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Are you seeking for the Madhya Pradesh Board Solutions 10th General English The Spring Blossom Solutions Chapter 11 Wind Questions and Answers PDF? If yes, then read this entire page. Here, we are giving a direct link to download MP Board Class 10th English Solutions Questions and Answers PDF which contains the chapter wise questions, solutions, and grammar topics. You can also get the shortcuts to solve the grammar related questions on this page.

MP Board Class 10th General English The Spring Blossom Solutions Chapter 11 Wind

For the sake of students we have gathered the complete 10th General English The Spring Blossom Solutions Chapter 11 Wind Questions and Answers can provided in pdf Pattern. Refer the chapter wise MP Board Class 10th English Solutions Questions and Answers Topics and start the preparation. You can estimate the importance of each chapter, find important English grammar concepts which are having more weightage. Concentrate on the important grammar topics from Madhya Pradesh Board Solutions for 10th English Chapter 11 Wind Questions and Answers PDF, prepare well for the exam.

Wind Textual Exercises

Word Power

A. Match the following words with the rhyming ones.
(सुमेलित कीजिए।)

Answer:
1. → (b)
2. → (c)
3. → (e)
4. → (a)
5. → (d)

B. Give one word for the following expressions.
(एक शब्द दीजिए)
Answer:

1. air that moves quickly as a result of natural forces – wind
2. to put something in a secret or unknown place – hide
3. large and dangerous animal – beast
4. a device or a person that produces a current of air – blower

C. Study the meanings of the words starting with ‘wind’ in the book and fill in the blanks making necessary changes.
(रिक्त स्थान भरिए।)
Answer:

1. Calm down! Can’t you see he is only winding up.
2. Can I wind my window down?
3. If we all agree, let’s wind up the discussion.
4. Many governments are winding down their nuclear programmes.

How Much Have I Understood?

A. Answer these questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Who takes the kites high?
(हू टेक्स द काइट्स हाइ?)
पतंगों को ऊँचा कौन ले जाता है?
Answer:
The wind takes the kites high.
(द विण्ड टेक्स द काइट्स हाइ।)
हवा पतंगों को ऊँचा ले जाती है।

Question 2.
What does the wind always do?
(व्हॉट डज़ द विण्ड ऑल्वेज़ डू?)
हवा हमेशा क्या करती है?
Answer:
Wind always hides itself after doing different things.
(विण्ड ऑल्वेज़ हाइड्स इटसेल्फ आफ्टर डूइंग डिफ्रेंट थिंग्स।)
हवा हमेशा विभिन्न कार्य करने के पश्चात् खुद छुप जाती

Question 3.
How does the wind work?
(‘हाउ डज़ द विण्ड वर्क?)
हवा कैसे कार्य करती है?
Answer:
A wind works by blowing. It sometimes pushes and sometimes makes a loud sound.
(अ विण्ड वर्क्स बाइ ब्लोइंग। इट समटाइम्स पुशेज़ एण्ड समटाइम्स मेक्स् अ लाऊड साऊण्ड।)
हवा बहकर कार्य करती है। यह कभी धक्का देती है व कभी तेज आवाज करती है।

Question 4.
What does the poet want to know about the wind?
(व्हॉट डज़ द पोऍट वॉण्ट टू नो अबाऊट द विण्ड?)
कवि हवा के विषय में क्या जानना चाहता है?
Answer:
The poet wants to know that whether the wind is young or old.
(द पोऍट वॉण्ट्स् टू नो दैट वैदर द विण्ड इज़ यंग और ओल्ड।)
कवि यह जानना चाहता है कि हवा उम्र में छोटी है या बड़ी।

Question 5.
What does the poet ask in the last stanza?
(व्हॉट डज़ द पोऍट आस्क् इन द लास्ट स्टैजा?)
कवि आखिरी पद में क्या पूछता है?
Answer:
The poet asks in the last stanza that whether the wind is a beast or just a stronger child than the poet himself.
(द पोऍट आस्क्स इन द लास्ट स्टैंजा दैट वैदर द विण्ड इज़ अ बीस्ट और जस्ट अ स्ट्राँगर चाइल्ड दैन द पोऍट हिमसेल्फ।)
कवि आखिरी पद में पूछता है कि क्या हवा एक पशु है या फिर सिर्फ कवि से ज़्यादा बलशाली बालक है।

B. Answer these questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
What are the types of works of the wind as described in the poem?
(व्हॉट आर द टाइप्स ऑफ वर्क्स ऑफ द विण्ड एज़ डिस्क्राइब्ड इन द पोऍम?)
कविता में हवा के किस प्रकार के कार्य वर्णित हैं?
Answer:
In the poem it has been described that a wind tosses the kites high and blows the birds in the sky. It also pushes different objects.
(इन द पोऍम इट हैज़ बीन डिस्क्राइब्ड् दैट अ विण्ड टॉसेज़ द काइट्स् हाय एण्ड ब्लोज़ द बर्ड्स इन द स्काय। इट ऑल्सो पुशेज़ डिफ्रेन्ट ऑब्जेक्ट्स्।)
कविता में हवा के कार्यों का वर्णन करते हुए कहा गया है कि हवा पतंगों को आकाश में उड़ा देती है व चिड़ियाँ आकाश में बहने लगती हैं। वह विभिन्न वस्तुओं को धकेलती भी है।

Question 2.
What does the poet want to know about the ‘blower’ the wind?
(व्हॉट डज़ द पोऍट वॉण्ट टू नो अबाऊट द ‘ब्लोअर’-द विण्ड?)
कवि ‘फॅकनी’ हवा के विषय में क्या जानना चाहता है?
Answer:
The poet wants to know whether the ‘blower’, the wind is young or old.
(द पोऍट वॉण्ट्स टू नो वैदर द ‘ब्लोअर’, द विण्ड इज़ यंग और ओल्ड।)
कवि यह जानना चाहता है कि हवा उम्र में कम है या अधिक है।

Listening Time

From the given story complete these statement.
(निम्न वाक्यों को पूरा कीजिए।)
Answer:

1. One day, Hodja came to talk to the people.
2. The first time, the people answered that they did not know what Hodja was going to say.
3. The second time they said they knew what Hodja was going to say.
4. The third time they thought they would be cleverer than Hodja.
5. But Hodja showed them that he was the cleverer of them all.

Speaking Time

Talk to your friends by using the given question.
(दी गई प्रश्नों द्वारा अपने मित्रों से बात करिए।)
Answer:
Students can talk to their friends by asking the questions given in the book.
(छात्र आपस में स्वयं बात करें।)

Writing Time

A. Study the graph given in the textbook and answers the following questions.
(पुस्तक में दिये गये ग्राफ को देखकर निम्न प्रश्नों के उत्तर दीजिए।)

Question 1.
What was the difference between the highest, maximum temperature and the lowest minimum temperature?
Answer:
50°F (95°F-45°F).

Question 2.
Name those months when the minimum temperature was below 60°F.
Answer:
January, February, October, November, December

Question 3.
Which month had the minimum difference between the two kinds of temperature?
Answer:
July.

Question 4.
Which was the coldest month?
Answer:
January

Question 5.
What are the lowest and highest limits of the minimum temperature?
Answer:
Lowest limit – 75°F, Highest limit – 45°F.

B. Write a letter to the Collector requesting him to ban the use of loud speakers.
(कलेक्टर को लाउडस्पीकर पर रोक लगाने के लिए पत्र लिखो।)
Answer:
31, Ashish Nagar,
Katni
1st April, 20 ….

To,
The district Magistrate,
Katni

Subject: Ban on the use of loud-speakers

Sir,
I want to draw your attention to the nuisance caused by the use of loud-speakers. I am a student of high school and my examinations are near. It is a time when all the students are busy day and night preparing for the examinations. Their success depends upon the proper use of their time and the concentration of their minds. It is regrettable that majority of the citizens do not realise the importance of this time for ! students. They enjoy full liberty to use loud-speakers at their highest pitch to celebrate every occasion that comes to their hands. The result is that we are unable to make preparations in the right way. I therefore request you to kindly impose a ban on the use of loud-speakers for the period of Board Examinations and punish those who are found guilty.

Thanking you.

Yours faithfully
Raj Malhotra

Things to do

Read the column ‘Letters to Editor’ in an English newspaper, cut at least five letters and paste them in your file. Read one of them in your class.
(किसी अंग्रेजी अखबार में ‘सम्पादक को पत्र’ शीर्षक पढ़िए। कम-से-कम पाँच पत्र अपनी पुस्तिका में काटकर चिपकाइए। उनमें से एक कक्षा में पढ़िए।)
Answer:
Students can cut the columns from any English newspaper such as Times of India, Hindu, Hindustan Times and paste them in their notebooks themselves.
(छात्र स्वयं करें।)

Wind Central Idea of the Poem

The poem is about wind. The wind while blowing throughout the day and being invisible does several tasks. It raises the kites to great heights, causes the flight of birds in the sky, pushes things and sometimes causes disasters. It sometimes blows fast making loud sound and at other time it is cool and pleasant.

Wind Difficult Word Meanings

Wind (विण्ड)-air that moves quickly as a result of natural forces (आँधी); Toss (टाँस)-to make something move from side to side or up and down (उछालना); Ladies skirt (लेडीज़ स्कर्ट) lahanga (लहँगा); Hide (हाइड)-to put something in a place where it cannot be seen (छुपाना); Blower (ब्लोअर)-a device or a person that produces a current of air (फूँकनी); Beast (बीस्ट)-an animal, especially one that is large or dangerous (पशु)

Wind Summary, Pronunciation & Translation

saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass,
Like ladies’ skirts across the grass…….
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(आई सॉ यू टॉस द काईट्स ऑन हाई
ऐण्ड ब्लो द बर्ड्स अबाऊट द स्काई;
ऐण्ड ऑल अराऊण्ड आई हर्ड यू पास,
लाईक लेडीज़ स्कर्ट्स अक्रॉस द ग्रास……..
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
मैंने तुम्हें पतंगों को ऊँचाई की तरफ उछालते देखा है
और पक्षियों को आकाश में उड़ाते हुए;
और सब तरफ मैंने तुम्हें गुज़रते सुना है,
(तुम्हारे गुज़रने से उत्पन्न होने वाली ध्वनि ऐसी है)
जैसे महिलाओं के चलते समय उनके घाघरों के पास से टकराने से उत्पन्न ध्वनि ……….
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

I saw the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all ……..
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(आई सॉ द डिफरेण्ट थिंग्स यू डिड
बट आलवेज् यू यॉरसेल्फ यू हिड।
आई फेल्ट यू पुश, आई हर्ड यू कॉल,
आई कुड नॉट सी यॉरसेल्फ ऐट ऑल ………
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
तुमने जो अलग-अलग कार्य किए मैंने वह देखे,
परन्तु हमेशा तुमने स्वयं को छिपा लिया।
मैंने तुम्हें धकेलते हुए महसूस किया,
मैंने तुम्हें पुकारते हुए सुना,
पर मैं तुम्हें बिल्कुल भी देख नहीं पाया……….
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

O you that are so strong and cold,
O blower, are you young or old?
Are you a beast of field and tree,
Or just a stronger child than me?
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(ओ यू दैट आर सो स्ट्रॉन्ग ऐण्ड कोल्ड,
ओ ब्लोअर, आर यू यंग ऑर ओल्ड?
आर यू अ बीस्ट ऑफ फील्ड ऐण्ड ट्री,
ऑर जस्ट अ स्ट्रॉन्गर चाईल्ड दैन मी?
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
ओ तुम जो इतने ठण्डे और बलशाली हो,
ओ बहाने वाले तुम जवान हो या वृद्ध?
क्या तुम पेड़ों-मैदानों के कोई जन्तु हो।
या फिर सिर्फ मुझसे बलशाली एक बच्चे?
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

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Are you seeking for the Madhya Pradesh Board Solutions 10th General English The Spring Blossom Solutions Chapter 10 The Tribute-II Questions and Answers PDF? If yes, then read this entire page. Here, we are giving a direct link to download MP Board Class 10th English Solutions Questions and Answers PDF which contains the chapter wise questions, solutions, and grammar topics. You can also get the shortcuts to solve the grammar related questions on this page.

MP Board Class 10th General English The Spring Blossom Solutions Chapter 10 The Tribute-II

For the sake of students we have gathered the complete 10th General English The Spring Blossom Solutions Chapter 10 The Tribute-II Questions and Answers can provided in pdf Pattern. Refer the chapter wise MP Board Class 10th English Solutions Questions and Answers Topics and start the preparation. You can estimate the importance of each chapter, find important English grammar concepts which are having more weightage. Concentrate on the important grammar topics from Madhya Pradesh Board Solutions for 10th English Chapter 10 The Tribute-II Questions and Answers PDF, prepare well for the exam.

The Tribute-II Textual Exercises

Word Power

A. Search the text for the meaning of the following phrases.
(पाठ में से निम्न के अर्थ ढूंढो।)
Answer:

1. the area immediately around a place – vicinity.
2. to take hold of something suddenly because you are afraid – clutch.
3. to put things in an untidy pile – heap.
4. not influenced by your emotions – dispassionately.
5. quietly or secretly – stealthily.

B. Add appropriate prefixes to the given words from the box to make antonyms.
(विलोम शब्द बनाओ।)
(dis-, un-, in-, im-, ir-)
known, grateful, possible, connect, like, regular, kind, responsible
Answer:
unknown, ungrateful, impossible, disconnect, dislike, irregular, unkind, irresponsible.

C. Make new words from the following root words by adding the suffix -er/-r/-or.
(जोड़कर नथे शब्द बनाओ।)
Answer:
1. rule – ruler
2. contribute – contributor
3. teach – teacher
4. do – doer
5. govern – governor
6. trait – traitor

How Much Have I Understood?

A. Answer these questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
What change did Babuli notice in the behaviour of his nephews and sister-in-law?
(व्हॉट चेन्ज डिड बाबुली नोटिस इन द बिहेवियर ऑफ हिज़ नेफ्यूज़ एण्ड सिस्टर-इन-लॉ?)
बाबुली ने अपने भतीजे व भाभी के व्यवहार में क्या परिवर्तन देखा?
Answer:
Babuli noticed on reaching home that his nephews did not rush towards him saying ‘uncle’nor did his sister-in-law run from the kitchen to receive him like before.
(बाबुली नोटिस्ड् ऑन रीचिंग होम दैट हिज़ नैफ्यूज़ डिड नॉट रश टुवर्ड्स हिम सेइंग ‘अंकल’ नॉर डिड हिज़ सिस्टर-इन-लॉ रन फ्रॉम द किचन टू रिसीव हिम।)
बाबुली ने घर पहुँचने पर ध्यान दिया कि उसके भतीजे पहले की तरह उसकी तरफ ‘चाचा’ कहकर दौड़ते हुए नहीं आये व उसकी भाभी उसका स्वागत करने के लिए रसोई से भागकर नहीं आई।

Question 2.
Why did Babuli’s elder brother leave the place where the division was taking place?
(व्हाय डिड बाबुलीज़ एल्डर ब्रदर लीव द प्लेस व्हेयर द डिवीज़न वॉज़ टेकिंग प्लेस?)
बाबुली के बड़े भाई उस जगह से क्यों चले गये जहाँ सम्पत्ति का बँटवारा हो रहा था?
Answer:
Babuli’s elder brother left the place where the division was taking place because he felt sad seeing the division and was attached to the things being divided.
(बाबुलीज़ एल्डर ब्रदर लेफ्ट द प्लेस व्हेयर द डिवीज़न वॉज़ टेकिंग प्लेस बिकॉज़ ही फेल्ट सैड सीइंग द डिवीज़न एण्ड वॉज़ अटैच्ड् टू द थिंग्स बीइंग डिवाइडेड।)
बाबुली के बड़े भाई बँटवारे वाली जगह से चले गये क्योंकि वे बँटवारे से दुःखी थे व उन्हें बँटवारे वाली वस्तुओं से लगाव था।

Question 3.
How did the second brother behave at the time of the division?
(हाउ डिड द सैकण्ड ब्रदर बिहेव एट द टाइम ऑफ द डिवीज़न?)
बँटवारे के समय दूसरे भाई का क्या व्यवहार था?
Answer:
The second brother often whispered into his wife’s ear and took his place with other brothers. He was totally prepared for the division.
(द सैकण्ड ब्रदर ऑफन व्हिस्पर्ड इन्टू हिज़ वाइफ्स ईयर एण्ड टुक हिज़ प्लेस त्रिद अदर ब्रदर्स। ही वॉज़ टोटलि प्रिपेअर्ड फॉर द डिवीज़न।)
दूसरा भाई अपनी पत्नी के कान में बार-बार कुछ कहता था व उसने दूसरे भाइयों के साथ अपनी जगह ली। वह बँटवारे के लिए पूर्णतः तैयार था।

Question 4.
Who proposed to buy the share of the land given to Babuli?
(हू प्रपोज्ड टू बाय द शेयर ऑफ द लैण्ड गिवन टु बाबुली?)
बाबुली को उसके हिस्से की सम्पत्ति खरीदने का प्रस्ताव किसने दिया?
Answer:
Babuli’s second brother proposed to buy the share of the land given to him.
(बाबुलीज़ सैकण्ड ब्रदर प्रपोज्ड टू बाय द शेयर ऑफ द लैण्ड गिवन टू हिम।)
बाबुली के दूसरे भाई ने उससे उसके हिस्से की सम्पत्ति खरीदने का प्रस्ताव दिया।

Question 5.
How has the author described the paddy fields?
(हाउ हैज़ द ऑथर डिस्क्राइब्ड् द पैडी फील्ड्स?)
लेखक ने धान के खेतों को किस प्रकार वर्णित किया है?
Answer:
Author has described the paddy fields as the family members.
(ऑथर हैज़ डिस्क्राइब्ड् द पैडी फील्ड्स् एज़ द फैमिली मैम्बर्स।)
लेखक ने धान के खेतों को पारिवारिक सदस्यों की भाँति वर्णित किया है।

Question 6.
Why did Babuli give the paper slip to his elder sister-in-law?
(व्हाय डिड बाबुली गिव द पेपर स्लिप टू हिज़ एल्डर सिस्टर-इन-लॉ?)
बाबुली ने कागज का टुकड़ा अपनी बड़ी भाभी को क्यों दिया?
Answer:
Babuli gave the paper slip to his elder sister-in-law to deliver it to his elder brother because he himself had no courage to meet him.
(बाबुली गेव द पेपर स्लिप टू हिज़ एल्डर सिस्टर-इन-लॉ टू डिलिवर इट टू हिज़ एल्डर ब्रदर बिकॉज़ ही हिमसेल्फ हैड नो करेज टू मीट हिम।)
बाबुली ने कागज का टुकड़ा अपनी बड़ी भाभी को अपने बड़े भाई को देने के लिए दिया क्योंकि उसमें खुद उनसे मिलने की हिम्मत नहीं थी।

B. Answer the questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
Describe the preparations made for the division in Babuli’s house.
(डिस्क्राइब द प्रिपरेशन्स मेड फॉर डिवीज़न इन बाबुलीज़ हाऊस।)
बाबुली के घर में बँटवारे के लिए क्या तैयारियाँ की गईं?
Answer:
All the household articles of Babuli’s house were heaped in the family courtyard for the division. All the things of the house were collected leaving nothing. A long list of items had also been prepared.
(ऑल द हाऊसहोल्ड आर्टिकल्स ऑफ बाबुलीज़ हाऊस वर् हीप्ड् इन द फैमिली कोर्टयार्ड फॉर द डिवीज़न। ऑल द थिंग्स ऑफ द हाऊस वर् कलैक्टिड लीविंग नथिंग। अ लाँग लिस्ट ऑफ आइटम्स हैड ऑल्सो बीन प्रिपेअर्ड।)
घर की सभी वस्तुओं को बँटवारे हेतु घर के आँगन में एकत्रित किया गया था। घर की कोई भी वस्तु छोड़ी नहीं गई थी। सभी वस्तुओं की एक लम्बी सूची भी तैयार की गई थी।

Question 2.
Write a short note on the sacrifice of Babuli’s elder brother.
(राइट अ शॉर्ट नोट ऑन द सैक्रिफाइस ऑफ बाबुलीज़ एल्डर ब्रदर।)
बाबुली के बड़े भाई के त्याग पर एक टिप्पणी लिखिए।
Answer:
Babuli’s elder brother was a symbol of sacrifice. He even gave his wrist watch during division which his father had bought for him in 11th class. He had also mortgaged it once for giving money for Babuli’s interview. He once put his blanket on Babuli and went without any blanket for the fields in cold. He also gave whatever his second brother demanded during division smilingly.

(बाबुलीज़ ब्रदर वॉज़ अ सिम्बल ऑफ सैक्रिफाइस। ही ईवन गेव हिज़ रिस्ट वॉच ड्यूरिंग डिवीज़न व्हिच हिज़ फादर हैड बॉट फॉर हिम इन एलेवन्थ क्लास। ही हैड ऑल्सो मॉर्गेज्ड इट वन्स फॉर गिविंग मनी फॉर बाबुलीज़ इन्टरव्यू। ही वन्स पुट हिज़ ब्लैंकेट ऑन बाबुली एण्ड वेन्ट् विदाऊट एनी ब्लैंकेट फॉर द फील्ड्स इन कोल्ड। ही ऑल्सो गेव व्हॉटएवर हिज़ सैकण्ड ब्रदर डिमाण्डेड ड्यूरिंग डिवीज़न स्माइलिंग्ली।)

बाबुली के भाई त्याग की मूर्ति थे। उन्होंने अपनी घड़ी जो उनके पिता ने उन्हें ग्यारहवीं कक्षा में दी थी, बँटवारे के लिए दे दी। उन्होंने उसे एक बार बाबुली के साक्षात्कार हेतु रुपयों के इन्तजाम के लिए गिरवीं भी रखा था। एक बार उन्होंने अपना कम्बल बाबुली पर डाल दिया व स्वयं सर्दी में बिना कम्बल के खेतों में चले गए। उन्होंने अपनी हर चीज़ खुशी-खुशी बँटवारे के समय अपने दूसरे भाई को दे दी।

Question 3.
Describe Babuli’s feelings while walking in his fields.
(डिस्क्राइब बाबुलीज़ फीलिंग्स व्हाइल वॉकिंग इन हिज़ फील्ड्स्।)
बाबुली की अपने खेतों में टहलते वक्त भावनाओं का वर्णन करो।
Answer:
While walking in his fields Babuli felt the imprints of his elder brother’s feet, his palm and his fingers on the fields. He could see his sweat on the bosom of the fields.
(व्हाइल वॉकिंग इन हिज़ फील्ड्स् बाबुली फेल्ट द इम्प्रिन्ट्स् ऑफ हिज़ एल्डर ब्रदर्स फीट, हिज़ पाम एण्ड हिज़ फिंगर्स ऑन द फील्ड्स्। ही कुड सी हिज़ स्वैट ऑन द बूज़म ऑफ द फील्ड्स्।)
बाबुली को. अपने खेतों में टहलते समय वहाँ अपने भाई के पैरों, हथेलियों व उँगलियों के निशान नजर आए। वह खेतों के सीने पर अपने भाई के पसीने की बूंदों को देख पा रहा था।

Question 4.
How did Babuli pay his tribute to his elder brother?
(हाउ डिड बाबुली पे हिज़ ट्रिब्यूट टू हिज़ एल्डर ब्रदर?)
बाबुली ने अपने बड़े भाई को आदरांजलि किस प्रकार दी?
Answer:
Babuli gave his tribute to his elder brother by giving him his own share of land.
(बोबुली गेव हिज़ ट्रिब्यूट टू हिज़ एल्डर ब्रदर बाइ गिविंग हिम हिज़ ओन शेयर ऑफ लैण्ड।)
बाबुली ने अपने भाई को अपने हिस्से की जमीन देकर आदरांजलि दी।

Language Practice

Underline the participles and write the nouns which they qualify.
Answer:

1. A rolling stone gathers no mass. (It qualifies stone)
2. Falling leaves are the sign of the autumn’s arrival. (It qualifies leaves)
3. His tattered coat was mended. (It qualifies coat)
4. Barking dogs seldom bite. (It qualifies dogs)
5. A lost opportunity never returns. (It qualifies opportunity)
6. I heard the breaking news yesterday. (It qualifies news)

Listening Time

The teacher will read out the following words and the students will repeat them.
(निम्न शब्दों को दोहराओ।)
Answer:

Speaking Time

Using the sample time table talk to your friends.
(दी गई समय तालिका को देखकर अपने मित्रों से बात करिए।)
Answer:
Students can talk among themselves with the help of the given time table in the text.
(छात्र दी गई समय तालिका को देखकर आपस में वार्तालाप करें।)

Writing Time

Prepare an invitation card to invite guests on the Republic Day celebration of your school.
(विद्यालय में होने वाले गणतन्त्र दिवस समारोह के लिए आमन्त्रण पत्र बनाइए।)
Answer:

Things to do

Prepare colourful greeting cards to greet your elders, relatives and friends on different occasions and send to them.
(अपने रिश्तेदारों बड़ों व दोस्तों के लिए रंगीन बधाई पत्र बनाइए।)
Answer:
Students can do themselves.
(छात्र स्वयं करें।)

The Tribute-II Difficult Word Meanings

The Tribute-II Summary, Pronunciation & Translation

The bus-stop was some distance from the village. I had fallen behind him. He stopped and asked the same old question he used to ask. I just could not speak.

The past sprouting up in me. The childhood days and the days now! Time has coagulated for me. I have changed. But my elder brother? Time could not bring upon him any change. As in those days, he was still walking in front of me carrying my bag, I felt so small!

Hesitatingly I said, “Brother ! Give me that briefcase. Let me carry it for a while.”

“Don’t you worry,” he said, “It is heavy, and you are tired. Let us quicken our steps. You must be feeling hungry. It is time for the evening meal.” I followed him in silence.

(टू बस-स्टॉप वॉज़ सम डिस्टेन्स फ्रॉम द विलेज. आई हैड फॉलन बिहाईन्ड हिम. ही स्टॉप्ड ऐण्ड आस्क्ड द सेम ओल्ड क्वेश्चन ही यूज्ड टू आस्क. आई जस्ट कुड नॉट स्पीक

द पास्ट स्प्राऊटिंग अप इन मी द चाईल्डहुड डेज़ ऐण्ड द डेज़ नाऊ! टाईम हैज़ कोऐगुलेटिड फॉर मी. आई हैव चेन्ज्ड बट माई एल्डर ब्रदर? टाईम कुड नॉट ब्रिग अपॉन हिम एनी चेन्ज. ऐज इन दोज़ डेज़, ही वॉज़ स्टिल वॉकिंग इन फ्रण्ट ऑफ मी कैरीईग माई बैग, आई फेल्ट सो स्मॉल।

हेजिटेटिंगली आई सेड, “ब्रदर! गिव मी दैट ब्रीफकेस. लेट मी कैरी इट फॉर आ व्हाईल।”

“डोण्ट यू वरी,” ही सेड, “इट इज हैवी, ऐण्ड यू आर टायर्ड. लेट अस क्विकन आवर स्टेप्स. यू मस्ट बी फीलिंग हंग्री इट इज़ टाईम फॉर द ईवनिंग मील.” आई फॉलोड हिम इन साईलेन्स.)

अनुवाद :
बस-अड्डा गाँव से थोड़ी दूर था। मैं अपने भाई से पिछड़ गया था। वे रुके और उन्होंने वही पुराना अपना सवाल दोहराया जो वे पूछा करते थे। मैं कुछ बोल ही नहीं पाया।

मेरे भीतर बीते समय का अंकुरण होने लगा। बचपन के दिन और आज के दिन। समय जैसे जम सा गया हो मेरे लिए। मैं बदल गया हूँ। पर मेरे बड़े भाई? समय उनमें कुछ भी परिवर्तन नहीं ला पाया। उन दिनों की तरह अभी भी वे मेरे आगे-आगे चल रहे थे मेरी अटैची उठाए। मैं स्वयं को बेहद छोटा महसूस कर रहा था।

झिझकते हुए मैंने कहा, “भईया! अटैची मुझे दे दीजिए, थोड़ी देर मुझे उठाने दीजिए।”

“तुम चिन्ता नहीं करो,” उन्होंने कहा, “यह भारी है और तुम थके हुए हो। चलो थोड़ा तेजी से चलते हैं। तुम्हें भूख लग रही होगी। शाम के खाने का समय हो चुका है।” मैं चुपचाप उनके पीछे चलता रहा।

We reached home. It was already dark, the time for the lighting of wicks before the sacred Tulsi plant. Unlike those days, none of my nephews rushed towards me howling, “Here’s uncle.” My sister-in-law did not run from the kitchen to receive me. It was all quiet and calm. Only my mother came and stood near me. The second brother and his wife were nowhere to be seen. In the entire house, there was an air of unusualness-rather the stillness of the graveyard. As if the house was preparing for its ultimate collapse!

(वी रीच्ड होम इट वॉज़ ऑलरेडी डार्क, द टाईम फॉर द लाईटिंग ऑफ विक्स बिफोर द सेक्रिड तुल्सी प्लाण्ट. अनलाईक दोज़ डेज़, नन ऑफ माई नेफ्यूज़ रश्ड टुवर्ड्स मी हाऊलिंग, “हेयरर्स अंकल” माई सिस्टर-इन-लॉ डिड नॉट रन फ्रॉम द किचन टू रिसीव मी. इट वॉज़ ऑल क्वाईट ऐण्ड काम. ओनली माई मदर केम ऐण्ड स्टुड नीयर मी. द सेकण्ड ब्रदर ऐण्ड हिज़ वाईफ वर नोव्हेअर टू वी सीन इन द एन्टायर हाऊज़, देयर वॉज़ ऐन एयर ऑफ अनयूज्यूअलनैस-रादर द स्टिलनैस ऑफ द ग्रेवयार्ड. ऐज़ इफ द हाऊज़ वॉज़ प्रिपेअरिंग फॉर इट्स अल्टिमेट कोलैप्स.)

अनुवाद :
हम घर पहुँचे। अँधेरा हो चुका था और तुलसी के पौधे के पास दीपक जलाने का समय हो चुका था। पहले की भाँति इस बार कोई भी भतीजा मेरी तरफ “चाचा आए” कह कर दौड़ता हुआ नहीं आया। मेरी भाभी रसोई में से दौड़ कर मेरे स्वागत के लिए नहीं आईं। सब कुछ बहुत शान्त सा था। सिर्फ मेरी माँ आईं और मेरे पास खड़ी हो गईं। मेरे दूसरे भाई और उसकी पत्नी कहीं दिखाई नहीं दे रहे थे। पूरे घर में अजीब सा माहौल था-कब्रिस्तान की शान्ति जैसा। जैसे यह घर अपने आखिरी पतन की तैयारी कर रहा हो।

I tried to be normal with everyone. But there was that abominable lull all round. My second brother and his wife, in spite of their presence at home, showed no emotion. They were all set for the partition and they cared for nothing else. I could not sleep that night. And the following morning passed quite uneventfully.

It was mid day. Seven or eight people had gathered in our courtyard to supervise the division. We three brothers were present. Mother was not to be seen any where in the vicinity.

(आई ट्राईड टू बी नॉर्मल विद एवरीवन. बट देयर वॉज़ दैट अबॉमिनेबल लल ऑल अराऊण्ड. माई सेकण्ड ब्रदर ऐण्ड हिज़ वाईफ, इन स्पाईट ऑफ देयर प्रेज़ेन्स ऐट होम, शोड नो इमोशन. दे वर ऑल सेट फॉर द पार्टिशन ऐण्ड दे केयर्ड फॉर नथिंग एल्स. आई कुड नॉट स्लीप दैट नाईट. ऐण्ड द फॉलोईंग मॉर्निंग पास्ड क्वाईट अनईवेन्टफुली.

इट वॉज़ मिड डे. सेवन ऑर ऐट पीपल हैड गैदर्ड इन आवर कार्टयार्ड टू सुपरवाईज़ द डिविजन. वी थ्री ब्रदर्स वर प्रेज़ण्ट मदर वॉज़ नॉट टू बी सीन एनीव्हेअर इन द विसिनिटी.)

अनुवाद :
मैं सभी के साथ सामान्य व्यवहार करने की कोशिश कर रहा था। परन्तु सब तरफ एक मनहूस शान्ति सी थी। मेरा दूसरा भाई और उसकी पत्नी घर पर होने के बावजूद भी उन्होंने किसी प्रकार की खुशी या भावनाएँ व्यक्त नहीं की। वे लोग बँटवारे के लिए पूरी तरह तैयार थे और उन्हें किसी चीज़ की परवाह न थी। मैं उस रात सो नहीं सका। अगली सुबह शान्ति बिना किसी विशेष घटना के गुज़र गई।

दोपहर थी जब सात-आठ लोग हमारे आँगन में जमा हुए बँटवारे के पर्यवेक्षण के लिए। हम तीनों भाई मौजूद थे। हमारी माँ कहीं आस-पास नहीं दिख रही थीं।

We were waiting for the final separation, as if ready to slice out the flesh of the domestic body which our parents had nourished since the day of their marriage. And then we would run away in three different directions clutching a piece each.

All the household articles were heaped in the family courtyard. These were to be divided into three parts; all the small things of the house, almost everything movable starting from the ladles made out of coconut shells and bamboo to the little box, where father used to keep his betels. The axe and the old radio set too had been produced. A long list of all the items was made. Nothing was spared, neither the dhinki (wooden-rice-crusher) nor the little figures of the family idols.

(वी वर वेटिंग फॉर द फाईनल सेपरेशन, ऐज़ इफ रेडी टू स्लाईस आऊट द फ्लैश ऑफ द डोमेस्टिक बॉडी विच आवर पेरेण्ट्स हैड नरिश्ड सिन्स द डे ऑफ़ देयर मैरिज. ऐण्ड देन वी वुड रन अवे इन थ्री डिफरेण्ट डाइरेक्शन्स क्लचिंग अ पीस ईच.

ऑल द हाऊज़होल्ड आर्टिकल्स वर हीप्ड इन द फैमिली कोर्टयार्ड. दीज़ वर टू बी डिवाईडिड इण्टू थ्री पार्ट्स; ऑल द स्मॉल थिंग्स ऑफ द हाऊज़, ऑलमोस्ट एवरीथिंग मूवेबल स्टार्टिंग फ्रॉम द लेडल्स मेड आऊट ऑफ कोकोनट शैल्स ऐण्ड बैम्बू टू द लिटल बॉक्स, व्हेअर फादर यूज्ड टू कीप हिज़ बिट्ल्स द ऐक्स ऐण्ड द ओल्ड रेडियो सेट टू हैड बीन प्रोड्यूज्ड. अ लॉन्ग लिस्ट ऑफ ऑल द आईटम्स वॉज़ मेड़. नथिंग वॉज़ स्पेअर्ड, नीदर द धिन्की (वुडन-राईस-क्रशर) नॉर द लिटल फिगर्स ऑफ द फैमिली आईडल्स.)

अनुवाद :
हम लोग अन्तिम अलगाव का इन्तज़ार कर रहे थे मानो परिवार रूपी शरीर में से माँस काटकर निकालने के लिए जिस परिवार का हमारे माता-पिता ने पोषण किया अपने विवाह के दिन से और फिर उसके बाद हम तीन अलग दिशाओं में भाग जाएँगे एक-एक टुकड़ा दबोचे।

घर-गृहस्थी का सारा सामान आँगन में ढेर के रूप में रखा था। उन सब चीज़ों को तीन भागों में बाँटना था, छोटी से छोटी वस्तु नारियल के खोल और बाँस से बने चमचे से शुरु कर छोटी डिबिया जिसमें पिताजी पान के पत्ते रखा करते थे तक लगभग सभी उठाए जाने योग्य वस्तुएँ। कुल्हाड़ी और पुराना रेडियो सेट भी रखा था। सभी वस्तुओं की सूची बनाई गई। कुछ भी छोड़ा नहीं गया न धिनकी (धान से चावल अलग करने का लकड़ी का यंत्र) और न ही हमारी कुल देवताओं की छोटी मूर्तियाँ।)

I saw my elder brother rise. He stopped for a moment near the pile of things and unfastened the strap of his wristwatch and placed it on the heap with the other things. Perhaps a tear trickled down his cheek. With a heavy sigh he left the place.

I had often heard him say that father had bought him that wristwatch when he was in his eleventh class. But I also remember well-in my M.A. final year he had mortgaged that watch to send me money to go to Delhi for an interview. He had sent me an amount of one hundred and fifty rupees-I remember clearly. No one knows whether the wristwatch would come back to him or not. His action seemed symbolic of his snapping all his attachment with the past.

(आई सॉ माई एल्डर ब्रदर राईज़. ही स्टॉप्ड फॉर अ मोमण्ट नीयर द पाईल ऑफ थिंग्स ऐण्ड अनफेसन्ड द स्ट्रैप ऑफ हिज़ रिस्टवॉच ऐण्ड प्लेस्ड इट ऑन द हीप विद द अदर थिंग्स, परहैप्स अ टीयर ट्रिकल्ड डाऊन हिज़ चीक. विद अ हैवी साई ही लेफ्ट द प्लेस.

आई हैड ऑफन हर्ड हिम से दैट फादर हैड बॉट हिम दैट रिस्टवॉच व्हेन ही वॉज़ इन हिज़ इलेवन्थ क्लास. बट आई ऑल्सो रिमेम्बर वैल-इन माई एम.ए. फाईनल यीअर ही हैड मॉर्टगेज्ड दैट वॉच टू सेण्ड मी मनी टू गो टू डेल्ही फॉर ऐन इण्टरव्यू. ही हैड सेण्ट मी ऐन अमाऊण्ट ऑफ वन हन्ड्रेड ऐण्ड फिफ्टी रूपीज़-आई रिमेम्बर्ड क्लीअरली. नो वन नोज़ वेदर द रिस्टवॉच वुड कम बैक टू हिम ऑर नॉट. हिज़ ऐक्शन सीम्ड सिम्बॉलिक ऑफ हिज़ स्नैपिंग ऑल हिज़ अटैचमेण्ट विद द पास्ट.)

अनुवाद :
मैंने अपने बड़े भाई को खड़े होते देखा। वे सामान के ढेर के पास कुछ देर को रुके फिर अपनी कलाई-घड़ी का फीता खोला और उसे सामान के ढेर पर बाकी सामान के साथ रख दिया। शायद उनके गाल पर आँसू ढलक आया। एक गहरी साँस के साथ वह वहाँ से चले गए।

मैंने अक्सर उन्हें कहते सुना था कि यह घड़ी उन्हें पिताजी ने दिलवाई थी जब वे ग्यारहवीं कक्षा में थे। परन्तु मुझे यह भी अच्छी तरह याद है कि जब मैं एम.ए. के अन्तिम वर्ष में था तो उन्होंने यह घड़ी गिरवी रखी थी मुझे एक साक्षात्कार हेतु दिल्ली जाने के पैसे भेजने के लिए। उन्होंने मुझे डेढ़ सौ रुपए भेजे थे। मुझे अच्छे से याद है। कोई नहीं जानता यह कलाई-घड़ी उनके पास वापिस आएगी या नहीं। उनका यह कार्य यह दर्शा रहा था कि वे अतीत से अपने सारे लगाव खत्म कर रहे थे।

I was silent. My elder sister-in-law was in the backyard. My second brother was often whispering things into his wife’s ear and was there taking his place with us. It was like the butcher’s knife going to sharpen itself. The elder brother was calm and composed. Like a perfect gentleman he was looking at the proceedings dispassionately, exactly as he had done on the day of the sacred thread ceremony of his son and on the day of my marriage. It was the same preoccupied and grave manner, attending sincerely to his duty. While discussing anything with my second brother, he had that same calm and composed voice. Not a sign of disgust and regret.

(आई वॉज़ साईलेण्ट. माई एल्डर सिस्टर-इन-लॉ वॉज़ इन द बैकयार्ड. माई सेकण्ड ब्रदर वॉज़ ऑफन व्हिस्परिंग थिंग्स इण्ट्र हिज़ वाईफ्स ईअर ऐण्ड वॉज़ देयर टेकिंग हिज़ प्लेस विद अस इट वॉज़ लाईक द बुचर्स नाईफ गोईंग टू शार्पन इटसेल्फ. द एल्डर ब्रदर वॉज़ काम ऐण्ड कम्पोज्ड. लाईक अ परफेक्ट जेण्टलमैन ही वॉज़ लुकिंग ऐट द प्रोसीडिंग्स डिस्पैशनेट्ली, एक्जेक्ट्ली ऐज़ ही हैड डन ऑन द डे ऑफ द सेक्रिड थ्रेड सेरेमनी ऑफ हिज़ सन ऐण्ड ऑन द डे ऑफ माई मैरिज. इट वॉज़ द सेम प्रीऑक्यूपाईड ऐण्ड ग्रेव मैनर, अटेण्डिंग सिन्सेअरली टु हिज ड्यूटी. व्हाईल डिस्कसिंग एनीथिंग विद माई सेकण्ड ब्रदर, ही हैड दैट सेम काम ऐण्ड कम्पोज्ड वॉईस, नॉट अ साईन ऑफ डिस्पस्ट ऐण्ड रीग्रेट.)

अनुवाद :
मैं खामोश था। मेरी बड़ी भाभी पिछले आंगन में थीं। मेरा दूसरा भाई अपनी पत्नी के साथ वहीं खड़ा था और बीच-बीच में अपनी पत्नी के कान में कुछ फुसफुसा रहा था। यह कुछ ऐसा था जैसे कसाई का छुरा स्वयं अपने-आप को धार लगाने जा रहा हो। मेरे बड़े भाई शान्तचित्त थे। एक पूर्ण सज्जन व्यक्ति की तरह वे पूरी कार्यवाही को निष्पक्ष रूप से देख रहे थे, बिल्कुल वैसे ही जैसे उन्होंने अपने पुत्र के जनेऊ संस्कार के समय किया था और मेरे विवाह वाले दिन। वही गम्भीर काम में तल्लीन अंदाज़ पूर्णनिष्ठा के साथ कार्यों को अन्जाम देते हए। मेरे दूसरे भाई के साथ किसी बात पर चर्चा करते समय भी उनकी वही धीर-गम्भीर आवाज़ थी। किसी प्रकार की नाराज़गी या दुःख का कोई चिह्न नहीं था।

I remember, the year father died, we had to live under a great financial strain. It was winter. The chill was at its height. We had a limited number of blankets. The cold was so biting, particularly at midnight, that one blanket was not enough for one.

That night, I was sleeping in the passage room. When I woke up in the morning I found my elder brother’s blanket on me, added to mine. Early at down he had left for the fields without a blanket on his shoulders. If he had been asked why, he would have surely said in his usual manner that he did not feel the cold. Now I have a comfortable income. Yet it had never occurred to me to think of buying any warm cloth for my elder brother. He is still satisfied and happy with that old tattered blanket that he had covered me with once. The same blanket was there before me, with all the other things.

(आई रिमेम्बर, द यीअर फादर डाईड, वी हैड टू लिव अण्डर अग्रेट फाईनन्शियल स्ट्रेन. इट वॉज़ विण्टर. द चिल वॉज़ ऐट इट्स हाईट. वी हैड अ लिमिटिड नम्बर ऑफ ब्लैंकेट्स द कोल्ड वॉज़ सो बाईटिंग, पर्टिकुलरली ऐट मिडनाईट, दैट वन ब्लैंकेट वॉज़ नॉट एनफ फॉर वन.

दैट नाईट, आई वॉज़ स्लीपिंग इन द पैसेज-रूम. व्हेन आई वोक अप इन द मॉर्निंग आई फाऊण्ड माई एल्डर ब्रदर्स ब्लैंकेट ऑन मी, ऐडिड टू माईन. अर्ली ऐट डॉन ही हैड लेफ्ट फॉर द फील्ड्स विदाऊट अ ब्लैंकेट ऑन हिज़ शोल्डर्स. इफ ही हैड बीन आस्क्ड व्हाई, ही वुड हैव श्योरली सेड इन हिज़ यूज्यूअल् मैनर दैट ही डिड नॉट फील द कोल्ड. नाऊ आई हैव अ कम्फर्टेबल इन्कम. यट इट हैड नेवर अकर्ड टू मी टू थिंक ऑफ बायिंग एनी वॉर्म क्लॉथ फॉर माई एल्डर ब्रदर. ही इज़ स्टिल सैटिस्फाईड ऐण्ड हैप्पी विद दैट ओल्ड टैटर्ड ब्लैंकेट दैट ही हैड कवर्ड मी विद वन्स. द सेम ब्लैंकेट वॉज़ देयर बिफोर मी, विद ऑल द अदर थिंग्स.)

अनुवाद :
मुझे याद है जिस वर्ष पिताजी की मृत्यु हुई हमें अत्यधिक आर्थिक तंगी से गुज़रना पड़ा। सर्दियों का समय था। सर्दी अपने चरम पर थी। हमारे पास सीमित संख्या में कम्बल थे। ठण्ड इतनी ज़्यादा थी खासकर आधी रात के समय कि एक कम्बल काफी नहीं था एक के लिए।

उस रात मैं गलियारे वाले कमरे में सो रहा था। जब मैं सुबह सो कर उठा तो मैंने अपने बड़े भाई का कम्बल मेरे कम्बल के ऊपर पड़ा पाया। वे भोर के समय खेतों के लिए निकल गए थे बिना कम्बल कंधे पर डाले। यदि उनसे पूछा जाता कि ऐसा क्यों किया, तो वे अपने चिरपरिचित अन्दाज़ में यही जबाब देते कि उन्हें ठण्ड नहीं लग रही थी। अब मेरी आय ठीक-ठाक है फिर भी मेरे मन में कभी यह विचार नहीं आया कि मैं अपने बडे भाई के लिए गर्म कपड़ा खरीद ढूँ। वे अभी भी अपने उसी फटे-पुराने कम्बल में खुश एवं संतुष्ट थे। वही कम्बल मेरे सामने पड़ा था बाकी सामान के साथ।

I shivered with the cold; and my own ingratitude. The process of division was finally over. Whatever the second brother demanded, my elder brother agreed to it with a smile. My second brother proposed to buy the share of land that was given to me and offered eighteen thousand rupees as the price.

(आई शिवर्ड विद द कोल्ड, ऐण्ड माई ओन इन्रॅटिट्यूड. द प्रोसेस ऑफ डिविजन वॉज़ फाईनली ओवर. व्हॉटएवर माई सेकण्ड ब्रदर डिमाण्डिड, माई एल्डर ब्रदर एग्रीड टू इट विद अ स्माईल. माई सेकण्ड ब्रदर प्रोपोज्ड टू बाय द शेयर ऑफ लैण्ड दैट वॉज़ गिवन टू मी ऐण्ड ऑफर्ड ऐटीन थाऊसैण्ड रूपीज् ऐज द प्राईस.)

अनुवाद :
मैं ठण्ड से और अपनी अकृतज्ञता से काँप उठा। बँटवारे की प्रक्रिया आखिरकार पूरी हुई। जो कुछ भी मेरे दूसरे भाई ने माँगा मेरे बड़े भाई एक मुस्कान के साथ तैयार हो गए। मेरे दूसरे भाई ने मेरे हिस्से की ज़मीन को खरीदने का प्रस्ताव दिया और अठारह हज़ार रुपए कीमत लगाई।

In the evening, my elder brother took me along with him to show me the paddy fields that were to be mine. I quietly followed him. We moved from boundary to boundary. Everywhere, I could feel the imprints of his feet, his palm and his fingers. On the bosom of the paddy fields sparkled the pearls of my elder brother’s sweat. He was showing me the fields, as a father would introduce a stranger to family members.

(इन द ईवनिंग, माई एल्डर ब्रदर टुक मी अलॉन्ग विद हिम द शो मी द पैडी फील्ड्स, दैट वर टू बी माईन. आई क्वाइट्ली फौलोड हिम. वी मूण्ड फ्रॉम बाऊण्ड्री टू बाऊण्ड्री. एवरीव्हेअर, आई कुंड फील द इमप्रिण्ट्स ऑफ हिज़ फीट, हिज् पाम ऐण्ड। हिज़ फिंगर्स. ऑन द बॉसम ऑफ द पैडी फील्ड्स स्पार्कल्ड द पर्ल्स ऑफ माई एल्डर ब्रदर्स स्वेट. ही वॉज़ शोईंग मी द फील्ड्स, ऐज़ अ फादर वुड इन्ट्रोड्यूस अ स्ट्रेन्जर टू फैमिली मेम्बर्स.)

अनुवाद :
शाम को मेरे बड़े भाई मुझे चावल के उन खेतों को दिखाने ले गए जो मेरे होने थे। मैं चुपचाप उनके पीछे चलता रहा। हम एक मेढ़ से दूसरी मेढ़ घूमते रहे। हर स्थान पर मुझे उनके पैरों की, हथेलियों की और उंगलियों के निशानों की अनुभूति हुई। चावल के खेतों की धरती पर मेरे बड़े भाई के पसीने की बूंदें चमक रही थीं। वे इस प्रकार मुझे खेत दिखा रहे। थे जिस प्रकार एक पिता किसी अपरिचित का परिचय अपने परिवार से कराए।

In the morning, I was to leave for Bhubaneshwar. I had no courage to meet my elder brother. Before leaving for the bus stop, I had handed over the slip of paper to my elder sister-in-law, which had the details about my share. Writing on the blank side of that slip, I had asked her to deliver it to my elder brother and stealthily slipped out of our house. I had written:
Brother,
What shall I do with the lands? You are my land from where I could harvest everything in life. I need nothing save you. Accept this, please. If you deny, I shall never show my face to you again.

(इन द मॉर्निंग, आई वॉज़ टू लीव फॉर भुवनेश्वर. आई हैड नो करेज टू मीट माई एल्डर ब्रदर. बिफोर लीविंग फॉर द बस-स्टॉप, आई हैड हैण्डिड ओवर द स्लिप ऑफ पेपर टू माई एल्डर सिस्टर-इन-लॉ, विच हैड द डिटेल्स अबाऊट माई शेयर. राईटिंग ऑन द ब्लैंकसाईड ऑफ दैट स्लिप, आई हैड आस्क्ड हर टू डेलिवर इट टू माई एल्डर ब्रदर ऐण्ड स्टेल्थिली स्लिप्ड आऊट ऑफ आवर हाऊज़. आई हैड रिटनः
ब्रदर,
व्हॉट शैल आई डू विद द लैण्ड्स? यू आर माई लैण्ड फ्रॉम व्हेयर आई कुड हार्वेस्ट एवरीथिंग इन लाईफ. आई नीड नथिंग सेव यू. एक्सेप्ट दिस, प्लीज़ इफ यू डिनाई, आई, शैल नेवर शो माई फेस टू यू अगेन.)

अनुवाद :
सुबह मुझे भुवनेश्वर के लिए निकलना था। मेरे। अन्दर अपने बड़े भाई से मिलने की हिम्मत नहीं थी। बस अड्डे के लिए निकलने से पहले मैंने अपनी बड़ी भाभी को वो कागज़ का टुकड़ा जिस पर मेरे हिस्से की चीज़ों का ब्योरा लिखा था पकड़ा दिया। उस कागज़ की पर्ची के कोरे हिस्से पर लिखते हुए मैंने उनसे कहा कि वे उसे मेरे बड़े भाई को दे दें और चुपचाप घर से निकल गया। मैंने लिखा था:
भईया,
मैं ज़मीनों का क्या करूँगा? आप ही मेरी ज़मीन हो जहाँ मैं हर चीज़ की फसल काट पाया जीवन-भर। मुझे आपके अलावा कुछ नहीं चाहिए। इसे स्वीकार कर लीजिए। यदि आप इन्कार करेंगे तो फिर कभी आपको मुँह नहीं दिखाऊँगा।

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MP Board Class 10th General English The Spring Blossom Solutions Chapter 9 The Tribute-I

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The Tribute-I Textual Exercises

Word Power

A. Make antonyms of the words in column (2) by adding appropriate prefixes from column (1)
(सही उपसर्ग जोड़कर विलोम शब्द बनाइए।)

Answer:
1. illegal
2. unusual
3. immoral
4. dissatisfied
5. inappropriate.

B. Give one-word substitute for the following expressions (the first letter is given as clue)
(एक शब्द दीजिए)
Answer:

1. a child whose parents are dead. (orphan)
2. the feeling of having lost all hope. (despair)
3. to take away something quickly from a person, specially by force. (snatch)
4. to continue to cause problem for someone for a long time. (haunt)
5. an object that is worn as jewellery. (ornament)

C. Rearrange the letters to form new words.
(नर्य शब्द बनाइए)
Answer:

1. complacency – place, lace, come, lay, one, once, play, plane.
2. retain – rain, train, tea, near, tear, art, ant.
3. despair – pair, spare, dear, read, spade, pear, pea.
4. pathetic – path, cap, heap, hat, hate, tea, heat.
5. ornament – nor, meat, team, tore, tear, rent, near, mate.

How Much Have I Understood?

A. Answer these questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Why did Babuli shrink within?
(व्हाय डिड बाबुली जिंक विदिन?)
बाबुली अन्दर ही अन्दर क्यों हिल गया?
Answer:
Babuli shrank within for not writing letters home for a long time.
(बाबुली (क विदिन फॉर नॉट राइटिंग लैटर्स होम फॉर अ लाँग टाइम।)
बाबुली लम्बे समय से घर पत्र न लिखने के कारण हिल गया।

Question 2.
What was the routine affair of Babuli in his student days?
(व्हॉट वॉज द रुटीन अफेयर ऑफ बाबुली इन हिज स्टूडेन्ट डेज़?)
बाबुली की अपने विद्यार्थी काल की दिनचर्या क्या थी?
Answer:
In his student days, going to his home in a distant village was a routine affair of Babuli.
(इन हिज़ स्टूडेन्ट डेज़, गोइंग टू हिज़ होम इन अ डिस्टेन्ट विलेज वॉज़ अ रुटीन अफेयर ऑफ बाबुली।)
अपने विद्यार्थी काल में, अपने घर जो कि दूरस्थ गाँव में था जाना, बाबुली की दिनचर्या में शामिल था।

Question 3.
Why did Babuli’s mother complain?
(व्हाय डिड बाबुलीज मदर कम्प्लेन?)
बाबुली की माँ शिकायत क्यों करती है?
Answer:
Babuli’s mother complained for his negligence of writing letters to him.
(बाबुलीज मदर कम्प्लेन्ड फॉर हिज़ नेग्लिजेन्स ऑफ राइटिंग लेटर्स टू हिम।)
बाबुली की माँ ने उसकी उन्हें पत्र न लिखने की लापरवाही के कारण शिकायत की।

Question 4.
Why did Babuli’s mother stop complaining?
(व्हाय डिड बाबुलीज मदर स्टॉप कम्प्लेनिंग?)
बाबुली की माँ ने शिकायत करना क्यों छोड़ दिया?
Answer:
Babuli’s mother stopped complaining because she understood that he was busy and preoccupied.
(बाबुलीज़ मदर स्टॉप्ड कम्प्लेनिंग बिकॉज़ शी अण्डरस्टुड दैट ही वॉज़ बिजी एण्ड प्रीऑक्युपाइड।)
बाबुली की माँ ने शिकायत करना छोड़ दिया क्योंकि वे समझ गयीं कि वो व्यस्त व अपने कार्य में तल्लीन था।

Question 5.
How did Babuli’s elder brother care for him when he was a student?
(हाउ डिड बाबुलीज एल्डर ब्रदर केयर फॉर हिम व्हेन ही वॉज अ स्टूडेन्ट?)
बाबुली के बड़े भाई ने उसकी उसके विद्यार्थीकाल में किस प्रकार सेवा की?
Answer:
When Babuli was a student his elder brother enquired about his well-being. When he used to stay at home he would catch fish for him and would ask his wife to prepare a good dish for him.
(व्हेन बाबुली वॉज अ स्टूडेन्ट हिज एल्डर ब्रदर एंक्वायर्ड अबाऊट हिज वेल-बीइंग। व्हेन ही यूज्ड टू स्टे एट होम ही वुड कैच फिश फॉर हिम एण्ड वुड आस्क् हिज वाइफ टू प्रिपेअर अ गुड डिश फॉर हिम।)
बाबुली के विद्यार्थीकाल में उसके बड़े भाई उसके भले के बारे में पूछा करते थे। जब वो घर पर रहता था तो वो उसके लिए मछली पकड़कर लाया करते थे व अपनी पत्नी से उसके लिए स्वादिष्ट भोजन बनाने के लिए कहते थे।

Question 6.
Why did Babuli’s brother write him a letter?
(व्हाय डिड बाबुलीज़ ब्रदर राइट हिम आ लैटर?)
बाबुली के भाई ने उसे पत्र क्यों लिखा?
Answer:
Babuli’s brother had written to him a letter because their property was to be divided into three parts so his presence was essential.
(बाबुलीज ब्रदर हैड रिट्न् टू हिम अ लैटर बिकॉज़ देयर प्रॉपर्टी वॉज टू बी डिवाइडिड इन्टू थ्री पार्ट्स सो हिज प्रेजेन्स वॉज एसेन्शियल।)
बाबुली के भाई ने उसे पत्र लिखा था क्योंकि उनकी सम्पत्ति का तीन हिस्सों में बँटवारा होना था व उसकी उपस्थिति अनिवार्य थी।

Question 7.
Who was adamant about the division of the property?
(हू वॉज ऐडमन्ट अबाऊट द डिवीजन ऑफ द प्रॉपर्टी?
सम्पत्ति के बँटवारे के लिए कौन दृढ़ था?
Answer:
Babuli’s second brother was adamant about the division of the property.
(बाबुलीज सैकण्ड ब्रदर वॉज ऐडमन्ट अबाऊट द डिवीजन ऑफ द प्रॉपर्टी।)
बाबुली के दूसरे भाई सम्पत्ति के बँटवारे के लिए दृढ़ थे।

Question 8.
How did Babuli’s wife plan to use the money?
(हाउ डिड बाबुलीज वाइफ प्लैन टू यूज द मनी?)
बाबुली की पत्नी ने पैसों के इस्तेमाल की क्या योजना बनाई?
Answer:
Babuli’s wife planned to buy a fridge and a scooter and to put the rest of the money in bank.
(बाबुलीज वाइफ प्लैण्ड टू बॉय अ फ्रिज एण्ड अ स्कूटर एण्ड टू पुट दं रेस्ट ऑफ द मनी इन बैंक।)
बाबुली की पत्नी ने एक फ्रिज़ व एक स्कूटर खरीदने व बचा हुआ पैसा बैंक में रखने की योजना बनाई।

Question 9.
How did Babuli feel listening to his wife’s plan?
(हाउ डिड बाबुली फील लिसनिंग टू हिज वाइफ्स प्लैन?)
बाबुली को अपनी पत्नी की योजना सुनना कैसा लग रहा था?
Answer:
Babuli, while listening to his wife’s plan felt that he was an innocent lamb and butcher was sharpening his knife to tear him to pieces and saying that there is a better life after death.
(बाबुली, व्हाइल लिसनिंग टू हिज वाइफ्स प्लैन फेल्ट् दैट ही वॉज एन इनोसेन्ट लैम्ब एण्ड अ बुचर वॉज़ शार्पनिंग हिज नाइफ टू टीयर हिम टू पीसेज एण्ड सेइंग दैट देयर इज़ अ बैटर लाइफ आफ्टर डैथ।)
बाबुली ने अपनी पत्नी की योजना सुनते हुए महसूस किया कि जैसे वो एक मासूम मेमना है व एक कसाई उसके टुकड़े करने के लिए अपनी छुरी की धार तेज कर रहा है व कह रहा है कि मृत्यु के बाद बेहतर जिन्दगी है।

Question 10.
How much time did Babuli take to become normal?
(हाउ मच टाइम डिड बाबुली टेक टू बिकम नॉर्मल?)
बाबुली ने सामान्य होने में कितना समय लगाया?
Answer:
It took Babuli two days to become normal.
(इट टुक बाबुली टू डेज टू बिकम नॉर्मल।)
बाबुली को सामान्य होने में दो दिन लगे।

B. Answer these questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
Describe the changes that occurred in the life of Babuli.
(डिस्क्राइब द चेन्जेज़ दैट ऑकर्ड इन द लाइफ ऑफ बाबुली।)
बाबुली की जिन्दगी में आये बदलावों का वर्णन कीजिए।
Answer:
Several changes occurred in Babuli’s life after he got his job. He did not go to his home even once and also did not write any letter. He became busy in his own life and job.
(सैवरल चेन्जेज़ ऑकर्ड इन बाबुलीज़ लाइफ आफ्टर ही गॉट हिज़ जॉब। ही डिड नॉट गो टू हिज होम ईवन वन्स एण्ड ऑल्सो डिड नॉट राईट एनी लैटर। ही बिकेम बिज़ी इन हिज़ ओन लाइफ एण्ड जॉब।)
बाबुली के कार्यरत होने के पश्चात् उसमें कई बदलाव आये। वो अपने घर एक बार भी नहीं गया व उसने वहाँ एक भी पत्र नहीं लिखा। वह अपने कार्य व अपनी जिन्दगी में व्यस्त हो गया।

Question 2.
What was the effect of the letter on Babuli?
(व्हॉट वॉज़ द इफेक्ट ऑफ द लैटर ऑन बाबुली?)
बाबुली पर पत्र का क्या प्रभाव पड़ा?
Answer:
Babuli felt helpless and orphaned on reading the letter. He became despaired and restless.
(बाबुली फेल्ट हैल्पलेस एण्ड ऑफन्ड ऑन रीडिंग द लैटर। ही बिकेम डिस्पेयर्ड एण्ड रेस्टलेस।)
बाबुली पत्र पढ़ने के पश्चात स्वयं को असहाय व अनाथ महसूस करने लगा। वह निराश व बेचैन हो गया।

Question 3.
What was the reaction of Babuli’s wife when she heard about the division?
(व्हॉट वॉज़ द रिएक्शन ऑफ बाबुलीज़ वाइफ व्हेन शी हर्ड अबाऊट द डिवीज़न?)
बाबुली की पत्नी की बँटवारे की खबर सुनने के पश्चात् क्या प्रतिक्रिया थी?
Answer:
When Babuli’s wife heard about the division she was totally undisturbed. She only asked when was it to take place as if she was totally prepared for it.
(व्हेन बाबुलीज़ वाइफ हर्ड अबाऊट द डिवीज़न शी वॉज टोटली अनडिस्टर्ड। शी ओनलि आस्क्ड व्हेन वॉज़ इट टू टेक प्लेस एज़ इफ शी वॉज़ टोटलि प्रिपेअर्ड फॉर इट।)
जब बाबुली की पत्नी ने बँटवारे के विषय में सुना तो वो जरा भी व्याकुल नहीं हुई। उसने बस इतना ही पूछा कि वह कब होगा मानो वह उसके लिए पहले से ही तैयार थी।

Question 4.
How did Babuli’s elder brother take him home from his tuitions?
(हाउ डिड बाबुलीज़ एल्डर ब्रदर टेक हिम होम फ्रॉम हिज़ ट्यूशन्स?)
बाबुली के बड़े भाई उसे उसके ट्यूशन से घर कैसे लेकर जाते थे?
Answer:
Babuli’s elder brother waited for him in the dark while he was returning home from tuitions. He carried his lantern, bag of books and notes. He sometimes held his hand while walking.
(बाबुलीज़ एल्डर ब्रदर वेटिड फॉर हिम इन द डार्क व्हाइल ही वॉज़ रिटर्निंग होम फ्रॉम ट्यूशन्स। ही कैरिड हिज़ लैन्टर्न, बैग ऑफ बुक्स एण्ड नोट्स। ही समटाइम्स हेल्ड् हिज़ हैण्ड व्हाइल वॉकिंग।)
बाबुली के बड़े भाई उसके ट्यूशन से लौटते समय उसका अँधेरे में इन्तजार करते थे। वे अपना लालटेन, उसकी किताबों का बस्ता उठाया करते थे। वे कभी-कभी चलते समय उसका हाथ पकड़ लेते थे।

Language Practice

A. Fill in the blanks with an infinitive, gerund or a participle.
(रिक्त स्थान भरो।)

1. Kamini decided ………. alone. (to go/going)
2. She is thinking of ………. a car. (buying/bought/to buy)
3. Reshma felt …….. on getting the scholarship. (delighting/delighted/to delight)
4. He promised …………. the money soon. (returning/to return)
5. Parents postponed ……….. their daughter’s marriage. (to celebrate/celebrating)

Answer:

1. to go
2. buying
3. delighted
4. to return
5. to celebrate.

B. Fill in the blanks with correct alternatives.
(रिक्त स्थान भरिए।)

1. Shikha refused ………. the doll. (leaving/to leave)
2. You should avoid …….. mistakes. (making/to make)
3. I don’t fail ……….. promises. (to keep/keeping)
4. Would you mind ……… for me? (to wait/waiting)
5. He has decided ………. smoking. (to give up/giving up)

Answer:

1. to leave
2. making
3. to keep
4. waiting
5. to give up

Listening Time

A. The teacher will read out the following words and the students will repeat them.
(निम्न शब्दों को दोहराओ।)
Answer:

B. Listen to your teacher carefully and complete the following grid. Put a (✓) or an (✗). (Students will draw the grid in their copies.)
(अपने शिक्षक की बात सुनकर निम्न तालिका भरिए।)
Answer:

Writing Time

Study the given paragraph. What is the topic sentence of the paragraph?
Find out the sentence/s which do/es not belong to the paragraph (intruders).
Answer:
Topic sentence :
Carbohydrates, source of energy

Any intruders :
Proteins are body builders. (irrelevant sentence)

Things to do

Make a list of the days and dates on which we pay tribute to our great leaders and freedom fighters and write them in your notebooks.
(कौन से दिनों व तारीखों में हम महान् नेताओं व क्रान्तिकारियों को श्रद्धांजलि अर्पित करते हैं।)
Answer:
We pay tribute to our great leaders and freedom fighters on Independence day-15 August and Republic day-26 January.

The Tribute-I Difficult Word Meanings

The Tribute-I Summary, Pronunciation & Translation

As I reached my desk in the office, my eyes stopped over a letter. It contained that familiar, petite handwriting of my elder brother. After a very long time he had written to me. I shrank within for not writing letters home, all these days.

In my student days, it was almost a routine affair. I used to go home to that distant village on a rickety bus, caring nothing for the strain of the journey. My home-my village-they used to pull me away from the moribund city life. Now things have changed and I too have changed, a great deal at that! A lot of cobwebs have settled around me. I am swept by that invisible tide of time, and business. I was studying at Bhuvaneswar, where I got my job and now for these two years, I have thought of home not even once. Many a time my mother has written letters complaining about my negligence in writing to her. She has even reminded me of those pre-marriage days of mine.

(ऐज़ आई रीच्ड माई डेस्क इन द ऑफिस, माई आईज़ स्टॉप्ड ओवर अ लैटर इट कण्टेन्ड दैट फैमिलियर, पेटाईट। हैण्डराईटिंग ऑफ माई एल्डर ब्रदर आफ्टर अ वेरी लॉन्ग टाईम ही हैड रिटन टू मी. आई बैंक विदिन फॉर नॉट राइटिंग लैटर्स होम, ऑल दीज डेज़.

इन माई स्टुडेण्ट डेज़, इट वॉज़ ऑल्मोस्ट अ रुटीन अफेयर आई यूज्ड टू गो होम टू दैट डिस्टेण्ट विलेज ऑन अ रिकेटी बस, केयरिंग नथिंग फॉर द स्ट्रेन ऑफ द जर्नी। माई होम-माई विलेज़ दे यूज्ड टू पुल मी अवे फ्रॉम द मोरीबण्ड सिटी लाइफ नाऊ थिंग्स हैव चेन्ज्ड ऐण्ड आई टू हैव चेन्ज्ड, अ ग्रेट डील ऐट दैट! अलॉट ऑफ कॉबबेब्स हैव सेटल्ड अराउण्ड मी. आई ऐम स्वेप्ट बाई दैट इनविजिबल टाईड ऑफ टाईम ऐण्ड बिजनेस. आई वॉज स्टडिंग ऐट भुवनेश्वर, व्हेयर आई गॉट माई जॉब ऐण्ड नाऊ फॉर दीज़ टू यीअर्स, आई हैव थॉट ऑफ होम नॉट ईवन वन्स, मेनी अ टाईम माई मदर हैज़ रिटन लैटर्स कम्प्लेनिंग अबाऊट माई नेग्लिजेन्स इन राइटिंग टू हर. शी हैज ईवर रिमाईन्डिड मी ऑफ दोज प्री-मैरिज डेज ऑफ माईन.)

अनुबाद :
जब मैं दफ्तर में अपनी मेज तक पहुँचा मेरी आँखें एक पत्र पर रुक गईं। उस पर मेरे बड़े भाई की जानी पहचानी खूबसूरत लिखाई थी। काफी समय बाद उन्होंने मुझे पत्र लिखा था। मैं इतने समय से घर कोई चिट्ठी न लिखने के ख्याल से अन्दर-ही-अन्दर सिकुड़ गया।

पढ़ाई के दिनों में यह प्रायः मेरा नियमित कार्यक्रम था। मैं सुदूर गाँव में अपने घर जाया करता था जर्जर खटारा बस में सफर की मुश्किलों की परवाह न करते हुए। मेरा घर मेरा-गाँव वे मुझे अपनी ओर खींचते थे मृतप्रायःशहरी जीवन से दूर। अब चीजें बदल चुकी हैं और मैं भी काफी बदल चुका हूँ। कई प्रकार के जाले मेरे चारों ओर लग चुके हैं। मैं समय और व्यवसाय के अदृश्य ज्वार में बह रहा हूँ। मैं भुवनेश्वर में पढ़ाई कर रहा था, जहाँ मुझे नौकरी मिली और इन दो वर्षों में मैंने एक बार भी घर के विषय में नहीं सोचा था। कई बार मेरी माँ ने उनको पत्र न लिखने की शिकायत करते हुए कई बार मुझे पत्र लिखे। उन्होंने मुझे मेरे विवाह-पूर्व के दिनों की भी याद दिलाई।

Yet I have never been able to break standards of complacency which have coiled around me. I have kept quiet to prove that I am busy and preoccupied. Now she does not complain. Probably, she understand my position.

Usually my elder brother does not write to me. He does not need anything from me. He has never sought a token from me in lieu of his concern for me as an elder brother. In those days when I was a student, the only thing that he enquired about was my well-being. During my stay at home, he would catch fish for me from the pond behind our house and would ask his wife to prepare a good dish, for I loved fish. When the catch was scantly, the dish would be prepared exclusively for me. He would say to his wife. “You must make the dish as delicious as possible, using mustard paste for Babuli.” Even now, he is the same man with the same tone of love and compassion. Nothing has changed him-his seven children, father, mother, cattle, fields, household .responsibilities. He is the same-my elder brother.

(येट आई हैव नेवर बीन एबल टू ब्रेक दोज़ स्टैण्डर्ड्स ऑफ कॉम्प्लेसेन्सी विच हैव कॉइल्ड अराऊण्ड मी आई हैव केप्ट क्वाईट टू प्रूव दैट आई ऐम बिजी ऐण्ड प्रीऑक्यूपाईड नाऊ शी डज नॉट कम्पलेन प्रोबैब्ली, शी अण्डरस्टैण्ड्स माई पोजिशन

यूज्युअली माई एल्डर ब्रदर डज़ नॉट राईट टू मी. ही डज़ नॉट नीड एनीथिंग फ्रॉम मी ही हैज नेवर सॉट अ टोकन फ्रॉम मी इन लियू ऑफ हिज़ कन्सर्न फॉर मी ऐज ऐन एल्डर ब्रदर। इन दोज डेज व्हेन आई वॉज अ स्टुडेण्ट, द ओनली थिंग दैट ही एन्क्वायर्ड अबाऊट वॉज माई वैल-वीइंग ड्यूरिंग माई स्टे ऐट होम, ही वुड कैच फिश फॉर मी फ्रॉम द पॉण्ड बिहाइन्ड आवर हाउज ऐण्ड वुड आस्क हिज वाईफ टू प्रिपेअर अ गुड डिश, फॉर आई लव्ड फिश व्हेन द कैच वॉज स्कैण्टी, द डिश वुड बी प्रिपेअर्ड एक्सक्लूजिवली फॉर मी. ही वुड से टू हिज़ वाईफः “यू मस्ट मेक द डिश ऐज डेलिशियस ऐज पॉसिबल, यूजिंग मस्टर्ड पेस्ट फॉर बाबुली” ईवर नाऊ, ही इज द सेम मैन विद द सेम टोन ऑफ लव ऐण्ड कम्पैशन नथिंग हैज चेन्ज्ड हिम-हिज् सेवन चिल्ड्रन, फादर, मदर, कैटल, फील्ड्स, हाउजहोल्ड रिस्पॉन्सिबिलीटीज. ही इज द सेम-माई एल्डर ब्रदर.)

अनुवाद :
फिर भी मैं अपने इर्द-गिर्द कुंडली मारे आत्मसन्तुष्टि के उन मानदण्डों को कभी तोड़ नहीं पाया। मैं चुप रहा यह जताने के लिए कि मैं बहुत व्यस्त और तल्लीन हूँ। अब वह शिकायत नहीं करतीं। शायद, वो मेरी स्थिति समझती हैं।

आमतौर पर मेरे बड़े भाई मुझे पत्र नहीं लिखते। उन्हें मुझसे कुछ नहीं चाहिए। एक बड़े भाई के रूप में मेरी इतनी चिन्ता करने के एवज में उन्होंने कभी मुझसे किसी भी चीज की अपेक्षा नहीं की। उन दिनों जब मैं छात्र था यदि किसी चीज के बारे में वह पूछते थे तो सिर्फ मेरे हाल-चाल के बारे में। अब छुट्टियों में मैं घर पर होता था तो वह मेरे लिए मछलियाँ पकड़ा करते थे घर के पीछे वाले तालाब से और अपनी पत्नी से कहते कि बहुत अच्छे से बनाए क्योंकि मुझे मछली पसन्द है। जब थोड़ी ही मछलियाँ होती थीं तो फिर सिर्फ मेरे लिए पकाई जाती थीं। वे अपनी पत्नी से कहा करते। “तुम बाबुली के लिए पिसी सरसों के साथ मछली बनाओ जितना स्वादिष्ट तुम बना सकती हो उतना।” वे आज भी वैसे ही हैं वही प्यार, करुणा व संवेदना युक्त व्यक्ति। कुछ भी नहीं बदला-उनके सात बच्चे, पिताजी, माताजी, मवेशी, खेत, घर की जिम्मेदारियाँ वे आज भी वही हैं- मेरे बड़े भाई।

I handled the letter carefully. He had asked me to come home. Some feud had cropped up. The two sisters-in-law had quarelled. Our paddy fields, the cottage and all the movables and im-movables were to be divided into three parts amongst us. My presence was indispensable.

It was my second brother who was so particular and adamant about the division. He wanted it at any cost.

I finished reading the letter. A cold sweat drenched me. I felt helpless, orphaned. A sort of despair haunted me for a long time. Quite relentlessly, I tried to drive them away yawning helplessly in a chair.

In the evening when I told my wife about the partition that was to take place, I found totally unperturbed. She just asked me: “When?” as if she was all prepared and waiting for this event to take place! “In a week’s time,” I said.”

(आई हैण्डल्ड द लैटर केयरफुली ही हैड आस्क्ड मी टू कम होम. सम फ्यूड हैड क्रॉप्ड अप द टू सिस्टर्स-इन-लॉ हैड क्वारेल्ड. आवर पैडी फील्ड्स, द कॉटेज ऐण्ड ऑल द मूवेबल्स ऐण्ड इम्मूवेबल्स वर टू बी डिवाईडिड इण्टू थ्री पार्ट्स अमंगस्ट अस माई प्रजेन्स वॉज इन्डिस्पेन्सिबल इट वॉज माई सेकण्ड ब्रदर हू वॉज सो पर्टिकुलर ऐण्ड ऐडमेण्ट अबाऊट द डिविजन ही वॉण्टिड इट ऐट एनी कॉस्ट.

आई फिनिश्ड रीडिंग द लैटर अ कोल्ड स्वेट ड्रेन्ड मी. आइ फेल्ट हेल्पलेस, ऑफन्ड. अ सॉर्ट ऑफ डेस्पेअर हॉण्टिड मी फॉर लॉन्ग टाईम. क्वाईट रिलेण्टलेस्ली, आई ट्राईड टू ड्राईव दैम अवे यॉनिग हैल्पलेस्ली इन अ चेयर.

इन द ईवनिंग व्हेन आई टोल्ड माई वाइफ अबाऊट द पार्टिशन दैट वॉज़ टू टेक.प्लेस, आई फाउण्ड हर टोटली अनपर्टर्ड शी जस्ट आस्क्ड मी: “व्हेन?” ऐज इफ शी वॉज आल प्रिपेअरड ऐण्ड वेटिंग फॉर दिस ईवेण्ट टू टेक प्लेस! “इन अ वीक्स टाइम” आई सेड.)

अनुवाद :
मैंने बहुत सावधानी के साथ पत्र को खोला। उन्होंने (बड़े भाई) ने मुझे घर आने के लिए लिखा था, कुछ झगड़ा उठ खड़ा हुआ था। मेरे दोनों भाइयों की पत्नियाँ (देवरानी-जेठानी) आपस में लड़ ली थीं। हमारे चावल के खेत, हमारा मकान और अन्य सभी प्रकार की चल-अचल सम्पत्तियों का बँटवारा हम तीनों के बीच होना था। मेरी मौजूदगी अपरिहार्य थी।

मेरा दूसरा भाई बँटवारे की ज़िद पर अड़ा हुआ था। उसे किसी भी कीमत पर बँटवारा चाहिए था। मैंने पत्र पढ़ लिया। ठण्डे पसीने से मैं भीग गया। मैं अपने आप को असहाय और अनाथ महसूस कर रहा था। बहुत देर तक एक प्रकार की निराशा मुझे घेरे रही। कुर्सी पर असहाय बैठा हुआ मैं लगातार ऐसे विचारों को दूर भगाता रहा।

शाम को जब मैंने अपनी पत्नी को बताया कि बँटवारा होने वाला है तो मैंने उसे बिल्कुल अविचलित पाया। उसने केवल मुझसे पूछा “कब”? जैसे कि वो इसके लिए तैयार हो और इन्तजार कर रही हो होने का। “एक सप्ताह में,” मैंने कहा।

In bed that night my wife asked me all sorts of questions. What would be our share and how much would fetch us on selling it? I said nothing for a while but in order to satisfy her, at last guessed that it should be around twenty thousand rupees. She came closer to me and said, “We don’t need any land in the village. What shall we do with it? Let’s sell it and take the money. Remember, when you, sell it, hand over to me the entire twenty thousand. I will make proper use of it. We need a fridge, you know. Summer is approaching. You need not go to the office riding a bicycle. You must have a scooter. And the rest we will put in a bank. There is no use keeping land in the village. We can’t look after it, and why should others draw benefits out of our land?”

(इन बेड दैट नाईट माई वाईफ आस्क्ड मी ऑल सॉर्ट्स ऑफ क्वेश्चन्स व्हॉट वुड बी आवर शेयर ऐण्ड हाऊ मच वुड फेच अस आन सेलिंग इट? आई सेड नथिंग फॉर अ व्हाईल बट इन ऑर्डर टू सैटिस्फाई हर, ऐट लास्ट गैस्ड दैट इट शुड बी अराउण्ड ट्वेन्टी थाऊसेण्ड रूपीज़ शी केम क्लोजर टू मी ऐण्ड सेड, “वी डोण्ट (डू नॉट) नीड एनी लैण्ड इन द विलेज़ व्हॉट शैल वी डू विद इट? लैट अस सैल इट ऐण्ड टेक द मनी रिमेम्बर, व्हेन यू सैल इट, हैण्ड ओवर टु मी द एन्टायर ट्वेन्टी थाऊसेण्ड आई विल मेक प्रॉपर यूज़ ऑफ इट. वी नीड अ फ्रिज, यू नो. समर इज अप्रोचिंग यू नीड नॉट गो टू द ऑफिस राईडिंग अ बाईसिकल. यू मस्ट हैव अ स्कूटर. ऐण्ड द रेस्ट वी विल पुट इन अ बैंक देयर इज़ नो यूज कीपिंग लैण्ड इन द विलेज़ वी काण्ट (कैन नॉट) लुक आफ्टर इट, ऐण्ड व्हाय शुड अदर्स ड्रॉ बेनिफिट्स आऊट ऑफ आवर लेण्ड?’)

अनुवाद :
उस रात बिस्तर पर मेरी पत्नी ने मुझसे तरह-तरह के प्रश्न पूछे। हमारा हिस्सा कितना होगा और उसे बेचने पर हमें क्या (कितना) मिलेगा? मैं थोड़ी देर तक तो कुछ नहीं बोला पर फिर उसकी संतुष्टि हेतु आखिरकार अन्दाजा लगाया कि लगभग बीस हजार रुपये होंगे। वह मेरे और पास आ गई और बोली “हमें गाँव में किसी जमीन की कोई जरूरत नहीं है। हम क्या करेंगे उसका? उसे बेचकर पैसे ले लेते हैं। याद रखना जब उसे बेच दो तो पूरे बीस हजार रुपये लाकर मुझे देना। मैं उसका सही इस्तेमाल करूँगी। हमें एक फ्रिज की जरूरत है तुम्हें पता है। गर्मियों आ रही हैं। तुम्हें साइकिल चलाकर ऑफिस जाने की जरूरत नहीं है। तुम्हारे पास एक स्कूटर होना चाहिए और बाकी की रकम हम बैंक में डाल देंगे। गाँव में ज़मीन रखना व्यर्थ है। हम उसकी देखभाल कर नहीं सकते और दूसरे क्यों हमारी जमीन का लाभ लें।”

I listened to all this like an innocent lamb looking into the darkness. I felt as if the butcher was sharpening his knife, huming a tune and waiting to tear me into large chunks of meat, and consoling me saying that there is a better life after death.

Gone are those days; gone are those feelings, when the word ‘Home’ filled my heart with emotion. And that affectionate word ‘Brother’! What feeling it had ! How it used to make my heart pound with love! Recollecting all these things, I felt weak, pathetic.

Where is the heart gone? Where are those days? Where has that spontaneity of feeling gone? I just can’t understand how a stranger could all of a sudden become so intimate.

(आई लिसिन्ड टू ऑल दिस लाइक ऐन इनोसेण्ट लैम्ब लुकिंग इण्टू द डार्कनेस. आई फैल्ट ऐज इफ द बुचर वॉज शार्पनिंग हिज नाइफ, हमिंग अ ट्यून ऐण्ड वेटिंग टू टीयर मी इण्ट्र लार्ज चंक्स ऑफ मीट, ऐण्ड कन्सोलिंग मी सेईंग दैट देयर इज़ अ बैटर लाइफ आफ्टर डेथ.)

गॉन आर दोज डेज, गॉन आर दोज फीलिंग्स, व्हेन द वर्ड ‘होम’ फिल्ड माई हार्ट विद इमोशन ऐण्ड दैट अफेक्शनेट वर्ड ‘ब्रदर’। व्हॉट फीलिंग इट हैड। हाऊ इट यूज्ड टू मेक माई हार्ट पाऊण्ड विद लव! रीकलैक्टिंग ऑल दीज थिंग्स, आई फैल्ट वीक, पैथेटिक।

व्हेअर इज़ द हार्ट गॉन? व्हेअर आर दोज़ डेज़? व्हेअर हैज दैट स्पॉन्टनीअटी ऑफ फीलिंग गॉन? आई जस्ट काण्ट अन्डरस्टैण्ड हाऊ अ स्ट्रेन्जर कुड ऑल ऑफ अ सडन बिकम सो इन्टिमेट.)

अनुवाद :
मैं एक निरीह मेमने की तरह यह सब कुछ सुनता रहा अन्धेरे में देखते हुए मुझे ऐसा महसूस हुआ मानो कोई कसाई धुन गुनगुनाते हुए छुरा तेज कर रहा है और इन्तजार कर रहा है मुझे बड़े-बड़े माँस के टुकड़ों में काटने का और साथ में मुझे सान्त्वना दे रहा है यह कहते हुए कि मृत्यु के बाद बहुत बेहतर जिन्दगी है।

वो दिन, वो भावनाएँ सब कहीं खो गए हैं, जब ‘घर’ शब्द मेरे हृदय को उमंग भरी भावनाओं से भर देता था। और वह स्नेहमय शब्द ‘भाई’! कैसा सुखद अहसास था उसमें। कैसे वो मेरे हृदय को प्रेम से जोर-जोर से धड़का देता था। यह सब कुछ याद करते हुए मैं कमजोर और दयनीय महसूस कर रहा था।

कहाँ गया वो हृदय? कहाँ गए वो दिन? वो भावनाओं की स्वाभाविक सहजता कहाँ गई? मैं यह बिल्कुल नहीं समझ पा रहा कि कैसे एक अनजान व्यक्ति अचानक से इतना घनिष्ठ हो जाता है।

But I became my normal self in two days. I grew used to what had been a shock. Later on, in the market-place, keeping pace with my wife. I enquired about the prices of the different things she intended to buy. Buying a fridge was almost certain. A secondhand scooter, a stereo set and some gold ornaments. I prepared a list of the prices. She kept reminding me about her intentions, and was showing a lot of impatience.

(बट आइ बिकेम माइ नॉर्मल सेल्फ इन टू डेज़ आई ग्रयू यूज्ड टू व्हॉट हैड बीन अ शॉक लेटर ऑन, इन द मार्केट-प्लेस, कीपिंग पेस विद माई वाइफ, आई एन्क्वायर्ड अबाउट द प्राइसेस ऑफ द डिफरेन्ट थिंग्स शी इन्टेन्डिड टू बाय बायींग अ फ्रिज वॉज़ आल्मोस्ट सन. अ सैकण्ड-हैण्ड स्कूटर, अ स्टीरियो सेट एण्ड सम, गोल्ड ऑर्नामेण्ट्स। आई प्रिपेअर्ड अ लिस्ट ऑफ प्राइसेस. शी केप्ट रिमाईन्डिंग मी अबाउट हर इन्टेन्शन्स, ऐण्ड वॉज शोईंग अलॉट ऑफ इम्पेशियन्स.)

अनुवाद :
परन्तु दो दिनों में अपनी सामान्य स्थिति में आ गया। पहले-पहल जो मुझे आघात लगा था मैं उसका आदी हो गया था। बाद में बाजार में, अपनी पत्नी के साथ कदम मिलाते हुए मैंने उन चीजों की कीमत के बारे में पूछा जो वह खरीदना चाहती थी। एक फ्रिज लेना तो लगभग पक्का था। एक पुराना स्कूटर, एक स्टीरियो सेट और कुछ स्वर्ण आभूषण। मैंने सब चीजों की एक कीमत-सूची तैयार की। मेरी पत्नी मुझे याद दिलाती रही कि वह क्या चाहती है और वह काफी अधीर थी।

It was Saturday afternoon. I left for my village. The same bus was there, inspiring in me the old familiar feeling. I rushed to occupy the seat just behind the driver, my favourite seat. In my hurry, I bruised my knee against the door. It hurt me. The brief-case fell off and the little packet containing the prasad of Lord Lingraj’, meant for my dear mother, was scattered over the ground. I felt as if the entire bus was screeching aloud the question: “After how many years? You have not bothered in the least to retain that tender love you had in your heart for your home! Instead you have sold it to the butcher to help yourself become a city Baboo!! Curses be on you!”

(इट वॉज सैटर्डे आफ्टरनून आई लेफ्ट फॉर माई विलेज द सेम बस वॉज देयर, इन्स्पायरिंग इन मी द ओल्ड फैमिलीयर फीलिंग, आई रण्ड टू ऑक्यूपाई द सीट जस्ट विहाइण्ड द ड्राईवर, माई फेवरिट सीट इन माई हरी, आई ब्रूज्ड माई नी अगेस्ट द डोर इट हर्ट मी द ब्रीफकेस फेल ऑफ एण्ड द लिटल पैकेट कन्टेनिंग द प्रसाद ऑफ लॉर्ड लिंगराज’, मैण्ट फॉर माई डीयर मदर, वॉज स्कैटर्ड ओवर द ग्राउण्ड आई फेल्ट ऐज़ इफ द एन्टायर बस वॉज स्क्रीचिंग अलाउड द क्वेश्चन “आफ्टर हाउ मैनी यीअर्स? यू हैव नॉट बॉदर्ड इन द लीस्ट टू रिटेन देट टेण्डर लव यू हैड इन यॉर हार्ट फॉर यॉर होम! इन्स्टेड यू हैव सोल्ड इट टू द बुचर टू हेल्प यॉरसेल्फ बिकम अ सिटी बाबू!! कर्स बी ऑन यू!”

अनुवाद :
शनिवार को दोपहर थी। मैं अपने गाँव के लिए निकला। वही पुरानी बस थी। उसने मेरे अन्दर वही पुरानी सुपरिचित भावनाओं को जगा दिया। मैं जल्दी से ड्राईवर के ठीक पीछे वाली सीट पर बैठने के लिए बढ़ा, मेरी संबसे पसन्दीदा सीट। जल्दबाजी में मेरा घुटना दरवाजे से टकराकर छिल गया। उसमें दर्द हो रहा था। मेरी अटैची गिर पड़ी और छोटी सी थैली में रखा भगवान लिंगराज का प्रसाद जो मेरी प्यारी माँ के लिए था सब तरफ फैल गया। मुझे ऐसा महसूस हुआ मानो पूरी बस जोर-जोर से चीखकर पूछ रही हो। “कितने वर्ष बाद? तुमने अपने घर के लिए जो तुम्हारे हृदय में कोमल प्रेम था उसे कायम रखने की बिल्कुल भी कोशिश नहीं की। उसके बजाए तुमने उस प्रेम को कसाई को बेच दिया। स्वयं को शहरी बाबू बनाने की खातिर!! धिक्कार है तुम पर!”

I boarded the bus, collecting the brief case and the content of the soiled packet, wearing a shameless smile for the cleaner and the conductor of the bus.

It was five in the evening when I got down; I had written beforehand. My elder brother was there to meet me at the bus stop. He appeared a little tired and worn out. “Give that brief case to me. That must be heavy.” He almost snatched it away from me. I forgot even to touch his feet. This had never happened earlier. He was walking in front of me.

We were walking on the village road, dusty and ever the same. I remembered my childhood days.

(आई बोर्डिड द बस, कलैक्टिंग द ब्रीफकेस ऐण्ड द कन्टेन्ट ऑफ द सॉइल्ड पैक्ट, वीयरिंग अ शेमलैस स्माइल फॉर द क्लीनर ऐण्ड द कण्डक्टर ऑफ द बस – इट वॉज़ फाइव इन द ईवनिंग व्हेन आई गॉट डाउन; आई हैड रिटन बिफोरहैण्ड माई एल्डर ब्रदर वॉज़ देयर टू मीट.मी ऐट द बस स्टॉप ही अपीअर्ड अ लिटल टायर्ड ऐण्ड वर्न आउट। “गिव दैट ब्रीफकेस टू मी दैट मस्ट बी हैवी.” ही ऑल्मोस्ट स्नैच्ड इट अवे फ्रॉम मी आई फॉरगॉट ईवन टू टच हिज फीट दिस हैड नेवर हैपन्ड अर्लियर ही वॉज़ वॉकिंग इन फ्रण्ट ऑफ मी

वी वर वॉकिंग ऑन द विलेज रोड, डस्टी ऐण्ड एवर द सेम आई रिमेम्बर्ड माई चाइल्डहुड डेज़.)

अनुवाद :
मैं बस से उतर गया, अपनी अटैची और थैली के बचे-खुचे प्रसाद को लेकर चालक और परिचालक की तरफ बेशर्मी से मुस्कराकर देखता हुआ।

शाम के पाँच बज रहे थे कि जब मैं उतरा। मैंने अपने आने की सूचना पत्र द्वारा दे दी थी। मेरे बड़े भाई मुझे बस अड्डे पर लेने आए थे। वह थोड़े थके हुए और क्लान्त दिख रहे थे। “यह अटैची मुझे दे दो। यह भारी होगी।” उन्होंने मुझसे अटैची लगभग छीन ली। मैं उनके पैर तक छूना भूल गया। ऐसा इससे = पहले कभी नहीं हुआ था। वह मेरे आगे चल रहे थे। हम लोग गाँव की सड़क पर चल रहे थे, धूल भरी हमेशा एक जैसी। मुझे अपने बचपन के दिन याद आ गए।

I was usually crossing the street alone to go to a teacher in the evening for tuition. It was generally late and dark when I returned from my studies. Unfailingly my elder brother would be there to escort me back home lest I should be frightened. He would carry the lantern, my bag of books and notes. I had to follow him to do so. If I lagged behind, he would ask, “Why! you are perhaps tired. Come, hold my hand and walk with me.” He sometimes used to carry me – on his shoulders while going to the fields for a stroll.

(आई वॉज़ यूज़्यूअली क्रॉसिंग द स्ट्रीट अलोन टू गो टू अ टीचर इन द ईवनिंग फॉर ट्यूशन इट वॉज जनरली लेट ऐण्ड डार्क व्हेन आई रिटर्ड फ्रॉम माई स्टडीज़ अनफेलिंली माई एल्डर ब्रदर वुड बी देयर टू एस्कॉर्ट मी बैक होम लेस्ट आई शुड बी फ्राईटेन्ड. ही वुड कैरी द लैण्टर्न, माई बैग ऑफ बुक्स ऐण्ड नोट्स आई हैड टू फॉलो हिम टू डू सो इफ आई लैग्ड विहाईन्ड, ही वुड आस्क, “व्हाई! यू आर परहैप्स टायर्ड कम, होल्ड माई हैण्ड ऐण्ड वॉक विद मी।” ही समटाईम्स यूज्ड टू कैरी मी ऑन हिज़ शोल्डर्स व्हाईल गोईंग टू द फील्ड्स फॉर अ स्ट्रॉल.)

अनुवाद-मैं आम तौर पर शाम को अकेले ही सड़क पार करता था अध्यापक महोदय के यहाँ पढ़ने जाने के लिए। प्रायः लौटते समय अन्धेरा हो जाता था। बिना किसी नागा के मेरे बड़े भाई मुझे लेने के लिए आते थे कि कहीं मुझे डर न लगे। वे मेरी पुस्तकें और लालटेन लेकर चलते थे। मुझे उनके पीछे चलना पड़ता था। यदि मैं ज्यादा पीछे रह जाता था तो वे पूछते, “क्यों क्या हुआ। शायद तुम थके हुए हो। आओ, मेरा हाथ पकड़ो और मेरे साथ चलो।” वह कभी-कभी मुझको अपने कंधे पर बिठाकर खेतों में घूमने जाया करते थे।

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One Step Ahead Textual Exercises

Word Power

A. Match the following words with their meanings.
(सुमेलित कीजिए)

Answer:
1. → (c)
2. → (a)
3. → (d)
4. → (e)
5. → (b)

B. Make a list of at least three abbreviations known to you.
Answer:
1. All India Radio (AIR)
2. Indian Space Research Organisation (ISRO)
3. Indian Naval Academy (INA)

How Much Have I Understood?

A. Answer the following questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Why did Dr. Kalam go to Delhi?
(व्हाई डीड डॉ. कलम गो टू डेल्ही?)
डॉ. कलाम दिल्ली क्यों गये?
Answer:
Dr. Kalam went to Delhi for the interview at DTD & P (Air). [Directorate of Technical Development and Production (Air)].
(डॉ. कलाम डॉ. कलम वेन्ट टू डेल्ही फॉर द इंटरव्यू एट डी.टी.डी. एण्ड पी (ऍअर) [डाइरेक्टोरेट ऑफ टेक्निकल डेवलपमेन्ट एण्ड प्रोडक्शन (एअर)]
डॉ. कलाम दिल्ली तकनीकी विकास व उत्पादन निदेशालय। (वायु) के साक्षात्कार के लिए गए।

Question 2.
Why did Dr. Kalam go to Dehradun?
(व्हाय डिड डॉ. कलाम गो टू देहरादून?)
डॉ. कलाम देहरादून क्यों गये?
Answer:
Dr. Kalam went to Dehradun for an interview at the Air Force Selection Board.
(डॉ. कलाम वेन्ट् टू देहरादून फॉर एन इन्टरव्यू एट द ऍअर फोर्स सिलेक्शन बोर्ड।)
‘डॉ. कलाम देहरादून वायु सेना चयन समिति के साक्षात्कार हेतु गए।

Question 3.
What did Dr. Kalam want to become in Air Force?
(व्हॉट डिड डॉ. कलाम वॉन्ट टू बिकम इन एअर फोर्स?)
डॉ. कलाम वायु सेना में क्या बनना चाहते थे?
Answer:
Dr. Kalam wanted to become Commissioning Officer in the Air Force.
(डॉ. कलाम वॉन्टेड टू बिकम कमिश्निंग ऑफिसर इन द एअर फोर्स।)
डॉ. कलाम वायु सेना में कमिश्निग ऑफिसर के पद पर कार्य करना चाहते थे।

Question 4.
What did Dr. Kalam feel when he was going to face the interview?
(व्हॉट डिड डॉ. कलाम फील व्हेन ही वॉज गोइंग टू फेस द इन्टरव्यू?)
साक्षात्कार के लिए जाते समय डॉ. कलाम को क्या महसूस हुआ?
Answer:
While going for the interview Dr. Kalam was excited but nervous, determined but anxious, confident but tense.
(व्हाइल गोइंग फॉर द इन्टरव्यू डॉ. कलाम वॉज एक्साइटेड बट नर्वस, डिटर्मिन्ड बट एक्शियस, कॉन्फिडेन्ट बट टेन्स।)
साक्षात्कार के लिए जाते समय डॉ. कलाम उत्तेजित मगर आशंकित थे, दृढ़ निश्चित मगर चिन्तित थे, आत्मविश्वासी मगर बेचैन थे।

Question 5.
Why did Dr. Kalam go to the Shivananda Ashram?
(व्हाय डिड डॉ. कलाम गो टू द शिवाननन्द आश्रम?)
डॉ. कलाम शिवानन्द आश्रम क्यों गये?
Answer:
Dr. Kalam had failed to get selected in the Air Force so he was in a dejected mood and was seeking answers to the doubts that troubled him. Therefore, he went to the Shiyananda Ashram.
(डॉ. कलाम हैड फेल्ड् टू गेट सिलेक्टिड इन द एअर फोर्स सो ही वॉज इन अ डिजेक्टिड मूड एण्ड वॉज सीकिंग आन्सर्स टू द डाउट्स दैट ट्रबल्ड् हिम। देयरफोर, ही वेन्ट् टू द शिवानन्द आश्रम।)
डॉ. कलाम वायु सेना में चयनित न हो सके अतः वे मायूस थे व कई प्रश्न जो उन्हें परेशान कर रहे थे, के उत्तर खोज रहे थे। अतः वे शिवानन्द आश्रम गये।

Question 6.
What was the designation and salary of Dr. Kalam when he joined the job?
(व्हॉट वॉज़ द डेज़िग्नेशन एण्ड सैलरी ऑफ डॉ. कलाम व्हेन ही जॉइन्ड द जॉब?)
जब डॉ. कलाम ने नौकरी आरम्भ की तब वे कौन से पद पर थे व उनकी क्या तनख्वाह थी?
Answer:
Dr. Kalam joined the job as Senior Scientific Assistant on a basic salary of Rs. 250 per month.
(डॉ. कलाम जॉइन्ड द जॉब एज़ सीनियर साइन्टिफिक एसिस्टेंट ऑन अ बेसिक सैलेरी ऑफ रुपीज 250 पर मन्थ।)
डॉ. कलाम ने वरिष्ठ वैज्ञानिक सहायक के पद पर रुपये 250 की मासिक तनख्वाह पर पदभार ग्रहण किया।

B. Answer the following questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
Why did the religious conquest not affect the southern part of India?
(व्हाय डिड द रिलीजियस कॉक्वेस्ट नॉट अफेक्ट द सदर्न पार्ट ऑफ इण्डिया?)
धर्मपरायण युद्धों ने भारत के दक्षिण भाग को क्यों प्रभावित नहीं किया?
Answer:
The religious conquest did not affect southern part of India because it was protected by the Vindhya and Satpura mountain ranges. Also the Narmada, Tapti, Mahanadi, Godavari and Krishna rivers provided protection to it.’
(द रिलीजियस काँक्वेस्ट्स डिड नॉट अफेक्ट सदर्न पार्ट ऑफ इण्डिया बिकॉज इट वॉज़ प्रोटेक्टिड बाइ द विन्ध्या एण्ड सतपुरा माउण्टेन रेजिज। ऑल्सो द नर्मदा, ताप्ती, महानदी, गोदावरी एण्ड कृष्णा रिवर्स प्रोवाइडिड प्रोटेक्शन टू इट।)
धर्मपरायण युद्धों ने भारत के दक्षिण भाग को अप्रभावित रखा क्योंकि वह हिस्सा विन्ध्या व सतपुड़ा पहाड़ों से रक्षित था। नर्मदा ताप्ती, महानदी, गोदावरी व कृष्णा नदियों ने भी उसका बचाव कर रखा था।

Question 2.
Describe the appearance of Swami Shivananda,
(डिस्क्राइब द अपीयरेन्स ऑफ स्वामी शिवानन्द।)
स्वामी शिवानन्द की वेशभूषा का वर्णन करो।
Answer:
Swami Shivananda looked like Buddha. He wore a white dhoti and wooden slippers. He had an olive complexion and black piercing eyes. His smile was child-like and he had gracious manner.
(स्वामी शिवानन्द लुक्ड् लाइक बुद्धा। ही वोर अ व्हाइट धोती एण्ड वुडन स्लिपर्स। ही हैड एन ओलिव कॉम्पलेक्शन एण्ड ब्लैक पीयर्सिंग आईज। हिज स्माइल वॉज चाइल्ड-लाइक एण्ड ही हैड ग्रेशियस मैनर।)
स्वामी शिवानन्द भगवान बुद्ध की भाँति थे। वे सफेद धोती व खड़ाऊ पहनते थे। उनका रंग पीला था व काले भेदी नेत्र थे। उनकी मुस्कुराहट एक बच्चे के समान थी व उनका व्यक्तित्व उदार था।

Question 3.
How.did Swami Shivananda console Dr. Kalam?
(हाउ डिड स्वामी शिवानन्द कन्सोल डॉ. कलाम?)
स्वामी शिवानन्द ने डॉ. कलाम को किस प्रकार धीरज बँधाया?
Answer:
Swami Shivananda consoled Dr. Kalam by saying that he should accept his destiny as it comes. He was not destined to become an Air Force Pilot. That failure was essential to lead him to destined path and he should surrender himself to the wish of God.
(स्वामी शिवानन्द कन्सोल्ड् डॉ. कलाम बाइ सेइंग दैट ही शुड असेप्ट हिज डेस्टिनी एज इट कम्स। ही वॉज नॉट डेस्टिन्ड टू बिकम एन एअर फोर्स पायलट। दैट फेलियर वॉज एसेंशियल टू लीड हिम टू डेस्टिन्ड पाथ एण्ड ही शुड सरेन्डर हिमसेल्फ टू द विश ऑफ गॉड।)
स्वामी शिवानन्द ने डॉ. कलाम को यह कहकर धीरज़ बँधाया कि उन्हें अपनी नियति को स्वीकार करना चाहिए। वायु सेना में विमान चालक बनना उनके भाग्य में नहीं था। यह असफलता उन्हें उनके नियत पथ पर ले जाने के लिए आवश्यक थी और उन्हें स्वयं को ईश्वरीय इच्छा को समर्पित कर देना चाहिए।

Question 4.
How should we take our failure?
(हाउ शुड वी टेक अवर फेलियर?)
हमें अपनी असफलता को किस प्रकार लेना चाहिए?
Answer:
We should take our failure as our destiny. One should forget it and understand that it was essential to lead one to his destined path.
(वी शुड टेक अवर फेलियर एज़ अवर डेस्टिनी। वन शुद्ध फॉरगेट इट एण्ड अण्डरस्टैण्ड दैट इट वॉज़ एसेन्शियल टू लीड वन टू हिज़ डेस्टिन्ड् पाथ।)
हमें अपनी असफलता को अपनी नियति समझना चाहिए। व्यक्ति को यह भूल जाना चाहिए व यह समझ लेना चाहिए कि यह उसे उसके नियत पथ पर ले जाने के लिए जरूरी थी।

Question 5.
How does Abdul Kalam describe the men and women folk, as he saw them from the window of the compartment?
(हाउ डज अब्दुल कलाम डिस्क्राइव द मेन एण्ड वुमेन फोक, ऐज ही सॉ दैम फ्रॉम द विण्डो ऑफ द कम्पार्टमेन्ट?)
अब्दुल कलाम कम्पार्टमेन्ट की खिड़की से देखकर पुरुषों व महिलाओं का वर्णन किस प्रकार करते हैं?
Answer:
Abdul Kalam says that men in their white dhotis and turbans and women in bright splashes of colour against the green background of paddy fields looked like beautiful paintings. Everyone was busy in some activity.
(अब्दुल कलाम सेज़ दैट मेन इन देअर व्हाइट धोतीज़ एण्ड टर्बन्स एण्ड विमेन इन ब्राइट स्प्लैशिज ऑफ कलर अगेन्स्ट द ग्रीन बैकग्राउन्ड ऑफ पेडी फील्ड्स लुक्ड लाइक ब्यूटीफुल पेंटिंग्स। ऐवरीवन वॉज़ बिज़ी इन सम एक्टिविटी।)
अब्दुल कलाम कहते हैं कि सफेद धोतियों एवं पगड़ियों में पुरुष तथा पैडी की हरी पृष्ठभूमि में चमकीले रंग-बिरंगे वस्त्रों में महिलाएँ सुन्दर चित्रों की तरह दिखते थे। हर कोई किसी न किसी गतिविधि में संलग्न था।

Language Practice

Fill in the blanks with suitable connectors from brackets.
(रिक्त स्थान भरिए।)
(while, since, during, until, because)

1. I could not watch the whole movie. I fell asleep ……… the film.
2. India was not independent …………. 15 Aug, 1947.
3. Mohan met his friend …….. he was on a holiday.
4. Two hours have passed ……… you took medicine.
5. He was absent ………… he was sick.

Answer:

1. during
2. until
3. while
4. since,
5. because

Listening Time

A. The teacher will read out the following words and the students will repeat them
(निम्न शब्दों को दोहराओ।)
Answer:

B. Here are some guidelines for using your mobile phone safely. Your teacher will read them out for you. Listen to them carefully and find out the picture they correlate. Write the picture no. against correlated guideline.
(निम्न शब्दों को दोहराओ)
Answer:

1. Do not switch the phone on when wireless phone use is prohibited or when it may cause interference or danger. (vii)
2. Always keep your hands free to operate the vehicle while driving. (iv)
3. Switch the phone off near medical equipment. (vi)
4. Do not use the phone at refuelling point. Do not use near fuel or chemical. (v)
5. Only qualified personnel may install or repair this phone. (i)
6. Your phone is not water resistant. Keep it dry.(iii)
7. Do not connect incompatible product. (ii)

Speaking Time

Do it yourself.
(छात्र स्वयं करें।)

Writing Time

You are Mohan studying at Govt. Higher Secondary School, Dalka, Khargone. Reply to your father as per the letter given in the text.
(तुम मोहन ही व गठनेमेण्ट हायर सेकेण्डरी स्कूल, डाल्का, खरगोन में पढ़ते हो। अपने पिता को पुस्तक में दिये गये पत्र का जवाब लिखो)
Answer:
Room No. 10,
Hostel Govt. Higher Secondary School
Dalka, Khargone
21-12-20….
Respected Father,

I received your letter yesterday. I hope you are fine and in good health. I understand your concern about me. I am giving attention to my career and my aim is on my goal. I have made a balance between my studies and other curricular activities. You should not worry about me and have faith on me. I am also giving attention to my health. If I would face any problem here I would definitely inform you.

Love to mother, brother and sister.

Your loving son
Mohan

Things to do

Read more about the Presidents of India and make a list of their works. Consult your library and parents. Write the names of their works in your notebooks.
(भारत के राष्ट्रपतियों के नाम व उनके द्वारा लिखी गई पुस्तकों के नाम लिखिए।)
Answer:

One Step Ahead Difficult Word Meanings

One Step Ahead Summary, Pronunciation & Translation

Through the window of the compartment. I watched the countryside slip past. From a distance, the. men in the fields in their white dhotis and turbans, and the womenfolk in bright splashes of colour against the green background of paddy fields, seemed to inhabit some beautiful paintings. I sat glued to the window. Almost everywhere, people were engaged in some activity which had a rhythm and tranquility about it- men driving cattle, women fetching water from streams. Occasionally, a child – would appear and wave at the train.

(श्रू द विंडो ऑफ द कम्पार्टमेण्ट. आई वाच्ड द कन्ट्रीसाईड स्लिप पास्ट. फ्रॉम अ डिस्टेन्स, द मेन इन द फील्ड्स इन देयर वाईट धोतीज ऐण्ड टर्बन्स, ऐण्ड द विमेनफोक इन ब्राईट स्प्लैशिज़ ऑफ कलर अगेन्स्ट द ग्रीन बैकग्राउण्ड ऑफ पैडी फील्ड्स, सीम्ड टू इनहैबिट सम ब्यूटिफुल पेण्टिंग्स आई सैट ग्लूड टू द विंडो. ऑलमोस्ट एवरीव्हेअर, पीपल वर एन्गेज्ड इन सम एक्टिविटी व्हिच हैड अ रिदम ऐण्ड ट्रैक्विलिटी अबाऊट इट-मेन ड्राईविंग कैटल, विमेन फेचिंग वॉटर फ्रॉम स्ट्रीम्स ओकेजनली, अ चाइल्ड वुड अपीयर ऐण्ड वेव ऐट द ट्रेन.)

अनुवाद :
रेल के डिब्बे की खिड़की में से मैं ग्रामीण क्षेत्रों को पीछे छूटते हुए देख रहा था। दूर से चावल के खेतों की हरियाली वाली पृष्ठभूमि पर सफेद धोती और पगड़ी में मर्द और चमकीले रंगीन कपड़ों में महिलाएँ किसी खूबसूरत चित्र का हिस्सा लग रहे थे। मैं खिड़की से चिपका बैठा रहा। लगभग सभी जगह लोग किसी-न-किसी क्रियाकलाप में लगे हुए थे जिनमें एक लय और शांतचित्तता थी-पशुओं को हाँकते मर्द, नदी से पानी भरती महिलाएँ। बीच-बीच में कोई बच्चा दिखाई देता था रेलगाड़ी की तरफ हाथ हिलाते हुए।

It is astonishing how the landscape changes as one moves northwards. The rich and fertile plains of the river Ganga and its numerous tributaries have invited invasions, turmoil, and change. Around 1500 B.C., fair-skinned Aryans swept in through the mountain passes from the far north-west. The tenth century brought Muslims, who later mingled with the local people and became an integral part of this country. One empire gave way to another. Religious conquests continued. All this time, the part of India south of the Tropic of Cancer remained largely untouched, safe behind the shield of the Vindhya and Satpura mountain ranges. The Narmada, Tapti, Mahanadi, Godavari, and Krishna rivers had woven a net of almost unassailable protection for the tapering Indian peninsula. To bring me to Delhi, my train had crossed all these geographical impediments through the power of scientific advancement.

(इट इज़ एस्टॉनिशिंग हाऊ द लैण्डस्केप चेन्जिस ऐज वन मूब्ज नार्थवर्ड्स द रिच ऐण्ट फर्टाइल प्लेन्स ऑफ द रिवर गंगा ऐण्ड इट्स न्यूमरस ट्रिब्यूटरीज़ हैव इन्वाईटिड इन्वेजन्स, टर्मोइल, ऐण्ड चेन्ज अराउण्ड फिफ्टीन हण्ड्रेड बीसी (बिफोर क्राईस्ट), फेयर स्किन्ड आर्यन्स स्वेप्ट इन श्रू द माउण्टेन पासिस फ्रॉम द फार नॉर्थ-वेस्ट द टेण्थ सेन्चुरी ब्रॉट मुस्लिम्स, हू लेटर मिंगल्ड विद द लोकल पिपल ऐण्ड बिकेम ऐन इन्टिग्रल पार्ट ऑफ दिस कन्ट्री वन एम्पायर गेव वे टू अनदर रिलिजियस कॉन्क्वेस्ट्स कन्टिन्यूड. ऑल दिस टाईम, द पार्ट ऑफ इण्डिया साउथ ऑफ द ट्रॉपिक ऑफ कैन्सर रिमेन्ड लार्जली अनटच्ड, सेफ विहाईन्ड द शील्ड ऑफ द विन्ध्या ऐण्ड सतपुरा माउण्टेन रेन्जिज. द नर्मदा, ताप्ती, महानदी, गोदावरी ऐण्ड कृष्णा रिवर्स हैड वोवन अ नेट ऑफ ओल्मोस्ट अनअसेलेबल प्रोटेक्शन फॉर द टेपरिंग इण्डियन पेनिनसुला टू ब्रिग मी टू डेल्ही, माई ट्रेन हैड क्रॉस्ड ऑल दीज ज्योग्राफिकल इम्पेडिमेण्ट्स श्रू द पॉवर ऑफ साइन्टिफिक एडवान्समेण्ट.)

अनुवाद :
यह हैरान कर देने वाला है कि भूदृश्य किस – प्रकार बदलता है जैसे-जैसे हम उत्तर की ओर बढ़ते जाते हैं। गंगा और उसकी सहायक नदियों द्वारा पोषित शानदार उपजाऊ मैदानों ने आक्रमणों, उथल-पुथल और बदलाव को आमन्त्रित किया है। लगभग पन्द्रह सौ ईसा पूर्व गोरी चमड़ी वाले आर्य। लोग सुदूर उत्तर-पश्चिम के पहाड़ी दरों से होकर यहाँ आए। दसवीं शताब्दी में मुस्लिम लोग आए जो बाद में स्थानीय लोगों में मिलकर देश का अभिन्न अंग बन गये। एक साम्राज्य गया तो दूसरा आया। धार्मिक विजयों का सिलसिला चलता रहा। परन्तु इन सभी बदलावों के समय कर्क रेखा से दक्षिण की ओर का भारत का भू-भाग लगभग अछूता रहा, विंध्य व सतपुड़ा पर्वत श्रृंखला की ढाल के पीछे सुरक्षित। नर्मदा, ताप्ती, महानदी, गोदावरी और कृष्णा नदियों ने शंक्वाकार भारतीय प्रायद्वीप के लिए लगभग अभेद्य एक सुरक्षा का जाल बुन दिया था। मुझे दिल्ली तक लाने के लिए रेलगाड़ी ने इन सभी भू-अवरोधों को पार किया वैज्ञानिक प्रगति के बल पर।

I halted for a week in Delhi, the city of the great Sufi Saint Hazrat Nizamuddin, and appeared for the interview at DTD & P(Air) [Directorate of Technical Development and Production (Air)]. I did well at the interview. The questions were of a routine nature, and did not challenge my knowledge of the subject. Then I proceeded to Dehradun for my interview at the Air Force Selection Board. At the Selection Board, the emphasis was more on ‘personality’ than on intelligence. Perhaps they were looking for physical fitness and an articulate manner. I was excited but nervous, determined but anxious, confident but tense. I could only finish ninth in the batch of 25 examined to select eight officers for commissioning in the Air Force. I was deeply disappointed. It took me some time to comprehend that the opportunity to join the Air force had just slipped through my fingers. I dragged myself out of the Selection Board and stood at the edge of a cliff. There was a lake far below. I knew that the days ahead would be difficult. There were questions to be answered and a plan of action to be prepared. I trekked down to Rishikesh.

(आई हॉल्टेड फॉर अ वीक इन डेल्ही, द सिटी ऑफ द ग्रेट सूफी सेण्ट हज़रत निजामुद्दीन, ऐण्ड अपीयर्ड फॉर द इण्टरव्यू ऐट डीटीडी एण्ड पी (एयर) [डाइरेक्टोरेट ऑफ टेक्निकल डेवलपमेंट ऐण्ड प्रोडक्शन (एयर), आई डिड वैल ऐट द इण्टरव्यू द क्वेश्चन्स वर ऑफ अ रुटीन नेचर, ऐण्ड डिड नॉट चैलेन्ज़ माई नॉलिज़ ऑफ द सब्जेक्ट देन आई प्रोसीडिड टू देहरादून फॉर माई इण्टरव्यू ऐट द एयर फोर्स सिलेक्शन बोर्ड. ऐट द सिलेक्शन बोर्ड, द एम्फैसिस वॉज़ मोर ऑन ‘पर्सनैलिटी’ दैन ऑन इण्टेलिजेन्स परहैप्स दे वर लुकिंग फॉर फिज़िकल फिटनेस ऐण्ड ऐन आर्टिकुलेट मैनर आई वॉज़ एक्साईटिड बट नर्वस, डिटरमाइण्ड बट एशियस, कान्फिडेण्ट बट टेन्स आई कुड ओनली फिनिश नाईन्थ इन द बैच ऑफ ट्वेण्टी फाइव एक्जामिन्ड टू सिलेक्ट ऐट ऑफिसर्स फॉर कमिशनिंग इन द एयर फोर्स. आई वॉज़ डीपली डिसअपॉइन्टिड इट टुक मी सम टाईम टू कमप्रिहेण्ड दैट द ऑपरचुनिटी टू जॉइन द एयरफोर्स हैड ज़स्ट स्लिप्पड श्रू माई फिंगर्स. आई ड्रैग्ड माईसेल्फ आउट ऑफ द सिलेक्शन बोर्ड ऐण्ड स्टुड ऐट द एज ऑफ अ क्लिफ. देयर वॉज़ अ लेक फार बिलो. आई न्यू दैट द डेज़ अहेड वुड बी डिफिकल्ट, देयर वर क्वेशचन्स टू बी,आन्सर्ड ऐण्ड अ प्लैन ऑफ ऐक्शन टू बी प्रिपेयर्ड। आई ट्रेक्ड डाऊन टू ऋषिकेश.)

अनुवाद :
मैं महान सूफी सन्त हज़रत निजामुद्दीन के शहर दिल्ली में एक सप्ताह के लिए रुका, और तकनीकी विकास एवं उत्पादन निदेशालय (वायु) में साक्षात्कार के लिए उपस्थित हुआ। मेरा साक्षात्कार अच्छा हुआ। पूछे गये प्रश्न सामान्य किस्म के थे और विषय के मेरे ज्ञान के लिए किसी प्रकार की चुनौती न पेश कर सके। इसके बाद मैं साक्षात्कार के लिए वायुसेना चयन परिषद देहरादून पहुँचा। चयन परिषद में ज़ोर बुद्धिमता से अधिक ‘व्यक्तित्व’ पर था। शायद वह लोग अभ्यर्थी में शारीरिक स्वस्थता और एक प्रभावी वक्ता ढूँढ़ रहे थे। मैं उत्साहित था पर घबराया हुआ भी था, संकल्पित था पर व्यग्र भी, आश्वस्त था पर तनाव में भी। मैं पच्चीस अभ्यर्थियों के समूह जिसमें से आठ को चुना जाना था वायु सेना में नियुक्ति हेतु मैं नौवां स्थान प्राप्त कर पाया। मैं बेहद निराश था। मुझे थोड़ा समय लगा यह समझने में कि वायुसेना में जाने का मौका अभी-अभी मेरी उंगलियों से फिसल गया है। मैं अपने आपको घसीटता हुआ सा चयन परिषद के दफ्तर से बाहर लेके आया और एक चोटी के किनारे पर खड़ा हो गया। दूर नीचे एक झील थी। मुझे पता था कि आने वाले दिन मुश्किलों भरे थे। कई प्रश्नों के उत्तर ढूँढ़ने थे और एक कार्य-योजना बनानी थी। मैं पैदल ऋषिकेश पहुँचा।

I bathed in the Ganga and revelled in the purity of its water. Then, I walked to the Shivananda Ashram situated a little way up the hill. I could feel intense vibrations when I entered. I saw a large number of sadhus seated all around in a state of trance. I had read that sadhus were psychic people-people who know things intuitively and, in my dejected mood, I sought answer to the doubts that troubled me.

I met Swami Shivananda a man who looked like a Buddha, wearing a snow-white dhoti and wooden slippers. He had an olive complexion and black piercing eyes. I was struck by his irresistible, almost child-like smile and gracious manner. I introduced myself to the Swamiji. My Muslim name aroused no reaction in him. Before I could speak any further, he inquired about the source of my sorrow. He offered no explanation of how he knew that I was sad and I did not ask.

(आई बेड इन द गंगा ऐण्ड रिवेल्ड इन द प्यूरिटी ऑफ इट्स वॉटर. देन, आई वॉक्ड टू द शिवानंद आश्रम सिचुएटिड अ लिटल वे अप द हिल. आई कुड फील इन्टेन्स वाईब्रेशन्स व्हेन आई एन्टर्ड. आई सॉ अ लार्ज नम्बर ऑफ साधूज़ सीटिड ऑल अराउण्ड इन अ स्टेट ऑफ ट्रान्स. आई हैड रेड दैट साधूज वर साइकिक पीपल-पीपल हू नो थिंग्स इन्टुईटिवली ऐण्ड, इन माई डिजेक्टिड मूड, आई सॉट आन्सर टू द डाऊट्स दैट ट्रबल्ड मी.

आई मेट स्वामी शिवानंद-अ मैन हू लुक्ड लाइक अ बुद्धा, वीयरिंग अ स्नो-व्हाईट धोती एण्ड वुडन स्लिपर्स. ही हैड ऐन ऑलिव कॉम्प्लेक्शन ऐण्ड ब्लैक पीयरसिंग आईज. आई वॉज़ स्ट्रक बाई हिज़ इररेजिस्टिबल ऑल्मोस्ट चाइल्ड-लाइक स्माइल एण्ड ग्रेशियस मैनर आई इन्ट्रोड्यूस्ड माइसेल्फ टू द स्वामीजी. माई मुस्लिम नेम अराउज्ड नो रीऐक्शन इन हिम. बिफोर आई कुड स्पीक एनी फर्दर, ही इन्क्वायर्ड अबाउट द सोर्स ऑफ माई सौसे ही ऑफर्ड नो एक्सप्लेनेशन ऑफ हाउ ही न्यू दैट आई वॉज़ सैड ऐण्ड आई डिड नॉट आस्क.)

अनुवाद :
मैं गंगा में नहाया और उसके जल की शुद्धता से अति आनन्दित हुआ। उसके पश्चात मैं शिवानंद आश्रम चलकर पहुँचा जो थोड़ी दूर ऊँचाई पर था। वहाँ प्रवेश करते ही मुझे तीव्र स्पन्दन का एहसास हुआ। मुझे वहाँ बहुत सारे साधु दिखाई दिए जो सभी ओर बैठे हुए थे समाधि की स्थिति में। मैंने पढ़ रखा था कि साधु अतीन्द्रिय शक्ति वाले लोग होते हैं-ऐसे लोग जो अन्तर्ज्ञान द्वारा सभी कुछ जानते हैं और अपनी उस हताशा भरी मन:स्थिति मैं अपने मन की दुविधाओं, संशयों का उत्तर ढूँढ़ रहा था। मैं स्वामी शिवानंद से मिला-एक ऐसे व्यक्ति जो कि एक बुद्ध जैसे लग रहे थे। दूधिया सफेद धोती और लकड़ी की खड़ाऊ में। उनका रंग पीलापन लिए जैतून जैसा था और आँखें काली भेदती हुई। मैं उनकी प्रबल शिशुवत मुस्कान एवं दयामय अन्दाज़ से बेहद प्रभावित हुआ। मैंने स्वामीजी को अपना परिचय दिया। मेरा मुस्लिम नाम सुनकर किसी प्रकार की प्रतिक्रिया नहीं आई। इससे पहले कि मैं कुछ और बोल पाता, उन्होंने मेरे दुःख का कारण पूछा। उन्होंने कोई स्पष्टीकरण नहीं दिया कि वे कैसे जानते थे कि मैं दुःखी हूँ और मैंने पूछा नहीं।

I told him about my unsuccessful attempt to join the Indian Air Force and my long-cherished desire to fly. He smiled, washing away all my anxiety almost instantly. Then he said in a feeble, but very deep voice : Desire, when it stems from the heart and spirit, when it is pure and intense, possesses awesome electromagnetic energy. This energy is released into the ether each night, as the mind falls into the sleep state. Each morning it returns to the conscious state reinforced with the cosmic currents. That which has been imaged will surely and certainly be manifested.

You can rely, young man, upon this ageless promises as surely as you can rely upon the eternally unbroken promise of sunrise……and of spring.

(आई टोल्ड हिम अबाउट माई अनसक्सेसफुल अटेम्प्ट टू जॉइन द इण्डियन एयर फोर्स ऐण्ड माई लॉन्ग चेरिशड डिजायर टू फ्लाई. ही स्माइल्ड, वाशिंग अवे ऑफ माई ऐंगजाइटी ऑल्मोस्ट इन्स्टैण्टलि दैन ही सेड इन अ फीबल, बट वेरी डीप वॉइस :

डिजायर, व्हेन इट स्टेम्स फ्रॉम द हार्ट ऐण्ड स्पिरिट, व्हेन इट इज प्योर ऐण्ड इन्टेन्स, पजैज़िज़ ऑसम इलैक्ट्रोमैग्नेटिक एनर्जी. दिस एनर्जी इज़ रिलीज्ड इण्टू द ईथर ईच नाइट, ऐज़ द माइण्ड फाल्स इण्टू द स्लीप स्टेट. ईच मॉर्निंग इट रिटनर्स टू द कॉन्शियस स्टेट रीइन्फोर्ल्ड विद द कॉस्मिक करंट्स. दैट विच हैज बीन इमेज्ड विल श्योरली ऐण्ट सर्टेन्ली बी मैनिफेस्टिड. यू कैन रिलाई यंग मैन, अपॉन दिस एजलैस प्रॉमिस ऐज श्योरली ऐज यू कैन रिलाई अपॉन द एटरनली अनब्रोकन प्रॉमिस ऑफ सनराइज…….ऐण्ड ऑफ स्प्रिंग.)

अनुवाद :
मैंने उनकों वायु सेना में नौकरी पाने के अपने असफल प्रयास के बारे में बताया और साथ ही आसमान में उड़ने की अपनी वर्षों पुरानी अभिलाषा के बारे में भी। वे मुस्कराए मेरी सभी चिन्ताओं, व्यग्रताओं को लगभग तत्क्षण मिटाते हुए। फिर वे बोले धीमी परन्तु गहरी गम्भीर आवाज में: इच्छा जब हृदय व आत्मा की गहराइयों से उपजती है, जब वह पवित्र व प्रचण्ड होती है, उस समय उसमें एक अदभुत विद्युताकर्षणीय शक्ति होती है। यह शक्ति नित्य रात्रि में आकाश में मुक्त होती है जिस समय मन निद्रा की अवस्था में होता है। प्रतिदिन सुबह यह शक्ति चेतन अवस्था में वापिस आती है ब्रह्माण्डीय शक्ति से परिपूरित होकर। जिस भी चीज की धारणा की गई हो वह अवश्य ही मूर्त रूप लेगी। तुम इस शाश्वत नियम पर उसी प्रकार भरोसा कर सकते हो जिस प्रकार तुम सदा से अखण्डित सूर्योदय व बसन्त के नियम पर करते हो। हे वत्स (युवक)।

When the student is ready, the teacher will appear. How true! Here was the teacher to show the way to a student who had nearly gone astray! “Accept your destiny and go ahead with your life. You are not destined to become an Air Force pilot. What you are destined to become is not revealed now but it is predetermined. Forget this failure as it was essential to lead you to your destined path. Search, instead, for the true purpose of your existence. Become one with yourself, my son! Surrender yourself to the wish of God,” Swamiji said.

(व्हेन द स्टूडेण्ट इज़ रेडी, द टीचर विल अपीयर. हाऊ ट्र! हियर वॉज द टीचर टू शो द वे टू अ स्टुडेण्ट हू हैड नीयरली गॉन एस्ट्रे! “ऐक्सेप्ट यॉर डेस्टिनी ऐण्ड गो अहेड विद यॉर लाइफ यू आर नॉट डेस्टिन्ड टू बिकम ऐन एयर फोर्स पाइलट। व्हॉट यू आर डेस्टिन्ड टू बिकम इज नॉट रिवील्ड नाउ बट इट इज प्रीडिटरमाइण्ड. फॉर्गेट दिस फेल्युर ऐज़ इट वॉज़ एसेन्शियल टू लीड यू टू यॉर डेस्टिन्ड पाथ. सर्च इन्स्टेड, फॉर द ट्र पर्पज ऑफ यॉर ऐक्ज़िसटेन्स बिकम वन विद यॉरसेल्फ, माई सन! सरेण्डर यॉरसेल्फ टू द विश ऑफ गॉड”, स्वामीजी सेड.)

अनुवाद :
जब शिष्य तैयार होगा गुरु स्वयं उपस्थित होंगे। कितना सत्य है! गुरु साक्षात सामने थे जो एक ऐसे शिष्य को राह दिखा रहे थे जो लगभग भटक चुका था। “अपने भाग्य को स्वीकारो और जीवन में आगे बढ़ो। वायुसेना में पाइलट (विमान चालक) बनना तुम्हारे लिए नियत नहीं है जो तुम्हारे लिए नियत है वो अभी प्रकटं या प्रकाशित नहीं है परन्तु यह पूर्व निर्धारित है। इस नाकामी को भुला दो क्योंकि यह आवश्यक था तुम्हें तुम्हारे लिए नियत मार्ग पर लाने के लिए। इन सब के बजाए अपने होने अर्थात् अपने अस्तित्व का वास्तविक कारण ढूँढ़ो। स्वयं के साथ एक हो जाओ पुत्र! ईश्वर की इच्छा के आगे आत्मसमर्पण कर दो।” स्वामीजी ने कहा।

I returned to Delhi and enquired at the DTP & P (Air) about the outcome of my interview. In response, I was handed my appointment letter. I joined the next day as Senior Scientific Assistant on a basic salary of Rs. 250/- per month. If this was to be my destiny, I thought, let it be so. Finally, I was filled with mental peace. No more did I feel any bitterness or resentment at my failure to enter the Air Force. All this was in 1958.

(आई रिटन्ड टु डेल्ही ऐण्ड एन्क्वायर्ड ऐट द डीटीपी – एण्ड पी (एयर) अबाउट द आउटकम ऑफ माई इण्टरव्यू इन रिस्पॉन्स, आई वॉज़ हैण्डिड माई अपॉइण्टमेण्ट लैटर. आई जॉइन्ड द नेक्स्ट डे ऐज सीनियर साइन्टिफिक असिस्टैण्ट ऑन अ बेसिक सैलरी ऑफ रुपीज टू हन्ड्रेड फिफ्टी पर मंथ. इफ दिस वॉज़ टू बी माई डेस्टिनी, आई थॉट, लेट इट बी सो.फाइनली, आई वॉज़ फिल्ड विद मेण्टल पीस. नो मोर डिड आई फील एनी बिटनेस ऑर रिजेण्टमेण्ट ऐट माई फेल्युर टू एण्टर द एयर फोर्स. ऑल दिस वॉज इन 1958.)

अनुवाद :
मैं दिल्ली लौट आया और तकनीकी विकास एवं उत्पादन निदेशालय (वायु) में अपने साक्षात्कार के परिणाम के बारे में पूछा। उत्तर में मुझे नियुक्ति पत्र थमा दिया गया। मैंने अगले दिन वरिष्ठ वैज्ञानिक सहायक के रूप में 250 रुपये (ढाई सौ रुपये) प्रतिमाह के मूल वेतन पर नौकरी शुरू की। मैंने सोचा यदि यही मेरा भाग्य है तो फिर होने दो। आखिरकार मुझे मानसिक शान्ति मिली। उसके बाद मुझे वायुसेना की नौकरी पाने में नाकाम रहने की किसी प्रकार की कड़वाहट या अप्रसन्नता नहीं महसूस हुई। यह सब हुआ 1958 में।

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MP Board Class 10th General English The Spring Blossom Solutions Chapter 7 Anger

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Anger Textual Exercises

Word Power

A. Write rhyming words for these words from the poem.
(समान लय के शब्द लिखिए।)
Answer:
face – place
years – tears
wing – king
tries – wise

B. Match the following words with their synonyms.
(सुमेलित कीजिए)

Answer:
1. → (b)
2. → (a)
3. → (d)
4. → (c)

C. Arrange the words given below in the columns according to the qualities they represent.
(अच्छे व बुरे गुणों को अलग-अलग कीजिए।)
(anger, ugly, fair, selfish, hostile, spoil, sorrow peace, frank, warm, conquer, noble, brave, wise, envy.)
Answer:
Positive qualities :
fair, hostile, peace, frank, warm, conquer, noble, brave, wise

Negative qualities :
anger, ugly, selfish, spoil, sorrow, envy

How Much Have I Understood?

A. Answer these questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
How does the poet describe anger in the first stanza?
(हाउ डज द पोएट डिस्क्राइब एंगर इन द फर्स्ट स्टैन्जा?)
कवि प्रथम पद्यांश में क्रोध का किस प्रकार वर्णन करता
Answer:
In the first stanza the poet describes anger as an ugly thing that spoils the facial expression of a person. He also describes it like a rainy cloud in sunny place.
(इन द फर्स्ट स्टैंज़ा द पोएट डिस्क्राइब्स एंगर एज एन अगली थिंग दैट स्पॉइल्स द फेसियल एक्सप्रेशन ऑफ अ पर्सन। ही ऑल्सो डिसक्राइब्स एट लाइक अ रेनी क्लाऊड इन सनी प्लेस।)
प्रथम पद्यांश में कवि गुस्से को बुरा व चेहरे के भाव को खराब करने वाला कहता है। वह धूप वाले चमकदार स्थान में बादल के समान है।

Question 2.
Who is greater than a king?
(हू इज ग्रेटर दैन अ किंग?)
राजा से ज्यादा महान् कौन है?
Answer:
A person who stops and keeps his anger in control is greater than a king.
(अ पर्सन हू स्टॉप्स एण्ड कीप्स हिज एंगर इन कन्ट्रोल इज ग्रेटर देन अ किंग।)
वह व्यक्ति जो अपने गुस्से को काबू में रखता है, राजा से भी ज्यादा महान् है।

Question 3.
Who is noble, brave and wise?
(हू इज़ नोब्ल, ब्रेव एण्ड वाइज?)
कौन श्रेष्ठ, बहादुर व चतुर है?
Answer:
The person who firmly tries to keep his temper and rule himself is noble, brave and wise.
(द पर्सन हू फर्मलि ट्राइज टू कीप हिंज टैम्पर एण्ड रुल हिमसेल्फ इज नोब्ल, ब्रेव एण्ड वाइज।)
वह व्यक्ति जो अपने गुस्से पर काबू व खुद पर नियन्त्रण रखने का पूर्ण रूप से प्रयास करता है वह श्रेष्ठ, बहादुर व चतुर है।

Question 4.
Describe ‘anger’ in your own words.
(डिस्क्राइब ‘एंगर’ इन योर ओन वर्ड्स।)
‘क्रोध’ को अपने शब्दों में वर्णित करो।
Answer:
Anger is a harmful expression. It not only snatches facial beauty but also does harm that is to be repented.
(एंगर इज अ हार्मफुल एक्सप्रेशन इट नॉट ओनलि स्नैचेज फेशियल ब्यूटी बट ऑल्सो डज़ हार्म दैट इज़ टू बी रिपेन्टिड।)
क्रोध एक हानिकारक भाव है। यह चेहरे की सुन्दरता को तो छीनता ही है और ऐसा नुकसान पहुंचाता है जिसके लिए पछतावा हो।

Question 5.
Give three characteristics of peace.
(गिव थ्री कैरेक्टरिस्टिक्स ऑफ पीस।)
शान्ति की तीन विशेषताएँ बताइए।
Answer:
Peace is frank, warm and soft.
(पीस इज फ्रैंक, वॉर्म एण्ड सॉफ्ट।)
शान्ति स्पष्टवादी, गर्म व मुलायम है।

B. Answer the following questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
What are the disadvantages of being angry?
(व्हॉट आर द डिसएडवेंटेजिज़ ऑफ बीइंग एंग्री?)
क्रोध से होने वाली हानियाँ क्या हैं?
Answer:
Anger has several disadvantages. It spoils the beauty of a person and also his relations. It takes away wisdom of a person so the words said in the state of anger sometimes do such a harm that cannot be corrected and there is nothing left except repentance.

(एंगर हैज सैवरल डिसएडवेंटेजिज़। इट स्पॉइल्स द ब्यूटी ऑफ अ पर्सन एण्ड ऑल्सो हिज रिलेशन्स। इट टेक्स अवे विज़डम ऑफ अ पर्सन सो द वर्ड्स सेड इन द स्टेट ऑफ एंगर समटाइम्स डू सच अ हार्म दैट कैननॉट बी करेक्टिड एण्ड देयर इज़ नथिंग लेफ्ट एक्सेप्ट रिपेन्टैन्स।)

क्रोध से कई हानियाँ हैं। यह व्यक्ति की खूबसूरती व उसके रिश्तों को हानि पहुँचाता है। यह व्यक्ति के विवेक को हर लेता है। इसी कारण गुस्से में कहे गये शब्द कई बार कुछ ऐसा नुकसान पहुँचाते हैं जो ठीक नहीं किया जा सकता और व्यक्ति के पास पछतावे के अलावा और भी कुछ नहीं रहता।

Question 2.
Why do we repent for a long time?
(व्हाय डू वी रिपेन्ट फॉर अ लाँग टाइम?)
हम काफी समय तक पछताते क्यों रहते हैं?
Answer:
We repent for a long time because the harm that is done by anger cannot be corrected in any way. No matter how many tears we shed.
(वी रिपेन्ट फॉर अ लाँग टाइम बिकॉज द हार्म दैट इज डन बाइ एंगर कैननॉट बी करैक्टिड इन एनी वे। नो मैटर हाउ मैनी टीयर्स वी शेड।)
हम काफी समय तक पछताते रहते हैं क्योंकि जो हानि क्रोध के द्वारा होती है वह किसी भी प्रकार ठीक नहीं हो सकती। हम चाहे कितने भी आँसू क्यों न बहायें उसके लिए।

Question 3.
Compare peace with anger.
(कम्पेअर पीस विद एंगर।)
शान्ति की क्रोध से तुलना कीजिए।
Answer:
Anger is a harmful expression that has the consequences which end in repentance. Peace is always pleasant. It drives away anger and helps to conquer it.
(एंगर इज अ हार्मफुल एक्सप्रेशन दैट हैज द कॉन्सिक्वेन्सेस व्हिच ऍन्ड इन रिपेन्टेन्स। पीस इज़ ऑल्वेज़ प्लेज़ेन्ट। इट ड्राइव्स अवे एंगर एण्ड हैल्प्स् टू कॉन्कर इट।)
क्रोध एक हानिकारक भाव है जिसके परिणामस्वरूप पछतावा ही होता है। शान्ति हमेशा मनोरम होती है। वह क्रोध को दूर भगाती है व उस पर काबू पाने में मदद करती है।

Question 4.
How can anger be conquered?
(हाउ कैन एंगर बी कॉन्कर्ड?)
क्रोध पर हम किस प्रकार नियन्त्रण रख सकते हैं?
Answer:
Anger can be conquered if one tries hard for it. By maintaining peace one can keep his temper in control.
(एंगर कैन बी कॉन्कर्ड इफ वन ट्राइज हार्ड फॉर इट। बाइ मेन्टेनिंग पीस वन कैन कीप हिज टैम्पर इन कन्ट्रोल।)
अगर कोई अत्यधिक प्रयत्न करे तो वो अपने क्रोध पर नियन्त्रण रख सकता है। शान्ति बनाए रखने से भी क्रोध नियन्त्रित रहता है।

Listening Time

A. Complete the following lines.
(निम्न पंक्तियों को पूरा कीजिए।)
Answer:
The hand of peace is frank and warm,
And soft as ring dove’s wing;
And he who quells an angry thought
Is greater than a king.
Ever remember in thy youth,
That he who firmly tries
To conquer and to rule himself
Is noble, brave and wise

B. The teacher will read out the following words and students will repeat them.
(निम्न शब्द को दोहराओ।)
Answer:

Speaking Time

Students will fill up their identity cards. They will come forward and introduce themselves to the class.
(छात्र अपने परिचय-पत्र भरें व खुद को प्रस्तुत करें।)
Answer:
Students should fill up their identity cards themselves and then tell about them.
(छात्र स्वयं अपना परिचय-पत्र भरें व स्वयं के विषय में बताएँ)

Writing Time

Write a paragraph on these topics:
(निम्न पर एक गद्यांश लिखिए।)

1. When I got angry.
2. Bad effects of anger.
Answer:
1. When I got Angry
One day I was unable to find my Maths class notebook. My younger brother usually hid my notebooks and then gave back to me afterwards. Next day was my test and I needed it urgently. I thought that he had hid it and beated him in anger. Soon I found it hidden under my pillow. I felt very guilty for my deed but there was nothing. I could do except to repent.

2. Bad Effects of Anger
Anger is always harmful as it takes away wisdom. Words said in the state of anger cannot be taken back and they not only hurt the other person but also adversely affect our relations. So we have nothing else left except repentance. It also drives our facial beauty and affects our health. So anger should always be avoided.

Things to do

You know anger is very harmful for the human being. Swearing, abusing and scolding are some bad habits that affect us bitterly. Ask your teachers and parents the safeguards against it.
(अपने शिक्षकों व माता-पिता से क्रोध से बचने के उपाय जानिए।)
Answer:
Students can ask their teachers and parents about the safeguards against anger.
(छात्र अपने शिक्षकों/माता-पिता से क्रोध से बचने के लिए उपाय जानें।)

Anger Central Idea of the Poem

Anger is a bad thing. It snatches away the charm of a face as clouds obstruct the sun lighting a part of the earth. The acts done in state of anger are always repented. The harm caused can never be undone.

Hence one should try to control his anger. A young man who keeps his temper silent is noble, brave and wise.

Anger Difficult Word Meanings

Anger Summary, Pronunciation & Translation

Oh! anger is an ugly thing,
And spoils the fairest face;
It cometh like a rainy cloud
Upon a sunny place.

(ओह! ऐंगर इज ऐन अगली थिंग,
ऐण्ड स्पॉईल्स द फेयरेस्ट फेस;
इट कमेथ लाइक अ रेनी क्लाउड
अपॉन अ सनी प्लेस.)

अनुवाद :
ओह! क्रोध है एक भद्दी (बुरी) चीज,
और खूबसूरत चेहरे को भी कुरूप कर देता है;
(अच्छा इन्सान भी क्रोध आने पर बुरा हो जाता है।)
वो आता है जैसे वर्षा भरे बादल आए
खिली हुई धूप वाले स्थान पर।

One angry moment often does
What we repent for years;
It works the wrong we ne’er make right
By sorrow or by tears.

(वन ऐंग्री मोमेण्ट ऑफन डज़
वॉट वी रिपेण्ट फॉर यीअर्स;
इट वर्क्स द रॉन्ग वी नेवर मेक राईट)
बाई सॉरो ऑर बाई टीयर्स.)

अनुवाद :
क्रोध का एक क्षण हमसे ऐसा कुछ करवा देता है अथवा क्रोध के एक क्षण में ऐसा कुछ हो जाता है
जिसके लिए हम वर्षों तक पछताते हैं
वो हमसे ऐसी भूल करा देता है जिसे हम कभी सही नहीं कर पाते
न दुख से न आँसुओं से

The hand of peace is frank and warm,
And soft as ring dove’s wing;
And he who quells an angry thought
Is greater than a king.

(द हैण्ड ऑफ पीस इज फ्रैंक ऐण्ड वार्म,
ऐण्ड सॉफ्ट ऐज रिंग डब्ज विंग;
ऐण्ड ही हू क्वेल्स ऐन ऐंग्री थॉट
इज ग्रेटर दैन अ किंग.)

अनुवाद :
शान्ति का हाथ है उदार और तपन लिए हुए और नर्म जैसे वलय कपोत के पंख
(शान्ति का सम्बन्ध है प्रेम, उदारता एवं सहृदयता जैसे भावों से),
और जो अपने किसी क्रोधपूर्ण विचार का दमन कर लेता है
वो किसी राजा से भी महान है।

Ever remember in thy youth,
That he who firmly tries
To conquer and to rule himself
Is noble, brave and wise.

(एवर रिमेम्बर इन दाय यूथ,
दैट ही हू फर्मली ट्राईज़
टू कॉन्कर ऐण्ड टू रूल हिमसेल्फ
इज नोबल, ब्रेव ऐण्ड वाईज)

अनुवाद :
अपने यौवन काल में हमेशा याद रखना कि जो दृढ़ता से करता है प्रयास
स्वयं को जीतने का और (क्रोध को जीतने का) स्वयं पर राज करने का
वही कुलीन है, निडर है और ज्ञानी है।
वलय कपोत :
कबूतर या फाख्ता जिसके गले पर अंगूठी जैसा निशान हो।

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MP Board Class 10th General English The Spring Blossom Solutions Chapter 5 The Sneeze

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The Sneeze Textual Exercises

Word Power

A. Write the meanings of the given phrases and use them in your own sentences.
(निम्न के अर्थ लिखो व अपने वाक्यों में प्रयोग करो।)
Answer:
(a) took off – to remove
It was so hot in the room that Raj took off his shirt.

(b) bald spot – a place in the head that lacks hair.
When Mohan was sitting under a tree, a bird came and sat on his bald spot.

(c) In front of – opposite to something.
I parked the car in front of his garden.

(d) in the course of time – in mean time.
When the teacher was checking the copies of other students Seema completed her work in the course of time.

(e) get out – order to go out.
The teacher ordered Lavish to get out of the classroom when he interrupted her again and again during the lecture.

B. Choose the correct meanings of the following words from the given alternatives.
(सही उत्तर चुनो।)
1. crawl-
(i) run
(ii) to move slowly
(iii) jump
Answer:
(ii) to move slowly

2. pavement-
(i) footpath
(ii) pavilion
(iii) zebra-crossing
Answer:
(i) footpath

3. sneeze-
(i) breathe
(ii) belch
(iii) sudden and noisy release of air through nose.
Answer:
(iii) sudden and noisy release of air through nose.

4. malice-
(i) wish to harm others
(ii) wish to help others
(iii) wish to play together
Answer:
(i) wish to harm others

5. spatter-
(i) scatter
(ii) shatter
(iii) collect
Answer:
(i) scatter

C. Some of the verbs given below have been taken from the lesson; consult a dictionary and find out the noun forms of these verbs.
(दी गई क्रियाओं के संज्ञा रूप लिखिए।)
Answer:
Verb                     Noun
prohibit           prohibition
define              definition
avoid               avoidance
idle                  idleness
consider          consideration

How Much Have I Understood?

A. Answer the following questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Who was Tcherviakoff?
(हु वास् शरवीएकॉफ?)
शरवियाकॉफ कौन था?
Answer:
Tcherviakoff was a minor official.
(शरवियाकॉफ वॉज़ अ माइनर ऑफिशियल।)
शरवियाकॉफ एक निम्न पदाधिकारी था।

Question 2.
What was Tcherviakoff doing in the opera house?
(व्हॉट वॉज़ शरवियाकॉफ डूइंग इन द ओपेरा हाऊस?)
शरवियाकॉफ ओपेरा हाऊस में क्या कर रहा था?
Answer:
Tcherviakoff was watching a famous opera in the opera house.
शरवियाकॉफ वॉज़ वॉचिंग अ फेमस ओपेरा इन द ओपेरा हाऊस।)
शरवियाकॉफ ओपेरा हाऊस में एक प्रसिद्ध ओपेरा (नाटक) देख रहा था।

Question 3.
What happened in the opera house?
(व्हॉट हैपण्ड इन द ओपेरा हाऊस?)
ओपेरा हाऊस में क्या हुआ?
Answer:
Tcherviakoff sneezed over a higher official, General Brizjaloff in the opera house.
(शरवियाकॉफ स्नीज्ड् ओवर अ हायर ऑफिशियल, जनरल ब्रिज़ोलॉफ इन द ओपेरा हाऊस।)
शरवियाकॉफ ओपेरा में उच्च पदाधिकारी जनरल ब्रिज़ालॉफ के ऊपर छींका।

Question 4.
Why did Tcherviakoff feel ashamed?
(व्हाय डिड शरवियाकॉफ फील अशेम्ड्?)
शरवियाकॉफ शर्मिन्दा क्यों हुआ?
Answer:
Tcherviakoff felt ashamed because he had sneezed over a person sitting in front of him.
(शरवियाकॉफ फेल्ट अशेम्ड बिकॉज़ ही हैड स्नीज्ड ओवर। अ पर्सन सिटिंग इन फ्रन्ट ऑफ हिम।)
शरवियाकॉफ अपने आगे बैठे एक व्यक्ति पर छींक दिया था इसीलिए वह शर्मिन्दा हुआ।

Question 5.
Who was the person on whom Tcherviakoff sneezed?
(हू वॉज़ द पर्सन ऑन हूम शरवियाकॉफ स्नीज्ड?)
शरवियाकॉफ किस व्यक्ति पर छींका?
Answer:
The person on whom Tcherviakoff sneezed was a higher official named General Brizjaloff.
(द पर्सन ऑन हूम शरवियाकॉफ स्नीज्ड वॉज़ अ हायर ऑफिशियल नेम्ड् जनरल ब्रिजालॉफ।)
शरवियाकॉफ उच्च पदाधिकारी जनरल ब्रिज़ालॉफ पर छींका।

Question 6.
What did Tcherviakoff think after sneezing?
(व्हॉट डिड शरवियाकॉफ थिंक आफ्टर स्नीजिंग?)
शरवियाकॉफ ने छींकने के बाद क्या सोचा?
Answer:
After sneezing, Tcherviakoff thought of apologizing the person on whom he had sneezed.
(आफ्टर स्नीजिंग, शरवियाकॉफ थॉट ऑफ एपॉलोजाइजिंग द पर्सन ऑन हूम ही हैड स्नीज्ड्।)
छींकने के बाद, शरवियाकॉफ ने उस व्यक्ति से माफी माँगने की सोची जिस पर उसने छींका था।

Question 7.
What did Tcherviakoff’s wife advise him?
(व्हॉट डिड शरवियाकॉफ वाइफ एडवाइज़ हिम?)
शरवियाकॉफ की पत्नी ने उसे क्या सलाह दी?
Answer:
Tcherviakoff’s wife advised him to go and apologize General Brizjaloff, on whom he had sneezed.
(शरवियाकॉफ्स वाइफ एजवाइज़्ड हिम टू गो एण्ड एपॉलोजाइज़ जनरल ब्रिज़ालॉफ, ऑन हूम ही हैड स्नीज्ड।)
शरवियाकॉफ की पत्नी ने उसे सलाह दी कि उसे जनरल ब्रिज़ालॉफ जिस पर उसने छींका है, से जाकर माफी मांगनी चाहिए।

B. Answer the following questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
How did Tcherviakoff apologize in the office? How did the General react?
(हाउ डिड शरवियाकॉफ एपॉलोजाइज़ इन द ऑफिस? हाउ डिड द जनरल रिएक्ट?)
शरवियाकॉफ ने कार्यालय में किस प्रकार माफी माँगी? जनरल ने क्या प्रतिक्रिया जताई?
Answer:
Tcherviakoff tried to apologize to the general three times in his office. At the first time he tried to explain him that his sneezing was accidental but the General scolded him. He, therefore thought that he is angry and tried to explain the matter again. The General said to him that he was joking and went away. He again went to him the next day to explain that he had not sneezed on him purposely. This time the General got very angry on him and ordered him to get out.

(शरवियाकॉफ ट्राइड टू एपॉलोजाइज़ टू द जनरल थ्री टाइम्स इन हिज़ ऑफिस। एट द फर्स्ट टाइम ही ट्राइड टू एक्स्प्ले न हिम दैट हिज़ स्नीजिंग वॉज़ एक्सीडेन्टल बट द जनरल स्कोल्डेड हिम। ही, देअरफोर थॉट दैट ही इज़ एंग्री एण्ड ट्राइड टू एक्सप्लेन द मैटर अगेन। द जनरल सेड टू हिम दैट ही वॉज़ जोकिंग एण्ड वेन्ट अवे। ही अगेन वेन्ट् टू हिम द नेक्स्ट डे ट्र एक्स्प्ले न दैट ही हैड नॉट स्नीज्ड ऑन हिम परपसली। दिस टाइम द जनरल गॉट वेरी एंग्री ऑन हिम एण्ड ऑर्डर्ड हिम टू गेट आऊट।)

शरवियाकॉफ ने जनरल से उसके कार्यालय में तीन बार माफी माँगने की कोशिश की। पहली बार उसने उसे यह समझाने की कोशिश की कि उसका छींकना दुर्घटनापूर्वक था मगर जनरल ने उसे डाँट दिया। इसीलिए उसने सोचा कि वह उससे नाराज है और उसे दोबारा समझाने की कोशिश की। तब जनरल ने कहा वह मजाक कर रहा है और चला गया। शरवियाकॉफ उसके पास दूसरे दिन दोबारा गया यह समझाने के लिए कि उसने उसके ऊपर जान बूझकर नहीं छींका था। इस बार जनरल उस पर बहुत नाराज हुआ व उसने उसे बाहर निकल जाने के लिए कहा।

Question 2.
Why did Tcherviakoff die?
(व्हाय डिड शरवियाकॉफ डाइ?)
शरवियाकॉफ क्यों मर गया?
Answer:
Tcherviakoff died because when the General got very angry on him he felt he had done a great mistake. He was too much worried. His worry got on his nerves and he died.
(शरवियोकॉफ डाइड बिकॉज़ व्हेन द जनरल गॉट वेरी एंग्री ऑन हिम ही फेल्ट ही हैड डन अ ग्रेट मिस्टेक। ही वॉज़ टू मच वरिड। हिज़ वरी गॉट ऑन हिज़ नर्स एण्ड ही डाइड।)
शरवियाकॉफ को जब जनरल ने बुरी तरह डाँट दिया तब उसे महसूस हुआ कि उसने बहुत बड़ी गलती कर दी है। वह अत्यधिक चिन्तित हो गया। उसकी चिन्ता उसे परेशान करने लगी अतः वह मर गया।

Question 3.
Write down sometraits of Tcherviakoff’s character in your own words.
(राइट डाऊन सम ट्रेट्स् ऑफ शरवियाकॉफ कैरेक्टर इन योर ओन वर्ड्स)
शरवियाकॉफ के चरित्र की कुछ विशेषताएँ अपने शब्दों में लिखिए।
Answer:
Tcherviakoff was a person who was too much worried about small things. He used to think much and was concerned about others. He was also not egoistic and lacked self respect, as the General scolded him so many times then also he went to him again and again. He was a very emotional person because when the General insulted him in the end and asked him to get out, he felt very bad and thought he had done a great mistake and therefore died.

(शरवियाकॉफ वॉज़ अ पर्सन हू वॉज़ टू मच वरिड् अबाऊट स्मॉल थिंग्स। ही यूज्ड टू थिंक मच एण्ड वॉज कन्सर्ड अबाऊट अदर्स। ही वॉज ऑल्सो नॉट ईगोइस्टिक एण्ड लैक्ड सेल्फ रिस्पेक्ट एज द जनरल स्कोल्ड्ड हिम सो मैनी टाइम्स देन ऑल्सो ही वेण्ट टू हिम अगेन एण्ड अगेन। ही वाज ए वेरी इमोशनल पर्सन बिकॉज़ व्हेन द जनरल इन्सल्ड हिम इन द ऍन्ड एण्ड आस्क्ड हिम टू गेट आऊट, ही फेल्ट वेरी बैड एण्ड थॉट ही हैड डन अ ग्रेट मिस्टेक एण्ड देअरफोर डाइड।)

शरवियाकॉफ छोटी-छोटी बातों पर चिन्तित होने वाला व्यक्ति था। वह बहुत सोचता था व दूसरे के बारे में चिन्तित रहता था। वह अभिमानी भी नहीं था व उसमें स्वाभिमान की कमी थी क्योंकि जनरल के उसे कई बार डाँटने के बाद भी वह उसके पास बार-बार जाता था। वह अत्यधिक भावुक इंसान था क्योंकि जब अन्त में जनरल ने उसका अपमान किया तो उसे बहुत बुरा लगा, उसने सोचा कि उसने बड़ी गलती की है और वह मर गया।

C. Choose the correct alternatives.
(सही उत्तर चुनो।)

1. Ivan Tcherviakoff was a ……..
(i) general.
(ii) secretary
(iii) leader
(iv) minor official
Answer:
(iv) minor official

2. Tcherviakoff recognised the oldman, he was …………
(i) Colonel Vladimir
(ii) General Brizjaloff
(iii) Captain Dimnitri
(iv) General Gabriel
Answer:
(ii) General Brizjaloff

3. Tcherviakoff felt deeply ashamed because
(i) he was sitting on another person’s seat
(ii) he was watching the opera without a ticket
(iii) he had sneezed on an old man accidentally
(iv) he was not dressed properly
Answer:
(iii) he had sneezed on an old man accidentally

4. Tcherviakoff addressed General Brizjaloff as………….
(i) Your Excellency
(ii) Dear Excellency
(iii) Dear Sir
(iv) Dear Mr. Brizjaloff
Answer:
(i) Your Excellency

5. Tcherviakoff kept on going to General Brizjaloff to beg his pardon again and again because……
(i) he was playing a practical joke
(ii) he was too much worried
(iii) his promotion was as stake
(iv) he had gone mad
Answer:
(ii) he was too much worried

Language Practice

Put the verbs in their past perfect continuous form.
(रिक्त स्थान भरो)

1. Sapna found the book. She ……….. it for 5 hours. (look for).
2. The businessman went bankrupt. He ………. money for several years. (lose)
3. Malini felt tired. She ……….. in the pond since morning. (swim)
4. I was half an hour late. I ………. for the bus for 40 minutes. (wait)
5. I ……….. tennis for two hours. I got tired and took rest. (play)

Answer:

1. had been looking for
2. had been losing
3. had been swimming
4. had been waiting
5. had been playing

Listening Time

A. The teacher will read out the second paragraph of the lesson. The students will listen carefully and fill in the blanks.
(रिक्त स्थान भरो)
Answer:
Now, sneezing is not prohibited to anyone. Peasants sneeze, and chiefs of police, sneeze, everyone sneezes. Tcherviakoff did not feel embarassed at what he had done. He wiped his nose with his handkerchief and glanced about him politely to make sure that he had not disturbed anyone by his sneezing. And then he felt deeply ashamed. He saw that an old man who was sitting in front of him was painfully wiping his bald spot and the back of his neck with his glove and muttering something.

B. The teacher will read out the words and the students will repeat them.
(निम्न शब्दों को दोहराओ।)
Answer:

Speaking Time

One student will ask the question from the table given in the text and the other will answer.
(तालिका में दिये गये प्रश्नों को एक छात्र पूछेगा व दूसरा उनके उत्तर देगा)
Answer:
Students will get the following answers of the following questions given in the text.
(छात्रों को पुस्तक में दिये गये प्रश्नों के निम्न उत्तर मिलोंगे)

Question 1.
Which animal has padded feet?
Answer:
A camel has padded feet.

Question 2.
Which bird has a long beak?
Answer:
Tailor bird has a long beak.

Question 3.
Which bird has beautiful wings?
Answer:
A peacock has beautiful wings.

Question 4.
Which animal has lovely horns?
Answer:
A deer has lovely horns.

Question 5.
Which animal has webbed feet?
Answer:
A frog has webbed feet.

Question 6.
Which bird has a red beak?
Answer:
A parrot has a red beak.

Question 7.
Which animal has a bushy tail?
Answer:
A dog has a bushy tail.

Pair Work

Use the clues and advise your partner what he/she should do and what he/she shouldn’t.

1. If you want to have good teeth (eat too many sweets/visit the dentist regularly)
Answer:
If you want to have good teeth you should visit the dentist regularly.

2. If you are driving on a busy road (wear a seat beltluse a mobile phone)
Answer:
If you are driving on a busy road you should wear a seat belt.

3. If you want to pass a job interview (dress smartlylarrive late)
Answer:
If you want to pass a job interview you should dress smartly.

4. If you want a healthy heart (eat fatty foodtake a lot of exercise)
Answer:
If you want a healthy heart you should take a lot of exercise.

Writing Time

You are Irfan, studying in Excellence School Lakhnadon Seoni. Write an application to your principal requesting him to issue you a character certificate.
(अपने प्रधानाध्यापक को चरित्र प्रमाण-पत्र देने के लिए पत्र लिखिए)
Answer:
To,
The Principal,
Excellence School,
Lakhnadon Seoni

Respected Sir,
I beg to state that I have passed my IX std. examination this year from your school. My. father is getting transferred to Indore. Therefore I am taking admission in a new school there. So I need a character certificate.

If you kindly issue me the character certificate I shall be highly obliged.

Yours obediently
Irfan

Things to do

Make a list of the things that worry you. How can you get rid of your worries? Do yoga regularly to free yourself from your worries.
(37 बातों की सूची बनाएँ जो आपको चिन्तित करती हैं। आप अपनी चिन्ताओं से कैसे छूट सकते हैं।)
Answer:
Students can make a list of the things that worry them themselves.
(छात्र उन्हें चिन्तित करने वाली बातों की स्वयं सूची बनायें)

The Sneeze Difficult Word Meanings 

The Sneeze Summary, Pronunciation & Translation

One beautiful evening, Ivan Tcherviakoff, a minor official, was sitting in the opera-house watching a famous opera. As he sat there, he felt extremely relaxed and happy. But suddenly his face grew wrinkled, his eyes rolled, and he held his breath-he took off his glasses, bent forward, and hachoo! He sneezed.

(वन ब्यूटिफुल ईवनिंग, इवान शरवियाकॉफ, अ माइनर ऑफिशियल, वॉज़ सिटिंग इन द ओपेरा-हाऊस वॉचिंग अ फेमस ऑपरा. ऐज़ ही सेट देयर, ही फेल्ट ऐक्स्ट्रीलि रिलैक्स्ड ऐण्ड हैप्पी. बट सडन्ली हिज़ फेस ग्रियु रिंकल्ड, हिज़ आईज़ रोल्ड, ऐण्ड ही हेल्ड हिज़ ब्रेथ-ही टुक ऑफ हिज़ ग्लासेज़, बेण्ट फॉरवर्ड, ऐण्ड हा ऽ ऽ ऽ छु ऽ ऽ ऽ ही स्नीज़्ड।)

अनुवाद :
एक खूबसूरत शाम इवान शरवियाकॉफ जो एक निम्न स्तरीय अधिकारी था नाट्यशाला में बैठा हुआ एक मशहूर नृत्य नाटिका देख रहा था। वह वहाँ बैठा हुआ बहुत खुश और निश्चिंत महसूस कर रहा था। अचानक से उसका चेहरा विक्रत हो झुर्रियोंदार हो गया, उसकी आँखें पलट गईं, उसने अपनी साँस रोक ली अपना चश्मा उतारा, आगे को झुका और हा ऽ ऽ छू ऽ ऽ! वह छींका।

Now, sneezing is not prohibited to anyone. Peasants sneeze, and chiefs of police sneeze, and even politicians seenze; everyone sneezes. Naturally, Tcherviakoff did not feel embarrassed at what he had done. He wiped his nose with his handkerchief and glanced about him politely to make sure that he had not disturbed anyone by his sneezing. And then he felt deeply ashamed. He saw that an old man who was sitting in front of him was painfully wiping his bald spot and the back of his neck with his glove and muttering something. He was, Tcherviakoff recognized, General Brizjaloff of the Department of Highways.

(नाऊ, स्नीज़िग इज नॉट प्रॉहिबिटिड टू एनीवन. पेज़न्ट्स स्नीज़, ऐण्ड चीफ्स ऑफ पुलिस स्नीज़, ऐण्ड ईवन पॉलिटीशियन्स स्नीज़; एवरीवन स्नीज़िस. नैचुरली, शरवियाकॉफ डिड नॉट फील एम्बैरेस्ड ऐट वॉट ही हैड डन ही वाईप्ड हिज़ नोज़ विद हिज़ हैंडकरचीफ ऐण्ड ग्लान्सड अबाऊट हिम पोलाईट्ली टू मेक श्योर दैट ही हैड नॉट डिस्टर्बड एनीवन बाई हिज़ स्नीजिंग. ऐण्ड देन ही फैल्ट डीपली अशेम्ड. ही सॉ दैट ऐन ओल्ड मैन टू वॉज़ सिटिंग इन फ्रण्ट ऑफ हिम वॉज़ पेनफुली वाईपिंग हिज़ बाल्ड स्पॉट ऐण्ड द बैक ऑफ हिज़ नेक विद् हिज़ ग्लव ऐण्ड मटरिंग समथिंग। ही वॉज़, शरवियाकॉफ रिकॉग्नाईज्ड, जनरल ब्रिजालॉफ ऑफ द डिपार्टमेण्ट ऑफ हाईवेज़।)

अनुवाद :
अब किसी के लिए भी छींकना तो प्रतिबन्धित नहीं है। किसान छींकते हैं, पुलिस के उच्चाधिकारी छींकते हैं, यहाँ तक कि राजनेता भी छींकते हैं; सभी छींकते हैं। स्वाभाविक रूप से शरवियाकॉफ को अपने किए पर कोई शर्मिन्दगी नहीं थी। उसने रुमाल से अपनी नाक पोंछी और फिर यह देखने के लिए कि उसने किसी को परेशान तो नहीं किया वह विनीत भाव से इधर-उधर देखने लगा। फिर वो बेहद शर्मिन्दा हुआ। उसने देखा कि उसके सामने बैठा हुआ वृद्ध व्यक्ति दुखी होकर अपने सिर के टकले भाग को और गर्दन को अपने दस्ताने से पोंछ रहा था और साथ में कुछ बड़बड़ा रहा था। शरवियाकॉफ ने उन्हें पहचान लिया। वह राजमार्ग विभाग के जनरल ब्रिजालॉफ थे।

“I sneezed on him,’ thought Tcherviakoff. ‘He is not my chief, but still it is awkward. I must apologize.’

Tcherviakoff cleared his throat, shifted himself forward, and whispered in the general’s ear, I beg your pardon, Your Excellency! Sneezed on you. I accidentally ………’
Never mind, never mind …….’
‘For Heaven’s sake, excuse me. II ……. I didn’t mean to ……..
‘Oh, sit down, please! Let me listen to what is being said.’

(‘आई स्नीज़्ड ऑन हिम’ थॉट शरवियाकॉफ़ ‘ही इज़ नॉट माई चीफ, बट स्टिल इट इज़ ऑकवर्ड. आई मस्ट अपोलोजाइज़’।

शरवियाकॉफ क्लीयर्ड हिज़ थ्रोट, शिफ्टिड हिमसेल्फ फॉरवर्ड, ऐण्ड व्हिस्पर्ड इन द जनरल ‘स् ईअर, ‘आई बेग यॉर पार्डन, यॉर ऐक्सिलेन्सी! स्नीज्ड ऑन यू. आई ऐक्सिडेण्टली ……..
‘नेवर माइन्ड, नेवर माइन्ड …….. ‘
‘फॉर हैवन्स सेक, एक्स्क्यू ज़ मी. आई …….. आई डिडण्ट। (डिड नॉट) मीन टू …….।’
‘ओह, सिट डाऊन प्लीज़! लेट मी लिसन टू …….. वॉट इज़ बीईंग सेड।’)

अनुवाद :
शरवियाकॉफ ने सोचा मैं उन पर छीका वह मेरे विभाग के मुखिया नहीं हैं पर फिर भी है तो यह भद्दा ही। मुझे उनसे क्षमा याचना करनी चाहिए।

शरवियाकॉफ ने अपना गला साफ किया, आगे को खिसका और जनरल ब्रिजालॉफ के कानों में फुसफुसाया ‘क्षमा प्रार्थी हूँ, हुजूर। आप पर छींका, मैं गलती से ……..
‘कोई बात नहीं, कोई बात नहीं ……….’
ईश्वर के लिए, मुझे क्षमा करें। मैं …….. मेरा ऐसा इरादा नहीं…………
‘अरे बैठ जाओ, कृपा करके! मुझे सुनने दो जो कहा जा रहा है।’

Tcherviakoff was terribly confused. He smiled idiotically and began watching the opera again. He looked at the stage, but no longer felt happy. Anxiety was beginning to trouble him. During the next interval, he approached General Brizjaloff and murmured, ‘I sneezed on Your Excellency, excuse me. You see, I ……… did not do it to

‘Oh, enough of that. I had already forgotten about it and you keep on at the samething!’ said the general, impatiently twitching his lower lip.

(शरवियाकॉफ वॉज़ टेरिबली कन्फ्यूज्ड ही स्माईल्ड इडियॉटिकली ऐण्ड बिगैन वॉचिंग द ऑपरा अगेन. ही लुक्ड ऐट द स्टेज, वट नो लॉन्गर फैल्ट हैप्पी. ऐंग्जाइटी वॉज़ बिगिनिंग टू ट्रबल हिम. ड्यूरिंग द नेक्स्ट इन्टरवेल, ही अप्रोच्ड जनरल ब्रिजालॉफ ऐण्ड मरमर्ड, ‘आई स्नीज़्ड ऑन यॉर ऐक्सिलेन्सी, एक्सक्यूज़ मी यू सी, आई …….. डिड नॉट डू इट टू …….!

‘ओह, एनफ ऑफ दैट. आई हैड ऑलरेडी फॉरगॉटन अबाऊट इट ऐण्ड यू कीप ऑन ऐट द सेम थिंग!’ सेड द जनरल इम्पेशियण्ट्ली ट्विचिंग हिज़ लोअर लिप।)

अनुवाद :
शरवियाकॉफ बहुत ज्यादा परेशान था। वह बेवकूफों के जैसे मुस्कराया और फिर से नाटक देखने लगा। वह मंच की तरफ देख रहा था परन्तु अब पहले जैसा खुश नहीं था। व्याकुलता ने उसे परेशान करना आरम्भ कर दिया था। अगले मध्यान्तर में वो जनरल ब्रिजालॉफ के करीब पहुँचा और बुदबुदाया “मैं आप पर छींका हुजूर, मुझे क्षमा करें। दरअसल मैंने ऐसा इसलिए नहीं किया ……..’

“ओहं, बहुत हुआ। मैं पहले ही भूल चुका हूँ उस बारे में और तुम उसी पर अटके हुए हो।” जनरल ने बेसब्री से निचले होठ को सिकोड़ते हुए कहा।

“He says he has forgotten it, but there is malice in his eyes,’ thought Tcherviakoff, glancing at the general suspiciously. ‘He won’t even speak. I must explain that I didn’t mean it ……… that sneezing is a law of nature …….. or else he might think I was spitting. If he doesn’t think so now, he will later.”

On reaching home, Tcherviakoff told his wife about the incident. She was alarmed at first, but when she learned that Brizjaloff was not her husband’s chief, she felt reassured.

(‘ही सेज़ ही हैज़ फॉरगॉटन इट, बट देयर इज़ मैलिस इन हिज़ आईज’, थॉट शरवियाकॉफ, ग्लान्सिंग ऐट द जनरल ससपिशियस्ली. ‘ही वोण्ट (वुड नॉट) ईवन स्पीक. आई मस्ट एक्स्प्ले न दैट आई डिडण्ट (डिड नॉट) मीन इट …….. दैट स्नीजिंग इज़ अ लॉ ऑफ नेचर …….. और एल्स ही माईट थिंक आई वॉज़ स्पिटिंग. इफ ही डज़ण्ट थिंक सो नाऊ, ही विल लेटर.’

ऑन रीचिंग होम, शरवियाकॉफ टोल्ड हिज़ वाईफ अबाऊट द इन्सिडेण्ट्र. शी वॉज़ अलार्मड ऐट फर्स्ट, बट व्हेन शी लन्ड दैट ब्रिजालॉफ वॉज़ नोट हर हस्बैण्ड्स चीफ, शी फैल्ट रीअशयोर्ड.)

अनुवाद :
‘यह कह रहे हैं कि यह भूल चुके हैं पर इनकी आँखों में द्वेष हैं।’ शरवियाकॉफ ने जनरल की तरफ देखते हुए अपने मन में सोचा। ‘यह बात तक नहीं कर रहे। मुझे उन्हें समझाना चाहिए कि मेरा ऐसा इरादा नहीं था, कि छींकना प्रकृति का नियम है ………अन्यथा वह यह समझेंगे कि मैं थूक रहा था। यदि अभी नहीं सोच रहे तो बाद में सोचेंगे।’

घर पहुँचकर शरवियाकॉफ ने अपनी पत्नी को घटना के बारे में बताया। पहले तो उसकी पत्नी घबरा गई पर जब उसे यह मालूम हुआ कि ब्रिज़ालॉफ उसके पति के विभाग का मुख्य अधिकारी नहीं है तो वह आश्वस्त हो गई।

‘Still, you must go and apologize,’ she said, ‘He might think you don’t know how to behave in society.’

“That’s just it!’ said Tcherviakoff, ‘I have apologized, but he acted so curiously. He didn’t say anything sensible. But, then there was no time for conversation.’

The following day Tcherviakoff shaved, wore his new uniform and went to Brizjaloff’s office to explain things to him. In the general’s reception room, there was a large crowd of petitioners. Sitting at a large table in the centre of the room was the general, who had already begun his reception. After he had interrogated several of the petitioners, the general raised his eyes to Tcherviakoff.

(‘स्टिल, यू मस्ट गो ऐण्ड अपॉलोजाईज,’ शी सेड,’ ‘ही. माईट थिंक यू डोण्ट (ड् नॉट) नो हाऊ टु बिहेव इन सोसायटी.)

‘दैट्स जस्ट इट!’ सेड शरवियाकॉफ, ‘आई हैव अपॉलोजाइज्ड, बट ही ऐक्टिड सो क्यूरियसली ही डिडण्ट (डिड नॉट) से एनीथिंग सेन्सिबल. बट, देन देयर वॉज़ नो टाईम फॉर कन्वरसेशन!

द फॉलोइंग डे शरवियाकॉफ शेटड, वोर हिज़ न्यू यूनिफॉर्म ऐण्ड वेण्ट टू ब्रिजालॉफ्स ऑफिस टू एक्स्प्लेन थिंग्स टु हिम इन द जनरल्स रिसेप्शन-रूम देयर वॉज़ अ लार्ज क्राऊड ऑफ पेटिशनर्स. सिटिंग ऐट अ लार्ज टेबल इन द सेण्टर ऑफ द रूम वॉज़ द जनरल, हू हैड ऑलरेडी बिगन हिज़ रिशेप्शन आफ्टर ही हैड इन्टरोगेटिड सेवरल ऑफ द पेटिशनर्स, द जनरल रेज्ड हिज़ आईज़ टू शरवियाकॉफ.)

अनुवाद :
फिर भी तुम्हें जाना चाहिए और माफी मांगनी चाहिए। वह यह समझेगा कि तुम्हें सामाजिक शिष्टाचार नहीं आते।’ उसकी पत्नी ने कहा।

‘बिल्कुल ठीक! मैंने उनसे क्षमा माँगी परन्तु उसका बर्ताव बड़ा अजीब सा था। उन्होंने ‘कुछ भी समझ आने योग्य नहीं कहा। परन्तु वहाँ बातचीत का समय भी नहीं था।’ शरवियाकॉफ ने कहा। अगले दिन शरवियाकॉफ ने दाड़ी बनाई, अपनी नई वर्दी पहनी और ब्रिजालॉफ के दफ्तर उनको स्पष्टीकरण देने पहुंचा। जनरल के स्वागत-कक्ष में फरियादियों की अच्छी-खासी भीड़ थी। कमरे के बीच में एक बड़ी से मेज के पीछे बैठे जनरल आए हुए लोगों की समस्याएं सुनना शुरू कर चुके थे। कई सारे फरियादियों से सवाल-जवाब के पश्चात् जनरल ने शरवियाकॉफ की तरफ देखा।

“Yesterday, at the opera-house, if you remember, Your Excellency ………’ the little official began, I sneezed and …….. accidentally spattered on you. Excuse ………’

‘You are talking about the same thing again? What nonsense! What can I do for you?’

Tcherviakoff turned pale. ‘He won’t speak to me!’ he said to himself. “That means he is angry. I must explain the whole thing to him.’

When the general had finished his interview with the last petitioner and was leaving, Tcherviakoff stepped up to him and murmured, ‘Your Excellency! If I dare to trouble you, it is only, I can assure you, from a feeling of repentance. I did not sneeze on purpose. Your Excellency must know that …….’

(‘यस्टर्डे, ऐट ओपेरा-हाऊस, इफ यू रिमेम्बर, यॉर एक्सिलेन्सी ………… ‘द लिटल ऑफिशियल बिगैन, ‘आई स्नीज्ड ऐण्ड ………. ऐक्सिडेण्ट्ली स्पैटर्ड ऑन यू. एक्स्क्यू ज़ ……….’

‘यू आर टॉकिंग अबाऊट द सेम थिंग अगेन? व्हॉट नॉनसेन्स! व्हॉट कैन आई डू फॉर यू?

शरवियाकॉफ टन्ड पेल. ही वोण्ट (वुड नॉट) स्पीक टू मी। ही सेड टू हिमसेल्फ़ दैट मीन्स ही इज़ ऐंग्री. आई मस्ट एक्स्प्ले न द होल थिंक टू हिम

व्हेन द जनरल हैड फिनिश्ड हिज़ इन्टरव्यू विद द लास्ट पेटिशनर ऐण्ड वॉज़ लीविंग, शरवियाकॉफ स्टेप्पड अप टू हिम ऐण्ड मरमर्ड, यॉर एक्सिलेन्सी! इफ आई डेयर टू ट्रबल यू, इट इज़ ओनली, आई कैन अश्योर यू, फ्रॉम अ फीलिंग ऑफ रिपेन्टेन्स। आई डिड नॉट स्नीज़ ऑल परपस. यॉर एक्सिलेन्सी मस्ट नो दैट ……….’)

अनुवाद :
‘कल नाट्यशाला में यदि आपको याद हो हुजूर ………..’ छोटे अधिकारी ने बोलना शुरू किया, ‘मैं छींका और  ………. अक्स्मात आप पर थूक की छीटें गिराई। मुझे क्षमा ……….’

‘तुम फिर उसी बारे में बात कर रहे हो। क्या बकवास है! मैं क्या कर सकता हूँ तुम्हारे लिए?

शरवियाकॉफ पीला पड़ गया ‘ये मुझसे बात नहीं करेंगे। उसने अपने आप से कहा’ इसका मतलब है कि मुझसे रुष्ट हैं।

‘मुझे उनको पूरी बात समझानी चाहिए।’ जब जनरल ने अन्तिम फरियादी से सवाल-जवाब कर लिए व जाने को हुए तो शरवियाकॉफ उनके पास आया और धीरे से बुदबुदाया ‘हुजूर! यदि मैं आपको बार-बार तकलीफ देने का साहस कर रहा हूँ तो सिर्फ इसलिए, मैं आपको यकीन दिलाता हूँ, पश्चाताप की भावना से। मैं जानबूझकर नहीं छींका था। हुजूर को यह मालूम होना चाहिए कि ………..।’

The general made a fearful face and waved his hand in despair. “You are simply joking, sir!’ he said disappearing behind the door.

‘He says I am joking!’ thought Techerviakoff. ‘But there is no joke about this at all. He is a general and he can’t understand what a common man like me is going through! I am not going to beg that man’s pardon again! I’ll write him a letter, but I’ll not come here again.’

Tcherviakoff could not stop thinking about the incident as he walked homewards. He did not write that letter to the general. He thought and thought, but could not think of anything to write. He decided to go back to the general the following day and explain everything in person.

(द जनरल मेड अ फीअरफुल फेस ऐण्ड वेव्ड हिज़ हैण्ड इन डिस्पेअर, ‘यू आर सिम्पली जोकिंग, सर! ही सेड डिसअपीयरिंग बिहाईन्ड द डोर.

‘ही सेज़ आई ऐम जोकिंग!’ थॉट शरवियाकॉफ. बट देयर इज़ नो जोक अबाऊट दिस ऐट ऑल. ही इज अ जनरल ऐण्ड ही काण्ट (कैन नॉट) अन्डरस्टैण्ड व्हॉट अ कॉमन मैन लाईक मी इज़ गोइंग धू! आई एम नॉट गोइंग टू बैग दैट मैन्स पार्डन अगेन! आई विल राईट हिम अ लैटर, बट आई बिल नॉट कम हीयर अगेन’

शरवियाकॉफ कुड नॉट स्टॉप थिंकिंग अबाऊट द इन्सिडेण्ट ऐज़ ही वॉक्ड होमवर्ड्स ही डिड नॉट राईट दैट लैटर टू द जनरल. ही थॉट ऐण्ड थॉट, बट कुड नॉट थिंक ऑफ एनीथिंग टू राईट। ही डिसाइडिड टू गो बैक टू द जनरल द फॉलोइंग डे एण्ड एक्स्प्ले न एवरीथिंग इन पर्सन।)

अनुवाद :
अत्यन्त बुरा-सा मुँह बनाकर हाथों को हताशा से हिलाते हुए जनरल ने कहा, ‘तुम मजाक कर रहे हो महोदय!’ यह कहकर वह दरवाजे से अन्दर चला गया।

‘वह कह रहे हैं मैं मज़ाक कर रहा हूँ’ शरवियाकॉफ ने मन में सोचा। ‘परन्तु इसमें कुछ भी मज़ाक नहीं है। वह एक जनरल. हैं और वह यह समझ नहीं सकते कि मुझ जैसा आम आदमी कैसी मानसिक स्थितियों से गुज़र रहा है! अब मैं उनसे क्षमा प्रार्थना नहीं करूँगा! मैं उन्हें एक पत्र लिख दूँगा परन्तु यहाँ फिर नहीं आऊँगा।’

शरवियाकॉफ घर लौटते हुए भी इसी घटना के बारे में सोच रहा था। उसने जनरल को पत्र नहीं लिखा। वह सोचता रहा और सोचता रहा परन्तु क्या लिखे यह समझ नहीं पाया। उसने अगले दिन जनरल के पास जाकर व्यक्तिगत रूप से सब कुछ समझाने का निश्चय किया।

‘I came yesterday and troubled Your Excellency,’ he mumbled as he faced the general, “but not with the idea of joking, as Your Excellency remarked. I wanted to ask for your forgiveness because when I sneezed-I did not dream of joking. How could I dare do such a thing? To joke would be to show no respect for persons.’

‘Get out!’ roared the general, suddenly quaking and growing red in the face.

“What?’ whispered Tcherviakoff. He was horrified to see the general so angry.

Something seemed to break inside Tcherviakoff. He stumbled through the door and out into the street. He could not see or hear a thing, and he crawled along the pavement. He walked home mechanically and when he reached there, he lay down on a sofa without taking off his uniform, and died.

(‘आई केम यस्टरडे ऐण्ड ट्रबल्ड यॉर एक्सिलेन्सी,’ ही ममबल्ड ऐज़ ही फेस्ड द जनरल, ‘बट नॉट विद द आइडिया ऑफ जोकिंग, ऐज़ यॉर एक्सिलेन्सी रिमाड। आई वॉण्टिड टू आस्क फॉर यॉर फौरगिवनैस बिकॉज़ व्हेन आई स्नीज्ड-आई डिड नॉट ड्रीम ऑफ जोकिंग. हाऊ कुड आई डेयर डू सच अ थिंग? टू जोक वुड बी टू शो नो रिस्पैक्ट फॉर पर्सन्स’ – ‘गैट आऊट।’ रोर्ड द जनरल, सडनली क्वैकिंग ऐण्ड ग्रोइंग रेड इन द फेस.

‘व्हॉट? ‘ व्हिस्पर्ड शरवियाकॉफ, ही वॉज़ हॉरिफाईड टू सी द जनरल सो ऐंग्री.

समथिंग सीम्ड टू ब्रेक इनसाइड शरवियाकॉफ. ही स्टम्बल्ड श्रू द डोर ऐण्ड आऊट इन्टू द स्ट्रीट. ही कुड नॉट सी और हीयर अंथिंग, ऐण्ड ही क्रॉल्ड अलॉन्ग द पेवमेण्ट. ही वॉक्ड होम मेकैनिकली ऐण्ड व्हेन ही रीच्ड देयर, ही ले डाऊन ऑन अ सोफा विदाऊट टेकिंग ऑफ हिज़ यूनीफॉर्म, ऐण्ड डाईड.)

अनुवाद :
‘मैं कल आया था और हुजूर को तकलीफ दी थी’ वह बुदबुदाया जैसे ही उसका जनरल से सामना हुआ परन्तु मज़ाक करने के उद्देश्य से नहीं जैसा हुजूर ने कहा था। मैं आपसे माफी माँगना चाहता था क्योंकि मैं छींका था-मज़ाक करने का तो मैंने सपने में भी नहीं सोचा था। मैं ऐसी धृष्टता करने का साहस कैसे कर सकता था? मज़ाक करने का अर्थ हुआ किसी के प्रति असम्मान प्रदर्शित करना।’

‘बाहर निकलो!’ गरजा जनरल, अचानक, क्रोध से लाल हुए चेहरे के साथ।

‘क्या?’ शरवियाकॉफ बुदबुदाया। जनरल को इतना क्रोधित देख वह डर गया। शरवियाकॉफ के अन्दर जैसे कुछ टूट गया। वह लड़खड़ाता हुआ दरवाजे से निकलकर सड़क पर आ गया। उसे कुछ भी दिखाई नहीं दे रहा था न सुनाई दे रहा था, और वह सड़क के किनारे रेंगता हुआ सा चल रहा था। वह यन्त्रवत चलता हुआ घर पहुँचा और वहाँ पहुँचकर वो बिना अपनी वर्दी उतारे सोफे पर लेट गया और वह मर गया।

Hope that the above shaped information regarding the Madhya Pradesh Board Solutions for 10th English Chapter 5 The Sneeze Questions and Answers is useful for making your preparation effective. View our website regularly to get other subjects solutions.

MP Board Class 10th Science Solutions Chapter 16 Management of Natural Resources

MP Board Class 10th Science Chapter 16 Intext Questions

Class 10th Science Chapter 16 Intext Questions Page No. 269

Question 1.
What changes can you make in your habits to become more environment friendly?
Answer:

1.  We must refuse to buy products that harm us and the environment.
2.  We should minimise the use of electricity and water.
3.  We should encourage recycling of things.

Question 2.
What would be the advantages of exploiting resources with short-term aims?
Answer:
With the human population increasing at a tremendous rate due to improvement in health-care, thedem and for all resources is increasing at an exponential rate. The management of natural resources requires a long term perspective so that these will last for the generations to come and will not merely be exploited to the hilt for short term gains.

Question 3.
How would these advantages differ from the advantages of using a long term perspective in managing our resources?
Answer:
If resources are used in accordance with short term aims, present generation will be able to utilize the resources properly for overall development. But if we plan to use resources with long term aims, not only the present generation is benefited but also the future generations will also be able to utilize resources for fulfilling its necessities. Thus it would be better to use our natural resources with a long term perspective so that it could be used by the present generation as well as conserved for future use.

Question 4.
Why do you think that there should be equitable distribution of resources? What forces would be working against an equitable distribution of our resources?
Answer:
Nature shows no partiality. Natural resources belong to all and these resources should be used judiciously. Equitable distribution of resources will benefit both poor as well as rich people.
Human greed, corruption, and the lobby of the rich and powerful are the forces working against an equitable distribution of our resources.

Class 10th Science Chapter 16 Intext Questions Page No. 273

Question 1.
Why should we conserve forests and wildlife?
Answer:
We should conserve forests and wildlife to preserve the biodiversity (range of different life-forms) so as to avoid the loss of ecological stability. A large number of tribes are the habitants in and around the forests. If the forests are not conserved,- then it may affect these habitants. Without proper management of forest and wildlife, the quality of soil, the water sources and even the amount of rainfall may be affected. Without forest and wildlife, life would become impossible for human beings.

Question 2.
Suggest some approaches towards the conservation of forests.
Answer:
Some approaches towards the conservation of forests are as follows:

(a) People should show their participation in saving the forest by protesting against the tv ting of trees. For example, Chipko Andolan.
(b) Planting of bees should be increased. Rate of afforestation must be more than that of deforestation.
(c) Some people cut precious trees such as sandalwood to earn money. Government should take legal steps to catch these wood smugglers.
(d) Habitants of forests must not be bothered by the forest officials. Otherwise, this would result in the clash between tribal people and the

government officials, thereby enhancing the naxal activities in forests.

Class 10th Science Chapter 16 Intext Questions Page No. 276

Question 1.
Find out about the traditional systems of water harvesting/ management in your region.
Answer:
We must dug small pits and lakes, put in place simple water shed systems, built small earthen dams, constructed dykes, sand and limestone reservoirs, set up root top water collecting units. These are the traditional systems of water harvesting/management in our region.

Question 2.
Compare the above system with the probable systems in hilly/ mountainous areas or plains or plateau regions.
Answer:
In the above mentioned places check dams are built because here water harvesting is difficult.

Question 3.
Find out the source of water in your region/locality. Is water from this source available to all people living in that area?
Answer:
Tube wells and river water (Tungabhadra) are the water sources available to all people in our area. There are different sources in different places. In some places there is too much shortage of water because of failure of rain recently.

MP Board Class 10th Science Chapter 16 NCERT Textbook Exercises

Question 1.
What changes would you suggest in your home in order to be environment-friendly?
Answer:
Changes that can be undertaken in our homes to be environment friendly are listed below:

1. Switch off the electrical appliances when not in use.
2. Turn the taps off while brushing or bathing and repair the leaking taps.
3. Throw biodegradable and non-biodegradable waste into separate bins.
4. Construct composting pits.
5. Food items such as jam, pickles etc., come packed in plastic bottles. These bottles can later be used for storing things in the kitchen.

Question 2.
Can you suggest some changes in your school which would make it environment-friendly?
Answer:
Changes that can be undertaken in our schools to make it environment friendly are listed below:

1. Electricity can be saved by switching off lights and fans when not required.
2. Turn the taps off when not in use.
3. Biodegradable and non-biodegradable wastes should be thrown into separate bins.

Question 3.
We saw in this chapter that there are four main stakeholders when it comes to forests and wildlife. Which among these should have the authority to decide the management of forest produce? Why do you think so?
Answer:
The forest department of the government should have the authority to decide the management of forest produces. This is because the forest department is the care taker of the forest land and is responsible for any damage to the forest.

Question 4.
How can you as an individual contribute or make a difference to the management of
(a) forests and wildlife
(b) water resources and
(c) coal and petroleum?
Answer:
a) Forests and wild animals.

1. cutting valuable trees should be avoided by destroying forest affects the quality of soil and water resources.
2. Hunting should be prohibited.
3. There should be wild sanctuaries which gives protection for wild animals.

b) Water Resources:
Answer:

1. Water resources should be free from pollution.
2. Excess usage of water should be avoided.

c) Coal and Petroleum:
Answer:
We should minimise the use of coal and petroleum, because these are fossil fuels. By burning these there are ill effects such as air pollution and acid rainfall etc.

Question 5.
What can you as an individual do to reduce your consumption of the various natural resources?
Answer:

1. We must have come across the five R’s to save the environment: Refuse, Reduce, Reuse, Repurpose and Recycle.
2. We should encourage tree plantation programmes.
3. We must reduce the burning of fossil fuels.
4. Encouragement should be given for harvesting the water.

Question 6.
List five things you have done over the last one week to —
(a) conserve our natural resources.
Answer:
We should travel in bus instead of using own vehicles or we should practice walking, we must use LED bulbs or fluorescent tubes in our homes. We must use the lift or taking the stairs, wearing an extra sweater or using a heating device (heater or sign) on cold days.

(b) increase the pressure on our natural resources.
Answer:

1. We should grow Number of trees around our house.
2. Reducing own vehicles by using public transport system or by, walking.
3. There should not be more factories.
4. We must prevent soil erosion.
5. We must reduce the usage of vehicles to avoid air pollution.

Question 7.
On the basis of the issues raised in this chapter, what changes would you incorporate in your lifestyle in a move towards sustainable use of our resources?
Answer:
We need to change our lifestyles so that we can use natural resources on a sustainable basis. The changes which can be brought about are as follows:

• Stop cutting trees and start planting trees.
• Use LED bulbs and fluorescent tubes.
• Take the stairs and avoid using lifts.
• During summers use bamboo made fans avoid air coolers and electricians.
• Use more of public transport.
• Let our conscience be always alert not to pollute the environment from any of our activities.

MP Board Class 10th Science Chapter 16 Additional Important Questions

MP Board Class 10th Science Chapter 16 Multiple Choice Questions

Question 1.
The three R’s to save the environment are:
(a) Reuse
(b) Reduce
(c) Recycle
(d) Reduce, recycle, reuse
Answer:
(d) Reduce, recycle, reuse

Question 2.
Biodiversity is measured by
(a) The number of animals found in an area
(b) The number of mammalian found in an area
(c) The number of species found in an area
(d) The number of insects found in an area
Answer:
(c) The number of species found in an area

Question 3.
What are biodiversity hot spot?
(a) Village
(b) River
(c) Cities
(d) Forests
Answer:
(d) Forests

Question 4.
Harvesting system in hilly areas like Himachal Pradesh uses a local system of irrigation called
(a) Tals
(b) Canals
(c) Kulhs
(d) Ahass
Answer:
(c) Kulhs

Question 5.
Amrita Devi Bishnoi sacrificed her life with 363 people in 1731 to save
(a) Wildlife
(b) Water
(c) Girl child
(d) Trees
Answer:
(d) Trees

Question 6.
Aim of ‘Narmada Bachao Andolan’, was
(a) Stopping dam formation
(b) Stopping ban on dam formation
(c) Stopping water pollution
(d) Garbage maintenance
Answer:
(a) Stopping dam formation

Question 7.
Coli form is
(a) Group ef fungi
(b) Group of viruses
(c) Group of bacteria
(d) All of these
Answer:
(c) Group of bacteria

Question 8.
Main aim of the Chipko movement was:
(a) Water conservation
(b) Ecological conservation
(c) Food conservation
(d) All of the above
Answer:
(b) Ecological conservation

Question 9.
Which gas is a green house gas?
(a) CO₂
(b) CO
(c) SO₂
(d) NO₂
Answer:
(a) CO₂

Question 10.
The Chipko movement started in a village called
(a) Reni in Uttarakhand
(b) Kullu
(c) Delhi
(d) Mumbai
Answer:
(a) Reni in Uttarakhand

Question 11.
Indira Gandhi canal is an example of:
(a) River
(b) Man-made dam
(c) Pond
(d) All of these
Answer:
(b) Man-made dam

Question 12.
Kattas in Karnataka is famous for:
(a) Water harvesting
(b) Solar energy
(c) Biodiversity
(d) None
Answer:
(a) Water harvesting

MP Board Class 10th Science Chapter 16 Very Short Answer Type Questions

Question 1.
Define natural resource.
Answer:
The things available from nature are called natural resource.

Question 2.
Name the 3 R’s to save environment.
Answer:
Reduce, recycle, reuse are the 3 R’s to save environment.

Question 3.
Give some examples of natural resources.
Answer:
Examples of natural resources are water, timber and cotton.

Question 4.
What is biodiversity?
Answer:
Biodiversity is number of species that exists in an area.

Question 5.
What increases demand of resources?
Answer:
Increase in human population increases demand of resources.

Question 6.
Why we should need to manage our resources? Give one example.
Answer:
We need to manage our resources for equitable distribution for every individual.

Question 7.
Give one example of stakeholder of forest.
Answer:
People who live in or around forest are best example of stakeholder of forest.

Question 8.
In which village Chipko movement was started?
Answer:
Chipko movement started in Reni village in Uttarakhand.

Question 9.
What was the main purpose of Chipko andolan?
Answer:
To stop tree cutting indiscriminately.

Question 10.
What are the alternative sources to produce energy without creating pollution and disturbing ecological balance?
Answer:
Sunlight, water, wind etc.

Question 11.
Can we recycle everything?
Answer:
No, because everything do not turn in usable form once being used.

Question 12.
What is an example of biodiversity hot spot?
Answer:
Forest.

Question 13.
Write an importance of conservation of wild life.
Answer:
Preserving biodiversity inherited in time.

Question 14.
Write name of one activist for saving water.
Answer:
Rajendra Kumar.

Question 15.
Give an example of a place famous for water management in India.
Answer:
Kulhs in Himachal Pradesh.

MP Board Class 10th Science Chapter 16 Short Answer Type Questions

Question 1.
What are natural resources? Explain.
Answer:
Natural resources can be broadly categorized into two types: exhaustible and non-exhaustible. Management of natural resources is all about their judicious use in a way that the exhaustible resources can lasfr.for many generations to come and non-exhaustible resources can be maintained in as pristine form as possible.

Question 2.
What are three R’s (Reduce, recycle and reuse)?
Answer:
Reduce: We should reduce the consumption of various resources wherever possible. For example; we can reduce the consumption of electricity and water.

Recycle: There are many items which can be recycled again and again. For example by recycling paper, we reduce the demand for wood and thus, help in saving the forest.

Reuse: Many items can be reused many times. For example; old newspaper, envelopes, plastic bottles.

Question 3.
Who are the stakeholders of forest?
Answer:
The stakeholders are as follows:
People living in or around forests; as they depend on various forest produce for their livelihood, the forest department which is the owner of the forest land, various industrialists who depend on forest for many raw materials. For example: wood is used as raw material in many industries.

So, the people, industry and Government body who are directly or indirectly affected by forest are called stakeholders of forest.

Question 4.
Give one example of saving ecosystem by local communities.
Answer:
Chipko Movement: The Chipko movement began in the early 1980s from a small village; Reni in Garhwal district. The women of the village began hugging the trees to prevent the cutting of trees by the contractors. The Chipko movement later spread to other parts of India.

Question 5.
Give some examples of water harvesting method in ancient India.
Answer:

1. Khadins, tanks and nadis in Rajasthan.
2. Bandharas and tals in Maharashtra.
3. Bundhis in Madhya Pradesh and Uttar Pradesh.
4. Ahars and pynes in Bihar.
5. Kulhs in Himachal Pradesh.
6. Ponds in the Kandi belt of Jammu region and eris (tanks) in Tamil Nadu. Surangams in Kerala, and Kattas in Karnataka.

These are some of the ancient water harvesting examples and still in use at many places.

Question 6.
What is the importance of traditional water harvesting structures?
Answer:
The traditional water harvesting structures usually focus on recharging the groundwater rather making an open reservoir. It has several advantages. Unlike surface water; the groundwater does not evaporate and»thus, loss because of evaporation is prevented. The groundwater does not provide a breeding ground for the mosquitoes and hence is good for public health as well. The groundwater is relatively protected from contamination by human activities.

Question 7.
Why alternate energy sources is required in place of Coal and Petroleum? Give examples of alternate sources.
Answer:
Coal and petroleum are the main energy resources for us. But, since these are exhaustible in nature so, we need to find out alternate sources of energy. Scientists are working on developing some alternate energy sources so that dependency on coal and petroleum can be reduced. Some examples are given below:

1. Solar energy is being used to produce electricity at many places. Although, this technology is still costly.
2. Fuel cell is another development which may help in replacing the internal combustion engines from automobiles.
3. Hydrogen is being used as fuel in buses and cars in many countries. Hydrogen; when used as a fuel produces water as a by-product. Thus, hydrogen can be an environment-friendly fuel.

MP Board Class 10th Science Chapter 16 Long Answer Type Questions

Question 1.
Explain consequences of exploitation of natural resources and sustainable development.
Answer:
There are many consequences of exploitation of natural resources.
Some examples are given below:

1. Burning of fossil fuels creates air pollution. Excess amount of carbon dioxide in the atmosphere leads to global warming.
   Some polluting gases; like oxides of nitrogen and sulphur lead to acid rain, which is harmful for living beings. Acid rain is also harmful for monuments and buildings.
2. Excess exploitation of groundwater leads to a drastic fall in water table. For this reason many places are experiencing acute shortage of drinking water.
3. Overuse of fertilisers and insecticides leads to soil pollution and soil erosion.
4. Many pollutants are directly flown into water bodies. This has resulted in water pollution in many rivers, lakes and even in oceans.

Sustainable Development:

Development is necessary for making all around economic development. But development often comes with a price in the form of environmental damage. Sustainable development means following certain practices which help in saving our environment from damage. This is necessary for maintaining the earth in a good shape so, that future generations can also enjoy bounty of nature.

Question 2.
What are three R’s?
Answer:
1. Reduce: We should reduce the consumption of various resources wherever possible. For example; we can reduce the consumption of electricity by switching off lights and other appliances when they are not required. While leaving the home, one should always check for fans and lights and switch them off. This cannot only help in saving electricity but also in saving the fuels which are utilised in electricity production. We should immediately repair a leaking tap so that precious water can be saved.

2. Recycle: There are many items which can be recycled again and again. Recycling is another way of reducing the demand for natural resources. For example; by recycling paper, we reduce the demand for wood and thus, help in saving the forest.

3. Reuse: Many items can be reused many times. For example; old newspaper can be used for packing many items. Old envelopes can be used, for doing rough work while doing homework. Old plastic bottles can be used for many other purposes.

Question 3.
Explain Arabari’s example of People’s Participation in Forest Management.
Answer:
In 1972, the forest department realized its mistake while reviving the degraded sal forests of Arabari forest range. Arabari forest lies in Midnapore district of West Bengal. The earlier methods of policing and surveillance were a total failure as they often led to frequent clashes with local people. It also led to alienation of people from the conservation programme. Then, came a forest officer; named A.K Baneijee; who was a real visionary. He involved the local people in the revival of 1,272 hectares of forest. In lieu of that the villagers were given employment in silviculture and were given 25% of the harvest. They were also allowed to gather firewood and fodder against a nominal payment. Due to active participation of the local community, there was remarkable revival of the Arabari sal forest. By 1983, the value of the forest rose to ? 12.5 crores.

Question 4.
Explain in brief about people ‘effort for forest conservation’.
Answer:
Bishnoi community: The Bishnoi community of Rajasthan is one such example. Amrita Devi Bishnoi is still remembered with reverence for the way she fought for protecting the khejri trees in Khejrali village. She along with 363 other people sacrificed her life for the protection of khejri trees in 1731. The ‘Amrita Devi Bishnoi National Award for Wildlife Conservation’ has been named in her honour.

Nomadic herders of the Himalayas: The nomadic herders used to graze their animals near the great Himalayan National Park. Every summer, the nomadic people brought their herds down the valley so that the sheep could get plenty of grass to eat. When the National Park was made in that area, the nomadic herders were stopped from grazing their sheep in the protected area. Now, in the absence of grazing by the sheep, the grasses grew very tall in the region. Tall grasses fall over and prevent fresh growth of grass. This shows that by excluding and alienating the local people from forests, proper conservation efforts cannot be carried out.

Chipko movement: The Chipko began in the early 1980s from a small village; Reni in Garhwal district. The women of the village began hugging tree to prevent the cutting of trees by the contractors. The Chipko movement later spread to other parts of India.

Question 5.
Give two examples of forest conservation by local communities.
Answer:
Following are two examples of Forest conservation by local
communities:

1. The Chipko movement began in the early 1980s from a small village; Reni in Garhwal district. The women of the village began hugging a tree to prevent the cutting of trees by the contractors. There are many examples which suggest that involvement of local communities is necessary for any conservation effort. The Bishnoi community of Rajasthan is one such example. Amrita Devi Bishnoi is still remembered with reverence for the way she fought for protecting the khejri trees in Khejrali village. She along with 363 other people, sacrificed her life for the protection of Khejri trees in 1731. The ‘Amrita Devi Bishnoi National Award for Wildlife Conservation’ has been named in her honour.

2. Another example is of the nomadic herders of the Himalayas. The nomadic herders used to graze their animals near the great Himalayan National Park. Every summer, the nomadic people bought their herds down the valley so that the sheep could get plenty of grass to eat. When the National Park was made in that area, the nomadic herders were stopped from grazing their sheep in the protected area. Now in the absence of grazing by the sheep, the grasses grew very tall in the region. Tall grasses fall over and prevent fresh growth of grass. This shows that by excluding and alienating the local people from forests, proper conservation efforts cannot be carried out.

MP Board Class 10th Science Chapter 16 NCERT Textbook Activities

Class 10 Science Activity 16.1 Page No. 266

• Find out about the international norms to regulate the emission of carbon dioxide.
• Have a discussion in class about how we can contribute towards meeting those norms.

Observations:

• There are many laws and norms made to regulate the emission of various gases that creates harm to the environment. One of the norms related to CO₂ emission is based on ‘Kyoto protocol’ where all industrialised countries come forward to minimize the collective emission of CO₂ and other green house gases.

Class 10 Science Activity 16.2 Page No. 267

• There are a number of organisations that seek to spread awareness about our environment and promote activities and attitudes that lead to the conservation of our environment and natural resources. Find out about the organisations(s) active in your neighbourhood/village townicity.
• Find out how you can contribute towards the same cause,

Observations:

• There are many organisations spreading awareness about environment and promoting activities for its benefit. Different states of India have number of organisations. The name of new includes – Ionosphere Social Enterprise, The energy and resonance Institute IRADe, Elnora International, Delhi Greens, Greenpeace India, GVNMAL, India Nateere watch, Kalpvriksh. Nation’s club. National biodiversity Authority etc.

Class 10 Science Activity 16.3 Page No. 266

• Check the pH of the water supplied to your house using universal indicator or litmus paper.
• Also check the pH of the water in the local waterbody (pond, river, lake, stream).
• Can you say whether the water is polluted or not on the basis of your observations?

Observations:

• The normal range for pH in our house may be between 6.5 to 8.5. The pH of local water bodies are around 5.7.
• The water showing little less pH than recommended in water bodies may indicate pollution due to slight acidic substances which make the water acidic showing decrease in pH.
• The optimum range for water bodies in around 6-8.5, the variations in it indicates pollutions.

Class 10 Science Activity 16.4 Page No. 269

• Have you ever visited a town or village after a few years of absence? If so, have you noticed new roads and houses that have come up since you were there last? Where do you think the materials for making these roads and buildings have come from?
• Try and make a list of the materials and their probable sources.
• Discuss the list you have prepared with your classmates. Can you think of ways in which the use of these materials be reduced?

Observations:

• Yes, new roads and houses are coming up very fastly in villages. The materials generally comes from the neighbouring cities and areas where it is build.
• The materials for building roads and buildings includes concrete, composite pavement, asphalt, bituminous, gravel surfaces etc.
• These can be reduced by opting for less toxic and dangerous materials like bituminous and asphalt may be avoided and replaced by sand and naturally made materials.

Class 10 Science Activity 16.5 Page No. 270

• Observe various traditional practices for conservation of nature in your day-to day life. Share within the peer group. Make a report and submit.

Observations:

• Various traditional practices for conservation of nature includes various practices like:
• Religious traditions – temple forest, monastery forests etc.
• Traditional tribal traditions – sacred forests, sacred trees etc.
• Royal traditions – royal hunting practices and preserves, royal gardens etc.
• Livelihood traditions – forests and grows serving as cultural and social space.

Class 10 Science Activity 16.6 Page No. 271

• Make a list of forest produce that you use.
• What do you think a person living near a forest would use?
• What do you think a person living in a forest would use?
• Discuss with your classmates how these needs differ or do not differ and the reasons for the same.

Observations:

• Forest produce that are use includes:
• Wood, sandalwood, rubber, latex, paper, food (fruits and vegetables), Sponges, wood fuel etc.
• A person living near a forest will use wood as fuel, fruits and Vegetables, rubber, sandal cored etc.
• A person leaving in a forest will decrease the storage of forest produce and can used hand in hand as and when required. The use of many things will reduce.
• The person living near will have different requirements as compared to person duriug-inside forest as maximum needs of people living in forest wall increase as he can directly take from there neither than cutting or taking from native and then utilising

Class 10 Science Activity 16.7 Page 272

• Find out about any two forest produce that are the basis for an industry.
• Discuss whether this industry is sustainable in the long run. Or do we viced to control our consumption of these products?

Observations:

• Any two forest produce that are basis for an industry arc wood and coal.
• This industry is not sustainable in the long run as the limited supply for these products are available in nature and we are using them at very high speed. We need to reduce the consumption and wastage of such products. The natural resources should be used judiciously.

Class 10 Science Activity 16.8 Page No. 275

• Debate the damage caused to forests by the following:
  • (a) Building rest houses for tourists in national parks.
  • (b) Grazing domestic animals in national parks.
  • (c) Tourists throwing plastic bottles, covets and other litter in national parks.

Observations:

• The building rest houses for tourists in national parts causes a lot increase in deforestation which disturbs the balance of the nature. The animals and other living organisms living in an ecosystem also gets disturbed and whole area is effected.
• Grazing domestic animals leads to destruction of green grasses and shrubs which destroy the green cover of the park. This also effects the other dependent organisms of the park.
• The plastic bottles/covers and other litter thrown in the national parks makes the park very dirty making it unfit in providing healthy living conditions to the animals. These substances do not decompose and remain there creating pollution for years and leading to destruction of various organisms.

Class 10 Science Activity 16.9 Page No. 275

• Villages suffering from chronic water shortage surround a water theme park in Maharashtra. Debate whether this is the optimum use of the available water.

Observations:

• No, this is not the optimum use of the available water. Water theme park in Maharashtra uses water in large animals for the amusement purposes. This water can be used for various other basic needs. There is acute shortage of water in nearby areas. This water can fulfill the needs there.

Class 10 Science Activity 16.10 Page No. 275

• Study the rainfall patterns in India from an atlas.
• Identify the regions where water is abundant and the regions of water scarcity.

Observations:

• The monsoon affect the most part of India, the amount of rainfall varies from heavy to scanty in different parts. There is great temporal and regional variation in distribution of rainfall. Over 80% of annual rainfall is received in four rainy months of June to September.
• The regions with abundant water includes – most of Canada, Great Lakes, Ireland, Amazon (Brazil), Antarctica.
• The regions of water scarcely includes – Middle East, Sahara Desert, Atacama Desert, India, Gobi Desert

Class 10 Science Activity 16.11 Page No. 279

• Coal is used in thermal power stations and petroleum products like petrol and diesel are used in means of transport like motor vehicles, ships and aeroplanes. We cannot really imagine life without a number of electrical appliances and constant use of transportation. So can you think of ways in which our consumption of coal and petroleum products be reduced?

Observations:

• We can reduce our consumption of coal and petroleum by using other means of energy like solar, hydral, wind and various other natural forms of energy. These sources are renewable and do not cause any harm to the nature.

Class 10 Science Activity 16.12 Page No. 279

• You must have heard of the euro I and Euro II norms for emission from vehicles; Find out how these norms work towards reducing air pollution.

Observations:

• Euro norms refer to the permissible emission levels from both petrol and diesel vehicles. They are available for fuel quality and the method of testing. These norms decides how much a can should smoke and the particles emitted out. It have been in Europe first and then it was also implemented in India as well in the name of Bharat stage I and II.

MP Board Class 10th Science Solutions

MP Board Class 10th Science Solutions Chapter 15 Our Environment

MP Board Class 10th Science Chapter 15 Intext Questions

Class 10th Science Chapter 15 Intext Questions Page No. 257

Question 1.
Why are some substances biodegradable and some non- biodegradable?
Answer:
Some substances can be broken down into simpler substances by the action of enzymes and other physical factors and are returned to the earth. Some substances cannot be degraded into simpler form and exists in nature for very long, deteriorating it and hence, are termed as non- biodegradable.

Question 2.
Give any two ways in which biodegradable substances would affect the environment.
Answer:

1. These substances may cause pollution the environment.
2. They may serve breeding ground for pathogens which may cause diseases

Question 3.
Give two ways in which non-biodegradable substances would affect me environment.
Answer:

1. They do not degrade and pile up in the environment causing harm to the ecosystem.
2. They may lead to bio-magnification in food chain disturbing the various trophic levels.

Class 10th Science Chapter 15 Intext Questions Page No. 261

Question 1.
What are the trophic levels? Give an example of a food chain and state the different trophic levels in it.
Answer:
Each step or level of a food chain is called Trophic levels.
Example for Food chain – Here grass is a producer because it prepares its own food. This grass is eaten by herbivores means secondary, small carnivores (Frog) are tertiary and higher carnivores are in the fourth level.

Question 2.
What is the role of decomposers in the ecosystem?
Answer:
Microorganisms, comprising bacteria and Fungi, break-down the dead remains and waste products of organisms. These microorganisms are the decomposers as they break-down the complex organic substances into simple inorganic substances that go into the soil and are used up once more by the plants.

Class 10th Science Chapter 15 Intext Questions Page No. 264

Question 1.
What is ozone and how does it affect any ecosystem?
Answer:
Ozone at the higher levels of the atmosphere is a product of UV radiations acting on O₂ molecule. The higher energy UV radiations split apart some molecular Oa in free oxygen (O) atoms. These atoms then combine with the molecular O₂ to form Ozone.

Ozone shields the surface of the earth from ultraviolet (UV) radiation from the Sun. This radiation is highly damaging to organisms for example, it is known to cause skin cancer in human beings.

Question 2.
How can you help in reducing the problem of waste disposal? Give any two methods.
Answer:

1. We must minimise the usage of plastics,
2. We can collect wastes and by this we can produce gas which is an alternate source of energy.

Class 10th Science Chapter 15 Ncert Textbook Exercises

Question 1.
Which of the following groups contain only biodegradable items?
(a) Grass, flowers and leather
(b) Grass, wood and plastic
(c) Fruit-peels, cake and lime-juice
(d) Cake, wood and grass
Answer:
(a), (c), (d)

Question 2.
Which of the following constitute a food-chain?
(a) Grass, wheat and mango
(b) Grass, goat and human
(c) Goat, cow and elephant
(d) Grass, fish and goat
Answer:
(b) Grass, goat and human

Question 3.
Which of the following are environment-friendly practices?
(a) Carrying cloth-bags to put purchases in while shopping
(b) Switching off unnecessary lights and fans
(c) Walking to school instead of getting your mother to drop you on her scooter
(d) All of the above
Answer:
(d) All of the above

Question 4.
What will happen if we kill all the organisms in one trophic level?
Answer:
If we kill all the organisms in one trophic level, the population size of organisms in lower level increases uncontrollably and the number of organisms in higher trophic level decreases due to non¬availability of food. This results in an imbalance in ecosystem.

Question 5.
Will the impact of removing all the organisms in a trophic level be different for different trophic levels? Can the organisms of any trophic level be removed without causing any damage to the ecosystem?
Answer:

• Removing producers: All the heterotrophs die.
• Removing herbivores: Carnivores would not get food.
• Removing carnivores: Herbivores would increase to unsustainable levels.
• Removing decomposers: Organic wastes, plant, and animal dead remains would pile up.
• The role of each and every species belonging to every trophic level is unique.
• No, the organisms of any trophic level cannot be removed without damaging the ecosystem.

Question 6.
What is the biological magnification? Will the levels of this magnification be different at different levels of the ecosystem?
Answer:
Some harmful chemicals enter our bodies through the food chain, one of the reasons is the use of several pesticides and other chemicals to protect our crops from disease and pests. These chemicals are either washed down into the soil or into the water bodies. From the soil, these are absorbed by the plants along with water and minerals and from the water bodies these are taken up by aquatic plants and animals.

This is one of the ways in which they enter the food chain. This phenomenon is known as biological magnification. This level of magnification be different at different levels of the ecosystem.

Example; Spraying of DDT will remain for a long time in the environment.

Question 7.
What are the problems caused by the non-biodegradable wastes that we generate?
Answer:

• Non-aesthetic look.
• Death of cattle by ingestion of plastic bags.
• The quality of soil is adversely affected.
• Biomagnification of harmful chemicals like DDT in birds disturb their calcium metabolism.
• Non – biodegradable wastes cause pollution of soil and water.

Question 8.
If all the waste we generate is biodegradable, will this have no impact on the environment?
Answer:
If all the waste we generate is biodegradable, there is a imbalance in nature. Because with the increase of wastes there is decrease in the number of decomposers. These wastes spread every where and microbes are more which causes many diseases to us.

Question 9.
Why is damage to the ozone layer a cause for concern? What steps are being taken to limit this damage?
Answer:
Damage to the ozone layer causes so many problems. At the higher levels of the atmosphere, ozone performs an essential function. It shields the surface of the earth from ultraviolet radiation from the sun. If ozone layer is damaged no organism can survive. The following are the steps being taken to limit this damage.

1. We should minimize the use of vehicles.
2. We should not encourage the burning of fossilic fuels.
3. It is now mandatory for all the manufacturing companies to make CFC- free refrigerators throughout the world.

MP Board Class 10th Science Chapter 15 Additional Important Questions

MP Board Class 10th Science Chapter 15 Multiple Choice Questions

Question 1.
An environment consists of:
(a) Abiotic components
(b) Biotic components
(c) Both
(d) Not certain
Answer:
(c) Both

Question 2.
Waste could be:
(a) Abiotic components
(b) Biotic components
(c) Both
(d) Not certain
Answer:
(c) Both

Question 3.
Reduction of waste is important to:
(a) Make environmental balance proper.
(b) Make nearby beautiful
(c) waste can be transformed to useful products.
(d) Not clear
Answer:
(d) Not clear

Question 4.
Which one among following is non-biodegradable substance?
(a) Metal
(b) Wood
(c) Water
(d) Urea
Answer:
(a) Metal

Question 5.
Which among the following is a biodegradable waste?
(a) Wood
(b) Teflon pots
(c) Plastic cup
(d) Glass Cups
Answer:
(a) Wood

Question 6.
Most convenient ways of waste management is:
(a) 3 R : Reduce, reuse, recycle principle
(b) Production
(c) Use ban
(d) None
Answer:
(a) 3 R : Reduce, reuse, recycle principle

Question 7.
Which one is not a primary consumer?
(a) Grasshopper
(b) Deer
(c) Ant
(d) Leech
Answer:
(b) Deer

Question 8.
Humans are:
(a) Primary consumers
(b) Secondary consumers
(c) Top consumers
(d) All
Answer:
(d) All

Question 9.
Energy while going up in a trophic level is:
(a) Increased
(b) Decreased
(c) Remain same
(d) Can’t predict
Answer:
(b) Decreased

Question 10.
Pesticides are used to:
(a) Develop new varieties of crops.
(b) Kill unwanted plants.
(c) Kill insects and enrobes attacking crops.
(d) Save crops from birds.
Answer:
(c) Kill insects and enrobes attacking crops.

Question 11.
In a marine ecosystem producers are:
(a) Plants
(b) Sand
(c) Water
(d) Fishes
Answer:
(d) Fishes

Question 12.
Top consumer in a crop field is:
(a) Rat
(b) Hawk
(c) Snake
(d) (a) and (b)
Answer:
(b) Hawk

Question 13.
Effect of bio-magnification is maximum in:
(a) Primary consumers
(b) Secondary consumers
(c) Top consumers
(d) All of these
Answer:
(c) Top consumers

Question 14.
Which one of the following is artificial ecosystem?
(a) Jungle
(b) Town
(c) A pond
(d) Mountain
Answer:
(b) Town

Question 15.
Cockroach is a:
(a) Producer
(b) Primary consumer
(c) Secondary consumer
(d) Decomposer
Answer:
(d) Decomposer

Question 16.
Energy source of an ecosystem is:
(a) Producers
(b) Sunlight
(c) Top consumer
(d) Atmospheric gases
Answer:
(b) Sunlight

Question 17.
Link between primary and secondary consumers are:
(a) Autotrophs
(b) Omnivorous
(c) Carnivorous
(d) Herbivorous
Answer:
(a) Autotrophs

Question 18.
What is CFC?
(a) A waste
(b) A coolant gas
(c) A bakery product
(d) An organization
Answer:
(b) A coolant gas

Question 19.
UNEP stands for:
(a) United Nations Environment Programme.
(b) United Nations Entertainment Programme.
(c) United Nations Excellence Programme.
(d) Unlimited Nations Excellence Programme.
Answer:
(a) United Nations Environment Programme.

Question 20.
How many atoms of oxygen compose an ozone molecule?
(a) 1
(b) 2
(c) 3
(d) 4
Answer:
(c) 3

MP Board Class 10th Science Chapter 15 Very Short Answer Type Questions

Question 1.
Which gas of our environment help in formation of energy which we get from various sources?
Answer:
Oxygen.

Question 2.
How non-biodegradable objects effect environment?
Answer:
They pollute the environment.

Question 3.
Name two substances you think as most non-biodegradable.
Answer:
Plastic and chemicals like pesticides.

Question 4.
Which organisms help in biodegradation of a substance?
Answer:
Decomposers.

Question 5.
Write three common waste produced by our daily use.
Answer:
Soap and detergent, consumed food materials used paper and plastic garbage.

Question 6.
Can a big tree be treated as an isolated small ecosystem?
Answer:
Yes.

Question 7.
Give examples of natural ecosystem.
Answer:
Forests, pond, river etc.

Question 8.
Give examples of artificial ecosystem.
Answer:
Aquariums, Garden, town etc.

Question 9.
Can a ecosystem survive without autotrophs?
Answer:
No.

Question 10.
At which category parasite come in an ecosystem?
Answer:
Decomposers.

Question 11.
At which level rabbit and mole come in trophic level?
Answer:
Rabbit – Primary level.
Mole – Primary and decomposer level.

Question 12.
How much percentage of sunlight is converted into chemical energy by all autotrophs?
Answer:
1 %.

Question 13.
What percentage of average organic matter is present at each step of trophic level?
Answer:
10%.

Question 14.
What kind of plants comes at primary consumers level?
Answer:
Carnivorous plants.

Question 15.
How many minimum food chains can be observed in a food web?
Answer:
2 – 3.

MP Board Class 10th Science Chapter 15 Short Answer Type Questions

Question 1.
What is ecosystem? What are components of ecosystem?
Answer:
An ecosystem includes all of the living things in a given area, interacting with each other and also with their non-living environments.

Components of ecosystem:
An ecosystem has two types of components – biotic component (plants, animals and organisms) and abiotic component (weather, earth, sun, soil, climate, atmosphere).

Question 2.
What is abiotic component?
Answer:
All the non-living things make the abiotic component of an ecosystem. Air, water and soil are the abiotic components.

Question 3.
What is the importance of abiotic component?
Answer:
Air provides oxygen (for respiration), carbon dioxide (for photosynthesis), water (for metabolic activities) and soil is the reservoir of various nutrients which are utilized by plants. Through plants; these nutrients reach other living beings.

Question 4.
What is a biotic component?
Answer:
Ail living beings make the biotic component of an ecosystem. Examples: Green plants, animals and other living beings. Bacteria and fungi are examples of biotic component.

Question 5.
What is a food chain?
Answer:
A food chain is a simple representation of transfer of energy from the sun to different biotic components of an ecosystem. Sun is the ultimate source of energy. Green plants convert solar energy into chemical energy during photosynthesis. When an animal takes food, this energy is supplied to the animal and the process goes on.

Question 6.
What is food web and trophic level?
Answer:
Food web: In an ecosystem, there can be many food chains which are interlinked at various levels. Thus, many food chains form a network which is called food web.

Trophic level: Transfer of energy occurs through a food chain. Different levels in the food chain are called trophic level.

Question 7.
What are biodegradable substances?
Answer:
Substances which can be decomposed by microorganisms are called biodegradable substances. All the organic substances are biodegradable.

Question 8.
What are non-biodegradable substances?
Answer:
Substances which cannot be decomposed by microorganisms are non biodegradable. All inorganic substances are non-biodegradable. Many synthetic substances are also non biodegradable.

Question 9.
Give two differences between biodegradable and non bio-degradable.
Answer:

Question 10.
What is ozone layer? How it is protected from ultraviolet radiations?
Answer:
Ozone layer is also known as stratosphere. When ultraviolet radiations act on oxygen, the oxygen gets converted into ozone. Ozone layer works like a protective shield for living beings. The ozone layers guards from harmful ultraviolet rays of the sun.

MP Board Class 10th Science Chapter 15 Long Answer Type Questions

Question 1.
What is ecosystem? Explain in detail the components of ecosystem.
Answer:
An ecosystem includes all of living things in a given area, interacting with each other and also with their non living environments.

Components of ecosystem:

1. Biotic component (plants, animals and organisms) and abiotic components (weather, sun, soil, climate, atmosphere).
All living beings make the biotic component of an ecosystem. Examples: Green plants, animals and other living beings. Bacteria and fungi are examples of biotic component.

Green plants play the role of producers: Because they prepare the food by photosynthesis.

Animals and other living beings play the role of consumers; because they take food (directly or indirectly) from plants.

Bacteria and fungi play the role of decomposers; as they decompose dead remains of plants and animals so that raw materials of organisms can be channelized back to the environment.

2. Abiotic component: All the non-living things make the abiotic component of an ecosystem. Air, water and soil are the abiotic components.

Air provides oxygen (for respiration), carbon dioxide (for photosynthesis) and other gases for various needs of the living beings.

Water is essential for all living beings because all the metabolic activities happen in the presence of water.

Soil is the reservoir of various nutrients which .are utilized by plants. Through plants, these nutrients reach other living beings.

Question 2.
Explain in briefly about food chain.
Answer:
A food chain is a simple representation of transfer of energy from the sun to different biotic components of an ecosystem. Sun is the ultimate source of energy. Green plants convert solar energy into chemical energy during photosynthesis. When an animal takes food, this energy is supplied to the animal and the process goes on. A simple food chain can be shown as follows:

Producer → Primary consumer → Secondary consumer

Real life cannot be as simple as a food chain shown above. In any ecosystem, there can be many food chains which are interlinked at various levels. Thus, many food chains form a network which is called food web.

Transfer of energy occurs through a food chain. Different levels in the food chain are called trophic level. Out of the energy consumed by an organism at a particular trophic level, 90% is utilized for its own need and rest 10% is left for the organism of the next trophic level. So. very little energy is tell for the organism which is at the tertiary level. Letus assume that a green plant makes 100% energy in the form of chemical energy, 90% of this energy would be utilized for its own purpose. This would leave just 10% energy for the primary consumer. Now, primary consumer shall also utilize 90% of energy which was consumed by it. This would leave just 1% energy for (10% of 100%) for the secondary consumer. By this logic, the tertiary consumer would get just 0.1% of energy which was originally made by the green plant. This is the reason, there can be just one or two organisms at the top of the food pyramid.

This explains why the population of producers is always the largest in an ecosystem; followed by the population of herbivores and then that of carnivores. Moreover, herbivores needs to eat many plants in its lifetime to fulfill its energy need. Similarly, carnivores needs to eat many herbivores in its lifetime.

Question 3.
What is ozone layer depletion?
Answer:
Ozone layer is also known as stratosphere. When ultraviolet radiations act on oxygen, the oxygen gets converted into ozone.

Ozone layer works like a protective shield for living beings. The ozone layers guards from harmful ultraviolet radiations from the sun.

Effect of CFCs: Use of CFCs (Chlorofluorocarbon) has damaged the ozone layer. As a result, the ozone layer has become thinner at certain parts. In 1987, the UNEP (United Nations Environment Programme) succeeded in forging an agreement among different nations to freeze the CFC production at 1986 level. Later, an agreement was signed among different nations to phase out CFCs. It is important to note that CFC is used in refrigerators and aerosol sprays. India is also a signatory of that agreement and thanks to the efforts by the United Nations and different environmentalists, the CFC emission has been put under some control.

Problems of waste disposal: During our day to day activities, we produce lot of waste. While some of the waste is biodegradable, a large chunk is composed of non-biodegradable substances. Plastic waste is a serious concern because plastic is non-biodegradable. We need to respect our environment and find out ways to reduce the burden on our environment.

MP Board Class 10th Science Chapter 15 NCERT Textbook Activities

Class 10 Science Activity 15.1 Pages No. 256,257

• You might have seen an aquarium. Let us try to design one.
• What are the things that we need to keep in mind when we create an aquarium? The fish would need a free space for swimming (it could be a large jar), water, oxygen and food.
• We can provide oxygen through an oxygen through an oxygen pump (aerator) and fish food which is available in the market.
• If we add a few aquatic plants and animals it can become a self- sustaining SySieni.’ Can you think how this happens? An aquarium is an example of a human-made ecosy stem.
• Can we leave the aquarium as such after we set it up?
• Why does it have to be cleaned once in a while? Do we have to clean ponds or lakes in the same manner? Why or why not?

Observations:

• Pesticides are the chemicals sprayed to kill the pests infecting crop and harming them. These are very harmful to living organisms. These get biologically magnified in the food chains and in the bodies, once entered. Organic farming methods and other natural methods can be adopted to reduce dependence on chemicals.

Class 10 Science Activity 15.2 Page No. 257

• While creating an aquarium did you take care not to put an aquatic animal which would eat others? What would have happened otherwise?
• Make groups and discuss how each of the above groups of organisms are dependent on each other.
• Write the aquatic organisms in order of who eats whom and form a chain of at least three steps.
  
• Would you consider any one group of organisms to be of primary importance? Why or why not?

Observations:

• CFC’s are responsible for depletion of ozone layer.
• These chloroflouro carbons were banned in various countries and since, then ozone hole has decreased in size.

FIg. 15.1: Food chain ¡n nature (a) in forest, (b) in grassland and (c) in pond.

Class 10 Science Activity 15.3 Pages No. 244,245

• Newspaper reports about pesticide levels in ready made food items are often seen these days and some states have banned these products. Debate in groups the need for such bans.
• What do you think would be the source of pesticides in these food items? Could pesticides get into our bodies from this source through other food products too?
• Discuss what methods could be applied to reduce our intake of pesticides.

Observations:

• The materials that are non-biodegradable do not degrade easily. The hard materials that are not organic in nature take more time to decompose. The biodegradable materials turns soft and start decomposing and mixing in the soil. They completely change their form and structure.
• The waste from plants – fruits and vegetables change the fastest.

Class 10 Science Activity 15.4 Page No. 248

• Find out from the library, internet or newspaper reports, Which chemicals are responsible for the depletion of the ozone layer.
• Find out if the regulations put in place to control the emission of these chemicals have succeeded in reducing the damage to the ozone layer. Has the size of the hole in the ozone layer changed in recent years?

Observations:

• CFCs, SO₂ other pollutant gases are responsible for the depletion of ozone layer.
• Non-biodegradable materials take years to decompose. Plastics are generally non-biodegradable and not decompose. The materials like paper, jute etc. easily degrade and do not harm the environment.

Class 10 Science Activity 15.5 Page No. 249

• Collect waste material from your homes. This could include all the waste generated during a day, like kitchen waste (spoils food, vegetable peels, used tea leaves, milk packets and empty cartons), waste paper, empty medicine bottles/strips/ bubble packs, old and tom clothes and broken footwear.
• Bury this material in a pit in the school garden or it there is no space available, you can collect the material in an old bucket/flower pot and cover with at least 15cm of soil.
• Keep this material moist and observe at 15-day intervals,
• What are the materials which change their form and structure over time?
• Of these materials that are changed, which ones change the fastest.1?”

Observations:

• We cannot leave the aquarium as it is as waste is generated in it by fishes which need to be cleaned up frequently so that it does not become toxic and harm the living organisms. The water bodies should also be cleaned up properly to ensure better living conditions. The aquatic life is affected by such kind of pollutions.

Class 10 Science Activity 15.6 Pages No. 249-250

• Use the library or Internet to find out more about biodegradable and non-biodegradable substances.
• How long are various non-biodegradable substances expected to last in our environment?
• These days, new types of plastics which are said to be biodegradable are available. Find out more about such materials and whether they do or do not harm the environment.

Observations:
Phytoplankton → Zoo planktons → Small fishes → Large fishes Aquatic Food Chain

• Phytoplankton are the autotrophs present in the water body and are of prime importance.
• The removal of any one group from the food chain will disturb the whole aquatic ecosystem.

Class 10 Science Activity 15.7 Page No. 252

• Find out what happens to the waste generated at home. Is there a system in place to collect this waste?
• Find out how the local body (Panchayat, municipal corporation, resident welfare association) deals with the waste. Are there mechanisms in place to treat the biodegradable and non-biodegradable wastes separately?
• Calculate how much waste is generated at home in a day.
• How much of this waste is biodegradable?
• Suggest ways of dealing with this waste.

Observations:

• The waste generated at home are differentiated into biodegradable and non-biodegradable materials. They are placed separately in the bins and thereafter, processed.

Class 10 Science Activity 15.8 Page No. 253

• Find out how the sewage in your locality is treated. Are there mechanisms in place to ensure that local water bodies are not polluted by untreated sewage?
• Find out how the local industries in your locality treat their wastes. Are there mechanisms in place to ensure that the soil and water are not polluted by this waste?

Observations:

• The amount of waste generated in homes and in the class-rooms is very high. At the end of the day. number of dustbins are fully filled which are thrown away in dump yard which too have become problematic. The wastes should be reused and amount generated should be reduced.

Class 10 Science Activity 15.9 Page No. 253

• Search the Internet or library to find out what hazardous materials have to be dealt with while disposing of electronic items. How would these materials affect the environment?
• Find out how plastics are recycled. Does the recycling process have any impact on the environment?

Observations:

• ETP (Effluent treatment plant) or STP (Sewage treatment plant) are used to treats the waste generated before it enters the water body. All the harmful treatments are removed and level of the toxic materials are reduced.

Class 10 Science Activity 15.10 Page No. 253

• Search the Internet or library to find out what hazardous materials have to be dealt with while disposing of electronic items. How would these materials affect the environment?
• Find out how plastics are recycled. Does the recycling process have any impact on the environment?

Observations:

• Electronic items are very hazardous as they are non-biodegradable and increase the mars on the earth.
• Plastic are recycled after melting again and-reforming into new shapes and products. This process create lots of pollution by emitting dangerous fumes and harms the environment.

MP Board Class 10th Science Solutions

MP Board Class 10th Science Solutions Chapter 11 Human Eye and Colourful World

MP Board Class 10th Science Chapter 11 Intext Questions

Class 10th Science Chapter 11 Intext Questions Page No. 190

Question 1.
What is meant by power of accommodation of the eye?
Answer:
The ability of the eye to focus the distant objects as well as the nearby objects on the retina by changing focal length or converging power of its lens is called accommodation. The normal eye has a power of accommodation which enables the object as close as 25cm & as far as infinity to be focused on its retina.

Question 2.
A person with a myopic eye can not see objects beyond 1.2 m distinctly. What should be the type of the corrective lens used to restore proper vision?
Answer:
The person is able to see nearby objects clearly, but he is unable to see objects beyond 1.2m. This happens because the image of an object beyond 1.2 m is formed in front of the retina and not at the retina, as shown in the figure.

To correct this defect of vision, he must use a concave lens. The concave lens will bring the image back to the retina is shown in the given figure.

Fig. 11.1 Myopic eyes and their correction.

Question 3.
What is the far point and near point of the human eye with normal vision?
Answer:
Far point of the human eye with normal vision is near than infinity and near point is 1.2 m.

Question 4.
A student has difficulty reading the blackboard while sitting in the last row. What could be the defect the child is suffering from? How can it be corrected?
Answer:
A student has difficulty reading the black board while sitting in the last row means he is suffering from myopia. This defect can be corrected using concave lens of suitable power.

MP Board Class 10th Science Chapter 11 NCERT Textbook Exercises

Question 1.
The human eye can focus objects at different distances by adjusting the focal length of the eye lens. This is due to:
(a) presbyopia
(b) accommodation
(c) near-sightednes
(d) far-sightedness
Answer:
(b) Human eye can change the focal length of the eye lens to see the objects situated at various distances from the eye. This is possible due to the power of accommodation of the eye lens.

Question 2.
The human eye forms the image of an object at its:
(a) cornea
(b) iris
(c) pupil
(d) retina
Answer:
(d) The human eye forms the image of an object at its retina.

Question 3.
The least distance of distinct vision for a young adult with normal vision is about
(a) 25 m.
(b) 2.5 cm
(c) 25 cm
(d) 2.5 m
Answer:
(c) 25 cm

Question 4.
The change in focal length of an eye lens is caused by the action of the
(a) pupil.
(b) retina
(c) ciliary muscles
(d) iris
Answer:
(c) ciliary muscles

Question 5.
A person needs a lens of power – 5.5 dioptres for correcting his distant vision. For correcting his distant vision. For correcting his near vision he needs a lens of power + 1.5 dioptre. What is the focal length of the lens required for correcting (i) distinct vision, and (ii) near vision?
Answer:
i) Lens required for correcting
distant vision = – 5.5
Focal length of lens F \(=\frac{1}{P}\)
\(\mathrm{F}=\frac{1}{-5.5}=0.181 \mathrm{m}\)
Lens required for correcting this defect =-0.181 M
ii) Lens required for correcting near vision = + 1.5 D
Focal length of lens F \(=\frac{1}{P}\)
\(F=\frac{1}{1.5}=0.667 \mathrm{m}\)

Question 6.
The far point of a myopic person is 80 cm in front of the eye. What is the nature and power of the lens required to correct the problem?
Answer:
The person is suffering from an eye defect called myopia. In this defect, the image is formed in front of the retina. Hence, a concave lens is used to correct this defect of vision.
Object-distance, u = infinity
Image-distance, v = -80 cm
Focal length = f
According to the lens formula,

A concave lens of Power – 1.25 D is required by the person to correct his defect.

Question 7.
Make a diagram to show how hypermetropia is corrected. The near point of a hypermetropic eye is 1 m. What is the power of the lens required to correct this defect? Assume that the near point of the normal eye is 25 cm.
Answer:
A person suffering from hypermetropia can see distinct objects clearly but faces difficulty in seeing nearby objects clearly. It happens because . the eye lens focuses the incoming divergent rays beyond the retina. This defect of vision is corrected by using a convex lens. A convex lens of suitable power converges the incoming light in such a way that the image is formed on the retina, as shown in the following figure.

Fig. 11.2: Correction for hypermetropic eye.

The convex lens actually creates a virtual image of a nearby object (N’ in the figure) at the near point of vision (N) of the person suffering from hypermetropia. The given person will be able to clearly see the object kept at 25 cm (Near point of the normal eye), if the image of the object is formed at his near point, which is given as 1 m.

Object-distance, u = -25 cm
Image-distance, v = -1m = -100m
Focal length, f = ?

Using the lens formula,
\(\frac { 1 }{ v } \) – \(\frac { 1 }{ u } \) = \(\frac { 1 }{ f } \)
\(\frac { 1 }{ -100 } \) – \(\frac { 1 }{ -25 } \) = \(\frac { 1 }{ f } \)
\(\frac { 1 }{ f } \) = \(\frac { 1 }{ 25 } \) = \(\frac { 1 }{ f } \)
\(\frac { 1 }{ f } \) = \(\frac { 1 }{ 25 } \) – \(\frac { 1 }{ 100 } \)
\(\frac { 1 }{ f } \) = \(\frac { 4-1 }{ 100 } \)
f = \(\frac { 100 }{ 3 } \) = 33.3 cm = 0.33cm

A convex lens of power + 3.0 D is required to correct the defect.

Question 8.
Why is a normal eye not able to see clearly the objects placed closer than 25 cm?
Answer:
The maximum accommodation of a normal eye is reached when the object is at a distance of 25 cm from the eye. The focal length of the eye lens cannot be decreased below this minimum limit. Thus an object placed closer than 25cm [or very close to eye] cannot be seen clearly by a normal eye.

Question 9.
What happens to the image distance in the eye when we increase the distance of an object from the eye?
Answer:
The distance eye lens and retina is the image distance inside the eye. The image distance is fixed. It cannot be changed at all. Therefore, when we increase the distance of an object from the eye, there is no change in the image distance inside the eye.

Question 10.
Why do stars twinkle?
Answer:
Stars emit their own light and they twinkle due to the atmospheric refraction of light. Stars are very far away from the earth. Hence, they are considered as point sources of light. When the light coming from stars enters the earth’s atmosphere, it gets refracted at different levels because of the variation in the air density at different levels of the atmosphere. When the star’s light refracted by the atmosphere comes more towards us, it appears brighter than when it comes less towards us. Therefore, it appears as if the stars are twinkling at night.

Question 11.
Explain why the planets do not twinkle.
Answer:
Planets do not twinkle because they appear larger in size than the stars as they are relatively closer to earth. Planets can be considered as a collection of a large number of point-size sources of light. The different parts of these planets produce either brighter or dimmer effect in such a way that the average of brighter and dimmer effect is zero. Hence, the twinkling effects of the planets are nullified and they do not twinkle.

Question 12.
Why does the Sun appear reddish early in the morning?
Answer:
Light from the Sun near the horizon passes through thicker layers of air and larger distance in the earth’s atmosphere before reaching our eyes. However, light from the Sun overhead would travel relatively shorter distance. At noon, the Sun appears white as only a little of the blue and violet colours are scattered. Near the horizon, most of the blue light and shorter wavelengths are scattered away by the particles. Therefore, the light that reaches our eyes is of longer wavelengths. This gives rise to the reddish appearance of the Sun.

Question 13.
Why does the sky appear dark instead of blue to an astronaut?
Answer:
When sunlight passes through the atmosphere, the fine particles in air scatter the blue colour (shorter wavelength more strongly than red. The scattered blue light enters our eyes. If the earth had no atmosphere, there would not have been any scattering. Then the sky would have looked dark. The sky appears dark to astronaut flying at very high attitude, as scattering is not prominent at such heights.

MP Board Class 10th Science Chapter 11 Additional Important Questions

MP Board Class 10th Science Chapter 11 Multiple Choice Questions

Question 1.
When our eye see a near object, its lens?
(a) Expand
(b) Remain same
(c) Contract
(d) None
Answer:
(a) Expand

Question 2.
What transfer information from eyes to brain?
(a) Neuro trans
(b) Iris
(c) Optical nerve
(d) Retina
Answer:
(c) Optical nerve

Question 3.
What controls the size of pupil?
(a) Iris
(b) Cornea
(c) Lens
(d) Aqueous humour
Answer:
(a) Iris

Question 4.
Near point of human eye is approximately:
(a) 50 cm
(b) 1 m
(c) 25 cm
(d) 25 m
Answer:
(c) 25 cm

Question 5.
Far point of human eye is approximately:
(a) 10 km
(b) infinity
(c) 5 km
(d) 25 cm
Answer:
(a) 10 km

Question 6.
Cataract is caused mostly to
(a) Farm workers
(b) Factory workers
(c) Kids watching TV and Mobiles
(d) Old age people
Answer:
(d) Old age people

Question 7.
In which kind of defect, image of a distant object is formed in front of retina?
(a) Myopia
(b) Cataract
(c) Hypermetropia
(d) Presbyopia
Answer:
(a) Myopia

Question 8.
A concave lens with correct power can help a person with
(a) Hypermetropia
(b) Myopia
(c) Presbyopia
(d) None of these
Answer:
(b) Myopia

Question 9.
Adjusting “cording to object’s distance from eye is called
(a) Vision power
(b) Motivation
(c) Accommodation power
(d) Presbyopia
Answer:
(c) Accommodation power

Question 10.
For an eye donation, eyes must be removed within ……… after death.
(a) 8 hours
(b) 25 hours
(c) 4-6 hours
(d) None.
Answer:
(c) 4-6 hours

Question 11.
What type of lens are required to correct a vision of hypermetropic eyes?
(a) Concave
(b) Convex
(c) both
(d) Plane mirror is required ;
Answer:
(b) Convex

Question 12.
When we pass a light through a prism, it is
(a) Refracted
(b) Scattered
(c) Reflected
(d) Inverted
Answer:
(a) Refracted

Question 13.
Which colour lies in centre of a rainbow?
(a) Red
(b) Violet
(c) Yellow
(d) Green
Answer:
(d) Green

Question 14.
If two prism are placed inverted to each other and white light is passed from one prism, what will we get refracted by other prism?
(a) VIBGYO
(b) white light
(c) All light will be absorbed
(d) Black spot
Answer:
(b) white light

Question 15.
We see twinkling of stars due to:
(a) Reflection of light.
(b) Refraction of light
(c) Scattering of light
(d) Polarization of light
Answer:
(b) Refraction of light

Question 16.
Particle looks moving in smoke filled place, when a light beam coming from a whole passes through it, because:
(a) Tyndall effect
(b) atmospheric refraction
(c) White light spectrum
(d) reflection
Answer:
(a) Tyndall effect

MP Board Class 10th Science Chapter 11 Very Short Answer Type Questions

Question 1.
Where image is formed in our eyes?
Answer:
Retina.

Question 2.
Which part of eye helps in adjustment of lens according to distance?
Answer:
Lens.

Question 3.
Which nerve transfer information regarding image to brain?
Answer:
Optic nerve.

Question 4.
What is power of accommodation?
Answer:
The ability of the eye to focus both near and distant objects, by adjusting its focal length is called power of accommodation of eyes.

Question 5.
How many points of accommodation are set to observe clarity of a person’s vision?
Answer:
Two-far point and near point.

Question 6.
What is the maximum distance till which a person with normal eye can see?
Answer:
No limit, infinite distance.

Question 7.
Name common refractive defects of eyes.
Answer:
Myopia, Hypermetropia and Presbyopia.

Question 8.
What kind of lens is used to correct a myopic defect in a person?
Answer:
Concave.

Question 9.
What kind of treatment is available to correct a cataract?
Answer:
Surgery.

Question 10.
What is bifocal lens?
Answer:
Lens made by both concave and convex lens is called bifocal lens.

Question 11.
What happens to the light ray entering a prism?
Answer:
The light ray get refracted.

Question 12.
What happens if white light is passed through a prism?
Answer:
It Scatters to seven colours spectral pattern.

Question 13.
What is an emergent ray?
Answer:
Ray which comes out after being refracted from a prism is called emergent ray.

Question 14.
Why sky looks red at sunrise and sunset?
Answer:
Scattering of white light.

Question 15.
Which colour light bend most after coming out of a triangular prism?
Answer:
Violet.

Question 16.
Why we never see a shadow without light?
Answer:
When light passes through an object, it get partially deviated or absorbed so, disappear from that very way which forms a shadow.

Question 17.
Why light ray in a dusty room look sparkling and moving?
Answer:
Due to tyndall effect.

Question 18.
Why we can observe a star twinkling?
Answer:
Due to atmospheric refraction.

Question 19.
What is the time difference between actual and observed sunrise and sunset?
Answer:
2 minutes.

Question 20.
Why sky looks blue to all of us?
Answer:
Due to scattering of light.

MP Board Class 10th Science Chapter 11 Short Answer Type Questions

Question 1.
Why does the Sun appear reddish early in the morning?
Answer:
Early in the morning, the sun is near the horzion. Sunlight reaches us after covering a large thickness of the atmosphere. So, shorter waves of blue region are almost completely scattered away by the air molecules. Red waves of longer wavelength are least scattered and reach our eyes. The sun appears red.

Question 2.
Why does the sky appear dark instead of blue to an astronaut?
Answer:
The atmosphere is quite thin at very high altitudes. There is almost no scattering of sunlight. So, the sky appears dark to an astronaut.

Question 3.
Why is a concave lens used to correct myopia or short-sightedness?
Answer:
A concave lens of suitable focal length diverges the parallel rays from the distant object as if they are coming from the far point F of the myopic eye. This helps the eye lens to form a clear image at the retina.

Question 4.
Dispersion is caused by refraction not by reflection. Why?
Answer:
The reason is that for a given angle of incidence, the angle of reflection is same for all the wavelengths of white light while the angle of refraction is different for different wavelengths.

Question 5.
A hypermetropic person prefers to remove his spectacles, while driving. Give reason.
Answer:
When a hypermetropic person wearing the spectacles looks at a distant object, the parallel rays from the distant object get converged in front of the retina. The image appears blurred. In order to avoid this, the person prefers to remove his spectacles.

Question 6.
Give reasons for the following:

1. The stars appear to twinkie.
2. The planets do not twinkle.

Answer:

1. Stars appear to twinkle due to atmospheric refraction of starlight and physical conditions of the earth’s atmosphere are not being stationary.
2. Planets are much closer to the earth and are seen as extended sources. The fluctuations caused in the amount of light due to atmospheric refraction are negligible. Hence, planets do not twinkle.

MP Board Class 10th Science Chapter 11 Long Answer Type Questions

Question 1.
Why does the Sun seem to rise two minutes before the actual sunrise and set two minutes after the actual sunset? Explain with the help of labelled diagram.
Answer:
Advance sunrise and delayed sunset. Apparent shift in the position of sun at sunrise and sunset:
The sun is visible before actual sunrise and after actual sunset, because of atmospheric refraction. With altitude, the density and hence, refractive index of air-layer decreases. As shown in Fig. given the light rays starting from the sun travel from rarer to denser layers. They bend more and more towards the normal. To an observer on the earth, light rays appear to come from position S. The sun which is actually in position S below the horizon appears in position S above the horizon.

Fig. 11.6: Atmospheric refraction effect at sun rise.

Thus, the sun appears to rise early by about two minutes and for the same reason, it appears to set late by about two minutes. This increases the length of the day by about four minutes.

Question 2.
“Stars appear higher than they actually are.” Give reason.
Or
Is the position of a star as seen by us its true position? Justify your answer.
Answer:
Since, the atmosphere bends starlight towards the normal, the apparent position of the star is slightly different from its actual position. The stars appear slightly higher (above) than their actual position when viewed near the horizon.

Question 3.
Why do we observe the apparent random wavering or flickering of objects when seen through a turbulent stream of hot air rising above fire, a stove or radiator?
Answer:
This is due to atmospheric refraction i.e., refraction of light by the earth’s atmosphere. The air just above the fire becomes hotter than air further up. Hotter air is lighter (less denser) than the cooler air (denser) above it. This causes refraction of light due to decrease of refractive index with decreasing density or increasing temperature. Since, the physical conditions of the refracting medium (air) are not stationary, the apparent positions of the objects, as seen through the hot air, fluctuate. Consequently, the objects seen through such air show a wavering effect.

Question 4.
Why do we see stars appear twinkling whereas planets do not twinkle?
Or
A star sometimes appear brighter and some other times fainter. What is this defect called, state reason for this effect.
Answer:
Twinkling of stars: Differential the apparent position of a star is slightly different from the actual position due to refraction of starlight by the atmosphere. Further, this apparent position is not stationary but keeps on changing due to the change in atmospheric conditions like density, temperature etc. The path of the rays of light coming from the star goes on varying slightly. The amount of light entering our eyes from a particular star increases or decreases randomly with time.

Fig. 11.7: Apparent star position due to atmospheric refraction.

Sometimes, the star appears bright and other times, it appears fainter. This gives rise to the twinkling effect of the star.

The planets do not show twinkling effect. As the planets are much closer to the earth, the amount of light received from them is much greater and the fluctuations caused in the amount of light due to atmospheric refraction are negligible as compared to the amount of light received from them.

Question 5.
What is tyndall effect? What is its cause? Name two phenomena observed in daily life which are based on Tyndall effect.
Or
A beam of light is allowed to pass through two beakers A and B containing a true solution and colloidal solution respectively. What do you observe? Name the phenomenon responsible for your observation.
Answer:
Tyndall effect: When a beam of light is passed through a colloidal solution, placed in a dark room, the path of beam becomes illuminated (or visible), when observed through a microscope placed perpendicular to the path of light. This effect is called Tyndall effect.

On the other hand, the path of a beam of light is not visible through a true solution, as shown in figure 11.8.

Fig. 11.8: Tyndall effect.

Cause of Tyndall effect: The size of the colloidal particle is relatively larger than the solute particle of a true solution. The colloidal particles first absorb energy from the incident light and then scatter a part of this energy from their surfaces. Thus, Tyndall effect is due to scattering of light by the colloidal particles and the colloidal particles are seen as points of light moving against a dark background.

Some daily life phenomena based on Tyndall effect are as follows:

1. When a fine beam of sunlight enters a smoke filled room through a small hole, the smoke particles become visible due to the scattering of light.
2. When sunlight passes through a canopy of a dense forest, the tiny water droplets in the mist scatter light and become visible.

MP Board Class 10th Science Chapter 11 NCERT Textbook Activities

Class 10 Science Activity 11.1 Page No. 192

• Fix a sheet cf white paper on a drawing board using drawing pins.
• Fife a glass prism on it in such a way that it rests on its triangular fee. Trace the outline of the prism using a pencil.
• Draw a straight line PE inclined to one of the refracting surfaces, say AB, of the prism.
• Fix two pins, say at points P and Q, on the line PE as shown in Fig. 11.3.
• Look for the images of the pins, fixed at P and Q, through the other face AC.
• Fix two more pins, at points R and S, such that the pins at R and S and the images of the pins at P and Q lie on the same straight line.
• Remove the pins and the glass prism.
• The line PE meets the boundary of the prism at point E (see Fig. 11.3). Similarly, join and produce the points R and S. Let these lines meet the boundary of the prism at E and F, respectively. Join E and F.
• Draw perpendiculars to the refracting surfaces AB and AC of the prism at points E and F, respectively.
• Mark the angle of incidence (∠i), the angle of refraction (∠r) and the angle of emergence (∠e) as shown in Fig. 11.3.

PE – Incident ray – ∠i – Angle of incidence
EF – Refracted ray ∠r – Angle of refraction
FS – Emergent ray ∠e – Angle of emergence
∠A – Angle of the prism – ∠D – Angle of deviation

Fig. 11.3 : Refraction of tight through a triangular glass prism

Observations:

• The light rays enter the prism and emerge out as the emergent ray. The light ray bent towards the normal upon refraction. At the second surface, the light ray enters from glass to air. The emergent ray appears to be coming along the rays FRS, the angle between the incident ray produced forward and the emergent ray produced backward, is called the angle of deviation.

Class 10 Science Activity 11.2 Page No. 193

• Take a thick sheet of cardboard and make a small hole or narrow slit in its middle.
• Allow sunlight to fall on the narrow slit. This gives a narrow beam of white light.
• Now, take a glass prism and allow the light from the slit to fall on one of its faces as shown in Fig. 11.4.
  
  Fig. 11.4: Dispersion of white light by the glass prism.
• Turn the prism slowly until the light that comes out of it appears on a nearby screen.
• What do you observe? You will find a beautiful band of colours. Why does this happen?

Observations:

• The white light gets dispersed into seven colour components by a prism. The band of the coloured components of a light beam is called spectrum. The splitting of light into its component colours is called dispersion. The colours bends at different angles as they pass through prism and are observed separately as VIBGYOR.

Class 10 Science Activity 11.3 Page No. 196

• Place a strong source (S) of white light at the focus of a converging lens (L). This lens provides a parallel beam of light.
• Allow the light beam to pass through a transparent glass tank containing clear water.
• Allow the beam of light to pass through a circular hole (e) made in a cardboard. Obtain a shaip image of the circulai hole on a screen (MN) using a second converging lens (L₂), as shown in Fig. 11.5
  
  Fig. 11.5: An arrangement for observing scattering of light in colloidal solution.
• Dissolve about 200 g of sodium thiosulphate (hypo) in about 2 L of clean water taken in the tank. Add about 1 to 2 mL of concentrated sulphuric acid to the water. What do you observe?

Observations:

• The microscopic particles of sulphur precipitate, in about 2 to 3 minutes. As they precipitate, the blue light from the three sides of the glass tank is seen. This happens due to scattering of short wavelengths by minute colloidal sulphur particles.

MP Board Class 10th Science Solutions

MP Board Class 10th Science Solutions Chapter 9 Heredity and Evolution

MP Board Class 10th Science Chapter 9 Intext Questions

Class 10th Science Chapter 9 Intext Questions Page No.143

Question 1.
If a trait Aexists in 10% of a population of an asexually reproducing species and trait B exists in 60% of the same population, which trait is likely to have arisen earlier?
Answer:
Trait ‘B’ is likely to have arisen earlier. Because in asexually reproducing species, small differences are seen due to DNA replication.

Question 2.
How does the creation of variations in a species promote survival?
Answer:
Depending on the nature of variations, different individuals would have different kinds of advantages. Bacteria that can withstand heat will better in a heat wave, as selection of variants by environmental factors forms the basis for evolutionary process.

Class 10th Science Chapter 9 Intext Questions Page No. 147

Question 1.
How do Mendel’s experiments show that traits may be dominant or recessive?
Answer:
Mendel used a number 0 contrasting visible characters of garden peas-round/wrinkled seeds, tall/short plants, white/violet flowers and so on. He took pea plants with different characteristics a tall plant and a shot plant, produced progeny by crossing then, and calculated the percentages of tall or short progeny.

In the first place, there were no halfway characteristics in this first generation, or F₁ progeny no medium-height plants. All plants were tall. This means that only one of the parental traits was seen, not some mixture of the two, so the next question was were the tall plants in the F₁ generation exactly the same as the tall plants of the parent generation? Mendelian experiments test this by getting both the parental plans and these F₁ tall plants to reproduce by self-pollination.

The progeny of the parental plants are of course, all tall. However the second generation, or F₂ progeny of the F₁ tall plants are not all tall. Instead, one quarter of them are short. This indicates that both the tallness and shortness traits were inherited in the F₁ plants, but only the tallness trait was expressed. This led Mendel to propose that two copies of factor (now called genes) controlling traits are present in sexually reproducing organism. These two may be identified or may be different, depending on the percentage. A pattern of inheritance can be worked out with this assumption as shown in figure.

In this explanation, both TT and Tt are tall plants, while only it is a short plant. Traits like T are called dominant traits, while those that behave like ‘t’ are called recessive traits.

Question 2.

How do Mendel’s experiments show that traits are inherited independently?
Answer:
Mendel crossed

1. pure breeding tall plants having round seeds and
2. pure breeding short plants having wrinkled seeds.

The plants of F1 generation were all tall with round seeds indicating that the traits of tallness and round seeds were dominant.

While self breeding, of F1 yielded plants with characters of 9 tall round seeded, 3 tall wrinkled seeded, 3 short round seeded and one short wrinkled seeded. Tall wrinkled and short round seeded plants are new combinations which can develop only when the traits are inherited independently.

Question 3.
A man with blood group A marries a woman with blood group C and their daughter has blood group O. Is this information enougl to tell you which of the traits – blood group A or O – is dominant? Why or why not?
Answer:
From this information, it is not possible to tell which of the traits-blood group A or O is dominant. AA group becomes AO. So this information is complete.

Question 4.
How is the sex of the child determined in human beings?
Answer:
Pair of sex chromosomes determines the particular sex of a child. In human, the males have one X and one Y chromosome and the females have two X chromosomes therefore, the females are XX and the males are XY. The gametes receive half of the chromosomes. The child gametes have 22 autosomes and either X or Y sex chromosome in males while X in females.
Type of male gametes: 22 + X Or 22 + Y.
Type of female gamete: 22 + X.
This is the basis of sex determination in human beings.

Class 10th Science Chapter 9 Intext questions Page No. 150

Question 1.
What are the different ways in which individuals with a particular trait may increase in a population?
Answer:
A big reason could be accurate copying of DNA and limited variations. Variation causes in generation of new traits and non preserving of existing parental traits. Individuals with a particular trait may also increase due to natural selection that is trait offers some survival advantage. Genetic drift which is caused by genes governing that trait become common in a population.

Question 2.
Why are traits acquired during the life-time of an individual not inherited?
Answer:
Variation is not hereditary from generation to generation. In case of Asexual reproduction DNA will not transfer to germ cells. So experiences of an individual during its lifetime cannot be passed on to its progeny and cannot direct evolution.

Question 3.
Why are the small numbers of survivingjigers a cause of worry from the point of view of genetics?
Answer:
Tigers are adopted to their environment as per genes. If tigers number is decreasing number of genes also decrease. So its generation is becoming less.

Class 10th Science Chapter 9 Intext Questions Page No. 151

Question 1.
What factors could lead to the rise of a new species?
Answer:
Variations, non copying of DNA, natural selection, genetic drift and acquisition of traits during the life time of an individual can give rise to new species.

Question 2.
Will geographical isolation be a major factor in the speciation of a self-pollinating plant species? Why or why not?
Answer:
Geographical isolation will not a major factor in the speciation of a self pollinating plant species, because self pollination is taking place in one plant. In cross pollination it is a major factor.

Question 3.
Will geographical isolation be a major factor in the speciation of an organism that reproduces asexually? Why or why not?
Answer:
Geographical isolation will not be a major factor in the speciation of an organism that reproduces asexually because it is a major factor in organisms that reproduces sexually.

Class 10th Science Chapter 9 Intext Questions Page No. 156

Question 1.
Give an example of characteristics being used to determine how close two species are in evolutionary terms.
Answer:
The characteristics in different organisms would be similar because they are inherited from a common ancestor. As an example, consider the fact that mammals have four limbs, as do birds, reptiles and amphibians. The basic structure of the limbs is similar through it has been modified to perform different functions in various vertebrates. Such a homologous characteristic helps to identify an evolutionary relationship between apparently different species.

Question 2.
Can the wing of a butterfly and the wing of a bat be considered homologous organs? Why or why not?
Answer:
The wing of a butterfly and the wing of a bat be is not considered homologous organs because the designs of the two wings, their structure and components are very different.

Question 3.
What are fossils? What do they tell us about the process of evolution?
Answer:
Fossils are the remains of organisms that once existed on earth.

We can gather information about the development of the structures from simple structured to complex structured organisms. They tell us about the phases of evolutions through which they must have undergone in order to sustain themselves in the competitive environment.

Class 10th Science Chapter 9 Intext Questions Page No. 158

Question 1.
Why are human beings who look so different from each other in terms of size, colour and looks said to belong to the same species?
Ans.
A species is a group of organisms that are capable of interbreeding to produce a fertile offspring. Skin colour, looks and size are all variety of features present in human beings. These features are genetic but also environmentally controlled. Various human races are formed based on these features. All human races have more than enough similarities to be classified as same species. Therefore, all human beings are a single species as humans of different colour, size and looks are capable of reproduction and can produce a fertile off spring.

Question 2.
In evolutionary terms, can we say which among bacteria, spiders, fish and chimpanzees have a ‘better’ body design? Why or why not?
Answer:
Bacteria is a better body design, because even though it a simple organism, it can survive in hot springs, at the bottom of sea and even in coldest ice covered place such as Antarctica.

MP Board Class 10th Science Chapter 9 NCERT Textbook Exercises

Question 1.
A Mendelian experiment consisted of breeding tall pea plants bearing violet flowers with short pea plants bearing white flowers. The progeny all bore violet flowers, but almost half of them were short. This suggests that the genetic make-up of the tall parent can be depicted as:
(a) TTWW
(b) TTww
(c) TtWW
(d) TtWw
Answer:
(c) TtWW. Genetic make up of tall plant.

Question 2.
An example of homologous organs is:
(a) our arm and a dog’s fore-leg.
(b) our teeth and an elephant’s tusks.
(c) potato and runners of grass.
(d) all of the above.
Answer:
(d) Both organs in all option have same basic structural design but have different functions and appearance.

Question 3.
In evolutionary terms, we have more in common with:
(a) a Chinese school-boy
(b) a chimpanzee
(c) a spider
(d) a bacterium
Answer:
(a) a Chinese school-boy.

Question 4.
A study found that children with light-coloured eyes are likely to have parents with light-coloured eyes. On this basis, can we say anything about whether the light eye colour trait is dominant or recessive? Why or why not?
Answer:
No, we cannot say anything about whether the light eye colour trait is dominant or recessive. As this information is not sufficient. For considering a trait as dominant or recessive, we need data of at least last three generations.

Question 5.
How are the areas of study – evolution and classification – interlinked?
Answer:
An example will help with this A brother and a sister are closely related. They have common ancestors in the first generation before them, namely their parents. A girl and her first cousin are also related, but less than the girl and her brother. This is because cousins have common ancestors, their grandparents, in the second generation before them, not in the first one. We can now appreciate that classification of species is in fact a reflection of their evolutionary relationship.

Question 6.
Explain the terms analogous and homologous organs with examples.
Answer:

Consider the fact that mammals have four limbs, as do birds, reptiles and amphibians. The basic structure of the limbs is similar though it has been modified to perform different functions in various vertebrates. This is an example of homologous characteristic.

We find that the wings of bats are skin folds stretched mainly between elongated fingers. But the wings of birds are feathery covering all along the arm. The design of the two wings, their structure and components, are thus very different. They look similar because they have a common use for flying, but their origins are not common. This makes them analogous characteristics, rather than homologous characteristics.

Question 7.
Outline a project which aims to find the dominant coat colour in dogs.
Answer:
There are variety of genes that govern coat colour of a dog. At least eleven identified gene series (A, B, C, D, E, F, G, M, P, S, T) that influence coat colour in dog.

A dog inherits one gene from each of its parents. The dominant gene gets expressed in the phenotype. For example, in the B series, a dog can be genetically black or brown.

Let us assume that one parent is homozygous black (BB), while the other parent is homozygous brown (bb)

In this case, all the off springs will be heterozygous (Bb).
Since black (B) is dominant, all the offsprings will be black. However, they will have both B and b alleles.
If such heterozygous pups are crossed, they will produce 25% homozygous black (BB), 50% heterozygous black (Bb), and 25% homozygous brown (bb) offsprings.

Question 8.
Explain the importance of fossils in deciding evolutionary relationships.
Answer:
Analysis of the organ structure in fossils allows us to make estimates of how far back evolutionary relationships go. The wild cabbage plant is a good example. Humans have over more two thousand years, cultivated wild cabbage as a food plant, and generated different vegetables from it by selection. This is of course, artificial selection rather than natural selection. Kale, cauliflower. Broccoli, cabbage, Red cabbage and Kohl rabi all these have same ancestor.

Question 9.
What evidence do we have for the origin of life from inanimate matter?
Answer:
As we all know, that there occurs a time when our planet was lifeless, at that time intial matter to develop life was water, sand and some atmospheric gases as CO₂, CH4 and nitrogen. The evidence for the origin of life from inanimate matter, was provided through an experiment, conducted in 1953, by Stanley L. Miller and Harold C. Urey. In experiment, they assembled an atmosphere containing molecules like ammonia, methane and hydrogen sulphide, but not oxygen.

This was similar to atmosphere that existed on early earth . This was maintained at a temperature just below 100°C and sparks were passed through the mixture of gases to simulate lightning. At the end of a week, 15% of the carbon from methane, had been converted to simple compounds of carbon including amino acids which make up protein molecules and support the life in basic form.

Question 10.
Explain how sexual reproduction gives rise to more viable variations than asexual reproduction. How does this affect the evolution of those organisms that reproduce sexually?
Answer:

Change in on-reproductive tissues cannot be passed on to the DNA of the germ cell. Therefore the experiences of an individual during its lifetime cannot be passed on to its progeny and cannot direct evolution.

Ex: If we breed a group of mice, all their progeny will have tails, as expected. Now, if the tails of these mice are removed by surgery in each generation, do these tailless mice have tailless progeny? The answer is no and it makes sense because removal of the tail cannot change the genes of the germ cells of the mice. Hence sexual reproduction gives rise to more viable variations than asexual reproduction.

Question 11.
How is the equal genetic contribution of male and female parents ensured in the progeny?
Answer:
Genetic inheritance begins at the time of conception, progeny inherited 23 chromosomes from female parent and 23 from male parent. Together it form 22 pairs of autosomal chromosomes and a pair of sex chromosomes (either XX in case of female, or XY in male). Homologous chromosomes have the same genes in the same positions, but may have different alleles (varieties) of those genes. An individual has two copies of alleles, and that can be homozygous (both copies the same) or heterozygous (the two copies are different) for given gene.

Hence, in human beings, equal genetic contribution of male and female parents is ensured in the progeny through inheritance of equal number of chromosomes from both parents. Females have a equal pair of two X sex chromosomes and males have a pair of one X and one Y sex chromosome. As fertilisation takes place, the male gamete (haploid) fuses with the female gamete (haploid) resulting in formation of the diploid zygote. The zygote in the progeny receive an equal contribution of genetic traits from the parental generations.

Question 12.
Only variations that confer an advantage to an individual organism will survive in a population. Do you agree with this statement? Why or why not?
Answer:
Only variations that confer an advantage to an individual organism will survive in a population we agree to this statement variation is convenient for survival. This provides diversity for organisms.

MP Board Class 10th Science Chapter 9 Additional Important Questions

MP Board Class 10th Science Chapter 9 Multiple Choice Questions

Question 1.
Fossil archaeopteryx exhibits connection between:
(a) Amphibian and fish
(b) Reptiles and fish
(c) Reptile and birds
(d) Birds and mammals
Answer:
(c) Reptile and birds

Question 2.
The sex of the human child depends on the sex chromosome present in the:
(a) Egg
(b) Spenn
(c) Both (a) and (b)
(d) None of these
Answer:
(b) Spenn

Question 3.
Genetic information is carried out by long chain of molecules made up of:
(a) Enzymes
(b) DNA
(c) Amino acids
(d) Proteins
Answer:
(b) DNA

Question 4.
Which one of the following represents a ratio of monohybrid cross?
(a) 9 : 7
(b) 3 : 1
(c) 1 : 1 : 1 : 1
(d) 9 : 3 : 3 : 1
Answer:
(b) 3 : 1

Question 5.
On which plant Mendel carried his experiments of inheritance?
(a) Cow pea
(b) Wild pea
(c) Garden pea
(d) Pigeon pea
Answer:
(c) Garden pea

Question 6.
A gamete certains which of the following?
(a) Both alleles of a gene
(b) Only one allele of a gene
(c) All alleles of a gene
(d) No allele of a gene
Answer:
(b) Only one allele of a gene

Question 7.
Chromosomes are made up of
(a) Proteins
(b) DNA
(c) RNA
(d) All of these.
Answer:
(d) All of these.

Question 8.
Pea plants were more suitable than cats for Mendel’s experiments because:
(a) Cats have many genetic traits
(b) No pedigree record of cats
(c) Pea plants can be self-pollinated or fertilised
(d) Pea plants favour cross pollination.
Answer:
(c) Pea plants can be self-pollinated or fertilised

Question 9.
In a cross Tt × Tt, the percentage of offsprings produced having same phenotype as the parents would be:
(a) 50%
(b) 100%
(c) 25%
(d) 0%
Answer:
(a) 50%

Question 10.
Who proposed the laws of heredity?
(a) Darwin
(b) Mendel
(c) Morgan
(d) Dalton
Answer:
(b) Mendel

MP Board Class 10th Science Chapter 9 Very Short Answer Type Questions

Question 1.
Define heredity.
Answer:
The process by which traits and characteristics are reliably inherited or passed from the parents to the offspring is called heredity.

Question 2.
What is a gene?
Answer:
Gene is a functional segment of DNA on a chromosome occupying specific position, which carries out a specific biological function.

Question 3.
Name the plant on which Mendel performed his experiments.
Answer:
Garden pea (Pisum sativum).

Question 4.
Define the term variation.
Answer:
Variation: There are differences found in structure, function, behaviour and genetic make up of different individuals of the same parentage, variety, race and species. These differences refer to variation.

Question 5.
Write the expanded form of DNA.
Answer:
Deoxyribonucleic acid (DNA).

Question 6.
Define genetics.
Answer:
The branch of biology which deals with heredity and variations, is known as genetics.

Question 7.
Define the term offspring.
Answer:
Offspring is an individual formed as a result of sexual reproduction involving the formation and fusion of two gametes. The genotype of an offspring is different from either of the parents due to shuffling of chromosomes and their genes.

Question 8.
What are reciprocal crosses?
Answer:
They are two types of crosses involving two groups of individuals where the male of one group is crossed with the female of the other and vice versa.

Question 9.
Where are the genes located? What is the chemical nature of gene?
Answer:
Genes are located at a specific position on a chromosome. Chemical Nature of Gene: Chemically, gene is a segment of deoxyribonucleic acid (DNA) consisting of specific sequence of the nucleotides. The sequence of the constituent nucleotides determines the functional property of a gene.

MP Board Class 10th Science Chapter 9 Short Answer Type Questions

Question 1.
Define genetics. What is the contribution of Mendel in this branch of Biology?
Answer:
Genetics is the branch of science of heredity and variations which deals with the study of the transmission of traits from parents to the offsprings and the occurrence of differences among the individuals.

Contribution of Mendel: Mendel did his experiments on garden pea (Pisum sativum) and discovered the scientific principles, which govern patterns of inheritance i.e., the principle of inheritance. He explained that contrasting characters are controlled by units which he called ‘Factors Today, these factors are called genes.

Question 2.
Differentiate between inherited and acquired traits.
Answer:
Inherited traits:

1. The traits which are inherited from the parents (Father and Mother) to the offsprings (progeny) are called inherited traits.
2. These traits are due to genetic make up of the progeny.

Acquired characters

1. These traits cannot be passed on to their future generations.
2. These traits develop in response to the environment.

Question 3.
What are Mendel’s laws of inheritance?
Answer:
Law of dominance: When two homozygous individuals with one or more sets of contrasting characters are crossed the characters that appear in the F, hybrids are dominant characters.

Law of segregation: Contrasting characters brought together in hybrid remain together without being contaminated and when gametes are formed from the hybrid, the two separate out from each other and only one enters each gamete.

Law of independent assortment: In inheritance of more than one pair of contrasting characters simultaneously, the factors for each pair of characters assort independently of other pair’s.

Question 4.
How did life originate on earth?
Answer:
Life originated on earth from inorganic elements and compounds under extreme atmospheric conditions (such as very high temperature, electric discharges, reducing atmosphere etc.) by formation of complex organic compounds such as amino acids.

Question 5.
Why did Mendel choose garden pea for his experiments?
Answer:
Due to the following reasons, Mendel selected garden pea for his experiment:

1. Garden pea flowers are normally self-pollinated but can be easily cross-pollinated.
2. Many varieties with distinguished contrasting characters e.g., smooth seed coat, wrinkled seed coat are available.
3. A large number of progeny can be produced in a short duration.
4. Its flowers can be easily handled for experimentation.

Question 6.
What are the factors which help in speciation?

1. Genetic drift: Due to genetic drift, there will be accumulation of # different changes in each sub-populations. The levels of gene flow ’ between them will decrease if they are further isolated, it will be more on a small sub-population.
2. Over generations, genetic drift will accumulate, causing different changes in the populations.
3. Natural selection may also operate differently in the different geographical location.
4. Together, genetic and natural selection will make the population more and more different from each other. As a result, members will be incapable of reproducing with each other. Changes may be due to change in DNA or number of chromosomes.

Question 7.
Does geographical isolation of individuals of a species lead to formation of a new species? Provide a suitable explanation.
Answer:
Yes, geographical isolation of sub-populations of a population of a species leads to genetic drift. This may impose limitations to.sexual reproduction of the separated population. Slowly, the separated individuals will reproduce among themselves and generate new variations. Continuous accumulation of those variations through a few generations may ultimately lead to the formation of a new species.

Question 8.
What tools have been used to study human evolution?
Answer:
The tools used for tracing evolutionary line are:

1. Excavating time – dating and study of fossils.
2. Determining DNA sequences.

MP Board Class 10th Science Chapter 9 Long Answer Type Questions

Question 1.
A husband have 46 chromosomes, his wife has 46 chromosomes. Then, why don’t their offspring have 46 pairs of chromosomes, which is obtained by the fusion of male and female gametes? Support your answer with a neat illustration.
Answer:
At the stage of gamete formation, meiosis division (reduction division) occurs. As a result, each gamete receives half number of chromosomes of the parent. So, when male gamete (sperm) fuses with egg, original number of chromosomes of the parent is received by the zygote.

Fertilisation

Question 2.
Name the characters studied by Mendel in garden pea.
Answer:

Question 3.
Explain the terms:
Monohybrid cross, dihybrid cross, monohybrid ratio and dihybrid ratio.
Answer:
Monohybrid cross: Monohybrid cross is that cross which is made to study the inheritance of a single pair of genes or factors of a character.

Dihybrid cross: It is a cross which is made to study the inheritance of two pairs of genes or two characters.

Monohybrid ratio: It is the ratio which is obtained in the F2 generation when a monohybrid cross is made. It is usually 3 : 1 (Phenotypic ratio) or 1 : 2 : 1 (genotypic ratio).

Dihybrid ratio: It is the ratio, which is obtained in the F2 generation when a dihybrid cross is studied. It is usually 9 : 3 : 3 : 1 (phenotypic ratio).

Question 4.
Describe any three methods of tracing evolutionary relationships among organisms.
Answer:
The following methods help us in tracing evolutionary relationships:

(i) Study of homologous organs: Organs which have similar structure and origin are called homologous organs. For example: limbs of birds, frog, human may look different but they have similar structure and origin. Such homologous organs help to identify an evolutionary relationship between apparently diffejent species.

(ii) Study of analogous organs: Analogous organs are similar in function but differ in structure and origin. For example’. forelimbs of birds and bats are used for flying but their origins and components are not common. Thus, study of analogous organs reveals difference in their ancestry and their evolutionary relationship.

(iii) Study of fossils: All impressions, casting of body or hard remains of ancient life in the sedimentary rocks are called fossils. Study of fossils helps in finding out:
(a) Interrelationship of ancient life.
(b) Correlation of forms of life existing today and their line of evolution from ancient life.

Question 5.
A tall pea plant bearing violet flowers is crossed with short pea plant bearing white flowers. Work out the F1 and F2 generations. Give F2 ratio.
Answer:
Parents: Tall pea plant with violet flower × Short pea plant with white flower

Question 6.
Given below is the experiment carried out by Mendel to study inheritance of two traits in garden pea:
(а) What do A, B, C, D, E, F and G represent in these boxes?
(b) State the objective for which Mendel performed this experiment.

Independent inheritance of two separate traits, shape, and colour of seeds.
Answer:
(a) A = gamete (Ry) of round green plant.
B = gamete (rY) of wrinkled yellow plant.
C = (RrYy).
D = 9, E = 3, F = 3, G = 1.
(b) To show independent inheritance of traits or to prove law of independent assortment.

MP Board Class 10th Science Chapter 9 NCERT Textbook Activities

Class 10 Science Activity 9.1 Page No. 143

Observe the ears of all the students in the class. Prepare a list of students having free or attached earlobes and calculate the percentage of students having each (Fig. 9.1). Find out about the earlobes of the parents of each student in the class. Correlate the earlobe type of each student with that of their parents. Based on this evidence, suggest a possible rule for the inheritance of earlobe types.

(a) Free and (b) attached earlobes. The lowest part of the ear, called the earlobe, is closely attached to the side of the head in some of us, and not in others. Free and attached earlobes are two variants found in human populations.

Observations:

• Earlobes can be free or attached. The genes for earlobe inheritance consists of two alleles. Both the alleles for attached and free earlobes can be present in a single human being, the one which is dominant shows and the recessive one do not express itself,

Class 10 Science Activity 9.2 Page No. 144

• In Fig. 9.2, what experiment would we do to confirm that the F2 generation did in fact have a 1 : 2 : 1 ratio of TT, Tt and tt trait combinations?

Inheritance of traits over two generations.

Observations:
The cross fertilisation of pea plants showing different traits can be done at F2 stage and the number of plants for particular trait (height here) can be studied and used to confirm 1 : 2 : 1 ratio of TT, Tt and it

MP Board Class 10th Science Solutions