VYDEHI SCHOOL OF EXCELLENCE

STUDY MATERIAL
MONTH: JANUARY
CLASS: VII
ENGLISH
CHAPTER (Unit 5): Section I Young Sherlock Holmes

I.CHAPTER AT A GLANCE: This lesson portrays how the famous detective Sherlock Holmes was like
when he was a young boy. He gets a new roommate at his boarding school and he surprises him by telling
his details without even being told once by himself.

II.KEYWORDS:
1. mastered- learnt completely
2. custard tarts: small sweet cakes
3. callus- an area of thick hard skin

III.TEXTBOOK SOLUTIONS:
1. Holmes was throwing away the violin because he could not master it in three days. This might suggest
that he was

Ans: impatient

2. How did Sherlock Holmes find out?

(a) The name of the newcomer?

Ans: He had read the name tag, ‗J. Watson‘ on his mattress, and selected the most common name starting
with the alphabet ‗J‘.

(b) Where the boy came from?

Ans: The styles of the boy‘s shoes were only seen in the North of England so, from this, he guessed that
the boy had come from the North of England.

(c) What his father‘s profession been?

Ans: The boy was carrying ‗The Hunter Encyclopedia of Disease‘, a handbook available only to
physicians. SoHolmes deduced that as he was too young to have attended medical school himself, it must
have been given to him by as adult who was close to him, who must have been his father who was
obviously a doctor.

(d) What the boy did in his leisure time?

Ans: The middle finger of the boy‘s left hand had a callus, which was a sign of a writer. So, he deduced
that the boyspent his leisure time in writing.

(e) That the boy was fond of custard tarts?

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Ans: The stain of yellow custard on the boy‘s collar and his round appearance both led Holmes to
conclude that theboy was fond of eating custard tarts.

3. Which of Holmes‘ guesses was wrong? Was his guess terribly wrong?

Ans: Holmes made a mistake in calling him James instead of John. No, he was not terribly wrong in his
guess.

4. Holmes refers to Watson as fat and round. This shows that he is not very careful with his manners.
Another thing which suggests the same is:

Ans: He does not introduce himself to Watson when the two meet.

3. Which words do you think Watson would have used to describe Holmes after their first meeting? Why?

Ans: The words are-

rude—because he called him fat

observant—because he could tell so much just from the observations that he had made

clever and intelligent—because he was so accurate in his deductions

impatient—he was throwing away his violin because he had not been able to learn to play it after only
three days.

II. Read the extracts and answer the following questions:

a. ―I should have mastered it by now......‖

i) From where has the above line been taken?

Ans: The above line has been taken from the lesson ‗Young Sherlock Holmes‘.

ii) Name the writers.

Ans: The writers are Chris Columbus and Peter Lerangis

iii) Who is the ‗I‘ referred to here?

Ans: The ‗I‘ referred to here is Sherlock Holmes.

iv) What does the word ‗mastered‘ mean in the lesson?

Ans: The word ‗mastered‘ means learnt completely in the lesson.

b. ―The middle finger of your hand has a callus......‖

i) From where has the above line been taken?

Ans: The above line has been taken from the lesson ‗Young Sherlock Holmes‘.

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ii) Name the writers.

Ans: The writers are Chris Columbus and Peter Lerangis

iii) Who is the speaker?

Ans: The speaker is Sherlock Holmes.

iv) What does the word ‗callus‘ mean in the lesson?

Ans: The word ‗callus‘ means an area of thick hard skin in the lesson.

Learn grammar (pages 90)

1. Rewrite the following in reported speech

a. Leela said that they had gone to cinema the night before.
b. Sarah said that the film was called Die Hard.
c. Nargis said that though that had plenty of action, he had not like that much.
d. Uma said that she prefers romantic films.
e. Deepa said that the audience had got very noisy, especially the boys.
f. She said that she had been quite afraid at times.
g. Nazreen said that she had gone only because her brother insisted.

2. Report what Jonathan’s parents said to him the night before his examination.

a. His father advised him to get some sleep.

b. His mother ordered him not to stay up late.
c. His father told him to get up early.
d. His mother asked him to pack his pen.
e. His father ordered him to sharpen his pencil.
f. His mother cried out to him not his miss his school bus the next day.
g. His father advised him not to go into the exam hall late.
h. His mother told him to answer every question.
i. Jonathan requested to repeat her advise that he was not listening carefully.

IV.WORKSHEET:

I. Read the extracts and answer the following:

1. “You are the new boy……”

a. From where has the above line been taken?

b. Who is the writer?

c. What is the new boy?

d. Who utters these words?

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2. “By the way, what is your name?.....”

a. From where has the above line been taken?

b. Who is the speaker of this line?

c. What was the name?

d. Who is the writer?

V. HOMEWORK:

1. Watson feels that Holmes is rude because Holmes makes some personal remarks about his habits and
his appearance. Nobody likes to be mocked at or to be made fun of. In you opinion, what is considered as
rude behaviour?

Give two examples of rude behaviour from your experience and mention how the people concerned
should have behaved instead.

CHAPTER (Unit 5): Section 2: SPY HIGH

I. CHAPTER AT A GLANCE: This chapter is a short play that portrays the hilarious misadventure of
the spies who unfortunately finds each other and get together when involved in the same mission of
finding a secret document and finally knowing that the Prime minister from whom they were about to bag
the secret document to have been the Dean of the S.M.U (Spy Master‘s University)

II.KEYWORDS:

1. Blotter pad: a piece of blotting paper used to absorb excess ink.

2. Excellency: a title of honour given to certan high officials.
3. Criticla: Serious or dangerous.
4. Counted her calories: was very careful with her diet.
5. On the eve of: the day before the event.
6. Go down the drain: to get into deep trouble.
7. Liberty: freedom.
8. To flee: to run away from trouble.
9. Retainer: a servant who has been with the same family for a long time.
10. Plugged penning: life not worth even a penny.
11. Sentiment: feelings of tenderness.
12. Eavesdrops: listens secretly to somebody taking.
13. Overrun: filled with.
14. H.Q: abbreviation of Head Quarters.
15. Slinks: move smoothly.

III.TEXTBOOK SOLUTIONS:

1. When the play opens, who is the Prime Minister talking to and in what context?

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Ans: The Prime Minister is talking to the King about the revolt of the soldiers, the militia and the sailors.

2. The Prime Minister says, ‗If she is eating bread and honey, it‘s a sure sign she‘s given up hope.‘ Now
answerthese questions with reference to the context given above.

a. What does ‗hope‘ refer to here?

Ans: The word ‗hope‘ refers to the situation getting better in the country.

b. Why does the Prime Minister think the Queen eating bread and honey is a sure sign that she has given
up hope?

Ans: The Prime Minister thinks the Queen eating bread and honey is a sure sign that she has given up
hope becauseshe always counted her calories.

c. Can you recall the nursery rhyme from where these lines are taken?

Ans: The nursery rhyme from where these lines are taken is Sing a Song of Sixpence.

3. Pick words/ phrases that suggest that Glocca- Mauretania is under threat and the monarchy is in danger
of beingoverthrown.

Ans: Words are ‗We are on the eve of revolution and our beloved country, Glocca- Mauretania is going
down thedrain.‘

4. Is the Prime Minister going to fly or flee? How do you know?

Ans: The Prime Minister is going to flee. He has asked his servant to get his trunk for packing as the boat
leaves intwenty minutes.

5. Why is the Prime Minister so cautious about hiding the envelope containing the secret documents
without beingnoticed? Is he successful in hiding it?

Ans: The Prime Minister is so cautious about hiding the envelope containing the secret documents without
beingnoticed as he has a feeling that the place is overflowing with spies. No, he is not successful in hiding
it.

6. Fritz is described as a trusty old family retainer. Is he worthy of this description? Why? Why not?

Ans: No, he is not worthy of the description as he is a spy, looking for the secret documents.

7. The housekeeper is referred to as Mrs. Glockenspiel. Who really is this person?

Ans: This person is also a spy.

8. Who is the third spy? Where was he hiding?

Ans: The third spy is Agent B-8-W. He was hiding in the huge trunk.

9. ‗Ah, everything is just as I left it.‘ Answer the questions that follow.

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a. Who says this?

Ans: The Prime Minister says this.

b. What does ‗it‘ refer to here?

Ans: The ‗it‘ refers to the secret documents.

c. Does the ‗it‘ change places? If yes, explain what happens?

Ans: The Prime Minister hides the secret documents under desk blotter, Fritz takes and hides it under the
rug, thehousekeeper sees edge of envelope sticking out from rug, takes it and hides it under sofa cushion
and lastly AgentB-8-W takes envelope from sofa, puts it under blotter on desk.

d. How does ‗it‘ come back to where it was first left?

Ans: The secret documents come back to where it was first left as all the spies try to hide it to a new place.

10. The Prime Minister has a feeling that his house is overrun by spies. Is he right?

Ans: Yes the Prime Minister is right.

11. We know that there are three spies in the house, who are old friends. Describe them. Mention

a. their original names.

Ans: Charlie Culpepper, Mervyn Mickle and Herbie Haliburton.

b. where they met

Ans: Spy Master‘s University

c. the agency they work for

Ans: H.Q,Central Operations and Operations Scheduling.

d. the mode of communication they use

Ans: Two way wrist watch, walkie- talkie and shoe radio

e. their disguises

Ans: Charlie Culpepper as a retainer, Mervyn Mickle as a housekeeper and Herbie Haliburton as Agent B-
8-W.

12. How can you tell that the three spies did not know that the Prime Minister was none other than the
Dean ofS.M.U?

Ans: We can tell that the three spies did not know that the Prime Minister was none other than the Dean of
S.M.U asFritz asked what a dignified man like the Prime Minister would have in common with those
friends of his.
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III. Read the extracts and answer the following:

i) ―What am I to do with all this money....‖

a. From where has the above line been taken?

b. Name the writer.

c. Who is the speaker of the above line?

d. What did the person do with the money?

ii) ―The merchant thought this was very funny, but he consented....‖

a. From where has the above line been taken?

b. Name the writer.

c. Who is the speaker of the above line?

d. What does the word ‗consented‘ mean in the play?

IV. WORKSHEET:

1. “Your Excellency, the situation is critical….”

a. Where from the above line has been taken?

b. Who is the writer of the work?

c. Who uttered these lines?

d. What situation is critical?

2. “While he’s not looking, I’ll take these secret documents…”

a. Who is the writer of the work?

b. Who uttered these words?

c. Whom does ‗he‘ refer to?

d. Did the speaker actually take the secret documents?

V. HOMEWORK:

1. All the four characters in the play are good-natured, happy and considerate. Pick instances from the
play to substantiate this. What lessons do you learn from their life?

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 HINDI
पाठ-17 वीर कुँ वर ससह (जीवनी)
१)शब्दार्थ-
1) घोषषत – एलान
2) षवद्रोह- बगावत
3) वयोवृद्ध- ऄषिक ईम्र के
4) बागी – षवद्रोही
5) वंषित- रषहत
6) प्रशषतत- प्रंशसा
7) क्ांषत- भारी पररवतथन
8) ऄककिन- तच्छ
9) मकतब – मदरसा , पाठशाला
10) जड़- बषनयादी
२)प्रश्नोत्तर-
1:वीर कुँ वर ससह के व्यषित्व की कौन-कौन सी षवशेषताओं ने अपको प्रभाषवत ककया ?

ईत्तर: वीर कुँ वर ससह के व्यषित्व की षनम्नषलषखत षवशेषताएुँ हैं :-

(i) शूरवीर- कुँ वर ससह शूरवीर व्यषि र्े। ईनकी शूरवीरता ही र्ी कक ईनके वृद्ध होने पर भी ‘अरा’ क्ाषतत का महत्वपूर्थ
के तद्र र्ा।
(ii) साहसी – वीर कुँ वर ससह एक साहसी व्यषि र्े। आनका साहस ही र्ा कक ईतहोंने ऄंग्रेजों के दाुँत खट्टे कर कदए र्े।

(iii) बषद्धमान एवम् ितर – कुँ वर ससह एक बषद्धमान एवम् ितर व्यषि र्े ऄपनी ितरता व सूझबूझ के कारर् ही एक
बार कुँ वर ससह जी को गंगा पार करनी र्ी पर ऄंग्रेजी सरकार ईनके पीछे लगी र्ी। ईनसे बिने के षलए ईतहोंने ये ऄफ़वाह
ईड़ा दी कक वे बषलया से हाषर्यों पर ऄपनी सेना के सार् नदी पार करें गे परतत ककया आसका ईल्टा ईतहोंने षशवराजपर से
नदी पार कर ली और ऄंग्रेजो को मूखथ बना कदया र्ा। छापामार यद्ध में तो ईनका कोइ सानी नहीं र्ा।

(iv) दानवीर व दयाल – कुँ वर ससह तवभाव से दानवीर व दयाल प्रवृषत के र्े ।ईनकी तवयं की माली हालत ठीक नहीं र्ी

परतत किर भी वे षनिथन व्यषियों की मदद ककया करते र्े ईतहोंने ईनको मागों, कओं व तालाबों का षनमाथर् करवाया र्ा।

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2:कुँ वर ससह को बिपन में ककन कामों में मजा अता र्ा? क्या ईतहें ईन कामों से तवतंत्रता सेनानी बनने में कछ मदद

षमली?

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ईत्तर: कुँ वर ससह को पढ़ने षलखने के तर्ान पर घड़सवारी, तलवारबाजी और कश्ती लड़ने में मजा अता र्ा। ऄवश्य आन

कायों के कारर् ही ईनके ऄतदर एक वीर परूष का षवकास हुअ र्ा, षजससे अगे िलकर ईतहोंने ऄनेकों वीरतापूर्थ कायथ
कर आषतहास में ऄषमट छाप छोड़ी। यकद वे ये कायों को ना करते तो ऄंग्रेजों से ऄनेकों यद्ध कै से लड़ते।

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3:सांप्रदाषयक सद्भाव में कुँ वर ससह की गहरी अतर्ा र्ी-पाठ के अिार पर कर्न की पषि कीषजए।

ईत्तर: ये कर्न कुँ वर वीर ससह के षलए सवाथषिक ईपयि है। वे एक सांप्रदाषयक व्यषि र्े| ईनकी सेना में िमथ के अिार पर
नहीं ऄषपत कायथक्षमता व शौयथता के अिार पर षनयषि होती र्ी । आसका ईदाहरर् आब्राहीम खाुँ और ककफ़ायत हुसैन र्े
जो सेना पर ईच्च पदों पर असीन र्े।ईतहोंने हमेशा षहतदओं और मसलमानों में सांप्रदाषयक सद्भावना को रखते हुए
षहतदओं के षलए पाठशाला व मसलमानों के षलए मकतब बनवाए।

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II. WORKSHEET:

प्रश्न1) शब्दार्थ षलषखए।

क) कू ि करना-
ख) यद्ध-
ग) तैनात-
घ) भीषर्-
प्रश्न2) पयाथयवािी शब्द षलषखए।
क) हार्ी
ख) पताका-
ग) गंगा-

प्रश्न3) संषि षवच्छेद कीषजए ।

क) जलाशय
ख)तवािीनता
प्रश्न4) समास- षवग्रह और समास के भेद षलषखए।
क) सेनापषत
ख) लोकगीत
ग) पाठशाला
घ) सेनानायक

9
 व्याकरर्
4: बैलगाड़ी और घोड़ागाड़ी शब्द दो शब्दों को जोड़ने से बने हैं। आसमें दूसरा शब्द प्रिान है, यानी शब्द का प्रमख ऄर्थ
दूसरे शब्द पर रटका है। ऐसे समास को तत्परुष समास कहते हैं।

(i) यद्ध क्षेत्र = यद्ध का मैदान

(ii) राजकमार = राजा का कमार
(iii) पवनिक्की = पवन से िलने वाली िक्की
(iv) रसोइघर = रसोइ का घर
(v) प्रिानमंत्री = मंषत्रयों का प्रिान
(vi) हवाइ जहाज = हवा में ईड़नेवाला जहाज
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5: कदए गए शब्दों के मूल शब्द और प्रत्यय ऄलग कीषजए ।

शब्द मूल शब्द +प्रत्यय

प्रमाषर्त प्रमार् + आत
व्यषर्त व्यर्ा + आत
द्रषवत द्रव + आत
मखररत मखर+आत
षशषक्षत षशक्षा + आत
मोषहत मोह + आत

िर्चित ििाथ + आत

मौषखक मख + आक
संवैिाषनक संषविान + आक

पौराषर्क परार् + आक

दैषनक कदन + आक

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ऄनच्छेद लेखन
सामाषजक जीवन में भ्रिािार

भरिािार का बढ़ता तवरूप – भारत के सामाषजक जीवन में अज भ्रिािार का बोलबाला है | यहाुँ का ररवाज है –
ररश्वत लो और पकड़े जाने पर ररश्वत देकर छट जाओ | षनयम और कानून की रक्षा करने वाले सरकारी कमथिारी सबसे

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बड़े भ्रिािारी हैं | के वल तीन करोड़ में देश के सांसदों को खरीदना और ईनका षबकना भ्रिािार का सबसे शमथनाक दृश्य है
|

भ्रिािार का प्रवाह उपर से नीिे की और बहता है | जब मख्यमंत्री या प्रिानमंत्री तवयं भ्रिािार या घोटाले में षलप्त
हों तो ईस देश का िपरासी तक भ्रि हो जाता है | यही षतर्षत भारत की हो िकी है | सरकारी कायथलयों में षबना घस
कदए कोइ काम नहीं होता | िजी षबल बनाए जाते हैं | बड़े-बड़े ऄषिकारी कागजों पर सड़कें , पल अकद बनाते है और सता
पैसा खद खा जाते हैं | सरकारी सवेक्षर् बताते हैं कक ककसी भी योजना के षलए कदया गया 85% पैसा तो ऄषिकारी ही खा
जाते हैं |

भ्रिािार : एक षनयषमत व्यवतर्ा – ऄब तो प्रीषमयम, डोनेशन, सषविा-शल्क या नए-नए नामों से भ्रिािार को

व्यवतर्ा का ऄंग बना कदया गया है | कहने का ऄर्थ है कक सरकार तक ने आसे तवीकार कर षलया है | आसषलए व्यापाररयों
और व्यवसाषययों का भी यही ध्येय बन गया है कक ग्राहक को षजतना मजी लूटो | कमथिारी ने भी सोि षलया है – खूब
ररश्वत लो और काम से बिो |

हर भ्रिािारी को ईषित दंड कदया जाना िाषहए ताकक शेष सबको बाध्य होना पड़े | परं त प्रशाशन ऄपनी षजम्मेदारी को

नहीं समझ रहा | प्रशन यह है कक ऐसा कब हो पायगा ? यह समय पर षनभथर है | जब भी कोइ दृढ़ िररत्रवान यवा नेतृत्व

अर या पार की भावना से समाज जो प्रेरर्ा देगा, तभी यह मैली गंगा शद्ध हो सके गी |

बेरोजगारी : समतया और समािान

बेकारी की समतया और ऄषभप्राय – अज भारत के सामने जो समतयाएुँ कर् िै लए खड़ी हैं, ईनमें से एक
सितनीय समतया है – बेकारी | लोगों के पास हार् हैं, पर काम नहीं है; प्रषशक्षर् है, पर नौकरी नहीं है |

अज देश में प्रषशषक्षत और ऄप्रषशषक्षत-दोनों प्रकार के बेरोजगारों की िौज जमा है | िै षक्ियों, सड़कों, बाजारों
में भीड़ है | शहरों में हजारों बेकार मजदूरों के झंड पर झंड नजर अ जाते हैं | रोजगार कायाथलयों में करोड़ों बेकार यवकों
के नाम दजथ हैं | सौ नौकररयों के षलए हजारों से लाखों तक अवेदन-प्रत्र जमा हो जाते हैं | बेकारी का एक दतता प्रकार है –
ऄद्धथ बेकार | कइ लोगों का व्यवसाय वषथ में छ: मास खाली रहते हैं | आसके ऄषतररि कइ लोग ऐसे हैं जो काम पर होते हुए
भी यर्ायोग्य तर्ान पर षनयि नहीं हैं |

बेकारी के कारर् – बेकारी का सबसे बड़ा कारर् है – बढ़ती हुइ जनसंख्या | दूसरा कारर् है, भारत में षवकास के
सािनों का अभाव होना | देश के कर्थिारों की गलत योजनाएुँ भी बेकारी को बढ़ा रही हैं | गाुँिी जी कहा करते र्े –
“हमारे देश को ऄषिक ईत्पादन नहीं, ऄषिक हार्ों द्वारा ईत्पादन िाषहए |” ईतहोंने बड़ी-बड़ी मशीनों की जगह लघ
ईद्योगों को प्रोत्साहन कदया | ईनका प्रतीक र्ा – िरखा | परं त ऄषिकांश जन अिषनकता की िकािोंि में ईस सच्चाइ के
ममथ को नहीं समझे | पररर्ाम यह हुअ कक मशीनें बढ़ती गइ, हार् खाली होते गए | बेकारों की िौज जमा हो गईं | अज

11
के ऄषिकारी कं प्यूटरों और मशीनों का ईपयोग बढ़ाकर रोजगार के ऄवसर कम कर रहे हैं | बैंक, सावथजषनक ईद्योग नइ
नौकररयाुँ पैदा करने की बजे ऄपने पराने तटाि को ही जबरदतती षनकलने में जटे हुए हैं | यह कदम देश के षलए घातक
षसद्ध होगा | अज भरक को पन : पैतृक ईद्योगों, िंिों, व्यवसायों की अवश्यकता है |

बेकारी बढ़ने का एक ऄतय कारर् है – बाबूषगरी की होड़ | हमारी दूषषत षशक्षा-प्रर्ाली भी बेकारी बढ़ने का ऄतय
कारर् है | यकद बिपन से ही बच्चे को व्यावसाषयक षशक्षा दी जाए तो बेरोजगारी कम हो सकती है |

समािान – प्रत्येक समतया का समािान ईसके कारर्ों में षछपा रहता है | ऄतः यकद उपर-कषर्त कारर्ों प्र
प्रभावी रोक लगाइ जाए तो बेरोजगारी की समतया का कािी सीमा तक समािान हो सकता है | व्यावसाषयक षशक्षा, लघ
ईद्योगों को प्रोत्साहन, मषशषनकरर् प्र षनयंत्रर्, कं प्यूटरीकरर् पर षनयंत्रर्, रोजगार के नए ऄवसरों की तलाश, जनसंख्या
पर रोक अकद ईपायों को शीघ्रता से लाग ककया जाना िाषहए |

II. WORKSHEET:

मेरे जीवन का लक्ष्य या ईदेदेश्य

1 . लक्ष्य का षनश्चय – | 2. लक्ष्यपूर्थ जीवन के लाभ – 3. मेरा संकल्प –

4. लक्ष्य-पूर्चत का प्रयास –

MATHEMATICS
CHAPTER 12: ALGEBRAIC EXPRESSION
NCERT SOLUTIONS

EXERCISE 12.1
Q1: Using arithmetic operations, constants and variables find the algebraic expressions of the cases
given below:
(i) Numbers a and b both squared and added.
(ii) Number 5 added to three times the product of s and t.
(iii) One-fourth of the product of numbers m and n.
(iv) One-half of the sum of numbers a and b.
(v) Product of numbers e and f subtracted from 10.
(vi) Subtraction of v from u.
(vii) Sum of numbers s and t subtracted from their product
(viii) The number x multiplied by itself.

12
Sol:

(i) a2+b2
(ii) 3st+5
(iii) mn4
(iv) a+b2
(v) 10−ef
(vi) u-v

(vii) st−(s+t)
(viii) x2

Q2:
(a) Figure out the terms and their factors in the expression given below and show them by the help of
tree diagram

(i) a−3
(ii) 1+a+a2
(iii) y−y3
(iv)5ab2+7x2y
(v) −xy+2y2−3x2

(b) Figure out the terms and factors in the expressions below:

(i) −4a+5
(ii) −4a+5b
(iii) 5a+3a2
(iv) ab+2a2b2
(v) ab+b
(vi) 1.2xy−2.4y+3.6x
(vii) 34x+14
(viii) 0.1a2+0.2b2
Also show the terms and factors by tree diagram.
Sol:
(a)

(i) a−3
(ii) 1+a+a2
(iii) y−y3
(iv) 5ab2+7x2y
(v) −xy+2y2−3x2

(b)-

(i) −4a+5
Terms: −4a,5
Factors: −4,a;5

13
(ii) −4a+5b
Terms: −4a,5b
Factors: −4,a;5,b

(iii) 5a+3a2
Terms: 5a,3a2
Factors: 5,a;3,aa

(iv) ab+2a2b2
Terms: ab,2a2b2
Factors: a,b;2,a,a;b,b

(v) ab+b
Terms: ab,b
Factors: a,b;b

(vi) 1.2xy−2.4y+3.6x
Terms: 1.2xy,−2.4y,3.6x
Factors: 1.2,x,y;−2.4,y;3.6x

(vii) 34x+14
Terms: 34x,14
Factors: 34,x;14

(viii) 0.1a2+0.2b2
Terms: 0.1a2,0.2b2
Factors: 0.1,a,a;0.2,bb

Q3: Other than the constants figure out the numerical coefficients of the given expressions:

(i) 5−3a2
(ii) 1=a+a2+a3
(iii) a+2ab+3b
(iv) 100x+100y
(v) −x2y2+7xy
(vi) 1.2x+0.8y
(vii) 3.14x2
(viii) 2(a+b)
(ix) 0.1x+0.01x2

14
S.no Expression Terms Numerical Coefficient

(i) 5−3a2 −3a2

a 1
(ii) 1=a+a2+a3 a2 1

a3 1

a 1
(iii) a+2ab+3b 2ab 2

3b 3

100m 100
(iv) 100x+100y
100n 100

−x2y2 -1
(v) −x2y2+7xy
7xy 7

1.2x 1.2
(vi) 1.2x+0.8y
0.8y 0.8

(vii) 3.14x2 3.14x2 3.14

2a 2
(viii) 2(a+b)
2b 2

15
 0.1x 0.1
(ix) 0.1x+0.01x2
0.01x2 0.01

Q4:
(a) Identify the terms which contain ‘a’ and give the coefficient of a.

(i) b2a+b
(ii) 13b2−8ab
(iii) a+b+15
(iv) 5+m+ma
(v) 1+a+ab
(vi) 12ab2+10
(vii) 7a+am2

(b) Figure out the terms which contain b2 and also give the coefficient of the same term.

(i) 8−ab2
(ii) 5b2+10a
(iii) 2a2b−5ab2+15b2

Sol:

S.no Expression Terms with factor a Coefficient of a

(i) b2a+b b2a b2

(ii) 13b2−8ab −8ab −8b

(iii) a+b+15 a 1

(iv) 5+m+ma ma m

a 1
(v) 1+a+ab
ab b

(vi) 12ab2+10 12ab2 12b2

16
(vii) 7a+am2 am2 m2

7a 7

(b)

S.no Expression Terms containing b2 Coefficient of b2

(i) 8−ab2 −ab2 −a

(ii) 5b2+10a 5b2 5

−5ab2 −5a
(iii) 2a2b−5ab2+15b2
15b2 15

Q5: Classify into monomials, binomials and trinomials:

(i) 4b−7a
(ii) b2
(iii) a+b−ab
(iv) 50
(v) ab+b+a
(vi) 5+10x
(vii) 15a2b−10ab2
(viii) 10yz
(ix) x2+10x−5
(x) x2+y2
(xi) x2+y
(xii) a2+a+50

Sol:

S.no Expression Type of Polynomial

(i) 4b−7a Binomial

17
(ii) b2 Monomial

(iii) a+b−ab Trinomial

(iv) 50 Monomial

(v) ab+b+a Trinomial

(vi) 5+10x Binomial

(vii) 15a2b−10ab2 Binomial

(viii) 10yz Monomial

(ix) x2+10x−5 Trinomial

(x) x2+y2 Binomial

(xi) x2+y Binomial

(xii) a2+a+50 Trinomial

Q6: State whether a given pair of term is of like or unlike terms:

(i) 1,100

(ii) −20x,12x
(iii) −10x,−10y
(iv) 50ab,30ba
(v) 2a2b,8ab2
(vi) 10ab,20a2b

Sol:

S.no Pair of terms Like/Unlike terms

(i) 1,100 Like terms

(ii) −20x,12x Like terms

(iii) −10x,−10y Unlike terms

(iv) 50ab,30ba Like terms

18
(v) 2a2b,8ab2 Unlike terms

(vi) 10ab,20a2b Unlike terms

Q7: Identify the like terms in the following:

(a) −a2b,−4ab2,9a2,2ab2,10a,−20a2,−30a,−5a2b,−2ab,35a
(b) 10pq,10p,5q,2p2q2,−5pq,−50q,−30,18p2q2,55,100p,−30pq,105p2q,−200

Sol:
(a) Like terms are:

(i) −a2b,−5a2b
(ii) −4ab2,2ab2
(iii) 9a2,−20a2
(iv) 10a,−30a,35a
(v) −2ab

(b) Like terms are:

(i) 10pq,−5pq,−30pq
(ii) 10p,100p,
(iii) 5q,−50q
(iv) 2p2q2,18p2q2
(v) −30,55,−200
(vi) 105p2q

EXERCISE 12.2

Q1: Simplify the terms:

(i) 21a−32+7a−20a
(ii) −x2+13x2−5x+7x3−15x
(iii) a−(a−b)−b−(b−a)
(iv) 3x−2y−xy−(x−y+xy)+3xy+y−x
(v) 5a2b−5a2+3a2b−3b2+a2−b2+8ab2−3b2
(vi) (3b2+5b−4)−(8b−b2−4)
Sol:

(i) 21a−32+7a−20a=21a+7a−20b−32
⇒8b−32

(ii) −x2+13x2−5x+7x3−15x=7x3+13x2−x2−5x−15x
=7x3+12x2−20x

19
(iii) a−(a−b)−b−(b−a)=a−a+b−b−b+a
=a−b

(iv) 3x−2y−xy−(x−y+xy)+3xy+y−x=3x−2y−xy−x+y−xy+3xy+y−x
=3x−x−x+y+y−2y−xy−xy+3xy
=x−2xy+3xy

(v)5a2b−5a2+3a2b−3b2+a2−b2+8ab2−3b2
5a2b+3a2b+8ab2−5a2+a2−3b2−b2−3b2=8a2b+8ab2−4a2−7b2

(vi) (3b2+5b−4)−(8b−b2−4)
3b2+5b−4−8b+b2+4=3b2+b2+5b−8b+4−4
=4b2−3b

Q2: Add:

(i) 3mn,−5mn,8mn,−4mn
(ii) a−8ab,3ab−b,b−a
(iii) −7mn+5,12mn+2,9mn−8,2mn−3
(iv) a+b−3,b−a+3,a−b+3
(v) 14x+10y−12xy−13,18−7x−10y+8xy,4xy
(vi) 5m−7n,3n−4m+2,2m−3mn−5
(vii) 4x2y,−3xy2,−5xy2,5x2y
(viii) 3p2q2−4pq+5,−10p2q2,15+9pq+7p2q2
(ix) ab−4a,4b−ab,4a−4b
(x) x2−y2−1,y2−1−x2,1−x2−y2
Sol:

(i) 3mn,−5mn,8mn,−4mn
3mn+(−5mn)+8mn(−4mn)=(3−5+8−4)mn
=(2)mn

(ii) a−8ab,3ab−b,b−a
a−8ab+3ab−b+b−a=a−a+b−b−8ab+3ab
=−5ab

(iii) −7mn+5,12mn+2,9mn−8,2mn−3
−7mn+5+12mn+2+9mn−8+2mn−3=−7mn+12mn+9mn+5+2−8−3
=(−7+12+9)mn+(5+2−8−3)=14mn+2

(iv) a+b−3,b−a+3,a−b+3
a+b−3+b−a+3+a−b+3=a+a−a+b+b−b+3+3−3
=(1+1−1)a+(1+1−1)b+(3+3−3)=a+b+3

20
(v) 14x+10y−12xy−13,18−7x−10y+8xy,4xy
=14x−7x+10y−10y+8xy+4xy−12xy+18−13=7x+18
=7x+18

(vi) 5m−7n,3n−4m+2,2m−3mn−5
5m−4m+2m−7n+3n+2−5−3mn=3m−4n−3mn−3

(vii) 4x2y,−3xy2,−5xy2,5x2y
4x2y+(−3xy2)+(−5xy2)+5x2y=4x2y+5x2y−3xy2−5xy2
=9x2y−8xy2

(viii) 3p2q2−4pq+5,−10p2q2,15+9pq+7p2q2
3p2q2−4pq+5+(−10p2q2)+15+9pq+7p2q2=3p2q2+7p2q2−10p2q2+9pq−4pq+15−5
=5pq+10

(ix) ab−4a,4b−ab,4a−4b
ab−4a+4b−ab+4a−4b=4a−4a+4b−4b+ab−ab
=0

(x) x2−y2−1,y2−1−x2,1−x2−y2
x2−y2−1+y2−1−x2+1−x2−y2=x2−x2−x2+y2−y2−y2+1−1−1
=−x2−y2−1

Q3: Subtract:

(i) −5y2 from y2

(ii) 6xy from −12xy
(iii) (a−b) from (a+b)
(iv) a(b−5) from b(5−a)
(v) −m2+5mn from 4m2−3mn+8
(vi) −x2+10x−5 from 5x−10
(vii) 5a2−7ab+5b2 from 3ab−2a2−2b2
(viii) 4pq−5q2−3p2 from 5p2+3q2−pq

Sol:

(i) y2−(−5y2)
=y2+5y2
=6y2

(ii) −12xy−6xy
=−18xy

(iii) (a+b)−(a−b)

21
=a+b−a+b
=2b

(iv) b(5−a)−a(b−5)
=5b−ab−ab+5a
=5a+5b−2ab

4m2−3mn+8−(−m2+5mn)
(v)
=4m2−3mn+8+m2−5mn
=5m2−8mn+8

(vi) 5x−10−(−x2+10x−5)
=5x−10+x2−10x+5
=x2−5x−5

(vii) 3ab−2a2−2b2−(5a2−7ab+5b2)
=3ab−2a2−2b2−5a2+7ab−5b2
=3ab+7ab−2a2−5a2−2b2−5b2
=10ab−7a2−7b2

(viii) 5p2+3q2−pq−(4pq−5q2−3p2)
=5p2+3q2−pq−4pq+5q2+3p2
=5p2+3p2+3q2+5q2−pq−4pq
=8p2+8q2−5pq

Q4: (a) What should be added to x2+xy+y2 to obtain 2x2+3xy ?

(b) What should be subtracted from 2a+8b+10 to get −3a+7b+16?

Sol:
(a) Let a should be added
Then according to the question

x2+xy+y2+a=2x2+3xy

⇒a=2x2+3xy−(x2+xy+y2)

⇒a=2x2+3xy−x2−xy−y2

⇒a=2x2−x2−y2+3xy−xy

⇒a=x2−y2+2xy
Hence the value of a comes out to be x2−y2+2xy.

22
Hence x2−y2+2xy should be added.

(b) Let b should be subtracted

Then according to the question,

2a+8b+10−q=−3a+7b+16

2a+8b+10−q=−3a+7b+16

q=2a+8b+10−(−3a+7b+16)

q=2a+8b+10+3a−7b−16

q=2a+3a+8b−7b+10−16

q=5a+b−6

Q5: What should be taken from 3x2-4y2+5xy+20 to obtain –x2-y2+6xy+20 ?

Sol:
Let a be subtracted
Then according to the question,
3x2 -4y2+5xy+20 – q= –x2-y2+6xy+20
q= 3x2 -4y2+5xy+20 -(–x2-y2+6xy+20)
q= 3x2-4y2+5xy+20+x2+y2-6xy-20
q=3x2+x2-4y2+y2+5xy-6xy +20 -20
q=4x2-3y2-xy
Hence, 4x2-3y2-xy should be subtracted in the given equation.

Q6:
(a) From the sum of 3x – y + 11 and – y – 11, subtract 3x – y – 11.
(b) From the sum of 4 + 3x and 5 – 4x + 2x2 , subtract the sum of 3x2 – 5x and –x2 + 2x + 5.
Sol:
(a)According to the question
(3x – y + 11)+( – y – 11)-( 3x – y – 11)= 3x – y + 11 – y – 11- 3x + y + 11
= 3x-3x+y-y+11+11-11
=11
(b) According to question,

23
(4 + 3x)+( 5 – 4x + 2x2)-( 3x2 – 5x)-( –x2 + 2x + 5)
= 4 + 3x+ 5 – 4x + 2x2– 3x2 + 5x +x2 – 2x – 5
= 3x-4x+5x-2x +2x2– 3x2+x2+4+5-5
= 2x+4

EXERCISE 12.3

Q1: If a=2, find the values of:

(i) a-2
(ii) 3a-5
(iii) 9-5a

(iv) 3a2−2a−7
(v) 5m2−4

Sol:
(i) a-2 =2-2 (Putting a=2)
=0

(ii) 3a-5= 3×2−5 (Putting a=2)

=1

(iii) 9-5a=9−5×2 (Putting a=2)

= -1

(iv) 3a2−2a−7=3×22−2×2−7 (Putting a=2)

=12-4-7
=1

(v) 5m2−4=5×22−4=5−4 (Putting a=2)

=1

Q2: If x=-2, find

(i) 4x+7

(ii) −3x2+4x+7
(iii) −2x3−3x2+4x+7

24
Sol:
(i) 4x+7=4(-2)+7 (Putting x= -2)
= -8+7=-1

(ii) −3x2+4x+7=−3(−2)2+4(−2)+7
= -3(4)-8+7=-12-8+7
= -13

(iii) −2x3−3x2+4x+7=−2(−2)3−3(−2)2+4(−2)+7 (Putting x= -2)

= -2(-8)-3(4)+4(-2)+7
= 16-12-8+7
=3

Q3: Find the value of the following expressions, when x= -1:

(i) 5x-35
(ii) -2x+4

(iii) 3x2+6x+3
(iv) 6x2−3x−6
Sol:
(i) 5x-35 = 5(-1)-35 =-5-35 [Putting x= -1 ]
= -40
(ii) -2x+4 = -2(-1)+4 [Putting x= -1 ]
=2+4=6

(iii) 3x2+6x+3 = 3(−1)2+6(−1)+3 [Putting x= -1 ]

= 3-6+3 =0

(iv) 6x2−3x−6 = 6(−1)2−3(−1)−6 [Putting x= -1 ]

= 6+1-6 =1

Q 4: If x=2, y= -2, find the value of:

(i) x2+y2
(ii) x2+xy+y2
(iii) x2−y2

Sol:

(i) x2+y2 = 22+(−2)2 [Putting a=2, b= -2 ]

=4+4=8

(ii) x2+xy+y2 = 22+2(−2)+(−2)2 [Putting a=2,b= -2 ]

25
=4–4+4=4

(iii) x2−y2 = (2)2−(−2)2 [Putting a=2, b= -2]

=4–4=0

Q5: When x=0,y= -1, find the value of the given expressions:
(i) 2x+2y

(ii) 2x2+y2+1
(iii) 2x2y+2xy2+xy
(iv) x2+xy+2
Sol:
(i) 2x+2y = 2(0)+2(-1) [Putting x=0,y= -1 ]
= 0 – 2 = -2

(ii) 2x2+y2+1 = 2(0)2+(−1)2+1 [Putting x=0, y=-1 ]

=0+1+1=2

(iii) 2x2y+2xy2+xy = 2(0)2(−1)+2(0)(−1)2+0(−1) [Putting x=0, y= -1]

=0+0+0=0

(iv) x2+xy+2 = (0)2+(0)(−1)+2 [Putting x=0, y= -1 ]

=0+0+2=2

Q6: Simplify the following expressions and find the value at a= 2:

(i) a+7+4(a-5)
(ii) 3(a+2)+5a-7
(iii) 10a+4(a-2)
(iv) 5(3a-2)+4a+8

Sol:
(i) a+7+4(a-5) = a+7+4a-20
=4a+a+7-20 =5a-13
= 5(2)-13 =10-13 [Putting a=2 ]
= -3

(ii) 3(a+2)+5a-7 = 3a+6+5a-7

= 3a+5a+6-7 = 8a-1
= 8( 2) – 1 [Putting a=2 ]
= 16 – 1 = 15

26
(iii) 10a+4(a-2) = 10a+4a-8
= 14a-8
= 14( 2) – 8 [Putting a= 2 ]
= 28 – 8 = 20

(iv) 5(3a-2)+4a+8 = 15a-10+4a+8

=15a+4a-10+8 = 19a-2 [Putting =2 ]
= 19(2)-2 = 38-2
= 36

Q7: Simplify the expression given below and find the value at x=3, y= -1, z= -2 :
(i) 8x-10-3x+5
(ii) 10-5x+3x+6
(iii) 5y+3-2y+6
(iv) 5-8z-12-4z
(v) 3y-5z-6x+15
Sol:
(i) 8x-10-3x+5 = 8x-3x-10+5
=5x-5 = 5(3)-5 [Putting x=3 ]
= 15-5 = 0
(ii) 10-5x+3x+6 = 10+6-5x+3x
= 16-2x = 16-2(3) [Putting x= 3 ]
= 16-6 =10
(iii) 5y+3-2y+6 = 5y-2y+3+6
= 3y+9 = 3(-1)+9 [Putting y= -1 ]
= -3 + 9 = 6
(iv) 5-8z-12-4z = 5-12-8z-4z
= -7-12 z [Putting z= -2 ]
= -7 -12(-2) = -7+24
= 17
(v) 3y-5z-6x+15
= 3(-1)-5(-2)-6(3)+15 [Putting x=3, y=-1, z=-2]
= -3+10-18+15
= 25-21
=4

27
Q8:

(i) If x= 10, find the value of x3−3x2−5x+15 .

(ii) If y= -10, find the value of 2y2−3y+50

Sol:

(i) x3−3x2−5x+15
= 103−3(10)2−5(10)+15 [Putting x=10 ]
=1000-300-50+15
= 665

(ii) 2y2−3y+50
=2(−10)2−3(−10)+50 [Putting y= -10 ]
=200+30+50
=280

Q9: What should be the value of p if the value of 2a2+a−p=5 equals to 5, when a=0 ?
Sol:

2a2+a−p=5
2(0)2+0−p=5 [ Putting x= 0 ]
−p=5
Hence, the value of p is -5.

Q10: Simplify the expression and find its value when x= 5 and y= -3:

2(x2+xy)+3−xy.
Sol:

Given:

2(x2+xy)+3−xy

⇒2x2+2xy+3−xy

⇒2x2+2xy−xy+3

⇒2x2+xy+3

⇒2(5)2+(5)(−3)+3 [Putting x=5, y= -3 ]

28
⇒2(25)+(−15)+3

⇒50−15+3
⇒38

EXERCISE 12.4
Q1: Observe the pattern made from the line segment, which are of equal length which are found in
display of calculators and digital speedometer: If n is the number of digits, and the number of required
segments to form the digit n is given by the algebraic expression on the right of the digit. So how
many segments are required to form 5,10,100 digits of the kind .
Sol:

S.no Symbols Digit’s number Pattern Formulae No. of segments

5 26
(i)
10
5n+1 51

100 501

5 16
(ii)
10
3n+1 31

100 301

5 27
(iii)
10
5n+2 52

100 502

(i) 5n+1
Putting n=5, 5×5+1=25+1=26
Putting n=10, 5×10+1=50+1=51
Putting n=100, 5×100+1=500+1=501

29
(ii) 3n+1
Putting n=5, 3×5+1=15+1=16
Putting n=10, 3×10+1=30+1=31
Putting n=100, 3×100+1=300+1=301

(iii) 5n+2
Putting n=5, 5×5+2=25+2=27
Putting n=10, 5×10+2=50+1=52
Putting n=100, 5×100+2=500+1=502

CHAPTER 12: ALGEBRAIC EXPRESSION

I. WORKSHEET:

1. Find the sum of:

i. a2–7ab+b2 and 8ab–7b2–3a2.
ii. 3a2–7a2b+2ab2–5b2 and 8a2b–3a2+b2.
2. A pen costs Rs.(2x+3y) while a notebook costs Rs.(4x-y). Find the total cost of a pen and a
notebook.
3. The three sides of a triangle are (2a-7b+5c) cm, (2a+b+5c) cm and (9a+8b-11c) cm. find its
perimeter.
4. Find the difference:
i. (a+b+2c) – (a-6b-3c)
ii. 3x-5y+2z from z-4y-7z.
5. A person earns Rs. (4x+3y) a month. He spends Rs. (2x+9y) and saves the rest.What amount does
he save each month?
6. What should be added to 2x2+xy-3y2 to get x2+4xy+y2?
7. Find the value of x2-7x+2, when (i) x=1 (ii) x=(-3) (iii) x=0

II. HOMEWORK:

8. By how much is the sum of 15m2+42m+13 and 23m2+18m-15 greater than the difference of 44m2-
31m-19 and 27m2+12m-35?
9. Sara went shopping with Rs.(9x+40). She spent Rs.(4x+15) for groceries.rs.9x on fruits and
Rs(3x+10) on toiletries. How much money did she spend in all? How much money is left with her?
10. Find the perimeter of a rectangle of sides (2x+3y-z) units and (z+4y-3z) units.

30
 SCIENCE
CHAPTER-15 : LIGHT
CHAPTER AT A GLANCE:

The branch of physics dealing with the properties and behaviour of light is called optics. Light is a form
of energy which helps us to see the objects.

Have you ever wondered why we are able to see the different objects around us, their images in a mirror
or in a pond? This is simply due to reflection of light. It is the phenomenon of bouncing back of light after
striking a smooth polished surface.
Why is the word "ambulance" written backwards in ambulance car? This is due to lateral inversion -The
phenomenon due to which the left side of an object appears to be right side of the object in its image in a
reflecting medium (mirror) and vice-versa is called lateral inversion.

Enjoy interesting trivia related to spherical mirrors (concave and convex) and plane mirror, optics,
sunlight. Understand the differences between mirrors and lenses.
Learn about the formation of rainbow. Did you know that you can see a rainbow only when your back is
towards the sun?

31
32
II.TEXT BOOK EXERCISES
Fill in the blanks:
(a) An image that cannot be obtained on a screen is called ________.
(b) Image formed by a convex ________ is always virtual and smaller in size.
(c) An image formed by a ________ mirror is always of the same size as that of the object.
(d) An image which can be obtained on a screen is called a _______image.
(e) An image formed by a concave ________cannot be obtained on a screen.

ANS: (a) An image that cannot be obtained on a screen is called _virtual image_.
A virtual image cannot be obtained on a screen. Only real images can be obtained on a screen.
(b) Image formed by a convex __mirror__ is always virtual and smaller in size.
A convex mirror forms a virtual, diminished and upright image of an object.
(c) An image formed by a __plane__ mirror is always of the same size as that of the object.
(d) An image which can be obtained on a screen is called a __real__ image.
Only real images can be obtained on a screen.
(e) An image formed by a concave __lens__cannot be obtained on a screen. The image formed by concave
lens is always virtual. A virtual image cannot be obtained on a screen.

2. Mark ‗T‘ if the statement is true and ‗F‘ if it is false:

(a) We can obtain an enlarged and erect image by a convex mirror. (T/F)
(b) A concave lens always forms a virtual image. (T/F)
(c) We can obtain a real, enlarged and inverted image by a concave mirror. (T/F)
(d) A real image cannot be obtained on a screen. (T/F)
(e) A concave mirror always forms a real image. (T/F)
ANS:(a)False.
The image formed by a convex mirror is always virtual, diminished and erect.
(b) True
The image formed by a concave lens is always virtual, erect and diminished.
(c) True
The image formed by a concave mirror can be real or virtual, enlarged or diminished, and erect or
inverted, depending upon the distance of the object from the mirror.
(d) False
The image that can be obtained on a screen is called a real image. Virtual images cannot be obtained on a
screen.
(e) False

33
A concave mirror can form both real and virtual images. The nature of the image depends on the distance
of the object from the mirror.

3.Match the items given in Column I with one or more items of Column II.
Column I Column II
(a) A plane mirror (i) Used as a magnifying glass.
(b) A convex mirror (ii) Can form image of objects spread over a large area.
(c) A convex lens (iii) Used by dentists to see enlarged image of teeth.
(d) A concave mirror (iv) The image is always inverted and magnified.
(e) A concave lens (v) The image is erect and of the same size as the object.
(vi) The image is erect and smaller in size than the object.
ANS: (a) (v) A plane mirror forms an image which is erect and of the same size as the object.
(b) (ii) and (vi) A convex mirror forms a virtual, diminished, and upright image and therefore, covers a
larger area of view. Its field of view is very large.
(c) (i) A convex lens can form a magnified image of the object. Therefore, it is used as a magnifying
glass.
(d) (iii) A concave mirror forms an enlarged image of the object. Therefore, it is used to see an enlarged
image of teeth by the dentist.
(e) (vi) The image formed by a concave lens is always virtual, upright and erect.

4.State the characteristics of the image formed by a plane mirror.

ANS: The image formed by a plane mirror is erect, laterally inverted, and of the same size as that of the
object. The left side of the object appears on the right side of the image. Also, the distance of the image
from the plane mirror is same as the distance between the plane mirror and the object.

5.Find out the letters of English alphabet or any other language known to you in which the image formed
in a plane mirror appears exactly like the letter itself. Discuss your findings.
ANS: If the letters of English alphabet A, H, I, M, O, T, U, V, W, X, Y are kept in front of a plane mirror,
then they would form images which exactly look like the original letters of the alphabet. These letters are
vertically symmetric. For example, if we divide letters A and U in the middle, then we would find that the
right halves are equivalent to the left halves of the letters.

Hence, even if the image interchanges sidewise, it will appear same as the letter.

6.What is a virtual image? Give one situation where a virtual image is formed.

34
ANS: When an image cannot be obtained on a screen, it is called a virtual image.
The image formed by a plane mirror is virtual, because the image cannot be obtained on a screen when
placed either in front of the mirror or behind it.

7.State two differences between a convex and a concave lens.

ANS:(i) Convex lens is thicker in the middle while concave lens is thinner in the middle.

(ii) A convex lens converges the light ray falling on it, while a concave lens diverges the light ray falling
on it.

8. Give one use each of a concave and a convex mirror.

ANS: Concave mirrors can form enlarged image of the object. Therefore, they are used by the dentist to
see the enlarged image of the patient‘s teeth.
Convex mirror forms diminished and upright image of the object. It is used as a side view mirror of the car
because it enables the driver to view objects spread over a large area behind him/her.

9. Which type of mirror can form a real image?

ANS: A concave mirror can form real image of an object. The nature of the image depends on the distance
of the object from the concave mirror.

10. Which type of lens forms always a virtual image?

ANS: A concave lens always forms a virtual image of an object
11.A virtual image larger than the object can be produced by a (i) concave lens (ii) concave mirror
(iii) convex mirror (iv) plane mirror
ANS :(ii) Concave mirror can form virtual and magnified image of the object.
Concave lens and convex mirror forms virtual but diminished image of the object. Plane mirror forms
virtual and same size image of the object.

35
 12: David is observing his image in a plane mirror. The distance between the mirror and his image is 4 m.
If he moves 1 m towards the mirror, then the distance between David and his image will be
(i) 3 m (ii) 5 m (iii) 6 m (iv) 8 m
ANS: (iii) 6 m. In the case of a plane mirror, the distance between the object and the mirror (d1) is same as
the distance between the image and the mirror (d2).

Given, Distance between the mirror and David‘s image, d2 = 4 m

Therefore, d1 = d2 = 4 m
If David moves 1 m towards the mirror, then d1 = 4 − 1 = 3 m
Again, d1 = d2 = 3 m
Therefore, the distance between David and his image is d1 + d2 = 3 + 3 = 6 m.
13.The rear view mirror of a car is a plane mirror. A driver is reversing his car at a speed of 2 m/s. The
driver sees in his rear view mirror the image of truck parked behind his car. The speed at which the image
of the truck appears to approach the driver will be
(i) 1 m/s (ii) 2 m/s (iii) 4 m/s (iv) 8 m/s
ANS (iii) 4 m/s.
The speed of the car is 2 m/s which means the car is approaching the truck with a speed of 2 m per second.
The distance between the car and truck will decrease at a double rate. This is because the image of the
truck will travel a distance twice the distance travelled by the car in equal time. Hence, the image of the
truck will appear to approach the driver with the speed of 2 ×2 = 4 m/s.

III.WORKSHEET:
1. What is image of an object?
2. The image formed by a plane mirror is
a. The same size as that of the object
b. Left-right inverted
c. Erect and virtual
d. All of the above
3. State the principle used in creating a mirror image.
4. Out of convex mirror and concave mirror, whose focus is situated behind the mirror?
5. How is rain bow formed?
6. What is spectrum?
7. An object is placed at the following distances from a convex lens of focal length 10 cm: (a) 8 cm (b) 15
cm (c) 25 cm

36
Which position of the object will produce:
(i)A diminished real image? (ii) a magnified real image? (iii) a magnified Virtual image.

IV HOME WORK:
1. A person is standing in front of a big plane mirror. The distance between the mirror and his image is 5m.
if the person moves 2 m towards the plane mirror, what would be the distance between the person and his
image.
2. How many colors are there in white light? Name the various colours of white light.
What type of lens can form real and inverted images, as well as virtual and erect image of an object?
3. Which mirror is used:
As a shaving mirror?
As a rear – view mirror in vehicles?

CHAPTER-18
WASTE WATER STORY

I.CHAPTER AT GLANCE:

The water which gets contaminated after various works; like washing, bathing, mopping, etc. is called
waste-water. World Water Day: 22nd March
International Decade for Action on Water for Life (2005 – 2015): It was declared by the General
Assembly of the United Nations. Its main goal was to reduce the number of people who do not have
access to safe drinking water; by half.
Sewage Treatment: The process of removing impurities from waste water before it can be reused or sent
to the water bodies is called sewage treatment or cleaning of water.
Sewage: The liquid waste which has water as its largest component; along with various types of
impurities; is called sewage.
Composition of Sewage
Type of impurities Examples

Human faeces, animal waste, oil, urea (urine), pesticides, herbicides, fruits
Organic impurities
and vegetables

Inorganic impurities Nitrates, phosphates, metals

Nutrients Phosphorus, nitrogen

Bacteria Various types; such as those causing cholera, typhoid, etc.

Other microbes Various types; such as those causing diarrhea, jaundice, etc.

37
Sewers: The pipes which carry waste water.
Sewerage: The network of sewers.
Manhole: These are the holes made in sewers at frequent intervals, so that timely inspections and cleaning
of sewers can be done through them. The manhole is covered with a hard lid so that people and traffic can
easily move over it.

Review Questions:
What is sewer?
Answer: The pipe which carries the waste water is called sewer.
What is sewerage?
Answer: The network of sewers is called sewerage
Waste water Treatment Plant or Sewage Treatment Plant:
These are large plants where waste water is cleaned before being sent to the nearest water bodies or being
reused. The sewage treatment involves physical, chemical and biological processes to remove impurities
from the waste water.

Physical Process:
1. Filtration: The waste-water is passed through bar screen. Large objects; like rags, sticks, plastic bags,
cans, etc. are removed in this process.
2. Grit and Sand Removal: The waste water is slowly passed through the sedimentation tank. Grit, sand
and pebbles settle down at the bottom.
3. Sedimentation: Water is then sent to the sedimentation tank. Solids; like faeces settle at the bottom.
Float able impurities; like oil and grease float on the surface. A scraper removes the faeces from the water.
The impurity thus collected is called sludge; which is sent to the sludge tank. The sludge can be used to
produce biogas or to produce manure. A skimmer removes the float able impurities. Now, the water is
called clarified water.
4. Aeration: Air is pumped into clarified water so that bacteria can proliferate. Bacteria consume the
human waste. It leaves food waste, soap and other unwanted materials in the Biological Process
In Chemical Process of water, The microbes settle down at the bottom after several hours. Water is then
removed from the top. This water is fit for irrigation and can be used for that purpose
5. Chlorination: Water purified through aeration is not fit for human consumption. It needs to be treated
with chlorine. For this, bleaching powder is added to the water. The chlorine kills whatever germs may be
left in the water. After chlorination, the water is fit for drinking.

Review Questions
Which process during the wastewater treatment results in proliferation of bacteria?
Answer: Aeration
Which process during the wastewater treatment kills the germs?
Answer: Chlorination

38
Better Housekeeping Practices to Maintain Sanitation:

 Do not throw cooking oil and fat in the drain. This can block the drain. The fat and oil clogs the
pores in the soil; in open drains. This reduces the filtering capacity of soil.
 Do not throw chemicals; like paint, insecticides, medicines, etc. into the drain. They kill the
bacteria which otherwise help in cleaning the water.
 Do not throw used tea leaves, solid food, soft toys or napkins in the drain. They can clog the drain
and do not allow oxygen to enter the sewage water. Oxygen is important for the natural process of
decomposition

Sanitation and Disease

Maintaining overall cleanliness in the home and in surroundings is called sanitation. Sanitation is
important for the health of a person and that of the community.
Many people have the habit of defecating in the open. Uncovered human excreta attract flies and other
insects. These insects carry the germs of many dangerous diseases; like cholera, typhoid and jaundice.
With constant public awareness campaign, the practice of open defecation can be stopped.
Poor sanitary conditions also contaminate the groundwater because contaminants percolate down the
ground.
Stagnant water is a perfect breeding ground for mosquitoes. Mosquitoes are the carriers of several
diseases; like malaria, dengue, chikungunya and filaria.
Alternative Arrangements for Sewage Disposal
In the absence of a sewerage system, arrangements for onsite sewage disposal can be made. For example;
septic tanks are built in which human excreta are collected. In due course of time, the human excreta get
decomposed into compost.
Composting pits can be made to dump waste and to make manure from them. Sewage can be collected
into biogas plants to produce useful biogas.
Chemical toilets are new discoveries. They do not require much water for the disposal of human excreta
and are environment friendly. Such toilets are ideal for the trains.
Sanitation at Public Places
Maintaining sanitation at public places is also important. In a heavily populated country; like India; any
public place is always teeming with people. More footfall at public places results in more filth. Sanitation
workers often work continuously to maintain cleanliness at public places. But it is our responsibility also
to maintain sanitation at public places. We should follow some simple rules to help the sanitation workers.
For example; always throw the trash in a dustbin and avoid littering. Don‘t spit at public places and use
the dustbin or special bins marked for the purpose.

II.TEXT BOOK EXERCISES:

1. Fill in the blanks:

(a)Cleaning of water is process of removing —————-.
(b)Wastewater released by houses is called ————.
(c)Dried ———- is used as manure.
(d)Drains get blocked by ————– and ————–.

39
Answer:
Fill in the blanks:
(a)Cleaning of water is process of removing contaminants.
(b)Wastewater released by houses is called sewage.
(c)Dried dung is used as manure.
(d)Drains get blocked by plastic and sludge.

2. What is sewage? Explain why it is harmful to discharge untreated sewage into rivers or seas.
Answer: Sewage is wastewater released by homes, industries, hospitals, offices and other users. It
includes rainwater that has run down the street during a storm or heavy rain. The untreated sewage may
contain harmful chemicals that may kills the organisms growing in water. The sewage also contains
nutrients that cause growth of algae and leads to scarcity of oxygen. That is why it is harmful to discharge
untreated sewage into rivers or seas.

3. Why should oils and fats be not released in the drain? Explain.
Answer: Oil does not mix with water. Being lighter, oil floats on water. This prevents mixing of water and
air. These reduce oxygen supply for aquatic plants and animals.

4. Describe the steps involved in getting clarified water from wastewater.

Answer: Treatment of wastewater involves physical, chemical and biological processes.
(a)Waste water is passed through bar screens to remove large objects like rags, sticks, cans, plastic
packets, napkins etc.
(b)Water is passed to a grit and sand removal tank to allow sand, grit and pebbles to settle down.
(c)The water is then allowed to large settling tank to permit settling of solid faeces called sludge, which is
removed using scarper.
(d)Air is pumped into the clarified water to help aerobic bacteria to grow and consume the wastes.
This type of water is discharged into rivers or ponds.

5. What is sludge? Explain how it is treated.

Answer: Solid wastes faeces settle at the bottom and are removed with scrapper. This is sludge. A
skimmer removes the floatable solids like oil and grease. Water so cleared is called clarified water.
Sludge is transferred to a seperte tank where it is decomposed by the anaerobic bacteria. The biomass
produced in the process can be used as fuel or can be used to produce electricity.

6. Untreated human excreta is a health hazard. Explain.

Answer:Untreated human excreta is a health hazard. It may cause water pollution and soil pollution. Both
the surface water and ground water get polluted. Ground water is a source of water for wells, tube wells,
springs etc. thus, it becomes the most common route for water borne disease. This includes cholera,
typhoid, polio etc.
40
7. Name two chemicals used to disinfect water.
Answer: Ozone, chlorine.

8. Explain the function of bar screens in a wastewater treatment plant.

Answer: Waste water is passed through bar screens. Large objects like rags, sticks, cans, plastics and
napkins are removed.

9. Explain the relationship between sanitation and disease.

Answer: Sanitation and disease are related to each other. To remain disease fee, we must observe
sanitation. Clean environment is essential for preventing the growth of disease-causing microbes. Dirty
water around the living areas provides breeding ground for mosquito that are vectors of a number of
diseases. Sanitation prevents the growth of pathogens that cause disease.

10. Outline your role as an active citizen in relation to sanitation.

Answer: We all have a role to play in keeping our environment clean and healthy. We must realize our
responsibility in maintaining the water sources in the healthy state. Adopting good sanitation practices
should be our way of life. As an agent of change our individual initiative will make a great difference. We
can influence others with our energy, ideas and optimism. A lot can be done if people work together. There
is great power in collective action.

11. Here is a crossword puzzle: Good luck!

Across
3. Liquid waste products.
4. Solid waste extracted in sewage treatment.
6. A word related to hygiene
8. Waste matter discharged from human body.
Down
1. Used water.
2. A pipe carrying sewage.
5. Micro-organisms which causes cholera.
7. A chemical to disinfect water.

41
ANS:
1W
A 2S
3S E W A G E
T W
4S L U G E E 5B A
W A R
A C
6S A N I T A T I 7O N
E E Z
R R O
I N
8E X C R E T A E

12. Study the following statements about ozone:

(a)It is essential for breathing of living organisms.
(b)It is used to disinfect water.
(c)It absorbs ultraviolet rays.
(d)Its proportion in air is about 3%.
Which of these statements are correct?
(i) (a), (b) and (c)
(ii) (b) and (c)
(iii) (a) and (d)
(iv) All four.
Answer:(ii) (b) and (c).

III WORK SHEET:

1. Write the full form of WWTP.
2. What is the cause of large number of diseases in our country?
3. What is the vermi – processing toilet? name the useful by-product obtained from such toilets.
4. Name two useful substances which are produced by the treatment of sewage. State their uses.
5. Explain the relation between sanitation and disease. State the various ways in which you can contribute
in maintaining sanitation at public places.
6. Draw a labelled sketch of wastewater treatment plant. Describe the various steps involved in getting

42
clear water from wastewater. Which fuel can be extracted during this process?
7. With the help of an example, outline your role as an active in relation to sanitation.

IV HOME WORK
1. What is the purpose of bubbling air in to the aeration tank during the treatment of sewage.
2. Name the solid waste extracted during sewage treatment.
3. Name any four water- borne diseases which are caused by drinking contaminated water.
4. (a) Explain why, it is harmful to discharge untreated sewage into rivers, lakes or ground.
(b) What is meant by the ‗treatment of sewage‘? What is its main purpose?

CHAPTER-12 : REPRODUCTION IN PLANTS

I CHAPTER AT A GLANCE:

All the living organisms including plants and animals have the capability to produce new individuals
during their lifespan. This process of producing a new organism from the existing organism (or the parent)
of the same species is called reproduction. The new individuals produced, are the copies of their parents.
The process of reproduction is one of the important life processes and is essential for the continuity of the
species.
Thus, reproduction makes the life continuous which is not only essential for the survival of an organism
but it is also very necessary for the perpetuation and preservation of the species because it increases the
number of members of a species.
Modes of Reproduction
The various parts of a plant such as roots stem and leaves each with a specific function is called vegetative
parts. After a certain period of growth, plants bear flowers. These flowers develop into fruits and seeds.
The parts of a plant that participate in the process of sexual reproduction are called reproductive parts or
organs. In plants, the reproductive parts are a flower which may have the male or female part or both the
parts on the same flower.
Different organisms reproduce in a different way. In plants, there are two different methods of
reproduction:
Asexual reproduction
Sexual reproduction
The term ‗sexual‘ means involving the fusion of sex cells or gametes while ‗asexual‘ means without
involving the fusion of gametes.

Asexual Reproduction
The process in which only one parent is involved in the production of new individuals of the same kind is
called asexual reproduction. In plants, asexual reproduction results in the formation of offspring‘s or new
plants without seeds or spores.
Asexual reproduction in plants occurs through the following methods:

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 1. Vegetative propagation
2. Budding
3. Fragmentation
4. Spore formation

1. Vegetative Propagation
It is the formation of new plants from vegetative units of bud, stem, etc. These vegetative units are called
propagules. Vegetative reproduction may take place using various plant parts as given below:

(i) Vegetative Reproduction by Stem

The stems or branches of the plant normally bear buds in the axils. The buds that are present in the axil
(i.e. the point of attachment of leaf at the node) develops into the shoot. These are called vegetative buds.

The vegetative buds can give rise to a new plant. These buds consist of a short stem around which
immature overlapping leaves are folded. These can produce a new plant by vegetative propagation.

Methods to Vegetative Reproduction by Stem

(i) New plants are obtained from the stem by the cutting method. In this method, the small part of stem is
removed by making a cut with a sharp knife. The stem cutting must have some buds on it. Now the lower
end of stem cutting is buried in the moist soil. The upper part of cutting having bud on it, is kept above the
soil. After few days, this cutting develops new roots. The bud grows and produces a shoot
(i.e. branches with leaves). Thus, a new plant is produced which is exactly similar to the parent plant, e.g.
rose, champa, grapes, sugarcane, banana, cactus, etc.

(ii) Another method of vegetative reproduction in stem is by layering. In this method, a mature branch of
parent plant is bent down and covered with soil. The tip of the plant is kept above the ground. The root
develops from the branches and grows into a new plant. Layering method is usually done in the plants that
have long and slender branches, e.g. jasmine.

iii) Grafting is also a method of vegetative reproduction in stems, where new plants of desired qualities is
developed from two different plants. The part that has shoot part is called scion and part having root is
called stock. Scion is attached to the stock which provides support and basic requirement for the
development of plant, e.g. apple, mango, rose, etc.

(ii) Vegetative Reproduction by Leaves

When the leaf of some plants are hurried into the moist soil, the cut edges or margins of leaves develop a
new plants that resemble to the parent, e.g. Bryopyllum or sprout leaf plant.

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(iii) Vegetative Reproduction by Roots and Bulbs
In some plants like sweet potato, dahlia, etc, a new plant develops through their roots and bulbs.

Note: Plants like cacti produces new plants when their parts get detached from the main plant body. Each
detached part can grow into a new plant.

Advantages of Vegetative Propagation

 Plants produced with vegetative reproduction takes less time to grow and bear flower and fruits
earlier than those produced from seeds.
 The new plants are the exact copies of parent plant because they are produced from a single parent.
 2. Budding
In this process, a daughter individual is formed from a small projection on parent body called a
bud. Most of the fungi-like, yeast reproduce by budding.
Yeast grow and multiply in every few hours, if provided with sufficient nutrients and favorable
condition.
 3. Fragmentation
Some algae (Spirogyra) that are present in water bodies reproduce by fragmentation. In this-
method, the body of the parent breaks into small pieces called fragments and each fragment grows
up to become a new plant. Fragmentation of parent body occurs when they are matured.

If water and nutrient are available, the algae will grow and multiply rapidly by fragmentation. If
this process continues, it will cover a large area in a very short period of time.

4. Spore Formation
Some fungus like bread mould reproduces asexually by spore formation. Spores (present in the air) are
the small spherical bodies, having a thick protective wall that protects them from unfavorable
conditions. When favorable conditions arrive the spores burst and germinate to develop into new
plants.

Spores are very light asexually reproducing bodies which can be carried over a long distance by air or

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wind. Some other plants like mosses and ferns also reproduce by spore formation in the underside of
their leaves.

 Sexual Reproduction
Flowers are the reproductive part of a plant. They help the plants in sexual reproduction and
producing fruits and seeds. In sexual reproduction, a male cell is produced by the male part of a
flower which fuses with a female cell produced by the female part of the flower. These cells are
called gametes, which when combined form a zygote by the process called fertilization.
 Parts of a Flower
The main parts of a flower are
(i) Sepals These are the green leaf-like outermost circle of the flower. All the sepals are together
referred to as calyx. The function of the calyx is to protect the flower when it is in bud form.
 (ii) Petals These are the colorful and most attractive part of the flower. These lie inside the sepals.
All the petals are together referred to as corolla. These are scented and attract insects for
pollination.
 (iii) Stamen It is a male reproductive organ of a plant. These are the little stalks with swollen top
and lies inside the ring of petals. The stamen is made up of two parts, i.e. filament and another.
The stalk of stamen is called filament and the swollen top of stamen is called anther.
 The anther contains the pollen grain which have male gamete in it. Pollen grains are exposed when
the anther ripens and splits. These appear as the yellow powder like substance which is sticky in
nature. Flowers usually have a number of stamens in it.
 (iv) Pistil It is the female reproductive part of a flower that lies in the centre of a flower. These are
a flask-shaped structure which is made up of three parts, i.e. stigma, style and ovary.
 The top part of the pistil is called stigma. It receives the pollen grains from the anther during
pollination. The middle part of the pistil is tube-like structure called style which connects stigma to
the ovary.

The swollen bottom part at the base of pistil is called ovary. The ovary makes ovules and stores
them. These ovules contain the female sex cells also called an egg cell. It is the female gamete of
flower. Pistil is also called as carpel. The pistil is surrounded by several stamens.
The base of the flower on which all the parts of the flower are attached is called receptacle.
 Types of Flower
On the basis of the type of reproductive organs present in a flower, the flowers are of following
types:
(i) Unisexual flower: The flower which contains only one reproductive organ (i.e. either male or
female) are called unisexual flowers. These are also called as an incomplete flower, e.g. papaya,
watermelon, corn, cucumber, etc.

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  (ii) Bisexual flower: The flower that contains both reproductive parts (i.e. male and female) in a
single flower are called a bisexual flower. These are also termed as hermaphrodites or complete
flower, e.g. rose, mustard, Hibiscus, etc.
 Function of a Flower
The function of a flower is to make male and female gametes and also to ensure that fertilisation
would take place for the seed formation. During sexual reproduction male and female gametes fuse
to form the zygote.

Pollination
The transfer of pollen grains from the anther of a stamen to the stigma of a pistil is called pollination.
Pollination takes place in two different ways:
(i) Self-pollination: When the pollen grain from the anther of one flower reaches to the stigma of the
same ‗ flower, it is called self-pollination. Self-pollination generally occurs in a bisexual flower.

(ii) Cross-pollination: When the pollen grains from the anther of a flower or of a plant are transferred to
the stigma of a flower of the same plant or that of a different plant of the same kind the process is called
cross-pollination. This transfer to another plant is mediated by insects, wind, water, animals, birds, etc.

Agents of Pollination
The process of pollination is carried out by some external agencies like wind, water, insects, birds, etc.
These are called agents of pollination.

Fertilization
The process in which the male gamete fuses with the female gamete to form a new cell (called zygote) is
called fertilization.

When the pollens are deposited on the stigma of the pistol, it begins to germinate. After some time, a long
pollen tube is developed from the pollen grain which passes through the style towards the female gametes
in the ovary. The male gametes move down the pollen tube and the tube enters the ovule present inside the
ovary.

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The tip of pollen tube bursts and the male gamete comes out of the pollen tube. Inside the ovary, the male
gametes fuse with the female gametes present in the ovule to form a fertilised egg cell which is called
zygote.
The zygote develops into an embryo which is a part of a seed that develops into a new plant.

Fruit and Seed Formation

After the fertilization, the ovary grows into the fruit and the ovule develops into the seeds. The outer parts
of the flower, i.e. petals, sepals and stamen become dry and fall off. Stigma and style also fall off leaving
ovary on the receptacle. The zygote inside the ovary gets its food from the ovule and grows by cell
division to form an embryo. Parts of the ovule develop into the seed covering or seed coat.

Fruits are the ripened ovary of a flower. Which protect the seed. Some fruits are fleshy and juicy, e.g.
mango, apple and orange, while some are hard like almonds and walnuts.

Seed Dispersal
Seeds are developed from the ovule. Seeds contain an embryo enclosed in a protective seed coat. Plants
produce a large number of seeds. When these seeds fall down, they start growing. If a large number of
seeds falls on the same place, they will not get enough space for water and light, and will not develop into
a healthy plant. Thus, the seeds are moved away by some external agencies to far off places.

The process by which the seeds are scattered to different places (far and wide from their parents) is called
dispersal. The seeds and fruits are dispersed away through various agencies like wind, water, birds and
some animals. Sometime seed dispersal takes place naturally by the explosion or bursting of fruits.

Seed Dispersing Agents

Wind, water, animals, birds and humans are the dispersing agents of seeds. These are described below:

Dispersal by Wind or Air

The seeds that are very light and have wing or hair-like structure on them, are easily carried away by the
blowing wind, e.g. seeds of maple, drumstick have wings, seeds of Madar or oak have hairs on them,
cottonseed also possess hairs on them, while seeds of grasses, orchids, begonia are very small and light.
These seeds can be easily carried away by the wind and dispersed away from their natural habitat.

Dispersal by Water
The seeds of some plants that have an outer fibrous or spongy covering are dispersed through water. They
have the ability to float in the water and drift along with its flow, e.g. seeds of water lily, lotus, chestnut

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(singhara) and coconut are dispersed through water. The coconut fruits have a fibrous outer coat which
enables them to float in water and carried away by flowing water to far off places.

Dispersal by Birds
The birds eat fruits along with the seeds. These seeds have hard outer covering. The seeds are dispersed to
some other place through the bird‘s faeces. The digestive enzymes present in the digestive system of birds
helps in dissolving the hard seed coat and when they are released or excreted along with the faeces, they
germinate, e.g. neem seeds are dispersed by the bird‘s faeces.

Dispersal by Animals
Some seeds have hooks or spines which get attached to the fur or body of the grazing animals. When these
animals move to a distant place, the seeds get dispersed (while animal rub their body surface), e.g. fruit of
Xantbium and Urena plants are covered by numerous hooks which attach to the animal‘s fur and are
dispersed with them. Along with the fruits, the seeds also get dispersed.

Dispersal by Explosion or Bursting of Fruits

Sometimes fruits mature and a strain is produced in their walls. This produces a sudden jerk causing fruits
to break open, thus allowing the seeds to scatter far away from their parent plants. Due to the explosion of
fruit, the seeds are thrown away from the plant with a great force in all direction, e.g. castor plant burst
suddenly with a jerk and scatter the seeds far away from the parent plant. Similarly, fruit of balsam is also
dispersed through the explosion mechanism.

Benefits of Seed Dispersals

 Seed dispersal avoids overcrowding of young plants around their parent plants.
 It helps in preventing competition between the plants and its own seedlings for sunlight, water and
minerals.
 One of the benefits of seed dispersal is that it enables the plant to grow into new habitats for wider
distribution and provides them with a better chance of survival.

Germination of Seed
A seed contains a plant embryo in a resting state which begin to grow only under favourable conditions.
The process by which seeds begin to grow is called seed germination. It is the growth of a plant from its
seed. When the seed germinates, the seed coat splits and a tiny root called radicle grows downward and
shoot called plumule starts growing upwards. This produces seedling of the plant.

The seedling grows faster and ultimately forms a new plant. When the plant starts maturing, it bears
flower which again produces seed and fruits. This cycle continues to produce more offsprings for the
preservation of a species.

II TEXT BOOK EXERCISE:

Question1. Fill in the blanks:

(a) Production of new individuals from the vegetative part of parent is called_____________.
Answer: vegetative propagation.
(b) A flower may have either male or female reproductive parts. Such a flower is called_____________.

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Answer: Unisexual.
(c) The transfer of pollen grains from the anther to the stigma of the same or of another flower of the same
kind is known as _____________.
Answer: pollination.
(d) The fusion of male and female gametes is termed as _____________.
Answer: fertilisation.
(e) Seed dispersal takes place by means of _____________, _____________ and _____________.
Answer: wind, water, animals
Question2. Describe the different methods of asexual reproduction. Give examples.
Solution: Different methods of asexual production are:
Vegetative propagation: It is a type of asexual reproduction in which new plants are produced from roots,
stems, leaves and buds. Since reproduction is through the vegetative parts of the plant.
Budding: In this process, a new individual from a bulb-like projection, bud, grows and gets detached from
the parent to form a new individual and it is mostly observed in yeast.
Spore formation: Spores are asexual reproductive bodies. A spore is covered by a hard-protective coat to
withstand unfavourable conditions such as high temperature & ow humidity. So, they can survive for a
long time. Under favourable conditions, a spore germinates and develops into a new
individual. Fungi on bread and plants such as moss and ferns reproduce through spores.
Fragmentation: In this process, a new organism is developed from the fragments of the parent body.
Example, an alga breaks up into two or more fragments. These fragments or pieces grow into new
individuals.
Question3. Explain what you understand by sexual reproduction.
Solution:
It is the mode of reproduction in which male & female gamete fuse together to form a zygote. The zygote
gradually divides to form a new organism.
Question4. State the main difference between asexual and sexual reproduction.
Solution: Difference between asexual and sexual reproduction:
Sexual reproduction Asexual reproduction

In this process, two parents are involved. In this process, a single parent is involved.

Sexual reproduction involves the fusion of male In asexual reproduction, plants can give rise to new
and female gametes. plants without seeds.

Question5. Sketch the reproductive parts of a flower.

Solution:

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Question6. Explain the difference between self-pollination and cross-pollination.
Solution:
Self-pollination Cross-pollination
In self-pollination, pollen grains are In cross-pollination, pollen grains are
transferred from the anther to the stigma of transferred from the anther of one flower to
the same flower. the stigma of another flower of the same
kind.

Question7. How does the process of fertilisation take place in flowers?

Solution: As soon as pollen lands of the stigma, it germinated & yields a pollen tube that passes through
the style and enters the ovary of a pistil. As the pollen tube enters an ovule, it releases the male gametes. A
male gamete fuses with a female gamete in the ovule by a process known as fertilization. The cell formed
after the fusion of a female and a male gamete is terms as a zygote. This zygote splits numerous times
form the embryo present inside the seed. In this way, the process of fertilisation takes place in flowers.

Question8. Describe the various ways by which seeds are dispersed.

Solution: Seed dispersal is aided by the wind, water and animals. Sees also dispersed when fruits burst
with sudden jerks.
By wind: Seeds and fruits of plants are carried away by the wind, water and animals. Winged seeds such
as those of drumstick and maple, light seeds of grasses or hairy seeds of aak (Madar) and hairy fruit of the
sunflower, get blown off with the wind to faraway places.
By water: Seeds of aquatic plants or plants near water bodies usually develop floating ability in the form
of a spongy or fibrous outer coat as in coconut and get dispersed by water.
By animals: Spiny seeds with hooks which get attached to the bodies of animals and are carried to distant
places.

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Dispersion of seeds by bursting of fruits: Some seeds are dispersed when the fruits burst with sudden
jerks. The seeds are scattered far from the parent plant. This happens in the case of castor and balsam.

Question9. Match items in Column I with those in Column II:

Column I Column II
(a) Bud (i) Maple
(b) Eyes (ii) Spirogyra
(c) Fragmentation (iii) Yeast
(d) Wings (iv) Bread mould
(e) Spores (v) Potato
(vi) Rose
Solution:
Column I Column II
(a) Bud (iii) Yeast
(b) Eyes (v) Potato
(c) Fragmentation (ii) Spirogyra
(d) Wings (i) Maple
(e) Spores (iv) Bread mould
Question10. Tick (√) the correct answer:
(a) The reproductive part of a plant is the
(i) leaf
(ii) stem
(iii) root
(iv) flower
Solution: Flower is the reproductive part of a plant. So, option (iv) is correct.
(b) The process of fusion of the male and the female gametes is called
(i) fertilisation
(ii) pollination
(iii) reproduction
(iv) seed formation
Solution: Option (i) fertilisation, is the correct option.
(c) Mature ovary forms the
(i) seed
(ii) stamen

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(iii) pistil
(iv) fruit
Solution: Option (iv) fruit, is the correct option.
(d) A spore producing organism is
(i) rose
(ii) bread mould
(iii) potato
(iv) ginger
Solution: Option (ii) bread mould is the correct option.
(e) Bryophyllum can reproduce by its
(i) stem
(ii) leaves
(iii) roots
(iv) flower
Solution: Option (ii) leaves is the correct option.

III WORKSHEET

1. The transfer of pollen from a stamen to a carpel is known as:

(a) Germination (b) Pollination (c) seed dispersal (d) Fertilization
The parts of the flower labelled as X and Y in the diagram are:

(a) X = petal, Y = anther (b) X = sepal, Y = anther

(c) X = petal, Y = stalk (d) X = sepal, Y = carpel
2. The plant shown in the diagram is:

(Hint: it is a perennial herb plant)

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(a) a hedge (b) a spider plant
(c) a daffodil (d) a strawberry plant
3. How spores can survive for a long time?
Which type of reproduction: (a) involves fusion gametes? (b) does not involve in gametes?
4. How do Bryophyllum plants reproduce?
(a) State the main difference between asexual reproduction and sexual reproduction in plants. Name the
various methods of asexual reproduction in plants.

IV HOME WORK:

1. What are the functions of flower? Draw a labelled diagram of a flower showing its various parts
including the reproductive parts. Why are flowers generally so colourful and fragrant (or scented)?
2. Name the vegetative parts of a plant.
3. What is meant by fragmentation? Name one plant which reproduces by fragmentation.
4. What is meant by fertilisation? How does the process of fertilisation take place in flowers?
CHAPTER-17 : FOREST: OUR LIFELINE
I.CHAPTER AT A GLANCE:
In ancient times, we used to live in forests. It met all our requirements for leading a normal life at that
time. Now-a-days, we live in cities and towns far off from forests, so we really do not know the
importance of forests in our life. It is a natural renewable resource a habitat (home) to many forms of
wildlife like bear, bison, jackal, deer, porcupine, elephant, etc.
Many trees like Sal, teak, semal, Sheesham, neem, Palash, fig, khair, amla, bamboo, kachnar and many
others are also found in the forests. The forest also contains insects, butterflies, honeybees and birds which
help in palliation in the flowering plants of the forest in pollination.

Structure of a Forest
The plants (trees, shrubs and herbs) make different layers in the forest which are described below:
1. Canopy
The uppermost branches and leaves of tall trees which act as a roof over the forest ground is called
canopy. It is the highest layer of vegetation in the forest. The branch part of a tree above the stem is
known as the crown of the tree.

2. Understory
The different horizontal layers formed due to different types of crowns in the forest is called understory.
The constituents of understory can be described as follows:

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(i) Top layer It constitutes the giant and tall trees followed by shrubs and tall grasses.
(ii) Shrub layer It has many shrubs and bushes of approximately 1-2 meters of height from the forest floor.
It makes dense layer at some places of forest where enough sunlight is present.
(iii) Herb layer Just below the shrub layer occurs the herb layer of plants. It is the lowest layer of
vegetation in the forest (having leafy plants). Most of the plants in herb layer have short lifespan.
(iv) Forest floor Plants found here are as small as mosses, liverworts, lichens. It has many kinds of insects,
worms, toad stool, etc. Most of the forest floor is covered with dead and decaying plan matter, and animal
waste.

Components of the Forest

The living organisms found in the forest are plants, animals, decomposers and scavengers. The non-living
environment of the forest provides nutrients, water and carbon dioxide for the growth of the plants.
1. Plants
Green plants are living organisms also called autotroph as they produce food by photosynthesis (by
absorbing nutrients water from soil, CO2 from air and sunlight as energy source). They provide food to all
living organisms which live in the forest. They are called producers (of food).

2. Animals
Forests have many animals and they are called consumers (of food). The animals which eat only
plants/their parts are called herbivores (herb eating) whereas flesh-eating animals are called carnivores.
All animals are called heterozygote because they depend on other organisms for food.

3. Decomposers
Mostly these organisms are microorganisms like bacteria and fungi. They feed on dead plants and animals
and thus are called saprotrophs. These organisms are also called decomposers as they breakdown dead
parts of plants and dead bodies of animals into simple substances. They play a very important role in
sustaining the forests.

4. Scavengers
Those animals which eat dead animals are called scavengers, e.g. vultures, crows, jackals, hyena, some
insects (ants, beetles, termites, woodlice, maggots, millipedes and earthworms), etc. Scavengers are the
cleaning agents of our environment. But these are not decomposers as they do not breakdown complex
dead organic matter into simple ones.

Importance of Forests
The forests provide us with a large number of products. They also purify air and water quality and
maintain soil moisture and climate. So, they are called lifeline.

1. Forests Provide Many Useful Products

The various things which are obtained from the forests are called forest products. Forests give us a large

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number of useful products. Some of the important products which we get from the forests are wood,
honey, gum, sealing wax (or lac), catechu (kattha), fruits, oils, spices, natural rubber, cork, dyes, medicinal
plants and fodder for cattle. Perhaps the most important product obtained from forests is the wood (which
is obtained by cutting down the forest trees). The wood obtained from forests is used for a large number of
purposes in our day-to-day life.

2. Forests Maintain Balance between Oxygen and Carbon Dioxide

Plants in the forest release oxygen during photosynthesis. This provides all animals including us with
oxygen to breathe and helps to maintain the ratio of oxygen to carbon dioxide in the atmosphere. That is
why, forests are called green lungs.

If the amount of carbon dioxide increases in the atmosphere, it would result in an increase in earth‘s
temperature. Plants in the forest intake carbon dioxide from the atmosphere during photosynthesis. Hence,
they help to maintain the right amount of carbon dioxide in the atmosphere.

3. Forests Maintain Water Cycle

The forest trees suck water from the soil through their roots and release water vapour into the air through
transpiration. This water vapour helps in the formation of clouds and bring rain on the earth. Thus, forests
bring sufficient rainfall on the earth. In fact, about half the rain which falls in forest areas comes from the
transpiration of forest trees themselves. In this way, forests help in maintaining a perfect water cycle in
nature and meet our freshwater requirements.

4. Forests Prevent Occurrence of Flood

The forest acts as a natural absorber of rainwater and allows it to seep. It helps to maintain the water table
throughout the year. Forests not only help in controlling floods but also help to maintain the flow of water
in the streams so that we get a steady supply of water.

On the other hand, if trees are not present, rain hits the ground directly and may flood the area around it.
Heavy rain may also damage the soil. Roots of trees normally bind the soil together, but in their absence,
the soil is washed away or eroded.
The different kinds of plants grow together in the forest making different levels of layers and habitat for
wild animals. In the absence of plants/trees, the soil will not hold water which will cause flood and
erosion.

5. Forests Provide Habitat for Wildlife

The different types of vegetation present in a forest provide food and shelter to animals, birds and insects
which live in the forest. This makes a food chain.

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Food chain
Food chain can be defined as a sequence of living organisms in which one organism feeds on another.
A typical chain in grassland is: grass → deer → lion
A typical food chain in a pond is: algae → small fish → large fish

Flow of Energy in a Food Chain

The sun is the ultimate source of energy for everything on the planet. Green plants or producers are able to
harness the energy of the sun to make food. In a food Flow ener0y in food chain chain, energy from plants
(producers) is passed on from one organism to another. From the producers, the energy goes to primary
consumers (herbivores) and is then passed on to secondary consumers (carnivores). Thus, producers are
always at the beginning of the food chain.

Dynamic Living Entity

By harbouring greater variety of plants, the forest provides great opportunities of food and habitat for the
herbivores. Larger number of herbivores means increased availability of food for a variety of carnivores.
The wide variety of animals helps the forest to regenerate and grow. Decomposers help in maintaining the
supply of nutrients to the growing plants in the forest. Therefore, the forest is a dynamic living entity.
There is a continuous interaction between soil, water, air, plants and animals in a forest.

6. Forests can regenerate on their Own

The dead parts of trees and plants, dead animals and animal wastes (like animal dung or droppings) keep
on collecting on the forest floor. Decomposers (fungi and bacteria) degrade them into simple organic
substances which are usable by plants in the form of humus. The hummus makes the forest soil fertile by
providing the nutrients. The animals, birds of forests, wind and water disperse the seeds of trees and plants
on the forest soil. These seeds obtain nutrients from the soil and germinate to form seedlings and
ultimately grow to form the forest vegetation.

Forest Conservation
Paper is made from wood pulp that is produced from the wood of forest trees. So, to make paper, many
trees have to be cut down from the forests. If all of us keep on collecting old newspapers, magazines,
books, notebooks, etc., and send them to paper mills for recycling through a junk dealer (kabaddi wala),
we will be able to save many forest trees from being cut down.
Some of the other ways to conserve forests are also given below:

 Excessive cutting down of forest trees should not be allowed by the government to conserve
forests.
 More trees should be planted in the forest in place of cut down trees to conserve forests.

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  Paper products such as old newspapers, magazines, books, notebooks, etc., should be recycled to
conserve forests.

A large number of forest trees are being cut down every day to meet the various demands of the increasing
population. This is called deforestation. Following are the consequence if forests disappear:

 Increase of the earth‘s temperature If there are no trees and plants, there will be no photosynthesis.
So, no C02 of the atmosphere will be used. This will increase the level of C02, resulting in the
increase of earth‘s temperature.
 No food and shelter to wildlife in the absence of trees, plants and animals will not get food and
shelter. So, this will disrupt the whole cycle of life and gradually life might disappear from the
land area of the earth.
 There will be more floods the trees plant roots help in holding the soil during rains and also soil is
able to hold water. In the absence of trees, the soil will not hold water which will cause floods.
 Deforestation endanger the environment the continuous deforestation is threatening the different
form of life including human beings. So, there is necessity to think and set to conserve forests.
Natural calamities like floods, cyclones, hail forms are more in the absence of trees and forest.
People become homeless when such disaster occurs.

II TEXT BOOK EXERCISES:

Q.1. Explain how animals dwelling in the forest help it grow and regenerate.
Ans. Animals help in growing and regenerating forests in many ways. Animals work as the cleaning
agents in the forest. Microorganisms work on dead bodies of plants and animals and degenerate them.
Animals also help in pollination which helps in growing a number of plants. Herbivores helps the
carnivores to grow as they serve as food for them. Thus flora and fauna mutually grow in the forest.
Q.2. Explain how forests prevent floods.
Ans. Forests can absorb a lot of water. The roots of the trees absorb the water and prevent it from flowing
away. Roots of trees also help in percolation of water into the soil. This helps in preventing floods.
Q.3. What are decomposers? Name any two of them. What do they do in the forest?
Ans. Decomposers are the organisms which feed on the dead bodies of plants and animals. They clean the
forests decaying dead bodies and replenishing the nutrients back to the forest soil, e.g.„ beetles and grubs.
Q.4. Explain the role of forest in maintaining the balance between oxygen and carbon dioxide in the
atmosphere.
Ans. Plants release oxygen in the atmosphere during the process of photosynthesis. This oxygen is inhaled
by the animals for respiration. During respiration, they release carbon-dioxide which is absorbed by
plants. In this way the oxygen and carbon dioxide cycle goes on. Since forests contain a large number of
plants, they help much in this cycle and maintain balance in nature.
Q.5. Explain why there is no waste in a forest.
Ans. There is no waste in the forest because decomposers convert all the dead bodies of the plants and
animals into the humus which gets added to the soil. Thus, no waste remains.
Q.6. List five products we get from forests.
Ans. (i) We get medicines from forests.
(ii) We get gum from forests.
(iii) We get wood which is used for many purposes like making furniture, paper etc.
(iv) We get food for animals from forests.
(v) We get sealing wax from forests.
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Q.7.Fill in the blank:
(a) The insects, butterflies, honeybees and birds help flowering plants in .
(b) A forest is a purifier of land .
(c) Herbs form the layer in the forest.
(d) The decaying leaves and animal droppings in a forest enrich the .
Ans. (a) pollination (b) water, air (c) lowest (d) soil as humus.
Q.8. Why should we worry about the conditions and issues related to forests far from us?
Ans. We should be worried about deforestation as it would lead to floods, increase in earth‘s temperature,
decreasing animals‘ habitats and soil erosion. Damage to forests directly or indirectly affects human
habitat and environment so it must be a matter of concern among us.
Q.9. Explain why there is a need of variety of animals and plants in a forest.
Ans. All plants and animals sustain the forest life and also C02 – 02 cycle goes on due to animals and
plants. Animals convert the dead and decaying matters into humus and increase the fertility of soil, thus
enhancing plant growth. All food chains and food webs need variety of plants and animals.
Q.10. In fig. 1 7.15 the artist has forgotten to put the labels and directions on the arrows. Mark the
directions on the arrows and label the diagram using the following labels: clouds, rain, atmosphere, carbon
dioxide, oxygen, plants, animals, soil, roots, water table.

Q.11.Which of the following is not a forest product?

(i) Gum (ii) Plywood (iii) Sealing wax (iv) Kerosene
Ans.(iv) Kerosene

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 Q.12.Which of the following statements is not correct?
(i) Forests protect the soil from erosion.
(ii) Plants and animals in a forest are not dependent on one another.
(iii) Forests influence the climate and water cycle.
(iu) Soil helps forests to grow and regenerate.
Ans.(ii) Plants and animals in a forest are not dependent on one another.
Q.13.Micro-organisms act upon the dead plants to produce
(i) sand (ii) mushrooms (iii) humus (iu) wood
Ans. (i) Humus
III WORKSHEET:
1. Which of the following is not a scavenger?
a) Crow b) Jackal c) Lion d) Vulture
2. Which of the following will help for conservation of forests?
a) Recycling of jute bags b) Recycling of cotton bags
c) Recycling of paper bags d) Recycling of plastic bags
3. What are the various effects of the destruction of forests?
4. Give one example of food chain taking place in forest.
5. Describe the role of forests in maintaining the supply the balance between carbon dioxide and oxygen
in the atmosphere.
6. Explain how, forest prevent soil erosion.
7. The organisms A and B occur on the forest floor. They convert the dead parts of forest plants and dead
bodies of forest animals into simple substances such as C, D and E which can be re-used by organisms F
for their growth and development.
(a) What could be organisms (i) A and (ii) B?
(b) What is the general name of organisms like A and B?
(C) What are (i) C and (ii) D and (iii) E?
(D) What could organisms F be?

IV HOME WORK:

1. What are decomposers? Name any twodecomposers. What do decomposers do in a forest?

2. Explain how, forest prevents floods.
3. Draw a flow chart to show how forests help in maintaining the balance of carbon dioxide and oxygen in
the atmosphere.
4. Describe the importance of forest for us, other animals and the environment.

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 SOCIAL SCIENCE
CHAPTER 9: THE MAKING OF REGIONAL CULTURES (HISTORY)

I. TEXTBOOK EXERCISE:

Q1. What is Manipravalam? Name a book written in that language.

Ans. Manipravalam literally means ―diamonds and corals‖ referring to the two languages, Sanskrit and
the regional language.
Lilatilakam is written in that language.

Q2. Who were the major patrons of Kathak?

Ans.The Mughal emperors and their nobles, Wajid Ali Shah - the last Nawab of Awadh and the courts
of Rajasthan and Lucknow were the major patrons of Kathak.

Q3. What are the important architectural features of the temples of Bengal?
Ans. Important architectural features of the temples of Bengal:
(i) The double-roofed (dochala) or four-roofed (chauchala) structure of the thatched huts.
(ii) Four triangular roofs were placed on the four walls move up to converge on a curved line or a
point.
(iii) Temples were usually built on a square platform.
(iv) Outer walls of many temples were decorated with paintings, ornamental tiles or terracotta tablets.

Q4. Why did minstrels proclaim the achievements of heroes?

Ans. (i) Minstrels proclaim the achievements of heroes to preserved the memories of heroes.
(ii) These stories were expected to inspire others to follow their example.
(iii) Ordinary people were also attracted by these stories which depicted dramatic situations.
(iv) People also get attracted by the range of strong emotions loyalty, friendship, love, valour, anger
etc. in the poems or songs.

Q5. Why do we know much more about the cultural practices of rulers than about those of ordinary
people?
Ans.(i) We know much more about the cultural practices of rulers because their achievements or
works were safely preserved in the palaces for the centuries.
(ii) Also, the rulers enjoyed intense wealth and power and hired specially trained minstrels to write
their achievements in poems or songs.
(iii) Life of ordinary people were busy in earning their livelihood.
(iv) Ordinary people didn't had enough money or resource to preserve their work even if they had a
story or poems.

Q6. Why did conquerors try to control the temple of Jagannatha at Puri?
Ans.Conquerors try to control the temple of Jagannatha at Puri as:
(i) This temple gained in importance as a centre of pilgrimage, wealth, power and culture.

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 (ii) Its authority in social and political matters also increased.
(iii) Conquerors felt that if they conquered this temple then they would make their rule acceptable to
the local people.

Q7. Why were temples built in Bengal?

Ans.(i) Temples were built in Bengal to demonstrate power and proclaim their diety.
(ii) Bengal witnessed a temple-building spree from the late fifteenth century which culminated in the
nineteenth century.
(iii) Creation of new economic opportunities by the European trading companies.
(iv) People proclaimed their status through the construction of temples when their social and economic
position improved.

II. WORKSHEET:

1. What was called Rajputana by the British?

2. What are miniatures?
3. What distinguished Kangra painting from the paintings?
4. What do terracotta plaques on the walls of temples and viharas depict?
5. Mention the role of the Chercis in the development of Malayalam.

III. HOMEWORK:

1. What do you know about Rajput tradition of heroism? Write in brief

CHAPTER 10: EIGHTEENTH CENTURY POLITICAL FORMATIONS (HISTORY)

I. TEXTBOOK EXERCISE:

Q1. Why did the Nawabs of Awadh and Bengal try to do away with the jagirdari system?
Ans. The Nawabs of Awadh and Bengal were trying to end the jagirdari systembecause
(i) To decrease the influence of Mughal in their provinces.
(ii) The jagirdars appointed at the time of Mughals were corrupt so he reduced the size of jagirs, and
appointed his own loyal servants to vacant positions.
(iii) They checked the accounts of jagirdars to prevent cheating and corruption.
(iv) The revenues of all districts were reassessed by officials appointed by the Nawab‘s court.

Q2. How were the Sikhs organised in the eighteenth century?

Ans. The Sikhs organised themselves in the following ways:
(i) They organized themselves into a number of bands called jathas, under a number of able leaders.
(ii) The combined forces of Sikhs known as the grand army (dal khalsa) used to meet at Amritsar at the
time of Baisakhi and Diwali to take collective decisions.
(iii) They offered protection to the cultivators on the payment of a tax of 20 per cent of the produce called
rakhi.

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Q3. Why did the Marathas want to expand beyond the Deccan?
Ans. The Marathas wanted to expand beyond the Deccan because
(i) They wanted to expand beyond the Deccan for more and more resources.
(ii) They made other kingdoms in Karnataka, Tamil and Telugu speaking places to pay tribute to the
Marathas as a way of accepting their sovereignty.
(iii) They developed an effective administrative system by endless military campaigns.

Q4. What were the policies adopted by Asaf Jah to strengthen his position?
Ans. Policies adopted by Asaf Jah to strengthen his position were:
(i) He already had full control over the political and financial administration of Deccan.
(ii) He gathered power in his hands by taking advantage of the turmoil in the Deccan and the competition
amongst the court nobility.
(iii) He ruled quite independently without seeking any direction from Delhi or facing any interference.
(iv) Gradually, he became the actual ruler of that region.

Q5.Describe the close connection between the state of Awadh and bankers.
Ans. a) The state of Awadh depended on local bankers and mahajans for loans. It sold the right to collect
tax to the highest bidders.
b) These revenue farmers known as ijaradars agreed to pay the state a fixed sum of money.
c) Local bankers guaranteed the payment of this contracted amount to the state.
d) In turn the revenue farmers were given considerable freedom in the assessment and collection of taxes.
e) These developments made the positions of moneylenders and bankers influential. They began to
influence the management of the state‘s revenue system.

Q6..What common features were shared by these three states—Awadh, Bengal and Hyderabad?
Ans. The common features shared by these states were:
 All three states were established by erstwhile Mughal nobles.
 They had the jagirdari system in the three states.
 The third common feature in these three states was their emerging relationship with rich bankers
and merchants. These people lent money to revenue farmers, received land as security and
collected taxes from these lands through their own agents.

Q7. Give an account of the Maratha expansion occurred between 1720 and 1761.
Ans. a) The Maratha empire expanded between 1720 and 1761. It gradually took away the authority of the
Mughal Empire.
b) Malwa and Gujarat were seized from the Mughals by the 1720s. By the 1730s, the Maratha king was
recognised as the overlord of the entire Deccan peninsula.
c) After raiding Delhi in 1737 the frontiers of Maratha domination expanded rapidly — into Rajasthan and
the Punjab in the north, into Bengal and Orissa in the east, and into Karnataka and the Tamil and Telugu
countries in the south. These were not formally included in the Maratha empire, but were made to pay
tribute as a way of accepting Maratha sovereignty.

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II. WORKSHEET:
1. Name the three states that were carved out of the old Mughal provinces in the 18th century.
2. Name the new social groups that developed in Awadh to influence the management of the
state‘s revenue system?
3. Who was Shivaji?
4. What was chauth?
5. What was the effect of Aurangzeb‘s long war in the Deccan?
III. HOMEWORK:
1. Describe the three common features of the states like Awadh, Bengal and Hyderabad.

CHAPTER 10: LIFE IN THE DESERTS (GEOGRAPHY)

I. TEXTBOOK EXERCISE:

Q1. What are the climatic conditions of the Ladakh desert?

Ans. The climate of Ladakh is extremely cold and dry due to high altitude. The air at this altitude is so thin
that the heat of the sun can be felt intensely.

Q2. Give reasons.

(i) There is scanty vegetation in the deserts.
(ii) People of the Sahara desert wear heavy robes.
Ans. (i) There is scanty vegetation in the deserts due to unfavourable climatic conditions for the flora
world to grow. The desert either has extreme heat or extreme cold climate and it receives low rainfall
which is not suitable for vegetation to grow.
(ii) People of the Sahara desert wear heavy robes as protection against dust storms and hot winds. Sahara
is a hot desert therefore dust storms and hot winds of containing sands is common there. It also help them
in protection from Sun.

Q3. What are the two characteristic features of a desert? [V. Imp.]
Ans.a) The climate of a desert is either very hot and dry or very cold and dry.
b) The vegetation is sparse.

Q4. Mention the summer and winter activities of the people of the Ladakh desert.
Ans. In the summer season the people of the Ladakh desert are busy in cultivation work. They grow crops
such as barley, potatoes, peas, beans and turnip.
The climate during winters is very harsh and people keep themselves engaged in festivities and
ceremonies. The women manage the house, fields and also manage small business and shops.

Q5. Describe the people of the Sahara desert Also write about their activities.
Ans. a) Despite harsh climate of Sahara desert various groups of people such as the Bedouins and Tuaregs
live here. These are nomadic tribes.

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b) They rear animals such as goats, sheep, camels and horses. They get milk and leather from animals.
They use the hair of these animals in making mats, carpets, clothes and blankets.
c) The people of the Sahara desert wear heavy robes to protect themselves from the dust storms and hot
winds.
d) The oasis in the Sahara desert and the Nile valley in Egypt support settled population. Since water is
available, people grow date palms. They also grow rice, wheat, barley and beans.
e) The Sahara is undergoing change with fast speed. Tuaregs, the nomadic tribe, are now acting as guides
to foreign tourists. More and more nomadic herdsmen are migrating to cities in search of jobs in oil and
gas operations.

II. WORKSHEET:

1. Which National Highway connects Leh to Kashmir valley and through which pass?
2. Mention the day and night temperatures of the Sahara desert.
3. Why is there little rainfall in the Ladakh desert?
4. What vegetation is found in the Sahara desert?

III. HOMEWORK:

2. Describe the flora and fauna found in the Ladakh desert.

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