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8th Standard, English First Language, SUPPLEMENTARY READING – SECTION 17 – KING SINDBAD AND HIS FALCON

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8th Standard, English First Language SUPPLEMENTARY READING – SECTION 17
KING SINDBAD AND HIS FALCON
Extract from Arabian Nights.
Pre-reading task:
Read the following questions and answer:

  1. Do you like pets?
    Answer: Yes, I like pets.
  2. Name the pets that you have in your home.
    Answer: Pinki and Chunki
  3. What are the facilities provided to these pets?
    Answer: Milk, Food and play
  4. How do you take care of the pets?
    Answer: bathing, medicine when they sick.
  5. How do masters often punish pets that disobey them?
    Answer: Don’t punish, teach them.

Glossary :
subordinate : lower in rank or position
valley : a low area between hills
prey : an animal hunted and killed by another for food
maze : a complicated network of paths
thwart : prevent from succeeding
murmur : something that is said quietly
accomplish : achieve or complete successfully
talons : the claws of a bird of prey
wander : walk or move in a casual way
gauntlet : a strong glove with long loose wrists
annoy : make slightly angry
slake : satisfy
viper : a poisonous snake
repent : feel regret or sorry
gasp : a sudden catching of breath
saddle : a seat with a raised ridge at the front and back, fastened on to the back of a horse for riding
I. Comprehension:
A. Answer in two – three sentences each:

  1. Who was Sindbad? What was he fond of?
    Answer: Sindbad was a king. The king was very fond of racing and hunting.
  2. What had the king brought up? What did he tie around its neck? Why?
    Answer: The king had brought up a falcon as his pet. The king had a golden cup tied around her neck to provide her drink during hunting.
  3. What did the falcon suggest to the king one day?
    Answer: One day when the king was sitting in his palace in a leisurely mood, the falcon suggest that, ‘the time is suitable for hunting now’.
  4. How did the king threaten the hunting troop?
    Answer: The king threatened the hunting troop “Beware! Whoever allows the gazelle to escape from here, will be punished to death”.
  5. Why does the falcon upset the cup with the “dripping liquid”?
    Answer: The falcon upset the cup with the “dripping liquid” because that liquid was the poison of Viper.
  6. When did the falcon succumb to death?
    Answer: As soon as the king reached the camp and sat comfortably, the falcon, which was bearing the pain till then, suddenly gasped and succumbed to death.
  7. What was the king’s reaction?
    Answer: The repentant king cried aloud to lose his faithful companion who had saved his life.
    B. Answer in three – four sentences each:
  8. How did the king look after the falcon?
    Answer: The king look after the falcon like his own family member. Wherever the king went, the bird went with him. Even at night, the falcon stayed with him on his fist. The king had a golden cup tied around her neck to provide her drink during hunting.
  9. How did the gazelle escape?
    Answer: The net was lifted by the king’s hunting troop from all the sides. Gradually, they began narrowing the net circle to trap the gazelle. She too moved towards the king and stood on her hind legs. She then lifted her forelegs up to her breast, suddenly jumped above the head of the king, and escaped out of the maze, thus thwarting the whole effort.
  10. How did the falcon help the king to kill the gazelle?
    Answer: The falcon, the king’s hunting mate, flew high up and traced the fleeing gazelle. She at once swooped down and blinded the gazelle with her talons. The king immediately struck his mace at the blinded gazelle and ended the matter forever.
  11. Why did the king take out the cup?
    Answer: The King took out the cup for filing the water in the cup for falcon. It was mid-day, the king and his horse were thirsty. As his falcon was very thirsty, the king took out the cup from her neck and filled it with the dripping liquid. He then placed the cup in front of the falcon.
  12. What activity of the falcon made the king become furious?
    Answer: The King placed the cup in front of the falcon. But surprisingly enough, the falcon overturned the cup instead of drinking it. The king picked up the cup, filled it again and placed in front of the falcon. But the falcon upset it again with her talons. Next time, he filled the cup with the dripping liquid and placed it in front of his horse. However, annoyingly enough, the falcon hastily upset it again. This activity of the falcon made king became furious.
  13. Why did the king cut off the wings of the falcon?
    Answer: The King placed the cup in front of the falcon. But surprisingly enough, the falcon overturned the cup instead of drinking it. The falcon did this again and again. The king filled the cup with the dripping liquid and placed it in front of his horse. The falcon upset it again. This action of the falcon made king furious and he cut off the wings of the falcon.
  14. What did the falcon indicate to the king?
    Answer: The falcon indicated the king to look up by raising her head. The king’s eye’s followed the falcon. He saw a poisonous viper lying up above the tree. The liquid, which he mistook as water, was drops of the snake’s poison.
  15. How did the king’s men trap the gazelle?
    Answer: His men formed a circular shroud of a net intended for the victim. Soon, a gazelle was trapped within the net. The net was lifted by the king’s hunting troop from all the sides. Gradually, they began narrowing the net circle to trap the gazelle. That is how the king’s men trap the gazelle.
  16. Why did the falcon upset the cup again and again?
    Answer: The falcon saw the Viper which is laying down the branch of a tree. The water was seen dripping through the leaves of that tree. The king collected the dripping water and offered falcon to drink. The liquid king offered her is poison of a snake. That is why the falcon upset the cup again and again.
  17. Why did the king repent?
    Answer: The king has repented because he lost his faithful friend falcon from his own mistake and foolishness. The repentant king cried aloud to lose his faithful companion who had saved his life. The falcon saved king from the poison of Snake. But the king misunderstood falcon and killed the faithful bird. This was the reason for repent of king.
  18. Why did the king call his pet unlucky and foolish thing?
    Answer: The falcon not willing to slake his thirst, nor was he allowing the horse to drink it. That is why king called his pet falcon as unlucky and foolish thing. The king called his pet unlucky because he decided punish the arrogance of falcon.
  19. How did the falcon save the king’s life?
    The falcon save the king’s life by sacrificing himself. It was mid-day, after successful hunting the king and his horse were thirsty. The king went further in search of water. In a place, where water was seen dripping through the leaves of a tree. As his falcon was very thirsty, the king took out the cup from her neck and filled it with the dripping liquid and placed the cup in front of the falcon. The falcon overturned the cup instead of drinking it. The falcon know that the water dripping from leaves is poison of a snake. Therefore the falcon didn’t allowed horse to drink the liquid. The falcon upset the liquid cup again and not allowed anybody to drink the poison. The king became furious and chopped off the wings of the falcon. Finally king realised the truth, but it was late. That is how the faithful bird falcon saved king’s life and dead.
    C. Answer the following questions in six – eight sentences each:
  20. How did the king look after the pet falcon?
    Answer: The king look after the pet falcon like his family member. The king had brought up a falcon as his pet. Wherever the king went, the bird went with him. Even at night, the falcon stayed with him on his fist. The king had a golden cup tied around her neck to provide her drink during hunting. Sometimes the pet may be a good counsellor to the king. However, one day when the king was sitting in his palace in a leisurely mood the falcon suggests to the king that it was the good time for hunting. The king liked her suggestion. He ordered his subordinates to make the necessary arrangements for the hunt. The king set out hunting with the falcon on his fist.
  21. How did the king hunt the gazelle?
    Answer: Gazelle lifted her forelegs up to her breast, suddenly jumped above the head of the king, and escaped out of the maze. The king galloped on his horse, on the route that the gazelle had fled. The falcon, the king’s hunting mate, flew high up and traced the fleeing gazelle. She at once swooped down and blinded the gazelle with her talons. The king immediately struck his mace at the blinded gazelle and ended the matter forever. He then cut the gazelle’s throat, removed its skin from the body, and hung the spoils on the saddle.
  22. What made the king cry aloud?
    Answer: The king was annoyed at the falcon’s strange behaviour. Next time, he filled the cup with the dripping liquid and placed it in front of his horse, the falcon hastily upset it again. The furious king took out his sword and chopped off the wings of the falcon. She then indicated the king to look up by raising her head. The king’s eye’s followed the falcon. He saw a poisonous viper lying up above the tree. The liquid, which he mistook as water, was drops of the snake’s poison. The king was very remorseful for cutting off the wings of his loyal and beloved falcon. As soon as the king reached the camp and sat comfortably, the falcon, which was bearing the pain till then, suddenly gasped and succumbed to death. The repentant king cried aloud to lose his faithful companion who had saved his life. The death of his faithful falcon made the king cry aloud.
  23. How did the falcon prove himself a faithful companion of the king?
    Answer: The pet falcon will accompanies the king wherever he goes. Wherever the king went, the bird went with him. Even at night, the falcon stayed with him on his fist. One day the king set out hunting with the falcon on his fist. As his falcon was very thirsty, the king collected the dripping water and offered falcon to drink. The liquid king offered her is poison of a snake. The falcon overturned the cup instead of drinking it. The falcon know that the water dripping from leaves is poison of a snake. Therefore the falcon didn’t allowed horse to drink the liquid. The falcon upset the liquid cup again and not allowed anybody to drink the poison. The king became furious and chopped off the wings of the falcon. Finally king realised the truth, but it was late. That is how bird falcon prove himself a faithful companion of the king in his death.

II. Activities:

  1. Imagine you are King Sindbad who is in the forest and your pet falcon has upset the cup filled with dripping liquid…………….
    Conclude the story with a different ending.
    Answer: Pet falcon has upset the cup filled with dripping liquid. The king became furious. Again the king filled the cup with the water that was falling drop by drop and placed it in front of the horse. Even then the falcon upset it. The king became angry. He ordered the soldiers to leave the falcon in a distant forest. The king finished hunting and returned to the palace, bored. He entered the palace with a heavy heart after the falcon’s departure. There, a surprise awaited him. The pet falcon was sitting next to his throne!

III. Your teacher will read an interesting story for you. Listen to it carefully and answer the following questions:
One day a young mother left her sleeping toddler on the floor and went out to fetch water in a pot, leaving her pet mongoose in charge of the baby. When she returned a little later, she found the mongoose with its mouth full of blood lying near the doorstep. Presuming that the mongoose had killed the sleeping baby, in her anguish, she took the iron rod lying nearby, and killed the animal with it. Later, when she entered the room where she had left her babe asleep, she saw a venomous viper lying dead, next to the baby’s bed, its body in pieces strewn around. She gasped in horror as she took in the scene, realizing that her baby had been unharmed as the mongoose had fought with the snake and had killed it.
All her remorse and lament could not bring her pet mongoose back to life.
Questions:
A. Who took care of the baby when the woman went to fetch water?
Answer: Her pet mongoose took care of the baby when the woman went to fetch water.
B. Why was the mongoose’s mouth covered with blood?
Answer: The mongoose’s mouth covered with blood because the mongoose had fought with the snake and had killed it.
C. What made the woman kill the mongoose?
Answer: Presuming that the mongoose had killed the sleeping baby, in her anguish, the woman kill the mongoose.
D. Why did the woman shed tears?
Answer: The women repented for killing the mongoose and the death of mongoose made women shed tears.
E. What do you learn from this story?
Answer: Haste caused the accident.

V. Given below are five proverbs. Match them with their meanings:

  1. Haste makes waste. – If you rush when you are doing something, you will make a mistake.
  2. A Jack of all trades and master of none. – One should excel in one’s trade rather than
    dabbling in too many.
  3. A poor workman blames his tools. – An incapable person blames others for his failures.
  4. A penny saved is a penny earned. – One must understand the importance of saving
    money.
  5. A person is known by the company he keeps.- One is judged according to the friends he has.

10th Standard, Social, History Chapter 3 – The Impact of the British Rule in India

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10th Standard, Social History, Chapter – 3
The Impact of the British Rule in India
Exercises
I. Fill in the following blanks with suitable answers:

  1. Diwani Adalat in civil court was introduced by Warren Hastings
  2. The post of Superintendent of Police was created by Lord Cornwallis
  3. The Permanent Zamindari system was introduced in Bengal and
    Bihar provinces in 1793.
  4. The Land tax system introduced by Alexander Reed is Ryotwari System
  5. The report given by Macaulay became the base of modern education system.
  6. The Regulating Act was implemented in the year 1773.

II. Discuss and answer the following questions:

  1. Illustrate the judicial system formulated through The British East India Company.
    Answer: A new Judicial System started finding roots when the British rule began taking over from the Mughal rule. After the Battle of Buxar in 1764, the Mughal Emperor Shah Alam handed over the ‘Diwani Rights’, the authority to collect land taxes to the British. With this, Dual-Administration came into effect in Bengal region. This is also called as ‘Dual-Governance’. Later on the British thought of bringing more centralized judicial system in India. With the implementation of this system, the British overtook the authority of the Mughal and established their supremacy in India. This was attained by implementing new Judicial System in India. According the administrative plan devised by Warren Hastings who took over the administration as Governor in 1772, two types of courts were needed to be established in each district: ‘A Diwani Adalat’ as a civil court and ‘Nijamat Adalat’ as a criminal court. In these civil courts Hindus were dispensed justice as per the Hindu scriptures and the Muslims as per the Shariyat. Slowly, the British legal procedures were introduced in the criminal courts. Civil courts came under the administration of European officers. Though the criminal courts were under the control of ‘Qajis’, they were functioning under the supervision of European officers.
  2. What were the measures undertaken at the time of the British in Police system?
    Answer: The Police were in charge of maintaining the internal law and order situation. Lord Cornwallis implemented the efficient Police System in India for the first time. He created the new post of Superintendent of Police (SP). He divided a district into many ‘Stations’ in 1793 and put every station under a ‘Kotwal’. Similarly he put every village under the care of ‘Chowkidhar’. ‘Kotwal’ was made accountable for thefts, crimes and other law violations at village level. The severe drought of 1770 led to a weak law and order situation. Hence, the entire police system was brought under the control of the British Officers. The system of appointing British Magistrates started in 1781. The Police Officers were under the power of the Magistrates. The Police system underwent continuous changes. In 1861, the Indian Police Act was implemented. This law became the base of good law and order as well as administration. But, Indians were not appointed for the post of officers. In 1902, the Police Commission allowed the appointment of suitable Indians qualified for the post of the police officers. In spite of all these measures, the discrimination against the Indians did not end.
  3. British land tax system made the Indian farmers to “born in debt, lived in debt and died in debt”. How?
    Answer: Though the small farmers were given land ownership, they were subjected to more suffering due to heavy land taxes. The officials took punitive actions to collect land taxes. The farmers had to borrow from the money lenders whenever the crops failed. They had to sell their lands whenever they failed to repay the loans. Though the British East India company government claimed that the new system benefit the farmers, the irony was that more farmers had to lose their lands due to its implementation. According to Charles Metcalf, “the Indian farmers were born in debt, lived in debt and died in debt due to the land tax policies of the British”.
  4. What were the main aspects of Ryotwari system?
    Answer: The Ryotwari System was first implemented in Baramahal region by Alexander Reed in 1792. This system was later implemented in Madras and Mysore region by Thomas Munroe in 1801. Most of these regions had become part of British Empire by that time.
    Under this system, both the farmer and the British East India company were directly linked. The tiller of the land was recognized as the owner of the land. The owner had to pay fifty percent of produce as land tax to the British East India company government. The land tax had thirty years tenure. The tax could be reviewed after this tenure.
  5. What were the effects of British Land taxes?
    Answer: The Impact of British Land Tax system are,
  6. A new class of Zamindars who exploited the farmers was created.
  7. The farmers who were subjected to the exploitation of the Zamindars, became landless slowly.
  8. Land became a commodity. Loans could be raised by mortgaging the lands.
  9. Many Zamindars also had to mortgage their lands in order to pay the land taxes.
  10. The Agriculture sector became commercialized and had to grow raw materials needed by industries back in England.
  11. The money lenders became strong.
  12. Make a list of the effects of British Education in India.
    Answer: The effects of British Education in India are,
  13. Indians could develop modernity, secularism, democratic attitudes and rationality along with Nationalistic ideals.
  14. Impetus was received for the local literature and languages. This facilitated unity in thinking process among the educated class.
  15. Periodicals started emerging. These scrutinized the policies and working of the government which in turn enabled the Indians to have critical opinions on various issues.
  16. New social and religious reformation movements emerged.
  17. The thoughts of thinkers like J.S. Mill, Rousseau and Montesquieu brought fresh thinking in the mind of educated youth of India.
  18. The freedom struggles that were taking place across the globe influenced the Indians also.
  19. Indians could understand and appreciate their rich tradition.
  20. What were the restrictions imposed in Regulating Act?
    Answer: Main restrictions imposed in Regulating Act are as follows.
  21. Before the implementation of the act, there were three presidencies under British rule. They are: Bengal, Madras and Bombay. All these three were independent administrative units. Under Regulating Act, the Bengal Presidency gained control over the other two presidencies.
  22. The Governor of Bengal became the Governor General of all the three presidencies.
  23. The Governor General was authorized to direct, exercise control and to supervise over the other two presidencies.
  24. The Bombay and Madras presidencies could not declare war on anyone or enter into peace agreements without prior approval of the Governor General of Bengal Presidency and the Board of Directors of the British East India Company. Only during acute emergencies, they were entitled to act independently.
  25. According to this Act, Supreme Court was established in Calcutta. In this central court, one Chief Justice and three ordinary judges were officiating.
  26. What were the important features of the Indian government act of 1858?
    Answer: the important features of the Indian government act of 1858 are as follows.
  27. The license of The British East India Company was cancelled and India was brought under the direct administration of the Queen.
  28. The post of Governor General was changed into ‘Viceroy’. Lord Canning became the first Viceroy of India.
  29. A new post called ‘Secretary of State for India’ was created in the British government. The secretary was part of British cabinet and was responsible for the administration of India.
  30. A Council of India was created in order to assist the secretary in the administration. The council had fifteen members.
  31. How does the India Government Act of 1935 become the base of Indian Constitution?
    Answer: Most the provisions in the Indian Constitution are based on this act. This act allowed the formation of fully responsible government by Indians. This act was applicable both to the Indian principalities and also to the British India regions. The following were the important features of this act:
  32. A federal system of Indian Principalities, British governed regions and dominion states was formed.
  33. Reserve Bank of India were established.
  34. Dyarchy was established at the centre.
  35. Dyarchy was abolished at the provincial level and autonomy was granted.
  36. The Federal Court was established.
  37. What were the important features of 1919 Act?
    Answer: The following were the important features of 1919 act.
  38. Act formulated Bi-Cameral legislative body. Lower House and Upper House were formed.
  39. Dyarchy was allowed at provincial governments.
  40. A high commissioner was appointed for India.
  41. Promised to improve local self government.
  42. Provincial budget was separated from central budget.
  43. ‘Separate Electoral College’ was extended for Muslims, Sikhs, Anglo-Indians and Europeans.

Additional Questions and Answers

  1. British implemented ‘Divide and Rule’ policy among the Indian rulers and slowly dominated all the rulers and subjugated them.
  2. At that time, India was devoid of One Nation Concept and was scattered into various kingdoms.
  3. Lord Cornwallis introduced the administration of civil services.
  4. In 1800, Lord Cornwallis opened Fort William College in Calcutta to provide education for the benefit of people aspiring to join Civil Services.
  5. Dual-Administration came into effect in Bengal region is also called as ‘Dual-Governance’.
  6. Two types of courts were needed to be established in each district: ‘A Diwani Adalat’ as a civil court and ‘Nijamat Adalat’ as a criminal court.
  7. What is Permanent Zamindari System?
    Answer: Lord Cornwallis implemented a new land tax policy in Bengal during 1793 in order to generate steady revenue annually. This was called Permanent Zamindari System. Under this system, Zamindar became the land owner.
  8. The expansion of the British Education India received special support after the appointment of Lord William Bentinck in 1828 C.E as the Governor General of India.
  9. The Governor General Lord Dalhousie established Universities in Calcutta, Bombay and Madras as per the suggestions of Charles Wood’s Commission (1854).
  10. What are the main aspects of Charter Act 1833?
    Answer: the main aspects of Charter Act 1833 are as follows.
  11. The Governor General of Bengal was named as the Governor General of India.
  12. The Governor General was vested with powers to direct, control and supervising all trades in India.
  13. The Central Government of Bengal had the final right to decide on issues like war, peace and diplomatic relationship with the princely states of India.
  14. The Governor General was mandated to put his difference of opinion with Executive Committee members in writing whenever he differed with the majority opinion.
  15. The Act barred any discrimination based on religion, birth and skin colour.
  16. The Governor General was mandated to appoint a law professional as member to his executive committee.
  17. All British Companies were allowed to have trade relationship in India.
  18. What are the important features of Indian Government Act 1858?
    Answer: The important features of Indian Government Act 1858 are as follows.
  19. The license of East India Company was cancelled and India was brought under the direct administration of the Queen.
  20. The post of Governor General was changed into ‘Viceroy’. Lord Canning became the first Viceroy of India.
  21. A new post called ‘Secretary of State for India’ was created in the British government. The secretary was part of British cabinet and was responsible for the administration of India.
  22. A Council of India was created in order to assist the secretary in the administration. The council had fifteen members.
    12 . What are the important features of Indian Councils Act of 1909?
    Answer: The following were the important features of this Act:
  23. The total number of central legislature members were increased to 60 from 16.
  24. The number of council members were also increased in the provinces.
  25. The members for the legislature was allowed through election for the first time.
  26. In order to provide separate representation for Muslims, ‘Separate Electorate College’ was created.
  27. What are the important features of Indian Councils Act of 1935?
    Answer: the important features of Indian Councils Act of 1935 were as follows.
  28. A federal system of Indian Principalities, British governed regions and dominion states was formed.
  29. Reserve Bank of India were established.
  30. Dyarchy was established at the centre.
  31. Dyarchy was abolished at the provincial level and autonomy was granted.
  32. The Federal Court was established.

III. Activities:

  1. The British created a friendly environment for themselves by implementing administrative reforms in India. Organize a debate competition on this topic.
  2. Collect information on various other laws implemented by the British apart from those discussed in lesson with the help of your teacher.

10th Standard, Social, Geography Chapter 11 — ‘INDIA – SEASONS’

yakshadeepa
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10th Standard, Social, Geography Chapter 11
INDIA – SEASONS
EXERCISES
I Fill in the blanks with suitable words:

  1. Highest temperature region in the country is Ganganagar of Rajastan
  2. Due to local temperature winds convectional rainfall occurs.
  3. The area receiving very less rainfall in our country is Ruyli of Jaisalmer district in Rajasthan.
  4. The area receiving the highest rainfall in our country is Mawsynram region of Meghalaya.
    II. Answer the following questions in brief.
  5. Which type of climate is experienced by India?
    Answer: India has tropical monsoon type of climatic condition. In this type of climate, winds blow in opposite directions in different seasons.
  6. What causes cyclonic winds to occur in India during the withdrawal of monsoons?
    Answer: During Receding Monsoon Period, India receives about 13% of the annual rainfall, due to the differences in temperature and pressure of land and sea. Tropical Cyclones frequently occur in the Bay of Bengal during this season. They cause widespread damage along their path, particularly along the coast.
  7. Which factors influence the climate of India?
    Answer: Latitude, height from the sea level, distance from the sea, direction of the winds, mountain ranges, ocean currents etc., are influence on the climatic condition of the country.
  8. ‘Indian agriculture gambling with the monsoon winds.’ Discuss.
    Answer: The South-West monsoons control the agriculture of India which is the main occupation of Indians. Failure of rainfall leads to drought. When the monsoons are heavy there are floods they also cause to destruction to life and property. Hence it is said that Indian agriculture is a “gamble with the monsoons”.

III. Match the following.
A B
i. Kalabaisaki a. Uttar Pradesh
ii. Andies b. Karnataka
iii. Coffee blossom c. Kerala
iv. Mango showers d. Rajasthan
e. West Bengal

Answer:
i. Kalabaisaki West Bengal
ii. Andies Uttar Pradesh
iii. Coffee blossom Karnataka
iv. Mango showers Kerala

Additional Questions:

  1. What are the four seasons of Indian climate?
    Answer: The four seasons of Indian climate are summer season, South-west Monsoon season, Retreating monsoon season, winter season.
  2. The summer season begins from March and ends in May month in India.
  3. The South-west Monsoon season begins from June and ends in September month in India.
  4. The Retreating monsoon season begins from October and ends in November month in India.
  5. The winter season begins from December and ends in February month in India.
  6. South India is surrounded by water on three sides.
  7. What are the other names of convectional rainfall in different state of India?
    Answer: The other names of convectional rainfall in different state of India are, ‘Kala Baisakhi’ in West Bengal, ‘Andhis’ in Uttar Pradesh ‘coffee blossoms in karnataka’ and ‘mango showers’ in Kerala.
  8. What is South-West Monsoon?
    Answer: In India, the South-West Monsoons comprise the rainy season. These are called the South-West Monsoon winds.
  9. Which are the states witnesses’ low temperature in winter season in India?
    Answer: During winter season Ladakh, Jammu and Kashmir, Himachal Pradesh and the North Indian plains witness very low temperature.
  10. What are the three divisions based on rainfall in India?
    Answer: The three divisions based on rainfall in India are Low rainfall region, Moderate rainfall region and Heavy rainfall region.
    IV Activity:
  11. Draw a map of India and mark the distribution of rainfall.
    V Project:
  12. Learn from your teachers about the seasonal characteristics in your area.

7th Standard, Science, Chapter 1, Nutrition in Plants

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7th Standard, Science, Chapter 1
Nutrition in Plants
Exercise

  1. Why do organisms take food?
    Answer: Organisms take food to build their bodies, to grow, to repair damaged parts of their bodies and provide the energy to carry out life processes.
  2. Distinguish between a parasite and a saprotroph.
    Answer:
    Parasite: The living organisms which take food from other living organisms. The plant on which it climbs is called the host. Since it deprives the host of valuable nutrients, Eg: Cuscuta Saprotrophs: Organisms are getting food from dead or decaying substances. Nutrition in which organisms take in nutrients from dead and decaying matter is called saprotrophic nutrition. Such organisms with saprotrophic mode of nutrition are called saprotrophs. Eg: Mushroom, Fungus
  3. How would you test the presence of starch in leaves?
    Answer: Take two potted plants of the same kind. Keep one in the dark (or in a black box) for 72 hours and the other in sunlight. Perform iodine test with the leaves of both the plants. Now leave the pot which was earlier kept in the dark, in the sunlight for 3 – 4 days and perform the iodine test again on its leaves. The leaf kept in the sunlight will turn blue-black due to the presence of starch. The leaf kept in the dark will not turn blue-black because of the absence of starch.
  4. Give a brief description of the process of synthesis of food in green plants.
    Answer: (i) Leaves are food factories of the plant.
    (ii) Water and minerals present in the soil are absorbed by roots and transferred to other part.
    (iii) Carbon dioxide present in the air is taken through tiny pores present on surface of leaves. It is called as Stomata.
    (iv) Sunlight is absorbed by green pigment present in the leaf called as chlorophyll.
    (v) Solar energy: it helps to prepare food from Co2 and water.
    (vi) The process of synthesis of food in green plant is called photosynthesis.
  5. Show with the help of a sketch that plants are the ultimate source of food.
    Answer: (i) Grass — Grasshooper —- frog— snake—- eagle— decompose
    ( i) Plant—- deer— Tiger—- Decompose
  6. Fill in the blanks:
    (a) Green plants are called autotrophs since they synthesise their own food.
    (b) The food synthesised by plants is stored as carbohydrate.
    (c) In photosynthesis solar energy is absorbed by the pigment called
    Chlorophyll.
    (d) During photosynthesis plants take in carbondioxide and release oxygen gas.
  7. Name the following:
    (i) A parasitic plant with yellow, slender and branched stem.
    Answer: Cuscuta
    (ii) A plant that is partially autotrophic.
    Answer: Pitcher plant
    (iii) The pores through which leaves exchange gases.
    Answer: Stomata
  8. Tick the correct answer:
    (a) Cuscuta is an example of:
    (i) autotroph (ii) parasite (iii) saprotroph (iv) host
    Answer: Parasite
    (b) The plant which traps and feeds on insects is:
    (i) Cuscuta (ii) china rose (iv) pitcher plant (iv) rose
    Answer: pitcher plant
  9. Match the items given in Column I with those in Column II:
    Column I Column II
    Chlorophyll Rhizobium
    Nitrogen Heterotrophs
    Cuscuta Pitcher plant
    Animals Leaf
    Insects Parasite

Answer:
Column I Column II
Chlorophyll Leaf
Nitrogen Rhizobium
Cuscuta Parasite
Animals Heterotrophs
Insects Pitcher plan

  1. Mark ‘T’ if the statement is true and ‘F’ if it is false:
    (i) Carbon dioxide is released during photosynthesis. (T/F)
    Answer: False
    (ii) Plants which synthesise their food are called saprotrophs. (T/F)
    Answer: False
    (iii) The product of photosynthesis is not a protein. (T/F)
    Answer: True
    (iv) Solar energy is converted into chemical energy during photosynthesis. (T/F)
    Answer: True
  2. Choose the correct option from the following:
    Which part of the plant takes in carbon dioxide from the air for photosynthesis?
    ( i) Root hair (ii) Stomata (iii) Leaf veins (iv) Petals
    Answer: Stomata
  3. Choose the correct option from the following:
    Plants take carbon dioxide from the atmosphere mainly through their:
    ( i) roots (ii) stem (iii) flowers (iv) leaves
    Answer: leaves
  4. Why do farmers grow many fruits and vegetable crops inside large green houses? What are the advantages to the farmers?
    Answer: Farmers grow many fruits and vegetables inside large green house because to protect their crops from heavy rain, heavy wind, temperature, birds, insects and animals. The advantage for farmer that they get more yield.

8th Standard, English, Second Language Supplementary Reader – 1, THE STORY OF DHARMAVYADHA

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8th Standard, English SL Supplementary Reader – 1
THE STORY OF DHARMAVYADHA
Glossary :
proficient : learned
surpass : beat
stunned : shocked
depressed : very sad
grief : sorrow
cultivate : learn
bestowed : given
virtue : good quality
hereditary : inherited by birth
glared : looked at with anger
confounded : get confused, get mixed up
enlightened souls : learned people
forsaking : leaving
perched : sat
dwelt : thought
wrath : anger
ascetic : divine
alms : food or gifts given to the poor, ©üPÉë
startled : surprised
mysteries : secrets
chaste : pure, religious
conceit : false pride
Sir : Teacher / a word of respect
inherent duty : primary duty
shield : defence
elated : overjoyed
Exercise :
I. Answer each of the following in a sentence or two:

  1. Why was Kaushika very angry with the bird?
    Answer: Kaushika was disturbed by the loud twittering of a crane, perched on a branch when he was sitting under a tree studying the Vedas. So he was very angry with the bird which had disturbed him.
  2. Why did the housewife delay in giving alms to Kaushika?
    Answer: The Housewife of the house was attending to her husband who had just come home. That is why the housewife delay in giving alms to Kaushika.
  3. Who did she advise Kaushika to meet?
    Answer: She advised Kaushika to meet Dharmavyadha in the city of Mithila.
  4. Why did Kaushika feel stunned at the words of Dharmavyadha?
    Answer: Hitherto Kaushika was full of conceit, imagining that he was the only learned man. But now he realized that it was not so. That is why Kaushika feel stunned at the words of Dharmavyadha.
  5. What did Kaushika do after his visit to Dharmavyadha?
    Answer: After his visit to Dharmavyadha Kaushika returned home. Thereafter, he spent his days in the service of his parents and in teaching others the Vedic lore he had mastered.
  6. What did Sage Markandeya tell Yudhishtira in the end?
    Answer: Sage Markandeya tell Yudhishtira “Yudhishtira, in every division of people, there are enlightened souls who can guide even scholars and masters of Vedic teachings” in the end.
    II. Answer each of the following in a paragraph:
  7. Narrate how Kaushika felt on listening to the lady.
    Answer: After listening to the lady Kaushika felt that the woman understood that he was confounded. He was surprised that the housewife knew about his earlier incident with the crane, which he believed was a secret. He couldn’t believe his ears and began to wonder how she could possibly know about it. The lady’s calm and knowing reply, especially her statement about not being a crane, left Kaushika confused how she could have known.
  8. What are the essentials of Dharma, according to Dharmavyadha?
    Answer: According to Dharmavyadha, “to engage oneself in one’s inherent duty, to be truthful, to be patient and merciful, not to be elated in happiness or depressed in difficulties, to be engaged in prayer and tapas, to appreciate the good qualities in others, not to boast, to have bath in sacred rivers, to visit holy places and to serve our parents and the guru who has bestowed knowledge on us” are the essentials of Dharma.
  9. What can we learn from the story of Dharmavyadha?
    Answer: “In every division of people, there are enlightened souls who can guide even scholars and masters of Vedic teachings”. That we learn from the story of Dharmavyadha. The story of Dharmavyadha, teaches that true wisdom and spiritual enlightenment can be found in unexpected places and that one’s profession does not determine their moral or spiritual worth. It emphasizes the importance of fulfilling one’s duty with honesty and sincerity, regardless of social status or occupation. The story also highlights the virtues of truthfulness, patience, mercy, and the importance of serving one’s parents.

7th Standard, Science Chapter 3, HEAT

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7th Standard, Science Chapter 3
HEAT
Exercises

  1. State similarities and differences between the laboratory thermometer and the clinical thermometer.
    Answer: The similarities and differences between the laboratory thermometer and the clinical thermometer are as follows.
    Similarities: (i) Both thermometer used for measure temperature.
    (ii ) Both thermometer contain mercury.
    (iii ) Both are made up of glass.
    (iv) Both have bulb at one end.
    Differences:
    a) Clinical thermometer is used to measure the temperature of human body and laboratory thermometer is used to measure temperature of different objects in factories and other purpose.
    b) The temperature range of Clinical thermometer is from 35°C to 42°C and the temperature range of laboratory thermometer is from 10°C to 110°C
  2. Give two examples each of conductors and insulators of heat.
    Answer: The two examples each of conductors and insulators of heat is as follows.
    The Conductors: copper, aluminium and iron.
    The Insulators: wood and plastic.
  3. Fill in the blanks:
    (a) The hotness of an object is determined by its Temperature.
    (b) Temperature of boiling water cannot be measured by a clinical thermometer.
    (c) Temperature is measured in degree Celsius.
    (d) No medium is required for transfer of heat by the process of Radiation.
    (e) A cold steel spoon is dipped in a cup of hot milk. Heat is transferred to its other end by the process of conduction.
    (f ) Clothes of dark colours absorb more heat better than clothes of light colours.
  4. Match the following:
    (i) Land breeze blows during (a) summer
    (ii) Sea breeze blows during (b) winter
    (iii) Dark coloured clothes are preferred during (c) day
    (iv) Light coloured clothes are preferred during (d) night
    Answer:
    (i) Land breeze blows during Night
    (ii) Sea breeze blows during Day
    (iii) Dark coloured clothes are preferred during winter
    (iv) Light coloured clothes are preferred during summer
  5. Discuss why wearing more layers of clothing during winter keeps us warmer than wearing just one thick piece of clothing.
    Answer: When we wear multiple layers, the air trapped between the layers is warmed by your body heat. This warm air acts as a barrier, slowing down the transfer of heat from your body to the colder surroundings. Each layer of clothing creates a new pocket of air, adding to the insulation. A single thick layer doesn’t create as many air pockets and therefore doesn’t provide the same level of insulation. Layering allows you to adjust your clothing based on your activity level and the temperature. You can remove a layer if you get too warm or add one if you get cold. Air is a poor conductor of heat, so multiple layers create multiple air pockets that slow down heat transfer to the cold environment.
  6. Diagram and mark where the heat is being transferred by conduction, by convection and by radiation.
    Answer:
  7. In places of hot climate it is advised that the outer walls of houses be painted white. Explain.
    Answer: In places of hot climate it is advised that the outer walls of houses be painted white, because in hot climates, white paint on exterior walls helps to keep buildings cooler by reflecting a large portion of the sun’s radiant heat. This reduces the amount of heat absorbed by the building, leading to lower interior temperatures and potentially reduced reliance on air conditioning.
  8. One litre of water at 30°C is mixed with one litre of water at 50°C. The temperature of the mixture will be
    (a) 80°C (b) more than 50°C but less than 80°C
    (c) 20°C (d) between 30°C and 50°C
    Answer: (d) between 30°C and 50°C
  9. An iron ball at 40°C is dropped in a mug containing water at 40°C.
    The heat will
    (a) flow from iron ball to water.
    (b) not flow from iron ball to water or from water to iron ball.
    (c) flow from water to iron ball.
    (d) increase the temperature of both.
    Answer: (b) not flow from iron ball to water or from water to iron ball.
  10. A wooden spoon is dipped in a cup of ice cream. Its other end
    (a) becomes cold by the process of conduction.
    (b) becomes cold by the process of convection.
    (c) becomes cold by the process of radiation.
    (d) does not become cold.
    Answer: (d) does not become cold.
  11. Stainless steel pans are usually provided with copper bottoms. The reason for this could be that
    (a) copper bottom makes the pan more durable.
    (b) such pans appear colourful.
    (c) copper is a better conductor of heat than the stainless steel.
    (d) copper is easier to clean than the stainless steel.
    Answer: (c) copper is a better conductor of heat than the stainless steel.
    Additional Questions and Answers.
  12. What is clinical thermometer?
    Answer: The thermometer that measures our body temperature is called a clinical thermometer.
  13. What are the precautions to be observed while using a clinical thermometer?
    Answer: Precautions to be observed while using a clinical thermometer are as follows.
    ( i) Thermometer should be washed before and after use, preferably with an antiseptic solution.
    (ii ) Ensure that before use the mercury level is below 35°C.
    (iii ) Read the thermometer keeping the level of mercury along the line of sight.
    (iv ) Handle the thermometer with care. If it hits against some hard object, it can break.
    (v ) Don’t hold the thermometer by the bulb while reading it.
  14. Is the body temperature of every person 37°C?
    Answer: The temperature of every person may not be 37°C. It could be slightly higher or slightly lower.
  15. What is the laboratory thermometer?
    Answer: A laboratory thermometer is a scientific instrument used to measure the temperature of various substances in a laboratory setting and other things, typically ranging from -10°C to 110°C.
  16. How does heat flow through metal rod? Explain with diagram.
    Answer: Take a rod or flat strip of a metal, say of aluminium or iron. Fix a few small wax pieces on the rod. These pieces should be at nearly equal distances (See the picture). Clamp the rod to a stand. If you do not find a stand, you can put one end of the rod in between bricks. Now, heat the other end of the rod and observe. Heat is transferred from the end nearest to the flame to the other end.
  17. What is conduction?
    Answer: The process by which heat is transferred from the hotter end to the colder end of an object is known as conduction.
  18. What are Insulators?
    Answer: The materials which do not allow heat to pass through them easily are poor conductors of heat such as plastic and wood. Poor conductors are known as insulators.
  19. What is convection?
    Answer: When water is heated, the water near the flame gets hot. Hot water rises up. The cold water from the sides moves down towards the source of heat. This water also gets hot and rises and water from the sides moves down. This process continues till the whole water gets heated. This mode of heat transfer is known as convection.
  20. Define Radiation.
    Answer: The transfer of heat without any media is called Radiation. From the sun the heat comes to us by another process known as radiation. When we sit in front of a room heater, we get heat by this process.
  21. What are conductors? Give example.
    Answer: The materials which allow heat to pass through them easily are conductors of heat. For examples, aluminium, iron and copper.
  22. What is Sea breeze?
    Answer: During the day, the land gets heated faster than the water. The air over the land becomes hotter and rises up. The cooler air from the sea rushes in towards the land and warm air from the land moves towards the sea. The air from the sea is called the sea breeze.
  23. What is land breeze?
    Answer: The water cools down more slowly than the land. So, the cool air from the land moves towards the sea. This is called the land breeze.

5th Standard, E.V.S Science, Chapter 1, LIVING WORLD

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5th Standard, E.V.S Science, Chapter 1
LIVING WORLD

  1. What are living beings?
    Answer: Living beings are organisms that exhibit certain characteristics like growth, reproduction, and movement, and are made up of cells. Examples of living beings include animals, plants, and microorganisms like bacteria.
  2. What are the characteristics of living beings?
    Answer: The characteristics of living beings are as follows.
    a) Living beings are made up of cells. b) Living beings respire.
    c) Living beings eat food. d) Living beings grow.
    e ) Living beings move. f) Living beings excrete.
    g) Living beings reproduce h) Living beings respond to stimulus
    i) Living beings have life span.
  3. In the following chart some components of the environment and some living characteristics are given. Read carefully. If in each of the component the characteristics given in front of them are found, put () mark. If these characteristics are not found put () mark.
    Components of the environment Characteristics
    Growth Eating food Movement Respiration Excretion Response to stimulus Reproduction
    Mouse √ √ √ √ √ √ √
    Mango √ X X X X √ X
    Brick X X X X X X X
    Clock X X X X X X X
    Butterfly √ √ √ √ √ √ √
    Man √ √ √ √ √ √ √
    Frog √ √ √ √ √ √ √
    Paper X X X X X X X
    Mobile X X X X X X X
  4. Some of the components seen in environment are given below. Identify them as living beings or non-living things. Put () mark in front of the correct choice.
    Components of the environment Living being Non Living Being
    Birds √ X
    Balloon X √
    Water X √
    Mango tree √ X
    Vehicle X √
    Pen X √
  5. Activity: Make a list of other living beings and non-living things you have seen.
    Answer: The other living beings and non-living things are,
    Living beings: Man, Cows, Tigers, Birds, insects, worms, Plants, Trees, grass, fish, crocodile, frog, bacteria, virus etc.
    Non-living beings: Table, chair, book, pen, car, house, Water, rocks, air, sunlight, Phone, computer, clothes etc.
  6. Observe the given picture. Identify the picture and write here.

Answer: Respiratory system – Lungs

  1. The names of some living beings are given below. They help us to work. How do they help us? Write here.

Living Being Help (work)
Elephant Tourism attractions and some hard works
Bullock Transportation, ploughing
Dog Tracking, hunting, to guard our house

  1. Observe the picture. Four important components needed to produce food by the plants are given. An activity (which? From what?) is given below. Join the statements correctly and write.

Which? From What?
Solar energy Sun
Water, minerals, salt Soil
Carbon dioxide atmosphere
Chlorophyll green leaf

  1. In the preparation of food by the plants, glucose is produced and oxygen is released. Write here, the uses of these two for the living beings.
  2. Glucose – Glucose provides energy to individuals who are too sick to eat, Glucose is used to quickly raise low blood sugar levels (hypoglycaemia), the brain relies heavily on glucose for its energy needs.
    2. Oxygen – need for human for respiration, combustion, and in medicine also. It’s used to help living things breathe, to burn things (like fuel in a car or a fire), and in hospitals to help patients who are having trouble breathing.
  3. Observe the pictures given below. How do these plants obtain their food?
    Answer: Though plants like Drosera, Nepenthes, and Utricularia prepare their own food, they depend on insects for nitrogen. These are called insectivorous plants.
  4. What are the herbivorous animals?
    Answer: The Animals that eat only plants and plant products are called herbivorous animals.
  5. What are the carnivorous animals?
    Answer: The Animals that eat other animals are called carnivorous animals.
  6. What are the omnivorous animals?
    Answer: The Animals that eat both plants and animals are called omnivorous animals.
  7. With the help of these pictures list out herbivore, carnivore and omnivore in the chart below.
    Answer:
    Herbivore: Elephant, Rabbit,
    Carnivore: Lion, Tiger
    Omnivore: Cat, Dog, Parrot, Fox, Bear, Sparrow
  8. Certain statements related to growth are given below. Write the statements are true or false. Correct the incorrect statements and write.
    a) All organisms are small at the time of birth, later acquire definite height and size. (True)
    b) Growth takes place rapidly in one or two days. (False)
    Answer: Growth takes place in some days.
    c) Plant growth is observed at its stem tip or the size of the stem. (True)
  9. Animals move from one place to another. They have special organs for this. Some animal names are given below. Write their organs of movement here.
    Man – Legs (walking)
    Eagle – Wings (flying)
    Kangaroo – Legs (walking)
    Bat – Wings (flying)
  10. Why do animals move? Discuss in groups and write in the space given below.
    Answer: Animals move from one place to another. They have specified organs for this. They move to find foods, to escape from enemies and danger etc.
  11. Given below are certain statements related to reproduction. If the statements are correct, put () mark. If the statements are wrong, put () mark.
    a) Organisms continue their generation by reproduction. – Correct
    b) Due to reproduction, the other organisms in environment get food. – Wrong. Due to reproduction, the other organisms in environment cannot get food.
    c) Reproduction is seen only in animals. – Wrong. Reproduction is seen not only in animals but also in plants.
    d) There will not be any danger in the environment by over-reproduction of a single organism. – Correct
  12. List out the animals that lay eggs and those which directly give birth to young ones.
    Animals that lay eggs: Birds, reptiles, insects, fish etc.
    Animals those which directly give birth to young ones – Tiger, lion, horse, cow, donkey etc.
  13. List out the plants that reproduce through seeds and stems.
    The plants that reproduce through seeds: Mango, coconut, arecanut, jackfruit, papaya etc.
    The plants that reproduce through stems: rose plant, flower plants etc.
  14. Reproduction of plants is advantageous to animals including man in many ways. Discuss with your friends and list them.
    Answer: Plants are the foundation of most food chains, offering sustenance directly or indirectly through herbivores. They also produce oxygen, a vital component for animal respiration. Animals, including humans, rely on plants for direct consumption (fruits, vegetables, grains) or indirectly by consuming animals that eat plants. Plants release oxygen as a byproduct of photosynthesis, which is essential for the respiration of most animals. Plant reproduction ensures a continuous supply of food for various animal species, including humans.
  15. What are the ways that organisms respond to stimuli?
    Answer: Folding of leaves when touched, in touch me not plant, stinging of scorpion when some external thing touches it, flower of sunflower plant turning towards the sun- these are the ways that organisms respond to stimuli.
  16. What are the three types of life span can we seen in plants?
    Answer: The three types of life span can we seen in plants are, annuals, biennials and perennials.
    Annuals: Plants which bear flower, produce fruits and die in a year or a season.
    Biennials: Plants which live upto two years or two seasons produce flower, fruit and seeds and die.
    Perennials: Plants which live for many years and keep producing flower, fruit and seeds.
  17. List the annuals, biennials and perennial plants.
    Annuals: jowar, wheat, paddy, pumpkin, vegetables
    Biennials: carrot, ginger, cabbage, sugarcane, beetroot,
    Perennials: Mango, Lemon, Coconut, neem, jackfruit, Arecanut

7th Standard, Science Chapter 2, Nutrition in Animals

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7th Standard, Science Chapter 2
Nutrition in Animals
Exercises

  1. Fill in the blanks:
    (a) The main steps of nutrition in humans are ingestion, digestion, absorption, assimilation and egestion.
    (b) The largest gland in the human body is liver.
    (c) The stomach releases hydrochloric acid and digestive juices which act on food.
    (d) The inner wall of the small intestine has many finger-like outgrowths called villi.
    (e) Amoeba digests its food in the food vacuole.
  2. Mark if the statement is true or if it is false:
    (a) Digestion of starch starts in the stomach. (T/F)
    Answer: False
    (b) The tongue helps in mixing food with saliva. (T/F)
    Answer: True
    (c) The gall bladder temporarily stores bile. (T/F)
    Answer: True
    (d) The ruminants bring back swallowed grass into their mouth and chew it for some time. (T/F)
    Answer: True
  3. Tick ( ) mark the correct answer in each of the following:
    (a) Fat is completely digested in the
    (i) stomach (ii) mouth (iii) small intestine (iv) large intestine
    Answer: (iii) small intestine
    (b) Water from the undigested food is absorbed mainly in the
    (i) stomach (ii) foodpipe (iii) small intestine (iv) large intestine
    Answer: (iv) large intestine
  4. Match the items of Column I with those given in Column II:
    Column I Column II
    Food components Product(s) of digestion
    Carbohydrates Fatty acids and glycerol
    Proteins Sugar
    Fats Amino acids

Answer:
Column I Column II

Food components Product(s) of digestion
Carbohydrates Sugar
Proteins Amino acids
Fats Fatty acids and glycerol

  1. What are villi? What is their location and function?
    Answer: The inner walls of the small intestine have thousands of finger-like outgrowths. These are called villi (singular villus). The villi increase the surface area for absorption of the digested food. Each villus has a network of thin and small blood vessels close to its surface. The surface of the villi absorbs the digested food materials.
  2. Where is the bile produced? Which component of the food does it help to digest?
    Answer: The largest gland liver produce bile juice that is stored in a sac called the gall bladder. The bile plays an important role in the digestion of fats.
  3. Name the type of carbohydrate that can be digested by ruminants but not by humans. Give the reason also.
    Answer: Cellulose is type of carbohydrate that can be digested by ruminants but not by humans because ruminants have a large sac-like structure called Caecum between the oesophagus and the small intestine. The cellulose of the food is digested here by the action of certain bacteria which are not present in humans.
  4. Why do we get instant energy from glucose?
    Answer: Glucose is a most basic form of sugar. We get instant energy from glucose because. It carbohydrates when eat up easily digested and absorbed in blood. Because glucose is absorbed quickly and readily converted, it provides an immediate source of energy for cellular functions. If glucose is directly taken it does not have to be digested. That is why we get instant energy from glucose.
  5. Which part of the digestive canal is involved in?
    (i) absorption of food small intestine.
    (ii) chewing of food Buccal cavity.
    (iii) killing of bacteria Stomach.
    (iv) complete digestion of food small intestine.
    (v) formation of faeces large intestine.
  6. Write one similarity and one difference between the nutrition in amoeba and human beings.
    Answer:
    Similarities:
    ( i) Both Amoeba and human require energy for growth and maintains of their body.
    (ii) This energy is delivered from food that they eat.
    (iii) After swallow food broken down into simple form by the help of digestion.
    Differences:
    (i) In Amoeba digestive juice secreted by food vacuole. In Human digestive juice secreted in Buccal cavity, Stomach and small intestine.
    ( ii) In Amoeba mouth and complex digestive system absent. In Human mouth and complex digestive system present.
  7. Match the items of Column I with suitable items in Column II
    Column I Column II
    (a) Salivary gland (i) Bile juice secretion
    (b) Stomach (ii) Storage of undigested food
    (c) Liver (iii) Saliva secretion
    (d) Rectum (iv) Acid release
    (e) Small intestine (v) Digestion is completed
    (f ) Large intestine (vi) Absorption of water
    (vii) Release of faeces
    Answer:
    Salivary gland Saliva secretion
    Stomach Acid release
    Liver Bile juice secretion
    Rectum storage of indigestion food
    Small intestine Digestion is completed
    Large intestine Absorption of water
  8. Label Fig. 2.11 of the digestive system.

Additional questions and answers.

  1. What is rumination?
    Answer: Grass eating animals quickly swallow the grass and store it in a part of the stomach called rumen. Here the food gets partially digested and is called cud. But later the cud returns to the mouth in small lumps and the animal chews it. This process is called rumination and these animals are called ruminants.
  2. Can we survive only on raw leafy vegetable and grass? Discuss.
    Answer: No. Humans cannot survive only on raw, leafy vegetable and grass because, green is rich in cellulose which is type of carbohydrate. Humans are not able to digest cellulose due to absence of cellulose digesting bacteria. Leafy vegetables and grass are rich in cellulose, a type of carbohydrate that humans cannot digest. Humans lack the specific enzymes and bacteria needed to break down cellulose into usable energy. A diet solely of raw leafy vegetables and grass would lead to deficiencies in other essential nutrients like proteins, fats, and certain vitamins and minerals.
  3. Label the region of different tastes in a tongue.
    Answer:
  4. What is Absorption?
    Answer: The major digested of all component of food takes place in small Intestine. The digested food pass into blood vessels in intestine. This process is called Absorption.
  5. What is egestion?
    Answer: Undigested and unabsorbed food particles are discharged out of the body through anus is called egestion.
  6. What is assimilation?
    Answer: In small intestine digested food pass into blood vessel. Wall of intestine has like finger is called villi. The surface of villi absorbs the digested food. Absorbed food are transferred through blood vessels to different organs of the body. This process is called assimilation.
  7. Draw a diagram of amoeba and label its parts.
    Answer:
  8. What is caecum?
    Answer: Grass eating animals have sac-like structure between food pipe and small intestine. Cellulose rich in grass easily digested by action of certain bacteria present in caecum.
    Extended Learning – Activities and Project
  9. Visit a doctor and find out:
    (i) Under what conditions does a patient need to be on a drip of glucose?
    Answer: A patient may need a glucose drip, or intravenous glucose infusion, when they are experiencing dehydration or low blood sugar (hypoglycaemia). Glucose is a simple sugar that can be easily absorbed by the body and provides a readily available source of energy. It is particularly useful when a patient cannot take food or fluids orally. Glucose drips can also be used in the treatment of certain conditions like diabetic ketoacidosis and as part of parenteral nutrition (feeding a patient intravenously).
    (ii) Till when does a patient need to be given glucose?
    Answer: A patient needs glucose (usually via an intravenous drip) until their blood glucose levels return to a safe and stable range, they are able to eat and drink normally, and their overall condition improves. This is often necessary when a patient is experiencing low blood sugar (hypoglycemia), dehydration, or is unable to consume food or fluids orally.
    (iii) How does glucose help the patient recover?
    Answer: Glucose helps patients recover by providing a readily available source of energy. It’s quickly absorbed into the bloodstream and can be used by cells throughout the body, especially the brain, which is highly energy-dependent. This is particularly helpful for patients who are unable to eat or digest food properly, as glucose can be administered intravenously.
    Write the answers in your notebook.
  10. Find out what vitamins are and get the following information.
    (i) Why are vitamins necessary in the diet?
    (ii) Which fruits or vegetables should be eaten regularly to get vitamins?
    Write a one-page note on the information collected by you. You may take help of a doctor, a dietician, your teacher or any other person, or from any other source.
    Answer: Vitamins are crucial for maintaining overall health and well-being, as they support various bodily functions, including metabolism, immune function, and energy production. They act as catalysts for chemical reactions within the body, enabling the proper functioning of cells, tissues, and organs. Vitamins, particularly the B-complex vitamins, play a vital role in converting food into energy, ensuring that the body can effectively utilize carbohydrates, proteins, and fats. Vitamins like C and D are essential for a strong immune system, helping the body fight off infections and diseases. Vitamins D and K are crucial for maintaining healthy bones, supporting calcium absorption and preventing fractures.
    To get a good intake of vitamins, regularly consume a variety of fruits and vegetables, including leafy greens, citrus fruits, and colorful options. Examples include spinach, kale, oranges, strawberries, carrots, sweet potatoes, and broccoli. Citrus fruits like oranges, grapefruits, and lemons, as well as strawberries, papaya, and bell peppers are rich in Vitamin C.
  11. Collect data from your friends, neighbours and classmates to know more about ‘milk teeth’.
    Tabulate your data. One way of doing it is given below:

Age at which first tooth fell = 6 – 7 years
Age at which last tooth fell = 12 -13 years
Number of teeth lost = 20 Baby teeth
Number of teeth replaced = 32

9th Standard, Social, History CHAPTER 2 – INDIA FROM 6TH TO 14TH CENTURY

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9th Standard, Social History CHAPTER – 2
INDIA FROM 6TH TO 14TH CENTURY
EXERCISES
I. Fill in the blanks with suitable words.

  1. The founder of Gurjara-Pratihara Rajput dynasty was Harichandra.
  2. Prithviraj Chauhan defeated Mohammed Ghori in the first battle of Terrain.
  3. The chief commander of Mohammad Ghori was Qutubuddin Aibak.
  4. The first woman to rule among the Delhi Sultans was Razia Sultan.
  5. The famous Sultan of the Khilji dynasty was Allauddin Khilji.
  6. The capital was shifted from Delhi to Devagiri during the rule of the Tughlaq.
    II. Answer the following questions.
  7. Explain the contributions of the Rajput kings in the field of literature.
    Answer: The Rajput kings encouraged scholars and there by have contributed a lot to the field of literature. The Rajput kings Bhoja and Munja were scholars themselves. King Munja had poets Padmagupta and Halayudha in his court. During the rule of Bhojaraja great Jain scholars like Shantisena, Prabhachandrasuri and Ghanapala enjoyed his patronage. Great poetic works like ‘Gita Govinda’ of Jayadeva, ‘Kiratarjuniya’ of Bharavi, Ravanavadha of Bharthrahari, Kavyameemamsa of Mahendrapala were written in this period. Dramas like ‘Balaramayana’ and ‘Karpuramanjari’ of Rajasekhara, ‘Mahavira Charita’ and ‘Uttara Ramacharita’ of Bhavabhuti, historical works like ‘Rajatarangini’ of Kalhana, ‘Prithvirajavijaya’ of Jayanika and ‘Kumarapalacharita’ of Hemachandra are the significant works of this period. ‘Prithvirajaraso’ was written by Chand Bardai and ‘Bhoja prabandha’ was written by Ballala. During this period Gujarati, Rajasthani and Hindi languages saw lot of development. The Rajput kings encouraged the educational centers of Nalanda, Banaras, Vikramashila and Ujjain.
  8. Who was the important king of Karkota dynasty of Kashmir? How he expanded his Empire?
    Answer: Lalithaditya Muktapeeda was the important king of Karkota dynasty of Kashmir. He defeated Yashovarma of Kanauj. He laid his supremacy over Kabul by defeating Shahi dynasty. He maintained diplomatic relations with many of the kings of vindhyachal, making sure that no one became his enemy in these parts. He developed friendly relations with the Rastratutas also. He extended his empire’s influence upto Bengal in the East. Lalithaditya made friendship with the Tang kings of China. With their help, he fought against the Tibetians and liberated many of the kingdoms of north-west India that were under their control. And also he expanded Karkota kingdom upto Turkey. Thus, Karkota dynasty included Uzbekistan, Tajakistan, Krigistan and Kajakistan and Kabul.
  9. Describe in brief the administrative system under Iltamush.
    Answer: Iltamush divided his kingdom into provinces (ikta) and to oversee the administration, appointed provincial officers (iktadars). He appointed a group of 40 Sardars to advise him in the matters of administration and justice. The Prime Minister and the judges were advisors to the Sultan. Iltamush brought gold and silver coins into circulation. He completed the construction of Qutub Minar which was started in Qutubuddin Aibak’s time.
  10. What are the administrative reforms of Allauddin Khilji?
    Answer: Allauddin Khilji brought about many reforms in the administration. He abolished religious endowments, inams (gifts), land and subsidy. He established efficient intelligence network. He abolished consumption of alcohol, drugs and gambling. He also banned social gatherings of his lieutenants, their socialization with the public and inter-caste marriages. He directed his lieutenants to collect heavy tax from the public.
  11. What are the administrative reforms brought in practice by Mohammad bin Tughlaq?
    Answer: The administrative reforms brought in practice by Mohammad bin Tughlaq are,
    He compiled a detailed record of land taxes pertaining to land holdings. He established the Department of Agriculture. He rendered financial help to the farmers. He increased the taxes in Do-ab areas. Mohammad bin Tughlaq shifted his capital from Delhi to Devagiri in Madhya Pradesh. This resulted in innumerable people suffering a lot of problems. Mohammad bin Tughlaq adjusted the value of the currency to the value of gold and silver coins in circulation of his time. He brought gold coin name ‘Dinar’ and silver coin named ‘Adali’ into circulation. Minting of coins was not the monopoly of the government. Expensive administrative practices, severe famine, shifting of the capital and its re-shifting emptied the coffers of the kingdom. Mohammad bin Tughlaq carried on his administration in the areas he had conquered in the Deccan. In this manner, Mohammad bin Tughlaq became the first of the Delhi Sultans to establish his vast empire in India. Mohammad bin Tughlaq assembled a very large army without any farsightedness. As he did not try to expand his empire by invasions, he caused a heavy loss to the state exchequer.
  12. Illustrate the contributions of the Delhi Sultans to art and architecture with examples.
    Answer: The Delhi Sultans introduced a new style of architecture known as ‘Indo-Islamic’. Arches, domes and minarets form the main features of this style. The Delhi sultans constructed forts, mosques, palaces, public buildings, madrasas and choultries. Examples of Indo-Islamic style are: Kuwat-ul-Islam mosque, Qutub Minar, Alai Darwaza and Jamait Khana mosques at Delhi.
  13. What was the result of the First Battle of Panipat?
    Answer: Babar Delhi defeated Ibrahim Lodhi in the First Battle of Panipat. Sultan Ibrahim Lodhi of Lodhi dyanasty was incompetent. His governors, Alam Khan and Daulat Khan, invited the Afghans to invade India. Thus, Babar invaded India and in the First Battle of Panipat in 1526, defeated Ibrahim Lodhi and established Moghul Rule.
    III. Activities:
  14. Identify the Rajput kingdoms in the outline map of India.
    IV. Project:
  15. With the help of your teacher, collect pictures and information about the monuments constructed by the Rajputs and prepare an album.

8th Standard, Social, History Chapter 3, ANCIENT INDIAN CIVILIZATIONS: SINDHU-SARASWATI CIVILIZATION AND VEDIC CIVILIZATION

yakshadeepa
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8th Standard, Social History Chapter 3
ANCIENT INDIAN CIVILIZATIONS: SINDHU-SARASWATI CIVILIZATION AND VEDIC CIVILIZATION
EXERCISES
I. Fill in the blanks with suitable words:

  1. The script on the seals of Sindhu – Saraswati Civilization is called ‘Picture Script’.
  2. The important center of sea trade during Sindhu – Saraswati Civilization was Lothal.
  3. The place which had the best practice of Rain water management during this civilization Dholavira.
    II Answer the following questions in brief:
  4. How were the baths constructed during Sindhu – Saraswati civilization?
    Answer: The baths of the Sindhu Saraswati (Indus Valley) civilization, particularly the Great Bath at Mohenjo-Daro, were constructed with sophisticated techniques to ensure water tightness. A ground-level tank can be seen constructed in town Mohenjo-Daro. The experts have identified it as an open bath built with bricks and precautions were taken to ensure the structure was leak-proof. Stairs are located at two sides of the tank which has rooms built all around. Perhaps, the water to this tank was supplied from a nearby well, and the water was drained out after usage. Prominent people of the town would be bathing in this bath, it is presumed.
  5. How was the township construction done in Sindhu-Sarasvati civilization?
    Answer: Two or more divisions can be seen in Harappan towns. The western parts are called fort. The eastern parts are called villages. In town Mohenjo-Daro, an open bath built with bricks and precautions were taken to ensure the structure was leak-proof. Fire places are found in the towns of Kalibangan and Lothal. Well-arranged grainaries can be seen in Harappa, Mohenjo-Daro and Lothal. They were built well planned houses, roads and drains. The houses were built with bricks and walls were strong. The doors faced the street; none of the windows were street-facing, though. Every household having its own bath. Such information shows that the population led a prosperous life.
    In Sindhu-Sarasvati civilization Towns had internal drainage system, the drains of which were built with bricks and covered with stone slabs. The drains of houses were connected to the external drains. Cover slabs had holes to enable regular maintenance. Such well-equipped town construction is not seen in Egypt, Mesopotamia and other civilizations. Even in terms of physical expanse, the Sindhu-Sarasvati civilization was more advanced and bigger than the contemporary ones.
  6. List out the traces found to know about the cultural details of Sindhu – Saraswati Civilization.
    Answer: The traces found to know about the cultural details of Sindhu – Saraswati Civilization are as follows.
    a) Public bath at Mohenjo-Daro
    b) Swastik Sun Seal
    c) Sindhu Script
    d) Torso of a man
    e) metal and precious stones
    f) Beads and seals
    g) Pots with various designs
    h) Bangles made of metals
    i) shell material are found in abundance along with female figurines
    j) Seals of Pashupathi, Bull and Unicorn
    k) Shivling found at Kalibangan
    l) Female figurines in dancing posture,
    m) drum and string instrument sculptures,
    n) several varieties of masks
    o) Fire altar at Banavaali
    p) Mother Goddess Teracota Idol
  7. Explain the economic condition during Sindhu – Saraswati Civilization.
    Answer: The Sindhu-Saraswati civilization had a thriving agricultural economy supplemented by trade and craftsmanship. They cultivated crops like wheat, barley, and cotton, and domesticated animals such as cows, buffalo, and sheep. Their well-planned cities, like Mohenjo-Daro and Harappa, suggest organized trade and a system of weights and measures. They were also skilled in crafts like pottery, metalwork, and jewelry making, contributing to a diverse and prosperous economy. The fertile lands along the Indus and Saraswati rivers supported a variety of crops. Domestication of animals like cows, buffalo, sheep, and goats provided resources and contributed to trade.
  8. Analyse the social, political, religious and economic system of Pre-Vedic and Post Vedic period.
    Pre Vedic Period: Purushasukta that appears in the tenth mandala of RigVeda refers the varna system in society. There were four varnas – existed in the society. They were Brahmanas, Kshatriyas, Vyshyas and Shudras. The varnas were decided on the basis of profession, not by birth. Women had equal status in the society. King was termed as ‘Rajan’. The king was assisted by Sabha, Samiti and Vidata. Widow marraige was in practice. The main occupation was animal husbandry and farming.
    Post Vedic Period : A persons cast was determined by birth. The caste system became more complex. Women did not have equal status in the society. During this period they used to do Yajnas and Yagas. ‘Vidat’ was disappeared. Widow marriage system was banned. Dowry system, Parda system, and Child marriage came into existence. Agriculture became the main occupation rather than hunting and animal husbandry.
    III. Activities.
  9. Locate the important sites of Sindhu – Saraswati Civilization in the World Map.
    Answer:
  10. Collect more information about Vedic Culture.
    Answer: The Vedic culture, also known as the Vedic civilization, was a period in ancient India (roughly 1500-600 BCE) characterized by the composition of the Vedas, a collection of sacred texts foundational to Hinduism. It’s a significant era in Indian history, marking the transition from a semi-nomadic lifestyle to settled agriculture and the development of social, political, and religious structures. Vedas are the oldest scriptures of Hinduism, considered to be revealed knowledge. The four Vedas (Rigveda, Samaveda, Yajurveda, and Atharvaveda) are collections of hymns, prayers, rituals, and philosophical insights. The Vedic society was initially tribal, with a patriarchal and patrilineal structure. Over time, the society became more stratified, with the emergence of the four Varnas (Brahmana, Kshatriya, Vaishya, and Shudra). The Vedic society was initially tribal, with a patriarchal and patrilineal structure. Over time, the society became more stratified, with the emergence of the four Varnas (Brahmana, Kshatriya, Vaishya, and Shudra). The Vedic period saw a shift from pastoralism to settled agriculture, particularly in the fertile Gangetic plains. This period also saw the beginning of the Iron Age. Initially centered in the Punjab region, Vedic culture gradually expanded eastward into the fertile Gangetic plains.
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