DELHI PUBLIC SCHOOL, DURGAPUR

CLASS- XI
ENGLISH CORE- TERM I - ASSIGNMENT-3
SUMMER OF THE BEAUTIFUL WHITE HORSE + INTEGRATED GRAMMAR

TEXTUAL QUESTIONS:
1. You will probably agree that this story does not have breathless adventure and exciting action. Then
what in your opinion makes it interesting?

The story has a simple, lucid language and so everyone can understand and identify with the situation. The
story establishes that love is universal. Even animals like horses, dogs and birds respond to it, not just
humans. The humour in the story is refreshing - be it the description of Uncle Khosrove, trimming his
moustache or the conversation between John Byro and Uncle Khosrove. The story is narrated from the point
of view of a child and highlights the childlike innocence of the two boys, Aram and Mourad along with the
nostalgia felt for those good old days. Most importantly, the story shows how there can be correction
without retribution. John Byro does not reprimand the boys but gently expresses his unwavering faith in
honesty of Garoghlanian family. The boys understand the message and return the horse.
2. Did the boys return the horse because they were conscience-stricken or because they were afraid?

One morning, on their way to the deserted vineyard of Fetvajian, the boys ran into John Byro, who was on
his way to town. John Byro studied the horse eagerly. He felt that it was his lost horse and inspected the
horse’s teeth after asking its name. He concluded that it was a twin of his horse which was stolen weeks
ago. He expressed his unwavering faith in honesty of Garoghlanian family. This, he said, made him believe
his heart more than his eyes.
Mourad and Aram were conscience-stricken. They realized that John Byro had recognized his horse. He
did not reprimand the boys but expressed his deep faith in the honesty of Garoghlanian family. Their
family name was at stake. Thus the boys returned the horse.

EXTRA QUESTIONS:
1. Who was John Byro?

John Byro was an Assyrian farmer who, out of loneliness, had learnt to speak Armenian. He was the owner
of the stolen white horse.

2. Why did the boys return return the horse?

Mourad and Aram were conscience-stricken. They realized that John Byro had recognized his horse. He
did not reprimand the boys but expressed his deep faith in the honesty of Garogh’anian family. Their
family name was at stake. Thus the boys returned the horse.

3. Why does the writer say “One day back there in the good old days…”?
The ‘good old days’ refer to the time when the narrator was nine years old. It suggest that those days were
better, full of splendour. Life was a charming and alluring as a mystifying dream. It brings out the feeling of
nostalgia felt by him.
4. Give a brief description of the place where the narrator used to live.
The narrator used to live in the San Joaquin Valley of California. He used to live on the edge of a town on
Walnut Avenue. Behind his home was the countryside. The countryside had many vineyards, orchards and
farms. The air was fresh and pure and nature was beautiful there.
5. Who was the real owner of the beautiful white horse? How did Aram come to know about him?
The real owner of the white horse was John Byro, a farmer. He had bought it for sixty dollars. On a visit to
Aram’s house, he complained of his loss. Aram already knew that their white horse was a stolen horse. This
assured Aram that Byro’s horse had been stolen by Mourad.
6. How did the horse's behaviour change over time?
Initially, the horse wanted to run wild and be free. Mourad, however, has a way with horses like with most
other animals. He developed a simple and honest understanding with the horse. He kicked his heels into the
horse and shouted, ‘Vazire, run’. The horse bursted into a fury of speed. According to Byro, his horse had
become stronger than ever and better tempered over time when he got it back. We also realize how both
Mourad and the horse loved one another. The horse, when he met his master, John Byro, didn’t betray the
boys. On the other hand, the parting was truly sad as Mourad put his arms around the horse, pressed his nose
into the horse’s nose and patted it.
7. What was common between Mourad and Aram? In what respect did they differ from each other?
Mourad and Aram were cousins belonging to the Garoghlanian family. Both had a common craze for horse
riding. But Aram was more honest and straightforward than his cousin. Mourad had a streak of craziness. He
could tell lies. He was boastful. Aram was simple-hearted.
8. Mourad had a way and some sort of understanding with three creatures. Who were they?
Mourad was boastful and self-confident. He was good at dealing with a wild white horse, the farm dogs and
an injured bird. The white horse of Byro became better tempered as Mourad took good care of him. The
dogs at Byro’s barn did not bark at him. The little-injured robin was nursed by Mourad and it managed to fly
again.
9. Bring out the significance of the white horse in Saroyan’s story.
The beautiful white horse is central to Saroyan’s story. Its entry highlights the differences in the characters
of the cousins. It gives the story some thrill and action. We read on with anticipation to know as to when and
how the boys would return the horse, if ever. In the end, it is with its rightful owner. So it dominates the
whole story.
10. Describe the narrator’s first horse ride in your own words. How did Mourad enjoy this ride?

In less than three minutes, the boys reached Olive Avenue from Walnut Avenue. Then the horse began to
trot. The early morning air was fresh and lovely. They could smell the horse. The feel of the horse running
was thrilling. Mourad began to sing in his hoarse voice. The horse ran as long as it felt like running.
LONG ANSWER TYPE QUESTIONS:

1. Why did Aram justify Mourad’s act?

Ans. Aram wanted to ride the horse as much as Mourad did. For him, the white horse was a dream come
true. His earliest memories and longings were about horses. However, he knew that the Garoghlanian
family was poor and Mourad couldn’t afford to buy a horse. If he hadn’t bought it, he must have stolen it
but the people of the Garoghlanian family were known for their honesty for some eleven centuries. When
he asked Mourad, the latter evaded the question.
Aram’s temptation to ride the horse got better of him. He justified that stealing a horse for riding was
different from stealing something else. It wouldn’t become stealing until they offered to sell the horse
which of course, he knew they would never do. Moreover, both were crazy about horses and so it wasn’t
stealing. Thus, justifying himself to his conscience, he joined Mourad for the early-morning ride.
2. How did Aram conclude that Mourad had the horse for a long time?

Aram could not manage the horse on his own. Mourad could. Mourad even knew a place for hiding it –
Fetvajian’s barn. When Aram asked him how long ago he had stolen the horse, Mourad was angry. Aram
modified the question and asked for how long he had been riding the horse. To this, Mourad indirectly
admitted that he was telling a lie. In fact, he had stolen the horse quite a few days back but in case they were
found out by the horse owner, Aram was to tell him that they had started riding that very morning.

FOR DISCUSSION IN CLASS:

1. Why is the narrative voice of Aram effective in communicating the theme of the story?
2. How does the title “Summer of the Beautiful White Horse” connect to the plot and theme of the story?
3. How is Mourad related to Uncle Khosrove?
4. How has the narrator described the Garoghlanian family?

LONG QUESTIONS: (120-150 WORDS EACH)

1. Report the dialogue between Uncle Khosrove and John Byro. What is the reader’s reaction?
2. How does the tone of the story change?

HOMEWORK:
Imagine that Mourad kept a journal. Write an entry each for three significant events that take place in the
story.
INTEGRATED GRAMMAR PRACTICE

1. Fill in the blanks with the correct form of the verbs given in brackets:

1. He ……………….. (beat) the thief if he catches him.

2. She might catch the bus if she………………..(run) fast.
3. They would have won if they ………………..(play) well.
4. If you ……………….. (inform) me I would have reached the station.
5. If she ………………..(not work) hard, she will fail.
6. Unless they ………………..(request) me, I would not go.
7. If you ……………….. (help) me, I would have completed this job.
8. If I ……………….. (be) a bird I would fly to you.
9. In case you ……………….. (see) Avish, give him this book.
10. Unless she ……………….. (mend) her ways, she will suffer.

2. Correct the following sentences using proper tense forms.

1. I am loving it.
2. She has been knowing you for quite some time.
3. Mohit was seeing the bus coming.
4. It rains now, we can’t go out.
 DELHI PUBLIC SCHOOL, DURGAPUR
MATHEMATICS STUDY MATERIAL-3
CLASS – XI
RELATIONS
Cartesian Product: Let A and B be two sets then the set of all possible orders (x, y) such that the first
component x of the ordered pairs is an element of A and the second component y is an element of B, is
called the Cartesian Product of sets A and B. It is denoted by A×B, which is read as A cross B.
Also n(A  B ) = n(A) ×n(B), that is if A has m elements and B has n elements then the
product set A  B has mn elements.
If A=ϕ or B=ϕ then A×B=ϕ.
i) If (p,q)=(r,s)⇔p=q,r=s.
ii) If n(A)=p and n(B)=q then n(A×B) = pq.
iii) If A and B are non-empty sets and either A or B is an infinite set, then so is A×B.
iv) A×A×A={(a,b,c):a,b,c∈A}. (a,b,c) is called ordered triplet.
Relations:
A Relation R from a set A to set B is a subset of cartesian product A×B.
R={(x,y)| xRy,x∈A,y∈B} R⊆A×B
Since every subset of A×B is a relation from A to B, therefore the number of
relations possible from A to B is 2mn (m and n are the cardinal numbers of set A and B
respectively)
Here, the set of first element of ordered pairs is called the "domain".
DomainR={x|(x,y)∈R}
The set of second element of ordered pairs is called the "range".
RangeR={y|(x,y)∈R}

Q1. If A = {-1, 2, 3 } and B = {1, 3}, then determine

(i) AxB (ii) BxC (c) BxB (iv) AxA
Sol: We have A = {-1,2,3} and B = {1,3}
(i) A x B = {(-1, 1), (-1, 3), (2, 1), (2, 3), (3,1), (3, 3)}
(ii) BxA = {( 1, -1), (1, 2), (1,3), (3,-1), (3,2), (3, 3)}
(iii) BxB= {(1,1), (1,3), (3,1), (3, 3)}
(iv) A xA = {(-1, -1), (-1, 2), (-1, 3), (2, -1), (2, 2), (2, 3), (3, -1), (3, 2), (3,3)}

Q2. If P = {x : x < 3, x ∈ N}, Q= {x : x≤2,x ∈ W}. Find (P∪ Q) x (P∩ Q), where W is the set of whole
numbers.
Sol: We have, P={x: x<3,x ∈ N} = {1,2}
And Q = {x :x≤ 2,x∈ W] = {0,1,2}
P∪Q= {0, 1,2} and P ∩ Q= {1,2}
(P ∪ Q) x (P ∩ Q) = {0,1, 2} x {1,2}
= {(0,1), (0, 2), (1,1), (1,2), (2,1), (2, 2)}

Q3. lfA={x:x∈ W,x < 2}, 5 = {x : x∈N, 1 <.x < 5}, C= {3, 5}. Find
(i) Ax(B∩Q) (ii) Ax(B∪C)
Page 1 of 2
Sol: We have, A = {x :x∈ W,x< 2} = {0, 1};
B = {x : x ∈ N, 1 <x< 5} = {2, 3,4}; and C= {3, 5}

(i) B∩ C = {3}
A x (B ∩ C) = {0, 1} x {3} = {(0, 3), (1, 3)}

(ii) (B ∪ C) ={2,3,4, 5}
A x (B ∪ C) = {0, 1} x {2, 3,4, 5}
= {(0,2), (0,3), (0,4), (0,5), (1,2), (1,3), (1,4), (1, 5)}

Q4. In each of the following cases, find a and b. (2a + b, a – b) = (8, 3) (ii) {a/4, a – 2b) = (0, 6 + b)
Sol: (i) We have, (2a + b, a-b) = (8,3)
=> 2a + b = 8 and a – b = 3
On solving, we get a = 11/3 and b = 2/3

Q5. Given A = {1,2,3,4, 5}, S= {(x,y) :x∈ A,y∈ A}.Find the ordered pairs which satisfy the conditions
given below
x+y = 5 (ii) x+y<5 (iii) x+y>8
Sol: We have, A = {1,2, 3,4, 5}, S= {(x,y) : x ∈ A,y∈ A}
(i) The set of ordered pairs satisfying x + y= 5 is {(1,4), (2,3), (3,2), (4,1)}
(ii) The set of ordered pairs satisfying x+y < 5 is {(1,1), (1,2), (1,3), (2, 1), (2,2), (3,1)}
(iii) The set of ordered pairs satisfying x +y > 8 is {(4, 5), (5,4), (5, 5)}.

Q6. Given R = {(x,y) : x,y ∈ W, x2 + y2 = 25}. Find the domain and range of R
Sol: We have, R = {(x,y):x,y∈ W, x2 + y2 = 25}
= {(0,5), (3,4), (4, 3), (5,0)}
Domain of R = Set of first element of ordered pairs in R = {0,3,4, 5}
Range of R = Set of second element of ordered pairs in R = {5,4, 3, 0}

Q7. If R1 = {(x, y)| y = 2x + 7, where x∈ R and -5 ≤ x ≤ 5} is a relation. Then find the domain and range
of R1.
Sol: We have, R1 = {(x, y)|y = 2x + 7, where x∈ R and -5 ≤x ≤ 5}
Domain of R1 = {-5 ≤ x ≤ 5, x ∈ R} = [-5, 5]
x ∈ [-5, 5]
=> 2x ∈ [-10,10]
=>2x + 7∈ [-3, 17]
Range is [-3, 17]

Q8. If R2 = {(x, y) | x and y are integers and x2 +y2 = 64} is a relation. Then find R2
Sol: We have, R2 = {(x, y) | x and y are integers and x2 + y2 = 64}
Clearly, x2 = 0 and y2 = 64 or x2 = 64 andy2 = 0
x = 0 and y = ±8
or x = ±8 and y = 0
R2 = {(0, 8), (0, -8), (8,0), (-8,0)}

Q9. If R3 = {(x, |x|) | x is a real number} is a relation. Then find domain and range.
*****************************
Page 2 of 2
 DELHI PUBLIC SCHOOL, DURGAPUR
APPLIED MATHEMATICS
ASSIGNMENT NO -3
CLASS – XI
RELATIONS
Cartesian Product: Let A and B be two sets then the set of all possible orders (x, y) such that the first
component x of the ordered pairs is an element of A and the second component y is an element of B, is
called the Cartesian Product of sets A and B. It is denoted by A×B, which is read as A cross B.
Also n(A  B ) = n(A) ×n(B), that is if A has m elements and B has n elements then the
product set A  B has mn elements.
If A=ϕ or B=ϕ then A×B=ϕ.
i) If (p,q)=(r,s)⇔p=q,r=s.
ii) If n(A)=p and n(B)=q then n(A×B) = pq.
iii) If A and B are non-empty sets and either A or B is an infinite set, then so is A×B.
iv) A×A×A={(a,b,c):a,b,c∈A}. (a,b,c) is called ordered triplet.
Relations:
A Relation R from a set A to set B is a subset of cartesian product A×B.
R={(x,y)| xRy,x∈A,y∈B} R⊆A×B
Since every subset of A×B is a relation from A to B, therefore the number of
relations possible from A to B is 2mn (m and n are the cardinal numbers of set A and B
respectively)
Here, the set of first element of ordered pairs is called the "domain".
DomainR={x|(x,y)∈R}
The set of second element of ordered pairs is called the "range".
RangeR={y|(x,y)∈R}

Q1. If A = {-1, 2, 3 } and B = {1, 3}, then determine

(i) AxB (ii) BxC (c) BxB (iv) AxA
Sol: We have A = {-1,2,3} and B = {1,3}
(i) A x B = {(-1, 1), (-1, 3), (2, 1), (2, 3), (3,1), (3, 3)}
(ii) BxA = {( 1, -1), (1, 2), (1,3), (3,-1), (3,2), (3, 3)}
(iii) BxB= {(1,1), (1,3), (3,1), (3, 3)}
(iv) A xA = {(-1, -1), (-1, 2), (-1, 3), (2, -1), (2, 2), (2, 3), (3, -1), (3, 2), (3,3)}

Q2. If P = {x : x < 3, x ∈ N}, Q= {x : x≤2,x ∈ W}. Find (P∪ Q) x (P∩ Q), where W is the set of whole
numbers.
Sol: We have, P={x: x<3,x ∈ N} = {1,2}
And Q = {x :x≤ 2,x∈ W] = {0,1,2}
P∪Q= {0, 1,2} and P ∩ Q= {1,2}
(P ∪ Q) x (P ∩ Q) = {0,1, 2} x {1,2}
= {(0,1), (0, 2), (1,1), (1,2), (2,1), (2, 2)}

Page 1 of 2
Q3. lfA={x:x∈ W,x < 2}, 5 = {x : x∈N, 1 <.x < 5}, C= {3, 5}. Find
(i) Ax(B∩Q) (ii) Ax(B∪C)
Sol: We have, A = {x :x∈ W,x< 2} = {0, 1};
B = {x : x ∈ N, 1 <x< 5} = {2, 3,4}; and C= {3, 5}

(i) B∩ C = {3}
A x (B ∩ C) = {0, 1} x {3} = {(0, 3), (1, 3)}

(ii) (B ∪ C) ={2,3,4, 5}
A x (B ∪ C) = {0, 1} x {2, 3,4, 5}
= {(0,2), (0,3), (0,4), (0,5), (1,2), (1,3), (1,4), (1, 5)}

Q4. In each of the following cases, find a and b. (2a + b, a – b) = (8, 3) (ii) {a/4, a – 2b) = (0, 6 + b)
Sol: (i) We have, (2a + b, a-b) = (8,3)
=> 2a + b = 8 and a – b = 3
On solving, we get a = 11/3 and b = 2/3

Q5. Given A = {1,2,3,4, 5}, S= {(x,y) :x∈ A,y∈ A}.Find the ordered pairs which satisfy the conditions
given below
x+y = 5 (ii) x+y<5 (iii) x+y>8
Sol: We have, A = {1,2, 3,4, 5}, S= {(x,y) : x ∈ A,y∈ A}
(i) The set of ordered pairs satisfying x + y= 5 is {(1,4), (2,3), (3,2), (4,1)}
(ii) The set of ordered pairs satisfying x+y < 5 is {(1,1), (1,2), (1,3), (2, 1), (2,2), (3,1)}
(iii) The set of ordered pairs satisfying x +y > 8 is {(4, 5), (5,4), (5, 5)}.

Q6. Given R = {(x,y) : x,y ∈ W, x2 + y2 = 25}. Find the domain and range of R
Sol: We have, R = {(x,y):x,y∈ W, x2 + y2 = 25}
= {(0,5), (3,4), (4, 3), (5,0)}
Domain of R = Set of first element of ordered pairs in R = {0,3,4, 5}
Range of R = Set of second element of ordered pairs in R = {5,4, 3, 0}

Q7. If R1 = {(x, y)| y = 2x + 7, where x∈ R and -5 ≤ x ≤ 5} is a relation. Then find the domain and range
of R1.
Sol: We have, R1 = {(x, y)|y = 2x + 7, where x∈ R and -5 ≤x ≤ 5}
Domain of R1 = {-5 ≤ x ≤ 5, x ∈ R} = [-5, 5]
x ∈ [-5, 5]
=> 2x ∈ [-10,10]
=>2x + 7∈ [-3, 17]
Range is [-3, 17]

Q8. If R2 = {(x, y) | x and y are integers and x2 +y2 = 64} is a relation. Then find R2
Sol: We have, R2 = {(x, y) | x and y are integers and x2 + y2 = 64}
Clearly, x2 = 0 and y2 = 64 or x2 = 64 andy2 = 0
x = 0 and y = ±8
or x = ±8 and y = 0
R2 = {(0, 8), (0, -8), (8,0), (-8,0)}

Page 2 of 2
Q9. If R3 = {(x, |x|) | x is a real number} is a relation. Then find domain and range.
*****************************

Page 3 of 2
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - 3
SUB: PHYSICS CLASS: XI WEEK: 3RD

TOPIC: MOTION IN ONE DIMENSION & VECTOR

SUB-TOPIC: Displacement of a particle in nth second, Relative Velocity

Derivation of the equation for distance traveled in nth second:

𝟏
Sn= u+ 𝟐 𝒂(𝟐𝒏 − 𝟏)
The distance travelled is the area of the shaded portion.

Sn= area of CDFG + area of BCDE

Sn= area of CDFG + area of ADE - Area of ACB

1 1
Sn= u+[2 [𝑎(𝑛)2 − 2 𝑎(𝑛 − 1)2 ]
1
Sn= u+ 2 𝑎(2𝑛 − 1)

Relative Velocity:
The rate of change of distance of one object with respect to the other is called relative velocity. The relative
velocity of an object B with respect to the object A when both are in motion is the rate of change of position of
object B with respect to the object A.
Relative velocity of object A with respect to object B

When both objects are move in same direction, then the relative velocity of object B
with respect to the object A,

When the object B moves in opposite direction of object A

Very short Answer type questions:

Q1 Under what condition the average velocity equal to instantaneous velocity?
Ans. For a uniform velocity
Q2 The position coordinate of a moving particle is given by x=6+18t+9t2 (x in meter, t in seconds) what is
it’s velocity at t=2s.
Ans. 54 m/sec.
Q3 Two balls of different masses are thrown vertically upward with same initial velocity. Heights attained
by them are h1 and h2 respectively. What is h1/h2?
Ans. 1/1, because the height attained by the projectile is not depend on the masses.
Q4 Velocities of two identical cars are u and 4u at a specific instant. The ratio of the respective
displacements at which the two cars stopped from that instant.
Ans. 1 : 16
Q5. Derive an expression for stopping distance of a vehicle in terms of initial velocity u and deceleration a.
Ans. Let d be the distance travelled by body before it stops.
Using v2 -u2= 2as we get, 0-u2=2ad
𝑢2
d= 2𝑎
Home Assignment
Q1. The variation of velocity of a particle moving along a straight
line is shown in fig. Calculate the distance travelled in 4 second.

Q2. A train moves from one station to another in 2 hours’ time, its speed
during the motion is shown in graph above. Determine the maximum
acceleration during the journey and distance covered during the time
interval from 0.75 hour to 1.00 hour.

Q3 Figure shows x-t graph of a particle. Find the time t such that the average
velocity of the particle during the period 0 to t is zero.

Velocity time graph of a moving particle is shown. Find the

displacement
(i) 0 – 4 s (ii) 0 – 8 (iii) 0-12 s from the graph.
Also write the differences between distance and displacement.
Q4

Q5. A particle is moving along a straight line and its position is given by the relation x = (t3 - 6t2 -15t +
40)m Find (a) The time at which velocity is zero. (b) Position and displacement of the particle at that
point. (c) Acceleration for the particle at that line.
Q6. Figure shows a displacements time graph. Comment on the sign of velocities at point P, Q, R, S and T.
Q7. (a) Define the term relative velocity?
(b) Write the expression for relative velocity of one moving with respect to another body when objects
are moving in same direction and are moving in opposite directions?
(c) A Jet airplane traveling at the speed of 500km/h ejects its products of combustion at the speed of
1500km/h relative to the Jet plane. What is the speed of the latter with respect to first one.

****************
 VECTOR

TOPIC: MOTION IN A PLANE

SUB-TOPIC: VECTOR

❖ Vector quantity: It requires magnitude as well as direction for

its complete description.
Example: Force, displacement, velocity, momentum, torque etc.
❖ Position vector: If (x, y, z) be the position coordinates of a
point in a certain Cartesian coordinate system, then the position
vector of that point with respect to the origin is represented as
r = xiˆ + yjˆ + zkˆ .
❖ Displacement vector: If an object moves from a point
A (x1, y1, z1) to another point B (x2, y2, z2), then the displacement vector between A and B is given as
r = ( x2 − x1 ) iˆ + ( y2 − y1 ) ˆj + ( z2 − z1 ) kˆ .
❖ Unit vector: Unit vector corresponding to any vector quantity represents the direction of that vector but
having magnitude unity. If â is the unit vector corresponding to a , then â
a
is represented as aˆ = .
a
The three unit vectors along the positive directions of X, Y and Z axes
are iˆ , ĵ and k̂ respectively.
❖ Vector addition rules: Triangle law of vector addition, Parallelogram
law and Polygon rule.
❖ If R is the resultant of two vectors P and Q, then R is represented as R = P + Q , where the magnitude of R is
Q sin 
given as, R = P 2 + Q 2 + 2 PQ cos  and the inclination of the resultant is given as, tan  = .
P + Q cos 
❖ Rectangular resolution of a vector quantity: A vector can be resolved
along two mutually perpendicular components.
Here, the horizontal component is given as AX = A cos  and AY = A sin  .
❖ Dot product or scalar product: If the product of two vectors gives a scalar
quantity, then the product is known as dot product or scalar product.
Example: A.B = A B cos  , where ϴ is the angle between the two vectors.
Work done is obtained by the dot product of force and displacement.
(If two vectors are perpendicular to each other, their dot product will be zero.)
❖ Cross product or vector product: If the product of two vectors gives a vector quantity, then the product is
known as cross product or vector product.
Example: A  B = A B sin  , where ϴ is the angle between the two vectors.
Torque is obtained by the dot product of force and perpendicular distance between the lines of action of the
forces.
(If two vectors are parallel to each other, their cross product will be zero.)

Short Answer type questions:

Q1 A ball is thrown with an initial velocity of 70 feet per second, at an angle of 35° with the horizontal. Find
 the vertical and horizontal components of the velocity.
Ans. Let v represents the velocity and its vector representation is:
v=70cos350 iˆ + 70sin 350 ˆj
Simplify the scalars, we get:
v  57.34iˆ + 40.15 ˆj
Since the scalars are the horizontal and vertical components of v ,
Therefore, the horizontal component is 57.34 feet per second and the vertical component is 40.15 feet
per second.
Q2 Two forces F1 and F2 with magnitudes 20 and 30 lb ,
respectively, act on an object at a point P as shown. Find the
resultant forces acting at P.

Ans. First we write F1 and F2 in component form:

v≈57.34i+40.15j
Simplify the scalars, we get:
F1=(20cos(45°))i+(20sin(45°))j = 20(2√2)i+20(2√2)j = 102√i+102√j
F2=(30cos(150°))i+(30sin(150°))j = 30(−3√2)i+30(12)j = −153√i+15j
F1=(20cos(45°))i+(20sin(45°))j= 20(22)i+20(22)j=102i+102j
F2=(30cos(150°))i+(30sin(150°))j = 30(−32)i+30(12)j = −153i+15j
So, the resultant force F is
F=F1+F2=(102√ i+102√j)+(−153√ i+15j)=(102√−153√)i+(102√+15)j≈−12i+29j
Q3 An airplane can fly at 200mph in still air and wishes to fly due west. There is a wind of 25mph blowing
from the south west (exactly half way between south and west). Determine the direction the pilot must
point the plane in order to fly in the desired direction and determine the resultant speed of the plane.
Q4 A boat has a constant velocity of 10m/sec east when it encounters a steady wind that blows for 10
seconds. During that 10 seconds the boat has a constant acceleration of 0.3m/sec2 at an angle of 250 N
of E. What will be the velocity of the boat at the end of the 10 seconds?

Home Assignment
Q1. State the parallelogram law of vector addition. Under what condition, the resultant becomes
perpendicular to one of the vectors?
Q2. Find the angle between two equal vectors, whose resultant is equal to either of the vectors.
Q3 What do you mean by rectangular resolution of vector?
Q4 Find a unit vector in the direction of the vector A = 3iˆ − 4 ˆj + 5kˆ .
Q5. Find a unit vector perpendicular to the vectors A = 4iˆ − ˆj + 3kˆ and B = iˆ − ˆj + kˆ .
Q6. Find the value of ‘a’ for which the vectors A = 3iˆ + 3 ˆj + 9kˆ and B = iˆ + ajˆ + 3kˆ are parallel.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT-3

SUB: CHEMISTRY CLASS: 11

LIMITING REAGENT

Quite often, one of the reactants is present in larger amount than the other as required according to the
balanced equation. The amount of the product formed then depends on the reactant which has reacted
completely. This reactant which reacts completely in the reaction is called limiting reagent. The reactant
which is not consumed completely in the reaction is called excess reagent.

CALCULATION OF PERCENTAGE COMPOSITION FROM FORMULA

The percentage of any element or constituent in a compound is the number of parts by mass of that element
in 100 parts by mass of the compound.
Percentage of the element or constituent= No. of parts by mass of the element or constituent × 100
Molecular mass of the compound

EMPIRICAL AND MOLECULAR FORMULAE

Empirical formula: The empirical formula of a compound is the chemical formula which expresses the
simplest whole number ratio of the atoms of the various elements present in one molecule of the compound.

Molecular formula: The molecular formula of a compound is the chemical formula which represents the
true formula of its molecule. It expresses the actual number of atoms of various elements present in one
molecule of the compound.

Calculation of the Empirical Formula:

Step 1- To convert the mass percent into grams.

Step 2- To calculate the number of moles, divide the percentage (mass in g) of each element by its atomic
mass.
Step 3- To calculate the simple whole number ratio, divide the moles obtained in Step 2 by the least value
from amongst the values obtained for each element. This gives the simplest molar ratio.
Step 4- To calculate the simple whole number ratio, the simple molar ratio, calculated in Step 3, if not whole
numbers then raise the values to the nearest whole number or multiply all the simplest atomic ratios by a
suitable integer.
Step 5- Write the empirical formula according to the simple whole number ratio of atoms obtained in Step 4.

Molecular formula= n× Empirical formula.

n=1, 2, 3…..etc.
n= Molecular mass/Empirical formula mass

1
CONCENTRATION OF SOLUTION:

The concentration of a solution can be expressed in a number of ways as follows:

1. Mass percent-
It is obtained by using the following relation

Mass percent= mass of solute ×100

mass of solution
2. Mole fraction-
The mole fraction of any component in the solution is equal to the number of moles of that component
divided by the total number of moles of all the components. For a solution containing n 2 moles of the solute
dissolved in n1 moles of the sovent,

Mole fraction of solute in the solution(x2) = n2/ (n1+n2)

Mole fraction of solvent in the solution(x1) = n1/ (n1+n2)
x1 + x2 = 1

3. Molarity-
The molarity of a solution is defined as the number of moles of the solute present per litre or dm 3 of the
solution. It is represented by the symbol, M.
Unit: moles/litre

Molarity= Moles of the solute/volume of the solution in Litres or dm3

4. Molality-
The molality of a solution is defined as the number of moles of the solute dissolved in 1 kg of the solvent. It
is represented by the symbol, m

Molality= Moles of the solute/mass of the solvent in kg

Unit: moles/kg

Relation between Molality & Molarity:

m =1000×M
(1000d-MMb)

M= Molarity
m= Molality
d= density of solution in g/mL
Mb= molar mass of solute g/mol

Questions:

1. The empirical formula and molecular mass of a compound are CH2O and 180 g respectively. What will be
the molecular formula of the compound?
(i) C9H18O9 (ii) CH2O (iii) C6H12O6 (iv) C2H4O2

2. The reactant which is entirely consumed in reaction is known as limiting reagent.

In the reaction 3P + 5Q → 3R + 4S, when 5 moles of P react with 6 moles of Q, then
(i)Which is the limiting reagent?
(ii)Calculate the amount of S formed?
2
3. Zinc and hydrochloric acid react according to the reaction:
Zn(s) + 2HCl (aq) → ZnCl2 (aq) + H2 (g)
If 0.30 mol Zn are added to hydrochloric acid containing 0.52 mol of HCl, Calculate the amount (in g) of H2
produced.

4. What will be the molality of the solution containing 18.25 g of HCl gas in 500 g of water?
(i) 0.1 m (ii) 1 M (iii) 0.5 m (iv) 1 m

5. Calculate the percentage (by mass) of Sulphur present in Na2S2O3. (Na=23 u, S=32 u, O=16 u)

6. The density of 3 molal solution of NaOH is 1.110 g mL–1. Calculate the molarity of the solution.

7. 2.746 g of a compound gave on analysis 1.94 g of silver, 0.268 g of sulphur and 0.538 g of oxygen.
Calculate the empirical formula of the compound (At. Masses: Ag= 108, S=32, O=16)

8. A chemical compound is found to have the following composition:

C= 19.57%, Fe= 15.2 %, N= 22.83 %, K=42.39%
Calculate the empirical formula of the compound. What will be its molecular formula if the molecular mass
of the compound is 368? Name the compound.

9. What is the mass percent of the solute in the solution obtained by dissolving 5 g of solute in 50 g of
water?

10. Calculate the mole fraction of ethylene glycol (C2H6O2) and water in a solution containing 20% of
C2H6O2 by mass.

3
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT – 3
CLASS: XI
SUB: BIOLOGY
____________________________________________________________________________
BIOLOGICAL CLASSIFICATION ;Revision sheet .
Choose the correct answer :

Directions: In the following questions, a statement of assertion is followed by a statement of reason. Mark the correct
choice as:
(a) If both assertion and reason are true and reason is the correct explanation of assertion.
(b) If both assertion and reason are true but reason is not the correct explanation of assertion.
(c) If assertion is true but reason is false.
(d) If assertion is false but reason is true.

1.Assertion: Two kingdom classification was insufficient.

Reason: Majority of organisms did not fall into either of the categories in two kingdom classification.

2. Assertion: Archaebacteria are able to survive in harsh habitats.

Reason: Presence of peptidoglycan in cell wall help archaebacteria to survive in extreme conditions.

3. Assertion Methanogens are present in the gut of several ruminant animals.

Reason: Methanogens help in the production of methane from dung of ruminants.

4. Assertion: Cyanobacteria are photosynthetic autotrophs.

Reason: Cyanobacteria have chlorophyll a and b similar to green plants.

5. Assertion: Chemosynthetic autotrophic bacteria oxidise various inorganic substances.

Reason: Energy released during oxidation is used in ATP production.

6. Assertion: Mycoplasmas are pathogenic in animals and plants.

Reason: Mycoplasmas lack cell wall and can survive without oxygen.

7. Assertion: Cell wall of Chrysophytes are indestructible.

Reason: Cell wall of Chrysophytes have layer of magnesium pectate embedded in it.

8. Assertion: Euglena is called as plant animal.

9.Reason: Pellicle of Euglena is made up of cellulose and not protein.

Reason: Protoplasm of plasmodium is differentiated into an outer enucleated and central nucleated portion.
10. Assertion: Sporozoans may have silica shells on their surface.
Reason: Sporozoans are endoparasites.

11. Assertion: Phycomycetes are commonly known as sac- fungi.

Reason: In Phycomycetes, zoospores or aplanospores are produced endogenously in sporangium.

12. Assertion: Deuteromycetes is known as fungi imperfecti.

Reason: In Deuteromycetes, only the asexual phase is known.

13. Assertion: Pasteur coined Contagium Vivum Fluidum.

\ Reason: M.W. Beijerinck found that virus infected plant of tobacco can cause infection in healthy plant.
14. Assertion: Virus is an obligate parasite.
Reason: Virus is host specific.

15. Assertion: In lichens, mycobiont and phycobiont are symbiotically associated in which algae is predominant and
fungi is a subordinate partner.
Reason: The alga provides food and fungus provides shelter and absorb mineral nutrients and water for alga.

Analytical thinking type Questions;-

1.Why is the kingdom Monera also called Prokaryota?

2. Archaebacteria can tolerate extremes of temperature and PH. Give Reason.

3.Methanogens live as symbionts also. Justify.

4.How do the antibiotics like penicillin control the growth of Bacteria?

5. Mesosomes are described as intra cytoplasmic membrane Explain.

6. There is no diploid stage in the life cycle of bacterium? Justify your answer.

7. Why does the ground become slippery during rainy season?

 DELHI PUBLIC SCHOOL, DURGAPUR
Computer Science Assignment-3 (2023-24)
CLASS- XI

Computer System Origination

1. Memory Unit (MU): -

Memory unit (Primary/Main Memory) is used as a storage unit for program as well as data.
It is the computer memory that is accessed directly by the CPU.

The computer memory is of two types:

(i) Primary / Main memory

(ii) Secondary memory

2. Primary Memory: -
The primary memory, also termed as main memory, is directly accessible to the CPU since
all the work is done in the RAM (primary memory) and later gets stored on the secondary
storage (hard disk).
Program and data are loaded into the primary memory before processing. The CPU
interacts directly with the primary memory to perform read/write operation.
It is of two types: -
➢ Random access memory (RAM).
➢ Read only memory (ROM).
3. Random Access Memory (RAM):
RAM is volatile i.e., as long as the power is supplied to the computer, it retains the data in
it. But as soon as the power supply is turned off, all the contents of RAM are wiped out. It
is used to store data temporarily while the computer is working. Whenever the computer is
started or a software application is launched, the required program and data are loaded into
RAM for processing. RAM is usually referred to as main memory and it is faster than the
secondary memory or storage devices.

4. Read only Memory (ROM) : -

ROM is non-volatile, means its contents are not lost even when the power is turned off. It
is used as a small but faster permanent storage for the contents which are rarely changed.
For example, the startup program (boot loader) that loads the operating system into RAM

(CL-XI/CS/Assignment-3/2023-24/Page 1 of 3)
 is stored in a ROM.
Firmware
5. Cache Memory: -

RAM is faster than secondary storage, but not as fast as a computer processor. So, because
of RAM, a CPU may have to slow down. To speed up the operations of the CPU, a very
high-speed memory is placed between the CPU and the primary memory known as cache.

It stores the copies of the data from frequently accessed primary memory locations, thus,
reducing the average time required to access data from primary memory.

When the CPU needs to access memory, it first examines the cache. In case the requirement
is met, it is read from the cache, otherwise the primary memory is accessed.

6. Secondary Memory: -
Primary memory has limited storage capacity and is either volatile (RAM) or read-only
(ROM). Thus, a computer system needs auxiliary or secondary memory to permanently
store the data or instructions for future use. The secondary memory is non-volatile and has
larger storage capacity than primary memory. It is slower and cheaper than the main
memory. But it cannot be accessed directly by the CPU. Contents of secondary storage need
to be first brought into the main memory for the CPU to access. Examples of secondary
memory devices include Hard Disk Drive (HDD), CD/DVD, Memory Card, etc.

7. Units of memory: -

(CL-XI/CS/Assignment-3/2023-24/Page 2 of 3)
Simple Question Answers: -

1. Name the primary memory which is volatile.

2. What is booting?
3. What are the two parts of main memory?
4. Distinguish between Primary memory and Secondary memory.
5. What is the difference between RAM and ROM?

***************

(CL-XI/CS/Assignment-3/2023-24/Page 3 of 3)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS XI
PHYSICAL EDUCATION ASSIGNMENT II

Unit–1
Changing Trends and Career in Physical Education

1. Concept, Aims & Objectives of Physical Education

2. Development of Physical Education in India – Post Independence
3. Changing Trends in Sports- playing surface, wearable gear and
sports equipment, technological advancements
4. Career options in Physical Education
5. Khelo-India Program and Fit – India Program

3. Changing Trends in Sports- playing surface, wearable

gears and sports equipment, technological advancements

Playing surfaces

Wider variety of playing surfaces is used for physical activity, exercise and sports. Nature of the
sport, geographic location, climate, infrastructure etc. are a few of the factors which influence
the nature of field utilized for playing. Grass and clay courts are highly favoured for outdoor
sports due to natural availability of this play area in most of the parts of the world, but now
synthetic playing surfaces are being widely used for field and court sports, artificial turf
surfaces are commonly used as an alternative to natural grass and clay courts due to ease of
maintenance and better sustainability under hard weather conditions like rain. Due to
geographic or climatic conditions outdoor sports may not be possible throughout the year, so
indoor sports facilities are also common in various parts of the world. Indoor courts and play
fields mostly have artificial surfaces ranging from wooden surfaces, synthetic surfaces like
rubberized or acrylic surfaces are popular.

I. Outdoor Sports

1. Athletic Jogging Track

i. Clay & Cinder: These natural running outdoor tracks use a combination of fine ash,
carbon and rock. The composition results in a softer surface, making them comfortable to run
and jog. With the advantages, the challenge with clay and cinder track is to maintain an even
surface during rain, wind etc.
 ii. Synthetic: The synthetic surface comprises rubber particles bound with latex or
polyurethane. It also uses an asphalt or concrete base. It is common to add layers and integrate
different textures in a synthetic rubber track. In modern sports, most of the running tracks use
synthetic rubber for optimal traction and ideal running performance.

2. Turf

i. Grass and Clay: Grass is another natural running track similar to the clay turfs discussed
above. This is a soft surface which makes it easier to run because it puts less pressure on your
foot. It is also low-impact, reducing the risk of injuries from overuse. Like clay and cinder
surface, grass surface is also tough to maintain and requires high amount of care.

ii. Synthetic Sports Flooring

a. Polygrass : This is a synthetic sports playing surface especially used as an alternative to

grass with similar looks but is a playing surface that is easy to maintain. Games like Football
have officially approved polygrass for competitions. Polygrass is also popular for multi-utility
sports at institutions and residential areas due to its durability and lowe maintenance.

b. Astroturf: is another synthetic sports flooring especially popular for sports like hockey.
Major advantage of polygrass is that the surface is even, with less friction, due to which the ball
moves faster on the astroturf and movements becomes swifter.

iii. MUGA (Multi Utility Games Area): Kindergarten playgrounds, recreational areas,
fitness and outdoor gym floorings are common in modern urban systems and at places where
natural grass or clay surfaces are not possible to maintain. Modern multi utility games area
(MUGA) are made of synthetic rubber, and thus have greater shock absorbency. This makes
them highly safe for wide range of activities.

II. Indoor Sports

1. Courts: Indoor courts are very popular for sports like badminton, basketball, handball, as they
can be played around the year without restrictions of weather and climate. The indoor courts mostly have
a synthetic or wooden surface. Sports like badminton are also played on synthetic mats laid on wooden
floors. i. Wooden courts ii. Synthetic courts

2. MUGA: As discussed for out-door sports, multi-utility games arena (MUGA) are popular at
indoor sports facilities where multiple activities can be planned and organised. The rubberised surfaces
are easy to maintain and are durable and safe.
 Wearable Gears and Sports Equipment
With the change in technology and development of sports sciences, equipment used in sports
has undergone modifications in material, shape, size and weight. Along with change in sports
equipment, various wearable gears and devices in sports virtually touch every aspect of an
athlete‟s preparation for sports participation. The modifications in sports equipment and
introduction of modern wearable gears help athletes improve performance, prevent injury, help
officials deliver correct and fast judgments and, surely with media coverage of athletes, the
wearable equipment provide improved aesthetics. Lets discuss them according to their purpose:

1. Safety: Change in quality of sports helmets make them lighter and stronger to take the
impact of ball. Gloves and guards are also made of modern materials to give extra protections to
the players.

2. Performance: With the change in design, new attire, like modern swimsuits, are used to
counter friction and improve performance. The designs of boots and footwear are
aerodynamically designed to improve movement efficiency of athletes.

3. Monitoring & Judgement: Wearable gears like GPS and other devices to measure body
chemistry and physiological status are of great advantage for athletes and coaches to monitor
the performance of athletes and help take remedial actions.

4. Aesthetics: Activity wears and trendy athletic clothing and apparel used by top athletes
as well as exercise or fitness enthusiasts. Top class athletes do adopt trendy wear due to media
coverage and sports marking playing an important role in sports promotion and sponsorships.
Even fitness enthusiasts prefer aesthetically designed activity wear and fitness gear, as it gives
them self confidence and promotes image-boosting.

Technology in sports

In modern life, technology is a great tool in making life easy and comfortable. Technological
advances have greatly affected sports science and other areas of life. As the market for the
sports industry has expanded, alongside its growing popularity, demand for technological study
has increased. Today no sports or athletics is untouched with the engagement and integration of
technology, either for officiating, performance analysis or for safety and mechanical analysis.
Let‟s try to understand the importance of technology in sports.

1. Officiating technology
 LED lights are used in various sports like cricket where they help officials to
identify and take correct decisions. In cricket, LED lights are used in stumps to
decide on the status of the ball hitting the stumps.
 Infra-red technology is used to help officials take decisions in various sports,
„Hot spot‟ is a infra-red imaging system which lets umpires and commentators
see if the bat has struck the ball.
 Video technology is used in various sports like cricket, football, basketball etc
wherein replays or recordings in slow motion are used to take decisions. VAR is
a popular video technology used in football by the referees to take decisions
during the match.
  Laser technology is used in various games for detection of a foul and for
eliminating subjective judgement of movements. 3-D laser technology is used in
gymnastics for scoring of gymnasts and laser technology is also used in long and
triple jump take-off boards to identify foul jumps.

2. Protective equipment: Technologically advanced materials to produce safer and more

comfortable protective gear which enable sportspersons to play at their peak without
compromising their safety, like helmets for cricketers.

3. Timing system: GATES, laser or touch sensors can be used to provide the most precise race
time possible. These timing systems also provide incredibly exact measurement down to the
thousandth of a second, which eliminates rounding errors.

4. Location Tracking System: Global Positioning System technology is being used in training
and in competitive sport, including in preparation exercises as well as during play. By using
Tracking System devices, teams can track the movement of players at the pitch and collect large
amounts of data about their performance. The system is also now introduced in sports stadium
to manage spectators and crowds during mega sports events.

5. Biomechanical and Movement analysis software : These are integrated with video
recording or live video of sports performance and exercise movements to evaluate the quality of
movement and analyse deviations of an athlete‟s movements with thehelp of scientific evidence.
Sensors are also attached to sports equipment like bats, balls, rackets, footwear etc. to evaluate
metrics such as swing speed, power, directionality, force etc. Force platforms or force plates are
also used to measure the ground reaction forces generated by an athlete body standing on or
moving across them to improve technique and errors.

4. CAREER OPTIONS IN PHYSICAL EDUCATION

When an individual graduates with a professional degree in Physical Education, the most
obvious career option for her/him is to work as a Physical Education Teacher (PET) at an
elementary, middle, secondary or senior secondary level school. While it is true that students
who study or graduate with any professional degree in Physical Education do choose this career
option, it is not only career option they have.

Physical Education is emerging as a fast-growing discipline and this is reflected by the various
courses offered by educational institutions situated in India. Courses from sports coaching to
sports journalism have emerged as favoured career options due to growing demand in this field.

Thus, Physical Education Programmes prepare their students for careers in both, school and
non-school, settings. Graduates of Physical Education have the option to work for schools,
colleges, universities, sports clubs, fitness industry, health providers and many more.
 Career option in physical education:
1. Teaching Career
a) Elementary school
b) Middle School
c) High School
d) Senior Secondary School
e) College and University
2. Coaching Career
3. Health related career
a) Health club
b) Athletic training
4. Administration relates Careers
a) Department of Physical Education
b) Sports Department
c) Industrial Recreation
d) Sport facilities Management
5. Performance related career
a) As Professional player
b) As officials
6. Career in communication media
a) Sport Journalism
b) Book Writing
c) Sports Photography
d) Book Publication
e) Sports Broadcasting

Physical Education Teacher: After competing D.P.Ed., B.P.Ed. Or M.P.Ed., one can be
appointed as PET in a school or college.

Health Education Teacher: There is one paper in the Programme of Physical Education which
is completely devoted to health education. After completion of the course one can work as a
Health Education teacher.

Sports Coordinator: Skills such as organizing and directing all aspects of assigned recreational
sports Programmes, including coaching and teaching responsibilities, and planning team
activities are taught in Physical Education courses, so one can effectively work as a sports
coordinator.

Professional Coach: After a Diploma in Sports Coaching, one can be appointed as a

professional coach of a team or for individuals/athletes requiring a personal coach/ trainer.

Outdoor and Adventure Sports Educators: A person with a degree in any Physical Education
course and interest in outdoor and adventure sports can educate others in the field.
Sports Administrator: Supervision and Administrative skills are also taught in Physical
Education courses. This enables the individual to work as a sports administrator.

Provider of Recreational Services: One can run a recreational club where recreational services
such as Dodge ball, Bean bags, Bob ball, etc. may be provided.
One could set up an Amusement Park for provision of adventure sports such as river crossing,
rappelling, etc.

Event Manager of a Sports Club: An individual who has graduated with MBA in Sports
Management can offer his/her services as an event manager at any sports club.

Health and Fitness Club Manager: One can be appointed as health and fitness club manager
after having a professional degree in Physical Education as well as an interest in the field.

Sports Clothing & Equipment Designer: If one has zeal and interest in fashion designing then
she/he can work as a sports clothing and equipment designer.

Dietician and Nutritionist: After graduating with any Physical Education degree, an individual
can choose the profession of a dietician and nutritionist also.

Sports Goods Marketing: Sales and Marketing of sports goods is a fast-growing industry and
one can choose this line after graduating in Physical Education.

Yoga Trainer: Yoga has become popular both nationally and internationally, so one who is
trained in yoga can provide her/his services to instruct groups/individuals through various levels
and types of yoga.

Fitness Trainer: One can work as a fitness trainer after completing any course in Physical
Education.

Physical Therapist: One can also work as a physical therapist after doing any physical
education Programme.

Sports Journalist: Some institutes offer a sports journalism course, so those who have
graduated in this course can work as sports journalists.

Adapted Physical Education Teacher: This dimension of physical education has gained much
importance in today‟s society, because we have come to realise the right of each and every
individual on this planet to live his/her life to the fullest. In this domain, a special curriculum is
designed to train individuals for taking care of the physical education needs of persons with
disability.

Thus, if you have a degree in Physical Education, you have to just think about your interest and
choose a career option that suits your interest.
 5. KHELO INDIA
The Khelo India Programme has been introduced to revive the sports culture in India at the
grassroots level by building a strong framework for all sports played in our country and to
establish India as a great sporting nation. Participation in sports is an extremely important
component for development of any nation. When we see India‟s performance in
International sports events, it is found that India is making a steady progress and this is
happening when only 5% of our total population participates in sports and games. If this
percentage of participation is enhanced, then results could be different. Thus, to inspire
young talent and to provide them with world-class infrastructure and training
facilities,“Khelo India National Programme for Development of Sports” was launched by
the Ministry of Youth Affairs and Sports, Govt. of India in the financial year 2017-2018.
The intention is to achieve the two main objectives which are mass participation and
promotion of excellence in sports in the country.

VISION OF KHELO INDIA

The vision of the Government of India behind launching the Khelo India Programme is to
further sports culture in India, especially at the grassroots level as well as achieve sporting
excellence in the country.

MISSION
The mission of the Khelo India Programme is “to encourage sports for all thus allowing the
population across gender and all age groups to harness the power of sports through its cross-
cutting influence, namely, holistic development of children and youth, community
development, social integration, gender equality, healthy lifestyle, national pride and
economic opportunities related to sports development.” In short, the aim of Khelo India
Programme is to provide a platform to each and every citizen of India, despite their
individual differences of age and gender, to participate in sports and channelize their
sporting skills which ultimately leads to an all-round development of every child and youth.
This will lead to community development, social integration and gender equality. It will
inculcate a healthy lifestyle, bring laurels to country and provide economic opportunities.

AIM AND OBJECTIVES OF THE PROGRAMM

The Khelo India Programme aims at developing a sporting culture in the country,
identifying talent from the grassroots, and grooming them for international success. The
intention of Khelo India Programme is to build a strong framework for each and every sport
played in the country and to make India into a strong sporting nation arena. To achieve this
Khelo India Programme has outlined twelve verticals namely

 Play Field Development

 Community Coaching Development,
 State Level Khelo India Centres
 Annual Sports Competitions
 Talent Search and Development
 Utilization and Creation/Upgradation of Sports Infrastructure
  Support to National/Regional/State Sports Academies
 Physical fitness of school children h Sports for Women
 Promotion of sports amongst people with disabilities
 Sports for peace and development
 Promotion of rural and indigenous/tribal games.

Fit India Movement

FIT India Movement was introduced on 29th August, 2019 by Hon‟ble Prime Minister with a
objective to launch fitness as integral part of our lives .The Mission of the movement was to
bring positive behavioural changes and to adopt physical active healthy lifestyle. Towards
achieving this mission, Fit India proposes to undertake various initiatives and conduct events to
achieve the following objectives:

 To promote fitness as easy, fun and free

 To spread awareness on fitness and various physical activities that promote fitness
through focused campaigns
 To encourage indigenous sports
 To make fitness reach every school, college/university, panchayat/village, etc.
 To create a platform for citizens of India to share information, drive awareness and
encourage sharing of personal fitness stories.

Home Assignment

1. What do you mean by playing surface? Classify various playing surfaces

in sports?
2. What do you think Wearable Gears and Sports Equipment?
3. Briefly explain different technologies used during officiating in Sports.
4. What are advantages of using technology in sports?
5. What are the career options an individual has after completion of
professional course in Physical Education?
6. What is Khelo India Programme?
7. What is the philosophy of Khelo India Programme?
8. What is the vision and mission of Khelo India Programme?