HOLIDAY HOMEWARK Subject-MUSIC - …€¦ · The school canteen charges Rs. 35 for lunch & Rs.9 for milk for ... Discuss equality condition of our country India ... Write two formal

Class-I to X Subject-Art Education

HOLIDAY HOMEWARK Subject-MUSIC CLASS –I

CLASS-I- i. Cover the copy with pink chart paper. ii. Paste and draw some musical instruments on the cover page. iii. Draw OUR NATIONAL FLAG NATIONAL FLOWER NATIONAL BIRD.

CLASS II i. Cover the copy with yellow chart paper. ii. Write four song from diary and draw or paste some related pictures . iii. Chart paper – folk dance( minimum 5 dance styles)

CLASS III

i.Cover the copy with black chart paper. ii. Draw logo iii. Write school prayer pledge. iv. Write any four community song from diary and paste the related picture. v. Models of instruments.(anyone)

CLASS IV/V i.Class IV Cover the copy with sky blue chart paper.and class V with white chart paper. ii. Draw logo iii.Write any five song from the diary with picture. iv.School prayer and pledge. v.Model of instrument(Roll no :1-20) Model of folk dancers (Roll no :21-rest) (anyone)

CLASS VI –X Written work (File) 1.Draw logo. 2.prayer.

3.pledge(hindi,English,Sanskrit) 4. 5 songs from diary with pictures. GROUP ACTIVITY i.Model of instruments. ii.File(instrumentalists) iii.Album – Classical dance iv.Different dance of different countries (Album) v.Model of dances (classical or folk) vi.Album – Folk Dance.

Class-VI -Subject –Hindi

ककषा –छठी अवकाशकालीन गह कारय (1)-अपन पाठय पसतक स 100 कठठन शबद छाटकर ललखो |

(2) 20 परायरवाची शबद ललखो |

(3) 20 लवलोम शबद ललखो |

(4) 20 लवशषण वल शबद ललखो |

(5) 20 करिरा वाल शबद ललखो |

(6) अपन पराचारय को दो करदन अवकाश हत परारयना पतर ललखो |

(7) अपन बचपन क बार म दस वाकर ललखो |

(8) शरी राम जी क बार म दस वाकर ललखो |

(9) कमपरटर का महतव|(लनबध )

(10) अपन बचपन क बार म दस वाकर ललखो | Class-VI- Subject-Sanskrit

ककषा षषठी

गरीषम-अवकाश गहकारय

नील कवर क फाइल म कारय करना ह।

सवपठरचरः

लवषरसची

२० लचतर बनाकर रा लचपकाकर उनक ससकत म नाम ललखना।

पाच शबदरप ललखकर राद करना।

पाच धातरप ललखकर राद करना

पररम, लितीर व ततीर पाठ क शबदारय ललखना।

पररम व लितीर पाठ को अरय सलहत ललखना।

पाठयपसतक क बाहर स पाच शलोक ललखना।

पलतरका क ललए लख ललखना।

Class-VI-Subject-English

1) Write four unseen passage

2) Write an application to your principal for remission of fine.

3) Write a letter to your friend advising her/him to pay proper attention to his

health.

4) Write a story and also circle the articles.

5) You are the school leader, your school is organising a school excursion. Draft a

suitable notice in not more than 50 words.

6) Write down 20 words and their synonyms.

7) Write down 20 words and their Antonyms.

Class :- VI -Subject- Science

Answer the following puestions :-

1. What is nectar?

2. What are the requirements for seed sprouting?

3. Differentiate between herbivore and omnivore.

4. Which component of food is known as ‘Body building food’ ?

5. Write down the role of vitamins in our body.

6. Deficiency of which vitamin causes beriberi?

7. How you will determine wheather a food contain protein or not?

8. Name some synthetic fibres which are used to prepare cloth.

9. What is the climatic condition required for the cultivation of cotton?

10. What is ginning?

11. Write a short note about process of hand weaving.

12. In ancient times how people used to cloth themselves?

13. What are the characteristics of hard and soft materials?

14. List out some substances that are soluble in water.

15. What are the properties of materials?

Project Work :- Indian Carnivores ( Roll No. – 1—10 ) Scurvy ; Causes & symptoms ( Roll No. – 11—20) Beriberi; Causes & symptoms ( Roll No.- 21—30) Minerals in food (Roll No.- 31—41)

CLASS – VI- SUBJECT-MATHS

1. Starting from the greatest 6 – digit number , write the previous 5 numbers in descending

order.

2. By using the digits 4, 5, 6, 0, 7 & 8 , make 5 numbers each with 6 digits .

a) Insert commas in each no.

b) Arrange them in ascending & descending order .

3. Insert commas & write the names according to Indian System:

a) 33267854 b) 98646504 c) 59075435 d) 876954756

4. Insert commas & write the names according to International System:

a) 327676544 b) 49876545 c) 87968965

5. Estimate the following by rounding off to nearest hundreds:

a) 3,946 + 6,579 + 2,050 b) 5,290 + 17,986 c) 5,673 – 436

6. The no. of sheets of paper available for making notebooks is 75,000. Each sheet makes 8

pages of a notebook. Each notebook contains 200 pages. How many notebooks can be

made from the paper available?

7. Simplify by suitable arrangement: i) 126 x 55 + 126 x 45 , ii) 3845 x 5 x 782 + 769 x 25 x

218

8. Find the product using suitable properties : i) 425 x 136 ii) 258 x 1008

9. The school canteen charges Rs. 35 for lunch & Rs.9 for milk for each day . How much

money do you spend in 7 days on these things?

10. Write all the factors of i) 68 ii) 60 iii) 68 iv) 190

11. Write the first 5 multiples of i) 12 ii) 25 iii) 18

12. Express the following as the sum of three odd primes:

i)98 ii) 39 iii) 107 iv) 29 13. Find the common factors of : i) 75, 60 & 210 ii) 4, 12 & 16 iii) 4 & 18 14. Find the common multiples of i) 3, 4 & 9 ii) 12 & 18 iii) 6 & 8 15. Draw the factor tree for i) 90 ii) 36 16. Find the HCF of the following i) 18 , 54, 81 ii) 27 , 63 iii) 91, 112, 49

PROJECT

Draw the table to find the prime numbers from 1 to 100 by the Sieve of Eratosthenes in a

chart paper . Also write the steps.

OR

Write the divisibility rule for 10, 5, 2, 3, 6, 4, 8, 9 & 11 in a chart paper with example.

Class-VI-Subject-Social Science

1. Plant a tree and take care of it.

2. Write( in separate copy) 50 G.K questions and answers and learn them

3. Make a project on – Best out of Waste

4. Write minimum 2 news daily in holiday home work copy.

Class-VI-Subject- Computer

1. What are the components of a Computer? 2. Write the different types of Input Devices. 3. Write the different types of Scanner. 4. What are the different types of Computer Language? 5. What is Machine Code/ Low Level Language? 6. What is Assembly Language? 7. What is Low Level Language/ Source Code? 8. What is GUI? 9. Write the different types of Output Devices. 10. Write the different types of Printers.

CLASS-VII Subject –Hindi

गरीषमकालीन गहकारय 2016 - 17

ककषा 7 अ & ब

1 20 शबद ललख कर तीन तीन परायरवाची लललखए |

2 20 शबद ललख कर उनक लवलोम शबद लललखए |

3 20 महावरो का अरय ललखकर वाकरो म पररोग कर |

4 20 अनकारी शबद ललखकर उनक लवलिनन अरय लललखए |

5 20 एक वाकर क ललए एक शबद लललखए |

6 20 सम शरलत लिननारयक शबद ललखकर अरय लललखए तरा वाकर पररोग कठरए |

7 सजञा , सवयनाम तरा लवशषण की पठरिाषा एव इन सबक परकारो की पठरिाषा एव उदहारण लललखए |

8 पतर लललखए परारयनापतर , बधाई पतर , लनमतरण पतर , लशकारती पतर |

9 लनबध लललखए |

हमारा लवदयालर |

सवचछ िारत और आपका रोगदान |

िमडलीर ताप वलि तरा उसका लनदान | Class-VII-Subject-Sanskrit

ककषा सपतमी





५ लचतर लचपकाकर चार वाकरो म ससकत म वणयन करना।


१-१०० तक ससकत म सखरा ललखना

सात शबदरप ललखकर राद करना।

तीन धातरप ललखकर राद करना।



Class-VII-Subject-English

1.Write two unseen passage. 2. Write an application to your principal asking him to you leave for a week as you are not well and the doctor has advised you to rest. You are Rita, a student of KV ongc ,Agt. 3. You are Suresh, a student of Delhi Public school. Write an application to the principal of your school to change your section. 4. Write a letter to your friend , telling him how you celebrate your birth day this year .you are Summit of Agartala. 5.Write a letter to the Editor of the Times of India about the mis use and poor maintenance of the public park locate in our area. 6.Write short composition on- A] computer B] A visit to zoo 7. You are Sunil/Sunita . Your school is going to organizing an educational trip to Udaipur and nearby places . Draft a notice in 50 words. 8. Complete the story: There was a storm brewing outside and you were all alone at home. Suddenly, the light went all…………………………………………………………………………………………………………. 9. Write a book review. 10. write 30 opposite words

11.write 30 sentences using different prepositions. 12.Using verbs make 20 sentences.

Class-VII-Subject-Maths

PROJECT : Properties of Integers Holiday Home Work : Chapter – 1 and Exercise 5.1

Class-VII-Subject-Science

Class-VII-Subject-Social Science

SHORT TYPE QUESTION:- 1. What are the difficulties historians face in using manuscripts? 2. How do historians divide the past into periods? Do they face any problem? 3. what is eco system? 4. Differentiate between Natural and Human environment? 5.what is the meaning of environment? 6. the earth is a unique planet? give reasons? 7. In a democracy why is universal adult franchise important? 8. what is a position of equality in our country? 9.explain the key elements of a democratic government? Project work 1. Discuss equality condition of our country India? 2. Draw one Indian map and how the term” Hindusthan” change day by day? 3. Discuss the component of environment? and what is natural environment give one picture?

Class VII -Subject-Computer

1. What is a Threat? 2. What is Firewall? 3. What is a Virus? What are the types of Virus? What is an Antivirus? 4. Write short notes on:

a) Spamming b) PC Intrusion c) Phishing 5. What do you mean by authentication? Why is it important? 6. What is an Adware? 7. What is a Spyware? 8. What is HTML? 9. What is a Tag? 10. Write an HTML program to display the following "My First HTML Program"

Class-VIII- Subject –Hindi

dkk &vkBoha ^^v^^

fo’k; &fgUnh

1- 20 milxZ ls nks & nks “kCn cukuk &

2- 20 izR;; ls nks & nks “kCn cUkkuk &

3- lHkh laKk ds mnkgj.k ds “kCn 20&20

4- laokn ys[ku &02

5- i= & 02

6- vuqPNsn ys[ku &02

1- LoPNrk esa gekjk ;ksxnku

2- i;kZoj.k lajk.k esa gekjk ;ksxnku

7- dfBu “kCn & 200

ककषा –आठवी - अवकाशकालीन गह कारय (1) अपन पाठय पसतक स 150 कठठन शबद ललखो | (2) 20 परायरवाची शबद ललखो | (3) 20 लवलोम शबद ललखो | (4)10 महावरो का अरय ललख कर वाकर पररोग करो | (5) अपन राजर क पठरवहन वयवसरा क बार म ललखो | (6 ) अपन पराचारय क पास अवकाश हत परारयना पतर ललखो | (7 ) अपन लमतर को बधाई पतर ललखो |

Class-VIII- Subject –Sanskrit

ककषा अषटमी





१० लचतर लचपकाकर चार वाकरो म ससकत म वणयन करना।


१-१०० तक ससकत म सखरा ललखना।

छः शबदरप ललखकर राद करना।

खाद व इष धातरप ललखकर राद करना।



Class-VIII-Subject-English

1) Write down two unseen passage.

2) Write two formal letter.

3) Write two email writing.

4) Write any two article.

5) You are xyz, working as the news correspondent for the Times of India, Mumbai.

You are invited by the organisers to cover the programme of the national film

award. Write a report giving necessary details.

6) Write a biographical sketch of ‘Rudyard kipling’’.

7) Write a story based on the following beginning in 120-150 words.

Wolf hungry-sheep too well guarded-wolf’s plan-put on sheep’s skin-mingles with the flock-sheep bleating-wolf tries to bleat-only howls-detected-killed by shepherd.

8) Compose imaginary conversation between two friends discussing holiday plans.

Class-VIII-Subject-Maths

(i) Memorize

(a) Tables from 12 to 19. (b) Squares of numbers from 91 to 109.

(c) Formulas of First three chapters (also write in your vacation copy).

(ii) Solve Sudoku

2 6

7 1 4 5

9 2 8 1 3

7 1 8

1 3 2 7

5 9 7

2 3

8 3 1

5 9 4

(iii) Temple Run: There is a spiritual run to three temples, before every temple there is a

magical pond. If you dip any object in it, its number gets doubled. You are participating in

temple run. You have some flowers with you. You dip in first pond its count gets doubled

then you devote some flowers in first temple. Remaining flowers dip in second pond the

count gets doubled now same number of flower devoted in second temple as in first

temple. Same procedure for next pond and temple. But you have to select number of

flowers in starting and number of flowers devoted(same for each temple) in such a way

that after devoting flowers to third temple no flower should left with you. Find Number of

flowers (i) in starting (ii) devoted in each temple.

(iv) Make modal from waste material. Draw its figure and write in your vacation copy also memorize

its properties .

Topic Roll No. Topic Roll No. Cube 1-7 Cylinder 22-28 Cuboid 8-14 Sphere 29-35 Prism 15-21 Pyramid 36-41

VIII-B-SUBJECT-MATHS PROJECT : Properties of Rational Numbers HOLIDAY HOME WORK: Chapter – 1 ( excluding ex. 1.1) Chapter – 2

CLASS-VIII- Subject-Science

1. MAKE A NEWSLETTERTO SHOW CURRENT HAPPENINGS (BETWEEN 15 MAY TO

15 JUNE) IN THE FIELD OF SCIENCE AND ALSO MENTIONTHE DATE AND SOURCE

OF NEWS.

2. COLLECT THE LABLES FROM THE BOTTLES OF JAMS AND JELLIES. WRITE DOWN

ITS CONSTITUENTS.

3. Prepare 20 MCQ from the ch- assigned for fa-1 from your book

4. MAKE A SHORT REPORT ON VACCINES GIVEN TO YOU AND THE DISEASE AGAINST WHICH VACCINES WAS GIVEN.

CLASS- VIII-Subject-Social Science

Write down the following question:- 1. What were the reasons for the decline of the Mughal Empire? 2. How and When did the British East India Company set foot in India? 3. Which were the other trading companies that came to the Indian shores? 4. What were the commodities that these companies traded in?

5. What was the result of the competition between the trading companies from different European countries? 6. How did the East India Company establish trade in India and enter the political scene? 7. Give a brief note on the Battle of Plassey? 8. what were the rules followed by the British East Indian company while occupying the Indian States? 9. What were the power enjoyed by the Residents appointed by the company? 10.What did Tipu Sultan do that resulted in wars against the company? 11. When and between whom did the third Battle of Panipat take place? 12. Give a brief note on the wars between the Marathas and the British East Indian Company? 13. Give a brief description of the Chhatrapati Shivaji? 14. Describe the policy of “paramountcy”? 15. What is the doctrine of lapse? 16. What is the meaning of “Nabob”? 17. What did the British find it difficult to separate trade from politics? 18. What are he policies used for expressions? 19. Define theterm ‘mercantile’? Give an example. 20. What was the out come of Battle of Buxar? Project Work:-

1. List out the Fundamental Rights & Duties that contained in the constitution of India.

Class VIII-Subject-Computer

1. What is an algorithm? 2. Write an algorithm to find addition of 3 numbers. 3. Write an algorithm to find multiplication of 3 numbers. 4. Take 2 numbers and write an algorithm to find which number is greater. 5. Write an algorithm to find whether a number is odd or even. 6. What is a flowchart? 7. Write a flowchart to find the subtraction between 3 numbers. 8. Write a flowchart to find the division between 2 numbers. 9. Write a flowchart to find whether a number is odd or even. 10. Take 2 numbers and write a flowchart to find which number is greater.

Class-IX-Subject-Hindi

Subject –Hindi ककषा –नवी-अ अवकाशकालीन गह कारय

(1) अपन पाठय पसतक स 150 कठठन शबद छाटकर ललखो | (2) 20 परायरवाची शबद ललखो | (3)अरय क आधार पर वाकर क करकतन िद ह उदाहरण सलहत पठरिाषा ललखो | (4) 10 महावर का अरय ललखकर वाकर पररोग करो | (5) 10 लिननारयक शबद ललखो | (6) उपसगय और परततर लगाकर शबद ललखो (10 )| (7) एक बधाई पतर ललखो | (8) अपन पराचारय को अवकाश हत परारयना पतर| ( 9) एक लशकारती पतर ललखो | (10) सवचछ िारत अलिरान म आपका रोगदान |

गरीषमकालीन गहकारय 2016 - 17

ककषा 9 ब






6 30समशरलत लिननारयक शबद ललखकर अरय लललखए तरा वाकर पररोग कठरए|

7 सजञा , सवयनाम , लवशषण,करिरा ,करिरा लवशषण ,अलधकरण तरा कारक की पठरिाषा एव इन सबक

परकारो की पठरिाषा एव उदहारण लललखए |

8 लवलिनन परकार क उपसगय तरा परतररो स 100 शबद बनाए |

9 लवलिनन परकार क अलकारो की उदहारण सलहत पठरिाषा ललख |

10 सिी परकार क समासो की पठरिाषा उदहारण सलहत लललखए |

11 अरय क आधार पर वाकरो क सिी परकारो की पठरिाषा उदहारण सलहत लललखए |




िमडलीर ताप वलि तरा उसका लनदान |

लशकषा क वयौसाईकरण क कारण तरा लनदान |

Class-IX-Subject-Sanskrit

ककषा नवमी





५ लचतर लचपकाकर पाच वाकरो म ससकत म वणयन करना।


कतवा, तमन व लरप परतरर क दस दस उदाहरण ललखना।

बालक, बाललका, फल, हठर, मलत, नदी, वाठर, िान, लपत, मात, असमद, रषमद शबदरप ललखकर

राद करना।

खाद, हस, चल, पठ, गम धातओ क लट, लट व लङ लकार म रप ललखकर राद करना।

५ अपठठत गदयाशो को हल करना।


Class-IX-Subject-English

1. Write two unseen passage.

2. Write the summary of chapter – 2,3,4,and5.(from novel)

3. On the basis of the outline given, write a story in your own words.

Outline: school fate -- held annually – Ferris wheel major attraction ---- Cancellation of Ferris wheel ----- last minute change --- celebration as before 5. Write 2 formal letter. 6. Write any two article on current topic. 7. Write 2 email writing. 8.Prepare a speech on the topic ‘ Fight against Terrorism’ 9. Write a newspaper report in about 80 -100words on the fatal accident which took place on the44National Highway. 10. Prepare a comic strips on the poem ‘The Brook’. 11. Make a portrait of Sudha’s grandmother expressing her happiness on receiving ‘Kashi Yatre’ . 12.Make a power point presentation on India is the land of different festivals.

Class-IX-Subject-Science

SUMMER VACTION HOME WORK

CLASS-IX (A &B)

SCIENCE

1. What is evaporation? What are the factors affecting it?

2. What happen when we apply pressure to the particles of matter?

3. Define latent heat of vaporization and latent heat of fusion.

4. If the melting point of an object A is high then what state you expect it to be at room temperature?

5. Are the three state of matter inter-convertible? How can they interconnect?

6. What are weeds? Give two examples.

7. What is crop rotation?

8. What are drones?

9. What is pasturage and how is it important?

10. Name three basic scientific approaches for increasing yield of a crop.

MCQ

11. Which macronutrient is required in largest quantity by plant?

(a) Nitrogen (b) Molybdenum (c) Potassium (d) Copper

12. The enrichment of water bodies with nutrients leading to excessive growth of phytoplankton is known as – (a) Nitrification (b) Ammonification (c) Eutrophication (d) Phyto enrichment

13. Blue Revolution’ refers to increase in – (a) Milk Production (b) Egg Production (c) Grain Production (d) Fish production

14. Which one of the following includes only Micronutrients – (a) Iron, Copper, manganese. (b) Iron, Zinc, calcium (c) Boron, copper and potassium. (d) Molybdenum, Copper, Sulphur

15. If the humidity in the air increase then the rate of evaporation:-

(a) decrease (b) increase (c) remain same

(d) both (b) and(a)depending upon the temperature

16. Which of the following statement is correct? (a) boiling is a bulk phenomenon and evaporation is a surface phenomenon (b) boiling is a surface phenomenon and evaporation is a bulk phenomenon (c) boiling and evaporation both are surface phenomenon (d) boiling and surface both are bulk phenomenon

17. If the temperature of a place is increase then evaporation:- (a) decrease (b) increase (c) remain same (d) none of the above

18. Which of the following have least inter atomic spacing? (a) solid (b) liquid (c) gases (d) plasma

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24TH & 25TH NATIONAL CHILDREN’S SCIENCE CONGRESS 2016 & 2017

A programme of

National Council for Science & Technology Communication Department of Science & Technology,

Govt. of India

INFORMATION BROCHURE Focal Theme

PREPARED IN THE NATIONAL BRAINSTORMING WORKSHOP HELD ON

21-24, NOVEMBER 2015.

15. Make project on the Sub Themes(Any One) as given below & Refer to the guidelines as enclosed in details:

1. Natural Resource Management 2. Food and Agriculture

3. Energy 4. Health, Hygiene & Nutrition. 5. Lifestyles and Livelihoods

6. Disaster Management 7. Traditional Knowledge Systems.

ORGANIZED BY GUJRAT SCIENCE CITY, GUJCOST, GUJARAT

Focal Theme: Science, Technology & Innovation for

Sustainable Development

About National Children’s Science Congress National Children's Science Congress (NCSC) is a unique, massive and prestigious

flagship programme of the Government of India, catalyzed and supported by the National Council for Science & Technology Communication (NCSTC), Department of Science and Technology, Government of India to reach out to the nook and corner of

India to search for the best science talents with an aim to inculcate a scientific temper and initiate a culture of rational scientific exploration among children to seek scientific

solutions for common local problems. There is no such a programme anywhere in the world with such a wide outreach and concentrated effort with a sustained continuation of more than two decades. It is organized nationally every year from December 27-31. It is a forum for children of 10-17 years age, both from formal school system as well as from out of school.

Children from across the country take effort to exhibit their creativity and innovativeness and more particularly their ability to solve a societal problem

experienced locally through mini research projects using simple methods of science. The children present their studies from school to district, to state and then at national level. All over the country about a million children take part in this unique event ever year,

from which about 650 projects come to national level. At the national level, all the children with a wide variety of cultures, language background from both rural and urban areas present their projects and are appreciated for their inquisitiveness and

scientific approach and application of method of science. From this, about 20 outstanding projects are selected, which then get a chance to take part in the mega science fair of India, Initiative for Research and Innovation in Science (IRIS). Also, all

the group members of these outstanding projects get the opportunity to work under fellowship programme, with the scientists of institute of international repute like IIT,

IISER, etc. They are also awarded a small amount of one-time cash prize. In addition, two best projects from every state - one from junior group and the other from senior group- take part in Indian Science Congress every year This program was initiated in 1993, with the following objectives-

To provide a forum to the young scientists to pursue their natural curiosity and

to quench their thirst for creativity by experimenting on open-ended problems;

To make one feel that science is all around and him/her, can gain knowledge as

well as solve many problems also be relating the learning process to the physical

and social environment of the neighbourhood;

To encourage children throughout the country to visualize the future of the

nation and help building generations of sensitive, responsible citizens;

To stimulate scientific temperament and learning the scientific methodology for

observation, collection of data, experiment analysis arriving at conclusions and

presenting the findings.

Introduction to the Focal Theme In usual parlance, development stands for the situation where everyone gets food, shelter, clothing along with sound state of health and mind, gets opportunities for livelihood, having adequate energy to use, has good education, transportation and

communication in a better environmental situation where cleaner air, water and soil exists. In the Report of the World Commission on Environment and Development: Our Common Future, in March, 20, 1987 at Oslo, Gro Harlem Brundtland defined

Sustainable Development as the development that meets the needs of the present without compromising the ability of future generations to meet their own needs, which

not only raises the question of fulfilling the need for present, but also to cater to the need for the future. So, it pleads for rational and wiser uses of our natural resources, redesigning our different economic operations like production, transport and

communication systems through optimum use of available resources and reducing its wastage. At the same time, it also demands for equal opportunities for everyone at both present and future focusing economic sustenance. In fact, the entire principle of

sustainable development depends not only on environmental, economic and social balances, but also on their inter-linkages. In this context exploration and inquiry using

approaches of Science and Technology can help one to understand the dynamics of our planet and different components of its environment, ecosystems and resources those will help for their optimum use without any degradation. Rather, this makes one able

to achieve economic sustenance and cater intra and inter generational equality and equity in society. Besides, in every aspect of the exploration and inquiry, innovative

thinking and approaches help one to find out solution(s) to address different problems and/or harnessing hidden opportunities. In this perspective “Science, Technology and Innovation (STI) for Sustainable Development” has been decided as the focal theme for

24th and 25th National Children’s Science Congress, with an expectation that the Child Scientist will be introduced to inquiry based learning approaches in project mode exploring something from “known to unknown or ‘from unknown to known’.

They will thereby come up with different new knowledge and knowledge-based probable solution(s) of some identified local-specific problem. For convenience, the focal theme has been sub-divided into the following seven sub-themes.

8. Natural Resource Management

9. Food and Agriculture

10. Energy

11. Health, Hygiene & Nutrition.

12. Lifestyles and Livelihoods

13. Disaster Management

14. Traditional Knowledge Systems.

Sub Theme 1: STI for Natural Resource Management

Natural resources represent all the material present in nature most of which are used since the dawn of the human civilization. These resources are extracted from terrestrial

and aquatic systems. can be biotic and abiotic. The abiotic components are rocks, mineral and soil and biotic components which includes the flora and fauna. Geo-environmental, socio-cultural and economic conditions play an important role in their

availability, stock, use or misuse.. Today our demands for development put pressures on natural resources beyond the nature’s capacity to restore and replenish. Development is required and needed for our economic and social wellbeing, and hence extraction of

resources is inevitable. However, we must aim for a planned development and sustainable use of our resources so that we have enough of these for generations to

come. It is to be noted that with the increase of world’s population, the human pressure on natural resources increases. For example, in our country we had a population density

of 77 person km-2 in 1901, which went up to 117 in 1951, 216 in 1981 and 382 in

2011.Similarly arable land (hectares per person) in India has declined from 0.3hectares

in 2009 to 0.13 ha in 2011. We had a forest cover of 70% in 1947 which has reduced to 21.23% in 2013. Growth of population increases the demand and consumption, which

ultimately exerts impact on non-renewable and renewable resources, causing various environmental, economic, social and political crises. Therefore, the scaffold of sustainable development demands environmentally, economically and socially rational

practices which will cater to environmental, economic and social sustainability through principles of Reduce, Reuse and Recycle; where sustainability represents sufficiency,

safety, security, self-reliance in present as well as future context. To achieve this goal there is a need for innovative S&T interventions to frame suitable management practices, covering initiatives related to planning, futuristic decision making processes, quick

response mechanisms, crisis management, inventory management for alternative solutions, monitoring and impact assessment, corrective measures, etc. The sub-theme will cover studies on different aspects of natural resource extraction, processing, value addition, or any other activity that leads to optimization of natural

resource uses for various purposes. It shall also cover activities related to identification of new natural resources or new/ better uses of already available natural resources for betterment of environment and human welfare. In addition to this, one can go for review

/impact assessment of existing technologies for natural resources and suggest strategies to address the negative impacts through appropriate correction in technology or developing alternative technologies. The work related to natural resource mapping and

management planning, like watershed/micro-watershed planning, land use and land cover mapping, land use planning, Water, sand and soil quality analysis and mapping,

water quality management and, tools and techniques for water treatment or water harvesting and management, mapping of biodiversity of village, ward, school, sacred groves, village forests, gardens, population studies of a species and developing

conservation and management planning with help from experts and authorities are some of the suggested activities. It is expected that projects are carried out with a focus beyond documentation and making inventory, and lay more stress on quantification

and analysis to review the present status, significance, present and potential threats and trends, and identify innovations for in sustainability.

Sub Theme 2: Food and Agriculture

Food is the source of energy for all living organisms on the earth. Sustainability of food,

its production and conservation mechanisms are very important while considering development of any country. Prevailing eco-systems help in developing the food chain

and food-web as well, which is getting disrupted due to population explosion, together with urbanization and rapid industrialization. In fact, food and agriculture goes hand to hand. Agriculture in India is the major and prime food producing sector, which has a

substantial contribution to the gross domestic product (GDP) of the country. Despite technological development in India in the last few decades, agriculture still is impacted

because of the vagaries of monsoons and climate change. As far as human being is concerned, sources of our food are from plants and animals.

In true sense, agriculture comprises of crop and animal husbandry, pisciculture, silvi-culture, and many more. Success of all these practices primarily depends upon agro-ecological situations including quality of land, soil, water, seed, climatic variables and

management practices. All these factors determine the crop production per unit area per year. However, demand for food has increased manifold in last couple of decades, which

has led to development and invention of not only different agro-technologies for production, like fertilizer, pesticides, hybrid seeds, irrigation technologies to name a few, but also of different technologies for post harvest processing and preservation. Despite

all such technological inventions, production per unit of cultivated area failed to provide quality food for all. Conversely, some of these technologies led to degradation of

environment, land, soil, surface and sub-surface (ground) water that led to health and environmental hazards. Such overall degradation coupled with deforestation and urbanization, occasional occurrence of drought and flood together with shifting of

monsoon, increase of ambient temperature due to climate change etc. have drastically impeded the production system of both terrestrial and aquatic crops. As a consequence, not only the per capita availability of food has substantially decreased, but also has

resulted nutritional deficiency and related diseases to such an extent that threatens sustainable development. Hence, it is essential to become rational in exploiting the

natural resources so that the food-webs do not get disturbed at the cost of destroying the resources for our future generations.

In this backdrop, under this subtheme, children can take up small research projects on quality, production, storage, shelf life, availability, distribution of food for all living beings. In addition to these, projects can also be undertaken on soil quality, production

practices, crop performance and yield, soil and water conservation, novel use of agricultural wastes as well as health and environmental hazards related to food and

agriculture and also on tools and machineries used with the main focus on application

of innovative, S&T based approached aimed as sustainable modes of production systems.

Sub Theme 3: Energy

Economic development of any region or a country largely depends on how its energy requirements are satisfied. Every production process has certain amount of energy

requirement. Hence, availability of quality energy is crucial for overall scientific and technological progress. Per capita energy consumption is one of the key deciding factors

of the level of well-being of any society or country as per modern norms.

Energy is central to sustainability and affects all aspects of development - social,

economic, and environmental - including livelihoods, access to water, agricultural productivity, health, population levels, education and gender-related issues. Energy is mainly used in domestic, agriculture, industry, transport and communication sectors

and they are interlinked. Efficiency of the technology in use and its purpose to produce services are important which determine the situation of energy sufficiency. In this perspective, to achieve energy sufficiency and efficiency each one is interlinked through proper value setting,

management principles and technological efficiency with policy measures. Technologies that promote sustainable energy include renewable energy sources, such as

hydroelectricity, solar energy, wind energy, wave power, geothermal energy, tidal power etc., and also technologies designed to improve energy efficiency. Energy efficiency and renewable energy are said to be the twin pillars of sustainable energy. Energy sufficiency – energy for all - complements two well established fields of energy research: works on energy efficiency which focus on the optimization of input-output

relations by creating more effective appliances, whereas research on energy consistence concentrates on renewable resources. Both concepts however would fail, as

soon as the number and quality of appliances increase. Therefore, strategies of sustainability require research on sufficiency, which – aiming at the absolute reduction of energy use – questions everyday consumption routines Taking consideration of our required initiatives in this era of global climate change

challenges, efficient energy use and replacement of carbon based fuel with non-carbon based fuel are the key areas by which we can reduce our carbon footprint to a large extent and undertake some pragmatic measures for mitigation of and adaptation to

climate change. The energy connects of Sustainable development can be dealt at five levels: Production, Processing, Transmission, Consumption and Disposal. Growth of different sectors like agriculture, industry etc is highly dependent on energy

consumption. Many non-futuristic and unsustainable approaches of energy generation lead to the problems of global warming, developmental inequality, conflicts, and health

and ecosystem damage. If the development process has to be sustainable, it is necessary to increase the efficiency

of energy utilities and processes, conserve energy and explore renewable sources of energy. From such perspectives, efficient and equitable energy access and supply systems can create an ideal situation for energy sufficiency and provide energy security

to all. Energy is the driver of growth. But sustainable growth implies that our energy management and energy conservation measures are eco-friendly and accompanied by

minimum pollution and other negative impacts, in particular minimum carbon emission. In this Sub Theme, children can think about various projects like testing the efficiency

of production, distribution or consumption of energy in various locations, institutions, existing devices and so on. Sustained availability of energy resources can be evaluated and futuristic predictions can be attempted though thematic or mathematic modeling.

Assessment of pollution and other environmental effects can be done with a view towards sustainability.

Sub Theme 4: Health, Hygiene & Nutrition

The “strong synergies between health and nutrition” (World Bank 2013) are well-documented; good health is not possible without good nutrition. Malnutrition remains one of the main determinants of the global burden of disease, with 45% of child mortality

attributable to under-nutrition. Today, more than 1 billion people are chronically undernourished and food insecure. Undernourishment compromises immune systems, which leads to a higher incidence of illness and disease that in turn contribute to lower

productivity and life expectancies.

Poor nutrition undermines economic growth. According to UNICEF1, 195 million

children younger than 5, are chronically malnourished. Chronic under-nourishment in children creates a vicious cycle of compromised physical and cognitive development that

reduces their economic productivity when they become adults, miring people in poverty that, in turn, leads to chronic undernourishment and poor health in the next generation.

A massive disease burden is associated with deficient hygiene, sanitation, and water supply and is largely preventable with proven, cost-effective interventions. The total

benefits of these interventions are greater than the health benefits alone and can be valued at more than the costs of the interventions.

Hygiene, sanitation, and water supply are development priorities, yet the ambition of international policy on drinking water and sanitation is inadequate. Hygiene, sanitation, and water supply continue to have health implications in the developed world. The active involvement of health professionals in hygiene, sanitation, and water supply is crucial

to accelerating and consolidating progress for health. Health being at the core of this sub-theme, impact of nutrition (malnutrition, deficiency

of vital elements, balanced diet), hygiene (at personal and community levels, as well as

at home, school or workplace), and sanitation (cleanliness in and around us,

cleanliness of water) on the health of an individual or community at large could be the

focal area for a project.

1 (UNICEF, Tracking Progress on Child and Maternal Nutrition, 2009)

Sub Theme 5: Lifestyles and Livelihoods

In the last few decades, several man-made unsustainable activities and interventions

have accelerated the problems related to shelter, environment, food, health, society, culture and working pattern. These problem-areas are also associated, linked and guided

mainly with lifestyles and livelihoods. Appropriate lifestyles and livelihoods can help us to move towards a more healthy, livable and sustainable environment at the household,

community and society level. Hence the sub theme of lifestyle and livelihood assumes significance.

The idea of this sub theme is to promote the concept of conscious and cautious involvement of science, technology and innovation to evolve sustainable lifestyles&

livelihoods. The sub theme looks at several concepts related to the effect of occupational, cultural and environmental changes and their relations with lifestyles and livelihoods.

This subtheme shall in addition to its focus on the negative impacts also look at the positive impacts on lifestyle and livelihood and identify these as opportunities for a sustainable future.

Lifestyles refer to the way we live our lives, what we do, with whom, where, how and what we used to do earlier. Lifestyles define our identity. We express our social position, political preferences and psychological aspirations to others through our lifestyles.

Livelihood comprises of the capabilities, assets and activities required for a means of living. Livelihood is defined as a means of supporting one's existence, especially financially or vocationally.

Lifestyles and livelihood are mainly driven by certain crucial factors such as Desires, Needs, Influencers and Motivators. These factors link and define an individual’s patterns

of living, consumption, migration, travel, health and work. The changes in the patterns of livelihood and lifestyle further define the perceptions or actions of humans towards

skills, sensitivity, habits, behavior, economy and culture.

Lifestyle and livelihood is about life and living at individual, group, community and society levels in the context of one’s cultural and environmental norms and sensitivity. It covers all our choices and actions - whether at home or at work -on energy use,

transport, food, waste, communication and occupation.

The subtheme on lifestyles and livelihood will cover the following aspects: 1. Waste: It refers to sensitivity and action related to waste generation, handing,

disposal and its management at the household, community, society and

occupational level. Lifestyles and livelihood are considered to be main source of

waste, being impediment of sustainable livelihood.

2. Food: Accessing, consuming and disposing food for the living beings for

subsistence as well as luxury constitute the core aspect of human existence. It

related to all aspects of organic and inorganic food products including growing,

preparing, storing, handling, consuming, disposing, and its management.

3. Habits related to Lifestyle & Livelihood: Habits relates to inherited as well as

acquired expression and action of individuals arising out of his or her awareness,

sensitivity, attitude, perspective and ability concerning life, livelihood and living.

4. Lifestyle and livelihood impacting culture and community

5. Lifestyle & Livelihood diseases

6. Carbon footprints and impacts of handprints

7. Sensitivity towards Environment concerning lifestyle and livelihood

8. Occupations, economy and Environment

Science, technology and Innovation for Sustainable Lifestyles and Livelihoods could be a product, process, system, ideas which a child can identify or suggest related to sustainability to lifestyle and livelihood and its impacts on Society, Environment and Economics.

Lifestyle and livelihood being a subject linked with everyone’s life, the children could work in the direction of studying, mapping, comparing and analyzing, changes in the patterns of lifestyles and livelihood by the changes in environment and socio-economic

factors.

Children could take up projects like studying lifestyle related waste generation, its handling and management, mapping of changes in community lifestyle and livelihood of a village in comparison to an urban area, study on food and energy consumption pattern

in different areas, measuring carbon footprint in your own area and its comparison with the impact of handprint, analytical study on the positive and negative effect of

communication technologies and social media on community and culture, mapping of case studies of sustainable livelihood systems, study and analysis on occupational mobility and migration etc.. Several similar projects can be taken up by the students in

relation to lifestyle and livelihood.

Sub Theme 6: Disaster Management

Since past two decades the losses due to disasters are increasing in terms of life and

property across the globe2. Besides the disasters per se, there are some other factors

which have been adding to the magnanimity, gravity and severity of disasters like

increasing population, unplanned urbanization and rapid degradation of environment

which is being reflected in terms of climate change , global warming and depletion in

ozone layers etc. In fact there is a clear link between degraded environment and disaster3

as it always produced adverse environmental consequences which many times further

aggravate the detrimental impact of disasters. Unfortunately the global efforts in

2 EM-DAT International Disaster Database, Center for Research on Epidemiology of Disasters,

University of Louvain. 3 Abramovitz, J. 2001 Unnatural disasters. Worldwatch Paper 158.

managing the disasters are not always matched with the frequency and the magnitude

of disasters because of response approach to disaster mitigation.

India, by its geography and its climatic condition along with its high degree of socio-

economic vulnerability is one of the most disaster prone countries in the world. In last

few years Indian subcontinent witnessed extreme weather phenomena in the form of

unprecedented cold and heat waves, floods, droughts etc. which then lead to secondary

problems related disease epidemics, crop failures and associated stress to farmers, and

thus to the economy as a whole. The vulnerability of Indian subcontinent could be well

understood in terms of the number of deaths and loss of property including livestock by

earthquake, super cyclones and Tsunami in the recent past.

The Disaster Management Act of India, 2005 has defined the disaster as “a catastrophe,

mishap, calamity or grave occurrence in any area, arising from natural or manmade

causes, or by accident or negligence which results in substantial loss of life or human

suffering or damage to, and destruction of, property, or damage to, or degradation of,

environment, and is of such a nature or magnitude as to be beyond the coping capacity

of the community of the affected area”. Disasters are classified differently using different

criteria. on the basis of their origin as natural or manmade or on the basis of severity as

major or minor disasters.

Whatever may be the origin or cause, it always impacts a group of people or people of a

region beside de-accelerating the overall developmental process. Fortunately over the

past 15 years, there has been a paradigm shift in managing the disaster at the global

level which pleads a productive and preventive approach and integrate disaster

management with ongoing development activities i.e. sustainable development.

In the backdrop of the above, the sub-theme Disaster Management has been given a

prominent place under the main theme. Under this subtheme the groups of child

scientists are expected to undertake small research studies about their immediate and

nearby surroundings for finding potential disaster pone sites, vulnerable groups, person

with special needs and the mapping of existing resources for developing action oriented

plan to manage and mitigate the consequences of disasters. As part of the project, child

scientists can make use of existing knowledge of Science and Technology and use

innovative approach/strategies and new management methodologies in devising and

implementing action oriented strategies/plan/processes within the overall paradigm of

sustainable development..

Sub Theme 7: Traditional Knowledge Systems (TKS)

Traditional knowledge refers to the knowledge, innovations and practices of indigenous

and local communities around the world4. Developed from experience gained over the

centuries and adapted to the local culture and environment, traditional knowledge is

transmitted from generation to generation. It tends to be collectively owned and takes

the form of stories, songs, folklore, proverbs, cultural values, beliefs, rituals, community

laws, local language, and agricultural practices, including the development of plant

species and animal breeds.

Sometimes it is referred to as an oral tradition because, it is practiced, sung, danced,

painted, carved, chanted and performed down through millennia. Traditional knowledge

is mainly of a practical nature which have real life applications developed over time,

particularly in such fields as agriculture, fisheries, health, horticulture, forestry and

environmental management in general.

Traditional knowledge is valuable not only to those who depend on it in their daily lives,

but to modern industry and agriculture as well including plant-based medicines, health

products and cosmetics etc. Other valuable products include agricultural and non-wood

forest products as well as handicraft. Traditional knowledge can make a significant

contribution to sustainable development. Most indigenous and local communities are

situated in areas where the vast majority of the world's genetic resources are found.

Many of them have cultivated and used biological diversity in a sustainable way for

thousands of years. Some of their practices have been proven to enhance and promote

biodiversity at the local level and aid in maintaining healthy ecosystems. However, the

contribution of indigenous and local communities to the conservation and sustainable

use of biological diversity goes far beyond their role as natural resource managers. Their

skills and techniques provide valuable information to the global community and a useful

model for biodiversity policies. Furthermore, as on-site communities with extensive

knowledge of local environments, indigenous and local communities are most directly

involved with conservation and sustainable use.

Traditional knowledge issues cross-cut across many domains in relation to global

environmental issues, from biodiversity conservation and natural resource management,

to use of genetic resources and to climate change observations, mitigation and

adaptation. Work on indigenous knowledge provides support to understanding the role

of customary livelihoods within sustainable development and the links between

environmental management, science and well-being.

4 Secretariat of the Convention on Biological Diversity (CBD Secretariat) 2013

In relation to the sub theme, one can go for documentation of traditional knowledge on

natural resource management, tools and techniques used for production and processing,

construction, use of natural resources, etc. Along with the documentation, there is a

need for validation of the collected information, through appropriate assessment

methods to identify the scientific basis of the practices. One can also look into the aspect

of improvisation of such practices as per contemporary requirements and also go for

developing appropriate technology or management practices based on traditional

practices.

Appropriate acknowledgement of the intellectual rights of the practitioners and linking

them with appropriate authority and processes to achieve their intellectual property

rights can be a major component of follow up in such kind of projects, like biodiversity

related practices can be documented in Peoples’ Biodiversity Registers developed by

Block level Biodiversity management Committees , District Biodiversity Committees or

State Biodiversity Board as per the guidance of National Biodiversity Act unique to

geographical location. Specific traditional agricultural or handloom and handicraft

products can be linked to GI (geographical Indicator) registration through state level

patent information centre.

SUMMAR VACTION HOME WORK

CLASS-IX (A &B)

SCIENCE

1. What is evaporation? What are the factors affecting it?

2. What happen when we apply pressure to the particles of matter?

3. Define latent heat of vaporization and latent heat of fusion.

4. If the melting point of an object A is high then what state you expect it to be at room temperature?

5. Are the three state of matter inter-convertible? How can they interconnect?

6. What are weeds? Give two examples.

7. What is crop rotation?

8. What are drones?

9. What is pasturage and how is it important?

10. Name three basic scientific approaches for increasing yield of a crop.

MCQ

11. Which macronutrient is required in largest quantity by plant?

(a) Nitrogen (b) Molybdenum (c) Potassium (d) Copper

12. The enrichment of water bodies with nutrients leading to excessive growth of phytoplankton is known as – (a) Nitrification (b) Ammonification (c) Eutrophication (d) Phyto enrichment

13. Blue Revolution’ refers to increase in – (a) Milk Production (b) Egg Production (c) Grain Production (d) Fish production

14. Which one of the following includes only Micronutrients – (a) Iron, Copper, manganese. (b) Iron, Zinc, calcium (c) Boron, copper and potassium. (d) Molybdenum, Copper, Sulphur

15. If the humidity in the air increase then the rate of evaporation:-

(a) decrease (b) increase (c) remain same

(d) both (b) and(a)depending upon the temperature

16. Which of the following statement is correct? (a) boiling is a bulk phenomenon and evaporation is a surface phenomenon (b) boiling is a surface phenomenon and evaporation is a bulk phenomenon (c) boiling and evaporation both are surface phenomenon (d) boiling and surface both are bulk phenomenon

17. If the temperature of a place is increase then evaporation:- (a) decrease (b) increase (c) remain same (d) none of the above

18. Which of the following have least inter atomic spacing? (a) solid (b) liquid (c) gases (d) plasma

Class-IX-Subject-Maths

Chapter-1 (Excluding ex.1.4) Chapter-2 ( Upto ex. 2.4) Assignment: Exercise 1.4 Remainder Theorem Find the remainder when x3-ax2+6x-a is divided by x-a. (Use Remainder theorem)

Class-IX-Subject-Social Science

Social Science Holiday Homework ( Class-9) 1. Make project (File)of Disaster Management –

A. Introduction of Disaster Management.

B. Earthquake

2. Questions

a. What were the main features of Allende, the founder of Socialist Party of Chili?

b. How was democracy restored in Chili?

c. How was the government of Poland run in 1980?

d. What was the role of Solidarity (trade union) in establishing democracy in Poland?

e. How was military rule established in Myanmar? And who made an effort to introduce

democracy in the country.

f. Explain the role of United Nation in the development of Democracy in the contemporary

world.

g. Discuss the main causes why more and more countries are converting itself as democratic

nation?

h. What is democracy and explain its main characteristics?

i. What were the common features between Poland and Chili?

j. Critically analyses how the powerful countries like USA promoting democracy in the

world?

k. Why is 820 30’ E selected as the SMT of India?

l. What is the significance of India’s central location?

m. What are India’s unique location features?

n. Name the countries which are larger than india?

o. Name the place situated on three oceans?

Class-IX-Subject-Computer

1. What is 3D? 2. Describe briefly the 3 basic phases of 3D? 3. What is HTML? 4. What is a Tag? 5. Write an HTML program to display the following "My First HTML Program" 6. Write an HTML program to display the following using bold, italic and underline tag:

HTML

HyperText Markup Language, commonly abbreviated as HTML, is the standard markup language used to create web pages. Web browsers can read HTML files and render them into visible or audible web pages. 7. Write an HTML program to change the Background colour. 8. Write an HTML program to display the following using Paragraph and Heading tag: HTML 3 features which are useful include: Web Workers: Certain web applications use heavy scripts to perform functions. Web Workers use separate background threads for processing and it does not affect the performance of a web page.

https://en.wikipedia.org/wiki/Markup_language

https://en.wikipedia.org/wiki/Markup_language

https://en.wikipedia.org/wiki/Web_page

https://en.wikipedia.org/wiki/Web_browser

Video: You can embed video without third-party proprietary plug-ins or codec. Video becomes as easy as embedding an image. Canvas: This feature allows a web developer to render graphics on the fly. As with video, there is no need for a plug in.

CLASS-X-Subject-Hindi

Subject –Hindi गरीषमकालीन गहकारय 2016 - 17

ककषा 10 अ






6 30समशरलत लिननारयक शबद ललखकर अरय लललखए तरा वाकर पररोग कठरए|

7 सजञा , सवयनाम , लवशषण,करिरा ,करिरा लवशषण ,अलधकरण तरा कारक की पठरिाषा एव इन

सबक परकारो की पठरिाषा एव उदहारण लललखए |

8 रचना क आधार पर वाकरो क सिी परकारो की पठरिाषा उदहारण सलहत लललखए |

9 वाचर क सिी परकारो की पठरिाषा उदहारण सलहत लललखए |

10 रस क सिी परकारो की पठरिाषा उदहारण सलहत लललखए |

11 पाच वाकर ललख कर उनक सिी पदो का पद पठरचर लललखए |




िमडलीर ताप वलि तरा उसका लनदान |

लशकषा क वयौसाईकरण क कारण तरा लनदान |

fo’k; &fgUnh

1- vifBr dkO;ka”k & 03

2- vifBr xn~;ka”k & 03

3- fuca/k & 02

1& LoPN Hkkjr fe”ku esa gekjk ;ksxnku

2& fMftfVy bafM;k

3& jlksbZ xSl dk lgh mi;ksx

4- i= &02

5- jpuk ds vk/kkj ij okD; Hksn mnkgj.k 10&10

6- in ifjp; & 20 “kCnksa dk

7- jl ds mnkgj.k 02&02

8- lkj ys[ku & 02

9- dfBu “kCn & 300

Class -X -Subject-Sanskrit

ककषा दशमी





५ लचतर लचपकाकर पाच वाकरो म ससकत म वणयन करना।


पढाए गए समासो क १० उदाहरण ललखना।

दीरय, गण व वलि सलधध क १० उदाहरण लललखए।

१० पतरो को हल करक लललखए।

५ अपठठत गदयाशो को हल करना।


CLASS-X Subject-English

1. Write two unseen passage.

2. You are student Editor of your school magazine. Frame a notice in50-60 words

inviting the students of your school to offer their self composed contributions in

the form of poems, articles an stories before a particular date.

3. You visited a science fair in a near by school . Record your experience in the form

of a diary entry in 50 -60 words.

4. Write an article for your school magazine on “Modern generation and fast food” .

You can refer to unit ‘Health and medicine. (120 words )

5. Traffic jams in your city are getting worse day by day. Write a letter to the Deputy

Commissioner of police(traffic) complaining about the problem and offering

suggestions for improvement.

6. Write a debate either support or against the topic: ‘A country should support arts

and culture that portray national identity.’ Your answer should in 120 words.

7. Write a story based on the following beginning in 120-150 words.

It so happened that when I was 12 years old I thought of travelling in a train/bus without ticket………………………………………………………………………….. 8.Your school organised Science Day. On this occasion many events were organized. Write a detail description of the program me. 9. Write the summary of chapter 3,4 and 5 (novel) 10.Write a biographical sketch of William Shakespeare.

PROJECT WORK 1. Make a power point presentation on home remedies. 2. Survey on people using Social Net Working Site on your locality. Submit report also. 3. prepare a comic strips on ‘ The Frog and The Nightingale.

CLASS-X Subject-Maths

1. Use Euclid’s Division Lemma to find the HCF of a) 38540 & 48250 b) 56 & 814 c)81445 & 687897 2.Find the greatest positive integer which divides 332 & 447 leaving remainder 2 in each case . 3. Find the HCF & LCM by prime factorisation method : a) 144, 180, 192 b) 84, 90, 120 4. Find the HCF & LCM of a2b3c9 & b2c5e3. 5. Explain why (17 x 11 x 2 + 17 x 11 x 5) is a composite no. 6. If HCF(p,q) = 17 & p x q = 1734, then LCM (p,q) = ?

7. Prove that, √𝑝 + √𝑞 is irrational , where p & q are primes.

8. Prove the following as irrational nos. a) √7 b) 3 + 2√5 9. If α & β are the zeroes of the polynomial 2x2 – 4x + 5, then find

the value of i) α2 + β2 ii) 1

𝛼 +

1

𝛽 iii)( α –β )2 iv) α3 + β3

10. If p & q are the zeroes of x2+ px + q, then find the value of p & q. 11.Find a relation between p & q if one zero of x2 + px + q is 37 times the other. 12. If the polynomial x4 + 2x3 + 8x2 + 12x + 18 is divided by another polynomial x2 + 5, the remainder comes out to be px + q . Find the values of p & q. 13. On dividing x3 + x2 + x + 1, by a polynomial g(x), the quotient & remainder are x + 1 & 2(x + 1), respectively. Find g(x). 14. What must be added to 6x5 + 5x4 + 11x3 – 3x2 + x + 1, so that the polynomial so obtained is exactly divisible by 3x2 – 2x + 4 ? 15. Find the value of b for which the polynomial 2x3 + 9x2 – x – b is divisible by 2x + 3 .

16. Given that √2 is a zero of cubic polynomial 6x3 + √2x2 – 10x - 4√2, find its other two zeroes. 17. Graphically, solve the following pair of equations : 2x + y = 6 ; 2x – y + 2 = 0 & shade the region formed by the lines representing this equations with the x – axis & y – axis. 18. represent the system of linear equations 3x + y = 5 & 2x + y =5 graphically. From the graph , find the points where the lines intersect y – axis.

19. Solve the following : i) 15

𝑥 +

2

𝑦 = 17 ;

1

𝑥 +

1

𝑦 =

36

5

ii) 𝑏

𝑎 x +

𝑎

𝑏 y = a2 + b2 ; x + y = 2ab iii) 2/√𝑥 + 3/√𝑦 = 2 4/√𝑥 - 9/√𝑦

= -1 20. Find the value of a & b for which the following pair of linear equations have infinitely many solutions . 2x + 3y = 7 ; (a + b)x + (2a - b)y = 21 21. For what value of k will the equation kx + 3y = k – 3 and 12x + ky = k have no solution ? 22 . A number consisting of two digits, is equal to 7 times the sum of its digits. When 27 is subtracted from the number , the digits interchange their places. Find the number. 23. The boat goes 25 km upstream and 33 km downstream in 8 hours. It can also go 40 km upstream & 77 km downstream in 15 hours . Find the speed of the stream & that of the boat in still water. 24. Two years ago, Saleem was thrice as old as his daughter and six years later, he will be four years older than twice her age. How old are they now ? 25. A man travel 370 km partly by train & partly by car. If he covers 250 km by train & the rest by car it takes him 4 hours. But ,if he travels 130 km by train & the rest by car , he takes 18 minutes longer . Find the speed of the train & that of the car.

PROJECT

Ppt or file on I) Development of Number System with their needs

OR II) Chronology of Indian Mathematician with their contributions.

OR III) Pythagoras Theorem , its Extension & generation of Pythagoras triplet.

CLASS-X SUBJECT-SCIENCE KV ONGC AGARTALA

CLASS-X SUMMER VACTION HOME WORK

1. What happens chemically when quick lime is added to water?

2. Why is a combustion reaction an oxidation reaction?

3. Why are food particle preferably packed in aluminum foil?

4. What happens to lime water when Co2 gas is bubbled through it in excess?

5. Identify the type of reaction in the following (a) ZnCO3 + 2HCl (aq)-------------------- ZnCl2 (aq) + H2CO3 (aq) (b) 2NaBr (aq) +Cl2 (g)------------------ 2Nacl (aq) + Br2 (aq) (c) 2CuO (S) heat 2Cu (s) + O2 (g) -------------------

6. A student dropped few pieces of marble in dilute hydrochloric acid contained in a test tube. The evolved gas was then passed through lime water. What change would be observed in lime water? Write balanced chemical equation for both the change observed?

7. In the reaction MnO2 + 4HCl ---------------- MnCl2 + 2H2O +Cl2 (a) Name the substance oxidised. (b) Name the oxidising agent. (c) Name the reducing agent and the substance reduced.

8. Give one example each of (1) Thermal decomposition (2) Electrolytic decomposition (3) Photo decomposition

9. Where does digestion of starch begin in human body? 10. Give one example each of saprophytic and parasitic nutrition. 11. What is common for cuscuta, ticks and leeches?

12. What advantage over an aquatic organism does a terrestrial organism have with regard to obtaining oxygen for respiration?

13. Differentiate between single and double circulation found in vertebrates.

14. Name the substrates for the following enzymes a) trypsin b) amylase c) pepsin d) lipase

15. Make project on the Sub Themes(Any One) as given below & Refer to the guidelines as enclosed in details:

15. Natural Resource Management 16. Food and Agriculture 17. Energy 18. Health, Hygiene & Nutrition. 19. Lifestyles and Livelihoods 20. Disaster Management 21. Traditional Knowledge Systems.

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24TH & 25TH NATIONAL CHILDREN’S SCIENCE CONGRESS 2016 & 2017

A programme of

National Council for Science & Technology Communication Department of Science & Technology,

Govt. of India

INFORMATION BROCHURE Focal Theme

PREPARED IN THE NATIONAL BRAINSTORMING WORKSHOP HELD ON

21-24, NOVEMBER 2015.

ORGANIZED BY

GUJRAT SCIENCE CITY, GUJCOST, GUJARAT

Focal Theme: Science, Technology & Innovation for Sustainable Development

About National Children’s Science Congress

National Children's Science Congress (NCSC) is a unique, massive and prestigious flagship programme of the Government of India, catalyzed and supported by the National Council for Science & Technology Communication (NCSTC), Department of

Science and Technology, Government of India to reach out to the nook and corner of India to search for the best science talents with an aim to inculcate a scientific temper

and initiate a culture of rational scientific exploration among children to seek scientific solutions for common local problems. There is no such a programme anywhere in the world with such a wide outreach and concentrated effort with a sustained continuation

of more than two decades. It is organized nationally every year from December 27-31. It is a forum for children of

10-17 years age, both from formal school system as well as from out of school. Children from across the country take effort to exhibit their creativity and

innovativeness and more particularly their ability to solve a societal problem experienced locally through mini research projects using simple methods of science. The children present their studies from school to district, to state and then at national

level.

All over the country about a million children take part in this unique event ever year, from which about 650 projects come to national level. At the national level, all the children with a wide variety of cultures, language background from both rural and

urban areas present their projects and are appreciated for their inquisitiveness and scientific approach and application of method of science. From this, about 20 outstanding projects are selected, which then get a chance to take part in the mega

science fair of India, Initiative for Research and Innovation in Science (IRIS). Also, all the group members of these outstanding projects get the opportunity to work under

fellowship programme, with the scientists of institute of international repute like IIT, IISER, etc. They are also awarded a small amount of one-time cash prize. In addition, two best projects from every state - one from junior group and the other from senior

group- take part in Indian Science Congress every year

This program was initiated in 1993, with the following objectives-

To provide a forum to the young scientists to pursue their natural curiosity and to quench their thirst for creativity by experimenting on open-ended problems;

To make one feel that science is all around and him/her, can gain knowledge as well as solve many problems also be relating the learning process to the physical and social environment of the neighbourhood;

To encourage children throughout the country to visualize the future of the nation and help building generations of sensitive, responsible citizens;

To stimulate scientific temperament and learning the scientific methodology for observation, collection of data, experiment analysis arriving at conclusions and presenting the findings.

Introduction to the Focal Theme In usual parlance, development stands for the situation where everyone gets food,

shelter, clothing along with sound state of health and mind, gets opportunities for

livelihood, having adequate energy to use, has good education, transportation and communication in a better environmental situation where cleaner air, water and soil exists.

In the Report of the World Commission on Environment and Development: Our

Common Future, in March, 20, 1987 at Oslo, Gro Harlem Brundtland defined

Sustainable Development as the development that meets the needs of the present without compromising the ability of future generations to meet their own needs, which

not only raises the question of fulfilling the need for present, but also to cater to the need for the future. So, it pleads for rational and wiser uses of our natural resources, redesigning our different economic operations like production, transport and

communication systems through optimum use of available resources and reducing its wastage. At the same time, it also demands for equal opportunities for everyone at both

present and future focusing economic sustenance. In fact, the entire principle of sustainable development depends not only on environmental, economic and social balances, but also on their inter-linkages. In this context exploration and inquiry using

approaches of Science and Technology can help one to understand the dynamics of our planet and different components of its environment, ecosystems and resources those

will help for their optimum use without any degradation. Rather, this makes one able to achieve economic sustenance and cater intra and inter generational equality and equity in society. Besides, in every aspect of the exploration and inquiry, innovative

thinking and approaches help one to find out solution(s) to address different problems and/or harnessing hidden opportunities. In this perspective “Science, Technology and Innovation (STI) for Sustainable Development” has been decided as the focal theme for

24th and 25th National Children’s Science Congress, with an expectation that the Child Scientist will be introduced to inquiry based learning approaches in project

mode exploring something from “known to unknown or ‘from unknown to known’. They will thereby come up with different new knowledge and knowledge-based probable solution(s) of some identified local-specific problem.

For convenience, the focal theme has been sub-divided into the following seven sub-

themes.

22. Natural Resource Management 23. Food and Agriculture 24. Energy 25. Health, Hygiene & Nutrition. 26. Lifestyles and Livelihoods 27. Disaster Management

28. Traditional Knowledge Systems.

Sub Theme 1: STI for Natural Resource Management

Natural resources represent all the material present in nature most of which are used since the dawn of the human civilization. These resources are extracted from terrestrial and aquatic systems. can be biotic and abiotic. The abiotic components are rocks,

mineral and soil and biotic components which includes the flora and fauna. Geo-environmental, socio-cultural and economic conditions play an important role in their

availability, stock, use or misuse.. Today our demands for development put pressures on natural resources beyond the nature’s capacity to restore and replenish. Development is required and needed for our economic and social wellbeing, and hence extraction of

resources is inevitable. However, we must aim for a planned development and sustainable use of our resources so that we have enough of these for generations to come.

It is to be noted that with the increase of world’s population, the human pressure on natural resources increases. For example, in our country we had a population density

of 77 person km-2 in 1901, which went up to 117 in 1951, 216 in 1981 and 382 in

2011.Similarly arable land (hectares per person) in India has declined from 0.3hectares

in 2009 to 0.13 ha in 2011. We had a forest cover of 70% in 1947 which has reduced to 21.23% in 2013. Growth of population increases the demand and consumption, which

ultimately exerts impact on non-renewable and renewable resources, causing various environmental, economic, social and political crises. Therefore, the scaffold of sustainable development demands environmentally, economically and socially rational

practices which will cater to environmental, economic and social sustainability through principles of Reduce, Reuse and Recycle; where sustainability represents sufficiency, safety, security, self-reliance in present as well as future context. To achieve this goal

there is a need for innovative S&T interventions to frame suitable management practices, covering initiatives related to planning, futuristic decision making processes, quick

response mechanisms, crisis management, inventory management for alternative solutions, monitoring and impact assessment, corrective measures, etc.

The sub-theme will cover studies on different aspects of natural resource extraction, processing, value addition, or any other activity that leads to optimization of natural resource uses for various purposes. It shall also cover activities related to identification

of new natural resources or new/ better uses of already available natural resources for betterment of environment and human welfare. In addition to this, one can go for review

/impact assessment of existing technologies for natural resources and suggest strategies to address the negative impacts through appropriate correction in technology or developing alternative technologies. The work related to natural resource mapping and

management planning, like watershed/micro-watershed planning, land use and land cover mapping, land use planning, Water, sand and soil quality analysis and mapping,

water quality management and, tools and techniques for water treatment or water harvesting and management, mapping of biodiversity of village, ward, school, sacred groves, village forests, gardens, population studies of a species and developing

conservation and management planning with help from experts and authorities are some of the suggested activities. It is expected that projects are carried out with a focus beyond documentation and making inventory, and lay more stress on quantification

and analysis to review the present status, significance, present and potential threats and trends, and identify innovations for in sustainability.

Sub Theme 2: Food and Agriculture Food is the source of energy for all living organisms on the earth. Sustainability of food,

its production and conservation mechanisms are very important while considering development of any country. Prevailing eco-systems help in developing the food chain and food-web as well, which is getting disrupted due to population explosion, together

with urbanization and rapid industrialization. In fact, food and agriculture goes hand to hand. Agriculture in India is the major and prime food producing sector, which has a

substantial contribution to the gross domestic product (GDP) of the country. Despite technological development in India in the last few decades, agriculture still is impacted because of the vagaries of monsoons and climate change.

As far as human being is concerned, sources of our food are from plants and animals. In true sense, agriculture comprises of crop and animal husbandry, pisciculture, silvi-

culture, and many more. Success of all these practices primarily depends upon agro-ecological situations including quality of land, soil, water, seed, climatic variables and

management practices. All these factors determine the crop production per unit area per year. However, demand for food has increased manifold in last couple of decades, which has led to development and invention of not only different agro-technologies for

production, like fertilizer, pesticides, hybrid seeds, irrigation technologies to name a few, but also of different technologies for post harvest processing and preservation. Despite all such technological inventions, production per unit of cultivated area failed to provide

quality food for all. Conversely, some of these technologies led to degradation of environment, land, soil, surface and sub-surface (ground) water that led to health and

environmental hazards. Such overall degradation coupled with deforestation and urbanization, occasional occurrence of drought and flood together with shifting of monsoon, increase of ambient temperature due to climate change etc. have drastically

impeded the production system of both terrestrial and aquatic crops. As a consequence, not only the per capita availability of food has substantially decreased, but also has

resulted nutritional deficiency and related diseases to such an extent that threatens sustainable development. Hence, it is essential to become rational in exploiting the natural resources so that the food-webs do not get disturbed at the cost of destroying

the resources for our future generations.

In this backdrop, under this subtheme, children can take up small research projects on

quality, production, storage, shelf life, availability, distribution of food for all living beings. In addition to these, projects can also be undertaken on soil quality, production

practices, crop performance and yield, soil and water conservation, novel use of agricultural wastes as well as health and environmental hazards related to food and agriculture and also on tools and machineries used with the main focus on application

of innovative, S&T based approached aimed as sustainable modes of production systems.

Sub Theme 3: Energy

Economic development of any region or a country largely depends on how its energy

requirements are satisfied. Every production process has certain amount of energy requirement. Hence, availability of quality energy is crucial for overall scientific and

technological progress. Per capita energy consumption is one of the key deciding factors of the level of well-being of any society or country as per modern norms.

Energy is central to sustainability and affects all aspects of development - social, economic, and environmental - including livelihoods, access to water, agricultural

productivity, health, population levels, education and gender-related issues. Energy is mainly used in domestic, agriculture, industry, transport and communication sectors and they are interlinked.

Efficiency of the technology in use and its purpose to produce services are important which determine the situation of energy sufficiency. In this perspective, to achieve energy

sufficiency and efficiency each one is interlinked through proper value setting, management principles and technological efficiency with policy measures. Technologies

that promote sustainable energy include renewable energy sources, such as hydroelectricity, solar energy, wind energy, wave power, geothermal energy, tidal power etc., and also technologies designed to improve energy efficiency. Energy efficiency and

renewable energy are said to be the twin pillars of sustainable energy.

Energy sufficiency – energy for all - complements two well established fields of energy research: works on energy efficiency which focus on the optimization of input-output relations by creating more effective appliances, whereas research on energy

consistence concentrates on renewable resources. Both concepts however would fail, as soon as the number and quality of appliances increase. Therefore, strategies of sustainability require research on sufficiency, which – aiming at the absolute reduction

of energy use – questions everyday consumption routines

Taking consideration of our required initiatives in this era of global climate change challenges, efficient energy use and replacement of carbon based fuel with non-carbon based fuel are the key areas by which we can reduce our carbon footprint to a large

extent and undertake some pragmatic measures for mitigation of and adaptation to climate change. The energy connects of Sustainable development can be dealt at five

levels: Production, Processing, Transmission, Consumption and Disposal. Growth of different sectors like agriculture, industry etc is highly dependent on energy consumption. Many non-futuristic and unsustainable approaches of energy generation

lead to the problems of global warming, developmental inequality, conflicts, and health and ecosystem damage.

If the development process has to be sustainable, it is necessary to increase the efficiency of energy utilities and processes, conserve energy and explore renewable sources of

energy. From such perspectives, efficient and equitable energy access and supply systems can create an ideal situation for energy sufficiency and provide energy security to all. Energy is the driver of growth. But sustainable growth implies that our energy

management and energy conservation measures are eco-friendly and accompanied by minimum pollution and other negative impacts, in particular minimum carbon emission.

In this Sub Theme, children can think about various projects like testing the efficiency of production, distribution or consumption of energy in various locations, institutions,

existing devices and so on. Sustained availability of energy resources can be evaluated

and futuristic predictions can be attempted though thematic or mathematic modeling. Assessment of pollution and other environmental effects can be done with a view towards sustainability.

Sub Theme 4: Health, Hygiene & Nutrition

The “strong synergies between health and nutrition” (World Bank 2013) are well-documented; good health is not possible without good nutrition. Malnutrition remains one of the main determinants of the global burden of disease, with 45% of child mortality

attributable to under-nutrition. Today, more than 1 billion people are chronically undernourished and food insecure. Undernourishment compromises immune systems,

which leads to a higher incidence of illness and disease that in turn contribute to lower productivity and life expectancies.

Poor nutrition undermines economic growth. According to UNICEF5, 195 million

children younger than 5, are chronically malnourished. Chronic under-nourishment in children creates a vicious cycle of compromised physical and cognitive development that

reduces their economic productivity when they become adults, miring people in poverty that, in turn, leads to chronic undernourishment and poor health in the next generation.

A massive disease burden is associated with deficient hygiene, sanitation, and water supply and is largely preventable with proven, cost-effective interventions. The total benefits of these interventions are greater than the health benefits alone and can be valued at more than the costs of the interventions.

Hygiene, sanitation, and water supply are development priorities, yet the ambition of international policy on drinking water and sanitation is inadequate. Hygiene, sanitation, and water supply continue to have health implications in the developed world. The active

involvement of health professionals in hygiene, sanitation, and water supply is crucial to accelerating and consolidating progress for health. Health being at the core of this sub-theme, impact of nutrition (malnutrition, deficiency

of vital elements, balanced diet), hygiene (at personal and community levels, as well as at home, school or workplace), and sanitation (cleanliness in and around us, cleanliness of water) on the health of an individual or community at large could be the

focal area for a project.

Sub Theme 5: Lifestyles and Livelihoods

In the last few decades, several man-made unsustainable activities and interventions have accelerated the problems related to shelter, environment, food, health, society, culture and working pattern. These problem-areas are also associated, linked and guided mainly with lifestyles and livelihoods. Appropriate lifestyles and livelihoods can help us

to move towards a more healthy, livable and sustainable environment at the household, community and society level. Hence the sub theme of lifestyle and livelihood assumes

significance.

5 (UNICEF, Tracking Progress on Child and Maternal Nutrition, 2009)

The idea of this sub theme is to promote the concept of conscious and cautious involvement of science, technology and innovation to evolve sustainable lifestyles& livelihoods. The sub theme looks at several concepts related to the effect of occupational, cultural and environmental changes and their relations with lifestyles and livelihoods.

This subtheme shall in addition to its focus on the negative impacts also look at the positive impacts on lifestyle and livelihood and identify these as opportunities for a

sustainable future.

Lifestyles refer to the way we live our lives, what we do, with whom, where, how and what we used to do earlier. Lifestyles define our identity. We express our social position, political preferences and psychological aspirations to others through our lifestyles.

Livelihood comprises of the capabilities, assets and activities required for a means of living. Livelihood is defined as a means of supporting one's existence, especially financially or vocationally.

Lifestyles and livelihood are mainly driven by certain crucial factors such as Desires, Needs, Influencers and Motivators. These factors link and define an individual’s patterns of living, consumption, migration, travel, health and work. The changes in the patterns of livelihood and lifestyle further define the perceptions or actions of humans towards

skills, sensitivity, habits, behavior, economy and culture.

Lifestyle and livelihood is about life and living at individual, group, community and society levels in the context of one’s cultural and environmental norms and sensitivity.

It covers all our choices and actions - whether at home or at work -on energy use, transport, food, waste, communication and occupation.

The subtheme on lifestyles and livelihood will cover the following aspects:

9. Waste: It refers to sensitivity and action related to waste generation, handing, disposal and its management at the household, community, society and occupational level. Lifestyles and livelihood are considered to be main source of waste, being impediment of sustainable livelihood.

10. Food: Accessing, consuming and disposing food for the living beings for subsistence as well as luxury constitute the core aspect of human existence. It related to all aspects of organic and inorganic food products including growing, preparing, storing, handling, consuming, disposing, and its management.

11. Habits related to Lifestyle & Livelihood: Habits relates to inherited as well as

acquired expression and action of individuals arising out of his or her awareness, sensitivity, attitude, perspective and ability concerning life, livelihood and living.

12. Lifestyle and livelihood impacting culture and community

13. Lifestyle & Livelihood diseases 14. Carbon footprints and impacts of handprints

15. Sensitivity towards Environment concerning lifestyle and livelihood 16. Occupations, economy and Environment

Science, technology and Innovation for Sustainable Lifestyles and Livelihoods could be a product, process, system, ideas which a child can identify or suggest related to sustainability to lifestyle and livelihood and its impacts on Society, Environment and

Economics.

Lifestyle and livelihood being a subject linked with everyone’s life, the children could work in the direction of studying, mapping, comparing and analyzing, changes in the patterns of lifestyles and livelihood by the changes in environment and socio-economic

factors.

Children could take up projects like studying lifestyle related waste generation, its handling and management, mapping of changes in community lifestyle and livelihood of

a village in comparison to an urban area, study on food and energy consumption pattern in different areas, measuring carbon footprint in your own area and its comparison with the impact of handprint, analytical study on the positive and negative effect of

communication technologies and social media on community and culture, mapping of case studies of sustainable livelihood systems, study and analysis on occupational

mobility and migration etc.. Several similar projects can be taken up by the students in relation to lifestyle and livelihood.

Sub Theme 6: Disaster Management

Since past two decades the losses due to disasters are increasing in terms of life and property across the globe6. Besides the disasters per se, there are some other factors

which have been adding to the magnanimity, gravity and severity of disasters like increasing population, unplanned urbanization and rapid degradation of environment which is being reflected in terms of climate change , global warming and depletion in

ozone layers etc. In fact there is a clear link between degraded environment and disaster7 as it always produced adverse environmental consequences which many times further aggravate the detrimental impact of disasters. Unfortunately the global efforts in

managing the disasters are not always matched with the frequency and the magnitude of disasters because of response approach to disaster mitigation.

India, by its geography and its climatic condition along with its high degree of socio-economic vulnerability is one of the most disaster prone countries in the world. In last

few years Indian subcontinent witnessed extreme weather phenomena in the form of unprecedented cold and heat waves, floods, droughts etc. which then lead to secondary problems related disease epidemics, crop failures and associated stress to farmers, and

thus to the economy as a whole. The vulnerability of Indian subcontinent could be well understood in terms of the number of deaths and loss of property including livestock by

earthquake, super cyclones and Tsunami in the recent past. The Disaster Management Act of India, 2005 has defined the disaster as “a catastrophe, mishap, calamity or grave occurrence in any area, arising from natural or manmade

causes, or by accident or negligence which results in substantial loss of life or human

6 EM-DAT International Disaster Database, Center for Research on Epidemiology of Disasters,

University of Louvain. 7 Abramovitz, J. 2001 Unnatural disasters. Worldwatch Paper 158.

suffering or damage to, and destruction of, property, or damage to, or degradation of, environment, and is of such a nature or magnitude as to be beyond the coping capacity of the community of the affected area”. Disasters are classified differently using different

criteria. on the basis of their origin as natural or manmade or on the basis of severity as major or minor disasters.

Whatever may be the origin or cause, it always impacts a group of people or people of a region beside de-accelerating the overall developmental process. Fortunately over the

past 15 years, there has been a paradigm shift in managing the disaster at the global level which pleads a productive and preventive approach and integrate disaster management with ongoing development activities i.e. sustainable development.

In the backdrop of the above, the sub-theme Disaster Management has been given a prominent place under the main theme. Under this subtheme the groups of child

scientists are expected to undertake small research studies about their immediate and nearby surroundings for finding potential disaster pone sites, vulnerable groups, person with special needs and the mapping of existing resources for developing action oriented

plan to manage and mitigate the consequences of disasters. As part of the project, child scientists can make use of existing knowledge of Science and Technology and use

innovative approach/strategies and new management methodologies in devising and implementing action oriented strategies/plan/processes within the overall paradigm of

sustainable development..

Sub Theme 7: Traditional Knowledge Systems (TKS)

Traditional knowledge refers to the knowledge, innovations and practices of indigenous and local communities around the world8. Developed from experience gained over the centuries and adapted to the local culture and environment, traditional knowledge is

transmitted from generation to generation. It tends to be collectively owned and takes the form of stories, songs, folklore, proverbs, cultural values, beliefs, rituals, community

laws, local language, and agricultural practices, including the development of plant species and animal breeds. Sometimes it is referred to as an oral tradition because, it is practiced, sung, danced,

painted, carved, chanted and performed down through millennia. Traditional knowledge is mainly of a practical nature which have real life applications developed over time,

particularly in such fields as agriculture, fisheries, health, horticulture, forestry and environmental management in general.

Traditional knowledge is valuable not only to those who depend on it in their daily lives, but to modern industry and agriculture as well including plant-based medicines, health products and cosmetics etc. Other valuable products include agricultural and non-wood

forest products as well as handicraft. Traditional knowledge can make a significant contribution to sustainable development. Most indigenous and local communities are

situated in areas where the vast majority of the world's genetic resources are found. Many of them have cultivated and used biological diversity in a sustainable way for thousands of years. Some of their practices have been proven to enhance and promote

8 Secretariat of the Convention on Biological Diversity (CBD Secretariat) 2013

biodiversity at the local level and aid in maintaining healthy ecosystems. However, the contribution of indigenous and local communities to the conservation and sustainable use of biological diversity goes far beyond their role as natural resource managers. Their

skills and techniques provide valuable information to the global community and a useful model for biodiversity policies. Furthermore, as on-site communities with extensive

knowledge of local environments, indigenous and local communities are most directly involved with conservation and sustainable use.

Traditional knowledge issues cross-cut across many domains in relation to global environmental issues, from biodiversity conservation and natural resource management,

to use of genetic resources and to climate change observations, mitigation and adaptation. Work on indigenous knowledge provides support to understanding the role

of customary livelihoods within sustainable development and the links between environmental management, science and well-being.

In relation to the sub theme, one can go for documentation of traditional knowledge on natural resource management, tools and techniques used for production and processing,

construction, use of natural resources, etc. Along with the documentation, there is a need for validation of the collected information, through appropriate assessment methods to identify the scientific basis of the practices. One can also look into the aspect

of improvisation of such practices as per contemporary requirements and also go for developing appropriate technology or management practices based on traditional practices.

Appropriate acknowledgement of the intellectual rights of the practitioners and linking

them with appropriate authority and processes to achieve their intellectual property rights can be a major component of follow up in such kind of projects, like biodiversity related practices can be documented in Peoples’ Biodiversity Registers developed by

Block level Biodiversity management Committees , District Biodiversity Committees or State Biodiversity Board as per the guidance of National Biodiversity Act unique to

geographical location. Specific traditional agricultural or handloom and handicraft products can be linked to GI (geographical Indicator) registration through state level patent information centre.

CLASS-X -Subject-Social Science

1. Project works on disaster management having the topic :DIFFERENT TYPES OF DISASTERS ,ITS EFFECTS AND PRECAUTIONS

2. .Question answer of the first chapter of History 3. Question answer of the first chapter of Geography 4. Reading and writing gist or summary of the second chapter of History i.e NOVEL

SOCIETY AND HISTORY.

CLASS-X -Subject-Computer

Class X 1. Describe briefly the 3 basic phases of 3D? 2. What is a network? 3. What is a network protocol? 4. What is a network topology? 5. How many types of network topologies are there? Name them. 6. What is LAN, MAN, WAN? 7. What is JavaScript? 8. Write a JavaScript program to display "HELLO". 9. Write a JavaScript program to find addition of 3 numbers. 10. Write a JavaScript program to find whether a number is odd or even.

CLASS-XII-Subject-Hindi

Subject –Hindi fo’k; &fgUnh

1- vifBr dkO;ka”k & 02

2- vifBr xn~;ka”k & 02

3- fuca/k &

1& LoPN Hkkjr fe”ku esa gekjk ;ksxnku

2& fMftfVy bafM;k

3& /kqvk dek jlksbZ xSl dk lgh mi;ksx gqvk

4- i= &1- lEkL;k ij f”kdk;rh i= &

5- vkys[k &1- tulapkj

6- lekpkj &1- vkW[kksa ns[kk

7- lEikndh; &1- vkt dk ;qokoxZ vkSj ns”k dk Hkfo’;

8- Qhpj &1- vk/kqfud f”kkk

9- izfrosnu &1- okf’kZdksRlo

10- dfBu “kCn & 500

CLASS-XII Subject-English

CLASS – XII SUBJECT – ENGLISH 1. You are Sports Secretary of your school. Write a notice in 50 words for the school

notice-board asking the students interested in Cricket to give their names for selection for our School Cricket Team.

2. You need an assistant accountant for your office. Write the advertisement for the “situation vacant “column of a local daily.

3. You have recently constructed a house with all the facilities in a posh area. You have decided to give it on rent. Draft a suitable advertisement for the “To Let “column of a local daily. Invent all the necessary details, including the contact address.

4. You are running an astrological consultation service called “ Bhavishyavani “ . Design a suitable poster in about 50 words.

5. You are invited on the birthday celebrations of a friend, but can’t be present there due to some unavoidable circumstances. Write a reply expressing your inability to attend the function.

6. Write a report in about 100-125 words on “World No Tobacco Day “ programme organized by your school on 10thMay , 2016 .

7. You are Nandini / Navin . Write an article on the need of Physical Education in schools in not more than 150-200 words.

8. Write a letter to the Chief Post Master , General Post Office , Lucknow complaining of late delivery of letters causing a lot of inconvenience to you . You are Meena / Mohit of 21, Babuganj , Lucknow .

9. Write the summary of chapter 1 & 2 of the novel “The Invisible Man “.

CLASS-XII Subject-Maths

Summer Vacation HOLIDAY HOME WORK CLASS 12 MATHS

1) Solve all questions from first four chapters that came in last five year’s (2012-

2016) XII board’s question paper.

2) Write and memorize formula from Trigonometry, Inverse Trigonometry,

Differentiation, and Integration.

3) Find inverse of any five 3*3 matrices by elementary row/column transformation.

4) Make a new register of 108 pages cover with sky blue chart paper and then

transparent sheet cover.

CLASS-XII Subject-History

1. Describe the story of discovery of Harappa in the 19 th century? 2. List the items of food available to people in Harappan cities. Identify the groupswho would have provided these. 3. Would you agree that drainage system in harappan cities indicates town planning? Give reasons ? 4.Describe some of the distinctive features of Mohenjodaro. 5. Write a note on Ashoka,s concept of Dhamma. 6. What was the importance of the Mauryan empire? How did the central government control the provinces? 7. Describe how the inscriptions open the doors of history? 8.Discuss whether the Mahabharata could have been the work of a singal author? 9. Explain the meaning of social history? 10. Discuss the transmission and duplication of the Mahabharata?

CLASS-XII Subject-Geography

Write down the following Practical question:- 1. What is Data? 2. Need of Data. 4. Presentation of the Data. 5. what are the sources of Data. 6. what are the sources of Primary Data. 7. what are the sources of secondary Data. 8. Tabulatin o classification of Data. 9. Data compilation and presentation. 10. Processing of Data. 11. Grouping of Data. 12. Processing of Classification. 13. what is measures of Central Tendency. 14. what are measures for Central Tendency. 15. What is Mean. 16. Computing Mean from Ungrouped Data. 17. Computing from Mean Grouped Data. 18. What is Median. 19. Computing Median for Ungrouped Data. 20. Computing Median for Grouped Data.

21. What is Mode. 22. Computing Mode for Ungrouped. 23. Comparison of Mean, Median, Mode. 24. What are the Method of Measuring Dispersion. 25. Rank of Correlation. 26. Direction of Correlation. 27. Degree of Correlation. 28. Method of Calculating. 29. Compute the Mean, Median, Mode, Standard Deviation and Correlation and coefficient from the following data------

50-55 55-60 60-65 65-70 70-75 75-80 80-85 85-90 90-95 95-100

5 1 7 9 10 6 19 5 17 4

CLASS-XII Subject-Economics

CLASS-XII A/C

1. Make a comparative analysis of elasticity of demand and supply in the single

chart paper

2. Write down the question answer of the factors affecting demand for the

commodity

3. Write down the question answer of the factors affecting supply of the

commodity

4. Write the answer of the question of first monthly test question

5. Reading and practice of the chapter consumer behaviour and producer

behaviour.

CLASS-XII Subject-Physics

Electric Charges and Fields : Q.1 Explain the meaning of the statement “electric charge of a body is quantized”. Q.2 How can one ignore quantization of electric charge when dealing with macroscopic or large

scale charges ? Q.3 When a glass rod is rubbed with silk cloth, charges appear on both. A similar phenomenon is

observed with many other pairs of bodies. Explain how this observation is consistent with the law of conservation of charge.

Q.4 Check the ratio 𝐾𝑒2

𝐺𝑚𝑒𝑚𝑝 is dimensionless. Look up a table of physical constants and determine

the value of this ratio. Q.5 An Electrostatic field line is a continuous curve. That is, a field line cannot have sudden

breaks. Why not? Q.6 Explain why two field lines never cross each other at any point. Q.7 The adjoining figure shows tracks of three charged particles. 1,2 and 3 in a uniform electric

field E. Give the signs of three charges. Which particle has the highest charge to mass ratio ? Q.8 Which among the curves shown in fig. cannot possibly represent electrostatic field lines? Q.9 (a)A conductor A with a cavity is given a charge Q. Show that the entire charge must appear

on the outer surface of the conductor.

(b)A charged conductor A with a cavity possesses a charged Q. If another conductor B with a charge q is inserted into the cavity, keeping B insulated from B insulated from A, show that the total charge on the outside surface of A is Q+q.

(c) A sensitive instrument is to be shielded from the strong electrostatic fields in its environment. Suggest a possible way.

Q.10 A hollow charged conductor has a tiny hole cut into its surface. Show that the electric field

in the hole is 𝜎

2𝜀0 ,𝑛

^ where ,𝑛^ is unit vector in the outward normal direction and 𝜎 is the

surface charge density near the hole. Q.11 (a) consider an arbitrary electrostatic field configuration. A small test charge is placed at a

null point (i.e., where net electric field 1=0) of the configuration. Show that the equilibrium of the test charge is necessary and unstable.

(b)Verify this result for the simple configuration of two charges of the same magnitude and sign placed a certain distance apart.

Q.12 Two large conducting spheres carrying charges Q1 and Q2 are brought close to each other. Is

the magnitude of the electrostatic force between them exactly given by 𝐹 =1

4𝜋𝜀0

𝑄1𝑄2

𝑟2 , where

r is the distance between their centres. Q.13 A small test charge is released from rest at a point in an electrostatic field configuration. Will

it travel along the field line passing through that point ?

Q.14 If the Coulomb’s law involved 1

𝑟3 dependence (instead of 1

𝑟2), would Gauss’s law be still true

? Electrostatic Potential and Capacitance Q.15 What is the work done by a field of nucleus in a complete circular orbit of the electron ?

What if the orbit is elliptical ? Q.16 We know that electric field is discontinuous across the surface of a charged conductor. Is the

electric potential also discontinuous there ? Q.17 Describe schematically equipotential surfaces corresponding to a) a constant electric field in z-direction. b) a field that uniformly increases in magnitude but remains in a constant (say z-) direction. c) a single positive charge at the origin. d) a uniform grid consisting of long equally spaced parallel charged wires in a plane. Q.18 A small sphere of radius r1 and charge q1 is enclosed by a spherical shell of radius r2 and

charge q2. Show that if q1 is positive, charge will necessarily flow from the sphere to the shell (when the two are connected by a wire), no matter, what the charge q2 on the shell is.

Q.19 The top of atmosphere is about 400 kV with respect to the surface of the earth, corresponding to an electric field that decreases with altitude. Near the surface of earth, the field is about 100 Vm-1. Why then we do not get an electric shock as we step out of our house into the open ? (Assume the house to be steel cage so there is no field inside ?)

Q.20 What meaning would you give to the capacity of a single conductor ? Q.21 Guess a possible reason why water has a much greater dielectric constant (=80)than say,

mica (=6). Q.22 A man fixes outside his house one evening a 2 metre long high insulating slab carrying on its

top a large aluminium sheet of area 1 m2. Will he get an electric shock if he touches the metal sheet next morning ?

Q.23 The discharging current in the atmosphere due to the small conductivity of air is known to be 1800 A on an average over the globe. Why then does the atmosphere not discharge itself completely in due course and become electrically neutral ? In other words what keeps the atmosphere charged ?

Q.24 What are the forms of energy into which the electrical energy of atmosphere is dissipated during a lightning ?

Q.25 A comb that runs the through one’s dry hair attract a small bit of paper. Why? What happens if the hair is wet or if it is a rainy day ?

Q.26 Ordinary rubber is an insulator. But the special rubber tyres of aircrafts are made slightly conducting. Why ?

Q.27 Vehicles carrying inflammable materials usually have metallic ropes touching the ground during motion. Why ?

Q.28 A sensitive instrument is to be shielded from the strong electrostatic fields in its environment. Suggest a possible way.

Q.29 A bird perches on a bare high power line and nothing happens to the bird. A man standing on the ground touches the same line and gets a fatal shock. Why?

Very Short Answer Questions Q.1 The force acting between two point charges q1 and q2 kept at some distance apart in air is

attractive or repulsive when (i) q1q2>0 (ii)q1q2<0. Q.2 Write S.I. unit of (i) electric field intensity and (ii) electric dipole moment. Q.3 Name the physical quantity whose S.I. unit is JC-1. Is it a scalar or a vector quantity? Q.4 What is an equipotential surface? Q.5 Name two basic properties of electric charge. Q.6 The electric field lines never cross each other, why? Q.7 Draw lines of force to represent uniform electric field. Q.8 Which physical quantity has unit NC-1 ? Is it a vector or a scalar quantity ? Q.9 Name the physical quantity which has its unit joule coulomb-1. Is it a scalar or a vector

quantity ? Q.10 Consider the situation shown in the figure. What are the signs of q1

and q2? Q.11 Depict the equipotential surfaces for a system of two identical positive point charges placed

a distance ‘d’ apart. Q.12 Draw an equipotential surface in a uniform electric field. Q.13 Draw an equipotential surface for a system consisting of two charges Q, -Q separated by a

distance r in air. Q.14 An electrostatic field line cannot be discontinuous, why ? Q.15 Sketch the electric lines of force for two point charges q1 and q2 for q1=q2 and q1>q2 separated

by a distance d. Q16 What is the shape of equipotential surface for a given point charge ? Q.17 A 500𝜇C charge is at the centre of a square of side 10 cm. Find the work done in moving the

charge of 10 𝜇𝐶 between two diagonally opposite points on the square. Q.18 What is the angle between the directions of electric field at any i) axial point and

ii)equatorial point due to an electric dipole ? Q.19 Define dielectric constant of a medium in terms of force between electric charges. Q.20 Express dielectric constant in terms of capacitance. Q.21 What is the function of a dielectric in a capacitor ? Q.22 What is the effect on capacitance of introducing a dielectric slab between the plates of a

parallel plate capacitor? Q.23 How does the electric field inside a dielectric decr5ease when it is placed in an external

electric field? Q.24 Define electric dipole moment. Is it a scalar or a vector quantity? What is its S.I. unit ? Q.25 An electric dipole of dipole moment 20x10-6 C is enclosed by closed surface. What is the net

electric flux coming out of this surface? Q.26 Figure shows three point charges +2q, -q and +3q. Two charges +2q and –q are enclosed

within a surface ‘S’. What is the electric flux due to this configuration through the surface ‘S’ ?

Q.27 Sketch graph to show how charge Q given to a capacitor of capacitance C varies with the potential difference.

Q.28 A charged air capacitor has stored energy U0. What will be the energy stored when air is replaced by a dielectric constant K, charge K, charge Q remaining the same.

Q.29 The graph shown here shows the variation of total energy (E) stored in a capacitor against the value of the capacitance (C) itself. Which of the two: the charge on capacitor or the potential used to charge it is kept constant for this graph?

Q30 In a parallel plate capacitor, the capacitance increases from 4𝜇 F to 80 𝜇 F on introducing the dielectric medium between the plates. What is the dielectric constant of the medium?

Q.31 In an electric field an electron is kept freely. If a proton replaces this electron, what will be the relationship between the forces experienced by them ?

Q.32 What does q1+q2=0 signify in electostatics? Q.33 What orientation of an electric dipole in a uniform electric field corresponds to its (i)stable

and (ii) unstable equilibrium ? Q.34 The force between two point charges kept at a distance r apart in air is F. If the same charges

are kept in water at the same distance, how does the force between them change? Q.35 Two point electric charges of unknown magnitude and sign are placed at a distance ‘d’ apart.

The electric intensity is zero at a point, not between the charges but on the line joining them . Write two essential conditions for this to happen.

Q.36 A uniform electric field exists between two charged plates as shown in the fig. What should be the work done in moving a charge q along the closed rectangular path ABCDA.

Q.37 What should be the work done if a point charge +q is taken from a point A to the point B on the circumference drawn with another point +q at the centre?

Q.38 If a point charge +q is taken from A to C and then from C to B of a circle drawn with another point charge q at its centre, then along which path will more work be done ?

Q.39 A and B are two conducting spheres of the same radius, A being solid and B hollow. Both are charged to the same potential. What will be the relation between the charges on the two spheres ?

Q.40 Two protons, A and B, are placed between two parallel plates having a potential difference V as shown in fig. Will the protons experience equal or unequal force?

Q.41 How much work is done in moving a 500 𝜇 C charge between two points on an equipotential surface.?

Q.42 The distance of the field point, on the equatorial plane of a small electric dipole is halved. By what factor does the electric field due to the dipole change?

Q.43 The distance of the filed point on the axis of a small dipole is doubled. By what factor will the electric field, due to the dipole change?

Q.44 Name the dielectric whose molecules have (i)non-zero and (ii) zero dipole moment. Q.45 Define electric constant of a medium. What is the value of dielectric constant for a metal. Q.46 At what points is the electric dipole field intensity parallel to the line joining the charges? Q.47 If the radius of the Gaussian surface enclosing a charge is halved, how does the electric flux

through the Gaussian surface change? Q.48 A metallic sphere is placed in a uniform electric field as shown in the figure. Which path is

followed by electric field lines and why? Other Important Questions Q.49 What is the effect of velocity on charge ? Q.50 Can a body has charge 1.5 e where e is electronic charge ? Q.51 If a tiny particle is given a positive charge; does its mass increase or decrease ? Q.52 A conductor carries a charge -9.6x10-17 C. How many free electrons are in excess or deficient

on the conductor ? Q.53 Is a charge of 10-21 C possible ? Is charge of 2.4x10-19 C possible ? Tell with reason. Q.54 Quantum of charge is 1.6x10-19C. Does mass have any such quantum ? Q.55 What is the charge on Cu++ ?

Q.56 Define 1 coulomb. Q.57 The work done in moving a charged 2 C between two points is 6 J. What is the potential

difference between the points ? Q.58 You are given three un charged spherical conductors A, B and C, touching each other. A glass

rod carrying positive charge is brought near sphere A as shown. What will be the charges on spheres A, B and C ?

Q.59 The electric force between two electrons at a given distance apart is F newton. What will be the force between two proton situated at the same distance?

Q.60 The electric force between two electrons at a given distance apart is F newton. What will be the force between an electron and a proton situated at the same distance ?

Q. 61 The electric force between two charged particles situated at a given distance is F newton. What will be the force if the distance is made half ?

Q.62 The electric force between two charged particles situated at a given distance in ari is F newton. If a dielectric medium of dielectric constant K is placed between them, what will be the value of force ?

Q.63 A positively charged particle is free to move in an electric filed. Will it always move along the line of force?

Q.64 A proton and an electron are placed freely in an electric field. Which of the particles will have greater acceleration and why?

Q.65 A small metallic charged sphere is placed at the centre of large uncharged spherical shell and the two are connected by wire. Will any charge flow on the outer shell?

Q.66 A man in an insulated metallic cage does not receive a shock, even when the cages is connected to a high voltage source. Why?

Q.67 Electrostatic experiments do not work during humid days. Explain. Q.68 Can two equipotential surfaces intersect? Q.69 Does the electric potential rise or fall along an electric line of force? Q.70 Can electric potential at a point be zero, while the electric field is not zero? Q.71 Can electric field at a point be zero, while electric potential is not zero? Q.72 Two protons are brought nearer; what will be the effect on potential energy of system? Q.73 An electron and a proton are brought nearer; how does the potential energy of system

change? Q.74 Is electric flux a scalar or a vector quantity ? Write electric flux on a scalar product of two

vector. Q.75 A charge q is placed inside a closed surface. What is the electric flux through the surface? Q.76 A charge q is placed just outside a closed surface. What is the electric flux through the surface

? Q.77 A charge Q 𝜇C is placed at the centre of a cube. What would be the flux through one face? Q.78 There are two metallic spheres; one is bigger than the other. Which has greater capacitance? Q.79 Where does the energy of a charged capacitor reside? Q.80 Two spheres of the same radii, one hollow and the other solid, are charged to the same

potential. Which sphere possesses more charge ? Q.81 Is there any conductor which can be given any amount of charge? Q.82 The capacitance of a charged capacitor is C and the energy stored in it is U. What is the value

of charge on the capacitor? Q.83 A material of dielectric constant K is introduced in the space between the plates of a parallel

plate capacitor. If Q is the free charge on capacitor plates, what is the charge induced on the material.

Q.84 Two spheres of different capacitances are charged to different potentials. Now they are joined together by wire. State whether, the total energy will increase, decrease or remain the same. What happens to the energy difference ?

Q.85 A conductor has no net charge. Is its capacitance zero?

Q.86 What is the net charge on a charged capacitor ? Q.87 Can we give any amount of charge to a capacitor ? Why ? Q.88 Can you place a parallel plate capacitor of 1F in your almirah ? Q.89 If the plates of a parallel plate capacitor is suddenly connected to each other by a wire; what

will happen ? Q.90 Which of the following is a dielectric substance : Germanium, mica, carbon ? Q.91 Why should circuit containing capacitor be handled causiously even when there is no current

? Q.92 Is there any material which when inserted between the plates of a capacitor reduces its

capacitance ? Q.93 The plates of a charged capacitor are connected by a voltmeter. If the plates of the capacitor

are moved farther apart, what will be the effect on the reading of voltmeter? Q.94 How will you obtain maximum capacitance by combining three capacitors ? Short Answer Questions Previous Years’ Questions Q.1 Define electric line of force and give its two important properties. Q.2 Define electric field intensity. Write its S.I. unit. Write the magnitude and direction of electric

filed intensity due to an electric dipole of length 2a at the mid point of the line joining the two charges.

Q.3 The electric field E due to any point charge near it si defined as 𝐸 = lim𝑞→0

𝐹

𝑞 where q is the

test charge and F is the force acting on it. What is the physical significance of lim𝑞→0

in this

expression ? Draw the electric lines of point charge Q when i) Q>0 and ii) Q<0. Q.4 Draw the electric field lines due to a uniformly charged thin spherical shell when charge on

the shell is (i) positive and (ii) negative . Q.5 (a) Define electric flux. Write its S.I. unit. (b) A spherical rubber balloon carries a charge that is uniformly distributed over its surface.

As the balloon is blown up and increases in size, how does the total electric flux coming out of the surface change ? Give reason.

Q.6 What is equipotential surface ? Show that electric field is always directed perpendicular to equipotential surface.

Q.7 The force of attraction between two point charges placed at a distance ‘d’ apart in a medium is F. What should be the distance apart in the same medium so that the force of attraction

between them becomes 𝐹

4.

Q.8 Define intensity of electric field at a point. At what points is the electric dipole field intensity parallel to the line joining the charges ?

Q.9 A spherical conducting shell of inner radius r, and outer radius r2 has a charge ‘Q’. A charge ‘q’ is placed at the centre of the shell.

(a) What is the surface charge density on the (i) inner surface (ii) outer surface of the shell? (b) Write expression for the electric field at a point x>r2 from the centre of the shell.

Q.10 A small metal sphere carrying charge +Q is located at the centre of a spherical cavity in a large uncharged metal sphere as shown in fig. Use Gauss’s theorem to find electric field at points p1 and P2.

Q.11 Find the electric potential due to a point charge. Q.12 Find the electrostatic potential at equatorial point of an electric dipole. Q.13 Deduce the expression for the potential energy of a system of two point charges q1 and q2

brought from infinity to the points 𝑟1 and 𝑟2 respectively in the presence of external electric

field .

Q.14 Derive an expression for the potential energy of an electric dipole of dipole moment . in an

electric . Q.15 A point charge q is placed at O as shown in fig. Is VP-VQ positive or negative when (i)q>0

(ii)q<0. Justify your answer. Q.16 (a) Plot a graph comparing the variation of potential ‘V’ and electric field ‘E’ due to a point

charge ‘Q’ as a function of distance ‘R’ from the point charge. (b) Find the ratio of the potential differences that must be applied across the parallel and the

series combination of two identical capacitors so that the energy stored, in the two cases, becomes the same.

Q.17 A parallel plate capacitor with air between the plates has a capacitance of 8 pF. The separation between the plates is now reduced by half and the space between them is filled with a medium of dielectric constant 5. Calculate the value of the capacitance of the capacitor in the second case.

Q.18 A parallel plate capacitor each with plate area A and separation ‘d’ is charged to a potential difference V. The battery used to charge it is then disconnected. A dielectric slab of thickness d and dielectric constant K is now placed between the plates. What change if any, will take place in

(i) charge on the plates (ii) electric field intensity between the plates, (iii) capacitance of the capacitor Justify your answer in each case. Q.19 A parallel plate capacitor is charged by a battery, which is then disconnected. A dielectric

slab is then inserted in the space between the plates. Explain what changes, if any, occur in the values of :

(i) capacitance (ii) potential difference between the plates (iii) electric field between the plates and (iv) the energy stored in the capacitor. Q.20 A parallel plate is charged by a battery. When the battery remains connected, a dielectric

slab is inserted in the space between the plates. Explain what changes if any, occur in the values of i). potential difference between the plates ii). Electric field strength between the plates iii). capacitance iv). Charge on the plates v). energy stored in the capacitor ?

Other Important Questions Q.21 Define electric field strength. Is it a vector or a scalar ? Q.22 An electric dipole is free to move in a uniform electric field. Explain its motion when it is

placed i). parallel to electric field ii). Perpendicular to electric field. Q.23 Write the difference between properties of charge and mass. Q.24 Define electric potential. What is its physical significance ? Q.25 The distance between the plates of a parallel plate capacitor is d. A metal plate of thickness

(d/2) is placed between the plates; what will be the effect on the capacitance? Q.26 A very thin plate of metal is placed exactly in the middle of the two plates of a parallel plate

capacitor. What will be the effect on the capacitance of the system ? Q.27 Two capacitors of capacitances C1 and C2 are connected in parallel. A charge q is given to this

combination. What will be the potential difference across each capacitor ? Q.28 What happens to the energy stored in a capacitor if after disconnecting the battery, the

plates of a charged capacitor are moved farther. Q.29 What happens to the energy stored in a capacitor if, the plates of a charged capacitor are

moved farther, the battery remaining connected ?

Q.30 When a capacitor is charged by a battery; does the energy stored by a capacitor remain same as energy supplied by the battery ?

Q.31 A parallel plate capacitor with no dielectric has a capacitance of 0.5𝜇F. The space between the plates is then filled with equal amounts of two dielectrics of dielectric constants 2 and 3 in the two arrangements as shown below one by one.

Find the ratio of capacitances C1 and CII. HOTS (Higher Order Thinking Skills) Q.1 A is a metallic sphere placed between two charged metallic plates. A student draws the line

of force as shown in fig. Is he correct ? Q.2 State whether the following statement is true or false, giving reason in brief “the work done

in carrying a point charge from one point to another in an electric field depends on the path along which the point charge is carried.

Q.3 If a point charge be rotated in arc of radius r round a charge q, what will be the work done ? Explain.

Q.4 Fig. represents the electric lines of force at constant potentials; shown in bracket. At which point A, B, and C is the electric field maximum ?

Q.5 A cylinder of radius R and length L is placed in a uniform electric field parallel to the axis of the cylinder. What is the electric flux through the whole cylinder ?

Q.6 A sphere S1 of radius r1 encloses a total charge Q. If there is another concentric sphere S2 of radius r2 (r2>r1) and there is no additional charge between S1 and S2; what is the ratio of electric flux though S1 and S2.

Q.7 The two graphs drawn below, show the variations of electrostatic potential (V) with 1

𝑟 ( r

being the distance of field point from the point charge ) for two point charges q1 and q2. (i) What are the signs of the two charges. (ii) Which of the two charges has the larger magnitude and why ? Q.8 Two charged spherical conductors, each of radius R, are distance d apart such that d is slightly

greater than 2R. They carry charges + q and –q. Will the force of attraction between them be

exactly 𝑞2

4𝜋𝜀0𝑑2.

Q.9 S1 and S2 are two hollow concentric spheres enclosing charges Q and 2Q respectively as shown in the fig.

(i) What is the ratio of electric flux through S1 and S2. (ii) How will the electric flux through the sphere S1 change if a medium of dielectric constant

5 is introduced in the space inside S1 in place of air. Q.10 The following data was obtained for the dependence of the magnitude of electric field, with

distance, from a reference point O, within the charge distribution in the shaded region.

Field Point A B C A’ B’ C’

Magnitude of electric field E E/8 E/27 E/2 E/16 E/64

(i) Identify the charge distribution and justify your answer. (ii) If the potential due to this charge distribution, has a value V at the point A, what is its

value at the point A’ ? Q.11 A charge Q located at a point 𝑟 is in equilibrium under the combined electric field of three

charges q1, q2, q3. If the charges q1, q2 are located at points 𝑟1 and 𝑟2 respectively, find the direction of the force on Q, due to q3 in terms of q1,q2, 𝑟1 𝑟2 and 𝑟 .

Q.12 A uniform electric field =𝐸𝑥 N/C for 𝑥 > 0 and =−𝐸𝑥𝑖 N/C for 𝑥 < 0 are given. A right circular cylinder of length l cm and radius r cm has its centre at the origin and its axis along the X-axis. Find out the net outward flux. Using Gauss’s law, write the expression for the net charge within the cylinder.

Q.13 The graph shows the variation of voltage ‘V’ across the plates of two capacitors A and B versus increase of charge ‘Q’ stored on them. Which of the two capacitors has higher capacitance ? Give reason for your answer.

Q.14 The given graph shows the variation of charge q versus potential difference V for capacitors C1 and C2. The two capacitors have the same plate separation, but the plate area of C2 is double that of C1. Which of the lines in the graph correspond to C1 and C2 and why ?

Q.15 Two charges 5 nC and -2 are placed at points (5 cm, 0, 0) and (23 cm, 0, 0) in a region of space where there is no other external field. Calculate the electrostatic potential energy of this charge system.

Q.16 On charging a parallel plate capacitor to a potential V, the spacing between the plates is helved and a dielectric medium of relative permittivity εr = 10 is introduced between the plates without disconnecting the dc source. Explain using suitable expressions how the (i) capacitance (ii) electric field and (iii) energy density of the capacitor change.

Q.17 Two identical capacitors C1 and C2 are connected as shown in the fig. with a battery B. A dielectric slab is slipped between the plates of capacitor C2, the battery remaining connected. What happens to the charge, the capacitance, the potential difference and stored every of each capacitor ?

Long Answer Questions Q.1 Find expressions for the force and torque on an electric dipole kept in a uniform electric field.

OR Find an expression for the maximum torque acting on an electric dipole when it is placed in

a uniform electric field. OR An electric dipole is held in an uniform electric field (i) using suitable diagram show that it

does not undergo any translator motion, and (ii) derive an expression for torque acting on it and specify its direction.

Q.2 An electric dipole of dipole moment is placed in a uniform electric field . Write the expression for the torque 𝑟 experienced by the dipole. Identify two pairs of perpendicular vectors in the expression. Show diagrammatically the orientation of the dipole in the field for which the torque is (i) Maximum (ii) Half the maximum value (iii) Zero

Q.3 Find an expression for the work done in rotating an electric dipole in a uniform electric field. Q.4 Find an expression for the electric field strength at a distant point situated (i) on the axis

and (ii) along the equatorial line of an electric dipole. Q.5 Define electric potential. Show that the electric potential can be expressed as the line

integral of the electrostatic field. Q.6 Derive the expression for the electric potential due to an electric dipole at any point on its

axis. Mention the contrasting features of electric potential of a dipole at a point as compared to that due to a single charge.

Q.7 (i) State and Prove Gauss theorem in electrostatics. Q.8 (i) Using Gauss Theorem show mathematically that for any point outside the shell, the field

due to a uniformly charged spherical shell is same as the entire charged shell is concentrated at the centre. (ii) Why do you expect the electric field inside the shell to be zero according to this theorem.

OR A thin conducting spherical shell of radius R has charge Q spread uniformly over its surface.

Using Gauss’s theorem, derive an expression for the electric fieldat a point outside the shell. Draw a graph of electric field E(r) with distance r from the centre of the shell for 0≤ 𝑟 ≤∝.

OR (i) Using Gauss’s theorem derive the expression for the electric field intensity at a point outside

a uniformly charged thin spherical shell of radius R and surface charge density 𝜎 C/m2.

(ii) Use Gauss’s theorem to find the value of electric field intensity at a point inside this shell (or

hollow charged conducting sphere) ?

Q.9 State Gauss theorem in electrostatics. Apply this theorem to obtain the expression for the electric field at a point due to an infinitely long, thin, uniformly charged straight wire of linear charge density 𝜆 Cm-1.

Q.10 State Gauss theorem in Electrostatics. Apply Gauss theorem to find the electric field strength near an infinite plane sheet of charge.

Q.11 Apply Gauss’s Theorem to find the electric field near a charged conductor. OR

Show that the electric field at the surface of a charged conductor is =𝜎

𝜀0 where 𝜎 is

surface charge density and is a unit vector normal to the surface in the outward direction. Q.12 Briefly explain the principle of a capacitor. Derive an expression for the capacitance of a

parallel plate capacitor, whose plates are separated by a dielectric medium. OR

Obtain an expression for capacitance of a parallel plate (air) capacitor. Q.13 Find an expression for the capacitance of a parallel plate capacitor when a dielectric slab of

dielectric constant K and thickness 𝑡 = 2𝑑 but of same area on the plates is inserted between

the capacitor plate. (d = separation between the plates). Q.14 Find expression for equivalent capacitance of three capacitors when connected (i) in series

and (ii) in parallel. Q.15 Derive an expression for the energy stored in a parallel plate capacitor C, charged to a

potential difference V OR

Show that the energy store in a parallel plate capacitor is 1

2𝐶𝑉2. Hence derive an expression

for the energy density of a capacitor. Q.16 Draw electric field lines between the plates of a parallel plate capacitor with (i) air and (ii)

dielectric as the medium. A parallel plate capacitor with air as dielectric is connected to a power supply and charged to a potential difference V0. After disconnecting from power supply, a sheet of insulating material is inserted between the plates completely filling the space between them. How will its (i) capacity, (ii) electric field and (iii) energy change ? Given that the capacity of capacitor with air as medium is C0 and permittivity for air and medium are 𝜀0 and 𝜀 respectively.

Q.17 Explain the underlying principle of working of a parallel plate capacitor. If two similar plates, each of area A having surface charge densities + 𝜎 and – 𝜎 are separated

by a distance ‘d’ in air, write expressions for (i) The electric field at points between the two plates.

(ii) The potential difference between the plates.

(iii) The capacitance of the capacitor so formed.

Justify your answer in each case. Q.18 Two capacitors with capacitances C1 and C2 are charged to potentials V1 and V2

respectively and then connected in parallel. Calculate the common potential across the combination, the charge on each capacitor, the electrostatic energy stored in the system and the change in electrostatic energy from its initial value. Very Short Answer Questions : (1mark) Previous Years’ Questions. Q1. What are superconductors ? Q2. Out of two bulbs marked 25 W and 100 W, which has higher resistance ?

Q3. Which physical quantity does the voltage versus current graph for a metallic conductor dipict ? Give its S.I. unit.

Q4. Manganin is used for making standard resistors, why ? Q5. A wire of resistivity is stretched to double its length. What will be its new resistivity ? Q6. A copper wire of resistivity is stretched to reduce its diameter to half of its original value.

What will be its new resistivity ? Q7. A wire of resistance 8R is bent in the form a circle. What is the effective resistance between

the ends of the diameter AB ? Q8. Give reason why the electrical conductance of electrolytes is less than that of metals. Q9. How does the drift velocity of electrons in a metallic conductor change if the length of the

conductor is doubled by stretching it, keeping the applied potential difference constant ? Q10. Two conducting wires X and Y of same diameter but different materials are joined in series

across a battery. If the number density of electrons in X is twice that in Y, find the ratio of drift velocity of electrons in two wires.

Q11. What is the effect of heating of a conductor on the drift velocity of free electrons ? Q12. Define the term resistivity and write the S.I. unit. Q13. Define electrical conductivity of a conductor and give its S.I. unit. Q14. What happens to the power dissipation if the value of electric current passing through a

conductor of constant resistance is doubled ? Q15. Two heated wires of the same dimensions are first connected in series and then in parallel

to a source of supply. What will be the ratio of heat produced in the two cases ? Q16. If potential difference applied across a conductor is increased from V to 2 V, how the drift

velocity of the electrons change ? Q17. A carbon resistor is marked in colour bands of red, black, orange and silver. What is the

resistance and tolerance value of the resistor ? Q18. The sequence of bands marked on carbon resistor are Red, Red, Red, Silver. Write the value

of resistance with tolerance. Q19. The metallic conductor is at temperature . How will the product of its resistivity and

conductivity change ? Q20. Write an expression for the resistivity of a metallic conductor showing its variation over a

limited range of temperature. Q21. Two wires one of manganin and the other of copper have equal length and equal

resistance. Which one of these wires will be thicker ? Q22. What is the effect of temperature on relaxation time of electrons in a metal ? Q23. How does the electrical conductivity of an electrolyte change with the decrease of

temperature ? Q24. How does the resistance of an ohmic conductor depend upon the applied voltage ?

Q25. Specific resistance of copper, silver and constantan are 1.18 x 10-6, 1 x 10-6, 45 x 10-6 ohm cm respectively. Which is the best electrical conductor and why ?

Q26. Write two factors used for measuring the internal resistance of a cell depend ? Q27. Name the device used for measuring the internal resistance of a secondary cell. Q28. Why do we prefer a potentiometer to measure the emf of a cell rather than a voltmeter ? Q29. A (i) series (ii) parallel combination of two given resistors is connected, one by one, across

a cell. In which case will the terminal potential difference, across the cell have a higher value ?

Q30. The applied p.d. across a given resistance is altered so that heat produced per second increases by a factor of 16. By what factor does the applied p.d. change ?

Q31. Two electric bulbs are marked 220 V, 60 W and 220 V, 100 W respectively. Which of the two has the greater resistance ?

Q32. Two electric bulbs whose resistance are in the ratio1:2 are connected in parallel to a source of constant voltage. what will be the ratio of power dissipation in these wires?

Q33. State the condition under which the terminal p.d. across a battery and its emf are equal. Q34. A toaster produces more heat than a light bulb when connected in parallel to a 220V mains.

which of the two has greater resistance? Q35. Two heating coils, one of fine wire and other of thick wire, made of same material and of

the same length is connected one by one to a source of electricity. which coil will produce heat at greater rate?

Q36. Two 120 V light bulbs, one of 25W and the other of 200W were connected in series across a 240V line. One bulb burnt out almost instantaneously. Which one was burnt and why?

Other Important Question : Q37. Is current a scalar or a vector quantity ? Q38. You always specify the direction of current with an arrow; then why is the current a scalar

quantity ? Q39. What are the charge carriers for current flow in a metallic conductor ? Q40. Is current density a scalar or a vector quantity ? Q41 Write the relation between drift velocity and electric field. Q42 On what factor does the internal resistance of a cell depend? Q43 A steady current is flowing in cylindrical conductor. Does electric field exist within the

conductor ? Q44 When a straight wire of resistance R is bent in U-shape, does its resistance change? Q45 If the radius of a copper wire is doubled, will its specific resistance increase, decrease or

remain same ? Q46 What is the effect of temperature on the rate of collisions between electron and ions in a

metallic solid? Q47 What is the effect on drifty velocity of electrons, if electric field is increased? Q48 Select the correct alternative. At absolute zero temperature, pure germanium is (i)

conductor (ii)semiconductor and (iii) insulator, of electricity. Q49 On increasing the current draw from a cell, the potential difference across its terminals is

lowered, why? Q50 is it possible that the terminal potential difference across the cell be zero ? If Yes, state the

condition. Q51 A primary and secondary cell are of the same emf. From which can be drawn the larger

current? Q52 Does the internal resistance of cell depend on the material of electrodes? Q53 Does the emf of cell depend on material of electrodes ? Q54 A car battery is of 12 volt. 8 simple cells connected in series can give 12 volt; but such

cells are not used ion starting a car; why? Q55 state the condition for maximum current to be drawn from the cell. Q56 When is Wheatstone’s bridge most sensitive ? Q57 What are the special characteristics of a heating wire and fuse wire ? Q58 A 25W, and 100W bulbs are connected in parallel. which bulb glows more brightly? Q59 A 25 watt and a 100 watt bulbs are joined in a series and connected to mains. Which bulb

will glow brighter ? Short Answer Questions : Previous Years’ Questions Q1. How does drift velocity of electrons in a metallic conductor vary with the rise of

temperature ?

Q2. Write the mathematical relation between mobility and drift velocity of charge carriers in a conductor. Name the mobile charge carriers responsible for conductors of electric current in (i) an electrolyte (ii) an ionized gas.

Q3. How does the resistivity of (i) a conductor and (ii) a semiconductor vary with temperature ? Give reason for each case.

Q4. Write the mathematical relation for the resistivity of a material in terms of relaxation time, number density, and mass and charges of charge carriers in it. Explain using this relation, why the resistivity of a metal increases and that of a semiconductor decreases with rise in temperature.

Q5. Define resistivity of a conductor. Plot a graph showing the variation of resistivity with temperature for a metallic conductor. How does one explain such a behavior, using the mathematical expression of the resistivity of a material.

Q6. Using the mathematical expression for the conductivity of a material, explain how it varies with temperature for (i) semiconductor (ii) good conductors.

Q7. Define relaxation time of electrons in a conductor. Explain how it varies with increase of temperature. State the relation between resistivity and relaxation time.

Q8. A cylindrical metallic wire is stretched to increase its length by 10%. Calculate the percentage increase in its resistance.

Q9. State Kirchhoff’s laws for electrical circuits. OR State Kirchhoff’s rules of current distribution in an electrical network. Q10. Use Kirchhoff’s rules to write the three equations that may be used to obtain the value of

three unknown currents in the branches (shown) of the given circuit.

Q11. In the potentiometer circuit shown, the balance (null) point is at X. State with reason, where the balance point will be shifted when.

(i) Resistance R is increased, keeping all parameters unchanged.

(ii) Resistance S is increased, keeping R constant.

(iii) Cell P is replaced by another cell whose e.m.f. is lower than that of cell Q.

Q12. For the potentiometer circuit shown in the

given figure, points X and Y represent the two terminals of an unknown emf E’. A student observed that when the jockey is moved from the end A to the end B of the potentiometer wire, the deflection in the galvanometer remains in the same direction.

What may be the two possible faults in the circuit that could result in this observation ? If the galvanometer defection at the end B is (i) more, (ii) less than at the end A, which of the two faults, listed above, would be there in the circuit ? Give reason in support of your answer in each case.

Q13. The following circuit shows the use of potentiometer to measure the internal resistance of a cell.

(i) When the key K is open. How does the balance point change, if the current from the driver cell decreases.

(ii) When the key is closed, how does the balance point change if R is increased keeping current from the driver cell constant ?

Q14. Sketch a graph showing the variation of resistivity of carbon with temperature.

OR Draw a graph for the variation of resistivity with temperature for a typical semiconductor. Q15. Draw the graphs showing the variation of resistivity with temperature for (i) nichrome and

(ii) silicon. Q16. Explain the variation of conductivity with temperature for (i) a metallic conductor and (ii)

ionic conductors. Q17. Draw V-I graphs for ohmic and non-ohmic materials. Give one example of each. Other Important Questions Q18. Electrons are continuously in motion within a conductor but there is no current in it unless

some source of potential is applied across its ends. Give reason. Q19. What is the change in resistance of an Eureka wire when its radius is halved and the length

is reduced to one-fourth of its original value. Q20. A potential difference V is applied across the ends of copper wire of length I and diameter

D. What is the effect on drift velocity of electrons if. Q21. A conductor of length I is connected to a d.c. source of potential V. If the length of the

conductor is tripled by stretching it, keeping V constant, explain how do the following factors vary in the conductor.

Q22. What is the ratio of initial and final resistances, when a metallic wire of length I is stretched to double its length, assuming no change in density on stretching.

Q23. A piece of copper and the other of germanium are cooled from room temperature to 100 K. What will happen to their conductivities.

Q24. A student has 2 wires, By connecting them individually or combinedly he can obtain resistances of 3, 4, 12 and 16Ω. What are the resistances of the wires ?

Q25. How can three resistances of 2Ω, 3Ω and 6Ω be connected to give an equivalent resistance of 4Ω ?

Q26. The lengths of three conducting wires are in the ratio 1 : 2 : 3. All the wires are of same metal and their radii are also equal. If we join them in parallel across a battery, what will be the ratio of current in them ?

Q27. A wire of uniform cross-section and length I has a resistance of 16Ω. It is cut into four equal parts. Each part is stretched uniformly to length I and all the four stretched parts are connected in parallel. Calculate the total resistance of the combination so formed. Assume that stretching of wire does not cause any change in the density of its material.

Q28. In adjoining figure, there is no deflection in galvanometer. What is the value of resistance R ?

Q29. In a Wheatstone’s bridge experiment, a student by mistake, connects key (K) in place of galvanometer and galvanometer (G) in place of key (K). How will be the test for the balance of the bridge ?

Q30. Two electric bulbs have the following specifications. (i) 100 W at 220 V (ii) 1000 W at 220 V. Which bulb has higher resistance ? What is the ratio of their resistances ? Q31. A heater coil is cut in two parts and only one of them is used in the heater. What is the ratio

of the heat produced by this half coil to that by the original coil ? Q32. A current is passed through a steel wire heated to red. Then half of the wire is immersed

in cold water. Which half of the wire will heat up more and why ? Q33. Two heater coils made of same material are connected in parallel across the mains. The

length and diameter of the wire of one of coils are double that of the other. Which one of them will produce more heat ?

Q34. Name the carriers of electric current in (a) a bar made of silver

(b) a hydrogen discharge tube.

(c) a germanium semiconductor.

(d) a wire made of alloy nichrome.

(e) a superconductor.

Hots (Higher Order Thinking Skills) Q1. The diagram shows a piece of pure semiconductor, S in series

with a variable resistor R, and a source of constant voltage V. Would you increase or decrease the value of R to keep the reading of ammeter (A) constant, when semiconductor S is heated ? Give reason.

Q2. The variation of potential difference V with length l in the case of two potentiometer P and Q is as shown. Which of these two will you prefer for comparing the emfs of two primary cells ?

Q3. V-I graph for a metallic wire at two different temperatures T1 and T2 is shown in the figure. Which of these two temperatures is higher and why ?

Q4. The I-V characteristic of a resistor are observed to deviate from a straight line for higher values of current as shown in the adjoining figure why ?

Q5. Two wires X, Y have the same resistivity but their cross-sectional areas are in the ratio 2 : 3 and length in the ratio 1 : 2. They are first connected in series and then in parallel to a.d.c. source. Find out the ratio of the drift speeds of the electrons in the two wire for the two cases.

Q6. You are given n resistors each of resistance r. They are first connected to get the minimum possible resistance. Calculate the ratio between minimum and maximum values of resistance so obtained.

Q7. A cell of emf (ε) and internal resistance (r) is connected across a variable external resistance (R). Plot graphs to show variation of (i) E with R.

(ii) Terminal p.d. of the cell (V) with R.

Q8. Two students X and Y perform an experiment on potentiometer separating using the circuit diagram shown here. Keeping other things unchanged (i) X increases the value of resistance R. (ii) Y decreases the value of resistance S in the set up. How would these changes affect the position.

CLASS-XII Subject-Chemistry

Practice Paper

Class XII CHEMISTRY Q1State the magnetic behavior after heating of ZnO crystal. (1) Q2. 10 cm3 liquid A was mixed with 10 cm3 of liquid B. The volume of the resulting solution was found to be 19.9 cm3. What do you conclude ? (1) Q3. Why is the vapourpressur of a solvent lowered when a non- volatile solute is dissolved in it ? (1) Q4. What is meant by limiting molar conductivity ? (1) Q5. From the given graph find the order of the reaction

6. define terms (i) Mole fraction (ii)Van, t Hoff factor (2) 7. In an ionic substance the anions Q form CCP lattice and P are distributed in the tetra and octahedral voids . Determine the formula of the substance. (2) 8. A chemical reaction is of second order with respect of a reactant . How will the rate of the reaction be affected if the concentration of this reaction is ----(i) Doubled (2) Reduced to half of initial. (2 ) 9. Draw a plot molar conductivity Vs concentration. why Molar conductivity of both the electrolytes strong well as well weak increases on decreasing concentration (2) 10. (a) why the solids having metal excess defects are semiconductors? (b) silver crystalizes in FCC lattice each side of the unit cell has a length of 490 pm. What is the radius of an atom of the element. (3) 11. what is activation energy ? The slop for the graph of log K Vs 1/T for the reaction

N2O5 ---2NO2 +1

2O2

Is -5000. Calculate activation energy of the reaction. (3) 12.stateHenry,s . H2S is a toxic gas with rotten egg smell is used for the qualitative . If solubility of theH2S in water is 0.195 m , calculate Henry, law constant. 13.The electrical resistance of a coloumn of 0.05 mol L-1NaOH solution of diameter 1cm length 50 cm is5.55x10 3 ohm. Calculate its resistivity and molar conductivity. (3) 14 State Raoult for the solution having non-volatile solute in it. Calculate the amount of sodium chloride which must be added to one kilogram of water so that the its freezing point is depressed by 3K. given Kf 1.86 K Kg mol-1 ( Na = 23, Cl = 35.5 ) (2+3) 15(a) What is meant by intrinsic semi conductor? Give one example.

(b) Sodium crystallizes in cubic lattice and the edge of the unit cell is 430 pm. Calculate the number of atom in unit cell , density is 0.96 g/ cm-3. (2+3)16. 16. (a) What is the role of ZnCl2 in dry cell ? (b) Write the over all reaction in charging of the lead storage battery (c) Write Nernst equation for the cell reaction:- Cu/ Cu2+ (0.130M) // Ag+ (1.0x10-4M) / Ag Calculate the e.m. f. of this cell. E0

Cu2+/Cu= 0.34V , E0

Ag+/Ag = 0.8 v (1+1+3)

17.What is pseudo uni molecular reaction ? Give an example. The following results have been obtained during kinetic studies of the reaction 2 A + B ---- C + D

Experiment [A] /mol L-

1 [B] /mol L-1 Initial rate of formation of D/ mol

L-1

I 0.1 0.1 6.0 x10-3

II 0.3 0.2 7.2 x10-2

III 0.3 0.4 2.88 10 -1

Iv 0.4 0.1 2.4 x10-2

Determine the rate law and the rate constant for the reaction.

CLASS-XII-Subject-Biology

Model Question Paper for Class XII Biology MCQs Mark 01 Tick the correct statement

1. What would happen if corpus luteum is not degenerated (a) Progesterone will not be secreted (b) Endometrium will disintegrate (c) Proliferation of endometrium will take place (d) Ovulation will take place 2. Klinefelten syndrome has the genetic make up (a) 44 autosomes + xxy (b) 44 autosomes + xo (c) 45 autosomes + xx (d) 45 autosomes + xy 3. “Cleistogamous flowers are invariably autogamous because”

(a) These flowers do not open at all. (b) There is no chance of cross – pollen landing on the stigma. (c) These flowers have exposed anthers and stigma. (d) These flowers are wind pollinated.

4. Which of the following statements is correct (a) Surgical methods of contraception does not prevent gamete formation

(b) In E.T techniques, embryos are always transferred into the uterus (c) Oral pills are very popular contraceptives among the rural women (d) All STDs are not completely curable. 5. Non coding sequences present within a gene is called: (a) Exon (b) Operon (c) Promoter (d) Intron 6. Which of the following DNA sequences would a Restriction enzyme recognize and cut? (a) ATGCAC TACGTG (b) GATATC CTATAG (c) TAGATA ATCTAT (d) AATATA TTATAT 7. The conditions of the earth atmosphere conducive for the origin of life were: (a) Presence of high temperature, CH

4, NH

3, and O

3

(b) High temperature, CH4, NH

3, volcanic eruption

(c) High temperature, volcanic eruption, O2, NH

3

(d) Volcanic eruption, CH3, NH

3 and O

2

8. To analyse the genotype of an organism, it is made to (a) Self cross (b) Cross with recessive parent (c) Cross with dominant parent (d) Cross with another species 9. An inverted Pyramid of biomass is represented by (a) Aquatic ecosystem (b) ecosystem of a big tree (c) grassland ecosystem (d) tropical fresh ecosystem. 10. Gene therapy can be used to correct one of the following (a) Defective ADA (b) Lack of B-Lymphocytes (c) Defective Immunoglobuline (d) Lach of T-Lejmphocytes

MCQ Mark 02 Select the right options 11. Mycorrliza is an example of (a) Commensalisms (b) Mutualism (c) Algal associated with fungi. (d) Fungi associated with Higher Plants 12. Which of the followings are homologous or analogous (Indicate H for homologous

and A for Analogous) (a) Wing of bat and butterfly ________ (b) Wing of bat and flipper of whale ________ (c) Wing of butterfly and flipper of whale ________ (d) Flipper of whale and wing of bird ________ 13. Read the statement if incorrect provide with correct answer ‘Sickle cell anemia’ (a) is a six linked disorder

b) is due to a single base mutation of B globulin gene from GAG c) is inherited whose one of the parent is carrier and other normal

(d) changes shape of RBC from Round to concave. 14. Identify True/False statements. Correct each false statement to make it true (a) Spermatozoa get nutrition from Sertoli cells. (True/False) (b) Leydig cells are found in ovary. (True/False) (c) Menstrual cycle ceases during pregnancy. (True/False) 15. The yellowish fluid colostrum secreted by mother during initial days of lactation has

abundant antibodies to protect the infant. Tick the correct answer in Column A. and match the right choices in column B with the correct answer of column A.

Column A Column B (i) IgE (a) Innate immunity (ii) IgD (a) Acquired immunity (iii) IgA (a) Active immunity (iv) IgM (a) Passive immunity SA Marks 02 16. Apomixis mimics sexual reproduction, do you agree? justify your answer. Also state

how does apomixis differ from polyembryony. 17. How has biotechnology helped in improving life of Diabetic people? 18. Mention the role of histone proteins in packaging of DNA to form the structure of

chromatin fibre. 19. Whith the help of a suitable example mention the role of microbes in

(a) Single cell protein (b) Organic farming 20. Differentiate between (a) Benign and Malignant tumours (b) Viral oncogenes and protooncogenes 1. Differentiate between (a) Grazing food chain and detritus food chain. (b) Primary and secondary productivity. 22. What are selectable markers? Give two examples. SA Marks 03 23. What are STDs? State 3 symptoms of STDs? Give two simple principles to prevent

infections. 24. Recently invasion of forest into Arctic region has been reported by environmentalist,

which was earlier occupied by Tundra vegetations. Identify this problem and explain its causes.

25. Why males are heterogametic? Can there be female heterogamety. Give example if any.

26. A sportsperson was tested positive for cannabinoid what are these? From where are these extracted? What are its effects on human body?

27. What is Bt toxin? Name an organism that produces it? How has man exploited it? 28. Name the enzymes associated with recombinant DNA technology and explain their

roles in correct sequence. 29. What is biofortification? List its objectives and give examples of two improved crops

released by IARI. LA Marks 05 30. Trace the development of male gametophyte of angiosperm upto two cell stage with

suitable example. Or

Draw self explanatory schematic representation of oogenesis. 31. What is co-dominance? Explain with reference to ABO blood type in human beings.

Or What is a repressor molecule? Explain how can a gene be made to induce the metabolic

process? 32. Observe the above diagram (Reference may be taken from Fig. 13.1 of Biology

textbook for class XII, NCERT) and answer the following- (i) Which biome shows maximum range of annual precipitation? (ii) Which biome shows maximum range of annual temperature? (iii) Give range of mean annual temperature by corniferous forest. (iv) Give range of mean annual precipitation by temperate forest. (v) What is Biome ‘A’ (a) Desert or (b) Arctic Alpine Tundra.

HOLIDAY HOMEWORK (SUMMER VACATION)

CLASS-XII

SUBJECT- INFORMATICS PRACTICES

1. a) Explain the followings: i) OSS ii) FLOSS iii) ODF iv) TTF 1

b) How is a domain name related to an IP address? 1

c) How is firewall useful in ensuring network security? 1

d) What is the difference between statements(i) and (ii) (i) T = 2 (ii) if (T= =2)

d = 3;

2

e) Write the name of methods which is used to convert integer value into string value. 1

f) Name the Government organization that contributes to the growth of FOSS in India 1

g) Rewrite the following code using while loop int sum = 0; for (int i = 1 ; i<= 5 ; ++I ) sum = sum + c;

2

2 a) Sumit is developing one application in which he wants to get full address of the customer. He is confused that which control he will use for this purpose. Suggest him best suitable control for this purpose.

1

b) Write the name of the method which is used to display the text in any text field 1

c) Which method is used to find out the selected item from the List Box at run time in program. 1

d) Suraj wants to make one Text Field un-editable at run time. Tell him the coding for this purpose 1

e) What is the difference between the = and = = operators. Describe it with suitable example. 2

f) What are logical operators? Describe any one with suitable example 2

g) What is the difference between if and if else statements? Describe it with suitable example. 2

3 a) What is meant by Relation in RDBMS? 1

b) Write MySQL command to change the data type of Sname column in Student table from char(20) to varchar(30).

2

c) What is the use of WHERE clause in UPDATE command? What will happen in-case WHERE clause is not used in UPDATE command?

2

d) Write MySQL command to display the structure of Medicine table 1

e) Write MySQL command to display the list of available tables in a database. 1

f) What is a candidate key? 1

g) Which two wild characters are used in LIKE clause? Explain using example. 2

4 a) Which type of values we can use with the switch statement? 1

b) Write the name of the method which is used to convert the string value in to the integer value. 1

c) Rajesh wants to display “*” when he will write the password in jPasswordField. Tell him the name of the property which he will use for this purpose.

1

d) What will the value of jTextField1 and jTextField2 after executing the following statement?

int j=10,k=1,m=0;

for(j=0;j<5;j++) for(k=0;k<5;k++,m++) jTextField1.setText(m+" "); jTextField2.setText(j+" ");

2

e) Rewrite the following code using for loop: 2

int i = 1 ; while( i < 5 )

System.out.println( "i = " + i ) ; i++ ;

f)

Following code has some error(s). Rewrite the correct code underlining all the corrections made:

int a = jTextField1.getText( ) ; int b = 20 ;

a = a + b ;

b = - 5 ; while ( b >= 0 )

jTextField1.setText( “ “+a ) ;

2

g) Sagar electronics has the following products with their list prices given. The store gives a 10% discount on every

product. However at the time of festival seasons the stores gives a further 7% festival discount after 10%.

Product name List price

Washing Machine 12000

Color TV 15000

Refrigerator 18000

OTG 8000

CD Player 14500

6 a) Write any two differences between DDL & DML commands 2

b) Write the output of the following SQL queries:

(i) SELECT ROUND( 23.7589 , 2 ) ;

(ii) SELECT MID ( “Rajesh‟, 3,2 ) ;

(iii) SELECT LENGTH( RIGHT(“INDIA‟,4) ) ;

(iv) SELECT CONCAT(SUBSTRING( “KVSANGATHAN”,3,3),”JANA‟) ;

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c) Write the SQL commands for the (i) to (iv) and write the output of the (v) & (vi) on the basis of table TEACHER given below

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TABLE: TEACHER No Name Age Department Doj Salary Sex

1 Sunil 34 Computer 1997/01/10 12000 M

2 Sharmila 31 History 1998/03/24 20000 F

3 Sandeep 32 Maths 1996/12/12 30000 M

4 Rita 35 History 1999/07/01 40000 F

5 Gurmit 42 Maths 1997/09/05 25000 M

6 Nilesh 50 History 1998/06/27 30000 M

7 Kirti 44 Computer 1997/02/25 21000 M

8 Shalakha 33 Maths 1997/07/31 20000 F

(i) To show all information about the teacher of History and Maths department.

(ii) To display the name of female teachers in upper case with their salary.

(iii) To display name, age and department of all teachers in descending order of doj.

(iv) To display detail of teachers who are not in History department.

(v) Select name from TEACHER where name like “%a%‟ ;

(vi) Select name, salary from TEACHER where sex=‟F‟ and doj >‟1998-03-24‟;

d) Create table Supplier as per following Table Instance Chart.

Column Name SID SName SAddr SCity SPhone

DataType Integer Varchar Varchar Varchar Varchar

Length 30 30 30 20

Constraint Primary key Not Null

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e) Write MySQL commands based on the table “Student” given below : Table: Student

Sid Sname Age StrId Class

1 Sawan 10 1 11

2 Deepa 12 1 10

3 Radha 14 2 9

4 Mohan 11 3 11

5 Shiva 10 2 10

(i) To delete all the records from student table.

(ii) To increase the class column value of all students by 1.

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f) Consider the following table Product. Write MySQL commands for the statement (i) to (vi).

TABLE : PRODUCT pId Pname Suppname Expiry Qty Price Discount

1 Horlicks500gm Durga Traders 2012-02-01 120 155 2

2 Pickle250gm Rajshree 2013-08-12 12 145 5

3 Milk Pwd 500gm Ratans 2012-07-12 14 250 10

4 Biscuits Durga Traders 2013-10-10 200 5 1

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5 Chocolate Rajshree NULL 240 10 NULL

(i) To display the details of products expiring before 1st dec 2012 .

(ii) To display the product name and total price of all products where total price is calculated as (qty*price).

(iii) To display the products where discount is not given.

(iv) To display products having price between 100 to 200.

(v) To remove the Discount column from the table.

(vi) To add a new column Company (varchar(20)) in the table.

HOLIDAY HOMEWARK Subject-MUSIC - …€¦ · The school canteen charges Rs. 35 for lunch & Rs.9 for milk for ... Discuss equality condition of our country India ... Write two formal

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