icse examination 2015 - north point high school · this document of the analysis of pupil...

November 2015

ICSE EXAMINATION 2015

ICSE - 2015

ICSE

- 2015

Council for the Indian School Certificate Examinations

Pragati House, 3rd Floor, 47- 48, Nehru Place

New Delhi - 110 505

TABLE OF CONTENTS

PAGE

FOREWORD i

INTRODUCTION iii

SUBJECT-WISE ANALYSIS

1. ENGLISH

1

ENGLISH LANGUAGE - ENGLISH Paper – 1

2

LITERATURE IN ENGLISH - ENGLISH Paper – 2

15

2. HINDI

34

3. HISTORY, CIVICS & GEOGRAPHY

70

HISTORY & CIVICS - H.C.G. - Paper – 1

71

GEOGRAPHY - H.C.G. - Paper – 2

87

4. MATHEMATICS

112

5. SCIENCE

137

PHYSICS – SCIENCE Paper – 1

138

CHEMISTRY – SCIENCE Paper – 2

155

BIOLOGY – SCIENCE Paper – 3

174

6. COMMERCIAL STUDIES

195

7. ECONOMICS

210

8. COMPUTER APPLICATIONS

227

9. ECONOMIC APPLICATIONS

243

10.

COMMERCIAL APPLICATIONS 259

[

i

FOREWORD

This document of the Analysis of Pupil Performance at the ICSE (Class-10) Examination is a unique tool for

retrospection for both, teachers and students. It has grown and evolved over the years to provide feedback to all

concerned in terms of the strengths and weaknesses of the candidates in handling the ICSE examinations.

We commend the work of Mr. Lancelot J Fuller, Deputy Secretary, and the ICSE Division of the Council who

have painstakingly prepared this analysis. We are grateful to the examiners who have contributed through their

comments on the performance of the candidates under examination as well as for their suggestions to teachers

and students for the effective transaction of the syllabus.

We hope the schools will find this document useful in more ways than one. We invite comments from schools

on further improving its utility and quality.

Gerry Arathoon

November 2015 Chief Executive & Secretary

iii

INTRODUCTION

The Council for the Indian School Certificate Examinations has published the “Analysis of Pupil Performance”

annually since 1994. This document is reviewed every year and changes are incorporated based on suggestions

received from various quarters which include experts in the field of education, Heads of Schools and teachers, in

order to make the analysis more useful and meaningful.

This document comprises both, a quantitative as well as a qualitative analysis of the performance of pupils at the

ICSE examinations. The Analysis of Pupil Performance has been carried out for the most studied subjects that

are largely ascribed to, by the schools. The purpose of this document is to give teachers and students a macro

view of the overall performance of all candidates who have taken the examination and examiners’ comments on

each question. It is hoped that this would enable teachers and students to understand the assessment of the ICSE

examinations better and help both, teachers and students, in the teaching – learning process, more effectively.

The qualitative analysis seeks to provide a transparent look at the assessment process in order to enhance the

effectiveness of the entire assessment procedure. Once the process of the evaluation of scripts is over, examiners

are requested to contribute detailed comments on the performance of candidates for each question. The

comments include the examiners’ response on what constitutes a good answer; common errors made by

candidates while answering the questions; the questions that appeal to students and the overall performance by

the students.

The quantitative analysis is based on the overall performance of all the students who took the examination. An

analysis of the percentage of students who obtained marks in different mark ranges is also included.

Mr. Richard Ellis, Mr. M.R. Felix, Mr. M. Gopal, Mr. C.M. Thomas, Mrs. Liza George, Mrs. Namita Bajaj,

Mrs. Desiree Tennent and Ms. Mansi Guleria are to be commended for their meticulous and diligent effort in

preparing this reference tool for both, teachers and students.

Lancelot J Fuller

November 2015 Deputy Secretary

1

158,816

99

14

71.30

0-20 21-40 41-60 61-80 81-100

55 3,446 33,637 78,315 43,363

0.03 2.17 21.18 49.31 27.30

55 3,501 37,138 115,453 158,816

0.03 2.20 23.38 72.70 100.00

Percentage of Candidates

Cumulative Number

Cumulative Percentage

Mark Range

Percentage of Candidates according to marks obtained

Details

Number of Candidates

ENGLISH

Total Number of students who took the examination

Highest Marks Obtained

Mean Marks Obtained

STATISTICS AT A GLANCE

Lowest Marks Obtained

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

0-20 21-40 41-60 61-80 81-100

0.03 2.17

21.18

49.31

27.30

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained

Range of Marks Obtained

2

ENGLISH LANGUAGE

ENGLISH PAPER – 1

I. ANALYSIS OF PERFORMANCE

Question 1

(Do not spend more than 35 minutes on this question.)

Write a composition (350 - 400 words) on any one of the following: [25]

(a) Write an original story that begins with the words: “He was the funniest boy I had ever

met. He would make everyone laugh…………….”

(b) You had booked a ticket on an early morning train. However, you woke up late and missed it. You

then decided to run to catch a bus to the next station where you hoped to catch up with the train.

Narrate the entire event, how you felt, the effort you made and how you finally caught the train.

What did you learn from this stressful experience?

(c) All Girls or all Boys Schools provide a better learning environment than co-educational schools.

Express your views either for or against the statement.

(d) Describe in detail the view from your bedroom window. Does your room overlook a park?

A busy street? What are the sights, sounds and smells that you would typically see, hear and

experience at different times of the day? When do you most enjoy the view? Early in the morning,

in the evening or late at night?

(e) Study the picture given below. Write a short story or description or an account of what the picture

suggests to you. Your composition may be about the subject of the picture or you may take

suggestions from it; however, your composition must have a clear connection with the picture.

3

Examiners’ Comments

(a) A number of candidates attempted this question but a

good many of them failed to understand that when

the opening sentence is given, they must use the

entire sentence without making any alteration in the

syntax or sequence of the sentence. A number of

candidates did not understand that the short story

should have been about a boy whom they knew who

was prankster or one who was fun loving and

comical. There was hardly any evidence of the boy’s

funny character and more often the story ended with

the boy dying of some incurable illness. Many

candidates merely described the boy with no

reference to any funny episode. In a few cases the

stories were not original and in some cases there was

no link between the opening sentence and the rest of

the story. Story building exercises can be begun as

early as class VI and used as a block building

exercise. This is not only an amusing activity but also

one that initiates creativity and imagination.

(b) This essay had points clearly identified in the

question paper. It was merely a linear description of a

chain of events. Words describing anxiety,

nervousness, haste, relief and joy should form part of

this exercise. However a number of candidates

wasted words on preparations to catch the train,

reasons for delay, causes for the journey and very

little focus on the actual series of mishaps.

(c) A number of candidates attempted this essay but a

large number of them merely generalised the

advantages of coeducational schools versus gender

specific schools. The ability to write in a logical and

clear manner with argument and inference using

examples to support a point of view was singularly

absent. Very few candidates had the ability to present

the case in a cohesive manner. The aspect of a better

learning environment was completely absent and in

many cases the candidates wrote about education for

girls or gender justice.

Suggestions for teachers

To help children write stories give

them situations and ask them to

draw conclusions first orally and

then in writing.

Explain to them the consequences

of plagiarism. Story telling in the

primary classes is a very important

exercise and its importance cannot

be over emphasised.

Using debate as a classroom

exercise will enhance logical

reasoning. Ensure that every child

should participate in these sessions.

Picture writing and picture talk

form an essential part of primary

and pre-primary education. It is

recommended that a junior school

level only picture composition is to

be given before other forms are

taught.

Students must be taught to read the

question properly and understand

what is being asked. All parts of the

question must be addressed.

The importance of correct listening

and speaking can never be over

emphasised unless the natural order

of language learning is followed

there will always be interferences

from the mother tongue.

Students must be given an

opportunity to express themselves

in all the five genres.

Teaching Composition writing is a

long and arduous process and there

are no short cuts. Teachers should

work in a coordinated and graded

link to establish this.

4

Unless debates are taken seriously in schools and students encouraged to express their points of

view, this skill will soon become a dying art. Adequate debating almost on a weekly basis is

required to enable students to think and argue creatively and be bold enough to dissent popular

opinion.

(d) This is a descriptive essay and candidates are expected to describe a scene from a window through

different parts of the day and in the closing lines to say which part of the day they liked best. A

large number of candidates opted for this and many children living in rural, semi-rural, moffusil

areas or children living in hill stations and sea side towns wrote feelingly on this topic. Some

candidates did not address which part of the day they liked best. A number of candidates “lifted”

from Bazaars of Hyderabad. The Last Leaf or The Open Window.

(e) Although the picture was attractive and thought provoking a number of candidates merely

described the elements of the picture. A good number rewrote the 2014 comprehension passage

from the Life of Pi or The Tiger in the Tunnel. There were some instances of mistaking the Tiger

for either a lion or panther. Candidates must be taught to look at the picture carefully before

attempting to answer.

MARKING SCHEME

Question 1.

a) The story must be original. It must begin with the given lines in their entirety. The story should

deal with the boy’s comical nature, his ability to make others laugh and then how things change or

do not change. The story should begin on a light hearted note- it may change later. The character

development of the boy is important, if not original.

b) A first person account – therefore it should be written from the experience of the child. The tension

of waking late- the anxiety- putting things together-packing- running to the station- the shock and

disappointment at seeing the train leaving the platform-the whole cycle of stress-catching the bus-

running to the next station-running on the platform-success or disappointment –lesson learnt.

c) An argumentative essay-views for or against the motion are to be accepted. Credit is to be given for

a cohesive, well-constructed, logical argument and ideas and reasoning based on personal

experience.

d) This is a descriptive essay-candidate must in vivid sensory detail the view from his /her any

window. The description must include details of typical sights sounds and smells that he/she sees,

hears and experiences. The description must differentiate between morning and evening/ night

experiences and clearly state the time of Question 2 day preferred by the candidate. [words like

‘park’ ‘busy street’ are merely pointers and need not be a part of the description- the candidate

may describe ANY view.]

e) Accept a wide interpretation-an essay on Project tiger/wild life sanctuaries/tiger in a zoo etc. Any

relevant ideas taken from the picture should be accepted. No penalty if tiger is called

leopard/panther or lion...accept any member of cat family! Any other creature. A mere itemized

description of the picture is to be penalized.

5

Question 2

(Do not spend more than 20 minutes on this question.)

Select one of the following: [10]

(a) Break time (recess) at your school is only for a duration of fifteen minutes. Write a letter

to your Principal requesting an extension in the break-time from fifteen minutes to half

an hour. Give reasons for your request and explain in what way an extended break

would make a difference to you as a student.

(b) You are to be awarded a Special Prize at the Annual Prize Day ceremony of your school.

Write a letter to a lady relative giving her the news. Be sure to include details of the prize

that you are to receive and tell her why you have been chosen for this honour


FORMAL LETTER:

a) Format: - The Format was largely incorrect. Most

candidates have not mastered the correct format and

have put wrong salutations or subscriptions. Many

candidates spelt ‘principal” incorrectly. This was

unfortunate as the word was in the question paper.

b) Content: - Candidates were unable to address two

points separately and although they asked for the

extension of the recess they did not say how it

would benefit them.

c) Expression: - Candidates must be taught to write in paragraphs using the same standards as for

composition writing.

INFORMAL LETTER:

a) Format: - Incorrect. Many did not understand the term “lady relative” and began the salutation as

“dear lady relative”.

b) Content: - A majority of candidates failed to name the award and merely repeated the term

“special prize”. There was no attention paid to the different parts of the question.

c) Expression: - Candidates did not address the points in separate paragraphs. No attention was paid

to clarity of expression and good vocabulary.


Letter writing to be practiced from

class V onwards.

An oral discussion on the content of

the letter before writing would help.

Teach students to identify the points

that have to be addressed in the

question paper.

6

MARKING SCHEME

Question 2.

Formal Letter:

From address (home/school)

Date

To address ONLY Principal, [spelling counts] + School address

Salutation [ Sir/ Madam/ Dear.../ Rev. Mother etc

Subscription. Yours faithfully

Name + surname/initial

Informal letter:

Address (Home/school)

Date

Salutation- Dear/My dear [-name]/female relative

Subscription- Yours lovingly, /Yours affectionately, /Your loving,/affectionate...

First name

Ensure that the format is correct and that the following points of each letter are clearly brought

out:

a) Formal Letter (format, content, expression)

1. Why? [Reason for request eg. Not enough time to visit library/ school canteen/ play/ eat]

2. How? [it’ll make a difference-eg. Students feel refreshed / ready for next half / less rushed]

b) Informal Letter (format, content, expression)

(i) Name the prize [eg. Attendance / Maths Prize/ Courage or Bravery Prize]

(ii) Why is awarded? [to reward regular attendance/ to honour the top scorer in maths / for

having displayed courage / for doing an act of valour]

(iii) What is the award?- details of award- eg a trophy/ a book/ a cash prize/ cheque, etc.

7

Question 3

Read the following passage carefully and answer the questions that follow:

Lying in bed, Swami realized with a shudder that it was Monday morning. It

looked as though only a moment ago it had been the last period on Friday;

already Monday was here. He hoped that an earthquake would reduce the

school building to dust, but that good building --- Albert Mission School – had

withstood similar prayers for over a hundred years now. At nine o’clock

Swaminathan wailed, “I have a headache.” His mother said, “Why don’t you

go to school in a bullock cart?”

“So that I may be completely dead at the other end? Have you any idea what it

means to be jolted in a cart?”

“Have you any important lessons today?”

“Important! Bah! That geography teacher has been teaching the same lesson

for over a year now. And we have arithmetic, which means for a whole period

we are going to be beaten by the teacher….. Important lessons!”

And Mother generously suggested that Swami might stay at home.

At 9:30, when he ought to have been lining up in the school prayer hall, Swami

was lying on the bench in Mother’s room. Father asked him, “Have you no

school today?”

“Headache,” Swami replied.

“Nonsense! Dress up and go.”

“Headache.”

“Loaf about less on Sundays and you will be without a headache on Monday.”

Swami knew how stubborn his father could be and changed his tactics. “I can’t

go so late to class.”

“I agree, but you’ll have to; it is your own fault. You should have asked me

before deciding to stay away.”

“What will the teacher think if I go so late?”

“Tell him you had a headache and so are late.”

“He will beat me if I say so.”

“Will he? Let us see. What is his name?”

5

10

15

20

25

8

“Mr. Samuel.”

“Does he beat the boys?”

“He is very violent, especially with boys who come late. Some days ago a boy

was made to stay on his knees for a whole period in a corner of the class

because he came late, and that after getting six cuts from the cane and having

his ears twisted. I wouldn’t like to go late to Mr. Samuel’s class.”

“If he is so violent, why not tell your headmaster about it?”

“They say that even the headmaster is afraid of him. He is such a violent man.”

And then Swami gave a lurid account of Samuel’s violence; how when he

started caning he would not stop till he saw blood on the boy’s hand, which he

made the boy press to his forehead like a vermillion marking. Swami hoped

that his father would be made to see that he couldn’t go to his class late. But

Father’s behaviour took an unexpected turn. He became excited. “What do

these people mean by beating our children? They must be driven out of service.

I will see…”

The result was he proposed to send Swami late to his class as a kind of

challenge. He was also going to send a letter with Swami to the headmaster.

No amount of protest from Swami was of any avail: Swami had to go to

school.

By the time he was ready Father had composed a long letter to the headmaster,

put in an envelope and sealed it.

“What have you written, Father?” Swaminathan asked apprehensively.

“Nothing for you. Give it to your headmaster and go to your class.”

Swami’s father did not know the truth, that actually Mr. Samuel was a very

kind and gentle man.

30

35

40

45

50

(a) Give the meaning of each of the following words as used in the passage.

One word answers or short phrases will be accepted.

(i) jolted (line 8)

(ii) stubborn (line 21)

(iii) avail (line 45) [3]

9

(b) Answer the following questions briefly in your own words:

(i) What did Swami wish for on a Monday morning? Why was his

wish unlikely to be answered?

[2]

(ii) Which sentence tells us that Swami’s father was completely

unsympathetic to his son’s headache?

[2]

(iii) In what way was Swami’s Mother’s response different from his

father’s?

[2]

(iv) Why did Swami give a colourful account of Mr. Samuel to his

father?

[2]

(v)

(vi)

In what way did Father’s behaviour take an unexpected turn?

What was Swami finally ordered to do by his father?

[2]

[2]

(c) (i) In not more than 60 words describe how Swami tries to prove that

Mr. Samuel is a violent man. [8]

(ii) Give a title to your summary in 3(c). Give a reason to justify your choice. [2]


(a) Very few candidates wrote all three words correctly,

some candidates wrote more than one answer with at

least one alternative used wrongly and some used the

words in sentences of their own without bringing out

their meaning. The meaning of all these words could

have been gleaned from the context but the

candidates were unable to do this correctly.

(b) Many candidates merely copied large sections of the

passage and seemed unable to answer specifically.

Candidates seemed to have trouble with “Why”

questions. 1, 2 & 5.

(c) Several candidates merely rewrote the paragraph and

no attention was paid to the word limit, neither a grid

used clearly. A reflection of the fact that there is no

practice given to this question in the classroom.

The title for the précis is very often based on the

entire passage with no reference to the 60 word

summary. In many cases candidates have justified

their choice of title by simply writing “… because I

think this is the most suitable title!”


The use of class and school libraries

must be encouraged with children

being taught to infer word meanings

from the context. Students must be

told that the meaning can easily be

deduced from the passage.

Students must be taught the use of

dictionary as an important tool in

language learning, it can be used in

games to encourage students to get

used to it.

Drill work in précis writing is

essential. Unless adequate practice

is given from class 8 upwards

students will not be able to draw

sequential order from multiple

stimulus that one’s senses are

bombarded with.

Assign summary writing tasks

based on passages from the

literature texts and call out the

answers in class.

After an exercise on summary

writing is done, discuss possible

titles for it and encourage them to

explain why a title may or may not

be suitable.

10

MARKING SCHEME

Question 3.

a)

(i) Jolted: shaken up badly, jerked, rattled, jarred, jounced, bounced, lurched, [tossed/ bumped/

thrown/ knocked + about. DO NOT accept these words without ‘about’]

(ii) Stubborn: obstinate, unbending, unyielding, adamant, rigid, inflexible, obdurate, mulish,

pig-headed

(iii) Avail: use, purpose, benefit, advantage

b)

(i) That an earthquake would reduce the school building to dust + that the building had

withstood similar prayers for over a hundred years now

(ii) His father said; “Loaf about less on Sundays and you will be without a headache on

Mondays” [Must quote exactly. NO MARKS for paraphrasing. Marks deducted if only a

part of the sentence is quoted.] No marks for more than one sentence.

(iii) Mother let him rest at home/ believed him/ was kind/ generous/ sympathetic +Father was

not (contrast between mother’s response and father’s must be evident.)

(iv) Swami did not want to go to school. + He hoped that his father would believe/ feel sorry for

him/ be frightened for him.

(v) Father became excited/angry (with Samuel) + He wrote a letter.

(vi) Give a letter to Headmaster + go to class

c)

(i) Swami tries to prove that Samuel was a violent man by saying:

1. that he often beat the boys ( especially late-comers)

2. a boy had been made to kneel for a whole period

3. gave him six cuts

4. twisted his ears

5. Even Headmaster was afraid of him

6. would not stop caning until the boy began to bleed

7. would make the boy press bloodied hand to forehead like a vermillion mark.

[Accept ANY SIX of the points listed above]

(ii) Accept any apt title - suited to the summary NOT to the whole passage. [Tile MUST NOT

refer to Headmaster/ Swami’s father/ Swami’s friends]

Reason must justify choice of title [not to lift reason from the question].

11

Question 4

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets.

Do not copy the passage, but write in correct serial order the word or phrase appropriate

to the blank space.

Example:

(0) One morning I (0) … (see) the python curled up on the dressing table.

Answer: saw.

It was (1)… (gaze) at its own reflection in the mirror. I (2) … (go) for grandfather but

by the time we (3) … (return) to the room, the python (4) … (move) on. He was seen in

the garden and once the cook saw him (5) … (crawl) up the ladder to the roof. Then we

(6) … (find) him on the dressing table again (7) … (admire) himself in the mirror.

“He’s trying to look better for Aunt Mabel” I said. I (8) … (regret) this remark

immediately because grandmother overheard and held up my pocket money for the rest

of the week!

(b) Fill in the blanks with an appropriate word:

(i) He found the key just _______ the front door.

(ii) I could not accompany my cousin _______ the trip because I had fever.

(iii) The noise prevented us _______ sleeping.

(iv) The young man put the flute _______ his lips and began to play.

(v) Ashok leaned ________ the wall tiredly.

(vi) The paper dart went gliding ______ the air.

(vii) The cyclist rode quickly ______ the path.

(viii) The young child carried the heavy bucket ______ the stairs. [4]

(c) Join the following sentences to make one complete sentence without using and, but or

so.

(i) He has learnt to cycle. He has yet to learn to swim.

(ii) The child helped her mother to make breakfast. She washed the tomatoes.

(iii) They bought a new car. They can travel long distances.

(iv) Sunita opened her purse. She found the money missing. [4]

12

(d) Re-write the following sentences according to the instructions given after each. Make

other changes that may be necessary, but do not change the meaning of each sentence.

(i) Arun gave Ramesh some excellent advice.

(Begin: Ramesh was………………………………………)

(ii) As soon as Sania sat down to study, the lights went off.

(Begin: No sooner ...............................................................)

(iii) Has Alia written to you?

(Begin: Have you ……………)

(iv) As soon as the function got over. The crowd dispersed.

(Begin: Hardly had ........................................................)

(v) The monsoon is the best season in our country.

(Rewrite using ‘good’)

(vi) Harish was so tired that he could not keep his eyes open.

(Begin: Harish was too …………………………….)

(vii) Father said to Sunil, “I can help you with your homework.”

(Begin: Father told Sunil...............................................)

(viii) Naresh goes to a school which has over a thousand students.

(Begin: There…………….............................................) [8]


a) Candidates made several errors of tense, constant

use of present continuous tense. A number of

candidates made spelling mistakes.

b) The correct use of prepositions is an indicator of

correct listening in early years. Most candidates

seemed to be guessing and sub-sections (i), (iv) and

(viii) is where many made mistakes.

c) Candidates were unable to use gerund and infinitive

correctly. Very often candidates are unable to adhere

to the meaning of the given sentence.

d) Sub-question (ii), (v) and (viii) were areas where the

candidates committed errors.


Drill work is of paramount

importance in the teaching of

grammar.

Regular classes in conversational

English would train the “ear” to

listen to what sounds correct.

Grammar must be taught structure

wise and adequate practice and

reinforcement to be given before

moving on to the next structure.

Worksheets and grammar games

must be used to make learning

enjoyable.

Grammar has a concentric syllabus

and students must move over the

same structure from easy beginnings

to more complex forms.

13

MARKING SCHEME

Question 4

(a)

1. gazing 2. went 3. returned 4. had moved

5. crawl/ crawling 6. found 7. admiring 8. regretted

(b)

(i) near/ by/ beside/outside/ behind (ii) on (iii) from (iv) to

(v) against (vi) through (vii) down/along/ across (viii) up/ down

(c)

1. Although he has learnt to cycle/cycling, he has not yet learned to swim/swimming. [Though

he…./Inspite of his having learnt…./ Despite having learnt…)

2. The child helped her mother to make breakfast by washing the tomatoes.

3. Since they have bought a new car, they can travel long distances. [ ‘as’/ ‘because’/ Now that

they have bought …]

4. Sunita opened her purse to find the money missing/When Sunita opened her purse, she found

the money missing/ On opening her purse, Sunita found her money missing [ Do not accept -

‘missing money’/As soon as…./No sooner than…../Hardly….when]]

(d)

1. Ramesh was given some excellent advice by Arun.

2. No sooner did/had Sania sit/sat down to study, than the lights went off.

3. Have you heard from Alia?/ Have you had/ received a letter from Alia?

4. Hardly had the function got over when the crowd dispersed.

5. No other season in our country is as (so) good as the monsoon.

6. Harish was too tired to keep his eyes open.

7. Father told Sunil that he could help him with his home work.

8. There are more than/ over a thousand students in Naresh’s school/ the school that Naresh goes

to/ attends.

For Questions 4C and 4D meaning of the sentence must not change.

14

Topics found confusing / difficult:

Candidates were unable to deal with short story. The qualification of what is humorous varied from

the vague to the eccentric.

The candidates wasted too many words on the reasons for missing the train rather than on the series

of mishaps which should have followed missing the train.

The format of the letter continues to be unclear to the candidates and many children would

otherwise have done well failed to score in question 2.

Poor reading is reflected in question 3 where candidates are unable to comprehend unseen passages

without a teacher’s explanation.

Grammar, which should have been a high scoring area works the other way around and candidates

lose marks because of it.

Suggestions for Students:

Learn to write in your own words and for this listen to well Spoken English when you can. The

television is full of good educative and enjoyable programmes.

Speak in English, avoid the temptation of thinking in your mother tongue and then translating into

English.

Practise the format of letter, underline the part of the question that you are supposed to address.

Read for pleasure.

Be a part of classroom debates and discussions.

15

LITERATURE IN ENGLISH

ENGLISH Paper – 2

II ANALYSIS OF PERFORMANCE

SECTION A - DRAMA

The Merchant of Venice: Shakespeare

Question 1.

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

Portia: ......But this reasoning is not in the fashion to choose me a husband. O me,

the word “choose”! I may neither choose whom I would, nor refuse whom I

dislike; so is the will of a living daughter curbed by the will of a dead

father. Is it not hard, Nerissa that I cannot choose one, nor refuse none?

(i) What test had Portia’s father devised for her suitors? What oath did the

suitors have to take before making their choice?

[3]

(ii) Who is Nerissa? What does she say to cheer up Portia? [3]

(iii) Why does Portia disapprove of the County Palatine? Whom would she rather

marry?

[3]

(iv) How, according to Portia, can the Duke of Saxony’s nephew be made to

choose the wrong casket? What do these suitors ultimately decide? Why?

[3]

(v) Whom does Portia ultimately marry? Who were the two other suitors who

took the test? Why, in your opinion, is the person whom she marries worthy

of her?

[4]

16


(i) Most candidates mentioned that Portia’s father

devised ‘a will’ instead of ‘a lottery’. They missed out

on this particular point that ‘Holy men have divine

guidance/inspiration on their death beds’.

(ii) Most candidates wrote ‘wise’, ‘intelligent’, instead of

‘virtuous’, ‘holy and pious man’.

(iii)Most candidates failed to mention ‘the weeping

philosopher’.

(iv) A few candidates wrote ‘alcohol’ instead of

‘Rhenish wine’.

(v) Some candidates failed to mention the name

‘Bassanio’ as they did not agree that he had the

qualities of a right suitor.

MARKING SCHEME

Question 1.

Portia’s father had devised a lottery / by which she would marry the suitor who chose correctly

from three caskets / made of gold, silver and lead.

If the suitors chose the wrong casket they took an oath not to marry anyone else.

Maid / attendant / lady in waiting

She says that Portia’s father was virtuous / Holy men have divine guidance on their deathbeds /

That is why he devised the lottery of the three caskets / The right casket will no doubt be

chosen by the one whom Portia will love.

He does nothing but frown / The expression on his face says, “If you do not marry me, choose

anyone, I do not care” / He doesn’t smile when he hears amusing stories / He will become like

the weeping philosopher when he grows old / He is so full of unpleasant sadness in his youth.

Portia would rather marry a death’s head (skull) with a bone in his mouth.

If a deep glass of Rhenish wine is kept on the wrong casket the young German will choose

that.

The suitors decided to return to their homes / and not trouble Portia with requests to marry

They did not wish to risk the penalty of choosing the wrong casket.

Bassanio

Prince of Morocco and Prince of Arragon.

He truly loved her / he chose the right casket / he was not swayed by external appearances

/ he was truthful and did not hide his true financial situation from Portia / Portia loved

him.


- Minor characters are as

important as major ones.

Assessing the characters need

constant revision.

- Students should be taught to

form their opinion on different

matters. Adequate practice

should be given on such type

of questions.

- Periodical revision of each

scene would help students

retain details about each

suitor.

- Through Role Play, learning

may be reinforced.

- Emphasize the importance of

reading the text carefully to

enable them to know what

precedes or succeeds the

question.

17

Question 2.


Duke : What, is Antonio here?

Antonio : Ready, so please your grace.

Duke : I am sorry for thee: thou art come to answer

A stony adversary, an inhuman wretch

Uncapable of pity, void and empty

From any dram of mercy.

(i) What are the terms of the bond that Antonio has signed? [3]

(ii) Why does the Duke call Shylock ‘inhuman’? What does the Duke expect

Shylock to do?

[3]

(iii) What reason does Shylock give for choosing rotten flesh over money? What

are the things hated by some people?

[3]

(iv) State three examples Antonio gives to illustrate Shylock’s stubborn attitude. [3]

(v) How is Shylock’s property distributed at the end by Antonio?

Do you think Shylock deserves the punishment given to him?

Give a reason to justify your answer.

[4]


(i) Many candidates failed to mention ‘three months’ and

‘3000 ducats’; instead they wrote ‘a stipulated time’

and ‘the borrowed amount’.

(ii) A few candidates have written what they have

personally felt about Shylock.

(iii) Some candidates failed to recognize the actual reason;

however they realized that Shylock hated Antonio.

(iv) Shylock’s cruelty was highlighted instead of his

stubborn attitude by many candidates.

(v) Most candidates wrote on the suggestions given by

Portia regarding the distribution of Shylock’s

property instead of expressing their view on Shylock.


- Textual details to be stressed.

- Guide students with regard to

simple, straight forward

questions.

- Students need to be guided into

discovering the finer nuances of

the play – especially the Trial

Scene.

- Enactment of important scenes

as part of Revision exercises

would be highly recommended.

- Students are to be made aware

of the correct spelling of the

words and the right usage of

words.

18

MARKING SCHEME

Question 2.

(i) If three thousand ducats /are not paid in three months/ Antonio will have to pay the penalty of

having exactly one pound of flesh cut off and taken from whichever part of Antonio’s body

that pleases Shylock.

(ii) Shylock is insisting on extracting the penalty specified in the bond./He wants to kill

Antonio.

The Duke expects Shylock to show mercy at the last moment/ not only will he let go of the

penalty / but also forgive half the original money lent to Antonio / the Duke expects a

gentle answer from Shylock.

(iii) It is his humour (fancy, desire, whim)/He hates Antonio (bears a loathing)

Antonio is like a rat in his house. He will pay ten thousand ducats to have the rat poisoned.

There are people who do not like a gaping pig,

Some get mad when they see a cat,

Some cannot tolerate the shrill notes of a bagpipe.

(iv) We cannot expect the high tide of the ocean to reduce its height / ask the wolf why he made

the ewe cry for its lamb / you may forbid the mountain pines from waving their high tops / and

make no noise when they are shaken by gusts of wind / it is easier to do something as difficult

as these than try and soften a Jew’s hard heart.

(v) Antonio requests the Duke to forgive the fine that is equal to one half of his wealth

(let him keep half of his wealth) / Antonio will keep the other half in trust and hand it over to

Lorenzo after Shylock’s death /Shylock will have to make a will that all his wealth and

property will be inherited by his son-in-law Lorenzo and daughter Jessica.

Yes / No

Personal response

Loyalties: John Galsworthy

Question 3.


Lady Adela : Oh! Charlie, he did look so exactly as if he’d sold me a carpet when I

was paying him

Winsor : [changing into slippers] His father did sell carpets, wholesale, in the

City.

Lady Adela : Really? And you say I haven’t intuition! [With a finger on her lips]

Morison’s in there.

Winsor : [Motioning towards the door, which she shuts] Ronny Dancy took a

tenner off him, anyway, before dinner.

19

(i) How did Dancy take a ‘tenner’ from De Levis?

How does De Levis later connect this trick with the theft?

[3]

(ii) Why, according to Lady Adela, did Dancy leave the army?

Why does she call him reckless?

[3]

(iii) Where had De Levis kept the money which was stolen? Where had he gone

after keeping the money? How much did he lose?

[3]

(iv) Why is Winsor outraged when De Levis says he had locked his door? What

was the height of the room from the ground? How do they know that the

thief did not use a ladder to climb up to De Levis’ room?

[3]

(v) How does General Canynge react when De Levis first accuses Dancy of

committing the theft? What is your opinion of De Levis?

Give one reason to justify your answer.

[4]


(i) A few candidates failed to mention the exact height of

the jump (four feet high).

(ii) Some candidates were unable to answer the second part

of the question.

(iii)Most candidates answered this question correctly.

(iv) A few candidates wrote that there is no sign of the

ladder being used.

(v) The candidates wrote their own personal response.

MARKING SCHEME

Question 3.

(i) Dancy took a standing jump on a book case four feet high.

De Levis tells Canynge that they had seen how Dancy can jump. / The distance between

Dancy’s balcony and his was only seven feet. / If a man can take a standing jump on a

narrow book case, he’d make nothing of that.

(ii) Dancy found the army too dull, since there was no fighting.

Dancy was reckless because he got married / even though he had no money or a job. ( he

was on his bones )


A detailed study of the drama

should be taken up. Unless

students revise the text several

times, they will not be able to

answer the questions

confidently.

Regular revision and tests

should be conducted.

Encourage students to read the

text frequently and not depend

on guide books or summary

based material.

20

(iii) Under the pillow

To have a bath

Nearly a thousand – nine hundred and seventy pounds.

(iv) He feels outraged that such precaution should be taken in his house / resents the lack of

trust.

Twenty-three feet from the terrace.

The ladder was not moved from the stable. / there were no marks on the ground.

(v) Canynge defends Dancy. / Says Dancy is a soldier and a gentleman / It is an outrageous

accusation / De Levis must withdraw unreservedly.

Personal response.

Question 4.


Mabel : Oh! Why didn’t I face it? But I couldn’t- I had to believe.

Dancy : And now you can’t. It’s the end, Mabel.

Mabel : [Looking up at him] No.

[Dancy goes suddenly on his knees and seizes her hand.]

Dancy : Forgive me!

Mable : [Putting her hand on his head] Yes; oh, yes! I think I’ve known a long

time, really. Only – why? What made you?

(i) How does Dancy respond to Mabel’s question? [3]

(ii) What makes Dancy say ‘that’s not in human nature’ a little later? [3]

(iii) Why does Inspector Dede arrive at Dancy’s house?

How does Mabel try to stall him?

[3]

(iv) To whom was Dancy’s suicide note addressed? What had he written in it? [3]

(v) What does Margaret mean when she says that keeping faith is ‘not enough’

and ‘we’ve all done that’?

What, in your opinion, should his friends have done?

[4]

21


(i) Many candidates did not mention that De Levis had

a contemptuous look on his face and this made

Dancy angry. They were unable to write all the

points asked for in the question.

(ii) Most candidates were able to answer this question

correctly.

(iii) This question was understood and well answered by

most candidates.

(iv) A few candidates were unable to write what was

written in Dancy’s suicide note.

(v) A few candidates mentioned that everybody

supported Dancy but failed to write their personal response.

MARKING SCHEME

Question 4.

(i) He was only looting a looter. / The money was as much Dancy’s / a decent person would have

offered him half / De Levis had a contemptuous look on his face / this made Dancy angry / He

is proud of the jump / nothing in the war took such nerve.

(ii) Mabel says she will go on loving him / If Dancy goes to prison she will wait / She doesn’t care

what he did / She will be the same when he comes back to her.

(iii) To arrest Dancy.

Asks him to come back in half an hour. / Two lives are at stake / they have only been

married four months.

(iv) Major Colford

This is the only decent thing he can do. / It is unfair to Mabel. / It is only another jump. /

A pistol keeps faith

(v) Comments satirically on Dancy’s observation that only a pistol keeps faith / everybody

stood by Dancy / supported him even though he had committed the theft / it was not

enough to protect his honour / or save his life.

Personal response.


- Stress on the sequence of events of

the play.

- Timely revision and oral tests

should be conducted.

- Reflective study of the text can

help the students to voice their

opinion of the characters and

events of the play.

22


- Students’ attention should be

drawn to the minute details of

the poem.

- Bring out the descriptive

techniques of the poem.

- Students should be encouraged

to read aloud to get familiar

with the sounds and the

kinesthetic images.

SECTION B – POETRY

A Collection of Poems

Question 5.


The buoy of the Inchcape Bell was seen

A darker speck on the ocean green;

Sir Ralph the Rover walk’d his deck,

And fix’d his eye on the darker speck.

(The Inchcape Rock: Robert Southey)

(i) Contrast the weather when Sir Ralph the Rover passed the Inchcape Rock

the first time with the weather when he returned to the place.

[3]

(ii) Why had the Abbot of Aberbrothok hung a bell on the Inchcape Rock? [3]

(iii) Why did Sir Ralph cut the bell from the Inchcape Rock? Describe the

manner in which it sank underwater.

[3]

(iv) What did Sir Ralph say to reassure his men when it became very dark? What

opinion did one of the sailors have about their location? What did they all

wish for?

[3]

(v) How did the ship sink? What sound did Sir Ralph imagine he could hear in

his dying moments? What is the message of the poem?

[4]


(i) A few candidates wrote that the weather was very

pleasant and the birds were chirping, instead of ‘the sea

was calm and the sun was shining brightly’.

(ii) Most candidates answered this question correctly.

(iii)Most candidates failed to mention ‘the bubbles rose and

burst around’.

(iv) A few candidates failed to recognize where they

were and wrote incorrect answers.

(v) Most candidates were not able to mention ‘the

dreadful sound’.

23

MARKING SCHEME

Question 5.

(i) The air was still/ the sea was calm/ the sun was shining brightly

A thick fog (haze) covered the surroundings / it was dark / the sun could not be seen / the

whole day strong winds had been blowing / the storm died down by the evening.

(ii) When the sea was calm the waves flowed gently and did not move the bell. / When there was

a storm the bell floated and rang / warned the sailors of the presence of the Inchcape Rock. /

When the rock was hidden by the waves the Mariners heard the warning bell / they knew then

the location of the dangerous rock /and were saved from crashing into it.

(iii) Sir Ralph was jealous of the Abbot’s popularity. / He wanted to undo the good deed done

by him. / He said, “The next who comes to the rock, will not bless the Abbot.”

The bell sank with a gurgling sound.

thebubbles rose and burst around.

(iv) Sir Ralph told them that there would be light soon/ because the moon was going to rise.

The sailor thought they were near the shore

They wished they could hear the Inchcape Bell

(v) The ship struck against the Inchcape Rock and sank

Sir Ralph could hear the dreadful sound of the ringing of the Inchcape bell / as if the

Devil was ringing his funeral bell

As you sow, so shall you reap./ Punishment follows a criminal act.

Question 6.


What do you call, O ye pedlars?

Chessmen and ivory dice.

What do you make, O ye goldsmiths?

Wristlet and anklet and ring, … .

(In the Bazaars of Hyderabad: Sarojini Naidu)

(i) What all were being sold by the merchants? [3]

(ii) What is being ground by the maidens? Which items are the vendors

weighing?

[3]

(iii) Describe the bells that the goldsmiths are crafting for blue pigeons?

What do the goldsmiths make for the dancers and the king?

[3]

(iv) Which instruments are the musicians playing? What are the magicians

doing?

[3]

(v) Mention the happy as well as the sad occasions for which the flower girls are

weaving flowers. Write one reason why the poem has appealed to you.

[4]

24


(i) Having focused on the word ‘all’, a few candidates wrote a

generalized answer.

(ii) Most candidates were confused between the things ground

by the maidens with those which were weighed by the

vendors.

(iii)Most candidates wrote that goldsmiths made anklets for the

dancers and crown for the king instead of ‘girdles /belts for

the dancers’ and ‘scabbards for the king’.

(iv) Most candidates failed to understand the difference

between ‘chanting of spells’, and ‘tricks of magicians’.

(v) A majority of candidates mentioned the various

occasions for which the flower girls were weaving

flowers but failed to use the right words in their

description.

MARKING SCHEME

Question 6.

(i) Crimson and silver turbans / tunics of purple brocade / mirrors with panels of amber / daggers

with handles of jade

(ii) The maidens are grinding sandalwood/ henna/spice

The vendors are weighing saffron/ lentil/ rice

(iii) Frail (delicate, light) as a dragon fly’s wing.

The goldsmiths are making girdles (belts) for dancers

Scabbards for the king

(iv) The musicians are playing sitar / sarangi / drum

The magicians are chanting spells for aeons to come / spells that will remain potent for

ages

(v) The flower girls are weaving garlands of blue and red flowers / They are making crowns

to be worn by a bridegroom / garlands to decorate his marriage bed.

They are making sheets of white flowers to perfume the sleep of the dead /.

Personal response.


- Draw students’ attention to the

finer details and descriptions.

- Students should be made aware

of the literary devices used in the

poem. The visual imagery used in

the poem is striking in its effect.

The colour imagery is prominent

throughout the poem.

- The poem comes alive when

students read aloud. This will also

help the students to get a good ear

for sound.

- Bring about a ‘sense of

appreciation’ for the poem in the

mind of a student.

25

SECTION C – PROSE

Collection of Short Stories

Question 7.


Baldeo, the watchman, was awake. He stretched himself, slowly unwinding the

heavy shawl that covered him like a shroud. It was close on midnight and the

chill air made him shiver. The station, a small shack backed by heavy jungle, was

a station in name only; for trains only stopped there, if at all, for a few seconds

before entering the deep cutting that led to the tunnel. Most trains only slowed

down before taking the sharp curve before the cutting.

(i) What were Baldeo’s duties as a watchman?

What question did his son ask him before he left for his nightly errand?

[3]

(ii) Describe the axe that Baldeo carried with him. Who had made the axe? [3]

(iii) Which sound made Baldeo realise that the tiger was close by?

Why was he worried that the tiger may be going in the opposite direction?

Why didn’t the tiger fear the man?

[3]

(iv) Give an account of the encounter between Baldeo and the tiger. [3]

(v) How did the tiger die? Point out a similarity in the characters of Baldeo and

his son Tembu. Give an example for each to justify your answer.

[4]


(i) This question was understood and well answered

by most candidates.

(ii) Some candidates mentioned that the axe was made

of iron. They missed out on the words like ‘small

axe/fragile/deadly when in use and made of pure

steel’. In the second part they wrote that the axe

was made by ‘his grandfather

/ancestors/forefathers’, instead of ‘his father’.

(iii)Most candidates were unable to identify the sound

made by the tiger–‘low grunt /growl/snarl’; instead

they mentioned ‘a roaring sound / shrill cry of the

tiger’.

(iv) A few candidates were unable to cover the entire

account of the encounter between Baldeo and the

tiger.

(v) Most candidates answered this question correctly.


- Encourage students to read with an

eye for detail. From the beginning of

the story, the author has created an

atmosphere of fear, and tension by

defining the eeriness of the night, the

noises in the jungle, the neighboring

hills which overhung the main

railway line, the deep cutting that led

to the tunnel, etc/ the grunt of the

wild boar and the sawing of the

panther – gives a dramatic touch to

the story.

- Make students move through the

story – see, feel and experience what

they come across in the story. Bring

out the ‘universal quality’ in the

story, that is, the human endeavour to

survive against odds’.

26

MARKING SCHEME

Question 7.

(i) Baldeo was responsible for signalling whether the tunnel was clear of obstruction / at night

it was his duty to see that the lamp was burning / and that the train passed through safely.

Tembu asked him if he should accompany his father.

(ii) Small axe / fragile to look at / but deadly when in use. / the axe head was made of pure steel

/ thin but ringing true like a bell.

His father

(iii) A low grunt (growl; snarl) from the top of the cutting.

His son Tembu was sleeping unprotected in the hut.

It had been preying on men for years. / It was used to the ways of men. /Baldeo was a puny

man.

(iv) The tiger ran towards him and struck him with his paw / Baldeo avoided the paw / he brought

his axe down on the tiger’s shoulder / the tiger attempted to close in / Baldeo struck again with

his axe / the beast moved and the axe caught the tiger on the shoulder / the axe remained struck

in the bone / Baldeo was left without a weapon / the tiger sprang upon Baldeo / killed him.

(v) The tiger had been wounded and he was in agony (pain) / he did not notice the overland mail

approaching / the train entered the cutting / the tiger tried to run but was run over by the train in

the tunnel.

Both were courageous / sense of duty and responsibility

Appropriate examples from the text.

Question 8.

With close reference to the story ‘The Bet’ by Anton Chekhov, mention the

clauses of the bet as laid down between the young lawyer and the old banker.

Give an account of the events that follow the bet.

[16]


Most candidates answered this question correctly. The

details of the story related to the fifteen years of

imprisonment were quite accurate. They only failed to

elaborate the clauses of the bet. Few candidates did not give

a complete account of the events that followed.


Draw the students’ attention

towards the important events or

details of the story.

Students must be made to

reflect upon the events and

episodes of the story.

Practice in written work must

be encouraged.

27

MARKING SCHEME

Question 8.

The old banker argued that the death penalty is more moral and humane than imprisonment for life.

The young lawyer said he would choose imprisonment over death.

The old banker bet two million that the young lawyer would not be able to stay in solitary

confinement for five years. The lawyer himself raised the stake to fifteen years.

It was decided that the young man should spend the years of his captivity in one of the lodges in the

banker’s garden. He would not see or even listen to another human being. He would not receive

letters and newspapers. He was allowed to have a musical instrument, books, and was allowed to

write letters, to drink wine and smoke. He could have what he wanted through a little window in

the room. If he left his room even two minutes before the end the banker would not be obliged to

pay him the two million.

During the first year of his confinement, the lawyer suffered from loneliness and depression. He

played the piano, refused wine and tobacco. The first year he read light novels.

The second year he read classics. In the fifth year he played music and drank wine. He could be

heard crying. During the sixth year the prisoner began studying languages, philosophy and history.

In four years he read six hundred volumes. He learnt six languages. After the tenth year he read

nothing but the Bible. In the last two years he read a large number of books.

In those fifteen years the Banker’s financial situation had changed. Gambling and reckless

speculations had lead to the decline of his fortune. In paying two million to the lawyer he would be

left completely bankrupt. He decided to kill the lawyer. He broke the seals off the door and entered

the room.

The lawyer was sitting motionless. He looked emaciated and old. The banker thought of stifling

him to death. He picked up a page that the lawyer had written and began reading. The lawyer had

written that he despised freedom, life, health and all the good things of the world. He had

experienced earthly life through the books he read. He realised that he despised all the blessings of

the world. Everything is worthless, fleeting and illusory. Death will wipe everyone off the face of

the earth.

He renounced the two million and to deprive himself of the money he decided to leave five hours

before the end of the time.

The Banker felt great contempt for himself. He went out of the lodge weeping.

The next morning the watchmen informed the Banker that the prisoner had escaped from the lodge.

He took the letter where the lawyer had renounced the millions and kept it in a fireproof safe.

Animal Farm : George Orwell

Question 9.


….. Once again Clover and Benjamin warned him to take care of his health, but

Boxer paid no attention. His twelfth birthday was approaching. He did not care what

happened so long as a good store of stone was accumulated before he went on

pension.

Late one evening, in the summer, a sudden rumour ran round the farm that

something had happened to Boxer. He had gone out alone to drag a load of stone

down to the windmill. And sure enough, the rumour was true…. .

28


- Guide students in

understanding questions and

preparing relevant answers.

- Through role-play, the teachers

could reinforce learning.

- Students must be advised to

read the questions carefully

before making an attempt to

answer.

- Time can be spent in helping

students to understand

questions. They need to be

guided into selecting the

relevant material and

answering the question.

(i) In what condition did the animals find Boxer? [3]

(ii) Why did the animals feel uneasy when Squealer told them that Boxer would

be sent to a hospital at Willingdon for treatment?

How did Squealer reassure them?

[3]

(iii) How much longer did Boxer expect to live?

How did he plan to spend his remaining days?

[3]

(iv) What was written on the van that took Boxer away? What did Boxer do

when he heard the screams of the animals?

[3]

(v) What was the new name given to Animal Farm by Napoleon?

What strange transformation did the animals notice on the faces of the pigs?

What is the significance of this transformation

[4]


(i) A few candidates attempted this question and were

unable to write in detail the conditions in which the

animals found Boxer.

(ii) A few candidates were unable to mention the details of

how Boxer planned to spend his remaining days.

(iii) Since candidates were not thorough with the text, they

failed to write the correct answers for the number of

years, (three years).

(iv) A few candidates failed to mention the names written on

the van.

(v) Answered incorrectly by certain candidates who showed

no relevance or relation with the actual text.

MARKING SCHEME

Question 9.

(i) Boxer had fallen / he was lying on his side and could not get up / his neck was stretched out /

he was unable to raise his head / his eyes were glazed / his sides were matted with sweat / a

thin stream of blood had trickled out of his mouth

(ii) Except for Molly and Snowball no other animal had left the farm. / they did not like to

think of their sick comrade in the hands of human beings.

Squealer convinced them that the veterinary surgeon in Willingdon would treat Boxer

29

better than anyone on the farm.

(iii) Boxer expected to live another three years

He looked forward to peaceful days / he would live in the corner of the big pasture / he

would have the leisure to study and improve his mind / he wanted to learn the remaining

twenty two letters of the alphabet

(iv) Alfred Simmonds, Horse Slaughterer and Glue Boiler, Willingdon / Dealer in Hides and

Bone – Meal. / Kennels Supplied

He tried to kick his way out

(v) The Manor Farm

The faces of the pigs were just like the human faces

The pigs resembled the men against whom they had rebelled to set up the Animal Farm /

Power had corrupted them / they were just like the humans

Question 10

Give an account of how lies were spread against Snowball after his expulsion, in

order to paint him as a traitor.

[16]

Examiner’s Comments

A majority of candidates scored poorly as they wrote

irrelevant and vague answer that had neither clarity nor

expression.

MARKING SCHEME

Question 10.

Squealer declared that Snowball was no better than a criminal. Snowball’s part in the Battle of the

Cowshed was exaggerated.

Building the windmill was Napoleon’s idea. The plan which Snowball had drawn on the floor had

actually been stolen from among Napoleon’s papers.

Snowball had caused the windmill to fall in sheer malignity to avenge himself for his expulsion.

The traitor had crept there under the cover of night and destroyed the windmill. Snowball had come

from the direction of the Foxwood Farm.

It was declared that Snowball was secretly visiting the farm. Every night it was said, he visited the

farm under cover of darkness and performed all kinds of mischief. He stole the corn, he upset the

milk pails, he broke the eggs, he trampled the seed-beds, he gnawed the bark off the fruit trees.

Whenever anything went wrong it became usual to attribute it to Snowball. If a window was broken

or a drain was blocked up, someone was certain to say that Snowball had come in the night and

done it, and when the key of the stores-shed was lost the whole farm was convinced that Snowball

had thrown it down the well. Curiously enough they went on believing this even after the mislaid


- Through role play, reinforce

learning.

- During the ‘Recapitulation’ stage

or while testing previous

knowledge, reinforce learning by

asking relevant questions.

- Group activity must be

encouraged

30

key was found under a sack of corn meal. The cows declared that Snowball crept into their sheds

and milked them in their sleep. The rats were said to be in league with Snowball.

Napoleon snuffed the ground and said he could smell traces of Snowball almost everywhere.

Squealer called them together and reported a terrible thing. Snowball had sold himself to Frederick

of Pinchfield Farm, and was plotting to attack the animals. Snowball was in league with Jones from

the start! He was Jones’s secret agent all the time. During the battle of the Cowshed, Jones’s bullet

had only grazed him. The plot was for Snowball, at the critical moment, to give the signal for

flight, and leave the field to the enemy.

Four pigs who confessed to keeping in touch with Snowball were executed by the dogs. The hens

who said Snowball had told them to rebel were also killed.

To Sir, With Love: E.R. Braithwaite

Question 11.


Each Friday morning the whole school spent the pre-recess period in writing their

Weekly Review. This was one of the Old Man’s pet schemes; and one about which

he would brook no interference. Each child would review the events of his school

week in his own words, in his own way; he was free to comment, to criticise, to

agree or disagree, with any person, subject or method, as long as it was in some way

associated with the school …. .

(i) Why did Mr. Florian feel that the weekly review was of advantage to both

pupil and teacher?

[3]

(ii) Why did Braithwaite feel both relief and disappointment at the first weekly

review his students had written since he joined the school?

[3]

(iii) How was he given the silent treatment by his students? [3]

(iv) What does Braithwaite term the second and more annoying phase of his

relationship with his students? What did some students do to disrupt his

class?

[3]

(v) Mention two qualities in Braithwaite’s character which help him to become a

model teacher. Give suitable examples to illustrate your choice.

[4]

31


(i) Most candidates were unable to comprehend the

question and wrote on a selective basis on the ‘pupil’

and ‘teacher’.

(ii) Most candidates answered this question correctly.

(iii) Most candidates wrote that the students were unable to

do the work given by Braithwaite.

(iv) The question was answered in general. The candidates

failed to write the required key points.

(v) The first part of the question was answered correctly

by few candidates though they failed to give suitable

examples.

MARKING SCHEME

Question 11.

(i) If the matter is important to the child he will write carefully and in detail / that will improve his

written English / teachers get a good idea of what the children think of them / if the children did

not enjoy a well prepared lesson, it will help the teacher to plan better

(ii) Very little attention was given to Braithwaite / they had mentioned they had a new black teacher

/ they were more concerned with failure of the radiogram during their dance session / and the

success of some boys as representatives of the local club’s boxing team

(iii) They would do any task he set them / without interest or enthusiasm / they would sit and stare at

Braithwaite / he would feel their eyes on him and look up to see them watching him

(iv) Noisy treatment

Someone would lift the lid of a desk and let it fall with a loud bang

Especially when he was reading or speaking to them.

(v) Patient / intelligent / loving and caring / hard working / innovative /sensitive/able to

motivate his students

Personal response.

Question 12

Which courtesies did Braithwaite ask his class to observe and how did the students

react to these ‘new rules’? Describe the incident that brought about a change in

Denham’s hostile attitude towards Braithwaite.

[16]


Students must be encouraged to

regularly read and assess the

characters of the novel.

Train students to answer the

questions from the textbooks

taught to them.

The importance of the detailed

study of the text should be

stressed upon by the teachers.

32


The answers written by candidates who attempted this

question had no relevance with the text prescribed.

MARKING SCHEME

Question 12.

Braithwaite told his students they would be treated not as children but as young men and women.

When Pamela Dare rushed in the class late he said that the right way to enter a room is in a

controlled and dignified manner. Pamela did as she was told. She went out of the room and came

back with grace and dignity. He told his students to address him as ‘Mr. Braithwaite’ or ‘Sir’. The

young ladies should be addressed as ‘Miss’ and the young men will be addressed by their surnames.

When a student objected Braithwaite asked him if the young ladies did not deserve to be addressed

as Miss.

The young ladies must show that they are worthy of the courtesies that the men will show them. He

told the boys to be cleaner and tidier. There is nothing weak and unmanly about clean hands and

faces and shoes that are brushed. A man who is strong and tough never needs to show it in his dress

or the way he cuts his hair. Being the top class of the school they must set the standards for the rest

of the school.

The students expressed their reactions in the Weekly Review. They commented on the new method

of addressing each other. Some of the boys thought that it was silly to address the girls as Miss.

Some girls thought that asking Mrs. Dale-Evans to talk to them about washing themselves and their

clothing was unnecessary. In spite if these negative comments they were pleased to be treated like

grownups.

Denham and his close friends remained hostile to Braithwaite. During the P.T. period Denham

requested Braithwaite to have boxing first. He told them get into pairs. At the end only Denham

remained unpaired. He asked Braithwaite to have a bout with him. Braithwaite refused but he could

see disappointment and disgust on the faces of the students. He agreed and faced Denham. Denham

was a good boxer and Braithwaite decided to dodge for a short while till he could stop it. Suddenly

Denham hit him on his face. Braithwaite was angry now and he hit Denham. Denham doubled up

and sank to the floor. He hurried to Denham and helped him. Gradually Denham’s attitude changed

after this incident.


The novel should be taught in

great detail.

Every character must be studied.

Every incident in the novel must

be given due importance.

The students should be

encouraged to demonstrate a high

level of competence in writing an

account of any particular

situation / event in the story.

33

Topics found confused / difficult

Question 1: Candidates were confused and failed to give specific answers as the answers to the

questions were point specific and required detailed study.-

Question 2 (v): Candidates were confused - Portia’s verdict in the Trial Scene, the way in which

Antonio distributed Shylock’s property.

Question 5 (iii): Candidates were unable to identify the sound and the manner in which the bell

sank under water.

Question 6 (ii): Candidates were confused between the things ground by the maidens with those

which were weighed by the vendors.

Question 8: The various clauses of the agreement were not clear to the pupil’s mind.

Different events that happened in the years of the prisoner’s life in solitary confinement were

mismatched. The candidates found it difficult to retain the facts.

Suggestions for students

Practice of Sample Question Papers regularly reinforces the learning process.

Put to memory the sequence of events in Drama, Poetry, and Prose/Novel.

Develop the habit of reading, learning, recalling and revising.

The first fifteen minutes are allotted to read the question paper. Read each question carefully.

Choose wisely those questions that could possibly fetch you the maximum marks and then go by

your decision firmly, without wasting time. Do not forget to attempt every sub-part of the question.

34

1,08,993

100

14

83.44

0-20 21-40 41-60 61-80 81-10023 201 5,026 33,917 69,826

0.02 0.18 4.61 31.12 64.0623 224 5,250 39,167 1,08,993

0.02 0.21 4.82 35.94 100.00

Mean Marks Obtained

HINDI





Cumulative NumberCumulative Percentage

Mark Range


Details

Number of CandidatesPercentage of Candidates

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

0-20 21-40 41-60 61-80 81-100

0.02 0.184.61

31.12

64.06

Perc

enta

ge o

f Can

dida

tes

Marks Obtained


35

v/;kidksa ds fy, lq>ko& fuca/k ds lHkh fo"k;ksa dks /;kuiwoZd

i<+us dk funsZ'k nsaA fo|kfFkZ;ksa dks Li"V :i ls le>kuk

pkfg;s fd fuca/k&ys[ku esa Hkwfedk ,oamilagkj dk fo'ks"k LFkku ,oa egRogksrk gSA

fe=rk lEcU/kh fo"k;ksa ij dkk esa ppkZgksrh jguh pkfg;sA

Nk=ksa dks le>k;k tk;s fd fuca/kys[ku esa eqgkojksa] yksdksfDr;ksa ,oa dkO;iafDr;ksa dk iz;ksx fucU/k dks jkspd,oa izHkko'kkyh cukrk gSA fo|kfFkZ;ksa dksbldk vH;kl ckj&ckj djk;k tk;sA

HINDI

ANALYSIS OF PERFORMANCE

Question 1

Write a short composition in Hindi of approximately 250 words on any one of the followingtopics :—

fuEufyf[kr fo"k;ksa esa ls fdlh ,d fo"k; ij fgUnh esa yxHkx 250 'kCnksa esa lafkIr ys[k fyf[k, :—

(i) ^fo'oklik= fe= thou dh ,d vkS"k/k gSA* dFku ds vk/kkj ij crkb;s fd ekuo ds thou esa fe=ksadk D;k egRo gS \ os fdl izdkj O;fDr ds thou dks izHkkfor djrs gSa \ vki vius fe= dk pqukodjrs le; mlesa fdu xq.kksa dk gksuk vko';d le>saxs \ vius fopkj Li"Vr% fyf[k;sA

(ii) Hkkjrh; laLÑfr esa ^vfrfFk dks nsork ds leku ekuk tkrk gSA* orZeku ifjfLFkfr;ksa esa ;g ekU;rkdgk¡ rd lR; ds :i esa fn[kkbZ ns jgh gS \ vfrfFk dc cks> cu tkrk gS vkSj fdl izdkj \fopkjksa kjk le>kb;sA

(iii) LoPNrk ge lHkh ds fy, ykHknk;d gSA ;fn vkidks LoPN Hkkjr vfHk;ku esa lg;ksx nsus ds fy,dksbZ rhu dk;Z djus ds fy, dgk tk;s rks vki fdu dk;ks± dks djuk ilUn djsaxs rFkk D;ksa \vius fopkjksa kjk Li"V dhft;sA

(iv) ,d dgkuh fyf[k, ftldk vk/kkj fuEufyf[kr mfDr gks :—

^eu ds gkjs gkj gS] eu ds thrs thrA*

(v) uhps fn;s x;s fp= dks /;ku ls nsf[k, vkSj fp= dks vk/kkj cukdj o.kZu dhft, vFkok dgkuhfyf[k,] ftldk lh/kk o Li"V lEcU/k fp= ls gksuk pkfg,A

36

fucU/k dk izR;sd igyw egRoiw.kZ gksrkgSA vr% fo|kfFkZ;ksa dks crk;sa fd mÙkevad izkIr djus ds fy, leLr igyqvksadk lfoLrkj o.kZu djuk vfuok;Z gksrkgSA blfy, dkk esa fofHkUu fo"k;ksa ijfuca/k&ys[ku dk iz;kl ,oa vH;kldjkuk vko';d gS ftlls cPpksa dhvfHkO;fDr iz[kj gksxhA

tu lkekU; esa izpfyr fo"k;ksa ij dkkesa fucU/k ys[ku dk vH;kl djk;ktkuk pkfg;sA

e¡gxkbZ] Hkz"Vkpkj] vf'kkk] csjkst+xkjh]xjhch] vfrfFk] fe=] LoPNrk] LokLF;]Hkze.k] Hkkjrh; laLÑfr] ik'pkR;laLÑfr] nq?kZVuk] izkÑfrd foink tSlsHkwdEi] ck<+] lw[kk ¼vuko`f"V½ vkfnfo"k;ksa ij dkk esa le;≤ ijppkZ djrs gq, fo|kfFkZ;ksa dks ekSfydfopkj vfHkO;fDr dk fyf[kr vH;klfn;k tkuk pkfg;sA

izLrkouk ds izR;sd fcUnq ij /;kudsfUnzr dj lfoLrkj fy[kus ds fy,fo|kfFkZ;ksa dks ckj&ckj izsfjr djukpkfg;sA

fopkjkRed fucU/k ys[ku dk dkk esavH;kl djokuk pkfg;sA

Hkk"kk ,oa orZuh lEcU/kh =qfV;ksa dsfujkdj.k gsrq dkk esa ckjEckj vH;klvko';d gSA

;fn izLrko ys[ku esa dqN dk;ks± ;kbPNkvksa dk mYys[k djus dks dgkx;k gS rks fo|kfFkZ;ksa dks Li"V rkSj ijle>k,a fd os budk vyx ls mYys[kdjsaA blds fy, Nk=ksa dks bl izdkjds izLrko ys[ku dk vH;kl fn;ktkuk vko';d gSA fopkjkRed rFkk rqyukRed fucU/kys[ku dk vH;kl dkk esa vo';djk;k tk;sA

ijhkdksa dh fVIif.k;k¡ :—(i) bl mez esa cPps fe=ksa ls cgqr izHkkfor gksrs gSa

blfy, vf/kdka'k Nk=ksa us blh fodYi dks pqukAthou esa fe=ksa dk egÙo le>kus esa vf/kdka'kfo|kFkhZ leFkZ jgs] ijUrq thou dks izHkkfor djusokyh ckr vf/kd Li"V ugha dj ik,A fe=ksa dspquko esa xq.k rFkk voxq.k okyh ckr Hkh lHkhfo|kFkhZ iw.kZ :i ls Li"V dj ikus vleFkZ jgsAHkk"kk ,oa orZuh lEcU/kh v'kqf);k¡ cgqr ns[kh x;haA[kkldj nfk.k Hkkjr ls vkbZ mÙkj& iqfLrdkvksa esa;g =qfV lkekU; :i ls ns[kh x;hA vf/kdka'kfo|kfFkZ;ksa ds fy, ;g fo"k; Li"V jgkA dqNfo|kfFkZ;ksa dk dk;Z cgqr gh vf/kd larks"ktudjgkA fuca/k ys[ku djrs le; Hkwfedk rFkk milagkjdk vHkko ns[kk x;kA

(ii) fuca/k ds bl fodYi dks vf/kd fo|kfFkZ;ksa kjk ughapquk x;k] ysfdu dqN fo|kfFkZ;ksa kjk lR; lsifjfpr Hkh djk;k x;k fd vfrfFk cks> dc cutkrs gSaA dqN fo|kfFkZ;ksa us rks eerk ikB dkmnkgj.k nsrs gq, fo"k; dks Li"V djuk pkgk gSysfdu vfrfFk cks> dc cu tkrk gS] bl lR; dhxgjkbZ rd cgqr de fo|kFkhZ gh igq¡p ik;sA Hkk"kk,oa orZuh lEcU/kh =qfV;k¡ vf/kdka'k :i ls ns[khx;haA fucU/k ys[ku esa yksdksfDr;ksa ,oa eqgkojksa dkloZFkk vHkko ns[kk x;kA

(iii) bl fodYi dks Hkh vf/kdka'k fo|kfFkZ;ksa kjk pqukx;k] ysfdu T;knkrj fo|kFkhZ LoPNrk ds fo"k; esarks lfoLrkj fy[krs x,] exj rhu dk;ks± dkLi"Vhdj.k vyx&vyx dj ikus esa vleFkZ jgsAbldk eq[; dkj.k fo"k; dks lgh <ax ls le>djugha i<+k tkuk jgkA dfri; Nk= LoPN HkkjrvfHk;ku dh lEiw.kZ tkudkjh nsus esa vleFkZ jgsAizLrko ys[ku ds le; lHkh igyqvksa ij /;ku ughafn;k x;k ftl dkj.k Nk=ksa dks mÙke vadksa dhizkfIr ugha gks ik;hA

(iv) bl fodYi dk p;u cgqr de fo|kfFkZ;ksa kjk ghfd;k x;kA dqN fo|kfFkZ;ksa us dgkuh fy[kh ysfdumfDr dk vFkZ ugha fy[kkA dgkuh ys[ku esa dYiuk'kfDr dk vHkko ns[kk x;k ftl dkj.k fo|kfFkZ;ksadks mÙke vad izkIr ugha gks ldsA dqN fo|kfFkZ;ksakjk fy[kh xbZ dgkuh dk lh/kk lEcU/k mfDr ls ugksdj dqN vkSj gh Fkk ftl dkj.k muds kjkfy[kh x;h dgkuh esa dqN vuko';d ckrksa dko.kZu Hkh feyk tks mfpr ugha FkkA

37

dkk esa le;≤ ij okn&fooknlEcU/kh fo"k;ksa ij fucU/k ys[ku dkvH;kl vko';d :i ls djk;k tk,A

dkYifud fucU/k ys[ku dk vH;kl Hkhdkk esa djk;k tkuk pkfg;sA

dgkuh ys[ku esa loZizFke mfDr dk vFkZfy[kk tkrk gS rRi'pkr~ dgkuh dkvkjEHk djuk pkfg,A dgkuh ekSfyd ,oalR; ds fudV gks rks mÙke vadksa dhizkfIr gksrh gSA ;g ckr dkk esa cPpksadks le>kuh pkfg, ,oa bl izdkj dkvH;kl djkuk pkfg;sA

fp= ys[ku esa igys fp= dk ifjp;fn;k tkuk pkfg;s mlds ckn fp= lslEcfUèkr dgkuh] ?kVuk vFkok ys[kfy[kk tkuk pkfg;sA ;g ckr vè;kidksakjk cPpksa dks Li"V rkSj ij le>k nhtkuh pkfg;sA fp= ifjp; ds vad vyxls fu/kkZfjr gksrs gSaA ;g ckr Hkhfo|kfFkZ;ksa dks crkuh pkfg;sA

O;kdj.k lEcU/kh v'kqf);ksa ds fujkdj.kgsrq vH;kl vko';d gSA

lIrkg esa f'kkd ;fn ,d ckjizLrko@dgkuh@fucU/k ys[ku dh ijhkkysa rks fucUèk@ dgkuh@izLrko ys[kdds :i esa fo|kfFkZ;ksa esa vkRefo'okl iSnkgksxk vkSj QyLo:i os ijhkk esa mÙkevad izkIr djus esa lQy gksaxsA

dkk esa Jqrys[k kjk] vH;kl kjk orZuh,oa okD; foU;kl lEcU/kh v'kqf);k¡ nwjdjokuh pkfg;sA

izLrko dk fo"k; fy[kus ij t+ksj fn;ktkuk pkfg;s vkSj bldk vH;kl dkk esadjk;sa rks mÙke jgsxkA

dkk esa dgkuh ys[kuizfr;ksfxrk@fucU/k ys[ku izfr;ksfxrkdjkuk Js;Ldj jgsxk] blls Nk=ksa dhfopkj vfHkO;fDr iz[kj gksxhA

(v) bl fodYi dks de gh fo|kfFkZ;ksa us pqukA dqNfo|kfFkZ;ksa us fp= ifjp; fd;k gh ugha dsoylQkbZ&fo"k; ij gh fy[krs pys x;sA lQkbZfo"k; ls lEcfU/kr dgkuh fy[kus dk loZFkk vHkkogh ns[kk x;kA dqN fo|kfFkZ;ksa us /kjrh dh lQkbZds lkFk&lkFk fopkjksa dh lQkbZ tSls Hkz"Vkpkj]vf'kkk ,oa csjkst+xkjh dh lQkbZ dk o.kZu djrsgq, bu dqjhfr;ksa ds mUewyu ij t+ksj nsrs gq,fo"k; dks vf/kd jkspd cuk fn;kA lc dqNfeykdj fo|kfFkZ;ksa dk iz;kl lUrks"ktud jgkvkSj mUgsa vad Hkh vPNs feysA dqN fo|kFkhZ fp=dk o.kZu ,oa fooj.k djus esa vleFkZ gh jgsA

38

v/;kidksa ds fy, lq>ko& vè;kid bl ckr ij fo"ks"k :i ls

/;ku nsa fd i= ds izk:i esa ifjorZuvk;k gSA vc vkSipkfjd vkSjvukSipkfjd nksuksa izdkj ds i=ksa esaizk:i dk LFkku ck;ha vksj gh gSAvfHkoknu] lEcks/ku] irk ,oa fnukadlHkh dk LFkku ck;ha vksj gh gSA

vukSipkfjd i= esa lEcks/ku] vfHkoknuvkfn ij fo'ks"k /;ku nsuk pkfg;sA

i=&ys[ku esa vaxzsth ds 'kCnksa dkiz;ksx ugha djuk pkfg;sA

vad ;kstuk :—

Á’u 1

mÙkj iqfLrdk dk ewY;kadu djrs le; fuEufyf[kr ckrksa@fcUnqvksa ij /;ku dsfUnzr fd;k x;k —

fo"k; dh Hkwfedk] fo"k; ds lHkh igyqvksa dk vyx&vyx lfoLrkj o.kZu] lEcfU/kr lwfDr;ksa]yksdksfDr;ksa] eqgkojksa ,oa dkO; iafDr;ksa dk m)gj.k] Hkk"kk&'kSyh] vfHkO;fDr dkS'ky] fo"k; dkmilagkjA

fucU/k dk vkjEHk ,oa var izHkkoiw.kZ jgukA

fucU/k ds eè; Hkkx esa fo"k;&oLrq dk izHkko'kkyh o.kZu djukA

fo"k; ls lEcfU/kr mfpr mnkgj.k] mfDr;ksa] eqgkojksa] n`"Vkarksa dk mYys[k djukA

mi;qZDr fcUnqvksa ds vk/kkj ij izHkko'kkyh [email protected] ij fo|kfFkZ;ksa dks mÙke vad fn;s x;s gSaA

Hkk"kk ,oa orZuh lEcU/kh =qfV;ksa ij] fo"k;&oLrq ls HkVd tkus ij] viuh bPNkuqlkj fo"k; esa ifjorZufd;s tkus ij ,oa vLi"V fy[ks tkus ij vad dkVs x;s gSaA

Question 2

Write a letter in Hindi in approximately 120 words on any one of the topics given below :—

fuEufyf[kr esa ls fdlh ,d fo"k; ij fgUnh esa yxHkx 120 'kCnksa esa i= fyf[k;s :—

(i) vkidh dkWyksuh esa dqN vlkekftd rRo (Antisocial elements) vkdj cl x;s gSaA mudh xqaMkxnhZc<+us ds dkj.k ukxfjdksa dk thou dfBu gks x;k gSA vius 'kgj ds ^iqfyl dfe'uj* dks i=fy[kdj mudh f'kdk;r dhft;s rFkk lqO;oLFkk ds fy, 'kh?kz dne mBk, tkus dh izkFkZuk dhft;sA

(ii) vkidk NksVk HkkbZ fdlh nwljs 'kgj esa i<+us x;k gS] tgk¡ og [ksyus ds fy, le; ugha fudky ikjgk gSA [ksyksa dk egRo le>krs gq, mls i= fyf[k;sA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k fo|kfFkZ;ksa us blh fodYi dk pquko fd;kA i=

ds izk:i ds fo"k; esa cgqr ls fo|kFkhZ Hkzfer fn[kkbZfn;sA dqN Nk=ksa us izk:i fy[kus esa =qfV dh] dqN dskjk i= esa eq[; fcUnqvksa dk lekos'k ugha fd;k x;kAdqN fo|kfFkZ;ksa us ^Hkonh;* ds LFkku ij ^vkidk Hkonh;*fy[kk tks x+yr gSA blesa ^vkidk* 'kCn vuko';d gSAizk:i esa dqN fo|kfFkZ;ksa kjk vaxzsth Hkk"kk ds 'kCnksa dkiz;ksx fd;k x;k tks oftZr gSA izk:i esa lHkh ckrsa ckb±vksj fy[kh gksuh pkfg;s] bl ckr dk Hkh vHkko ns[kkx;kA Hkk"kk ,oa O;kdj.k lEcU/kh v'kqf);ksa dk ckgqY;ik;k x;kA i= esa vkSipkfjd 'kCnksa dk vHkko fn[kkA

39

iz'u esa i=&ys[ku ds funsZ'k dksHkyhHkk¡fr i<+us dks dgk tkuk pkfg;sA

nksuksa izdkj ds i=ksa dk izk:i lfgrfyf[kr vH;kl dkk esa ckjEckj djkukpkfg;sA

'kCn&foU;kl rFkk okD;&foU;kl dh'kqf) ij /;ku dsfUnzr djus gsrqle;≤ ij cPPkksa dks budk izpqjvH;kl fn;k tkuk pkfg;sA

vkSipkfjd i=&ys[ku esa dqNvkSipkfjd 'kCnksa dk iz;ksx vfuok;Zgksrk gSA cPpksa dks ;g ckr t+ksj nsdjle>k nh tkuh pkfg;s fd ,sls i= dkizkjEHk vkSipkfjdrk ls iw.kZ gksukpkfg;sA

Hkk"kk ,oa orZuh lEcU/kh v'kqf);k¡ nwjdjus gsrq fujUrj vH;kl djk;k tkukpkfg;sA

dfBu 'kCnksa ds vFkZ crkdj mudsiz;ksx dk vH;kl dkk esa djokrs jgukpkfg;sA

i= ys[ku izkjEHk djus ls iwoZ ;fnvè;kid ekSf[kd :i ls dkk esa le>knsa rks i= ys[ku ds Lrj esa fuf'pr:i ls lq/kkj gksxkA vr% v/;kidbldk vH;kl djk;saA

(ii) fo|kfFkZ;ksa kjk bl fodYi dk Hkh p;u fd;k x;kAdqN fo|kFkhZ i= ds fo"k; dks xgjkbZ ls ugha le>ik,A dqN Nk=ksa ds kjk lEcks/ku ds i'pkr~ vfHkoknulwpd 'kCn ugha fy[ks x;sA dqN Nk= [ksy rFkk le;ds egRo dks le>kus esa foQy jgsA Hkk"kk esa jkspdrk dkvHkko jgkA vf/kdka'k fo|kfFkZ;ksa ds i=ksa esa izk:ilEcU/kh v'kqf);k¡ fn[kkbZ nhaA orZuh lEcU/kh =qfV;ksa dkHkh ckgqY; fn[kkbZ fn;kA vf/kdka'k fo|kFkhZ i= ds fo"k;dks ysdj rks Li"V jgs exj izHkkoh <ax ls vius fopkjO;Dr djus esa lQy ugha jgsA

vad ;kstuk :—

Á’u 2

i=&ys[ku esa ewY;kadu djrs le; loZizFke izk:i ns[kk tkrk gS ftlds vUrxZr foHkkx] in] irk] fo"k;]lEcks/ku] vfHkoknu dk /;ku j[kk tkrk gSA lgh rjhds ls fy[ks x;s izk:i ij mÙke vad izkIr gksrs gSaA

i= ds vUr esa ys[kd dk uke] irk] fnukad fy[ks gksus ij mfpr vad iznku fd;s tkrs gSaA iz'u ds funsZ'kkuqlkj i= esa lHkh ckrksa dh vfHkO;fDr ljy] Li"V Hkk"kk esa ,oa fo"k;kuq:i laksi esa dh

tkus ij ijhkd kjk mÙke vad fn, tkrs gSaA

40

Question 3

Read the passage given below and answer in Hindi the questions that follow, using your ownwords as far as possible :—

fuEufyf[kr x|ka'k dks /;ku ls if<+, rFkk mlds uhps fy[ks iz'uksa ds mÙkj fgUnh esa fyf[k,A mÙkj;FkklaHko vkids vius 'kCnksa esa gksus pkfg, :—

dkS'ky ns'k ds o`) jktk ds pkj iq= FksA mUgsa ;g fpUrk lrkus yxh Fkh fd jkT; dk mÙkjkf/kdkjhfdls cuk;k tk, \ lksp&fopkj ds ckn vius pkjksa iq=ksa dks cqykdj jktk us dgk—^^rqe pkjksa esa ls tkslcls cM+s /kekZRek dks esjs ikl ysdj vk,xk ogh jkT; dk Lokeh cusxkA** rRi'pkr~ pkjksa jktdqekjvius&vius ?kksM+ksa ij lokj gksdj py iM+sA

dqN fnuksa ckn cM+k iq= vius lkFk ,d egktu dks ysdj vk;k vkSj jktk ls cksyk—^^;s egktuyk[kksa #i;ksa dk nku dj pqds gSa] vusd efUnj o /keZ'kkyk,¡ cuok pqds gSa rFkk lk/kq&lUrksa vkSj czkã.kksadks Hkkstu djkus ds mijkUr gh ;s Hkkstu djrs gSaA buls cM+k /kekZRek dkSu gksxk \**

^^gk¡] okLro esa ;s /kekZRek gSaA** jktk us dgk rFkk lRdkjiwoZd fonk fd;kA

blds ckn nwljk iq= ,d Ñ'kdk; czkã.k dks ysdj vk;k vkSj jktk ls cksyk—^^;s czkã.k nsorkpkjksa /kkeksa dh ;k=k dj vk, gSa] dksbZ rkelh o`fÙk bUgsa Nw ugha xbZ gSA buls c<+dj dksbZ /kekRek ughagSA**

jktk czkã.k ds lek ureLrd gq, vkSj nku&nfk.kk nsdj cksys—^^blesa dksbZ lansg ugha fd ;s ,dJs"B /kekZRek gSaA**

rHkh rhljk iq= ,d lk/kq dks ysdj igq¡pk vkSj cksyk—^^;s lk/kq egkjkt lIrkg esa dsoy ,d ckj nw/kihdj jgrs gSaA Hk;adj lnhZ esa ty esa [kM+s jgrs gSa vkSj xehZ esa iapkfXu rkirs gSaA ;g lcls cM+s /kekZRekgSaA**

jktk us lk/kq dks iz.kke fd;k vkSj dgk—^^fu'p; gh ;s ,d mÙke lk/kq gSaA** lkèkq egkjkt jktk dksvk'khokZn nsdj fonk gq,A

vUr esa lcls NksVk iq= ,d fu/kZu fdlku ds lkFk vk;kA fdlku nwj ls gh Hk; ds ekjs gkFktksM+rk pyk vk jgk FkkA rhuksa HkkbZ NksVs HkkbZ dh ew[kZrk ij Bgkdk yxkdj g¡l iM+sA NksVk iq= cksyk—^^,d dqÙks ds 'kjhj ij yxs ?kko dks ;g vkneh /kks jgk FkkA irk ugha fd ;g /kekZRek gS ;k ughaA vcvki gh blls iwN yhft;sA**

jktk us iwNk—^^rqe D;k /keZ&deZ djrs gks \** fdlku Mjrs&Mjrs cksyk—^^eSa vui<+ gw¡] /keZ fdlsdgrs gSa] ;g eSa ugha tkurkA dksbZ chekj gksrk gS rks lsok dj nsrk gw¡A dksbZ ek¡xrk gS rks eqV~Bh Hkj vUuvo'; ns nsrk gw¡A**

jktk us dgk—^^;g fdlku gh lcls cM+k /kekZRek gSA** jktk dh ckr lqudj rhuksa cM+s yM+ds ,dnwljs dk eq¡g rkdus yxsA jktk us iqu% dgk—^^rhFkZ;k=k djuk] Hkxor vkjkèkuk esa yhu jguk] nku&iq.;djuk vkSj ti&ri djuk Hkh /keZ gS fdUrq fcuk fdlh LokFkZ ds fdlh nhu&nq%[kh vkSj d"V esa iM+s gq,izk.kh dh lsok djuk lcls cM+k /keZ gSA tks ijksidkj djrk gS] ogh lcls cM+k /kekZRek gSA**

(i) jktk dks D;k fpUrk Fkh \ mlus vius iq=ksa dks cqykdj D;k dgk \

(ii) cM+s iq= dh n`f"V esa lcls cM+k /kekZRek dkSu Fkk vkSj mldk D;k dkj.k Fkk \

(iii) lk/kq fdlds lkFk vk;k Fkk \ mldk ifjp; fdl izdkj fn;k x;k \

41

v/;kidksa ds fy, lq>ko& de ls de nks ckj vifBr x|ka'k dks

i<+us ds fy, fo|kfFkZ;ksa dks izsfjr fd;ktkuk pkfg;sA ;FkklEHko fo|kfFkZ;ksa dksvius 'kCnksa esa mÙkj fy[kus dk vH;kldjok;k tkuk pkfg;sA

dkk esa vYidkyhu ijhkk dkvk;kstu dj cPpksa dks vifBr x|ka'kds lHkh iz'u ljy] Li"V ,oa ekSfydHkk"kk esa gy djus dk funsZ'k nsdjmuesa vkRefo'okl ds lkFkfopkjkfHkO;fDr dks c<+kok fn;k tkukpkfg;sA

Hkk"kk ,oa orZuh lEcU/kh v'kqf);ksa dksvH;kl kjk nwj djus dk iz;kl fd;ktkuk pkfg;sA

dkk esa dgkfu;k¡ lqukdj muds mÙkjiwNdj Hkh vH;kl djokuk pkfg;s],slk djus ls vifBr ds iz'uksa dslVhd mÙkj viuh Hkk"kk esa fy[kus esafo|kfFkZ;ksa ds Lrj ij lq/kkj gksrk gSA

Nk=ksa dks ;g Hkh le>kuk vko';d gSfd vxj iz'u ds nks ;k rhu Hkkx gSarks mÙkj Hkh mrus gh Hkkxksa esa fy[kukpkfg;s rHkh iw.kZ vad izkIr fd;s tkldrs gSaA

fopkjkRed iz'uksa dk fujarj vH;kldjokuk pkfg;sA

u;s&u;s 'kCnksa dk iz;ksx Hkh Hkk"kk Kkudh o`f) esa lgk;d gksrk gSA vr%Nk=ksa dks fuR; u;s&u;s 'kCnksa lsvoxr djkuk pkfg;sA

Nk=ksa dh le> ,oa rdZ 'kfDr dho`f) ds fy, dkk esa ckjEckjfoospukRed] fopkjkRed] fo'ys"k.kkRed,oa rdZ ijd iz'uksa dk vH;klvko';d gSA

(iv) fdlku dks jktk ds lkeus dkSu yk;k Fkk vkSj D;ksa \ jktk us fdlku dks gh lcls cM+k /kekZRekD;ksa dgk \

(v) izLrqr x|ka'k ls D;k f'kkk feyrh gS \

ijhkdksa dh fVIif.k;k¡ :—(i) iz'u ds nksuksa Hkkx Li"V Fks blfy, lHkh cPpksa kjk

lgh mÙkj fy[ks x;s] ijUrq vius 'kCnksa esa mÙkj dsLFkku ij x|ka'k dh Hkk"kk esa gh cPpksa us mÙkj fy[ksAorZuh lEcUèkh v'kqf);k¡ ;nk dnk ns[kh x;haA

(ii) vf/kdka'k fo|kfFkZ;ksa ds kjk Li"V Hkk"kk esa mÙkj fy[kkx;k] cl dqN Nk= /kekZRek gksus dk vFkZ Li"V djusesa vleFkZ jgsA ,slk izrhr gqvk fd vifBr ds iz'uksadk /;kuiwoZd vè;;u ugha fd;k x;kA

(iii) vkf/kdka'k fo|kfFkZ;ksa us iz'u ds nksuksa Hkkxksa dk lVhdmÙkj fy[kk] ijUrq dfri; fo|kFkhZ lk/kq 'kCn dk vFkZLi"V djus esa vleFkZ jgsA bldk ewy dkj.k iz'uksadks HkyhHkk¡fr le>dj u i<+ ikuk gSA

(iv) bl iz'u ds rhu Hkkx gSa—dkSu] D;ksa rFkk /kekZRek D;ksadgk x;k \ dqN fo|kFkhZ ;g Li"V ugha dj ik;s fdjktk us fdlku dks gh lcls cM+k /kekZRek D;ksa dgk \dqN fo|kfFkZ;ksa us iz'u dk nwljk Hkkx Li"V :i lsof.kZr ugha fd;k rFkk eq[; fcUnqvksa dk mYys[k Hkhugha fd;kA

(v) fo|kfFkZ;ksa us x|ka'k ls feyus okyh dsoy ,d ghf'kkk dk mYys[k fd;k vkSj og Hkh laksi esaAvf/kdka'k mÙkj iqfLrdkvksa esa foLr`r o.kZu dk vHkkofn[kk;h fn;kA

42

vad ;kstuk :—

Á’u 3

jktk dh fpark rFkk fpark dks nwj djus ds fy, jktk kjk vius iq=ksa dks cqykdj funsZ'k nsukA

jktk ds cM+s iq= ds fopkj rFkk mlds fopkjksa dks Li"V djrk gqvk dkj.k Li"V djukA lk/kq dk vkukA fdlds lkFk vkuk rFkk mldk ifjp; nsukA fdlku dks jktk ds lkeus ykus okys dk ifjp;] ykus dk dkj.k rFkk fdlku dks gh lcls cM+k

/kekZRek crkus dk dkj.k Li"V djukA vifBr x|ka'k dks xgjkbZ ls i<+dj le>rs gq, mlls feyus okyh lh[k fy[kukA de ls de nks

lh[k vo'; fy[kuh pkfg;s rHkh iw.kZ vad izkIr gksrs gSaA

Question 4

Answer the following according to the instructions given :—

fuEufyf[kr iz'uksa ds mÙkj funsZ'kkuqlkj fyf[k, %—

(i) fuEufyf[kr 'kCnksa ds fo'ks"k.k cukb, %—

iwtk] /keZA

(ii) fuEufyf[kr 'kCnksa esa ls fdlh ,d 'kCn ds nks&nks i;kZ;okph 'kCn fyf[k, :—

jktk] tyk'k;A

(iii) fuEufyf[kr 'kCnksa esa ls fdUgha nks 'kCnksa ds foijhrkFkZd 'kCn fyf[k, :—

fuekZ.k] Øks/k] nsgkrh] ew[kZrkA

(iv) Hkkookpd laKk cukb, :—

lk/kq] riLohA

(v) fuEufyf[kr eqgkojksa esa ls fdlh ,d dh lgk;rk ls okD; cukb, :—

dku dk dPpk] Jhx.ks'k djukA

(vi) dks"Bd esa fn, x, okD;ksa esa funsZ'kkuqlkj ifjorZu dhft, :—

(a) d'ehj esa vusd n'kZuh; i;ZVd LFky ns[kus ;ksX; gSaA

¼okD; dks 'kq) dhft;s½

(b) eSa dye ls fy[kw¡xkA

¼okD; dks Hkwrdky esa cnfy;s½

(c) vki ifjokj ds lkFk gekjs ?kj vkb,xkA

¼js[kkafdr ds LFkku ij ,d 'kCn dk iz;ksx dhft;s½

43

v/;kidksa ds fy, lq>ko& fo|kfFkZ;ksa dks izpqj ek=k esa fyf[kr ,oa

ekSf[kd :i ls fo'ks"k.k 'kCnksa dkvH;kl djkuk pkfg;sA

fo'ks"k.k cukus dh fØ;k fl[kkrs le;lgh orZuh dk Kku Hkh fn;k tkukpkfg;sA

i;kZ;okph 'kCnksa ds Kku ds fy, ikBi<+krs le; Hkh lekukFkZd 'kCnksa dhtkudkjh nh tkuh pkfg;sA

fo|kfFkZ;ksa dks vf/kdkf/kd foykse 'kCnksals ifjfpr djokuk pkfg;s rFkk budkekSf[kd ,oa fyf[kr vH;kl dkk esadjokuk pkfg;sA

cPpksa dks crk;k tk, fd ftl 'kCn dsfy, tks foykse fuf'pr gS ogh fy[kktk, dksbZ vU; 'kCn ughaA

eqgkojksa ds iz;ksx dk vf/kdkf/kdvH;kl djk;k tk,A cPpksa dks crk;safd eqgkojksa ds iz;ksx ls okD; lkSUn;Zesa o`f) gksrh gSA

,sls 'kCn tks Nk= izk;% xyr fy[krsgSa] mu 'kCnksa dks ';keiV~V ijfy[kdj vH;kl djkus ls dkk ds lkjscPps tYnh gh 'kq) fy[kuk lh[k tkrsgSaA

Hkkookpd laKk dk fo'ks"k vè;;uvko';d gSA fo'ks"k.k ,oa HkkookpdlaKk nksuksa dk i`Fkd&i`Fkd xguvH;kl djokuk pkfg;sA

okD; lajpuk ds le; 'kCnksa dsvuq:i iz;ksx dk vH;kl djkukpkfg;sA orZuh dh v'kqf);ksa dh vksjNk=ksa dk /;ku fnykdj mu v'kqf);ksadks nwj djus dk vH;kl Hkh vko';dgSA

fo|kfFkZ;ksa ds Kku esa o`f) ds fy;sekSf[kd o fyf[kr nksuksa Lrjksa ijvfojy vH;kl vko';d gSA

ijhkdksa dh fVIif.k;k¡ :—(i) dqN Nk= fo'ks"k.k dk vFkZ ugha le> ik,A

QyLo:i fn;s x;s 'kCnksa ds fo'ks"k.k cukus esavleFkZ jgsA dqN Nk=ksa us fo'ks"k.k rks cuk;sijUrq ek=kvksa dh =qfV ds dkj.k îwtk* 'kCn dkfo'ks"k.k îqT;* ;k îqTuh;* rFkk ^/keZ* dk fo'ks"k.kHkh v'kq) ^/kkehZd* 'kCn fy[kk tcfd lgh 'kCngS ^/kkfeZd*A

(ii) vf/kdka'k cPpksa us jktk ds i;kZ;okph ds fy,^ckn'kkg* vkSj ^'kga'kkg* tSls 'kCnksa dk iz;ksxfd;k tks Qkjlh Hkk"kk ds 'kCn gSa gekjh nsoukxjhfyfi ds ughaA T+;knkrj cPpksa us i;kZ;okph 'kCnrks lgh fy[ks exj orZuh lEcU/kh v'kqf);k¡ dhftl dkj.k vad dkV fy, x;sA

(iii) vf/kdka'k fo|kfFkZ;ksa us foykse 'kCn lgh fy[ksAdqN Nk= ^fuekZ.k* 'kCn dks ysdj Hkzfer jgs rFkkdqN Nk=ksa us ^Øks/k* 'kCn dk foykse ^'kkar* ;kîzse* fy[kkA dqN Nk= ^nsgkrh* 'kCn dk foykseugha fy[k ik;s vkSj =qfVo'k ^nsgkrh* dk foykseukxfjd fy[k fn;k tcfd vHkh"V 'kCn gS^'kgjh*A

(iv) 'kCn vR;Ur ljy Fks ijUrq orZuh lEcU/khv'kqf);k¡ djus ds dkj.k fo|kfFkZ;ksa us iw.kZ vadizkIr ugha fd;sA

(v) vf/kdka'k Nk=ksa us eqgkojs dk lgh vFkZ fy[kdjokD; Hkh cuk;kA dqN cPps ^Jhx.ks'k djuk*eqgkojs ls lgh okD; jpuk ugha dj ik,A okD;esa orZuh lEcU/kh v'kqf);ksa dk ckgqY; ik;k x;kftl dkj.k iw.kZ vad ugha fn;s tk ldsAfo|kfFkZ;ksa dks dqN vadksa dk uqdlku mBkukiM+kA

(vi) funsZ'kkuqlkj ifjorZu djus esa vf/kdka'k Nk=Hkzfer jgsA(a) Nk=ksa us 'kq) okD; jpuk ugha dhA okD; esa

n'kZuh; vkSj ns[kus ;ksX; 'kCnksa dk iz;ksxfd;k x;k tks v'kq) gSA

(b) vf/kdka'k Nk=ksa us bl okD; dk lgh mÙkjfy[kkA dqN Nk=ksa us êSaus* esa vuqLokj ughayxk;kA

(c) cgqr ls cPpksa us lifjokj ds LFkku ijlgifjokj vFkok ifjokj lfgr fy[kk tksiw.kZr% v'kq) gSA bl dkj.k muds vad dkVsx;sA

44

O;kdj.k ds vuqlkj Hkk"kk esa ^vuqLokj*dk fo'ks"k egRo gSA Nk=ksa dks^vuqLokj* ds iz;ksx gsrq vH;kldjokuk pkfg;sA

funsZ'kkuqlkj okD; ifjorZu esa funsZ'kksadks /;kuiwoZd i<+us ds fy, Nk=ksa dksizsfjr djuk pkfg;sA

Nk=ksa dks dkk esa ,dopu o cgqopudk vH;kl fn;k tkuk pkfg;sA

okD; ifjorZu esa fyax] opu ,oa dkyds lgh mi;ksx dk Kku djokus dsfy, fujUrj vkSj xgu vH;kl djkukvR;ko';d gSA

Hkk"kk lkSUn;Z gsrq O;kdj.k dk mfprKku vko';d gS vr% Nk=ksa dks xguO;kdj.k cks/k djk;k tk,A

vad ;kstuk :—

Á’u 4

(i) fo'ks"k.k cukb, %—

iwtk — iwtuh;

/keZ — /kkfeZd

(ii) nks&nks i;kZ;okph fyf[k, ¼fdlh ,d 'kCn ds nks&nks½ :—

jktk — ui] ujs'k] Hkwi] Hkwifr] egkjkt] eghifr

tyk'k; — rkykc] ljksoj] rM+kx] iks[kj] lj

(iii) foijhrkFkZd@foykse 'kCn fyf[k, ¼dksbZ nks½ :—

fuekZ.k — fouk'k

Øks/k — 'kkfUr

nsgkrh — 'kgjh

ew[kZrk — fork

(iv) Hkkookpd laKk :—

lk/kq — lk/kqRo

riLoh — ri

(v) fuEufyf[kr eqgkojksa esa ls fdlh ,d dh lgk;rk ls okD; cukb, :—

dku dk dPpk — esjk fe= dku dk dPpk gksus ds dkj.k lHkh dh ckrksaesa vk tkrk gSA

45

Jhx.ks'k djuk — esjs fe= ds firk us tc ls u, O;kikj dk Jhx.ks'k fd;kgS rc ls cgqr rjDdh dj jgs gSaA

(vi) dks"Bd esa fn, x, funsZ'kkuqlkj okD;ksa esa ifjorZu dhft, :—

(a) d'ehj esa vusd n'kZuh; LFky gSaA

;k

d'ehj esa vusd n'kZuh; i;ZVd LFky gSaA

(b) eSaus dye ls fy[kkA

;k

eSaus dye ls fy[kk FkkA

;k

eSa dye ls fy[k pqdk FkkA

(c) vki lifjokj gekjs ?kj vkb;sxkA

x|&ladyuQuestion 5

Read the extract given below and answer in Hindi the questions that follow :—

fuEufyf[kr x|ka'k dks if<+, vkSj mlds uhps fy[ks iz'uksa ds mÙkj fgUnh esa fyf[k, :—

^^;ksa rks eSa dgha vkÅ¡&tkÅ¡ lks gh bUgsa ugha lqgkrk] vkSj fQj dy fd'kksjh ds ;gk¡ cqykok ughavk;kA vjs eSa rks dgw¡ fd ?kjokyksa dk dSlk cqykok \ os yksx rks eq>s viuh ek¡ ls de ugha le>rs] ugharks dkSu Hkyk ;ksa HkV~Vh vkSj Hk.Mkj ?kj lkSai ns \**

&vdsyh&

ysf[kdk—eUuw HkaMkjh

(i) fdls] fdldk dgha Hkh vkuk&tkuk ialn ugha gS rFkk D;ksa \

(ii) lksek cqvk fd'kksjhyky ds ?kj fdl vk;kstu ij fcuk fuea=.k ds gh pyh x;h Fkha \ ogk¡ mUgksausfdl izdkj dh vO;oLFkk ns[kh \

(iii) cqykok u vkus ij Hkh lksek cqvk us fd'kksjhyky ds ;gk¡ D;k fd;k rFkk ogk¡ tkus dk D;k rdZfn;k \ vki bl rdZ ls dgk¡ rd lger gSa \ vius fopkj nhft;sA

(iv) ^vdsykiu thou dk lcls cM+k vfHk'kki gSA* bl dgkuh dh ?kVukvksa ds vk/kkj ij Li"V dhft;sA

46

v/;kidksa ds fy, lq>ko& ikB i<+krs le; vè;kid kjk izR;sd

ik= ds fo"k; esa lfoLrkj le>kukpkfg;s ftlls cPpksa esa lUnsg dhxqatkb'k u jgsA

dkk esa i<+krs le; uke fo'ks"k ,oaLFkku fo'ks"k ds ckjs esa le>krs gq,vH;kl djok,¡A

ikB ls lEcfU/kr LofopkjkfHkO;fDrlEcU/kh iz'uksa dk vH;kl vo';djk;k tkuk pkfg;sA

iz'u ds lHkh Hkkxksa dk mÙkjvyx&vyx vuqPNsn esa fy[kus dkvH;kl djkuk vR;ko';d gSA

vè;kid kjk Nk=ksa dks ckj&ckj ikBi<+us dk funsZ'k fn;k tkuk pkfg;sftlls fo|kFkhZ ikB dks xgjkbZ lsle>rs gq, izR;sd iz'u dk lVhdmÙkj nsus esa Lo;a dks leFkZ ik ldsaxsvkSj mudh Hkk"kk Hkh izHkko'kkyh cuik;sxhA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k fo|kfFkZ;ksa ds mÙkj lgh FksA ijUrq dqN

fo|kFkhZ ^D;ksa vkuk&tkuk ilUn ugha gS* dk Hkko Li"Vugha dj ik;sA dqN Nk= lksek cqvk dk uke ugha fy[kik, dsoy iRuh gh fy[kkA

(ii) dqN fo|kFkhZ ;g Li"V ugha dj ik, fd og fdlvk;kstu ij fcuk fueU=.k ds pyh xbZ FkhA fdlh ustUefnu fy[kk rks fdlh us fookg fy[k fn;kA dqNcPpksa us eq.Mu ds LFkku ij tUefnu dk o.kZu djfn;kA okD; foU;kl dh =qfV;ksa dk Hkh ckgqY; ik;kx;kA

(iii)dqN fo|kFkhZ ^rdZ ls dgk¡ rd lger gSa \* ij viusfopkj Li"V djus esa vleFkZ jgsA vf/kdka'k fo|kfFkZ;ksadks vius fopkj Li"V djus esa dfBukbZ dk lkeukdjuk iM+k vr% os vius fopkjksa dh vfHkO;fDr esa HkzferjgsA

(iv)vf/kdka'k Nk= ^vdsykiu vfHk'kki gS* ;g ckr rks Li"Vdj ik, ijUrq ^vfHk'kki dSls gS* \ ;g Li"V djus esavleFkZ jgsA dqN Nk=ksa us nks gh ckrsa fy[kh tcfd rhuvad okys iz'u esa rhu ckrsa fy[kuh vko';d gksrh gSaAdqN Nk= vdsysiu dh O;k[;k gh ugha dj ik,Avdsysiu ls tw>rh lksek cqvk ds fo"k; esa Hkh cgqr decPps mnkgj.k lfgr Li"V dj ik,A

vad ;kstuk :—

Á’u 6

(i) ;gk¡ laU;klh egkjkt dks lksek cqvk dk dgha Hkh fcuk cqyk;s pys tkuk ilUn ugha gSA lksek cqvk viukvdsykiu nwj djus ds fy, fcuk cqyk, fdlh ds Hkh ?kj pyh tkrh FkhA

(ii)lksek cqvk fd'kksjhyky ds ?kj muds csVs ds eq.Mu laLdkj ij fcuk fueU=.k ds gh pyh x;h FkhA ogk¡mUgksaus cgqr lh vO;oLFkk ns[kh Hkh tSls fd fL=;k¡ eq.Mu ij 'kknh ds xhr xk jgh FkhaA leksls dPps ghcuk;s x;s Fks vkSj os Hkh brus T;knk fd cps gh jg tk,a rFkk xqykc tkequ brus de fd ,d ckj f[kykusls fy, Hkh iwjs ugha gq,A

(iii)cqykok u vkus ij Hkh lksek cqvk us fd'kksjhyky ds ?kj tkdj iwjh O;oLFkk Bhd djok nhA leksls nksckjkryok fn;s rFkk xqykc tkequ vkSj cuok fn,A lksek cqvk us ogk¡ tkus dk ;g rdZ fn;k fd fd'kksjhykyesjs csVs gj[kw tSlk gSA D;k eSa mlds ?kj tkus ds fy, fdlh ds fueU=.k dh izrhkk d:¡xhA

gk¡ blesa viuh lgefr gh O;Dr djuh Fkh D;ksafd lksek cqvk ds ifr X;kjg eghus rks ;gugha ns[krs Fks fd mudh iRuh viuk nq%[ke; vdsysiu ls Hkjk thou fdl izdkj O;rhr djrh gS rc,d eghus vkdj mUgsa dqN djus ij Vksdus dk vkSfpR; gh ugha gSA

(iv)vdsykiu thou dk lcls cM+k vfHk'kki gSA eSa bl ckr ls iwjh rjg lger gw¡A euq"; ,d lkekftdizk.kh gS blfy, og vdsys jg gh ugha ldrkA bl rF; dk Li"V mnkgj.k bl dgkuh esa fn[kkbZ nsrk gSAlksek cqvk vius toku csVs dh e`R;q ds ckn oSls gh fcYdqy vdsyh iM+ x;h Fkh fQj mldk ifr Hkh mlsNksM+dj pyk x;k FkkA ,sls esa ;fn og vkl&iM+ksl esa tkdj muds lq[k&nq%[k esa Hkkxhnkj cudjvdsykiu nwj djus dk iz;kl djrh gS rks dksbZ vuqfpr dk;Z ugha djrhA

47

v/;kidksa ds fy, lq>ko& fo|kfFkZ;ksa dks ckjEckj ikB dks

/;kuiwoZd i<+dj mlesa fNis Hkko dksle>us ds fy;s izsfjr fd;k tkukpkfg;sA

dkk esa Nk=ksa dks ;g funsZ'k vo';fn;k tkuk pkfg;s fd os izR;sd iz'udks cgqr /;ku ls i<+sa rFkk ;g le>safd fdlds fo"k; esa D;k iz'u iwNk tkjgk gSA

iz'u ds eq[; fcUnq dks fo'ks"k :i lsLi"V djus dh tkudkjh fo|kfFkZ;ksa dksnh tkuh pkfg;sA

ikB esa ls o.kZukRed iz'uksa dk Hkh dkkesa vH;kl djok;k tkuk pkfg;sA

fofHkUu izdkj ds iz'uksa dk lVhd mÙkjviuh Hkk"kk esa fy[kus ds fy, fyf[krvH;kl dh vko`fÙk djok;h tkuhpkfg;sA

ikB esa fo'ks"k Hkko rFkk vFkZ j[kus okys'kCnksa dh fo'ks"k O;k[;k djuh pkfg;sA

iz'u ds nksuksa Hkkxksa dk mÙkj Li"V :ils vyx&vyx fy[kus dk vH;kldjokuk pkfg;sA

Question 6



^^vkt nsgkrh yksx Hkh dgrs gSa fd gekjs cPpksa dks rkyhe feyuh pkfg;sA rkyhe fdlfy, feyuhpkfg;s \ blfy, ugha fd yM+dk Kkuh cusxk] /keZ&xzUFk i<+ ldsxk vkSj thou esa gj dke fopkjiwoZddjsxkA ij blfy, fd yM+ds dks ukSdjh feysxh vkSj ge tSls fnu Hkj [kVrs gSa] oSls mls [kVuk uiM+sxkA**

&Je dh izfr"Bk&

ys[kd—vkpk;Z fouksck Hkkos

(i) dke ds izfr nsgkrh yksxksa dh eukso`fÙk dSlh gks xbZ gS vkSj D;ksa \

(ii) fnekxh dke djus okys yksx etnwjksa ds izfr D;k fopkj j[krs gSa \

(iii) ys[kd us etnwjksa dh rqyuk fdlls dh gS rFkk D;ksa \ le>kdj fyf[k;sA

(iv) izLrqr fucU/k dk mís'; fyf[k;sA

ijhkdksa dh fVIif.k;k¡ :—(i) dqN fo|kFkhZ eukso`fÙk 'kCn dk vFkZ ugha le> ik;s] blfy,

mÙkj Hkh iw.kZ ,oa Li"V fy[kus esa vleFkZ jgsA dqN Nk=nsgkrh 'kCn ls Hkzfer gks x;s vkSj dqN fo|kFkhZ ^D;ksa* dhvksj /;ku gh ugha ns ik,A okD; foU;kl ,oa orZuh lEcU/khv'kqf);k¡ Hkh vfèkd ik;h x;haA

(ii) fnekxh dke djus okys yksxksa dk etnwjksa ds izfr ;gO;ogkj fd 'kkjhfjd Je rks lHkh dj ldrs gSa ysfdufnekx+h dke ogh dj ldrk gS ftlds ikl fdrkch Kkugksrk gS bl ckr dh xgjkbZ rd ugha igq¡p ik,A fo|kFkhZdsoy etnwjksa dh lksp vkSj fnekxh dke djus okyksa dslk/kkj.k fopkj rd gh igq¡p ik,A

(iii)iz'u ds izFke Hkkx dk mÙkj vf/kdka'k Nk=ksa us lVhd fy[kkysfdu dqN Nk= fy[k ikus esa vleFkZ jgsA dqN fo|kfFkZ;ksaus etnwjksa dks 'ks"kukx rks crk;k ysfdu vk/kkj VwVus okyhckr Li"V ugha dj ik,A blfy, iz'u ds ftl Hkkx esa^'ks"kukx D;ksa crk;k gS \* dk mÙkj Li"V ugha dj ik, ftldkj.k mUgsa vadksa dk uqdlku mBkuk iM+kA

(iv)bl fucU/k ys[ku dk mís'; etnwjksa ds Je dks izfrf"Brdjuk gSA muds dk;Z dks egRo nsrs gq,] mudh vgfe;rle>rs gq, mUgsa bT+t+r nsuk vkfn ckrsa cgqr ls fo|kFkhZLi"V ugha dj ik,A dqN fo|kFkhZ ,d gh ckr dh iqujko`fÙkdjrs jgsA orZuh lEcUèkh v'kqf);k¡ Hkh feyha ftudk izHkkovadksa ij iM+kA

48

vad ;kstuk :—

Á’u 6

(i) ;gk¡ xk¡o esa jgus okys nsgkfr;ksa dh lksp dh ckr dh tk jgh gS tks vkt deZ;ksxh ugha jgs gSa] dke ls thpqjkus yxs gSa] vius cPpksa dks vius lkFk dke esa yxkus dh ugha] i<+kus dh lksprs gSa rkfd muds cPpksa dksmudh Hkk¡fr fnu jkr dfBu ifjJe u djuk iM+sA mudh bl izdkj dh eukso`fÙk ds ihNs ;gh dkj.k fNikgS fd vkt fdlku vius deZ dks bT+t+r dh n`f"V ls ugha ns[krk gSA

(ii)fnekx+h dke djus okys yksx Lo;a dks etnwjksa ls Js"B le>rs gSa blfy, mUgsa de ls de iSlk nsrs gSa rFkkT+;knk ls T+;knk dke djokus dh lksprs gSaA vkt fnekx+h dke djus okys lksprs gSa fd 'kkjhfjd Je rksdksbZ Hkh dj ldrk gS ysfdu fnekx+h dke ogh dj ldrk gS ftlus fdrkch Kku gkfly fd;k gksA

(iii)ys[kd us etnwjksa dh rqyuk 'ks"kukx ls dh gS D;ksafd ys[kd dk ekuuk gS fd vkt ge tks lq[ke; thouO;rhr dj jgs gSa mlds ihNs etnwjksa dk gh gkFk gSA ftl izdkj fgUnq ekU;rk ds vuqlkj ;g /kjrh'ks"kukx ds eLrd ij fLFkr ekurs gSa rFkk ;g Hkh ekU;rk gS fd ck<+] HkwdEi tSlh izkÑfrd vkink,a'ks"kukx ds fgyus&Mqyus ls gh gksrh gSa mlh izdkj ;fn etnwj fdlh dkj.ko'k dke djuk NksM+ nsa rkslkjh /kjrh rgl&ugl gks tk;sxhA eSa Hkh ys[kd ds fopkjksa ls lger gw¡A

(iv) izLrqr fucU/k ys[ku dk eq[; mís'; Je dks izfrf"Br djuk gS D;ksafd ys[kd us et+nwjksa dks egkuO;fDr;ksa dh laKk nh gS vFkkZr~ mUgsa egku dk;Z djus okys O;fDr crk;k gSA ys[kd us mUgsa deZ;ksxh ,oa/kekZRek Hkh crk;k gS ,oa mu et+nwjksa dks /kjrh dk 'ks"kukx Hkh dgk gSA Jfedksa ds bUgha lc xq.kksa dk o.kZudjrs gq, muds egRo dks c<+kuk gh ys[kd dk mís'; gSA viuh ckr dks Li"V djus ds fy, ys[kd usjkek;.k esa lhrk rFkk egkHkkjr esa JhÑ".k dk mnkgj.k fn;k gSA ys[kd us egkRek xk¡/kh dk Hkh mnkgj.knsdj deZ dks gh Js"B crk;k gSA

Question 7



^^eSa ugha tkurh fd og 'kga'kkg Fkk ;k lk/kkj.k eqxy] ij ,d fnu blh >ksiM+h ds uhps og jgkFkkA eSaus lquk Fkk] og esjk ?kj cukus dh vkKk ns x;k FkkA eSa vkthou viuh >ksiM+h [kqnokus ds Mj lsHk;Hkhr jgh FkhA**

&eerk&

ys[kd—t;'kadj izlkn

(i) oDrk dk lafkIr ifjp; nhft;sA

(ii) dkSu] fdldk ?kj cuokus dh vkKk ns x;k Fkk rFkk D;ksa \

(iii) >ksiM+h ds LFkku ij ogk¡ D;k cuk;k x;k vkSj ml ij D;k fy[kk x;k \ vius 'kCnksa esa fyf[k;sAcrkb;s fd okLro esa og LFkku fdlds uke dk egRo j[krk gS \

(iv) bl dgkuh ds ekè;e ls ys[kd us gesa D;k lans'k nsuk pkgk gS \

49

v/;kidksa ds fy, lq>ko& laoknksa ds vk/kkj ij oDrk ,oa Jksrk

ds fo"k; esa ckj&ckj vH;kl djokukmfpr gksxkA

fo|kfFkZ;ksa dks rdZ&'kfDr ds vk/kkj ijmÙkj fy[kus dk vf/kd ls vf/kdvH;kl djkuk pkfg;sA

iz'u rFkk izlax dks tksM+rs gq, mÙkj esaftrus Hkh fodYi vkus gksa lHkh dksfy[kus dk vH;kl djokuk Js;LdjgksxkA

ikB ds Hkko dh xgjkbZ ls foospukdjokus dk vH;kl vko';d gSA

dkk esa Nk=ksa dks o.kZukRed iz'uksa dkfyf[kr vH;kl djokuk vR;ko';dgSA fo"k; ij ppkZ Hkh djuh pkfg;sA

Nk=ksa esa uSfrd ewY;ksa dks mRiUu djusds ds iz;kl lkFk&lkFk bl ckr dsfy, ckj&ckj ltx djuk pkfg;s fdos iz'u ds lHkh Hkkxksa dk mÙkjckjh&ckjh ls vyx&vyx nsaA

ikB fo'ks"k ls feyus okyh lh[k] lans'kvkfn dk vH;kl dkk esa vo'; djk;ktkuk pkfg;sA

ikB ls lEcfU/kr fopkj ,oa ys[kulEcfU/kr iz'uksa dk fyf[kr vH;klvo'; djk;k tkuk pkfg;sA

ikB esa fufgr dfBu 'kCnksa ds fo'ks"kvFkZ dk vH;kl djkuk Hkh fo|kfFkZ;ksa esavkRe& fo'okl esa o`f)dkjd fl)gksrk gSA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k fo|kfFkZ;ksa us bl iz'u dk mÙkj lgh fy[kk

exj dqN Nk= eerk ds uke ls Hkzfer fn[kk;h fn;sAdqN Nk=ksa us rks eerk ds ifjp; ds uke ij dsoy ukegh fy[kdj viuk mÙkj iw.kZ dj fn;kA

(ii) vf/kdka'k fo|kfFkZ;ksa us vius foosd ls bl iz'u ds nksuksaHkkxksa dk lVhd mÙkj fy[kkA iz'u vR;Ur ljy FkkijUrq dqN fo|kFkhZ iz'u ds nwljs Hkkx ^D;ksa* esa gqek;w¡ dsLFkku ij vdcj fy[kdj Hkzfer gks x,A

(iii)>ksaiM+h ds LFkku ij v"Vdks.k efUnj u fy[kdj dqNNk= dsoy xxupqEch efUnj fy[krs jgs rks dqN us dsoyefUnj gh fy[k fn,A dqNsd Nk=ksa us egy 'kCn dkiz;ksx Hkh fd;kA v"Vdks.k efUnj ij yxk;s x;sf'kykys[k ij fdldk uke gksuk pkfg;s Fkk bldks fy[kusesa Hkh fo|kFkhZ T+;knkrj Hkzfer gh fn[kkbZ fn;sA

(iv)bl iz'u dh xgjkbZ dks u le> ikus ds dkj.k vf/kdka'kNk= lans'k Bhd ls Li"V ugha dj ik;sA dqN fo|kFkhZikB ds lUns'k esa vfrfFk&lRdkj dk gh o.kZu djrs jgsAns'kHkfDr rFkk dÙkZO;ijk;.krk dk o.kZu ugha fd;kblfy, os bl iz'u esa iw.kZ vad izkIr ugha dj ik,A

50

vad ;kstuk :—

Á’u 7

(i) oD+rk dk uke eerk] mldh igpku ,oa mlds firk dk uke pwM+kef.k bR;kfn fy[kus ij iw.kZ vad fn;sx;sA

(ii) gqek;w¡ dk uke] mlds kjk eerk dk ?kj cuokus dh vkKk nsuk D;ksafd ogk¡ mlus foJke fd;k Fkk ftldsdkj.k mldh izk.k jkk gqbZ Fkh vkfn ckrksa ij vad fn;s x;sA

(iii)>ksaiM+h ds LFkku ij ,d v"Vdks.k efUnj cuk;k x;k vkSj ml ij fy[kk x;k fd lkrksa ns'kksa ds ujs'k us;gk¡ ,d fnu foJke fd;k Fkk] mudh Le`fr esa ;g efUnj cuk;k x;k gS rFkk okLro esa og LFkku eerkdk Hkh egRo j[krk gS vkfn rhu ckrksa dks /;ku esa j[kdj vad fn;s x, gSaA

(iv)eerk dgkuh ls feyus okys lans'k tSls dÙkZO;ijk;.krk] vfrfFk nsoks Hko%] ns'k ds izfr vVwV HkfDr vkfnfy[kh xb± rhu ckrsa ns[kdj iw.kZ vad fn;s x, gSaA

pUæxqIr foØekfnR;ys[kd—izdk'k uxk;p

Question 8



^^eSa gh ugha] ex/k dh lkjh iztk tkurh gS fd tks dqN Hkh jkexqIr vkSj mlds eaf=;ksa us fd;k gS]xqIr oa'k dh ijEijk vkSj LoxhZ; lezkV leqnzxqIr dh bPNk vkSj vkKkvksa ds fo#) gh ugha /keZ ds fo#)Hkh gSA**

(i) mDr dFku dk oDrk vkSj Jksrk dkSu gS \ blls iwoZ oDrk Jksrk dh fdlls rqyuk dj jgs Fks vkSjD;ksa \

(ii) /keZ fdls dgrs gSa \ jkexqIr ds kjk fdl x, dk;Z dks /keZ ds fo#) D;ksa dgk x;k gS \

(iii) leqnzxqIr dk ifjp; nsrs gq, crkb;s fd ;gk¡ mudh ppkZ D;ksa dh tk jgh gS \

(iv) miU;kl ^pUnzxqIr foØekfnR;* ;q) iz/kku miU;kl gSA mnkgj.k kjk Li"V dhft;sA

51

v/;kidksa ds fy, lq>ko& Nk=ksa dks ckj&ckj miU;kl i<+us ds

fy, izsfjr djuk pkfg;sA miU;kl dk ewy Hkko fo|kfFkZ;ksa dks

vè;kid kjk Li"V rkSj ij crkukpkfg;s vkSj dkk esa fo|kfFkZ;ksa ds lkFkfoospuk Hkh djuh pkfg;sA

miU;kl esa of.kZr izR;sd ?kVuk dksfoLrkjiwoZd le>krs gq, dkk esa cPpksadks fyf[kr vH;kl fn;k tk,A

miU;kl dk eapu djokdj fo|kfFkZ;ksadks miU;kl ds ,d&,d ik= ds pfj=,oa pyu ds ckjs esa vklkuh lsle>k;k tk ldrk gSA

fo|kfFkZ;ksa dks ;g crk;k tkuk pkfg;sfd iz'u esa tgk¡ Hkh FkksM+k lUnsg gks rksiz'u dks ckj&ckj i<+dj visfkr mÙkjfy[kus dk iz;kl djsaA

dfBu 'kCnksa ds vFkZ dkk esa crk,tkus pkfg;s ftlls i<+rs le; Nk=ksadks lc dqN Li"Vr% le> esa vktk,A

miU;kl dh i"BHkwfe ,sfrgkfld gS]vr% Nk=ksa dks ,sfrgkfld ifjizs; esadqN lanHkZ vo'; crk;k tkuk pkfg;sA

fopkjkRed ,oa foospukRed iz'uksa dkiz;kl dkk esa djokuk vR;ko';d gSA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k fo|kFkhZ oD+rk vkSj Jksrk ds uke esa Hkzfer fn[kkbZ

fn,A dqN Nk=ksa us oD+rk vkSj Jksrk ds uke vny&cny djfy[ksa tSls fo".kq 'kekZ dks Jksrk rFkk pUnzxqIr dks oD+rk cukfn;kA dqN cPpksa us leqnzxqIr ds LFkku ij jkexqIr ls rqyukfy[k nhA vr% lgh uke u fy[kus ds dkj.k ,sls fo|kfFkZ;ksads vad dkV fn;s x,A

(ii) /keZ dk lgh vFkZ gS uSfrd ewY;ksa dk ikyu djukA ;gk¡vusd Nk=ksa us fgUnq&eqfLye /keZ ls tksM+dj vFkZ fy[kkAjkexqIr us firk dk lEeku ugha fd;kA /kqzoLokfeuh ls fookgtSls dk;Z dks /keZ ds fo#) crk;kA

(iii) dqN fo|kFkhZ leqnzxqIr dk ifjp; Li"V rkSj ij ugha fy[kik,A bl iz'u ds mÙkj esa leqnzxqIr dh foosd'khyrk ,oanwjnf'kZrk dh iz'kalk gksuh pkfg;s Fkh ysfdu dqN Nk=ksa usdsoy uke crkdj NksM+ fn;kA iz'kalk ugha fy[khA dqN Nk=eq[; fcUnq fy[kus esa vleFkZ jgsA

(iv) ;g miU;kl ,d ;q) iz/kku miU;kl gS bl ckr dks Li"Vdjus esa fo|kFkhZ vleFkZ jgsA dqN Nk= dsoy ,d nks ;q) dsckjs esa gh crk ldsA iw.kZ ,oa lVhd mÙkj cgqr de Nk= ghfy[k ik,A bl iz'u ds mÙkj esa vf/kdka'k Nk=ksa dks vadksa dkuqdlku mBkuk iM+kA

52

vad ;kstuk :—

Á’u 8

(i) izLrqr dFku ds oD+rk ex/k ds jktiqjksfgr fo".kq 'kekZ ,oa Jksrk pUnzxqIr gSaA bl dFku ls iwoZ fo".kq 'kekZpUnzxqIr dh rqyuk muds firk leqnzxqIr ls dj jgs Fks D;ksafd pUnzxqIr vius firk dh rjg gh ohj]lkglh ,oa xq.kh FksA ftl izdkj muds firk leqnzxqIr us vusd jkT;ksa dks thrdj Hkkjr dks ,d lw= esack¡/kk Fkk ogh dk;Z pUnzxqIr Hkh djuk pkgrs FksA bl rqyuk dk dkj.k ;g Hkh Fkk fd pUnzxqIr ds LFkkuij jkexqIr dk cyiwoZd cSBuk rFkk iztk ij vR;kpkj djuk FkkA ,d vad oD+rk ,oa Jksrk ds uke Bhdfy[kus ij fn;k x;k rFkk vU; vad rqyuk dk dkj.k lgh&lgh fy[kus ijA ;fn nksuksa ik lVhd fy[ksx;s Fks rks cPpksa us iw.kZ vad izkIr fd,A

(ii) uSfrd ewY;ksa ds ekxZ ij pyrs gq, vkpj.k djuk rFkk dÙkZO; dk ikyu djuk gh /keZ dgykrk gSAjkexqIr us ,d ds ckn ,d dbZ ,sls dk;Z fd, Fks tks iw.kZr% /keZ ds fo#) Fks] tSls firk leqnzxqIr dhchekjh dh lwpuk pUnzxqIr dks u nsuk rFkk HkkbZ pUnzxqIr dh okXnÙkk ls Lo;a fookg djuk ,oa iztk ijvR;kpkj djuk vkfn ckrksa ij vad&fu/kkZj.k fd;k x;kA Nk=ksa kjk nksuksa ik Li"V djus ij iw.kZ vadizkIr fd, x,A

(iii) leqnzxqIr] jkexqIr rFkk pUnzxqIr ds firk FksA og cgqr gh ;ksX;] U;k;&fiz;] lkglh] ohj ,oa foosdh jktkFksA muds jkT; esa vU;k; dk dke gh ugha Fkk] ysfdu vkt muds v/kehZ iq= jkexqIr us cyiwoZd mudsjkT; ij vuSfrd :i ls vf/kdkj izkIr dj fy;k gS rFkk og os lc dk;Z dj jgk gS tks leqnzxqIr usdHkh ugha fd;s FksA vkt iztk dks leqnzxqIr rFkk pUnzxqIr ljh[ks jktk dh vko';drk gS ysfdu leqnzxqIrdk fu/ku gks pqdk gS rFkk pUnzxqIr foo'k gSA leqnzxqIr us pUnzxqIr dks gh ;qojkt ?kksf"kr fd;k Fkkysfdu vkt ifjfLFkfr foijhr py jgh gS blfy, leqnzxqIr dk o.kZu fd;k tk jgk gSA lVhd ,oa lghmÙkj fy[ks tkus ij iw.kZ vad fn;s x, gSaA

(iv)pUnzxqIr foØekfnR; ,d ;q) iz/kku miU;kl gSA bl ,dkadh esa izkjEHk ls ysdj vUr rd dsoy ;q)ksa dkgh o.kZu gSA loZizFke pUnzxqIr d'ehj dh vksj ls ;q) djds /kqzoLokfeuh dks ykrk gS fQj ;q) djusv;ksè;k dh vksj pyk tkrk gSA blds foijhr ex/k ds flagklu ij ,d v;ksX; ,oa dk;j 'kkld dksns[kdj vkl&ikl dh lhekvksa ij vkØe.k gksus izkjEHk gks x;s FksA pUnzxqIr dks lcls cM+k ;q) 'kdksa dsrhu 'kfDr'kkyh izns'kksa ekyok] xqtjkr ,oa lkSjk"Vª ls djuk iM+kA buds vfrfjDr pqUnzxqIr dks vkSj Hkhvusdksa ;q) djus iM+sA bUgha ;q)ksa ds o.kZu ds vk/kkj ij rhu vadksa dk fu/kkZj.k fd;k x;kA Nk=ksa kjkleLr ;q)ksa dk lVhd o.kZu djus ij iw.kZ vad fn, x,A

Question 9



^^vxj geus 'kdjkt dh ek¡xs iwjh u dh rks losjk gksrs gh 'kdksa dh lsuk gesa vlgk; HksM+&cdfj;ksadh rjg dkV MkysxhA**

(i) izLrqr laokn ds oDrk vkSj Jksrk dkSu gSa \ lafkIr ifjp; nhft;sA

(ii) 'kdjkt dh 'krs± D;k Fkh \ os 'krs± viekutud D;ksa Fkh \

(iii) 'kdjkt dh 'krks± dks iwjk djus esa D;k dfBukb;k¡ gSa \ le>kdj fyf[k;sA

53

v/;kidksa ds fy, lq>ko& vè;kid Nk=ksa dks miU;kl ds izR;sd

vè;k; dk lfoLrkj vè;;u djk,aA iz'uksa ds mÙkj Lo&foosd ls nsus rFkk

iz'u ds fdlh Hkh Hkkx dks ugha NksM+usds fy, Nk=ksa dks fo'ks"k :i ls izsfjrdjuk pkfg;sA

miU;kl dks le>rs gq, ckj&ckj i<+usds fy, Nk=ksa dks funsZ'k fn;k tkukpkfg;sA

miU;kl i<+krs le; Hkkjrh; laLÑfrrFkk mlls tqM+h fo'ks"krkvksa oekU;rkvksa dk Hkh laksi esa o.kZu djukpkfg;sA

miU;kl ds vk/kkj ij bfrgkl ds ,slsrF;ksa ls Nk=ksa dks voxr djkukpkfg;s tks muds fy, lgk;d lkfcrgksaA

pkfjf=r fo'ks"krk crkus okys iz'uksa dkvH;kl djokuk pkfg;s rFkk rqyukRedO;k[;k djuk Hkh fl[kk;k tkukpkfg;sA

Nk=ksa dks fopkjkRed ,oa fooj.kkRediz'uksa dk vf/kdkf/kd vH;kl djok;ktkuk pkfg;sA

miU;kl dh izR;sd ?kVuk dks HkyhHkk¡fri<+us rFkk mls ân;axe djus ds fy,Nk=ksa dks izsfjr djuk pkfg;s ftlls os?kVuk fo'ks"k ls tqM+s iz'uksa dk mÙkjvklkuh ls ns ldsaA

dkk esa vè;kid miU;kl dh muckrksa ij fo'ks"k cy nsa tgk¡ ij dqN'krs± j[kh xbZ gksa ;k lgefr@vlgefrtrkbZ xbZ gks D;ksafd ,sls iz'uksa dsekè;e ls Nk=ksa ds ckSf)d Lrj dkvkdyu fd;k tkrk gSA

(iv) mi;qZDr laokn dh izfrfØ;k esa Jksrk us D;k fopkj izLrqr fd, \ vki bl fopkj ls dgk¡ rdlger gSa \ rdZ lfgr mÙkj nhft;sA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k Nk= oD+rk ,oa Jksrk ds uke dks ysdj

Hkzfer jgsA dqN Nk=ksa kjk lafkIr ifjp; Hkh mYVkfy[kus ds dkj.k vad dkVs x,A

(ii) vf/kdka'k Nk=ksa kjk 'kdjkt dh ,d gh 'krZ fy[khx;h tcfd nks 'krks± dk mYys[k djuk FkkA dqN Nk=;g Li"V ugha dj ik;s fd 'krs± viekutud D;ksaFkhA bl dkj.k mUgsa vadksa dk uqd+lku mBkuk iM+kA

(iii) vf/kdka'k Nk=ksa us bl iz'u dk mÙkj lVhd fy[kkAdqN Nk= 'kdjkt kjk nh x;h 'krks± dk o.kZu Li"Vugha dj ik;s ,oa dqN Nk=ksa ds ys[ku esa eq[;fcUnqvksa dk vHkko jgkA bl dkj.k muds vad dkVsx,A

(iv) ^laokn dh izfrfØ;k esa Jksrk ds fopkj vyx&vyxnf'kZr gq,* dqN fo|kfFkZ;ksa us bl ij lgefr trk;hysfdu dqN vlger Hkh jgsA vius fopkjksa dks rdZkjk de gh cPps Li"V dj ik,A rdZiw.kZ fopkj Li"Vdjus okys Nk=ksa dks iw.kZ vad fn, x;sA

54

vad ;kstuk :—

Á’u 9

(i) izLrqr laokn ds oD+rk ex/k lezkV jkexqIr vkSj Jksrk egkea=h o lsukifr f'k[kj Lokeh gSaA jkexqIr usleqnzxqIr dh eR;q ds i'pkr~ pUnzxqIr ds v;ksè;k dh vksj ;q) ds fy, tkus ds ckn v;ksX; gksus dsckotwn /kks[ks ls jktflagklu ij vf/kdkj dj fy;kA lezkV leqnzxqIr us jkexqIr dh v;ksX;rk ds dkj.kgh mls ;qojkt ?kksf"kr ugha fd;k Fkk ysfdu f'k[kj Lokeh dh lgk;rk ,oa "kM+;a= ds dkj.k ;g Lo;a jktflagklu ij dkfct+ gks x;k FkkA

(ii) 'kdjkt [kkjosy us laf/k ds izLrko esa d'ehj ds lkFk&lkFk iatkc rd dk jkT; nsuk rFkk /kqzoLokfeuh dslkFk&lkFk lHkh lkeUrksa dh ifRu;ksa dks 'kdjkt ds vUr%iqj esa Hksts tkusokyh nks 'krks± dk mYys[k fd;kFkkA ;s nksuksa 'krs± vR;Ur viekutud Fkha D;ksafd buesa leLr L=h tkfr dk vieku rFkk ex/k dksdyafdr djus okyh ckr FkhA

(iii)'kdjkt [kkjosy dh 'krks± dks iwjk djus esa igyh dfBukbZ ;g Fkh fd ex/k lezkV leqnzxqIr us ftlfo'kky lkezkT; dh LFkkiuk dh Fkh og gkFkksa ls fudyrk fn[kkbZ ns jgk Fkk D;ksafd 'kdjkt d'ehj jkT;ds lkFk iatkc izns'k dh Hkh ek¡x dj jgk Fkk tks vuqfpr FkkA nwljh dfBukbZ ;g Fkh fd /kqzoLokfeuh dslkFk&lkFk leLr lkeUrksa dh ifRu;ksa dks 'kdjkt ds vUr%iqj esa Hkstuk /keZ] lekt ,oa uhfr ds fo#) FkkrFkk lkFk&lkFk jkexqIr ds kjk geys dk Hkh Mj Fkk D;ksafd jkexqIr Hkh rks pUnzxqIr dks ekjuk gh pkgrkFkkA fo|kfFkZ;ksa kjk bu rhu ckrksa dk lVhd mYys[k fd;s tkus ij rhu vadksa dk fu/kkZj.k fd;k x;kA

(iv)mi;qZDr laokn dh izfrfØ;k esa Jksrk f'k[kjLokeh us ;g dgk fd gekjh foo'krk gS fd ge 'kdjkt dh'krs± eku tk,a D;ksafd ge rHkh ex/k jkT; rFkk vius izk.kksa dh jkk dj ldrs gSaA lkFk gh gesa ;g Hkhekuuk iM+sxk fd ge /kqzoLokfeuh dks Hkh Hkstsa D;ksafd 'kkL= Hkh ;gh dgrk gS fd dqy dh jkk ds fy, ,dO;fDr dk] uxj dh jkk ds fy, dqy dk rFkk jk"Vª dh jkk ds fy, uxj dk R;kx dj nsuk pkfg;sA ,ddh jkkFkZ vusd dk fouk'k v/keZ gS blfy, egknsoh ds fy, bruh cM+h lsuk dk fouk'k ugha fd;k tkldrkA bl fopkj ls fdlh Hkh gkyr esa lger ugha gqvk tk ldrk ;g dk;jrk dgykrk gSA fQj jktkdk dÙkZO; viuh iRuh ds lEeku dh jkk djuk] viuh iztk dh jkk djuk gksrk gSA blds fy, ;fn'kL= Hkh mBkus iM+sa rks ihNs ugha gVuk pkfg;sA buesa ls eq[; rhu ckrksa ds fy[kus ij vad fu/kkZfjr fd;sx;s gSaA

Question 10



^^ysfdu ;g fot; v/kwjh gS] lezkV ! ;qojkt panzxqIr vkSj /kqzoLokfeuh dk lcls cM+k cSjh vHkh Hkhthfor gSA**

(i) mi;ZqDr dFku fdlus] fdlls] dc vkSj dgk¡ dgk gS \

(ii) oDrk fdl fot; dh ckr dj jgk gS \ ;g fot; dSls ikbZ xbZ Fkh \ laksi esafyf[k;sA

(iii) ^lcls cM+k cSjh* dkSu gS \ og lcls cM+k cSjh D;ksa gS \ dkj.k lfgr mÙkj nhft;sA

(iv) ^lcls cM+k cSjh* dc vkSj fdl rjg ekjk tkrk gS \ le>kdj fyf[k;sA

55

v/;kidksa ds fy, lq>ko& dkk esa miU;kl i<+krs le; ukeksa dks

js[kkafdr djkus ls fo|kfFkZ;ksa dks ik=ksads uke ;kn j[kus esa vklkuh ghjgsxhA

miU;kl dks ckj&ckj le>dj i<+usds fy, fo|kfFkZ;ksa dks iszfjr fd;ktkuk pkfg;sA

miU;kl ds vk/kkj ij Nk=ksa dksle;≤ ij ,sfrgkfld rF;ksa lsifjfpr djokuk muds fy, Js;Ldjfl) gksxkA

iz'u ds lHkh Hkkxksa dk mÙkjizFkd&izFkd fy[kus dk vH;kldjok;k tkuk pkfg;sA

miU;kl ds lHkh rF;ksa dh tkudkjhnsuh vR;ko';d gSA

Hkk"kk ,oa orZuh lEcU/kh v'kqf);k¡ckjEckj vH;kl ls lq/kkjh tk ldrhgSaA

miU;kl ds izR;sd vè;k; esa of.kZreq[; fcUnqvksa dk ckjEckj vH;kldjok;k tkuk pkfg;sA

Nk=ksa dks ;g le>kuk muds fgr esaJs;Ldj gksxk fd os mÙkj fy[kus dsckn ,d ckj ljljh ut+jksa ls viuskjk fy[ks x, mÙkj dks vo'; i<+ ysafd muds mÙkj iw.kZ ,oa Li"V gSaA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k Nk=ksa kjk lgh mÙkj fy[kus dk iz;kl

fd;k x;k ysfdu dqN Nk= dc vkSj dgk¡ fy[kus esaHkzfer fn[kkbZ fn;sA dqN fo|kfFkZ;ksa ds mÙkj i<+dj,slk izrhr gks jgk Fkk fd mUgksaus vuqeku ds vk/kkjij mÙkj fy[kus dk iz;kl fd;k FkkA

(ii) vf/kdka'k fo|kfFkZ;ksa us cgqr gh lqUnj ,oa lVhd mÙkjfy[ks fdUrq dqN Nk= ^fot;* ds dkj.k dks Li"V ughadj ik,A dqN Nk= uke dks ysdj Hkzfer fn[kkbZ fn;sA

(iii)vf/kdka'k fo|kfFkZ;ksa ds kjk fy[ks x;s mÙkj lVhd,oa lgh Fks exj dgha&dgha vfHkO;fDr dh Li"Vrk dkvHkko fn[kkbZ fn;k FkkA dqN fo|kFkhZ miU;kl dsvè;k; dks ysdj Hkzfer jgs fd izLrqr iz'u miU;klds dkSuls vè;k; ls lEcU/k j[krs gSa blfy, os nwljsvè;k; dk iz'u le>dj mlh ds vuqlkj mÙkjfy[krs jgsA

(iv)dqN fo|kFkhZ ejus dk dkj.k rFkk jkexqIr fdlds kjkekjk x;k vkfn ckrksa dks ysdj Hkzfer jgsA dqNfo|kFkhZ cSjh gksus ds dkj.k dks Li"V ugha dj ik;svkSj u gh os cSjh ds ejus dk dkj.k Li"V dj ik,A

vad ;kstuk :—

Á’u 10

(i) mi;qZDr dFku nsooekZ dk gSA og ;g dFku lezkV jkexqIr ls 'kdjkt [kkjosy dh Nkouh esa pUnzxqIr dsf'kfoj esa ml le; dj jgk gS tc pUnzxqIr us viuh vn~Hkqr ;kstuk ls 'kdjkt dk vUr dj fn;k FkkAlezkV jkexqIr bls pUnzxqIr dh egku fot; ?kksf"kr dj jgs gSa ysfdu nsooekZ blls lger ugha gS rHkhog ;g dFku dgrk gSA bUgha eq[; fcUnqvksa ds vk/kkj ij vadksa dk fu/kkZj.k fd;k x;kA

(ii) oD+rk nsooekZ 'kdjkt [kkjosy ij izkIr fot; dh ckr dj jgk gS D;ksafd lezkV ds :i esa ex/k dsflagklu ij jkexqIr dks ns[kdj 'kdjkt [kkjosy dk lkgl c<+ pqdk FkkA og jkexqIr dh detksfj;k¡tkurk Fkk fd jkexqIr jkT; dh jkk djus ds ;ksX; ugha gSA blfy, mlus ekSdk ns[kdj ex/k lkezkT;ij vkØe.k dj fn;kA b/kj pUnzxqIr us vkrs gh ,d vpwd ;kstuk ds rgr /kqzoLokfeuh ls feydj mlh

56

ds [kses esa tkdj nq"V 'kdjkt dks ekjdj ml ij fot; izkIr dj yhA bUgha fcUnqvksa ds vk/kkj ij vadfn, x,A

(iii) ;gk¡ lcls cM+k cSjh jkexqIr dks crk;k x;k gS bldk dkj.k jkexqIr dh xíkjh gS D;ksafd mlus pUnzxqIrdh vuqifLFkfr esa f'k[kjLokeh ds lkFk feydj ex/k ds flagklu ij gh vf/kdkj dj fy;k FkkA jkexqIrus /kqzoLokfeuh ds lkFk Hkh cyiwoZd fookg dj fy;k Fkk rFkk mlus egkeU=h lkseukFk dk Hkh o/k djfn;k FkkA mlus pUnzxqIr dks egkjkt leqnzxqIr dh chekjh dh Hkh lwpuk ugha nh FkhA blh dkj.k nsooekZjkexqIr dks lcls cM+k dk;j ,oa cSjh ekurs FksA bUgha rhu dkj.kksa ds vk/kkj ij rhu vadksa dk fu/kkZj.kfd;k x;kA

(iv) vius lEcks/ku esa tc nsooekZ pUnzxqIr dks ;qojkt ,oa /kqzoLokfeuh dks nsoh dgrk gS rks jkexqIr vR;UrØksf/kr gks tkrk gS vkSj og nsooekZ dks cUnh cukus dk vkns'k nsrk gS ftls pUnzxqIr foQy dj nsrk gSAm/kj /kqzoLokfeuh Hkh jkexqIr dh iRuh gksus dh ckr vLohdkj dj nsrh gS D;ksafd mldh bPNk ds fo#)fd;k x;k ;g fookg og vU;k; ekurh gSA ;g lqudj jkexqIr Øks/k ls ryokj gkFk esa ysdj /kqzoLokfeuhij okj djrk gS rHkh nsooekZ vkdj ml okj dks Vky nsrs gSa rFkh vpkud jkexqIr pUnzxqIr ij vkØe.kdj nsrk gS ftldks nsooekZ cnkZ'r ugha dj ikrs vkSj rqjUr iwjh 'kfDr ds lkFk jkexqIr dks ryokj lsphjdj ml v/kehZ dk vUr dj nsrs gSaA bu rhu fcUnqvksa dks vk/kkj cukdj gh rhu vadksa dk fu/kkZj.kfd;k x;kA

,dkadh lqeuQuestion 11



^^egkjkt jke ds cy ls dkSu fuHkhZd vkSj fuMj ugha gS \ muds izrki ds lkeus rqEgkjk izrki D;kgS \ D;k tqxuqvksa dk izdk'k dHkh lw;Z ds izdk'k dh lekurk dj ldrk gSA vkSj ml izdk'k ls D;kdHkh defyuh f[ky ldrh gS \ ,sls O;fDr dk izrki-----**

&jktjkuh lhrk&

ys[kd—MkW- jkedqekj oekZ

(i) izLrqr dFku dk oD+rk dkSu gS \ mlus ;s okD; fdlls vkSj dc dgk \

(ii) oD+rk us ^tqxuqvksa dk izdk'k* ,oa ^lw;Z ds izdk'k* dh rqyuk fdlls vkSj D;ksa dh gS \ laksi esafyf[k;sA

(iii) oDrk] Jksrk ds fdl viekutud dk;Z ds fy;s mls yfTtr djrk gS \ viekutud dk;Z esaJksrk dh eq[; :i ls fdlus vkSj fdl izdkj lgk;rk dh Fkh \ le>kdj fyf[k;sA

(iv) oD+rk dk ifjp; nsrs gq;s muds pfj= dh eq[; nks fo'ks"krk,a fyf[k;sA

57

v/;kidksa ds fy, lq>ko& dkadh dks ckj&ckj i<+us ds fy, Nk=ksa

dks funsZ'k fn;k tkuk pkfg;s rFkk,dkadh dh ,d&,d ?kVuk dksân;axe djus ds fy, mUgsa izsfjrdjuk pkfg;sA

,dkadh vR;Ur ljy gSA dkk esa,dkadh dk eapu djokdj eq[;?kVukvksa dks Li"V fd;k tk ldrk gSA;g ,d jkspd xfrfof/k gksxhA

;fn vè;kid ,dkadh ds fofHkUu ik=ksadks vyx&vyx fo|kfFkZ;ksa esa foHkDrdj nsa rks Nk=ksa dks ,dkadh ds fofHkUuik=ksa ds dFkuksa dk Lej.k vklkuh lsgks tk;sxkA

izeq[k pfj=ksa ds uke ukVd esafo'ks"k:i ls crk;s tkus pkfg;sA blckr dk fo'ks"k /;ku j[kk tkuk pkfg;sfd Nk= mÙkj fy[krs le; oD+rk vkSjJksrk ds uke lgh&lgh fy[ksaA

Hkk"kk ,oa orZuh lEcU/kh v'kqf);ksa dkfujkdj.k ckj&ckj fyf[kr vH;kl dskjk fd;k tkuk pkfg;sA

izR;sd ,dkadh ds lkekU; Kku lslEcfU/kr mÙkj fy[kus dk vH;klckjEckj djok;k tkuk pkfg;sA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k fo|kfFkZ;ksa us oD+rk dk ifjp; rks lgh fy[kk

ysfdu ;g okD; fdlls vkSj dc dgk ds fo"k; esalgh&lgh ugha fy[k ik, vkSj Hkzfer fn[kk;h fn,A

(ii) vf/kdka'k fo|kfFkZ;ksa us bl iz'u ds nksuksa Hkkxksa ds mÙkjlarks"kizn fy[ks fdUrq dqN Nk= rqyukRed foospuk djusesa vleFkZ jgsA blfy, os jke dk izrki tqxuw ls vkSjjko.k dk izrki lw;Z ls djus yxs tks iw.kZr;k% xyr FkkAdqN fo|kFkhZ jke vkSj jko.k dh 'kfDr dh rqyuk lgh<ax ls ugha dj ik, vkSj Hkzfer fn[kkbZ fn,A

(iii)vf/kdka'k fo|kfFkZ;ksa ds lHkh Hkkxksa ds mÙkj lUrks"ktudFksA ijUrq dqN Nk= ;g fy[kus esa Hkzfer fn[kkbZ fn;s fdJksrk dh eq[;:i ls lgk;rk fdlus vkSj fdl izdkjdh FkhA ekjhp dk o.kZu djus esa rks Nk= Hkzfer ghfn[kkbZ fn;sA ^Lo.kZ e`x* dk fooj.k Hkh dqN gh Nk= djik,A dqN Nk=ksa us rks ekek vkSj ekjhp esa Hksn gh djfn;kA

(iv)vf/kdka'k Nk=ksa us oD+rk dk ifjp; rks Li"V :i lsfy[kk exj muds pfj= dks Li"V ugha dj ik;s vkSj ugh muds pfj= dh fo'ks"krk dh ckr crk ik,A fo|kfFkZ;ksads fy[ks x, mÙkjksa esa Hkk"kk ,oa orZuh lEcU/kh v'kqf);ksadk ckgqY; FkkA

58

vad ;kstuk :—

Á’u 11

(i) izLrqr dFku dh oD+rk jktjkuh lhrk gSaA mUgksaus ;g okD; jko.k ls dgk vkSj ;g okD; ml le; dgkx;k tc jko.k lhrk dks Mjk jgk gS ysfdu lhrk ifrozrk gksus ds dkj.k mlls fdlh Hkh izdkj ls Hk;Hkhrugha gks jgh gSaA Nk=ksa dks blh vk/kkj ij vad Hkh fn;s x,A

(ii) oD+rk jktjkuh lhrk us jko.k ds izrki dh rqyuk tqxuqvksa ds izdk'k ls dh gS rFkk jke ds izrki dhrqyuk lw;Z ls dh gS D;ksafd mudk er gS fd muds ifr ^jke* dh rqyuk dksbZ ugha dj ldrkA lw;Z dsizdk'k ls gh lkjk tx izdkf'kr gksrk gS tcfd jko.k dk izrki tqxuw ds izdk'k dh rjg gS ftlls yadktSlk NksVk lk LFkku gh izdkf'kr gks ldrk gSA bldh rqyukRed foospuk ds vk/kkj ij vad fu/kkZfjrfd;s x,A

(iii)oD+rk lhrk Jksrk jko.k dks /kks[ks ls mudk vigj.k djus tSls ?k`f.kr dk;Z ds fy, yfTtr djrh gSaA blvekuoh; ,oa uhp dk;Z esa jko.k dh lgk;rk mlds ekek ekjhp us lksus dk fgj.k cudj lhrk dks Hkzferdj mls ikus ds fy, vkdf"kZr dj ds dh FkhA bl iwjh ?kVuk ds lafkIr o.kZu ds vk/kkj ij gh vadksa dkfu/kkZj.k fd;k x;kA

(iv)oD+rk lhrk dk ifjp; ,oa muds pfj=&fp=.k ds vk/kkj ij gh vad fu/kkZfjr fd;s x, gSaA ,d vadifjp; dk rFkk nks vad pfj=&fp=.k ds o.kZu ij vk/kkfjr FksA bUgha ckrksa ds vk/kkj ij fo|kfFkZ;ksa dksvad fn;s x;sA

Question 12



^^ugha] og Bksdj blfy, [kkrk gS fd vk¡[kksa okyk ikl [kM+k O;fDr mls lgkjk ugha nsrk] mlslgkjk nsus ls drjkrk gSA ge Hkh tc va/ks gks tkrs gSa rks pkgrs gSa vkl&ikl ls jl dh nks cw¡nsa gesa feytk,¡A lp uh#] ;s jl dh cw¡nsa I;kj dh cwnsa gSa tks thou ds lkjs va/ksjs dks vanj rd iksaN Mkyrh gSa vkSjgekjh ftUnxh rc mtkyksa esa ugk ldrh gSA**

&HkVdu&

ysf[kdk—'kSy jLrksxh

(i) izLrqr dFku dk oD+rk dkSu gS \ rFkk Jksrk dk lafkIr ifjp; nhft;sA

(ii) va/kk Bksdj D;ksa [kkrk gS \ bl okD; ds ekè;e ls oD+rk D;k dguk pkgrk gS \

(iii) jl dh cw¡nksa dk rkRi;Z Li"V dhft;sA oD+rk jl dh cw¡nsa D;ksa pkgrk gS \ le>kdj fyf[k;sA

(iv) ^gekjh ftUnxh rc mtkyksa esa ugk ldrh gSA* dFku ds vk/kkj ij oD+rk ds Hkko Li"V dhft;sA

59

v/;kidksa ds fy, lq>ko& ikB esa fufgr Hkkoksa dks dkk esa Li"V

:i ls le>k;k tkuk pkfg;sA oD+rk] Jksrk rFkk eq[; fcUnqvksa dk

vH;kl le;≤ ij dkk esadjokrs jguk pkfg;sA

vè;kid ikB dks ckj&ckj i<+us dsfy, izsfjr djsa rks Nk=ksa dh HkzkfUr;k¡nwj gks tk;saxhA

,dkadh dk mís';] 'kh"kZd dh lkFkZdrkrFkk ikB ls feyus okyh lh[k tSlsiz'uksa dk vH;kl dkk esa vo'; djkukpkfg;sA

dfBu 'kCnksa ds vFkZ rFkk Hkkoiw.kZokD;ksa dk vH;kl ikB i<+krs le; ghdjk nsuk pkfg;sA

dkk esa dqN o.kZukRed rFkkLofopkjkfHkO;fDr ij vk/kkfjr iz'uksadk vH;kl Hkh djokuk tkuk pkfg;sftlls Nk=ksa esa vkRefo'okl dh of)gksrh gSA

,dkadh esa of.kZr ik=ksa dh Hkwfedk ,oamuds pfj=&fp=.k ij vk/kkfjr iz'uksadk vH;kl Hkh dkk esa le;≤ ijdjokuk vko';d gSA

,dkadh dk eapu djokdj fo|kfFkZ;ksadks ,dkadh esa fufgr Hkko dksfo|kfFkZ;ksa ds lek Li"V fd;k tkldrk gSA

ekrk&firk dk egRo thou esa loksZifjgS rFkk ekrk&firk lnSo viuh larkuds fgr dh gh lksprs gSaA bl ckr dhppkZ dkk esa O;kid :i ls djuhpkfg;sA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k Nk=ksa kjk bl iz'u dk mÙkj lgh fy[kk x;kA

dqN Nk= oD+rk vkSj Jksrk ds uke esa Hkzfer jgsA dqN Nk=ksaus ifjp; esa dqN Hkh ugha fy[kkA dqN us vkèkk& v/kwjk]dqN us x+yr&lyr ifjp; fy[kk ftl dkj.k ,sls Nk=ksadks vadksa dk uqdlku mBkuk iM+kA

(ii) ^dksbZ lgkjk u feyus ij va/ks gksdj Bksdj [kkuk* bl Hkkodks cgqr de cPps gh Li"V dj ik;sA cPpksa us HkVdu dkewy dkj.k mfpr ekxZn'kZu dk vHkko fy[kdj iz'u dkmÙkj lVhd ,oa lgh fy[kk] ex+j HkVdu ds dkj.k dksLi"V rkSj ij ugha le>k ik;s ftl dkj.k dqN vad dkVsx;sA

(iii)jl dh cw¡nsa vFkkZr~ I;kj dh cw¡nsaA I;kj ls Hkjs nks 'kCn jldh cw¡nksa ds leku gksrs gSaA ekrk&firk dk I;kj gesa HkVdusls cpkrk gSA ftu cPPkksa dks ;g I;kj ?kj esa ugha feyrk osbl I;kj dks ckgj [kkstrs gSa vkSj vius ekxZ ls HkVd tkrsgSaA bl ckjhd+h dk o.kZu vf/kdka'k fo|kFkhZ ugha dj ik;sftl dkj.k mUgsa vadksa dk uqd+lku mBkuk iM+kA

(iv)oD+rk dk Hkko fd gekjh ftUnx+h rc mtkyksa ls ugk ldrhgS euqt us uh: ls dgk ysfdu dqN cPps oD+rk ds opuksaesa Hkzfer jgsA ;gk¡ mtkyksa ls vfHkizk; [kq'kh ds izdk'k lsgS] ekrk&firk ds lkFk ls gS] muls feyus okys I;kj ls gSftls dqN cPps Li"V ugha dj ik;s exj dqN cPpksa us bliz'u dk mÙkj vius 'kCnksa esa lgh fy[kkA

60

vad ;kstuk :—

Á’u 12

(i) izLrqr dFku dk euqt oD+rk gS tks ,d HkVdu dk f'kdkj gqvk ckyd gSA euqt ,d eè;eoxhZ; ifjokjesa tUek gS tks vkfFkZd raxh ls tw>rs gq, vius ekrk&firk ds ifjJe dks xgjkbZ ls ugha le> ikrk gSAJksrk mldh cgu uh: gSA oD+rk ,oa Jksrk ds uke rFkk muds lafkIr ifjp; ds vk/kkj ij gh vad fn,x;s gSaA

(ii) va/kk Bksdj D;ksa [kkrk gS \ bl okD; ds ekè;e ls oD+rk ;g ckr le>kuk pkgrk gS fd ;fn cPpksa dksekrk&firk ds I;kj dh jks'kuh u feys rks mudh fLFkfr va/kksa dh Hkk¡fr gks tkrh gS vkSj os Bksdj [kkdjft+Unxh ds ekxZ ls HkVd tkrs gSaA bl izdkj ds Li"Vhdj.k ij gh vadksa dk fu/kkZj.k fd;k x;kA

(iii)jl dh cw¡nksa ls rkRi;Z I;kj dh cw¡nksa ls gSA oD+rk euqt HkVdu dk f'kdkj gS blfy, og vius ekrk&firkls Mk¡V&QVdkj ugha dsoy Lusg rFkk le; pkgrk gS rkfd mlds eu ls ;g ckr iwjh rjg ls nwj gkstk, fd mlds ekrk&firk mls I;kj ugha djrs vkfn Hkkoksa ds vk/kkj ij gh ewY;kadu ds le; vadvkcafVr fd, x, gSaA

(iv)^gekjh ft+Unxh rc mtkyksa ls ugk ldrh gS* iafDr dk Hkko Li"V djuk Fkk fd ekrk&firk dk Lusg gesaÅ¡pkb;ksa ds f'k[kj ij igq¡pk ldrk gS vkSj blds foijhr ekrk&firk ds I;kj ds vHkko esa cPpksa dhft+Unxh va/ksjh xfy;ksa esa HkVd ldrh gSA oD+rk euqt ds blh dFku ds Li"Vhdj.k ds vk/kkj ij vadksa dkfu/kkZj.k fd;k x;k gSA

Question 13



^^gk¡] iwNrs Fks] eSaus dg fn;k fd cPpk gS] ij ek¡ dh ekSr ds ckn mldh gkyr Bhd ugha jgrh]ijekRek gh ekfyd gSA**

&yeh dk Lokxr&

ys[kd—misUnzukFk ^v'd*

(i) mDr okrkZyki fduds chp dc gks jgk gS \ laksi esa fyf[k;sA

(ii) Jksrk dkSu gS \ mlds vuqlkj chekj cPps dh ek¡ dh e`R;q fdl izdkj gqbZ \

(iii) ,slh fo"ke ifjfLFkfr;ksa esa oD+rk kjk vius iq= jks'ku dk 'kxqu ysuk dgk¡ rd mfpr gS \ viusfopkj O;Dr dhft;sA

(iv) ,dkadh dk mnkgj.k nsrs gq, mís'; fyf[k;sA

61

v/;kidksa ds fy, lq>ko& dkk esa vè;kid le;≤ ij ikB

ls lEcfU/kr lkekU; iz'uksa ,oaLofopkjkfHkO;fDr lEcU/kh iz'uksa dkvH;kl vo'; djkrs jgsaA

iwNs x;s iz'uksa dks /;kuiwoZd i<+djlgh mÙkj fy[kus ds fy;s Nk=ksa dksizsfjr djsa rFkk dkk esa vH;kl djk,aA

'kh"kZd dh lkFkZdrk] mís';]ik=&ifjp;] pfj=&fp=.k ijvk/kkfjr iz'uksa dk vH;kl dkk esale;≤ ij vo'; gksuk pkfg;sAblls Nk=ksa dk vkRefo'okl c<+rk gSrFkk QyLo:i mÙke vadksa dh izkfIrdjokus esa ;g vH;kl dkjxj fl)gksrk gSA

izR;sd ,dkadh i<+krs le; bl ckrdk fo'ks"k /;ku j[kk tk, fd ,dkadhfo'ks"k esa of.kZr ,d ik= ds lEcU/k esafo|kFkhZ HkyhHkk¡fr tku tk;saA

,dkadh dks vfHku;kRed :i ls i<+kusij Hkh cPpksa ij ldkjkRed izHkkoiM+rk gS] QyLo:i os blesa fufgrmís'; dks HkyhHkk¡fr le> ikrs gSaA

le;≤ ij dkk ijhkk ds ekè;els Hkh cPpksa dk eukscy c<+k;k tkldrk gSA

ijhkdksa dh fVIif.k;k¡ :—(i) dqN gh Nk=ksa us bl iz'u dk mÙkj fcYdqy lgh fy[kkA

dqN Nk= ukeksa dks ysdj Hkzfer fn[kkbZ fn;sA dqN Nk=ksaus okrkZyki esa lfEefyr O;fDr;ksa ds uke rks lgh fy[ksexj ;g okrkZyki dc gks jgk gS bls Li"V ugha dj ik,vr% Hkzfer gh jgsA

(ii) Jksrk ls yxHkx lHkh fo|kFkhZ ifjpr Fks ysfdu ;g Li"Vdjus esa vleFkZ jgs fd chekj cPps dh ek¡ dh e`R;q fdlizdkj gqbZA eR;q dk dkj.k ykijokgh rFkk ft+xj dkcq[kkj FkkA ;s ckrsa de gh cPps Li"V dj ik;sA vr% dbZcPpksa dks bl iz'u ds mÙkj esa dqN vadksa dk uqdlkumBkuk iM+kA

(iii)dqN Nk=ksa us 'kxqu ysus ds dk;Z dks cM+s gh jkspd <ax lsle>k;k ysfdu dqN cPps viuh ckr Li"V djus esavleFkZ jgsA dqN fo|kFkhZ 'kxqu ds dk;Z dk o.kZu rksHkyhHkk¡fr dj ik, exj fo"ke fLFkfr D;k Fkh bl rF; dko.kZu ugha dj ik;sA

(iv)vf/kdka'k fo|kfFkZ;ksa us mís'; esa fy[kh tkus okyh ckrksa dksHkyh&Hkk¡fr mdsjk gS ysfdu dqN Nk=ksa us mís'; rks fy[kkexj blesa fufgr mnkgj.k dh vksj /;ku gh ugha fn;kAblfy, ,sls fo|kFkhZ iz'u dk mÙkj iw.kZ ugha fy[k ik,ftl dkj.k muds vad dkVs x,A

62

vad ;kstuk :—

Á’u 13

(i) iz'u esa iwNk x;k okrkZyki jks'ku ds ekrk&firk ds eè; gks jgk gSA ;g okrkZyki rc gks jgk gS tcfl;kydksV okys jks'ku dk fj'rk ysdj vk, gSa rFkk jks'ku ds ekrk&firk mUgsa [kkyh gkFk ykSVkuk ughapkgrs gSaA bUgha ckrksa ij vad fn;s x;sA

(ii) Jksrk tks jks'ku dh ek¡ gS og ,d vui<+] va/kfo'oklh efgyk gSA mlds vuqlkj chekj cPps dh e`R;q dkdkj.k MkWDVj dks fn[kkuk gS D;ksafd og nslh nokb;ksa ij vf/kd fo'okl djrh gS vkSj ;gh ykijokgh mlcPps dh e`R;q dk dkj.k Hkh cu x;hA vad fu/kkZj.k Hkh Jksrk ds uke rFkk ek¡ dh e`R;q ds dkj.k dsLi"Vhdj.k ij gh fd;k x;kA

(iii)bl fo"ke ifjfLFkfr esa tc jks'ku dh iRuh dh e`R;q gks xbZ gS vkSj vc mldk ,dek= iq= Hkh ej.kklUudh fLFkfr esa gS jks'ku ds ekrk&firk jks'ku ds fookg dk 'kxqu ysus dh ckr dj jgs gSaA esjs fopkj lsblls c<+dj vU; dksbZ vekuoh; dk;Z ugha gks ldrk D;ksafd tks L=h ejh gS og Hkh mudh iq=o/kq FkhrFkk vc tks ckyd ej.kklUu fLFkfr esa gS og Hkh mudk gh iksrk gSA ,sls esa Hkkoukghu gksdj fu.kZ; ysukloZFkk vuqfpr gSA vad fu/kkZj.k Hkh fo"ke ifjfLFkfr] 'kxqu ysuk rFkk cPPkksa dh fopjkfHkO;fDr dks /;ku esaj[kdj gh fd;k x;k gSA

(iv)^yeh dk Lokxr* uked ,dkadh ds ys[ku dk eq[; mís'; lekt esa QSyh /ku dh yksyqirk rFkk euq";dh ân;ghurk dks mtkxj djuk gSA vkt dk euq"; /ku ds ykyp esa bruk va/kk gks x;k gS fd mlsle;&dqle; dk Hkh /;ku ugha jgk gSA mls dsoy /ku gh fn[kkbZ nsrk gS tks ljklj xyr ,oa v/kkfeZdgSA ftl izdkj bl ,dkadh esa Hkh jks'ku tks ,dkadh dk eq[; ik= gS mldh iRuh dh e`R;q gks pqdh gSrFkk mldk iq= Hkh ej.kklUu fLFkfr esa gh gS ,sls esa mlds ekrk&firk ml ij nwljs fookg ds fy, nckoMky jgs gSaA os 'kh?kzkfr'kh?kz jks'ku dk nwljk fookg djuk pkgrs gSa og Hkh fl;kydksV ls vk;s yksxksa dhcsVh ds lkFk D;ksafd fl;kydksV okys cgqr cM+s O;kikjh gSa] /kuh gSaA bl iz'u ds mÙkj esa fy[ks x;s /ku dhyksyqirk ds dksbZ nks mnkgj.k rFkk ,d mnkgj.k ,dkadh ls fn;s tkus ij vadksa dk fu/kkZj.k fd;k x;kA

dkO;&pfUædkQuestion 14


fuEufyf[kr i|ka'k dks if<+, vkSj mlds uhps fy[ks iz'uksa ds mÙkj fgUnh esa fyf[k, :—

cfx;k gjh&gjh] olqU/kjk Hkjh&HkjhfQj D;ksa jgs euq"; dh n'kk ejh&ejhQSys dqVh&dqVh egy&egy] rjh&rjh?kj esa fcjknjh] lekt esa cjkcjh,slk u gks fd dksfV&dksfV gh nq[kh jgsaµrqe osnuk gjks] mnkj osnuk gjks]

rqe osnuk gjksAc<+rh pys drkj ns'k dh iqdkj ij/kqu NsM+ nks ubZ] lef"V ds flrkj ij

63

v/;kidksa ds fy, lq>ko& dkk esa dfork i<+krs le; blesa fNis

ewyHkko dk HkyhHkk¡fr Li"Vhdj.k fd;ktkuk pkfg;sA ;FkklEHko bl ewyHkkodks ';keiV~V ij fy[kdj cPpksa rdigq¡pk;k tkuk Js;Ldj jgsxkA

dfork fo'ks"k ls lEcfU/kr fHkUu&fHkUufo'ys"k.kkRed ,oa fooj.kkRed iz'uksadk vH;kl dkk esa vo'; djk;k tkukpkfg;sA

dfork fo'ks"k i<+kus ls iwoZ vè;kiddks dkk esa lEcfU/kr dfo dk lafkIrifjp;] dfork dk izdkj vkfn ckrksadk Kku vo'; djkuk pkfg;sA

Nk=ksa dks dfork dk HkkokFkZ vius 'kCnksaesa fy[kus ds fy, izsfjr fd;k tkukpkfg;s rFkk ys[ku kerk lq/kkjus dsfy, le;≤ funsZ'k nsrs jgukpkfg;sA

vè;kid kjk Nk=ksa dks dforkd.BLFk dj le>us ds fy, izsfjrfd;k tkuk pkfg, ,slk djus ls Nk=dfork fo'ks"k dk HkkokFkZ vkRelkrdjus esa lgt gksaxsA

ihNs fd;k djks flaxkj kj&kj ijigys tys fn;k 'kghn ds etkj ijos ns'k ij p<+k x, 'kjhj Qwy lkµrqe oUnuk djks] ÑrK oUnuk djks]

rqe oUnuk djksA

&uohu dYiuk djks&

dfo–xksiky flag usikyh

(i) cfx;k gjh&gjh rFkk olqU/kjk Hkjh&Hkjh dk euq"; dh n'kk ls D;k lEcU/k gS \

(ii) dfo dks fdl nq[k dh fpUrk gS \ dfo vius bl nq[k dks nwj djus ds fy, fdlls D;k dg jgkgS \

(iii) vius kj dks ltkus ls igys dfo D;k djus dks dg jgk gS \ gesa fdu yksxksa ds izfr ÑrK gksukpkfg;s rFkk D;ksa \ le>kdj fyf[k;sA

(iv) izLrqr dfork dk ewyHkko fyf[k;sA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k cPpksa us bl iz'u dk mÙkj lgh ,oa lVhd

fy[kkA dqN gh Nk= lgh mÙkj fy[kus esa vleFkZjgsA dqN fo|kfFkZ;ksa dks cfx;k gjh&Hkjh dk euq";dh n'kk ls lEcfUèkr fcUnqvksa dks le>kus esa dfBukbZdk lkeuk djuk iM+kA dqN cPpksa us rks dfork dhiafDr;ksa dks iz'u&i= esa ls mÙkj&iqfLrdk esa T;ksa dkR;ksa gh mrkj fn;kA

(ii) dfo ds nq%[k vkSj fpUrk dks cgqr ls cPps le>usvkSj le>k ikus esa vleFkZ jgsA dfo nq%[k dks nwjdjus ds fy;s fdu ls D;k dg jgs gSa blds Hkko dksLi"V djus esa dqN fo|kFkhZ Hkzfer fn[kkbZ fn;sA dqNfo|kFkhZ ;g crkus esa Hkh vlQy jgs fd bl dforkds ekè;e ls dfo D;k dguk pkg jgs gSaA dfo dksns'k esa QSyh xjhch dh fpUrk gS muds vuqlkjns'kokfl;ksa dks ns'k esa cuh oLrqvksa dk ykHk feyukpkfg;sA dfo ds bl Hkko ,oa vk'k; dks le>kus esadqN fo|kFkhZ iw.kZ:is.k foQy jgs] blfy, ,slsfo|kfFkZ;ksa dks dqN vadksa dk uqdlku mBkuk iM+kA

(iii) iz'u dk mÙkj vf/kdka'k cPpksa us mfpr <ax lsfy[kus dk iz;kl fd;kA bl iz'u esa iwNh x;h rhuksackrksa dk Li"Vhdj.k lHkh fo|kFkhZ ugha dj ldsA bldkj.k muds dqN vad dkVs x;sA

(iv) dfo us ;g dfork fdl ewyHkko ls fy[kh bl rF;dks le>kus esa cgqr ls fo|kFkhZ vlQy jgsA cgqr lsfo|kFkhZ ns'kHkfDr dh Hkkouk txkuk rFkk ;qokvksa dkstkxr djus tSls Hkkoksa dks Li"V dj ik, ysfdu dqNNk= bl Hkko rd ugha igq¡p ik,A QyLo:i mUgsadqN vadksa dk uqdlku mBkuk iM+kA

64

vad ;kstuk :—

Á’u 14

(i) dfo us izLrqr dfork ds ekè;e ls Hkkjr dh izkÑfrd lEink dk c[kku fd;k gS fd Hkkjr ns'k dsckx&cxhps [ksr&[kfygku lc gjs&Hkjs gSaA leLr Hkkjr Hkwfe Qlyksa ls ygygkrh gSA gekjs ns'k dh /kjrhds Hkhrj vrqfyr ek=k esa fofHkUu izdkj ds [kfut inkFkZ ik, tkrs gSaA bruh lEink gksus ij Hkh Hkkjr dsyksxksa dh n'kk Bhd D;ksa ugha gS \ bruh xjhch dk dkj.k D;k gS \ dfo dk ekuuk gS fd bl izkÑfrdlEink dk Qk;nk gj Hkkjroklh dks feyuk pkfg;sA bl lEink dk izHkko dqfV;k ls ysdj egyksa rdigq¡puk pkfg;sA gj xjhc vkSj vehj dks bl lEink dk ykHk feyuk pkfg;sA buesa ls fdUgha nks Hkkoksa dksns[krs gq, nks vad fu/kkZfjr fd, x, gSaA

(ii) dfo dks bl nq%[k dh fpUrk gS fd dgha ,slk u gks fd LorU=rk dk ykHk vke vkneh rd igq¡p gh uik;sA ,slk dnkfi ugha gksuk pkfg;s fd ns'k dk ,d oxZ rks [kq'kgky gks tk;s vkSj nwljk oxZ vHkkoksa dkthou thus dks foo'k gks tk;sA lekt esa QSyh vkfFkZd fo"kerk gh dfo dh ewy fpUrk dk dkj.k gSA dfopkgrs gSa fd lHkh esa lekurk dk Hkko gksA bUgha Hkkoksa ds vk/kkj ij nks vad fu/kkZfjr fd;s x;s gSaA

(iii)vius ?kj ds kj ltkus ls iwoZ gesa ns'k ds 'kghnksa dh lekf/k ij nhid tykus pkfg;s D;ksafd bu egku'kghnksa ds cfynku ds QyLo:i gh gesa LorU=rk izkIr gqbZ gS vkSj gesa vius kj dks viuh bPNkuq:iltkus dk vf/kdkj Hkh bUgha 'kghnksa ds cfynku ds ckn gh izkIr gqvk gSA gesa lnSo bu 'kghnksa ds izfrÑrKrk izdV djrs gq,] buds cfynku dk Lej.k djrs gq,] bUgsa J)k lqeu vfiZr djrs gq, budhoUnuk djuh pkfg;sA ftu Nk=ksa us bu Hkkoksa dks mYysf[kr fd;k gS mUgsa iw.kZ vad fn;s x;s gSa vU;FkkdqN vad dkVs x, gSaA

(iv);g dfork ns'k izse ls Hkjh gqbZ gS] blesa dfo uo;qodksa ls dg jgs gSa fd mUgsa LorU= jk"Vª esa tUe ysusdk lkSHkkX; izkIr gqvk gS blfy, mldk uo&fuekZ.k djuk gSA dfo uo;qodksa dks lpsr djrs gq, dgrs gSafd mUgsa ;g /;ku j[kuk gS fd gekjh vkilh QwV dHkh u iui ik;s vU;Fkk ;g LorU=rk 'kh?kz ghijrU=rk esa cny tk;sxhA gesa vius vf/kdkjksa ds fy, yM+uk gS Hkh[k ugha ek¡xuh gSA ns'k dh LorU=rkdh jkk ds fy, gesa liZ dh Hkk¡fr QuQukuk gSA nq'eu dks fdlh Hkh gkyr esa kek ugha djuk gSA bUghaHkkoksa ds fy[ks gksus ds vk/kkj ij vad fn;s x, gSaA ;fn fdlh Nk= us bu Hkkoksa dk o.kZu fd;k gS vkSjHkk"kk ,oa okD; foU;kl Hkh =qfV jfgr gS rks ml Nk= dks iw.kZ vad fn;s x, gSaA vU;Fkk dqN vad dkVfy;s x;s gSaA

Question 15



vkxs pys cgqfj j?kqjk;kA fj";ewd icZr fuvjk;kAArg¡ jg lfpo lfgr lqxzhokA vkor nsf[k vrqy cy lhaokAAvfr lHkhr dg lquq guqekukA iq#"k tqxy cy :i fu/kkukAA/kfj cVq :i ns[kq rSa tkbZA dgslq tkfu ft;¡ l;u cq>kbZAAiB, ckfy gksfga euq eSykA HkkxkSa rqjr rtkSa ;g lSykAAfciz :i /kfj dfi rg¡ x;ÅA ekFk ukb iwNr vl Hk;ÅAAdks rqEg L;key xkSj ljhjkA N=h :i fQjgq cu chjkAAdfBu Hkwfe dksey in xkehA dou gsrq fopjgq cu LokehAA

65

v/;kidksa ds fy, lq>ko& dkk esa izR;sd in dk vFkZ foLr`r :i

ls le>kus ij fo'ks"k cy fn;k tkukpkfg;s D;ksafd ;g vo/kh Hkk"kk dh ÑfrgSA blfy, Nk=ksa dks le>us esadfBukbZ gks ldrh gSA

ikB ls lEcfU/kr vUrdZFkk,a Hkh Li"Vdj nsuh pkfg;s blls Nk=ksa dksle>us ,oa mÙkj fy[kus esa lgk;rkfeyrh gSA

orZuh rFkk 'kCnksa ds vFkZ ij fo'ks"k/;ku fnykuk vko';d gSA

jkek;.k rFkk egkHkkjr ls lEcfU/krdFkkvksa dk okpu le;≤ ij dkkesa fd;k tkuk pkfg;sA bu dFkkvksa ijvk/kkfjr NksVs&NksVs iz'u Nk=ksa ls iwNstkus pkfg;sA

Nk=ksa dks jkek;.k rFkk egkHkkjr tSls/kkjkokfgdksa dks nwjn'kZu ij ns[kus dsfy, Hkh izsfjr fd;k tkuk pkfg;s]blls mUgsa ykHk feysxk rFkk Kkuo`f)gksxhA

e`nqy euksgj lqanj xkrkA lgr nqlg cu vkri ckrkAAdh rqEg rhfu nso e¡g dksÅA uj ukjk;u dh rqEg nksÅAA

&jke&lqxzho eS=h&

dfo—rqylhnkl

(i) lqxzho fdl ioZr ij] fdlds lkFk rFkk D;ksa jgrk Fkk \

(ii) lqxzho D;k ns[kdj Hk;Hkh; gks x, Fks \ mUgksaus guqeku th ls D;k dgk \

(iii) ckfy dkSu Fkk \ og _";ewd ioZr ij D;ksa ugha tkrk Fkk \ mlls lqxzho D;ksa Hk;Hkhr Fkk \

(iv) lqxzho us guqeku ls D;k dgk \ guqeku us lqxzho dh vkKk dk ikyu fdl izdkj fd;k rFkk mUgksausvkxUrqd ls D;k iz'u iwNs \

ijhkdksa dh fVIif.k;k¡ :—

(i) bl iz'u dk izk;% lHkh fo|kfFkZ;ksa us lVhd rFkkLi"V mÙkj fy[kk ysfdu dqN Nk= _";ewdioZr] ckfy rFkk guqekuth dk o.kZu djus esaHkzfer fn[kkbZ fn;sA ,sls Nk=ksa dks dqN vadksa dhgkfu mBkuh iM+hA

(ii) lqxzho Hk;Hkhr D;ksa Fkk \ og jke dks ns[kdj D;ksaMj x;k Fkk \ dqN Nk=ksa us rks lVhd dkj.kfy[kk ysfdu dqN Nk= lgh dkj.k fy[kus esa dqNHkzfer fn[kk;h fn,A lqxzho us guqekuth ls D;kdgk \ ;g ckr izk;% lHkh cPps Li"V :i lsfy[k ik,A fQj Hkh dqNsd Nk= ;g fy[kus esa HkhvleFkZ jgsA ,sls Nk=ksa dks dqN vadksa dk uqdlkumBkuk iM+kA

(iii) ckfy dkSu Fkk \ vf/kdka'k cPps tkurs Fks blfy,mUgksaus iz'u ds bl Hkkx dk mÙkj lgh fy[kkAysfdu lqxzho _";ewd ioZr ij D;ksa jgrk Fkk \ckyh ogk¡ D;ksa ugha vkrk Fkk \ bu rF;ksa lsT+;knkrj cPps vufHkK Fks blfy, iz'u ds blHkkx dk mÙkj fy[kus esa vleFkZ jgsA fQj Hkh dqNNk=ksa us lEiw.kZ mÙkj lVhd ,oa lgh fy[kk vkSjiw.kZ vad izkIr fd;sA

(iv) bl iz'u dks izk;% lHkh cPPkksa us Hkyh izdkj lsle>k rFkk Li"V :i ls lgh mÙkj fy[kkA dsoydqN Nk= ^vkxUrqd* 'kCn dks ysdj Hkzfer fn[kkbZfn;sA orZuh lEcUèkh v'kqf);k¡ ikbZ x;haA dqNNk= ;g Hkh ugha fy[k ik;s fd guqekuth czkã.k :i esa x;s FksA

66

vad ;kstuk :—

Á’u 15

(i) lqxzho _";ewd ioZr ij jgrk FkkA og ogk¡ ij vius okuj fe=ksa rFkk guqekuth ds lkFk jgrk Fkk D;ksafdmlds cM+s HkkbZ ckyh us mls vius jkT; ls fu"dkflr dj fn;k Fkk rFkk og lqxzho dh tku dk nq'eucu x;k FkkA ckyh 'kki ds dkj.k _";ewd ioZr ij ugha vk ldrk FkkA lqxzho ;g ckr tkurk Fkk vr%Lo;a dks lqjfkr j[kus ds fy, og _";ewd ioZr ij vkdkj jgus yxk FkkA vad fu/kkZj.k Hkh bUgha rF;ksads vk/kkj ij fd;k x;kA

(ii) vR;f/kd cy ds Lokeh nks vtufc;ksa dks _";ewd ioZr dh vksj vkrs gq, ns[kdj lqxzho vR;f/kd Hk;Hkhrgks x;s Fks blfy, mUgksaus guqekuth ls vuqjks/k fd;k fd os czkã.k :i esa tkdj mu vtufc;ksa ds ckjs esatkudkjh gkfly djsa rFkk dqN xyr yxus ij eq>s b'kkjs ls crk nsuk] eSa rqjUr ;gk¡ ls pyk tkÅ¡xkAblh rF; ij vk/kkfjr nks ckrksa ij vad fu/kkZfjr fd;s x;s gSaA

(iii)ckfy lqxzho dk cM+k HkkbZ Fkk] og fdf"dU/kk dk jktk FkkA og cM+k gh cyh rFkk egkijkØeh FkkA ckfy us,d ckj ,d jkkl dks Øks/k esa bruh nwj ?kqekdj Qsadk fd og jkkl _";ewd ioZr ij ml LFkku ijfxjk tgk¡ erax eqfu riL;k dj jgs FksA mudh riL;k Hkax gksus ij mUgksaus Øks/ko'k 'kki ns fn;k fd ;fnog nksckjk bl ioZr ij vk;k rks mlds 'kjhj ds VqdM+s&VqdM+s gks tk;saxsA blh Mj ls ckfy _";ewd ioZrij ugha tkrk FkkA ,d ckj ,d egknSR; us ckfy dks ;q) djus ds fy, yydkjk vkSj ;q) djrs&djrsckfy dks ,d fo'kky xqQ+k ds vUnj ys x;k tc cgqr fnuksa rd ckfy xqQ+k ls ckgj ugha vk;k vkSj lqxzhous xqQk ds izos'k kj ls jDr cgrs ns[kk rks Hkzeo'k le> cSBk fd egknSR; us ckfy dk o/k dj fn;k gSAblh fopkj ls mlus ml nSR; dks xqQ+k ds vUnj cUn djus ds fy, xqQk ds izos'k kj ij ,d fo'kkyiRFkj j[k fn;kA exj tc ckfy ml nSR; dk o/k djds ckgj vk;k fdf"ad/kk dh jktxn~nh ij lqxzho dkscSBk ns[kk rks Øks/k esa vkx ccwyk gksdj lqxzho dks Hkyk cqjk dgk vkSj cgqr ekjkA ckfy us ;g le>k fdlqxzho jktk cuus ds ykyp esa gh xqQ+k ds izos'k kj ij f'kyk[k.M j[kdj vk;k Fkk tcfd ,slk Fkk ughaackfy ds Mj ls lqxzho Hkkxdj _";ewd ioZr ij jgus yxk FkkA blh rF; ij vk/kkfjr fy[kh x;h rhuckrksa ij rhu vadksa dk fu/kkZj.k fd;k x;kA

(iv)lqxzho us guqeku th ls _";ewd ioZr dh vksj vk jgs nks vifjfpr ijkØeh O;fDr;ksa ds fo"k; esa] czkã.k:i /kkj.k djds tkdj] tkudkjh izkIr djus dk vuqjks/k fd;kA lqxzho dh fourh Lohdkj djrs gq,guqekuth czkã.k :i esa jke&ye.k ds ikl x;s rFkk muls cksys fd vki nksuksa ouoklh ugha yx jgs gksfQj ;gk¡ futZu ou esa HkVdus dk dkj.k D;k gS \ bl rF; ij vk/kkfjr fdUgha rhu ckrksa ds Li"Vhdj.kdks /;ku esa j[krs gq, rhu vad fu/kkZfjr fd;s x;s gSaA ftu fo|kfFkZ;ksa us =qfVjfgr rhu ckrsa fy[kh mUgsaiw.kZ vad izkIr gq, gSa vU;Fkk dqN Nk=ksa dks dqN vadksa dh gkfu mBkuh iM+hA

Question 16



esjk eu rks gjk gks x;k bUgsa fuj[k dj]nksuksa dk ;g :fpj :i u;uksa ls p[kdjAvkSj vf/kd ds gsrq leqRlqd gw¡ eSa eu esa];s nksuksa tM+ oVfi ;gk bl fojy fotu esaA

67

v/;kidksa ds fy, lq>ko& dfork ls lEcfU/kr dfBu 'kCnksa dk

vFkZ lfgr fyf[kr vH;kl furkUrvko';d gSA

dfork fo'ks"k esa fufgr ewyHkko ,oalans'k dks Li"V :i ls le>kdjfo|kfFkZ;ksa rd igq¡pkuk vfr Js;LdjjgsxkA

dkk esa ln~Hkko] HkkbZpkjk] lfg".kqrktSls fo"k;ksa ij [kqydj ppkZ dh tkuhpkfg;s ftlls fo|kfFkZ;ksa dhLofopkjkfHkO;fDr iz[kj gksxhA

dkO; iafDr;ksa ls tqM+s iz'uksa dk vH;kldjkuk vR;ko';d gSA

le;≤ ij dfork ikB izfr;ksfxrkdjkus ij dkO; jpuk rFkk ikBu esafo|kfFkZ;ksa dh :fp c<+rh gS QyLo:imuds vkRefo'okl esa Hkh o`f) gksrh gSAblfy, bl rjg dh xfrfof/k djk;htkuh pkfg;sA

HksaV jgs gSa ,d nwljs dks f[ky&f[ky djfut&fut lhek yka?k lgksnj&ls fgy&feydjAbldh 'kk[kk fy;s dud dqlqeksa dh Mkyh]mlds dj esa e/kqj Qyksa dh HksaV fujkyhAiqydkUnksfyr i= ijLij dh Nk;k esaNk;k Hkh vfofHkUu ijLij dh ek;k gSA

&lfEefyr&

dfo—fl;kjke'kj.k xqIr

(i) ^esjk eu rks gjk gks x;k* ls dfo dk D;k rkRi;Z gS \ dfo dk eu gjk D;ksa gks x;k Fkk \

(ii) dkSu HksaV jgs gSa \ dfork ds lUnHkZ esa Li"V dhft;sA

(iii) ^Nk;k Hkh vfofHkUu ijLij dh ek;k gSA* iafDr dk HkkokFkZ fyf[k;sA dfo us mDr iafDr ds kjk D;kladsr fn;k gS \

(iv) fuEufyf[kr 'kCnksa ds vFkZ fyf[k, :—

#fpj] leqRlqd] foVfi] lgksnj] iqydkUnksfyr] ijLijA

ijhkdksa dh fVIif.k;k¡ :—(i) vf/kdka'k Nk=ksa us ^eu gjk gks x;k* iafDr dk vFkZ

rks Li"V fd;k ysfdu dfo dk eu gjk D;ksa gks x;k\ bl ckr dks Li"V ugha dj ik;sA cgqr gh deNk= bl iz'u dk iw.kZ ,oa lVhd mÙkj ns ik;sA

(ii) vf/kdka'k Nk= ;g ckr rks Li"V :i ls fy[k ik;sfd nks isM+ vkil esa HksaV dj jgs gSaA exj ;gle>kus esa vleFkZ jgs fd os nks isM+ dkSu&dkSu lsFksA bl Hkkx ds mÙkj esa fdlh Nk= us nksuksa vkefy[k fn;s rks fdlh us nksuksa isM+ veyrkl ds fy[kfn;sA dqN cPps dfork dk lanHkZ Hkh le>us esavleFkZ fn[kk;h fn;sA

(iii) ^Nk;k Hkh vfofHkUu ijLij dh ek;k gS* iafDr dkHkkokFkZ cgqr gh de cPps Li"V dj ik;sA dqN Nk=ksaus rks Hkko fy[kdj gh mÙkj dh lekfIr dj nhAcgqr gh de cPps dfork ds ekè;e ls dfo kjkfn, x;s ladsr dks Li"V dj ik;sA vf/kdka'k cPpsbl iz'u dk lEiw.kZ ,oa lVhd mÙkj fy[kus esavleFkZ jgsA mUgsa vadksa dk uqdlku mBkuk iM+kA

(iv) bl iz'u dk mÙkj vf/kdrj cPpksa us lVhd ,oalgh fy[kus dk iz;kl rks fd;k ysfdu dgha u dghadqN u dqN =qfV dj gh nhA fo'ks"kdj leqRlqd ,oaiqydkUnksfyr 'kCnksa ds vFkZ lgh ugha fy[k ik;sAorZuh lEcU/kh v'kqf);ksa dk ckgqY; ns[kk x;kAQyLo:i Nk=ksa dks dqN vadksa dh gkfu mBkuhiM+hA

68

vad ;kstuk :—

Á’u 16

(i) veyrkl vkSj vke ds isM+ksa dks ns[kdj dfo dk eu gjk gks x;k FkkA dfo dk eu veyrkl vkSj vkeds isM+ksa ds ijLij lfEeyu dks ns[kdj gjk gks x;k Fkk vFkkZr~ vkuUnkfrjsd ls Hkj x;k FkkA veyrklQwyksa ls ynk gqvk Fkk vkSj vke dk isM+ Qyksa lsA bUgha nks Hkkoksa ds vk/kkj ij vad fu/kkZfjr fd;s x;sA

(ii) verykl vkSj vke ds isM+ksa dk ijLij feyu gks jgk FkkA ;s nks isM+ okLro esa nks Hkkb;ksa ds iqutZUe dkizrhd gSaA nks lxs HkkbZ /kjrh ds ,d VqdM+s ds fy, vkil esa yM+rs&yM+rs ,d nwljs ds kjk ekj fxjk;sx, FksA tgk¡ mu nksuksa ds e`r 'kjhj fxjs Fks ogha ;s nks isM+ mx vk;s gSaA dfo us bl nksuksa isM+ksa ds feyudh Hkkouk dks ljkgk gS D;ksafd ;g feyu ln~Hkkouk ,oa izse dk izrhd gSA blh Hkkouk dh vfHkO;fDr dsvk/kkj ij vad fn;s x;s gSaA

(iii)verykl vkSj vke ds isM+ ds iÙks Hkh ,d nwljs dks viuh&viuh Nk;k ns jgs gSaA Nk;k Hkh ,slh fdmldks vyx ugha fd;k tk ldrkA ,slk izrhr gks jgk gS fd tSls nksuksa isM+ksa dh Nk;k ,d gh isM+ dhNk;k gSA bl dfork ds ekè;e ls dfo ;g le>kus dk iz;kl dj jgs gSa fd yM+kbZ&>xM+s ls fdlh dksykHk ugha feyrk gS] blds foijhr HkkbZpkjs ls leLr txr lq[kh jgrk gSA vadksa dk fu/kkZj.k Hkh blh Hkkods vk/kkj ij fd;k x;kA

(iv) 'kCn vFkZ

#fpj — lqUnj

leqRlqd — cspSu@tkuus dh bPNqd

foVfi — isM+

iqydkUnksfyr — izlUu gksuk

lgksnj — lxk HkkbZ

ijLij — vkil esa

70

1,58,808

100

0

73.42

0-20 21-40 41-60 61-80 81-100

143 6,950 29,830 61,711 60,174

0.09 4.38 18.78 38.86 37.89

143 7,093 36,923 98,634 1,58,808

0.09 4.47 23.25 62.11 100.00

Mean Marks Obtained


Cumulative Number


Mark Range


Details



HISTORY, CIVICS & GEOGRAPHY




0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

0-20 21-40 41-60 61-80 81-100

0.09

4.38

18.78

38.86 37.89

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


71

HISTORY & CIVICS

H.C.G. - Paper – 1


Question 1

(a) Name the two houses of the Union Parliament. [1]

(b) How many members are nominated by the President to the Lok Sabha? Which

community do they represent? [1]

(c) What is the required quorum to hold the meetings of the Lok Sabha? [1]

(d) Mention one provision of the Constitution which clearly establishes the supremacy of

the Lok Sabha with regard to money-bills. [1]

(e) Who has the power to promulgate an Ordinance at the Centre? When can it be

promulgated? [1]

(f) Mention any one discretionary power of the President. [1]

(g) State any one qualification necessary for the election of the President of India. [1]

(h) Who is the Chairman of the Rajya Sabha? [1]

(i) What happens if a Vote of No-Confidence is passed against a Minister in the Lok

Sabha? [1]

(j) State one advantage of a Lok Adalat. [1]


(a) Most candidates answered correctly. A few

mentioned Upper House and Lower House too.

(b) Few candidates wrote that 12 members are nominated

and instead of Anglo-Indian wrote Schedule Caste

and Schedule Tribe. Most candidates wrote the correct

answer.

(c) Most candidates answered the question correctly.

However a few explained the meaning of quorum

instead of writing the required number.

(d) Most candidates answered correctly. A few however

failed to distinguish between a Money Bill and an

Ordinary Bill.

(e) The first part of the question - who has the power to

promulgate an ordinance, was answered correctly by

most candidates but they were unsure when it can be

promulgated.


The Union Parliament should be

explained as the Union Legislature

which comprises of the Houses -

Lok Sabha and Rajya Sabha where

all bills are passed.

Since the Anglo-Indian Community

is a small community in India and

may not be adequately represented

in Lok Sabha, the President

nominates two members to the

House while twelve members are

nominated to the Rajya Sabha.

During classroom sessions it is

important to explain all terms of the

Parliamentary proceedings.

72

(f) Most candidates answered correctly. However a few

were unable to understand the meaning of

‘discretionary’ and explained the judicial power e.g.

The President can pardon a person sentenced to death.

(g) Answered correctly by most candidates. However a

few wrote the incorrect age.

(h) A majority of candidates wrote the answer correctly.

A few mentioned the President and Speaker also.

(i) Answered correctly by majority of candidates.

(j) Most candidates wrote the correct answer.

MARKING SCHEME

Question 1.

(a) Lok Sabha, Rajya Sabha.

(b) Two, Anglo-Indians

(c) One tenth of the total membership of each house.

(d) The power of the Lok Sabha over the National income and expenditure is absolute/ Rajya Sabha

has no power over money matters/ money bills cannot originate in Rajya Sabha (Any one point)

(e) President, at a time when both the houses of Parliament are not in session

Explain the difference between

Money Bill and Non-Money Bill

and the powers enjoyed by the two

Houses regarding the passing of

these bills.

Explain clearly that the President

can issue an ordinance when

Parliament is not in session. It is a

temporary measure because if it not

ratified within six weeks it ceases to

be operative.

To clear doubts, explain the meaning

of the word ‘discretionary’. Though

the President acts on the advice of

the Prime Minister, he can exercise

his discretion in the appointment of

the Prime Minister or when he has

lost the confidence of the Lok Sabha.

Explain all the qualifications

necessary for a person to contest the

election of the President including

the age.

Explain clearly the Presiding

Officers of the two Houses. Lok

Sabha - Speaker, Rajya Sabha -

Vice-President.

No Confidence Motion, Collective

Responsibility and Individual

Responsibility must be explained

simultaneously so there is no

confusion in the minds of students.

While teaching subordinate counts,

explain the meaning and advantages

of Lok Adalats.

73

(f) 1. The President may withhold assent to a bill or send it back for reconsideration (in case it is not

a money bill)

2. If no Party gains majority then President has the freedom to appoint the Prime Minister

3. If the Prime Minister has lost the confidence of the Lok Sabha and asked for the dissolution of

the house, then the President is not bound to act on the PM’s advice. (Any two points)

(g) (i) A citizen of India. (ii) Not less than 35 years of age. (iii) qualified for election as a member of

Lok Sabha. (iv) Not holding any office of profit under the government. (v) Should not be a

member of either House of Parliament or State Legislative.

(h) Vice President as the ex-officio Chairman of R.S.

(i) The government falls/ resigns the entire ministry resign in bloc.

(j) They work in the united spirit to pacify and with understanding. It is fast and inexpensive – reduce

the work load of courts/ reduce delays in higher courts.

Question 2

(a) Mention two administrative changes that the British Government brought about regarding

the East India Company’s rule in India. [2]

(b) Mention any two contributions of Jyotiba Phule in preparing the ground for the National

Movement. [2]

(c) Who founded the Home Rule Leagues in India? What was its objective? [2]

(d) Who is regarded as the political guru of Mahatma Gandhi? Give a reason for him being

considered as the Mahatma’s Guru. [2]

(e) Mention any two causes for the rise of Assertive Nationalism. [2]

(f) Why was the Simon Commission rejected by the Congress? [2]

(g) Who founded the Forward Bloc? Mention any one of its objectives [2]

(h) What is the meaning of ‘Fascism’? [2]

(i) Name the two rival blocs formed in Europe before World War I. [2]

(j) What is meant by the term ‘Non-Aligned Movement’? [2]

74


(a) Few candidates made an error in writing the

consequences (results) of the Revolt of 1857, instead

of the administrative changes that the British

Government had made.

(b) Many candidates could not explain the contribution of

Jyotiba Phule. They did not even know whether

Jyotiba Phule was a man or a woman.

(c) The first part of the question was answered correctly

by most candidates. In the second part however a few

candidates mentioned ‘Swaraj’ as the main objective

instead of writing ‘Swaraj’ within the British Empire.

(d) Most candidates answered correctly.

(e) Most candidates wrote the correct answer,

(f) Answered correctly by most candidates.

(g) Most candidates wrote the correct answer. Few

however were confused with the ‘INA’.

(h) Most candidates wrote the meaning of Fascism

correctly. Few however were not clear and wrote

irrelevant points.

(i) Most candidates answered correctly. A few mentioned

the blocs of the Second World War - Axis Powers and

Allied Powers.

(j) Majority of candidates answered correctly. However a

few named the architects of NAM and wrote on

Panchsheel too.


Students should be trained to read

the question and answer specifically

what is required and not in general

terms.

Highlight the important points and

advise candidates to learn the facts

well.

Terms such as ‘Dominion Status’,

‘Self Government’ and ‘Swaraj’

must be explained thoroughly.

Advise students to read and

understand the question before

making attempts to answer.

Explain the factors responsible for

the rise of assertive Nationalism and

the role of Early Nationalists.

The entire syllabus must be taught

comprehensively.

Explain the fact that the Forward

Bloc was a party formed within the

Congress by Subhash Bose whereas

INA refers to the army.

The meaning and aims of Fascism

should be made very clear to

students.

The rival groups of both the wars

must be explained clearly. The

rivalry between the various

countries must be explained too.

The concept of NAM must be taught

in a manner to make students aware

of the literal meaning of not to align

to whom - superpowers. Why -

newly independent countries of Asia

and Africa.

75

MARKING SCHEME

Question 2.

(a) East India Company’s rule came to an end. British government realized that the administration

of India now could not be left in the hands of a private trading company. An Act for the Better

government of India was passed in 1858 by which the rule of the company was put to an end and

transferred to the Crown.

(b) Up-liftment of lower castes/ advocated education for the dalits to end their misery/founded

schools for girls and lower casts/ set up an orphanage in 1854 to provide shelter to poor widows

and their children/ founded Satya- Shodhak Samaj to mitigate the distress and sufferings of

women, dalits and common people/ conceived of a society based on the principles of justice,

equality and fraternity/ got water tank constructed outside his house for the use of dalits/ wrote

‘Ghulam Giri’ which focused on the domination of the upper cast and the plight of peasants.

(Any two)

(c) Tilak, Annie Beasant, self-governing Institutions from the grassroots to the Central legislature.

(d) Gopal Krishan Gokhale, because he went to South Africa where he helped Gandhi in his fight

against racial discrimination.

(e) 1. Famine and plague of 1896 affected crores of people and caused death. The British

government provided slow relief

2. Economic exploitation: prolonged drought and famine increased the misery of the peasants/

Indian traders and manufacturers lost confidence in the British Government/ India’s gold

reserves were transferred to London/ India was starved of its own resources

3. Ill treatment of Indian’s in South Africa/ Indians were subjected to racial discrimination

4. International events: Boers fight against the mighty British empire, Home rule agitation in

Ireland, Italy’s defeat in Ethopia, Japan’s victory over Russia shattered the myth of European

superiority

5. Lord Curzon’s repressive policies: Calcutta Corporation Act, Universities Act, Sedation and

official secrets Act, Partition of Bengal (Any Two)

(f) Because there was no Indian representation in the Simon Commission.

(g) Subhash Chandra Bose

Objective: Liberation of India from Foreign rule/ establishment of a socialist society.

(h) Fascism meant autocracy or dictatorship where the power of the state is vested in one man only

and it is obligatory for all the others to obey his orders. It has been derived from the Italian word

‘Fascio’. It is symbolized with a bundle of sticks found to an axe that symbolized civic unity

and the authority of Roman officials to punish wrong doers.

(i) Triple alliance and triple entente

(j) Does not support or align with any power block, aimed at keeping away from cold war/ does not

mean submission to what we consider evil/ it means to judge every issue on its merit and not to

the line with any super power. (Any one)

76

Question 3

The Rajya Sabha is the second chamber of the Indian Parliament and represents the interest of the

States. In this context explain the following:

(a) Its composition. [3]

(b) Qualifications for membership. [3]

(c) Term of the House and any two of its legislative powers. [4]


(a) Answered correctly by majority of candidates,

however a few were confused in the number of

elected and nominated members.

(b) Most candidates answered correctly. The age

mentioned however was incorrectly written by few

candidates and they instead of mentioning the

qualifications explained the method of election.

(c) The first part of the question - the term of the House

was correctly answered by most candidates.

However there was no clarity about the Legislative

Powers of the Rajya Sabha as witnessed in the

answers of a few candidates.

MARKING SCHEME

Question 3.

(a) It consists of not more than 250 members (at present 245 members). The members fall in two

categories – elected and nominated. Twelve members are nominated by the President from

among persons having excelled in the fields of art. Literature, science and social service

(b) Must be a citizen of India/ must not be less than 30 years of age/ must possess such qualifications

as may be prescribed by law from time to time.

(c) (i) It is a permanent body not subject to dissolution/ one third members retire every second day

/ members of the Rajya Sabha have a six year term (any two points)

(ii) All bills excepting Money bills can originate in Rajya Sabha / Can approve ordinances /

Rajya Sabha passes a resolution that a subject in the State List can assume National

importance.


Teach students to be clear and

specific with regard to the

composition of the Lok Sabha and the

Rajya Sabha.

Explain all the qualifications

prescribed along with the age. As the

minimum age required for the

election of the President, members of

the Lok Sabha and Rajya Sabha too

varies.

It is very important to explain clearly

the relationship between the two

houses regarding Money Bill and

Non-Money Bills to remove any

doubt in the mind of the students.

77

Question 4

The makers of our constitution adopted the Parliamentary and the Cabinet form of

Government. With reference to this, answer the following questions:

(a) (i) Who is the Constitutional Head of the Union Government?

(ii) What is meant by the Collective and Individual Responsibility of the members of

the Cabinet? [3]

(b) Explain briefly the position and powers of the Prime Minister in relation to the Cabinet. [3]

(c) Distinguish between the Cabinet and the Council of Ministers. [4]


(a) Answered correctly by most candidates. A few were

unsure and mentioned the Prime Minister as the

Constitutional Head, This reflected there was no

conceptual understanding on the collective and

individual responsibility.

(b) Most candidates answered correctly. Few candidates

were unable to explain the powers of the Prime

Minister in relation to the Cabinet and were unable

to write the three points required in the question.

(c) Majority of candidates wrote the correct answer.

Few however explained the Cabinet only and were

unable to differentiate with the Council of Ministers.

MARKING SCHEME

Question 4.

(a) (i) President.

(ii) Cabinet jointly share the responsibility for the government’s policies and performance.

Every minister is responsible for matters such as personal lapse, departure from official

policy, breach of oath of secrecy. They swim and sink together.


Explain that India is Republic where

the President is the constitutional head

and since India has a parliamentary

form of Government, The President

acts on the advice of the Prime

Minister (real head) and the Council

of Ministers. Council of Ministers are

collectively responsible to the Lok

Sabha and Ministers are individually

responsible to the President.

Explain the powers of the Prime

Minister in relation to the President,

Council of Ministers (Cabinet) and the

Parliament.

Stress on specific points required in an

answer. Highlight the difference

between the Cabinet and the Council

of Ministers

78

(b) The Prime minister recommends his trusted senior colleagues in the Parliament as members of

his Cabinet. The President then appoints them as minister. P.M. has power to allocate portfolios

to the Cabinet and dismiss them. He has the power to direct and coordinate policy.

(c) The Cabinet means the Council consisting of the Prime Minister and the other senior Ministers /

all Cabinet members are ministers but the other ministers are not Cabinet members. The Cabinet

ministers meet frequently. They decide the program and policy of the government. The Ministers

of State and deputy Ministers rarely meet. While Cabinet Ministers attend meetings of the

Cabinet in their own right, ministers of State can attend only if invited to. A Deputy Minister is

a junior minister and can attend cabinet meeting in very extraordinary situation. The President

acts on the advice of the Cabinet in all matters. Since the Council of ministers rarely meets it is

the cabinet ministers who are consulted by the Prime Minister for information and advice.

Cabinet is an inner body within the Council of Ministers. It acts in the name of the Council of

Ministers and exercises all powers on its behalf.

Question 5

With reference to our Judiciary, discuss the following:

(a) Why is the Judiciary kept independent of the control of the Executive and the Legislature?

[3]

(b) What do we mean when we refer to the Supreme Court and the High Court as a ‘Court of

Record’? [3]

(c) Name the Writs that the High Courts are empowered to issue. What is meant by the

Advisory Jurisdiction of the High Court? [4]


(a) Only a few candidates answered this question

correctly. The question ‘why’ is the judiciary kept

independent was interpreted as ‘how’ it is kept

independent. Candidates wrote about judges

appointment, security of tenure and contempt of court,

etc that was not required.

(b) Most candidates wrote the answer correctly. Few

however were confused between ‘Judicial Review’

and ‘Court of Record’.

(c) Most candidates were able to state the writs issued by

the High Courts.


Teach students to read the question

carefully. Explain explicitly as to

why the judiciary has been kept

independent of the executive and

legislature.

Explain key terms clearly.

Highlight keywords like - cases kept

as record, future references, etc. and

guide students to learn the facts

well.

Explain the meaning of the term

‘writs; and various types of writs

issued by the Supreme Court and

High Courts to enforce the

Fundamental Rights.

79

MARKING SCHEME

Question 5.

(a) Judiciary’s independence is essential for the functioning of a democratic constitution. An

independent judiciary is said to be the first condition of liberty. The Supreme Court and the High

Courts are the guardians of peoples’ fundamental rights. The supreme court and the high courts

administer justice not only between citizen and citizen but also between state and a citizen.

(b) A court of record is one whose judgments are recorded for evidence and testimony. They are not

to be questioned by subordinate courts. The judgements are in the nature of precedents. The

Supreme courts and the high courts have the power to punish contempt of itself.

(c) Habeas Corpus, Mandamus, Prohibition, Quo Warrento and Certiorari. High Courts can advise

any government department, legislative or the Governor, if they seek it, on constitutional as well

as on other matters of law.

Question 6

With reference to the growth of National consciousness in India explain each of the following:

(a) The immediate objectives of the Indian National Congress. [3]

(b) Two contributions of Dadabhai Naoroji. [3]

(c) The impact of the Swadeshi and the Boycott Movement. [4]

Examiners’ comments

(a) Most candidates answered correctly. A few however

wrote the demands of the Congress instead of its

objectives.

(b) Most candidates wrote the contribution of Dadabhai

Nooroji correctly. Few wrote the contribution of

other moderate leaders too that was not required.

(c) Most candidates wrote the correct answer. A few

instead of writing the impact of the Swadesh and

Boycott Movements wrote on the people’s reaction

against the Partition of Bengal.


Specifically teach the difference

between the objectives and demands

of the Congress to avoid confusion.

Advise students to be very specific in

writing the contribution of prominent

leaders.

Explain the meaning of the term

‘impact’ or significance and

differentiate it with the reaction or the

course of the movement.

80

MARKING SCHEME

Question 6.

(a) Immediate objectives of the Congress;

1) To enable national workers from all parts of India to become personally known to each

other

2) To end all racial, religious and provincial prejudices and to promote feeling of National

unity among all countrymen

3) The formulation of popular demands on vital Indian problems and their presentation before

the government.

4) To train and organize public opinion in the country.

5) To decide upon the political task to be undertaken during the ensuing year.

(Any three)

(b) Dada bhai founded the East India Foundation in London to inform the British of the true state

of affairs in India/ as the member of the British Parliament , he rendered admirable service to

the cause of India and to the people of Indian origin in South Africa./ it was due to his efforts

that a resolution recommending the ICS examinations be held simultaneously in England and

India was passed/ he was one of the founder members of the Congress/ he passed the resolutions

on Swaraj Swadeshi Boycott and national education./ he condemned the partition of Bengal/ he

edited Rast-goftar/ started a magazine Dharam marg Darshak/ wrote poverty and un-British rule

in India/ through his drain theory he explained how India’s wealth was being taken away to

England/ he advocated a just political system. (Any two points)

(c) All people took the vow of Swadeshi. Rabindra Nath Tagore wrote his famous patriotic song

Amaar Sonaar Bangla. Vande Mataram was adopted as the war cry of the agitation. Amrit

Bazaar Patrika vehemently criticized the partition. Bengali papers like Sanjeevni and Hitaishi

took lead in spreading anti- British feelings. Brought into politics, new classes of people –

Encouraged indigenous industries provided employment to craftsmen. Gave education a

national orientation in vernacular needs. Taught Press to be outspoken.

81

Question 7

In 1930 Mahatma Gandhi’s demands were rejected by the British, as a result of which he

launched the Civil Disobedience Movement. In this context explain the following:

(a) Name the famous march undertaken by Gandhiji. Where did he begin this march? State

two of its features. [3]

(b) The Gandhi-Irwin Pact as a consequence of this Movement. [3]

(c) Significance of the Second Round Table Conference. [4]


(a) Most candidates wrote correct answers. Few

however wrote general answers and were not

specific. They were unable to explain the main

features of the Dandi March and failed to mention

the violation of the salt laws.

(b) Most candidates wrote the Gandhi-Irwin Pact

correctly. Few however were unable to understand

the question and wrote irrelevant points not

connected with the pact.

(c) Most candidates wrote correct answers. However a

few were confused and could not specify the

significance of the Second Round Table Conference.

MARKING SCHEME

Question 7.

(a) Dandi March. On twelfth March Mahatma Gandhi began this historic march from Sabarmati

Ashram to Dandi. 78 persons followed him but as he advanced others followed the party. He

reached Dandi on 5th April. On the 6th April after his morning prayers Gandhiji violated the salt

laws by picking up salt at the coast. Gandhiji’s campaign against the salt laws was a signal to

disobey the government laws.

(b) On 5th march 1931, a pact was signed between Gandhiji and the governor general Lord Irwin.

1) To release all political prisoners except those guilty of violence


Emphasise on specific points rather

than general statements.

Meaning of the word ‘consequences’

should be made clear to students.

It is very important to explain the

three Round Table Conferences and

their significance. Students should be

advised to write in points.

82

2) To give back to the Congressmen their confiscated properties

3) To permit peaceful picketing of liquor and foreign cloth shops

4) To permit people living near the sea coast to manufacture salt.

Mahatma Gandhi agreed to suspend the Civil disobedience movement and agreed to attend the

second round table conference

(c) Gandhiji was chosen as the sole representative of the Congress for the second round table

conference. The conference devoted most of its time to communal question and the

representation of minorities in the legislatures both at the center and the provinces. Gandhiji was

disgusted to find that most leaders seemed concerned only about their vested interests. The

question of independence or of setting up of a responsible government receded into background.

Mahatma Gandhi returned to India empty handed.

Question 8

With reference to the transfer of power to India, answer the following:

(a) Explain the Cabinet Mission’s proposals regarding the setting up of a Constitution

making body. [3]

(b) Mention any two clauses of the India Independence Act 1947. [3]

(c) Why did the Congress accept the Mountbatten Plan? [4]


(a) Most candidates wrote the other proposals of the

Cabinet Mission like grouping of States etc instead.

The proposal asked in the question - setting up of a

constitution making body was not mentioned in

many answers of candidates.

(b) Most candidates wrote correct answers. Few

candidates mixed up the India Independence Act

with the Mountbatten proposals.

(c) Answered correctly by most candidates. Few

however wrote answers based on guess work.

MARKING SCHEME

Question 8.

(a) The Cabinet Mission proposed that a constituent assembly would frame the Union Constitution.

It was to consist of 385 members. The provinces were to elect 292 members whereas princely

states were allotted 93 seats. After a preliminary meeting the constituent assembly was to split

into three sections. Members of all three groups would frame provincial constitutions for the

provinces included in each group. They would also decide whether any regional constitution


The Cabinet Mission puts forward

many proposals. These should be

taught separately and under separate

headings to avoid any confusion.

Instruct students to be more specific

in writing their answers. It is

important to comprehend and then

write answers as per the requirement.

A recapitulation should be done after

learning in order to retain details of

topics learnt earlier.

83

should be set up for those provinces. Finally, the constituent assembly would meet jointly and

frame the union constitution.

(b) 1) the act provided for the creation of two independent dominions from 15th august 1947, to be

known as India and Pakistan

2) each dominion was to have a governor general who would function as a constitutional head.

3) both would have separate constituent assemblies which would even serve as central

legislatures.

4) princely states would become independent and all powers and authority exercisable by his

majesty would be terminated.

5) the office of the secretary of state would be abolished.

6) provision was made for the division of the Indian army and sharing of assets and liabilities

between the two dominions. (Any two points)

(c) 1) Communal riots had taken a serious turn as a result of the direct action of the muslim. The

League had joined the interim government to obstruct and not to cooperate.

2) It was felt that a smaller India with a strong central authority was better than a bigger state

with a weak center.

3) The leaders felt that the partition would rid the constitution of separate electorates and India

could evolve as a truly secular and democratic polity.

4) The leaders felt that the further delay in the transfer of power would find India the midst of a

civil war. (Any three points)

Question 9

The War that broke out in 1914 was different from the previous wars in many ways. In this context

discuss the following points briefly:

(a) Militant Nationalism as a cause of the War. [3]

(b) How did the treaty of Versailles seek to cripple Germany’s military strength? [3]

(c) What was the territorial re-arrangement of Europe as a result of this War? [4]

84


(a) Most candidates were unable to comprehend this

question and wrote vague and incorrect answers.

Specific points were missing.

(b) Candidates were unable to understand the question

and instead of explaining how the military strength

of Germany was crippled, they mentioned the other

points of the Treaty of Versailles. Only a few

candidates answered correctly.

(c) Most candidates wrote general answers rather than

mentioning the specific points. They were unable to

write the correct names of the territories.

MARKING SCHEME

Question 9.

(a) An important cause of the war was competitive patriotism or extreme nationalism/ William Kaiser

went about proclaiming that Germany was going to be the leader of the world/ In the Franco-

Prussian war, Germany had seized the province of Alsace and parts of Lorraine which were rich

in minerals and industrial products./ The French wanted to recover their lost provinces/ Italians

looked discontented/ there was unsatisfied national spirit of Balkan states/ the political leaders

and rulers succeeded in fanning hatred and passion under the cover of nationalism.

(b) The treaty of Versailles restricted the German force to 1,00,000 soldiers, the navy was limited to

15,000 men and 36 ships and the air-force was totally banned, no submarines were to be allowed/

Germany could make nor purchase tanks and armoured cars.

(c) The political map of Europe was transformed after the peace treaties.

1) Germany was forced to cede Alsace and Lorraine to France/ she had to surrender the areas

of Eupin and Malmedy to Belgium.

2) Germany was also forced to hand over to Poland, large parts of industrial area of Silesia.

3) New states such as Romania, Czechoslovakia, Finland and Yugoslavia were created

4) The war ended the autocratic monarchies in Germany, Russia, Austria and Hungary/ Hungary

was recognized as a separate state/ after the Russian revolution in 1917 Czarist dictatorship

came to an end


Explain all the causes of the First

World War. Instruct and guide

students to be specific. They should

learn and understand the facts well.

Train students to be able to

comprehend the question to enable

them to answer specifically rather

than writing vague and irrelevant

answers.

Ensure that students are able to

analyse the question correctly as to

what specific facts are expected from

the question.

85

Question 10

The United Nations was established to be an effective peace keeping international organization.

In this context explain the following:

(a) Its objectives and purposes. [3]

(b) The meaning of Human Rights as incorporated in the Human Charter. [3]

(c) Name the agency that the UN set up to deliver relief to children and mothers after World

War II. State any three of its functions. [4]


(a) Answered correctly by most candidates.

(b) Most candidates answered correctly with a few

being unable to express themselves correctly.

(c) Most candidates answered the question correctly. A

few however mentioned the agency - WHO or

UNESCO. Functions were correctly answered.

MARKING SCHEME

Question 10.

(a) Objectives of the UN

1. To save succeeding generations from the scourge of war

2. To maintain international peace and security/ to take effective measures for the removal of

threats to peace

3. To develop friendly relations among nations/ to achieve international cooperation in solving

problems of economic, social and cultural character.

4. To establish conditions under which justice and respect for international law and

international treatise can be maintained

5. To create faith in human rights

6. To promote social progress and better standards of life in larger freedom

7. To harmonize and coordinate the actions of nations in order to attain the above objectives

and purposes (Any three points)

(b) Human rights refer to those freedoms which should be available to all persons irrespective of their

religion, race, caste, sex, nationality or any of them


Objectives/purposes of the UN were

quite clear to students. The only thing

is that emphasis should be laid on

learning point wise and recapitulation

to ensure effective learning.

Instruct students to write clear and

specific points rather than general

points.

Be specific about the different

agencies of the UN. Ensure that

students understand the various

agencies and their functions.

86

(c) (i) UNICEF

(ii) (1) To render assistance in providing protective food like milk, meat and fish to the children

(2) It takes care of interests of women and pregnant mothers

(3) Provides funds for the training of health and sanitation workers, nutritionists and crèche

workers

(4) Immunization against preventable diseases

(5) Extends support to programs such as suppression of traffic in women and children and

prevention of crimes committed by children

(6) To provide instant help to women and children when some natural disaster occurs or

when they are overtaken by an epidemic or a disaster caused by war

(7) To supply paper to publish text books and literature relating to children

(Any two)

Topics found confusing /difficult:

Discretionary powers of the President.

Administrative changes made by the British.

Rival Blocs formed in Europe before the First World War.

Legislative Powers of the Rajya Sabha.

Constitutional Head of the Union Government.

Why the Judiciary is kept independent of the control of the Executive and Legislature.

Impact of Swadeshi and Boycott Movement.

Cabinet Mission’s proposal regarding the constitution making body.

Militant Nationalism as a cause of war.

Territorial re-arrangement of Europe after the First World War.

Suggestions for students:

Read the question carefully, comprehend and then attempt to answer.

Always write specific answers rather than vague and lengthy answers.

Study the entire syllabus and avoid selective study.

Write in points to make learning easy.

87

GEOGRAPHY

H.C.G. - Paper – 2

II. ANALYSIS OF PERFORMANCE

Question 1

Study the extract of the Survey of India Map sheet No. 45D/10 and answer the following

questions:

(a) Give the four figure grid reference for a figure similar to the one given below. Identify

the figure: [2]

(b) How is the drainage pattern in grid square 1606 different from that in grid square 1608. [2]

(c) Identify the correct six figure grid reference for each of the following:

(i) Gautam Maharishi Mandir

200071; 071200; 201070?

(ii) .443

172059; 052179; 179052? [2]

(d) Name the most prominent settlement other than ABU. Give two reasons to support your

answer. [2]

(e) (i) What is the general slope of the land in the north-west corner of the map extract?

(ii) What is the compass direction of Chandela (1803) from Hanumanji ka Mandir

(2208)? [2]

(f) What do you understand by the following terms as used on the map extract?

(i) Causeway (1702)

(ii) Falls 25m (2307). [2]

(g) (i) If you were to cycle at 10 km an hour, how much time would it take to cover the

north-south distance depicted on this map extract?

(ii) Calculate the area enclosed by Eastings 19 to 22 and Northings 04 to 09. [2]

(h) (i) Identify one natural feature in grid square 1610

(ii) Identify one man made feature in grid square 1903. [2]

(i) Give two probable reasons, other than dry water features, to indicate that the region

depicted on the map extract receives seasonal rainfall. [2]

(j) Calculate, in metres, the difference in height between the highest point on the map

extract and the contour height given in grid square 2402. [2]

88


(a) The first part of the question was answered correctly. In

most cases i.e. 4 figure number, Candidates could not

identify the conventional symbol correctly. In most cases

the second part of the answer was answered incorrectly or

answered partly correct i.e. instead of writing seasonal

tank with embankment candidates wrote either just “dry

tank” or “tank” and in most cases “embankment” was

missing.

(b) Most candidates were able to identify the drainage

patterns, although, they misspelt the terms in many cases.

In some cases a little confusion between “Trellis” and

“dendritic” pattern was observed.

(c) The Six figure grid reference was identified and answered

correctly in most cases.

(d) A few candidates got confused and named Hetamji and

Mohanpura instead of Vijna. In most cases candidates

wrote the correct answer.

(e) (i) Most candidates could not understand the general

slope and answered it as steep/gentle/convex, etc. The

direction of the slope of the land was answered

incorrectly in most cases.

(ii) The compass direction was correctly answered in most

cases.

(f) (i) The causeway was not defined correctly by candidates

in most cases.

(ii) Candidates just repeated the term “falls” as given in

the question or wrote stream is falling. Only a few

wrote the correct term “waterfall” of 25m.

Generally the definitions of both the terms were not

written appropriately.

(g) (i) A few candidates were unable to understand the

question and answered incorrectly. However most

candidates answered correctly.

(ii) Except in a few cases where the area was not

calculated of the enclosed region, most candidates

answered correctly. A few candidates lost marks as

they did not write the unit.

(h) (i) Answered correctly by most candidates. However

some mentioned “tries” as a natural feature which was

incorrect and a few wrote “broken land” instead of the

correct term “broken ground”.


The question being of a

compulsory nature should be

assigned maximum practice.

Conventional symbols should

be revised and their meaning

explained clearly to students.

Definition of terms used on the

toposheet should be revised

regularly.

Emphasis should be laid on

writing correct spelling of

terms.

The concept of the nature of

slope and general slope of the

land should be made clear.

Nature of slope relates of

gentle/steep/convex etc. While

general slope relates to the slope

on map area i.e. which side is

higher and which side is lower

students should be taught

accordingly to look for contour

heights and spot heights to

answer about the general slope

of the land and for nature of

slope.

Additional practice on applied

questions on distance

calculation should be taken up

to build up the concept of scale

and ground relation.

Emphasis should be laid on

writing the unit while writing

the answer on distance or area

calculation.

Drainage patterns must be

revised regularly. A clear

difference between dendritic

and Trellis pattern should be

taught.

89

(ii) Answered correctly by most candidates.

(i) Most candidates were unable to comprehend “other than

dry water feature” and hence incorrectly answered ‘dry

stream or dry tank’. Some incorrectly wrote open scrub.

(j). Most candidates incorrectly answered as they could not

identify the highest point. In some cases the unit was not

mentioned although the calculations were correct. No

marks were awarded if the unit was missing.

MARKING SCHEME

Question 1.

(a) 1511/1811/1711/1903 (Any one)

Dry tank with an embankment

(b) 1606 - Radial

1608 - Trellis

(c) (i) Gautam Maharishi Mandir

200071

(ii) .443 – 179052

(d) Vajna ( 1503)

Two reasons: Presence of a police chowki , Metalled road

(e) (i) Towards the west / South West

(ii) South West

Students should be taught about

the evidence of seasonal rainfall

and scanty rainfall separately to

avoid incorrect answers being

written.

Differences between man-made

and natural features should be

taught clearly. “Trees” to be

avoided in both.

Students should be taught to

read questions carefully before

attempting and to understand

what must be written as the

correct answer.

6-figure grid reference must be

practised regularly.

Regular practice of 46D/7 and

45D/10 toposheets at least once

a week will help in clearing

doubts. Students must be taught

to look for the highest and

lowest points on the map

extract.

90

(f) (i) Causeway is a raised metalled road over a non-perennial stream or Marshy area or which serves

as a temporary bridge.

(ii) Falls 25 indicates a waterfall of height 25metres.

(g) (i) 1 hour

(ii) 15 square kms

(h) (i) 1610 – broken ground / seasonal stream / dry stream

(ii) 1903 – Permanent settlement / embankment

(i) Presence of broken ground / causeways / road motorable in dry season.

(j) Highest point 1409 metres - contour heights to 80 metres = 1129 metres

Question 2

On the outline map of India provided:

(a) Mark and name the Nilgiris. [1]

(b) Shade and label the Malwa Plateau. [1]

(c) Shade and label the Malabar Coastal Plains. [1]

(d) Mark and name the river Gomti. [1]

(e) Shade and name the Andaman Sea. [1]

(f) Mark and name Allahabad. [1]

(g) Mark with a single arrow and name the winds that bring winter rain to north-west India. [1]

(h) Mark and name Digboi. [1]

(i) Mark an area with laterite soil below the Tropic of Cancer. [1]

(j) Mark and name the Karakoram Pass. [1]

91


(a) The ‘Nilgiri’ was marked correctly in most cases by

most candidates.

(b) The Malwa plateau was marked incorrectly as in most

cases it was shaded up to Betwa. Some candidates

shaded a larger area than required that stretched up to

the river Narmada.

(c) Some candidates shaded and marked it incorrectly. In

some cases the Malabar Coast was shaded way beyond

and onto the Kanara coast.

(d) The river Gomti was marked but not shaded in some

cases. Some got confused between the Gomti and

Ghagra and hence lost marks.

(e) The Andaman Sea shading went across the islands onto

the Western side or was shaded around the Andaman

group of islands which was an incorrect answer.

(f) Allahabad was marked correctly in most cases except for

a few where it was observed that candidates used a larger

dot or marked it at Ganga Gomti confluence.

(g) Only a few candidates attempted this question. Arrows

were incorrectly drawn in most cases by candidates as

they were unsure of the correct answer.

(h) The exact location of Digboi was marked correctly only

in a few cases.

(i) The laterite soil was shaded correctly in most cases.

Some however shaded the coastal area incorrectly. Some

candidates did not read the question carefully and

marked the area in north east rather than south of tropic

of cancer.

(j) Candidates did not use proper symbols to show the pass.

Some candidates marked it over a large area and shifted

it to the left or right side of the correct location of the

pass. In few cases the Karakoram range was marked

instead of the pass.


Marking / Locating and shading

on maps is essential in Map

reading hence regular practice

must be assigned

Consult an Atlas and show the

location of all features to

students on the map provided in

examinations.

Correct locations should be

explained following turns of

rivers or indentations in coastal

margins.

Coastal areas to be shaded on

land portion.

Students must be taught to draw

arrows with the arrow head

pointing towards the feature.

Dots used to show cities should

not be too large.

Questions to be read carefully to

understand on what is required

to be marked.

Appropriate use of colours of

symbols on the map will not

only make marking interesting

but also clear concepts.

Additional practice and regular

revision is essential to better

performances and grades.

92

MARKING SCHEME

Question 2.

Outline Map for Question No.2 (One mark for each sub question - total 10 marks)

ONLY FOR THE EXAMINER

a b c d e f g h i j

93

Question 3

(a) Explain two factors that affect the climate of India giving a suitable example for each. [2]

(b) State two differences between the rainfalls that occur from June to September and that

from December to February in North India. [2]

(c) Give a geographic reason for each of the following:

(i) Kerala has the longest rainy season.

(ii) The Konkan coast experiences orographic rainfall.

(iii) The city of Kanpur in Uttar Pradesh has a higher range of temperature

than that of Chennai in Tamil Nadu. [3]

(d) Study the climatic data given below and answer the questions that follow:

Month JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

Temp.

°C

21.0 21.9 24.3 27.2 28.0 26.4 26.1 25.4 25.0 26.0 23.8 21.2

Rainfall

Cm

5.1 2.8 1.2 1.7 3.9 4.6 8.4 11.4 11.9 31.6 34.5 14.8

(i) Identify the hottest month.

(ii) Calculate the annual rainfall.

(iii) Name the winds that bring the maximum rainfall to this city. [3]


(a) Most candidates explained the factors correctly but wrote

incorrect examples.

(b) Candidates overlooked “North India” and related the

answer to N.E. monsoon instead of the Western

disturbance.

(c) (i) Kerala having the longest rainy season - most

candidates wrote about approaching winds but missed

out on retreating winds and thus lost marks.

(ii) Some candidates failed to relate the orographic rainfall

with the Western Ghats. Some were unsure of the

location of the Konkan coast.

(iii) This part was answered correctly by most candidates

except for a few who related the location of Kanpur to

a rain shadow area. In some cases both cities were not

mentioned in the answer.


- Make use of wall maps while

explaining the chapter on

Climate to enable students to

understand the location of relief

features and their impact on the

climate.

- Students should be asked to read

the question carefully to

understand it well before

answering.

- Insist on writing differences in a

tabular form with corresponding

points on either side.

- Additional practice of reasoning

based questions should be

undertaken to ensure concepts

are clear.

94

(d) (i) Most candidates correctly identified the hottest

month from the table.

(ii) Calculation errors were observed in a few cases. Some

candidates calculated the mean annual rainfall instead

of the total annual rainfall. In some cases the unit was

not mentioned.

(iii) There was some confusion in identifying the wind. Few

candidates wrote N.E. Trade, which was incorrect.

MARKING SCHEME

Question 3.

(a) Latitude- the further one moves away from the equator, the colder it gets as the rays of the sun

get more oblique. Hence places in the south like Kochi, Chennai, Bangalore and others are warmer

than places in the north like Delhi, Agra, Srinagar and others due to proximity to the equator.

Altitude-the higher one goes above sea-level, the colder it gets as the atmosphere is heated from

below. Hence places at a higher altitude like Simla, Mussourie, Panchgani and others are cooler

than places at sea level like Mumbai,Bhopal,Jaipur and others.

Distance from the sea- the further one moves away from the sea, the higher will be the range of

temperature. Hence places like Mumbai, Chennai,Kolkata and others will have an equable climate

as they experience the moderating influence of the sea, while places further inland like Pune,

Indore, Hyderabad, Amritsar, Delhi and others will have a continental type /extreme type of

climate. ( Any relevant examples)

Varied Relief- When mountains lie perpendicular to onshore winds, heavy rainfall occurs on the

windward side and scanty rainfall occurs on the leeward side; and when mountains lie parallel to

rain-bearing winds, little rain falls. E.g Aravallis – Thar / Rajasthan./ So places that lie on the

windward side of mountains like Mumbai, Cherrapunji and others will receive more rain than

places that lie on the leeward side of mountains like Pune, Shillong and others. Alignment of

mountain ranges/ Presence of Himalayas- Checking the South West Monsoons from blowing into

Central Asia / Checking Cold winds from Central Asia. Impact of prevailing winds / Upper air

circulation / Jet Stream. (Any 2 points)

(b)

Rainfall in June-Sep

Orographic

Heavy/torrential

Causes destruction

Rainfall in Dec – Feb

Cyclonic

Light

Beneficial

(Any two)

- In data calculation students

should be asked to revise before

writing answers.

- Insist on writing of unit by

students on all data based

questions on the topic of

climate.

- Revision and short class tests

will enable a comprehensive

and better understanding among

students.

95

(c) (i) Kerala lies to the SW and hence is the first state to receive rain from the SW Monsoon,

Arabian Sea branch as these winds move from SW to NE. These withdraw from North to

the South and hence Kerala is the last state from which these winds withdraw. Kerela is the

first state to receive the South West Monsoon and the last to see it withdraw .

(ii) The Konkan coast lies on the windward side of the western ghats and hence receives heavy

rain from the SW Monsoon winds, Arabian Sea branch. The windward side of an area is

the slope of a range that gets the full blast of an onshore wind and hence get plenty of

rainfall.

(iii) Kanpur lies to the interior, away from the influence of the sea; whereas Chennai lies along

the coast and is influenced by the sea. As Kanpur is located in the Interior it is deprived of

the moderating influence of land and sea breeze.

(d) (i) May

(ii) 131.9 cm

(iii) Retreating Monsoon.

Question 4

(a) State the characteristic of each of the soils named below that makes them most suitable

for crop cultivation:

(i) Black soil.

(ii) Red soil. [2]

(b) State the geographic term for each of the following processes:

(i) The process by which soluble minerals dissolve in rain water and percolate to the

bottom, leaving the top soil infertile.

(ii) The process by which rain water, flowing in definite paths, removes the top soil,

thus causing deep cuts to the surface of the land. [2]

(c) Define the following:

(i) Pedogenesis.

(ii) Humus.

(iii) Bhangar. [3]

(d) Give a geographic reason for each of the following:

(i) Alluvial soil is extremely fertile.

(ii) Need for Soil conservation.

(iii) Reafforestation should be practised extensively. [3]

96

Examiners’ Comments (a) Most candidates answered correctly. In some cases

candidates wrote the general characteristics of both soils rather than the one which is suitable for cultivation. A few mentioned the names of crops grown in the soil rather than its characteristics.

(b) (i) Most candidates answered correctly except for a few

who wrote acid rain instead of leaching.

(ii) Candidates wrote rill erosion instead of stating gully

erosion.

(a) (i) Answered correctly by most candidates, however

some candidates got confused between Pedology and

Paedogenesis.

(ii) Humus was written as organic matter only. It was not

related to the soil by candidates.

(iii) Answered correctly by most candidates.

MARKING SCHEME

Question 4.

(a) (i) Black soil- moisture-retentive/self-ploughing/rich in lime, iron, cacium, alumina, potash/

deep and fine grained / clayey … (Any one point)

(ii) Red soil- rich in iron/porous/friable/does not get water-logged/responds to manures or

fertilizers /rich in potash … (Any one point)

(b) (i) leaching

(ii) Gully erosion

(c) (i) Pedogenesis- the process of soil formation.

(ii) Humus- the decayed organic matter that helps make soil fertile.

(iii) Bhangar- the older,less fertile alluvial soil.

(d) (i) as it contains minerals like iron, potash, lime../is loamy/has sufficient depth/is renewed

annually/ It is a transported soil which brings along lots of minerals … (Any one point)

(ii) As soil supports all plant life/to increase our agricultural output/ Various methods/ Efforts

made by man to check soil erosion and retain the fertility of the soil… (Any one point)

(iii) As it helps prevent soil erosion/holds the soil together/helps maintain the ecological

balance/checks global warming/reduces severity of drought… (Any one point)


- Guide students to read the

question carefully to understand

what is required to be answered.

- Differences between rill erosion

and gully erosion should be made

clear to students by using

diagrams and explanations with

the help of pictures.

- Definitions of terms related to

the chapter on soil should be

revised with emphasis on the use

of key words in an answer.

- Encourage students to prepare

their own short notes and tables

(charts). This will encourage

them to read the whole chapter

and note down important points

which are discussed in class.

- Extensive discussions on

answering application based

questions should be undertaken

in class to make concepts clear.

97

Question 5

(a) State two characteristics of Tropical Deciduous forests. [2]

(b) State two reasons why Tropical Evergreen forests are difficult to exploit. [2]

(c) Identify the tree as per its characteristics mentioned below:

(i) It yields wood that is hard and scented and is usually found in high altitudes.

(ii) It is generally found in deltaic regions and is used to make boats.

(iii) The furniture made from the wood of this tree is generally the most expensive. [3]

(d) Differentiate between afforestation and deforestation. State a disadvantage of

deforestation. [3]


(a) Most candidates answered correctly. Some got confused

between the characteristics of tropical evergreen and

tropical deciduous forests. In some cases candidates wrote

the climatic conditions required as the characteristics of

the forest.

(b) Most candidates answered correctly. In some cases

confusion was observed in the answers on tropical

evergreen and tropical deciduous.

(c) (i) Most candidates missed the second part of the

question “found in high altitude” and concentrated

only on hard and scented wood and wrote the answer

accordingly.

(ii) Most candidates answered correctly.


(d) Most candidates answered this part correctly. In some

cases the second part of the question was not dealt with

separately. It was written with the difference between

afforestation and deforestation.



question carefully before

attempting to answer.

Explain the difference between

tropical evergreen and tropical

deciduous so that students are

not confused between the two

while answering.

Climatic conditions required

cannot be considered as a

characteristic of the vegetation

belt.

Students should be asked to read

the questions carefully and write

separate answers for the part or

sub part of the question and to

avoid mixing it with the

previous answer. Each sub part

should be answered separately

beginning from a new line.

Revise the uses of trees and

encourage students to prepare

their own revision table.

Discuss reasoning based

questions to make concepts

clear.

Encourage students to write

differences in a tabular form.

98

MARKING SCHEME

Question 5.

(a) Any two of the following:

Tropical deciduous forests have trees found in pure stands.

Trees shed their leaves in a particular season Provide valuable timber and other forest

products.

(b) Tropical evergreen forests are dense/ Heavy logs make it difficult for accessibility/ Trees are

found in mixed stands/ Dense undergrowth… (Any two points)

(c) (i) deodar

(ii) sundari

(iii) Mahogany/Rosewood… (Any one)

(d)

Afforestation

Planting of trees over a large area

Deforestation

Cutting of trees over a large area

Disadv. Leads to soil erosion/extinction of

flora and fauna/rise in

temperatures/floods/increases severity of

drought helps maintain the ecological

balance/checks global warming/reduces

severity of drought… (Any one point)

Question 6

(a) State two reasons why irrigation is important to a country like India. [2]

(b) Name two modern methods of irrigation. State one important reason for their growing

popularity. [2]

(c)(i) Why is well irrigation still a popular means of irrigation? Give two reasons to support

your answer.

(ii)State the significance of rainwater harvesting. [3]

(d)(i) Why is the world in danger of facing a severe water shortage in the coming future? Give

two reasons to support your answer.

(ii)State one measure the Government should adopt to handle the present water crisis. [3]

99


(a) Answered correctly by most candidates.

(b) Most candidates answered correctly except in a few cases

where confusion was observed between modern methods

and traditional methods, such as, “well”.

(c) (i) Answered correctly by most candidates.

(ii) Most candidates answered correctly except in certain

cases where methods of rain water harvesting were

written instead of the significance of rain water

harvesting.

(d) (i) Answered correctly by majority of candidates.

(ii) Most candidates answered correctly while some

wrote vague answers which were not related to

measures adopted by the government.

MARKING SCHEME

Question 6.

(a) Irrigation is required as rainfall is erratic and unevenly distributed, Irrigation is required to grow

crops throughout the year as rainfall is seasonal, Irrigation is required as some crops like rice and

jute require more water than supplied by rain, Irrigation is required to increase agricultural output

by providing the right amount of water at the right time. Multiplicity of crops / Commercialised

crops/ Nature of Soil / Monsoon is seasonal. (Any two points)

(b) Modern methods of irrigation- Drip irrigation, Spray irrigation, Sprinkler irrigation.

(Any two types)

Reason- they prevent wastage of water/provides the right quantity of water at the right time / No

waterlogging/ No soil erosion (Any one reason)


Students must be encouraged to

read the question carefully to

understand as to what they are

supposed to answer.

Reasoning based questions

should be discussed in class

rather than emphasising on

learning of facts alone. This will

develop the comprehension

ability of students.

Guide students to understand

the difference between

traditional and modern methods

by explaining their use and

importance.

Encourage students to

participate in classroom

discussions which will enable

them to prepare and answer

reasoning based questions.

Encourage students to prepare

short notes and tables for

revision on their own.

Make use of maps, diagrams

and pictures to explain concepts.

Keep relating the regional study

of India to the basics which they

have learnt in Class IX for a

better understanding.

100

(c) (i) well irrigation is still popular as it is cheap/easy to construct/occupies a small area/control of

water is in the hands of the farmer / Can be dug at any convenient place/ Independent source

of Irrigation. (Any two points)

(ii) Rainwater harvesting helps to meet the increasing demand for water/ helps to check surface

run-off that chokes the drain / recharge groundwater resource/ reduce soil erosion / raise

underground water table. (Any one point)

(d) (i) Severe water shortage is due to wastage/ pollution/ overuse/ mismanagement / Increasing

population / increasing Industries. (Any two points)

(ii) make rainwater harvesting mandatory in every housing colony/levy fine on wastage/pass laws

to ensure water is recycled in factories. (Any one point)

Question 7

(a) State two reasons why limestone is a valuable mineral. [2]

(b) State the most important use of the following:

(i) Iron ore

(ii) Bauxite [2]

(c) Name the:

(i) Largest oil refinery in the Public sector.

(ii) State that is the largest producer of coal

(iii) Best variety of iron ore. [3]


(i) Many port cities have their own oil refineries.

(ii) Petroleum is called a ‘fossil fuel’.

(iii) Coal is called a versatile mineral. [3]

101


(a) Most candidates answered the question correctly.

(b) (i) Most candidates answered correctly. Some however

wrote that iron ore is used in “iron industry” rather than

mentioning “iron and steel industry”.


(c) (i) Most candidates wrote incorrect answers. Some wrote

“Reliance” India limited which is a private sector and

not a public sector enterprise.

(ii) Answered correctly by most candidates. Some

candidates however wrote “area or mining area”

instead of state.

(iii) Most candidates answered correctly. In some cases

haematite was written instead of magnetite.

(d) (i) Some candidates wrote vague and incorrect answers

and instead of writing oil is ‘imported’ they wrote

‘exported’. Candidates could not relate port cities with

“their own” oil refineries.

(ii) The word “fossil fuel” was not understood by some

candidates and hence they wrote vague answers.

(iii) Some candidates found it difficult to understand the

meaning of the term “versatile” and subsequently wrote

irrelevant and incorrect answers.


The lesson on minerals has

numerous facts to be learnt

hence encourage students to

learn them extensively.

Discuss reasoning and

application based questions in

class.

Advise students to learn the

largest producer of each mineral

and at least three important uses

of each mineral which is in the

scope of syllabuses.

- Concepts on Public Sector,

Private Sector and Joint Sector

refineries must be made clear to

students to minimise the errors.

Encourage students to prepare

short notes with learning of facts

being emphasised upon.

Teach students to reason by

relating to basic facts learnt in

previous classes. Encourage

them to ask why a particular

area is important for minerals.

Make use of maps and pictures

to explain the chapter and make

learning interesting.

Stress on reading and

understanding the question

being an important element

before writing the answer.

Revision tests may be

conducted to reinforce concepts.

102

MARKING SCHEME

Question 7.

(a) Limestone is needed in the manufacture of iron and steel, cement, fertilizers / Fluxing material

in smelting of iron ore / glass manufacturing / manufacture of Chemicals – soda ash, caustic soda,

bleaching powder / Use in paper / sugar and aluminium. (Any two

points)

(b) (i) Iron ore – are used in Steel making / Slag for cement / sludge for fertilizer. (Any one use)

(ii) Bauxite- to extract aluminum/ light / used in aircraft/ use in automobiles

(c) (i) Mathura / Guwahati / Digboi / Haldia / Koyali / Barauni / Kochin Chennai / Panipat /

Mumbai / Vishalapatnam

(ii) Jharkhand

(iii) Magnetite

(d) (i) As port cities are large consumers of oil and its products and by-products/to cut down

transport costs as most of the crude oil is imported. (Any one point)

(ii) As petroleum is derived from the decomposition of organic matter under tremendous heat

and pressure.

(iii) As it has numerous uses-it can be converted into oil, gas and electricity/ used to generate

power/ used as fuel/used as a raw material in numerous industries like iron and steel,

fertilizers and cement/ yields valuable by-products like naphtha and phenol.

(Any one point)

103

Question 8

(a) Differentiate between a Rabi crop and a Kharif crop. [2]

(b) State an important difference between the climatic requirements for growing cotton and jute. [2]

(c)Give the geographic term for each of the following:

(i)Cultivation of sugarcane from the root stock of the cane which has been cut.

(ii)The residue left behind after the crushing of oilseeds.

(iii)The process by which latex is converted into a thick, spongy mass by adding acetic acid

or formic acid [3]


(i) Tea is cultivated on hill slopes.

(ii) The yield per hectare of sugarcane is higher in the Southern states.

(iii)Pulses are important food crops. [3]


(a) Most candidates answered this part correctly. Some got

confused between Rabi and Kharif crop seasons and

wrote incorrect answers.

(b) Candidates got confused in the range of temperature and

rainfall due to lack of learning facts. Some wrote only soil

requirement which was not accepted as the only climatic

requirement that was asked.



(iii) The question was not comprehended by a few

candidates who wrote “tapping” instead of

“coagulation”. Spelling errors were noticed in most

cases.

(d) (i) Most candidates answered correctly. A few wrote

temperature conditions instead of sloping land that

discourages stagnation of water.

(ii) Instead of “yield of sugarcane”, some candidates

took it as a better condition for sugar industry.

However answered correctly by the candidates.

(iii) Most candidates answered correctly. Some did not

specify the protein content and just wrote it has high

nutritive value. Some candidates related it to soil

fertility instead of it being an important food crop

with high protein content.


Advise students to learn the

sowing and harvesting period of

the crops thoroughly.

Tables or charts may be

prepared to learn the

temperature, rainfall, soil, etc.

for a better understanding.

Application and reasoning

based questions must be

discussed in class while

teaching the lesson.

Differences between geographic

conditions and climatic

conditions should be explained

with clarity.

Lay emphasis on understanding

and learning of important terms

related to the chapter on

Agriculture.

Advise students to read and

understand the question before

writing the answer to avoid

errors.

A thorough revision must be

undertaken to understand

concepts clearly.

104

MARKING SCHEME

Question 8.

(a)

Rabi crop

Sown in Oct-Nov and

harvested in Mar-April /

Winter crop

Kharif crop

Sown in June and harvested in

Oct-Nov/

Summer crop

(b)

(c) (i) Ratooning

(ii) Oil cake

(iii) Coagulation

(d) (i) to allow excess water to drain off as tea cannot tolerate stagnant water

(ii) as the mills are closer to the fields hence there is less loss of sucrose content/ use of better

quality cane/larger farms, hence mechanized farming is possible/co-operative farming is

practiced, ensuring a better yield with better seeds, increased use of better fertilizers, better

irrigation method and better crop protection measures / Frost free growing season /

tapering shape of peninsular- Sea breeze / Longer crushing season / regur soil responsible

for better yield. (Any one point)

(iii) As they are in proteins hence important in vegetarian diet.

Cotton

Temp: 20⁰C- 32⁰C

Rain : 50cm- 120cm

Jute

Temp: 21⁰C- 35⁰C

Rain : 150cm- 250cm

Question 9

(a)(i) Why is the cotton textile industry called an agro-based industry?

(ii) Give an important reason for it being more widespread than the jute industry. [2]

(b)(i) State one important point of similarity between the woollen industry and the silk industry.

(ii) Name the state that produces the most woollen and silk products respectively. [2]

(c)(i) State two major problems faced by the sugar industry.

(ii) Name two by-products of the sugar industry. [3]

(d)(i) State one of the main problems of the silk industry.

(ii) Name two products of the jute industry, other than rope and gunny bags.

(iii) Why are synthetic fibres popular? [3]

105


(a) (i) Most candidates answered correctly.

(ii) Most candidates answered correctly. Some however

wrote on jute instead of cotton.

(b) (i) Most candidates answered incorrectly as it was a

general question. In some cases vague answers, such

as, - “both are agro based” was observed.

(ii) Many candidates mentioned only one example of a

State for both woollen and silk industry. Some

candidates mentioned the centres instead of states.


(ii) Answered correctly by most candidates. Some

mentioned “gur” or “Khandsari” instead of the by-

products.

(d) (i) Answered correctly by most candidates.

(ii) Many candidates did not pay attention to “other than

rope and gunny bags” and wrote the same in their

answers.


MARKING SCHEME

Question 9.

(a) (i) As it requires cotton, an agricultural product as its raw material.

(ii) It is more widespread than the jute textile industry because cotton is grown all over the

country/ whereas jute is cultivated mainly in the east of India/ there continues to be a great

demand for cotton all over the country/hence mills are set up everywhere; whereas the

demand for jute is declining as it is facing stiff competition from synthetic material like

nylon and plastic/ India being a tropical country more demand for cotton fabrics/ affordable

by mass. (Any one point)

(b) (i) One important point of similarity between the woolen and silk industry is that both use

animal products as raw materials/ both are small-scale/cottage industries. (Any one point)

(ii) Woollen industry- Punjab ; Silk Industry- Karnataka

(c) (i) Problems of the sugar industry: poor quality of cane/out-dated machinery/fluctuating

supply of raw material/low profit margins as prices are fixed by the govt./inadequate use

of by-products, increasing production costs/mills are located far from fields, leading to loss

of sucrose/ the seasonal nature of the industry, increasing production costs/small size of

farms/inadequate use of fertilizers. (Any two problems)

(ii) By- products- bagasse, molasses, pressmud. (Any two points)


Textual knowledge is important

hence advice students to learn

facts comprehensively.

Instruct students to read the


making attempts to answer.

Charts and tables should be

prepared for better learning.

Make use of pictures and maps

in the class as teaching aids for

a better understanding of the

topic.

Reasoning questions should be

discussed in class for conceptual

clarity.

A thorough revision can help in

improving overall performance.

106

(d) (i) Introduction of artificial silk which is more durable / Easy to maintain / crease proof /

cheaper to produce /Need for modern power looms for increase in production/ No

systematic testing and grading of silk/ changes in price of raw silk affect both growers and

the industry. (Any one point)

(ii) Two products of the jute industry- carpets/ wall- hangings/pot holders

fabrics/sandals/hand-bags. (Any two points)

(iii) As they are cheaper/are more durable /are moth resistant/ not dependent on agriculture for

raw materials / Chemicals are easily available. (Any one point)

Question 10

(a) (i) Why is the iron and steel industry called a basic industry?

(ii) Define a mini steel plant. [2]

(b) With which large scale industry would you identify the following manufacturing

centres?

(i) Kanpur

(ii) Rourkela

(iii) Pune

(iv) Mangalore. [2]

(c) (i) State two reasons for the growing importance in the status of petrochemical

industries.

(ii) Name two products of the petroleum industry. [3]

(d) (i) State two conditions necessary for the setting up of a heavy engineering industry.

(ii) Name a ship building yard on the east coast and a centre for making electric

locomotives. [3]

107



(ii) Most candidates answered this part correctly. Few

candidates however named the products instead of

writing the meaning of the mini steel plant.

(b) (i) Most candidates answered correctly.


(iii) Uncommon or unfamiliar centre and so a little

confusion was observed leading to wrong answer.

(iv) Most candidates were unable to write the correct

answer.

(c) (i) Most candidates answered correctly. A few wrote the

meaning of petrochemical industry rather than stating

its importance.


(d) (i) Many candidates wrote the general factors of location

such as availability of capital, labour power, etc.

rather than writing the specific reason for the location

of the heavy engineering industry.

(ii) Some candidates were not clear about the east and

west coast and so incorrectly identified the ship

building yard. Some candidates wrote only one

answer for both industries. In some cases instead of

the centre for electric locomotives candidates

mentioned the state.


Students should be asked to learn

the definitions of various

categories of industries and also

importance of industries.

Stress on learning the names of

important centres for each

industry. Students should be

taught to differentiate between

“Centre” of an industry and

“State” in which it is found.

Students should be guided about

the importance of reading the

question before attempting it to

ensure writing of correct

answers.

Students should be taught to

write specific answers rather than

giving vague general

explanation. This can be done by

conducting written tests

regularly.

Make use of a map to explain the

location of coasts and cities to

minimise the confusion arising

due to the east and west coast of

India.

Guide students to prepare a list of

important cities and industries

and their location. A Quiz can be

conducted to make learning

interesting.

Relate the topics to day to day

life to make it interesting.

Students should be encouraged to

prepare notes, charts and tables

on their own after a detailed

discussion of the topic in class.

A constant revision must be

undertaken.

108

MARKING SCHEME

Question 10.

(a) (i) It is called a basic industry because it supplies raw materials to all other industries. / Key

product for making of all industries/ used for automobiles/ railways / shipbuilding / heavy

machineries / tools / bridges/ roads/ domestic purpose etc

(ii) A mini steel plant is one which manufactures steel using scrap iron in electric arc furnaces.

(b) (i) Kanpur- aircraft/sugar/jute/electronic goods/automobiles(scooters) Leather industries.

(Any one point)

(ii) Rourkela- iron and steel/fertilizers. (Any one point)

(iii) Pune- automobiles/ electronics/ cotton textile. (Any one point)

(iv) Mangalore- oil refining

(c) (i) This is because petrochemicals are cheaper/ durable, are not dependent on agricultural raw

materials/ hence no fluctuation in production/ cost effective / raw materials easily available.

(Any two points)

(ii) Two products are- Plastic, synthetic rubber, PVC pipes, synthetic fibre, detergents.

(Any two points)

(d) (i) Heavy engineering industries require large amounts of power, labour intensive , High

capital/bulky raw materials/ High transport cost. (Any two points)

(ii) Ship building yard on the east coast- Vishakhapatnam or Kolkata; electric locomotive-

Chittaranjan.

Question 11

(a) (i)Why is the Railways an important means of transport as compared to Airways?

(ii)State one economic benefit of the Golden Quadrilateral Project. [2]

(b) (i)State one important difference between an expressway and a highway.

(ii)Name the first expressway constructed in the country.

(iii)State a reason why the Northern Rivers are more suitable for navigation than the Deccan

Rivers. [3]

(c) (i)’Waste segregation is important”. Give a reason to support your answer.

(ii)Why is nuclear waste harmful?

(iii)Explain briefly how as a student, you can help in the reduction of waste generation. [3]

(d) (i)What is understood by biodegradable waste?

(ii)State one source of gaseous waste. [2]

109


(a) (i) Most candidates answered correctly. A few wrote the

importance of railways without bringing out its

comparison with airways.

(ii) Candidates wrote the meaning of Golden

Quadrilateral and cities connected by it rather than

giving its economic benefit. Some candidates wrote

on the general benefit instead of its economic benefit

(as asked).

(b) (i) The important difference was not mentioned - only

vague and irrelevant answers were written.

(ii) Most candidates wrote incorrect answers.

(iii) There were errors observed in expression. Candidates

were unable to relate navigation with north and south

Indian rivers.

(c) (i) Instead of “segregation” candidates got confused

with “disposal of waste” and answered incorrectly.

(ii) Most candidates answered correctly. A few wrote on

biomedical waste instead of nuclear waste. Some

candidates wrote that nuclear waste causes many

diseases in general rather than naming any disease.

(iii) Most candidates wrote general answers rather than emphasising on the three “Rs” (reduce, reuse

and recycle).

(d) (i) Candidates were unable to explain the term ‘degradable’ and wrote incorrect answers.


MARKING SCHEME

Question 11. (a) (i) Railways can carry more tonnage and passengers than airways/facilitates easier movement

of bulky goods/helped to transfer new ideas/innovations to rural areas/they provide a more

comfortable journey especially for elders and infants/ Inexpensive/ contributes to the

economic growth and urbanisation, (Any one point)

(ii) Advantage of the GQ project-Connects major cities and ports/provides an impetus to truck

transport/enables the industrial growth of the small towns through which it passes/provides

opportunities for the transport of agricultural produce from the hinterland to major cities and

ports. (Any one point)

(b) (i) There are no traffic lights on expressways, unlike on highways/ two- wheelers and three-

wheelers are not permitted on expressways / there are no speed-breakers on expressways.

(Any one point)

(ii) 1st Expressway-Ahmedabad-Vadodara Expressway

(iii) North rivers flow over flat terrain, whereas Deccan rivers flow over uneven land, hence

presence of cataracts and rapids which hinder navigation/northern rivers are perennial,

whereas Deccan rivers are seasonal. (Any one point)

(c) (i) Waste should be segregated to make for easier waste management/ to help identify the best

method of waste disposal. (Any one point)


Guide the students to read the


attempting the same.

Different means of transport with

their advantages and

disadvantages should be

discussed at length.

Regular written and oral revision

tests can help students

comprehend and learn concepts

better.

Students should be guided to

write points according to the

marks allotted to the question.

Differences should be written

point wise in tabular form.

110

(ii) Nuclear waste is hazardous as it can remain radio-active for thousands of years/ if it is not

disposed off properly it continues to be hazardous/it can enter the human body food and

water/ the damage it causes is irreparable/ it affects future generations. (Any one point)

(iii) Learn to reduce consumption of goods/learn to recycle and reuse. (Any one point)

(d) (i) Biodegradable waste is waste that can be easily broken down by natural processes of

decomposition.

(ii) Exhaust from vehicles/burning of fossil fuels in factories and thermal power plants/burning

of wheat or rice straw/methane from cattle sheds. (Any one point)

Topics/Concepts found Difficult/Confusing

On Survey Map:

Slope of the land

Reasons for scanty rainfall

Calculating difference in height

Identification of dry tank with embankment

Area calculation.

On Map of India:

Position of Nilgiri

Malabar waste

Andaman Sea

Direction of temperate cyclone

Digboi

Malwa plateau

Explanation of reasoning questions.

Difference between rain that occur from June to September and that from December to February in

North India.

Reason for Kerala having longest rainy season.

Annual rainfall totalling.

Difference between rill and gully erosion.

Fossil fuel - not clear of its meaning.

Coal as a versatile mineral.

By-products of sugar industry.

Economic benefit of Golden Quadrilateral.

Sources of gaseous waste.

111

Climatic requirement for cotton and jute.

Mineral based industry was not attempted by many.

Pedogenesis – its meaning.

Scented tree found in high altitude.

Modern method of irrigation.

Largest oil refinery in public sector.

Waste segregation and reduction.

Expressway and highway – is difference.


Read the question carefully before attempting to avoid any error while answering the same.

Manage the time well. Do not spend more than 25 minutes for questions on the toposheet as theory

questions and map question is equally important and requires concentration while answering.

Prepare your own notes, chart, table and other study material after the discussion of the topic in class.

Do not hesitate to ask “why” as it is important to clear doubts (especially to deal with reasoning

questions).

While differences in tabular form – point wise.

Number of points should be in accordance with number of marks allotted.

Practice answering questions on map reading to develop analytical skills.

Read the scope of syllabus carefully and avoid selective study.

Solve previous year’s Question Papers, be regular to school and do not miss any revision tests.

Write answers point wise rather than stating vague generalities.

Learn the text and also understand the matter to develop a reasoning ability.

Do not rush to write answers in order to attempt extra questions.

Work neatly and write in legible handwriting.

Learn and revise each concept thoroughly before an examination to gain self-confidence.

112

1,53,165

100

7

70.35

0-20 21-40 41-60 61-80 81-100

1,526 5,902 49,116 39,898 56,723

1.00 3.85 32.07 26.05 37.03

1,526 7,428 56,544 96,442 1,53,165

1.00 4.85 36.92 62.97 100.00


Cumulative Number


Mark Range


Details





Mean Marks Obtained

MATHEMATICS


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

0-20 21-40 41-60 61-80 81-100

1.00

3.85

32.07

26.05

37.03

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


113


Question 1

(a) A shopkeeper bought an article for ₹3,450. He marks the price of the article 16% above

the cost price. The rate of sales tax charged on the article is 10%. Find the:

(i) marked price of the article.

(ii) price paid by a customer who buys the article. [3]

(b) Solve the following inequation and write the solution set:

13x – 5 < 15x + 4 < 7x + 12, x ε R

Represent the solution on a real number line. [3]

(c) Without using trigonometric tables evaluate:

sin 65 cos32

cos 25 sin 58

- sin 28°. sec 62° + cosec2 30° [4]


(a) Some candidates calculated 10% sales tax on the cost

price instead of marked price that led to a number of

calculation errors. They also expressed the final

customer’s price as ₹4402.2 instead of ₹4402.20. (b) Common errors were made in transposing x terms on one

side and constants on the other. Some candidates tried to work out both inequalities simultaneously and hence made errors, both with signs and transposition of terms.

Solution to the inequality was not written in the set form

as stated in the question. It is necessary to put arrows on

both sides of the number line with at least one extra

element on each side so as to indicate the continuity of

the infinite real number line.

(c) Candidates adopted incorrect methods of conversion of

trigonometric ratio of complementary angles, e.g.

Incorrect Method Correct Method sin 65° = cos(90° − 25°) sin 65° = cos(90° − 65°)

sin 65° = sin(90° − 65°) sin 65° = sin(90° − 25°)

Candidates were unable to write the value of cosec 30° as 2 and missed out on a number of essential steps that

led to incorrect answer.


Students must be advised to read

the question carefully for correct

identification of data given and

the result that is to be to be

found. Further all decimal

answers related to money must

be written to two decimal places

e.g., ₹4402.20

It is advisable to solve the

inequation by taking the two

inequalities separately, e.g., 13x-

5<15x+4<7x+12 to be taken as

13x-5<15x+4 and 7x+12.

Students need to understand the

concept that -3x<9 is 3x>-9 and

not 3x<-9.

Students must always write the

solution in the appropriate set

form.

114

MARKING SCHEME

Question 1

(a) C.P. of the article is Rs.3,450/-

(i) M.P. of the article = 3450 + 16

100 x 3450 + 552 = ` 4002

(ii) S.T. = 10

100 x 4002 = `400.20

∴ Price paid by the customer = 4002 + 400.20 = ` 4402.20

(b) 13𝑥 − 5 < 15𝑥 + 4 < 7𝑥 + 12, 𝑥 ∈ 𝑅

13𝑥 − 5 < 15𝑥 + 4 15𝑥 + 4 < 7𝑥 + 12

13𝑥 − 15𝑥 < 4 + 5 15𝑥 − 7𝑥 < 12 − 4

−2𝑥 < 9 8𝑥 < 8

∴ 𝑥 > −41

2 ∴ 𝑥 < 1

Any one correctly transposed

Solution 𝑥: −41

2< 𝑥 < 1, 𝑥 ∈ 𝑅

-5 -41

2 -4 -3 -2 -1 0 1 2 3

(c) 𝑠𝑖𝑛 65°

𝑐𝑜𝑠 25°+

𝑐𝑜𝑠 32°

𝑠𝑖𝑛 58°− 𝑠𝑖𝑛 28° 𝑠𝑒𝑐 62° + cosec230

cos(90 − 65)

cos 25+

sin(90 − 32)

sin 58− cos(90 − 28) × sec 62 + (2)2

Any one complementary angle correct

= cos 25

cos 25+

sin 58

sin 58− cos 62 ×

1

cos 62+ 4

1 + 1 − 1 + 4 = 5

(a) It is necessary to have rigorous

practice of complementary

angles of trigonometric ratios

and the common errors must be

highlighted. Emphasis must be

given on the concepts of values

of special trigonometric angles,

e.g., 0°,30°,45°,60° and 90°.

Examine assignments to ensure

essential steps are being

followed, e.g. sin65° must not

be directly written as cos25°

115

Question 2

(a) If A=3 x 9 16

and B0 1 0 y

, find x and y when A2 = B. [3]

(b) The present population of a town is 2,00,000. Its population increases by 10% in the first

year and 15% in the second year. Find the population of the town at the end of the two

years. [3]

(c) Three vertices of a parallelogram ABCD taken in order are A (3, 6), B (5, 10) and C (3, 2)

find:

(i) the coordinates of the fourth vertex D.

(ii) length of diagonal BD.

(iii) equation of side AB of the parallelogram ABCD. [4]


(a) Some candidates took entries of matrix 𝐴2 by

squaring the elements of 𝐴 instead of finding the

product 𝐴 × 𝐴 . Thus got 𝐴2 = [9 𝑥2

0 1] instead of

[9 4𝑥0 1

].Some added the elements and then equated

the corresponding elements of [9 4𝑥0 1

] and

[9 160 −𝑦

]hence got the incorrect values of x and y.

e.g. 9 + 4𝑥 = 9 + 16

(b) Some candidates lacked basic clarity about the

concepts of compound interest. Due to incorrect

concept they took the principal of Second year as

₹2,00,000 instead of ₹2,20,000 which is the amount

at the end of first year.

(c) Candidates adopted steps that led to cumbersome

calculations The numerical problem could easily be

solved by using midpoint theorem or by finding

slopes, e.g., 5+𝑥

2=

3+3

2 (𝑒𝑞𝑢𝑎𝑡𝑖𝑛𝑔 𝑡ℎ𝑒 𝑥 −

𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 𝑜𝑓𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐶 𝑎𝑛𝑑 𝐵𝐷 ) or by

equating slopes of AB & DC, e.g. 2−𝑦

3−𝑥=

6−10

−5+3.

If worked out by equating two distances AD and BC then working becomes tedious and answer

to the sum is incorrect, e.g., √(3 − 𝑥)2 + (𝑦 − 6)2 = √(5 − 3)2 + (10 − 2)2


Multiplication of matrices must

be made clear and to understand

that A^2 is the matrix product

A×A and is not a matrix whose

elements are the square of the

elements of A.

Basic concepts of Compound

Interest calculation needs to be

made clear. Students must be able

to differentiate between Simple

Interest and Compound Interest.

Concepts on Coordinate

Geometry need to be explained in

different methods of solving a

particular numerical problem.

This would assist students avoid

the cumbersome approaches of

solving a numerical problem.

116

Marking Scheme

Question 2

(a) 𝐴 = [

3 𝑥0 1

] and 𝐵 = [9 160 −𝑦

]

𝐴2 = 𝐵

[3 𝑥0 1

] [3 𝑥0 1

] = [9 160 −𝑦

]

[9 + 0 3𝑥 + 𝑥0 + 0 0 + 1

] = [9 160 −𝑦

]

∴ [9 4𝑥0 1

] = [9 160 −𝑦

]

∴ 4𝑥 = 16 ⇒ 𝑥 = 4

1 = −𝑦 ⇒ 𝑦 = −1

Equating both correctly

(b) Present population 2,00,000, rate of increase 10% and 15%

Method 1:

Population after 2 years

= 200000 (1 + 10

100) (1 +

15

100)

= 200000 ×11

10×

23

20= 253000

Simplifying

Method 2:

Population at the end of 1st year

= 200000 +10

100× 200000

= 220000

Population at the end of 2nd year

= 220000 +15

100× 220000

= 220000 + 33000 = 253000

117

A B

C D

O

(c) (i) Mid point of AC = Mid point of BD

∴3+3

2=

5+𝑥

2 and

6+2

2=

10+𝑦

2

∴ 𝑥 = 1 𝑦 = −2

∴ D(1, –2)

(ii) Length of BD :

√(10 + 2)2 + (5 − 1)2 = √122 + 42 = √160 = 4√10 units

(iii) Slope of AB = 10−6

5−3=

4

2= 2

∴ Eqn of AB : 𝑦 − 6 = 2(𝑥 − 3) 𝑜𝑟 𝑦 − 6 = 2𝑥 − 6

Question 3

(a) In the given figure, ABCD is a square of side 21 cm. AC and BD are two diagonals of

the square. Two semi circles are drawn with AD and BC as diameters. Find the area of

the shaded region. ( Take 𝜋 = 22

7 ) [3]

(b) The marks obtained by 30 students in a class assessment of 5 marks is given below:

Calculate the mean, median and mode of the above distribution. [3]

Marks 0 1 2 3 4 5

No. of Students 1 3 6 10 5 5

D (x,y) C (3,2)

B

(5,10)

A (3,6)

118

T

Q P O

S

R

x

y z

65°

(c) In the figure given below, O is the centre of the circle and SP is a tangent.

If SRT = 65°, find the value of x, y and z.


(a) Candidates committed calculation errors made as they

did not follow the appropriate approach, e.g. (i) taking

𝜋 = 3.14 instead of 22

7 as instructed in the question.

This led to lengthy working; (ii) Finding the length of

diagonal to get the area of the triangles where as they

could have just found it by using the fact that the area

of the two triangles = 1

2 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑆𝑞𝑢𝑎𝑟𝑒 . Some

made mistakes by taking the radius as 21 instead of

21/2.

(b) Some candidates solved the numerical problem

correctly however they incorrectly mentioned mean for

median and vice versa. Candidates made errors in

calculating 𝑓𝑥 or finding cumulative frequency 𝑐 and

some calculated 𝑓𝑐 instead of 𝑓𝑥 , A few candidates

went on to find median graphically for the given non-

grouped distribution and arrived at incorrect answers.

(c) Most candidates failed to cite reasons while solving

numerical problems. Some candidates were not versed

with the circle properties, hence could not identify the

fact ∠𝑦 = 2∠𝑥 or ∠𝑃𝑆𝑇 = 90°

[4]


Students need to be trained on

the correct approach of solving

Mensuration numerical

problems with the value of π

taken as 22/7 if given.

If students had identified that,

the area of the two triangles is

equal to half the area of the

square they need not find the

length of the diagonal.

Insist on instructions to be

followed as given in a question.

It is essential to draw graphs

only when it is specified in the

question. Students must be made

to understand the meaning of ∑ f

some students took ∑ f as 6

instead of 30.

Emphasise on the following

while teaching: (i) identifying

angles correctly. ∠TRS cannot

be written as ∠R. (ii) Essential

working must be shown, (iii)

reasons must be clearly stated.

119

MARKING SCHEME

Question 3

(a) ABCD is a square of side 21 cm.

∴ Area of square = 212 = 441

∴ Area of the shaded part = area of the two triangular

part + Area of the two semi circles.

∴ Area of shaded part = 1

2× 441 + 𝜋𝑟2 =

1

2× 441 +

22

7× (

21

2)

2

=441

2+

22

7×

21

2×

21

2=

441

2+

693

2=

1134

2= 567 sq units

(b) Marks (x) Number of students (f) fx cf

0 1 0 1

1 3 3 4

2 6 12 10

3 10 30 20

4 5 20 25

5 5 25 30

30 90

∴ Mean =𝜀𝑓𝑥

𝜀𝑓=

90

30= 3

Median = 3

Mode = 3

(c) In ∆RST,𝑠 = 90° (∴ ST is a diameter)

∴ 𝑥 = 180° − (90° + 65°); (angles of a triangle adds

upto 180o)

= 25o

𝑦 = 2𝑥 = 2 × 25° = 50°

(angle of the centre is double the angle)

In the remaining circumference

𝑥 = 180° − (90° + 50°) = 40° (With at least one reason)

(angles of a triangle otherwise adds upto 180o)

Question 4

(a) Katrina opened a recurring deposit account with a Nationalised Bank for a period of 2

years. If the bank pays interest at the rate of 6% per annum and the monthly instalment

is `1,000, find the:

120

(i) interest earned in 2 years.

(ii) matured value. [3]

(b) Find the value of ‘K’ for which x = 3 is a solution of the quadratic equation,

(K + 2) x2 – Kx + 6 = 0.

Thus find the other root of the equation. [3]

(c) Construct a regular hexagon of side 5 cm. Construct a circle circumscribing the

hexagon. All traces of construction must be clearly shown. [4]


(a) Errors of candidates were mostly based on formula ,

application of the formula or calculation error, e.g., (i) n

is taken as ‘2’ instead of 24 months; (ii) r is taken as 6

instead of 6

12 as interest is being calculated per month ;

(iii) First part of question is to find the interest which is

equal to ₹1500,

Some candidates found the final answer as matured

value =₹25,500 which is the second part of the question

hence led to incorrect answers.

(b) Candidates were able to find 𝑘 = −4. Some used the

direct method of replacing 𝑥 𝑏𝑦 3 and did it easily. On

the other hand there were candidates who used the

formula method of solving x and equating to 3 to find k.

This led to more working and thereby incorrect

answers.

A few candidates were unable to find the other factor

which was simply to solve the quadratic equation.

(c) It is necessary to use a ruler and compass and show all

traces while doing any geometrical construction.

According to the question it is necessary to construct

the hexagon and locate the circumcentre by

construction and finally to draw the circle. Drawing a circle of 5cm radius and then constructing

the hexagon by cutting arcs is incorrect according to the given conditions.

MARKING SCHEME

Question 4

(a) Instalment = `1000, number of months = 12 x 2 = 24, Rate = 6%

(i) ∴ Interest=𝑃𝑅𝑇

100=

1000×6×24(24+1)

100×12×2= `1500

(ii) Matured value = Total amount deposited + Interest

=1000 x 24 + 1500 = `25,500


Advise students to read the

question carefully so as to

identify correctly what is the

given data and what is required

to be found.

A thorough clarity on concepts

to ensure students are confident

of attempting the question. They

should be able to identify a

quadratic equation and hence

solve to find the roots, e.g., after

substituting k in the equation it

becomes the quadratic x^2-2x-

3=0, hence (x-3)(x+1)=0 . ∴

other root is -1.

The question must be read

carefully before an attempt is

made to answer.

121

(b) (𝐾 + 2)𝑥2 − 𝐾𝑥 + 6 = 0, 𝑥 = 3 is a root of the equation

∴ (𝐾 + 2)32 − 𝐾 × 3 + 6 = 0

9𝐾 + 18 − 3𝐾 + 6 = 0

∴ 6𝐾 = −24 𝑜𝑟 𝐾 = −4

∴ The equation is − 2𝑥2 + 4𝑥 + 6 = 0

𝑥2 − 2𝑥 − 3 = 0

∴ (𝑥 − 3)(𝑥 + 1) = 0

∴ 𝑥 = 3, 𝑥 = −1

Hence the second root is -1

(c) One side and one 120o

Hexagon

Bisection of one side

Two sides bisection to locate centre and circumcircle

Question 5

(a) Use a graph paper for this question taking 1 cm = 1 unit along both the x and y axis:

(i) Plot the points A(0, 5), B(2, 5), C(5, 2), D(5, -2), E(2, -5) and F(0, -5).

(ii) Reflect the points B, C, D and E on the y-axis and name them respectively as B,

C, D and E.

(iii) Write the coordinates of B, C, D and E.

(iv) Name the figure formed by B C D E E DCB.

(v) Name a line of symmetry for the figure formed. [5]

(b) Virat opened a Savings Bank account in a bank on 16th April 2010. His pass book

shows the following entries:

Date Particulars Withdrawal (`) Deposit (`) Balance (`)

April 16, 2010 By cash - 2500 2500

April 28th By cheque - 3000 5500

May 9th To cheque 850 - 4650

May 15th By cash - 1600 6250

May 24th To cash 1000 - 5250

June 4th To cash 500 - 4750

June 30th By cheque - 2400 7150

July 3rd By cash - 1800 8950

122

Calculate the interest Virat earned at the end of 31st July, 2010 at 4% per annum

interest. What sum of money will he receive if he closes the account on 1st August,

2010? [5]


(a) Candidates did not use the given scale i.e. 1cm = 1

unit along x and y axis. Further the following

errors were observed: (i) incorrectly plotted points

A and F; (ii) Some candidates marked the positive

and negative parts of both x and y axis incorrectly;

(iii) Some did not join the points in the proper

order and hence were unable to name the figure as

octagon; (iv) some did not draw or name the line

of symmetry.

(b) Many candidates made errors by taking the April

balance as ₹2500 instead of ‘0’ as the account was

opened on 16th April 2010. Errors were made in

calculating the minimum balance and also in

finding the amount received on 1st August 2010.

Candidates worked out ₹(18350 + 61.17) instead

of ₹(8950 +61.17), Some candidates took t = 4

instead of 1.

Marking Scheme

Question 5.

(a) (i) Plotting 3 points correctly

(ii) Plotting 3 images correctly

(iii) Writing all coordinates correctly Bʹ(–2,5), Cʹ(–5,2), Dʹ(–5,–2), Eʹ(–2,–5)

(iv) Octagon

(v) y-axis or x-axis or any other correct line of symmetry B1 x 5 =

Suggestions for teachers It is necessary to see that students

read their question paper and

identify the given data. If a scale is given for a question on graph the

same must be used. All coordinates

must be noted. Students must be

instructed to form the figure by joining the points and also draw the

line of symmetry and name it.

Concepts of finding interest using

the formula: Interest = (P×R×1)/(100×12) needs to be

made clear. Taking t = 1 is

important as interest is calculated monthly and must be divided by 12

as rate given is 4% per annum and

not per month. Students must be

made aware that the answer related to money must be written correctly

to 2 decimal places. So interest

earned is ₹61.17 and not ₹61.166 or

₹61.2 or ₹61.16

123

-4 -3 -2 -1 1 2 3 4

3

2

1

-1

-2

-3

-4 C(-2,-4)

B(-2,3)

D

Q

A

P

y

y′

x x′ 0

(b) Month Minimum Balance

in `

April 0

May 4650

June 4750

July 8950

18350

∴ Interest = 𝑃𝑅𝑇

100=

18350 × 4 ×1

100 ×12= `61.17

Amount received on 1st August = 8950 + 61.17

= `9011.17 = `9011

Question 6

(a) If a, b, c are in continued proportion, prove that

(a + b + c) (a – b + c) = a2 + b2 + c2. [3]

(b) In the given figure ABC is a triangle and BC is parallel to the y-axis. AB and AC

intersects the y-axis at P and Q respectively.

124

(i) Write the coordinates of A.

(ii) Find the length of AB and AC.

(iii) Find the ratio in which Q divides AC.

(iv) Find the equation of the line AC. [4]

(c) Calculate the mean of the following distribution:

Class Interval 0-10 10-20 20-30 30-40 40-50 50-60

Frequency 8 5 12 35 24 16

[3]


(a) Some candidates failed to apply the property of

continued proportion, i.e., 𝑏2 = 𝑎𝑐 or 𝑎

𝑏=

𝑏

𝑐= 𝑘

and hence failed to solve the numerical problem. In

some cases, candidates used the property correctly

but were unable to simplify and obtain the correct

answer.

(b) Some candidates wrote the coordinates of A as (0,4)

instead of (4,0) and hence incorrectly attempted the

remaining part of the question. There was an

incorrect application of the Distance formula,

Section formula and the slope. Hence varied

incorrect answers were obtained by candidates.

(c) Most candidates solved the numerical correctly

however calculation errors were noticed. Some

candidates made errors in finding the class mark and

in finding ∑ 𝑓𝑥 , ∑ 𝑓.

MARKING SCHEME

Question 6

(a) a,b,c are in continued proportion

∴𝑎

𝑏=

𝑏

𝑐 𝑜𝑟 𝑏2 = 𝑎𝑐

LHS = (𝑎 + 𝑏 + 𝑐)(𝑎 − 𝑏 + 𝑐) = 𝑎2 + 𝑐2 + 2𝑎𝑐 − 𝑏2

= 𝑎2 + 𝑐2 + 2𝑏2 − 𝑏2

= 𝑎2 + 𝑏2 + 𝑐2 = R.H.S. proved


All properties of ratio and

proportion must be given equal

importance and a thorough

drilling so as to help in handling

all types of problems.

Explain the concept that points

on the x-axis and y-axis

must be represented as (a,0) and

(0,b) respectively. It is necessary

for a thorough explanation and

revision of basic formulae and

concepts. Students need to

understand that if the question is

to find the ratio in which Q

divides AC it implies that we are

to find AQ:QC and not CQ:QC.

Students must be made to

understand all three methods of

obtaining Mean and explain how

to find the class mark. In using

the shortcut or step deviation

method students must choose

the assumed mean of the class

mark for convenience of

working.

125

B1

(b) (i) A(4,0)

(ii) 𝐴𝐵 = √(4 + 2)2 + (0 − 3)2 = √36 + 9 = √45 = 3√5

𝐴𝐶 = √(4 + 2)2 + (0 + 4)2 = √36 + 16 = √52 = 2√13 any one correct

(iii) 𝑚

𝑛=

𝑥−𝑥1

𝑥2−𝑥=

0−4

−2−0=

2

1 i.e. 𝑚: 𝑛 = 2: 1

(iv) Slope of AC = 0+4

4+2=

4

6=

2

3 ∴ eqn. 𝑦 − 0 =

2

3 (𝑥 − 4)

Or 2𝑥 − 3𝑦 = 8

(c) Class Interval Frequency X d=X-A fd

0 – 10 8 5 –30 –240

10 – 20 5 15 –20 –100

20 – 30 12 25 –10 –120

30 – 40 35 35 0 0

40 – 50 24 45 10 240

50 – 60 16 55 20 320

𝜀𝑓 = 100 𝜀𝑓𝑑 = 100

Mean = 𝐴 +𝜀𝑓𝑑

𝜀𝑓= 35 +

100

100= 36

Question 7

(a) Two solid spheres of radii 2 cm and 4 cm are melted and recast into a cone of height 8

cm. Find the radius of the cone so formed. [3]

(b) Find ‘a’ if the two polynomials ax3 + 3x2 – 9 and 2x3 + 4x + a, leaves the same

remainder when divided by x+3. [3]

(c) Prove that sin cos

cos sin1 cot 1 tan

[4]


(a) Candidates made mistakes in writing the formula of the

cone and sphere. Some made calculation errors mostly

because of using the lengthy method of finding out

each volume separately. Workings would be easier if

the volumes are equated as 4

3𝜋23 +

4

3𝜋43 =

1

3𝜋𝑟2 × 8.

Hence certain terms common throughout the expression

cancel off and a simplified expression is obtained.

(b) Most candidates solved the sum correctly. Some

candidates failed to equate 𝑓(−3) 𝑎𝑛𝑑 𝑔(−3) to solve

for ‘a’ instead wrote 𝑓(−3) = 0, 𝑔(−3) = 0 and tried

finding ‘a’. Some wrote 𝑓(3) = 𝑔(3) and thus

obtained an incorrect answer.


To avoid long calculations there is

a need to guide students of using shorter methods of equating and

hence solving of numerical

problems.

More of application based

problems are necessary for students

to practice.

Simple tips is necessary for

avoiding calculation errors and to

save time.

126

(c) The common drawback noticed was of not making the denominator same before taking the LCM.

Other errors detected were in the calculation and formula.

For example 𝑠𝑖𝑛2𝜃

𝑠𝑖𝑛𝜃−𝑐𝑜𝑠𝜃+

𝑐𝑜𝑠2𝜃

𝑐𝑜𝑠𝜃−𝑠𝑖𝑛𝜃

∴𝑠𝑖𝑛2𝜃

𝑠𝑖𝑛𝜃−𝑐𝑜𝑠𝜃−

𝑐𝑜𝑠2𝜃

𝑠𝑖𝑛𝜃−𝑐𝑜𝑠𝜃 . ∴ 𝐿𝐶𝑀 𝑖𝑠 sin 𝜃 − cos 𝜃,not (sin 𝜃 − cos 𝜃)(cos 𝜃 − sin 𝜃)

MARKING SCHEME

Question 7

(a) Sum of the volumes of the two sphere = volume of the cone

4

3𝜋 × 23 +

4

3𝜋43 =

1

3𝜋𝑟2 × 8

Equating 4 × 8 + 4 × 64 = 8𝑟2 ∴ 𝑟2 =288

8= 36

∴ 𝑟 = 6𝑐𝑚

(b) 𝑓(𝑥) = 𝑎𝑥3 + 3𝑥2 − 9 𝑔(𝑥) = 2𝑥3 + 4𝑥 + 𝑎

Remainder on dividing by 𝑥 + 3 is

𝑓(−3) = 𝑎(−3)3 + 3 × (−3)2 − 9 𝑔(−3) = 2 × (−3)3 + 4 × (−3) + 𝑎

= −27𝑎 + 27 − 9 𝑂𝑅 = −54 − 12 + 𝑎

∴ −27𝑎 + 18 = −66 + 𝑎

∴ −28𝑎 = −84

∴ 𝑎 = +3

(c) sin 𝜃

1−cot 𝜃+

cos 𝜃

1−tan 𝜃= cos 𝜃 + sin 𝜃

L.H.S = sin 𝜃

1−cos 𝜃

sin 𝜃

+cos 𝜃

1−sin 𝜃

cos 𝜃

=sin2𝜃

sin 𝜃−cos 𝜃+

cos2𝜃

cos 𝜃−sin 𝜃

=sin2𝜃

sin 𝜃−cos 𝜃−

cos2𝜃

sin 𝜃−cos 𝜃

=sin2𝜃−cos2𝜃

sin 𝜃−cos 𝜃=

(sin 𝜃+cos 𝜃)(sin 𝜃−cos 𝜃)

sin 𝜃−cos 𝜃= sin 𝜃 + cos 𝜃 = R.H.S.

127

A C

B

D

P

Question 8

(a) AB and CD are two chords of a circle intersecting at P. Prove that

AP × PB = CP × PD

(b) A bag contains 5 white balls, 6 red balls and 9 green balls. A ball is drawn at random

from the bag. Find the probability that the ball drawn is:

(i) a green ball

(ii) a white or a red ball

(iii) is neither a green ball nor a white ball. [3]

(c) Rohit invested ` 9,600 on ` 100 shares at ` 20 premium paying 8% dividend. Rohit sold

the shares when the price rose to ` 160. He invested the proceeds (excluding dividend)

in 10% ` 50 shares at ` 40. Find the:

(i) original number of shares.

(ii) sale proceeds.

(iii) new number of shares.

(iv) change in the two dividends. [4]


(a) In this geometrical proof it was necessary to prove two

triangles similar. For this candidates needed to join AD and

CD or AC and DB. Hence drawing of diagram was essential.

Thus some failed to prove the result. The problem though a

circle theorem is actually a direct application of similar

triangles, i.e. ∆𝐴𝑃𝐷~∆𝐶𝑃𝐵 . Some candidates proved the

result but did not give reasons.

(b) Candidates failed to write the favourable outcome and the

total instead they directly wrote the required probability.

Further, answers were not given in the simplest form, e.g., 6

20

needed to be written as 3

10.


Emphasise on the following

points while solving geometry

problems :

The diagram must always be

drawn and labelled carefully;

(ii) all reasons supporting the

result must be given; (iii)

∠APC must not be written as ∠

P as there are four angles at that

point. Hence supervision is

required with regards to naming

angles.

[3]

128

(c) Candidates did not seem to be versed with the concept that

₹100 share at ₹20 premium implies that the MV is ₹120.As a

result the number of shares was incorrect. Some worked out as

₹9600 ÷ 100 instead of ₹9600 ÷ 120. Some candidates

misunderstood the concept of the proceeds, hence committed

errors in finding the new number of shares and dividend.

MARKING SCHEME

Question 8

(a) In the two triangles APD and CPB

A = C (angles in the same segment)

D = B

APD = CPD

∴ ∆APD ~ ∆CPB (AAA)

Hence AP

CP=

PD

PB or AP x PB = CP x PD

(b) 5 white balls, 6 red balls and 9 green balls

(i) There are 9 green balls and 5 + 6 + 9 = 20 balls altogether

∴ P (a green ball) = 9

20

(ii) There are 5 white balls and 6 red balls and their sum is 11

Total number of balls = 20

∴ P (a white or red ball) = 11

20

(iii) Neither green or white means probability of a red ball. There are 6 red balls

Total number of balls = 20

∴ P(neither green nor white) = 6

20=

3

10

Revise problems on shares and

dividends extensively so that

students are familiar with

various terms.

It is necessary to teach students

the three basic points of solving

a probability sum; (i) identify

the total number of outcomes

and the number of outcomes

favorable for the event; (ii)

Finding probability of event E

by using P(E)=(No. of

favourable outcomes)/ (Total

number of outcomes) ;

(iii) Writing of the final answer

in the simplest form.

(ii

129

A

B

C

D

E

(c) Total investment = ` 9600 N.V. = `100 M.V. = 100 + 20 = `120, rate of dividend = 8%.

(i) ∴ original number of shares = 9600

120= 80

(ii) Sale proceeds = 80 x 160 = `12800

(iii) The new number of shares = 12800 ÷ 40 = 320

(iv) Dividend from the original shares = 80 x 100 x 8

100 = `640

Dividend from the new shares = 320 x 50 x 10

100 = `1600

∴ Change in the two dividends = `1600 – `640 = `960

Question 9

(a) The horizontal distance between two towers is 120m. The angle of elevation of the top

and angle of depression of the bottom of the first tower as observed from the second

tower is 30° and 24° respectively.

Find the height of the two towers. Give your answer correct to 3 significant figures. [4]

(b) The weight of 50 workers is given below:

Weight in Kg 50-60 60-70 70-80 80-90 90-100

100-

110 110-120

No of

Workers 4 7 11 14 6 5 3

130

A

1

Draw an ogive of the given distribution using a graph sheet. Take 2 cm = 10 kg on one axis

and 2cm = 5 workers along the other axis. Use a graph to estimate the following:

(i) the upper and lower quartiles.

(ii) if weighing 95 Kg and above is considered overweight find the number of workers who

are overweight. [6]


(a) The following errors were observed among different

candidates (i) Incorrect value of tan 24° or was

unable to find its value at all; (ii) Many did not write

their answer correct to 3 significant figures as given

in the question; (iii) Some candidates rounded off

tan 24° 𝑎𝑠 0.445 𝑜𝑟 0.44 and √3 as 1.73 or 1.7

initially and hence wrote an inaccurate answer.

(b) A few common errors made by candidates in solving

this sum are as follows: (i) scale not according to that

given in question; ( ii) Some made mistakes in

finding the cumulative frequency . It is necessary to

tally the last cf i.e. (50) with ∑ 𝑓 = 50 to avoid errors;

(iii) Some used a ruler to join the plotted points

instead of drawing a free hand curve. A kink was

not shown between interval 0 and 50 since the next

marking is 60; (iv)while using the graph to find

median quartiles etc, the perpendicular lines on x and

y-axis must be drawn; (v) Some candidates

interchanged the x-axis and y-axis.

MARKING SCHEME

Question 9

(a) tan 24° =𝐶𝐷

120 𝑜𝑟 𝐶𝐷 = 120 tan 24

= 120 x 0.4452

= 53.424

= 53.4m

tan 30° = 𝐴𝐸

𝐸𝐶=

𝐴𝐸

120

∴ 𝐴𝐸 = 120 × tan 30 = 120 ×1

√3=

120√3

3= 40 × 1.732 = 69.28

∴ Tower 𝐴𝐵 = 𝐴𝐸 + 𝐸𝐵 = 𝐴𝐸 + 𝐶𝐷 = 69.28 + 53.4 = 122.68

= 123m

Tower CD = 53.4m

Suggestions for teachers Advise students to (a)read

trigonometric tables;(b) read the

question carefully and to specially

note whether an approximation of answer is necessary; (c) round off

their answers according to the

question only at the final step of working so as to get the right

answer.

It must be noted that the ogive

is a cumulative frequency curve

and the plotted points must be

joined freehand and not with a

ruler.

It is necessary to use the given

scale and mark the axes

accordingly. With intent drilling

and supervision such errors may

be avoided.

131

A1

tan 24° =𝐶𝐷

120 𝑜𝑟 𝐶𝐷 = 120 tan 24

= 120 x 0.4452

= 53.424

= 53.4m

tan 30° = 𝐴𝐸

𝐸𝐶=

𝐴𝐸

120

∴ 𝐴𝐸 = 120 × tan 30 = 120 ×1

√3=

120√3

3= 40 × 1.73 = 69.28

∴ Tower 𝐴𝐵 = 𝐴𝐸 + 𝐸𝐵 = 𝐴𝐸 + 𝐶𝐷 = 69.28 + 53.4 = 122.68

= 123m

Tower CD = 53.4m

(b) Weight in Kg Number of persons C.f.

50 – 60 4 4

60 – 70 7 11

70 – 80 11 22

80 – 90 14 36

90 – 100 6 42

100 – 110 5 47

110 – 120 3 50

S-curve plotted with respect to upper boundaries and C.f.

(i) Q1 position = 1

4× 50 = 12.5 ∴ Q1 = 71 kg (±1)

Q3 position = 3

4× 50 = 37.5 ∴ Q3 = 93 kg (±1)

Correct axis and perpendiculars dropped for result

(ii) Number of persons who are overweight is equal to

50 – 38.5 = 11.5 (±1) = 11 or 12 approximately

Question 10

(a) A wholesaler buys a TV from the manufacturer for ` 25,000. He marks the price of the

TV 20% above his cost price and sells it to a retailer at a 10% discount on the marked

price. If the rate of VAT is 8% , find the:

(i) marked price.

(ii) retailer’s cost price inclusive of tax.

(iii) VAT paid by the wholesaler. [3]

M

1

132


Students must be advised to read

the question carefully and try

finding answers to each subpart

by working out the sum one step

at a time. This helps in avoiding

errors.

Adequate practice is necessary

for various matrix operations.

It is essential to explain similar

triangles and explain that

corresponding proportional sides

are sides opposite to the

corresponding equal angles. It is

necessary to explain how the

ratio of the areas of similar

triangles is proportional to the

square of the corresponding

sides. Proving through practical

application could make concepts

sound.

(b) If A = 3 7 0 2 1 5

,B and C2 4 5 3 4 6

Find AB – 5C. [3]

(c) ABC is a right angled triangle with ABC = 90°. D is any point on AB and DE is

perpendicular to AC. Prove that:–

(i) ADE ~ ACB.

(ii) If AC = 13 cm, BC = 5 cm and AE = 4 cm. Find DE

and AD.

(iii) Find, area of ADE: area of quadrilateral BCED. [4]


(a) Some candidates calculated 10% discount on ₹25000

instead of the MP which is120

100× 25000 = ₹30000 .

Hence the VAT found was also incorrect.

A number of calculation errors were also identified.

The wholesaler’s VAT was incorrect due to lack of

understanding.

(b) Some candidates lost marks due to incorrect matrix

multiplication. Some made sign errors in

finding−5𝐶 𝑤ℎ𝑒𝑟𝑒 𝐶 = [ 1 −5−4 6

]

(c) Few candidates failed to prove∆𝐴𝐷𝐸~∆𝐴𝐶𝐵 . Some

were unable to write the proportional sides𝐷𝐸

𝐵𝐶=

𝐴𝐷

𝐴𝐶=

𝐴𝐸

𝐴𝐵, hence could not get the correct values of DE and

AD. Some candidates took the ratio of area ∆𝐴𝐷𝐸

∆𝐴𝐵𝐶=

𝐴𝐸

𝐴𝐵 instead of

𝐴𝐸2

𝐴𝐵2 hence the area of ∆𝐴𝐷𝐸 and

quadrilateral BCED was incorrect.

B

A

D

A

A

C

A

E

A

133

MARKING SCHEME

Question 10

(a) (i) Wholesaler’s price is `25000

M.P. = 25000 + 20

100× 25000 = `30,000

(ii) Retailer’s Price = 30,000 – 10

100× 30,000 = `27,000

∴ Price inclusive of tax = 27,000+8

100× 27000 = ` (27000 + 2160)

= `29,160

(iii) VAT paid by wholesaler

= (27000 – 25000) ×8

100 = `160 (or by taking difference of two taxes)

(b) A = [3 72 4

] B = [0 25 3

] C = [1 −5

−4 6]

AB – 5C = [3 72 4

] [0 25 3

] – 5[ 1 −5−4 6

]

= [0 + 35 6 + 210 + 20 4 + 12

] – [5 −25

−20 30]

= [35 2720 16

] – [5 −25

−20 30]

= [30 5240 −14

]

Question 11

(a) Sum of two natural numbers is 8 and the difference of their reciprocal is2

15.

Find the numbers. [3]

(b) Given 3 3

2 2

x 12x y 27y

6x 8 9y 27

. Using componendo and dividendo find x: y. [3]

(c) Construct a triangle ABC with AB = 5.5. cm, AC = 6 cm and BAC = 105°. Hence:

(i) Construct the locus of points equidistant from BA and BC.

(ii) Construct the locus of points equidistant from B and C.

(iii) Mark the point which satisfies the above two loci as P. Measure and write the

length of PC. [4]

134


Emphasis on solving quadratic

equation application based

problems are necessary.

Adequate practice of all

properties of ratio and proportion

is essential. The basic formula

for (a±b)2,(a±b)3 must be

recapitulated periodically.


question carefully so that they do

not miss any part of the question.

The basic two concepts that (i)

point equidistant from two arms

of an angle lies on the bisector of

the angle (ii) a point equidistant

from two fixed points lies on

the perpendicular bisector of the

line segment joining the two

fixed points must be explained

thoroughly.


(a) Some candidates could not frame the equation. Some

framed it correctly but failed to solve it as they were

unable to factorize 2𝑥2 + 7𝑥 − 60 = 0.

(b) Candidates were unable to apply the property of

compodendo and dividendo and hence solved the sum

incorrectly. The correct application is𝑥3+12𝑥+6𝑥2+8

𝑥3+12𝑥−6𝑥2−8=

𝑦3+27𝑦+9𝑦2+27

𝑦3+27𝑦−9𝑦2−27; simplify and get the result. Many failed to

write the answer in the simplest form, e.g., 2𝑥

4=

2𝑦

6 𝑖𝑠

𝑥

2=

𝑦

3∴ 𝑥: 𝑦 = 2: 3. Some were unable to identify𝑥3 + 12𝑥 +

6𝑥2 + 8 = (𝑥 + 2)3.

(c) In the construction of 105o ruler and compass was not

used. The length of AB and AC was incorrect and must be

drawn carefully. Some candidates bisected their required

line and angle incorrectly and hence were unable to

construct the right figure. Correct the answer to the

nearest whole number.

MARKING SCHEME

Question 11

a) Let the number be 𝑥 and 8 − 𝑥

1

8−𝑥−

1

𝑥=

2

15

∴𝑥−(8−𝑥)

𝑥(8−𝑥)=

2

15

∴ (2𝑥 − 8) × 15 = 2(8𝑥 − 𝑥2)

∴ 30𝑥 − 120 = 16𝑥 − 2𝑥2

2𝑥2 + 14𝑥 − 120 = 0

OR 𝑥2 + 7𝑥 − 60 = 0

(𝑥 + 12)(𝑥 − 5) = 0

∴ 𝑥 = 5 (𝑥 = −12 not possible)

∴ The number are 3 and 5

b) 𝑥3+12𝑥

6𝑥2+8=

𝑦3+27𝑦

9𝑦2+27

By componendo & dividendo

135

𝑥3+12𝑥+6𝑥2+8

𝑥3+12𝑥−6𝑥2+8=

𝑦3+27𝑦+9𝑦2+27

𝑦3+27𝑦−9𝑦2−27

(𝑥+2)3

(𝑥−2)3 =(𝑦+3)3

(𝑦−3)3 ∴𝑥+2

𝑥−2=

𝑦+3

𝑦−3

∴ 𝑥+2+𝑥−2

𝑥+2−𝑥+2=

𝑦+3+𝑦−3

𝑦+3−𝑦+3

Hence 2𝑥

4=

2𝑦

6

∴ 𝑥 ∶ 𝑦 = 2 ∶ 3

c) ∠𝐵𝐴𝐶 = 105°

∆𝐴𝐵𝐶

Bisector ∠𝐵

Bisector of BC or

PC = 5cm

Topics/Concepts Found Difficult

Value Added Tax (VAT)

Compound Interest inverse problems.

Trigonometry

Similarity

Rounding off final result e.g. significant figures.

Theorems on properties of circle.

Properties of proportion.

Constructing a circle about a constructed Hexagon.

Calculation of mean

Coordinate geometry, Section formula and identifying points on x or y axis.

Quadratic equation problem

Inequation: writing solution and representation on number line

Q.No.4(c) Q.No.8(b)

136

Suggestions for Candidates

Reading time must be utilized to make the right choice of questions and make oneself familiar with

all given data

More practice must be done on rounding off of digits

Use graph paper for questions based on graphs

Use of log table to find square root of numbers

Avoid skipping steps. All necessary steps must be clearly shown

Working for matrix multiplication is essential

Rounding off of decimals

Adopt methods where lesser calculation is necessary to get final result

Necessary sample space must be written for probability problems.

Steps of working is necessary in conversion of trigonometric ratios of complementary angles.

Reasons must be provided for all geometry problems.

137

1,42,889

100

0

66.32

0-20 21-40 41-60 61-80 81-100

267 14,262 45,936 43,798 38,626

0.19 9.98 32.15 30.65 27.03

267 14,529 60,465 1,04,263 1,42,889

0.19 10.17 42.32 72.97 100.00


SCIENCE




Mean Marks Obtained


Cumulative Number


Mark Range


Details


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

0-20 21-40 41-60 61-80 81-100

0.19

9.98

32.1530.65

27.03

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


138

PHYSICS

SCIENCE PAPER I


Question 1

(a) When a body is placed on a table top, it exerts a force equal to its weight downwards on

the table top but does not move or fall.

(i) Name the force exerted by the table top.

(ii) What is the direction of the force? [2]

(b) (i) Name one factor that affects the lateral displacement of light as it passes through a

rectangular glass slab.

(ii) On reversing the direction of the current in a wire, the magnetic field produced by

it gets --------------.

[2]

(c) (i) On what factor does the position of the centre of gravity of a body depend?

(ii) What is the S.I unit of the moment of force? [2]

(d) Name the factors affecting the turning effect of a body. [2]

(e) (i) Define equilibrium.

(ii) In a beam balance when the beam is balanced in a horizontal position, it is in

______ equilibrium.

[2]


(a) (i) Most candidates answered correctly, however

some named the force incorrectly as force applied

or force due to friction.

(ii) Many candidates simply wrote the direction to be

upward rather than stating it to be vertically

upward.

(b) Most candidates answered it correctly though some

wrote changed instead of reversed for direction.

Table top

Force due to weight of the body


- The topic on centre of gravity

should be explained by giving a

variety of examples so that students

understand that even bodies of same

volumes or same mass can still

have different positions of centre of

gravity.

139

(c) (i) The factors affecting the position of centre of

gravity of a body was mentioned incorrectly by

many candidates. The factors stated were

incorrect as it dealt with size, volume or mass.

(ii) The S.I unit of movement of force was incorrectly

answered by many candidates.

(d) Answered correctly by most candidates though many

overlooked the importance of mentioning the

perpendicular distance of the line of action of force

from the axis of rotation.

(e) Most candidates stated the condition for equilibrium

rather than defining equilibrium.

MARKING SCHEME

Question 1

(a) (i) Normal reaction force

(ii) Vertically upwards.

(b) (i) Thickness of glass slab / angle of incidence/refractive index of glass/colour of light/

wave length of light ( Any one)

(ii) reversed in direction

(c) (i) Shape of body/distribution of mass of body.

(ii) Nm.

(d) (i) magnitude of the force applied .

(ii) Perpendicular distance of line of action of the force from the axis of rotation./ Moment

arm / perpendicular distance between point of application of force and point of rotation

(Any one)

(e) (i) When a number of forces acting on a body produce no change in its state of rest or

motion, the body is said to be in equilibrium.

(ii) Static.

- Highlight the difference between

distance and perpendicular distance

while explaining factors affecting

the turning effect.

- Train students to read the question

carefully to enable correct answers

being written.

- Important keywords of the

definition should be stressed on.

- Insist on students reading the

question carefully and

understanding exactly what is

expected as an answer.

- Highlight the difference between

upwards and vertically upwards

while teaching the direction of

reaction forces.

- Explain that the word changed will

imply the change in

magnitude/direction/both whereas

reversed is used only for direction.

140


If θ=0^othen Cos 0o =1 and hence

W=FS. Also when θ is at an angle

less than 90o then W=FS Cosθ

needs to be made clear to the

students so that the concept is

understood correctly.

Discuss examples of energy

conversions.

Students should be trained to state

important energy changes and in a

proper sequence.

Students should avoid selective

study and attach importance to all

topics.

Train students to use the correct

language which can explain the

phenomenon in a comprehensive

way.

Additional practice on numerical

problems needs to be given.

Students need to be trained to

present the answer with the correct

unit.

Question 2

(a) How is work done by a force measured when the force :

(i) is in the direction of displacement

(ii) is at an angle to the direction of displacement. [2]

(b) State the energy changes in the following while in use:

(i) Burning of a candle.

(ii) A steam engine. [2]

(c) (i) A scissor is a _______ multiplier.

(ii) 1 kWh = _______ J. [2]

(d) Explain the motion of a planet around the sun in a circular path. [2]

(e) Rajan exerts a force of 150 N in pulling a cart at a constant speed of 10 m/s.

Calculate the power exerted.

[2]


(a) Answers were generally correct if stated in terms of

equations but misleading and contradictory when

described in words. Some candidates used vague

symbols, which were irrelevant.

(b) Most candidates answered this question correctly.

Some however made errors in the sequence of

energy conversions.

(c) Relationship between kWh and Joules was stated

incorrectly as the relationship between kWh and

mega joule.

(d) Inappropriate explanations were written by many

candidates. They should have explained that for

planetary motion the gravitational pull of the sun

provides the necessary centripetal and not

centrifugal force. Many candidates wrote answers

which conveyed the meaning partially.

(e) Many candidates did not seem to be familiar with

the formula P=F.v. Hence, a variety of methods

were tried. Incorrect unit of power was stated by

many candidates.

141

MARKING SCHEME

Question 2.

(a) (i) W = F X S

(ii) W = F X S Cos θ.

(b) (i) Chemical energy to Light energy and heat energy.

(ii) Chemical energy to Heat energy to Mechanical energy

(c) (i) Speed

(ii) 3.6 x 106 J.

(d) A planet moves around the sun in a nearly circular path for which the gravitational

force of attraction on the planet by the sun provides the centripetal force.

(e) P = F X V

= 150 X 10

= 1500 W

Question 3

(a) (i) Give the expression for mechanical advantage of an inclined plane in terms of the

length of an inclined plane.

(ii) Name a common device where a gear train is used. [2]

(b) The speed of light in glass is 2 x 105 km/s. What is the refractive index of glass? [2]

(c) (i) Draw a graph between displacement and the time for a body executing free

vibrations.

(ii) Where can a body execute free vibrations? [2]

(d) (i) What happens to the resistivity of semi-conductors with the increase of

temperature?

(ii) For a fuse, higher the current rating ______ is the fuse wire. [2]

(e) (i) Name the high energetic invisible electromagnetic waves which help in the study

of the structure of crystals.

(ii) State an additional use of the waves mentioned in part (e) (i). [2]

142

Examiners’ Comment

(a) (i) Candidates were unable to understand the

question and hence many of them wrote

MA= or . Some even wrote that MA=

(ii) Many candidates did not seem to be familiar with

a common device using a gear train.

(b) Some candidates while solving did not convert the

speed in the same units and hence obtained incorrect

answers.

(c) (i) The negative displacement was not shown by

many candidates. Some candidates drew graphs

which had a decreasing amplitude.

(ii) Most candidates did not understand that the

“where” in the question meant the medium and

hence answered incorrectly.

(d) Effect of temperature on resistivity of semi-

conductors was not known by many candidates.

Some treated semi-conductors as conductors and

hence wrote incorrect answers.

(e) Most candidates were unable to identify the X-rays

correctly.

MARKING SCHEME

Question 3.

(a) (i) M.A. = l/h

(ii) It is used in a clock or a watch

(b) Refractive index of glass = speed of light in vacuum / speed of light in glass

= 3 X 10 8 / 2 X 10 5 X 1000

= 1.5


- Students must answer the question

asked rather than write an

unconnected detailed version.

- It is advisable to write simple

examples rather than irrelevant ones.

- Stress on using data in the same

units while solving numerical

problems.

- Reading and understanding of

graphs should be given greater

weightage.

- While teaching conductors the

topics of semi-conductors and super

conductors could be taken up

simultaneously so as to help in a

better understanding.

- Teach students to identify the

electromagnetic radiations by

wavelength; uses and characteristics.

- Wavelength ranges for different

radiations should be taught and

candidates made to revise regularly.

- While teaching ensure that uses and

properties of waves are related to

each other rather than teaching them

independently.

143

(c) (i)

(ii) in Vacuum.

(d) (i) Resistivity decreases with the increase of temperature

(ii) Thicker

(e) (i) X rays

(ii) to detect the fracture in bones.

Question 4

(a) Rishi is surprised when he sees water boiling at 115⁰ C in a container. Give reasons as to

why water can boil at the above temperature.

[2]

(b) (i) Why does a current carrying, freely suspended solenoid rest along a particular

direction?

(ii) State the direction in which it rests. [2]

(c) Find the equivalent resistance between points A and B.

[2]

(d) Give two similarities between an A.C generator and a D.C motor. [2]

(e) (i) Why is a cathode ray tube evacuated to a low pressure?

(ii) What happens if the negative potential is changed on a grid? [2]

4Ω

5Ω

12Ω 6Ω

2Ω A

B

a

- a time

144


Advise students to revise the topic on

‘HEAT’ thoroughly.

Guide students to explain the

dependence on the stated factor and

not on some other factor.

Solenoid is an important topic and

hence it should be thoroughly

explained that when current passes

through it, it behaves like a bar

magnet.

Students need to be given adequate

practice in solving numerical

problems that should be

mathematically correct.

The AC generator and DC motor

ought to be taught simultaneously so

that students are aware of the basic

differences and similarities in their

working.

Through the help of a labelled

diagram of a C.R.T, explain the

various parts and their specific

functions rather than teaching it as a

whole.


(a) Most candidates wrote the correct reason but were

unable to explain it further on the basis of the

stated reason.

(b) Most candidates were able to understand that the

solenoid gets magnetized but missed out that the

solenoid starts behaving like a bar magnet and

hence were unable to state the direction in which it

rests.

(c) For parallel combination of equivalent resistance

many candidates wrote Rp instead of in the

L.H.S of the equation. No unit was written in the

final answer.

(d) Basic similarities between the two were not clearly

understood by many candidates. Some wrote

differences instead of similarities.

(e) Many candidates were unable to comprehend the

question as they were not aware of the specific

functions of various parts in a C.R.T.

MARKING SCHEME

Question 4.

(a) Because of the presence of impurity. ( salt )

More the impurity more will be the boiling point.

(b) (i) A current carrying freely suspended solenoid behaves like a bar magnet

(ii) Geographic north south direction

(c) 1/R = 1/R1 + 1/ R2 + 1/ R3

= 1/12 + 1/6 + 1/4

= 6 / 12

= 1/ 2

R = 2 Ω

R = 2 + 2 + 5 = 9 Ω

145

(d) Both in an A.C generator and D.C motor a coil rotates in magnetic field between

the pole pieces of a powerful magnet / presence of carbon brushes/ presence of armature coil

(any two)

(e) (i) to avoid collisions of electrons with the air molecules

(ii) The brightness of the pattern on the screen can be changed.

Question 5

(a) Draw a simplified diagram of a lemon crusher, indicating direction of load and effort. [2]

(b) (i) Name the physical quantity measured in terms of horse power.

(ii) A nut is opened by a wrench of length 20cm. If the least force required is 2N, find

the moment of force needed to loosen the nut.

(iii) Explain briefly why the work done by a fielder when he takes a catch in a cricket

match is negative.

[4]

(c) A block and tackle system has V.R. = 5.

(i) Draw a neat labelled diagram of a system indicating the direction of its load and

effort.

(ii) Rohan exerts a pull of 150 Kgf. What is the maximum load he can raise with this

pulley system if its efficiency = 75%?

[4]


(a) Candidates paid more attention to drawing an actual

lemon crusher instead of drawing a simplified

diagram. Direction of the load and effort either was

not shown or drawn correctly.

(b) Calculation errors were common as candidates did not

convert the length to S.I unit. Many stated the answer

in mixed units. Answer in part (iii) was neither

explained in terms of force and displacement nor any

mention of 180o as the angle between the both was

stated.

(c) Many candidates were unable to draw the diagram

correctly showing the support and the direction of

load and effort. In part (ii) errors were made in

calculation and mathematical presentation. A few

candidates took MA as 5 and missed out that

efficiency was given as 75%.


Students should be trained to draw

the schematic diagram of levers and

not waste time over the actual

pictorial diagrams. Emphasis must

be put on the direction of load and

effort and the relative position of

fulcrum load and effort.

Students need to be advised to

write the answer with the correct

unit and given sufficient practice in

solving numerical problems.

Concept of negative work needs to

be explained clearly with adequate

examples.

Emphasize on the drawing of

support and marking of the

direction of the various forces in

the pulley system.

Inculcate the habit of writing the

formula or equation while solving

numerical problems.

146

Question 6

(a) (i) Where an object should be placed so that a real and inverted image of the same size

as the object is obtained using a convex lens?

(ii) Draw a ray diagram to show the formation of the image as specified in the part a (i) [3]

(b) (i) Why does the Sun appear red at sunrise?

(ii) Name the subjective property of light related to its wavelength.

[3]

(c) Jatin puts a pencil into a glass container having water and is surprised to see the pencil in

a different state.

(i) What change is observed in the appearance of the pencil?

(ii) Name the phenomenon responsible for the change.

(iii) Draw a ray diagram showing how the eye sees the pencil. [4]

MARKING SCHEME

Question 5.

(a) Lemon crusher :

(b) (i) Power of the appliance.

(ii) Moment of force = Force x Moment arm

= 2 x 20/100

= 0.4Nm

(iii) Force exerted on the ball and the displacement of the ball are in opposite

directions or they make 1800 with one another.

(c) (i) Correct diagram drawn with directions of load and effort shown correctly

(ii) Efficiency = M.A / V.R

75 / 100 = M.A / 5 M.A = 3 .75

M.A = Load / Effort

3 .75 = Load / 1500 or 3.75 = Load / 150

Load = 5625 N or Load = 562.50 kgf

147


(a) Many candidates wrote F2 in place of 2F. The

following errors were observed in the ray diagram-

1. When the optical plane was represented by a

straight line, it was not labelled.

2. Incorrect arrows or arrows not marked.

3. Real image shown by a dotted line.

4. Actual path of the rays shown with dotted lines.

(b) Most candidates gave a confused explanation with

the word scattering being incorrectly addressed as

dispersion, deviation, etc. The concept that the

intensity of scattered radiation decreases with an

increase of wavelength was not clearly understood.

Many did not seem to understand the meaning of

‘subjective’.

(c) Many candidates wrote that the pencil will appear at

a different place. Probably the phrase “different

state” in the question was misunderstood. In the

diagram the following errors were commonly

spotted:

1. Arrows not drawn or marked incorrectly.

2. Dotted lines were drawn at wrong places.

3. Incorrect bending of rays.

4. Incorrect image location.

MARKING SCHEME

Question 6.

(a)

(i) At 2F1 or centre of curvature

(ii) A ray shown parallel to the principal axis and passing through F2.

A ray shown passing through optical centre and moving undeviated.

Both rays drawn correctly.

Real image shown correctly.

(b) (i) At sunrise light has to travel longest distance in atmosphere, blue light gets

Scattered more and is lost.

Red Light has long wavelength, scatters the least and reaches the observer.

(ii) Colour of light

(c) (i) The pencil will be seen bent.

(ii) Refraction of light.

(iii) Two rays correctly drawn.

(iv) Image shown correctly.


Adequate practice of drawing

correct ray diagrams needs to be

given.

Distinguish between F1, F2, 2F1,

2F2.

Insist that virtual rays and virtual

images should be represented

through dotted lines. All ray

diagrams need to be practiced

several times.

A clear understanding of dispersion,

deviation and scattering should be

brought out by examples and natural

phenomenon.

Students should be explained on the

difference between subjective and

objective properties.

148

Question 7

(a) (i) State the safe limit of sound level in terms of decibel for human hearing.

(ii) Name the characteristic of sound in relation to its waveform. [2]

(b) A person standing between two vertical cliffs and 480 m from the nearest cliff

shouts. He hears the first echo after 3s and the second echo 2s later.

Calculate:

(i) The speed of sound.

(ii) The distance of the other cliff from the person. [3]

(c) In the diagram below, A, B, C, D are four pendulums suspended from the

same elastic string PQ. The length of A and C are equal to each other while

the length of pendulum B is smaller than that of D. Pendulum A is set into a

mode of vibrations.

(i) Name the type of vibrations taking place in pendulums B and D?

(ii) What is the state of pendulum C?

(iii) State the reason for the type of vibrations in pendulums B and C. [5]


(a) Many candidates misunderstood the question and

wrote the audible range of human hearing in terms of

frequency rather than the safe limit of sound in terms

of decibel. Characteristics of sound not very clear to

many candidates.

(b) Many candidates displayed lack of practice in solving

numerical problems. Units either not mentioned or

mentioned incorrectly.

(c) In part (i) many candidates wrote resonance and part

(ii) as forced vibrations. Many did not seem to be

aware that same length means same natural

frequencies.


- Questions must be read carefully

before attempting to answer them.

- Safe limit of sound level should be

explained clearly on the basis of

loudness in terms of decibel.

- Clear explanation of loudness,

intensity, pitch and quality needs

to be given.

- Additional practice in solving

numerical problems must be

allotted. Encourage students to

write the formula used and stress

on correct S.I units.

- Thorough revision of resonance

and forced vibration with

examples must be conducted.

A

B

C

D

Q P

149

MARKING SCHEME

Question 7.

(a)

(b)

(i) Safe limit of sound level - upto 120 db

(ii) Quality of sound waves

(i) V = 2 distance / time

= 2 X 480 / 3

= 320 m / s

(ii) Distance of the other cliff = (Velocity X Time ) / 2

= ( 320 X5) / 2 = 800 m

(c) (i) Pendulum B and D execute forced vibrations

(ii) Pendulum C will be in a state of Resonance

(iii) Natural frequency of B does not match with Natural frequency of A

Natural frequency of C matches that of A

Question 8

(a) (i) Name the device used to increase the voltage at a generating station.

(ii) At what frequency is A.C supplied to residential houses?

(iii) Name the wire in a household electrical circuit to which the switch is connected. [3]

(b) The relationship between the potential difference and the current in a conductor is stated

in the form of a law.

(i) Name the law.

(ii) What does the slope of V- I graph for a conductor represent?

(iii) Name the material used for making the connecting wire. [3]

(c) A cell of Emf 2V and internal resistance 1.2 Ω is connected with an ammeter of

resistance 0.8 Ω and two resistors of 4.5 Ω and 9 Ω as shown in the diagram below:

(i) What would be the reading on the Ammeter?

(ii) What is the potential difference across the terminals of the cell? [4]

2

1.2

4.5

9 0.8

Ammeter

150


(a) An incorrect name of the device was stated by a few

candidates. Many wrote the frequency of A.C supplied

as 220V in place of 50Hz. Some candidates wrote that

the switch is connected to live and neutral both.

(b) The law was correctly identified by most candidates

though for part (ii) many gave the answer as 1/R or V

I or is a straight line. Many candidates wrote nichrome,

manganin or tungsten as the material used that was

incorrect.

(c) The concept of series and parallel resistance is not clear

to many candidates. Some candidates considered 0.8Ω

as a part of parallel resistance; hence the remaining

working was incorrect too.

MARKING SCHEME

Question 8.

(a) (i) Step up transformer

(ii) 50 hertz

(iii) Live wire.

(b)

(i) Ohm’s Law.

(ii) Resistance of the conductor.

(iii) Copper / Aluminium

(c) (i) 1 / R = 1 / R 1 + 1 / R 2

= 1 / 9 + 1 / 4.5

= 1 / 3 R = 3 Ω

i = E / R + r

= 2 / ( 3 + 1.2 + 0.8 )

= 0.4 A Ammeter reading 0.4 A

(ii) V = E – ir

= 2 – 0.4 X 1.2

= 1.52 V

Or V = iR

= o.4 x ( 3 + 0.8)

= 1.52 V


Both voltage and frequency must

be clearly explained while

teaching A.C.

Clearly explain the characteristics

required by a connecting wire,

resistance wire, etc.

The concept of ‘slope’ must be

made clear in case of a graph.

Adequate practice of numerical

problems must be carried out

regularly in class.

151


- EVS topics must be given due

importance in class discussions.

- It is also necessary to talk about

awareness of environmental related

issues while teaching physics

- When only one option is asked for in

the question, students must be

advised to refrain from writing a

large number of options as their

answers.

- Students should be advised to

memorize the values and units of

important physical constants.

- Sufficient practice of numerical

problems involving different types

should be given.

- Encourage a correct analysis of

numerical problems.

- Answers with correct S.I units

should be insisted on.

Question 9

(a) (i) Name a gas caused by the Greenhouse effect.

(ii) Which property of water makes it an effective coolant? [2]

(b) (i) Water in lakes and ponds do not freeze at once in cold countries. Give a reason in

support of your answer.

(ii) What is the principle of Calorimetry?

(iii) Name the law on which this principle is based.

(iv) State the effect of an increase of impurities on the melting point of ice. [4]

(c) A refrigerator converts 100 g of water at 20⁰ C to ice at -10⁰ C in 35 minutes.

Calculate the average rate of heat extraction in terms of watts.

Given: Specific heat capacity of ice = 2.1 J g-1 ⁰ C-1

Specific heat capacity of water = 4.2 J g -1 ⁰ C -1

Specific Latent heat of fusion of ice = 336 J g -1

[4]


(a) Most candidates wrote the correct answer, however

along with the correct option they also wrote an

incorrect option. Many either wrote the incorrect

value of SHC of water or wrote incorrect units.

(b) Many candidates held high SHC of water to be

responsible rather than high SLHC of fusion. Many

failed to specify “if the system is fully insulated”

part in the principle of calorimetry. Incorrect

answers were written by many in part (iv).

(c) Many candidates showed an incorrect working

with Heat equations formed incorrectly.

Conversion from minutes to seconds was also not

shown in many cases.

152

MARKING SCHEME

Question 9.

(a)

(i) CO2 , Water vapours, methane and chloroflouro carbons.( Any one)

(ii) Water has high specific heat capacity/ Specific heat capacity of water is 4200J kg-1 K

-1

or any correct value in correct unit

(b) (i) This is because the specific latent heat of fusion of ice is sufficiently high

(336 J/ g), so to freeze water, a large quantity of heat has to be withdrawn, hence it freezes

slowly.

(ii) If the system is fully insulated then

Heat energy lost by the Hot body = Heat energy gained by the Cold body.

(iii) Law of conservation of energy.

(iv) Increase of impurity decreases the m.pt. of ice.

(c) m c θ + m L + m c θ = P X t

100 X 4.2 X20 + 100 X 336 + 100 X 2.1 X 10 = P X 35 X 60

44100 = P X 2100

P = 21 W

Question 10

(a) (i) What is thermionic emission?

(ii) Name the unit in which the work function of a metal is expressed.

(b) (i)

Complete the diagram as given above by drawing the deflection of

radioactive radiations in an electric field.

(ii) State any two precautions to be taken while handling radioactive substances. [5]

+ -

-\

[2]

153

(c) An atomic nucleus A is composed of 84 protons and 128 neutrons.

(i) The nucleus A emits an alpha particle and is transformed into nucleus B.

What is the composition of nucleus B?

(ii) The nucleus B emits a beta particle and is transformed into a nucleus C.

What is the composition of nucleus C?

(iii) Does the composition of nucleus C change if it emits gamma radiations? [3]


(a) Most candidates failed to understand that the

thermionic emission is due to the heat energy being

imparted to the metallic surface. In place of an

electron volt candidates wrote joule.

(b) Many candidates drew incorrect diagrams with

either the radiations being labelled incorrectly or the

deflection shown incorrectly.

(c) Most candidates did not understand the changes

coming in with the emission of an alpha particle or a

beta particle. Many failed to write the composition

of the nucleus or explain appropriately the number

of protons and neutrons present in the nucleus after

the emission with a few unable to understand the

effect of Gamma emissions.

MARKING SCHEME

Question 10.

(a)

(i) Emission of free electrons from a metal surface when heat energy is imparted to it is called

the thermionic emission.

(ii) Electron Volt.

(b) (i) Deflection of Alpha and Beta shown correctly, Alpha deflection is less than beta Path of

Gamma.

(ii) Use of lead lined aprons/ Lead gloves / long handle lead tongs/ radioactive substance

should be kept in a thick walled lead container (Any two)

(c) (i) 82B 208 or 82 protons and 126 neutrons

(ii) 83C 208 or 83 protons and 125 neutrons

(iii) No.


- Explain the difference between

thermionic and electronic emission.

- The unit of work function and its

relation with the S.I unit of the

physical quantity which it measures

can be explained at this stage.

- Comparative property of radioactive

radiations in an electric field should

be discussed during classroom

teaching.

- Stress must also be laid to teach the

atomic structure in the class so as to

make it clearer.

154

Topics/Concepts found difficult or confusing

Cases of inter conversion of energy.

Concept of work. Work done for different angles between force and displacement.

Numerical problems based on p=f.v and machines.

Interpretation of graphs and slopes.

Vibration in a stretched string.

Cases of resonance, forced vibrations, free vibrations, etc.

Safe limit of sound level for humans.

Numerical problems on “Heat”

Difference between heat capacity, SHC and SLHC.

Similarities between A.C generator and D.C motor.

Cathode ray tube.

Mass number and atomic number.


Use the reading time of 15 minutes judiciously to make a proper choice of questions from section

II by reading the requirements of the question carefully supported with a high degree of

concentration.

Avoid writing answers which are simply a repetition of the question. Instead be specific about the

key word in that statement.

Candidates must not leave any topic for option. All topics are covered in section I which is

compulsory.

Avoid changing the order of sequence of questions and numbering system.

Handwriting should be neat and legible.

Learn the principles, laws and definitions accurately.

Ray diagrams and the other diagrams need to be practiced periodically.

While writing the answers it is not only important to cover all the points but also to present them in

a proper sequence.

While solving a numerical it is advisable that the formula needs to be written in the beginning.

Essential steps need to be shown and final answer needs to be expressed along with a proper unit.

Avoid computation at the first step; let it be plain substitution as the marks are awarded for the

correct substitution.

A thorough revision of all topics is all time important.

It is advisable to solve previous year’s papers in writing.

More emphasis should be given on writing rather than memorizing.

For speed in mathematical calculations; it is advisable to learn tables up to 30, know squares up to

30, cubes up to 15 and basics of fractions and decimal.

It is better to inculcate the habit of underlining the important points or key words in the answer.

155

CHEMISTRY

SCIENCE Paper - 2

II. ANALYSIS OF PERFORMANCE

Question 1

(a) Select from the list the gas that matches the description given in each case:

[ammonia, ethane, hydrogen chloride, hydrogen sulphide, ethyne]

(i) This gas is used as a reducing agent in reducing copper oxide to copper.

(ii) This gas produces dense white fumes with ammonia gas.

(iii) This gas is used for welding purposes.

(iv) This gas is also a saturated hydrocarbon.

(v) This gas has a characteristic rotten egg smell.

(b) Choose the most appropriate answer for each of the following:

(i) Among the elements given below, the element with the least electronegativity is:

(A) Lithium

(B) Carbon

(C) Boron

(D) Fluorine

(ii) Identify the statement which does not describe the property of alkenes:

(A) They are unsaturated hydrocarbons

(B) They decolourise bromine water

(C) They can undergo addition as well as substitution reactions

(D) They undergo combustion with oxygen forming carbon dioxide and water.

(iii) This is not an alloy of copper:

(A) Brass

(B) Bronze

(C) Solder

(D) Duralumin.

(iv) Bonding in this molecule can be understood to involve coordinate bonding.

(A) Carbon tetrachloride

(B) Hydrogen

(C) Hydrogen chloride

(D) Ammonium chloride

[5]

156

(v) Which of the following would weigh the least?

(A) 2 gram atoms of Nitrogen.

(B) 1mole of Silver

(C) 22.4 litres of oxygen gas at 1atmospheric pressure and 273K

(D) 6.02 x 1023 atoms of carbon.

[Atomic masses: Ag=108, N=14, O=16, C=12]

(c) Complete the following calculations. Show working for complete credit:

(i) Calculate the mass of Calcium that will contain the same number of atoms as are

present in 3.2 gm of Sulphur.

[Atomic masses: S=32, Ca=40]

(ii) If 6 litres of hydrogen and 4 litres of chlorine are mixed and exploded and if water is

added to the gases formed, find the volume of the residual gas.

(iii) If the empirical formula of a compound is CH and it has a vapour density of 13, find

the molecular formula of the compound.

(d) State one relevant observation for each of the following:

(i) When crystals of copper nitrate are heated in a test tube.

(ii) When the gaseous product obtained by dehydration of ethyl alcohol is passed

through bromine water.

(iii) When hydrogen sulphide gas is passed through lead acetate solution.

(iv) When ammonia gas is burnt in an atmosphere of excess oxygen.

(v) At the Anode when aqueous copper sulphate solution is electrolysed using copper

electrodes.

(e) Identify the acid which matches the following description (i) to (v):

(i) The acid which is used in the preparation of a non-volatile acid.

(ii) The acid which produces sugar charcoal from sugar.

(iii) The acid which is prepared by catalytic oxidation of ammonia.

(iv) The acid on mixing with lead nitrate solution produces a white precipitate which is

insoluble even on heating.

(v) The acid on mixing with silver nitrate solution produces a white precipitate which is

soluble in excess ammonium hydroxide. [5]

[5]

[2]

[2]

[1]

[5]

157

(f) Give appropriate scientific reasons for the following statements:

(i) Zinc oxide can be reduced to zinc by using carbon monoxide, but aluminium oxide

cannot be reduced by a reducing agent.

(ii) Carbon tetrachloride does not conduct electricity.

(iii) During electrolysis of molten lead bromide graphite anode is preferred to other

electrodes.

(iv) The electrical conductivity of acetic acid is less in comparison to the electrical

conductivity of dilute sulphuric acid at a given concentration.

(v) Electrolysis of molten lead bromide is considered to be a redox reaction.

(g) (i) Give balanced chemical equations for the following conversions A, B and C:

Fe A FeCl3

B FeCO3 C Fe(NO3)2 [3]

(ii) Differentiate between the terms strong electrolyte and weak electrolyte.

(stating any two differences)

(h) Answer the following questions:

(i) Explain the bonding in methane molecule using electron dot structure.

(ii) The metals of Group 2 from top to bottom are Be, Mg, Ca, Sr, and Ba.

(i) Which one of these elements will form ions most readily and why?

(ii) State the common feature in the electronic configuration of all these elements.

[3]


(a) (i) Candidates made a wrong choice of selecting

either hydrogen chloride or hydrogen sulphide

or ethyne.

(ii) Most candidates answered this part correctly. A

few mentioned ammonia, perhaps in haste.

(iii)Some candidates made the error by selecting

ethane. Although the name was given some

candidates used structural formula to represent

ethyne and did not show the triple bond

between carbon atoms as HC≡CH and hence

list the mark.

(iv) Some candidates ignored the word saturated

and chose ethyne.

(v) Most candidates answered this part correctly.


Explain how ammonia behaves as

a reducing agent.

Insist on students reading

instructions carefully.

When beginning with organic

chemistry bring out the facts of

saturation and unsaturation so that

students understand how the

various types of reactions take

place.

Students need to be well versed

with the various terms and the

trends across the periodic table.

Take up a comparative study of

properties of alkanes, alkenes and

alkynes.

[2]

[2]

[5]

158

(b) (i) Candidates selected the element fluorine which

was contrary to the property stated.

(ii) Error made by selecting the property of alkene.

(iii)Many candidates opted for duralumin.

(iv) Carbon tetrachloride was the most repeated

incorrect answer.

(v) Candidate resorted to guess work.

(c) (i) Candidates either made errors in calculation of

mole by reversing the ratio or failed to see the

connection between mole, molecules and

molar mass.

(ii) Balanced equation missed out and the fact that

HCl gas is extremely soluble in H2O was

ignored. Final composition stated thus had

wrong volumes and incorrect combination of

HCl and H2.

(iii)Candidates either forgot the relation Molecular

weight = 2X vapour density or forgot to

multiply the empirical formula by 2 to get the

molecular formula.

(d) (i) Some candidates referred to blue residue

instead of black or a red gas instead of reddish

brown or black precipitate instead of black

residue or named the product formed without

relevant observation.

(ii) Candidates did not comprehend the question

and identified the gas instead of the stating the

impact of the gas on bromine water.

(iii)Incorrect observation, candidate perhaps got

confused with lead sulphate.

(iv) Either wrong colour of flame (yellow/blue) or

mention of liberation of N2 or NO, often the

flame was replaced by vapours.

(v) Instead of focusing on the anode candidates

stated the effect on the electrolyte.

(e) (i) Candidates failed to mention the concentration

of the acid even if the right acid was identified

and hence lost mark.

(ii) Most attempted correctly.

(iii)H2SO4 incorrectly replaced by hydrochloric

acid and failure of candidates to notice the

condition of heating.

(iv) Most candidates answered correctly.

Activities such as quiz or frequent

objective tests will help students in

remembering the components of

alloys and their properties.

Ensure students are able to

differentiate between lone pair and

shared pair with relevant examples

to understand how a coordinate bond

is formed.

An understanding of the relation

between mole and molar mass is

essential.

Establish a link between mole, no of

molecules and mass and not solve

problems in isolation. Regular

practice in stepwise working needs

to be given

Relation of volumes of gases taking

part in a chemical equation with the

stoichiometry of the equation needs

to be stressed on.

Knowledge of solubility of gases

essential.

Assortment of various types of

numericals to be given for practice

and repeated brushing up of the

topic required. Students need to be

trained to follow stepwise working

while solving numericals.

Ensure concepts are clear then

solving numerical will not pose a

problem.

Students to be reminded at all times

that naming the product is of no use

when observations are asked.

In the course of practical work,

students must be asked to write their

observations and then discuss them

at the end of the practical session.

Students need to be exposed to

adequate variety of questions and

instructed to read a particularly

difficult question several times for

easy comprehension.

Practical work needs to be given

adequate importance.

159

(f) (i) Some of the statements written by candidates

didn’t convey the right meaning, such as

Alumina—instead of Al having higher affinity

for oxygen.

(ii) Candidates failed to mention the absence of free

ions and instead, focused in the type of bonding

present in CCl4

(iii)Candidates gave a general reason for use of

graphite as an anode without reference to lead

bromide electrolysis. Most answered correctly,

few however made the mistake of not relating

the preference of graphite for the particular

electrolyte.

(iv) Vast majority referred to the monobasic nature

of acetic acid and dibasic nature of H2SO4.

(v) Candidates explained the process of oxidation,

reduction without specifying the electrodes or

the reactions at the electrodes were reversed.

(g) (i) Errors committed were of the types

Fe +Cl2 →FeCl2

Fe +3Cl2→2FeCl3 i.e. either the products were

wrong or the equation was unbalanced. FeCO3

was treated with a salt such as NaNO3 instead of

HNO3.

(ii) Some candidates erred by representing weak

electrolytes as bad conductors while some wrote

examples to differentiate between the terms

instead of doing so on the basis of their

properties.

(h) (i) Candidates made errors while showing the

shared pairs while some mistook methane to be

ammonia.

(ii) (1) though reason given was correct, candidates

chose the wrong element.

(2) Candidates referred to the general property

of elements down any group, ignoring the fact

that the question pertained to Group 2.

Stress on observation like colour of flame and the fact that observation does not mean identifying the gas.

Students must be aware of possible observations at the electrodes and also any change in the electrolyte. Students to be advised to focus on the questions asked.

Point out the various properties of acids incorporating the various conditions required.

Knowledge of solubility of salts essential and regular objective tests will help in remembering factual data.

Reference of metal activity series is a must when discussing the reactivity of metals.

Highlight the basic difference between electrolytes and non-electrolytes on the basis of ionization.

Guide students to pay attention to all aspects of a question so that certain key facts are not missed out. Expose students to a variety of questions on particular topic so that they apply their knowledge correctly.

Associate the degree of ionization with the weak and strong electrolytes.

Students must be trained to analyze the question and ensure all aspects are explained.

Besides acquainting students with different methods of salt preparations, they must understand the variation in reactions taking place especially with metals exhibiting variable valencies.

Ensure students are able to distinguish between strong and weak electrolytes on the basis of ionization, kind of particles and on conductivity.

Develop the understanding of bonding with a number of relevant examples with repetitive practice to be given in drawing dot diagrams.

After familiarizing students with trends in the periodic table, train them to apply this knowledge to varied situations.

160

MARKING SCHEME

Question 1

a) (i) ammonia

(ii) hydrogen chloride

(iii) ethyne

(iv) ethane

(v) hydrogen sulphide

b) (i) A

(ii) C

(iii) C

(iv) D

(v) D

c) (i) 3.2÷32 = no. of moles of sulphur

= 0.1 moles

= 0.1 moles of calcium

No. of moles are equal then number of atoms also will be equal

Mass of calcium= 0.1 x 40= 4gm

(ii) H2 + Cl2 2HCl

4 litres of chlorine will react with 4 litres of hydrogen, HCl gas is highly soluble in

water. Therefore residual gas will be un reacted chlorine = (6-4) =2litres

(iii) Molecular weight = 2 x VD

= 2x13

= 26

Empirical weight = 13, n= 26÷13 = 2

Molecular formula= n x empirical formula=2x CH= C2H2

d) Each relevant observation carries 1 mark

(i) Reddish brown gas of nitrogen dioxide gas is evolved and black residue of CuO is formed.

(ii) Brown colour of Bromine solution decolourises.

(iii) Black precipitate of lead sulphide is formed.

(iv) Burns with a greenish yellow flame.

(v) Anode is consumed.

161

e) Each correct answer carries 1 mark

(i) Concentrated nitric acid

(ii) Concentrated sulphuric acid

(iii) Concentrated nitric acid

(iv) Dilute sulphuric acid

(v) Dilute hydrochloric acid

f) Each appropriate reason carries 1 mark

(i) Aluminium is more reactive than zinc and has a high affinity for oxygen, it cannot be reduced

by reducing agent.

(ii) Carbon tetrachloride consists of only molecules hence it is a non-electrolyte, it cannot

conduct electricity.

(iii) Graphite is inert by nature it would not react with bromine vapours which evolve at the

anode.

(iv) Acetic acid is a weak acid it consists of less number ions at a given concentration in

comparison to sulphuric acid of the same concentration which is a strong acid.

(v) The metallic ion of the electrolyte moves towards the cathode there it gains electrons and gets

deposited as neutral metal atom and hence gets reduced. The anion or Br- ion loses its

electron at the anode and gets oxidised.

g) (i) Each conversion reaction carries 1 mark

A 2Fe + 3Cl2 2FeCl3

B 2FeCl3 + 3Na2CO3 Fe2(CO)3 + 6NaCl

C FeCO3 + 2HNO3 Fe(NO3)2 + H2O +CO2

(ii) Each appropriate difference carries [1] mark.

Strong Electrolyte Weak Electrolyte

(i) Electrolyte undergoes almost

complete ionisation.

(ii) Allows large current to pass through.

(i) Electrolyte undergoes partial

ionisation.

(ii) Allows only a weak current to pass

through.

162

h) (i)

(ii) (1) Ba will form ions most easily. The ionisation energy is the least and hence it loses

electrons most readily to form +ve ions.

(2) They all have 2 electrons in the valence shell.

Question 2

(a) Arrange the following as per the instructions given in the brackets:

(i) Cs, Na, Li, K, Rb (increasing order of metallic character).

(ii) Mg, Cl, Na, S, Si (decreasing order of atomic size).

(iii) Na, K, Cl, S, Si (increasing order of ionization energy)

(iv) Cl, F, Br, I (increasing order of electron affinity)

(b) Choose the most appropriate answer from the following list of oxides which fit the

description. Each answer may be used only once:

[SO2, SiO2, Al2O3, MgO, CO, Na2O]

(i) A basic oxide.

(ii) An oxide which dissolves in water forming an acid.

(iii) An amphoteric oxide.

(iv) A covalent oxide of a metalloid.

(c) Element X is a metal with a valency 2, Y is a non-metal with a valency 3.

(i) Write an equation to show how Y forms an ion.

(ii) If Y is a diatomic gas, write an equation for the direct combination of X and

Y to form a compound.

[4]

[4]

[2]

163


(a) (i) Though the order in which the elements were

written was correct however some candidates

incorporated the wrong sign (>, <).

(ii) Most candidates answered this part correctly

but some made errors by exchanging elements.

(iii)Answered correctly by most candidates.

(iv) Most answered this part correctly.

(b) (i) Alumina was used which was amphoteric and

hence could not be repeated in part (iii).

(ii) Few candidates selected the incorrect answer.

(iii)Those who repeated the answer lost marks.

(iv) Candidates got confused betweenSO2 and

SiO2.

(c) (i) Most candidates seemed unsure while showing

the ionization of Y.

(ii) Most candidates either wrote only the formula

of the product or an unbalanced equation or

showed the atomicity of Y to be 3 lost

marks.

MARKING SCHEME

Question-2

(a) (i) Li, Na, K, Rb, Cs ( increasing order of metallic character)

(ii) Na, Mg, Si, S, Cl ( decreasing order of atomic size)

(iii) K, Na, Si, S, Cl (increasing order of ionization energy)

(iv) I, Br, F, Cl (increasing order of electron affinity)

(b) (i) A basic oxide----MgO

(ii) SO2

(iii) Al2O3

(iv) SiO2

(c) (i) Y + 3e- Y3-

(ii) 3X + Y2 X3Y2


Familiarize students with alkali

metals and halogens and train them

to apply the knowledge of trends in

properties to them.

Train students to answering

application based questions on a

regular basis.

Encourage thinking among students.

Familiarize students with the

properties of oxides with relevant

examples.

Repeated testing or quizzing will

ensure students manage to retain

factual data.

Students need to be given adequate

explanation and practice in writing

ionic explanation to ensure clarity of

thought.

164

Question 3

(a) Give balanced chemical equations for the following conversions:

(i) Ethanoic acid to ethyl ethanoate.

(ii) Calcium carbide to ethyne.

(iii) Sodium ethanoate to methane.

(b) Using their structural formulae identify the functional group by circling them:

(i) Dimethyl ether.

(ii) Propanone.

(c) Name the following:

(i) Process by which ethane is obtained from ethene.

(ii) A hydrocarbon which contributes towards the greenhouse effect.

(iii) Distinctive reaction that takes place when ethanol is treated with acetic acid.

(iv) The property of elements by virtue of which atoms of the element can link to

each other in the form of a long chain or ring structure.

(v) Reaction when an alkyl halide is treated with alcoholic potassium hydroxide.


(a) (i) Ethanoic acid was incorrectly replaced by

propanoic acid and the concentration of H2SO4

was not stated by many candidates hence, lost

mark.

(ii) Few candidates replaced the product Ca (OH)2

by CaO. Resulting in an incorrect answer.

(iii)Either the reactant was wrong or the product

was wrong while some missed the mention of

sodalime.

(b) (i) Dimethyl ether was incorrectly represented by

acetaldehyde. Many candidates made the error

of writing the condensed formula instead of

structural formula.

(ii) Candidates wrote the condensed formula or

mistook the ketonic group to be aldehydic

group

(c) (i) Some candidates were confused between the

terms – hydrogenation halogenations,

dehydrogenation and dehydration.

(ii) The hydrocarbon selected was incorrect in

many cases.

(iii)Most candidates answered correctly.

(iv) Occasional incorrect answers was on self-

linking property.

(v) Few candidates mentioned halogenations instead of dehydrohalogenation.


IUPAC nomenclature is a very

important part of organic chemistry

and its importance cannot be

undermined.

Students tend to make mistakes when

the functional group is – CHO or

COOH so pay special attention here.

Insist on conditions being written

with the equation.

Draw out differences between

structural formula and condensed

formula clearly.

Ensure students have clarity on the

various functional groups.

Terms such as these must be

explained with relevant examples.

Impact of various chemicals affecting

our daily lives need to be discussed.

Besides ensuring that students learn to

write balanced chemical equations the

various terms in organic chemistry

must be given due importance.

[2]

[5]

[3]

165

MARKING SCHEME

Question - 3

a) i) Catalyst Ni(1/2), temperature 300°C (1/2)

ii) Alcoholic KOH or NaOH

iii) catalyst Pt (1/2), temperature(700-800)°C (1/2)

iv) catalyst V2O5, temperature(450-500)°C, pressure (1-2)atms. (any 2)

b) i) copper, zinc

ii) aluminium, copper

iii) copper, tin

c) i) KNO3 + H2SO4(conc) KHSO4 + HNO3 or with NaNO3

ii) C2H5Cl + NaOH C2H5OH + NaCl

Question 4

(a) Identify the anion present in each of the following compounds:

(i) A salt M on treatment with concentrated sulphuric acid produces a gas which

fumes in moist air and gives dense fumes with ammonia.

(ii) A salt D on treatment with dilute sulphuric acid produces a gas which turns

lime water milky but has no effect on acidified potassium dichromate solution.

(iii) When barium chloride solution is added to salt solution E a white precipitate

insoluble in dilute hydrochloric acid is obtained.

[3]

(b) The following table shows the tests a student performed on four different aqueous

solutions which are X, Y, Z and W. Based on the observations provided, identify the

cation present:

Chemical test Observation Conclusion

To solution X, ammonium

hydroxide is added in minimum

quantity first and then in

excess.

A dirty white precipitate is

formed which dissolves in

excess to form a clear solution.

(i)

To solution Y ammonium

hydroxide is added in minimum

quantity first and then in

excess.

A pale blue precipitate is formed

which dissolves in excess to

form a clear inky blue solution.

(ii)

166

To solution W a small quantity

of sodium hydroxide solution is

added and then in excess.

A white precipitate is formed

which remains insoluble.

(iii)

To a salt Z calcium hydroxide

solution is added and then

heated.

A pungent smelling gas turning

moist red litmus paper blue is

obtained.

(iv)

(c) Give balanced chemical equations for each of the following:

(i) Lab preparation of ammonia using an ammonium salt.

(ii) Reaction of ammonia with excess chlorine.

(iii) Reaction of ammonia with sulphuric acid.


(a) (i) Chloride ion was incorrectly listed as Cl or

chlorine.

(ii) Name of the salt was given instead of the anion

(iii)The charge was missing on the SO4 -2 ion.

(iv) Incorrect answers such as Cl2- / chlorine/ CO3-

/SO4- / SO3

- were given.

(b) (i) Even if the cation identified was correct the

charge was missing.

(ii) Some candidates named a salt instead of the

cation present.

(iii)Instead of the cation present a few candidates

named the salt.

(iv) Ammonium radical was incorrectly spelt as

ammonia radical or the conclusion made was

that the salt was ammonium chloride.

(c) (i) Incorrect choice of ammonium salt or alkali in

the lab preparation of ammonia.

(ii) Some candidates wrote the reaction of excess

ammonia with chlorine that was not part of the

question.

(iii) Most candidates answered correctly. Few

candidates included H2O as a product.


Instructions to be read carefully

while identifying anions or cations.

Relate tests and observations to

relevant inferences.

Tabulated display of these results in

the lab would assist students in

recalling the correct symbols during

examinations.

Point out the common errors to

students during practicals.

Insist on students writing down the

observation themselves during

practicals followed by inferences and

then the results may be discussed by

the teachers.

Stress on the choice of appropriate

reactants for lab preparation.

Certain reactions have varied

products depending on the

conditions.

Enumerate such reactions in

tabulated form.

Highlight the difference between the

reactions of acid with ammonia and

ammonium hydroxide.

[3]

[4]

167

MARKING SCHEME

Question-4

(a) (i) M … chloride ion or Cl- ion

(ii) D … carbonate ion or CO32- ion or bicarbonate or hydrogen carbonate or HCO3

– ion

(iii) E … sulphate ion or SO4 2- ion.

(b) (i) The salt solution X contains Zn2+ ions

(ii) The salt solution Y contains Cu2+ ions

(iii) The salt solution W contains Ca2+ ions or Mg2+ ion

(iv) Salt Z contains NH4+ ions or Ammonium ions

(c) (i) 2NH4Cl + Ca(OH)2 CaCl2 + 2H2O+ 2NH3

(ii) NH3 + 3Cl2 3HCl + NCl3

(iii) 2NH3 + H2SO4 (NH4)2 SO4

Question 5

(a) Consider the following reaction and based on the reaction answer the questions that

follow:

(NH4)2Cr2O7 heat N2(g) + 4 H2O(g) + Cr2O3

Calculate:

(i) the quantity in moles of (NH4)2Cr2O7 if 63gm of (NH4)2Cr2O7 is

heated.

[1]

(ii) the quantity in moles of nitrogen formed. [1]

(iii) the volume in litres or dm3 of N2 evolved at S.T.P. [1]

(iv) the mass in grams of Cr2O3 formed at the same time. [2]

[Atomic masses: H=1, Cr= 52, N=14]

(b) (i) For each of the substance listed below, describe the role played in the extraction of

aluminium.

(1) Cryolite

(2) Sodium hydroxide

(3) Graphite.

(ii) Explain why:

(1) In the electrolysis of alumina using the Hall Heroult’s Process the electrolyte

is covered with powdered coke.

(2) Iron sheets are coated with zinc during galvanization. [2]

[3]

168


(a) (i) Some candidates made errors in molecular

weight calculation or reversed the calculation.

(ii) Instead of deducing the number of moles of N2

from the equation, candidates erred by

calculating the molecular mass of N2 .Where

candidates made errors in step (1), the same

error continued.

(iii)Volume stated was the molar volume instead of

determining the volume from step (ii).

(iv) Candidates erred in calculation of molar mass or

ignored the equation for the calculation of

moles.

(b) (i) 1. Errors such as solvent for bauxite.

2. Incorrect answer of dissolving alumina

instead of bauxite.

3. Most candidates answered correctly.

(ii) 1. Most candidates answered this part correctly.

2. Few made an error of stating Zn lies below

Fe in the activity series.

MARKING SCHEME

Question - 5

i. 252 ÷ 63 or 0.25 moles

ii. 0.25 moles of N2

iii. 0.25 x 22.4 l or 5.6 l

iv. Mass of salt = 0.25 x 152 = 38 g

(b) (i) 1. Cryolite is used to reduce the temperature to melt the (purified ore) / to increase the

conductivity / it acts as a solvent.

2. Sodium hydroxide or NaOH is used to dissolve bauxite / to concentrate the ore /

insoluble impurities get precipitated or removed/ NaOH is used to dissolve aluminium

oxide or Al2O3 / to convert bauxite to sodium aluminate / to purify bauxite.

3. Graphite lining of the electrolytic tank is used as cathode / graphite rods are used as

anode.

(ii) 1. Coke powder does not allow the radiation of heat from the electrolyte/ prevents oxidation

or burning of the anode / prevents loss of heat.

2. Zinc is more reactive than iron / zinc is more electropositive than iron / Zinc is higher in

the activity series / to prevent rusting / corrosion.


Students to be taught to establish

molar relationships from the

stoichiometry of the equation.

Highlight that Gay Lussac’s law

applies only to gases.

Regular stepwise working to be

insisted upon.

Exposure to variety of numericals

necessary.

Students to be reminded to learn

specifics and focus on the choice of

correct chemicals when there are

similar ones to choose from. For eg

alumina and bauxite.

Knowledge of the correct order of

metals in the activity series essential.

169

Question 6

(a) (i) Give balanced chemical equations for the action of sulphuric acid on each of the

following:

(1) Potassium hydrogen carbonate.

(2) Sulphur.

(ii) In the contact process for the manufacture of sulphuric acid give the equations for

the conversion of sulphur trioxide to sulphuric acid.

(b) (i) Copy and complete the following table:

(ii) Write the equation taking place at the anode.

(c) Explain the following:

(i) Dilute nitric acid is generally considered a typical acid but not so in its reaction

with metals.

(ii) Concentrated nitric acid appears yellow when it is left standing in a glass bottle.

(iii) An all glass apparatus is used in the laboratory preparation of nitric acid.


(a) (i) 1. Few candidates made the error by giving

the product KHSO4 or H2CO3.

2. Incorrect balancing of equation.

(ii) Although the first step of obtaining oleum

was correctly written, some candidates went

wrong in balancing the second step.

(b) (i) A few candidates missed out on impure

copper but most got the electrolyte right.

(ii) Most candidates answered correctly. Some

wrote the reaction at the cathode instead of at

the anode.

(c) (i) Candidates faced difficulty in explaining the

reason.

(ii) Some candidates failed to mention the

dissolution of NO2 in the acid being

responsible for the yellow colour of acid.

(iii) Majority of candidates answered correctly.

Anode Electrolyte

Purification of copper


Common error among students in the

action of acid on carbonate is to enlist

H2CO3 instead of H2O+CO2.Ensure

students make a note of this.

Enumerate the industrial process as in

a tabulated form so that a comparative

study of acid manufacture is possible

and differences in the steps are noted.

Draw out the differences between

simple electrolysis and application of

electrolysis such as electroplating or

electro refining in terms of electrodes

and electrolyte. This will ensure

clarity of thought.

Mere rote memorization of reaction is

of no use, students need to understand

how the reaction differs at electrodes.

Besides learning to write balanced

chemical equations, students need to

focus on the role played by the acid in

different reactions.

[3]

[2]

[2]

[1]

[2]

170

MARKING SCHEME

Question-6

(a) (i) 1. 2KHCO3 + H2SO4 K2SO4 + 2 H2O + 2CO2

2. S + 2H2SO4 3SO2 + 2 H2O

(ii) 1. SO3 + H2SO4 H2S2O7

2. H2S2O7 + H2O 2 H2SO4

(b) (i)

Anode Electrolyte

Purification of copper Impure copper metal Copper sulphate CuSO4 any soluble

salt of copper

(ii) Cu Cu 2+ + 2e- or

Cu – 2e- Cu2+

(c) (i) Dilute nitric acid also has oxidizing properties does not form H2 with all metals except

Mg & Mn / produces oxides of nitrogen

(ii) Conc. HNO3 decomposes to form nitrogen dioxide which dissolves in it.

Or

Conc. HNO3 produces reddish brown gas which dissolves in it.

(iii) HNO3 vapours are very corrosive in nature / they react with rubber or cork / they

attack or damage or corrode or destroy any other material.

Question 7

(a) The following questions are pertaining to the laboratory preparation of hydrogen chloride

gas:

(i) Write the equation for its preparation mentioning the condition required.

(ii) Name the drying agent used and justify your choice.

(iii) State a safety precaution you would take during the preparation of hydrochloric

acid.

(b) An element L consists of molecules.

(i) What type of bonding is present in the particles that make up L?

(ii) When L is heated with iron metal, it forms a compound FeL. What chemical

term would you use to describe the change undergone by L? [2]

[2]

[1]

[1]

171

(c) From the list of the following salts choose the salt that most appropriately fits the

description given in the following:

[AgCl, MgCl2, NaHSO4, PbCO3, ZnCO3, KNO3, Ca(NO3)2]

(i) A deliquescent salt.

(ii) An insoluble chloride.

(iii) On heating, this salt gives a yellow residue when hot and white when cold.

(iv) On heating this salt, a brown coloured gas is evolved.


(a) (i) Most candidates knew the correct equation

however some candidates wrote the reaction at a

higher temperature which ought to have been

avoided.

(ii) The occasional incorrect answer was CaO. Most

however answered correctly. However, some

candidates failed to refer to the concentration of

the acid with the reason not clearly mentioned by

many.

(iii)Irrelevant answers written by many as they were

not sure of the safety precaution.


(ii) Incorrect answers such as oxidation, ionization

and double decomposition.

(c) (i) Wrong choice of salt.

(ii) Most candidates answered this part correctly.

(iii)Most candidates wrote PbCO3 instead of ZnCO3

as they failed to remember that PbO is yellow

both when hot and cold.

(iv) Most candidates selected the correct salt, some

erred by selecting KNO3 as they perhaps did not

know that KNO3 and NaNO3 are the only 2 metal

salts that do not give NO2 gas on heating.


Emphasis must be laid on the

dependence of products on the

condition employed.

Frequent testing of factual data

required.

Students must be trained to analyse

the data and reason out.

Acquaint students with the

different properties of salts and

relevant examples.

Visible changes need to be shown

to students in the lab so as to help

in retaining the colour of various

compounds.

When students are explained

general equations of action of heat

on substances, the exceptional

cases must be highlighted and

brought to the notice of students.

[4]

172

MARKING SCHEME

Question-7

(a) (i) KCl / NaCl + H2SO4 < 200º C KHSO4 / NaHSO4 + HCl

P2O5 and CaO react with HCl vapours, H2SO4 does not

(ii) Concentrated sulphuric acid or H2SO4 is used as the drying agent.

(iii) Funnel arrangement as HCl is highly soluble in water and to avoid back suction

(c) (i) Covalent bonding / covalent bond

(ii) L is getting reduced

(c) (i) MgCl2

(ii) AgCl

(iii) ZnCO3

(iv) Ca(NO3)2

Topics/Concepts that candidates found difficult and/or confusing:

Practical based questions where observation had to be enumerated.

Application of trends in periodic Table.

Concept of g atom and g molecule and the relation with mass and volume.

Enumeration of results of electrolysis.

Reactions at anode and cathode.

Inferences based on Practical observations.

Calculations based on chemical equations.

IUPAC Nomenclature and structural formulae of organic compounds.

Ionic equations involving oxidation / reduction.

Various functional groups and their symbolic representation.

Specific terms in organic chemistry.

Teachers to note:-

Extensive use of audio / visual aids and innovative techniques of testing of testing would help students

in better understanding and retention of subject matter.

173

Suggestions for candidates:

Read instructions carefully and avoid haste.

Stating observation does not mean identifying the substance.

Learn all equations with the relevant conditions. If acids are used, remember to state the

concentration.

Pay attention to details during practical work and focus on both observations and inferences.

Learn the various terms, get to know IUPAC Nomenclature well and ensure structural formulae are

represented correctly.

Exposure to variety of numericals is essential and habit of step wise working will fetch rich

dividends.

Focus on the colours of precipitates and their solubilities in reagents such as NaOH, NH4OH.

Solubilities of salts and properties of salts require special attention to understand the methods of

preparation of salts.

Knowledge of various types of oxides essential with relevant examples.

Learn the laws, principles and definitions verbatim.

Learn the tests for identifying the cations and anions and the related observations.

Tabulate Industrial preparations and make a comparative study of the details.

Study alloys in tabulated form highlighting the main component and the other metals and their

special properties.

Remember the rules for selective discharge of ions and learn to apply them.

Various roles of different substances used must be understood in metallurgy.

Ensure all aspects of the syllabus are covered and avoid selective study.

Practice solving previous year’s Question Papers to get an insight into the pattern of the papers.

174

BIOLOGY

SCIENCE Paper - 3

III. ANALYSIS OF PERFORMANCE

Question 1

(a) Name the following:

(i) The process of uptake of mineral ions against the concentration gradient using

energy from cell.

(ii) The form in which glucose is stored in liver.

(iii) The vein that carries oxygenated blood.

(iv) The cross between two parents having one pair of contrasting characters.

(v) The structure formed by the villi of the embryo and the uterus of the mother. [5]

(b) The statements given below are False. Rewrite the correct form of the statement by

changing the word which is underlined:

(i) Alpha cells of pancreas secrete Insulin.

(ii) Formalin is an example of an Antiseptic.

(iii) CNG is mainly responsible for the formation of acid rain.

(iv) Sulphadiazine is an example of an Antiseptic.

(v) Cretinism is caused due to deficiency of Adrenaline. [5]

(c) Choose the correct answer from the four options given below:

(i) A single highly coiled tube where sperms are stored, gets concentrated and mature

is known as:

A. Epididymis

B. Vas efferentia

C. Vas deferens

D. Seminiferous tubule.

(ii) Chromosomes get aligned at the center of the cell during :

A. Metaphase

B. Anaphase

C. Prophase

D. Telophase.

175

(iii) BCG vaccine is effective against:

A. Cholera

B. Mumps

C. Tuberculosis

D. Measles

(iv) Which one of the following is mainly associated with the maintenance of the posture?

A. Cerebrum

B. Cerebellum

C. Thalamus

D. Pons.

(v) An example of non-biodegradable waste is:

A. Vegetable peels

B. Sewage

C. Livestock waste

D. DDT. [5]

(d) Mention the exact location of the following structures:

(i) Thylakoids

(ii) Organ of Corti

(iii) Lenticels

(iv) Bicuspid valve

(v) Loop of Henle. [5]

(e) The diagram given below represents a certain stage of mitosis:

(i) Identify the stage of cell division.

(ii) Name the parts labelled A and B.

(iii) What is the unique feature observed in this stage?

(iv) How many daughter cells are formed from this type of cell division? [5]

A

B

176

Example: Chloroplast and Photosynthesis:

(i) Xylem and ________________.

(ii) Ciliary Body and ________________________.

(iii) Seminiferous Tubule and __________________.

(iv) Thyroid gland and ________________________.

(v) Eustachian Tube and ___________________. [5]

(g) Rewrite and complete the following sentences by inserting the correct word in the space

indicated:

(i) The phenomenon of loss of water through a cut stem or injured part of plant is

called _______.

(ii) ________ is the scientific name of garden pea, which Mendel used for his

experiments.

(iii) A fluid that occupies the larger cavity of the eye ball behind the lens is

_________.

(iv) Oxygen combines with haemoglobin present in RBC and forms _________.

(v) _________ causes corrosion of the marble or brick surface. [5]

(h) Match the items in Column ‘A’ with those which are most appropriate in Column ‘B’.

Rewrite the matching pairs as shown in the example:

Example: Fibrinogen – Clotting of blood.

Column A Column B

(1) Allele

(2) Leydig cells

(3) Utriculus

(4) Snake bite

(5) Euro IV norms

(a) Control of automobile exhaust

(b) Tourniquet

(c) Alternate forms of genes

(d) Dynamic equilibrium

(e) Testosterone

(f) Sudden change in genes

(g) Static equilibrium

[5]

(f) Given below is an example of a certain structure and its special functional activity.

On a similar pattern fill in the blanks with suitable functions:

177


(a) (i) Most candidates wrote the correct answer. However, a few were unsure of the scientific term and wrote ‘Active absorption’ instead of ‘Active transport’.

(ii) Most candidates wrote the correct answer. A few misspelt ‘glycogen’ as glucogen’ that was incorrect.

(iii) This question was answered correctly by most candidates.

(iv) Some candidates wrote ‘Dihybrid’ instead of ‘Monohybrid cross’ that was an incorrect answer.

(v) Most candidates wrote the correct answer. A few however were confused with ‘umbilical cord’.

(b) (i) Most candidates answered correctly. However a few were unsure and wrote ‘glycogen’ instead of the hormone ‘ glucogon’.

(ii) Some candidates answered correctly. A few were confused with examples of antiseptics & disinfectants.

(iii) There was general confusion regarding Greenhouse gases and gases forming acid rain with many candidates writing incorrect answers.

(iv) A few candidates answered correctly as others appeared to be unaware of the examples of Sulfa drugs.

(c) (i) Answered correctly by candidates. (ii) Candidates wrote the correct answer. (iii) Most candidates wrote the answer correctly (iv) A few candidates were confused with the

function of cerebellum and wrote other options. (v) Most candidates did not know the difference

between non-biodegradable and biodegradable wastes and hence wrote sewage or livestock waste.

(d) (i) Most candidates failed to mention the term ‘Chloroplast and merely wrote ‘stroma’.

(ii) Majority of candidates did not write the correct answer. They vaguely mentioned ‘inner ear’.

(iii) Most candidates wrote the correct answer. (iv) Most candidates did not specify the location as

‘between left auricle and left ventricle’ and instead wrote ‘on the left side of heart’. (v) Most candidates wrote the correct answer. A few could not give the exact location and wrote

‘medulla’. (e) (i) Most candidates wrote the correct stage of Mitosis. A few were unsure and wrote ‘Early

Telophase’. (ii) Candidates were able to label the parts correctly. A few wrote ‘centrosome’ for

‘Centromere’. (iii) A few candidates wrote the correct answer. Most failed to explain the changes

completely.


Train students on conceptual

learning.

Students must be taught the form

in which glucose is stored in

animals and plants.

Advise students to read statements

carefully and understand them

before writing answers.

Insist on correct spellings of

biological/technical terms.

Train students to list out examples

of Sulfa drugs, Antiseptics,

Disinfectants and their mode of

action.

Stress on the importance of

prepositions like ‘in’, ‘on’,

‘between’, ‘around’ while stating

the exact location of structures and

organs. Train students to understand the

changes visible in nucleus during

mitotic cell division as a result of

which the stages can be identified. Clarify the concept of duplication

of chromosomes during prophase

and separation of chromatids

during Anaphase. Make use of charts, models and

interactive boards to explain the

parts of functions of eye and ear.

The lesson on pollution must be

taught keeping in mind the various

pollutants, their source, the effect

on environment and various

means to curb them.

178

(iv) Most candidates wrote the correct answer, but some were confused with meosis and wrote four daughter cells instead of two.

(f) (i) Majority of candidates wrote the correct answer. (ii) Many candidates failed to score as they wrote the function of suspensory ligament

instead of ciliary body. (iii) Most candidates wrote a one-word answer – ‘sperms’ and did not give a clear

explanation. (iv) Most candidates wrote the correct answer. A few lost marks as they just wrote ‘thyroxine’

instead of ‘secretes thyroxine’. (v) Candidates did not know the specific function of Eustachian tube and hence did not mention

in which part of the ear air pressure is equalised. (g) (i) Most candidates answered correctly.

(ii) Most candidates wrote the correct answer. (iii) This question was answered correctly by most candidates. (iv) Most candidates wrote the answer correctly. (v) Only a few candidates wrote the correct answer. Most wrote ‘Air Pollution’ instead of ‘Acid

Rain’. (h) (i) Most candidates wrote the correct pair.

(ii) Correct pairing was done by most candidates. (iii) Confusion between dynamic and static equilibrium led to incorrect pairing. (iv) Answered correctly by most candidates. (v) Most candidates wrote the correct matching pair.

MARKING SCHEME

Question - 1

(a) (i)

(ii)

(iii)

(iv)

(v)

(b) (i)

(ii)

(iii)

(iv)

(v)

(c) (i)

(ii)

(iii)

(iv)

(v)

Active Transport

Glycogen

Pulmonary vein

Monohybrid cross

Placenta

Alpha cells of pancreas secrete Glucagon.

Formalin is an example of a Disinfectant.

SO2/SO3/NO/NO2 is mainly responsible for the formation of acid rain.

Sulphadiazine is an example of a Sulpha drug.

Cretinism is caused due to deficiency of Thyroxin.

A single highly coiled tube where sperms are stored, get concentrated and mature is known

as-Epididymis.

A single highly coiled tube where sperms are stored, get concentrated and mature is known as-

Epididymis.

The chromosome get aligned at the centre of the cell during – Metaphase

BCG vaccine is effective against - Tuberculosis

Which one of the following is mainly associated with the maintenance of the posture – Cerebellum.

An example of non-biodegradable waste is – DDT.

179

(d) (i)

(ii)

(iii)

(iv)

(v)

(e) (i)

(ii)

(iii)

(iv)

(f) (i)

(ii)

(iii)

(iv)

(v)

(g) (i)

(ii)

(iii)

(iv)

(v)

(h) (i)

(ii)

(iii)

(iv)

(v)

Present in colourless ground substance/Stroma/Matrix of chloroplast

In the Cochlea / On the basilar membrane of median canal in Cochlea

On the surface of old woody stems.

Between left auricle and left ventricle

In Renal Medulla of kidneys / Part of Nephron

Anaphase

A – Spindle fibre; B – Centromere

Chromosomes are seen moving towards the poles.

Two daughter cells.

Xylem and Helps in the conduction of water and minerals.

Ciliary Body and Alters the focal length of lens.

Seminiferous Tubule and Production of sperms.

Thyroid gland and secretion of Thyroxin for regulation of nasal metabolism/ growth/body temperature / ossification of bones /mental development

Eustachian Tube and Equalizes air pressure on either side of ear drum.

The phenomenon of loss of water through a cut stem or injured part of plant is called Bleeding.

Pisum Sativum is the scientific name of the garden pea

A fluid that occupies the larger cavity of the eye ball behind the lens is Vitreous humour.

Oxygen combines with haemoglobin present in RBC and forms Oxyhaemoglobin .

Acid rain causes corrosion of the marble or brick surface.

Allele – Alternate forms of genes.

Leydig cells – Testosterone.

Utriculus – Static equilibrium.

Snake bite – tourniquet.

Euro IV norms – Control of automobile exhaust.

Question 2

(a) The diagram below shows two test-tubes A and B. Test-tube A contains a green water

plant. Test-tube B contains both a green water plant and a snail. Both Test- tubes are kept

in sunlight. Answer the questions that follow:

180

(i) Name the physiological process that releases the bubbles of oxygen.

(ii) Explain the physiological process as mentioned above in Q.2(a)(i).

(iii) What is the purpose of keeping a snail in test-tube ‘B’?

(iv) Why does test-tube ‘B’ have more bubbles of oxygen?

(v) Give an example of a water plant that can be used in the above experiment.

(vi) Write the overall chemical equation for the above process. [5]

(b) Give the biological /technical terms for the following:

(i) A mixture of smoke and fog.

(ii) Capacity of our body to resist diseases.

(iii) Fixing of developing zygote on the uterine wall.

(iv) The permanent stoppage of menstruation at about the age of 45 years in a female.

(v) The hormone increasing reabsorption of water by kidney tubules.

(vi) A thin membrane covering the entire front part of the eye.

(vii) The lens of eye losing flexibility resulting in a kind of long-sightedness in middle

aged people.

(viii) The number of persons living per square kilometre at any given time.

(ix) The sound produced when the atrio-ventricular valves close in the heart.

(x) The process by which white blood cells engulf bacteria. [5]


(a) (i) Most candidates failed to comprehend the question

and wrote ‘Respiration’ instead of ‘Photosynthesis’.

(ii) Candidates who wrote ‘Respiration’ for the

previous answer gave an incorrect explanation.

Some candidates failed to mention the raw

materials or the end products.

(iii) Most candidates failed to score as they explained

about the ‘food chain’.

(iv) Some candidates wrote the correct answer.

Majority were confused and wrote that both plant

and snail evolved bubbles. They could not relate

photosynthesis to respiration.

(v) This question was answered correctly by most

candidates.

(vi) Majority of candidates answered correctly. A few

were careless and did not mention the factors –

sunlight and chlorophyll. Some were unable to

balance the equation.


Students must be enlightened on

the names of various apparatus

used in experiments on plant

physiology.

Confusion regarding Vasectomy

and Tubectomy, Menarche and

Menopause must be eliminated by

citing suitable examples.

Instruct and guide students to

answer precisely and clearly the

aim of an experiment in plant

physiology.

Ensure students practise writing a

balanced equation to represent

photosynthesis.

181



(iii) Majority of candidates answered correctly.

(iv) A few candidates incorrectly wrote menarche

instead of menopause.

(v) Correctly answered by candidates.

(vi) Majority of candidates wrote the correct term. A

few however were unsure of the content and wrote

cornea instead of conjunctiva.

(vii) Most candidates wrote the correct term. Some

were unsure of the concept and wrote hyperopia

instead of Presbyopia.

(viii) Many candidates answered correctly. A few were not familiar with population density and

hence wrote census.

(ix) There was a general confusion regarding the sounds of heart and hence most candidates wrote

“Dup” for “Lubb’.

(x) Most candidates answered correctly.

MARKING SCHEME

Question - 2

(a) (i) Photosynthesis……….(1)

(ii) The process by which plant cells containing chlorophyll prepare food / glucose from Carbon

dioxide and water in the presence of Sunlight……(2)

(iii) The Snail respires and gives out carbon dioxide. More Co2 dissolved in water is available for photosynthesis ………(2)

(iv) The rate of photosynthesis increases as more Co2 is available from the Snail that is respiring.

Hence, more bubbles of oxygen are released ………(2)

(v) Hydrilla / Elodea …….(1)

Sunlight

(vi) 6 CO2 + 12H2O ------------ C6 H12 O6 + 6H2O + 6O2 ………… (2) Chlorophyll

(b) (i) Smog ……(1)

(ii) Immunity….(1)

(iii) Implantation ………(1)

(iv) Menopause…….(1)

(v) ADH / Vasopressin……..(1)

(vi) Conjunctiva ……(1)

(vii) Presbyopia……..(1)

(viii) Population Density ………(1)

(ix) LUBB …….(1)

(x) Phagocytosis………(1)

Stress on the use of biological/

technical terms rather than

common names.

On Endocrine glands, train

students to draw a tabular column

stating the gland, its secretion,

function of the hormone and the

disorders due to Hypo and Hyper

section.

182

Question 3

(a) An apparatus as shown below was set up to investigate a physiological process in plants.

The setup was kept in sunlight for two hours. Droplets of water were then seen inside the

bell jar. Answer the questions that follow:

(i) Name the process being studied.

(ii) Explain the process named above in Q.3 (a) (i).

(iii) Why was the pot covered with a plastic sheet?

(iv) Suggest a suitable control for this experiment.

(v) Mention two ways in which this process is beneficial to plants.

(vi) List three adaptations in plants to reduce the above mentioned process. [5]

(b) Briefly answer the following questions:

(i) State two reasons for the increase of population in India.

(ii) What is the significance of amniotic fluid?

(iii) What is the function of ear ossicles?

(iv) Mention any two activities of the WHO.

(v) State Mendel’s law of Dominance. [5]


(a) (i) Answered correctly by candidates.

(ii) A few candidates were unable to give a

complete explanation.

(iii) Most candidates answered correctly, but a few

failed to score as they did not mention that the

prevention of water loss is from the soil.

(iv) Only a few candidates wrote the correct answer.

Majority were unaware that even the stems of

plants can transpire.

(v) The question was correctly answered by most

candidates.


Advise students to take Practical work

seriously to enable them to learn the

concepts in Osmosis, Photosynthesis

and Transpiration.

Ensure that answers are complete and

relevant during examinations.

Familiarise students with the activities

of Red Cross and WHO.

Give a clear understanding of reasons

of Population explosion in India and

World.

183

(b) (i) Most candidates wrote the correct answer.

However, a few did not read the question

carefully and wrote about the population

explosion in the world instead.


(iii) Most candidates lost marks as they related the

function of ear ossicles to sound waves and not

sound vibrations.

(iv) Majority of candidates answered correctly.

A few were confused and wrote the activity of

the Red Cross instead of the WHO.

(vi) Most candidates were confused with the three

laws of Mendel and were unable to write the

correct one.

MARKING SCHEME

Question - 3

(a) (i)

(ii)

(iii)

(iv)

(v)

(vi)

(b) (i)

Transpiration………….(1)

It is the loss of water as water vapour from the aerial parts / stems and leaves of the

plants…(2)

To prevent evaporation of water from the soil….(1)

An empty polythene bag with its mouth tied and kept in sunlight will show no droplets of

water inside ……(1)

Gives a cooling effect to the plant on hot days

Suction force is created for ascent of sap

Distribution of water and mineral salts ( Any two ….(2)

Sunken Stomata

Stomata covered by hair

Fewer Stomata

Narrow leaves

Rolled or folded leaves

Leaves absent or modified into spines

Thick cuticle on leaves (Any three -------(3)

Illiteracy.

Traditional beliefs.

Mortality rate.

Make the study of genetics simple and

clear. Students must be given a clear

understanding of technical terms like

Genotype, Phenotype, Genotypic ratio,

Phenotypic ratio

Students must practise examples of

Monohybrid and Dihybrid Cross using

Punnett square.

Textbook explanations must be

simplified for students so that they

convey the answers in simple, short

sentences.

Students must practise writing

definitions / explanations emphasising

on operative terms.

184

(ii)

(iii)

(iv)

(v)

Economic reason

Religious & social customs.

Desire for a male child.

Lack of recreation. (any other relevant answer). Any two…….(2)

Protects the embryo from mechanical shocks.

Keeps even pressure all around the embryo.

Allows the foetus, some restricted movement.

Prevents sticking of the foetus to the amnion. Any two……(2)

Amplifies sound vibration received by the tympanum & transmit it to inner ear/ Transfers

sound vibrations from tympanum to cochlea…………(2)

To collect & supply information about occurrence of diseases of epidemic nature.

To promote & support projects for research on diseases.

To supply information on latest developments about the use of vaccines, cancer

research, nutritional discoveries, and control of drug addiction.

To suggest quarantine measures.

To lay pharmaceutical standards.

To organise campaigns for the control of epidemic & endemic diseases.

Any two………(2)

Law of Dominance: In a pair of Contrasting characters, only one is able to express itself

while the other remains suppressed……….....(2)

Question 4

(a) The diagrams given below are cross sections of blood vessels:

(i) Identify the blood vessels A, B and C.

(ii) Name the parts labelled 1 to 3.

(iii) Name the type of blood that flows through A.

(iv) Mention one structural difference between A and B.

(v) In which of the above vessels does exchange of gases actually take place? [5]

185

(b) Differentiate between the following pairs on the basis of what is mentioned within

brackets:

(i) Diffusion and Osmosis (Definition)

(ii) RBC and WBC (Shape)

(iii) Tubectomy and Vasectomy (Part cut and tied)

(iv) Vasopressin and Insulin (Deficiency disorder)

(v) Rods and Cones of Retina (Type of pigment). [5]


(a) (i) Most candidates answered correctly. Some did

not observe the diagrams properly and labelled

the blood vessels as RBC, WBC and platelet.

(ii) A few candidates labelled the parts correctly.

Most lost marks for writing inner, middle and

outer layers.

(iii) Candidates who did not identify the blood vessels

correctly, wrote incorrect answers.

(iv) Candidates who identified the blood vessels as

blood cells lost marks.

(v) Most candidates wrote the correct answer. (b) (i) Most candidates wrote the correct answers.

However, a few failed to score as they wrote particles for molecules.

(ii) Answered correctly by candidates. A few did not mention the exact shape of RBCs.

(iii) Most candidates answered correctly. Some were confused with the male & female reproductive parts which are ligated and wrote one for the other.

(iv) Many candidates were unsure of the hormone and the related disorder and were unable to score marks.

(v) Most candidates wrote answers. A few misspelt the names of pigments.


Train students to related

photosynthesis and respiration as

the end products of one process

becomes the raw material for the

other.

While teaching the functions of

sensory cells of retina, emphasis

must be laid on the pigments and

their functions in bright and dim

light.

Students must be advised to read the

instructions given in the question

carefully before answering.

Guide students to differentiate

between Pulmonary artery and

Pulmonary vein, Placenta and

Umbilical cord, chromatid and

chromosome.

Insist on students drawing labelled

diagrams of the different phases in

mitosis with a given number of

chromosomes.

Emphasize on the differences

between Plant and Animal mitotic

cell division.

Train students to understand and

state Mendel’s laws in simple

words, giving importance to

operative words. Stress on the

difference between Monohybrid and

Dihybrid cross, F1 and F2

generation.

186

MARKING SCHEME

Question - 4

(a) (i)

(ii)

(iii)

(iv)

(v)

(b) (i)

(ii)

(iii)

(iv)

(v)

A- Artery, B- Vein, C–Capillary……(3)

1 – Connective tissue/ Tunica externa

2 – Lumen

3 - Muscular tissue/ Tunica media…….(3)

A - Oxygenated……..(1)

ARTERY VEIN

a) Narrow lumen a) Wide lumen

b) Thick muscular layer b) Thin muscular layer

c) Valves are absent c) Valves present

d) Elastic d) Non Elastic (Any one) ….(2)

Capillary…………(1)

Diffusion – It is the free movement of molecules of a substance from the region of their

higher concentration to the region of their lower concentration when the two are in a direct

contact.

Osmosis - It is the diffusion of water molecules across a semi-permeable membrane from a

more dilute solution to less dilute solution. …………..(2)

RBC – Biconcave disc shape; 7 micron in diameter.

WBC – Irregular amoeboid shape; 8-20 micron in diameter ……….(2)

Tubectomy – Oviducts/Fallopian tubes

Vasectomy – Sperm ducts/ Vasdeferens …….(2)

Vasopressin – Diabetes insipidus

Insulin - Diabetes mellitus ……….(2)

Rods - Rhodopsin

Cones - Iodopsin ……….(2)

187

Question 5

(a) The diagram given below shows a section of a human kidney. Study the diagram carefully

and answer the questions that follow:

(i) Label the parts numbered 1 to 4.

(ii) Why does part ‘2’ have a striped appearance?

(iii) What is the fluid that passes down part ‘4’? Name the main nitrogenous waste

present in it.

(iv) Mention the structural and functional units of kidneys.

(v) Name the two major steps in the formation of the fluid mentioned in Q. 5(a) (iii) [5]

(b) Draw neat and labelled diagrams of the following:

(i) Malpighian Capsule.

(ii) A Myelinated Neuron: [5]


(a) (i) The question was correctly answered by most

candidates.

(ii) Most candidates wrote the correct answer. Some

were unsure of the parts of the kidney and hence

could not explain the stripped appearance of

medulla.

(iii) Answered correctly by all candidates.

(iv) Most candidates wrote the correct answer. A few

were careless and wrote neuron for nephron.

(v) Most candidates answered correctly.

(b) (i) Majority of candidates drew the diagram of the

entire nephron instead of just the Malpighian

capsule. Some were unaware of the difference in

diameter of the Afferent and Efferent arteriole. It

was evident that candidates were not trained to

draw this diagram.


Interactive boards may be used to

explain the process of urine

formation.

Advise students not to draw the entire

nephron for Malpighian capsule.

Significance related to difference in

diameter of Afferent and Efferent

arteriole must be explained.

While teaching the structure of

nephron, the different parts lying in

Renal Cortex and Renal medulla

must be emphasized.

188

(ii) Most candidates drew the correct diagram but

some made labelling errors specially with Cyton

and Axon and labelled one for the other. A few

did not draw dendrites and Axon endings for the

neuron.

MARKING SCHEME

Question - 5

(a) (i)

(ii)

(iii)

(iv)

(v)

1. Cortex 2. Medulla 3. Pelvis 4. Ureter ……(4)

Due to the presence of Henle’s loops and collecting ducts of nephrons ……..(1)

Urine. Urea ……(2)

Nephrons / Uriniferous tubules / Renal tubules / Kidney Tubules -------(1) tubes -- (0)

--- Ultrafiltration

----- Selective Reabsorption ----------- (2)

(b) (i)

(ii)

Regular practice of diagrams

showing cross sections of artery, vein

and capillary and their structural

differences must be stressed upon.

Students must practice drawing the

vertical section of the kidney. They

must know as to why they draw

stripes for medulla and dots for

cortex.

189

Question 6

(a) The diagram given below shows the male urinogenital system of a human being. Study

the diagram and answer the questions that follow:

(i) Label the parts numbered 1 to 8.

(ii) Name the corresponding structure of part (4) in female reproductive system.

(iii) What is the role of part 7? [5]

(b) In a homozygous plant round seeds (R) are dominant over wrinkled seeds (r):

(i) Draw a Punnett square to show the gametes and offspring when both the plants

have heterozygous round seeds (Rr).

(ii) Mention the Phenotype and Genotype ratios of the offsprings in F2 generation.

(iii) Name the sex chromosomes in human males and females.

(iv) Briefly explain the term ‘Mutation’

(v) What is the number of chromosomes in the gametes of human beings? [5]


(a) (i) Most candidates were able to label the parts

correctly. Part ‘3’ however was misspelt as

‘Prostrate’ instead of Prostate gland.

(ii) Correctly answered by most candidates.

(iii) Most candidates answered correctly.

(b) (i) Most candidates did not know how to draw

Punnett Square and hence answered using a criss

cross method.

(ii) Many candidates did not read and comprehend the

question properly and hence lost marks for

writing Dihybrid ratio instead of Monohybrid

ratio.


- While teaching the reproductive

system stress on the structure and

function of every part.

- Give importance to the secretions of

male accessory glands and their role

in the production of semen.

- Students must practice a number of

examples on Monohybrid and

Dihybrid cross using various

contrasting characters.

190

(iii) Majority of candidates failed to score as they wrote

just ‘X’ and ‘Y’ as sex chromosomes in males and

females.

(iv) Most candidates wrote the complete explanation,

however, some missed out the word ‘sudden’ in the

definition.

(v) Most candidates were careless in answering this

question. In haste they mentioned the number of

chromosomes in somatic cells instead of gametes.

MARKING SCHEME

Question - 6

(a) (i)

(ii)

(iii)

1 – Urinary bladder 2 – Ureter 3 – Prostate gland 4 –Vas deferens/ Sperm duct 5 –Urethra

6 –Testis 7 –Scrotum / Scrotal sac 8 – Epididymus …….(8)

Oviduct………..(1)

To protect the testis & to regulate the temperature of the testis ……….(1)

(b) (i)

R r

RR

Rr

R

Rr

rr

r

(ii)

(iii)

(iv)

(v)

Phenotype Ratio : 3 : 1

Genotype Ratio : 1 : 2 : 1 ………….(2)

Males - XY

Females - XX…………..(2)

Mutation: Sudden change in one or more genes/number and structure of

chromosomes……(1)

23

- Candidates must be made to

practice diagrams of blood cells to

know the difference in shape

between RBCs and WBCs.

- Explain clearly the compounds

formed by haemoglobin in

combination with O2, CO2 and CO.

Help students to make a list of

vaccines and the diseases prevented

as per the syllabus.

191


Train students to know the location of

lenticels and stomata.

Attach importance to technical terms

for contraction and relaxation.

Explain the structure of the heart with

a simplified sketch to show the left

and right sides of the heart, position of

valves, blood vessels entering and

leaving the heart.

Lay emphasis on Acid rain and

Greenhouse effect, the gases

responsible and the hazards involved.

Question 7

(a) The diagram below represents the human heart in one phase of its functions. Study the

diagram carefully and answer the questions that follow:

(i) Name the phase.

(ii) Which part of the heart is contracting in this phase? Give a reason to support

your answer.

(iii) Name the parts labelled 1 to 4.

(iv) What type of blood flows through ‘2’?

(v) State the function of the part numbered ‘5’.

(vi) Name the membrane that covers the heart. [5]

(b) Explain the following terms:

(i) Greenhouse effect.

(ii) Turgor pressure.

(iii) Selective reabsorption.

(iv) Natality.

(v) Pulse.



(ii) Most candidates wrote the correct answer but a

few could not write the correct reason as they

failed to mention the closure of both cuspid

valves.

(iii) Few candidates lost marks for labelling

Pulmonary artery as Aorta and vice versa.

(iv) Candidates who incorrectly labelled parts 1

and 2 could not mention the type of blood in 2.

(v) Answered correctly by most candidates.

(b) (i) Most candidates did not know the Greenhouse

gases and hence wrote incorrectly. Many

were confused with the gases of Acid rain and

192

Train students to differentiate between

Myopia and Hyperopia with the help of

diagrams

Use charts, models and diagrams to

teach the different systems of the

human body. Draw diagrams on the

black board and instruct students to

draw the same in their notebooks. The

traditional chalk and talk method helps

students to assimilate the concepts and

develop drawing skills.

the Greenhouse effect.

(ii) Few candidates wrote the correct answer.

There was general confusion between Turgor

and Wall pressure.

(iii) Most candidates related Selective reabsorption

to kidney instead of nephrons and failed to

score.

(vi) A complete explanation was missing in most

answers. Candidates did not stress on

keywords like – live, number and year. Many

mistook Natality for Death rate.

(v) Most candidates failed to score as their

explanations were vague. They did not relate

Pulse to heart beat.

MARKING SCHEME

Question - 7

(a) (i)

(ii)

Ventricular Diastole / Auricular Systole ……..(1)

Ventricles.

- Tricuspid and Bicuspid valves are closed

- Aortic and Pulmonary Semilunar valves……..(2)

(iii)

(iv)

1. Pulmonary vein

2. Aorta

3. Bicuspid /Mitral/Left auriculo ventraicular valve

4. Aortic Semilunar valve …………………(4)

Oxygenated blood ……..(1)

193

(v)

(vi)

(b) (i)

(ii)

(iii)

(iv)

(v)

v

)

Pulmonary Semilunar valves open during Ventricular systole and close during

Ventricular diastole to prevent backflow of blood into ventricles ……… (1)

Precardium ……………….(1)

Phenomenon by which CO2 & other atmospheric gases like CH4, N2O, & CFCS reflect

the outgoing long wave infrared radiation back to earth , thereby warming the earth’s

surface…………(2)

The pressure exerted by the protoplasm on the cell wall………….(2)

Diffusion and reabsorption of useful molecules from the uriniferous tubule into

blood….(2)

Number of live births per thousand people per year……(2)

Alternate expansion & elastic recoil of the wall of the artery during ventricular

systole….(2)

Topics found confusing/difficult:

Male reproductive system, accessory glands.

Structure of human heart, location and functions of associated structures.

Mendel’s Laws, Monohybrid ratios of F1 and F2 generation.

Activities of WHO and Red Cross.

Interdependence of Photosynthesis and Respiration.

Ear – parts and functions.

Location of structures and organs in plants and animals.

Definitions of Mutation, Photosynthesis, Pulse, Natality, Turgor Pressure

Disorders due to Hypo and Hyper secretion of hormones.

Identifying stages of Mitosis, Number of chromosomes in Somatic cells and gametes.

Vaccines and the diseases prevented.

Green House Effect and the gases that cause it.

Acid rain and its effect on environment.

Sulfa drugs and their action.

Biodegradable and Non-biodegradable wastes

Drawing and labelling Malpighian capsule.

194

Suggestions for Students :

Make the best use of the 15 minute reading time to read the question paper thoroughly and plan

writing answers.

All questions are equally scoring and no question takes precedence over the other.

Mark the 4 questions you know best in Section II.

Do not overlook any part of a question and do not be hasty to conclude an answer.

Do not be in a hurry to conclude an answer.

Give importance to spellings of biological and technical terms.

Explanations of biological terms/processes must be precise and complete.

Importance must be given to drawing accurate, neat and labelled diagrams.

Follow instructions given for each question.

Answer the number of questions as asked in the rubrics of question paper.

Repeated revision of topics will help in better understanding of concepts.

Correct question number must be written for the answers before proceeding to answer.

Do a comparative study of closely related topics.

Make a list of abbreviations and vaccines related to your syllabus.

Revise your answers after completion so as to identify errors or terms/words missed out while

writing.

Read the scope and syllabus prescribed for the subject.

195

12,022

100

12

75.14

0-20 21-40 41-60 61-80 81-100

51 358 2,634 3,603 5,376

0.42 2.98 21.91 29.97 44.72

51 409 3,043 6,646 12,022

0.42 3.40 25.31 55.28 100.00


COMMERCIAL STUDIES




Mean Marks Obtained


Cumulative Number


Mark Range


Details


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

0.42

2.98

21.91

29.97

44.72

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


196

COMMERCIAL STUDIES


Question 1

Distinguish between:

(a) Advertising and Publicity. [2]

(b) Stakeholders and Customers. [2]

(c) Marketing and Sales. [2]

(d) Controllable Costs and Uncontrollable Costs. [2]

(e) The Central Bank and a Commercial Bank. [2]


(a) Some candidates answered correctly, but most were

confused about the term publicity and wrote vague

and incorrect answers.

(b) Most candidates wrote correct answers. Only a few

however got confused and wrote incorrect answers.

(c) Candidates got confused and wrote about market

instead of marketing.

(d) No noticeable errors made by candidates.

(e) Most candidates answered correctly.


- It is important to relate advertisement with publicity and explain the concepts with examples/illustrations.

- Emphasis should be given about the concept of stakeholders and customers citing examples.

- Explain the chapter from the not only from the book but also explain concepts with suitable examples to give clarity.

- Topics should be frequently discussed to enable a better understanding of concepts

197

MARKING SCHEME

Question 1.

(a)

Advertising Publicity

1. To stimulate and create demand for products. To create a favourable public

opinion about the organsiation.

2. It is directly paid by the sponsor It is not paid by the sponsor.

(b)

Stakeholder Customer

1. He may or may not buy a product or a service

from the business concern

He is the one who buys a product or

service from the organization

2. He supplies financial/human capital to the

organization

He does not supply any capital to

the organization

(c)

Marketing Sales

1. It involves identifying and satisfying wants It involves exchanging

goods/services for money

2. It ensures growth and stability of the firm –

aims at achieving long term goals.

It aims at achieving short term

goals i.e. maximization of profits

through increase in sales volume.

(d)

Controllable Cost Uncontrollable Cost

1. It can be controlled or regulated by an

organization

It is beyond the administrative

control of an enterprise

2. Example – Inventory cost can be controlled Example – Cost of obsolescence

cannot be controlled.

(e)

Central Bank Commercial Bank

1. It regulates the entire Banking system of a

country

It received deposits and grants

loan to the public

198

2. It is the Banker to the Government It is the Banker to the Public.

Question 2

(a) What is meant by ‘Recruitment’? [2]

(b) Give any two advantages of advertising by Television. [2]

(c) Briefly explain the term ‘Insurance’. [2]

(d) Give two advantages of Marketing Research. [2]

(e) What is meant by Environmental Ethics? [2]


(a) Most candidates answered correctly. Only a few were

confused with the term ‘selection’.

(b) Most candidates wrote correct answers. However,

some got confused and mistook it with factors

determining the choice of media.

(c) Key words were missing in many answers of the

candidates with some being confused on

understanding the concepts.

(d) A few candidates wrote ambiguous answers with

many candidates writing answers on marketing

instead.

(e) Most candidates answered correctly. Some only wrote

the examples.


- Emphasis must be given while

explaining the two concepts with

examples.

- It is an important as well as an

interesting topic. The interest can be infused through interactive class and

examples taken from practical life.

- A thorough explanation must be done with the help of notes and

examples.

- The topic must be taught with a clear distinction won concepts related to

marketing.

- Regular assignments and class

discussions with notes will help in

bringing clarity to the topic.

199

MARKING SCHEME

Question 2.

(a) Recruitment is the process of searching for prospective employees and stimulating them to

apply for jobs in the organization.

(b) Products can be demonstrated and their users are informed about availability of products in the

market.

(c) It is a contract whereby one part agrees to compensate a loss caused by some uncertain event

for a price( Premium)

(d) Advantages of Marketing Research :

(i) It helps in identifying potential market for a particular product.

(ii) It helps in assessing customers’ response to a new product.

(e) Moral principles guiding environmental affairs are called environmental ethics. These are

concerned with the values, we as a society apply, with regard to our Earth

Question 3

(a) What is a Trade Union? [2]

(b) Enumerate two types of Warehouses found in India. [2]

(c) Explain the term ‘Budget’. [2]

(d) Give two advantages of Rail Transport over Road Transport. [2]

(e) Name any two forms of Non-Verbal Communication. [2]


(a) Barring a few, most candidates answered correctly.

(b) Answered correctly by most candidates.

(c) Most candidates answered correctly but a few got

confused and compared it with the Government

Budget.

(d) Answered correctly by most candidates. Few

candidates however wrote advantages of both rail and

road.

(e) Most candidates answered correctly but a few were

unable to understand the meaning of non-verbal

communication.


- Emphasis has to be given on learning

the definition thoroughly.

- Concept should be explained clearly

with examples and frequent written work.

- Focus should be given on each mode

of transport along with a comparative study.

- Comparative analysis of both verbal

and non-verbal communication

should be made clear.

200

MARKING SCHEME

Question 3.

(a) Trade Union is a voluntary association of workers formed to promote and protect their

interests by collective action.

(b) Warehouses found in India are :

(i) Public Warehouse- meant to store goods that belong to any enterprise for charges.

(ii) Private Warehouse- meant to store goods of producers who own the warehouse.

(iii) Bonded Warehouse- situated near a port, and abides by custom rules.

(c) A budget is a financial and/or quantitative statement, prepared prior to a defined period of

time, of the policy to be pursued during that period for the purpose of attaining a given

objective.

(d) Advantages of Rail Transport over Road Transport :

(i) Rail Transport can carry heavy and bulky goods but Road Transport cannot.

(ii) Rail Transport carries passengers and goods to distant places whereas, Road

Transport can cover only short distances.

(e) Two forms of Non-Verbal Communication :

(i) Visual Communication

(ii) Aural Communication

Question 4

(a) Write a short note on Recurring Deposits. [2]

(b) Briefly explain the term ‘Pension’. [2]

(c) Mention any two factors to be kept in mind while determining the price of a

product.

[2]

(d) Give two measures to ensure the sustainable use of resources. [2]

(e) State any two demerits of Advertising. [2]

201


(a) Most candidates answered correctly but a few were

confused on comprehending the different types of

deposits.

(b) Many candidates were unable to explain the term.

(c) Answered correctly by most candidates.

(d) Most candidates wrote ambiguous and vague answers

with no proper concept.

(e) Answered correctly by most candidates.

MARKING SCHEME

Question 4.

(a) Recurring Deposits – In this type of account, a customer is allowed to deposit a certain

amount of money every month for a specified period of time. At the end of the period, he is

given the total deposit along with the interest.

(b) Pension scheme was launched with the objective of providing long term recurring financial

assistance to the employee after retirement and to his family in case of premature death,

while in service.

(c) Factors kept in mind while determining price of product :

(i) Cost of product

(ii) Extent of competition

(d) We can ensure Sustainable use of resources by :

(i) Reducing over use or excessive use of resources.

(ii) Recycling and reuse of waste material.

(e) ‘Advertising undermines social values’. The reasons to support the given statement are as

follows :

(i) It degrades ethical and aesthetic values through nude photographs and indecent

language.

(ii) It encourages social evils like drinking and smoking.

Question 5

(a) Briefly explain the five main objectives of Marketing. [5]

(b) Explain any two methods of On-the-Job Training. [5]


- The different types of deposits should

be explained clearly with the help of a

comparison table.

- The topic has to be discussed in detail with the help of examples.

- A thorough and detailed explanation

with help of examples is essential for a

thorough understanding of the topic.

202


(a) Most candidates answered correctly however some

wrote on the functions of marketing instead.

(b) Most answers were written correctly. However a few

wrote vague answers and were confused with methods

relating to on-the-job and off-the-job.

MARKING SCHEME

Question 5.

(a) The main objectives of Marketing :

(i) Creation of Demand – The first purpose of marketing is to create demand for goods

and services.

(ii) Customer satisfaction – Modern marketing is customer oriented. Today, all marketing

activities begin and end with the customers.

(iii) Market share – Every business firm seeks to have a reasonable share of the total

demand.

(iv) Profitability and growth – Marketing seeks to achieve long term goals of profitability

and growth by satisfying the wants of customers.

(v) Goodwill – Marketing aims at building the reputation of the enterprise over a time.

(b) Methods of on-the-job training :

(i) Coaching – An employee is trained on-the-job by his immediate superior.

(ii) Job Rotation – The employees move from one place to another at planned intervals.

(iii) Temporary Promotion – A junior employee may be given a promotion on temporary

basis to handle that position.

(iv) Special Committee – Managers from various functional areas form a committee to

train existing employees from different viewpoints.

(v) Assistant to senior positions – A junior is made assistant to a senior person so as to

work under his command and his guidance.

(vi) Apprenticeship – Job instruction training. ( Any two)


- The topic should be revised

thoroughly in the class with the help

of assignments. - Encourage students to study all

study and revise the topics

extensively.

203

Question 6

(a) Distinguish between Capital Expenditure and Revenue Expenditure. [5]

(b) Explain any two principles of Insurance. [5]


(a) Few candidates wrote vague answers that reflects a

lack of understanding of the topic.

(b) The principles were not explained with conviction

by a majority of candidates.

MARKING SCHEME

Question 6.

(a)

Capital Expenditure Revenue Expenditure

1. It is incurred for the acquisition or erection

of Fixed Assets.

It is incurred for day-to-day conduct of

business

2. It increases the earning capacity of the

business

It does not increase the earning capacity

of the business

3. Benefit extends to more than one year Benefit extends upto one year

4. It is shown in the Balance Sheet as an asset It is shown as an expense in the

Trading or Profit & Loss Account

5. It is of a non recurring nature It is recurring in nature.

(b) Principles of Insurance :

Utmost good faith,

Indemnity,

Insurable Interest,

Proximate cause,

Mitigation of loss

Contribution of Doctrine of subrogation. –( Any two to be explained)


- The Topic require a detailed

explanation with the help of

examples and written assignments.

- These topics need to be discussed thoroughly with adequate notes and

classroom discussion.

204

Question 7

(a) Explain any two Internal sources of Recruitment. [5]

(b) Explain any two functions of the Central Bank of the country. [5]

Examiners ‘Comments

(a) Majority of candidates who attempted this question

were able to answer correctly. Only a few got confused

with the external sources of recruitment.

(b) Most candidates answered correctly.

MARKING SCHEME

Question 7

(a) Internal sources of recruitment :

(i) Promotion :

(ii) Transfers

(iii) Hiring from Ex-Employees

(iv) Through Labour Unions

(b) Two Functions of the Central Bank :

(i) Sole Monopoly of Issue of Currency notes:

(ii) Banker to the Government:

(iii) Banker to the Banks:

(iv) Custodian of Foreign Currency:

(v) Maintenance of Exchange rate :

(vi) Lender of the last resort

(vii) Providing Clearance House facilities. (Any two to be explained)

Question 8

(a) Give any five expectations of Creditors from a Business Enterprise. [5]

(b) State any five codes of conduct adopted in the field of Advertising. [5]


- Emphasis must be stressed on a

carefully reading and understanding

of the question before attempting to

answer.

205


(a) Most candidates got confused with the expectations

of creditors and that of other stakeholders.

(b) Many candidates wrote about various methods of

advertisement like radio, TV etc. Others wrote

about the themes of advertisement like prestige,

beauty etc.

MARKING SCHEME

Question 8.

(a) Expectations of Creditors :

(i) To receive fair rate of interest on loans.

(ii) To get regular interest on loans and advances.

(iii) To receive repayment of loans on due dates.

(iv) To get correct information about the financial position of the organization.

(v) To expect healthy and cooperative relationship.

(b) Rules of conduct for Advertisers :

(i) Not to violate Trademark, patent, Copyright and Publicity Acts.

(ii) Not to make exaggerated claim about the quality of products and/or services.

(iii) Not to publish misleading advertisements on obscene matters.

(iv) Not to advertise any matter that may hurt the religious sentiments.

(v) Not to disclose any confidential information for short term benefit.

Question 9

(a) What is meant by ‘Barriers to effective Communication’? Explain any four

barriers.

[5]

(b) Explain five main rights of consumers as provided in the Consumer

Protection Act, 1986.

[5]


(a) Most candidates missed out on the first part of the

question and some got confused with the elements of

communication in the second part of the question.

(b) Most candidates answered correctly. However, few

answers were general and abstract. Instead of right to be

informed, it was written as right to information.


- Each expectation should be explained

clearly with written assignments. - The various codes of advertisement

should be explained clearly giving

examples.


- Emphasis should be given to read the

paper thoroughly and avoid selective

study. - It is an important topic and it has to be

explained with the help of examples

and notes.

206

MARKING SCHEME

Question 9.

Any type of hurdle, stoppage, etc. in the way of effective communication is called Barriers to

Communication. They are:

(i) Language Barrier – The pronouncement of words may not be clear.

(ii) Physical Barrier – Physical distance between the sender and receiver may also be an

obstacle.

(iii) Emotional Barrier – These barriers often arise due to lack of mutual trust and

confidence.

(iv) Semantic Barrier – This arises due to symbolic system itself. The same symbol may

carry different meanings to different people.

(v) Status Barrier – The difference between the status of sender & receiver may also be

an obstacle to effective communication.

(c) Five main Rights of Consumer :

(i) Right to safety – The consumers have no right to get protection against the risks

involved in the consumption of drugs, toys, electrical appliances, etc.

(ii) Right to be informed – The consumer has the right to be informed about the quality,

quantity, potency, purity, etc. of the goods he intends to purchase.

(iii) Right to choose – The consumer should be assured access to a variety of goods at

competitive prices.

(iv) Right to be heard – Consumer has the right to register his dissatisfaction and get his

complaint heard at appropriate forums.

(v) Right to seek redressal – Consumer has the right to get claims and complaints settled

against sellers due to unfair trade practices and exploitation by them.

Question 10

Prepare a Trading, Profit & Loss A/C and Balance Sheet of Ms Jindal Enterprises for the year

ended 31st March, 2011 from the following Trial Balance. [10]

The Closing Stock on 31st March was valued at `26,000.

207

Trial Balance

Heads of Accounts Dr.( Rs.`) Cr. (Rs.`)

Capital 20,000

Drawings 1,500

Cash at Bank 1,400

Purchases & Sales 22,000 45,000

Returns 2,000 1,000

Discount 400

Carriage Outwards 600

Salaries 6,000

Trade Expenses 1,200

Opening Stock 5,000

Bad Debts 600

Rent 1,500

Machinery 36,000

Furniture 5,000

Debtors & Creditors 5,000 10,000

Stationery 2,500

Commission 300

Bank Loan 14,400

90,700 90,700


(i) Many candidates answered correctly. However

Postings of return inward and return outward were

interchanged. Closing stock was shown in balance

sheet but was missing from the Trading account. The

entries on commission and trade expenses were

wrongly posted.

(ii) A few candidates posted entries correctly but did not

calculate the gross profit/loss, net profit/loss or the total

of the balance sheet.


Regular practice is necessary. Step by

step teaching beginning with

theoretical knowledge followed by

solving the numerical problem is

essential and necessary.

208

MARKING SCHEME

Question 10.

Trading and Profit and Loss Account of Ms Jindal Enterprises for the year ending 31st March, 2011.

Dr. Cr.

Particulars Amount Particulars Amount

To Opening Stock 5000 By Sales : 45000

less Returns 2000

43000

To Purchases : 22000

less Returns 1000

21000

By Closing Stock 26000

To Gross Profit transferred to

P&L A/C

43000

69000 69000

To Salary

To carriage outwards

6000

600

By G.P. transferred From

Trading A/C

43000

To Rent 1500 By Commission 300

To Discount 400

To Sundry Trade Expenses 1200

To Bad Debts 600

To Stationery 2500

To Net Profit transferred To

Capital A/C

30500

43300 43300

209

Balance Sheet of Ms Jindal Enterprises as on 31st March, 2011

Liability Amount Asset Amount

Creditors 10000 Cash in hand and at

Bank

1400

Bank Loan 14400 Machinery 36000

Capital :

20000

Less drawings 1500

18500

Add Net Profit 30500

49000

Debtors

Furniture

5000

5000

Closing Stock 26000

73400 73400

Topics found confusing/difficult: Publicity

Insurance

Environmental ethics

Code of conduct for advertisers

Sustainable use of resources

Entries in the Trading and Profit & Loss Account and Balance Sheet.


Reading time must be utilised judiciously.

Selective study must be avoided.

Thorough revision be done by practising from previous years question papers.

Draw charts and give examples wherever required.

Write the distinctions in tabular form along with the basis of distinction.

Long answers should be explained in points with appropriate headings (paragraph form

explanations to be avoided).

Main points should be highlighted by an UNDERLINE.

Good and neat handwriting will be an added advantage.

210

8,414

100

10

64.05

0-20 21-40 41-60 61-80 81-100

120 728 3,074 2,802 1,690

1.43 8.65 36.53 33.30 20.09

120 848 3,922 6,724 8,414

1.43 10.08 46.61 79.91 100.00

Cumulative Number


Mark Range


Details



Mean Marks Obtained

ECONOMICS





0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

0-20 21-40 41-60 61-80 81-100

1.43

8.65

36.53

33.30

20.09

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


211

ECONOMICS


Question 1

(a) State any two factors that determine the Division of labour. [2]

(b) Mention two ways by which land differs from other factors of production. [2]

(c) Define an Indirect tax with the help of an example. [2]

d) Which of the following is considered as labour in Economics? Give a reason

to support your answer.

(i) A professor working in a college.

(ii) A social worker serving in an orphanage.

[2]

(e) What is the significance of Capital in promoting economic growth? [2]


(a) Most candidates wrote about the advantages and

reasons for division and labour instead of writing

its factors.

(b) Most candidates wrote captions only without

offering appropriate examples or explanation. A

few wrote only the random features of land.

They all were unable to co-relate basis of

differences between land and other factors of

production.

(c) Most candidates were unable to define indirect

tax correctly and wrote incorrect examples.

(d) Majority of candidates answered like yes or no

for the parts of questions (i) and (ii) without

offering proper reasons.

(e) A few candidates were unable to link the

importance of capital with economic growth.


- A clarity must be made on terms

relating to differences, factors and

advantages/reasons etc. Division of

labour along with all the factors must be

explained in detail with the help of

examples.

- The concept of land being a different

factor of production must be explained

with the help of examples with emphasis

on its correlation to other factors of

production.

- The role and importance of a tax in the

better functioning of the Government

must be highlighted. Direct and indirect

taxes must be explained with the help of

various examples.

- Appropriate reasons must be given on

the classification of labour with suitable

examples.

212

MARKING SCHEME

Question 1.

a) Division of labour depends on size of market, availability of inputs, nature of product,

availability of training facility.

b) Supply of land is fixed, it is costless, immobile, law of diminishing marginal returns operates,

has alternative uses.

c) Taxes imposed on goods and services. E.g. sales tax, excise duty.

d)

i) mental effort done by the professor is labour as it generates utility and income.

ii) work of a social worker is not treated as a labour in economics as it is involuntary without

any remuneration.

e)

It raises productivity of labour, increases production, better standard of living, large scale

production, more employment.

Question 2

(a) What is meant by Cross elasticity of demand? [2]

(b) Mention any two factors that cause a rightward shift of the demand curve. [2]

(c) Distinguish between Normal goods and Inferior goods. [2]

(d) Draw a perfectly elastic supply curve. [2]

(e) Distinguish between Redeemable debt and Irredeemable debt. [2]

- Economic growth and capital are both

inter-related and complimentary to a

country’s growth and development and

must be clearly explained for a better

comprehension. Key words regarding

growth i.e employment generation and

increase in production etc. must be

stressed on with importance of capital in

promoting economic growth.

213


(a) Most candidates were confused about the

definition of cross elasticity of demand. They

wrote the definition of elasticity of demand

instead and ignored the relevance of price

with no co-relation with the quantity

demanded.

(b) Many candidates wrote on the factors that

affect demand and failed to mention the

factors that cause a rightward shift of the

demand curve.

(c) Most candidates wrote incorrect answers with

no clear cut distinction being made between

normal goods and inferior goods in relation to

the income of the consumer. Examples were

also incorrectly written.

(d) Many candidates made no mention of the

vertical axis – Y and the horizontal axis – X.

The Price and quantity supplied were also not

mentioned properly.

(e) A few candidates were not clear about the

meaning of redeemable debt and

irredeemable debt. They omitted important

points of distinction i.e. rate of interest, time

period and repayment mode.

MARKING SCHEME

Question 2.

a) When demand for a commodity is influenced by the price of another good it is called cross

elasticity of demand. Eg if the price of petrol rises the demand for car falls.

b) Income of the consumer, prices of substitutes, increase, expectation of future prices,

number of potential consumers, Government policy.

c) Normal Goods - demand for which increases with increase of income. Eg refrigerator, car

etc.

Inferior Goods – Demand for which falls with increase in income.


- When teaching the topic on cross

elasticity of demand, highlight the

relation between price and the

commodity with the help of suitable

examples

- Thorough explanations with the help of

factors that cause a rightward shift of the

demand curve must be undertaken in

class discussions.

- A clear distinction between inferior

goods and normal goods should be made

with the help of suitable examples. A

distinction should be co-related with the

income of consumers.

- The significance of the axis of a curve

i.e. horizontal and vertical with the

allocation of price and quantity supplied

must be emphasised upon. Topics on

Elasticity of Demand and Supply must

be supported with the help of examples.

- Distinction between redeemable and

irredeemable should be clear to all the

students with examples. Key words

like, period of time, government and

interest must made clear or mentioned

for a suitable answer/distinction.

-

214

d)

Y

P S

O X

Quantity Supplied

Perfectly elastic Supply

No explanation required. Diagram should be neatly drawn and labelled. [1+1]

e) Redeemable – Such that the government pays it off after a specified date.

Irredeemable – the government pays interest on such debts and never repays the debt

completely.

Question 3

(a) Define creeping inflation. [2]

(b) Direct taxes are progressive in nature. Briefly explain. [2]

(c) Define efficiency of labour. [2]

(d) State any two demerits of the Barter system of exchange. [2]

(e) Mention two differences between the Central Bank and a Commercial Bank. [2]

215


(a) Most candidates incorrectly mentioned the rate of

creeping inflation with most definitions written

incorrectly or writing incomplete answers.

(b) A few candidates were confused regarding the

progressive nature of direct taxes with many

candidates writing that direct taxes help in

removing inequalities of income.

(c) Most candidates were unable to comprehend the

term labour efficiency and wrote general answers.

(d) Most candidates missed the key terms in

explaining the demerits of the Barter system of

exchange. A few wrote the captions instead of

writing adequate answers in detail.

(e) This question was answered correctly by most

candidates. Few candidates however were unable

to differ the actual points of difference between

the Central Bank and Commercial Banks.

MARKING SCHEME

Question 3.

a) Price level increases at slow rate – only at 2 to 2.5% per annum.

b) Direct tax increases as the income rises it is progressive in nature.

c) Efficiency of labour refers to the qualitative aspect of labour. It is estimated on the basis of

quantity of goods produced, quality of the good and the time taken to produce.

d) Invisibility, problem of deferred payment, store of value, double co-incidence of wants.

e) Commercial Bank – earn profit, banker to consumer, no printing notes, accepts deposits from

public.

Central Bank – Prints notes, Banker to Government gives loans to government.


- The definition of creeping inflation

should be explained clearly with a clear

mention of the % as up to 2 to 2.5 to 3%

per annum.

- Direct tax should be explained

comprehensively with suitable

examples. Explain the fact that as

income rises/increases direct tax rises

showing the progressive nature. With

the help of a diagram and schedule (as

progressive tax) may be explained.

- The productive capacity or labour

capacity/efficiency should be defined

clearly.

- The barter system of exchange must be

discussed and explained thoroughly

with adequate examples.

- The significance and importance of the

Banking system must be explained in

context to the present economic

scenario with special emphasis on the

role of the Central Bank along with its

distinction from Commercial Banks.

216

Question 4

(a) Explain briefly two differences between Recurring deposits and Fixed deposits. [2]

(b) What is meant by Open market operations?

How does it influence money supply?

[2]

(c) Mention two causes of Consumer Exploitation. [2]

(d) What is meant by RTI? [2]

(e) Distinguish between Fixed capital and Circulating capital quoting suitable

examples.

[2]


(a) Majority of candidates answered this question

correctly. Candidates misunderstood the concept

of recurring deposits but answered the concept

on fixed deposits correctly.

(b) Most candidates answered both parts of the

question correctly, however the second part was

not understood by a few candidates.

(c) Most candidates wrote the forms of exploitation

instead of its causes. Few candidates wrote the

captions with no explanation and appeared

confused in relating to the concept of consumer

exploitation.

(d) Most candidates were unable to write the full

form of RTI nor were aware of its role.

(e) Answered correctly by most candidates but a

few candidates were unable to understand the

concept and wrote incorrect answers.


- Students must be made aware about

recurring deposit and fixed deposit

accounts, with the distinction based on

of rate of interest and period of time.

- Emphasis must be laid on concepts

based on open market operations, its

meaning and its implications etc. It

must be explained in all clarity as it is

one of the most important methods of

the monetary policy of the Central

Bank (RBI).This technique seeks to

influence the excess reserves of the

Central Bank/RBI. Money supply is

directly affected through ONO (Open

market Operations).

- Explain the distinction between the

causes, forms and factors of consumer

exploitation in detail.

- RTI must be explained

comprehensively with conceptual

clarity.

- Concepts on types of capital must be

explained with a clarity in concept and

suitable examples.

217

MARKING SCHEME

Question 4.

a) Recurring Deposit – money deposited in equal time interval, interest gets accumulated, rate

of interest is not very high.

Fixed Deposit – total amount is deposited, rate of interest is high, amount withdrawn only

after maturity.

b) Central Bank purchases and sells government securities during inflation, RBI sells securities

to reduce supply of money, and during deflation it buys securities to increase supply of

money.

c) Reason for consumer exploitation – illiteracy, ignorance, unorganised, consumers,

malpractices of businessmen.

d) RTI refers to Right to Information. This allows information related to:

(1) Information on public policy procedures.

(2) Information on departmental records

(3) Information regarding delivery of service

(4) Business information (regarding information on PWD officers, etc.)

(The full form with any one feature)

e) Fixed capital is not used up within a single period of production e.g. machines, tools, etc.

On the other hand circulating capital refers to capital goods which is exhausted on being used

just once. e.g. raw materials, fuel, etc.

Question 5

(a) Define Division of labour. Explain three benefits of Division of labour to

producers.

[5]

(b) Define Capital Formation. Explain three causes of low capital formation in a

developing economy.

[5]

218


(a) Majority of candidates wrote the first part of the

question correctly but a few wrote an incomplete

definition of division of labour. Key terms like

ability and aptitude of workers were not

mentioned. Many candidates explained the

benefits correctly but were unable to correlate

these benefits (of division of labour) to

producers.

(b) Most candidates wrote improper definitions with

no mention of key terms relating to ‘period of

time’. Candidates only wrote captions with no

explanation with reference to a developing

economy. Candidates wrote the process of capital

formation rather than its causes of low rate of

capital formation.

MARKING SCHEME

Question 5.

a) Division of labour refers to division of work into parts and subparts according to ability and

aptitude of the worker.

Benefits of division of labour to workers:

(1) Expansion in production

(2) Better quality of products

(3) Greater efficiency of workers

(4) Reduced average cost

(5) Rise in profits (brief explanation of any three)

b) Capital formation refers to addition made to existing volume of capital in an economy at a

given period of time.

Causes of low capital formation:

(1) Low level of saving

(2) Lack of investment opportunity

(3) Inadequate banking network

(4) Low level of income

(5) Higher taxes

(6) Fear of nationalisation. (any three of the above should be explained)


- The concepts on division of labour must

be clearly defined with the help of

examples with key emphasis on terms

associated – ability and aptitude etc.

Producers are always benefited by the

division of labours – whether directly or

indirectly – so it is must be explained to

correlate all the benefits to the producers

by division of labour.

- The definition of capital formation must

be explained comprehensively with

factors relating to ‘over a period of time’

and its importance in the economic

growth and development of a

developing economy.

219

Question 6

(a) Mention five qualities of a good entrepreneur. [5]

(b) Differentiate between Decrease in demand and Contraction of demand. [5]


(a) A few candidates wrote the functions of an

entrepreneur instead with many candidates

omitting key terms associated with qualities

relating to risk bearing, organisational ability

decision making and innovative financial abilities

etc

(b) Most candidates were confused between the

concepts ‘decrease in demand’ and ‘contraction in

demand’. Diagram for decrease in demand – left

ward shift price at vertical axis and quantity

demanded at horizontal axis were incorrectly

drawn. In contraction of demand the graph for

upward movement, price and quantity demanded

were not mentioned properly. Candidates wrote

distinction between increase in demand and

decrease in demand rather than contraction of

demand.

MARKING SCHEME

Question 6.

a) Entrepreneur should have risk bearing organisational ability, decision making and

innovative financial ability coordinating with different departments etc.

]

b) Decrease in Demand – left ward shift, fall in quantity demanded, same price, other factors

change – graph.

Contraction – upward movement, change in demand curve due to change in price, other

factors constant, graph.

.


Active classroom discussions must be

conducted with a thorough explanation

in understanding the qualities of a good

entrepreneur. The revenue earning

capacities of an entrepreneur should be

highlighted. Key issues on the good

qualities to promote revenue with the

help of or adding to innovative financial

ability, risk bearing, decision making,

and organisational ability must be

highlighted.

A comparative understanding bringing

out distinction between decrease in

demand and construction of demand

must be explained with an emphasis on

the Diagrams of decrease in demand

with a leftward shift and contraction of

demand with upward movement should

be clearly explained along with price

mentioning at vertical axis and

demanded quantity of horizontal axis.

220

Question 7

(a) What is meant by Shift in supply? Explain three determinants of a leftward

shift of the supply curve.

[5]

(b) Define Elasticity of demand. Explain briefly three determinants of elasticity

of demand.

[5]


(a) Most candidates were unable able to explain shift

in supply correctly. However many candidates

explained the factors influencing supply instead of

shift in supply. Candidates failed to mention other

than price i.e. supply of a commodity changes due

to factors other than price. A few wrote only

captions of a leftward shift of the supply curve.

Most candidates wrote the determinants of

rightward shift instead of leftward shift of the

supply curve.

(b) A few candidates were confused between

determinants of demand and determinants of

elasticity of demand. Most candidates omitted

key terms like ratio /degree /responsiveness /price

/elastic /inelastic etc in their answers. They did not

mention the word – magnitude regarding the

elasticity of demand. Many wrote the captions of

determinants of elasticity of demand with no

details.


- Explain concepts related to ‘shifts in

supply carefully with instructions to

write price and quantity supplied on

both the X and Y axis along with details

of determinants causing

leftward/rightward shifts through

diagrams. - The topic of elasticity of demand must be

explained thoroughly either by formula or

by given price and quantity ratio/change.

Key terms related to elasticity of demand

like responsiveness/degree ratio/price elastic and inelastic should be clearly

mentioned. Determinants of elasticity of

demand must be explained in detail.

221

MARKING SCHEME

Question 7.

a) Shift in supply refers to change in supply.

This is when supply increases or decreases at the same price (e.g. leftward shift and rightward

shift)

Determinants of leftward shift in supply

(1) Rise in the cost of production

(2) Low level of technology

(3) Change in the goal of the firm

(4) Change in Government policy

(5) Change in the number of producers.

(any three of these determinants should be explained with relevance to leftward shift

of supply curve)

b) Elasticity of demand refers to the degree of responsiveness of demand to a given change in

price. Eg. p > 1, p < 1 etc.

Determinants of elasticity of demand

(1) Nature of the commodity

(2) Existence of substitutes

(3) Variety of uses of a good

(4) Level of income

(5) Proportion of income spent

(6) Possibility of postponing consumption.

(7) The price level

(8) Time

(9) Role of habits etc.

(any three of the above mentioned should be explained)

Question 8

(a) What is meant by Public Expenditure? Explain three reasons for an increase

in public expenditure in India.

[5]

(b) Define a tax. Explain briefly three merits of a Direct tax. [5]

222


(a) Most candidates wrote generalised answers with

no mention of key terms related to economic

development, infrastructure etc. A few candidates

only wrote captions.

(b) Most candidates were unable to mention key

terms related to government, compulsory

payment or contribution public welfare etc. in

writing their definition. A few candidates were

confused about concepts of direct tax and

indirect tax with incorrect examples.

MARKING SCHEME

Question 8.

a) Public expenditure refers to expenditure undertaken by the Government to promote growth

and development in the economy. E.g. money spent on economic infrastructure.

Reasons for increase in public expenditure

(1) Increase in defence needs

(2) Building up strong economic infrastructure

(3) To increase output

(4) Development of backward regions

(5) Supply of basic facilities to citizens

(6) Expansion of administrative machinery

(7) Increase in social security

(8) Servicing of public debt

(9) Implementing fiscal policy

(10) Attainment of social objective

(any three of the above mentioned should be explained)

b) Tax is a compulsory contribution made by the citizens to the government to defray the

expenses involved in promoting the general welfare of the public. Tax payers do not receive

any direct benefit. E.g. Income tax.

Merits of direct taxes

(1) Equity is ensured

(2) Certainty

(3) Economical

(4) It is elastic

(5) Promotes civic consciousness (Any three)


- Concepts based on public expenditure

must be explained in detail with key

terms linked to Government, growth

and development, infrastructure etc

being an integral part in making

concepts clear for students to

understand.

- Important and relevant points

associated with the term ‘Tax’ and its

types must be discussed in length.

Terms like compulsory contribution,

government, general public welfare etc

should be highlighted with merits and

demerits of direct tax should be

explained in detail with the examples.

223

Question 9

(a) Explain the secondary functions of money. [5]

(b) What is meant by Cost-push inflation? Briefly explain three of its

determinants.

[5]


(a) Most candidates wrote the primary functions of

money instead of writing the secondary functions

that the question posed.

(b) Most candidates wrote an incomplete answer. The

concepts of Inflation and its distinction from cost-

push was not understood by a few candidates. Key

words like production, aggregate, output of goods

and services, price level etc. were not mentioned.

Determinants of Cost-push inflation were not

explained.


- Explain the primary

and secondary functions in detail with

examples that must be written as per

requirements of the question.

- The significance of secondary

functions of money should be

highlighted with suitable examples.

- Inflation is an important topic in the

study of Economics and must be

explained thoroughly. Its meaning,

types and impact must be

comprehensively taught with the help

of day to day examples. Terms

associated i.e price level, production,

aggregate supply, output of goods and

services must be explained with the

help of appropriate examples.

224

MARKING SCHEME

Question 9.

a) Secondary Functions – deferred payments, store of value, transfer of value.

b) An increase in the cost of production will shift the aggregate supply curve to the left. As a

result, the aggregate output of goods and services in the economy will fall and subsequently

the aggregate price level will rise. Since this inflation is caused by the cost of production,

this is called cost push inflation.

Causes of cost push inflation are:

(1) Rise in the cost of production

(2) Rise in wage level

(3) Rise in profit margin.

(Three of the above mentioned should be explained)

Question 10

(a) With reference to the Central Bank, explain the following:

(i) Monopoly of note issue

(ii) Lender of the last resort.

[5]

(b) ‘An alert consumer is a safe consumer’.

Give reasons to support your answer.

[5]

225


(a) Most candidates were unable to answer

comprehensively. There was no explanation

offered for the important role of the Central Bank

as a ‘Monopoly of note issue’ or ‘Lender of last

resort’. The distinction between the Central Bank

and Commercial Banks in relation to their

functions was not understood by many candidates.

(b) Most candidates wrote the rights and duties of

consumers and displayed no connection to support

their answers with appropriate reasoning.

MARKING SCHEME

Question 10.

a) (i) Central Bank enjoys monopoly of note issue. If Commercial Banks enjoy this power,

they will manipulate the issue of paper notes to sent their own objectives. This may

not be for the good of the country this right has been granted to the Central Bank.

(ii) Commercial Banks borrow money from the Central Bank. When Commercial Banks

are unable to borrow money from any other source, Central Bank will always come

to their rescue. Central bank provides financial assistance to commercial banks

through rediscounting of bills of exchange.

b) Consumer awareness of right and obligations, demand proper bill, check the quality of the

product, warranty period, price tag etc .


- Banking is an important topic with the

Central Bank being the Apex Bank. It is

imperative that its functions be

explained in absolute totality. The

functions of Commercial Banks too

need to be revised thoroughly.

- Consumer awareness is a topic that

needs to be explained with the help of

day to day examples. The forms of

exploitation should be highlighted to

make aware of the malpractices carried

out in markets. Rights of consumers

must be explained to ensure a consumer

is aware of issues related to quality of

product, warranty period, price etc

226


- Definition of labour/discussion of labour

- Elasticity of demand (Decrease and contraction)

- Perfectly elastic supply curve

- Distinction between redeemable and irredeemable debt.

- Capital and capital formation.

- Functions of Central Bank/Reserve Bank of India

- Rights and duties of consumers

- Public expenditure

- Shift in supply

- Costpush inflation

- Primary and Secondary functions of money

- Mixed/Circulating capital and sunk/floating capital.


- Regular practice of writing answers along with examples is necessary.

- Avoid selective study of topics

- Practice drawing of diagrams on a regular basis

- Always write the captions and then explain in the light of the concept of the questions

- Use flow charts as required

- Definition always should be given along with examples

- Write key words to support your answers

- Answers should be relevant and to the point

- Revise and recheck the answers after completion of the examination.

- Attempt all these questions as per instruction given

227

94,250

100

8

83.97

0-20 21-40 41-60 61-80 81-100

3 54 7,469 27,146 59,578

0.00 0.06 7.92 28.80 63.21

3 57 7,526 34,672 94,250

0.00 0.06 7.99 36.79 100.00


COMPUTER APPLICATIONS




Mean Marks Obtained


Cumulative Number


Mark Range


Details


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

0-20 21-40 41-60 61-80 81-100

0.00 0.06

7.92

28.80

63.21

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


228

COMPUTER APPLICATIONS


Question 1 (a) What are the default values of primitive data type int and float? [2] (b) Name any two OOP’s principles. [2] (c) What are identifiers? [2] (d) Identify the literals listed below: (i) 0.5 (ii) 'A' (iii) false (iv) "a". [2] (e) Name the wrapper classes of char type and boolean type. [2]


(a) Most candidates answered correctly.

However a few were not clear about the

default value of float.

(b) Most candidates answered correctly. However

some candidates got confused with the

principles of OOP’s.

(c) Most candidates answered correctly. A few

candidates however wrote the rules for

declaring an identifier.

(d) Though most candidates answered correctly,

there were some who misunderstood the

question and wrote vague and incorrect

answers.

(e) Most candidates wrote the first character of

wrapper classes in lower case letters instead of uppercase character.

MARKING SCHEME

Question – 1

(a) The default value of int is 0 and that of float is 0.0f

(b) Data Abstraction/Abstraction, Inheritance, Polymorphism, Message passing, Data

encapsulation/Encapsulation

(c) An identifier is a sequence of characters used to name variables , methods, classes,

packages and interfaces OR

They represent names of different components of a Java program.

(d) (i) floating point literal

(ii) character literal..

(iii) boolean literal.

(iv) String literal

(e) Character and Boolean


Primitive data types should be taught

with its default values.

Principles and features of OOP’s

should be explained clearly.

Correct definitions of terms used

frequently should be explained

thoroughly.

Explain the different types of literals

with examples.

Teach all the wrapper classes with the

correct syntax.

229

Question 2

(a) Evaluate the value of n if value of p=5,q=19

int n = (q-p)>(p-q)?(q-p) : (p-q); [2]

(b) Arrange the following primitive data types in an ascending order of their size: [2]

(i) char (ii) byte (iii) double (iv) int

(c) What is the value stored in variable res given below : [2]

double res = Math.pow("345".indexOf('5'),3);

(d) Name the two types of constructors. [2]

(e) What are the values of a and b after the following function is executed , if the values

passed are 30 and 50:

void paws(int a ,int b)

a=a+b;

b=a-b;

a=a-b;

System .out.println(a+","+b); [2]

Examiners’ Comments:

(a) Most candidates answered correctly, however

some candidates wrote the expression (q-p) instead

of its final value.

(b) Candidates got confused between the size of int

and char. Some candidates wrote the answer in

descending order instead of an ascending order.

(c) Most candidates wrote the answer as 8 instead 8.0.

A few candidates were unable to find the index of

the given argument.

(d) Most candidates answered correctly. A few

candidates were not clear about the types of

constructor.

(e) Most candidates answered correctly. Some

however were unable to interchange the value

correctly.


Practice exercise on ternary operator.

Order of all data types with its size

should be taught thoroughly.

Stress on using important keywords.

Practice exercises on evaluation of the

multiple and single mathematical

functions on the computer.

Constructor should be taught in detail

along with its types.

Explain the difference between transfer

of value and interchange of value.

230

MARKING SCHEME

Question - 2

(a) n=14

(b) (i) byte (ii) char (iii) int (iv) double.

(c) 8.0

(d) (i) Non-Parameterized constructor and Parameterized constructor. [OR]

(ii) Default constructor and Parameterized constructor. [OR]

(iii) Constructor without parameters and Constructor with parameters.

(e) 50,30

Question 3

(a) State the data type and value of y after the following is executed :

char x='7';

y= Character.isLetter(x); [2]

(b) What is the function of catch block in exception handling ? Where does it appear in

a program? [2]

(c) State the output when the following program segment is executed :

String a="Smartphone", b="Graphic Art";

String h=a.substring(2,5);

String k= b.substring(8).toUpperCase();

System.out.println(h);

System.out.println(k.equalsIgnoreCase(h)) ; [2]

(d) The access specifier that gives the most accessibility is____________________ and the

least accessibility is __________________. [2]

(e) (i) Name the mathematical function which is used to find sine of an angle given

in radians.

(ii) Name a string function which removes the blank spaces provided in the prefix

and suffix of a string . [2]

(f) (i) What will this code print ?

int arr[] =new int[5];

System.out.println(arr);

(i) 0 (ii) value stored in arr[0] (iii) 0000 (iv) garbage value

(ii) Name the keyword which is used to resolve the conflict between method parameter

and instance variables/fields. [2]

(g) State the package that contains the class :

(i) BufferedReader

(ii) Scanner [2]

231

(h) Write the output of the following program code :

char ch;

int x=97;

do

ch=(char)x;

System.out.print(ch+" ");

if(x%10==0)

break;

++x;

while(x<=100); [2]

(i) Write the Java expression for:

a2 + b2

2ab [2]

(j) If int y=10 then find int z=(++y*(y++ +5)); [2]


(a) Many candidates did not write the data type with

only the value being written. Some candidates

were unfamiliar with Character functions.

(b) Most candidates showed a lack of knowledge of

this topic. However a few candidates wrote the

answer correctly.

(c) Many candidates answered this question

correctly. However some candidates incorrectly

wrote (Art) instead of art.

(d) Most candidates answered correctly. However,

there were few candidates who interchanged the

answer. Some candidates wrote protected, friendly

and default as the answer instead of private.

(e) Most candidates answered this question

correctly. A few however committed errors in the

syntax and wrote the answer as sine () instead of

sin ().

(f) Most candidates were unable to understand both

parts of the question and wrote incorrect answers.

(g) Many candidates answered this question correctly.

A few candidates were not familiar with the

package that contains Scanner and Buffered class.

(h) A number of candidates wrote the answer correctly,

but a few candidates failed to take the last iteration.

Some candidates wrote the integer value instead of

character value.


All the character functions given in the

Syllabus should be taught

comprehensively.

Teach all the String functions

mentioned in the syllabus thoroughly.

Access specifiers should be taught with

examples.

Emphasize on all mathematical and

String Functions.

Attach more importance to the

fundamentals of array.

Introduce the concept of packages and

the classes contained in them.

Practice output questions involving

loops and stress on doing dry run and

writing the steps of calculation.

Explain the hierarchy of operators and

also how to evaluate the Java

expressions.

Prefix and postfix of increment and

decrement operator is a common topic

and sufficient practice must be done in

class.

232

(i) Most candidates answered correctly. A few however lost marks due to missing

asterisk(multiplication) symbols and wrong division signs.

(j) Some candidates were not familiar in solving expressions involving pre increment and post

increment operators within a multiple parenthesis.

MARKING SCHEME

Question - 3

(a) Data type is boolean and y=false

(b) A Catch block is a group of Java statements that are used to handle a raised exception. The catch

block should be placed after try block.

(c) art

true

(d) (i) public (ii) private.

(e) (i)sin() (ii) trim()

(f) (i) garbage value

(ii) this keyword.

(g) io and util package

(h) a b c d

(i) (Math.pow(a,2)+Math.pow(b,2))/(2*a*b) [OR]

(a*a+b*b)/(2*a*b)

(j) int z=(++y*(y++ +5));

(11*(11+5));

176

Question 4

Define a class called Parking Lot with the following description :

Instance variables/data members : int vno - To store the vehicle number

int hours - To store the number of hours the vehicle is parked in the parking lot

double bill - To store the bill amount

Member methods :

void input() - To input and store the vno and hours.

void calculate() - To compute the parking charge at the rate of 3 for the first hour or part thereof,

and 1.50 for each additional hour or part thereof.

void display() - To display the detail

Write a main method to create an object of the class and call the above methods.

[15]

233


(i) Function names and variables names written by

most candidates were different from what was

asked in the question.

(ii) The entire program was done using only one

method.

(iii) The value for parking charge, which is to be

calculated was accepted from the user.

(iv) There were mistakes in calculations of parking

charge.

(v) Variables were declared inside the input() method .

(vi) Object creation was not done.

(vii) Variable description /mnemonic codes were not

found in most answers.

MARKING SCHEME

Question - 4

import java.util.*;

class ParkingLot

int vno;

int hours;

double bill;

Scanner sc=new Scanner(System.in);

void input()

System.out.println("Enter the vehicle number and number of hours");

vno=sc.nextInt();

hours=sc.nextInt();

void calculate()

if(hours<=1)

bill= 3;

else

bill=3+(hours-1)*1.50;

void display()

System.out.println("Vechicle Number:"+vno);

System.out.println("Hours:"+hours);

System.out.println("Bill:"+bill);

public static void main(String args[])

ParkingLot pl=new ParkingLot();


Instruct students to use the class name,

variable name and method name as

given in the question.

Teach the concept of

classes/object/Data members with the

help of real Life examples.

Teach writing programs in which

multiple methods are involved.

Explain that the parking charge/bill that

needs to be calculated should not be

accepted from the user.

234

pl.input();

pl.calculate();

pl.display();

Description of variables/ comments/mnemonics

Question 5

Write two separate programs to generate the following patterns using iteration(loop) statements:

* (b) 54321 *# 5432

*#* 543

*#*# 54 *#*#* 5 15]

Examiners’ Comments:

(i) Some candidates wrote the program for only one

type of triangle instead of both.

(ii) A few candidates were confused with the

pattern using two characters.

(iii) In part (b) reverse loop was not formed

correctly

(iv) A few candidates answered this question by

writing 5 print statements.

(v) Improper output, println() statement instead of

print() statement for printing each character.

(vi) Blank println() statement was missing.

MARKING SCHEME

Question - 5

(a) import java.io.*;

class Quest_5a

void patteren1()

for(int i=1;i<=5;i++)

for(int j=1;j<=i;j++)

if(j%2!=0)

System.out.print("*"+" ");

else

System.out.print("#"+" ");


Emphasize the difference between

print() and println() method.

Students should be made to practice and

execute programs to print patterns on

the computer.

Assign program segments to students

to find the output so that they will be

able to perform the manual calculation

and understand how the loop works.

Instruct students to dry run the program

235

System.out.println();


(b) import java.util.*;

class Quest_5b

void patteren()

for(int i=1;i<=5;i++)

for(int j=5;j>=i;j--)

System.out.print(j);

System.out.println();


Question 6

Write a program to input and store roll numbers, names and marks in 3 subjects of n number students in five single dimensional array and display the remark based on average marks as given below:(the maximum marks in the subject are 100)

average marks=Total Marks

3 Average marks Remarks

85-100 EXCELLENT

75-84 DISTINCTION 60-74 FIRST CLASS

40-59 PASS

Less than 40 POOR [15]

Examiners’ comments:

(i) Many candidates attempted the question without

using array.

(ii) Input of data was not taken inside the loop.

(iii) Value of ‘n’ (number of students) not accepted.

(iv) Arrays were declared without specifying the

size.

(v) Calculation average was not done inside the loop.

(vi) Accepted the average marks from the user

instead of computing.

(vii) Conditions for grading were not written correctly.


Array creation with different data types

should be practiced.

Inputting and storing elements in an

array should be practiced on the

computer.

Use of relational operators should be

explained clearly.

236

MARKING SCHEME

Question - 6

import java.util.*;

class Quest_6

void grade()

Scanner br=new Scanner(System.in);

System.out.println("Enter number of students");

int n=br.nextInt();

int roll[]=new int[n];

String name[]=new String[n];

double m1[]=new double[n];



double avg[]=new double[n];

for(int i=0;i<n;i++)

System.out.println("Enter roll number,name,marks in 3 Subjects

for"+(i+1)+"student");

roll[i]=br.nextInt();

name[i]=br.next();

m1[i]=br.nextDouble();



avg[i]=(m1[i]+m2[i]+m3[i])/3;

if(avg[i]>=85&&avg[i]<=100)

System.out.println("EXCELLENT");

else if(avg[i]>=75&&avg[i]<=84)

System.out.println("DISTINCTION");


System.out.println("FIRST CLASS");


System.out.println("PASS");

else

System.out.println("POOR");


237

Question 7

Design a class to overload a function Joystring() as follows:

(i) void Joystring (String s, char ch1, char ch2) with one string argument and two character

arguments that replaces the character argument ch1 with the character argument ch2 in

the given string s and prints the new string.

Example:

Input value of s ="TECHNALAGY"

ch1='A',

ch2='O'

Output : "TECHNOLOGY"

(ii) void Joystring (String s) with one string argument that prints the position of the first

space and the last space of the given string s.

Example:

Input value of ="Cloud computing means Internet based computing"

Output : First index : 5

Last index : 36

(iii) void Joystring ( String s1, String s2 ) with two string arguments that combines the

two strings with a space between them and prints the resultant string.

Example:

Input value of s1 ="COMMON WEALTH "

Input value of s2="GAMES "

Output : COMMON WEALTH GAMES

(use library functions) 15

238


Most candidates answered correctly. A few

candidates were not clear about the concepts of

function overloading.

(i) A few candidates used separate programs or

three functions with different names.

(ii) Some candidates used the same name for the

class and the three methods.

(iii) Some candidates made all the calculations in

the main function itself.

(vi) Functions were called without passing

required arguments and accepted values as

inputs inside the function body.

(v) In place of concat() method , + operator was

used.

(vi) String functions were not used. Instead

candidates complicated the program by using

loops and arrays.

MARKING SCHEME

Question - 7

import java.util.*;

class Quest_7

void joystring(String s,char ch1,char ch2)

String str=s.replace(ch1,ch2);

System.out.println(str);

void joystring(String s)

int first=s.indexOf(' ');

System.out.println("First index :"+first);

int last=s.lastIndexOf(' ');

System.out.println("Last index :"+last);

void joystring(String s1,String s2)

String s3=" ";

String str=s1.concat(s3).concat(s2);

System.out.println(str);


Quest_7 obj=new Quest_7();

obj.joystring("TECHNALAGY",'A','O');


- Emphasis on the function name to be the

same.

- Programs using function overloading

should be practiced more. Using only

main functions for all programs should

be avoided.

- String functions and their uses need to

be taught thoroughly.

- Passing arguments through function

must be worked out while teaching.

- Practice lot of output questions based on

all the String functions.

- During the given reading time, minute

details should be noted and underlined

so as not to be missed while writing the

program.

239

obj.joystring("Cloud computing means Internet based computing");

obj.joystring("COMMOM WEALTH","GAMES");


Question 8

Write a program to input twenty names in an array. Arrange these names in descending order

of alphabets, using the bubble sort technique. [15]

Examiners’ comments

(i) Array elements are assigned not accepted.

(ii) Integer array was declared instead of String

array.

(iii) Declaration of temporary variable as an integer

type instead of String array.

(iv) Compare To() method was not used.

(v) Other methods of sorting were used instead of

bubble sort.

(vi) Array elements were sorted in ascending order

instead of sorting in a descending order.

(vi) Printing of sorted elements was not done.

MARKING SCHEME

Question 8

import java.util.*;

class Quest_8

void sort()

Scanner br=new Scanner (System.in);

String names[]=new String[20];

System.out.println("Enter 20 names");

for(int i=0;i<20;i++)

names[i]=br.next();

for(int j=0;j<(20-1);j++)

for(int k=0;k<20-j-1;k++)

if(names[k].compareTo(names[k+1])<0)

String temp=names[k];


Revise iteration before teaching arrays.

Explain the importance of the loop

variable.

Basic technique such as searching and

sorting should be taught with different

data types.

Use of compareTo () method should be

explained with help of examples.

Train candidates to write the program

using different array length.

Difference between bubble sort and

selection sort must be discussed.

Emphasize on output requirements.

240

names[k]=names[k+1];

names[k+1]=temp;

System.out.println("Names in descending order");

for(int k=0;k<20;k++)

System.out.println(names[k]);


Question 9

Using the switch statement, write a menu driven program to:

(i) To find and display all the factors of a number input by the user (including 1 and excluding

number itself).

Example:

Sample Input : n =15

Sample Output : 1,3, 5

(ii) To find and display the factorial of a number input by the user (the factorial of a non–

negative integer n, denoted by n!, is the product of all integers less than or equal to n.

Example:

Sample Input : n =5

Sample Output : 5! = 1×2×3×4×5 =120.

For an incorrect choice, an appropriate error message should be displayed. [15]

Examiners’ comments:

Many candidates lost marks because of the absence of

menu and input choice, break and default statement.

Some candidates did not follow the instruction and

wrote two separate programs.

(a) (i) Overlooked the instruction excluding number

itself .

(ii) For finding the factor ‘/’ operator was used

instead of % operator.

(b) (i) Variable for finding the factorial was

initialized with value 0 . Some candidates initialized the variable with value 1 but inside the

loop.

(iii) Loop to find the factorial was formed 1 to < n.


Additional practice on menu driven programs.

Teach all types of logical programs. Instruct candidates to read the

question carefully and follow the given instructions.

241

MARKING SCHEME

Question 9

import java.util.*;

class question9


Scanner sc=new Scanner(System.in);

System.out.println("MENU");

System.out.println("1.FACTORS OF A NUMBER");

System.out.println("2.FACTORIAL OF A NUMBER");

System.out.println("ENTER A NUMBER");

int num=sc.nextInt();

System.out.println("ENTER YOUR CHOICE");

int choice=sc.nextInt();

switch (choice)

case 1:

System.out.print("FACTORS ARE=");

for(int i=1;i<=num/2;i++)

if(num%i==0)

System.out.print(i+",");

break;

case 2:

int f=1;

for(int i=1;i<=num;i++)

f=f*i;

System.out.println("FACTORIAL OF "+num+"="+f);

break;

default:

System.out.println("Wrong choice");


242

Topics /Concepts found difficult

Default value of float.

Working of ternary operator.

Wrapper classes.

Output question using different library functions.

Default values of primitive data types.

Evaluation of an expression containing prefix and postfix operators.

Use of switch...case and default.

Arranging names in descending order.

Calculation of bill.

Use of nested loop.


Solve exercises based on various operators and inbuilt functions.

Section A is compulsory and hence all question must be attempted.

Read the question carefully before answering.

If a proper definition does not come to mind then explain the term with suitable example.

Do not forget to write comment lines or description of variables and use mnemonic names.

Dry run each program before trying it on the computer.

Try to understand the question asked by reading it carefully.

Each concept should be understood instead of rote learning.

If a definition does not come to mind, write an accurate example to illustrate the concept.

Learn the correct use of all statements so that syntax errors can be eliminated.

243

15,276

100

13

76.91

0-20 21-40 41-60 61-80 81-100

5 42 2,341 6,619 6,269

0.03 0.27 15.32 43.33 41.04

5 47 2,388 9,007 15,276

0.03 0.31 15.63 58.96 100.00


ECONOMIC APPLICATIONS




Mean Marks Obtained


Cumulative Number


Mark Range


Details


0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

0.03 0.27

15.32

43.3341.04

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


244

ECONOMIC APPLICATIONS


Question 1

(a) Complete the following Individual Demand Schedule: [2]

(b) Why is capital called a ‘produced means of production’? [2]

(c) State two assumptions of the Law of Supply. [2]

(d) What is the difference between a loan and an overdraft? [2]

(e) State any two drawbacks of State enterprises. [2]


(a) This question was answered correctly by most

candidates. However a few established a

positive relationship between price and

demand that was incorrect with the numbers

being discontinuous in some cases.

(b) Candidates wrote partial and incomplete

answers. They failed to mention that capital

was produced by man and only mentioned

that it was necessary for production.

(c) There was confusion between the assumptions

of Laws of Demand and Supply. Candidates

wrote the assumptions of demand instead of

supply.

(d) Though candidates differentiated between an

overdraft and a loan, they failed to mention

that the overdraft facility is available only to

current account holders. In some cases, the

differences were not corresponding.

(e) Answered correctly by most candidates. Some

answered only in phrases.

Price in Quantity of sugar demanded in kgs.

5 20

6

7

8

9


- Assign adequate practice for students in

drawing up correct demand schedules.

Stress upon the opposite relationship

between demand and price.

- While defining any term, emphasise the

key words/ phrases to be mentioned

and explain to students the meaning of

the key phrases.

- After the teaching of lessons on

Demand and Supply, recapitulate using

the comparative method. This will help

students to understand the difference

between demand and supply.

- Projects on banking should be assigned

to enable students have a better idea

about loans and deposits.

- Stress upon the need to answer in full

sentences.

245

MARKING SCHEME

Question 1.

(a) The quantity should be in decreasing order showing the inverse relationship between price and

quantity demanded.

(b) This is because capital is a man-made factor of production and it is used to further produce

other goods and services.

(c) - There is no change in the prices of related goods

- The technology level remains constant

- The cost of all factors of production remains the same

- There is no change in the goals of the firm

- Taxation policy of the government does not change

- No change in the price of the commodity in the near future. (Any two)

(d)

LOAN OVERDRAFT

The commercial bank lends money

to the customer against some kind

of security

The bank allows the depositor to

withdraw money in excess of the

amount deposited in his account.

Usually for a longer period of time. It is for a shorter period of time.

The interest is charged for the

entire loan amount

The interest is charged only for the

excess amount withdrawn.

(Any one difference)

(e) Limitations of Public Sector

- Conflict of objectives

- Political interference

- Delay in decision making

- Underutilization of capacity

- Frequent strikes and lockouts. (Any two)

Question 2

(a) List two factors affecting the supply of labour. [2]

(b) If price of X increases, then demand for Y too increases.

What is the relationship between goods X and Y? Give an example. [2]

(c) State two Primary functions of money. [2]

(d) What is meant by Monopsony? Give an example. [2]

(e) Define Fiscal Policy. [2]

246


(a) The characteristics of labour were explained

instead of factors affecting supply of labour by

most candidates.

(b) The word ‘too’ was interpreted incorrectly by

candidates who took it to be complementary

goods instead of substitutes.

(c) Candidates were not clear about the primary

functions of money. Most mixed it up with the

secondary functions.

(d) A few candidates mistook ‘monopsony’ for

monopoly and hence wrote irrelevant examples.

(e) Candidates missed key terms while defining fiscal

policy. They did not mention all the instruments

of fiscal policy.

MARKING SCHEME

Question 2.

(a) Factors affecting supply of labour;

- Population of a country

- Age structure

- Immigration and Emigration

- Wage rate

- Number of able bodied persons

- Labour force participation (Any two)

(b) They are substitutes. Eg. Tea and Coffee (Any other relevant examples)

(c) (i) Medium of exchange

(ii) Measure of value (No explanation required)

(d) Monopsony:

Single buyer

The buyer controls the market (Any other relevant point)

e.g. (1) The Government of India is the single purchaser of fighter air crafts in India.

e.g. (2) Government of India is the single buyer of Warships (Any one example)

(e) Fiscal policies are implemented by the Government, these are policies which are relevant to public

revenue, public debt and public expenditure.

Question 3

(a) State the market form of the following commodities:

(i) Railways

(ii) Automobiles

(iii) Shampoos

(iv) Fighter Aircrafts. [2]


- Cover certain basic concepts to enable

students to comprehend the topic

extensively.

- Adequate practice on answering

application based questions must be

assigned.

- List the functions of money in a

tabular form so that students can

clearly understand and differentiate

between the primary, secondary and

contingent functions of money.

- Revision and practice of previous

year question papers should be

undertaken on a regular basis.

247

(b) What is meant by shifting of tax burden?

To which tax is this relevant? [2]

(c) A consumer purchased 10 units of a commodity when its price was `5 per unit. He

purchases 12 units of the commodity when price falls to `4 per unit. Calculate the price

elasticity of demand for the commodity. [2]

(d) State two ‘active’ factors of production. Give reasons to support your answer. [2]

(e) Differentiate between Floating and Sunk capital. Give an example for each. [2]


(a) Most candidates were unable to identify the

correct market forms especially for automobiles

and shampoos.

(b) The concept of ‘shifting of tax burden’ was not

clearly understood by most candidates. However

they correctly linked it to indirect tax.

(c) Candidates missed writing the formula and in

some cases wrote the wrong formula

(interchanging the numerator and the

denominator) before proceeding with their

calculations. They lost marks for not mentioning

that the good was proportionately elastic.

(d) The ‘active’ factors of production was not

correctly identified by many candidates-they

wrote capital instead of entrepreneur. They also

failed to justify why these factors of production

were considered active.

(e) Most candidates failed to explain the differences

and took wild guesses.

MARKING SCHEME

Question 3.

(a) (i) Railways- Monopoly

(ii) Automobiles- Oligopoly/Monopolistic competitive

(iii) Shampoos- Monopolistically competitive

(iv) Fighter Aircrafts- Monopsony

(b) The tax is imposed on one person but is finally paid partly or wholly by another, that is, the tax

burden is shifted to someone else. This is possible in the case of indirect tax like sales tax, custom

and excise duties.


- Use appropriate and varied examples

to make students understand the

concept of markets better.

- Ensure that important concepts are

taught well and reinforce their

learning by frequent discussion.

- Train students to solve numerical

problems step-wise and stress upon

writing the formula and mentioning

whether the good in question is

relatively elastic, relatively inelastic

or proportionately elastic.

- Explain even simple concepts like

‘active’ and ‘passive’ factors of

production.

- Use day to day examples /situations

for better application skills.

248

(c) Q=10 ∆Q=2

P=5 ∆P=1

Price Elasticity or ∑p= ΔQ P 2 5

× = ×ΔP Q 1 10

= 1 or Unitary Elastic or ∑p=1

(d) Labour and Entrepreneur are considered to be active factors of production because without these

land and capital are not productive.

(e)

Floating Capital Sunk Capital

If the capital can be used in alternative

lines of production

It has a specific use and cannot be used as

input in any other line of production.

Any relevant example for each

Question 4

(a) State two advantages of opening a bank account. [2]

(b) ‘The role of the State is important in developing the economic infrastructure of a

developing economy’. Give two reasons to support your answer. [2]

(c) State the impact of an increase in Cash Reserve Ratio on loanable funds. [2]

(d) Classify the following types of tax into direct and indirect taxes:

(i) Entertainment tax

(ii) Income tax

(iii) House tax

(iv) Sales tax. [2]

(e) Which of the following is a function of a Commercial Bank? Give a reason to support your

answer.

(i) Acting as a lender of last resort.

(ii) Deciding what is legal tender.

(iii) Determining monetary policy.

(iv) Providing cash credit facility. [2]

249


(a) Most candidates answered correctly.

(b) General answers were written and only a few

candidates could actually explain the role of the

State. Only a few candidates mentioned the long

‘gestation period’.

(c) Though most candidates knew what CRR was, they

failed to link it with loanable funds.

(d) Answered correctly by most candidates. Some

confusion about house tax persisted as some

candidates identified it as an indirect tax.

(e) Most candidates could identify that providing cash

credit facility was a function of Commercial banks

but could not provide a suitable reason to support

their answers.

MARKING SCHEME

Question 4.

(a) - Money is safer

- Earns interest

- Inculcates the habit of savings/mobilizes savings

- Safe transactions through cheques

- Facilities of overdraft, discounting Bills of exchange, ECS

(Any other relevant points) [Any two]

(b) The state has to develop the economic infrastructure as they are needed for economic

development. The Private Sector do not enter this field as these sectors:

(i) need large capital

(ii) they have long gestation periods

(c) An increase in Cash Reserve Ratio means that the Commercial Banks have to keep more cash

reserve with the Central Bank and therefore will have less money to lend. So, the loanable fund

will come down.

(d) (i) Entertainment tax-Indirect tax

(ii) Income tax- Direct tax

(iii) House tax – Direct tax

(iv) Sales tax- Indirect tax

(e) (iv) Providing cash credit facility – this is because all the other statements are functions of a

Central Bank.


- Guide students to write complete

answers.

- Use economic terms in the explanation

of concepts associated with Economics

to reinforce the learning process.

- Explain the credit control measures with

the help of flow charts - the step by step

action can easily be understood by this

method.

- Encourage students to apply different

concepts.

- Discuss the different ways in which

questions may be posed and the best

options to answer them.

250

Question 5

(a) What do you understand by division of labour?

Explain three ways by which division of labour is beneficial to producers. [7]

(b) State the Law of Demand. Explain three exceptions to this law. [8]


(a) The definition of ‘division of labour’ was improper

in many cases. Candidates wrote that labour

was divided (skilled, semi-skilled and unskilled)

instead of the production process being divided.

The advantages of division of labour was written in

general instead of being specific to producers.

(b) The Law of Demand was stated without the Ceteris

Paribus or the assumption of other things

being equal. The exceptions to the Law of

Demand were relatively better explained,

however in certain cases the subheading and the

explanations did not match.

MARKING SCHEME

Question 5.

(a) Allocation of different parts of the production process to different workers or different groups of

workers according to their ability and aptitude.

- Increases the quantity of production

- Increases the quality of production

- Reduces the cost of production

- Greater possibilities of production

- Saving of time and tool

- Benefits of large scale production (Any three)

(b) Other things being equal, an increase in price will bring about a fall in demand and a decrease

in price will bring about an increase in demand.

Exceptions to the Law of Demand

- Conspicuous consumption

- Bandwagon Effect

- Snob effect

- Insignificant share in the consumer’s income

- Veblen Effect

- Giffen’s Paradox

- Speculative activities

- Future changes in price (Any three)


- Discuss the benefits in class and ask

students to categorize them as benefits

to producers, consumers and workers.

- Visit a manufacturing unit to show them

how division of labour works.

Alternately videos on this can be

shown.

- Impress upon the need to write

definitions correctly. Identify the key

words and phrases which should be

mentioned in a definition

251

Question 6. (a) What is meant by migration?

Explain three ways by which migration impacts the ecosystem. [7]

(b) (i) What is capital formation?

(ii) What are the three stages of capital formation?

(iii) Explain three reasons for the low rate of capital formation in India. [8]


(a) Very general and vague answers were written. In

many cases the effects explained did not pertain to

the eco-system. Some candidates even wrote about

the migration of animals and birds from colder

regions to warmer regions.

(b)A partial definition of capital formation was written

by most candidates. They spent a lot of time in

writing a detailed account of the stages of capital

formation which was irrelevant to the question

asked, However the causes for the low rate of

capital formation was answered correctly.

MARKING SCHEME

Question 6.

(a) Migration refers to movement of people from one region to another within the country due to

various reasons.

Migration from thinly populated regions to thickly populated regions causes greater pressure

upon natural resources and destruction of ecosystem.

Impacts are the following:

1. Deforestation, cutting of trees to construct houses.

2. Growing volume of municipal waste, domestic waste due to poor sanitation and poor waste

disposal system.

3. Migration to thickly populated areas will cause a sharp increase in vehicular traffic leading

to environmental pollution.

4. Increase in demand for water and depletion of water resources. (Any three)

(b) A change in the stock of capital in any economy during a particular time period. Three stages of

capital formation :

(i) Creation of Savings

(ii) Mobilisation of savings

(iii) Investment of mobilized savings

- Causes of low capital formation in India:

- Lack of ability to save

- Lack of willingness to save

- Inadequate mobilization of savings

- Problems of investment

- Problems of investment

- Tax policies

- Fear of Government takeover (Any three)


Cover all topics given in the scope of

the syllabus.

Question students on these topics.

Projects must be assigned to ensure a

comprehensive understanding.

Adequate practice in writing different

types of answers must be assigned so

that students avoid writing irrelevant

points.

252

Question 7

(a) Who is an entrepreneur? Explain any three functions of an entrepreneur. [7]

(b) With reference to the taxation policy:

(i) Mention three differences between direct taxes and indirect taxes.

(ii) Differentiate between progressive and regressive taxes giving an example for each. [8]


(a) The distinction between functions and qualities of

an entrepreneur posed a challenge to candidates as

they tend to mix-up the two terms. The two

important functions of risk bearing and co-

ordination were missing in many answers.

(b) Many candidates wrote the basic differences

without an explanation. Differences in some cases

were written in phrases and not complete

sentences.

Candidates lacked the conceptual clarity on

progressive and regressive taxes and what was

expected of them to answer- some drew graphs or

tables. The examples mentioned were incorrect in

many cases.

MARKING SCHEME

Question 7.

(a) A person who carries the risk of business and co-ordinates the activities of all the other factors of

production.

- Risk bearing

- Decision making

- Co-Ordination and Supervision

- Distributive functions

- Innovative function (Any three)

(b) (i)

DIRECT TAX INDIRECT TAX

Imposed upon income, wealth and

property

Indirect taxes are imposed on expenditure

on goods and services

They are paid by the person on whom it

is imposed

They are imposed on one person but the

burden is borne by another

They cannot be shifted on to others These taxes can be shifted

Evadable Not evadable

Usually progressive in nature Usually regressive in nature

Promotes civic consciousness Does not promote civic consciousness

(Brief explanation of any three)

(ii) Progressive- When the rate of tax increases as the taxpayer’s income/ tax base increases


- While explaining, stress on the

important functions which

distinguishes an entrepreneur from

other factors of production.

- Clearly differentiate between the

functions and qualities of an

entrepreneur.

- Do a comparative study of the different

types of taxes and tax systems.

- Revision of these concepts is essential

for a better understanding.

253

Regressive- When the rates of tax decreases as the income /tax base increases.

Example of a progressive tax is when Government imposes a tax at the rate of 10% on an

income between `50,000.00 and `1,50,000.00 and 20% on individuals who earn more than

`1,50,000.00 per annum.

1. Example of regressive tax : If Government collects `100 per year as tax from a person

whose income is `1,000.00 per year, the rate of tax is 10%. Suppose a person with an

income of `3,000.00 per year pays `150.00 as tax, the rate of tax is 5%. 150

1003000

.

Thus the average tax rate has fallen with an increase in income and thus is regressive in

nature.

Question 8

(a) What do you understand by price elasticity of demand? With the help of diagrams explain

the conditions when:

(i) ∑p>1

(ii) ∑p<1

(iii) ∑p=1 [7]

(b) With reference to the Central Bank of a country:

(i) State two reasons for the need of a Central Bank in a country.

(ii) List two ways in which a Central Bank acts as a Banker to the Government.

(iii) What is meant by open market operations? How does it act as a method to control

credit? [8]


(a) Candidates explained the price elasticity of

demand correctly in most cases. They however

were confused about elastic and inelastic

demand. The diagrams were incomplete –not

labelled, the curves were not named and in

some cases the curves were missing.

(b) Candidates wrote about the functions of Central

bank instead of the need for a Central bank.

In the second part of the question, they were

confused between a Central bank’s function as a

banker to the government and as a banker to the

commercial banks. They were unable to

describe how open market operations control

inflation.


Train students to draw complete

diagrams.

While explaining ensure that complete

diagrams are drawn on the board.

Instruct students to read questions

carefully and make a note of what is

being asked. Advise them to underline

the key words in the question.

E.g., reasons for the need of a Central

bank in a country; acts as a Banker to the

Government

Use flowcharts to explain Credit control

methods.

254

D

D

q

P

q1 O

QUANTITY

DEMANDED

PRICE

P1

D

D

q

P

q1 O

QUANTITY

DEMANDED

PRIC

E

P1

D

D

q

P

q1 O

QUANTITY

DEMANDED

PRIC

E

P1

MARKING SCHEME

Question 8.

(a) Price elasticity of demand is the responsiveness of demand to a change in price.

OR

∑p= %change in quantity

% change in price

OR

∑p= ∆Q X P

Q ∆P

Relatively elastic demand: when a small change in price will bring about a large change in

quantity demanded

Relatively Inelastic Demand: when a large change in price brings about only a small change in

quantity demanded

Unitary elastic: When a change in price brings about a proportional change in quantity

demanded.

(b) (i) A Central bank is needed because:

- To supervise, regulate and control the monetary sector of an economy.

- To control and maintain uniformity in issue of currency

- For proper maintenance of the banking activities of the government

- To control the credit expansion or contraction activities of the commercial banks

- To achieve full employment and maintain price stability (Any two)

(ii) As banker to the government:

- Receives deposits from the government and collects cheques deposited in government

accounts

- Purchases and sells government securities

- Provides cash to the government as required for payment of wages and other cash

requirements.

- Makes payments on behalf of the government

- Advances short term loans to the government

- Supplies foreign exchange to the government for repaying external debt or making other

payments. (Any two)

(iii) Open Market Operations:

This refers to purchase and sale of Government securities or treasury bills by the Central

Bank. At the time of inflation, the Central Bank sells Government securities in the open

market to reduce money supply. These securities are purchased by Commercial Banks and

255

other financial institutions. When Commercial Banks and other financial institutions invest

on these securities, the volume of loanable fund will decline leading to higher interest rate

and subsequently fall in credit flow.

Question 9

(a) What is Perfect Competition?

Describe any three characteristics of Perfect Competition. [7]

(b) Give a reason for each of the following statements:

(i) The fixed income group is adversely affected during periods of inflation.

(ii) Selling costs are higher in Monopolistic Competition.

(iii) High rates of taxes reduce the savings capacity in an economy.

(iv) The demand for newspaper is inelastic. [8]


(a) The definition of perfect competition was

answered correctly by most candidates

though some failed to mention the presence

of homogeneous products. The

characteristics of this market form was not

explained properly. Candidates just

mentioned the features and failed to offer a

brief explanation.

(b) (i) The terms ‘real income’ or ‘purchasing

power’ were missing in many answers.

(ii) Few candidates were unable to relate

selling costs to advertising costs.

(iii) The term ‘disposable income’ or the

fact that people have less money to

spend and cannot therefore save was

not explained clearly.

(iv) Candidates could not correctly justify why the demand for newspaper is inelastic.


- Emphasise the need for clear and correct

explanations for answers in Part II. Sub-

headings are not adequate for scoring

marks.

- Guide students in attempting application

based questions. Discuss the answers

after they receive their test/exam papers

and make them note the missing points.

Discuss the answers of even the class

tests.

- Use economic terms while explaining so

that the students become familiar with

them.

256

MARKING SCHEME

Question 9.

(a) Perfect Competition is a market situation, where there are a large number of buyers and sellers

selling identical products. Features :

- Very large number of buyers and sellers

- Homogeneous products

- Free entry and exit

- Perfect knowledge

- Absence of transportation cost

- Absence of Selling Cost

- Perfect mobility of factors of production. (Any three)

(b) (i) During inflation, their real income goes down as they can buy less quantity of goods with

their fixed income. So, they are adversely affected.

(ii) As competition is high they have to spend a lot on advertisements to attract customers.

(iii) When people have to pay high taxes their disposable income decreases.

They will have less money available for consumption and savings.

(iv) Only a small percentage of the household budget is spent on newspaper.

Therefore the consumer will not be bothered much by small changes in price. The demand is

therefore inelastic.

Question 10

(a) Read the extract given below and answer the questions that follow:

PTI Jun 15, 2014,

NEW DELHI: The Finance Ministry has asked the Department of Disinvestment to

complete the groundwork for sale of shares in state-owned companies soon after

the budget to take advantage of the bull phase in the stock market.

The government is expected to retain the disinvestment target of `36,925 crore

proposed in the interim budget for 2014-15.

(i) What is disinvestment?

(ii) How will privitisation lead to:

(1) Control of budgetary deficits

(2) Flow of funds to Public Exchequer.

(3) Greater flexibility in decision making. [7]

(b) (i) Indicate the degree of elasticity on the Supply curves given below:

257

y

x O

S

P

R

I

C

E Quantity

y

x O

S P

R

I

C

E Quantity

(1) (2)

(ii) Explain three determinants of Elasticity of Supply. [8]


(a) Only a few candidates attempted this question.

The fact that the concept of disinvestment and

privatisation is not clear as reflected in the vague

and general answers written by candidates.

(b) The graphs were not clearly identified by the

candidates. The factors affecting the elasticity of

supply was not explained satisfactorily. Most

candidates got confused with the factors

affecting supply of a commodity.


- Disinvestment and privatization are

current topics and articles on these are

found in newspapers and magazines.

Use these in discussions to make the

concepts clearer.

- Elasticity of Demand/ Supply requires a

through clarity in understanding

concepts. Make it clear and easy by way

of tables, flow charts.

- Give tests and assignments on these

concepts to reinforce learning.

258

MARKING SCHEME

Question 10.

(a) Selling off a part of the equity of public sector undertakings is called disinvestment

- Government need not spend on these loss making units→Public expenditure

reduces →Deficit comes down

Or the government can spend the money got from the sale of these companies to cover its

deficit.

- The sale of the shares of these companies will increase the revenue of the government

- Public sector suffers from red tapism in decision making and do not enjoy sufficient

autonomy. Private sector enjoy greater autonomy and therefore take decisions faster.

(b) (i) diagram(1) - p < 1

diagram(2) - p = 1

(ii)

(1) Possibility of shift from one line of production to the other.

(2) Time horizon.

(3) Supply of inputs

(4) Nature of inputs

(5) Level of commodity

(6) Cost of production

(7) Size and nature of entrepreneurship (Any three)

Topics/Concepts found difficult

- Elasticity of Demand and Supply

- Privatisation and disinvestment

- Methods of Credit Control

- Types of capital

- Functions of money

- Division of labour.


- Avoid selective study.

- Practice graphs and diagrams and remember to label them neatly.

- Solve previous year papers to understand the different types of questions.

- Spend the reading time in reading the questions carefully and underlining the points asked.

- Note the points discussed in the class regarding the important points and the methods of answering.

- Do not waste time writing extra points. It will not fetch you extra marks. You might fall short of

time or may not be able to complete your paper.

259

12,879

100

18

78.67

0-20 21-40 41-60 61-80 81-100

1 35 1,455 5,684 5,704

0.01 0.27 11.30 44.13 44.29

1 36 1,491 7,175 12,879

0.01 0.28 11.58 55.71 100.00

Cumulative Number


Mark Range


Details



Mean Marks Obtained

COMMERCIAL APPLICATIONS





0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

0-20 21-40 41-60 61-80 81-100

0.01 0.27

11.30

44.13 44.29

Pe

rce

nta

ge

of

Ca

nd

ida

tes

Marks Obtained


260

COMMERCIAL APPLICATIONS


Question 1

State the difference between each of the following:

(a) Commodity market and Capital market. [2]

(b) Skimming pricing and Penetrating pricing. [2]

(c) Current Deposit Account and Saving Deposit Account. [2]

(d) Training and Education. [2]

(e) Money costs and Real costs. [2]


(a) Most candidates answered this question incorrectly.

Commodity market and capital market were not

explained with key words with concepts being unclear.

(b) Most candidates answered this question correctly. A

few candidates got confused on skimming price and

penetrating price and misinterpreted them both.

(c) Most candidates answered this question correctly. A

few candidates did not write the correct difference.

(d) Most candidate answered this question correctly. A few

candidates were unable to differentiate on practical and

theoretical aspects.

(e) Most candidates answered this incorrectly with the

concept of Money costs and Real costs not being

understood.


A proper explanation with

appropriate examples must be

conducted in class. Emphasise on

key words while explaining topics.

Provide practical knowledge as far

as possible and advise students to

write the main points of

distinction.

A clear distinction should be made

when difference based questions

are asked that will enable students

to comprehend and answer

correctly.

Explain with practical examples.

A comparative and analytical

discussion must be conducted

regarding various types of costs

and highlight key terms/words.

261

MARKING SCHEME

Question 1.

(a) Commodity market Capital market

i. This is an organised market where This is a specialised market for

commodities are bought and sold providing long-term finance to

according to prescribed rules and business enterprises

regulations

ii. eg. cotton eg. stock exchanges, investment

trusts, insurance companies

(b) Skimming pricing Penetrating pricing

i. In this strategy, a very high price is This strategy involve setting a low

set so that in the initial stage the price in the initial stage so as to

cream of demand may be skimmed make the brand quickly popular and

and the investment made in the to maximise the market share.

product is quickly realised.

ii. It is effective for new and distinctive It is an aggressive pricing strategy

products and it may be used to restrict the

entry of new firm in the industry.

(c) Current Account: The number of withdrawals Savings Account: The Number of

Are not restricted. No Interest is paid withdrawals are limited. Nominal

rate of Interest is paid.

(d) Training Education

i. Training involves increasing knowledge Education involves improving

and skills for a specific job general knowledge and intelligence.

ii. Training is often given on the job Education is generally imparted in

schools and colleges.

(e) Money costs Real Costs

i. Money costs means the amount of money Real costs means the sacrifice,

which a producer spends on the production discomfort and pain involved

of a particular commodity supplying the factors of production

by their owners. Such costs cannot

be measured in terms of money.

ii.Money paid for hiring a factor of production Sacrifice made by the owner of

is money cost. factors of production is a real costs.

262

Question 2

(a) What is meant by “Variable Cost’? [2]

(b) What is Tidal energy? [2]

(c) Mention any four main reasons for the rapid growth of public relations. [2]

(d) What is a ‘Balance Sheet’? [2]

(e) State two essentials of a good advertisement. [2]


(a) Most candidates answered this question correctly.

Some candidates however did not mention variable

costs with reference to the volume of output.

(b) Most candidates answered this question incorrectly.

Some candidates misinterpreted “tidal energy’ as

hydel energy. They were not able to write the main

concepts.

(c) Most candidates were unable to answer this question

correctly. Some candidates misinterpreted it as

elements of public relations.

(d) Most candidates answered this question correctly. A

few candidates wrote that the Balance Sheet helps to

depict profit and loss instead of its financial position.

(e) Most candidates answered this question correctly.


- Variable Cost must be explained

with suitable examples.

- Provide adequate practice to bring

clarity in concepts that will

improve the understanding of the

concerned topic.

- A clear explanation of concepts

must be done to facilitate a better

understanding.

- Teach students to be specific

while writing answers.

- Regular tests through work sheets

should be conducted in class.

263

MARKING SCHEME

Question 2

(a) Variable Cost:

i) It varies in proportion to change in the volume of output

ii) It is controllable

(b) Tides are caused by the gravitational force of the sun and the moon. The tides have a tremendous

amount of mechanical energy. This energy can be used to generate electricity. Thus, tidal energy is

derived from the tides of the oceans.

(c) i. Communication gap ii. Population growth iii. Recognition of social responsibility

iv. Big Government v. Development of communication media vi. New ethical standards

vii. Consumerism viii. Education in public relation.

( Any four reasons give two marks)

(d) Balance Sheet: It is a statement which shows the Assets & Liabilities of an Organisation on a

particular date.

(e) Essentials of a Good Advertisement:

i) Attention value

ii) Memorizing value

iii) Suggestive value

Question 3

(a) What are Receipts and Payments Accounts? [2]

(b) What is understood by the ‘Principle of consistency’? [2]

(c) What is meant by ‘Discounting of a Bill of Exchange’? [2]

(d) What are the components of Marketing mix? [2]

(e) What is meant by In-house market? [2]

264


(a) Most candidates answered this question correctly. Some

candidates however incorrectly related the given term

with ‘Income and Expenditure account’.

(b) Only a few candidates answered the question correctly

while others lacked the basic knowledge related to the

Principle of consistency.

(c) Most candidates answered the question correctly. Some

candidates however were confused and wrote

rediscounting of bills with the Central Bank.

(d) Most candidates wrote the answer correctly.

(e) Most candidates misinterpreted it as online marketing

and answered incorrectly.


Adequate revision must be

conducted in class to bring about

clarity in answering questions.

Encourage students to revise

‘Principles in accounting’ with

key words.

Concepts should be made clear to

students through a sound revision.

Regular practice is essential

through question and answer

sessions and paper solving

techniques.

Suggest role plays in class

discussions that will help in better

comprehension of concepts.

265

MARKING SCHEME

Question 3.

(a) Receipts and payments account is a summary of cash transactions. It is prepared by a non-trading

organisation at the end of every accounting year. In it, opening balance of cash in hand, cash at

bank and all cash receipt are shown on the debit side. All cash payments are recorded on the

credit side. The excess of debit side total over credit side total represents cash balance at the end

of the accounting year.

(b) This principle states that accounting procedure and methods should remain consistent from one

year to another. These should not be changed from year to year a otherwise the net profit of

different year will not be comparable. However, change may be made to adopt improved

techniques of accounting, to keep accounting flexible and to ensure better disclosure of financial

information. In case a change becomes necessary, the change and its effect should be stated

clearly.

(c) Discounting of a Bill of Exchange : refers to Commercial Banks pay the amount of the bill

before the date of its maturity after deducting discount charges.

(d) Components of Marketing Mix: Product, Price, Place,& Promotion

(e) Door-to-door sales persons visit the home of consumers and offer products to them. Before the

visit, initial contact may be created through telephone or mailed-in-coupon. This is an effective

method and offers great convenience to the customer. This offers a friendly and social environment

for shopping.

Question 4

Justify a reason either for or against each of the following:

(a) Services are not homogeneous. [2]

(b) Firms live forever (explain with reference to the concept of accounting). [2]

(c) Public relations is a propaganda. [2]

(d) The cost of sugarcane is an avoidable cost. [2]

(e) A cheque is an inconvenient method of making payments. [2]

266


(a) Most candidates answered this question correctly.

Some candidates failed to give a proper justification.

(b) Most candidates answered this question correctly,

however a few candidates lacked conviction in

answering.

(c) Most candidates were unable to answer this question

correctly as the term propaganda was interpreted

wrongly by many candidates.

(d) Most candidates were unable to justify the concept

and therefore answered it incorrectly.

(e) Most candidates answered this question correctly.

MARKING SCHEME

Question 4.

(Any two reasons give two marks)

(a) FOR: Services are highly variable. A patient cannot get the same treatment in a village hospital

which he can get in a metro hospital.

(b) FOR: Account of a firm are prepared on the assumption that the firm will continue to exist

forever. It is known as 'going concern concept' of accounting. It is on the basis of this concept

that outstanding and prepaid expenses are recorded in the final accounts.

(c) AGAINST: It involves analysing and understanding the attitudes and feeling of different

stakeholders. It requires continuous efforts to create and sustain a good public image of the

organisation.

(d) FOR: Avoidable costs are those costs which can be avoided by discontinuing the business

activity to which they relate. The cost of sugarcane can be avoided by closing down the

sugarcane factory for one year.

(e) AGAINST: A cheque is a very convenient method of making payment. There is no need of

counting and checking notes when payment is made by a cheque.


Encourage students to make an

indepth study to make concepts

simple. Advise students to read

the question carefully.

Practical examples will ensure a

thorough understanding of the

concept.

Revision of closely related

concepts will enhance a better

understanding of topics.

A clear explanation of the concept

must be done to facilitate a better

understanding.

Highlight the significance of

writing a cheque

267

Question 5

(a) Distinguish between a Product and a Service citing suitable examples. [5]

(b) Describe the various steps involved in Personal selling. [5]

(c) Explain the main principles of Accounting. [5]


(a) Most candidates answered correctly but failed to state

relevant examples.

(b) Most candidates answered correctly with a few

candidates writing it in order.

(c) Most candidates answered correctly. Some candidates

wrote all the principles of accounting while few

candidates wrote only two principles.


Highlight the distinction between

a product and a service with the

help of suitable examples.


question carefully before making

an attempt to answer.

Classroom discussions and role

plays simplify concepts that

enable an easy comprehension of

the topic.

268

MARKING SCHEME

Question 5.

(a) Product: 1. Its tangible, Fully separated from the seller, Quality can be measured and

controlled, It can also be stored, It can be replaced.

Service: It is intangible, Inseparable from the seller, difficult to control or measure, cannot be

stored, cannot be replaced.

(b) STEPS IN PERSONAL SELLING PROCESS:

(i)PREPARATION: First of all a well-trained and motivated sales force is developed. Sale

positions must have knowledge of the firm and its products and services, competitors and their

products and their services, customers and selling techniques.

(ii) PROSPECTING: Prospecting mean locating and identifying the potential buyers. A list of

prospective customers can be prepared with the help of dealers, salespersons, telephone and

trade directories etc.

(iii) APPROACH: In this step, the salesperson makes face-to-face contact with the prospective

buyer. The salesperson should introduce himself, greet the customer and start conversation

with him/her so as to create a good first impression.

(iv) PRESENTATION: Now the salesperson displays and describes the product to be sold. He

should tactfully demonstrate the product and explain it quality, utility, performance etc. He

should explain how the product meets the needs of the customer and arouses his interest.

(v) CONVINCING: At this stage, the salesperson handles the objections raised by the

customer. Objections should be considered as sales opportunities. Instead of arguing or losing

temper, the salesperson should understand the causes of objections and should try to convince

the customer.

(vi) CLOSING THE SALE: The salesperson concludes the sale by obtaining the consent of the

buyer. Some concession may be necessary for this purpose. The salesperson should know

when and how to close the sale.

(vii)POST-SALE FOLLOW UP: The salesperson should check u whether the product sold is

working to the satisfaction of the customer. Follow up action helps to win the trust and faith of

the customer.

The steps in personal selling may be summed up in the acronym 'AIDCAM' which stands for

Attention, Interest, Desire, Conviction, Action and More sales.

c) Main Principles of Accounting:

i) Business Entity Concept

ii) The Going concern concept

iii) Money Measurement concept

iv) Accounting Period concept

v) Matching Principles

269

Question 6

(a) Describe any two stages of Marketing. [5]

(b) ‘Advertising is a Social waste’. Give reasons in support of your answer. [5]

(c) Explain any two causes responsible for the destruction of the ecosystem. [5]


(a) Many candidates answered the stages of a product life

cycle instead of stages of marketing. Some candidates

answered the stages of marketing but explained

incorrectly. Candidates were confused with the

explanation relating to that stage.

(b) Most candidates answered incorrectly. Some

candidates misinterpreted and wrote the advantages of

advertising instead.


incorrectly wrote the effects of pollution instead of the

causes of pollution.


Guide students to find examples

of each type so that the topic

develops an interest.

Expose students to different

patterns of questions on a topic,

using different phrases. This will

infuse confidence among them

who in spite of knowing the

answer were unable to

comprehend the question.

Environmental related topics

must be taught and discussed in

class as they form an integral part

of the syllabus.

270

MARKING SCHEME

Question 6

(a) Two Stages of Marketing:

i) Production Oriented Stage

ii) Sales Oriented Stage

i) Product Oriented Stage

ii) Marketing Oriented Stage

iii) Social Marketing Stage

(b) CRITICISM OF ADVERTISING:

(i) Higher prices:

Advertising increases prices of products to consumers because the expenses incurred on

advertisement are passed on to consumers.

(ii) Creation of Monopoly:

Big firms spend huge amounts of money on advertising. Small firm cannot compete with

them and ultimately fail. As a result, big firm become monopolies and use their monopoly

power to exploit consumers.

(iii) Wastages of resources:

Money spent on advertising is sheer waste because it does not add to the utility of products

and services. Most of the advertisement are either ignored or escape the attention of

consumers. Advertisement do not create new demand but only shift demand from one

product to another.

(iv) Deceptive and untruthful:

In order to impress the people, false statements and exaggerated claims are made in

advertisements. As a result, innocent people are misled to buy inferior and even worthless

products.

(v)Extravagance :

Advertising tempts people to buy goods which they cannot afford. They become extravagant

and do not hesitate even to adopt corrupt practices to earn more.

(vi) Vulgarity:

Advertisements exploit emotions and sentiment of people. Several advertisements are

vulgar, obscene and stupid. They are offensive to public decency and insulting to women.

However, this can be checked by enforcing moral and ethical standard in advertisements.

Advertising is used to promote sales of harmful products such as cigarette, liquor, etc.

(c) (i) Population Growth:

Rapid growth of human population is a major cause of environmental problems. It has

caused destruction of natural resource, increasing extinction of species, soil erosion, falling

water table, pollution of rivers and increase of harmful emissions in atmosphere.

(ii) Industrialisation:

Setting up of more and more industries and expansion of existing industrial units is leading

to clearing of forest land and fertile agricultural land. Biological diversity is being lost

forever. Industries produce chemicals, fertilisers, dyes, paints. Industrialization is an

important cause of air pollution and water pollution.

271

(iii) Dwelling of Business Units:

In order to accommodate the migrating population to industries and commercial cities, more

dwelling unit are being developed.

(iv) Transport:

For transport facilities new roads and railway lines are being constructed. Therefore, roads

that were once croplands, forests and even wetlands are being occupied.

The traditional ecosystems are being altered to build schools, hospitals, community centres,

sports complexes and government offices. Shallow lakes, ponds and other wetland area are

being filled up due to non-availability of land. This not only causes destruction of the

ecosystem but also affects the migratory birds living in the ecosystem.

(v)Tourism:

The development of facilities for tourism, pilgrimage, recreation and adventure are also major

factor responsible for destruction of ecosystem. These facilities are developed in those areas

which have rich natural resources. The eco-tourism no being promoted in India also involve

opening up national parks and wildlife sanctuaries to tourists.

(vi) Mining:

Mining involves removal of minerals and other materials from the earth's crust for use by

people. In India, more than 80,000 hectare of land is under the stress of mining activities.

(vii) Agriculture: Growing of crops involves use of fertilisers and pesticides, creation of

irrigation and drainage facilities and removal of weeds.

(Any five points can be given marks)

Question 7

(a) Explain any two types of interviews conducted by an Enterprise in the selection

of its employees.

[5]

(b) "Real investment in today's society is not in plant and machinery: it is in people".

With reference to the above statement, examine the importance of Human resources

in a business organisation.

[5]

(c) Distinguish between a cheque and a Demand draft. [5]

272


(a) Most candidates answered correctly. A few candidates

got confused with the types of test and wrote about

Aptitude and Dexterity test.

(b) Most candidates were unable to answer correctly. Some

wrote the features or the functions of Human resources

in a business organisation rather than the importance.

(c) Most candidates answered correctly. A few candidates

got confused on the concept of a Demand Draft.


A comprehensive understanding

of topics must be carried out on a

regular basis.


question carefully before making

an attempt to answer.

All differences should be taught

with the help of examples, as it

not only results in conceptual

clarity but also helps in better

comprehension.

273

MARKING SCHEME

Question 7.

Selection or employment interview is a formal conversation between a candidate and the

employer to judge the former's suitability for a job.

The following types of interviews are used in selection of employees:

(i) Structured or Patterned Interview:

This interview is not planned in advance. The questions to be asked and the time to be

allowed to a candidate are decided in advance. This is the most common type of selection

interview.

(ii) Unstructured or Non-Directive Interview:

This interview is not planned in advance. The questions to be asked and the expected

reactions are not decided. Candidates are asked their views on relevant matters. This type of

interview requires experienced interviewers.

(iii) Group Interview:

In this interview, a group of candidates are interviewed at the same time. They are given a

problem for discussion and candidates express their views on the problem. The interviewers

judge the views and initiative taken by the candidates.

(iv) Panel or Board Interview:

In this type of interview, the candidate is interviewed by a panel or board of selectors.

Different interviewers ask questions on different topics. The candidate is judged on the basis

of combined rating by the panel.

(v) Stress Interview:

The purpose of this interview is to see how candidates react to awkward questions and difficult

situations. The interviewer deliberately adopts a hostile attitude by asking questions rapidly, by

criticising the candidate, etc. The reactions of the candidate to stressful conditions is judged. If

the candidate keeps his cool he is selected.

(b) Human resource management can help an enterprise in achieving its goals more efficiently

and effectively in the following types.

(i) Attracting and retaining the required talent through effective human resource planning,

recruitment, selection, placement, orientation, compensation and promotional policies.

(ii) Developing the necessary skills and right attitude among the employees through

training, development, performance appraisal etc.

(iii) Securing willing cooperation of employees through motivation, participation,

grievance, handling, etc.

(iv) Utilising effectively the available human resources.

(v) Ensuring that the enterprise will have in future a team of competent and dedicated

employees.

274

(c)

CHEQUE BANK DRAFT

i. A cheque is drawn by a person A bank draft is always drawn by a bank.

ii. A cheque can be drawn payable to bearer A draft cannot be made payable to bearer

iii. In case of a cheque the person who

receives the payment has to pay collection

charges.

In case of a draft commission is paid in

advance by the sender of money.

iv. A cheque is dishonoured if the fund in

the drawer's account are insufficient

The draft amount is taken in advance by

the bank. There is no question of a draft

being dishonoured.

v. The payment of a cheque can be

stopped by giving a written notice to

the concerned bank.

The payment of a bank draft cannot be so

easily stopped.

Question 8

Write short notes on:

(a) Persuasion and Empathy as elements of Public Relations. [5]

(b) Benefits of Training to a Business Enterprise. [5]

(c) Uses of Income and Expenditure Accounts. [5]


(a) Most candidates answered correctly but a few candidates

failed to write a proper explanation.

(b) Most candidates answered correctly. A few candidates

however wrote the subheadings only.


however incorrectly wrote on profit and loss instead of

surplus and deficit.


Classroom discussions must be

supported with active role plays

and question answer sessions.

Encourage students to write

answers pointwise to enable a

better understanding of topics.

Adequate revision must be

conducted in class to bring about

clarity in answering questions.

275

MARKING SCHEME

Question 8.

(a) Persuasion : means convincing somebody to believe in some idea or to take some action in

favour of Business enterprise

Empathy: means looking at things and events from other’s point of view.

(b) (i) Trained employees can get employment more easily and quickly.

(ii) Training helps employees to do the job more efficiently. They can earn more through

higher productivity.

(iii) Training increases adaptability of employees to new methods and new technology.

(iv) Training helps to improve the motivation and morale of employee.

(v) Training increases the chances of promotion of employees.

(vi) Training improve mobility of employee from one organisation and place to another.

(c) USES:

(i) Income and Expenditure Account shows the surplus or deficit arising from the

activities of a non-trading concern during a year.

(ii) It shows all items of income and expenditure. With the help of this information, the

organisation can take steps to increase income and reduce expenditure.

(iii) It serves as the basis for preparing the Balance Sheet of a non-trading organisation.

(iv) It fulfils the statutory requirements because non-trading organisation are legally

required to prepare it. (v) It is prepared on accrual basis and therefore include all accrued and outstanding items.

Question 9

Case Study

With a glorious history of more than 50 years blended with a futuristic outlook, The Presidency Bank

has become a leading financial institution. The Bank with its customer centric approach values

transparency and nurtures knowledge and learning. It believes in the quality of its people and their efforts

and therefore takes continuous initiatives for hiring the best talent and ensuring their development,

motivation and growth through intensive training.

The Bank offers excellent career opportunities to dynamic individuals. In addition to exposure to a

variety of banking segments, the Bank also provides personal growth opportunities for its employees.

276

With reference to the above:

(a) Suggest a suitable source of recruitment for the Bank. Give reasons to support

your answer.

[5]

(b) What Employment tests should be conducted by the Bank to select its employees? [5]

(c) What type of Training methods should be adopted by the Bank to train its

employees? Why?

[5]


(a) Most candidates answered correctly. However the

reasons were not appropriate and a few candidates

wrote vague answers.

(b) Most candidates wrote the types of training instead

of tests that are conducted.

(c) Most candidates answered incorrectly with a

misinterpretation of training methods with that of

types of training.


Important topics must be

comprehensively discussed in

class and adequate practice in

answering must be ensured.

Encourage students to revise

concepts relating to types of

employment tests. Advise

students to read case studies

thoroughly and understand them.

Classroom teaching and

discussions must involve

conceptual clarity as to what is

being questioned with methods

and types which have a different

perspective of answering.

Regular practice and correlation

with the concepts from the topics

already taught should be

undertaken.

277

MARKING SCHEME

Question 9

(a) Advertisement through Newspapers, Internet etc :

i)It attracts a larger number applications.\

ii)Secrecy is maintained through applications vis P.O ( Post box) ( Any other source with

convincing explanation.) [5]

(b) Employment Tests: i) Proficiency Tests:

i) Achievement Tests

ii) Intelligence Tests

iii) Dexterity Tests

iv) Aptitude Tests

v) Personality Test

vi) Attitude Test ( Any two with explanation) [5]

(c) Training Methods:

i) On the job training is preferred (with explanation)

Question 10

Case Study

Mbees Tec Ltd. has added its latest addition the Zt and Zht smartphones to its smartphone family. These

have created a record of sorts by selling more than 1lac phones in three days since they were launched.

However Mr Pawan, CEO of Mbees Tec Ltd, believes that the Company could have bettered their sales

if the supply was met as per the demand for its exciting new range of smartphones.

Mr. Pawan also added that the company stands to deliver on its promises and hence the production

capacity has been increased to meet the ever rising demands of its newly launched smartphones that have

unmatched features at highly competitive prices.

With reference to the above:

(a) Explain the pricing strategy the Company has adopted to sell its new smartphones. [5]

(b) Suggest a suitable media to advertise the newly launched smartphones of Ms Mbees

Tech Ltd.

[5]

(c) Explain the stage of the product lifecycle of the smartphones as mentioned in the

above case study with the help of a diagram.

[5]

278


(a) Most candidates got confused and wrote the wrong

pricing strategy. Some candidates were unable to

explain due to a lack of understanding.

(b) Most candidates answered correctly. Some

candidates however were unable to explain their

answers in a comprehensive manner.

(c) Most candidates wrote all the stages of marketing.

A few candidates drew incorrect diagrams with

some unable to explain the stages.

MARKING SCHEME

Question 10.

(a) Parity Pricing / Penetrative pricing( can be used with an explanation)

(b) Television/ Internet Media may be used since product can be demonstrated to new users.

(c) Growth Stage: Sales grow rapidly, profit increases, possible extension of markets

Diagram PLC .


- Discounting of Bills of Exchange

- The cost of sugarcane is an avoidable cost

- The importance of Human resources in a business organisation. “Real investment is not in plant

and machinery, it is in people”

- Money cost and Real cost

- ‘Advertising is a social waste’ Given reasons

- Causes responsible for the destruction of the ecosystem

- Case study employment test and training methods

- Case study pricing strategy and stage of product lifecycle with diagram.


Conceptual clarity must be made

in all topics through intensive

revision. Important concepts and

commercial terms must be given

due emphasis with regular

practice and examples. Develop a

logical and analytical outlook.

Topics must be highlighted in

class with adequate revision and

classroom discussions. Case

studies should be read carefully.

Regular practice is essential

through question and answer

sessions and paper solving

techniques. Well planned

assignments and thorough

revision would instil confidence

among students.

279

Suggestions for students:

- Read case studies thoroughly and correlate them with the topics learnt.

- Learn and revise each topic on a regular basis.

- Follow the instructions given in the questions carefully.

- Read the question paper carefully and underline the main points.

- Write answers to the point.

- Justify correct or incorrect statements with a valid reason.

- Write differences in a tabular form

- Understanding key terms

- Revise answers before submitting answer scripts

- Question number and sub-questions should be indicated clearly.

- Be clear with the concepts, learn with the help of examples, make your own notes.

- Underline main points.

- Develop a logical and analytical skill for questions on case studies

- Practice diagrams.

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