DELHI PUBLIC SCHOOL, DURGAPUR

CLASS- IX
ASSIGNMENT - 4 (TERM I-2025-26)
SUBJECT- ENGLISH
TOPICS-THE SOLITARY REAPER /INTEGRATED GRAMMAR/FORMAL
LETTER

THE SOLIATRY REAPER

POETIC DEVICES

1. Assonance:Assonance is the repetition of vowel sounds in the same line such as the sound
of /i/ in “Behold her, single in the field” and the sound of /o/ and /a/ in “Yon solitary
Highland Lass!”
2. Imagery: Imagery is used to make the readers perceive things involving their five senses.
For example, “Reaping and singing by herself”, “I saw her singing at her work” and
“More welcome notes to weary bands.”
3. Symbolism: Symbolism is using symbols to signify ideas and qualities, giving them
symbolic meanings different from literal meanings. “Cuckoo” and “nightingale” are the
symbols of sweet melodies whereas the song of the lady symbolizes her intense pain and
distress.
4. Consonance: Consonance is the repetition of consonant sounds in the same line such as
the sound /r/ in “Some natural sorrow, loss, or pain” and the sound of /m/ in “Or is it some
more humble lay”.
5. Enjambment: It is defined as a thought in verse that does not come to an end at a line
break; instead, it continues to the next line. For example,“Breaking the silence of the
seas/Among the farthest Hebrides”
6. Alliteration: Alliteration is the repetition of consonant sounds in the same line in quick
succession such as the sound of /p/ in “Perhaps the plaintive numbers flow” and the sound
of /n/ in “No Nightingale did ever chaunt”.
7. Hyperbole: Hyperbole is a device used to exaggerate any statement for the sake of
emphasis. For example, the below verses exaggerates the impact of her song, “O listen!for
the Vale profound/Is overflowing with the sound.”

Note: The following questions and answers are for your reference and practice. Learn the
value points and note them in your rough notebook.
EXTRA QUESTION-ANSWERS:
Q1. How has Wordsworth admired and idealized the simple rustic life in “The Solitary
Reaper”?
Ans. In "The Solitary Reaper," Wordsworth expresses deep admiration for the simple, rustic life
through his portrayal of a solitary Highland girl reaping and singing in the field. The poem
captures the serene and tranquil atmosphere of the countryside. Wordsworth describes the scene
with a sense of peace and calmness, which contrasts with the hustle and bustle of urban life. The
reaper is depicted as being in harmony with the landscape, her song blending seamlessly with the
environment. Wordsworth admires the mysterious quality of the reaper's song, which he cannot
fully understand. This mystery allows his imagination to soar, and he wonders about the themes of
her song—whether they are about historical battles, personal sorrows, or timeless truths. This
sense of wonder and imagination is a key aspect of the Romantic idealization of the rural and the

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unknown. Moreover, the reaper's song has a profound emotional impact on the speaker, moving
him deeply even though he does not understand the language. This emotional resonance suggests
the universal power of simple, heartfelt expression and highlights the deep emotional richness
found in rustic life.
Q2. In the poem “The Solitary Reaper”, the speaker writes “Stop here, or gently pass”.
What do you think he meant by this line?
Ans. The speaker asks passersby to either stop and listen respectfully or move on quietly without
disturbing the reaper. This reflects a deep respect for her solitude and the natural harmony of the
scene. The speaker recognizes the value of her private moment and does not wish it to be
interrupted or disrupted by careless intrusions. By suggesting that one might stop, the speaker
invites others to take a moment to appreciate the beauty and tranquility of the reaper's song. In
addition, the phrase "gently pass" underscores the importance of being gentle and sensitive to the
natural environment and the people within it. It reflects the Romantic ideal of a harmonious and
respectful relationship with nature. Moreover, the speaker's internal conflict between wanting to
stay and listen and the need to move on also reflects a broader theme of fleeting beauty and the
ephemeral nature of such moments.
Q3. ‘The Solitary Reaper’ is a poem that depicts a simple peasant girl gifted with an
extraordinary voice. What qualities make the girl unforgettable?
Ans. The melodious voice of the Solitary Reaper is unforgettable. It has tender melancholic
strains, the sweetest human voice ever heard that haunted the poet for all time. He could not
understand the dialect, nor the theme of her song. Her musical notes ran like water and surpassed
the beauty of the songs of the nightingale and the cuckoo. The intensity and the enchanting quality
of her song left an everlasting impression on the poet’s mind.

Q4. Why do you think the song of The Solitary Reaper has been compared to those of the
cuckoo and the nightingale?
Ans. The poet describes the solitary reaper’s song, filling the deep valleys, sweeter than the voice
of a nightingale. It is more welcome than a nightingale’s chant heard by weary travellers in the
shady haunts of the Arabian desert. In addition, it is more thrilling than a cuckoo bird’s song
which in spring time can break the silence of the seas. It made the poet stand motionless and still
to listen and carry it with him in his heart as he mounted up the hill never to forget it evermore.
References to the Arabian sands and Scotlands Hebrides (far-off Islands) impart an exotic feeling.

Q5. The speaker towards the end of the poem says “The music in my heart I bore,
Long after it was heard no more.” How do you think the poet could hear the song of the
reaper girl when it could be heard no more?
Ans. One day, while climbing up a hill, the poet hears solitary reaper’s song. The song reminds
him of a nightingale and a cuckoo. He finds the song so enchanting that it leaves an indelible mark
on the poet's mind and he believes that the memory of the song will remain with him forever. This
also shows that music has a universal appeal.

RTC:
Q1. “Will none tell me what she sings?
Perhaps the plaintive numbers flow
For old, unhappy, far off things,
And battles long ago.”
(a) Identify the reason for using the word ‘perhaps’ in the above extract.

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Ans. ‘Perhaps’ is used to show that poet is not sure about the theme of solitary reaper’s song.
(b) Infer the quality of the reaper expressed in the word ‘flow’.
Ans. The word ‘flow’ expresses the spontaneity of solitary reaper’s song.
(c) What do you think the poet guesses?
Ans. He guesses that she might be singing about some unhappy things of the past or the battles
fought long ago
(d) Why do you think the poet speaker has used the rhetorical question in the above extract?
Ans. The poet has used the rhetorical question to add a dramatic effect to the impact the song of
the nightingale had on his mind. He was clueless as to what the song was about.

Note: The following question must be done in the assignment notebook:

Q) Have you ever had an experience where something simple or ordinary moved you deeply-like a
song, a place or a moment? Share and relate it to the poet’s experience and write the same in the
form of a diary entry.

HOMEWORK
GRAMMAR
Note: The following questions must be done in the assignment notebook:
CONNECTORS

Ex. A. Fill in the blanks with suitable connectors:

1. _____________ Andrew was warned of the risks, he decided to travel alone to South America.
2. Maria did not get a promotion ______________ her qualifications.
3. Zambia is a land- locked country, ____________ Kenya has a coastline.
4. On the one hand, you could rent a flat instead of buying one. __________ you are always at the
mercy of landlords.
5. This restaurant has a good reputation, ______________ that one does not.
6. The city has a 50 kph limit. __________________, people are often caught speeding.
7. You won’t be forgiven ___________________ your apology.
8. We couldn’t find a house to buy _______________we looked at quite a few.
9. He always looks so lonely and sad ____________ his popularity.
10. He is quiet and shy, _________________ his sister is lively and talkative

EX.B. Fill in the blanks with the most appropriate options from the ones given:
The students (i) ____________talking as Miss Sarkar (ii) ____________the classroom. Then in a
loud voice (iii) ____________said ‘Good Morning’ and (iv) ____________quickly around the
room. All the children (v) ____________her intently to find out what sort of a person she (vi)
____________“I suppose you (vii) ____________to know my name,” she said. But (viii)
___________she could tell them, someone in the class yelled out, “You are Miss Sarkar.”
(i) (a) are (b) was (c) were (d) been
(ii) ((a) enters (b) entered (c) entering (d) entours

(iii) (a) she (b)they (c) he (d) them

(iv) (a) glance (b) glancing (c) glanced (d) glancy
(v) (a) observe (b) watching (c) watch (d) watched

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(vi) (a) is (b) was (c) been (d) being
(vii) (a) wants (b) liked (c) knew (d) want
(viii) (a) after (b) before (c) later (d) as
EX.C.. There is one error in each line. Write the error and the correction in each line:
Incorrect Correct
Spending time in your kids (a) __________ _____________
bring immediate as well as long (b)__________ _____________
term gain for the parents. (c) _________ _________ ____
According to a research, children of a (d) ___________ _____________
involved parent were more efficient (e) ___________ _____________
and get in better with their peers. (f) ____________ ______________

WRITING
SAMPLE FORMAL LETTER

The format of the letter should include the sender's address, date, editor's address, letter subject,
salutation, body, complimentary closing, and signature and name

Sample Letter to the Editor to Highlight the Effects of Air Pollution

56 C Uppal
East Hyderabad
Hyderabad –500095

3 January 2023

The Editor
The Indian Express
Secunderabad
Hyderabad – 500003

Sir/Madam

Subject: Increase of air pollution in East Hyderabad

With due respect and humble submission, I am writing to you to bring to your notice the
increasing effect of air pollution in our neighbourhood and in the surrounding areas.

East Hyderabad has seen a rapid increase in the use of private transportation and the number of
industrial sectors that have come up in recent years. This has increased the risks of serious health

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hazards, including breathing difficulties, chronic diseases, lung damage, nausea, fatigue, etc. The
hospitals around the area have already seen an unexpected rise in the number of patients showing
symptoms of chronic illness, and it is important that people and government authorities are made
aware of this dangerous situation at the earliest.

Owing to the seriousness of this situation, I request you to kindly highlight the issue so that some
action can be taken to curb the effect of air pollution and decrease the risk of people being
affected by it.

Yours truly
Drishya Raghunath
Member of NGO Prada

Note: The following question must be done in the assignment notebook:

HOMEWORK

You are Neha Kapoor, a resident of Green Park,New [Link] are disturbed by the lack of
cleanliness in public parks where people leave behind plastic wrappers and food [Link] a
letter to the Editor of a newspaper expressing your concern and urging citizens to maintain
cleanliness in public places.

(CLASS-IX/ASSIGNMENT -4/TERM -I-2025-26 PAGE 5 of 5)

 DELHI PUBLIC SCHOOL, DURGAPUR
ASSIGNMENT - 4 (TERM I-2025-26)
SUBJECT- HINDI 2nd Language
TOPIC- उपसर्ग और प्रत्यय,गर्ल्ऱू
__________________________________________________________________

छात्र ननम्ननिनखत अभ्यास assignment कॉपी में करें गे :-

व्याकरण :
उपसगग :
1.ननम्ननिनखत वाक्यों में से उपसगग यक्त ब्दों क छाककर निनख :-
1.म हन बहुत ही बेईमान व्यन्त है।
2.मकझे अनतरर्त समय चानह ।
3.उसने अपने जीवन में सकखद अनकभव प्राप्त कक ।
4.यह कायग प्रगनतबीि है।
2.ननम्ननिनखत ब्दों में से उपसगग और मूि ब्द अिग कीनज । ध्यान रहे कक कक छ ब्दों में मूि ब्द में संनध
का ननयम िागू ह सकता है:-
स्वागत :
अन्वेषण :
अत्याचार :
प्रत्यकपकार :
पयागवरण :
प्रत्याबा :
उद्गम :
संय ग :
प्रत्यय
3. ननम्ननिनखत ब्दों में से प्रत्यय पहचानकर निनख और बताइ कक यह कत प्रत्यय है या तनित प्रत्यय :-
निखाई :
सकनार :
बनावक :
नखिाडी :
मानवता :
4. ननम्ननिनखत वाक्यों में से प्रत्यय यक्त ब्दों क छाककर निनख :-

i.यह क सकंदर नचत्र है।

ii.हमें मानवीय मूल्यों का सम्मान करना चानह ।

iii.उसने दैननक जीवन में कई बदिाव कक हैं।

iv.यह क पठनीय पकस्तक है।

v.भारत क ऐनतहानसक देब है।

नगल्िू :
1. पाठ में िेनखका की स्वयं की मानवीय पीडा और सहानकभूनत क नगल्िू के माध्यम से ककस प्रकार व्य्त ककया
गया है?

2. जब िेनखका नगल्िू के नि जािी में से ननकिने का मागग बनाती हैं, त यह कायग के वि उसकी स्वतंत्रता
सकनननित करने के नि नहीं था, बनल्क यह िेनखका की ककस माननसक नस्थनत या दबगन क भी दबागता है?
अपने उत्तर के समथगन में पाठ से संकेत दें।
3. नगल्िू का िेनखका के जीवन में आगमन से पहिे और उसके आगमन के बाद िेनखका के काकी जीवन में
क्या पररवतगन आया? इन पररवतगनों का वणगन पाठ के आधार पर करें ।

* "आपका महत्व आपकी नजर में ह ना महत्वपूणग है , दकननया की नजर में नहीं।"
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – IX
ASSIGNMENT – 4 (TERM I-2025-26)
SUBJECT- BENGALI (2ND LANG.)
TOPIC - AAM ANTHIR BHENPU (4TH & 5TH CHAPTER)

Bj By¢Vl ­iyf¤ - 4bÑ AdÉ¡u (¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u)

fËnÀ-Ešl
1z “HC k¤Nfv c¤C Q¥¢ll A¢i­k¡­Nl Aa¢LÑa¡u c¤NÑ¡ f¡y¢Q­ml N¡­u ­Wp ¢cu¡ c¡ys¡Cu¡ O¡¢j­a¢Rmz”-
(i) c¤¢V Q¥¢ll A¢i­k¡N L£ L£ ¢Rm ?
(ii) OVe¡l ­n­o c¤NÑ¡l Lf¡­m ¢L S¥­V¢Rm ?
Ešl-
(i) c¤¢V Q¥¢ll A¢i­k¡N ¢Rm, c¤NÑ¡ j¤M¤­SÉ-h¡¢sl ­j­u V¥e¤l h¡„ ­b­L f¤y¢al j¡m¡ Q¥¢l L­l H­e­R Hhw a¡­cl
­p¡e¡j¤M£ B­jl am¡ ­b­L B­jl …¢VJ ¢e­u H­p­Rz
(ii) HC c¤C Q¥¢ll A¢i­k¡­N c¤NÑ¡ Bsø q­u f¡y¢Q­ml N¡­u ­Wp ¢c­u O¡j¢Rmz AfË¢ai phÑSu¡l l¡­N-c¤x­M ­Q¡­M
Sm B­pz pcmh­m ­pS W¡Ll¦Z h¡¢sl h¡C­l ­N­m, phÑSu¡ c¤NÑ¡l l¦r Q¥­ml ­N¡R¡ ­V­e c¤d-i¡a j¡M¡
q¡­aC c¤sc¡s L­l ¢f­W ¢Lm Qs hp¡­a b¡­Lez phÑSu¡ HM¡­eC b¡­je e¡, LV¥ j¿¹­hÉl fl c¤NÑ¡­L h¡¢s
­b­L ­hl q­u ­k­a h­mez c¤NÑ¡ i­u h¡¢sl h¡C­l R¥­V f¡m¡uz a¡lfl p¡l¡ c¤f¤l ¢h¢iæ S¡uN¡u O¤­l
påÉ¡l pju ­p h¡¢s ¢gl­m a¡­L f¤el¡u j¡­ul q¡­a n¡¢Ù¹ ­f­a quz
2z “Bj¡l Jfl l¡N L­l¢Rp ¢c¢c ? B¢j ­a¡ ¢LR¥ L¢l¢e!”
(i) ­L, LMe HLb¡ h­m­R ?
(ii) E¢Ÿø hÉ¢š²l l¡­Nl L¡lZ hÉ¡MÉ¡ Llz
Ešl-
(i) ¢L­n¡l Af¤ a¡l ¢c¢c c¤NÑ¡­L HC Lb¡…­m¡ h­m¢Rmz f¤y¢alj¡m¡ J BjQ¥¢ll A¢i­k¡­N A¢ik¤š²¡ c¤NÑ¡ j¡­ul
q¡­a j¡l ­M­u p¡l¡¢ce O¤­l påÉ¡u O­l ­g­lz l¡­a M¡Ju¡c¡Ju¡ L­l i¡C Af¤l f¡­n ­p Q¥fQ¡f ö­u
¢Rmz Af¤l fË­nÀl ­L¡e Ešl e¡ ­cJu¡u, Af¤ a¡l N¡­u q¡a h¤¢m­u ¢c­a ¢c­a HLb¡…­m¡ h­m­Rz
(ii) i¥he j¤M¤­kÉl h¡¢sl ­pS W¡Ll¦Z c¤NÑ¡­cl h¡¢s h­u f¤y¢al j¡m¡ J ­p¡e¡j¤M£ B­jl L­uLV¡ …¢V Q¥¢ll
A¢i­k¡N Be¡l fl, c¤NÑ¡ a¡l j¡­ul q¡­a fËQ™ j¡l ­M­u¢Rmz c¤NÑ¡l j­e q­u¢Rm Af¤ a¡l hå¥ pa¥­L
­X­L a¡l f¤a¥­ml h¡„ M¤­m f¤y¢al j¡m¡¢V ­c¢M­u¢Rmz Bl pa¥C h¡¢s ¢N­u ­pSW¡Ll¦Z­L HLb¡ h­m­Rz
Aaxfl ­pSW¡Ll¦Z H­p a¡l h¡„ M¤­m f¤y¢al j¡m¡ ­hl L­lz HC L¡l­ZC phÑSu¡­L Afj¡¢ea q­a qu
Bl c¤NÑ¡­L j¡­ul q¡­a j¡l M¡Ju¡l p­‰ p­‰ Qlj c¤­iÑ¡N ­i¡N L­l­a quz c¤NÑ¡l HC n¡¢Ù¹ f¡Ju¡l SeÉ
­p Af¤­LC c¡u£ L­lz HC L¡l­ZC ­p l¡N L­l¢Rmz
3z “Afj¡­e c¤Úx­M phÑSu¡l ­Q¡­M Sm B¢pmz”-
(i) EÜ«a¡wn¢V L¡l ­mM¡ ­L¡e lQe¡ ­b­L ­eJu¡ q­u­R ? L£ L¡l­Z phÑSu¡ Afj¡¢ea q­u¢Rm ?
(ii) Hlf­l ­p ¢L L­l¢Rm ?
Ešl -
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘c¤NÚN¡¢c¢c’ AdÉ¡u ­b­L ­eJu¡ q­u­Rzz
Af¤ J c¤NÑ¡l j¡ phÑSu¡ AaÉ¿¹ c¢lâ f¢lh¡­ll Nªqhd§z Ai¡h ¢Rm a¡l pwp¡­ll ¢eaÉp‰£, c¡¢lâa¡ a¡l
¢eaÉp‰£ q­mJ phÑSu¡ ¢R­me BaÈ¡¢ij¡e£ e¡l£z a¡C i¥he j¤M¤­kÉl h¡¢sl ­pS W¡Ll¦Z kMe cmhm ¢e­u

(CLASS-IX/ASSIGNMENT-4/TERM -I-2025-26 PAGE 1 of 3)

 h¡¢s­a H­p c¤NÑ¡l ¢hl¦­Ü Q¥¢ll A¢i­k¡N H­e ­pV¡ fËj¡Z L­l ­Nm, aMe Afj¡­e, c¤x­M phÑSu¡l ­Q¡­M
Sm H­p¢Rmz
(ii) l¡­N, Afj¡­e phÑSu¡l ­Q¡­M Sm Bp¡l fl ­j­ul fË¢a œ¥²Ü q­u ­p c¤dj¡M¡ q¡­aC c¤NÑ¡l l¦r Q¥­ml
­N¡R¡ ­V­e ¢L­ml Efl ¢Lm j¡l­a öl¦ L­l Hhw a£hË i¡o¡u ivÑpe¡ Ll­a b¡­Lz c¤NÑ¡ fË¡Z i­u h¡¢s
­b­L R¥­V f¡¢m­u k¡uz påÉ¡­hm¡ c¤NÑ¡ h¡¢s ¢g­l H­m phÑSu¡ Bh¡l Bl HLcg¡ a¡­L fËq¡l L­lz
* h¡¢sl L¡S :-
1z “HC cÉ¡­M¡ e¡ L£ q­u­R, L£¢aÑM¡e¡ ­c­M¡ e¡ HLh¡lz”
(i) hš²¡ ­L ? hš²¡ LMe Lb¡…¢m h­m¢Rm ?
(ii) L¡l L£ L£¢aÑM¡e¡ hš²¡ a¥­m d­l­Re ?

Bj By¢Vl ­iyf¤ - 5j AdÉ¡u (¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u)

fË­nÀ¡šl-
1z “­c¡q¡C W¡L¥l, J­cl a¥¢j h¡y¢Q­u h¢aÑ­u ­lM W¡L¥lz”-
(i) HLb¡ ­L, LMe HC Lb¡…¢m h­m­Re ?
(ii) W¡L¥­ll L¡­R ­Le a¡l HC fË¡bÑe¡ ?
Ešl -
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj By¢Vl ­iyf¤’ lQe¡l A¿¹NÑa ‘­eh¤l f¡a¡u LljQ¡’
AdÉ¡­u Af¤l j¡ phÑSu¡ B­m¡QÉj¡e E¢š²¢V L­l­Rez L¡m°hn¡M£l a£hË T­s Af¤ J c¤NÑ¡ Bj L¥s¡­a k¡u
Hhw T­sl ­n­o O­l ¢g­l B­pz c¤NÑ¡l q¡­a ¢Rm HLV¡ ­c¡j¡m¡ e¡l­L¡m J Af¤l q¡­a ¢Rm HLV¡
e¡l­L¡­ml h¡N­m¡z phÑSu¡ HC…­m¡ ­c­M M¤¢n q­u¢R­me ¢WLC; a­h ¢a¢e S¡e­a Q¡e a¡l¡ HC…­m¡ ­L¡b¡
­b­L H­e­Rz phÑSu¡l ¢S‘¡p¡l Eš­l Af¤-c¤NÑ¡ S¡e¡u, a¡l¡ pa¥­cl h¡N¡e ­b­L L¥¢s­u H­e­Rz Hlfl
phÑSu¡ i¥he j¤M¤­kÉl h¡¢s­a Sm Be­a ­N­m öe­a f¡u ­pS W¡Ll¦Z ¢QvL¡l L­l h¡¢s j¡b¡u a¥m­Rez
e¡l­L¡m ­eJu¡l Afl¡­d Af¤ J c¤NÑ¡­L A¢ipÇf¡a Ll­Rez aMe p¿¹¡­el Aj‰­ml Bnˆ¡u phÑSu¡
W¡L¥­ll L¡­R fË¡bÑe¡ L­l­Rez
(ii) phÑSu¡ S¡ea ­pS W¡Ll¦­Zl Lb¡ ¢ho¡š² J Aj‰mSeLz phÑSu¡ Bnˆ¡ Ll¢R­me ­pS W¡Ll¦­Zl A¢in¡f
k¢c a¡l L¢Q ­R­m­j­ul N¡­u m¡­N, a¡q­m a¡­cl ­L¡e r¢a q­a f¡­lz a¡C p¿¹¡­el ¢hf­cl Lb¡ j­e
L­l, a¡l j¡­ul je AS¡e¡ Bnˆ¡u Ba¢ˆa q­u J­Wz ­k L¡l­Z phÑSu¡ ­pS W¡Ll¦Z­cl h¡¢s ­b­L
Bp¡l fl Af¤ J c¤NÑ¡­L e¡l­L¡mV¡ ¢g¢l­u ¢c­a h­mez a¡l d¡lZ¡ qu k¡l ¢S¢ep a¡­L ¢g¢l­u ¢c­m
A¢in¡f N¡­u m¡N­h e¡z Hlfl a¥mp£am¡u fËc£f ¢c­u W¡L¥­ll L¡­R p¿¹¡­el j‰mL¡je¡ L­l HC B¿¹¢lL
fË¡bÑe¡ S¡e¡e, k¡­a a¡l p¿¹¡e­cl DnÄl lr¡ L­lez

2z “HC il p­åÉ­hm¡ hm¢Q, Bl ­ke e¡l­Lm ­M­a e¡ quz”-

(i) hš²¡ ­L, L¡­cl E­Ÿ­nÉ HC E¢š² L­l­Re ?HC E¢š² ­b­L hš²¡l ­L¡e j¡e¢pLa¡l f¢lQu f¡Ju¡ k¡u ?
(ii) HC Lb¡ ­n¡e¡l fl ­nË¡a¡l j¡e¢pL AhÙÛ¡ L£l©f qu ?
Ešl -
(i) ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj By¢Vl ­iyf¤’ lQe¡l A¿¹NÑa B­m¡QÉ Aw­n hš²¡ q­me i¥he j¤M¤­kÉl
h¡¢sl ­pS W¡Ll¦Zz ¢a¢e Ef¢lEš² Lb¡…¢m Af¤ J a¡l ¢c¢c c¤NÑ¡­L E­ŸnÉ L­l h­m­Rez L¡m°hn¡M£l
T­s e¡l­L¡m f­s k¡uz Ts ­n­o Af¤ J c¤NÑ¡ f­s b¡L¡ e¡l­L¡m¢V a¥­m ¢e­u h¡¢s­a ¢g­l B­pz HC
cªnÉ fËaÉr L­l ­pS W¡Ll¦Zz ¢a¢e pq­S HC p¡j¡eÉ OVe¡ ­j­e ¢e­a f¡­le¢ez ­pS W¡Ll¦­Zl, Af¤ J
c¤NÑ¡l fË¢a A¢in¡f hoÑ­Zl j­dÉ ¢c­u a¡l fË¢a¢qwp¡ fl¡uZa¡, ¢eù¥l j¡e¢pLa¡l f¢lQu f¡Ju¡ k¡uz
(ii) phÑSu¡ S¡ea ­pS W¡Ll¦­Zl Lb¡ ¢ho¡š² J Aj‰mSeLz il p­åÉ­hm¡u HC A¢ipÇf¡a hoÑZ ö­e
ü¡i¡¢hLi¡­hC j¡­ul je Ba¢ˆa q­u f­sz a¡C p¿¹¡­el ¢hf­cl Lb¡ ­i­h a¡l je AS¡e¡ Bnˆ¡u
(CLASS-IX/ASSIGNMENT-4/TERM -I-2025-26 PAGE 2 of 3)
 Ba¢ˆa q­u J­Wz ­k L¡l­Z phÑSu¡ ­pS W¡Ll¦Z­cl h¡¢s ­b­L Bp¡l fl Af¤ J c¤NÑ¡­L e¡l­L¡mV¡
¢g¢l­u ¢c­a h­mez a¡l j­e qu k¡l ¢S¢ep a¡­L ¢g¢l­u ¢c­m A¢in¡f N¡­u m¡N­h e¡z Hlfl a¥mp£am¡u
fËc£f ¢c­u W¡L¥­ll L¡­R p¿¹¡­el j‰mL¡je¡ L­lez
3z “AeÉ pju qC­m c¤NÑ¡ qu­a¡ Ha pq­S fl¡Su ü£L¡l L¢la e¡z”-
(i) c¤NÑ¡ ­Le fl¡Su ü£L¡l L­l¢Rm ?
(ii) HC AeÉ pju c¤NÑ¡ fl¡Su ü£L¡l Lla e¡ ­Le ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj By¢Vl ­iyf¤’ lQe¡l A¿¹NÑa ‘­eh¤l f¡a¡u LljQ¡’
AdÉ¡­u Bjl¡ ­c¢M, E¢õ¢Ma OVe¡l ¢LR¥¢ce B­N c¤NÑ¡ f¤y¢al j¡m¡ J B­jl …¢V Q¥¢ll A¢i­k¡­N A¢ik¤š²
q­u¢Rmz Q¥¢l Ll¡l Afl¡­d c¤NÑ¡­L a¡l j¡­ul q¡­a i£oZi¡­h j¡l ­M­a q­u¢Rmz a¡­a c¤NÑ¡l j­dÉ i£¢al
p’¡l quz a¡C A­eÉl h¡N¡e ­b­L Bj L¥¢s­u ­f­mJ ­no fkÑ¿¹ ­üµR¡u ph Bj ¢g¢l­u ¢c­u Ae¡u¡­p
JC h¡N¡e ­b­L Af¤­L ¢e­u AeÉœ Q­m k¡uz ­gl k¡­a ­LE h¡¢s H­p a¡l j¡­L Afj¡e e¡ L­l, Bl
a¡­LJ j¡­ul q¡­a k¡­a fËq©a q­a (j¡l ­M­a) e¡ qu - ­pC L¡l­Z c¤NÑ¡ ea¥e L­l ¢hh¡c (TNs¡)
h¡d¡h¡l p¡qp ­cM¡u¢ez HC iu ­b­LC ­p fl¡Su (q¡l) ü£L¡l (­j­e ¢e­u¢Rm) L­l¢Rmz

(ii) AeÉ pju q­m c¤NÑ¡ pq­S ¢e­Sl fl¡Su ü£L¡l Ll­a¡ e¡, a¡l L¡lZ c¤NÑ¡ plm q­mJ ­p ­Sc£ fËL«¢alz
fËL«¢al p¡­b a¡l pMÉ A¢h­µRcÉz a¡C fËL«¢al ­k pLm Ef¡c¡e a¡­a a¡l ¢Rm pqS¡a A¢dL¡l ­h¡dz
­kL¡l­Z j¡­ul L¡­R Ha ¢alú¡l, N”e¡ pqÉ L­lJ fËL«¢al j¡u¡S¡m ¢Ræ Ll­a f¡­l¢ez a¡C ­p j¡­W-
O¡­V, h­e-h¡N¡­e O¤­l fËL«¢al ­kV¥L¥ c¡e L¥¢s­u ­f­u­R; ¢e­Sl A¢dL¡l h­m a¡ NËqZ L­l­Rz ¢L¿¹¥ ¢LR¥¢ce
B­NC a¡l h¡­„ f¡Ju¡ B­jl …¢V ¢e­u a¡l j¡­L ­pSW¡Ll¦Z Afj¡e L­l ­N­R, a¡­L a¡l j¡­ul q¡­a
fËq¡l pqÉ Ll­a q­u­R - OVe¡¢Vl Øj«¢a a¡l j­e b¡L¡u ­p pq­S fl¡Su ü£L¡l L­l ¢e­u¢Rmz

* h¡¢sl L¡S :-
1z “k¡J Bj¡­cl h¡N¡e ­b­L c¤NÚN¡¢c - j¡­L ¢N­u eC­m h­m ­c­h¡z”
(i) hš²¡ ­L ? hš²¡ LMe Lb¡…¢m h­m¢Rm ?
(ii) c¤NÑ¡ a¡lfl L£ L­l¢Rm ?

(CLASS-IX/ASSIGNMENT-4/TERM -I-2025-26 PAGE 3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-IX
ASSIGNMENT-4, (TERM I-2025-26)
SUBJECT:- SANSKRIT 2L
TOPIC – ाकरणख डम्-कारकम्/उपपदिवभि

________________________________________________________________

ाकरण ख डः कारकम् (CASE)

सू –( या विय कारकम्) प रभाषा – वा य म यु सं ा या सवनाम् का या के साथ सीधा स ब ध जाना जाय उसे

कारक

कहते ह ।

यथा –(i) अहं पु तकं पठािम ।

। । ।

सवनाम् कम या

(ii) राधा प ं िलखित

। । ।

कता/सं ा कम या

िवभि कारक बालक श द प बालक श द प बालक श द प कारक िच ह

एकवचनम् ि वचनम् ब बचनम्
थमा कता बालकः बालकौ बालकाः ने
ि तीया कम बालकम् बालकौ बालकान् को
तृतीया करण बालकेन् बालका याम् बालकैः से , के ारा
चतुथ स दान बालकाय बालका याम् बालके यः को , के िलए
प मी अपादान बालकात् बालका याम् बालके यः से(अलगाव के अथ म )
ष ी सबध बालक य बालकयोः बालकानाम् का,के,क ,रा,रे,री
स मी अिधकरण बालके बालकयोः बालकेषु म पर
स बोधन स बोधन हे बालक ! हे बालकौ ! हे बालकाः! हे! अहे! अहो! अरे!
अहो!

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 1 of 7)

 िवभि

(I)कारक िवभि (II)उपपद िवभि

(I)कारक िवभि
प रभाषा: - जो िवभि या के िच न के आधार पर लगती है और िजसम सामा य
िनयम लगते ह उसे कारक िवभि कहते ह ।
यथा : - (i)मोहनः रामायणं पठित ।
(ii) सा फलं खादित ।
(II)उपपद िवभि
प रभाषा: - जब वा य म कसी िवशेष श द के कारण या िच न के अनुसार िवभि न
लगाकर कोई िवशेष िवभि लग जाए उसे ‘उपपद िवभि ’कहते ह ।
यथा : - (i)जलं िवना जीवनं ।
(ii) ामं प रतः राजमागः अि त ।

(I)कारक िवभि
(i) सू -कत र थमा –
प रभाषा:- कता कारक म थमा िवभि होती है ।
यथा- (i) सा िलखित ।
(ii) अहं पठािम ।
(iii) वम् िलखिस ।
(ii) सू - कमिण ि तीया –
प रभाषा :- कम कारक म ि तीया िवभि होती है ।
यथा - (i)राधाप ं िलखित ।
(ii)मनोहरः फलं खादित।
(iii)सा थं पठित ।

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 2 of 7)

(iii)सू – करणे तृतीया –

प रभाषा :- करण कारक म तृतीया िवभि होती है ।

यथा - (i) सा कलमेन िलखित ।
(ii)अहं चमसेन खादािम।
(iii) वम् यानेन ग छिस।
(iv)सू – स दाने चतुथ –

प रभाषा :- स दान कारक म चतुथ िवभि होती है ।

यथा - (i) सा डनाय ग छित ।
(ii)अहं पठनाय ग छािम।
(iii) वम् मणाय ग छिस।
(v)सू – अपादाने प मी –

प रभाषा :- अपादाने कारक म प मी िवभि होती है ।

यथा - (i) सा गृहात्आग छित ।
(ii)वृ ा फलािन पति त ।
(iii)रमेशः िव ालयात्आग छित।
(vi)सू – स ब धे ष ी –

प रभाषा :- स ब धे कारक म ष ी िवभि होती है ।

यथा - (i) सा सीतायाः भिगनी अि त ।
(ii) सीता राम य भाया आसीत् ।
(iii)अहं मोहन य आग छित।
(vii)सू – अिधकरणे स मी –

प रभाषा :- अिधकरणे कारक म स मी िवभि होती है ।

यथा - (i)क ायाःबिहः बालकाः सि त ।
(ii)वृ े खगाः सि त ।
(iii) गृहे जनाः सि त ।

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 3 of 7)

(viii)सू – स बोधने थमा –

प रभाषा :- स बोधने कारक म थमा िवभि होती है ।

यथा - (i)भो बालक।
(ii)हे राम ।
(iii) गृहे जनाः सि त ।
(II)उपपद िवभि

(i) ि तीय िवभि

उभयतः = दोन ओर
प रतः =चार ओर
सवतः =सभी ओर
िवना = के िवना
िनकषा = िनकट
ित = क ओर /के ित
समया = समीप
(ii)तृतीया िवभि
सह = के साथ
साकम् = के साथ
सा म् = के साथ
समम्= के साथ
* अंग िवकार योगे
* अलं – िनषेध के अथ म
(iv)चतुथ िवभि
नमः = नम कार
वि त = क याण
वाहा = क याण कारक
दा/ य छ = देना
अलं = पया के अथ म

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 4 of 7)

(v)प मी िवभि
माद = आल य करना
िवना = के िवना
पृथक =अलग होना
भी = डरना
(vi)ष ी िवभि
पूरतः = माने से
पृ तः =िपछे से
अधः = नीचे
उप र = ऊपर
अ तः = आगे
अनादरे = अनादर, ितर कार
(vii)स मी िवभि
ि = ेह, ेम
िव स् = िव ास करना
िनपूण = द
कुशल = द
पि डत = द
िवणा =

* उपपद िवभि वा याधा रत उदाहरणम्

* ि तीया

(i)िव ालयम्उभयतः वृ ाः सि त ।

(ii) ामंप रतः राजमागः अि त ।

(iii)गु ंसवतः िश याः सि त ।

(iv)जलंिवना मीनाः न जीवि त ।

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 5 of 7)

* तृतीया

(i)जलेनिवना जीवनं न अि त ।

(ii)रामेणसह सीता वनं गतवती ।

(iii)सःने ेण काणः अि त ।

(iv)मोहनःने ा याम् अ धःअि त ।

(v)सापृ ेन कु जा अि त ।

(vi)रमेशःपादेन ख ः अि त ।

(vii)अलं कोलाहलेन।

(viii) अलं कलहेन।

(ix)अलं िववादेन।

*चतुथ

(i)गणेशायनमः ।

(ii)लोके यः वि त ।

(iii)व णाय वाहा ।

(iv) सः दीनाय व ं ददाित ।

(v) मनोहरः दीने यः धनं ददाित ।

(vi) ीकृ णः कंसाय अलाम् ।

(vii) ी रामः रावणाय अलम् ।

* प मी

(i) राधा अ यनात् मादयित ।

(ii) जलात् िवना जीवनं न अि त ।

(iii) वृ ात् प ािण पति त ।

(iv) माजारः कु कुरात् िवभेित ।

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 6 of 7)
*ष ी

(i)वृ य उप र वानराः सि त ।

(ii) क ायाः बिहः छा ाः सि त ।

(iii) िव ालय य पुरतः वृ ाः सि त ।

(iv) वृ य अधः पिथकः अि त ।

(v) गृह य दि णतः रेलमागः अि त ।

(vi) दतः वालक य माता अग छत्।

* स मी

(i)आचायः िश येषु ि ित ।

(ii)माता पु ेषु ि ित ।

(iii)जनकः पु ेिव सित ।

(iv)रामः शा े िनपुणः अि त ।

(v)लता ाकरणे कुशली ।

(vi)मनोहरः याये पि डतः

(vii)छा ः सं कृते द ः ।

(CLASS-IX/ASSIGNMENT-04/SANSKRIT 2L/TERM-I 2025-26/ PAGE- 7 of 7)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT - 04 (TERM-I 2025-26)
SUBJECT- MATHEMATICS
TOPIC- LINES AND ANGLES

MCQ:

1) In a triangle, if the measure of an exterior angle is 105° and its opposite interior angles are
equal. Find the value of these equal angles
a. 72 ½ ° b. 52 ½ ° c. 75° d. 37°
2) If the ratio of the angles of a triangle is 2:4:3. The value of the smallest angle will be:
a. 40° b. 80° c. 60° d. 20 °
3) Find the value of x from the given figure, where POQ is a line
a. 20° b. 30° c. 25° d. 35°

4) If AOB is a line then the measure of ∠BOC, ∠COD and ∠DOA respectively in the given
figure,are
a. 36°, 54°, 90°
b. 90°, 54°, 36°
c. 90°, 36°, 54°
d. 36°, 90°, 54°

Very Short Answer type Questions:

1) In the given figure, ∠AOC and ∠BOC form a linear pair. If a − 2b = 30°, find a and b.

2) How many pairs of adjacent angles are formed when two lines intersect in a point?

3) In the given figure, AOC is a line, find x.

(CLASS-IX/ASSIGNMENT -04/2025-26 /PAGE 1 of 3)

 Short Answer type Questions:

1) The exterior angles obtained on producing the base of a triangle both ways are 100° and
120°. Find all the angles
2) ΔABC is right angled at A and . Prove that ∠BAM = ∠ACD.
3) In the given figure, lines AB, CD and EF intersect at O. Find the measure of ∠AOC, ∠COF.

4) In the given figure, AOC is a line, find x.

5) In figure, if l1 || l2 and l3 || l4. What is y in terms of x?

Long Answer Type Questions:

1. If two parallel lines are intersected by a transversal, prove that the bisectors of the two
pairs of interior angles enclose a rectangle.
2. The angles of a triangle are arranged in ascending order of magnitude. If the difference
between two consecutive angles is 10°, find all the three angles.
3. What value of y would make AOB a line in the given figure, if ∠AOC = 4y and
∠BOC = (6y + 30).

(CLASS-IX/ASSIGNMENT -04/2025-26 /PAGE 2 of 3)

 4. In Fig. ∠X = 62°, ∠XYZ = 54°. If YO and ZO are the bisectors of ∠XYZ and ∠XZY
respectively of ΔXYZ, find ∠OZY and ∠YOZ.

CASE STUDY BASED QUESTIONS:

1) Maths teacher draws a straight line AB shown on the blackboard as per the following figure.
Now he told Raju to draw another line CD as in the figure. The
teacher told Ajay to mark ∠AOD as 2z. Suraj was told to
mark ∠AOC as 4y. Clive made and angle ∠COE = 60°.Peter
marked ∠BOE and ∠BOD as y and x respectively.
Answer the following questions:

i. What is the value of x?

ii. What is the value of y?
iii. What should be the value of x + 2z?
OR
If x= , then find z.
2) Once the Maths teacher of class IX told students that
today we will prove that the sum of all three angles of a
triangle is 180°. As shown in the figure, he told to draw any
triangle ABC in the notebook. Further side BC was
extended to D. Now the teacher said to draw CE||BA.
Further angles were named 1 to 5 as shown in the figure.

Answer the following questions:

i) BA||CE and AC is the transverse line, so ∠ 1 is equal to which angle?

ii) ∠ 2 is equal to which angle?
iii. What is value of ∠ 3 +∠ 4 + ∠ 5?
OR
State exterior angle property.

(CLASS-IX/ASSIGNMENT -04/2025-26 /PAGE 3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT-4 (TERM I 2025-26)
SUBJECT- PHYSICS
TOPIC: FORCES AND NEWTON’S LAWS OF MOTION
SUB-TOPIC: Newton's Third Law of Motion, Law of conservation of momentum.
Applications of Newton’s 3rd law. Impulse.
_________________________________________________________________________
Newton's Third Law of Motion: “To every action there is an equal and opposite reaction".
Some of the situations in daily life to illustrate Newton's third law of motion.
• When we walk on the ground, then our foot pushes the ground backward (action force) and the ground in
turn exerts a force on the foot (reaction force).
• When a man jumps from a diving board he pushes the board (action force) and the board in turn pushes the
man forward in the opposite direction (reaction force).
• The birds, while flying, push the air downwards with the help of their wings (action force) and the air in
turn exerts a force on the bird in the upward direction (reaction force).
• A swimmer pushes the water in the backward direction (action force) and the water exerts a force on the
swimmer (reaction force) which pushes him forward.

Law of Conservation of Momentum: If a group of bodies are exerting force on each other, i.e., interacting with
each other, their total momentum remains conserved before and after the interaction provided there is no external
force acting on them.
Two bodies A and B of masses m1 and m2 are moving in the same direction with initial velocities u 1 and u2. They
make a direct collision. Let us assume that after collision they continue moving in the same direction. Let the
collision last for a very short interval of time ’t’ seconds. During collision, A exerts a force on B. At the same
time, B exerts a force on A. Due to these action and reaction forces the velocities of A and B gets changed. After
collision, let v1 and v2 be the velocities of the bodies A and B respectively. The force exerted on A = m 1 a1
(According to Newton's second law of motion)
𝑣1 − 𝑢1
Acceleration produced at A, a1=
𝑡
𝑣1− 𝑢 1 𝑚1 𝑣1 − 𝑚1𝑢1
So, Force at A, F1= m1( )=
𝑡 𝑡
𝑣2 − 𝑢2
Acceleration produced at B, a2= 𝑡
𝑣2− 𝑢 𝑚 𝑣 −𝑚 𝑢
So, Force at B, F2= m2( 2
)= 2 2 2 2
𝑡 𝑡
According to Newton's third law of motion, these two forces are equal and opposite. i.e., F 1 = -F2
Applications of Law of Conservation of Momentum, Newton's Third Law of Motion
Recoil of a Gun: When a bullet is fired from a gun, a tremendous force acts on the bullet (action force). As a
result, the bullet moves forward with a great velocity called the muzzle velocity. The bullet at the same time exerts
an equal force on the gun in the opposite direction (reaction force). Due to this the gun moves backwards. This
backward motion of the gun is called the recoil of the gun. The velocity with which the gun moves backwards is
called the recoil velocity.
Let us take: M be the mass of gun, m be the mass of bullet, speed of gun before firing, = 0, speed of bullet before
firing, =0, speed of gun after firing be v and speed of bullet after firing be V.
−𝑚𝑉
Applying momentum conservation principle, 0 =MV +mv Thus, v =
𝑀
Impulse & Linear momentum:
Newton's second law: an unbalanced force always accelerates an object - either speeding it up or slowing it down.
If the force acts opposite the object's motion, it slows the object down. If a force acts in the same direction as the

CLASS-IX/ASSIGNMENT -4/TERM –I/2025-26/ PAGE-1 of 5

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object's motion, then the force speeds the object up. Either way, a force will change the velocity of an object and if
the velocity of the object is changed, then the momentum of the object is changed.
Depending on the magnitude of the force and the time the force is applied will determine the change in
momentum.
Impulse is a force applied to an object for a certain length of time which will cause the objects momentum to
change
Impulse J = F× t
J = Impulse = N×m
F = unbalanced force = N
T = time = sec
Impulse = Change in momentum
The greater the time over which the collision occurs, the smaller the force acting upon the object. Thus, to
minimize the effect of the force on an object involved in a collision, the time must be increased.
One example is the use of air bags in automobiles. Air bags are used in automobiles because they are able to
minimize the effect of the force on an object involved in a collision. Air bags accomplish this by extending the
time required to stop the momentum of the driver and passenger.

When encountering a car collision, the driver and passenger tend to keep moving in accord with Newton's first
law. Their motion carries them towards a windshield that results in a large force exerted over a short time in order
to stop their momentum. If instead of hitting the windshield, the driver and passenger hit an air bag, then the time
duration of the impact is increased.

Very short Answer type questions:

Q1 How is impulse & linear momentum related to each other?
Ans. Impulse = Change in momentum
Q2 The unit of measuring the impulse is:
(a) m/s (b) kg.m/s (c) kg.m/s2 (d) N m2/kg2
Ans.
kg.m/s
Short Answer type questions:
Q3.

a)Greatest velocity change?

b) Greatest acceleration?
c) Greatest momentum change?
d)Greatest Impulse?
Q4. Survi, who has a mass of 50.0 kg, is riding at 35.0 m/s in her red sports car when she must suddenly
slam on the brakes to avoid hitting a deer crossing the road. She strikes the air bag, that brings her
body to a stop in 0.500 s. What average force does the seat belt exert on her?
Ans. F = (mass * velocity change)/time
F = (50 * 35) / 0.500
F = 3500 N

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Q5 A hockey player applies an average force of 80.0 N to a 0.25 kg hockey puck for a time of 0.10
seconds. Determine the impulse experienced by the hockey puck.
Ans. Impulse = F*t = 80 N * 0.1 s
Impulse = 8 N*s
Q6 A golfer hits a ball of mass 45g at a speed of 40m/s. The golf club is in contact with the ball for 3 s.
Compute the average force applied by the club on the ball?
Ans. m (Mass)= 0.045 kg,
vi (Initial Velocity) = 0,
vf (Final Velocity) = 40m/s,

F= 600N
HOME ASSIGNMENTS
Q1. Determine the momentum of a ...
a)60-kg halfback moving eastward at 9 m/s.
b) 1000-kg car moving northward at 20 m/s.
c) 40-kg freshman moving southward at 2 m/s.
Q2. A car possesses 20 000 units of momentum. What would be the car's new momentum if ...
a). its velocity was doubled.
b). its velocity was tripled.
c). its mass was doubled (by adding more passengers and a greater load)
d). both its velocity was doubled and its mass was doubled.
Q3. Find the recoil velocity of a gun having mass equal to 5 kg, if a bullet of 25gm acquires the velocity
of 500m/s after firing from the gun.
Q4. A bullet of 5 gm is fired from a pistol of 1.5 kg. If the recoil velocity of pistol is 1.5 m/s, find the
velocity of bullet.
Q5. While playing football match, Kris collided and got entangled with Tom who was playing for
opposite team and running from opposite side. The mass of Kris was 40 kg and the mass of Tom was
60 kg. If Tom was running with a velocity of 3m/s and Kris was running with a velocity of 4 m/s, find
the velocity and direction of both of the players after collision assuming other forces were negligible.
Q6. A boy of 50 kg mass is running with a velocity of 2 m/s. He jumps over a stationary cart of 2 kg while
running. Find the velocity of cart after jumping of boy.

CLASS-IX/ASSIGNMENT -4/TERM –I/2025-26/ PAGE-3 of 5

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 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-IX
ASSIGNMENT- 4 (TERM I-2025-26)
SUBJECT: CHEMISTRY
CHAPTER – IS MATTER AROUND US PURE
------------------------------------------------------------------------------------------------------------------------
SUBTOPIC – 1) Definition of mixture and types of mixture
2) Properties of a mixture & daily life examples of mixture
3) Concepts of solution with different components
4) Properties of solution

• Definition of Mixture and types of mixture –

A mixture is a combination of two or more substances (elements of compounds) that are not chemically
combined but may also be present in any proportion.
There are two different kinds of mixtures –
1. Homogeneous mixture 2. Heterogeneous mixture
1. Homogeneous Mixtures – A type of mixture where components are uniformly distributed.
The composition of a homogenous mixture is consistent throughout. Air is
a mixture of gases such as nitrogen, oxygen, carbon dioxide, water vapours,
inert gases, and others. All of the gases in the air combine to form a single
phase, the gaseous phase. Air can also be considered a solution. Thus, the
term "solution" refers to any homogenous mixture.

2. Heterogeneous mixture – A type of mixture where components are non-uniformly distributed.

A heterogeneous mixture is one that consists of sand and common salt.
These are undoubtedly present in the same phase, namely the solid
phase, yet they have distinct separation boundaries. The sand and
ordinary salt particles are plainly visible in the combination.
Oil and water, too, produce a heterogeneous mixture.
Both constituents are liquids, but their separation boundaries are different.

• Properties of mixture –
1. There is no chemical force acting between the two or more substances that are mixed, but they still exist
together.
2. They can either be heterogeneous or homogeneous in nature.
3. The proportions of the substances vary in an indefinite manner.
4. The properties of the mixture depend upon the individual components.
5. The constituents of the mixture can be separated by physical methods.
6. The boiling point and the melting point of the mixture depends upon the characteristic of the constituents.
7. During the formation of a mixture, there is no change in energy.

(CLASS-IX /ASSIGNMENT – 4 / TERM I-2025-26 /Page 1 of 4)

• Daily life examples of mixture –
✓ Crude oil: A mixture of organic compounds (mainly hydrocarbons)
✓ Seawater: A mixture of various salt and water.
✓ Air: a mixture of various gases like oxygen, carbon dioxide, nitrogen, argon, neon, etc.
✓ Ink: A mixture of coloured dyes.
✓ Gunpowder: A mixture of Sulphur, potassium nitrate and carbon.
• Concept of solution with different components –
➢ A solution is a homogeneous mixture of two or more substances whose ratio can be varied at certain limits.
➢ A solution which contains two components is known as binary solution.
➢ Two main components of a solution – 1. Solute 2. Solvent
➢ The component which is present in smaller quantities is called the solute and the other which present in larger
amount is known as the solvent.
➢ The below table shows the list of solutions and their examples –

➢ Aqueous and Non aqueous Solution –

A solution in which water acts as the solvent is called aqueous solution while the one in which any other liquid
apart from water acts as solvent is called non-aqueous solution.
➢ Saturated solution – A solution which contains as much solute as it can dissolve at a given temperature is
called a saturated solution.
➢ Unsaturated solution – A solution which contains lesser solute than the amount of solute if can dissolve is
called unsaturated solution.
➢ Supersaturated solution – A solution which temporarily contains more solute than the saturation level
(maximum solute) at a particular temperature is called supersaturated solution.

(CLASS-IX /ASSIGNMENT – 4 / TERM I-2025-26 /Page 2 of 4)

 • Properties of Solution –
a) A solution is a homogeneous mixture.
b) The constituent particles of a solution are smaller than 10-9 metres in diameter.
c) Constituent particles of a solution cannot be seen by naked eyes.
d) Solutions do not scatter a beam of light passing through it. So, the path of the light beam is not visible in it.
e) Solute particles cannot be separated by filtration.
f) Solute or solvent particles do not settle down when left undisturbed.
g) Solutions are stable at a given temperature.

Multiple Choice type questions

Q.1. What is true about homogeneous mixture?

(a) Homogeneous mixture is the mixture of two or more than two components.
(b) In homogeneous mixture the composition and properties are uniform throughout the mixture
(c) both (a) and (b) are true
(d) none of the above
Ans. (c) both (a) and (b) are true

Q.2. In the tincture of iodine, find the solute and solvent?

(a) alcohol is the solute and iodine is the solvent
(b) iodine is the solute and alcohol is the solvent
(c) any component can be considered as solute or solvent
(d) tincture of iodine is not a solution
Ans: (b) iodine is the solute and alcohol is the solvent

Q3. Which of the following is a true solution?

(a) Blood (b) Vinegar solution (c) Muddy water (d) Milk
Ans – (b) Vinegar solution

HOME ASSIGNMENT

Q.1. Give two differences between homogeneous and heterogeneous mixture.

Q.2. How can you change a saturated solution to an unsaturated solution without adding any more solvent
to it?
Q.3. ‘Sea water can be classified as homogeneous as well as heterogeneous mixture.’ Comment.
Q.4. Why is it not possible to distinguish particles of a solute from the solvent in solution?
Q.5. Choose the correct option –
(1) Which of the following are homogeneous in nature?
(i) ice (ii) wood (iii) soil (iv) air
(a) (i) & (iii) (b) (ii) &(iv) (c) (i) & (iv) (d) (iii) & (iv)

(CLASS-IX /ASSIGNMENT – 4 / TERM I-2025-26 /Page 3 of 4)

(2) The compound FeS is not attracted by magnet because –
(a) it is a mixture (b) It is black in colour
(c) it does not contain iron (d) iron has lost magnetic properties
Q.6. Differentiate between saturated, unsaturated and supersaturated solution.
Q.7. Give an example each of the following –
(i) solid-solid homogeneous mixture (ii) solid-solid heterogeneous mixture
(iii) solid-liquid heterogeneous mixture (iv) liquid-liquid homogeneous mixture

***********************************

(CLASS-IX /ASSIGNMENT – 4 / TERM I-2025-26 /Page 4 of 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2025-26
ASSIGNMENT – 4 (TERM I)
CLASS: IX
SUBJECT: BIOLOGY
_______________________________________
TOPIC: TISSUES
SUB-TOPIC: Animal tissues, Epithelial tissue, Connective tissue
Outline classification of Animal Tissues

Epithelial Tissue – The word epithelium is composed of two words Epi – upon and Thelio – groups
mean a tissue which grows upon another tissue is called Epithelium.
Nature – It is the simplest tissue forming the outermost covering or inner most lining of the body or
organ. It is the protective tissue of the animal body. It always rests upon underlying connective tissue.
Epithelial cells are closely packed with each other so there is very little inter-cellular. Epithelial tissue
may be simple (composed of a single layer of cell) or stratified (made up of several layers of cells). The
epithelial tissue is composed of one or more layers of cells and is the simplest among all types of tissues.
It forms outer covering of the body and the lining of the internal organs, and hence, also called covering
tissue or epithelium. The term epithelium was given by Dutch anatomist, Ruysch in 18 th century,
referring to the fact that these tissues grow upon other tissues.
General Functions of epithelial tissue-
Protection – Epithelia protects the underlying cells from mechanical and chemical injuries and bacterial
or viral infection.
Acts as barriers – It acts as selective barriers.
Absorption – Helps in absorption of water products.
Elimination - Helps in elimination of waste products.
Secretion – Some epithelial tissues secrete secretion, such as sweat, saliva, mucus, enzymes, etc.
Exoskeleton – It produces exoskeleton structures such as scales, feathers, hairs, nails, claws, horns and
hoofs.
Regeneration – This tissue facilitates rapid healing of wounds by its regeneration power.

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Types of epithelium tissue.
Squamous Epithelium
Nature – It is made up of thin, flat, irregular-shaped cells which fit together like floor tiles to form a
compact tissue.
Function – It protects the underlying parts of body from mechanical injury, entry of germs, chemicals and
drying. It also forms a selectively permeable surface through which filtration occurs.
Cuboidal Epithelium
Nature – It consists of cube-like cells which are square in section but the free surface appear hexagonal.
Functions – It helps in absorption, excretion and secretion. It also provides mechanical support.
Columnar Epithelium
Nature – It consists of cells which are taller than broad. The nuclei are towards the base and sometimes
the free ends of cells have a brush border containing microvilli.
Function – Its main functions include absorption (e.g., stomach, intestine) and secretion (e.g., mucus by
goblet cells or mucous membrane).
Ciliated Epithelium
Nature – Certain cuboidal or columnar cells have a free border which bear thread-like cytoplasmic
outgrowths, called cilia. Such cells form the ciliated epithelium.
Function – The rhythmic, concerted beating of the cilia moves solid particles in one direction through the
ducts.
Glandular Epithelium
Nature - It is made up of some columnar or cuboidal cells that have been specialized for secretion.
Function - The main function of glandular epithelium is to produce and release different secretory
products, such as sweat, saliva, breast milk, digestive enzymes, and hormones, among other substances.
Connective Tissue – As the name suggest, this tissue serves to connect or bind the cells of other tissues
in the body, and gives them rigidity and support. It is composed of cells and numerous, thick structures
called fibres. The cells are living and are embedded in a non-living, intercellular matrix. Based on the
nature of matrix, the connective tissue is divided into three general types.
A. Connective tissue proper – where the matrix is relatively less rigid.
B. Supportive connective tissue – where the matrix is rigid.
C. Fluid connective tissue – where the intercellular matrix isa fluid called plasma.
Connective Tissue Proper
(i) Loose connective tissue
(a) Areolar Connective Tissue – It is the most widely distributed connective tissue in the body having in
the matrix, irregular shaped cells and two kinds of fibres – white fibres (made of collagen) and yellow
fibres (made of elastin). These fibres are found between the skin and muscles, around blood vessels,
nerves and bone marrow.
Functions – This tissue (i) binds the skin with underlying parts, (ii) repair of tissues.
(b) Adipose Connective Tissue – It occurs below the skin, around internal organs and yellow bone
marrow. Cells are modified to store fat; each cell consists of a large vacuole filled with fat which is
surrounded by a small amount of cytoplasm containing a nucleus towards the periphery.
Functions – It acts as a filling tissue; stores fat and keeps the body warm (insulator).
(ii) Compact connective tissue (Dense connective tissue)
(a) Tendon – Tendon is tough and non-elastic made up of white fibres and connect muscles to bones.
(b) Ligaments – Though strong, ligaments are elastic, consisting of yellow fibres. They connect one bone
to another bone.
Skeletal Tissue
(i) Cartilage
Nature – The cartilage is a specialized connective tissue which is compact and less vascular. It has widely
spaced cells. Its extensive matrix is composed of proteins and is slightly hardened by calcium salts.
Matrix is solid, cheese-like and firm but also somewhat elastic. This accounts for its flexible nature.
The matrix of cartilage has a delicate network of collagen fibres and living cells, chondrocytes. Blood
vessels are absent in matrix. Thus, cartilage is capable of continued and rapid growth.
Function – It provides support and flexibility to the body parts. It smoothens surface at joints.

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(ii) Bone
Nature – Bone is a very strong and non-flexible tissue. Like cartilage, bone is a specialized connective
tissue. It is porous, highly vascular, mineralized, hard and rigid. Its matrix is made up of proteins. Matrix
of bone is heavily coated with salts of calcium and magnesium such as phosphates and carbonates of
calcium and magnesium. These minerals are responsible for the hardness of the bone. The matrix of bone
is in the form of thin concentric rings, called lamellae. Bone cells, called osteoblasts or osteocytes, are
present between the lamellae in fluid-filled spaces called lacunae.
Function – Bone forms endoskeleton of human beings and other vertebrates except the sharks. It serves
the following functions:
1. It provides shape to the body.
2. It provides skeletal support to the body.
3. It protects vital body organs such as brain, lungs, etc.
4. It serves as storage site of calcium and phosphates.
5. It anchors the muscles.
Supportive connective tissue
(i) Lymph (Tissue fluid) – Its composition is same as blood plasma except it has less proteins. It flows
through another circulatory system called Lymphatic system.
Functions – Lymph absorbs some of the fluid from the digestive tract. It passes proteins from circulation
to tissues. It also carries the digested fat. The lymph drains excess fluid from extracellular spaces back
into the blood. It carries carbon dioxide and nitrogenous waste materials from tissues to the blood. It
protects the body by killing the germs.
(ii) Blood – Blood is an important fluid connective tissue, which transport the materials to different parts
of body by conduction.
Composition of blood – Liquid part – matrix – plasma – 55%, solid part – blood corpuscles – 45% (RBC,
WBC and platelets)
Functions – Blood plasma helps in the transport of nutrients, hormones, waste materials and vitamins to
every part of the body. RBC helps in the transport of respiratory gases (oxygen and carbon dioxide) from
lungs to tissues and back. WBC help to fight disease by engulfing and destroying foreign bodies by
producing antibodies and antitoxin. Blood platelets help in the clotting of blood at the site of injury.
Blood helps in thermoregulation, water balance and maintenance of pH of body.

Epithelial tissue: (a) squamous; (b) cuboidal; (c) columnar; (d) columnar ciliated; (e) columnar with
goblet cells

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CBQ to be written in the classwork notebook.
Q1. How are glandular epithelium formed?
Ans. An epithelial cell often acquires additional specialization as gland cells, which can secrete
substances at the epithelial surface. Sometimes, a portion of the epithelial tissue folds inward and
a multicellular gland is formed. This is glandular epithelium.
Q2. Describe the function of bones.
Ans. Bones form the framework that supports the body. It also anchors the muscles and serve as storage
site of calcium and phosphate. It provides shape to the body and protects vital body organs such as
brain, lungs, tissue, etc.
Q3. (a) What is the lining of blood vessels made up of?
(b) What is the lining of small intestine made up of?
(c) What is the lining of kidney tubules made up of?
(d) Where are the epithelial cells with cilia found?
Ans. (a) Squamous epithelium
(b) Columnar epithelium
(c) Cuboidal epithelium
(d) Respiratory tract
Q4. A person met with an accident in which two long bones of the hand were dislocated. What
could be the reason?
Ans. Dislocation of the bones of the hand was caused due to the breakage of the ligament which
connects the two bones and keeps them in place.
Q5. What is the function of Tendon and ligament?
Ans. Ligaments: They connect one bone to another bone and another type of connective tissue. They
are strong, elastic, consisting of yellow fibers.
Tendon: They connect muscle to bone and another type of connective tissue. They are tough, non
– elastic, consisting of white fibres.
Q6. Animals of colder regions and fishes of cold water have thick layers of subcutaneous fat.
Explain, why?
Ans. Thick layer of subcutaneous fat acts as an insulator. It retains heat in animals of colder regions and
fishes of cold-water and thus maintains the body temperature. The heat loss will be less when the
layer of subcutaneous fat is thicker.
Extra questions for practice.
Q1. Analyse the significance of specialized epithelial tissue present in the following:
(CLASS-IX/ASSIGNMENT -04/TERM -I/2025-26/Page 4 of 5)
 (a) Ciliary columnar epithelium in respiratory tract
(b) Stratified squamous epithelium in skin
(c) Cuboidal epithelium in kidney tubules
(d) Columnar epithelium in inner lining of intestine
(e) Squamous epithelium in lining of oesophagus
Q2. Give the location and function of the following tissues:
(a) Cartilage (b) Areolar tissue
Q3. (a) Name the connective tissue found between skin and muscles.
(b) Draw its diagram and label any three parts.
Q4. Write the term for the following tissues:
(a) that joins muscle to bone
(b) fat reservoir of the body
(c) supporting, filling the space inside the organs and helps in repair of tissues.
Q5. Write the location and one function of each
(a) Cuboidal epithelium (b) Glandular epithelium (c) Columnar epithelium
Q6. Name the type of epithelial tissue that lines (i) oesophagus (ii) respiratory tract (iii) kidney tubules
(iv) inner lining of intestine (v) blood vessels (vi) ducts of salivary glands
Q7. (a) Name four different types of epithelial tissue.
(b) List six functions of epithelial tissues.
Q8. (a) Name the animal tissue which is present in the larynx. (b) Write the chemical constituents of
this tissue? (c) What function does this tissue perform?
Q9. Differentiate between bone and cartilage with respect to structure, function and location.
Q10. Name the tissue that smoothens bone surfaces at the joints. Describe the structure with the help of
a diagram.

****************

(CLASS-IX/ASSIGNMENT -04/TERM -I/2025-26/Page 5 of 5)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT – 4 (TERM I-2025-26)
SUBJECT- HISTORY& CIVICS
___________________________________________________________________________
TOPIC: -SOCIALISM IN EUROPE AND RUSSIAN REVOLUTION
Liberals, Radicals and Conservatives
Liberals wanted a nation which tolerated all religions. They opposed uncontrolled power of
dynastic rules and argued for a representative, elected parliamentary government, subject to
laws interpreted by a well-trained judiciary that was independent of rulers and officials.
Radicals-They wanted a government based on the majority of a country’s population.
Conservatives- after the nineteenth century, accepted changes but also believed the past
needed to be respected and change should begin slowly.
Industrial Society and Social Change
Industrial Revolution led to changes in social and economic life, new cities came up and new
industrialised regions developed. Liberals and radicals made wealth through trade or
industrial ventures. According to them, society can be developed if freedom of individuals
was ensured, if the poor could labour, and those with capital could operate without restraint.
The Coming of Socialism to Europe
Socialists were against private property and saw it as the root of all social ills of the time.
They wanted to change it and campaigned for it. Robert Owen (1771-1858) sought to build a
cooperative community called New Harmony in Indiana (USA). Louis Blanc (1813-1882)
wanted the government to encourage cooperatives and replace capitalist enterprises. Karl
Marx (1818-1883) and Friedrich Engels (1820-1895) added other ideas to this body of
arguments. According to Marx industrial society was ‘capitalist’ who owned the capital
invested in factories, and the profit of capitalists was produced by workers. Capitalism
and the rule of private property were overthrown. Marx believed that a communist
society was the natural society of the future.
Support for Socialism
By the 1870s, socialist ideas spread through Europe and they formed an international body –
namely, the Second International. Associations were formed by workers in Germany and
England to fight for better living and working conditions. The Labour Party and Socialist
Party were formed by socialists and trade unionists, by 1905.
Economy and Society
At the beginning of the twentieth century, Russian population was dominated by
agriculturalists, who used to cultivate for the market as well as for their own needs. St
Petersburg and Moscow were prominent industrial areas. Craftsmen undertook much of the
production, but large factories existed alongside craft workshops. In the 1890s more factories
were set up after and foreign investment in industry increased. Large factories were
supervised by the government to ensure minimum wages and limited hours of work. Workers
were a divided social group. They were also divided by their skill. Despite divisions, workers
united to stop work when they disagreed with employers about dismissals or work conditions.

(CLASS-IX/ASSIGNMENT -4/TERM –1-2025-26-Page 1 of 3

Peasants cultivated most of the land but the nobility, the crown and the Orthodox Church
owned large properties. Nobles got power and position through their services to the Tsar. In
Russia, peasants wanted the land of the nobles.
Socialism in Russia
Political parties in Russia were legal before 1914. In 1898, socialists founded the Russian
Social Democratic Workers Party who respected Marx’s ideas. Some Russian socialists
felt that the Russian peasant custom of dividing land periodically made them natural
socialists. Throughout the nineteenth century, socialists were active in the countryside and
formed the Socialist Revolutionary Party in 1900. The party struggled for peasants’ rights and
demanded land belonging to nobles be transferred to peasants. The party was divided over the
strategy of organisation. According to Vladimir Lenin in a repressive society like Tsarist
Russia, the party should be disciplined and should control the number and quality of its
members. Mensheviks thought that the party should be open to all.
ANSWER THE FOLLOWING QUESTIONS:
MCQs (Choose the correct option):

1. Who among the following wanted a nation that tolerated all religions and had a
representative government?
a) Conservatives
b) Liberals
c) Socialists
d) Monarchists
Answer: b) Liberals
2. What was the main aim of Robert Owen's experiment in New Harmony?
a) Spread industrial capitalism
b) Build a cooperative community
c) Train workers for factories
d) Support dynastic rule
Answer: b) Build a cooperative community
3. Which of the following cities was a major industrial centre in Russia during the early
20th century?
a) Kiev
b) St Petersburg
c) Warsaw
d) Siberia
Answer: b) St Petersburg
4. Which socialist believed that capitalism would be overthrown to form a communist
society?
a) Louis Blanc
b) Robert Owen
c) Karl Marx
d) Friedrich Engels
Answer: c) Karl Marx
5. The Socialist Revolutionary Party in Russia mainly demanded:
a) Better factory conditions
b) Land redistribution to peasants
c) Establishment of monarchy

(CLASS-IX/ASSIGNMENT -4/TERM –1-2025-26-Page 2 of 3

 d) End of foreign investments
Answer: b) Land redistribution to peasants

Answer in about 60–80 words each:

1. How did the Industrial Revolution bring social and economic change in Europe?.
2. Explain the differences between the Mensheviks and Lenin's view on party
membership.
3. What were the main ideas of socialists regarding private property and the capitalist
system?

(CLASS-IX/ASSIGNMENT -4/TERM –1-2025-26-Page 3 of 3

 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2025-2026
ASSIGNMENT - 4
SUB: GEOGRAPHY CLASS: IX
TOPIC:PHYSICAL FEATURES OF INDIA

SUB-TOPIC: i) The Northern Plains

ii) The Peninsular Plateau.
iii) Desert
iv) Coastal plain
v) Island
The Northern Plains
 It is formed by the interplay of the three major river systems - the Indus, the Ganga
and the Brahmaputra.
 The Northern Plains spread over an area of 7 lakh sq. km, 240 km long and 240 km to
320 km broad.
 The rivers that flow to the plains from the mountains are involved in depositional
work.

 Difference in relief causes the Northern Plain to have four regions.

 Bhabar — lying at the foot of Shiwaliks, a narrow 8 to 16 km wide belt of pebbles.
 Terai — lying next to Bhabar, a wet and marshy area with wildlife and forests.
 Bangar — Older alluvium plain which rises above the level of the flood plains.
 Khadar — Younger alluvium of the flood plains.

The Peninsular Plateau

 The Peninsular Plateau is the tableland formed due to the breaking and drifting of the
Gondwana land.
 It is composed of the old crystalline, igneous and metamorphic rocks.
The plateau consists of two broad divisions, namely, the Central Highlands and the
Deccan Plateau.
 Central highlands lie north to river Narmada.
 The eastward extensions of Peninsular Plateau are locally known as Bundelkhand and
Baghelkhand. The Chhota Nagpur Plateau marks the further eastward extension
drained by the Damodar river.
  The Deccan Plateau, a triangular mass, lies to the south of the river Narmada.
The western and eastern edges of the Deccan Plateau are marked by the Western
Ghats and the Eastern Ghats respectively.
 The Western Ghats are higher than the Eastern Ghats.
 Anaimudi is the highest peak in Western Ghats ( 2695 m ) and Mahendragiri with 1501
m. is the highest peak in Eastern Ghats.
 A distinct feature of the peninsular plateau is the black soil area known as Deccan
Trap.
The Indian Desert

 The undulating sandy plain covered with sand dunes towards the western margins of the Aravalli Hills
is the Indian Desert.
 Crescent-shaped dunes called barchans cover large parts of the Indian Desert.
 Luni is the only large river that flouts in this region.
The Coastal Plains
 The narrow’ coastal strips flank the Peninsular Plateau.
 On the west, the coastal strips are divided into Konkan (Mumbai-Goa), Kannada Plain and the Malabar
Coast from northern to the southern part.
 On the east the coastal strip is divided into Northern Circar and the Coromandel Coast from northern to
southern part.
The Islands
 The Lakshadweep Islands group in the Arabian Sea is close to Kerala.
 The Andaman and Nicobar Islands are the two island groups. Andaman Island consists of 204 small
islands. India’s only active volcano, Barren Island is situated here.

Short Answer type questions:

Q-1 What do you know about Punjab Himalayas and Kumaon Himalayas?
Ans. The part of Himalayas lying between Indus and Sutlej has been traditionally known as
Punjab Himalayas but it is also known as Kashmir Himalayas and Himachal Himalayas
from west to east.
The part of Himalayas lying between Sutlej River and Kali River is known as Kumaon
River.
Q-2 Write a short note on Punjab plains.

Ans. The western part of the Northern Plains is known as the Punjab plains.
The largest part which formed by the Indus and its tributaries lies in Pakistan.
The Indus and its tributaries-the Jhelum, The Chenab, The Ravi, the Beas and the Sutlej
originate in the Himalayas. This section of the plains is dominated by the Doabs.
Q-3. Write a short note on Ganga plains.
Ans. The plains of Ganga spread between Ghaggar and Teesta rivers.
It extends over the states of North India. Including Haryana, Delhi, Uttar Pradesh,
Bihar partially Jharkhand and West Bengal to its east.

HOME ASSIGNMENT (TO BE DONE YOUR ASSIGNMENT COPY)

Q1 Give an account of the four divisions of Himalayas from west to east along with
Purvachal hills.
Q2. Differentiate between khaddar and Bhangar.
Q3. Write a short note on bhabar and Terai.
Q4 Distinguish Between the Western Ghats and the Eastern Ghats. (NCERT
QUESTION)
Q5 Differentiate between central highland and Decan trap.
Q6. Differentiate between western coastal and east coastal plain.

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 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2025-2026
ASSIGNMENT - 04
SUB: ECONOMICS CLASS: IX
TOPIC:PEOPLE AS RESOURCE

Question and Answer discussion on “People as resource”.

Very short Answer type questions (to be done on your Assignment copy)

Q-1 Explain the vicious cycle of human development.

Ans.  A vicious cycle may be created by disadvantaged parents.
 These parents are uneducated and lacking in hygiene.
 They keep their children disadvantaged state.
 These parents are unable to investments on the education and health of their
children.
Q-2 Define Market and Non Market activities.
Ans.
Market activities remuneration to anyone who performs i.e., activities performed for
pay or profit these include production of goods or services including government
services.
Non market activities are the production for self consumption. These can be
consumption and processing of primary products and own account production fixed
assets.
Q-3. What efforts have been taken by the government in the field of education?
Ans.  There is a provision made for providing universal access, retention and quality
elementary education with a special emphasis on girls.
 There is also an establishment of pace setting of schools like Navodaya
Vidyalaya in each district.
 Vocational streams have been developed to equip large number of high school
students with occupations related to knowledge and skills.
Q4. What is mid day meal schemes? Explain.
Ans. Mid-day scheme is to provide nutritional food to students during the school time.
This scheme has been implemented to encourage attendance and retention of children
in schools. It aims at improving the nutritional status of the children.
Q5. What efforts have been taken by the government in the health?
Ans.  Our national policy aims at improving the accessibility of health care, family
welfare and nutritional service with the special focus on the under privileged
segment of population.
 India has built up vast health infrastructure and has developed man power
required at primary, secondary and tertiary sector in government as well as in the
private sector.
 Many medical collages are opened by the government.
Q6. Give an example to prove that investment in human capital yields a rich return.
Ans A large population can be turned into a productive asset by investing in education,
training and health.
For Example, Japan has invested heavily on the development of human resources.
They did not have any natural resource. This country is developed and rich country.
They have invested on people especially in the field of education and health.
These people have made efficient use of other resources like land and capital.
Q7. Employment structure is characterised by self-employment in the primary
sector.” Explain the statement.
Ans  The whole family contributes in the field even though not everybody is really
needed. So, there is disguised unemployment in the agriculture sector.
 All the family also have a share in what has been produced.
 The concept of sharing of work in the field and the produce raised reduces the
hardship of unemployment in the rural areas. But, this does not reduce the poverty
of the family.

Q8. Explain three problems of educated unemployment in urban areas

Ans.  Many youth with matriculation, graduation and post-graduation degrees are not
able to find job.
 Unemployment of graduate and post-graduate has increased faster than among
matriculates.
 A paradoxical manpower situation is witnessed as surplus of manpower in certain
categories co-exist with shortage of manpower in others.
 There is unemployment among technically qualified persons bn one hand while
there is a dearth of technical skills.

Q9. What is seasonal unemployment? What are the factors responsible for seasonal
unemployment?
Ans. It is a type of unemployment in which a worker is employed during some months of the
year (especially, during harvesting or the sowing season), anti remains without work
during the rest of the year.
Factors:
 Lack of small-scale and cottage industries in rural areas.

 Lack of multiple cropping. .

 Lack of commercialisation of agriculture.
Q10. Can you suggest some measures in the education system to mitigate the problem
of the educated unemployed?
Ans.  Technical education should be provided.
 Vocational education should be introduced.
 Emphasis should be given to skill development.
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS IX SESSION 2025-26
ARTIFICIAL INTELLIGENCE (417)
PRACTICAL FILE

NAME:- __________________________________
CLASS:-_________________SEC:-____________
ADM NO.:________________ ROLL NO.:-______
 TABLE OF CONTENTS
Sl No. Contents Signature
A school canteen wants to automate billing. Each lunch meal costs ₹60.
Write a Python program to:
• Input the number of meals a student buys.
1.
• Calculate the total cost.
• Apply a 10% discount if more than 5 meals are bought.
• Display the final bill.
An AI weather bot collects temperature in Celsius. Based on the
temperature, display a message:
• Above 35: "It's too hot. Stay hydrated!"
• 25-35: "Pleasant weather. Enjoy your day!"
2. • 15-24: "Cool weather. You might need a light jacket."
• Below 15: "It's cold. Wear warm clothes."
Write a Python program to:
• Input the temperature
• Output an appropriate weather message using if-elif-else.
Your AI fitness tracker calculates burned calories. Each step burns 0.04
calories. Write a Python program to:
• Input the number of steps taken.
3. • Calculate total calories burned.
• If calories burned ≥ 500, display: "Great job!"
• If between 250 and 499, display: "Good effort, keep going!"
• Else display: "Try to walk more."
A vending machine sells snacks:
• Chips: ₹20
• Juice: ₹30
• Chocolate: ₹40
4.
Write a Python program to:
• Ask user for quantity of each item.
• Calculate the total bill.
• If bill is more than ₹100, offer 5% discount.
India follows 82.5°E longitude for IST. Every 15° difference equals 1
hour.
Write a Python program that:
• Takes longitude of another location (positive for East, negative
5.
for West).
• Calculates time difference from IST.
• Displays whether the place is "Ahead of IST" or "Behind IST"
and by how many hours and minutes.
Note:- Submit Practical File by 31.07.2025.
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS IX SESSION 2025-26
COMPUTER APPLICATION
PRACTICAL FILE

NAME:- __________________________________
CLASS:-_________________SEC:-____________
ADM NO.:________________ ROLL NO.:-______
 TABLE OF CONTENTS
Sl No. Contents Signature
A fruit seller sells apples at ₹50 per kg. Write a Java program that takes
the weight (in kg) of apples bought by a customer and calculates the
1.
total price. If the total price is more than ₹500, give a 10% discount.
Otherwise, give no discount.
A student appeared for 3 subjects. Write a Java program to input marks
of the three subjects. Calculate the total and average. Based on the
average, display the result:
2. • Average ≥ 90: Grade A
• Average ≥ 75 and < 90: Grade B
• Average ≥ 50 and < 75: Grade C
• Average < 50: Fail
A toy store gives discounts based on the number of toys purchased:
• 1-4 toys: No discount
• 5-9 toys: 10% discount
3. • 10 or more toys: 20% discount
Each toy costs ₹100. Write a Java program that takes the
number of toys as input and prints the final bill amount after
discount.
A movie ticket counter charges ₹120 per ticket. A person can get a 5%
discount if buying more than 3 tickets, and a 10% discount if buying
4.
more than 6 tickets. Write a Java program to input the number of
tickets and calculate the total price with appropriate discount.
India is located at 82.5°E longitude, which is the basis for Indian
Standard Time (IST). The Earth rotates 360° in 24 hours, i.e., 15°
per hour. Therefore, every 15° longitude difference means a 1-hour
time difference.
Write a Java program that:
• Takes a longitude value (in degrees) of any place as input
5. (positive for East, negative for West).
• Calculates the time difference from IST based on the longitude.
• Displays:
o Whether the place is ahead of IST or behind it.
o The time difference in hours and minutes.
Hint:
Time difference (in hours) = (longitude - 82.5) / 15

Note:- Submit Practical File by 31.07.2025.