Kerala State Syllabus 10th Standard Maths Solutions Chapter 10 Polynomials

Textbook Page No. 237

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Polynomials Class 10 Kerala Syllabus  Questions 1.
Write the second degree polynomials. given below as the product of two first degree polynomials. Find also the solutions of the equation p(x) = 0 in each.
i. p(x) = x2 – 7x+12
ii. p(x) = x2 + 7x + 12
iii.p (x) = x2 – 8x +12
iv. p(x) = x2 + 13x +12
v. p (x) = x2 + 12x – 13
vi. p (x) = x2 – 12x – 13
i. p (x) = x2 – 7x + 12
a + b = –7, ab = 12
a = –3, b = –4
x2 – 7x + 12 = (x – 3) (x – 4)
x2 – 7x + 12 = 0
(x – 3) (x – 4) = 0
x – 3 = 0, x – 4 = 0
x = 3, x = 4
ii. p(x) = x2 + 7x + 12
a + b = 7, ab= 12 a = 3, b = 4
x2 + 7x + 12 = (x + 3) (x + 4)
x2 + 7x + 12 = 0
(x + 3)(x + 4) = 0
x = 3, x = 4
iii. p(x) = x2 – 8x + 12
a + b = 8, ab= 12
a = 6, b = –2
x2 – 8x + 12 = (x – 6) (x – 2)
(x – 6) (x – 2) = 0
x = 6, x = 2
iv. p(x) =x2 + 13x + 12
a+b = 13, ab = 12
a =12, b=1
(x2 +13x + 12) = (x + 12) (x + 1)
x2+13x + 12 = 0
(x+ 12) (x+ 1) = 0
x+ 12 = 0, x+ 1 = 0
x = -12 ,x = –1
v. p(x) = x2 + 12x – 13
a = –13, b = 1
x2 + 12x – 13 = (x + 13)(x – 1)
x + 13 = 0, x – 1 =0
x = –13, x= 1 .
vi. p(x) = x2 – 12x – 13
x2 – 12x – 13 = (x – a) (x – b)
= x2 – (a + b) x + ab
a + b= 12 ab = –13
(a – b)2 =(a + b)2 – 4ab
= (12)2 – 4x – 13 = 196
a – b = 14
a + b= 12
a= 13; b = –1
x2 – 12x – 13 = (x – 13)(x + 1)
x – 13 = 0, x + 1 =0
x= 13 ,x = –1

Textbook Page No. 240

Sslc Maths Chapter 10 Kerala Syllabus Questions 1.
In each pair of polynomials given below, find the number to be subtracted from the first to get a polynomial for which the second is as factor. Find also the second factor of the polynomial got on subtracting the number.
i. x2 – 3x + 5, x – 4
ii. x2 – 3x + 5, x + 4
iii. x2 + 5x – 7, x – 1
iv. x2 – 4x – 3, x – 1
p(x) = x2 – 3x + 5
If x – 4 is a factor, p(4) = 0
p(4) = (4)2 – 3 x 4 + 5 = 9
For x – 4 to become a factor of p (4) must be equal to zero.
For p (4) = 0 here we have to subtract 9 from p(x).
That is, add -9 to p(x) for (x – 4) become a factor.
∴ p(x) = x2 – 3x + 5 – 9 = x2 – 3x – 4
x2 – 3x – 4 = (x – a) (x – b)
= x2 – (a + b) x + ab
a + b = 3
ab = –4
(a – b)2 = (a + b)2 – 4 ab
= (3)2 – 4x – 4 = 25
a – b = 5
a + b = 3
a = 4; b = –1
x2 – 3x – 4 = (x – 4)(x + 1)
Second factor is (x +1)
ii. p(x) = x2 – 3x + 5
If x + 4 is a factor, p(–4) = 0
p(–4) = (–4)2 – 3x – 4 + 5 = 33
For x + 4 to become a factor of p (–4)
must be equal to zero.
For p (–4) = 0 here we have to subtract 33 from p(x).
That is, add –33 to p(x) for (x + 4) become a factor.
∴p(x) = x2 – 3x + 5 – 33 = x2 – 3x – 28
x2 – 3x – 28 = (x – a) (x – b)
= x2 – (a+b) x + ab
a + b = 3
ab = -28
(a – b)2 = (a + b)2 – 4ab
= (3)2 – 4x – 28 = 121
a – b= 11
a + b = 3
a = 7;
b = -4 x2 – 3x – 28 = (x – 7)(x + 4)
Second factor is (x – 7)
iii. p(x) = x2 + 5x – 7
If x – 1 is a factor, p(1) = 0
p(1) = (1)2 +5 x 1 – 7 = –1
For x – 1 to become a factor of p (1) must be equal to zero.
For p (1) = 0 here we have to subtract –1 from p(x).
That is, add 1 to p(x) for (x – 1) become a factor.
p(x) = x2 + 5x – 7 + 1 = x2 + 5x – 6
x2 + 5x – 6 = (x – a) (x – b)
a + b = 5
ab = –6
a = –6; b= 1
x2 + 5x – 6 = (x + 6)(x – 1)
Second factor is (x + 6)
iv. p(x) = x2 – 4x – 3
If x – 1 is a factor, p(1) = 0
p(1) = (1)2 – 4 x 1 – 3 = –6
For x – 1 to become a factor of p (1) must
be equal to zero.
For p (1) = 0 here we have to subtract -6 from p(x).
That is, add 6 to p(x) for (x – 1) become a factor.
∴ p(x) = x2 – 4 x – 3 + 6 = x2 – 4x +3
x2 – 4x + 3 = (x – a) (x – b)
a + b = –4 ab = 3
a =1; b = 3
x2 – 4x +3 = (x – 1)(x – 3)
Second factor is (x – 3)

Polynomials Class 10 State Syllabus Questions 2.
In the polynomial x2 + kx + 6, what number must be taken ask to get a polynomial for which x –1 is a factor? Find also the other factor of that polynomial.
p (x) = x2 + kx + 6
If (x – 1) is a factor of p(x)
then p(1) = 0
p(1) = 12 + k x 1 + 6 = 7 + k
7 + k = 0
k= –7
∴ p(x) = x2 – 7x + 6
a + b = 7
ab = 6
a= 1, b = 6
factors are (x – 1 )(x – 6)
Second factor is (x – 6)

Polynomials Class 10 Kerala Syllabus Questions 3.
In the polynomial kx2 + 2x – 5, what number must be taken ask to get a polynomial for which x –1 is a factor?
p(x) = kx2 + 2x – 5
If (x – 1) is a factor, then p(1) = 0
p(1) = k(l)2 + 2 x 1 – 5
= k + 2 – 5 = k – 3
k – 3 = 0 k = 3

Textbook Page No. 242

Sslc Polynomials Questions And Answers Kerala Syllabus Question 1.
Write the second degree polynomials given below as die product of two first degree polynomials:
i. x2 – 20x + 91
ii. x2 – 20x + 51
iii. x2 + 5x – 84
iv. 4x2 – 16x +15
v. x2 – x – 1
p(x) = x2 – 20x + 91
We must solve the equation p(x) = 0
x2 – 20x + 91 = 0

Sslc Maths Polynomials Solutions Kerala Syllabus Question 2.
Prove that none of the polynomials below can be factored into a product of first degree polynomials:
i. x2 + x + l
ii. x2 – x + l
iii. x2 + 2x + 2
iv. x2 + 4x + 5
i. x2 + x+1
We must solve the equation p(x) = 0
x2 + x +1 =0

no solutions
p(x) doesn’t have any first degree factors.
ii. x2 – x + 1
We must solve the equation p(x) = 0
x2 – x + 1 = 0

no solutions
p(x) doesn’t have any first degree factors
iii. x2 + 2x + 2
We must solve the equation p(x) = 0
x2 + 2x + 2 = 0

no solutions
p(x) doesn’t have any first degree factors.
iv. x2 + 4x + 5
We must solve the equation p(x) = 0
x2 + 4x + 5 = 0

no solutions
p(x) doesn’t have any first degree factors.

Sslc Maths Chapter 10 Solutions Kerala Syllabus Question 3.
In the polynomial p(x) = x2 + 4x + k, up to what number can we take ask, so that p(x) can be factorized as a product of two first degree polynomials?
p(x) = x2 + 4x + k
p(x) = 0
x2 + 4x + k = 0

p(x) can be factorized as a product of two first degree polynomials, the $$\sqrt{16-4 k}>0$$ So, k can take value up to 4.

Worksheet 1

Polynomials Class 10 Hsslive Kerala Syllabus Question 1.
Write the product (x – 1) x (x + 1)
Find the product of (x – 1),(x + 1),(x + 2) If the poduct is p(x)find p(1), (-1), p(-2) Write the solution of the equation p(x) = 0.
(x – 1)x (x + 1) = x2 – 1
(x – 1) (x + 1) (x + 2)=(x2 – 1) (x + 2)
= x3 – x + 2x2 – 2 = x3 + 2x2 – x – 2 = 0
p(x) = x3 + 2x2 – x – 2 = 0
p(1) =1 + 2 – 1 –  2 = 0
p(–1) = – 1 + 2 + 1 – 2 = 0
p(–2) = – 8 + 8 + 2 – 2 = 0
1, – 1, – 2 are the solutions of the equation p(x) = 0.

Hss Live Guru 10th Maths Kerala Syllabus Question 2.
Expand (x – a)(x – b). If x2 – 7x + 12 = (x – a)(x – b) then find a+b.
Also find ab Calculate the values of a, b. Write the factors of (x2 – 7x +12 ).
Find the solutions of (x2 – 7x + 12).
(x – a) (x – b) = x2 – bx – ax + ab
= x2 – x (a + b) + ab
= x2 – 7x + 12 = (x – a)(x – b)
a + b = 7
ab = 12
(a + b)2 – 4ab = 72 – 4 x 12 = 49 – 48 = 1 = a – b
a + b = 7
a – b = 1, 2a = 8 a = $$\frac { 8 }{ 2 }$$ =4
b = 7 – 4 = 3 a = 4 and b = 3.
Solution of x2 – 7x + 12 is x2 – 7x + 12 = (x – 4) (x – 3)
Solutions = 4, 3

Maths Questions And Answers For Class 10 Kerala Syllabus Question 3.
If p(x) = x3 – 6×2 + 11x – 1 then find p(1), p(2), p(3). Find p(x) – p(1), p(x) – p(2), p(x) – p(3), p(x) – p(1). Write the solutions of p(x) – p(1) = 0
Polynomials Class 10 Worksheet with Answer:
p(x) = x3 – 6x2 + 11x – 1
p(1) = 1 – 6 + 11 – 1 = 5
p(2) = 8 – 24 + 22 – 1 = 5
p(3) = 27 – 54 + 33 – 1 = 5
p(x) – p(1) = x3 – 6x2 + 11x – 6
p(x) – p(2) = x3 – 6x2 + 11x – 6
p(x) – p(3) = x3 – 6x2 + 11x – 6
p(x) – p(1) = x3 – 6x2 + 11x – 6 = 0
If x = 1, 2, 3 then p(x) – p(1) = 0.
Factors of the equations are (x – 1), (x – 2), (x – 3).
Solutions of the equations are 1, 2, 3.

Hss Live Maths 10th Kerala Syllabus Question 4.
When p(x)is divided by (ax + b), the quotient is q(x)and the remainder is c. p(x) = (ax + b) x q(x) + c
When does the value of p(x) equal to c $$p\left(\frac{-b}{a}\right)=\left(a \times \frac{-b}{a}+b\right) \times q\left(\frac{-b}{a}\right)+c$$
What is the remainder when p(x)is divided by ax + b. When does(ax + b)becomethe factor of p(x).
The remainder obtained when p(x) is divided by (ax + b) = $$p\left(\frac{-b}{a}\right)$$
When $$p\left(\frac{-b}{a}\right)$$ = 0, then (ax + b) will be a factor of p(x).

Worksheet 2

Hsslive Maths 10th Kerala Syllabus Question 5.
Write the following as the product of first degree polynomials
1. x2 + 7x + 12
2. x2 + 3x + 2
3. x2 – 9x – 22
4. 2x2 + 5x – 3
1. x2 + 7x + 12 = (x + 4)(x + 3)
2. x2 + 3x + 2 = (x + 2)(x + 1)
3. x2 – 9x – 22 =(x – 11)(x + 2)
4.2x2 + 5x – 3 =$$\left(x-\frac{1}{2}\right)$$(x+3)=(2x-l)(x+3)

Hss Live Maths 10 Kerala Syllabus Question 6.
Write a polynomial p(x) in which p(1) = 0, P(-2) = 0, p(2) = 0.
If p( 1) = 0, then x – 1 is a factor.
If p(–2) = 0, then x + 2 is a factor.
If p(2) = 0, then x – 2 is a factor.
p(x) = (x – 1) (x + 2) (x – 2) = x3 – x2 – 4x + 4

Class 10 Kerala Syllabus Maths Solutions Question 7.
Write a second degree polynomial p(x) in which $$p(\sqrt{2}+1)=p(\sqrt{2}-1)=0$$

Hsslive 10th Maths Kerala Syllabus Question 8.
Prove that x2 + 2x +2 cannot be written as the product of first degree polynomials
b2 – 4ac = 22 – 4 x 1 x 2 = –4 < 0
∴ x2 + 2x + 1 cannot be written as the product of first degree polynomials

Worksheet 3

Polynomials Class 10 In Malayalam Kerala Syllabus Question 9.
Find the remainder and quotient obtained by dividing x3 – 5x2 + 7x + 3by (x + 2).
Let quotient = x2 + ax + b and remainder be c, then
x3 – 5x2 + 7x + 3 =(x + 2)(x2 + ax + b) + c +
= x3 – 5x2 + 7x + 3 = x3 + ax2 + bx + 2x2 + 2ax + 2b + c
= x3 +( a + 2) x2 + (b + 2a)x + 2b + c From this equation,
a + 2 = –5,
b + 2a = 7, 2b + c = 3
i.e., a = –7
b= 21
c = -39
quotient = x2 – 7x + 21,
remainder = –39

Maths Polynomials Class 10 State Syllabus  Question 10.
Given x – 1 is a factor of x2 + ax + b. Prove that (a + b = –1)
Let (x – 1) be a factor, then p(1)=0
p(1) = 12 + a x 1 + b = 0
i.e., a + b = –1

Hss Guru Maths 10 Kerala Syllabus Question 11.
p(x) = (4x2 – 1)(x + 2)Write p(x) as the product of first degree factors.Write p(x) in the form of a trird degree polynomial What is the remainder obtained by dhpding 4x3 + 6x2 – x + 2by (x + 2) .What is the re¬mainder obtained by dividing 4x3 + 6x2 – x + 1 by (2x – 1).

Question 12.
Write the second-degree polynomial p(x)= x2 + x – 6 as the product of first-degree polynomials. Find also the solution of the equation p (x)=0 [Score: 4, Time: 7 minute]

Question 13.
For what values of x, the polynomial 2x2 – 7x – 15 is equal to zero? Write this polynomial as the product of two first degree polynomials. [Score: 4, Time: 7 minute]

Question 14.
Write the polynomial p(x) = x2 + 4x + 1 as the product of two first degree polynomials. Find the solution of the equation p (x) = 0. [Score: 4, Time: 5 minute]
x2 + 4x + 1 = (x – a) (x – b) = x2 – (a + b) x + ab(1)
a + b = –4, ab = 1, a – b = 2√3
a = –2 + √3, b = –2 – √3 (1)
x2 + 4x + 1 =(x + 2+ √3 ) (x + 2 – √3 ) (1)
x2 + 4x + 1 = 0 =>(x + 2 + √3 )(x + 2 –√3 ) = 0 (1)
x = –2 – √3 ,or x = –2 + √3

Question 15.
In the polynomial p (x) = x2+ ax + b p (3 + √2 )= 0, p (3 – √2 ) = 0, write this polynomial after finding a and b. [ Score: 4, Time: 5 minute]
p (x) = x2 + ax + b
p(3 + √2) = 0, (x – 3 – √2) is a factor (1)
p(3 – √2 ) = 0, ( x – 3 + √2) is a factor (1)
p(x) = x2 + ax + b = (x – 3 – √2) (x – 3 + √2)
= (x – 3)2 – ( √2)2 (1)
x2 + ax + b = x2 – 6x + 7 (1)

Question 16.
What number should be added to the polynomial p(x) = x2 + x – 1, so that (x – 2)is a factor of the new polynomial. [Score: 4, Time: 6 minute]
p (x) = x2 + x – 1, remainder p(2) (1)
p (2) = (2)2 + 2 – 1 = 5 (1)
For x – 2 to become a factor of p (2) must be equal to zero.
For p (2) = 0 here we have to substract 5 ffomp(x). (1)
That is, add –5 to p(x) for (x – 2) become a factor. (1)

Question 17.
What is the smallest natural number k, for which the polynomial 2x2 + kx + 6 can be written as a product of two first degree polynomials? Write down the polynomial using k and express it as the product of two first degree polynomials [Score: 4, Time: 8 minutes]

Question 18.
Method to check whether(x – a), and (x + a)are factors of a polynomial P(x).
Check whether (x + 2) and (x – 5) are factors of the polynomial p(x) = x2 + 7x + 10 [Score: 4, Time: 6 minute]
When a polynomial p(x) is divided by (x – a), if p(a) = 0 then (x – a) is a factor of p(x). When a polynomial p(x) is divided by (x + a), if p(–a) = 0 then (x + a) is a factor of p(x).
p(x) = x2 + 7x + 10
p(–2) = 4 – 14 + 10 = 0 (1)
∴ x + 2 is a factor (1)
Remainder p(5) = (5)2 + 7(5) +10 (1)
= 25 + 35 + 10 ≠ 0 (1)
∴ x – 5 is not a factor

Question 19.
When dividing x2 + ax + b by (x – 2) and (x – 3) the remainder is zero. What are the numbers a and b. [Score: 3, Time: 5 minute]
p(x) = x2 + ax + b = (x – 3)(x – 2)
= x2 – 5x + 6
a = –5, b = 6 (3)

Polynomials Exam Oriented Questions & Answers

Short Answer Type Questions (Score 2)

Question 20.
Check whether x – 1 is a factor of 3x3 – 2x2 – 3x + 2.
P(1)=3 x 13 – 2 x 12 – 3 x 1 + 2 = 0
Therefore x – 1 is a factor.

Question 21.
If (x – 1) is to be a factor of p(x) = a2x2 – 4ax + 4a – 1. What should be the value of ‘a’ ?
p(1) = 0
a2 – 4a + 4a – 1 = 0
a2 – 1 =0
a = +1 or –1

Question 22.

Question 23.
Prove that (x – 1) is a factor of x13 – 1
p(x) = x13 – 1
p(1)= 113 – 1 = 1 – 1=0
p(1) = 0
(x – 1) is a factor of p(x)

Question 24.
Write the solution of polynomials p(x) = x2 – 7x + 12.
x2 – 7x + 12 = (x – 4)(x – 3)
p(x) = 0 (x – 4) ( x – 3) = 0
x = 4, x = 3

Question 25.
The quotient is x2 – 5x + 6 when the polynomial p(x) is divided by (x – 1), and the remainder is 7. Then
a. p(x) = (………. ) ( ……… ) + 7. Complete it
b. Find P(2).
a. p(x) = (x2 – 5x + 6) (x – 1) + 7
b. p(2) = 4 – 10 + 6 + 7 = 7

Short Answer Type Questions (Score 3)

Question 26.
a. Find the remainder when
x3 – 4x3 + 12x – 45 is divided by (x – 2)?
b. Find the value of k if the remainder is zero on dividing 2x3 + 4x2 – 10x + k by (x – 1)
a. p(x) = x3 – 4x2 – 12x – 45
remainder = p(2) = 23 – 4(2)2 + 12 x 2 – 45 = 32 – 61 = –29
b. p(x) = 2x3 + 4x2 – 10x + k; p(l) = 0
=> 2 x 13 + 4 x 12 – 10 x 1 + k = 0
2 + 4 – 10 + k = 0 – 4 + k = 0; k = 4

Question 27.
Factorise 3x2 + 5x + 2 completely.

Question 28.
Which first-degree polynomial is added to the polynomial 5x3 + 3x2 to get x2 – 1 as a factor.
p(x) = 5x3 +3x2 + ax + b
∴ x2 – 1 isafoctorthen p(1), p(–1) will be zero.
p(1) = 5 x 1 + 3 x 1 + a x 1 + b = 0
= 5x – 1 + 3 x 1 + ax – 1 + b = 0
a + b = –8 (1)
= 5x – 1 + 3 x 1 + ax – 1 + b = 0
–a + b = 2 (2)
Find the solutions of the equation
b = –3, a = –5 added polynomial = –5x – 3

Long Answer Type Questions (Score 4)

Question 29.
a. Find the value of k if remainder when 5x3 + 4x – 11x + k is divided by (x – 1) is 0.
b. When x3 – 2x2 + kx + 7 is divided by (x – 4) remainder is 11. Find k.

Question 30.
a Show that the polynomial x + x + 1 has no first degree factors,
b. What is the remainder when the polynomial (x – 1) (x – 2) (x – 3) is divided by (x – 1)?
c. When (x – 1) (x – 2) (x – 3) + 2x + k is divided by (x – 1), the remainder is 10.
Then find out the remainder when it is divided by (x – 2).

Long Answer Type Questions (Score 5)

Question 31.
Write 2x2 + 5x + 3 as a product of two first degree polynomials.

Question 32.
If(x + 1)and(x – 1) are factors of x3 + 2x2 + px +q, find p and q.
.

Kerala Syllabus 10th Standard Social Science Solutions Chapter 5 Culture and Nationalism in Malayalam

Students can Download Social Science Part 1 Chapter 5 Culture and Nationalism Questions and Answers, Summary, Notes Pdf, Activity in Malayalam Medium, Kerala Syllabus 10th Standard Social Science Solutions helps you to revise the complete Kerala State Syllabus and score more marks in your examinations.

Kerala Syllabus 10th Standard Social Science Solutions Part 2 Chapter 2 In search of the Source of Wind

You can Download In search of the Source of Wind Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard Social Science Solutions Part 2 Chapter 2 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard Social Science Solutions Part 2  Chapter 2 In search of the Source of Wind

In search of the Source of Wind Text Book Questions and Answers

Social Science Class 10 Kerala Syllabus Question 1.
Did you notice the places marked A and B in the diagram? Which of these places will have a higher atmospheric pressure? Why?

The place marked B will have a higher atmospheric pressure, because atmospheric pres-sure decreases with altitude.

Sslc History Chapter 1 Notes Pdf Kerala Syllabus Question 2.
Why do mountaineers carry oxygen cylinders ?
When height increases the amount of air decreases in atmosphere. So mountaineers carry oxygen cylinders.

Sslc Geography Chapter 1 Notes Kerala Syllabus Question 3.
Compare the two pictures. Identify the situations of low and high atmospheric pressure and suitably mark ‘H’ and ‘I? in the pictures.
During day time air gets heated. So the density of the air decreases. Then he weight of the air decreases. It causes decrease in pressure

Sslc History Chapter 1 Malayalam Medium Kerala Syllabus Question 4.
Compared to the colder regions, the tropical regions experience low atmospheric pres¬sure why?
Very high temperature experienced in lower latitude so air starts to rise. That leads to low atmospheric pressure. But in a colder region air is dense so that leads to high atmospheric pressure.

Sslc History Chapter 1 Notes English Medium Kerala Syllabus Question 5.
Two places at the same elevation are marked as A and B in the figure. Which of these has a low atmospheric pressure? Why?

A located in the coastal area, B is located away from the coastal area. Humidity in the atmosphere of the region near coastal area will be more, the the atmospheric pressure will be less here. So A has a low atmospheric pressure

Kerala Syllabus 10th Standard Social Science Notes Question 6.
Observe the distribution of isobars in the given figure and mark the places experiencing high pressure and low pressure as H and L respectively.

10th Standard Social Science Notes Kerala Syllabus Question 7.
Find out the position of the sub tropical high pressure belt from the given figure (Text-book fig 2.5).
Situated on 30° latitude of North and’South hemisphere.

Sslc Social Science Chapter Wise Questions Kerala Syllabus Question 8.
Find out the location of the sub polar low pressure belt from Fig (Textbook fig 2.5).
Situated on 60° latitude of North and South hemisphere.

Question 9.
If the earth did not rotate, would there have been low pressure in the sub polar region ?
No, Besides if the earth did not rotate the direction of the winds would be another.

Question 10.
Find out the latitudinal location of the polar high pressure belts.
90° North and South

Question 11.
Based on different types of pressure belts and their latitudes

 Pressure belts Latitudinal extent Equatorial low pressure belt 5° N and S of the equator Sub tropical high pressure belt 30° N and S of the equator Sub polar low pressure belt 60° N and S of the equator Polar high pressure belt 90° poles on both South and North hemisphere

Question 12.
Mark the direction of winds in both the diagrams, using arrow marks.
In which of these situations will the speed of the wind be higher? Why?

The speed of the wind will be higher in diagram A. In this diagram, isobars are depicted closely in diagram B the distance between isobars is more. So the speed of the wind will be less.

Question 13.
Find out the direction and the name of the trade winds in the Southern Hemisphere from Fig 2.9.
Direction: South east
Name : South east trade winds

Question 14.
What could be the reason for the trade winds blowing from south east and north east directions?
Trade wind blows from sub-tropical high pressure belts to the equatorial low pressure belts. It is due to the Coriolis effect that the direction of trade winds is from north east in northern hemisphere and southeast in the southern hemisphere.Otherwise it will be from exact north and south.

Question 15.
Identify and note the direction of the westerlies in both the hemispheres from Fig 2.9.
In northern hemisphere direction of westerlies is mostly from the west to north. In southern hemisphere direction of westerlies from west to south.

Question 16.
Prepare a chart describing the planetary winds, the areas where they blown and their features.

Question 17.
Find out from the atlas the countries along the southern slope of the Alps.
Italty, Slovania

Question 18.
Prepare a report on the distress caused by Ockhi and suggest measures to mitigate the impact of such disasters in future by collecting information from internet and other sources.
Based on the climatic region of their formation, cyclones can be classified as tropical cyclones and temperate cyclone. Cyclones often cause extensive damage and destruction wherever they occur. The Ockhi cyloninc winds that struck the coastlines of Kerala and Lakshdweep during November 2017.

This was a tropical cyclone. Tropical cylones are caused due to local pressure differences in the tropical oceans, especially the Indian ocean.Ockhi cyclones left the Indian coasts after wreaking havoc on life and property. While near Kanyakumari in mainland India, Cyclone Ockhi changed course and intensified while heading towards Lakshadweep in the Arabian Sea.

Ockhi impacted Lak-shadweep on December 2, uprooting coconut trees and causing extensive damage to houses, power lines and other infrastructure on the islands. Ockhi weakened into a well- marked low near the south coast of Gujarat, India, on December 6, before crossing the coastline and dissipating shortly afterward. In its entirety, Cyclone Ockhi left a trail of massive destruction in Sri Lanka, Lakshadweep, South India, and The Maldives, as it strengthened from a depression to a mature cyclone.

Though it rapidly weakened during its final stages over the Arabian Sea, it caused heavy rainfall along the western coast of India, particularly in Maharashtra and Gujarat. Ockhi caused at least 245 fatalities, including 218 in India and 27 in Sri Lanka, and the storm left at least 550 people missing, mainly fishermen.

Weather forecasting offices has given a warning that Okhi cyclone can travel at a speed of 120 Kilometers. If cyclones like Okhi are reported never ignore such news and take necessary precautions. If the offices give introduction to shift from your houses, obey the orders, fisherman have to be cautious.

Question 19.
Complete the following flow chart showing the classification of winds.

In search of the Source of Wind Let Us Assess

Question 1.
Temperature, altitude and humidity are inversely proportional to atmospheric pressure. Justify?
When temperature increases air gets heated and expands. The expanded air is less dense and it ascends. This leads to lowering of pressure. When temperature decreases, air becomes dense and descends.

This will increase atmospheric pressure. So there is an inverse relationship between temperature and pres sure. When altitude increases air becomes rarefied. So it exerts less pressure. But when altitude decreases earth gravity pulls the gas molecules towards the ground.

So air becomes dense and it exert high pressure. Humidity means the amount of water vapor present in the atmosphere. Water vapor is lighter than air. If the amount of water vapor is more in a unit volume of air, then atmospheric pressure will be less because moist air contains less oxygen and nitrogen and exerts less pressure.While dry air exerts high pressure as it contains more oxygen and nitrogen.

Question 2.
Prepare notes on the role of solar energy and the earth’s rotation in the formation of pressure belts.
Solar energy and earth’s rotation plays an important role in the formation of pressure belts. Earth rotation and apparent movement of the sun, which causes an inequality in the amount of heat received by different parts of the earth and its atmosphere. At the equator throughout the year the amount of heat received is intense. Heated air being light, rises, creating low pressure area.

While at the poles, sun rays are slanting and air is so heavy and a high pressure area is created. Rotation of the earth also leads to the formation of various pressure belts on the earth. The pole rotates more slowly than the equator, and the air should be pushed away from the poles towards the equator, where it pile to form a high pressure belt and at the poles it should be a low pressure. But this is just reverse near equatorial region, where the air gets heated and rises, creates low pressure. The poles where cold air sinks, is the high pressure area

Question 3.
Describe how the Coriolis Effect causes the deflection of winds on the basis of the direction of the winds mentioned below,
b. Westerlies.
Due to the rotation of the earth winds curve as they blow. This curving motion of wind is called coriolis effect. According to this any freely moving bodies get deflected to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. Winds that blows from sub-tropical high pressure belt to equatorial low pressure belt are called trade winds. In Northern Hemisphere trade wind blows from North East direction due to deflection. So it is called North East trade winds.

In southern Hemisphere trade winds blows from South East direction hence it is called South East trade winds. Westerlies winds blow from the sub-tropical high pres sure to sub-polar low pressure. Due to coriolis effect in Northern Hemisphere it is from south west direction and in Southern Hemisphere North west direction. Westerlies are just opposite of trade winds in terms of their direction so westerlies are also called an ti trade winds.

In search of the Source of Wind Orukkam Questions and Answers

Question 1.
Observe and analyse the pictures 2.1,2.3 in the chapter.
List out the factors which influence the atmospheric pressure

• Height
• Temperature

Humidity

Question 2.
Observe and analyse the picture 2.1,2.2,2.3 in the chapter and find out how do the following factors influence the atmosphere pressure
Altitude
Temperature
Humility
Altitude — When altitude increases atmospheric pressure decreases.
Temperature — When temperature increases atmospheric pressure decreases.
Humidity — When humidity increases atmospheric pressure decreases.

Question 3.
How does the term ‘High pressure’ differ from the ‘Low pressure’

 High pressure Low pressure • • • •

High Pressure:
Atmospheric pressure is more when com pared to surroundings.
Low Pressure:
Atmospheric pressure is low when compared to surroundings.

Question 4.
Complete the following table based on global pressure belts.

 The Global Pr­essure Belts Latitudal Postion Nature The reason for the formation
 The Global Pressure Belts Latitudal Postion Nature The reason for formation Equatorial Low Pres­sure Belt Situated between 5° north and south latitudes Low pressure, fee­ble winds The suns rays falls almost vertically through out the year. Hence air expands due to sun’s heat and rises up on a massive scale. Subtropical high pressure belts 30° north and south latitudes High pressure The hot air ascending from the equatorial low pres­sure belt cools gradually and subsides at the sub­tropical zone due to the rotation of the earth.
 The Global Pressure Belts Lattitudal Postion Nature The reason for formation Sub polar low pressure belts In both sides of 60° latitudes low pressure As this zone lies close to the poles, the air isidlder here. Though the cold air remains close to the earth, the air is thrown up due to the rotation of the earth.As a result, low pressure is experienced all along the sub polar region. Polar High pressure belts 90° latitudes near the poles High pressure Air remains chilled under the extreme cold that prevails over the poles and this contributes to the steady high pressure experienced here.

5. List out the factors influencing the speed • Coriolis effect and the direction of winds

• Coriolis effect

Friction

Question 6.
Write the main features of planetary winds and complete the table.

Question 7.
List out the reasons which result in the formation of monsoon.

• The apparent movement of the sun

Coriolis force, Differences in heat.

Question 8.
Complete the following table by distinguishing between Sea breeze and Land breeze.

Land Breeze:

• Blows during the night.
• Blows from land to sea.

Sea Breeze:

• Blows during the daytime.
• Blows from sea to land.

Question 9.
Complete the following table by distinguishing between Mountain breeze and Valley breeze.

Mountain Breeze:

• Blows from mountain towards the valley.
• Blows during the night.

Valley Breeze:

• Blows from valley towards the mountain.
• Blows during the day time.

Question 10.
List out the local winds based on their nature and places where they blow, to complete the following table.

 Name of the Wind The places where they blow Nature Chinook Eastern slopes of the Rocky mountains Dry Wind Foen Northern slopes of alps in europe Dry Wind Harmattan Western Africa Dry Wind Loo Great Northern PI ains of India Dry Hot Wind Mango showers South India Dry Wind

In search of the Source of Wind Evaluation Questions

Question 1.
Distinguish between
a. Land breeze and Sea breeze
b. Mountain breeze and Valley breeze
Land breeze:
As the land cools faster than the sea during the right, it would be high pressure over the land and low pressure over the sea. This results in the movement of air from the land to sea. This is the Land Breeze.

Sea Breeze:
Land heats up and cools down quickly than water that leads to the formation of low pressure over the land. So cooler air starts to blow from the sea. This is known as Sea Breeze.

Mountain Breeze:
During night, the air in the mountainous regions cools due to the intense cold conditions in that region. As cool air is denser, it blows towards the valley. This is known as Mountain Breeze.

Valley Breeze:
During the day time, the air in the valley gets heated up more than the air on the mountain tops. As a result the wind blows up slope from the valley. This is known as Vally Breeeze

Question 2.
The trade winds blow from North East direction and from south east direction substantiate.
It is due to the coriolis effect that the direction of trade winds is from north east in northern hemisphere and southeast in the southern hemisphere.Otherwise it will be from exact north and south. Freely moving bodies get deflected to the right in the northern hemisphere and to the left in the southern hemisphere due to a force generated as a result of earth’s rotation.

Question 3.
Find out how do the ‘Coriolis effect’ influence the direction of winds.
Trade Winds are those which blow from sub tropical high pressure belt to equtorial law pressure belt. Due to the Coriolis effect trade winds blow from north east direction in the northern hemisphere and from the southeast direction in the southern hemisphere Westerlies blow from the subtropical high pressure belts towards the sub polar low pressure belts. It is due to the Coriolis effect that the westerlies blow in the south west direction in the northern hemisphere and in the north west direction in the southern hemisphere.

Question 4.
Which local wind is known as ‘snow eater’ why is it called so?
Chinook.The red indian word ‘Chinook’ means snow eater. It causes the melting of snow

Question 5.
The speed of the wind is high over plains and oceans. How do you interpret this statement
Since the friction is less over plains and oceans the speed of wind will be high in such places. However places with difficult terrain and dense forest cover will have less speed of wind.

In search of the Source of Wind SCERT Questions and Answers

Question 1.
Observe the following diagrams and find answers to the following Questions.

What is the name by which the smooth curved lines in the diagrams are known? What does it indicate?

Figure B represents the low pressure region

• The value of isobars decreases towards the center.
• Isobars
• Imaginary lines joining places having equal atmospheric pressure.

Question 2.
Distinguish between
a. Land breeze and Sea breeze
b. Mountain breeze and Valley breeze

• Characteristic features of land and sea breezes
• Characteristic features of mountain and valley breezes

Question 3.
Which are the pressure belts on either side of subtropical high pressure belts?
Write notes on the winds formed from this pressure belt in the northern hemisphere. Which among these winds is most influenced by the Coriolis force? Why?

• Sub polar low pressure belt and equatorial low pressure belt.
• Features of westerlies and north east trade winds.
• Westerlies are most influenced by the Coriolis force.
• Coriolis force increases while advancing from the equator.

Question 4.
Rearrange the table on the basis of the planetary winds blowing in between different pressure belts.
1. Between the sub-tropical high pressure belt and the sub polar low pressure belt. – Trade winds
2. Between the polar high pressure belt and the sub polar low pressure belts – Westerlies
3. Between the sub-tropical high pressure belts and the equatorial low pressure be Its – Polar winds

• Westerlies
• Polar winds

Question 5.
• The atmospheric pressure at A is 740 mb and it is 730 mb at a place 10 km away from A.
• Atmospheric pressure at B is 740 mb and it is 730 mb at a place 5 km away from B Which among these places experience stronger winds? Why?

• Place B experience stronger winds
• Pressure gradient force is more at B. The isobars are drawn close to each other.

Question 6.
Which among the following winds are called as Roaring forties?
A. Polar winds
B. Monsoon winds
C. Westerlies
C. Westerlies

Question 7.
Identify the wrong statement among the following.
i. The location of mountains is one among the factors causing the formation of monsoon.
ii. South west trade winds also moves north ward with the equatorial low pressure belt in the northern hemisphere during summer.
iii. South east trade winds moves northward along with the equatorial low pressure belt in the northern hemisphere during summer.
iv. Coriolis effect is one of the factors influencing the formation of monsoon.
a. i, iii and iv are correct, ii is wrong
b. i, ii, and iv are correct, iii is wrong
c. iii and iv are correct, i and ii are wrong
d. i and iv are correct, ii and iii are wrong

Question 8.
Suppose at a place A the level of mercury in the mercury barometer touches 76cm. What may be the atmospheric pressure then? Calculate the atmospheric pressure experienced at a height of 50 metres over the same.place.

• Atmospheric pressure 1013.2 mb
• Atmos pheric pressure at 50 m height = 1013.2 – (1 mb × 5)= 1008.2 mb

Question 9.
The equatorial low pressure region was a nightmare for the ancient mariners. Why?

• In ancient times the ocean voyages were – in yachts by making use of winds.
• The winds are feeble in the equatorial low pressure region because of massive rising up of air.
• This region is also known as Doldrum.
• The voyage across this region in yachts was difficult due to the lack of winds.

Question 10.
Explains that the atmospheric pressure is not uniform everywhere.

a. Name the smooth lines in the diagram,
b. Among the places A and B, identify the place experiencing high pressure and the place experiencing low pressure,
c. The sun is in which hemisphere during the period?

• Isobars
• A- Low pressure, B- High pressure
• Northern hemisphere

Question 11.
Is the atmospheric pressure the same at all places given below? Write a note based on the factors influencing the atmospheric pressure. .
1. Polar region
2. Central pacific region
3. Ooty

1. Polar region – Low temperature, high pressure
2. Central pacific region – high temperature, low pressure
3. Ooty – low temperature, high pressure

Question 12.
Following are a few facts related to two global pressure belts. Identify the pressure belts.
1. Extends to about 5° to 10° north and south of the equator.
2. Located at 30° north and south latitudes on both the hemispheres.
3. Trade winds and Westerlies blows from either side of this belt.
4. Known as Doldrum
1 .Equatorial low pressure belt
2. Sub tropical high pressure belt
3. Sub tropical high pressure belt
4. Equatorial low pressure belt

Question 13.
Winds are named according to the place from which they blow. Mention any two winds named accordingly.

• South west monsoon winds
• North east monsoon winds ( name any suitable winds)

Question 14.
Illustrated below are the directions of winds in the northern and southern hemispheres. Identify the figures which are not correct and illustrate them correctly.

• Figures – b and d are not correct
• Correctly illustrate them.

Question 15.
Arrange the items in B and C columns suitable to column A.

 A B c Permanent winds Cyclone Mousim Periodic winds Night Northern plains Variable winds Westerlies Low pressure over the sea Local winds Monsoon winds Furious fifties Land breeze Loo Low pressure over the sea

 A B c Permanent winds Westerlies Furious fifties Periodic winds Monsoon winds mousim
 Variable winds Cyclones low pressure center Local winds Loo Northern plains Land breeze night Low pressure over the sea

In search of the Source of Wind Exam Oriented Questions and Answers

Question 1.
Name the hot Local wind which blows from the Rajastan desert.
Loo

Question 2.
Choose the correct example for periodic winds given below.
Monsoon winds

Question 3.
Identify the winds that helped Gama to reach Kerala coast from Malindi?
South west monsoon winds.

Question 4.
Westerties are stronger in the southern hemisphere that in the northern hemisphere why?
This is due to vast expanse of oceans in the southern hemisphere.

Question 5.
Name the instrument used to measure at-mospheric pressure
Barometer (Mercury Barometer, Aneroid Ba¬rometer)

Question 3.
In which unit atmospheric pressure is measured?
Hectopascal (hpa), Milibar (mb)

Question 7.
Define the meaning of Atmospheric pressure
Pressure exerted by the air is called atmospheric pressure. ,

Question 8.
Atmospheric pressure is not the same in all places on the Earth? Ex plain
Attitude, Temperature and humidity are the various factors that effects atmospheric pressure.

Attitude :- When height increases pressure decreases when height increases the amount of air present in atmosphere decreases.

Temperature :- When air gets heated, air starts to expend. As a result air become dense and it rises. This leads to decrease in pressure.

Humidity:- The amount of water vapour present in air is called humidity. The water vapour is less dense than air. So when the amount of water vapour increases atmospheric pressure decreases.

Question 9.
Define high pressure and low pressure? Ans.If the atmospheric pressure of an area is higher than that of the surrounding regions it can be designated as high pressure (H). If the atmospheric of the surrounding region it can be designated as low pressure (L).

Question 10.
What are Isobars? What are the various uses of isobars?
isobars are imaginary lines joining places having the same atmospheric pressure. We can easily understand the distribution of the atmospheric pressure of any region by observing the Isobars.

Question 11.
Write a brief note on global pressure belts based on location and factor responsible for the formation.
Atmospheric pressure is uniform between certain latitudes. These belts are called Global pressure belts.
Equatorial low pressure belts:

• This belts is situated between 5° N and 5°S latitudes.
• This is the Zone where the sun rays fall vertically throughout the year.
• Hence air expands due to Sun’s heat and riser up on a massive scale

Sub tropical high pressure belts:

• This belt lies between latitudes in both Northern and Southern Hemisphere.
• The hot air ascending from the equatorial low pressure belts cools gradually and subsides at the Sub tropical Zone due to rotation of the Earth.

Sub polar low pressure belts:

• This belt lies bear 60° latitudes in both North and South of the equator.
• This zone in close to the pole, the air is colder here.
• Though the cold air remains close to theearth, the air is thrown up due to rotation of the Earth. As a result, low pressure is experienced all along the sub polar region.

Polar high pressure belts:

• This belt lies 90° latitudes in both the hemispheres.
• This zone experience severe cold throughout the year.

Question 12.
What are the factors that contribute to the formation of different pressure belts.
Variations in the amount of solar energy received. The rotation of the Earth.

Question 13.
How are the winds formed?
Pressure differences lead to the formation of winds. Winds blow from high pressure regions to low pressure in a horizontal manner. This is called wind.

Question 14.
What is the main faction behind the name given to a particular wind?
Winds are named on the basis of the direction from which they blow. For example, South wind the wind blowing from South.

Question 15.
The peculiarities of the source regions influence the nature of wind. How?
Winds blowing from the sea will be saturated with moisture whereas, the moisture content will be less in winds blowing from drier regions.

Question 16.
Write some factors that determines velocity and direction of wind?
Pressure gradient, Force coriolis, Force friction.

Question 17.
The pressure gradient is said to be sleeper when the pressure difference is more. This can be understand by the pattern of isobar in two different situations. If the isobar are distributed away from each other the pressure gradient will be less. So the speed of wind is feeble.

Question 18.
What is meant by Coriolis force?
Freely moving bodies get deflated to the right in the Northern Hemisphere and to the left in the Southern hemisphere due to the force generated as a result of Earth’s rotation. This is known as Coriolis force.

Question 19.
Who introduced Ferrels’sLaw? Explain the Law?
Admiral Ferrel introduced this law, an American Scientist. According to this Ferrel’s law winds right and those in the Southern hemisphere deflect towards their left due to the Coriolis effect.

Question 20.
Two different pictures are given be low under two situations. In which of these situations do winds blow smoothly? Why?
The speed of wind will be high over ocean surfaces and level lands as the friction is less. On the other hand, the friction being more along difficult terrains and places with dense forest cover, the speed of wind will be less in those places.

Question 21.
Write a short note on planetary winds?
The winds developed between the global pressure belts can be generally called as pla-netary. The different planetary winds are listed below:

• Westerlies
• Polar easterlies

Trade winds : The winds that blow from sub tropical high pressure belt to equatorial low pressure belt is called Trade winds.

Westerlies: The winds that blow from Sub- tropical high pressure belt to sub-polar low pressure belt is called Westerlies.

Polar easterlies: The winds that below from polar high pressure to sub-polar low pressure is called Polax easterlies.

Question 22.
What is Inter Tropical Convergence Zone (TTCZ)?
The zone where the trade winds from both the hemispheres converge is known as the Inter Tropical Convergence Zone.

Question 23.
The ancient mariners had given different names to the rough westerlies in the southern hemisphere what are those names? Why it is known is different names?
Roaring Forties (along 40° latitude), Furious Fifties (along 50° latitudes) and shrieking sixties (60° latitudes).

Question 24.
Why the polar winds are called polar Easter lies?
These winds blow from the east in both the hemispheres due to the coriolis force. Hence these are known as polar easterlies.

Question 25.
Winds that change direction is accordance with season. Explain.
Monsoon is the seasonal reversal of wind in a year it changes their direction according to the season. There are many factors responsible for the formation of the monsoon winds. Some of these are:

• The apparent movement of the sun
• Coriolis force
• Differences in heating

Sun’s rays fall vertically to the north of the equator during certain months due to the tilt of the Earth’s axis. This leads to an increase in temperature along the region through which topic of cancer passes. The pressure belts also shifts slightly northwards in accordance with this. The south east trade winds also cross the equator and moves towards the north- wards during the summer in the northern hemisphere. As the trade winds cross the equator they get deflected and transform into south west moon winds under the influence of the coriolis effect. As a result of the formation of high pressure zones over the Asian land mass during winder and low pressure Zones over the Indian Ocean, the north-east trade winds get strengthened. These are the north east monsoon winds. In a year wind deflects their direction twice.

Question 26.
Explain the formation of valley breeze and mountain breeze?
During the day time air in the valley gets heated up more than the air on the mountain tops. As a result, the wind blows up shope from the valley. This is known as Valley Breeze. But during right the air in the mountain ous regions cools due to the intense cold conditions in that region. As cool air is demer, it blows towards the valley. This is known as Mountains Breeze.

Question 27.
What are the different types of local winds blows in different parts? Explain?
Local winds are winds whose effects are limited to a comparatively it is formed as a result of local pressure differences. Such winds exist in different parts of the world. Loo, Mango Showers and Kalbaisathi are the local winds experienced in India. Chinook, Harmattan and Foehn are some of the local winds in other parts of the world.

Question 28.
What is Chinook? Write a note on features of Chinook.
Chinook is a local wind that blows down the eastern slope of the Rocky mountains in North America. As a result of these winds, the snow along the eastern slopes of the Rocks melts. This wind reduces the severity of the cold, it is helpful for the wheat cultivation in the Canadian lowlands.

Question 29.
In which region the wind Foehn blows? What is the main feature of this wind?
Foehn is the wind that blows towards the southern valleys of the Alps. As the air heats up due to pressure from the descend, it helps in reducing the severity of cold in that’ region.

Question 30.
In which region the wind Harmattan blows? What are the characteristics of this wind?
Harmattan is a day wind which blows from the Sahara desert towards the West Africa.On of the arrival of these winds, the humied and sultry conditions of west Africa is improved significantly. Hence people call these winds as doctor Harmattan.

Question 31.
Name the different types of local winds blow¬ing in India. Write a short note on vari- ous local winds blowing in India?
Loo:

• Not wind blowing in the North Indian plain.
• Hot wind blows is hot dry season.
• It increases the summer temperature.
• It is experienced in the afternoon.

Mango Showers:

• It blows in South India during hot season.
• It acquires its name owing to the fall of ripe mangoes on its arrival.

Question 32.
What does thid picture indicate ? Analyse the picyure and prepare a note.

The picture indicates Coriolis Force. Freely moving bodies get deflected to the right in the northern hemisphere and to the left in the southern hemisphere due to a force generated as a result of earth’s rotation. This is known as the Coriolis Force. This force increases as it moves towards the poles from the Equator. Admiral Ferrell found out that the winds in the northern hemisphere deflect towards their right and those in the southern hemisphere deflect towards their left due to the Coriolis effect. The law put forward by him on the basis of this known as Ferrell’s Law.

Question 33.
There are different types of winds on the earth’s surface. Complete the following flow.

Kerala Padavali Malayalam Standard 10 Solutions Unit 5 Chapter 1 Urulakkilann Tinnunnavar

Students can Download Kerala Padavali Unit 5 Chapter 1 Urulakkilann Tinnunnavar Questions and Answers, Summary, Notes Pdf, Activity, Kerala Padavali Malayalam Standard 10 Solutions helps you to revise the complete Kerala State Syllabus and score more marks in your examinations.

Kerala Syllabus 10th Standard Social Science Solutions Chapter 2 In search of the Source of Wind in Malayalam

Students can Download Social Science Part 2 Chapter 2 In search of the Source of Wind Questions and Answers, Summary, Notes Pdf, Activity in Malayalam Medium, Kerala Syllabus 10th Standard Social Science Solutions helps you to revise the complete Kerala State Syllabus and score more marks in your examinations.

Kerala Syllabus 10th Standard Social Science Solutions Part 1 Chapter 4 British Exploitation and Resistance

You can Download British Exploitation and Resistance Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard Social Science Solutions Part 1 Chapter 4 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard Social Science Solutions Part 1 Chapter 4 British Exploitation and Resistance

British Exploitation and Resistance Text Book Questions and Answers

British Exploitation And Resistance Kerala Syllabus Question 1.
Prepare the diagram that depicts the features of the Permanent settlement, the Ryotwari, and the Mahalwari land revenue systems.

British Exploitation And Resistance Notes Pdf Kerala Syllabus Question 2.
How did the British land revenue Policy make the peasantry fall easy prey to the exploitation of moneylenders? Explain.
In the permanent land revenue settlement the tax was collected by zamindars. When the zamindars became the owners of the land, the actual farmers became tenants. The tax to be paid to the Government was exactly estimated. In the Ryotwari system the ownership of the land was vested with the farmers. The condition of the farmers did not improve. The tax to be paid was of high interest.

Sslc History Chapter 1 Notes Pdf Kerala Syllabus Question 3.
Conduct a discussion on ‘British policies and commercialization of agriculture.
The commercialization of agriculture began as a result of landlordism and revenue policy. The products made by them were used to meet their needs. The products were based on both their daily needs and luxury. They began to cultivate cotton. Indigo after Industrial Revolt.

Farmers did not get much income. Indian goods were thrown away. Indian goods lost their value with the arrival of foreign goods. Tax was more during the British rule. Indian lands became the cultivating field of Europe. Indigo, cotton, sugarcane, tea, jute and wheat were cultivated during that period.

10th Standard Social Science Notes Kerala Syllabus Question 4.
Imagine yourself as a journalist. Prepare a news report on the plight of the indigo farmers of the nineteenth century.
Indigo Plantation Makes the Farmers in Misery:
Bengal: flic farmers from Bengal are irudiiionally cultivators of wheat and sugarcane. They began Indigo plantation due to the compulsion of the British But (he profit did not go to the farmers, though the pi ice was high m the market They got only cheap wages.

The use of two artificial cnlomlessened (lie demand of indigo. So the farmers began to Lullivate wheal, sug.in.anc. and other crops Bui the Brilisli stood against it and deslroycd the crops. With this, the misery and plight nfthclanncrs increased.

Kerala Syllabus 10th Standard Social Science Notes Malayalam Medium Question 5.
Analyse the circumstances that led to the Indigo Revolt.
Indigo was a product in the market. It was used for dyeing. Indigo was found from Indian farms for Europe. The British compelled Indian farmers. Low rate was permitted for the fanners. No other products were allowed to be made. Farmers came with protest, first in Bengal. They attacked indigo factories with arrows, swords and spears. As the protest be came severe, factories were closed. By the end of 1860 Indigo cultivation in Bengal came to an end.

Kerala Syllabus 10th Standard Social Science Notes Question 6.
How did the British rule make the Tribal life miserable. Examine ?
The tribes became the victims of the British rule. Gathering forest produce, cattle rearing, shifting cultivation, and hunting were their major means of livelihood. The Forest Acts imposed by the British made their life miserable.

They were prohibited to enter forest when the British declared forests as protected.The forests that were abundant with trees required by the British were declared as protected forests.

The British widely felled trees from forests to lay railway lines and build ships, and for plantation. The British levied tax at higher rates on the forest produce collected by the tribes.

Hsslive Guru Social Science Kerala Syllabus Question 7.
Analyse the reasons for the decline of the Indian textile industry and complete the diagram below.

Sslc Geography Chapter 1 Notes Kerala Syllabus Question 8.
Prepare an article on the problems faced by different sections of people due to the British policies in India.
The rules of the British have helped the people in many ways. Land Revenue System is one among them. According to the rule, many fanners lost their land. They were compelled to pay heavy rate as taxes. The inflation in Bengal and the life of the workers, poverty, heavy tax, decline in the field of agriculture, the exploitation of Zamindars, money lenders and merchants all affected the people badly.

Social Science 10th Kerala Syllabus Question 9.
Discuss the causes of the Revolt of 1857 based on the hints below.

• Miseries of farmers.
• Poverty of the craftsmen.
• Dissatisfaction of kings.
• Miseries of the sepoys.

The Rebellion was started by the sepoys of Meerut. Poor salary and abuse by the British officers were the major reasons for their resentment. The rumour that the cartridge in the newly supplied enfield rifles were greased with the fat of cows and pigs provoked Indians.

It wounded the religious sentiments of the Hindu and Muslim soldiers.The soldiers who were unwilling to use the new cartridge were punished by the officers.Along with the kings and the sepoys, common people also took part in the revolt. The British rule had adversely affected the kings too. In addition to the Doctrine of Lapse, the princely states were convicted of in efficient rule and were annexed by the British.

This made the kings lead the Rebellion.The salient features of this Rebellion was the active participation of the common people like farmers and craftsmen.The rioters could not overcome the superior military power of the British and the rebellion was extremely suppressed.

Though the revolt could not succeed completely, it was marked as the foremost massive resistance of the Indians against the British.1857 sepoy revolt brought several changes in the policies and administration of the British. The British parliament took over Indians from the British East India company. Economic exploitation of the British reached its extreme level in the post 1857 phase.

Social 10th Class Notes State Syllabus Question 10.
Prepare a note on Drain Theory.
The financial exploitation of British created hatred among the Indians. Dadabhai Naoroji published the facts on the deterioration of Indian economy under British rule. He established the fact that a huge amount of money was flowing to the British every year. He proved that the drain of wealth was the root cause of poverty and starvation in India. His findings were known as ‘Drain Theory.’
The sources of drain of wealth from India to British were of different types.

• Export of Indian raw materials.
• Pension and salary given for British employees.
• Profit gained after selling British products.
• Tax collected from India.

The drain of wealth to foreign countries was just a part of exploitation in India. The British used the methods of heavy taxes, unfavorable marketing etc. They gained more through these means.

British Exploitation and Resistance Let us Assess

10th Standard Social Science Kerala Syllabus Question 1.
The revenue policy of the British was the major cause for the decline of agricultural sector in India. Examine this statement by analyzing the features of the permanent settlement.
Permanent land revenue settlement system was mainly implemented among the farmers by the British. This land revenue settlement was implemented in Bengal, Bihar and Odisha region. The permanent settlement was introduced by Lord Cornwallis, the Governor General of British India. This system is also known as Zamindari system. In this system the Zamindars collected tax from the farmers. They received 1/11th of the total tax collected as commission.

Various features of permanent land revenue settlement:
Zamindars were the owners of the entire land where they had the right to collect tax. While zamindars became the owners of the land, the actual farmers became tenants. Farmers were to pay up to 60% of the yield as tax. Tax was to be paid even at the time of poor yield. The tax was to be paid in cash strictly before the cut-off date

Sslc Social Science Notes Malayalam Medium Pdf 2020 Question 2.
Match column A with column B.

 A B Santhal rebellion Malabar Mappila rebellion Dadabhai Naoroji Kurichya rebellion Rajmahal Hills Drain Theory Wayanad

 A B Santhal rebellion Rajmahal Hills Mappila rebellion Malabar Kurichya rebellion Wayanad Drain Theory Dadabhai Naoroji

Sslc History Chapter 1 Malayalam Medium Kerala Syllabus Question 3.
What were the circumstances that led to the commercialization of agriculture during the British period?
During the British rule Indian farmers were mainly engaged in agriculture. The farmers produced things only to meet the needs of their family and the village. During the British rule farmers were compelled to cultivate crops according to the market needs. As a result commercial crops were largely cultivated instead of food crops.

This transformation is called commercialization of agriculture.Farmers had to pay high rate of tax in the form of cash before the deadline. To meet this, farmers cultivated the crops that had the higher market price. The products that had demand in the European markets were given higher price.

Thus,the Indian lands became the cultivating field of Europe.Various crops that were widely cultivated during this period were indigo, cotton, sugarcane, tea, jute, wheat etc.

Sslc Social Science Notes Malayalam Medium Pdf Kerala Syllabus Question 4.
Analyze the causes of the Indigo Revolt.
With the industrial revolution in the 18th century in England textile industry gathered much momentum and the demand for indigo further increased.Import of indigo from Britain nearly doubled by 1810 against 1780. It was necessary for the British industrialists to get indigo plantation spread to more regions in India.

They gave the farmers a good amount as advance for the cultivation of indigo.The farmers succumbed to the temptation of the British and widely planted indigo as they were in trouble with no other means to pay the heavy land tax.

Due to the interference of the British agents in the harvesting seasons, the farmers received only a lower price for indigo. Later when artificial colors were invented, the indigo became obsolete. This made the plight of the farmers more miserable.

The Indigo farmers Revolt:
According to D. G. Tendulkar “not a chest of indigo reached England without being stained with human blood.” This quote reveals the sufferings of the indigo farmers. The indigo farmers resorted to revolt owing to the severe exploitation and endless miseries. In 1859 the farmers of Bengal organised themselves and declared that they were giving up indigo cultivation.

They attacked indigo factories with bows, arrows, swords and spears. Several women also participated in the revolt. The rioters excommunicated the British supporters and those who worked for the British. The Government appointed a commission to study the problem of the indigo farmers. The commission found that the indigo farming was uneconomic and proposed to stop it.

Question 5.
‘Kurichya rebellion was a resistance by the tribes against the British exploitation.’ What were the circumstances that led to the Kurichya rebellion?
Kurichya revolt was another tribal in surgency against the British in Wayanad. It was organised by the Kurichya and the Kurumba tribes of Wayanad in 1812. There are various reasons for this revolt. Imposition of excessive tax by the British, compulsion for paying tax in cash and seizing of agricultural land for non-payment of tax, etc. are some of them.

The Revolt was led by the Kurichya leader Rama Nambi. Several people other than the tribes also joined in this struggle. The British government suppressed the struggle and killed Rama Nambi. Besides the Santhal and Kurichya revolt. Several other tribal insurgencies broke out in different parts of India. The important ones among them are.

• Pachariya Rebellion
• Kol Rebellion
• Bhil Rebellion
• Munda Rebellion
• Khasi Rebellion

Question 6.
What were the causes of the decline of the Indian textile industry?
The observation made by William Ben tick, the Governor General of India, on the decline of textile industry that was world famous once. The bones of the cotton weavers were bleaching the plains of India.

The British policies completely ruined not only the agricultural sector, but also the handicrafts in India.Large scale import of machine made British textiles was the major reason for the ruin of Indian textile industry.The machine made textiles imported from Britain could be sold easily, for they were cheaper.

The expansion of railway was also responsible for the decline of the Indian textile industry.It helped the British to carry the imported fabrics from port towns to interior villages and the cotton collected from villages to the ports for exporting to Britain.

Due to the higher tax levied, the price of Indian textiles exported to Britain increased so it lost the British market too.Weavers gave up their work massively due to the exploitation and torture of the British officers. So they searched for other jobs. The textile centers like Murshidabad and Dhaka that were thickly populated once, became least inhabited.

The people, who had been working in the textile industry migrated to villages and engaged in agriculture related works. This led to the stagnation in agriculture. The ruins of agriculture sector and handicrafts industry led India to famine and deaths due to starvation. Lakhs of people died of famine.

Question 7.
Do you think that the famines in India were the creation of the British? Why?
India became a mere supplier of raw materials to Britain and a market for finished goods. Life had become a burden when the production and distribution of consumer items like salt came under the control of the British government. A huge amount of money was flowing to Britain every year.

The drain of wealth was the root cause of poverty and starvation in India. Export of Indian raw materials, salary and pension to the British officers in India, profit gained through the sale of the British products in India, Tax from India also led to poverty and starvation among Indians.

Question 8.
Evaluate the role of Drain theory by Dadabhai Naoroji in stimulating national feeling among the Indian masses.
Economic exploitation among Indians by the Britishers reinforced their anti British attitude. Dadabhai Naoraj i’s drain theory played an important role in making the common people aware of the economic policy of the British and nationalism among Indians.

Question 9.
Analyzes the causes of the Revolt of 1857.
There are various reasons for the Revolt of . 1857. The Rebellion was started by the sepoys of Meerut. Poor salary and abuse by the British officers were the major reasons for their resentment. The rumour that the car ridge in the newly supplied infield rifles were greased with the fat of cows and pigs provoked Indians. It wounded the religious sentiments of the Hindu and Muslim soldiers.

The soldiers who were unwilling to use the new cartridge were punished by the officers. Along with the kings and the sepoys, common people also took part in the revolt. The British rule had adversely affected the kings too. In addition to the Doctrine of Lapse, the princely states were convicted of inefficient rule and were annexed by the British.

This made the kings lead the Rebellion.The salient features of this Rebellion was the active participation of the common people like farmers and craftsmen. Out of one and a half lakhs of people who were killed in the riots at Awadh, a princely state, one lakhs were the common people.

The real strength of the rebellion was the Hindu Muslim unit. A spirit of cooperation existed among the soldiers, common people and the leaders. The rioters captured Delhi and declared Bahadur Shah II as the emperor of India.

The rioters could not overcome the superior military power of the British and the rebellion was extremely suppressed. Though the revolt could not succeed completely, it was marked as the foremost massive resistance of the Indians against the British.

1857 sepoy revolt brought several changes in the policies and administration of the British.The British parliament took over Indians from the British East India company. Economic exploitation of the British reached its extreme level in the post 1857 phase.

Question 10.
What were the sources of economic drain from India to Britain? .
Export of Indian raw materials . Salary and pension to the British officers in India . Tax from India.These are the various sources of economic drain from India to Britain.

Question 11.
Do you think that the Swadeshi Movement was a mass movement? Why?
To check economic drain, the early national leaders pleaded with the people to boycott foreign goods and strengthen Indian industry by consuming Indian products. As a part of the agitation, foreign goods were collected and burnt publicly. The extensive use of indigenous products by discarding foreign items rejuvenated Indian industry.

As a result, a number of textile mills, soap factories, match box companies, national banks and insurance companies were established. It was during the Swadeshi movement that the Bengal chemical store in Bengal, The Tata steel plant in Maharashtra and the Swadeshi steam Navigation company in Tamil Nadu were established.

Import of British goods to India steadily went down during this period.Massive participation of women, laborers, and students were another remarkable feature of this movement. Washer men look a vow that they would not wash foreign clothes.

The priests swore that they would not perform rituals and prayer using foreign items. Women boycotted foreign bangles and utensils. Students quit schools to take part in the movement. Indian nationalism attained further strength from Swadeshi movement.

British Exploitation and Resistance Extended Activities

Question 1.
Collect news and pictures on peasant and tribal rebellions that took place in different parts of India during the British rule and prepare an album
Mappila Riots:
Mappila Riots or Mappila Outbreaks refers to a series of riots by the Mappila (Moplah) Muslims of Malabar, South India in the 19th century and the early 20th century (1836-1921) against native Hindus and the state. The Malabar Rebellion of 1921 is often considered as the culmination of Mappila riots. Mappilas committed several atrocities against the Hindus during the outbreak.

Santhal Rebellion:
The Santhal rebellion (sometimes referred to as the Santhal rebellion), commonly known as Santhal Hool, was a native rebellion in present Jharkhand, in eastern India against both the British colonial authority and upper caste Zamindari system by the Santhal people.

It started on June 30,1855 and on November 10, 1855 martial law was proclaimed which lasted until January 3,1856 when martial law was suspended and the movement was brutally ended by troops loyal to the British.

Kurichya Rebellion:
Unjust and violent acts against the people of Wayanad were done with the knowledge and concurrence of the Collector, Mr. Warden. His stubbomess and his officers’ stupidity and cruelty combined to produce a strong spirit of resistance and aggressive attitude on the part of the people of Wayanad in 1812. It was in this background that the Kurichya Rebellion of 1812 erupted.

Question 2.
Prepare a magazine featuring the centres and leaders of the First war of Indian Independence in 1857.
Delhi : Bahadur Shah Zafar and Bakht Khan.
Jhansi : RaniLaxmiBai.
Bihar : Kunwar Singh.
Mathura : Devi Singh.
Kanpur : Nana sahib, Tantya Tope and Azimullah Khan.

British Exploitation and Resistance Orukkam Questions and Answers

Question 1.
Complete the table give below.

 Land Revenue Systems Areas of Implementation Collections of tax Permanent land revenue settlements Bengal, Bihar, Orissa regions ? ? South Indian Regions ? ? ? Village headmen collected the tax

 Land Revenue Systems Areas of Implementation Collections of tax Permanent land revenue settlements Bengal, Bihar, Orissa regions Zamindars Ryotwari system South Indian Regions Collected directly from farmers Mahalwari system North west regions Village headmen collected the tax

Question 2.
Write the impact of the land revenue policies of its British.
High taxation

• High Taxation,
• Seizing of agricultural land for non payment of tax,
• Compulsion for paying tax in cash.

Question 3.
Complete the given chart in connection with the condition of Indian peasants and cultivation in India.

• Increase in the manufacture of textile.
• High demand for indigo.
• Land used for cultivation of food grains was to be reserved for indigo plantation.
• Indigo became obsolete.
• The plight of the farmers became more miserable.

Question 4.
Complete the time line given below.

Question 5.
List out the causes for the peasant revolts in Malabar.

• Unfair land revenue system.
• Exploitation of Land Lords.
• Eriction of Tenants.

Question 6.
Complete the given table.

 Revolts Nature Indigo Revolts Peasant Revolt Mappila Revolts a. Kurichya Revolts b. Santhal Revolt c.

• Peasant Revolt,
• Tribal Revolt,
• Tribal Revolt.

Question 7.
Write the causes for the revolt of the tribal’s against the British.

• Forest Laws of the British.
• Imposition of excessive tax by the British.
• Compulsion of paying tax in cash.

Question 8.
Complete the diagram.

• Imposition of excessive tax by the British.
• Seizing of agricultural land for paying tax in cash.

Question 9.
Complete the diagram.

• Pahariya Rebellion,
• Kol Rebellion,
• Munda Rebglion,
• Bhil Rebellion.

Question 10.
Identify the cause for the decline of the textile industry.

• Import of machine made textile.
• Export of raw materials. Expansion of railway.
• Exploitation and Torture of British.

Question 11.
List out the results of the decline of the textile industry in India.

• The cities became least inhabited.
• People who had been working in textile industry migrated to villages and engaged in agriculture related works.
• The ruins of agriculture sector and handicraft industry led India to famine and death.

Question 12.
Complete the table.

 Village Industries Causes of decline Pottery ………. a………. Tanning ……… b………. …….. c………… Use of machines made of metals

 Village Industries Causes of decline Pottery Import of aluminium vessels Tanning Export of raw leather to Europe Carpentry Use of machines made of metals

Question 13.
List out its problem faced by the labors in the modern industrial factories started by the British.
Prolonged working hours

• Prolonged working hours.
• Meagre wages.
• Unhealthy accommodation.

Question 14.
Complete its table.

• Discrimination of cast,
• Miseries of sepoys,
• Miseries of farmers,
• Poverty of Crafts men.

Question 15.
Complete the following table.

• Jhansi,
• Begum Hazret Mahal,
• Kanpur,
• Moulavi Ahammedullah.

Question 16.
Identify how the wealth of India drained to Britain.
Export of raw materials from India

• Salary and Pension to the British officers in India.
• Tax from India.
• Profit gained through the sale of the British products in India.

Question 17.
Complete the given time line.

Question 18.
Complete the table.

Consumption of Indigenous products.

British Exploitation and Resistance Evaluation Questions

Question 1.
Analyse the features of the permanent land revenue settlement.

• In the permanent land revenue settlement the tax was collected by zamindars.
• Zamindar was the owner of the entire land where had the jurisdiction to collect tax.
• While the zamindars became the owners of the land, the actual farmers became tenants.
• Farmers were to pay up to 60% of the yield as tax.
• Tax was to be paid even at the time of poor yield.
• The tax was to be paid in cash strictly before the cutoff date.

Question 2.
Distinguish between its Ryot Wari and the Mahal Wari systems.
The Ryotwari system introduced in South India the land revenue was collected directly from the farmers (Ryots). Though ownership of land was vested with the farmers, excessive tax impoverished them. Further more the tax rates were frequently increased.

In the Mahalwari system, the village headman was assigned the responsibility to collect tax. The tax rate was excessive in this system too. The entire village (Mahal) was considered as a single unit for tax collection.

Question 3.
What do you mean by the commercialization of agriculture? How did if affect Indian peasants?
Traditionally the peasants in India were engaged in agriculture mainly to produce things only to meet the needs of their family and the village.During the British rule they were compelled to cultivate crops according to the market needs. As a result, commercial crops were largely cultivated instead of food crops. This transformation is termed as commercialization of agriculture.

Question 4.
Analyse how the land revenue and economic policies of its British affected different sections of India society.
Farmers were one of the immediate victims of the British rule. It was the land revenue system implemented by the British that destroyed the backbone of the farmers.

The aim of their tax policy was to maximize the income. The land revenue system implemented in the various regions under the British rule was different. The Land Revenue systems introduced by the British were. Permanent land revenue settlement, Ryotwari system, Mahalwari system.

Permanent Land Settlement:
The permanent settlement was introduced by lord Cornwallis, the governor general of British India. This system is also known as the zamindari system. In this system, the zamindars collected tax from farmers. They received 1/11th of the total tax collected as commission.

Features of permanent land revenue settlement:

• In the permanent land revenue settlement the tax was collected by zamindars.
• Zamindar was the owner of the entire land where he had the jurisdiction to collect tax. . While the zamindars became the owners of the land, the actual farmers became tenants.
• Farmers were to pay up to 60% of the yield as tax.
• Tax was to be paid even at the time of poor yield.
• The tax was to be paid in cash strictly before the cutoff date.

Ryotwari System:
In the ryotwari system introduced in South India the land revenue was collected directly from the farmers (Ryots). Though ownership of land was vested with farmers, excessive tax impoverished them. Furthermore, the tax rates were frequently increased.

Mahalwari System:
The village headman was assigned the responsibility to collect tax. The tax rate was excessive in this system too. The entire village (Mahal) was considered as a single unit for tax collection.

Question 5.
Explain the causes of the Revolt of 1857?
There are various reasons for the Revolt of . 1857. The Rebellion was started by the sepoys of Meerut. Poor salary and abuse by the British officers were the major reasons for their resentment. The rumour that the car ridge in the newly supplied infield rifles were greased with the fat of cows and pigs provoked Indians.

It wounded the religious sentiments of the Hindu and Muslim soldiers.The soldiers who were unwilling to use the new cartridge were punished by the officers. Along with the kings and the sepoys, common people also took part in the revolt.

The British rule had adversely affected the kings too. In addition to the Doctrine of Lapse, the princely states were convicted of inefficient rule and were annexed by the British.This made the kings lead the Rebellion.The salient features of this Rebellion was the active participation of the common people like farmers and craftsmen.

Out of one and a half lakhs of people who were killed in the riots at Awadh, a princely state, one lakhs were the common people. The real strength of the rebellion was the Hindu Muslim unit. A spirit of cooperation existed among the soldiers, common people and the leaders.

The rioters captured Delhi and declared Bahadur Shah II as the emperor of India.The rioters could not overcome the superior military power of the British and the rebellion was extremely suppressed.Though the revolt could not succeed completely, it was marked as the foremost massive resistance of the Indians against the British.

1857 sepoy revolt brought several changes in the policies and administration of the British.The British parliament took over Indians from the British East India company. Economic exploitation of the British reached its extreme level in the post 1857 phase.

Question 6.
What do you mean by its drain theory?
The earlier leaders of congress were much conscious of the economic exploitation of the British and the resultant poverty faced by the Indians. They unveiled the British attempts to convert India as the market for selling British products, and a mere center for collecting raw material for the British industries.

They pointed out that life has become a burden when the production and distribution of consumer items like salt came under the control of the British government. Dadabai Naoroji was at the lead in pointing out such discrimination.

Through his studies, he publicized the facts On the deterioration of Indian economy under the British rule. His studies were based on empirical data. He proved that the drain of wealth was the root cause of poverty and starvation in India. His finding is known as ‘Drain Theory’.

Question 7.
How did the swadeshi movement resist British colonial domination?
To check Economic drain, the early national leaders pleaded with the people to boycott foreign goods and strengthen Indian industry by consuming Indian products. The major strategy adopted for the anti partition movement in Bengal in 1905 was the boycott of for reign goods and consumption of indigenous products by discarding foreign items rejuvenated Indian industry.

As a result a number of textile mills, soap factories, match box companies, national banks and insurance companies were established.It was during the Swadeshi Movement, that the Bengal chemical store in Bengal. The Tata steel plant in Maharashtra and the Swadeshi steam navigation company in Tamil Nadu was established.

Import of British goods to India steadily went down during this period massive participation of women, laborers and students were another remarkable feature of this movement. Washer men took a vow that they would not wash foreign clothes. The priests swore that they would not perform rituals and prayers using foreign items. Women boycotted foreign bangles and utensils. Students quit school to take part in the movements.

Question 8.
Arrange its following table appropriately.

 A B Dadabhai Naoroji Barrackpore Thantia Thopi Kurichya Revolt Mangal Pande Kanpur Rama Nambi Drain Theory

 A B Dadabhai Naoroji Drain Theory Thantia Thopi Kanpur Mangal Pande Barrackpore Rama Nambi Kurichya Revolt

British Exploitation and Resistance SCERT Questions and Answers

Question 1.
What were the revenue systems implemented by the British in various parts of India?

• Permanent land revenue settlement,
• Ryotwari system,
• Mahalwari system.

Question 2.
Revenue systems implemented by the British broke the back bone of the Indian farmers. Evaluate the statement based on Permanent land revenue settlement implemented by the British.

• In this system the tax was collected by the zamindar
• Right to collect tax from the land and its ownership was also vested on zamindar.
• The zamindars became the owners of land, the actual farmers became tenants.
• 60% of production was given as tax.
• Tax was to be paid in cash before the cut-off date.

Question 3.
What was the major difference of the Ryotwari system from the Permanent land revenue settlement?
In Ryotwari system, the land revenue was collected directly from the farmers. Ownership of land was vested with the farmers.

Question 4.
How did the Mahalwari system differ from Ryotwari system.

• In the Mahalwari system village headman collected tax.
• Village was considered as a single unit for tax collection.

Question 5.
Although there are certain differences in the ownership of land and the collection of land revenue, certain similarities can also be found in the land revenue system implemented by the British. Substantiate.

• Tax has to be paid in cash.
• Tax was very high.

Question 6.
Evaluate how the revenue system implemented by the British adversely affected the agricultural sector.
Tax was to be paid in cash. So often peasants had to take loans from money lenders at a high rate of interest. Farmers got money from money lenders by mortgaging land. Moneylenders seized the mortgaged agricultural land of farmers, who couldn’t repay the loan.

Question 7.
Evaluate the circumstances that forced Indian farmers to cultivate cash crops.

• High rate of tax
• Tax had to be paid in cash before the dead line.
• To meet this situation they cultivated products having higher market price.

Question 8.
What was the name of the revenue system implemented by the British in the regions of Bengal, Bihar and Orissa?
Permanent land revenue settlement.

Question 9.
What was the name of the revenue system implemented by the British in South India?
Ryotwari system.

Question 10.
What was the name of the revenue system implemented by the British in the North western region.
Mahalwari system.

Question 11.
Revenue systems implemented by the British in India and its features are given below in table. Arrange them in proper order.

 Revenue Systems Features 1. Permanent settlement a. Village headman collected the tax 2. Ryotwari System b. Zamindars collected the tax 3. Mahalwari System c. Tax was collected directly.

1 – b,
2 – c,
3 – a.

Question 12.
Certain commercial crops cultivated in India and its important centers of cultivation are given in table below. Arrange them in correct order.

 Crops Region Crops Region 1. Indigo 1. Indigo 2.  Cotton 2.  Cotton 3.  Tea 3.  Tea 4. Wheat 4. Wheat 5. Jute 5. Jute 6. Sugar cane 6. Sugar cane

1- c,
2 – e,
3 – a,
4 – f,
5 – d,
6 – b.

Question 13.
What was the strategy used by the British to force Indian farmers to cultivate indigo?
Indigo farmers were given money in advance.

Question 14.
Analyse the factors that led to the miseries of Indigo farmers in India.
With the Industrial revolution textile industry gathered momentum in England. The demand for indigo increased. British merchants were ready to give money in advance to farmers in order to encourage the cultivation of Indigo.

Farmers succumbed to the temptation of the British and were liable to plant indigo in a fixed portion of the land. So the land used for the cultivation of food crops had to be set a part for indigo plantations. But in the harvest season, the farmers received only a lower price for indigo.

With the invention of artificial indigo, demand for natural indigo reduced. This made the plight of the farmers more miserable for they had used much of their land for indigo cultivation.

Question 15.
Why is the peasant revolts in the British Malabar region considered as Mappila revolt?
Most of the tenants in Malabar were Mappilas (Muslims in Malabar). So peasant revolts in Malabar were known as Mappila revolt.

Question 16.
Which was the commission appointed by the British government to study recurring peasant revolts in Malabar.
William Logan Commission.

17. What was the reason found out by the William Logan Commission for the peasant revolt in Malabar?
Unfair land revenue system of the British.

Question 18.
“The tribal people also became the victims of the British rule”. Do you agree with the statement. Explain the reasons.
The Forest laws implemented by the British made their life miserable. The British imposed restriction on tribals to collect forest products and enter into the protected forest. Imposed high taxes on forest products collected by the tribals.

Question 19.
Evaluate the circumstances that led to the kurichyas and Kurumbas of Wayanad to turn against the British.

• Imposition of excessive tax by the British.
• Paying of tax in cash.
• Seizing of agricultural land for non payment of tax.

Question 20.
Analyse the circumstances that led to the deterioration of textile industry which was one of the important traditional industries in India.

• Large scale import of machine made textiles in India.
• Low price of machine made textiles.
• Expansion of railway.
• Imported textiles could reach the villages.
• Traditional weavers lost their village markets.
• Due to high export tax, textiles exported to Britain lost its market.
• Seizing of agricultural land for non payment of tax.

Question 21.
Evaluate the circumstances that led to the deterioration of village industries like pottery, tannery, carpentry etc.

• Pottery – Import of aluminium vessels.
• Tannery – Export of raw leather to Europe.
• Carpentry – Use of machines made of metals.

Question 22.
The British Industrialists exploited Indian laborers. Examine the validity of this statement.

• Prolonged working hours.
• Meagre wages.
• Unhealthy accommodation.

Question 23.
What were the early labour strikes in India against the exploitation of British Industrialists.

• Great Bombay Textile strike.
• Calcutta Jute Mill strike.

Question 24.
Analyse the circumstances that led the British Indian soldiers to the Revolt of 1857.

• Poor Salary.
• Abuse by the British officers.
• Rumours connected with newly introduced rifle and its cartridges.
• Server punishments given to sepoys who were unwilling to use this cartridges.
• The religious sentiments of the Hindu and Muslim soldiers were wounded.
• Mangal Pandey, an Indian sepoy was hanged, as he shot a British official.

Question 25.
What was the important strategy used by the company to annex the princely states into the British empire.
The Doctrine of Lapse.

Question 26.
The first war of Indian independence in 1857 was entirely different from the early resistance movements held in India so far. Evaluate the validity of the statement.

• Active participation of the common people like farmers and craftsmen.
• Hindu-Muslim unity.
• Co-operation existed among the soldiers, common people and the leaders.

Question 27.
Name of the leaders and centers of the first war of Indian independence in 1857 are given in table below. Arrange them in appropriate order.

 Centres of the Revolt Leaders 1. Delhi a. Begum Hazret Mahal 2. Lucknow b. Maulavi Ahammedulah 3. Kanpur c. Bahadur Shah II 4. Faizabad d. Nana Saheb

1 – c,
2 – a,
3 – d,
4 – b.

Question 28.
What are the methods by which the wealth of India drained to Britain according to the drain theory of Dadabai Naoroji.

• Export of Indian raw materials.
• Salary and pension to the British officers in India.
• Profit gained through the sale of the British products in India.
• Tax from India.

Question 29.
What was the idea put forward by leaders to prevent the drain of India’s wealth?

Question 30.
What was the major strategy adopted in the agitation against the partition of Bengal in 1905.
Boycott of foreign goods.

Question 31.
The use of swadeshi goods and boycott of foreign goods rejuvenated Indian Industry. Substantiate.
A number of textile mills, soap factories, match box companies, national banks and insurance companies were established. The Bengali Chemical store, the Tata Steel Plant in Maharashtra and Swadeshi Steam navigation company in Tamil Nadu etc. started during swadeshi movements. Import of British goods to India steadily went down during this period.

British Exploitation and Resistance Exam Oriented Questions and Answers

Question 1.
Find out the region where the permanent land revenue system was not implemented from given below?
a. Bengal.
b. Bihar.
c. Orissa.
d. Kerala.
Kerala.

Question 2.
Swaraj is better than the best form of foreign rule.”. Whose opinion is this ?

Question 3.
In which year was Indian National Congress formed ?
1885

Question 4.
Write the name of the book of Dadabhai Naoroji in which the ‘Drain Theory’ is included.
Poverty and Un British rule in India

Question 5.
What was the reason behind the division of Eastern Bengal and Western Bengal?
Bengal was the center of nationalist movements at that time. The Hindu Muslim Unity in Bengal strengthened such movements. To destroy such unity, separate people on the basis of religion was focused by the British to divide Bengal.

Question 6.
Was the 1st war of Independence a failure? Did it motivate for the succeeding revolt?
The 1st war of Independence was a failure but it helped in generating nationalism. The suppression of rulers brought hatred among the Indians. It was able to motivate and create a sense of cooperation for the succeeding revolts.

Question 7.
Besides the Santhal and Kurichya Revolts several other insurgencies broke out in different parts of India. Write the important revolts among them.

• PahariyaRebellion.
• Kol Rebellion.
• Khasi Rebellion.
• Munda Rebellion.
• Bhil Rebellion.

Question 8.
What were the measures taken by the British Government against poverty?
The British government did not take any measures for the upliftment of the people. Starve and die was the fate of the people.

Question 9.
Why did the British compel the farmers to produce crops instead of food products?
Raw materials were needed for the British industrial growth. So the farmers were compelled to cultivate crops according to the market needs. Commercialization resulted in many problems and the most important was the scarcity of food.

Question 10.
Find out the difference in the Indigo Revolts and other revolts?
The Indigo cultivation led the Indian farmers to misery. The British forced them to make the products at a low rate. When the cost of land in Europe was decreased, the condition of Indian farmers became miserable. They showed their protest by standing against cultivation. The farmers in Bengal protested against the land lords. But other protests were against the British Government.

Question 11.
What was the common aspect in Peasant Revolts?
The reasons of peasant revolts were the heavy tax imposed by them and the suppression in the British rule. Most of the peasant revolts were for the people.

Question 12.
What were the reason for poverty?
India was economically high in the field of agriculture. But with the entry of British, exploitation and suppression became strong and India turned to misery. The commercialization of agriculture resulted in scarcity of food. Jute, cotton and Indigo increased and traditional products lost its market. Indigo cultivation in the wheat field brought the farmers of Orissa and Bengal into misery.

Question 13.
How did the misery affect the peasants? What were the other happenings in Bengal?
The British rule made the life of peasants in trouble. Farmers who borrowed money for high interests were compelled to leave the fields. Merchants of Bengal closed their shops. Weavers lost their job. Cattle were sold. Tools for agriculture were sold. They ate whatever they got. Many were dead. Fever, Plague and other epidemics spread all over. Many lost their lives in Bengal and Bihar.

Question 14.
Prepare a news paper report on Bengal Famine.
Indians on Hunger
Calcutta:
People in Orissa, Bengal, Bihar, and Madras are dying in starvation. They struggle with out food to feed once a day. The British is responsible for it. People die due to the hunger and starvation. Schools and markets remain closed. Epidemics like plague spreads everywhere. Even infants are lost every day. But no measures are taken from the part of government to fight the trouble.

Question 15.
What were the reflections of the decline of the textile industry in India.
The immediate reflection of the decline of the textile industry was found in urban areas. The textile centers like Murshidabad and Dhaka that were thickly populated once, became least inhabited. The people who had been working in textile industry migrated to villages and engaged in agriculture related works.

As a result, the number of people who engaged in agriculture to earn a living, increased. It fragmented the agricultural fields and the production became stagnant.

Question 16.
What were the common reasons for the revolt of 1857 and regional revolts which happened before 1857?
Common reasons were there for the revolt of 1857 and other regional revolts. The revenue policies and heavy taxes of the British were one which made the Indians stay against the British. The military officials who served under English East India company their small land owners.

British took over the rule of Kings. They decided to bring them under their control. They also thought to bring the militants under the expense of kings. After signing the militant force, they lost their rights. The life of the people were in misery.

The temporary policies of Travancore made Veluthampi Dalava and British to revolt. Changes were brought in the British rule in India after 1857. British parliament took the control of India from English East India Company. The miseries were after 1857. Starvation and death were the ultimate results.

Question 17.
a. How did the Indian textiles lose the British market ?
b. Why did the weavers in India search for other jobs?
a. Due to the higher tax levied the price of Indian textiles exported to Britain increased. So the Indian textiles lost the British market.
b. The British officers forced the weavers to work at meagre wages and to exchange the products to them at cheaper rate. Weavers gave, up their work due too the exploitation and fortune of the British officers. So they searched for other jobs.

Question 18.
What were the reflections of the decline of the textile industry in India ?
The immediate reflection of the decline of the textile industry was found in urban areas. The textile centers like Murshidabad and Dhaka that were thickly populated once, became least inhabited. The people, who had been working in textile industry, migrated to villages and engaged in agriculture relayed works. As a result, the number of people, who engaged in agriculture to earn a living, increased. It fragmented the agricultural fields and the productions became stagnant.

Kerala Syllabus 10th Standard Hindi Solutions Unit 3 Chapter 3 एक थाल चाँद भरा

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Kerala State Syllabus 10th Standard Hindi Solutions Unit 3 Chapter 3 एक थाल चाँद भरा (कहानी)

एक थाल चाँद भरा अतिरिक्त वाचन के लिए

Kerala SSLC Social Science Previous Year Question Paper March 2019 Malayalam Medium

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Kerala SSLC Social Science Previous Year Question Paper March 2019 Malayalam Medium

Kerala Sslc Social Science Question Paper 2019 Instructions:

• The first 15 minutes is the cool-off time. You may use the time to read the questions and plan your answers.
• Answer all questions in PART – A. Answer any one from the questions given under each question number in PART – B.

Time: 2½ Hours
Total Score: 80 Marks

Kerala SSLC English Model Question Paper 2

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Kerala SSLC English Model Question Paper 2

Time: 2½ Hours
Maximum: 80 Scores

Instructions:

• The first fifteen minutes is cool-off time. You may use the time to read the questions and plan the answers.
• Certain Sections of the questions have choices. Follow the instructions.

Questions 1 – 6: Read the excerpt “Adventures in a Banyan Tree” and answer the questions that follow. Each question carries one score. (1 × 6 = 6)

When I had also made a conscious descent from the tree and returned to the house, I told Grandfather of the fight I had seen. He was pleased that the mongoose had won. He had encouraged it to live in the garden, to keep away the snakes, and fed it regularly with scraps from the kitchen. He had never tried taming it, because wild mongoose was more useful than a domesticated one.

From the banyan tree I often saw the mongoose patrolling the four corners of the garden, and once I saw him with an egg in his mouth and knew he had been in the poultry house; but he had not harmed the birds, and I knew Grandmother would forgive him for stealing as long as he kept the snakes away from the house.

Question 1.

Question 2.
Why did the Grandfather encourage the mongoose to live in the garden?
The Grandfather encouraged the mongoose to live in the garden because it would keep away the snakes.

Question 3.
The Grandfather never tried training the mongoose. Why?
The Grandfather never tried training the mongoose because a wild mongoose was more useful than a domesticated one.

Question 4.
What did the narrator often see when he was sitting on the banyan tree?
When he was sitting on the banyan tree, the narrator often saw the mongoose patrolling the four corners of the garden.

Question 5.
Was the Grandmother angry with the mongoose for stealing an egg from her poultry?
No, she wasn’t.

Question 6.
Find a word from the passage which means ‘tamed’.
Domesticated.

Questions 7 – 10: Read the lines from “Lines Written in Early Spring” and answer the questions that follow. Each question carries one score. (1 × 4 = 4)

I heard a thousand blended notes,
While in a grove I sate reclined,
In that sweet mood when pleasant thoughts
Bring sad thoughts to the mind.

To her fair works did Nature link
The human soul that through me ran
And much it grieved my heart to think’

Question 7.
Where did the poet sit?
He sat in a grove.

Question 8.
Sitting there what did the poet hear?
He heard a thousand blended notes.

Question 9.
To whom did Nature link her good works?
To the human soul.

Question 10.
Why did the heart of the poet grieve?
The heart of the poet grieved because of what man-made of man.

Question 11. Read the poem “Mother to Son” and attempt a brief appreciation, point out the theme(s) and poetic devices used. (1 × 5 = 5)

I heard a thousand blended notes,
While in a grove I sate reclined,
In that sweet mood when pleasant thoughts
Bring sad thoughts to the mind.

To her fair works did Nature link
The human soul that through me ran;
And much it grieved my heart to think
What man has made of man.

Through primrose tufts, in that green bower,
The periwinkle trailed its wreaths;
And ’tis my faith that every flower
Enjoys the air it breathes.

The birds around me hopped and played,
Their thoughts I cannot measure:-
But the least motion which they made
It seemed a thrill of pleasure.

The budding twigs spread out their fan,
To catch the breezy air;
And I must think, do all I can,
That there was pleasure there.

If this belief from heaven be sent,
If such be Nature’s holy plan,
Have I not reason to lament
The poet says that while sitting reclined on a woodland grove, his mind was filled with several thoughts. While he finds solace in the nature’s beauty, the same beauty also reminds him of sad thoughts. The speaker appreciates the nature for her god like abilities of linking a human soul to herself but he also feels grief while thinking about how cruelly man has separated himself from mother nature. The poet is highly appreciative of nature’s beauty.

He finds delight in the green bowers and has faith that the beautiful flowers enjoy every ounce of the air they breathe and they are thankful for living beside the nature. The speaker observes the birds which sing and hop around him. He is in awe of these creatures. Though the speaker does not understand their, language and ways, he does recognize that the birds are creating all these movements out of sheer pleasure and joy.

The breeze blowing is sweet and light, the twigs are spreading out as if to catch the sweet air and all the poet can do is gather pleasure in their existence. The speaker questions that if this is heaven and this is the holy plan of nature then what man has done to himself is really bad. Man has separated himself from such joy and is spending his time hating one another and fighting wars.

The poem has 6 quatrains and the rhyming scheme is abab. There are examples of personification. There is fine-visual and auditory imagery. We too feel like the poet reclining in the grove watching the flowers and listening to the music of the birds. Nature is really beautiful.

Questions 12 – 16: Read the following passage from “The Castaway” and answer the questions that follow. Each question carries one score. (1 × 5 = 5)

After Satish’s arrival, Kiran had seldom got much time to spare serving Nilkanta’s meals which she had been doing so generously as he had an immense capacity of eating. After that he left the hall without eating much. He would repeatedly say, “I am not hungry” thinking that it would bring Kiran to press him to finish. That didn’t happen. Soaking the pillow with his sobs became a usual occurrence. He jumped into the conclusion that some venomous trick of Satish had made her angry against him.

Question 12.
Who had an immense capacity of eating?
Nilkanta had an immense capacity of eating.

Question 13.
Why did Nilkanta repeatedly say, “I am not hungry”?
Nilkanta repeatedly said, “I am not hungry” because he wanted Kiran to press him to eat more.

Question 14.
Did Kiran press him to eat more?
No, she didn’t. Kiran didn’t press him to eat more.

Question 15.
Why was Nilktanta soaking his pillow with his sobs?
Nilkanta was soaking his pillow with his sobs because he was sad that he was being neglected by Kiran after the arrival of Satish.

Question 16.
Did Nilkanta entertain Satish?
No, he didn’t. He kept mum saying that he did not remember anything,

Questions 17 – 21: The details of some authors given below. Study the table and answer the questions that follow. Each question carries on score. (1 × 5 = 5)

Question 17.
How many of the above authors were born in the 19th century?
One

Question 18.
Who is the only film director in the list?
MajidiMajidi

Question 19.
A speech by Chimamanda Ngozi Adichie is in your syllabus. Name it.
The Danger of a Single Story

Question 20.
Write down the name of the writer from the USA.
Bob Dylan

Question 21.
of all those who were born in the 20th century, who was born first?
Ruskin bond

Question 22 – 23: Answer any ONE of the following in about 120 words. (7 × 1 = 7)

Question 22.
Narrate the story of the Scholarship Jacket in your own words.
Martha is an intelligent and hardworking girl. But because her parents were poor, they gave her to her grandparents to bring up. Her poverty did not stop her from hard work and she has been scoring top grades all the years.

In the Texas school where she was studying, there was the custom of awarding a scholarship jacket to the best outgoing student. The jacket was given during the valedictory function for the 8th grade students. The eligible student should have constantly scored the top grades in all the 8 years of his/her stay there. Martha was sure she would get it and she was eagerly awaiting it.

There was a girl called Joann in her class. She was nowhere near Martha in her grades. But her father was a Board mehnber and he made a plan to keep Martha away from the Prize. He knew that Martha was too poor to pay any money to get the jacket. He and some his friends took the initiative and made the Board change its policy from that year. They decided that to get the scholarship jacket the student has to pay 15 dollars. By this he knew that Martha won’t get it and it could then be given to Joann.

But a good teacher named Mr. Schmidt was against this scheme. He persuaded the principal to make the scholarship jacket free. The principal also realized it would be an injustice to Martha if the jacket was not given to her. So, finally, Martha got it because of the goodness of Mr. Schmidt and the principal. Martha was very happy.

Question 23.
Prepare a review of the Drama “The Never-Never Nest”.
“The Never-Never Nest” is a one-act Play by Cedric Mount. It exposes’ the shams of contemporary society which tries to live beyond its means. It warns the people against the modern “Buy Now Pay Later” scheme which tempts people to buy things which are not essential for them. Since they don’t have to pay immediately, they are tempted to buy things that are available on instalments. In the play we see Jack and Jill, a young couple with a baby.

Jack earns only 6 Pounds a week. Jill is a housewife. But they go on getting all kinds of luxury items on instalments. The monthly installments come to more than 7 Pounds. To make up the deficit they will take a loan which will further increase their financial burden. In their lounge in the villa, they have fine furniture, a radiogram and a piano.

They also have a refrigerator and a car. But all these and the villa itself are bought on installments. So nothing is their own, even their, baby, as they owed money to the doctor. They have to finish the installments to make the baby fully their own. Their Aunt comes and pays them 10 Pounds and Jill pays it to the doctor hoping that at the least the baby in the house will be their own. The play is a warning to those who live beyond their means and go on buying things on installments.

Questions 24 – 26: Answer any TWO of the questions. Each question carries 5 score.

Question 24.
Imagine that Mr. John, after meeting the narrator for the second time, writes his diary. What would be the possible diary entry?
Today is one of the happiest days in my life. For almost 25 years I had been trying to find out this man, who had changed my life. This man, this doctor, had not only revived me after my suicide attempt, but also gave me the money to put back into the place from where I had stolen it. He is not just a man but an angel for me.

Without his help, I would have been dead. Today I met him while I was returning from the States. This doctor has grown slightly old, but the cheerful expression is still on his face. I recognized him at the first look. But he did not recognize me. So I went and told him who I was and how he had helped me 25 years ago. He was happy to see me and hear about my work. I was also extremely pleased to meet him. I pray God there should more and more persons like him in this world.

Question 25.
Read the following lines from the poem “The Ballad of Father Gilligan” and prepare a note of appreciation.
‘Mavrone, mavrone! The man has died
While I slept on the chair’;
He roused his horse out of its sleep
And rode with little care.
He rode now as he never rode,
By rocky lane and fen;
The sick man’s wife opened the door,
‘Father! you come again!’
‘And is the poor man dead?’
he cried ‘He died an hour ago’.
The old priest Peter Gilligan
In grief swayed to and fro.
Fr. Gilligan is an old priest. He is working very hard day and night because half of parishioners are either dick or dead. One evening he was sitting in a chair quite tired and sleepy. But he is called to go and administer the sacrament of anointing the sick to a poor sick man. Fr. Gilligan is not happy because he is already too tired. He said he has no rest, joy or peace as people are going on dying. Soon he was sorry that he thought like that and he kneels down and prays seeking forgiveness from God.

He soon fell asleep. Only when he heard the sparrows chirping he got up from his sleep. He suddenly thought that the man may have died as he was sleeping. He then took his horse and rushed to the place of the sick man. He rode very fast over the rocky paths and wetlands. The sick man’s wife opened the door and she was surprised to see him ‘again’. On enquiring about the sick man she says he died an hour.ago. Fr. Gilligan was shocked to hear the news. Later we learn that God had sent an angel in the guise of Fr. Gilligan and the sick man was administered the sacrament.

This poem by William Butler Yeats tells a beautiful story. It shows the sincerity and honesty of an old priest. He did not immediately go to the sick man when he got the call because his body was too tired and he slept quite involuntarily. The way he seeks forgiveness from God and thanking him later for sending an angel to do his duty is very touching.

The poem is in rhyme and the scheme is abcb. There is a simile here: “He rode now as he never rode.” There is alliteration in ‘his horse’ and ‘Priest Peter’. The use of ‘Mavrone! Mavronel’ to mean “Alas!’ is very special and it has an Irish ring to it. The conversational style adds beauty to the ballad. On the whole it is an exquisite poem by Yeats, the Nobel Prize Winner.

Question 26.
The English Club of your school as decided to stage the play “The Never-Never nest”. Draft a notice inviting all teachers and students to watch the play.

Crescent Public School, Chalakudy
English Club

1 December 2019

Notice

The English Club of this School is staging a play titled ‘‘The Never-Never Nest”. It is a very interesting play by Cedric Mount.
Venue: School Auditorium
Date and Time: 10 December 2019, 3 p.m.

A couple named Jack and Jill are in the habit of getting everything on instalment basis. They take advantage of the “Buy Nowand Pay Later” scheme. They have a good house, fine furniture, a radiogram, a piano and a car. Even their baby is on instalment as they , have to still pay money to the doctor. Jack earns only 6 Pounds a week. Jill is a homemaker, the instalments come to more than 7 Pounds. Their Aunt comes to visit them and she gives them a small cheque asking them to make at least one thing their own. Find out what is the thing they make their own by watching the play on stage.

All the teachers and students of the school are cordially invited!

Raj Job
Secretary

Questions 27 – 31: Answer any three of the following. Each question carries six scores.

Question 27.
In the Lesson “Adventures in a Banyan Tree”, the boy sees a fight between the cobra and the mongoose. Narrate the fight scene in your own words.
The boy was sitting on the platform halfway up the tree. It was an April afternoon. Warm breezes had sent everyone indoors. The boy was thinking of going for a swim, when he saw a black cobra coming out of a group of cactus. It was looking for a cooler place in the garden. A mongoose also came out and went towards the cobra. They came face to face.

The Cobra knew that the 3 feet long mongoose is a fine fighter, clever and aggressive. But the cobra was also an experienced fighter. He could move with great speed and strike the mongoose. His sharp teeth were full of poison. It was a battle of champions.

The cobra hissed. His tongue darted in and out. It was 6 feet long. It raised its three feet high and raised its broad, spectacled hood. The mongoose was also ready to fight. Its hair on the spine stood up like bristles. They would help him to prevent his body from getting bitten. A myna and a jungle crow were watching the fight.

At one stage they dived towards the cobra, but they missed it. The myna went back. The crow was trying to turn around when it was struck by the cobra. It died soon. The mongoose proved too clever for the cobra and finally it was killed by the mongoose which dragged it into the bush.

Question 28.
In the story “The Snake and the Mirror”, the snake did not harm the homeopath. The homeopath in turn did not hurt it. Keeping Basheer’s vision on nature and its beings, commend on this story.
In the story the snake did not harm the homeopath. The homeopath in turn did not hurt it. By saying this, Basheer is emphasizing the principle of “Live and Let Live”. Man and animals are supposed to co-exist in this world. As man has the right to live, the animals also have the right to live.

It is a known fact that animals do not harm people unless they are provoked and feel threatened. No snake will deliberately come and bite you. But we deliberately kill snakes. A snake will attack only if it feels threatened and its escape route is blocked. If they see people, they will either try to hide or run away.

They bite only when people step over them unknowingly or chase them and block their escape . route. In that sense man is the only ‘animal’ that kills for pleasure. Animals of prey may kill to satisfy their hunger. But we do it for fun.

Basheer is of the view that we should let animals live their life without interfering with them, unless they prove dangerous to us. Peaceful coexistence is what he insists. It is an interesting story in which the homeopath has fine dreams about his future wife.

Question 29.
Here are some details about Pablo Neruda. Write his short profile.
His actual name : Neftali Ricardo Reyes Basoaito
Birth – 1904
Nationality – Chilean
Career – poet, diplomat and politician
Specialty: He often wrote in Green Ink.
Famous poems: “Tonight I Can Write the Saddest Lines”,” Don’t Be Far Off’, “When I Die I Want Your Hands on My Eyes”, “Die Slowly”, “Here I Love You”. Award – Nobel Prize for Literature, 1971
Pablo Neruda’s actual name was Neftali Ricardo Reyes Basoalto. He was born in 1904. he was a Chilean poet, diplomat and politician. It is interesting to know that he often wrote in Green Ink, which represented his hope and optimism. His most famous poems are “Tonight I Can Write the Saddest Lines”, “Don’t Be Far Off’, “When I Die I Want Your Hands on My Eyes”, “Die Slowly”, and “Here I Love You”. He was awarded the Nobel Prize for Literature, 1971. He died in 1973.

Question 30.
Satyajit Ray and his friends had to shoot scenes involving the tiger twice at Notun Gram and Boral. Ray describes the shooting at both these places. How it would be?
We found a suitable bamboo grove in Notun Gram. As arranged with Mr. Thorat of Bharat Circus, a lorry arrived with two well-fed tigers. He brought two so that if one did not do things properly the other could be used. Atripod was placed facing the bamboo grove to mount the camera. The audience was instructed to get behind the camera. Goopy and Bagha were placed close to the bamboo grove so that they could be seen along with the tiger.

A five-foot iron rod was fixed to the ground, some 30 feet from the area where the tiger was to walk. A tiger-skin collar with a thin wire inside was placed in the neck of the tiger. The door of the cage was opened and the tiger jumped out. But instead of walking calmly it started running and jumping about. When it became calm some shots were taken. But the shots were later found to be dark owing to poor light.

The scenes had to be shot a second time. Abamboo grove near Calcutta in Boral was found. The lorry arrived with Thorat, the tiger, the steel wire, the special collar and the iron rod. The whole village came to watch the shooting. The villagers were told to keep at least 70 feet away from the scene of the shot.

Without listening to the instructions, the entire crowd got as close to the camera as they could. Thorat opened the cage. With a roar the tiger charged towards the crowd. The crowd disappeared as if my magic. Soon the tiger calmed down and the shots were taken as required. This time the tiger and the camera behaved well.

Question 31.
In her speech, Chimamanda Ngozi Adichie talks about the dangers of a single story. Prepare a write up bring out her views on the issue.
A single-story creates stereo types. The problem with stereotypes is not that they are untrue, but they are incomplete. The experience of Chimamanda -Adichie, while she was a student in the USA, proves the point. Her American roommate was surprised to hear Adichie speak English so well and she liked the songs of Mariah Carey.

The American roommate could never imagine that a girl from Nigeria would speak English or listen to singers like Mariah Carey. Many British, Canadians or Australians feel surprised when Indians speak fluent English because they think that Indians can’t speak English well. Adichie further elaborated how single stories often misinform and misguide people. They had a servant, whose name was Fide. Her mother always talked about the poverty of Fide.

Adichie once visited Fide’s home and found his brother was a fine craftsman who could make beautifully patterned baskets. But she knew only of their poverty and not their artistic skills. This is what happens to many of us. We hear just one thing about a person or about a country. We don’t hear other things about him or the country. And so our opinion about the person and the country remains prejudiced. In India there are many street magicians an snake charmers. Many people in Africa and Europe think that all Indians know magic and they can handle snakes like Vava Suresh.

We all have heard the story of six blind men going to ‘see’ the elephant. Each of them felt with their hands a different hart of the elephant. The person who felt the leg of the elephant said that an elephant is like a pillar. The one who felt the ear said that an elephant is like a hand-fan. To the one who felt the tail an elephant was like a stick! They all were right in their own limited way, but they were all wrong about their concept of the elephant.

So before coming to conclusions we should hear not a single story about something, but different stories about it. Otherwise we will remain prejudiced like the blind men in the story.

Question 32.
Complete the following conversation between Ali and Zahra from the story “My Sister’s Shoes”. (5)
Zahra: Ali, where are my shoes which you took for
repairs yesterday?
Ali: I lost them.
Zahra: You lost them! What …………. (a) to school today?
Ali: You can wear my shoes.
Ali: If they are too big for you wear your slippers.
Zahra: I will be punished by the teacher, …………….. (c)?
Ali: No, you won’t. Tell the teacher your shoes were stolen.
Zahra : I am going to tell our father about the loss of my shoes.
Ali: ………….. (d). He will beat me.
Zahra: It will be good for you for your carelessness. ……………..(e)
a) will I wear
b) They are too big for me
c) won’t I
e) won’t it?

Question 33.
Report the following dialogue.
Grandfather: In the fight between the cobra and the mongoose, who won?
Narrator: The mongoose won the fight. He was a better fighter than the cobra.
Grandfather asked the narrator as to who won the fight between the cobra and the mongoose.
The narrator replied saying that the mongoose won it and he was a better fighter than the cobra.

Question 34.
Complete the passage choosing the right words from the ones given in brackets. (5)

In a village named Notun Gram we found a suitable bamboo grove …………(a) shoot the first meeting between Goopy and Bagha and the tiger. Thorat came to the location …………… the tiger. There were some 25 people there. A. ………….(c) villagers took our permission to come and watch …………..(d) shooting. (the, few, to, with)
a) to
b) with
c) few
d) the

Question 35.
There are a few mistakes in the following passage. The mistakes are underlined. Correct them. (4)
Nine year olds
(a) Vanka Zhukhov, which
(b) had been apprenticed three months ago too
(c) Alyakhin the shoemaker, did not went
(d) to bed on Christmas eve.
a) old
b) who
c) to
d) go

Question 36.
Fill in the blanks in the following sentences with an appropriate phrasal verbs from the ones given in brackets.
(put off, put cross, put up with, put out)
a) I can’t …………. his rude behaviour.
b) The firemen ………….. the fire with great difficulty.
c) A good teacher must be able to …………. his ideas to students.
d) The meeting was ……………… because of the floods in the area.
a) put up with
b) put out
c) put across
d) put off

Kerala Padavali Malayalam Standard 10 Solutions Unit 4 Chapter 2 Nan Kathakaranaya Katha

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Kerala SSLC Chemistry Previous Year Question Paper March 2019 English Medium

Students can Download Kerala SSLC Chemistry Previous Year Question Paper March 2019 English Medium Pdf, Kerala SSLC Chemistry Model Question Papers helps you to revise the complete Kerala State Board New Syllabus and score more marks in your examinations.

Kerala SSLC Chemistry Previous Year Question Paper March 2019 English Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Section – A

(Answer any 4 questions from 1 to 5. Each question carries 1 score) (4 × 1 = 4)

Question 1.
Which of the following molecule can undergo addition reaction? (1)
(methane, ethane, propene, butane)
Propene

Question 2.
The glass used to make lenses and prisms is ………(1)
Flint glass / optic glass/ Lead glass

Question 3.
Atomic mass of Nitrogen is 14. which of the following sample contain 6.022 x 1023 Nitrogen atoms? (1)
(7g Nitrogen, 14 g Nitrogen, 28g Nitrogen, 1g Nitrogen)
14g nitrogen

Question 4.
The ore of a metal is lighter than the impurities. Which method is suitable for its concentration? (1)
Froth floatation process

Question 5.
A fresh piece of Mg ribbon loses its luster after a few days. This is due to the formation of the compound ………..(1)
Magnessium oxide/MgO/oxide

Section – B

(Answer any 4 questions from 6 to 10. Each question carries 2 scores)(4 × 2 = 8)

Question 6.
The last subshell of an element is 3p and there are 3 electrons in it.
a) Write the complete electronic configuration of the element. (1)
b) Identify its period and group. (1)
a) 1s2 2s2 2p6 3s2 3p3 (2, 8, 5)
b) Period -3 group -15

Question 7.
An iron nail is dipped in CuSO4 solution. (Reactivity order Fe>Cu)
a) What is the change that can be noticed on the iron nail after a while? (1)
b) Write down the chemical equation of the oxidation reaction occurs here. (1)
a) Copper gets deposited on iron nail b) Fe → Fe2+ + 2e

Question 8.
4g of NaOH is dissolved in water and the volume is made upto 1 L.
(1 mole of. NaOH = 40 g)
a) Calculate the molarity of the resultant solution. (1)
b) How will you make 1 M solution of NaOH using the same amount (4g) of NaOH? (1)
a) Molecular mass of NaOH = 23 + 16 + 1 = 40

b) Dissolve 4g NaOH in water and make up the solution in to 100 mL

Question 9.
Concentrated Cu2S is converted into oxide by roasting.
a) Write the process of roasting. (1)
b) How impurities like sulphur and phosphorus are removed in this process? (1)
a) Heating the ore in the presence of air below its melting point.
b) Sulphur and phosphorous are removed as their oxides

Question 10.
Ethanoic acid is an organic compound having industrial values.
a) How ethanoic acid is manufactured industrially?^)
b) Give any one use of ethanoic acid. (1)
a) Ethanoic acid is manufactured by reacting methanol and carbon monoxide in the preence of a catalyst.

b)

• Production of rayon
• In rubber and silk industry
• To produce vinegar

Section – C

(Answer any 4 questions from 11 to 15. Each question carries 3 scores) (4 × 3 = 12)

Question 11.
H2(g) + I02(g) ⇌ 2HI(g)
a) What is the total number of moles of reactants and products in the above reaction. (1)
b) What is the effect of pressure in this reversible reaction? Explain. (2)
a) No. of mol of reactants = 2
No. of mol of products =2
b) Pressure has no effect on this reaction. Because there is no change in volume (no.of molecules) due to forward and backward reactions.

Question 12.
The structure of a hydrocarbon is given below:

a) How many C-atoms are there in the main chain?
Which is the word root? (1)
b) Identify the branch and its position number (1)
c) Write the IUPAC name of this compound. (1)
a) 5, pent
b) Methyl, 3
c) 3-methyl pentane

Question 13.
The chemical equation for the manufacture of ammonia is N2(g) + 3H2(g) → 2NH3(g)
a) Complete the following: 1 mol N2 + …………H2→ …………NH3 (1)
b) Calculate the amount of H2 required to rea.ct with 28 g of N2 completely. (1)
[Hint: Molecular mass of N2 = 28, H2 = 2]
c) What will be the volume of NH3 formed at STP, if 22.4L of N2 is completely reacted? (1)
a) 1 mol N2 + 3mool -H2 → 2 mol NH3
b) 28 g N2 requires 3 mol H2
3 mol H2 = 3 x 2 = 6g
c) NH3 formed when 1 mol (22.4L)
N2 reacts = 2 mol
Volume of 2 mol NH3 at STP = 2 x 22.4 = 44.8L

Question 14.
Consider the metals and solutions given in the box.
Zn, Mg, Cu, Ag, CuSO4 solution, MgSO4 solution
a) Which of the above metals are to be selected to construct a Galvanic cell? (1)
b) Identify the anode and cathode of the cell. (1)
[Hint: Reactivity order Mg > Zn > Cu > Ag]
c) Write the redox reaction taking place in this cell. (1)
a) Mg, Cu
b) Anode Mg/MgSO4
Cathode Cu/CuSO4
c)

Question 15.
Alumina is mixed with cryolite and subjected to electrolysis to extract aluminium.
a) Why cryolite is added to alumina? (1)
b) Which are the ions present in alumina? (1)
c) Write the equation of the reduction reaction taking place at negative electrode. (1)
a) To lower the melting point of alumina and to increase the electrical conductivity.
b) Al3+, O2-
c) Al3+ + 3e → Al

Section – D

(Answer any 4 questions from 16 to 20. Each question carries 4 scores)(4 × 4 = 16)

Question 16.
Zinc piece and zinc powder are taken in two test tubes and equal’amount of dil. HCl is added.
a) In which test tube does the reaction proceed faster? (1)
b) Give the reason. (2)
c) Give an instance from daily life, where such condition is made use. (1)
a) In second test tube (Zinc powder)
b) Total surface area increases on powdering. So the rate of effective collisions increases.
c) • Fire wood catches fire quickly if splitted up into small pieces.
• Vegetables get cooked easily if cut into small pieces.
• Condiments are powdered for quick action.

Question 17.
The structure of two organic compounds are given below:
i) CH3-CH2-CH2-CH2-OH
ii) CH3-CH2-0-CH2-CH3
a) Write the molecular formula of these com-pounds. (1)
b) Which type of isomerism do they exhibit? (1)
c) Explain this isomerism. (1)
d) Write the strucutral formula of a position isomer of compound (i) (1)
a) C4H10O
b) Functional group isomerism
c) Compounds having same molecular formula and different structural formula and functional groups are called functional group isomers.
d)

Question 18.
The atomic number of an element is 19.
a) Write the subshell electronic configuration. (1)
b) Identify its group, period, block and oxidation state. (2)
c) Write any one characteristic of the block to which the element belongs., (1)
a) 1 s2 2s2 2p6 3s2 3p6 4s1
b) Group -1 Period – 4
Block – s Oxidation state +1
c) Highly electropositive, low ionisation energy.

Question 19.
Two organic reactions are given below:

a) Identify the products A and B (1)
b) Which type of reaction is (i)? (1)
c) The product B has industrial values. Give its name and use. (2)
a)

b) Substitution reaction
c) Poly Vinyl chloride (PVC)
PVC is a plastic used for thd manufacture of pipes hoses etc.

Question 20.

a) Give the functions of antipyretics and anti-biotics. (2)
b) Write any two unhealthy practices among people in using medicines. (2)
a) Antipyretics – lowers body temperature
Antibiotics – Destroys harmful microbes and prevent their growth.

b)

• Self treatment
• Excessive use of medicine
• Using medicine prescribed for others
• Using old prescriptions for taking medicines
• Dont taking medicine at regular intervals.b

Kerala Syllabus 10th Standard Social Science Solutions Part 1 Chapter 8 Kerala towards Modernity

You can Download India after Independence Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard Social Science Solutions Part 1 Chapter 8 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard Social Science Solutions Part 1 Chapter 8 Kerala towards Modernity

Kerala towards Modernity Text Book Questions and Answers

The European domination in Kerala began with the arrival of the Portuguese in the 15th century. The Europeans who came for trade eventually became the rulers. The arrival of the Europeans had its impact on various fields. Among the Europeans who came to Kerala, it was the English who established a suzerainty here. Various sections of people conducted resistance struggle against the English domination and their exploitation. Even though the British suppressed this resistance, it enhanced the national spirit of the Indians. The English designed a colonial economy also.

Kerala towards Modernity Question 1. Conduct a discussion on the arrival of Europeans to Kerala and the objectives for their arrival.
The Portuguese were the first European team arrived in Kerala. They came to Kozhikode in 1498 and wanted Samoothiri to exclude the Arab traders. As Samoothiri denied this demand, they shifted to Kochi. The Dutch team arrived and expected the Portuguese from Kerala in 1663. The Dutch were defeated by Marthanda Varma in 1741 in Kulachil war. Another European power France was also defeated by the English force in the Karnatic war. All these European powers came to Kerala to enrich their trade relation. However, only the English could withstand. Finally, the trade monopoly came to the hand of the English force.

Kerala Towards Modernity Sslc Notes 10th Question 2.
Explain the circumstances how Malabar Kochi and Travancore were brought under East India Company. Prepare a note.
Hyder Ali and Tipu Sultan from Mysore arrived in Kerala when the land was administered by local rulers and chieftains. Tipu took over the control of Malabar. The rulers of Kochi and Travancore sought the help of the British to save their states from Tipu’s invasion. Henceforth, it was in the English East India Company that the local chieftains found their hope. The rulers of Kochi and Travancore, too, considered the British as their savior.

The Subsidiary Alliance introduced by Lord Wellesley enabled the British to bring the native states under their control easily. The British ruled Malabar directly according to the terms of the Treaty of Srirangapattnam. Travancore and Kochi accepted the paramountcy of the British.

Kerala towards Modernity SSLC Question 3. Prepare a table showing early rebellion against the British and their leaders.

 Rebellion Leaders Places Pazhassi’s rebellion 1. Pazhassi Raja 2. Champaran Pocker 3. KaitheriAchu nair 4. Thalakkal Chandu 5. Edachena Kunkan nair Malabar Wayand Veluthampi’s Rebellion Veluthampi Dawala Travancore Paliyathachan’s Rebellion Paliyathachan Kochi

Kerala Syllabus 10th Standard Social Science Notes Question 4.

 Export Import Coconut Textiles Jaggery Tobacco Cashew Kerosine Pepper Sugar Arecanut Metal product Iron ore

• Kerala exported products for industries in Britain and markets in Europe.
• Spices occupied important place in Kerala’s ex-port.
• Finished products were the major import items.

Kerala towards Modernity Notes Question 5. Point out the steps taken by the British to enhance trade facilities and their effects.
The British amended trade policies prevailed in Malabar, Kochi, and Travancore favorable to them. Improved the transportation facilities by constructing more roads, bridges, and railways. Developed ports in Kochi, Kozhikode, and Alappuzha to facilitate water transportation.

Social Science Class 10 Kerala Syllabus Malayalam Medium Question 6.
Analyze the changes taken place in agriculture sector as a result of commercialization.
The British government encouraged cultivation aim-ing their markets. The encouraged coconut cultivation since there was demand for coconut products in foreign markets. In hill areas cash crops like coffee, tea, rubber were cultivated in large volumes. Majority of these plantations belonged to the British. In short, Kerala was made a place of commercial crop cultivation.

Kerala Towards Modernity Pdf 10th Question 7.
Prepare a note on plantation and traditional industries developed in different parts of Kerala and the factors that contributed to their growth.
Plantation and traditional industries — Region
Tea, coffee, rubber — Wayanad, Idukki
Coconut oil, coir — Alappuzha
Cashewnut — Kollam
Tile Faroke — Kollam, Olloor
Handloom — Kannur, Kozhikode
Beedi — Kannur

Social Science Class 10 Kerala Syllabus Question 8.
Prepare a flow chart showing industrial progress during the British period.

Kerala Syllabus 10th Standard Social Science Notes Malayalam Medium Question 9.
Narrate the circumstances for the development of English Medicine in Kerala.
The spread of contagious diseases was responsible for gaining importance to this system of medicine in Kerala. “English Medicine” was very effective in preventing contagious diseases like smallpox and cholera which took away the lives of many thousands. There was a time when people dreaded vaccination against smallpox. The royal family of Travancore came forward to create an atmosphere among people conducive to the preventive measures by accepting vaccination against smallpox.

The princes of Travancore and Cochin created facilities for preventive measures and thus took a position different from the areas directly under the British rule. They established hospitals and extended facilities for treatment in attempts useful to people. Travancore registered much progress in this field through adopting a scientific policy of public health, by ensuring healthcare. at low cost, by facilitating education, etc.

The social reformers played a crucial role in the formation of modern Kerala. They could eradicate the social evils, superstitions and the inequality existed in the society. There were many struggles in Kerala which opposed the isolation of civil rights.

Social Science 10th Kerala Syllabus Question 10.
Evaluate how the activities of renaissance leaders brought social changes in Kerala.

• Gave practical form to social change.
• Works of renaissance leaders for the creation of modem Kerala.
• Influence among’ the social workers of the later period.
• The activities against superstitions and caste system led to social transformation

Kerala Syllabus 10th Standard Geography Question 11.
Evaluate the role of channar Revolt, Vaikkom Satyagraha, and Guruvayursatyagraha to bring about social change in Kerla.
social change. The Channar women of southern Travancore fought for the right to cover their upper body. As a result, Uthram Thirunnai Maharaja was forced to permit the channar women to weer jackets in 1859.

The Vaikkom Satyagraha (1924), led by T.K. Madhavan was one of the major struggles that took place in Kerala for claiming the right to travel. Ex-pressing solidarity with the satyagraha, Mannath Padmanabhan organized the Savarna Jatha. Following this struggle, the lower castes secured permission to travel through the reads around the Vaikom temple.

Similarly under the leadership of K. Kelappan, an agitation was launched demanding entry for all castes of kindly into Guruvayoortemple (1931) A.K. Gopalan was the volunteer captain of this struggle. P. Krishna Pillai was callously attacked during this satyagraha. Following these popular protests, the temple entry proclamation was announced on 12 November 1936 in Travancore.

The national struggle which held for India’s independence was strong in Kerala also. The national struggle was so strong in Malabar because Malabar was under the direct control of the British. But the struggle was strong in Kochi and Travancore also. Along with Indian National Congress, the Khilafat movement, Kochi Rajya Prajamadalam, and the community’s party strengthened India’s national struggle for independence.

Std 10 Social Science Notes Kerala Syllabus Question 12.
Prepare a flow chart comprising the important political protests that took place in Malabar, Travancore, and Kochi.
The national movement in Kerala looked a unified form as the state was not administratively united.

Malabar:

Kochi:

The formation of Kerala was the ultimate result of various factors combining together. Modern Kerala is a model even to the world in various fields. Public health, public instruction, public distribution system, public transport, literacy activities, decentralization of power, etc., are certain examples for these achievements

Kerala Syllabus 10th Social Science Question 13.
Analyze the circumstances that led to the formation of the united Kerala.
The Congress to set up state Congress Committees on linguistic basis. Taking it is into consideration the first Kerala state political conference was held at Ottappalam in 1921 under the presidentship of T. Prakasam. Later Kerala Pradesh Congress Committee came into existence uniting Travancore, Kochi and Malabar regions. The Payyannur Congress conference chaised by Jawaharlal Nehru conceded a resolution demanding the reorganization of Kerala as a distinctive state after independence.

The United Kerala Resolution was passed both in the united Kerala conventions held at Thrissur and Aluva in 1947. Consequently the state of Thirukochi was formed on I July 1949 by joining Travancore and Kochi. E.M.S. Namboodiripad in his book, ‘Onnekalkodi Malayalikal’, placed the idea that the Kerala state was to be formed combining the Malayalam speaking regions. The state of Kerala came into existence on I November 1956 unifying Malabar, Kochi, and Thiruvitamkur as per the recommendation of the state recognization commission.

Kerala Syllabus 10th Standard Social Science Question 14.
Prepare a magazine collecting information from various sources on the achievement of Kerala in the field of land reform, public health, education, etc.,
land reform, public health, education, decentralization of power, etc., are the important fields where Kerala achieved tremendous progress. These are the major features of Kerala. Through land reforms, restriction was made land available to the landless. District- table-Primary health centers and government medical colleges are examples for the progress achieved

Let Us Assess

10th Class Geography Notes Kerala Syllabus Question 15.
Match the following:

 A B The Portugese Attingal Riot The Dutch Kamaticwars The French Battle of colachal The Struggles of Kunjali Marakkar

 A B The Portugese Struggles of Kunjali Marakkar The Dutch Battle of colachal The Frechn Kamaticwars The British Attingal Riot

10th Geography Notes Kerala Syllabus Question 16.
How did English East India get dominance in Kerala?
There was lack of unity among the provinces in Kerala. The company could therefore easily suppress the resistance of people in Kerala. They also started educational institutions and hospitals. All these helped them to establish domination in Kerala.

10th Class Social Science Notes Kerala Syllabus Question 17.
Complete the list by finding out the persons related to the events given from the names given in brackets.

(Dr. Palpu, GP. Pillai, Pazhassiraja, K. Kelapan, K.B. Menon, Sreenarayana Guru, Veluthampi Dawala, T.K. Madhavan)
Kundra Proclamation : Veluthampi Dawala
GuruvayoorSatyagraha : K. Kelapan
Keezhariyoor Bomb case : K.B. Menon
Malayali Memorial : G.P. Pillai

Social Science Notes Class 10 Kerala Syllabus Question 18.
List out the reformation movements and prorwara swcwiopws in Kerala to eradicate social inequalities and evils.

 Social Reformers Reform movements/ Activities Vaikunda Swamikal Chattampi Swamikal Samatwa samaj Fought against casteism and other evil customs and practices SreenarayanaGuru Formed SNDP Kuriakose Alias, Chavara Established orphanages and schools Ayyankali Sadhu Jana Paripalana Sangam Vakkom Abdul Khadar Maulaivi Travancore Muslim Mahajana Sabha Vagbhadanandan Athmavidya samgam SahodranAyyappan Sahodra Sangam Pandit K.P. Karupan Arya Samajam Mannath Padmanaphan Nair Service Society V.T. Bhatathiripad Yogakshema Sabja Kumara Guru Deven Prathyaksha Reksha Daiva Sabha

Strikes: Channar Revolt, Vaikkom satyagraha, Guru vayoor satyagraha.

Kerala Towards Modernity In Malayalam 10th Question 19.
National movement in Kerala had no uniformity. Find out the reasons.
The national movement in Kerala locked a unified form as the state was not administratively united. The British ruled the Malabar region directly, whereas Kochi and Travancore were indirectly ruled through the president. Because of this reason, political agitations were not active in Kochi and Travancore as in Malabar.

Social Science Class 10 Kerala Syllabus Notes Question 20.
Give a detailed account of the events that led to the united Kerala.

• The Nagpur session of the Congress held in 1920.
• The first Kerala State Political Conference held ofOttapalam in 1921.
• Formation of the Kerala Pradesh Congress Committee.
• The Payyannur Congress Conference.
• The united Kerala conferences and the united Kerala resolution.
• Formation of the state of Thiru-Kochi in 1949.
• Formation of the state of Kerala in 1956.

Kerala towards Modernity Model Questions & Answers

Question 21.
Discuss the freedom movements in Kerala after 1920.
The history of Kerala witnessed several freedom movements especially after 1920. The movements include the following.

Non-Cooperation Movement and Salt Satyagraha:
As decided at the Nagpur session (1920), NonCooperation movement was started throughout the country. In Kerala, too, there was widespread boycott of foreign goods, courts, and educational institutions. The Malabar Rebellion of 1921 and the student’s agitation of 1922 in Travancore were events of great political significance during this period.

The Salt-Satyagraha under the leadership of Gandhiji had its own repercussions in Kerala. Payyannur in Malabar was the main venue of the Satyagraha in Kerala. Many batches of Satyagrahis from different parts of Kerala marched to Payyannurto take part in the Satyagraha.

Quit India Movement:
The Quit India Movement launched in August 1942 was widespread in Cochin and Malabar, though not so extensive in Travancore. During the Quit India Movement, there were sensational and violent incidents in Malabar involving disruption of communication and attack on government offices and police stations. The Keezhariyur Bomb case, in which 27 persons including Dr. K.B. Menon, Socialist leader and Secretary of Indian Civil Liberties Union were charge-sheeted, was the important episode of the struggle in Malabar. Even underground papers like ‘Swathantra BharatanT were brought out during the struggle.

Agitation in Travancore and Cochin:
After the Haripura session of the Indian National Congress which decided that separate organizations should be formed in native States for the agitation for responsible government, the Travancore State Congress and the Cochin State Praja Mandal were formed.

Question 22.
Kerala could make notable achievements in the health sector. What are your suggestions to maintain this?
a) Ensure the supply of pure drinking water,
b) Establish intensive cleaning programme.
c) Intensity preventive measures of diseases.
d) Provide medical facilities to all in less expense.
e) Make essential medical facilities in all Primary Health Centres.

Question 23.
Narrate the developments that led to Kurichiya rebellion.
The British overthrew the traditional land revenue collection system and made several experiments in this field. They wanted to collect as much revenue as possible in India. British reversed the revenue system of Malabar and framed out the collection of revenues to different Rajas for lump sums. The assessments were very high and the people found it difficult to pay the land revenue.

Pazhassi Raja boldly decided to challenge the British authority and to resist their attempt to collect taxes. After the suppression of the Pazhassi revolt, Wynad was brought under the strict control of the British. The Kurichyas and Kurumbas were subjected to untold abuses and privations. The British revenue settlement was the most unkindest cut on the life of the tribal people. The rate of land revenue was exhortation and its method of collection in cash was harsh. In short, the Kurichia rebellion was a good example popular rebellion against the British supremacy.

Question 24.
What was the taxation policy followed by the British government?
The stranglehold of revenue system heightened its grip on other articles of daily use besides taxes on land, salt, tobacco, etc. Houses, shops, cattle, ferry, fishing net, looms, toddy, arrack, knives, etc. were important among them. In effect, nothing was spared from the grip of the Government. About fifty more different faxes were imposed.

The British tried to collect huge amounts through petty taxes. Let us have a look at the sufferings of the people on account of them. Women who earned their livelihood by collecting firewood from the forests were not permitted to take home the same without paying the tax. Those who had to cross rivers had to pay a tax. Many who tried to swim across to evade tax were drowned in the river.

Question 25.
What is Pandarappattam Proclamation?
During the time of Marthanda Varma, state-owned * land (Pandaravaka) was leased out to Christian and Muslims on rent. Later, Ezhavas and other backward communities were also given land. The purpose of it all was to increase the revenue of the State treasury by expanding agriculture. Resources to maintain the British army and to pay tributes to the British had to be raised. This was the inspiration behind the proclamation. The rich agriculturists tried to graduate their possession right into right of ownership. Clamors were made to this end. Finally, the Government of Travancore conceded this right. Through the Pandarapattam proclamation, those who possessed state-owned land got rights of ownership and inheritance.

Question 26.
The peasant uprising of Malabar was known as,
a) Kurichia rebellion
b) Mappila uprisings
c) Freedom struggle
Mappila uprisings

Question 27.
What were the circumstances which led to the emergence of severe opposition to the English East India Company among the people of Malabar?

• The Company’s declaration that both the rulers and their subjects should be under their control.
• Increase in tax
• Exploitation policy of the Company

Question 28.
State the reasons why Kerala Varma Pazhassi Raja led revolution against foreign domination?
Pazhassi Raja acted as an ally of British in their * Mysore invasions. They gave the right to collect taxes from Kottayam to the king of Kurumbanadu. Provoked by this Pazhassi blocked the whole revenue system. The British proceeded to take action against Pazhassi. They tried to annex Pazhassi’s territories to British India. Hence Pazhassi Raja attempted to eliminate colonial power through guerilla warfare with the assistance of his soldiers including Kurichyas the tribal community of Waynad.

Question 29.
How did the agricultural reforms implemented by the British cause the peasant revolts in Malabar?
Muslim peasants in Malabar revolted throughout the 19th century against the land tenurial system introduced by the British. The fact that the landlords who fled from Malabar, during Tipu’s invasion were again made landowners by the British and heavy taxes imposed on peasants were the cause of the revolt. The government neither take any steps to increase the fertility of the land nor tried to use the wasteland for cultivation. The British compelled the peasants to cultivate plantation crops like cashew nut and rubber in the place of traditional crops like pepper.

Question 30.
Why was the peasant uprisings of Malabar called ‘Mappila uprisings’?
The revolts against the British in Malabar were the culmination of the protests of the Mappila tenants, agricultural laborers, artisans, petty traders, etc., overa period of time. The involvement of the ordinary people in this struggle was noteworthy. A sizeable number of the peasants of Eranad and Valluvanad taluks of Malabar were Mappila Muslims. It was they who participated in these struggles. Hence these up-risings were called ‘Mappila uprisings’ by the British.

Question 31.
What were changes effected by the Pandarappattam and Janmi-Kudiyan Proclamations? To what extent did they help the peasants?
The Janmis got the right to evict the tenants who failed to pay such high rents and passing the lands to new tenants. They began attempts to evict actual cultivators from agricultural lands. The British officials, police, and judiciary stood for assisting the activities of the landlords in Travancore and Cochin. The problems of the tenants continued unaltered. Their resistance grew into protests. Organized peasant movements came forward to take up their issues during the period by the Freedom Movement and after.

Question 32.
What was the result of Channar Revolt?
Vaikundaswamikal, who gave leadership to the move- menttoputan end to the disabilities of the Channar community in the Travancore region. It was he who provided the Channar sections with strong minds capable of fighting, by making them recognize their social position through making use of the educational opportunities inaugurated by the missionaries. The Channar women created history by staging a struggle for the right to wear upper clothes. The Channar Revolt for gaining this right, begun in 1822, came to a successful end in 1859. It was following this prolonged struggle that the Maharaja had to issue an order allowing Channar women to wear upper clothes.

Question 33.
Analyze the impact of British rule on Kerala’s trade, industry, and agriculture.

• There was tremendous growth in foreign trade and Kerala has become a part of global market.
• Land relationships changed considerably and agriculture was commercialized.
• Large number of industries were established.
• Commercial crops were cultivated at large in plantations.
• Along with plantation corps, traditional and modern industries also grew up.

Question 34.
Match the following.

 A B Malabar Revolt 1930 Salt Sathyagraha 1921 Malayali Memorial 1896 Ezhava Memorial 1891

 A B Malabar Revolt 1921 Salt Sathyagraha 1930 Malayali Memorial 1891 Ezhava Memorial 1896

Question 35.
Match column B and C with A.

 A B C Vaikkom Sathyagraha EMS Namboothiripad 1930 Guruvayoor Sathyagraha K.P. Keshavamenon 1921 Salt Sathyagraha A.K. Gopalan 1931 Peasant revolt K. Kelappan 1946 United Kerala Movement Punnapra Vayalar 1949

 A B C Vaikkom Sathyagraha K.P. Keshavamenon 1930 Guruvayoor Sathyagraha A.K. Gopalan 1921 Salt Sathyagraha K. Kelappan 1931 Peasant revolt Punnapra Vayalar 1946 United Kerala Movement EMS Namboothiripad 1949

Question 36.
Prepare a time line showing events that aimed to form a united Kerala

Question 37.
Who were the leaders of ‘Salt Sathyagraham’ that conducted in Kerala in 1930? (Prepare a short not on the struggles that took place in Kerala as part of the Civil Disobedience Movement)
In Kerala, strong programs of propaganda were organized as part of Salt Satyagraha, A batch of volunteers under the leadership of K Kelappan took out a procession from Calicut to Payyanuron foot to break the Salt Law. Another group under the leader-ship ofT.R. Krishnaswami lyertoo went there. The processions proceeded accepting greetings of people on route.

The style of the struggle underwent a change following the arrest of the Mahatma on 5th May. The police brutally suppressed the satyagrahis who came to break the salt Law at Calicut beach on 12th may Mohamed Abdul Rahiman Sahib, P. Krishna Pillai, R.V. Sharma, T.R. Krishnaswami Iyer, and K. Madhavan Nair were sentenced to rigorous imprisonment.

Question 38.
Evaluate the role of Renaissance leaders with could create a progressive society in Kerala.
a) Vaikunda Swamikal: He realized the ‘hollowness of caste system’ and installed a mirror in the temple to enlighten the people the oneness of the godliness.
b) Chattambi Swamikal: He opposed the caste system and propagated the vision of ‘Adwaida’ means oneness of godliness. Swamikal was known as ‘Sarva Vidyarthi raja’
c) Sree Narayana Guru: Sree Narayana Guru is the symbol of love and humanity. He stood strongly against the priesthood of Brahmins, their nobility and the caste system and propagated equality and humanity of man. He exhorted the people to be strong by unity and to awaken by knowledge.
d) Ayyankali: Ayyankali played a prominent role to instill self-confidence and sense of unity among them. He spoke for the right to enter government schools. He organized and prepared the agricultural laborers to struggle for their rights who were subjected to all kinds of exploitation.
e) Vakkom Abdul Khadar Moulavi: The leader among Muslims who propagated modern education among Muslims. He took initiative to eliminate the evils of religious customs.
f) V.T. Bhattathirippad: He was a nobleman of modem thought. He raised his voice against evil customs in Namboodiri community and worked for the freedom of women.
g) Sahodaran Ayyappan: He tried to prove that polytheism was irrational and fought against alcoholism and exploitation of peasants and for this started interdining. All these leaders were trying to reform the society.

Question 39 (Qn. Pool-2017)
Who were the foreign traders who had trade relations with Kerala before the coming of the Europeans?
Arabs, Chinese

Question 40. (Qn. Pool-2017)
Arrange the following in chronological order,
i) Marthanda Varma defeated the Dutch in the Colachel War.
ii) British defeated the French in the Karnatic Wars.
iii) The Dutch defeated the Portuguese.
I – iii
II – i
III – ii

Question 41. (Qn. Pool-2017)
Evaluate how commercialisation of agriculture influences the agricultural sector of Kerala.

• Market-driven cultivation
• Encouraged coconut cultivation
• Reduction in rice production
• Food scarcity
• Plantation crops in the hilly area

Question 42. (Qn. Pool-2017)
Analyze the situation that led to the Attingal Revolt.
The natives who were furious over making Anchuthengu fort an important military base killed about 150 English men who were on their way to hand over gifts to the queen of the Attingal in 1721. This is known as Attingal Revolt.

Question 43. (Qn. Pool-2017)
Which was the first organized revolt against the British in Kerala?
Attingal Revolt.

Question 44. (Qn. Pool-2017)
According to which treaty did Malabar come under British dominance?
Sreeranga Papattanam Treaty of 1792.

Question 45. (Qn. Pool-2017)
Evaluate circumstances that made native rulers and chieftains turn against the British.
After attaining political dominance, the British started to interfere in the powers of the kings and the landlords. The interference in the freedom and privileges that the native rulers and chieftains enjoyed for centuries invited antagonism.

Question 46. (Qn. Pool-2017)
Analyze the circumstances for Kerala coming under British dominance around the eighteenth century.

• According to the Sriranga pattanam Treaty of 1792, Malabar came under the British dominance.
• In 1792, Kochi Raja accepted British supremacy and was forced to pay tribute.
• As per the treaty of 1795, Travancore also admitted the British dominance.
• Thus by the 18th century, the British ruled Malabar directly and Kochi and Travancore indirectly.

Question 47. (Qn. Pool-2017)
What made Pazhassi Raja turn against the British?
The refusal of the British to honour promise given to Pazhassi Raja for his assistance during the Mysore War, entitling Pazhassi Raja to collect tax from Kottayam region.

Question 48. (Qn. Pool-2017)
Elucidate the circumstances that made Veluthampi and PajiyathAchan enemies of the British.
The uncontrolled intervention of the British in the internal affairs of Travancore and Kochi made the Diwan of Travancore Velu Thampi and of Kochi Paliyath Achan the enemies of the British.

Question 49. (Qn. Pool-2017)
In what name is Veluthampi’s call for armed fight against the British known?
Kundara Proclamation

Question 50. (Qn. Pool-2017)
Which were the measures adopted by the British to increase and control foreign trade?

• Trade laws that existed in Malabar, Kochi, and Travancore were amended by the British in favor of them.
• Introduced unified coinage and metrology system.
• Built roads, railways and bridges to improve transport facilities.
• Developed the ports of Kochi, Kozhikode, and Alappuzha.

Question 51. (Qn. Pool-2017)
“The changes made by the British in the pattern of land ownership in Malabar made the life in the peasants miserable”. Substantiate.

• Local chieftains and landlords were made owners of the land.
• Taxwaspre-determined. .
• The local chieftains collected huge amount as tax from tenants.
• The tenants were evicted.
• Life became miserable for tenants.

Question 52. (Qn. Pool-2017)
The implementation of which act gave a limited right over the land of the tenants in Malabar.
The Malabar Tenant’s Act of 1929.

Question 53. (Qn. Pool-2017)
What were the changes made in the land relationship in Travancore during the time of Marthanda Varma?

• Land owned by landlords were converted into government (Pandaravaka) property.
• The Pandara Patta Vilambaram of 1865 gave the tenants ownership of the land they cultivated.
• The tenants in Travancore got ownership of the land through the Janmi KudiyanActof 1896.
• By virtue of this act the tenants in Travancore became small landowners in limited scale.

Question 54. (Qn. Pool-2017)
Why is it said that the National Movement in Kerala did not have a unified form?
Kerala was not politically unified.

Question 55. (Qn. Pool-2017)
Match the following
A — B
i) 1865 — a) Malabar Tenants Act
ii) 1914 — b) Pandarapatta Vilambaram
iii) 1929 — c) KudiyanmaAct
i – b,
ii – c,
iii – a

Question 56. (Qn. Pool-2017)
Some traditional industries started in Kerala during British dominance and their major centers are given below. Match them.
A — B
i) Coir Industry — a) Thrissur
ii) Cashew Industry — b) Kannur
iii) Tile Industry — c) Alappuzha
iv) Handloom Industry — d) Kollam
i – c,
ii – d,
iii – a,
iv – b

Question 57. (Qn. Pool-2017)
Analyze the features of the judicial system introduced in Kerala by the British.
Instead of punishing the accused on the basis of his caste, after hearing the accused, unified punishment was given depending on the nature of the guilt. All were considered equal before law.

Question 58. (Qn. Pool-2017)
Prepare a small essay basest on the reform movements and social changes.
Untouchability and unapproachability prevailed in Kerala where caste system was strong. Evil practices and superstitions prevailed in all communities. Modern education and western thoughts motivated the educated people to fight against this injustice. Channar revolt by Channar women for the right to cover the upper part of the body, consecrations of the Siva idol at Aruvippuram are examples for this.

Vaikom Satyagraha under the leadership of T.K. Madhavan and Saravarna Jatha under the leadership of Mannath Padmanabhan won the right for lower caste people to walk on the road near the temple. The Guruvayoor Satyagraha under the leadership of P. Krishna Pillai and A.K. Gopalan, the Travancore Temple Entry Proclamation of 1936 followed by temple entry proclamation of Kochi and Malabar gave right for the lower caste to enter the temples.

Question 59. Qn. Pool – 2017)
Which book of EMS Namboodiripad put forward the idea of the formation of Kerala including Malayalam speaking regions?
Onnekal Kodi Malayalikal

Question 60. (Qn. Pool-2017)
Some social reformers and the organizations led by them are given below. Match them properly.
Social Reformers — Organisations
i) Vaikaunda Swamikal — Prathyaksha Raksha DaivaSabha
ii) Ayyankali — Samathwa Samajam
iv) Kumara Gurudevan — Atmavidhya Sangham
i – b,
ii – c,
iii – d,
iv – a

Question 61. (Qn. Pool-2017)
“In the cultural arena of Kerala, British influence is evident’’. Substantiate.

• Beginning of printing
• Service of the Jesuit missionaries
• Dictionary and grammar book
• The concept of education for all irrespective of caste.
• Early Malayalam newspapers
• Beginning of schools and colleges.

Question 62. (Qn. Pool-2017)
Complete the table given below based on the indicators given.

i) Sree Narayana Dharma Paripalana Yogam
ii) Pandit K.P. Karuppan
iii) Thiruvithamcore Muslim Mahajana Sabha
iv) Nair Service Society

Question 63. (Qn. Pool-2017)
Analyze the civil disobedience movement of 1930 and the subsequent incidents,

• Civil disobedience movement became powerful in Kerala. In Malabar under the leadership of K. Kelappan, in Payyannurand under the leadership of Muhammad Abdul Rahman Sahib in Kozhikode salt law was violated.
• Boycott of foreign goods, picketing of liquor shops, propagation of Khadi all become powerful.
• When civil disobedience movement was stopped some leaders joined the socialist party.
• In 1939, under the leadership of P. Krishna Pillai, A.K. Gopalan and EMS Socialist Party was reorganized as Indian Communist Party.
• Communist Party led the peasants and workers to fight against the British Raj.
• Strong agitation related to Quit India Movement started in Malabar.
• Keezhiyoor Bomb Case was a significant episode.

Question 64.
(Qn. Pool-2017)
Arrange the following events chronologically
1. Punnapra-Vayalar Protest
2. Malayan Memorial
3. Ezhava Memorial
4. Formation of the Travancore State Congress
a). Malayali Memorial
b) Ezhava Memorial
c) Formation of the Travancore State Congress
d) Punnapra-Vayalar Protest

Question 65. (Qn. Pool-2017)
Which Congress session passed the resolution demanding the formation of the Kerala State after independence?
Payyannur Congress Session

Question 66. (Qn. Pool-2017)
The national movement in Kerala lacked a unified form’. Substantiate this statement analyzing the activities of the national movements in Malabar, Kochi, and Travancore.

• For evaluating the national, movements in Malabar, Kochi, and Travancore,
• Non-Co-operation movement, Malabar Rebellion, SaltSathyagraha, Quit India Movement.

Question 67. (Qn. Pool-2017)
Which are the factors that led Kerala to come under the English East India Company?

• Sriranga pattanam Treaty in which Malabar come under the British.
• To resist the invasion of Tipu, the princely state of Travancore and Kochi joined the Subsidiary Alliance.

Question 68. (Qn. Pool-2017)
Prepare a short note on the contributions of missionaries in spreading modern education in Malabar.

• Activities of Herman Gundert
• Schools established in places like Kozhikode and Thalassery.

Question 69. (Qn. Pool-2017)
Evaluate how the involvement of Renaissance leaders resulted in social changes.

• Provided practical form to social change
• Involvement of reform leaders for the creation of modern Kerala.
• Influence on the later social reformers
• Initiatives against superstition and caste system resulted in social changes.

Question 70. (Orukkam 2017)
Complete the timeline given below.

Question 71. (Orukkam 2017)
Complete the following table.

 Resistance against the British Leaders Reason Location/Incidents Year Pazhassi Revolts Pazhassi Raja; Chempan Pokker, Kaitheri Ambu Nair, Edachena Kunkan Nair, Talakkal Chandu 1. Denial of the right to collect tax in Malabar 2. Claim over Wayanad Malabar 1793 – 1805 Revolt of Veluthampi Veluthampi ‘ Dalawa Uncontrolled Intervention of the British in the internal affairs Kundara Procla- mmation 1809 Revolt of Paliyathachan Paliyathachan Kochi 1809

Question 72. (Orukkam 2017)
Complete the following diagram.

Question 73. (Orukkam 2017)
Complete the following timeline.

Question 74. (Orukkam 2017)
Complete the Comparison table.

 Satyagrahas Year Objectives Leaders Vaikkom Satyagraha ? For the right to travel ? Guruvayoor Satyagraha ? On the roads around the Vai kom Temple ?

 Satyagrahas Year Objectives Leaders Vaikkom Satyagraha 1924 For the right to travel T.K.Madhavan Mannath Padmanabhan Guruvayoor Satyagraha 1931 On the roads around the Vaikom Temple K.Kelappan, A.K.Gopalan, P. Krishna Pillai

Question 75. (Orukkam 2017)
Complete the table.

 Social Reformers Movements 1. Vaikunda Swamikal 1. ? 2. ? 2. Sree Narayana Dharma Paripalana Yogam 3. Ayyankali 3. ? 4. ? 4. Admavidhya Sangham 5. Sahodaran Ayyappan 5. ? 6. ? 6. Araya Samaiam

 Social Reformers Movements 1. Vaikunda Swamikal 1. Samathwasamaiam 2. Sree Narayana Guru 2. Sree Narayana Dharma Paripalana Yogam 3. Ayyankali 3. Sadhu Jana Paripalana Sangham 4. Vaghbhadanandan 4. Admavidhya Sangham 5. Sahodaran Ayyappan 5. Sahodaraprasthanam 6. Pandit K.P. Karuppan 6. Araya Samajam

Question 76. (Orukkam 2017)
Complete the given time line related to the national movement in Kerala.

Question 77. (Orukkam 2017)
Arrange the following in chronological order.
1. Formation of the Travancore State Congress
2. United Kerala Convention
3. The formation of Kochi-Rajya Prajamandalam
4. Ottappalam Conference
1. Ottappalam Conference
2. Formation of the Travancore State Congress
3. The formation of Kochi-Rajya Prajamandalam
4. United Kerala Convention

Question 78.
Explain the events that led to a united Kerala.

• Nagpure congress committee in 1920.
• First Kerala Pradesh Congress Committee in 1921.
• Payyannur Congress Committee.
• United Kerala Convention
• Merger of Travancore and Cochin.
• Formation of Kerala State in 1956.

Kerala SSLC Chemistry Model Question Paper 1 English Medium

Students can Download Kerala SSLC Chemistry Model Question Paper 1 English Medium Pdf, Kerala SSLC Chemistry Model Question Papers helps you to revise the complete Kerala State Board New Syllabus and score more marks in your examinations.

Kerala SSLC Chemistry Model Question Paper 1 English Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Time: 1½ Hours
Total Score: 40 Marks

Section – A

(Answer any 4 questions from 1 to 5. Each question carries 1 score) (1 × 5 = 5)

Question 1.
The element with 1s2 2s2 2p6 3s2 3p6 is placed in the group of the periodic table.
a) 1
b) 6
c) 8
d) 18
18

Question 2.
The reaction taking place at the anode of a zinc – copper galvanic cell …………
a) Zn → Zn2+ + 2e
b) Zn2+ + 2e → Zn
c) Cu → Cu2+ + 2e
d) Cu2+ + 2e → Cu
2.
Zn → Zn<>sup>2+ + 2e

Question 3.
The metal that liberate hydrogen gas when react with steam is ………….
a) Magnesium
b) Zinc
c) Iron
d) Sodium
Iron

Question 4.
The substance used to remove moisture from ammonia is ……………….
b) Sulphuric acid
c) Calcium oxide
d) Silicon dioxide
Calcium oxide

Question 5.
The functional group present in the compound CH3 – O-CH3 is …………
a) Hydroxyl
b) Alkoxy
c) Methyl
d) Carboxylic
Alkoxy

Section – B

(Answer any 4 questions from 6 to 10. Each question carries 2 scores)(4 × 2 = 8)

Question 6.
Calculate the number of molecules in 90g of water. (Hint-Atomicmass H = 1 O = 16)
1 GMM of water = 18 g.
90 g water = $$\frac{90}{18}$$ = 5 mol
No. of molecules in 5 mol = 5 x 6.022 x 1023

Question 7.
The molecular mass of CO2 is 44.
a) Find out the number of molecules in 220g CO2.
a) 220g CO2 = $$\frac{224}{44}$$ = 5 mol
∴ No. of molecules = 5 x 6.022 x 1023
b) 5×22.4 = 112 L

b) What will be the volume of this much CO2 at STP?
(Hint: The molar volume of gases at STP = 22.4 L)

Question 8.
The equation of the industrial production of ammonia is given below.
N2(g) + 3H2(g) ⇌ 2NH3(g) + Heat
a) By which name the industrial production of ammonia is known?
b) What will be the effect of increased pressure in ‘ this reaction?
c) What will happen if ammonia is removed from the system at regular intervals?
a) Heber’s process
b) Due to forward reaction number of molecules decreases. So increase in pressure is favourable to forward reaction.
c) Forward reaction increases, more product will be formed.

Question 9.
Certain elements are arranged in the order as they appear in the electrochemical series.
Answer the questions that follows based on this Na > Mg > Al > Zn > Cu > Ag
a) Which of these element is likely to be found in free state in nature?
b) Which of these metal will produce the stablest compound?
c) Which of these metal is produced by reducing its ore with CO?
a) Ag
b) Na
c) Zn

Question 10.
The structural formula of an organic compound is given below.

a) What is the total number of carbon atom in the longest carbon chain in this compound?
b) Write the name and position of the branch.
c) Write the IUPAC name of the compound.
a) 5
b) Methyl, 3
c) 3 – methyl pentane

Section – C

(Answer any 4 questions from 11 to 15. Each question carries 3 scores) (4 × 3 = 12)

Question 11.
The subshell electron configuration of certain elements are given below. (Symbols are not real)
A = [Ar] 4s2 3d1 B = [Ne]3s1
C = [Ar] 4s1 D = [Ne]3s23p5
a) Write any characteristic of the element A.
b) Which among these belong to the same group?
c) Which among these belong to the same period?
a) Shows variable oxidation states or forms coloured compounds.
b) B and C
c) C and D

Question 12.
Certain samples are given below.

a) Find out the number of moles in each sample.
b) Arrange them in the increasing order of number of molecules.
(Hint: Atomic mass of H = 1, He = 4, Ca = 20)
200g H2 = $$\frac{200}{2}$$ = 100 mol
200 g He = $$\frac{200}{4}$$ = 50 mol
200 g Ga = $$\frac{200}{20}$$ = 10 mol
200g Ca < 200g He < 200g H2

Question 13.
a) Which substances are used as the anode,
cathode and electrolyte when copper is refined by electrolysis.
b) It is said that electrolytic refining of copper is economic. Why?
a) Anode – Impure copper (Copper to be purified)
Cathode – Pure Copper rod
Electrolyte – CuSO4 solution
b) When copper is purified by electrolysis the residue left behind at the anode, called anode mud, often contains precious metals like gold.

Question 14.
Match those given columns suitably.

 Metal Name of ore Chemical formula Aluminium Calamine Al2O3.2H2O Iron Bauxite ZnCO3 Zinc Haematite Fe2O3

Aluminium – Bauxite – Al2O3-2H2O
Iron – Haematite – Fe2O3
Zinc – Calamine – ZnCO3

Question 15.
There are compounds with same molecular formula but different structural formula,
a) Write two compounds with different structural formula and the molecularformulaC3H8O.
b) By what name these compounds are known?(1)
a) CH3-O-CH2-CH3
CH3-CH2-CH2-OH
b) Isomers

Section – D

(Answer any 4 questions from 16 to 20. Each question carries 4 scores)(4 × 4 = 16)

Question 16.
In the table given below, under A certain chemical reactions and under B types of chemical reactions are given. Match them suitably.

CH4 + Cl2 → CH3 – Cl + HCl
– Substitution reaction

CH2 = CH2 + H2 → CH3 – CH3

CH3-CH2-CH2-CH3 → CH4-C3H6
– Thermal cracking

nCH2 = CH2 → [-CH2-CH2-]n
– Polymerisation

Question 17.
The chemical reactions taking place inside blast furnance during the manufacture of ‘iron is given below. Analyse it and answer the questions given below.
CaCO3(s) → CaO(s) + CO2(g)
CaO(s) + SiO2(s) → CaSiO3(s)
C(s) + O2(g) → CO2(g) + Heat
CO(g) + C(s) + Heat → 2CO(g)
Fe2O3(s) + 3CO(g) → 2Fe(s) + 3CO2(g)
a) Write the chemical formula of the ore of iron.
b) Which compound is the actual reducing agent in the reaction?
c) Which equation shows slag formation?
a) Fe2O3
b) CO
C) CaO(s) + SiO2(s) →CaSiO3(s)
d) FeO3(s) + 3CO(g) → 2Fe(s) + 3CO2(g)

Question 18.
The equation of a reversible reaction is given below.
2SO2(g) + O2(g) ⇌ 2SO3(g) + Heat
a) Write the equations of endothermic and exothermic reactions.
b) Write the mole ratio of the reactants and products
c) Suggest methods to get more product.
a) Endothermic
2SO3(g)+Heat → 2SO2(g +O2(g)
Exothermic
2SO2(g) + O2(g) → 2SO3(g)+Heat

b) 2:1:2
c) Increase the concentration of the reactants
Remove the product from the system
Decrease the temperature
Increase the pressure.

Question 19.
a) Sulphuric acid is known as ‘the king of chemicals’.
What is the basis for this?
b) How concentrated sulphuric acid is diluted in the laboratory?
c) The wooden cupboards in which concentrated sulphuric acid is often seen charred. Why?
a) Due to the wide range of uses sulphuriç acid is known as the king of chemicals eg: Used to make explosives, petroleum refining dehydrating agent, manufacture of chemical fertilizers, etc.
b) Take water in a beaker and add concentrated acid slowly along the side and stir continuously. Otherwise, the add will spurt over as the dissolution is exothermic.
c) Sulphuric absorbs hydrogen and oxygen present in substances in the ratio as that in water. So carbon only remains (dehydrating property)

Question 20.
a) How do galvanic cells and electrolytic cells differ each other?
b) Write any two practical uses of electrolysis.
a)

• Galvanic cells converts chemical energy in to electrical energy.
• Electrolytic cell converts electrical energy into chemical energy
• The anode in a galvanic cell is negative and cathode is positive.
• The anode in an electrolytic cell is positive and cathode is negative

b)

• Production of metal .
• Production of non metals
• Production of compounds
• Refining of metals
• Electroplating