English

Question 1: Write a character sketch of 'Saheb' from Lost Spring.

Answer:
Character Sketch of Saheb
Saheb-e-Alam is a young ragpicker boy who lives in Seemapuri, a settlement on the outskirts of Delhi. His name
ironically means “Lord of the Universe,” yet he leads a life of poverty and deprivation.
Background: He is a migrant from Dhaka, Bangladesh, who came to India after storms destroyed his home
and fields.
Innocent & Curious: He is a cheerful, carefree child who asks innocent questions and is unaware of the
harsh realities around him.
Deprived of Education: He roams barefoot and scrounges garbage heaps for coins and other items. When
asked why he doesn’t go to school, he gives vague excuses, reflecting his lack of opportunity.
Hopeful yet Helpless: He is excited when the narrator promises to start a school, showing his desire to
learn — but the promise remains unfulfilled.
Loss of Freedom: Later, Saheb starts working at a tea stall for ₹800/month. Though he earns money, he
loses his carefree spirit. The steel canister he carries looks heavier than his old rag-picking bag —
symbolising his lost childhood and freedom.

Question 2: Write an Article on the topic “Importance of Education in Today’s Society” /

Impact of Social Media on Students.
Answer:
(Both articles provided — use whichever your teacher assigned)
ARTICLE 1: Importance of Education in Today’s Society
By: [Your Name]
Education is the most powerful tool that shapes individuals and societies. In today’s rapidly changing world, its
importance has grown more than ever.
Education does not merely mean literacy — it means the all-round development of a person’s intellect, values,
and skills. It empowers individuals to think critically, make informed decisions, and contribute meaningfully to
society.
In today’s competitive world, education opens doors to better career opportunities and financial stability. It
reduces inequality, promotes social justice, and helps eradicate poverty. An educated citizen is aware of their
rights and responsibilities, making democracy stronger.
Moreover, education fosters scientific thinking and innovation. The technological advancements we enjoy today
are the result of decades of research and education. In fields like medicine, space science, and artificial
intelligence, education is the driving force.
Education also builds character. It teaches values like discipline, empathy, tolerance, and respect — qualities
essential for a harmonious society.
In conclusion, education is not a luxury but a necessity. Every child deserves access to quality education, for it
is the foundation of a just, progressive, and peaceful society.
ARTICLE 2: Impact of Social Media on Students
By: [Your Name]
Social media has become an inseparable part of a student’s daily life. Platforms like Instagram, YouTube,
Twitter, and WhatsApp are used by millions of students across the world. While social media offers several
benefits, its negative impact on students cannot be ignored.
On the positive side, social media promotes connectivity and information sharing. Students can join educational
groups, watch tutorials, participate in online discussions, and stay updated with current affairs. It also provides
a platform for creative expression.
However, excessive use of social media has serious drawbacks. It leads to distraction, reducing concentration
during studies. Students often spend hours scrolling through reels and videos, resulting in poor academic
performance. Sleep deprivation due to late-night phone usage has become a common problem.
Social media also exposes students to cyberbullying, fake news, and unhealthy comparisons, leading to anxiety,
depression, and low self-esteem. Privacy concerns and addiction are additional risks.
The need of the hour is digital literacy — teaching students to use social media responsibly and in moderation.
Parents and teachers must guide students to set screen-time limits and prioritise real-world interactions.
Social media is a tool — its impact depends entirely on how we use it.

Question 3: Learn and write the formats of: Notice Writing / Invitation & Reply
Answer:
FORMAT 1: NOTICE WRITING

[NAME OF SCHOOL / ORGANISATION] NOTICE Date: __________ [TITLE IN CAPITAL LETTERS] [Body — 4 to 5
lines covering: What, Who, When, Where, Why] [Signature] [Name] [Designation]

Example:

DELHI PUBLIC SCHOOL, ROHINI NOTICE 15 May 20XX ANNUAL SPORTS DAY All students of Classes IX–XII are
hereby informed that the Annual Sports Day will be held on 25 May 20XX at 9:00 AM in the school
ground. Students interested in participating must register their names with their respective class
teachers by 20 May 20XX. Ravi Sharma Head Boy

FORMAT 2: FORMAL INVITATION

[Name of Organisation / Individual] requests the pleasure of the company of

________________________ on the occasion of ________________________ on [Date], at [Time] at
[Venue] RSVP: [Name / Designation] [Contact]

FORMAT 3: INFORMAL INVITATION (Letter style)

[Address] [Date] Dear [Name], I am delighted to invite you to [occasion] on [date] at [time] at
[venue]. Your presence will make the occasion truly special. Please do confirm your attendance.
Yours affectionately, [Name]

FORMAT 4: REPLY TO INVITATION

Acceptance:

[Address] [Date] Dear [Name], Thank you for your warm invitation to [occasion] on [date]. I am
delighted to accept and look forward to being with you on this special occasion. Yours
affectionately, [Name]

Regret (Unable to attend):

[Address] [Date] Dear [Name], Thank you for your kind invitation. I regret that due to [reason], I
will not be able to attend [occasion] on [date]. I wish you a memorable celebration. Yours
affectionately, [Name]

Question 4: Read the poem “Keeping Quiet” and write the Summary / Central Idea.
Answer:
Central Idea: The poem “Keeping Quiet” by Pablo Neruda urges humanity to pause, introspect, and embrace
stillness. The poet advocates a moment of complete silence and inactivity to promote mutual understanding,
peace, and a break from the destruction caused by mindless rush and violence.
Summary:
The poet asks all people of the world to count to twelve and maintain complete silence — no speaking, no
movement. In this stillness, there would be no wars, no bloodshed, and no harm caused to others or to nature.
Fishermen would not harm fish; workers in factories and salt mines would rest their hands.
Neruda makes it clear he is not advocating death or permanent inactivity. He uses the example of nature — the
earth, which appears dead in winter, is actually alive beneath the surface, preparing for renewal. Similarly, a
moment of quiet reflection will not stop life but will purify it.
The poem ends on a hopeful note — this one moment of stillness can teach humanity more about life,
brotherhood, and harmony than centuries of restless activity and conflict.

Question 5: Write Blurb / Book Review of your favourite author/book.

Answer:
(Sample: “To Kill a Mockingbird” by Harper Lee)
BLURB:
Set in the American South during the 1930s, To Kill a Mockingbird is a timeless tale of justice, innocence, and
moral courage. Through the eyes of young Scout Finch, we witness her father — lawyer Atticus Finch — defend
a Black man falsely accused of a crime in a deeply prejudiced society. A story that moves you, challenges you,
and stays with you forever.
BOOK REVIEW
Title: To Kill a Mockingbird Author: Harper Lee Genre: Fiction / Coming-of-Age
To Kill a Mockingbird is one of the most powerful novels of the 20th century. Harper Lee weaves a compelling
narrative around themes of racial injustice, empathy, and the loss of innocence.
The story is narrated by Scout Finch, a young girl growing up in Maycomb, Alabama. Her father, Atticus Finch,
is a lawyer who agrees to defend Tom Robinson, a Black man falsely accused of assaulting a white woman.
Despite knowing the odds are against him in a racist society, Atticus stands firm on principles of equality and
truth.
Strengths:
Beautifully written, emotionally engaging narrative
Strong, memorable characters — especially Atticus Finch
Powerful social message that remains relevant today
Weakness:
Slow-paced beginning for some readers

Question 6: Write the Biography of author “Selma Lagerlöf” (The Rattrap)

Answer:
Biography of Selma Lagerlöf
Early Life: Selma Lagerlöf was born into a cultured family in Värmland, Sweden. As a child, she suffered from
a physical disability and spent much of her time reading and listening to stories. She trained as a teacher and
worked at a girls’ school in Landskrona.
Literary Career:
Her first novel, Gösta Berlings saga (1891), brought her immediate fame.
She drew heavily from Swedish folklore, legends, and rural life in her writing.
Her most celebrated work for children is The Wonderful Adventures of Nils (1906–07), written to teach
Swedish geography to schoolchildren.
The Rattrap is one of her notable short stories that highlights themes of human goodness, redemption, and
the transforming power of kindness.
Awards & Recognition:
In 1909, she became the first woman and the first Swedish writer to win the Nobel Prize in Literature.
In 1914, she became the first woman elected to the Swedish Academy.
Her portrait appeared on the Swedish 20-kronor banknote.
Themes in her Writing: Her works explore morality, compassion, redemption, and Swedish cultural heritage,
often blending realism with legend and folklore.
Legacy: Selma Lagerlöf remains one of the most celebrated Scandinavian authors and a pioneering figure for
women in literature.

Full Name Selma Ottilia Lovisa Lagerlöf

Born 20 November 1858, Mårbacka, Sweden

Died 16 March 1940

Nationality Swedish

Profession Author, Teacher

Chemistry
Question 1: State the condition resulting in Reverse Osmosis.
Answer:
Reverse Osmosis occurs when a pressure greater than the osmotic pressure is applied on the solution side
of a semipermeable membrane. This forces the solvent molecules to flow from the solution to the pure solvent
(i.e., opposite to the natural direction of osmosis).
Condition: Applied pressure > Osmotic pressure (π)

Question 2: How is the molarity of a solution different from its molality?

Answer:
Molarity (M) is defined as the number of moles of solute dissolved per litre of solution (M = n/V).
Molality (m) is defined as the number of moles of solute dissolved per kilogram of solvent (m = n/W).
The key difference is that molarity depends on temperature because volume changes with temperature,
whereas molality is independent of temperature because it is based on mass of solvent, which does not change
with temperature. For this reason, molality is preferred in calculations involving colligative properties, while
molarity is used in volumetric calculations.

Question 3: Why do gases always tend to be less soluble in liquids as the temperature is
raised?
Answer:
Dissolution of a gas in a liquid is an exothermic process:

Gas + Solvent ⇋ Solution + Heat

When temperature is raised, according to Le Chatelier’s Principle, the equilibrium shifts in the backward
direction (endothermic direction) to absorb the excess heat. This means more gas molecules escape from the
solution back into the gaseous phase.
Therefore, solubility of gases decreases with increase in temperature.

Question 4: Why is the freezing point depression of 0.1 M KCl solution nearly twice that of 0.1
M sucrose solution?
Answer:
Sucrose is a non-electrolyte — it does not dissociate in water.
0.1 M sucrose → 0.1 mol/L particles
KCl is a strong electrolyte — it dissociates completely:

KCl → K+ + Cl−
0.1 M KCl → ~0.2 mol/L particles (Van’t Hoff factor, i ≈ 2)
Since ΔTf = i × Kf × m, and KCl produces nearly double the number of particles, its freezing point depression is
nearly twice that of sucrose solution.

Question 5: Two aqueous solutions containing respectively 7.5 g of urea (Molar mass = 60)
and 42.57 g of substance X in 100 g of water freeze at the same temperature. Calculate the
molecular mass of X.
Answer:
Since both solutions freeze at the same temperature → ΔTf is equal → their molalities are equal.

Molality of urea solution:

murea = (7.5/60) / (100/1000) = 0.125 / 0.1 = 1.25 mol/kg

For substance X (molality must also = 1.25 mol/kg):

1.25 = (42.57 / MX) / 0.1 MX = 42.57 / (1.25 × 0.1) = 42.57 / 0.125

MX = 340.56 g/mol

Question 6(a): What is relative lowering in Vapour pressure? Show that relative lowering in
vapour pressure is a Colligative property.
Answer:
Relative Lowering of Vapour Pressure (RLVP): The ratio of lowering of vapour pressure to the vapour
pressure of the pure solvent.

RLVP = (P° − Ps) / P°

Proof that it is a Colligative Property:

By Raoult’s Law: Ps = x2 × P° (where x2 = mole fraction of solvent)

Since x1 + x2 = 1 ⇒ x2 = 1 − x1

Ps = (1 − x1) P° P° − Ps = x1 · P° (P° − Ps) / P° = x1

Where x1 = mole fraction of solute. Since RLVP depends only on the mole fraction of solute (number of solute
particles) and not on the nature of solute, it is a colligative property.

Question 6(b): Calculate the normal freezing point of a sample of sea water containing 3.8% of
NaCl and 0.12% MgCl2 by mass.
Answer:
Assume 100 g of sea water.
Mass of NaCl = 3.8 g, Mass of MgCl2 = 0.12 g
Mass of water (solvent) = 100 − 3.8 − 0.12 = 96.08 g = 0.09608 kg
Moles:

Moles of NaCl = 3.8 / 58.5 = 0.06496 mol Moles of MgCl2 = 0.12 / 95 = 0.001263 mol

Van’t Hoff factors:

NaCl → Na+ + Cl− → i = 2 MgCl2 → Mg2+ + 2Cl− → i = 3

ΔTf = Kf × Σ(i × m):

ΔTf = 1.86 × [(2 × 0.06496 + 3 × 0.001263) / 0.09608] = 1.86 × [(0.12992 + 0.003789) / 0.09608] =
1.86 × (0.13371 / 0.09608) = 1.86 × 1.3917

ΔTf = 2.589 K

Freezing point of sea water = 0 − 2.589 = −2.589°C ≈ −2.59°C

Question 6(c): Calculate the volume of 80% H2SO4 by weight (density = 1.8 g/mL) required to
prepare 1 L of 0.2 M solution.
Answer:
Molarity of stock H2SO4:

M1 = (1000 × d × w%) / M = (1000 × 1.8 × 80) / (100 × 98) = 144000 / 9800 = 14.69 M

Using dilution formula: M1V1 = M2V2

14.69 × V1 = 0.2 × 1000 V1 = 200 / 14.69

V1 = 13.6 mL

Question 7: Conductivity of 0.00241 M acetic acid is 7.896 × 10−5 S cm−1. Calculate its molar
conductivity. If Λ°m for acetic acid is 390.5 S cm2 mol−1, what would be its dissociation
constant?
Answer:
Step 1 — Molar Conductivity:

Λm = (κ × 1000) / C = (7.896 × 10−5 × 1000) / 0.00241

Λm = 32.76 S cm2 mol−1

Step 2 — Degree of Dissociation (α):

α = Λm / Λ°m = 32.76 / 390.5 = 0.08389 ≈ 0.0839

Step 3 — Dissociation Constant (Ka):

Ka = Cα2 / (1 − α) = (0.00241 × 0.08392) / (1 − 0.0839) = (0.00241 × 0.007039) / 0.9161 = (1.696 ×

10−5) / 0.9161

Ka = 1.85 × 10−5

Question 8: Write the Nernst equation and calculate e.m.f of the following cell at 298 K:
Sn(s) | Sn2+(0.050 M) || H+(0.020 M) | H2(1 atm) Pt
Answer:
Nernst Equation:

Ecell = E°cell − (RT / nF) ln Q = E°cell − (0.0591 / n) log Q

Cell Reaction:

Sn(s) + 2H+(aq) → Sn2+(aq) + H2(g)

Standard EMF:

E°(Sn2+/Sn) = −0.14 V E°(H+/H2) = 0.00 V E°cell = 0.00 − (−0.14) = +0.14 V

Reaction Quotient Q (n = 2):

Q = [Sn2+] × PH2 / [H+]2 = (0.050 × 1) / (0.020)2 = 0.050 / 0.0004 = 125

Applying Nernst Equation:

Ecell = 0.14 − (0.0591/2) × log 125 = 0.14 − (0.0591/2) × 2.0969 = 0.14 − 0.06196

Ecell = +0.0780 V

Question 9: Write the chemical equation for all the steps involved in the rusting of iron.
Explain why alkaline medium inhibits the rusting of iron.
Answer:
Steps in Rusting of Iron:

Step 1 — Oxidation at Anode: Fe(s) → Fe2+(aq) + 2e− Step 2 — Reduction at Cathode: O2(g) + 4H+(aq) +
4e− → 2H2O(l) Step 3 — Ferrous Hydroxide: Fe2+ + 2OH− → Fe(OH)2 Step 4 — Ferric Hydroxide: 4Fe(OH)2
+ O2 + 2H2O → 4Fe(OH)3 Step 5 — Dehydration to Rust: Fe(OH)3 → Fe2O3·xH2O (rust)

Why alkaline medium inhibits rusting:

Rusting requires H+ ions (acidic medium) for the cathodic reaction. In an alkaline medium, the concentration of
H+ ions is very low (high OH−). This prevents the cathodic reduction reaction from proceeding, thereby
stopping the electrochemical corrosion process. Hence, rusting is inhibited in alkaline conditions.

Question 10: The cell in which the following reaction occurs: 2Fe3+(aq) + 2I−(aq) → 2Fe2+(aq)
+ I2, has E°cell = 0.236 V at 298 K. Calculate the standard Gibbs energy and the equilibrium
constant of the cell reaction.
Answer:
Given: E°cell = 0.236 V, T = 298 K, n = 2

Standard Gibbs Energy:

ΔG° = −nFE°cell = −2 × 96500 × 0.236

ΔG° = −45,548 J mol−1 ≈ −45.55 kJ mol−1

Equilibrium Constant:

log K = nE° / 0.0591 = (2 × 0.236) / 0.0591 = 0.472 / 0.0591 = 7.987

K = antilog(7.987) = 9.7 × 107

Question 11: Explain the following:

Answer:
(a) Electrical protection for preventing rusting of iron pipes in underground water (Cathodic
Protection):
Iron pipes are connected to a more active metal (like Mg or Zn) buried nearby, acting as a sacrificial anode.
Alternatively, a direct current (DC) is applied making the iron pipe the cathode and an inert electrode the
anode.
As the iron pipe is made the cathode, it cannot undergo oxidation (which is the first step of rusting).
This method is called Cathodic Protection and is widely used for underground pipelines.
(b) Can you store copper sulphate solution in a zinc pot?
No. Zinc is more reactive than copper (Zn is higher in the electrochemical series).

Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu(s)

Zinc will displace copper from copper sulphate solution. The zinc pot will dissolve and get damaged. Therefore,
CuSO4 solution cannot be stored in a zinc pot.

(c) Effect of Dilution on Molar Conductivity:

Molar conductivity (Λm) increases with dilution.
On dilution, the concentration decreases, causing greater dissociation of the electrolyte into ions (especially
for weak electrolytes).
More ions are available per mole of electrolyte → higher ionic mobility → increased Λm.

For strong electrolytes: Λm = Λ°m − A√C (Λm increases gradually and approaches Λ°m at infinite dilution.)

For weak electrolytes: Λm increases sharply at high dilutions because degree of dissociation (α) increases
significantly. It approaches Λ°m only at very high dilution.
Mathematics
Question 1: Collect 30 MCQs from your study resources and solve them carefully (20 from
Chapter-1: Relations & Functions, 10 from Chapter-2: Inverse Trigonometric Functions)
CHAPTER 1 — RELATIONS & FUNCTIONS (20 MCQs)
Q1. Let A = {1, 2, 3}. The number of reflexive relations on A is: (a) 8 (b) 64 (c) 512 (d) 4
Answer: (b) 64
Total reflexive relations = 2(n²−n) = 2(9−3) = 26 = 64
(Reflexive relations must include all diagonal pairs; remaining n²−n pairs are free to be included or excluded.)
Q2. A relation R on set A is symmetric if: (a) (a,b) ∈ R ⇒ (b,a) ∉ R (b) (a,b) ∈ R ⇒ (b,a) ∈ R (c) (a,a) ∈ R for all
a (d) (a,b),(b,c) ∈ R ⇒ (a,c) ∈ R
Answer: (b)
Q3. The relation R = {(1,1),(2,2),(3,3),(1,2),(2,1)} on A = {1,2,3} is: (a) Reflexive only (b) Symmetric only (c)
Reflexive and Symmetric but not Transitive (d) Equivalence relation
Answer: (d) Equivalence relation — It is reflexive, symmetric, and transitive. ✓
Q4. Let f: R → R defined by f(x) = 2x + 3. Then f is: (a) One-one but not onto (b) Onto but not one-one (c)
Neither (d) Bijective
Answer: (d) Bijective
Q5. The number of equivalence relations on set A = {1, 2, 3} is: (a) 3 (b) 5 (c) 7 (d) 9
Answer: (b) 5
Q6. Let f: N → N, f(x) = 2x. Then f is: (a) One-one and onto (b) One-one but not onto (c) Onto but not one-one
(d) Neither
Answer: (b) One-one but not onto (Odd numbers have no preimage)
Q7. f: R → R, f(x) = x² is: (a) One-one and onto (b) One-one but not onto (c) Neither one-one nor onto (d)
Onto but not one-one
Answer: (c) Neither one-one nor onto (f(1) = f(−1), negative reals have no preimage)
Q8. Which of the following is NOT a function from A = {1,2,3} to B = {a,b,c}? (a) {(1,a),(2,b),(3,c)} (b) {(1,a),
(1,b),(2,c)} (c) {(1,b),(2,a),(3,c)} (d) {(1,a),(2,a),(3,b)}
Answer: (b) (Element 1 is mapped to two different elements)
Q9. If f(x) = x² and g(x) = √x, then gof(x) = (a) x (b) |x| (c) x² (d) 1/x
Answer: (b) |x| gof(x) = g(f(x)) = g(x²) = √(x²) = |x|
Q10. A function f: A → B is onto (surjective) if: (a) Every element of A has an image in B (b) Every element of B
has at least one preimage in A (c) f(a1) = f(a2) ⇒ a1 = a2 (d) A and B have same number of elements
Answer: (b)
Q11. Let R be a relation on Z defined by R = {(a,b): a − b is divisible by 5}. R is: (a) Reflexive only (b)
Symmetric only (c) Equivalence relation (d) Transitive only
Answer: (c) Equivalence relation
Q12. The identity function on set A is: (a) f(x) = 0 (b) f(x) = 1 (c) f(x) = x (d) f(x) = −x
Answer: (c) f(x) = x

Q13. If f: R → R, f(x) = 3x − 7, then f−1(x) = (a) (x+7)/3 (b) (x−7)/3 (c) 3x+7 (d) 1/(3x−7)
Answer: (a) (x+7)/3
Q14. A relation R on A is transitive if: (a) (a,b) ∈ R, (b,c) ∈ R ⇒ (a,c) ∈ R (b) (a,b) ∈ R ⇒ (b,a) ∈ R (c) (a,a) ∈ R
for all a ∈ A (d) None
Answer: (a)
Q15. If n(A) = 3, the total number of relations from A to A is: (a) 9 (b) 512 (c) 6 (d) 27
Answer: (b) 512 = 2(n²) = 29 = 512
Q16. The composition of functions is: (a) Commutative (b) Not associative (c) Associative (d) Both
commutative and associative
Answer: (c) Associative
Q17. f: {1,2,3,4} → {1,2,3,4}, f = {(1,2),(2,3),(3,4),(4,1)}. f is: (a) One-one only (b) Onto only (c) Bijective
(d) Neither
Answer: (c) Bijective
Q18. The range of f(x) = |x| is: (a) R (b) R+ (c) R+ ∪ {0} (d) R−
Answer: (c) R+ ∪ {0} i.e. [0, ∞)
Q19. Which relation is both symmetric and antisymmetric? (a) Empty relation (b) Universal relation (c)
Identity relation (d) Void relation
Answer: (c) Identity relation
Q20. f: R → R, f(x) = sin x is: (a) Bijective (b) One-one but not onto (c) Neither one-one nor onto (d) Onto but
not one-one
Answer: (c) Neither one-one nor onto
CHAPTER 2 — INVERSE TRIGONOMETRIC FUNCTIONS (10 MCQs)

Q21. The domain of sin−1(x) is: (a) (0,1) (b) [−1,1] (c) R (d) [0,π]
Answer: (b) [−1, 1]

Q22. The principal value of sin−1(1/2) is: (a) π/3 (b) π/4 (c) π/6 (d) π/2
Answer: (c) π/6

Q23. The range of cos−1(x) is: (a) (−π/2, π/2) (b) [0, π] (c) [−1,1] (d) (0, π)
Answer: (b) [0, π]

Q24. tan−1(1) = (a) π/2 (b) π/4 (c) π/3 (d) π

Answer: (b) π/4

Q25. The value of cos−1(−1) is: (a) 0 (b) π/2 (c) π (d) −π
Answer: (c) π

Q26. sin−1(−x) = (a) sin−1(x) (b) π − sin−1(x) (c) −sin−1(x) (d) 1/sin−1(x)
Answer: (c) −sin−1(x)

Q27. The domain of tan−1(x) is: (a) [−1,1] (b) (−π/2, π/2) (c) R (d) [0, π]
Answer: (c) R

Q28. sin−1(x) + cos−1(x) = (a) π (b) π/2 (c) 0 (d) 2π

Answer: (b) π/2

Q29. The principal value of tan−1(−√3) is: (a) π/3 (b) −π/3 (c) 2π/3 (d) −π/6
Answer: (b) −π/3

Q30. cos−1(−x) = (a) −cos−1(x) (b) π − cos−1(x) (c) π + cos−1(x) (d) cos−1(x)
Answer: (b) π − cos−1(x)

Question 2: Solve 10 questions related to Equivalence Relation.

Answer:
Q1. Show that R = {(a,b): a = b} on Z is an equivalence relation.
Solution:
Reflexive: a = a ✓ → (a,a) ∈ R
Symmetric: a = b ⇒ b = a ✓
Transitive: a = b, b = c ⇒ a = c ✓
∴ R is an equivalence relation.
Q2. Show that R = {(a,b): a − b is divisible by 3} on Z is an equivalence relation.
Solution:
Reflexive: a − a = 0, divisible by 3 ✓
Symmetric: a − b divisible by 3 ⇒ b − a = −(a−b) also divisible by 3 ✓
Transitive: a−b = 3m, b−c = 3n ⇒ a−c = 3(m+n) ✓
∴ Equivalence relation.
Q3. Let R = {(a,b): |a − b| ≤ 2} on Z. Is it an equivalence relation?
Solution:
Reflexive: |a−a| = 0 ≤ 2 ✓
Symmetric: |a−b| = |b−a| ✓
Transitive: Try a=1, b=3, c=4: |1−3|=2 ✓, |3−4|=1 ✓, but |1−4|=3 > 2 ✗
∴ Not transitive → Not an equivalence relation.
Q4. Show that R = {(a,b): a and b have the same number of digits} on N is an equivalence relation.
Solution:
Reflexive: a has same digits as itself ✓
Symmetric: Same digits as b ⇒ b has same digits as a ✓
Transitive: a~b and b~c ⇒ same digit count throughout ✓
∴ Equivalence relation.
Q5. Determine whether R = {(a,b): a ≤ b} on R is an equivalence relation.
Solution:
Reflexive: a ≤ a ✓
Symmetric: a ≤ b does NOT imply b ≤ a (e.g., 1 ≤ 2 but 2 ¬≤ 1) ✗
∴ Not an equivalence relation.
Q6. Show that R on A = {1,2,3,4,5} as R = {(a,b): |a−b| is even} is an equivalence relation. Find equivalence
classes.
Solution:
Reflexive: |a−a| = 0, even ✓
Symmetric: |a−b| even ⇒ |b−a| even ✓
Transitive: |a−b| even, |b−c| even ⇒ |a−c| even ✓
∴ Equivalence relation.
Equivalence classes: [1] = {1, 3, 5} (odd numbers); [2] = {2, 4} (even numbers)
Q7. Is R = {(a,b): a is the brother of b} on a set of people an equivalence relation?
Solution: Reflexive: A person is not their own brother ✗ ∴ Not an equivalence relation.
Q8. Prove that R = {(a,b): a² = b²} on Z is an equivalence relation.
Solution:
Reflexive: a² = a² ✓
Symmetric: a² = b² ⇒ b² = a² ✓
Transitive: a² = b², b² = c² ⇒ a² = c² ✓
∴ Equivalence relation.
Q9. Let R = {(a,b): a and b live in the same city}. Is it an equivalence relation?
Solution:
Reflexive: A person lives in their own city ✓
Symmetric: a and b same city ⇒ b and a same city ✓
Transitive: a–b same city, b–c same city ⇒ a–c same city ✓
∴ Equivalence relation.
Q10. Show that R = {(L1, L2): L1 ∥ L2} on the set of all lines in a plane is an equivalence relation.
Solution:
Reflexive: Every line is parallel to itself ✓
Symmetric: L1 ∥ L2 ⇒ L2 ∥ L1 ✓
Transitive: L1 ∥ L2 and L2 ∥ L3 ⇒ L1 ∥ L3 ✓

∴ Equivalence relation.

Question 3: Solve 10 questions to check the Bijectivity of Functions.

Answer:
(A function is bijective if it is both one-one/injective AND onto/surjective)
Q1. f: R → R, f(x) = 3x + 5
Solution: One-one: f(x1) = f(x2) ⇒ x1 = x2 ✓; Onto: For any y ∈ R, x = (y−5)/3 ∈ R ✓ ∴ Bijective

Q2. f: R → R, f(x) = x²
Solution: One-one: f(1) = f(−1) = 1, but 1 ≠ −1 ✗ ∴ Not bijective (not one-one)
Q3. f: N → N, f(x) = 2x
Solution: One-one ✓; Onto: y = 3 has no preimage (2x = 3 ⇒ x = 1.5 ∉ N) ✗ ∴ Not bijective (not onto)

Q4. f: R → R, f(x) = ex
Solution: One-one ✓; Onto: Range = (0, ∞) ≠ R ✗ ∴ Not bijective (not onto)
Q5. f: R+ → R+, f(x) = 1/x
Solution: One-one: 1/x1 = 1/x2 ⇒ x1 = x2 ✓; Onto: For any y ∈ R+, x = 1/y ∈ R+ ✓ ∴ Bijective

Q6. f: {1,2,3} → {a,b,c}, f = {(1,a),(2,b),(3,c)}

Solution: One-one ✓; Onto: Every element of codomain is covered ✓ ∴ Bijective
Q7. f: R → R, f(x) = sin x
Solution: One-one: sin(0) = sin(π) = 0, but 0 ≠ π ✗ ∴ Not bijective
Q8. f: [−π/2, π/2] → [−1, 1], f(x) = sin x
Solution: One-one: on [−π/2, π/2], sin x is strictly increasing ✓; Onto: Range = [−1, 1] = Codomain ✓ ∴
Bijective
Q9. f: N → N, f(n) = n + 1
Solution: One-one ✓; Onto: y = 1 has no preimage (n+1 = 1 ⇒ n = 0 ∉ N) ✗ ∴ Not bijective

Q10. f: R → R, f(x) = x3
Solution: One-one: x13 = x23 ⇒ x1 = x2 ✓; Onto: For any y ∈ R, x = y1/3 ∈ R ✓ ∴ Bijective

Question 4: Solve 10 questions based on Domain and Range of Inverse Trigonometric

Functions.
Answer:

Q1. Find the principal value of sin−1(√3/2).

Solution: sin θ = √3/2 ⇒ θ = π/3; θ ∈ [−π/2, π/2] ✓ ∴ sin−1(√3/2) = π/3

Q2. Find the principal value of cos−1(−1/2).

Solution: cos θ = −1/2 ⇒ θ = 2π/3; θ ∈ [0, π] ✓ ∴ cos−1(−1/2) = 2π/3

Q3. Find the principal value of tan−1(−1).

Solution: tan θ = −1 ⇒ θ = −π/4; θ ∈ (−π/2, π/2) ✓ ∴ tan−1(−1) = −π/4

Q4. Evaluate: sin−1(sin 3π/4)

Solution: 3π/4 ∉ [−π/2, π/2]; sin(3π/4) = sin(π − π/4) = sin(π/4) ∴ sin−1(sin 3π/4) = π/4

Q5. Evaluate: cos−1(cos 7π/6)

Solution: cos(7π/6) = cos(π + π/6) = −cos(π/6) = −√3/2; cos−1(−√3/2) = π − π/6 = 5π/6

Q6. Find the domain of f(x) = sin−1(2x − 1).

Solution: −1 ≤ 2x − 1 ≤ 1 ⇒ 0 ≤ 2x ≤ 2 ∴ Domain: [0, 1]

Q7. Find the domain and range of f(x) = cos−1(x − 2).

Solution: −1 ≤ x − 2 ≤ 1 ⇒ 1 ≤ x ≤ 3 ∴ Domain: [1, 3]; Range: [0, π]

Q8. Evaluate: tan−1(tan 5π/6)

Solution: tan(5π/6) = tan(π − π/6) = −tan(π/6) = −1/√3; tan−1(−1/√3) = −π/6

Q9. Prove: sin−1(x) + cos−1(x) = π/2 for x ∈ [−1,1].

Solution: Let sin−1(x) = θ ⇒ x = sin θ, θ ∈ [−π/2, π/2]
x = sin θ = cos(π/2 − θ) ⇒ cos−1(x) = π/2 − θ
∴ sin−1(x) + cos−1(x) = θ + π/2 − θ = π/2 ✓

Q10. Find the value of: sin[π/3 − sin−1(−1/2)]

Solution: sin−1(−1/2) = −π/6
Expression = sin[π/3 − (−π/6)] = sin[π/3 + π/6] = sin[π/2] = 1

Question 5: Draw the graph of all 6 Inverse Trigonometric Functions with their Domain and
Range on a Chart paper.
Answer:
Draw all six inverse trigonometric functions on chart paper using the following domain and range values:

y = sin−1(x) : Domain [−1, 1], Range [−π/2, π/2]

y = cos−1(x) : Domain [−1, 1], Range [0, π]
y = tan−1(x) : Domain ℝ, Range (−π/2, π/2)
y = cot−1(x) : Domain ℝ, Range (0, π)
y = sec−1(x) : Domain x ≤ −1 or x ≥ 1, Range [0, π] − {π/2}
 y = cosec−1(x) : Domain x ≤ −1 or x ≥ 1, Range [−π/2, π/2] − {0}
Note: Each graph must be plotted separately on graph paper with clearly marked axes, scale, key points, and
asymptotes where applicable. Refer to the chart below.

Image Generation Prompt (for chart paper):

Create a CBSE Class 12 chart-paper style illustration showing all six inverse trigonometric
function
graphs arranged in a 2x3 grid on a single A3-sized chart. Use graph paper background with fine grid
lines (light grey). Each sub-graph must have:
- A bold title: (1) y = sin-1(x), (2) y = cos-1(x), (3) y = tan-1(x),
(4) y = cot-1(x), (5) y = sec-1(x), (6) y = cosec-1(x)
- X-axis and Y-axis labelled clearly in black; axes drawn with arrows at both ends.
- Scale on both axes marked in units of pi/2 on Y-axis and integer units on X-axis.
- Key points plotted and labelled: e.g., (1, pi/2), (0, 0), (-1, -pi/2) for sin-1;
(1, 0), (-1, pi), (0, pi/2) for cos-1; asymptote lines y = pi/2 and y = -pi/2 for tan-1;
open circles at undefined points for sec-1 and cosec-1.
- Curves drawn in dark blue, smooth and accurate; asymptotes as dashed red lines.
- Each sub-graph bordered by a thin box.
Title at top centre: "Graphs of Inverse Trigonometric Functions - Class 12 CBSE".
Biology
Question 1: How are the cells arranged in an Embryo sac?
Answer:
The mature embryo sac (female gametophyte) is 7-celled and 8-nucleate, arranged as follows:
Egg apparatus (3 cells) — at the micropylar end:
1 Egg cell (ovum)
2 Synergids (have filiform apparatus)
Central cell (1 cell, 2 nuclei) — largest cell in the centre; contains 2 polar nuclei
Antipodal cells (3 cells) — at the chalazal end

Question 2: Explain the structure of megasporangium and female gametophyte with diagram.
Answer:
Megasporangium (Ovule):
Also called ovule
Attached to placenta by a stalk called funicle
Point of attachment = hilum
Protective coverings = integuments (1 or 2), with a pore called micropyle
Central tissue = nucellus (has food reserve)
Chalaza is the basal part opposite to micropyle
Contains megaspore mother cell (MMC) inside nucellus
Female Gametophyte (Embryo Sac):
Formed from functional megaspore by 3 mitotic divisions
7-celled, 8-nucleate structure:
Egg apparatus (egg + 2 synergids) → micropylar end
Central cell with 2 polar nuclei → centre
3 antipodal cells → chalazal end
Diagram Prompt:

Create a clean, labeled, textbook-style cross-sectional diagram of an anatropous ovule

(megasporangium) for Class 12 CBSE Biology. Label the following parts clearly: funicle, hilum,
micropyle, integuments (inner and outer), nucellus, chalaza, embryo sac. Inside the embryo sac,
show 7 cells: egg cell, 2 synergids (with filiform apparatus) at the micropylar end, central cell
with
2 polar nuclei in the middle, and 3 antipodal cells at the chalazal end. Use a vertical cross-
section
view, clean outlines, white background, black labels with leader lines, and a heading 'Structure of
Ovule and Embryo Sac'.

Question 3: Draw LS of flower showing growth of pollen tube.

Answer:
Diagram Prompt:

Draw a clean, labeled longitudinal section (LS) of an angiosperm flower showing the growth of a
pollen tube, suitable for Class 12 CBSE Biology. Show the following in sequence from top to bottom:
stigma with pollen grain germinating on it, style with pollen tube growing through transmitting
tissue,
ovary containing one ovule, pollen tube entering the ovule through micropyle, and two male gametes
being released near the egg apparatus. Label: pollen grain, pollen tube, stigma, style,
transmitting
tissue, ovary wall, ovule, micropyle, egg cell, synergids, polar nuclei, male gametes. Use a neat
vertical cross-section, white background, black labeled arrows, textbook style, heading: 'LS of
Flower Showing Growth of Pollen Tube'.

Question 4: Draw a dicot embryo before and after a heart-shaped embryo is formed.
Answer:
 Diagram Prompt:

Draw two side-by-side labeled diagrams of dicot embryo development for Class 12 CBSE Biology.
Left diagram (BEFORE heart-shaped stage): show a globular embryo with the suspensor attached
below; label - suspensor, basal cell, proembryo/globular embryo, embryonal cells. Right diagram
(AFTER heart-shaped stage): show a heart-shaped embryo with two cotyledon primordia visible at the
top, plumule in the center, hypocotyl, and suspensor below; label - cotyledons (2), plumule,
hypocotyl, radicle, suspensor. Use clean outlines, white background, black leader-line labels, neat
textbook style. Add heading: 'Development of Dicot Embryo'.

Question 5: Give reason why:

Answer:
a) Pollen products are sold in the market. Pollen grains are rich in nutrients — proteins, lipids, sugars, and
vitamins. They are used as pollen tablets and syrups as health food supplements that increase performance
and stamina.
b) Yucca moth deposits its eggs in the ovary locule of Yucca plant. Yucca plant and Yucca moth share an
obligate mutualistic relationship. The moth lays eggs inside the ovary locule where developing seeds
provide food for the larvae. In return, the moth pollinates the Yucca flower — both species benefit and cannot
complete their life cycle without each other.
c) Pollen of the wrong type does not germinate on stigma. The stigma has the ability to recognize
compatible pollen through a chemical/biochemical interaction between pollen coat proteins and stigma
receptors. If pollen is incompatible (wrong species), the recognition system rejects it and germination is
inhibited — this is the pollen-pistil interaction (self-incompatibility mechanism).
d) Active research is on to understand genetics of apomixis. Apomixis produces seeds without
fertilization, generating clones of the mother plant. If this trait can be introduced into hybrid crop varieties,
the hybrids can be propagated indefinitely without loss of hybrid vigour (heterosis), drastically reducing seed
cost for farmers.
e) Pollen are well preserved in fossils. The outer wall of pollen grains is made of sporopollenin, which is
one of the most chemically and biologically resistant organic substances known. It is resistant to high
temperature, strong acids, and alkalis, allowing pollen to remain intact for millions of years in fossil records.

Question 6: What is the difference between Spermiogenesis and Spermiation?

Answer:

Feature Spermiogenesis Spermiation

Definition Transformation of spermatids into mature spermatozoa Release of mature spermatozoa from Sertoli
cells into the lumen of seminiferous tubules

Process Morphological changes: nuclear condensation, acrosome Detachment of mature sperm from Sertoli
formation, flagellum development, loss of cytoplasm cells

Product Mature sperm Free sperm in lumen

Question 7: What is the role of LH in a human male and female?

Answer:
In Males:
LH acts on Leydig cells (interstitial cells) of testes
Stimulates synthesis and secretion of androgens (testosterone)
Testosterone regulates spermatogenesis
In Females:
LH surge (mid-cycle) triggers ovulation (release of egg from mature Graafian follicle)
LH stimulates the ruptured follicle to transform into corpus luteum
Corpus luteum then secretes progesterone under LH influence

Question 8: List out the sequence of events after fertilisation up till implantation of the
human embryo.
Answer:
1. Fertilization → Zygote formed in fallopian tube
2. Zygote undergoes mitotic cleavage while moving through fallopian tube
3. 2-cell → 4-cell → 8-cell → morula (solid ball of ~16 cells)
4. Morula continues dividing → blastocyst forms
Outer layer = trophoblast
Inner group = inner cell mass (ICM)
Fluid-filled cavity = blastocoel
5. Blastocyst reaches uterus (around day 6–7)
6. Trophoblast attaches to uterine endometrium
7. Implantation occurs — blastocyst embeds into endometrium (~day 7–8 after fertilization)

Question 9: How many Primary follicles will be there at the time of Puberty in the human
body?
Answer:
At the time of puberty, approximately 60,000–80,000 primary follicles are present in both ovaries combined.
(Note: At birth ~2 million oogonia are present; by puberty most degenerate and only ~60,000–80,000
primary follicles remain.)

Question 10: Justify given reasons:

Answer:
a) If fertilization occurs, the developing embryo (trophoblast) secretes hCG, which maintains the corpus luteum.
The corpus luteum then continues to secrete progesterone to maintain the uterine endometrium and support
early pregnancy, preventing menstruation.
b) These hormones are essential to: Estrogen & Progesterone — maintain uterine lining, suppress ovulation,
prepare mammary glands; Cortisol — supports fetal lung development, maternal metabolism; Prolactin —
prepares mammary glands for lactation; Thyroxine — meets increased metabolic demands of mother and fetus.
The placenta itself acts as an endocrine organ secreting hCG, hPL, estrogen, and progesterone.
c) Colostrum (first milk) contains IgA antibodies (passive immunity), high proteins, vitamins, and growth
factors, and helps in early gut development. Since the newborn’s immune system is immature, colostrum is
critical for protection.
d) The placenta facilitates transport of oxygen and nutrients (mother → fetus), CO2 and excretory wastes (fetus
→ mother), hormones between maternal and fetal blood, and antibodies (IgG) from mother to fetus. Hence, it
acts as a transporting organ.

Question 11: Explain the role of Pituitary and ovarian hormones in the menstrual cycle of
human females.
Answer:
Menstrual Cycle = 28 days
1. Menstrual Phase (Day 1–5): Low estrogen and progesterone → uterine lining sheds
2. Follicular Phase (Day 1–13):
FSH (pituitary) → stimulates growth of primary follicle → Graafian follicle
Growing follicle secretes Estrogen (ovarian)
Estrogen → proliferation of endometrium (uterine lining thickens)
Rising estrogen → positive feedback → triggers LH surge
3. Ovulatory Phase (Day 14): LH surge (pituitary) → triggers ovulation
4. Luteal Phase (Day 15–28):
LH (pituitary) → ruptured follicle → Corpus luteum
Corpus luteum secretes Progesterone (ovarian) + some estrogen
Progesterone → maintains and further thickens endometrium (prepares for implantation)
If no fertilization → corpus luteum degenerates → progesterone & estrogen fall → menstruation

Question 12: Name the three hormones produced in women only during pregnancy. What
happens to the levels of estrogen and progesterone?
Answer:
Three hormones produced only during pregnancy:
1. hCG (human Chorionic Gonadotropin) — secreted by trophoblast/placenta
2. hPL (human Placental Lactogen) — secreted by placenta
3. Relaxin — secreted by corpus luteum/placenta
Levels of Estrogen and Progesterone during Pregnancy:
Both estrogen and progesterone levels rise continuously throughout pregnancy
Initially produced by the corpus luteum; later the placenta takes over their production
Essential to maintain the uterine endometrium, suppress ovulation, and prepare mammary glands for
lactation

Question 13: State the fate of trophoblast in a human blastocyst at the time of implantation
and that of inner cell mass immediately after implantation.
Answer:
Fate of Trophoblast (at implantation):
Trophoblast attaches to the uterine endometrium
Differentiates into two layers: Cytotrophoblast (inner) and Syncytiotrophoblast (outer) — invades
endometrium
Trophoblast eventually forms the placenta and extra-embryonic membranes (chorion)
Secretes hCG to maintain corpus luteum
Fate of Inner Cell Mass (after implantation):
ICM differentiates into: Epiblast (upper layer) and Hypoblast (lower layer) → bilaminar embryonic disc
The epiblast gives rise to three primary germ layers (ectoderm, mesoderm, endoderm) through gastrulation

Question 14: State the role of oxytocin in parturition. What triggers its release from the
pituitary?
Answer:
Role of Oxytocin:
Causes strong uterine contractions (myometrial contractions) during parturition
Acts on smooth muscle of the uterus (myometrium) to intensify and sustain labour contractions
Leads to expulsion of the baby from the uterus
What triggers its release:
At end of pregnancy, the fully developed fetus and placenta secrete mild uterine contractions called fetal
ejection reflex
These contractions stimulate hypothalamus → signals posterior pituitary to release oxytocin
Oxytocin causes stronger contractions → more oxytocin released (positive feedback mechanism)
This continues until delivery

Question 15: Describe the process of parturition.

Answer:
Parturition = the process of giving birth / delivery of the baby at the end of pregnancy (~9 months/38 weeks).
Steps:
1. Trigger: Near term, the fully developed fetus and placenta produce signals initiating mild uterine
contractions called the fetal ejection reflex.
2. Hormonal cascade: Fetal ejection reflex → hypothalamus → posterior pituitary releases oxytocin → stronger
uterine contractions → more oxytocin (positive feedback loop)
3. Other hormones: Estrogen increases uterine sensitivity to oxytocin; Relaxin relaxes pelvic ligaments and
softens cervix; Prostaglandins contribute to contractions
4. Stages of labour:
Stage 1: Cervix dilates
Stage 2: Baby is expelled through birth canal (head first normally)
Stage 3: Expulsion of placenta (afterbirth)
5. After delivery: Placenta is expelled; oxytocin also stimulates milk ejection (let-down reflex)
Physical Education
Question 1: Uses of Vitamins and Deficiency of Vitamins.
Answer:
Vitamins are organic compounds essential for normal body functioning. Their main uses and deficiency diseases
are as follows:
Vitamin A (Retinol) is essential for vision, skin health, and immunity. Its deficiency causes Night Blindness
and Xerophthalmia.
Vitamin B1 (Thiamine) supports energy metabolism and nerve function; deficiency causes Beriberi. Vitamin
B2 (Riboflavin) is needed for cell growth and energy production; deficiency causes Ariboflavinosis (cracked
lips, sore throat). Vitamin B3 (Niacin) aids DNA repair and metabolism; deficiency causes Pellagra
(Dermatitis, Diarrhoea, Dementia). Vitamin B12 (Cobalamin) is required for RBC formation and nerve
function; its deficiency leads to Pernicious Anaemia.
Vitamin C (Ascorbic Acid) acts as an antioxidant and supports collagen synthesis and immunity; deficiency
causes Scurvy (bleeding gums). Vitamin D (Calciferol) promotes calcium absorption and bone formation;
deficiency causes Rickets in children and Osteomalacia in adults. Vitamin E (Tocopherol) is an antioxidant
supporting reproductive health; deficiency causes sterility and muscle weakness. Vitamin K (Phylloquinone)
is essential for blood clotting; its deficiency leads to excessive bleeding and poor wound healing.

Question 2: Prepare a Yoga chart and mention their uses and benefits.
Answer:

Asana How to Perform (Brief) Uses & Benefits

Tadasana Stand straight, arms raised overhead, stretch Improves posture, increases height,
(Mountain Pose) upward strengthens spine

Bhujangasana Lie face down, raise chest using arms Strengthens back, improves flexibility,
(Cobra Pose) relieves stress

Trikonasana Stand wide, bend sideways to touch foot, other Stretches legs, improves balance, reduces
(Triangle Pose) arm up fat

Paschimottanasana Sit, legs extended, bend forward to touch toes Stretches hamstrings, improves digestion,
calms mind

Vrikshasana Stand on one leg, other foot on inner thigh, Improves balance, concentration,
(Tree Pose) hands folded overhead strengthens legs

Sarvangasana Lie down, lift legs and body vertical, supported Stimulates thyroid, improves circulation,
(Shoulder Stand) by shoulders relieves fatigue

Shavasana Lie flat on back, completely relax Reduces stress, lowers BP, relaxes entire
(Corpse Pose) body

Anulom-Vilom Alternate nostril breathing Improves lung capacity, calms nervous

(Pranayama) system, purifies blood

Kapalbhati Forceful exhalation, passive inhalation Clears respiratory tract, aids weight loss,
(Pranayama) energizes body

Padmasana Sit cross-legged with feet on opposite thighs Improves concentration, calms mind, good
(Lotus Pose) for meditation

General Benefits of Yoga:

Increases flexibility and strength
Reduces stress and anxiety
Improves cardiovascular and respiratory health
Enhances concentration and mental clarity
Prevents lifestyle diseases (obesity, diabetes, hypertension)

Image Generation Prompt (Yoga Chart Poster):

Create a CBSE Class 12 Physical Education yoga chart poster. Layout: A3 size, portrait orientation,
cream/light yellow background like chart paper. Title at top: "Yoga Asanas - Poses and Benefits"
 in bold black serif font, size 20.
Show 10 yoga poses arranged in a 2x5 grid. For each pose:
- A simple clean black line-art silhouette of a human figure performing the pose (no shading, plain
outline)
- Bold name below the figure (e.g., Tadasana / Mountain Pose)
- 2-line benefit text below the name in smaller font
Poses in order: 1. Tadasana, 2. Bhujangasana, 3. Trikonasana, 4. Paschimottanasana, 5. Vrikshasana,
6. Sarvangasana, 7. Shavasana, 8. Anulom-Vilom, 9. Kapalbhati, 10. Padmasana
Style: Indian school hand-drawn chart aesthetic, black outlines, no photographs, no gradients,
white inside each cell bordered by a thin black line. All text in black.

Question 3: How many types of muscles are found in human body.

Answer:
There are 3 types of muscles in the human body:
1. Skeletal Muscle (Striated/Voluntary)
Attached to bones via tendons
Under conscious control
Appearance: striped/striated
Function: body movement, posture, locomotion
Example: biceps, quadriceps
2. Smooth Muscle (Non-striated/Involuntary)
Found in walls of internal organs (stomach, intestines, blood vessels)
NOT under conscious control
Appearance: non-striated
Function: peristalsis, blood pressure regulation
Example: muscles of digestive tract, uterus
3. Cardiac Muscle
Found only in the heart
Involuntary but striated
Contracts rhythmically without fatigue
Has intercalated discs for synchronized contraction
Function: pumping blood throughout the body

Question 4: What is the scope and use of Physical Education in our daily life.
Answer:
Definition: Physical Education is the process of education through physical activities, aimed at overall
development of an individual.
Scope of Physical Education:
1. Health & Fitness — Develops physical fitness, endurance, strength, and flexibility
2. Sports & Games — Training in various indoor/outdoor sports and athletics
3. Yoga & Meditation — Mental and physical wellness
4. Dance & Gymnastics — Aesthetic and physical development
5. Recreation — Leisure activities for mental relaxation
6. Special Education — Programs for differently-abled individuals
7. Career Opportunities — Coach, physical trainer, sports manager, physiotherapist, PE teacher
Uses/Importance in Daily Life:
Physical benefits: Maintains healthy weight, strengthens muscles and bones, improves cardiovascular health
Mental benefits: Reduces stress, anxiety, and depression; improves concentration and memory
Social benefits: Develops teamwork, leadership, sportsmanship, and discipline
Emotional benefits: Builds confidence, self-esteem, and emotional stability
Preventive health: Reduces risk of lifestyle diseases — obesity, diabetes, hypertension
Develops habits: Encourages regular exercise, healthy diet, and good sleep patterns

Question 5: What is planning in Sports?

Answer:
Definition: Planning in sports refers to the process of setting goals and deciding in advance the strategies,
activities, and resources required to achieve those goals in sports and physical education programs.
Importance of Planning in Sports:
Ensures systematic and organized conduct of sports events
Helps in optimal use of resources (time, money, personnel)
Reduces chances of confusion and errors during tournaments
Helps achieve short-term and long-term goals
Ensures safety and discipline of participants
Types of Planning:
1. Short-term Planning — Weekly/monthly training schedules
2. Long-term Planning — Annual calendar, preparation for national/international events
3. Strategic Planning — Game tactics, team selection, performance goals
Components of Sports Planning:
Setting objectives
Identifying resources
Preparing schedule/timetable
Organizing tournaments and fixtures
Evaluation and feedback

Question 6: What is League tournament?

Answer:
Definition: A League Tournament (also called Round Robin Tournament) is a type of tournament in which
every team plays against every other team at least once. The team with the highest points at the end wins.
Points System (generally): Win = 2 points; Draw = 1 point each; Loss = 0 points
Formula for Total Matches:

Total matches = N(N−1)/2 (where N = number of teams) Example: If 6 teams participate → Total
matches = 6×5/2 = 15 matches

Types of League Tournament:

1. Single League — Each team plays every other team once
2. Double League — Each team plays every other team twice (home & away)
Advantages:
Every team gets maximum chance to play
Fair and unbiased system
More matches = more practice and experience
Best team over the entire tournament wins
Disadvantages:
Requires more time and resources
Needs more grounds, officials, and scheduling
Weaker teams may lose interest after several defeats
Artificial Intelligence
Question 1: Prepare a chart on foundational methodology for data science.
Answer:
Foundational Methodology for Data Science (CRISP-DM Model)

Phase Key Activities Output

1. Business Define objectives, identify problem, set goals Project plan, success criteria
Understanding

2. Data Understanding Collect initial data, explore, identify quality issues Data description report

3. Data Preparation Clean, transform, select, integrate data Clean dataset ready for
modeling

4. Modeling Select algorithms, build models, tune parameters Trained model

5. Evaluation Assess model against business goals, check accuracy Approved/rejected model

6. Deployment Deploy model into real environment, monitor Final report, live system
performance

Steps in Data Science Workflow:

Problem Definition → Data Collection → Data Cleaning → Exploratory Data Analysis (EDA) → Modeling →
Evaluation → Deployment

Image Generation Prompt (CRISP-DM Chart):

Create a CBSE Class 12 AI subject chart showing the CRISP-DM Data Science Methodology as a
circular flowchart. Style: clean diagram on white background, suitable for A4 chart paper.
Layout: 6 hexagonal or rounded-rectangle boxes arranged in a clockwise circle. Each box contains:
- Phase number (1-6), Phase name in bold (Business Understanding, Data Understanding, Data
Preparation,
Modeling, Evaluation, Deployment), 1-line description
Arrows connect each phase clockwise. Add a bidirectional arrow between Business Understanding and
Data Understanding to show iterative nature.
Colour scheme: each phase box in a different light pastel shade.
Title at top: "CRISP-DM: Foundational Methodology for Data Science".

Question 2: In Business understanding what are the actual problems that we are trying to
solve? Discuss.
Answer:
Business Understanding is the first and most critical phase of any data science project. It involves clearly
defining what problem needs to be solved before touching any data.
Actual Problems We Try to Solve:
1. Identifying Business Objectives
What does the organization want to achieve?
Example: A company wants to reduce customer churn (customers leaving)
2. Converting Business Problem into Data Problem
Business question → Analytical/Data question
Example: Business problem: “Why are sales dropping?” → Data problem: “Which factors (price, season,
region) correlate with low sales?”
3. Common Real-World Business Problems in Data Science: Customer churn prediction, fraud detection,
product recommendation, demand forecasting, customer segmentation, sentiment analysis, price optimization.
4. Key Questions Asked During Business Understanding:
What is the problem we are solving?
Who are the stakeholders?
What data is available?
What does success look like? (KPIs)
 What are the constraints (time, budget, privacy)?
5. Importance:
Avoids solving the wrong problem
Saves time and resources
Aligns data science goals with organizational goals
Defines clear success metrics (accuracy, revenue increase, cost reduction)

Question 3: Distinguish structured and unstructured data with real world examples.
Answer:

Feature Structured Data Unstructured Data

Definition Data organized in a fixed format (rows & Data with no predefined format or organization
columns)

Storage Stored in relational databases (SQL) Stored in data lakes, NoSQL databases, file
systems

Format Tables, spreadsheets Text, images, audio, video, emails

Searchability Easily searchable using SQL queries Difficult to search without AI/ML tools

Analysis Easy to analyze using traditional tools Requires advanced tools (NLP, computer vision)

Processing Less complex More complex

Tools Used MySQL, Excel, Oracle Hadoop, MongoDB, Python (NLP, CV)

Real-World Examples:
Structured Data: Bank transaction records, student mark sheets, hospital patient database, e-commerce order
tables.
Unstructured Data: WhatsApp messages and emails, YouTube videos and Instagram photos, customer reviews,
medical X-rays and MRI scans, voice recordings and podcasts.

Question 4: Describe how machine learning works.

Answer:
Definition: Machine Learning (ML) is a subset of Artificial Intelligence where systems learn from data and
improve their performance over time without being explicitly programmed.
How Machine Learning Works — Step by Step:
Step 1: Data Collection — Gather relevant data (historical records, sensor data, images, etc.). Example:
Collecting 10,000 emails (spam and not spam)
Step 2: Data Preprocessing — Clean data: remove duplicates, handle missing values; Transform: normalize,
encode categorical data; Split: Training set (80%) and Testing set (20%)
Step 3: Choose a Model/Algorithm — Select appropriate ML algorithm based on problem type:

Problem Type Algorithm Examples

Classification Decision Tree, SVM, KNN

Regression Linear Regression

Clustering K-Means

Recommendation Collaborative Filtering

Step 4: Training the Model — Feed training data into the algorithm; Model finds patterns and relationships;
Adjusts internal parameters (weights) to minimize error
Step 5: Testing & Evaluation — Test model on unseen test data; Measure performance using metrics:
Accuracy, Precision, Recall, F1-Score (classification); RMSE, MAE (regression)
Step 6: Prediction / Deployment — Model is deployed in real-world application; Makes predictions on new,
unseen data
Types of Machine Learning: In Supervised Learning, the model learns from labelled data (e.g., spam
detection, image classification). In Unsupervised Learning, the model finds hidden patterns in unlabelled data
(e.g., customer segmentation). In Reinforcement Learning, the model learns through a system of rewards and
penalties (e.g., Chess AI, self-driving cars).
Simple Analogy: ML is like teaching a child. You show them many examples (training data), they learn
patterns, and eventually they can identify new things on their own (prediction).

Question 5: Digitalise a table in MS Word in which prepare a weekly timetable of your social
media activities.
Answer:
(Ready-to-copy table — paste directly into MS Word)
Weekly Social Media Activity Timetable

Day Platform Activity Time Slot Duration Purpose

Monday Instagram Scroll feed, post story 7:00–7:30 PM 30 min Entertainment /

Updates

Tuesday YouTube Watch educational videos 6:00–7:00 PM 60 min Learning / AI topics

Wednesday WhatsApp Group study discussions 8:00–8:30 PM 30 min Academic

Thursday Twitter/X Read trending news & 7:00–7:20 PM 20 min Current Affairs
tech

Friday YouTube Watch movies / vlogs 7:00–8:00 PM 60 min Recreation

Saturday Instagram + Creative content, art 5:00–6:00 PM 60 min Creativity / Hobby

Pinterest ideas

Sunday LinkedIn Read career/AI articles 10:00–10:30 30 min Career Development

AM

Instructions to digitalise in MS Word:

1. Open MS Word → Click Insert → Table → Select 7 columns × 8 rows
2. Type the above data into the table
3. Select header row → Bold + fill colour (e.g., light blue)
4. Adjust column widths using AutoFit
5. Add heading above table: “Weekly Social Media Activity Timetable” (font size 14, bold, centred)
6. Save as .docx
Physics
All 16 derivations are present in the PDF linked below. Not a single one is missing. You can copy directly from
the PDF for your assignment.
Link: [Link]