Class 9

JAC Board Class 9th Science Important Questions Chapter 8 Motion

Multiple Choice Questions

Question 1.
Which of the following is correct for a car which travels a distance of 100 km in 2 hours?
(a) Its average speed is 50 km/h
(b) The car did not travel at 50 km/h all the time
(c) The car travelled at 50 km/h all the time
(d) All of the above
Answer:
(a) Its average speed is 50 km/h

Question 2.
The distance-time graph of an object shown in the given figure represents that the object is
(a) at rest position
(b) moving with constant speed
(c) moving with constant velocity
(d) moving with constant acceleration
Answer:
(a) at rest position

Question 3.
The SI unit of velocity is
(a) ms^-1
(b) ms^-2
(c) ms^-3
(d) Nn^-1
Answer:
(a) ms^-1

Question 4.
Deceleration of a body is expressed in
(a) m
(b) ms^-1
(c) ms^-2
(d) ms^-3
Answer:
(c) ms^-2

Question 5.
The initial velocity of a body is ‘u’. It is under uniform acceleration ‘a’. Its velocity ‘v’ at any time ‘t’ is given by
(a) v = u + at²
(b) v = u + \(\frac{1}{2}\) at²
(c) v = u + at
(d) v = u
Answer:
(c) v = u + at

Question 6.
A wooden slab starting from rest, slides down a 10m long inclined plane with an acceleration of 5 ms^-2 What would be its speed at the bottom of the inclined plane?
(a) 10 ms^-1
(b) 12ms^-1
(c) 10 cm^-1
(d) 12 cm^-1
Answer:
(a) 10 ms^-1

Question 7.
The velocity of a particle increases from ‘u’ to ‘v’ in time’t’ during which it covers a distance ‘s’. If the particle has a uniform acceleration, which of the following equations does not apply to the motion?
(a) 2s = (v + u) t
(b) v² = u² – 2as
(c) a = v – u/t
(d) s = (u + \(\frac{1}{2}\) at) t
Answer:
(b) v² = u² – 2as

Question 8.
In 12 minutes, a car whose speed is 35 km/h travels a distance of
(a) 7 km
(b) 3.5 km
(c) 2.4 km
(d) none of these
Answer:
(a) 7 km

Question 9.
The area under the distance – time graph gives
(a) uniform speed
(b) non – uniform speed
(c) velocity and speed
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 10.
The odometer of a car measures
(a) speed
(b) velocity
(d) acceleration
(d) distance
Answer:
(d) distance

Question 11.
If a particle moves with a constant speed, the distance time graph is a
(a) straight line
(b) curved line
(c) straight line parallel to time axis
(d) straight line parallel to velocity axis
Answer:
(a) straight line

Question 12.
An object moving with uniform circular motion shows
(a) constant acceleration in speed
(b) constant velocity
(c) constant acceleration in direction
(d) constant change in type of motion
Answer:
(c) constant acceleration in direction

Question 13.
The slope of speed – time graph gives
(a) speed
(b) velocity
(c) acceleration
(d) momentum
Answer:
(c) acceleration

Question 14.
The distance travelled by a freely falling body is proportional to the
(a) mass of body
(b) square of the time of fall
(c) square of the acceleration due to
Answer:
(b) square of the time of fall

Question 15.
The figure shows the displacement time graph of a body moving in a straight line. The velocity of the body during the

(a) 2 ms^-2
(b) zero
(c) 3 ms^-1
(d) 2.5 ms^-1
Answer:
(b) zero

Analysing & Evaluating Questions

Question 16.
In which of the following cases of motion, the distance moved and the magnitude of displacement are equal?
(a) If the car is moving on a straight road
(b) If the car is moving in a circular path
(c) The pendulum is moving to and fro
(d) The earth is revolving around the Sun
Answer:
(a) If the car is moving on a straight road

Question 17.
Four cars A, B, C and D are moving on a levelled road. Their distance versus time graphs are shown here. Choose the correct statement.

(a) Car A is faster than car D
(b) Car B is the slowest
(c) Car D is faster than car C
(d) Car C is the slowest
Answer:
(b) Car B is the slowest

Question 18.
Suppose a boy is enjoying a ride on a merry – go – round which is moving with a constant speed of 10 ms^-1. It implies that the boy is
(a) at rest
(b) moving with no acceleration
(c) in accelerated motion
(d) moving with uniform velocity
Answer:
(c) in accelerated motion

Assertion Reason Questions

Directions: In the following questions, the Assertions and the Reasons have been put forward. Read the statements carefully and choose the correct alternative from the following:
(A) Both the assertion and the reason are correct and the reason is the correct explanation of the assertion.
(B) The assertion and the reason are correct but the reason is not the correct explanation of the assertion.
(C) The assertion is true but the reason is false.
(D) Both the statements are false.

1. Assertion: Velocity is a scalar quantity.
Reason: Velocity cannot be zero.
Answer:
(D) Both the statements are false.

2. Assertion: A body moving in a circular path is in non – uniform motion.
Reason: The direction of a body moving in a circular path changes at every point.
Answer:
(A) Both the assertion and the reason are correct and the reason is the correct explanation of the assertion.

3. Assertion: A stone thrown vertically upwards has negative acceleration.
Reason: The acceleration of the stone thrown upward is in the direction opposite to the direction of its motion.
Answer:
(A) Both the assertion and the reason are correct and the reason is the correct explanation of the assertion.

4. Assertion: A freely falling body is in uniform motion.
Reason: A freely falling body covers equal distances in equal intervals of time.
Answer:
(D) Both the statements are false.

5. Assertion: An object under acceleration can have a uniform speed.
Reason: Both speed and acceleration are scalar quantities.
Answer:
(C) The assertion is true but the reason is false.

Very Short Answer Type Questions

Question 1.
Define uniform motion.
Answer:
If an object covers equal distances in equal intervals of time, however small the time intervals may be, the motion of the object is said to be uniform motion.

Question 2.
Define non – uniform motion.
Answer:
If an object covers unequal distances in equal intervals of time, it is said to be in ‘non – uniform motion’.

Question 3.
Define speed.
Answer:
It is the distance travelled by a body per unit time.
Speed. = \(\vec{a}\)

Question 4.
Define average speed.
Answer:
The total distance travelled by an object divided by the total time taken is called its average speed.

Question 5.
Define acceleration.
Answer:
It is defined as the rate of change of velocity with time.
Acceleration = \(\frac{Change in velocity}{Time Taken}\)
or a = \(\frac{v-\mathbf{u}}{t}\)
The SI unit of acceleration is m/s².

Question 6.
Draw a distance – time graph that represents uniform speed.
Answer:

Question 7.
With the help of a distance – time graph show that the object is stationary.
Answer:

Question 8.
Define uniform circular motion.
Answer:
When a body moves in a circular path with uniform speed, its motion is called uniform circular motion.

Question 9.
Define scalar quantities. Give examples.
Answer:
The physical quantities which require only magnitude, and not the direction, for their complete description are called ‘scalars’ or ‘scalar quantities’. Distance, speed, time, area, etc., are all scalar quantities.

Question 10.
Define vector quantities. Give examples.
Answer:
The physical quantities which need both magnitude and direction for their complete description are called ‘vectors’ or vector quantities. Displacement, velocity, force, etc., are all vector quantities.

Question 11.
What is the SI unit of displacement?
Answer:
Metre (m).

Question 12.
A particle moves over three – quarters of a circle of radius. What is the magnitude of its displacement?
Answer:
When the particle covers three quarters of a circle, the magnitude of its displacement is

AB = \(\sqrt{\mathrm{OA}^{2}+\mathrm{OB}^{2}}\) = \(\sqrt{r^{2}+r^{2}}\)
= \(\sqrt{2 r}\) = √2 r

Question 13.
Can the average speed of a moving body ever be zero?
Answer:
Speed is a scalar quantity and is always positive. So the average speed of a moving body can never be zero.

Question 14.
What is the relationship between the distance travelled and the time elapsed for motion with uniform velocity?
Answer:
Distance is directly proportional to the time elapsed. In fact,
Distance travelled = Uniform velocity × Time elapsed

Question 15.
What is the SI unit of acceleration?
Answer:
The SI unit of acceleration is m/s².

Question 16.
What is acceleration of a body moving with uniform velocity?
Answer:
The acceleration of a body moving with uniform velocity is zero.

Question 17.
State a relationship connecting u, v, a and t for an accelerated motion. Give an example of motion in which acceleration is uniform.
Answer:
The relationship between u, v, a and t is v = u + at A body falling freely towards the earth has a uniform acceleration of 9.8 ms^-2.

Question 18.
Express the velocity of a body in uniform circular motion in terms of its time period T.
Answer:
Suppose a body of mass m rotates in a circle of radiusr with velocity v. It completes one revolution in time T. Then,
Velocity = \(\frac{Distance}{Time}\)[/latex] = \(\frac{Circumference}{Time period }\)[/latex]
or v = \(\frac{2 \pi \mathrm{r}}{\mathrm{T}}\)

Analysing & Evaluating Questions

Question 19.
The cars A, B, C and D are moving on a levelled road. Their distance versus time graphs are shown in the figure. Which car is the slowest?
Answer:
Speed = Slope of distance – time graph. The smaller the slope, the smaller is the speed

From the given figure, slope is minimum for car D. So, D is the slowest car.

Question 20.
A rubber ball dropped from a certain height bounce to certain height. This height keeps decreasing in subsequent bounces. What type of motion does the ball exhibit?
Answer:
The ball exhibits non – uniform motion.

Question 21.
A vehicle is moving at a constant velocity of 10 km/h in the north – south direction. It turns and starts moving towards east. What is the velocity of the vehicle towards east before taking the turn?
Answer:
Zero. The component of velocity at right angle to the original direction of motion is zero.

Short Answer Type Questions

Question 1.
Define the term rest and motion.
Answer:

• Rest: If a body does not change its position with respect to its surroundings, the body is said to be at rest, e.g., a table lying in a room is at rest with respect to the walls of the room.
• Motion: A body is said to be in motion if it changes its position with respect to its surroundings, e.g., a car running on the road is in motion with respect to the lamp posts, trees or bus stop on the roadside.

Question 2.
What is meant by a point object? Give some examples.
Answer:
Whenever the size of the object is much smaller than the distance it moves in a given time interval, the size of the object can be neglected. The object can be regarded as a point object in such cases.
Examples:

1. A car covering a distance of 10km can be treated as a point object.
2. Earth can be regarded as a point object for studying its motion around the sun.

Question 3.
Give some examples of straight line motion.
Answer:
Examples:

1. A bus moving on a straight road
2. A train moving on a straight track
3. A runner running along a straight track
4. A ball moving along a straight path
5. An object falling vertically downwards towards the surface of the earth.

Question 4.
How can we specify the position of an object?
Answer:
1. The position of an object can be specified by choosing:

• a fixed point called ‘origin’ or reference point, and
• a fixed line passing through the origin, called reference axis.

2. So the position of an object can be fully described by knowing:

• its distance from origin O and
• the angle 0 which the line joining the origin ‘O’ and the object makes with the reference axis.

In the figure shown below, the position of an object located at point P is 6 cm from the origin and 30° north of east. v (Scale: 1cm = 1m)

Question 5.
A body moves in a circle of radius ‘2R’. What is the distance covered and displacement of the body after 2 complete rounds?
Answer:
Distance covered after 2 complete rounds = 2 × circumference
= 2 × 2π (2R) = 8πR
Displacement = zero, because initial and final positions of the body are the same and displacement is the shortest distance between initial and final positions.

Question 6.
Define the term velocity. What is its SI unit? Is it a scalar or a vector quantity?
Answer:
Velocity is a physical quantity that gives both speed and direction of motion of the body.
Definition: Velocity of a body is defined as the displacement produced per unit time. Velocity is also defined as the speed of a body in a givendirection. If ‘s’ is the distance travelled by a body in a given direction and ‘t’ is the time taken to travel that distance, then the velocity V is given by,
Velocity = \(\frac{Displacement}{Time}\)[/latex]
SI unit of velocity is m/s. Velocity is a vector quantity because it requires both magnitude and direction of a body.

Question 7.
Give the difference between distance and displacement.

Distance	Displacement
(a) It is the total path covered by an object.	(a) It is the shortest path from initial position to the final position.
(b) It does not have any direction.	(b) It has direction.
(c) It cannot be zero.V	(c) It can be positive, negative or zero.

Question 8.
Differentiate between speed and velocity.
Answer:

Speed	Velocity
(a) It is the distance travelled by an object per unit of time.	(a) It is the displacement of the body per unit time.
(b) It is a scalar quantity, direction not required.	(b) It is a vector quantity, direction is required.
(c) It is always positive.	(c) It can be positive, negative or zero.

Question 9.
A cheetah is the fastest land animal and can achieve a peak velocity of 100 km/h upto distances less than 500 m. If a cheetah spots his prey at a distance of 100 m, what is the minimum time it will take to get its prey, if the average velocity attained by it is 90 km/h?
Answer:
Here v = 90Km/h = \(\frac{90 \times 1000 \mathrm{~m}}{3600 \mathrm{~s}}\)
= 25m/s
s = 100m
Minimum time, t = \(\frac{s}{v}\) = \(\frac{100}{25}\) = 4s

Question 10.
The Rajdhani Express travels a distance of 1384 km from Mumbai to Delhi. It starts from Mumbai at 4.00 p.m. and reaches Delhi at 9.00 a.m. the next day. What is its average speed?
Answer:
Total distance travelled = 1384 km
Total time taken = 17 hours
Average speed =\(\frac{Total distance travelled}{Total time taken}\)= \(\frac{1384}{17}\)
= 81.4 km/h

Question 11.
A body starts initially with a velocity ‘u’ and is accelerated at constant rate ‘a’. Find an expression for final velocity after time ‘t’
Answer:
First equation of motion : Let a body start with initial velocity ‘u’ and after time ‘t’, its velocity becomes ‘v’ due to uniform acceleration ‘a’. From the definition of acceleration,
Acceleration = \(\frac{Change in velocity }{Time taken}\)
= \(\frac{Final velocity – Initial velocity}{Time taken}\)
a = \(=\frac{\mathrm{V}-\mathrm{u}}{\mathrm{t}}\)
at = v – u
v = u + at.

Question 12.
Deduce the expression for the distance travelled by a body moving with uniform acceleration in a given time.
Answer:
Second equation of motion:
Suppose a body starts with initial velocity ‘u’ and due to uniform acceleration ‘a’ its final velocity becomes ‘v’ after time ‘t’ Then,
Average velocity = \(\frac{Initial velocity + Final velocity}{2}\)
=\(\frac{u+v}{2}\)
So, the distance covered by the body in time t is
s = Average velocity × Time =\(\frac{u+v}{2}\) × t = \(\frac{\mathrm{u}+(\mathrm{u}+\mathrm{at}) \times \mathrm{t}}{2}\)
= \(\frac{2 u t + a t^{2}}{2}\)
or s = ut + \(\frac{1}{2}\) at 2

Question 13.
Establish the relation v² – u² = 2as, where ‘u’ is the initial velocity, ‘v’ is the final velocity, ‘a’ is the uniform acceleration and ‘s’ is the distance covered by the body.
Answer:
Third equation of motion:
Let a body start with initial velocity ‘u’ and after covering distance ‘s’ under uniform acceleration ‘a’, its velocity becomes ‘v’ in ‘t’ seconds. Then
Average velocity = \(\frac{\mathrm{u}+\mathrm{v}}{2 \mathrm{}}\)
So the distance covered in time t is given by
s = Average velocity x Time
= \(\frac{u+v}{2}\) × t
or v + u = \(\frac{2 s}{t}\) …………..(1)

Using the first equation of motion: v = u + at
or v – u = at … (ii)

Multiplying equations (i) and (ii), we get
(v + u) (v – u) = \(2 \frac{s}{t}\) × at
or v² – u² = 2as

Question 14.
Show that the slope of distance – time graph gives velocity of the body.

Answer:
Given figure shows distance – time graph for a body moving with uniform velocity. Clearly, it covers distances s₁ and s₂ in times t₁ and t₂ respectively.
Slope of line AB = tan θ = \(\frac{\mathrm{BC}}{\mathrm{AC}}\)
= \(\frac{s_{2}-s_{1}}{t_{2}-t_{1}}\) = \(\frac{Displacement}{Time}\) = velocity
Hence, the slope of the distance-time graph gives velocity of the body.

Question 15.
Show that the slope of velocity time graph gives acceleration of the body.
Answer:
Given figure shows the velocity – time graph for a body in uniform acceleration. It is a straight line inclined to the time – axis. Body has velocities ‘u’ and ‘v’ at times ‘t₁’ and ‘t₂’ respectively
Img-1
Slope of line AE = tan θ = \( \frac{E D}{A D}\)
\(\frac{v-u}{t_{2}-t_{1}}\) = \( \frac{Change in velocity}{Time taken}\)
= Acceleration of the body
Hence, the slope of the velocity – time graph gives the acceleration of the body.

Question 16.
Draw velocity – time graph for a body moving with uniform velocity. Hence show that the area under the velocity time graph gives the distance travelled by the body in a given time interval.
Answer:
In the given figure, line PQ is the velocity – time graph of a body moving with a uniform velocity such that OP = v Area of rectangle ABCD = AD × AB
= OP × AB
= v × (t₂ – t₁)
= Velocity × Time
= Distance travelled in time interval (t₂ – t₁)

Hence, the area under the velocity – time graph gives the distance travelled by the body in the given time interval.

Question 17.
The odometer of a car reads 1800 km at the start of a trip and 2400 km at the end of the trip. If the trip took 10h, calculate the average speed of the car in km/h and m/s.
Answer:
Distance covered by the car (s)
= 2400 – 1800 = 600 km.
Trip time = 10h
Average speed = ?

(i) V_av = \(\frac{s}{t}\) = \(\frac{600}{10}\) km = 60 km/h

(ii) In m/s : (60 km/h) = \(\frac{60 \times 1000}{60 \times 60}\)
= 16.7 m/s
The average speed of the car in km/h is 60 km/h and in m/s is 16.7 m/s.

Question 18.
Draw velocity – time graphs to show the following:
(a) Uniform velocity
(b) Uniform acceleration
(c) Non – uniform acceleration
Answer:

Analysing & Evaluating Questions

Question 19.
The table given below shows distance (in km) travelled by bodies A, B and C. Read the data carefully and answer the following questions.

	Distance (in km) covered by different bodies
Time (s)	Body(A)	Body (B)	Body (C)
1st second	20	20	20
2nd second	20	36	60
3rd second	20	24	100
4th second	20	30	140
5 th second	20	48	180

(a) Which of the bodies is moving with
(i) constant speed?
(ii) constant acceleration?
(b) Which of the bodies covers
(i) maximum distance in 3rd second?
(ii) minimum distance in 3rd second?
Answer:
(a) (i) Body A
(ii) Body C

(b) (i) Body C
(ii) Body A

Question 20.
An electron moving with a velocity of 5 × 10⁴ms^-1 enters a uniform electric field and acquires a uniform acceleration of 10⁴ms^-2 in the direction of its initial motion.
(a) Calculate the time in which the electron would acquire a velocity double of its initial velocity.
(b) How much distance the electron would cover in this time?
Answer:
(i) Acceleration = \(\frac{ Change in velocity}{Time taken}\)
or Time taken, t = \(\frac{5 \times 10^{4} \mathrm{~m} \mathrm{~s}^{-1}}{10^{4} \mathrm{~m} \mathrm{~s}^{-2}}\)
= 5 s

(ii) s = ut + \(\frac{1}{2}\) at²
= (5 × 10⁴ m s^-1 × 5 s) + \(\frac{1}{2}\) × 10⁴m s^-2 × (5s)²
= 37.5 × 104 m

Long Answer Type Questions

Question 1.
Describe the various types of motion observed in bodies.
Answer:
Various types of motion as observed in bodies are:

1. Translatory motion: When a body moves, as a whole, along a straight or curved path, it is said to be in translatory motion. Translatory motion is again of two types:
   • Rectilinear motion : Here a body moves as a whole along a straight path. For example, a train moving on a straight track has translatory rectilinear motion.
   • Curvilinear motion : In this case a body moves as a whole along a curved path. For example, motion of a bicycle taking a turn along a curved path.
2. Rotatory motion: When a body rotates about a fixed point or axis. it exhibits a rotatory motion. For example, motion of a flywheel about a shaft
3. Vibratory or oscillatory motion: When a body moves to and fro about a mean position, the motion is said to be vibratory or oscillatory motion. For example, the motion of the pendulum of a wall – clock.
4. Complex motion: When the motion of a body may be a combination of more than one type of motion, it is said to be a complex motion. For example, a ball rolling down an inclined plane has both translatory and rotatory motions.

Question 2.
Define average velocity when the velocity of a body changes at a non – uniform rate and a uniform rate.
Answer:
Average velocity : When the velocity of a body changes at a non – uniform rate, its average velocity is defined as the net displacement covered divided by the total time taken.
Average velocity = \(\frac{Net displacement}{Total time taken}\)
When the velocity of a body changes at a uniform rate, the average velocity is given by the arithmetic mean of initial velocity and final velocity for a given period of time.
Average velocity = \(\frac{Initial velocity + Final velocity}{2}\) :
If u is the initial velocity and v is the final velocity, the average velocity v_ay is given by,
v_ay = \(=\frac{u+v}{2}\)

Question 3.
Explain the difference regarding the nature of acceleration of the three moving bodies as expressed by the following velocity – time graphs:

(a) Uniform acceleration: A body increases velocity by equal amounts in equal intervals of time.
(b) Non – uniform acceleration: A body travels unequal distances in equal intervals of time.
(c) Uniform motion or zero acceleration: A body moves with constant

Analysing & Evaluating Questions

Question 4.
Two stones are thrown vertically upwards simultaneously with their initial velocities u₁ and u₂ respectively. Prove that the heights reached by them would be in the ratio of \(\mathbf{u}_{1}^{2}\) : \(\mathbf{u}_{2}^{2}\) (Assume upward acceleration is – g and downward acceleration to be + g).
Answer:
Stone 1
Initial velocity = u₁
Acceleration = – g
Height = h,
Final velocity, v = 0
Using the equation, v² – u² =2as
0 – \(\vec{a}\) = 2 (- g) × h₁
h₁ = \(\frac{-u_{1}^{2}}{-2 g}\) = \(\frac{u_{1}^{2}}{2 g}\) ……..(1)

Stone 2
Initial velocity = u₁
Acceleration = – g
Height = h2
Final velocity, v = 0
0² \(-u_{2}^{2}\) = 2 (- g) × h₂
h₂ = \(\frac{-u_{2}^{2}}{-2 g}\) =\(\frac{u_{2}^{2}}{2 g}\) ……..(ii)
This gives; h₁ : h₂ = \(\vec{a}\) : \(\vec{a}\)
= \(=\frac{u_{1}^{2}}{2 g}\) : \(\frac{\mathrm{u}_{2}^{2}}{2 \mathrm{~g}}\)
=\(u_{1}^{2}\) : \(\vec{a}\)

Activity 1

1. In your everyday life, you come across a range of motions in which:
   • acceleration is in the direction of motion
   • acceleration is against the direction of motion
   • acceleration is uniform
   • acceleration is non – uniform
2. Observe these motions carefully and identify one example each of the above type of motions.

Observations

• A car moving on a road.
• A ball thrown up.
• Fan blades rotating
• Windmill at time moves fast when the wind speed is more and becomes slow when the wind speed decreases.

Activity 2

• Take piece of thread and tie a small piece of stone at one of its end. Move the stone to describe a circular path with constant speed by holding the thread at the other end.
  
• Now, let the stone go by releasing the thread.
• Observe the direction in which the stone moves after it is released.
• By repeating the activity for a few more times and releasing the stone at different positions of the circular path, carefully observe whether the direction in which the stone moves remains the same or not.

Observations

• When the stone is released, it moves along a straight line, tangential to the circular path.
• By repeating the activity and releasing the stone at different positions of the circular path, the direction in which the stone moves does not remain the same. It changes every time.

Value Based Questions

Question 1.
The speed limits are prescribed for vehicles running on highways. Why is it essential to follow the speed limit rules?
Answer:
Speed limits are prescribed on the highways/expressways because:
1. When a vehicle is made to run at height speeds, its tyres get hot (due to friction). This makes them softer and the air inside the tubes hotter Both. these factors may lead to bursting of tyre/tube.

2. Reflex time varies from person to person. Any running vehicle needs a certain time period to stop after the brakes are applied. At higher speeds, this time period becomes shorter.

3. As a result, the chances of collision increase. Because of these reasons, one should strictly follow the speed limit regulations. Also, it is safer to drive in your lane depending upon the speed of your vehicle.

4. Moral: Drive below the speed limit and in your lane.

Question 2.
Most drivers involved in road accidents are found to be drunk. Give reason.
Answer:
The reflex time of a person increases when drunk, (average reflex time of a normal person is about 1/15s). Therefore, such a driver of vehicle will take more time in applying brakes. As a result, the vehicle may not stop well in time and cause an accident.

JAC Class 9 Science Important Questions

Jharkhand Board JAC Class 9 Maths Solutions Chapter 10 Circles Ex 10.1 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 10 Circles Ex 10.1

Page-171

Question 1.
Fill in the blanks:
(i) The centre of a circle lies in …………….. of the circle. (exterior/ interior)
(ii) A point, whose distance from the centre of a circle is greater than its radius lies in …………. of the circle, (exterior/ interior)
(iii) The longest chord of a circle is a …………. of the circle.
(iv) An arc is a ………… when its ends are the ends of a diameter.
(v) Segment of a circle is the region between an arc and …………… of the circle.
(vi) A circle divides the plane, on which it lies, in …………….. parts.
Answer:
(i) The centre of a circle lies in interior of the circle.
(ii) A point, whose distance from the centre of a circle is greater than its radius lies in exterior of the circle.
(iii) The longest chord of a circle is a diameter of the circle.
(iv) An arc is a semicircle when its ends are the ends of a diameter.
(v) Segment of a circle is the region between an arc and chord of the circle.
(vi) A circle divides the plane, on which it lies, in three parts.

Question 2.
Write True or False: Give reasons for your answers.
(i) Line segment joining the centre to any point on the circle is a radius of the circle.
(ii) A circle has only finite number of equal chords.
(iii) If a circle is divided into three equal arcs, each is a major arc.
(iv) A chord of a circle, which is twice as long as its radius, is a diameter of the circle.
(v) Sector is the region between the chord and its corresponding arc.
(vi) A circle is a plane figure.
Answer:
(i) True.
All the line segments from the centre to the circle are of equal length.

(ii) False.
We can draw infinite number of equal chords.

(iii) False.
We get major and minor arcs for unequal arcs. So, for equal arcs on circle we can’t say it is major arc or minor arc.

(iv) True.
A chord which is twice as long as radius must pass through the centre of the circle and is diameter of the circle.

(v) False.
Sector is the region between the arc and the two radii of the circle.

(vi) True.
A circle can be drawn on the plane.

JAC Board Class 9th Social Science Solutions Economics Chapter 2 People as Resource

JAC Class 9th Economics People as Resource InText Questions and Answers 

Page No. 17

Question 1.
Looking at the photograph can you explain how a doctor, teacher, engineer and a tailor are an asset to the economy?
Answer:
In the given picture a doctor is providing healthcare service to a woman. These types of serivces are essential for a healthier population. The teachers provide essential services in the field of education. They make people literate, imparting them good education and increasing their mental skill. A healthy and literate person helps in the growth of GDP of the nation.

An engineer provides his services in the field of infrastructure. He manufactures various types of machines, engines, builds roads and bridges which contribute in the development of the economy. The tailor stitches clothes and mends it. From the above, we can see that doctor, engineer, teacher and tailor are an asset to the economy because all are helpful in strengthening the nation.

Page No. 18

Question 1.
Do you notice any difference between the two friends ? What are those?
Answer:
Yes, we noticed some differences between the two friends. These differences are as follows:

1. Sakai’s parents gave him higher education while Vilas was unable to get education as he lost his father at the age of 2 years.
2. Sakai was an active boy while Vilas lost his health due to his inactive approach.
3. Sakai provided his services for a computer firm while Vilas sold fish like his mother to earn his livelihood.

Page No. 21

Study the graph and answer the following questions:

[Source : Economic survey, 2017-18.]

Question 1.
Have the literacy rates of the population increased since 1951?
Answer:
Yes, the literacy rates of the population have increased since 1951.

Question 2.
In which year India has the highest literacy rates?
Answer:
In the year 2011, India has the hightest literacy rates.

Question 3.
Why literacy rate is high among the males of India?
Answer:
Literacy rate is high among the males of India because the opportunity to get education is more for males as compared to females due to male-dominated society in India.

Question 4.
Why are women less educated than men?
Answer:
Women are less educated then man due to gender inequality and some social boundations in India. Parents do not send their girls to schools because they feel that they should look after the domestic work while boys should go to school.

Question 5.
How would you calculate literacy rate in India?
Answer:
The literacy rate can be calculated on the basis of the number of literate people divided by the population multiplied by 100.
Literacy Rate = \(\frac { Number of literate people in India }{ Population of India }\) = 100

Question 6.
What is your projection about India’s literacy rate in 2020?
Answer:
My projection about India’s literacy rate in 2020 is approximately 90 per cent.

Page No. 23

Discuss this table in the classroom and answer the following questions:
Table Number of Institutions of higher Education, Enrolment and faculty

Year	Number of colleges	Number of Universities	Students & Colleges	Teachers in University
1950-51	750	30	2,63,000	24,000
1990-91	7,346	177	49,25,000	2,72,000
1998-99	11,089	238	74,17,000	3,42,000
2010-11	33,023	523	186,70,050	8,16,966
2012-13	37,204	628	228,02,938	9,25,396
201-15	40,760	711	265,85,437	12,61,350
2015-16	41,435	753	284,84,741	14,38,000
2016-17	42,338	795	294,27,158	14,70,190

Source: UGC Annual Report 2010-11, 2012-13, 2013-14, 2015-16 and selected educational statistics, Ministry of HRD, www.ugc. ac. in (Anual Report. 2016-17 pdf).

Question 1.
Is the increase in the number of colleges adequate to admit the increasing number of students?
Answer:
No, the increasing number of colleges is not adquate to admit the increasing number of students.

Question 2.
Do you think we should have more number of Universities?
Answer:
Yes, I think, we should have more number of Universities to encourage higher education in India.

Question 3.
What is the increase noticed among the teachers in the year 1998-99?
Answer:
In the year 1998-99, the increase noticed is 70,000 teachers since 1990-91.

Question 4.
What is your idea about future colleges and universities?
Answer:
My idea about future colleges and universities is that there should some more professional colleges and Universities with more job-oriented and vocational courses offered to the students.

JAC Class 9th Economics People as Resource Textbook Questions and Answers 

Question 1.
What do you understand by ‘people as a resource’?
Answer:
‘People as a resource’ is a way of referring to a country’s working people in terms of their existing productive skills and abilities. It emphasises the ability of people to contribute to the creation of the Gross National Product. Population is a resource which also called Human Resource.

Question 2.
How is human resource different from other resources like land and physical capital?
Answer:
Human resource is different from other resources like land and physical capital in the following ways :

1. Human resource is an active and living resource.
2. Human resource is an indispensable resource.
3. Human resource makes use of other resources like land, physical capital, etc.
4. There are many forms of human resource as they work as manager, entrepreneur, worker, etc.

Question 3.
What is the role of education in human capital formation?
Answer:
Education plays an important role in human capital formation. It helps the people to make better use of economic opportunities available before them. It increases the quality of labour and helps to enhance the total productivity. This results in the growth of the economy.

Question 4.
What is the role of health in human capital formation?
Answer:
Health has a vital role in human capital formation. The health of a person helps him to realise his full potential. Health is an indispensable basis for realising one’s well being. Economic growth can be achieved at a faster rate, if population of the country is healthy and competent. Only a healthy person can do full justice to his job. So, we can say that health has an important role in human capital formation.

Question 5.
What part does health play in the individual’s working life?
Answer:
Health is a very important aspect of life. It includes the physical, mental, social, emotional and economic well-being of an individual. It is rightly said that ‘a sound mind lives in a sound body’. An unhealthy person is a liability for his family, organisation and country. No organisation will employ such a person who cannot work efficiently due to ill-health.

Question 6.
What are the various activities undertaken in the primary sector, secondary sector and tertiary sector?
Answer:
Following activities are undertaken in the primary sector, secondary sector and tertiary sector :

1. Primary Sector: Farming, forestery, animal husbandry, fishing, poultry farming, mining, quarrying, etc.
2. Secondary Sector: Manufacturing, processing, etc.
3. Tertiary Sector: Trade, Transport, Communication, Banking, Education, Health, Tourism, Services, Insurance, etc.

Question 7.
What is the difference between economic activities and non-economic activities?
Answer:
Activities which are performed to earn money are called economic activities. These activities add value to the National Income.
On the other hand, activities which are not performed to earn money are called non-economic activities. These activities are performed only for self-consumption. Example: If a father is a teacher in a school he gets salary for it. This is an economic activity. But when he teaches his own children, he is performing a non-economic activity.

Question 8.
Why are women employed in low-paid work?
Answer: Women are employed in low paid work due to the following reasons :

1. A majority of women have lesser education and low skill sets.
2. Generally, women are considered physically and emotionally weak.
3. Most women work in the unorganised sector.
4. Women are generally unaware of their legal right.

Question 9.
How will you explain the term unemployment?
Answer:
Unemployment is a term referring to individuals who are employable and seeking a job but are unable to find a job. Furthermore, it is those people in the workforce or pool of people who are available for work who do not have an appropriate job. Usually measured by the unemployment rate, which is dividing the number of unemployed people by the total number of people in the workforce, unemployment serves as one of the in¬dicators of an economy’s status.

Question 10.
What is the difference between disguised unemployment and seasonal unemployment?
Answer:
Disguised Unemployment: In disguised unemployment people appear to be employed but their productivity is zero. Such kind of unemployment is mostly found in agriculture. Seasonal Unemployment : In seasonal unemployment people get jobs during some months of the year. For the rest months of the year they do not get jobs and sit idle. People dependent upon agriculture usually face this kind of unemployment.

Question 11.
Why is educated unemployed, a peculiar problem of India?
Answer:
Educated unemployment is posing a great threat to our country. It has become a common phenomenon in India. Lakhs of educated persons are unemployed. This is a peculiar problem of India in the following ways:

1. It leads to wastage of educated manpower resource.
2. The youth feel hopeless and dejected.
3. It tends to increase economic overload.
4. The quality of life of an individual as well as of society is adversely affected.
5. Unemployment has a detrimental impact on the overall growth of an economy.

Question 12.
In which field do you think India can build the maximum employment opportunity?
Answer:
I think, India can build the maximum employment opportunity in the service
sector or say tertiary sector. In this sector, various new services are now emerging like biotechnology, IT (information technology) and so on.

Question 13.
Can you suggest some measures in the education system to mitigate the problem of the educated unemployed?
Answer:
The following measures can help to mitigate the problem of the educated unemployed :

1. The education system should be job-oriented.
2. Education should be planned and executed properly.
3. Higher education should be restricted to meritorious students only.
4. Education should encourage people to become self-reliant.

Question 14.
Can you imagine some village which initially had no job opportunities but later came up with many?
Answer:
Yes, we can imagine not only one but many villages which initially had no job opportunities but later came up with many. The villagers started to provide education to their children. These educated youngsters got absorbed in many professions in the villages like teaching, agro-engineering, etc. They created various types of employment in their villages. As a result, villages developed soon. Now these villages have better education facilities, health facilities, proper supply of water and electricity.

Question 15.
Which capital would you consider the best-land, labour, physical capital and human capital? Why?
Answer:
We shall consider human capital the best capital because:

1. Human capital makes efficient use of other resources land, labour and physical capital. These resources cannot be useful on their own.
2. Human capital can be developed to any extent.
3. Human capital activates other resources.

JAC Class 9 Social Science Solutions

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

→ Introduction

• Democracy is the most prevalent form of government in the world today and it is expanding in even more countries.
• The aim here to understand clearly the bare minimum features of a democratic form of government.
• In this chapter, we will discuss about the meaning, definition and features of democracy.
• After going through this chapter, we would be able to distinguish a democratic form of government from a non-democratic government.

→ What is Democracy?

• The word democracy comes from the Greek word ‘Demokratia’, in which ‘demos’ means people and ‘kratia’ means rule, i.e., rule by the people.
• ‘Democracy is government of the people, by the people and for the people’ Abraham Lincoln.
• Definition of Democracy-Democracy is a form of government in which the rulers are elected by the people.
• From this definition, we can clearly separate non-democratic governments from democratic ones.
• For instance, army rulers of Myanmar are not elected by the people, and are, thus, non-democratic.
• Dictators like Pinochet of Chile are not elected by the people. This is also applicable to the kings of Saudi Arabia and Nepal.
• If we accept this definition, it implies that almost every government is a democracy that holds an election. But it would be very misleading.
• We need to carefully distinguish between a government that is a democracy and one that pretends to be a democracy.

→ Features of Democracy

• Rulers elected by the people take all the major decisions.
• Elections offer a choice and fair opportunity to the people to change the current rulers.
• This choice and opportunity is available to all the people on an equal basis.
• The exercise of this choice leads to government limited by basic rulers of the constitution and citizens rights.

→ Mbgor Decisions by Elected Leaders

• In Pakistan, General Pervez Musharraf led a military coup in October 1999.
• He overthrew a democratically-elected government and declared himself the chief executive of the country. Later, he changed his designation to President.
• In Pakistan, elected representatives had some power but the final power was in the hands of military officers and General Musharraf himself.
• This condition cannot be termed as people’s rule.
• Thus, first feature of democracy is that, in a democracy, the final decision-making power must rest with those elected by the people’.

→ Free and Fair Electoral Composition

• The example of China and Mexico will give us an understanding of this feature of democracy.
• In China, elections are regularly held after every five years for electing the country’s parliament called Quanguo Renmin
• Daibiao Dahui (National People’s Congress).
• The National People’s Congress has the power to appoint the President of the country.
• Before contesting elections, each candidate needs the approval of the Chinese Communist Party.
• The government is always formed by the Communist Party.
• In Mexico, elections are held after every six years to elect its President.
• Mexico has never been under military or dictator’s rule.
• Till 2000, all the Presidential elections were won by the PRI (Institutional Revolutionary Party).
• Opposition parties did contest elections, but never managed to win.
• The PRI was known to use many dirty tricks to win elections.
• Conclusion of both the cases. In China, the elections do not offer the people any serious choice. They take to choose the ruling party and the candidates approved by it.
• In the Mexican example, people seemed to really have a choice, but in practice, they
  had no choice.
• There was no way the rulling party could be defeated, even if people were against it. These are not fair elections.
• Thus, another feature of democracy is that, “democracy must be based on a free and fair election where those currently in power have a fair chance of losing.”

→ One Person, One Vote, One Value

• The principle of universal adult franchise is accepted by almost all over the world. But there are many instances of denial of this equal right to vote.
• In Saudi Arabia, women do not have the right to vote.
• Estonia has made its citizenship rules in such a way that people belonging to Russian minority find it difficult to get the right to vote.
• In Fiji, the electoral system is such that the vote of an indigenous Fijian has more value than that of an Indian Fijian.
• Democracy is based on a fundamental principle of political equality.
• This gives us the third feature of democracy; ‘In a democracy, each adult citizen must have one vote and each vote must have one value.’

→ Rule of Law and Respect for Rights

• From the case of Zimbabwe, this feature of democracy can be understood in a better way.
• ZANU-PF party leader, Robert Mugabe, has been the president of the country since independence.
• Election are always won by this party through violence and harassment of the opposition politicians and journalists.
• Thus, there is no rule of law and citizen’s rights are not respected.
• Robert Mugabe was forced out of office in 2017.
• The example of Zimbabwe shows that popular approval of the rulers is necessary in a democracy, but it is not sufficient. Popular governments can be undemocratic.
• The state should respect the basic rights of citizens, like-freedom of expression, freedom to protest and freedom to take political action. Further, these rights should be protected by the judiciary whose orders should be obeyed by all.
• Thus another feature of democracy is that ‘a democratic government rules within i nmt s set by constitutional law and citizens’ rights.’

→ Summary Definition

• Through a series of examples, we marked out various features of democracy as a form of government.
• Accordingly, democracy is a form of government in which: (i) Rulers elected by the people take all the major decisions; (ii) Elections offer a choice and fair opportunity to the people to change the current rulers; (iii) This choice and opportunity is available to all the people on an equal basis; and (iv) The exercise of this choice leads to a government limited by basic rules of the constitution and citizens’ rights.

→ Arguments against Democracy

• Leaders keep changing in a democracy. This leads to instability.
• Democracy is all about political competition and power-play. There is no scope for morality.
• Democracy leads to delays.
• Elected leaders do not know the best interest of the people. It leads to bad decisions.
• Democracy leads to corruption, for it is based on electoral competition.
• Ordinary people don’t know what is good for them; they should not decide anything.

→ Arguments for Democracy

• A democratic government is a better government because it is a more accountable form of government.
• Democracy improves the quality of decision-making.
• Democracy provides a method to deal with various differences and conflicts.
• Democracy enhances the dignity of citizens.
• Democracy is better than other forms of government because it allows us to correct its own mistakes.
• The most common form that democracy taken in our times is that of a representative democracy. A majority is allowed to take decisions on behalf of all the people.

→ Broader Meanings of Democracy

• A democratic decision involves consultation with and consent of all those who are affected by that decision.
• Those who are not powerful have the same way in taking the decision as those who are powerful. This can apply to a government or a family or any other organization.
• Thus, democracy is also a principle that can be applied to any sphere of life.
• In a democracy, every citizen must be able to play an equal role in decision making.

→ Democracy: Democracy is a form of government in which the rulers are elected by the people.

→ Democratic government: A democratic government is a government in which citizens have
right to practice their fundamental rights and also their is full transparency between citizens of the country and the ruling government. Some examples of democratic government are India, USA, UK, France, etc.

→ Non-democratic government: A non-democratic government is a government run by officials who are not elected by citizens and are not accountable to citizens.

→ Monarchy: (i) The system of government or rule by a king or queen, (ii) a country that is governed by a king or queen.

→ Referendum: A public opinion poll seeking public aproval/disapproval to a specific proposal.

→ Dictatorship: A system of government in which all powers vest with one person.

→ Universal adult franchise: Universal adult franchise means all citizens who are 18 years and above have the right to vote, irrespective of their caste or education, religion, colour, race and economic conditions.

→ Autocratic: Autocratic describes a way of rulling, but not in a nice way. An autocratic leader is one who rules with an iron fist. In other words, someone who behaves like a dictator.

→ Corruption: Corruption is a form of dishonesty or criminal offence undertaken by a person or orgarlization entrusted with a position of authority, to acquire illicit benefit or abuse power for one’s own gain.

→ Decision-making: Decision-making is the process of making choices by identifying, a decision, gathering information and assessing alternative resolutions.

JAC Class 9 Social Science Notes

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

→ Introduction

• The people are important to develop the economy and society. They make resources and use them.
• Population is the pivotal element in social studies. It is the point of reference from which all other elements are observed and from which they derive significance and meaning.
• The census of India provides information regarding the population.
• The three aspects concerned with population are as follows:
  • Size and distribution of population. It refers to the total number of people in the country and where they are located.
  • Population growth and processes of population change. It refers to how the population has grown and changed in its composition.
  • Characteristics or qualities of the population. It refers to age, sex-ratio, literacy levels, occupational structure and health conditions of people.

→ Population Size and Distribution

• Size of population and its distribution can be studied under two heads ‘one is population size and distribution by number and other is population distribution by density.

→  India’s Population Size and Distribution by Number

• India’s population as on March 2011 stood at 1,210.6 million, which accounts for 17.5 per cent of the world population.
• The 2011 census data reveals that Uttar Pradesh with a population size of 199 million people is the most populous state of India. On the other hand, the Himalayan state of Sikkim has a population of just about 0.6 million and Lakshadweep has only 64,429 people.
• Almost half of India’s population lives in just five states:  Uttar Pradesh, Maharashtra, Bihar, West Bengal, Andhra Pradesh.
• Rajasthan the biggest state in terms of area, but has only 5.5 percent of the total population of India.

→ India’s Population Distribution by Density

• The population density of India in the year 2011 was 382 persons per sq. km. Density varies from 1,102 persons per sq. km in Bihar to only 17 persons per sq. km in Arunachal Pradesh.
• Assam and most of the peninsular states have moderate population density, while the Northern Plains and Kerala have high to very high population density.

→ Population Growth and Processes of Population Change Population Growth

• The change in the number of people of a country or state during a specific period of time is called growth of population. Usually, it is calculated at an interval of 10 years.
• The change can be expressed either in terms of absolute numbers or in terms of annual growth rate.
• India’s population has been steadily increasing from 361 million in 1951 to 1210.6 million in 2011. Since 1981, however, the rate of growth started declining gradually. Still, 182 million people were added to the total population in the 1990s alone.
• If this rate of increase continues, then India will overtake China by 2045 to become the most populous country in the world.

→ Processes of Population Change/Growth

• There are three main processes of change of population:  birth rate, death rate migration.
• Till 1980, high birth rates and declining death rates resulted into high population growth.
• After that, due to government efforts and increased awareness, the birth rate also started to decline, resulting in gradual decline in the population growth rate.
• Internal migration does not change the population size, but it changes the population distribution of an area.
• International migration changes the population size of the country as well as the population distribution.
• In India, most migration has taken place from rural to urban areas.
• The urban population has increased from 17.29 per cent of the total population in 1951 to 31.80 per cent in 2011.

→ Age Composition

• The number of people in different age groups in a country is called its age composition.
• The population of a nation is generally grouped into three broad categories: Children (generally below 15 years), Working Age (15-59 years) and Aged (Above 59 years).
• As per census 2011, the age composition in India is: (i) Children (below 15 years 34.4 per cent, (ii) Working age (15-59 years) 58.7 per cent, (iii) Aged (above 59 years) 6.9 per cent.

→ Sex Ratio

• The sex ratio is the number of females per 1000 males in the population. In India, sex ratio has always been unfavourable to females.
• Kerala has a sex ratio of 1084 females per 1000 males, Puducherry has 1038 females per 1000 males, while Delhi has only 866 females per 1000 males and Haryana has just 877 females per 1000 males.

→ Literacy Rate

• The literacy rate in the country as per the census of 2011 is 73 per cent and it is 80.9 per cent for males and 64.6 per cent for females.

→ Occupational Structure

• The distribution of the population according to different types of occupations are referred to as occupational structure. Occupations are generally classified as primary, secondary and tertiary.
• In India, about 64 per cent of the population is engaged only in agriculture. The proportion of population dependent on secondary and tertiary sectors is about 13 and 20 per cent respectively.

→ Health

• Death rates have declined from per 1000 population in 1951 to 7.2 per 1000 in 2011 and life expectancy at birth has increased from 36.7 years in 1951 to 67.9 years in 2012.
• The level of nutrition and per capita calorie consumption is much below the recommended level.
• Availability of safe drinking water and proper sanitation are major problems in rural areas and they need urgent action. Only one-third of the rural population has these basic amenities.

→ Adolescent Population

• Adolescent population is aged between 10 to 19 years. They comprise about 20% of India’s population.
• Adolescents require more nutrition, but in our country, diet available for them is inadequate. Many adolescent girls suffer from anaemia.
• Awareness about better education, health etc. is essential for adolescents.

→ National Population Policy

• Recognising that the planning of families would improve individual health and welfare, the
• Government of India initiated the comprehensive Family Planning programme in 1952.
• The National Population Policy 2000 is a culmination of years of planned efforts.
• National population policy providing a policy framework for imparting free and compulsory school education up to 14 years of age.

→ NPP 2000 and Adolescents

• National population policy (NPP) 2000 provides greater emphasis on the important needs of adolescents, including protection from unwanted pregnancies, Sexually Transmitted Diseases (STDs) and risk of unprotected sex.
• It focusses on programmes that aim towards encouraging delayed marriage and child bearing, education of adolescents, providing food supplements and nutritional services and strengthening legal measures to prevent child marriage etc.

→ Population: A population is the number of organisms of the same species that live in a particular geographic area at the same time with the capability of interbreeding.

→ Resource: A resource is any physical material constituting part of earth that people need and value.

→ Flood: A large amount of matter that has spread from a river, sea etc. that covers an area which sh’ uld be dry.

→ Tsunami: A t inami is a natural disaster which is a series of fast-moving waves in the ocean cause by powerful earthquakes, volcanic eruptions, landslides or simply an asteroid or a m teor crash inside the ocean.

→ Disaster: Disaster is a sudden accident or a natural destruction that causes great damage or loss of life.

→ Census: It is an official enumeration of population conducted periodically after every 10 years.

→ Demography: A study of population statistics.

→ Population Growth: It refers to the change in number of people of a territory during a specific period of time.

→ Birth Rate: It is the number of deaths per 1000 persons in a year.

→ Migration: Movement of people from one place to another.

→ Density of Population: It refers to the number of persons present in per unit area. Internal Migration  Migration within a country.

→ International Migration: Migration between the countries.

→ Age composition: It refers to the distribution of the population among different age groups.

→ Sex Ratio: It is defined as the number of females per 1000 males.

→ Literate: A person aged 7 years and above who can read and write.

→ Occupational Structure: It refers to the distribution of population according to different types of occupations.

→ Urbanisation: The process of an increasing concentration of people in towns.

→ Life expectancy: The average number of years one is expected to live.

→ Infant Mortality Rate: It refers to the number of infants dying under one year of age per thousand births in a year.

JAC Class 9 Social Science Notes

Jharkhand Board JAC Class 9 Sanskrit Solutions Shemushi Chapter 12 वाङ्मनः प्राणस्वरूपम् Textbook Exercise Questions and Answers.

JAC Board Class 9th Sanskrit Solutions Shemushi Chapter 12 वाङ्मनः प्राणस्वरूपम्

JAC Class 9th Sanskrit वाङ्मनः प्राणस्वरूपम् Textbook Questions and Answers

1. एकपदेन उत्तरं लिखत-(एक पद में उत्तर लिखिये-)
(क) अन्नस्य कीदृशः भागः मनः? (अन्न का कैसा भाग मन है?)
उत्तरम् :
अणिष्ठ। (सूक्ष्मतम।)

(ख) मथ्यमानस्य दनः अणिष्ठः भागः किम् भवति? (मथे जाते हुए दही का सूक्ष्म भाग क्या होता है?)
उत्तरम् :
सर्पिः। (घी।)

(ग) मनः कीदृशं भवति? (मन कैसा होता है?)
उत्तरम् :
अन्नमयम्। (अन्नमय।)

(घ) तेजोमयी का भवति? (तेजोमयी क्या होती है?)
उत्तरम् :
वाक्। (वाणी।)

(ङ) पाठेऽस्मिन् आरुणिः कम् उपदिशति? (इस पाठ में आरुणि किसे उपदेश देता है?)
उत्तरम् :
श्वेतकेतुम्। (श्वेतकेतु को।)

(च) “वत्स! चिरञ्जीव” – इति कः वदति? (बेटा चिरायु हो-ऐसा कौन कहता है?)
उत्तरम् :
आरुणि। (आरुणि।)

(छ) अयं पाठः कस्मात् उपनिषदः संगृहीतः? (यह पाठ किस उपनिषद से लिया गया है?)
उत्तरम् :
छान्दोग्योपनिषदः। (छान्दोग्य उपनिषद से।)

2. अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत – (निम्नलिखित प्रश्नों के उत्तर संस्कृत भाषा में लिखिए-)
(क) श्वेतकेतुः सर्वप्रथमम् आरुणिं कस्य स्वरूपस्य विषये पृच्छति? (श्वेतकेतु सबसे पहले आरुणि से किसके स्वरूप के विषय में पूछता है?)
उत्तरम् :
श्वेतकेतुः सर्वप्रथमम् आरुणिं मनसः स्वरूपस्य विषये पृच्छति। (श्वेतकेतु सबसे पहले आरुणि से ‘मन’ के स्वरूप के विषय में पूछता है।)

(ख) आरुणिः प्राणस्वरूपं कथं निरूपयति? (आरुणि प्राण के स्वरूप की कैसे व्याख्या करता है?)
उत्तरम् :
आरुणिः प्राणस्वरूपं निरूपयति यत् पीतानामपां योऽणिष्ठः स प्राणः। (आरुणि प्राण के स्वरूप की व्याख्या करता है कि पिये हुए पानी का जो लघुतम भाग होता है, वह प्राण है।)

(ग) मानवानां चेतांसि कीदृशानि भवन्ति? (मनुष्यों के चित्त कैसे होते हैं?)
उत्तरम् :
मानवाः यादृशमन्नादिकं गृह्णन्ति, तादृशमेव तेषां चेतांसि भवन्ति। (मनुष्य जैसा अन्न आदि ग्रहण करते हैं, वैसे ही उनके मन हो जाते हैं।)

(घ) सर्पिः किं भवति? (घी क्या होता है?)
उत्तरम् :
मथ्यमानस्य दनः योऽणिमा, स ऊर्ध्वः समुदीषति, तत्सर्पिः भवति। (मथे जाते हुए दही की जो सूक्ष्मता है, वह ऊपर की ओर उछलती है, वह घी होता है।)

(ङ) आरुणे: मतानुसारं मनः कीदृशं भवति? (आरुणि के मतानुसार मन कैसा होता है?)
उत्तरम् :
आरुणेः मतानुसारम् अशितस्यान्नस्य योऽणिष्ठः, तन्मनः भवति।
(आरुणि के मतानुसार खाये हुए अन्न.का जो लघुतम भाग होता है, वह मन होता है।)

3. (क) ‘अ’ स्तम्भस्य पदानि ‘ब’ स्तम्भेन दत्तैः पदैः सह यथायोग्यं योजयत ‘अ’ स्तम्भ के पदों को ‘ब’ स्तम्भ में दिये पदों के साथ यथायोग्य जोड़िये-)
अ – ब
मनः – अन्नमयम्
प्राणः – तेजोमयी
वाक् – आपोमयः
उत्तरम् :
अ – ब
मनः – अन्नमयम्
प्राणः – आपोमयः
वाक् – तेजोमयी

(ख) अधोलिखितानां पदानां विलोमपदं पाठात् चित्वा लिखत –
(निम्नलिखित शब्दों के विलोम पद पाठ से चुनकर लिखिए-)
(i) गरिष्ठः ………………
(ii) अधः …………….
(iii) एकवारम् …………
(iv) अनवधीतम् ………..
(v) किञ्चित् ………….
उत्तरम् :
पदम् – विलोमपदम्
(i) गरिष्ठः – अणिष्ठः
(ii) अधः – ऊर्ध्वः
(iii) एकवारम् – भूयः
(iv) अनवधीतम् अधीतम्
(v) किञ्चित् – सर्वम्

4. उदाहरणमनुसृत्य निम्नलिखितेषु क्रियापदेषु ‘तुमुन्’ प्रत्ययं योजयित्वा पदनिर्माणं कुरुत –
(उदाहरण का अनुसरण करके निम्नलिखित क्रियाओं में ‘तुमुन्’ प्रत्यय जोड़कर पद-निर्माण कीजिए-)
यथा- प्रच्छ् + तुमुन् = प्रष्टुम्
(क) श्रु + तुमुन् = …………….
(ख) वन्द् + तुमुन् = …………
(ग) पठ् + तुमुन् = …………..
(घ) कृ + तुमुन् = …………
(ङ) वि + ज्ञा + तुमुन् = ………
(च) वि + आ + ख्या + तुमुन् = …………..
उत्तरम् :
(क) श्रु’ + तुमुन् = श्रोतुम्
(ख) वन्द् + तुमुन् = वन्दितुम्
(ग) पठ् + तुमुन् = पठितुम्
(घ) कृ + तुमुन् = कर्तुम्
(ङ) वि + ज्ञा + तुमुन् = विज्ञातुम् ।
(च) वि + आ + ख्या + तुमुन् = व्याख्यातुम्

5. (अ) निर्देशानुसारं रिक्तस्थानानि पूरयत
(निर्देश के अनुसार रिक्त स्थानों की पूर्ति कीजिए-)
(क) अहं किञ्चित् प्रष्टुम् ………।
(इच्छ्-लट् लकारे)
(ख) मनः अन्नमयं ………….।
(भू-लट् लकारे)
(ग) सावधानं …………..।
(श्रु-लोट् लकारे)
(घ) तेजस्विनावधीतम् ………….।
(अस्-लोट्लकारे)
(ङ) श्वेतकेतुः आरुणेः शिष्यः …………। (अस्-लङ् लकारे)
उत्तरम् :
(क) इच्छामि
(ख) भवति
(ग) शृणु
(घ) अस्तु
(ङ) आसीत्।

(आ) उदाहरणमनुसृत्य वाक्यानि रचयत- (उदाहरण के अनुसार वाक्य-रचना कीजिए-)
यथा – अहं स्वदेशं सेवितुम् इच्छामि।
(क)……………. उपदिशामि।
(ख) …………. प्रणमामि।
(ग) ………………आज्ञापयामि।
(घ) …………………. पृच्छामि।
(ङ) ……………… अवगच्छामि।
उत्तरम् :
(क) अहं छात्रान् उपदिशामि।
(ख) अहम् आचार्य प्रणमामि।
(ग) अहं शिष्यं पाठं स्मर्तुम् आज्ञापयामि।
(घ) अहं छात्रं प्रश्नं पृच्छामि।
(ङ) अहं सर्वम् अवगच्छामि।

6. (अ) सन्धिं कुरुत- (सन्धि करो-)
(i) अशितस्य + अन्नस्य = ……………
(ii) इति + अपि + अवधार्यम् = …………
(ii) का + इयम् = ……………..
(iv) नौं + अधीतम् = …………….
(v) भवति + इति = ……………
उत्तरम् :
(i) अशितस्य + अन्नस्य = अशितस्यान्नस्य
(ii) इति + अपि + अवधार्यम् = इत्यप्यवधार्यम्
(iii) का + इयम् = केयम्
(iv) नौ + अधीतम् = नावधीतम्
(v) भवति + इति = भवतीति

(आ) स्थूलपदान्यधिकृत्य प्रश्ननिर्माणं कुरुत- (मोटे छपे पदों को लेकर प्रश्न निर्माण कीजिए-)
(i) मध्यमानस्य दनः अणिमा ऊर्ध्वः समुदीषति। (मथे जाते हुए दही की अणिमा ऊपर को उछलती है)
उत्तरम् :
कीदृशस्य दनः अणिमा ऊर्ध्वः समुदीषति? (कैसे दही की अणिमा ऊपर उछलती है?)

(ii) भवता घृतोत्पत्तिरहस्यं व्याख्यातम्। (आपने घृत की उत्पत्ति के रहस्य की व्याख्या की।)
उत्तरम् :
केन घृतोत्पत्तिरहस्यं व्याख्यातम्? (किसके द्वारा घी की उत्पत्ति के रहस्य की व्याख्या की गई?)

(iii) आरुणिम् उपगम्य श्वेतकेतुः अभिवादयति। (आरुणि के पास जाकर श्वेतकेतु अभिवादन करता है।)
उत्तरम् :
आरुणिम् उपगम्य कः अभिवादयति? (आरुणि के पास जाकर कौन अभिवादन करता है?)

(iv) श्वेतकेतुः वाग्विषये पृच्छति। (श्वेतकेतु वाणी के विषय में पूछता है)
उत्तरम् :
श्वेतकेतुः कस्य विषये पृच्छति ? (श्वेतकेतु किसके विषय में पूछता है?)

7. पाठस्य सारांशम् पञ्चवाक्यै लिखत- (पाठ का सारांश पाँच वाक्यों में लिजिए-)
उत्तरम् :

1. अशितस्य अन्नस्य योऽणिष्ठः तन्मनः।
2. पीतानाम् अपां योऽणिष्ठः सः प्राणः।
3. अशितस्य तेजसो योऽणिष्ठः सा वाक्।
4. अन्नमयं भवति मनः, आपोमयः प्राणः, तेजोमयी च वाक् भवति।
5. मनुष्यः यादृशम् अन्नादिकं गृह्णाति, तादृशमेव तस्य चित्तादिकं भवति।

JAC Class 9th Sanskrit वाङ्मनः प्राणस्वरूपम् Important Questions and Answers

प्रश्न: 1.
मनः किम् अस्ति? (मन क्या है?)
उत्तरम् :
अशितस्यान्नस्य योऽणिष्ठः, तन्मनः।
(खाये हुए अन्न का जो सबसे छोटा भाग है, वह मन है।)

प्रश्न: 2.
वाक् कीदृशी भवति? (वाणी कैसी होती है?)
उत्तरम् :
वाक् तेजोमयी भवति। (वाणी तेज से उत्पन्न होती है।)

प्रश्न: 3.
अत्र किमवधार्यताम्? (यहाँ क्या समझना चाहिए?)
उत्तरम् :
मन: अन्नमयं, प्राणः आपोमयः वाक् च तेजोमयी भवति, इति अत्र अवधार्यताम्।
(मन अन्नमय, प्राण जलमय तथा वाणी तेजोमयी होती है, इस बात को यहाँ जानना चाहिए।)

प्रश्न: 4.
सर्पिः किं भवति? (घी क्या होता है?)
उत्तरम् :
मथ्यमानस्य दनः योऽणिमा, स ऊर्ध्वः, समुदीषति, तत्सर्पिः भवति। (मथे जाते हुए दही का जो सूक्ष्म भाग होता है, वह ऊपर उठता है, वही घी होता है।)

प्रश्नः 5.
श्वेतकेतुः भूयः किं श्रोतुमिच्छति? (श्वेतकेतु पुनः क्या सुनना चाहता है?)
उत्तरम् :
श्वेतकेतुः भूयोऽपि घृतोत्पत्तिरहस्यम् श्रोतुम् इच्छति। (श्वेतकेतु फिर से घी की उत्पत्ति के रहस्य को सुनना चाहता है।)

प्रश्न: 6.
कोऽणिमा मनः भवति? (कौन अणिमा मन होती है?)
उत्तरम् :
अश्यमानस्य अन्नस्य योऽणिमा, स ऊर्ध्वः समुदीषति, तन्मनः भवति। (खाये जाते हुए अन्न की जो अणिमा होती है, वह ऊर्ध्वगामिनी होती है, वह है।)

प्रश्नः 7.
उपदेशान्ते आरुणिः श्वेतकेतुं किं विज्ञापयितुमिच्छति? (उपदेश के अन्त में आरुणि श्वेतकेतु को क्या समझाना चाहते हैं?)
उत्तरम् :
उपदेशान्ते आरुणिः श्वेतकेतुं विज्ञापयितुमिच्छति यत् अन्नमयं भवति मनः, आपोमयो भवति प्राण: तेजोमयी च भवति वागिति। (उपदेश के अन्त में आरुणि श्वेतकेतु को समझाना चाहता है कि मन अन्नमय होता है, प्राण जलमय होता है । और वाक् तेजोमयी होती है।)

प्रश्न: 8.
पीयमानानाम्पाम् अणिमा किं भवति? (पीये जाते हुए पानी की अणिमा क्या होती है?)
उत्तरम् :
पीयमानानामपाम् योऽणिमा ऊर्ध्वः समुदीषति, स एव प्राणो भवति।
(पिये जाते हुए पानी की जो अणिमा ऊपर उठती है, वह ही प्राण होती है।)

प्रश्न: 9.
संवादोऽयं कं ग्रन्थमाधृत्य लिखितः? (यह संवाद किस ग्रन्थ को आधार मानकर लिखा गया है?)
उत्तरम् :
संवादोऽयं छान्दोग्योपनिषदः षष्ठाध्यायमाधृत्य लिखितः।
(यह संवाद छान्दोग्योपनिषद् के छठे अध्याय को आधार मानकर लिखा गया है।)

प्रश्न: 10.
छान्दोग्योपनिषद् कस्य वेदस्य कस्याः शाखायाः ग्रन्थः अस्ति?
(छान्दोग्योपनिषद् किस वेद की किस शाखा का ग्रन्थ है?)।
उत्तरम् :
छान्दोग्योपनिषद् सामवेदस्य कौथुमशाखायाः ग्रन्थः अस्ति।
(छान्दोग्योपनिषद् सामवेद की कौथुम शाखा का ग्रन्थ है।)

रेखांकित पदान्याधृत्य प्रश्न-निर्माणं कुरुत-(रेखांकित पदों के आधार पर प्रश्न निर्माण कीजिए-)

प्रश्न: 1.
अशितस्य अन्नस्य योऽणिष्ठः तत्मनः। (खाये हुए अन्न का जो सूक्ष्मतम है वह मन है।)
उत्तरम् :
कस्य योऽणिष्ठः तत्मनः? (किसका जो सूक्ष्मतम है वह मन है?)

प्रश्न: 2.
पीतानाम् अयाम् अणिष्ठः प्राणः। (पीये हुए जल का सूक्ष्मतम प्राण है।)
उत्तरम् :
केषाम् अणिष्ठः प्राण:? (किनका सूक्ष्मतम प्राण होता है?)

प्रश्न: 3.
तेजसो अणिष्ठः वाक्। (तेज का सूक्ष्मतम वाक् है।)
उत्तरम् :
तेजसो अणिष्ठः का? (तेज का सूक्ष्मतम क्या है?)

प्रश्न: 4.
मनः अन्नमयम्। (मन अन्नमय होता है।)
उत्तरम् :
किम् अन्नमयम् ? (अन्नमय क्या है?)

प्रश्न: 5.
वाक् तेजोमयी। (वाणी तेज युक्त होती है।)
उत्तरम् :
कीदृशी वाक्? (वाणी कैसी होती है?)।

प्रश्नः 6.
मध्यमानस्य दनः अणिमा सर्पिः भवति?
(मथे जाते दही का सूक्ष्मतम घी होता है?).
उत्तरम् :
कस्य मध्यमानस्य अणिमा सर्पिः भवति?
(किसका मथा जाता हुआ सूक्ष्मतम घी होता है?)

प्रश्न: 7.
भवता घृतोत्पत्ति रहस्यं व्याख्यातम्?
(आपके द्वारा घी की उत्पत्ति के रहस्य की व्याख्या की?)
उत्तरम् :
केन घृतोत्पत्ति रहस्यं व्याख्यातम् ?
(किसके द्वारा घी की उत्पत्ति के रहस्य की व्याख्या की?)

प्रश्न: 8.
तेजस्वि नौ अधीतम् अस्तु। (हम दोनों का अध्ययन तेजस्वी हो।)
उत्तरम् :
कयोः अधीतम् तेजस्वि अस्तु? (किनका अध्ययन तेजस्वी हो?)।

कथाक्रम-संयोजनम्

निम्नलिखितानि वाक्यानि क्रमशः लिखित्वा कथाक्रम-संयोजनं कुरुत –
(निम्न वाक्यों को क्रम से लिखकर कथा क्रम-संयोजन कीजिए-)

1. वत्स! उपदेशान्ते भूयोऽहं त्वां विज्ञापयितुम् इच्छामि यदन्नमयमिदं मनः, आपोमयः प्राणः तेजोमयी च वागिति।
2. प्रवचनान्ते आरुणिः श्वेतकेतुमुपदिशति।
3. अशितस्य तेजसा योऽणिष्ठः ला वाक।
4. पीतानामपां योऽणिष्ठः सः प्राण:।
5. वत्स! अशितस्यान्नस्य योऽणिष्ठः तन्मनः।
6. आरुणिः तं क्रमश: उपदिशति।
7. सः एकदा आरुणिं वाङ्मनः प्राणानां स्वरूपम् अपृच्छत्।
8. श्वेतकेतुः आरुणे: जिज्ञासुः पुत्रः आसीत्।

उत्तर :

1. श्वेतकेतुः आरुणे: जिज्ञासुः पुत्रः आसीत्।
2. सः एकदा आरुणिं वाङ्मनः प्राणानां स्वरूपम् अपृच्छत् ।
3. आरुणिः तं क्रमशः उपदिशति।
4. वत्स! अशितस्यान्नस्योऽणिष्ठः तन्मन:।
5. पीतानामपां योऽणिष्ठः सः प्राणः।
6. अशितस्य तेजसा योऽणिष्ठः सा वाक् ।
7. प्रवचनान्ते आरुणिः श्वेतकेतुम् उपदिशति।
8. वत्स! उपदेशान्ते भूयोऽहं त्वां विज्ञापयितुम् इच्छामि यदन्नमयमिदं मनः, आपोमयः प्राणः तेजोमयी च वागिति।

योग्यताविस्तारः

ग्रन्थ-परिचय-छान्दोग्योपनिषद् उपनिषत्साहित्य का प्राचीन एवं प्रसिद्ध ग्रन्थ है। यह सामवेद के उपनिषद् ब्राह्मण का मुख्य भाग है। इसकी. वर्णन पद्धति अत्यधिक वैज्ञानिक और युक्तिसंगत है। इसमें आत्मज्ञान के साथ-साथ उपयोगी कार्यों और उपासनाओं का सम्यक् वर्णन हुआ है। छान्दोग्योपनिषद् आठ अध्यायों में विभक्त है। इसके छठे अध्याय में ‘तत्त्वमसि’ (‘वह तुम हो’) का विस्तार से विवेचन प्राप्त होता है।

आरुणि अपने पुत्र श्वेतकेतु को उपदेश देते हैं कि खाया हुआ अन्न तीन प्रकार का होता है। उसका स्थिरतम भाग मल होता है, मध्यम मांस होता है और लघुतम भाग मन होता है। पिया हुआ जल भी तीन प्रकार का होता है-उसका स्थविष्ठ भाग, मूत्र होता है, मध्यभाग लोहित (रक्त) होता है और अणिष्ठ भाग प्राण होता है। भोजन से प्राप्त तेज भी तीन तरह का होता है-उसका स्थविष्ठ भाग अस्थि होता है, मध्यम भाग मज्जा (चर्बी) होती है और जो लघुतम भाग है वह वाणी होती है।

जो खाया जाता है वह अन्न है। अन्न ही निश्चित रूप से मन है। न्याय और सत्य से अर्जित किया हुआ अन्न सात्विक होता है। उसे खाने से मन भी सात्विक होता है। दूषित भावना और अन्याय से अर्जित अन्न तामस होता है। कथ्य का सारांश यह है कि सात्विक भोजन से मन सात्विक होता है, राजसी भोजन से मन राजस होता है और तामस भोजन से मन की प्रवृत्ति भी तामसी हो जाती है।

इस संसार में जल ही जीवन है और प्राण जलमय होता है। तैल (तेल), घृत आदि के भक्षण से वाणी विशद होती है और भाषणादि कार्यों में सामर्थ्य की वृद्धि करती है। इसलिए वाणी को तेजोमयी कहा जाता है। छान्दोग्योपनिषद् के अनुसार मन अन्नमय है, प्राण जलमय है और वाणी तेजोमयी है।

भाषिकविस्तारः

1. मयट् प्रत्यय प्राचुर्य के अर्थ में प्रयुक्त होता है।

2. मयट् प्रत्यय का प्रयोग विकार अर्थ में भी किया जाता है।

3. जल को ही जीवन कहा गया है। “जीवयति लोकान् जलम्” यह पञ्चभूतों के अन्तर्गत भूतविशेष है। इसके पर्यायवाची शब्द हैं –
वारि, पानीयम्, उदकम्, उदम्, सलिलम्, तोयम्, नीरम्, अम्बु, अम्भस्, पयस् आदि।
जल की उपयोगिता के विषय में निम्नलिखित श्लोक द्रष्टव्य है –
पानीयं प्राणिनां प्राणस्तदायत्वं हि जीवनम्।
तोयाभावे पिपासातः क्षणात् प्राणैः विमुच्यते॥
(अर्थात् जल प्राणधारियों का प्राण है, जीवन निश्चय ही उस (जल) के अधीन है। जल के अभाव में प्यास से पीड़ित (प्राणी) प्राणों से विमुक्त (रहित) हो जाता है यानी मृत्यु को प्राप्त हो जाता है।)

योग्यता-विस्तार पर आधारित प्रश्नोत्तर

प्रश्न 1.
छान्दोग्योपनिषद् में किन विषयों का वर्णन है?
उत्तर :
इस उपनिषद् में आत्मज्ञान के साथ-साथ उपयोगी कार्यों और उपासनाओं का सम्यक् वर्णन है।

प्रश्न 2.
छान्दोग्योपनिषद् के छठे अध्याय में किसका विस्तार से विवेचन हुआ है?
उत्तर :
छान्दोग्योपनिषद् के छठे अध्याय में ‘तत्त्वमसि’ (‘वह तुम हो’) का विस्तार से विवेचन हुआ है।

प्रश्न 3.
छान्दोग्योपनिषद् के अनुसार मन, प्राण और वाक क्या हैं?
उत्तर :
छान्दोग्योपनिषद् के अनुसार मन अन्नमय, प्राण जलमय तथा वाणी (वाक्) तेजोमयी होती है।

भाषिक विस्तार पर प्रश्नोत्तर

प्रश्न 4.
निम्न शब्दों में मयट् प्रत्यय लगाकर शब्द-रचना कीजिए –
अन्न, आपः, तेजः, मङ्गल, आनन्द, दुःख, शान्ति, स्वार्थ, ब्रह्म।
उत्तर :
शब्द – मयट – रचित पद
रचित पद अन्न + मयट् = अन्नमयः
आपः + मयट् = आपोमयः
तेजः + मयट् = तेजोमयः
मङ्गल + मयट् = मङ्गलमयः
आनन्द + मयट् = आनन्दमयः
दुःख + मयट् = दुःखमयः
शान्ति + मयट् = शान्तिमयः
स्वार्थ + मयट् = स्वार्थमयः
ब्रह्म + मयट् = ब्रह्ममयः

प्रश्न 5.
निम्न शब्दों में ‘मयट्’ प्रत्यय लगाकर स्त्रीलिंग शब्द बनाने के लिए ‘ङीप्’ प्रत्यय लगाइये –
आनन्द, मृत्, स्वर्ण, मङ्गल, स्वार्थ, शान्ति, तेजः, आपः।
उत्तर :
शब्द + मयट् = शब्द (पु.) + ङीप् = शब्द (स्त्री.)
आनन्द + मयट् = आनन्दमयः + ङीप् = आनन्दमयी
मृत् + मयट् = मृण्मयः + ङीप् = मृण्यमी
स्वर्ण + मयट् = स्वर्णमयः + ङीप् = स्वर्णमयी
मङ्गल + मयट् = मङ्गलमयः + ङीप् = मङ्गलमयी
स्वार्थ + मयट् = स्वार्थमयः + ङीप् = स्वार्थमयी
शान्ति + मयट् = शान्तिमयः + ङीप् = शान्तिमयी
तेजः + मयट् = तेजोमयः + ङीप् = तेजोमयी
आपः + मयट् = आपोमयः + ङीप् = आपोमयी

प्रश्न 6.
जल को जीवन क्यों कहा गया है?
उत्तर :
‘जीवयति लोकान जलम्’ अर्थात् जल लोगों को जीवित रखता है या जीवन-दान देता है अतः जल ही जीवन है।

प्रश्न 7.
जल के पाँच पर्यायवाची लिखिए।
उत्तर :
वारि, पानीयम्, उदकम्, नीरम्, तोयम्।

प्रश्न 8.
जल की उपयोगिता सिद्ध कीजिए।
उत्तर :
जल प्राणियों का प्राण है। अत: जीवन इसके अधिकार में है। जल के अभाव में प्यास से पीड़ित व्यक्ति क्षणभर में प्राण त्याग देता है।

प्रश्न 9.
निर्देशानुसार शब्दों के रूप लिखिए
(i) मनस्-पंचमी विभक्ति, एकवचन।
(ii) मनस्-द्वितीया विभक्ति, बहुवचन
(iii) अम्भस्-तृतीया विभक्ति, एकवचन।
(iv) पयस्-षष्ठी विभक्ति, द्विवचन
(v) मनस्-षष्ठी विभक्ति, बहुवचन
(vi) तेजस्-चतुर्थी विभक्ति, एकवचन
(vii) तेजस्-सप्तमी विभक्ति, एकवचन।
(viii) नमस्-सप्तमी विभक्ति, बहुवचन।
उत्तर :
(i) मनसः
(ii) मनांसि
(iii) अम्भसा
(iv) पयसोः
(v) मनसाम्
(vi) तेजसे
(vii) तेजसि
(viii) नमःसु।

प्रश्नाः 10.
निम्न वाक्यों को शुद्ध करके लिखिए –
(क) यतिः मने ईश्वरं स्मरति।
(ख) मनुष्यः पयं पिबति।
(ग) साहित्यम् यशाय अपि लिख्यते।
(घ) अशितस्य तेजेन योऽणिष्ठः सा वाक्।
(ङ) पयेन कमलं कमलेन च पयः शोभते।
उत्तरम् :
(क) यतिः मनसि ईश्वरं स्मरति।
(ख) मनुष्यः पयः पिबति।
(ग) साहित्यम् यशसे अपि लिख्यते।
(घ) अशितस्य तेजसा योऽणिष्ठः सा वाक्।
(ङ) पयसा कमलं कमलेन च पयः शोभते।

वाङ्मनः प्राणस्वरूपम् Summary and Translation in Hindi

पाठ-परिचय – प्रस्तुत पाठ छान्दोग्योपनिषद् के छठे अध्याय के पञ्चम खण्ड पर आधारित है। यह उपनिषद् सामवेद की कौथुम शाखा से सम्बद्ध है। इस उपनिषद् में आठ अध्याय हैं जो 154 खण्डों में विभक्त हैं। इसमें अनेक रोचक कथाओं द्वारा दार्शनिक विषयों को स्पष्ट किया गया है। इसकी वर्णन पद्धति अत्यधिक वैज्ञानिक और युक्तिसंगत है। इसमें आत्मज्ञान के साथ-साथ उपयोगी कार्यों और उपासनाओं का सम्यक् (भली-भाँति) वर्णन हुआ है।

इसके छठे अध याय में कुल 16 खण्ड हैं जिनमें ‘तत्त्वमसि’ (‘वह तुम हो’) का विस्तार से विवेचन किया गया है। इसके पञ्चम खण्ड में मन, प्राण एवं वाक् (वाणी) के सन्दर्भ में रोचक विवरण प्रस्तुत किया गया है। आर्ष परम्परा में (ऋषियों के मत में) ज्ञान-प्राप्ति के तीन उपाय बताये गये हैं-जिनमें परिप्रश्न (प्रश्न पूछना) भी एक है। यहाँ गुरु सेवापरायण शिष्य वाणी, मन तथा प्राण के विषय में प्रश्न पूछता है और आचार्य उन प्रश्नों का सूक्ष्मता से उत्तर देते हैं।

• श्वेतकेतुः – भगवन्! श्वेतकेतुरहं वन्दे।
• आरुणिः – वत्स! चिरञ्जीव।
• श्वेतकेतुः – भगवन्! किञ्चित्प्रष्टुमिच्छामि।
• आरुणिः – वत्स! किमद्य त्वया प्रष्टव्यमस्ति? श्वेतकेतुः भगवन्! ज्ञातुम् इच्छामि यत् किमिदं मनः?
• आरुणिः – वत्स! अशितस्यान्नस्य योऽणिष्ठः तन्मनः।
• श्वेतकेतुः – कश्च प्राणः? .
• आरुणिः – पीतानाम् अपां योऽणिष्ठः स प्राणः।
• श्वेतकेतुः – भगवन्! का इयं वाक्?
• आरुणिः – वत्स! अशितस्य तेजसा योऽणिष्ठः सा वाक्। सौम्य! मनः अन्नमयं, प्राणः आपोमयः वाक् च तेजोमयी भवति इत्यप्यवधार्यम्।

शब्दार्था: – भगवन! = हे देव! (हे भगवन!), श्वेतकेतरहम = अहं श्वेतकेतः (मैं श्वेतकेत). वन्दे = प्रणमामि (प्रणाम करता हूँ), वत्स = पुत्र (बेटा), चिरञ्जीव = दीर्घकालपर्यन्तं प्राणान् धारय/आयुष्मान् भव (चिरायु हो), भगवन्! = हे देव! (हे देव!), किञ्चित्प्रष्टुमिच्छामि = किंचित् प्रश्नं कर्तुम् ईहे (कुछ पूछना चाहता हूँ), वत्स = पुत्र (बेटा), किमद्य त्वया = भवता अद्य किं (तुम्हें आज क्या), प्रष्टव्यमस्ति = प्रष्टुं योग्यम्/प्रच्छनीयम् अस्ति (पूछने योग्य है), भगवन्! = प्रभो! (हे प्रभु!), ज्ञातुम् इच्छामि = बोधनम् इच्छासि, (जानना चाहता हूँ), यत् = कि,

किमिदं मनः = एतन्मनः किमस्ति (यह ‘मन’ क्या है?), वत्स = पुत्र (बेटा), अशितस्यान्नस्य = खादितस्य धान्यस्य (खाये हुए अन्न का), योऽणिष्ठः = यः लघुतमः भागः (जो सबसे छोटा भाग होता है), तन्मनः = तत् मनः भवति (वह मन होता है), कश्च प्राणः = प्राणः च को भवति (और प्राण क्या होता है?), पीतानाम् = (पिये हुए), अपाम् = जलस्य (पानी का), योऽणिष्ठः = यः अणुतमः भागः (सबसे छोटा भाग जो होता है), सं प्राणः = असौ प्राणः (वह प्राण होता है), भगवन्! = हे प्रभो! (हे प्रभु!), का इयं वाक् = एषा वाणी का भवति (यह वाणी क्या होती है),

वत्स! = हे पुत्र! (हे बेटा!), अशितस्य = खादितस्य (खाये हुए, उपभोग किए हुए), तेजसा = अग्नेः (अग्नि का), योऽणिष्ठः = यः लघुष्ठः भागः (जो सबसे छोटा भाग है),सा वाक = सा वाणी भवति (वह वाक् अर्थात् वाणी होती है), सौम्य = वत्स (हे सौम्य), मनः अन्नमयम् = मनः अन्नविकारभूतं भवति (मन अन्न से निर्मित होता है), प्राणः आपोमयः = प्राणः जलमयः (प्राण जल से परिणत होता है), वाक् च = वाणी च (और वाणी), तेजोमयी = अग्निमयी (अग्नि का परिणामभूत), भवति = जायते (होती है), इत्यप्यवधार्यम् = एवम् अपि अवगन्तव्यम् (यह भी समझने योग्य है या यह भी समझ लेना चाहिए)।

हिन्दी अनुवादः

सन्दर्भ – यह संवाद हमारी पाठ्यपुस्तक ‘शेमुषी’ के ‘वाङ्मन:प्राणस्वरूपम्’ नामक पाठ से लिया है। यह पाठ छान्दोग्योपनिषद् के छठे अध्याय के पञ्चम खण्ड पर आधारित संवाद रूप में प्रस्तुत किया गया है।

प्रसंग – इस संवाद में आरुणि का पुत्र श्वेतकेतु अपने पिता से मन-प्राण एवं वाणी के विषय में प्रश्न पूछता है। आरुणि उसकी जिज्ञासा को शान्त करते हैं।

अनुवादः

श्वेतकेतु – हे भगवन् ! मैं श्वेतकेतु प्रणाम करता हूँ।
आरुणि – बेटा! चिरायु हो।
श्वेतकेतु – हे भगवन् ! कुछ पूछना चाहता हूँ।
आरुणि – बेटा! तुम्हें आज क्या पूछना है?
श्वेतकेतु – हे प्रभो! पूछना चाहता हूँ-यह मन क्या है?
आरुणि – पुत्र! खाये हुए अन्न का जो सबसे छोटा भाग होता है, वह मन होता है। श्वेतकेतु और प्राण क्या होता है?
आरुणि पिये हुए पानी का जो सबसे छोटा भाग होता है, वह प्राण होता है।
श्वेतकेतु – हे प्रभो! यह (वाणी) क्या होती है?
आरुणि – वत्स! उपभोग किए हुए तेज का जो सबसे छोटा भाग होता है वह वाणी है। सौम्य! मन अन्न से निर्मित होता है, प्राण जल से परिणत होता है और वाणी अग्नि का परिणामभूत होता है। यह भी (तुम्हें) समझ लेना चाहिए। संस्कत-व्याख्याः

सन्दर्भः – संवादोऽयम् अस्माकं पाठ्यपुस्तकस्य’ ‘शेमुष्या:’ वाङ्मन:प्राणस्वरूपम्’ नामक पाठाद् उद्धृतः अस्ति। पाठोऽयं छान्दोग्योपनिषदः षष्ठाध्यायस्य पञ्चमं खण्डमाधृत्य संवादरूपेण प्रस्तूयते। (यह संवाद हमारी ‘शेमुषी’ पाठ्यपुस्तक के ‘वाङ्मन प्राणस्वरूपम्’ पाठ से लिया गया है। यह पाठ छान्दोग्योपनिषद के छठे अध्याय के पाँचवें खण्ड के आधार पर संवाद रूप में प्रस्तुत किया गया है।)।

प्रसङ्गः – संवादेऽस्मिन् आरुणेः सुतः श्वेतकेतुः स्वपितरं मन-प्राण-वाणीनां विषये प्रश्नानि पृच्छति। आरुणिः तस्य जिज्ञासां शमयति। (इस संवाद में आरुणि पुत्र श्वेतकेतु अपने पिता से मन, प्राण और वाणी के विषय में प्रश्न पूछता है।) (आरुणि उसकी जिज्ञासा शान्त करता है।)

व्याख्या: –

श्वेतकेतुः – हे देव! अहं श्वेतकेतः प्रणमामि। (हे देव! मैं श्वेतकेतु प्रणाम करता हूँ।)
आरुणिः – पुत्रक! आयुष्मान् भव। (बेटा ! चिरायु हो।)
श्वेतकेतुः – हे देव! किञ्चित् प्रश्नं कर्तुम् ईहे। (कुछ प्रश्न करना चाहता हूँ।)
आरुणिः – पुत्र! भवता अद्य किं प्रच्छनीयम्? (बेटा ! आपको आज क्या पूछना है?)
श्वेतकेतुः – हे प्रभो! प्रष्टुमीहे यदेतन्मनः किं भवति? (हे प्रभो! पूछना चाहता हूँ कि यह मन क्या होता है? )
आरुणिः – पुत्र! भक्षितस्य धान्यस्य यः लघुतमः भागः तत् मनः भवति। (पुत्र ! खाये हुए धान का जो लघुतम (सूक्ष्मतम) भाग होता है, वह मन होता है।) श्वेतकेतुः प्राणः च को भवति? (यह प्राण क्या होता है?)
आरुणिः – कृतपानस्य जलस्य यः लघुतमः भागः स प्राणः। (पीये हुए जल का जो लघुतम (सूक्ष्मतम) भाग होता है वह प्राण है।)
श्वेतकेतुः – हे प्रभो! एषा वाणी का भवति? (प्रभो ! यह वाणी क्या होती है?)
आरुणिः – पुत्र! उपभुक्तस्य तेजसः यः अणुतमः भागः, सा वाणी भवति। वत्स! मनः अन्नस्य विकारभूतं भवति, प्राण: जलमयः वाणी चाग्निमयी भवति । एवमपि त्वया अवगन्तव्यम्। (पुत्र ! उपभोग किए गये तेज का जो सूक्ष्मतम भाग होता है वह वाणी होती है। बेटा! मन अन्न का विकार होता है, प्राण जलमय होते हैं और वाणी तेजोमयी होती है। यह भी तुम्हें जान लेना चाहिए।)

अवबोधन कार्यम्

प्रश्न 1.
एकपदेन उत्तरत – (एक शब्द में उत्तर दीजिए-)
(क) महर्षि आरुणेः शिष्यस्य किन्नामासीत् ? (महर्षि आरुणि के शिष्य का क्या नाम था?)
(ख) श्वेतकेतुः सर्वप्रथमं कस्य विषये पृच्छति? (श्वेतकेतु सबसे पहले किसके विषय में पूछता है?)

प्रश्न 2.
पूर्णवाक्येन उत्तरत – (पूरे वाक्य में उत्तर दीजिए-)
(क) किम् इदं मनः? (यह मन क्या है?)
(ख) का इयं वाक्? (यह वाणी क्या है?)

प्रश्न 3.
यथानिर्देशम् उत्तरत-(निर्देशानुसार उत्तर दीजिए –
(क) ‘वाक् च तेजोमयी भवति’ अत्र भवति क्रियापदस्य कर्तृपदं नाट्यांशात् चित्वा लिखत ।
(‘वाक् च तेजोमयी भवति’ यहाँ ‘ भवति’ क्रियापदं का कर्ता नाट्यांश से चुनकर लिखिए।)

(ख) ‘प्रष्टुम्’ इति पदात् प्रत्ययं पृथक् कृत्वा लिखत। (‘प्रष्टुम्’ पद से प्रत्यय पृथक् करके लिखिए।)
उत्तराणि-
(1) (क) श्वेतकेतुः।
(ख) ‘मनसः’ विषये (मन के विषय में)।

(2) (क) अशितस्य अन्नस्य योऽणिष्ठेः तन्मनः। (खाये हुए का जो सूक्ष्मतम भाग है, वह मन है।)
(ख) अशितस्य तेजसा यो अणिष्ठः सा वाक्। (उपयुक्त तेज का जो सारतम भाग है, वह वाणी है।)

(3) (क) ‘वाक्’ इति कर्तृपदं।
(ख) तुमुन् प्रत्ययम्।

2. श्वेतकेतुः – भगवन्! भूय एव मां विज्ञापयतु।
आरुणिः – सौम्य! सावधानं शृणु। मथ्यमानस्य दधनः योऽणिमा, स ऊर्ध्वः समुदीषति, तत्सर्पिः भवति।
श्वेतकेतुः – भगवन्! भवता घृतोत्पत्तिरहस्यम् व्याख्यातम्। भूयोऽपि श्रोतुमिच्छामि।
आरुणिः – एवमेव सौम्य! अश्यमानस्य अन्नस्य योऽणिमा, स ऊर्ध्वः समुदीषति। तन्मनो भवति। अवगतं न वा?
श्वेतकेतुः – सम्यगवगतं भगवन्!
आरुणिः – वत्स! पीयमानानाम् अपां योऽणिमा स ऊर्ध्वः समुदीषति स एव प्राणो भवति।

शब्दार्था: – भगवन्! = हे देव! (हे भगवन्!), भूय एव = पुनरपि/अतिशयेन एव (और अधिक ही), माम् = मुझे, विज्ञापयतु = प्रबोधयत (समझाइये), सौम्य = सौम्य (हे सौम्य), सावधानम् = सावहितः सन्, ‘ध्यानपूर्वकं (ध्यानपूर्वक), शृणु = आकर्ण्य (सुन), मथ्यमानस्य = आलोड्यमानस्य (मथे जाते हुए), दनः = (दही का), योऽणिमा = या सूक्ष्मता (जो सूक्ष्मता), स ऊर्ध्वः = असौ उपरि (वह ऊपर की ओर), समुदीषति = उत्तिष्ठति/समुच्छलति (उठती है), तत्सर्पिः = तत् घृतम्/आज्यम् (वह घी), भवति = अस्ति (होता है), भगवन्! = हे देव! (हे भगवन्!), भवता = त्वया (आपके द्वारा),

घृतोत्पत्तिरहस्यम् = आज्योद्गमस्य गूढम् (घी के उद्गम का रहस्य), व्याख्यातम् = स्पष्टीकृतम् (व्याख्या की गई), भूयोऽपि = पुनरपि (फिर भी), श्रोतुमिच्छामि = श्रवणाय ईहे (सुनना चाहता हूँ), एवमेव सौम्य = तथैव वत्स (ऐसा ही है सौम्य), अश्यमानस्य = भक्ष्यमाणस्य (खाये जाते हुए का), अन्नस्य = धान्यस्य (अन्न का), योऽणिमा = या सूक्ष्मता (जो सूक्ष्मता है), स ऊर्ध्वः समुदीषति = असौ उपरि समुत्तिष्ठति (वह ऊपर की ओर उठता है),

तन्मनो भवति = तत् मनः अस्ति (वह ही मन है), अवगतं न वा = ज्ञातं त्वया न वा ( समझे अथवा नहीं), सम्यगवगतम् भगवन् = श्रीमन् मया सम्यग् ज्ञातम् . (श्रीमन् मैंने ठीक से जान लिया), वत्स = पुत्र (बेटा), पीयमानानाम् = आचम्यमानानां (पीये जाते हुए), अपाम् = जलानाम् (जलों की), योऽणिमा = या सूक्ष्मता (जो सूक्ष्मता/लघुता है), स ऊर्ध्वः = असौ उपरि (वह ऊपर की ओर), समुदीषति = उच्छलति (जाती है), स एव = असौ (वही), प्राणोः = प्राण:/जीवः (प्राण या जीवन), भवति = अस्ति (है/होता है)।

हिन्दी अनुवादः

सन्दर्भ – यह संवाद हमारी पाठ्यपुस्तक ‘शेमुषी’ के ‘वाङ्मनःप्राणस्वरूपम्’ नामक पाठ से लिया गया है। यह पाठ छान्दोग्योपनिषद् के छठे अध्याय के पाँचवें खण्ड पर संवाद के रूप में प्रस्तुत किया गया है।

प्रसंग – इस संवाद में श्वेतकेतु द्वारा पूछे गये की आरुणि व्याख्या करते हैं कि अन्न की सूक्ष्मता मन और पानी की सूक्ष्मता प्राण होती है अनुवादः
श्वेतकेतु – हे देव! फिर भी और अधिक (विस्तार से) समझाइये।
आरुणि – सौम्य! सावधान होकर सुनिये। मथे जाते हुए दही की जो सूक्ष्मता होती है वह ऊपर की ओर उठती है, वही घी होता है।
श्वेतकेतु – हे देव! आपके द्वारा घी के उद्गम के रहस्य की व्याख्या की गई (परन्तु) फिर भी मैं (विस्तारपूर्वक) सुनना चाहता हूँ। आरुणि ऐसा ही है सौम्य! खाये जाते हुए अन्न की जो सूक्ष्मता होती है वह ऊपर की ओर उठती है, वही मन होता है। समझे या नहीं?
श्वेतकेतु – हे देव, मैंने अच्छी तरह जान लिया।
आरुणि – बेटा! पिये जाते हुए जल की जो सूक्ष्मता होती है, वह ऊपर की ओर उठती है, वही प्राण होता है।

संस्कत-व्यारव्याः

सन्दर्भः – संवादोऽयम् अस्माकं पाठ्यपुस्तकस्य ‘शेमुष्याः’ ‘वाङ्मनःप्राणस्वरूपम्’ नामक पाठात् उद्धृतः अस्ति। पाठोऽयं छान्दोग्योपनिषदः षष्ठाध्यायस्य पंचमं खण्डमाधृत्य संवादरूपेण प्रस्तूयते। (यह संवाद हमारी पाठ्यपुस्तक ‘शेमुषी’ के ‘वाङ्मनः प्राणस्वरूपम्’ पाठ से लिया गया है। मूलतः यह पाठ ‘छान्दोग्योपनिषद्’ के छठे अध्याय के पांचवें खण्ड के आधार पर सवाद रूप में प्रस्तुत किया गया है।)
प्रसङ्गः – संवादेऽस्मिन् श्वेतकेतुना पृष्टः आरुणिः निरूपयति यत् अन्नस्याणिमा मन: अपामणिमा च प्राणः भवति। (इस संवाद में श्वेतकेतु द्वारा पूछा गया आरुणि विवेचन करता है कि अन्न का सूक्ष्म तत्व ‘अणिमा’ मन और पानी का प्राण होता है।)

व्याख्याः

श्वेतकेतुः – हे देव! पुनरपि अतिशयेन एव मां प्रबोधय। (फिर अच्छी प्रकार से मुझे समझाओ।)
आरुणिः – सौम्य! सावहितः सन् आकर्णय। आलोड्यमानस्य दनः या सूक्ष्मता भवति, असौ उपरि समुत्तिष्ठति, तद् घृतं भवति । (सौम्य ! ध्यानपूर्वक (सावधान होकर) सुन। मथे जाते हुए दही से जो सूक्ष्मतम होता है, इसके ऊपर होता है वह घी होता है।)
श्वेतकेतुः – हे देव! स्पष्टीकृतं त्वया आज्योद्गमनस्य गूढं (परञ्च) पुनरपि (अहं) श्रवणाय ईहे।
(हे देव ! आपने घी के उद्गम का रहस्य स्पष्ट किया फिर भी मैं सुनना चाहता हूँ।)
आरुणिः – तथैव वत्स! भक्ष्यमाणस्य धान्यस्य या सूक्ष्मता भवति, असौ उपरि समुत्तिष्ठति। तत् मनः भवति। ज्ञातं न वा? (वत्स ! उसी प्रकार से खाये हुए अन्न की जो सूक्ष्मता होती है जो उससे ऊपर उठकर आती है वह मन होता है। जान गये कि नहीं।)
श्वेतकेत: – सम्यग् मया ज्ञातं देव! (देव ! मैंने अच्छी प्रकार से जान लिया।)
आरुणिः – पुत्र! आचम्यमानानां जलानां या सूक्ष्मता भवति, असौ उपरि उच्छलति, असौ एव प्राणः भवति।
(पुत्र ! पीये जाते हुए जल की जो सूक्ष्मता होती है वह ऊपर उठकर आती है, बस वही प्राण होता है।)

अवबोधन कार्यम्

प्रश्न 1.
एकपदेन उत्तरत- (एक शब्द में उत्तर दीजिए-)
(क) भूयोऽपि पृष्टे ऋषिः शिष्यं किमादिशति? (फिर से पूछने पर ऋषि शिष्य को क्या आदेश देता है?)
(ख) श्वेतकेतुः ज्ञातं ज्ञानं कथं स्वीकरोति? (श्वेतकेतु प्राप्त ज्ञान को कैसे स्वीकार करता है?)

प्रश्न 2.
पूर्णवाक्येन उत्तरत – (पूरे वाक्य में उत्तर दीजिए-)
(क) आरुणिः मनः सोदाहरणं कथं अवबोध याति? (आरुणि मन को उदाहरण सहित कैसे समझाता है?)
(ख) घृतोत्पत्तिः कथं भवति? (घी की उत्पत्ति कैसे होती है?)

प्रश्न 3.
यथानिर्देशम् उत्तरत-(निर्देशानुसार उत्तर दीजिए-)
(क) ‘घृतम्’ इति पदस्य हेतु नाट्यांशे किं पर्यायपदं प्रयुक्तम्?
(‘घृतम्’ पद के लिए नाट्यांश में क्या पर्याय पद प्रयुक्त किया गया है।)
(ख) ‘अद्यः’ इति पदस्य विलोमपदं नाट्यांशात् चित्वा लिखत।
(‘अध:’ पद का विलोम नाट्यांश से चुनकर लिखिए।)
उत्तराणि :
(1) (क) सावधानं श्रुणु (सावधान होकर सुनो)।
(ख) सम्यगवगतम् (अच्छी तरह समझ गया)।

(2) (क) मथ्यमानस्य दनः योऽणिमा तत्सर्पिः तथैव अशितस्य अन्नस्य योऽणिष्ठ ऊर्ध्वम् समुदीषति तत् मनः।
(जैसे मथे जाते हुए दही से जो सूक्ष्म ऊपर उठता है उसी प्रकार खाये हुए अन्न का जो भाग ऊपर उठता है वह मन है।)
(ख) मथ्यमानस्य दध्नः योऽणिमा ऊर्ध्वं समुदीषति तत्सर्पिः भवति। (मथे जाते हुए दही से जो सूक्ष्म भाग ऊपर उठता है वह घी होता है।)

(3) (क) सर्पिः (घी) ।
(ख) ऊर्ध्व (ऊपर की ओर)।

3. श्वेतकेतुः – भगवन्! वाचमपि विज्ञापयतु।

आरुणिः – सौम्य! अश्यमानस्य तेजसो योऽणिमा, स ऊर्ध्वः समुदीषति। सा खलु वाग्भवति। वत्स! उपदेशान्ते भूयोऽपि त्वां विज्ञापयितुमिच्छामि यत्, अन्नमयं भवति मनः, आपोमयो भवति प्राणाः तेजोमयी च भवति वागिति। किञ्च यादृशमन्नादिकं गृह्णाति मानवस्तादृशमेव तस्य चित्तादिकं भवतीति मंदुपदेशसारः। वत्स! एतत्सर्वं हृदयेन अवधारय।

श्वेतकेतः – यदाज्ञापयति भगवन। एष प्रणमामि।।

आरुणिः – वत्स! चिरञ्जीव। तेजस्वि नौ अधीतम् अस्तु (आवयोः अधीतम् तेजस्वि अस्तु)।

शब्दार्थाः – भगवन्! = हे प्रभो! (हे भगवन्!), वाचमपि = वाक्तत्त्वं, वाणीमपि (वाणी को भी), विज्ञापयतु = प्रबोधय (समझाइये), सौम्य = वत्स (हे सौम्य), अश्यमानस्य तेजसोः= भक्ष्यमाणस्याग्ने: (खाये जाते हुए अन्न के तेज का), योऽणिमा = या सूक्ष्मता (जो सूक्ष्मता), भवति = होती है, स ऊर्ध्वः = असौ उपरि (वह ऊपर की ओर), समुदीषति = उत्तिष्ठति उच्छलति (उछलती है), सा = असौ (वह), खलु = निःसन्देहः (निस्सन्देह), वाग्भवति = वाणी भवति (वाणी होती है), वत्स! = पुत्र! (बेटे!), उपदेशान्ते = प्रवचनावसाने/उपदेशस्य अन्ते (उपदेश के अन्त में),

भूयोऽपि = पुनरपि अतिशयेन (फिर भी और अधिक विस्तार से), त्वाम् = भवन्तम् (आपको), विज्ञापयितुमिच्छामि = प्रबोधयितुम् अभिलषामि (समझाना चाहता हूँ), यत् = कि, अन्नमयं भवति मनः = मनः अन्नस्य धान्यस्य विकारभूतं भवति (मन अन्न से निर्मित होता है), आपोमयो भवति प्राणाः = जलमयः भवति प्राणः (प्राण जल की परिणति होता है), तेजोमयी = अग्निमयी (अग्नि का परिणामभूत), भवति = जायते/अस्ति (होता है),

वागिति = वाणीति (वाणी होती है), किञ्च = और क्या, यादृशम् = यथा (जैसा), अन्नादिकम् = धान्यादिकं (अनाज आदि), गृह्णाति = अश्नाति/खादति (खाता है), मानवः = मनुष्यः (आदमी), तादृशमेव = तथैव (वैसा ही), तस्य = अमुष्य (उसके), चित्तादिकम् = हृदयादिकं (चित्त आदि), भवति = वर्तते (होते हैं), इति = इयदेव (इतना ही), मदुपदेशसारः = मम उपदेशस्य सारतत्त्वः (मेरे उपदेश का सार है), वत्स! = पुत्र! (बेटा!), एतत्सर्वम् = इदं समस्तं (इस सबको), हृदयेन = चित्तेन/मनसि (हृदय से), अवधारय = धारय (धारण करो), यदाज्ञापयति भगवन्! = श्रीमन् यथा आदिशति! (जो आज्ञा भगवन् !), एषः = अयम् अहं (यह मैं), प्रणमामि = नमामि (प्रणाम करता हूँ), वत्स! = पुत्र (बेटा!), चिरञ्जीव = आयुष्मान् भव (चिरायु हो), तेजस्वि = तेजोयुक्तम् (तेजस्विता से युक्त), नौ = आवयोः (हम दोनों का), अधीतम् = पठितं ज्ञानम् (पढ़ा हुआ ज्ञान), अस्तु = भवतु (हो)।

हिन्दी अनुवादः

सन्दर्भ – यह संवाद हमारी पाठ्यपुस्तक ‘शेमुषी’ के ‘वाङ्मन:प्राणस्वरूपम्’ नामक पाठ से उद्धृत है। यह पाठ छान्दोग्योपनिषद् के छठे अध्याय के पाँचवें खण्ड के आधार पर संवाद रूप में प्रस्तुत किया गया है।

प्रसङ्ग – यहाँ ऋषि आरुणि अपने प्रवचन के अवसान पर श्वेतकेतु को सार रूप में उपदेश देते हैं कि मानव जैसा अन्न और जल ग्रहण करता है, उसके चित्तादिक वैसे ही हो जाते हैं। शिष्य गुरु के उपदेश को सावधानीपूर्वक सुनता है।

अनुवाद – श्वेतकेतु-हे भगवन्! वाणी को भी समझाइये।

खाये जाते हए अन्न के तेज का जो सूक्ष्म रूप होता है, वह ऊपर की ओर उछलता है, नि:सन्देह वह वाणी है। पुत्र! उपदेश के अन्त में मैं और भी अधिक विस्तार से आपको समझाना चाहता हूँ कि मन अन्न का विकार भूत अर्थात् अन्न से निर्मित होता है। प्राण जल की परिणति होता है तथा वाणी अग्नि का परिणाम होती है और क्या, मनुष्य जैसा अनाज आदि खाता है, उसके चित्तादिक वैसे ही होते हैं। बस इतना ही मेरे उपदेश का सार है। बेटे! इस सबको हृदयंगम कर लो।

श्वेतकेतु – जो आज्ञा भगवन् ! यह मैं आपको प्रणाम करता हूँ।

आरुणि – बेटा! चिरायु हो। हम दोनों का पठित ज्ञान (विद्या) तेजस्विता से युक्त हो।

संस्कत-व्याख्याः

सन्दर्भः – संवादोऽयम् अस्माकं पाठ्यपुस्तकस्य ‘शेमुष्याः’ ‘वाङ्मनःप्राणस्वरूपम्’ नामक पाठात् उद्धृतः अस्ति। पाठोऽयं छान्दोग्योपनिषदः षष्ठाध्यायस्य पञ्चमं खण्डम् आधृत्य संवादरूपेण प्रस्तूयते। (यह संवाद हमारी पाठ्यपुस्तक ‘शेमुषी’ के ‘वाङ्मनः प्राणस्वरूपम्’ पाठ से लिया गया है। यह पाठ ‘छान्दोग्योपनिषद’ के छठे अध्याय के पाँचवें खण्ड के आधार पर संवाद रूप में प्रस्तुत किया गया है।)

प्रसंग: – अत्र ऋषिः आरुणिः स्वप्रवचनस्यावसाने श्वेतुकेतवे साररूपेण उपदिशति यत् मानवः यथा अन्नं जलं च खादति, तस्य चित्तादिकं तथैव भवति। शिष्यः गुरोरुपदेशं सावधानं शृणोति। (यहाँ ऋषि आरुणि अपने प्रवचन के अन्त में श्वेतकेतु को सार रूप में उपदेश देते हैं कि मानव जैसा अन्न-जल खाता है उसका चित्त आदि वैसा ही हो जाता है। शिष्य गुरु के उपदेश को सावधानीपूर्वक सुनता है।)

व्याख्या: – श्वेतकेतुः-हे प्रभो! वाणीमपि मां प्रबोधय। (हे प्रभो! वाणी को भी मुझे समझाइये।)

आरुणिः – वत्स! भक्ष्यमाणस्याग्नेः या सूक्ष्मता भवति, सा उपरि उच्छलति, निःसन्देहः वाणी भवति। पुत्र! प्रवचनावसाने पुनरपि अतिशयेन अहं भवन्तं प्रबोधयितुम् ईहे यत् मनः धान्यस्य विकारभूतमस्ति। जलमयो भवति प्राणः वाणी च अग्निमयी भवति। यथा धान्यादिकम् अश्नाति मनुष्यः तथैव, अमुष्य हृदयादिकं भवति। अयमेव मम प्रवचनस्य सारः। पुत्र! इदं सकलं मनसि धारय हृदयङ्गमं वा कुरु। (वत्स ! खाई -ई अग्नि (तेज) का जो सूक्ष्मतम होता है, वह ऊपर उठकर आता है, निस्संदेह वह वाणी होती है। बेटा ! प्रवचन के अन्त में फिर और अधिक मैं आपको समझा रहा हूँ कि मन धान्य (अन्न) का विकार रूप है। प्राण जलमय होता है और वाणी अग्नि (तेजो) मयी होती है। मनुष्य जिस प्रकार के अन्नादि को खाता है उसी प्रकार उसके हृदय आदि होते हैं। यही मेरे प्रवचन (उपदेश) का सार है। पुत्र ! इस सम्पूर्ण को अपने मन में धारण कर लो अर्थात् हृदयंगम कर लो।

श्वेतकेतुः – यथा आदिशति श्रीमान् ! अयमहं त्वां नमामि। (श्रीमान् ! जैसे आपकी आज्ञा। यह मैं आपको नमस्कार (प्रणाम) करता हूँ।)

आरुणि: – वत्स! आयुष्मान् भव! आवयोः पठितं ज्ञानं तेजोयुक्तं भवतु। (बेटा ! चिरंजीवी हो। हमारा पढ़ा हुआ ज्ञान तेजोमय हो।)

अवबोधन कार्यम्

प्रश्न 1.
एकपदेन उत्तरत- (एक शब्द में उत्तर दीजिए-)
(क) अस्मिन् नाट्यांशे श्वेतकेतुः कस्य विषये ज्ञातुम् इच्छति?
(इस नाट्यांश में श्वेतकेतु किसके विषय में जानना चाहता है?)
(ख) आपोमयः के भवति? (जलमय क्या होता है?)

प्रश्न 2.
पूर्णवाक्येन उत्तरत- (पूरे वाक्य में उत्तर दीजिए-)
(क) अत्र वाचः उत्पत्तिं कथम् उपदिशति? (यहाँ वाणी की उत्पत्ति को कैसे उपदेश देता है?)
(ख) गुरुः किम् आशीर्वादं वितरति? (गुरु क्या आशीर्वाद देता है)

प्रश्न 3.
यथानिर्देशम् उत्तरत-(निर्देशानुसार उत्तर दीजिए-)
(क) ‘पठितम्’ इति पदस्य पर्यायपदं नाट्यांशात् चित्वा लिखत। (‘पठितम्’ पद का पर्याय नाट्यांश से लिखिए।)
(ख) ‘आपोमयः’ अत्र कः प्रत्ययः? (‘आपोमयः’ यहाँ कौनसा प्रत्यय है?)
उत्तराणि :
(1) (क) वाचः विषये (वाणी के विषय में)।
(ख) प्राणः (प्राण)।

(2) (क) अश्यमानस्य तेजसो योऽणिमा सा ऊर्ध्वं समुद्रोषति सा खलु वाक् भवति। (उपयुक्त तेज का सूक्ष्मभाग जो ऊपर उठकर आता है वह निश्चित रूप से वाणी होती है।)
(ख) वत्सः चिरञ्जीव। तेजस्विनौ अधीतम् अस्तु। (बेटा चिरायु हो, तुम्हारा अध्ययन तेजस्वी हो।)

(3) (क) अधीतम् (पढ़ा हुआ)।
(ख) मयट (इसका मय शेष रहता है)।

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

JAC Class 9th Economics The Story of Village Palampur  InText Questions and Answers 

Page No. (3 – 4)

Question 1.
The following table 1.1 shows the land under cultivation in India in units of million hectares. Plot this on the graph provided. What does the graph show? Discuss in class.
Table 1.1 : Cultivated Area over the Years

Years	Cultivated Area (Million Hectares)
1950-51	129
1990-91	157
2000-01	156
2010-11 (P)	156
2011-12 (P)	156
2012-13 (P)	155
2013-14 (P)	156
2014-15 (P)	155

(P) Provisional Data
Answer:

Source: Pocket book of‘Agriculture Statistics’, 2017.
Fig. Cultivated Area over the Years
The above graph shows the land under cultivation in India in units of million hectares. It shows that the land under cultivation in India was 129 million hectares in 1950-51, which rose to 157 million hectares in 1990-91 but it reduced to 156 million hectares in 2000-01. This cultivated area remained stable till 2011-12 which again reduced to 155 in 2014-15. It should be noted that the cultivated area has not increased in proportion to the increase in population. Later it is decreasing.

Question 2.
Is it important to increase the area under irrigation? Why?
Answer:
Yes, it is very important to increase the area under irrigation because land is limited and cannot be increased but the area under irrigation can be increased by setting up tubewells. In the absence of irrigation facilities, farmers suffer huge losses due to bad crops. So, to avoid losses due to lack of rain during monsoon and improper irrigation facilities, it is very crucial to increase the area under irrigation.

Question 3.
You have read about the crops grown in Palampur. Fill the following table based on information on the crops grown in your region.

Name of Crop	Month Sown	Month Harvested	Source of Urrigation (rain, tanks, tube wells, canals etc.)

Answer:
Information about crops grown in our region is given below.

Name of Crop	Month Sown	Month Harvested	Source of irrigation (rain, tanks, tube wells, canals etc.)
Wheat	October-November	March-April	Tubewells and canals
Barley	October-N ovember	March-April	Tubewells and canals
Gram	October-N ovember	March-April	Tubewells
Mustard	October-November	March-April	Tubewells and canals
Bajra	June	October	Rain
Jowar	June	October	Rain

Page No. 5.

Question 1.
What is the difference between multiple cropping and modem farming methods?
Answer:
Difference between Multiple Cropping and Modem Farming Methods

Multiple Cropping	Modem Farming
1. The same land is used for different crops under this method.	1. Under this method, higher yield is obtained through single crop.
2. Multiple cropping employs traditional methods.	2. Modem farming has modem equipments, i.e., HYV seeds, chemical fertilizers, pesticides and irrigation etc.

Question 2.
The following table shows the production of wheat and pulses in India after the Green Revolution in units of million tonnes. Plot this on a graph. Was the Green Revolution equally successful for both the crops? Discuss. Table 1.2 : Production of Pulses and Wheat (in million tonnes)

1965-66	Production of Pulses	Production of Wheat
1970-71	10	10
1980-81	12	24
1990-91	11	36
2000-01	14	55
2010-11	11	70
2012-13	18	87
2013-14	18	94
2014-15	19	96
2015-16	17	87
2016-17	17	94
2017-18	23	99

Answer:

The above graph shows that the Green Revolution was not equally successful for the production of pulses and wheat. The production of both the crops was equal before the Green Revolution, but after that the production of pulses was not very good. There was a significant increase in the production of wheat but not in the production of pulses. So, we can conclude that the Green Revolution was good for wheat but not so gpod for pulses.

Question 3.
What is the working capital required by the farmer using modern farming methods?
Answer:
Some money is always required during production to make payments and, buy other necessary items, such as; seeds, chemical fertilizers, pesticides etc. Raw materials and money in hand are called working capital.

Question 4.
Modem farming methods require the farmer to start with more cash than before. Why?
Answer:
Modern farming methods require the use of HYV seeds which are costlier than traditional seeds and need chemical fertiliisers and pesticides to produce more crop. However, for buying all these inputs, a lot of money is necessary. So modern farming methods requirfe the use of more cash than before.

Page No. 7

Question 1.
In the picture 1.5 (Page No. 7) can you shade the land cultivated by the small farmers?
Answer:
Yes, I can shade the land cultivated by the small farmers.

Fig. Shade the land cultivated by the small farmers

Question 2.
Why do so many families of farmers cultivate such small plots of land ?
Answer:
So many families of farmers cultivate such small plots of land because the size of plot does not increase but with the passage of time the families of the farmers increase. According to Indian succession law, the land of a particular person divided among his children and further and this results into small holdings.

For example, in the story of village Palampur, Gobind, a farmer, had 2.25 hectares land in 1960. After his death, this land was divided among his three sons. Each one now has a plot of land that is only 0.75 hectare in size.

Question 3.
The distribution of farmers in India and the amount of land they cultivate is given in the following Graph 1.1. Discuss in the classroom.

Graph: Distribution of Cultivated Area and Farmers
Answer:
The given graph shows that:

1. There are 85% per cent small farmers in India who have land less than 2 hectares in size and they cultivate only 44.60% per cent of total cultivated area.
2. On the other hand, only 15% per cent medium and large farmers exist in India who have land more than 2 hectares in size. They cultivate 55.40% per cent of total cultivated area.

Question 4.
Would you agree that the distribution of cultivated land is unequal in Palampur? Do you find a similar situation for India? Explain.
Answer:
Yes, we would agree with the fact that the distribution of cultivated land is unequal in Palampur because we see that about 150 families out of 450 families in Palampur are landless. They have no land for cultivation. 240 families cultivate small plots of land less than 2 hectares in size, while there are 60 families of medium and large farmers who cultivate more than 2 hectares of land.

A few of the large farmers have land extending over 10 hectares or more. A similar situation exists in India. The number of small farmers in India is 85% per cent of total farmers and they have only 44.60% per cent of total cultivated land for cultivation, while 15% percent medium and large farmers have 55.40% per cent cultivated land.

Question 5.
Identify the work being done on the field in the Picture 1.6 and arrange them in a proper sequence.
Answer:
The correct arrangement of the work being done on the field in the Picture 1.6 (in Textbook) is as follows:

1. Cultivation by traditional methods,
2. Cultivation by modern methods,
3. Ploughing,
4. Sowing,
5. Spraying of insecticides,
6. Cutting of crops.

Page. No. 9

Question 1.
Why are farm labourers like Dala and Ramkali poor?
Answer:
Farm labourers like Dala and Ramkali are poor because:

1. They are landless farm labourers, and they work on daily wages in Palampur.
2. The minimum wage for a farm labourer set by the government is? 300 per day. But they get only? 160 per day.
3. There is a heavy competition for work among the farm labourers in Palampur, so people agree to work for lower wages.
4. They remain out of work for most days of the year and have to take loan from the moneylenders to fullfill their needs. Due to seasonal unemployment, they are unable to repay the loan and they fall into a debt trap.

Question 2.
Gosaipur and Majauli are two villages in North Bihar. Out of total of850 households in the two villages, there are more than 250 men who are employed in rural Punjab and Haryana or in Delhi, Mumbai, Surat, Hyderabad or Nagpur. Such migration is common in most villages across India. Why do people migrate? Can you describe (based on your imagination) the work that the migrants of Gosaipur and Majauli might do at the place of destination.
Answer:
People migrate in search of employment or better job opportunities. They do not find regular jobs in the village which causes chronic poverty, leading to starvation. In this case, they are forced to migrate in other cities. I think the migrants of Gosaipur and Majauli might do the following works at the place of destination:

1. Street vendors,
2. Rickshaw-pullers,
3. Carpenters,
4. Plumbers,
5. Labourers in construction projects like road, bridge or building construction.
6. Servants in hotels and tea shops and houses.

Page. No. 11

Question 1.
Let us take three farmers. Each has grown wheat on his field though the production is different (see Column 2). The consumption of wheat by each farmer family is the same (Column 3). The whole of surplus wheat this year is used as capital for next year’s production. Also suppose, production is twice the capital used in production. Complete the tables.
Farmer 1

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	100	40	60	60
Year 2	120	40
Year 3		40

Farmer 2

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	80	40
Year 2		40
Year 3		40

Farmer 3

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	60	40
Year 2		40
Year 3		40

Answer:
Farmer 1

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	100	40	60	60
Year 2	120	40	80	80
Year 3	160	40	120	120

Farmer 2

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	80	40	40	40
Year 2	80	40	40	40
Year 3	80	40	40	40

Farmer 3

	Production	Consumption	Surplus = Production Consumption	Gapital for the next year
Year 1	60	40	20	20
Year 2	40	40	0	80
Year 3	0	40	40	-20

Question 2.
Compare the pro$fiction of wheat by the three farmers over the years.
Answer:
On comparing the production of wheat by the three farmers over the years, we find that the production of Farmer 1 is increasing year after year. There is no change in the production of Farmer 2 while the produciton of Farmer 3 is declining.

Question 3.
What happens to Farmer 3 in Year 3? Can he continue production? What will he have to do to continue production?
Answer:
In Year 3, Farmer 3 produces nil because he made no investment in Year 2. Yes, he can continue production but will he have to borrow money from local money-lenders, traders, or government or non-government organisations to do this.

Page. No. 12

Question 1.
What capital did Mishrilal need to set up his jaggery manufacturing unit?
Answer:
To set up his manufacturing unit. Mishrilal needed the following capital.

1. Fixed capital in the form of a sugarcane crushing machine.
2. Working capital in the form of money-for buying sugarcane from other farmers for crushing and for paying the electricity bill of rinning the sugarcane crushing machine.

Question 2.
Who provides the labour in this case?
Answer:
In this case, generally, the members of the family provide the labour.

Question 3.
Can you guess why Mishrilal is unable to increase his profit?
Answer:
I think, he is not crushing sugarcane on a large scaleftlue to unavailability of modern techniques. So, he is unable to increase his profit.

Question 4.
Could you think of any reasons when he might face a loss?
Answer:
He might face a loss when he does not get regular electricity supply or crushing machine is out of order or raw material becomes expensive etc.

Question 5.
Why does Mishrilal sell his jaggery to traders in Shahpur and not in his village?
Answer:
Mishrilal sells his jaggery to traders in Shahpur because there is less demand of jaggery in his village and he “also Jets good price for jaggery from the traders of Shahpur.

Question 6.
ln what ways is Kareem’s capital and labour different from Mishrilal?
Answer:
Kareem’s capital and labour is different from Mishrilal’s in two ways:

1. Kareem bought many computers to set up his computer centre while Mishrilal bought only an electric sugarcane crushing machine. So, Karim invested more than Mishrilal.
2. Kareem employed educated and skilled labour for teaching in his computer centre while Mishrilal has no requirement for educated and skilled labour.

Question 7.
Why didn’t someone start a computer centre earlier? Discuss the possible reasons.
Answer:
No one had started a computer centre in the village earlier because the awareness of the village people about computers was less and none of the students went to the town to attend the college.

Page. No. 13

Question 1.
What is Kishora’s fixed capital?
Answer:
Kishore’s fixed capital is the buffalo and wooden cart.

Question 2.
What do you think would be his working capital?
Answer:
The money that he earns from selling the milk and transporting goods on his wooden cart would *be his working capital.

Question 3.
In how many production activities is Kishora involved?
Answer:
Kishora is involved in three production activities:

1. Primary activity: Selling buffalo’s milk.
2. Secondary activity: Bring clay for the potter.
3. Tertiary activity: Transportation.

Question 4.
Would you say that Kishora has benefited from better roads in Palampur?
Answer:
Kishora is involved in transport acitivity with the help of better roads in Palsjfnpur. So, we can say that Kishora has benefited from better roads in Palampur.

Page. No 5.

During your field visit talk to some farmers of your region. Find out:

Question 1.
What kind of farming methods – modern or traditional or mixed – do the farmers use? Write a note.
Answer:
The farmers of our region use mixed farming method. They plough their fields using bullock. They use tubewells and fountain method for irrigation. They use cow-dung manure and chemical fertilizers in their fields. Pesticides are not used. Crop-cutting is done by traditional method.

Question 2.
What are the sources of irrigation?
Answer:
The sources of irrigation are:

1. Rain,
2. Wells,
3. Tubewells,
4. Canals:
   (a) Seasonal canals
   (b) Permanent canals.
5. Ponds:
   (a) Natural ponds
   (b) Artificial ponds.

Question 3.
How much of the cultivated land is irrigated? (very little/nearly half/majority/all)
Answer:
Nearly half of the cultivated land is irrigated.

Question 4.
From where do farmers obtain the inputs that they require?
Answer:
The farmers obtain the inputs, i.e., working capital that they require from local moneylenders, mahajans, large farmers and local traders. Some educated farmers get loan from government institutions under the various government schemes.

Question 5.
After reading the following reports from newspapers/magazines, write a letter to the Agriculture Minister in your own words telling him how the use of chemical fertilizers can be harmful.
Answer:
Palampur
17 February, 2010
The Agriculture Minister
Government of India,
New Delhi.
Sub: In regard to the barm caused bv the use of chemical fertilizers
Sir,
I want to draw your kind attention towards the damage caused by the chemical fertilizers used in agriculture. I came to know via articles published in newspapers and magazines that using chemical fertilizers in agriculture is harmful for health. They provide minerals which dissolve in water and are immediately available to plants.

But these may not be retained in the soil for long. They may escape from the soil and pollute ground water, rivers and lakes. These also kill useful bacteria and other micro-organisms in the soil. The continuous use of soil makes it less fertile than ever and all this leads to degradation of soil health.

Kindly consider this matter.
Thanking you,
Yours Sincerely
Neha
Class IX

Page No. 9 and 10

Question 6.
We have read about the three factors of production land, labour and capital and how they are used in farming. Let us fill in the blanks given below:
Answer:
Among the three factors of production, we found that labour is the most abundant factor of production. There are many people who are willing to work as farm labourers in the villages, whereas the opportunities of work are limited.

They belong to either landless families or small farmers They are paid low wages and lead a difficult life. In contrast to labour, land is a scarce factor of production. Cultivated land area is limited Moreover, even the existing land is distributed unequally among the people engaged in farming.

There are large number of small farmers who cultivate small plots of land and live in conditions not much better than the landless farm labourer. To make the maximum use of the existing land, farmers use modern and new techniques Both these have led to increase in production of crops.

Modern farming methods require a great deal of money. Small farmers usually need to borrow money to arrange for the capital, and are put to great distress to repay the loan. Therefore, capital too is a scarce factor of production, particularly for the small farmers.

Though both land and capital are scarce, there is a basic difference between the two factors of production. Land is a natural resource, whereas capital is man-made. It is possible to increase capital, whereas land is fixed. Therefore, it is very important that we take good care of land and other natural resources used in farming.

JAC Class 9th Economics The Story of Village Palampurs Textbook Questions and Answers 

Question 1.
Every village in India is surveyed once in ten years during the census and some of the details are presented in the following format. Fill up the following based on information on Palampur.
(a) Location:
(b) Total Area of The Village:
(c) Land USE (in hectares):

Cultivated Land		Land not available for cultivation (Area covering dwellings, roads, ponds, grang ground)
Irrigated	Unirrigated
		26 hectares

(d) Facilities:

Educational	–
Medical	–
Market	–
Electricity Supply	–
Communicaton	–
Nearest Town	–

Answer:
(a) Location: A small village well-connected with Raiganj, 3kms from Palampur.
(b) Total Area of The Village: 226 hectares.
(c) Land USE (in hectares):

Cultivated Land		Land not available for cultivation (Area covering dwellings, roads, ponds, grang ground)
Irrigated	Unirrigated
200 hectares	–	26 hectares

(d) Facilities:

Educational	Two primary and one high school.
Medical	One primary health centre and one private dispensary.
Market	Market of Raiganj and Shahpur.
Electricity Supply	Most of the houses have electricity connection.
Communicaton	A well-developed system of road and transport exists.
Nearest Town	Shahpur.

Question 2
Modern farming methods require more inputs which are manufactured in industry. Do you agree?
Answer:
Yes, I agree that modern farming methods require more inputs which are manufactured in industry. Modern farming methods require chemical fertilizers, pesticides, HYV seeds, pumpsets, tractors, threshers etc. which are produced by industry.

Question 3.
How did the spread of electricity help farmers in Palampur?
Answer:
The spread of electricity helped farmers in Palampur a lot. Electricity helped to run tubewells and pump sets for irrigation of fields. This has also increased agricultrual production in the village. Now farmers are able to grow crops during the non-rainy season also.

Question 4.
Is it important to increase the area under irrigation? Why?
Answer:
Yes, it is important to increase the area under irrigation because:

1. It is necessary to meet the food requirement of increasing population.
2. During monsoon season, crop losses can be avoided in case of no rain or less rain.
3. During non-rainy season also, agricultural land can be used for crop cultivation.
4. Irrigation facility retains land fertility for long time use.

Question 5.
Construct a table on the distribution of land among the 450 families of Palampur.
Answer:

	Land Holding
	Landless Families of land	Less than 2 hectares of land	More than 2 hectares of land.
No. of Families	150	240	60

Question 6.
Why “are the wages for farm labourers in Palampur less than minimum wages?
Answer:
The wages for farm labourers in Palampur are less than minimum wages because there is heavy competition for work among the farm labourers, so people agree to work on lower wages.

Question 7.
In your region, talk to two labourers. Choose either farm labourers or labourers working at construction sites. What wages do they get? Are they paid in cash or kind? Do they get work regularly? Are they in debt?
Answer:
I talked to two farm labourers Ram Prasad and Sanchi Lai. Both work on daily wages in my region. Their details are as follows:

Details	Ram Prasad	Sanchi Lai
Wages	160 per day	₹ 170 per day
Cash/ kind	Cash	Crop and meals
Regular Wark	No regular work	No regular work
Are they in debt?	Yes	Yes

Question 8.
What are th‘ different ways of increasing production on the same piece of land? Use examples to explain.
Answer:
The different ways of increasing production on the same piece of land are as follows:
1. Multiple Cropping: Multiple cropping is the most common way of increasing production on the same piece of land. Under this method, more than one crop is grown on a piece of land during the year. For example; wheat,, bajra and potato can be grown on the same piece of land.

2. Modern Farming Methods: Modern farming methods is another way of increasing production on the same piece of land. Modern farming includes High Yielding Variety (HYV) of seeds, fertilizers, pesticides, irrigation, etc. This method of farming promises to produce much greater amounts of grain on a single plant.

Question 9.
Describe the work of a farmer with 1 hectare of land.
Answer:
A farmer who has a plot of 1 hectare has to face many problems. Cultivation of such a plot doesn’t bring adequate income to meet the requirements of his family. So, he has to work on the fields of some large farmer as a labourer after working on his field.

Question 10.
How do the medium and large farmers obtain capital for farming? How is it different from the small farmers?
Answer:
Medium and large farmers retain part of the farming for the family’s consumption and sell the surplus in the market. A part of the earning is saved and kept for buying capital for the the next season. Thus, they are able to arrange for the capital for farming from their own savings.

On the other hand, small farmers have little surplus because their total production is small and from this a substantial share is kept for fulfilling their own family needs. So, most of the small farmers have to borrow money to arrange for the capital. The rate of interest on such loans is very high. They are put to great distress to repay the loan.

Question 11.
On what terms did Savita get a loan from Tejpal Singh? Would Savita’s condition be different if she could get” a loan from the bank at a low rate of interest?
Answer:
Tejpal Singh agreed to give Savita the loan at an interest rate of 24 per cent for four months. Besides, Savita has to work on his field as farm labourers during the harvest season for? 100 per day. Yes, Savita’s condition would be different if she could get a loan from the bank at low rate of interest. She could have easily repaid the loan and her condition would have been far better.

Question 12.
Talk to some old residents in your region and write a short report on the changes in irrigation and changes in production methods during the last 30 years (optional).
Answer:
I talked some old farmers in my region and came to know that the following changes in irrigation and production methods have taken place in the last 30 years:
1. Changes in Irrigation Method:
30 years back, irrigation was dependent on rains, canals, wells etc. Persian wheels were used by farmers to draw water from the wells and irrigate small fields. But, now-a-days, irrigation is done using tubewells, pump sets etc.

2. Change in Production Method:
Earlier, the farming was done using traditional methods. Farmers used to plough their fields manually or with the the help of bullocks, but with the advancements in technology, ploughing, harvesting etc. works have become easier with the use of machinery like tractors, threshers etc. Production methods has changed significantly under modern farming methods. The farmers make use of HYV seeds, pesticides chemical fertilisers, modern irrigation facilities etc.

Question 13.
What are the non-farm production activities taking place in your region? Make a short list.
Answer:
The list of the non-farm production actitivies taking place in our region are follows:

1. Dairy,
2. Transportation,
3. Tailoring,
4. Manufacturing,
5. Shop-keeping,
6. Carpentery,
7. Pottery-making etc.

Question 14.
What can be done so that more non-farm production activities can be started in villages?
Answer:
Following steps can be taken so that more non-farm production activities can be started in villages:

1. Loans should be made available at low rate of interest so that even people without savings can start some non-farm activity.
2. Another thing which is essential for expansion of non-farm activities is to have markets where the goods and services produced can be sold.
3. All villages should be well-connected with improved road and railways. It will help in carrying out production activity.
4. Electricity supply should be made on regular basis.
5. Government should be more active and initiate effective employment generating schemes.
6. Government should provide training to the villagers in different skills.
7. Small scale industries should be started by entrepreneurs in rural areas to employ the villagers trained in various skills.

JAC Class 9 Social Science Solutions

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

JAC Class 9th Civics Democratic Rights InText Questions and Answers 

Questions of Unni & Munni (Page No. 76)

Question 1.
If you were a Serb, would you support what Milosevic did in Kosovo? Do you think his project of establishing Serb dominance was good for the Serbs?
Answer:
If, I were a serb, I would not support what Milosevic did in Kosovo. Really! his project of establishing Serb dominance was not good for the serbs.

Activity (Page No. 77)

Question 1.
Write a letter to Anas Jamil in UK, describing your reactions after reading his letter to Tony Blair.
Answer:
Dear Anas Jamil,
I have read your letter which was sent by you to the Prime Minister of United Kingdom. I have sympathy with you. It is your right to know the reason why your father is in prison. Why don’t you report in Amnesty International. It is an organisation of international human rights which collects information on the condition of the prisoners in Guantanamo Bay. It was reported that the prisoners were being tortured in ways that violated the US laws. The UN Secretary General said that the prison in Guantanamo Bay should be closed down. But the US government refused to accept it. I agreed with that the injustice is being done with you and your father. But keep patience, God will show you the path of light. I hope your problem will be solved.
Always with you.

Yours wellwisher
Ram Pathak

Question 2.
Write a letter from Batisha in Kosovo to a woman who faced a similar situation in
India.
Answer:
Dear Heena,
I hope that you will be fine. I am really very upset to hear this situation. A person who suffers this pain only can understand the condition of others. I don’t understand why a person hurts like this by his fellow men. Is the blood flowing inside him is not the same as in others ? And every person has a limit to bear the pain. Thus, we should fight against this massacre or crime.
Always with you.

Yours wellwisher
Batisha

Question 3.
Write a memorandum on behalf of women in Saudi Arabia to Secretary General of the United Nations.
Answer:
Secretary General,
United Nations Organisation.
Sir,
I want to pull your attention towards the worst condition of Saudi Arabian women and request you to the following measures :
1. Role of women must be compulsory in changing the rulers or in an election.
2. Women should be placed in the legislature and executive.
3. Public restrictions on women must be abolished.
4. Women should be provided the same status as men.

Yours wellwisher,
Shabana.

Check Your Progress (Page No. 77)

Question 1.
For each of the three cases of life without rights, mention an example from India. These could include the following:
1. Newspaper reports on custodial violence.
2. Newspaper reports on force-feeding of prisoners who go on hunger strike.
3. Ethnic massacre in any part of our country.
4. Reports regarding unequal treatment of women.
List the similarities and differences between the eaHier case and the Indian example. It is not necessary that for each cases you must find an exact Indian parallel.
Answer:
Student do it yourself.

Questions of Unni & Munni (Page No. 78-79)

Question 1.
What are the examples of elected governments not protecting or even attacking the rights of their own citizens? Why do theyfdo that?
Answer:
The examples of elected governments not protecting or even attacking the rights of their own citizens are government of Saudi Arabia and Former Yugoslavia.
They do that to achieve power and to control their citizens.

Question 2.
Everyone knows that the rich can have better lawyers in the courts. What is the point in talking about equality before law?
Answer:
It is true that rich people can have better lawyer in the courts on the strength of money. But according to the eonstitution the government will provide free “judicial service to every person on his demand. This is done in the name of equality before the law or equal protection of the law.

This means that the law makes no distinction between rich and poor. In his view all are equal. The rich may collect better lawyers, but if found guilty in the democratic system, they will also get the same punishment as any ordinary citizen. Hence equality before the law has a very wide meaning.

Activity (Page No. 80)

Question 1.
Go to the playground of the school or any stadium and watch a 400-metre race on any track. Why are the competitors in the outer lane placed ahead of those in the inner lane at the starting point of the race? What would happen if all the competitors start the race from the same line? Which of these two would be an equal and fair race? Apply this example to a competition for jobs.
Answer:
At the starting point of the race, the competitors in the outer lane placed ahead of those in the inner lane because the circumference of the inner lane is less than the circumference of the outer lane and to equalise this difference a player in the outer lane is placed ahead of those in the inner lane.

If all the competitors start the race from the same line than the racer of the inner lane reached first. First condition would be an equal and fair race. This example is also applicable to a competition for jobs. It is done by providing educational facilities and reservation for the weaker sections of the society.

Question 2.
Observe any big public building. Is there a ramp for physically handicapped? Are there any other facilities that make it possible for physically handicapped to use the building in the same way as any one else? Should these special facilities be provided, if it leads to extra expenditure on the building? Do these special provisions go against the principle of equality?
Answer:
Our city has a large public building, where ramps have been built for the physically handicapped. There are also many other facilities that handicapped person can easily use. For this reason, the utility of that building is as much for the handicapped as it is for the common people, it is necessary to provide this facility.

The handicapped persons are also members of our society and are respected citizens of this country. Those who have the right to equal use of public buildings. Yes, these special facilities should be provided, if it leads to extra expenditure on the building. No, these special provisions do not go against the principle of equality.

Questions of Unni & Munni (Page 81)

Question 1.
Should the freedom of expression be extended to those who are spreading wrong and narrow-minded ideas? Should they be allowed to confuse the public?
Answer:
No, the freedom of expression should not be extended to those who are spreading wrong and narrow minded ideas. They should be not allowed to confuse the public.

Check Your Progress (Page No. 83)

Question 1.
Are these cases instances of violation of right to freedom? If yes, which constitutional provision does each of these violate?
1. The government of India banned Salman Rushdie’s book Satanic Verses on the ground that it was disrespectful to Prophet Mohammed and was likely to hurt the feelings of Muslim community.
2. Every film has to be approved by the Censor Board of the government before it can
be shown to the public. But there is no such restriction if the same story is published in a book or a magazine.
3. The government is considering a proposal that there will be industrial zones or sectors of economy where workers will not be allowed to form unions or go on strike.
4. City administration has imposed a ban on use of public microphones after 10 p.m. in view of the approaching secondary school examinations.
Answer:

1. Yes, this cas’e is an instance of violation of right to freedom. It violates the freedom of speech and expression.
2. Yes, this case is an instance of violation of right to freedom because a film affects the whole society but books are read by only educated class of society.
3. Yes, this case is an instance of violation of right to freedom. It violates the freedom to form an association.
4. No, this case is not an instance of violation of right to freedom because our constitution gives us freedom but not to imitate others.

Check Your Progress (Page No. 83)

Question 1.
On the basis of these news reports write a letter to the editor or a petition to a court highlighting the violation of right against exploitation:
(i) A petition was filed in the Madras High Court, the petitioner said a large number of children aged between 7 and 12 were taken from villages in Salem district and sold at auctions at Olur Nagar in Kerala’s Thrissur district. The petitioner requested the courts to order the government to check these facts.

(ii) Children, from the age of five, were employed in the iron ore mines in the Hospet, Sandur and the Ikal areas in Karnataka. Children were forced to carry out digging, breaking stones, loading, dumping, transporting and processing of iron ore with no safety equipment, fixed wages and working hours. They handled a high-level of toxic wastes and were exposed to mine dust, which was above the permissible level. The school dropout rate in the region was very high. [March 2005]

(iii) The latest annual survey conducted by the National sample survey organisation found that the number of female child labourers was growing both in rural and urban areas. The survey revealed there were 41 female child labourers per thousand worker population in rural areas as against the previous figure of 34 per thousand. The figure for male child had remained at 31.
Answer:
Chief Justice
Tees Hazari District Court,
Delhi – 110006
Sub: Violation of right against exploitation.
Sir,
According to the various newspaper reports the children aged between 7 to 12 were forced to work in mines to carryout digging, breaking stones, loading, dumping, transporting and processing of metals. They are still sold at auction. This is an age when they are supposed to study instead they are working to fulfil their family needs. Thus, I want to drag your attention to c heck these facts and take proper action.

Petitioner

Questions of Unni & Munni (Page No. 84-85)

Question 1.
The constitution does not give people their religion. Then how can it give people the right to practice their religion?
Answer:
In a secular democracy, the people are free to choose and practice any religion of their choice. This is their fundamental right which gives them freedom to follow any religion.

Question 2.
Can the President of India stop you from approaching the Supreme Court to secure your fundamental rights?
Answer:
No, the President of India cannot stop us from approaching the Supreme Court to secure our fundamental rights.

Activity (Page No. 84)

Question 3.
Do you know that the minimum wages in your state are? If not, can you find out ? Speak to five people doing different types of work in your neighbourhood and find out if they are earning the minimum wages or not. Ask them if men and women are getting the same wages.
Answer:
The minimum wages in our state is? 225-00 per day. In my neighborhood, five people doing different types of work are the following:

Name of Person	Work	Finding Minimum wages (Yes/No)
1. Aman Singh	Sweeper	Yes
2. Raj Yadav	Electrician	Yes
3. Narendra Prakash	Carpenter	Yes
4. Dipti Sagar	Labourer	Yes
5. Saurah Sinha	Labourer	Yes

Yes, they all are aware about the minimum wages. Men and women are getting the same wages in all kinds of work except construction work.

Check Your Progress (Page No. 85)

Question 1.
Read these news reports and identify the right that is being debated in each of these cases:
1. An emergency session of the Shiromani Gurudwara Parbandhak Committee (SGPC) rejected the proposal to form a separate body to manage the affairs of sikh shrines in Haryana. It warned the government that the sikh community would not tolerate any interference in their religious affairs.

2. The Allahabad High Court quashed the Central law, which gave Aligarh Muslim University its minority status and held illegal the reservation of seats for Muslims in its postgraduate medical courses. The Rajasthan Government has decided to enact an anti-conversion law. Christian leaders have said that the. Bill would aggravate the sense of insecurity and fear in the minds of minorities.
Answer:

1. Right to Freedom of Religion.
2. Right to Equality.
3. Right to Freedom of Religion.

Activity (Page No. 87)

Question 1.
Is there a State Human Rights Commission in your state? Find out about its activities.
Answer:
Student do it yourself.

Question of Unni Munni (Page No. 87)

Question 1.
Are these rights only for adults? Which of these rights are available to children.
Answer:
No, these rights are not only for adults.
The rights available the children are – Right to live life, Right to freedom of religion, right to equality and Right to education etc.

JAC Class 9th Civics Democratic Rights Textbook Questions and Answers 

Question 1.
Which of the following is not an instance of an exercise of a fundamental right?
(a) Workers from Bihar go to Punjab to work on the farms.
(b) Christian missions set up a chain of missionary schools.
(c) Men and women government employees get the same salary.
(d) Parents, property is inherited by their children.
Answer:
(d) Parent’s property is inherited by their children.

Question 2.
Which of the following freedoms is not available to an Indian citizen?
(a) Fredom to criticise the government
(b) Freedom to participate in armed revolution
(c) Freedom to start a movement to change the government
(d) Freedom to oppose the central values of the constitution
Answer:
(b) Freedom to participate in armed revolution

Question 3.
Which of the following rights is available under the Indian constitution ?
(a) Right to work
(b) Right to adequate livelihood
(c) Right to protect one’s culture
(d) Right to privacy
Answer:
(c) Right to protect one’s culture

Question 4.
Name the Fundamental Right under which each of the following rights falls:
(a) Freedom to propagate one’s religion
(b) Right to life
(c) Abolition of untouchability
(d) Ban on bonded labour
Answer:
(a) Right to freedom of religion
(b) Right to freedom
(c) Right to equality
(d) Right against exploitation

Question 5.
Which of these statements about the relationship between democracy and rights is more valid? Give reasons for your preference.
(a) Every country that is a democracy gives rights to its citizens.
(b) Every country that gives rights to its citizens is a democracy.
(c) Giving rights is good, but it is not necessary for a democracy.
Answer:
(a) Every country that is a democracy gives rights to its citizens Reasons for preference:

1. According to the definition of democracy, it is for the people, thus citizens’ rights are
   protected in a democracy.
2. The main principle of democracy is an equality. Thus, in democracy the place for
   equality and development of citizen is definite.

Question 6.
Are these restrictions on the right to freedom justified ? Give reasons for your answer.
(a) Indian citizens need permission to visit some border areas of the country for reasons of security.
(b) Outsiders are not allowed to buy property in sgme areas to protect the interest of the local population.
(c) The government bans the publication of a book that can go against the ruling party in the next elections.
Answer:
(a) Statement (a) is justified on the right to freedom. If the government imposes a ban on people moving to some sensitive border areas, then it is all right. Because it not only threatens the security of the person concerned but by taking advantage of it, people involved in anti-national activities can also exchange information with enemies. Also, such freedom can encourage illegal trade and infiltration across the border.

(b) Statement (b) is justified on the right to freedom. Citizens also have the freedom to settle anywhere in the country under the freedom given by the constitution, but if the government decides in the interest of the local people that an outsider can not buy property in a particular area then it is only fair. This is done by the government to maintain the special cultural identity of the people there.

(c) No, it is not justified on the right to freedom. People have the freedom to express their views under the constitution and the book is a medium for expressing their views. The condition is that such view should not be anti-social or anti-national. But if the government been the publication of a book only for the reason that it is against his party or it may have an impact on the ruling party in the next elections, then it is wrong. This violates a person’s right to freedom.

Question 7.
Manoj went to a college to apply for admission into an MBA Course. The clerk refused to take his applications and said “You, the son of a sweeper, wish to be a manager. Has anyone done this job in your community ? Go to the municipality office and apply for a sweeper’s position.” Which of Manoj’s fundamental rights are being violated in this instance ? Spell these out in a letter from Manoj to the district collector.
Answer:
1. In, this instance following fundamental rights of Manoj are being violated:
(a) Right to equality and
(b) Right to freedom

2. The District Collector Agra, (U. P.)
Sub: Redressal required of violation of my right to equality for admission in a college.
Sir
I wish to inform you that my admission for pursuing a course leading to the MBA degree in D.B. college, farah in your district has been refused because the clerk of the college said, “you are the son of a sweeper. Np body from your community has done such a course,” This is totally unjust and a violation of my Right to Equality.

I am fully qualified to apply for the course, having already completed my graduation. You are requested to look into this matter and talk to the authorities of the concerned college to accept my application.
Tliank you.

Sincerely yours,
Manoj.

Question 8.
When Madhurima went to the property registration office, the Registrar told her, “You can’t write your name as Madhurima Baneijee d/o A. K. Banerjee. You are married, so you must give your husband’s flame. Your husband’s surname is Rao. So your name should be changed to Madhurima Rao.” She did not agreelShe said “If my husband’s name has not changed after marriage. Why should mine?” In your opinion who is right in this dispute? And Why?
Answer:
After her marriage, a woman has a right either to retain her maiden name alongwith the surname of her parents or she can change her maiden surname by her husband’s surname. In my opinion Madhurima is right in this dispute.

Question 9.
Thousands of tribals and other forest dweller gathered at Piparia in Hoshangabad district in Madhya Pradesh to protest against their proposed displacement from the Satpura National Park, Bori Wildlife Sanctuary and Panchmarhi wildlife sanctuary. They argue that such a displacement is an attack on their livelihood and beliefs.

Government claims that their displacement is essential for the development of the area and for protection of wildlife. Write a petition on behalf of the forest dweller’s to the NHRC, a response from the government and a report of the NHRC on this matter.
Answer:
1. A petition on behalf of the forest dwellers to the NHRC.
Commissioner
National Human Rights Commission,
New Delhi,
Subject: In relation to displacements.
Sir,
This petition is concerned to the displacement from Satpura National Park, Bori wildlife sanctuary and Panchmarhi wildlife sanctuary. It is a matter of suffering for livelihood and beliefs. Our ancestors live in jungle and worship their Forest God’ and ‘mountains’ but we cannot not continue it due to our displacement. Please enquire the matter and then take a decision.

Petitioner,
Tribal people.

2. A response from the government A Public Information
This is to inform the people living in Satpura National Park, Bori wildlife sanctuary and Panchmarhi wildlife sanctuary that their displacement is necessary due to following reasons:

1. It is necessary for the development of these areas.
2. If these people live here continuously then it is difficult to save the endangered species of this region.
3. It is essential to save the nature and wildlife for the future generations.

3. A report of National Human Rights Commission:
The Madhya Pradesh Government should clarify the following points in order to fulfil the sufficient recovery amount:

1. The houses of forest dwellers should be premade and distributed fairly.
2. All tribal people should be provided loan on minimum interest to set up new business.
3. They all should be provided an adequate training to start the small scale industries.

Question 10.
Draw a web interconnecting different rights discussed in this chapter. For example, right to freedom of movement is connected to the freedom of occupation. One reason for this is that freedom of movement enables a person to go to place of work within one’s village or city or to another village, city or state. Similarly this right can be used for pillgrimage, connected with freedom to follow one’s religion. Draw a circle for each right and mark arrows that show connection between or among different rights. For each arrow give an example that shows, the linkage.
Answer:

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Notes  Geography Chapter 4 Climate.

→ Introduction

• The term climate is the sum total of all the weather conditions and variations.
• “Weather” refers to the state of the atmosphere over an area at any point of time.
• Based on the generalised monthly atmospheric conditions, the year is divided into 3 seasons which are winter, summer and rainy season.
• The world is divided into a number of climatic regions.
• The climate of India is described as Monsoon type.
• Monsoon type of climate is also found in South Asia and South-Eastern countries.

→ Climatic Controls

• There are six major controls of the climate at any place. They are: Latitude, Altitude, Pressure, Wind system, Distance  rom the sea, Ocean currents, Relief features.

→ Factors Affecting India’s Climate

• Factors Affecting India’s Climate are: Latitude, Altitude, Pressure and surface winds in upper air circulation, Western cyclonic disturbances and tropical cyclones.

→ The Indian Monsoon

• Monsoon winds strongly influence the climate of India.
• The monsoons are experienced in the tropical areas roughly between 20° North and 20° South.
• The word Monsoon is derived from the Arabic word “Mausim” which literally means ‘Season’.
• ‘Monsoon’ refers to the seasonal reversal in the wind direction during a year.
• The differential heating and cooling of land and water creates low pressure on the landmass of India.
• The Inter Tropical Convergence Zone (ITCZ) in summer season shifts its position over the Ganga plain.
• The presence of the high-pressure area east of Madagascar, approximately at 20° South over the Indian Ocean is also responsible for monsoon in India.
• The Tibetan plateau gets intensely heated during summer.
• The movement of the westerly jet stream to the north of the Himalayas and the presence of the tropical easterly jet stream over the Indian Peninsula during summer.
• The Inter Tropical Convergence Zone (ITCZ) is a broad trough of low pressure in equatorial latitude. In ITCZ, there is convergence of North-East and South-East trade winds.
• Southern oscillation is the reversal of pressure conditions and vice-versa in Southern Pacific Ocean and Eastern Indian Ocean.
• ENSO is the combination of EL-Nino (a warm ocean current near Peruvian coast) and Southern oscillation. The changes in pressure conditions are connected to EL NINO, hence, the phenomenon is reffered to as ENSO.

→ Advancing Monsoon (The Rainy Season)

• The low pressure area over the Northern plains condenses by mid June and attracts the trade winds.
• These trade winds originate over the warm tropical ocean in the Southern hemisphere. After crossing the equator, these blow in the South-West direction, entering the Indian Peninsula as South-West monsoon.
• They cover the entire sub-continent except extreme North-West in just over one month.
• Maximum rainfall due to these winds occurs in North-Eastern India (mainly Meghalaya and Assam).
• The windward side of the Western Ghats receives very heavy rainfall, more than 250 cm in the early season. While the rain shadow area, the Deccan Plateau and parts of Madhya Pradesh also receive some amount of rainfall.

→ Retreating/Post Monsoon Season (The Transition Season)

• By the beginning of October, the monsoon withdraws from the Northern plains and dry winter conditions prevail by the end of November.

→ Distribution of Rainfall

• Mawsynram located in the Southern ranges of the hills of Meghalaya receives highest rainfall in the world receives.
• Parts of Western Coast and North-Eastern India receive over about 400 cm of rainfall annually.
• However, it is less than 60 cm in Western Rajasthan and adjoining parts of Gujarat, Haryana and Punjab Rainfall is equally low in the interior of the Deccan plateau and East of the Sahyadris.
• A third area of low precipitation is around Leh in Ladakh.

→ Monsoon as a Unifying Bond:

• The monsoon unites the land because it provides a rhythmic cycle of seasons.
• The Indian landscape, its animal and plant life, its entire agricultural calender and the life of the people, including their festivities, revolve around the monsoon phenomenon.
• These monsoon winds bind the whole country by providing water to set the agricultural activities in motion.

→ Climate: It refers to the sum total of all the weather conditions and variations over a large area for a long period of time (more than thirty years).

→ Weather: It refers to the state of the atmosphere over an area at any point of time.

→ Monsoon: It refers to the seasonal reversal in the wind direction during a year.

→ Humidity: Humidity is a measure of dampness of the atmosphere. It varies greatly from place to place and from time to time.

→ Jet streams A narrow belt of high altitude westerly winds in the troposphere.

→ Coriolis force: It is an apparent force caused by the earth’s rotation.

→ Trade winds: These are strong winds that blow towards the equator from the north-east or the south-east.

→ Southern oscillation: The periodic change in pressure condition is called as the southern oscillation.

→ Subtropical high pressure belt It lies between 30°-35° North and South latitudes in both the hemispheres.

→ Equatiorial low pressure zone : It is a thin belt of low pressure found near the Equator between 5° North and South.

→ Leeward side: A rain shadow area of dry land that lies on the downward side of a mountain.

→ Windward side: A rain shadow area of dry land that lies on the windy side of a mountain.

→ Rainfall: It refers to condensed water vapour which falls on the earth from the clouds in the form of water drops.

→ Precipitation: It includes rainfall, sleet, snow and hail.

→ Mango Showers: The pre-monsoon showers which help in the ripening of mangoes in coastal Kerala and Karnataka.

→ Mahawat: Mahawat in geographical terms refers to the winter rainfall that occurs in the Western part of India. This rainfall is non-seasonal, and it occurs as a result of western disturbances the moisture for these rains comes from the Mediterranean Sea and the Atlantic Ocean.

→ Loo: Strong, dusty, hot, dry winds blowing during the day over the north and north¬western India.

→ Low pressure trough: It is an elongated low pressure area.

→ Western disturbances: It is the term used in the Indian subcontinent to describe an extra-tropical storm originating in the Mediterranean that brings sudden winter, rain and snow to the north-western parts of the subcontinent.

→ Inter Tropical Convergence Zone (ITCZ): It is a broad trough of low pressure in equitorial latitudes- this is where the north-east and the south-east trade winds converge. It lies more or less parallel to the Equator, but moves north or south with the apparent movement of the sun.

→ EI Nino: It is a warm ocean current that flows over Peru in an interval of two to five years. ‘El Nino’ is a Spanish word, meaning ‘the child’.

→ ENSO: The phenomenon of El Nino and southern oscillation is jointly known as ENSO (El Nino Southern Oscillation).

→ Kal Baisakhi: In West Bengal, the season for localised thunderstorms is associated with violent winds, torrential downpours, often accompanied by hail; these storms are known as Kal Baisakhi.

→ October Heat: The hot and humid conditions which make the weather oppressive.

→ Altitude: It refers to the height above mean sea level.

JAC Class 9 Social Science Notes

JAC Board Class 9th Social Science Notes Geography Chapter 3 Drainage

→ Introduction

• The term drainage describes the river system of an area.
• The area drained by a single river system is called a Drainage Basin.

→ Drainage System in India

• The Indian rivers are divided into two major groups : (i) The Himalayan rivers, and (ii) The Peninsular rivers.

→ The Himalayan Rivers

• Most of the Himalayan rivers are perennial, which means they have water throughout the year.
• These rivers receive water from rain as well as from melted snow from the lofty mountains.
• The Indus, the Ganga and the Brahmaputra are major Himalayan rivers.
• These rivers are long and joined by many large and important tributaries.
• They have cut through the mountains, making Gorges.
• The Himalayan rivers have long courses from their source to the sea.
• These rivers perform intensive erosion activity in their upper course and carry huge loads of silt and sand.
• These rivers form meanders, ox-bow lakes and other depositional features during their middle and lower courses in the floodplains.
• These rivers have well-developed deltas.

→ The Indus River System

• The Indus river rises from China (Tibet) near Mansarovar lake. It flows westwards and enters India in the Ladakh region.
• It has a total length of 2900 km and it is one of the longest rivers of the world.
• Several tributaries like the Zaskar, Nubra, Shyok and Hunza join it in the Kashmir region. The Indus flows through Baltistan and Gilgit and emerges from the mountains at Attock.
• The Sutlej, Beas, Ravi, Chenab and Jhelum join together the Indus near Mithankot in Pakistan.
• The Indus flows southwards till it reaches the Arabian Sea, east of Karachi Port in Pakistan.
• As per the Indus Water Treaty signed between India and Pakistan in 1960, India can utilise only 20 percent of water carried by the Indus River system. Punjab,Haryana and southern and western parts of Rajasthan use this water for irrigation.

→ The Ganga River System

• This river system starts as the Bhagirathi from the Gangotri glacier in Uttarakhand. It is joined by the Alaknanda river at Devprayag to form the Ganga. Its length is over 2500 km.
• At Haridwar, the Ganga emerges from the mountains on to the plains. Its major tributaries are Yamuna, Ghaghara, Gandak and Kosi.
• The river Yamuna rises from the Yamunotri glacier in the Himalayas. It flows parallel to the Ganga as a right bank tributary. It meets the Ganga at Allahabad (Uttar Pradesh).
• The Ganga’s main tributaries which come from the peninsular uplands are Chambal, Betwa and Son.
• The Ganga flows eastwards till Farakka in West Bengal. Here, it divides into two branches and forms a distributary known as the Bhagirathi-Hooghly which flows into the Bay of Bengal.
• The main stream of the Ganga flows into Bangladesh where it is joined by the Brahmaputra coming from Assam to form the Meghna. It flows into the Bay of Bengal forming the Sunderban delta.
• The Namami Gange Programme, an integrated conservation mission was approved as a ‘flagship programme’ by the Government of India in June, 2014.
• The objective of this programme is the effective reduction of pollution, conservation and rejuvenation of the national river Ganga.

→ The Brahmaputra River System

• The Brahmaputra rises in Tibet, East of Mansarovar lake.
• It is slightly longer than the Indus and most of its course lies outside India.
• It is joined by many tributaries like Dihang, Lohit, etc. to form the Brahmaputra in Assam.
• It carries very little silt and water from Tibet as it is a cold and dry area.
• In Assam, it carries a large amount of water and silt because Assam is a high rainfall area.
• It has a braided channel in Assam, forming many riverine islands. Majuli Island the world’s largest riverine Island is formed by it.
• Brahmaputra overflows its banks during the monsoon every year, causing severe floods in Assam and Bangladesh.

→ The Peninsular Rivers

• The peninsular rivers are seasonal rivers as their flow is dependent on rainfall.
• These rivers have shorter and shallower courses as compared to the Himalayan rivers.
• Most peninsular rivers originate in the Western Ghats and flow towards the Bay of Bengal.
• The major rivers of the peninsular region are the Godavari, the Mahanadi, the Krishna and the Kaveri. They flow eastwards and drain into the Bay of Bengal. These rivers make deltas at their mouths.
• The Tapi and the Narmada are the only two long rivers which flow westwards and make estuaries. The drainage basins of the peninsular rivers are comparatively smaller in size.
• The important basins of peninsular rivers are as follows:

→ The Narmada Basin

• The Narmada rises in the Amarkantak Hills of Madhya Pradesh.
• It flows towards the west in a rift valley formed due to a geological fault.

→ The Tapi Basin

• The Tapi rises in the Satpura ranges in Betul district of Madhya Pradesh.

→ The Godavari Basin

• The river Godavari rises from the slopes of the Western Ghats in Nasik distrir Maharashtra.
• It is the longest river (about 1500 km) having the largest drainage basin and the largest delta among all peninsular rivers.
• It is also known as the Dakshin Ganga because of its length and the area it covers.

→ The Mahanadi Basin

• The Mahanadi rises in the highlands of Chhattisgarh and flows through Odisha to reach the Bay of Bengal.

→ The Krishna Basin

• The Krishna river rises from the Western Ghats near Mahabaleshwar.
• It flows into the Bay of Bengal before forming a large delta. Its length is about 1400 – km.

→ The Kaveri Basin

• The Kaveri river rises in the Brahmagiri range of the Western Ghats and reaches the Bay of Bengal, South of Cuddalore in Tamil Nadu.
• The length of this river is about 760 km. Its main tributaries are the Amravati, Bhavani, Hemavati and Kabini.
• The river Kaveri makes the second biggest waterfall in India known as Sivasamudram.

→ Lakes

• Lakes are useful to human beings in many ways. They are popular tourist destinations and are also used for sporting activities like boating, swimming, water sports, etc.
• India has many lakes. These include both permanent as well as seasonal lakes.
• Most of the freshwater lakes are in the Himalayan region. They are of glacial origin.
• Lakes help to regulate the flow of rivers. During heavy rainfall, they prevent flooding and during the dry season they provide water to rivers.

→ Role of Rivers in the Economy.

• Rivers have played an important role throughout human history. Water from the rivers is a basic natural resource, essential for various human activities.
• They provide water for irrigation, facility for navigation, fisheries and also provide water for domestic use like washing, cooking, drinking, etc.
• They also help to generate hyderoelectric power.

→ River Pollution

• Today, pollution in rivers has become a major problem because of growing domestic, municipal, industrial and agricultural activities.
• A heavy load of untreated sewage and industrial effluents are emptied into the rivers.
• This affects not only the quality of water, but also the self-cleansing capacity of the river.
• To tackle this problem, government has launched several plans like the National River Conservation Plan.
• National River Conservation Plan (NRCP) aims to improve the water quality of the rivers.

→ Drainage: A system of flowing water from the higher level to the lower level.

→ Stream: A stream is a small water body with surface water flowing within the bed and bank of the channel. It exists by itself and joins with other streams tc form a large river.

→ Basin: An area of land surrounding a large river or a lake or a sea from which water and streams run down into it.

→ Water divide: Any elevated area such as a mountain or an upland that separates two drainage basins is known as a water divide.

→ Perennial rivers: Rivers having water throughout the year.

→ Gorge: A Gorge is a narrow valley with steep, rocky sides located between hills or mountains.

→ Meanders: A meander is a winding curve or bend in a river. Meanders are the result of both erosional and depositional processes.

→ Catchment Area: An area drained by a major river and its tributaries.

→ Ox-bow lake: An oxbow lake is a u-shaped lake thet forms when a wide meander of a river is cut off, creating a free-standing body of water.

→ Delta: Delta is a landform created by deposition of sediment that is carried by a river as the flow leaves its mouth and enters slower-moving or stagnant water body.

→ Tributary and Distributary: A small river that flows into a large river is called a tributary, while a river that originates from a main river is called a distributary.

→ River System: A river alongwith its tributaries is called a river system.

→ Lake: A body of water, lying on a hollow on the Earth’s surface and being entirely surrounded by land is known as lake.

→ Estuary: An Estuary is a partially enclosed body of brackish water with one or more rivers or streams flowing into it and with a free connection to the open sea.

→ Fault: A fault is a fracture in a rock where there has been movement and displacement.

→ Rift Valley: A rift valley is a linear shaped lowland between several highlands or mountain ranges created by the action of a geological rift or fault.

→ Braided Channel: A drainage channel in which bars and spits have been deposited to form islands around which the river flows.

→ Lagoon: An area of calm seawater that is separated from the ocean by reefs or sandbars.

JAC Class 9 Social Science Notes

JAC Board Class 9th Social Science Important Questions Economics Chapter 2 People as Resource

I. Objective type Questions

1. Which of the following has the stock of skill and productive knowledge embodied in them?
(a) Human capital
(b) Land
(c) Labour
(d) Physical capital
Answer:
(a) Human capital

2. Which of the following is a primary activity?
(a) Transport
(b) Fishing
(c) Trade
(d) Tourism
Answer:
(b) Fishing

3. The work force population includes people from:
(a) 0-14 years
(b) 15-35 years
(c) 15-59 years
(d) None of these
Answer:
(c) 15-59 years

4. In which of the following areas is disguised unemployment found?
(a) Mining
(b) Agriculture
(c) Fishing
(d) Trade
Answer:
(b) Agriculture

5. Which type of unemployment is found in urban areas?
(a) Seasonal umemployment
(b) Disguised unemployment
(c) Educated unemployment
(d) None of these.
Answer:
(c) Educated unemployment

II. Very Short Answer Type Questions

Question 1.
Define human capital.
Answer:
When investment is made in the form of education, training and medical care, the quality of  population improves and it becomes a great asset. This is called human capital.

Question 2.
How is human resource superior to land and capital?
Answer:
Human resource is superior to land and capital as only it can make use of land and capital.

Question 3.
Which county has invested most in human resources?
Answer:
Japan has invested most in human resources.

Question 4.
In how many sectors are economic activities classified?
Answer:
Economic activities are divided into three major sectors, i.e. primary, secondary and tertiary.

Question 5.
Agriculture is an activity of which sector?
Answer:
Agriculture is an activity of the primary sector.

Question 6.
Manufacturing is an activity of which sector?
Answer:
Manufacturing is an activity of the secondary sector.

Question 7.
Banking is included in which sector of activity?
Answer:
Tertiary sector.

Question 8.
Classify economic activities.
Answer:
Economic activities are classified into two types:

1. Market activities
2. Non-market activities.

Question 9.
What does the quality of the population depend upon?
Answer:
The quality of the population depends upon the literacy rate, health of a person indictated by life expectancy and skill formation acquired by the people of the country.

Question 10.
Which type of population is an asset for an economy?
Answer:
A literate and healthy population is an asset for an economy.

Question 11.
Name any two programmes being run to increase enrolment in elementary education.
Answer:

1. Bridge courses
2. Back-to-school camps.

Question 12.
Which scheme is being implemented to encourage attendance and retention of chil-dren and improve their nutritional status?
Answer:
Mid-Day Meal scheme.

Question 13.
Which age group of people are included in the workforce population?
Answer:
The work force population consists of people in the age group of 15 to 59 years.

Question 14.
What do you mean by Infant Mortality Rate?
Answer:
Infant Mortality Rate is the number of the deaths of infants under one year of age. Per 1000 live births.

Question 15.
What types of unemployment has been found in India?
Answer:

1. Seasonal unemployment,
2. Disguised unemployment,
3. Educated unemployment,
4. Semi-unemployment.

Question 16.
Which type of unemployment is seen in rural areas?
Answer:
There is seasonal and disguised unemployment in rural areas.

Question 17.
What kind of unemployment is seen in urban areas?
Aus.
Urban areas mostly witness educated unemployment.

Question 18.
Write any two disadvantages of unemployment.
Answer:

1. Unemployment leads to wastage of manpower resource.
2. Unemployment tends to increase economic overload.

Question 19.
What does e increase in unemployment indicate?
Answer:
Increase in unemployment is an indicator of a depressed economy.

III. Short Answer Type Questions

Question 1.
Explain population as an asset for the economy rather than a liability.
Answer:
Often, population is considered as a liability and we talk only about its negative aspects like the problems of food, education and health facilities. But in fact, population is an asset for the economy. It becomes human capital when the investment made has; be.gr in the form of education, training and medical care. It makes a contribution in’the creation of the Gross National Product. It is called human resources and has much more important than other resources like land, capital, etc.

Question 2.
Why do educated parents invest heavily on the education of their child?
Answer:
Educated parents invest more heavily on the education of their child because they have realised the importance of education for themselves. They are also conscious about proper nutrition and hygiene. They accordingly look after their children’s needs for education at school and for their good health. A child with investments made on his/her education and health, can yield a high return in the future in the form of higher earnings, resulting in greater contribution to society and country.

Question 3.
How did countries like Japan become developed?
Answer:
These countries did not have natural resources. But they have invested on people, especially in the field of education and health. These people have made efficient use of other resources like land and capital. Efficiency and the technology evolved by people have made these countries rich and developed. So, human resource is the driving force behind the development of these countries.

Question 4.
What is the difference between market activities and non-market activities?
Or
Explain market and non-market activities.
Answer:
1. Market activities:
Market activities involve remuneration to anyone with performs them, i.e. activity performed for pay or profit. These include production of goods or services, including government service.

2. Non-market activities:
Non-market activities involve production for self-consumption. These can be consumption and processing of primary product for own use, and own account production of fixed assets. *

Question 5.
Mention any four causes responsible for unemployment in India.
Answer:
Four causes responsible for unemployment in India are as follows:

1. Population explosion,
2. Low productivity in agriculture sector,
3. Defective educational system,
4. Defective economic planning,

Question 6.
Explain different types of unemployment found in India.
Answer:
1. Seasonal Unemployment:
When people do not find jobs during some months of the year, this situation is known as seasonal unemployment.

2. DisguisCftUnemptoyment:
In this situation, people appear to be employed while actually they are not contributing to the productivity.

3. Educated Unemployment:
When educated people even highly educated people, fail to get a good job, then the situation is called educated unemployment. Now this has become a common phenomenon in India.

Question 7.
“Employment structure is characterised by self-employment in the primary sector.” Explain this statement.
Answer:
This statement refers to the agricultural sector, where most of the people are small farmers with land holdings of less than two hectares. They are self employed because the whole family works on the land, though not all are really needed. The whole family shares what has been produced. This concept of sharing of work in the farm and sharing the produce reduces the hardship of unemployment in rural areas.

IV. Long Answer Type Questions

Question 1.
How can a large population be turned into a productive asset? Explain.
Answer:
People are the most important resource of a country. If a country invests more on its people’s welfare they can be turned into a productive asset.
The following points explain this:

1. If a nation provides better education and training then this investment will develop a more skilled and innovative workforce. This can contribute in the growth of the economy.
2. Investment in the form of education will ensure good employment opportunities to the people who can not only improve their living standard but also will be able to contribute to the national income of the country.
3. Health is a very important aspect of life. Investment on healthcare facilities of the population will allow people to avail these facilities and this can lead to a healthy environment for them to develop.
4. The government should invest in the rural and backward regions and in modernization of agriculture. Through this investment, the population of rural and backward areas can be transformed into an asset.

Question 2.
Throw light on the working women in India.
Or
What is the condition of working women in India?
Answer:
The condition of working women can be described as follows:

1. A great number of women have less education and low skill levels.
2. Women are paid less as compared to men.
3. Most women work where job security is not available.
4. Various measures relating to legal protection for women are weak.
5. Most women work in unorganised sector.
6. In unorganised sector, there is an absence of basic facilities like maternity leave, Childcare and other social security system

However, educated and skilled women are paid at par with the men. Some women have entered administrative and other services which need high levels of scientific and technological competence. Teaching and medicine sectors attract women the most.

Question 3.
Describe some measures taken by the government to spread education in India.
Answer:
Some measures taken by the government to spread education in India are as follows:

1. Our constitution has a provision to provide universal, free education up to the age of 14 years. So, our central government has started a project named “Sarva Shiksha Abhiyan” in partnership with the states to provide elementary education to all children.
2. Mid-Day Meal scheme has been started to encourage attendence and retention of children and improve their nutritional status.
3. ‘Bridge courses’ and ‘Back-to-School’ camps have been inititated to increase the enrolment in elementary education.
4. Special schools like Navodaya Vidyalaya have been established in each district.
5. Vocational streams have been developed to provide knowledge and skills related with various occupations for High School students.
6. The primary school system has expanded to over 5,00,000 villages in India.
7. Special emphasis has been laid on girls’ education.

Question 4.
What are the disadvantages of unemployment? Name two types of unemployment prevailing in India.
Answer:
Disadvantages of unemployment: Disadvantages of unemployment are as follows:

1. It is a wastage of manpower resource.
2. It increases the economic overload.
3. It tends to increase the number of dependent population.
4. Increase in unemployment is an indicator of a depressed economy.

Two types of unemployment found in India are:
1. Seasonal unemployment:
When people do not find jobs during some months of the year, this situation is known as seasonal unemployment. This type of unemployment is seen in the agricultural sector. Agriculture being a seasonal activity, most of the labour is required during sowing and harvesting. At other times, the labourer is unemployed.

2. disguised unemployment:
This type of unemployment occurs when all the members of a family of a small farmer are working in the fields, but all may not be required. Similar is the case of family-owned shops, where all family members may be work-ing at the shop, but all are not required. Actually they are working at less than full productivity.

JAC Class 9 Social Science Important Questions