called the Preamble to the
Constitution.

Question 28.
What do you mean by the term ‗sovereign‘?
Answer:
It means people have supreme right to make decisions on internal as well as external matters. No external
power can dictate the government of India.

Question 29.
What do you mean by the term ‗secular‘?
Answer:
It means citizens have complete freedom to follow any religion, but there is no official religion. Government
treats all religious beliefs and practices with equal respect.

Question 30.
Why is the Preamble called the soul of the Indian Constitution?
Answer:
Because it contains the philosophy on which the entire constitution has been built. It provides a standard to
examine and evaluate any law and action of government, to find out whether it is good or bad. It is the soul
of the Indian Constitution.

Question 31.
What is the significance of the phrase ‗We the people of India‘ in the Preamble?
Answer:
The preamble is an introductory part of the Constitution. It is called the key of the Constitution. ―We the
people of India‖ means the Constitution has been drawn up and enacted by the people through their
representatives, and not handed down to them by a king or any outside powers.

Short Answer Type Questions

Question 1.
What is meant by apartheid? How was it oppressive for the blacks?
Answer:
Apartheid was the name of a system of racial discrimination unique to South Africa. The white Europeans
imposed this system on South Africa. The system of apartheid divided the people and labelled them
according to their skin colour.

Many ‗whites‘ had settled in South Africa and became the local rulers. The system of public toilets, were all
separate for the whites and blacks. This, was called segregation. They could not even visit the churches
where the whites worshipped. Blacks could not form associations or protest the terrible treatment.

Question 2.
What do you mean by ‗Constitution‘?
Answer:
The constitution of a country is a set of written rules that are accepted by all people living together in a
country. Constitution is the supreme law that determines the relationship among people living in a territory
(called citizens) and also the relationship between the people and government.

Question 3.
What were the steps involved in the framing of the Indian Constitution?
Answer:
The drafting of the document called the constitution was done by an assembly of elected representatives
called the Constituent Assembly. Elections to the Constituent Assembly were held in July 1946. Its first
meeting was held in December 1946. Soon after, the country was divided into India and Pakistan. The
Constituent Assembly was also divided into the Constituent Assembly of India and that of Pakistan. The
334
Constituent Assembly that wrote the Indian Constitution had 299 members. The Assembly adopted the
Constitution on 26 November, 1949 and it came into force on 26 January, 1950.

Question 4.
What are the four main ideals enshrined in the Preamble of the Indian Constitution?
Answer:
The ideals written in the Preamble of the Constitution are as under :

 Justice: Every citizen of India will have social, economic and political justice.

 Liberty: Every citizen will have the liberty of thought, expression, belief, faith and worship.

 Equality: Every citizen will be provided with the equality of status and opportunity.

 fraternity: All the citizens of India have been assured about the dignity of individual and the unity
and integrity of the nation.

Question 5.
How did the Constituent Assembly work to prepare the Constitution for India?
Answer:
The Constituent Assembly worked in a systematic, open and consensual manner. First, some basic
principles were decided and agreed upon. Then, a Drafting Committee chaired by Dr. B.R. Ambedkar
prepared a draft constitution for discussion. Several rounds of thorough discussion took place, clause by
clause. More than 2000 amendments were considered. The members deliberated for 114 days spread
over 3 years. Every document presented and every word spoken in the Constituent Assembly was
recorded and preserved. These are called ‗Constituent Assembly Debates‘.

Question 6.
What are constitutional amendments?
Answer:
A constitution is not merely a statement of values and philosophy. A constitution is mainly about
embodying these values into institutional arrangements. Indian Constitution is a very long and detailed
document. Therefore, it needs to be amended quite regularly to keep it updated. Those who crafted the
Indian Constitution felt that it must be in accordance with people‘s aspirations and changes in society.
They did not see it as a sacred, static and unalterable law. So, they made provisions to incorporate
changes from time to time. These changes are called constitutional amendments.

Question 7.
On what terms did the blacks agreed upon while making a Constitution for South Africa?
Answer:
After two years of discussion and debate, they came out with one of the finest constitutions the world has
ever had. This constitution gave to its citizens the most extensive rights available in any country. Together,
they decided that in the search for a solution to the problems, nobody should be excluded, no one should
be treated as a demon. They agreed that everybody should become part of the solution, whatever they
might have done or represented in the past.

Question 8.
What was the reaction of the government towards the protest movement against the apartheid in South
Africa?
Answer:
In South Africa, the white racist government continued to rule by detaining, torturing and killing thousands
of black and coloured people. As protests and struggles against apartheid had increased, the government
realised that they could no longer keep the blacks under their rule through repression. The white regime
changed its policies. Discriminatory laws were repealed. Ban on political parties and restrictions on the
media were lifted. After 28 years of imprisonment, Nelson Mandela walked out of the jail as a free man.

Question 9.
Why did the South African people need a Constitution?
Answer:
The people of South Africa, need a constitution because :
335
  The oppressor and the oppressed in this new democracy were planning to live together as equals.
It was not going to be easy for them to trust each other. They had their fears.

 They wanted to safeguard their interests. The black majority was keen to ensure that the
democratic principle of majority rule was not compromised.

 They wanted substantial social and economic rights.

Question 10.
What was the philosophy behind the Constitution?
Answer:

 The values that inspired and guided the freedom struggle and were, in turn, nurtured by it, formed
the foundation for India‘s democracy. These values are embedded in the Preamble of the Indian
Constitution.

 They guide all the articles of the Indian Constitution. The Constitution begins with a short statement
of its basic values. This is called the Preamble to the constitution.

 Taking inspiration from American model, most countries in the contemporary world have chosen to
begin their constitutions with a preamble.

Question 11.
What compromises did the blacks and white make?
Answer:
It was not an easy task for the two divergent people of South Africa—the White oppressors and the Black
Oppressed one—to draw up a common Constitution for the country when it became free in 1994. After
long negotiations both parties agreed to a compromises.

 The whites agreed to the principle of majority rule that of one person one vote.

 They also agreed to some basic rights for the poor and the workers.

 The blacks agreed that majority rule would not be absolute.

 They also agreed that the majority would not take away the property of the white minority. (Any
three)

Question 12.
What was the composition of the Constituent Assembly?
Answer:
The Constituent Assembly was elected mainly by the members of the existing Provincial Legislatures. This
ensured a fair geographical share of members from all the regions of the country. The Assembly was
dominated by the Indian National Congress, the party that led India‘s freedom struggle. But, the Congress
itself included a variety of political groups and opinions. The Assembly had many members who did not
agree with the Congress. In social terms too, the Assembly represented members from different language
groups, castes, classes, religions and occupations.

Question 13.
What did Ambedkar mean by ‗contradictions‘ in his concluding speech to the Constituent Assembly? 4]Q8I
Answer:
Dr. Ambedkar, who played a key role in the making of the Constitution, but he had a different
understanding of how inequalities could be removed. In his concluding speech to the Constituent
Assembly, Dr. Ambedkar said that India was entering a life of ‗contradictions‘ on 26th January, 1950.
According to him in politics, Indians would have equality but in social and economic life, there would be
inequality. The politics should be based on the principle of one man one vote and one vote one value. In
social and economic life, by reason of social and economic structure one must continue to deny the
principle of one man one value.

Question 14. 336

What are the various functions of a Constitution?
Answer:
A Constitution performs several functions such as :

 It generates a degree of trust and coordination that is necessary for different kind of people to live
together.

 It specifies how the government will be constituted, and who will have power of taking which
decisions.

 It lays down limits on the powers of the government and tells us what the rights of the citizens are.

 It expresses the aspirations of the people about creating a good society. (Any three)

Question 15.
How does the Indian Constitution describes the institutional arrangements?
Answer:
The Constitution describes the institutional arrangements in a very legal language.

 The Indian Constitution lays down a procedure for choosing persons to govern the country.

 It defines who will have how much power to take which decisions.

 It puts limits to what the government can do by providing some rights to the citizen that cannot be
violated.

Long Answer Type Questions

Question 1.
Why was the making of the Indian Constitution not an easy affair?
Answer:
Like South Africa, India‘s Constitution was also drawn up under very difficult circumstances.

 The making of the constitution for a huge and diverse country like India was not an easy affair. At
that time the people of India were emerging from the status of subjects to that of citizens. The
country was born through a partition on the basis of religious differences.

 This was a traumatic experience for the people of India and Pakistan. Atleast ten lakh people were
killed on both sides of the border in partition related violence.

 The British had left it to the rulers of the princely states to decide whether they wanted to merge
with India or with Pakistan or remain independent.

 The merger of these princely states was a difficult and uncertain task. When the Constitution was
being written, the future of the country did not look as secure as it does today.

 The makers of the Constitution had anxieties about the present and the future of the country.

Question 2.
Why should we accept the Constitution made by the Assembly more than fifty years ago?
Answer:
The Constitution does not reflect the views of its members alone. It expresses a broad consensus of its
time. Many countries of the world have had to rewrite their Constitution afresh because the basic rules
were not accepted to all major social groups or political parties.

Over the last half a century, several groups have questioned some provisions of the Constitution. But no
large social group or political party has ever questioned the legitimacy of the Constitution itself. This is an
unusual achievement for any constitution. The second 337reason for accepting the Constitution is that the
Constituent Assembly represented the people of India. There was no universal adult franchise at that time.
So, the Constituent Assembly could not have been chosen directly by all the people of India.

The way in which the Constituent Assembly worked gives sanctity to the Constitution. The Constituent
Assembly worked in a systematic, open and consensual manner. First some basic principles were decided
and agreed upon. Then a Drafting Committee chaired by Dr. B.R. Ambedkar prepared a draft constitution
for discussion. Several rounds of thorough discussion took place on the Draft Constitution, clause by
clause. More than two thousand amendments were considered.

Every document presented, and every word spoken in the Constituent Assembly has been recorded and
preserved. These are called ‗Constituent Assembly Debates‘. These debates provide the rationale behind
every provision of the Constitution. These are used to interpret the meaning of the Constitution.

Question 3.
Explain the different key words used in the Preamble of the Indian Constitution.
Answer:
Several key words have been used in the Preamble of the Indian Constitution :

(i) WE, THE PEOPLE OF INDIA: The constitution has been drawn up and enacted by the people through
their representatives, and not handed down to them by a king or any outside powers.

(ii) SOVEREIGN: People have supreme right to make decisions on internal as well as external matters. No
external power can dictate the government of India.

(iii) SOCIALIST: Wealth is generated socially and should be shared equally by society. Government should
regulate the ownership of land and industry to reduce socio-economic inequalities.

(iv) SECULAR: Citizens have complete freedom to follow any religion. But there is no official religion.
Government treats all religious beliefs and practices with equal respect.

(v) DEMOCRATIC: A form of government where people enjoy equal political rights, elect their rulers and
hold them accountable. The government is run according to some basic rules.

(vi) REPUBLIC: The head of the stats is an elected person and not a hereditary . position.

(vii) JUSTICE: Citizens cannot be discriminated on the grounds of caste, religion and gender. Social
inequalities must be reduced. Government should work for the welfare of all, especially of the
disadvantaged groups.

(viii) LIBERTY: There are no unreasonable restrictions on the citizens in what they think, how they wish to
express their thoughts and the way they wish to follow up their thoughts in action.

(ix) EQUALITY: All are equal before the law. The traditional social inequalities must be ended. The
government should ensure equal opportunity for all.

(x) FRATERNITY: All of us should behave as if we are members of the same family. No one should treat a
fellow citizen as inferior.

Question 4.
―The South African Constitution inspires democrats all over the world‖ Comment.
Answer:
The South African constitution inspires democrats all over the world in the following ways.

 A state denounced by the entire world till recently as the most undemocratic one is now seen as a
model of democracy.

 What made this change possible was the determination of the South African people to work
together, to transform bitter experience into the binding glue of a rainbow nation.

 The people of South Africa have of agreed that everybody should become a part of the solution,
whatever they might have done or represented in the past.

338
  It is also a charter for the transformation of our country into one which is truly shared by all its
people. It is a country in which the fullest sense belongs to all blacks and whites, women and men.‖

 The Preamble to the South African Constitution sums up the spirit.

Constitutional Design Class 9 NCERT Extra Questions

Question 1.
Write a short note on Nelson Mandela.
Solution:
Nelson Mandela fought against white domination in South Africa. He cherished the ideal of a democratic
and free society in which all persons live together in harmony and with equal opportunities.

The South African government tried him for treason and imprisoned him for daring to oppose the apartheid
regime in his country. Mandela spent 28 years in South Africa‘s most dreaded prison, Robben Island.

After 28 years of imprisonment, Nelson Mandela was released. On 26th April 1994, the new national flag
of the Republic of South Africa was unfurled marking the newly born democracy in the world. Nelson
Mandela was made the first President of this new democracy.

Question 2.
What is a Constitution?
Solution:
Unlike a monarchy, in a democracy the rulers are not free to do what they like. Certain basic rules have to
be followed by the citizens and the government. These rules put together are called the Constitution. As
the supreme law of the country, the constitution determines the rights of citizens, the powers of the
government and how the government should function.

Question 3.
What was basis of the apartheid regime in South Africa?
Solution:
The apartheid regime differentiated people on the basis of their skin colour. The native people of South
Africa who were black skinned were called ‗blacks‘. They made up about three fourth of the population.
People of mixed races who were called ‗coloured‘. The White Europeans were called ‗Whites‘. The white
rulers treated all non whites as inferior.

Question 4.
How were the non whites discriminated?
Solution:
The non whites did not have any voting rights. The apartheid regime was particularly oppressive for the
‗blacks‘ and the ‗coloured‘. They were forbidden from living in white areas. They could work in white areas
only if they had a permit.

There were separate trains, buses, taxis, hotels, hospitals, schools and colleges, libraries, cinema halls,
theatres, beaches, swimming pools and public toilets, for the whites and blacks. The blacks were not
allowed into the Churches frequented by the whites. There were not allowed to form any association to
represent their problems. This system of racial discrimination, unique to South Africa, was called
Apartheid.

Question 5.
Which was the first organisation that led the first against Apartheid?
Solution:
The African National Congress (ANC) was the first organisation that led the struggle against Apartheid.

Question 6.
Why is South Africa called a ‗rainbow nation‘ today?
Solution:
There is no social or any discrimination based on skin colour in free south Africa, today. Blacks, whites and
coloured people, men and women, live as free citizens, in total harmony. This is why they call South Africa
a ‗rainbow nation‘.

Question 7. 339
What was the situation at the time India achieved independence?
Solution:
At that time of independence, the people of India were emerging from the status of subjects to that of
citizens. India and Pakistan were born through a partition on the basis of religious differences. This was a
traumatic experience for the people of India and Pakistan. Lakhs of people were killed on both sides of the
border in partition related violence. The British had left it to the rulers of the princely states to decide
whether they wanted to merge with India or with Pakistan or remain independent. This created a lot of
turmoil.

Question 8.
Write a short note on the first Constituent assembly.
Solution:
Elections to the first Constituent Assembly were held in July 1946. The elected members drafted the
document called the Constitution. The Constituent Assembly held its first meeting in November 1946. Soon
after the country was divided into India and Pakistan. The Constituent Assembly was also divided into the
Constituent Assembly of India and that of Pakistan. The Indian Constituent assembly had 299 members.
The Assembly adopted the Constitution on 26 November 1949. The constitution only came into effect on
January 26, 1950. So Republic Day is celebrated on the 26th of January , every year.

Question 9.
How is the South African Constitution looked upon today?
Solution:
The South African constitution inspires democrats all over the world. South Africa was a State which was
looked down upon by many during the Apartheid regime. Today the determination of the people of South
Africa to work together, without bearing any grudges against the white regime in looked upon with great
respect.
The South African Constitution sees people of all skin colours as equal. Men and women are treated
equally.

Question 10.
What is a Preamble? Quote the Preamble of our constitution.
Solution:
A Preamble is an introductory statement in a constitution which states the reasons and guiding values of
the constitution.

‖ We, the people of India having solemnly resolved to constitute India into SOVEREIGN SOCIALIST
SECULAR DEMOCRATIC REPUBLIC and secure to all its citizens justice, social, economic and political.
Liberty of thought, expression, belief, faith and worship. Equality of statue and of opportunity and to
promote among them all fraternity, assuring the dignity of the individual and the unity and integrity of the
nation, in our constitutional assembly, this 26th day of November.1949, do hereby adopt, enact and give to
ourselves this constitution.‖

Question 11.
Who constituted the Constituent assembly?
Solution:
The Assembly was dominated by the Indian National Congress, which led India‘s freedom struggle. The
Indian National Congress included a variety of political groups . these different groups had different
opinions.

The Assembly also had many members who did not agree with the Congress. On the social platform, the
Assembly was represented by members from different language groups, castes, classes, religions and
occupations.

Question 12.
What is secularism?
Solution:
When a Government treats all religious beliefs and practices with equal respect it called a secular
government. There is no official religion. Citizens have complete freedom to follow any religion.

Question 13.
Define ‗ Democratic Republic‘.
340
Solution:
‗ Democratic Republic‘ is a form of government where people enjoy equal political rights, elect their rulers
and hold them accountable. The government is run according to some basic rules. The head of the state is
an elected person and not a hereditary ruler.

Question 14.
Write a brief note on the following personalities.
(a) Jawaharlal Nehru
(b) Sarojini Naidu
(c) Bhimrao Ramji Ambedkar
Solution:
(a) Jawaharlal Nehru was born in the year 1889 and died in the year 1964. He was born in the state of
Uttar Pradesh. He was a lawyer by profession. He was the Prime Minister of the interim government. As a
Congress leader he advocated socialism, democracy and anti imperialism. Later he was appointed the
First Prime Minister of India.

(b) Sarojini Naidu was born in the year 1879 and died in the year 1949. She was born in Andhra Pradesh.
She was a poet, writer and political activist. She was among the foremost women leaders in the Congress.
Later she was appointed the Governor of Uttar Pradesh.

(c) Bhimrao Ramji Ambedkar was born in the year 1891 and died in the year 1956. He was born in
Maharashtra. He was the Chairman of the Drafting Committee of the Constitution. He was a Social
revolutionary thinker and agitated against caste divisions and caste based inequalities. He was made the
Law minister in the first cabinet of post independence India.

Question 15.
Was Mahatma Gandhi a member of the Constituent Assembly?
Solution:
No, Mahatma Gandhi was not a member of the Constituent Assembly.

Textbook Questions
1. Here are some false statements. Identify the mistake in each case and rewrite these correctly based on
what you have read in this chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic
or not after independence.
(b) Members of the Constituent Assembly of India held the same views on all provisions of the
Constitution.
(c) A country that has a constitution must be a democracy.
(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
(a) Leaders of the freedom movement had an open mind about the country being democratic after
independence.

(b) Members of the Constituent Assembly worked in a systematic, open, and consensual manner to
resolve differences among them.

(c) It is not necessary that a country having a constitution must be a democracy. The constitution of a
country can even make provisions for dictatorship or monarchy. Examples: the Soviet Union and Pakistan.

(d) A Constitution can be amended to keep up with the changes in aspirations of the society. It can also be
changed keeping in mind the social, political, and economic conditions of the country.

2. Which of these was the most salient underlying conflict in the making of a democratic constitution in
South Africa?
(a) Between South Africa and its neighbours
(b) Between men and women
341
(c) Between the white majority and the black minority
(d) Between the coloured minority and the black majority
Answer:
(c) Between the white majority and the black minority

3. Which of these is a provision that a democratic constitution does not have?

(a) Powers of the head of the state
(b) Name of the head of the state
(c) Powers of the legislature
(d) Name of the country
Answer:
(b) Name of the head of the state

4. Match the following leaders with their roles in the making of the Constitution:

(a) Motilal Nehru (i) President of the Constituent Assembly

(b) Β.R. Ambedkar (ii) Member of the Constituent Assembly
(c) Rajendra Prasad (iii) Chairman of the Drafting Committee
(d) Sarojini Naidu (iv) Prepared a Constitution for India in 1928

Answer:

(a) Motilal Nehru (iv) Prepared a Constitution for India in 1928

(b) B.R. Ambedkar (iii) Chairman of the Drafting Committee

(c) Rajendra Prasad (i) President of the Constituent Assembly

(d) Sarojini Naidu (ii) Member of the Constituent Assembly

5. Read again the extracts from Nehru‘s speech ‗Tryst with Destiny‘ and answer the following:
(a) Why did Nehru use the expression ―not wholly or in full measure‖ in the first sentence?
(b) What pledge did he want the makers of the Indian Constitution to take?
(c) ―The ambition of the greatest man of our generation has been to wipe every tear from every eye‖. Who
was he referring to?
Answer:
(a) The expression ‗not wholly or in full measure‘ in the first sentence was used by Nehru because he
thought that the task they had undertaken was incomplete and it wasn‘t possible to fulfill the pledges all at
once but would be gradually fulfilled.

(b) The pledge that he wanted the makers of the Indian Constitution to take was to dedicate their lives to
the service of India, Indians, and humanity at large.

(c) He was referring to Mahatma Gandhi.

6. Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching
them correctly.

(a) Sovereign (i) Government will not favour any religion.

(b) Republic (ii) People have the supreme right to make decisions.
(c) Fraternity (iii) Head of the state is an elected person.
(d) Secular (iv) People should live like brothers and sisters.

Answer:

(a) Sovereign (ii) People have the supreme right to make decisions.
342
(b) Republic (iii) Head of the state is an elected person.
(c) Fraternity (iv) People should live like brothers and sisters.
(d) Secular (i) Government will not favour any religion.

Page No: 54

7. A friend from Nepal has written you a letter describing the political exercises situation there. Many
political parties are opposing the rule of the king. Some of them say that the existing constitution given by
the monarch can be amended to allow more powers to elected representatives. Others are demanding a
new Constituent Assembly to write a republican constitution. Reply to your friend giving your opinions on
the subject.
Answer:

Dear Yam,

I read your letter. These are exciting times indeed for you! My country has been independent for almost
sixty years, and we have already gone through the whole process of the establishment of democracy.
Fortunately, it has survived on this soil as well. I just hope the same happens in Nepal.

I find myself hoping that the demand for a new Constituent Assembly would take root in Nepal. A
republican constitution has its benefits you know! In countries like yours and mine, there is already too
much wastage in terms of government expenditure. Unfortunately, such is the reality of our national
culture. In addition, if Nepal has a Constitutional Monarchy, a lot of money would have to be spent on
maintaining the high standards of living for the royalty. UK has a Constitutional monarchy, but it can also
afford it–centuries and centuries of colonial exploitation of other countries has its benefits! However, in my
opinion, for countries like India and Nepal, a Republican government is best suited.

By all means, the Constitution offered by your king can hardly be called democratic! It hardly gives any
powers to your Parliament or the civilian government or so I‘ve heard. Nevertheless, whatever I might think
as a foreigner, the people of Nepal will be the best judge of your country‘s political future. Let‘s see what
happens.

P.S. – I have heard the Maoists are making some inroads in the rural heartland of Nepal? I don‘t
personally support violence of any kind and am a believer in democracy. However, the Maoists intrigue me
to no limit. What is their attitude towards India? What do they think about the Chinese? Do let me know
what you think.

Your Friend,

XVZ

8. Here are different opinions about what made India a democracy. How much importance would you give
to each of these factors?
(a) Democracy in India is a gift of the British rulers. We received training to work with representative
legislative institutions under British rule.
(b) Freedom Struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free
India could not be anything but democratic.
(c) We were lucky to have leaders who had democratic convictions. The denial of democracy in several
other newly independent countries shows the important role of these leaders.
Answer:
(a) Though I would acknowledge many good things were learned from the British rulers and democracy
being one of them,I wouldn‘t say that democracy was a gift given by them. Indians had to struggle a lot and
make many sacrifices to attain freedom from British rule. These circumstances helped people to gain
experience and training in the working of the legislative institutions.

(b) Yes, Free India could not be anything but democratic because the people had already suffered a lot
under British rule. This made them realise that for people to have a say in ruling the country, it was
necessary to make India a democratic country.

(c) It is indeed true that we were lucky to have leaders who had deep democratic values. It is because of
these ideals that India‘s freedom struggle can be considered
343 as the only example of a bloodless freedom
struggle in contemporary history. Therefore, absence of such ideals has made many countries
undemocratic.

9. Read the following extract from a conduct book for ‗married women‘, published in 1912. ‗God has made
the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defence.
They are destined thus by God to remain in male protection – of the father, husband, and son – all their
lives. Women should, therefore, not despair, but feel obliged that they can dedicate themselves to the
service of men‘. Do you think the values expressed in this para reflected the values underlying our
constitution? Or does this go against the constitutional values?
Answer:
The given paragraph does not reflect the underlying value in our Constitution. It refers to the patriarchal
views and endorses the thought of inequality in genders.

It goes against the constitutional values because in the paragraph women are shown as inferior, unequal
as weak and fragile who should serve men. However, the Constitution has provided equal rights to women.
They enjoy the right to vote, can take up any job, and are paid equal wages for the same work.

10. Read the following statements about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
(b) Constitution lays down how different organs of the government will be formed.
(c) Rights of citizens and limits on the power of the government are laid down in the constitution.
(d) A constitution is about institutions, not about values.
Answer:
(a) Not true. An ordinary law is passed by the Parliament and can be changed by it on its own will. On the
other hand, the rules of the Constitution have greater authority and the Parliament has to abide by them.
For amending these rules, a special procedure has to be adopted.

(b) True. The Constitution has laid down the framework for government formation. It has put in place the
structure, power, and functions of the three organs of the government, i.e. executive, legislative, and the
judiciary.

(c) True. The rights of the citizens are laid down in the Constitution as fundamental rights, which are
enforceable by law. The powers and functions of the government are divided into the executive, legislative,
and judiciary. It is done to keep each organ under check by the other organs to ensure the power
functioning of the government.

(d) Not True. The Constitution is the supreme law of the country. It lays down the composition powers and
functions of the various institutions of government. The Constitution is guided by values which are found in
the form of Preamble. Principles and values such as equality, liberty, fraternity, brotherhood, secularism,
and justice are included in the Preamble of the Constitution.

Chapter - 2 (History)
(The Socialism In Europe and the Russian Revolution)

Notes and study material of chapter - 2

The Socialism In Europe and the Russian Revolution
Topics in the chapter

 Progress of Russian Revolution

 The First World War and the Russian Revolution

344
 Events and Effects of February and October Revolution of Russia

 Social changes that were taken place in Russia.

The Age of Social Change

The French Revolution opened up the possibility of creating a dramatic change in the way in which
society was structured. Not everyone in Europe, however, wanted a complete transformation.
Some were ‗conservatives‘, while others were ‗liberals‘ or ‗radicals‘.

Liberals: Wanted a nation which tolerated all religions. They argued for an elected parliamentary
government, subject to laws interpreted by a well-trained judiciary that was independent of rulers
and officials. They were not Democrats.

Radicals: Wanted a nation in which government was based on the majority of a country‘s population.
They disliked the concentration of property in the hands of a few, not the existence of private
property.

Conservatives: They resisted change. After the revolution, they started accepting change provided it
was slow and had links and respected the past.

Industries and Social Change: This was the time of economic and social change. Men, women, and
children were pushed into factories for low wages. Liberals and Radicals who were factory owners
felt that workers‘ efforts must be encouraged.

Socialism in Europe: Socialists were against private property. They had different visions of the future.
Some believed in cooperatives, some demanded that governments must encourage cooperatives.

Karl Marx and Friedrich Engels added that industrial society meant capitalist society which was not
profitable for everyone. Marx believed that a socialist society would free workers from capitalism.
This would be a communist society in which collective ownership of land and factories would be
promoted.

Socialism Given Support: Workers in Germany and England began forming associations to fight for
better living conditions. They set up funds for members in distress, reduction of working hours and
right to vote.

The Russian Revolution

In 1914, Tzar Nicholas II ruled the Russian empire.

Economy and Society: Most of the Russian population were agriculturalist. Industries were being set up
which were mostly private property of the industrialists. Workers were divided into groups but they
did unite to strike work when they were dissatisfied. Peasants had no respect for nobility, unlike
the French peasant. Russian peasants were the only peasant community which pooled their land
and their commune divided the land according to the needs of individual families.

Socialism in Russia: All the political parties were illegal in Russia before 1914.
The Russian Socialist Democratic Labour Party was formed in 1900. It struggled to give peasants
their rights over land that belonged to nobles. As land was divided among peasants periodically, it
was felt that peasants and not workers would be the main source of the revolution. But Lenin did
not agree with this as he felt that peasants were not one social group. The party was divided into
Bolsheviks and Mensheviks.

The 1905 Revolution: Russia was an autocracy. The Tzar was not subject to the Parliament.
Liberals wanted to end this state of affairs. They worked towards demanding a constitution during
the Revolution of 1905.

Bloody Sunday: Prices of essential goods rose so quickly by 1904 that the real wages declined by 20%.
During this time, four members of the Putilov Iron Works were dismissed. The action was called
for. Over 110,000 workers in St. Petersburg went on strike demanding a reduction in working
hours and an increase in wages. This procession was attacked by the police and Cossacks.

Over 100 workers were killed. Strikes took place as a reaction. People demanded a Constituent
345
 Assembly. The Tzar allowed the creation of an elected Consultative Parliament or Duma. The Tzar
dismissed the first Duma within 75 days and announced the election of a second Duma.

The First World War and the Russian Empire: In 1914, the Russian Army was the largest army in the
world. The war was initially very popular but later the support grew thin. Anti-German sentiments
ran high. Russian armies lost badly in Germany and Austria. There were 7 million casualties and 3
million refugees in Russia.

The war also affected the industry. There was a shortage of labour, railway lines were shut down and
small workshops were closed down. There was a shortage of grain, agricultural production
slumped and thus, there were crises in the food supply.

The February Revolution in Petrograd

Events

 In the winter of 1917, Petrograd was grim. There was a food shortage in the workers‘ quarters.

 22 February: a lockout took place at a factory. Workers of 50 other factories joined in sympathy.
Women also led and participated in the strikes. This came to be called the International Women‘s
Day.

 The government imposed curfew as the quarters of the fashionable area and official buildings were
surrounded by workers.

 On the 24th and 25th, the government called out the cavalry and police to keep an eye on them.

 On 25th February, the government suspended the Duma and politicians spoke against this
measure. The people were out with force once again.

 On 27th, the Police Headquarters were ransacked. People raised slogans and were out in the
streets.

 Cavalry was called out again but they refused to fire on the demonstrators.

 An officer was shot at the barracks of a regiment and other regiments mutinied, voting to join the
striking workers. They gathered in the evening to form a Soviet or council. This was the Petrograd
Soviet.

 On 28th, a delegation went to meet the Tzar. The Military commanders advised him to abdicate.

 The Tzar abdicated on 2nd March.

 A Provincial Government was formed by the Soviet and Duma leaders to run the country.

 The people involved were the parliamentarians, workers, women workers, soldiers, and military
commanders.

Effects

 Restrictions on public meetings and associations were removed.

 Soviets like the Petrograd Soviet were set up everywhere.

 In individual areas, factory committees were formed which began questioning the way industrialists
ran their factories.
Soldiers‘ committees were formed in the army.

 The Provisional Government saw its power declining and Bolshevik influence grow. It decided to
take stern measures against the spreading discontent.
346
 It resisted attempts by workers to run factories and arrested leaders.

 Peasants and the Socialist Revolutionary leaders pressed for a redistribution of land. Land
committees were formed and the peasants seized land between July and September 1917.

October Revolution

 16th October 1917 – Lenin persuaded the Petrograd Soviet and the Bolshevik Party to agree to a
socialist seizure of power. A Military Revolutionary Committee was appointed by the Soviet to
organize seizure.

 The uprising began on 24th October. Prime Minister Kerenskii left the city to summon troops.

 Early morning military men loyal to the government seized the buildings of two Bolshevik
newspapers. Pro-government troops were sent to take over telephone and telegraph offices and
protect the Winter Palace.

 In response, the Military Revolutionary Committee ordered to seize government offices and arrest
the ministers.

 The Aurora‘ ship shelled the Winter Palace. Other ships took over strategic points.

 By night, the city had been taken over and the ministers had surrendered.

 All Russian Congress of Soviets in Petrograd approved the Bolshevik action.

 Heavy fighting took place in Moscow and by December, the Bolsheviks controlled the Moscow –
Petrograd area.

 The people involved were Lenin, the Bolsheviks, troops (pro-government).

Effects

 The Bolsheviks were totally opposed to private property.

 Most industry and banks were nationalized in November 1917.

 The land was declared social property and peasants were allowed to seize the land of the nobility.

 Use of old titles of the aristocracy was banned.

 New uniforms were designed for the army and officials.

 In November 1917, the Bolsheviks conducted the election but failed to gain the majority support.

 Russia became a one-party state.

 Trade unions were kept under party control.

 A process of centralized planning was introduced. This led to economic growth.

 Industrial production increased.

 An extended schooling system developed.

 The collectivization of farms started.

The Civil War – When the Bolsheviks ordered land redistribution, the Russian army began to break up.
Non-Bolshevik socialists, liberals, and supporters of autocracy condemned the Bolshevik uprising.
They were supported by French, American, British and Japanese troops. All of them fought a war
347
 with the Bolsheviks.

Making a Socialist Society – The Bolsheviks kept industries and banks nationalized during the Civil War.
A process of centralized planning was introduced. Rapid construction and industrialization started.
An extended schooling system developed.

Stalin and Collective Farming – Stalin believed that rich peasants and traders stocked supplies to create
a shortage of grains. Hence, collectivization was the need of the hour. This system would also
help to modernize farms. Those farmers who resisted collectivization were punished, deported or
exiled.

Global Influence
By the 1950s, it was recognized in the country and outside that everything was not in keeping with
the ideals of the Russian revolution. Though, its industries and agriculture had developed and or
were being fed, the essential freedom to its citizens was being denied. However, it was recognized
that social ideals still enjoyed respect among the Russians. But in each country, the ideas of
socialism were rethought in a variety of different ways.

Extra Questions

Very Short Answer Type Questions

Question 1. One of the groups which liked to change the society, was the ________ .
Answer: Liberals

Question 2.
Industrialisation broughf men, women and children to ________ .
Answer:
Factories

Question 3.
Who was Giuseppe Mazzini.
Answer:
He was an Italian nationalist.

Question 4.
Marx argued that industrial society was the ________ .
Answer:
Capitalist

Question 5.
Workers in England and Germany began to form associations to fight for ________ .
Answer:
Better living and working conditions

Question 6.
Socialists took over the government in Russia through the ________ .
Answer:
October Revolution of 1917

Question 7.
Tsar Nicholas II ruled Russia and its empire in ________ .
Answer:
1914

Question 8.
Government supervised large factories to ensure the ________ .
348
 Answer:
Minimum wages and limited hours of work

Question 9.
All political parties were illegal in ________ .
Answer:
Russia before 1914

Question 10.
What was the new name given to the Bolshevik Party ?
Answer:
Russian Communist Party

Question 11.
The Russian Social Democratic Workers Party was founded in ________ .
Answer:
1898 by Socialists.

Question 12.
In Russia, the war was initially popular and people rallied around ________ .
Answer:
Tsar Nicholas II.

Question 13.
The government tried to control the demonstrators and called out the ________ .
Answer:
Cavalry.

Question 14.
Petrograd had led the February Revolution that brought down the ________ .
Answer:
Monarchy in February 1917.

Question 15.
On 2nd March, Soviet leaders and Duma leaders formed a ________ .
Answer:
Provincial Government to run the country.

Question 16.
What type of a nation did liberals want ?
Answer:
Liberals wanted a nation which tolerated all religions.

Question 17.
The political party formed in mid-1920 in India, by the inspiration of Russian Revolution was the
________ .
Answer:
Communist Party.

Question 18.
The government suspended the Duma on ________ .
Answer:
25 February.

Question 19.
Mention the most significant result of the February Revolution.
Answer:
The abdication of Tsar Nicholas-II.

Question 20.
Explain the significance of the Russian revolution.
Answer:
349
 The major significance of the Russian revolution was the establishment of a socialist state.

Question 21.
What does the term ‗conservative‘ mean ?
Answer:
The conservatives believed in respect for the past and change through a gradual process.

Question 22.
List the names of two workers associations.
Answer:
(a) Labour Party in Britain
(b) Socialist Party in France.

Question 23.
Name the international body formed to coordinate socialist efforts.
Answer:
The Second International body was formed in 1870, to coordinate socialist efforts throughout
Europe.

Question 24.
Who were socialists ?
Answer:
Socialists were those people who were against private property and saw it as the root of all social
ills of the time.

Question 25.
Who was the ruler of Russia during the October Revolution.
Answer:
Kerenskii was the ruler of Russia during the October Revolution.

Short Answer Type Questions

Question 1.
Why did Kerenskii‘s Government become unpopular in Russia ?
Answer:
The Kerenskii‘s government become unpopular in Russia because :

 His failure to feel the pulse of the nation. He tried to suppress the workers movement and the
Balshevik influence.

 People wanted peace, but he tried to continue the war.

 The non-Russian nationals failed to get an equal status under his government.

Question 2.
Which event in Russian history is known as Bloody Sunday ?
Answer:

 On 9th January, 1905 a mass of peaceful workers with their wives and children was fired at St.
Petersburg while on its way to the Winter Palace to present a petition to the Tsar.

 More than a hundred workers were killed and about 300 were wounded.

 The incident known as Bloody Sunday in history of Russia as the massacre had taken place on
Sunday.

Question 3.
350
 What were the immediate consequences of the Russian Revolution ?
Answer:
The immediate consequences of the Russian Revolution were :
(a) Most industries and banks were nationalized in November 1917. This meant the government
took over the ownership and management. Land was declared social property.
(b) In cities, Bolsheviks enforced the partition of large houses according to family requirements.
(c) They banned the use of old title of aristocracy.

Question 4.
What was the basic principle of the Marxist theory ?
Answer:
The basic principle of the Marxist theory were :
(a) Marx believed that the conditions of workers could not improve if profit was accumulated by
private capitalists.
(b) Workers had to overthrow capitalism and the rule of private property.
(c) Workers must construct a radically socialist society where all property was socially controlled.
This would be a communist society and a Communist Party was the natural society of the future.

Question 5.
How did the Bolshevik Party contribute to the Russian Revolution of October 1917 ?
Answer:

 The Bolshevik Party put forward clear policies to end the war, transferred the land to the peasants
and advanced the slogan, ―All power to the Soviets‖. On the question of non-Russian nationalities,
Bolsheviks were the only party with a clear policy.

 Lenin had proclaimed the right of all people to self-determination, including those under the
Russian Empire.

Question 6.
Describe reforms introduced by the Russian Tsar Nicholas II after the Revolution.
Answer:

 After 1905, most committees and unions worked unofficially. Since they were declared illegal.
Severe restrictions were placed on Kerenskii political activity.

 Power to make laws was conferred upon on elected body called the Duma.

 He changed the voting laws and packed the third Duma with conservative politicians. Liberals and
revolutionaries were kept out.

Question 7.
State any three events after the Bloody Sunday which led to the revolution of 1905 in Russia.
Answer:
Three events after the Bloody Sunday which led to the revolution of 1905 in Russia were :

 The news provoked unprecedented disturbances throughout Russia. Strike took place all over the
country.

 The universities of Russia were closed when student bodies staged walkouts, complaining about
the lack of civil liberties.

 Lawyers, doctors, engineers, middle class workers established Union of Unions and demanded a
constituent assembly.

Question 8.
Explain the main demands of ―April Theses‖.
Answer:
In April 1917, the Bolshevik leader Vladimir Lenin returned to Russia from his exile. He and the
Bolsheviks had opposed the war since 1914.351 Now he felt it was time for soviets to take over
 power. He put three demands which were known as Lenin‘s April Theses.
The three demands were :
(a) He declared that the war to be ended
(b) Land to be transferred to the peasants
(c) The banks to be nationalized.

Question 9.
Discuss the positive aspects of the Bolshevik government on Soviet Union and its people.
Answer:
The positive aspects of the Bolshevik government on Soviet Union and its people were :

 Immediately after coming to power, Lenin announced his decision to with draw from the First World
War.

 Private property in the means of production was abolished. Economic exploitation by capitalists and
landlords came to an end.

 The control of industries was given to workers. All the banks, industries and mines . water transport
and railways were nationalized.

Question 10.
How did the 1905 Revolution in Russia prove to be a dress rehearsal of October 1917 Revolution
? Explain.
Answer:

 In 1904—05, there was war between Russia and Japan. In this war, Russia was defeated by
Japan. The Russian people began to oppose the Tsar. They believed that the only cause of this
defeat was the government of Tsar which had failed to carry out war properly.

 A procession of thousands of peaceful workers along with their wives and children went to the
palace of Tsar to show their anger and present a petition on Sunday, 9 January, 1905. While the
workers were on the way to the Winter Palace of Tsar, they were fired at by the army of the Tsar.

 More than one hundred people were killed and about three hundred were wounded.

Question 11.
What were the significant changes in the Soviet Union after the death of Lenin ?
Answer:
In 1925, Stalin became General Secretary of the Communist Party of Soviet Union after the death
of Lenin.
The following were the significant changes in the Soviet Union after the death of Lenin.

 The economic and military power of the Soviet Union was enhanced rapidly.

 The unemployment and economic backwardness was controlled to some extent.

 The international position of the Soviet Union became much better than the previous time and it
became one of the super powers of the world.

Question 12.
How was the bad condition of women responsible for Russian Revolution ?
Answer:
The bad condition of women responsible for Russian Revolution because :

 Most of the women were working in small factories.

 Women made up about 31% of the factory labour force by 1914.

 They were paid less wages and were forced to work for long hours.
352
 When they launched an agitation, they were fired by the police.

Question 13.
Why were socialists against private property and saw it as the root of all social ills ?
Answer:
The people who propagated socialism said that individuals, who owned property, did provide
employment to many people but they were concerned with personal gains only. They did not
bother about the welfare of the people. They felt that if society- controlled property, more attention
would be paid to collective social interests socialists wanted this change and campaigned for it.

Question 14.
Differentiate between the ideas of the liberals and radicals in Europe.
Answer:
(a) The liberals did not believe in universal franchise. In contrast, radicals wanted a nation in which
government was based on most of a country‘s population.
(b) Liberals felt men of prosperity mainly should have the vote. They did not want the vote for
women. On the other hand, the radicals supported women‘s suffragette movements and opposed
the privileges of great landowners and wealthy factory owners.
(c) Radicals were not against the existence of private property but disliked concentration of
property in the hands of a few.

Question 15.
Which basic principles, ideas and values had the Russian Revolution for rest of the world ?
Answer:
The basic principles, ideas and values had the Russian Revolution for rest of the world :
(a) Economic equality
(b) Social Equality
(c) Socialism
(d) Anti-capitalism.
(e) International fraternity of all the peasants, craftsmen and workers.

Long Answer Type Questions

Question 1.
Describe the circumstances which were responsible for the Russian Revolution.
Answer:
The circumstances which were responsible for the Russian Revolution as given below :

 The Russian peasantry was in a miserable condition. The farmers could not get even two square
meals a day. Their land holdings were very small and they had to pay heavy taxes.

 The Russian as well as the foreign capitalist industrialists exploited the workers by taking 12-14
hours of work and paying very low wages to them. The workers had no right to form trade unions or
seek reforms. They led a miserable life.

 The Tsar Nicholas II was a despotic and autocratic ruler. He enjoyed unlimited powers and rights.
The people of the higher strata enjoyed great privileges. The bureaucracy was corrupt and
inefficient. The common people who suffered most, were fed up with the absolute rule of the Tsar
and wanted to get rid of him.

 Karl Marx propagated ‗Scientific Socialism‘. He strongly opposed capitalism which meant untold
exploitation of the common men.

Question 2.
Explain in brief Lenin‘s contribution to the Russian Revolution of 1917.
Answer:

353
 Lenin had played an important part in the Russian Revolution of 1917. It is true that after the fall of
Tsar, Lenin led the revolutionaries. Really, it was the beginning of the revolution.

 The Provisional Government, under the leadership of Kerenskii, could not implement the demand
of the people and failed.

 Under Lenin‘s leadership, the Bolshevik Party put forward clear policies to end the war, transfer the
land to the peasants and advance the slogan ‗All power to the Soviets‘.

 He had described the Russian empire as a Prison of Nations and had declared that . no genuine
democracy could be established unless all the non-Russian people were given equal rights.

Question 3.
What were the main objectives of the Russian Revolutionaries ?
Answer:
The main objectives of the Russian Revolutionaries were :

 The Tsar had thrown Russia into the First World War to fulfil his imperialistic desires. It was the
demand of the revolutionaries that Russia should withdraw from the war. So, it withdrew from the
First World War in 1917 after the Revolution.

 After the Revolution, the land was given to the tillers. The landlords had to give the land to the
government. Kolkhoz and Sovkhoj farms were established. In Kolkhoz farms, the peasants worked
collectively.

 The revolutionaries had demanded an improvement in the conditions of the industrial workers.
They demanded better wages, good working conditions and removal of exploitation. After 1917, the
industries were nationalised and the dream of workers was fulfilled.

 The next aim of the revolutionaries was that the non-Russians should be given equal status. Lenin
believed that without this status these people could never become real Russians.

Question 4.
How Lenin‘s name became inseparable from the Russian Revolution ?
Answer:
Lenin‘s name became inseparable from the Russian Revolution :

 After completing his education, he joined the Communist Revolutionary Party and started spreading
revolutionary ideas among the workers. He favoured the workers. He also favoured the setting up
of the new society based on the principles of socialism of Karl Marx.

 He set up a Communist Government in place of the despotic rule in Russia. Therefore, Lenin‘s
name became inseparable from the Russian Revolution.

 Lenin united the peasants and workers under the Bolshevik Party and directed the revolution
against the Provisional Government.

 Efforts were made to set up a Socialist Government on the basis of principles of Karl Marx. The
private property was confiscated. Lenin took the land from the landlords and distributed it among
the peasants. The Government nationalised all the factories and handed over their management to
the workers. All debts were remitted. The property of the Church was also confiscated.

Question 5.
What was the impact of the Russian Revolution on Russia ?
Answer:
The impact of the Russian Revolution on Russia were :

354
 The Revolution put an end to autocratic monarchy in Russia. The Tsarist empire was transformed
into a new state known as the Union of Soviet Socialist Republics or the Soviet Union.

 The most important result of the Bolshevik Revolution was the establishment of a Socialist
Government in Russia. All the means of production were brought under state control. Banks,
mines, factories, railways, telephones, etc. all were declared as government property and the
property of the Church was nationalised. Work became an essential requirement for every person.
The non-working person was not entitled to vote.

 The condition of the Russian mass had become miserable due to the First World War. The prime
need of the Russian mass was food, not expansion.

 As a result of the Bolshevik Revolution, the government took all the means of production under its
control and nationalised all small and big industries. Hence, within a few years Russia emerged as
a powerful industrial state. With the growth of industrial and agricultural production, poverty started
disappearing and the country moved on to the path of prosperity.

Question 6.
What was the global impact of the Russian Revolution ?
Answer:
The global impact of the Russian Revolution were :

 The Bolshevik Revolution helped in the spread of Socialist and Communist ideas all over the world.
Communist Governments were established in many European countries.

 Most of the Bolshevik leaders believed that a series of revolutions will sweep other countries of the
world along with revolution in Russia. Many non-Russians from outside the USSR participated in
the conference of the people of the east and the Bolshevik-founded Comintern, an international
union of Pro-Bolshevik socialist parties.

 The Bolshevik government ‗granted freedom to all its colonies immediately after coming to power.
Thus, the new Soviet State came forward as a friend of the subjugated people and proved to be a
source of great inspiration to the freedom movements of various Asian and African countries.

 By the end of the 20th century, the international reputation of the USSR as a socialist country had
declined through it was recognised that socialist ideals still enjoyed respect among its people.

Question 7.
How did Russia‘s participation in the World War cause the fall of the Tsar ?
Answer:
(a) The war was initially popular, and people rallied around Tsar Nicholas II.
(b) As the war continued, support became thin and Tsar‘s popularity declined. Anti-German
sentiments became high.
(c) The Tsarina Alexandra‘s German origins and poor advisers, especially a monk called Rasputin,
made the autocracy unpopular.
(d) Defeats were shocking and demoralising. Russia‘s armies lost badly in Germany and Austria
between 1914 and 1916. There were over 7 million casualties by 1917.
(e) The destruction of crops and buildings led to over 3 million refugees in Russia. The situation
discredited the government and the Tsar. Soldiers did not wish to fight such a war.

Question 8.
Explain the main effects of the First World War on the industries in Russia.
Answer:
Effects of the First World War on the industries in Russia were :

 Russian industries were very few and the country was cut off from other suppliers of industrial
goods by German control of the Baltic Sea.
355
 Industrial equipment disintegrated more rapidly in Russia than elsewhere in Europe.

 By 1916 railway lines began to break down. Able bodied men were called up to the war.

 As a result, there were labour shortages and small workshops producing essential commodities
were shut down.

 Large supplies of grain were sent to feed the army. For the people in the cities, bread and flour
became scarce. By the winter of 1916, riots at bread shops were common.

Textbook Questions

Question 1.
What was the cause for the French Revolution?
Answer:
The demand for individual rights was the cause for the French Revolution. The Church and the
Aristocracy dominated the society. The peasants, businessmen and the rest of the society who
were called the 3rd estate were dissatisfied. When living conditions became harsh the poor among
the 3rd estate revolted. This lead to the outbreak of revolutionary protest in France.

The French Revolution (1789–1799) was a period of political and social upheaval and radical change in
the history of France, during which the French governmental structure, previously an absolute
monarchy with feudal privileges for the aristocracy and Catholic clergy, underwent radical change
to forms based on Enlightenment principles of citizenship and inalienable rights.

These changes were accompanied by violent turmoil which included the trial and execution of the king,
vast bloodshed and repression during the Reign of Terror, and warfare involving every other major
European power. Subsequent events that can be traced to the Revolution include the Napoleonic
Wars, two separate restorations of the monarchy, and two additional revolutions as modern
France took shape.

Question 2.
Who were the Liberals, Radicals and Conservatives?
Answer:
The Liberals, Radicals and Conservatives were totally opposed in their views.
The Liberals wanted individual rights for the citizens, religious tolerance, and an elected
parliament. They were not in favour of giving women the right to vote and they wanted only men
with property to vote.

In contrast to the Liberals the Radicals were opposed to only wealthy men having the right to vote. They
were in favour of women‘s rights and wanted a Government that represented the majority of the
population.

The Conservatives were truly conservative in their views . They wanted changes for the better, but
wanted the changes to take place slowly, giving due respect to the past .

Question 3.
What was the impact of Industrialisation?
Answer:
Due to rapid industrialisation men, women and children were forced to work in factories as their
was a great demand for labourers. Labourers were made to work long hours and were paid poorly.
Though industrialisation was rapid the demand for industrial goods was low . This resulted in poor
working conditions. The rapid growth in towns also caused problems in housing and sanitation.

Question 4.
List out the Socialist Ideas of the mid 19th century.
Answer:
The Socialist Ideas of the mid 19th century are as follows:
356
 They were against private property.

 Private property was the root cause for all social ills.

 The propertied individual owners were concerned only about their own profits.

 The welfare of the workers was neglected.

 They wanted a society controlled property rather than the individual owned as that would pay more
attention to the social interest.

Question 5.
Give a brief note on the following personalities.
a. Robert Owen
b. Louis Banc of France
c. Karl Marx.
Answer:
a. Robert Owen (1771 – 1858)
Robert Owen was an English Manufacturer. He advocated a cooperative community called New
Harmony in Indiana (USA).

b. Louis Banc of France (1813 – 1882)

Louis Banc wanted the government to encourage cooperatives and replace the capitalist
enterprises. He advocated that people who produced the goods should form an association and
the profit should be divided according to the work done.

c. Karl Marx (1818 – 1883)

Karl Marx called the industrial society as the ‗Capitalist‘ society. He championed the cause of the
workers and said that the condition of the workers would improve only if the workers overthrow the
capitalists and the rule of private property. So. Marx said that the workers had to create a society
where the property was socially controlled. Only in such a radically socialist society the workers
would be freed from the capitalist exploitation. According to him such a society would be a
communist society and he called it as the natural society of the future.

Question 6.
What were the demands workers‘ associations formed in England and Germany?
Answer:
Workers in England and Germany formed associations. They demanded reduction in the working
hours and the right to vote. These Association also set up funds to help workers in distress.

Question 7.
Mention the Czars who ruled Russia from 1801 to 1917 and write a brief account on each on them
.
Answer:
The Czars who ruled Russia from 1801 to 1917 were …
Alexander I (1801-25)
Nicholas I (1825-55)
Alexander II (1855-81),
Alexander III (1881-1894)
Nicholas II (1894 –1917)
Alexander I (1801-25)
Alexander began his regime as a liberal but was later influenced by the staunch reactionary.
Nicholas I (1825-55)
Nicholas I, had no sympathy for western liberalism and crushed revolts at home and also in
Poland.

Alexander II (1855-81)
One of the most important reforms that Alexander II carried out in his country was the liberation of
millions of Serfs. This is called the famous Edict Emancipation (1861). He drew up a programme
by which the serfs became free and owned plots of agricultural land. However they were made to
pay a sum of money every year to compensate 357 the landlord for the loss of his land. After some
 time the Czar lost much interest in the reforms and started his reactionary rule. He was
assassinated in 1881.

Alexander III (1881-1894)

Alexander III , to avenge his father‘s murder, let loose the reign of oppression. He tightened press
censorship and ordered the arrest of all suspected persons who opposed the rule.

Nicholas II (1894 –1917)

Nicholas II also continued to remain as oppressive as the earlier Czars. The common people
began to hate him and his notorious ministers.

Question 8.
What made the Czarist government bow to the demands of the common man?
Answer:
The disastrous defeat in the Far East culminated in the outbreak of riots in the cities and district
towns. The Russian peasants rose in revolt and burnt the homes of their rich landlords. In the
meanwhile, the people marched down the streets of the capital to the royal palace to submit a
petition containing their grievances but the Czar was in no mood to entertain them. The royal
guards opened fire and hundreds were killed and this horrible incident sent a wave of shock
throughout the country. The news of the death of hundred of Russians provoked the workers in the
cities to go on a general strike. The industrial workers‘ strike spread throughout the country and
the Czarist government became seriously concerned with the worsening crisis. The Czar was
frightened at the halting of the country‘s wheels of progress and finally yielded. He bowed to the
demands of the common people and introduced many reforms.

Question 9.
During the 1905 Revolution what did the Russian Czar promise the common man?
Answer:
During the 1905 Revolution, the Russian Czar promised the common man.

 Freedom of press, speech and assembly

 He recognized the trade unions.

 He also cancelled arrears of land payments by the peasants.

 He promised to hold elections for the Duma (Russian parliament).

Question 10.
Why did the Revolution of 1905 fail?
Answer:
Soon after the royal troops returned from the Far East the Czar began his oppressive rule. The
Czar revised the election rules in such a way that only the loyal upper class representatives were
voted to power. The new Duma meekly submitted to the power of the Czar. Thus the Revolution of
1905 failed.

Question 11.
Trace the down fall of the Czar Rule .
Answer:
The entry of Russia into World War I was an act of crowning folly on the part of the Czar. The
country was hardly prepared for war of such magnitude against such a formidable enemy like
Germany. The war weary Russian soldiers could hardly make any progress on the war front.
Thousands of ill-equipped and untrained peasants were sent to the war front only to get killed by
the highly trained German troops. The Czar was forced to abdicate (March 1917). His wife and a
number of nobles were killed.

Question 12.
Who headed the Provisional Government after the downfall of the Czar rule?
Answer:
A moderate social revolutionary called Alexander Karensky, who introduced a number of social
reforms, headed the provisional government.
358
Question 13.
List out Lenin‘s early measures.
Answer:
Lenin‘s early measures were

 He seized the properties of large landowners and the capitalists

 Lands which belonged to the people, were distributed to the poor peasants

 Factories were taken over by the government and handed over to the committee members, elected
by workers who were to run it.

 The banks were nationalized and the depositors lost their money

 The New Economic Policy (NEP) was implemented in 1921

 A stable currency was introduced

 A new constitution was drawn up in 1923.

Question 14.
When did Lenin die, and who succeed him?
Answer:
Lenin died in 1924 and Joseph Stalin succeeded him.

Question 15.
What caused the rise of many revolutionary parties?
Answer:
Russia was defeated by Japan, a tiny Asiatic country, in the Russo-Japanese war that took place
in 1904 . Discontentment rose to a new height. The Czarist government stood exposed for its
inadequacy at the war. The Russians suffered a humiliating defeat and signed a number of secret
treaties with Japan. As a result of this a large number of secret revolutionary parties sprang up.
The Social Democratic Party was most radical in its character. The Social Democrats turned to
catch the attention of industrial workers in the Russian cities and their moral mentor was Karl
Marx.

359
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- IX
ACADEMIC SESSION 2024-25
SUBJECT- COMPUTER (CLASS NOTES –AUGUST2024)

NOTES – LESSON 2(WORKING IN MSACCESS-2010)

Microsoft Access : Microsoft Access is an information management tool that helps you store
information for reference, reporting, and analysis. Microsoft Access helps you analyze large
amounts of information, and manage related data more efficiently. It is a Data Base
Management System used for creating and manipulating large amount of data. It is also used
for creating other objects like Forms, Reports and generate queries.

Starting of MS-Access : The procedure to start MS-Access is as follows:

1. Click ―Start‖ button

2. Click on ―All programs‖ and bring your mouse pointer to Microsoft Office
3. Click on ―Microsoft Access‖

Basic Table operations : Tables are building blocks of database where you can store records.
It is combination of rows and columns.

Creating of Database in MS-Access 2010 : To create a database with Access already

running, follow these steps:

1. Click the File tab.

2. Choose New. ...
3. Click an icon, such as Blank Database, or any database template. ...
4. Click in the File Name text box and type a descriptive name for your database. ...
5. Click the Create button to create your database file.

360
Once you click on the Create button for creating a Database. A new table appears on the
screen. This view is called DataSheet View of the table. In this view you can directly create
fields and enter records in the table.

Creating Fields and Inserting records in a Table in Datasheet View:

Fields
Records

Opening a Table in MS-Access : To open a table :-

1. Open the database that contains the required table.

2. Go to the navigation pane and double click on the table name.

361
 Closing a Table : To close a table :
1. Right click on the Table to close.
2. Select the close option.

The Record Selector of the table : The Record Selector is located to the left of each record in
the Datasheet View identifies the operation being performed on a selected record line.

Navigating a table : The record navigation buttons are located at the bottom of the table window
in DataSheet View. You can use these buttons to quickly move between records.

Modifying a Table using the DataSheet View :

(a) Inserting a New Field (Column)

- Right click on the field name before which you want to insert the new field.
- Click on insert field.
(b) Deleting Fields (Columns)
- Right click on the field name which you want to delete.
- Click on Delete Field option.
(c) Moving Fields(Columns)
- Select the field that you want to move.
- Drag the field to the left or right at the required place.

Changing the Data Type of the Field

You can change the data type(Type of data a field/column can store) for a field in the
Datasheet View.

(a) Select the field whose data type you want to change.
(b) Click on Field Tab
(c) Click on the down arrow head of the Data Type list box and select the required data
typefor the field.

362
Creating Table in Design View

In Design View, you can create tables and specify the field types and the field lengths according
to your requirement. You can also specify Primary Key, validations and other data entry controls
in this view. To create a in Design View:-

(a) Click on Create Tab

(b) Click on Table Design option.

After defining the fields (column names) and data types save the table structure by pressing
Ctrl+S and name the table.

Field (Column) Naming conventions/rules :

1. Can be up to 64 characters long.

2. Can include any combination of letters, numbers, spaces, and special characters except
a period (.), an exclamation point (!), an accent grave (`), and brackets ([ ]).
3. Can't begin with leading spaces.

363
 Defining Primary Key: A primary key is a special relational database table column (or
combination of columns) designated to uniquely identify all table records. A primary key's main
features are: It must contain a unique value for each row of data. It cannot contain null values..
To define a Primary Key

(a) Right Click on the row selector of the field to be used as primary key.
(b) Click on Primary Key button. The field will not accept duplicate values.

Modifying Table in Design View

Inserting Fields: To add additional fields in Design View:-

(a) Open the table in Design View

(b) Right click on the row above which you want to add a blank row. The shortcut
menu appears, select the Insert Row button.
(c) Specify the field name and data type as required.

Deleting Fields

To delete a field in Design View, follow the steps given below:-

(a) Right click on the row that you want to delete. The shortcut menu appears.
(b) Select the Delete Rows button.

Changing Data Types

You can easily change the data type of a field in the Design View. The steps are as
follows:

1. Locate the field whose data type you want to change.

2. Click on the existing data of the field under the data type column.
3. Select the required data type form the data type drop down list.
4. Save the changes.

Changing the Data Type

To change the Data Type of the field:

1. Locate the field whose data type you want to change.

2. Click on the existing data of that field under the data type column.
3. Select the data type from the drop-down list.
4. Save the changes.

364
Field Properties

Every field (column) has some characteristics or properties that are displayed in the Field
Properties Pane of the Design View, when the field is selected. You can change these
properties according to the requirement

Different Field Properties are:-

(a) Field Size Property: This property determines the maximum number of characters that
can be introduced in a Field (column). The default field size of text field size is 255
characters. The size of Memo field is only limited by the amount of characters you want
to enter in it (A very large number). For numeric fields the options are Integer, Byte,
Single, Double etc.
(b) Default Value Property: The default value is the value that automatically stored in the
field if no values are introduced.
(c) Validation Rule and Validation Text Property: This property create and expression which
is tested against the data entered. For e.g, you can enter the validation rule for Marks
Field <=100 so marks can be entered more than 100. By using this property, you can
define the error massage which will appear on the screen when the validation rule does
not meet the criteria.
(d) Required Property : If you set the required property ―Yes‖, then you have to enter any
value into the field(column).

Forms in Ms-Access

In MS-Access Forms are created, so that data can be entered into the tables more conveniently
in a formatted manner.

365
Procedure to create a Form in Ms-Access to enter data

(a) Select the Table from the navigation pane for which you want to create a Form.
(b) Click on the Create Tab
(c) Click on Form button
(d) You will see an entry Form open in front of you.
(e) Double click on any Field Name to edit it.
(f) Enter data in each field and press the enter key to go to the next field.
(g) When the enter key be pressed in the last field of the Form, the next record will
appear automatically.

366
Navigation Bar:-Below the Form, you will see the navigation bar to go to previous, next, first or
last record. You can also add new record by clicking on the new blank record.

Creating a Simple Query

After you store data in Tables, You can quickly view the selective data with the help of Queries.

You can view the selective records and fields as the output of certain conditions imposed on the
data in the table.

Adding Table Fields and Criteria to a Query

To structure your Query, you need to first select the fields from the table which you want to
display when your query is executed. After this you add the criteria. When you do this and run
the query, only those records which match the mentioned criteria, will be displayed.

Selecting the Table for the Query.

1. Select the Table from which you want to generate the query.
2. Click on the Create Tab
3. Click on the Query Design Button

4. The Show Table Dialog Box opens.

367
 5. Select the table from which you want to extract the information. Click on the Add button

Adding Fields and Criteria to a Query

You can add all fields of a table or selective fields of a table in your query.

Adding Fields : If you add all the fields of the table double click on the Asterisk(*) displayed at
the top of the field list.

Adding Selective Fields : In the Query grid from the field drop down list, select the Field to add.
You can repeat these steps to add more fields.

368
Saving the Query : You can save the query before its execution: The steps are as under:

1. Click on the Close button of the Query window or Save button. You will be prompted
to save the Query with a name in Save As box.
2. Enter the name for the Query.
3. Click on the Ok button.

Executing the Query

To execute the query : Double click on the Query name in the Navigation Pane and you can see
the output of the query.

Creating Reports

Reports are methods of presenting and printing information in a formatted and organized
manner, using the table or the Query as its source.

Generation a Report

While creating a basic report, you can add more features and format it as required. The steps to
create a report are :-

1. Select the Table/Query from which you want to generate the report.
2. Click on the Create Tab.
3. Click on the Report button

369
 Customizing a Report

You can customize the above created report by adding various elements to it. You can
also delete any unwanted element by selecting it and pressing the Delete key.

Changing the Main Report Heading

By default, the report heading is the name of the Table or Query. You can modify it to
make it more suitable. To do it:

1. Select the Report heading by clicking on it.

2. Change the text as required.

Changing the Field Heading

By default, the field headings are the report data headings. If required, You can modify
them to make it more meaningful. To do it :

1. Click on the report heading to select it.

2. Type a new name for it.

Applying the AutoFormat

AutoFormat button allows us to select an attractive layout from many readymade available
layouts. To add AutoFormat :

1. Click on the AutoFormat button.

2. The Style gallery will open with various types of ready to apply styles to your report
3. Click on the Style, which you want to apply.

370
Inserting the LOGO

A logo is a small graphical representation of an organization or a theme. You can select a picture which
suitably represents the report. To do it:-

1. Click on the Logo Button.

2. The Insert Picture dialog box opens. Select the picture file and click on the OK button. The
picture will be sent to the logo.

Saving a Report

You can save your report by following these steps:

1. Click on the close button of the Report Window. The Save As dialog box appears.
2. Enter the name of the report and click on OK button.

Executing the Report

Double click on the Report name in the navigation pane to see the output of the report.

371
EXERCISE
A. Multiple choice questions.

1. What is the purpose of the description column in the Table Design View?

a. To describe data that should be entered in each field

b. To enter lookup data that the field should refer to
c. To define the data type applied to each field in a table
d. None of these

Ans To describe data that should be entered in each field

2. The maximum number of characters in a field is set using this property

a. Required
b. Input Mask
c. Field size
d. Default value

Ans c. Field size

3. This property is used to put restrictions on the data entered in a field

a. Validation Rule
b. Format
c. Size
d. None of these

Ans a. Validation Rule

4. This property specifies that a value must be entered in the field

a. Required
b. Default
c. Validation rule
d. Validation text

Ans a. Required

5. Which type of data has a maximum size of 255 characters?

a. Text
b. Memo
c. Number
d. Hyperlink

Ans a. Text

6. We can generate Reports and Queries from:

a. Tables
b. Form
c. Auto format data
d. Cells

372
 Ans a. Tables

7. Which tab do you need to click to create a form?

a. Home
b. Create
c. External data
d. Database tools
Ans b. Create

8. Where are the previous, first, next and last record buttons located?
a. Title bar
b. Create tab
c. Navigation bar
d. Show table window

Ans c. Navigation bar

9. What are the screens used for displaying data and entering/updating data in tables
known as?
a. Tables
b. Forms
c. Reports
d. Queries
Ans b. Forms

10. Reports are:

a. Method of presenting information in a formatted and organized manner, using the
Table or Query as its source
b. Screen displaying data and entering/updating data in the tables
c. Used to store data
d. Used to display the records that match a certain criteria, sort the data etc.
Ans a. Method of presenting information in a formatted and organized manner, using
the Table or Query as its source

11. What is a small graphical representation of an organization or theme?

a. Logo
b. Form
c. Design
d. Button
Ans a. Logo

12. Which button allows us to select an attractive layout from many ready made available
layouts?
a. Design
b. Navigation
c. AutoFormat
d. Form button
c. AutoFormat

13. What is the maximum size of the text field in MS Access 2010?
a. 50 characters

373
 b. 125 characters
c. 225 characters
d. 255 characters
d. 255 characters

B. Fill in the blanks:

1. The field properties can be easily set in the Design view of a table.
2. To insert a long text in a field you should declare it as of Memo data type.
3. The Field size property is used to specify the maximum number of characters that
canbe entered in a field.
4. Fields in a table have some specific properties called Field Properties associated with
them.
5. When you point at a field that has a validation rule the error message is displayed.
6. A Field Name is the name assigned to a column of data in a table.
7. The Validation Rule property specifies the constraints for the value entered into a table.
8. Using a Form data can be entered more conveniently and in a user-friendly manner.
9. Below the form, you will see the Navigation bar to go to the previous, next, first or
last record.
10. When you run the Query, only those records, which match the Criteria mentioned, will
be displayed.
11. To generate a basic report, click on the Create tab and click on the- button.
12. To generate a query, click on the Create tab and click on the Query Design button.

C. True/False

1. The validation text is an error message that appears when are restricted or invalidated
value is entered in a field with the validation rule. True
2. The default value of the field size property is 50. False
3. You cannot change the field data type in the date sheet view. False
4. The validation rule checks and validates the values entered into a field. True
5. You cannot delete records in the Datasheet view. False
6. Deleting fields in the Design view does not delete them from the table in the Datasheet
view. False
7. You cannot delete records from a table in the Design view. True
8. Using format property you can define how the data in a field is seen on screen or in
theReport. True
9. You set the criteria for a Query so that only those records which meet the criteria are
displayed. True
10. If you want to add all the fields of the table in your query, double click on the Asterisks
(#) displayed with the table fields in the query grid. True
11. You can specify a criteria for a report. False
12. The AutoFormat button contains various types of styles and layouts which can be
applied to the report which has been generated. True
13. Once a Report has been generated, it cannot be customized. False

D. Answer the following questions:-

1. How many characters can the memo type data field hold?
Ans. The Memo data field can hold 65536 characters.

2. What is the record selector?

Ans. A button at the start of each row or record in the table which allows us to select the
whole record when you click on it.

374
 3. Which tab allows you to create a database in the design view?
Ans. Create tab allows us to create a database in the Design view.

4. Which option helps you to come out of Access?

Ans. The exit option helps us to come out of Access.

5. What do you call the process of making sure that correct data is
entered into a field?
Ans. Data validation is the process of making sure that correct data is entered into a field.

6. What data type is used to store monitory values?

Ans: Currency data type is used to store monetary values.

7. What helps us to retrieve the required information in a quick and

formatted manner?
Ans: Reports help us to retrieve the required information in a quick and formatted manner.

8. From where can we generate Reports and Queries?

Ans: We use Create tab to generate Reports and Queries from tables.

9. Which tab and option will you use to create a form in Microsoft Access?
Ans: To Create Tab and Form option is used to create a form in Microsoft Access.

10. What is the use of navigation bar?

Ans: Navigation bar is used to quickly move between records.
11. What helps us to quickly view selective data from one or more tables?
Ans: Query helps us to quickly view selective data from one or more tables.

12. What is meant by 'criteria' in context of a query?

Ans: In context of a Query „Criteria‟ means only those records will be displayed which meet
the specified condition..
13. What is the use of auto format option in creating reports?
Ans: AutoFormat button allows you to select an attractive layout from many readymade
available layouts.

E. Answer in 2-3 lines

1. Write down the steps to delete a field from the datasheet view.
Ans: The steps to delete a field from the datasheet view are:-
Step1. Right click on the Field name which we want to delete.
Step2. Click on Delete Field option.
The column (Field) will be deleted.

375
2. What is Data Validation?
Ans: Data Validation means we create an expression which is tested when we
entered thedata into table. These are two properties used for Data Validation are
(i) Validation Rule
(ii) Validat
ion Text.(iii)
3. What is the 'Validation Rule'?
Ans: The Validation rule allows us to create an expression which is tested against
the dataentered.

4. What is the advantage of a Form?

Ans: Using the Forms, we can be entered the data more conveniently in a
formatted manner and when we close the Form, the entries get automatically saved.
5. What is the difference between a Query and a Report?
Ans: Query:- i) We can view selective records and fields from the table.
ii) You can apply the criteria.
Report:- i) The report can be created using tables and queries as its source.
ii) You cannot apply the criteria
6. While creating a query, how do you specify the condition for
which you want the records to be displayed?
Ans:- While creating a Query, place the cursor in the field for which we want to set
thecriteria and type the condition to obtain the result.

7. Once a report has been generated, how can you make it attractive?

Ans: We can use the AutoFormat button to make report attractive. Using the AutoFormat
button, we apply various readymade layouts in the report.

376
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IX
ACADEMIC SESSION 2024-25
SUBJECT – MUSIC (VOCAL AND INSTRUMENTAL) (CLASS NOTES –
SEPTEMBER 2024)
Defination of Dadra taal
Dadra Taal is a 6-beat rhythmic cycle used in Indian classical music, particularly in genres such
as Hindustani and Kathak dance. It is a popular tala in the light classical and folk music
traditions. The cycle is divided into two equal parts, each containing 3 beats, and is commonly
notated as "Dha Dhi na | Dha Ti na |." In Dadra Taal, the first beat, called the "Vikrit" or "Sam,"
serves as the rhythmic anchor. The tala is known for its simple and repetitive structure, which
makes it accessible and suitable for various musical compositions and improvisations.

Congo -soul beat Defination

Congo-soul beat is a genre blending traditional Congolese rhythms with soul

music influences. It typically features the complex polyrhythms and
percussive elements characteristic of Congolese music, combined with the
smooth, melodic qualities of soul. This fusion creates a rich, rhythmic groove
that highlights both the energetic beats of Congolese music and the
emotional depth of soul. Instrumentation often includes traditional Congolese
drums and guitars, alongside soulful vocal styles and harmonies. The result
is a unique musical experience that merges African rhythmic traditions with
Western melodic sensibilities, appealing to fans of both genres.

377
378
 ARMY PUBLIC SCHOOL GWALIOR
CLASS – IX
ACADEMIC SESSION 2024-25
SUBJECT – WORK EDUCATION (CLASS NOTES – SEPTEMBER 2024)

What is pencil shading?

Pencil shading is a technique where shading is done with circles, small circles close to each
other defining darker shades and large circles apart to depict lighter shades.

Elements of shading:
 Shadow edge
 Halftone
 Reflected light
 Full light
 Blending & Rendering
 Hatching
 Cross-hatching
 Stippling

SHADING TECHNIQUES

1. Hatching

Hatching- Shading technique

This technique entails creating sets of straight parallel lines. The direction of these lines
doesn't really matter. You can decide whether you want to draw them horizontally, vertically or
diagonally (at any angle).

Positives: 379
-It is a very fast way of giving a subject a sense of form, especially geometric shapes and subjects
composed primarily of geometric shapes (think houses, buildings and furniture).
Negatives:
-You do have to be somewhat confident drawing straight lines.
-Because we are drawing straight lines, this could lead to a certain "flatness" in areas that aren't
really meant to be flat, which means we have to be extra careful when using this technique when
drawing organically shapes objects with curves in them (think human form, a piece of fruit, etc.).

2. Cross-Hatching

Cross-hatching- Shading technique

This technique is very similar to hatching, but it entails creating a second set of straight
parallel lines on top of the first. This second set of lines can be drawn in any angle or
direction you'd like, as long as you pick an angle and keep it consistent throughout.
Remember to focus on the distance that you leave between your lines and their overall direction.

Positives:
-It is a very fast way of giving a subject a sense of form, especially geometric shapes and subjects
composed primarily of geometric shapes (think houses, buildings and furniture).

Negatives:
-Because we are drawing straight lines, this could lead to a certain "flatness" in areas that aren't
really meant to be flat, which means we have to be extra careful when using this technique when
drawing organically shapes objects with curves in them (think human form, a piece of fruit, etc.).

380
3. Contour Lines

Contour Lines- Shading technique

Cylinder sketch showing contour lines Sphere sketch showing contour lines

To create contour lines, it's essential to think about the subject's form and volume before
laying down any lines. Contour lines accentuate the curves in subjects that are rounded or
more organically shaped.
Contour lines transform throughout a drawing following the natural curves of our subject,
and the perspective/angle we're viewing the object at will affect what these lines look like.

Positives:
-With some practice and efficient visualization, it's a very fast way of giving a sketch of organically
shaped subjects (think of the human figure or a piece of fruit) a sense of realistic form.

Negatives:
-It requires a certain amount of visualization.

381
4. Weaving

Weaving- Shading technique

To create a weaving pattern, draw shorter sets of intersecting/interlocking lines. These

sets of lines can have a specific organized pattern to them, or they can be placed in a more
random manner.

Positives:
-This mark-making technique creates a very appealing visual texture which is very easy to
achieve.

Negatives:
-It requires a certain amount of concentration just to create a "weaving" effect, which may take
away from our focus when trying to achieve adequate value placement.
-The high level of texture created may be too distracting when drawing certain subjects.

5. Stippling

Stippling- Shading technique

Stippling requires us to lay down a huge amount of dots.

Positives:
-This technique can create amazingly realistic drawings of pretty much any kind of subject.

Negatives:
-It can be time consuming and tiring.
382
-Creating so many dots may lead to damaging the tip of our drawing pen.

6. Scribbling

Scribbling- Shading technique

To do effective scribbling, relax your hand and allow it to move naturally and organically.
Don't focus on creating any specific kinds of shapes or lines, but more on loops and
variety.

Positives:
- it is a very easy way of achieving a visual effect of small, overlapping natural elements, that
require more irregularity in them (think of leaves, plants and curly hair).

Negatives:
-It can be easy to go overboard since we are letting our hand have a mind of its own.

TYPES OF DRAWING PENCILS

 Graphite pencils: These are the most common pencils used in art and writing.
 Charcoal pencils: Create dark and rough lines, but not as versatile as the other options.
 Coloured pencils: Similar to normal graphite pencils but in colour.
 Mechanical pencils: Create sharp lines and do not need to be sharpened.

383
Pencils Number with shading

384
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- ENGLISH (CLASS NOTES- SEPTEMBER 2024)
FIRST FLIGHT–MAIN COURSE BOOK

CHAPTER-5 GLIMPSES OF INDIA

I. A BAKER FROM GOA

Comprehension Check-1
(Page 36)
Question 1. What are the elders in Goa nostalgic about?
Answer:The elders in Goa are nostalgic about the good old Portuguese days and their love of
bread and loaves. The writer says that the eaters of loaves have left but the makers still exist.

Question2. Is bread-making still popular in Goa? How do you know?

Answer: Yes, bread making is still popular in Goa. This is very clear from the narrator‘s
statement that the eaters have gone away leaving the makers behind. There are mixers,
moulders and the ones who bake the loaves. The time tested furnaces still exist there.

Question3. What is the baker called?

Answer: The baker is called a pader in Goa.

Question4. When would the baker come everyday? Why did the children run to meet him?
Answer: The baker would come twice a day—once early in the morning and the second time
when he returned after selling his stuff.
The children would run to meet him as they wanted to have bread-bangles.

Comprehension Check-2
(Page 87)

Question1.Match the following.

What is a must

1. as marriage gifts? – cakes and bolinhas

2. for a party or a feast? – sweet bread called bol

3. for a daughter‘s engagement? – bread

4. for Christmas? – sandwiches

385
Answer:
1. as marriage gifts – sweet bread called bol

2. for a party or a feast – bread

3. for a daughter‘s engagement – sandwiches

4. for Christmas – cakes and bolinhas

Question2. What did the bakers wear

1. In the Portuguese days

2. When the author was young

Answer:
1. The bakers were usually dressed up in a peculiar dress called kabai. It was a single piece
long frock reaching down to the knees.

2. During his childhood days, the author saw the bakers wearing a shirt and trousers which were
shorter than full length ones and longer than half pants.

Question3. Who invites the comment – ―he is dressed like a pader‖ Why?
Answer: Any person who is wearing a half pant which reaches just below the knees invites this
comment. This is because the baker, known as a pader, used to dress like that.

Question4.Where were the monthly accounts of the baker recorded?

Answer: Monthly accounts of the baker were recorded on some wall in the house with a pencil.

Question5. What does a ‗jackfruit-like appearance‘ mean?

Answer: It means having a plump physique, like a jackfruit.

Thinking About the Text (Page 88)

Question1.Which of these statements are correct?

1. The pader was an important person in the village in old times.

2. Paders still exist in Goan villages.

3. The paders went away with the Portuguese.

4. The paders continue to wear a single-piece long frock.

5. Bread and cakes were an integral part of Goan life in the old days.

386
6. Traditional bread-baking is still a very profitable business.

7. Paders and their families starve in the present times.

Answer:
1. Correct

2. Correct

3. Incorrect

4. Incorrect

5. Correct

6. Correct

7. Incorrect

Question2. Is bread an important part of Goan life? How do you know this?
Answer: Yes, bread is an important part of Goan life. It is needed for marriage gifts, parties and
feasts. Bread is also needed by a mother for preparing sandwiches during her daughter‘s
engagement. Thus, it is necessary to have breads for every occasion, because of which the
presence of a baker‘s furnace in the village is very important.

Question3. Tick the right answer. What is the tone of the author when he says the following?
1. The thud and the jingle of the traditional baker ‗s bamboo can still be heard in some places,
(nostalgic, hopeful, sad)
2. Maybe the father is not alive but the son still carries on the family profession, (nostalgic,
hopeful, sad)
3. I still recall the typical fragrance of those loaves, (nostalgic, hopeful, naughty)

4. The tiger never brushed his teeth. Hot tea could wash and clean up everything so nicely, after
all. (naughty, angry, funny)

5. Cakes and bolinhas are a must for Christmas as well as other festivals, (sad, hopeful, matter-
of-fact)
6. The baker dnd his family never starved. They always looked happy and prosperous, (matter-
of-fact, hopeful, sad)

Answer:
1. Nostalgic

2. Hopeful

3. Nostalgic

4. Funny

387
5. Matter-of-fact

6. Matter-of-fact

Extra Questions
Question 1. Why was the baker, the friend, companion and guide of the children?
Answer: For children, the very sight of the baker was quite exciting. He was their friend,
companion and guide. The jingling thud of his bamboo put them in rapture. They ran to meet
and greet him. It was not so much for the love of the loaf what they longed for were the bread-
bangles. Sometimes they liked the sweet bread of special make.

Question 2. How can you say, ‗bread-baking is still popular in Goa‘?

Answer: Bread making is still very popular in Goa. Even now, we can see the mixers, molders
and those who bake the loaves. Most of their festivals and other occasions are meaningless
without the loaves of bread.

Question 3. ―Even today any person with a jackfruit-like physical appearance is easily compared
to a baker.‖ Explain.
Answer: Bakers had a plump physique which meant they were happy and prosperous and
hence, even today, any person with a jackfruit like physical appearance is compared to a baker.

Question 4. What importance did the baker‘s furnace have in the village in Goa?
Answer: The loaves of bread had become an important and integral part of the lives of the
people in Goa. Marriages were meaningless without the sweet bread or the bol. No party or
feast was possible without bread. The lady of the house would prepare sandwiches on the
engagement ceremony of her daughter. Cakes and sweetbreads were a must for Christmas and
other festivals. The presence of the baker‘s furnace was absolutely essential in the village.

Question 5. ―The custom of baking bread is closely associated with Goan culture‖.
Explain/Discuss, with reference to the chapter ‗A baker from Goa‘.
Answer: Bread forms an essential part of the Goan culture. There is no party or festival without
bread. Marriage gifts are meaningless without the sweet bread known as the bol. Any party or a
feast loses its charm without bread. A baker is very important for a village. The lady of the
house must prepare sandwiches on the occasion of her daughter‘s engagement. Cakes and
bolinhas are a must for Christmas as well as other festivals. Thus, the presence of the baker‘s
furnace in the village is absolutely essential. Loaves of bread are very popular in Goa and is a
staple food even in remote villages. The bread has health benefits. There are still a few small
bakeries left in some of the smaller towns.

Question 6. Give a pen-portrait of a Goan village baker.

Answer: A Goan village baker used to sell all kinds of bread loaves. He used to come in the
morning with a basket of bread loaves on his head. He made a musical entry on the scene with
the jhang–jhang‗ of his bamboo stick. He used to wear a peculiar dress known as the ‗kabai‗. It
was a single-piece long frock reaching down to the knees. The baker usually collected his bills
at the end of the month. Baking was indeed a profitable profession in the old days. The baker
always looked happy and prosperous. He had a plump physique.

II.COORG
Thinking About The Text

388
(Page 92)

Question1.Where is Coorg?
Answer: Coorg or Kodagu is the smallest district of Karnataka. It is situated midway between
Mysore and the coastal town of Mangalore.

Question2.What is the story about the Kodavu people‘s descent?

Answer: The fiercely independent people of Coorg are descendents of Greeks or Arabs. A
section of Alexander‘s army moved South along the coast and settled here only when they were
unable to return to their country. These people married among the locals. This is the story about
the descent of Kodavu people.

Question3. What are some of the things you now know about?

1. the people of Coorg?

2. the main crop of Coorg?

3. the sports it offers to a tourists?

4. the animals you are likely to see in Coorg?

5. its distance from Bangalore and how to get there?

Answer:
1. They are fiercely independent people and have descended from the Greeks or the Arabs.

2. Coffee is the main crop of Coorg.

3. It mostly offers adventure sports which include river rafting, canoeing, rappelling, rock
climbing and mountain biking.

4. The animals likely to be seen in Coorg are macaques, Malabar squirrel, langurs, slender loris,
elephants etc.

5. By road, it is around 250 – 260 kilometres from Bangalore.

Question 4. Here are six sentences with some words in italics. Find phrases from the text that
have the same meaning. (Look in the paragraphs indicated)

1. During monsoons it rains so heavily that tourists do not visit Coorg. (Para 2)

2. Some people say that Alexander‘s army moved south along the coast and settled there.
(Para3)
3. The Coorg people are always ready to tell stories of their son‘s and father‘s valour. (Para 4)

4. Even people who normally lead an easy and slow life get smitten by the high energy
adventure sports of Coorg.(Para 6)

389
5. The theory of the Arab origin is supported by the long coat with embroidered waist-belt they
wear. (Para 3)

6. Macaques, Malabar squirrels observe you carefully from the tree canopy. (Para 7)

Answer:
1. to keep visitors away

2. As one story goes

3. are more than willing to recount

4. The most laidback individuals become converts to

5. draws support from

6. keep a watchful eye

EXTRA QUESTIONS
Question 1. Describe the origin of Kaveri and the area around it.
Answer: The river Kaveri originates from the hills and forests of Coorg. Mahaseer a large
freshwater fish abound in these waters. Kingfishers dive for their catch. The squirrels and
langurs drop half-eaten fruit for the mischief of enjoying the splash and ripples in the clear
water. A walk across the bridge leads to the sixty-four-acre island of Nisargadhama.

Question 2. Where and how can we have a panoramic view of the misty landscape of Coorg
from?
Answer: The tourists are advised not to miss a climb to the Brahmagiri hills. The climb to the
Brahmagiri hills gives you a panoramic view of the entire misty landscape of Coorg. Then you
can walk across the rope bridge. It will lead you to the sixty-four-acre island of Nisargadhama.

Question 3. Which story shows that Coorgis are of Greek descent?

Answer: A story narrates that a part of Alexander‘s Army moved south along the coast and
settled at Coorg when their return became impractical. These people married the locals and
became inhabitants of this place.

Question 4. Where is Coorg located? When should-one visit? Write an account of the life of the
people of Coorg.
Answer: Coorg is situated in the midway between Mysore and coastal town of Mangalore. It is
the smallest district of Karnataka. It is a piece of heaven fallen from the kingdom of God. This is
a land of rolling hills. There is the smell of coffee in the air. It has evergreen rainforests, spices
and coffee plantations. The martial men and beautiful women of Coorg are of Greek or Arabic
descent.
As per a story, a part of Alexander‘s army moved south and settled here as return became
difficult. The rites are different from that of Hindu mainstream. All of them wear a waist-belt
called Kuppia. It resembles the Kuffia worn by the Arabs and Kurds. These Coorgs have many
tales of bravery. They are very hospitable. Coorg soldiers are brave. They can carry firearms
without any license. The Coorg Regiment is one of the most decorated regiments in the Indian
Army

390
Question 5. What does the author say about the people of Coorg?
Answer: The writer says that the people of Coorg are independent and brave. They are of Greek
or Arabic descent. According to a story, a part of Alexander‘s army did not return and was
settled here. They married among the locals. This culture can be seen in the martial traditions,
marriage and religious customs.
According to another theory Coorg people originated from the Arabs. It is evident from the long,
black coat worn by the people. It is like the kuffia worn by the Arabs and the Kurds. Coorgi
homes have tradition of hospitality. They are brave people. Their tales of bravery are famous.
The Coorg Regiment is one of the most decorated in the Indian Army. The first Chief of the
Indian Army, General Cariappa, was a Coorgi. Even today, the Kodavus are the only people in
India who are allowed to carry firearms without a licence.

Question 6. What are popular theories regarding the descent of the people of Coorg?
Answer: Coorgi people are distinct people. Their religious practices, marriages and traditions
are distinct from the Hindu mainstream. There are two theories regarding the descent of the
Coorgi people. It is believed that perhaps they are of Greek or Arabic descent. According to one
theory, a part of Alexander‘s army moved south along the coast. Their return became
impractical. These people settled down there. They married amongst the locals. Another theory
gives their descent to the Arabs. The theory of Arab origin draws support from their dress which
resembles the traditional Arabic dress. Their long, black coat with an embroidered waist-belt
worn by the Kodavus, known as Kuppia, resembles the kuffia worn by the Arabs and the Kurds.

Question 7. What does the writer say about the natural beauty of Coorg?
Answer: Coorg is situated in Karnataka midway between Mysore and the coastal town of
Mangalore. It looks like a piece of heaven that must have drifted from the kingdom of God. This
is a land of rolling hills. It is a home of evergreen rainforests, spices and coffee plantations.
Evergreen forests cover thirty percent of Coorg district. The river Kaveri flows through Coorg.
Big elephants are also found here. Birds, bees and butterflies are there to give the visitors
company. The climb to the Brahmagiri hills brings (the visitors) into a panoramic view of the
entire misty landscape of Coorg. It is said that the people searching for the heart and soul of
India visit Coorg.

Question 8. Describe the rainforests, the river Kaveri and coffee plantations in Coorg.
Answer: Coorg is a land of rolling hills and rainforests. The rainforests dominate the landscape
of Coorg. They cover over thirty percent of Coorg. The rainforests have a lot of rains during the
monsoons. The ideal tourists season starts from September and ends in March. The hills and
rainforests are the sources of the river Kaveri. Mahaseer, a large freshwater fish, abound in
Kaveri waters. The forests of Coorg have a rich flora and fauna. Birds, bees, butterflies, Malabar
squirrels, langurs and wild elephants find their shelter in the rainforests of Coorg. The very air of
Coorg smells of fresh coffee. Coffee estates and colonial buildings are scattered all around amid
the rolling hills.

Question 9. ―The people of Coorg are famous for their tradition of hospitality and valour in the
army. Explain with reference to ‗Glimpses of India‘.
Answer: It is quite true that the people of Coorg are famous for their traditions of hospitality,
love, respect and fellow-feeling. People visiting Coorg always feel at home there and enjoy the
panoramic view of the whole landscape of Coorg. The visitors get pleasure in riding over the
elephants and the fresh smell of coffee plantation. The residents are always eager to tell the
tales of vigour, bravery and courage only. related to their sons and fathers. These people show
utmost courage and exemplary bravery during the war period. It is a matter of great concern for

391
all of us that Coorg Regiment is famous for its bravery. It is one of the most decorated in the
Indian army. General Cariappa was a Coorgi. It is very rewarding for all of us. Even the
government has allowed the Coorgi people to carry firearms with them. They can move in any
part of the country without a licence.

III. TEA FROM ASSAM

EXTRA QUESTIONS
Question 1. What did Rajvir see during his train journey? Why was he more excited than his
friend Pranjol?
Answer: Rajvir, a classmate of Pranjol, is visiting Tea Estate in Assam, for the first time.
Actually, he is enjoying the train journey to Assam with his friend Pranjol whose father manages
Dhekiabari Tea Estate. The beautiful scenery fascinates Rajvir. It is green, green everywhere.
He sees so much greenery for the first time in his life. Now the landscape changes. The paddy
fields give way to tea bushes. A sea of tea bushes is stretching as far as eyes can go. The
orderly rows of bushes are pruned to the same height. Groups of tea pickers are carrying
bamboo baskets on their backs. They are plucking the newly sprouted leaves. The magnificent
view fascinates Rajvir. However, Pranjol is not so much excited. These views are not new to
him. He was born and brought up on a tea plantation.

Question 2. Pranjol was born and brought up on a tea estate in Assam but he was Rajvir who
knew much about tea leaves and the legends associated with tea. Base your answer on their
visit to Dhekiabari Tea Estate in Assam.
Answer: It is true that Pranjol was born and brought up on a tea plantation. His father managed
Dhekiabari Tea Estate in Assam. However, his friend Rajvir‘s knowledge about tea and its
history was more profound than him. The reason was simple. Rajvir had done a lot of reading
about tea and its history. He even surprised Pranjol‘s father with his in-depth knowledge of the
subject.
Rajvir‘s visit to Dhekiabari was an opportunity for him to connect his reading and knowledge to
the real existing tea plantation. He was fascinated by the magnificent sea of tea bushes
stretching as far as his eyes could go. He saw with his own eyes the groups of tea pluckers,
with bamboo baskets on their backs, plucking the newly-sprouted leaves. His studies helped
him to recognise that the trailer-load of tea leaves were the second-flush or the sprouting period
that gave the best tea.

Question 3. What are the legends related to the discovery of tea?

Answer: There are many popular legends about the discovery of tea. Two of them are as follows
- A Chinse emperor was used to drink boiled water. One day a twig from the fire fell into the pot
in which water was being boiled. It gave a delicious flavour to the drink. It is said that those were
tea leaves.
An Indian legend goes like this. Once there was a Buddhist ascetic who used to feel sleepy
during meditations. So he cut off his eyelids. Ten tea plants grew out of the eyelids. When the
leaves from these plants were put in hot water and drunk they banished sleep.

Question 4. Where were Pranjol and Rajvir going? What did Rajvir see when he looked out of
the train on the way?
Answer: Pranjol belonged to Assam. He was studying in a school in Delhi. Rajvir was his
classmate. Pranjol‘s father was the manager of a tea-garden in Upper Assam. Pranjol invited
Rajvir to visit his home during the summer vacation. Both of them travelled to Assam on a train.
When the train stopped at a station, a vendor called, ‗chai-garam garam-chai, they took tea and

392
started sipping it. Rajvir told Pranjol that over eighty crore cups of tea are drunk every day
throughout the world. Pranjol started reading his detective book again. But Rajvir looked out of
the window of a moving train. There was beautiful scenery outside. Soon the soft green paddy
fields were left behind and there were tea bushes everywhere. Rajvir was fascinated by the
magnificent view of tea gardens.

Question 5. It seems that Rajvir had done a lot of homework regarding tea and its history. Do
you support Pranjol‘s father‘s statement that he gave about Rajvir‘s knowledge in this regard?
Answer: It is true that Rajvir had never visited a tea estate ever before in his life. His visit to
Dhekiabari Tea Estate was at the invitation of his classmate Pranjol whose father managed the
estate. But Rajvir seemed to have done a lot of homework and reading about tea and tea
plantations before coming to Assam. He told Pranjol that tea is one of the most popular
beverages in the world. More than eighty crores of cups of tea are drunk every day throughout
the world.
When he saw an ugly building with smoke billowing out of its tall buildings, he at once cried
―Hey, a tea garden!‖. Actually, he had been reading as much about tea as he could. He narrated
different legends regarding the discovery of tea leaves. It was Rajvir who narrated the legends
describing how tea leaves were discovered in India and China. Rajvir impressed and surprised
Pranjol‘s father about his deep knowledge of tea-leaves. When he saw a tractor pulling a trailer
load of tea leaves he recognised that it was the second-flush or sprouting period. He also knew
that it continues from May to July and yields the best tea.

Question 6. You know that everybody drinks tea everyday in India. It banishes our sleep and
makes us feel fresh. Describe the ‗importance of tea in India‘.
Answer: Today all people drink tea every day in India. But the quantity of tea differs from person
to person. Life in an Indian house starts with a refreshing cup of tea. India has now surpassed
China in tea production. India is one of the largest tea producers in the world. 70 per cent of its
tea is consumed within India. Assam and Darjeeling produced world renowned tea. Tea became
widely popular in India during 1950s Tea industry is the second largest employer in the country.
It is grown in many states in India. Tea plants need shade to grow besides humid climate. It is a
labour oriented industry. Tea has a number of medical and therapeutic properties.

Chapter- 5 Footprints without Feet

Read and Find Out
(Page 26)

Question1. How did the invisible man first become visible?

Answer: The invisible man (Griffin) first became visible after he slipped into a big London store
for keeping warm and overslept there while wearing some clothes taken from the store. The
clothes made him visible to the shop assistants when the shop opened in the morning. To
escape from them, he had to shed all his clothes to become invisible again.

Question2. Why was he wandering the streets?

Answer: Though he was a brilliant scientist, he was a lawless person. His landlord disliked him
and wanted to evict Griffin. In revenge, he set fire to the house. To escape, he removed his
clothes, becoming invisible. Thus he became homeless and was wandering the streets of
London.
Page-28

393
Question 1. Why does Mrs Hall find the scientist eccentric?
Answer. Mrs Hall found the scientist eccentric because of his strange appearance and also,
when she tried to be friendly with him, he rebuffed her by saying that he hacLcome there for
solitude and did not wish to be disturbed in his work.

Question2. What curious episode occurs in the study?

Answer: Very early one morning, a clergyman and his wife were awakened by noises coming
from their study. Then they heard the sound of coins being taken from the desk there. However,
when they entered the study, they did not find anybody there, which was curious.

Question 3. What other extraordinary things happen at the inn?

Answer: At the inn, Mrs Hall and her husband went into the scientist‘s room on finding its door
open. However, he was not seen in the room, but Mrs Hall heard a sniff and the hat on the
bedpost leapt up and dashed into her face. Then the bedroom chair sprang into the air and
pushed them both out of the room. This made Mrs Hall think that her furniture was haunted.
Think About It

(Page 31)
Question 1. ―Griffin was rather a lawless person.‖ Comment.
Answer: Griffin was not bothered if he had harmed anybody in the fulfilment of what he wanted.
He set his landlord‘s house on fire because the landlord tried to make him leave. Then his
robberies at shops and later in the village indicate that he was a lawless person. When he
encountered the landlady of the inn, he threw a chair at her and her husband. Lawless persons
like Griffin never think about the safety and well-being of others. They are only concerned about
themselves.

Question 2. How would you assess Griffin as a scientist?

Answer: Griffin is a brilliant scientist, as he discovers how to make himself invisible. But he
seems to enjoy the feeling of power which he gets out of his invisibility. The power to hurt
anybody without getting noticed can give sadistic pleasure to some people. A true scientist
should make discoveries for the larger benefit of society, not just for his own benefit.

Extra Questions

Question 1: How would you assess Griffin as a scientist and a human being? What qualities or
values would you suggest will make him a better person?
Answer: Griffin was an eccentric scientist who had discovered a rare drug which could make
him invisible. Griffin became invisible not for the welfare of the society but to satisfy his own ego
and carry out his evil deeds. He was a brilliant scientist but not a law abiding person. He was a
criminal who had no respect for humanity or law. He stole money from the clergyman's house,
set the landlord's house on fire and even killed his father for his own benefit. He was not also a
good human being. He was rude to everyone around. When everyone asked about his secret,
he hit them and escaped becoming invisible. I would like to suggest him to imbibe empathy,
kindness, helpfulness, honesty, generosity, social responsibility, etc. These values will make
him a better person. He should have used his discovery for the benefit of society and his
country. He should be more human and loving towards the people around him.

Question 2: Griffin's unlawful activities devalue his scientific discovery. What are some of the
qualities that he should develop?

394
Answer: Griffin was a scientist who had actually made a major discovery. He had discovered a
medicine and if a person drank that medicine, he would easily go invisible. However, his
unlawful activities greatly undermined his discovery. People were afraid of him and did not
recognize his achievement due to his anger and violent nature. Griffin ought to have been more
tolerant and patient. Instead of terrorizing people with his discovery, he should have exercised
patience, and gradually revealed himself to the world. Patience would have been an asset for
him, as he would have waited for the right time and right opportunities to make his discovery
public and enjoy his fame and riches brought by the discovery.

395
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- HINDI (CLASS NOTES- SEPTEMBER 2024)
काव्य खंड:पाठ- 4 पर्वत प्रदे श में पार्स

पाठ्यपस्
ु तक के प्रश्न-अभ्यास

(क) ननम्नलऱखखत प्रश्नों के उत्तर दीजिए-

प्रश्न 1.
ऩावस ऋतु भें प्रकृतत भें कौन-कौन से ऩरयवततन आते हैं? कववता के आधाय ऩय स्ऩष्ट कीजिए।
उत्तय-
ऩावस ऋतु भें प्रकृतत भें फहुत-से भनोहायी ऩरयवततन आते हैं।
िैस-े

1. ऩवतत, ऩहाड़, तार, झयने आदद बी भनष्ु मों की ही बाॉतत बावनाओॊ से ओत-प्रोत ददखाई दे ते हैं।
2. ऩवतत तार के िर भें अऩना भहाकाय दे खकय है यान-से ददखाई दे ते हैं।
3. ऩवततों से फहते हुए झयने भोततमों की रडड़मों से प्रतीत होते हैं।
4. फादरों की ओट भें तिऩे ऩवतत भानों ऩॊख रगाकय कहीॊ उड़ गए हों तथा ताराफों भें से उठता हुआ कोहया धुएॉ।
की बाॉतत प्रतीत होता है ।

प्रश्न 2.
‗भेखराकाय’ शब्द का क्मा अथत है? कवव ने इस शब्द का प्रमोग महाॉ क्मों ककमा है?
उत्तय-
‗भेखराकाय’ शब्द का अथत है-भॊडराकाय कयधनी के आकाय के सभान। मह कदट बाग भें ऩहनी िाती है । ऩवतत बी
भेखराकाय की तयह रग यहा था िैसे इसने ऩयू ी ऩथ्
ृ वी को अऩने घेये भें रे लरमा है । कवव ने इस शब्द का प्रमोग
ऩवतत की ववशारता औय पैराव ददखाने के लरए ककमा है ।

प्रश्न 3.
‗सहस्र दृग-सभ
ु न’ से क्मा तात्ऩमत है ? कवव ने इस ऩद का प्रमोग ककसके लरए ककमा होगा?
उत्तय-
ऩवतत अऩने चयणों भें जस्थत ताराफ भें अऩने हिायों सभ
ु न रूऩी नेत्रों से अऩने ही बफॊफ को तनहायते हुए-से प्रतीत होते
हैं। ऩवततों ऩय खखरे सहस्र पूरों का ऩवततों के नेत्र के रूऩ भें भानवीकयण ककमा गमा है । इस तयह से स्ऩष्ट हो िाता
है कक कवव ने इस ऩद का प्रमोग ऩवततों का भानवीकयण कयने के लरए ककमा होगा।

396
प्रश्न 4.
कवव ने ताराफ की सभानता ककसके साथ ददखाई है औय क्मों?
उत्तय-
कवव ने ताराफ की सभानता दऩतण के साथ ददखाई है । कवव ने ऐसी सभानता इसलरए की है क्मोंकक ताराफ का िर
अत्मॊत स्वच्ि व तनभतर है । वह प्रततबफॊफ ददखाने भें सऺभ है । दोनों ही ऩायदशी, दोनों भें ही व्मजक्त अऩना प्रततबफॊफ
दे ख सकता है । ताराफ के िर भें ऩवतत औय उस ऩय रगे हुए पूरों का प्रततबफॊफ स्ऩष्ट ददखाई दे यहा था। इसलरए
कवव द्वाया ताराफ की सभानता दऩतण के साथ कयना अत्मॊत उऩमक्
ु त है ।

प्रश्न 5.
ऩवतत के रृदम से उठकय ऊॉचे-ऊॉचे वऺ
ृ आकाश की ओय क्मों दे ख यहे थे औय वे ककस फात को प्रततबफॊबफत कयते हैं?
उत्तय-
ऩवतत के रृदम से उठकय ऊॉचे-ऊॉचे वऺ
ृ आकाश की ओय अऩनी उच्चाकाॊऺाओॊ को प्रकट कयने के लरए दे ख यहे हैं,
अथातत ् आकाश को ऩाना चाहते हैं। मे वऺ
ृ इस फात को प्रततबफॊबफत कयते हैं कक भानों मे गॊबीय चचॊतन भें रीन हों
औय अऩरक दे खते हुए अऩनी उच्चाकाॊऺाओॊ को ऩण
ू त कयने के लरए तनहाय यहे हों।

प्रश्न 6.
शार के वऺ
ृ बमबीत होकय धयती भें क्मों धॊस गए?
उत्तय-
कवव के अनस
ु ाय वषात इतनी तेि औय भस
ू राधाय थी कक ऐसा रगता था भानो आकाश धयती ऩय टूट ऩड़ा हो। चायों
तयप धआ
ु -ॉ सा उठता प्रतीत होता है । ऐसा रगता है भानो ताराफ भें आग रग गई हो। चायों ओय कोहया िा िाता है,
ऩवतत, झयने आदद सफ अदृश्म हो िाते हैं। वषात के ऐसे बमॊकय रूऩ को दे खकय ही शार के वऺ
ृ बमबीत होकय धयती
भें पॉसे हुए प्रतीत होते हैं।

प्रश्न 7.
झयने ककसके गौयव का गान कय यहे हैं? फहते हुए झयने की तर
ु ना ककससे की गई है ?
उत्तय-
ऩवततों की ऊॉची चोदटमों से ‘सय-सय कयते फहते झयने दे खकय ऐसा प्रतीत होता है , भानों वे ऩवततों की उच्चता व
भहानता की गौयव-गाथा गा यहे हों। िहाॉ तक फहते हुए झयने की तर
ु ना का सॊफध
ॊ है तो फहते हुए झयने की तर
ु ना
भोती रूऩी रडड़मों से की गई है ।

(ख) ननम्नलऱखखत का भार् स्पष्ट कीजिए-

प्रश्न 1.
है टूट ऩड़ा बू ऩय अॊफय!
उत्तय-

397
इसका बाव है कक िफ आकाश भें चायों तयफ़ असॊख्म फादर िा िाते हैं, तो वातावयण धध
ुॊ भम हो िाता है औय
केवर झयनों की झय-झय ही सन
ु ाई दे ती है, तफ ऐसा प्रतीत होता है कक भानों धयती ऩय आकाश टूट ऩड़ा हो।

प्रश्न 2.
मों िरद-मान भें ववचय-ववचय
था इॊद्र खेरता इॊद्रिार।
उत्तय-
ऩवततीम प्रदे श भें वषात ऋतु भें ऩर-ऩर प्रकृतत के रूऩ भें ऩरयवततन आ िाता है । कबी गहया फादर, कबी तेज़ वषात व
ताराफों से उठता धआ
ु ॉ। ऐसे वातावयण को दे खकय रगता है भानो वषात का दे वता इॊद्र फादर रूऩी मान ऩय फैठकय
िाद ू का खेर ददखा यहा हो। आकाश भें उभड़ते-घभ
ु ड़ते फादरों को दे खकय ऐसा रगता था िैसे फड़े-फड़े ऩहाड़ अऩने
ऩॊखों को पड़पड़ाते हुए उड़ यहे हों। फादरों का उड़ना, चायों ओय धआ
ु ॉ होना औय भस
ू राधाय वषात का होना मे सफ िाद ू
के खेर के सभान ददखाई दे यहे थे।

प्रश्न 3.
चगरयवय के उय से उठ-उठ कय
उच्चाकाॊऺाओॊ से तरुवय
हैं झाॉक यहे नीयव नब ऩय
अतनभेष, अटर, कुि चचॊताऩय।
उत्तय-
इस अॊश का बाव है कक ऩवततीम प्रदे श भें वषात के सभम भें ऺण-ऺण होने वारे प्राकृततक ऩरयवततनों तथा अरौककक
दृश्मों को दे ख कय ऐसा प्रतीत होता है , िैसे इॊद्र दे वता ही अऩना इॊद्रिार िरद रूऩी मान भें घभ
ू -घभ
ू कय पैरा यहा
है , अथातत ् फादरों का ऩवततों से टकयाना औय उनहीॊ फादरों भें ऩवततों व ऩेड़ों का ऩरबय भें तिऩ िाना, ऊॉचे-ऊॉचे ऩेड़ों
का आकाश की ओय तनयॊ तय ताकॊना, फादरों के भध्म ऩवतत िफ ददखाई नहीॊ ऩड़ते तो रगता है , भानों वे ऩॊख
रगाकय उड़ गए हों आदद, इॊद्र का ही पैरामा हुआ भामािार रगता है ।

कवर्ता का सौंदयव
प्रश्न 1.
इस कववता भें भानवीकयण अरॊकाय का प्रमोग ककस प्रकाय ककमा गमा है? स्ऩष्ट कीजिए।
उत्तय-
कवव सलु भत्रानॊदन ऩॊत प्रकृतत के कुशर चचतेये हैं। वे प्रकृतत ऩय भानवीम किमाओॊ को आयोवऩत कयने भें लसद्धहस्त
हैं। ‘ऩवतत प्रदे श भें ऩावस’ कववता भें कवव ने प्रकृतत, ऩहाड़, झयने, वहाॉ उगे वऺ
ृ , शार के ऩेड़-फादर आदद ऩय
भानवीम किमाओॊ का आयोऩ ककमा है, इसलरए कववता भें िगह-िगह भानवीकयण अरॊकाय ददखाई दे ता है ।
कववता भें आए भानवीकयण अरॊकाय हैं-

398
 1. ऩवतत द्वाया ताराफ रूऩी स्वच्ि दऩतण भें अऩना प्रततबफॊफ दे खकय आत्भभग्ु ध होना।
2. ऩवतत से चगयते झयनों द्वाया ऩवतत का गण
ु गान ककमा िाना।
3. ऩेड़ों द्वाया ध्मान रगाकय आकाश की ओय दे खना।
4. ऩहाड़ का अचानक उड़ िाना।
5. आकाश का धयती ऩय टूट ऩड़ना।

कववता भें कवव ने भानवीकयण अरॊकाय के प्रमोग से चाय चाॉद रगा ददमा है ।

प्रश्न 2.
आऩकी दृजष्ट भें इस कववता का सौंदमत इनभें से ककस ऩय तनबतय कयता है-
(क) अनेक शब्दों की आवजृ त्त ऩय।
(ख) शब्दों की चचत्रभमी बाषा ऩय।
(ग) कववता की सॊगीतात्भकता ऩय।
उत्तय-
भेयी दृजष्ट भें कववता का सौंदमत शब्दों की आवजृ त्त, काव्म की चचत्रभमी बाषा औय कववता की सॊगीतात्भकता तीनों
ऩय ही तनबतय कयता है । मद्मवऩ इनभें से ककसी एक के कायण बी सौंदमत ववृ द्ध होती है ऩय इन तीनों के लभरे-िर
ु े
प्रबाव के कायण कववता का सौंदमत औय तनखय आता है; िैस-े
(क) अनेक शब्दों की आवजृ त्त ऩय।

1. ऩर-ऩर ऩरयवतततत प्रकृतत-वेश।

2. भद भें नस-नस उत्तेजित कय
3. चगरयवय के उय से उठ-उठ कय

शब्दों की आवजृ त्त से बावों की अलबव्मजक्त भें गॊबीयता औय प्रबाववकता आ गई है ।

(ख) शब्दों की चचत्रभमी बाषा ऩय

1. भेखराकाय ऩवतत अऩाय

2. अवरोक यहा है फाय-फाय
3. है टूट ऩड़ा बू ऩय अॊफय!
4. पॉस गए धया भें सबम तार!
5. झयते हैं झाग बये तनझतय।
6. हैं झाॉक यहे नीयव नब ऩय।

399
शब्दों की चचत्रभमी बाषा से चाऺुक बफॊफ मा दृश्म बफॊफ साकाय हो उठता है । इससे साया दृश्म हभायी आॉखों के साभन
घभ
ू िाता है ।

(ग) कववता की सॊगीतात्भकता ऩय

1. अवरोक यहा है फाय-फाय

नीचे िर भें तनि भहाकाय,
2. भोती की रडड़मों-से सद
ुॊ य
झयते हैं झाग बये तनझतय!
3. यव-शेष यह गए हैं तनझतय !
है टूट ऩड़ा बू ऩय अॊफय !

कववता भें तक
ु ाॊतमक्
ु त ऩदावरी औय सॊगीतात्भकता होने से गेमता का गण
ु आ िाता है ।

प्रश्न 3.
कवव ने चचत्रात्भक शैरी का प्रमोग कयते हुए ऩावस ऋतु का सिीव चचत्र अॊककत ककमा है । ऐसे स्थरों को िाॉटकय
लरखखए।
उत्तय-
कववता से लरए गए चचत्रात्भक शैरी के प्रमोग वारे स्थर-

1. ऩर-ऩर ऩरयवतततत प्रकृतत-वेश

2. भेखराकाय ऩवतत अऩाय
3. अऩने सहस्र दृग-सभ
ु न पाड़,
अवरोक यहा है फाय-फाय
4. जिसके चयणों भें ऩरा तार
दऩतण-सा पैरा है ववशार!
5. भोती की रडड़मों-से सद
ुॊ य
झयते हैं झाग बये तनझतय !
6. उच्चाकाॊऺाओॊ से तरुवय
हैं झाॉक यहे नीयव नब ऩय
7. उड़ गमा, अचानक रो, बध
ू य
8. है टूट ऩड़ा बू ऩय अॊफय!
9. धॊस गए धया भें सबम शार!
10. उठ यहा धआ
ु ,ॉ िर गमा तार!

400
 11. -मों िरद-मान भें ववचय-ववचय
था इॊद्र खेरती इॊद्रिार।

योग्यता वर्स्तार
प्रश्न 1.
इस कववता भें वषात ऋतु भें होने वारे प्राकृततक ऩरयवततनों की फात कही गई है । आऩ अऩने महाॉ वषात ऋतु भें होने
वारे प्राकृततक ऩरयवततनों के ववषम भें िानकायी प्राप्त कीजिए।
उत्तय-
वषात ऋतु भें होने वारे प्राकृततक ऩरयवततन-वषात को िीवनदातमनी ऋतु कहा िाता है । इस ऋतु का इॊतज़ाय ग्राभीण
ऺेत्रों भें ववशेष रूऩ से ककमा िाता है । वषात आते ही प्रकृतत औय िीव-िॊतओ
ु ॊ को नविीवन के साथ हषोल्रास बी
स्वत् ही लभर िाता है । इस ऋतु भें हभ अऩने आसऩास अनेक प्राकृततक ऩरयवततन दे खते हैं; िैस-े

1. ग्रीष्भ ऋतु भें तवे सी िरने वारी धयती शीतर हो िाती है ।

2. धयती ऩय सख
ू ती दफ
ू औय भयु झाए से ऩेड़-ऩौधे हये हो िाते हैं।
3. ऩेड़-ऩौधे नहाए-धोए तयोताज़ा-सा प्रतीत होते हैं।
4. प्रकृतत हयी-बयी हो िाती हैं तथा फ़सरें रहरहा उठती हैं।
5. दादयु , भोय, ऩऩीहा तथा अनम िीव-िॊतु अऩना उल्रास प्रकट कय प्रकृतत को भख
ु रयत फना दे ते हैं।
6. भनष्ु म तथा फच्चों के कॊठ स्वत् पूट ऩड़ते हैं जिससे प्राकृततक चहर-ऩहर एवॊ सिीवता फढ़ती है ।
7. आसभान भें फादर िाने, सयू ि की तऩन कभ होने तथा ठॊ डी हवाएॉ चरने से वातावयण सह
ु ावना फन िाता
है ।
8. नालरमाॉ, नारे, खेत, ताराफ आदद िर से ऩरू यत हो िाते हैं।
9. अचधक वषात से कुि स्थानों ऩय फाढ़-सी जस्थतत फन िाती है।
10. यातें कारी औय डयावनी हो िाती हैं।

काव्य खंड:पाठ- 5 तोप

ऩाठ्मऩस्
ु तक के प्रश्नअामास-

(क) ननम्नलऱखखत प्रश्नों के उत्तर दीजिए-

प्रश्न 1.
ववयासत भें लभरी चीिों की फड़ी सॉबार क्मों होती है? स्ऩष्ट कीजिए।
उत्तय-
ववयासत भें लभरी चीज़ों की फड़ी सॉबार इसलरए होती है, क्मोंकक मे चीिें हभायी धयोहय हैं, जिनहें दे खकय मा
िानकय हभें अऩने दे श औय सभाि की प्राचीन उऩरजब्धमों का ऻान होता है, भान होता है औय मे चीिें हभें

401
तत्कालरक ऩरयजस्थतत की िानकायी दे ने के साथ-साथ ददशा-तनदे श बी दे ती हैं। नई ऩीढ़ी अऩने ऩव
ू ि
त ों के फाये भें
िाने, उनके अनब
ु वों से कुि सीखे, इसी उद्देश्म से ववयासत भें लभरी चीज़ों को सॉबार कय यखा िाता है ।

प्रश्न 2.
इस कववता से आऩको तोऩ के ववषम भें क्मा िानकायी लभरती है ?
उत्तय-
मह कववता हभें कॊऩनी फाग भें यखी तोऩ के ववषम भें फताती है कक मह तोऩ सन ् 1857 के प्रथभ स्वतॊत्रता सॊग्राभ के
सभम अॊग्रेज़ी सेना द्वाया प्रमोग की गई थी। इस तोऩ ने अऩने गोरों से असॊख्म शयू वीयों को भाय डारा था। मह
तोऩ फड़ी िफय थी ऩयॊ तु अफ मह तोऩ प्रदशतन की वस्तु फनकय यह गई है । अफ इससे कोई नहीॊ डयता। इस ऩय फच्चे
घड़
ु सवायी कयते हैं। चचडड़माॉ, गौयै में इसके बीतय घस
ु िाती हैं। मह तोऩ हभें फताती है कक कोई ककतना बी
शजक्तशारी क्मों न हो, एक-न-एक ददन उसे धयाशामी होना ही ऩड़ता है ।

प्रश्न 3.
कॊऩनी फाग भें यखी तोऩ क्मा सीख दे ती है?
उत्तय-
कॊऩनी फाग भें यखी तोऩ सफ
ु ह-शाभ फाग भें आने वारे सैरातनमों को मह सीख दे ती है कक भैं फहुत फहादयु हूॉ,
िफयदस्त हूॉ। मद्मवऩ शरू
ु भें भेया प्रमोग दे शबक्तों के ववरुद्ध ककमा गमा औय भैंने इसे फेभन से स्वीकाय बी ककमा,
रेककन फाद भें भेया िीवन धनम हो गमा, िफ भैंने अऩने ज़भाने भें फड़े-फड़े फहादयु अॊग्रेज़ों की धजजिमाॉ उड़ाई थीॊ
अथातत ् उनहें नाकों चने चफवा कय उनहें उनकी कुदटर कूटनीतत का सफक लसखामा था।

प्रश्न 4.
कववता भें तोऩ को दो फाय चभकाने की फात की गई है । मे दो अवसय कौन-से होंगे?
उत्तय
कववता भें जिन दो अवसयों ऩय तोऩ को चभकाने की फात कही गई है, वे हैं

 15 अगस्त (स्वतॊत्रता ददवस)

 26 िनवयी (गणतॊत्र ददवस)।

मे दोनों ततचथमाॉ हभाये दे श के लरए ऐततहालसक ददवस की प्रतीक हैं। इनहें हभ याष्रीम ऩवत के रूऩ भें भनाते हैं। दे श
ऩयू ी तयह से याष्रीम-ऩवत का दहस्सा फनता है । इनहीॊ दोनों ततचथमों ऩय इस तोऩ को बी चभकामा िाता है क्मोंकक मह
तोऩ हभाये वविेता औय आज़ादी की प्रतीक होने के कायण एक याष्रीम भहत्त्व की वस्तु फन चक
ु ी है । इसलरए
याष्रीम भहत्त्व को ध्मान भें यखते हुए इस तोऩ को चभकामा िाता है ताकक रोगों के भन भें याष्रीमता की बावना
को फढ़ावा | लभरे औय रोगों को स्वतॊत्रता ददरानेवारे वीयों की माद ददराई िा सके।

402
(ख) ननम्नलऱखखत का भार् स्पष्ट कीजिए-
प्रश्न 1.
अफ तो फहयहार
िोटे रड़कों की घड़
ु सवायी से अगय मह फ़ारयग हो
तो उसके ऊऩय फैठकय
चचडड़माॉ ही अकसय कयती हैं गऩशऩ।
उत्तय-
इन ऩॊजक्तमों का आशम है कक तोऩ ऩय िोटे -िोटे फच्चों को घड़
ु सवायी कयना, चचडड़मों का फैठना तथा गौयै मों का
इसके अॊदय घस
ु िाना मह लसद्ध कयता है कक कोई बी वस्त,ु व्मजक्त आदद ककतनी बी शजक्तशारी क्मों न हो, एक-
न-एक ददन तो उसकी शजक्त तनस्तेि हो ही िाती है अथातत ् नश्वय वस्तए
ु ,ॉ व्मजक्त सदा एक िैसे नहीॊ यह सकते।
उनहें एक-न-एक ददन तोऩ की तयह ही चुऩचाऩ यहना ऩड़ता है ।

प्रश्न 2.
वे फताती हैं कक दयअसर ककतनी बी फड़ी हो तोऩ
एक ददन तो होना ही है उसका भॉह
ु फॊद।
उत्तय-
इस कववता से हभें तोऩ के ववषम भें तनम्नलरखखत िानकायी लभरती है-

1. कॊऩनी फाग के द्वाय ऩय यखी मह तोऩ ईस्ट इॊडडमा कॊऩनी द्वाया यखी गमी।
2. इस तोऩ का प्रमोग अॊग्रेिों द्वाया 1857 भें स्वाधीनता सेनातनमों एवॊ िाॊततकारयमों ऩय ककमा गमा।
3. मह तोऩ इतनी शजक्तशारी थी कक इसने असॊख्म शयू वीयों को उड़ा ददमा।
4. आि मह खखरौनाभात्र फनकय यह गई है जिस ऩय फच्चे घड़
ु सवायी कयते हैं।
5. चचडड़माॉ इस ऩय चहचहाती हैं औय इसके अॊदय-फाहय घभ
ू ती-कपयती हैं।
6. तोऩ हभें मह िानकायी बी दे ती है कक ददन सदा एक-से नहीॊ होते हैं।

प्रश्न 3.
उड़ा ददए थे भैंने
अच्िे -अच्िे सयू भाओॊ के धजिे।
उत्तय
इसका बाव है कक सन ् 1857 की तोऩ, िो आि बी कॊऩनी फाग के प्रवेश द्वाय ऩय यखी हुई है , उसके साभने चाहे
दे शबक्त आमा, चाहे दे शद्रोही, उसने अऩने िभाने के फड़े-फड़े वीय अॊग्रज़
े ों को बी ऩयास्त कय ददमा था, उनकी
धजजिमाॉ उड़ा दी थीॊ।

403
भाषा अध्ययन
प्रश्न 1.
कवव ने इस कववता भें शब्दों का सटीक औय फेहतयीन प्रमोग ककमा है । इसकी एक ऩॊजक्त दे खखए ‘धय यखी गई है मह
1857 की तोऩ’। ‘धय’ शब्द दे शि है औय कवव ने इसका कई अथों भें प्रमोग ककमा है । ‘यखना’, ‗धयोहय’ औय ‘सॊचम’
के रूऩ भें ।
उत्तय-
िात्र स्वमॊ इनहें ध्मानऩव
ू क
त ऩढ़े औय सभझें।

प्रश्न 2.
‗तोऩ’ शीषतक कववता का बाव सभझते हुए इसका गद्म भें रूऩाॊतयण कीजिए।
उत्तय-
‗तोऩ’ कववता का गद्म रूऩाॊतयण- ईस्ट इॊडडमा कॊऩनी ने कॊऩनी फाग के प्रवेश द्वाय ऩय िो तोऩ यखवामी थी, वह
आि
स्वतॊत्र बायत भें ववयासत फनकय यह गई है । वषत 1857 की इस तोऩ को कॊऩनी फाग के साथ ही सार भें दो अवसयों
ऩय साफ़-सथ
ु या कयते हुए चभकामा िाता है । िैसे कॊऩनी फाग हभें ववयासत भें लभरी थी, उसी तयह मे तोऩ बी थी।
आिकर सफ
ु ह-शाभ कॊऩनी फाग भें िो सैरानी टहरने के लरए आते हैं, उनहें मह तोऩ फताती है कक ककसी सभम भैं
फहुत ताकतवय थी। उस िभाने भें भैंने अच्िे -अच्िे शयू भाओॊ की धजजिमाॉ उड़ा दी थीॊ।
आि जस्थतत मह है कक इस ऩय रड़के घड़ ु सवायी कयते हैं। वहाॉ से फच्चों के हटते ही चचडड़माॉ उसके ऊऩय फैठकय गऩ-
शऩ कयती हैं। गौयै में तो औय बी शैतानी कयती हुई इसके अॊदय घस
ु िाती हैं। ऐसा कयके वे मह फताती हैं कक ककतनी
बी फड़ी तोऩ क्मों न हो, एक ददन तो उसका भॉह
ु फॊद हो ही िाता है अथातत ् अनमामी ककतना बी फड़ा क्मों न हो एक
न एक ददन अॊत अवश्म होता है ।

अन्य पाठे तर हऱ प्रश्न

ऱघु उत्तरीय प्रश्नोत्तर

प्रश्न 1.
‗तोऩ’ ऩाठ भें वखणतत तोऩ कहाॉ यखी गई है? इसको वहाॉ ककसने यखवामा?
उत्तय-
‗तोऩ’ नाभक ऩाठ भें वखणतत तोऩ उस फाग के प्रवेश द्वाय ऩय यखी गई है जिसे ईस्ट इॊडडमा कॊऩनी ने अऩनामा हुआ
था। इसी फाग भें ईस्ट इॊडडमा कॊऩनी ने सन ् 1857 के प्रथभ स्वतॊत्रता सॊग्राभ के सभम यखवामा ताकक वह बायतीमों
का भनोफर कुचर सके।

404
प्रश्न 2.
कॊऩनी द्वाया तोऩ यखवाने का उद्देश्म क्मा था?
उत्तय-
ईस्ट इॊडडमा कॊऩनी के भाध्मभ से अॊग्रज़
े बायत ऩय शासन कयते हुए अत्माचाय कय यहे थे। बायतीमों द्वाया िफ
अऩनी आिादी ऩाने के लरए अॊग्रेिों के ववरुद्ध िाॊतत का यास्ता अऩनामा गमा तो उनहोंने कॊऩनी फाग भें तोऩ यखकय
असॊख्म बायतीमों को उसी तोऩ से उड़ा ददमा।

प्रश्न 3.
कॊऩनी फाग की तोऩ को सार भें दो फाय चभकाने का उद्देश्म क्मा था?
उत्तय-
कॊऩनी फाग की तोऩ को सार भें दो फाय चभकामा िाता था। स्वतॊत्रता ददवस औय गणतॊत्र ददवस के याष्रीम ऩवत के
अवसय इस तोऩ को इसलरए चभकामा िाता है ताकक हभ स्वतॊत्रता ऩाने के िभ भें रोगों द्वाया तयह-तयह की
मातना सहते हुए भत्ृ मु को गरे रगाने िैसे कामों को माद कय सकें तथा अऩनी आज़ादी का भल्
ू म सभझ सकें।

प्रश्न 4.
कॊऩनी फाग भें आने वारे सैरातनमों को तोऩ अऩने फाये भें क्मा फताती प्रतीत होती है ?
उत्तय-
कॊऩनी फाग भें अफ न तोऩ का आतॊक है औय न अॊग्रेिों का। वह रोग सफ
ु ह-शाभ घभ
ू ने के लरए आते हैं। ऩमतटन के
लरए आने वारों को तोऩ अऩने फाये भें मह फताती है कक कबी वह (तोऩ) फहुत शजक्तशारी थी। उसने उस सभम
अच्िे -अच्िे वीयों को भौत की नीॊद सर
ु ा दी थी। उस सभम रोगों के भन भें इसका खौफ़ था। वे तोऩ के ऩास आने
से फचते थे।

प्रश्न 5.
‗अच्िे -अच्िे सयू भाओॊ के धजिे अऩने ज़भाने भें मह ककन सयू भाओॊ औय ज़भाने की फात की िा यही है?
उत्तय-
तोऩ कववता भें ‘अच्िे -अच्िे सयू भाओॊ’ औय ‘िभाने’ के भाध्मभ से उने बायतीम वीयों स्वतॊत्रता प्रेलभमों औय
िाॊततकारयमों की फात की गई है जिनहोंने अॊग्रेिों की गर
ु ाभी औय अत्माचाय का ववयोध कयते हुए फगावत कय ददमा
था। उनहोंने अॊग्रेिों के साथ मद्ध
ु ककमा। इसभें हिायों वीय भाये गए। जिन वीयों को अॊग्रेिों ने फॊदी फनामा उनहें तोऩों
से उड़ा ददमा। कववता भें प्रथभ स्वतॊत्रता सॊग्राभ के सभम अथातत ् सन ् 1857 औय उसके आसऩास की फात कही गई
है ।

प्रश्न 6.
अॊग्रेिी शासन कार औय स्वतॊत्रता के फाद कॊऩनी फाग की जस्थतत भें क्मा फदराव आमा है ?
उत्तय-

405
अॊग्रेिी शासन कार औय स्वतॊत्रता के फाद कॊऩनी फाग की दशा भें फहुत फदराव आमा है । अॊग्रेिों के सभम कॊऩनी
भें अॊग्रेिों का आतॊक िामा यहता था। इस फाग के भह
ु ाने ऩय यखी तोऩ गयि उठती थी। रोग वहाॉ िाने से डयते थे
औय फचते थे। आज़ादी के फाद कॊऩनी फाग की जस्थतत ववयासत िैसी हो गई। अफ वहाॉ आने-िाने के लरए न कोई
प्रततफॊध औय न डय। रोग ऩमतटन स्थर भानकय महाॉ घभ
ू ने आते हैं औय फच्चे खेरते हैं।

प्रश्न 7.
कवव तोऩ को फच्चों औय चचडड़मों के खेरने की वस्तु भात्र फताना चाहता है । इस फहाने कवव क्मा दशातना चाहता है?
उत्तय
कवव ने ‘तोऩ’ कववता के भाध्मभ से फतामा है कक वषत 1857 भें जिस तोऩ ने फड़े-फड़े शयू भाओॊ को भौत की नीॊद
सर
ु ा ददमा था, आि वह तोऩ खुद दमनीम हारत भें है । जिस तोऩ के ऩास रोग पटकने से बी डयते थे, उसी तोऩ
ऩय आि फच्चे घड़
ु सवायी कयते हैं औय उनके उतयते ही चचडड़मा अऩनी भनऩसॊद िगह फना रेती हैं। इनके भाध्मभ
से कवव मह दशातना चाहता है कक बायतीमों के भन भें अफ अॊग्रेिों के तोऩ के प्रतत कोई डय नहीॊ यह गमा है । आतॊक
मा डया धभकी कय भनष्ु मता को नहीॊ िीता िा सकता है ।

दीघव उत्तरीय प्रश्नोत्तर

प्रश्न 1.
कॊऩनी फाग औय तोऩ को ववयासत भें लभरी हुई क्मों फतामा गमा है ?
उत्तय- कॊऩनी फाग ईस्ट इॊडडमा कॊऩनी द्वाया फनामा गमा फाग था जिसकी अॊग्रेिों के शासन कार भें फड़ी चचात थी।
इसी फाग के भह
ु ाने ऩय एक तोऩ यखी गई थी जिसका उऩमोग बायतीमों के स्वतॊत्रता के लरए ककए गए ववद्रोह को
कुचरने भें ककमा िाता था। बायत से अॊग्रेिों के चरे िाने के फाद मह तोऩ औय फाग ववयासत भें बायतीमों को
लभरी। जिस प्रकाय ववयासत भें लभरी वस्तए
ु ॉ आने वारी ऩीढ़ी को तत्कारीन ऩरयजस्थततमों से अवगत कयाती हैं तथा
उस सभम की मादें तयोतािा कयाती हैं तो दस
ू यी ओय प्रेयणा स्रोत के रूऩ भें गरती न कयने मा उसे न दोहयाने की
सीख बी दे ती हैं। कॊऩनी फाग औय तोऩ की ववयासत के सभान ही हभें अॊग्रेज़ों के अत्माचाय की माद ददराती है तो
हभें अऩनी स्वतॊत्रता की यऺा कयने की प्रेयणा बी दे ती है ।

प्रश्न 2.
‗तोऩ’ कववता द्वाया कवव क्मा सॊदेश दे ना चाहता है? स्ऩष्ट कीजिए।
उत्तय-
‗तोऩ’ कववता के भाध्मभ से कवव हभें कई सॊदेश दे ना चाहता है ; िैस-े हभें अऩनी ववयासतों की यऺा कयते हुए उनसे
प्रेयणा रेनी चादहए। इसके अरावा हभें अऩनी शजक्त औय धन का घभॊड ककए बफना सबी के साथ ववनम्रताऩण
ू त
व्मवहाय कयना चादहए। अऩनी शजक्त से कबी बी दस
ू यों ऩय अत्माचाय नहीॊ कयना चादहए क्मोंकक सभम सदा एक-
सा नहीॊ यहता। शजक्त के फर ऩय भानव को अचधक ददनों तक दफामा नहीॊ िा सकता है । फयु े कामों भें प्रमक्
ु त शजक्त
का अॊत कयने के लरए रोगों को एकिट
ु होने औय फलरदान दे ने के लरए तैमाय यहने का बी सॊदेश दे ना चाहता है ।

406
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- MATHEMATICS (CLASS NOTES- SEPTEMBER 2024)
Coordinate Geometry
Points on a Cartesian Plane
A pair of numbers locate points on a plane called the coordinates. The distance of a point from
the y-axis is known as abscissa or x-coordinate. The distance of a point from the x-axis is
called ordinates or y-coordinate.

Representation of (x,y) on the cartesian plane

Example: Consider a point P(3, 2), where 3 is the abscissa and 2 is the ordinate. 3 represents
the distance of point P from y-axis and 2 represents the distance of point P from x-axis.

Distance Formula

Distance between Two Points on the Same Coordinate Axes

The distance between two points that are on the same axis (x-axis or y-axis), is given by the
difference between their ordinates if they are on the y-axis, else by the difference between their
abscissa if they are on the x-axis.

407
Distance AB = 6 – (-2) = 8 units
Distance CD = 4 – (-8) = 12 units

Distance between Two Points Using Pythagoras Theorem

Finding distance between 2 points using Pythagoras Theorem

Let P(x1, y1) and Q(x2, y2) be any two points on the cartesian plane.
Draw lines parallel to the axes through P and Q to meet at T.
ΔPTQ is right-angled at T.
By Pythagoras Theorem,
PQ2 = PT2 + QT2
= (x2 – x1)2 + (y2 – y1)2

408
PQ = √[x2 – x1)2 + (y2 – y1)2]

Distance Formula
Distance between any two points (x1, y1) and (x2, y2) is given by
d = √[x2 – x1)2+(y2 – y1)2]
Where d is the distance between the points (x1,y1) and (x2,y2).

Section Formula
If the point P(x, y) divides the line segment joining A(x1, y1) and B(x2, y2) internally in the ratio
m:n, then, the coordinates of P are given by the section formula as:
P(x, y)=(mx2+nx1/ m+n, my2+ny1 / m+n)

Finding ratio given the points

To find the ratio in which a given point P(x, y) divides the line segment joining A(x1, y1) and
B(x2, y2),

 Assume that the ratio is k : 1

 Substitute the ratio in the section formula for any of the coordinates to get the value of k.
x=kx2+x1 / k+1
When x1, x2 and x are known, k can be calculated. The same can be calculated from the y-
coordinate also.
Example: Find the ratio when point (– 4, 6) divide the line segment joining the points A(– 6, 10)
and B(3, – 8)?
Solution: Let the ratio be m:n.
We can write the ratio as:
m/n : 1 or k:1
Suppose (-4, 6) divide the line segment AB in k:1 ratio.
Now using section formula, we have;
(−4,6)=(3k−6k+1,−8k+10k+1)
-4 = (3k-6)/(k+1)
– 4k – 4 = 3k – 6
7k =2
k:1=2:7
Thus, the required ratio is 2:7.

Mid Point
The midpoint of any line segment divides it in the ratio 1 : 1.

409
The coordinates of the midpoint(P) of line segment joining A(x1, y1) and B(x2, y2) is given
byp(x, y)=( x1+x2/ 2, y1+y2 / 2)
Example: What is the midpoint of line segment PQ whose coordinates are P (-3, 3) and Q (1,
4), respectively.
Solution: Given, P (-3, 3) and Q (1, 4) are the points of line segment PQ.
Using midpoint formula, we have;
Midpoint of PQ=(−3+1 /2,−3+4 / 2)
= (-2 / 2, 1 / 2)
= (-1, 1/2)

CHAPTER 8

INTRODUCTION TO TRIGONOMETRY

Trigonometric Ratios

Opposite & Adjacent Sides in a Right-Angled Triangle

In the ΔABC right-angled at B, BC is the side opposite to ∠A, AC is the hypotenuse, and AB is
the side adjacent to ∠A.

410
Trigonometric Ratios

For the right ΔABC, right-angled at ∠B, the trigonometric ratios of the ∠A are as follows:

 sin A=opposite side/hypotenuse=BC/AC

 cos A=adjacent side/hypotenuse=AB/AC
 tan A=opposite side/adjacent side=BC/AB
 cosec A=hypotenuse/opposite side=AC/BC
 sec A=hypotenuse/adjacent side=AC/AB
 cot A=adjacent side/opposite side=AB/BC

Relation between Trigonometric Ratios

 cosec θ =1/sin θ
 sec θ = 1/cos θ
 tan θ = sin θ/cos θ
 cot θ = cos θ/sin θ=1/tan θ
Example: Suppose a right-angled triangle ABC, right-angled at B such that hypotenuse AC =
5cm, base BC = 3cm and perpendicular AB = 4cm. Also, ∠ACB = θ. Find the trigonometric
ratios tan θ, sin θ and cos θ.

Solution: Given, in ∆ABC,

Hypotenuse, AC = 5cm

Base, BC = 3cm

Perpendicular, AB = 4cm

411
Then, by the trigonometric ratios, we have;

tan θ = Perpendicular/Base = 4/3

Sin θ = Perpendicular/Hypotenuse = AB/AC = ⅘

Trigonometric Ratios of Specific Angles

The specific angles that are defined for trigonometric ratios are 0°, 30°, 45°, 60° and 90°.

Range of Trigonometric Ratios from 0 to 90 Degrees

For 0∘≤θ≤90∘,

 0 ≤ sin θ ≤ 1
 0 ≤ cos θ ≤ 1
 0 ≤ tan θ < ∞
1 ≤ sec θ < ∞
 0 ≤ cot θ < ∞
 1 ≤ cosec θ < ∞
tan θ and sec θ are not defined at 90∘.
cot θ and cosec θ are not defined at 0∘.

Variation of Trigonometric Ratios from 0 to 90 Degrees

As θ increases from 0∘ to 90∘

 sin θ increases from 0 to 1

 cos θ decreases from 1 to 0
 tan θ increases from 0 to ∞
 cosec θ decreases from ∞ to 1
 sec θ increases from 1 to ∞
 cot θ decreases from ∞ to 0

Standard Values of Trigonometric Ratios

∠A 0o 30o 45o 60o 90o

sin A 0 1/2 1/√2 √3/2 1

412
cos A 1 √3/2 1/√2 ½ 0

tan A 0 1/√3 1 √3 not defined

cosec A not defined 2 √2 2/√3 1

sec A 1 2/√3 √2 2 not defined

cot A not defined √3 1 1/√3 0

Trigonometric Identities

The three most important trigonometric identities are:

 sin2θ+cos2θ=1
 1+cot2θ=coesc2θ
 1+tan2θ=sec2θ
Example: Prove that sec A (1 – sin A)(sec A + tan A) = 1.
Solution: We will start solving for LHS, to get RHS.
sec A (1 – sin A)(sec A + tan A) = (1/cos A)(1 – sin A)(1/cos A + sin A/cos A)
= [(1 – sin A)(1 + sin A)]/cos2 A
= [1 – sin2A]/cos2A
= (cos2A)/(cos2A)
=1
Hence proved.
.

Example 1:

Find Sin A and Sec A, if 15 cot A = 8.

Solution:
Given that 15 cot A = 8
Therefore, cot A = 8/15.
We know that tan A = 1/ cot A
Hence, tan A = 1/(8/15) = 15/8.
Thus, Side opposite to ∠A/Side Adjacent to ∠A = 15/8

413
Let BC be the side opposite to ∠A and AB be the side adjacent to ∠A and AC be the
hypotenuse of the right triangle ABC, respectively.

Hence, BC = 15x and AB = 8x.

Hence, to find the hypotenuse side, we have to use the Pythagoras theorem.

(i.e) AC2 = AB2 + BC2

AC2 = (8x)2+(15x)2

AC2 = 64x2+225x2
AC2 = 289x2
AC = 17x.
Therefore, the hypotenuse AC = 17x.
Finding Sin A:

We know Sin A = Side Opposite to ∠A / Hypotenuse

Sin A = 15x/17x

Sin A = 15/17.

Finding Sec A:

To find Sec A, find cos A first.

Thus, cos A = Side adjacent to ∠A / Hypotenuse

Cos A = 8x/17x

We know that sec A = 1/cos A.

So, Sec A = 1/(8x/17x)

414
Sec A = 17x/8x
Sec A = 17/8.
Therefore, Sin A = 15/17 and sec A = 17/8.
Example 2:

If tan (A+ B) =√3, tan (A-B) = 1/√3, then find A and B. [Given that 0° <A+B ≤ 90°; A>B ]

Solution:

Given that

Tan (A+B) = √3.

We know that tan 60 = √3.

Thus, tan (A+B) = tan 60° = √3.

Hence A+B= 60° …(1)

Similarly, given that,

Tan (A-B) = 1/√3.
We know that tan 30° = 1/√3.
Thus, tan (A-B) = tan 30° = 1/√3.
Hence, A-B = 30° …(2)
Now, adding the equations (1) and (2), we get
A+B+A-B = 60° + 30°
2A = 90°
A = 45°.
Now, substitute A = 45° in equation (1), we get

45° +B = 60°
B = 60°- 45°
B = 15°
Hence, A = 45 and B = 15°.

415
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- SCIENCE (CLASS NOTES- SEPTEMBER 2024)
PHYSICS NOTES
Chapter – 12
Electricity
Electric Current: The flow of electric charge is known as Electric Current, Electric current is
carried by moving electrons through a conductor.
By convention, electric current flows in the opposite direction to the movement of electrons.

Electric Circuit: Electric circuit is a continuous and closed path of electric current.

Expression of Electric Current: Electric current is denoted by the letter ‗I‘. Electric current is
expressed by the rate of flow of electric charges. Rate of flow means, the amount of charge
flowing through a particular area in unit time.

If a net electric charge (Q) flows through a cross-section of a conductor in time t, then,

Where I is electric current, Q is a net charge and t is a time in second.

S.I. Unit of Electric Charge and Current:

S.I. unit of electric charge is coulomb (C). One coulomb is nearly equal to 6 × 1018 electrons.
S.I. unit of electric current is ampere (A). Ampere is the flow of electric charge through a surface
at the rate of one coulomb per second. This means, if 1 coulomb of electric charge flows
through a cross section for 1 second, it would be equal to 1 ampere.
Therefore, 1 A = 1 C/1 s

Small Quantity of Electric Current: Small quantity of electric current is expressed in

milliampere and microampere. Milliampere is written as mA and microampere as pA.
1 mA (milliampere) = 10-3 A
1 pA (microampere) = 10-6 A

Ammeter: An apparatus to measure electric current in a circuit.,

Potential Difference: The difference in the amount of electric potential energy between two
points in an electric circuit is called electric potential difference.
Electric potential difference is known as voltage, which is equal to the amount of work done to
move the unit charge between two points against static electric field.
Therefore, Voltage = Work done/Charge
Voltage or electric potential difference is denoted by V‘. Therefore, V = W/Q
Where, W = Work done and Q = Charge.

416
S.I. unit of electric potential difference is volt and denoted by ‗V‘ This is named in honour of
Italian Physicist Alessandro Volta.
Since joule is the unit of work and Coulomb is the unit of charge, 1 volt of electric potential
difference is equal to the 1 joule of work to be done to move a charge of 1 coulomb from one
point to another in an electric circuit. Therefore
1V = 1Joule/1Coulomb = 1J/1C
1V = 1JC-1

Voltmeter: An apparatus to measure the potential difference or electric potential difference

between two points in an electric circuit.

Ohm‟s Law:
Ohm‘s Law states that the potential difference between two points is directly proportional to the
electric current, at a constant temperature.
This means potential difference V varies as electric current.
V∝I
V = RI
I = VR
R = VI
Where, R is constant for the given conductor at a given temperature and is called resistance.

Resistance: Resistance is the property of conductor which resists the flow of electric current
through it.
S.I. unit of resistance is ohm. Ohm is denoted by Greek letter ‗Ω‘
1 Ohm: 1 ohm (Q) of resistance (R) is equal to the flow 1A of current through a conductor
between two points having a potential difference equal to 1V.
This means; 1Ω = 1V/1A
From the expression of Ohm‘s Law, it is obvious that electric current through a resistor is
inversely proportional to resistance. This means electric current will decrease with an increase
in resistance and vice versa. The graph of V (potential difference) versus I (electric current) is
always a straight line.

Resistance: Resistance is a property of conductor due to which it resists the flow of electric
current through it. A component that is used to resist the flow of electric current in a circuit is
called a resistor.
In practical application, resistors are used to increase or decrease the electric current.
Variable Resistance: The component of an electric circuit which is used to regulate the current,
without changing the voltage from the source, is called variable resistance.
Rheostat: This is a device which is used in a circuit to provide variable resistance.

Factors on Which Resistance of a Conductor Depends: Resistance in a conductor depends on

nature, length and area of cross section of the conductor.
(i) Nature of Material: Some materials create least hindrance and hence, are called good
conductors. Silver is the best conductor of electricity. While some other materials create more
hindrance in the flow of electric current, i.e. flow of electrons through them. Such materials are
called bad conductors. Bad conductor are also known as insulators. Hard plastic is the one of
the best insulators of electricity.
(ii) Temparature
(iii) Length of Conductor: Resistance (R) is directly proportional to the length of the conductor.
This means, resistance increases with increase in length of the conductor. This is the cause that

417
long electric wires create more resistance to the electric current. Thus, Resistance (R) ∝ length
of conductor (l)
or, R ∝ l …(i)
(iv) Area of Cross Section: Resistance R is inversely proportional to the area of cross section
(A) of the conductor. This means R will decrease with an increase in the area of conductor and
vice versa. More area of conductor facilitates the flow of electric current through more area and
thus, decreases the resistance. This is the cause that thick copper wire creates less resistance
to the electric current.
Thus, resistance (R) ∝ 1/Area of cross section of conductor (A)
or, R ∝ l/A ….(ii)
From equations (i) and (ii)
R ∝ l/A
R = ρ l/A
Where, ρ (rho) is the proportionality constant. It is called the electrical resistivity of the material
of conductor.
From equation (iii) RA = ρl ⇒ ρ = RA/l ..(iv)
The S.I. of Resistivity: Since, the S.I. unit of R is Q, S.I. unit of area is m2 and S.I. unit of length
is m. Hence, unit of resistivity (ρ) = Ω×m2/m = Ωm
Thus, S.I. unit of resistivity (ρ) is Ωm.

Resistivity: It is defined as the resistance offered by a material having unit length and unit area
of cross section. It‘s S.I. unit is ohm-meter (Ωm).
Resistivity, ρ = RA/l
Resistivity is also known as specific resistance.
Resistivity depends on the nature of the material of the conductor and the tempareture.
Materials having a resistivity in the range of 10-8 Ωm to 10-6 Ωm are considered as very good
conductors. Silver has resistivity equal to 1.60 × 10-8 Ωm and copper has resistivity equal to
1.62 × 10-8 Ωm.
Rubber and glass are very good insulators. They have a resistivity in the order of 1012 Ωm to
108 Ωm. The resistivity of materials varies with temperature.

BIOLOGY NOTES
Chapter 8 – How do organism reproduce
Asexual Reproduction

 It involves only one parent.

 There is no formation and fusion of gametes.
 The young ones formed are almost identical to each other as well as to the parent cell.
 Asexual reproduction generally occurs during favourable environmental conditions and
when there is an abundance of food.
 It is a faster method of reproduction.

Types of Asexual Reproduction is Unicellular Organism

(i) Binary Fission: Seen in bacteria, protozoa like Amoeba, Paramecium. (In these first
pseudopodia withdrawn (karyokinesis) the nucleus of the parent cell divides and then the
cytoplasm divides (cytokinesis) resulting in the formation of two daughter cells). It occurs during
highly favourable conditions. The cell division can occur in any plane as in case of Amoeba.
However, organisms like Leishmania. (cause Kala-azar), which have a whip like flagella at one

418
end, binary fission occurs in a definite orientation in relation to the flagellum.

Cytokinesis: Division of cytoplasm.

Karyokinesis: Division of Nucleus.

(ii) Multiple Fission: Seen in Plasmodium, (a malarial parasite). In this during unfavourable
conditions, the parent cell develops a thick resistant wall around itself forming a cyst. Within the
wall, the cytoplasm divides many times to form many plasmodia. When conditions become
favourable, the cyst wall breaks and the Plasmodium are released.

(iii) Budding: Seen in Yeast (a fungus). The parent yeast cell develops a protrusion or an
outgrowth at its upper end. The nucleus of the parent cell divides and one of them moves into
the outgrowth which grows bigger and finally separates from the parent cell to lead an
independent existence. Very often if the conditions are highly favourable, a chain of buds is

419
formed.

Types of Asexual Reproduction in Multicellular Organisms :

(i) Fragmentation: Seen in multicellular organisms which have a relatively simple body
organisation like Spirogyra. Spirogyra has a filamentous body. (If it breaks into smaller pieces or
fragments). Each fragment has the capacity to form a new individual.
However, all multicellular organisms cannot show cell-by-cell division as cells from tissues
which form organs. These organs are placed at definite positions in the body. Hence, they need
to use more complex methods of reproduction.

(ii) Regeneration: It is the ability of organisms to develop their lost parts. Some organisms
show have high regenerative capacity it is also a means of reproduction for example; Planaria.
(Regeneration is carried out by specialized cells which redivide to form a mass of cells from
which different cells undergo changes to become different cell types and tissues. These

420
changes occur in an organized sequence known as development).

(iii) Budding: Seen in Hydra. Parent Hydra develops a bud at its lower end. This grows in size
and finally breaks off to live independently.

(iv) Spore Formation: Seen in Rhizopus (a fungus). Rhizopus body is made up of thread-like
structures called hyphae. The erect hyphae bear sporangia inside which reproductive structures
called spores are formed. Spores are asexually reproducing bodies having a thick protective
wall. They are produced during unfavourable times and help to tide over the unfavourable
environmental conditions. When the spores fall on a suitable medium, each one forms a new

421
individual.

(v) Vegetative Propagation: Method by which plants reproduce by their vegetative parts such
as roots, stems, and leaves.

Types of Vegetative Propagation: It is two types

 Natural vegetative propagation.

 Artificial vegetative propagation (Tissue culture).

Mint reproduces naturally by roots. Sugarcane, jasmine by stems and Biyophyllum by leaves. In
biyophyllum buds are produced in the notches along the leaf margins and when they fall on the

422
soil, they develop into new plants.

Importance of Vegetative Propagation

 Plants can bear flowers and fruits earlier.

 Plants which have lost the ability to produce viable seeds can also reproduce by vegetative
propagation.
 All plants are genetically almost similar to the parent plant.
 Seedless varieties can be obtained.
 The property of vegetative propagation is used by horticulturists in developing methods like
layering, grafting to grow many plants like sugarcane, roses, or grapes.

Tissue Culture: The technique of developing new plants from a cell or tissue in a nutrient
medium under aseptic conditions. The cell or tissue is placed in a nutrient medium where it
forms a mass of cells called callus. This callus is then transferred to another nutrient medium
where it differentiates and forms a new plant.

Sexual Reproduction: Sexual reproduction in plants, Sexual reproduction in human beings.

The mode of reproduction that takes place with the involvement of two individuals of two
different sexes i.e. male and female.
During sexual reproduction, male organism having male sex organs produces male gametes i.e.
sperms which are small and motile and the female organism having female sex organs
produces ova which are generally large and store food. Male and female gametes fuse to form a
zygote that grows into a new organism.

Significance of Sexual Reproduction :

423
  Sexual reproduction involves DNA as well as cellular apparatus of two different organisms
which promotes diversity of characters in the offspring.
 Since gametes are derived from two different organisms, it results in a new combination of
genes which increases the chances of genetic variations.
 Sexual reproduction results in the origin of. new species.
 Sexual reproduction involves division in the sex organs that reduces the DNA matter to half
so that the zygote formed after fusion has the same amount of DNA as the parents it
maintains DNA in a species.

Limitation of Sexual Reproduction: Sexual reproduction involves the process of combining

DNA from two different organisms which may bring some undesirable features also.

Sexual reproduction in flowering plants

 The reproductive parts are present in the flower.

 The parts of the flower are sepals, petals, stamens and carpels.
 Sepals are green structures that protect the inner parts when the flower is in bud stage.
 Petals are colourful and attract the insects for pollination.
 Stamens are male reproductive parts and produce pollen grains that contain male
gametes. Each stamen has two parts—
 Filament i.e. stalk and Anther i.e. swollen top part which has large number of pollen grains.

The carpel is the female reproductive part and produces ovules that contain female gametes. It
has three parts—Stigma which is top sticky part and receives pollen grains during pollination.
Style which is the middle long part and ovary which is the swollen part and contains ovules.
Each ovule has an egg cell i.e. female gamete.

424
The flowers may be bisexual i.e. having both stamens and carpels for example; Mustard China
Rose (Hibiscus).
The flower may be unisexual i.e. paving either stamens or carpels for example; Papaya,
Watermelon.

Pollination: The process of transfer of pollen grains from an anther to the stigma of the flower
is pollination. Two types of pollination are:
(i) Self-pollination: The transfer of pollen grains from the anther to the stigma of the same
flower or another flower of the same plant.
(ii) Cross-pollination: The transfer of pollen grains from the anther to the stigma of another
flower or another flower of a different plant of the same species. It generally takes place with the
help of some agents like insects, birds, wind and water.

Fertilization: Fertilization is the process of fusion of male and female gamete to form a zygote
during sexual reproduction. Pollination is followed by fertilisation in plants. The events are
Pollen grains land on the stigma of the ovary.
Pollen tubes grow out of the pollen grains, travel through the style and reach the ovary, through
micro pyle.

425
Pollen tube has two male germ cells. Each ovule has two polar nuclei and a female germ cell
(egg).

Pollen tube releases two male germ cells inside the ovule, one of them fuses with female germ
cell and forms a zygote which grows into the baby plant i.e. embryo, the fusion is known as
syngamy. The other male germ cell fuses with two polar nuclei, the process is known as triple
fusion. So in flowering plants two fusions take place during fertilisation. It is called double
fertilisation.

Post-fertilisation changes: After fertilisation the following changes takes place in the flower.
Zygote divides several times and forms an embryo inside the ovule.

 The ovule develops a tough coat and changes into the seed.
 The ovary grows rapidly and ripens to form a fruit.
 Petals, sepals, stamens, style and stigma shrivel and fall off.

Seed and its parts: The advantage of seed is that it protects the future plant i.e. embryo.

Embryo has two parts: plumule and radicle. Plumule develops into shoot and radicle develops
into root.
The process of development of a seedling from the embryo under appropriate conditions is
known as germination.

426
Reproduction in Human Being: Human beings show sexual reproduction. Male parent
produces male gametes called sperms. Female parent produces female gametes called ova.
Sperms have tail and are therefore, motile. They are produced in large numbers in the testes.
Ovum is bigger, non-motile and only one ovary produces one ovum in one month. There is no
food stored in the sperms whereas ova contain stored food. Both the gametes are microscopic
unicellular and have half the number of chromosomes as compared to the body cells.

Human beings become reproductively active from the onset of puberty. Puberty is the period
during adolescence when the rate of general body growth begins to slow down and reproductive
tissues begin to mature. Onset of puberty in human males is between 11 to 13 yrs of age, while
in human females is between 10 to 12 yrs. of age. Puberty is associated with many physical,
mental, emotional and psychological changes in boys and girls which occur slowly over a period
of time. These are called secondary sexual characters. For instance thick dark hair start growing
in new parts of the body such as arm pits and genital area between the thighs. Thinner hair
appear on legs, arms and face. Skin becomes oily and pimples may appear on the face.
Individuals become more conscious of their bodies become more independent, more aggressive
etc.

In case of boys beard and mustache start appearing, voice begins to crack, reproductive organs
develop and start producing releasing sperms.
In case of girls, breast size begins to increase, skin of the nipples darkens, menstruation starts.
The act of mating between the male and female partner is termed as copulation.

Male Reproductive System: Male reproductive system consists of the following components

427
  1 pair of testes
 A system of ducts
 Epididymis
 Vas deferens or the sperm duct
 Urethra
A system of glands
 Seminal vesicles
 Prostrate gland
 Cowper‘s gland
A copulatory organ called a penis.

One pair of testes are present in a bag-like structure called scrotum which lies outside the
abdominal cavity, hence they are extra abdominal in position. This is so because the testes
have to be maintained at 1-3 degree lesser temperature than the body in order to produce
functional sperms.

Functions of testes

 To produce male gametes i.e. the sperms.

 To produce a male reproductive hormone called testosterone which is responsible for
producing sperms as well as secondary sexual characteristics in males.

Attached to each testis is a highly coiled tube called epididymis. The sperms are stored here
and they mature in the epididymis.
Each epididymis leads into the sperm duct or the vas-deferens. Each vas-deferens rises up and
enters into the abdominal cavity. It unites with the duct coming from the urinary bladder to form
a common duct called urethra which passes through the penis and opens to the outside. Along
the way the ducts of the three glands also open and pour their secretions into the vas deferens.

Function of the vas-deferens: It is meant for the passage of the sperms in the male body.

Functions of the glands: They produce different secretions which provide nutrition as well as
medium for locomotion to the sperms.
The secretions of the three glands along with the sperms is known as semen.

Function of the urethra: It is the common passage for both semen and urine from the body to.
the outside.

Penis: It is the organ which is used to introduce semen into the female body. It is richly supplied
with blood vessels.

428
Female Reproductive System: It consists of the following components

 1 pair of ovaries
 1 pair of fallopian tubes or oviducts
 A uterus/womb
 A vagina/birth canal.

Each ovary is almond shaped and present inside the abdominal cavity. At the time of birth each
girl child already contains thousands of immature ova. These ova start maturing only from the
time of puberty. Only one ovum is produced by one ovary in one month and each ovary
releases an ovum in alternate months. The release of an ovum from the ovary into the
abdominal cavity is known as ovulation.

Functions of ovary

 To produce and release ova

 To produce female reproductive hormones: estrogen and progesterone.

There are two fallopian tubes. The end lying close to the ovary has finger like structures called
fimbriae. The two fallopian tubes unite to form an elastic bag like structure called uterus.

Function of the fallopian tubes: It is the site of fertilization between the male and the female
gametes and formation of the zygote early embryo.
The inner lining of the uterus is richly supplied with blood vessels and is known as endometrium.
The narrow end of the uterus is called cervix.

Function of the uterus: The embryo formed in the fallopian tube comes down and gets
attached to the endometrium (implantation) and develops for the next nine months till the baby
is delivered.

429
Vagina: The uterus opens into the vagina through the cervix. The vagina is a muscular tube
through which the baby is delivered at the end of nine months. It also serves as the canal for
receiving the semen at the time of copulation.

The semen is discharged into the vaginal tract during copulation. The sperms travel upwards
and reach the fallopian tube where one sperm fuses with the ovum to form the zygote. The
zygote divides and redivides as it descends into the uterus and the embryo gets implanted in
the endometrium. The endometrium thickens so as to receive the embryo.

The embryo gets nutrition from the mother‘s blood with the help of a special tissue called
placenta, which is a disk-like structure embeded in the uterine wall. It contains finger-like villi on
the embryo side, while on the mother‘s side blood spaces surround the villi. Villi provides a large
surface area for glucose and oxygen to pass from the mother to the developing embryo and the
wastes to pass from the embryo to the mother through the placenta. When the embryo starts
resembling a human is formed, it is termed as a foetus. The foetus continues
to develop inside the uterus for almost nine months after which the baby is delivered as a result
of rhythmic contractions of the uterine muscles.

Menstruation: It is the loss of blood, mucous along with the unfertilized ovum and the ruptured
cells and tissues of the endometrium through the vagina of the female. It is a 28-day cycle which
occurs in every reproductively active female (from puberty). The flow of blood continues for 2 to
8 days. If the ovum does not get fertilized, then the endometrium starts sloughing off and there
is loss of blood and mucous etc. through the vagina. In case the ovum gets fertilized, then the
endometrium becomes thick and spongy for nourishing the embryo and hence menstruation
does not occur. A lady with a developing embryo in her womb is termed as pregnant. The
beginning of menstruation at puberty is known as menarche. The stopage of menstruation when
the woman is 45-55 yrs of age is called menopause.

Reproductive Health: Sexually transmitted diseases and birth control.

A number of diseases occur as a result of sexual intercourse if one of the partners is infected.
These are known as sexually transmitted diseases (STD‘s). They can be caused by bacteria for
example; syphilis, gonorrhoea; or caused by a virus for example; HIV-AIDS, warts etc. The
transmission of these diseases can be avoided by using birth control measures such as wearing
a condom during the sexual act.

Birth control measures: They can be mechanical, chemical and surgical.

Mechanical methods: These are used to prevent the passage of semen to the follopian tube :
(i) Use of condoms: Condoms are thin rubber tubes worn over the penis before sexual
intercourse. The semen gets collected in this and is not discharged into the vagina.
(ii) Diaphragm: It is a thin rubber fixed over a flexible metal ring which is fitted over the cervix in
a woman‘s body by a doctor.
(iii) Intra Uterine Contraceptive Device (IUCD) or loop: It is inserted in the uterus and its
insertion causes certain secretion which prevents the implantation of the embryo in the uterine
wall.

430
Both methods (ii) and (iii) cause side effects.

Chemical methods

 Use of spermicides: These are strong sperm-killing chemicals available in the form of
creams, jellies etc. which are injected into the vagina just before copulation.
 Oral contraceptive pills: These are hormonal pills which prevent ovulation but do not stop
menstruation.

Surgical methods

 Vasectomy: It involves cutting and ligating the vas deferens in males.

 Tubectomy: It involves cutting and ligating Reproductive organs the fallopian tubes in
females.
 Medical termination of pregnancy (MTP) or abortions is carried out to eliminate the
developing embryo. This practice can, however, be misused to carry out female foeticide
which involves the killing of the female foetus. It should be avoided at all cost as it disturbs
the male-female ratio in a population.

431
 CHEMISTRY NOTES

Chapter – 2 Acids bases and salts.

Indicators: Indicators are substances which indicate the acidic or basic nature of the solution
by the colour change.
Types of Indicator: There are many types of indicators. Some common types of indicators are:

1. Natural Indicators: Indicators obtained from natural sources are called Natural Indicators.
Litmus, turmeric, red cabbage, China rose, etc., are some common natural indicators used
widely to show the acidic or basic character of substances.
Litmus: Litmus is obtained from lichens. The solution of litmus is purple in colour. Litmus paper
comes in two colours- blue and red.
An acid turns blue litmus paper red.
A base turns red litmus paper blue.

Turmeric: Turmeric is another natural indicator. Turmeric is yellow in colour. Turmeric solution
or paper turns reddish brown with base. Turmeric does not change colour with acid.

Red Cabbage: The juice of red cabbage is originally purple in colour. Juice of red cabbage
turns reddish with acid and turns greenish with base.

2. Olfactory Indicator: Substances which change their smell when mixed with acid or base are
known as Olfactory Indicators. For example; Onion, vanilla etc.
Onion: Paste or juice of onion loses its smell when added with base. It does not change its
smell with acid.
Vanilla: The smell of vanilla vanishes with base, but its smell does not vanish with an acid.
Olfactory Indicators are used to ensure the participation of visually impaired students in the
laboratory.

3. Synthetic Indicator: Indicators that are synthesized in the laboratory are known as Synthetic
Indicators. For example; Phenolphthalein, methyl orange, etc.
Phenolphthalein is a colourless liquid. It remains colourless with acid but turns into pink with a
base.
Methyl orange is originally orange in colour. It turns into the red with acid and turns into yellow
with base.

Indicator Original Colour Acid Base

Red litmus Red No Change Blue

Blue litmus Blue Red No change

432
 Turmeric Yellow No Change Reddish brown

Red cabbage juice Purple Reddish Greenish yellow

Phenolphthalein Colourless Colourless Pink

Methyl Orange Orange Red Yellow

Onion n/a No change Smell vanishes

Vanilla n/a No change Smell vanishes

Acids: Acids are sour in taste, turn blue litmus red, and dissolve in water to release H+ ions.
Example: Sulphuric acid (H2SO4), Acetic Acid (CH3COOH), Nitric Acid (HNO3) etc.
Properties of Acids:

 Acids have a sour taste.

 Turns blue litmus red.
 Acid solution conducts electricity.
 Release H+ ions in aqueous solution.

Types of Acids: Acids are divided into two types on the basis of their occurrence i.e., Natural
acids and Mineral acids.
(i) Natural Acids: Acids which are obtained from natural sources are called Natural Acids or
Organic Acids.
Examples:
Methanoic acid (HCOOH)
Acetic acid (CH3COOH)
Oxalic acid (C2H2O4) etc.

Organic Acids and their Sources

Acids Sources

Acetic acid Vinegar

Ascorbic acid Guava, amla

Citric acid Lemon, orange and other citrus fruits

Lactic acid Sour milk, curd

Methanoic acid Ant sting, nettle sting

Oxalic acid Tomato

433
 Tartaric acid Tamarind

(ii) Mineral Acids: Acids that are prepared from minerals are known as Mineral Acids Example;
Inorganic acids, man-made acids or synthetic acid are also known as Mineral Acids.
Example:
Hydrochloric acid (HCl)
Sulphuric acid (H2SO4)
Nitric acid (HNO3)
Carbonic acid (H2CO3)
Phosphoric acid (H3PO4) etc.

Chemical Properties of Acid:

(i) Reaction of acids with metal: Acids give hydrogen gas along with respective salt when they
react with a metal.
Metal + Acid → Salt + Hydrogen
Examples:
Hydrogen gas and zinc chloride are formed when hydrochloric acid reacts with zinc metal.

Hydrogen gas and sodium sulphate are formed when sulphuric acid reacts with sodium metal.

Test For Hydrogen Gas: The gas evolved after reaction of acid with metal can be tested by
bringing a lighted candle near it. If the gas bums with a pop sound, then it confirms the evolution
of hydrogen gas. Burning with pop sound is the characteristic test for hydrogen gas.

(ii) Reaction of acids with metal carbonate: Acids give carbon dioxide gas and respective
salts along with water when they react with metal carbonates.
Metal carbonate + Acid → Salt + Carbon dioxide + Water
Examples:
Hydrochloric acid gives carbon dioxide gas, sodium chloride along with water when reacts with
sodium carbonate.

Sulphuric acid gives calcium sulphate, carbon dioxide gas, calcium sulphate and water when it
reacts with calcium carbonate

434
Nitric acid gives sodium nitrate, water and carbon dioxide gas when it reacts with sodium
carbonate.

(iii) Reaction of acid with hydrogen carbonates (bicarbonates): Acids give carbon dioxide
gas, respective salt and water when they react with metal hydrogen carbonate.
Acid + Metal hydrogen carbonate → Salt + Carbon dioxide + Water
Example:
Sulphuric acid gives sodium sulphate, Carbon dioxide gas and water when it reacts with sodium
bicarbonate.

Test For Evolution of Carbon Dioxide Gas: Carbon dioxide turns lime water milky when
passed through it. This is the characteristic test for carbon dioxide gas.
The gas evolved because of reaction of the acid with metal carbonate or metal hydrogen
carbonate turns lime water milky. This shows that the gas is carbon dioxide gas. This happens
because of the formation of a white precipitate of calcium carbonate.

But when excess of carbon dioxide is passed through lime water, it makes milky colour of lime
water disappear. This happens because of formation of calcium hydrogen carbonate. As
calcium hydrogen carbonate is soluble in water, thus, the milky colour of solution mixture
disappears.

Common in Acids: Acids give hydrogen gas when they react with metal. This shows that all
acids contains hydrogen. For example; Hydrochloric acid (HCl), sulphuric acid (H2SO4), nitric
acid (HNO3), etc.
When an acid is dissolved in water, it dissociates hydrogen. The dissociation of hydrogen ion in
aqueous solution is the common property in all acids. Because of the dissociation of hydrogen
ion in aqueous solution, an acid shows acidic behaviour.
Examples:
Hydrochloric acid (HCl) gives hydrogen ion (H+) and chloride ion (Cl–) when it is dissolved in
water.

435
Acetic acid (CH3COOH) gives acetate ion (CH3COO–) and hydrogen ion (H+).

Acids

Strong Acids
An acid which is completely ionised in water and produces (H+) is called Strong Acid.
Examples: Hydrochloric acid (HCl), Sulphuric acid (H2SO4), Nitric acid (HNO3)

Weak Acids
An acid which is partially ionised in water and thus produces a small amount of hydrogen ions
(H+) is called a Weak Acid.
Example: Acetic acid (CH3COOH), Carbonic acid (H2CO3)

When a concentrated solution of acid is diluted by mixing water, then the concentration of
Hydrogen ions (H+) or hydronium ion (H3O–) per unit volume decreases.

Bases: Bases are bitter in taste, have soapy touch, turn red litmus blue and give hydroxide ions
(OH–) in aqueous solution.
Examples: Sodium hydroxide (caustic soda) – NaOH
Calcium hydroxide – Ca(OH)2
Potassium hydroxide (caustic potash) – (KOH)

Properties of Bases:

 Have a bitter taste.

 Soapy to touch.
 Turns red litmus blue.
 Conducts electricity in solution.
 Release OH– ions in Aqueous Solution

Types of bases: Bases can be divided in two types – Water soluble and Water-insoluble.
The hydroxide of alkali and alkaline earth metals are soluble in water. These are also known as
alkali.
For example; sodium hydroxide, magnesium hydroxide, calcium hydroxide, etc. Alkali is
considered a strong base.

Chemical properties of bases:

(i) Reaction of Base with Metals: When alkali (base) reacts with metal, it produces salt and
hydrogen gas.

436
Alkali + Metal → Salt + Hydrogen
Examples: Sodium hydroxide gives hydrogen gas and sodium zincate when reacts with zinc
metal.

Sodium aluminate and hydrogen gas are formed when sodium hydroxide reacts with aluminium
metal.

(ii) Reaction of Base with Oxides of Non-metals: Non-metal oxides are acidic in nature. For
example; carbon dioxide is a non-metal oxide. When carbon dioxide is dissolved in water it
produces carbonic acid.
Therefore, when a base reacts with non-metal oxide, both neutralize each other resulting
respective salt and water.
Base + Non-metal oxide → Salt + Water
(Non-metal oxides are acidic in nature)
Examples:
Sodium hydroxide gives sodium carbonate and water when it reacts with carbon dioxide.

Calcium hydroxide gives calcium carbonate and water when it reacts with carbon dioxide.

(iii) Neutralisation Reaction: An acid neutralizes a base when they react with each other and
respective salt and water are formed.
Acid + Base → Salt + Water
Since, the reaction between acid and base both neutralize each other, hence, it is also known
as Neutralization Reaction.
Examples: Sodium chloride and water are formed when hydrochloric acid reacts with sodium
hydroxide (a strong base).

In a similar way, calcium chloride is formed along with water when hydrochloric acid reacts with
calcium hydroxide (a base).

437
(iv) Reaction of Acid with Metal Oxides: Metal oxides are basic in nature. Thus, when an acid
reacts with a metal oxide both neutralize each other. In this reaction, the respective salt and
water are formed.
Acid + Metal Oxide → Salt + Water
(Metal oxides are basic in nature)
Examples:
Calcium is a metal, thus, calcium oxide is a metallic oxide which is basic in nature. When an
acid, such as hydrochloric acid, reacts with calcium oxide, neutralization reaction takes place
and calcium chloride, along with water is formed.

Similarly, when sulphuric acid reacts with zinc oxide, zinc sulphate and water are formed.

Common in all bases: A base dissociates hydroxide ion in water, which is responsible for the
basic behaviour of a compound.
Example: When sodium hydroxide is dissolved in water, it dissociates hydroxide ion and sodium
ion.

Similarly, when potassium hydroxide is dissolved in water, it dissociates hydroxide ion and
potassium ion.

Thus, the base shows its basic character because of dissociation of hydroxide ion.

Neutralisation Reaction: When an acid reacts with a base, the hydrogen ion of acid combines
with the hydroxide ion of base and forms water. As these ions combine together and form water
instead of remaining free, thus, both neutralize each other.

Example: When sodium hydroxide (a base) reacts with hydrochloric acid, sodium hydroxide
breaks into a sodium ion and hydroxide ion and hydrochloric acid breaks into hydrogen ion and
chloride ion.
Hydrogen ion and hydroxide ion combine together and form water, while sodium ion and

438
chloride ion combine together and form sodium chloride.

Dilution of Acid and Base: The concentration of hydrogen ion in an acid and hydroxide ion in a
base, per unit volume, shows the concentration of acid or base.

By mixing of acid to water, the concentration of hydrogen ion per unit volume decreases.
Similarly, by addition of base to water, the concentration of hydroxide ion per unit volume
decreases. This process of addition of acid or base to water is called Dilution and the acid or
base is called Diluted.

The dilution of acid or base is exothermic. Thus, acid or base is always added to water and
water is never added to acid or base. If water is added to a concentrated acid or base, a lot of
heat is generated, which may cause splashing out of acid or base and may cause severe
damage as concentrated acid and base are highly corrosive.

Strength of Acid and Base: Acids in which complete dissociation of hydrogen ion takes place
are called Strong Acids. Similarly, bases in which complete dissociation of hydroxide ion takes
place are called Strong Bases.
In mineral acid, such as hydrochloric acid, sulphuric acid, nitric acid, etc. hydrogen ion
dissociates completely and hence, they are considered as strong acids. Since inorganic acids
hydrogen ions do not dissociate completely, so they are weak acids.

For water or neutral solutions : pH = 7

For acidic solutions : pH < 7
For basic solution : pH > 7

Universal Indicator: Using a litmus paper, phenolphthalein, methyl orange, etc. only the acidic
or basic character of a solution can be determined, but the use of these indicators does not give
the idea about the strength of acid or base. So, to get the strength as well as acidic and basic
nature of a given solution universal indicator is used.

Universal indicator shows different colour over the range of pH value from 1 to 14 for a given
solution. Universal indicator is available both in the form of strips and solution. Universal
indicator is the combination of many indicators, such as water, propanol, phenolphthalein,
sodium salt, sodium hydroxide, methyl red, bromothymol blue monosodium salt, and thymol
blue monosodium salt. The colour matching chart is supplied with a universal indicator which

439
shows the different colours for different values of pH.

pH value shown by different colours role of pH everyday life:

(i) pH in our digestive system: Dilute HCl (Hydrochloric acid) helps in digestion of food
(proteins) in our stomach. Excess acid in stomach causes acidity (indigestion). Antacids like
magnesium hydroxide [Mg(OH)2] also known as milk of magnesia and sodium hydrogen
carbonate (baking soda) are used to neutralize excess acid.

(ii) Tooth decay caused by acids: The bacteria present in our mouth converts the sugar into
acids. When the pH of acid formed in the mouth falls below 5.5, tooth-decaying starts. The
excess acid has to be removed by cleaning the teeth with a good quality toothpaste because
these kinds of toothpaste are alkaline in nature.

(iii) Soil of pH and plant growth: Most of the plants have a healthy growth when the soil has a
specific pH (close to 7) range which should be neither alkaline nor highly acidic. Therefore,

 Compound ‗X‘ is Sodium hydroxide (NaOH).

 Compound ‗A‘ is Zinc sulphate (ZnSO4).
 Compound ‗B‘ is Sodium chloride (NaCl).
 Compound ‗C‘ is Sodium acetate (CH3COONa)

Salts: Salts are the ionic compounds which are produced after the neutralization reaction
between acid and base. Salts are electrically neutral. There are number of salts but sodium
chloride is the most common among them. Sodium chloride is also known as table salt or
common salt. Sodium chloride is used to enhance the taste of food.

Characteristics of salt:

 Most of the salts are crystalline soild.

 Salts may be transparent or opaque.
 Most of the salts are soluble in water.
 Solution of the salts conducts electricity in their molten state also.
 The salt may be salty, sour, sweet, bitter and umami (savoury).
 Neutral salts are odourless.
 Salts can be colourless or coloured.

Family of Salt: Salts having common acidic or basic radicals are said to belong to the same
family.

440
Example:
(i) Sodium chloride (NaCl) and Calcium chloride (CaCl2) belongs to chloride family.
(ii) Calcium chloride (CaCl2) and Calcium sulphate (CaSO4) belongs to calcium family.
(iii) Zinc chloride (ZnCl2) and Zinc sulphate (ZnSO4) belongs to the zinc family.

Neutral, Acidic and Basic Salts:

(i) Neutral Salt: Salts produced because of reaction between a strong acid and strong base are
neutral in nature. The pH value of such salts is equal to 7, i.e. neutral.
Example : Sodium chloride, Sodium sulphate. Postassium chloride, etc.

Sodium chloride (NaCl): It is formed after the reaction between hydrochloric acid (a strong
acid) and sodium hydroxide (a strong base).

Sodium Sulphate (Na2SO4): It is formed after the reaction between sodium hydroxide (a strong
base) and sulphuric acid ( a strong acid).

Potassium Chloride (KCl): It is formed after the reaction between potassium hydroxide (a
strong base) and hydrochloric acid (a strong acid).

(ii) Acidic Salts: Salts which are formed after the reaction between a strong acid and weak
base are called Acidic salts. The pH value of acidic salt is lower than 7. For example Ammonium
sulphate, Ammonium chloride, etc.
Ammonium chloride is formed after reaction between hydrochloric acid (a strong acid) and
ammonium hydroxide (a weak base).

Ammonium sulphate is formed after reaction between ammonium hydroxide (a weak base) and
sulphuric acid (a strong acid).

441
(iii) Basic Salts: Salts which are formed after the reaction between a weak acid and strong
base are called Basic Salts. For example; Sodium carbonate, Sodium acetate, etc.
Sodium carbonate is formed after the reaction between sodium hydroxide (a strong base) and
carbonic acid (a weak acid).

Sodium acetate is formed after the reaction between a strong base, sodium hydroxide (a strong
base) and acetic acid, (a weak acid).

Cause of formation of acidic, basic and neutral salts:

 When a strong acid reacts with a weak base, the base is unable to fully neutralize
the acid. Due to this, an acidic salt is formed.
 When a strong base reacts with a weak acid, the acid is unable to fully neutralize
the base. Due to this, a basic salt is formed.
 When equally strong acid and a base react, they fully neutralize each other. Due
to this, a neutral salt is formed.

pH value of salt:

 Neutral salt: The pH value of a neutral salt is almost equal to 7.

 Acidic salt: The pH value of an acidic salt is less than 7.
 Basic salt: The pH value of a basic salt is more than 7.

Some Important Chemical Compounds

1. Common Salt (Sodium Chloride): Sodium chloride (NaCl) is also known as Common or
Table Salt. It is formed after the reaction between sodium hydroxide and hydrochloric acid. It is
a neutral salt. The pH value of sodium chloride is about 7. Sodium chloride is used to enhance
the taste of food. Sodium chloride is used in the manufacturing of many chemicals.

Important chemical from sodium chloride

Sodium Hydroxide (NaOH): Sodium hydroxide is a strong base. It is also known as caustic
soda. It is obtained by the electrolytic decomposition of solution of sodium chloride (brine). In
the process of electrolytic decomposition of brine (aqueous solution of sodium chloride), brine
decomposes to form sodium hydroxide. In this process, chlorine is obtained at anode and
hydrogen gas is obtained at cathode as by products. This whole process is known as Chlor –
Alkali process.

442
Use of products after the electrolysis of brine:

 Hydrogen gas is used as fuel, margarine, in making of ammonia for fertilizer, etc.
 Chlorine gas is used in water treatment, manufacturing of PVC, disinfectants,
CFC, pesticides. It is also used in the manufacturing of bleaching powder and
hydrochloric acid.
 Sodium hydroxide is used for degreasing of metals, manufacturing of paper, soap,
detergents, artificial fibres, bleach, etc.

2. Bleaching Powder (CaOCl2): Bleaching powder is also known as chloride of lime. It is a

solid and yellowish white in colour. Bleaching powder can be easily identified by the strong
smell of chlorine.
When calcium hydroxide (slaked lime) reacts with chlorine, it gives calcium oxychloride
(bleaching powder) and water is formed.

Aqueous solution of bleaching powder is basic in nature. The term bleach means removal of
colour. Bleaching powder is often used as bleaching agent. It works because of oxidation.
Chlorine in the bleaching powder is responsible for bleaching effect.

Use of Bleaching Powder:

 Bleaching powder is used as disinfectant to clean water, moss remover, weed

killers, etc.
 Bleaching powder is used for bleaching of cotton in textile industry, bleaching of
wood pulp in paper industry.
 Bleaching powder is used as oxidizing agent in many industries, such as textiles
industry, paper industry, etc.

3. Baking Soda (NaHCO3): Baking soda is another important product which can be obtained
using byproducts of chlor – alkali process. The chemical name of baking soda is sodium
hydrogen carbonate (NaHCO3) or sodium bicarbonate. Bread soda, cooking soda, bicarbonate
of soda, sodium bicarb, bicarb of soda or simply bicarb, etc. are some other names of baking
soda.

Preparation Method: Baking soda is obtained by the reaction of brine with carbon dioxide and
ammonia. This is known as Solvay process.

In this process, calcium carbonate is used as the source of CO2 and the resultant calcium oxide
is used to recover ammonia from ammonium chloride.

443
Properties of Sodium Bicarbonate:

 Sodium bicarbonate is white crystalline solid, but it appears as fine powder.

 Sodium hydrogen carbonate is amphoteric in nature.
 Sodium hydrogen carbonate is sparingly soluble in water.
 Thermal decomposition of sodium hydrogen carbonate (baking soda).
 When baking soda is heated, it decomposes into sodium carbonate, carbon
dioxide and water.
2NaHCO3 + heat → Na2CO3 + CO2 + H2O
 Sodium carbonate formed after thermal decomposition of sodium hydrogen
carbonate decomposes into sodium oxide and carbon dioxide on further heating.
Na2CO3 → Na2O + CO2
This reaction is known as Dehydration reaction.

Use of Baking Soda:

 Baking soda is used in making of baking powder, which is used in cooking as it

produces carbon dioxide which makes the batter soft and spongy.
 Baking soda is used as an antacid.
 Baking soda is used in toothpaste which makes the teeth white and plaque free.
 Baking soda is used in cleansing of ornaments made of silver.
 Since sodium hydrogen carbonate gives carbon dioxide and sodium oxide on
strong heating, thus, it, is used as a fire extinguisher.

Baking Powder: Baking powder produces carbon dioxide on heating, so it is used in cooking to
make the batter spongy. Although, baking soda also produces carbon dioxide on heating, but it
is not used in cooking because on heating, baking soda produces sodium carbonate along with
carbon dioxide. The sodium carbonate, thus, produced, makes the taste bitter.

Baking powder is the mixture of baking soda and a mild edible acid. Generally, tartaric acid is
mixed with baking soda to make baking powder.

When baking powder is heated, sodium hydrogen carbonate (NaHCO3) decomposes to give
CO2 and sodium carbonate (Na2CO3). CO2 causes bread and cake fluffy. Tartaric acid helps to
remove bitter taste due to formation of Na2CO3.

4. Washing Soda (Sodium Carbonate)

Preparation Method: Sodium carbonate is manufactured by the thermal decomposition of
sodium hydrogen carbonate obtained by Solvay process.

444
The sodium carbonate obtained in this process is dry. It is called Soda ash or Anhydrous
sodium carbonate. Washing soda is obtained by rehydration of anhydrous sodium carbonate.

Since there are 10 water molecules in washing soda, hence, it is known as Sodium Bicarbonate
Decahydrate.
Sodium carbonate is a crystalline solid and it is soluble in water when most of the carbonates
are insoluble in water.

Use of sodium carbonate:

 It is used in the cleaning of cloths, especially in rural areas.

 In the making of detergent cake and powder.
 In removing the permanent hardness of water.
 It is used in glass and paper industries.

The water of Crystallization: Many salts contain water molecule and are known as Hydrated
Salts. The water molecule present in salt is known as Water of crystallization.
Examples:
Copper sulphate pentahydrate (CuSO4.5H2O): Blue colour of copper sulphate is due to
presence of 5 molecules of water. When copper sulphate is heated, it loses water molecules
and turns: into grey – white colour, which is known as anhydrous copper sulphate. After adding
water, anhydrous copper sulphate becomes blue again.

Acids: Substances which turn blue litmus solution red are called acids. Acids are sour in taste.

Bases: Substances which change red litmus solution blue are called bases. They are bitter in
taste.

Mineral Acids: Acids which are obtained from minerals like sulphates, nitrates, chlorides etc.
are called mineral acids, example, H2SO4 (Sulphuric acid), HNO3 (Nitric acid) and HCl
(Hydrochloric acid).

445
Organic Acids: Acids which are obtained from plants and animals are called organic acids.
Example citric acid, ascorbic acid, tartaric acid, lactic acid, acetic acid.

Hydronium Ions: They are formed by the reaction of H+ (from acid) and H2O. It is because
H+ is unstable.

Universal Indicator: A universal indicator is a mixture of indicators which shows a gradual but
well-marked series of colour changes over a very wide range of change in concentration of
H+ ions.

Strong Acids: Acids which dissociate into ions completely are called strong acids. Example,
H2SO4, HCl.

Weak Acids: Acids which do not dissociate into ions completely are called weak acids.
Example, citric acid, acetic acid.

Chemical Properties of Acids:

 Acids react with active metals to give salt and hydrogen gas.
 Acids react with metal carbonates and metal hydrogen carbonates to give salt,
water and carbon dioxide.
 Acids react with bases to give salt and water. This reaction is called a
neutralization reaction.
 Acids react with metal oxides to give salt and water.

Chemical Properties of Bases:

 Reaction with metals: Certain metals such as zinc, aluminium and tin react with
alkali solutions on heating and hydrogen gas is evolved.
 Reaction with acids: Bases react with acids to form salt and water.

Indicators: Indicators are substances which indicate the acidic or basic nature of the solution
by their colour change.

pH Scale: A scale for measuring hydrogen ion concentration in a solution.

The pH of a solution is defined as the negative logarithm of hydrogen ion concentration in moles
per litre.
pH = -log [H+]
pH = -log [H3O+]
where [H+] or [H3O+] represents concentrations of hydrogen ions in a solution.

 The pH of a neutral solution is 7.

 The pH of an acidic solution is < 7.
 The pH of a basic solution is > 7.

446
Some Important Compounds and their Uses:

Equations of Acids, Bases and Salts:

 Acid + Metal → Salt + Hydrogen gas

H2SO4 + Zn → ZnSO4 + H2
 Base + Metal → Salt + Hydrogen gas
2NaOH + Zn → Na2ZnO2 (Sodium zincate) + H2
 Base + Acid → Salt + Water
NaOH (aq) + HCl (aq) → NaCl (aq) + H2O (l)
 Acids give hydronium ions in water
HCl + H2O → H3O+ + Cl–
 Bases generate OH- ions in water
NaOH (aq) + H2O → Na+ (aq) + O– (aq)

Reactions Of Important Chemical Compounds:

 Preparation of Bleaching powder: By the action of chlorine on dry slaked lime

Ca(OH)2 + Cl2 → CaOCl2 + H2O
 On heating, baking soda liberates CO2

Preparation of Plaster of Paris:

447
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- SOCIAL SCIENCE (CLASS NOTES- SEPTEMBER 2024)
CHAPTER-4 POLITICAL PARTIES

Why Do We Need Political Parties?

A Political Party is a group of people who come together to contest elections and hold power in
the government. They agree on some policies and programmes for society with a view to
promoting the collective good. Parties reflect fundamental political divisions in society. Thus, a
party is known by which part it stands for, which policies it supports and whose interests it
upholds. A political party has three components:

 The leaders
 The active members
 The followers
Functions of Political Parties

Political parties fill political offices and exercise political power. Parties do so by performing a
series of functions mentioned below:

1. Parties contest elections.

2. Parties put forward different policies and programmes, and the voters choose from them.
3. Parties play a decisive role in making laws for a country.
4. Parties form and run governments.
5. Those parties that lose in the elections play the role of opposition to the parties in power
by voicing different views and criticising the government for its failures or wrong policies.
6. Parties shape public opinion.
7. Parties provide people access to government machinery and welfare schemes
implemented by governments.
The Necessity of Political Parties

We need political parties because they perform all the functions which are mentioned above.
Apart from this, political parties help represent different views on various issues to the
government. They bring various representatives together so that a responsible government can
be formed. They work as a mechanism to support or restrain the government, make policies,

448
and justify or oppose them. Political parties fulfil the needs that every representative
government has.

How Many Parties Should We Have?

In a democracy, any group of citizens is free to form a political party. More than 750 parties are
registered with the Election Commission of India. But not all these parties are serious
contenders in the elections. So the question, then, is how many major or effective parties are
good for democracy?

In some countries, only one party is allowed to control and run the government. These are
called one-party systems. This system is not considered as a good option for democracy.

In some countries, power usually changes between the two main parties. Such a party system is
called a two-party system. E.g., The United States of America and the United Kingdom.

If several parties compete for power, and more than two parties have a reasonable chance of
coming to power either on their own strength or in alliance with others, it is called a multiparty
system. E.g., India.

When several parties in a multi-party system join hands for the purpose of contesting elections
and winning power, it is called an alliance or a front.

National Parties

Every party in the country has to register with the Election Commission. It offers some special
facilities for large and established parties. The Election Commission has laid down detailed
criteria for the proportion of votes and seats that a party must get in order to be a recognised
party.

1. A party that secures at least 6% of the total votes in an election to the Legislative
Assembly of a State and wins at least 2 seats is recognised as a State Party.
2. A party that secures at least 6% of the total votes in Lok Sabha elections or Assembly
elections in 4 States and wins at least 4 seats in the Lok Sabha is recognised as
a National Party.

Major National Parties in India

There were 7 recognised national parties in the country in 2018. Here are the details of these
parties:

449
1) All India Trinamool Congress (AITC)

 Launched on 1 January 1998 under the leadership of Mamata Banerjee.

 Recognised as a national party in 2016.
 The party‘s symbol is flowers and grass.
 Committed to secularism and federalism.
 Has been in power in West Bengal since 2011 and has a presence in Arunachal
Pradesh, Manipur and Tripura.
 In the General Elections held in 2014, it got 3.84% of votes and won 34 seats, making it
the fourth-largest party in the Lok Sabha.
2) Bahujan Samaj Party (BSP):

 Formed in 1984 under the leadership of Kanshi Ram.

 Seeks to represent and secure power for the Bahujan samaj, which includes the Dalits,
Adivasis, OBCs and religious minorities.
 Stands for the cause of securing the interests and welfare of the Dalits and oppressed
people.
 It has its main base in the state of Uttar Pradesh and a substantial presence in
neighbouring states like Madhya Pradesh, Chhattisgarh, Uttarakhand, Delhi and Punjab.
 Formed government in UP several times by taking the support of different parties at
different times.
3) Bharatiya Janata Party (BJP)

 Founded in 1980, formed by Syama Prasad Mukherjee in 1951.

 Wants to build a strong and modern India by drawing inspiration from India‘s ancient
culture and values and Deendayal Upadhyaya‘s ideas of integral humanism and
Antyodaya.
 Cultural nationalism (or ‗Hindutva‘) is an important element in its conception of Indian
nationhood and politics.
 Earlier limited to north and west and to urban areas, the party expanded its support in
the south, east, northeast and to rural areas.
 Emerged as the largest party with 282 members in the 2014 Lok Sabha elections.
4) Communist Party of India (CPI):

 Formed in 1925. Believes in Marxism-Leninism, secularism and democracy.

 Opposed to the forces of secessionism and communalism.
 Accepts parliamentary democracy as a means of promoting the interests of the working
class, farmers and the poor.
 Significant presence in the states of Kerala, West Bengal, Punjab, Andhra Pradesh and
Tamil Nadu.
 It secured less than 1 per cent votes and 1 seat in the 2014 Lok Sabha elections.

450
5) Communist Party of India – Marxist (CPI-M):

 Founded in 1964. Believes in Marxism-Leninism. Supports socialism, secularism and

democracy and opposes imperialism and communalism.
 Accepts democratic elections as a useful and helpful means for securing the objective of
socio-economic justice in India.
 Enjoys strong support in West Bengal, Kerala and Tripura.
 The party was in power in West Bengal without a break for 34 years.
 In the 2014 Lok Sabha elections, it won about 3% of votes and 9 seats.
6) Indian National Congress (INC):

 Popularly known as the Congress Party. One of the oldest parties in the world. Founded
in 1885 and has experienced many splits.
 Under the leadership of Jawaharlal Nehru, the party sought to build a modern secular
democratic republic in India.
 The ruling party was at the centre till 1977 and then from 1980 to 1989. After 1989, its
support declined, but it continues to be present throughout the country.
 The party‘s main idea is to promote secularism and the welfare of weaker sections and
minorities.
7) Nationalist Congress Party (NCP):

 Formed in 1999 following a split in the Congress party.

 Supports democracy, Gandhian secularism, equity, social justice and federalism.
 A major party in Maharashtra and has a significant presence in Meghalaya, Manipur and
Assam.
 A coalition partner in the state of Maharashtra in alliance with the Congress. Since 2004,
a member of the United Progressive Alliance.

State Parties The Election Commission has classified some of the major parties of the country
as ‗state parties‘. These are also referred to as regional parties. Some of these parties are:

 Biju Janata Dal

 Sikkim Democratic Front
 Mizo National Front
 Telangana Rashtra Samithi

451
Challenges to Political Parties
Popular dissatisfaction and criticism have focused on 4 problem areas in the working of political
parties. These are:

1. Lack of internal democracy within parties. Parties do not keep membership registers, do
not hold organisational meetings, and do not conduct internal elections regularly.
2. Most political parties do not practice open and transparent procedures for their
functioning, so there are very few ways for an ordinary worker to rise to the top of a
party. In many parties, the top positions are always controlled by members of one family.
3. The third challenge is about the growing role of money and muscle power in parties,
especially during elections. Since parties are focused only on winning elections, they
tend to use shortcuts to win elections. In some cases, parties support criminals who can
win elections.
4. People do not find parties to be a meaningful choice for their votes. Sometimes people
cannot even elect very different leaders either because the same set of leaders keeps
shifting from one party to another.

452
How Can Parties Be Reformed?

Have a look at some of the recent efforts and suggestions to reform political parties and their
leaders in India. Some efforts are listed below:

1. The Constitution was amended to prevent elected MLAs and MPs from changing parties.
2. The Supreme Court passed an order to reduce the influence of money and criminals.
Now, it is mandatory for every candidate who contests elections to file an AFFIDAVIT
giving details of his property and criminal cases pending against him.
3. The Election Commission passed an order making it necessary for political parties to
hold their organisational elections and file their income tax returns.
Besides these, many suggestions are made to reform political parties. These suggestions have
not yet been accepted by political parties.

1. A law should be made to regulate the internal affairs of political parties.

2. It should be made mandatory for political parties to give a minimum number of tickets,
about one-third, to women candidates. Similarly, there should be a quota for women in
the decision-making bodies of the party.
3. There should be state funding of elections. The government should give parties money
to support their election expenses.
There are two other ways in which political parties can be reformed.

1. People can put pressure on political parties. This can be done through petitions, publicity
and agitations.
2. Political parties can improve if people who want change can join political parties. It is
difficult to reform politics if ordinary citizens do not take part in it and simply criticise it
from the outside.

Exercises Page No. 87

1. State the various functions political parties perform in a democracy.

Answer. The functions performed by the political parties are as follows:

a. They contest elections.

b. They introduce various policies and programmes for the people.
c. They play an important role in decision-making to legislate and execute.
d. These parties, when successful in elections, form and run the government.
e. These parties, if they lose, become the opposition parties and play the role of criticising
the government.

453
 f. The parties mould the public‘s opinion on various issues. They can help them form an
opinion and can also influence them to alter their opinion.
g. These parties help the citizenry access the government‘s policies and acts.
2. What are the various challenges faced by political parties?

Answer. There are some challenges that political parties have to face, and they are:

a. The lack of internal democracy – If there is a concentration of power in the hands of one
or only a few ministers in the party, it gives space to internal conflicts.
b. The dynastic succession – This has been in the political parties from time immemorial.
The leader of the party sets a lineage, and one after another, a dynastic succession
keeps taking place, which affects the chances of other ministers in the party to gauge an
effective position in the party.
c. Money and muscle power – The participation of smaller regional parties is lesser due to
the growing prominence of muscle and money power. These powers can mostly be seen
during the election period, where parties‘ rich candidates can gain more votes using both
of these.
3. Suggest some reforms to strengthen parties so that they perform their functions well.

Answer. The various reforms that a political party can take are as follows:

a. A provision within a political party to tackle internal conflicts.

b. The 1/3rd representation in the party should be given to women candidates.
c. The parties should not promote candidates having criminal records.
d. State funding during elections should be promoted so that candidates coming from poor
backgrounds stand an equal chance to win.
4. What is a political party?

Answer. A political party is a group of people who come together to contest elections and hold
power in the government. They agree on some policies and programmes for society, with a view
to promoting the collective good.

5. What are the characteristics of a political party?

Answer. The political party has the following characteristics:

a. They have members who share the same interests in policies and programmes.
b. They seek to introduce policies which are for the welfare of the citizens.
c. There are three components – leader, active members and followers.
6. A group of people who come together to contest elections and hold power in the
government is called a _____________________.

454
Answer. A group of people who come together to contest elections and hold power in the
government is called a political party.

7. Match List-I (organisations and struggles) with List-II and select the correct answer
using the codes given below the lists.

List-I List-II

1. Congress Party A. National Democratic Alliance

2. Bharatiya Janata Party B. State party

3. Communist Party of India (Marxist) C. United Progressive Alliance

4. Telugu Desam Party D. Left Front

Answer.

1 2 3 4

(c) C A D B

8. Who among the following is the founder of the Bahujan Samaj Party?

A. Kanshi Ram
B. Sahu Maharaj
C. B.R. Ambedkar
D. Jotiba Phule
Answer. A. Kanshi Ram

9. What is the guiding philosophy of the Bharatiya Janata Party?

A. Bahujan Samaj
B. Revolutionary democracy

455
 C. Integral humanism
D. Modernity
Answer. C. Integral humanism

10. Consider the following statements on parties.

A. Political parties do not enjoy much trust among the people.

B. Parties are often rocked by scandals involving top-party leaders.
C. Parties are not necessary to run governments.
Which of the statements given above is correct?

a. A, B, and C
b. A and B
c. B and C
d. A and C
Answer. (b) A and B

ECONOMICS (UNDERSTANDING ECONOMIC DEVELOPMENT)

CHAPTER 3 MONEY AND CREDIT

Money as a Medium of Exchange

Money provides as a medium of exchange, facilitating the buying and selling of goods and
services in an economy. It eliminates the need for barter, where goods are exchanged directly
for other goods, by providing a universally accepted medium for transactions.

As a medium of exchange, money offers several advantages:

Facilitates Transactions: Money simplifies transactions by providing a common unit of value

that both parties agree upon. This makes trading more efficient and reduces the time and effort
required to find suitable trading partners.

Enhances Specialization: With money, individuals can specialize in producing certain goods or
services without needing to find someone who wants to trade directly for what they produce.
This specialization leads to increased productivity and economic growth.

456
Promotes Economic Growth: By facilitating trade, money encourages economic activity and
stimulates the production and consumption of goods and services. This, in turn, contributes to
overall economic growth and development.

Increases Convenience: Money is convenient to carry and store compared to bulky goods. It
also allows for transactions to occur at any time and place, increasing convenience for both
buyers and sellers.

Reduces Transaction Costs: Money reduces the transaction costs associated with barter,
such as the time and effort required to negotiate the terms of trade and the inconvenience of
finding suitable trading partners.

Modern Forms of Money

Modern forms of money have evolved beyond physical currency to include various digital and
electronic forms. Here are some examples:

Cash: Physical currency, such as banknotes and coins remains a widely used form of money
for small transactions and in regions where digital payment infrastructure is less developed.

Bank Deposits: Money held in bank accounts, including checking accounts, savings accounts,
and certificates of deposit (CDs), is a common form of money. Bank deposits are often
accessed through debit cards, checks, or electronic transfers.

Credit Cards: Credit cards allow users to borrow money from a financial institution up to a
certain credit limit to make purchases. Users repay the borrowed amount, along with any
interest or fees, at a later date.

Debit Cards: Debit cards are linked to a user‘s bank account and allow for electronic
transactions, deducting the purchase amount directly from the account balance. Unlike credit
cards, debit cards do not involve borrowing money.

Mobile Payment Apps: With the proliferation of smartphones, mobile payment apps have
become increasingly popular. These apps allow users to transfer money, make purchases, and
pay bills using their mobile devices. Examples include PayPal, Venmo, and Cash App.

Digital Wallets: Digital wallets store payment information securely and allow users to make
contactless payments using near-field communication (NFC) technology. Examples include
Apple Pay, Google Pay, and Samsung Pay.

Cryptocurrencies: Cryptocurrencies, such as Bitcoin, Ethereum, and Litecoin, are digital or

virtual currencies that use cryptography for security and operate on decentralized networks
based on blockchain technology. They offer the advantage of borderless transactions and
decentralized control but can be volatile in value.

457
Electronic Funds Transfer (EFT): EFT allows for the electronic transfer of funds between bank
accounts, often used for large transactions, payroll deposits, and bill payments.

Currency

 The RBI is responsible for issuing currency notes on behalf of the central
government.
 The Indian rupee is widely accepted as a medium of exchange in India,
facilitating transactions across the country.
Deposits in Banks

 People also hold money in banks in the form of deposits.

 Banks accept these deposits and pay interest on them. People can withdraw
their deposits as needed, typically using cheques for transactions.
Loan Activities of Banks

 Banks use the deposits they receive to provide loans to individuals and
businesses.
 They charge a higher interest rate on loans than the interest they pay on
deposits, generating income for the bank.
Two Different Credit Situations

 Credit refers to the borrowing of money, goods, or services with the promise of
repayment in the future.
 Examples of credit situations include borrowing money to invest in a business
(beneficial) or struggling to repay a loan due to crop failure (harmful).
Terms of Credit

 Every loan agreement specifies terms such as interest rates, collateral (security),
and repayment schedules.
 These terms, collectively known as the terms of credit, determine the conditions
under which the loan is granted and repaid.
Formal Sector Credit in India

Formal sector credit in India refers to the credit provided by regulated financial institutions, such
as banks and non-banking financial companies (NBFCs), which operate under the supervision
of the Reserve Bank of India (RBI) and other regulatory authorities. Here are some important
aspects of formal sector credit in India:

Bank Credit: Commercial banks are the primary source of formal sector credit in India. They
provide loans and advances to individuals, businesses, and government entities. Bank credit
includes various types of loans, such as personal loans, home loans, vehicle loans, business
loans, and agricultural loans.

Non-Banking Financial Companies (NBFCs): NBFCs are financial institutions that offer
banking services without meeting the legal definition of a bank. They provide credit through
loans, leases, hire purchase, and other financial products. NBFCs play a significant role in

458
providing credit to small and medium-sized enterprises (SMEs), microfinance borrowers, and
individuals who may not have access to traditional banking services.

Priority Sector Lending: In India, banks are required to allocate a certain percentage of their
total lending to specified priority sectors, such as agriculture, small-scale industries, micro-
enterprises, education, housing, and renewable energy. This policy aims to ensure that credit is
directed towards sectors that contribute to economic development and social welfare.

Regulatory Framework: The RBI regulates formal sector credit in India through various
guidelines, policies, and regulations. It sets prudential norms, interest rate caps, and other
guidelines to ensure the stability and soundness of the financial system. Additionally, credit
information bureaus, such as Credit Information Bureau (India) Limited (CIBIL), collect and
maintain credit information on borrowers, which helps lenders assess creditworthiness and
manage risks.

Government Initiatives: The Indian government implements various schemes and initiatives to
promote financial inclusion and increase access to formal sector credit, especially among
underserved and marginalized populations. These initiatives include the Pradhan Mantri Jan
Dhan Yojana (PMJDY), Mudra Yojana, Stand-Up India, and various rural credit programs.

Formal and Informal Credit

 While formal sector loans provide cheaper credit, informal sector loans are more
easily accessible, particularly in rural areas.
 Efforts are underway to increase the availability of formal sector credit, especially
to marginalized communities.
Self Help Groups for the Poor

 Self Help Groups (SHGs) are small groups of individuals who pool their savings
and provide loans to group members.
 SHGs empower members, particularly women, by providing access to credit and
promoting financial independence.

Exercises Page No 52

1. In situations with high risks, credit might create further problems for the borrower.
Explain.

Answer: In situations with high risks, credit might create further problems for the borrower.
Credit involves a certain amount of loan that is taken by a borrower from a lender at a high-
interest rate. In case there is a failure, and the borrower faces loss, then they further fall into the
trap of credit. This is known as a debt trap. The borrower has to repay the credit along with

459
interest applied by the lender, and they further fall into the trap of credit, increasing the problems
for the borrower. The borrower also has to sell a part of their land to repay the loan.

2. How does money solve the problem of double coincidence of wants? Explain with an
example of your own.

Answer: ‗Double coincidence of wants‘ is when whatever a person desires to sell is exactly
what the other wishes to buy. In a barter system, where goods are directly exchanged without
the use of money, double coincidence of wants is an essential feature. Money solved the
problem of double coincidence of wants because, after the introduction of money, people could
use money as an intermediate to buy or sell things, and no specific buyer or seller was required
to exchange products. For example, a trader wishes to sell 10 sacks full of rice and expects to
get it in exchange for five sacks of cereal. Finding a suitable buyer to sell the sacks of rice in
exchange for cereals would be very tough. However, the money will solve this problem, and the
trader can sell the sacks of rice to someone who needs it and, in return, buy cereals from the
money they get from the buyer of rice.

3. How do banks mediate between those who have surplus money and those who need
money?

Answer: Banks mediate between those who have surplus funds (the depositors) and those who
are in need of funds (the borrowers) by lending money to people who are in need. People can
open accounts in banks, and banks make use of that money to fulfil the loan requirements of the
people. A higher interest rate is charged for the borrower, and that profit is given to the
depositor as interest for offering deposits.

4. Look at a 10 rupee note. What is written on top? Can you explain this statement?

Answer: ―Reserve Bank of India‖ and ―Guaranteed by the Central Government‖ is written on the
top of a 10 rupee note. Currency in India is issued by the central bank of the country; in the case
of India, the Reserve Bank of India is the central bank of the country. The currency is issued on
behalf of the Central Government, and these two are the only authorities which are responsible
for issuing currency in India.

5. Why do we need to expand formal sources of credit in India?

Answer: Formal sources of credit are the Government authorised organisations that are eligible
to lend money to people. It is important to expand formal sources of credit in India because the

460
informal sources are not registered and lend money to people at very high-interest rates, which
is unfair and must not be practised. If formal sources of credit are increased, people will be able
to borrow money at lesser interest rates and will not be liable to do any extra work for the
borrower. Especially in India, if formal sources of credit are increased, people will be able to
take loans and use them for the development of the country.

6. What is the basic idea behind the SHGs for the poor? Explain in your own words.

Answer: The Self Help Groups (SHGs) have been set up in India with an aim to help the rural
poor, especially women. A typical Self Help Group comprises 15-20 people from the same
neighbourhood who save some money from their daily wages and collect them together. People
can borrow money from these groups during an emergency or when they are in need. They
charge a minimum rate of interest from the borrowers. Once the SHG has managed to save a
defined amount of money, they are also eligible to take loans from banks. The main purpose of
introducing these Self Help Groups was to increase small-scale employment opportunities for
the rural people so that they could start small businesses to earn a livelihood.

7. What are the reasons why banks might not be willing to lend to certain borrowers?

Answer: The reasons why banks might not be willing to lend money to certain borrowers are
given below:

1. Some people fail to provide the required set of documents to get a loan.
2. Irregular wages and no fixed job is also one reason because it increases the chances of
non-repayment of loans.
3. Certain borrowers are added to the list of NPAs.
4. There is a high risk in approving loans to entrepreneurs.
8. In what ways does the Reserve Bank of India supervise the functioning of banks? Why
is this necessary?

Answer: The Reserve Bank of India is the central bank of India, and all the other public sector
banks work under the supervision of the Reserve Bank of India. It manages the functioning of
the banks in the following ways:

1. It monitors the bank in maintaining the cash balance.

2. Loans are not just given to profit-making organisations but also to small cultivators and
small-scale industries.
3. RBI maintains a periodic report of other banks regarding the amount loaned to people.
4. It also keeps a regular check on the interest rates set for loans in public sector banks.

461
9. Analyse the role of credit for development.

Answer: Credit is one of the major aspects of the development of a country. Affordable credit
plays a very important role in the country‘s development. People need loans for different
reasons, and to meet this requirement, credit is very important. In India, a major part of the
population is engaged in agricultural activities; credit plays a very crucial role in agricultural
activities. People can borrow money and use modern farming methods to grow crops which are
more reliable than the traditional methods of growing crops. Apart from this, there are small-
scale industries, businesses and various other sectors where credit can help people and
ultimately result in the development of the country.

10. Manav needs a loan to set up a small business. On what basis will Manav decide
whether to borrow from the bank or the moneylender? Discuss.

Answer: Manav wants to set up a small business. He needs to keep the below-mentioned
things in mind while deciding whether to borrow money from a bank or money lender:

1. He needs to compare the interest rate charged by both the bank and the moneylender.
Whoever charges less should be his option.
2. He needs to analyse whether he has all the eligible documents required by the banks to
get his loan approved.
3. How he wishes to repay the lender.

11. In India, about 80 per cent of farmers are small farmers who need credit for
cultivation.

a. Why might banks be unwilling to lend to small farmers?

Answer: Banks might be unwilling to lend money to small farmers because there are high risks.
If the harvest gets ruined, there is a possibility that they might not be able to receive the
instalments on time. Also, proper documentation is required to get a loan from the bank, which
might not be available to small-scale farmers.

b. What are the other sources from which the small farmers can borrow?

Answer: Small farmers can move to informal sources of credit if they are not borrowing money
from a bank. These informal sources of credit include moneylenders, agricultural traders, etc.

462
c. Explain with an example of how the terms of credit can be unfavourable for the small
farmer.

Answer: When a small-scale farmer borrows money from a bank, they have to repay the
amount at a fixed rate of interest. For example, if a farmer borrows money from the bank and,
during the harvest season, their crops are ruined, then they shall not be able to repay the
amount loaned to them by the bank and will further fall into the debt trap.

d. Suggest some ways by which small farmers can get cheap credit.

Answer: Small farmers can get cheap credit from formal sources of credit like banks.

12. Fill in the blanks:

a. Majority of the credit needs of the _________________households are met from

informal sources.
b. ___________________costs of borrowing increase the debt-burden.
c. __________________ issues currency notes on behalf of the Central Government.
d. Banks charge a higher interest rate on loans than what they offer on __________.
e. _______________ is an asset that the borrower owns and uses as a guarantee until the
loan is repaid to the lender.

Answer a: Poor

Answer b: High

Answer c: Reserve Bank of India

Answer d: Deposits

Answer e: Collateral

13. Choose the most appropriate answer.

1. In an SHG, most of the decisions regarding savings and loan activities are taken by
a. Bank
b. Members
c. Non-government organisation
Answer: b. Members

463
2. Formal sources of credit do not include
a. Banks
b. Cooperatives
c. Employers
Answer: c. Employers

EXTRA QUESTIONS-

Q1 “The credit activities of the informal sector should be discouraged.” Support the
statement with arguments.
Answer: The credit activities of the informal sector should be discouraged because:

 There is no organisation to supervise the credit activities of the lenders in informal sector.
 The informal sector lends at a very high rate of interest and use unfair means to get the
money back.
 Higher cost of borrowing means a large part of the earnings of the borrowers is used to
repay the loan. Hence, the borrowers have less income left for themselves.
 Sometimes, due to higher rate of interest, the amount to be repaid becomes higher than
the income of the borrower due to that there ig always a risk for borrowers to fall in debt-
trap.

Q2 “Cheap and affordable credit is crucial for the country‟s development.” Assess the
statement.
Answer: Cheap and affordable credit is crucial for a country‟s development because:

 More lending would lead to higher incomes and encourage people to invest in agriculture,
engage in business and set up small industries.
 Cheap credit will enable more investment. This leads to acceleration of economic activity.
 Cheap credit would also allow weaker sections of society to access formal sector of
lending and get rid of from informal moneylenders.
 Affordable credit would also end the cycle of debt trap.
 Cheap and easy terms of credit would inspire better investment in technology and thus
increase competition.

Q2 “Deposits with the banks are beneficial to the depositors as well as to the nation.”
Examine the statement
Answer: Deposits with the banks are beneficial to the depositors as well as to the
nation in various ways. Some of them are:

 They provide safe and secure deposits to a person‘s money.

 They provide excellent saving and investment options and also help in the growth of the
nation.

 They provide interests on the deposited money to the depositors.
 Money can be easily withdrawn from the banks as and when required by the depositors.
 They provide easy loans on nominal rates that make it possible for the common man to
build their own assets.

464
Q3 „Credit has its own unique role for development.‟ Justify the statement with
arguments.
Answer: Credit has a unique role in the economic development of the country. It is
needed by all the three sectors of the economy.

 In urban sector, big businessmen and small manufacturers need loans either to expand
their enterprises, bring new technology or diversifying their businesses.
 In rural sector, the main demand for credit is for crop production. Crop production
involves cost of seeds, fertilizers, pesticides, water, electricity, repair of equipments.
Cheap credit would thus lead to increase in production.
 Even tertiary sector needs loans to buy the latest equipments and technology. Thus, we
can say that credit has a unique role in the development of a country.

Q4.―Poor households still depend on informal sources of credit.‖ Support the

statement with examples.
Answer:
Poor households still depend on informal sources of credit because:

 Bank loans require proper documentation and collateral which is rarely available with poor
households.
 Informal sources of credit such as moneylenders know the borrowers personally and are
often willing to give a loan without a collateral.
 Sometimes, if the borrowers are unable to return the loan, they can get additional loans
from moneylenders.

465
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- WORK EDUCATION (CLASS NOTES- SEPTEMBER 2024)

What is Gond Art?

Gond art is a form of painting from folk and tribal art that is practiced by one of the largest
tribes in India – the Gond – who are predominantly from Madhya Pradesh, but also can be
found in pockets of Andhra Pradesh, Maharashtra, Chhattisgarh, and Odisha.

Which state is famous for Gond painting?

State of Madhya Pradesh
Traditional Art of the State of Madhya Pradesh, India
Gond painting is a traditional art of Madhya Pradesh and belongs to the Gond tribe. It is mainly
done in Patangarh Village in Dindori district of Madhya Pradesh

What Colours are used in Gond art?

The most interesting facet of Gond painting is the use of bright colours like white, blue, yellow
and red. These colours are extracted naturally from plant sap, leaves, coloured soil, charcoal
and even cow dung.

Who invented Gond art?

Jangarh Singh Syam
While traveling in village Pattangarh, a group of such artists found a brilliant wall painting done
by a young manual laborer aged seventeen called Jangarh Singh Syam, who later became a
legendary name in the history of Gond painting.

GOND STYLE
 Paintings materialize like a collage of dashes and dots
 Bright images of animals and plants, articulating folklores
 Both black and white and coloured
 Affluent in colour, humour, detail and mystery
 Brilliant hues
 Mythical beasts and the intricate detailing of flora and fauna

466
  Colours derived from natural sources
 Outline commences the art which is filled using block colours
 Three-dimensional effect

Colours, Tools and Techniques

Colours are derived from natural sources. For instance, black from local soils, white from rock
calcium and yellow from Narmada River banks. As mediums, charcoal and lime are used that
form several ornamental paintings, when it comes to painting homes, particularly. An outline
commences the art which is filled using block colors. When it dries, elaborate patterning is
done. It imparts three-dimensional effect to the designs

What is unique about Gond art?

Gond paintings can best be described as 'on line work'. The artist makes sure to draw the
inner as well as outer lines with as much care as possible so that the perfection of the lines
has an immediate effect on the viewer. Lines are used in such a way that it conveys a sense
of movement to the still images

Materials required
Pencil
Brushes
Oil Paints/ Watercolours
Paper(Canvas/Ivory/Normal drawing paper)

Steps:
1. Draw a rough pencil sketch.

467
2. Use bright vivid colours to paint the sketch. Then, draw a black outline.

3. With the help of lines, dots and dashes try to create a pattern or design of your own. The
following patterns are frequently used.

4. Now, draw that pattern with paint on the painting.

468
Samples of Gond paintings:

469
470
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- DANCE (CLASS NOTES- SEPTEMBER 2024)

Ganesh Vandana has immense importance in Kathak dance. Ganesh Vandana, which is a
praise and prayer to Lord Ganesha, is a natural beginning of the dance. This tradition is
followed to seek the grace and blessings of Lord Ganesha at the beginning of the dance. It
signifies purity, discipline and devotion of the dance, which is the basic element in Kathak.

Kathak Nritya, the classical Indian dance form, often incorporates poetry and devotional songs
(bhajans). "Kavita Ganesh Vandana" could refer to a specific piece or composition within this
genre, possibly dedicated to Lord Ganesh, the Hindu deity. It typically involves rhythmic
footwork, graceful movements, and expressive gestures, highlighting themes of devotion and
spirituality.

in Kathak dance, a Ganesh Vandana is often performed at the beginning of a recital as a mark
of respect and to seek the blessings of Lord Ganesha, the deity of wisdom, knowledge, and the
removal of obstacles. This opening piece is meant to set a positive and auspicious tone for the
performance. The Ganesh Vandana typically features rhythmic patterns and graceful
movements that highlight the dancer‘s skill and devotion.

"Ganesh shlok"

―Vakratunda Mahakaya
Suryakoti Samaprabha
Nirvighnam Kurume Deva

471
Sarva Karyeshu Sarvada"
Ganesh Vandana, a traditional offering to Lord Ganesha, is a common feature in many classical
Indian dance forms, such as Bharatanatyam, Kathak, Kuchipudi, and Odissi. However, it is not
typically performed in Kathakali. Kathakali, a classical dance-drama form from Kerala, generally
focuses on storytelling from Hindu epics and does not usually include Ganesh in its repertoire.

"Kathakali"

In Kathak performances dedicated to Ganesha, the musical instrument commonly used is the
"tabla." The tabla is a pair of hand-played drums that provides rhythm and accompaniment,
integral to Kathak's intricate footwork and expressive movements.

"Tabla"

"Ganesh Vandana"

Ganapati Sur Muni bande

buddhi Vinayak gaj Mukh
chaturbhuj vighna haran
shubh karan sahayak Thai

472
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25

SUBJECT- MUSIC (CLASS NOTES- SEPTEMBER 2024)

Defination of Dadra taal

Dadra Taal is a 6-beat rhythmic cycle used in Indian classical music, particularly in genres
such as Hindustani and Kathak dance. It is a popular tala in the light classical and folk music
traditions. The cycle is divided into two equal parts, each containing 3 beats, and is commonly
notated as "Dha Dhi na | Dha Ti na |." In Dadra Taal, the first beat, called the "Vikrit" or
"Sam," serves as the rhythmic anchor. The tala is known for its simple and repetitive structure,
which makes it accessible and suitable for various musical compositions and improvisations.

Congo -soul beat Defination

Congo-soul beat is a genre blending traditional Congolese rhythms with soul music influences. It
typically features the complex polyrhythms and percussive elements characteristic of Congolese
music, combined with the smooth, melodic qualities of soul. This fusion creates a rich, rhythmic
groove that highlights both the energetic beats of Congolese music and the emotional depth of
soul. Instrumentation often includes traditional Congolese drums and guitars, alongside soulful
vocal styles and harmonies. The result is a unique musical experience that merges African
rhythmic traditions with Western melodic sensibilities, appealing to fans of both genres.

473
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - X
ACADEMIC SESSION 2024-25
SUBJECT- HEALTH & PHYSICAL EDUCATION (CLASS NOTES-
SEPTEMBER 2024)
Handball is a team sport in which two teams of seven players each (six outfield players and a
goalkeeper) pass a ball using their hands with the aim of throwing it into the goal of the other
team. A standard match consists of two periods of 30 minutes, and the team that scores more
goals wins.

Modern handball is played on a court 40 by 20 meters (131 by 66 ft), with a goal in the center of
each end. The goals are surrounded by a 6-meter zone where only the defending goalkeeper is
allowed; goals must be scored by throwing the ball from outside the zone or while "jumping into
it. The sport is usually played indoors, but outdoor variants exist in the forms of field handball
and Czech handball (which were more common in the past) and beach handball. The game is
fast and high-scoring: professional teams now typically score between 20 and 35 goals each,
though lower scores were not uncommon until a few decades ago. Body contact is permitted,
the defenders trying to stop the attackers from approaching the goal.

Fundamental Skills of Handball

(1) Passing:-Bounce pass, Hook pass, Shoulder pass, Side Arm Pass, Jump pass,Chest
pass, Over Head Pass.
(2) Dribbling: - Low Dribble, High Dribble
(3) Shot: - Dive Shot, Jump Shot, Reverse Shot, Lob Shoot, Underhand Shoot

Rules of Handball

1. The Playing Court -The court measures 20 meters (65' 7") by 40 meters (131'3"). The court
is larger than a basketball court, but the length may be shortened when space is limited. The
goal area line, or 6-meter line (19' 8"), is the most important line. No one except the goalie is
allowed to stand in the goal area. The goal opening is 2 meters by 3 meters. Players may
jump into the area if the ball is released before landing in the area
2. The Ball - Team handball is played with a 32-panel leather ball. For women, the ball is 54 to
56 centimeters and 325 to 400 grams. For men, it is 58 to 60 centimeters and 425 to 475
grams
3. Number of Players -There are seven players on each team (six court players and one
goalie). A maximum of 12 players may dress and participate in a game for each team.
Substitutes may enter the game at any time through own substitution area as long as the
player they are has left the court.
4. Uniform of the Players - Player numbers is 1 to 20. Uniform shirts and shorts are the same
color. The goalkeeper must wear a different color shirt from teammates and opponents. No
jewelry is allowed.
5. Referees: - There are two referees, a court referee and a goal line referee. Referees have
complete authority: Their decisions are final. The referees are assisted by a timer and a
scorer.

474
6. Duration of the Game:- players 18 years and over, the game consists of 2, 30-minute
halves with 10-minute half-time. For tournament and youth games 2, 15-minute or 2, 20-
minute halves. This is running time except for injury or one team time-out per half. The
teams change benches at half-time. The game ends in a tie unless the game demands a
winner. (Tournament rules dictate that a winner must be determined.) Overtime consists of
2, 5-minute periods).
7. Passive Play-It is illegal to keep the ball in a team's possession without making a
recognizable attempt to attack and to try to score. In other words, a team cannot stall (free-
throw awarded to the other team).
8. Throw-Off- -A throw-off is taken by the team that wins the coin toss and chooses to start the
game with the ball. Each team must be in its own half of the court with the defense 3 meters
away from the ball. Following a whistle, the ball is passed from center court to a teammate
and play begins. Throw-off is repeated after every goal scored and after half-time.
9. Scoring:-A goal is scored when the entire ball crosses the goal line inside the goal. A goal
may be scored from any throw (free-throw, throw-in, throw-off, and goal-throw).
10. Playing the Ball:-A player is allowed. -To run with the ball for 3 steps -To hold the ball for 3
seconds-Unlimited dribble with 3 steps allowed before and after dribbling (no double-
dribble).
11. Defending the Opponent: - A player is allowed to use the torso of the body to obstruct an -
opponent with or without the ball. However, using the outstretched arms or legs to obstruct,
push, hold, trip or hit is NOT allowed. The attacking player is not allowed to charge into a
defensive player.
12. Throw-In:-A throw-in is awarded when ball goes out of bounds on the sideline or when the
ball is last touched by a defensive player (excluding the goalie) and goes out of bounds over
the end line. The throw-in is taken from the spot where the ball crossed the sideline, or if it
crossed the end line, from the nearest corner. The thrower must place one foot on the
sideline to execute the throw. All opposing players must stay 3 meters away from the ball.

475
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- ENGLISH (CLASS NOTES- SEPTEMBER 2024)

NOTE MAKING & SUMMARISING

Introduction to Note Making

Note-making is a process of creating a record of important details from sources such as

passages, paragraphs etc. The source can also be written documents or oral communication.
Note-making means recording the essence of information that is crucial.

Note making is a process that in itself needs a process to start with. This is mentioned below!

Give a Quick Read

One needs to understand the importance of reading before commencing the note-making task. It
is important to give a quick look over the passage to get a sense of the information, its tone,
ideological inclination, etc. Moreover, it helps you in knowing the main idea of the passage as well
as the author‘s aim in writing. However, as this is intended to develop a preliminary understanding
of the passage, you must read at one stroke and leave the critical or knotty sections for when you
begin your intensive reading. This should not take more than 3-5 minutes.

Intensive Read

After you are done with your quick reading session, you can now start reading attentively and
carefully. As you have already gone through the passage once and are attuned to its main idea,
reading the passage carefully now assists you in developing a clear grasp of the facts, opinions,
arguments, and counter-arguments mentioned by the author.

 Furthermore, many passages contain a huge amount of information which you have put
into categories of relevant, somewhat relevant or irrelevant. Doing this, in turn, will help
you in better note making and preparation.
 You must also remember that there may be sections or opinions that you may not agree
with. You should not let any such information have an impact on the notes you prepare in
any way or manner. During this phase, skipping any sentence or phrase is not advisable
even if you feel it is not pertinent.

Know the Word Limit

Typically, for note making questions, the word limit you must adhere to is 50-100 words.
However, as per specific question patterns, the permitted word limit may change.

476
Note Making Format

Note making is an art. Be it for article writing, jotting down ideas for an essay on
environment, story writing, or for competitive exams, you need to have an outline so as to avoid
missing any important detail. Here is a rough format you can follow to solve note making
questions for exams:

 Heading/Title– This is the starting section of your note which must convey the central idea
of the passage. Various sub-headings and points hereon elaborate on this heading. It must
be short, clear and crisp.
 Subheadings, Points, and Sub-points– Subheadings are fundamental components of a
passage which further contain important information that needs to be delineated into points
and subpoints.
 Abbreviations and Symbols– In order to shorten long words, it is common and permitted to
use abbreviations. However, make use of abbreviative forms judiciously and remember to
provide a key at the end of your note, listing all the full forms. Common symbols like ‗&, @,
#, %, etc. are also permitted.

477
Key Word

Intrvw Interview
Deposns Depositions
Doc Document
Edu Education
Anlytcl Analytical
Trstwrthy Trustworthy
Comm Communication
Crtcl-Critical Critical
Confdntlty Confidentiality
Anlys Analysis

478
Poster Writing

WHAT IS A POSTER?
Posters are placards displayed in a public place announcing or advertising something. Posters
are notices, advertisements and invitations—all in one.

PURPOSE OF POSTERS
The purpose of designing a poster is either to create social awareness about issues related to
current problems and needs, or to advertise or even to extend public invitations and display
notices.

DRAFTING POSTERS
Posters should be colourful, attractive and tempting.
(i) They must be drafted carefully to attract the attention of the readers, excite their imagination
and influence their minds.
(ii) Posters are read from a distance. Do not give many details in a poster. Highlight only

MAIN FEATURES OF A POSTER

(a) Layout

 Visually attractive/Eye Catching

 Title-suggestive/catchy
 Use slogan, jingle or short verse
 Sketch or simple drawings
 Letters of different size and shape
 Proportionate spacing, etc

(b) Contents

 The theme or subject of the poster

 Description or details associated with the theme
 Essential details like time, date, venue (for an event)
 Name(s) of issuing authority/organisation, etc

(c) Expression

 Phrases, slogans, persuasive language

 Creativity in terms of content and design
 Overall organisation and sequencing of the matter
 Observe word limit (usually 50)

important issue/issues.

479
Question 1:
Design a poster for Book Fair in your School Library. You may use slogans. Do not exceed 50
words.
Answer:

HORNBILL

VOICE OF THE RAIN

The main theme reflected in this poem is the importance of cyclic nature of rain as well as the
poetry of the poet. First, the water evaporates from seas and other water bodies to atmosphere.
There it forms clouds which then come back to earth in the form of rain. The whole cycle of the
water is vital for Earth. It is this cycle which makes the earth green and clean, It makes the life
possible on earth.

480
According to the poet, like rain, his poetry is also vital for humans. It also has cyclic nature – First
it goes from the poet to different people. Then, it changes them either by teaching them or making
them smile or encouraging them or helping them to solve some problem or struggle against
something. Finally, it comes back to the poet along with happiness, criticism, suggestions etc.

QUESTIONS FROM TEXTBOOK SOLVED

A. Think it Out

Question 1:
There are two voices in the poem. Who do they belong to? Which lines indicate this?
Answer:
One of them belongs to the poet and the other to the rain. These are indicated in
lines 1-2 and 3-9 respectively.

Question 2:
What does the phrase ‗strange to tell‘ mean?
Answer:
The phrase refers to a strange phenomenon—the rain gives an answer to the poet‘s query. It is
surprising to report the answer.

Question 3:
There is a parallel drawn between r« in and music. Which words indicate this? Explain the
similarity between the two.
Answer:
The following words/phrases indicate the parallel between rain and music: ‗Poem of Earth‘,
‗eternal I rise impalpable out of land and the bottomless sea‘ ‗For song duly with love returns.‘
Both originate from a source, rise up, reach fulfilment, wander about whether cared about or not
and finally return to source of origin with love.

Question 1:
The poem begins in a conversational tone. Who are the two participants? What is the advantage
of this method?
Answer:
The two participants are the poet and the rain. The poet makes the rain relate its own story. This
direct presentation makes the narration more authentic, interesting and captivating.

Question 2:
―Behind the apparent simplicity, the poem hides a deep meaning.‖ What exactly does the poem
convey to the reader?
Answer:
The poem is not merely a description of life-cycle of rain. It has deeper meaning. Rain is a poem

481
or thing of beauty of Earth and so is song or music. The comparison between rain and music .and
their function: making the Earth pure and beautiful conveys the eternal role of natural
phenomenon and art in real life.

Question 3:
How does the rain justify its claim: ―I am the Poem of Earth‘‖?
Answer:
The rain narrates the journey of its life—from birth to return to origin in mythical terms. The facts
are scientific but the phrases that convey them are metaphoric and literary. The whole journey
has a beauty and charm associated with a poem.

How is the cyclic movement of rain brought out in the poem ―The Voice of the Rain‖? What points
of similarity do you notice between rain and music?
Answer:
The rain calls itself the poem of earth. It is everlasting and perpetual. It is something that cannot
be touched. It originates from the land and the deep sea. Then it rises upward to heaven where it
changes its form into a cloud, yet remains the same in quality. From the sky it pours down on
earth to wash the dry tiny particles and dust layers of the earth. The rain helps the unborn seeds
to sprout. These seeds lay hidden and unborn under the layers of earth. Rain gives back life to its
origin making it pure and beautiful. Rain and music are both beautiful and life-giving. They are
eternal sources of joy and go on perpetually. They inspire even dormant objects and persons with
life and activity.

HORNBILL

CHILDHOOD (POEM)

Theme / Central Idea of the Poem

Childhood is written by Marcus Natten. The poem, ―Childhood‖ focuses on the theme of the loss
of innocence.In this poem, the poet, Markus Natten wonders when and where he lost his
childhood. In this quest to find the moment he grew up, Markus highlights the innocence and faith
he lost even as he gained rational individualityIn this poem, the poet thinks over his lost
childhood. He wonders about the moment where he lost his innocence and realized that the world
is not what he seemed it to be. He recalls when his thoughts changed and he realized the
hypocrisy of the people around him.

Question 1:
Identify the stanza that talks of each of the following:
Individuality, rationalism, hypocrisy

482
Answer:
The stanzas that talk of each of the quality in questions are given below:

 individuality: Third stanza

 rationalism: First stanza
 hypocrisy: Second stanza

Question 2:
What according to the poem, is involved in the process of growing up?
Answer:
According to the poem, the loss of childhood is involved in the process of growing up.
This loss is compensated by some gains which come with adolescence. These are: increase in
understanding, power of rationalising and discrimination as well as a sense of individuality and
self-confidence.

Question 3:
What are the poet‘s feelings towards childhood?
Answer:
The poet regards childhood as an important stage in the process of growing up. Childhood is a
period of make-believe. Children readily accept whatever the elders say. The poet does not feel
any regret or sense of loss on losing his childhood.

Question 4:
Which, do you think are the most poetic lines? Why?
Answer:
The following lines in the poem are most poetic:
It went to some forgotten place That‘s hidden in an infant‘s face,
That‘s all I know.
These lines beautifully sum up the process of growth and the disappearance of a particular stage
of life. These lines have a figurative or metaphorical meaning also. The infant‘s innocent face
hides many things behind its smiles. Perhaps the childhood lies hidden in some forgotten place
lying buried deep inside a child‘s consciousness.

A. Short Answer Type Questions

(Word limit: 40 words)

Question 1:
What did the speaker learn about the existence of Heaven and Hell ?
Answer:
As the speaker grew to be mature, he acquired reasoning power. He realized that Hell and
Heaven could not be found in Geography books or Atlas. Since they could not be located
anywhere in the world map, he concluded that they did not exist. He would believe only what he
could see and find.

483
Question 2:
How did the speaker realise the hypocrisy of the adults?
Answer:
The speaker noticed a wide gulf between what adults appeared to be and what they actually were
in real life. There was apparent contradiction between their words and deeds. They talked of love
and advised others to love, but they never acted lovingly.

484
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- HINDI (CLASS NOTES- SEPTEMBER 2024)

विदाई-संभाषण
पाठ्यपुस्तक के प्रश्न-अभ्यास
पाठ के साथ
प्रश्न. 1.
शिविॊबु की दो गामों की कहानी के भाध्मभ से रेखक क्मा कहना चाहता है?
उत्तय:
रेखक ने शिविॊबु की दो गामों की कहानी के भाध्मभ से फतामा है कक बायत भें भनुष्म तो भनुष्म, ऩिुओॊ भें बी
अऩने साथ यहने वारों के प्रतत रगाव होता है । वे स्वमॊ को दख
ु ऩहुॉचाने वारे व्मक्क्त के बफछुड़ने ऩय बी दख
ु ी होते हैं।
महाॉ बावनाएॉ प्रधान होती हैं। शिविॊबु की भायने वारी गाम के जाने ऩय दफ
ु र
ब गाम ने चाया नहीॊ खामा। महाॉ बफछुड़ते
सभम वैय-बाव को बर
ु ा ददमा जाता है । ववदाई का सभम करुणा उत्ऩन्न कयने वारा होता है ।
प्रश्न. 2.
आठ कयोड़ प्रजा के गगड़गगड़ाकय ववच्छे द न कयने की प्राथबना ऩय आऩने जया बी ध्मान नहीॊ ददमा-महाॉ ककस
ऐततहाशसक घटना की ओय सॊकेत ककमा गमा है ?
उत्तय:
रेखक ने फॊगार के ववबाजन की ऐततहाशसक घटना की ओय सॊकेत ककमा है । राडब कजबन दो फाय बायत के वामसयाम
फने। उन्होंने बायत भें बिदटि याज की भजफूती के शरए कामब ककमा। बायत भें याष्रवादी बावनाओॊ को कुचरने के
शरए उसने फॊगार का ववबाजन ककमा। कयोड़ों रोगों ने उनसे मह ववबाजन यद्द कयने के शरए प्राथबना की, ऩयॊ तु उन्होंने
उनकी एक नहीॊ सुनी। वे नाददयिाह से बी आगे तनकर गए।
प्रश्न. 3.
कजबन को इस्तीपा क्मों दे ना ऩड़ गमा?
उत्तय:
कज़न द्वाया इस्तीपा दे ने के तनम्नशरखखत कयण थे-
(क) कज़बन ने फॊगार ववबाजन रागू ककमा। इसके ववयोध भें साया दे ि खड़ा हो गमा। कज़बन द्वाया याष्रीम ताकतों को
खत्भ कयने का प्रमास ववपर हो गमा, उरटे बिदटि िासन की जड़ें दहर गई।
(ख) कज़बन इॊग्रैंड भें एक पौजी अपसय को इक्च्छत ऩद ऩय तनमुक्त कयवाना चाहता था। उसकी शसपारयि को नहीॊ
भाना गमा। उसने इस्तीपे की धभकी से काभ कयवाना चाहा, ऩयॊ तु बिदटि सयकाय ने उसका इस्तीपा ही भॊजूय कय
शरमा।

485
प्रश्न. 4.
ववचारयए तो, क्मा िान आऩकी इस दे ि भें थी औय अफ क्मा हो गई! ककतने ऊॉचे होकय आऩ ककतने नीचे गगये । –
आिम स्ऩष्ट कीक्जए।
उत्तय:
मह कथन रेखक द्वाया राडब कजबन को सॊफोगधत कयते हुए कहा गमा है । उस सभम जफकक कौंशसर भें भनऩसॊद
सदस्मों की तनमुक्क्त कयवाने के भुद्दे ऩय रॉडब को अऩभातनत होना ऩड़ा था, रेखक माद ददरा यहे हैं कक आऩको बायत
भें फादिाह के फयाफय सोने की कुयसी शभरी, आऩको सफसे ऊॉचा ओहदा शभरा। आऩकी सवायी सफसे ऊॉची तनकरती
थी औय कैसी ववडॊफना है कक आज आऩ न इॊग्रैंड भें भान ऩा सके, न ही बायत भें उस ऩद ऩय यह सके। कहने का
तात्ऩमब मह है कक क्जनका हुक्भ फजाने के शरए आऩ बायतीम जनता का िोषण कयते यहे , आज उन्होंने ही आऩको
ठुकया ददमा। आऩका भान-सम्भान सफ शभट्टी भें शभर गमा। रेखक चाहता है कक कजबन सोचकय दे खे कक अकायण
हभाये दहतों को कुचरकय हभाये दे ि को काटकय आज उसे क्मा हाशसर हुआ?
प्रश्न. 5.
आऩके औय महाॉ के तनवाशसमों के फीच भें कोई तीसयी िक्क्त औय बी है -महाॉ तीसयी िक्क्त ककसे कहा गमा है ?
उत्तय:
महाॉ ‘तीसयी िक्क्त’ से अशबप्राम बिदटि िासकों से है । इॊग्रैंड भें यानी ववक्टोरयमा का याज था। उन्हीॊ के आदे िों का
ऩारन वामसयाम कयता था। वह बिदटि दहतों की यऺा कयता था। कज़बन की तनमुक्क्त बी इन्हीॊ उद्देश्मों की ऩूततब के
शरए की गई थी। जफ बिदटि िासकों को रगा कक कज़बन बिदटि िासकों के दहत नहीॊ फचा ऩा यहा तो उन्होंने उसे हटा
ददमा। उस सभम कज़न को बायत छोड़ने की आिा नहीॊ थी।
ऩाठ के आसऩास
प्रश्न. 1.
ऩाठ का मह अॊि ‘शिविॊबु के गचट्ठे ’ से शरमा गमा है । शिविॊबु नाभ की चचाब ऩाठ भें बी हुई है । फारभक
ु ु न्द गप्ु त ने
इस नाभ का उऩमोग क्मों ककमा होगा?
उत्तय:
„शिविॊब’ु एक काल्ऩतनक ऩात्र है जो बाॉग के निे भें डूफा यहता है तथा खयी-खयी फात कहता है। मह ऩात्र अॊग्रेजों की
कुनीततमों का ऩदाबपाि कयता है । रेखक ने इस नाभ का उऩमोग सयकायी कानन
ू के कायण ककमा। कज़बन ने प्रेस की
अशबव्मक्क्त ऩय प्रततफॊध रगा ददमा था। वह तनयॊ कुि िासक था। उस सभम बिदटि साम्राज्म से सीधी टक्कय रेने के
हारात नहीॊ थे, ऩयॊ तु िासन की ऩोर खोरकय जनता को जागरूक बी कयना था। अत: काल्ऩतनक ऩात्रों के जरयए
अऩनी इच्छानुसाय फातें कहरवाई जाती थीॊ।
प्रश्न. 2.
नाददय से बी फढ़कय आऩकी क्जद्द है -कजबन के सॊदबब भें क्मा आऩको मह फात सही रगती है? ऩऺ मा ववऩऺ भें तकब
दीक्जए।
उत्तय:
कजबन के सॊदबब भें मह फात बफरकुर सही है । नाददयिाह तनयॊ कुि िासक था। जया-सी फात ऩय उसने ददल्री भें

486
कत्रेआभ कयवामा, ऩयॊ तु आशसप जाह ने गरे भें तरवाय डारकय उसके आगे सभऩबण कय कत्रेआभ योकने की
प्राथबना की तो तयु ॊ त उसे योक ददमा गमा। कजबन ने फॊगार का ववबाजन कय ददमा। आठ कयोड़ बायतीमों ने फाय-फाय
ववनती की, ऩयॊ तु उसने क्जद नहीॊ छोड़ी। इस सॊदबब भें कजबन की क्जद नाददयिाह से फड़ी है । उसने जनदहत की उऩेऺा
की।
प्रश्न. 3.
क्मा आॉख फॊद कयके भनभाने हुक्भ चराना औय ककसी की कुछ न सुनने का नाभ ही िासन है ? – इन ऩॊक्क्तमों को
ध्मान भें यखते हुए िासन क्मा है? इस ऩय चचाब कीक्जए।
उत्तय:
िासन का अथब हैं-सुव्मवस्था मा प्रफॊध। मह प्रफॊध जनता के दहतों के अनुसाय होना चादहए। कोई बी िासक अऩनी
इच्छा से िासन नही कय सकता। क्जद्दी िासक के कायण जनता दख
ु ी यहती है औय उसके खखराप खड़ी हो जाती है ।
िासक को सबी वगों के अनुसाय काभ कयना होता है । प्रजा को अऩनी फात कहने का हक होता है । मदद िासन भें कोई
ऩरयवतबन कयना बी हो तो उसभें प्रजा की सहभतत होनी चादहए।
प्रश्न. 4.
इस ऩाठ भें आए अशरफ़ रैरा, अरहदीन, अफुर हसन औय फगदाद के खरीफ़ा के फाये भें सूचना एकबत्रत कय कऺा भें
चचाब कीक्जए।
उत्तय:
ऩयीऺोऩमोगी नहीॊ। गौय कयने की फात
(क) इससे आऩका जाना बी ऩयॊ ऩया की चार से कुछ अरग नहीॊ है, तथावऩ आऩके िासनकार का नाटक घोय दख
ु ाॊत
है , औय अगधक आश्चमब की फात मह है कक दिबक तो क्मा, स्वमॊ सूत्रधाय बी नहीॊ जानता था कक उसने जो खेर सुखाॊत
सभझकय खेरना आयॊ ब ककमा था, वह दख
ु ाॊत हो जावेगा।
(ख) महाॉ की प्रजा ने आऩकी क्जद्द का पर महीॊ दे ख शरमा। उसने दे ख शरमा कक आऩकी क्जस क्जद्द ने इस दे ि की
प्रजा को । ऩीडड़त ककमा, आऩको बी उसने कभ ऩीड़ा न दी, महाॉ तक कक आऩ स्वमॊ उसका शिकाय हुए।
बाषा की फात
प्रश्न. 1.
वे ददन-यात मही भनाते थे कक जल्दी श्रीभान ् महाॉ से ऩधायें । साभान्म तौय ऩय आने के शरए ऩधायें िब्द का इस्तेभार
ककमा जाता है । महाॉ ऩधायें िब्द का क्मा अथब है ?
उत्तय:
महाॉ ‘ऩधायें ’ िब्द का अथब है - चरे जाएॉ।
प्रश्न. 2.
ऩाठ भें से कुछ वाक्म नीचे ददए गए हैं, क्जनभें बाषा का ववशिष्ट प्रमोग ( बायतें द ु मुगीन दहॊदी ) हुआ है । उन्हें
साभान्म दहॊदी भें शरखखए –
(क) आगे बी इस दे ि भें जो प्रधान िासक आए, अॊत को उनको जाना ऩड़ा।
(ख) आऩ ककस को आए थे औय क्मा कय चरे?

487
(ग) उनका यखामा एक आदभी नौकय न यखा।
(घ) ऩय आिीवाबद कयता हूॉ कक तू कपय उठे औय अऩने प्राचीन गौयव औय मि को कपय से राब कये ।
उत्तय:
(क) ऩहरे बी इस दे ि भें जो प्रधान िासक हुए, अॊत भें उन्हें जाना ऩड़ा।
(ख) आऩ ककसशरए आए थे औय क्मा कयके चरे?
(ग) उनके यखवाने से एक आदभी नौकय न यखा गमा।
(घ) ऩय आिीवाबद दे ता हूॉ कक तू कपय उठे औय अऩने प्राचीन गौयव औय मि को कपय से प्राप्त कये ।
नोट –
1. कैसय-योभन तानािाह जूशरमस सीज़य के नाभ से फना िब्द जो तानािाह जभबन िासकों (962 से 1876
तक) के शरए प्रमोग होता था।
2. ज़ाय-मह बी जूशरमस सीज़य से फना िब्द है जो वविेष रूऩ से रूस के तानािाह िासकों (16वीॊ सदी से 1917
तक) के शरए प्रमुक्त होता था। इस िब्द का ऩहरी फाय फुल्गेरयमाई िासक (913 भें ) के शरए प्रमोग हुआ था।
3. नाददयिाह (1688-1747)-1736 से 1747 तक ईयान के िाह यहे । अऩने तानािाही स्वरूऩ के कायण
‘नेऩोशरमन ऑफ़ ऩयशिमा’ के नाभ से बी जाने जाते थे। ऩानीऩत के तीसये मुद्ध भें अहभदिाह अब्दारी को
नाददयिाह ने ही आक्रभण के शरए बेजा था।
अन्म भहत्वऩूणब प्रश्नोत्तय
प्रश्न. 1.
राडब कजबन की ककन नीततमों से बायतीम ऩये िान थे?
उत्तय:
रॉडब कजबन तनयॊ कुि सत्ता के ऩऺधय थे। वे सुधायों के नाभ ऩय ववशबन्न आमोगों का गठन कयते औय हय तयह से
अॊग्रेज। अगधकारयमों का वचबस्व चाहते थे। जनता की बराई के शरए उन्होंने कबी एक काभ बी नहीॊ ककमा। वे फड़े ही
क्जद्दी । स्वबाव के थे। उनकी क्रूयता की ऩयाकाष्ठा थी-फॊगार का ववबाजन क्जसे कयोड़ों की प्राथबना के फाद बी उनके
अडड़मर स्वबाव ने अॊजाभ ददमा। इन्हीॊ नीततमों के कायण बायत के रोग रॉडब कजबन को नाऩसॊद कयते थे।
प्रश्न. 2.
„इस्तीपे का एरान रॉडब कजबन के गरे की हड्डी फन गमा था’-ऩाठ के आधाय ऩय कथन की ऩक्ु ष्ट कीक्जए।
उत्तय:
रॉडब कजबन का प्रथभ कामबकार 1899 से 1904 तक था। उसे बिटे न ने अऩने ऩऺ भें अच्छा भानकय उन्हें ऩन
ु ् सन ्
1904 भें बायत बेज ददमा। इससे कजबन का अहॊ काय औय तनयॊ कुिता औय बी फढ़ गई। उन्होंने अऩनी इच्छा से कुछ
रोगों (बिदटि सैन्म अगधकारयमों) की तनमुक्क्त की भाॉग की थी क्जसे बिटे न ने ऩूया नहीॊ ककमा। इसके फदरे कजबन ने
धभकी दे ने के शरए इस्तीफ़ा दे ने की फात कही। उसने सोचा कक ‘भेये जैसा कुिर वामसयाम जो चाहे कय सकता है ऩय
इसके फदरे बिदटि सयकाय ने इस्तीफ़ा स्वीकाय कयके उसे वाऩस फुरा शरमा। अफ कजबन अऩने ही ककए भें पॉसकय
यह गमा। इस गरे की हड्डी को, न तनगरते फन यहा था न उगरते ही। फाद भें ऩछताते हुए रौट जाने के शसवाम
उसके ऩास कोई दस
ू या यास्ता नहीॊ था।

488
प्रश्न. 3.
रेखक ने कजबन को सभझाने के शरए ककन रोक प्रचशरत रघु कथाओॊ औय गीतों का उदाहयण ददमा है ?
उत्तय:
रेखक ने ऩहरे तो शिविॊबु की दो गामों-फरवारी औय दस
ू यी कभज़ोय (फरवारी से भाय खाकय बी उसे स्नेह
कयनेवारी) गाम ऩय रघु कथा शरखी है । उसके फाद एक रोकगीत के याजकुभाय सुरतान ने नयवयगढ़ भें यहने औय
कपय ववनम्र अश्रऩ
ु ूणब आऻा भाॉगने की बावऩूणब क्स्थतत का वणबन ककमा है । इसके भाध्मभ से रेखक कजबन को
सभझाना चाहता है कक बायत के रोग ककतने बावुक हैं, ऩय तुभने उनकी बावनाओॊ को जया-सा बी भहत्त्व नहीॊ
ददमा। तुभ सदा उन्हें दख
ु दे ते यहे तो आज तुम्हें बी शभरा है । मह ववडॊफना ही तो है कक तुभ उस दख
ु को व्मक्त बी
नहीॊ कय सकते। महाॉ ही नहीॊ तुभ वहाॉ बी (इॊग्रैंड) दख
ु ी ही यहोगे।
प्रश्न. 4.
कजबन की तुरना ककन तानािाहों से की गई है ? क्मों?
उत्तय:
कजबन को क्रूयतभ तानािाह फताते हुए रेखक ने उसे कैसय, जाय औय नाददयिाह से बी अगधक क्रूय कहा है । उनका
कहना है कक योभ के तानािाह कैसय औय ज़ाय बी जनता के घेयने औय घोटने से जनता की फात सुन रेते हैं, ऩय तुभने
एक फाय बी ऐसा नहीॊ ककमा। ईयान के क्रूय िासक नाददयिाह ने जफ ददल्री भें कत्रेआभ ककमा तो आशसफ़जाह की
प्राथबना ऩय उसे योक ददमा था। इन। सफ से ऊऩय तनयॊ कुि रॉडब कजबन ने तो कयोड़ों की प्राथबना को ठुकयाकय फॊगार ऩय
आयी चराई थी। अत् रेखक उसे सॊसाय का क्रूयतभ तानािाह कहता है।
प्रश्न. 5.
„ववदाई-सॊबाषण तत्कारीन साहशसक रेखन का नभूना है । शसद्ध कीक्जए।
उत्तय:
ववदाई-सॊबाषण जैसा व्मॊग्मात्भक, ववनोदवप्रम, चर
ु फर
ु ा, जोि बया, ताजगीवारा गद्म ऩढ़कय ऐसा अहसास नहीॊ
होता कक उस सभम रॉडब कजबन ने प्रेस ऩय ऩाफॊदी रगाई हुई थी। इस गद्म भें आततामी को ऩीड़ा की चब
ु न का
अहसास कयामा। गमा है जो अऩने-आऩ भें एक साहशसक कदभ है । इस गद्म भें इतने प्माये व्मॊग्मात्भक फाण छोड़े
गए हैं कक कजबन तो कजबन है , आज बी कोई कठोय िासक घामर हुए बफना नहीॊ यह सकता। अत् इसे साहशसक
रेखन को नभन
ू ा ही नहीॊ। आदिब बी कहा जा सकता है । बायतीम जनता की राचायी को कजबन की ववविता से
जोड़कय शरखना रेखन की करात्भक प्रस्ततु त है ।
प्रश्न. 6.
ऩाठ भें वखणबत ककन कामों को आऩ रॉडब कजबनकी क्रूयता की सॊऻा दें गे?
उत्तय:
सवबप्रथभ, बायत की िासन-व्मवस्था भें गोयों का वचबस्व औय दे ि के सॊसाधनों को अॊग्रेजों के दहतों के शरए प्रमोग भें
राना गरत था। दस
ू ये , सयकायी तनयॊ कुिता के शरए प्रेस ऩय प्रततफॊध रगाना। तीसये , फॊगार का ववबाजन जैसा घखृ णत
कामब तानािाह कजबन को क्रूयता की सॊऻा दे ने के शरए काफ़ी है । इसी के कायण उस व्मक्क्त भें इतना अहॊ काय आ गमा
कक वह भनभाने रोगों की तनमुक्क्तमों के शरए बिदटि सयकाय को फाध्म कयने रगा।

489
प्रश्न. 7.
„ववदाई सॊबाषण’ ऩाठ का प्रततऩाद्म स्ऩष्ट कीक्जए।
उत्तय:
„ववदाई-सॊबाषण’ उनकी सवाबगधक चगचबत व्मॊग्म-कृतत ‘शिविॊबु के गचट्ठे ’ का एक अॊि है । मह ऩाठ बायत के वामसयाम
रॉडब कजबन (जो 1899-1904 एवॊ 1904-1905 तक दो फाय वामसयाम यहे ) के िासन भें बायतीमों की क्स्थतत का
खर
ु ासा कयता है । उनके िासन कार भें ववकास के फहुत साये कामब हुए, नए-नए आमोग फनाए गए, ककन्तु उन सफका
उद्देश्म िासन भें गोयों का वचबस्व स्थावऩत कयना औय इस दे ि के सॊसाधनों का अॊग्रेजों के दहत भें सवोत्तभ उऩमोग
कयना था। वे काॊग्रेस एवॊ शिक्षऺत वगों को घण
ृ ा की दृक्ष्ट से दे खते थे, क्मोंकक मे उनके िासन की सच्चाइमों को
सभझते थे। हय स्तय ऩय कजबन ने अॊग्रेजों का वचबस्व स्थावऩत कयने की कोशिि की। वे सयकायी तनयॊ कुिता के
ऩऺधय थे। शरहाजा प्रेस की स्वतॊत्रता तक ऩय उन्होंने प्रततफॊध रगा ददमा। अॊतत् कौंशसर भें भनऩसॊद अॊग्रेज़ सदस्म
तनमुक्त कयवाने के भुद्दे ऩय उन्हें दे ि-ववदे ि दोनों जगहों ऩय नीचा दे खना ऩड़ा। ऺुब्ध होकय उन्होंने इस्तीपा दे ददमा
औय वाऩस इॊग्रैंड चरे गए। इस ऩाठ भें बायतीमों की फेफसी, दख
ु एवॊ राचायी को व्मॊग्मात्भक ढॊ ग से रॉडब कजबन की
राचायी से जोड़ने की कोशिि की गई है । साथ ही मह ददखाने की कोशिि की गई है कक िासन के आततामी रूऩ से हय
ककसी को कष्ट होता है –चाहे । वह साभान्म जनता हो मा कपय रॉडब कजबन जैसा वामसयाम। मह उस सभम शरखा गमा
गद्म का नभूना है, जफ प्रेस की ऩाफॊदी का दौय चर यहा था। ऐसी क्स्थतत भें ववनोदवप्रमता, चर
ु फुराऩन, सॊजीदगी,
नवीन बाषा-प्रमोग एवॊ यवानगी के साथ ही मह एक साहशसक गद्म का बी नभूना है ।

490
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- MATHEMATICS (CLASS NOTES- SEPTEMBER 2024)
Chapter 7: Binomial Theorem

Binomial Expression
An expression consisting of two terms, connected by + or – sign is called binomial expression.
Binomial Theorem
If a and b are real numbers and n is a positive integer, then
The general term of (r + 1)th term in the expression is given by
Tr+1 = nCr an-r br
Some Important Observations from the Binomial Theorem
The total number of terms in the binomial expansion of (a + b)n is n + 1.
The sum of the indices of a and b in each term is n.
The coefficient of terms equidistant from the beginning and the end are equal. These coefficients
are known as the binomial coefficient and
n
Cr = nCn-r, r = 0, 1, 2, 3,…, n
The values of the binomial coefficient steadily increase to a maximum and then steadily decrease.
The coefficient of xr in the expansion of (1 + x)n is nCr.
In the binomial expansion (a + b)n, the rth term from the end is (n – r + 2)th term from the
beginning.
Middle Term in the Expansion of (a + b)n
If n is even, then in the expansion of (a + b)n, the middle term is (n/2 + 1) th term.
If n is odd, then in the expansion of (a + b)n, the middle terms are ( )th term and ( )th term.

Chapter 8: Sequences and Series

Sequence
A succession of numbers arranged in a definite order according to a given certain rule is called
sequence. A sequence is either finite or infinite depending upon the number of terms in a
sequence.
Series
If a1, a2, a3,…… an is a sequence, then the expression a1 + a2 + a3 + a4 + … + an is called series.
Progression
A sequence whose terms follow certain patterns are more often called progression.
Arithmetic Progression (AP)
A sequence in which the difference of two consecutive terms is constant, is called Arithmetic
progression (AP).
Properties of Arithmetic Progression (AP)
If a sequence is an A.P. then its nth term is a linear expression in n i.e. its nth term is given by An
+ B, where A and S are constant and A is common difference.
nth term of an AP : If a is the first term, d is common difference and l is the last term of an AP
then
 nth term is given by an = a + (n – 1)d.

491
  nth term of an AP from the last term is a‘n =an – (n – 1)d.
 an + a‘n = constant
 Common difference of an AP i.e. d = an – an-1,∀ n > 1.
If a constant is added or subtracted from each term of an AR then the resulting sequence is an
AP with same common difference.
If each term of an AP is multiplied or divided by a non-zero constant, then the resulting sequence
is also an AP.
If a, b and c are three consecutive terms of an A.P then 2b = a + c.
Any three terms of an AP can be taken as (a – d), a, (a + d) and any four terms of an AP can be
taken as (a – 3d), (a – d), (a + d), (a + 3d)
Sum of n Terms of an AP

Sum of n terms of an AP is given by

Sn = n2 [2a + (n – 1)d] = n2 (a1+ an)
A sequence is an AP If the sum of n terms is of the form An 2 + Bn, where A and B are constant
and A = half of common difference i.e. 2A = d.
an =Sn – Sn-1
Arithmetic Mean
If a, A and b are in A.P then A = a+b2 is called the arithmetic mean of a and b.
If a1, a2, a3,……an are n numbers, then their arithmetic mean is given by

Geometric Progression (GP)

A sequence in which the ratio of two consecutive terms is constant is called geometric
progression. The constant ratio is called common ratio(r).
i.e. r = an+1an, ∀ n > 1
Properties of Geometric Progression
If a is the first term and r is the common ratio, then the general term or nth term of GP is a n =arn-1
nth term of a GP from the end is a‘n = 1rn−1, l = last term
If all the terms of GP be multiplied or divided by same non-zero constant, then the resulting
sequence is a GP with the same common ratio.
The reciprocal terms of a given GP form a GP.
If each term of a GP be raised to some power, the resulting sequence also forms a GP
If a, b and c are three consecutive terms of a GP then b2 = ac.

492
Sum of n Terms of a G.P

Geometric Mean (GM)

If a, G and b are in GR then G is called the geometric mean of a and b and is given by G = √(ab).
If a,G1, G2, G3,….. Gn, b are in GP then G1, G2, G3,……Gn are in GM‘s between a and b, then
common ratio r = (ba)1n+1
If a1, a2, a3,…, an are n numbers are non-zero and non-negative, then their GM is given by
GM = (a1 . a2 . a3 …an)1/n
Product of n GM is G1 × G2 × G3 ×… × Gn =Gn = (ab)n2

Important Results on the Sum of Special Sequences

Sum of first n natural numbers is

Σn = 1 + 2 + 3 +… + n = n(n+1)2

Sum of squares of first n natural numbers is

Σn2 = 12 + 22 + 32 + … + n2 = n(n+1)(2n+1)6

Sum of cubes of first n natural numbers is

Σn3 = 13 + 23 + 33 + .. + n3 = (n(n+1)(2n+1)6)2

493
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- PHYSICS (CLASS NOTES- SEPTEMBER 2024)
CHAPTER 8
GRAVITATION

 Kepler's law of planetry motion

(a) Kepler's first law (law of orbit): Every planet revolves around the sun in an elliptical orbit with
the sun is situated at one focus of the ellipse.
(b) Kepler's second law (law of area): The radius vector drawn from the sun to a planet sweeps
out equal areas in equal intervals of time , i.e., the areal velocity of the planet around the
sun is constant.
(c) Kepler's third law (law of period): The square of the time period of revolution of a planet
around the sun is directly proportional to the cube of semimajor axis of the elliptical orbit of
the planet around the sun.
Gravitation is the name given to the force of attraction acting between any two bodies
of the universe.
Newton's law of gravitation: It states that gravitational force of attraction acting
between two point mass bodies of the universe is directly proportional to the product
of their masses and is inversely proportional to the square of the distance between
them, i.e., F=Gm1m2/r2, where G is the universal gravitational constant.
Gravitational constant (G): It is equal to the force of attraction acting between two
bodies each of unit mass, whose centers are placed unit distance apart. Value of G is
constant throughout the universe. It is a scalar quantity. The dimensional formula G
=[M-1L3T-2]. In SI
unit, the value of G =6.67X10-
11Nm2kg-2.
Acceleration due to gravity (g): It is defined as the acceleration set up in a body while
falling freely under the effect of gravity alone. It is vector quantity. The value of g
changes with height, depth, rotation of earth the value of g is zero at the centre of the
earth. The value of g on the surface of earth is 9.8 ms-2 The acceleration due to
gravity (g) is related with gravitational constant
(G) by the relaion, g=GM/R2 where M and R are the mass and radius of the earth.
Variation of acceleration due to gravity:
.
Effect of altitude, g‘=Gr2/(R+h)2 and g‘=g(1-2h/R)
The first is valid when h is comparable with R and the second relation is valid when h<<R.
The value of g decreases with increase in h.

Effect of depth g‘=g(1-d/R)

The acceleration due to gravity decreases with increase in depth d and becomes zero at the
center of earth.
Effect of rotation of earth: g‘=g-R ω2𝑐𝑜𝑠 2𝜆
The acceleration due to gravity on equator decreases on account of rotation of earth and increase
with the increase in latitude of a place.

494
Gravitational field: It is the space around a material body in which its gravitational pull can be
experienced by other bodies. The strength of gravitational field at a point is the measure of
Gravitational intensity at that point. The intensity of gravitational field of a body at a point in the
field is defined as the force experienced by a body of unit mass placed at that point provided the
presence of unit mass does not disturb the original gravitational field. The intensity of gravitational
field at a point distance r from the center of the body of mass M is given by

Inertial mass of a body is defined as the force required producing unit acceleration in the body.
Gravitational mass of a body is defined as the gravitational pull experienced by the body in a
gravitational field of unit intensity.
Inertial mass of a body is identical to the gravitational mass of that body. The main difference is
that the gravitational mass of a body is affected by the presence of other bodies near it. Whereas
the inertial mass of a body remains unaffected by the presence of other bodies near it.
Satellite: A satellite is a body which is revolving continuously in an orbit around a comparatively
much
Geostationary satellite: A satellite which revolves around the earth with the same angular speed
in the same direction as is done by the earth around its axis is called geostationary or
geosynchronous satellite. The height of geostationary satellite is = 36000 km and its orbital
velocity = 3.1 km s-1.
Polar satellite: It is that satellite which revolves in polar orbit around earth ,i.e.
, polar satellite passes through geographical north and south poles of earth once per orbit.
Escape speed: The escape speed on earth is defined as the minimum speed with which a body
has to be projected vertically upwards from the surface of earth( or any other planet ) so that it
just crosses the gravitational field of earth (or of that planet) and never returns on its own. Escape
velocity ve is

given by, v =√2𝐺𝑀= 2𝑔𝑅. For earth, the value of escape speed is
𝑅
11.2kms-1.
For a point close to the earth‘s surface , the escape speed and orbital speed are
related as ve =√2 𝑣𝑜
Weightlessness: It is a situation in which the effective weight of the body becomes
zero.

Gravity: It is the force of attraction exerted by earth towards its centre on a body lying
on or near the surface of earth. Gravity is the measure of weight of the body. The
weight of a body of mass m=mass X acceleration due to gravity=mg. The unit of
weight of a body will be the same as those of force.

495
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- CHEMISTRY (CLASS NOTES- SEPTEMBER 2024)
CHAPTER-4
CHEMICAL BONDING AND MOLECULAR STRUCTURE
NOTES FOR THE MONTH OF SEPTEMBER

Chemical Bond
It is defined as the attractive forces which hold the various chemical constituents
(atoms, ions, etc.) together in different chemical species.
Bond forms to get the stability. with a release of energy.
Kossel-Lewis Approach to Chemical Bonding
According to this theory. atoms take part in the bond formation to complete their octet or
to acquire the electronic configuration of the nearest inert gas atoms (Octet rule). This
can be achieved by gaining, losing or sharing the electrons.
Lewis Symbols
Valence electrons are reported by dots around the chemical symbol of element, e.g.,

Ionic Bond
A chemical bond formed by complete transference of electrons from one atom (metal) to
another (non-metal) and hence, each atom acquire the stable nearest noble gas
configuration, is called ionic bond or electrovalent bond, e.g., formation of sodium
chloride

Favourable factors for the formation of ionic bonds

(i) Metal should have lowest ionisation enthalpy.
(ii) Non-metal must have highest electron gain enthalpy.
(iii) The energy released during the formation of 1 mole of crystal lattice, i.e., lattice
enthalpy must be high.
[Some elements exhibit variable electrovalency. The reason for this iS unstable
configuration of penultimate orbit and inert pair effect].
Ions
Species carrying either positive or negative charge are termed as ions. Species carrying
positive charge are called cations and that carrying negative charge are called anions.
Metals usually form cation while non-metals (except H) usually form anions.
General Characteristics of Ionic Compounds
1. Ionic compounds are usually solids in nature.
2. Ionic compounds have high melting and boiling points.

496
3. Ionic compounds are soluble in polar solvents like water but insoluble in non-polar
solvents like benzene, C014 etc.
4. Ionic compounds are good conductor in molten state and in aqueous solution.
5. Ionic compounds has crystal structure.
Born Haber Cycle
This cycle is based upon the fact that the formation of an ionic compound may occur
either by direct combination of the elements or by an alternate process in which :
1. The reactants (metal) are vaporised to convert into gaseous state.
2. The gaseous atoms are converted into ion.
3. The gaseous ions are combined to form ionic lattice of molecule. e.g., formation of
NaCI can be shown as

where, S = enthalpy of sublimation

I = ionisation energy
D = dissociation energy
E = electron affinity
U = lattice energy
Q = total enthalpy change
Method of Writing Formula of Ionic Compound
1. Write the symbol of cation at the left and anion at the right.
2. Write their electrovalencies in figures on the top of each symbol as AXBY.
3. Divide their valencies by HCF.

4. Now apply criss-cross rule asi.e., formula is AyBx.

e.g., formula of aluminum sulphateis Al2(So4)3.

Covalent Bond
A chemical bond formed between two atoms by mutual sharing of electrons between
them so as to complete their octets or duplets, is known as covalent bond and the

497
number of electrons contributed by each atom is known as covalency. e.g., formation of
CI2/

In covalent bonding, the shared pairs of electrons present between the atoms are called
bond pairs while unshared pairs or non-bonding electron pairs are known as lone pairs.
Polar Covalent Bond
If a covalent bond is formed between the different ~toms, the shared pair is displaced
towards the more electronegative atom causing greater concentration of electron
density around the more electronegative atom. Such a covalent bond develops some
ionic character and is called polar covalent bond (e.g., H-CI).
Properties of Covalent Compounds
1. In general, covalent compounds exist in the liquid or gaseous state at room
temperature due to magnitude of intermolecular forces.
2. Covalent compounds have low melting and boiling points.
3. Covalent compounds are generally poor conductors of electricity because they do not
contain free electrons or ions to conduct electricity.
4. They are soluble in non-polar solvents like benzene but usually insoluble in water.
Octet Rule
According to Octet rule during the formation of a covalent bond, the atom attain an inert
gas electronic configuration (valence shell contains 8e– or shell is completely filled). An
atom may attain this configuration by gaining, losing or sharing electrons with other
atoms
Exceptions of the Octet Rule
(i) Incomplete octet of the central atom, e.g., LiCl, BeH2 and BCl3

(ii) Odd electron molecules

(iii) Expanded octet of central atoms

Formal Charge on an Atom in a Molecule/Ion

Formal charge (F.C) on an atom in a Lewis structure
= [total number of valence electrons in the free atom]
– [total number of Don-bonding (lone pair) electrons]
– 1 / 2 [total number of bonding (shared) electrons].

498
F.C. on O1 = 6 – 2 – 1 / 2 (6) = + 1
Hence, O3 along with the formal charges can be represented as follows

Bond Characteristics
Bond Length
In a covalently bonded molecule. distance between the nuclei of the two atoms is known
as bond length. Bond length increases with increases is the size of bonded atoms and
decreases with an increase in the number of bonds between bonded atoms.

Bond length is determined by X·ray diffraction or electron differences method.

Bond Angle
In a covalently bonded molecule having more than two atoms, the bonds form an angle
with each other, which is known as bond angle. In general an increase in the size of
central atom decreases the bond angle. Factors affecting bond angle (i) Lone pair
repulsion (ii) hybridisation of central room.
It is determined by X-rays diffraction method.
Bond Order
It is defined as the number of covalent bonds present in a molecule.
Bond order = 1 / 2 [Number of electrons in bonding orbitals – Number of electrons in
anti-bonding orbitals]
Bond order ∝ 1 / bond length
If bond order comes out to be zero, the molecule does not exist.
Bond Enthalpy
It is the amount of energy released when one mole of covalent bonds is formed while
the bond dissociation enthalpy is the amount of energy required to break the one mole
of bonds of the same kind so as to separate the bonded atoms in the gaseous state.
The bond enthalpy and bond dissociation enthalpy are equal in magnitude and opposite
in sign.
[Bond dissociation enthalpy is determined by thermal or spectroscopic methods.]
As the bond order increases, bond enthalpy also increases and bond length decreases.
Factors affecting bond enthalpy

499
(i) atomic size
(ii) electronegativity
(iii) extent of overlapping
(iv) bond order
Dipole Moment (μ)
It is defined as the product of the magnitude of the charge and the distance between the
centres of positive and negative charge.
μ = charge (Q) x distance of separation (r)
Dipole Moment is expressed in Debye. (D).
1 D = 1 * 10-18 esu-cm = 3.33564 * 10-30 C-m
where, c is coulomb and m is meter.
(The shift in electron density is symbolised by broken arrow)
NH3 has higher dipole moment than NF3.

Resultant dipole moment.

μ = √μ21 + μ22 + 2μ1μ2 cos θ
Applications of Dipole Moment
1. Dipole moment is helpful in predicting the geometry of the molecule.
2. Dipole moment helps in determining the polarity
Hannay-Smith equation
Percent ionic character = 16 [XA – XB] + 3.5 [XA – XB]2
where, XA and XB are the electronegativities of atoms.
Percent ionic character can also be calculated by dipole moment as
Percent ionic character = observed dipole moment / calculated dipole moment * 100
3. Non-polar molecule has zero dipole moment like Bf 3, CCI4, etc.

4. cis and trans isomers can be distinguished by dipole moments usually cis isomer
have higher dipole moment and hence, higher polarity.
5. Dipole moment is greatest for ortho isomer, zero for para isomer and less than that of
ortho for meta isomer.
Fajan‘s Rule
The partial covalent character of ionic bonds was discussed by Fajan‘s in terms of
following rules :
The smaller the size of calion and the larger the size of the anion, the greater the
covalent character of an ionic bond,
The greater the charge on the cation or anion, the greater the covalent character of the
ionic bond.

500
Resonance
According to the concept of resonance, a single Lewis structure cannot explain all the
properties of the molecules. The molecule is then exposed to have many structures,
each of which can explain most of the properties. The actual structure lies in between of
all these contributing structures and is called resonance hybrid and the different
individual structures are called resonating structures or canonical structures. This
phenomenon is known as resonance.

Resonance stabilises the molecule as the energy of the resonance hybrid is less than
the energy of any single canonical structure.
Resonance averages the bond characteristics as a whole.
The difference in the energy of the resonance hybrid and the most stable contributing
structure (having least energy) is called resonance energy. Greater the resonance
energy, greater is the stability of the molecule.
[Calculation of bond order for molecules showing resonance Bond order
= total number of bonds between two atoms in all the structures / total number of
resonating structures]
The Valence Shell Electron Pair Repulsion (VSEPR) Theory
According to this theory,
1. The geometry of a molecule or ion depends on the number of electron pairs in the
valence shell of its central atom.
2. To attain minimum repulsive state electron pairs try to stay as far away as possible.
3. If the central atom is surrounded by only bonded electron pairs of similar atoms, the
repulsive interactions are similar and the moleCular geometry is regular.
4. If the central atom is surrounded by only bonded electron pairs of dissimilar atoms,
the repulsive interactions are not equivalent and hence. the geometry of molecule will
not be regular.
5. If the central atom is surrounded by both bonded pairs (bp) as well as lone pairs (lp)
of electrons. repulsive interactions are not equivalent and hence, geometry of the
molecule will be irregular.
The repulsive interactions decrease in the order
lp – lp > lp – bp > bp – bp
Shapes (Geometry) of Molecules Containing Bond Pairs Only or Bond Pairs and Lone
Pairs

501
502
503
Valence Bond Theory of Covalent Bond
According to this theory, a covalent bond is formed by the overlapping of two half-filled
atomic orbitals having electrons with opposite spins. It is based on wave nature of
electron.
1. Sigma Bond (σ bond)
The following result in the formation of σ bond.
(i) s-s overlapping
(ii) Sop overlapping
(iii) Pop head to head overlapping (axial)
The strength of 0 bond depends upon the extent of overlapping between atomic orbitals.
The greater the extent of overlapping, the stronger is the σ bond.
2. Pi Bond (π bond)
It is formed by the sidewise or lateral overlapping between p- atomic orbitals [pop side
by side or lateral overlapping]
π bond is a weaker bond than σ bond.
Comparison of Sigma and Pi Bonds

Limitations of VBT
1. The magnetic properties. of some molecules. It fails to explain.
2. Bonding in electron deficient compounds.
Hybridisation

504
It is defIned as the mixing of the atomic orbitals belonging to the same atom but having
slightly different energies so that a redistribution of energy takes place between them
resulting in the formation of new orbital of equal energies and identical shapes. The new
orbitals thus formed are known as hybrid orbitals and are more stable,
Method for Finding the Hybridisation
Apply tho following formula to find the hybridisation of central atom.

Examples
Hybridisation of NH3 = 1 / 2[5 + 3 + 0 – 0] = 4 ⇒sp3
Hybridisation of2-4 = 1 / 2[6 + 0 + 2 – 0] = 4 ⇒sp3
Some Common Types of Hybridisation with Shapes and Examples

505
Coordinate or Dative Bond
It is a type of covalent bond in which the electron pair (lone pair) is donated by one atom
but shared by both the atoms so as to complete their octets. e.g.,

Molecular Orbital Theory

According to this theory, the atomic orbitals combine to form the molecular orbitals. The
number of molecular orbitals formed is equal is the number of atomic orbitals involved.
According to this theory.
1. The molecular orbitals are formed by LCAO (Linear combination of atomic orbitals)
method, i.e., by addition or subtraction of wave functions of individual atoms, thus
ΨMO = ΨA ± ΨB
Ψb = Ψ A + Ψ B
Ψa = Ψ A – ΨB
2. Molecular orbital of lower energy is known as bonding molecular orbital and that of
higher energy is known as anti-bonding molecular orbital.
3. Aufbau rule, Pauli‘s exclusion principle and Hund‘s rule are all applicable for
molecular orbitals.
4. The shape is governed by the shape of atomic orbitals, e.g., s-s and p-p overlapping.
(i) Combination between s-atomic orbitals

506
(ii) Combination between 2s and 2s orbitals gives σ2s and σ 2s orbitals.
(iii) Combination between p-atomic orbitals

(iv) Combination between 2 px and 2 py atomic orbitals

2 py atomic orbitals will also overlap in the same way and thus, resulting molecular
orbitals are π 2 py and π 2 py.
If molecular orbital has symmetry with respect to centre, it is called gerade (g) otherwise
ungerade (u). All σ bonding and π anti-bonding MO are g while all π bonding and σ anti-
bonding MO are u.
Electronic Configuration and Bond Order (BO) Of Molecular
The order of energy of molecular orbitals has been determined experimentally by
spectroscopy for the elements of the second period. The increasing order of energies of
the molecular orbitals in homonuclear diatomic molecules is

507
[Molecular species having unpaired electrons are paramagnetic, while if all the electrons
in the orbitals are paired then the molecule is diamagnetic.]
Hydrogen Bond
It is defined as the force of attraction existing between hydrogen atom covalently
bonded to highly electronegative atom (N, O or F) and the electronegative atom
belonging to another molecule of the same or different substance. It is represented by
dotted lines. The chains possess a zig – zag structure.

(Hydrogen bond is purely electrostatic and a weak bond. The strength of the strongest
hydrogen bond is about 5-10 kcal per mol. The more the electronegativity of atom
involved in H-bonding, the more is the bond strength, e.g.,

Types of hydrogen bonds are

(i) Intermolecular H-bonding : H-bonding involving two or more molecules.
(ii) Intramolecular H-bonding : H-bonding within a molecule.
Applications of Intermolecular H-bonding
(i) Melting point and boiling point of water Water has the lowest molecular weight among
the hydrides of group 16 elements yet it has the highest melting and boiling points. It is
due to intermolecular H-bonding in H2 O.
(ii) Ice has less density than water In crystal structure of ice every water molecule is
associated with four other water molecules by H-bonding in a cage like tetrahedral
structure. On melting, the ice H-bonds are broken and space between water molecules
decreases and density of water increases up to 4o C Above 4°C. more H-bonds are
broken. the water molecules get apart from each other and the density again decreases.
Thus, water has maximum density at 4°C.
(iii) Melting point and boiling point of alcohols The marked difference between the
melting and boiling points of alcohols is also due to H-bonding.
Applications of Intramolecular H-bonding
Volatile character of nitrophenols o-nitrophenol is more volatile (b.p. 214°C) as
compared to meta (b.p. 290°C) and para (b.p. 279°C). It is due to chelation.

In meta and para isomer chelation is not possible due to the formation of desired size of
ring.
Metallic Bond
Metallic bond is the force of attraction between a metal ion to a number of electrons
within its sphere of influence. Electron-sea theory of metallic
bond explains number of the properties of the metal

508
Strength of bonds
Ionic bond > covalent bond > metallic bond > H-bond

509
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- BIOLOGY (CLASS NOTES- SEPTEMBER 2024)
Chapter 9 – BIOMOLECULES
 Chemicals or molecules present in the living organism are known as
biomolecules. Biomolecules are divided into two types- inorganic and organic.
 Inorganic biomolecules includes minerals, gases and water and organic
biomolecules includes carbohydrates, fats, proteins, nucleic acids, vitamins, etc.
 Different biomolecules can be classified as aldehyde, ketones and aromatic
compounds as chemical forms. The amino acids, nucleotides and fatty acids can
be classified as biochemical forms.

 Except lipids, macromolecules are formed by polymerization of sub-units called

monomers.
 Proteins are polymers of amino acids. Amino acids are linked by peptide
bond formed by dehydration between COOH group of one amino acids and NH3
group of next with the removal of H2O.
 In nucleic acids, the phosphate molecules links 3‘ C of sugar of one nucleoside to
the 5‘ C of sugar of next nucleosides releasing two water molecules to form 3‘-
5‘ phosphodiester bond.
 In polysaccharides, the mono-saccharides are linked by glycosidic bonds formed
by dehydration between two carbon atoms of two adjacent monosaccharides.

Carbohydrates (Polysaccharides)
 Polysaccharides are long chain of sugar containing different monosaccharaides
as a building block.

510
  Starch is present in plants as store house of energy. It forms helical secondary
structure. It can hold the I2 molecules in the helical structure.
 Cellulose molecules contain glucose molecules joined together by 1-4 β linkage.
It is the most abundant organic molecules on earth.
 Glycogen is called animal starch as it is the reserve food materials for animals,
bacteria and fungi. In this, glucose molecules are arranged in highly branched
bush like chain having two types of linkage 1-4 α in straight chain and 1-6 linkage
in branching.
Proteins are polypeptide chains made up of amino acids. There are 20 types of amino
acids joined together by peptide bond between amino and carboxylic group. There are
two kinds of amino acids-
1. Essential amino acids are obtained by living organism along with food.
2. Non-essential amino acids can be prepared by our body from raw materials.

 The main functions of protein in living cell are

1. Transport of nutrient across the membrane.
2. Fight infectious organisms.
3. Produce enzyme and proteins.
 Collagen is the most abundant protein in animal world.

 Primary structure of protein is the basic structure of protein in which a number of

polypeptides are involved having sequence of amino acids. The first amino acid
of sequence is called N-terminal amino acid and last amino acid of peptide chain
is called C-terminal amino acid.

511
  Secondary structure protein threads forms helix. There are three types of
secondary structure- α helix, β pleated and collagen. In α helix, the polypeptide
chain is coiled spirally in right handed manner.
 In β pleated secondary proteins two or more polypeptide chains are
interconnected by hydrogen bonds. In collagen there are three strands or
polypeptides coiled around one another by hydrogen bonds.
 In Tertiary structure long protein chain is folded upon itself like a hollow woollen
ball to give three dimensional view of protein.

(a) secondary structure (b) Tertiary structure

 In Quaternary structure each polypeptide develops its own tertiary structure and
function as subunit of protein. Eg. Hemoglobin. In adult human hemoglobin 4
sub-units are involved. The two subunits are of α type and two subunits of β
types.
Nucleic Acid: Nucleic acids are polynucleotides. A nucleic acid has three chemically
distinct components- heterocyclic compound ( nitrogenous base), polysaccharides (
ribose/ deoxy-ribose sugar) and phosphate or phosphoric acid.

512
  The sugar found in nucleic acid is either ribose or deoxyribose. Nucleic acid
containing deoxyribose sugar is called DNA (Deoxyribonucleic Acid) and those
containing ribose sugars are called RNA (Ribonucleic acid).
 Biomolecules are constantly being changed into some other biomolecules and
also made from other biomolecules. This breaking and making is through
chemical process called metabolism.
 In living organism, all the metabolic reactions are enzyme catalyzed. Catalysts
are those substances that alter the rate of reaction. The protein with catalytic
power is called enzyme.
Metabolic Basis for living organism
 The metabolic pathways that lead to more complex structure from simpler
structure are called biosynthetic or anabolic pathways and those pathways that
lead to simpler structure from complex structure are called catabolic pathways.
 Photosynthesis and protein synthesis are example of anabolic pathway.
Respiration and digestion are examples of catabolic pathway.
 ATP (adenosine triphosphate) is the most important form of energy currency in
living world.
 All living organism exist in steady state characterized by concentration of each of
the metabolites. The living state is a non-equilibrium steady state to be able to
perform work.
Enzymes
 Enzymes are commonly proteinaceous substances which are capable of
catalysing chemical reactions of biological origin without themselves undergoing
any change. They are commonly called as biocatalysts.
 The nucleic acids that behave like enzymes are called ribozymes.

513
  The tertiary structure of protein/Enzyme has pockets or crevice into which
substrate fit to form ES complex.
 The formation of the ES complex is essential for catalysis.
E+S ES →EP →E + P
 The structure of substrate gets transformed into the structure of product through
formation of transient state structure.
 The major difference between inorganic and organic catalyst is inorganic catalyst
works effectively at high temperature and pressure but enzyme get damaged at
high temperature.
 The external energy required to start a chemical reaction is called activation
energy.
Factors influencing Enzyme Activity
1. Temperature- An enzyme is active within a narrow range of temperature.
Temperature ate which enzyme is most active is called optimum temperature.
The enzyme activity decrease above and below this temperature.

2. pH – every enzymes has an optimum pH at which it is maximum active. Most of the

intracellular enzymes work at neutral pH.
3. Concentration of Substrate– increase in substrate concentration increases the rate of
reaction due to occupation of more active sites by substrate.

Competitive Inhibitor- when the molecular structure of inhibitor resembles the substrate,
it inhibits the function of enzymes.
Enzymes are classified as
1. Oxidoreductases/Dehydrogenases–
S reduced + S‘ oxidised S oxidised + S‘ reduced
2. Transferases
S – G + S‘ S + S‘ – G
3. Hydrolases catalyses the hydrolysis of peptide, ester, glycosidic bonds et
4. Lyases remove the groups from substrate.

5. Isomerases-inter conversion of optical, geometrical or positional isomers.

514
6. Ligases – catalyses the linking together of two compounds.
Co-factors are the non-protein constituent of an enzyme which make the enzyme more
catalytically active. The protein portions of enzyme are called apoenzyme.

Prosthetic groups are organic compounds and are tightly bound to the apoenzyme. For
example, in peroxidase and catalase, which catalyze the breakdown of hydrogen
peroxide, haem is the prosthetic group
The essential chemical components of any coenzymes are vitamins. Example,
coenzyme NAD and NADP contain the vitamin niacin
CHAPTER 10- CELL CYCLE AND CELL DIVISION
 The sequence of events by which a cell duplicates its genome, synthesizes the
other constituents of cells and eventually divides into two daughter cells is called
cell cycle.
 DNA synthesis occurs in one specific stage of cell division but distribution of
chromosome in cells occurs in complex series of events during cell division.
Phases of Cell cycle
Human cell divides once in approximately 24 hours, which may vary in different
organisms. In yeasts it takes about 90 minutes to complete the cell division process.
Cell cycle is divided into two basic phases-

1. Interphase– it is the phase between two successive M phases. Interphase lasts

for 95% of a cell cycle. This phase is called as resting phase but during this
period the cells prepare itself for nuclear division by cell growth.
2. M Phase– when the actual cell division or mitosis occurs. It starts with
karyokinesis (nuclear division) or duplication of chromosome and end with
cytokinesis or division of cell matrix (cytoplasm division).The interphase is
divided into three further phases:
 G1 phase represents the interval between mitosis and initiation of DNA
replication. Cell is continuously active and grows in size.

515
 During synthesis phase, replication or synthesis of DNA takes place and amount
of DNA get doubles per cell.
 During G2 phase protein is synthesized in preparation for mitosis.
 In adult animals, some cells do not divide or may divide occasionally. These cells
do not divide further and exits the G1 phase to enter an inactive stage
called Quiescent Stage (G0) of cell cycle.
 In animals mitotic division is present in only somatic diploid cells but in plants it is
seen in both haploid and diploid cells.
 Mitosis cell division is also known as equational division because the numbers of
chromosome remain same in parental and progeny cells.

 Prophase is the first phase of mitosis followed by G2 phase. It involves following

events-
1. Initiation of condensation of chromosomal materials.
2. Movement of centrioles towards opposite poles of the cell.
3. At the end of prophase, endoplasmic reticulum, nuclear membrane, Golgi
complex disappears.

 Metaphase starts with complete disappearance of nuclear membrane. The most

suitable stage for study of morphology of chromosomes. It involves
1. Condensation of chromosomal materials in to compact and distinct
chromosomes made up of two sister chromatids attached with spindle fibres with
kinetochores.
2. Chromosomes arrange at centre of cell called metaphase plate.

516
  Anaphase involves following steps:
1. Splitting of each chromosome at centromere into two sister chromatids.
2. Two chromatids start moving towards opposite poles.

 Telophase is the last stage of mitosis which involves

1. Chromosomes reach at opposite poles and loose its identity as discrete unit.
2. Nuclear membrane reassembles around the chromosome clusters.
3. Nucleolus, Golgi complex and ER reappear.

 Cytokinesis is the division of cytoplasm of a cell after karyokinesis (division of

chromosome) into two daughter cells. In animal cells, appearance of furrows in
plasma membrane that deepens gradually and joins to divide cytoplasm into two
parts.
 In plant cells, wall formation starts at the centre and grows outwards to meet
lateral walls. The formation of cell wall begins with formation of cell plate.
Significance of Mitosis
1. Mitosis produces diploid daughter cells with identical genetic complement.
2. It helps in repair of cells, especially in lining of gut and blood cells.
3. Meristematic division in apical and lateral cambium results in continuous growth
of plants.
Meiosis- The cell division that reduces the number of chromosome into half and results
in the production of haploid daughter cells is called meiosis. It helps in production of
haploid phase in the life cycle of sexually reproducing organism. It involves following
events.

517
 1. Two sequential cycles of nuclear and cell division called meiosis I and meiosis II
but single cycle of DNA replication.
2. It involves pairing of homologous chromosome and recombination of them.
3. Four haploid cells are formed at the end of meiosis II.
Meiosis I Meiosis II

Prophase I Prophase II

Metaphase I Metaphase II

Anaphase I Anaphase II

Telophase I Telophase II

 During Leptotene, the chromosome becomes distinct and visible under

microscope. Compaction of chromosome continues throughout the leptotene
phase.
 During Zygotene stage, chromosomes start pairing together (synapsis). The
paired chromosomes are called homologous chromosome. Synaptonemal
complex formed by a pair of homologous chromosome is called bivalent or a
tetrad.
 During Pachytene stage, crossing over between non-sister chromatids of
homologous chromosome occurs for exchange of genetic materials. The
crossing over is enzyme –mediated process which involves enzyme
recombinase.
 Diplotene is recognized by dissolution of synaptonemal complex and tendency to
separation of bivalent except at the site of crossing over. This forms an X like
structure called chiasmata.
 Diakenesis is marked by terminalisation of chiasmata. The nuclear membrane
breaks and nucleolus disappear.
 In metaphase I the bivalent chromosome align at equatorial plate and
microtubules from the opposite poles of the spindle get attached to the pair of
homologous chromosomes.
 Anaphase I – homologous chromosome separate but sister chromatids remain
attached at centromere.

518
  During Telophase I, nuclear membrane and nucleolus reappears and cytokinesis
follows. This is called as diad of the cells.
 The stage between two meiotic divisions is called interkinesis and it is short lived
that follows Prophase II.
Meiosis II
 It is initiated immediately after cytokinesis before chromosome gets elongated.
 In prophase II, nuclear membrane disappears and chromosome becomes
compact.
 At metaphase II stage, the chromosomes align at equator and microtubules
attach with kinetochores of sister chromatids.
 Anaphase II start with splitting of centromere of each chromosome to move
towards opposite poles.

 Meiosis ends with Telophase II in which two groups of chromosomes get

enclosed by nuclear membrane followed by cytokinesis to form tetrad of cells
(four haploid daughter cells).
Significance of meiosis–
1. Meiosis forms the gametes that are essential for sexual reproduction.
2. Crossing over introduces new recombination of traits.
3. Helps in maintenance of chromosome number of sexually reproducing organism.
4. Provides evidence of basic relationship of organisms.
Difference between Mitosis and meiosis
Mitosis Meiosis

1. Takes place in the somatic cells. 1. Takes place in reproductive cells.

2. It is a single division which produces two 2. It is a double division which
cells. produces four cells.
3. Haploid and diploid both kind of cells 3. Only diploid cells undergo meiosis
may undergo mitosis. cell division.

519
4. Crossing over absent. 4. Crossing over takes place.
5. Pairing of chromosome does not occur. 5. Pairing of homologous
chromosome occurs.

520
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- ACCOUNTANCY (CLASS NOTES- SEPTEMBER 2024)
CHAPTER – 11

Special Purpose Book II: Other Books

A small business may be able to record all its transactions in one book only, i.e., the
journal. But as the business expands and the number of transactions becomes large, it
may become cumbersome to journalize each transaction. For the quick, efficient, and
accurate recording of business transactions, Journal is sub-divided into special journals.
These special journals are also called day books or subsidiary books. A transaction that
cannot be recorded in any special journal is recorded in a journal called the Journal
Proper.
Following are the subsidiary books for special purposes:
1. Cash Book
2. Purchase Book
3. Purchases Return Book,
4. Sales Book
5. Sales Return Book
6. Journal Proper, etc.
1. Cash Book: Cash Book is a special Journal that is used for recording all cash receipts
and cash payments. It starts with the cash or bank balances at the beginning of the
period. The Cash Book is both a journal and a ledger. It is also called the book of
original entry.
Types of Cash Book

1. Single Column Cash Book: Single Column Cash Book records all cash transactions
of the business in chronological order. It has one amount column on each side. All cash
receipts are recorded on the debit side and all cash payments are recorded on the
credit side.
Format of Single Column Cash Book:

2. Double Column Cash Book: Double Column Cash Book has two amount columns

521
(One for Cash and one for Bank) on each side when the number of bank transactions is
large, it is convenient to have a separate amount column for bank transactions in the
cash book itself instead of recording them in the journal. This helps in getting
information about the position of the bank account from time to time. All cash receipts,
deposits into the bank are recorded on the debit side and all cash payments and
withdrawals from the bank are recorded on the credit side.
Contra Entry: When cash is deposited into the bank, and when cash is withdrawn from
the bank for use1 in the office, each such transaction affects both ‗Cash column‘ as well
as ‗Bank column‘, and the transaction is, therefore, recorded on both sides of the cash
book. Such entries, the double-entry of which is complete in the cash book itself, are
called contra entries‘.
Format of Double Column Cash Book:

3. Petty Cash Book: In every organization, a large number of small payments such as
conveyance, cartage, postage, telegrams, and other expenses are made. These are
generally repetitive in nature. If all these payments are handled by the cashier and are
recorded in the main cash book, the procedure is found to be very cumbersome. To
avoid this large organizations normally appoint one more cashier (petty cashier) and
maintain a separate cash book to record these transactions such a cash book
maintained by the petty cashier is called a petty cash book. The petty cashier works on
the imprest system.
Format of Petty Cash Book:

2. Purchases (Journal) Book: All credit purchases of goods are recorded in the
Purchases (Journal) Book. It records neither the cash purchase of the goods nor the
purchase of any assets other than the good. The source documents for recording
entries in the books are invoices or bills received by the firm from the supplies of the
goods. Entries are made with the net amount of the invoice. The monthly total of the
purchases book is posted to the debit of purchases account in the ledger.

522
Format of Purchases (Journal) Book:
Purchase (Journal) Book

3. Purchases Return (Journal) Book: Purchases Returns Book (Return Outward Book)
is used for the purposes of recording the returns of goods purchased on credit. It
records neither the returns of goods purchased on a cash basis nor the returns of any
assets other than the goods. The entries in the purchases return book are usually made
on the basis of debit notes issued to the suppliers or credit notes received from the
suppliers.
A debit note is a document prepared by the purchaser to inform the supplier that his
account has been debited with the amount mentioned and for the reasons stated
therein. The debit note contains the date of return, name of the supplier to whom the
goods have been returned, details of the goods returned, reasons for returning the
goods. Each debit note is serially numbered.
Format of Purchases Return (Journal) Book:
Purchases Return (Journal) Book

Format of Debit Note:

523
4. Sales (Journal) Book: All credit sales of goods are recorded in the sales journal. It
records neither the cash sale of the goods nor the sale of any assets other than goods.
The source document for recording entries in the sales journal is a sales invoice or bill
issued by the firm to the customer.
Format of Sales (Journal) Book:
Sales (Journal) Book

The sales journal is totaled periodically (generally monthly), and this total is credited to
the sales account in the ledger.
5. Sales Return (Journal) Book: This journal is used to record the return of goods by
customers to them on credit. On receipt of goods from the customer, a credit note is
prepared. The source document for recording entries in the sales return book is
generally the credit note.
A credit note is a document prepared by the seller to inform the buyer that his account
has been credited with the amount mentioned and for the reasons stated therein. Credit
does not contain the date of return of goods, the name of the customer who has
returned the goods, detail Is of goods received back, and the number of such goods.
Each credit r/ote is serially numbered.
Format of Sales Return (Journal) Book:
Sales Return (Journal) Book

524
6. Journal Proper: Journal proper is a residuary book in which those transactions are
recorded which cannot be recorded in any other subsidiary book. The various examples
of transactions entered in a journal proper are opening entry, Adjustment Entries,
Rectification Entries, Transfer Entries, Closing Entries, etc.

525
CHAPTER 12
Bank Reconciliation Statement

Meaning of Bank Reconciliation Statement:

According to Patil, ―Bank reconciliation statement is a statement prepared mainly to
reconcile the difference between the ‗Bank Balance‘ shown by the Cash Book and Bank
Pass Book.‖
In other words, Bank Reconciliation Statement is a statement of account that explains
the reasons for any difference between the bank balance as per cash book and bank
balance as per bank statement/passbook and reconciles the two.
In simple words, it is generally experienced that where a comparison is made between
the bank balance as shown in the firm‘s cash book and the bank balance as shown in
the bank passbook, the two balances do not tally/Hence, we have to first ascertain the
causes of difference thereof and then reflect them in a statement called Bank
Reconciliation Statement to reconcile (tally) the two balances.
Need for Reconciliation:
It is neither compulsory to prepare Bank Reconciliation Statement nor the date is fixed
on which it is to be prepared. It is prepared from time to time to check that all
transactions relating to the bank are properly recorded by the businessman in the bank
column of the cash book and by the bank in its ledger account. Thus, it is prepared to
reconcile the bank balances shown by the cash book and by the bank statement. It
helps in detecting if there is an error in recording the transactions and ascertaining the
correct bank balances as a particular date.
Reasons or Causes of Difference in the balance of the Cash Book and Pass Book
Reconciliation of the cash book and the bank passbook balances amounts to an
explanation of differences between them. The differences between the cash book and
the bank passbook is caused by:
1. Timing differences on a recording of the transactions
2. Errors made by the business or by the bank.
1. Timing Difference:
(a) Cheques issued by the firm but not yet presented for payment in the bank.
(b) Cheques paid or deposited into the bank but not yet collected.
(c) Bank charges or other charged, charges by the bank on behalf of the customer.
(d) Amount collected or credited by bank on standing instructions given by the
customers.
(e) Amount paid or debited by the bank on standing instructions given by the customer.
(f) Interest credited by the bank.
(g) Interest debited by bank or overdraft.
(h) Direct payment by the customer into the bank account.
(i) Dishonour of cheques or bills.
2. Differences caused by errors
(a) Errors committed in recording transactions by the firm.
(b) Errors committed in recording transactions by the bank.
Preparation of Bank Reconciliation Statement
After identifying the causes of difference, the reconciliation may be done in the following
two ways:
(a) Preparation of bank reconciliation statement without adjusting cash book balances.
(b) Preparation of bank reconciliation statement after adjusting cash book balance.

526
Preparation of Bank Reconciliation Statement without adjusting cash book
balances
We may have two types of balances while preparing the Bank Reconciliation Statement
which is following:
(a) Favourable balances
1. Credit balance as per passbook or bank statement is given and the balance as
per cash book is to be ascertained.
2. Debit balance as per cash book is given and the balance as per pass book is to
be ascertained.
(b) Unfavourable balances
1. Debit balance as per pass book (i.e. overdraft) is given and the balance as per
cash book is to be ascertained.
2. Credit balance as per cash book (i.e. overdraft) is given and the balance as per
pass book is to be ascertained.
Steps are to be taken for preparation of the Bank Reconciliation Statement
1. When debit balance as per Cash Book (Favourable balance) is given:
1. Take balance as a starting point say Balance as per Cash Book.
2. Add all transactions that have resulted in increasing the balance of the passbook.
3. Deduct all transactions that have resulted in decreasing the balance of the
passbook.
4. Extract the net balance shown by the statement which should be the same as
shown in the passbook.
Proforma:
Bank Reconciliation Statement as on…………..

527
2. When the credit balance as per Pass Book (Favourable balance) is given:
1. Take balance as a starting point say Balance as per Pass Book.
2. Add all transactions that have resulted in increasing the balance of the cash
book.
3. Deduct all transactions that have resulted in decreasing the balance of the cash
book.
4. Extract the net balance shown by the statement which should be the same as
shown in the cash book.
Proforma:
Bank Reconciliation Statement as on…………..

528
3. When the credit balance as per Cash Book (Uufavoarable balance) is given:
1. Take balance as a starting point say Overdraft as per Cash Book.
2. Add all the transactions that have resulted in decreasing the balance of the
passbook.
3. Deduct all the transactions that have resulted in increasing the balance of the
passbook.
4. Extract the net balance shown by the statement which should be the same as
shown in the passbook.
Proforma:
Bank Reconciliation Statement as on……………..

529
4. When the debit balance as per Pass Book (Unfavourable balance) is given:
1. Take balance as a starting point say overdraft as per Pass Book.
2. Add all the transactions that have resulted in decreasing the balance of the cash
book.
3. Deduct all the transactions that have resulted in increasing the balance of the
cash book.
4. Extract the net balance shown by the statement which should be the same as
shown in the cash book.

530
Proforma:
Bank Reconciliation Statement as on…………….

531
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- BUSINESS STUDIES (CLASS NOTES- SEPTEMBER 2024)
Chapter 6
Social Responsibilities of Business and Business Ethics

Short Answer Type Questions

Question 1. What do you understand by social responsibility of business? How is
it different from legal responsibility?
Answer: Social responsibility of business refers to its obligation to take those decisions
and perform those actions which are desirable in terms of the objective and values of
our society. It refers to the obligation of business towards various social groups like
employees, consumers, investors, government etc. In the words of H. R. Bowen, ―Social
responsibility of business is to pursue those policies, to make those decisions or to
follow those lines of action which are desirable in terms of the objectives and values of
our society
Legal responsibility is the responsibility that a business has by virtue of law. Differences
between Social and Legal Responsibility.
 Legal responsibility is compulsory under any of the laws, acts and constitution.
Social responsibility is not backed by legal provisions.
 Legal responsibility is compulsion while social responsibility is a choice.
 Many a time, legal responsibility is fulfilled in the name of social responsibility.
 There are no punishments for organizations not following their social
responsibility but legal action can be taken against organizations not following
their legal responsibility.
Question 2. What is environment? What is environmental pollution?
Answer: By environment, we mean our surroundings, which have an impact on our
lives. It is the sum total of the surroundings and resources, including both biotic
resources (i.e., living creatures such as plants and animals) and abiotic resources (i.e.,
non-living things, such as air, water and land) that affect our existence and quality of
life. However, because of the rapid increase in population and industrialisation, the
excessive use of resources has resulted in their degradation and depletion. Also, the
discharge of harmful substances into the environment has contributed towards pollution.
Environmental pollution can be classified into the following four types.
1. Air Pollution: It is caused by the emission of harmful gases into the atmosphere.
2. Water Pollution: It is caused by the discharge of industrial and household
wastes into the rivers, thereby degrading the quality of water.
3. Land Pollution: This is caused by dumping toxic wastes on land, which in turn
damages it, making it unfit for agriculture.
4. Noise Pollution: It is caused by noise from factories and vehicles, which may
cause serious health problems such as loss of hearing or mental disorders.
Question 3. What is business ethics? Mention the basic elements of business
ethics.
Answer: Business ethics refers to the values and principles that govern the behaviour
of individuals in an organisation such that the business activities are desirable from the

532
viewpoint of society. The main purpose of business ethics is to guide managers and
other employees to perform their jobs in a manner that is socially acceptable.

The following are some of the elements of business ethics.

1. Top management commitment: Top-level officers, such as CEO‘s and senior
managers, must strongly follow the ethical codes and guide the other employees
in adopting such behaviour.
2. Publication of a code: Enterprises must clearly define the ethical code of
conduct, which would include quality standards, laws governing production and
health and safety standards for the employees.
3. Establishment of compliance mechanism: In addition to standards, an
enterprise must also devise a mechanism through which compliance with the
code of conduct can be measured.
4. Involvement of employees at all levels: The successful implementation of
ethical standards requires the involvement of all the employees at all levels.
5. Measurement of results: Although it is difficult to measure the end results of
implementation of ethical standards, the top management should take steps to
measure the degree of compliance with the ethical codes.
Question 4. Briefly explain (a) Air pollution, (b) Water pollution, and (c) Land
pollution.
Answer: (a) Air Pollution: This kind of pollution is caused by the emission of harmful
gases into the atmosphere. Smoke and chemicals emitted by factories and vehicles
degrade the air quality and causes air pollution.

(b) Water Pollution: Discharge of industrial and household wastes into rivers, streams
or lakes causes degradation of the water quality. Over time, the increase in water
pollution often results in the deaths of several animals and poses serious threats to
human beings.
(c) Land Pollution: This is caused due to the dumping of toxic materials and wastes on
land, which in turn damages the quality of land, making it unfit and unproductive for
agriculture and crop plantation.

533
Question 5. What are the major areas of social responsibility of business?
Answer: Major areas for social responsibility of business are given below:

 Shareholders or investors who contribute funds for business.

 Employees and others that make up its personnel.
 Consumers or customers who consume and/or use its outputs (products and/or
services).
 Government and local administrative bodies that regulate its commercial
activities in their jurisdictions.
 Members of a local community who are either directly or indirectly influenced by
its activities in their area.
 Surrounding environment of a location from where it operates.
Long Answer Type Questions
Question 1. Build up arguments for and against social responsibilities.
Answer: Arguments for Social Responsibility:
1. Justification for Existence and Growth: Although the main motive of any
business is profit but the prosperity and growth of business is not possible
without a continuous service to the society. Therefore, it is justified for a business
to assume social responsibility.
2. Avoidance of Government Regulation: Businessmen can avoid the problem of
government regulations by assuming social responsibilities voluntarily which
helps to reduce the need for new laws.
3. Maintenance of Society: Those people who do not get a return for their
hardships get indulged in anti-legal activities. Therefore, it is advisable for
business enterprises to assume their social responsibilities.
4. Long Term Interest of the Firm: If consumers, workers, shareholders,
government officials feel that they are not getting what they deserve, they start to
withdraw their hands from business. It may prove more expensive for an
enterprise.
5. Availability of Resources with Business: A business enterprise has effective
human and financial resources to solve many of the social problems.

534
 6. Converting Problems into Opportunities: Business can make risky situations
useful by using their efficiency.
7. Better Environment for Doing Business: Business system should do
something to meet needs before it is confronted with a situation when its own
survival is endangered.
8. Holding Business responsible for Social Problems: Environmental pollution,
unsafe workplaces, corruption in public institutions and discriminatory practices in
employment are some of the problems which have caused due to business
enterprises.
Arguments against Social Responsibility:
1. Violation of Profit Maximization: As per this argument, business enterprises
claim that our objective is profit maximization. Business can reduce its cost and
raise profits and then only it can meet its social responsibility.
2. Lack of Social Skills: Business enterprises neither have skill nor experience to
solve all types of social problems. Therefore, it should be handled by specialized
agencies.
3. Burden on Consumers: Many of the social responsibilities cost a lot and its
burden falls on consumers only.
4. Lack of Broad Public Support: Business cannot operate successfully because
of lack of cooperation and confidence on behalf of public to business enterprises.
Question 2. Discuss the forces which are responsible for increasing concern of
business enterprises towards social responsibility.
Answer: The following are the forces which are responsible for increasing the concern
of business enterprises for social responsibility.
 Threat of Public Regulation: The government is meant to safeguard the
interests of society. Thus, in case the government feels that a business
enterprise is behaving in a manner that is not socially desirable, then it can
regulate the operations of that enterprise accordingly.
 Pressure of Labour Movement: The increase in capital mobility over time has
increased the pressure on business enterprises to pay attention to the welfare of
workers, by providing them with healthy working conditions along with good
remuneration.
 Impact of Consumer Consciousness: As consumers today are aware of their
rights and responsibilities, they take their decisions more rationally. Thus,
business enterprises are made to work more efficiently and produce better
products at reasonable rates to satisfy their customers.
 Development of Social Standards: Business enterprises are not merely profit-
making entities. For their long-term growth and existence, they require fulfilling
the new standards of social welfare.
 Development of Business Education: The spread of education over time has
made consumers, investors, employees and owners aware of social problems,
thereby making them more sensitive to social issues.
 Relationship Between Social Interest and Business Interest: No business
enterprise can work in isolation from society. Thus, there should be a balance
between business interests and social interests, such that the business can grow
by doing the maximum good to society.

535
  Development of a Professional Managerial Class: Every business
professional pursues the goal of profit maximization. But today‘s professional
managers make efforts to satisfy the interests of all members of society.
Question 3. „Business is essentially, a social institution and not merely a profit
making activity.‟ Explain.
Answer: The primary objective of any business enterprise is profit maximization. This is
because profit acts as a measure of success and at the same time is the main source of
income for an enterprise. Also, profits are often used to finance the expansion projects
of a business enterprise. However, it is argued that business enterprises are not merely
profit-making entities. They are considered as social institutions, too, as they are
created by society. As every business makes use of society‘s resources in terms of
human and physical capital, it cannot work in isolation from society. Its operations are
affected by social problems such as unemployment and poverty. Thus, a need arises to
create a balance between the business interests and social interests of a business
enterprise, such that it can grow by doing the maximum good to society. Hence, we can
say that a business enterprise is a social institution and not merely a profit-making
entity. In this regard, the following are some of the responsibilities that must be fulfilled
by an enterprise:
 Paying taxes on time.
 Paying fair wages to employees.
 Supplying quality products at reasonable prices to customers.
 Cooperating with the government in solving social problems, such as
unemployment, poverty and illiteracy.
A business has some responsibility towards:
 Shareholders or investors who contribute funds for business.
 Employees and others that make up its personnel.
 Consumers or customers who consume and/or use its outputs (products and/or
services).
 Government and local administrative bodies that regulate its commercial
activities in their jurisdictions.
 Members of a local community who are either directly or indirectly influenced by
its activities in their area.
 Surrounding environment of a location from where it operates.
 The general public that makes up a big part of society.
Question 4. Why do the enterprises need to adopt pollution control measures?
Answer: Pollution control is necessary for preserving and improving the quality of
environmental resources. As business activities such as production, transportation,
distribution, storage and consumption are often assumed to cause the maximum
destruction to society‘s resources, a need arises for adopting pollution control
measures. Following are some of the reasons why business enterprises need to adopt
pollution control measures,
 Reduced health hazards: Pollutants in the environment cause diseases such as
cancers and respiratory problems. Thus, pollution control measures will not only
help in reducing the incidence of diseases but also help people enjoy a good and
healthy life.
 Reduced risk of liability: Enterprises are often held responsible for polluting the
environment and are asked to compensate. Pollution control helps in reducing
the risk of such liabilities.

536
  Cost savings: Efficient pollution control mechanisms help in reducing the cost of
waste disposal and the cost of cleaning up production plants. This in turn helps
firms to reduce their costs.
 Improved public image: An increase in the education level has made people
more aware about environmental problems. As a result, they have started
realising the need to protect the environment. Thus, business enterprises which
adopt pollution control measures enjoy a good reputation in the society.
 Other social benefits: Pollution control helps a firm to enjoy various other
benefits such as cleaner surroundings, better quality of life for its employees as
well as owners and increased availability of good quality resources.
Question 5. What steps can an enterprise take to protect the environment from
the dangers of pollution?
Answer: Various business activities such as production, transportation and
consumption of goods often result in over exploitation of natural resources. Thus, it is
the responsibility of every business enterprise to control discharge of pollutants into the
environment. The following steps can be taken by the business enterprises to control
pollution.
 Control by top managers: The top management of every organisation should
be committed to creating, developing and maintaining a work culture conducive
to environmental protection and pollution prevention.
 Control by employees: Employees at all the levels of an organisation should be
committed to keeping the environment clean and protected.
 Better technology: Enterprises should employ good and superior technologies
of production and use scientific techniques for waste disposal. This will ensure
environmental protection and pollution control.
 Follow rules: Enterprises must conform to the rules and regulations enacted by
the government for the prevention of environmental pollution.
 Increased awareness: By conducting workshops and training programmes,
business enterprises must make an effort to spread awareness among its
employees of the need to conserve the environment.
 Assessment programmes: An efficient mechanism for the periodic assessment
of pollution control programmes may also be adopted, in order to weigh their
costs and benefits.
Question 6. Explain the various elements of business ethics.
Answer: Business ethics can be defined as the code of conduct that a business must
follow, such that it takes up only those activities that are desirable from the viewpoint of
society. The purpose of business ethics is to guide managers and other employees in
an organisation in performing their jobs in a manner that is socially acceptable.
Business ethics should be followed in the day-to-day working of a business enterprise.
The following are some of the elements of business ethics.
 Commitment by top management: Top-level officers, such as the CEO‘s and
other higher level managers, must sincerely follow the ethical code of conduct.
They should also guide other employees in their organisation in adopting the
code.
 Publication of a code: An enterprise must clearly define the ethical code of
conduct to be followed in the organisation. The code should include quality
standards for work, laws governing production and employee‘s health and safety
standards.

537
  Establishment of compliance mechanism: In addition to setting performance
standards, an enterprise must also devise a mechanism through which it can
measure the actions of individual employees. This should be done in order to
confirm whether the ethical standards are being met.
 Involvement of employees at all levels: The successful implementation of
ethical standards depends to a large extent on the involvement of employees at
different levels. This is because it is the employees who actually implement the
ethical codes.
 Measurement of results: Although it is difficult to measure the end results of
implementation of ethical standards, the top management should take steps to
monitor compliance. Also, it must take serious action against any unethical
behaviour in the organisation.

MORE QUESTIONS SOLVED

I. Very Short Answer Type Questions
Question 1. Define corporate social responsibility.
Answer: Corporate social responsibility is a comprehensive set of policies, practices
and programmes which are integrated into business operations, supply claims, and
decision making process throughout the company, wherever the company does
business and includes responsibility for current actions as well as past and future
actions.
Question 2. What is the relation between ethics and moral values?
Answer: Ethics refer to the entire body of moral values which a society attaches to the
actions of human beings.
Question 3. What do you mean by the principles derived from social values which
guide and govern the conduct of businessmen?
Answer: Business ethics are principles derived from social values which guide and
govern the conduct of businessmen.
Question 4. Mention two responsibilities of business towards customers.
Answer: Supply of right quality of goods and proper precaution against adulteration.
Question 5. Give any two reasons supporting social responsibilities.
Answer: (i) It is in long term interest of the business.
(ii) It is justified for growth and existence of business.
Question 6. Give any two reasons against social obligation.
Answer: (i) It violates the goal of profit maximization (ii) Its burden falls on consumers.
Question 7. Name any two factors which affect the ethical behaviour of a
business.
Answer: Awareness amongst people, overall environment of the area where business
is located.
Question 8. Define pollution.
Answer: Pollution is change in the physical, chemical and biological characteristics, air,
land and water.
Question 9. Give any one point of difference between ethics and law.
Answer: Ethics are self-imposed while laws are imposed by an external governing
authority.
Question 10. Do businessmen have skill to tackle social problems?
Answer: Yes, businessmen have skills to tackle some but not all social problems.

538
Question 11. What is environmental pollution?
Answer: When the quality of environment degrades due to mixture of unwanted
elements in it, it is called environmental pollution.
Question 12. What is the reality of social responsibilities?
Answer: In reality, social responsibility takes form of lip service only. There is no
genuine effort from a business. Many a time firms play their legal roles in the name of
social responsibility.
Question 13. What is code of ethics?
Answer: An enterprise must clearly define the ethical code of conduct to be followed in
the organisation. The code should include quality standards for work, laws governing
production and employee‘s health and safety standards.
Question 14. Give any one difference between ethics and law.
Answer: Business ethics refer to the socially determined moral principles which should
govern business activities. Laws are determined by the legal bodies of a country.
II. Short Answer Type Questions
Question 1. What are the core objectives of social responsibility of business?
Answer: The core objectives of social responsibility of business are as follows:
1. It is a concept that implies a business must operate (function) with a firm mindset
to protect and promote the interest and welfare of society.
2. Profit (earned through any means) must not be its only highest objective else
contributions made for betterment and progress of a society must also be given a
prime importance.
3. It must fulfill its social responsibilities honestly in regard to the welfare of society
in which it operates and whose resources and infrastructures it makes use of to
earn huge profits.
4. It should never neglect (avoid) its responsibilities towards society in which it
flourishes.
Question 2. What are the obligations of a business in the name of social
responsibility?
Answer: The social responsibility of business comprises of the following obligations:
 A business must give a proper dividend to its shareholders or investors.
 It must provide fair wages and salaries with good working conditions.
 It must provide a regular supply of good quality goods and/or services to its
consumers/customers at reasonable prices.
 It must abide by all government rules and regulations, support its business
related policies and should pay fair taxes without keeping any delays or dues.
 It must also contribute for the betterment of a local community by doing
generous activities like building schools, colleges, hospitals, etc.
 It must take immense care to see that its activities neither directly nor indirectly
create havoc on the vitality of its surrounding environment.
 It should maintain a stringent policy to curb or control pollution in regard to
contamination of air, water, land, sound and radiation leakages. It must hire
experienced professional individuals who are experts in their respective fields.
 It should also offer social-welfare services to the general public.
Question 3. Name any four elements of business ethics.
Answer: Business ethics can be defined as the code of conduct that a business must
follow, such that it takes up only those activities that are desirable from the viewpoint of
society. The purpose of business ethics is to guide managers and other employees in

539
an organisation in performing their jobs in a manner that is socially acceptable.
The following are some of the elements of business ethics.
 Top-level officers, such as the CEO‘s and other higher level managers, must
sincerely follow the ethical code of conduct. They should also guide other
employees in their organisation in adopting the code.
 An enterprise must clearly define the ethical code of conduct to be followed in the
organisation. The code should include quality standards for work, laws governing
production and employee‘s health and safety standards.
 In addition to setting performance standards, an enterprise must also devise a
mechanism through which it can measure the actions of individual employees.
This should be done in order to confirm whether the ethical standards are being
met.
 The successful implementation of ethical standards depends to a large extent on
the involvement of employees at different levels. This is because it is the
employees who actually implement the ethical codes.
 Although it is difficult to measure the end results of implementation of ethical
standards, the top management should take steps to monitor compliance. Also, it
must take serious action against any unethical behaviour in the organisation.
Question 4. Explain the obligations of business towards owners and investors.
Answer: It is the responsibility of a business to pay attention on the maintenance and
expansion of returns for all of its shareholders on important management issue, and
constantly strives to improve its business performance and financial structure. The
company‘s dividend policy calls for maintaining stable dividends, and Casio determines
the allocation of profit by taking into account all factors such as profit levels, financial
position, the dividend pay out ratio, and future business development and forecasts.
Question 5. How can a business enterprise improve its public image by
performing social responsibilities?
Answer: Public relations is a potent tool for shaping consumer perception and building
a company‘s image. Corporations that actively promote their social responsibility
activities often take steps to publicise these efforts through the media. Getting the word
out about corporate donations, employee volunteer programmes, or other CSR
initiatives is a powerful branding tool that can build publicity for you in both online and
print media.
Question.6. What obligation does a businessman have towards the government?
Answer: Social responsibility of business towards government‘s regulatory bodies or
agencies is quite sensitive from the license point of view. If permission is not granted or
revoked abruptly, it can result in huge losses to an organization. Therefore, compliance
in this regard is necessary.
Furthermore, a business must also function within the demarcation of rules and policies
as formulated from time to time by the government of state or nation. It should respect
laws and abide by all established regulations while performing within the jurisdiction of
state.
Some examples of activities a business can do in this regard:
 Paying fair taxes on time,
 Following labor, environmental and other laws, etc.
 Seeking permissions wherever necessary,
 Licensing an organization,

540
If laws are respected and followed, it creates goodwill of business in the eyes of
authorities. Overall, if a government is satisfied it will make favourable commercial
policies, which will ultimately open new opportunities and finally benefit the organization
sooner or later.
Question 7. Give any four reasons against the social responsibilities of business.
Answer: Arguments against social responsibility
1. Violation of Profit Maximisation: As per this argument, business enterprises
claim that our objective is profit maximisation. Business can reduce its cost and
raise profits and then only it can meet its social responsibility.
2. Lack of Social Skills: Business enterprises neither have skill nor experience to
solve all types of social problems. Therefore, it should be handled by specialised
agencies.
3. Burden on Consumers: Many of the social responsibilities cost a lot and its
burden falls on consumers only.
4. Lack of Broad Public Support: Business cannot operate successfully because
of lack of cooperation and confidence from public to business enterprises.
Question 8. What are the responsibilities of business towards employees and
customers?
Answer: Social responsibility of business towards its employees: It is important
because they are the wheels of an organization. Without their support, the commercial
institution simply can‘t function or operate.
If a business takes care of the needs of its human resource (for e.g. office staff,
employees, workers, etc.) wisely, it will boost the motivation and working spirit within an
organization. A happy employee usually gives his best to the organization in terms of
quality labour and timely output than an unsatisfied one. A pleasant working
environment helps in improving the efficiency and productivity of working people. A
good remuneration policy attracts new talented professionals who can further contribute
to its growth and expansion. Thus, if personnel are satisfied, then they will work
together very hard and aid in increasing the production, sales and profit.
Social responsibility of business towards its consumers or customers: It matters a lot
from sales and profit point of view. Its success is directly dependent on their level of
satisfaction. Higher their rate of satisfaction, greater is the chances to succeed.
If a business rolls out good-quality products and/or delivers better quality services that
too at reasonable prices, then it is natural to attract lots of customers. If the quality-
price ratio is maintained well and consumers get worth for their money spends, this will
surely satisfy them. In the long run, customer loyalty and retention will grow, and this will
ultimately lead to profitability.
Question 9. Describe the obligations of business towards owners and
shareholders .
Answer: Social responsibility of business towards its shareholders or investors is most
important of all other obligations.
If a business satisfies its investors, they are likely to invest more money in a project. As
a result, more funds will flow in and the same can be utilized to modernise, expand and
diversify the existing activities on a larger scale. Happy financiers can fulfill the rising
demand of funds needed for its growth and expansion.
1. They need to give a fair return to shareholders.
2. They need to give true and fair information to shareholders.
3. They need to give them proper opportunity to participate.

541
Question 10. Which eight problems have been identified by the United Nations
which cause damage to natural environment?
Answer: Following eight problems have been identified by the United Nations which
cause damage to natural environment:
1. Ozone depletion 2. Global warming
3. Fresh water quality and quantity 4. Deforestation
5. Land degradation 6. Solid and hazardous waste
7. Water pollution 8. Danger to biological diversity.
III. Long Answer Type Questions
Question 1. Social responsibility is not an area of business. Do you agree?
Justify.
Answer: It can be justified by considering case for and case against social
responsibility:
The case in favour of taking up social responsibilities.
1. Existence and growth: Business enterprises exist to make profits by providing
goods and services to consumers. Thus, we can say that their long-term growth
prospect depends not only on their profits but also on how efficiently they serve
the society. Therefore, taking up social responsibilities supports the existence
and growth of a business enterprise.
2. Avoidance of government intervention: Business enterprises should always
work in line with society‘s values and ethics. This would help them fulfill their
social responsibilities, which in turn would make them less prone to government
intervention.
3. Better environment for doing business: Businesses make use of society‘s
resource of human capital. Thus, by providing employment to people, they help
solve the social problems of unemployment and poverty, thereby creating a
favorable environment for business.
The case against taking up social responsibilities:
1. Violation of profit maximization objectives: It is argued that a business
enterprise exists to make a profit. Thus, if it engages itself in solving social
problems, then it may not have enough resources to meet its primary objective of
profit maximization.
2. Burden on consumers: It is argued that when a business enterprise is engaged
in solving social problems such as environment pollution and unemployment, its
expenditures increase. This increased financial burden is ultimately passed on to
the consumers in the form of higher prices of products.
3. Lack of social skills: Business persons are basically trained to solve business-
related problems such as minimizing cost, maximizing profits and increasing
sales. However, they are not specialised in solving social problems. Thus, it is
argued that social problems must be solved only by specialised agencies, which
have the required training and skills.
Question 2. Explain the need for social responsibility.
Answer: Need of social responsibility is essentially a moral question because it can be
answered differently by different people depending on what is right and what is wrong
for a person. Social responsibility is needed to be followed because:
1. Showing a true commitment: The most successful corporate social
responsibility programmes integrate these two types of CSR together to show a
true commitment to a cause. For example, a company that uses sustainable

542
 materials in their products, donates financial resources to environmental causes,
and allows employees to take paid time off for volunteering at environmental
charities would be showing a true commitment to the environment that goes
beyond any single CSR initiative.
2. Social media visibility: One of the reasons that corporations should have
visible CSR campaigns is due to the importance and prevalence of social media.
Corporations that want to protect their brand understand that social media is an
integral part of public perception. When a corporation exercises social
responsibility in the form of fund raising or setting up employee giving
programmes, using social media to promote these actions helps to create a
positive branding environment and it is a great way to engage with your audience
on a deeper level that goes beyond your products or services.
3. Public relations benefits: Public relations is a potent tool for shaping consumer
perception and building a company‘s image. Corporations that actively promote
their social responsibility activities often take steps to publicise these efforts
through the media. Getting the word out about corporate donations, employee
volunteer programmes, or other CSR initiatives is a powerful branding tool that
can build publicity for you in both online and print media.
4. Government relations: Corporations that put an emphasis oh corporate social
responsibility typically have an easier experience when dealing with politicians
and government regulators. In contrast, businesses that present a reckless
disregard for social responsibility tend to find themselves finding off various
inquiries and probes, often brought on*at the insistence of public service
organizations. The more positive the public perception is that a corporation takes
social responsibility seriously, the less likely it is that activist groups will launch
public campaigns and demand government inquiries against it.
5. Building a positive workplace environment: Finally, one of the greatest
benefits of promoting social responsibility in the workplace is the positive
environment you build for your employees. When employees and management
feel they are working for a company that has a true conscience, they will likely be
more enthusiastic and engaged in their jobs. This can build a sense of
community and teamwork which brings everyone together and leads to happier,
more productive employees.
Question 3. What is corporate social responsibility? Is it similar to business
ethics?
Answer: The World Business Council for Sustainable Development in its publication
Making Good Business Sense by Lord Holme and Richard Watts, used the following
definition. Corporate Social Responsibility is the continuing commitment by business to
behave ethically and contribute to economic development while improving the quality of
life of the workforce and their families as well as of the local community and society at
large. The same report gave some evidence of the different perceptions of what this
should mean from a number of different societies across the world.
Definition: CSR is about capacity building for sustainable livelihoods.
It respects cultural differences and finds the business opportunities in building the skills
of employees, the community and the Government from Ghana, through to CSR is
about business giving back to society from the Philippines.
Traditionally in the United States, CSR has been defined much more in terms of a
philanthropic model. Companies make profits, unhindered except by fulfilling their duty

543
to pay taxes. Then they donate a certain share of the profits to charitable causes. It is
seen as tainting the act for the company to receive any benefit from the giving. It is not
same as business ethics. Business ethics is a personal concept and is wider in many
senses than CSR.
Question 4. Why should a business do any thing for society at large?
Answer: The term ―Corporate Social Responsibility‖ is still widely used even though
related concepts, such as sustainability, corporate citizenship, business ethics,
stakeholder management, corporate responsibility, and corporate social performance,
are vying to replace it. In different ways, these expressions refer to the ensemble of
policies, practices, investments, and concrete results deployed and achieved by a
business corporation in the pursuit of its stakeholders‘ interests.
There is no single CSR business case—no single rationalisation for how CSR improves
the bottom line. Over the years, researchers have developed many arguments. In
general, these arguments can be grouped based on approach, topics addressed, and
underlying assumptions about how value is created and defined. According to this
categorization, CSR is a viable business choice as it is a tool to:
 implement cost and risk reductions;
 gain competitive advantage;
 develop corporate reputation and legitimacy; and
 seek win-win outcomes through synergistic value creation.
Question 5. Explain the reality of social responsibility.
Answer: In reality, social responsibility receives only lip service. Some business houses
fulfill its legal responsibility in the name of social responsibility. There are some factors
and reasons which have forced and persuaded business organizations to fulfill their
social responsibility which are as follows:
1. Threat of public regulation: India is a democracy where Government is
expected to be welfare state. If any business organization acts in a socially
irresponsible manner, then an action may be taken against them to safeguard
people‘s interest. In reality, business houses do not assume their social
responsibility on their own but due to threat of public action.
2. Pressure of labour movement: In the last century, labour movement for
extracting gains for the working class throughout the world has become powerful.
Labour laws are also followed not out of a sense of social responsibility but
because of increasing pressure of labour movement.
3. Impact of consumer consciousness: Consumers are also becoming aware of
their rights since enactment of Consumer Protection Act, 1986. Under this Act,
consumers are entitled to file a case if he is cheated in any ways.
4. Development of social standard for business: As per new social standards, a
business is considered to be legitimate only if it fulfills its social responsibilities.
No business can be done in isolation with the society. The performance of a
business is judged on social standards.
5. Development of business education: Nowadays businessmen are
professionally qualified due to changing pattern of form of business. It is also
making it socially more responsible. Education has made people more conscious
as employees, customers, investors and owners.
6. Relationship between social interest and business interest: Businessmen
are able to find that social interest and business interest are correlated. The

544
 concept which existed earlier that no business can grow without exploitation of
others does not exist any more.
7. Development of professional, managerial class: Professional management is
also educated of the benefits it can get by fulfilling its social responsibility.
Professional managers are more interested in satisfying a multiple group of
interest groups in society for running their enterprises successfully than attaining
goal of profit maximization only.
Question 6. “A business owes curtain obligations towards different groups.”
Identify those groups and explain the obligation of business towards those
groups.
Or
Explain social responsibility of a business towards different interest groups.
Answer: Social responsibility of government towards different groups is explained
below:
1. Shareholders or investors: Social responsibility of business towards its
shareholders or investors is most important of all other obligations.
If a business satisfies its funders, they are likely to invest more money in a
project. As a result, more funds will flow in and the same can be utilised to
modernize, expand and diversify the existing activities on a larger scale. Happy
financiers can fulfill the rising demand of funds needed for its growth and
expansion.
2. Personnel: Social responsibility of business towards its personnel is important
because they are the wheels of an organization. Without their support, the
commercial institution simply can‘t function or operate.
If a business takes care of the needs of its human resource (for e.g. of office
staff, employees, workers, etc.) wisely, it will boost the motivation and working
spirit within an organization. A happy employee usually gives his best to the
organization in terms of quality labour and timely output than an unsatisfied one.
A pleasant working environment helps in improving the efficiency and productivity
of working people. A good remuneration policy attracts new talented
professionals who can further contribute in its growth and expansion.
Thus, if personnel are satisfied, then they will work together very hard and aid in
increasing the production, sales and profit.
3. Consumers or customers: Social responsibility of business towards its
consumers or customers matters a lot from sales and profit point of view. Its
success is directly dependent on their level of satisfaction. Higher their rate of
satisfaction greater is the chances to succeed.
If a business rolls out good-quality products and/or delivers better quality
services that too at reasonable prices, then it is natural to attract lots of
customers. If the quality-price ratio is maintained well and consumers get worth
for their money spends, this will surely satisfy them. In the long run, customer
loyalty and retention will grow, and this will ultimately lead to profitability.
4. Government: Social responsibility of business towards government‘s regulatory
bodies or agencies is quite sensitive from the license‘s point of view. If
permission is not granted or revoked abruptly, it can result in huge losses to an
organization. Therefore, compliance in this regard is necessary.
Furthermore, a business must also function within the demarcation of rules and
policies as formulated from time to time by the government of state or nation. It

545
 should respect laws and abide by all established regulations while performing
within the jurisdiction of state.
Some examples of activities a business can do in this regard:
(a) Licensing an organization,
(b) Seeking permissions wherever necessary,
(c) Paying fair taxes on time,
(d) Following labour, environmental and other laws, etc.
(e) If laws are respected and followed, it creates goodwill of business in the eyes
of authorities. Overall, if a government is satisfied it will make favourable
commercial policies, which will ultimately open new opportunities and finally
benefit the organization sooner or later.
Therefore, satisfaction of government and local administrative bodies is equally
important for legal continuation of business.
5. Local community: Social responsibility of business towards the local community
of its established area is significant. This is essential for smooth functioning of its
activities without any agitations or hindrances.
A business has a responsibility towards the local community besides which it is
established and operates from. Industrial activities carried out in a local area
affect the lives of many people who reside in and around it. So, as a
compensation for their hardship, an organization must do something or other to
alleviate the intensity of suffering.
(a) As a service to the local community, a business can build.
(b) A trust-run hospital or health centre for local patients.
(c) A primary and secondary school for local children.
(d) A diploma and degree college for local students.
(e) An employment centre for recruiting skilled local people, etc.
Such activities to some extent may satisfy the people that make local community
and hence their changes of agitations against an establishment are greatly
reduced. This will ensure the longevity of a business in the long run.
6. Environment: Social responsibility of business with respect to its surrounding
environment can‘t be sidelined at any cost. It must show a keen interest to
safeguard and not harm the vitality of the nature. A business must take enough
care to check that its- activities don‘t create a negative impact on the
environment. For example, dumping of industrial wastes without proper treatment
must be strictly avoided. Guidelines as stipulated in the environmental laws must
be sincerely followed. Lives of all living beings are impacted either positively or
negatively depending on how well their surrounding environment is maintained
(naturally or artificially). Humans also are no exception to this. In other words,
health of an environment influences the health of our society. Hence,
environmental safety must not be an option else a top priority of every business.
7. Community: Finally, social responsibility of business in general can also
contribute to make the lives of people a little better.
8. Some examples of services towards public include: (a) Building and
maintaining devotional or spiritual places and gardens for people,
(b) Sponsoring the education of poor meritorious students,
(c) Organizing events for a social cause, etc.
(d) Such philanthropic actions create a goodwill or fame for the business

546
 organization in the psyche of general public, which though slowly but ultimately
pay off in the due course of time.
IV. Higher Order Thinking Skills (HOTS)
Question 1. “Like an individual, business enterprise should also be a loyal citizen
to the state.” Discuss.
Answer: It has been rightly said that like an individual, a business enterprise should
also be a loyal citizen to the state. Therefore, it has to be kept in mind.
 Social needs of our country while deciding on what goods and services are to be
produced. Therefore, a businessman in India must prefer necessities to
cosmetics and dog food in a country like India where 26% people are below
poverty line.
 Production of liquor, tobacco and other undesirable products should be avoided.
 Production method should be used. If a country is labour abundant, the business
should give preference to labour intensive techniques.
Question 2. Describe the reality of social responsibilities of a company.
Answer: The biggest problem with CSR is not that it has limitations, nor is it concerning
its questionable ability to sufficiently address the problems it intends to ameliorate.
Rather, it is the fact that it takes people to a completely wrong direction. For many large
corporations, CSR is primarily a strategy to divert attention away from the negative
social and environmental impacts of their activities. In the Asian context, CSR mostly
involves activities like adopting villages for what they call a ‗holistic development‘, in
which they provide medical and sanitation facilities, build school and houses, and
helping villagers become self-reliant by teaching them vocational and business skills.
Such corporate strategies have been effectively hegemonic, providing a strong
legitimacy and license for corporations to sustain the exploitation of human and natural
resources. More importantly, it leads people to wrongly assume that the business
houses, and not the states, are responsible for citizens‘ basic rights to better education,
clean water, healthcare, etc. It disciplines the uninformed poor motivating them to
behave in ways that make state regulation obsolete, while leaving them at the mercy of
market forces.
Question 3. Business ethics and social responsibility are not synonyms but are
closely related. Substantiate.
Answer: Business ethics and social responsibility are the words that are almost used
as a common parlance interchangeably. While social responsibility is self explanatory,
ethics is a word that puts one in a dilemma. Social responsibility looks clearly defined
and demarcated. Companies have a policy of social responsibility known as Corporate
Social Responsibility whereby they commit to follow their businesses in such a way so
as to benefit the community at large. But ethics is a loose term that is dependent upon a
person‘s conscience. There are certain differences between the two and the two are not
overlapping completely.
Business Ethics
To understand business ethics, first we need to understand and spell out clearly the
word ‗ethics‘. Derived from ancient Greek word ethos, ethics has come to mean moral
character. Ethical behaviour is what is good or right. Ethical senses always make use of
good, bad, right and wrong. Applying this definition to business, we come to a
conclusion that though the primary objective of any business or company is to maximize
by the decisions taken by the company for the operation of business.
Business ethics is the behaviour of any business that it indulges in its dealings with the

547
community or society. For some, making money is all they are interested in, and this is
capitalism in its dirtiest form. These people are least concerned with the bad effects of
their business practices and the harm they are doing to the society at large. When
companies do not engage in good business ethics, they are penalised by the law. But
such cases are rare and the profits of companies engaging in unethical behaviour are
far more than these punitive fines.
Social Responsibility
Man is a social animal and cannot live in isolation. He is expected to behave in a
manner that is socially and morally acceptable to others. The same applies to
businesses. Though the primary objective of any business is to earn maximum profits
for the owners and shareholders, it is also expected to conduct its operations in a
manner that it fulfills its social obligations also. For example, though it is not binding on
any private sector company to provide employment to the disabled or weaker sections
of the society, it is considered to be a part of the social responsibility of the company to
absorb people from such sections of the society. Similarly though there is not written
law to compel a company to engage in acts to do something to reduce pollution or to do
something for the betterment of environment, taking up projects to clean up
environment are considered to be a part of the social responsibility of the company.
Difference between Business Ethics and Social Responsibility Though business ethics
and social responsibility seem to be overlapping, there has always been a contradiction
between the two.
1. Companies, though they are committed to be socially responsible for their
behaviour have been found to be engaging in acts that cannot be called ethical.
2. What is good for the society is sometimes not good for the business, and what is
good for the business is almost always not good for the society.
3. If the society is conscious, it responds in such a way that businesses are forced
to behave responsibly. The same applies to the administration and the judiciary
of any country.
4. For example, selling of liquor and tobacco in any society is not against business
ethics though it may be against the principles of social responsibility. The same
applies to lotteries and gambling. But it is certainly against business ethics as
well as against social responsibility to entice minors to engage in smoking and
drinking.

548
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- ECONOMICS (CLASS NOTES- SEPTEMBER 2024)
.PART- A: STATISTICS FOR ECONOMICS

UNIT – 3: STATISTICAL TOOLS AND INTERPRETATION

Chapter- 12: Index Number
Index Number
An index number is a statistical device for measuring changes in the magnitude of a
group of related variables. It represents the general trend of diverging ratios from which
it is calculated.
According to Croxton and Cowden, ―Index numbers are devices for measuring
difference in the magnitude of a group of related variables.‖
Methods of Constructing Index Numbers

Construction of Simple Index Numbers

There are two methods of constructing simple index numbers.
(i) Simple Aggregative Method In this method, we use the following formula
P01=ΣP1ΣP0×100
Here, P01 = Price index of current year
ΣP1 = Sum of prices of the commodities in the current year
ΣP0 = Sum of prices of the commodities in the base year
(ii) Simple Average of Price Relatives Method
According to this method, we first find out price relatives from each commodity and then
take simple average of all the prices relatives.
Price relatives, P01 =

Current year price (P1) divided by Base year price (P0)×100

We can find out price index number of the current year by using the following formula
We can find out price index number of the current year by using the following formula

P01=∑[P1P0×100]N

549
Construction of Weighted Index Numbers
(i) Weighted Average of Price Relative Method
According to this method, weighted sum of the price relatives is divided by the sum total
of the weight. In this method, goods are given weight according to their quantity, thus
P01=ΣRWΣWP01=ΣRWΣW
Here, P01 = Index number for the current year in relation to the base year
W = weight
R = price relative
(ii) Weighted Aggregative Method Under this method, different goods are accorded
weight according to the quantity bought therefore, suggested different techniques of
weighting some of well known methods are as under

Fisher‟s Method is considered as „Ideal‟ because

 It is based on variable weights.
 It takes into consideration the price and quantities of both the base year and
current year.
 It is based on Geometric Mean (GM) which is regarded as the best mean for
calculating index number.
 Fisher‘s index number satisfies both the Time Reversal Test and Factor Reversal
Test.
Consumer Price Index or Cost of Living Index Number
The consumer price index is the index number which measures the averages change in
prices paid by the specific class of consumers for goods and services consumed by
them in the current year in comparison with base year.
Construction of Consumer Price Index
 Selection of the consumer class
 Information about the family budget
 Choice of base year
 Information about prices
 Weightage – There are two ways of according weights
 Quantity weight
 Expenditure weight
The following formula is used to find consumer‘s price index
Consumer Price Index (CPI) = ΣWRΣWΣWRΣW
Wholesale Price Index (WPI)
The Wholesale Price Index (WPI) measures the relative changes in the prices of
commodities traded in the wholesale markets. In India, the wholesale price index
numbers are constructed on weekly basis.
Industrial Production Index
The index number of industrial production measures changes in the level of industrial
production comprising many industries. It includes the production of the public and the

550
private sector. It is a weighted average of quantity relatives. The formula for the index is
P01=Σq1×WΣW×100P01=Σq1×WΣW×100
Construction of Index Number of Industrial Production
 Classification of industries
 Statistics or data related to industrial production
 Weightage
Agricultural Production Index
Index number of agricultural production is weighted average of quantity relatives.
Sensex
Sensex is the index showing changes in the Indian stock market. It is a short form of a
Bombay Stock Exchange sensitive index. It is constructed with 1978-79 as the
reference year or the base year. It consists of 30 stocks of leading companies in the
country.
Purpose of Constructing Index Number
 Purpose of constructing index number of prices is to know the relative change or
percentage in the price level over time. A rising general price level over time is a
pointer towards inflation, while a falling general price level over time is a pointer
towards deflation.
 Purpose of constructing index number of quantity is to know relative change or
percentage change in the quantum or volume of output of different goods and
services. A rising index of quantity suggests a rising level of economic activity
and vice-versa.

___x___

551
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- HISTORY (CLASS NOTES- SEPTEMBER 2024)
CHAPTER- 6 (DISPLACING INDIENOUS PEOPLES)
(SECTION-IV)

Textbook Questions/Answers:
Question 1.
Comment on any points of difference between the native peoples of South and North
America.
Answer:
Owing to topographical differences, South Americans were hunter-gatherers,
agriculturists and herders. They were simple people contended with their means. In
North America, native people used to live in band in villages along the river valleys.
They ate fish and meat and cultivated vegetables and maize. The natives of South
America maintained empire, while the natives of North America did not maintain it.
Question 2.
Other than the use of English, what other features of English economic and social life
do you notice in 19th century USA?
Answer:
In the 19th century, the landscapes of America changed immensely. The Europeans
treated the land in a different way. Some of the migrants from Britain and France were
eager to have their own land in America. In the prairie grasslands, people from Poland
were happy to work. They wanted to buy huge properties at low cost. They cleared land
and developed agriculture. They introduced crops which could not grow in Europe and
therefore, could be sold for the profit. To protect their farms they hunted wild animals.
With the invention of barbed wire in 1873 they felt totally secured.
Question 3.
What did the ‗frontier‘ mean to the Americans?
Answer:
The conquest and purchase of land by the Americans resulted in the extension of
boundaries. The natives of America were compelled to move accordingly. The boundary
where natives reached was known as ‗Frontier‘.
Question 4.
Why was the history of the Australian native peoples left out of the history books?
Answer:
European settlers and native peoples interacted on the issue of land after the
emergence of North America. They were displaced by the Europeans. Early settlers
were convicts deported from England. Hence, they were unknown to the area. They had
not even their own tradition and history. Nothing has been written in American and
Australian history textbooks about the native peoples. That is why the Australian native
peoples were left out of history. It could be made possible from the decade of 1960‘s
that native peoples started keeping their records.

552
Question 5.
How satisfactory is a museum gallery display in explaining the culture of a people? Give
examples from your own experience of a museum.
Answer:
A museum gallery displays the culture of a people in the following ways:
• In museum, we seek information regarding dialects and languages.
• Remains of pots, apparels, ornaments and other things are displayed.
• Books, research papers, survey reports and works of historians and
archaeologists are kept in the gallery of museum.
• Icons of the ancient periods, the theology in its basic forms and coins are also
found in the museum. In fact, the museum is a storehouse of all the things symbolizing
cultures of human beings from prehistoric period to the present. These things display
cultures of the respective periods.
Question 6.
Imagine an encounter in California in about 1880 between four people: a former African
slave, a Chinese labourer, a German who had come out in the Gold Rush, and a native
of the Hopi tribe, and narrate their conversation.
Answer:
It is an activity based question. Students are advised to attempt it with the help of their
teachers.

Extra Very Short Questions/Answers:

Question 1.
Define the term ‗native‘.
Answer:
The term ‗native‘ refers to the birthplace of a person where he/she lives in. This term
was used by the Europeans to describe the inhabitants of colonised country.
Question 2.
Explain the term ‗Settler‘.
Answer:
The term ‗Settler‘ was used to describe the people who came from outside and settled
at a particular place or region. It was used for Britishers in Ireland, Dutch in South Africa
and the Europeans in America.
Question 3.
Which names were given by Europeans to the countries of the New World?
Answer:
• Canada
• America
• New Zealand
• Australia
Question 4.
What are the various terms used to describe the native peoples of New World?
Answer:
The various terms used for the native peoples of New World are aborigine, aboriginal,
First Nations peoples, Indigenous peoples, Native Americans and Red Indians.
Question 5.
What do you know about Wampum belts?
Answer:

553
These belts were made of colored shells sewn together. These belts were exchanged
by native tribes after signing a treaty.
Question 6.
Where did John Cabot reach?
Answer:
John Cabot reached New Found land in 1497.
Question 7.
List the items of exchange between the natives and Europeans.
Answer:
The items of exchange between the natives and Europeans were the following:
• The Europeans gave them iron vessel and alcohol.
• In return, they (the natives) gave Europeans fish and fur.
Question 8.
Why did the Europeans consider natives of America as uncivilized?
Answer:
The Europeans believed that literacy and urbanization are the basis of a civilized
society. The natives of America lacked all these. That‘s why they considered them
uncivilized.
Question 9.
When did Britain recognize the USA as an independent country?
Answer:
Britain recognized the USA as an independent country in 1781.
Question 10.
Name the crops grown by Europeans on their land in America. Why did they raise
them?
Answer:
The crops grown by Europeans were rice and cotton in their land in America. They
raised them because these crops could be sold for profit.
Question 11.
Why did the British and the French come to settle in America in the 19th century?
Answer:
The British and the French came to settle in America in the 19th century. Because
according to a tradition, the eldest son had the right to inherit the patriarchy. They came
to America in search of property and settled here.
Question 12.
Why did the people of Poland shift towards America during 15th century? Give two
reasons.
Answer:
The people of Poland shifted towards America because of the following:
• Large tracks of land were available at cheaper rates.
• The pasture land available here was of good quality.
Question 13.
How did the native peoples lose their land?
Answer:
After the expansion of the USA settlement, the natives were forced to move after
signing treaties and selling their land. The natives were paid very low price for the land
they sold.
Question 14.

554
Who made the historic declaration regarding slavery?
Answer:
The historic declaration regarding slavery was made by the US President Abraham
Lincoln.
Question 15.
Write any two factors responsible for the displacement of the natives by the Europeans.
Answer:
The factors responsible for the displacement of the natives were the following:
• The natives did not make the optimum use of their land.
• They did not try to follow European dress code or learn English.
Question 16.
What do you know about Gold Rush?
Answer:
The Europeans were quite optimistic about gold in North America. In the 1840s, traces
of gold were found in the USA. They created a mad race among the Europeans to enter
America in the hope of making good fortune. They just wanted to obtain gold to control
over the deposits of gold. This race among the Europeans is called Gold Rush.
Question 17.
Discuss a few objectives for the development of industries in North America.
Answer:
• To manufacture railway equipment to connect people from distant places.
• To make farming easier and production oriented various types of machines were
prepared.
Question 18.
By which name wild buffaloes were known in the USA? When were they completely
exterminated?
Answer:
Wild buffaloes were known as ‗Bison‘ in the USA. They were completely exterminated
by 1890 CE.
Question 19.
What was the aim of Indian Reorganisation Act? When was it implemented?
Answer:
Indian Reorganisation Act gave natives in reservations the right to buy land and take
loans. It was implemented in 1934.
Question 20.
Name the various terms used for the native peoples of North and South America and
the Caribbeans.
Answer:
The various terms used for native peoples of North and South America and the
Caribbeans were American-Indian, Amerind or Amerindian.
Question 21.
What do you know about Red-Indians?
Answer:
Red-Indians, i.e., brown complex people is the name given to the people living in the
island of Guanhani in the Bahamas.
Question 22.
When was America discovered?
Answer:

555
America was discovered in 1492 by Christopher Columbus.
Question 23.
When and by whom was ―Declaration of Indian Rights‖ prepared? What was its
significance?
Answer:
In 1954, ―Declaration of Indian Rights‖ was prepared by the US natives. It is significant
because it was thought that they will assert their right to their own culture.
Question 24.
What did the term ‗Join the mainstream‘ imply?
Answer:
‗Join the mainstream‘ implied that the natives would adopt European culture and
abandon their modes of separate identity.
Question 25.
What is the significance of ―The Declaration of Indian Rights‖? When was it prepared?
Answer:
―The Declaration of Indian Right‖ implied that the natives were much reduced in
numbers from what they had been in the 18th century. They were able to assert their
rights to their own cultures. It was prepared in 1954.
Question 26.
Define the concept of‗Aborigines‘.
Answer:
‗Aborigines‘ refers to the indigenous inhabitants of a country, colonised by Europeans. It
is generally the name given to a number of different societies of Australia who arrived
here and settled in the continent over 40,000 years ago.
Question 27.
How many native communities were in Australia in the late 18th century? What was
their unique quality?
Answer:
There were about 350 to 750 native communities in Australia in the late 18th century.
Each community had its own language.
Question 28.
Why are past centuries called the ‗dream time‘ in context to Australia?
Answer:
The past centuries are called the ‗dream time‘ because there is no distinction between
the past and the present when we talk about Australia.
Question 29.
Who were Torres Strait Islanders?
Answer:
Torres Strait Islanders were the large group of indigenous peoples living in North
Australia. They belonged to different races and also migrated from elsewhere.
Question 30.
When was Canberra made the capital of Australia? What was it called before becoming
the Australian capital?
Answer:
Canberra was made the capital of Australia in 1911. The name is taken from a native
word Kamberra which means meeting place.
Question 31. .
Who was Judith Wright?

556
Answer:
Judith Wright was a famous Australian writer who fought for the rights of the Australian
aborigines.
Question 32.
What do you know about W.E.H. Stanner?
Answer:
W.E.H. Stanner was an Australian anthropologist who delivered a lecture in 1968
entitled ‗The Great Australian Silence‘.
Question 33.
Who were the Cherokees?
Answer:
The Cherokees were the original inhabitants of Georgia. It was an American state.

Short Questions/Answers:
Question 1.
What do you understand by ‗Imperialism‘? Name a few countries who encouraged
imperialism.
Answer:
When a country establishes its economic and political control over any other country it is
known as imperialism. The imperial country tries to maintain its strict control over the
resources of colonial countries.
The countries which encouraged the policy of imperialism were the following:
• Great Britain
• Spain
• France
• Holland
• Portugal
Question 2.
Discuss the physiographic features of the continent of North America.
Answer:
Physiographic features of the continent of North America:
• This continent extends from Arctic Circle to the Tropic of Cancer, from the Pacific
to the Atlantic Ocean.
• The Rocky Mountain chain is to the east of the Great plains, the Great Lakes, the
valleys of the Mississippi and the Ohio and the Appalachian Mountains.
• The Great lakes, the valleys of Mississippi and Ohio, and the great plains lie
toward the east of the continent.
• Mexico is situated towards its south.
Question 3.
What do you know about the earliest inhabitants of North America?
Answer:
It is estimated that the earliest inhabitants of North America came from Asia on a land
bridge across the Bering Straits about 30,000 years ago. They moved towards the south
during the Ice Age 10,000 years ago. The oldest artefact was found in America about
11,000 years ago. About 5000 years ago due to climatic stability population began to
increase. Before the advent of Europeans, the native Americans used to live along the
river valleys and produced crops such as maize and several kinds of vegetables.
Question 4.

557
How did the exchange of goods between the European traders and the natives of North-
America prove beneficial for the Europeans?
Answer:
After arriving North America, the European traders came to know that the native
peoples assembled regularly at the bank of the river Mississippi with an objective for
exchange of goods. They exchanged handicrafts and food items. Only those goods
were exchanged which were not available in a particular region. The European traders
took part in the exchange of food items with an objective to boost their trade. They gave
items like blankets, vessels, and gun. These items proved beneficial for the natives in
one or another way. Before the advent of the Europeans the natives were not familiar
with the wine. But the European made them addicted of wine. It proved very beneficial
for the Europeans and succeeded in dictating their terms to the natives.
Question 5.
What were the views of natives regarding trade and the Europeans?
Answer:
Natives‘ views regarding trade:
They had different views as compared to Europeans. The natives considered exchange
of gifts between friends as a social behavior but for the Europeans it was just for profit
making. The European traders wanted to earn more money by selling items such as fish
and fur. The natives were unable to understand why the European traders sometimes
offer so much in lieu of exchange of goods and at other time they offer so little for the
same. They did not know any thing about trade. Views about the Europeans: They
remained unaware about the Europeans for quite a long-time. In their folk tales, they
portrayed the white people, i.e. the European traders as greedy and foolish people.
Question 6.
Discuss the views of Washington Irving regarding the natives.
Answer:
Washington Irving was a famous American writer who personally got a chance to meet
North American natives. According to him, they lived with the white people and spoke
less. Because they were unaware about their language. When they gathered together,
they did not miss even a single chance to entertain themselves by mocking at the
Europeans. The Europeans, on the other hand, believed that the natives respected
them because they impressed the Indians with their magnificence and glory. But it was
a fact that the Europeans did not treat the natives with respect.
Question 7.
Why did the Europeans start to come and settle down in America during 19th century?
Write any three reasons behind it.
Answer:
The Europeans started to come and settle down in America during 19th century. The
possible reasons behind it were the following:
• In France and Britain the younger sons had no right to inherit their father‘s
property. Therefore, they were eager to buy their own property and took keen interest to
settle down in America.
• The farmers of Germany, Italy and Sweden had lost their land to big landlords.
Now, they wanted to own some land and migrated to the USA in search of pasture-
land.
• The people of Poland also started migrating to America, because here land was
available at comparatively less rates. The Polish people were quite happy to work in

558
Prairie grasslands because it reminded them about the steppes to their home town. It
encouraged them to buy more land here.
Question 8.
How will you justify that the Europeans and the natives of America had different
perceptions regarding forests and agriculture?
Answer:
Both the Europeans and the natives of America had different perceptions regarding
forests and agriculture. The Europeans cleared the forests with iron tools to make it
ready for agriculture. Doing so they wanted to increase the area under maize and other
crops. The natives were surprised at their activities. They never used to grow crops as
much as required for subsistence. They never taught about growing crops to make
profit. They believed that forests are their source of strength and considered it a sin to
cut them. In this way, they had different perceptions regarding forests and agriculture.
Question 9.
Discuss the methods adopted by the Europeans to displace the natives.
Answer:
With the expansion of European settlement in America, natives were displaced from the
region concerned. The methods adopted by the Europeans to displace the natives were
the following:
• They used to inspire the native peoples to abandon those regions.
• In case the natives refused to abandon those areas, they were threatened.
• They had deceitfully acquired more land from the natives and forced them out
from here.
Question 10.
How did the Europeans justify the displacement of the natives?
Answer:
The Europeans justified the displacement of the natives by saying that they (the natives)
did know the judicious use of their land. They criticized them by calling them sluggish.
They were unaware about their crafts skill to produce goods for the market. Natives
were also criticized on the ground that they were not interested in learning English and
wearing western dress. So they deserved to die out. Wild bisons were killed on a large
scale to clear prairies for farmland.
Question 11.
Write on the following:
(i) The Gold Rush
(ii) Position of natives in Australia
Answer:
• The Gold Rush: It was expected that there was gold in America. Traces of gold
were found in the USA, California in the 1840‘s. It only led to the ‗Gold Rush‘. A lot of
Europeans went to America in the expectation of making a quick fortune. It
• also led to the building of railway lines throughout the continent. Thousands of
Chinese workers were also recruited.
• Position of natives in Australia: In the late 18th century, there were about 350-
750 native communities. Each community had its own language. Most of the
communities resided in the north, i.e. called Torres Strait Islanders. Hence, the word,
‗aborigines‘ is not used to describe them as they migrated from different places and
belonged to a different race.
Question 12.

559
Why did the relations between the Europeans and native Australians become strained?
Answer:
Captain Cook, a British sailor discovered Australia in 1770. Initially, the relations
between the Europeans and native Australians were cordial. But with the assassination
of James Cook by a native, the relations between the Europeans and the native
Australians strained. They adopted a hostile attitude towards them.
Question 13.
Discuss the contribution of W.H.O. Stanner in understanding the culture of the natives.
Answer:
The Europeans made no sincere efforts to understand the Australian natives and their
culture. It was due to their hostile attitude towards the natives. In their books, the
Europeans too described their achievements. It was projected that the natives had
neither any indigenous culture, nor had they any history of their own. In 1968 W.E.H.
Stanner published his famous book named, ―The Great Australian Silence‖. In it, he
encouraged the Europeans to trace and understand the historical roots of the natives of
Australia. It was indeed a commendable step.
Question 14.
What do you understand by Terra nullius?
Answer:
Terra nullius means belonging to no body. The govt, of Australia always termed the land
of Australia terra nullius. The rights of the natives were also undermined. Terra nullius
was legally invalid.
Question 15.
Discuss the beginning of economic development in Australia with the establishment of
European colonies.
Answer:
With the coming of Europeans and establishment of their colonies in Australia, the
process of economic development seeded up.
• The Europeans established larger sheep-rearing farms. They kept and reared the
sheep Marino.
• They cleared forest for the development of agriculture.
• Production of wheat was encouraged and large vineyards were established to
encourage the wine industry.
• Mining industry was also encouraged which laid the foundation of prosperity of
Australia.
Long Questions/Answers
Question 1.
Discuss the features of the lifestyle of the native peoples of North America.
Answer:
The features of the lifestyle of the native peoples of North America were as follows:
• Living of the people: In North America, the people lived in bands, in villages
along the bank of the river valley.
• Diet: The people used to grow crops such as maize and different types of
vegetation. They also ate fish and meat and went on hunting at far off places in search
of wild buffaloes called bison.
• Economy: The people believed in subsistence economy. They used to grow as
much crops as required to fulfill their basic needs.

560
• Land as a resource: They claimed their rights over the ownership of the land and
were satisfied with the food and shelter available. There was no conflict with them for
securing their rights over the ownership of land.
• Exchange of gifts: The natives of America used to live a life based on the
principle of togetherness and mutual friendship. They did not indulge themselves into
sale or purchase of goods. Thus, they used to exchange gifts amongst them.
• Language: The natives used to speak a number of languages. But names of
these were not written down.
• Clothes: The natives of North America were skilled craftsmen and knew the art of
weaving best quality of clothes.
Question 2.
How would you interpret the expansion of the USA? Also discuss the development of
agriculture in the USA.
Answer:
Expansion of the USA
The USA and Canada came into being towards the end of the 18th century. They
occupied only a fraction of land. The imperial power of that time established 13 colonies
on its eastern coasts with an objective to gain her independence from Britain. In 1776,
they declared a war against Britain.
This war continued till 1783 and came to an half with the defeat of Britain. In this way,
independence of the United States of America came into being. The USA took long time
to reach the present boundaries. America started expansion towards the west. To reach
its present boundary, the southern region was won from Mexico. This southern
expansion of America resulted in the displacement of the natives time and again. By
1892, America reached its present strength.
Agricultural Development
The Europeans in America had purchased large size of landholdings. They cleared
forests and brought more land under cultivation. They produced crops like rice and
cotton. These crops were sold in European market to earn more profits. To protect the
crops from the dangers of wild predators they hunted on larger scale. The invention of
barbed wire proved to be a milestone in the development of agriculture in America.
Question 3.
What do you know about the slavery system in the USA? How was it abolished?
Discuss.
Answer:
The climatic condition of the southern region was too hot. The Europeans were not able
to work outdoors. Their main intention was to employ slaves as workers. The natives of
South American colonies who had been enslaved had died in great numbers. As a
result, the plantation owners bought slaves in Africa. There was a wide protest by
anti¬slavery groups that led to a ban on slave trade. But the Africans who lived in the
USA remained slaves.
The economy of the north was completely different from the south. The northern states
of America began to raise their voice against this practice. But the southern states were
not interested in abolishing it. This led to a war between the two nations. This war
continued till four years, i.e. from 1861 to 1865. The northern states emerged victorious
in this war. Hence, the institution of slavery was finally abolished. Abraham Lincoln, the
then President of America played a remarkable role in the abolition of slavery.
Question 4.

561
What do you know about wind of change in the USA and Canada?
Answer:
Till 1920s, the position of the native peoples of the USA and Canada did not improve. In
1928, a survey was conducted by Lewis Menon in which he narrated the grim picture of
terribly poor people. The factors responsible for the winds of change were as follows:
Indian Reorganisation Act, 1934 In 1934, the Indian Reorganisation Act was introduced.
Under the provision of this act, the natives living in reserves were given the right to buy
land and take loans. Indeed, it was a landmark step in the history of natives. Declaration
of Indian Rights, 1954
Between 1950 to 1960, the Governments of America and Canada thought to abolish all
special provisions for the natives. They hoped that the natives will support their ideas to
abolish privileges. But the natives did not do it. As a result of this, in 1954 many
prepared a document named Declaration of Indian Rights. In it, they said that they will
accept the citizenship of America on the terms that their reserves will not be taken back
and there will be no interference in tradition.
In 1969, the government announced that they would not recognise aboriginal rights in
Canada. The natives gave their support. They organised opposition by holding debates
and a series of demonstrations. By the Constitution Act of 1982, they accepted the
existing aboriginal and treaty rights of the natives.
Question 5.
Write a description about the winds of change in Australia.
Answer:
Several factors were responsible for the winds of change in Australia. An account of the
factors responsible for winds of change are listed below:
• The Europeans were very hostile towards the natives of Australia. Since a long-
time, they (Europeans) made no sincere efforts to improve their conditions. In their
literature, the Europeans portrayed themselves superior as compared to the natives. In
1968, W.E.H. Stanner published a book entitled ―The Great Australian Silence‖ that
encouraged the Europeans to trace and understand the historical roots of the natives of
Australia.
• Henry Reynolds in his book, ―Why Weren‘t We Told‖ criticised the tradition of
writing of Australian history. According to the Europeans, the history of Australia began
with its discovery by Captain Cook. He believed that the study of native culture and
civilization must be encouraged. His ideas inspired the Europeans to know about
historical antecedents of the natives.
• The Europeans established separate department in universities to study the
culture of the natives. To understand the local culture they also established museums
and galleries of native art. Undoubtedly, it was a commendable step. It encouraged the
Australian government to adopt the policy of multiculturalism. It aimed at providing equal
respect for the culture of natives.
• A great Australian writer, Judith Wright spearheaded a powerful movement for
the rights of the natives. She was of the opinion that the policy of keeping the whites
and the natives separate may pose a great threat to the coming generation. She wrote
many impressive poems which had intense effects on the hearts of people.
• The natives realized that the Europeans had made no agreement with them. It
was due to this fact that the Australian government always used to call the land, Terra
Nullius, which means that land belongs to none. This verdict recognized their claims of
natives over the land prior to 1770.

562
• There was also a long and agonising history of children of mixed blood that was
being forcibly captured and separated from their native relatives. These children were
denied all sorts of rights.
Passage Based Questions:
Read the following passages and answer the questions that follow: (Example)
Passage 1.
It is interesting to note that another writer, Washington Irving, much younger than
Wordsworth and who had actually met native people, described them quite differently.
‗The Indians I have had an opportunity of seeing in real life are quite different from those
described in poetry…Taciturn they are, it is true, when in company with white men,
whose goodwill they distrust and whose language they do not understand; but the white
man is equally taciturn under like circumstances. When the Indians are among
themselves, they are great mimics, and entertain themselves excessively at the
expense of the whites… who have supposed them impressed with profound respect for
their grandeur and dignity… The white men (as I have witnessed) are prone to treat the
poor Indians as little better than animals.‘
Questions:
(i) Who is the author of this passage? How did he describe a native?
(ii) How did William Wordsworth and French philosopher Rousseau view the natives
differently?
(iii) What are the different names used in English to describe native peoples of New
World?
Answers:
(i) This passage is written by Washington Irving. According to him, the native might be
impressed by the grandeur and dignity of ‗whites‘ but he saw through distrust and
goodwill of the whites. He regarded them as great mimics who entertain themselves
excessively at the expense of the whites.
(ii) Rousseau viewed the natives as ‗the noble savages‘. The poet William Wordsworth
depicted them as living amid wilds with limited powers of emotions and imagination.
(iii) Different names/terms that are used in English to describe the native peoples of
New World are Aborigines, Aboriginal, American Indians, Amerind, Red Indians, Native
Americans, etc.

Assignments:
Passage 2.
Thomas Jefferson, third President of the USA, and a contemporary of Wordsworth,
spoke of the natives in words that would lead to a public outcry today:
This unfortunate race which we have been taking so much pains to civilize… have
justified extermination.
Questions:
(i) Who was Thomas Jefferson?
(ii) Why was Thomas Jefferson known for?
(iii) What were his views about the native Americans?
Passage 3.
‗Kathy my sister with the torn heart,
I don‘t know how to thank you
For your dreamtime stories of joy and grief
Written on paperbark.

563
You were one of the dark children I wasn‘t allowed to play with
Riverbank campers, the wrong colour (I couldn‘t turn you white.)
So it was late I met you,
Late I began to know
They hadn‘t told me the land I loved
Was taken out of your hands.‘
-‗Two Dreamtimes‘, written for Oodgeroo Noonuccal
Questions:
(i) What do you know about Judith Wright?
(ii) How did the European settlers treat the natives?
(iii) How did things begin to change for the natives in Australia?
Passage 4.
Karl Marx (1818-83), the great German philosopher, described the American frontier as
―the last positive capitalist utopia…the limitless nature and space to which the limitless
thirst for profit adapts itself.‖
—‗Bastiat and Carey‘, Grundrisse
Questions:
(i) Who was Karl Marx?
(ii) What made him popular?
(iii) What was his opinion about the American frontier?

Map Work:
Question 1.
On the map of Australia mark and locate the following:
(i) Perth
(ii) Sydney
(iii) Adelaide
(iv) Darwin
(v) Melbourne
(vi) Canberra

564
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- POLITICAL SCIENCE (CLASS NOTES- SEPTEMBER 2024)
CHAPTER: 6
“JUDICIARY” (PART- 1)

Textbook Questions/Answers:
Question 1.
What are the different ways in which the independence of the judiciary is ensured?
Choose the odd ones out.
(i) Chief Justice of the Supreme Court is consulted in the appointment of other judges of
Supreme Court.
(ii) Judges are generally not removed before the age of retirement.
(iii) Judge of a High Court cannot be transferred to another High Court.
(iv) Parliament has no say in the appointment of judges.
Answer:
The different ways to ensure the independence of judiciary:
(ii) The judges are generally not removed before the age of retirement.
(iv) Parliament has no say in the appointment of judges.
(i) and (iii) are the odd ones out.
Question 2.
Does independence of the judiciary mean that the judiciary is not accountable to any
one? Write your answer in not more than 100 words.
Answer:
The independence of judiciary does not mean that judiciary is not accountable to any
one. But it means:
 No other organ of the government would restrain the functioning of judiciary.
 The judges can perform their functions without any fear or favoritism.
 Judiciary is accountable to the constitution of India, to the people of India and to
the democratic traditions.
Question 3.
What are the different provisions in the constitution in order to maintain the
independence of judiciary?
Answer:
The independence of judiciary means that other organs of government should not
interfere in the functioning and decisions of the judiciary and judiciary can perform its
duties without any favour or f2ar. It enjoys various provisions in constitution to ensure
independence of judiciary as follows:
 Parliament has no say in the appointment of judges to avoid politics.
 The judges enjoy a fixed tenure as they hold their office till the age of their
retirement and the constitution prescribes very difficult procedure for exceptional
cases if required.
 The action and decisions of the judges are immune from personal criticism.
 The salaries and allowances of the judges are not subjected to the approval of
the legislature as per the constitution.
 The judiciary can penalise them who are found guilty of the contempt of court.

565
  The constitution specifically bars the Parliament from discussing the conduct of
the judges except the impeachment proceedings.
Question 4.
Read the following statements. Match them with the different jurisdictions the Supreme
Court can exercise – Original, Appellate, and Advisory.
1. The government wanted to know if it can pass a law about the citizenship status of
residents of Pakistan-occupied areas of Jammu and Kashmir.
2. In order to resolve the dispute about river Cauvery the government of Tamil Nadu
wants to approach the court.
3. Court rejected the appeal by people against the eviction from the dam site.
Answer:
Original Jurisdiction: The cases which can be directly considered by the Supreme Court
without going to the lower courts earlier.
Appellate Jurisdiction: The Supreme Court is the highest court of appeal against the
decisions of the high courts but it should be certified that the case is fit for appeal.
Advisory Jurisdiction: The President can refer any matter which is of public interest but
is not binding on the President to accept the advice‘s as it is.
 The government wanted to know if it can pass a law about the citizenship status
of residents of Pakistan-occupied areas of Jammu and Kashmir. It is an Advisory
Jurisdiction.
 In order to resolve the dispute about river Cauvery the government of Tamil Nadu
wants to approach the court.It is an Original jurisdiction.
 Court rejected the appeal by people against the eviction from the dam site. It is
an Appellate Jurisdiction.
Question 8.
In what way can public interest litigation help the poor?
Answer:
 Since 1979, the court has changed the trend for the poor in the situation or case,
if the case was filed by others on behalf of aggrieved persons.
 This case involved an important issue of public interest which involved the
betterment of life conditions of the poor.
 Even the voluntary organisations sought judicial intervention for protection of
existing rights of the poor.
 Public Interest Litigation (PIL) is a tool. For judicial activism which include
protection of environment, prohibition of trafficking especially of women, bonded
labour, grievances of weaker sections and relief for under trial prisoners in jail,
etc.
 Example: Hussainara Khatoon vs. Bihar case, a petition was filed by an advocate
in favour of many prisoners in Bihar who spent long years in jail and released
after the Supreme Court heard the case.
 The problems of the poor are of different kinds which can be solved by the
intervention of Supreme Court after filing Public Interest Litigation (PIL).
Question 9.
Do you think that judicial activism can lead to a conflict between the judiciary and the
executive? Why?
Answer:
Yes, the judicial activism can lead to a conflict between the judiciary and the executive
because judicial activism has a great impact on the political system.

566
  Judicial activism make the electoral system much more easy by making it free
and fair.
 The courts guided the candidates to file an affidavit which gives details of their
assets and income alongwith educational qualification to let the voters know
about them and to make executive much more accountable.
 This gives a dissatisfaction to the candidates and judicial activism has blurred the
line of distinction between the executive and legislature on the one hand and the
judiciary on the other. The court has been involved in resolving issues which
belong to the executive.
 Reducing air or sound pollution or investigating cases of corruption or bringing
about electoral reform is not the duty of judiciary, these are the duties to be
performed by the executive. Hence, sometimes judicial activism can lead to a
conflict between the judiciary and executive.
Question 10.
How is judicial activism related to the protection of fundamental rights? Has it helped in
expanding the scope of fundamental rights?
Answer:
The constitution of India grants the following Fundamental Rights to its citizens:
 Right to Equality
 Right to Freedom
 Right against Exploitation
 Right to Freedom of Religion
 Cultural and Educational Rights
 Right to Constitutional Remedies
All the said fundamental rights are protected under the ‗Right to constitutional
Remedies‘ (Article 32 and 226) by providing the writs of habeas corpus, mandamus,
quo-warranto, prohibition and certiorari. The Supreme Court can declare the concerned
law as unconstitutional and therefore non-operational. (Article 13). The power of judicial
review of the Supreme Court on the ground that they violate the fundamental rights.
Hence, judiciary is enabled to protect the constitution effectively and the rights of
citizens as well. The practice of entertaining the Public Interest Litigation has also
further added to the power of the judiciary in protecting the rights of citizens.
Various writs under Right to Constitutional Remedies:
Habeas Corpus:
 If somebody is taken into custody against the spirit of laws.
 The detainer is ordered to produce the detainee before the court.
Mandamus:
 Issued by Supreme Court to the lower court, official, etc.
 To protect the right of petitioner and to get duties done by authority against whom
writ is issued.
Quo warranto:
 Issued to individual who has usurped a public office.
 Through the writ, the person is asked to hold the said office.
Prohibition:
 Issued by a higher court to a lower court.
 It is issued when either the lower court exercises the powers beyond its
limitations.
Certiorari:

567
  Issued alongwith the writ of prohibition.
 A higher court orders a lower court to send the records concerned with a care
therewith to the former.

Very Short Questions/Answers:

Question 1.
What do you mean by judiciary?
Answer:
Judiciary is an important organ of the government to punish those who violate the laws
passed by legislature.
Question 2.
Mention the age of retirement of a judge of high court.
Answer:
The age of retirement of a judge is 62 years or he can resign also before completion of
his retirement age.
Question 3.
In how many categories, can the court cases be divided?
Answer:
Civil cases, i.e. matters related to money, property, inheritance, marriage disputes, etc.
Criminal cases, i.e. theft, robbery, murder, etc.
Question 4.
Mention the qualifications of a high court judge.
Answer:
 He should be a citizen of India.
 He must have been an advocate in any high court of India.
 He must have worked for at least 10 years on judicial post.
Question 5.
Mention the jurisdiction of powers of the Supreme Court.
Answer:
Original, Appellate and Advisory jurisdiction.
Question 6.
What do you mean by Lok Adalats?
Answer:
Lok Adalats are popular courts which decide cases at a much quicker speed.
Short Questions/Answers:
Question 1.
Write down the composition of the Supreme Court of India.
Answer 1.
 Supreme Court of India consists of a Chief Justice and 25 other judges.
 The judges of the Supreme Court are appointed by the President in the
consultation with such judge to whom he feels appropriate for the same?
 In appointing other judges, the President will consult with the Chief Justice of
India.
 A judge of Supreme Court holds office till the age of 65 years.
Question 2.
How can a judge of Supreme Court be removed from his office?
Answer:
A judge of the Supreme Court can be removed from his office before his term expires

568
on the ground of incapacity or misbehavior if Parliament approves it by a majority of
two-third members of the Parliament (Both the houses) present and voting. Finally, the
President exercises the right to remove a judge if impeachment is proved.
Question 3.
What is the original jurisdiction of the Supreme Court?
Answer:
The Supreme Court enjoys the original jurisdiction in the following:
 A case where jurisdiction can be initiated at first instance.
 Between the union of India and any state or states and one or more states on the
either side.
 Between the union and one or more states.
 Between two or more states.
Question 4.
What are the Advisory Powers of the Supreme Court of India?
Answer:
The Supreme Court advises the President on matters of public importance and law after
full consideration of the subject concerned. It is upto the President only either he
accepts the advice or not.
Question 5.
What is the composition of a high court in a state?
Answer:
 The number of judges in the high court is not fixed. It is fixed by the President
only.
 Every high court has a Chief Justice and other judges to be fixed by the
President.
 On the appointment of Chief Justice, the President consults the Chief Justice of
India and the Governor of the state concerned.
 While other members‘ appointment is consulted with the Governor of state and
Chief Justice of high court.
Question 6.
What is judicial review exercised by the high court?
Answer:
High court can strike down any order or law of the state of the executive if it violates the
provision of the constitution or takes away the fundamental rights of people.
Question 7.
What are the powers of the high court?
 The matters concerning the fundamental rights, will and contempt filed directly in
the high court.
 A high court controls the working of the lower courts as it lays down rules and
regulation for their working.
 It entertains the appeals against lower courts in civil or criminal cases to be
decided by session judge or district judge.
Question 8.
How can a judge of the high court be removed from the office?
Answer:
Under Article 124, the President will make order to remove a judge only after an
address of each house of Parliament to be supported by two-third majority of members
present and voting.

569
Question 9.
What are the powers of the District Court?
Answer:
 Deals with the cases arising in a district.
 Considers appeals on decisions of lower courts.
 Decides cases of serious criminal offences
Question 10.
Give some suggestions to ensure speedy and inexpensive justice in India.
Answer:
 The instruments of judicial activism should be availed, i.e. Public Interest
Litigation which has expanded the idea of rights and duties even to those, who
cannot approach the courts easily.
 The pendency of cases should be expediated and decided at the earliest
possible.
 Some new courts should be established as well as the fees of courts and
advocates should be controlled upto minimum extent.
 Lok Adalats should be established more and these should be publicised also, so
that maximum people could get justice in a speedy manner.
Question 11.
What is the jurisdiction of the high courts?
Answer:
 The high courts are empowered to issue orders, directions and writs for the
enforcement of fundamental rights and for any other purpose also.
 The high courts of Mumbai, Chennai and Kolkata exercises original jurisdiction
as they had before the enforcement of the new constitution on the cases
involving hearing of Christians Parsis.
 The above-mentioned high courts also exercise the original jurisdiction when the
amount involved is more than ? 2,000 and in criminal cases, it extends to cases
committed to them by presidency Magistrates.
 The jurisdiction of the high courts also extends to the matters of administration,
matrimonial, contempt of court and cases transferred from a lower court.
Question 3.
What are Lok Adalats? Explain.
Answer:
 Lok Adalats resolve disputes on the basis of discussion, counselling to provide
speedy and Chief Justice alongwith the mutual and free consultation of the
parties concerned.
 Lok Adalats reduce time and expenditure also.
 These were established to eliminate delay in imparting justice and to speed up
clearance of pending cases earliest possible.
 In 1985, in Delhi, the first Lok Adalat was held and 150 cases were decided
within a single day.
Question 4.
What is Public Interest Litigation? Explain.
Answer:
 The Public Interest Litigation was initiated by some judges of the Supreme Court.
 PIL can register a complaint through an application or mentioned on postcartd.

570
  PIL has been used to provide reliefs for undertrial prisoners in jails, acquisitions
of cycle, rickshaws by licensed rickshaw pullers, prohibition of human trafficking,
etc.
 Due importance is given to the weaker sections, bonded labour, women and
children.
 The PIL acquired new dimensions under the leadership of former Chief Justice
P.N. Bhagwati.
Question 5.
What is the importance of judiciary in a democratic country like India?
Answer:
Judiciary plays an important role in imparting justice to people due to complex nature of
society. Hence, it performs the following functions:
 The judiciary acts as a custodian of the constitution by interpreting it in a proper
manner as it can declare any law passed by legislature ultra vires and
unconstitutional if it is against the spirit of constitution.
 The judiciary performs the legislative functions by way of giving judge made laws
to fill up the gap between the legislature and society.
 The judiciary performs some administrative functions by keeping a check on the
smooth functioning of each court.
 The judiciary advice‘s the head of the state on the validity of particular law so that
it can not be declared unconstitutional after it is passed.
 It is the duty of the judiciary to see whether the people could enjoy their
fundamental rights without any contradiction.
 The judiciary look after minors, issues licenses, grant probates, bails and
administer oath of office, etc.
Question 6.
Mention those factors which ensure the independence of the judiciary in India.
Answer:
 Judges of Supreme Court and high court are appointed by the President of India
on the consultation of Chief Justice and governor of the state in the case of high
court. Hence, appointment of judges make it independent, free from any pressure
of political parties.
 The judges of India are supposed to be highly qualified because a highly
qualified person can judge the cases in an independent manner as‘ well as they
are expertise of law on the basis of experience of five or ten years as an
advocate.
 The method to remove judges in India, is very difficult because no judge can be
removed from the post before he attains the age of retirement.
 A judge enjoys a fixed tenure of his service till the age of retirement and avails
more experience and delivers justice on honest and sincere basis.
 To make judges impartial they are provided with the handsome salaries so that
they could not accept bribe or run after money.

Long Questions/Answers:
Question 1.
Explain the composition, original and appellate jurisdiction of Supreme Court of India.
Answer:
Composition:

571
As per Article 124 (1) of the constitution provides that Parliament does not make
provisions for the appointment of judges through a law as the Supreme Court shall have
a Chief Justice and seven other judges. But this number has been increased several
times by Parliament. Hence, at present there is a Chief Justice and 25 other judges.
Appointment and Tenure: The Chief Justice is appointed by the President of India and
other judges are also appointed by the President on consultation with the Chief Justice.
The judges hold their office till the age of retirement till they complete 65 years of age.
Original Jurisdiction:
As per Article 32, the original jurisdiction of the Supreme Court extends, to issue various
writs to enforce Fundamental Rights of the people and the high court enjoys concurrent
jurisdiction over them.
The following cases of center and states directly come under the original jurisdiction of
the Supreme Court:
 The dispute between the central government and state government.
 The central government and one or more states on the one hand and one or
more states on the other or
 Two or more states are involved in the disputes.
But no such case will come under its jurisdiction (original) which is concerned with a
treaty of contract to be negotiated before the enforcement of the constitution or a
contract in which it is given specifically that the contract will not be taken to the
Supreme Court.
Appellate Jurisdiction: The Appellate jurisdiction of the Supreme Court is classified into
three types as constitutional, criminal and civil:
1. Constitutional Appeals:
 An appeal to the Supreme Court against the decision of high court for the
interpretation of the constitution.
 Such appeal can be brought to the Supreme Court if high court certifies to
require an interpretation in that particular case.
 If the Supreme Court grants a special leave of appeal.
2. Criminal Appeals:
 If high court certifies that a case is fit to take to the Supreme Court for an appeal.
 If a criminal acquitted by a lower court and is sentenced to death by high court.
 If a high court awards death sentence in a case which it had taken from a lower
court undecided.
3. Civil Cases‘ Appeals:
 The 30th amendment in 1972 brought some significant changes in civil
proceedings against a judgement of high court required that the amount involved
in subject matter of dispute should not be less than ? 20,000 for invoking the
Appellate jurisdiction of the Supreme Court.
Question 2.
Explain the composition and jurisdiction of the subordinate courts at the district level in
India.
Answer:
The jurisdiction of the subordinate courts at the district level is classified into:
(a) The Criminal Courts
(b) The Civil Courts
(c) The Revenue Courts
(а) The criminal courts:

572
  The highest court in a district is the District and session judges‘ court to be
empowered to hear both the civil and criminal cases.
 The District and Session judges, both are the same person‘ in case of hearing of
civil cases, the same judge is known as session judge.
 He is appointed by the Governor of the state in the consultation with the Chief
Justice of the high court under whose jurisdiction the state falls.
 Some other session judges can also be appointed if required.
 He hears appeals from subordinate courts in the matters of serious crimes, i.e.
murder, dacoities, etc.
 He is empowered to award the sentence to death but this should be confirmed by
the high court.
 The lowest criminal court in the district is third class Magistrate to hear small
cases of beating and quarreling and is empowered to sentence one month‘s
imprisonment and fine of up to ? 50 only.
 The second class magistrate comes next to the above mentioned to hear the
cases of some more graver nature and is empowered to sentence for six months‘
imprisonment and fine up to ? 200 only.
 Then, comes first class Magistrate above them to enjoy appellate and original
jurisdiction both in the cases involving a sentence of imprisonment up to two
years and a fine up to ? 1,000.
 Against the first class Magistrate‘s courts, the appeals can be filed in the district
and session courts.
(b) The Civil Courts:
 The district judge is the highest civil court in a district.
 There are many sub-judges under him under various courts, to be divided into
several ranks.
 These sub-judges can hear the cases involving an amount of? 5,000 only, who
possess original jurisdiction and hear the appeals against MursiPs court also.
 The Munsif court is competent to hear the cases involving an amount of ? 2,000
only.
 Some courts competent to hear small cases involving an amount of? 1,000 have
also been established and against the decision of this court, no appeal can be
made because very experienced persons are appointed as judges here.
 There are also some senior civil judges to help the district judges who generally
possess the powers of a district judges.
(c) Revenue courts:
 Revenue courts hear the appeals relating to revenue of the district.
 The lowest Revenue court is the court of Naib Tehsildar and above him, the court
of Tehsildar to hear the revenue cases.
 The highest revenue court in the district is the court of Collector (Deputy
Commissioner).
 Appeals against Deputy Commissioner‘s court can be made in the court of
commissioner.
 The appeals against commissioner‘s court can be made in Board of Revenue
and above it to the high court if required.
Question 3.
What is the importance of the judicial review of the Supreme Court of India?
Answer:

573
Judicial review is an examination by the courts in the cases of legislative status and
executive and administrative acts to determine either they are prohibited by a written
constitution or it is deemed to be in conflict with the basic law of constitution.
The Supreme Court acts as the guardian and finds interpreter of the constitution:
 Under Article 32(2) of the constitution, the Supreme Court will decide whether a
law in connection with the enforcement of the Fundamental Rights is void or not
in its review, or issue the writs if required.
 Under Article 24, court can review the extent of law made by legislatures of
states.
 Under Article 246(3), the legislatures of any state has exclusive powers to make
law on the subject in state list.
 Under Article 254, the Supreme Court can also decide any inconsistency
between the law made by legislatures of the state.
Importance
 To interpret properly to the written constitution, the judicial review is necessary.
 To secure the public interests and safety of the states, the judicial review is
necessary to protect the civil liberties.
 To understand some technical words and language in the constitution, the
judicial review is must.

Passage Based Questions:

Passage 1.
Read the passage (NCERT Textbook, page 141) given below carefully and answer the
questions that follow: (Example)
The Indian Constitution is based on a delicate principle of limited separation of powers
and checks and balances. This means that each organ of the government has a clear
area of functioning. Thus, the Parliament is supreme in making laws and amending the
Constitution, the executive is supreme in implementing them while the judiciary is
supreme in settling disputes and deciding whether the laws that have been made are in
accordance with the provisions of the Constitution. Despite such clear cut division of
power the conflict between the Parliament and judiciary, and executive and the judiciary
has remained a recurrent theme in Indian politics.
Questions:
1. What is the base of Indian constitution?
2. What are the main functions of Parliament and executive?
3. Mention one important function of judiciary.
Answers:
1. The Indian constitution is based on a delicate principle of limited separation of powers
and checks and balances mean each organ of government has clear area of functioning
2. The Parliament is supreme in law making and amending the constitution while the
executive implements them.
3. The judiciary is supreme in settling disputes and deciding whether the laws have
been made according to the provisions of constitution.

Assignments:
Passage 2.
Read the passage (NCERT Textbook, page 139) given below carefully and answer the
questions that follow:

574
Besides, as we saw in the section on jurisdiction of the Supreme Court, in the case of
federal relations too, the Supreme Court can use the review powers if a law is
inconsistent with the distribution of powers laid down by the Constitution. Suppose, the
central government makes a law, which according to some States, concerns a subject
from the State list. Then the States can go to the Supreme Court and if the court agrees
with them, it would declare that the law is unconstitutional. In this sense, the review
power of the Supreme Court includes power to review legislations on the ground that
they violate fundamental rights or on the ground that they violate the federal distribution
of powers. The review power extends to the laws passed by State legislatures also.
Questions:
1. What is judicial review by the Supreme Court?
2. What does judicial review consist of?
3. How does judicial review extend in the federal distribution of power?

Picture-Based Questions:
1. Read the cartoon (NCERT Textbook, page 135) given below and answer the
questions that follow:

Questions:
1. What is the cartoon about?
2. What message is being conveyed through the cartoon?
3. What are the instruments of Judicial Activism?

575
CH. 3- EQUALITY (PART-II)

Textbook Questions/Answers:-
Question 1.
Some people argue that inequality is natural while others maintain that it is equality
which is natural and the inequalities which we notice around us are created by the
society. Which view do you support? Give reasons.
Answer:
Natural inequalities:
• These inequalities emerge due to differences in personal traits either physical, or
mental or emotional.
• These inequalities are the result of different characteristics and abilities of inborn
qualities of a man.
• These natural differences cannot be changed also.
Social inequalities:
• Socially produced inequalities are emerged as a result of inequal opportunities,
i.e. family background, educational factors, etc.
• Social differences reflect the values of society, which may appear to be unjust.
Conclusion:
• The discrimination‘s based on gender, colour, race, etc. have been made by
society rather than based on inborn characteristics.
• Some natural differences have become alterable also, i.e. progress in medical
sciences and technology has helped to several disabled persons to work more
efficiently.
• Certain inequalities have been existing for centuries seem justified, and based on
natural inequalities, i.e. women are considered weaker than man in every aspect, hence
to deny them equal rights is considered the justifiable.
Question 2.
There is a view that absolute economic equality is neither possible nor desirable. It is
argued that the most a society can do is to try and reduce the gaps between the richest
and the poorest members of society. Do you agree?
Answer:
Economic equality: It refers to availability of equal opportunities to one and all present in
the society, without any discrimination:
• Absolute economic equality of income has never existed in society. But
democratic set up provides equal opportunities to at least those who are capable and
possess potential with equal opportunities, inequalities may exist between individuals,
but one‘s position may be improved with the sincere efforts in the society.
Economic inequalities:
• Economic inequality exists if there are differences in wealth, property or income
between different sections of society.
• It enhances the gap between the upper, middle, poor-rich and persons living
below poverty line.
Measurement of economic inequalities:
• To estimate the number of people who are living below poverty line.
• To find out the differences between the rich and poor.
Importance of economic equality:

576
• Economic equality guarantees each and everybody equal opportunities to
improve one‘s potential and capabilities.
• Economic equality reduces the gap between the rich and the poor or high or
middle class, etc.
• Economic disparities can make society more violent because the reforms cannot
take place in such a society.
• Their age increases but their income decreases due to medical needs and social
needs.
(b) Equality of opportunity: Every child should get free education
Appropriate instances:
• Every child should get an equal opportunity to get education, i.e. no one should
be discriminated on any ground.
• This type of inequalities is against the principle of equality.
(c) Equal Rights: Every adult citizen has a right to vote.
Appropriate instances:
• This principle is based on one person one vote one value, i.e. every adult citizen
enjoys the right to vote.
• No citizen should be discriminated on any ground to exempt from enjoying right
to vote.
Question 4.
A government report on farmers‘ problems says that small and marginal farmers cannot
get good prices from the market. It recommends that the government should intervene
to ensure a better price but only for small and marginal farmers. Is this recommendation
consistent with the principle of equality?
Answer:
Yes, this recommendation is consistent on the basis of the principle of equality:
• A democratic country should have the provisions to protect the interests of small
and marginal farmers.
• The small and the marginal farmers can get assistance from government for their
betterment.
• The farmers (medium and small) can get social, economic and political justice
due to this arrangements.

Extra Questions/Answers:-
Question 1.
What is equality?
Answer:
Equality refers to avail equal opportunities to one and all without any discrimination on
any ground and everybody is equal before law.
Question 2.
Mention the attitude of colonial masters about black people during twentieth century.
Answer:
The colonial masters followed the policy of apartheid, i.e. discrimination on the ground
of colour of people. Black coloured people were considered to be of less intelligence,
childlike or to be good at manual work only.
Question 3.
Mention the attitude towards woman in orthodox India before independence.
Answer:

577
Women were considered the weaker sex than men, hence it has justified to deny her
equality of rights.
Question 4.
What is ‗Feminism‘?
Answer:
A political doctrine of equal rights for men and women.
Question 5.
What is a political ideal of equality?
Answer:
All human beings exercise equal worth, regardless of their nationality, colour, race or
gender
Question 6.
What is political equality?
Answer:
• Every citizen should enjoy equal political rights without any discrimination.
• It is based on one person, one vote, one value.
• Every citizen can contest elections also.
Question 7.
What is slave trade?
Answer:
Slave trade began when Africans were enslaved by the individual traders and
transported to work in American plantations of sugar, rice, coffee, cotton and tobacco-
during 15-16th centuries. Gradually, slaves began to be sold and purchased and treated
in an inhuman manner.
Question 8.
―Natural needs no longer can be seen as unalterable‖. Justify the statement.
Answer:
Yes, natural needs no longer can be seen as unalterable because:
• Advancement in medical science has made disabled persons to be efficient to
work effectively.
• Computers even assist to blind persons.
• A person‘s look can also be changed with cosmetic surgery.
Question 9.
How can the concept of equality be argued?
Answer:
• Equality can affect on family autonomy to increase competition in society.
• It may create bureaucracy to engulf between the masses and the state.
• It may lead to lowering of incentives and affect the efficiency of production
process as well.
Question 10.
What is equality before law?
Answer:
• Article 14 of Constitution of India guarantees all citizens of India equality before
law and equal protection within territories of India as well.
• No citizen can be discriminated on the ground of caste, colour, race, religion,
language, sex, etc.
Question 11.
What is the difference between equality and uniformity?

578
Answer:
Equality refers to a common identity of rewards and treatment as well. But uniformity
refers to put each and every individual at one stage which is against the law of nature
because men are unequal naturally, i.e. a mathematician cannot be placed to manual
work as a mason.
Question 12.
Mention different kinds of equality.
Answer:
• Natural equality implies that all men are born free and equal, hence the state
should promote social and economic opportunities to offer equality.
• Social equality makes all persons equally eligible to enjoy various opportunities.
• Civil equality refers to discrimination among citizens of country and all persons
enjoy some laws.
• Political equality refers to enjoy political rights, i.e. to form political associations,
contest elections, etc.
• Economic equality refers to enjoy wealth equally in the society and abolish
poverty.

Short Questions/Answers:-
Question 1.
What are the main features of equality?
Answer:
• Equality does not offer any special privileges in the society to treat every member
equal.
• Equality provides adequate opportunities to each and every citizen in the society
to develop one‘s own potential.
• Every individual must have an access to the basic needs of life in a society.
Question 2.
Mention political dimensions of equality.
Answer:
Political equality provides equal political rights to every individual. Its dimensions are as
follows:
• For the success of democracy, all the citizens should have an equal right to enjoy
universal adult suffrage.
• Every individual must have the right to be elected as a representative also to
contest elections.
• The citizens must enjoy the right to hold public offices also without any
discrimination except qualification.
Question 3.
―Social inequalities can be minimized by an affirmative action‖. Analyse the statement.
Answer:
• Disadvantaged communities should be provided with the facilities of scholarships
and hostels, etc. in various institutions
• India has adopted the policy of reservations of seats and quotas to provide equal
opportunity.
• SC‘s, ST‘s and OBC‘s require special attention, and protection to create a just
society to expand democracy.
Question 4.

579
What are positive and negative aspects of equality?
Answer:
Positive aspect:
• To provide adequate opportunities to all.
• Every individual should get equal opportunities to develop one‘s own potential
upto their best level.
Negative aspect:
• It refers to absence of undue privileges to people.
• To remove man-made inequalities in the society.
• No one should be discriminated on the ground of caste, colour, race, religion,
language, etc.
Long Questions/Answers
Question 1.
―Political liberty cannot be imagined without economic equality.‖ Analyse.
Answer:
Liberty and equality are contemporary to each other. Political liberty gives a freedom to
an individual to participate in the activities of state, i.e.:
• Right to vote to form government
• Right to hold public offices
• Right to form political party
• Right to contest elections.
Economic equality provides equal opportunities to earn the livelihood by an individual
i.e.:
• All the individuals must have the means to meet their needs.
• Exploitation should not exist.
• Means of production and distribution should be made for public welfare.
Relationship between political liberty and
economic equality:
• A poor man is attracted sometimes to false commitments of politicians as they
lack in proper intelligence to identify right or wrong because they could not attain even
good education, hence they are unable to use their right to vote properly.
• Sometimes poor voters sell out their votes to rich candidates who trap them by
making commitments to fulfill their requirements either in cash or kind, hence the poor
voters misuse their right to vote in place of utilizing it for the welfare of country.

• To contest elections is an expensive activity and the poor who cannot afford one
day meal easily, it is not possible to contest elections. Hence, the poors are exempted
naturally from contesting elections due to the lack of wherewithal.It can be concluded
that political liberty requires economic equality also.
Question 2.
What is the relationship between liberty and equality?
Answer:
Liberty and equality run parallel to each other but sometimes it is presumed that both
are opposed to each other.
1. Liberty and equality are complementary:
• Liberty in absence of equality is meaningless.
• Prof. Laski, Powny Polard and Maclver support this view.
• Liberty does not mean the same work and equal wages for all the people.

580
2. Liberty and equality are opposed to each other:
• Liberty and equality are opposed to each other to curtail individual liberty.
• De Tocqueviflle and Lord Acton are the supporters of this view.
• If equality is established in actual sense, then no one will enjoy the liberty to
sharpen one‘s own potential.
• Nature has also not created each and every individual equal hence everyone
differs in one‘s own traits, qualities, capabilities, etc.
It can be concluded that to enjoy them, one requires the presence of others, i.e. political
liberty requires equal political status and civil liberty requires equality in the eyes of law
to be treated equally. Hence economic equality is of least importance.

Passage-Based Questions:-
Passage 1. (Example)
Read the passage (NCERT Textbook, page 49) given below carefully and answer the
questions that follow:
While reflecting on the issue of equality, a distinction must also be made between
treating everyone in an identical manner and treating everyone as equals. The latter
may on occasions need differential treatment but in all such cases the primary
consideration is to promote equality. Differential or special treatment may be considered
to realise the goal of equality but it requires justification and careful reflection. Since
differential treatment for different communities was part and parcel of the caste system
and practices like apartheid, liberals are usually very wary of deviations from the norm
of identical treatment.
Questions:
1. What distinction should be made while reflecting on the issues of equality?
2. What would be the prime consideration to treat everyone equal?
3. What does special treatment require?

Assignment:-
Passage 2.
Read the passage (NCERT Textbook, page 50) given below carefully and answer the
questions that follow:
Many of these issues relating to the pursuit of equality have been raised by the
women‘s movement. In the nineteenth century women struggled for equal rights. They
demanded, for instance, the right to vote, the right to receive degrees in colleges and
universities and the right to work — that is, the same rights as the men in their society.
However, as they entered the job market they realized that women required special
facilities in order to exercise these rights. For instance, they required some provision for
maternity leave and creches in the workplace. Without special considerations of this
kind they could not seriously compete for jobs or enjoy a successful professional and
personal life. They needed, in other words, sometimes to be treated differently if they
are to enjoy the same rights as men.
Questions:
1. Why have women‘s movements been raised?
2. What were the main demands of women‘s movement?
3. What can be done for women to compete for jobs?

581
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- PHYSICAL EDUCATION (CLASS NOTES- SEPTEMBER
2024)

Ch-4 Physical Education and Sports for CWSN

Concept of Disability
Disability
Disability is an impairment that may be cognitive, developmental, intellectual, mental, physical,
sensory, or some combination of these.
It is a functional limitation or restriction of an individual‘s ability to perform an activity. It means
disability creates obstruction in the normal function or movement of an individual. It limits and
restricts the activity of a person.
Types of Disability, Its Causes and Nature
Physical Disability & Intellectual Disability
Some individuals are disabled right at birth, others get disabled due to some incident during the
course of their lives. Some disabilities are as follows:
Intellectual Disability
Intellectual disability is a condition of mental retardation which occurs due to the damage in
brain cells for various known and unknown reasons. Mental and physical development becomes
relatively lesser due to this condition. All mentally retarded children are not alike. The levels and
severity of the problems are different for everyone.
Characteristics of Mental Retardation
 A mentally-retarded child does not easily learn any activity like other children.
 Such children feel difficulty in sitting, changing their position using their hands, etc.
 They respond very late to the surrounding incidents and to the speech of others.
 The child does not express his feelings in such a way that other people can understand
him easily.
 The child can only remember any event or activity for a very short span of time.
 Abnormality is seen in their walking and performing activities on their own.
 These children have difficulty in taking control of their emotions.
 Sometimes deformities are seen in their face, e.g., jaws, teeth, head, salivation, etc.
 Such a child cannot concentrate on any individual or task for a long time.

582
  It is difficult for them to understand other‘s points of view except for daily orders.
 They have problems in synthesizing news and information.
Down Syndrome:
It is a disorder causing developmental and intellectual delay. It is a genetic disorder that occurs
when abnormal cell division causes an extra third copy of chromosome 21.
Hence, it is also known as trisomy 21. A person with Down syndrome may have flat facial
features, a small head and ears, a short neck, a bulging tongue, and poor muscle tone.
Physical Disability
Physical impairment disrupts the child‘s activities. He may find difficulty in walking, running,
getting up, sitting, standing, or not able to perform his own work, etc. This disability can be
related to sensory organs as well as external organs of the child‘s body.
Below are some examples of physical disabilities:
1. Cerebral palsy: It is known as paralysis of the brain, due to which the condition and the speed
of the body are affected and consequently locomotor disability is caused
2. Spina bifida: It is also known as final biceps this abnormality is by birth in which there is a
deformity in the backbone
3. Congenital anomalies: Some children have congenital deformities sometimes. When both
feet or one foot of a child is folded inwards at the time of birth.
4. Muscular Dystrophy: It is a kind of locomotor deformity in which the child is born normal and
after 3 years of birth the deformity starts in the child‘s muscles
5. Poliomyelitis: This disability is due to poliovirus infection. Polio virus damages the anterior
horn cell of the backbone a result of which disability occurs.
6. Leprosy-cured person: The sensitivity of the organs affected by Leprosy is eliminated. Due to
a lack of sensibility, the person works negligently.
7. Undeveloped Organ: In this other organs grow while the growth of the leg or hand stops

Types of Disability

♿ Physical Disability
It is a limitation of individuals‘ physical functioning which may be related to the upper or lower
body. These are generally related to musculoskeletal, circulatory, respiratory, and nervous
systems.
Disability in mobility can be either inborn or acquired with age.

Sensory Disability
Sensory impairment is when one of the senses; sight, hearing, smell, touch, and taste is no
longer normal.

⏩Spinal cord disability: It can lead to lifelong disability. It generally occurs due to severe

583
accidents.

⏩Brain Disability: This type of disability occurs due to brain injury from external forces.

⏩Vision Disability: This is related to vision problems that may be inborn or happen afterward.
Vision disability may be mild, moderate, severe, or blindness.

⏩Hearing Disability: It includes people who are completely or partially deaf. People who are
partially deaf can use hearing aids. It can be evident at birth or occur later in life.

Cognitive or Learning Disability:

It is a neurological disorder. It can affect an individual‘s ability to read, speak, and write.

⏩Memory Disorder: An individual who has auditory problems or difficulty in remembering

something.

⏩Dyslexia: Individuals have difficulties in writing, reading, and speaking.

Intellectual Disability:
This disability is related to the limitations of intellectual functioning (such as reasoning, and
learning) and Adaptive behavior ( such as social and practical skills).
Disability Etiquettes
1. Be respectful and treat everyone with kindness: People with disabilities deserve the same
respect and consideration as anyone else. Use polite language and avoid making assumptions
or stereotypes about their abilities.
2. Use person-first language: Instead of labeling someone by their disability, put the person first.
For example, say ―a person with a disability‖ instead of ―a disabled person.‖
3. Ask before offering help: If you encounter someone with a disability who appears to need
assistance, always ask before jumping in to help. Respect their independence and allow them to
decide if they need assistance.
4. Be mindful of physical space: Some disabilities may require more space to maneuver, so try
not to block wheelchair ramps or designated accessible areas.
5. Avoid using the wrong language: Be cautious with phrases that may unintentionally offend
people with disabilities. Refrain from using terms like ―crippled‖ or ―handicapped.‖
6. Communicate directly: When speaking to someone with a disability, address them directly
rather than talking to their companion or caregiver. Treat them like you would anyone else.
7. Ask if you‘re unsure: If you‘re unsure about how to interact with someone with a disability or
what accommodations they might need, feel free to politely ask. Most people will appreciate
your genuine interest in understanding their needs.
8. Respect personal boundaries: Just like with anyone else, respect personal space and avoid
touching or leaning on mobility aids without permission.

584
9. Be patient and listen: Some individuals with disabilities might communicate differently or
require more time to express themselves. Be patient and give them the opportunity to fully
participate in conversations.
10. Recognize invisible disabilities: Not all disabilities are visible. Keep in mind that someone
may have a disability that is not immediately apparent, so avoid making assumptions based on
appearances alone.
11. Advocate for accessibility: Encourage and support initiatives that promote accessibility in
public spaces, transportation, and workplaces, making it easier for people with disabilities to
participate fully in society.
Aim And Objective of Adaptive Physical Education
Adaptive Physical Education is an individualized program of instruction created for students with
disabilities that enable success in Physical Education.
Adaptive Physical Education provides a safe, personally satisfying, and successful experience
for students of varying abilities.
It is a diversified program and includes developmental and remedial activities.
Aim: Adaptive Physical Education aims to ensure that the child is provided with physical
education services that meet his/her needs, and that aim to achieve physical, mental, emotional,
and social growth.
Objectives:
 To develop students‘ motor skills
 To develop self-esteem and promote sportsmanship
 To develop social qualities for adjustment in the society
 To provide an opportunity to learn and to participate in several appropriate recreational
and leisure time sports and activities.
 To develop organic and neuromuscular systems
 To develop knowledge and an appreciation of his physical and mental limitations.
 To help students to understand and appreciate a variety of sports that can enjoy as non-
participants or spectators.
Organizations promoting Adaptive Sports
Special Olympic Bharat
It is an organization approved by the National Sports Federation and Special Olympic
International for the development of persons with intellectual disabilities.
It is a movement that uses sports to reform the lives of disabled people. It gives training and
coaching to build interest in sports, skill perfection, social interaction, communication skills,
talent, and leadership abilities in intellectually disabled persons.
Paralympic

585
Paralympic Games involve Athletes with a range of disabilities including impaired muscle power,
impaired passive range of movement, limb deficiency, leg length difference, short stature,
hypertonia, vision impairment, and intellectual impairment.
Deaflympics
The Deaflympics are an international event sanctioned by the IOC at which deaf athletes
compete at an elite sports level. It provides opportunities for deaf persons to participate in elite
sports.
The deaf Olympic participants cannot be guided by sounds like the starter‘s guns or referee
whistles.
Role Of Various Professionals For Children With Special Needs

Role of Various Professionals

Role of counselor

A school counselor helps children in all ways, be it academic, social, behavioral, or emotional.
They work in collaboration with the parents, teachers, and special educators to create a healthy
learning environment that makes them feel comfortable.

Role of Occupational Therapist

The Occupational Therapist will provide education and resources to teachers and parents about
how children typically develop motor skills and how to promote this development in the
classroom and at home.
They help teachers learn to recognize and help children who may have motor skill problems
which are making some daily activities a challenge to learn.

Role of Physiotherapist

Physiotherapy is an allied healthcare profession that promotes the health and well-being of all.
It aims to help maximize movement and functions when someone is affected by injury, illness,
developmental delay or other disability.

Role of Physical Education Teacher

Physical Education Teachers are responsible for the education of primary and secondary school
students in physical activity and psychomotor learning.
He is responsible for the overall wellness and development of students.
PET evaluates the student‘s performance, attitude, and level of Physical Fitness. Students are
evaluated in periodic tests that give teachers a better picture of students‘ overall health and
level of athletic skill.

Role of Speech Therapist

Speech and language therapy is concerned with the identification, assessment, and support of
speech, language, and communication of children.

586
They work closely with parents, teachers, nurses, occupational therapists, and doctors. Speech
and language therapists have an important role in supporting schools to meet the needs of
children.

Role of Special Educator:

A special educator develops appropriate activities, curriculum, and methods of implementation

for children with special needs so that the children may able to participate easily
Disorder
The disorder is a problem that disrupts normal physical or mental functions. It is a state of
confusion that interrupts normal function. It is an abnormality of physical and mental states like
psychiatric disorders, anxiety disorders, and personality disorders. The disorder may result from
a genetic failure in development or from external factors such as poison, trauma, or disease.
Types of Disorders
 ADHD (Attention Deficit Hyperactivity Disorder)
 SPD ( Sensory Processing Disorder)
 ASD ( Autism Spectrum Disorder)
 ODD ( Oppositional Defiant Disorder)
 OCD ( Obsessive Compulsive Disorder)
ADHD (Attention Deficit Hyperactivity Disorder)
It is a brain disorder that is characterized by problems paying attention, excessive activity, or
difficulty controlling behavior. Individuals may have some problems focusing on activities. They
may be hyperactive or may be unable to control their impulses. It has three types
 Inattention: Children lack concentration in any work, have difficulty sustaining focus, and
are unorganized.
 Hyperactivity: Children are unusually or abnormally active. They have impulsive actions,
a shorter attention span, and are easily distracted.
 Impulsive: Impulsivity is the tendency to act without thinking about the consequences.
Causes
 Genetic factors are one of the main cause
 Children with low birth weight
 When a baby‘s brain is damaged before or after birth
 Lack of discipline in the family
 Addiction to a certain diet
 Exposure to toxic substances at an early age.
SPD ( Sensory Processing Disorder )

587
It is a condition in which the brain has difficulty in receiving and responding to information that
comes in through the senses. It is some sort of neurological jam that prevents certain parts of
the brain from receiving the information required to interpret sensory information accurately.
Sensory processing disorder may affect our senses such as touch, sight, taste, or movement. In
this disorder, the person may scream when touched, or dive under the table after hearing the
sound. In some cases, they remain unresponsive to anything around them. Even he may fail to
give a response to Extreme heat or cold for pain.
Causes
 Genetic factors are one of the main causes
 Low birth weight is another cause
 Excessive restrictions in early life
 Have differences in brain structure
ASD ( Autism Spectrum Disorder )
It includes a wide range and levels of disability. Individual ability to function in society, at school,
at work, or in other areas of life gets hurt.
Some people are mildly impaired, while others are severely disabled. Early treatment and
proper care can reduce difficulties while helping them to learn new skills and make the most of
their strength.
People with an ASD often have these characteristics:
Ongoing social problems include difficulty in communicating and interacting with others and
obsessive interests.
Repetitive behavior as well as Limited interest in activities.
Difficulties in language, social skills, and behavior
Causes
 Biological or genetic factors: Something happens during fetal development. Children
may inherit problematic genes from their parents.
 Environmental Factors: High levels of pollution and pesticides in food may also be one of
the reasons.
 Brain Development: The connection between the brain cells are not proper, which may
be another cause.
ODD ( Oppositional Defiant Disorder )
It is a condition in which a child displays an ongoing pattern of angry or irritable mood and
argumentative, hostile behavior directed towards authority.
Individuals behave like rebels, argue with adults, and refuse to obey any rules. They exhibit
angry outbursts and have a hard time controlling their anger or aggression. They have difficulty
making friends and have low esteem. They have negativity in their behavior.

588
Causes
 Biological or genetic causes: Children may develop ODD if their parents have a history
of ADHD or ODD.
 Physical Factors: when an imbalance exists and messages are not communicated
properly with other parts of the brain, the symptoms may occur.
 Psychological Factors: Children may develop this if they have bad relationships with
parents or neglectful parents.
 Social Factors: It may happen due to poverty, chaotic environment in the family, and
exposure to violence
OCD ( Obsessive Compulsive Disorder )
It is a mental disorder where people feel the need to check things repeatedly or have certain
thoughts repeatedly. They have a fear of contamination by germs, getting dirty, making
mistakes, being embarrassed, etc. They do some common activities which include repeated
hand washing, repeated counting, checking things over and over again, repeating certain words,
and so on.
Causes
 Serotonin which sends messages in the brain sends improper messages from one part
of the Brain to others, which may cause OCD
Procedure

 Lie down straight on your back

 Close your eyes.
 Take a few relaxed and slow deep breaths
 Take your attention to your right foot for a few seconds, while relaxing your foot.
 Next move your attention to the right knee, right thigh, and hip.
 Repeat this same process for the left leg.
 Take your attention to all parts of the upper body: stomach, navel region, and chest.
 Now pay attention to the right shoulder, right arm, palms, and fingers.
 Repeat this same process on the left shoulder, left arm
 Finally throat, face, and top of the head.
 Now take a deep breath and observe the sensations in your body.
 Relax in this state for a few minutes.
 Slowly sit up and open your eyes.

Benefits

 It improves concentration
 It cools down the body after yoga postures
 It activates the nervous system to absorb the effects of yoga asanas

589
Ch-5 Physical Fitness, Wellness, and Lifestyle

Meaning And Importance of Wellness, Health and Physical Fitness

Meaning of Physical Fitness
An individual can do his regular work effectively with joy and pleasure, after the work is over he
still has sufficient capacity to do more work without any exertion. Moreover, his recovery is
faster and quicker.
The person who remains energetic, enthusiastic, and cheerful in doing his work is said to be
physically fit. The level of physical fitness varies from person to person. It depends upon the
nature of the work, size, shape, and structure.
Every game requires different levels of physical fitness depending upon the type of activity.
A fit person can do daily routine work without any fatigue, also able to participate in playful
activities, and still reserve the capacity to meet any emergency
Meaning of Wellness
Wellness is related to good health, the balance of mind and body, and the spirit of the overall
feeling of well-being. It gives us the motive to live the most and serve the best. Thus gives a
healthy and happy life.
James Randi, ‖ Wellness is a health-related practice to optimize individual ability with the
balance of physical, psychological, intellectual, social, emotional and spiritual aspects of life.‖
It is the maximum capacity of an individual to lead a well-balanced life related to good health,
active physical life, positive mental ability, well adjusted social life without stress. Wellness
makes a person as an active member of society and a good citizen.
Meaning of Health
According to WHO, ―Health is a complete state of physical, mental, social well-being of an
individual and not merely the absence of disease or infirmity.‖
According to Wikipedia, ―A healthy lifestyle is one which helps to keep and improve people‘s
health and well-being.‖
A healthy lifestyle reflects our attitude, habits, behavior, and traditions towards health. It also
reflects the person‘s self-image and self-concept towards healthy living activities. Good health is
the base of an individual‘s personality.
The lifestyle changes can improve the health of an individual, like doing regular physical activity,
eating nutritious food, avoiding fried and junk food, drinking sufficient water, maintaining
personal hygiene, and a good posture, getting proper rest and sleep, managing stress and
tension, recreate oneself, stay happy, no to intoxicants, avoid pollution, medical care, etc.
Human life is based upon the body one keeps. All the activities of life are done with the help of a
healthy and fit body. Nature has created humans to perform various types of activities
efficiently.

590
Today, modernization has made human life very easy, as most of the work is performed by
machines. The sedentary lifestyle has reduced human efficiency.
The lazy lifestyle of humans has also led to many health problems like disorders, diabetes,
cancer, asthma, obesity, and many more chronic problems.
Today, our environment is polluted, human life becomes stressful, people are on a poor diet and
have unhygienic habits. This has increased the health problems in humans.
In the present time, we desperately need physical fitness, wellness, and healthy lifestyle
programs to improve our fitness and reduce health problems. It leads towards progress and
prosperity.

Importance of Physical Fitness and Wellness

 Total work Efficiency improves
 Better quality of work
 Optimum growth and development
 Better utilization of time
 Healthy environment
 Prevent health hazards and health problems
 Improve physiological functioning
 Good posture
 Improvement in physical ability
 Development of social quality
 Prevent premature ageing
 Preparedness of emergency
 Decrease Stress
Importance of Health
Health is the body‘s functional and metabolic efficiency, and its ability to adapt to the physical,
mental, and social changes that it is exposed to.
A person‘s physical health means that the body does not have any diseases and the safety of
all the parts of the body. The importance of good health in a person‘s life is undoubtedly great.
 A healthy person is a person who is able to serve himself, his nation, and his
community. An unhealthy person who suffers from illness sees himself as weak and
meager, unable to properly carry out the duties and responsibilities incumbent on him.
 Good health for a person saves him the costs of treatment and the hassle of going to
hospitals. A healthy person who is far from the disease sees himself saving money that
he would have spent on the disease if he neglected his health.

591
  Psychologically healthy people feel comfortable and happy in their lives and enjoy life
well. A person who suffers from mental illnesses always sees himself as gloomy and
pessimistic and does not feel happy in his life and in his relationships with people.
Components/Dimension of Wellness, Health and Physical Fitness
Components of Physical Fitness

Strength
Strength is the ability to overcome resistance or act against resistance. It is the total amount of
force a muscle can exert to do any work.
Different sports require different levels and types of strength, which can be improved through
specific training. Strength can be measured in pounds or Dynes.
Types of Strength
Strength is divided into the following types
 Static Strength
 Dynamic Strength
Static Strength: It is the ability to act against resistance from one position without any
movement, it is also called Isometric Strength e.g. arm wrestling, powerlifting, wall pushing.
Dynamic Strength: It is the ability to act against resistance with movement, it is also called
Isotonic Strength. Movements are visible when someone is doing dynamic strength training. It is
divided into three parts.
1. Maximum Strength: It is the ability to act against maximum resistance. It is required in
weightlifting, throwing, wrestling, etc.
2. Explosive Strength: It is the ability to overcome resistance with high speed. It is the
ability to do the forceful movement at the quickest possible time.
It is generally required in jumping activities. This Strength can be measured by a Dynamometer.
3. Strength Endurance: It is the ability to overcome resistance for a longer period under
conditions of fatigue.
It is required for all kinds of races, swimming, cycling, and mountaineering.
Endurance
Endurance is the ability to sustain or continue the activity. In other words, it is the ability to resist
fatigue for a longer period.
Endurance is required for almost all the major sports. It is one of the important components for
middle and long-distance races, football, hockey, basketball, handball, etc.
Types of Endurance
It is required for all kinds of races, swimming, cycling, and mountaineering.

592
Speed Endurance:
This is the type of endurance in which the activity is done with high speed and intensity. This
endurance is for a shorter duration ( from 30 to 60 sec) with 80℅ to 90℅ of top speed ability.
This type of Endurance is required in medium-distance races, swimming, basketball, tennis,
badminton, etc.
Strength Endurance:
In this type of endurance, activity is done powerfully and forcefully for a longer duration. This
duration is from 2 to 3 minutes. Strength endurance is generally performed in the absence of
oxygen. It is required in wrestling, boxing, Judo, etc.
Long-term Endurance:
This type of Endurance is required when the activity is done for a longer duration and the speed
is slow. It delays fatigue. This endurance is required for long-distance running, cycling, cross
country, marathon, football, etc
Speed
Speed is the ability to do the movement at a faster rate or minimum possible time. Speed
depends on heredity but can be developed through proper training.
Types of speed
Reaction Time: It is the time taken by the body to respond immediately after getting a stimulus.
It is the first reaction to bring our body into action.
Acceleration Ability: It is the time taken by the body to reach its maximum speed.
Speed of Movement: It is the total time taken by the body to perform a complete action.
Locomotor ability: It is the ability to maintain maximum speed for a longer period.
Speed endurance: It is the ability to perform any movements with high speed under conditions
of fatigue.
Flexibility
Flexibility is the ability to do the movement with a greater range of joints.
It is affected by muscle length, ligaments, and tendons. Good Flexibility helps in preventing
injuries, Improving Posture, making the joint healthy, and Improving balance.
Types of flexibility
Passive Flexibility: Joints can move to their maximum range with external help, e.g. stretching
with a partner.
Active Flexibility: These flexibility exercises are performed without external help
Active flexibility is further divided into two parts:
 Static Flexibility: It is the flexibility performed from a static or stationary position. e.g.
Chakrasana, toe-touching

593
  Dynamic Flexibility: It is the flexibility performed when a person is in motion. This
flexibility is required for gymnastics, diving, etc.
Coordinative Ability
It is the ability to perform the movement with perfection and efficiency. It is the ability to do a
sequence of movements smoothly and accurately.
Coordination is the proper combination of strength, speed, endurance, and flexibility during
movement
Components of Wellness
Physical Activities: It makes the person fit and healthy, which improves growth and
development.
Balanced emotional life: Well balanced and controlled emotional life is required for wellness
Intellectual attitude: Wellness requires a positive intellectual attitude. It improves our behavior,
intelligence, alertness, etc.
Active social life: Active social life improves our social qualities and helps us to adjust well to
society.
Managing stress: Wellness needs proper management of stress. It keeps us calm and controls
our anxiety.
Spiritual well-being: It makes the person ethically and morally right.
Occupational wellness: It helps a person to do hard work and earn a livelihood with honesty.
Environmental wellness: Wellness promotes a good environment that is safe, clean, and
healthy.
Components/Dimensions of Health
(i) Sufficient Physical Fitness: One should have a sufficient level of physical fitness ability i.e.,
strength, endurance, speed, flexibility and coordinate ability.
(ii) Consider Personal Hygiene and Healthy Habits: Health-related fitness should consider
personal hygiene and healthy habits. By this health problems can be prevented.
(iii) Medical Check-up and Medical Care: We should go for medical check-ups and proper
medical care should be taken.
(iv) Good Posture: Good posture is the base of good health, thus, it should be maintained
during working. resting, sleeping, studying, etc.
(v) Fun and Recreation: We should have fun and recreation in our life. It makes our life happy
and cheerful.
(vi) Sufficient Rest and Sleep: Sufficient rest and sleep improve our health and help to regain
energy. It gives us freshness and re-energies us.
(vii) Balanced Diet: Health-related fitness considers a balanced diet. It should be according to
the age, seasonal food, work conditions, and climatic conditions.

594
(viii) Stress-Free Life: A healthy lifestyle considers that one‘s life should be free from stress,
tension, and depression. We can manage stress and anxiety by doing yoga and meditation.
(ix) Healthy and Clean Environment: We should try to develop a healthy, clean, and safe
environment. It should be pollution-free.
(x) Away from Drug Addiction: We should keep ourselves away from addictions like alcohol,
tobacco, drugs, etc.
(xi) Active Lifestyle: An active lifestyle keeps us healthy, thus it should be adopted whereas a
sedentary lifestyle should be avoided.
(xii) Health Education: Health education helps us to improve and develop good health. It also
informs us how to make yourself healthy and fit. Thus, it should be gained.
Components of Health-Related Fitness

Components of Health-Related Fitness

Cardiovascular Endurance:
It is the ability to do work for a longer period. It requires a strong heart, healthy lungs, and clear
blood vessels to supply oxygenated blood to the whole body.

Muscular strength:
It is the ability to overcome resistance with muscular force. It is measured by how much weight
a person can lift.

Muscular Endurance:
It is the ability of a muscle to perform repetitive muscular contractions against a force for a
longer period. The more your muscular endurance is, the higher the number of repetitions you
can complete.

Flexibility:
It is the ability to use joints in its full range of movement. It depends upon long muscles and
flexible joints.

Body Composition:
It is the percentage of body fat compared to other body Tissues. People who have a high
percentage of fat are more likely to fall sick.
Traditional Sports & Regional Games for promoting wellness in India
Traditional sports and regional games have been an integral part of India‘s cultural heritage for
centuries. Apart from being sources of entertainment and recreation, these activities play a
significant role in promoting wellness among individuals of all ages. Let‘s explore some of the
most popular traditional sports and regional games that contribute to the overall well-being of
the Indian populace.

Kabaddi:

595
Kabaddi is a captivating team sport that requires agility, strength, and strategy. This fast-paced
game involves two teams, and the raider has to touch opponents and return to their halves
without getting caught while holding their breath. Playing Kabaddi helps enhance physical
fitness, improves endurance, and fosters teamwork and coordination.
Kho-Kho:
Kho-Kho is a tag sport played by two teams, with players trying to tag their opponents while
avoiding being tagged themselves. This game demands quick reflexes, sprinting abilities, and
sharp mental focus. Regular participation in Kho-Kho helps in cardiovascular fitness, boosts
stamina, and promotes mental agility.
Mallakhamb:
Mallakhamb is a unique traditional Indian sport that combines elements of gymnastics and yoga.
It involves performing various acrobatic poses and postures on a vertical wooden pole or
hanging rope. Practicing Mallakhamb not only improves flexibility, balance, and strength but
also enhances mental concentration and inner harmony.
Gilli-Danda:
Gilli-Danda is a popular rural game played with a small wooden stick (Gilli) and a larger one
(danda). Players use the danda to hit the gilli into the air and then try to strike it as far as
possible. This game helps in refining hand-eye coordination, and physical fitness, and fosters a
spirit of friendly competition.
Indigenous Wrestling:
India has a rich history of indigenous wrestling styles, such as Kushti in Maharashtra and
Pehlwani in Northern regions. These traditional wrestling forms build robust physical strength,
and muscular endurance, and instill discipline. Additionally, they promote mental toughness and
self-confidence.
Lagori (Pitthu):
Lagori, also known as Pitthu, is a traditional game involving two teams. One team tries to knock
down a pile of flat stones using a softball while the other team defends the stack and attempts to
retrieve the ball. This game encourages outdoor activity, improves reflexes, and fosters
teamwork and communication skills.
Leadership Through Physical Activity and Sports
Leadership through physical activity and sports is an inspiring concept that highlights the
valuable life skills and qualities that can be cultivated through active participation in sports and
fitness activities.
This unique approach to leadership development encourages individuals to embrace
challenges, work collaboratively, and push their boundaries to become better leaders both on
and off the field.
Building Character:
Engaging in physical activities and sports fosters character development. Athletes learn about
resilience, discipline, and the importance of hard work. These traits not only enhance their
athletic performance but also play a vital role in shaping their leadership qualities.

596
Teamwork and Collaboration:
Sports provide a platform where teamwork and collaboration are paramount to success.
Effective leaders in the sporting world understand the significance of unity and how to bring out
the best in each team member. These skills translate seamlessly into various leadership roles in
other domains.
Communication Skills:
Leadership in sports demands clear and effective communication. Athletes learn to express
themselves on the field, motivating their teammates and aligning strategies for success. Such
communication skills are invaluable in any leadership position, enabling individuals to connect
and inspire others.
Decision-making Under Pressure:
In the competitive world of sports, quick and effective decision-making is crucial. Athletes
constantly face high-pressure situations where they must think on their feet and execute plans.
These experiences build the ability to make sound decisions even in challenging circumstances,
a quality that makes for exceptional leaders.
Goal Setting and Vision:
Athletes are familiar with setting goals and striving to achieve them. Leadership through
physical activity teaches individuals the importance of envisioning success, creating a path to
achieve it, and adapting when faced with obstacles. These goal-setting skills directly translate to
leadership roles where guiding a team toward a shared vision is essential.
Emotional Intelligence:
In sports, athletes must manage emotions such as frustration, stress, and excitement
effectively. Developing emotional intelligence helps leaders connect with their team members,
empathize with their struggles, and provide support when needed.
Introduction to First Aid
First Aid is the immediate assistance provided to someone who has been injured or suddenly
taken ill. It is essential to offer prompt and appropriate care to minimize the severity of injuries
and potentially save lives before professional medical help arrives.
PRICER

PRICER Acronym for Injury Treatment:

PRICER is a simple and effective method used for treating certain types of injuries, such as
sprains and strains. PRICER stands for Protection, Rest, Ice, Compression, and Elevation,
and Rehabilitation
Protection:
The first step is to protect the injured area from further harm. You can use a bandage or sling to
stabilize the injured limb and prevent unnecessary movements.
Rest:

597
It‘s crucial to give the injured body part ample rest. Avoid putting weight on it or using it
extensively to allow the healing process to begin.
Ice:
Applying ice to the injured area can help reduce swelling and relieve pain. Wrap the ice pack in
a cloth and apply it for about 15-20 minutes at a time, allowing breaks in between to prevent
frostbite.
Compression:
Use an elastic bandage to apply gentle pressure to the injured area. Compression can help
control swelling and provide support to the injured tissue.
Elevation:
Elevate the injured limb above the level of the heart whenever possible. This helps reduce
swelling by promoting better blood circulation and drainage.
Rehabilitation
The main goal of rehabilitation is to minimize the injury‘s impact, improve or reverse any
physical or functional losses, and prevent, correct, or remove disabilities entirely.
Remember, while the PRICE method can be beneficial for certain injuries, it is essential to seek
professional medical attention for more severe or life-threatening conditions. First Aid is meant
to be a temporary measure until professional help is available.

598
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- PSYCHOLOGY (CLASS NOTES- SEPTEMBER 2024)
CHAPTER- 4

Sensory, Attention & Perceptual Processes

 In order to get noticed by a sensory receptor, a stimulus has to be of an optimal
intensity or magnitude. The relationship between stimuli and the sensations they
evoke is profoundly studied under a discipline called Psychophysics.
 In order to get noticed a stimulus has to carry a minimum value or weight. The
minimum value of a stimulus required to activate a given sensory system is
termed Absolute Threshold or Absolute Limen(AL).
 The smallest difference in the value of two stimuli that is necessary to notice
them as different is called Difference Threshold or Difference Limen(DL).
Attentional Processes
 In the process of attention, we select a certain stimulus from a given set of
stimuli.
 For example, when we enter a mall, we come across so many people,
showrooms, and cafes but we pay attention to the place where we want to go.
 There are 3 properties of attention described as follows-
o Alertness refers to the activeness and readiness of an individual to deal
with the stimuli that appear before him/her.
o Concentration refers to focusing awareness on certain Stimuli while
excluding others for the moment.
o In Search, an observer searches for some specified subset of stimuli
among a given set of stimuli.
 Attention has a focus where our maximum awareness is catered as well as a
fringe where we are least aware of the stimuli.
o When our awareness is centred on a particular object or event, it is called
a focal point of attention.
o When we have vague ideas about the stimulus and it is away from the
centre of awareness, it is called a fringe of attention.
Filter Theory
Here are some theories of attention explained in Chapter 5 for Psychology Class 11:
 It was given by Broadbent (1956). As per this theory, many stimuli enter our
receptors which creates a kind of ―bottleneck‖ situation.
 Moving through the short-term memory system, they enter the selective filter
which allows only one stimulus to pass through for higher levels of attention.
Filter Attenuation Theory
 It was developed by Triesman (1962) and it was considered as a modification of
Broadbent‘s theory.
 As per this theory, the stimuli not getting access to the selective filter at a given
moment of time are not completely blocked, instead, they are just attenuated
(weakened) in strength.

599
Multimode Theory
 It was developed by Johnston and Heinz in 1978. According to the multimode
theory, attention is a flexible system that allows the selection of a stimulus over
others at three stages
 At stage one sensory representations are constructed, at stage two semantic
representations are constructed and in stage three both of them enter our
consciousness.
Sustained Attention
While selection of Stimuli focuses on selection of stimuli whereas on the other
hand,sustained attention lays emphasis on.It is defined as the ability to maintain
attention on an object or event for longer durations
Factors Affecting Sustained Attention
 Sensory Modality: Performance is found to be superior when the stimuli are
auditory than when they are visual
 Clarity of Stimuli: Intense and long-lasting stimuli facilitate sustained attention
and thus, leading to better performance
 Temporal Uncertainty: Stimuli can be attended better if they appear at regular
intervals as in such cases it is easier to keep a track of it.
 Spatial Uncertainty: Stimuli that appear at a fixed place are readily attended
whereas those at random places are difficult to attend.
Selective Attention
It is concerned mainly with the selection of a limited number of stimuli or objects from a
larger number of stimuli Our perceptual system has a limited capacity to receive and
process information.
Factors Affecting Selective Attention
 External factors: It deals with the features of stimuli. Other things held constant,
the size, intensity and motion of stimuli appear to be significant determinants of
attention. Novel stimuli easily catch our attention.
 Internal factors lie within the individual and are elaborated as follows:
o Motivational factors which relate to our biological or social needs
o Cognitive factors include factors like interest, attitude and preparatory
set and interesting objects are easily attended by the individuals.
Perceptual Processes
 Perception is defined as the process by which we interpret the stimuli in our
environment and give proper meaning to them. Two processing approaches are
elucidated as follows-
o The idea that the process of recognition begins from the parts, which
serve as the basis for recognition of the whole is termed as Bottom-Up
Processing.
o The idea that the recognition process begins from the whole, which leads
to the identification of its various components is termed Top-Down
Processing.
 Human beings are creative and smart in nature who always attempt to give
substantial meaning to the stimuli in their environment.
 Factors that play an important role in the perception process are described as
follows-
o Motivation- The needs and desires of a perceiver strongly influence
his/her perception and people always aim to satisfy their needs and wants

600
 and for that people perceive objects in such a way that it will satisfy their
needs and desires.
o Expectations– The expectations about what we might perceive in a given
situation also have a strong impact on our perception and it reflects a
strong tendency to see what we expect to see even when the results are
not in sync with the external reality.
o Cognitive Styles- It is defined as the consistent way of dealing with our
environment and it crucially affects the way we perceive our environment.
o Cultural Background And Experiences- Different experiences and
learning opportunities available to people available in different cultural
settings also has a strong impact on the perception.
 The process of organising visual fields into meaningful wholes is defined as form
perception.
 As per Gestalt Psychologists, we perceive different stimuli not as discrete
elements but as an organised whole that has a definite form. For Example, a
flower pot with a bunch of flowers is a whole and if the flowers are removed, the
flower pot still remains a whole.
 The most primitive organisation takes place in the form of figure-ground
segregation
Figure Ground
Figure has a definite form. backGround is relatively formless.
It is highly organised. It is highly unorganised.
It has a clear contour. It is contourless.
Figure stands out from the background. Background stays behind the figure.
Figure is clearer,limited and relatively Background appears relatively unclear,unlimited and awa
nearer. us.
Laws Of Perceptual Organization
 The Principle Of Proximity: According to this principle, the objects that are
close together in space or time are perceived together.
 The Principle Of Similarity: According to this principle, objects that are similar
to one another and have similar characteristics are perceived as a group
 The Principle Of Continuity: This principle states that we tend to perceive
objects as belonging together if they appear to form a continuous pattern.
 The Principle Of Smallness: As per this principle, smaller areas tend to be seen
as figures against a larger background.
 The Principle Of Symmetry: This principle suggests that symmetrical areas
tend to be seen as figures against asymmetrical backgrounds
 The Principle Of Surroundedness: This principle suggests that areas
surrounded by others tend to be perceived as figures.
 The Principle Of Closure: We tend to fill gaps in stimulation and tend to
perceive objects as a whole rather than their separate parts.

Perception of Space, Depth and Distance

601
 The process of viewing the world in three dimensions is termed distance or depth
perception
 On perceiving depth, we mainly depend on two main sources of information
termed cues.
 One is called Binocular cues as they require both eyes and another is
called Monocular cues as they allow us to perceive depth with just one eye
 Monocular cues are explained below–
o Relative Size: We tend to perceive an object farther away when it
appears small, and closer when it appears bigger.
o Overlapping: These cues occur when some portion of the object is
covered by another object. The overlapped object is considered farther
away, whereas the object that covers it appears nearer.
o Linear perspective: Denotes the phenomenon by which distant objects
appear to be closer together than nearer objects.
o Aerial Perspective: The air comprises microscopic particles of dust and
moisture that makes distant objects look hazy or blurry. This effect is
called Aerial Perspective.
o Light And Shade: In light, some parts of the object get highlighted,
whereas some parts become darker.
o Relative Height: Larger objects are perceived as being closer to the
viewer and smaller objects as being farther away.
o Texture Gradient: Denotes a phenomenon by which the visual field
having more density of elements is seen farther away.
o Motion Parralox: It is a kinetic monocular cue that occurs when objects at
different distances move at a different relative speed.
 Binocular cues (Physiological Cues) are:
o Retinal or Binocular Disparity: It occurs because the two eyes have
different locations in our head. They are separated by each other
horizontally by a distance of about 6.5 centimetres and due to the

602
 distance, the image formed on the retina of each eye of the same object is
slightly different and this is known as retinal disparity.
o Convergence: When we see a nearby object our eyes converge inward in
order to bring the fovea of each eye. A group of muscles send messages
to the brain regarding the degree to which eyes are turning inward and
these messages are interpreted as cues to the perception of depth. The
degree of convergence decreases as the object moved farther away from
the observer.
Perceptual Constancies
 Perception of the objects is relatively stable in spite of changes in the stimulation
of sensory receptors called perceptual constancy.
 We will now explore three types of Perceptual Constancies
o Size Constancy: The tendency for the perceived size of objects to remain
relatively unchanged with changes in their distance from the observer and
the size of the retinal image is called Size Constancy.
o Shape Constancy: In our perceptions, the shapes of familiar objects
remain unchanged despite changes in the pattern of the retinal image
resulting from the differences in their orientation.
o Brightness Constancy: The tendency to maintain an apparent brightness
constant under different amounts of illumination is termed brightness
Constancy.
Illusions
 They refer to misperceptions which are a consequence of misinterpretation of
information received by our sensory organs.
 Some illusions are universal in nature whereas others are more personal and
culture-specific.
 Some important visual illusions are as follows-
o Geometric Illusion
o Muller-Lyer Illusion
o Vertical-Horizontal Illusion
o Apparent Movement Illusion

603
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- NCC (CLASS NOTES- SEPTEMBER 2024)
UNIT-2 (DRILL)
Drill inculcates a sense of discipline, improve bearing, smartness in appearance and
turn out, create self-confidence, and develop the quality of immediate and implicit
obedience to orders. The effectiveness of command depends on the tone and the pitch
of voice in which it‘s given. A properly delivered command is loud and distinct enough to
be clearly understood by every person. The rise and fall of the voice and snap also
plays a major role in command. A word of command consists of two parts: ‗Cautionary‘
and the ‗Executive‘. The important movements in drill are SAVDHAN (Squad
Attention),VISHRAM (STAND AT EASE), ARAM SE (Stand Easy). In turning, ‗Dahine
Mur‘ (Right Turn), ‗Picche Mur‘ (About Turn) is important moves. Inclining (adhadahine
or adhabaenmur), the movement is the same except that the individual or squad turns
through 45 degrees only. Marching involves maintaining position of attention and
remaining well balanced. The cadet should swing naturally from the shoulder, hands
reaching as high as shoulder level in front and/to the rear. Hand should be kept closed
and fingers slightly clenched always to the front. Appropriate salute plays a major role
during the march. ‗Ginti se Salute-dahine salute ek‘, ‗Squad Do‘ (Squad two), ‗Squad
Chhe‘ (Squad six), ‗SquadSaat‘ (Squad seven) are important salute commands which
should be carried out by the cadets in time.
Q1. Answer the following in about 15 words:
(i) What is the aim of a drill?
Ans: The aim of drill is to inculcate a sense of discipline. It improves bearing, smartness
in appearance and turn-out, creates self-confidence, develops the quality of immediate
and implicit obedience to orders and teamwork. In addition to these qualities, drill brings
about the co-ordination between mind and body and serves as the basis for imparting
other service training.
(ii) What should be the volume of command by the commander?
Ans: The loudness or volume of command is to be in direct proportion with the number
of men and women from whom it is intended and the distance involved. The
commander normally places him/herself centrally and faces his/her squad so that
his/her voice reaches the maximum number of cadets with approximately equal force.
(iii) What causes indistinctness in giving a command?
Ans: Laziness, by the tenseness in the muscles of the mouth or by trying to give the
command too rapidly causes indistinctness in giving a command.
(iv) What does „snap‟ express in a command?
Ans: Snap is the extra quality in the command that decides instantaneous response. It
expresses confidence, alertness and decisiveness.
(v) What are the two parts of a word of command?
Ans: A word of command consists of two parts: ‗Cautionary‘ and the ‗Executive‘. An
interval of about four paces in quick time should be left between the ‗Cautionary‘ and
the ‗executive‘.
(vi) What is the difference in „dismissing‟ and „falling out‟ in foot drill and arms
drill?

604
Ans: The difference between 'dismiss' and 'falling out' are as follows:-
a) Falling out
i) To leave the ranks temporarily
ii) A word of command, to close the drill temporarily is given to a body of cadets
required to fall in again after a stipulated period
b) Dismiss
i) A word of command is given for closing drill.
ii) Denotes that parade is completely terminated.
(vii) Write the paces in a minute to the following:
a) Slow Time
b) Quick Time
c) Double Time
Ans:
a) Slow time 70
b) Quick time 120
c) Double time 80
(viii) What are the essentials of a good word of command?
Ans: Words of command is the order given during a drill. Proper execution of a
command is possible only when the command is loud, clear and voice should be high
pitched. There are some important factors required for the word of command to be
perfect which are:-
 Loudness
 Distinctness
 Inflection
 Snap
 Timing

(ix) What is the length of pace and number of pace per minute for:
a) Tezchal
b) Dhirechal
Ans:
a) Tezchal :30 inches length , 120 paces per minute
b) Dhirechal :30 inches length , 70 paces per minute
(x) What is the difference between „Visarjan‟ and „Line Tor‟?
Ans: The difference between ‗Visarjan‘ (dismiss) and ‗Line Tor' (falling out) are as
follows:-
(a) Dismiss
i. A word of command is given for closing drill.
ii. Denotes parade is completely terminated
(b) Falling out
i. To leave the ranks temporarily
ii. A word of command, to close the drill temporarily is given to a body of cadets required
to fall in again after a stipulated period.
(xi) How many parts 'word of command' consist of? What are they?
Ans: All words of command should be given as orders; clear, loud & with pauses. There
are three parts to a word of command — Introductory, Cautionary and Executive.
(xii) Give the length of pace in minutes: ‐
a) Slow time

605
b) Quick time
c) Double time.
Ans:
a) Slow time- 70
b) Quick time - 120
c) Double time - 180
Q2. Answer the following in about 50 words:
(i) Write a short note on „aaramse‟(stand at ease).

Ans: 'Aram Se' (Stand Easy):- Without moving the feet, the limbs, body and head are
relaxed. Talking, turning the head, slouching and using a handkerchief is not permitted.
On the cautionary word of command 'squad', correct position of stand-at-ease is
assumed by an upward snappy jerk of the body.
(ii) What should one keep in mind while doing the „dahinemur‟(right turn)?
Ans: ‗Dahine Mur' (Right Turn):- Both knees are turned straight, a turn of 90 degrees is
taken right on the right heel and left toe, raising the right toe and left heel; in doing so
weight of the body is kept on the right foot. The left foot is brought into the right by lifting
the foot 6 inches clear of the ground.
(iii) What is the importance of a well-sized squad?
Ans: Well sized squad, gives good general impression to spectators and provides the
best chance to drill together. Sizing is done by giving the word of command
‗LambaDahine, ChhotaBaen, ek line men- qadvar‘ (tallest on the right, shortest the left
in single, rank-size) the whole squad turns right, counts and then sort themselves out by
size, remaining at attention facing the instructor in one single line. Instructor orders
‗Squad dahine se gintikar‘, the squad numbers from the right to left.
(iv) How do the cadets position themselves in „three ranks‟ with ‟tejchal‟(quick
march)?
Ans: In ‗Teen line banao, tezchal‘ (Form up in three ranks, quick march), the cadets
have to position themselves in three ranks, front, centreand rear with 30 inches between
ranks and an interval between two cadets (less than 8 cadets the squad will form up in 2
ranks. Less than 5 cadets, the squad will form up in single rank). When forming in two
ranks or single rank the arm interval does not apply. Distance between the persons will
be 24 inches.
(v) What is the purpose of „khuli line chal‟(open order)?
Ans: In ‗Khuli line-chal (Open Order March), the front rank shoot the right foot forward
one full step and left foot one short step and lift right to bring the two feet together, arms
to sides throughout. The rear rank conforms to similar movement to the rear. It is done
to inspect the squad and for squad drill, it is necessary for the squad to be in ‗Open
Order‘ i.e. the front rank and rear rank take one and half paces forward and to the rear
respectively, while centre rank stands fast.
(vi) What are to be kept in mind while executing „samne salute kar‟ (salute to the
front)?
Ans: ‗Ginti se salute, Samne salute ek‘- (Saluting by number, salute to the front-one):
The right arm is kept straight, risen sideways until it is horizontal, palm of the hand to
the front, fingers extending, thumb close to the forefinger.
(vii) Who acts as the „dahinedarshak‟ (right marker)? What does the right marker
do on the command 'Darshak' (marker)?

606
Ans: The right guide or right hand cadet acts as right marker. On the command
‗Dahine‘(Right), the cadet should come properly to ease; on the command ‗Darshak‘
(Marker) the right marker should come to attention, march in quick time 15 paces
straight to his/her front ( a lesser distance if space not enough) halt and stand at ease.
Q3. Answer the following in about 150 words:
(i) What do you understand by „dheerechal‟ (slow march)? When is it required?
Explain.
Ans: Slow march is required during important parades i.e. Pilots marching in front of VIP
and firing parties marching ahead of corpse. On the word of command ‗slow march age
barh‘, the cadet should move his/her left leg forward balancing on the right foot. The
cadet should move left leg till it reaches right foot. Maintaining balance on right foot, the
cadet should move the left leg further ahead and place left foot on ground. The distance
of one pace is 30 inch. Similarly he/she should put the right foot ahead and halt. Hands
should remain by the side of the body as in attention position.
(ii) Explain „ginti se salute-dahine salute ek‟(saluting by numbers, salute to the
right-one).
Ans: In ‗Ginti se Salute-dahine salute ek‘ (Saluting by numbers salute to the right-one)
(given as left foot touches the ground), the cadet should complete next pace with the
right foot forward, heel on the ground, toe raised, arms at the maximum extent of the
swing, shoot and left foot forward, complete the next pace with left foot, heel on the
ground, toe raised, bring the right arm smartly to the position of the salute, turn the head
and eyes to the right, cut the left hand to the side. As the left foot comes to the ground,
the squad will shout ‗up‘.
(iii) What is the purpose of the side pace? What are its fundamentals?
Ans:The side pace (12 inches) used to move the squad, should not be more than 12
paces to a flank, if greater distance is to be covered; the squad should be ‗turned‘ and
moved in threes.
The fundamentals are: (i) Left foot shot forward or rear up to the required distance. (ii) If
more than one pace normal marching is adopted stepping a full pace of 30 inches. (iii)
Maximum number of paces ordered to step forward or rear will be three.
(iv) What things are taken into consideration while getting on parade with rifle
and dressing at the order?
Ans: When getting on parade with rifle, the rifle is carried out at ‗TolShastra‘ (short trail).
As soon as the squad halts, the butt is placed noiselessly on the ground in the correct
position of attention.
Furthher, in dressing, the front rank raises the left arm instead of the right arm and the
rifle is again raised to the position of short trail when moving.
(v) Explain „bhumishastra-ek (ground arms) and „uthaoshastra-ek‟(take up arms).
Ans: ‗BhumiShastr -ek‘ (Ground arms- one). The body is kept straight but inclined
forward and bent down by bending and opening the knees, keeping the heels together,
the rifle is laid gently on the ground at the right side, magazine to the right, muzzle
pointing straight to the front, right hand in line with the toe of the boot. On ‗Squad Do‘
(Squad two) the rifle is released with the right hand and the position of attention is
resumed.
‗UthaoShastr -ek‘ (Take up arms one): The body is bent down as in the first movement
of the ground arms, the rifle is seized with the right hand in the original position by the
right toe, the muzzle is raised sufficiently to put the thumb and fingers between the rifle

607
and the ground. On ‗Squad Do‘, the position of attention is resumed and the rifle is
brought to its correct position at order.
Q5. Answer the following in about 250 words:
(i) Explain present arms with reference to „salami shastra-ek‟ and order from the
present with reference to „baju-shastra‟.
Ans:
„Salami Shastr - ek‟:
The rifle is thrown upwards with the right hand, caught it with the left hand at the point of
balance, thumb of the left hand in the hollow of the right shoulder and the right hand at
the small of the butt, thumb to the left, elbow to the rear is placed. On ‗Squad Do‘: The
rifle is brought to a perpendicular position in front of the centre of the body. Striking left
hand on the side of rifle and small of the butt is held with right hand simultaneously.
‗Squad Teen‘: The rifle is tilted with the left hand and brought down perpendicularly in
front of and about three inches from the centre of the body. The magazine is hit by the
right hand. The rifle is held at the full extent of the right arm, fingers together, slanting
downwards, met smartly with the left hand immediately behind the back, sight in the line
with waist belt, outside the selling, thumb pointing upwards to the muzzle and on the left
of the rifle at the same time, the hollow of the right foot is placed against the left heel,
both knees straight. The weight of the rifle is to be supported by the left hand.
Order from the Present:
On ‗Bajushastr-ek‘, the pistol grips are held with right hand and simultaneously left-right
foot and place it with left foot as in attention position. On ‗Squad do‘ carry the rifle to
right side and seize it with right hand at the pistol grip. On ‗Squad teen‘ cut left hand to
attention position.
(ii) Write about any five things to be followed or kept in mind in „Savadhan‟
position (attention) by the squad.
Ans:SAVDHAN (Squad Attention): In ‗savdhan‘ -
(A) Heels are kept together and in line, feet turned out equally forming an angle of 30
degrees, knees straight, without stiffness, hips level and drawn back slightly, body erect
and resting equally on hips, chest lifted and arched, shoulders square, falling equally
and neck filling the collar.
(B) Arms hung straight down without stiffness so that, the thumbs are immediately
behind the seams of the trouser; back of the hand face outwards, hands closed (not
clenched) and thumbs straight to the front.
(C) Head is held erect and square to the front, chin vertical and eyes straight to the
front.
(D) Weight of the body rests equally on the heels and the toes of the feet.
(E) In assuming the position of Savdhan , heels are brought together with extreme
sharpness by lifting the left foot six inches from the ground and placing it flat and very
firm besides the right, avoiding stamping of foot.
(F) All drill movements are commenced faster. When speaking to or being addressed by
a superior officer a cadet will have to stand in Savdhan.
(G) Adapting the position of ‗Savdhan‘ is a basic movement of drill. Therefore, the term
‗place the foot flat and firm on the ground‘ must not be mistaken for stamping
(iii) Explain the concept of „Sajja‟(dressing) in drill in detail.
Ans: The concept of ‗Sajja‘ (Dressing) in drill signifies as under:

608
 (a) The cadet has to be in line by the right or left and cover off from front to rear at
the correct distance from the rank in front and at the correct interval from the
cadet on the right or left.
(b) Whenever a squad or unit halts in line, dressing will be taken up by a word of
command.
(c) When a squad or unit gets on parade, dressing will be taken up automatically
without the word of command.
(iv) Explain the following concepts.
a. March in quick time(‗tejchal‘-quick march)
b. ‗dheerechal‘ and ‗thum‘ (slow-march and halt)
Ans:
QUICK MARCH:
The cadet should march from the position of attention (applies to all occasions including
‗get on parade‘) with the band giving the word of command on successive beats of
paces i.e., ‗quick on the left foot‘, ‗march on the right foot‘. On the command, ‗chal‘
(March), the cadet should step off a full pace with the left foot and swing the right arm.
SLOW MARCH AND HALT:
Slow march is required during important parades i.e. Pilots marching in front of VIP and
firing parties marching ahead of corpse. On the word of command ‗slow march age
barh‘, the cadet should move his/her left leg forward balancing on the right foot. The
cadet should move left leg till it reaches right foot. Maintaining balance on right foot, the
cadet should move the left leg further ahead and place left foot on ground. The distance
of one pace is 30 inch. Similarly he/she should put the right foot ahead and halt. Hands
should remain by the side of the body as in attention position.
(v) What do you understand by making a squad while standing and making squad
without halting?
Ans:
Making of Squad While Standing:
When the squad is standing in threes.On word of command ‗halt, make left to left
squad‘. The cadet on the right side will stand still. Rest of the squad will move left. This
will be followed by word of command ‗attention‟. After this action, word of command is
‗No 1- file slow march from the front‟. The cadet on the right side will take 3-steps ahead
and halt, and the two cadets behind him will also cover-up behind the first cadet
counting „out one-two, one-two‘. This will be followed by word of command ‗No 1 file
slows the march from the front‟ followed by No. 2 file', slow march from the front‘, on
this command next cadet will take 5 steps followed by 'No. 3 file' who will take 7 steps,
'No. 4 file' will –take 9 steps and so on, till the entire squad is formed. After this, the
squad marches in threes.
Making Squad without Halting:
On word of command „form up to the left‟, the guide keeps standing and rest turn half
left. On word of command „form up in squad to the left, slow march from right‘. The
squad, according to the file, marches on the spot, starting on the left foot and squad
halts on word of command ‗tham‘.
(vi) What things are to be kept in mind while doing „savadhan‟ (attention) and
„vishram‟ (stand at ease) during the drill with arms?
Ans:
Savdhan (Attention)

609
The normal position of Savdhan is maintained along-with rifle held in the right hand. The
thumb of the right hand is kept on the left side of the rifle and fingers should be on the
right side. The fingers of the right hand are kept adjoining standing downwards. The
back of the hand and wrist is kept behind the rifle. The butt of the rifle is kept flat on the
ground.
Vishram (Stand at Ease)
Lift the leg and keep the two legs 12 inches apart and simultaneously push the rifle in
front by keeping the right arm straight.
Q6. HOT (High order thinking skills):
(i) What are the points to be checked in Savdhan?
Ans:
(a) Heels together and in line, feet turned out equally forming an angle of 30 degrees,
knees straight without stiffness, hips level and drawn back slightly, body erect and
resting equally on hips, chest lifted and arched shoulders square, falling equally and
neck filling the collar.
(b) Arms hanging straight down without stiffness so that the thumbs are immediately
behind the seams of the trouser, back of the hand outwards, hands closed (not
clenched) and thumbs straight to the front.
(c) Head erect and square to the front, chin vertical and eyes straight to the front.
(d) Weight of the body resting equally on the heels and the toe of the feet.
(e) Bring heels together with extreme sharpness by lifting the left foot six inches from
the ground and placing it flat and very firm besides the right, avoid stamping of foot.
(ii) Write the things to be followed prior to proceeding for drill?
Ans: The things as under will be followed prior to proceeding for drill?
a) Dress should be washed and properly pressed.
b) All the buttons of dress should be stitched.
c) Dress should neither be loose nor tight.
d) Shoes should be polished and shoe laces tied properly.
e) Belt should be polished and its brass parts should be cleaned with brasso. Belt
should not be too tight or loose.
f) Hair cut should be proper.
g) Shaving of beard prior to drill be done.
h) The cap should be put properly on head.
(iii) „Drill plays a major role in a cadet‟s training‟. Thinks this statement applicable
to the Armed Forces as well? Why?
Ans: Drill is an important part of a cadet‘s life. It inculcates a sense of discipline,
improves bearing, smartness in appearance and turn out, creates self-confidence,
develop the quality of immediate and implicit obedience to orders and teamwork. In
addition to these qualities, drill brings about the co-ordination between mind and body
and serves as the basis for imparting other service training.
Drill is the most efficient way of moving a number of people from one place to the next.
Instead of having a group of individuals meandering slowly, we have an organized,
efficient team with a clearly defined purpose and direction. Drill is also an extremely
good exercise in teamwork. Every member of the drill team relies on the next person for
timings and dressing. There are no individuals in a team; everyone performs the
manoeuvre exactly in the same time, and the same way.

610
Drill is defined as being instructed in military exercises which involves marching,
saluting and turning. There are different types of drill including, static drill (which does
not involve marching) ceremonial drill and squadron drill.

In the Armed Forces, Drill ensures preparation of soldiers for performance of their duties
in peace and war through the practice and rehearsal of prescribed movements. In a
practical sense, drill consolidates soldiers into battle formations and familiarizes them
with their weapons. Psychologically, it develops a sense of teamwork, discipline, and
self-control; it promotes automatic performance of duties under disturbing
circumstances and instinctive response to the control and stimulus of leaders.

611
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- PAINTING (CLASS NOTES- SEPTEMBER 2024)
UNIT – 2

CHAPTER- 4
ART OF AJANTA
(CIRCA 2ND CENTURY BC/BCE* TO 480 OR 650 A.D.)

INTRODUCTION
Ajanta is a great art treasure. Its caves are fine example of rock, cut architecture. They
contain some refined sculpture, and more importantly, paintings of matchless beauty. In
fact, the bright history of Indian paintings starts from wall paintings/ Frescoes of Ajanta.
The scholars believe, nowhere in the world such beautiful paintings were done during
that period. That is why it is known as the golden period of Indian Art.
The followers of Lord Buddha constructed several Stupas, Chaityas and Viharas
throughout India. The stories of past lives of Buddha, known as Jataka stories, were
painted in Bhaja, Karle, Kanheri and Ajanta.
DISCOVERY
In C.E 1817, some tiger hunting British soldiers first saw this collection of lying deserted
in a horseshoe shaped narrow valley close to Aurangabad. On a fateful day this year,
the art of Ajanta was exposed to the fascinated world.
LOCATION AND PERIOD
This holy pilgrimage of Indian paintings set like a huge amphitheatre is situated in
Aurangabad district of Maharashtra state. There is a small hill of about 300 feet high in
a crescent moon formation or in a horse shoe formation with a stream flowing nearby.
These are actually the temples of Art where we see the expressions of love, patience,
worship, sacrifice, sympathy and peace in the form of architecture, sculpture and
painting.
Ajanta is the only surviving example of painting in 2nd century B.C

612
613
614
615
616
617
618
619
620
621
622
623
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- COMPUTER SCIENCE (CLASS NOTES- SEPTEMBER 2024)
FLOW OF CONTROL
CHAPTER-8

Multiple Choice Questions

Question 1
In a Python program, a control structure:
1. directs the order of execution of the statements in the program ✓
2. dictates what happens before the program starts and after it
terminates
3. defines program-specific data structures
4. manages the input and output of control characters
Question 2
An empty/null statement in Python is
1. go
2. pass ✓
3. over
4. ;
Question 3
The order of statement execution in the form of top to bottom, is known as
.......... construct.
1. selection
2. repetition
3. sequence ✓
4. flow
Question 4
The .......... construct allows to choose statements to be executed,
depending upon the result of a condition.
1. selection ✓
2. repetition
3. sequence
4. flow
Question 5
The .......... construct repeats a set of statements a specified number of
times or as long as a condition is true.
1. selection

624
 2. repetition ✓
3. sequence
4. flow
Question 6
Which of the following statements will make a selection construct?
1. if ✓
2. if-else ✓
3. for
4. while
Question 7
Which of the following statements will make a repetition construct?
1. if
2. if-else
3. for ✓
4. while ✓
Question 8
In Python, which of the following will create a block in a compound
statement ?
1. colon
2. statements indented at a lower, same level ✓
3. indentation in any form
4. { }
Question 9
What signifies the end of a statement block or suite in Python ?
1. A comment
2. }
3. end
4. A line that is indented less than the previous line ✓
Question 10
Which one of the following if statements will not execute successfully ?
1. if (1, 2) :
print('foo')
2. if (1, 2)
print('foo') ✓
3. if (1, 2) :
print('foo') ✓
4. if (1) :
print( 'foo' )
Question 11
What does the following Python program display ?

625
x=3
if x == 0:
print ("Am I here?", end = ' ')
elif x == 3:
print("Or here?", end = ' ')
else :
pass
print ("Or over here?")
1. Am I here?
2. Or here?
3. Am I here? Or here?
4. Or here? Or over here? ✓
5. Am I here? Or over here?
Question 12
If the user inputs : 2<ENTER>, what does the following code snippet print?
x = float(input())
if(x==1):
print("Yes")
elif (x >= 2):
print("Maybe")
else:
print ("No")
1. Yes
2. No
3. Maybe ✓
4. Nothing is printed
5. Error
Question 13
Consider the following code segment:
a = int(input("Enter an integer: "))
b = int(input("Enter an integer: "))
if a <= 0:
b = b +1
else:
a=a+1
if a > 0 and b > 0:
print ("W")
elif a > 0:
print("X")
if b > 0:
print("Y")

626
else:
print("Z")
What letters will be printed if the user enters 0 for a and 0 for b ?
1. Only W
2. Only X
3. Only Y ✓
4. W and X
5. W, X and Y
Question 14
Consider the following code segment:
a = int(input("Enter an integer: "))
b = int(input("Enter an integer: "))
if a <= 0:
b = b +1
else:
a=a+1
if a > 0 and b > 0:
print ("W")
elif a > 0:
print("X")
if b > 0:
print("Y")
else:
print("Z")
What letters will be printed if the user enters 1 for a and 1 for b ?
1. W and X
2. W and Y ✓
3. X and Y
4. X and Z
5. W, X and Y
Question 15
Consider the following code segment:
a = int(input("Enter an integer: "))
b = int(input("Enter an integer: "))
if a <= 0:
b = b +1
else:
a=a+1
if a > 0 and b > 0:
print ("W")
elif a > 0:

627
print("X")
if b > 0:
print("Y")
else:
print("Z")
What letters will be printed if the user enters 1 for a and -1 for b?
1. W and X
2. X and Y
3. Y and Z
4. X and Z ✓
5. W and Z
Question 16
Consider the following code segment:
a = int(input("Enter an integer: "))
b = int(input("Enter an integer: "))
if a <= 0:
b = b +1
else:
a=a+1
if a > 0 and b > 0:
print ("W")
elif a > 0:
print("X")
if b > 0:
print("Y")
else:
print("Z")
What letters will be printed if the user enters 1 for a and 0 for b ?
1. W and X
2. X and Y
3. Y and Z
4. X and Z ✓
5. W and Z
Question 17
Consider the following code segment:
a = int(input("Enter an integer: "))
b = int(input("Enter an integer: "))
if a <= 0:
b = b +1
else:
a=a+1

628
if a > 0 and b > 0:
print ("W")
elif a > 0:
print("X")
if b > 0:
print("Y")
else:
print("Z")
What letters will be printed if the user enters -1 for a and -1 for b?
1. Only W
2. Only X
3. Only Y
4. Only Z ✓
5. No letters are printed
Question 18
What values are generated when the function range(6, 0, -2) is executed ?
1. [4, 2]
2. [4, 2, 0]
3. [6, 4, 2] ✓
4. [6, 4, 2, 0]
5. [6, 4, 2, 0, -2]
Question 19
Which of the following is not a valid loop in Python ?
1. for
2. while
3. do-while ✓
4. if-else ✓
Question 20
Which of the following statement(s) will terminate the whole loop and
proceed to the statement following the loop ?
1. pass
2. break ✓
3. continue
4. goto
Question 21
Which of the following statement(s) will terminate only the current pass of
the loop and proceed with the next iteration of the loop?
1. pass
2. break
3. continue ✓

629
 4. goto
Question 22
Function range(3) is equivalent to :
1. range(1, 3)
2. range(0, 3) ✓
3. range(0, 3, 1) ✓
4. range(1, 3, 0)
Question 23
Function range(3) will yield an iteratable sequence like
1. [0, 1, 2] ✓
2. [0, 1, 2, 3]
3. [1, 2, 3]
4. [0, 2]
Question 24
Function range(0, 5, 2) will yield on iterable sequence like
1. [0, 2, 4] ✓
2. [1, 3, 5]
3. [0, 1, 2, 5]
4. [0, 5, 2]
Question 25
Function range(10, 5, -2) will yield an iterable sequence like
1. [10, 8, 6] ✓
2. [9, 7, 5]
3. [6, 8, 10]
4. [5, 7, 9]
Question 26
Function range(10, 5, 2) will yield an iterable sequence like
1. [] ✓
2. [10, 8, 6]
3. [2, 5, 8]
4. [8, 5, 2]
Question 27
Consider the loop given below :
for i in range(-5) :
print(i)
How many times will this loop run?
1. 5
2. 0 ✓
3. infinite
4. Error

630
Question 28
Consider the loop given below :
for i in range(10, 5, -3) :
print(i)
How many times will this loop run?
1. 3
2. 2 ✓
3. 1
4. Infinite
Question 29
Consider the loop given below :
for i in range(3) :
pass
What will be the final value of i after this loop ?
1. 0
2. 1
3. 2 ✓
4. 3
Question 30
Consider the loop given below :
for i in range(7, 4, -2) :
break
What will be the final value of i after this loop ?
1. 4
2. 5
3. 7 ✓
4. -2
Question 31
In for a in __________ : , the blank can be filled with
1. an iterable sequence ✓
2. a range( ) function ✓
3. a single value
4. an expression
Question 32
Which of the following are entry controlled loops ?
1. if
2. if-else
3. for ✓
4. while ✓
Question 33

631
Consider the loop given below. What will be the final value of i after the
loop?
for i in range(10) :
break
1. 10
2. 0 ✓
3. Error
4. 9
Question 34
The else statement can be a part of .......... statement in Python.
1. if ✓
2. def
3. while ✓
4. for ✓
Question 35
Which of the following are jump statements ?
1. if
2. break ✓
3. while
4. continue ✓
Question 36
Consider the following code segment :
for i in range(2, 4):
print(i)
What values(s) are printed when it executes?
1. 2
2. 3
3. 2 and 3 ✓
4. 3 and 4
5. 2, 3 and 4
Question 37
When the following code runs, how many times is the line "x = x * 2"
executed?
x=1
while ( x < 20 ):
x=x*2
1. 2
2. 5 ✓
3. 19
4. 4

632
 5. 32
Question 38
What is the output when this code executes ?
x=1
while (x <= 5):
x+1
print(x)
1. 6
2. 1
3. 4
4. 5
5. no output ✓
Question 39
How many times does the following code execute ?
x=1
while (x <= 5):
x+1
print (x)
1. 6
2. 1
3. 4
4. 5
5. infinite ✓
Question 40
What is the output produced when this code executes?
i=1
while (i <= 7):
i*= 2
print (i)
1. 8 ✓
2. 16
3. 4
4. 14
5. no output
Question 41
Consider the following loop:
j = 10
while j >= 5:
print("X")
j=j-1

633
Which of the following for loops will generate the same output as the loop
shown previously?
1. for j in range(-1, -5, -1):
print("X")
2. for j in range(0, 5):
print("X")
3. for j in range(10, -1, -2):
print("X") ✓
4. for j in range(10, 5):
print("X")
5. for j in range(10, 5, -1):
print("X")
Question 42
What is the output produced when this code executes?
a=0
for i in range(4,8):
if i % 2 == 0:
a=a+i
print (a)
1. 4
2. 8
3. 10 ✓
4. 18
Question 43
Which of the following code segments contain an example of a nested
loop?
1. for i in range(10):
print(i)
for j in range(10):
print(j)
2. for i in range(10):
print(i)
for j in range(10):
print(j) ✓
3. for i in range(10):
print(i)
while i < 20:
print(i)
i=i+1✓
4. for i in range(10):
print(i)

634
 while i < 20:
print(i)
Fill in the Blanks
Question 1
The if statement forms the selection construct in Python.
Question 2
The pass statement is a do nothing statement in Python.
Question 3
The for and while statements form the repetition construct in Python.
Question 4
Three constructs that govern the flow of control
are sequence, selection/decision and repetition/iteration.
Question 5
In Python, indentation defines a block of statements.
Question 6
An if-else statement has less number of conditional checks than two
successive ifs.
Question 7
The in operator tests if a given value is contained in a sequence or not.
Question 8
The two membership operators are in and not in.
Question 9
An iteration refers to one repetition of a loop.
Question 10
The for loop iterates over a sequence.
Question 11
The while loop tests a condition before executing the body-of-the-loop.
Question 12
The else clause can occur with an if as well as with loops.
Question 13
The else block of a loop gets executed when a loop ends normally.
Question 14
The else block of a loop will not get executed if a break statement has
terminated the loop.
Question 15
The break statement terminates the execution of the whole loop.
Question 16
The continue statement terminates only a single iteration of the loop.
Question 17
The break and continue statements, together are called jump statements.
Question 18

635
In a nested loop, a break statement inside the inner loop, will terminate
the inner loop only.
True/False Questions
Question 1
An if-else tests less number of conditions than two successive ifs.
True
Question 2
A for loop is termed as a determinable loop.
True
Question 3
The while loop is an exit controlled loop.
False
Question 4
The range( ) creates an iterable sequence.
True
Question 5
The for loop can also tests a condition before executing the loop-body.
False
Question 6
Only if statement can have an else clause.
False
Question 7
A loop can also take an else clause.
True
Question 8
The else clause of a loop gets executed only when a break statement
terminates it.
False
Question 9
A loop with an else clause executes its else clause only when the loop
terminates normally.
True
Question 10
A loop with an else clause cannot have a break statement.
False
Question 11
A continue statement can replace a break statement.
False
Question 12
For a for loop, an equivalent while loop can always be written.
True

636
Question 13
For a while loop, an equivalent for loop can always be written.
False
Question 14
The range( ) function can only be used in for loops.
False
Question 15
An if-elif-else statement is equivalent to a nested-if statement.
True
Type A : Short Answer Questions/Conceptual Questions
Question 1
What is the common structure of Python compound statements?
Answer
The common structure of a Python compound statement is as shown
below:
<compound statement header>:
<indented body with multiple simple\
and/or compound statements>
It has the following components:
1. A header line which begins with a keyword and ends with a colon.
2. A body containing a sequence of statements at the same level of
indentation.
Question 2
What is the importance of the three programming constructs?
Answer
The importance of the three programming constructs is a given below:
1. Sequence — Statements get executed sequentially.
2. Selection — Execution of statements depends on a condition test.
3. Repetition\Iteration — Repetition of a set of statements depends on a
condition test.
Question 3
What is empty statement in Python? What is its need?
Answer
In Python, an empty statement is pass statement. Its syntax is:
pass
When pass statement is encountered, Python does nothing and moves to
next statement in the flow of control.
It is needed in those instances where the syntax of the language requires
the presence of a statement but where the logic of the program does not.
Question 4
Which Python statement can be termed as empty statement?

637
Answer
In Python, an empty statement is pass statement. Its syntax is:
pass
Question 5
What is an algorithm?
Answer
An algorithm is defined as the sequence of instructions written in simple
English that are required to get the desired results. It helps to develop the
fundamental logic of a problem that leads to a solution.
Question 6
What is a flowchart? How is it useful?
Answer
A flowchart is a pictorial representation of an algorithm. It uses boxes of
different shapes to represent different types of instructions. These boxes
are connected with arrow marks to indicate the flow of operations. It helps
in:
1. Communication — The pictorial representation of the flowchart
provides better communication. It is easier for the programmer to
explain the logic of a program.
2. Effective Analysis — It is a very useful technique, as flowchart is a
pictorial representation that helps the programmer to analyze the
problem in detail.
Question 7
Draw flowchart for displaying first 10 odd numbers.
Answer

638
639
Question 8
What is entry-controlled loop?
Answer
An entry-controlled loop checks the condition at the time of entry. Only if
the condition is true, the program control enters the body of the loop.
Question 9
What are the four elements of a while loop in Python?
Answer
The four elements of a while loop in Python are:
1. Initialization Expressions — It initializes the loop control variable and
it is given outside the while loop before the beginning of the loop.
2. Test Expression — If its truth value is true then the loop-body gets
executed otherwise not.
3. The Body of the Loop — It is the set of statements that are executed
repeatedly in loop.
4. Update Expressions — It updates the value of loop control variable
and it is given inside the while loop.
Question 10
What is the difference between else clause of if-else and else clause of
Python loops?
Answer
The else clause of an if-else statement is executed when the condition of
the if statement results into false. The else clause of a loop is executed
when the loop is terminating normally i.e., when its test condition has
become false for a while loop or when the for loop has executed for the last
value in sequence.
Question 11
In which cases, the else clause of a loop does not get executed?
Answer
The else clause of a loop does not get executed if the loop is terminated
due to the execution of a break statement inside the loop.
Question 12
What are jump statements? Name them.
Answer
Jump statements are used to unconditionally transfer program control to
other parts within a program. Python provides the below jump statements:
1. break
2. continue
Question 13
How and when are named conditions useful?
Answer

640
Sometimes the conditions being used in the code are complex and
repetitive. In such cases, to make the program more readable and
maintainable, named conditions can be used.
Question 14
What are endless loops ? Why do such loops occur?
Answer
A loop which continues iterating indefinitely and never stops is termed as
an endless or infinite loop. Such loops can occur primarily due to two
reasons:
1. Logical errors when the programmer misses updating the value of
loop control variable.
2. Purposefully created endless loops that have a break statement
within their body to terminate the loop.
Question 15
How is break statement different from continue?
Answer
When the break statement gets executed, it terminates its loop completely
and control reaches to the statement immediately following the loop. The
continue statement terminates only the current iteration of the loop by
skipping rest of the statements in the body of the loop.
Type B: Application Based Questions
Question 1
Rewrite the following code fragment that saves on the number of
comparisons:
if (a == 0) :
print ("Zero")
if (a == 1) :
print ("One")
if (a == 2) :
print ("Two")
if (a == 3) :
print ("Three")
Answer
if (a == 0) :
print ("Zero")
elif (a == 1) :
print ("One")
elif (a == 2) :
print ("Two")
elif (a == 3) :
print ("Three")

641
Question 2
Under what conditions will this code fragment print "water"?
if temp < 32 :
print ("ice")
elif temp < 212:
print ("water")
else :
print ("steam")
Answer
When value of temp is greater than or equal to 32 and less than 212 then
this code fragment will print "water".
Question 3
What is the output produced by the following code?
x=1
if x > 3 :
if x > 4 :
print ("A", end = ' ')
else :
print ("B", end = ' ')
elif x < 2:
if (x != 0):
print ("C", end = ' ')
print ("D")
Answer
Output
CD
Explanation
As value of x is 1 so statements in the else part of outer if i.e. elif x < 2: will
get executed. The condition if (x != 0) is true so C is printed. After that the
statement print ("D") prints D.
Question 4
What is the error in following code? Correct the code:
weather = 'raining'
if weather = 'sunny' :
print ("wear sunblock")
elif weather = "snow":
print ("going skiing")
else :
print (weather)
Answer

642
In this code, assignment operator (=) is used in place of equality operator
(==) for comparison. The corrected code is below:
weather = 'raining'
if weather == 'sunny' :
print ("wear sunblock")
elif weather == "snow":
print ("going skiing")
else :
print (weather)
Question 5
What is the output of the following lines of code?
if int('zero') == 0 :
print ("zero")
elif str(0) == 'zero' :
print (0)
elif str(0) == '0' :
print (str(0))
else:
print ("none of the above")
Answer
The above lines of code will cause an error as in the line if int('zero') == 0 :,
'zero' is given to int() function but string 'zero' doesn't have a valid numeric
representation.
Question 6
Find the errors in the code given below and correct the code:
if n == 0
print ("zero")
elif : n == 1
print ("one")
elif
n == 2:
print ("two")
else n == 3:
print ("three")
Answer
The corrected code is below:
if n == 0 : #1st Error
print ("zero")
elif n == 1 : #2nd Error
print ("one")
elif n == 2: #3rd Error

643
print ("two")
elif n == 3: #4th Error
print ("three")
Question 7
What is following code doing? What would it print for input as 3?
n = int(input( "Enter an integer:" ))
if n < 1 :
print ("invalid value")
else :
for i in range(1, n + 1):
print (i * i)
Answer
The code will print the square of each number from 1 till the number given
as input by the user if the input value is greater than 0. Output of the code
for input as 3 is shown below:
Enter an integer:3
1
4
9
Question 8
How are following two code fragments different from one another? Also,
predict the output of the following code fragments :
(a)
n = int(input( "Enter an integer:" ))
if n > 0 :
for a in range(1, n + n ) :
print (a / (n/2))
else :
print ("Now quiting")
(b)
n = int(input("Enter an integer:"))
if n > 0 :
for a in range(1, n + n) :
print (a / (n/2))
else :
print ("Now quiting")
Answer
In part (a) code, the else clause is part of the loop i.e. it is a loop else
clause that will be executed when the loop terminates normally. In part (b)
code, the else clause is part of the if statement i.e. it is an if-else clause. It
won't be executed if the user gives a greater than 0 input for n.

644
Output of part a:
Enter an integer:3
0.6666666666666666
1.3333333333333333
2.0
2.6666666666666665
3.3333333333333335
Now quiting
Output of part b:
Enter an integer:3
0.6666666666666666
1.3333333333333333
2.0
2.6666666666666665
3.3333333333333335
Question 9a
Rewrite the following code fragment using for loop:
i = 100
while (i > 0) :
print (i)
i -= 3
Answer
for i in range(100, 0, -3) :
print (i)
Question 9b
Rewrite the following code fragment using for loop:
while num > 0 :
print (num % 10)
num = num/10
Answer
l = [1]
for x in l:
l.append(x + 1)
if num <= 0:
break
print (num % 10)
num = num/10
Question 9c
Rewrite the following code fragment using for loop:
while num > 0 :
count += 1

645
sum += num
num –= 2
if count == 10 :
print (sum/float(count))
break
Answer
for i in range(num, 0, -2):
count += 1
sum += i
if count == 10 :
print (sum/float(count))
break
Question 10a
Rewrite following code fragment using while loops :
min = 0
max = num
if num < 0 :
min = num
max = 0 # compute sum of integers
# from min to max

for i in range(min, max + 1):

sum += i
Answer
min = 0
max = num
if num < 0 :
min = num
max = 0 # compute sum of integers
# from min to max
i = min
while i <= max:
sum += i
i += 1
Question 10b
Rewrite following code fragment using while loops :
for i in range(1, 16) :
if i % 3 == 0 :
print (i)
Answer
i=1

646
while i < 16:
if i % 3 == 0 :
print (i)
i += 1
Question 10c
Rewrite following code fragment using while loops :
for i in range(4) :
for j in range(5):
if i + 1 == j or j + 1 == 4 :
print ("+", end = ' ')
else :
print ("o", end = ' ')
print()
Answer
i=0
while i < 4:
j=0
while j < 5:
if i + 1 == j or j + 1 == 4 :
print ("+", end = ' ')
j += 1
else :
print ("o", end = ' ')
i += 1
print()
Question 11a
Predict the output of the following code fragments:
count = 0
while count < 10:
print ("Hello")
count += 1
Answer
Output
Hello
Hello
Hello
Hello
Hello
Hello
Hello
Hello

647
Hello
Hello
Explanation
The while loop executes 10 times so "Hello" is printed 10 times
Question 11b
Predict the output of the following code fragments:
x = 10
y=0
while x > y:
print (x, y)
x=x-1
y=y+1
Answer
Output
10 0
91
82
73
64
Explanation
x y Output Remarks

10 0 10 0 1st Iteration

10 0
9 1 2nd Iteration
91

10 0
8 2 91 3rd Iteration
82

10 0
91
7 3 4th Iteration
82
73
10 0
91
6 4 82 5th Iteration
73
64

648
Question 11c
Predict the output of the following code fragments:
keepgoing = True
x=100
while keepgoing :
print (x)
x = x - 10
if x < 50 :
keepgoing = False
Answer
Output
100
90
80
70
60
50
Explanation
Inside while loop, the line x = x - 10 is decreasing x by 10 so after 5
iterations of while loop x will become 40. When x becomes 40, the
condition if x < 50 becomes true so keepgoing is set to False due to which
the while loop stops iterating.
Question 11d
Predict the output of the following code fragments:
x = 45
while x < 50 :
print (x)
Answer
This is an endless (infinite) loop that will keep printing 45 continuously.
As the loop control variable x is not updated inside the loop neither there is
any break statement inside the loop so it becomes an infinite loop.
Question 11e
Predict the output of the following code fragments:
for x in [1,2,3,4,5]:
print (x)
Answer
Output
1
2
3
4

649
5
Explanation
x will be assigned each of the values from the list one by one and that will
get printed.
Question 11f
Predict the output of the following code fragments:
for x in range(5):
print (x)
Answer
Output
0
1
2
3
4
Explanation
range(5) will generate a sequence like this [0, 1, 2, 3, 4]. x will be assigned
each of the values from this sequence one by one and that will get printed.
Question 11g
Predict the output of the following code fragments:
for p in range(1,10):
print (p)
Answer
Output
1
2
3
4
5
6
7
8
9
Explanation
range(1,10) will generate a sequence like this [1, 2, 3, 4, 4, 5, 6, 7, 8, 9]. p
will be assigned each of the values from this sequence one by one and that
will get printed.
Question 11h
Predict the output of the following code fragments:
for q in range(100, 50, -10):
print (q)

650
Answer
Output
100
90
80
70
60
Explanation
range(100, 50, -10) will generate a sequence like this [100, 90, 80, 70, 60].
q will be assigned each of the values from this sequence one by one and
that will get printed.
Question 11i
Predict the output of the following code fragments:
for z in range(-500, 500, 100):
print (z)
Answer
Output
-500
-400
-300
-200
-100
0
100
200
300
400
Explanation
range(-500, 500, 100) generates a sequence of numbers from -500 to 400
with each subsequent number incrementing by 100. Each number of this
sequence is assigned to z one by one and then z gets printed inside the for
loop.
Question 11j
Predict the output of the following code fragments:
for y in range(500, 100, 100):
print (" * ", y)
Answer
This code generates No Output.
The for loop doesn't execute as range(500, 100, 100) returns an empty
sequence — [ ].
Question 11k

651
Predict the output of the following code fragments:
x = 10
y=5
for i in range(x-y * 2):
print (" % ", i)
Answer
This code generates No Output.
Explanation
The x-y * 2 in range(x-y * 2) is evaluated as below:
x-y*2
⇒ 10 - 5 * 2
⇒ 10 - 10 [∵ * has higher precedence than -]
⇒0
Thus range(x-y * 2) is equivalent to range(0) which returns an empty
sequence — [ ].
Question 11l
Predict the output of the following code fragments:
for x in [1,2,3]:
for y in [4, 5, 6]:
print (x, y)
Answer
Output
14
15
16
24
25
26
34
35
36
Explanation
For each iteration of outer loop, the inner loop will execute three times
generating this output.
Question 11m
Predict the output of the following code fragments:
for x in range(3):
for y in range(4):
print (x, y, x + y)
Answer
Output

652
000
011
022
033
101
112
123
134
202
213
224
235
Explanation
For each iteration of outer loop, the inner loop executes four times (with
value of y ranging from 0 to 3) generating this output.
Question 11n
Predict the output of the following code fragments:
c=0
for x in range(10):
for y in range(5):
c += 1
print (c)
Answer
Output
50
Explanation
Outer loop executes 10 times. For each iteration of outer loop, inner loop
executes 5 times. Thus, the statement c += 1 is executed 10 * 5 = 50 times.
c is incremented by 1 in each execution so final value of c becomes 50.
Question 12
What is the output of the following code?
for i in range(4):
for j in range(5):
if i + 1 == j or j + i == 4:
print ("+", end = ' ')
else:
print ("o", end = ' ')
print()
Answer
Output
o+oo+oo++ooo++oo+oo+

653
Explanation
Outer loop executes 4 times. For each iteration of outer loop, inner loop
executes 5 times. Therefore, the total number of times body of inner loop
gets executed is 4 * 5 = 20. Thats why there are 20 characters in the output
(leaving spaces). When the condition is true then + is printed else o is
printed.
Question 13
In the nested for loop code below, how many times is the condition of the if
clause evaluated?
for i in range(4):
for j in range(5):
if i + 1 == j or j + i == 4:
print ("+", end = ")
else:
print ("o", end = ")
print()
Answer
Outer loop executes 4 times. For each iteration of outer loop, inner loop
executes 5 times. Therefore, the total number of times the condition of the
if clause gets evaluated is 4 * 5 = 20.
Question 14
Which of the following Python programs implement the control flow graph
shown?

654
(a)
while True :
n = int(input("Enter an int:"))
if n == A1 :
continue
elif n == A2 :
break
else :
print ("what")
else:
print ("ever")
(b)
while True :

655
n = int(input("Enter an int:"))
if n == A1 :
continue
elif n == A2 :
break
else :
print ("what")
print ("ever")
(c)
while True :
n = int(input("Enter an int:"))
if n == A1 :
continue
elif n == A2 :
break
print ("what")
print ("ever")
Answer
Python program given in Option (b) implements this flowchart:
while True :
n = int(input("Enter an int:"))
if n == A1 :
continue
elif n == A2 :
break
else :
print ("what")
print ("ever")
Question 15
Find the error. Consider the following program :
a = int(input("Enter a value: "))
while a != 0:
count = count + 1
a = int(input("Enter a value: "))
print("You entered", count, "values.")
It is supposed to count the number of values entered by the user until the
user enters 0 and then display the count (not including the 0). However,
when the program is run, it crashes with the following error message after
the first input value is read :
Enter a value: 14
Traceback (most recent call last):

656
File "count.py", line 4, in <module>
count = count + 1
NameError: name 'count' is not defined
What change should be made to this program so that it will run correctly ?
Write the modification that is needed into the program above, crossing out
any code that should be removed and clearly indicating where any new
code should be inserted.
Answer
The line count = count + 1 is incrementing the value of variable count by 1
but the variable count has not been initialized before this statement. This
causes an error when trying to execute the program. The corrected
program is below:
count = 0 #count should be initialized before incrementing
a = int(input("Enter a value: "))
while a != 0:
count = count + 1
a = int(input("Enter a value: "))
print("You entered", count, "values.")
Type C: Programming Practice/Knowledge based Questions
Question 1
Write a Python script that asks the user to enter a length in centimetres. If
the user enters a negative length, the program should tell the user that the
entry is invalid. Otherwise, the program should convert the length to inches
and print out the result. There are 2.54 centimetres in an inch.
Solution
len = int(input("Enter length in cm: "))
if len < 0:
print("Invalid input")
else:
inch = len / 2.54
print(len, "centimetres is equal to", inch, "inches")
Output
Enter length in cm: 150
150 centimetres is equal to 59.05511811023622 inches
Question 2
A store charges ₹120 per item if you buy less than 10 items. If you buy
between 10 and 99 items, the cost is ₹100 per item. If you buy 100 or more
items, the cost is ₹70 per item. Write a program that asks the user how
many items they are buying and prints the total cost.
Solution
n = int(input("Enter number of items: "))

657
cost = 0

if n >= 100 :
cost = n * 70
elif n >= 10 :
cost = n * 100
else :
cost = n * 120

print("Total Cost =", cost)

Output
Enter number of items: 58
Total Cost = 5800
Question 3
Write a program that reads from user — (i) an hour between 1 to 12 and (ii)
number of hours ahead. The program should then print the time after those
many hours, e.g.,
Enter hour between 1-12 : 9
How many hours ahead : 4
Time at that time would be : 1 O'clock
Solution
hr = int(input("Enter hour between 1-12 : "))
n = int(input("How many hours ahead : "))

s = hr + n

if s > 12:
s -= 12

print("Time at that time would be : ", s, "O'clock")

Output
Enter hour between 1-12 : 9
How many hours ahead : 4
Time at that time would be : 1 O'clock
Question 4
Write a program that asks the user for two numbers and prints Close if the
numbers are within .001 of each other and Not close otherwise.
Solution
a = float(input("Enter first number: "))
b = float(input("Enter second number: "))

658
d=0
if a > b :
d=a-b
else :
d=b-a

if d <= 0.001 :
print("Close")
else :
print("Not Close")
Output
Enter first number: 10.12345
Enter second number: 10.12354
Close
Question 5
A year is a leap year if it is divisible by 4, except that years divisible by 100
are not leap years unless they are also divisible by 400. Write a program
that asks the user for a year and prints out whether it is a leap year or not.
Solution
year = int(input("Enter year: "))

if year % 400 == 0 :
print(year, "is a Leap Year")
elif year % 100 == 0 :
print(year, "is not a Leap Year")
elif year % 4 == 0 :
print(year, "is a Leap Year")
else :
print(year, "is not a Leap Year")
Output
Enter year: 1800
1800 is not a Leap Year
Question 6
Write a program to input length of three sides of a triangle. Then check if
these sides will form a triangle or not.
(Rule is: a+b>c;b+c>a;c+a>b)
Solution
a = int(input("Enter first side : "))
b = int(input("Enter second side : "))
c = int(input("Enter third side : "))

659
if a + b > c and b + c > a and a + c > b :
print("Triangle Possible")
else :
print("Triangle Not Possible")
Output
Enter first side : 3
Enter second side : 5
Enter third side : 6
Triangle Possible
Question 7
Write a short program to input a digit and print it in words.
Solution
d = int(input("Enter a digit(0-9): "))

if d == 0 :
print("Zero")
elif d == 1 :
print("One")
elif d == 2 :
print("Two")
elif d == 3 :
print("Three")
elif d == 4 :
print("Four")
elif d == 5 :
print("Five")
elif d == 6 :
print("Six")
elif d == 7 :
print("Seven")
elif d == 8 :
print("Eight")
elif d == 9 :
print("Nine")
else :
print("Invalid Digit")
Output
Enter a digit(0-9): 6
Six
Question 8

660
Write a short program to check whether square root of a number is prime or
not.
Solution
import math

n = int(input("Enter a number: "))

sr = math.sqrt(n)
c=0

for i in range(1, int(sr + 1)) :

if (sr % i == 0) :
c += 1

if c == 2 :
print("Square root is prime")
else :
print("Square root is not prime")
Output
Enter a number: 49
Square root is prime
Question 9
Write a short program to print first n odd numbers in descending order.
Solution
n = int(input("Enter n: "))
x=n*2-1

for i in range(x, 0, -2) :

print(i)
Output
Enter n: 5
9
7
5
3
1
Question 10
Write a short program to print the following series :
(i) 1 4 7 10 .......... 40.
(ii) 1 -4 7 -10 .......... -40
Solution
print("First Series:")

661
for i in range(1, 41, 3) :
print(i, end = ' ')

print("\nSecond Series:")
x=1
for i in range(1, 41, 3) :
print(i * x, end = ' ')
x *= -1
Output
First Series:
1 4 7 10 13 16 19 22 25 28 31 34 37 40
Second Series:
1 -4 7 -10 13 -16 19 -22 25 -28 31 -34 37 -40
Question 11
Write a short program to find average of list of numbers entered through
keyboard.
Solution
sum = count = 0

print("Enter numbers")
print("(Enter 'q' to see the average)")

while True :
n = input()
if n == 'q' or n == 'Q' :
break
else :
sum += int(n)
count += 1

avg = sum / count

print("Average = ", avg)
Output
Enter numbers
(Enter 'q' to see the average)
2
5
7
15
12
q

662
Average = 8.2
Question 12
Write a program to input 3 sides of a triangle and print whether it is an
equilateral, scalene or isosceles triangle.
Solution
a = int(input("Enter first side : "))
b = int(input("Enter second side : "))
c = int(input("Enter third side : "))

if a == b and b == c :
print("Equilateral Triangle")
elif a == b or b == c or c == a:
print("Isosceles Triangle")
else :
print("Scalene Triangle")
Output
Enter first side : 10
Enter second side : 5
Enter third side : 10
Isosceles Triangle
Question 13
Write a program to take an integer a as an input and check whether it ends
with 4 or 8. If it ends with 4, print "ends with 4", if it ends with 8, print "ends
with 8", otherwise print "ends with neither".
Solution
a = int(input("Enter an integer: "))

if a % 10 == 4 :
print("ends with 4")
elif a % 10 == 8 :
print("ends with 8")
else :
print("ends with neither")
Output
Enter an integer: 18
ends with 8
Question 14
Write a program to take N (N > 20) as an input from the user. Print
numbers from 11 to N. When the number is a multiple of 3, print "Tipsy",
when it is a multiple of 7, print "Topsy". When it is a multiple of both, print
"TipsyTopsy".

663
Solution
n = int(input("Enter a number greater than 20: "))
if n <= 20 :
print("Invalid Input")
else :
for i in range(11, n + 1) :
print(i)
if i % 3 == 0 and i % 7 == 0 :
print("TipsyTopsy")
elif i % 3 == 0 :
print("Tipsy")
elif i % 7 == 0 :
print("Topsy")
Output
Enter a number greater than 20: 25
11
12
Tipsy
13
14
Topsy
15
Tipsy
16
17
18
Tipsy
19
20
21
TipsyTopsy
22
23
24
Tipsy
25
Question 15
Write a short program to find largest number of a list of numbers entered
through keyboard.
Solution
print("Enter numbers:")

664
print("(Enter 'q' to see the result)")

l = input()

if l != 'q' and l != 'Q' :

l = int(l)
while True:
n = input()
if n == 'q' or n == 'Q' :
break
n = int(n)
if n > l :
l=n
print("Largest Number =", l)
Output
Enter numbers:
(Enter 'q' to see the result)
3
5
8
2
4
q
Largest Number = 8
Question 16
Write a program to input N numbers and then print the second largest
number.
Solution
n = int(input("How many numbers you want to enter? "))
if n > 1 :
l = int(input()) # Assume first input is largest
sl = int(input()) # Assume second input is second largest
if sl > l :
t = sl
sl = l
l=t
for i in range(n - 2) :
a = int(input())
if a > l :
sl = l
l=a

665
elif a > sl :
sl = a
print("Second Largest Number =", sl)
else :
print("Please enter more than 1 number")
Output
How many numbers you want to enter? 5
55
25
36
12
18
Second Largest Number = 36
Question 17
Given a list of integers, write a program to find those which are
palindromes. For example, the number 4321234 is a palindrome as it reads
the same from left to right and from right to left.
Solution
print("Enter numbers:")
print("(Enter 'q' to stop)")

while True :
n = input()
if n == 'q' or n == 'Q' :
break
n = int(n)
t=n
r=0
while (t != 0) :
d = t % 10
r = r * 10 + d
t = t // 10
if (n == r) :
print(n, "is a Palindrome Number")
else :
print(n, "is not a Palindrome Number")
Output
Enter numbers:
(Enter 'q' to stop)
67826
67826 is not a Palindrome Number

666
4321234
4321234 is a Palindrome Number
256894
256894 is not a Palindrome Number
122221
122221 is a Palindrome Number
q
Question 18
Write a complete Python program to do the following :
(i) read an integer X.
(ii) determine the number of digits n in X.
(iii) form an integer Y that has the number of digits n at ten's place and the
most significant digit of X at one's place.
(iv) Output Y.
(For example, if X is equal to 2134, then Y should be 42 as there are 4
digits and the most significant number is 2).
Solution
x = int(input("Enter an integer: "))
temp = x
count = 0
digit = -1

while temp != 0 :
digit = temp % 10
count += 1
temp = temp // 10

y = count * 10 + digit

print("Y =", y)
Output
Enter an integer: 2134
Y = 42
Question 19
Write a Python program to print every integer between 1 and n divisible by
m. Also report whether the number that is divisible by m is even or odd.
Solution
m = int(input("Enter m: "))
n = int(input("Enter n: "))
for i in range(1, n) :
if i % m == 0 :

667
print(i, "is divisible by", m)
if i % 2 == 0 :
print(i, "is even")
else :
print(i, "is odd")
Output
Enter m: 3
Enter n: 20
3 is divisible by 3
3 is odd
6 is divisible by 3
6 is even
9 is divisible by 3
9 is odd
12 is divisible by 3
12 is even
15 is divisible by 3
15 is odd
18 is divisible by 3
18 is even
Question 20a
Write Python programs to sum the given sequences:
2/9 - 5/13 + 8/17 ...... (print 7 terms)
Solution
n = 2 #numerator initial value
d = 9 #denominator initial value
m = 1 #to add/subtract alternate terms
sum = 0

for i in range(7) :
t=n/d
sum += t * m
n += 3
d += 4
m *= -1

print("Sum =", sum)

Output
Sum = 0.3642392586003134
Question 20b
Write Python programs to sum the given sequences:

668
12 + 32 + 52 + ..... + n2 (Input n)
Solution
n = int(input("Enter the value of n: "))

i=1
sum = 0

while i <= n :
sum += i ** 2
i += 2

print("Sum =", sum)

Output
Enter the value of n: 9
Sum = 165
Question 21
Write a Python program to sum the sequence:
1 + 1/1! + 1/2! + 1/3! + ..... + 1/n! (Input n)
Solution
n = int(input("Enter the value of n: "))
sum = 0

for i in range(n + 1) :
fact = 1
for j in range(1, i) :
fact *= j
term = 1 / fact
sum += term

print("Sum =", sum)

Output
Sum = 3.708333333333333
Question 22
Write a program to accept the age of n employees and count the number of
persons in the following age group:
(i) 26 - 35
(ii) 36 - 45
(iii) 46 - 55
Solution
n = int(input("Enter the value of n: "))
g1 = g2 = g3 = 0

669
for i in range(1, n + 1) :
age = int(input("Enter employee age: "))
#We have used chained comparison operators
if 26 <= age <= 35 :
g1 += 1
elif 36 <= age <= 45 :
g2 += 1
elif 46 <= age <= 55 :
g3 += 1

print("Employees in age group 26 - 35: ", g1)

print("Employees in age group 36 - 45: ", g2)
print("Employees in age group 46 - 55: ", g3)
Output
Enter the value of n: 10
Enter employee age: 45
Enter employee age: 53
Enter employee age: 28
Enter employee age: 32
Enter employee age: 34
Enter employee age: 49
Enter employee age: 30
Enter employee age: 38
Enter employee age: 33
Enter employee age: 53
Employees in age group 26 - 35: 5
Employees in age group 36 - 45: 2
Employees in age group 46 - 55: 3
Question 23a
Write programs to find the sum of the following series:
x - x2/2! + x3/3! - x4/4! + x5/5! - x6/6! (Input x)
Solution
x = int(input("Enter the value of x: "))

sum = 0
m=1

for i in range(1, 7) :
fact = 1
for j in range(1, i+1) :

670
fact *= j
term = x ** i / fact
sum += term * m
m = m * -1

print("Sum =", sum)

Output
Enter the value of x: 2
Sum = 0.8444444444444444
Question 23b
Write programs to find the sum of the following series:
x + x2/2 + x3/3 + ...... + xn/n (Input x and n both)
Solution
x = int(input("Enter the value of x: "))
n = int(input("Enter the value of n: "))

sum = 0

for i in range(1, n + 1) :
term = x ** i / i
sum += term

print("Sum =", sum)

Output
Enter the value of x: 2
Enter the value of n: 5
Sum = 17.066666666666666
Question 24a
Write programs to print the following shapes:
*
**
***
**
*
Solution
n = 3 # number of rows

# upper half
for i in range(n) :
for j in range(n, i+1, -1) :
print(' ', end = '')

671
for k in range(i+1) :
print('*', end = ' ')
print()

# lower half
for i in range(n-1) :
for j in range(i + 1) :
print(' ', end = '')
for k in range(n-1, i, -1) :
print('*', end = ' ')
print()
Output
*
**
***
**
*
Question 24b
Write programs to print the following shapes:
*
**
***
**
*
Solution
n = 3 # number of rows

# upper half
for i in range(n) :
for k in range(i+1) :
print('*', end = ' ')
print()

# lower half
for i in range(n-1) :
for k in range(n-1, i, -1) :
print('*', end = ' ')
print()
Output
*
**

672
***
**
*
Question 24c
Write programs to print the following shapes:
*
* *
* *
* *
*
Solution
n = 3 # number of rows

# upper half
for i in range(1, n+1) :
# for loop for initial spaces
for j in range(n, i, -1) :
print(' ', end = '')

#while loop for * and spaces

x=1
while x < 2 * i :
if x == 1 or x == 2 * i - 1 :
print('*', end = '')
else :
print(' ', end = '')
x += 1
print()

# lower half
for i in range(n-1, 0, -1) :
# for loop for initial spaces
for j in range(n, i, -1) :
print(' ', end = '')

#while loop for * and spaces

x=1
while x < 2 * i :
if x == 1 or x == 2 * i - 1 :
print('*', end = '')
else :

673
print(' ', end = '')
x += 1
print()
Output
*
**
* *
**
*
Question 24d
Write programs to print the following shapes:
*
**
* *
* *
* *
**
*
Solution
n = 4 # number of row

#upper half
for i in range(1, n+1) :
#while loop for * and spaces
x=1
while x < 2 * i :
if x == 1 or x == 2 * i - 1 :
print('*', end = '')
else :
print(' ', end = '')
x += 1
print()

#lower half
for i in range(n-1, 0, -1) :
#while loop for * and spaces
x=1
while x < 2 * i :
if x == 1 or x == 2 * i - 1 :
print('*', end = '')
else :

674
print(' ', end = '')
x += 1
print()
Output
*
**
* *
* *
* *
**
*
Question 25a
Write programs using nested loops to produce the following patterns:
A
AB
ABC
ABCD
ABCDE
ABCDEF
Solution
n=6

for i in range(n) :
t = 65
for j in range(i + 1) :
print(chr(t), end = ' ')
t += 1
print()
Output
A
AB
ABC
ABCD
ABCDE
ABCDEF
Question 25b
Write programs using nested loops to produce the following patterns:
A
BB
CCC

675
DDDD
EEEEE
Solution
n=5
t = 65

for i in range(n) :
for j in range(i + 1) :
print(chr(t), end = ' ')
t += 1
print()
Output
A
BB
CCC
DDDD
EEEEE
Question 25c
Write programs using nested loops to produce the following patterns:
0
22
444
6666
88888
Solution
for i in range(0, 10, 2):
for j in range(0, i + 1, 2) :
print(i, end = ' ')
print()
Output
0
22
444
6666
88888
Question 25d
Write programs using nested loops to produce the following patterns:
2
44
666
8888

676
Solution
for i in range(2, 10, 2) :
for j in range(2, i + 1, 2) :
print(i, end = ' ')
print()
Output
2
44
666
8888
Question 26
Write a program using nested loops to produce a rectangle of *'s with 6
rows and 20 *'s per row.
Solution
for i in range(6) :
for j in range(20) :
print('*', end = '')
print()
Output
********************
********************
********************
********************
********************
********************
Question 27
Given three numbers A, B and C, write a program to write their values in an
ascending order. For example, if A = 12, B = 10, and C = 15, your program
should print out:
Smallest number = 10
Next higher number = 12
Highest number = 15
Solution
a = int(input("Enter first number: "))
b = int(input("Enter second number: "))
c = int(input("Enter third number: "))

if a < b and a < c :

small = a
if b < c :
middle = b

677
large = c
else :
middle = c
large = b
elif b < a and b < c :
small = b
if a < c :
middle = a
large = c
else :
middle = c
large = a
else :
small = c
if a < b :
middle = a
large = b
else :
middle = b
large = a

print("Smallest number =", small)

print("Next higher number =", middle)
print("Highest number =", large)
Output
Enter first number: 10
Enter second number: 5
Enter third number: 15
Smallest number = 5
Next higher number = 10
Highest number = 15
Question 28
Write a Python script to input temperature. Then ask them what units,
Celsius or Fahrenheit, the temperature is in. Your program should convert
the temperature to the other unit. The conversions are:
F = 9/5C + 32 and C = 5/9 (F 32).
Solution
temp = float(input("Enter Temperature: "))
unit = input("Enter unit('C' for Celsius or 'F' for Fahrenheit): ")

678
if unit == 'C' or unit == 'c' :
newTemp = 9 / 5 * temp + 32
print("Temperature in Fahrenheit =", newTemp)
elif unit == 'F' or unit == 'f' :
newTemp = 5 / 9 * (temp - 32)
print("Temperature in Celsius =", newTemp)
else :
print("Unknown unit", unit)
Output
Enter Temperature: 38
Enter unit('C' for Celsius or 'F' for Fahrenheit): C
Temperature in Fahrenheit = 100.4
Question 29
Ask the user to enter a temperature in Celsius. The program should print a
message based on the temperature:
 If the temperature is less than -273.15, print that the temperature is
invalid because it is below absolute zero.
 If it is exactly -273.15, print that the temperature is absolute 0.
 If the temperature is between -273.15 and 0, print that the
temperature is below freezing.
 If it is 0, print that the temperature is at the freezing point.
 If it is between 0 and 100, print that the temperature is in the normal
range.
 If it is 100, print that the temperature is at the boiling point.
 If it is above 100, print that the temperature is above the boiling point.
Solution
temp = float(input("Enter Temperature in Celsius: "))

if temp < -273.15 :

print("Temperature is invalid as it is below absolute zero")
elif temp == -273.15 :
print("Temperature is absolute zero")
elif -273.15 <= temp < 0:
print("Temperature is below freezing")
elif temp == 0 :
print("Temperature is at the freezing point")
elif 0 < temp < 100:
print("Temperature is in the normal range")
elif temp == 100 :
print("Temperature is at the boiling point")
else :

679
print("Temperature is above the boiling point")
Output
Enter Temperature in Celsius: -273.15
Temperature is absolute zero
Question 30
Write a program to display all of the integers from 1 up to and including
some integer entered by the user followed by a list of each number's prime
factors. Numbers greater than 1 that only have a single prime factor will be
marked as prime.
For example, if the user enters 10 then the output of the program should
be:
Enter the maximum value to display: 10
1=1
2 = 2 (prime)
3 = 3 (prime)
4 = 2x2
5 = 5 (prime)
6 = 2x3
7 = 7 (prime)
8 = 2x2x2
9 = 3x3
10 = 2x5
Solution
import math

n = int(input("Enter an integer: "))

for i in range(1, n + 1) :
if i == 1:
print("1 = 1")
else :
print(i, "=", end=' ')
c=0
for j in range(1, i + 1) :
if i % j == 0:
c += 1
if c == 2:
print(i, "(prime)", end = '')
print()
else :
t=i

680
while t % 2 == 0 :
print("2", end='x')
t = t // 2
k=3
x = math.ceil(math.sqrt(t)) + 1
while k <= x :
while (t % k == 0) :
print(k, end='x')
t = t // k
k += 2

if t > 2 :
print(t, end='x')

print()
Output
Enter an integer: 10
1=1
2 = 2 (prime)
3 = 3 (prime)
4 = 2x2x
5 = 5 (prime)
6 = 2x3x
7 = 7 (prime)
8 = 2x2x2x
9 = 3x3x
10 = 2x5x

681
 STRING MANIPULATION
CHAPTER-9

Multiple Choice Questions

Question 1
Negative index -1 belongs to .......... of string.
1. first character
2. last character ✓
3. second last character
4. second character
Question 2
Which of the following is/are not legal string operators?
1. in
2. +
3. *
4. / ✓
Question 3
Which of the following functions will return the total number of characters in
a string?
1. count()
2. index()
3. len() ✓
4. all of these
Question 4
Which of the following functions will return the last three characters of a
string s?
1. s[3:]
2. s[:3]
3. s[-3:] ✓
4. s[:-3]
Question 5
Which of the following functions will return the first three characters of a
string s?
1. s[3:]
2. s[:3] ✓
3. s[-3:]
4. s[:-3]
Question 6
Which of the following functions will return the string in all caps?

682
 1. upper() ✓
2. toupper()
3. isupper()
4. to-upper()
Question 7
Which of the following functions will return the string with every 'P' replaced
with a 'z'?
1. find()
2. index()
3. replace() ✓
4. split()
Question 8
Which of the following functions will return a list containing all words of the
string?
1. find()
2. index()
3. partition()
4. split() ✓
Question 9
Which of the following functions will always return a tuple of 3 elements?
1. find()
2. index()
3. partition() ✓
4. split()
Question 10
What is the output of the following code?
str1 = "Mission 999"
str2 = "999"
print(str1.isdigit(),str2.isdigit())
1. False True ✓
2. False False
3. True False
4. True True
Question 11
Choose the correct function to get the ASCII code of a character.
1. char('char')
2. ord('char') ✓
3. ascii('char')
4. All of these
Question 12

683
Which method should I use to convert String "Python programming is fun"
to "Python Programming Is Fun" ?
1. capitalize()
2. title() ✓
3. istitle()
4. upper()
Question 13
Guess the correct output of the following String operations.
str1 = 'Wah'
print(str1*2)
1. WahWah ✓
2. TypeError: unsupported operand type(s) for * : 'str' and 'int'
3. WWaahh
4. Wah2
Question 14
What is the output of the following string operation?
str = "My roll no. is 12"
print(str.isalnum())
1. True
2. False ✓
3. Error
4. No output
Question 15
Select the correct output of the following String operations.
str1 = 'Waha'
print(str1[:3] + 'Bhyi' + str1[-3:])
1. Wah Bhyi Wah
2. WahBhyiaha ✓
3. WahBhyiWah
4. WahBhyiWaha
Question 16
Select the correct output of the following String operations.
str = "my name is Anu John"
print(str.capitalize())
1. 'My name is anu john' ✓
2. TypeError: unsupported operand type(s) for * : 'str' and 'int'
3. 'My name is Anu John'
4. 'My Name Is Anu John'
Question 17
Choose the correct function to get the character from ASCII number.

684
 1. ascii(number)
2. char(number)
3. chr(number) ✓
4. all of these
Question 18
s = ' '(single space). Then s.isalnum() will return.
1. True
2. False ✓
3. Error
4. nothing
Question 19
Which of the following functions removes all leading and trailing spaces
from a string?
1. lstrip()
2. rstrip()
3. strip() ✓
4. all of these
Question 20
Which of the following functions will raise an error if the given substring is
not found in the string?
1. find()
2. index() ✓
3. replace()
4. all of these
Fill in the Blanks
Question 1
The string indexes begin 0 onwards.
Question 2
For strings, + operator performs concatenation.
Question 3
For strings, * operator performs replication.
Question 4
The in and not in are membership operators for strings (in, not in).
Question 5
The ord() returns the ASCII value of a given character.
Question 6
If a string contains letters and digits, function isalnum() will return true.
Question 7
'ab'.isalpha() will return value as True.
Question 8
To get each word's first letter capitalized, title() function is used.

685
Question 9
Function index() raises an exception if the substring is not found.
Question 10
Function split() divides a line of text into individual words.
True/False Questions
Question 1
Strings have both positive and negative indexes.
True
Question 2
Python does not support a character type; a single character is treated as
strings of length one.
True
Question 3
Strings are immutable in Python, which means a string cannot be modified.
True
Question 4
Like '+', all other arithmetic operators are also supported by strings.
False
Question 5
Functions capitalize() and title() return the same result.
False
Question 6
Functions partition() and split() work identically.
False
Question 7
The find() and index() are similar functions.
True
Question 8
The find() does not raise an exception if the substring is not found.
True
Question 9
The partition() function's result is always a 3-element tuple.
True
Question 10
The split() returns always a 3-element list.
False
Type A : Short Answer Questions/Conceptual Questions
Question 1
Write a Python script that traverses through an input string and prints its
characters in different lines — two characters per line.
Answer

686
str = input("Enter the string: ")
length = len(str)
for a in range(0, length, 2):
print(str[a:a+2])
Output
Enter the string: KnowledgeBoat
Kn
ow
le
dg
eB
oa
t
Question 2
Out of the following operators, which ones can be used with strings in
Python?
=, -, *, /, //, %, >, <>, in, not in, <=
Answer
The following Python operators can be used with strings:
=, *, >, in, not in, <=
Question 3
What is the result of following statement, if the input is 'Fun'?
print(input("...") + "trial" + "Ooty" * 3)
Answer
The result of the statement is:
FuntrialOotyOotyOoty
Question 4
Which of the following is not a Python legal string operation?
(a) 'abc' + 'abc'
(b) 'abc' * 3
(c) 'abc' + .3
(d) 'abc.lower()
Answer
'abc' + .3 is not a legal string operation in Python. The operands of +
operator should be both string or both numeric. Here one operand is string
and other is numeric. This is not allowed in Python.
Question 5
Can you say strings are character lists? Why? Why not?
Answer
Strings are sequence of characters where each character has a unique
index. This implies that strings are iterable like lists but unlike lists they are

687
immutable so they cannot be modified at runtime. Therefore, strings can't
be considered as character lists. For example,
str = 'cat'
# The below statement
# is INVALID as strings
# are immutable
str[0] = 'b'

# Considering character lists

strList = ['c', 'a', 't']
# The below statement
# is VALID as lists
# are mutable
strList[0] = 'b'
Question 6
Given a string S = "CARPE DIEM". If n is length/2 (length is the length of
the given string), then what would following return?
(a) S[: n]
(b) S[n :]
(c) S[n : n]
(d) S[1 : n]
(e) S[n : length - 1]
Answer
(a) CARPE
(b) DIEM
(c) (Empty String)
(d) ARPE
(e) DIE
Question 7
From the string S = "CARPE DIEM", which ranges return "DIE" and "CAR"?
Answer
1. S[6:9] returns DIE
2. S[:3] returns CAR
Question 8
What happens when from a string slice you skip the start and/or end values
of the slice?
Answer
If start value is skipped, it is assumed as 0 i.e. the slice begins from the
start of the string.
If end value is skipped, it is assumed as the last index of the string i.e. the
slice extends till the end of the string.

688
Question 9
What would the following expressions return?
1. "Hello World".upper( ).lower( )
2. "Hello World".lower( ).upper( )
3. "Hello World".find("Wor", 1, 6)
4. "Hello World".find("Wor")
5. "Hello World".find("wor")
6. "Hello World".isalpha( )
7. "Hello World".isalnum( )
8. "1234".isdigit( )
9. "123FGH".isdigit( )
Answer
1. hello world
2. HELLO WORLD
3. -1
4. 6
5. -1
6. False
7. False
8. True
9. False
Explanation
1. upper() first converts all letters of "Hello World" to uppercase. Then
"HELLO WORLD".lower() converts all letters to lowercase.
2. lower() first converts all letters of "Hello World" to lowercase. Then
"hello world".upper() converts all letters to uppercase.
3. "Hello World".find("Wor", 1, 6) searches for the presence of substring
"Wor" between 1 and 6 indexes of string "Hello World". Substring
from 1 to 6 index is "ello W". As "Wor" is not present in this hence the
result is False.
4. "Hello World".find("Wor") searches for the presence of substring
"Wor" in the entire "Hello World" string. Substring "Wor" starts at
index 6 of "Hello World" hence the result is 6.
5. "Hello World".find("wor") searches for the presence of substring "wor"
in the entire "Hello World" string. find() performs case sensitive
search so "wor" and "Wor" are different hence the result is -1.
6. "Hello World".isalpha( ) checks if all characters in the string as
alphabets. As a space is also present in the string hence it returns
False.

689
 7. "Hello World".isalnum( ) checks if all characters in the string are
either alphabets or digits. As a space is also present in the string
which is neither an alphabet nor a string hence it returns False.
8. "1234".isdigit( ) checks if all characters in the string are digits or not.
As all characters are digits hence the result is True.
9. As "FGH" in the string "123FGH" are not digits hence the result is
False.
Question 10
Which functions would you choose to use to remove leading and trailing
white spaces from a given string?
Answer
lstrip() removes leading white-spaces, rstrip() removes trailing white-spaces
and strip() removes leading and trailing white-spaces from a given string.
Question 11
Try to find out if for any case, the string functions isalnum( ) and isalpha( )
return the same result
Answer
isalnum( ) and isalpha( ) return the same result in the following cases:
1. If string contains only alphabets then both isalnum( ) and isalpha( )
return True. For example, "Hello".isalpha() and "Hello".isalnum()
return True.
2. If string contains only special characters and/or white-spaces then
both isalnum( ) and isalpha( ) return False. For example,
"*#".isalpha() and "*#".isalnum() return False.
Question 12
Suggest appropriate functions for the following tasks:
1. To check whether the string contains digits
2. To find for the occurrence a string within another string
3. To convert the first letter of a string to upper case
4. to capitalize all the letters of the string
5. to check whether all letters of the string are in capital letters
6. to remove from right of a string all string-combinations from a given
set of letters
7. to remove all white spaces from the beginning of a string
Answer
1. isdigit()
2. find()
3. capitalize()
4. upper()
5. isupper()
6. rstrip(characters)

690
 7. lstrip()
Question 13
In a string slice, the start and end values can be beyond limits. Why?
Answer
String slicing always returns a subsequence and empty subsequence is a
valid sequence. Thus, when a string is sliced outside the bounds, it still can
return empty subsequence and hence Python gives no errors and returns
empty subsequence.
Question 14
Can you specify an out of bound index when accessing a single character
from a string? Why?
Answer
We cannot specify an out of bound index when accessing a single
character from a string, it will cause an error. When we use an index, we
are accessing a constituent character of the string. If the index is out of
bounds there is no character to return from the given index hence Python
throws string index out of range error.
Question 15
Can you add two strings? What effect does ' + ' have on strings?
Answer
Yes two strings can be added using the '+' operator. '+' operator
concatenates two strings.
Type B: Application Based Questions
Question 1a
What is the result of the following expression?
print("""
1
2
3
""")
Answer

1
2
3

Question 1b
What is the result of the following expression?
text = "Test.\nNext line."
print (text)
Answer

691
Test.
Next line.
Question 1c
What is the result of the following expression?
print ('One', ' Two ' * 2)
print ('One ' + 'Two' * 2)
print (len('10123456789'))
Answer
One Two Two
One TwoTwo
11
Question 1d
What is the result of the following expression?
s = '0123456789'
print(s[3], ", ", s[0 : 3], " - ", s[2 : 5])
print(s[:3], " - ", s[3:], ", ", s[3:100])
print(s[20:], s[2:1], s[1:1])
Answer
3 , 012 - 234
012 - 3456789 , 3456789

Question 1e
What is the result of the following expression?
s ='987654321'
print (s[-1], s[-3])
print (s[-3:], s[:-3])
print (s[-100:-3], s[-100:3])
Answer
13
321 987654
987654 987
Question 2a
What will be the output produced by following code fragments?
y = str(123)
x = "hello" * 3
print (x, y)
x = "hello" + "world"
y = len(x)
print (y, x)
Answer
Output

692
hellohellohello 123
10 helloworld
Explanation
str(123) converts the number 123 to string and stores in y so y becomes
"123". "hello" * 3 repeats "hello" 3 times and stores it in x so x becomes
"hellohellohello".
"hello" + "world" concatenates both the strings so x becomes "helloworld".
As "helloworld" contains 10 characters so len(x) returns 10.
Question 2b
What will be the output produced by following code fragments?
x = "hello" + \
"to Python" + \
"world"
for char in x :
y = char
print (y, ' : ', end = ' ')
Answer
Output
h : e : l : l : o : t : o : : P : y : t : h : o : n : w : o : r : l :
d :
Explanation
Inside the for loop, we are traversing the string "helloto Pythonworld"
character by character and printing each character followed by a colon (:).
Question 2c
What will be the output produced by following code fragments?
x = "hello world"
print (x[:2], x[:-2], x[-2:])
print (x[6], x[2:4])
print (x[2:-3], x[-4:-2])
Answer
Output
he hello wor ld
w ll
llo wo or
Explanation
x[:2] ⇒ he
x[:-2] ⇒ hello wor
x[-2:] ⇒ ld
x[6] ⇒ w
x[2:4] ⇒ ll

693
x[2:-3] ⇒ llo wo
x[-4:-2] ⇒ or
Question 3
Carefully go through the code given below and answer the questions based
on it :
theStr = " This is a test "
inputStr = input(" Enter integer: ")
inputlnt = int(inputStr)
testStr = theStr
while inputlnt >= 0 :
testStr = testStr[1:-1]
inputlnt = inputlnt - 1
testBool = 't' in testStr
print (theStr) # Line 1
print (testStr) # Line 2
print (inputlnt) # Line 3
print (testBool) # Line 4
(i) Given the input integer 3, what output is produced by Line 1?
1. This is a test
2. This is a
3. is a test
4. is a
5. None of these
Answer
Option 1 — This is a test
(ii) Given the input integer 3, what output is produced by Line 2?
1. This is a test
2. s is a t
3. is a test
4. is a
5. None of these
Answer
Option 2 — s is a t
Explanation
As input is 3 and inside the while loop, inputlnt decreases by 1 in each
iteration so the while loop executes 4 times for inputlnt values 3, 2, 1, 0.
1st Iteration
testStr = "This is a test"
2nd Iteration
testStr = "his is a tes"

694
3rd Iteration
testStr = "is is a te"
4th Iteration
testStr = "s is a t"
(iii) Given the input integer 2, what output is produced by Line 3?
1. 0
2. 1
3. 2
4. 3
5. None of these
Answer
Option 5 — None of these
Explanation
Value of inputlnt will be -1 as till inputlnt >= 0 the while loop will continue
executing.
(iv) Given the input integer 2, what output is produced by Line 4?
1. False
2. True
3. 0
4. 1
5. None of these
Answer
Option 2 — True
Explanation
As input is 2 and inside the while loop, inputlnt decreases by 1 in each
iteration so the while loop executes 3 times for inputlnt values 2, 1, 0.
1st Iteration
testStr = "This is a test"
2nd Iteration
testStr = "his is a tes"
3rd Iteration
testStr = "is is a te"
After the while loop finishes executing, value of testStr is "is is a te". 't' in
testStr returns True as letter t is present in testStr.
Question 4
Carefully go through the code given below and answer the questions based
on it :
testStr = "abcdefghi"
inputStr = input ("Enter integer:")
inputlnt = int(inputStr)
count = 2

695
newStr = ''
while count <= inputlnt :
newStr = newStr + testStr[0 : count]
testStr = testStr[2:] #Line 1
count = count + 1
print (newStr) # Line 2
print (testStr) # Line 3
print (count) # Line 4
print (inputlnt) # Line 5
(i) Given the input integer 4, what output is produced by Line 2?
1. abcdefg
2. aabbccddeeffgg
3. abcdeefgh
4. ghi
5. None of these
Answer
Option 3 — abcdeefgh
Explanation
Input integer is 4 so while loop will execute 3 times for values of count as 2,
3, 4.
1st Iteration
newStr = newStr + testStr[0:2]
⇒ newStr = '' + ab
⇒ newStr = ab
testStr = testStr[2:]
⇒ testStr = cdefghi
2nd Iteration
newStr = newStr + testStr[0:3]
⇒ newStr = ab + cde
⇒ newStr = abcde
testStr = testStr[2:]
⇒ testStr = efghi
3rd Iteration
newStr = newStr + testStr[0:4]
⇒ newStr = abcde + efgh
⇒ newStr = abcdeefgh
testStr = testStr[2:]
⇒ testStr = ghi
(ii) Given the input integer 4, what output is produced by Line 3?
1. abcdefg
2. aabbccddeeffgg

696
 3. abcdeefgh
4. ghi
5. None of these
Answer
Option 4 — ghi
Explanation
Input integer is 4 so while loop will execute 3 times for values of count as 2,
3, 4.
1st Iteration
testStr = testStr[2:]
⇒ testStr = cdefghi
2nd Iteration
testStr = testStr[2:]
⇒ testStr = efghi
3rd Iteration
testStr = testStr[2:]
⇒ testStr = ghi
(iii) Given the input integer 3, what output is produced by Line 4?
1. 0
2. 1
3. 2
4. 3
5. None of these
Answer
Option 5 — None of these
Explanation
Looking at the condition of while loop — while count <= inputlnt, the while
loop will stop executing when count becomes greater than inputlnt. Value of
inputlnt is 3 so when loop stops executing count will be 4.
(iv) Given the input integer 3, what output is produced by Line 5?
1. 0
2. 1
3. 2
4. 3
5. None of these
Answer
Option 4 — 3
Explanation
The input is converted from string to integer and after that its value is
unchanged in the code so line 5 prints the input integer 3.
(v) Which statement is equivalent to the statement found in Line 1?

697
 1. testStr = testStr[2:0]
2. testStr = testStr[2:-1]
3. testStr = testStr[2:-2]
4. testStr = testStr - 2
5. None of these
Answer
Option 5 — None of these
Question 5
Carefully go through the code given below and answer the questions based
on it :
inputStr = input(" Give me a string:")
biglnt = 0
littlelnt = 0
otherlnt = 0
for ele in inputStr:
if ele >= 'a' and ele <= 'm': # Line 1
littlelnt = littlelnt + 1
elif ele > 'm' and ele <= 'z':
biglnt = biglnt + 1
else:
otherlnt = otherlnt + 1
print (biglnt) # Line 2
print (littlelnt) # Line 3
print (otherlnt) # Line 4
print (inputStr.isdigit()) # Line 5
(i) Given the input abcd what output is produced by Line 2?
1. 0
2. 1
3. 2
4. 3
5. 4
Answer
Option 1 — 0
Explanation
In the input abcd, all the letters are between a and m so the condition — if
ele >= 'a' and ele <= 'm' is always true. Hence, biglnt is 0.
(ii) Given the input Hi Mom what output is produced by Line 3?
1. 0
2. 1
3. 2
4. 3

698
 5. None of these
Answer
Option 3 — 2
Explanation
In the input Hi Mom, only two letters i and m satisfy the condition — if ele
>= 'a' and ele <= 'm'. Hence, value of littlelnt is 2.
(iii) Given the input Hi Mom what output is produced by Line 4?
1. 0
2. 1
3. 2
4. 3
5. None of these
Answer
Option 4 — 3
Explanation
In the input Hi Mom, 3 characters H, M and space are not between a and z.
So for these 3 characters the statement in else part — otherlnt = otherlnt +
1 is executed. Hence, value of otherlnt is 3.
(iv) Given the input 1+2 =3 what output is produced by Line 5?
1. 0
2. 1
3. True
4. False
5. None of these
Answer
Option 4 — False
Explanation
As all characters in the input string 1+2 =3 are not digits hence isdigit()
returns False.
(v) Give the input Hi Mom, what changes result from modifying Line 1 from
if ele >= 'a' and ele <='m' to the expression
if ele >= 'a' and ele < 'm'?
1. No change
2. otherlnt would be larger
3. littlelnt would be larger
4. biglnt would be larger
5. None of these
Answer
Option 2 — otherlnt would be larger
Explanation

699
For letter m, now else case will be executed increasing the value of
otherlnt.
Question 6
Carefully go through the code given below and answer the questions based
on it :
in1Str = input(" Enter string of digits: ")
in2Str = input(" Enter string of digits: ")

if len(in1Str)>len(in2Str):
small = in2Str
large = in1Str
else:
small = in1Str
large = in2Str
newStr = ''
for element in small:
result = int(element) + int(large[0])
newStr = newStr + str(result)
large = large[1:]
print (len(newStr)) # Line 1
print (newStr) # Line 2
print (large) # Line 3
print (small) # Line 4
(i) Given a first input of 12345 and a second input of 246, what result is
produced by Line 1?
1. 1
2. 3
3. 5
4. 0
5. None of these
Answer
Option 2 — 3
Explanation
As length of smaller input is 3, for loop executes 3 times so 3 characters
are added to newStr. Hence, length of newStr is 3.
(ii) Given a first input of 12345 and a second input of 246, what result is
produced by Line 2?
1. 369
2. 246
3. 234
4. 345

700
 5. None of these
Answer
Option 1 — 369
Explanation
For loop executes 3 times as length of smaller input is 3.
1st Iteration
result = 2 + 1
⇒ result = 3
newStr = '' + '3'
⇒ newStr = '3'
large = 2345
2nd Iteration
result = 4 + 2
⇒ result = 6
newStr = '3' + '6'
⇒ newStr = '36'
large = 345
3rd Iteration
result = 6 + 3
⇒ result = 9
newStr = '36' + '9'
⇒ newStr = '369'
large = 45
Final value of newStr is '369'.
(iii) Given a first input of 123 and a second input of 4567, what result is
produced by Line 3?
1. 3
2. 7
3. 12
4. 45
5. None of these
Answer
Option 2 — 7
Explanation
For loop executes 3 times as length of smaller input is 3. Initial value of
large is 4567.
1st Iteration
large = large[1:]
⇒ large = 567
2nd Iteration large = large[1:]
⇒ large = 67

701
3rd Iteration large = large[1:]
⇒ large = 7
(iv) Given a first input of 123 and a second input of 4567, what result is
produced by Line 4?
1. 123
2. 4567
3. 7
4. 3
5. None of these
Answer
Option 1 — 123
Explanation
As length of 123 is less than length of 4567 so 123 is assigned to variable
small and gets printed in line 4.
Question 7a
Find the output if the input string is 'Test'.
S = input("Enter String :")
RS = " "
for ch in S :
RS = ch + RS
print(S + RS)
Answer
Output
TesttseT
Explanation
The for loop reverses the input string and stores the reversed string in
variable RS. After that original string and reversed string are concatenated
and printed.
Question 7b
Find the output if the input string is 'Test'.
S = input("Enter String :")
RS = " "
for ch in S :
RS = ch + 2 + RS
print(S + RS)
Answer
The program gives an error at line RS = ch + 2 + RS. The operands to +
are a mix of string and integer which is not allowed in Python.
Question 8a
Find the errors. Find the line numbers causing errors.
1. S = "PURA VIDA"

702
 2. print(S[9] + S[9 : 15])
Answer
The error is in line 2. Length of string S is 9 so its indexes range for 0 to 8.
S[9] is causing error as we are trying to access out of bound index.
Question 8b
Find the errors. Find the line numbers causing errors.
1. S = "PURA VIDA"
2. S1 = S[: 10] +S[10 :]
3. S2 = S[10] + S[-10]
Answer
The error is in line 3. Length of string S is 9 so its forward indexes range for
0 to 8 and backwards indexes range from -1 to -9. S[10] and S[-10] are
trying to access out of bound indexes.
Question 8c
Find the errors. Find the line numbers causing errors.
1. S = "PURA VIDA"
2. S1 = S * 2
3. S2 = S1[-19] + S1[-20]
4. S3 = S1[-19 :]
Answer
The error is in line 3. S1[-19] and S1[-20] are trying to access out of bound
indexes.
Question 8d
Find the errors. Find the line numbers causing errors.
1. S = "PURA VIDA"
2. S1 = S[: 5]
3. S2 = S[5 :]
4. S3 = S1 * S2
5. S4 = S2 + '3'
6. S5 = S1 + 3
Answer
The errors are in line 4 and line 6. Two strings cannot be multiplied. A
string and an integer cannot be added.
Question 9
What is the output produced?
(i) >>> "whenever" .find("never")
(ii) >>> "whenever" .find("what")
Answer
(i) 3
The starting index of substring "never" in "whenever" is 3.

703
(ii) -1
Substring "what" is not present in "whenever".
Question 10
What is the output produced?
(i) >>> "-".join(['123','365','1319'])
(ii) >>> " ".join(['Python', 'is', 'fun'])
Answer
(i) '123-365-1319'
(ii) 'Python is fun'
Question 11
Given a string S, write expressions to print
1. first five characters of S
2. Ninth character of S
3. reversed S
4. alternate characters from reversed S
Answer
1. print(S[:5])
2. print(S[8])
3. for a in range(-1, (-len(S) - 1), -1) :
print(S[a], end = '')
4. for a in range(-1, (-len(S) - 1), -2) :
print(S[a], end = '')
Type C: Programming Practice/Knowledge based Questions
Question 1
Write a program to count the number of times a character occurs in the
given string.
Solution
str = input("Enter the string: ")
ch = input("Enter the character to count: ");
c = str.count(ch)
print(ch, "occurs", c, "times")
Output
Enter the string: KnowledgeBoat
Enter the character to count: e
e occurs 2 times
Question 2
Write a program which replaces all vowels in the string with '*'.
Solution
str = input("Enter the string: ")
newStr = ""
for ch in str :

704
 lch = ch.lower()
if lch == 'a' \
or lch == 'e' \
or lch == 'i' \
or lch == 'o' \
or lch == 'u' :
newStr += '*'
else :
newStr += ch
print(newStr)
Output
Enter the string: Computer Studies
C*mp*t*r St*d**s
Question 3
Write a program which reverses a string and stores the reversed string in a
new string.
Solution
str = input("Enter the string: ")
newStr = ""
for ch in str :
newStr = ch + newStr
print(newStr)
Output
Enter the string: computer studies
seiduts retupmoc
Question 4
Write a program that prompts for a phone number of 10 digits and two
dashes, with dashes after the area code and the next three numbers. For
example, 017-555-1212 is a legal input. Display if the phone number
entered is valid format or not and display if the phone number is valid or not
(i.e., contains just the digits and dash at specific places.)
Solution
phNo = input("Enter the phone number: ")
length = len(phNo)
if length == 12 \
and phNo[3] == "-" \
and phNo[7] == "-" \
and phNo[:3].isdigit() \
and phNo[4:7].isdigit() \
and phNo[8:].isdigit() :
print("Valid Phone Number")

705
else :
print("Invalid Phone Number")
Output
Enter the phone number: 017-555-1212
Valid Phone Number

=====================================

Enter the phone number: 017-5A5-1212

Invalid Phone Number
Question 5
Write a program that should do the following :
 prompt the user for a string
 extract all the digits from the string
 If there are digits:
o sum the collected digits together
o print out the original string, the digits, the sum of the digits
 If there are no digits:
o print the original string and a message "has no digits"
Sample
 given the input : abc123
prints abc123 has the digits 123 which sum to 6
 given the input : abcd
prints abcd has no digits
Solution
str = input("Enter the string: ")
sum = 0
digitStr = ''
for ch in str :
if ch.isdigit() :
digitStr += ch
sum += int(ch)
if not digitStr :
print(str, "has no digits")
else :
print(str, "has the digits", digitStr, "which sum to", sum)
Output
Enter the string: abc123
abc123 has the digits 123 which sum to 6

=====================================

706
Enter the string: KnowledgeBoat
KnowledgeBoat has no digits
Question 6
Write a program that should prompt the user to type some sentence(s)
followed by "enter". It should then print the original sentence(s) and the
following statistics relating to the sentence(s) :
 Number of words
 Number of characters (including white-space and punctuation)
 Percentage of characters that are alphanumeric
Hints
 Assume any consecutive sequence of non-blank characters is a
word.
Solution
str = input("Enter a few sentences: ")
length = len(str)
spaceCount = 0
alnumCount = 0

for ch in str :
if ch.isspace() :
spaceCount += 1
elif ch.isalnum() :
alnumCount += 1

alnumPercent = alnumCount / length * 100

print("Original Sentences:")
print(str)

print("Number of words =", (spaceCount + 1))

print("Number of characters =", (length + 1))
print("Alphanumeric Percentage =", alnumPercent)
Output
Enter a few sentences: Python was conceived in the late 1980s by Guido
van Rossum at Centrum Wiskunde & Informatica (CWI) in the Netherlands.
Its implementation began in December 1989. Python 3.0 was released on 3
December 2008.
Original Sentences:

707
Python was conceived in the late 1980s by Guido van Rossum at Centrum
Wiskunde & Informatica (CWI) in the Netherlands. Its implementation
began in December 1989. Python 3.0 was released on 3 December 2008.
Number of words = 34
Number of characters = 206
Alphanumeric Percentage = 80.48780487804879
Question 7
Write a Python program as per specifications given below:
 Repeatedly prompt for a sentence (string) or for 'q' to quit.
 Upon input of a sentence s, print the string produced from s by
converting each lower case letter to upper case and each upper case
letter to lower case.
 All other characters are left unchanged.
For example,
Please enter a sentence, or 'q' to quit : This is the Bomb!
tHIS IS THE bOMB!
Please enter a sentence, or 'q ' to quit : What's up Doc ???
wHAT'S UP dOC ???
Please enter a sentence, or 'q' to quit : q
Solution
while True :
str = input("Please enter a sentence, or 'q' to quit : ")
newStr = ""
if str.lower() == "q" :
break
for ch in str :
if ch.islower() :
newStr += ch.upper()
elif ch.isupper() :
newStr += ch.lower()
else :
newStr += ch
print(newStr)
Output
Please enter a sentence, or 'q' to quit : This is the Bomb!
tHIS IS THE bOMB!
Please enter a sentence, or 'q' to quit : What's up Doc ???
wHAT'S UP dOC ???
Please enter a sentence, or 'q' to quit : q
Question 8
Write a program that does the following :

708
  takes two inputs : the first, an integer and the second, a string
 from the input string extract all the digits, in the order they occurred,
from the string.
o if no digits occur, set the extracted digits to 0
 add the integer input and the digits extracted from the string together
as integers
 print a string of the form :
"integer_input + string_digits = sum"
For example :
For inputs 12, 'abc123' → '12 + 123 = 135'
For inputs 20, 'a5b6c7' → '20 + 567 =587'
For inputs 100, 'hi mom' → '100 + 0 = 100'
Solution
num = int(input("Enter an integer: "))
str = input("Enter the string: ")

digitsStr = ''
digitsNum = 0;

for ch in str :
if ch.isdigit() :
digitsStr += ch

if digitsStr :
digitsNum = int(digitsStr)

print(num, "+", digitsNum, "=", (num + digitsNum))

Output
Enter an integer: 12
Enter the string: abc123
12 + 123 = 135

=====================================

Enter an integer: 20
Enter the string: a5b6c7
20 + 567 = 587

=====================================

Enter an integer: 100

709
Enter the string: hi mom
100 + 0 = 100
Question 9
Write a program that takes two strings from the user and displays the
smaller string in single line and the larger string as per this format :
1st letter last letter
2nd letter 2nd last letter
3rd letter 3rd last letter
For example,
if the two strings entered are Python and PANDA then the output of the
program should be :
PANDA
P n
y o
t h
Solution
str1 = input("Enter first string: ")
str2 = input("Enter second string: ")

small = str1
large = str2

if len(str1) > len(str2) :

large = str1
small = str2

print(small)

lenLarge = len(large)
for i in range(lenLarge // 2) :
print(' ' * i, large[i], ' ' * (lenLarge - 2 * i), large[lenLarge - i - 1], sep='')
Output
Enter first string: Python
Enter second string: PANDA
PANDA
P n
y o
t h
Question 10

710
Write a program to convert a given number into equivalent Roman number
(store its value as a string). You can use following guidelines to develop
solution for it:
 From the given number, pick successive digits, using %10 and /10 to
gather the digits from right to left.
 The rules for Roman Numerals involve using four pairs of symbols for
ones and five, tens and fifties, hundreds and five hundreds. An
additional symbol for thousands covers all the relevant bases.
 When a number is followed by the same or smaller number, it means
addition. "II" is two 1's = 2. "VI" is 5 + 1 = 6.
 When one number is followed by a larger number, it means
subtraction. "IX" is 1 before 10 = 9. "IIX isn't allowed, this would be
"VIII". For numbers from 1 to 9, the symbols are "I" and "V", and the
coding works like this. "I" , "II", "III", "IV", "V", "VI", "VII", "VIII", "IX".
 The same rules work for numbers from 10 to 90, using "X" and "L".
For numbers from 100 to 900, using the symbols "C" and "D". For
numbers between 1000 and 4000, using "M".
Here are some examples. 1994 = MCMXCIV, 1956 = MCMLVI, 3888=
MMMDCCCLXXXVIII
Solution
n = int(input("Enter the number: "))
num = (1000, 900, 500, 400, 100, 90, 50, 40, 10, 9, 5, 4, 1)
rom = ('M', 'CM', 'D', 'CD','C', 'XC','L','XL','X','IX','V','IV','I')

result = ''

for i in range(len(num)) :
count = int(n / num[i])
result += str(rom[i] * count)
n -= num[i] * count

print(result)
Output
Enter the number: 1994
MCMXCIV

=====================================

Enter the number: 1956

MCMLVI

711
=====================================

Enter the number: 3888

MMMDCCCLXXXVIII
Question 11
Write a program that asks the user for a string (only single space between
words) and returns an estimate of how many words are in the string. (Hint.
Count number of spaces)
Solution
str = input("Enter a string: ")
count = 0
for ch in str :
if ch.isspace() :
count += 1
print("No of words =", (count + 1))
Output
Enter a string: Python was conceived in the late 1980s by Guido van
Rossum at Centrum Wiskunde & Informatica (CWI) in the Netherlands.
No of words = 20
Question 12
Write a program to input a formula with some brackets and checks, and
prints out if the formula has the same number of opening and closing
parentheses.
Solution
str = input("Enter a formula: ")
count = 0

for ch in str :
if ch == '(' :
count += 1
elif ch == ')' :
count -= 1

if count == 0 :
print("Formula has same number of opening and closing parentheses")
else :
print("Formula has unequal number of opening and closing
parentheses")
Output
Enter a formula: s(s-a)(s-b)(s-c)
Formula has same number of opening and closing parentheses

712
=====================================

Enter a formula: s((s-a)(s-b)(s-c)

Formula has unequal number of opening and closing parentheses
Question 13
Write a program that inputs a line of text and prints out the count of vowels
in it.
Solution
str = input("Enter a string: ")
count = 0

for ch in str :
lch = ch.lower()
if lch == 'a' \
or lch == 'e' \
or lch == 'i' \
or lch == 'o' \
or lch == 'u' :
count += 1

print("Vowel Count =", count)

Output
Enter a string: Internet of Things
Vowel Count = 5
Question 14
Write a program to input a line of text and print the biggest word (length
wise) from it.
Solution
str = input("Enter a string: ")
words = str.split()
longWord = ''

for w in words :
if len(w) > len(longWord) :
longWord = w

print("Longest Word =", longWord)

Output
Enter a string: TATA FOOTBALL ACADEMY WILL PLAY AGAINST
MOHAN BAGAN

713
Longest Word = FOOTBALL
Question 15
Write a program to input a line of text and create a new line of text where
each word of input line is reversed.
Solution
str = input("Enter a string: ")
words = str.split()
newStr = ""

for w in words :
rw = ""
for ch in w :
rw = ch + rw
newStr += rw + " "

print(newStr)
Output
Enter a string: Python is Fun
nohtyP si nuF

714
 ARMY PUBLIC SCHOOL GWALIOR
CLASS - XI
ACADEMIC SESSION 2024-25
SUBJECT- HEALTH AND PHYSICAL EDUCATION (CLASS NOTES-
SEPTEMBER 2024)
TOPIC: - FOOTBALL
FOOTBALL
Football or Soccer is a sport played between two teams of eleven players with a
spherical ball. It is played by 250 million players in over 200 nations, making it the
world's most popular sport. The game is played on a rectangular field with a goal at
each end. The object of the game is to score by getting the ball into the opposing goal.
The goalkeepers are the only players allowed to touch the ball with their hands or arms
while it is in play and only in their penalty area. The Laws of the Game were originally
codified in England by The Football Association in 1863. Football (Soccer) is governed
internationally by the International Federation of Association Football (FIFA), which
organizes World Cups for both men and women every four years.
Fundamental Skills of Football
(1) Kicking: Kicking is a fundamental and versatile technique used for passing, shooting
and clearing. True footballers refer to it as striking the ball because it sounds more
controlled.
(2) Ball Control:- Broadly defined, control is the ability to manipulate the ball and
prepare it for a following touch. It is one of the most essential skills in football. A bad first
touch and the play is usually over for the attacker. Nearly all top players are known for
having good control over the ball.
(3) Heading - Players who can't head the ball correctly are at a higher risk for injury.
Therefore, it is important to learn how to head the ball at an early age. One of the most
common obstacles is overcoming your natural fear of getting hit in the head by a flying
object. So, don't let the ball to hit you. You are the one who is swinging at it!
(4) Dribbling- dribbling. Dribbling can be done with the inside, outside, instep, and sole
of the foot. You should be able to run with the ball or change direction, while keeping it
under your control. When you want to pick up speed, do not kick the ball farther away.
Instead, move your feet quicker thus pushing the ball more frequently.
(5) Tackling:-Skillful defenders are masters of denying their opposition. They limit the
ball - carrier, slow him down, and generally prevent his direct route to goal.
(6) Goalkeeping:- Keepers have the essential job of protecting their goal by any means
necessary. The margin for getting away with error is very, very low. Safety and
effectiveness is the name of the game, when it comes to goal tending. A keeper is
typically expected to make all routine saves in a match and attempt to deflect the rest.
Rules of Football
• Field of Play - The field of play must be between 90 and 120 meters long (100-131
yards) and between 45 to 90 meters wide (49-98 yards). In international games, the
football field dimensions are 100-110 meters (109-120 yards) and 64-75 meters (70-82
yards).
.The Ball-The soccer ball's diameter must be 8.6 to 9 inches (22 to 23 cm) and must
weigh 14 to 16 oz (400 to 450 grams). If it bursts while in play, the game is stopped and
resumed by the referee dropping the ball between two players from opposing sides.

715
Number of players -A football match is played by two teams of no more than eleven
players each, with one player per side playing a goalkeeper. The minimum number of
players in soccer team is seven. A match is not started or continued if there are less
than seven players in team. In official football competitions, the maximum number of
substitutions is three. However, in friendly tournaments, there can be as many as six or
unlimited substitutions, depending on what each side have agreed on together with the
referee.
Player's equipment- - The following soccer equipment‘s are required of each player: a
shin, shorts, socks, shin guards, and football boots. Goalkeepers from both sides should
wear a kit that will distinguish them from the outfield players and the referees. Players
are allowed to wear head gears but are discouraged from wearing most forms of
jewelry.
Head referee-The duties and responsibilities of the head referee in soccer include:
ensuring that players wear the proper strip and equipment, signaling the start and end
of game, citing and punishing violations of rules, stopping play if a player requires
medical attention, deciding whether or not to continue a game, and keeping time. The
referee cites fouls and infringement of the rules and prevents repeated occurrences of
unsportsmanlike conduct by cautioning players with a yellow card or sending them off
with a red card. Two yellow cards in football is equivalent to a red card. A player who
receives a red card in football cannot be replaced so his team must continue the game
with one man less.
Assistant referees -The role of assistant referees in football or linesmen is primarily to
assist the main referee by signaling for corner kicks, throw-ins, and violations of the
offside law
Match duration -The length of a soccer match is 90 minutes, played in two equal halves
of 45 minutes. Additional minutes in a soccer game may be played at the end of each
half t compensate for lost time during the game.
•Start/restart of play- A kickoff starts a football game and restarts it at the second half or
after a goal is scored. The team which kicks off the ball at the beginning of the match is
determined by a coin toss.
Ball in and out of play-The soccer ball is out of bounds when it has crossed the goal line
or touchline whether on the ground or in air. If it rebounds off the referee, an assistant
referee, a goal post, crossbar, or corner flag post and remains inside the field, then it is
still in play. Method of scoring- A goal is scored in football if the ball crosses the goal
line between the two goalposts and under the crossbar, as long as no violation of the
rules has taken place. The side that scores the most goals wins. If both teams have the
same number of goals at the end of the match, it is considered a draw even if neither of
them scored a goal.
Offside - A player is in offside position if there are fewer than two defenders (including
the goalie) between him and the goal line. A violation of the offside rule in football
occurs if he is in that position and the ball is played to him. A free kick is awarded to the
opposition if a player is caught offside.. Fouls and misconducts The following are the
most common fouls in football: kicking tripping, pushing, or charging another player
recklessly, striking or attempting to strike an opponent or any member of the opposing
side. A foul is called if a player: makes a tackle but hits the player before the ball;
deliberately handles the ball (except the goalkeeper in his proper area); or if he uses
excessive force in defending an opponent.

716
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- ENGLISH (NOTES- SEPTEMBER 2024-25)
FLAMINGO TEXTBOOK
POEM -4
A THING OF BEAUTY
About the poet
John Keats was born in London in the year 1795 and died in Rome in 1821 at the young age of
25 due to illness. He is a romantic poet and his poetry is characterized by sensual imagery in his
most popular work which is a series of odes, (a lyrical poem which is meant for a particular
subject). Today, his poems are one of the most sought after creations in English literature. The
above given poetry is an excerpt from his poem, -Endymion : A poetic Romance-(1818),
considered to be an epic poem.
Background of the poem
A Greek legend happens to be the basis for A Thing of Beauty summary. In this Greek legend, a
young shepherd by the name of Endymion had a vision of Cynthia, the moon goddess. This youth
makes a resolution to go after her and seek her. In this quest, he wanders through the forest and
under the sea. In the poem, the poet tells us that beautiful things bring immense pleasure and
delight. Furthermore, the poet explains that God creations provide happiness as well as energy.
The things present all around provide us with plenty of reasons to feel happy. Moreover, the brave
soldiers‘ stories bring inspiration and enthusiasm to the love life. Beauty is a heavenly tonic.
Furthermore, it is like an endless fountain of nectar. Also, beauty can come in various forms.
Beauty gives us good health and removes sadness from our lives, resulting in everlasting joy.
SUMMARY
A Thing of Beauty is written by the famous poet John Keats. Furthermore, the poet says that a
beautiful thing can give us extreme happiness and delight. Moreover, a beautiful thing is eternal
that never declines or fades. Also, a beautiful thing resembles a shady shelter which gives us a
comfortable sleep comprising of sweet dreams and relaxation. This will ultimately lead to good
health.
The author says that individuals have an attachment to the Earthly things. This attachment is such
that it has the resemblance of a flowery wreath. Furthermore, there are traps that keep people
connected to materialistic things. This connection with materialistic things distracts humans from
eternal happiness. This is because the focus of such materialistic people will be on acquiring more
and more resources rather than on attaining eternal happiness. The world has a lot of negativity,
hatred, and greed. According to the poet, the cause of gloom and sadness is this negativity.
Moreover, one can fade away these negative vibes away with the help of beautiful things that
surround us. This is because these beautiful things bring nothing but positivity.
The poet informs us about some beautiful things that are all around us. Beauty is certainly in the
eyes of the one who beholds. This means one can see the beauty in anything. Furthermore, the
poet talks about the numerous creations of God which we should admire. One such creation is the
Sun which provides energy. Moreover, the poet also talks about the beauty of the moon and the
natural beauty of the trees.There are various animals around that make our world lively. The pretty
flowers like daffodils enhance the liveliness and greenery of the world. Moreover, the flowing
streams of water provide refreshment and cooling effect to us in the hot summer season. The
forests have plenty of pretty musks rose flowers. Such flowers are a beautiful sight and eyes feel
the delight due to them. All such things certainly are things of beauty. Also, one must not forget the
beautiful and inspiring stories of the brave soldiers. These brave soldiers risked and sacrificed their

717
lives in order to protect others.These beautiful things have a resemblance to the fountain of
immortality bestowed upon us by God as a gift and a blessing. Such beautiful things are an
inspiration for all of us to continue living. They make life worth living. Also, they also help us in
maintaining our faith in goodness. Life without these beautiful things would certainly become very
hard.
Conclusion of A Thing of Beauty
A Thing of Beauty summary tells us the value of beautiful things that are all around us and that one
must cherish them.
EXTRACT BASED QUESTIONS:
Read the stanzas given below and answer the questions that follow each:
1.A thing of beauty is a joy forever
Its loveliness increases,
it will never Pass into nothingness;
but will keep A bower quiet for us, and a sleep
Full of sweet dreams, and health, and quiet breathing.
Questions
(a)Name the poem and the poet of these lines.
(b)How is a thing of beauty a joy forever ?
(c)What do you understand by a ‗bower ‘?
(d)What kind of sleep does it provide?
Answers:
(а)The poem is A Thing of Beauty. The poet is John Keats.
(b)A thing of beauty is the source of constant joy. Its beauty goes on increasing. It will never
pass into nothingness.
(c)A bower is a pleasant place in the shade under a tree. It protects persons/animals from the
hot rays of the sun.
(d)It provides us a sound sleep, full of sweet dreams, health and peaceful breathing.
2. Therefore, on every morrow,
are we wreathing a flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o‘er-darkened ways
Made for our searching: yes, in spite of all,
Questions [All India 2014]
(a)Name the poem and the poet.
(b)Why are we despondent?
(c)What removes the pall from our dark spirits?
(d) What are we doing every day?
Answers:
(а)The poet is John Keats. The poem is A Thing of Beauty.
(b)We possess the evil qualities of malice and disappointment. We suffer from the lack of noble
qualities. That is why we feel despondent.
(c) Some beautiful shapes or a thing of beauty removes the pall of sadness from our hearts or
spirits.
(d) We are weaving a flowery wreath to bind us to the beauties of the earth.
3. Some shape of beauty moves away the pall
From our dark spirits.
Such the sun, the moon,
Trees old, and young, sprouting a shady boon
For simple sheep; and such are daffodils
2

718
With the green world they live in; and clear rills
That for themselves a cooling covert make ‗
Giants the hot season
; the mid forest brake,
Rich with a sprinkling of fair musk-rose blooms;
Questions
(а)What removes the pall from our dark spirits?
(b)What sprouts a shady boon for sheep and how?
(c) How do ‗daffodils‘ and ‗rills‘ enrich the environment?
(d) What makes the mid-forest brake rich?
Answers:
(a)Some beautiful shape or a thing of beauty removes the pall of sadness from our hearts or
spirits.
(b)Old and young trees sprout to make a green covering. It proves a blessing for simple sheep
as it serves them as a shelter.
(c)Daffodils bloom among the green surroundings. The rills or small streams of clear water
make a cooling shelter for themselves against the hot season.
(d)The mid forest brake is made rich by the blooming of beautiful musk-roses.
4. And such too is the grandeur of the dooms
We have imagined for the mighty dead;
Ml lovely tales that we have heard or read;
An endless fountain of immortal drink,
Pouring unto us from the heaven‘s brink
Questions [Delhi 2014]
(a)Name the poem and the poet of these lines.
(b)Explain: ‗the grandeur of the dooms‘.
(c)What is the thing of beauty mentioned in these lines‘?
(d)What image does the poet use in these lines?
Answers:
(а)The poem is A Thing of Beauty. The poet is John Keats.
(b)The magnificence that we imagine for our mighty dead forefathers on the dooms day.
(c)The lovely tales of mighty men are mentioned in these lines.
(d)The poet uses the image of ‗an endless fountain of immortal drink‘ to describe the beautiful
bounty of the earth. The earth has bestowed us with sun, moon, flowers, rivers, greenery etc.
QUESTIONS FROM TEXTBOOK SOLVED
Q1. List the things of beauty mentioned in the poem.
Ans: Everything of nature is a thing of beauty and a source of pleasure. Some of them are: the
sun, the moon, old and young trees, daffodil flowers, small streams with clear water, mass of
ferns and the blooming musk-roses. All of them are things of beauty. They are a constant
source of joy and pleasure.
Q2. List the things that cause suffering and pain.
Ans: There are many things that cause us suffering and pain. Malice and disappointment are
―the biggest source of our suffering. Another one is the lack of noble qualities. Our unhealthy
and evil ways also give birth to so many troubles and sufferings. They dampen our spirits. They
act as a pall of sadness on our lives.
Q3. What does the line, ‗Therefore are we wreathing a flowery band to bind us to earth‘ suggest
to you?
Ans: Keats is a lover of beauty. He employs his senses to discover beauty. The link of man with
nature is eternal. The things of beauty are like wreaths of beautiful flowers. We seem to weave
a flowery band everyday. It keeps us attached to the beauties of this earth.
3

719
Q4. What makes human beings love life in spite of troubles and sufferings?
Ans: There are many things that bring us troubles and sufferings. They dampen our spirits.
However, ‗some shape of beauty1 brings love and happiness in our lives in spite of such
unpleasant things. A thing of beauty removes the pall of sadness and sufferings. It makes us
love life.
Q5. Why is ‗grandeur‘ associated with the ‗mighty dead‘?
Ans: The mighty dead were very powerful and dominating persons during their own times. Their
achievements made them ‗mighty‘ and great. Their noble works dazzle our eyes. We imagine
that such mighty dead forefathers will attain more grandeur on the doomsday. Hence ‗grandeur‘
is associated with the ‗mighty dead‘.
Q6. Do we experience things of beauty only for short moments or do they make a lasting
impression on us?
Ans: We feel happy by coming into contact with things of beauty. They make a lasting
impression on us. Keats makes it clear at the outset. A thing of beauty is a joy forever. It is a
constant source of joy and pleasure. Its beauty never declines or diminishes. Its loveliness goes
on increasing every moment. Its value remains undiminished. It never passes into nothingness.
It removes the pall of sadness that covers our dark spirits.
Q7, What image does the poet use to describe the beautiful bounty of the earth?
Ans: John Keats uses a very beautiful image to describe the beautiful bounty of the earth. It is
the endless fountain of immortal drink. It pours constantly into our hearts from heaven. Thus, the
beautiful bounty of the earth is called ―an endless fountain of immortal drink.‖
MORE QUESTIONS SOLVED
SHORT ANSWER TYPE QUESTIONS (Word Limit: 30-40 words)
Q1. How is a thing of beauty a joy forever?
Ans: According to John Keats a thing of beauty is a joy of forever. It is a constant source of
happiness and pleasure. Its loveliness increases every moment. It will never pass into
nothingness. In other words, a thing of beauty is never devalued.
Q2. How does a thing of beauts provide us shelter and comfort?
Ans: John Keats is a great Romantic poet. He is rich in sensuous imagery. Nature provides us
things of rare beauty. It keeps a bower quiet for us. A bower is a pleasant place in the shade
under a tree. A thing of beauty also provides us peace and security. We enjoy a sound sleep
which is full of sweet dreams, health and peaceful breathing.
Q3. How do we bind our self to the earth every morning?
Ans: All the Romantic poets stress upon the relationship between man and nature. Keats
believes that there is an unbreakable bond which binds man with nature and the earth. The
beauties of the earth fascinate man. Every object of nature is a source of beauty and happiness.
Everyday we are weaving a wreath of flowers. This flowery band binds us to the beauties of this
earth.
Q4. What are the things that cause miseries, sorrows and sufferings to man ?
Ans: Man himself is the root cause of all his sufferings. We suffer from malice and distress
because we lack human qualities that makes us inhuman. Our life becomes gloomy. We
cultivate unhealthy and evil ways. All such things bring miseries, sorrows and sufferings to man.
Q5. What spreads the pall of despondence over our dark spirits? How is it removed?
Ans: Man is the creator of his woes. His own nature and actions make his life miserable. He
faces miseries and pains. A pall of despondence covers his dark spirits. A thing of beauty
provides a ray of hope to man. Some shape of beauty works wonders amid these sorrows and
sufferings. It is a thing of beauty that removes the pall of despondence over our dark spirits.
Q6. Name the beauties of nature that are constant source of joy and happiness to man.
Ans: Nature is a store house of beauty. The beauties of nature are endless. The sun, the moon,
old and young trees, beautiful daffodil flowers and green surroundings are some of such
4

720
beautiful things. Small streams with clear water, thick mass of ferns, thickets of forest and musk-
rose are some other things of beauty. All such things of beauty are a constant source of joy and
happiness to man.
Q7. Why and how is ‗grandeur associated with the ‗mighty dead‘?
Ans: The dooms day is considered the day of judgement, when the dead will receive what is
due to them. Our mighty dead forefathers earned name and fame with their noble deeds. It is
hoped that they will be rewarded with rare magnificence and grandeur.
Q8. How is a thing of beauty lovelier than all the lovely tales we have heard and read?
Ans: All beautiful things of nature are a boon for humanity. The magnificence and beauty of
objects of nature surpasses the grandeur of dooms that we have imagined for our mighty dead
forefathers. It is lovelier than all the lovely tales that we have heard or read.
Q9. What is the source of the ‗endless fountain‘ and what is its effect?
Ans: A fountain of eternal joy‘and immortality pours into the heart and soul of man. It flows right
from the heavens brink and pours into the human heart. It is like an immortal nectar. The
immortal drink that nature‘s endless fountain pours into our hearts is a source of immense joy
for us.
Q10. What is the message for the theme) of the poem ‗A Thing of Beauty‘?
Ans: The very first line contains the message that John Keats, the great Romantic poet, wants
to convey. Keats was a worshipper of beauty. For him beauty was truth and truth, beauty.
Hence, for him a thing of beauty is a joy forever. Beauty never fades. Nor is it ever devalued. It
never passes into nothingness. When we are full of sorrows and sufferings, some form of
beauty comes to our rescue. It removes the pall of sadness and sorrows and gives us joy and
pleasure. Thus, beauty is a boon for human beings.

721
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- HINDI (NOTES- SEPTEMBER 2024-25)
ऩहरवान की ढोरक
पाठ्यपस्
ु तक के प्रश्न-अभ्यास
पाठ के साथ
प्रश्न 1.
कुश्ती के सभम ढोर की आवाज़ औय रट्ट
ु ट ् न के दाॉव-ऩें च भें क्मा तारभेर था? ऩाठ भें आए ध्वन्मात्भक शब्द औय
ढोर की आवाज़ आऩके भन भें कैसी ध्वनन ऩैदा कयते हैं, उन्हें शब्द दीजजए।
उत्तय:
कुश्ती के सभम ढोर की आवाज औय रट्ट
ु न के दाॉव-ऩें च भें अद्भत
ु तारभेर था। ढोर फजते ही रट्ट
ु न की यगों भें खून
दौड़ने रगता था। उसे हय थाऩ भें नए दाॉव-ऩें च सन
ु ाई ऩड़ते थे। ढोर की आवाज उसे साहस प्रदान कयती थी। ढोर
की आवाज औय रट्ट
ु न के दाॉव-ऩें च भें ननम्नलरखखत तारभेर था
1. धाक-धधना, नतयकट नतना – दाॉव काटो, फाहय हो जाओ।
2. चटाक्र-चट्-धा – उठा ऩटक दे ।
3. धधना-धधना, धधक-धधना — धचत कयो, धचत कयो।
4. ढाक्र-ढढना – वाह ऩट्ठे ।
5. चट्-धगड-धा – भत डयना। मे ध्वन्मात्भक शब्द हभाये भन भें उत्साह का सॊचाय कयते हैं।
प्रश्न 2.
कहानी के ककस-ककस भोड़ ऩय रट
ु े न के जीवन भें क्मा-क्मा ऩरयवततन आए? (CBSE-2008)
उत्तय:
रट्
ु न ऩहरवान का जीवन उताय-चढावों से बयऩयू यहा। जीवन के हय दख
ु -सख
ु से उसे दो-चाय होना ऩड़ा। सफसे
ऩहरे उसने चाॉद लसॊह ऩहरवान को हयाकये याजकीम ऩहरवान का दजात प्राप्त ककमा। कपय कारा खाॉ को बी ऩयास्त
कय अऩनी धाक आसऩास के गाॉवों भें स्थापऩत कय री। वह ऩॊद्रह वषों तक अजेम ऩहरवान यहा। अऩने दोनों फेटों
को बी उसने याजाधित ऩहरवान फना ढदमा। याजा के भयते ही उस ऩय दख
ु ों का ऩहाड़ टूट ऩड़ा। पवरामत से
याजकुभाय ने आते ही ऩहरवान औय उसके दोनों फेटों को याजदयफाय से अवकाश दे ढदए। गाॉव भें पैरी फीभायी के
कायण एक ढदन दोनों फेटे चर फसे। एक ढदन ऩहरवान बी चर फसा औय उसकी राश को लसमायों ने खा लरमा। इस
प्रकाय दस
ू यों को जीवन सॊदेश दे ने वारा ऩहरवान स्वमॊ खाभोश हो गमा।
प्रश्न 3.
रट्ट
ु न ऩहरवान ने ऐसा क्मों कहा होगा कक भेया गरु
ु कोई ऩहरवान नहीॊ, मही ढोर है? (CBSE-2008, 2009)
उत्तय:
ऩहरवान ने ढोर को अऩना गरु
ु भाना औय एकरव्म की बाॉनत हभेशा उसी की आऻा का अनक
ु यण कयता यहा। ढोर
को ही उसने अऩने फेटों का गरु
ु फनाकय लशऺा दी कक सदा इसको भान दे ना। ढोर रेकय ही वह याज-दयफाय से
6

722
रुखसत हुआ। ढोर फजा-फजाकय ही उसने अऩने अखाड़े भें फच्चों-रड़कों को लशऺा दी, कुश्ती के गयु लसखाए। ढोर
से ही उसने गाॉव वारों को बीषण दख
ु भें बी सॊजीवनी शजक्त प्रदान की थी। ढोर के सहाये ही फेटों की भत्ृ मु का दख
ु
ऩाॉच ढदन तक ढदरेयी से सहन ककमा औय अॊत भें वह बी भय गमा। मह सफ दे खकय रगता है कक उसका ढोर उसके
जीवन का सॊफर, जीवन-साथी ही था।
प्रश्न 4.
गाॉव भें भहाभायी पैरने औय अऩने फेटों के दे हाॊत के फावजद
ू रट्ट
ु न ऩहरवान ढोर क्मों फजाता यहा? (CBSE-
2009, 2011, 2015)
उत्तय:
ढोरक की आवाज़ सन
ु कय रोगों भें जीने की इच्छा जाग उठती थी। ऩहरवान नहीॊ चाहता था कक उसके गाॉव का
कोई आदभी अऩने सॊफध
ॊ ी की भौत ऩय भामस
ू हो जाए। इसलरए वह ढोर फजाता यहा। वास्तव भें ढोर फजाकय
ऩहरवान ने अन्म ग्राभीणों को जीने की करा लसखाई। साथ ही अऩने फेटों की अकार भत्ृ मु के दख
ु को बी वह कभ
कयना चाहता था।
प्रश्न 5.
ढोरक की आवाज़ का ऩयू े गाॉव ऩय क्मा असय होता था। (CBSE-2008, 2012, 2015)
अथवा
ऩहरवान की ढोरक की उठती धगयती आवाज़ फीभायी से दभ तोड़ यहे ग्राभवालसमों भें सॊजीवनी का सॊचाय कैसे
कयती है? (CBSE-2013)
उत्तय
भहाभायी की त्रासदी से जझ
ू ते हुए ग्राभीणों को ढोरक की आवाज सॊजीवनी शजक्त की तयह भौत से रड़ने की प्रेयणा
दे ती थी। मह आवाज फढ
ू े -फच्चों व जवानों की शजक्तहीन आॉखों के आगे दॊ गर का दृश्म उऩजस्थत कय दे ती थी।
उनकी स्ऩॊदन शजक्त से शन्
ू म स्नामओ
ु ॊ भें बी बफजरी दौड़ जाती थी। ठीक है कक ढोरक की आवाज भें फख
ु ाय को दयू
कयने की ताकत न थी, ऩय उसे सन
ु कय भयते हुए प्राखणमों को अऩनी आॉखें भद
ूॊ ते सभम कोई तकरीफ़ नहीॊ होती थी।
उस सभम वे भत्ृ मु से नहीॊ डयते थे। इस प्रकाय ढोरक की आवाज गाॉव वारों को भत्ृ मु से रड़ने की प्रेयणा दे ती थी।
प्रश्न 6.
भहाभायी पैरने के फाद गाॉव भें सम
ू ोदम औय सम
ू ातस्त के दृश्म भें क्मा अॊतय होता था? (CBSE-2008)
उत्तय:
भहाभायी ने साये गाॉव को फयु ी तयह से प्रबापवत ककमा था। रोग सम
ु ोदम होते ही अऩने भत
ृ सॊफधॊ धमों की राशें
उठाकय गाॉव के श्भशान की ओय जाते थे ताकक उनका अॊनतभ सॊस्काय ककमा जा सके। सम
ू ातस्त होते ही साये गाॉव भें
भातभ छा जाता था। ककसी न ककसी फच्चे, फढ
ू े अथवा जवान के भयने की खफय आग की तयह पैर जाती थी। साया
गाॉव श्भशान घाट फन चुका था।
प्रश्न 7.
कुश्ती मा दॊ गर ऩहरे रोगों औय याजाओॊ का पप्रम शौक हुआ कयता था। ऩहरवानों को याजा एवॊ रोगों के द्वाया
पवशेष सम्भान ढदमा जाता था।
(क) ऐसी जस्थनत अफ क्मों नहीॊ है ?

723
(ख) इसकी जगह अफ ककन खेरों ने रे री है?
(ग) कुश्ती को कपय से पप्रम खेर फनाने के लरए क्मा-क्मा कामत ककए जा सकते हैं?
उत्तय:
(क) कुश्ती मा दॊ गर ऩहरे रोगों व याजाओॊ के पप्रम शौक हुआ कयते थे। याजा ऩहरवानों को सम्भान दे ते थे, ऩयॊ तु
आज जस्थनत फदर गई है । अफ ऩहरे की तयह याजा नहीॊ यहे । दस
ू ये , भनोयॊ जन के अनेक साधन प्रचलरत हो गए हैं।
(ख) कुश्ती की जगह अफ अनेक आधुननक खेर प्रचरन भें हैं; जैस-े कक्रकेट, हॉकी, फैडलभॊटन, टे ननस, शतयॊ ज,
पुटफॉर आढद।
(ग) कुश्ती को कपय से रोकपप्रम फनाने के लरए ग्राभीण स्तय ऩय कुश्ती की प्रनतमोधगताएॉ आमोजजत की जा सकती
साथ-साथ ऩहरवानों को उधचत प्रलशऺण तथा कुश्ती को फढावा दे ने हे तु भीडडमा का सहमोग लरमा जा सकता है ।
प्रश्न 8.
आॊशम स्ऩष्ट कयें आकाश से टूटकय मढद कोई बावक
ु ताया ऩथ्
ृ वी ऩय जाना बी चाहता तो उसकी ज्मोनत औय शजक्त
यास्ते भें ही शेष हो जाती थी। अन्म ताये उसकी बावक
ु ता अथवा असपरता ऩय खखरखखराकय हॉस ऩड़ते थे।
उत्तय:
रेखक ने इस कहानी भें कई जगह प्रकृनत का भानवीकयण ककमा है । मह गद्माॊशबी प्रकृनत का भानवीकयण ही है ।
महाॉ रेखक के कहने का आशम है कक जफ साया गाॉव भातभ औय लससककमों भें डूफा हुआ था तो आकाश के ताये बी
गाॉव की दद
ु त शा ऩय आॉसू फहाते प्रतीत होते हैं। क्मोंकक आकाश भें चायों ओय ननस्तब्धता छाई हुई थी। मढद कोई ताया
अऩने भॊडर से टूटकय ऩथ्
ृ वी ऩय पैरे दख
ु को फाॉटने आता बी था तो वह यास्ते भें पवरीन (नष्ट) हो जाता था।
ृ वी तक ऩहुॉच नहीॊ ऩाता था। अन्म सबी ताये उसकी इस बावना को नहीॊ सभझते थे। वे तो केवर
अथातत ् वह ऩथ्
उसका भजाक उड़ाते थे औय उस ऩय हॉस दे ते थे।
प्रश्न 9.
ऩाठ भें अनेक स्थरों ऩय प्रकृनत का भानवीकयण ककमा गमा है । ऩाठ भें ऐसे अॊश चनु नए औय उनका आशम स्ऩष्ट
कीजजए।
उत्तय:
भानवीकयण के अॊश
1. औधेयी यात चुऩचाऩ आॉसू फहा यही थी।
आशम-यात का भानवीकयण ककमा गमा है । ठॊ ड भें ओस यात के आॉसू जैसे प्रतीत होते हैं। वे ऐसे रगते हैं
भानो गाॉव वारों की ऩीड़ा ऩय यात आॉसू फहा यही है ।
2. ताये उसकी बावक
ु ता अथवा असपरता ऩय खखरखखराकय हॉस ऩड़ते थे। आशम-तायों को हॉसते हुए
ढदखाकय उनका भानवीकयण ककमा गमा है । वे भजाक उड़ाते प्रतीत होते हैं।
3. ढोरक रढ
ु की ऩड़ी थी। आशम-महाॉ ऩहरवान की भत्ृ मु का वणतन है । ऩहरवान व ढोरक का गहया सॊफध
ॊ है ।
ढोरक का फजना ऩहरवान के जीवन का ऩमातम है ।
पाठ के आसपास
प्रश्न 1.
ऩाठ भें भरेरयमा औय है जे से ऩीडड़त गाॉव की दमनीम जस्थनत को धचबत्रत ककमा गमा है । आऩ ऐसी ककसी अन्म

724
आऩद जस्थनत की कल्ऩना कयें औय लरखें कक आऩ ऐसी जस्थनत का साभना कैसे कयें ग/े कयें गी?
उत्तय:
ऩाठ भें भरेरयमा औय है जे से ऩीडड़त गाॉव की दमनीम जस्थनत का धचत्रण ककमा गमा है । आजकर ‗स्वाइन फ्र‘ू जैसी
फीभायी से आभ जनता भें दहशत है । भैं ऐसी जस्थनत भें ननम्नलरखखत कामत करॊगा
1. रोगों को स्वाइन फ्रू के पवषम भें जानकायी दॉ ग
ू ा।
2. स्वाइन फ्रू के योधगमों को उधचत इराज कयवाने की सराह दॉ ग
ू ा।
3. जुकाभ व फख
ु ाय के योधगमों को घय भें यहने तथा भास्क रगाने का ऩयाभशत दॉ ग
ू ा।
4. भयीजों की जाॉच भें सहामता करॊगा।
प्रश्न 2.
ढोरक की थाऩ भत
ृ गाॉव भें सॊजीवनी बयती यहती थी-करा औय जीवन के सॊफध
ॊ को ध्मान भें यखते हुए चचात
कीजजए।
उत्तय:
करा औय जीवन का गहया सॊफध
ॊ है । दोनों एक-दस
ू ये के ऩयू क हैं। करा जीवन को जीने का ढॊ ग लसखाती है । व्मजक्त
का जीवन आनॊदभम फना यहे इसके लरए करा फहुत ज़रयी है । मह कई रऩों भें हभाये साभने आती है; जैसे नत्ृ म
करा, सॊगीत करा, धचत्रकरा आढद। करा जीवन की प्राण शजक्त है । करा के बफना जीवन की कल्ऩना कयना
फेभानी रगता है ।
प्रश्न 3.
चचात कयें – कराओॊ का अजस्तत्व व्मवस्था का भोहताज नहीॊ है ।
उत्तय:
कराएॉ सयकायी सहामता से नहीॊ परतीॊ-पूरतीॊ। मे कराकाय के ननष्ठाबाव, भेहनत व सभऩतण से पवकलसत होती
हैं।
भाषा की बात
प्रश्न 1.
हय पवषम, ऺेत्र, ऩरयवेश आढद के कुछ पवलशष्ट शब्द होते हैं। ऩाठ भें कुश्ती से जड़
ु ी शब्दावरी का फहुतामत प्रमोग
हुआ है । उन शब्दों की सच
ू ी फनाइए। साथ ही नीचे ढदए गए ऺेत्रों भें इस्तेभार होने वारे कोई ऩाॉच-ऩाॉच शब्द
फताइए –
चिककत्सा, किकेट, न्यायाऱय, या अपनी पसंद का कोई ऺेत्र
उत्तय:
 चिककत्सा – अस्ऩतार, नसत, डॉक्टय, टीका, ऩथ्म, औषधध, जाॉच।
 किकेट – फैट, गें द, पवकेट, छक्का, चौका, क्रीन फोल्ड।
 न्यायाऱय – जज, वकीर, नोढटस, जभानत, अऩीर, साऺी, केस।
 शिऺा – ऩस्
ु तक, अध्माऩक, पवद्माथी, स्कूर, फोडत, ऩस्
ु तकारम।

725
पाठ में कुश्ती से जुडी िब्दावऱी सि
ू ी
कसयत, धुन, थाऩ, दाॊवऩें च, ऩठान, ऩहरवान, फच्च,ू शेय का फच्चा, धचत, दाॉव काटो, लभट्टी के शेय, चायों खाने धचत,
आरी आढद।
प्रश्न 2.
ऩाठ भें अनेक अॊश ऐसे हैं जो बाषा के पवलशष्ट प्रमोगों की फानगी प्रस्तत
ु कयते हैं। बाषा का पवलशष्ट प्रमोग न
केवर बाषाई सजतनात्भकता को फढावा दे ता है फजल्क कथ्म को बी प्रबावी फनाता है । मढद उन शब्दों, वाक्माॊशों के
स्थान ऩय ककन्हीॊ अन्म का प्रमोग ककमा जाए तो सॊबवत् वह अथतगत चभत्काय औय बापषक सौंदमत उद्घाढटत न
हो सके। कुछ प्रमोग इस प्रकाय हैं –
 कपय फाज की तयह उस ऩय टूट ऩड़ा।
 याजा साहे फ की स्नेह-दृजष्ट ने उसकी प्रलसपि भें चाय चाॉद रगा ढदए।
 ऩहरवान की स्त्री बी दो ऩहरवानों को ऩैदा कयके स्वगत लसधाय गई थी।
उत्तय:
उसकी ऩहरवानी के ककस्से दयू -दयाज के गाॉवों भें भशहूय थे। अच्छे से अच्छा ऩहरवान बी उससे हाय जाता। मढद
कोई उसे ररकायने की ढहम्भत कयता तो वह उस ऩय फाज की तयह टूट ऩड़ता। उसकी ऩहरवानी के चचे याजा
साहफ के कानों तक बी ऩहुॉची। याजा साहफ ने उसकी ऩहरवानी ऩय प्रसन्न होकय उसे नकद इनाभ ढदमा औय
आजीवन याजभहर भें यख लरमा। इस प्रकाय याजा, साहफ की स्नेह दृजष्ट ने उसकी प्रलसधध भें चाय चाॉद रगा ढदए।
वह औय अधधक भन रगाकय ऩहरवानी कयने रगा। ऩहरवान की स्त्री ने उसी जैसे दो ऩहरवान फेटों को ऩैदा
ककमा। दब
ु ातग्म से वह स्वगत लसधाय गई। इन दोनों फेटों को बी उसने दॊ गर भें उतायने का ननणतम रे लरमा। उसके
दोनों फेटों ने बी अऩने फाऩ की राज यखी।
प्रश्न 3.
जैसे कक्रकेट भें कभें ट्री की जाती है वैसे ही कुश्ती की कभेंट्री की गई है? आऩको दोनों भें क्मा सभानता औय अॊतय –
ढदखाई ऩड़ता है?
उत्तय:
1. कक्रकेट भें फल्रेफाज, ऺेत्रयऺण व गें दफाजी का वणतन होता है , जफकक कुश्ती भें दाॉव-ऩें च का।
2. कक्रकेट भें स्कोय फतामा जाता है , जफकक कुश्ती भें धचत मा ऩट का।
3. कुश्ती भें प्रलशक्षऺत कभें टेटय ननजश्चत नहीॊ होते, जफकक कक्रकेट भें प्रलशक्षऺत कभें टेटय होते हैं।
अन्य महत्वपर्
ू ण प्रश्नोत्तर
प्रश्न 1.
क्मा मह कहानी ये ण‘ु को आॊचलरक कहानीकाय फनाती है?
उत्तय:
मह कहानी ननपवतवाद रऩ से ये णु‘ को आॊचलरक कहानीकाय फना दे ती है । ग्राभीण अॊचर का इतना मथाथत औय
भालभतक धचत्रण ऩहरे शामद नहीॊ हुआ। ग्राभीण रोक कराएॉ ककस तयह पवरप्ु त होती जा यही हैं इसका धचत्रण
उन्होंने ककमा है । मह कहानी ऩयु ानी सत्तात्भक व्मवस्था के टूटने के साथ-साथ रोक कराओॊ भें आ यही रुकावट का

10

726
धचत्रण कयती है । फदरते ग्राभीण ऩरयवेश का मथाथत अॊकन कयती मह कहानी ये ण‘ु को आॊचलरक कहानीकायों की
िेणी भें खड़ा कय दे ती है ।
प्रश्न 2.
रट्ट
ु न ऩहरवान की ऩारयवारयक ऩष्ृ ठबलू भ के फाये भें लरखखए।
उत्तय:
रट्ट
ु न के भाता-पऩता की भत्ृ मु नौ सार भें ही हो चुकी थी। उसकी शादी हो चुकी थी। उसकी पवधवा सास ने उसे ऩारा
औय ऩोसा। वह अऩनी सास के महाॉ कसयत कयते-कयते फड़ा हो गमा। इसी कायण वह ऩहरवानी भें जोय आजभाइश
कयने रगा।
प्रश्न 3.
गाॉव भें पैरी फीभायी से उत्ऩन्न गाॉव की दशा का धचत्रण कहानीकाय ने ककस प्रकाय ककमा है ? (CBSE-2008)
उत्तय:
गाॉव भें भहाभायी ने ऩाॉव ऩसाय लरए थे। चायों ओय भौत का बमानक ताॊडव पैरा था। ये णु‘ लरखते हैं कक लसमायों का
क्रॊदन औय चेचक की डयावनी आवाज़ कबी-कबी ननस्तब्धता को अवश्म बॊग कय दे ती थी। गाॉव की झोऩडड़मों से
कयाहने औय कै कयने की आवाज़ ‗हये याभ, हे बगवान! की टे य अवश्म सन
ु ाई ऩड़ती थी। फच्चे कबी-कबी ननफतर
कॊठों से भाॉ-भाॉ ऩक
ु ायकय यो ऩड़ते थे।
प्रश्न 4.
जफ भैनेजय औय लसऩाढहमों ने रट्ट
ु न ऩहरवान को चाॉद लसॊह से रड़ने से भना कय ढदमा तो रट्ट
ु न ने क्मा कहा?
उत्तय:
भैनेजय औय लसऩाढहमों की फातें सन
ु कय रट्
ु न लसॊह धगड़धगड़ाने रगा। वह याजा साहफ के साभने जा खड़ा हुआ।
उसने कहा दहु ाई सयकाय, ऩत्थय ऩय भाथा ऩटककय भय जाऊॉगा रेककन रडूग
ॊ ा अवश्म सयकाय, वह कहने रगा-
रड़ेंगे सयकाय हुकुभ हो सयकाय।
प्रश्न 5.
कहानी की सॊवाद मोजना कैसी है ? फताइए।
उत्तय:
पणीश्वय नाथ ये णु‘ की सबी कहाननमों भें सॊवाद मोजना दे खते ही फनती है । उनकी सॊवाद मोजना चुस्त, साथतक
औय प्रबाव उत्ऩन्न कयने वारी है । सॊवादों के भाध्मभ से कहानीकाय ने ऩात्रों की भानलसक औय चारयबत्रक
पवशेषताओॊ का उल्रेख कय ढदमा है । रट्
ु न ऩहरवान की भन:जस्थनत का अॊकन ननम्न सॊवाद भें हुआ है ―दक
ु ानदायों
को चुहर कयने की सझू ती। हरवाई अऩनी दक ु ान ऩय फर
ु ाता-―ऩहरवान काका। ताजा यसगल्
ु रा फना है , जया नाश्ता
कय रो ऩहरवान फच्चों की-सी स्वाबापवक हॉसी हॉसकय कहता ―अये तनी भनी काहे । रे आव डेढ सेय औय फैठ जाता‖
याजा साहफ की पवशेषता का उल्रेख इस सॊवाद भें हुआ है ।‖ याजा साहफ दस रुऩए का नोट दे कय कहने रगे-जाओ
भेरा दे खकय घय जाओ… ―नहीॊ, सयकाय रड़ेंगे हुकुभ हो सयकाय।
प्रश्न 6.
‗ऩहरवान की ढोरक‘ कहानी के सॊदेश को स्ऩष्ट कीजजए। (CBSE-2016)
उत्तय:

11

727
‗ऩहरवान की ढोरक‘ कहानी भें व्मवस्था के फदरने के साथ रोककरा व इसके कराकाय के अप्रासाॊधगक हो जाने
की कहानी है । याजा साहफ की जगह नए याजकुभाय का आकय जभ जाना लसपत व्मजक्तगत सत्ता ऩरयवततन नहीॊ,
फजल्क जभीनी ऩयु ानी व्मवस्था के ऩयू ी तयह उरट जाने औय उस ऩय सभ्मता के नाभ ऩय एक दभ नमी व्मवस्था के
आयोपऩत हो जाने का प्रतीक है । मह ‗बायत‘ ऩय ‗इॊडडमा‘ के छा जाने की सभस्मा है जो रट्ट
ु न ऩहरवान को रोक
कराकय के आसन से उठाकय ऩेट बयने के लरए हामतौफा कयने वारी ननयीहता की बलू भ ऩय ऩटक दे ती है ।
प्रश्न 7.
याजा साहफ ने रट्ट
ु न को क्मों सहाया ढदमा था? अॊत भें उसकी दग
ु नत त होने का क्मा कायण था? (CBSE-2016)
अथवा
ऩहरवान रट्ट
ु न लसॊह को याजा साहफ की कृऩादृजष्ट कफ प्राप्त हुई ?वह उन सपु वधाओॊ से वॊधचत कैसे हो गमा?
(CBSE-2011)
उत्तय:
रट्ट
ु न ने फचऩन से ही कुश्ती सीखी। उसने चाॉद ऩहरवान को हया ढदमा। श्माभनगय के भेरे के दॊ गर भें उसने मह
चभत्काय ढदखामा। याजा साहफ ने उसे आिम ढदमा। इसके फाद उसने सबी नाभी ऩहरवानों को हया ढदमा। अफ वह
दशतनीम जीव फन गमा था। ऩॊद्रह सार तक वह याजदयफाय भें यहा। उसने दोनों फेटों को बी ऩहरवानी भें उताया।
याजा साहफ के भयने के फाद नए याजा को घड़
ु सवायी भें रुधच थी। उसने ऩहरवान व उसके फेटों को याजदयफाय से
ननकार ढदमा। अफ वह गाॉव आकय यहने रगा। महाॉ उसे बोजन बी भजु श्कर से लभरना था। भहाभायी ने उसके फेटों
को रीर लरमा। उनके चाय-ऩाॉच ढदन फाद वह बी भय गमा।
प्रश्न 8.
रट्ट
ु न से याज ऩहरवान रट्ट
ु न लसॊह फन जाने के फाद की ढदनचमात ऩय प्रकाश डालरए? (CBSE-2009, 2010,
2011, 2015)
अथवा
ऩहरवान रट्ट
ु न के सख
ु -चैन बये ढदनों का वणतन अऩने शब्दों भें कीजजए। (CBSE-2009)
उत्तय:
रट्ट
ु न की कीनतत याज ऩहरवान फन जाने के फाद दयू -दयू तक पैर गई। याजा ने उसे दयफाय भें यखा। ऩौजष्टक बोजन
व याजा की स्नेह दृजष्ट से उसने सबी नाभी ऩहरवानों को हया ढदमा। वह दशतनीम जीव फन गमा। भेरों भें वह घट
ु ने
तक रॊफा चोगा ऩहनकय अस्त-व्मस्त ऩगड़ी फाॉधकय भतवारे हाथी की तयह चरता था। हरवाई उसे लभठाई
खखराते थे।
प्रश्न 9.
‗ऩहरवान की ढोरक‘ कहानी के आधाय ऩय फताइए कक भहाभायी पैरने ऩय धचककत्सा औय दे खये ख के अबाव भें
ग्राभीणों की दशा कैसी हो जाती थी। ऩहरवान की ढोरक उनकी सहामता ककस प्रकाय कयती थी? (CBSE 2010)
उत्तय:
भहाभायी पैरने ऩय गाॉव भें धचककत्सा औय दे खये ख के अबाव भें ग्राभीणों की दशा दमनीम हो जाती थी। रोग ढदन
बय खाॉसते कयाहते यहते थे। योज दो-चाय व्मजक्त भयते थे। दवाओॊ के अबाव भें उनकी भत्ृ मु ननजश्चत थी। शयीय भें
शजक्त नहीॊ यहती थी। ऩहरवान की ढोरक भत
ृ प्राम शयीयों भें आशा व जीवॊतता बयती थी। वह सॊजीवनी शजक्त का
कामत कयती थी।
12

728
प्रश्न 10.
‗ऩहरवान की ढोरक‘ कहानी भें ककस प्रकाय ऩयु ानी व्मवस्था औय नई व्मवस्था के टकयाव से उत्ऩन्न सभस्मा को
व्मक्त ककमा गमा है? लरखखए। ( सैंऩर ऩेऩय-2015)
उत्तय:
‗ऩहरवान की ढोरक‘ कहानी भें ऩयु ानी औय नई व्मवस्था के टकयाव से उत्ऩन्न सभस्मा को व्मक्त ककमा है । ऩयु ानी
व्मवस्था भें याजदयफाय रोक कराकायों को सॊयऺण प्रदान कयता था। उनके सहाये मे जीपवत यहते थे, ऩयॊ तु नई
व्मवस्था भें पवरामती दृजष्टकोण को अऩनामा गमा। रोक कराकाय हालशए ऩय चरे गए।

13

729
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- MATHEMATICS (NOTES- SEPTEMBER 2024-25)
Chapter 8:Applications of Integration
Area of Bounded Region
The space occupied by the curve along with the axis, under the given condition is called area of
bounded region.

(i) The area bounded by the curve y = F(x) above the X-axis and between the lines x = a, x = b
is given by

(ii) If the curve between the lines x = a, x = b lies below the X-axis, then the required area is
given by

(iii) The area bounded by the curve x = F(y) right to the Y-axis and the lines y = c, y = d is given
by

(iv) If the curve between the lines y = c, y = d left to the Y-axis, then the area is given by

14

730
 (v) Area bounded by two curves y = F (x) and y = G (x) between x = a and x = b is given by

(vi) Area bounded by two curves x = f(y) and x = g(y) between y=c and y=d is given by

Curve Sketching
1. Symmetry
1. If powers of y in a equation of curve are all even, then curve is symmetrical about X-axis.
2. If powers of x in a equation of curve are all even, then curve is symmetrical about Y-axis.
3. When x is replaced by -x and y is replaced by -y, then curve is symmetrical in opposite
quadrant.
4. If x and y are interchanged and equation of curve remains unchanged curve is symmetrical
about line y = x.
2. Nature of Origin
1. If point (0, 0) satisfies the equation, then curve passes through origin.
2. If curve passes through origin, then equate low st degree term to zero and get equation of
tangent. If there are two tangents, then origin is a double point.
3. Point of Intersection with Axes
1. Put y = 0 and get intersection with X-axis, put x = 0 and get intersection with Y-axis.
2. Now, find equation of tangent at this point i. e. , shift origin to the point of intersection and
equate the lowest degree term to zero.
3. Find regions where curve does not exist. i. e., curve will not exit for those values of variable
when makes the other imaginary or not defined.
4. Asymptotes
1. Equate coefficient of highest power of x and get asymptote parallel to X-axis.
2. Similarly equate coefficient of highest power of y and get asymptote parallel to Y-axis.
5. The Sign of (dy/dx)

15

731
Find points at which (dy/dx) vanishes or becomes infinite. It gives us the points where tangent is
parallel or perpendicular to the X-axis.

6. Points of Inflexion

and solve the resulting equation. If some point of inflexion is there,

then locate it exactly. Taking in consideration of all above information, we draw an approximate
shape of the curve.
Chapter 9:Differential Equations
Differential Equation: An equation involving independent variable, dependent variable,
derivatives of dependent variable with respect to independent variable and constant is called a
differential equation.
e.g.

Ordinary Differential Equation: An equation involving derivatives of the dependent variable

with respect to only one independent variable is called an ordinary differential equation.
e.g.

From any given relationship between the dependent and independent variables, a differential
equation can be formed by differentiating it with respect to the independent variable and
eliminating arbitrary constants involved.
Order of a Differential Equation: Order of a differential equation is defined as the order of the
highest order derivative of the dependent variable with respect to the independent variable
involved in the given differential equation.
Note: Order of the differential equation, cannot be more than the number of arbitrary constants
in the equation.
Degree of a Differential Equation: The highest exponent of the highest order derivative is
called the degree of a differential equation provided exponent of each derivative and the
unknown variable appearing in the differential equation is a non-negative integer.
Note
(i) Order and degree (if defined) of a differential equation are always positive integers.
(ii) The differential equation is a polynomial equation in derivatives.
(iii) If the given differential equation is not a polynomial equation in its derivatives, then its
degree is not defined.
Formation of a Differential Equation: To form a differential equation from a given relation, we
use the following steps:
Step I: Write the given equation and see the number of arbitrary constants it has.
Step II: Differentiate the given equation with respect to the dependent variable n times, where n
is the number of arbitrary constants in the given equation.
Step III: Eliminate all arbitrary constants from the equations formed after differentiating in step
16

732
(II) and the given equation.
Step IV: The equation obtained without the arbitrary constants is the required differential
equation.
Solution of the Differential Equation
A function of the form y = Φ(x) + C, which satisfies given differential equation, is called the
solution of the differential equation.
General solution: The solution which contains as many arbitrary constants as the order of the
differential equation, is called the general solution of the differential equation, i.e. if the solution
of a differential equation of order n contains n arbitrary constants, then it is the general solution.
Particular solution: A solution obtained by giving particular values to arbitrary constants in the
general solution of a differential equation, is called the particular solution.
Methods of Solving First Order and First Degree Differential Equation
Variable separable form: Suppose a differential equation is dydx = F(x, y). Here, we separate
the variables and then integrate both sides to get the general solution, i.e. above equation may
be written as dydx = h(x) .k(y)
Then, by separating the variables, we get dyk(y) = h(x) dx.
Now, integrate above equation and get the general solution as K(y) = H(x) + C
Here, K(y) and H(x) are the anti-derivatives of 1K(y) and h(x), respectively and C is the arbitrary
constant.
Homogeneous differential equation: A differential equation dydx=f(x,y)g(x,y) is said to be
homogeneous, if f(x, y) and g(x, y) are homogeneous functions of same degree, i.e. it may be
written as

To check that given differential equation is homogeneous or not, we write differential equation
as dydx = F(x, y) or dxdy = F(x, y) and replace x by λx, y by λy to write F(x, y) = λ F(x, y).
Here, if power of λ is zero, then differential equation is homogeneous, otherwise not.
Solution of homogeneous differential equation: To solve homogeneous differential equation,
we put
y = vx
⇒ dydx = v + x dvdx
in Eq. (i) to reduce it into variable separable form. Then, solve it and lastly put v = yx to get
required solution.
Note: If the homogeneous differential equation is in the form of dydx = F(x, y), where F(x, y) is
homogeneous function of degree zero, then we make substitution xy = v, i.e. x = vy and we
proceed further to find the general solution as mentioned above.
Linear differential equation: General form of linear differential equation is
dydx + Py = Q …(i)
where, P and Q are functions of x or constants.
or dxdy + P‘x = Q‘ …(ii)
where, P‘ and Q‘ are functions of y or constants.
Then, solution of Eq. (i) is given by the equation
y × IF = ∫(Q × IF) dx + C
where, IF = Integrating factor and IF = e∫Pdx
Also, solution of Eq. (ii) is given by the equation
x × IF = ∫ (Q‘ × IF) dy + C
where, IF = Integrating factor and IF = e∫P‘dy

17

733
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- PHYSICS (NOTES- SEPTEMBER 2024-25)
Chapter-9
Ray optics
Refraction
Refraction of Light: The bending of light at the interface of two different mediums is
called Refraction of light.

Example, air or vacuum is more optical rarer.

Example, glass is more denser than air.

Laws of Refraction

transparent media at the point of incidence, all lie in the same plane.

is a constant, for the light of a given colour and for the given pair of media. This
law is also known as Snell‟s law of refraction.
Following Snell‟s Law:

surface of the two media.

the surface of contact of the two media.

Refractive Index
The extent to which light bends when moving from one medium to another is called
refractive index. This depends on the ratio of the speeds in the two media. The greater
the ratio, more the bending. It is also the ratio of the sine of the angle of incidence and
the sine of the angle of refraction, which is a constant for any given pair of media. It is
denoted by:
n = sin∠i/sin∠r = speed of light in medium 1/speed of light in medium2.
Absolute and Relative Refractive Index
Refractive index of one medium with respect to another medium is called relative
refractive index. When taken with respect to vacuum, it‟s known as an absolute
refractive index.
Refractive index of medium with respect to other medium is called Relative Refractive
Index.
Ref. index of medium 1 with respect to medium 2 =
Speed of light in medium 2 (V2) / Speed of light in medium1(V1)
refractive index of medium with respect to air or vacuum is called Absolute Refractive
Index.
Absolute refractive index of medium (m) = Speed of light in air(c) / Speed of light in
medium(Vm)
Chapter-10
Wave optics
Wave front
The wave front at any instant is defined as the locus of all the particles of the medium which are
in the same state of vibration.
18

734
Or
A an imaginary surface passing through particles oscillating with same phase is known as wave
front
A point source of light at a finite distance in an isotropic medium emits a spherical wave front
(Fig a).
A point source of light in an isotropic medium at infinite distance will give rise to plane wave
front (Fig. b).
A linear source of light such as a slit illuminated by a lamp, will give rise to cylindrical wave front
(Fig c).

HUYGENS PRINCIPLE
Huygens‘s principle states that,
(i) Every point on a given wave front may be considered as a source of secondary wavelets
which spread out with the speed of light in that medium and
(ii) The new wave front is the forward envelope of the secondary wavelets at that instant
Huygen‘s construction for a spherical and plane wavefront:
Huygen‘s construction for a spherical and plane wavefront is shown in Fig.a.
Let AB represent a given wavefront at a time t = 0. According to Huygen‘s principle, every point
on AB acts as a source of secondary wavelets which travel with the speed of light c. To find the
position of the wave front after a time t, circles are drawn with points P, Q, R ... etc as centres
on AB and radii equal to ct.
These are the traces of secondary wavelets. The arc A1B1 drawn as a forward envelope of the
small circles is the new wavefront at that instant.
If the source of light is at a large distance, we obtain a plane wave front A1 B1 as shown in Fig
b.

Reflection of a plane wave front at a plane surface

Let XY be a plane reflecting surface and AB be a plane wavefront incident on the surface at A.
PA and QBC are perpendiculars drawn to
AB at A and B respectively. Hence they represent incident rays. AN is the normal drawn to the
surface.
The wave front and the surface are perpendicular to the plane of the paper (Fig.).
19

735
According to Huygen‘s principle each point on the wavefront acts as the source of secondary
wavelet.
By the time, the secondary wavelets from B travel a distance BC, the secondary wavelets from
A on the reflecting surface would travel the same distance BC after reflection.
Taking A as centre and BC as radius an arc is drawn.
From C a tangent CD is drawn to this arc. This tangent CD not only envelopes the wavelets
from C and A but also the wavelets from all the points between C and A.
Therefore CD is the reflected plane wavefront and AD is the reflected ray.

Laws of reflection
(i) The incident wavefront AB, the reflected wavefront CD and the reflecting surface XY all lie in
the same plane.
(ii) Angle of incidence i = ∠ PAN = 900 − ∠ NAB = ∠BAC
Angle of reflection r = ∠ NAD = 900 − ∠ DAC = ∠DCA
∠B = ∠D = 90O
BC = AD and AC is common
∴ The two triangles are congruent
∠ BAC = ∠DCA
i.e. i = r
Thus the angle of incidence is equal to angle of reflection.
Refraction of a plane wavefront at a plane surface
Let XY be a plane refracting surface separating two media 1 and 2 of refractive indices μ1 and
μ2 (Fig). The velocities of light in these two media are respectively v1 and v2.
Consider a plane wave front AB incident on the refracting surface at A. PA and QBC are
perpendiculars drawn to AB at A and B respectively. Hence they represent incident rays. NAN1
is the normal drawn to the surface. The wave front and the surface are perpendicular to the
plane of the paper.
According to Huygen‘s principle each point on the wave front act as the source of secondary
wavelet.
By the time, the secondary wavelets from B, reaches C, the secondary wavelets from the point
A would travel a distance AD = v2t, where t is the time taken by the wavelets to travel the
distance BC.
∴BC = C1t and AD = C2t
Taking A as centre and C2t as radius an arc is drawn in the second medium. From C a
tangent CD is drawn to this arc.
.
Therefore CD is the refracted plane wavefront and AD is the refracted ray

20

736
Laws of refraction
(i) The incident wave front AB, the refracted wave front CD and the refracting surface XY all lie
in the same plane.
(ii) From figure for Δ ABC and Δ ACD
𝑠𝑖𝑛𝑖𝑠𝑖𝑛𝑟=𝐵𝐶𝐴𝐶⁄𝐴𝐷𝐴𝐶⁄=𝐵𝐶𝐴𝐷=𝑣1𝑡𝑣2𝑡=𝑣1𝑣2=𝑛21
Constant n21 in above equation is known as refractive index of medium 2 with respect to
medium also represented as 1μ2
This is Snell‟s law of refraction
Further, if λ1 and λ2 denote the wavelengths of light in medium 1 and medium 2, respectively
and if the distance BC is equal to λ 1 then the distance AE will be equal to λ 2 (because if the
crest from B has reached C in time τ, then the crest from A should have also reached E in time τ
); thus 𝜆1𝜆2=𝐵𝐶𝐴𝐸=𝑣1𝑣2
The above equation implies that when a wave gets refracted into a denser medium
(v1 > v2) the wavelength and the speed of propagation decrease but the frequency f (= v/λ)
remains the same.
Refraction of a plane wave by a thin prism
we consider a plane wave passing through a thin prism. Clearly, since the speed of light waves
is less in glass, the lower portion of the incoming wavefront (which travels through the greatest
thickness of glass) will get delayed resulting in a tilt in the emerging wavefront as shown in the
figure.

(b) a convex lens.

We consider a plane wave incident on a thin convex lens; the central part of
the incident plane wave traverses the thickest portion of the lens and is
delayed the most. The emerging wavefront has a depression at the centre
and therefore the wavefront becomes spherical and converges to the point
F which is known as the focus.

(c) Reflection of a plane wave by a concave mirror

21

737
a plane wave is incident on a concave mirror and on reflection we have a spherical wave
converging to the focal point F.

Coherent and incoherent sources

Two sources are said to be coherent if they emit light waves of the same wave length and start
with same phase or have a constant phase difference.
Two independent monochromatic sources, emit waves of same wave length. But the waves are
not in phase. So they are not coherent.
This is because, atoms cannot emit light waves in same phase and these sources are said to be
incoherent sources.
Superposition principle
When two or more waves simultaneously pass through the same medium, each wave acts on
every particle of the medium, as if the other waves are not present. The resultant displacement
of any particle is the vector addition of the displacements due to the individual waves. This is
known as principle of superposition. If Y1 and Y2 represent the
individual displacement then the resultant displacement is given by Y = Y1 + Y2

Thus, superposition principle describes a situation when more than one waves superpose (i.e.
interfere) at a point.
― The effect produced by superposition of two or more wave is called interference‖.
Interference due to two waves
Suppose two harmonic waves having initial phase φ1 and φ2 are emitted from two point like
sources S1 and S2 respectively. They superimpose simultaneously ( i.e. at the same time t) at a
point P as shown in figure.

Condition for sustained interference

The interference pattern in which the positions of maximum and minimum intensity of light
remain fixed with time, is called sustained or permanent interference pattern. The conditions for
the formation of sustained interference may be stated as :
(i) The two sources should be coherent
(ii) Two sources should be very narrow
(iii) The sources should lie very close to each other to form distinct and broad fringes
22

738
Young‟s double slit experiment
The phenomenon of interference was first observed and demonstrated by Thomas Young in
1801. The experimental set up is shown in Fig.
Light from a narrow slit S, illuminated by a monochromatic source, is allowed to fall on two
narrow slits A and B placed very close to each other.
The width of each slit is about 0.03 mm and they are about 0.3 mm apart. Since A and B are
equidistant from S, light waves from S reach A and B in phase. So A and B act as coherent
sources.
According to Huygen‘s principle, wavelets from A and B spread out and overlapping takes place
to the right side of AB. When a screen XY is placed at a distance of about 1 metre from the slits,
equally spaced alternate bright and dark fringes appear on the screen. These are called
interference fringes or bands.
Using an eyepiece the fringes can be seen directly. At P on the screen, waves from A and B
travel equal distances and arrive in phase. These two waves constructively interfere and bright
fringe is observed at P. This is called central bright fringe.
When one of the slits is covered, the fringes disappear and there is uniform illumination on the
screen. This shows clearly that the bands are due to interference.

Expression path difference in terms of D

and x

Let d be the distance between two coherent sources A and B of wavelength λ. A screen XY is
placed parallel to AB at a distance D from the coherent sources. C is the mid point of AB. O is a
point on the screen equidistant from A and B. P is a point at a distance x from O, as shown in
Fig. Waves from A and B meet at P in phase or out of phase depending upon the path
difference between two waves.
Draw AM perpendicular to BP The path difference δ = BP – AP AP = MP
∴ δ = BP – AP = BP – MP = BM
In right angled Δ ABM, BM = d sin θ
If θ is small, sin θ = θ
∴ The path difference δ = θ.d
In right angled triangle COP, 𝑡𝑎𝑛𝜃 = 𝑂𝑃 𝐶𝑂 = 𝑥𝐷
For small values of θ, tan θ = θ
∴ The path difference 𝛿 = 𝑥𝑑 𝐷

Displacement of fringe pattern

If a thin transparent slab of thickness t and refractive index μ is placed in front of one of sources,
for example, in front of S1. This changes the path difference because light from S1 now travels
23

739
more optical path than earlier. (Optical path in medium is equal to the product of refractive index
of the medium to geometrical path length in air)

Path difference before placing slab = S2P – S1P =r2 – r1 = δ

On placing slab path length of thickness t effective path length S1P = (r1 –t) +tμ
Thus effective path difference after placing slab δ‘ = r2 – [(r1 –t) +tμ]
∴ δ‘ = ( r2 – r1 ) + t(μ – 1 )
From the geometry of figure r2-r1 = dsinθ, since θ is very small 𝑟2−𝑟1 = 𝑑𝑡𝑎𝑛𝜃 = 𝑑𝑥′𝑚𝐷
∴𝛿′=𝑑𝑥′𝑚𝐷+(𝜇−1)𝑡 𝑥′𝑚=𝑛𝜆𝐷𝑑−(𝜇−1)𝑡𝐷𝑑
In absence of slab, the mth maxima is given by 𝑥𝑚=𝑛𝜆𝐷𝑑
Therefore, the fringe shift is given by 𝑥0=𝑥𝑚−𝑥′𝑚=(𝜇−1)𝑡𝐷𝑑
When a transparent slab is introduced, the fringe pattern shifts in the direction where the slab is
placed.

Condition for obtaining clear and broad interference bands

(i) The screen should be as far away from the source as possible.
(ii) The wavelength of light used must be larger.
(iii) The two coherent sources must be as close as possible.
Diffraction
When waves encounters obstacles or openings like slits, they bend round the edges. This
bending of wave is called diffraction. Diffraction is the effect produced by the limiting part of the
wavefront.
Smaller is the width of the slit, more will be diffraction for given wavelength. It is also found that
if the wavelength and the width of the slit are so changed that ratio (λ/d) remains constant,
amount of bending or diffraction does not change.

If ratio λ/d is more ,then more is the

Diffraction due to single slit

Central Maxima:
Consider a plane wavefront arrive at a plane of slit, according to Huyen‘s principle all the point
on the slit like AOB acts as secondary source having the same phase and produce secondary
waves.
Those waves originated from each points of a slit and diffracted normal to the plane of the slit or
we can say in the direction of incident wave will be concentrated at point Po by lens.
In figure out of a many waves only three rays are shown in figure.
24

740
Screen is at focal length of lens .
Ray emitted from A and B are in phase and passes equal distance through air and lens thus
they are in phase when get converged at Po .
Now ray emitted from O travel less distance in air but more distance in lens, in lens velocity of
light gets reduced thus optical path travelled by the ray emitted by O is equal to optical path due
to ray A and B.. Thus all rays meeting at Po are in phase produces central bright fringe.
(Optical path in medium is equal to the product of refractive index of the medium to geometrical
path length in air)
First minimum
As shown in figure consider a waves which is diffracted an angle θ with respect to perpendicular
bisector XPo of the slit. Here, point X is the midpoint of slit AB. Therefore AX = Xb = d/2.
Here secondary waves originated from all points A, X, B of slit are through to be divided in two
parts
Wave from AX and waves from X to B.
As per figure, all these waves diffracted at an angle θ are focused at point P1 of a screen.
Draw AM ⊥ BL. It is obvious that all the rays reaching from AM to P1 have equal optical path

But rays going from A and X, and reaching to point P1 have path difference of XY
Let assume diffraction angle be θ is such that XY = λ/2
In this situation, waves from A and X will follow the condition of destructive interference at point
P1 and resultant intensity will be zero
Further for all point between AX there exists a point between XB ,such that ray from point
between XB have path difference of λ/2 with respect to rays from point between AX
Thus in totality, destructive interference will take place at point P1
Point P1 is known as first minimum
Condition for minima:
From geometry of figure dsinθ = λ
General equation is
dsinθ = nλ
For n = 1 we get first minima
n = 2 we get second minima
First Maxima:
As shown in figure suppose slit AB is assumed to be divided in three equal parts AX1, X1 X2,
X2B . Here AX1 = X1 X2 = X2B = d/3.
Draw AM ⊥ BL. Wave reaching from AM to P2 will have equal optical path
Waves starting from A and X1 and imposing at point P1 will have path difference X1Y1 .

25

741
Let us assume that diffraction θ is such that 𝑋1𝑌1=𝜆/2 ,2𝑌2=𝜆, 𝐵𝑀=3𝜆/2
Since path difference between waves originated from A and X1 and superimpose at point P2 is
λ/2, they interfere destructively. And intensity at point P2 due to these waves will be zero.
In the same way, waves from every pair AX1 and X1X2 will have path difference λ/2 and
resultant intensity at point P2 due to them is zero.
However, intensity of ray diffracted at an angle θ from section X1B is not vanishing at point P2.
Therefore due to this section of the slit intensity at point P2 will not be zero. And point P2 will be
bright
Here point P2 is known as first maximum. It is obvious that intensity at point P2 will be far less
than central bright spot
Condition for minima:
From geometry of figure for fist maxima 𝑑𝑠𝑖𝑛𝜃 = 3𝜆/2
General formula 𝑑𝑠𝑖𝑛𝜃 = (2𝑛+1)/2
For n = 1 we get first maxima
n = 2 we get second maxima
Comparison between Interference and diffraction
(i) The interference pattern has a number of equally spaced bright and dark bands. The
diffraction pattern has a central bright maximum which is twice as wide as the other maxima.
The intensity falls as we go to successive maxima away from the centre, on either side.
(ii) We calculate the interference pattern by superposing two waves originating from the two
narrow slits. The diffraction pattern is a superposition of a continuous family of waves originating
from each point on a single slit.
(iii) For a single slit of width a, the first null of the interference pattern occurs at an angle of λ/a.
At the same angle of λ/a, we get a maximum (not a null) for two narrow slits separated by a
distance a.
Resolving power of optical instrument
When a beam of light ( light waves) from a point like object passes through the objective of an
optical instruments, the lens acts like a circular aperture and produces a diffraction pattern
instead of sharp point image.
If there are two point objects kept closed to each other, their diffraction pattern may overlap.
Then it may be difficult to distinguish them as separate.
The criterion to get distinct and separate images of two closely placed point like objects was
given by Rayleigh
― The images of two point like objects can be seen as separate if the central maximum in the
diffraction pattern of one falls either on the first minimum of the diffraction pattern of the other or
it is at grater separation‖
For the case of circular aperture diffraction due to lens of diameter D. Rayleigh‘s criterion is
given by
𝑠𝑖𝑛𝛼≈𝛼=1.22𝜆/𝐷

Resolving power of telescope:

Consider a parallel beam of light falling on a convex lens. If the lens is well corrected for
aberrations, then beam will get focused to a point.
However, because of diffraction, the beam instead of getting focused to a point gets focused to
a spot of finite area. In this case the effects due to diffraction can be taken into account by
considering a plane wave incident on a circular aperture followed by a convex lens.
Taking into account the effects due to diffraction, the pattern on the focal plane would consist of
a central bright region surrounded by concentric dark and bright rings.

26

742
If two stars are very close to each other separated by angle α will be very small and the
diffraction pattern of both stars will mingle with each other. In this situation it is difficult to see
both the stars distinctly and clearly
―Ability of an optical instrument to produce distinctly separate images of two closely placed
objects is called its resolving power‖
It is clear that for optical instruments resolving power depends on angle α . is a minimum angle
to see two images distinctly
𝛼𝑚𝑖𝑛=1.22𝜆/𝐷
Here D is diameter of lens and λ is wavelength
Width of the central maxima or radius is given by
𝛼𝑚𝑖𝑛𝑓=1.22𝜆𝑓/D
Here αmin is known as angular resolution of the telescope, while its inverse is known as
resolving power or geometrical resolution
Thus resolving power of telescope
1/𝛼𝑚𝑖𝑛=𝐷/1.22𝜆
Resolving power of microscope:

Let the diameter of lens be D and its focal length be f. As object distance is usually kept greater
than that of f . Let the image distance be v. the angular width of central maximum due to the
effect of diffraction is ,
𝜃=1.22𝜆/𝐷
Width of central maximum
𝜃𝑣=1.22𝜆𝑣/D
Polarization
The phenomena of reflection, refraction, interference, diffraction are common to both transverse
waves and longitudinal waves. But the transverse nature of light waves is demonstrated only by
the phenomenon of polarization.
Unpolarized light
In an ordinary light source like bulb, there are large numbers of atomic emitters. They all emit
electromagnetic waves with there Electrical vector E , vibrating randomly in all directions
perpendicular to direction of propagation.
It means that vector E of one wave is not parallel to Vector E of another wave.
Wave emitted by different atom is of source propagate in same direction constitute beam of
light.
If such beam is assumed to be coming out of paper, light vectors (E) of its waves will be found
in all random direction in a plane of paper. Such light is called Unpolarized light.

27

743
― In a beam of light, if the oscillations of E vectors are in all direction in a plane perpendicular to
the direction of propagation, then the light is called unpolarized light‖
Polarized light
If in beam of light all electric vector (E) are coplanar and parallel to each other is plane polarized
light
Process by which getting the plane polarized light from unpolarized light is called polarization
― The plane containing the direction of the beam and the direction of oscillation of E vectors is
called the plane of oscillation
. In figure abcd is the plane of oscillation
―A plane perpendicular to the plane of oscillation and passing through the beam of light is called
the plane of polarization‖

In figure lmno is the plane of polarization

When light passes through tourmaline crystal ,freely transmit the light components which are
polarized to a definite direction. While crystal absorbs light strongly whose polarization is
perpendicular to this definite direction. Thus emergent beam iof light only coplanar and parallel
E vectors are found. This definite direction in a crystal is known as an optic axis
Malus‟ Law
If the light from an ordinary source (like a sodium lamp) passes through a polaroid sheet P1, it is
observed that its intensity is reduced by half. Rotating P1 has no effect on the transmitted beam
and transmitted intensity remains constant.
Now, let an identical piece of polaroid P2 be placed before P1. On rotating P2 has a dramatic
effect on the light coming from P2.
In one position, the intensity transmitted by P2 followed by P1 is nearly zero. When turned by
90o from this position, P1 transmits nearly the full intensity emerging from P2
An optic axis of plate P2 makes an angle of θ with that of the plate P1. In this situation vector E
emerging from plate P1 (E0) makes angle θ with an optic axis of plate B. therefore we can
resolve them into two components
91) E0cosθ parallel to the optic axis of plate P2 and
(2) E0sinθ perpendicular to the optic axis of plate P2

Thus, only E0cosθ components will emerge out of plate P2, while perpendicular components
are absorbed. Since intensity is proportional to the square of amplitude, intensity of light incident
on plate P2 is
𝐼∝𝐸02𝑐𝑜𝑠2𝜃 ∴𝐼𝐼0=𝑐𝑜𝑠2𝜃 ∴𝐼=𝐼0𝑐𝑜𝑠2𝜃

28

744
This equation is known as Malus Law. It is obvious from above equation that if plate P2 is
completely rotated, twice the intensity of emerging light is zero , corresponding to θ =π/2 and
3π/2 and twice it become maximum corresponding to θ = 0 and θ =π.
This procedure will help us to verify whether the given light is polarized or not. Since plate P2 is
used to analyze a state of polarization of incident light, it is known as Analyzer.
Polarisation by scattering
The light from a clear blue portion of the sky shows a rise and fall of intensity when viewed
through a Polaroid which is rotated. This is nothing but sunlight, which has changed its direction
(having been scattered) on encountering the molecules of the earth‘s atmosphere

As shown in figure, the incident sunlight is unpolarised. The dots stand for polarisation
perpendicular to the plane of the figure. The double arrows show polarisation in the plane of the
figure. There is no phase relation between these two in unpolarised light.
Under the influence of the electric field of the incident wave the electrons in the molecules
acquire components of motion in both these directions.
We have drawn an observer looking at 90° to the direction of the sun. Clearly, charges
accelerating parallel to the double arrows do not radiate energy towards this observer since
their acceleration has no transverse component. The radiation scattered by
the molecule is therefore represented by dots. It is polarized perpendicular to the plane of the
figure. This explains the polarization of scattered light from the sky.
Fresnel distance, ray optics is a limiting case of wave optics
Fresnel distance is that distance from the slit at which the spreading of light due to diffraction
becomes equal to the size of the slit. It is generally denoted by ZF
We know that the first secondary minimum is formed at an angle θ1 such that
𝜃1=𝜆/𝑑
After travelling a distance D, the width acquired by the beam due to diffraction is Dλ/d
At Fresenel distance ZF
𝑍𝐹𝜆/𝑑=𝑑
𝑍𝐹=𝑑2/𝜆
If the distance D between the slit and the screen is less than Fresnel distance ZF then the
diffraction effects may be regarded as absent. So, ray optics may be regarded as limiting case
of wave optic

29

745
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- CHEMISTRY (NOTES- SEPTEMBER 2024-25)
CHAPTER-10
HALOALKANES AND HALOARENES
Classification of Halogen Derivatives
On the basis of number of halogen atoms present, halogen derivatives are classified as mono,
di, tri, tetra, etc., halogen derivatives, e.g.,

On the basis of the nature of the carbon to which halogen atom is attached, halogen derivatives
are classified as 1°, 2°, 3°, allylic, benzylic, vinylic and aryl derivatives, e.g.,

General Methods of Preparation of Haloalkanes

1. From Alcohols

In Groove‘s method, ZnC12 is used to weaken the C-OH bond. In case of 3° alcohols, ZnC12 is
not required.
TheDarzen procedure is the best method for preparing alkyl halides from alcohols since both
the by products (SO2 and HCl) are gaseous and escape easily.
2. Free Radical Halogenation of Alkanes

30

746
 Addition of Hydrogen Halides on Alkenes

1. Finkelstein Reaction

2. Swarts Reaction
H3C – Br + AgF → H3C – F + AgBr
Hg2F2, COF2 and SbF3 can also be used as a reagent for Swarts reaction.
3. Hunsdiecker Reaction

Physical Properties of Haloalkanes

1. Boiling point orders
1. R – I > R – Br > R – CI > R – F
2. CH3 – (CH2)2 – CH2Br > (CH3)2 CHCH2Br > (CH3)3CBr
3. CH3CH2CH2 > CH3CH2X > CH3X
2. Bond strength of haloalkanes decreases as the size of the halogen atom increases. Thus, the
order of bond strength is
CH3F > CR3Cl > CR3Br > CH3I
3. Dipole moment decreases as the electronegativity of the halogen decreases.
4. Haloalkanes though polar but are insoluble in water as they do not form hydrogen bonding
with water.
5. Density order is
RI > RBr > RCl > RF (For the same alkyl group)
CH3I > C2H5I > C3H7I
Chemical Reactions of Haloalkanes
1. Nucleophilic Substitution Reactions (SN reactions)

31

747
kCN is predominantly ionic and provides cyanide ions in solution, which is ambident nucleophile
and bind with carbon side to form as the major product, while AgCN is covalent and form
isocyanide as the major product.
Like KCN, KNO2 form R-ONO while AgNO2 produces R-NO2 as product. Vinyl chloride is less
reactive towards nucleophilic substitution reactions due to resonance.
reactivity order of halogen acids is HI > HBr > HCl. Darzen procedure is the best method for
preparing alkyl halides from alcohols since both the by products (SO2 and HCl) are gaseous
and escape easily.
2. Free Radical Halogenation of Alkanes

Addition of Hydrogen Halides on Alkenes

1. Finkelstein Reaction

2. Swarts Reaction
H3C – Br + AgF → H3C – F + AgBr
Hg2F2, COF2 and SbF3 can also be used as a reagent for Swarts reaction.
3. Hunsdiecker Reaction

Physical Properties of Haloalkanes

32

748
 1. Boiling point orders
1. R – I > R – Br > R – CI > R – F
2. CH3 – (CH2)2 – CH2Br > (CH3)2 CHCH2Br > (CH3)3CBr
3. CH3CH2CH2 > CH3CH2X > CH3X
2. Bond strength of haloalkanes decreases as the size of the halogen atom increases. Thus, the
order of bond strength is
CH3F > CR3Cl > CR3Br > CH3I
3. Dipole moment decreases as the electronegativity of the halogen decreases.
4. Haloalkanes though polar but are insoluble in water as they do not form hydrogen bonding
with water.
5. Density order is
RI > RBr > RCl > RF (For the same alkyl group)
CH3I > C2H5I > C3H7I
Chemical Reactions of Haloalkanes
1. Nucleophilic Substitution Reactions (SN reactions)

kCN is predominantly ionic and provides cyanide ions in solution, which is ambident nucleophile
and bind with carbon side to form as the major product, while AgCN is covalent and form
isocyanide as the major product.
Like KCN, KNO2 form R-ONO while AgNO2 produces R-NO2 as product. Vinyl chloride is less
reactive towards nucleophilic substitution reactions due to resonance.

Nucleophilic substitution reactions are of two types

(a) SN1 type (Unimolecular nucleophilic reactions proceed in two steps:

Rate, r = k [RX). It is a first order reaction.

Reactivity order of alkyl halide towards SN1 mechanism
3° > 2° > 1°
Polar solvents, low concentration of nucleophiles and weak nucleophiles favour SN1
mechanism.
33

749
In SN1 reactions, partial racemisation occurs due to the possibility of frontal as well as backside
attack on planar carbocation.

(b) SN2 type (Bimolecular nucleophilic substitution) These reactions proceed in one step and is
a second order reaction with r = k[RX] [Nu].
During SN2 reaction, inversion of configuration occurs (Walden inversion) i.e., starting with
dextrorotatory halide a laevo product is obtained and vice-versa, e.g.,

Reactivity of halides towards SN2 mechanism is

1° > 2° > 3°
Rate of reaction in SN2 mechanism depends on the strength of the attacking nucleophile.
Strength of some common nucleophiles is
:CN– > : I– > : OR– > : OH– > CH3COO: > H2O > F–
Non-polar solvents, strong nucleophiles and high concentration of nucleophiles favour SN2
mechanism.
Relative rates of some alkyl halides in SN1 and SN2 reactions are in the order

Resonating structure of benzyl carbocations are

Relative reactivity of alkyl halides for same alkyl group is

RI > RBr > RCI > RF
2. Elimination Reactions
Dehydrohalogenation is a β – elimination reaction in which halogen is from α-carbon atom and
the hydrogen from the α-carbon according to Saytzeff rule, e.g.,

34

750
Ease of dehydrohalogenation among halides
3° > 2° > 1°

3. Reduction

4. Reaction with Metals

Grignard reagent is never isolated in the solid state as it explodes in dry state. So it is used as
ethereal solution.
5. lsomerisation

General Methods of Preparation of Aryl Halides

1. By Halogenation of Aromatic Hydrocarbons

It is an electrophilic substitution reaction.

2. By Side Chain Halogenation

35

751
 (It involves free radical mechanism.)
3. From Benzene Diazonium Salt

4. From Phenol

Physical Properties of Aryl Halides

1. Aryl halides are colourless liquids or colourless solids with characteristic odour.
2. Boiling point generally increases with increase in the size of aryl group or halogen atom.
Boiling point order
Ar – I > Ar – Br > Ar – Cl > Ar – F
3. The melting point of p -isomer is more than 0- and m-isomer.
This is because of more symmetrical nature of p-isomer.
4. Due to resonance in chlorobenzene, C-CI bond is shorter and hence, its dipole moment is
less than that ofcyclohexylchloride.
Chemical Properties of Aryl Halides
1. Nucleophilic Substitution Reaction
Aryl halides are less reactive towards nucleophilic substitution reaction. Their low reactivity is
attributed due to the following reasons:
1. Due to resonance, C-X bond has partial double bond character.
2. Stabilisation of the molecule by delocalisation of electrons.
3. (Instability of phenyl carbocation.
However, aryl halides having electron withdrawing groups (like – NO2, -SO3H, etc.) at ortho and
para positions undergo nucleophilic substitution reaction easily.

Presence of electron withdrawing group (-NO2) increases the reactivity.

36

752
2. Electrophilic Substitution Reactions
Halogens are deactivating but O, p-directing. Thus, chlorination, nitration, sulphonation and
Friedel Craft‘s reaction give a mixture of o- and P- chloro substituted derivatives.
(i) Halogenation

(ii) Nitration

(iii) Sulphonation

(iv) Friedel-Crafts reaction

3. Reaction with Metals

(i) Wurtz Fittig reaction

(ii) Fitting reaction

(iii) Ullmann reaction

37

753
Dlhalogen Derivatives

Dichloromethane (CH2Cl2) is widely used as a solvent, as a propellant in aerosols. Direct

contact of dichloromethane in humans causes intense burning and milk redness of the skin.
Trihalogen Derivatives
1. Chloroform [Trichloromethane, CHCl3]
Methods of preparation

Properties
1. Oxidation of CHCl3 gives poisonous gas phosgene (carbonyl chloride).

To avoid this oxidation CHCl3 iI .toreci in dark brown bottles and filled to the brim. 1% ethanol is
added to chloroform which converts harmful phosgene gas into diethyl carbonate.
2. CHCl3 is widely used in the production of freon refrigerant R-22.

3. On nitration, it gives tear producing insecticide substance chloropicrin.

2. Iodoform (tri-iodornethane, CHl3)

Iodoform is prepared by iodoform reaction.

Compounds containing either CH3CO- or CH3CH(OH) group form yellow colour iodoform with
I2 and NaOH.
38

754
 Iodoform when comes in contact with organic matter, decomposes easily to free iodine, an
antiseptic. Due to its objectionable smell, it has been replaced by other formulations containing
iodine.
Polyhalogen Derivatives
1. Tetrachloromethane (Carbon Tetrachloride, CCl4 )
Preparation

CCI4 is a colourless, non-inflammable, poisonous liquid, soluble in alcohol and ether.

Uses
Carbon tetrachloride is used
1. as a solvent for oils, fats, resins
2. in dry cleaning
3. as fire extinguisher under the name ‗pyrene‘.
2. Freons
The chlorofluorocarbon compounds of methane and ethane are collectively known as freons.
These are usually produced for aerosol propellants, refrigeration and air conditioning purposes.
Carbon tetra chloride when reacts with antimony trifluoride in the presence of SbCl5 as catalyst,
dichlorofluromethane (freon) is obtained.
3. DDT (p, p‘-Dichlorodiphenyltrichloroethane)

DDT is the first chlorinated organic insecticide. Its stability and fat solubility‘is a great problem.
It is prepared from chloral and chlorobenzene in the presence of conc. H2SO4·
4. Perchloroethane (C2Cl6)
It is used as moth repellant and is also known as artificial camphor.

39

755
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- BIOLOGY (NOTES- SEPTEMBER 2024-25)
CHAPTER 11- BIOTECHNOLOGY: IT‟S PRTNCIPLES AND PROCESSES
The techniques of using live organisms or enzymes from organisms to produce products and
processes useful to humans. Many processes like in vitro fertilization leading to ‗test-tube‘ baby,
synthesizing gene and using it, developing a DNA vaccine or correcting a defective gene are
also parts of Biotechnology. The European Federation of Biotechnology (EFB) has given a
definition of biotechnology that comprises both traditional and modern molecular biotechnology.
The definition is as follow- ―The integration of natural science and organisms, cells, parts
thereof, and molecular analogous for products and services‖.
Principles of Biotechnology
Modern biotechnology is based on two main principles-
• Genetic Engineering – Genetic Engineering is defined as the direct manipulation of genome
(DNA and RNA) of an organism. It involves the transfer of new genes to improve the function or
trait into host organisms and thus changes the phenotype of the host organism.
• Maintenance of sterile condition in chemical engineering process to enable growth of only
desired microbes for manufacture of biotechnological products like antibiotics, vaccine,
enzymes etc.
• Traditional hybridization used in plants and animal breeding leads to inclusion and
multiplication of undesirable genes along with the desired traits. The technique of genetic
engineering which include creation of recombinant DNA, use of gene cloning and gene transfer
allow us to isolate and introduce only one or a set of desirable genes without introducing
undesirable genes into the target organism.
• In a chromosome there is a specific DNA sequence called the origin of replication, which is
responsible for initiating replication. Therefore, for the multiplication of any alien piece of DNA in
an organism, it needs to be a part of a chromosome which has a specific sequence known as
‗origin of replication‟. Thus, an alien DNA is linked with the origin of replication, so that, this
alien piece of DNA can replicate and multiply itself in the host organism. This is known
as Cloning or making multiple identical copies of any template DNA.
• The construction of the first recombinant DNA emerged from the possibility of linking a gene
encoding antibiotic resistance with a native Plasmid of Salmonella typhimurium.
 Stanley Cohen and Herbert Boyer in 1972 isolated the antibiotic resistance gene by
cutting out a piece of DNA from a plasmid (autonomously replicating circular extra-
chromosomal DNA) of Salmonella typhimurium. The cutting of DNA at specific locations
became possible with the discovery of the so-called ‗molecular scissors‘– restriction
enzymes.
• The cut piece of DNA was then linked with the plasmid DNA. These plasmid DNA act
as vectors to transfer the piece of DNA attached to it.A plasmid can be used as vector to
deliver an alien piece of DNA into the host organism.
• The linking of antibiotic resistance gene with the plasmid vector become possible with the
enzyme ligase, which acts on cut DNA molecules and joins their ends. This makes a new
combination of autonomously replicating DNA created in vitro and known as recombinant DNA.
• When this DNA is transferred into E.coli, it could replicate using the new host DNA polymerase
enzyme and make multiple copies. The ability to multiply copies of antibiotic resistance gene in
E.coli was called cloning of antibiotic resistance gene in E.coli.

40

756
―Recombinant DNA technology‖ or also called ―Genetic Engineering‖ deals about, the
production of new combinations of genetic material (artificially) in the laboratory. These
―recombinant DNA‖ (rDNA) molecules are then introduced into host cells, where they can be
propagated and multiplied.
Steps of Recombinant DNA Technology –
I. Identification of DNA with desirable genes.
II. Introduction of the identified DNA into the host.
III. Maintenance of introduced DNA in the host and transfer of the DNA to its progeny.
Tools of Recombinant DNA Technology includes
• Restriction Enzymes
• Polymerase enzymes
• Ligases
• Vectors
• Host organisms
Restriction Enzymes (Molecular Scissors):
Restriction enzymes belong to a larger class of enzymes called Nucleases. There are of two
kinds; Exonucleases and Endonucleases. Exonucleases remove nucleotides from the ends
of the DNA whereas, endonucleases make cuts at specific position within the DNA.
Example, the first restriction endonuclease – Hind II, always cut DNA molecules at a particular
point by recognizing a specific sequence of six base pairs. This specific base sequence is
known as the Recognition Sequence for Hind II.
• Each restriction endonuclease recognises a specific palindromic nucleotide sequence in the
DNA. Palindromes are group of letters that form the same words when read both forward and
backward for example ―MALYALAM‖.
5′ —— GAATTC —— 3′
3′ —— CTTAAG —— 5′
The palindrome in DNA is a sequence of base pairs that reads same on two stands when
orientation of reading is kept the same.

• Restriction enzymes cut the strand of DNA a little away from the centre of the palindrome site
between the same two bases on the opposite strands having sticky strand. The stickiness of the
strands facilities the action of the enzyme DNA ligase.
• Restriction endonucleases are used in genetic engineering to form recombinant molecules of
DNA which are composed of DNA from different sources or genome.
• When cut the same restriction enzyme the resultant DNA fragments have the same kind of
Sticky-ends and can be joined together using DNA ligases.

41

757
Diagrammatic representation of Recombinant DNA technology

Separation and isolation of DNA fragments

The fragment of DNA obtained by cutting DNA using restriction enzyme is separated by
technique called gel electrophoresis. Negatively charged DNA fragments can be separated by
forcing them to move towards the anode under an electric field through medium. DNA fragments
separate according to their size through sieving effect provided by agarose gel.
• The separated DNA fragment can be visualized after staining the DNA with ethodium bromide
followed by exposure to UV light. Separated bands of DNA are separated from agarose gel and
extracted from gel, called elution. The DNA fragment purified this way is used for
recombination.
Cloning Vector
Plasmids and Bacteriophages is commonly used vector for cloning. They have ability to
replicate within bacterial cells independent of the control of chromosomal DNA. Bacteriophages
because of their high number per cell, have very high copy numbers of their genome within the
bacterial cells.
Following features are required to facilitate cloning into a vector-
a. Origin of replication (ori) – the sequence from where replication starts and any piece of
DNA when linked to this sequence can be made to replicate within the host cells.This sequence
is responsible for controlling the copy number of the linked DNA.
b. Selectable marker-help in the identifying and eliminating non transformants and selectively
permitting the growth of the transformants. Transformation is a procedure through which a
piece of DNA is introduced in a host bacterium. Generally,the genes encoding resistance to
antibiotics such as ampicillin, chloramphenicol, tetracycline or kanamycin, etc., are considered
useful selectable markers for E. coli.

42

758
c. Cloning sites– to link the foreign DNA, the vector need to have single recognition sites for
the commonly used restriction enzymes as presence of more than one recognition sites within
the vector will generate several fragments, which will complicate the gene cloning. The ligation
of foreign DNA is carried out at a restriction site present in one of the two antibiotic resistance
genes.

E. coli cloning vector pBR322 showing restriction sites (Hind III, EcoR I, BamH I, Sal I,
Pvu II, Pst I, Cla I), ori and antibiotic resistance genes (ampR and tetR ). rop codes for the
proteins involved in the replication of the plasmid.
Insertional inactivation:
The most efficient method of screening for the presence of recombinant plasmids is based on
the principle that the cloned DNA fragment disrupts the coding sequence of a gene. This is
termed as Insertional Inactiviation.
For example, the powerful method of screening for the presence of recombinant plasmids is
referred to as Blue-White selection. This method is based upon the insertional inactivation of
the lac Z gene present on the vector. The lac Z gene encodes the enzyme beta-galactosidase,
which can cleave a chromogenic substrate into a blue coloured product. If this lac Z gene is
inactivated by insertion of a target DNA fragment into it, the development of the blue colour will
be prevented and it gives white coloured colonies. By this way, we can differentiate
recombinant (white colour) and non-recombinant (blue colour) colonies.
d. Vectors for cloning genes in plants and animals– Agrobacterium tumefactions (pathogen
of dicot plant) is able to deliver a piece of DNA known as ‗T-DNA‖ to transform normal plant
cells into a tumor and direct these tumor cells to produce the chemicals required by the
pathogen. Retroviruses in animals have the ability to transform normal cells into cancerous
cells. The tumor inducing (Ti) plasmid of Agrobacterium tumefaciens has been modified into
cloning vector having no more pathogenic to plant. Similarly retrovirus have been modified into
cloning vector for animals.
Competent host (For Transformation with Recombinant DNA)
1) Simple chemical treatment with divalent calcium ions increases the efficiency of host cells
(through cell wall pores) to take up the rDNA plasmids.
2) rDNA can also be transformed into host cell by incubating both on ice, followed by placing
them briefly at 42oC (Heat Shock), and then putting them back on ice. This enables the bacteria
to take up the recombinant DNA.
3) In Microinjection method, rDNA is directly injected into the nucleus of cells by using a
glass micropipette.
4) Biolistics / Gene gun method, it has been developed to introduce rDNA into mainly plant
cells by using a Gene / Particle gun. In this method, microscopic particles of gold / tungsten are
coated with the DNA of interest and bombarded onto cells.
5) The last method uses “Disarmed Pathogen” Vectors (Agrobacterium tumefaciens), which
when allowed to infect the cell, transfer the recombinant DNA into the host.
Processes of Recombinant DNA Technology

43

759
Recombinant DNA technology involves several steps in specific sequence-
a. Isolation of DNA
b. Fragmentation of DNA by restriction endonucleases
c. Isolation of a desired DNA fragment
d. Ligation of the DNA fragment into vector
e. Transforming the recombinant DNA into the host
f. Culturing the host cells in a medium at large scale
g. Extraction of the desired product.
•Isolation of Genetic material:Genetic material is isolated from other macromolecules by using
enzymes such as lysozyme (bacteria), cellulase (plant cells), chitinase (fungus). DNA that
separate out can be removed by spooling. The RNA can be removed by treatment with
ribonuclease whereas proteins can be removed by treatment with protease.
• Cutting of DNA at specific location is performed by using restriction enzyme and Agarose
gel electrophoresis to check the progression of a restriction enzyme digestion. After cutting
sources of DNA as well as vector DNA with a specific restriction enzyme to cut out ‗gene of
interest‟ from the source DNA.
• Amplification of Gene of Interest using PCR( Polymerase Chain Reaction) to get multiple
copies of the DNA or gene of interest in vitro by using set of primers and enzyme DNA
polymerase.

Polymerase chain reaction (PCR) : Each cycle has three steps: (A) Denaturation; (B)
Primer annealing; and (C) Extension of primers
This repeated amplification is done by the use of a thermostable DNA polymerase (isolated from
a bacterium, Thermus aquaticus), which remain active during the high temperature induced
denaturation of double stranded DNA.
• Insertion of Recombinant DNA into the Host Cell/Organism includes making the recipient
cells competent to receive, take up DNA present in its surrounding etc. The recombinant DNA
bearing gene for resistance to an antibiotic is transferred into E.coli cells, the host cell become
transformed into ampicillin-resistance cells.
• Obtaining the foreign gene product – the foreign DNA multiplies in plant or animal cell to
produce desirable protein. Expression of foreign genes in host cells involve, optimized condition
to obtain recombinant protein. The recombinant cell is multiplied in a continuous culture
system in which used medium is drained out from one side while fresh medium is added from
the other to maintain the cells in their physiological active phase. A bioreactor provides the
optimal conditions for achieving the desired product by providing optimum growth conditions
(temperature, pH, substrate, salts, vitamins, oxygen).

44

760
• Downstream Processing involves processes that make the product obtain ready for
marketing. This process includes separation and purification called as downstream processing.
Suitable preservatives are added to it and send for clinical trial in case of drugs before releasing
to market for public use.
CHAPTER 12- BIOTECHNOLOGY AND IT‟S APPLICATIONS
Biotechnology deals with industrial-scale production of bio pharmaceuticals and biological using
genetically modified microbes, fungi, plants and animals. It application includes therapeutics,
diagnostics, genetically modified crops for agriculture, processed food, bio remediation, waste
treatment and energy production. The main three critical research areas of biotechnology
includes –
1. Providing the best catalyst in the form of improved organism usually a microbes or pure
enzyme.
2. Creating optimal conditions through engineering for a catalyst to act.
3. Downstream processing technologies to purify the protein or organic compounds.
Biotechnological Applications in Agriculture- food production can be increased by
a) Agro-chemical based agriculture
b) Organic agriculture
c) Genetically engineered crop-based agriculture.
 Green revolution successfully increased the food production many folds by using better
management practices and use of agrochemicals, fertilizers and pesticides. Further
increase in production is not possible by using these methods. To overcome this
genetically modified crop is used.
 Plants, bacteria, fungi and animals whose genes have been altered by manipulation are
called Genetically Modified Organisms (GMO). GM plants have many applications-
 Made crops more tolerant to abiotic stresses
 Reduced reliance on chemical pesticides
 Helped to reduce post harvest losses
 Increased efficiency of mineral usage by plants
 Enhanced nutritional value of food, eg., Vitamin ‗A‘ enriched rice.
Application of Biotechnology in production of pest-resistant plants–
Pest resistant plants decrease the amount of pesticides used. Bt toxin is produced by a
bacterium called Bacillus thuringiensis.Bt toxin gene has been cloned from the bacteria and
been expressed in plants to provide resistance to insects without the need for insecticides; in
effect created a bio-pesticide. Examples are Bt cotton, Bt corn, rice, tomato, potato and
soyabean etc
Bt cotton– Bacterium Bacillus thuringiensis produce proteins that kill certain insects like
lepidopterens, colepterans (beetels) and dipterans (flies, mosquitoes).
45

761
  B. thuringiensisproduce crystals that contain a toxic insecticidal protein. This toxic
protein present in bacterium as inactive protoxins but as soon as insect ingest the
inactive form due to alkaline pH of gut, it converted into an active form of toxin and bind
to surface of midgut epithelial cells and create pores that cause cell swelling and lysis
and eventually death of insect.
 The gene from B. thuringiensishas been incorporated into several crop plants like cotton,
maize, rice etc. The toxin is coded by a gene named cry. The protein coded by the
genes crylAb and cryIIAb control the cotton bollworms, cryIAb controls corn borer.
Pest Resistant Plants
 Nematodes like Meloidegyne incognitia infects the roots of tobacco plants and causes
reduction in yield. The infestation of these nematodes can be prevented by the process
of RNA interference (RNAi). RNAi is present in all eukaryotic organisms as cellular
defence by silencing of specific mRNA due to complementary dsRNA molecules that
bind to and prevents translation of the mRNA.

 The source of complementary dsRNA may be from an infection by viruses having RNA
genomes or mobile genetic elements that replicate through RNA intermediate.
 Nematode specific genes were introduced into host plant using Agrobacterium vectors.
The parasite could not survive in a transgenic host expressing specific interfering RNA.
Biotechnological Applications in Medicine
The rDNA technological processes have made immense impact in the area of healthcare by
enabling mass production of safe and more effective therapeutic drugs. At present, about 30
recombinant therapeutics have been approved for human use the world over. In India, 12 of
these are presently being marketed.
Genetically Engineered Insulin
Adult –onset diabetes can be controlled by taking insulin at regular intervals. The main source of
this insulin was isolation of insulin from animals. Now a day‘s insulin can be obtained from
bacterium using techniques of biotechnology.
 Insulin was earlier extracted from pancreas of slaughtered cattle and pigs but insulin
from these sources develops allergy or other types of reactions to the foreign protein.
 Insulin consists of two short polypeptide chains- chain A and chain B, that are linked
together by disulphide bridges.

 In humans, insulin is synthesised as a prohormone, which contains an extra stretch

called C peptide, which is absent in mature insulin. The main challenge for production of
insulin using rDNA technique was getting insulin assembled into a mature form.
46

762
  An American company, Eli Lilly in 1983 prepared two DNA sequence corresponding to A
and B chain of human insulin and introduced them in plasmids of E.coli to produce
insulin chain. Chain A and Chain B were produced separately, extracted and combined
by creating disulphide bonds to form human insulin.

Gene Therapy
It is a collection of methods that allows correction of a gene defect that has been diagnosed in a
child or embryo. This method is applied in a person with a hereditary disease. In this method,
genes are inserted into a person‘s cells and tissues to treat a disease.
 The correction of gene defect involves delivery of a normal gene into the individual or
embryo to take over the function of and compensate for non-functional gene.
 The first clinical gene therapy was done in 1990 to a 4 year old girl with adenosine
deaminase (ADA) deficiency. This disorder is caused due to the deletion of the gene for
adenosine deaminase that is essential for immune system to function. This defect can
be treated by enzyme replacement therapy in which functional ADA is given to the
patient by injection or bone marrow transplant.
 In gene therapy method lymphocytes from the blood of the patient are grown in culture
medium outside the body. A functional ADA cDNA is then introduced into these
lymphocystes and returned to the patient. In this method periodic infusion of such
genetically engineered lymphocytes is needed. If gene isolated from bone marrow cells
producing ADA is introduced into cells at early embryonic stages, it could be a

permanent cure.
Molecular Diagnosis
Conventional method of diagnosis such as serum or urine analysis is not able to early detection
of disease causing pathogens or virus. Following methods can be used to diagnosed earlier-
I. Recombinant DNA technology
II. Polymerase Chain Reaction (PCR)
III. Enzyme Linked Immuno-sorbent Assay (ELISA).
 Symptoms of disease appear only when the concentration of pathogen get increased
significantly. Low concentration of bacteria and virus can be detected by amplification of
nucleic acid by PCR. It detects the mutation in the gene in cancer patient. PCR is
routinely used to detect the HIV in suspected AIDS patients. Genetic disorder can be
also detected by using PCR technique.

47

763
  A single stranded DNA or RNA having radioactive molecule is allowed to hybridise to its
complementary DNA in a clone of cells followed by detection using autoradiography. The
clone having the mutated gene will not appear on the photographic film.
 ELISA is based on the principle of antigen-antibody interaction. Infection by pathogen
can be detected by the presence of antigens like proteins, glycoproteins etc. or by
detecting the antibodies synthesised against the pathogen.
Transgenic Animals
Animals that have had their DNA manipulated to possess and express a foreign gene are
known as transgenic animals. Transgenic mice, rats, rabbits, pigs, sheep, cows and fish have
been produced. Common reasons for development of transgenic animals-
a) Normal physiology and development– they are designed to allow the study of gene
regulation, their effect on normal function of body. By introducing genes from other species that
alter the formation of this factor and studying eh biological affects that results.
b) Study of disease– a number of transgenic animals are designed to increase our
understanding of how genes contribute to the development of disease. Transgenic model has
been developed for disease like cancer, cystic fibrosis, Alzheimer‘s disease etc.
c) Biological products– .Transgenic animals that produce useful biological products can be
created by the introduction of the portion of DNA (gene) which codes for a particular product
such as human protein (alpha – 1-antitrypsin) used to treat emphysema. The first transgenic
cow, Rosie, produced human protein-enriched milk (alpha-lactalbumin – 2.4 gm / litre).
d) Vaccine safety– transgenic mice are developed for used in testing the safety of vaccine
before they are used on human. Polio vaccine was tested on transgenic mice and then on
monkey.
e) Chemical safety testing– transgenic animals are made that carry genes which make them
more sensitive to toxic substances than non-transgenic animals. It gives us the results in less
time.

Ethical Issues:
The Indian Government has set up organizations such as GEAC (Genetic Engineering
Approval Committee), which will make decisions regarding the validity of GM research and the
safety of introducing GM-organisms for public services.Biopatent:
A patent is the right granted by a government to an inventor to prevent others from making
commercial use of his invention. Now, patents are granted for biological entities and for
products derived from biological resources.Biopiracy:
It is the term used to refer to the use of bio-resources by multinational companies and other
organizations without proper authorization from the countries and people concerned without
compensatory payment.
In 1997, an American company got patent rights on Basmati rice through the US Patent and
Trademark Office. This allowed the company to sell a ‗new variety of Basmati, in the US and
abroad. This ‗new‘ variety of Basmati had actually been derived from Indian farmer‘s varieties.
Indian Basmati was crossed with semi-dwarf varieties and claimed as an invention or a novelty.
Several attempts have also been made to patent uses, products and processes based on Indian
traditional herbal medicines, e.g., turmeric and neem.

48

764
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- ACCOUNTANCY (NOTES- SEPTEMBER 2024-25)
Accounting for Debentures

Topic 1: Introduction, Issue of Debentures and Various Cases from The Point of View of
Redemption
1. Meaning of Debenture It means a document of companies indebtedness issued under the
seal of the company and containing a contract for the repayment of the principal sum at a
specified date with interest at a fixed rate.
2. Definition of Debenture According to Section 2(30) of the Companies Act, 2013 ‗Debenture
includes debenture stock, bonds and any other instrument of the company evidencing a debt,
whether constituting a charge on the assets of the company or not.‘
3. Rond Bond is also an instrument of acknowledgement of debt. Bond is similar to debenture in
terms of contents and texture. However, bonds can be issued without pre-determined rate of
interest.
4. Issue of Debentures for Cash Debentures, like shares, issued for cash, may be issued
(i) at par (ii) at premium or (iii) at discount
(i) Issue of Debentures at Par Debentures are said to be issued at par when the issue price and
face value of the debentures is same.
(ii) Issue of Debentures at a Premium Debentures are said to be issued at premium when the
issue price is more than the face value.
(iii) Issue of Debentures at a Discount Debentures are said to be issued at discount when they
are issued at a price below its nominal or face value.
5. Accounting Entries for Issue of Debentures for Cash

49

765
6. Issue of Debentures for Consideration other than Cash When debentures are issued to
vendors against purchase of assets or against purchase of business, it is termed as issue of
debentures for consideration other than cash. In this case, consideration for issue of debentures
is not cash but the assets or business. Debentures in this instance can also be issued at par,
premium or discount.
Following journal entries will be passed in this case:
(i) On Purchase of Assets or Business
(a) When assets are purchased
Sundry Assets A/c Dr
To Vendor‘s A/c Dr
(b) When business is purchased
Sundry Assets A/c Dr
50

766
To Sundry Liabilities A/c To
Vendor‘s A/c *To Capital Reserve A/c
(ii) On Issue of Debentures
(a) When debentures are issued at par
Vendor‘s A/c Dr
To X% Debentures A/c
(b) When debentures are issued at premium
Vendor‘s A/c Dr
To X% Debentures A/c To Securities Premium Reserve A/c
(c) When debentures are issued at discount
Vendor‘s A/c Dr
Discount on Issue of Debentures A/c Dr
To X% Debentures A/c
(i) Purchase consideration is the amount paid by the purchasing company for purchasing of
assets/business from another enterprise.
(ii) If the purchase consideration is greater than the value of the net assets acquired, the
difference is debited to goodwill account.
(iii) If the amount of purchase consideration is lower than the value of net assets acquired, the
difference is credited to capital reserve account.
(iv) Either of the two i.e. capital reserve or goodwill will come.

7. Issue of Debentures as Collateral Security When a company takes a loan, it may provide
primary security on its assets. However, the lending institution may insist on some more assets
as secondary or collateral security. In such a situation, the company may issue debentures to
the lender as secondary or collateral security, such an issue of debentures is known as
‗debentures issued as collateral security‘.
If the company fails to repay the loan along with the interest and the primary security is
insufficient to repay the loan, only in that case the lender is free to use the debentures as
collateral security. The lender may either present such debentures for redemption or sell them in
the open market.
Debentures issued as collateral security can be dealt in two ways
(i) First Method (Without Passing Journal Entry) In this method, no journal entry is passed in the
books for issue of debentures as collateral security.
However, the fact of debentures issued as collateral security is disclosed by way of information
below debentures, which are shown as long-term borrowings under non-current liabilities or as
short-term borrowings under current liabilities.
(ii) Second Method (With Journal Entry) Debentures issued as collateral security may be
recorded in the books of accounts.
Following journal entry will be passed for issue of debentures as collateral security: Debenture
Suspense A/c Dr [This appears on assets side]
To X% Debentures A/c [This appears on liabilities side]
When the loan is paid the above entry is cancelled by passing its reverse entry. In balance
sheet, debentures issued as collateral security must be shown separately from other
debentures.
Disclosure of Debenture Issued as Collateral Security in the Balance Sheet As debenture
issued as collateral security is related to the loan of the company, therefore, it is shown in the
note in which the loan secured by debenture is shown.

51

767
8. Interest on Debentures Interest on debentures is calculated at a fixed rate on its face value
and is usually payable half yearly. Debenture interest is a charge on profit and it is not an
appropriation of profit. Hence, interest on debentures is payable even if the company suffers a
loss, i.e. does not earn profit.
According to Income Tax Act 1961, a company paying interest on debentures is required to
deduct income tax at the prescribed rate from the gross amount of debenture interest before
any payment is made to debenture holders, it is called Tax Deducted at Source (TDS).
Entries for interest on debentures are as follows
(i) When interest is due
Debentures Interest A/c Dr [With gross interest]
To Debentureholders‘ A/c [With net interest]
To Income Tax Payable A/c [With income tax deducted]
(ii) When interest is paid
Debentureholders‘ A/c Dr [With interest]
To Bank or Cash A/c
(iii) On payment of income tax to government Income Tax Payable A/c Dr
To Bank A/c
(iv) On transfer of interest on debentures to profit and loss account Statement of Profit and Loss
Dr [With the amount of interest]
To Debenture Interest A/c

52

768
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- BUSINESS STUDIES (NOTES- SEPTEMBER 2024-25)
CHAPTER 8
CONTROLLING
Questions and answers
1. What is the formula of Return on Investment?
Answer: The formula of Return on Investment is. Return on Investment = Net Income / Cost of
Investment
2. Why is planning an empty exercise without controlling function?
Answer: Planning is an empty exercise without controlling function because monitoring and
implementing of the plan is based on the controlling.
3. ‗Planning is looking forward and controlling is looking back‘.Comment
Answer:Planning It is the first step on deciding what to do, how, where and when a specific work
has to be done. It is an activity where a goal and how to accomplish that goal is decided.
Whereas, Controlling involves evaluation of performance that matches the standard of the
organisation. It is the primary goal and responsibilities of all management in any enterprises.
However, the statement ‗Planning is looking forward and controlling is looking back‘ is partially
right because, though planning is done for the future, the foundation of planning is based on the
past experiences and activities. On the other hands, though controlling includes past
assessment, it aims in enhancing future performance by taking correct steps and measures.
4. State the five points that highlight the importance of controlling
Answer: Controlling is an important function of management. It controls the managerial action
by setting a standard and evaluating the variation of actual performance against the established
norm. Below mentioned are the few factors that highlight the importance of control.
 Helps in accomplishing company goals- The controlling function of a company evaluates
the progress towards a company‘s goal and identifies if there is any variation that has to
be corrected.
 Assessing the accuracy of standard- The control system facilitates the management to
check if the established structured by the company are accurate or not by monitoring the
changes taking place in the company.
 Making efficient use of resources- This controlling process helps the management to
reduce the wastage of resources.
 Ensuring order and discipline- Controlling function generates an atmosphere of order
and discipline in the company by keeping a check on the activities of its employees.
 Improving employees motivation- An effective controlling makes sure that the employees
are informed about all the plans in advance and what is expected from them. This will
keep them motivated to give the best performance.
5. Samsung is a producer of an advanced phone. The firm qualified its engineer from Japan.
They trade their mobile phone internationally and domestically. Samsung had a strong
market share and loyal buyers because of its quality. From the first financial year, the firm
has been inadequate to accomplish its objective because of the conflict in the market. The
company is planning to renovate its controlling system. (i) Name the theory of management
in the above para (ii)Mention the steps of the renovated controlling process to be developed
by the firm to solve this problem (iii) Also, mention anyone value, Which the company wants
to communicate to the society

53

769
Answer:
(i) Controlling and Staffing (ii) The two steps are:
 Analysing variation
 Taking appropriate action
(iii) The one value the company wants to communicate to the society is
 Serving society by presenting a quality product.

Short Answer Type Questions

1. Explain the meaning of controlling.
Ans: Controlling means ensuring that activities in an organisation are performed as per the
plans. Controlling also ensures that an organisations resources are being used effectively and
efficiently for the achievement of desired goals. Controlling is, thus a goal oriented function.
Controlling is a very important managerial function. Because of controlling manager is able to
compare actual performance with the planned performance. In order to control the activities at
all levels manager needs to perform controlling function.

2. Planning is looking ahead and controlling is looking back comment.

Ans: Planning and controlling are inseparable. Planning is the primary function of every
organisation it is the thinking process, which means looking ahead or making plans that how
desired goal is achieved in future thus it is called a formed looking function on the other hand
controlling is a systematic function which measures the actual performance with the planned
performance. It compared and analysed the whole process of an organisation and take
correcting actions. Thus, it is a backward looking function but the statement ―Planning is looking
ahead and controlling is looking back‖ is partially correct because it should be understood that
planning is glided by past experiences and the corrective action initiated by control function
which aims to improve future performance. Thus, planning and controlling are both backward
looking as well as a forward looking functions.
3. ‗An effort to control everything may end up in controlling nothing‘. Explain.
Ans: It‘s a well known fact that ―Jack of all master of none‖ when we start controlling everything
it results in controlling nothing because it is not possible at one time to control various activities
as this process may neither be economical nor easy. Control thus focus on KRAs (Key Result
Areas). It means instead of controlling all activities, control where the critical points goes wrong
and by which organisation suffers. Thus, KRAs are set as critical points and one should be
aware that he has to control what.
Long Answer Type Questions
1. Explain the various steps involved in the process of control.
Ans: Controlling is a systematic process involving following steps
(i) Setting Performance Standards The first step in the controlling process is setting up of
performance standards. Standards are the criteria against which actual performance would be
measured.
Standards can be set in both quantitative as well as qualitative terms.
Some of the qualitative standards are—cost to be incurred, product units to be produced, time
to be spent in performing a task etc. Improving goodwill and motivation level of employees are
examples of qualitative standards.
(ii) Measurement of Actual Performance
Once performance standards are set, the next step is measurement of actual performance.
Performance should be measured in an objective and reliable manner. Some of the techniques
54

770
used for measuring the performance are personal observation, sample checking performance
reports etc.
(iii) Comparing Actual Performance with Standards
This step involves comparison of actual performance with the standards. Such comparison will
reveal the deviation between actual and desired results. Comparison becomes easier when
standards are set in quantitative terms. For instance, performance of a worker in terms of units
produced in a week can be easily measured against the standard output for the week.
(iv) Analysing Deviations
Some deviations in performance can be expected in all activities. It is therefore, important to
determine the acceptable range of deviations. Also, deviations in key areas of business need to
be attended more urgently as compared to deviations in certain insignificant areas. Critical point
control and management by exception should be used by a manager in this regard.
(v) Taking Corrective Action
The final step in the controlling process is taking corrective action. No corrective action is
required when the deviations are within acceptable limits. However, when the deviations go
beyond the acceptable range, especially in the important areas, it demands immediate
managerial attention so that deviations do not occur again and standards are accomplished.
Incase the deviations cannot be corrected through managerial action, the standards may have
to be revised.

2. Discuss the relationship between planning and controlling.

Ans: Planning and controlling are inseparable, they are twins of management. A system of
control pre-supposes the existence of certain standards. These standards of performance which
serve as the basis of controlling are provided by planning. Once a plan becomes operational
controlling is necessary to monitor the progress, measure it, discover deviations and initiate
corrective measures to ensure that events conform toplans.
Planning is clearly a pre-requisite for controlling. Controlling cannot be accomplished with
planning. With planning there is no pre-determined understanding of the desired performance,
planning seeks consistent, integrated and articulated programmes while controlling seeks to
compel events to conform to plans.

Application Type Questions

Following are some behaviours that you and others might engage in on the job. For each item,
choose the behaviour that management must keep a check to ensure an efficient control
system.
1.Biased performance appraisals.
2.Using company‘s supplies for personal use.
3.Asking a person to violate company‘s rules.
4.Calling office to take a day off when one is sick.
5.Overlooking boss‘s error to prove loyalty
6. Claiming credit for someone else‘s morn.
7. Reporting a violation on noticing it.
8. Falsifying quality reports.
9. Taking longer than necessary to do the job.
10. Setting standards in consultation with workers.
You are also required to suggest the management how the undesirable behaviour can be
controlled.

55

771
Answers
1. To avoid biased appraisal, performance appraisal should be taken by a committee of experts.
2. The statement are not so expensive, so it can be ignored.
3. Strict and immediate disciplinary action should be taken.
4. Mass bunking should not be allowed.
5. Secret suggestion box can be used to‖ collect feedback about the boss for appraisal.
6. Performance records of employees to be maintained.
7. If minor can be over looked.
8. Strict quality control techniques should be used.
9. Time and motion study should be used to fix standard.
10. The use of scientific techniques can help in fixing the most feasible and optimum standards.
Case Problem
A company M limited is manufacturing mobile phones both for domestic Indian market as well
as for export. It had enjoyed a substantial market share and also had a loyal customer following.
But lately it has been experiencing problems because its targets have not been met with regard
to sales and customer satisfaction. Also mobile market in India has grown tremendously and
new players have come with better technology and pricing. This is causing problems for the
company. It is planning to revamp its controlling system and take other steps necessary to
rectify the problems it is facing.
1. Identify the benefits the company will define from a good control system.
Ans: When company starts following a good control on operations, it leads to derive benefits
which are
(i) Helps in achieving desired goals.
(ii) Judging accuracy of operations.
(iii) Making efficient and effective use of resources.
(iv) Improving employee morale.
(v) Ensuring proper flow of orders and the whole system is in discipline.
(vi) It facilitates the co-ordination and improve the performance of every individual.
2. How can the company relate its planning with control in this line of business to ensure that its
plans are actually implemented and targets attained?
Ans: Company relates its planning with control in this line of business by implementing effective
control system as this will help in two aspects planning makes controlling effective and efficient
whereas controlling improves future planning because it is like a postmortem of past activities to
find out deviations from the standards and in order to ensure that its plans are actually
implemented and targets are attained they will take the help from controlling process as it is a
systematic process and it leads to following benefits
(i) Setting Up of Standards In this step, company set some targets against which the actual
performance is measured.
(ii) Measuring of Performance In this step, company is able to measure the performance and
evaluating that what is actually done by the employees.
(iii) Compare Performance After evaluating the actual result, company compares the actual
performance with the planned one this helps in knowing that the desired goal is achieved or not.
(iv) Analysing Deviations This refers to the difference between actual and desired performance.
It helps in knowing to the company that the deviation is positive or negative. It needs focus on
which part rather than analysing whole.
(v) Taking Corrective Measures Final step is to know the type of deviation and trying to remove
this deviation and in future it matches with the plans.
3. Give the steps in the control process that the company should follow to remove the problems
it is facing.
56

772
Ans: The company should follow these steps in a systematic manner
(i) Setting performance standards
(ii) Measurement of actual performance
(iii) Comparison of actual performance with standards
(iv) Analysing deviations
(v) Taking corrective actions
4. What techniques of control can the company use?
Ans: The company should follow the modern techniques to control the system
(i) ROI (Return on Investment)
It is a useful technique of controlling overall performance of a company. It indicates how
effectively resources are being used, facilitates balanced use of capital employed, focuses on
profits and relates them to capital invested.
(ii) Responsibility Accounting Under this technique, organisation is divided into centres which is
responsible for overall growth of various departments. Responsibility centres in the organisation
are
(a) Cost Centre Under this, one can check the production and operational cost.
(b) Revenue Centre Sales or marketing departments come under this, it is responsible for
generating revenue.
(c) Profit Centre Profit = Revenue – Cost. It ensures the actual profit derived from the business.
(d) Investment Centre This centre ensures the optimum use of assets and it makes use of return
on investment.
(iii) MIS (Management Information System)
It is a control technique which provides information and support for effective managerial
decision making. It provide accurate information to the managers, helps in planning, controlling,
provides cost effective information and many more.

57

773
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- ECONOMICS (NOTES- SEPTEMBER 2024-25)

UNIT-4: GOVERNMENT BUDGET AND THE ECONOMY

CHAPTER – 10: GOVERNMENT BUDGET AND THE ECONOMY
Introduction
This is a descriptive chapter on government budget of Indian economy, wherein its objectives,
importance, types, components, budget deficits and its types (Revenue, Fiscal, Primary Deficit)
and their implications are studied.
Chapter at a Glance
Government Budget And Its Related Concepts
1. A government budget is an annual financial statement showing item wise estimates of
expected revenue and anticipated expenditure during a fiscal year.
2. Budget has two parts:
(a) Receipts; and (b) Expenditure.
3. Objectives of budget:
(a) Activities to secure a reallocation of resources:
(i) Private enterprises always desire to allocate resources to those areas of production
where profits are high.
(ii) However, it is possible that such areas of production (like production of alcohol) may
not promote social welfare.
(iii) Through its budgetary policy the government of a country directs the allocation of
resources in a manner such that there is a balance between the goals of profit
maximisation and social welfare.
(iv) Production of goods which are injurious to health (like cigarettes and whisky) is
discouraged through heavy taxation.
(v) On the other hand, production of ―socially useful goods‖ (like electricity, ‗Khadi‘) is
encouraged through subsidies.
(vi) So, finally government has to reallocate resources in accordance to social and
economic considerations in case the free market fails to do or does so inefficiently.
(b) Redistributive activities:
(i) Budget of a government shows its comprehensive exercise on the taxation and
subsidies.
(ii) A government uses fiscal instruments of taxation and subsidies with a view of
improving the distribution of income and wealth in the economy.
(iii) A government reduces the inequality in the distribution of income and wealth by
imposing taxes on the rich and giving subsidies to the poor, or spending more on welfare
of the poor.
(iv) It reduces income of the rich and raises the living standard of the poor, thus, leads to
equitable distribution of income.
(v) Expenditure on special anti poverty and employment schemes will be increased to
bring more people above poverty line.
(vi) Public distribution system should be inferred so that only the poor could get
foodgrains and other essential items at subsidised prices.
(vii) So finally, Equitable distribution of income and wealth is a sign of social justice
which is the principal objective of any welfare state in India.
(c) Stabilising activities:
58

774
 (i) Free play of market forces (or the forces of supply and demand) are bound to
generate trade cycles, also called business cycles.
(ii) These refer to the phases of recession, depression, recovery and boom in the
economy. (Hi) The government of a country is always committed to save the economy
from
business cycles. Budget is used as an important policy instrument to combat(solve) the
situations of deflation and inflation.
(iv) By doing it the government tries to achieve the state of economic stability.
(v) Economic stability leads to more investment and increases the rate of growth and
development.
(d) Management of public enterprises:
(i) A government undertakes commercial activities that are of the nature of natural
monopolies; and which are established and managed for social welfare of the public.
(ii) A natural monopoly is a situation where there are economies of scale over a large
range of output.
(iii) Industries which are potential natural monopolies are railways etc.
4. Importance of a budget:
(a) Today every country aims at its economic growth to improve living standard of its
people. Besides, there are many other problems such as poverty, unemployment,
inequalities in incomes and wealth etc. Government strives hard to solve these problems
through budgetary measures.
(b) The budget shows the fiscal policy. Itemwise estimates of expenditure discloses how
much and on what items, the government is going to spend. Similarly, itemwise details of
government receipts indicate the sources from where the government intends to get
money to finance the expenditure.
In this way budget is the most important instrument in hands of governments to achieve
their objectives and there lies the importance of the government budget. Note: Fiscal
year is the year in which country‘s budgets are prepared. Its duration is from 1st April to
31st March.
5. Types of budget: It may be of two types:
(a) Balanced Budget (b) Unbalanced Budget
Let us discuss them in detail:
(a) Balanced Budget: If the government revenue is just equal to the government
expenditure made by the general government, then it is known as balanced budget

(b) Unbalanced Budget: If the government expenditure is either more or less than a government
receipts, the budget is known as Unbalanced budget.
It may be of two types:
(i) Surplus budget (ii) Deficit budget
Let us discuss them in detail:
(i) Surplus Budget: If the revenue received by the general government is more in comparison to
expenditure, it is known as surplus budget.
In other words, surplus budget implies a situation where government income is in excess of
government expenditure.

59

775
(ii) Deficit Budget: If the expenditure made by the general government is more than the revenue
received, then it is known as deficit budget.
In other words, in deficit budget, government expenditure is in excess of government income.

Components Of Government Budget, Budget Receipts Its Types

1. Components of a government budget: Government budget, comprises of two parts—
(a) Revenue Budget and (b) Capital Budget.
(a) Revenue Budget: Revenue Budget contains both types of the revenue receipts of
the government, i.e., Tax revenue and Non tax revenue ; and the Revenue expenditure.
(i) Revenue Receipts: These are the receipts that neither create any liability nor
reduction in assets of the government. It includes tax revenues like income tax,
corporation tax and non-tax revenue like fines and penalties, special assessment,
escheat etc.
(ii) Revenue Expenditure: An expenditure that neither creates any assets nor cause
reduction of liability is called revenue expenditure.
(b) Capital Budget: Capital budget contains capital receipts and capital expenditure of
the government.
(i) Capital Receipts: Government receipts that either creates liabilities (of payment of
loan) or reduce assets (on disinvestment) are called capital receipts. Capital receipts
include items, which are non-repetitive and non-routine in nature.
(ii) Capital Expenditure: This expenditure of the government either creates physical or
financial assets or reduction of its liability. Acquisition of assets like land, machinery,
equipment, its loans and advances to state governments etc. are its examples.
2. Budget receipts (government receipt): Budget receipt refers to the estimated receipts
of the government from various sources during a fiscal year. It shows the sources from
where the government intends to get money to finance the expenditure. Budget receipts
are of two types:

a) Revenue receipts
(i) Meaning:
• Government receipts, which
-> Neither create any liabilities for the government; and
-> Nor cause any reduction in assets of the government, are called revenue receipts.
In revenue receipts both the conditions should be satisfied.
• Revenue receipts include items which are Repetitive and routine in nature.
(ii) Revenue receipts are further classified into:
• Tax Revenue:
-> Tax revenue refers to receipts from all kinds of taxes such as income tax, corporate tax,
excise duty etc.
-> A tax is a legally compulsory payment imposed by the government on income and profit of
60

776
persons and companies without reference to any benefit. Taxes are of two types: Direct taxes
and Indirect taxes.
• Non-Tax Revenue:
-> Non-tax revenue refers to government revenue from all sources other than taxes.
-> These are incomes, which the government gets by way of sale of goods and services
rendered by different government departments.
-> Components of Non-Tax Revenue:
♦ Commercial Revenue (Profit and interest):
♦ It is the revenue received by the government by selling the goods and services produced by
the government agencies.
♦ For example, profit of public sector undertakings like Railways, BHEL, LIC etc.
♦ Government gives loan to State Government, union territories, private enterprises and to
general public and earns interest receipts from these loans.
♦ It also includes interest and dividends on investments made by the government.
♦ Administrative Revenue: The revenue that arises on account of the administrative function of
the government. This includes:
♦ Fee: Fee refers to a payment made to the government for the services that it renders to the
citizens. Such services are generally in public interest and fees are paid by those, who receive
such services. For example, passport fees, court fees, school fees in government schools.
♦ License Fee: License fee is a payment to grant a permission by a government authority. For
example, registration fee for an automobile.
♦ Fines and penalties for an infringement of a law, i.e., they are imposed on law breakers.
♦ Special Assessment: Sometimes government undertakes developmental activities by which
value of nearby property appreciates, which leads to increase in wealth. So, it is the payment
made by owners of those properties whose value has appreciated. For example, if value of a
property near a metro station has increased, then a part of developmental expenditure made by
government is recovered from owners of such property. This is the value of special assessment.
♦ Forfeitures are in the form of penalties imposed by courts that a person needs to pay in the
court of law for failing to comply with court orders.
♦ Escheat refers to the claim of the government on the property of a person who dies without
having any legal heir or without leaving a will.
♦ External grants: Government receives financial help in the form of grants, gifts from foreign
governments and international organisations (IMF, World Bank). Such grants and gifts are
received during national crisis such as earthquakes, flood, war etc.
(b) Capital receipts:
(i) Meaning:
• Government receipts, that either creates liabilities (of payment of loan) or reduce assets (on
disinvestment) are called capital receipts.
In capital receipts any one of the conditions must be satisfied.
• Capital receipts include items which are non-repetitive and non-routine in nature,
(ii) Components:
• Borrowing (Domestic and External): Borrowings are made to meet the financial requirement of
the country. A government may borrow money:
-> Domestically: General Public (By issuing government bonds in the open market). Reserve
Bank of India.
-> Externally: Rest of the world (foreign government and international institutions)
• Recovery of Loans and Advances: Loans offered to others are assets of the government. It
includes recovery of loans granted by the central government to state and union territory
governments. It is a capital receipt because it reduces financial assets of the government. For
example, The Government of India may give Rs. 1000 crore as a loan to The Government of
61

777
Delhi. Here the value of asset is Rs. 1000 crore. When The Government of Delhi repaid Rs. 100
crore, the value of The Government of India assets reduces to Rs. 900 crore. Since, recovery of
loan reduces the value of assets, it is termed as a capital receipts.
• Disinvestment: A government raises funds from disinvestment also. Disinvestment means
selling whole or a part of the shares (i.e., equity) of selected public sector enterprises held by
government. As a result, government assets are reduced.
Types Of Taxes:
1. Direct Taxes: When (a) liability to pay a tax (Impact of Tax), and (b) the burden of that tax
(Incidence of tax), falls on the same person, it is termed as direct tax. A direct tax is paid directly
by the same person on whom it has been levied. It means a tax in which impact and incidence
of tax falls on the same persons, then it is termed as direct tax. In other words, burden of a
direct tax is borne by the person on whom it is imposed which means the burden cannot be
shifted to others. Alternatively, the person from whom the tax is collected is also the person who
bears the ultimate burden of the tax. Income tax and corporate (profit) tax are most appropriate
examples of direct tax.
2. Indirect Tax: When (a) liability to pay a tax (Impact of tax) is on one person; and
(b) the burden of that tax (Incidence of tax), falls on the other person, it is termed as indirect tax.
It means a tax in which impact and incidence of tax lie on two different persons, then it is termed
as indirect tax. In other words, indirect taxes are the taxes of whose burden can be shifted to
others. In case of an indirect tax, person first pays the tax but he is able to transfer the burden of
the tax to others. For instance, sales tax is an indirect tax because indirect tax is collected by
government from the seller of the commodity who in turn realizes the tax amount from the buyer
by including it in the price of the commodity. Other examples of indirect taxes are excise duty,
custom duty, entertainment tax, service tax etc.
3. Progressive Tax: A tax the rate of which increases with the increase in income and
decreases with the fall in income is called a progressive tax. The higher is the income of a
taxpayer, the higher is proportionate tax he pays. For example, in India income tax is
considered a progressive tax because its rate goes on increasing with the increase in annual
income. For example, presently (2012-2013) there is no tax up to annual income of Rs.
2,00,000 but the.rate of income tax increases with the increase in incomes. It is 10% on
incomes between Rs. 2,00,000 and Rs. 5,00,000; 20% on incomes between Rs. 5,00,000 and
Rs.10,00,000 and 30% on incomes above Rs. 10,00,000.
4. Proportional Taxation: A tax is called proportional when the rate of taxation remains
constant as the income of the taxpayer increases.
Example: If tax rate is 10% and the annual income of a person is Rs. 2,00,000, then he will have
to pay Rs. 20,000 per year as tax. If income rises to Rs. 3,00,000 per annum, then the tax
liability will rise to Rs. 30,000 per year. In this case, burden of tax is more on the poor section as
compared to rich section.
5. Regressive Tax: In a regressive tax system, the rate of tax falls as the tax base increases.

In this case, we find that (a) the amount of tax to be paid increases, and (b) the rate at which tax
is to be paid falls.
Budget Expenditure & Its Related Concepts
1. Meaning: Budget expenditure refers to the estimated expenditure of the government on its
―development and non-development programmes or ―plan and non-plan programmes during the
62

778
fiscal year.
2. Types:
(a) Plan and non-plan expenditure
(b) Revenue and capital expenditure
(c) Developmental and non-developmental Expenditure

a) Plan and non-plan expenditure:

(i) Plan Expenditure: Plan expenditure refers to that expenditure which is incurred by the
government to fulfill its planned development programmes. This includes both consumption and
investment expenditure by the government or Planning Commission of a country. Expenditure
on agriculture, industry, public utilities, health and education etc. are examples of plan
expenditure.
(ii) Non-Plan Expenditure: This refers to all such government expenditures which are beyond
the scope of its planned development programmes. For instance, no government can escape
from its basic function of protecting the lives and properties of the people. For this government
has to spend on police, judiciary, military etc. In short, expenditure other than expenditure
related to current Five-year plan is treated as non-plan expenditure.
(b) Revenue and capital expenditure:
(i) Revenue Expenditure: An expenditure that (a) Neither creates any assets (b) nor causes any
reduction of liability.
In revenue expenditure both the conditions should be satisfied.
Examples of revenue expenditure are: salaries of government employees, interest : payment on
loans taken by the government, pensions etc.
(ii) Capital Expenditure: An expenditure that either create assets for the government [equity or
shares) of the domestic, or multinational corporations purchased by the government), or cause
reduction in liabilities of the government, [repayment of loans reduces liability of the
government).
In capital expenditure any one of the above conditions must be satisfied.
Thus, it refers to expenditure that leads to creation of assets and reduction in liabilities. Such
expenditure is incurred on long period development.
Conclusion: A basic difference between capital expenditure and revenue expenditure is that
the capital expenditure is incurred on creation or acquisition of assets, whereas, the revenue
expenditure is incurred on rendering services.
For example: Expenditure on construction of a hospital building is capital expenditure, but
expenditure on medicines, salaries of doctors etc. for rendering services by the hospital is
revenue expenditure.
(c) Developmental and non-developmental Expenditure:
(i) Developmental Expenditure: Developmental expenditure is the expenditure on activities
which are directly related to economic and social development of the country. This includes
expenditure on education, health, agriculture, transport, roads, rural development etc. This also
includes loans given by the government to enterprises like Sahara for the purpose of
development.
(ii) Non-developmental Expenditure: Non-developmental expenditure of the

63

779
government is the expenditure on the essential general services of the government. This
includes expenditure on defence, payment of old age pension, collection of taxes, interest on
loans, subsidies etc.
Deficits and Implications Of These Deficits
1. Budget deficit:
(a) Meaning:
(i) Budgetary deficit refers to the excess of total budgeted expenditure (both revenue
expenditure and capital expenditure) over total budgetary receipts (both revenue receipt and
capital receipt).
(ii) In other words, when sum of revenue receipts and capital receipts fall short of the sum of
revenue expenditure and capital expenditure, budgetary deficit is said to occur. Symbolically,
Budgetary Deficit = Total Expenditure – Total Receipts
(b) Types:
(i) Revenue deficit, (ii) Fiscal deficit and (iii) Primary deficit
2. Revenue deficit:
(a) Meaning:
(i) Revenue deficit refers to the excess of revenue expenditure of the government over its
revenue receipts. Symbolically,
Revenue Deficit = Total Revenue Expenditure – Total Revenue Receipts
(ii) The government of India budget for the year 2012-2013, total expenditure is Rs. 12,42,263
crore against total revenue receipts of Rs. 8,78,804 crore. As a result there is revenue deficit of
Rs. 3,63,459 (12,42,263-8,78,804) crore, which is 3.6% of GDP.
(b) Implications of revenue deficit:
(i) Revenue deficit indicates dis-savings on government account because the government has
to make up uncovered gap.
(ii) Revenue deficit implies that the government has to cover this uncovered gap by drawing
upon capital receipts either through borrowing or through sale of its assets.
(iii) Since government is using capital receipts to generally meet consumption expenditure of the
government, it leads to an inflationary situation in the economy.
(c) Measures to reduce revenue deficit are:
(i) Government should reduce its unproductive or unnecessary expenditure.
(ii) Government should increase its receipts from various sources of tax and non-tax revenue.
3. Fiscal deficit:
(a) Meaning:
(i) Fiscal deficit is defined as excess of total expenditure over total receipts (revenue and capital
receipts) excluding borrowing. In the form of an equation:

Fiscal deficit is a measure of total borrowings required by the government.

(iii) Fiscal deficit indicates capacity of a country to borrow in relation to what it produces. In other
words, it shows the extent of government dependence on borrowing to meet its budget
expenditure.
(iv) Another point to be noted here is that as the government borrowing increases, its liability in
future to repay loan with interest also increases leading to a higher revenue deficit. Therefore,
fiscal deficit should be as low as possible.
(v) Fiscal deficit for the year 2012-2013 is 4,89,890 crore which is 4.9% of GDP.
64

780
(b) Implications of fiscal deficit:
(i) Causes Inflation: An important component of government borrowing includes borrowing from
the Reserve Bank of India. This invariably implies deficit financing or meeting deficit
requirements of the government by way of printing more currency. This is a dangerous practice,
though very convenient for the government. It increases circulation of money and causes
inflation.
(ii) Increase in Foreign Dependence: Government also borrows from rest of the world. It
increases our dependence on other countries. Foreign borrowing is often associated with
economic and political interference by the lender countries. It increases our economic slavery.
(iii) Financial Burden for Future Generation: Borrowing implies accumulation of financial burdens
for the future generations. It is for future generations to repay loans as well as the mounting
interest thereon.
(iv) Deficits Multiply Borrowings: Payment of interest increases revenue expenditure of the
government, causing an increase in its revenue deficit. Thus, a vicious circle is set wherein the
government takes more loans to repay earlier loans, which is called Debt Trap.
4. Primary deficit:
(a) Meaning:
(i) Primary deficit is defined as fiscal deficit minus interest payments.
Primary Deficit = Fiscal Deficit – Interest Payments
(ii) The government of India budget for the year 2012-2013, fiscal deficit is 4,89,890 crore and
Interest Payment is 3,11,996 crore. As a result, primary deficit is 1,77,894 crore, which is 1.8%
of GDP.
(b) Implications of primary deficit: While fiscal deficit shows borrowing requirement of the
government for financing the expenditure inclusive of interest payments, primary deficit reflects
the borrowing requirements of the government for meeting expenditures other than interest
payments on earlier loans.

WORDS THAT MATTER

1. Government Budget: A government budget is an annual financial statement showing
item wise estimates of expected revenue and anticipated expenditure during a fiscal
year.
2. Balanced Budget: If the government revenue is just equal to the government
expenditure made by the general government, then it is known as balanced budget.
3. Unbalanced budget: If the government expenditure is either more or less than a
government receipts, the budget is known as Unbalanced budget.
4. Surplus Budget: If the revenue received by the general government is more in
comparison to expenditure, it is known as surplus budget.
5. Deficit Budget: If the expenditure made by the general government is more than the
revenue received, then it is known as deficit budget.
6. Budget receipt: It refers to the estimated receipts of the government from various
sources during a fiscal year.
7. Budget expenditure: It refers to the estimated expenditure of the government on its
―development and non-development programmes or ―plan and non-plan programmes
during the fiscal year.
8. Revenue Budget: Revenue Budget contains both types of the revenue receipts of the
government, i.e., Tax revenue and Non tax revenue ; and the Revenue expenditure.
9. Revenue Receipts: Government receipts, which
(a) Neither create any liabilities for the government; and
(b) Nor cause any reduction in assets of the government, are called revenue receipts.
10. Tax Revenue: Tax revenue refers to receipts from all kinds of taxes such as income
65

781
 tax, corporate tax, excise duty etc.
11. Tax: A tax is a legally compulsory payment imposed by the government on income
and
profit of persons and companies without reference to any benefit.
12. Non-tax revenue: It refers to government revenue from all sources other than taxes
called non-tax revenue.
13. Revenue Expenditure: An expenditure that (a) Neither creates any assets (b) nor
causes any reduction of liability.
14. Capital Budget: Capital budget contains capital receipts and capital expenditure of
the government.
15. Capital Receipts: Government receipts that either creates liabilities (of payment of
loan) or reduce assets (on disinvestment) are called capital receipts.
16. Capital Expenditure: Government expenditure of the government which either
creates physical or financial assets or reduction of its liability.
17. Direct Tax: When (a) liability to pay a tax (Impact of Tax), and (b) the burden of that
tax (Incidence of tax), falls on the same person, it is termed as direct tax.
18. Indirect Tax: When (a) liability to pay a tax (Impact of tax) is on one person; and (b)
the burden of that tax (Incidence of tax), falls on the other person, it is termed as indirect
tax.
19. Progressive Tax: A tax the rate of which increases with the increase in income and
decreases with the fall in income is called a progressive tax.
20. Proportional Taxation: A tax is called proportional when the rate of taxation
remains constant as the income of the taxpayer increases.
21. Regressive Tax: In a regressive tax system, the rate of tax falls as the tax base
increases.
22. Plan expenditure: It refers to that expenditure which is incurred by the government
to fulfill its planned development programmes.
23. Non-Plan Expenditure: This refers to all such government expenditures which are
beyond the scope of its planned development programmes.
24. Developmental Expenditure: Developmental expenditure is the expenditure on
activities which are directly related to economic and social development of the country.
25. Non-developmental expenditure: Non-developmental expenditure of the
government is the expenditure on the essential general services of the government.
26. Budgetary deficit: It refers to the excess of total budgeted expenditure (both
revenue
expenditure and capital expenditure) over total budgetary receipts (both revenue receipt
and capital receipt).
27. Revenue Deficit: Revenue deficit refers to the excess of revenue expenditure of the
government over its revenue receipts.
28. Fiscal deficit: It is defined as excess of total expenditure over total receipts
(revenue and capital receipts) excluding borrowing. Fiscal deficit indicates capacity of a
country to borrow in relation to what it produces. In other words, it shows the extent of
government dependence on borrowing to meet its budget expenditure.
29. Debt Trap: A vicious circle set wherein the government takes more loans to repay
earlier loans, which is called Debt Trap.
30. Primary deficit: It is defined as fiscal deficit minus interest payments.
----
UNIT-7: CURRENT CHALLENGES FACING INDIAN ECONOMY
CHAPTER – 5: RURAL DEVELOPMENT

66

782
Rural Development
Rural development means an action- plan for the social and economic upliftment of the rural
areas.
The key issues of action plan for rural development are

 Development of infrastructure
 Human capital formation
 Development of productive resources
 Poverty alleviation
 Land reforms
Rural Credit
Rural credit means credit for the farming families. Credit is the life line of farming activity credit
needs of the typical Indian farmer may broadly be classified as under

 Short Term Credit It needs relates basically to the purchase of inputs like seeds fertilisers
etc short term borrowings generally stretches over a period of 6 to 12 months.
 Medium Term Credit Medium term loans are required for purchasing machinery
constructing fences and digging wells. Such loans are generally stretch over a period of
12 months to 5 years.
 Long Term Credit Long term credit is meant for the purchase of additional land. The
period of such loan ranges between 5 to 20 years.
Sources of Rural Credit

 Non-institutional sources
 Institutional sources
 Co-operative credit societies
 State Bank of India
 Regional Rural Bank
 National Bank for Agriculture and Rural Development (NABARD)
Agriculture Marketing
It includes all those activities or processes which help a former getting maximum price for his
produce among others, these processes include grading packaging and storage.
Measures Initiated by the Government to Improve Market System

 Regulated markets
 Co-operative agricultural marketing societies
 Provision of warehousing facilities
 Subsidised transport
 Dissemination of information
 MSP policy
Diversification Diversification is an emerging challenge in the context of rural
development. It has two aspects.
 Diversification of Crop Production It implies production of diverse variety of crops rather
than one specialised crop. It means a shift form single-cropping system to multi-cropping
system.
 Diversification of Production Activity/Employment It implies a shift from crop farming to
other areas of production activity employment.
Non-Farm Areas of Production Activity/Employment for the Rural Population

67

783
  Animal Husbandry It is the most important area of employment in India different from crop
farming. It is also called live stock farming, poultry, cattle etc.
 Fisheries The fishing community in India depends almost equally on inland sources and
marine sources of fishing. Inland sources include rivers, lakes, ponds and streams etc.
 Horticulture Horticultural crops include fruits, vegetables and flowers besides several
other. Over time, there has been a substantial increase in area under horticulture.
 Cottage and Household Industry This industry has been dominated by such activities as
spinning, weaving, dyeing and bleaching.
Organic Farming and Substainable Development
Organic farming is a system of farming that relies upon the use of organic inputs for cultivation.
Organic inputs basically include animal manures and composts.
Benefits of organic farming are as follows

 Discards the use of non-renewable resources

 Environment friendly
 Sustains soil fertility
 Healthier and tastier food
 In expensive technology for the small and marginal farmers
Golden Revolution
The rapid growth in the production of diverse horticultural crops such as fruits, vegetables, tuper
crops and plantation crops is known as Golden Revolution.
Agriculture is the major source of livelihood in the rural sector. Mahatma Gandhi once said that
―real progress of India did not mean only the industrial growth but also the development of
villages because two-third of India‘s population depends on agriculture‖. One-third of rural
Indians still live in poverty. This is the reason, why there is need to develop rural India.
Rural Development and Rural credit
Rural development is a comprehensive term which essentially focuses on action for the
development of areas that are lagging behind in the overall development of the village economy.
It is a process whereby the standard of living of rural people, especially poor people, rises
continuously.
The basic objectives of rural development are

 Increasing the productivity of the agricultural sector, so that the income of the formers
increase.
 Generating alternative means of livelihood in the rural areas, so that dependency on
agriculture sector is reduced.
 Promoting education and health facilities in the rural areas, so that human development is
also achieved.
Key Areas in Rural Development
Some of the areas which are challenging and need fresh initiatives for development in rural
India are as follows

 Development of the productive resources of each locality.

 Development of human resources including literacy (more specifically female literacy)
education and skill development.
 Development of human resources like health, addressing both sanitation and public
health.
 Honest implementation of land reforms.

68

784
  Infrastructure development like electricity, irrigation, credit, marketing, transport facilities
including construction of village roads and feeder roads to nearby highways, facilities for
agriculture research and extension and information dissemination.
 Special measures for alleviation of poverty and bringing about significant improvement in
the living conditions of the weaker sections of the populations emphasising access to
productive employment opportunities.
The share of agriculture sector‘s contribution to GDP was on a decline, the population
dependent on this sector did not show any significant change. Further, after the initiation of
reforms, the growth rate of agriculture sector decelerated to 2.3% per annum during the 1990s,
which was lower than the earlier years.
Rural Credit
Credit is the life line of the farming activity. Rural credit means providing credit for the forming
community. Farmers need credit because

 Most formers in India are small and marginal land holders who practice subsistence
farming. They have no surplus for further production.
 The gestation period between sowing and harvesting is quite high. So, farmers have to
borrow to fulfill their various needs during this period.
Borrowings of a farmer can be for the following purpose:

 Productive Borrowings These borrowings include loans to buy seeds, fertilizers and
agricultural equipments and implements.
 Un-productive Borrowings These borrowings include loans for social purposes such as
marriage and festive occasions.
Types of Rural Credit
Credit needs of farmers may be classified as

 Long-term Credit These loans are required to acquire permanent assets like tractors,
land, costly equipments, tube-wells, etc. These loans are for a period of 5 to 20 years.
 Medium-term Credit These loans are required for purchasing machinery, constructing
fences and digging wells. Such loans are generally stretch over a period of 12 months to
5 years.
 Short-term Credit These loans are required for buying seeds, tools, manure and fertilisers,
etc. This credit is given to the needy borrowers by cooperatives, moneylenders and
banks. These loans are for a period of 6 to 12 months.
Sources of Rural Credit
Credit in the rural sector is available from two sources
1. Non-institutional Sources of Rural Credit The major non-institutional sources of rural credit
are moneylenders, friends, relatives, landlords, shopkeepers and commission agents.
Moneylenders provided about 93.6% of total financial requirement rural areas in 1951-52 and
presently it is 30%. The short-term credit needs of the formers are met from commission agents,
friends and relatives which supply roughly 50% of total rural borrowings, Non-institutional
sources of credit are not encouraged by government because of the following reasons

 They charge high rate of interest.

 They acquire land on failure to pay interest and loan.
 They manipulate accounts.
The Poor Women‘s Bank Kudumbashree is women-oriented community based poverty i
reduction programme being implemented in Kerala. In 1995, a thrift and credit society was
started as a small savings for poor women with an objective to encourage savings. The thrift
69

785
and credit society mobilised Rs. 1 crore as thrift savings. These societies have been acclaimed
as largest informal banks in Asia in terms of participation and savings mobilised.
2. Institutional Sources of Rural Credit In regard to rural credit, major change occurred after
1969, when India adopted social banking and multi agency approach to adequately meet the
needs of rural credit. Different institutions were formed to provide the rural credit.
The major institutional sources of rural credit are as follows
(i) National Bank for Agriculture and Rural Development (NABARD) It was set up in 1982 as an
apex body to coordinate the activities of all institutions involved in the rural financing system. It
has an authorised share capital of Rs. 500 crore. The RBI has contributed half of the share
capital while the other half has been contributed by Government of India.
The main functions of NABARD are

 To grant long-term loans to the State Government for subscribing to the share capital of
cooperative societies.
 To take the responsibility of inspecting cooperative banks, Regional Rural Banks (RRBs)
and primary cooperative societies.
 To promote research in agriculture and rural development.
 To serve as a refinancing agency for the institutions providing finance to rural and
agricultural development.
 To help tenant farmers and small farmers to consolidate their land holdings.
The national agricultural credit fundjias been transferred from RBI to NABARD to form a part of
its national rural credit fund.
(ii) Self Help Groups (SHGs) Formal credit system has proven inadequate. It has also not been
fully integrated into the overall rural, social and community development.
Due to the demand of some kind of collateral, vast proportion of poor rural households were
automatically out of the credit networks. Self Help Groups emerged to fill this gap, created by
formal credit system.
Self Help Groups (SHGs) promote thrift in small proportions by a minimum contribution from
each member. By March end 2003, more than Rs. 7 lakh SHGs had reportedly been credit
linked. Such credit provisions are generally referred to as micro-credit programmes. SHGs have
helped in the empowerment of women. However, borrowings from SHGs are mainly confined to
consumption purposes.
(iii) Regional Rural Banks (RRBs) As a supplement to commercial banks, the regional rural
banks have also been opened. These have been set up under the Regional Rural Banks Act-of
1976. Their banking services are meant for small and marginal formers and artisans, etc. They
cater exclusively to the needs of weaker section. Nearly 90% of the loan of RRBs were provided
to the weaker section.
Kisan Credit Card Scheme
Kisan Credit Card scheme (KCCs) was introduced by the government in 1998-99. It facilitates
access to credit from commercial banks and regional rural banks. Under the scheme, the
eligible farmers are provided with a kisan card and pass book from the relevent bank. The
farmers can make withdrawls and repayments of cash within the credit limit as – specified in the
Kisan Credit Card (KCC).
(iv) Commercial Banks They were inducted into the field of agricultural credit under the Banking
Reforms Act, 1972. The share of commercial banks in the supply of agricultural credit has
considerably improved. It was 46.9% during the year 2006-07.
Commercial banks disburse agricultural credit for the purchase of inputs, cattle, tractors, dairy
farming, installation of tube-wells, etc
(v) Cooperative Credit Societies The cooperative credit societies are actively engaged in
addressing credit needs of the farmers, besides offering a host of related services. Notably
70

786
these societies provide guidance in diverse agricultural operations with a view to raise crop
productivity. Currendy, cooperatives account for 16-17% of rural credit flow. The main fimcdon
of cooperative credit society is to provide timely and increased flow of credit to the farmers.
Latest Status of Agricultural Credit
The following points reveal the latest status of agricultural credit

 The credit flow in this sector in 2011-12 is placed at Rs. 475000 crore.
 The agricultural debt waiver and debt relief scheme was announced in the union budget
2008-09.
 Farmers have been receiving crop loans upto a principal amount of Rs.3 lakh at an
effective rate of 4% per annum.
 To provide adequate and timely credit support to the formers, the Kisan Credit Card
(KCC) scheme was
introduced in February, 1999. About 10.78 crore KCCs had been issued upto October
2011.
 Government is implementing a revival package for short-term rural cooperative credit
structure involving financial outlay of Rs. 13596 crore.
Rural Banking : A Critical Appraisal
After the nationalisation of commercial banks in 1969, the rapid expansion of the banking
system in rural areas has been witnessed. Rural banking has raised the level of rural farm and
non-farm output, income and employment especially after the green revolution.
Advantages of Rural Banking

 Raising farm and non-farm output by providing services and credit facilities to farmers.
 Generating credit for self employment schemes in rural areas.
 Achieving food security which is clear from the abundant buffer stocks of grains.
Limitations of Rural Banking

 Small and marginal formers receive only a very small portion of the institutional credit.
 Rural banking is suffering from the problems of large amount of over dues and default
rate.
 The sources of institutional finance are inadequate to meet the requirements of
agricultural credit.
 There exist regional inequalities in the distribution of institutional credit.
It is suggestible that more and more regional rural banks should be set up to need the credit
need of the rural and backward areas of India.
Agricultural Marketing, Diversification of Agricultural Activities and Organic Fanning
Agricultural Marketing Agricultural marketing is the process that involves functions of
assembling, storage, processing, packaging, transportation, grading and distribution of
agricultural commodities throughout the country.
In other words, agricultural marketing covers the services involved in moving an agricultural
product from the farm to the consumer.
Need of Agriculture Marketing
Need of agriculture marketing originates due to the problems faced by farmers.
Different types of problems faced by the farmers are

 Farmers while selling their produce to traders suffered from faulty weighing and
manipulation of accounts.
 Due to lack of knowledge about the prices prevailing in the markets, farmers are often
forced to sell their produce at low prices.
71

787
  Farmers did not have proper storage facilities to keep back their produce for selling later
at better price.
Approximately 10% of goods produced in farms is wasted due to lack of storage.
Distress Sale Lack of agricultural marketing infrastructure often forces the farmers to sell their
produce at low prices for fear of spoilage or to pay off an imminent debt. This is termed as
distress sale. Farmers tend to suffer highly on account of these sales, because they not only get
a low price for their produce, but are also cheated by use of false weights and are charged a
high commission.
Measures by Government to Improve Agriculture Marketing
Four measures which were initiated to improve the agriculture marketing aspect are discussed
below
1. Regulation of Markets The first measure to improve agriculture marketing aspect is regulation
of markets to create orderly and transparent marketing conditions. Regulated markets have
been established where sale and purchase of the produce is monitored by the Market
Committee consisting of representatives of government, farmers and the traders.
Market committee ensure that the formers get appropriate price of their produce. By and large,
this policy benefited farmers as well as consumers. However there is still need to develop about
27000 rural periodic markets as regulated market places to realize the full potential of rural
markets.

2. Improvement in Physical Infrastructure It is the second measure to improve the agriculture

marketing aspect. The current infrastructure facilities like; roads, railways, warehouses,
godowns, cold storages and processing units etc are inadequate to meet the growing demand.
Through this measure government ensures the improvement in physical infrastructure.
3. Cooperative Marketing It is the third measure taken by government in realising the fair prices
for farmers products. As members of these societies, formers find themselves better bargainers
in the market and get better prices of their produce through collective sale. The success of milk
cooperatives in Gujarat and some other parts of the country are the brilliant examples of
cooperative marketing.
Different problems faced by cooperative during the recent past are

 Inadequate coverage of former members.

 Lack of appropriate link between marketing and processing cooperatives.
 Inefficient financial management.
Supporting Policies
It is the fourth measure taken by government to improve agriculture marketing system. Different
supportive policies applied in this regard are

 Minimum Support Price (MSP) It is an important step to improve agriculture market

system. MSP is an assurance to the farmers that a minimum price will be fixed by the
government to formers‘ produce, no purchasing can be done below this price, however
farmers can sell their produce in open market above MSP. This policy assured a minimum
income to the farmers.
 Maintenance of Buffer Stocks of Wheat and Rice Purchases from the farmers are kept by
Food Corporation of India as buffer stocks.
 Distribution of Foodgrains and Sugars Through Stocks purchased by government at MSP
are used primarily for Public Distribution System (PDS). Distribution of foodgrains and
other necessary items like kerosene oil at subsidised price to the poor takes place
through fair price shops.

72

788
  Emerging Alternative Marketing Channels In India, alternative marketing channels are
emerging. Through these channels, farmers directly sell their products to the consumers.
This system increases farmers‘ share in the prices paid by the consumers.
Important examples of such channels are

 Apni mandi (Punjab, Haryana and Rajasthan).

 Hadaspar mandi (Pune); Rythu Bazars (Vegetables and fruit market in Andhra Pradesh).
 Uzhavar sandies (Farmers‘ Markets in Tamil Nadu).
 Several national and international fast food chains and hotels are also entering into
contracts with the farmers to supply them farm products (fresh vegetables and fruits) of
the desired quality.
Diversification into Productive Activities
Diversification means a major proportion of the increasing labour force in the agricultural sector
needs to find alternate employment opportunities in other non-farm sectors. Diversification is an
emerging challenge in the context of rural development. It has two aspects

 Diversification of crop production

 Diversification of productive activity
Diversification of Crops
This implies a shift from single cropping system to multi-cropping system. In India, where
subsistence farming is still dominant, it may also mean a shift from subsistence farming to
commercial farming.
Significance of Diversification of Crops Diversification of crops is improtant because it will

 Minimise the risk occuring. due to failure of monsoon.

 Minimise the market risk arising due to price fluctuations.
Need of Diversification into Productive Activities
Agriculture sector is a seasonal based activity, most of agriculture employment activities are
concentrated in Kharif season. But during Rabi season, in the areas where irrigation facilities
are inadequate, it becomes difficult to find gainful employment.
So, there is a need to focus on allied activities, non farm employment and other emerging
alternatives of livelihood. Also agriculture sector is already overcrowded, a major proportion of
the increasing labour force needs to find alternate employment opportunities in other non-farm
sectors.
Some non-farm activities are discussed below
1. Animal Husbandry
In India, the forming community uses the mixed crop-live stock forming system. Cattle, goats,
fowl are the widely domesticated species. Livestock production provides increased stability in
income, food security, transport, fuel and nutrition for the family without disrupting other food
producing activities.
Today, livestock sector alone provides alternate livelihood options to over 70 million small and
marginal farmers including landless labourers.
Poultry accounts for the largest share with 55% followed by others. India has about 304 million
cattle, including 105 million buffaloes.
A significant number of women also find employment in the livestock sector.
Milk production in the country has increased by more thlkn five times between 1960-2009. This
can be attributed mainly to the successful implementation of ‗operation flood‘.
Meat, eggs, wool and other by-products are also emerging as important productive sectors for
diversification.
In numbers, our livestock population is quite impressive but its productivity is quite low as
73

789
compared to other countries. It requires improved technology and promotion of good breeds of
animals to enhance productivity. Improved veterinary care and credit facilities to small and
marginal formers and landless labourers would enhance sustainable livelihood options through
livestock production.
Operation Flood
It is a system whereby all the farmers can pool their milk produced according to different grading
(based on quality) and the same Is processed and marketed to urban centres through
cooperatives.
In this system farmers are assured of fair price and Income from the supply of the milk to urban
markets. Gujarat state is held as a success story in the efficient implementation of milk
cooperatives which has been emulated by many states.
Fisheries
The socio-economic status of fishermen is comparatively lower because of

 rampant underemployment
 low per capital earnings
 absence of mobility of labour to other sectors
 high rate of illiteracy
 indebtedness
Horticulture
Due to varying climate and soil conditions, India has adopted growing of diverse horticultural
crops such as fruits, vegetables, tuber crops, flowers, medicinal and aromatic plants, spices and
plantation crops. These crops play an important role in providing food, nutrition and
employment.
The period between 1991-2003 is called ‗golden revolution‘ because during this period, the
planned investment in horticulture became highly productive and the sector emerged as a
sustainable livelihood option.
India has emerged as a world leader in producing a variety of fruits, like mangoes, bananas,
coconuts, cashew, nuts and a number of species and is the second largest producer of fruits
and vegetables.
Economic conditions of many formers engaged in horticulture has improved and has become a
means of improving livelihood for many unprivileged classes.
Flower harvesting, nursery maintance, hybrid seed production and tissue culture, propagation of
fruits and flowers and food processing are highly profitable employment opportunities for rural
women. It has been estimated that this sector provides employment to around 19% of the total
labour force.
Other Alternate Livelihood Options
The Information Technology (IT) has revolutionised many sectors in the Indian economy.
It plays a very significant role in achieving sustainable development and food security in the
following ways

 It can act as a tool for releasing the creative potential and knowledge embedded in our
people.
 Issues like weather forecast, crop treatment, fertilisers, pestisides storage conditions, etc
can be well administered, if expert opinion is made available to the farmers.
 The quality and quantity of crops can be increased manifold, if the farmers are made
aware of the latest equipments, technologies and resources.
 It has ushered in a knowledge economy.
 It has potential of employment generation in rural areas.

74

790
Every Village A Knowledge Centre
MS Swaminathan Research Foundation, an institution located in Chennai, Tamil Nadu, with
support from Sir Ratan Tata Trust, Mumbai, has established the Jamshedji Tata National Virtual
Academy for Rural Prosperity. The academy envisaged to identify a million grass root
knowledge workers who will b% enlisted as fellows of the academy.
The programme provides an info-kiosk (PC with internet and video conferencing facility,
scanner, photocopier, etc) at a low cost and trains kiosk owner; the owner then provides
different services and tries to earn a reasonable income. The Government of India has decided
to join the alliance by providing financial support of Rs. 100 crore.
Sustainable Development and Organic Farming
Conventional agriculture uses chemical fertilisers and toxic pesticides, etc which enter the food
supply, penetrate the water resources, harm the livestock, deplete the soil and devastate natural
eco-system. Due to these problems, an eco-friendly technology is required.
Organic farming is such technology which restores, maintains and enhances the ecological
balance. There is an increasing demand for organically grown food to enhance food safety
throughout the world.
Benefits of Organic Farming

 Organic forming substitutes costlier agriculture inputs like HYV seeds, chemical fertlisers,
pesticides, etc with locally produced organic inputs that are cheaper and thereby generate
good returns on investment.
 Organic forming also generates income through exports.
 Organically grown food has more nutritional value than chemical forming, thus providing
us with healthy foods. Produce pesticide free and produced in an environmendy
sustainable way.
 Due to more labour requirement in organic farming, it is an attractive proposition for India.
Limitations of Organic Farming

 Yields from organic forming are less than modern agricultural forming in the initial years.
Therefore, small and marginal formers may find it difficult to adapt to large scale
production.
 Organic produce have shorter shelf life than sprayed produce.
 Choice in production of off-season crops in quite limited in organic forming.

75

791
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25

SUBJECT- HISTORY (NOTES- SEPTEMBER 2024-25)

CHAPTER: 7, „AN IMPERIAL CAPITAL: VIJAYANAGARA‟
(Theme-II)

Key concepts in nutshell

 Discovery of Hampi – In 1799 the first British antiquarian Colin Mackenzie. First
surveyor general of India visited the ruins Hampi, collected some manuscripts had
some water colours painted on monuments and made the first map of the site.
 The Rayas, Nayakas and Sultans – Harihara and Bukka asserted their independence
of the Delhi sultanate and established the kingdom of Vijaynagara on AD 1336.
 Kings and trading class – The warfare depended mainly upon powerful cavalry. The
Portuguese settled on the west coast of India in attempted to establish their trading and
military stations.
 The climax and decline of Vijaynagara empire – Krishnadeva Raya was an able
administrator, He built dams for irrigation. He build magnificent places and temples. Its
ruler Rama Raya was miserably defeated on the battlefield of (Rakshasi – Tangadi)
Talikota in A.D.1565. The victorious armies plundered and destroyed the city of
Vijaynagara.
 Vijaynagara Hampi Architecture-The Vijaynagara architecture (Hampi Architecture) of
the period (1336-1365)was unique building style evolved by the imperial vijaynagar
empire.
 Hampi Bazar – Portuguese travellers Paes and Nuniz visited Hampi in the mid 1500
century. They gave an account of Hampi Bazar. They wrote ―In this street lived many
merchants and there you will find all sorts of rubies, diamonds pearls and cloths that
you may wish to buy.
 Building and places - we know today about the Vijaynagara palaces and buildings is
 derived from the archeological excavations at Hampi as no royal palace structures have
survived.
 Kings royal enclosure – Another important building at Hampi is the kings royal
enclosure. Paes tells against the gate there were two circles in which there were the
dancing women richly arrayed with many jewels of gold and diamonds and many
pearls.
 Mahanavami dibba - The Mahanavami dibba is located on one of the highest points in
the city. It is a very large platform rising from a base of about 11000 feet to height of 40
feet. It seems that is supported a wooden structure.
 Forts of Vijaynagara – in the constant struggle for power, fort and fortified settlements
were a potent symbol of authority. The rulers of Vijaynagara empire created the cities
with the main object of protection against invasions. The city itself was a fortress and
designed as such in every manner.

Q.1:- Hampi town is located in the bank of which river?

Ans. It is located on the bank of Tunghbhadra river.
Q.2 :- Which goddess is called Pampa ?
Ans. Goddess Pampa is the name of goddess Parvati.
Q.3 :- Who was Colin Mackenzie ? Mention his importance in Indian history?
76

792
Ans. Colin Mackenzie used to work in British East India Company. He took birth in1754.
He is a famous engineer, surveyor and humanist. He became the first Surveyor General
of British India in 1815. He died in the year 1821. He began to survey in the
traditional culture and historical places of India in order to run administration of
Colonial India more smoothly and effectively
Q.4 :- Mention the silent features of the temple of Hampi.
Ans. The temple of Hampi is well articulated with artistic pillars like structure.
Magnificent structure with gallery surrounded with pillars around divinity and the
place of god is one of the features of the temples. The main temple of Hampi is
Vitthala and Hazararam.
Q.5 :- How did the water requirements problems solved in Vijayanagara empire ?
Ans. The natural reservoir are providing water for Vijayanagara is Tunghabhadra river. This
river was situated in the north-east direction of the kingdom. Many rivers from
nearby mountain range get merged into this river. Dams were built in almost all
tributaries of rivers. Hauz were built in order to cope with the drastic climate in
draught situation. This was stored in the beginning of the 15th century. This place was
called Kamalapuram water reservoir.
Q:-6 What do you think were the advantages and disadvantages of enclosing
agricultural land within the fortified area of the city?
Ans. There are many advantages and disadvantages of enclosing agricultural land within
the fortified area of the Vijayanagara empire.
1. Abdur Razzaq noted that "between the first, second and third walls there are cultivated
fields, gardens and houses.
2. The detailed statements have been corroborated by present day archaeologists, who
have also found evidence of an agricultural tract between the sacred centre and the
urban core.
3. We knew different sources that in Vijayanagara empire and other southern kingdom
agricultural tracts were incorporated within the fortified areas. Often, the objective of
medieval sieges was to strave the defenders into submission. These sieges could last
four several months and sometimes even years.
4. Normally rulers tried to be prepared for adverse situations or natural calamities by
building large granaries within fortified areas. The rulers of Vijayanagara adopted a
more expensive and elaborate strategy of protecting the agricultural belt itself.
5. Whenever, Kingdom was attacked by the enemies at the time of reaping harvest they
could easily brunt the dry crops of the farmers. But these fields was safe in ordinary
situation from wild animals.
Q:-7 What do you think was the significance of the ritual's associated with the
Mahanavami dibba ?
Ans. The importance of the rituals associated with the Mahanawami dibba.
Located on one of the highest points in the city, the "Mahanawami dibba" is a massive
platform rising from a base of about 11000 sq.ft. to a height of 40 feet. Rituals
associated with the structure probably coincided with Mahanawami (Literally the great
ninth day) of the ten-day Hindu festival during the autumn months of September and
October, known variously as Dushehra (northern India), Durga Puja (in Bengal) and
Navaratri or Mahanawami (in Peninsular India). The Vijayanagara kings
displayed their prestige, power and suzerainty on this occasion.
1. The ceremonies performed on the occasion included worship of the image, worship of
the state horse, and the sacrifice of buffaloes and other animals.
2. Dancer, wrestling matches, and processions of caparisoned horses, elephants and
chariots and soldiers, as well as ritual presentations before the king and his guests by
77

793
the chief nayakas and subordinate kings marked the occasion.
3. These ceremonies were imbued with deep symbolic meanings on the last day of the
festival the king inspected his army and the armies of the nayakas in a grand ceremony
in an open field. On this occasion the nayakas brought rich gifts for the king as well as
the stipulated tribute.
Q8:- What impression of the lives of the ordinary people of Vijayanagara? Can you
collect from the various descriptions in Vijayanagara empire.
Ans. Ordinary people of this empire scope different languages and followed different
religious tradition.
1. There were small traders and local merchant use to live in cities, trade centre, port town
and villages.
2. Peasants, workers, slaves etc. were including in ordinary people. These were ordinary
Brahmanas, trader and women also.
3. In the society there were a few low class people, who were non-influential. They were
Dombar, Mana, Jogi, Paraiyan, Boi, Kallar etc. Some low caste people were converted to
christianity due to the influence of the Portuguese. The evils of caste system and
untouchability were practiced in the society.
4. The ordinary people of the Vijayanagara empire lived in ordinary houses. This is how
the sixteenth century portuguese traveller Barbosa described the houses of ordinary
people existed in the society. The men were sold and purchased. There were some
special rules for the slaves.
Q.9:- Evaluate the importance of Amar Nayaka System in emergence of
Vijayanagara Empire.
Ans.
There is a important role of this sytem to emerging the Vijayanagara empire. That
shows in the following points:
1. The amara-nayaka system was a major political innovation of the Vijayanagara Empire.
2. It is likely that many features of this system were derived from the Iqta
system of the Delhi Sultanate.
3. The amara-nayakas were military commanders who were given territories to govern by
the raya.
4. The collected taxes and other dues from peasants.
5. A share of revenue was spent for the maintenance of irrigation works and temples.
6. The amar-nayakas retained part of the revenue for personal use and for maintaining a
stipulated contingent of horses and elephants.
7. These contingents provided the Vijayanagara Kings with an effective fighting force
with which they brought the entire southern peninsula under their control.
8. The amara-nayakas sent tribute to the King annually and personally appeared in the
royal court with gifts to express their loyalty.
9. Kings occasionally asserted their control over them by transferring them from one place
to another.
10. Many of these nayakas established independent kingdoms in the 17th century.
ASSIGNMENTS
Passage based Question:-
Q. 10. Read the passage given below and answer the questions that follow:

Colin Mackenzie
Born in 1754, Colin Mackenzie became a famous engineer, surveyor and cartographer.
In 1815 he was appointed the first surveyor General of India. A post he held till his death in
1821. He embarked on collecting local histories and surveying historic sites in order to better
78

794
 understand India‘s past and make governance of the of the colony easier. He says that ―It
struggled long under the miseries of dead management…. Before the south came under the
benign in influence of the British government‖. By standing Vijayanagara, Mackenzie believed
that the East India Company could gain ―much useful information on many of these
institutions, laws and customs whose influence still prevails. Among the various tribes of
natives forming the general mass of the population to this day.
(i) Who was Colin Mackenzie ?
(ii) Which ancient city was founded by Colin Mackenzie ?
(iii) Why did he start the surveys? In which stages Colin Mackenzie completed his work?

CHAPTER: 8 (PEASANTS, ZAMIDARS AND THE STATE)

Key Points:
 Peasants and agricultural production - Geographical Diversity.
 Looking for sources – Historical Epic and Records, Important chronicles – Ain-i-Akbari,
Records from Gujrat, Maharashtra and Rajasthan.
 Peasants and their lands – cultivation was based on the principle of individual ownership.
 Irrigation and Technology – Expansion of agriculture, monsoon remained the backbone of
Indian agriculture, artificial system of irrigations had to be devised, agriculture often harnessed
cattle energy.
 An abundance of crops – two major crops - the kharif and the rabi, new crops came from
different parts of the world.
 The village community:
Caste and the rural milieu – Rajputs are mentioned as peasants.
Panchayats and headman – The panchayats was usually a heterogeneous body, the
headman was chosen through the consensus of the village elders, functions of the panchayat.
Village artisans – The existence of substantial members of artisans.
A little republic – deep inequities based on caste and gender distinctions.
Women in agrarian Society – women‘s role in the production process, high mortality rates among
women, women petitioned to the panchayat, hindu and muslim women inherited zamindaris.
 Forest and tribes –
Beyond settled villages, livelihood came from the gathering of forest produce, hunting and shifting
agriculture, jungles provided a good defence.
Inroads into forests – the state required elephants for the army, hunting expeditions by the
Mughals, the spread of commercial agriculture.

Mention various duties performed by state officials in the 16th century?

Ans. They collect land revenue, measure the lands and keep records etc.
Who was the author of Ain-I Akbari?
Ans. Abul Fazl, a famous Persian author, gems of Akber‘s court.
Who were Raiyat? How many types of Raiyat?
Ans. They were peasants. There are two types of Raiyat - Khud-khasta and Pahi-khasta. Khud-khasta – They
were residents of the village in which they held their land. Pahi-khasta – They were non-resident cultivators
who belonged to some other village, but cultivated lands were else were on a contractual basis.
How many seasons of agriculture according to Ain?
Ans. Two major seasonal cycles – The kharif and the rabi. Kharif – rice and jawar. Rabi – wheat and gram
What was Jins-i-Kamil?
Ans. Literally perfect crops. Example - cotton and sugarcane.

79

795
Why women were considered an important resource in agrarian society?
Ans. worked shoulder to shoulder with men in field. Spun yarn, made pottery and did embroidery.

Mention the major crops of Western India during 17th century. How did it come to India?

Ans. Via Africa and Spain. Tomato, potatoes and chillies

Mention any two steps taken by the Mughals to create the revenue as an administration apparatus?
Ans. Daftar of the dewan supervises fiscal system. Officials and record keeper became a decisive agent in
shaping agrarian relations.
Mention the factors that accounted for the constant expansion of agriculture during 16th and 17th
centuries.
Ans. Excess of land. Availability of workers. Dynamism of farmers. Development of artificial means of
irrigation
Name the two techniques based on animal power that expanded agriculture during the Mughal times.
Ans. Firstly they use wooden plough. Secondly used drill by pair of oxen. Thirdly used narrow iron blade.
What were jama and hasil?
Ans. Jama was the amount assessed where as was the amount received or collected.
Write any two limitation of Ain-i-Akbari.
Ans. Error in totalling. No uniform collection.

What was the Jati Panchayat?

Ans. arbitrated civil disputes between members of different castes. decided whether marriages were
performed according to the norms laid down by a particular caste group. In most cases, except in matters of
criminal justice, the state respected the decisions of jati panchayats.

Describe the functions of panchayat?

Ans. 1. Community welfare – Construction of bund or digging the cannel which peasants usually could not
afford to do on their own. 2. Arrangements against natural calamities, like floods,famine, Droughts etc. 3.
Regulate rural societies, like marriage and caste. 4. To ensure that caste boundaries among the various
communities .5. Punishment – Example - to levy fines and inflict from the community.
Describe Ain-i-Akbari?
Ans. 1. Vision of Akbar‘s empire. 2. Strong ruling class. 3. The organization of the court, administration and
the army.4. Included detailed revenue, records – with the help of Todarmal tried to reorganized the hole
revenue system. 5. Useful description of agrarian society.
What were the roles played by women in agrarian society?
Ans. 1. Women worked shoulder to shoulder with men in fields. 2. Women sowed, weeded, threshed and
winnowed the harvest. 3. Craft production – such as spinning yarn, sifting and kneading clay for pottery and
embroidery. 4. Some restriction during some days of month – women were not allowed to touch the plough or
the potter‘s wheel in western India. 5. Produce children and look after them.
How land revenue was fixed?
Ans. 1. It consisted of two stages - Jama and Hasil. Jama was the amount assessed and Hasil the amount
collected. 2. Both cultivated and cultivable land measured in each province. 3. Prepared annual record of the
number of cultivators in each village 4. Officials were appointed to measure land revenue. 5. The Diwan, who
was responsible for supervising the fiscal system of the empire.
Explain the salient features of zabti system?
Ans. 1. Measurement of land was compulsory. 2. Classification of land:- Polaj, Parauti, Chachar, Banjar. 3.
Calculation of the average products. 4. Fixation of state share. 5. Commutation into cash. 6. Collection of land

80

796
revenue.
Who were zamindars? What were their functions?
Ans. Zamindars were the part of rural society, who lived on agricultural production had milkiyat belongs to
upper caste. New Zamindars emerged from lower caste.
Functions of Zamindars: 1. Collect revenue. 2. Mediate between king and peasant. 3. Maintain military.
4. Developed agricultural land. 5. Give money to farmers for agriculture. 6. Sell their own agricultural produce.
7. Make an arrangement for weekly or fortnightly market in the villages. 8. Making arrangement for repairing
roads and water sources.

“Ain-i-Akbari is an extraordinary document of its time.” Explain.

Ans. The Ain was part of a larger project of history writing commissioned by Akbar. The Ain-i Akbari, was
organised as a compendium of imperial regulations and a gazetteer of the empire. The Ain gives detailed
accounts of the organisation of the court, administration and army, the sources
of revenue and the physical layout of the provinces of Akbar‘s empire and the literary, cultural and
Religious traditions of the people. Along with a description of the various departments of Akbar‘s
government and elaborate descriptions of the various provinces (subas) of the empire, the Ain
gives us intricate quantitative information of those provinces. Collecting and compiling this information
systematically was an important imperial exercise. It informed the emperor about the varied and diverse
customs and practices prevailing across his extensive territories. The Ain is therefore a mine of information for
us about the Mughal Empire during Akbar‘s reign. The Ain is made up of five books (daftars), of which the first
three books describe the administration. The mulk-abadi gives a fascinating, detailed and highly complex view
of agrarian society in northern India.
Zamidars were the central figure in medieval India.” Justify the statement.
Ans. The zamindars were landed proprietors who also enjoyed certain social and economic privileges by
virtue of their superior status in rural society. they performed certain services (khidmat) for the state. . Control
over military resources was another source of power. Most zamindars had fortresses (qilachas) as well as
armed contingent comprising units of cavalry, artillery and infantry. Mughal countryside as a pyramid,
zamindars clearly constituted its very narrow apex. Abu‘l Fazl‘s account indicates that an ―upper-caste‖,
Brahmana-Rajput combine had already established firm control over rural society. It also reflects a fairly large
representation from the so-called intermediate castes, as we saw earlier, as well as a liberal sprinkling of
Muslim zamindaris. Contemporary documents give an impression that conquest may have been the source of
the origin of some zamindaris. The dispossession of weaker people by a powerful military chieftain was quite
often a way of expanding a zamindari. It is, however, unlikely that the state would have allowed such a show
of aggression by a zamindar unless he had been confirmed by an imperial order (sanad). More important
were the slow processes of zamindari consolidation, which are also documented in sources. These involved
colonisation of new lands, by transfer of rights, by order of the state and by purchase. A combination of
factors also allowed the consolidation of clan- or lineage-based zamindaris. Peasant-pastoralists (like the
Sadgops)carved out powerful zamindaris in areas of central and south western Bengal. Zamindars
spearheaded the colonisation of agricultural land, and helped in settling cultivators by providing them with the
means of cultivation, including cash loans. The buying and selling of zamindaris accelerated the process of
monetisation in the countryside. In addition, zamindars sold the produce from their milkiyat lands. There is
evidence to show that zamindars often established markets (haats) to which peasants also came to sell their
produce.
What were the important functions of the panchayat in the Mughal Era?
Ans. 1.collection of funds. 2. Regarding caste boundaries. 3. Authority to levy taxes.
Discuss the merits and demerits of Mansabdari system.
Ans. Merits:- 1.Qualification as bases of ranks. 2. Forceful army. 3. Good on revolt. 4. Ban on corruption
Demerits:- 1.Luxurious life. 2. Misuse of Money. 3. Loyality of the soldiers.
Examine the role of women in Mughal society.
Ans. Work shoulder to shoulder in the fields, sowed, weeded, threshed and winnowed the harvest.
81

797
Nonetheless biases. Menstruating women were not allowed to touch the plough or the potter‘s wheel in
western India, or enter the groves where betel-leaves (paan) were grown in Bengal. Commercialised the
product, the greater the demand on women‘s labour to produce it. In fact, peasant and artisan women worked
not only in the fields, but even went to the houses of their
Employers or to the markets if necessary. They were child bearers in a society dependent on labour.
Marriages in many rural communities required the payment of bride-price rather than dowry to the bride‘s
family. Remarriage was considered legitimate both among divorced and widowed women. The importance
attached to women as a reproductive force also meant that the fear of losing control over them was great.
They could inflict dr aconian punishments if they suspected infidelity on the part of women. Documents from
Western India – Rajasthan, Gujarat and Maharashtra – record petitions sent by women to the village
panchayat, seeking redress and justice. Wives protested against the infidelity of their husbands or the neglect
of the wife and children by the male head of the household, the grihasthi. While male infidelity was not always
punished, the state and ―superior‖ caste groups did intervene when it came to ensuring that the family was
adequately provided for. In most cases when women petitioned to the panchayat, their names were excluded
from the record: Petitioner was referred to as the mother, sister or wife of the male head of the household.
Amongst the landed gentry, women had the right to inherit property. Instances from the Punjab show that
women, including widows, actively participated in the rural land market as sellers of property inherited by
them. Hindu and Muslim women inherited zamindaris which they were free to sell or mortgage. Women
zamindars were known in eighteenth-century Bengal. In fact, one of the biggest and most famous of the
eighteenth-century zamindaris, that of Rajshahi, had a woman at the helm.

Why Ain-i-Akbari remains important even today?

Ans. It Provides glimpses into structure and organisation of Mughal. The central purpose of the Ain was to
present a vision of Akbar‘s empire where social harmony was provided by a strong ruling class. The Ain- i
Akbari was the culmination of a large historical, administrative project of classification undertaken by Abu‘l
Fazl at the order of Emperor Akbar. It was completed in 1598, the forty-second regnal year of the emperor,
after having gone through five revisions. The Ain was part of a larger project of history writing commissioned
by Akbar.The Ain gives detailed accounts of the organisation of the court, administration and army, the
sources of revenue and the physical layout of the provinces of Akbar‘s empire and the literary, cultural and
religious traditions of the people. Along with a description of the various departments of Akbar‘s government
and elaborate descriptions of the. Gives information about the people,their profession and trades and on
imperial establishment of the empire. Historians reconstruct social fabric of India at that time.
Sources Based Questions/Answers (Examples):

Read the following passage given carefully and answer the question that follows:
Cash Or Kind
The Ain on land revenue collection Let him (the amil-guzar) not make it a practice of taking only in cash but
also in kind. The latter is effected in several ways. First, kankut: in the Hindi language Kan signifies grain, and
kut, estimate. If any doubts arise, the crops should be cut and estimated in three lots, the good, the middling
and the inferior and the hesitation removed. Often, too the land taken by appraisement, gives a sufficiently
accurate return. Secondly, batai, also called bhaoli, the crops are reaped and stacked and divided by
agreement in the presence of the parties. But in the case several intelligent inspectors are required;
otherwise, the evil-minded and false are given to
Deception. Thirdly, khet-batai when they divided the fields after they are sown. Fourthly, lang batai; after
cutting the grain, they form it in heaps and divide it among themselves, and each
takes his share home and turns it to profit.
Q1. Explain the term Kankut?
Ans. In the Hindi language Kan signifies grain and kut means estimate.
Q2. Explain the system of batai or bhaoli system of land revenue collection?
Ans. The crops are reaped and stacked and divided by agreement in the parties. But in this cash several
82

798
intelligent inspectors are required, otherwise, the evil minded and false are given to deception.
Q3. Explain the system of lang batai?
Ans. After cutting the grain they from it in heaps and divide it among themselves, and each takes his
share home and turns it to profit.
Q4. Which system of revenue collection, do you think, is better and why?
Ans. Long Batai, because they divided equal among themselves and get profit.

Read the following passage given carefully and answer the question that follows:
Irrigating trees and fields

This is an excerpt from the Babur Nama that describes the irrigation devices the emperor observed in
northern India: The greater part of Hindustan country is situated on level land. Many though its towns and
cultivated lands are, it nowhere has running waters … For … water is not at all a necessity in cultivating crops
and orchards. Autumn crops grow by the downpour of the rains themselves; and strange it is that spring crops
grow even when no rains fall. (However) to young trees water is made to flow by means of buckets or wheels
… In Lahore, Dipalpur (both in present-day Pakistan) and those other parts, people water by means of a
wheel. They make two circles of rope long enough to suit the depths of the well, fix strips of wood between
them, and on these fasten pitchers. The ropes with the wood and attached pitchers are put over the wheel-
well. At one end of the wheel-axle a second wheel is fixed, and close to it another on an upright axle. The last
wheel the bullock turns; its teeth catch in the teeth of the second (wheel), and thus the wheel with the pitchers
is turned. A trough is set where the water empties from the pitchers and from this the water is conveyed
everywhere. In Agra, Chandwar, Bayana (all in present-day Uttar Pradesh) and those parts again, people
water with a bucket … At the well-edge they set up a fork of wood, having a roller adjusted between the forks,
tie a rope to a large bucket, put the rope over a roller, and tie its other end to the bullock. One person must
drive the bullock, another empty the bucket.

Q1.Comppare the irrigation devises observed by Babur with what you have learnt about irrigation in
Vijaynagar (Chapter 7)

Ans. water flowed in buckets or wheels. In Lahore, Dipalpur (both in present-day Pakistan) and those
other parts, people water by means of a wheel. On the other hand tanks and canal were used for irrigation.
Q2. What kind of recourses would each of these systems required?
Ans. Means of a wheel:- Rope,wood, pitcher, wheel-axle, wheels, Bullock.
Means with a bucket:- Bucket, forks of wood, roller, rope, bullock, two persons.
Q3. Which systems could ensure the participation of peasants in improving agricultural technology?
Ans. Water by means of wheel‖. Because peasants wanted to improve irrigation facilities to increase
production.
Q4. How much rain was required for the crops of rice, wheat and millets?
Ans. 40 inches or more while millets required less.
Assignment:

Read the following passage given carefully and answer the question that follows:

The jama
This is an excerpt from Aurangzeb‘s order to his revenue official, 1665: He should direct the amins of the
parganas that they should discover the actual conditions of cultivation (maujudat),
village by village, peasant-wise (asamiwar), and after minute scrutiny, assess the jama, keeping in view the
financial interests (kifayat) of the government, and the welfare of the peasantry.
Q1. Why do you think the emperor insisted on a detailed survey?
Q2. Were all areas measured successfully? If not, what was the reason?
Q3. What was the policy of the Mughals at the time of fixing revenue? Was this objective realised?
83

799
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25

SUBJECT- POLITICAL SCIENCE (NOTES- SEPTEMBER)

Ch- 6: ENVIRONMENT AND NATURAL RESOURCES

(Part- I)
OBJECTIVE TYPE QUESTIONS
ONE MARK QUESTIONS
1. What is Agenda 21?
Ans. Agenda 21 is a list of developed practices which combine economic growth with ecological
responsibility to promote sustainable development.
2. What is UNFCCC?
Ans. The 1992 United Nations framework convention climate change provides that the parties should
act protect the climate system on the basic of equity and in accordance with the common but
differentiated responsibilities.
3. When the environment emerged as significant issues of global politics?
Ans. Since 1972 when the book ―Limits to Growth ―revealed the fact of depletion set in ozone stock.
4. Name the chemical that causes atmospheric temperature rise.
Ans. Chlorofluorocarbons (CFCs).

VERY SHORT ANSWER TYPE QUESTIONS

TWO MARKS QUESTIONS

1. What is Kyoto Protocol?

Ans. The Kyoto protocol is an international agreement setting targats for industrialized countries to cut
their green house gas emissions. The protocol was agreed to in 1997 in Kyoto in Japan, based on
principles set out in UNFCCC.
2. Mention any two outcomes of Rio-Summit.
Ans. 1) It provided a consensus to combine economic growth with ecological responsibility for
sustainable development.
2) Loss of fertility of agricultural land due to extreme use of fertilizers and overgrazed grasslands.
3. Give any two environmental concerns is an alarming concern for ecosystem.
Ans. Environmental concerns.
1. Ozone layer depletion is an alarming concern for ecosystem.
2. Loss of fertility of agricultural land due to extreme use of fertilizers and overgrazed grasslands
4. What is meant by global commons? Give any two examples.
Ans. Commons are those resources which are not owned by anyone but rather share by a community.
Eg. Common room and a community centre.
With global prefix, this term refers to regions or areas in the world are beyond jurisdiction and territorial
setting of any individual country but equally for mankind as whole. Eg. The Earth‘s atmosphere and
Antarctica.

5. What is agenda 21?

Ans. Agenda 21 was a convention of Earth summit of 1992. It deals with the environmental
development programme.
84

800
 a) It includes climatic change, biodiversity, forestry, development practices etc.
b) Under this list there was consensus on combining economic growth with ecological responsibility.
6. What do you mean by commons?
Ans. Commons are those resources which are not owned by anyone but rather share by a community.
This could be a park or a river, a community centre, a common room.
7. What do you mean by marines and coastal degradation?
Ans. Disposal of wastes, particularly sewage, directly into oceans is a major source of pollution on
marine and coastal areas. Population growth and increasing urbanization, industrialization and tourism
etc. increasing the extant of the coastal degradation.

SHORT ANSWER TYPE QUESTIONS

FOUR MARKS QUESTIONS

1. What is meant by common property resources? Explain with examples.

Ans. Common property refers to the rights and duties of a group together over a natural resource with
the following norms:
1. The group members enjoy rights and duties both over nature levels of use and the maintenance of
a given resource.
2. In India, many village communities have defined members‘ rights and responsibilities through
mutual understanding.
3. The institutional arrangement for the actual management of sacred groves on state owned forest
level appropriating fit the description of common property.
2. Explain the meaning of global commons. Give any four examples of global commons.
Ans. The area of regional located outside the jurisdiction of any state and require common governance
by international community are global commons i.e. Earth atmosphere. Antarctic Ocean Floor and
outer space. They are exploited and polluted due to:
1. Vague scientific evidence, these lacks of consensus on common environmental issues.
2. North south inequalities and their exploitative activates and competition lack proper management
over outer space.
3. Technological and industrial developments have also affected the earth‘s atmosphere and ocean
floor.
3. Describe any four steps taken by India to improve the environment.
Ans. The Indian government is participating in global effort through a number of programmes:
1. India‘s national auto fuel policy mandates cleaner fuels for vehicles.
2. The energy conservation act. 2003 encourages the use of renewable energy.
3. Recent trends in importing natural gas and encouraging the adoption of clean coal technologies
show that India is making real efforts.
4. India is also keen to launch a national mission on biodiesel using about 11 million hectares of land
to produce biodiesel by 2011-12.
4. Define indigenous population. Highlight any two problems of such people.
Ans. The UN defines indigenous populations as comprising the descendants of people who inhabited
the present territory of a country at the time when persons of a different culture or ethnic origin arrived
there from other parts of the world and overcame them.
The following two problems are faced by such people:
1. They lost their lands which belonged to them only for a long time.
2. The loss of land refers to a loss of an economic resource base.
3. Issues related to the right of the indigenous communities have also been neglected in domestic
and international politics for long.
5. Explain any three environmental concerns in global politics.

85

801
 Ans. Some environmental issues have been considered as the global issues:
1. Natural resources are being depleted i.e. cultivable area has not been sustained any more.
Agricultural land lost fertility and grass lands have been overgrazed.
2. Water bodies have suffered depletion and pollution both.
3. A steady decline in ozone layer also poses a threat to ecosystem and human health.
4. Natural forests stabilize the climate, moderate water supply and habitat various species also which
are also being a lost creating destruction to biodiversity through industrial pollution etc.
5. Due to land based activities, coastal pollution is also increasing which affects fisheries.

LONG ANSWER TYPE QUESTIONS

SIX MARKS QUESTIONS

1. Explain the importance and role of concept common but differentiated pertaining to environment.
Ans. Compromise and accommodation are the two essential policies to save planet earth by the states
but the states from North and south have different notions towards environmental issues:
1. The Northern states are concerned with ozone depletion and global warming whereas Southern
states want to address the relationship between economic development and environmental
management.
2. The developed countries of the North want to discuss the environment issue which stands equally
responsible for ecological conservation.
3. The developed countries of the south feel that much of the ecological degradation in the world is
created by developed countries through their industrial projects.
4. And of developed countries cause more environmental degradation they are supposed to take
more responsibility onwards.
5. The developing countries are under process of industrialization and they should be exempted from
restrictions imposed on developed countries through various conventions like Kyoto Protocol etc.
6. The special needs of developing countries must be taken into considerations in the process of
development, application and interpretation of rules of international environmental law.
All the above mentioned provisions were accepted in Earth Summit, 1992 while adopting common
but differentiated responsibilities.

2. Explain the concept of common but differentiated responsibilities. How and where was it emphasized
upon?
Ans. Common but differentiated responsibilities mean that the states shall cooperate in spirit of global
partnership to conserve, protect and restore the heath and integrity of the earth‘s eco system. As the
states have common but differentiated responsibilities over various contribution of globe environmental
degradation. The developed countries acknowledge that the responsibilities that they bear in the
international pursuit of sustainable development in view of the pressures their societies place on the
global environment and of the technological and financial resources they command.
We could implement the idea with the help of conventions and declarations:
1. The Rio summit held in June 1992 produced conventions dealing with climate change, biodiversity,
forestry and recommended a list of developed practices called agenda 2.
2. The 1992 United Nation‘s Framework convention on Climatic Change (UNFCCC) also emphasized
that the parties should act to protect the climate system on the basis of common but differentiated
responsibilities.
3. An international agreement known by its protocol set targets for industrialized countries to cut their
green house gas emissions which support for global warming.
3. Analyze India‘s stand on any three environmental issues.
Ans. India plays a dominating role among the Asian countries on environmental issues:

86

802
 1. India signed and ratified the 1997 Kyoto Protocol 2002 which emphasized to follow the principle
common but differentiated responsibility.
2. India feels this conventions the very spirit of UNFCCC. Neither does it seem fair to impose
restriction on India when the country‘s rise in per capita carbon emissions by 2030 is likely to still
represent less than half the world average.
3. The Indian government is also keen to launch a National Mission on Biodiesel which makes India
to have one of the largest renewable energy programmes in the world.
4. The Indian government is also participating in global efforts through a number of programmes i.e.
National Auto Fuel Policy, Electricity Act 2003, Energy Conservation Act 2001,etc.

FIVE MARKS QUESTIONS ON PASSAGES AND CARTOONS

1. Read the passage given below carefully and answer the questions:
The Indian government is already participation in global efforts through a number of programmes. For
example, India‘s National Auto fuel Policy mandates cleaner fuels for vehicles. The Energy
Conservation Act, passed in 2001, outlines initiatives t improve energy efficiency. Similarly, the
Electricity Act of 2003 encouraging the use of renewable energy, recent t rends in importing natural
gas and encouraging the adoption of clean coal technologies show that India has been making real
efforts. The government is also keen to launch a National Mission on Biodiesel, using about 11 million
hectares of land to produce biodiesel by 2011-2012. And India has one of the largest renewable
energy programmes in the world.

Questions

1. How India has participated in global efforts to protect environment?

2. What are Energy Conservation Act and Electricity Act?
3. Mention the efforts mode by Indian government for biodiesel.

Answers

1. It has launched a number of progrmmes i.e. Auto Fuel Policy, Energy Conservation Act 2001,
Electricity Act 2003 to protect environment.
2. The energy Conservation Act was passed in 2001 to outline initiatives to improve energy efficiency
and Electricity Act, passed in 2003 to encourage the use of renewable energy by the Indian
government as conservation programmes.
3. The Indian government is keen to launch a National mission on Biodiesel using about 11 million
hectares of land to produce biodiesel by 2011- 12.

CHAPTER-5, „CHALLENGES TO AND RESTORATION OF THE CONGRESS SYSTEM‟

(PART- II)
ONE MARK QUESTIONS/ANSWERS
1. The era of coalition governments begin in:
1. 1971
2. 2004
3. 1967
4. 1989
Ans: 1967
2. The 1960s were labeled as the ―dangerous decade‖ because of:
1. Nehru‘s Death
2. Political rivalry among Congress and non congress
3. Poverty, inequality and communal and regional divisions

87

803
 4. All of above
Ans: Poverty, inequality and communal and regional divisions
VERY SHORT TYPE QUESTIONS/ANSWERS

TWO MARK QUESTIONS

1. Name the features through which the explanation for Congress rural Continuity and change is
provided.
Ans. The explanation for such a continuity and change is provided by the essential feature of the
Party, its broad social character and its basic coalitional strategy.
2. During the last 35 years what had congress party tried to show?
Ans. During the last 35 years the Congress Party had shown a led of continuity and change in its
basic public policies which it has followed as a ruling party of the country.
3. What is the responsibilities of a political leader in a democratic policy?
Ans. It is the responsibility of political leader in a democratic policy to diffuse the various pressures and
mediate in social issues with reasonable impartiality and neutrality.
4. In which period did Mrs. Indira Gandhi become the leader of new Congress?
Ans. When the Congress split of 1969 took place, and Mrs. Gandhi become the leader of the New
Congress, the wide spread impression in India and elsewhere was that she was releasing the party
form the pressures of the party bosses.

SHORT TYPE QUESTIONS/ANSWERS

FOUR MARKS QUESTIONS
1. Clarify ―Garibi Hatao‖ Programme?
Ans. This political reality namely that the State Congress Parties were pocket boroughs of the rich
rural gentry meant that if the ―Garibi Hatao‖ programmed had to beimplemented there should be
structural changes in the rural sector.
2. The Union Home Ministry pointed out in 1969 that ―the situation in the rural areas was quite
explosive.‖Clarify this statement.
Ans. The Union Home Ministry pointed out in 1969 that ―the situation in the rural areas was quite
explosive.‖ It found that it was agitation for distribution of land to the landless which had elicited the
maximum response and have also had a wide geographical spread.
3. Give a useful recommendation on the prevention of corruption among the politicians.
Ans. There should be a total been on all donations by incorporated bodies to political parties and for
political purposes.

4. What were the factors which led to the popularity of Indira Gandhi‘s Government in the early 1970‘s?
Ans. There were some factors which led to the popularity of Indira Gandhi‘s government the early
1970s:-
1. Challenges to Indira Gandhi‘s Government as party boss.
2. Slogan of Garibi Hatao.
3. India Pakistan war of 1971.
LONG ANSWER TYPE QUESTIONS/ANSWERS
SIX MARKS QUESTIONS
1. What factors were responsible for the revival of the Congress Party in India in 1971?
Ans:- Factors responsible for the revival of the Congress party in India in 1971:
1. First of all the Congress was split and Indira Gandhi brought economic policy to the centre stage
of politics. Indira Gandhi gave a very catchy and popular slogan ‗Garibi Hatao‘( remove poverty).
She declared that my opponents have just one-print programme Indira Hatao but I have having a
series of programmes to remove poverty and make India a strong world power.
2. Congress after the elections of 1971 was dependent exclusively on the popularity of its toppest
88

804
 leader Indira Gandhi . Syndicate like groups had disappeared.
3. Congress party‘s structural organization after 1971 was not inclusive type (inclusion of several
groups having different ideologies) but it was exclusive (monopolistic). Rooms of its ideology were
absolutely in the hands of Indira Gandhi.
4. Indira Congress was voted by poor people, women, oppressed, tribals and minority people. It was
no more puppet in the hands of so called syndicate or a group of rich industrialists, merchants,
politicians etc. It was actually an overall change system of earlier Congress Party.
HOTS
1. What does the word ―Political Earthquake‖ signifies in Indian Politics?
Ans: The word ―Political Earthquake signifies the electoral verdict of fourth general election in 1967
which jolted the Congress at both the national and state levels.
1. The Congress did manage to get a majority in the Lok Sabha , but with its lowest tally of seats.
2. Half the Ministers in Indira Gandhi‘s Cabinet were defeated.
2. Clarify ―Garibi Hatao‖ Programme.
Ans: This political reality, namely that the state congress parties were pocket boroughs of the rich
rural gentry meant that if the ―Garibi Hatao‖ programme had to be implemented, there should be
structural changes in the rural sector.
ASSIGNMENTS:-
QUESTIONS BASED ON PASSAGES,MAPS AND CARTOONS

Q. 1. Study carefully the given picture and paragraphs and answer the questions that follow:

Vijay, a young police officer is framed in false charges and sent to jail while fighting gangsters. Released
from jail, Vijay is determined to take revenge. He fights all odds and vanquishes the villains. Even while he is
engaged in taking revenge, Vijay is fighting the anti-social element and gets the tacit support of many others
from within the system.
This film portrayed the erosion of moral values and the deep frustrations arising from that quite forcefully. It
represents the indifference of the system and the harsh and volcanic eruption of protest through the anger of
Vijay. The film set the trend of what was later to be known as the 'angry young man' of the seventies
Questions:
1. Can you identify all the actor / actress seen in the picture? Write the names of any two out of them.
2. Who was the producer and director of the movie? In which year the film was released?
3. Write the names of any four actor-artists of the movie.
4. Discuss the story and main points related with the theme of the film.

89

805
Q.2. Study the cartoon carefully and answer the questions that follow:

1. To which year does the cartoon refer?

2. Name of the person for whom this comment Aya Ram Gaya Ram was made,
MAP QUESTIONS
Q.3. Study carefully the following map of India and answer the questions given below:

QUESTIONS:-

1. Write the names of any six states in which Congress Party got majority in 1967 assembly polls.
2. Write the names of any eight states where Congress did not get a majority in 1967 assembly polls but
formed government with the help from other parties and candidates.
3. Write names of two islands of India.
Q.4. Read the passage given below carefully and answer the questions that follow:
Shastri was the countries Prime minister from 1964-1966. During Shastri‘s brief Prime Minister Ship, the
country faced two major challenges. While India was still recovering from the economic implications of the war
with China, failed monsoons, draught and serious food crisis presented a grave challenge. As discussed in
the previous chapter, the country also faced a war with Pakistan in 1965, Shastri‘s famous slogan ―Jai Jawan
Jai Kissan― symbolized the countries resolve to face both these challenges.
1. What lesson should we take from Shastri‘s ji?
90

806
2. Who gave the Slogan ―Jai Jawan Jai Kissan‖? What did it symbolize?
3. During the regime of Lal Bahadur Shastri as the prime minister of India what were the greatest challenges
before the country?

91

807
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25

SUBJECT- PHYSICAL EDUCATION (NOTES- SEPTEMBER)

Ch - 6 Test and Measurement
Test and measurement is the instrument for getting essential details regarding the needs, capacities, abilities
and attitudes of students or sportspersons.
Every task and work need to be evaluated. Evaluation is based upon test and measurement. This is very
important to check the progress of an individual.
Test provides data or scores which can be measured and evaluated. A test helps to collect data which can be
evaluated for further improvement.
In Physical Education Tests are used to collect information or data about a specific skill, strength, endurance,
knowledge, and attitude. And Measurement is related to measuring size, height, weight, vital capacity,
achievement, etc.

SAI Khelo India Fitness Test in school

Age group 5-8yrs/ class 1-3
BMI, Flamingo Balance Test, Plate Tapping Test
Age group 9-18yrs/ class 4-12:
BMI, 50mt Speed test, 600mt Run/Walk, Sit & Reach flexibility test, Strength Test (Abdominal Partial Curl Up,
Push-Ups for boys, Modified Push-Ups for girls).

Body Mass Index (BMI)

Body Composition refers primarily to the distribution of muscle and fat in the body.
Body size such as height, lengths and girths are also grouped under this component.
The test performed is Body Mass Index (BMI), which is calculated from body Weight (W) and height(H).
BMI = W / (H x H), where W = body weight in kilograms and H = height in meters. The
higher the score usually indicating higher levels of body fat.

Plate Tapping Test

Tests speed and coordination of limb movement
Flamingo Balance Test
Ability to balance successfully on a single leg. This single leg balance test assesses the strength of the leg,
pelvic, and trunk muscle as well as Static balance.
Partial Curl Up (30sec)
The curl up test measures abdominal muscular strength and endurance of the abdominals and hip- Flexors,
important in back support and core stability.
Sit and reach test
Common measure of flexibility, and specifically measures the flexibility of the lower back and hamstring
muscles. This test is important as because tightness in this area is implicated in lumbar lordosis, forward
pelvic tilt and lower back pain
600 meter Run/Walk
Cardiovascular Fitness/Cardiovascular Endurance
Computing Basal Metabolic Rate
Basal metabolic rate (BMR) is the total number of calories or minimum level of energy that our body needs to
perform basic functions such as breathing, digestion, circulation, cell production, nutrient processing, protein
synthesis, and ion transport, etc. That means all our bodily functions that happen beyond our control.
92

808
Calculate Your BMR
You can either fi d BMI by using a formula designed by scientists or you can get it tested in a lab. Also, you
can use an online calculator.
The Harris-Benedict Equation is often used to estimate basal metabolic rate.
Men: BMR = 88.362 + (13.397 x weight in kg) + (4.799 x height in cm) – (5.677 x age in years)
Women: BMR = 447.593 + (9.247 x weight in kg) + (3.098 x height in cm) – (4.330 x age in years)
Motor Fitness Test And Measurement
Motor fitness refers to the capacity of an athlete to take part effectively in particular sports. It can also be said
that the fitness is a person‘s ability to do physical activity
Motor fitness is the ability to perform physical activities effectively and efficiently. There are 5 motor fitness
components which measures‘ fitness level of an athlete.
Harvard Step Test
Harvard step test was developed by Lucien Brouha and his associates in 1943.
This test is to measure the cardiovascular or Aerobic fitness of an athlete, by checking the recovery rate.

Requirements:
⛳One gym bench of 20 inches high for men and 16 inches for women
⛳Stopwatch

Test Administration
In this test,
Athlete step-ups and step-down on the gym bench for five minutes or until exhaustion, at a rate of 30 steps
per minute.
On the command ‗go‘ an athlete starts doing steps, stopwatch is switched on simultaneously.
After completing athlete sits down immediately

Pulse 1: The assistant measures the total number of heartbeat counted for 30 sec after 1 min of completion.

Pulse 2: The assistant measures heartbeat again after 2 min for 30sec.

Pulse 3: The assistant measures pulse again after 3 minutes for 30 sec.

Calculation
100 x Test duration in seconds / 2x Sum of pulses

For male excellent score is above 90, and for women it is above 86
Rikli & Jones – Senior Citizen Fitness Test & Measurement
Senior citizen fitness test was developed by Roberta Rikli and Dr. Jessie Jones. This test consists of six easy
and simple tests that assess the functional fitness of senior citizens.
Chair Stand Test

93

809
This test is to check leg strength and muscle endurance.
Requirements
Straight back chair without arms 45 cm high, stopwatch.
Test Administration
 Place the chair against the wall
 The person sits on the chair with feet apart
 Arms crossed at the the wrist and held close to chest
 From sitting position stand completely
 Repeats for 30 seconds
 The number of complete chair stand is scored.

Arm Curl Test

This test measures upper body strength and endurance. The aim is to do as many arm curls in 30 sec.
Requirements
 4 pound dumbbell for women and 8 pound for men
 A chair without any armrest.
 Stopwatch
Test Administration
 The person sits on the chair holding the dumbbell, arms vertically downward
 Curl forearm up through a full range of motion
 The number of complete Curl actions is the score
Sit and Reach Test

94

810
The purpose of this test is to measure the lower body flexibility.
Requirements:
Ruler, Straight back chair 45 cm high
Test Administration
 The person sits on the edge of the chair
 One foot on the floor and other foot extended with knee straight.
 Exhale and reach towards the toe
 Keep the back straight and head up
 Hold the reach for 2 sec
 Perform the test twice and consider the best
Back Scratch Test

This test measures the general range of motion of the Shoulder. It requires a ruler
Test Administration
 The test is done in a standing position
 One hand is kept behind the head over the shoulder
 Place the other hand behind the back. Fingers up
 Try to touch both arms finger
 Try the test twice and consider the best
8- Feet Up And Go Test

This test is designed to measure speed, agility and balance while moving
Requirements
95

811
  Stopwatch
 Straight back chair
 Cone markers
 Measuring tape
Test Administration
 Place a chair against the wall
 Keep a cone eight feet away in front of chair
 The person sits on the chair and hands resting on knees
 On the command GO person stand up and walk around the cone as quickly as possible and sit down
on the chair
 Scoring is counted based on time taken to perform
6 Minute Walk Test

This test is to measure Aerobic fitness.

Requirements
 Measuring tape to mark track distance
 Stopwatch
 Chair for rest
Test Administration
 The walking track is laid in rectangle area with cone marking
 Person walk as quickly as possible for six minutes to cover maximum distance
 Person can set their own pace and can stop to take rest
 Measure in metres the distance covered by a person in six minutes

Johnson-Metheny Test of Motor Educability

 The Johnson-Metheny Test battery is an updated version of the Johnson Educability Test developed
back in 1932. It aimed to assess neuromuscular skill capacity through a set of ten specific items. In
1938, Methney made improvements by reducing the items to four key motor stunts: Front Roll, Back
Roll, Jumping Half-Turns, and Jumping Full-Turns.
 The testing area consists of a 15-foot long mat, divided into ten 18-inch sections with alternating ¾-
inch and 3-inch transverse lines. Additionally, there‘s a ¾-inch wide lengthwise line in the middle of the
mat area
Here‘s the procedure for each stunt:
 1. Front Roll: Disregarding the central line, stand outside the marked area and execute two front rolls.
The first roll should cover up to 7.5 feet, within the 3-inch-wide center line, and the second roll should
cover the remaining 7.5 feet. It‘s important to complete the rolls without touching the boundaries or
exceeding the specified zones.
 Scoring: You earn 5 points for each correctly performed roll, allowing a maximum of 10 points. If you
go beyond the sideline (left or right) during either roll, 2 points are deducted for each instance. Going
past the end limit during a roll results in a 1-point deduction for each occurrence. Failing to execute a
proper front roll results in a full deduction of 5 points.
 Back Roll: This test mirrors the front roll in execution and scoring. Start outside the marked chart area
96

812
 and execute two back rolls within the 2-foot lane area — the first back roll covering the first half and
the second back roll covering the second half.
 Jumping Half Turns: Begin standing with your feet on the first 3-inch line. Jump with both feet to the
second 3-inch wide line while performing a half turn to the right or left. Then, jump to the third 3-inch
line, executing a half turn in the opposite direction to your first half-turn. Continue to the fourth and fifth
3-inch wide lines, alternating half turns to the right and left.
 Scoring: If you flawlessly execute four jumps, you earn ten points. Deduct only 2 points for each
incorrect jump, like not landing with both feet on the 3-inch line or turning in the wrong direction, or
both.
 Jumping Full Turns: Start with your feet outside the marked area, positioned at the center of the
lane. Jump with both feet together to the second rectangular space, executing a full turn to the right or
left. Keep jumping to alternate rectangular spaces on the marked mat, performing full turns in the
same direction, and ensure you land on both feet every time.
 These tests are tailored for boys to perform four stunts and for girls to perform three stunts, each
contributing to the assessment of neuromuscular skills.

97

813
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- PSYCHOLOGY (NOTES- SEPTEMBER)
THEREPEUTIC APPROCHES
Psychotherapy is defined as a voluntary relationship between the one seeking treatment who is known as the
client and the one who treats the client is known as the therapist. Therapeutic Relationship aims at resolving
the psychological problems of the client.
Goals of Psychotherapy

 Modifying Changing Patterns

 Increasing Self-Awareness
 Facilitate Decision-Making
 Improving Habits
 Unleashing the potential of the client to the fullest
 Improving interpersonal relationships
 Help the client in living a fulfilling life
Therapeutic Relationship
The therapeutic relationship is defined as the special relationship between the client and therapist and this is
not a long-lasting professional relationship instead it is very professional in nature. Two components of the
therapeutic relationship are:

 Contractual nature of the relationship in which two willing individuals, the client, and the therapist,
enter into a partnership that is propelled by the aim of resolving the problems of the client
 Limited duration of the psychotherapy
Types of Therapies
There are various types of therapies like psychodynamic therapy, behavioral therapy, cognitive therapy, and
the factors which determine the classification of kinds of therapies are mentioned below:

1. What is the cause of the problem?

2. How did the cause come into existence?
3. What is the chief method of treatment?
4. What is the nature of the therapeutic relationship between the client and the therapist?
5. What is the chief benefit to the client?
6. What is the duration of treatment?
Psychodynamic Therapy
Psychodynamic therapy is considered as the oldest form of therapy which was given by Dr. Sigmund Freud
and this therapy explained the sources of psychological distress, conceptualized the structure of the psyche,
dynamics between different components of the psyche.
Methods of Eliciting Nature of Intrapsychic Conflict

1. Free Association is used for understanding the problem of the client and in this technique, the client is
asked to lie down on the couch and after the therapeutic relationship has been established, the client
is encouraged to speak whatever comes to his/her mind without any filter
2. This technique aids in understanding the nature of the client‘s psyche and what goes on into the
unconscious mind of the client
3. Dream Analysis is a technique in which the client is asked to write down his/her dreams after waking
up and the client‘s dreams give a clear picture of their unconscious mind and unresolved problems in

98

814
 their life
Modality of Treatment
Transference and Interpretation are the methods of treating the patient. Let us explore these in-depth
mentioned in Chapter 5 Psychology Class 12 for you:
Transference

 After Dream Analysis and Free Association, the client starts identifying the therapist as an authority
figure of the past which may be a punitive father or a negligent mother. This process of identification is
termed Transference
 This process is important as the therapist is able to understand the client‘s problems in a more clear
and accurate manner
 The therapist becomes a substitute for the person against whom the client has harbored anger,
frustrations and the therapist encourages the client to express those feelings. This process is termed
Transference Neurosis
 Transference is further of two types, Positive Transference in which the client falls in love or idolizes
the client, and Negative Transference in which the client harbors feelings of resentment towards the
therapist
 Transference is further met with resistance as Transference involves the expression of those feelings
which makes the client feel uncomfortable and hence, clients may avoid therapy sessions at times,
oppose the progress of therapy, etc
Interpretation
Confrontation and Clarification are two analytical techniques of interpretation

 In a confrontation, the therapist encourages the client to face that aspect of their psyche which is
important for them to resolve their problems
 Clarification is the process in which the therapist clears all the ambiguity in the client‘s mind regarding
the past events by highlighting it‘s relevant details
 By using interpretation the therapist makes the client aware of the intrapsychic conflict happening in
the client‘s mind
 The repeated process of Confrontation, Clarification, and interpretation is termed as Working Through
and Insight is the outcome of Working.
 Through which is not a sudden event but a gradual process in which the client understands their
problem in a clear way accepts it and gains intellectual and emotional insight
Duration of Treatment
Psychodynamic Therapy lasts for several years with one-hour session 4-5 days a week. The three stages of
Psychodynamic Therapy you have to study in Chapter 5 Psychology Class 12:

 Stage 1 comprises dream interpretation and free association in which the nature of the client‘s
problem is understood
 Stage 2 comprises Transference, Resistance, Confrontation, Clarification in which the client‘s problem
is Fully uncovered and brought to utmost clarity
 In stage 3, emotional and intellectual insight is gained as an outcome of working through
Behavior Therapy
Behavior Therapies lay focus on the fact that Psychological distress arises because of faulty thinking or
behavioral patterns. The ultimate focus is laid on present thinking patterns and thoughts and the past is just
relevant for understanding the cause of clients‘ maladaptive behavior. The past is not relived, unlike
Psychodynamic Therapy.
Method of Treatment

1. Behavioral Analysis is conducted to find maladaptive behaviors, antecedent, and maintaining factors
99

815
 of the maladaptive behavior
2. Antecedent factors are the causal factors behind the malfunctioning Behaviour and maintaining factors
are those factors that maintain the maladaptive Behaviour
3. Once the above-mentioned factors are identified, the way of treatment is identified and that can be
either antecedent operations in which the antecedent factors are controlled by the therapist and in
establishing operations the reinforcing value of the consequence is increased or decreased
Techniques of Behavioral Therapy
Various techniques of behavioral therapy are discussed below:

1. Aversive Conditioning – Here an association is made between an undesirable response and an

unfavorable consequence and this Technique is used in rehabilitation centers
2. Positive Reinforcement- When the adaptive Behaviour occurs rarely, positive reinforcement is used to
cover up the deficit
3. Negative Reinforcement- It is provided in order to escape the painful stimulus in the environment.
4. Modeling – In order to bring the desired change in the behavior, the client will try to imitate or shadow
the movements of the person whom they consider as their role model
5. Other techniques of behavioral therapy are token economy, differential reinforcement, principle of
reciprocal inhibition, and systematic desensitization
Cognitive Therapy
As per cognitive Therapies, the underlying cause of our psychological distress lies in our irrational beliefs and
thoughts.
Rational Emotive Therapy
Albert Ellis formulated rational-emotive therapy. The first step in this therapy is ABC (Antecedent-Behaviour-
Consequence) analysis where Antecedent events are the causal factors of Psychological distress, Irrational
beliefs are found out by interviewing the client and these beliefs distort the reality. Irrational Beliefs are
characterized by ‗musts‘ and ‗shoulds‘. An example of an Irrational belief is that one should be loved by
everyone all the time. Irrational beliefs about the Antecedent event lead to consequences which negative
emotions and Behaviours. Irrational beliefs in this therapy are assessed by non-directive questioning which is
subtle and gentle in nature. The client overcomes their psychological distress by replacing their irrational
belief system with a rational belief system.

Cognitive Therapy by Aaron Beck

Society, peers, and parents shape up the Beliefs of an individual and as per the cognitive therapy given by
Aaron Beck, these beliefs are known as core schemas. For example- If a child didn‘t have any friends in
childhood then he may develop a belief that ―I am worthless‖ which leads to the development of automatic
negative thoughts called cognitive distortions which distort reality in a negative way. The Therapist in this
case uses a way of questioning which is gentle and subtle in nature.
Cognitive Behaviour Therapy
CBT is considered as a short and efficacious treatment for a plethora of Psychological Disorders like anxiety,
panic attacks, borderline personality, etc. It combines Techniques of Behaviour Therapy along with Cognitive
Therapy and it is based on the BioPsychosocial approach. CBT addresses Biological aspects through
relaxation procedures, Psychological problems through Behaviour Therapy and cognitive therapy techniques,
and social problems through changing environments.
Humanistic-Existential Therapy
The main cause of Psychological distress is feelings of loneliness, alienation, and inability to find meaning
and responsibility in life. The main features of existential therapy are explained as follows-

1. Humans are propelled by the notion of personal growth and attaining a state of self-actualization which
is defined as the tendency of humans to become more integrated and achieve a state of balance in life
2. Free emotional expression is a prerequisite for self-actualization but it is curbed by society as
100

816
 complete emotional expression releases negative emotions like anger, sadness, etc
3. In humanistic therapy, a non-judgemental and permissive atmosphere is given to the client where the
client completely expresses his/her emotions
4. In this therapy, the therapist is a mere facilitator and success mainly depends upon the client
5. Existential Therapy was proposed by a famous psychiatrist and neurologist Victor Frankl and this
therapy is also known as Logotherapy
6. The main motive of the therapist is to help the client find meaning and purpose in his/her life
irrespective of life circumstances and this process is called the process of meaning-making
Client-Centered Therapy
This Therapy was given by Carl Rogers. The main focus is to provide a warm relationship so that the client
can reconnect and understand his/her disintegrated feelings. In client-centered therapy, the Therapist
provides unconditional positive regard which means total acceptance of what the client actually is, empathy
which means understanding the client‘s problems from their perspective, and that helps clients feel secure.
Biomedical Therapy
In some cases, medicines are used to treat mental Disorders and these medicines can be given by
professional doctors called Psychiatrists. Key features of biomedical Therapy are given below:

1. Psychiatrists specialize in understanding, diagnosis, and treatment of mental disorders.

2. Severe mental Disorders like Schizophrenia or bipolar disorder require antipsychotic drugs whereas
disorders like generalized anxiety disorder or depression require milder drugs.
3. Medicine should be given under proper medical supervision as medicines can cause side effects at
times.
4. Electro-convulsive therapy (ECT) is another form of biomedical therapy where Electric shock is given
via electrodes to the brain of the patient to induce convulsions.
5. ECT is not a routine treatment and is given only when drugs are not effective in controlling the
symptoms of the patient.
Factors Contributing to Healing in Psychotherapy
The technique adopted by the therapist and its execution is a major factor that contributes to healing in
Psychotherapy. Factors contributing to healing in Psychotherapy are given as follows:

1. The therapeutic alliance between the Therapist and client is also an important factor as the healing of
the client depends on warmth and empathy provided by the Therapist.
2. The process of complete emotional expression which is called catharsis is important for healing.
3. Some non-specific factors like patient variables like motivation for change, the expectation of
improvement due to therapy, and therapist variables like warmth, positive nature, etc
Ethics in Psychotherapy
Just like every job role, psychotherapy also has some ethics to be followed by every individual. Ethical
standards that need to be adhered to by psychologists are mentioned below:

1. Informed Consent needs to be taken

2. Respect for human rights and dignity
3. Confidentiality of the client‘s problem must be maintained
4. Professional competence and skills are musts
5. Alleviating the personal distress of the client must be the goal of therapy
6. The integrity of the practitioner-client relationship must be there
Alternative therapies
They are mainly categorized under two heads – Yoga and Meditation. alternative therapies as well which are
explained as follows:

1. Yoga has gained immense importance in the last 25 years and it includes either practice of Asanas or
101

817
 Breathing practices or both
2. The two most popular yoga techniques are Sudarshan Kriya Yoga and Kundalini Yoga
3. Sudarshan Kriya Yoga is a beneficial, low-cost treatment of stress, anxiety, post-traumatic stress
disorder. Research conducted at the National Institute of Mental Health and Neurosciences, India has
arrived at a conclusion that Sudarshan Kriya Yoga enhances mood, well-being, and mental state of
mind
4. Kundalini Yoga is considered to be effective in the treatment of mental disorders
5. Institute of Nonlinear Sciences, University Of California, San Diego, USA has found that kundalini
yoga to be an effective treatment of OCD. Kundalini Yoga includes Pranayama and Chanting Of
Mantras
6. Meditation is a set of techniques that helps in enhancing focus, attention and altering the state of
consciousness by focussing on the inner self. Mindfulness meditation helps in improving focus,
treatment of depression, and proper processing of stimuli
Rehabilitation of Mentally Ill
Treatment of psychological disorders have two components

 Reduction Of Symptoms
 Improvement In Quality Of Life

1. Above mentioned points are applicable in mild problems like Generalised Anxiety Disorders(GAD), but
in case of severe disorders like schizophrenia it is not applicable
2. Rehabilitation is propelled by the purpose to empower clients to become productive members of
society
3. In rehabilitation, patients are given occupational therapy, social skills training, vocational therapy, and
cognitive training and they are described below:

 Occupational Therapy- Clients are taught work therapy and they are taught skills like weaving, paper
making, etc
 Social skills training- Clients are taught interpersonal skills like empathy, communication skills,
cooperation, etc
 Vocational therapy-employability skills are taught to clients in vocational therapy
 Cognitive training-patients are taught cognitive skills like decision-making, memory, etc

102

818
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- PAINTING (NOTES- SEPTEMBER)

THE INDIAN NATIONAL FLAG AND

THE BENGAL SCHOOL OF PAINTING
(From the beginning to mid of the 20th Century)

103

819
104

820
105

821
106

822
107

823
108

824
109

825
110

826
111

827
112

828
113

829
114

830
115

831
116

832
117

833
118

834
119

835
120

836
121

837
122

838
123

839
124

840
125

841
126

842
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25

SUBJECT- NCC (NOTES- SEPTEMBER)

UNIT- 4 (PERSONALITY DEVELOPMENT AND LEADERSHIP)

Comprehension Questions:
Q1. Answer the following in about 15 words:
(i) Why one might become uncomfortable by being honest with one's self?
Ans: It happens as a large number of people lie to themselves because they don‘t know who they are, nor do
they want to accept who they are. The one that outwardly lies to others to change a perception, may be doing
it out of self-preservation due to their personal circumstances. But they‘re also lying to themselves to change
a reality.
(ii) What are recognized under self-awareness?
Ans: Self-awareness involves knowing ourselves and our personality, and accepting oneself in spite ofour
imperfection. It includes all aspects of ourselves – our thoughts, emotions, likes, dislikes, strengths,
weaknesses, fears, fantasies, ambitions, values, priorities, goals, desires, needs, etc.
To have complete self-awareness one needs to concentrate on two aspects: i) how we perceive ourselves -
our strengths, weakness, abilities etc., and ii) how others perceive us. Both the views together give a person a
complete picture about one self.
(iii) What are the reasons for unhappiness and poor adjustments in persons?
Ans: Unhappiness and poor adjustments in persons are mainly because of discrepancies between the
perceived and the real or ideal self. These unhappiness and poor adjustments are due to misperceptions of
self which there by leads to discontentment.
(iv) What factors boost up self-confidence?
Ans: Recognition of self, One‘s own character, strengths and weaknesses, desires, likes and dislikes, and
skills and also bing aware of the good points about oneself helps young people boosts a sense of self-esteem
and self-confidence.
(v) List the various activities for which self-motivation is required.
Ans:
 Initiative: The tendency to act, take charge, or move forward before others does.
 Drive to achieve: The desire to accomplish something versus working for external rewards like
money or prestige.
 Commitment to goals: The persistence to reach goals.
 Resilience: The ability to keep going in spite of difficulties.
 Passion for work: The enjoyment of the work itself.
 Eagerness: The desire to try new things and take on new challenges.
 Desire to improve: The need to keep getting better (Goleman, 2018).
 Self-efficacy: The belief that your actions will lead to desired results
(vi) Give two examples of values.
Ans:
(a) Prudence - To make right decision.
(b) Courage - To stay course and resist temptation of all kinds.
(vii) What is mindset?
Ans: Mindset is the sum of your knowledge, including beliefs and thoughts about the world and yourself in it. It
is your filter for information you get in and put out. It determines how you receive and react to information.
(viii) How do people react when their interpretations go extreme on things?
127

843
Ans: People react with exaggerated feelings of anxiety, depression, anger or superiority when their
interpretations go extreme on things.
(ix) How can we develop a right mindset?
Ans: We can get a right mindset by following the points as under:
 Get the Best Information Only
 Role Model the Best People
 Examine Your Current Beliefs.
 Shape our Mindset with Vision and Goals
 Find our own Voice.
 Let Go of Comparisons
 Put an End to Perfectionism.
 Look at the Evidence
 Redefine What Failure Means.
 Stop Worrying about What ―People‖ Think
(x) What is the starting point in the growth of mindset?
Ans: The starting point in the growth of mindset is that people believe that their most basic abilities can be
developed through dedication and hard work.
(xi) Who must be your role model to change your mindset?
Ans: One should look for the best people in one‘s field and try to model what they did right. S/he should adopt
their kind of thinking and mindset and follow them. That way one can actually improve and personalize their
mindset to fit perfectly for one‘s own needs. It‘s never copying; it‘s taking what works for the one by getting
inspiration and quality input.
(xii) What are the various ways of communication?
Ans: There are three ways of communication as under:-
(a) Aggressive. They believe that everyone should like them; I am never wrong I`ve got rights but you don`t.
They have a closed mind and are poor listeners. They have difficulty in seeing the other person‘s point of
view, they interrupt and monopolize. They tend to dominate and put down others. They are bossy. While
communicating they frown, stare, talk loudly or have a yelling tone of voice.
(b) Passive. The persons do not express their true feelings; they do not disagree and think that others have
more rights than they do. Their communication style is indirect, they always agree and do not speak out and
are very hesitant. While communicating they often lack facial expression and stand with down cast eyes.
(c) Assertive. The person believes he/she as well as others are valuable. They know that if they have rights
then others also have rights. They are active listeners and check on others feelings. They are action oriented,
attentive, vocal, expressive, good listeners, aware, supportive, persuasive, fair, open and consistent in
behaviour. Their expectations are realistic. They have open and natural gestures. They maintain an eye
contact while communicating.

(xiii) What is intrinsic to human nature?

Ans: An essentialist notion of human nature - "Human nature is the set of properties that are separately
necessary and jointly sufficient for being a human." These properties are also usually considered as
distinctive of human beings. They are also intrinsic to humans and inherent to their essence.
(xiv) What happens if we have bitterness in our hearts?
Ans:The students will do it on their own.
(xv) What will happen if people start taking their relationships for granted?
Ans: The students will do it on their own.
(xvi) How can we make others feel that we are listening to them?
Ans:The students will do it on their own.
(xvii) What are leadership traits?
Ans: These area as under: -

128

844
(a) Alertness
(b) Bearing
(c) Courage
(d) Decisiveness
(e) Dependability
(f) Endurance
(g) Initiative
(h) Integrity
(i) Judgement
(j) Justice
(k) Knowledge
(l) Loyalty
(m) Sense of humour
(n) Tactful
(o) Unselfishness
(xviii) Name the three traits which every leader must have.
Ans:
1. Values
2. Self-Awareness
3. Good Communication
(xix) What are the sources from which courage gets its strength?
Ans:
 Your Strengths
 Your Perspective
 Your Attitude
 Your Optimism
(xx) Which quality helps a leader to take a decision in a crisis situation?
Ans: His ability to remain unperturbed, his ability to think rationally when his men have ceased to think, to be
decisive in action when they are paralyzed by fear.

(xxi) Why should a leader possess leadership traits?

Ans: Leadership traits that are of paramount importance to a leader as s/he is able to capitalize on his/her
strong traits and at the same time takes steps to improve his/her weak traits.
(xxii) How many leadership styles are there? Name them.
Ans: (a) Autocratic
(b) Democratic
(c) Laissez Faire
(xxiii) Who is responsible for all the decisions and actions in an autocratic style of leadership?
Ans: The Leader himself/herself is responsible for all the decisions and actions in an autocratic style of
leadership.
(xxiv) Why is time considered most important asset?
Ans: Time is considered most important asset as time management very important for success. It is a set of
skills, tools, and systems that work together to help us to get more value out of our time and use it to
accomplish what we want. Successful people use time management to achieve outstanding results, both
personally and professionally.
(xxv) Name the major time wasters.
Ans:Time Wasters
Time is like a precious jewel. It must be guarded well and worn with discretion or we will suddenly realize that
it has been stolen. Major time-wasters are:
a) Telephone/Mobile Phone
129

845
b) Visitors
c) Paperwork
d) Lack of Planning
e) Socializing
f) Indecision
g) Television
h) Procrastination
(xxvi) What do you understand by „manual dexterity‟?
Ans: By ‗manual dexterity‘, we mean the speed and co-ordination with which one performs complicated tasks
with one‟s hands.
(xxvii) What are the reasons that hamper the decision-making process?
Ans: Ignorance, fear, or lack of confidence in the facts are the reasons that hamper the decision-making
process.
Q2. Answer the following in about 50 words:
(i) What is the full form of SWOT? What does SWOT analysis focus on?
Ans:Full form of SWOT is as under:
INTERNAL
Strengths – S
Weaknesses – W
EXTERNAL
Opportunities in your field – O
Threats in your field - T
An interesting way to become self-aware is the use of SWOT analysis which focuses on the internal and
external environments, examining strengths and weaknesses in the internal environment and opportunities
and threats in the external environment.
The purpose of a SWOT is to actively promote the identified strengths, minimize weaknesses by planning
them out of existence, exploit the opportunities before the window closes and have contingency plans in place
to minimize threats before they materialize.
(ii) What are the aspects on which one needs to concentrate in order to have complete self-
awareness?
Ans: Self-awareness sounds very simple - after all don‘t we know ourselves. But if we are honest with
ourselves, we might become uncomfortable and experience stress since we will see our deficiencies and
failure. Self-awareness is a unique human capacity. Self-awareness is the concept that one exists as an
individual, separate from other people, with private thoughts. Self-awareness is a personal understanding of
the very core of one‘s own identity. Self-awareness includes our recognition of ourselves, our character,
strengths, weaknesses, desires and dislikes. It can help us to recognize when we are stressed or feel under
pressure. It is often a pre-requisite for effective communications, interpersonal relationship and developing
empathy for others.
(iii) What do you understand by „personality dimensions‟? List some dimensions of personality.
Ans: Personality can be defined as the distinctive and characteristic patterns of thought, emotion and
behaviour that define an individual‘s personal style of interacting with the physical and social environment.
Personality has various dimensions, including our openness, conscientiousness, attitudes, etiquettes, values
etc.
(iv) Explain the three different types of attitude displayed by a person.
Ans:Attitude is a mindset- the ‗way‘ think and look at things. All of us, at one time or another express the three
different types of attitudes, positive, negative and neutral. Attitude is the way you look at things. Half a glass
of water may appear half empty tone and half full to another.
Three different types of attitudes are as under:
1. Positive attitude
2. Negative attitude
130

846
 3. Neutral attitude
(v) What is proactive approach to change one's mindset?
Ans: Having proactive thinking refers to a person‘s ability to anticipate events so that he/she can take control
of a situation and prepare for the situation ahead of time. Being proactive at work means always thinking
about the future, planning and preparing for what lies ahead. It means taking action today to make tomorrow
better.
(vi) Name the things that must be done for the protection of one's mindset.
Ans:One thing you have to do is to protect your mindset against the naysayers and people who want to drag
you down. You also have to protect it against bad information and against overload. Keeping your confidence
is a big thing. So please stay on the right path, look to improve yourself and to help others along the way. You
can‘t go wrong with that.
(vii) What do you understand by „communication‟?
Ans: Communication is sharing ideas, opinions, thoughts, feeling and understanding through speech, writing,
gestures or symbols between two or more persons. We are communicating all the time with others. It also
involves:
(a) Maintenance and provision of uninterrupted telecommunication through telephone services /telefax,
mobile phones, VHF transmitters etc.
(b) Dissemination of information, monitoring media coverage and quelling of rumours.
(viii) Why is it important to communicate our feelings to others?
Ans: Communication is said to be the basis of every interpersonal relationship. In fact, effective
communication is the key to a healthy and long lasting relationship. If individuals do not communicate with
each other effectively, problems are bound to come. Communication plays a pivotal role in reducing
misunderstandings and eventually strengthens the bond among individuals. A relationship loses its charm if
individuals do no express and reciprocate their feeling through various modes of communication. A healthy
interaction is essential for a healthy relationship.
(ix) How can stress be relieved?
Ans: Stress can be relieved if we recognize the source of stress in our lives, and also learn about how this
affects us physically and emotionally and then act in way that help us control our levels of stress, by changing
our environment or life style and learning how to relax.
(x) What factors hamper effective communication?
Ans: Effective communication is the ability to express, verbally through spoken or written language and non-
verbally through gestures and body movements, in ways that are culturally acceptable. Speech problem, too
long sentence, mumbling, speaking too softly, hearing problems, listeners interrupting the speaker, loud
external noises, etc. all hamper proper communication.
(xi) What are the qualities of assertive people?
Ans:These person believe that he/she as well as others are valuable. They know that if they have rights then
others also have rights. They are active listeners and check on others feelings. They are action oriented,
attentive, vocal, expressive, good listeners, aware, supportive, persuasive, fair, open and consistent in
behaviour. Their expectations are realistic. They have open and natural gestures. They maintain an eye
contact while communicating.
(xii) Who are 'selective listeners'?
Ans: There are people who listen selectively, who miss much of the message and only focus on points
relevant to him or her. Sometime we do not listen to our friends and other people; sometimes they do not
listen to us. In either situation, there will be a problem in communication and understanding.
(xiii) Why is the study of leadership traits important for an individual?
Ans: With adequate leadership traits one develops an all-round dynamic personality to deal and contribute
effectively in all walks of life. It improves self-awareness of a cadet and helps in building up interpersonal
relationship, positive attitude, improves communication skills, time management, leadership skills, realization
of importance of teamwork etc.
(xiv) Which factors help the leader to decide the traits on which he/she should lay more emphasis?
131

847
Ans: The following factors influence/ shape personality and these help the leader to decide the traits to lay
emphasis upon:
(a) Hereditary.
(b) Self-Development.
(c) Environment.
(d) Education.
(e) Life-situations.
(f) Past Experiences.
(g) Dreams and Ambitions.
(h) Self-Image.
(j) Values.
(xv) Why is a uniform style of leadership cannot be effective at all times?
Ans: A uniform style of leadership cannot be effective at all times as the goals and the people with whom the
leader has to wk will be different at different times. An effective leader must therefore be able to carry his style
of leadership if he is to get the best out of his men.
(xvi) What does autocratic and democratic style of leaderships believe in?
Ans:
Autocratic Style of Leadership.
The traditional autocratic style implies the total concern for mission accomplishment with little or no concern
for human relations. It is based on the assumption that a leader derives power from the position he holds.
Democratic Style of Leadership.
This is also known as non-directive style. This stresses the concern for human relationships. In this style of
leadership, you share your responsibilities with your subordinates by involving them in both the planning and
execution of tasks. This style assumes that the real power of a leader is granted by the group he leads. This
style also assumes that people can be basically self-directed and creative at wk if properly motivated.
Democratic style encourages group discussion and decisions are arrived through consensus.
(xvii) What do you understand by Time Management?
Ans:Time management:
a) Reduces or eliminate wasted time and effort so we'll have more productive time each day.
b) Improves our productivity so we can accomplish more with less effort.
c) Focuses our time and energy on what is most important and make time for thethings we want and value.
Thus time management helps us to find greater balance and fulfilment.
d) Improves our performance while reducing stress.
e) Sets and achieves our long-term goals.
Time management is a set of skills, tools, and systems that work together to help us to get more value out of
our time and use it to accomplish what we want. Successful people use time management to achieve
outstanding results, both personally and professionally. The key to time management is to realize that we
cannot possibly do everything that there is to do; instead, we have to consciously decide what we are going to
do with the limited amount of time that we have at our disposal.
(xviii) In what sense is telephone a time waster?
Ans: Time is like a precious jewel. It must be guarded well and worn with discretion or we will suddenly realize
that it has been stolen. Telephone is taken to be a time waster as we do not use it judiciously. We should
learn to control the telephone, or it will control us. We must regard telephone as a business tool, not a social
one. We should practice having a quick, to the point conversations.
(xix) Define 'procrastination'.
Ans: Procrastination can best be defined as putting off the doing of something that should be done – instantly
and habitually.
(xx) How can one avoid a crisis situation?
Ans: The best way to avoid a crisis is to anticipate it and prepare the things proactively to deal with the crisis.
(xxi) What is the foundation of good time-management?
132

848
Ans: Time management is a set of skills, tools, and systems that work together to help us to get more value
out of our time and use it to accomplish what we want. Successful people use time management to achieve
outstanding results, both personally and professionally. The key to time management is to realize that we
cannot possibly do everything that there is to do; instead, we have to consciously decide what we are going to
do with the limited amount of time that we have at our disposal.
(xxii) What is the common mistake that people make while managing their time? How can it be
corrected?
Ans: We may sometimes complain that we lack time. But we have all the time there is for us. At work there is
the time which you can choose to spend at your will – a committed time. If we are alert we may find portions
of it, which are actually free time. E.g. Travel time: It can be put to profitable use for thinking, reading, and
writing. Waiting time is another committed time which could be put into use. It is healthier and more time
efficient to travel by rail. We should remember that a day has a hundred pockets of time if we know where to
look for them.
Q3. Answer the following in about 75 words:
(i) What are the various aspects in which a person perceives himself?
Ans:The students will answer this question on their own.
(ii) Explain any two dimensions of personality.
Ans:The students will answer this question on their own.
(iii) How does comparison help in changing mindset?
Ans:The students will answer this question on their own.
(iv) What is the biggest hurdle in developing a right mindset and how is it the biggest hurdle?
Ans: The biggest hurdle in developing a right mind set is one‘s own self-limiting beliefs. It is the biggest hurdle
in the sense that it blocks your thought process and efforts. One more thing you have to do is to protect your
mindset against the naysayers and people who want to drag you down. You also have to protect it against
bad information and against overload. Keeping your confidence is a big thing. So please stay on the right
path, look to improve yourself and to help others along the way. You can‘t go wrong with that.
(v) „Your inner voice plays a vital role in developing a right mindset.' Explain.
Ans: One of the most beautiful things is when you find your very own way, something what you could call
finding your voice. To help you find this, answer these four questions.
(a) What are you good at? That‘s your mind.
(b) What do you love doing? That‘s your heart.
(c) What need can you serve? That‘s the body.
(d) And finally, what is life asking of you? What gives your life meaning and purpose? What do you feel like
you should be doing? In short, what is your conscience directing you to do? Thatis your spirit.
(vi) What are the various internal negative aspects that one needs to improve?
Ans:
1. Fear of failing holds many of us back, especially high achievers who may be afraid to deviate from
their comfort zones. If you go through life afraid to fail you often end up living a life where you never try
anything new. When you re-define ―fail‖ to mean ―lessons learned‖ you can start to see how every step
you take brings you closer to your dreams. When an idea or project fails to take off it offers you an
opportunity to learn.
2. You will never please everyone so basing your decisions on what other people will think of what you
do or say is an exercise in frustration. This is true whether it is business where you cannot have
everyone as your target market or your personal life where your friends and family have their own
ideas separate to your own. Most people are not even thinking about you and your actions on a day-
to-day basis so why hand over power to them and let their potential reactions influence your actual
actions.
3. Perfectionism is often the biggest roadblock we face. Too many people feel that if they can‘t deliver
100% with everything right and ―just so‖, then they should abandon the idea completely. Learn to take
one step at a time, build on things (skills, tasks, writing) and accept that it will never be perfect. It is
133

849
 important to look at growth over time and accept that putting something imperfect out there in the
universe is better than staying safe and never attempting anything new.
(vii) Discuss the various ways of communication.
Ans:The students will answer this question on their own.
(viii) What are the things that indicate non-verbal communication?
Ans:The students will answer this question on their own.
(ix) Why is effective communication important for youth?
Ans:The students will answer this question on their own.
(x) What is the significance of the uniform worn by a leader? How should a leader conduct himself /
herself?
Ans: The uniform gives a leader a sense of pride and being different. It carries value and respect. It makes
him/her feel responsible and committed. A leader in uniform is expected to behave very responsibly and with
full accountability for the jobs/tasks assigned to him/her.
(xi) Given two situations: a) To work as per your convenience or b) To work as per the demands of
your job, Which one will you choose and why?
Ans. The students will answer this question on their own.
(xii) Why should a leader have a good sense of humor?
Ans: A leader should have a good sense of humour to make all under him/her feel at ease while he /she is
leading them for a job. It makes the environment conducive and work-oriented.
(xiii) What time decides the winning or losing of a battle? What leadership trait helps at this time and
how?
Ans: The winning of losing of a battle largely depends upon effective planning with a foresight by the leader
and its timely execution. A leader is the one who leads from the front, setting himself/herself as the role
model, facing the adversary and danger. He/she should be the individual with courage and conviction to win
and the same value and attitude is to be transferred to his/her people down in the command.
(xiv) According to you, which of the two leadership styles is better and why?
Ans:The students will answer this question on their own.
(xv) Do you think emotions and human relationships should be given a place in leadership? Why/ Why
not?
Ans:The students will answer this question on their own.
(xvi) List the principles of time management.
Ans:The students will answer this question on their own.
(xvii) How does maintaining a Time log helps to save time?
Ans:The students will answer this question on their own.
(xviii) Why is it important to identify long term goals?
Ans:The students will answer this question on their own.
(xix) Why planning on a weekly basis is more important than daily planning?
Ans:The students will answer this question on their own.
(xx) What are the various ways of evaluating oneself as a good delegator?
Ans:The students will answer this question on their own.
Q4. Answer the following in about 150 words:
(i) „Every single human being is born in this world with different qualities inherent and later they
acquire some as they live and learn.' Comment.
Ans:The students will answer this question on their own.
(ii) What do you understand by positive external conditions? How can one take advantage of these?
Ans:The students will answer this question on their own.
(iii) Explain any 4 ways through which mindset can be changed.
Ans:The student will find out the answer on their own.
(iv) „Sometimes we feel that we are unable to do something or we are not good enough.‟ What is the
reason for such feelings? How can they be changed?
134

850
Ans:The students will answer this question on their own.
(v) Explain the statement: 'People who communicate effectively know how to interact with others but
without sacrificing their own needs and integrity.'
Ans:The students will answer this question on their own.
(vi) Discuss the three styles of communication.
Ans: There are three ways of communication as under:-
(a) Aggressive. They believe that everyone should like them; I am never wrong I`ve got rights but you don`t.
They have a closed mind and are poor listeners. They have difficulty in seeing the other person‘s point of
view, they interrupt and monopolize. They tend to dominate and put down others. They are bossy. While
communicating they frown, stare, talk loudly or have a yelling tone of voice.
(b) Passive. The persons do not express their true feelings; they do not disagree and think that others have
more rights than they do. Their communication style is indirect, they always agree and do not speak out and
are very hesitant. While communicating they often lack facial expression and stand with down cast eyes.
(c) Assertive. The person believes he/she as well as others are valuable. They know that if they have rights
then others also have rights. They are active listeners and check on others feelings. They are action oriented,
attentive, vocal, expressive, good listeners, aware, supportive, persuasive, fair, open and consistent in
behaviour. Their expectations are realistic. They have open and natural gestures. They maintain an eye
contact while communicating.

(vii) How does appreciation create a difference in anyone's life? Substantiate your answer with a
suitable example from your life.
Ans:The students will answer this question on their own.
(viii) What are the advantages of effective communication?
Ans:Effective communication develops the ability to express, verbally through spoken or written language and
non-verbally through gestures and body movements, in ways that are culturally acceptable.
(ix) Which two qualities are indispensable for a leader to have and cannot be compromised on? Why
are they so important?
Ans: Character and Honesty
Note: The students will develop their own answer.
(x) Why is reliability important in any sphere of an activity?
Ans: You cannot get very far in any sphere of activity without reliability. Set yourself high standards both for
the amount of worry you get through and the quality of work irrespective of supervision. Make a practice of
carrying out all instructions and plans of your superiors to the best of your ability, and always on time. Always
be ready to help out in an emergency even if it interferes considerably with your personal conveniences.
‗Business before self‘ should be the rule. Whatever has to be done, take it in your stride, and never allow
yourself to appear moody.
(xi) What does loyalty mean to you? Explain with suitable examples.
Ans:The students will answer it on their own.
(xii) Explain the two styles of leadership.
Ans: The students will answer this question on their own. They will look for details on Autocratic and
Democratic style and develop their answer.
(xiii) What were the revelations of the studies conducted on two leadership styles?
Ans:The students will answer this question on their own. They will look for details on Autocratic and
Democratic style and develop their answer.
(xiv) What do you understand by daily planning? How can it be done in a simple way?
Ans: Traditional time management teaching talks of daily planning. If we mainly focus on our daily scheduling,
we‘re looking at what‘s under our nose and we tend to become immersed in the urgent. Hence, from our
monthly goals and objectives, plan a weekly focus. Planning on a weekly basis helps us to take better control
of our lives.
(xv) What are the advantages of time management?
135

851
Ans: Time management helps you to: -
(a) Reduce or eliminate wasted time and effort so you‘ll have more productive time each day.
(b) Improve your productivity so you can accomplish more with less effort.
(c) Focus your time and energy on what is most important and make time for the things you
want and value. Thus, help you find greater balance and fulfilment.
(d) Improve your performance while reducing stress.
(e) Set and achieve your long-term goals.
(xvi) Explain the two key aspects that must be considered while organizing office work.
Ans:
1. Concentrate on High Return Activities
2. Learn to focus on the vital few things which will make a long-term difference.
(xvii) Why is it important to be realistic while doing time management?
Ans: It is important to be realistic as the quality of your attention or concentration varies at different times. You
may notice that you habitually tend to be more mentally alert, at certain times of the day. 20% of your time
produces 80% of your high-quality output. The most important tasks in a day only take about 20 percent of
our time and will make 80 percent of the difference to the smooth running of things. So, make sure that you
manage well that critical 20% of your time.
Q5. Answer the following in about 250 words:
(i) What is the purpose of SWOT analysis? What are the various strengths of a person upon which he
may rely while planning anything in life?
Ans: SWOT analysis help you focus upon the internal and external dimensions which influence your
personality. The SWOT is classified as under:
INTERNAL
Strengths – S
Weaknesses – W
EXTERNAL
Opportunities in your field – O
Threats in your field - T
An interesting way to become self-aware is the use of SWOT analysis which focuses on the internal and
external environments, examining strengths and weaknesses in the internal environment and opportunities
and threats in the external environment.
The purpose of a SWOT is to actively promote the identified strengths, minimize weaknesses by planning
them out of existence, exploit the opportunities before the window closes and have contingency plans in place
to minimize threats before they materialize.
The various strengths of a person are as under upon which he/she can rely while planning anything in life:
1. Character
2. Determination
3. Perseverance
4. Commitment
5. Values
6. Communication
(ii) “Developing a right mindset is a way of learning something new'. Justify the statement with
suitable examples.
Ans:Students will do this question on their own.
(iii) What are the components of communication? Enumerate their role in effective communication.
Ans:There are three components of communication: Verbal, Non-verbal, and listening. These three
components play an effective role in Effective Communication:-
(a) Verbal Communication. One person talks and the other listen to be able to react. The conversation can be
informative, in the form of questions, a negotiation, and statement or open-ended questions, instruction, etc.
And the situation can be formal or informal. In relationships, communication is usually informal. Speech
136

852
problem, too long sentences, mumbling, speaking too softly, hearing problems, listeners interrupting the
speaker, loud external noises, etc. all hamper proper communication.
(b) Non-Verbal Communication. Non-verbal communication is that gives meaning to what is said and may
communicate both appreciation and rejection. It includes such things as tone of voice, a nod of head, using
silence, frowning, smiling, body posture, touch, shaking of the head to communicate approval or disapproval,
lifting of the eyebrows to show surprise, distance between persons, playing with something in hand instead of
focusing. Make use of body language to communicate effectively. Ensure that you appreciate others through
body language. React to what others say by nodding, smiling and generally showing you are listening.
(c) Listening. During communication, one person talks and another person listens. The listeners must give
attention to all that is said, without interrupting the speaker and react later in a relevant manner. Many people
may listen but know what the full message is. Some people react to when only half is said. There are people
who listen selectively, who miss much of the message and only focus on points relevant to him or her.
Sometime we do not listen to our friends and other people; sometimes they do not listen to us. In either
situation, there will be a problem in communication and understanding
(iv) 'Relationships require constant nourishment‟. Do you agree? why/ why not?
Ans: Relationships are at times quite fragile and hence prone to misunderstanding. We have many
relationships to nurture with; parents, brothers, sisters, aunt, uncle, cousins, friends and neighbours etc. All
these relations require constant nurturing and care. The same can be achieved through regular
communication and care for each other. In fact, without communication, our relationships with others are likely
to be dominated by suspicion, guess work, misunderstandings and false assumptions.
(v) What role does body language play in the process of communication?
Ans: Non-verbal communication or body language is that gives meaning to what is said and may
communicate both appreciation and rejection. It includes such things as tone of voice, a nod of head, using
silence, frowning, smiling, body posture, touch, shaking of the head to communicate approval or disapproval,
lifting of the eyebrows to show surprise, distance between persons, playing with something in hand instead of
focusing. One should make use of body language to communicate effectively. Ensure that you appreciate
others through body language. React to what others say by nodding, smiling and generally showing you are
listening.

(vi) Explain any five important leadership traits.

Ans: Traits that are of paramount importance to a leader are given below: -
(a) Alertness. In a given situation a leader is always offered number of fleeting opportunities, which if seized
and exploited can bring decisive result to his team. Alertness of mind is what helps a leader to pick up these
opportunities at the right time and exploit the situation to his/her own advantage.
(b) Bearing. Denotes desirable physical appearance, dress and deportment. A leader and more so an officer
should, therefore remember that his personal bearing will exercise a dominating and permeating influence not
only with his own team but with the general public too.
(c) Courage. Courage is a mental state. It gets its strength from spiritual and intellectual sources. The way in
which these spiritual and intellectual elements are blended, produces roughly two types of courage. The first
is emotional state which urges a man to risk injury or death and is physical courage. The second, a more
reasoning attitude which enable him coolly to stake career, happiness, his whole future on his judgment of
what he thinks either right or worthwhile is moral courage. A leader must possess both forms of courage.
(d) Decisiveness. A logical thought process is essential for solving a problem or making a plan. Thereafter the
leader‘s intention and his proposed method of execution must be made perfectly clear to all taking part. He
must therefore acquire the ability to make decisions promptly when required and announce them
authoritatively, concisely and clearly. The leader‘s power of decision results from his ability to remain
unperturbed in a crisis. His greatest assets are the ability to think rationally when his men have ceased to
think, to be decisive in action when they are paralyzed by fear.
(e) Dependability. You cannot get very far in any sphere of activity without reliability. Set yourself high
standards both for the amount of worry you get through and the quality of work irrespective of supervision.
137

853
Make a practice of carrying out all instructions and plans of your superiors to the best of your ability, and
always on time. Always be ready to help out in an emergency even if it interferes considerably with your
personal conveniences. ‗Business before self‘ should be the rule. Whatever has to be done, take it in your
stride, and never allow yourself to appear moody. Dependability has to be built up slowly by deliberate effort.
It can be lost overnight if not guarded zealously.
(f) Endurance. In a military setting, a time comes in battle when both the opposing forces feel that probably
they are fighting a losing battle. It is a time when battles are won or lost. The side which has that little extra
endurance wins. It is the leader who has that extra endurance both of mind and body that can inspire his team
to produce that extra endurance required to win battle or accomplish the assigned task. Mental and physical
endurance are complementary. The old adage ―A healthy mind in a healthy body‖ still holds good and both
are essential for a leader.
(g) Enthusiasm. It is the display of genuine interest and zeal in the performance of duties. Enthusiasm comes
from liking your job, having a living interest in all facets of your work and seeing the possibilities for
development of new ideas and techniques. However mundane an occupation may seem to some people
there is nearly always some feature in it which inspires the imagination. Jobs only appear dull, routine or
mechanical when they are looked at with dull eyes and a dull mind.
(h) Initiative. Initiative is the willingness to act or offer well considered recommendations in the absence of
orders. It should always be done right away what you might have done later. In other words, initiative means
one should not wait for things to happen but one has the ability to see quickly what needs to be done, making
up one‘s mind to do it and accomplishing it. When a choice between two courses is available, one cautious
and other bold and daring, the trait required is daring initiative.
(i) Integrity. As a leader one has to be honest, not only to oneself but to the men one leads and the people
with whom one works. Honesty and integrity are absolute qualities that one cannot compromise or alter. Any
loss or weakness in moral character will result in losing the confidence of our superiors, contemporaries and
subordinates.
(j) Judgment. This is the power of the mind to assess various factors and values quickly and often under
difficult circumstances and arrive at a wise decision. It is learned by experience and practice. At times a
mistake or error of judgment may result, but it is more positive to learn from the mistake or error, rather than
fight for exercising the power of judgment.
(k) Justice. The quality of being impartial and consistent in exercising command. Dispense justice quickly.
―Justice delayed is justice denied‖.
(l) Knowledge. A leader must know more than the men he commands. Until he does, he has no business to
be called their leader. Any profession requires a great deal of study, practice and experience not only of the
organisation and tasks but more importantly of characteristics and capabilities of the team he leads. The
process of acquiring knowledge never ends. There is always something new to learn even from re-reading or
re-thinking of the same material or problem.
(m) Loyalty. The quality of being faithful to the country, the organisation, subordinates, colleagues and
superiors. It is given by subordinates to a leader, in the manner in which the leader gives the same to them
and to his own leaders. A leader must never take shelter behind the shortcomings or mistakes of his
subordinates. When plans for which he is responsible go wrong he must take the blame, correcting the
mistakes of subordinates himself. Every leader has the right to express his views to his superiors on any
question under consideration but once a decision has been reached, he must act on it as if it were his own
decision.
(n) Sense of Humour. The ability to appreciate the many amusing or lighter moments in everyday, life
especially those which pertain to the leader himself. It is also the ability to remain cheerful under stress. At
times when things go wrong and tensions mount, humour if it comes naturally at the appropriate time can go a
long way in defusing a situation or raising sagging spirits. This together with a sense of balanced optimism,
are useful traits to develop. However, attempts at artificial coarseness and sarcasm do more harm than good.
(vii) „Justice delayed is justice denied'. Elucidate the statement with suitable examples.
Ans: Justice is the quality of being impartial and consistent in exercising command. One must dispense justice
138

854
quickly as ―Justice delayed is justice denied‖. Every fellow citizen needs to give his/her due. It involves striving
for common good or good of others. A sense of equality, equity and fairness should be the bench mark.
Note: Students will frame their own answers as examples of “justice delayed and justice denied.”
(viii) Explain diagrammatically the two-dimensional leadership models.
Ans:Two-dimensional leadership style: Autocratic and Democratic:

(ix) What factors must determine the choice of leadership style?

Ans: A study of human history has given us three factors which help motivate any person as leader. These
are:-
(a) Material Factors.
(b) Intellectual Factors.
(c) Spiritual Factors.

(x) „The
longest
journey
begins
with a
single
step‟.
Discuss
the statement by giving relevant examples.
Ans: This Chinese proverb means that a person must begin his or her journey to reach their goal or
destination. It is a motivational proverb that expresses deep insight about determination and avoiding
procrastination. It means a first step needs if we intend to finish a task or a thought on time. In other words,
this expression tells that the great things commence with simple beginnings.
Note: Students can add on something to this brief beginning…
(xi) How does the quality of our attention or concentration effects time management?
Ans: Attention management is not completely divorced from the concept of time or time management, since
they're all interrelated. The focused and mindful state is one in which you are actively concentrating. You're
putting effort into centering all your attention on one task or maybe dedicating a certain amount of time and
concentration to a set of tasks. Hence, attention effects time management for better productivity.
(xii) What do you understand by delegation? What role does it play in effective time management?
Ans: Delegation is an important part of time management. Delegation of authority is a process in which the
authority and powers are divided and shared amongst the subordinates. When the work of a manager gets
beyond his capacity, there should be some system of sharing the work. This is how delegation of authority
becomes an important tool in organization function. Through delegation, a manager, in fact, is multiplying
himself by dividing/multiplying his work with the subordinates. Delegating tasks gives a leader an opportunity
to give additional responsibility to his team members and hence build their skills.
Q6. HOTS:
(i) Why is Self - awareness called mother of all skills?
Ans:The students will do it on their own.
(ii) Suppose your friend studied hard for class X examination but still did not get good marks because
of which he is depressed and considers himself as a failure. How will you help your friend in changing
his current mindset and make him see the brighter aspect of life?
Ans:The students will do it on their own.
(iii) 'Long silence is like a time bomb'. Explain the statement with reference to your real life example.
Ans:The students will do it on their own.
(iv) 'The process of acquiring knowledge never ends.' Examine the statement?
Ans:The students will do it on their own.
139

855
(v) 'Motivation is pivot in leadership'. Discuss.
Ans: The students will do it on their own.
Please refer to the points as under:
Motivation:
(a) Motivation is the process by which one is inspired to act in the desired manner with the help of catalytic
persuasion.
(b) It is the application of will power and is expressed commonly as a desire, wish, need, preference, want or
striving.
(c) It is an act of inspiring men to do their jobs.
The various means of Motivation:
(a) Integrating as far as possible the personal needs of the men with the needs of the organization.
(b) Providing opportunity where practicable for individuals to participate in establishing goals and standards of
performance. Such participation fosters ready acceptance of objective.
(c) The leader himself setting a personal example of optimum performance. In doing everything, it is better to
check up ones conduct and to act on lines laid down by sages. You, who are a leader of men, must set the
example- BHAGVAD GITA.
(vi) Explain the statement: ' To save time, you must spend time'.
Ans:The students will do it on their own.
(vii) Write an essay (100-120 words) about a good friend, someone you know well. Describe his/her
characteristics. Include in this description those elements of the ways in which he or she interacts
with, or adapts to the physical, social, and intra-psychic (being or occurring within the psyche, mind,
or personality) environments.
Ans:The students will do it on their own.

140

856
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- HEALTH AND PHYSICAL EDUCATION
(NOTES- SEPTEMBER)
TOPIC: - INDIGENOUS GAME (PITHU)
Pithu- This is a game played in two teams with a minimum of two members to twelve members. The game is
played with a stack of seven flat stones which are piled in a circle. A ball is then thrown by a team member of
the first team to unstuck the stones. The team then works together to rebuild the stack of stones in the order
the game started off with. The other team members pass the ball around and hit the members as they attempt
res-tackingthe stones. Each time the ball touches the team member they have to leave the game and pass
the challenge to the rest of the team. To start the Pithu, the two teams explore the outdoors to find stones that
are flat shaped and can be stacked well. Going out individually or in pairs to do this can be an enriching
experience and time to bond with the team members. Once the stones are collected and ready the teams
then take turns to decide which team takes the turn first to hit the stack. This game calls for strategy (Hindi
word -Rananeeti) and planning (Hindi word-Yojana). The two teams have to work together, plan and guess
the moves of each player to make sure that the task of res-tacking the piles of stones is achieved. The value
of perseverance and hard work is a theme throughout this game.

Early years settings can create an inclusive environment by embedding traditional Indian games in practice.
Involving children of different abilities, needs, cultures, religion and beliefs in activities can be easily created
through these games. These games can help professionals learn from the past to make the best of now and
the future along with language learning. They can act as a social psychological ―cushion‖ for children with
special needs. All early years professionals can create a ―window to another culture‖ that sets in motion
children‘s creativity, agency and control through the use of these traditional Indian games.

COVID lockdown have taught everyone the importance of the outdoors and its role in mental health. As we
emerge from COVID gradually the importance of early years professionals using the outdoors for
psychological, social, emotional well being of children cannot be denied. Natural open ended, freely available
resources help in creating learning environments that are free of all. Outdoor environments can enable
children to engage in imaginative, creative play and take on the challenge of the outdoors. Outdoor play does
not require large spaces and a large investment. The key investment in making the most of outdoor play is
imagination, free play, cooperation and large sums of creativity within a safe, natural environment.
Many traditional Indian games are set in the outdoors, teaching children the value of the environment and
giving them an opportunity to connect with nature (Prakriti). The Indian culture and traditions hold nature at
the center of all exploration, risk taking, fun and teaching children the importance of the outdoors. Some
traditional Indian games cited in folklore are even used now in settings for children 4 years to 14 years.
Traditional games with sticks (Gili Danda), stones (Pithu, Gutte), body (kabaddi) and rope (Rasa) are used
extensively. Some games like Posham Pa are played with micro tunes that help the young players to build
rhythm, language and new words.

141

857
142

858
 ARMY PUBLIC SCHOOL GWALIOR
CLASS- XII
ACADEMIC SESSION 2024-25
SUBJECT- COMPUTER SCIENCE (NOTES- SEPTEMBER)

3D Production Pipeline
UNIT-1

Pre-Production

Pre-production is the phase of developing ideas and planning prior to the process of production.

The major components of a pre-production process are as follows:

1. Story Boarding
2. Layouts
3. Model Sheets
4. Animatics
1. Storyboard
 The storyboard helps to finalize the development of the storyline, and is an essential stage of the
animation process.
2. Character design
 Character design involves developing the appearance and features of characters in an animation.
3. Layouts
 Once the storyboards have been approved, they are sent to the layout department which then works
closely with the director to design the locations and costumes.

4. Model Sheets
 Model sheets are precisely drawn groups of pictures that show all of the possible expressions that a
character can make, and all of the many different poses that they could adopt.
 Expression Sheets may also be developed as a guide to character facial expressions, such as,
smiling, laughing, sad, shocked, startled, sleepy, alert, thoughtful, concerned, etc.
5. Animatic
 An animatic is a timed moving version of the storyboard made up of individual frames taken from the
storyboard and is often accompanied by audio such as dialogue, sound effects and music.

Production – I

Some major activities that are undertaken during the production phase are the layout, modelling, texturing,
lighting, rigging, and animation.

1. Layout
 A layout is a visual map. It instructs the various artists on a scene where the characters are to be
positioned and how they are to move. The timing of the scene and individual character movements will
be indicated on the ―dopesheet‖. A dopesheet looks a little like a spreadsheet with rows and columns
but its purpose is to provide instructions concerning the time duration of individual character

143

859
 movements, scenes, camera moves and audio details.
 A Layout Artist set the stage for each scene of animation. The Layout Artist produces the 3D version
of what storyboard artists had previously drawn on paper.
 Background Artist creates scene settings.
 The Key Frame Animators draw the images that determine the beginning of a movement and the end
of movement.
 The Inbetween animators draw the images or frames inbetween the key frames to complete the
movements prescribed by the Key Frame Animator.
 The process of colouring of animation frames is carried out by Digital Ink and Paint Artist using
specialist ink and paint software.
 Clean-up Artists are responsible for re-drawing the Key Frame and Inbetween Animators drawings
which are normally of a rough line quality.
 The Scanner Operator is responsible for scanning drawings prepared by the Clean-up Artist.
2. Line Test
 A Line Test is a process used to check hand drawn frames prior to them being used for final artwork.
Frames are captured either via a video camera, frame by frame or by scanning them into a computer.
3. Onion Skinning
 Onion Skinning is a method used to view several frames of an animation simultaneously, it allows the
animator to check the changes occurring within each frame and how they flow together.
4. Walk Cycle / Loops
 The ‗Walk Cycle‘ form of loop is where the sequence of frames used to show one foot moving in front
of another can be repeated continually and gives the effect of continuous walking.
5. Modelling
 Working closely with the Art Directors, Visual Effects Supervisors and Animation Supervisors,
Modellers turn the 2D concept art and traditionally sculpted maquettes into high detail, topologically
sound 3D models.
6. Texturing
 Lighting Technical Directors make sure there is consistency in lighting, colour balance and mood
between the various elements of a shot or scene.

7. UV mapping
 UV mapping is the 3D modelling process of projecting a 2D image onto the surface of a 3D model to
create texture mapping.
 UV mapping is an important part of 3D modeling that involves unwrapping a 3D model‘s surfaces onto
a 2D plane. ―UV‖ refers to the two axes, U and V, representing the 2D texture. This process enables
users to apply images, patterns, and colors onto the model‘s surfaces, giving it a more realistic and
detailed look.

Production – II

1. Lighting
 Lighters have a broad range of responsibilities, including placing lights, defining light properties,
defining how light interacts with different types of materials, the qualities and complexities of the
realistic textures involved, how the position and intensity of lights affect mood and believability, as well
as colour theory and harmony. They are required to establish direct and reflected lighting and
shadows for each assigned shot, ensuring that each shot fits within the continuity of a sequence, all
the while aiming to fulfil the vision of the Directors, Production Designers, Art Directors and VFX
Supervisors.
2. Rigging

144

860
  Rigging is the process of adding bones to a character or defining the movement of a mechanical
object, and it‘s central to the animation process. The rigging department is also involved in developing
cloth simulation – so as well as making a character able to clench their fist or rotate their arm, the
rigging and cloth department is responsible for making their costumemove in a believable manner.
Planning a character‘s performance frame by frame uses the same basic principles first developed for
2D animation.

Post-Production

Post-production is the third and final step in film creation and it refers to the tasks that mustbe completed or
executed after the filming or shooting ends. It involves exporting or rendering out the animation frames and
then editing the pieces of animation together using video editing software.
The three main phases of post-production are rendering, compositing, sound editing, and video editing.
1. Rendering
 Rendering is the process involved in the generation of a two-dimensional or three-dimensional image
from a model by means of application programs. It refers to the process of creating final animation
frames in traditional hand drawn animation. Rendering is used in both 2D and 3D computer animation.
It is the process of getting the final assembled animation scenes or pieces out of the computer in the
format of a sequence of individual frames. The aim of rendering is to generate a series of individual
pixel-based frames or a videoclip.
2. Compositing
 The Compositing Department brings together all of the 3D elements produced by the previous
departments in the pipeline, to create the final rendered image ready for film. After the animation has
been rendered it may be necessary to add some special effects or to combine separate rendered
elements together into one final animated sequence. This process is known as Compositing.
3. Editing
The editing stage of post-production involves putting the rendered pieces of our animationtogether in
the correct order of ev

145

861