DELHI PUBLIC SCHOOL, DURGAPUR

CLASS IX
SUBJECT – ENGLISH TERM 1_ASSIGNMENT 03
TOPICS-LITERATURE (EXTRA QUESTIONS):
HOW I TAUGHT MY GRANDMOTHER TO READ
THE ROAD NOT TAKEN
UNSEEN PASSAGE
INTEGRATED GRAMMAR & WRITING SKILL

__________________________________________________________________________________
ENGLISH LITERATURE
EXTRA QUESTIONS
HOW I TAUGHT MY GRANDMOTHER TO READ
THE ROAD NOT TAKEN

Q1. ‘For learning age is no bar.” Doesn’t this message highlight the importance of adult education in India?
Comment.
Q2. How did the grandmother actualize her dream of being literate?
Q3. What were the obstacles faced when the grandmother was a young girl? Specify.
Q4. ‘But I know it was not possible. If only I was educated enough….’ Describe the circumstances that
made the grandmother realise the importance of education.
Q5. Imagine you are Krishtakka. Write a letter to your son telling him about your great achievement and
the happiness of now being able to read and write the Kannada language.
Q6. The road is used as a metaphor for life in the poem ‘The Road not Taken.’ Can you think of another
metaphor and explain what that has been used to describe life.
Q7. ‘And that had made all the difference.’ What made all the difference in the poet’s life?
Q8. After you have made a choice, do you always think about what might have been, or do you accept the
reality? Express your views in 120 words.

Note: The above given questions to be discussed in the class and practiced in the rough English note
book.

ENGLISH LANGUAGE TERM I -ASSIGNMENT-3

UNSEEN PASSAGE
Read the following passage carefully.
1. After the unprecedented flood, even as Kerala is slowly limping back to normalcy, a new controversy has
erupted with some saying that the flood was a man-made disaster. Many experts claim that the primary
reason for the disaster was actually the opening of the shutters of 44 dams at the same time, without any
kind of warning.
2. Kerala has around 53 large dams with a capacity of nearly 7 trillion litres. As rain poured and rivers
overflowed, these dams should have served as a rampart wall. The two biggest dams, Idukki and
Idamalayar dams have stored 21.3% of the Periyar’s (Kerala’s longest river) annual flow. But for dams
to truly tame floods, as many experts point out, their reservoirs need to be relatively empty before the
onset of rains. Since, it was not done in Kerala, it caused huge damage. The Idukki was forced to release
water into already flooded areas and other low-lying areas. Mullaiperiyar dam also released water in the
 flooded regions. The water was stored for electricity and irrigation, rather than for flood-control
measures.
3. Most of the regions impacted by the flood were once classified as ecologically -sensitive zones (ESZs) by
a report prepared by the Western Ghats Ecology Expert Panel (WGEEP). The report was crafted by a
team headed by ecologist Madhav Gadgil who is also the founder of the Centre for Ecological Sciences at
the Indian Institute of Science (Bengaluru). The committee has suggested that 140,000 kilometres of the
Western Ghats should be classified into tree zones, as per the requirement of environmental protection in
the areas. In some areas, the committee recommended strong restrictions on mining and quarrying, use
of land for non-forest purposes, construction of high rises, and similar activities. Now, many experts
point out that quarrying is a major reason for mudslides and landslides. Other environmentalists also
opined that extensive quarrying; mushrooming of hotels, restaurants, and high rises as part of tourism;
and illegal forest land acquisition by private parties were major reasons for the recent calamity.
4. Dam mismanagement, illegal quarrying, illegal forest land acquisition by private parties for construction
of resorts and other structures are the principal reasons for the unprecedented flood in Kerala. Such
disaster must be a lesson for every state in the country, since Kerala is facing a huge economic loss of
Rs.22,000 crores, besides losing 400 lives, with more than 1.3 million people in relief camps and more
than two lakh houses damaged.

On the basis of your reading of the given passage, answer the following questions.
(i)Most of the regions impacted by the flood were once classified as:
A. Low-lying areas B. ecologically sensitive zones
C. Archaeological sites D. danger zones
(ii) What are the principal reasons for the unprecedented flood in Kerala?
A. Dam Mismanagement B. Illegal Quarrying
C. Both of these D. None of these
(iii) Based on your reading of the passage, choose the incorrect statement from the following:
A. Many experts point out that quarrying is a major reason for mudslides and landslides.
B. Kerala has around 55 large dams with a capacity of nearly 7 trillion litres.
C. The Idukki dam was already near full by July-ed.
D. The two biggest dams, Idukki and Idamalayar dams have stored 21.3%of the Periyar’s annual
flow.
(iv) Choose the option that correctly states the two meanings of ‘opined’ as used in the passage.
(1) Calculated (2) Suggested (3) Measured (4) Proposed (5) Expected
A. (1) and (3) B. (2) and (4)
C. (4) and (5) D. (3) and (5)
(v) Select the option that makes the correct use of ‘tame’ as used in the passage to fill in the blank
space.
A. He struggled to __________ his temper.
B. Members of the audience were too _________ to interrupt the speaker.
C. The island’s birds are quite____________.
D. A cat is a ___________ animal.
(vi) ‘Most of the regions impacted by the flood were once classified as ecologically sensitive zones.’
Substitute the underlined word with the most appropriate option from the following.
 A. Arranged B. Ranked C. Restricted D. Labelled
(vii) Why is quarrying strictly restricted in some areas?
(The above passage to be solved as H.W. and answers to be discussed)

INTEGRATED GRAMMAR EXERCISES (Class work to be done in C.W. Notebook)

Fill in the blanks with correct forms of tense to complete the passage.
Information technology (1) _______ (change) the way we access information. Since its introduction in
the 1980s, the internet (2) __________ (become) cheap and common place. Some people (3)
_________ (see) this as an opportunity to deal with problems like unemployment. Thy (4) __________
(argue) that the Government should (5) ____________ (provide) free internet access to people (6)
_________ (look) for a job.
I do not agree with this point of view for several reasons. Lack of skills is an important reason that (7)
___________ (prevent) jobless people from (8) ____________ (find) employment. Instead of (9)
____________ (offer) free internet to the people, the government should (10) _____________
(organize) training programs for the jobless. Giving free internet is unlikely to be of any help. In the
first place, it is nearly impossible to control how these technologies (11) __________ (use). Instead of
this, the government should use public money to provide subsidized or free bus tickets for the
unemployed who (12) ___________(need) to travel for a job interview.

WRITING SKILL

INFORMAL LETTER (to be done in fair N.B. as (C.W.)

You are Seema/ Sachin. You have been recently selected as the leader for the ‘Clean India’ campaign
organized by the Govt. of India. Write a letter in 120 words, to your best friend sharing your ideas and
plans for a cleaner and greener India, as a leader of the campaign. You may take ideas from MCB, Unit
1: People, along with your own creativity.

H.W (to be practiced at home in rough N.B.)

You are Rahul/ Rashmi. CBSE has recently organized an Inter State Debate competition to be held in
Kashmir, and you got the opportunity to be a participant. You have been given a room to share with a
student from Haryana. He/ She joins the competition after two days, as you had reached early. You got
to know about him/ her from other school mates that he/ she is a great orator and an excellent team
member. Write a letter to your mother about your experiences in Kashmir and about your roommate, in
120 words. You may relate the ideas from MCB, Unit 1: People, along with your own ideas.

PRACTICE QUESTIONS (UIEO 2021) (to be done in rough N.B.)

Direction (Q. No. 1 and 2): Choose the correct option.
1. Raman _______ for reaching home late.
(A) took him to task (B) die in harness
(C) carried of his feet (D) faced the music

2. The light bulb ______. Please change it.

(A) broke off (B) burnt out
(C) dealt with (D) carried on
3. Choose one word that would fit in both the blanks.
(i) During the cyclone the _____ of the tree fell off.
(ii) The new bank has opened three ____ in rural areas.
(A) leaves (B) offices
(C) branches (D) routes

4. Find two words with the same sound but different spelling for the given sentences.
I cannot ____ to see any animal suffering. The giant pulled the roof off the house with his ___hands.
(A) bare, beer (B) bare, bear
(C) bear, bare (D) bear, beer

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 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – IX (2023-24)
HINDI LANGUAGE TERM-I, ASSIGNMENT- 3
TOPIC – SAMVAD LEKHAN

पाठ – संवाद लेखन

संवाद – ‘वाद’ मूल शब्द में ‘सम्’ ईपसगग लगाने से ‘संवाद’ शब्द बना है, जजसका शाजब्दक ऄथग ‘बातचीत’ है। आसे वातागलाप
भी कहा जाता है। सामान्य रूप से दो लोगों के बीच होने वाली बातचीत को संवाद कहा जाता है। दो लोगों में हुइ बातचीत
को जलखना संवाद-लेखन कहलाता है।

संवाद की जवशेषता - संवाद में जनम्नजलजखत जवशेषताएँ होनी चाजहए –

 संवाद में स्वाभाजवकता होनी चाजहए। पात्रों की ऄपनी जस्थजत, संस्कार अदद को ध्यान में रखकर बोलना चाजहए।
 संवाद में भाग ले रहे छात्रों की भाषा ईनकी जशक्षा अयु अदद के ऄनुरूप होनी चाजहए। एक जशजक्षत और ईसके साथ
संवाद कर रहे ऄनपढ़ की भाषा में ऄंतर नज़र अना चाजहए।
 संवाद को बोलने की शैली प्रभावशाली होनी चाजहए। सुनने वाले पर संवादों का ऄसर होना चाजहए।
 संवाद की भाषा में जटिलता नहीं होनी चाजहए। आससे सुनने वाला बात को असानी से समझ सकता है और यथोजचत
जवाब देता है।
 संवाद की भाषा में शालीनता ऄवश्य होनी चाजहए। आसमें ऄजशष्ट भाषा के जलए कोइ जगह नहीं होनी चाजहए।

संवाद लेखन में ध्यान देने योय य बातें – संवाद-लेखन में जनम्नजलजखत बातों का ध्यान रखना चाजहए।

 संवाद की भाषा सरल तथा सहज होनी चाजहए।

 संवाद लेखन में सरल तथा छोिे-छोिे वाक्यों का प्रयोग करना चाजहए।
 भाषा सुनने वाले के मानजसक स्तर के ऄनुरूप होनी चाजहए।
 संवाद लेखन में दकसी एक पात्र के कथन को बहुत लंबा नहीं खींचना चाजहए।
 भाव जवचारों की पुनरुजि से बचना चाजहए।
 संवाद लेखन के ऄंत में एक बार पढ़कर ईसे दोहरा लेना चाजहए तादक ऄशुजियों का जनराकरण दकया जा सके ।

संवाद लेखन के कु छ ईदाहरण

1. जबजली की बार-बार किौती से ईत्पन्न जस्थजत से परे शान मजहलाओं की बातचीत का संवाद लेखन कीजजए।

तनु – क्या बात है जवभा? कु छ परे शान-सी ददख रही हो?

जवभा – क्या कहँ तनु, जबजली की किौती से परे शान हँ।
तनु – ठीक कह रही हो बहन, जबजली कब कि जाए, कु छ कह ही नहीं सकते हैं।
जवभा – तनु, जबजली न होने से अज तो घर में बूंदभर भी पानी नहीं है। समझ में नहीं अता, नहाउँ कै से, बरतन कै से धोउँ।
तनु – अज सवेरे बच्चों को तैयार करके स्कू ल भेजने में बडी परे शानी हुइ।
जवभा – यह तो रोज़ का जनयम बन गया है। सुबह-शाम जबजली कि जाने से घरे लू कामों में बडी परे शानी होने लगी है।
तनु – ददनभर ऑदिस से थककर अओ दक घर कु छ अराम जमलेगा, पर हमारा चैन जबजली ने छीन जलया है।
जवभा – ऄगले सप्ताह से बच्चों की परीक्षाएँ हैं। मैं तो परे शान हँ दक ईनकी तैयारी कै से कराउँगी?
तनु – चलो अज जबजली जवभाग को जशकायत करते हुए ऑदिस चलेंगे।
जवभा – यह जबलकु ल ठीक रहेगा।

2. परीक्षा के एक ददन पूवग दो जमत्रों की बातचीत का संवाद लेखन कीजजए।

ऄक्षर – नमस्ते जवमल, कु छ परे शान से ददखते हो?

जवमल – नमस्ते ऄक्षर, कल हमारी गजणत की परीक्षा है।
ऄक्षर – मैंने तो पूरा पाठ्यक्रम दोहरा जलया है, और तुमने?
जवमल – पाठ्यक्रम तो मैंने भी दोहरा जलया है, पर कइ सवाल ऐसे हैं, जो मुझे नहीं अ रहे हैं।
ऄक्षर – ऐसा क्यों?
जवमल – जब वे सवाल समझाए गए थे, तब बीमारी के कारण मैं स्कू ल नहीं जा सका था।
ऄक्षर – कोइ बात नहीं चलो, मैं तुम्हें समझा देता हँ। शायद तुम्हारी समस्या हल हो जाए।
जवमल – पर आससे तो तुम्हारा समय बेकार जाएगा।
ऄक्षर – कै सी बातें करते हो यार, ऄरे ! तुम्हें पढ़ाते हुए मेरा दोहराने का काम स्वतः हो जाएगा। दिर, आतने ददनों की जमत्रता
कब काम अएगी।
जवमल – पर, मैं ईस ऄध्याय के सूत्र रि नहीं पा रहा हँ।
ऄक्षर – सूत्र रिने की चीज़ नहीं, समझने की बात है। एक बार यह तो समझो दक सूत्र बना कै से। दिर सवाल दकतना भी
घुमा-दिराकर अए तुम ज़रूर हल कर लोगे।
जवमल – तुमने तो मेरी समस्या ही सुलझा दी। चलो ऄब कु छ समझा भी दो।

ऄभ्यास कायग

1) शोर के कारण पढ़ाइ में ईत्पन्न हो रही बाधा पर दो छात्रों के मध्य हुए संवाद का लेखन कीजजए।
2) ऄध्याजपका और गृह कायग करके अने वाले छात्र के बीच हुइ बातचीत पर संवाद लेखन कीजजए।
3) बढ़ती गमी और कम होती वषाग के बारे में दो जमत्रों की बातचीत का संवाद लेखन कीजजए।

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*ऄसिता का रहस्य गलजतयाँ करना नहीं, बजकक एक गलती को दोहराना है।*

 DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDY MATERIAL
3rd ASSIGNMENT
CLASS –9

ülp¢å (1 - 6 ew p§œ)
f¡n¡f¡¢n c¤¢V h­ZÑl ¢jme­L p¢å h­mz
p¢å ¢ae fËL¡­ll quz ülp¢å, hÉ”ep¢å J ¢hpNÑp¢åz
ülp¢å :-
ülh­ZÑl p¡­b ülh­ZÑl ¢jme­L h­m ülp¢åz (ülhZÑ + ülhZÑ = ülp¢å)
p§œ : 1 :- A/B + A/B = B
(A-L¡l ¢Lwh¡ B-L¡­ll fl A-L¡l ¢Lwh¡ B-L¡l b¡L­m Ei­u ¢j­m B-L¡l quz B-L¡l f§hÑ h­ZÑ k¤š² quz)

A+ A= B
phÑü + A¿¹ = phÑü¡¿¹ ¢Qœ + A¢fÑa = ¢Qœ¡¢fÑa e¡j + A¢ˆa = e¡j¡¢ˆa
ÙÛ¡e + A¿¹l = ÙÛ¡e¡¿¹l f¡l + Bh¡l = f¡l¡h¡l j¡eh + A¢dL¡l = j¡eh¡¢dL¡l
Ešl + A¢dL¡l = Ešl¡¢dL¡l nlZ + AbÑ£ = nlZ¡bÑ£ Afl + Aq² = Afl¡q²
¢pa + A¢pa = ¢pa¡¢pa ­j¡q + Aå = ­j¡q¡å Ql + AQl = Ql¡Ql
AeÉ + AeÉ = AeÉ¡eÉ phÑ + A‰ = phÑ¡‰ eh + Aæ = eh¡æ
A+ B =B
phÑ + Bd¤¢eL = phÑ¡d¤¢eL a¥o¡l + Bhªa = a¥o¡l¡hªa ¢eaÉ + Be¾c = ¢eaÉ¡e¾c
­L¡o + BN¡l = ­L¡o¡N¡l œ²j + BNa = œ²j¡Na pj + BNj = pj¡Nj
¢h­hL + Be¾c = ¢h­hL¡e¾c Na + Bu¡a = Na¡u¡a fœ + Bhªa = fœ¡hªa
¢pwq + Bpe = ¢pwq¡pe nlZ + BNa = nlZ¡Na fc + BO¡a = fc¡O¡a
hªr + B¢c = hªr¡¢c œ²j + BNa = œ²j¡Na Ae + Bcl = Ae¡cl
B + A=B
Lb¡ + Ajªa = Lb¡jªa Ll¦Z¡ + AnË¥ = Ll¦Z¡nË¥ f§S¡ + AQÑe¡ = f§S¡QÑe¡
nËÜ¡ + A”¢m = nËÜ¡”¢m ¢hcÉ¡ + ASÑe = ¢hcÉ¡SÑe ab¡ + A¢f = ab¡¢f
kb¡ + AbÑ = kb¡Bñ i¡o¡ + A¿¹l = i¡o¡¿¹l Bn¡ + A¢a¢lš² = Bn¡¢a¢lš²
B‘¡ + Ad£e = B‘¡d£e ¢hcÉ¡ + AmwL¡l = ¢hcÉ¡mˆ¡l jq¡ + AZÑh = jq¡ZÑh
¢e¾c¡ + AqÑ = ¢e¾c¡qÑ qaÉ¡ + Afl¡d = qaÉ¡fl¡d
B + B= B
L¡l¡ + BN¡l = L¡l¡N¡l ¢ch¡ + B­m¡L = ¢ch¡­m¡L ¢hcÉ¡ + Buae = ¢hcÉ¡uae
R¡u¡ + B¢nËa = R¡u¡¢nËa hÉb¡ + Bqa = hÉb¡qa hÉ¡b¡ + Ba¥l = hÉ¡b¡a¥l
LÒfe¡ + B­m¡L = LÒfe¡­m¡L i¡o¡ + BQ¡kÑ = i¡o¡Q¡kÑ jq¡ + BaÈ¡ = jq¡aÈ¡
cu¡ + BâÑ = cu¡âÑ jq¡ + Bnu = jq¡nu ¢nm¡ + Bpe = ¢nm¡pe
j¡œ¡ + B¢dLÉ = j¡œ¡¢dLÉ Bn¡ + Be¾c = Bn¡e¾c

Class-IX – Swara Sandhi --Page 1 of 4

p§œ : 2 :- C/D + C/D = D
(C-L¡l ¢Lwh¡ D-L¡­ll fl C-L¡l ¢Lwh¡ D-L¡l b¡L­m Ei­u ¢j­m D-L¡l quz D-L¡l f§hÑ h­ZÑ k¤š² quz)

C + C =D
A¢a + Ca = Aa£a l¢h + C¾cÊ = lh£¾cÊ fË¢a + C¢a = fËa£¢a
A¢a + C¢¾cÊu = Aa£¢¾cÊu l¢h + C¾c¥ = lh£¾c¥ A¢i + Cø = Ai£ø
L¢h + C¾cÊ = Lh£¾cÊ j¤¢e + C¾cÊ = j¤e£¾cÊ k¢a + C¾cÊ = ka£¾cÊ
C + D=D
¢N¢l + Dn = ¢Nl£n A¢d + DnÄl = Ad£nÄl L¢h + Dn = Lh£n
A¢i + DÃp¡ = Ai£Ãp¡ f¢l + Dr¡ = fl£r¡ ¢r¢a + Dn = ¢ra£n
fË¢a + Dr¡ = fËa£r¡
D+ C =D
lb£ + C¾cÊ = lb£¾cÊ p¤¤d£ + C¾cÊ = p¤¤d£¾cÊ jq£ + C¾cÊ = jq£¾cÊ
pa£ + C¾cÊ = pa£¾cÊ nQ£ + C¾cÊ = nQ£¾cÊ
D+ D= D
nË£ + Dn = nË£n lSe£ + Dn = lSe£n e¡l£ + DnÄl = e¡l£nÄl
gZ£ + DnÄl = gZ£nÄl pa£ + Dn = pa£n jq£ + Dn = jq£n
nË£ + n = nË£n fªb£Å + Dn = fªb£Ån
p§œ : 3 :- E/F + E/F = F
(E-L¡l ¢Lwh¡ F-L¡­ll fl E-L¡l ¢Lwh¡ F-L¡l b¡L­m Ei­u ¢j­m F-L¡l quz F-L¡l f§hÑ h­ZÑ k¤š² quz)

E + E= F
LV¥ + E¢š² = LV¨¢š² jl¦ + EcÉ¡e = jl©cÉ¡e p¤¤ + E¢š² = p§¢š²
p¤¤ + Eš² = p§š² i¡e¤ + Ecu = i¡e§cu
E + F =F
Ae¤ + FdÆÑ = Ae§dÆÑ mO¤ + F¢jÑ = mO§¢jÑ ae¤ + FdÆÑ = ae§dÆÑ
al¦ + FdÆÑ = al©dÆÑ
F + E =F
hd§ + E¢š² = hd§¢š² hd§ + Evph = hd§vph hd§ + Ešj = hd§šj
i¨ + E¢›a = i¨¢›a Qj§ + ENË = Qj§NË
F + F = F
i¨ + FdÆÑ = i¨dÆÑ plk§ + F¢jÑ = plk§¢jÑ i¨ + Fol = i¨ol
p§œ : 4 :- A/B + C/D = H
(A-L¡l ¢Lwh¡ B-L¡­ll fl C-L¡l ¢Lwh¡ D-L¡l b¡L­m Ei­u ¢j­m H-L¡l quz H-L¡l f§hÑ h­ZÑ k¤š² quz)
A+ C =H
­ch + C¾cÊ = ­c­h¾cÊ öi + CµR¡ = ö­iµR¡ j¡eh + Cal = j¡e­hal
l¡j + C¾cÊ = l¡­j¾cÊ OË¡Z + C¢¾cÊu = OË¡­Z¢¾cÊu f§ZÑ + C¾c¥ = f§­ZѾc¥
ü + CµR¡ = ­üµR¡ nËhZ + C¢¾cÊu = nËh­Z¢¾cÊu jªN + C¾cÊ = jª­N¾cÊ
h£l + C¾cÊ = h£­l¾cÊ el + C¾cÊ = e­l¾cÊ
Class-IX – Swara Sandhi --Page 2 of 4
A+ D=H
NZ + Dn = N­Znz c£e + Dn = c£­en ¢ce + Dn = ¢c­en
A¢Mm + DnÄl = A¢M­mnÄl l¡SÉ + DnÄl = l¡­SÉnÄl Af + Dr¡ = A­fr¡
­ch + Dn = ­c­hn ¢pÜ + DnÄl£ = ¢p­ÜnÄl£ flj + DnÄl = fl­jnÄl
flj + Dn = fl­jn l¡j + DnÄl = l¡­jnÄl
B + C =H
l¡S¡ + C¾cÊ = l¡­S¾cÊ jq¡ + C¾cÊ = j­q¾cÊ ­n¡i¡ + C¾cÊ = ­n¡­i¾cÊ
lj¡ + C¾cÊ = l­j¾cÊ kb¡ + Cø = k­bø jq¡ + C¾cÊ = j­q¾cÊ
B + D= H
jq¡ + Dn = j­qn lj¡ + Dn =l­jn à¡lL¡ + DnÄl = à¡l­LnÄl
mˆ¡ + DnÄl = m­ˆnÄl Ej¡ + Dn = E­jn N‰¡ + Dn = N­‰n
lj¡ + DnÄl = l­jnÄl l¡S¡ + Dn = l¡­Sn
p§œ : 5 :- A/B + E/F = J
(A-L¡l ¢Lwh¡ B-L¡­ll fl E-L¡l ¢Lwh¡ F-L¡l b¡L­m Ei­u ¢j­m J-L¡l quz J-L¡l f§hÑ h­ZÑ k¤š² quz)

A+ E =J
­h¡d + Ecu = ­h¡­d¡cu fl + EfL¡l = f­l¡fL¡l pq + Ecl = p­q¡cl
öï + E‹Æm = ö­ï¡‹Æm Efl + Eš² = Ef­l¡š² p§kÑ + Ecu = p§­kÑ¡cu
Q¾cÊ + Ecu = Q­¾cÊ¡cu el + Ešj = e­l¡šj a£bÑ + EcL = a£­b¡ÑcL
f¤ZÉ + EcL = f¤­ZÉ¡cL f¡c + EcL = f¡­c¡cL Sm + EµRÅ¡p = S­m¡µRÅ¡p
pq + Ecl = p­q¡cl AdÑ = EµQ¡¢la = A­d¡ÑµQ¡¢la j¾c + Ecl£ = j­¾c¡cl£
Ešl + Ešl = Eš­l¡šl c¡j + Ecl = c¡­j¡cl lh£¾cÊ + Ešl = lh£­¾cÊ¡šl
e£m + Evfm = e£­m¡vfm l¡SÉ + Evph = l¡­SÉ¡vph
A+ F =J
eh + Fs¡ = e­h¡s¡ Qm + F¢jÑ = Q­m¡¢jÑ fhÑa + FdÆÑ = fhÑ­a¡dÆÑ
L¡m + FdÆÑ = L¡­m¡dÆÑ HL + Fe¢hwn¢a = H­L¡e¢hwn¢a phÑ + FdÆÑ = p­h¡ÑdÆÑ
B + E= J
jq¡ + Eõ¡p = j­q¡õ¡p jq¡ + Evph = j­q¡vph Lb¡ + EfLbe = L­b¡fLbe
N‰¡ + EcL = N­‰¡cL c¤NÑ¡ + Evph = c¤­N¡Ñvph kb¡ + E¢Qa = k­b¡¢Qa
l¡S¡ + Evph = l¡­S¡vph
B + F =J
N‰¡ + F¢jÑ = N­‰¡¢jÑz jq¡ + F¢jÑ = j­q¡¢jÑ kj¤e¡ + F¢jÑ = kj¤­e¡¢jÑ
p§œ : 6 :- A/B + H/I = I
(A-L¡l ¢Lwh¡ B-L¡­ll fl H-L¡l ¢Lwh¡ I-L¡l b¡L­m Ei­u ¢j­m I-L¡l quz I-L¡l f§hÑ h­ZÑ k¤š² quz)

A+ H =I
Se + HL =S°eL phÑ + Hh = p°hÑh ab¡ + HhQ = a°bhQ
HL + HL = H°LL ¢qa + HoZ¡ = ¢q°aoZ¡ ¢qa + Ho£ = ¢q°ao£

Class-IX – Swara Sandhi --Page 3 of 4

A+ I =I
ja + ILÉ = j°aLÉ l¡S + InÄkÑ = l¡°SnÄkÑ de + InÄkÑ = d°enÄkÑ
Aa¥m + InÄkÑ = Aa¥°mnÄkÑ
B + H =I
ab¡ +Hh = a°bh ab¡ + HhQ = a°bhQ kb¡ + Hh = k°bh
B + I =I
jq¡ + ILÉ = j°qLÉ jq¡ + Il¡ha = j°ql¡ha jq¡ + InÄkÑ = j°qnÄkÑ

h¡¢sl L¡S :
p¢å¢h­µRc Ll :-
¢jø¡æ, je¡¿¹l, f¤×f¡OÑÉ, flj¡aÈ¡, Sm¡nu,
¢hcÉ¡ZÑh, ¢ra£n, nQ£¾cÊ, Ae§dÆÑ, …l©f­cn,
Ca­lal, ­üµR¡, j°qLÉ, hL¡p¤¤l, f¡W¡N¡l,
à£f¡¿¹l, ­N±l£n, hm£¾cÊ, m­ˆn, ­N¡­fn,
N¡­œ¡›¡e, S¡e§dÆÑ, Ai£ø, d°enkÑÉ, p°hÑh

p¢åk¤š² Ll :-
Sm + EµRÅ¡p, ¢hnÄ + DnÄl, Y¡L¡ + DnÄl£, iâ + Cal, fhÑa + FdÆÑ,
Aam + InÄkÑ, ¢qa + Ho£, ¢qa + HoZ¡, ab¡ + HhQ, i¨ + E¢›a,
¢h­hL + Be¾c, ¢nr¡ + Buae, n¡L + Aæ, ü + Ad£e, A¢i + DÃp¡,
f§hÑ + Aq²

Class-IX – Swara Sandhi --Page 4 of 4

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – IX
ASSIGNMENT -III SANSKRIT (2ND LANGUAGE)
व्याकरण खण्डम ् (GRAMMAR PORTION)

उपसर्ग (PREFFIX)परिभाषा - उपसर्ग वह शब्ाांश है जो किसी भी शब् िे पूवग में लर्िि या जुड़िि उसिे
मूल अर्ग में परिवर्गन ला ्े र्ा है एवां एि नए शब् िा ननमागण ििर्ा है ।
यर्ा –

उपसर्ग + शब्द = निर्मगत शब्द

प्र + आिां भ = प्रािां भ

वव + हसनर् = ववहसनर्
अनु + र्च्छनर् =अनुर्च्छनर्
अधि + ििोनर् =अधिििोनर्
अनर् + उत्तमः = अत्युत्तमः
अभभ + भलखनर् = अभभभलखनर्
प्रत्ययः (SUFFIX)
परिभाषा - प्रत्ययः वह शब्ाांश है जो किसी भी शब् िे अन्र् में लर्िि या जड़
ु िि उसिे मल
ू अर्ग में
परिवर्गन ला ्े र्ा है एवां एि नए शब् िा ननमागण ििर्ा है ।
सांस्िृर् व्याििणानुसाि प्रत्ययः
यर्ा -

क्तत्वा - त्वा िि िे अर्ग में

ल्यप ् - य् िि िे अर्ग में

र्म
ु न
ु ् - र्म
ु ् िे भलए िे अर्ग में

अनीयि् - अनीय चाहहए एवां योग्य िे अर्ग में

र्व्यर् ् - र्व्य चाहहए एवां योग्य िे अर्ग में

क्तर् - र् भूर्िाभलि
PAST TENSE
क्तर्वर्ु - र्वर् ् भूर्िाभलि

शर् ृ - अर् ् हुआ/हुए िे अर्ग में (पिस्मैप्ी)

शानच ् - आन ् हुआ/हुए िे अर्ग में (आत्मनेप्ी)

क्त्वा - ्वा (कर के अर्ग में)
*क्तत्वाप्रत्ययः िा प्रयोर् िििे िेअर्ग में होर्ा है।*क्तत्वा प्रत्यय िा प्रयोर् पूवि
ग ाभलि किया िे योर् में होर्ा है।

िार्ु (किया) verb प्रत्ययः (SUFFIX) ननभमगर् शब्ः अर्गः

पठ् + क्तत्वा पहित्वा पढ़िि
खाद् + क्तत्वा खाह्त्वा खािि
र्म ् + क्तत्वा र्त्वा जािि
हस ् + क्तत्वा हभसत्वा हँसिि
भलख ् + क्तत्वा भलखखत्वा भलखिि
िाव ् + क्तत्वा िाववत्वा ्ौड़िि
स्म ृ + क्तत्वा स्मत्ृ वा स्मिणिि (या्िि)
ल्यप ् – य ् (कर के अर्ग में)
*ल्यपप्रत्ययः
् िा प्रयोर् िििे िेअर्ग में होर्ा है।*ल्यप ् प्रत्यय िा प्रयोर् पूवि
ग ाभलि किया िे योर् में होर्ा है ।
* ल्यपप्रत्ययः
् से ननभमगर् शब् िे पूवग उपसर्ग जुड़ जार्ा है ।

उपसर्गः िार्ु प्रत्ययः ननभमगर् शब्ः अर्गः

वव + ज्ञा ल्यप ् ववज्ञाय जानिि
वव + हस ् ल्यप ् ववहस्य हँसिि
वव + जज ल्यप ् ववजजत्य जीर्िि
वव + धचन्र् ् ल्यप ् ववधचन्र्य सोचिि
प्र + आप ् ल्यप ् प्राप्य प्राप्र् िििे
प्र + नम ् ल्यप ् प्रणम्य प्रणाम िििे
र्म
ु न
ु ् – र्म
ु ् (िे भलए िे अर्ग में )

*र्ुमुनप्रत्यय
् िा प्रयोर् िे भलए िे अर्ग में होर्ा है ।* प्रत्यय िा प्रयोर् पूवि
ग ाभलि किया िे योर् में होर्ा है ।

िार्ु (किया) प्रत्ययः ननभमगर् शब्ः अर्गः

पठ् + र्ुमुन ् पहिर्ुम ् पढ़ने िे भलए

खाद् + र्ुमुन ् खाह्र्ुम ् खाने िे भलए

र्म ् + र्ुमुन ् र्ांर्ुम ् जाने िे भलए

हस ् + र्ुमुन ् हभसर्ुम ् हँसने िे भलए

शत ृ - अत ् ( हुआ/ हुए िे अर्ग में ) (पिस्मैप्ी)
* शर् ृ प्रत्यय में अर् ् शेष िह जार्ा है ।* शर् ृ प्रत्यय से ननभमगर् शब् िा रुप पजु ल्लांर् में िावर् ् /पिर् ् ।
* शर् ृ प्रत्यय से ननभमगर् शब् िा रुप स्रीभलांर् में न्ी शब् रुप िे समान चलर्े हैं ।
* शर् ृ प्रत्यय से ननभमगर् शब् ववशेषण (ADJECTIVE) िी र्िह प्रयक्त
ु र् होर्ा है ।

िार्/ु किया( verb) प्रत्ययः नपांस

ु िभलांर् पजु ल्लांर् स्रीभलांर्

पठ् + शर् ृ पिर् ् पिन ् पिन्र्ी

खाद् + शर् ृ खा्र् ् खा्न ् खा्न्र्ी

हस ् + शर् ृ हसर् ् हसन ् हसन्र्ी

र्म ् + शर् ृ र्च्छर् ् र्च्छन ् र्च्छन्र्ी

दृश ् + शर् ृ पश्यर् ् पश्यन ् पश्यन्र्ी

एिवचनम ् द्वववचनम ् बहुवचनम ्

पुजल्लांर्ः - पिन ् पिन्र्ौ पिन्र्ः

खा्न ् खा्न्र्ौ खा्न्र्ः

एिवचनम ् द्वववचनम ् बहुवचनम ्

स्रीभलांर्ः - पिन्र्ी पिन्त्यौ पिन्त्य

खा्न्र्ी खा्न्त्यौ खा्न्त्यः

 TENSE / िाल / लिािः

PAST TENSE PRESENT TENSE FUTURE TENSE

भर्
ू िाल वर्गमान िाल भववष्यर् ् िाल
लङ् लिािः लट् लिािः लट्
ृ लिािः
*PRESENT TENSE
वर्गमान िाल (लट् लिािः)
पुरुषः person एिवचनम ् singular द्वववचनम ् Dual बहुवचनम ्Plural

प्रर्मःपरु
ु षः सः (वह पजु ल्लांर्) र्ौ(वे ्ोनों पजु ल्लांर्) र्े
(3rd person) (वेसब/वेलोर्)(पजु ल्लांर्)

सा (वह स्रीभलांर् ) र्े(वे ्ोनों स्रीभलांर्) र्ाः

(वेसब/वेलोर्)(स्रीभलांर्)

बालिः बालिौ बालिाः

बाभलिा बाभलिे बाभलिाः

भवान ्(आप) पु0 भवन्र्ौ(आप्ोनों) पु0 भवन्र्ः(आपसब) पु0

भवर्ी(आप)(स्री0) भवत्यौ(आप्ोनों)स्री0 भवत्यः(आपसब) स्री0

VERB /किया/ िार्ु [पठनत] [पठतः] [पठन्तत]

मध्यम पुरुषः त्वम ् (र्ुम ्) युवाम ् ( र्ुम ्ोनों ) यूयम ् (र्ुमसब)

2nd Person

VERB /किया/ िार्ु [पठर्स] [पठर्ः] [पठर्]

उत्तम पुरुषः अहम ् (मैं) आवाम ् (हम्ोनों) वयम ्(हमसब/हमलोर्)

3rd Person

VERB /किया/ िार्ु [पठार्म] [पठावः] [पठामः]

*FUTURE TENSE

भववष्यर् ् िाल(लट्
ृ लिािः)

पुरुषः person एिवचनम ् singular द्वववचनम ् Dual बहुवचनम ्Plural

प्रर्मःपरु
ु षः सः (वह पजु ल्लांर्) र्ौ(वे ्ोनों पजु ल्लांर्) र्े
(3rd person) (वेसब/वेलोर्)(पुजल्लांर्)

सा (वह स्रीभलांर् ) र्े(वे ्ोनों स्रीभलांर्) र्ाः

(वेसब/वेलोर्)(स्रीभलांर्)

बालिः बालिौ बालिाः

बाभलिा बाभलिे बाभलिाः

भवान ्(आप) प0
ु भवन्र्ौ(आप्ोनों) प0
ु भवन्र्ः(आपसब) प0
ु

भवर्ी(आप)(स्री0) भवत्यौ(आप्ोनों)स्री0 भवत्यः(आपसब) स्री0

VERB /किया/ िार्ु [पठठष्यनत] [पठठष्यतः] [पठठष्यन्तत]

मध्यम परु
ु षः त्वम ् (र्म
ु ्) यव
ु ाम ् ( र्म
ु ्ोनों ) यय
ू म ् (र्म
ु सब)

2nd Person

VERB /किया/ िार्ु [पठठष्यर्स] [पठठष्यर्ः] [पठठष्यर्]

उत्तम परु
ु षः अहम ् (मैं) आवाम ् (हम्ोनों) वयम ्(हमसब/हमलोर्)

3rd Person

VERB /किया/ िार्ु [पठठष्यार्म] [पठठष्यावः] [पठठष्यामः]

VERB /क्रिया/ धातु

नम ् – नमनर् , खाद् – खा्नर् , हस ् -हसनर्, भलख ् -भलखनर् , र्म ् -र्च्छनर् , स्म ृ -स्मिनर्,
िाव ् -िावनर् , भ्रम ् – भ्रमनर् , पठ्- पिनर् , भ्रम ् -भ्रमनर् ।
*PAST TENSE

भूर्िाल (लङ् लिािः)

पुरुषः person एिवचनम ् singular द्वववचनम ् Dual बहुवचनम ्Plural

प्रर्मःपरु
ु षः सः (वह पजु ल्लांर्) र्ौ(वे ्ोनों पजु ल्लांर्) र्े
(3rd person) (वेसब/वेलोर्)(पुजल्लांर्)

सा (वह स्रीभलांर् ) र्े(वे ्ोनों स्रीभलांर्) र्ाः

(वेसब/वेलोर्)(स्रीभलांर्)

बालिः बालिौ बालिाः

बाभलिा बाभलिे बाभलिाः

भवान ्(आप) प0
ु भवन्र्ौ(आप्ोनों) प0
ु भवन्र्ः(आपसब) प0
ु

भवर्ी(आप)(स्री0) भवत्यौ(आप्ोनों)स्री0 भवत्यः(आपसब) स्री0

VERB /किया/ िार्ु [ अपठत ् ] [अपठताम ्] [अपठि ्]

मध्यम परु
ु षः त्वम ् (र्म
ु ्) यव
ु ाम ् ( र्म
ु ्ोनों ) यय
ू म ् (र्म
ु सब)

2nd Person

VERB /किया/ िार्ु [अपठः] [अपठतम ्] [अपठत]

उत्तम परु
ु षः अहम ् (मैं) आवाम ् (हम्ोनों) वयम ्(हमसब/हमलोर्)

3rd Person

VERB /किया/ िार्ु [अपठम ्] [अपठाव] [अपठाम]

*OBEY & ORDER
आज्ञा / अनज्ञ
ु ा (लोट् लिािः)
पुरुषः person एिवचनम ् singular द्वववचनम ् Dual बहुवचनम ्Plural
प्रर्मःपरु
ु षः सः (वह पजु ल्लांर्) र्ौ(वे ्ोनों पजु ल्लांर्) र्े
(3rd person) (वेसब/वेलोर्)(पुजल्लांर्)
सा (वह स्रीभलांर् ) र्े(वे ्ोनों स्रीभलांर्) र्ाः
(वेसब/वेलोर्)(स्रीभलांर्)
बालिः बालिौ बालिाः
बाभलिा बाभलिे बाभलिाः
भवान ्(आप) पु0 भवन्र्ौ(आप्ोनों) पु0 भवन्र्ः(आपसब) पु0
भवर्ी(आप)(स्री0) भवत्यौ(आप्ोनों)स्री0 भवत्यः(आपसब) स्री0
VERB /किया/ िार्ु [ पठतु ] [पठताम ्] [पठततु]
मध्यम पुरुषः त्वम ् (र्ुम ्) युवाम ् ( र्ुम ्ोनों ) यूयम ् (र्ुमसब)
2nd Person
VERB /किया/ िार्ु [पठः] [पठतम ्] [पठत]
उत्तम पुरुषः अहम ् (मैं) आवाम ् (हम्ोनों) वयम ्(हमसब/हमलोर्)
3rd Person
VERB /किया/ िार्ु [पठानि] [पठाव] [पठाम]
* सांख्या परिचयः

सांख्या -- सांख्याप्म ्
पुजल्लङ्र्म ् स्रीभलङ्र्म ् नपुांसिभलङ्र्म ्
1. एिः एिा एिम ्
2. द्वौ द्वे द्वे
3 रयः नर्स्रः रीखण
4. चत्वािः चर्स्रः चत्वारि
5. पञ्च पञ्च पञ्च
6. षड्/षट् 7. सप्र् 8. अष्ट 9. नव 10. ्श
11 एिा्श 12. द्वा्श 13. रयो्श 14. चर्ु्गश 15. पञ्च्श
16. षोडश 17. सप्र््श 18.अष्टा्श 19. नव्श/ उनववांशनर् 20. ववांशनर्ः
ध्यार्व्यः – (Note)- एि से चाि र्ि िी सांख्या र्ीनों भलङ्र्ों में भभन्न – भभन्न होर्ी है । पाँच से सभी सांख्या
र्ीनों भलङ्र्ों में समान चलर्े हैं ।
 DELHI PUBLIC SCHOOL, DURGAPURMATHEMATICS
ASSIGNMENT -3
(2023-2024)
CLASS – IX
TOPIC – POLYNOMIALS:
SOME BASIC FACTS:
Constants: A symbol having a fixed numerical value is called a constant.
Variables: A symbol which may be assigned different numerical values is known as
variable.
Algebraic expressions: A combination of constants and variables connected by some or
all of the operations +, -, ×,÷ is known as algebraic expression.
Terms: The several parts of an algebraic expression separated by ‘+’ or ‘ – ‘ operations are
called the terms of the expression.
Polynomials: An algebraic expression in which the variables involved have only non-
negative integral powers in each term is called a polynomial.
(i) is a polynomial in variable x.
(ii) is an expression but not a polynomial.
Polynomials are denoted by p(x), q(x) and r(x) etc.
Coefficients: In the polynomial , coefficient
of respectively and we also say that +1 is the constant term in it.
Degree of a polynomial in one variable: In case of a polynomial in one variable the highest
power of the variable is called the degree of the polynomial.
A polynomial of degree n has n roots.
Classification of polynomials on the basis of degree.

degree Polynomial Example

(a) 1 Linear

(b) 2 Quadratic

(c) 3 Cubic

(d) 4 Biquadratic

Classification of polynomials on the basis of number of terms

No. of terms Polynomial & Examples.

(i) 1
Monomial –

(ii) 2 Binomial – etc.

(iii) 3 Trinomial-

Constant polynomial: A polynomial containing one term only, consisting a constant term is
called a constant polynomial. The degree of non-zero constant polynomial is zero.
Zero polynomial: A polynomial consisting of one term, namely zero only is called a zero polynomial.
Page 1 of 2
 The degree of zero polynomial is not defined.
Zeroes of a polynomial: Let p(x) be a polynomial. If p(a) = 0, then we say that “a” is a zero of the polynomial of p(x).
Remark: Finding the zeroes of polynomial p(x) means solving the equation p(x)=0.
Factor theorem: Let f(x) be a polynomial of degree n > 1 and let a be any real number.
(a). If f(a) = 0 then, (x – a) is factor of f(x) (b). If f(x – a) is factor of f(x) then f(a) = 0
Factor: A polynomial is called factor of , if p(x) divides exactly.
Factorization: To express a given polynomial as the product of polynomials each of degree less than that of the given
polynomial such that no such a factor has a factor of lower degree, is called factorization

WORKSHEET:
1. Write an example of an algebraic expression that is not a polynomial.
2. p(x) = √𝑥 + 1 is not a polynomial. Give reason
3. Find the value of polynomial 8x3 - 6x2 +2 at x = 1
4. If p(x) = 6x3 + 5x2 – 3x + 2 find p(-1)
5. Find the zero of the polynomial p(y) = 2y + 7
6. Write the following polynomials in standard form i.4y- 4y3 +3 –y4 ii.5m3 -6m +7 -2m2
7. If y = -1 is a zero of the polynomial q (y) = 4y3 + ky2 - y -1, then find the value of k
8. For what value of m is x3 – 2mx2 + 16 divisible by x + 2
9. Find the zeroes of (x- 2)2 – (x+2)2
10. Prove that 2x4 – 6x3 + 3x2 + 3x – 2 is exactly divisible by x2 – 3x +2 Without actual division.
11. If x – 3 and x – 1/3 are both factors of ax2 + 5x + b, show that a = b

Page 2 of 2
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - 3
SUB: PHYSICS CLASS: IX WEEK: 3RD

TOPIC: Motion
SUB-TOPIC: (i) Distance -Time Graphs (ii) Velocity-Time Graphs

(i) Distance -Time Graphs

(a)For a body at rest (b) For a body moving (c)For accelerated motion (d) For decelerated motion.
with uniform speed

(ii) Velocity-Time Graphs

Very short Answer type questions:
Q1 What is the nature of the distance - time graphs for uniform motion of an object?
Ans. When the motion is uniform, the distance time graph is a straight line with a slope.

Q2 What is the nature of the distance - time graphs for uniform motion of an object?
Ans. When the motion is non-uniform, the distance time graph is not a straight line. It can be any kind of
curve.
Q2 What can you say about the motion of an object whose distance - time graph is a straight line parallel
to the time axis?
Ans. If distance time graph is a straight line parallel to the time axis, the body is said to be at rest.
Q3 What can you say about the motion of an object if its speed - time graph is a straight line parallel to
the time axis?
Ans. If speed time graph is a straight line parallel to the time axis, the object is said to be moving uniformly.
Q4 What is the quantity which is measured by the area occupied below the velocity-time graph?
Ans. The area under the velocity-time graph gives the displacement covered by an object.
Short Answer type questions:

Q6 Fig shows the distance-time graph of three objects A, B and C. Study

the graph and answers the following questions:

(a) Which of the three is travelling the fastest?

(b) Are all three ever at the same point on the road?

Ans. (a) Object B. Speed = slope of the graph. As slope of object B is greater than objects A and C, it is
travelling the fastest.
(b) No. All three objects A, B and C never meet at a single point. Thus, they were never at the same
point on road.
Q7 The speed-time graph for a car is shown in Fig.
(a) Find out how far the car travels in the first 4 seconds.
(b) Which part of the graph represents uniform motion of the
car?

Ans. (a) The shaded area which is equal to 1 / 2 x 4 x 6 = 12 m represents the distance travelled by the car in
the first 4 s.
(b) The part of the graph between time 6 s to 10 s represents uniform motion of the car.
A driver of a car travelling at 52 km h-1 applies the brakes and accelerates uniformly in the opposite
Q8 direction. The car stops in 5 s. Another driver going at 3 km h-1 in another car applies his brakes
slowly and stops in 10 s. On the same graph paper, plot the speed versus time graphs for the two cars.
Which of the two cars travelled farther after the brakes were applied?
Ans. As given in the figure PR and SQ is the Speed-time graph for given two cars with initial speeds 52
km/h and 3 km/h respectively.
Distance Travelled by first car before coming to rest =Area of Δ OPR
= (1/2) x OR x OP
= (1/2) x 5 s x 52 kmh-1
= (1/2) x 5 x (52 x 1000) / 3600) m
= (1/2) x 5x (130 / 9) m
= 325 / 9 m
= 36.11 m
Distance Travelled by second car before coming to rest
=Area of Δ OSQ
= (1/2) x OQ x OS
= (1/2) x 10 s x 3 kmh-1
= (1/2) x 10 x (3 x 1000) / 3600) m
= (1/2) x 10 x (5/6) m
= 5 x (5/6) m
= 25/6 m
= 4.16 m

Home Assignment:
1. Find the total displacement of the body from the following graph:

2. Study the velocity-time graph and calculate.

(a) The acceleration from A to B
(b) The acceleration from B to C
(c) The distance covered in the region ABE
(d) The average velocity from C to D
(e) The distance covered in the region BCFE

3. The graph given alongside shows how the speed of a car changes with
time.
(a) What is the initial speed of the car?
(b) What is the maximum speed attained by the car?
(c) Which part of the graph shows zero acceleration?
(d) Which part of the graph shows varying retardation?
(e) Find the distance travelled in first 8 hours.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT – III
SUB:CHEMISTRY CLASS :9

TOPIC: MATTER IN OUR SURROUNDINGS

SUB-TOPIC: EXAMPLES OF EVAPORATION :---

We Wear Cotton Clothes in Summer :

During summer, we perspire more because of the mechanism of our body which keeps us cool. During
evaporation, the particles at the surface of liquid gain energy from the surroundings or body surface.
The heat energy equal to latent heat of vaporisation is absorbed from the body leaving the body cool.
Cotton, being a good absorber of water helps in absorbing the sweat.
When we pour some acetone on our palm we feel cool .
Reason :-This is because when acetone evaporates it absorbs heat from surroundings .This causes our
palm to feel cool .
Water kept in the earthen pot becomes cool during summer
An earthen pot has a large number of tiny pores on its body .hence a small amount of water seeps out
from these pores and gets evaporated from the surface .the heat required for evaporation comes from
water inside the pot .Hence the water inside the earthen pot keeps losing heat thus remaining [Link]
water kept in an earthen pot becomes cool during summer .

Working of air cooler

An air cooler is more effective on hot, dry days. The basic principle behind the working of an air
cooler is evaporative cooling. As on a hot, dry day, the temperature is high and humidness is low, the
evaporation rate is higher. The water takes energy from the air and gets regenerate to vapour. This
makes the air cooled

ASSIGNMENT
Q1 Which of the following statements is incorrect
a)Matter is made up of particle s b) Matter is continuous in nature
c)Particle of matter are always in state of motion d)Particles of matter attract each other
Q2 During summer water kept in earthen pot becomes cool because of the phenomenon of
 a)Diffusion b)Transpiration
c)Osmosis d) Evaporation
Q3 On converting 25℃ ,38℃ and 66 ℃ to kelvin scale the correct sequence of temperature will be
Ans. a)298k ,311k and 339k b)298k,300k and 338k
c)273k,278k and 543k d)298k,310k and 338k

Q4 Which one of the following sets of phenomenon would increase on raising the temperature
a)Evaporation ,diffusion ,compression of gases b)Evaporation compression of gases , solublility
c)Evaporation diffusion expansion of gases d)Evaporation ,solubility , diffusion , compression of
gases

HOME ASSIGNMENTS (to be written in the note book)

1. What are the various factors of evaporation ?

2.
Why do we sprinkle water on the roof or open ground in summer ?

Why should we wear cotton clothes in summer ?

3

Perspiration keeps our body [Link]


Why surgeons often spray some ether on skin before performing minor surgery


*****************************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - III
SUB:BIOLOGY CLASS: IX

TOPIC: THE FUNDAMENTAL UNIT OF LIFE

SUB-TOPIC: CELL WALL AND THE NUCLEUS

Plant Cell Wall Structure

The plant cell wall is multi-layered and consists of up to three sections. From the outermost layer of the cell
wall, these layers are identified as the middle lamella, primary cell wall, and secondary cell wall. While all
plant cells have a middle lamella and primary cell wall, not all have a secondary cell wall.
The middle lamella serves as a cementing layer between the primary walls of adjacent cells. The primary wall
is the cellulose-containing layer laid down by cells that are dividing and growing. To allow for cell wall
expansion during growth, primary walls are thinner and less rigid than those of cells that have stopped growing.
A fully grown plant cell may retain its primary cell wall (sometimes thickening it), or it may deposit an
additional, rigidifying layer of different composition, which is the secondary cell wall. Secondary cell walls are
responsible for most of the plant’s mechanical support as well as the mechanical properties prized in wood.

Plant Cell Wall Function

Support: The cell wall provides mechanical strength and support. It also controls the direction of cell growth.
Withstand turgor pressure: Turgor pressure is the force exerted against the cell wall as the contents of the
cell push the plasma membrane against the cell wall. This pressure helps a plant to remain rigid and erect, but
can also cause a cell to rupture.
Regulate growth: The cell wall sends signals for the cell to enter the cell cycle in order to divide and grow
Communication: Cells communicate with one another via plasmodesmata (pores or channels between plant
cell walls that allow molecules and communication signals to pass between individual plant cells).
Protection: The cell wall provides a barrier to protect against plant viruses and other pathogens. It also helps to
prevent water loss.

THE NUCLEUS
The cell nucleus is a membrane-bound structure that contains a cell's hereditary information and controls its
growth and reproduction. It is the command center of a eukaryotic cell and is usually the most notable cell
organelle in both size and function.

Physical Characteristics
The shape of a nucleus varies from cell to cell but is often depicted as spherical. It shows the following parts:

Nuclear Envelope and Nuclear Pores

The cell nucleus is bound by a double membrane called the nuclear envelope. This membrane separates the
contents of the nucleus from the cytoplasm, the gel-like substance containing all other organelles. The nuclear
envelope consists of phospholipids that form a lipid bilayer much like that of the cell membrane. This lipid
bilayer has nuclear pores that allow substances to enter and exit the nucleus, or transfer from the cytoplasm to
the nucleoplasm.

Chromatin
The nucleus houses chromosomes containing DNA. DNA holds heredity information and instructions for cell
growth, development, and reproduction. When a cell is "resting", or not dividing, its chromosomes are
organized into long entangled structures called chromatin.

Nucleoplasm
Nucleoplasm is the gelatinous substance within the nuclear envelope. Also called karyoplasm, this semi-
aqueous material is similar to cytoplasm in that it is composed mainly of water with dissolved salts, enzymes,
and organic molecules suspended within.

Nucleolus
Contained within the nucleus is a dense, membrane-less structure composed of RNA and proteins called the
nucleolus. The nucleolus contains nucleolar organizers, the parts of chromosomes carrying the genes for
ribosome synthesis.

Function
The key function of the nucleus is to control cell growth and multiplication. This involves regulating gene
expression, initiating cellular reproduction, and storing genetic material necessary for all of these tasks. In order
for a nucleus to carry out important reproductive roles and other cell activities, it needs proteins and ribosomes.

Short Answer type questions:

Q1 What is a cell wall and how is it formed?

Cell wall is non-living and freely permeable rigid structure bounding the plant cell. It is secreted
Ans.
by the cell itself for the protection of its plasma membrane and cytoplasm
Q2 What do you mean by plasmodesmata?
Due to the presence of cell wall the exchange of materials between the plant cells is not possible.
Therefore, protoplasts of plant cells are connected by cytoplasmic channels through their walls
Ans.
which are called as plasmodesmata. These channels are used for the exchange of the material
between two cells
Q3 How are chromatin, chromatid and chromosomes related to each other?
Chromatin is a thin thread-like structure which is composed of DNA (deoxy ribonucleic acid)
Ans. and proteins to form a rod-like chromatid. Two similar chromatids attach to a centromere to
form a chromosome.
Home Assignment:
Q1. How cell wall is advantageous for plants?
Q2. Give four differences between Cell Wall and Plasma membrane.
Q3. What is Middle Lamellae?
Q4. Which structure present in the nuclear region of a living cell bear genes?
Q5. Why Nucleus is known as the Director of the Cell?

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-2024
ASSIGNMENT - 3
SUB: GEOGRAPHY CLASS: IX
TOPIC:PHYSICAL FEATURES OF INDIA

SUB-TOPIC: i) Introduction
ii) Major physiographic division-The Himalayan Mountains.

The Himalayan Mountains

The Himalayas are young-fold mountains which are the loftiest and one of the most rugged
mountain barriers of the world.
The Himalayas are 2400 km long, 400 km to 150 km wide from Kashmir to Arunachal
Pradesh respectively.

The Himalayas have three parallel ranges in the longitudinal extent namely :

 Great or Inner Himalayas also called Himadri.

 Middle Himalayas or Himachal.
 Outer Himalayas or Shiwaliks.
The Himalayas can be divided into four sections :

 Punjab Himalayas – between Indus and Satluj.

 Kumaon Himalayas – between Satluj and Kali.
 Nepal Himalayas – between Kali and the Tista.
 Assam Himalayas (Eastern Himalayas) – Between Tista and the Dibang (Tsangpo).
Very short Answer type questions:

Q-1 What are the features of Himalayan Mountains?

Ans.  The Himalayas, Geologically young and structurally fold mountains stretch over the
northern borders of India.
 These mountain ranges run in a west east direction the Indus to Brahmaputra.
 The Himalayas represent the loftiest and one of the most rugged mountains barriers of the
world.
 They form an arc which covers a distance of about 2400 km.
 There width varies from 400 km in Kashmir to 150 km in Arunachal Pradesh.
 The Himalayas consist of three parallel ranges in its longitudinal extent. Those are Himadri,
Himachal and Shiwaliks.
Q-2 Classify Himalayas on the basis of regions from west to east.

Ans. 1 . The part of Himalayas lying between Indus and Sutlej has been traditionally known as
Punjab Himalayas. But it is also known regionally as Kashmir and Himachal Himalaya from
west to east.
[Link] part of Himalayas lying between Sutlej and Kali River is known as Kumaon Himalayas.
[Link] Kali and the Tista rivers demarcated the Nepal Himalayas.
4..The part between Tista and Dihang rivers is called Assam [Link] eastern most boundaries of
the Himalayas are demarcated by Brahmaputra.
[Link] Dihang gorge the Himalayas bend sharply to the south and spread along eastern boundary of
India. They are called Purvanchal.
Q-3. Describe Purvanchal.
Ans. The eastern most boundaries of the Himalayas is demarcated by the Brahmaputra.
Beyond the Dihang gorge, the Himalayas bend sharply to the south and spread along the
eastern boundary of India.
They are called as the Purvanchal or the eastern hills and mountains.
These hills have been composed of string sandstones which are sedimentary rocks.
Q-4. Write a short note on Himadri.

Ans. [Link] most range is called as the ‘Great or Inner Himalayas’ or ‘Himadri’.
[Link] is the most continues range which consists of loftiest peaks with an average height of 6000 meter.
[Link] the prominent Himalayan peaks are contained in this range.
[Link] folds of great Himalayas are asymmetrical in nature.

HOME ASSIGNMENT (To be done in your CW copy)

Q1 The land of India displays great physical variation. Explain.

Q2. Write a short note on Himachal.
Q3. Write a short note on Shiwaliks.

************************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-2024
ASSIGNMENT - 3
SUB: ECONOMICS CLASS: IX
TOPIC: THE STORY OF VILLAGE PALAMPUR
Q1..Differentiate between fixed capital and working capital.
Answer:Both fixed capital and working capital come under the category of physical capital which is one of the four
requirements for production of goods and services.

(i) Fixed Capital :

 It includes fixed factors of production which are used for years.

 Tools and machines range from very simple tools such as a farmer’s plough to sophisticated machines
such as generators, turbines, etc.
 It includes tools, machines, buildings, computers, etc.

(ii) Working Capital :

 It includes variable factors of production which are needed to be arranged every time at the time of
production.
 Whatever money and raw material are required for production, are included in it.
 It is required to be arranged according to the desired production

Q2..What are the main reasons to grow three different crops in a year in Palampur?
Answer:The main reasons to grow three different crops in a year in Palampur are :
 To grow three different crops in a year in Palampur is due to the well-developed system of irrigation.
Electricity came early to Palampur. Its major impact was to transform the system of irrigation.
 Persian wheels were, till then, used by farmers to draw water from the wells and to irrigate small fields.
People saw that the electric-run tubewells could irrigate much larger areas of land more effectively.
 The first few tubewells were installed by the government. Soon, however, farmers started setting up
private tubewells.
 As a result, by mid-1970s, the entire cultivated area of 200 hectares (ha.) was irrigated.
Q3..What is meant by the Green Revolution? Mention some of its important features.
Answer:
 The Green Revolution in the late 1960s introduced the Indian farmer to cultivation of wheat and rice
using High Yielding Varieties (HYVs) of seeds. Compared to the traditional seeds, the HYV seeds
promised to produce much greater amounts of grain on a single plant.
 As a result, the same piece of land would now produce far larger quantities of foodgrains than was
possible earlier.
 HYV seeds, however, needed plenty of water and also chemical fertilizers and pesticides to produce best
results. Higher yields were possible only from a combination of HYV seeds, irrigation, chemical
fertilisers, pesticides, etc.
 Farmers of Punjab, Haryana and Western Uttar Pradesh were the first to try out the modem farming
method in India. The farmers in these regions set up tubewells for irrigation, and made use of HYV
seeds, chemical fertilizers and pesticides in farming.
 Some of them bought farra-machinery like tractors and threshers, which made ploughing and harvesting
faster. They were rewarded with high yields of wheat.
 DELHI PUBLIC SCHOOL, DURGAPUR
Assignment-3
History/Civics
CLASS -9
__________________________________________________________________
TOPIC: - THE FRENCH REVOLUTION:
The National Assembly completed the draft of the constitution in 1791, aiming to limit the
powers of the monarch. The powers were now separated and assigned to different institutions –
the legislature, executive and judiciary which made France a constitutional monarchy. The
Constitution of 1791 gave the power of making laws in the hands of National Assembly,
which was indirectly elected by a group of electors, which were chosen by active citizens. Active
Citizens comprises of only men above 25 years of age who paid taxes equal to at least 3 days
of a labourer’s wage. The remaining men and all women were classed as passive citizens
who had no voting rights.
France Abolishes Monarchy and Becomes a Republic
 Louis XVI had signed the Constitution, but he entered into secret negotiations with the
King of Prussia.
 Rulers of other neighbouring countries too were worried by the developments in France
and made plans to send troops to stop the revolutionary events taking place.
 Before this could happen, the National Assembly voted in April 1792 to declare war
against Prussia and Austria.
 People saw this war as a war of the people against kings and aristocracies all over
Europe.
The revolutionary wars brought losses and economic difficulties to the people. The
Constitution of 1791 gave political rights only to the richer sections of society.
 Political clubs were established by the people who wished to discuss government
policies and plan their own forms of action.
 The most successful of these clubs was that of the Jacobins. The members of the
Jacobin club belonged mainly to the less prosperous sections of society. Their leader
was Maximilian Robespierre.
 Jacobins start wearing long striped trousers and came to be known as the sans-
culottes, literally meaning those without knee breeches.
In the summer of 1792 the Jacobins planned a revolt of a large number of the people
of Paris who were angered by the short supplies and high prices of food.
Extra Note: During the Reign of Terror, France was ruled by a group of men called the
Committee of Public Safety. As the leading member of the Committee of Public Safety from
1793, Robespierre encouraged the execution, mostly by guillotine, of more than 17,000 enemies
of the Revolution. And so the Committee of Public Safety was established as a means of
enforcing the ideals of the Terror among the masses of Paris. That is why this period is called as
the Reign of Terror:
 WORK SHEET
ANSWER IN VERY SHORT:
Q1. What does the Red Cap worn by Sans-Culottes in France symbolize?
Ans:_____________________________________________________________________.
Q2. To whom was the taxes called Tithes payable by the peasants in the eighteenth century
France?
Ans:____________________________________________________________________.
Q3. Which class of society in France was behind the French Revolution?
Ans:___________________________________________________________________.
Q4. On what charges was Louis XVI of France sentenced to death?
Ans: __________________________________________________________________.
Q5. Which philosopher had forwarded the principle of voting by the assembly as a whole, where
each member should have one vote, during the rule of louis XVI?
Ans:___________________________________________________________________.
Q6. When did France abolish the monarchy and became republic?
Ans: __________________________________________________________________.
Q7. Name any one class that did not belong to Jacobin Club?
Ans: __________________________________________________________________.
Q8. Which period of Famce’s history is known as ‘the Terror’.
Ans: __________________________________________________________________.
Q9. The National Assembly completed the draft of the Constitution in 1791’. Mention any two
features of the Constitution.
Ans: ________________________________________________________________.
Q10. Name the political body to which the three estates of the French society sent their
representatives?
Ans: __________________________________________________________________.
ANSWER IN BRIEF:
Q1. What compelled Louis XVI to raise taxes in France?
Ans: _________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________.
Q2. Describe the status of the nobles in France before the revolution.
Ans:_________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________.
Q3. “The inequality that existed in the French Society in the Old Regime became the cause of
French Revolution”. Justify the statement by giving three suitable examples.
Ans: _________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________.
Q4. What was the role of philosophers and thinkers in the French Revolution? Explain by giving
three examples.
Ans: _________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________.
Q5. What measures were taken by Robespierre to bring equality in the French Society?
Ans:__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________.
Q6. What was the Convention? Describe its role in France.
Ans:__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Q7. What was the significance of ‘The Tennis Court Oath’ in the French Revolution?
Ans: _________________________________________________________________
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Q8. Trace the event which led to the fall of Bastille.
Ans: _________________________________________________________________________
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ANSWER IN DETAILS:
Q1. Write the features of the French Constitution of 1971.
Ans: _________________________________________________________________________
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Q2. Explain the events that led to the insurrection of 1792 in France.
Ans:__________________________________________________________________________
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Q3. Explain the role of Jacobins in the French Revolution.
Ans:__________________________________________________________________________
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 DELHI PUBLIC SCHOOL, DURGAPUR
Artificial Intelligence Assignment-3 (2023-24)
Introduction to AI
CLASS-IX
1. Who is the “Father” of Artificial Intelligence?

a. Fisher Ada c. John McCarthy

b. Allen Newell d. Alan Turning

2. Sophia, a lifelike humanoid was created by ___________

a. Dr. David Hanson c. Allen Newell

b. Ranjit Srivastava d. Fisher Ada

3. Mr. Shyam publishes article on blog and he does it wonderfully. Which type of Intelligence does he

possess?

a. Linguistic Intelligence c. Spatial Visual Intelligence

b. Mathematical Intelligence d. Existential Intelligence

4. ________________ refers to the ability to perceive or infer information, and to retain it as

knowledge to be applied towards adaptive behaviors within an environment or context.

a. Behavior c. Nature

b. Habits d. Intelligence

5. Sony created a robotic dog called __________.

6. In 1997, _____________ defeated Gray Kasparov (world chess champion).

7. List advantages of AI.

8. List disadvantages of AI.

9. What do you mean by Natural Language Processing?

10. List down any four real life application of AI in Research Areas.

11. List down threats to human race by AI systems.

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