DELHI PUBLIC SCHOOL, DURGAPUR

CLASS- IX
ASSIGNMENT- 02 (TERM I-2024-25)
SUBJECT- ENGLISH COMMUNICATIVE (101)
HOW I TAUGHT MY GRANDMOTHER TO READ, INTEGRATED
GRAMMAR, DIALOGUE WRITING

INTRODUCTION AND SUMMARY:

“How I Taught My Grandmother to Read” is a fictional short story written by prolific Indian
author Sudha Murthy. This story was published in the book How I Taught My Grandmother
to Read and Other Stories in the year 2004.
The writer was twelve years old and she used to stay with her grandparents in north
Karnataka. Since there were very few diversions, the entire family would eagerly wait for a
weekly magazine called Karmaveera. This magazine was publishing famous writer Triveni’s
novel, ‘Kashi Yatre’ as a serial. The novel dealt with the protagonist’s struggle to visit Kashi.
Since grandmother believed in Kashi-Yatra as a pilgrimage, she could identify with the
trials and tribulations of the main character. Every Wednesday, the writer would read the next
episode of the story to her. The grandmother would not only listen with great attention but
also memorize it by heart. Later, she would discuss it with friends in the temple courtyard.
One day, the writer had to go to the neighbouring village for a cousin’s wedding and stayed
back there for a week. When she returned, she was surprised to see her grandmother in tears.
At night, the grandmother narrated how her past life, feeding and bringing up children, kept
her busy, sparing no time for education of any kind. Moreover, education for girls was not
considered as important in those days. Without the granddaughter, she had a tough time
trying to decipher and guess the next episode of ‘Kashi Yatre’. She had felt very desperate
and helpless, mutely gazing at the pictures, unable to read a single word. This incident fanned
the grandmother’s desire to learn the Kannada alphabet and she vowed to learn it by
Dassera. The granddaughter’s pleas, her mockery of the grandmother’s age, all fell on deaf
ears. No wonder, the grandmother proved to be an ideal student. In no time, she could read,
repeat and write Kannada. The writer presented her with a copy of the novel ‘Kashi Yatre’ as
a token of appreciation and the grandmother touched feet of her granddaughter, her teacher as
a befitting tribute.
THEME AND ANALYSIS:

The story deals with the idea that age is no bar for learning. Strong determination, desire to
succeed and confidence in one’s self can help one accomplish even the impossible. In the
story, Murthy has broken away with gender roles or gender stereotypes. Her regret for not
being literate drove her to educate her own children and grandchildren, as manifested in the
form her granddaughter repaying it back to her. In addition, the story also redefines the
means of attaining God. It slams the convention of religious pilgrimage and approves of
service to humans as the only means of attaining God. In the lesson, Sudha Murty has
focused on the theme of love, independence, selflessness, and happiness. The story is a
retrospective look at the narrator’s life with her grandmother and how she taught her
grandmother to read. The story also explodes the myth of generation gap. It strives to
sensitize us to the struggles and suffering of the elderly and calls for a more empathetic and
humane understanding of their helplessness. Moreover, it deals with the liberation of women
through education and a very strong message that a teacher, irrespective of gender or age,
should be respected.

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CHARACTER SKETCHES:

Grandmother:
The grandmother, Krishtakka, is a very strong-willed and determined character. She was not
been very fortunate in her childhood. She never went to school and never learnt to read and
write. She married young and had children and grandchildren. She was a good housewife
and felt contented and happy in cooking and feeding all her children. She made sure that her
children and grandchildren studied well. Later on, circumstances forced the sixty two-year
old lady to learn the Kannada alphabet from her granddaughter. She proved that there is no
age bar for learning. It was her determination, strong will power, hard work and self
confidence that helped her succeed in learning to read and write within a short period of time.

Granddaughter (the narrator):

The narrator loved her grandmother very much. She used to read for her grandmother as the
latter was an illiterate woman. When she came to know about her grandmother’s
helplessness due to illiteracy, the narrator felt distressed too. She accepted her grandmother’s
request to teach her the Kannada alphabet, though she felt it was very strange for a woman of
her age to be doing. But later, she realised the importance of her plea. She started teaching
the grandmother. She was a conscientious teacher who fulfilled the great task of teaching her
grandmother at such an old age. She was literate and thus, knew the importance of education
in one’s life. She even bought the novel ‘Kashi Yatre’ by Triveni as a gift for her
grandmother. The granddaughter was however, taken aback when her aged granddaughter
sought her blessings, considering her to be a guru who had initiated her into the world of
letters.

Note: The following questions and answers are for your reference and practice. Learn
the value points and note them in your rough notebook.

Q1. Why did the grandmother think of learning to read and write at the age of sixty-
two?
Ans: The weekly edition of Karmaveera had arrived. Grandmother was frantic to get updated
with the developments in the new episode of the novel ‘Kashi Yatre.’ Unfortunately, her
granddaughter, who used to read out the story to her, had not returned from a family
wedding. It was a moment of desperation, helplessness, and worthlessness that the elderly
woman experienced, as she was not able to decipher a single letter from the book. To avoid a
similar situation again, she decides to learn to read and write Kannada, at the age of sixty-
two.
Q2. How had the narrator planned to surprise her grandmother? How was she herself
surprised?
Ans: The narrator had planned to surprise her grandmother by gifting her ‘Kashi Yatre’
which had been published as a novel by that time. The narrator was surprised because after
giving her the gift, her grandmother suddenly bent down and touched her feet. The narrator
was surprised and taken aback.

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Q3. “For learning, there is no age bar.” Explain the sentence with reference to the
grandmother.
Ans: Age is no bar for learning. Strong determination, will to work and confidence in oneself
can help one accomplish the impossible. The narrator’s grandmother didn’t get a chance to
go to school as a child. Till the age of sixty-two, the thought of acquiring literacy did seem
necessary to her. A small incident however, changed her life completely. Her inability to
read an episode of ‘Kashi Yatre’ on her own, hurt her so much that she resolved to become
independent, and decided to learn to read and write the Kannada language. Initially, the
narrator made fun of her intentions, and tried to dissuade her. Her grandmother stuck to her
resolve and said that there is no age bar for learning. She asked her granddaughter to be her
teacher. The old lady’s firm determination, willpower and hard work soon bore fruit. She
could accomplish the task by the deadline she had set for herself.
Q4. Analyze the agony experienced by the elderly lady, when her desire to catch up with
the latest episode was hampered because of being illiterate.
When the grandmother was not able to read ‘Kashi Yatre’, she felt a vaccum in her life. She
rubbed her hands on the pages but could make out a bit of it. Her desperation and
helplessness even made her think of going to the neighbouring village and ask the narrator to
read it for her. In addition, she thought of requesting any of neighbours to read the latest
episode to her, but dropped the idea for being embarrassed as a result. She was a tough lady
and had never cried even in the most difficult situations, but she cried at the helplessness of
not being able to read. This desperation led her to decide upon learning the alphabet, even
though she was sixty-two-years old

Q5. The protagonist of “Kashi Yatre” had a deep-seated desire for going to Kashi, but
later on she says” The happiness of the orphan girl is more important than worshipping
Lord Vishweshwara at Kashi.” What does this tell you about her character?
Ans. ‘Kashi Yatre’ was a story of the struggle of an old lady who had a strong desire to go to
Kashi or Varanasi but could not do so because she spent the money she had saved for the
purpose, in helping a poor orphan get married. It proves her to be a selfless and progressive
woman who kept the needs of her fellow human on a higher pedestal than fulfilling her own
desire. She serves as a true epitome of selfless help and showed that service to humans is the
only way to attain God.

Q6. “She bent down and touched my feet. I was surprised and taken aback.”
(a) Why do you think the grandmother touched the feet of her granddaughter?
Ans. The grandmother touched the feet of her granddaughter as a mark of respect because she
had been her teacher. The grandmother believed that the granddaughter deserved the respect
as she had taught her so well and with so much affection that she had made her confident and
independent enough to read any novel all by herself feet.
(b) What is tone of the narrator in the above lines?
Ans. The tone of the narrator is that of shock and astonishment.
(c) List one reason for the granddaughter’s being surprised.
Ans. According to the Hindu scriptures, touching the feet of elders is considered as a sign of

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respect. Normally, elders never touch the feet of youngsters. Hence, the granddaughter was
surprised.
(d) How is the above act of the grandmother relevant to the theme of the story?
Ans. The story sends forth the message that a teacher, irrespective of gender or age, should
be respected. Hence, the act of the grandmother justifies it.

Note: The following question must be done in the fair literature notebook:

Homework:
Q1. Imagine you are the grandmother. How would you feel if your granddaughter gave you
the novel ‘Kashi Yatre’? Write your feelings in the form of a diary rntry in about 120 words.

Note: The following question and exercises must be done in the fair language notebook.

Writing Skill:
Imagine that you are a Social Worker who came to an abandoned farmhouse and
found out different clues about the people who had lived there. You went back home and
shared your experience with your sibling. Write a dialogue between you and your sibling in
about 80-100 words.

TENSES: NOTEBOOK EXERCISES:

Q1. Fill in each of the blanks with the correct form of the each verb given in the
brackets:
Interviewer: Sir Guy, you ______ (spend) the last sixty years exploring the world. When
______ (you first become) interested in travelling?
Sir Guy: Well, I can tell you the exact day. I _________(be) eleven years old and I
________ (sit) in the school library and I __________ (read) a book about South Africa.
Suddenly I ________(see) a picture of Lake Victoria and at that moment I ________(decide)
to become an explorer.
Interviewer: When _______ (you, first, go) to Lake Victoria?
Sir Guy: Well, after I ________(leave) school at the age of 15, I ________ (live) with my
uncle for two years. He _________ (be) an old man then, but he _________(be) a sailor all
his life. He ______ (find) me a job on a ship and at the age of 17 I ________ (arrive) in
Africa!
Interviewer: You ________(travel) to the most interesting countries in the world. ____ (you,
ever, have) any frightening experiences?
Sir Guy: Oh yes, lots of them.
Interviewer: Which _________ (be) your most frightening?
Sir Guy: Perhaps it _____(be) one night in India in 1942. Something really frightening
______ (happen). It _________(be) about ten o’clock and I _______(be) in bed. I ________
(hunt) all day and so I ________(feel) very tired. I ________ (just blow) out my candle when
I _________ (feel) something heavy sitting on my feet. When I _________ (light) my candle,
I _________ (can) hardly believe my eyes: a tiger ________ (sit) on my bed!
Interviewer: My goodness! Is that story really true, Sir Guy? Sir Guy How dare you ask me
that! I ________ (never tell) a lie in my life.

Q2. There is an error in each line of the passage given below. Write the incorrect word
and the correction in the space provided.

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Error Correction
The moon was came up in the east behind me came coming
and stars was shining in the (a) ____________ _____________
clear sky above me.
There isn’t a cloud in the sky. (b)____________ _______________
I am happy to be alone high up above (c)____________ ________________
the sleeping countryside.
I was flown my old Dakota eroplane over (d)____________ _________________
France back to England.
I am dreaming of my holiday (e)____________ _________________
and looking
forward to being with my family. I look at my (f)____________ ________________
watch- one thirty in the morning.
As I looking down past (g)____________ __________________
the nose of the aeroplane, I see the lights of a (h)_____________ _________________
big city in front of me.

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

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DELHI PUBLIC SCHOOL DURGAPUR
CLASS- IX
HINDI 2nd LANGUAGE ASSIGNMENT – 2
TOPIC – रै दास के पद,अनुस्ार -अनुनाससक ,अनुच्ेद लेखन
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रै दास के पद :

कस् पररचय : संत श् रस्दास स्खयात रस्दास ज् का जन् सन 1398 ्े काश् उतरतदेश ्े लगभग
15्् शताबद् ्े हु था । कु ् स्दान इनका जन् 1338 ्े ्ानते है । रै दास ज् का जन् बनारस ्े
कब्र दास ज् के स्काल्न ्ाना जाता है । रै दास ज् की ्ृतयु 1520 ईस््. ्ाराणस् उतरतदेश ददलल्
सलतनत ्े हई। रै दास ज् का काव सबलकु ल सहज, सनश्ल और अनुभूसत से भरा हु काव है । उनहहने
अपने ्न की जो भ् ्टपटाहट और प्डा है , उसे ईशर के तसत अपने स्प्ण के रप ्े सौपकर सजस
तरह तकट दकया दक ्ह एक कस्ता बन गई है । उनकी वापक अनुभूसत सभ् के हदय पर एक अस्ट
्ाप ्ोड जात् है । यह् उनकी भाषा शैल् की स्शेषता है ।

पहला पद :

अब कै से ्ू टै रा् ना् रट लाग्.............

तभु ज्, तु् स्ा्् ह् दासा, ऐस् भस् करै रै दासा।।

अथ्:

इस पद ्े कस् ने भ् की उस अ्सथा का ्ण्न दकया है जब भ् पर अपने ुराधय की भस् का रं ग पूर्

तरह से चढ जाता है कस् के कहने का असभताय है दक एक बार जब भग्ान की भस् का रं ग भ् पर चढ
जाता है तो भ् को भग्ान् की भस् से दूर करना असंभ् हो जाता है।

तभु! ्ेरे ्न ्े जो ुपके ना् की रट लग गई है, ्ह कै से ्ू ट सकत् है ? अब ्ै ुपका पर् भ् हो

गया हू। सजस तरह चंदन के संपक् ्े रहने से पान् ्े उसकी सुगंध फै ल जात् है, उस् तकार ्ेरे तन-्न ्े
ुपके ते् की सुगंध वाय हो गई है। अगर ुप ुकाश ्े ्ाए काले बादल के स्ान हो, तो ्ै जंगल ्े
नाचने ्ाला ्ोर हू। जैसे बरसात ्े उ्डते बादलह को देखकर ्ोर खुश् से नाचता है, उस् तकार ्ै
ुपके दश्न को पा कर खुश् से ्ुगध हो रहा हू। जैसे चकोर पक् सदा चंद्ा की ओर ताकता रहता है उस्
भाूसत ्ै भ् सदा ुपके ते् को पाने के सलए तरसता रहता हू। हे तभु! अगर ुप द्पक हो तो ्ै उस द्ए
की बात्, जो सदा ुपके ते् ्े जलता है और तभु ुप ्ोत् हो तो ्ै उस्े सपरोया हु धागा हू।
ुपका और ्ेरा स्लन सोने और सुहागे के स्लन के स्ान पस्त है। जैसे सुहागे के संपक् से सोना शुद हो
जाता है, उस् तरह ्ै ुपके संपक् से शुद हो जाता हू। हे तभु! ुप स्ा्् हो और ्ै ुपका दास हू।

दूसरा पद :

ऐस् लाल तुझ सबनु कउनु करै ................

कसह रस्दासु सुनह रे संतह हररज्उ ते सभै सरै ॥

अथ्:

इस पद ्े कस् भग्ान की ्सह्ा का बखान कर रहे है। कस् कहते है दक हे! ्ेरे स्ा्् तुझ सबन ्ेरा
कौन है अथा्त कस् अपने ुराधय को ह् अपना सबकु ् ्ानते है ।

कस् भग्ान की ्सह्ा का बखान करते हए कहते है दक भग्ान गर्बह और द्न-दुःसखयह पर दया करने
्ाले है, उनके ्ाथे पर सजा हु ्ुकुट उनकी शोभा को बढा रहा है। कस् कहते है दक भग्ान ्े इतन्
शस् है दक ्े कु ् भ् कर सकते है और उनके सबना कु ् भ् संभ् नही है। कहने का तातपय् यह है दक
भग्ान् की इच्ा के सबना दुसनया ्े कोई भ् काय् संभ् नही है। कस् कहते है दक भग्ान के ्ू ने से
अ्ू त ्नुषयह का भ् कलयाण हो जाता है कयहदक भग्ान अपने तताप से दकस् न्च जासत के ्नुषय को
भ् ऊूचा बना सकते है अथा्त भग्ान् ्नुषयह के दारा दकए गए क्् को देखते है न दक दकस् ्नुषय की
जासत को। कस् उदाहरण देते हए कहते है दक सजस भग्ान ने ना्दे्, कब्र, सतलोचन, सधना और सैनु
जैसे संतह का उदार दकया था ्ह् बाकी लोगह का भ् उदार करे गे। कस् कहते है दक हे !सजन वस्यह
तु् सब सुनो, उस हरर के दारा इस संसार ्े सब कु ् संभ् है।

हे तभु! ुपके सबना कौन कृ पा करने ्ाला है अथा्त कोई नही। ुप गर्ब तथा ददन-दुसखयह पर दया करने
्ाले है। ुप ह् ऐसे कृ पालु स्ा्् है जो ्ुझ जैसे अ्ू त और न्च के ्ाथे पर राजाओ जैसा ्त रख
ददया। ुपने ्ुझे राजाओ जैसा सम्ान तदान दकया है। ्ै तो अभागा हू। ्ुझ पर ुपकी अस्् कृ पा हई
है। हे स्ा्् ुपने ्ुझ जैसे न्च ताण् को इतना उच सम्ान तदान दकया है। ुपकी दया से कब्र जैसे
जुलाहे, सतलोचन जैसे सा्ानय, सधना जैसे कसाई और सैन जैसे नाई संसार से तर गए। उनहे जान ताय हो
गया। हे संतह, सुनो! हरर ज् सब कु ् काटने ्े स्थ् है । उनके सलए कु ् भ् असाधय नही है।
तसत्ान उतर :

(घ) दूसरे पद ्े कस् ने ‘गर्ब सन्ाजु’ दकसे कहा है? सपप कीसजए।

उतर : दूसरे पद ्े ‘गर्ब सन्ाजु’ ईशर को कहा गया है, इसका अथ् है- द्न-दुसखयह पर दया करने ्ाला
ईशर को ‘सन्ाजु’ कहने का कारण यह है, दक ्े सनम जासत के भ्ह को भ् एक स्ान नजर से देखते है
तथा स्भा् सथान देते है । ्े गर्बह का उदार करते है तथा उनहे भ् सम्ान ददलाते है । ्े सबके कप
हरते है तथा भ्सागर से भ् पार उतारते है । तभु ने रै दास जैसे अ्ू त ्ाने जाने ्ाले ताण् को संत की
पद्् तदान की। रै दास जन-जन के पूजय बने । उनहे ्हान संतह जैसा सम्ान स्ला। रै दास की दृसप ्े यह
उनके तभु की द्न-दयालुता और अपार कृ पा ह् है ।

(ड) दूसरे पद की ‘जाकी ्ोत् जगत कउ लागै ता पर तुही ढरै ’ इस पंस् का ुशय सपप कीसजए।
उतर – इसका ुशय है-रै दास अ्ू त ्ाने जाते थे। ्े जासत से च्ार थे। भग्ान के ्ू ने से अ्ू त ्नुषयह
का भ् कलयाण हो जाता है कयहदक भग्ान अपने तताप से दकस् न्च जासत के ्नुषय को भ् ऊूचा बना
सकते है अथा्त भग्ान् ्नुषयह के दारा दकए गए क्् को देखते है न दक दकस् ्नुषय की जासत को।
अ्ू त से अभ् भ् बहत से लोग बच कर चलते है और अपना ध्् भप हो जाने से डरते है। इससलए लोग
उनके ्ू ने ्े भ् दोष ्ानते थे। दफर भ् तभु उन पर दस्त हो गए। उनहहने उनहे ्हान संत बना ददया ।
अ्ू त की ससथसत स्ाज ्े दयन्य है। ऐसे लोगह का उदार भग्ान ह् करते है ।

अनुस्ार - अनुनाससक :

अनुस्ार तयोग के कु ् सनय्

अनुस्ार के तयोग के सनमसलसखत सनय् है-

(i) पंच्ाकर का सनय् – जब दकस् ्ण् से पहले अपने ह् ्ग् का पाूच्ाू ्ग् (पंच्ाकर) ुए तो उसके
सथान पर अनुस्ार का तयोग होता है; जैसे –

गङगा = गंगा,

ठणडा = ठं डा,

समबनध = संबंध,

अनत = अंत ुदद।

(ii) य, र, ल, ् (अंतसथ वंजनह) और श, ष, स, ह (ऊष् वंजनह) से पू्् यदद पंच्ाकर ुए, तो अनुस्ार
का ह् तयोग दकया जाता है; जैसे –

सनसार = संसार
अनुस्ार का तयोग कब न करे - सनमसलसखत ससथसतयह ्े अनुस्ार का तयोग नही करना चासहए-

i) यदद अनुस्ार के बाद य, र, ल, ्, ह ुता है तो अनुस्ार का तयोग उसके ्ूलरप ्े नही दकया
जाता है। यदद अनुस्ार ्े की जगह उसका बबंदु रप (-) तयोग होता है तो शबद अशुद हो जाता है; जैस-े

शुद रप अशुद रप शुद रप अशुद रप शुद रप अशुद रप

अनय अंय पुणय पुंय कानहा कांहा

अ्ानय अ्ांय तुमहारा तुंहारा कण् कं ्

ii) यदद अनुस्ार के पशात् कोई पंच्ाकर (ङ, ञ, ण, न, ्) ुता है, तो अनुस्ार का तयोग ्ूलरप ्े
दकया जाता है। अनुस्ार का बबंदु रप अस््कृ त होता है; जैसे –

शुद रप अशुद रप शुद रप अशुद रप शुद रप अशुद रप

अन अंन सम्ेलन सं्ेलन अम्ा अं्ा
उनसत उनसत गना गंना सम्ासनत सं्ासनत
जन् जं् पना पंना

अनुनाससक

अनुनाससक के उचारण ्े ध्सन ्ुख के साथ-साथ नाससका दार को ्ू कर सनकलत् है। अथा्त् अनुनाससक
की ध्सन नाक और ्ुूह दोनह से साथ-साथ सनकलत् है। इसे सलखते स्य सशरोरे खा के ऊपर चंदबबंदु
लगाकर दशा्या जाता है; जैस-े पाू्, ुूख,गाू्, ठाू्, चाूद ुदद।

पाठपुसतक के पाठह पर ुधाररत शबदह ्े अनुस्ार/अनुनाससक का तयोग-

दुख का असधकार
बूध – बंधन यहां – यहाू
पतं – पतंग अंधेरा – अूधेरा
स्यू – स्यं सांप – साूप
नूगा – नंगा फूं कना – फूू क
संभांत – संभांत ्ां – ्ाू
अभयास के त् : असाइन्ेट की कॉप् ्े सलखेगे ।

1. रै दास ज् अपने तभु को दकस तरह याद करते है और एक भ् का अपने भग्ान पर जो स्शास होता
है ,्ह उसे दकस तकार शस् देता है ? अपने शबदह ्े सलसखए ।

2. कया ुज भ् ह्ारे स्ाज ्े अ्ू तह की ससथसत दयन्य है और उनका उदार कया के ्ल ईशर ह् कर
सकते है ? तक् पूण् उतर दे ।

3. न्चे ददए गए शबदह ्े उसचत सथान पर अनुस्ार का तयोग करते हए शबदह का ्ानक रप सलसखए –

नालूदा, अूतर, संसकय, अंबर, सनताूत, भाूसत, यनत, सूसकार, अूक, समबनध, गङगा, द्नबनधु, अनदर,
्नतालय, खसणडत, ्नद, अूगल्, तूग्, तनत , पूखुड्, कमपन, पूकज, बनडल, धनधा, पनचायत ।

4. न्चे ददए गए शबदह ्े उसचत सथान पर अनुनाससक का तयोग करके शबदह को पुनः सलसखए-

बंट्ारा, संकरा, ुंख, हंस्ुख, अंगडाई, ुंचल, सांस, कहां, ऊंट, ुं्ला, ऊंघना, ुंध्, कांटा, गां्,
चांदन्, ुंस,ू ऊंचाई, ्ंटन्, जांच, टांग, डांट, पहंचना ।

5. अनुच्ेद लेखन :

ह्ारे बुजुग् : ह्ार् धरोहर , पररश् का ्हत् , ्ेरे सतय लेखक ्ुंश् ते्चंद Together with बहंद्
वाकरण पुससतका ्े ददए गए संकेत सबनदुओ के ुधार पर ये त्नह अनुच्ेद असाइन्ेट की कॉप् ्े
सलखेगे ।
ुपकी उनसत दकस् और की उनसत के ्ापदंड से सनधा्ररत नही होत् ।

---------------x-----------------
DELHI PUBLIC SCHOOL, DURGAPUR
CLASS - IX
ASSIGNMENT - 02
01 (TERM I-2024-25)
SUBJECT- BENGALI (2ND LANG.)
TOPIC - CHUTI

R¥¢V (lh£¾cÊe¡b W¡L¥l)

hý ¢hLÒf¢i¢šL fËn¡À hm£ :-
1z j¿¹hÉ : "j¡Me avrZ¡v i¨¢jnkÉ¡ R¡¢su¡ g¢V­Ll Ef­l ¢Nu¡ f¢sm, H­Lh¡­l Aåi¡­h j¡¢l­a m¡¢Nmz'
L¡lZ : ­Mm¡l pju L¡­Wl …y¢s HLf¡L O¤l­aC j¡Me j¡¢V­a N¢s­u fs­mz a¡l l¡N ¢N­u f­s c¡c¡
g¢V­Ll Eflz
(i) j¿¹hÉ i¥m, L¡lZ ¢WL
(ii) j¿¹hÉ ¢WL, L¡lZ i¥m
(iii) j¿¹hÉ J L¡lZ c¤­V¡C ¢WL
(iv) j¿¹hÉ J L¡lZ c¤­V¡C i¥m
2z "j¡, HMe Bj¡l R¥¢V q­u­R j¡, HMe B¢j h¡¢s k¡¢µR'- g¢V­Ll HC Lb¡l AbÑ -
(i) L¡¢aÑL j¡­pl f¤­S¡l R¥¢V f­s­R
(ii) ­p CqSN­al j¡u¡ aÉ¡N L­l Q­m k¡­µR
(iii) ­p ¢h­cn k¡œ¡ Ll­h
(iv) ­L¡­e¡V¡C eu
3z ‘Ha hup qCm, ah¤ ¢LR¥j¡œ k¢c L¡™‘¡e b¡­Lz’ - ­Le HLb¡ hm¡ q­u­R ?
(i) ¢hnÄñlh¡h¤ a¡yl Ù»£l p¡­b B­m¡Qe¡ e¡ L­l NË¡j ­b­L g¢VL­L ¢e­u H­p­Re
(ii) a¡yl ¢aeSe f¤œ b¡L¡ p­aÆJ g¢VL­L LmL¡a¡ Be¡u f¢lh¡­l B¢bÑL Q¡f hª¢Ü L­l­Re
(iii) nq­ll Bch L¡uc¡ e¡ S¡e¡ NË¡jÉ g¢VL­L LmL¡a¡ H­e nq­ll ¢nø¡Q¡l ­i­P­Re
(iv) Ef­ll (i) J (ii) HC c¤¢V L¡lZC paÉ
4z ‘Hl©f ÙÛ­m p¡d¡l­Zl ¢eLV l¡SpÇj¡e lr¡ L¢l­a qC­m Ah¡dÉ ï¡a¡l N™­c­n Ae¢a¢hm­ð HL Qs
Lo¡Cu¡ ­cJu¡ g¢V­Ll LaÑhÉ ¢Rmz’ - g¢VL L¡S¢V Llm e¡ ­Le ?
(i) i¡C­ul fË¢a AaÉ¢dL l¡­N
(ii) j¡­ul L¡­R j¡l M¡­h, a¡C p¡qp e¡ qJu¡u
(iii) HL¢V ea¥e ­Mm¡ j¡b¡u Bp¡u
(iv) i¡C­ul Hje BQl­Z AaÉ¢dL OªZ¡u
5z ‘Bfe¡l A¢Ù¹aÆ pð­å phÑc¡ m¢‹a J rj¡fË¡bÑ£ qCu¡ b¡­Lz’ - g¢V­Ll Hl©f j­e¡i¡­hl L¡lZ ¢L ?
(i) ­p LmL¡a¡l f¢l­h­nl p¡­b ¢e­S­L M¡f M¡Ju¡­a f¡l¢Rm e¡
(ii) ­p ú¥­m p¢WLi¡­h fË­nÀl Ešl ¢c­a f¡la e¡
(iii) ­p j¡j¡h¡¢s­a phÑc¡ ¢e­S­L NmNËq j­e Ll­a b¡­L
(iv) ¢e­Sl ¢fa«q£ea¡ phÑc¡ a¡l j­dÉ q£ejeÉa¡l SeÈ¢ca

(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM

02 -I-2024-25 PAGE 1 of 6)
6z j¿¹hÉ : ‘…Afl¡d£l j­a¡ ¢Nu¡ L¢qm hC q¡¢l­u ­g­m¢Rz’
k¤¢š² : hC q¡¢l­u fs¡ °a¢l e¡ qJu¡u ú¥­m j¡ØV¡l J R¡œ­cl Afj¡e a¡l ApqÉ ­h¡d qJu¡u j¡¢j­L
HLb¡ hm­a h¡dÉ quz
(i) j¿¹hÉ i¥m, k¤¢š² ¢WL
(ii) j¿¹hÉ ¢WL, k¤¢š² i¥m
(iii) j¿¹hÉ J k¤¢š² c¤­V¡C ¢WL
(iv) j¿¹hÉ J k¤¢š² c¤­V¡C i¥m
7z ‘¢a¢e Dov r¥æ qC­mez’ - ­L, ¢L ­c­M r¥æ q­u¢R­me ?
(i) g¢V­Ll j¡ g¢V­Ll LmL¡a¡ k¡Ju¡l A¢a¢lš² Evp¡q ­c­M
(ii) g¢V­Ll j¡¢j hC q¡¢l­u ­gm¡u a¡l fs¡öe¡u Ec¡p£ea¡ ­c­M
(iii) g¢V­Ll ú¥­ml j¡ØV¡l fs¡öe¡u a¡l Ae¡NËq ­c­M
(iv) g¢V­Ll j¡j¡ h¡¢s ­b­L a¡l f¡¢m­u k¡Ju¡l f­l ¢hl¢š²­a
8z ­Mm¡l Bl­ñC Bn¡a£a gmm¡i L­l AeÉ¡eÉ h¡m­Ll¡ q©ø q­u EW­mJ g¢VL ¢LR¥V¡ nnhÉÙ¹ q­u¢Rm ­Le ?
(i) g¢VL S¡ea Hlfl j¡Me a¡­L Bœ²jZ Ll­h
(ii) j¡Me h¡¢s ¢N­u a¡l j¡­L h­m ¢c­m g¢VL­L n¡¢Ù¹ ­f­a q­h
(iii) ­Mm¡l öl¦­a j¡Me kaV¡ ¢hsðe¡u f­s¢Rm g¢VL HV¥L¥­a aaV¡ M¤¢n q­a f¡­l¢e
(iv) Ef­ll (i) Hhw (ii) c¤­V¡C paÉ
9z ‘HMe a¥¢j ¢e­Sl L¡­S je c¡J­Nz HLV¥ f­s¡­N k¡Jz’ - HC j¿¹­hÉl j­dÉ ¢c­u g¢VL a¡l j¡¢jl ¢L
j¡e¢pLa¡l f¢lQu ­f­u¢Rm ?
(i) a¡l fs¡öe¡ ¢ho­u j¡¢jl AaÉ¢dL BNËq
(ii) a¡l fË¢a j¡¢jl HLV¡ kaÀq£e Ah‘¡ J ¢eù¥la¡
(iii) a¡l fË¢a j¡¢jl AaÉ¿¹ Ec¡p£ea¡ ¢L¿¹ fs¡öe¡ ¢ho­u paLÑcª¢ø
(iv) Ef­ll ­L¡eV¡C p¢WL eu
fËnÀ-Ešl

1z “¢hdh¡ H fËÙ¹¡­h pq­SC pÇja qC­mez”-

(i) ¢hdh¡ hm­a L¡­L ­h¡T¡­e¡ q­u­R ? fËÙ¹¡h¢V ¢L ¢Rm ?
(ii) ¢hdh¡l EŸ£ø fËÙ¹¡­h pÇja qJu¡l qJu¡l ¢fR­e ­L¡e k¤¢š² ¢Rm h­m a¥¢j j­e Ll ?
Ešl -
(i) ‘R¥¢V’ N­Òf ‘¢hdh¡’ hm­a N­Òfl ­L¾cÊ£u Q¢lœ g¢V­Ll j¡­L ­h¡T¡­e¡ q­u­Rz
g¢V­Ll ¢fa¡ j¡l¡ k¡Ju¡u ¢a¢e AL¡m °hd­hÉl Lh­m f­sez g­m g¢VL J j¡Me­L ¢e­u ¢a¢e HL¡L£
NË¡­jl h¡¢s­a h¡p Ll­aez hý¢ce f¢ÕQj­c­n A¢ah¡¢qa L­l ­f±t ¢hnÄñl h¡h¤ a¡l iNÀ£ g¢V­Ll j¡­ul
p­‰ ­cM¡ Ll­a B­pez ¢LR¥¢ce Be­¾c L¡¢V­u ¢hnÄñlh¡h¤ NË¡j ­b­L nq­l ¢e­Sl h¡¢s­a ­gl¡l E­cÉ¡N
­eez h¡¢s ­gl¡l f§­hÑ iNÀ£l L¡­R g¢V­Ll ­mM¡-fs¡l ¢ho­u fËnÀ L­l S¡e­a f¡­le, ­p fs¡öe¡u
Aje­k¡N£, c¤l¿¹z HLb¡ ö­e ¢a¢e g¢VL­L ¢e­Sl p­‰ LmL¡a¡ ¢e­u k¡Ju¡l fËÙ¹¡h ­cez
(ii) g¢VL ¢Rm c¤l¿¹, c¡j¡mz ­p Bfe ­Mu¡­m LMeJ ec£l a£­l, LMeJ ­R­ml c­ml p¡­b O¤­l ­hs¡az Bl
Aq¢eÑn ­R¡V i¡C j¡M­el p¡­b à­¾à ¢mç qaz g¢V­Ll j¡l c¤¢ÕQ¿¹¡ ¢Rm ­L¡e¢ce ­p qua j¡Me­L S­m
­g­m ­c­h Abh¡ AeÉ ­L¡e c¤OÑVe¡ O¢V­u hp­hz a¡C ¢hdh¡ phÑc¡ n¢ˆa q­u b¡L­aez HC L¡l­Z a¡l c¡c¡
kMe g¢VL­L LmL¡a¡ ¢e­u k¡­he J ­pM¡­el ú¥­m i¢aÑ L­l ­c­he - HLb¡ h­me, a¡ ö­e ¢a¢e BnÄÙ¹

(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM -I-2024-25 PAGE 2 of 6)

q­mez Hl g­m HL¢c­L ­kje j¡Me e¡e¡ AOVe ­b­L lr¡ ­f­a f¡l­h, Afl¢c­L g¢VLJ i¢hoÉ­a N­s
JW¡l p¤¤­k¡N f¡­hz ­k L¡l­Z ¢a¢e pq­SC HC fËÙ¹¡­h pÇja q­u¢R­me h­m B¢j j­e L¢lz
2z “¢h­noa ­a­l¡-­Q±Ÿ hvp­ll ­R­ml j­a¡ fª¢bh£­a Hje h¡m¡C Bl e¡Cz”-
(i) ‘h¡m¡C’ n­ël AbÑ L£ ?
(ii) ­L¡e fËp­‰ HLb¡ hm¡ q­u­R ?
(iii) NÒfL¡­ll ‘h¡m¡C’ j¿¹­hÉl ¢fR­e ­a¡j¡l k¤¢š²pq hÉ¡MÉ¡ c¡Jz
Ešl -
(i) ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa ‘R¥¢V’ NÒf ­b­L EÜ«a¡wn¢V Nªq£az HM¡­e ‘h¡m¡C’ n­ël AbÑ
h¡m­Ll A¢qaz
(ii) ¢hnÄñlh¡h¤ c£OÑ¢ce f¢ÕQ­j b¡L¡l fl HL¢ce qW¡v L­l NË¡­j ¢e­Sl iNÀ£l p­‰ ­cM¡ Ll­a B­pez ¢LR¥¢ce
Be­¾c L¡¢V­u ¢hnÄñlh¡h¤ NË¡j ­b­L nq­l ¢e­Sl h¡¢s­a ­gl¡l E­cÉ¡N ­eez ¢a¢e a¡l i¡­NÀ g¢VL­L
fs¡­n¡e¡ ­nM¡­e¡l SeÉ LmL¡a¡ ¢e­u B­pez j¡j¡l h¡¢s­a ¢N­u ea¥e f¢l­h­n g¢VL ­k f¢l¢ÙÛ¢al
pÇj¥M£e q­u¢Rm, a¡­a a¡l AhÙÛ¡ L£l©f q­u¢Rm ­p LM¡ hm­a ¢N­u B­m¡QÉ fËp­‰l Aha¡lZ¡ Ll¡
q­u­Rz
(iii) ­a­l¡-­Q±Ÿ hRl hm­a Bjl¡ h¤¢T °L­n¡l J ­k±h­el jdÉhaÑ£ pjuz j§ma HC pju­L huxp¢åL¡m h­mz
huxp¢åL¡­m nl£l J j­el ­k f¢lhaÑe ­cM¡ k¡u a¡­a B­d¡ B­d¡ Lb¡ eÉ¡L¡¢j, f¡L¡ Lb¡ SÉ¡W¡¢j Hhw
AfË­u¡Se£u ­h¢n Lb¡ fËNmia¡l ¢ecnÑe h­m ¢Q¢q²a quz HC hu­pl ­R­m­cl qW¡v ­h­s JW¡l j­dÉ
­L¡­e¡ ­n¡i¡ b¡­L e¡z a¡l¡ L¡­SJ m¡­N e¡z °nn­hl m¡¢maÉ, Lãü­ll ¢jøa¡, ­k±h­el ­p±¾ckÑ ­L¡eV¡C
a¡l b¡­L e¡z g­m ü¡i¡¢hL A¢eh¡kÑ ­c¡o œ¥¢VJ ApqÉ ØfdÑ¡ h­m ¢h­h¢Qa quz Hph L¡l­Z A­e­LC H­cl¡
Bfc j­e L­lz a¡C ­mML ­a­l¡-­Q¡Ÿ hR­ll ­R­m­cl "h¡m¡C' h­m­Rez
3z “j¡ HMe Bj¡l R¥¢V q­u­R, j¡ HMe B¢j h¡¢s k¡¢µRz”-
(i) Lb¡…¢m ­L, LMe h­m­R ?
(ii) fË­nÀ ‘R¥¢V’ Lb¡¢Vl ­cÉ¡ae¡ L£i¡­h fËL¡¢na q­u­R, a¡ ­h¡T¡J ?
Ešl -
(i) ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa ‘R¥¢V’ N­Òfl ­L¾cÊ£u Q¢lœ g¢VL HLb¡ a¡l ­pÀqju£ j¡­ul E­Ÿ­nÉ
h­m­Rz g¢V­Ll Ap¤¤ÙÛa¡l pwh¡c ö­e a¡l j¡ NË¡j ­b­L nql LmL¡a¡u B­pe Hhw T­sl j­a¡ O­l
fË­hn L­l EµQü­l ­n¡L Ll­a b¡­Le J g¢V­Ll nkÉ¡l Efl BR¡s ­M­u f­sez Hje pju g¢VL fËQ™
SÆ­ll ­O¡­l h­m ­k a¡l R¥¢V q­u­R, h¡¢s k¡Ju¡l pju q­u­Rz ­p h¡¢s k¡­µRz
(ii) g¢VL üaxØg¨aÑi¡­h j¡j¡l p­‰ NË¡j ­R­s nq­l H­p¢Rmz ¢L¿¹¥ nq­ll S£h­el p­‰ ­p M¡f M¡C­u EW­a
f¡­l¢e Hhw d£­l d£­l j¡¢jl pwp¡­l ¢e­S­L AfË­u¡Se£u J Af¡w­š²u h­m j­e L­lz ­n­o g¢VL h¡¢s
k¡Ju¡l SeÉ A¢ÙÛl q­u f­sz HL¢ce fËhm hª¢ø­a ¢i­S ­p SÆ­l Bœ²¡¿¹ quz ¢Q¢Lvp¡l f­lJ a¡l SÆl
p¡l¡l ­L¡e mrZ ­cM¡ k¡u¢ez j­el Ah­Qae Ù¹­l ­k Lb¡ hý¢ce d­l S­j¢Rm, SÆ­ll fËm¡­fl ­O¡­l ­pC
pjÙ¹ Lb¡ ­h¢l­u B­pz R¥¢Vl ­k BL¡´r¡ h¡lh¡l a¡l j­e q­u­R, a¡ ­ke jªaÉ¥l j­dÉ ¢c­u h¡Ù¹h¡¢ua
q­u­Rz H a¡l ¢Ql-R¥¢Vl ­c­n k¡œ¡ - ­p ­ke ¢Ql¢c­el SeÉ h¡¢s Q­m k¡­µRz H R¥¢V a¡l S£h­el j¤¢š²l
h¡aÑ¡ h­u H­e­Rz
4z “HC­V g¢V­Ll ph­Q­u h¡¢Saz”-
(i) g¢VL ­L ?
(ii) ­p LmL¡a¡u L¡l h¡¢s­a H­p¢Rm ?
(iii) ­L¡e ¢hou¢V ­Le g¢V­Ll j­e ph­Q­u h¡Sa h­m a¥¢j j­e Ll ?
Ešl -
(i) B­m¡QÉ Awn¢V ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa ‘R¥¢V’ e¡jL NÒf ­b­L Nªq£az HC N­Òfl ­L¾cÊ£u
Q¢lœ qm g¢VLz g¢VL ¢Rm a¡l NË¡­j pjhup£ h¡mL­cl pcÑ¡lz
(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM -I-2024-25 PAGE 3 of 6)
(ii) ­a­l¡-­Q±Ÿ hR­ll g¢VL a¡l NË¡­jl h¡¢s, j¡ Hhw i¡C j¡Me­L ­R­s LmL¡a¡u j¡j¡l h¡¢s­a H­p¢Rm
fs¡­n¡e¡l SeÉz
(iii) g¢VL­L LmL¡a¡u ¢e­u Bp¡l B­N fkÑ¿¹ ¢hnÄñlh¡h¤ a¡l Ù»£­L ¢LR¥ S¡e¡e¢ez j¡¢jl pwp¡­l g¢VL HL
h¡s¢a ­h¡T¡ q­u f­s¢Rmz g¢V­Ll fË¢a a¡l j¡¢jl ­L¡­e¡ ­pÀq h¡ i¡­m¡h¡p¡ ¢Rm e¡z a¡lfl nq­ll
­m¡­L­cl L¡­R ­p ¢Rm ­a­l¡-­Q¡Ÿ hR­ll NË¡jÉ A¢n¢ra ­R­mz j¡¢jl ­pÀqq£e ­Q¡­M g¢VL HLV¡ c¤NËÑ­ql
j­a¡ ¢Rmz Q¡¢l¢c­Ll HC ­pÀqn§eÉ ¢hl¡N f­c f­c a¡­L L¡yV¡l j­a¡ ¢hydaz j¡¢j k¢c g¢VL­L ­L¡e L¡S
Ll­a hm­ae g¢VL j­el Be­¾c kaV¡ Ll¡ clL¡l a¡l ­b­L ­h¢n L­l ­gm­a¡z a¡lfl j¡¢j H­p
g¢V­Ll Evp¡q cje Ll­ae, aMe g¢V­Ll j¡e¢pL Eæ¢al fË¢a j¡¢jl a¡¢µRmÉ a¡l AaÉ¿¹ ¢eù¥l A¢hQ¡l
h­m j­e q­a¡z
5z “­hn L­lR, B¢j ­a¡j¡u j¡­pl j­dÉ f¡yQh¡l hC ¢L­e ¢c­a f¡¢l­ez”-
(i) L¡l ­mM¡ ­L¡e lQe¡l A¿¹NÑa ? ­L¡e fËp­‰ HLb¡ hm¡ q­u­R ?
(ii) hš²¡l HCl©f j¿¹­hÉl L¡lZ hÉ¡MÉ¡ Llz
Ešl -
(i) ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa ‘R¥¢V’ N­Òfl ­b­L B­m¡QÉj¡e Awn¢V Nªq£az
‘R¥¢V’ N­Òfl ­L¾cÊ£u Q¢lœ g¢VL fËaÉ¿¹ NË¡j ­b­L nql LmL¡a¡u j¡j¡h¡¢s H­p¢Rmz ­p ¢Rm fs¡­n¡e¡u
Aje­k¡N£ J ­mM¡fs¡l ¢ho­u Ec¡p£ez ­p ú¥­m fs¡­n¡e¡ ¢LR¥C f¡la e¡z a¡l Efl ­p hC q¡¢l­u ­g­mz
­p hC q¡¢l­u ea¥e hC ¢L­e ­cJu¡l Lb¡ hm­a ­N­m j¡¢j ¢hlš² q­u B­m¡QÉ E¢š²¢V L­l­Rz
(ii) NË¡j S£h­el Ah¡d R¥¢Vl f¢l­hn ­b­L g¢VL­L Be¡ q­u¢Rm eNl S£h­el hÜa¡l f¢l­h­nz Bh¡l j¡¢jl
pwp¡­l ­p ¢Rm Ae¢i­fËaz j¡¢jl ¢eSü pwp¡­ll hm­u g¢V­Ll HC Ef¢ÙÛ¢a j¡¢j ­j­e ¢e­a f¡­le¢e hlw
¢hlš² q­u¢R­mez j¡¢jl ­pC ¢hl¢š²l fËL¡n h¡l h¡l g¢V­Ll p¡j­e OV­a b¡­Lz k¡ g¢VL­L A¿¹­l A¿¹­l
Bqa L­l ­a¡­mz Bh¡l ú¥m S£he ¢Rm g¢V­Ll L¡­R c¤¢hÑoqz ú¥­ml fs¡öe¡u ­p je ¢c­a f¡la e¡z
­L¡­e¡ fs¡ ­p ­kje h¤T­a f¡la e¡, ­aje j¡ØV¡ljn¡C fs¡ dl­m ­p ­L¡e Ešl ¢c­a f¡la e¡z
Hja¡hÙÛ¡u ­p ú¥­ml hCJ q¡¢l­u ­g­mz gma j¡ØV¡ljn¡C a¡­L ¢ecÑui¡­h fËq¡l Ll­a b¡­Lez e¡e¡fËL¡l
¢alú¡l L­lez ­n­o h¡dÉ q­u g¢VL a¡l j¡¢j­L ea¥e hC ¢L­e ¢c­a h­mz g¢V­Ll Ef¢ÙÛ¢a Hj¢e­aC
j¡¢j ­L¡­e¡¢ce ­j­e ¢e­a f¡­le¢ez HlC j­dÉ ­p hC q¡¢l­u ­gm¡l L¡l­Z ea¥e hC ¢L­e ­cJu¡l Lb¡
S¡e¡­m ¢hl¢š² J AfËpæa¡u j¡¢j Lb¡…­m¡ h­m¢R­mez
6z “f¡¢bÑh ­N±l­hl eÉ¡u Cq¡l Be¤o¢‰L ­k ¢hf­cl pñhe¡ B­R, a¡ a¡q¡l ¢Lwh¡ Bl L¡q¡lJ j­e Ecu qu
e¡Cz”-
(i) ‘a¡q¡l’ hm­a L¡l Lb¡ hm¡ q­u­R ? ‘f¡¢bÑh ­N±lh’ hm­a ¢L hm¡ q­u­R ?
(ii) B­m¡QÉ Aw­nl a¡vfkÑ ­mMz
Ešl -
(i) lh£¾cÊe¡b W¡L¥l l¢Qa ‘R¥¢V’ NÒf ­b­L ­eJu¡ Aw­n ‘a¡q¡l’ hm­a N­Òfl ­L¾cÊ£u Q¢lœ g¢V­Ll i¡C
j¡Mem¡­ml Lb¡ hm¡ q­u­Rz
‘f¡¢bÑh’ Lb¡¢Vl AbÑ fª¢bh£ pÇf¢LÑa h¡ S¡N¢aLz Bl ­N±lh Lb¡l B¢id¡¢eL AbÑ N¢lj¡ h¡ jkÑ¡c¡z p¤¤al¡w
‘f¡¢bÑh ­N±lh’ hm­a S¡N¢aL pÇj¡e hª¢Ül Lb¡ ­h¡T¡­e¡ q­u­Rz E¢õ¢Ma Aw­n ec£l a£­l n¡mL¡­ù
AhÙÛ¡ela j¡M­el j¡e¢pL AhÙÛ¡l ¢c­L mrÉ ­l­M ­mML HC j¿¹hÉ L­l­Rez j¡Me j­e L­l¢Rm n¡mL¡­Wl
…y¢s p­ja a¡­L N¢s­u ¢c­m a¡l S¡N¢aL j¡e hª¢Ü f¡­hz HV¡ a¡l L¡­R HLV¡ ­N±lh h¡ pÇj¡­el ¢houz
(ii) N­Òfl ­L¾cÊ£u Q¢lœ g¢VL J a¡l p¡b£­cl j¡b¡u HL¢ce HL ea¥e ­Mm¡l Ecu quz ec£a£­l f­s b¡L¡
n¡mL¡­Wl …y¢s N¢s­u ¢LR¥c§­l ¢e­u k¡Ju¡l ­Mm¡u HC ­R­ml¡ ­j­a EW­a Q¡uz Hje pju g¢V­Ll i¡C
j¡Me ­pC …y¢s¢V­a ­Q­f h­pz h¡mL­cl ­Mm¡u ¢hOÀ Ef¢ÙÛa quz œ²¥Ü g¢VL j¡Me­L e¡e¡i¡­h hm¡l flJ
­p …y¢s¢V ­b­L pl­a Q¡u e¡z aMe g¢V­Ll j¡b¡u ea¥e ­Mm¡l Ecu quz h¡mL­cl ­p h­m j¡Me­L pq
a¡l¡ …y¢s¢V N¢s­u ­c­hz j¡Me flj Kc¡p£­eÉl i¡h ­c¢M­u …y¢s¢V­a h­p j­e j­e i¡h­a b¡­L H­a a¡l
(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM -I-2024-25 PAGE 4 of 6)
­N±lh B­Rz ¢L¿¹¥ …y¢s¢V N¢s­u ­N­m a¡l f­s ¢N­u ­k ¢hf­cl pñhe¡ b¡L­a f¡­l ­pV¡ ­p ¢h­hQe¡
L­l¢ez Hlfl ­R­ml cm j¡Me­Lpq …y¢s¢V N¢s­u ­cuz …y¢s¢V Ns¡­a öl¦ Ll­m j¡Me i¨¢jp¡v qu Hhw
hÉb¡ f¡uz ­p E­W c¡c¡l Efl T¡y¢f­u f­s Hhw ¢c¢NÄ¢cL ‘¡en§eÉ q­u j¡l­a b¡­L J ­n­o L¡yc­a L¡yc­a
h¡¢s Q­m k¡uz Bp­m ¢L­n¡l j¡M­el ­pC h¡Ù¹h h¤¢Ü qu¢e ­k, HLV¡ …y¢s N¢s­u ­N­m ­p f­s k¡­hz HC
A¢h­hQe¡ ­b­L N¢s­u k¡Ju¡ …y¢s¢Vl p¡­b a¡lJ Ns¡­e¡¢V­LJ ­p S¡N¢aL pÇj¡ehª¢Ü ­i­h i¥m L­l¢Rmz
­pC i¥­ml j¡ömJ a¡­L i¨f¢aa q­u ¢c­a q­u­Rz

7z “Ah­n­o ­L¡b¡J e¡ f¡Cu¡ ¢hnÄñlh¡h¤ f¤¢m­n Mhl ¢c­mez”

(i) ¢hnÄñlh¡h¤ ­L ?
(ii) ¢a¢e L¡­L e¡ ­f­u f¤¢m­n Mhl ¢c­me ?
(iii) a¡lfl ¢L O­V¢Rm ?
Ešl-
(i) ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa "R¥¢V' N­Òfl ­L¾cÊ£u Q¢lœ g¢V­Ll j¡j¡ q­me ¢hnÄñlh¡h¤z
(ii) Ap¤¤ÙÛ h¡mL g¢VL SÆlNËÙ¹ nl£­l j¡¢jl Efl Ae¡hnÉL SÆ¡m¡ae q­h ­i­h L¡E­L ¢LR¥ e¡ S¡¢e­u j¡j¡l
LmL¡a¡l h¡¢s aÉ¡N L­lz H¢c­L fl¢ce pL¡­m g¢VL­L e¡ ­f­u ¢hnÄñlh¡h¤ f¤¢m­n Mhl ¢c­mez
(iii) ­k¢ce g¢VL ¢el¦¢Ÿø qu ­p¢ce l¡a ­b­L j¤omd¡­l nË¡h­Zl hª¢ø fs¢Rmz g­m g¢V­Ll ­M¡yS Ll­a ¢N­u
­m¡LSe­L AebÑL ¢iS­a q­u¢Rmz pjÙ¹ ¢c­el fl påÉ¡l pju HLV¡ N¡¢s H­p ¢hnÄñlh¡h¤l h¡¢sl p¡j­e
c¡ys¡mz aMeJ T¥fT¡f L­l A¢hnË¡j hª¢ø fs¢Rm, l¡Ù¹¡u HLq¡yV¥ Sm c¡y¢s­u ¢N­u¢Rmz c¤CSe f¤¢m­nl ­m¡L
N¡¢s ­b­L g¢VL­L dl¡d¢l L­l e¡¢j­u ¢hnÄñlh¡h¤l L¡­R ¢e­u B­pz aMe g¢VL BfcjÙ¹L ¢i­S ¢Rm,
phÑ¡­‰ L¡c¡, j¤M-­Q¡M m¡m q­u ¢N­u¢Rm, blbl L­l L¡yf¢Rm SÆlNËÙ¹ nl£­lz ¢hnÄñlh¡h¤ a¡­L fË¡u ­L¡­m
L­l O­ll ¢ia­l ¢e­u k¡ez j¡¢j g¢VL­L ­c­M ¢hlš² q­u a¡­L h¡¢s f¡¢W­u ¢c­a h­mez H¢c­L SÆl
BlJ ­h­s k¡Ju¡u g¢VL fËm¡f hL­a b¡­Lz ¢hnÄñlh¡h¤ aMe ¢Q¢LvpL ­X­L B­ee J Ap¤¤ÙÛ g¢V­Ll
L¡­R h­p b¡­Lez
8z “­a¡l j¡­L Be­a f¡¢W­u¢Rz”
(i) ­L L¡­L HLb¡ h­m­R ?
(ii) LMe h­m­R ?
(iii) ­L¡e f¢l¢ÙÛ¢a­a a¡l j¡­L Be­a f¡W¡­e¡ q­u¢Rm ?
Ešl-
(i) h¡wm¡ ­R¡­V¡N­Òfl l©fL¡l lh£¾cÊe¡b W¡L¥­ll "R¥¢V' N­Òf g¢VL­Ll j¡j¡ ¢hnÄñlh¡h¤, N­Òfl ­L¾cÊ£u Q¢lœ
g¢VL­L HLb¡ h­m­Rez
(ii) SÆlNËÙ¹ nl£­l fËm¡f hL¡l pju g¢VL h¡lh¡l j¡­ul Lb¡ hm­m, ¢hnÄñlh¡h¤ aMe a¡­L HLb¡ h­m­Rez
(iii) Ap¤¤ÙÛ h¡mL g¢VL SÆlNËÙ¹ nl£­l j¡¢jl Efl Ae¡hnÉL SÆ¡m¡ae q­h ­i­h L¡E­L ¢LR¥ e¡ S¡¢e­u j¡j¡
¢hnÄñlh¡h¤l LmL¡a¡l h¡¢s aÉ¡N L­lz H¢c­L fl¢ce pL¡­m g¢VL­L e¡ ­f­u ¢hnÄñlh¡h¤ f¤¢m­n Mhl
¢c­mez pjÙ¹ ¢c­el fl påÉ¡l pju A¢hnË¡j hª¢øl j¡­T c¤CSe f¤¢m­nl ­m¡L N¡¢s ­b­L g¢VL­L dl¡d¢l
L­l e¡¢j­u ¢hnÄñlh¡h¤l L¡­R ¢e­u B­pz aMe g¢VL BfcjÙ¹L ¢i­S ¢Rm, phÑ¡­‰ L¡c¡, j¤M-­Q¡M m¡m
q­u ¢N­u¢Rm, blbl L­l L¡yf¢Rm SÆlNËÙ¹ nl£­lz Hlfl SÆ­ll ¢hL¡­l g¢VL p¡l¡l¡a i¥m hL­a b¡­Lz
¢hnÄñlh¡h¤ a¡l fËm¡f ö­e h¤T­a f¡­le Ap¤¤ÙÛ g¢VL j¡­ul L¡­R ­k­a ­Q­u¢Rmz fl¢ce ¢c­el ­hm¡­aJ
g¢VL ¢LR¥r­Zl SeÉ p­Qae q­u a¡l j¡­L ­cM­a Q¡C¢Rmz a¡C HC f¢l¢ÙÛ¢a­a g¢V­Ll j­el i¡h h¤­T
a¡­L p¤¤ÙÛ L­l ­a¡m¡l SeÉ ¢hnÄñlh¡h¤ a¡l j¡­L Be­a f¡¢W­u¢R­mez

(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM -I-2024-25 PAGE 5 of 6)

9z “HC j­e L¢lu¡ a¡l j¡­ul Efl AaÉ¿¹ A¢ij¡e Ef¢ÙÛa qCm”
E¢Ÿø hÉ¢š²l ­L¡e Lb¡u j¡­ul Efl A¢ij¡e q­u¢Rm ?
E :- lh£¾cÊe¡b W¡L¥l l¢Qa "R¥¢V' NÒf ­b­L ­eJu¡ B­m¡QÉ Aw­n N­Òfl ­L¾cÊ£u Q¢lœ g¢V­Ll Lb¡ hm¡ q­u­Rz
g¢VL ¢Rm fs¡­n¡e¡u Aj­e¡­k¡N£ Hhw c¤l¿¹z ­p ­üµR¡u a¡l j¡j¡l q¡a d­l LmL¡a¡u B­p fs¡­n¡e¡
¢nM­az ¢L¿¹¥ ­pM¡­e ¢N­u ­p a¡l j¡j¡l pwp¡­l ¢e­S­L j¡¢e­u ¢e­a f¡­l¢ez a¡l Ef¢ÙÛa hup AbÑ¡v
­a­l¡ - ­Q¡Ÿ hRl hu­pl ­R­m­cl j­e phÑc¡ ­pÀq, pq¡e¤i¨¢a J fËnwp¡l BL¡´r¡ b¡­Lz HpLm ­b­L ­p
h¢’az a¡l j¡¢jl ­pÀqn§eÉ ¢hl¡N f­c f­c a¡­L L¡yV¡l j­a¡ ¢hydaz ­p œ²­j ¢e­S­L a¡l j¡¢jl pwp¡­l
AfË­u¡Se£u j­e Ll­a b¡­Lz ­p fs¡­n¡e¡u Eæ¢a Ll­a f¡­l¢e hlw j¡e¢pL AaÉ¡Q¡l a¡l A¢ÙÛl ¢nö
j­e BO¡­al ByQs ­L­V­Rz a¡l j¡ a¡­L ­Le f¡¢W­u­R HC fË­nÀ a¡l j¡­ul fË¢a a¡l A¢ij¡e S¡­Nz
a¡C a¡l j­e qu Hl ¢fR­e ­L¡­e¡ e¡ ­L¡­e¡ i¡­h a¡l j¡-C c¡u£z
10z “­Le h¡f¤ f­ll ­R­m­L ¢e­u ­Le H LjÑ­i¡Nz”-
HC E¢š²l B­m¡­L hš²¡l Q¢lœ ¢h­nÔoZ Llz
E :- lh£¾cÊe¡b W¡L¥l l¢Qa R¥¢V N­Òf Aj­e¡­k¡N£ J c¤l¿¹ g¢VL­L ­mM¡fs¡ ¢n¢M­u j¡e¤o Ll¡l SeÉ a¡l j¡j¡
Ù»£l p¡­b ­L¡­e¡ fl¡jnÑ R¡s¡C LmL¡a¡u ¢e­Sl h¡¢s­a ¢e­u B­pz g­m Ae¡hnÉL f¢lh¡l hª¢Ü­a j¡¢j
l£¢aja Ap¿¹¥ø quz ¢e­Sl ¢ae p¿¹¡e b¡L¡ p­šÄJ a¡­cl pjhu¢p Bl HL¢V NË¡jÉ ­R­ml BNje j¡¢j ¢WL
­j­e ¢e­a f¡­l¢ez ¢ce ¢ce a¡l fË¢a j¡¢jl Ah­qm¡ h¡s­aC b¡­Lz g¢VL j¡¢jl pwp¡­l ¢e­S­L ­h¡T¡
i¡h­a öl¦ L­lz Hja¡hÙÛ¡u HL¢ce SÆl N¡­u g¢VL j¡j¡lh¡¢s aÉ¡N L­lz ¢c­el ­n­o f¤¢mn Bf¡cjÙ¹L
­iS¡, phÑ¡­‰ L¡c¡, ­Q¡M j¤M lš²hZÑ AhÙÛ¡u g¢VL­L j¡j¡l h¡¢s ¢e­u B­pz aMe g¢V­Ll fË¢a j¡j¡l ­pÀq,
¢Q¿¹¡ J avfla¡ ­c­M j¡¢j B­m¡QÉ E¢š²¢V L­lz
B­m¡QÉ Aw­n j¡¢j a¡l ¢e­Sl p¿¹¡e J pwp¡­ll fË¢a kaÀh¡e q­mJ, a¡­L ¢eù¥l, q©cuq£e J ü¡bÑfl h­mC
j­e q­u­Rz
11z “j¡Me j­e L¢lm Cq¡­a a¡q¡l ­N±lh B­Rz” - ­L¡e ¢ho­u j¡Me a¡l ­N±lh B­R h­m j­e L­l ?
Ešl : ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥­ll ­mM¡ "R¥¢V' N­Òf g¢VL J a¡l p‰£-p¡b£l¡ ec£l d¡­l fËL¡™ n¡mL¡W¢V
N¢s­u ¢e­u k¡Ju¡l ­Mm¡u kMe ­j­a J­W aMe j¡Me a¡l Efl ­Q­f h­pz h¡mL p¤¤mi Qfma¡u c¡c¡­cl
­Mm¡u h¡d¡ °a¢l Ll¡C ¢Rm a¡l ­N¡fe E­ŸnÉz H¢c­L c¡c¡ p¤¤mi rja¡ ­cM¡­e¡l LaÑ­hÉ g¢VL L«¢œj
n¡pe ­cM­mJ a¡l j­e Bl HL¢V ­Mm¡l Ecu quz ­p fËÙ¹¡h ­cu j¡Me­L p¤¤Ü JC L¡W N¢s­u ¢e­u
k¡Ju¡lz L¡­Wl Efl ¢e­S h­p b¡L­h Bl c¡c¡ J a¡l hå¥l¡ a¡­L N¢s­u ¢e­u k¡­h HC ¢hou¢V a¡C
j¡M­el L¡­R ­N±lh h­m j­e q­u¢Rmz L¡lZ, Hlj­dÉ l¡S¡ J fËS¡ p¤¤mi AhÙÛ¡­el p§rÈ i¡he¡¢V l­u­Rz

h¡¢sl L¡S :
1z “­cJu¡­ml j­dÉ BVL¡ f¢su¡ ­LhmC a¡q¡l ­pC NË¡­jl Lb¡ j­e f¢saz”
L¡l pð­å HC E¢š² ? ­L¡e f¢l¢ÙÛ¢a­a a¡l Hl©f AhÙÛ¡ q­u¢Rm ? ­Le a¡l je A¢ÙÛl q­u EWa ?
2z “j¡¢j HC hÉ¡­j¡V¡­L ­k L£l©f HLV¡ AL¡lZ Ae¡hnÉL SÆ¡m¡ae ül©f ­c¢M­h, a¡q¡ ­p Øfø Efm¢ì
L¢l­a f¡¢lmz”
L¡l HCl©f Efm¢ì q­u¢Rm ? HCl©f Efm¢ìl ¢fR­e NÒfL¡l ­k k¤¢š²…¢m ¢c­u­Re, a¡ L£ p¢WL j­e
Ll ? ­a¡j¡l ja¡ja c¡Jz
3z “Cq¡l ­L¡­e¡ Afj¡­e a¡q¡l¡ AeÉ¡eÉ h¡m­Ll ­Q­u ­ke hmf§hÑL ­h¢n L¢lu¡ B­j¡c fËL¡n L¢laz”
L¡l¡, ­Le Hje BQlZ L¢la ? Hje BQl­Zl ¢fR­e a¡­cl ­L¡e j¡e¢pLa¡ L¡S Lla h­m a¥¢j j­e
Ll ?

(CLASS-IX/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT -01/TERM -I-2024-25 PAGE 6 of 6)

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-IX
ASSIGNMENT-02, (TERM I-2024-25)
SUBJECT:- SANSKRIT 2L
TOPIC – संख्या –परिचयः , उपसर्ग, प्रत्ययः
__________________________________________________________________________

*संख्या परिचयः

संख्या पुल्लिङ्गः स्त्रीलिङ्गः नपुंसकलिङ्गः

१ एकः एका एकम्
२ द्वौ द्वे द्वे
३ त्रयः लिस्त्रः त्रीलि
४ चत्वािः चिस्त्रः चत्वारि

संख्या पुल्लिङ्गः स्त्रीलिङ्गः नपुंसकलिङ्गः

५ पञ्च पञ्च पञ्च

*ध्यािव्यः (Note) -

संस्कृि में संख्या का रुप एक से चाि िक िीन ं लिङ्ग ं में अिग -अिग (लिन्न-लिन्न) ह िे हैं ,

िेलकन पााँच से संख्या िीन ं लिंङ्ग ं में समान चििे हैं ।

यथा – एकः बािकः एका बालिका एकं फिम्

*प्रश्नालन -

(क)वेदाः ----------------------------- सल्लि ।[4] चत्वािः /चिस्त्रः /चत्वारि

(ख)ित्र गृहाि् बलहः --------------वृक्ाः सल्लि ।[3] त्रयः / लिस्त्रः / त्रीलि

(ग)अहम् ----------------- पुष्पालि अपश्यम्।[3] त्रीलि / त्रयः / लिस्त्रः

(घ)मम गृहे ------------------ कुक्कुिौ स्तः ।[2] द्वौ /द्वे

(ङ)एकल्लिन् सप्ताहे ------ लदनालन िवल्लि ।[7] सप्त / सप्ताः

(च) वृक्े ----------------------वानिाः सल्लि । [4]चत्वािः /चिस्त्रः /चत्वारि

(छ) गजस्य --------------------- पादाः आसन् । [4]चत्वािः /चिस्त्रः /चत्वारि

(ज) सः ------------------ कुक्कुिः अपश्यि् ।[3]त्रीलि / त्रयः / लिस्त्रः

(झ) मम गृहे ---------------------- शुकौ स्तः ।[2]द्वौ /द्वे

(ञ)लशवस्य ------------------- नेत्रालि सल्लि।[3]त्रीलि / त्रयः / लिस्त्रः

(CLASS-IX/ASSIGNMENT-02/SANSKRIT 2L/TERM-I 2024-25/ PAGE- 1 of 3)

व्याकिण खण्डम् (GRAMMAR PORTION)
उपसगग (PREFFIX)परििाषा - उपसगग वह शब्ांश है ज लकसी िी शब् के पूवग में िगकि या जुड़कि उसके मूि अथग
में परिविगन िा दे िा है एवं एक नए शब् का लनमागि कििा है । यथा –

उपसर्ग + शब्द = निनमगत शब्द

प्र + आिं ि = प्रािं ि

लव + हसलि = लवहसलि
अनु + गच्छलि =अनुगच्छलि
अलि + कि लि =अलिकि लि
अलि + उत्तमः = अत्युत्तमः
अलि + लिखलि = अलिलिखलि

प्रत्ययः (SUFFIX)
परििाषा - प्रत्ययः वह शब्ांश है ज लकसी िी शब् के अि में िगकि या जुड़कि उसके मूि अथग में परिविगन िा
दे िा है एवं एक नए शब् का लनमागि कििा है ।
संस्कृि व्याकििानुसाि प्रत्ययः
यथा -
क्त्वा - त्वा कि के अथग में
ल्यप् - य् कि के अथग में
िुमुन् - िुम् के लिए के अथग में
अनीयि् - अनीय चालहए एवं य ग्य के अथग में
िव्यि् - िव्य चालहए एवं य ग्य के अथग में
क्त - ि िूिकालिक
क्तविु - िवि् िूिकालिक PAST TENSE
शिृ - अि् हुआ/हुए के अथग में (पििैपदी)
शानच् - आन् हुआ/हुए के अथग में (आत्मनेपदी)

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क्त्वा - त्वा (कि के अर्ग में)*क्त्वाप्रत्ययः का प्रय ग किके केअथग में ह िा है।*क्त्वा प्रत्यय का प्रय ग पूवगकालिक
लिया के य ग मेंह िा है।
िािु (लिया) verb प्रत्ययः (SUFFIX) लनलमगि शब्ः अथगः
पठ् + क्त्वा पलठत्वा पढ़कि
खाद् + क्त्वा खालदत्वा खाकि
गम् + क्त्वा गत्वा जाकि
हस् + क्त्वा हलसत्वा हाँ सकि
लिख् + क्त्वा लिल्लखत्वा लिखकि
िाव् + क्त्वा िालवत्वा दौड़कि
िृ + क्त्वा िृत्वा िििकि (यादकि)

ल्यप् – य् (कि के अर्ग में)

*ल्यप्प्रत्ययः का प्रय ग किके केअथग में ह िा है ।*ल्यप् प्रत्यय का प्रय ग पूवगकालिक लिया के य ग मेंह िा है।
*ल्यप् प्रत्ययः से लनलमगि शब् के पूवग उपसगग जुड़ जािा है ।

उपसगगः िािु प्रत्ययः लनलमगि शब्ः अथगः

लव + ज्ञा ल्यप् लवज्ञाय जानकि
लव + हस् ल्यप् लवहस्य हाँ सकि
लव + लज ल्यप् लवलजत्य जीिकि
लव + लचि् ल्यप् लवलचिय स चकि
प्र + आप् ल्यप् प्राप्य प्राप्त किके
प्र + नम् ल्यप् प्रिम्य प्रिाम किके

िुमुन् – िुम् (के लिए के अथग में)

*िुमुन्प्रत्यय का प्रय ग के लिए के अथग में ह िा है ।*प्रत्यय का प्रय ग पूवगकालिक लिया के य ग मेंह िा है ।
िािु (लिया) प्रत्ययः लनलमगि शब्ः अथगः

पठ् + िुमुन् पलठिुम् पढ़ने के लिए

खाद् + िुमुन् खालदिुम् खाने के लिए

गम् + िुमुन् गंिुम् जाने के लिए

हस् + िुमुन् हलसिुम् हाँ सने के लिए

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DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – IX
SUBJECT-MATHEMATICS
ASSIGNMENT -2

TOPIC; NUMBER SYSTEM

Introduction
 Natural Numbers
Non-negative counting numbers excluding zero are called Natural Numbers.
N = 1, 2, 3, 4, 5, ……….
 Whole Numbers
All natural numbers including zero are called Whole Numbers.
W = 0, 1, 2, 3, 4, 5, …………….
 Integers
All natural numbers, negative numbers and 0, together are called Integers.
ℤ = – 3, – 2, – 1, 0, 1, 2, 3, 4, …………..
 Rational Numbers
The number ‘a’ is called Rational if it can be written in the form of r/s where ‘r’ and‘s’ are
integers and 𝑠 ≠ 0 and r and s are coprime.
Q = 2/3, 3/5, etc. all are rational numbers.
How to find a rational number between two given numbers?
To find the rational number between two given numbers ‘a’ and ‘b’:
 Example:
Find 2 rational numbers between 4 and 5.
Solution:
The required Rational number between 4 and 5 is .
 To find another number we will follow the same process again.

Hence the two rational numbers between 4 and 5 are and .

Note: There could be unlimited rational numbers between any two rational numbers.
 Irrational Numbers
The number ‘a’ which cannot be written in the form of p/q is called irrational, where p
and q are integers and q ≠ 0 or you can say that the numbers which are not rational are
called Irrational Numbers.
Example - √7, √11 etc.
 Real Numbers
All numbers including both rational and irrational numbers are called Real Numbers.
R = – 2, – (2/3), 0, 3 and √2

(CLASS IX/ASSIGNMENT -02/ 2024-25 /Page 1 of 4)

Real Numbers and their Decimal Expansions
1. Rational Numbers
If the rational number is in the form of a/b then by dividing a by b we can get two situations.
a. If the remainder becomes zero
While dividing if we get zero as the remainder after some steps then the decimal expansion of
such number is called terminating.
Example:
7/8 = 0.875
b. If the remainder does not become zero
While dividing if the decimal expansion continues and not becomes zero then it is called non-
terminating or repeating expansion.
Example:
1/3 = 0.3333….= 0. 3
Hence, the decimal expansion of rational numbers could be terminating or non-terminating
recurring and vice-versa.
2. Irrational Numbers
If we do the decimal expansion of an irrational number then it would be non –terminating,
non-recurring and vice-versa. i.e. the remainder does not become zero and also not repeated.
Example:
π = 3.141592653589793238……
Operations on Real Numbers
1. The sum, difference, product and quotient of two rational numbers will be rational.
2. If we add or subtract a rational number with an irrational number then the outcome will be
irrational.
3. If we multiply or divide a non-zero rational number with an irrational number then also the
outcome will be irrational.
4. The sum, difference, product and quotient of two irrational numbers could be rational or
irrational.
Identities Related to Square Roots
If p and q are two positive real numbers

Rationalizing the Denominator

Rationalize the denominator means to convert the denominator containing square root term
into a rational number by finding the equivalent fraction of the given fraction.
For which we can use the identities of the real numbers.
Example:
(CLASS IX/ASSIGNMENT -02/ 2024-25 /Page 2 of 4)
Rationalize the denominator of 7/(7- √3).
Solution:

We will use the identity here.

Laws of Exponents for Real Numbers

If we have a and b as the base and m and n as the exponents, then
1. am × an =a m+n
2. (am )n = a mn
3. am bm = (ab)m
4. a0 = 1
5. a1 = a
6. 1/an = a -n
etc.

Example:
Simplify the expression (2𝑥 𝑦 )(3𝑥𝑦 ) .
Solution:
Here we will use the law of exponents:
am × an =a m+n and (am )n = amn
(2x 3 y4 )(3xy5 )2
(2x 3 y4 )(3 2 x 2 y10 )
18 x 3 . x 2 . y4 . y10
18. x 3+2 . y4+10
18x 5 y14
WORKSHEET:
1. Is 0(zero) a rational number. Justify your answer.
2. Write five rational number between 99 and 100.
3. Insert five rational number between & .
4. Express in the form of , where p, q are integers and q≠0:
a) 10.032 b) 3.425 c) 0.065
5. Represent on the number line:
a) √10 b) √13 c) √20
× × ( )
6. If ×
= , prove that m – n = 1.
7. Add 4√2 + 6√3 & (3√2 − 2√3)
8. Find an irrational number between -2 and -1.
9. Write two irrational numbers between 0.2 & 0.21

10. Prove that × × =1

11. Find the value of 𝑥 if 64 =4×8
12. Prove that + =1

(CLASS IX/ASSIGNMENT -02/ 2024-25 /Page 3 of 4)

× × ( )
13. If 𝑥 = 2 and = 360, find the value of 𝑦.
14. Express 1.32 + 0. 35 as a fraction in simple form.
15. Express 1.32 − 0. 35 + 0.42 as a fraction in simple form.

(CLASS IX/ASSIGNMENT -02/ 2024-25 /Page 4 of 4)

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT - 02 (2024-25)
SUBJECT- PHYSICS

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

(CLASS-IX /ASSIGNMENT -01/2024-25 PAGE- 1 of 2)

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.

(CLASS-IX /ASSIGNMENT -01/2024-25 PAGE- 2 of 2)

A driver of a car travelling at 52 km h-1 applies the brakes and accelerates uniformly in the opposite
direction. The car stops in 5 s. Another driver going at 3 km h-1 in another car applies his brakes
Q8
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?
(CLASS-IX /ASSIGNMENT -01/2024-25 PAGE- 3 of 2)
(e) Find the distance travelled in first 8 hours.

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(CLASS-IX /ASSIGNMENT -01/2024-25 PAGE- 4 of 2)

DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2024-25
ASSIGNMENT – II
SUBJECT-CHEMISTRY CLASS: IX
CHAPTER - MATTER IN OUR SURRONNDINGS

CONTENT :
 DIFFUSION
The particles which constitute a matter are constantly moving, leading to the intermixing of particles of matter
on their own with each other. This intermixing of particles of different types of matter on their own is called
diffusion.
The rate of diffusion increases with temperature. On increasing temperature, the kinetic energy of the particles
increases. This leads to an increase in their motion.
Some Examples of Diffusion:

 The fragrance of the lighted incense stick can be felt even from a distance. It is concluded that particles
released by the burning incense stick spread over a large area and intermix with air particles as they are in
continuous motion.
 After adding a drop of red or blue colour ink to a glass beaker, in due course of time the colour of the ink
spreads evenly to make the water the same colour. It is concluded that the particles of ink are in continuous
motion and intermix with water particles.
 Gases have strong tendency to diffuse. When two gases are brought in contact, the particles of one gas goes
in between the empty spaces of the other gas.
Particles of Matter attract each other

 The particles of matter are always held together because of a force of attraction between them.
The amount of this force between the particles varies in different forms of matter.
Solids have the highest force of attraction. That is why we cannot move our hands through a solid object.
The particles are so tightly bound.
Similarly, particles of gases have the least force of attraction in them. We can move our hands easily in the air.
This is because the particles of air are loosely bound.
We can also move our hands through water or liquid matter but not as freely as we can in the air. This means
that they are also loosely bound to some extent.
We can arrange the force of attraction between different types of matter (solids, liquids, and gases) in increasing
order as:
Gas < Liquid < Solids
 For example chalk, brick and iron nail: it is very easy to break chalk, difficult to break a brick and extremely
difficult to break an iron nail.States of matter
On the basis of physical properties – matter is classified into solids, liquids and gases.

1
HOME ASSIGNMENTS

Q1. How does rate of diffusion vary with temperature?

Q2. Why the fragrance of the lighted incense stick can be felt even from a distance?

Q3. Why we cannot move our hands through a solid object ?

Q4. Give reason: We can move our hands easily in the air.

Q5. Give two examples of each state of matter.

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

2
DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2024-25
ASSIGNMENT – 2 (TERM I)
CLASS: IX
SUBJECT: BIOLOGY
_______________________________________

TOPIC: THE FUNDMENTAL UNIT OF LIFE

SUB-TOPIC: What is a cell made up of?
What is the Structural Organisation of a cell?
Plasma Membrane or Cell Membrane
Nucleus
Functional Regions of Cell
1. Cell Membrane
2. Nucleus
3. Cytoplasm and organelles
Cell Boundaries
I. Cell Membrane or Plasma Membrane
(i) Cell membrane is outermost covering of each cell, forming a boundary of the cytoplasm. It consists of
lipids and proteins.
(ii) The cell membrane encloses the nucleus and cytoplasm of the cell.
(iii) In plant cells, the plasma membrane is present between the cytoplasm and cell wall, whereas in
animal cells it forms the boundary of the cytoplasm.
(iv) It is a living delicate selectively permeable membrane, regulating the movement of molecules inside
and outside the cell. It allows the entry and exit of selected molecules in and out of the cell.
Structure of Plasma Membrane
The most acceptable structure of cell membrane was proposed by Singer and Nicolson in 1972. They
named it as Fluid Mosaic Model of cell membrane. According to this model, lipids are arranged in two
layers called bilipid layers and proteins are arranged in a mosaic fashion. They have described this model
as “Protein icebergs in a sea of Lipids”. This model thus explains the dynamic and functional properties
of the membrane.

Transport Across the Membrane

(A) Passive Transport (without the utilization of energy)
1. Diffusion 2. Osmosis
1. Diffusion is the spontaneous movement of molecules from a region of its higher concentration to its
lower concentration till the equilibrium is reached.
Significance of diffusion
(i) Gaseous exchange between the leaves and air takes place on the principle of diffusion.
(ii) Transport of food through phloem is also based on this principle.
(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25 Page 1 of 4)
(iii) Loss of water from the plants (transpiration) is on the basis of this principle.
(iv) Movement of ions and solutes from one cell to another cell also involves this principle.
2. Osmosis is the passage of water from a region of high concentration through semi-permeable
membrane to a region of low water concentration. Osmosis is a pure mechanical diffusion process by
which cells absorb water without spending any amount of energy.
Significance of osmosis
(i) Water from the soil is absorbed by the roots and root hairs by the process of osmosis.
(ii) Water moves from one cell to another cell on the principle based on osmosis.
(B) Active Transport (with the utilization of energy)
1. Endocytosis 2. Exocytosis
1. Endocytosis is another mechanism by which substances enter the cell. It occurs by the invagination of
the cell membrane which forms small vesicles or food vacuoles. These get detached in the cytoplasm.
When the materials engulfed are solid, the process is called phagocytosis (meaning cell eating). When the
materials taken in are liquid, the process is called pinocytosis ( cell drinking).
2. Exocytosis is the reverse of endocytosis. It is the discharge of materials present in vesicles inside the
cell, by the fusion of these vesicles with the cell membrane.
Functions
(i) It acts as a mechanical barrier between the external and internal environment of the cell. And protects
the inner cell contents.
(ii) It regulates the movement of molecules in and out of the cell.
Certain gases like carbon dioxide and oxygen move across the cell membrane by a process called
diffusion, while others like water molecules move across by the process of osmosis.
II. Cell wall
Discovered by Robert Hooke
Cell wall is a rigid, non-living boundary wall outside the cell membrane in plant cells. Animal cells lack a
cell wall. It is mainly made up of a complex sugar called cellulose. It is permeable to water, solutes and
gases. In most fungi, cell wall is made up of chitin.
Cell wall in case of bacteria and blue green algae is characteristics in having a complex compound,
muramic acid complexed with proteinaceous chains (peptidoglycan).
Functions
(i) Cell wall provides rigidity, structural strength and definite shape to the cell.
(ii) It helps in transport of various substances across it.
Protoplasm (Essence of Life)
The entire matter found inner to the cell membrane is called as protoplasm. All the living components of
a cell lie in the protoplasm and perform their functions. The term Protoplasm was coined by Purkinje
(1839). It can be divided into 2 parts – nucleus and cytoplasm.
(A) Nucleus – It is a darkly stained structure generally present in the centre of the cell. It was discovered
by Robert Brown in 1833.
Structure – It is made up of the following four contents.
(i) Nuclear membrane/Nuclear envelope/Karyotheca – Nucleus is surrounded by two membranes, that
separates nucleoplasm from cytoplasm. The outer membrane is continuous with endoplasmic reticulum.
The nuclear membrane has minute pores. These are called nucleo-pores.
(ii) Nuclear sap/Nucleoplasm/Karyolymph – The part of protoplasm which is enclosed by nuclear
membrane contains chromatin threads and nucleolus.
(iii)Nucleolus – It is a spherical or oval body present within the nucleus. It is generally bigger in size in
those cells which are actively concerned with protein synthesis. It is more prominent in non-dividing
cells. It contains large amount of RNA and proteins; and also, a small amount of DNA. Nucleolus is a site
where ribosomes are found.
(iv) Chromatin thread – It is entangled mass of thread like structures. During cell division, the chromatin
material gets organized into chromosomes. These are rod-shaped structures. Chromosomes are made up
of DNA (Deoxyribose Nucleic Acid) and proteins. DNA is the master molecule and it controls all the
activities of the cell. Functional segments of DNA are called genes. Genes control the characters. On one
chromosome, many genes are present. Chromosomes are considered as “hereditary vehicle”. Heredity

(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25 Page 2 of 4)

means the transfer of characters from parents to the next generation. DNA has a double helix structure
given by Watson and Crick. It is mainly made of double strands formed by nitrogenous bases, (Adenine,
Cytosin, Guanine and Thyamin). Strands are joined by Hydrogen bonds between A & T, G & C. RNA
(Ribose Nucleic Acid) has a single strand. It has same nitrogenous bases except thyamin, RNA has uracil.

Functions of Nucleus
(i) It controls all the metabolic activities of the cell and regulates the cell cycle.
(ii) It helps in transmission of hereditary characters from parent to offspring.
(iii) Nucleus plays a central role in the cellular reproduction (division of single cell to form two cells).
(iv) Along with environment, nucleus also directs the chemical activities of the cell. This determines the
development and future form of the cell.

CBQ to be written in the classwork notebook.

Q1. How do substances like carbon dioxide (CO2) and water (H2O) move in and out of the cell?
Ans. Carbon dioxide (CO2) and water (H2O) move in and out of the cell by the processes diffusion and
osmosis. The process of movement of molecules of a substance from the region of their higher
concentration to the region of their lower concentration is called diffusion. CO2is a cellular waste
which gets accumulated in high concentration inside the cell.
In the cell’s external environment, the concentration of CO2 is low as compared to that inside the
cell. As soon as there is a difference of concentration of CO2 inside and outside a cell, CO2 moves
out of the cell from a region of high concentration, to a region of low concentration outside the
cell by the process of diffusion.
Water moves into and out of the cell from the region of its higher contentration to the region of its
lower concentration through a semi-permeable membrane by the process of osmosis.
Q2. What are the consequences of the following conditions?
(a) A cell containing higher water concentration than the surrounding medium.
(b) A cell having low water concentration than the surrounding medium.
(c) A cell having equal water concentration to its surrounding medium.
Ans. (a) A cell containing higher water concentration than the surrounding medium will lose water due
to exosomosis. The cell will ultimately shrink.
(b) A cell having low water concentration than the surrounding medium will gain water due to
endosmosis and the cell will ultimately swell up.
(c) A cell having equal water concentration to its surrounding medium will remain in its original
state as there is no net movement of water into or out of the cell.
Q3. In brief state what happens when
(a) dry apricots are left for some time in pure water and later transferred to sugar solution?
(b) a red blood cell is kept in concentrated saline solution?
(c) the plasma membrane of a cell breaks down?
(d) rheo leaves are boiled in water first and then a drop of sugar syrup is put on it?
(e) Golgi apparatus is removed from the cell?
Ans. (a) When dry apricots are left in pure water, they swell up due to endosmosis and when they are
kept in sugar solution, they shrink due to exosmosis.
(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25 Page 3 of 4)
(b) When a red blood cell is kept in concentrated saline solution, it loses water due to exosmosis
and1 shrinks. It gives shrivelled appearance (cernation).
(c) If plasma membrane of a cell breaks down, all the protoplasmic materials including cells
organelles will come out of the cell resulting in their non-functioning and hence death of the cell.
Plasma membrane is a selectively permeable membrane which regulates transport of certain
specific substances into and out of cell maintaining the identity of the cell. If plasma membrane of
a cell breaks down, there may occur loss of some essential components of the cell and the
substances which are not required by the cell may enter into it. This would ultimately lead to death
of the cell.
(d) Cells of the rheo leaves will get killed on boiling, hence no plasmolysis will occur. Therefore
there will be no effect of putting sugar syrup over the leaves.
(e) If Golgi apparatus is removed from the cell, modification, sorting and packaging of materials
coming from ER or synthesised in the Golgi apparatus itself, will not take place. Other functions
carried out by the Golgi apparatus such as synthesis of complex sugars, formation of lysosomes,
membrane biognesis etc. will also not take place, resulting in non-functioning and hence death of
the cell.
Q4. How are’ chromatin, chromatid and chromosomes related to each other?
Ans. Chromatin occurs as diffuse network of fine filaments in non-dividing nucleus. At the time of cell
division, chromatin material becomes condensed into rod-like structures called chromosomes.
Each chromosome has a centromere and two arms called chromatids.
Q5. Which cell organelle controls most of the activities of the cell?
Ans. Nucleus controls most of the activities of the cell (such as cellular metabolism, reproduction etc.)
due to the presence of DNA (deoxyribonucleic acid), which contains all the information required
by the cell. DNA directs the synthesis of RNA, which in turn directs the synthesis of proteins and
enzymes required for various cellular activities.

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(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25 Page 4 of 4)

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT - 0201 (TERM I-2024-25)
SUBJECT- HISTORY
___________________________________________________________________________

TOPIC: - THE FRENCH REVOLUTION:

Introduction: French Revolution in the year 1789, French Revolution started leading to a

series of the events started by the middle class. The people had revolted against the cruel

regime of the monarchy. This revolution had put forth the ideas of liberty, fraternity as well
as equality. French Society During the Late Eighteenth Century

Louis XVI, in 1774, ascended the throne of France. Financial France was drained because of
the war. France, under Louis XVI, helped the thirteen American colonies to gain their
independence from Britain. Taxes were increased to meet regular expenses, such as the cost
of maintaining an army, the court, and running government offices or universities. The
country of France was divided into three estates in the eighteenth century. The feudal system
was part of the society’s estates dating back to the middle ages. 90 percent of the population
was dominated by peasants, but only a small number of them owned the land they cultivated.
60 percent was owned by nobles, the Church and other richer members of the third estate.
The clergy and the nobility, members of the first two estates, enjoyed certain privileges by
birth. These groups of members were exempted from paying taxes and enjoyed feudal
privileges. All members of the third estate had to pay taxes to the state, which included a
direct tax, called taille, and a number of indirect taxes, which were levied on articles of
everyday consumption like salt or tobacco.

The Struggle to Survive

The increase in population led to a rapid increase in the requirement for food grains.
Production of grains could not keep pace with the demand, due to which the price of bread
rose rapidly. Due to the low wages paid to the labourers, the gap between the poor and the
rich widened. Things became worse whenever drought or hail reduced the harvest.

Questions from the topic:

1. Name the three ‘Estates’ into which the French society was divided before the
Revolution.
2. When did the French Revolution occur?

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3. To whom was the taxes called Tithes payable by the peasants in the eighteenth
century France?
4. What type of privileges were enjoyed by the 1st &2nd estate?
5. Which class of society in France was behind the French Revolution?
6. What was the slogan of the French revolutionaries?
7. What compelled Louis XVI to raise taxes in France?
8. ‘Social disparity was one of the major causes of the French Revolution.’ Justify by
giving examples.

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(CLASS-IX/ASSIGNMENT -01/TERM –1-2024-25-Page 2 of 2

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- GEOGRAPHY

TOPIC- INDIA SIZE AND LOCATION

Q1.How does India occupy an important strategic position in South Asia ?
Answer:India occupies an important strategic position in South Asia in the following ways :
(a) The Indian landmass has a central location between the East and the West Asia.
(b) The trans Indian Ocean routes, which connect the countries of Europe in the West and the
countries of East Asia, provide a strategic central location to India.
(c) The Deccan Peninsula protrudes into the Indian Ocean has helped India to establish close
contact with West Asia, Africa and Europe from the western coast and with Southeast and East
Asia from the eastern coast.

Q2.What is the name of the southernmost point of India ? Why is it not visible today ?
Answer:

 The southernmost point of India is Indira Point. The Indira point is situated in the
Great Nicobar Group of Island in Andaman Nicobar island.
 It is not visible today because it was submerged under the sea water in the 2004
during the Tsunami.

Q3.Which ocean is named after India ? Give two reasons as to why it was named after India.
Answer:The Indian Ocean is named after India. India is the only country which has the credit of
an ocean named after it. The Arabian Sea and the Bay of Bengal, extensions of the Indian Ocean,
lie to the west and east of Indian Peninsula, and the Indian Ocean lies to its south. No other
country has a long coastline on the Indian Ocean as India. The central location of India at the
head of the Indian Ocean has provided India a strategic location of great significance along the
trans Indian Ocean routes. It is India’s eminent position in the Indian Ocean which justifies the
naming of the ocean after India.

Q4. Why is India called a subcontinent?

Answer:India is called a subcontinent because :

 It is a big landmass. This stands out as a distinct geographical unit from the rest of
the continent.
 It is separated by natural features like mountains and rivers.
 India is also separated from rest of the continent by the mighty Himalayas.

Q5. How have been mountain passes been helpful in India since historic times? Explain.
Answer:India is bounded by the young fold mountains in the northwest, north and northeast. The
various passes across the mountains in the north have provided passages to the ancient travelers.
The spices, muslin and other merchandise’ were taken from India to different countries through
these passes. Mountain passes have contributed in the exchange of ideas and commodities since
historic times.
Q6. What is the latitudinal extent of India? How is the latitudinal spread in India advantageous to
her?
Answer:The latitudinal extent of India lies between 8°4’ N and 37°6’ N. This means that the
(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25)
longitudinal expanse is about 30° from west to east.
The advantages of longitudinal spread are :
(a) It influences the duration of the day and night as one moves from South to North.
(b) It also helps to take advantage of the Indian Ocean, the Arabian Sea on the west and the Bay
of Bengal on its east for sea movements.

Q7. Why do the days and nights are almost of equal duration at Kannayakumari?(HOTS)
Answer: Kannayakumari in Tamil Nadu is located at the southernmost tip of India’s main land.
The latitude 8°4’ N passes close to it. The place is thus near the equator and lies close to the
Equatorial region. As the sun shines directly over the Equator throughout the year, the durations
of day and night are almost equal here. Hence, in Kanniyakumari, the difference in the duration
of day and night is very little.

Q8.Why Is the knowledge of latitude and longitude important for people?

Answer:The knowledge of latitude and longitude is important for people because it helps them to
understand and locates the geographical location and globe better. The use of latitudes and
longitudes offer a better and quick grasp of geographical facts.
It determines the time zones of the different regions of the world. With the help of longitudes
and latitudes, it is easy to calculate local time and standard time. Longitudes and latitudes also
help in calculating the distance from one place to another.

Q9.What do you know about the neighbours of India?

Answer:India occupies an important strategic position in South Asia. India shares its land
boundaries with Afghanisatan and Pakistan in the northwest; China, Nepal and Bhutan in the
north and Myanmar and Bangladesh in the east. The island states of Sri Lanka and Maldives are
our southern neighbours across the sea. Sri Lanka is separated from India by a narrow channel of
sea formed by the Palk Strait and the Gulf of Manner, while Maldives Islands are situated to the
South of the Lakshadweep Islands. Pakistan, Nepal, Bhutan, Bangladesh and India form the most
natural geographical unit, often referred to as the Indian subcontinent.

Q10.How has the long coastline been beneficial to India?

Answer:The Arabian Sea and the Bay of Bengal, extensions of the Indian Ocean, lie to the west
and east of Indian Peninsula, and the Indian Ocean lies to its south. The total length of the
coastline of the main land of India including Andaman and Nicobar and Lakshadweep is 7516.6
km. The long coastline of India has helped in maritime trade since ages. The central location of
India at the head of the Indian Ocean has provided it a strategic location along the trans-Indian
Ocean routes. India can establish close contact with West Asia, Africa and Europe from western
coast and with Southeast and East Asia from the eastern coast. The long coastline has also
played a major role in influencing the climate of India. It provides opportunities for fishing and
extraction of petroleum. It serves as a natural boundary protecting India.

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(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25)

DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- IX
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- ECONOMICS

TOPIC- STORY OF VILLAGE PALAMPUR

Village Palampur

Palampur is a small village. About 450 families live here. It is 3 km away from
Raiganj — a big village.
 Shahpur is the nearest town to the village.
Main Production Activities

 Farming is the main production activity in the village Palampur.

 Most of the people are dependent on farming for their livelihood.
 Non-farming activities such as dairy, small-scale manufacturing (e.g., activities of
weavers and potters, etc.), transport, etc., are carried out on a limited scale.
Factors of Production (or Requirements for Production of Goods and Services)

 Land, labour and capital are the basic requirements for the production of goods and
services which are popularly known as factors of production.
 Land includes all free gifts of nature, e.g., soil, water, forests, minerals, etc.
 Labour means human effort which of course includes physical as well as mental
labour.
 Physical capital is the third requirement for production.
 Physical capital includes fixed capital (e.g. tools, machines, building, etc.) and raw
materials such as seeds for the farmer, yarn for the weaver.

QUESTIONS AND ANSWERS

Question 1.Define the meaning and aim of production.

Answer:Production is the creation of value in a commodity, e.g., manufacturing of a car from
steel.
Aim: The aim of production is to produce the goods and services that we want. There are four
requirements for production of goods and services: Land, labour, physical capital and human
capital.

Question 2.Mention three characteristics of traditional method of farming,

Answer:

 Traditional seeds with low yield were used.

 Cow-dung and natural manures were used.
 Less irrigation was required.
Question 3.Explain the problems which arise due to unequal distribution of land.
Answer:

 Economic Inequality: Unequal distribution of land leads to economic inequality.

 Unemployment: It leads to unemployment.
 Poverty and Hunger: Lack of economic opportunities leads to poverty and hunger.
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Question 4.Describe the role of human capital in the production process. Name two investment
that can improve the quality of human capital.
Answer:

 Human capital can be built only in the long run through education and training.
 Human capital includes competent and trained people who put together land,
capital and other factors of production to produce goods.

Question 5.Farmers of which two states were the first to use modem farming methods in India?
Mention any four positive effects of it.
Answer:
(i) The farmers of Punjab, Haryana and Western Uttar Pradesh were the first to use modem
farming methods in India.
(ii) (a) Modern farming methods increased the productivity of land.
(b) It increases foodgrain production in the country.
(c) It brought the Green Revolution in the 1960s which resulted in high increase in the
production of cereal grains, particularly, wheat and rice.
(d) It has played a very important role in food security.
(e) It has led to growth of agro-based industries.

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(CLASS-IX/ASSIGNMENT -02/TERM -I-2024-25)

DELHI PUBLIC SCHOOL, DURGAPUR
Artificial Intelligence Assignment-II (2024-25)
Introduction to AI
CLASS-IX
1. List down advantages of AI.
Ans.
i. AI machines have high accuracy with fewer errors.
ii. AI machines have high-speed.
iii. AI machines have high reliability.
iv. Al machines are best suited for risky areas. For example, in situation where employing humans
can be risky such as defusing a bomb, exploring the ocean floor, keeping an eye on the
international border of a country etc.
v. AI machines can give digital assistant.
vi. AI machines can used a public utility.

2. List down disadvantages of AI.

i. AI machines are high in cost.
ii. AI machines can’t think out of the box.
iii. AI machines have no feelings or emotions.
iv. AI machines increase human dependencies on machines.
v. AI machines don’t have original creativity.

3. Differentiate between Speech and Voice Recognition.

Sl No. Speech Recognition Voice Recognition
1 The speech recognition aims at understanding and The objective of voice recognition is to
grasp ‘WHAT’ was spoken. recognize ‘WHO’ is speaking.
2 It is used in hand-free computing, map, or menu It is used to identify a person by
navigation. analyzing its tone, voice pitch, and
accent, etc.
3 Machine does not train for speech recognition as Voice recognized system needs training
it is not speaker dependent. as it is person oriented.

4. Real Life Applications for Research Areas

Sl No. Research Areas
1. Expert Systems: - Related to those devices that can be trained for working as humans.
Examples: - Flight Tracking System, Clinical Systems.
2. Natural Language Processing:- Related to those devices that use human language for opening.
Examples: - Google Now Feature, Speech Recognition, Automatic Voice Input.
3. Neural Networks: - Related to those devices that work the way human brain neurons work.
Examples:- Pattern Recognition systems such as face recognition, character recognition,
handwriting recognition.
4. Robotics: - Related to those devices that are programmed to do a task in a factory or industry.
Examples:- Industrial robots for moving, spraying, painting, precision checking, drilling,
cleaning, clothing, carving etc.
5. Fuzzy Logic Systems: - Related to those devices that are based on human reasoning.
Example:- Consumer Electronics, Automobiles etc.

5. History of AI
i. Evolution of the AI Concept (1943-1952)
Year Development
1943 The first development in the field of AI was done by Warren McCulloch and
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Walter pits in 1943. They proposed model of artificial neurons similar to human
brains.
1949 Donald Hebb demonstrated Hebbian learning an updating rule for modifying
strength between neurons.
1950 Alan Turning publishes “Computing Machines and Intelligence” in which he
proposed a test. The test can check the machine’s ability to exhibit intelligent
behaviour equivalent to human intelligence, called a Turning Test.

ii. Birth of AI (1952-1956)

Year Development
1955 An All Newell and Herbet A. Simon created the “first artificial intelligence
program” which was named as “Logic Theorist”. This program proved 38 of 52
Mathematics Theorems.
1956 The word “Artificial Intelligence” was first coined by American Computer
Scientist John McCarthy at the Dartmouth Conference.

iii. Early Years of AI (1956-1974)

Year Development
1966 Joseph Weizendaum created first chatbot in 1966, which was named ad ELIZA.
1972 The first humanoid robot was built in Japan which was named as WABOT-1.

iv. Pre-developmental Stages of AI (1980-1987)

Year Development
1980 AI came back with “Expert System”.

v. Arrival of Intelligent Agent (1993-2011)

Year Development
1997 IBM Machine Deep Blue beats world chess champion, Gary Kasparov.
2002 AI became a part of home in the form of Roomba, a vacuum cleaner.
2006 AI became part of business and social networking.

vi. Arrival of Deep Learning in AI (till now)

6. What is Turning Test?
Ans. Turning Test is a measure to find the success of the system built using AI. In this test, two persons
and a machine is used to participate in the test for evaluation.
7. What are the types of AI based on Capabilities?
Ans. Based on Capabilities, there are 3 types of AI:-
Narrow AI:- Also known as Weak AI. The weak AI can perform a particular task with intelligence where
limited part of brain is involved. Apple Siri, Cortana and Google Assistant are examples of Narrow AI.
General AI:- General AI is a type of intelligence which could perform any intelligent task with efficiency
like a human. Till now we have no such example which can be called as General AI.
Super AI:- Super AI is that type of intelligence where devices or machines will behave in more intelligent
manner than humans or we can say AI machines will beat human intelligence. It is still an imaginary
concept and it is much beyond out-of-box task.
Write any four goals of AI.
Following are the main goals of AI:-
i. Imitate human intelligence.
ii. Solve tasks based on knowledge.
iii. An intelligent connection of observation and action.
iv. Building a machine or a device which can perform tasks that requires human intelligence
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DELHI PUBLIC SCHOOL, DURGAPUR
Computer Science Assignment-II (2024-25)
Computer Fundamentals
CLASS-IX
Memory Concepts
Units Of Memory
Memory
Memory is basically a device that has the capacity to store information. A memory unit is the amount of data
that the memory can hold. Besides, we measure this storage capacity in terms of bytes. Moreover, there are
different units of memory as per the requirement. Before studying the units of memory let us know about the
memory.
Parts of Memory
Primary Memory
This is the internal memory that stores the data and instructions of the CPU. It is volatile in nature (data is lost
when the power is disconnected).

The primary memory has two types:

1. RAM (Random Access Memory)
As per the name, data can be accessed randomly and quickly.
1. ROM (Read Only Memory)
As per the name, we can only read data and cannot write (store) to it.
Secondary Memory
As we know that the primary memory is volatile therefore, we need some devices to store the data permanently
so we use some external storage devices for this purpose which we name as the secondary memory. Some
examples: CD, DVD, etc.
Units of Memory
The storage capacity of the memory is expressed in various units of memory. These are as follows:
Bit
A microprocessor uses binary digits 0 and 1 to decide the OFF and ON state respectively, of various circuits.
Furthermore, a bit is the smallest unit of representation in the binary language.
Nibble
A nibble is a collection of 4 bits.
Byte
A byte is the representation of a group of 8 bits. Moreover, a byte is a unit that expresses any word, symbol, or
character in the computer language. Besides, computer memory is always in terms of multiples of bytes.
Word
A computer word is similar to a byte, as it is also a group of bits. Moreover, a computer word is fixed for each
computer. At the same time it varies from computer to computer. Besides, the length of a computer word is
the word-size or word length. Therefore, a computer stores information in the form of computer word.
Kilobyte
• It is the most common unit of memory which is the smallest of all. But, it is greater than the
byte.
• The abbreviation for kilobytes is ‘KB’.
• It contains 1000 bytes. Besides, it is synonyms to kibibytes which contain 1024 (2^10) bytes.
• Megabytes usually measures the size of text documents, graphics of websites, individual files,
etc.
Megabyte
• The abbreviation for megabyte is ‘MB’.
• It contains 1000,000 bytes. Besides, it is synonyms to mebibytes which contains 1048576 (2^20)
bytes.

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• Kilobytes usually measure the size of large files. For example high-resolution images, songs,
storage of compact disks, etc.
Gigabyte
• The abbreviation for the gigabyte is ‘GB’ or ‘gigs’.
• It contains 1000,000,000 bytes. Besides, it is synonyms to gibibytes which contain 1073741824
(2^30) bytes.
• Kilobytes usually measure the capacity of storage devices.
• Terabyte
• The abbreviation for terabytes is ‘TB’.
• It contains onetrillion bytes. Besides, it is synonyms to tebibytes which contains 2^40 bytes.
• Kilobytes usually measure the capacity of large storage devices, for example, HDDs (Hard Disk
Drives).
• Petabyte
• The abbreviation for petabyte is ‘PB’.
• It contains 10^15 bytes. Besides, it is synonyms to pebibytes which contains 2^50 bytes.
• Petabytes usually measure the total data storage in large networks or server farms. For example,
the data in Google or Facebook data servers is around more than 10 PBs.
• Exabyte
• The abbreviation for exabyte is ‘EB’.
• It contains 10^18 bytes. Besides, it is synonyms to exbibytes which contains 2^60 bytes.
• The exabyte unit is so large that it does not even measure the storage of large cloud servers.
Rather, it can be used to measure the amount of data transfer over the internet for a certain time
limit.
• Zettabyte
• The abbreviation for zettabyte is ‘ZB’.
• It contains 10^21 bytes. Besides, it is synonyms to zebibytes which contains 2^70 bytes.
• It can measure a huge amount of data. In fact, the whole data in the world is just a few
zettabytes.
• Yottabyte
• The abbreviation for yottabyte is ‘YB’.
• It contains 10^24 zettabytes. Besides, it is synonyms to yobibytes which contains 2^80 bytes.
• It is a tremendously huge unit of measurement. Therefore, it has no practical use.
• Frequently Asked Questions (FAQs)
Q1. What is memory and units of memory?
A1. Memory is basically a device that has the capacity to store information. A memory unit is the amount of
data that the memory can hold.
Q2. List various units of memory.
A2. various units of memory are as follows:
• Bit
• Bibble
• Byte
• Kilobyte
• Megabyte
• Gigabyte
• Terabyte
• Petabyte
• Exabyte
• Zettabyte
• Yottabyte

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