Month: November 2024

JAC Board Class 9th Social Science Solutions Civics Chapter 2 Constitutional Design

JAC Class 9th Civics Constitutional Design InText Questions and Answers 

Questions of Unni & Munni (Page No. 20)

Question 1.
What would have happended in South Africa if the black majority had decided to take revenge on the whites for all their oppression and exploitation?
Answer:
If the black majority had decided to take revenge on the whites for all their oppression and exploitation then bloodshed would be seen everywhere. Fortunately, South Africa did not adopt this thinking. Instead, they adopted non-violence for their freedom struggle.

Activity (Page No. 20)

Question 1.
Make a poster on the life and struggle of Nelson Mandela.
Answer:
Do it yourself.

Question 2.
If available, read some portions of his autobiography, ‘The Long Walk to Freedom in the classroom.
Answer:
Do it yourself.

Check Your Progress (Page No. 21)

Question 1.
Does the story of the SouthAfrican struggle for freedom remind you of the Indian National Movement? Make a list of similarities and dissimilarities between the two on the following points:
1. Nature of Colonialism
2. Relationship between different communities
3. Leadership: Gandhi / Mandela
4. Party that led the struggle. African National Congress/Indian National Congress
5. Method of Struggle
Answer:
Yes, the story of SouthAfrican struggle for freedom remind me of the Indian National Movement.
1. Nature of Colonialism Similarities:
During the 17th and 18th centuries, the European trading companies occupied South Africa and India with arms and force.

Dismilarities: The white setters in South Africa made it their permanent home gained control of the state. In contrast, the British invaders never made India their home.

2. Relationship between Different Communities Similarities:
The white rulers treated all non-whites as inferiors and uncivilised people in both the countries.

Dissimilarities: The relationship between different communities in India was cordial. They all believed themselves to be Indians. But in South Africa, different communities like the whites, blacks, and Indians did not have cordial relations.

3. Leadership: Gandhi/Mandela Similarities:
Both Mahatma Gandhi and Nelson Mandela believed in non-violence and led their freedom struggle through it.

Dissimilarities: Nelson Mandela was sentenced to imprisonment for life for treason. Mahatma Gandhi went to jail several times but he was never tried for treason in his life time.

4. Party that led the freedom struggle Similarities:
Both the African National Congress (ANC) and the Indian National Congress (INC) were the umbrella organisations of all individuals, groups and political formations that led the freedom struggle against injustice.

Dissimilarities: ANC adopted all types of methods, including armed intervention in their freedom struggle but INC stood for and supported only non-violence all through the freedom movement.

5. Method of Struggle Similarities:
Both the parties followed non-violence to achieve freedom.

Dissimilarities: In South Africa there was only one group, i.e. of the moderates, who adopted peaceful means against the government, whereas in India, besides the moderates, there were also the extremists, who used violent methods to attain their goal of freedom.

Activity (Page No. 22)

Question 1.
Approach a club or co-operative Society or Union or Political Party in your locality. Get a copy of their rule book (It is often called Rule of Association) and read it. Are these rules in accordance with principles of democracy ? Do they give membership to any person without discrimination?
Answer:
Do it yourself.

Questions of Unni & Munni (Page No. 22)

This is not fair! What was the point in having a Constituent Assembly in India if all the basics were already decided ?
Answer:
India was establishing democracy just after the independence. Therefore, a written constitution was needed to run the country. As a result, a Constituent Assembly was formed to set up for writing the constitution.

Activity (Page No. 23)

Question 1.
Speak to your grandparents or some other elders in your locality. Ask them if the they have any memory of partition or independence or the making of the constitution. What were their fears and hopes about the country at that time ? Discuss these in the classroom.
Answer:
Do it yourself.

Activity (Page No. 24)

Question 1.
Find out more about any member of the Constituent Assembly from your state or region who is not mentioned here. Collect a photograph or make a sketch of that leader. Write a short note on him or her, following the same style as used here : Name (year of birth, year of death), Place of birth (by current political boundries), brief description of political activities; role played after the Constituent Assembly.
Answer:
Do it yourself.

Check Your Progress (Page No. 25)

Question 1.
Read the information about all the makers of the Indian Constitution given in the side columns here. You don’t need to memorise this information. Just give examples from these to support the following statements:
1. The Assembly had many members who were not with the Congress.
Answer:
Sarat Chandra Bose (1889-1950), Somnath Lahiri (1901-1984), Jaipal Singh (1903-1970), Bhimrao Ramji Ambedkar (1891-1956), Shyama Prasad Mukherjee (1901-1953).

2. The Assembly represented members from different social groups.
Answer:

1. Vallabhbhai Jhaverbhai Patel: Leader of peasent satyagraha.
2. Abul Kalam Azad: Scholar of Arabic.
3. Jaipal Singh: Founder President of Adivasi Maha Sabha.
4. Bhimrao Ramji Ambedkar: Social revolutionary thinker and agitator against caste divisions.
5. Shyama Prasad Mukheijee: Active in Hindu Mahasabha.

3. Members of the Assembly believed in different ideologies.
Answer:
Rajendra Prasad (1884-1963), H. C. Mukherjee (1887-1956), G. Durgabai Desmukh (1909-1981), Kanhaiyalal Maniklal Munshi (1887-1971), Jawaharlal Nehru (1889-1964), Sarojini Naidu (1879-1949).

Check Your Progress (Page No. 27)

Question 1.
Read the three quotations above carefully:
1. Can you identify one idea that is common to all these three?
Answer:
The one idea that is common to all these three quotations, is the ending of inequality in Indian society.

2. What are the differences in their ways of expressing that common idea?
Answer:
In the first quotation, Gandhiji strived for an India in which there should be no higher or lower class of people and all communities should live in perfect harmony. In the second quotation, B.R. Ambedkar felt that, “In politics, we will have equality, but in social and economic life, we will have inequality.” In the third quotation, Pt. Jawaharlal Nehru said, “It means the ending of poverty, ignorance, disease and inequality of opportunity.”

Check Your Progress (Page No. 30)

Question 1.
Compare the Preambles to the constitutions of the United States of America, India and South Africa.
1. Make a list of ideas that are common to all these three.
Answer:
The ideas that are common to all these three are:

(a) Each of these preambles starts with, “We the people”. It means the source of all au¬thority to govern these countries are the people of these countries.

(b) In all these three, the idea of justice is common.

2. Note down at least one of the major difference among these.
Answer:
In the preamble to the constitution of the United States, there is a statement for the formation of a more perfect union, which is not there in the preambles to the Indian and South African Constitutions.

3. Which of the three make a reference to the past?
Answer:
The preamble to the constitution of South Africa makes a reference to the past.

4. Which of these does not invoke God?
Answer:
The preambles of the constitutions of the United States of America and India do not invoke God.

JAC Class 9th Civics Constitutional Design Textbook Questions and Answers 

Question 1.
Here are some false statements. Identify the mistake in each case and rewrite these correctly based on what you have read in this chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.
(b) Members of the Constituent Assembly of India held the same views on all provisions of the constitution.
(c) A country that has a constitution must be a democracy.
(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
(a) Leaders of the freedom movement had a consensus that the country should be democratic after independence.

(b) The members of the Constituent Assembly of India held the same views on the principles of the constitution.

(c) A country that is a democracy must have a constitution.

(d) The constitution needs to be amended because it has to be in accordance with people’s aspirations and changes in society.

Question 2.
Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa?
(a) Between South Africa and its neighbours
(b) Between men and women
(c) Between the white majority and the black minority
(d) Between the coloured minority and the black majority
Answer:
(d) Between the coloured minority and the black majority

Question 3.
Which of these is a provision that a democratic constitution does not have?
(a) Powers of the head of the state
(b) Name of the head of the state
(c) Powers of the legislature
(d) Name of the country
Answer:
(b) Name of the head of the state

Question 4.
Match the following leaders with their roles in the making of the Constitution:

(a) Motilal Nehru	(i) President of the Constituent Assembly
(b) B. R. Ambedkar	(ii) Member of the Constituent Assembly
(c) Rajendra Prasad	(iii) Chairman of the Drafting Committee
(d) Sarojini Naidu	(iv) Prepared a Constitution for India in 1928

Answer:

(a) Motilal Nehru	(iv) Prepared a Constitution for India in 1928
(b) B. R. Ambedkar	(iii) Chairman of the Drafting Committee
(c) Rajendra Prasad	(i) President of the Constituent Assembly
(d) Sarojini Naidu	(ii) Member of the Constituent Assembly

Question 5.
Read again the extracts from Nehru’s speech “Tryst with Destiny” and answer the following:
(a) Why did Nehru use the expression “not wholly or in full measure” in the first sentence?
(b) What pledge did he want the makers of the Indian Constitution to take?
(c) “The ambition of the greatest man of our generation has been to wipe every tear from every eye.” Who was he referring to?
Answer:
(a) He used this expression because all the pledges could not be fulfilled all at once but they will be fulfilled gradually.

(b) The pledge of dedication to the service of India and its people and to the still larger cause of humanity.

(c) He was referring to Mahatma Gandhi.

Question 6.
Here are some of the guiding values of the constitution and their meaning. Rewrite them by matching them correctly.

(a) Sovereign	(i) Government will not favour any religion
(b) Republic	(ii) People have the supreme right to make decisions
(c) Fraternity	(iii) Head of the state is an elected person
(d) Secular	(iv) People should live like brothers and sisters

Answer:

(a) Sovereign	(ii) People have the supreme right to make decisions
(b) Republic	(iii) Head of the state is an elected person
(c) Fraternity	(iv) People should live like brothers and sisters
(d) Secular	(i) Government will not favour any religion

Question 7.
How did your school celebrate the Constitution Day on November 26th? Prepare a brief report.
Answer:
The existence and successful survival of democracy in such diverse conditions is the most celebrated fact about our country and constitution is its backbone. To reinforce the significance and importance of constitution, the government of India declared 26th of November as Constitution Day on 19 November 2015 by a gazettee notification in remembrance of the father of Indian Constitution, Dr. B.R. Ambedkar.

The occasion was also celebrated in my school. It was marked by the conduct of a ‘Special Assembly’ by the students of the school. The celebration started with very apt words as the thought for the day “The flavour of tricolour should not be depicted only through our words, but also through our actions.” This worthy thought was followed by an oath on preamble taken by the students. The assembly ground echoed with the words, “We the people of India”.

A specially-designed quiz was conducted to enhance the awareness of the students about their constitution. The answers were fast and prompt. Then came the culmination of the ceremony a speech on our constitution, which took us on a journey of our constitution from its history to its present-day form and its important role to bring together an idea called India. This is how Constitution Day was celebrated in our school.

Question 8.
Here are different opinions about what made India a democracy. How much importance would you give to each of these factors?
(a) The concept democracy in India gained momentum during the colonial rule under the British rulers. We received training to work with representative legislative institutions under the British rule.
(b) Our freedom struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free India could not be anything but democratic.
(c) We were lucky to have leaders who had democratic convictions. The denial of democracy in several other newly independent countries shows the important role of these leaders.
Answer:
(a) Democracy in India is not a gift of the British rulers. But it is true that during British rule, the experience and training gained by the Indians in the working of the legislative institutions proved to be very useful for the country, in setting up its own democratic institutions and working in them.

(b) Since, Indians had suffered a lot under the colonial rule of the Britishers, India could not be anything but democratic.
(c) It is true that Indians were lucky to have leaders who had strong democratic convictions.

Question 9.
Read the following extract from a conduct book for ‘married woman’, published in 1912. ‘God has made the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defence. They are destined thus by God to remain in male protection of father, husband and son all their lives. Women should, therefore, not despair, but feel obliged that they can dedicate themselves to the service of men.’ Do you think the values expressed in this para reflected the values underlying our constitution? Or does this go against the constitutional values?
Answer:
This para does not reflect the values underlying our constitution because our constitution gives equal rights to both men and women.

Question 10.
Read the following statements about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
(b) Constitution lays down how different organs of the government will be formed.
(c) Rights of citizens and limits on the power of the government are laid down in the constitutions.
(d) A constitution is about institutions, not about values.
Answer:
(a) Not True: The authority of the rules of the constitution is much more than that of any other law.

(b) True: The constitution lays down how different organs of the government should be formed and what are the powers of each organ.

(c) True: Because only then the government’s authority can be checked.

(d) Not True: Because the constitution gives equal importance to values, for example, the human values.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Civics Chapter 1 What is Democracy? Why Democracy?

JAC Class 9th Civics What is Democracy? Why Democracy? InText Questions and Answers 

Activity (Page No. 2)

Question 1.
Let us take Lyngdoh Madam seriously and try to write down the exact definition of some of the simple words that we use all the time: pen, rain and love. For example, is there a way of defining that distinguishes it clearly from a pencil, a brush, a chalk or crayon.
1. What have you learnt from this attempt?
2. What does it seach us about understanding the meaning of democracy?
Answer:
Pen: A source through which we can write. It needs ink, nib or refill to write that distinguishes it from pencil, brush or chalk.

Rain: Rain are the drops which fall on the earth after cooling the water vapours.

Love: It is an attraction between two persons for each other.

1. Everything have a speciality on the basis of while it can be defined.
2. It taught us that democracy is of different kinds but its special feature is the election held by the common people.

Questions of Unni and Munni (Page No. 2)

Question 1.
I have heard a different version. Democracy is off the people, far (from) the people and (where they) buy the people. Why don’t we accept that ?
Answer:
In some cases, the democracy if off the people, far (from) the people and (where they) buy the people, i.e., where the democracy does not belong to the people, it is not for them but far away from them, where the democracy is not by the people but the candidates win the votes with money which means that true democracy does not exist. However, these cases are exceptions, which will respectively fade away with the passage of time.

Read the Cartoon (Page No. 3)

Question 1.
This cartoon was drawn when elections were held in Iraq with the presence of US and other foreign powers. What do you think this cartoon is saying? Why is ‘democracy1 written the way it is?
Answer:

1. This cartoon is saying that the US troops are trying to establish democracy in Iraq.
2. Democracy is being transplanted in Iraq by the US army, which is using force and the power of gun. The transplantation of democracy is not so much about ensuring the welfare of the people; it is more about promoting the interests of multinational corporations. Letter ‘M’ symbolises Me Donald’s, a leading food chain of USA.

Check your Progress (Page No. 3)

Question 1.
Ribiang went back home and collected some more famous quotations on democracy. This time she did not mention the names of the people who said or wrote these. She wants you to read these and comment on how good or useful these thoughts are:
(a) Democracy gives every man the right to be his own oppressor.
(b) Democracy consists of choosing your dictators after they have told you what you think it is you want to hear.
(c) Man’s capacity for justice makes democracy possible, but man’s inclination to injustice makes democracy necessary.
(d) Democracy is a device that insures we shall be governed no better than we deserve.
(e) All the ills of democracy can be cured by more democracy.
Answer:
(a) This view is also true to the extent that the representative we choose exploits us, but there is no fault of democracy. It is the fault of the person who does not appreciate those feelings of the people, because of which people have chosen him. This is actually an abuse of democratic method.

(b) If we look in the present context, this idea is practically applicable to our system. The people whom we elect as our representatives, forget our problems and think of their self-interest and benefit but which is contradictory to democratic principles. Such ideas have no utility in democracy or society. We should choose our representatives thoughtfully.

(c) Democracy demands that the ruling class must have the ability to provide justice. If the people’s representatives are not able to deliver justice and attend the problems of the people, then democracy has no meaning. Prevention of injustice needs democracy. Social, economic and political injustice can be effectively removed under the democratic framework. Hence the usefulness of this idea is immense.

(d) The idea is somewhat correct that the government is also like the people. Our views are also as we are, but democracy is a system in which if there is an alternative, we cam give better people a chance to represent themselves. The utility of this idea is very much in the present context.

(e) The more democratic we are, the greater is the participation and transparency of governance. With the increasing consent of the people, the chances of conflicts are reduced and peace is established in the country. This leads the country towards prosperity. Therefore, this idea also has great utility.

Read the Cartoon (Page No. 4)

Question 1.
Syria is a small West-Asian country. The ruling Ba’ath party and some of its small allies are the only parties allowed in that country.
1. Do you think this cartoon could apply to China or Mexico?
2. What does the crown of leaves on democracy signify?
Answer:

1. Yes, this cartoon could apply to China or Mexico because they also have a one- party system which has the sole right to fight an election.
2. The crown on democracy shows only one branch of leaves. It signifies the existence of one party only of, which there are so many members like leaves.

Read the Cartoon (Page No. 5)

Question 1.
This cartoon was drawn in the context of Latin America. Do you think it applies to the Pakistani situation as well? Think of other countries where this could apply ? Does this happen sometimes in our country as well?
Answer:

1. Yes, it applies to the Pakistani situation as well.
2. The cartoon applies on Iraq and China also.
3. The enemies of democracy capture the voting centre. Sometimes, it happens in our country also.

Questions of Unni & Munni (Page No. 5)

Question 1.
All this is so remote for me:
1. Is democracy all about rulers and government?
2. Can we talk about a democratic classroom? Or a democratic family?
Answer:

1. No, Democracy is not all about rulers and governments. Democracy means a decision taken by a majority which is beneficial to all.
2. Yes, we can talk about democratic system in our classroom. When we choose a monitor in our class, it is an example of democratic method. Yes we can talk about democracy in our family. It is an example of a democratic family when we take a decision by deliberating among the family members.

Read the Cartoon (Page No. 6)

Question 1.
This cartoon was titled ‘Building Democracy’ and was first published in a Latin America publication. What do money bags signify here? Could this cartoon be applied to India?
Answer:

1. Money bags signify the expensive set-up of democracy. Government spent unlimited money to conduct free and fair election.
2. Yes, this cartoon could be applied to India also.

Read the Cartoon (page 7)

Question 1.
This cartoon is about the Iraqi election held after Saddam Hussain’s regime was overthrown. He is shown behind the bars. What is the cartoonist saying here? Compare the message of this cartoon with the first cartoon in this chapter.
Answer:
The cartoonist is trying to say the following things

1. Equality of the Right to Vote and equal value of each man’s vote.
2. Dictatorship, mostly prefers such a situation, where ruler or dictator is the only person to decide any matter by his only vote.
3. The first cartoon in this chapter shows that the US army personnel are elevating the process to form a democracy in Iraq, while in this cartoon democracy is already established.

Question 2.
Why talk about Zimbabwe? I read similar reports from many parts of our own country. Why don’t we discuss that?
Answer:
The example of Zimbabwe shows that popular approval of the rulers is necessary in a democracy, but it is not sufficient. A democratic government cannot do whatever it likes, simply because it has won the election. This is the reason for which Zimbabwe is discussed here. Our country is democratic and elections are free and fair. However, sometimes we hear reports about use of unfair means, violence and power play in elections.

Read the Cartoon (page 8)

Question 1.
Chinese government blocked free flow of information on the internet by placing restrictions on popular websites like ‘Google’ and ‘Yahoo’. The image of tanks and an unarmed student reminds the reader of another major event in recent Chinese history. Find out about that event.
Answer:
The cartoon reminds us of the massacre in Tiananmen Square in 1989. In April 1989, triggered by the death of Hu Yaobang, mass gathering and protest of liberal reformers took place in and around Tiananmen Square in Beijing. It was largely a student-run demonstration, which called for economic reforms, freedom of the press and political liberalization. The Chinese government brutally suppressed the movement for which it was internationally condemned.

Check your Progress (Page No. 9)

Question 1.
Read these five examples of working or denial of democracy. Match each of these with

Example	Feature
1. King of Bhutan has declared that in future he will be guided by the advice given to him by the elected representatives.	(a) Rule of law
2. Many Tamil workers who migrated from India were not given a right to vote in Sri Lanka.	(b) Respect for Rights
3. The King of Nepal imposed a ban on political gatherings, demonstrations and rallies.	(c) One person, one vote, one value
4. The Indian Supreme Court held that the dissolution of Bihar assembly was unconsti-tutional.	(d) Free and Fair electoral competition
5. Political parties in Bangladesh have agreed that a neutral government should rule the country at the time of elections.	(e) Major decisions by elected leaders

Answer:
1. (e) Major decisions by elected leaders (Working of democracy)
2. (c) One person, one vote, one value (Denial of democracy)
3. (b) Respect for Rights (Denial for democracy)
4. (a) Rule of law (Working for democracy)
5. (d) Free and fair electoral competition (Working of Democracy)

Question 2.
want to be in Lyngdoh Madam’s class? That sound like a democratic classroom. Doesn’t it?
Answer:
Yes, Lyngdoh Madam’s classroom seems to be a democratic class in the true sense. Hence everyone can speak one’s own mind. The students are giving their own arguments passionately. They felt very bad if some one tried to stop them or if someone punished them for saying what they felt.

Read the Cartoon (Page No. 10)

Question 1.
This cartoon is from Brazil, a country that has a long experience of dictatorship. It is entitled “The Hidden side of Dictatorship.”
1. Which hidden sides does this cartoon depict ?
2. Is it necessary for every dictatorship to have a hidden side ?
3. Find this out about the dictators discussed in the first chapter and if possible, about Abacha in Nigeria and Marcos in the Phillippines.
Answer:

1. The hidden side that cartoon depicts is that dictatorship is surrounded by those person who tortured the people.
2. No, it is not necessray for every dictatorship to have a hidden side.
3. A democratic government is overthrown by military general Augusto Pinochet on 11th September, 1973. The President Salvador Allende allongwith defence minister was arrested and later murdered.

Questions of Unni & Munni (Page No. 11)

Question 1.
What would have happened if India was not a democracy? Could we have stayed together as a single nation?
Answer:
If India was not a democracy that dictatorship was established as a government. In this case, country could be divided in different states and nations.

Read the Cartoon (Page No. 12)

Question 1.
This cartoon was published in Canada just before its parliamentary election of 2004. Everyone, including the cartoonist, expected the liberal party to win once again. When the results came, the liberal party lost the elections. Is this cartoon an argument against democracy or for democracy?
Answer:
This cartoon is an argument for democracy, because only in democracy, voters can support or go against the ruling party.

Check your Progress (Page No. 12)

Question 1.
Rajesh and Muzaffar read an article. It showed that no democracy has ever gone to war with another democracy. Wars take place only when one of the two governments is non- democratic. The article said that this was a great merit of democracy. After reading the essay, Rajesh and Muzaffar had different reactions. Rajesh said that this was not a good argument for democracy. It was just a matter of chance. It is possible that in future democracies may have wars. Muzaffar said that it could not be a matter of chance. Democracies take decisions in such a way that it reduces the chances of war. Which of the two positions do you agree with and why?
Answer:
I agree with Muzaffar’s argument. In democracy, the decision is taken after discussion and keeping in view the welfare of the people. So, the chances of war are minimised due in democracy, but we cannot say that it is not possible. Some wars were fought between democracies like India and Pakistan, e.g., ‘Kargil War’ when both countries were democratic countries.

Read the Cartoon (Page No. 13)

Question 1.
This famous cartoon by R.K. Laxman comments on the celebrations of the fifty years of independence. How many images on the wall do you recognize? Do many common people feel the way the common man in this cartoon does?
Answer:
Images on the wall are of the Prime Ministers of India in the past, beginning with (from left to right) Jawaharlal Nehru, Lai Bahadur Shastri, Gulzari Lai Nanda, Moraxji Desai, Chaudhary Charan Singh, Indira Gandhi, Rajeev Gandhi, V.P. Singh, Chandrashekhar, P.V. Narsimha Rao, Deva Gowda and Atal Bihari Vajpayee.

Yes, many common people feel the way the common man in this cartoon does. Even after so many glorious years of independence, the condition of the common man has changed very little. The promises of the politicians have proved to be meaningless to the common man, so he fell asleep while hearing these again. It is the true picture of our democracy.

Questions of Unni & Munni (Page No 14)

Question 1.
In my village, the Gram Sabha never meets. It that democratic?
Answer:
The Gram Sabha should meet regularly to conduct out its functions for the welfare of the village people, but if the Gram Sabha does not meet, that is not democratic.

JAC Class 9th Civics What is Democracy? Why Democracy? Textbook Questions and Answers 

Question 1.
Here is some information about four countries. Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a) Country A: People who do not accept the country’s official religion do not have a right to vote.
(b) Country B: The same party has been winning elections for the last twenty years.
(c) Country C: Ruling party has lost in the last three elections.
(d) Country D: There is no independent election commission.
Answer:
(a) Undemocratic

(b) Not sure

(c) Democratic

(d) Undemocratic.

Question 2.
Here is some information about four countries. Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a) Country P: The parliament cannot pass a law about the army without the consent of the Chief of Army.
(b) Country Q: The parliament cannot pass a to law reducing the powers of the judiciary.
(c) Country R: The country’s leaders cannot sign any treaty with another country without taking permission from its neighbouring country.
(d) Country S: All the major economic decisions about the country are taken by officials i of the Central Bank which the ministers cannot change.
Answer:
(a) Undemocratic,

(b) Undemocratic,

(c) Not sure,

(d) Undemocratic.

Question 3.
Which of these is not a good argument in favour of democracy? Why?
(a) People feel free and equal in a democracy.
(b) Democracies resolve confict in a better way than others.
(c) Democratic government is more accountable to the people.
(d) Democracies are more prosperous than others.
Answer:
(d) Democracies are more prosperous than others. Because prosperity depends upon the economic set up.

Question 4.
Each of these statements contains a democratic and an undemocratic element. Write out the two separately for each statement.
1. A minister said that some laws have to be passed by the Parliament in order to conform to the regulations decided by the World Trade Organisation (WTO).
2. The Election Commission ordered re-polling in a constitutuency where large-scale rigging was reported.
3. Women’s representation in the Parliament has barely reached 10 per cent. This led women’s organisations to demand one-third seats for women.
Answer:
(a) (i) A minister said that some laws have to be passed by the Parliament: Democratic.
(ii) These should conform to the regulations decided by the World Trade Organisation: Undemocratic.

(b) (i) The Election Commission ordered re-polling in a constituency: Democratic.
(ii) Where large-scale rigging was reported: Undemocratic.

(c) (i) Women’s representation in the Parliament has barely reached 10 per cent: Undemocratic.
(ii) This led women’s organisations to demand one-third seats for women: Democratic.

Question 5.
Which of these is not a valid reason for arguing that there is a lesser possibility of famine in a democratic country?
(a) Opposition parties can draw attention to hunger and starvation.
(b) Free press can report suffering from famine in different parts of the country.
(c) Government fears its defeat in the next elections.
(d) People are free to believe in and practice any religion.
Answer:
(d) People are free to believe in and practice any religion.

Question 6.
There are 40 villages in a district where a government has made no provision for drinking water. These villagers met and considered many methods of forcing the government to respond to their need. Which of these is not a democratic method?
(a) Filing a case in the courts claiming that water is part of right to life.
(b) Boycotting the next elections to give a message to all parties.
(c) Organising public meetings against government policies.
(d) Paying money to government officials to get water.
Answer:
(d) Paying money to government officials to get water.

Question 7.
Write a response to the following arguments against democracy:
(a) Army is the most disciplined and corruption-free organisation in the country. Therefore, army should rule the country.
(b) Rule of the majority means the rule of ignorant people. What we need is the rule of the wise, even if they are in small numbers.
(c) If we want religious leaders to guide us in spiritual matters, why not invite them to guide us in politics as well. The country should be ruled by religious leaders.
Answer:
(a) A military dictator may not be responsive to people’s aspirations. He may like to force his decisions. This may result in discontentment and tensions.

(b) Rule of the majority implied wider particiption by people in decision-making. The majority cannot afford to take wrong decisions. The decision-makers can always be voted out.

(c) Religion is a matter of individual faith. Religious leaders know more about religions matter. They may not always be in a position to make desired response to people’s aspirations.

Question 8.
Are the following statements in keeping with democracy as a value? Why?
(a) Father to Daughter: I don’t want to hear your opinion about your marriage. In our family, children marry where the parents tell them to.
(b) Teacher to Student: Don’t disturb my concentration by asking me questions in the classroom.
(c) Employee to the Officer: Our working hours must be reduced according to the law.
Answer:
Democracy encourages dissent, debate, discussion and consensus. The points (a) and (b) are against the spirit of democracy. Only (c) is a democratic way. In this decision-making process, management, workers and many other experts in the area, including the legal experts, will take part.

Question 9.
Consider the following facts about a country and decide if you would call it a democracy. Give reasons to support your decision.
(a) All the citizens of the country have right to vote. Elections are held regularly.

(b) The country took loan from international agencies. One of the conditions for giving loan was that the government would reduce its expenses on education and health.

(c) People speak more than seven languages but education is available on in one language, the language spoken by 52 percent people of that country.

(d) Several organisations have given a call for peaceful demonstrations and nationwide strikes in the country to oppose these policies. Government has arrested these leaders.

(e) The government owns the radio and television in the country. All the newspapers have to get permission from the government to publish any news about government’s policies and protests.
Answer:
(c), (d) and (e) Show the undemocratic behaviour of the government, (b) indicates a wrong decision taken under compulsion due to the government’s economic weakness but (a) shows the government being fundamentally democratic.

A country where all the citizens have the right to vote and elections are held regularly can certainly be called democratic. These characteristics are a symbol of belief in democratic values. Therefore, it can be said that this country is a democratic country expect for a few things.

Question 10.
In 2004 a report pubished in the USA pointed to the increasing inequalities in that country. Inequalities in income reflected in the participation of people in democracy. It also shaped their abilities to influence the decisions taken by the government. The report highlighted that:
(a) If an average black family earns $100, then the income of average white family is $162. A white family has twelve times more wealth than the average black family.

(b) In a president’s election nearly 9 out of 10 individuals in families with income over $75,000 have voted. These people are the top 20% of the population in terms of their income. On the other hand only 5 people out of 10 from families with income less the $15,000 have voted. They are the bottom 20% of the population in terms of their income.

(c) About 95% contribution to the political parties comes from the rich. This gives them opportunity to express their opinions and concerns, which is not available to most citizens.

(d) As poor sections participate less in politics, the govenment does not listen to their concerns-coming out of poverty, getting job, eduation, healthcare and housing for them. Politicians hear most regularly about the concerns of business persons and the rich. Write an essay on ‘Democracy and Poverty’ using the information given in this report but using examples from India.
Answer:
Democracy and Poverty:
Democratic societies are free societies. Economic activity is market-oriented; the price of each factor-service is determined by the value of its service to the society. Hence, there are inequalities in income distribution. Income disparties ai therefore, inherent in a democracy.

Poor people co-exist with rich people. But democracy ensu, es equal rights to all individuals, irrespective of their economic status. Everybody enjoys equal voting rights. Therefore, in theory, there is nothing wrong with democracy on this account.

But, in practice, the rich people of the society have more resources at their command. The rich people control the media and use it for their own benefit. Influence of the rich over politics is clearly visible in countries like USA, England and India. In India, only the rich can contest elections.

The votes of poor people are bought and sold. The poor cannot fight elections against the rich to get elected. Like USA, in India different political parties pay more attention to the concerns of the rich who contribute most of their funds. What is required, therefore, is that a mechanism should be evolved to organise the poor and educate them about their rights. They can be trained to assert their democratic rights.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Geography Chapter 6 Population

JAC Class 9th Geography Population InText Questions and Answers 

Activity (Page No. 54)

Question 1.
What could be the reason of uneven distribution of population in India?
Answer:
Reasons for uneven distribution of population in India are:

1. Nature of the terrain,
2. Climate,
3. Migration,
4. Employment opportunities
5. Means of Transport and Communication.

Activity (Page No. 56)

Question 2.
Study the figure 6.3 and compare it with figure 2.4 and figure 4.7. Do you find any correlation between these maps?
Answer:
Students, attempt this activity yourself.

Activity (Page No. 56)

Question 3.
Table 6.1 reveals that despite the decline in growth rates, the number of people being added every decade is steadily increasing. Why?
Answer:
The number of people are increasing every decade because India has a vary large population. When a low annual rate is applied to a very large population, it yields a large absolute increase. When more than a billion people increase even at a lower rate, the total numbers being added becomes very large. So, the number of people being added every decade is steadily increasing.

Activity (Page No. 58)

Question 4.
On a map, trace the migration of each of your grandparents and parents since their birth. Try and analyse the reasons for each move.
Answer:
Students can attempt this activity with the help of their parents and grandparents under the guidance of their teacher. Reasons can be analysed as:

1. Increased employment opportunities and better living conditions in urban area (or migrated area).
2. Adverse conditions of poverty and unemployment in the rural areas. Students can enlist other reasons as per their parents’ & grandparents’ knowledge, for being migrated from a certain area.

Activity (Page No. 59)

Question 5.
1. How many children do you know who are engaged as household helpers, labourers in your locality ?
2. How many adults do you know in your locality who are unemployed?
3. What do you feel are the reasons for this?
Answer:

1. Nearly 18 children below the age of 13 years.
2. About 28 adults.
3. The major reasons may be: Illiteracy, poor health conditions and high proportion of people engaged in primary activities.

Find Out (Page No. 59)

Question 6.
Kerala has a sex ratio of 1084 females per 1000 males, Puducherry has 1038 females per every 1000 males, while Delhi has only 866 females per 1000 males and Haryana has just 877. What could be the reasons for such variations?
Answer:
In Kerala and Puducherry:

1. Kerala and Puducherry have good health facilities which reduces infant mortality rate.
2. There is no discrimination between females and males.
3. No problem of female foeticide.
4. Females are mostly earning members.

In Delhi and Haryana:

1. Migration of only males to these states for employment.
2. Foeticide of females prevalent in Delhi and Haryana.
3. Discrimination against female children.
4. Malnutrition among females.

JAC Class 9th Geography Population Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below :
1. Migration change the number, distribution and composition of the population in:
(a) the area of departure
(b) the area of arrival
(c) both the area of departure and arrival
(d) none of the above.
Answer:
(c) both the area of departure and arrival

2. A large proportion of children in a population is a result of:
(a) high birth rates
(b) high life expectancies
(c) high death rates
(d) more married couples
Answer:
(a) high birth rates

3. The magnitude of population growth refers to:
(a) the total population of an area
(b) the number of persons added each year
(c) the rate at which the population increases
(d) the number of females per thousand males.
Answer:
(b) the number of persons added each year

4. According to the Census a “literate” person is one who:
(a) can read and write his/her name
(b) read and write any language
(c) is above 7 years old and can read and write any language with understanding.
(d) knows the 3 ‘R’s (reading, writing, arithmetic).
Answer:
(c) is above 7 years old and can read and write any language with understanding.

Question 2.
Answer the following questions briefly:
1. Why is the rate of population growth in India declining since 1981?
Answer:
Since 1981, the rate of population growth in India started declining gradually because during this period, birth rate declined rapidly.

2. Discuss the major components of population growth.
Answer:
The major components of population growth are as follows:
1. Birth Rate:
It is the number of live births per 1000 persons in a year. It is a major component of growth, because in India, birth rate has always been higher than death rate.

2. Death Rate:
It is the number of deaths per 1000 persons in a year. The main cause of the rate of growth of the population is the rapid decline in death rate.

3. Migration:
It is the movement of people across regions and territories. Migration can be internal or international. Internal migration does not change the size of the population, but it influences the distribution of population within the nation.

3. Define age structure, death rate and birth rate.
Answer:

1. Age structure: It refers to the number of people in different age groups in a country. It is classified into three broad categories:
   • Children (generally below 15 years)
   • Working age (15-59 years)
   • Aged (Above 59 years).
2. Death Rate: Number of deaths per 1000 persons in a year.
3. Birth Rate: Number of births per 1000 persons in a year.

4. How is migration a determinant factor of population change?
Answer:
Migration means movement of people across the regions and territories. Migration can be internal or external. When internal migration takes place, it does not change the size of the population of a country but influences the density of population. This phenomenon of migration has resulted in the steady growth of population in towns and cities in India.

In India, people have migrated to the cities because of employment opportunities and better amenities. In international and external migration, people go to different countries because of higher education or employment opportunities. If this takes place in large numbers, it can affect the size of the population.

Question 3.
Distinguish between population growth and population change.
Answer:
Difference between Population Growth and Population Change:

Population Growth	Population Change
1. It refers to the change in the number of inhabitants of a country/territory during a specific period of time.	1. It refers to the change in population composition.
2. It can be expressed in two ways: (a) in terms of absolute numbers (b) in terms of percentage change per year.	2.  It can be affected by three factors: (a) birth rate, (b) death rate, and (c) migration.
3. In this process, change in population size takes place.	3. In this process, change in population istribution and occupational structure takes place.

Question 4.
What is the relation between occupational structure and development?
Answer:
The occupational structure refers to the distribution of the population according to different types of occupation. An economically-active percentage of population is an important index of development. Occupations are generally classified as primary, secondary and tertiary. In developed nations, a major proportion of population is engaged in secondary and tertiary activities, i.e., activities like manufacturing industry, construction, transport, communication, etc.

On the other hand, The proportion of people working in different activities reflect the economic development of a country. Developed nations have a high proportion of people in secondary and tertiary activites. In developing countries like India, a major portion of the population is engaged in primary activities like agriculture. Thus, there is a close relationship between occupational structure and development.

Question 5.
What are the advantages of having a healthy population?
Answer:
The advantages of having a healthy population are as follows:

1. A healthy population can earn more, and thus, contribute more in the National Income of the country.
2. If an individual is healthy, he will definitely like to live happily and also keep others happy.
3. It improves the quality of production.
4. There is a rapid increase in economic and social development due to healthy population.
5. A healthy population is itself an important resource for any country.

Question 6.
What are the significant features of the National Population Policy, 2000?
Answer:
The significant features of the National Population Policy, 2000 are:

1. Imparting free and compulsory school education up to 14 years of age.
2. Reducing infant mortality rate to below 30 per 1000 live births.
3. Achieving universal immunisation of children against all vaccine preventable, diseases.
4. Promoting delayed marriage for girls and boys.
5. Making family welfare and people centered programmes.
6. Protection of adolescent girls from unwanted pregnancies.
7. Protection of adolescents from Sexually Transmitted Diseases (STDs) and: educate them about the risks of unprotected sex.
8. Making contraceptive services accessible and affordable.
9. Providing food supplements and nutritional services for the adolescents.

Project Activity

Question 1.
Conduct a class census by preparing a questionnaire. The questionnaire should contain minimum five questions. Questions should relate to students, their family members, their class performance, their health etc. Each student is required to fill up the questionnaire. Compile the information in numerical terms (in terms of percentage). Present the information through pie chart, bar-diagram or in any other way.
Answer:
Students, do it yourself.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Geography Chapter 5 Natural Vegetation and Wildlife

JAC Class 9th Geography Natural Vegetation and Wildlife InText Questions and Answers 

Activity (Page No. 43)

Question 1.
Why are the southern slopes in Himalayan region covered with thick vegetation coyer as compared to northern slopes of the same hills?
Answer:
Northern slopes of the Himalayan region are mostly covered with snow due to its high altitude. On the other hand, southern slopes receive heavy rainfall and soils found here are suitable for plant growth. Therefore, southern slopes have thicker forests as compared to northern slopes of the Himalayan region.

Question 2.
Why have the western slopes of the Western Ghats covered with thick forests and not the eastern slopes?
Answer:
Western slopes of the Western Ghats receive more than 300 cm of rainfall, while the eastern slopes fall in the rain shadow area and receive only 50-60 cm of rain¬fall. Therefore, forests of western slopes have luxuriant growth as compared to eastern slopes of the Western Ghats.

Activity (Page No. 43)

Question 1.
Celebrate Van Mahotsav in your school/locality and plant few saplings and notice their growth.
Answer:
Students, please do it yourself.

Activity (Page No. 43)

Question 1.
Study the bar graph (Figure 5.1) and answer the following questions.
1. Name the state having maximum area under forest cover.
2. Name the union territory having minimum area under forest cover and why?
Answer:

1. Mizoram
2. Daman & Diu. In Daman and Diu, the area under forest is merely 5.72% because of the following reasons:
   (a) Most of the area is industrialized and the rest is residential.
   (b) The total area of Daman & Diu is very small amounting to only 102 sq. metres.

Activity (Page No. 47)

Question 1.
1. What will happen if plants and animals disappear from the earth’s surface?
2. Can the human beings survive under such a situation ?
3. Why is bio-diversity necessary and why should it be conserved ?
Answer:

1. If plants and animals disappear from the earth, the ecological balance will be disturbed and life would become miserable. The existence of humans will not be possible.
2. No, the human beings cannot survive under such a situation. It is because all plants and animals species including humans are interdependent.
3. Bio-diversity is necessary because it provides many essential things for the survival of human beings. It should be conserved because our ecosystem has been badly damaged due to the uninterrupted and excessive exploitation of plant and animal resources in our country.

Activity (Page No. 48)

Question 1.
Can you identify the type of forest shown in this picture ? Identify some trees in it. What type of similarity/dissimilarity you notice in this type of vegetation from the one found in your region ?
Answer:
Yes, these are montane forests.
Some trees which is seen are deodar, pine, spruce and cedar.
I reside in Rajasthan where species of bushes and thorny forests are mostly found, such as Acacias, euphorbias and cacti etc.

Activity (Page No. 50)

1. Find out from the above newspaper cuttings, the main concern highlighted in the given news items.
2. Collect more information about various endangered species from newspapers and magazines.
3. Find out various steps taken by the Indian government to protect them.
4. Describe how you can contribute to the protection of endangered animals and birds.
Answer:

1. Dwindling number of wildlife species vulture, tiger and rhinoceros.
2. Do it yourself.
3. Various steps taken by the Indian government to protect the wildlife are:
   • 89 National parks, 543 Wildlife sanctuaries and Zoological gardens have been set up to take care of natural heritage.
   • Project Tiger, Project Rhino, Project Great Indian Bustard and many other eco-developmental projects have been introduced.
   • 18 biosn’iere reserves have been set up in the country to protect flora and fauna.
   • Financk and technical assistance is provided to many Botanical Gardens by the government since 1992.
4. We can do Lie following:
   • Use of print and mass media to spread awarness,
   • Create pul lie awareness through lectures, railies, nukkad nataks, etc.
   • Organise poster/drawing competitions.

JAC Class 9th Geography Natural Vegetation and Wildlife Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below:
1. To which one of the followihg types of vegetation does rubber belong to?
(a) Tundra
(b) Tidal
(c) Himalayan
(d) Tropical Evergreen.
Answer:
(d) Tropical Evergreen.

2. Cinchona trees are found in the areas of rainfall more than:
(a) 100 cm
(b) 50 cm
(c) 70 cm
(d) less than 50 cm.
Answer:
(a) 100 cm

3. In which of the following state is the Simlipal bio-reserve located?
(a) Punjab
(b) Delhi
(c) Odisha
(d) West Bengal.
Answer:
(c) Odisha

4. Which one of the following bio-reserves of India is not included in the world network of bioreserve ?
(a) Manas
(b) Nilgiri
(c) Gulf of Mannar
(d) Nanda Devi
Answer:
all of these options are included in the world network of bioreserves.

Question 2.
Answer the following questions briefly:
1. What factors are responsible for the distribution of plants and animals in India?
Answer:
Factors responsible for the distribution of plants and animals in India are:

1. Land
2. Soil
3. Temperature
4. Photoperiod (sunlight)
5. Precipitation.

2. What is a bio-reserve? Give two examples.
Answer:
A protected area reserved for the conservation of endangered species of flora (plants) and fauna (animals) in their natural habitat. The Sunderbans in West Bengal and Nanda Devi in Uttaranchal are two examples.

3. Name two animals having habitat in tropical and montane type of vegetation.
Answer:

1. Tropical vegetation Elephant, deer.
2. Montane vegetation Yak, Snow leopard.

Question 3.
Distinguish between:
1. Flora and fauna,
2. Tropical evergreen and deciduous forests.
Answer:
1. Distinction between Flora and Fauna:

Flora	Fauna
1. Flora is the term used to denote plants of a particular region.	1. Fauna is the term used to denote animals of a particular region.
2. Flora consists of grass, plants, creepers and trees.	2. Fauna consists of three types: (a) Ter – restrial animals, (b) Aquatic animals and (c) Aerial.
3. About 47,000 plant species are found in India.	3. About 90,000 animal species are found in India.
4. Almost flora species produce their own food.	4. No animal can produce its own food.
5. Flora provides food to all living or-ganisms.	5. Fauna provides nutrients to the soil from its waste and decay.

2. Distinction between Tropical Evergreen and Deciduous Forests :

Tropical Evergreen Forests	Tropical Deciduous Forests
1. These are found in areas having more than 200 cm of rainfall.	1. These are found in areas having rainfall between 200 cm and 70 cm.
2. The trees of these forests do not shed their leaves in a definite time.	2. The trees of these forests shed their leaves for about six to eight weeks in dry summer.
3. The trees reach great heights up to 60 metres or even above.	3. The trees reach heights up to 9 metres.
4. These are found in heavy rainfall areas of the Western Ghats and the island groups of Lakshadweep, Andaman and Nicobar, upper parts of Assam and Tamil Nadu coast.	4. These forests exist in north-eastern states, along the foothills of the Himalayas, Jharkhand, West Odisha and Chhattisgarh and on the eastern slopes of the Western Ghats.
5. Some of the important trees of this forest are ebony, mahogany rosewood, rubber and cinchona.	5 Important trees of this forest are teak, sal, shisham, bamboos, sandalwood, khair, kusum, arjun and mulberry.
6. The common animals found in these forests are elephants, monkey, lamb, deer, one-horned rhinoceros etc.	6. The common animals found in these forests are lion, pig, deer, elephant lizards, snakes and tortoises.

Question 4.
Name different types of vegetation found in India and describe the vegetation of high altitudes.
Answer:
The following major types of vegetation may be identified in India:

1. Tropical Evergreen forests,
2. Tropical Deciduous forests,
3. Tropical thorn forests and scrubs,
4. Montane forests, and
5. Mangrove forests.

The vegetation found on high altitudes is known as montane vegetation. The chief characteristics of these forests are:

1. The wet temperate type of forests are found between a height of 1000 metres to 2000 metres. Evergreen broad-leaf trees such as oaks and chestnuts predominate.
2. Between 1500 metres and 3000 metres, temperate forests containing coniferous trees like pine, deodar, silver fir, spruce and cedar are found.
3. At high altitudes, generally more than 3600 metres above sea level, temperate forests and grasslands give way to the alpine vegetation. Silver fir, junipers, pines and birches are the common trees of these forests. Ultimately, through shrubs and scrubs they merge into alpine grasslands.
4. At higher altitudes, mosses and lichens form part of tundra vegetation.

Question 5.
Quite a few species of plants and animals are endangered in India. Why?
Answer:
Endangered species of plants and animals are those which face the danger of getting extinct. About 1300 plant species and quite a few animal species have been identified as endangered species in India. The main causes for these plants and animals species becoming endangered are as follows:

1. Hunting by greedy hunters for commercial purposes.
2. Pollution due to chemical and industrial wastes, acid deposits etc.
3. Introduction of alien species causing imbalance in the ecosystem.
4. Reckless cutting of plants and trees to bring land under cultivation, expanding industrialisation and habitation etc.

Question 6.
Why has India a rich heritage of flora and fauna?
Answer:
India has all the major physical features of the earth, i.e., mountains, plains, deserts, plateaus and islands. These five factors are suitable for the growth and development of both animal and plant kingdom in India and are essential for the growth of the bio-diversity.

The different regions of the country have different soil types, different types of climate with great variations in humidity and temperature across the country. Even the rainfall is also unevenly disturbed, and various types of species of plants and animals require different climatic conditions and different soil types. Hence, the flora and fauna found in India is diverse and rich.

On an outline map of India, label the following:

1. Areas of Evergreen Forests,
2. Areas of Tropical Deciduous Forests.
3. Two national parks each in northern, southern, eastern and western parts of the country.

Question 1.
Find some trees in your neighbourhood having medicinal values.
Answer:
Jamun, Neem, Babool, Sarpagandha, Tulsi etc.

Question 2.
Find ten occupations getting raw material from forests and wildlife.
Answer:
Furniture industry, Pharmaceutical industry, Building construction, Leather industry, Meat industry, Dairy industry, Animal husbandry, Lac industry, Sport and Chemical industry etc.

Question 3.
Write a poem or paragraph showing the importance of wild life.
Answer:
Students, do it yourself.

Question 4.
Write the script of a street play giving the importance of tree plantation and try to enact it in your locality.
Answer:
Students, do it yourself.

JAC Class 9 Social Science Solutions

Jharkhand Board JAC Class 10 Maths Solutions Chapter 5 Arithmetic Progressions Ex 5.1 Textbook Exercise Questions and Answers.

JAC Board Class 10 Maths Solutions Chapter 5 Arithmetic Progressions Exercise 5.1

Question 1.
In which of the following situations, does the list of numbers involved make an arithmetic progression, and why?
1. The taxi fare after each km, when the fare is ₹ 15 for the first km and ₹ 8 for each additional km.
2. The amount of air present in a cylinder when a vacuum pump removes \(\frac{1}{4}\) of the air remaining in the cylinder at a time.
3. The cost of digging a well after every metre of digging, when it costs ₹ 150 for the first metre and rises by ₹ 50 for each subsequent metre.
4. The amount of money in the account every year, when ₹ 10,000 is deposited at compound interest at 8% per annum.
Solution:
1. Here, the fare for 1 km = ₹ 15
the fare for 2 km = ₹ 15 + ₹ 8 = ₹ 23,
the fare for 3 km = ₹ 15 + 2 (₹8) = ₹ 31,
the fare for 4 km = ₹ 15 + 3 (₹8) = ₹ 39, and so on.
The list of numbers formed is 15, 23, 31, 39, …………..
Here, a₂ – a₁ = 23 – 15 = 8.
a₃ – a₂ = 31 – 23 = 8.
a₄ – a₃ = 39 – 31 = 8, and so on.
Thus, a_k+1 – a_k is the same every time.
Hence, the list of numbers forms an AP with a = 15 and d = 8.

2. Let the volume of air present in the cylinder at the beginning be V units. Then, volume of air remaining in the cylinder after first attempt = \(\frac{3}{4}\)V units. Also, volume of air remaining in the cylinder after second attempt = \(\left(\frac{3}{4}\right)^2\)V units. Here, the list of numbers formed is V, \(\frac{3}{4}\)V, \(\left(\frac{3}{4}\right)^2\)V, ………
Now, a₂ – a₁ = \(\frac{3}{4}\)V – V = –\(\frac{1}{4}\)V
a₃ – a₂ = \(\left(\frac{3}{4}\right)^2\)V – \(\frac{3}{4}\)V
= \(V\left(\frac{9}{16}-\frac{3}{4}\right)\)
= \(– \frac{3}{16}\)V
Here, a₂ – a₁ ≠ a₃ – a₂.
Hence, the list of numbers does not form an AP.

3. Cost of digging first metre = ₹ 150
Cost of digging the second metre = ₹ 150 + ₹ 50
= ₹ 200
Cost of digging the third metre = ₹ 200 + ₹ 50
= ₹ 250
Cost of digging the fourth metre = ₹ 250 + ₹ 50
= ₹ 300
The list of numbers formed is 150, 200, 250, 300,…
Here, a₂ – a₁ = 200 – 150 = 50,
a₃ – a₂ = 250 – 200 = 50,
a₄ – a₃ = 300 – 250 = 50, and so on.
Thus, a_k+1 – a_k is the same every time. Hence, the list of numbers forms an AP with a = 150 and d = 50.

4. The formula of compound interest is known to us.
A = \(P\left(1+\frac{R}{100}\right)^T\)
Here, P = ₹ 10,000; R = 8% and T = 1, 2, 3, 4, ……….
Amount at the end of 1st year = ₹ 10000 (1.08).
Amount at the end of 2nd year = ₹ 10000 (1.08)².
Amount at the end of 3rd year = ₹ 10000 (1.08)³.
The list of numbers formed is 10000 (1.08), 10000 (1.08)2, 10000 (1.08), ………..
a₂ – a₁ = 10000 (1.08)² – 10000 (1.08)³
= 10000 (1.08) (1.08 – 1)
= 10000 (1.08) (0.08)
a₃ – a₂ = 10000 (1.08)³ – 10000 (1.08)²
= 10000 (1.08)² (1.08 – 1)
= 10000 (1.08)² (0.08)
Thus, a₂ – a₁ ≠ a₃ – a₂
Hence, the list of numbers does not form an AP.

Question 2.
Write first four terms of the AP when the first term a and the common difference d are given as follows:
1. a = 10, d = 10
2. a = -2, d = 0
3. a = 4, d = -3
4. a = -1, d = \(\frac{1}{2}\)
5. a = -1.25, d = -0.25
Solution:
1. a = 10, d = 10
First term a = 10
Second term = First term + d
= 10 + 10 = 20
Third term = Second term + d
= 20 + 10 = 30
Fourth term = Third term + d
= 30 + 10 = 40
Thus, the required first four terms of the AP are 10, 20, 30, 40.

2. a = -2, d = 0
First term = a = -2
Second term = First term + d
= -2 + 0 = -2
Third term = Second term + d
= -2 + 0 = -2
Fourth term = Third term + d
= -2 + 0 = -2
Thus, the required first four terms of the AP are -2, -2, -2, -2.

3. a = 4, d = -3
First term = a = 4
Second term = First term + d
= 4 + (-3) = 1
Third term = Second term + d
= 1 + (-3) = -2
Fourth term = Third term + d
= (-2) + (-3) = -5
Thus, the required first four terms of the AP are 4, 1, -2, -5.

4. a = -1, d = \(\frac{1}{2}\)
First term = a = -1
Second term = First term + d
= -1 + \(\frac{1}{2}\) = –\(\frac{1}{2}\)
Third term = Second term + d
= \(-\frac{1}{2}+\frac{1}{2}\) = 0
Fourth term = Third term + d
= 0 + \(\frac{1}{2}\) = \(\frac{1}{2}\)
Thus, the required first four terms of the AP are -1, – \(\frac{1}{2}\), 0, \(\frac{1}{2}\).

5. a = -1.25, d = -0.25
The general form of an AP is a, a + d, a + 2d, a + 3d, …….. Then,
First term = a = -1.25
Second term = a + d
= -1.25 + (-0.25) = -1.50
Third term = a + 2d
= -1.25 + 2(-0.25) = -1.75
Fourth term = a + 3d
= -1.25 + 3(-0.25) = -2.00
Thus, the required first four terms of the AP are -1.25, -1.50, -1.75, -2.00.

Question 3.
For the following APs, write the first term and the common difference:
1. 3, 1, 1, -3, ……..
2. -5, -1, 3, 7, …….
3. \(\frac{1}{3}, \frac{5}{3}, \frac{9}{3}, \frac{13}{3}, \ldots\)
4. 0.6, 1.7, 2.8, 3.9, …
Solution:
1. 3, 1, -1, -3,….
First term a = 3
Common difference d = a₂ – a₁ = 1 – 3 = -2

2. -5, 1, 3, 7,…..
First term a = -5
Common difference d = (-1) – (-5) = 4

3. \(\frac{1}{3}, \frac{5}{3}, \frac{9}{3}, \frac{13}{3}, \ldots\)
First term a = \(\frac{1}{3}\)
Common difference d = \(\frac{5}{3}-\frac{1}{3}=\frac{4}{3}\)

4. 0.6, 1.7, 2.8, 3.9, ……
First term a = 0.6
Common difference d = 1.7 – 0.6 = 1.1

Question 4.
Which of the following are APs? If they form an AP find the common difference d and write three more terms:
1. 2, 4, 8, 16, …….
2. 2, \(\frac{5}{2}\), 3, \(\frac{7}{2}\), …….
3. -1.2, -3.2, -5.2, -7.2, …….
4. -10, -6, -2, 2, …….
5. 3, 3 + 2\(\sqrt{2}\), 3 + 2\(\sqrt{2}\), 3 + 3\(\sqrt{2}\), ….
6. 0.2, 0.22, 0.222, 0.2222, ……..
7. 0, -4, -8, -12, ……..
8. \(-\frac{1}{2},-\frac{1}{2},-\frac{1}{2},-\frac{1}{2}, \cdots\)
9. 1, 3, 9, 27, ……
10. a, 2a, 3a, 4a, …….
11. a, a², a³, a⁴, …….
12. \(\sqrt{2}\), \(\sqrt{8}\), \(\sqrt{18}\), \(\sqrt{32}\), ……
13. \(\sqrt{3}\), \(\sqrt{6}\), \(\sqrt{9}\), \(\sqrt{12}\), …..
14. 1², 3², 5², 7², …….
15. 1², 5², 7², 7², …….
Solution:
2, 4, 8, 16, ….
a₂ – a₁ = 4 – 2 = 2,
a₃ – a₂ = 8 – 4 = 4,
a₄ – a₃ = 16 – 8 = 8
Here, a₂ – a₁ ≠ a₃ – a₂
Hence, the given list of numbers does not form an AP.

2. 2, \(\frac{5}{2}\), 3, \(\frac{7}{2}\), …
a₂ – a₁ = \(\frac{5}{2}-2=\frac{1}{2}\)
a₃ – a₂ = \(3-\frac{5}{2}=\frac{1}{2}\)
a₄ – a₃ = \(\frac{7}{2}-3=\frac{1}{2}\)
Here, a_k+1 – a_k is the same everywhere.
So, the given list of numbers forms an AP with d = \(\frac{1}{2}\)
Next three terms are given by-
a₅ = \(\frac{7}{2}+\frac{1}{2}=4\),
a₆ = \(4+\frac{1}{2}=\frac{9}{2}\) and
a₇ = \(\frac{9}{2}+\frac{1}{2}=5\)

3. -1.2, -3.2, -5.2, -7.2, …..
a₂ – a₁ = -3.2 – (-1.2) = -2
a₃ – a₂ = -5.2 – (-3.2) = -2
a₄ – a₃ = -7.2 – (-5.2) = -2
Here, a_k+1 – a_k is the same everywhere. So, the given list of numbers forms an AP with d = -2.
Next three terms are given by-
a₅ = -7.2 + (-2) = -9.2.
a₆ = -9.2 + (-2) = -11.2 and
a₇ = -11.2 + (-2) = -13.2

4. -10, -6, -2, 2, ……..
a₂ – a₁ = (-6) – (-10) = 4.
a₃ – a₂ = (-2) – (-6) = 4.
a₄ – a₃ = 2 – (-2) = 4
Here, a_k+1 – a_k is the same everywhere.
So, the given list of numbers forms an AP with d = 4.
Next three terms are given by-
a₅ = 2 + 4 = 6,
a₆ = 6 + 4 = 10 and
a₇ = 10 + 4 = 14

5. 3, 3+\(\sqrt{2}\), 3 + 2\(\sqrt{2}\), 3 + 3\(\sqrt{2}\), …
a₂ – a₁ = 3 + \(\sqrt{2}\) – 3 = \(\sqrt{2}\),
a₃ – a₂ = (3 + 2\(\sqrt{2}\)) – (3 + \(\sqrt{2}\)) = \(\sqrt{2}\)
a₄ – a₃ = (3 + 3\(\sqrt{2}\)) – (3 + 2\(\sqrt{2}\)) = \(\sqrt{2}\)
Here, a_k+1 – a_k is the same everywhere.
So, the given list of numbers forms an AP with d = \(\sqrt{2}\).
Next three terms are given by-
a₅ = (3 + 3\(\sqrt{2}\)) + \(\sqrt{2}\) = 3 + 4\(\sqrt{2}\),
a₆ = (3 + 4\(\sqrt{2}\)) + \(\sqrt{2}\) = 3 + 5\(\sqrt{2}\) and
a₇ = (3 + 5\(\sqrt{2}\)) + \(\sqrt{2}\) = 3 + 6\(\sqrt{2}\)

6. 0.2, 0.22, 0.222. 0.2222,…
a₂ – a₁ = 0.22 – 0.2 = 0.02,
a₃ – a₂ = 0.222 – 0.22 = 0.002
Here, a₂ – a₁ ≠ a₃ – a₂.
Hence, the given list of numbers does not form an AP.

7. 0, -4, -8, -12, ….
a₂ – a₁ = (-4) – 0 = -4,
a₃ – a₂ = (-8) – (-4) = -4,
a₄ – a₃ = (-12) – (-8) = -4
Here, a_k+1 – a_k is the same everywhere.
Hence, the given list of numbers forms an AP with d = -4.
Next three terms are given by-
a₅ = (-12) + (-4) = -16,
a₆ = (-16) + (-4) = -20 and
a₇ = (-20) + (-4) = -24.

8.

Here, a_k+1 – a_k is the same everywhere. Hence, the given list of numbers forms an AP with d = 0.
Next three terms are given by-

9. 1, 3, 9, 27, ….
a₂ – a₁ = 3 – 1 = 2,
a₃ – a₂ = 9 – 3 = 6
Here, a₂ – a₁ ≠ a₃ – a₂
Hence, the given list of numbers does not form an AP.

10. a, 2a, 3a, 4a…
a₂ – a₁ = 2a – a = a,
a₃ – a₂ = 3a – 2a = a.
a₄ – a₃ = 4a – 3a = a
Here, a_k+1 – a_k is the same everywhere.
Hence, the given list of unknown numbers forms an AP with d = a.
Next three terms are given by-
a₅ = 4a + a = 5a,
a₆ = 5a + a = 6a and
a₇ = 6a + a = 7a

11. a, a², a³, a⁴,….
a₂ – a₁ = a² – a = a (a – 1),
a₃ – a₂ = a³ – a² = a² (a – 1)
Here, a₂ – a₁ ≠ a₃ – a₂.
Hence, the given list of unknown numbers does not form an AP.

12. \(\sqrt{2}\), \(\sqrt{8}\), \(\sqrt{18}\), \(\sqrt{32}\), ….
We know, \(\sqrt{8}\) = \(\sqrt{4 \times 2}\) = 2\(\sqrt{2}\).
\(\sqrt{18}\) = \(\sqrt{9 \times 2}\) = 3\(\sqrt{2}\) and
\(\sqrt{32}\) = \(\sqrt{16 \times 2}\) = 4\(\sqrt{2}\).
Hence, the given list of numbers is
\(\sqrt{2}\), 2\(\sqrt{2}\), 3\(\sqrt{2}\), 4\(\sqrt{2}\), ….
a₂ – a₁ = 2\(\sqrt{2}\) – \(\sqrt{2}\) = \(\sqrt{2}\),
a₃ – a₂= 3\(\sqrt{2}\) – 2\(\sqrt{2}\) = \(\sqrt{2}\)
a₄ – a₃ = 4\(\sqrt{2}\) – 3\(\sqrt{2}\) = \(\sqrt{2}\)
Here, a_k+1 – a_k is the same everywhere.
Hence, the given list of numbers forms an AP with d = \(\sqrt{2}\).
Next three terms are given by-
a₅ = 4\(\sqrt{2}\) + \(\sqrt{2}\) = 5\(\sqrt{2}\) = \(\sqrt{50}\).
a₆ = 5\(\sqrt{2}\) + \(\sqrt{2}\) = 6\(\sqrt{2}\) = \(\sqrt{72}\) and
a₇ = 6\(\sqrt{2}\) + \(\sqrt{2}\) = 7\(\sqrt{2}\) = \(\sqrt{98}\).

13. \(\sqrt{3}\), \(\sqrt{6}\), \(\sqrt{9}\), \(\sqrt{12}\), ……
a₂ – a₁ = \(\sqrt{6}\) – \(\sqrt{3}\) = \(\sqrt{3}\)(\(\sqrt{2}\) – 1)
a₃ – a₂ = \(\sqrt{9}\) – \(\sqrt{6}\) = \(\sqrt{3}\)(\(\sqrt{3}-\sqrt{2}\))
Here, a₂ – a₁ ≠ a₃ – a₂
Hence, the given list of numbers does not form an AP.

14. 1², 3², 5², 7², ….
a₂ – a₁ = 3² – 1² = 9 – 1 = 8,
a₃ – a₂ = 5² – 3² = 25 – 9 = 16
Here, a₂ – a₁ ≠ a₃ – a₂
Hence, the given list of numbers does not form an AP.

15. 1², 5², 7², 7²,…
a₂ – a₁ = 5² – 1² = 25 – 1 = 24,
a₃ – a₂ = 7² – 5² = 49 – 25 = 24,
a₄ – a₃ = 73 – 7² = 73 – 49 = 24.
Here. a_k+1 – a_k is the same everywhere.
Hence, the given list of numbers forms an AP with d = 24.
Next three terms are given by-
a₅ = 73 + 24 = 97,
a₆ = 97 + 24 = 121 and
a₇ = 121 + 24 = 145.

JAC Board Class 9th Social Science Notes Economics Chapter 1 The Story of Village Palampur

→ Introduction

• The story of village Palampur is a narrative story based on a research study by Gilbert Etiena of a village in Bulandshahar district (Uttar Pradesh).
• The purjpsse of the story of village Palampur, an imaginative village, is to introduce some basic concepts relating to production like-farming, small scale manufacturing, dairy, transport etc.
• These production activities need various types of resources such as; natural resources, man-made resources, man-power, money etc.
• Farming is the main activity in Palampur.
• Palampur is well-connected with neighbouring villages and towns. An all weather road and many kinds of transport are visible on this road like, bullock carts, motorcycles, jeeps, tractors and trucks etc.
• Palampur has about 450 families belonging to several different castes.
• The dalits comprise one-third of the population of the village. Their houses are made of mud and straw.
• Palampur has a fairly well-developed system of roads, transport, electricity, irrigation, school and health centre.
• In villages across India, farming is the main production activity. The other production
• activities are small-scale manufacturing, transport, shop-keeping etc.

→ Organisation of Production

• The aim of production is to produce the goods and services that we need.
• The factors of production are land, labour, physical capital and human capital.
• Land is the first requirement for produciton and the second is labour.
• Physical capital includes tools, machines, buildings, i.e., fixed capital and raw materials and money in hand, i.e., working capital.
• Knowledge and enterprise come under human capital. It is required to put together all the above inputs to produce the output.

→ Land is fixecT

• 75% per cent people of Palampur are dependent on farming for their livelihood.
• There has been no expansion in land area under cultivation in Palampur since 1960.
• The standard unit of measuring land is hectare, though in the villages it is measured in local units as bigha, guintha etc.

→ Ways to grow more from the same land

• In Palampur, all land is cultivated. No land is left idle.
• During the rainy season, farmers of Palampur grow jowar, bajra, potato, wheat and
  sugarcane.
• During the winter season, fields are sown with wheat. From the produced wheat, farmers keep enough wheat for their family’s consumption and sell the rest of the wheat in the market at Raiganj.
• A part of land is also devoted to sugarcane production, which is harvested once every year.
• Farmers in Palampur are able to grow three different crops in a year due to a well- developed system of irrigation.
• The first few tubewells were installed by the government in Palampur.
• Of the total cultivated area in the country, a little less than 40 per cent is irrigated even today. In the remaining area, farming is largely dependent on rainfall.
• To grow more than one crop on a piece of land during the year is called multiple cropping.
• Multiple cropping is the most common way of increasing production on a given piece of land.
• The Green Revolution in the late 1960s introduced the Indian farmer to cultivation of wheat and rice using high yielding varieties of seeds.
• Farmers of Punjab, Haryana and Western Uttar Pradesh were the first to try out the
  modern farming methods in India. .
• In Palampur, with the use of HYV seeds, the yield of wheat went up to 3200 kg per hectare as compared to 1300 kg per hectare with the traditional seeds.
• Farmer now had greater amounts of surplus wheat to sell in the markets.

→ Sustenance of land

• Modern farming methods have overused the natural resources base.
• The Green Revolution is associated with the loss of soil fertility in many areas due to increased use of chemical fertilizers.
• Chemical fertilizers kill the bacteria and micro organisms on the soil and reduce its fertility.
• About one-third population of Palampur is landless while most of them are dalits.

→ Availability of labour

• Farming requires a great deal of hard work.
• Small farmers along with their families cultivate their own fields. Medium and large farmers hire farm labourers to work on their fields.
• Farm labourers come either from landless families or families cultivating small plots of land.
• These labourers can be paid in cash or in objects like crops; sometimes they get meals also.
• Wages vary widely from region to region, from crop to crop and from one farm activity toanotfe
• There is also a wide variation in the duration of employment.

→ Capital needed in farming.

• As modern farming methods require a great deal of capital, the farmer needs more money for it.
• Mostly, small farmers have to borrow money ffom large farmers or the village money lenders or traders to arrange modern farming methods.
• The rate of interest on such loans is»very high. They are put to great distress to repay the loan.

→ Sale of surplus farm products

• The large and medium farmers of Palampur retain a part of the produced grain for their own use and sell the surplus in the market.
• The farmers earn a good amount of money through this sale.
• They use this money to purchase inputs for the next farming season, purchase capital equipment or even give loans to small farmers.

→ Non-Farm Activities in Palampur

• Only 25 per cent of the people working in Palampur are engaged in activities other than agriculture.
• There is a variety of non-agricultural activities in the village, e.g., dairy farming, manufacturing activities, shop keeping, transportation, computer education, jaggery production, etc.

→ Manufacturing: It is the process of making products, or goods from raw materials by the use of manual labour or machinery.

→ Resources: Commodities or services used to produce goods and services.

→ Bogeys: A kind of transport made of wood and drawn by buffaloes.

→ Dalits: People belonging to lower castet are known as Dalits or SCs.

→ Irrigation: The artificial application of water to land to assist in the production of crops by tubewells, canals and tanks, etc. .

→ Kharif: The autumn crop sown at the begining of summer rains.

→ Rabi: The spring crop sown in winter.

→ Multiple Cropping: To grow more than one crop on a piece of land during the same year is known as multiple cropping.

→ Yield: An amount of crop produced in a given piece of land during a single season.

→ Green Revolution: It is a revolution in the field of agriculture in the late 1960s. It introduced the Indian farmers to the moden methods of farming to increase agricultural production.

→ HYV seeds: High yielding varities of seeds which promise to produce much greater amounts of grain than traditional seeds.

→ Chemical Fertilisers: It is a substance applied to soils or directly to plants to provide ^ nutrients, optimum for their growth and development.

→ Surplus: An amount of something left over when requirements have been met. It is an excess of production or supply.

→ Production activity: The creation of value or wealth by producing goodg and services,

→ Moneylender: A person who lends money which has to be paid back .at a high rate of interest.

JAC Class 9 Social Science Notes

JAC Board Class 9th Social Science Notes Civics Chapter 5 Democratic Rights

→ Introduction

• A democratic government has to be periodically elected by the people in a free and fair manner.
• A democracy must be based on institutions that follow certain rules and porcedures.
• These elements are necessary but not sufficient for a democracy.
• Elections and institutions need to be combined with a third element-enjoyment of rights to make a government democratic.
• When the socially recognised claims (rights) are written into law in democracy they are called democratic rights.
• This chapter deals with democratic rights and their significance.

→ Life without rights

• The importance of rights can be judged by the one whose life has absence of rights.
• The following three examples state what it means to live in the absence of rights:

→ Prison in Goantanamo Bay

• About 600 people were secretly picked up by the United States of America’s forces from all over the world and put in a prison in Goantanamo Bay, near cuba.
• According to the American Government, they were enemies of the United State and linked to the attack on New york on 11th September, 2001,
• As a result, there was no trial before any magistrate in the United State, nor could these prisoners approach courts in their own country.
• Amnesty international, reported that the prisoners were being tortured in ways that violated the United States of America’s laws. Despite the provisions of international treaties, prisoners were being denied the treatment.

→ Citizens Rights in saudi Arabia

• Saudi Arabia is ruled over by a hereditary king and the people have no role in electing or changing their rulers.
• The king selects the legislature as well as the executive.
• He appoints the judges and can change any of their decisions.
• Citizens cannot form political parties or any political organisation
• Media cannot report anything that the monarch does not like.
• There is not freedom of religion. Every citizen is required to be muslim. Non-muslim residents can follow their religion in private, but not in public.
• Women are subjected to many public restrictions. The testimony of one man is considerd equal to that of two women.

→ Ethnic Massacre in Kosovo

• Kosovo was a province of yugoslavia before its split.
• In yugoslavia, serbs were in majority and Albanians were in minority.
• A democratically elected serb leader Slobodan milosevic wanted to dominate the country.
• Serbs thought that the albanians, (the ethnic minority group) should leave the country or accept the dominance of serbs.

→ Rights in a Democracy

• Everyone wants a system where at least a minimum asurance is guaranteed to all whether he/she is powerful or weak, rich or poor, majority or minority.

→ What are rights?

• Rights are reasonable claims of persons recognised in society and sanctioned by law.

→ Why do we need rights in a democracy?

• Rights are necessary for the very sustenance of a democracy.
• In a democracy, every citizen has the rights to vote and the rights to be elected to government.
• Rights protect minorities from the oppression of majority. They ensure that majority cannot do whatever it wishes to do.

→ Right in the Indian constitution

• Some rights which are fundamental to our life are given a special status in Indian constitution. They are called Fundamental Rights.
• Our constitution provides six fundamental rights.

→ Right to equality

• The constitution says that the government shall not deny the equality before the law or the equal protection of the laws to any person in India. It means that the laws apply in the same manner to all, regardless of a person’s status. This is called the rule of law.
• Right to equality is the foundation of any democracy. It means that no person is above the law.
• The government shall not discriminate against any citizen on grounds only of religion race, caste, sex or place of birth.
• Every citizen shall have access to public places like shops, restaurants, hotels, and cinema halls.
• The government of India has provided reservation for scheduled castes (SCs), scheduled Tribes (STs) and other backward classes (OBCS). But these reservations are not against the right to equality.
• The constitution directs the government to put an end to the practice of untouchability. It is the extrerr 3 form of social discrimination.

→ Right to freedom

• Freedom mean absence of constraint. In practical life, it means absence of interference in our affairs h others be it other individuals or the government.
• Under the Indian constitution, all citizens have’the right to: (i) Freedom of speech and expression (ii) Assembly in a peaceful manner (iii) form associations, unions and cooperative societies (iv) Move freely throughout the country, (v) Reside in any part of the country (vi) practice any profession or to carry on any occupation, trade or business.
• Freedom is not unlimited license to do what one wants. The government can impose certain reasonable restrictions on our freedom in the larger interests of the society.

→ Right Against Exploitation

• Constitution makers thought it is necessary to write down certain clear provisions to prevent exploitation of the weaker sections of the society.
• The constitution mentions three specific evils and declares these illegal.
• First, the constitution prohibits ‘traffic’ in human beings. Traffic here means selling and buying of human beings, usually, women or children, for immoral purposes.
• Second, our constitution also prohibits forced labour or begar in any form. Begar is a practice where the worker is forced to render service to the master free of charge or at a nominal remuneration.
• Third the constitution prohibits child labour. No one can employ a child below the age of 14 to work in any factory or mine or any other hazardous work, such as railways and ports.

→ Right to Freedom of Religion

• Every person has right to profess, practice and propagate the religion he or she believes in.
• Every religious group or sect is free to manage its religious affairs. Freedom to propagate one’s religion, does not mean that a person has right to compl another person to convert into his religion by means of force, around inducement or allurement.
• India is a secular state. A secular state is one that does not establish any one religion as official religion. In India no privilege or favor is provided to any particular religion.

→ Cultural and Educational Right

• The following cultural and educational rights for minoritis are specified by our constitution.
• Any section of citizens with a distinct language or culture have a right to conserve it
• Admission to any educational institution maintained by government or receiving government aid cannot be denied to any citizen on the grounds of religion or language
• All minorities have the right to establish and administer educational institution of their choice.

→ How can we secure these rights?

• The fundamental rights in the constitution are important because they are enforceable.
• We have a right to seek the enforcement of these mentioned rights. This is called the right to constitutional remedies.
• This right makes other rights effective when any of the fundamental rights are violated then citizen can directly approach the supreme court or the high court of a state.
• That is why Dr. Ambedkar called the right to constitutional remedies the heart and soul of our constitution.
• The supreme court and high courts have the power to issue directions, order or writs for the enforcement of the fundamental rights.
• They can also award compensation to the victims and punishment to the violators.
• In case of any violation of fundamental right the aggrieved person can go to a court for remedy. But now, any person can go to court against the violation of the fundamental right. If it is of social or public interest, It is called public Interset litigation (PIL).
• Under the PIL any citizen or group of citizens can approach the supreme court or a high court for the protection of public interest against a particular law or action of the judges even on a postcard. The court will take up the matter if the judges find it in public interest against a particular court law or action of the government.

→ Expanding Scope of Rights

• From time to time the courts gave judgements of expand the scope of right, certain rights like right to freedom of press, sight to information and right to education are derived from the fundamental rights.
• According to the right to education every child has the right to get elementary education.
• According to right to information, any body can demand information regarding the functions of a government department or official.
• Constitution provides many rights which may not be fundamental right e.g. the right to property, right to vote in election are not fundamental rights but these are constitutional rights.
• Human rights are universal moral claims that may or may not have been recognised by laws.
• Some international covenants have contributed to the expansion of rights.
• The national human rights commission (NHIRC) focuses on helping the victims to secure their human rights.
• International covenant on Economic social and cultural right.

→ Rights

• The international covenant recognises many rights that are not directly a part of the fundamental rights in the Indian constitution.
• This has not yet become an international treaty but human right activists all over the world see, this as a standard of human rights. These include.
  • Right to work i.e., opportunity to everyone to earn livelihood by working.
  • Right to safe and healthy working conditions. Fair wages that can provide decent standard of living for the workers and their families.
  • Right to adequate standard of living including adequate food, clothing and housing.
  • Right to social security and insurance.
  • Right to health i.e., medical care during illness, special care for woman during child birth and prevention of epidemics.
  • Right to education i.e., free and compulsary primary education, equal access to higher education.

→ Amnesty International: An international organisation of volunteers who campaigns for human rights. This organisation brings out independent reports on the violation of human rights all over the world.

→ Ethnic group: An ethnic group is a human population whose members usually identify with each other on the basis of a common ancestry. People of an ethnic group are united by cultural practices, religious beliefs and historical memories.

→ Claim: Demand for legal or moral entitlements a person makes on fellow citizens, society or the government.

→ Dalit: A person who belongs to the castes which were considered low and not touchable by others. Dalits are also known by other names such as the scheduled castes, depressed classes etc.

→ Begar: It is a practice where a worker is forced to render service to the ‘master’ free of charge or at a nominal remuneration.

→ Traffic: Selling and buying of men, women or children for immoral purposes.

→ Writ: A formal document containing an order of the court to the government issued only by High Court or the Supreme Court.

→ Summon: An order issued by a court asking a person to appear before it.

→ Convenant: Promise made by the individuals, groups or countries to uphold a rule or principle. It is legally binding on the signatories to the agreement or statement.

JAC Class 9 Social Science Notes

JAC Board Class 9th Social Science Notes Civics Chapter 4 Working of Institutions

→ Introduction

• Democracy is not just about people electing their rulers.
• In a democracy the rulers have to follow some rules and procedures. They have to work with and within institutions.
• In this process we come across three institutions that play a key role in major decisions Legislature, executive and judiciary.
• In this chapter, we will understand how all the institutions together carry on the work of the government.

→ How is a major policy decision taken?

• The government issues hundreds of orders every day on different matters.
• President is the head of the state and is the highest formal authority in the country.
• Prime Minister is the head of the government and actually exercises all governmental powers.
• Parliament consists of the President and two houses, Lok Sabha and Rajya Sabha.
• The Prime Minister must have the support of a majority of Lok Sabha members.
• The Government of India had appointed the second Backward classes. Commission in 1979. It was harded by B.P. Mandal.
• The commission gave its report in 1980 and made many recommendations, one of these was that 27 per cent of government jobs be reserved for the socially and educationally backward classes.

→ Need for Political Institutions

• To attend all the tasks, several arrangements are made in all modern democracies. Such arrangements are called institutions. The constitution of any country lays down basic rules on the powers and functions of each institution.
• In our country there are three institutions running the different tasks: (a) The Prime Minister and the cabinet are institutions that take all important policy decisions, (b) The Civil servants, working together are responsible for taking steps to implement the minister’s decisions, (c) Supreme Court is an institution where disputes between citizens and the government are finally settled.
• Institutions involve rules and regulations. Institutions make it difficult to have a good decision taken very quickly. But they also make it equally difficult to rush through a bad decision. That is why democratic government insist on institutions.

→ Parliament

• In India, a national assembly of elected representatives is called Parliament. At the state level this is called State Legislature or Legislative Assembly.
• Parliament is the final authority for making laws in our country.
• Parliaments all over the world exercise some control over those who run the government.
• Parliaments control all the money that governments have.
• Parliament is the highest forum of discussion and debate on public issues and national policy in any democratic country.

→ Two Houses of Parliament

• In our country, the Parliament consists of two Houses. The two Houses are known as the Council of States (Rajya Sabha) and the House of the People (Lok Sabha).
• Lok Sabha (House of the people) or lower chamber: It is usually directly elected by the people and exercises the real power on behalf of the people.
• Rajya Sabha (Council of states) or upper chamber: It is indirectly elected and perform special functions such as interest of various states,regions federal units.
• Our constitution gives some special powers to Rajya Sabha but on the most of the matters the Lok Sabha exercises supreme power.

→ Political Executive

• At different levels of any government, we find functionaries who take day-to-day decisions but do not exercise supreme power on behalf of the people. All those functionaries are collectively known as the Executive.

→ Political and Permanent Executive

• In our country, two categories make up the executive. One that is elected by the people for a specific period, is called the Political Executive. In the second category, people are appointed on a long term basis. This is called the permanent executive or civil services.
• The political executive has more power than the permanent executive.
• This is because the political executive is elected by the people and in a democracy will of people is supreme. They are answerable to the people for all consequences of their decision.

→ Prime Minister and Council of Ministers

• Prime Minister is the most important political institution in the country. The President appoints the leader of the majority party or the coalition of parties that commands a majority in the Lok Sabha, as Prime Minister.
• Council of Ministers is the official name for the body that includes all the Ministers mainly Cabinet Ministers, Ministers of state with independent charge and Minister of State.
• Every ministry has secretaries, who are civil servants.
• No Minister can openly criticise any decision of the government.

→ Powers of the Prime Minister

• As head of the government, the Prime Minister has wide ranging powers.
• He chairs cabinet meetings and coordinates the work of different departments.
• The Prime Minister distributes and redistributes work to the ministers. He also has the power to dismiss ministers.
• However, in recent years the rise of coalition politics has imposed certain constraints on the power of the Prime Minister.

→ The President

• The President is the supreme commander of the defence forces of India.
• The Presidental system
• Presidents all over the world are not always nominal executives like the President of India. In many countries of the world, the president is both the head of the state and the head of the government. The President of the United States of America is the most well known example of this kind of president.

→ The Judiciary

• All the courts at different levels in a country put together are called the judiciary. The Indian Judiciary consists of a Supreme Court for the entire nation. High Courts in the states, District Courts and the courts at local level.
• The judges of the Supreme Court and the High Courts are appointed by the President on the advice of the Prime Minister and in consultation with the Chief Justice of the Supreme Court. A judge can be removed only by an impeachment motion passed separately by two-thirds members of the two Houses of the Parliament.
• The Supreme Court and the High Courts have the power to interpret the constitution of the country.
• The powers and the independence of the Indian judiciary allow it to act as the guardian of the Fundamental Rights.
• Courts have given several judgements and directives to protect public interest and human rights. Any one can approach the courts if public interest is hurt by the actions of government. This is called public interest litigation.

→ Democracy: It is a form of government which is chosen by the people to work for their welfare.

→ Legislature: An assembly of people’s representatives with the powers to enact laws for a country. In addition to enacting laws, legislatures have authority to raise taxes and adopt the budget and other money bills.

→ Executive: A body of persons having authority to initiate major policies, make decisions and implement them on the basis of the constitution and laws of the country.

→ Judiciary: An institution empowered to administer justice and provide a mechanism for the resolution of legal disputes. All the courts in the country are collectively referred to as judiciary.

→ Government: A set of institutions that have the power to make, implement and inter pret laws so as to ensure an orderly life. In its broad sense, government administers and supervises over citizens and resources of a country.

→ State: Political association occupying a definite territory, having an organised government and possessing power to make domestic and foreign policies. In common speech, the terms country, nation and state are used as synonyms.

→ Government order: It means any order, judgement, injunction, decree, stipulation or determination issued, promulgated or entered by or with any governmental authority of competent jurisdiction.

→ Office Memorandum: A communication issued by an appropriate authority stating the policy or decision of the government.

→ Parliament: The group of people who are elected to make and change the laws of a country is called the parliament.

→ Lok Sabha: The Lok Sabha or house of the people is the power house of the parliament of India.

→ Rajya Sabha: The Rajya Sabha or council of states is the upper house of the parliament
of India.

→ Reservations: A policy that declares some positions in government employment and educational institutions ‘reserved’ for people and communities who have been discriminated against, are disadvantaged and backward.

→ Supreme Court: The highest judicial court in a country.

→ Political Institution: A set of procedures for regulating the conduct of government and political life in the country.

→ Cabinet: The most important ministers in governments, who have regular meetings with the Prime Minister.

→ High Court: The highest judicial court in a state..

→ Indra sawhney: Indra sawhney became a household name in 1992 after her challenge to Narasimha Rao’s forward quata more led the supreme court to impose a 50% cap on caste based reservations.

→ B.P. Mandal: Bindheshwari Prasad Mandal (B.P. Mandal) was an Indian Politician who chaired mandal commission. He served as Chief Minister of Bihar.

→ V.P. Singh: Vishwanath Pratap singh (V.P. singh) was an Indian politician. He was the 7th Prime Minister of India from 1989 to 1990.

→ Pt. Jawaharlal Nehru: He was an independence activist and subsequently, the first Prime Minister of India and a central figure in Indian politics before and after independence. As the Prime Minister, he exercised many pomets as he had great influence over the people.

→ Indira Gandhi: She was an Indian politician and a central figure at the Indian National Congress. She was the first and, to date, the only female Prime Minister of India.

→ Pranab Mukheijee: He is an Indian politician who served as the 13th President of India from 2012 to 2017.

→ Nerendra Modi: Narendra Damodardas Modi is an Indian politician serving as the current Prime Minister of India since 2014. He was the chief minister of Gujarat from 2001 to 2014 and is the member of parliament for Varanasi.

→ Justice J.S. Khehar: Jagdish Sing Khehar was the 44th Chief Justice of India. He is the first Chief Justice of India from the Sikh community.

→ Ramnath Kovind: He is an Indian politician currently serving as the 14th President of India, in office since 25 july 2017. Previously he had served as the Governor of Bihar from 2015 to 2017.

→ Coalition Government: A government formed by an alliance of two or more political parties, usually when no single party enjoys majority support of the members in a legislature.

JAC Class 9 Social Science Notes

Jharkhand Board JAC Class 10 Maths Solutions Chapter 4 Quadratic Equations Ex 4.1 Textbook Exercise Questions and Answers.

JAC Board Class 10 Maths Solutions Chapter 4 Quadratic Equations Exercise 4.1

Question 1.
Check whether the following are quadratic equations:
1. (x + 1)² = 2(x – 3)
2. x² – 2x = (-2)(3 – x)
3. (x – 2)(x + 1) = (x – 1)(x + 3)
4. (x – 3)(2x + 1) = x(x + 5)
5. (2x – 1)(x – 3) = (x + 5)(x – 1)
6. x² + 3x + 1 = (x – 2)²
7. (x + 2) = 2x(x² – 1)
8. x³ – 4x² – x + 1 = (x – 2)³
Solution:
1. Here, LHS = (x + 1)² = x² + 2x + 1 and
RHS = 2(x – 3) = 2x – 6.
Hence, (x + 1)² = 2(x – 3) can be rewritten as x² + 2x + 1 = 2x – 6
∴ x² + 2x + 1 – 2x + 6 = 0
∴ x² + 7 = 0
It is of the form ax² + bx + c = 0.
(a = 1, b = 0, c = 7)
Hence, the given equation is a quadratic equation.

2. Here, RHS = (-2)(3 – x) = -6 + 2x.
Hence, x² – 2x = (-2) (3 – x) can be rewritten as
x² – 2x = -6 + 2x
∴ x² – 4x + 6 = 0
It is of the form ax² + bx + c = 0.
(a = 1, b = -4, c = 6)
Hence, the given equation is a quadratic equation.

3. Here, LHS = (x – 2) (x + 1) = x² – x – 2 and
RHS = (x – 1)(x + 3) = x² + 2x – 3.
Hence, (x – 2)(x + 1)(x – 1)(x + 3) be rewritten as
x² – x – 2 = x² + 2x – 3
∴ -3x + 1 = 0
It is not of the form ax² + bx + c = 0.
Hence, the given equation is not a quadratic equation.

4. Here, LHS = (x – 3) (2x + 1) = 2x² – 5x – 3
and RHS = x(x + 5) = x² + 5x.
Hence, (x – 3) (2x + 1) = x(x + 5) can be rewritten as
2x² – 5x – 3 = x² + 5x
∴ x² – 10x – 3 = 0
It is of the form ax² + bx + c = 0.
(a = 1, b = -10, c = -3)
Hence, the given equation is a quadratic equation.

5. Here, LHS = (2x – 1)(x – 3) = 2x² – 7x + 3 and
RHS = (x + 5) (x – 1) = x² + 4x – 5.
Hence, the given equation can be rewritten as
2x² – 7x + 3 = x² + 4x – 5
∴ x² – 11x + 8 = 0
It is of the form ax2 + bx + c = 0.
(a = 1, b = -11, c = 8)
Hence, the given equation is a quadratic equation.

6. Here, RHS = (x – 2)² = x² – 4x + 4
Hence, the given equation can be rewritten as
x² + 3x + 1 = x² – 4x + 4
∴ 7x – 3 = 0
It is not of the form ax² + bx + c = 0.
Hence, the given equation is not a quadratic equation.

7. Here, LHS = (x + 2)³ = x³ + 6x² + 12x + 8 and
RHS = 2x (x² – 1) = 2x³ – 2x.
Hence, the given equation can be rewritten as
x³ + 6x² + 12x + 8 = 2x³ – 2x
∴ -x³ + 6x² + 14x + 8 = 0
It is not of the form ax² + bx + c = 0.
Hence, the given equation is not a quadratic equation.

8. Here, RHS = (x – 2)³ = x³ – 6x² + 12x – 8.
Hence, the given equation can be rewritten as
x³ – 4x² – x + 1 = x³ – 6x² + 12x – 8
2x² – 13x + 9 = 0
It is of the form ax² + bx + c = 0.
(a = 2, b = -13, c = 9)
Hence, the given equation is a quadratic equation.

Question 2.
Represent the following situations in the form of quadratic equations:
1. The area of a rectangular plot is 528 m². The length of the plot (in metres) is one more than twice its breadth. We need to find the length and breadth of the plot.
Solution:
Let the breadth (in metres) of the rectangular plot be x.
Then, the length (in metres) of the rectangular plot is 2x + 1.
Area of the rectangular plot = Length × Breadth
∴ 528 = (2x + 1) × x
(∵ Area is given to be 528 m²)
∴ 528 = 2x² + x
∴ 2x² + x – 528 = 0 is the required quadratic equation to find the length (2x + 1 m) and breadth (x m) of the rectangular plot.

2. The product of two consecutive positive integers is 306. We need to find the integers.
Solution:
Let the two consecutive positive integer be x and x + 1.
Then, their product = x(x + 1) = x² + x.
This product is given to be 306.
∴ x² + x = 306
∴ x² + x – 306 = 0 is the required quadratic equation to find the consecutive positive integers x and x + 1.

3. Rohan’s mother is 26 years older than him. The product of their ages (in years) 3 years from now will be 360. We would like to find Rohan’s present age.
Solution:
Let Rohan’s present age (in years) be x.
Then, his mother’s present age (in years) = x + 26.
3 years from now, Rohan’s age (in years) will be x + 3 and his mother’s age (in years) will be x + 29.
The product of their ages (in years) 3 years from now is given to be 360.
Hence, (x + 3)(x + 29) = 360
∴ x² + 32x + 87 – 360 = 0
∴ x² + 32x – 273 = 0 is the required quadratic equation to find the present ages (in years) of Rohan (x) and his mother (x + 26).

4. A train travels a distance of 480 km at a uniform speed. If the speed had been 8 km/h less, then it would have taken 3 hours more to cover the same distance. We need to find the speed of the train.
Solution:
Let the usual uniform speed of the train be x km/h.
Now, Time = \(\frac{\text { distance }}{\text { speed }}\)
∴ Time required to cover 480 km distance at usual speed = t₁ = \(\frac{480}{x}\) hours
If the speed is 8 km/hour less, the new speed would be (x – 8) km/hour.
∴ Time required to cover 480 km distance at new speed = t₂ = \(\frac{480}{x-8}\) hours
Now, the time required at new speed is 3 hours more than the usual time.
∴ t₂ = t₁ + 3
∴ \(\frac{480}{x-8}=\frac{480}{x}+3\)
∴ 480x = 480(x – 8) + 3x(x – 8)
(Multiplying by x(x – 8))
∴ 480x = 480x – 3840 + 3x² – 24x
∴ 0 = 3x² – 24x – 3840
∴ x² – 8x – 1280 = 0 is the required quadratic equation to find the usual speed (x km/h) of the train.

Jharkhand Board JAC Class 10 Sanskrit Solutions Shemushi Chapter 12 अन्योक्तयः Textbook Exercise Questions and Answers.

JAC Board Class 10th Sanskrit Solutions Shemushi Chapter 12 अन्योक्तयः

JAC Class 10th Sanskrit अन्योक्तयः Textbook Questions and Answers

प्रश्न 1.
एकपदेन उत्तरं लिखत (एक शब्द में उत्तर लिखिए)
(क) कस्य शोभा एकेन राजहंसेन भवति?
(किसकी शोभा एक राजहंस से होती है?)
उत्तरम् :
सरसः (सरोवर की)।

(ख) सरसः तीरे के वसन्ति?
(तालाब के किनारे कौन रहते हैं?)
उत्तरम् :
वकसहस्रम् (हजारों बगुले)।

(ग) कः पिपासः प्रियते?
(कौन प्यासा मर जाता है?)
उत्तरम् :
चातकः (पपीहा)।

(घ) के रसाल मुकुलानि समाश्रयन्ते ?
(आम की मंजरियों का आश्रय कौन लेते हैं ?)
उत्तरम् :
भृङ्गाः (भौरे)।

(ङ) अम्भोदाः कुत्र सन्ति? (बादल कहाँ हैं?)
उत्तरम् :
गगने (आकाश में)।

प्रश्न 2.
अधोलिखितानां प्रश्नानाम् उत्तराणि संस्कृतभाषया लिखत
(नीचे लिखे प्रश्नों के उत्तर संस्कृत भाषा में लिखिए)
(क) सरसः शोभा केन भवति ?
(तालाब की शोभा किससे होती है ?)
उत्तरम् :
सरसः शोभा एकेन एव राजहंसेन भवति।
(तालाब की शोभा एक ही राजहंस से होती है।)

(ख) चातकः किमर्थं मानी कथ्यते ?
(चातक किस अर्थ में स्वाभिमानी है?)
उत्तरम् :
चातकः तृषितः मरणम् आप्नोति परञ्च सर्वान् वारिदान् न याचते, केवलं पुरन्दरं याचते।
(चातक प्यासा मर जाता है, लेकिन अन्य बादलों से नहीं माँगता, केवल इन्द्र से माँगता है।)

(ग) मीनः कदा दीनां गतिं प्राप्नोति ?
(मछली कब दीन गति को प्राप्त होती है ?)
उत्तरम् :
यदा सरः सङ्कोचमञ्चति तदा मीन: दीनां गतिं प्राप्नोति।
(जब तालाब सूख जाता है तब मछली दीन दशा को प्राप्त होती है।)

(घ) कानि पूरयित्वा जलदः रिक्तः भवति ?
(किन्हें भरकर बादल खाली हो जाता है ?)
उत्तरम् :
नानानदीनदशतानि पूरयित्वा जलदः रिक्तः भवति।
(अनेक नदी और सैकड़ों नदों को भरकर बादल खाली हो जाता है।)

(ङ) वृष्टिभिः वसुधां के आर्द्रयन्ति ?
(वर्षा से धरती को कौन गीला कर देते हैं ?)
उत्तरम् :
अम्भोदाः वृष्टिभिः वसुधां आर्द्रयन्ति।
(बादल वर्षा से धरती को गीला कर देते हैं।)

प्रश्न 3.
अधोलिखितवाक्येष रेखाकितपदानि आधुत्य प्रश्ननिर्माणं करुत –
(निम्नलिखित वाक्यों में रेखांकित पदों के आधार पर प्रश्न निर्माण कीजिए)
(क) मालाकारः तोयैः तरोः पुष्टिं करोति।
(माली जल से वृक्ष का पोषण करता है।)
उत्तरम् :
मालाकार: कैः तरोः पुष्टिं करोति ?
(माली किनसे वृक्ष का पोषण करता है ?)
(ख) भृङ्गाः रसालमुकुलानि समाश्रयन्ते।
(भौरे आम के बौर का आश्रय लेते हैं।)
उत्तरम् :
भृङ्गाः कानि समाश्रयन्ते ?
(भौरे किनका आश्रय लेते हैं ?)
(ग) पतङ्गाः अम्बरपथम् आपेदिरे।
(पक्षियों ने आकाश मार्ग पाया।)
उत्तरम् :
के अम्बरपथं आपेदिरे ?
(किन्होंने आकाश मार्ग पाया ?)
(घ) जलदः नानानदीनदशतानि पूरयित्वा रिक्तोऽस्ति।
(बादल अनेक नदी और सैकड़ों नदों को भरकर खाली है।)
उत्तरम् :
कः नानानदीनदशतानि पूरयित्वा रिक्तोऽस्ति ?
(कौन अनेक नदी और सैकड़ों नदों को भरकर खाली है ?)

(ङ) चातकः वने वसति। (पपीहा वन में रहता है।)
उत्तरम् :
चातकः कुत्र वसति ? (पपीहा कहाँ रहता है ?)

प्रश्न 4.
अधोलिखितयो श्लोकयोः भावार्थ संस्कृतभाषया लिखत –
(निम्नलिखित श्लोकों का भावार्थ संस्कृत भाषा में लिखिये)
(अ) तोयैरल्पेरपि ………… वारिदेन।।
उत्तरम् :
भावार्थ – सुयोग्यः समर्थः एव व्यक्ति कार्य सम्यग् रूपेण सम्पादयितुं शक्नोति। यथा हि कवि पण्डित राज कथयति-‘रे उद्यानपाल! यं वृक्षं त्वं सकरुणं प्रचण्ड ग्रीष्म? अल्पैः जलै, अर्थात् आवश्यकतानुसारमसिञ्चः, एवम् असौ वृक्षः शनैः पालितः, किं तत् कार्यम् समर्थोऽसन् वृष्टिः धारा प्रवाहेण प्रभूतेन जलेन कर्तुं शक्नोति।

यथावश्यकमेव पोषणम् अपेक्ष्यते।’ (सुयोग्य और समर्थ व्यक्ति ही कार्य सुचारु रूप से सम्पन्न कर सकता है। जैसा कि कवि पण्डितराज कहते हैं- ‘हे माली! जिस वृक्ष को तुमने करुणा के साथ प्रचण्ड ग्रीष्म ऋतु में आवश्यकतानुसार थोड़ा-थोड़ा पानी देकर पाला था, क्या इस कार्य में समर्थ होते हुये भी वर्षा (अनावश्यक) बहुत से धारा प्रवाह जल से कर सकता है। सभी यथावश्यक पोषण की अपेक्षा करते हैं।)

(आ) रे रे चातक ………………….. दीनं वचः।

भावार्थ: – श्लोकेऽस्मिन् कवि चातकस्य माध्यमेन कथयति यत् सर्वे धनिकाः समृद्धाः वा जनाः दातारः न भवन्ति अतः यं कञ्चित् मानवं मा याचनां कुरु यथा हि कविः भर्तहरि कथयति – ‘रे रे चातक! सावहितः सन् शृणु मित्र। आकाशे अनेके मेघाः आयान्ति यान्ति च परञ्च तेषु केचनैव वर्षन्ति। एवं एव संसारे अनेके धनिका समृद्धाः च मानवा आयान्ति यान्ति च। तेषु केचन यच्छन्ति अन्ये तु व्यर्थमेव आत्मानं प्रदर्शयन्ति। अतोऽहं ब्रवीमि यत् त्वम यं कञ्चनं पश्यति तस्य सम्मुखं याचनाय मा गच्छ। सु दानभावोपेतं जनं ज्ञात्वा एवं याचनाय हस्तौ प्रसारय।

यथा सर्वे वारिदाः चातकाय स्वाति बिन्दुं न दातुं शक्नोति तथैव सर्वे जनाः याचकाय दान न दातुं शक्नुवन्ति। (इस श्लोक में कवि चातक के माध्यम से कहता है कि सभी धनवान या समद्ध लोग दानदाता नहीं होते। अतः जिस किसी मानव से मत याचना करो। जैसा कि कवि भर्तृहरि कहता है-‘ओ चातक! सावधान होकर सुन। मित्र! आकाश में अनेक मेघ आते हैं और चले जाते हैं। उनमें से कुछ ही देते हैं अन्य तो व्यर्थ ही अपना दिखावा करते हैं। अतः मैं चाहता हूँ कि तुम जिस किसी को देखो उसी के सामने याचना के लिये मत जाओ। (अच्छे दान भाव से युक्त व्यक्ति को जानकर याचना के लिये हाथ फैलाओ। जैसे सभी बादल चातक को स्वाति की बूंद नहीं दे सकते हैं वैसे ही सभी लोग याचक को दान नहीं दे सकते हैं।)

प्रश्न 5.
अधोलिखित श्लोकयोः अन्वयं लिखत। (निम्नलिखित श्लोकों का अन्वय लिखो)
(अ) आपेदिरे …………. कतमां गतिमभ्युपैति।
अन्वयः – पतङ्गाः परितः अम्बरपथम् आपेदिरे, भृङ्गाः रसाल मुकलानि समाश्रयन्ते। सरः त्वयि सङ्कोचम् अञ्चति, हन्त दीन-दीनः मीनः नु कतमां गतिम् अभ्युपैतु।

(आ) आश्वास्य ………….. सैवतवोत्तमा श्रीः।।
अन्वयः – तपनोष्णतप्तम् पर्वतकुलम् आश्वास्य उदाम दावविधुराणि काननानि च आश्वास्य नाना नदी गतानि पूरयित्वा च हे जलद। यत् रिक्तः असि तव सा एव उत्तमा श्रीः।

प्रश्न 6.
उदाहरणमनुसृत्य सन्धिं/सन्धिविच्छेदं वा कुरुत –
(उदाहरण के अनुसार सन्धि/सन्धि-विच्छेद कीजिए)
(i) यथा – अन्य + उक्तयः = अन्योक्तयः।
(क) …………. + ………….. = निपीतान्यम्बूनि।
(ख) …………. + उपकारः = कृतोपकारः।
(ग) तपन + …………… = तपनोष्णतप्तम्।
(घ) तव + उत्तमा = …………………।
(ङ) न + एतादृशाः = …………………।
उत्तरम् :
(क) निपीतानि + अम्बूनि = निपीतान्यम्बूनि।
(ख) कृत + उपकारः = कृतोपकारः।
(ग) तपन + उष्णतप्तम् = तपनोष्णतप्तम्।
(घ) तव + उत्तमा = तवोत्तमा।
(ङ) न + एतादृशाः = नैतादृशाः।

(ii) यथा – पिपासितः + अपि = पिपासितोऽपि।
(क) ……………. + ……………… = कोऽपि।
(ख) ……………. + ………………. = रिक्तोऽसि।
(ग) मीनः + अयम् = ………………।
(घ) सर्वे + आदि = …………
उत्तरम् :
(क) कः + अपि = कोऽपि।
(ख) रिक्तः + असि = रिक्तोऽसि।
(ग) मीनः + अयम् = मीनोऽयम्।
(घ) सर्वे + ऽपि = ………………..

(iii) यथा – सरस: + भवेत् = सरसोभवेत्।
(क) खगः + मानी – ……………।
(ख) …………. + नु = मीनो नु।
(ग) पिपासितः + वा = ………..।
(घ) …………. + ………. = पुरुतोमा।
उत्तरम् :
(क) खगः + मानी = खगो मानी।
(ख) मीनः + नु = मीनो नु।
(ग) पिपासितः + वा = पिपासितोवा।
(घ) पुरतः + मा = पुरुतोमा।

(iv) यथा – मुनिः + अपि = मुनिरपि।
(क) तोयैः + अल्पैः = …………..।
(ख) ………… + अपि = अल्पैरपि।
(ग) तरोः + अपि = ………………।
(घ) ………. + आर्द्रचन्ति = वृष्टिमिरार्द्रयन्ति।
उत्तरम् :
(क) तोयैः + अल्पैः = तोयैरल्पैः
(ख) अल्पैः + अपि = अल्पैरपि
(ग) तरोः + अपि = तरोरपि।
(घ) वृष्टिमिः + आर्द्रयन्ति = वृष्टिमिरार्द्रयन्ति।

प्रश्न 7.
उदाहरणमनुसृत्य अधोलिखितैः विग्रहपदैः समस्तपदानि रचयत –
(उदाहरण के अनुसार निम्नलिखित विग्रह पदों से समस्त पद बनाइए)

JAC Class 10th Sanskrit अन्योक्तयः Important Questions and Answers

शब्दार्थ चयनम् –

अधोलिखित वाक्येषु रेखांकित पदानां प्रसङ्गानुकूलम् उचितार्थ चित्वा लिखत –

प्रश्न 1.
एकेन राजहंसेन या शोभा सरसो भवेत्।
(अ) तडागस्य
(ब) कटु
(स) सरसः
(द) जलदः
उत्तरम् :
(अ) तडागस्य

प्रश्न 2.
न सा. बकसहस्रेण परितस्तीरवासिना।
(अ) भवेत्
(ब) अभितः
(स) शृगालः
(द) भवति
उत्तरम् :
(ब) अभितः

प्रश्न 3.
भुक्ता मृणालपटली भवता निपीता।
(अ) भवता
(ब) युक्ता
(स) खादिता
(द) अम्बूनि
उत्तरम् :
(स) खादिता

प्रश्न 4.
न्यम्बूनि यत्र नलिनानि निषेवितानि।
(अ) राजहंस
(ब) सरोवरस्य
(स) भविता
(द) सेवितानि
उत्तरम् :
(द) सेवितानि

प्रश्न 5.
तोवैरल्यैरपि करुणया भीमभानौ निदाघे।
(अ) ग्रीष्मकाले
(ब) भानवेः
(स) निर्दय
(घ) भवता
उत्तरम् :
(अ) ग्रीष्मकाले

प्रश्न 6.
व्यरचि भवता या तरोरस्य पुष्टिः।
(अ) विश्वतः
(ब) कृता
(स) जनयितुम्
(द) शक्या
उत्तरम् :
(ब) कृता

प्रश्न 7.
भृङ्गा रसालमुकुलानि समाश्रयन्ते।
(अ) आपेदिरे
(ब) समाश्रयन्ते
(स) द्विरेफा
(द) दीनदीनः
उत्तरम् :
(स) द्विरेफा

प्रश्न 8.
एक एव खगो मानी वने वसति चातकः।
(अ) पिपासितः
(ब) पुरन्दरम्
(स) याचते
(द) स्तोककः
उत्तरम् :
(द) स्तोककः

प्रश्न 9.
यं यं पश्यसि तस्य तस्य पुरतो मा ब्रूहि दीनं वचः।
(अ) वद
(ब) बहवः
(स) आर्द्रयन्ति
(द) पश्यसि
उत्तरम् :
(अ) वद

प्रश्न 10.
नानानदीनदशतानि च पूरयित्वा।
(अ) पूर्णिमाया
(ब) पूरणी:
(स) आश्वास्य
(द) पूर्णं कृत्वा
उत्तरम् :
(स) आश्वास्य

संस्कृतमाध्यमेन प्रश्नोत्तराणि –

एकपदेन उत्तरत (एक शब्द में उत्तर दीजिए)

प्रश्न 1.
राजहंसोऽत्र कस्य प्रतीकः ?
(राजहंस यहाँ किसका प्रतीक है ?)
उत्तरम् :
सज्जनस्य (सज्जन का)।

प्रश्न 2.
कविः ‘बकसहस्रम्’ कं कथयति ?
(कवि ‘बकसहस्रम्’ किसे कहता है ?)
उत्तरम् :
मूर्खान् (मूरों को)।

प्रश्न 3.
मालाकारेण तरोः पुष्टिः कैः कृता ?
(माली ने वृक्ष का पोषण किनसे किया ?)
उत्तरम् :
तोयैः (जल से)।

प्रश्न 4.
मालाकारः कथं तोयैः वृक्षस्य पुष्टिः व्यरचि ?
(माली ने किस प्रकार पानी से वृक्ष की पुष्टि की ?)
उत्तरम् :
करुणया (करुणा से)।

प्रश्न 5.
सङ्कचिते सरोवरे पतङ्गाः कुत्र आपेदिरे ?
(सरोवर के सूख जाने पर पक्षी कहाँ गये ?)
उत्तरम् :
अम्बरपथम् (आकाश मार्ग में)।

प्रश्न 6.
कीदृशः चातकः पिपासितो म्रियते ?
(कैसा चातक प्यासा मरता है ?)
उत्तरम् :
मानी (स्वाभिमानी)।

प्रश्न 7.
कविः कं सम्बोध्य श्लोकं अरचयत् ?
(कवि किसको संबोधित करके श्लोक की रचना करता है?)
उत्तरम् :
मेघः (बादल)।

प्रश्न 8.
काननानि कः आश्वास्यति ?
(जंगलों को कौन आश्वस्त करता है ?)
उत्तरम् :
जलदः (बादल)।

प्रश्न 9.
कविः मित्रः इति शब्देन के सम्बोधयति ?
(कवि ‘मित्र’ इस शब्द से किसको संबोधित करता है?)
उत्तरम् :
चातकः (पपीहा को)।

प्रश्न 10.
केचिद् अम्भोदाः कथं गर्जन्ति ?
(कुछ बादल कैसे गर्जते हैं ?)
उत्तरम् :
वृथा (व्यर्थ ही)।

प्रश्न 11.
एकेन राजहंसेन कस्य शोभा भवेत् ?
(एक हंस से किसकी शोभा होती है?)
उत्तरम् :
सरसः (तालाब की)।

प्रश्न 12.
सरसः तीरवासिनः के सन्ति ?
(तालाब के किनारे वास करने वाले कौन हैं ?)
उत्तरम् :
बकसहस्रम् (हजारों बगुले)।

प्रश्न 13.
मृणालपटली केन भुक्ता ?
(कमलनालों का समूह किसके द्वारा खाया गया है ?)
उत्तरम् :
राजहंसेन (राजहंस के द्वारा)।

प्रश्न 14.
राजहंसेन कानि निपीतानि ?
(राजहंस ने किन्हें पीया ?)
उत्तरम् :
अम्बूनि (जल)।

प्रश्न 15.
तरोः पुष्टिः केन कृतः ?
(वृक्ष का पोषण किसके द्वारा किया गया है ?)
उत्तरम् :
मालाकारेण (माली द्वारा)।

प्रश्न 16.
मालाकारेण तरोः कदा पुष्टिः कृता ?
(माली ने वृक्ष का पोषण कब किया ?)
उत्तरंम् :
निदाघे (गर्मी में)।

प्रश्न 17.
सङ्कुचिते सरोवरे परितः अम्बरपथं कः आपेदिरे ?
(सरोवर के सूख जाने पर चारों ओर आकाशमार्ग को कौन प्राप्त कर लेते हैं ?)
उत्तरम् :
पतङ्गाः (पक्षी)।

प्रश्न 18.
रसालमुकुलानि के समाश्रयन्ते ?
(आम की मजरी को आश्रय कौन लेते हैं ?)
उत्तरम् :
भृङ्गाः (भौरे)।

प्रश्न 19.
एकः एव मानी वने कः वसति ?
(एक ही स्वाभिमानी वन में कौन निवास करता है ?)
उत्तरम् :
खगः (पक्षी)।

प्रश्न 20.
पुरन्दरात् कः याचते ?
(इन्द्र से कौन माँगता है ?)
उत्तरम् :
चातकः (पपीहा)।

प्रश्न 21.
कः नदी नद शतानि पूरयति ?
(कौन सैकड़ों नद-नदियों को भर देता है ?)
उत्तरम् :
जलदः (बादल)।

प्रश्न 22.
तपनोष्णतप्तम् किम् ?
(सूर्य की गर्मी से कौन तपी है ?)
उत्तरम् :
पर्वतकुलम् (पर्वतों के समूह)।

प्रश्न 23.
के वृष्टिभः वसुधां आर्द्रयन्ति ?
(कौन बरसकर धरती को गीला कर देते हैं ?)
उत्तरम् :
अम्भोदाः (बादल)।

प्रश्न 24.
कीदृशं वचः मा ब्रूहिः ?
(कैसे वचन मत बोलो?)
उत्तरम् :
दीनंवचः (दीन वचन)।

पूर्णवाक्येन उत्तरत (पूरे वाक्य में उत्तर दीजिए)

प्रश्न 25.
कृतोपकारः कः भविष्यति ?
(उपकार करने वाला कौन होगा ?)
उत्तरम् :
कृतोपकारः राजहंसः भविष्यति।
(उपकार करने वाला राजहंस होगा।)

प्रश्न 26.
धारासारान् कः विकिरति।
(जलधाराओं को कौन बरसाता है ?)
उत्तरम् :
धारासारान् वारिदः विकिरति।
(जलधाराओं को बादल बरसाता है।)

प्रश्न 27.
चातकः मानी कथम् ?
(चातक मानी कैसे है ?)
उत्तरम् :
चातकः पिपासितो म्रियते पुरन्दरम् वा याचते।
(चातक या तो प्यासा मरता है या इन्द्र से याचना करता है।)

प्रश्न 28.
जलदः कान् पूरयति ? (बादल किनको भरता है?)
उत्तरम :
जलदः नानानदीनदशतानि पूरयति।
(बादल अनेक नदी और सैकड़ों नदों को भरता है।)

प्रश्न 29.
कविः श्रोतारं किं कारणाद् वर्जयति?
(कवि श्रोताओं को किस कारण रोकता है?)
उत्तरम् :
कवि श्रोतारं वर्जयति-मा ब्रूहि दीनं वचः
(कवि सुनने वालों को रोकता है–किसी के सामने दीन वचन मत बोलो)।

प्रश्न 30.
सरसः शोभा केन न भवति ?
(तालाब की शोभा किससे नहीं होती ?)
उत्तरम् :
सरसः शोभा परितः तीरवासिना बकसहस्रेण न भवति।
(तालाब की शोभा चारों ओर किनारे पर बैठे हजारों बगलों से नहीं होती।)

प्रश्न 31.
राजहंसेन कानि निषेवितानि ?
(राजहंस द्वारा किनका सेवन किया गया ?)
उत्तरम् :
राजहंसेन नलिनानि निषेवितानि।
(राजहंस ने कमलनालों का सेवन किया।)

प्रश्न 32.
मालाकार: केन प्रकारेण तरोः पुष्टिं करोति ?
(माली किस प्रकार से वृक्ष की पुष्टि करता है ?)
उत्तरम् :
मालाकार: निदाघे अल्पैः तोयैः अपि करुणया तरोः पुष्टिं करोति।
(माली गर्मी में थोड़े जल से भी करुणा के साथ वृक्ष का पोषण करता है।)

प्रश्न 33.
सरोवरे सङ्कुचिते भृङ्गाः कानि समाश्रयन्ते ?
(सरोवर के सूख जाने पर भौरे किनका आश्रय ले लेते हैं?)
उत्तरम् :
सरोवरे सङ्कुचिते भृङ्गाः रसालमुकुलानि समाश्रयन्ते।
(सरोवर के सूख जाने पर भौरे आम की मंजरी का आश्रय ले लेते हैं।)

प्रश्न 34.
वने कः वसति ?
(वन में कौन रहता है ?)
उत्तरम् :
वने एकः मानी खगः चातकः वसति।
(वन में एक स्वाभिमानी पक्षी चातक रहता है।)

प्रश्न 35.
जलदः कीदृशानि काननानि आवश्स्य रिक्तो भवति ?
(बादल वनों को किस प्रकार आश्वस्त करके जलहीन (खाली) हो जाता है?)
उत्तरम् :
जलदः रिक्तोभवति उद्दामदावविधुराणि काननानि आश्वस्तं करोति।
(बादल खाली होकर दावाग्नि से नष्ट हुए वनों को आश्वस्त करता है।)

प्रश्न 36.
कवि के सम्बोध्य श्लोकं कथयति ?
(कवि श्लोक किसको सम्बोधित करके कहता है?)
उत्तरम् :
कवि चातकः सम्बोध्य श्लोक कथयति।
(कवि श्लोक चातक को सम्बोधित करके कहता है।

अन्वय-लेखनम् –

अधोलिखितश्लोकस्यान्वयमाश्रित्य रिक्तस्थानानि मञ्जूषातः समुचितपदानि चित्वा पूरयत।
(नीचे लिखे श्लोक के अन्वय के आधार पर रिक्तस्थानों की पूर्ति मंजूषा से उचित पद चुनकर कीजिए।)

1. एकेन ……….. ………… तीरवासिना।। .
मञ्जूषा – तीरवासिना, राजहंसेन, सा, शोभा।
एकेन (i) …………. सरस: या (ii) …………. भवेत् परितः (iii) …………. बकसहस्रेण (iv) …………. (शोभा) न (भवति)।
उत्तरम् :
(i) राजहंसेन (ii) शोभा (iii) तीरवासिना (iv) सा।

2. भुक्ता …………………. कृतोपकारः।।
मञ्जूषा – निषेवितानि, अम्बूनि, मृणालपटली, कृतोपकारः।
यत्र भवता (i) ………… भुक्ता, (ii) ………… निपीतानि नलिनानि (iii) ………… रे राजहंस ! तस्य सरोवरस्य केन कृत्येन (iv) …………. भविता असि, वद।
उत्तरम् :
(i) मृणालपटली (ii) अम्बूनि (iii) निषेवितानि (iv) कृतोपकारः।

3. तोयैरल्पैरपि………………………. वारिदेन।।
मञ्जूषा – प्रावृषेण्येन, भीमभानौ, विकिरता, करुणया।
हे मालाकार ! (i) …………. निदाघे अल्पैः तोयैः अपि भवता (ii) …………. अस्य तरोः या पुष्टिः व्यरचि। वारां (iii) …………. विश्वतः धारासारान् अपि (iv) …………. वारिदेन इह जनयितुं सा किं शक्या।
उत्तरम् :
(i) भीमभानौ (ii) करुणया (iii) प्रावृषेण्येन (iv) विकिरता।

4. आपेदिरेऽम्बरपथं ………………… गतिमभ्युपैतु।।
मञ्जूषा – कतमां, भृङ्गाः, परितः, अञ्चति। (सङ्कुचिते सरोवरे)
पतङ्गाः (i) …………. अम्बरपथम् आपेदिरे, (ii) …………. रसालमुकुलानि समाश्रयन्ते। सरः त्वयि सङ्कोचम् (iii) …………., हन्त दानदान: मीनः नु (iv) ………….गतिम् अभ्युपतु।।
उत्तरम् :
(i) परितः (ii) भृङ्गाः (iii) अञ्चति (iv) कतमां।

5. एक एव खगो ……………………….. पुरन्दरम्।।
मञ्जूषा – पुरन्दरं, चातकः, एव, पिपासितः।
एक: (i) ……….. मानी खगः (ii) ……….. वने वसति वा (iii) ……….. म्रियते (ii) ………… याचते।।
उत्तरम् :
(i) एव (ii) चातकः (iii) पिपासितः (iv) पुरन्दरं।।

6. आश्वास्य पर्वतकुलं ……….. …… तवोत्तमा श्रीः।।
मञ्जूषा – काननानि, पर्वतकुलम्, उत्तमा, जलद।
तपनोष्णतप्तम् (i) ……….. आश्वास्य उद्दामदावविधुराणि (ii) ……….. च (आश्वास्य) नानानदीनदशतानि पूरयित्वा च हे (ii) ……….. ! यत् रिक्तः असि तव सा एव (ii) ……….. श्रीः।
उत्तरम् :
(i) पर्वतकुलम् (ii) काननानि (iii) जलद (iv) उत्तमा।

7. रे रे चातक ! ……………………….. दान …….. दीनं वचः।।
मञ्जूषा – एतादृशाः, अम्भोदाः, श्रूयताम, आर्द्रयन्ति।
रे रे मित्र चातक ! सावधानमनसा क्षणं (i) …………. गगने हि बहवः (ii) …………. सन्ति, सर्वेऽपि (iii) … ” ………. न (सन्ति) केचित् वसुधां वृष्टिभिः (iv) …………. केचित् वृथा गर्जन्ति, यं यं पश्यसि तस्य तस्य पुरतः दीनं वचः मा ब्रूहि।
उत्तरम् :
(i) श्रूयताम् (ii) अम्भोदाः (iii) एतादृशाः (iv) आर्द्रयन्ति।

प्रश्ननिर्माणम् –

अधोलिखित वाक्येषु स्थूलपदमाधृत्य प्रश्ननिर्माणं कुरुत –

1. सरसः शोभा राजहंसेन भवेत्.। (तालाब की शोभा राजहंस से होनी चाहिए।)
2. राजहंसेन सरोवरस्य नलिनानि निषेवितानि। (राजहंस द्वारा सरोवर के कमलनालों का सेवन किया गया।)
3. भृङ्गाः रसालमुकुलानि समाश्रयन्ते। (भौरे आम के बौर का आश्रय लेते हैं।)
4. पतङ्गाः परितः अम्बरपथं आपेदिरे। (पक्षी चारों ओर आकाश में पहुँच गए।)
5. सरसि संकोचम् अञ्चति मीन: दु:खीभवति। (तालाब के सूख जाने पर मछली दःखी होती है।)
6. मानी चातकः वने वसति। (स्वाभिमानी चातक वन में रहता है।)
7. चातक: पुरन्दरं याचते। (पपीहा इन्द्र से याचना करता है।)।
8. जलदः तपनोष्णतप्तं पर्वतकुलम् आश्वासयति। (बादल सूर्य से सन्तप्त पर्वत समूहों को आश्वस्त करता है।) .
9. जलदः नानानदीनदशतानि पूरयित्वा रिक्तो भवति। (बादल सैकड़ों नदी-नदों को भरकर रिक्त होता है।)
10. वारिदाः वृष्टिभिः वसुधाम् आर्द्रयन्ति। (बादल वर्षा से धरती को गीला करते हैं।)
उत्तराणि :
1. सरसः शोभा केन भवेत् ?
2. राजहंसेन सरोवरस्य कानि निषेवितानि ?
3. भृङ्गाः कानि समाश्रयन्ते ?
4. पतङ्गाः परितः कम् आपेदिरे ?
5. सरसि सङ्कोचमञ्चति कः दुःखी भवति ?
6. मानी चातकः कुत्र वसति ?
7. चातकः कम् याचते ?
8. जलदः के आश्वासयति ?
9. जलदः कानि पूरयित्वा रिक्तो भवति ?
10. वारिदाः काभिः वसुधाम् आर्द्रयन्ति ?

भावार्थ-लेखनम् –

अधोलिखित पद्यांश संस्कृते भावार्थ लिखत –

1. एकेन राजहंसेन या ………………………. परितस्तीरवासिना।।
भावार्थ – एकेन मरालेन सरोवरस्य सौन्दर्य स्मात् परञ्च अभितः तट उषितैः सहस्रवकैः सा शोभा न सम्भवति।

2. भुक्ता मृणालपटली भवता …………………………… भवितासि कृतोपकारः।।
भावार्थ – यस्मिन् स्थाने त्वया श्रीमता कमलनाल समूह खादितः नि:शेषाणि जलानि पीतानि कमलानां सेवनं कृतम् रे मराल! अमुष्य तडागस्य केन कार्येण तस्य हितकारकः भविष्यसि (कथं तस्योपकारं करिष्यसि) कथय कथं भविष्यति।

3. तोयैरल्पैरपि करुणया ……………………….. विकिरता विश्वतो वारिदेन।।
भावार्थ – हे उद्यान पाल! भयंकर प्रचण्ड सूर्ये प्रतप्ते ग्रीष्मौ किञ्चित जलेन अपि त्वया अनुकम्पया त्वया एतस्य वृक्षस्य यत्पोषणं त्वया कृतम् किं वर्षा कालिकेन सर्वतः जलधारा वर्षयता जलदेन कर्तुं शक्यते।

4. आपेदिरेऽम्बरपथं परितः …………………………………. कतमां गतिमभ्युपैतु।।
भावार्थ – शुष्के सरसि खगाः सर्वतः आकाशमार्गम् प्राप्नुवन्ति, भ्रमराः रसालानां मञ्जरीणां शरणं गृह्णन्ति। हे सरोवर! त्वयि जलाभावेसति हा अतिदीनाः मत्स्याः कां स्थिति प्राप्स्यन्ति अर्थात् तेषां न कोऽपि आश्रयः।

5. एक एव खगो मानी ……………………….. याचते वा पुरन्दरम्।।
भावार्थ – एकः एव स्वाभिमानी पक्षी सारङ्ग स्तोकको वा कानने निवसति, सः तृषितः मरणम् आप्नोति अन्यथा इन्द्रं देवराजमेव याचनां करोति। (सर्वान् अन्यान् वारिदान् न याचते)।

6. आश्वास्य पर्वतकुलं ………………. यज्जलद ! सैव तवोत्तमा श्रीः।।
भावार्थ – सूर्यस्य उष्णतया प्रतप्तम् गिरिणाम् समूहे विश्वासम् उत्पाद्य विश्वस्तं वा विधायः, उन्नत काष्ठ रहितानि वनानि च समाश्वास्य, अनेकाषां सरितां महानदानां शतानां च कलेवरान् पूर्ण विधाय हे वारिद् ! यत्त्वम् स्वकीयं सर्वं त्यक्त्वा जलहीनो जातोऽसि असावेव ते श्रेष्ठतमा शोभा तदैव ते महनीयता।

7. रे रे चातक ! सावधानमनसा ………………………………. मा ब्रूहि दीनं वचः।।
भावार्थ – हे सुहृद सारङ्ग! सावहितः सन् किञ्चित् कालम् आकर्णताम् यतः आकाशे अनेके वारिदाः सन्ति (विद्यन्ते) परञ्च निः शेषाः एव न वर्तन्ते एवं विधा। केचिद् तु धराम् वर्षायाः जलेन सिञ्चन्ति यावत् केचन तु व्यर्थमेव गर्जनां कुर्वन्ति अतः त्वं यं यं वारिदं ईक्षसे अमुष्य अमुष्य सम्मुखे याचनायाः करुणं वचनं न वद अर्थात् तं न याचस्व।

अधोलिखितानां सूक्तीनां भावबोधनं सरलसंस्कृतभाषया लिखत –
(निम्नलिखित सूक्तियों का भावबोधन सरल संस्कृत भाषा में लिखिए-)

(i) एकेन राजहंसेन या शोभा सरसो भवेत् न सा बकसहस्रेण।
भावार्थः – यथा एकेन एव हंसेन सरोवरस्य सौन्दर्यं वर्धते न तु सहस्रः बकैः तथैव एकेन एव सज्जनेन पण्डितेन सभायाः शोभा वर्धते न च सहस्रः मूर्खः। (जैसे एक ही हंस से सरोवर का सौन्दर्य बढ़ जाता है न कि हजारों बगुलों से, इसी प्रकार एक ही सज्जन या विद्वान् से सभा की शोभा बढ़ जाती है न कि हजारों मूों से।)

(ii) एक एव खगो मानी वने वसति चातकः।
पिपासितो वा म्रियते याचते वा पुरन्दरम्।।
भावार्थ: – यथा स्वाभिमानी चातकः वने निवसन्नपि तृषया मृत्यु प्राप्नोति परञ्च स्वातिबिन्दुं विना अन्यं जलं न पिबति तथैव धीराः जनाः अपि मरणासन्ने अपि कस्माद् अपि न याचन्ते, ते परमात्मानम् एव याचन्ते। (जिस प्रकार स्वाभिमानी चातक वन में रहते हुए भी प्यास से मृत्यु को प्राप्त हो जाता है परन्तु स्वाति की बूँद के अतिरिक्त अन्य जल नहीं पीता, उसी प्रकार धीर पुरुष मरने की स्थिति में भी किसी से माँगते नहीं, वे परमात्मा से ही याचना करते हैं।)

(iii) यं यं पश्यसि तस्य तस्य पुरतो माहदानं वचः।
भावार्थ: – कविः चातकस्य व्याजेन मानवाय उपदिशति यत् संसार बहवः धनाढ्याः सन्ति परन्तु ते सर्वे उदारहदयं दातारः न भवन्ति.अत: यं यं पश्यसि त त मा याचे। (कवि बातक के बहाने मनुष्य को उपदेश देता है कि संसार में बहुत से धनवान् हैं परन्तु सभी उदार हृदय दाता नहीं हैं अतः जिस-जिस को देखो उसी-उसी से मत माँगो।)

अन्योक्तयः Summary and Translation in Hindi

पाठ-परिचय – अन्योक्ति का अर्थ है- अन्य (दूसरे) को लक्ष्य करके कही गई बात अर्थात् किसी की प्रशंसा अथवा निन्दा प्रत्यक्ष रूप से कहने की अपेक्षा किसी अन्य को माध्यम बनाकर कहना। कवियों की ऐसी अभिव्यक्ति को ही अन्योक्ति कहते हैं। ये उक्तियाँ (कथन) अत्यन्त मार्मिक होती हैं जो सीधे लक्ष्य का भेदन करती हैं। प्रस्तुत पाठ में ऐसी ही सात अन्योक्तियाँ विविध ग्रन्थों से संकलित की गई हैं जिनमें राजहंस, कोकिल, मेघ, मालाकार, सरोवर तथा चातकं के माध्यम से मानव को परोपकार आदि सवृत्तियों एवं सत्कर्मों में प्रवृत्त होने के लिए प्रेरित किया गया है। पाठ में संकलित अन्योक्तियों में छठी अन्योक्ति महाकवि माघ के ‘शिशुपालवध’ महाकाव्य से तथा सातवीं अन्योक्ति महाकवि भर्तहरि के ‘नीतिशतक’ से ली गई है तथा शेष पाँच पण्डितराज जगन्नाथ के ‘भामिनीविलास’ के अन्योक्ति भाग से संकलित हैं।

मूलपाठः,अन्वयः,शब्दार्थाः, सप्रसंग हिन्दी-अनुवादः।

1 एकेन राजहंसेन या शोभा सरसो भवेत्।
न सा बकसहस्रेण परितस्तीरवासिना।।1।।

अन्वयः – एकेन राजहंसेन सरसः या शोभा भवेत्। परितः तीरवासिना बकसहस्रेण सा (शोभा) न (भवति)।

शब्दार्थाः – एकेन राजहंसेन = एकेन मरालेन (एक हंस से), सरसः = तडागस्य, सरोवरस्य (तालाब की), या शोभा = या सौन्दर्यवृद्धिः, श्रीः (जो शोभा), भवेत् = स्यात् (होनी चाहिए), परितः = अभितः (चारों ओर), तीरवासिना = तटे स्थितैः उषितैः (किनारे पर वास करने वाले), बकसहस्त्रेण = सहस्त्रैः बकैः, बकानां सहस्रेण (हजारों बगुलों से), सा = असौ शोभा (वह शोभा) न भवति = (नहीं होती है)।।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी पाठ्यपुस्तक शेमुषी के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह श्लोक पण्डितराज जगन्नाथ कृत ‘भामिनी विलास’ ग्रन्थ से संकलित है। इस श्लोक में कवि पण्डितराज जगन्नाथ सज्जन-दुर्जन का भेद वर्णन करते हैं।

हिन्दी-अनुवादः – एक (ही) हंस से तालाब की जो शोभा होनी चाहिए, चारों ओर किनारे पर रहने वाले हजारों बगुलों से वह शोभा नहीं होती।

2. भुक्ता मृणालपटली भवता निपीता न्यम्बूनि यत्र नलिनानि निषेवितानि।
रे राजहंस ! वद तस्य सरोवरस्य, कृत्येन केन भवितासि कृतोपकारः।।2।।

अन्वयः – यत्र भवता मृणालपटली भुक्ता, अम्बूनि निपीतानि नलिनानि निषेवितानि। रे राजहंस ! तस्य सरोवरस्य केन कृत्येन कृतोपकारः भविता असि, वद।।

शब्दार्थाः – यत्र = यस्मिन् स्थाने (जहाँ), भवता = त्वया श्रीमता (आपके द्वारा), मृणालपटली = कमलनाल समूहः (कमलनालों का समूह), भुक्ता = खादिता (खाया गया, भोगा गया), अम्बूनि = जलानि (जल), निपीतानि = निःशेषेण पीतानि, सम्पूर्णरूपेण पीतानि, सम्यक् पीतानि (भलीभाँति पीया गया), नलिनानि = कमलानि (कमलों को), निषेवितानि = सेवितानि (सेवन किए गए), रे राजहंस! = रे मराल ! (अरे राजहंस!), तस्य = अमुष्य (उस), सरोवरस्य = तडागस्य, सरसः (सरोवर का, तालाब का), केन कृत्येन – केन कार्येण (किस कार्य से), कृतोपकारः = कृतः उपकारः येन सः सम्पादितोपकारः, हितकारकः (उपकार किया हुआ, प्रत्युपकार करने वाला), भविता असि = भविष्यति (होगा), वद = ब्रूहि, कथय (बोलो)।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी पाठ्यपुस्तक शेमुषी के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह श्लोक पण्डितराज जगन्नाथ विरचित ‘भामिनी विलास’ ग्रन्थ से संकलित है। इसमें कवि राजहंस के बहाने मनुष्य को प्रत्युपकार करने हेतु प्रेरित करता है।

हिन्दी-अनुवादः – जहाँ आपके द्वारा कमलनालों का समूह खाया गया, जल भलीभाँति पिया गया, कमलों का सेवन किया गया। हे राजहंस! उस तालाब का किस कार्य से प्रत्युपकार करने वाले होंगे अर्थात् उसका प्रत्युपकार किस कार्य से करेंगे।

3. तोयैरल्यैरपि करुणया भीमभानौ निदाघे, मालाकार ! व्यरचि भवता या तरोरस्य पुष्टिः।
सा किं शक्या जनयितुमिह प्रावृषेण्येन वारां, धारासारानपि विकिरता विश्वतो वारिदेन।।3।।

अन्वयः – हे मालाकार! भीमभानौ निदाघे अल्पैः तोयैः अपि भवता करुणया अस्य तरोः या पुष्टिः व्यरचि। वारां प्रावृषेण्येन विश्वतः धारासारान् अपि विकिरता वारिदेन इह जनयितुम् सा (पुष्टि:) किं शक्या।।

शब्दार्थाः – हे मालाकार ! = हे उद्यानपाल, हे सक्कार ! (अरे माली!), भीमभानौ = भीमः भानुः यस्मिन् सः भीमभानुः, तस्मिन् अति तीक्ष्णांशुमति तपति (ग्रीष्मकाल में सूर्य के अत्यधिक तपने पर), निदाघे = ग्रीष्मकाले (ग्रीष्म काल में), अल्पैः तोयैः अपि = किञ्चित् जलेन अपि (थोड़े पानी से भी), भवता = त्वया (आपके द्वारा), करुणया = अनुकम्पया, दयया (करुणा द्वारा, करुणा के साथ, दया से), अस्य तरोः = एतस्य वृक्षस्य (इस वृक्ष की), या पुष्टिः = या पुष्टता, या वृद्धिः, यत्पोषणम् (जो पोषण), व्यरचि = कृता, कृतम्, रचना क्रियते (की जाती है, की गई), वाराम् = जलानां (जलों के), प्रावृषेण्येन = वर्षाकालिकेन (वर्षाकालिक, वर्षाकाल के), विश्वतः = सर्वतः (सभी ओर), धारासारान् अपि = धाराणाम् आसारा अपि (जलधाराओं के प्रवाहों को भी), विकिरता = जलं वर्षयता (जल बरसाते हुए), वारिदेन = जलदेन (बादल द्वारा), इह = अस्मिन् संसारे (इस संसार में), जनयितुम् = उत्पादयितुम् (उत्पन्न/पैदा करने के लिए), सा पुष्टिः = तत्पोषणम् (वह पुष्टि), किम् शक्या = अपि सम्भवा, सम्भवति (क्या सम्भव है)।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी शेमुषी पाठ्यपुस्तक के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह पद्य पण्डितराज जगन्नाथ रचित ‘भामिनी विलास’ काव्य से संकलित है। इस पद्य में कवि माली के बहाने से एक अच्छे पालनकर्ता के लक्षण बताता है।

हिन्दी-अनुवादः – अरे माली ! सूर्य के अत्यधिक तपने वाले ग्रीष्मकाल में थोड़े पानी से भी आपके द्वारा करुणा के साथ इस वृक्ष का जो पोषण किया गया है (किया जाता है) वर्षा-कालिक जल की सभी ओर से जलधाराओं के प्रवाह से भी जल बरसाते हुए बादल के द्वारा इस संसार में उस पोषण को पैदा करने में समर्थ है क्या ?

4. आपेदिरेऽम्बरपथं परितः पतङ्गाः, भृङ्गा रसालमुकुलानि समाश्रयन्ते।
सङ्कोचमञ्चति सरस्त्वयि दीनदीनो, मीनो नु हन्त कतमां गतिमभ्युपैतु।।4।।

अन्वयः – (सङ्कुचिते सरोवरे) पतङ्गाः परितः अम्बरपथम् आपेदिरे, भृङ्गाः रसालमुकुलानि समाश्रयन्ते। सरः त्वयि सङ्कोचम् अञ्चति, हन्त दीनदीन: मीनः नु कतमां गतिम् अभ्युपैतु।।

शब्दार्थाः – [सङ्कुचिते सरोवरे (सरोवर के सूख जाने पर)] पतङ्गाः = खगाः (पक्षी), परितः = सर्वतः, (सभी ओर), अम्बरपथम् = आकाशमार्गम् (आकाश मार्ग को), आपेदिरे = प्राप्तवन्तः, प्राप्नुवन्ति (प्राप्त कर लिए/लेते हैं), भृङ्गाः = भ्रमराः, द्विरेफाः (भौरे, भँवरे), रसालमुकुलानि = रसालानाम् आम्राणां मुकुलानि मञ्जरीम मञ्जाः मञ्जरीणाम् (आम की मञ्जरियों को/का), समाश्रयन्ते = शरणं प्राप्नुवन्ति (आश्रय लेते हैं), सरः = हे सरोवर ! हे तडाग ! (हे तालाब !), त्वयि = ते, तव भवति (तेरे), सङ्कोचम् अञ्चति = सङ्कचिते सति गच्छति (तुम्हारे संकुचित हो जाने पर, सूखकर जल कम हो जाने पर), हन्त = खेदः (खेद है), दीनदीनः = अतिदीनः (बेचारा), मीनः नुः = मत्स्यः , मत्स्यगणः (मछलियाँ), कतमां गतिम् = कां स्थितिं (किस गति को), अभ्युपैतु = प्राप्नोतु (प्राप्त करें)।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी शेमुषी पाठ्यपुस्तक के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह पद्य पण्डितराज जगन्नाथ कृत् ‘भामिनी विलास’ काव्य से संकलित है। इस पद्य में कवि तालाब के माध्यम से मानव को उसकी स्थिति से अवगत कराते हुये कहता है। जैसे तालाब के सूख जाने पर सभी जीव उसे अकेला छोड़कर चले जाते हैं। वैसे मनुष्य को भी स्वार्थ पूरा होने पर छोड़ जाते हैं।

हिन्दी-अनुवादः – (सरोवर के सूख जाने पर) पक्षी चारों ओर आकाश मार्ग को प्राप्त कर लेते हैं अर्थात् आकाश में उड़ जाते हैं। भौरे आम की मञ्जरी का आश्रय ले लेते हैं (प्राप्त कर लेते हैं) हे तालाब ! तुम्हारे संकुचित हो जाने पर (सूख जाने पर) खेद है बेचारी मछलियाँ किस गति को प्राप्त करें (करेंगी)।

5. एक एव खगो मानी वने वसति चातकः।
पिपासितो वा म्रियते याचते वा पुरन्दरम्।।5।।

अन्वयः – एकः एव मानी खग: चातक: वने वसति वा पिपासितः म्रियते पुरन्दरं याचते।।

शब्दार्थाः — एक एव मानी = एक एव स्वाभिमानी (एक ही स्वाभिमानी), खगः = पक्षी, अण्डजः (पक्षी), चातकः = स्तोककः, सारङ्गः (पपीहा), वने = कानने (वन में), वसति = निवसति (रहता है), वा = अथवा (अथवा), पिपासितः = तृषितः (प्यासा), म्रियते = मरणं प्राप्नोति, मृत्युं लभते, मृत्युं वृणोति (मर जाता है), पुरन्दरम् = इन्द्रम् (इन्द्र से), याचते = याचनां करोति (माँगता है, याचना करता है)।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी शेमुषी पाठ्यपुस्तक के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह पद्य पण्डितराज जगन्नाथ रचित ‘भामिनीविलास’ ग्रन्थ से लिया गया है। इस श्लोक में कवि चातक पक्षी के माध्यम से स्वाभिमान को कायम रखने के लिये कहता है।

हिन्दी-अनुवादः – एक ही स्वाभिमानी पक्षी पपीहा वन में निवास करता है (वह) या तो प्यासा (ही) मर जाता है अथवा इन्द्र से याचना करता है (किसी अन्य से नहीं)।

6. आश्वास्य पर्वतकुलं तपनोष्णतप्तमुद्दामदावविधुराणि च काननानि।
नानानदीनदशतानि च पूरयित्वा, रिक्तोऽसि यज्जलद ! सैव तवोत्तमा श्रीः।।6।।

अन्वयः – तपनोष्णतप्तम् पर्वतकुलम् आश्वास्य उद्दामदावविधुराणि काननानि च (आश्वास्य) नानानदीनदशतानि पूरयित्वा च हे जलद ! यत् रिक्तः असि तव सा एव उत्तमा श्रीः।

शब्दार्थाः – तपनोष्णतप्तम् = सूर्यस्य उष्णतया प्रतप्तम् (सूर्य की गर्मी से तपे हुए), पर्वतकुलम् = गिरीणाम् समूहम् (पर्वतों के समूह को), आश्वास्य = विश्वासम् उत्पाद्य, समाश्वास्य सन्तोष्य (सन्तुष्ट/आश्वस्त करके), उद्दामदाववि धुराणि = उन्नतकाष्ठरहितानि (ऊँचे काष्ठों अर्थात् वृक्षों से रहित), काननानि च = बनानि च (और वनों को), [आश्वास्य = समाश्वास्य (आश्वस्त करके)], नानानदीनदशतानि = अनेकसरितः नदानां शतानि च (अनेक नदियों और सैकड़ों नदों को), पूरयित्वा च = पूर्णं कृत्वा च (और पूर्ण करके, भरकर), हे जलद ! – हे वारिद ! (हे मेघ !), यत् रिक्तः असि = यत्त्वम् जलहीनः जातोऽसि (जो तुम जलहीन हो गए हो), तव सा एव = तेऽअसावेव (तेरी वही), उत्तमा श्रीः = श्रेष्ठा/श्रेष्ठतमा शोभा (अस्ति), (उत्तम शोभा है)।

सन्दर्भ-प्रसङ्गश्च- यह पद्य हमारी शेमुषी पाठ्यपुस्तक के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह पद्य महाकवि माघकृत ‘शिशुपालवधम्’ महाकाव्य से संकलित है। इस श्लोक में कवि जलद (मेघ) के माध्यम से मानव को दान और परोपकार के लिये प्रेरित करता है।

हिन्दी-अनुवादः – सूर्य की गर्मी से तपे हुए पर्वतों के समूह को सन्तुष्ट करके और ऊँचे काष्ठों अर्थात् वृक्षों से रहित वनों को आश्वस्त करके अनेक नदियों और सैकड़ों नदों को भरकर हे मेघ ! जो तुम जलहीन (खाली) हो गएं हो, वही तुम्हारी उत्तम शोभा है।

7. रे रे चातक ! सावधानमनसा मित्र क्षणं श्रूयता –
मम्भोदा बहवो हि सन्ति गगने सर्वेऽपि नैतादृशाः।
केचिद् वृष्टिभिरार्द्रयन्ति वसुधां गर्जन्ति केचिद् वृथा,
यं यं पश्यसि तस्य तस्य पुरतो मा ब्रूहि दीनं वचः।।7।।

अन्वयः – रे रे मित्र चातक ! सावधानमनसा क्षणं श्रूयताम, गगने हि बहवः अम्भोदाः सन्ति, सर्वेऽपि एतादृशाः न (सन्ति), केचित् वसुधां वृष्टिभिः आर्द्रयन्ति, केचित् वृथा गजेन्ति, (त्व म्) यं यं पश्यसि तस्य तस्य पुरतः दीनं वचः मा ब्रूहि।

शब्दार्थाः – रे मित्र चातक! = हे सुहृद् सारङ्ग ! (हैं मित्र पपीहे !), सावधानमनसा = सावहितः सन् (सावधान मन से), क्षणम् = क्षणमात्रम्, किञ्चित् कालम् (क्षणभर), श्रूयताम् = आकण्यताम् श्रुणुहि (सुनिए), गगने = आकाशे (आकाश में). हि = यतः (क्योंकि). बहवः = अनेके (बहत से). अभीदाः – वारिदाः (बादल हैं). सर्वेऽपि = निः शेषाः अपि (सभी), एतादृशाः = एवं विधाः (इस प्रकार के), न सन्ति = नहि वर्तन्ते (नहीं हैं), केचित् वसुधां = केचन् पृथिवी, धरातलं (धरती को), वृष्टिभिः = वर्षया जलेन (पानी बरसाकर), आद्रयन्ति – आद्रं कुर्वन्ति, सिञ्चन्ति, क्लेदयन्ति (गीला कर देते हैं), केचित् – केचन (कुछ), वृथा = व्यर्थमेव (व्यर्थ ही), गर्जन्ति = गर्जनं कुर्वन्ति (गरजते है), [त्वम् = तुम], यं यं पश्यसि = यं यम् ईक्षसे (जिस जिसको देखते हो), तस्य तस्य पुरुतः = अमुष्य अमुष्य सम्मुखे, समक्षे (उस उसके सामने), दीनं वचः = करुणवचनं (दीन वचन), मा. न (मत), ब्रूहि = वद (बोलो)।

सन्दर्भ-प्रसङ्गश्च – यह पद्य हमारी शेमुषी पाठ्यपुस्तक के ‘अन्योक्तयः’ पाठ से लिया गया है। मूलतः यह श्लोक कवि नीतिकार भर्तृहरि रचित नीति शतक से संकलित है। इस श्लोक में कवि नीतिकार मानव को चातक के माध्यम से उपदेश देता है जिस किसी के सामने हाथ मत फैलाओ क्योंकि सभी धार्मिक (बादल) दाता नहीं होते।

हिन्दी-अनुवादः – हे मित्र पपीहे ! सावधान मन से (ध्यान से) क्षणभर सुनिए कि आकाश में बहुत से बादल हैं (परन्तु) सभी इस प्रकार के नहीं हैं। कुछ तो पानी बरसाकर धरती को गीला कर देते हैं (और) कुछ व्यर्थ ही गर्जते हैं। तुम जिस जिस को देखो उस उसके सामने दीन वचन मत बोलो अर्थात् याचना मत करो।

Jharkhand Board JAC Class 10 Maths Solutions Chapter 4 Quadratic Equations Ex 4.4 Textbook Exercise Questions and Answers.

JAC Board Class 10 Maths Solutions Chapter 4 Quadratic Equations Exercise 4.4

Question 1.
Find the nature of the roots of the following quadratic equations. If the real roots exist, find them:
1. 2x² – 3x + 5 = 0
2. 3x² – 4\(\sqrt{3}\)x + 4 = 0
3. 2x² – 6x + 3 = 0
Solution:
The given equation is of the form
ax² + bx + c = 0; where a = 2, b = -3 and c = 5.
Then, the discriminant
b² – 4ac = (-3)² – 4(2)(5)
= 9 – 40
= -31 <0
So, the given equation has no real roots.

2. Comparing the given equation with the standard quadratic equation
ax² + bx + c = 0, we get a = 3, b = -4\(\sqrt{3}\) and c = 4.
Then, the discriminant
b² – 4ac = (-4\(\sqrt{3}\))² – 4(3)(4)
= 48 – 48
= 0
So, the given equation has equal real roots.
The roots are \(-\frac{b}{2 a},-\frac{b}{2 a}\)
i.e., \(-\frac{-4 \sqrt{3}}{2(3)},-\frac{-4 \sqrt{3}}{2(3)}\), i.e., \(\frac{2}{\sqrt{3}}, \frac{2}{\sqrt{3}}\)

3. The given equation is of the form
ax² + bx + c = 0, where a = 2, b = -6 and c = 3.
Then, the discriminant
b² – 4ac = (-6)² – 4(2)(3)
= 36 – 24
= 12
So, the given equation has two distinct roots.
The roots are given by
x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)
\(=\frac{6 \pm \sqrt{12}}{2(2)}\)
\(=\frac{6 \pm 2 \sqrt{3}}{4}=\frac{3 \pm \sqrt{3}}{2}\)
Thus, the roots of the given equation are \(\frac{3+\sqrt{3}}{2}\) and \(\frac{3-\sqrt{3}}{2}\)

Question 2.
Find the values of k for each of the following quadratic equations, so that they have two equal roots:
1. 2x² + kx + 3 = 0
2. kx (x – 2) + 6 = 0
Solution:
1. Comparing the given equation with the standard quadratic equation, we have
a = 2, b = k and c = 3.
Then, the discriminant = b² – 4ac
= (k)² – 4 (2) (3)
= k² – 24
If the equation has two equal roots, then the discriminant = 0
∴ k² – 24 = 0
∴ k² = 24
∴ k = ±\(\sqrt{24}\)
∴ k ± 2\(\sqrt{6}\)

2. kx(x – 2) + 6 = 0
∴ kx² – 2kx + 6 = 0
Here, a = k, b = -2k and c = 6.
Then, the discriminant = b² – 4ac
= (-2k)² – 4(k)(6)
= 4k² – 24k
If the equation has two equal roots, then the discriminant = 0
∴ 4k² – 24k = 0
∴ 4k (k – 6) = 0
∴ k = 0 or k = 6
But k = 0 is not possible because if k = 0, the equation reduces to 6 = 0, not a quadratic equation.
∴ k = 6

Question 3.
Is it possible to design a rectangular mango grove whose length is twice its breadth, and the area is 800 m²? If so, find its length and breadth.
Solution:
Considering that the required mango grove can be designed, let the breadth of the mango grove be x m.
Then, the length of the mango grove is 2x m. Area of rectangular mango grove
= Length × Breadth
= 2x × x
= 2x² m²
The required area is 800 m².
∴ 2x² = 800
∴ 2x² – 800 = 0
∴ x² – 400 = 0
If the above equation has real roots, then it is possible to design the required mango grove.
Here, a = 1, b = 0 and c = -400.
Then, the discriminant = b² – 4ac
= (0)² – 4(1)(-400)
= 1600 > 0
Hence, the equation has real roots. So, it is possible to design the mango grove with required measures.
Now, x² – 400 = 0
∴ (x + 20) (x – 20) = 0
∴ x + 20 = 0 or x – 20 = 0
∴ x = -20 or x = 20
Since x is the breadth of the rectangular mango grove, x = -20 is not possible.
∴ x = 20 and 2x = 40
Thus, the length of the mango grove is 40 m and its breadth is 20 m.

Question 4.
Is the following situation possible? If so, determine their present ages.
The sum of the ages of two friends is 20 years. Four years ago, the product of their ages in years was 48.
Solution:
Let the present ages of two friends be x years and (20 – x) years.
Four years ago, their respective ages were (x – 4) years and (20 – x – 4) years, i.e., (16 – x) years.
Then, according to given,
(x – 4) (16 – x) = 48
∴ 16x – x² – 64 + 4x = 48
∴ -x² + 20x – 64 – 48 = 0
∴ -x² + 20x – 112 = 0
∴ x² – 20x + 112 = 0
Here, a = 1, b = -20 and c = 112.
Then, the discriminant
b² – 4ac = (-20)² – 4(1)(112)
= 400 – 448
= -48 < 0
Hence, the equation has no real roots. So, the given situation is not possible.

Question 5.
Is it possible to design a rectangular park of perimeter 80 m and area 400 m² ? If so, find its length and breadth.
Solution:
Let the length of the rectangular park be x m.
Perimeter of rectangular park = 2 (Length + Breadth)
∴ 80 = 2(x + Breadth)
∴ 40 = x + Breadth
∴ Breadth = (40 – x) m
Now, area of rectangular park = Length × Breadth
∴ 400 = x (40 – x)
∴ 400 = 40x – x²
∴ x² – 40x + 400 = 0
Here, a = 1, b = -40 and c = 400.
Then, the discriminant = b² – 4ac
= (-40)² – 4(1)(400)
= 1600 – 1600
= 0
Hence, the equation has equal real roots. So, it is possible to design a rectangular park with given measures.
x² – 40x + 400 = 0
∴ x² – 20x – 20x + 400 = 0
∴ x(x – 20) – 20(x – 20) = 0
∴ (x – 20) (x – 20) = 0
∴ x – 20 = 0 or x – 20 = 0
∴ x = 20 or x = 20
Thus, the length of the rectangular park = x = 20 m and the breadth of the rectangular park = 40 – x = 40 – 20 = 20 m.
Note: Here the shape of the park turns out to be a square, but as we know, every square is a rectangle.