Month: September 2024

JAC Board Class 10th English Solutions First Flight Chapter 3(i) His First Flight

JAC Class 10th English His First Flight Textbook Questions and Answers

Thinking about the Text

Question 1.
Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps?
Answer:
The young seagull was afraid to fly because it was his first flight. His wings were not supporting him to fly. It is a well – known fact that doing something for the first time is challenging. Therefore, all young birds must be afraid to make their first flight. In the similar way, a human baby would also find it tough or challenging to take its first step.

Question 2.
“The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?
Answer:
It is a truth that the young seagull was very hungry. He just wanted to get food anyhow. It was his hunger that ultimately compelled him to fly. His hunger only got intensified when he saw his mother tearing a piece of fish that lay at her feet. When his mother came towards him with food in her beak, he screamed with joy. But she stopped midway. He wondered why she did not come nearer. The young seagull could not control his hunger any longer, and dived at the food in his mother’s beak. At that moment, his hunger overpowered his fear of the great expanse of sea beneath the cliff. Ultimately, the young seagull flew.

Question 3.
“They were beckoning to him, calling shrilly”. Why did the seagull’s father and mother threaten him and cajole him to fly?
Answer:
The young seagull was afraid to fly. The young seagull’s brothers and sister had already flown and parents were helping them a lot. But the young seagull could not gather enough courage to make the first flight. That is why his parents were calling it shrilly and scolding him. They threatened to let him starve on his ledge if he did not fly. They did so because they wanted him to leave his fear behind and learn to fly.

Question 4.
Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups.
Answer:
Of course, yes. I had a similar experience when my parents encouraged me to do something that was too scary to try. When I was in standard – VIII, I was asked to speak something. I had more hesitation in speaking before the audience. When I went on the stage, my feet trembled with fear. I could not express myself even after knowing the topic in a better way.

But, my parents always helped me. They told me to speak alone before the mirror in a room again and again. After a month I gathered much courage and gained confidence. Now I can speak fluently before the audience. Few days ago, 1 also won prize for my speech in the school. {Note: Answer may vary.)

Question 5.
In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
Answer:
While we start doing a new work, we face a lot of difficulties in the initial phase. But in due course of time, our endeavour, perseverance and commitment lead us to attain our goal. As in my case, my success was not guaranteed. It could all be possible due to my efforts and commitment.

Speaking

We have just read about the first flight of a young seagull. Your teacher will now divide the class into groups. Each group will work on one of the following topics. Prepare a presentation with your group members and then present it to the entire class.

• Progression of Models of Airplanes
• Progression of Models of Motorcars
• Birds and Their Wing Span
• Migratory Birds – Tracing Their Flights

Answer:
Do it yourself seeking the help of your teachers.

Writing

Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible.
Answer:
While I started riding a bicycle, I faced a lot of difficulties. Initially, I fell on the ground two to three times. I also got injured. But my friend, Ajay helped me a lot. He told me how to learn cycling. He balanced the handle of the cycle and took me to ride. He told me how to apply the brake or place feet on pedal. I did the things as told by him again and again. After 15 days, I was able to ride the cycle. Now I do cycling frequently. For this, the credit goes to Ajay, who helped me get skilled in cycling.

JAC Class 10th English His First Flight Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
Flying is a natural instinct in birds. Why was the young seagull exhausted by this peculiar exercise?
Answer:
The young seagull lacked courage to fly. Therefore, he used to give excuses for not flying. He was sure that his wings were too weak to support him while flying. He did not have the audacity to flap his wings and failed to gather courage to take plunge.

Question 2.
How did the young seagull’s parents try to make him fly?
Answer:
The young seagull’s parents tried everything to make him fly. They screamed, scolded and threatened to let him starve on the ledge unless he flew away.

Question 3.
What did the young seagull watch his parents doing the day before?
Answer:
The young seagull watched his parents flying about with his brothers and sister the day before. They were making them perfect in the art of flying and teaching them how to skim the waves and how to dive for fish.

Question 4.
What was the young seagull’s mother doing before him?
Answer:
The young seagull’s mother was standing on the plateau and her white breast thrust forward. She tore a piece of fish that lay at her feet, then she scrapped each side of her beak on the rock.

Question 5.
How was the young seagull’s expression when he saw his mother with food?
Answer:
The young seagull uttered a joyful scream because he thought that his mother was bringing food for him. He tried to come nearer to her as she flew across.

Question 6.
Why did the young seagull feel miserable on the ledge?
Answer:
The young seagull felt very miserable on the ledge as he was alone and his family had already flown away. He was feeling very hungry and had nothing to eat. His condition was getting worse because he could not even dive for fish.

Question 7.
How did the young seagull and his family celebrate his first flight?
Answer:
When the young seagull started flying and got over his fear, his family screamed around him out of joy. They praised and offered him scraps of dog – fish out of delight as he made a successful attempt.

II. Short Answer Type Questions (40 – 50 words & 3 marks each)

Question 1.
When did the young seagull’s flight start and where did it end?
Answer:
The young seagull’s flight started when he dived to snatch the piece of fish from his mother’s beak. He fell down but instinctively opened up his wings and gradually started to fly. His flight ended after half an hour when he landed on the Green sea along with his family.

Question 2.
Where did the young seagull sit alone? What did he watch from there?
Answer:
The young seagull sat on the ledge alone. He was the only one in the family, who did not know how to fly. Just a day before, his brothers and sister had flown away with their parents. When he tried to flap his wings, he was overcome by fear. So, he sat on the ledge watching his family fly.

Question 3.
Did the upbraiding and threatening of his parents help him in flying?
Answer:
The young seagull’s parents did try to teach him flying but he wouldn’t simply move from the ledge. They would fly around him encouraging and challenging him to fly. When he did not respond to their encouragement, they would scold and threaten to let him starve unless he flew away.

Question 4.
What did the maddening hunger result in?
Answer:
Maddened by the hunger, the young seagull dived at the fish in his mother’s beak. Screaming loudly, he fell outwards and downwards into space. The fear seized him completely but it lasted for a minute and the very next moment he spread his wings and began to fly. Indeed the hunger motivated him to fly.

Question 5.
What lesson does the story ‘His First Flight’ teach us?
Answer:
The story ‘His First Flight’ teaches us never to take success for granted. One has to strive hard to get it. The story of the young seagull teaches us to overcome hesitations, fears and inhibitions that impede our thinking to achieve success.

Question 6.
How did the young seagull get over his fear of flying over the sea?
Answer:
The young seagull was afraid of flying over the sea because he thought that he would drown. His family decided to teach him a lesson. They left him unattended. The mother tore a piece of fish that lay at her feet now and then in his front. Since the seagull was too much hungry, he was compelled to attempt his first flight in order to get food. He was successful in his attempt. That is why he got over his fear of flying over the sea.

Question 7.
Describe the first flight of the young seagull.
Answer:
The young seagull was too hungry. So he dived at the fish due to hunger and fell outwards and downwards into the space. He thought of getting drowned but his wings spread outwards automatically. He moved downwards and outwards but landed safely on the sea and floated on it without any fear.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
How was the young seagull in the beginning and the end of the story? Compare and contrast the two facets of the same seagull.
Answer:
Initially, the young seagull used to live alone on the ledge. His siblings had flown away the day before. He was afraid of flying with them. Whenever he tried to spread and flap his wings, he was seized with fear. He fell as if his wings would never support him in flying. His parents flew around calling to him shrilly. They were constantly scolding and taunting. They threatened to let him starve on the ledge unless he flew away. However, in the end, the young seagull was more confident and sure of his success. Maddened by hunger, he dived at the fish held by his mother and finally flew in the air forgetting all his hesitations and overcoming his inhibitions. He was able to float on the ocean now. Now his achievement was welcomed by his family.

Question 2.
How did the mother make the young seagull come out of his fear and teach him the art of flying?
OR
How did the seagull family help the young seagull overcome his fear and fly?
OR
Why was the young seagull afraid of flying? What compelled the seagull to finally fly?
Answer:
The young seagull was afraid of flying because he thought that his wings won’t support him and he would drown. When his family left him alone on the ledge, he felt lonely and was very hungry. They tried hard to make him fly but he never showed the courage to try. His mother knowingly tore at a piece of fish near him and flew across to him with it. She came close to him but did not go nearer. Maddened by hunger, he dived at the fish but fell into the space. After sometime, his wings spread outwards and he began to fly. His . family landed on the sea ahead of him. They beckoned him so he landed on the sea and began to sink into water but when his belly touched the water, he floated without any fear and difficulty.

Question 3.
Do you think that the seagull’s family loved him? Justify their attitude towards him.
Answer:
The young seagull had two brothers and a sister. His parents flew with them to leave him alone on the ledge as he could not muster up the courage to fly with them. His parents could have fed him. But, they refused to give him any food. They wanted him to fly and dive for his food. They threatened to let him starve. They did so because they loved him. The parents were right in their approach. They did so because they wanted to teach him the importance of confidence and self-reliance. One can’t depend on one’s parents for one’s sustenance for the whole life. Thus, it was important for him to learn to fly, dive and search his own food. Thus, the attitude the seagull family showed to him was actually their love, care and concern for him.

Question 4.
Why was the young seagull pretending to be asleep? What did he actually observe while doing so?
Answer:
The young seagull came to the brink of the ledge. He stood there on one leg with the other hidden under his wing. He closed his one eye, then the other, and pretended to be falling asleep. He did so because he wanted to know whether they were interested in him or not but he observed that his family was not noticing him. He saw his brothers and sister lying on the plateau. They were dozing. His father was preening the feathers on his white back. Only his mother was looking at him. Now and then, she tore at a piece of fish that lay at her feet. Then she scrapped each side of the back on the rock.

Question 5.
How did the young seagull get over his fear of seawater and what was his family’s reaction on it?
Answer:
The young seagull had made his maiden flight successfully. When he was near the sea, he was flying straight over it. He observed a vast Green sea all around him. He turned his beak sideways and cawed amusedly. His family was very happy to see the achievement of the young seagull. They beckoned to him. When he landed on the sea, he began to sink but he tried in despair and his belly touched the water and he sank no further. He was floating on water. This way he got over his fear of seawater and his family praised him a lot.

Question 6.
Fear and lack of confidence stop one from learning new things. Do you agree? How did these two traits of the young seagull make him coward? How did he overcome these shortcomings?
Answer:
Yes, it is true that fear and lack of confidence stop one from learning new things. In the story, the young seagull lacked the value of courage and confidence. He was too scared of flying. His family tried hard to make him fly but he refused to do so because of his fear of sinking in the seawater.

They even scolded him for his cowardice. They tried to tempt him with food but he was not willing to learn flying. Once he dived, his fear disappeared and he enjoyed his first flight. It is a fact that unless we try to do something and overcome our fear, we can’t leam. Confidence and motivation are the two most important traits that make learning possible.

Question 7.
“The day before, all day long, he had watched his parents flying about with his brother and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish.” What does the author want to say through this? Discuss it with reference to the lesson “His First Flight.”
Answer:
The young seagull had not enough courage to fly. He was always afraid of flying. He did not even know how to fly. Even after a lot of persuasion by his parents, he could not gather courage to fly. If one has no courage and will to do something, one cannot succeed in one’s mission. This was also the case with the young seagull.

Seeing his unwillingness to fly, even the parents of the young seagull left him to his fate. Because if you have no inner feeling to do any thing, nobody to this earth can motivate you. So, inner feeling to do something is a must. The parents of the young seagull were training their brothers and sister. They were making them perfect in the art of flying, how to skim the waves and how to earn their livelihood (how to dive for fish). All these thing are the peculiar traits of a bird.

Through this, the author wants to highlight that one must develop one’s skill to sustain in this world. If you have to survive, then you must be bold and courageous. In the case of young seagull, he did not do hard work to learn his skill and was always afraid to fly. That is why he felt negligence from all the members of his family. Nobody paid much care to him. He had no option and ultimately dived for the fish.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
The great expanse of sea stretched down beneath, and it was such a long way down miles down. He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. But for the life of him he could not move.

Choose the correct option:
(a) Who felt certain that his wings would never support him?
(i) The young seagull
(ii) The parents of the young seagull
(iii) The brothers and sister of young seagull
(iv) All of these
Answer:
(i) The young seagull

(b) Why did the young seagull bend his head?
(i) Because his brothers and sisters teased him.
(ii) Because he felt that his wings would never support him.
(iii) Because his friends made remarks upon him.
(iv) All of these
Answer:
(ii) Because he felt that his wings would never support him.

(c) The young seagull failed to muster up .
(i) obedience
(ii) loyalty
(iii) courage
(iv) all of these
Answer:
(iii) courage

(d) What did the young seagull’s father and mother threaten him of?
(i) Letting him fly
(ii) Letting him starve on his ledge
(iii) Letting him search for his food himself
(iv) Abandoning him
Answer:
(ii) Letting him starve on his ledge

(e) Find out a word from the passage similar in meaning to ‘scolding.’
(i) upbraiding
(ii) pleasing
(iii) freedom
(iv) dejection
Answer:
(i) upbraiding

Question 2.
He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice. The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous nightfall.

Choose the correct option:
(a) What did the young seagull see?
(i) His older brother was sleeping.
(ii) His older brother was catching his first herring.
(iii) His older brother was sitting idle.
(iv) None of these
Answer:
(ii) His older brother was catching his first herring.

(b) Where did the whole family walk all the morning?
(i) On the big plateau
(ii) On the small plateau
(iii) On the shore of the sea
(iv) Nowhere
Answer:
(i) On the big plateau

(c) The ………. was now ascending the sky.
(i) moon
(ii) sun
(iii) earth
(iv) None of these
Answer:
(ii) sun

(d) Why did the young seagull feel the heat?
(i) Because he had not eaten since the previous nightfall.
(ii) Because he had not eaten since a long time.
(iii) Because he had not eaten for the last ten days.
(iv) All of these
Answer:
(i) Because he had not eaten since the previous nightfall.

(e) Find out a word from the passage opposite in meaning to ‘descending.’
(i) assemble
(ii) scatter
(iii) ascending
(iv) proud
Answer:
(iii) ascending

Question 3.
He stepped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his two brothers and his sister lying on the plateau dozing with their heads sunk into their necks. His father was preening the feathers on his white back. Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward. Now and again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock.

Choose the correct option:
(a) Where was the young seagull’s mother standing?
(i) On the seashore
(ii) On the plateau
(iii) In the mid – way
(iv) On the outer path
Answer:
(ii) On the plateau

(b) Who tore at a piece of fish that lay at her feet?
(i) Father seagull
(ii) Mother seagull
(iii) Sister seagull
(iv) Brother seagull
Answer:
(ii) Mother seagull

(c) was preening the feathers on his white back.
(i) His father
(ii) His mother
(iii) His brother
(iv) His sister
Answer:
(i) His father

(d) What did the young seagull pretend him to be?
(i) Sitting idle
(ii) Only walking in the imaginary world
(iii) Falling asleep
(iv) All of these
Answer:
(iii) Falling asleep

(e) Find out a word from the passage similar in meaning to ‘cleaning up feathers.’
(i) preening
(ii) disarray
(iii) disturb
(iv) jumble
Answer:
(i) preening

Question 4.
The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it. “Ga, ga, ga,” he cried begging her to bring him some food. “Gaw-col-ah,” she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it.

Choose the correct option:
(a) What did the sight of the food do to the young seagull?
(i) The sight of the food maddened the young seagull.
(ii) The sight of the food did not affect the young seagull.
(iii) The sight of the food pleased him.
(iv) None of these
Answer:
(i) The sight of the food maddened the young seagull.

(b) What did the young seagull beg from her mother?
(i) Some toys
(ii) Some twigs
(iii) Some food
(iv) Some water
Answer:
(iii) Some food

(c) The young seagull uttered a scream.
(i) plainful
(ii) joyful
(iii) disdainful
(iv) none of these
Answer:
(ii) joyful

(d) What had the mother of the young seagull picked up?
(i) A piece of fish
(ii) Apiece of banana
(iii) A piece of grain
(iv) All of these
Answer:
(i) A piece of fish

(e) The word similar in meaning to ‘cry’ in the given extract is
(i) whet
(ii) preen
(iii) scream
(iv) scrap
Answer:
(iii) scream

Question 5.
With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings. He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy.

Choose the correct option:
(a) Where did the young seagull fall with a loud scream?
(i) Into the water
(ii) On the earth
(iii) Into the space
(iv) On the bank of the seashore
Answer:
(iii) Into the space

(b) Who could hear nothing?
(i) The young seagull
(ii) His brothers and sister
(iii) His mother and father
(iv) All of these
Answer:
(i) The young seagull

(c) The wings of the young seagull spread .
(i) inwards
(ii) outwards
(iii) both sides
(iv) nowhere
Answer:
(ii) outwards

(d) How did the young seagull feel?
(i) Perplexed
(ii) Confused
(iii) Elated
(iv) Dizzy
Answer:
(iv) Dizzy

(e) Find out a word from the passage similar in meaning to ‘slowly’.
(i) suddenly
(ii) abruptly
(iii) gradually
(iv) casually
Answer:
(iii) gradually

Question 6.
His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly. He dropped his legs to stand on the green sea. His legs sank into it. He screamed with fright and attempted to rise again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by the strange exercise. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dog – fish.

Choose the correct option:
(a) The seagull’s feet sank into the
(i) Red sea
(ii) Green sea
(iii) Both (i) and (ii)
(iv) Nowhere

(b) The young seagull was applauded by his
(i) friends
(ii) relatives
(iii) family members
(iv) none of these

(c) His family was offering him scraps of .
(i) dog – fish
(ii) star – fish
(iii) gold – fish
(iv) none of these

His First Flight Summary

His First Flight About the Author

• Liam o’ Flaherty, (bom August 28, 1896 – September 7, 1984), was an Irish novelist and short-story writer.
• He was considered to be a leading figure of the Irish Renaissance. He was educated at the Junior Seminary at Rockwell, Blackrock College, and Holy Cross College in Dublin.
• His books include Thy Neighbour’s Wife (1923), his first successful novel; The Black Soul (1924), the story of a tormented former soldier who seeks tranquillity on a remote western isle; The
• Informer (1925; adapted as an Oscar-winning film by John Ford,
  1935), ‘Skerretf and ‘Civil War’ are considered to be his best novels. ‘The Pedlar’s Revenge’ is his best known short story collection. His autobiography, ‘Shame the Devil,’ was published in 1934.
• ‘The Informer’ is his best selling novel. With this, he got much honour.

His First Flight Gist of the Lesson

In ‘His First Flight’ the author has tried to show the need for courage and self-confidence to overcome fears in life. In this story, the young seagull seems to be a coward. His other three elder brothers and sister had already flown. The family members encouraged him to fly, but of no avail. One day, he mustered up his courage to fly but all went in vain. For this, he was harshly punished by his parents. He was left all alone on the ledge starving for 24 hours.

Even then, he could not dare to fly. He cried with hunger. Mother took final decision to put before him bait. This idea worked; he dived for a scrap of fish. Mother was high up in the sky and the young seagull was in the open air falling down and down. He opened his wings and found himself flying. This way he was taught to make his first flight. Hence, it can be said that parental encouragement and discipline play a pivotal role in shaping the destiny of the young children.

His First Flight Summary

1. The young seagull afraid of flying: The young seagull was sitting alone on his ledge. He was afraid of flying with his siblings who had flown away. He believed that his wings would not support him.

2. Parents’ warning: To encourage the young seagull to fly, his parents threatened to let him starve unless he flew away. It had been twenty – four hours that he did not eat anything.

3. His siblings and parents flying: The young seagull, a day before, watched his parents perfecting his brothers and sister in the art of flying. He saw his older brother catch his first fish while his parents were feeling proud.

4. The young seagull getting mad by hunger: The young seagull came out of his ledge and pretended to be asleep to his parents and siblings in order to help him bring some food. But no one noticed him except his mother.

5. The mother came up with a plan: The mother seagull flew across to him with a piece of fish. Just before coming to the young seagull, she stopped. The piece of fish was almost in reach of the young seagull. Out of hunger, he dived at the fish and fell into space.

6. The young seagull finally flew: The young seagull felt his wings cutting through the air. He flew away with loud screams and forgot his fear of flying. Finally, he made his first flight.

His First Flight Lesson at a Glance

1. The young seagull was sitting alone on his ledge. His two brothers and one sister had learnt flying the day before.
2. He was scared of flying as he felt that his wings would not support him.
3. His sister and brothers had shorter wings but they were flying. He could not gather up the courage to fly.
4. His parents taunted, scolded and even threatened him to leave him starving unless he flew away.
5. The young seagull watched his parents perfecting his siblings in the art of flying. They were teaching them how to skim the waves and dive for fish.
6. His mother picked a piece of fish and flew across to him with it. She took the piece very near to him and maddened by hunger, the young seagull dived at the fish.
7. He fell outwards and downwards into space with a loud scream. His mother flew past him and saw his siblings flying around him.
8. The seagull forgot that he could not fly and dived, soared and curved at will. He was shrieking shrilly.
9. He saw a green sea beneath him. All his family members were beckoning to him calling shrilly. He was hungry and weak.
10. He landed on to the green sea but did not sink. His family praised him and offered him pieces of fish. This way he made his first flight.

His First Flight Character Sketch

Young Seagull: The young seagull was afraid of flying. Although his brothers and sister had shorter wings but they were flying. In due course of time, he gathered courage and strength and made constant efforts for flying. Ultimately, he succeeded in his mission and made his first flight. All the family members were quite happy with him.

His First Flight Word – Meanings

Word	Maening	Ward	Meaning
conquering	getting victory	afraid	fearful
lost	hidden	ledge	cliff
somehow	in one way or other	brink	edge
attempted	tried	flap	to move wings up and down
expanse	tract, plain	stretched	spread
beneath	below	support	help
muster up	gather	plunge	to jump
desperate	hopeless, anxious	shrilly	piercing voice
upbraiding	scolding	threatening	menacing
starve	hungry, unfed	perfecting	completing, improving
skim	move just above the surface	herring	a kind of fish
devour	consume	cackle	to laugh harshly
plateau	a tableland	midway	in the middle
taunting	making remark	cowardice	timidity
ascending	going upward	blazing	shining
pretended	assumed	thrust	to push suddenly
preening	to clean feather with wings	maddened	to make mad, troubled
hump	a mound	screamed	cried
scrapped	removed, abandoned	derisively	mockingly, ridiculing
whet	to sharpen	uttered	said
leaned out	act of learning and moving	dizzy	weak, faint
plaintively	expressing sorrow, mournful	curveting	bouncing
monstrous	fearful	beckoning	waving, signalling
swooped	pounced, dived	amusedly	happily

JAC Class 10 English Solutions

JAC Board Class 10th English Solutions First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom

JAC Class 10th English Nelson Mandela: Long Walk to Freedom Textbook Questions and Answers

Activity (Page – 17)

In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B.

A	B
(i) A rainbow gathering of different colours and nations	– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
(ii) The seat of white supremacy	– A half – secret life, like a life lived in the fading light between sunset and darkness
(iii) Be overwhelmed with a sense of history	– A sign of human feeling (goodness, kindness, pity, justice, etc.)
(iv) Resilience that defies the imagination	– A beautiful coming together of various peoples, like the colours in a rainbow
(v) A glimmer of humanity	– The centre of racial superiority
(vi) A twilight existence	– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment

Answer:

A	B
(i) A rainbow gathering of different colours and nations	– A beautiful coming together of various peoples, like the colours in a rainbow
(ii) The seat of white supremacy	– The centre of racial superiority
(iii) Be overwhelmed with a sense of history	– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
(iv) Resilience that defies the imagination	– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
(v) A glimmer of humanity	– A sign of human feeling (goodness, kindness, pity, justice, etc.)
(vi) A twilight existence	– A half – secret life, like a life lived in the fading light between sunset and darkness

Oral Comprehension Check (Pages 18 – 19)

Question 1.
Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
Answer:
The ceremonies took place in the amphitheatre of the Union Buildings in Pretoria. The Rashtrapati Bhavan and the Supreme Court of India in New Delhi, the Red Fort of Delhi and Madras High Court in Chennai are some of the examples of Indian public buildings that are made of sandstone.

Question 2.
Can you say how 10 May is an ‘autumn day’ in South Africa?
Answer:
10 May is an ‘ autumn day ’ in South Africa because on this day there was the largest gathering of international leaders on the South African soil for the swearing in ceremony of South Africa’s first democratic, non – racial government.

Question 3.
At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?
Answer:
The ‘extraordinary human disaster’ that Mandela mentioned at the beginning of his speech refers to the inhuman practice of apartheid, i.e., the racial discrimination suffered by the blacks at the hands of whites in South Africa. At the end, the ‘glorious human achievement’ that he spoke of refers to the establishment of South Africa’s first democratic, non-racial government.

Question 4.
What does Mandela thank the international leaders for?
Answer:
Mandela thanked all the international leaders for their support in establishing the first anti – racial government. Since this event could be considered as a common victory for justice, peace and human dignity to common people.

Question 5.
What ideals does he set out for the future of South Africa?
Answer:
Mandela had high hopes for the future of South Africa. He pledged to liberate all South Africans from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination. He also stressed that the beautiful land of South Africa would never ever experience racial discrimination again.

Oral Comprehension Check (Page – 21)

Question 1.
What do the military generals do? How has their attitude changed, and why?
Answer:
The military generals of the South Africa do their duties with loyalty and commitment to their nation. Now their attitude has completely changed. After taking oath as the President of South Africa, they salute and honour the President in a proper way.

Question 2.
Why were two national anthems sung?
Answer:
On the day of the swearing ceremony, two national anthems like ‘Nkosi Sikelel – iAfrika’ and ‘Die Stem’, were sung, by the whites, and the blacks respectively. This symbolized the equality of blacks and whites.

Question 3.
How does Mandela describe the systems of government in his country (i) in the first decade and (ii) in the final decade, of the twentieth century?
Answer:

1. In the first decade of the twentieth century, the white – skinned people of South Africa erected a system of racial domination against the dark – skinned people of their own land.
2. In the final decade of the twentieth century, the system of apartheid had been uprooted and recognized the rights and freedoms of all peoples, regardless of the colour of their skin.

Question 4.
What does courage mean to Mandela?
Answer:
According to Mandela, courage means not the absence of fear, but the triumph over it.

Question 5.
What does he think is natural, to love or to hate?
Answer:
For Mandela, love comes more naturally to the human heart than hate.

Oral Comprehension Check (Page – 24)

Question 1.
What “twin obligations” does Mandela mention?
Answer:
According to Mandela, every man has twin obligations. The first obligation is to his family, parents, wife and children; the second obligation is to his people, his community and his country.

Question 2.
What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
Answer:
For Mandela, as a boy, freedom meant to run in the field near his mother’s hut, to swim freely in the stream, to roast mealies under the stars and ride the broad backs of slow moving bulls. As a student, freedom meant to stay out at nights and to do free things. Fie then talked about certain “basic honourable freedoms” such as achieving his potential of earning his living and of marrying and having a family. He built the contrast between these two freedoms by stating that the transitory freedoms he wanted were limited to him, whereas the honourable freedoms had to do more with his and his people’s position in the society.

Question 3.
Does Mandela think the oppressor is free? Why/Why not?
Answer:
Mandela does not feel that the oppressor is free because according to him, an oppressor is a prisoner of hatred, who is locked behind the bars of prejudice and narrow – mindedness. He feels that both the oppressor and the oppressed are robbed of their humanity.

Thinking about the Text

Question 1.
Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?
Answer:
South Africa was in the grip of apartheid for centuries. When Mandela became the President, a large number of International leaders attended the inauguration. They just attended because it was a historic moment in the history of South Africa because the non – racial government was established in the country.

Question 2.
What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
Answer:
It implies that he could identify with the unimaginable sacrifices of all those noble and courageous men who fought for the collective freedom of the African people. He was pained that he could not thank them and that they could not see what their sacrifices had wrought.

Question 3.
Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?
Answer:
Yes, I agree that the “depths of oppression” create “heights of character”. Mandela thought that the decades of brutality and oppression had an unintended effect of creating many African patriots with unimaginable heights of character. Thus, he felt that the greatest wealth of South Africa is its people. In similar manner, Bhagat Singh, Chandra Shekhar Azad, etc., were courageous while facing utmost cruelty at the hands of British.

Question 4.
How did Mandela’s understanding of freedom change with age and experience?
Answer:
Mandela’s understanding of freedom changed with age and experience in due course of time.
As a boy, Mandela did not have a hunger for freedom because he thought that he was bom free. He would run freely in the field, swim in the stream and enjoy roasted mealies under the stars. He believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner.

He had certain needs as a teenager as well as a young man. Gradually, he realized that he was selfish during his boyhood. He gradually understood that it was not just his freedom that was being curtailed, but the freedom of all blacks. It is after attaining this understanding that he developed a hunger for the freedom of his people.

Question uestion 5.
How did Mandela’s ‘hunger for freedom’ change his life?
Answer:
Mandela realized in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. The hunger for his own freedom became the hunger for the freedom of his people. This desire of a non – racial society transformed him into a virtuous and self – sacrificing man. Thus, he joined the African National Congress and this changed him from a frightened young man into a bold man.

Thinking about Language

I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing – (at)ion or ment. There may be change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.

Question 1.
Make a list of such pairs of nouns and verbs in the text.

Noun	Verb
rebellion	rebel
constitution	constitute
–	–
–	–
–	–
–	–

Answer:

Noun	Verb
rebellion	rebel
constitution	constitute
formation	form
inauguration	inaugurate
obligation	oblige
transformation	transform
discrimination	discriminate
deprivation	deprive
demonstration	demonstrate
oppression	oppress

Question 2.
Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.
Martin Luther King’s …………. (contribute) to our history as an outstanding leader began when he came to the …………. (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ……………. (subjugate) and (humiliate) by the police and the legal system. Beatings, …………… (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non – violent ………….. (resist) to racial injustice.
Answer:
Martin Luther King’s contribution to our history as an outstanding leader began when he came to the assistance of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation and humiliation by the police and the legal system. Beatings, imprisonment and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non – violent resistance to racial injustice.

II. Using the Definite Article with Names

You know that the definite article ‘the’ is not normally used before proper nouns. Nor do proper nouns usually occur in the plural. (We do not say: *The Nelson Mandela, or *Nelson Mandelas.) But now look at this sentence from the text: … the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time. Used in this way with the and/or in the plural, a proper noun carries a special meaning. For example, what do you think the names above mean?
Choose the right answer.
(a) for example Oliver Tambo, Walter Sisulu, ………..
(b) many other men like Oliver Tambo, Walter Sisulu ………. many men of their type or kind, whose names may not be as well known.
Did you choose option (b)? Then you have the right answer!
Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)
1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
Answer:

1. This means that Mr Singh regularly invites famous personalities like Amitabh Bachchan and Shah Rukh Khan to his parties.
2. This means that Madhuri Dixit is compared to a landmark in acting in the form of legendary actress Madhubala.
3. This means that history is not only the story of the great fighters and leaders such as Alexander, Napoleon and Hitler, but also of ordinary people.

III. Idiomatic Expressions

Question 1.
Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. {Hint: First look for the sentence in the text in which the phrase in column A occurs.)

A	B
1. was nut unmindful uj the lad	(i) had nut forgotten; was aware of the fact (ii) was not careful about the fact (iii) forgot or was not aware of the fact
2. when my comrades and I were pushed to our limits	(i) pushed by the guards to the wall (ii) took more than our share of beatings (iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going	(i) make me go on walking (ii) help me continue to live in hope in this very difficult situation (iii) make me remain without complaining
4. the basic and honourable freedoms of.. .earning my keep,…	(i) earning enough money to live on (ii) keeping what I earned (iii) getting a good salary

Answer:

A	B
(i) A rainbow gathering of different colours and nations	– A beautiful coming together of various peoples, like the colours in a rainbow
(ii) The seat of white supremacy	– The centre of racial superiority
(iii) Be overwhelmed with a sense of history	– Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
(iv) Resilience that defies the imagination	– A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
(v) A glimmer of humanity	– A sign of human feeling (goodness, kindness, pity, justice, etc.)
(vi) A twilight existence	– A half – secret life, like a life lived in the fading light between sunset and darkness

Speaking

Question 1.
In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.)
True liberty is freedom from poverty, deprivation and all forms of discrimination.

• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights

Answer:
Hon’ble Director, Principal, teachers and my friends! Today we have been given a topic ‘True liberty is freedom from poverty, deprivation and all forms of discrimination’. Liberty does not merely mean the freedom from any bondage or dictatorial rule. But it should be in all spheres of life whether it is life, education, thought, action, etc.A number of people do not get two square meals a day. It is all due to poverty. They are not even able to fulfil the basic needs of their lives.

Casteism plays an important role in Indian society. There is a big hiatus between the rich and the poor. People are even discriminated on the basis of gender, religion, class, etc. This sort of practice should be stopped at all costs. They should enjoy the rights as enshrined in our constitution. If we get freedom from poverty, deprivation and discrimination then only can we enjoy true liberty. Thanks

Writing

I. Looking at Contrasts
Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance. Use the following phrases to complete the sentences given below.
(i) they can be taught to love.
(ii) I was born free.
(iii) but the triumph over it.
(iv) hut lie u ho conquers that fear.
(v) to create such heights ol character.
It requires such depths of oppression …………………
Courage was not the absence of fear ………………
1. The brave man is not he who does not feel afraid
2. If people can learn to hate …………….
3. I was not bom with a hunger to be free.
It requires such depths of oppression to create such heights of character. Courage was not the absence of fear but the triumph over it.
Answer:

1. The brave man is not he who does not feel afraid but he who conquers that fear.
2. If people can learn to hate they can be taught to love.
3. I was not bom with a hunger to be free. I was born free.

II. This text repeatedly contrasts the past with the present or the future.

We can use coordinated clauses to contrast two views, for emphasis or effect. Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.
1. For decades the Union Buildings had been the seat of white supremacy, and now ……..
2. Only moments before, the highest generals of the South African defence force and police ……. saluted me and pledged their loyalty………… not so many years before they would not have saluted……………….
3. Although that day neither group knew the lyrics of the anthem …, they would soon …………….
4. My country is rich in the minerals and gems that lie beneath its soil, ……………….
5. The Air Show was not only a display of pinpoint precision and military force, but ……………..
6. It was this desire for the freedom of my people …………. that transformed …………….. into a bold one, that drove …………….. to become a criminal, that turned ……….. into a man without a home.
Answer:

1. it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non – racial government.
2. officials, but arrested me.
3. now, know the words by heart.
4. but its greatest wealth is its people.
5. a demonstration of the military’s loyalty to democracy.
6. a frightened young man, a law-abiding attorney, a family – loving husband

III. Expressing Your Opinion

Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this. You have the option of making your paragraph a humorous one.
(Read the short verse given below.)
When you were bom you were pink
When you grew up you became white
When you are in the sun you are red
When you are sick you are yellow
When you are angry you are purple
When you are shocked you are grey
And you have the cheek to call me ‘coloured’.
Answer:
Absolutely not. There is no colour prejudice in our country. In Indian Constitution all people have been provided equal status. There is no discrimination on the basis of caste, colour and creed. We all are human beings. In our country, only one thing prevails, i.e., humanity. It binds us together. A few years ago, colour prejudice was prevalent in South Africa. The white people tortured the black people. They were also meted out barbarous treatment that was against the humanity.

The same was the case of India while the Britishers ruled over India. But after independence, this practice does not prevail with constitutional safeguards and in our country this sort of thing does not happen. All people enjoy equal rights and also equal opportunity as enshrined in our Constitution.

JAC Class 10th English Nelson Mandela: Long Walk to Freedom Important Questions and Answers

I. Short Answer Type Questions (20 – 30 words & 2 marks each)

Question 1.
What sort of impact was created on Nelson Mandela by the decades of oppression?
Answer:
The decades of oppression made Mandela a strong person. He aimed to liberate the South Africans from the continuing bondage of poverty, deprivation, suffering and other kinds of discrimination. He decided to have freedom and justice for everyone.

Question 2.
What is the importance of 10th May 1994 for South Africa?
Answer:
On 10th May 1994, the first democratic non – racial government was formed in South Africa. Nelson Mandela became the first black president of the country.

Question 3.
What did Nelson Mandela pledge when he took oath of presidency of South Africa?
Answer:
Nelson Mandela pledged to uphold the constitution of his country and devote himself to
liberate his people from the bondage of poverty, suffering, gender and other discriminations. There would be freedom and justice for all.

Question 4.
What is the greatest wealth a country has, according to Nelson Mandela?
Answer:
South Africa is rich in mineral and gems but these are not the greatest wealth of a nation. According to Mandela, the greatest wealth of a nation is its people. They are purer and truer than any diamond or jewel.

Question 5.
What are the ideals which Mandela set for the future of South Africa in his swearing – in ceremony?
Answer:
Mandela emphasised to liberate all the people from poverty, deprivation, suffering, gender and other discriminations in his swearing – in ceremony.

Question 6.
What did Mandela think for the oppressor and the oppressed?
Answer:
Mandela always thought that both the oppressor and the oppressed are deprived of their humanity. Oppressor is a prisoner of hatred while oppressed has no confidence in humanity. So both of them need to be liberated.

Question 7.
How is courage related to the brave man, according to the author of the lesson?
Answer:
The author believes that courage is not the absence of fear, but the triumph over it. The brave man is not the one who does not feel fear of any kind but is the one who has the courage to conquer it.

II. Short Answer Type Question uestion uestions (40 – 50 words & 3 marks each)

Question 1.
What thought pestered Nelson Mandela on becoming the president of South Africa?
Answer:
After becoming the president of South Africa, Nelson Mandela was sad as he found himself
unable to thank all those African patriots who had fought and sacrificed their lives for independence. The thought that they were no more to see what their sacrifices had brought, pained him a lot.

Question 2.
Why is the gathering of various leaders and dignitaries said to be a gathering of different colours and nations?
Answer:
The end of apartheid regime was a common victory for peace, justice and human dignity. Leaders and dignitaries of nations across the world, irrespective of their colour, race and religion had gathered to celebrate that victory. And such a site presented a rainbow gathering of different colours and nations.

Question 3.
What resulted from the experience of an extraordinary human disaster and why should humanity be proud of it?
Answer:
The apartheid regime was an absolute human disaster for the blacks of South Africa. End of the apartheid led to the foundation of a democratic non – racial regime in the country. This government based on human equality and dignity would be an ideal one which all humanity would be proud of.

Question 4.
What did the display of jets and military salute represent?
Answer:
It was a splendid show of South African jets and troop carriers over the Union Buildings. The top brass of the military and the police saluted President Mandela. It was a vivid demonstration of the allegiance of the military and the police to a free and fairly elected government.

Question 5.
How did Mandela describe ‘true freedom’?
Answer:
When Mandela was a kid, running freely in the fields and swimming in the streams were freedom to him. As a young man, he wanted basic and honourable freedom, i.e., to earn his living and nourish a family. According to him, true freedom is something that allows a person to lead a lawful life without any obstruction.

Question 6.
What promise does Mandela make in the beginning of his oath-taking speech?
Answer:
In his oath – taking speech, Mandela at first, thanks all the international leaders and guests as he calls it an occasion of joy and victory for justice. He promises that the country shall not again experience the oppression of one by another.

Question  7.
Why did inauguration ceremony take place in the amphitheatre formed by the Union Building in Pretoria?
Answer:
It was the first democratic, non – racial government that took oath in South Africa. The ceremony was attended by the dignitaries from more than 140 countries around the world and thousands of the people of South Africa of all the races to make the day memorable. So, it took place in the amphitheatre formed by the Union Building in Pretoria.

Question 8.
What do you understand by ‘Apartheid’ in the context of South Africa?
Answer:
‘Apartheid’ is a political system that divides people according to their race. In this system, black-coloured people in South Africa were not free even to discharge their personal and social obligations of being parents, sons and husbands, etc. This system of racial segregation existed in South Africa till the 1990s.

Question 9.
Describe the effect of the policy of apartheid on the people of South Africa.
Answer:
The policy of apartheid could not be considered fortunate for the people of South Africa. It created distance and a deep wound in the country and the people. Many great men like Oliver Tambo, Walter Sisulu, Yusuf Dadoo, Bram Fischer, etc., were produced due to the brutality and oppression. They were men of great character.

Question 10.
What did Mandela realise about his brothers and sisters?
Answer:
Mandela realised that his brothers and sisters were not free even in their own country due to their colour. The freedom of everyone in his society was curtailed. He joined the African National Congress and fought for the freedom of the people of his country.

III. Long Answer Type Questions (100 – 120 words & 5 marks each)

Question 1.
Why was Mandela overwhelmed with a sense of history? Elucidate the onset of apartheid regime and its end.
Answer:
Nelson Mandela was overwhelmed with a sense of history’ on the day of the inauguration of the Republic as it was natural for a person who had taught against the hated regime for decades. The white groups patched up their differences after the Anglo – Boer war and constituted a system of racial domination against the black peoples of their own land.

The birth of the apartheid was the birth of one of the harshest and the most inhuman regimes in the world. It was based on racial discrimination and oppression. This disparity in treatment produced thousands of black patriots who were ready to sacrifice their lives for the freedom of their fellow people. The determined struggle of these black heroes resulted in their victory. A democratically elected government by President Nelson Mandela was installed on 10th May, 1994.

Question 2.
What does Nelson Mandela refer to as “an extraordinary human disaster”?
Answer:
Nelson Mandela refers to the apartheid policy of the white race against the black people as “an extraordinary human disaster”. White people snatched freedom from the coloured people of South Africa to whom the country belonged. The black people were subjected to oppression for long. They were not even allowed to discharge their obligations to their own families, community and their country. White people had no compassion for them and oppressed their own people and put them in prison. If they had some freedom, it was curtailed. The black people lived the life of a slave.

Question 3.
Describe the views of Mandela for the black people who fought and sacrificed their lives for the country’s political independence.
Answer:
Mandela always said that the political freedom was the result of sacrifices of thousands of the black people who fought for that. He said that it could not be repaid. He thought himself as the sum of all of those African patriots. He regretted that he could not thank them. He cursed the policy of apartheid that wounded the people of his country, which would take centuries to heal. He also said that the oppression and brutality of the white people produced great freedom fighters like Oliver Tambo, Walter Sisulu, Luthuli, Dadoo, Fischer, Sobukwe and many more. They were the men of courage, wisdom and large heartedness. They really suffered a lot for the political freedom of the country.

Question 4.
What does Mandela mean to say that the oppressor and the oppressed alike are robbed of their humanity?
Answer:
Mandela is right in saying that the oppressor and the oppressed alike are robbed of their humanity. Both of them are actually the victims of hatred. Everyone is obliged to discharge their duties whether personal or social but without freedom a man cannot do so. The person who snatches this freedom of a man is really an oppressor and a prisoner of hatred. He lacks humanity. But this is the same with a person who is oppressed by the other.

Question 5.
Describe the obligations which the author is talking about and also his feelings for them.
Answer:
In the chapter, the author has talked about two obligations for every man. The first obligation is towards his family, parents, his wife and children. The second is towards his community and his country. Being a social person one has to fulfil both these obligations. But, being a black coloured person in South Africa, a man was not free to perform his obligations and got punished if he had tried to do that. Being a child, the author never thought of such obligations but after he did so, he fought for the people and the country to be free and enjoy the freedom of performing their duties; personal and social.

Question 6.
Describe the value of freedom for the human beings and how it is important for the growth of civilisation and humanism as described in the lesson ‘Nelson Mandela: Long Walk to Freedom’.
Answer:
Everybody wants to live free, because freedom is natural to all living beings. The value of freedom is better known to that human being who has not tasted it till he gets it. A person who is chained with the limits and not allowed to perform his duties freely, values freedom more than anyone else.

For instance, the value of freedom is known better to Mandela who remained behind the bars most of his life. Think about birds or animals who are caged as they have the habit of living with full freedom but in the cage they are not free and their conditions are very pitiable. Similarly, life becomes a hell if we are deprived of freedom. There is no growth of civilisation as it grows only when one has freedom. Similarly, humanism grows in the atmosphere of freedom.

Question 7.
“I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.” Discuss it with reference to the context and also how courage is related to the brave man.
Answer:
In this chapter, the author has defined the brave as the one who has the courage to conquer fear. Say that if you are courageous you can achieve whatever you want. Fear should not come in your way. As in the case of Mandela, although he belonged to the black community and faced a lot of problems even then he achieved the feat of freedom. Fie was brave in real sense of the term.

It was also his thought that the brave man does not feel fear but he conquers that fear. If you feel afraid then you can’t overcome fear. He had not adequate resources. So, we can say that through this, he became such an acclaimed and popular leader at international level. But it was his courage, determination and willpower that he led the Apartheid Movement at such a large scale and led the country to freedom.

Question 8.
“No one is born hating another person because of the colour of his skin or his backgraound or his religion people must learn to hate and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”
How does Mandela defined hatred? Explain it with reference to the lesson.
Answer:
According to Mandela, every one is bom free, whether the black or the white. It does not matter which race, skin, colour, background, or religion he belongs to. So far in the case of Nelson Mandela, he was also born free. Initially he was quite ignorant about the complexities of life or freedom. He also swam into the river, played in the open sky and enjoyed his childhood days well. But in due course of time, as he grew up, the scenario completely changed. It was also his thinking that people must leam to hate.

If they leam to hate, they can also be taught to love, only hatred, grudge or ill – will is not good for a person. All these traits may be good to certain extent, but not always. People must leam to love and also leam how to inculcate and spread love among the people. Love comes more naturally to the human heart. It comes from within. It is not a thing to be taught or leam. It is a spontaneous overflow. Nelson Mandela was also an embodiment of love. He also told the white people to love the blacks and vice versa. Through his love and sense of sacrifice, he achieved freedom and led the country towards it.

Reference To Context

Read the extracts given below and answer the questions that follow:

Question 1.
Tenth May dawned bright and clear. For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration. The inauguration would be the largest gathering ever of international leaders on South African soil. The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria. For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non – racial government.

Choose the correct option:
(a) Where did the ceremonies take place?
(i) The Castle of Good Hope, Cape Town
(ii) Robben Island, Cape Town
(iii) Union Buildings, Pretoria
(iv) None of these
Answer:
(iii) Union Buildings, Pretoria

(b) How did Pretoria look like at the time of installation of South Africa’s first democratic government?
(i) It looked like a rainbow gathering of different colours and nations.
(ii) It was not very beautiful.
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(i) It looked like a rainbow gathering of different colours and nations.

(c) A non – racial government was installed in South Africa on .
(i) 8th of May
(ii) 9th of May
(iii) 10th of May
(iv) 12th of June
Answer:
(iii) 10th of May

(d) What happened in the inauguration ceremony?
(i) The national leaders gathered on the African soil.
(ii) The international leaders gathered on the African soil.
(iii) No body turned up on the occasion.
(iv) Only a few police officials were present on the occasion.
Answer:
(ii) The international leaders gathered on the African soil.

(e) Find out a word from the passage similar in meaning to ‘surrounded.’
(i) unenclosed
(ii) unfenced
(iii) freed
(iv) besieged
Answer:
(iv) besieged

Question 2.
On that lovely autumn day I was accompanied by my daughter Zenani. On the podium, Mr de Klerk was first sworn in as second deputy president. Then Thabo Mbeki was sworn in as first deputy president. When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the well – being of the republic and its people.

Choose the correct option:
(a) Who pledged to devote himself to the well-being of the republic and its people?
(i) Nelson Mandela
(ii) F.W. de Klerk
(iii) Zenani
(iv) None of these
Answer:
(i) Nelson Mandela

(b) What did Mandela pledge for?
(i) Not to do anything
(ii) To disobey the constitution
(iii) To obey and uphold the constitution
(iv) All of these
Answer:
(iii) To obey and uphold the constitution

(c) On that day, Mandela was accompanied by his.
(i) daughter
(ii) wife
(iii) brother
(iv) mother
Answer:
(i) daughter

(d) Mandela devoted himself to the well – being of the
(i) family and friends only
(ii) republic and its people
(iii) villages and its people only
(iv) none of these
Answer:
(ii) republic and its people

(e) Find out a word from the passage similar in meaning to ‘taken oath.’
(i) obey
(ii) sworn in
(iii) gathering
(iv) uphold
Answer:
(ii) sworn in

Question 3.
It was not only a display of pinpoint precision and military force, but a demonstration of military’s loyalty to democracy, to a new government that had been freely and fairly elected. Only moments before, the highest generals of South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty. I was not unmindful of the fact that not so many years before they would not have saluted but arrested me. Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag.

Choose the correct option:
(a) Who saluted Mandela and pledged their loyalty?
(i) The white people
(ii) The students
(iii) The generals of South African defence force and police
(iv) None of these
Answer:
(iii) The generals of South African defence force and police

(b) What was he not unmindful of?
(i) That they would have told him nothing.
(ii) That they would have saluted him.
(iii) That they would not have saluted but arrested him.
(iv) Both (ii) and (iii)
Answer:
(iii) That they would not have saluted but arrested him.

(c) The display by African jets was the demonstration of military’s .
(i) royalty
(ii) peace
(iii) confidence
(iv) loyalty
Answer:
(iv) loyalty

(d) What was the specialty of the occasion?
(i) No government had been elected.
(ii) A new government had been freely and fairly elected.
(iii) It was the occasion of get together of a few people.
(iv) None of these
Answer:
(ii) A new government had been freely and fairly elected.

(e) Find out a word from the passage opposite in meaning to ‘initially.’
(i) beginning
(ii) finally
(iii) starting
(iv) limited
Answer:
(ii) finally

Question 4.
On the day of the inauguration, I was overwhelmed with a sense of history. In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land. The structure they created formed the basis of one of the harshest, most inhumane societies the world has ever known. Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been overturned for ever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.

Choose the correct option:
(a) When was the old system overturned for ever?
(i) In the first decade of 20th century
(ii) In the last decade of 20th century
(iii) In the beginning of 19th century
(iv) None of these
Answer:
(ii) In the last decade of 20th century

(b) What did the new system recognise?
(i) Rights and freedoms of limited people
(ii) Rights and freedoms of all peoples
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Rights and freedoms of all peoples

(c) On the day of the inauguration, Mandela was overwhelmed with a sense of …………
(i) history
(ii) literature
(iii) polity
(iv) economy
Answer:
(i) history

(d) After which war did the white-skinned peoples of South Africa patched up their differences?
(i) Algerian War
(ii) Anglo – Boer War
(iii) Belgian Revolution
(iv) Palestine War
Answer:
(ii) Anglo – Boer War

(e) Find out a word from the passage similar in meaning to ‘established.’
(i) erected
(ii) dissimilar
(iii) crumbled
(iv) unstable
Answer:
(i) erected

Question 5.
That day had come about through the unimaginable sacrifices of thousands of my people, people whose suffering and courage can never be counted or repaid. I felt that day, as I have on so many other days, that I was simply the sum of all those African patriots who had gone before me. That long and noble line ended and now began again with me. I was pained that I was not able to thank them and that they were not able to see what their sacrifices had wrought.

Choose the correct option:
(a) How did the special day come?
(i) Through the tremendous efforts of a few people
(ii) Through the tremendous efforts and unimaginable sacrifices of a lot of people
(iii) Through the efforts and sacrifices of the police officials
(iv) All of these
Answer:
(ii) Through the tremendous efforts and unimaginable sacrifices of a lot of people

(b) Whose suffering and courage can never be counted or repaid?
(i) The courage and suffering of a lot of people
(ii) The courage and suffering of a few people
(iii) The courage and suffering of women and children only
(iv) None of these
Answer:
(i) The courage and suffering of a lot of people

(c) The author was pained because he was not able to thank the African ………. who had gone before him.
(i) police
(ii) officials
(iii) patriots
(iv) students
Answer:
(iii) patriots

(d) Who does ‘I’ refer to in the given extract?
(i) Walter Sisulu
(ii) Nelson Mandela
(iii) Zenani
(iv) Bram Fischer
Answer:
(ii) Nelson Mandela

(e) Find out a word from the passage opposite in meaning to ‘imaginable’.
(i) tremendous
(ii) effort
(iii) unimaginable
(iv) perseverance
Answer:
(iii) unimaginable

Question 6.
I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear. No one is bom hating another person because of the colour of his skin or his background or his religion. People must leam to hate and if they can leam to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite. Even in the grimmest . times in prison, when my comrades and I were pushed to our limits, I would see a glimmer of humanity in one of the guards, – perhaps just for a second, but it was enough to reassure me and keep me going. Man’s goodness is a flame that can be hidden but never extinguished.

Choose the correct option:
(a) Whose goodness is a flame that can be hidden but never extinguished?
(i) Animal
(ii) Man
(iii) Both (i) and (ii)
(iv) None of these
Answer:
(ii) Man

(b) How did Mandela define the brave?
(i) One who have courage to conquer fear.
(ii) One who have no courage to conquer fear.
(iii) One who have courage to beat the people.
(iv) One who have courage to beat and humiliate the people.
Answer:
(i) One who have courage to conquer fear.

(c) Love comes more naturally to the than its opposite.
(i) animal heart
(ii) human heart
(iii) both (i) and (ii)
(iv) none of these
Answer:
(ii) human heart

(d) In whom did Mandela see a glimmer of humanity?
(ii) human heart
(ii) One of the friends
(iii) One of the govt, employees
(iv) None of these
Answer:
(ii) human heart

(e) Find out a word from the passage similar in meaning to ‘sufficient.’
(i) scanty
(ii) enough
(iii) fruitful
(iv) worthless
Answer:
(ii) enough

Question 7.
I was not bom with a hunger to be free. I was bom free – free in every way that I could know. Free to ran in the fields near my mother’s hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow – moving bulls. As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God.

Choose the correct option:
(a) Who was not born with a hunger to be free?
(i) Nelson Mandela
(ii) The African Police
(iii) The African officials
(iv) None of these
Answer:
(i) Nelson Mandela

(b) What did Mandela do in his childhood?
(i) Only ran in the field
(ii) Only swam in the clear stream
(iii) Only roasted mealies in the fields
(iv) All of these
Answer:
(iv) All of these

(c) Mandela was born in every way that he could know.
(i) handicapped
(ii) free
(iii) both (i) and (ii)
(iv) none of these
Answer:
(ii) free

(d) Till what time did Mandela not feel troubled by the laws of man or God?
(i) As long as he obeyed his father and abided by the customs of his tribe.
(ii) As long as he did not obey his father.
(iii) As long as he obeyed his mother.
(iv) As long as he obeyed his relatives.
Answer:
(i) As long as he obeyed his father and abided by the customs of his tribe.

(e) Find out a word from the passage similar in meaning to ‘starvation’.
(i) thirst
(ii) hunger
(iii) freedom
(iv) slavery
Answer:
(ii) hunger

Question 8.
It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose. Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family the freedom not to be obstructed in a lawful life.

Choose the correct option:
(a) What type of freedom did Mandela want for himself when he was a student?
(i) Permanent freedom
(ii) Transitory freedom
(iii) No freedom at all
(iv) All of these
Answer:
(i) Permanent freedom

(b) What type of freedom did Mandela want for himself when he was a young man?
(i) Basic and honourable freedom
(ii) Transitory freedom
(iii) Freedom of all types
(iv) None of these
Answer:
(iv) None of these

(c) Mandela’s boyhood freedom was a/an …………
(i) honour
(ii) illusion
(iii) dishonour
(iv) none of these
Answer:
(ii) illusion

(d) From which lesson has this extract been taken?
(i) A Letter to God
(ii) First Flight
(iii) Nelson Mandela : A Long walk to Freedom
(iv) The Glimpses of India
Answer:
(i) A Letter to God

(e) Find out a word from the passage opposite in meaning to ‘bondage’.
(i) slavery
(ii) illusion
(iii) freedom
(iv) dejection
Answer:
(ii) illusion

Question 9.
But then I slowly saw that not only was I not free, but my brothers and sisters were not free. I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did. That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people. It was this desire for the freedom of my people to live their lives with dignity and self – respect that animated my life, that transformed a frightened young man into a bold one, that drove a law – abiding attorney to become a criminal, that turned a family – loving husband into a man without a home, that forced a life – loving man to live like a monk.

Choose the correct option:
(a) Whose freedom was curtailed?
(i) The freedom of Mandela
(ii) The freedom of his brothers and sisters
(iii) The freedom of his father and mother
(iv) The freedom of everyone
Answer:
(iv) The freedom of everyone

(b) Where did Nelson Mandela join?
(i) The Indian National Congress
(ii) The African National Congress
(iii) The League of Nations
(iv) None of these
Answer:
(ii) The African National Congress

(c) What was the desire of the African people?
(i) To live their lives with dignity and self – respect
(ii) To live their lives with indignity and disrespect
(iii) To live their lives with more enthusiasm
(iv) None of these
Answer:
(i) To live their lives with dignity and self – respect

(d) The desire for freedom transformed a frightened young man into a one.
(i) mean
(ii) bold
(iii) literate
(iv) none of these
Answer:
(ii) bold

(e) Find out a word from the passage similar in meaning to ‘changed’. v
(i) transformed
(ii) unchanged
(iii) unvaried
(iv) permanent
Answer:
(i) transformed

Nelson Mandela: Long Walk to Freedom Summary

Nelson Mandela: Long Walk to Freedom About the Author

• Nelson Rolihlahla Mandela (July 18, 1918 to December 5,2013) was a non – violent, anti-apartheid activist, politician and philanthropist.
• Mandela joined the African National Congress in 1942 when he was in his 20s.
• He campaigned against the South African government and its racist policies.
• Mandela spent 27 years in prison for political offenses.
• Mandela became South Africa’s first Black President from 1994 to 1999
• In 1993, Mandela and South African President F.W. de Klerk were jointly awarded the Nobel Peace Prize for their efforts to dismantle the country’s apartheid system.
• ‘Long Walk to Freedom ’ is an autobiography of Nelson Mandela.
• Nelson Mandela died on December 5, 2013 at the age of 95 in Johannesburg.

Nelson Mandela: Long Walk to Freedom Gist of the Lesson

This lesson has been taken from the autobiography of Nelson Mandela’s ‘Long Walk to Freedom’. Nelson Mandela, the first Black President of South Africa, after more than 3 centuries of white rule, celebrated the grand ceremony of the first democratic non-racial government. The African National Congress won 252 out of 400 seats in the first democratic election in South Africa. Such type of victory was really a glorious moment for the people of this country. In his swearing ceremony, he said, “Never, never again shall it be that this beautiful land will again experience the oppression of one by another.”

It was the largest gathering on African soil. He pays homage to the freedom fighters like Oliver Tambo, Luthuli, Yusuf Dadoo, Walter Sisuleu, etc. They were men of courage, wisdom and generosity. He regards those people who sacrificed their lives for the cause of courage. It was not the absence of fear but the victory over it. The important leaders from the world gathered in the oath ceremony on the morning of 10th May, 1994. Two national anthems ‘Die-Stem’ and ‘NKOSi Sikelel-iAfrika’ were sung by the black and the white respectively. He says that every man has his duties to his family, to the community and the country to perform honestly.

Nelson Mandela: Long Walk to Freedom Summary

1. The view of the inauguration ceremony: On May 10th, 1994, the inauguration ceremony of the first non-racial government was held at the lovely amphitheatre in the Union Buildings in Pretoria. Politicians and dignitaries from more than 140 countries attended the ceremony.

2. Swearing – in ceremony: Mr de Klerk was sworn in as second deputy president, Thabo Mbeki as first deputy president and Nelson Mandela was sworn in as the President of South Africa.

3. Mandela’s ceremonial speech: On the podium, Mandela said that the presence of people from different nations confer glory and hope to liberty. The blacks were organising the ceremony for the world leaders on their soil. Their victory over apartheid was a common victory for justice, peace and human dignity. They would work to liberate all the people from poverty and diseases.

4. Display of military power: After a few moment, South African jets, helicopters and troop carriers displayed a spectacular show of pinpont precision and military prowess. It was a demonstration of military’s loyalty to the fairly elected government. Later, two national anthems were also played.

5. Overwhelmed with a sense of history: Nelson Mandela felt a sense of history on the inauguration day. Apartheid was introduced after a few years of Anglo – Boer war. Segregation of people according to their races was the most inhumane and the harshest. Now the system of equality had replaced the apartheid.

6. Apartheid regime: The apartheid regime created an indelible mark of horror on South Africa and its people. The years of oppression and brutality created the men of outstanding courage, wisdom and generosity, namely, Oliver Tambos, the Walter Sisulus, the Chief Luthulis, the Yusuf Dadoos, the Bram Fischers and the Robert Sobukwes.

7. People are greatest wealth: Nelson Mandela said that South Africa is rich in minerals and gems but then its greatest wealth is its people who are worth more than the purest diamonds.

8. Learning the meaning of courage: Nelson Mandela learnt the meaning of courage from his comrades during struggling times. He said that courage was not the absence of fear, but the triumph over it and the man who conquers his fear was a brave man.

9. Twin obligations in life: Nelson Mandela said that every man had two obligations in his life. One obligation to his family, parents, wife and children and second, to his people, community and country. A South African person was never able to fulfil these obligations.

10. Nelson Mandela joined the African National Congress: Nelson Mandela realised that he along with his brothers and sisters were also deprived of freedom. So, he joined the African National Congress. His desire for freedom of everyone changed him from a weak person to a strong one. He realised that the freedom is indivisible and both the oppressed and the oppressor must be liberated.

Nelson Mandela: Long Walk to FreedomLesson at a Glance

1. The inauguration ceremony of the first non – racial government in South Africa took place at the lovely sandstone amphitheatre in the Union Buildings in Pretoria on May 10, 1994.

2. Nelson Mandela was sworn-in as the first black’President of South Africa along with Thabo Mbeki and Mr de Klerk as the first and second deputy presidents respectively, in the presence of politicians and dignitaries from more than 140 countries.

3. Mandela delivered the speech on South Africa’s history that how white supremacy prevailed in the past when blacks were considered outlaws.

4. Victory over ‘apartheid’ was a common victory for justice, peace and human dignity. After the win of political freedom, people of South Africa would work to liberate their people from the bondage of poverty, deprivation and diseases.

5. Military showed its loyalty to democracy and the new government by presenting a spectacular display of South African jets and helicopters in the sky. Two national anthems were also played.

6. Apartheid was introduced in South Africa after a few years of Anglo-Boer war. It was a society based on racial – discrimination, considered to be the harshest and the most inhuman society in the world.

7. Apartheid created a deep and indelible scar in people’s lives. Moreover, the men of extraordinary courage, wisdom and generosity like Oliver Tambos and Sisulus were shaped by this society.

8. The greatest wealth of South Africa lied in such great men and not in its minerals and diamonds.

9. Nelson Mandela learned the meaning of courage from such brave patriots. He said that courage is the victory over fear. These people were ready to risk their lives for the idea of freedom and equality.

10. He thought that every man has twin obligations, viz., to his wife and children and to his people and country.

11. Any black who tried to live a free life, was either punished or forced to live an isolated life.

12. Nelson Mandela joined the African National Congress as he realised that he along with his brothers and sisters was deprived of freedom.

13. His desire for freedom of his people and their self-respect transformed him from a weak person to a bold one.

14. He realised that the freedom is indivisible and the oppressed must be liberated.

Nelson Mandela: Long Walk to Freedom Character Sketch

Nelson Mandela: Nelson Mandela was the first president of South Africa. He played an instrumental role in fight against the racial regime in South Africa and also installing the first democratically elected government. He never wavered in his devotion to democracy, equality and learning. His life is an inspiration to those who are oppressed and deprived. He changed the socio – political scenario of South Africa. Even after facing sufferings and tortures in prison, he led the country to the path of democracy.

Nelson Mandela: Long Walk to Freedom Word – Meanings

Word	Meaning	Word	Meaning
apartheid	a political system that separates people according to their race	recently	very soon
century	a period of hundred years	autobiography	history of one’s life written by oneself
occasion	Meaning	took place	Meaning
inauguration	chance	amphitheatre	happened
dignitaries	an act of commencing formally	oppression	a circular or oval building with space
jubilant	men of excellence, high rank	unimaginable	cruelty
ceremony	rejoicing	decade	that which can’t be imagined
supremacy	a formal public occasion	installation	a period of ten years
accompanied by	higher authority of power	uphold	act of placing in an office
symbolised	helped by, supported by	despised	sustain, support
overwhelmed	have a typical resemblance	profound	hated, disliked
rebellion	submerged	prevented from	deep
illusion	revolt	ripped	prohibited
monk	a false idea or belief	virtuous	cut of, separate
yearned	holy man	obligations	full of qualities
inclinations	longed, desired	abided by	moral binding, responsibility
attorney	natural tendencies of behaviour, urge to act	array	obeyed
chevom	legal representative	emancipation	arrangement
generosity	pattern in the shape of a ‘V’	narrow – mindedness	freedom from restriction
prejudice	openness, liberality	discrimination	narrow in thoughts
regardless	preconceived notion	deprivation	being treated differently
besieged by	nevertheless	assembled	dispossession
extraordinary	surrounded closely by	disaster	gathered
confer	amazing, exceptional	outlaws	calamity, tragedy
emancipation	to give	bedecked	law breakers
precision	release, liberation	resilience	decorated, adorned

JAC Class 10 English Solutions

JAC Board Class 9th Science Solutions Chapter 8 Motion

JAC Class 9th Science Motion InText Questions and Answers

Page 100

Question 1.
An object has moved through a distance. Can it have zero displacement? If yes, support your answer with an example.
Answer:
Yes, an object can have zero displacement even after it has moved through a distance. We know that distance is just the length of path an object has covered irrespective of its direction or position with reference to a certain point, whereas the shortest distance measured from the initial to the final position of an object is known as displacement. For example, an object starts from point A and after covering a distance of say 50 metres, reaches at point B. Hereafter, it again moves back to point A.

Here the distance covered by an object is = AB + BA = 50 m + 50 m = 100 m
whereas displacement of object is = AB – BA = 50 m – 50 m = 0 m.
As initial position of object is same as that of its final position, hence its displacement, which is distance measured from the initial to the final position, is zero.

Question 2.
A farmer moves along the boundary of a square field of side 10 m in 40s. What will be the magnitude of displacement of the farmer at the end of 2 minutes 20 seconds from his initial position?
Answer:
Given, length of each side = 10 m
Distance covered in 1 lap = Perimeter of ABCD = 4 × 10 = 40 m
Time taken by farmer to cover 1 lap = 40s
Speed of farmer = \(\frac{40}{40 s}\) = 1m/s
Distance covered by farmer in 2 minutes 20s = Speed × Time = 1 × 140 s = 140 m
Number of laps covered = \(\frac{140}{40}\)
= 3.5 laps
After 140s, the farmer will be at position C (i.e., 3 and \(\frac{1}{2}\) laps)
Displacement = AC = (AB² + BC²)^1/2
= (100 + 100)^1/2
= 10√2 = 10 × 1.414 = 14.14m

Question 3.
Which of the following is true for displacement?
1. It cannot be zero.
2. Its magnitude is greater than the distance travelled by the object.
Answer:
Both of the statements are not true as:

1. Displacement can be zero.
2. Its magnitude is either less or equal to the distance travelled by the object

Page 102

Question 1.
Distinguish between speed and velocity.
Answer:

Speed	Velocity
(a) The distance travelled by a moving body per unit time is called its speed.	(a) The distance travelled by a moving body, in a particular direction, per unit time is called its velocity.
(b) It is a scalar quantity.	(b) It is a vector quantity.
(c) It can be changed only by changing the distance travelled by a body in a particular time.	(c) It can be changed by changing the object’s speed, direction of motion or both.

Question 2.
Under what conditions is the magnitude of average velocity of an object equal to its average speed?
Answer:
The magnitude of average velocity of an object is equal to its average speed only when it is moving in a straight line without turning back.

Question 3.
What does the odometer of an automobile measure?
Answer:
Odometer of an automobile measures the distance covered by the automobile.

Question 4.
What does the path of an object look like when it is in uniform motion?
Answer:
The path of an object looks like a straight line when it is in uniform motion.

Question 5.
During an experiment, a signal from a spaceship reached the ground station in five minutes. What was the distance of the spaceship from the ground station? The signal travels at the speed of light, that is, 3^1/2 ,10⁸ms^-1
Answer:
Time taken = 5 minutes = 5 × 60s = 300 seconds
Speed of signal u = 3 × 10⁸ m/s
Distance = ?
Speed = Distance / Time
∴ Distance = speed × time
Distance = 3 × 10⁸ × 300 = 9 × 10¹⁰ m

Page 103

Question 1.
When will you say a body is in
(a) uniform acceleration?
(b) non – uniform acceleration?
Answer:
(a) A body is said to be in uniform acceleration if it travels in a straight line and its velocity increases or decreases by equal amounts in equal intervals of time. Acceleration due to gravity is an example of uniform acceleration.

(b) A body is said to be in non – uniform acceleration if the rate of change of its velocity is not constant, Acceleration of a train running from one station to another is a nonuniform acceleration.

Question 2.
A bus decreases its speed from 80 km h^-1 to 60 km h^-1 in 5s. Find the acceleration of the bus.
Answer:
Initial speed of the bus (u) = 80 km h^-1
\(\frac{80 \times 1000 \mathrm{~ms}^{-1}}{60 \times 60}\) = \(\frac{800 \mathrm{~ms}^{-1}}{36}\)
Final speed of the bus (v) = 60 km h^-1
= \(\frac{60 \times 1000 \mathrm{~ms}^{-1}}{60 \times 60}\) = \(\frac{600 \mathrm{~ms}^{-1}}{36}\)
Time in transition (t) = 5s
The acceleration of the bus (a)
\(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{t}}\) = \(\frac{\left(\frac{800}{36}-\frac{600}{36}\right)}{5}\) = \(\frac{\left(\frac{-200}{36}\right)}{5}\)
\(\frac{5.55 \mathrm{~ms}^{-1}}{5 \mathrm{~s}}\) = 1.11 ms^-1

Question 3.
A train starting from a railway station and moving with uniform acceleration attains a speed 40 km h^-1 in 10 minutes. Find its acceleration.
Answer:
Initial speed of the train (u)
= 0 ms^-1
Final speed of the train (v) = 40 km h^-1
= \(\frac{40 \times 1000}{60 \times 60} \mathrm{~ms}^{-1}\) = \(\frac{400}{36} \mathbf{m s}^{-1}\)
Time in transition (t) = 10 minutes = 10 × 60s = 600s
The acceleration of the train (a) = \(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{t}}\) = \(\frac{\left(\frac{400-0}{36}\right)}{600}\) = \(\frac{11.11}{600}\) ms^-2
= 0.0185 ms^-2

Page-107

Question 1.
What is the nature of the distance-time graphs for uniform and non-uniform motion of an object?
Answer:
(a) For uniform motion, the distance time graph is a straight line inclined with the time-axis.
(b) For non – uniform motion, the distance – time graph is a curved line.

Question 2.
What can you say about the motion of an object whose distance-time graph is a straight line parallel to the time axis?
Answer:
Motion of an object whose distance – time graph is a straight line parallel to the time axis is not moving at all and is in the state of rest.

Question 3.
What can you say about the motion of an object if its speed – time graph is a straight line parallel to the time axis?
Answer:
The motion of an object, if its speed – time graph is a straight line parallel to the time axis, indicates that the object is moving with a uniform speed.

Question 4.
What is the quantity which is measured by the area occupied below the velocity – time graph?
Answer:
Displacement covered by the body in the given time interval.

Page 110

Question 1.
A bus starting from rest moves with a uniform acceleration of 0.1 ms^-2 for 2 minutes. Find
(a) the speed acquired,
(b) the distance travelled.
Answer:
Here,
u = 0, a = 0.1 ms^-2, t = 2 min = 120s
(a) v = u + at = 0 + (0.1 × 120) = 12 ms^-1
(b) s = ut + \(\frac{1}{2}\) at²
= (0 × 120) + (\(\frac{1}{2}\) × 0.1 × (120)²)
= 720m.

Question 2.
A train is travelling at a speed of 90 km h^-1. Brakes are applied so as to produce a uniform acceleration of -0.5 ms^-2. Find how far the train will go before it is brought to rest.
Answer:
Here, u = 90 km h^-1 = 90 x \(\frac{5}{18}\) ms^-1 = 25 ms^-1
a = O.5 ms^-2
v= O
As v² – u² = 2as
O² – (25)² = 2 × (-0.5) × s
or s = \(\frac{-(25 \times 25)}{2 \times-0.5}\) = \(\frac{-625}{-1}\) = 265m.

Question 3.
A trolley, while going down an inclined plane, has an acceleration of 2 cm s^-2. What will be its velocity 3s after the start?
Answer:
Initial velocity of trolley (u) = 0 cm s^-1
Acceleration (a) = 2 cm s^-2
Time (t) = 3s
We know that final velocity (v) = u + at = 0 + (2 × 3) cm s^-1
∴ The velocity of train after 3 seconds = 6 cm s^-1

Question 4.
A racing car has a uniform acceleration of 4ms^-2. What distance will it cover in 10 s after start?
Answer:
Initial velocity of the car (u) = 0 ms^-1
Acceleration (a) = 4ms^-2
Time (t) = 10s
We know distance (s) = ut + \(\frac{1}{2}\) at²
∴ Distance covered by car in 10 s
=0 × 10 + \(\frac{1}{2}\) × 4 × 10²
= 0 + (\(\left(\frac{1}{2} \times 4 \times 10 \times 10\right)\)m
= \(\frac{1}{2}\) x 400 m = 200m.

Question 5.
A stone is thrown in a vertically upward direction with a velocity of 5 m s^-1. If the acceleration of the stone during its motion is 10 m s^-2 in the downward direction, what will be the height attained by the stone and how much time will it take to reach there?
Answer:
Given, initial velocity of the stone (u) = 5ms^-1, final velocity (v) = 0ms^-1
Downward or negative acceleration (a) = – 10ms^-2
We know that 2as = v² – u²
∴Height attained by the stone (s)
\(\frac{(0)^{2}-(5)^{2}}{2(-10)}\) = \(\frac{-25}{-20}\) = 1.25m
Also we know that final velocity (v) = u + at
Also, Time (t) = \(\frac{v-u}{a}\)
Time (t) taken by the stone to attain the height (s) = \(\frac{0-5}{-10}\) s = 0.5s.

JAC Class 9th Science Motion Textbook Questions and Answers

Question 1.
An athlete completes one round of a circular track of diameter 200 m in 40s. What will be the distance covered and the displacement at the end of 2 minutes 20s?
Answer:
Diameter of circular track (D) = 200m
Radius of circular track (r) = \(\frac{200}{2}\) =100m
Time taken by the athlete for one round (t) = 40s
Distance covered by athlete in one round
(s) = 2π r = 2 x \(\frac{22}{7}\) x 100m
Speed of theathlete (v) = \(=\frac{\text { Dis tan ce }}{\text { Time }}\)
\(\frac{2 \times 2200}{7 \times 40}\) = \(\frac{4400}{7 \times 40}\) ms^-1

∴ Distance covered in 2 minutes 20 seconds (s) or 140s = Speed (s) × Time (t) 4400
= \(\vec{a}\) × 4 = 2200 m
Number of rounds in 40s = 1 round
Number of rounds in 140s = \(\frac{140}{40}\) = 3.5
After taking start from position X, the athlete will be at position Y after 3.5 rounds as shown in the figure.
∴ Hence, displacement of the athlete with respect to initial position at X = XY
= Diameter of circular track = 200m.

Question 2.
Joseph jogs from one end A to the other end B of a straight 300 m road in 2 minutes 30 seconds and then turns around and jogs 100 m back to point C in another 1 minute. What are Joseph’s average speeds and velocities in jogging: (a) from A to B and (b) from A to C?
Answer:
(a) From A to B
Time for A → B = 2 min 30 s = (2 x 60) + 30 = 150s Average speed
\(\frac{Total distance}{Time taken}\) = \(\frac{300}{150}\) = 2m/s
Average velocity
\(\frac{\text { Displacement }}{\text { Time taken }}\) = \(\frac{300}{150}\) = 2m/s

(b) From A to C Total distance
= (A to B) + (B to C)
= (300 + 100) = 400m
Time taken= 150 + 60 = 210s
Average speed
\(\frac{Total distance}{Time taken}\)= \(\frac{400}{210}\) = 1.9m/s
Total displacement = AC
= 300 – 100 = 200m
Average velocity
\(\frac{Displacement}{Time taken}\) = \(\frac{200}{210}\) = 0.95 m/s.

Question 3.
Abdul, while driving to school, computes the average speed for his trip to be 20 km h^-1. On his return trip along the same route, there is less traffic and the average speed is 40 km h^-1. What is the average speed for Abdul’s trip?
Answer:
Average speed = \(\frac{Total distance}{Time}\)
Suppose the distance from Abdul’s home to school = x km
While driving to school:
Average speed = \(\frac{Distance}{Time}\)
20 km/h = \(\frac{x}{t_{1}}\)…………..(1)
While on his return trip

Average speed =\(\frac{Distance}{Time}\)
40 km/h = \(\frac{x}{t_{2}}\) ……………(2)
Total distance = x + x = 2x
Total time (t₁ + 1₂)
\(\frac{x}{20}\) = \(\frac{x}{40}\) = \(\frac{2 x+x}{40}\) = \(\frac{3 x}{40}\)
(∴from eq. (1) and (2))
Average speed = \(\frac{2 x}{\left(\frac{3 x}{40}\right)}\) = \(\frac{2 x \times 40}{3 x}\)
= 26.67 km/h.

Question 4.
A motorboat starting from rest on a lake accelerates in a straight line at a constant rate of 3.0 ms^-2 for 8.0s. How far does the boat travel during this time?
Answer:
Given initial velocity of the motorboat, u = 0 m s^-1
Acceleration of the motorboat, a = 3.0 m s^-2
Time under consideration, t = 8.0 s
We know that, Distance s = ut + \(\frac{1}{2}\) at²
∴ The distance travelled by the
motorboat = (0 × 8) + \(\frac{1}{2}\) × 3.0 × 8²
= \(\frac{1}{2}\) × 3 × 8 × 8m = 96m

Question 5.
A driver of a car travelling at 52 km h^-1 applies the brakes and accelerates uniformly in the opposite direction. The car stops in 5s. Another driver going at 3 km h^-1 in another car applies his brakes slowly and stops in 10s. On the same graph paper, plot the speed versus time graphs for the two cars. Which of the two cars travelled farther after the brakes were applied?
Answer:
Initial speed of the first driver
\(=\frac{52 \times 1000}{60 \times 60}\) =14.44 m/s
Initial speed of the second driver
\(\frac{3 \times 1000}{60 \times 60}\) = 0.833 m/s
Distance covered by the first driver
\(\frac{1}{2}\) × 14.44 × 5 = 36.5 m
Distance covered by the second driver
\(\frac{1}{2}\) × 0.8333 × 10
= 4.165m
Hence, distance travelled by the first car is more.

Question 6.
Figure shows the distance – time graph of three objects A, B and C. Study the graph and answer the following questions:
(a) Which of the three is travelling the fastest?
(b) Are all three ever at the same point
(c) How far has C travelled when B passes A?
(d) How far has B travelled by the time it passes C?

Answer:
(a) B is travelling the fastest.

(b) No. Because three lines do not meet at any point.

(c) When B passes A, C is at a distance of approximately 8 km from the origin.

(d) By the time B passes C, it has travelled 5.5 km.

Question 7.
A ball is gently dropped from a height of 20m. If its velocity increases uniformly at the rate of 10ms^-2 with what velocity will it strike the ground? After what time will it strike the ground?
Answer:
Let us assume that the final velocity with which the ball will strike the ground is V and the time it takes to strike the ground is ‘t’
Initial velocity of the ball, u = 0ms^-1
Distance or height of fall, s = 20m
Downward acceleration, a = 10ms^-2
As we know, 2as = v² – u²
v² = 2as + u² = (2 × 10 × 20) + 0 = 400ms^-1
∴ v = 20ms^-1
Final velocity of the ball, v = 20 ms^-1
∴ Time taken by the ball to strike,
t =\(\frac{\mathrm{v}-\mathrm{u}}{\mathrm{a}}\) = \(\frac{20-0}{10}\) = \(\frac{20}{10}\) = 2 seconds.

Question 8.
The speed – time graph for a car is shown in figure.

(a) Find how far the car travels in the first 4 seconds. Shade the area on the graph that represents the distance travelled by the car during the period.
(b) Which part of the graph represents uniform motion of the car?
Answer:
(a) In the given graph, 56 full squares and 12 half squares come under the slope for the time of 4 seconds.
Total number of squares = 56 + \(\frac{12}{2}\) = 62 squares The total area of the squares will give the distance travelled by the car in 4 seconds.
On the time axis, 5 squares
= 2s ∴ 1 square = \(\frac{2}{5}\)s
On the speed axis, 3 squares
= 2m/s ∴ 1 square = \(\frac{2}{3}\) m/s^-1
∴ area of 1 square = \(\frac{2}{3}\) s x \(\frac{2}{5}\)ms^-1
= \(\frac{4}{15}\)
∴ area of 62 squares
\(=\frac{4}{15}\) m × 62 = \(\frac{248}{15}\) m = 16.53 m
Therefore, car travels 16.53m in first 4 seconds. The shaded area under speed – time graph represents the distance which the car will travel in the first 4 seconds.

(b) The straight line part of graph, from point A to point B, represents uniform motion.

Question 9.
State which of the following situations are possible and give an example for each of these:
1. An obj ect with a constant acceleration but with zero velocity.
2. An object moving with an acceleration but with uniform speed.
Answer:

1. Possible. Object under free fall due to gravity.
2. Possible. Object moving in circular path.

Question 10.
An artificial satellite is moving in a circular orbit of radius 42250 km. Calculate its speed if it takes 24 hours to revolve around the earth.
Answer:
Let us assume an artificial satellite that is moving in a circular orbit of radius 42250 km and covers a distance ‘s’ as it revolves around earth with speed ‘v’ in given time ‘t’ of 24 hours.
Radius of circular orbit, r = 42250 × 1000m
Time taken by artificial satellite, t = 24 hours = 24 × 60 × 60s
Distance covered by satellite, s = circumference of circular orbit = 2πr
Speed of satellite, v = \(\frac{2 \pi \mathrm{r}}{\mathrm{t}}\)
= \(\frac{\left[2 \times \frac{22}{7} \times 42250 \times 1000\right]}{24 \times 60 \times 60}\)
= \(\frac{2 \times 22 \times 42250 \times 1000}{7 \times 24 \times 60 \times 60}\)ms^-1
= 3073.74 ms^-1

JAC Class 9 Science Solutions

JAC Board Class 9th Science Solutions Chapter 11 Work and Energy

JAC Class 9th Science Work and Energy InText Questions and Answers

Page 148

Question 1.
A force of 7N acts on an object. The displacement is, say 8m, in the direction of the force. Let us take it that the force acts on the object through the displacement. What is the work done in this case?
Answer:
When a force F acts on an object to displace it through a distance s in its direction, the work done, W on the body by the force is given by:
Work done = Force × Displacement
W = F × s
Where, F = 7N, and s = 8m Therefore, work done,
W = 7 × 8 = 56 Nm = 56J

Page 149

Question 1.
When do we say that work is done?
Answer:
Work is said to be done whenever the following two conditions are satisfied:

1. A force acts on the body.
2. There is a displacement in the body caused by the applied force along the direction of the force.

Question 2.
Write an expression for the work done when a force is acting on an object in the direction of its displacement.
Answer:
When a force ‘F’ displaces a body through a distance ‘s’ in the direction of the applied force, the work done, ‘W’ on the body is given by the expression:
Work done = Force × Displacement W = F × s

Question 3.
Define 1J of work.
Answer:
1J is the amount of work done by a force of 1N on an object that displaces it through a distance of 1m in the direction of the applied force.

Question 4.
A pair of bullocks exerts a force of 140N on the plough. The field being ploughed is 15m long. How much work is done in ploughing the length of the field?
Answer:
Work done by the bullocks is given by the expression:
Work done = Force × Displacement
W=F × s
Where,
Applied force, F = 140N
Displacement, s = 15 m
W= 140 × 15 = 2100J
Hence, 2100 J of work is done in ploughing the length of the field.

Page 152

Question 1.
What is the kinetic energy of an object?
Answer:
The energy possessed by a body by the virtue of its motion is called kinetic energy. It has various applications:
(a) Kinetic energy of flowing water is used to generate electricity.
(b) Kinetic energy of hammer is used in driving a nail into a log of wood.
(c) Kinetic energy of air is used to run windmills, etc.

Question 2.
Write an expression for the kinetic energy of an object.
Answer:
If a body of mass ‘m’ is moving with a velocity ‘v’ its kinetic energy K.E. is given by the expression,
K.E. = \(\frac{1}{2}\) mv²
Its SI unit is joule (J).

Question 3.
The kinetic energy of an object of mass, m moving with a velocity of 5 m s^-1 is 25J. What will be its kinetic energy when its velocity is doubled? What will be its kinetic energy when its velocity is increased three times?
Answer:
K.E. of the object = 25J
Velocity of the object, v = 5 m/s
∴ K.E. = \(\frac{1}{2}\) mv²
25 = \(\frac{1}{2}\)m(5)²
m = 2 kg

(a) If velocity is doubled, v = 10m/s, m = 2 kg
K.E. = \(\frac{1}{2}\) mv² = \(\frac{1}{2}\)(2) × (10)² = 100J.
K.E will become four times.

(b) If velocity is increased 3 times,
v = 15 m/s, m = 2 kg
K.E = \(\frac{1}{2}\) mv² = \(\frac{1}{2}\) × 2 × (15)² = 225J.
K.E will become nine times.

Page 156

Question 1.
What is power?
Answer:
Power is the rate of doing work or the rate of transfer of energy. If W is the amount of work done in time t, then power is given by the expression,
Power = \(\frac{Work}{Time }\) = \(\frac{w}{t}\)
It is expressed in watt (W).
watt = \(\frac{Joule}{Second}\)

Question 2.
Define 1 watt of power.
Answer:
A body is said to have a power of 1 watt if it does 1 joule work in 1 s, i.e.,
1W =\(\frac{1 \mathrm{~J}}{1 \mathrm{~s}}\)

Question 3.
A lamp consumes 1000J of electrical energy in 10s. What is its power?
Answer:
Power = \(\frac{Work done}{Time }\)
Work done = Energy consumed by the lamp = 1000J
Time = 10s
Power = \(\frac{1000}{10}\) = 100J s^-1 = 100W

Question 4.
Define average power.
Answer:
The average power is defined as the total work done or total energy consumed divided by the total time taken.
Average power = \(\frac{Total work done}{Total time taken }\)

JAC Class 9th Science Work and Energy Textbook Questions and Answers

Question 1.
Look at the activities listed below. Reason out whether or not work is done in the light of your understanding of the term ‘work’.
1. Suma is swimming in a pond.
2. A donkey is carrying a load on its back.
3. A windmill is lifting water from a well.
4. A green plant is carrying out photosynthesis.
5. An engine is pulling a train.
6. Foodgrains are getting dried in the sun.
7. A sailboat is moving due to wind energy.
Answer:
Work is done whenever the following two conditions are satisfied:

• A force acts on the body.
• There is a displacement of the body by the application of force.

1. While swimming, Suma applies a force to push the water backwards. Therefore, Suma swims in the forward direction under the influence of the forward reaction of water. Here, the force causes a displacement. Hence, work is done by Suma while swimming.
2. While carrying a load, the donkey has to apply a force in the upward direction. But, displacement of the load is in the forward direction. Since, displacement is perpendicular to force, the work done is zero.
3. A windmill works against the gravitational force to lift water. Hence, work is done by the windmill in lifting water from the well.
4. In this case, there is no displacement of the leaves of the plant. Therefore, the work done is zero.
5. An engine applies force to pull the train. This allows the train to move in the direction of force. Therefore, there is a displacement of the train in the direction of force. Hence, work is done by the engine on the train.
6. Foodgrains do not move in the presence of solar energy. Hence, the work done is zero when the foodgrains are getting dried in the sun.
7. Wind energy applies a force on the sailboat to push it in the forward direction. Therefore, there is a displacement in the boat in the direction of force. Hence, work is done by wind on the boat.

Question 2.
An object thrown at a certain angle to the ground moves in a curved path and falls back to the ground. The initial and the final points of the path of the object lie on the same horizontal line. What is the work done by the force of gravity on the object?
Answer:
Work done by the force of gravity on the object is zero. Force of gravity acts in the vertically downward direction and the distance covered by the object is in the horizontal direction. As there is no  displacement in the direction of force, hence the work done is zero.

Question 3.
A battery lights a bulb Describe the energy changes involved in the process.
Answer:
When a bulb is connected to a battery, the chemical energy of the battery is transformed into electrical energy. When the bulb receives this electrical energy, it converts it into heat and light energy. Hence, the transformation of energy in the given situation can be shown as:
Chemical Energy → Electrical Energy → Heat Energy + Light Energy

Question 4.
Certain force acting on a 20 kg mass changes its velocity from 5 ms^-1 to 2 ms^-1. Calculate the work force.
Answer:
Here,
m = 20 kg,
u = 5 m^-1,
v = 2 m^-1
Work done = Change in K.E.
W = \(\frac{1}{2}\) mv² – \(\frac{1}{2}\) mu²
= \(\frac{1}{2}\) × 20 × (2² – 5²)
= 10 × (4 – 25)
= – 10 × 21 = – 210J
The negative sign indicates that work is done against the applied force.

Question 5.
A mass of 10 kg is at a point A on a table. It is moved to a point B. If the line joining A and B is horizontal, what is the work done on the object by the gravitational force? Explain your answer.
Answer:
Work done by gravity depends only on the vertical displacement of the body. It does not depend upon the path of the body. Therefore, work done by gravity is given by the expression,
W = mgh
Where, vertical displacement, h = 0
∴ W = mg × 0 = 0
Hence, the work done by gravity on the body is zero.

Question 6.
The potential energy of a freely falling object decreases progressively. Does this violate the law of conservation of energy? Why?
Answer:
No. The process does not violate the law of conservation of energy. This is because when a body falls from a height, its potential energy progressively changes into kinetic energy. The decrease in potential energy is equal to the increase in kinetic energy of the body. During this process, the total mechanical energy of the body remains conserved. Therefore, the law of conservation of energy is not violated.

Question 7.
What are the various energy transformations that occur when you are riding a bicycle?
Answer:
While riding a bicycle, the muscular energy of the rider gets transformed into heat energy and kinetic energy of the bicycle. Heat energy heats the rider’s body. Kinetic energy provides velocity to the bicycle. The transformation can be shown as: Muscular Energy → Kinetic Energy + Heat Energy During this transformation, the total energy remains conserved.

Question 8.
Does the transfer of energy take place when you push a huge rock with all your might and fail to move it? Where is the energy you spend going?
Answer:
When we push a huge rock, there is no transfer of muscular energy to the stationary rock. Also, there is no loss of energy because muscular energy is transferred into heat energy which causes our body to become hot.

Question 9.
A certain household has consumed 250 units of energy during a month. How much energy is this in joules?
Answer:
1 unit of energy is equal to 1 kilowatt hour (kW h).
1 unit = 1 kW h
1 kWh = 3.6 × 10⁶J
Therefore, 250 units of energy
= 250 × 3.6 × 10⁶ = 9 × 10⁸J

Question 10.
An object of mass 40 kg is raised to a height of 5m above the ground. What is its potential energy? If the object is allowed to fall, find its kinetic energy when it is half – way down.
Answer:
Gravitational potential energy is given by the expression,
P_E= mgh Where,
h = Vertical displacement = 5 m
m = Mass of the object = 40 kg
g = Acceleration due to gravity = 9.8 ms^-2
P_E = 40 × 5 × 9.8= 1960J.
At half – way down, the potential energy of the object will be \(\frac{1960}{2}\) = 980J.
At this point, the object has an equal amount of potential and kinetic energy. This is due to the law of conservation of energy. Hence, half – way down, the kinetic energy of the object will also be 980J.

Question 11.
What is the work done by the force of gravity on a satellite moving round the earth? Justify your answer.
Answer:
Zero. When the satellite moves around the earth, the force of gravity acts on it along the radius of its orbit, while its direction of motion is along the tangent to the orbit at any point. Thus, the force acts perpendicular to the displacement. Hence, the work done on the satellite is zero.

Question 12.
Can there be displacement of an object in the absence of any force acting on it? Think. Discuss this question with your friends and teacher.
Answer:
Yes. For a uniformly moving object. Suppose an object is moving with a constant velocity. The net force acting on it is zero. But, there is a displacement along the motion of the object. Hence, there can be a displacement without a force.

Question 13.
A person holds a bundle of hay over his head for 30 minutes and gets tired. Has he done some work or not? Justify your answer.
Answer:
When a person holds a bundle of hay over his head, there is no displacement in the bundle of hay. Although, force of gravity is acting on the bundle, the person is not applying any force on it. Hence, in the absence of force and displacement, work done by the person on the bundle is zero.

Question 14.
An electric heater is rated 1500 W. How much energy does it use in 10 hours?
Ans.
Energy consumed by an electric heater can be obtained with the help of the expression,
P= \(\frac{\mathrm{W}}{\mathrm{t}}\)
Where, power rating of the heater,
P= 1500 W
Time for which the heater has operated, t = 10h
Work done = Energy consumed by the heater
Therefore, energy consumed
= P × t = 1500 W × 10 h
= \( \frac{15000}{1000}\) = 15kW h

Question 15.
Illustrate the law of conservation of energy by discussing the energy changes which occur when we draw a pendulum bob to one side and allow it to oscillate. Why does the bob eventually come to rest? What happens to its energy eventually? Is it a violation of the law of conservation of energy?

Answer:
The law of conservation of energy states that energy can neither be created nor destroyed. It can only be converted from one form to another. Consider the case of an oscillating pendulum. When a pendulum moves from its mean position P to either of its extreme positions A or B, it rises through a height ‘h’ above the mean level ‘P’. At this point, the kinetic energy of the bob changes completely into potential energy.

The kinetic energy becomes zero, and the bob possesses only potential energy. As it moves towards point P, its potential energy decreases progressively. Accordingly, the kinetic energy increases. As the bob reaches point P, its potential energy becomes zero and the bob possesses only kinetic energy. This process is repeated as long as the pendulum oscillates. The bob does not oscillate forever. It comes to rest because air resistance resists its motion.

The pendulum loses its kinetic energy to overcome this friction and stops after some time. The law of conservation of energy is not violated because the energy lost by the pendulum to overcome friction is gained by its surroundings. Hence, the total energy of the pendulum and the surrounding system remains conserved.

Question 16.
An object of mass, m is moving with a constant velocity, v. How much work should be done on the object in order to bring the object to rest?
Answer:
Work done on the object = Change in K.E. of the object.
W = \(\frac{1}{2}\) mv² – \(\frac{1}{2}\) m(0)² = \(\frac{1}{2}\) mv²
To bring the object to rest, \(\frac{1}{2}\) mv² amount of work is required to be done on the object.

Question 17.
Calculate the work required to be done to stop a car of 1500 kg moving at a velocity of 60 km/h?
Kinetic energy, KE = \(\frac{1}{2}\) mv²
Where,
mass of the car, m = 1500 kg and velocity of the car,
v = 60 km/h = \(\frac{60 \times 5}{18}\) ms^-1
KE = \(\frac{1}{2}\) × 1500 × \(\left(\frac{60 \times 5}{18}\right)^{2}\)
= 20.8 × 10⁴ J
Hence, 20.8 × 10⁴ J of work is required to stop the car.

Question 18.
In each of the following, a force, F is acting on an object of mass, m. The direction of displacement is from west to east shown by the longer arrow. Observe the diagrams carefully and state whether the work done by the . force is negative, positive or zero.

Answer:

1. In this case, the direction of force acting on the block is perpendicular to the displacement. Therefore, work done by force on the block will be zero.
2. In this case, the direction of force acting on the block is in the direction of displacement. Therefore, work done by force on the block will be positive.
3. In this case, the direction of force acting on the block is opposite to the direction of displacement. Therefore, work done by the force on the block will be negative.

Question 19.
Soni says that the acceleration of an object could be zero even when several forces are acting on it. Do you agree with her? Why?
Answer:
Acceleration in an object could be zero even when several forces are acting on it. This happens when all the forces cancel out each other, i.e., the net force acting on the object is zero. For a uniformly moving object, the net force acting on the object is zero. Hence, the acceleration of the object is zero. Hence, Soni is right.

Question 20.
Find the energy in kW h consumed in 10 hours by four devices of power 500 W each.
Answer:
Here, P = 500 W = \(\frac{500}{1000}\) kW= 0.5 kW and t =10 h
Energy consumed by four devices
= 4P × t = 4 × 0.5 kW × 10h = 20 kW h

Question 21.
A freely falling object eventually stops reaching the ground. What happens to its kinetic energy?
Answer:
When a body is falling freely, the energy remains conserved. Potential energy is transformed into kinetic energy. But when the body reaches the ground, its kinetic energy is converted into sound energy and also into a little heat energy (due to friction between ground and object). A part of the energy is also transferred to the ground. Hence, the total energy of the system remains conserved.

JAC Class 9 Science Solutions

JAC Board Class 9th Science Solutions Chapter 13 Why Do We Fall Ill

JAC Class 9th Science Why Do We Fall Ill InText Questions and Answers

Page 178

Question 1.
State any two conditions essential for good health.
Answer:
Two conditions essential for good health are.
(a) An individual must have better health facilities and more professionals around to deal with health problems.
(b) All basic necessary conditions to prevent diseases must be present. For example, proper garbage collection and disposal, cleaning of drains, supply of clean drinking water, etc.

Question 2.
State any two conditions essential for being free of disease.
Answer:
The two conditions essential for being free of disease are.
(a) Personal hygiene and cleanliness are necessary to stay away from diseases.

(b) Individuals should take a balanced diet that contains carbohydrates, fats, proteins, vitamins, fibres, and adequate quantity of water.

Question 3.
Are the answers to the above questions necessarily the same or different? Why?
Answer:
The answers to the above questions are different because a person may be free of disease but his mental, social or economical health may not be good.

Page 180

Question 1.
List any three reasons why you would think that you are sick and ought to see a doctor. If only one of these symptoms were present, would you still go to the doctor? Why or why not?
Answer:
The three reasons are:
(a) High fever
(b) Diarrhoea
(c) Stomach pain
The above symptoms basically indicate that there might be a disease, but we cannot predict the kind of disease. Therefore, it becomes necessary to visit a doctor so that the disease can be identified and can be treated with proper medication. However, if any of these symptoms are present, we usually do not visit a doctor. This is because such symptoms do not have much effect on our general health and ability to work. However, if a person is experiencing these symptoms for quite some time, he needs to visit a doctor for proper treatment.

Question 2.
In which of the following cases do you think the long-term effects on your health are likely to be most unpleasant?

• if you get jaundice,
• if you get lice,
• if you get acne. Why?

Answer:
The long-term effects on our health are likely to be most unpleasant if we get jaundice because its symptoms severely affect our internal organs and persist for a long time.

Page 186

Question 1.
Why are we normally advised to take bland and nourishing food when we are sick?
Answer:
We are normally advised to take bland and nourishing food when we are sick because we are weak during illness and need complete nourishment for faster recovery.

Question 2.
What are the different means by which infectious diseases are spread?
Answer:
The different means by which infectious diseases spread are.
(a) Air. They are also called air-borne diseases. The air carries disease causing bacteria, viruses, etc., and the diseases that can be caused are. common cold, influenza, tuberculosis, etc

(b) Food and water: When one eats or drinks contaminated food/water that contains bacteria, viruses, worms, etc., it can cause diseases like cholera, typhoid, hepatitis, etc.

(c) Contact: Many diseases spread by contact of infected person with the healthy person, e.g., fungal infections, skin diseases, scabies, etc.

(d) Sexual contact: Many diseases can be transmitted by sexual contact, e. g., syphilis, AIDS, etc.

(e) Body fluids: Fluids like blood, semen and mother’s milk, when infected, can also cause diseases., e.g., AIDS.

(f) Vectors: The organism that spreads a disease by carrying pathogens from one place to another is called vector, e.g., mosquitoes are vectors that carry pathogens like protozoa which can cause malaria.

Question 3.
What precautions can you take in your school to reduce the incidence of infectious diseases?
Answer:
The precautions that one can take in school to reduce the incidence of infectious diseases are as follows.

1. Using handkerchief while coughing or sneezing.
2. Washing hands before eating food.
3. Staying at home if anyone suffers from infectious diseases.
4. Getting vaccinated well before the infection affects.
5. Keeping the school surroundings clean and checking for stagnant water.

Question 4.
What is immunization?
Answer:
Immunization is a method of preparing memory cells in immune system. In this method, weak or dead microbes of a disease are injected in the body such that they develop memory lymphocytes (WBCs) but do not cause the actual disease, e.g., vaccination against polio, tetanus, etc.

Question 5.
What are the immunization programmes available at the nearest health centre in your locality? Which of these diseases are the major health problems in your area?
Answer:

1. DPT vaccine for diphtheria, pertussis and tetanus in infants.
2. Pulse polio vaccine to prevent polio.
3. BCG vaccine for tuberculosis.
4. Hepatitis vaccine for hepatitis.
5. TAB vaccine for typhoid. Tuberculosis and diarrhoea are the major health problems in our area.

JAC Class 9th Science Why Do We Fall Ill Textbook Questions and Answers

Question 1.
How many times did you fall ill in the last one year? What were the illnesses?
(a) Think of one change you could make in your habits in order to avoid any of / most of the above illnesses.
(b) Think of one change you would wish for in your surroundings in order to avoid any of / most of the above illnesses.
Answer:
This varies from person to person. Some people fall ill several times in a year while others do not fall ill at all. A person’s immune system and hygiene-related habits play a major role in determining the person’s health.

Question 2.
A doctor/nurse/health worker is exposed to more sick people than others in the community. Find out how she/he avoids getting sick herself/ himself?
Answer:
Doctors/nurses/health workers when exposed to sick people keep their nose and mouth covered, take care of hygiene, wash hands with soap before drinking water or eating food. They use mask, gloves, etc., to avoid direct contact with the person suffering from infectious diseases.

Question 3.
Conduct a survey in your neighbourhood to find out what the three most common diseases are. Suggest three steps that could be taken by your local authorities to bring down the incidence of these diseases.
Answer:

• Three most common diseases are:
  1. (a) tuberculosis
  2. (b) typhoid
  3. (c) jaundice
• Steps to be taken to bring down the incidence of these diseases are:
  1. (a) Proper disposal of sewage.
  2. (b) Ensuring supply of safe drinking water.
  3. (c) Providing a clean environment and preventing mosquitoes from breeding.

Question 4.
A baby is not able to tell his/her caretakers that she/he is sick. What would help us to find out.
(a) that the baby is sick?
(b) what is the sickness?
Answer:
(a) We can find out that the baby is sick by his/her behavioural changes such as constant crying, improper intake of food, frequent mood change, etc.

(b) The sickness is determined by symptoms or indications that can be seen in the baby. The symptoms may include vomiting, fever, loose motions, paleness in the body, etc.

Question 5.
Under which of the following conditions is a person most likely to fall sick?
(a) When she is recovering from malaria.
(b) When she has recovered from malaria and is taking care of someone suffering from chickenpox.
(c) When she is on a four-day fast after recovering from malaria and is taking care of someone suffering from chickenpox. Why?
Answer:
A person is more likely to fall sick when she is on a four-day fast after recovering from malaria and is taking care of someone who is suffering from chickenpox. This is because she is fasting during recovery and her immune system is so weak that it is not able to protect its own body from any foreign infection. If she is taking care of someone suffering from chickenpox, she has more chances of getting infected by the chickenpox virus and will get sick again with this disease.

Question 6.
Under which of the following conditions are you most likely to fall sick? Give reasons.
(a) When you are taking examinations.
(b) When you have travelled by bus and train for two days.
(c) When your friend is suffering from measles.
Answer:
You are more likely to fall sick when your friend is suffering from measles. This is because measles is highly contagious and can easily spread through breathing, i. e., through air. Thus, if your friend is suffering from measles, take proper care otherwise you might easily get infected with the disease.

JAC Class 9 Science Solutions

JAC Jharkhand Board Class 10th English Solutions First Flight & Footprints without Feet

JAC Board Class 10th English Solutions First Flight

JAC Jharkhand Board Class 10th English First Flight Prose

• Chapter 1 A Letter to God
• Chapter 2 Nelson Mandela: Long Walk to Freedom
• Chapter 3 Two Stories about Flying
  • Chapter 3(i) His First Flight
  • Chapter 3(ii) The Black Aeroplane
• Chapter 4 From the Diary of Anne Frank
• Chapter 5 The Hundred Dresses Part 1
• Chapter 6 The Hundred Dresses Part 2
• Chapter 7 Glimpses of India
  • Chapter 7(i) A Baker From Goa
  • Chapter 7(ii) Coorg
  • Chapter 7(iii) Tea From Assam
• Chapter 8 Mijbil the Otter
• Chapter 9 Madam Rides the Bus
• Chapter 10 The Sermon at Benares
• Chapter 11 The Proposal

JAC Jharkhand Board Class 10th English First Flight Poem

• Poem 1 Dust of Snow
• Poem 2 Fire and Ice
• Poem 3 A Tiger in the Zoo
• Poem 4 How to Tell Wild Animals
• Poem 5 The Ball Poem
• Poem 6 Amanda
• Poem 7 Animals
• Poem 8 The Trees
• Poem 9 Fog
• Poem 10 The Tale of Custard the Dragon
• Poem 11 For Anne Gregory

JAC Class 10th English Solutions Footprints without Feet

JAC Jharkhand Board Class 10th English Supplementary Reader Footprints without Feet

• Chapter 1 A Triumph of Surgery
• Chapter 2 The Thief’s Story
• Chapter 3 The Midnight Visitor
• Chapter 4 A Question of Trust
• Chapter 5 Footprints without Feet
• Chapter 6 The Making of a Scientist
• Chapter 7 The Necklace
• Chapter 8 The Hack Driver
• Chapter 9 Bholi
• Chapter 10 The Book that Saved the Earth

JAC Class 10 English Reading Comprehension

• Discursive Passages
• Factual Passages

JAC Class 10 English Grammar

• Tenses
• Modals
• Subject-Verb Concord
• Reported Speech
• Determiners

JAC Class 10 English Writing

• Letter Writing
• Application Writing
• E-mail Writing
• Analytical Paragraph Writing