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CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c)

February 21, 2025February 20, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Exercise 12(c)

Question 1.
Each question given below has four possible answers out of which only one is correct. Choose the correct one.
(i) (î + k̂) × (î + ĵ + k̂) = ______.
(a) î – k̂
(b) k̂ – î
(c) k̂ – 2î – ĵ
(d) 2
Solution:
(î + k̂) × (î + ĵ + k̂) = $\left|\begin{array}{ccc}
\hat{i} & \hat{j} & \hat{k} \\
1 & 0 & 1 \\
1 & 1 & 1
\end{array}\right|$
= î (0 – 1) – ĵ (1 – 1) + k̂ (1 – 0)
= -î + k̂ = k̂ – î

(ii) A vector perpendicular to the vectors î + ĵ and î + k̂ is ______.
(a) î – ĵ – k̂
(b) ĵ – k̂ + î
(c) k̂ – ĵ – î
(d) ĵ + k̂ + î
Solution:
A vector perpendicular to the vectors î + ĵ and î + k̂ is
(î + ĵ) × (î + k̂) = $\left|\begin{array}{ccc}
\hat{i} & \hat{j} & \hat{k} \\
1 & 1 & 0 \\
1 & 0 & 1
\end{array}\right|$
= î (1 – 0) – ĵ (1 – 0) + k̂ (0 – 1)
= î – ĵ – k̂

(iii) The area of the triangle with vertices (1, 0, 0), (0, 1, 0) and (0, 0, 1) is ______.
(a) $\frac{1}{2}$
(b) 1
(c) $\frac{\sqrt{3}}{2}$
(d) 2
Solution:

$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.1$

(iv) If â and b̂ are unit vectors such that â × b̂ is a unit vector, then the angle between â and b̂ is ______.
(a) of any measure
(b) $\frac{\pi}{4}$
(c) $\frac{\pi}{2}$
(d) π
Solution:
|a × b| = ab sin θ = sin θ
⇒ sin θ = 1
⇒ θ = $\frac{\pi}{2}$

(v) If $\vec{a}, \vec{b} \text { and } \vec{c}$ are non-zero vectors, then $\vec{a} \times \vec{b}=\vec{a} \times \vec{c}$ ______.
(a) $\vec{b}=\vec{c}$
(b) $\vec{a} \|(\vec{b}-\vec{c})$
(c) $\vec{b} \| \vec{c}$
(d) $\vec{b} \perp \vec{c}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.1(1)$

Question 2.
Let $\vec{a}$ = 2î + ĵ, $\vec{b}$ = -î + 3ĵ + k̂ and $\vec{c}$ = î + 2ĵ + 5k̂ be three vectors. Find
(i) $\vec{c} \times \vec{a}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.2(1)$

(ii) $\vec{a} \times(-\vec{b})$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.2(2)$

(iii) $(\vec{a}-2 \vec{b}) \times \vec{c}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.2(3)$

(iv) $(\vec{a}-\vec{c}) \times \vec{c}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.2(4)$

(v) $(\vec{a}-\vec{b}) \times(\vec{c}-\vec{a})$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.2(5)$

Question 3.
Find the unit vectors perpendicular to the vectors
(i) î, k̂
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.3(1)$

(ii) î + ĵ, î – k̂
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.3(2)$

(iii) 2î + 3k̂, î – 2ĵ
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.3(3)$

(iv) 2î – 3ĵ + k̂, -î + 2ĵ – k̂
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.3(4)$

Question 4.
Determine the area of parallelogram whose adjacent sides are the vectors
(i) 2î, ĵ
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.4(1)$

(ii) î + ĵ, -î + 2ĵ
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.4(2)$

(iii) 2î + ĵ + 3k̂, î – ĵ
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.4(3)$

(iv) (1, – 3, 1), (1, 1, 1).
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.4(4)$

Question 5.
Calculate the area of the traingle ABC (by vector method) where
(i) A (1, 2, 4), B (3, 1, -2), C (4, 3, 1)
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.5(1)$

(ii) A (1, 1, 2), B (2, 2, 3), C (3, -1, -1).
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.5(2)$

Question 6.
Determine the sine of the angle between the vectors
(i) 5î – 3ĵ, 3î – 2k̂
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.6(1)$

(ii) î – 3ĵ + k̂, î + ĵ + k̂
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.6(2)$

Question 7.
Show that $(\vec{a} \times \vec{b})^2$ = a²b² – $(\vec{a}, \vec{b})^2$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.7$

Question 8.
If $\vec{a} \times \vec{b}=\vec{b} \times \vec{c} \neq \overrightarrow{0}$, prove that $\vec{a}+\vec{c}=m \vec{b}$, where m is a scalar.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.8$

Question 9.
If $\vec{a}$ = 2î + ĵ – k̂, $\vec{b}$ = -î + 2ĵ – 4k̂, $\vec{c}$ = î + ĵ + k̂, find $(\vec{a} \times \vec{b}) \cdot(\vec{a} \times \vec{c})$.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.9$

Question 10.
If $\vec{a}$ = 3î + ĵ – 2k̂, $\vec{b}$ = 2î – 3ĵ + 4k̂ then verify that $\vec{a} \times \vec{b}$ is perpendicular to both $\vec{a}$ and $\vec{b}$.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.10$

Question 11.
Find the area of the parallelogram whose diagonals are vectors 3î + ĵ – 2k̂ and î – 3ĵ + 4k̂.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.11$

Question 12.
Show that $(\vec{a}-\vec{b}) \times(\vec{a}+\vec{b})=2(\vec{a} \times \vec{b})$. Interpret this result geometrically.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 12 Vectors Ex 12(c) Q.12$
= Vector area of the parallelogram ABCD.
Hence twice the vector area of a parallelogram ABCD is equal to the vector area of the parallelogram whose adjacent sides are the diagonals of the parallelogram ABCD.

CHSE Odisha Class 12 Alternative English Solutions Short Stories Chapter 2 The Tree

February 21, 2025February 20, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 2 Solutions Short Stories Chapter 2 The Tree Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class Alternative English Solutions Short Stories Chapter 2 The Tree

Section – I

Questions For Discussion

Question 1.
How does the writer describe the river in the spate? Did it cause havoc in the village: What was the time of the flood?
Ans:
When the river was in full spate, it bulged up sounding like a thousand hooded hissing cobra. It did not play havoc in the village. The flood came a little past midnight.

Question 2.
What did the villagers do to meet the crisis?
Answer:
As people suddenly realized that the situation was much more grave than they had imagined they raised their lanterns. They ran to take shelter under the banian tree.

Question 3.
The leaves chattered incessantly in their familiar language of hope and courage. How does this statement portray the banian tree?
Answer:
The leaves of the banian tree made sounds as they usually do. Inspiteofthe approaching danger, they behaved in a similar way without paying any attention to the flood and its associated dangers. They were a symbol of courage and boldness which attribute the same qualities to the banian tree.

Question 4.
What were the story behind the mound and the tree?
Answer:
The mound contained the ruins of a certain king’s palace. The king dared to cut down a few branches of the tree to make room for his palace. Perhaps he planned to destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed and formed a mound. The tree, it was said had taken off down to the Himalayas or other such meaningful places at the command of a certain great soul who lived under it.

Question 5.
Write briefly about the “banian goddess”. What does this portrait reveal about the village? Do you make an element of humor and satire in the description?
Answer:
The “banian goddess” had to regular priest attached to her. Whoever so desired could approach her and sprinkle vermilion on her. In course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Devotees usually did not prostrate to her, they bowed when they passed by complex and formidable matters were referred to the deities of distant temples whereas small issues were put forth before her. Children in particular found her quite helpful in regard to crises arising out of undone home works or the ill-humored primary school pundits. It works with an element of humor and mild satire in the description.

Question 6.
How does the author describe the different trunks of the banian tree? Are the descriptions given in a serious or light-hearted vein? Do they reveal the orthodoxy and superstition of the villagers?
Answer:
At the foot of one of the trunks rested the tiny “banian goddess”. The revered and sacred bull of the village relaxed beside another trunk, eyes shut and jaws moving. An old woman from the neighboring village on her way back from the bi-weekly market set learning against another trunk. In a hollow at the foot of another trunk raised a family of snakes that had earned the reputation of being conscientious and harmless. The description reveals the orthodoxy and superstition of the villagers.

Question 7.
How was the tree godly? What did it symbolize?
Answer:
The tree was taken to be immortal by all without anybody having to be told about it. Immortality being an attribute of the gods, it was godly. Nobody would flaunt a decision that had been arrived at in a meeting under the tree. There was the seal of some power invisible and inaudible.

Vocabulary
Make nouns from the following:

terrible
collective sensible
advise
patient
remote
syllabic
strong courageous
protect
generate
respond expect
helpful dark
aware
full
cloudy
starry
descend
scandalize
expand crazy
Answer:
Words – Noun Forms
terrible – terror
collective – collection
aware – awareness
full – fullness
cloudy – cloud
starry – star
descend – descent
scandalize – scandal
expand – expansion
crazy – craze
respond – response
helpless – helplessness
dark – darkness
sensible – sensibility
advise – advice
patient -patience
remote – remoteness
syllabic – syllable
strong – strength
courageous – courage
protect – protection
generate – generation
expect – expectation

Section – II

Questions For Discussion

Question 1.
What is the central incident in the section?
Answer:
The banian tree being swept away by the flood and its fall and uprooting consist in the central incident in this section.

Question 2.
What attitude of the villagers is reflected in the words of the retired head pundit? How does he interpret the fleeing of the birds and snakes from the tree?
Answer:
The retired head-pundit said, “far from the good sign, snakes, and birds fleeing this great shelter”. It indicates the head pundits’ superstitious attitude. Fleeing of the birds and snakes from the tree had taken place owing to the human sins to the excess. They were going to face the consequences for their ill deeds.

Question 3.
How do the villagers react to the words of the college-going young men? What is distinctive about the attitude of the young men
Answer:
When the college-going young men said that the banian tree was felling which would take away a chunk of earth. But the villagers reacted against it telling that they were studying in college, and would they be able to save the tree with their English, Algebra, and all that abracadabra.

Question 4.
What does Srikant Das, the Vaishnav, observe about the impending fall of the tree? Does it reflect the orthodoxy and superciliousness of the villagers?
Answer:
Srikant Das, the Vaishnav observed that not only those boys but everybody in the village has his share of sin. And if the tree was going to collapse it was because it could not bear the burden of its sins. It reflects the orthodoxy and superciliousness of the villager.

Question 5.
Do you find a contrast between the two generations in this section? Explain
Answer:
Two generations such as the old and young are contrasted in this section. The old cling to the ancient orthodox values and the young college students provide a reaction of the student against old and hackneyed beliefs.

Grammar

Fill in the blanks with the right verbs, (for practice test)
l. You ________ to read this book. It is really very fine.
2. You _______ came to work on time.
3. __________ I came in Sir?
4. He is driving recklessly, he_________ face an accident.
5._________ I speak to Mr. Panigrahi.
6. You________ honour your superiors
7______ I see your camera
8. My dear son you ________ do what your teacher says
9. Come soon, there ________ be a crowd here.
10 I __________ read this book well.
11. You_______ take my umbrealla.
12. All the doors_______ be closed because storm appears.
13.______ you say so?
14. You should buya camera now, press_________ go up.
15. As he was strong he____________ swim for 3 hours.
16. I ________ never seen you again
17. You _______ be here by six.
18. It _________ rain, you’d better take an umbrella.
19. He ___________ be on the next bus
20. He__________ to go to river bank.
21. You___________ comb your hair so stylistically.
22. He said that it _________ rain
23. You_______ tell her about it. He knows it.
24. When I was a boy I_________ understand all.
25_________ you read this letter?
26. You _________ be here in time because your presence is highly essential
27. You_________ reach here in time.
28. Students________ not enter into the room with a book
30_______ I borrow your umbrella?
31. When I first went to London. I ______ easily understand them
32. I_______ prepare a lesson plan for you
33. I suggest that you _____ go for a picnic.
34. We ___________ play here.
35. It is natural that you__________ behave like this.
36. A leader ________ be a man of good character
37. He__________ reach here after a few minutes.
38. You ___________ stop drinking, otherwise, death is sure
39.________ came for this insult?
40. I_________ lend you fifty thousand.
41. You _______ use my bicycle
42_________ we go for a picnic?
43. You_________ run so fast because you have much time to spare.
44. I _________ drive this car
45. I wish you _________ wait five minutes for me.
46. She_________ be waiting me there.
47. You __________ be punished.
48________ you help me lifting this stone?
49. You _________ be punished.
50. When he was a child, he _________ get set up early in the morning.
51. We__________ to help the helpless.
52. Work had lest you __________ fail.
53. You_________ read this play.
54.___________ I work for you?
55. He_________ eat all the sweets.
56._________ I discuss with him
57. __________ that I was handsome, I would win her heart
58.__________ I came in?
59. It is too late you ___________ be hurried.
60. An accident __________ happen
61. I _________ help you.
62. You stop _______ here because there is danger ahead.
63. _______ you pass that tea?
64. I_________work for him
65. ________ you show me the way to the Ashoka Hotel?
66._______ you shut that door?
67._________ I carry your bag?
68. I wish you ______ success in life
69. How __________ I distribute the sweets?
70. You __________ read regularly.
71._________ his soul get peace.
72.__________ you like to stay with us?
73. ________ 1 have a glass of water?
74.___________ you have a journey with me?

Section – III

Questions For Discussion

Question 1.
What is the primary concern of the villagers in this section? In which context did Manoj Das bring in the names of some important villagers? What tone do you mark in the description?
Answer:
The primary concern of the villagers in this section is to protect them as the representatives of peoples of that sort. Manoj Das brings in the names of important villagers to let the readers know how much individuals take the lead in superstitious attitudes. There is a tone of mind satire in the description.

Question 2.
What did the old Brahmin do when the tree was about to be swept away by the flood?
Answer:
The old Brahmin rushed to the remnants of the tree. He sat down on the muddy ground a spot which had been considered dangerously unsafe even by the snakes and mustering all his strength pulled up the small stone that has stuck to the spot. Holding the unrooted crowd that watched him breathlessly.

Question 3.
How did the villagers behave when the tree was about to be swept away by the flood?
Answer:
When the tree was gone, the villagers were excited to utter, “Haribol, Haribol”. They kept up the poignant chant with all their hearts all looking stupefied and some aping.

Question 4.
How does the story end? Is it a satisfactory ending?
Answer:
The story ends with the frantic attitude of the villagers towards the idea of superstition in connection with the appearance of the banian Goddess and the unreasoning belief of the people that the ending is not satisfactory ending. The story is brought to an end abruptly with the child’s words.

Questions For Composition

Question 1.
Give an account of the life and attitude of the villagers as portrayed in the story.
Answer:
The Story Tree” is written by Manoj Das an eminent, popular, and outstanding storyteller of Odisha. Actually, Manoj Das is a bilingual writer of international repute. Here, Das very interestingly depicts the life and attitude of the people of an Odishan village, their life governed by rituals, orthodoxy, and superstitions. In feet, this is Das’s most typical piece of writing which depicts the true and realistic picture of society. However, right from the time, the reason was on the verge of monsoons, the villager’s elders had begun to look grave.

The sinister cloud formation on the mountains several miles away and a widening of uncanny awareness around the moon had informed them that there were terrible days ahead. The villagers felt scandalized every time their familiar tame river expanded and looked alien and began hissing. It gave the sort of shock which are experienced when the domestic animal suddenly went craggy behaving widely and not responding to any amount of endearment. Moreover, the villagers had a strong belief. There was a mound that contains the rains of a certain king’s palace. It was neither possible nor necessary to recall the name of the king who had built it whether he had been of the solar or the lunar dynasty.

What was frequently recalled was that he had dared to cut down a few branches of the tree to make room for his palace. Perhaps he had planned to cut more, perhaps even to totally destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed. The king and his family took shelter under the tree and were saved. The king elapsed the tree and wept and the story was mitigated. Further back in time, it was said, the tree had taken off and flown to the Himalayas or other such meaningful places, at the behest of a certain great sound who lived under it. On the other hand, the villagers were also superstitious.

They had believed that at the foot of one of the trunks of the banian tree rested the tiny “banian goddess” who had a regular priest attained to her. Whoever so desired could approach her and sprinkle vermilion on her. In the course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Devotees did not ordinarily prostrate themselves to her, but everybody while passing before her bowed enough for her to take contingency of his or her devotion. In complex or formidable matters, the villagers prayed for the intervention of famous deities of distant temples.

But small issues were referred to her from time to time. Children, in particular, found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school. Again, a Brahmin rushed to the felling tree and sat down on the muddy ground which had been considered dangerously unsafe even by the snakes, and getting all his might pulled up the stone that had struck the spot for God knows how many ages. Holding the uprooted goddess close to his bosom as though to protect her from invisible enemies, he returned to the crowd that watched him breathlessly.

Someone spread a towel on the grass. The Brahmin put down the Goddess and patted her. Bishnu Jena had seated himself before the banian Goddess, several people rushed to their homes and brought out cymbals and drums, and conch shells. These had to be played close to his ears as loudly as possible. He began by shivering. Bishnu Jena was thought to have been possessed. He said, “I will be born as a thousand trees here, there and everywhere” Such was the life and attitude of the villagers as portrayed in the story. As a matter of feet, Manoj Das’s portrayal of village life and attitude is superb and fantastic. It is realistic, elaborate, vivid, and outstanding. On the whole, the storyteller’s description is inspiring and thought-provoking.

Question 2
Discuss how the tree is an integral part of the life of the villagers.
Answer:
The short story Tree” is undoubted, the most typical masterpiece of Manoj Das, a prominent, famous, and outstanding angle – Indian writer of this present era. This story woven around an age-old banian tree of a village typically portrays the behavioral pattern and psychic responses of its inhabitants at a critical moment when the tree is uprooted and carried away by the river in spate. ‘ However, trees are a part of rustic life. This story also embodies the same things associated with a banian tree which was an age-old tree and had seen many generations.

The story, however, revolves around the age-old banian tree of a village. The story writer very interestingly depicts the life and attitudes of the people of an Odishan village, their life governed by rituals, present and future is intimately connected with the villagers and other life pattern. They cannot bear the nerve-racking incident of the tree being swept away by the flood. They even think of the rebirth of the tree in thousands the discussion among the different categories of villagers is really amusing and humorous. The elements of ivory and satire are discernible even on the occasion of a terrible loss to the village. However, there was a mound that contained the rains of a certain King’s palace.

It was neither possible nor necessary to recall the name of the King who had built it or whether he had been of the solar or the lunar dynasty. What was frequently recalled was that he had dared to cut down as few branches of the tree as to make room for his palace. Perhaps he had planned to cut nappe, perhaps even to totally destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed. The king and his family took shelter under the tree and were saved. The King clasped the tree and wept. The storm was averted. Moreover, many years back, it was said, the tree had taken off and flown to the Himalayas or other such meaningful places, at the behest of certain great souls who lived under it.

But that was an era of truth, and in the absence of some concrete evidence like the mound to support this legend, elders of the present generation spoke relatively less about it, and branches spreading over an acre resting on these trunks had become an institution long ago. Of course, at the foot of one of the trunks rested the tiny banian goddess. She had no regular priest attached to her. Whoever desired could approach her and sprinkle vermilion on her In the course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Children, in particular, found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school.

The area before another neighboring the reversed sacred bull is used to relax eyes shut and jaws moving. An old woman coming from a village on the horizon sat leaning against another trunk with a sack half filled with greens and drumsticks. In the hollow at the foot, of another trunk resided a family of snakes which have earned the reputation of being conscientious and harmless above, rested a legion of birds. Again, the tree was taken to be immortal by all without anybody have been to be told about it. Immortality being an attribute of the gods, it was goodly.

Nobody would easily flout a decision that had been arrived at in a meeting under the tree, for even when the decision was unpalatable to the party, it knew that behind it, there was the seal of some power, invisible and inaudible thoughts. As a matter of feet, the banian tree plays a most integral and vital part in the story. It serves as the inevitable part of the life of the villagers. The tree provided a lot of emotional and philosophical sustenances that the villagers had derived throughout their life. The way Manoj Das has presented it in the story is superb and fantastic on the whole, the story is inspiring, elevating, thought-provoking, and heart-touching.

Question 3.
Describe the feelings and reactions of the villagers when the age-old tree is swept away by the flood.
Answer:
In fact, ‘The Tree” is Manoj Das’s best typical masterpiece. Like his other stories, here Das substantiates a vivid and elaborate realistic picture of village society where the banian tree cures the lives of the villagers to a great extent. However, the storytellers’ presentation of a banian tree with so much concern for the villagers is superb and fantastic. It serves as a vitally integral part of their day-to-day life. However, the short – story by Manoj Das portrays the feelings and reactions of the villagers when the age-old banian tree of a village, typically portrays the behavioral pattern and psychic responses of its inheritance at a critical moment when the tree is uprooted and carried away by the river in spate.

The story writer very interestingly depicts the life and attitudes of the people of an Odishan village, their life governed by rituals, orthodox, and superstitions. The old tree symbolizing the past, present, and future is intimately connected with the villagers and their life patterns. They cannot bear the nerve-racking incident of the tree being swept away by the flood. Theyeventhinkofthe rebirth of the tree in thousands. The discussion among the different categories of villagers is really amusing and humorous. The elements of irony and satire are discernible even on the occasion of a terrible loss to the village.

Moreover, as the sky in the east grew brighter it was observed that the ground between the tree and the river had already tilted towards the river. The young men tried to appear engrossed in discussing something highly sophisticated. “Not only these boys, but we all have our shares of sin,” he said. He asked one to confess his sin addressing the spirit of the tree, silently in hearts: But it sounded like a cry of lamentation. The crowd swelled rapidly. Almost all the villagers, women and children included were gathered there. Of course, the M.L.A. arrived there walking at a running space.

People asked him,’“Do you see the situation, M.L.A. Baboo? We are doomed !”The M.L.A. ordered to bring as much hope as they could but it was a force. The tree slowly went into the river. Everybody was pained and sorrowful struck to see the pathetic sight. Actually, the villagers had grown accustomed to the tree for years together. It has been for them sympathizers in their active life.

The sweeping away of the banian tree brought the village people a lot of emotional shocks. Hence, the villages had an instant love towards the banian tree and so its loss became extremely intolerable on their part. As a matter of fact, the way Manoj Das has presented the emotions and reactions of the villagers to the loss of the banian tree is most fascinating and elevating. In short, the description is, very much thought-provoking and heart-provoking.

Question 4.
Bring out the elements of humor and satire in the story.
Answer:
In feet, the short story, ‘The Tree” is true, the most typical masterpiece of Manoj Das, an eminent popular and outstanding Odishan storyteller of this current era. He has so far written a large volume of stories. His stories are realistic, ironic, humorous, and satirical in nature. This discussion story serves as a burning example expressing these qualities. However, the story “The Tree” by Manoj Das is a masterpiece that is replaced with humor and satire. There is a vein of satire and humor in the story throughout.

Actually, satire is a literary device designed for the other hand something which automatically arises laughter on the part of the reader. Both of them are used by the writer to depict the social follies and foibles and their rectification thereby. These are used to make a piece of writing interesting, enjoyable, and colorful. In this preview, this work is a satire on social and political issues. Mr. Das has pointed out the social evil by means of mild satire. Moreover, the trunk of the tree was the abode, of an Albanian goddess’. It has a satire on human attitude. Snakes and birds felt the spot was a sign of even women. This symbolized the approach of imminent danger. This harps on human superstition and people were shouting.

“Haribol” to save it from falling was another example of humor and satire. Sridhar Mishra, an eminent homeopath was able to save many from certain death. This was equally humorous. The approach of the M.L.A. is also a humorous and satirical expression of the political avenue. He ordered to fetch as much as possible but to no avail. Locating a stone on the spot and attributing it to godly qualities is another sample specimen of satire and humor. Satire and humor touch the zenith when people come with drums and cymbals to install the goddess amidst “Haribol”: Old Bishnu Jena had sealed himself before the banian goddess. He shook before the goddess and he was thought to have been possessed.

It is a mere expression of satire and humor. In this way, the entire; story is reminiscent of humor and satire. As a matter of fact, the humor and satire used by Mr. Das are superb and marvelous. The story writer has tried his level best to show the social follies and foibles through the use of mixed humor and satire throughout. On the whole, the story is most inspiring, enjoyable, elevating, and heart-touching.

Vocabulary
Derive nouns from the followings:

furious, diurnal
allocate, womanly
mental, distant
see, serve
live, handful
narrate, remain
systematic, sacred
young, conscientious
bright, excite
rotate, authoritative
diagnose, appear
fantastic, abandon
materialistic,declare
dutiful, extinguish
circular, grave
synonymous, extensive
antonymous, explain
popular, friendly
relax,
Answer:
Words – Noun Forms
furious – file
allocate – allocation
mental – mind
see – sight
live – life
narrate – narration
systematic – system
young – youth
bright – brightness
rotate – rotation
diagnose – diagnosis
fantastic – fantasy
materialistic – materialism
dutiful – duty
circular – circle
synonymous – synonym
antonymous – antonym
popular – popularity
relax – relaxation
diurnal – day
womanly -woman
distant – distance
serve – service
handful – hand
remains – remainder
sacred – sacredness
conscientious – conscience
excite – excitement
authoritative – authority
appear – appearance
abandon – abandonment
declare – declaration
extinguish – extinction
grave – gravity
extensive – extension
explain – explanation
friendly – friend

B. Indicate against each word (given below) the parts of speech they belong to:

stop, imply
wind, pity
touch, generation
now, tauntingly
suddenly, meek
splashed, mild
school, brightly
crept, collapse
hollow, sin
wriggled, silently
thousand, crowd
long, horizon
carry, helpless
huge, rapidly
develop, gathered
commented, throne
pleased, irony
Answer:
Words – Parts ofSpeech
stop – noun
wind – noun
touch – noun, verb
now – adverb
suddenly – adverb
splashed – verb
school – noun
crept – verb
hollow – noun
wriggled – verb
thousand – adjective
tong – adjective
carry – verb
huge – adjective
develop – verb
commented – verb
pleased – verb
imply – verb
pity – noun
generation – noun
tauntingly – adverb
meek – adjective
mild – adjective
brightly – adverb
collapse – verb
sin – noun
silently – adverb
crowd – noun
horizon – noun
helpless – adjective
rapidly – adverb
gathered – verb
throne – adverb
irony- noun

Section – I

Pre-Readingactivity:
Have you seen a banana tree or a pipal tree with its huge trunk and leafy branches spreading all around? Such a tree in a village is considered holy and sacred. The old and ageless tree standing at the end of the village since time immemorial has been a mute spectator of changes in culture and civilization. It has always been a part of a violent storm or a devastating flood? Here is a story about an old banian tree up-rooted by a heavy flood in a village in Odisha. As you read the first part of the story by Manoj Das, recollect the ways in which the banian tree is significant in the life of the villagers.

The Writer:
Manoj Das (Born – 1934), a devoted disciple ofSreeAurobindo, is a bilingual writer of international repute, writing in both English and Odia. Born in a small village in Odisha, he has a rich understanding of the life of his people, their rites and rituals, their orthodoxy and superstitions, “Cyclones” (a novel), “The submerged valley, and other stories, “A Bride inside a Casket and other Tales”, “Man who Lifted the Mountain and other Fantasies” are some of his important contributions to Indian English literature.

His Katha O Kahani won him the most prestigious SahityaAkademiAward. The world of his sort of story is not merely a world of shark reality but blended into a world of dreams and fantasy, which he creates at the psychic level. The elements of irony, humor, and satire add to the beauty and charm of his writings. The novelty and innovation both in theme and form exhibited in his fictional world have brought him immense fame. He now teaches English at the Sree Aurobindo International Centre of Education in Pondichery. He has been recently honored with the UtkalRatnaSamman for his outstanding contribution to literature.

The Story:
This story“The Tree” woven around the age-old banian tree of a village typically portrays the behavioral pattern and psychic responses of its inhabitants at a critical moment, when the tree is uprooted and carried away by the river in spate. Das very interestingly depicts the life and attitude of the people of Odishan village, their life governed by rituals, orthodoxy, and superstitions. The old tree symbolizing the past, present, and fixture is intimately connected with the villagers and their life patterns. They cannot bear the nerve-racking incident of the tree being swept away by the flood. They even think of the rebirth of the tree in thousands. The discussion among the different categories of villagers is really amusing and humorous. The elements of irony and satire are discerning, even on the occasion of a terrible loss to the village.

GIST:
Paragraphs1-4
The village elders have begun to look at graves right from the time the season was on the brink of monsoons. The formation of clouds on the mountains end wick ring of natural aura around the moon had informed them that there were terrible days ahead. The flood approached at late midnight. People called out to each other and were reassured of collective awareness and gathered on the river bank with lanterns or torches of dirty twigs. The flames began dancing in the air. The moon was clouded and the stars looked pale. The river came up hissing like a thousand hooded cobra. Floodwater never entered this village although hardly a season passed without the river playing havoc with the villagers a couple of miles downstream.

Paragraphs5-11
The villages felt scandalized every time their familiar tame river expanded and looked alien and began hissing. They suddenly realized that the situation was much more grave than they had imagined. They raised their lanterns. Boats generally came from the forest at the foot of the mountains where they went to collect timber.
The wind grew stronger and cooler and was soon accompanied by a thin shower. All ran to take shelter under the banian tree. The wicks of the lanterns were turned low. The elders would point to a mound covered with grass and shrubs, not far from the tree white living the ancient most proof of this fact. The mound had decayed through centuries but it was still “as high as two men”.

Paragraph 12
The mound contained the ruins of a certain king’s palace. It was neither possible nor necessary to recall the name of the king who had built it or whether he had been of the solar or lunar dynasty. What was frequently recalled was that he had dared to cut down a few branches of the tree to make room for his place. Perhaps he had planned to cut more even to totally destroy the tree. But before they could do so a terrific storm had broken old. The palace collapsed. The king and his family took shelter under the tree and were saved. The king clasped the tree and wept. The storm subsided.

GIST:
Paragraphs 13-15
It was again said that the tree had taken off and flown to the Himalayas or other such meaningful places at the order of a great soul who lived under it. The trunk that had once been clasped by the king had decayed and disappeared since time immemorial other sending down numerous shoots which have formed new trunks. The tree was resting on those trunks. At the foot of one of the trunks rested the tiny “banian goddess”. No regular priest had gotten attached to her. Whoever so desired could approach her and sprinkles vermilion on her. Devotees ordinarily did not prostrate themselves to her but everybody passing by usually bowed, complex and formidable problems were put before the deities or distend temples but small issues were referred to her from time to time. Children in particular found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school

Paragraphs16- 19
The area before another trunk was the usual site for the village meetings. Relaxing beside a neighboring trunk, eyes shut and Jews moving in a leisurely rhythm, could be found the much revered sacred bull of the village. In the afternoons of the bi-weekly marked days, on old, women from a village on the horizon set leaving against another trunk with a sack half-filled with greens or drumsticks.

At sunsets, they would rise and offer a handful of whatever still remained in her sack to the scared bull. In a hollow at the front of another trunk resided a family of naked which had earned the reputation of being conscientious and harmless and in the branches above rested a legion of birds. The tree was taken to be immortal. Immortality is an attribute of gods. It was gods. Nobody would easily flout a decision that had been arrived at in a meeting under the tree even when the decision was unpleasant to a party.

Analytical Outlines

The village elders had begun to look grave.
The season was on the brink of monsoon.
There was the formation of clouds in the mountains.
There was a wide ring of natural aura around the moon.
All those had informed them that there was a terrible day’s moon.
The flood approached late midnight.
People called out to each other.
They reassured of collective awareness.
They gathered on the river bank.
They gathered with lanterns or arches of dry twigs.
The flames began dancing in the air.
The moon was clouded.
It looked pale.
The river came up hissing like a thousand hooded cobra.
Flood waters never entered this village.
The season passed without the river playing havoc.
The villagers felt scandalized every time.
Their familiar tame river expanded.
It looked alien.
It began hissing.
They had imagined the situation.
It was rather much more grave.
They raised their lanterns.
Boats generally came from the forest.
They had gone to collect timber from it.
The wind grew strongest and cooler.
Then it was accompanied by a thin shower.
All ran to take shelter under the banian tree.
The wicks of the lanterns were turned low.
The elders would point at a mound.
It was covered with grass and shrubs.
It was not far from the tree.
The mound had decayed through centuries.
But it was still “as high as two men”.
The mound contained the ruins of a certain king’s palace.
It was not possible to recall certain kings’ names.
That king had built it.
He might belong to the solar or lunar dynasty.
It is not remembered by him.
The king had dared to cut down a few branches.
He made room for his palace by that.
Perhaps he had planned to cut more.
Even he had planned to totally destroy the tree.
But a terrific storm had broken out.
The palace collapsed.
The king and his family took shelter under it.
They were saved.
The king elapsed the tree and wept.
The storm subsided.
It was again said that the tree had taken off.
It had flown to the Himalayas. Or it had flown to other meaningful places.
It is said that a great would have lived under it.
The trunk clasped by the king had decayed.
It had even disappeared.
Numerous shoots had been produced.
They had formed new trunks.
The tree was resting on these trunks.
At the foot of one of the trunks rested the tiny “banian goddess
No regular priest had gotten attached to her.
Whoever so desired could approach her.
He could sprinkle vermillion on her.
Devotees ordinarily did not prostrate themselves to her.
But everybody passing by usually bowed.
They put complex problems before her.
They also put formidable problems.
But small issues were referred to her from time to time.
Children in particular found her quite helpful.
They approached her for their crises arising from under homework.
She is helpful for the ill humor of the pundits of the primary school.
The area before another trunk was the usual site for village meetings.
The neighboring trunk could be found much reversed sacred bull of the village.
In the afternoon of the bi-weekly market days, an old woman sat leaning against another trunk.
She was with a sack half-filled with greens or drunk sticks.
She would rise in summer.
She would offer a handful of things from the sack to the sacred bull
A family of snakes resided in the hollow of another trunk.
It had earned the reputation of being conscientious and harmless.
A legion of birds rested above this branch.
The tree was taken to be immortal.
Immortally being an attitude of gods.
It was godly.
Nobody would easily flout a decision.
It had been arrived at in a meeting under the tree.
The decision was unpleasant to a party.

Meaning Of Difficult Words

sinister – that which makes you feel that something evil is going to happen.
uncanny – unearthly, supernatural
draped – covered
hiss – to make a sibilant sound, to condemn by hissing.
hood – expanded head of a snake.
havoc – a devastation.
scandalize – make a malicious gossip
expand – to spread out, to develop, to amplify
timber – carpenter’s wood, a beam
accompany – to keep company with
mound – bank of the earth or stone, heap, hillock
solar – influenced by the sun
lunar – influenced by the moon
terrific – fearful
collapse – to fall away, to break down
clasp – embrace
subside – to abate, to sink down

Section – II

Gist:
Paragraphs: 21 – 25
The rain stopped though no wind. A crashing sound stunned the people. Suddenly the earth seemed to rock. A few who were nearest the river were splashed. Had they been standing a few feet farther they would have been gone forever. Nirakar Das, the retired head-pundit of the primary school called everybody to leave the place and go away to a safer place. All obeyed his outright. A few snakes crept out of the hollow under the tree and wriggled away toward the mound. It appeared like the exodus of a thousand snakes. It was now about dawn. Nirakar Das advanced near the tree and looked up for a long time. He declared that his eyes were gone. He called one of his ex-pupils. Ravindra, the founder proprietor of the village’s sole, grocery and asked him to look up and see if there were any birds on the tree

Paragraphs: 26-38
Ravindra and others gazed up into the branches for a while and reported their finding that nothing of that sort was there. He asked the people of his age group and the reply was the same. He said it was not a good sign because snakes and birds have fled the natural shelter. Ravindra and others detected an extensive crack in the shape of a sickle with both ends pointing toward the river. The semi-circle embraced the tree. If the tree falls, it will carry the whole huge chunk along with it into the river for its unnumerable roots have made much of earth like a single cake.

As the sky in the east grew brighter it was observed that the ground between the tree and the river had already tilted towards the river. The young men tried to appear engrossed in discussing something highly sophisticated among themselves. Srikanta Das raised his voice and whispered that not only the boys but all adults have their share of it. And if the tree is going to collapse, it is because cannot one of us confess his sin, addressing the spirit of the tree silently in “our hearts”. Let us pray to be pardoned by saying “Haribol”.

GIST:
Paragraphs: 39 – 43
All shouted “Haribol” but it sounded like a cry of lamentation. When they stopped, the silence seemed bitingly sharp. With the gradual brightening of the sky, the seriousness of the situation became more and more apparent. A few kites that were circling above the whirling waters at times swooped down on the crowd as though to show the contempt of those who could dwell at such height and see all that was happening from horizon to horizon for the wretched men below regarding their situation with other helplessness.

The crowd swelled rapidly. Almost the villagers women and children included were then gathered there. In different words, all asked the same question. “What is to be done?” Apart from the tree was clearly learning about the river. Once the college boys had been humbled there was no hesitation to openly discuss the impending fall of the tree. Something no doubt had to be done. Only one knew what that was.

Analytical Outlines

The rain stopped though not the wind.
A crashing sound stunned the people.
Suddenly the earth seemed to rock.
A few near the river were splashed.
Had they been standing a few feet farther?
They would have been gone forever.
Nirakar Das was the retired Head-pundit of the primary school.
He called everybody to leave the place.
He called them to go away to a safer place.
All obeyed his outright.
A few snakes crept out of the hollow under the tree.
They wriggled away towards the mound.
It appeared like the exodus of thousand snakes.
It was about dawn then.
Nirakar Das advanced near the tree.
He looked up for a long time.
He declared that his eyes were gone.
He called one ofhis expupiL
It was Ravindra.
He was the founder and proprietor of the village’s sole grocery.
He asked him to see if there were any birds on the tree.
Ravindra and others gazed up into the branches.
He reported their findings.
Nothing of that sort was there.
He asked the people of his age group.
The reply was the snake.
He said it was not a good sign.
Because snakes and birds have fled the natural shelter.
Ravindra and others detected an extensive crack.
It was the shape of a sickle.
It’s both ends pointed towards the river.
The semi-circle embraced the tree.
If the tree falls.
It will carry the whole huge chunk into the river.
Its innumerable roots have made much of the earth like a single cake.
The sky in the east grew brighter.
The ground of the tree is titled towards the river.
The young men appeared there.
They discussed among themselves the situation.
Srikanta Das raised his voice.
He whispered that both the boys and adults love their share of sin.
The tree is going to collapse.
It is because it can’t bear the burden of its sins.
He said them to confess their sins.
He addressed the spirit of the tree silently.
He inspired them to pray to be pardoned.
He inspired them to say “Haribol”.
Now, shouted, “Haribol”.
But it sounded like lamentation.
They stopped then.
The silence seemed bitingly sharp.
The seriousness of the situation became more and more apparent.
A few flying kites swooped down on the crowd.
It showed the situation of the wretched men with utter helplessness.
The crowd swelled rapidly.
All the villagers, women, and children gathered there.
All asked the same question in different words.
It was, “What is to be done? Apart from the tree was clearly leaning towards the river.
In college, boys had been humbled.
There was no hesitation about the fall of the tree.
Something, no doubt had to be done.
Nobody knew what to do

Meaning Of Difficult Words

exodus – a going out on a mass scale.
sniffly – sniff to draw in air sharply and audibly through the nose.
whimper – to carry the nose.
swoop – to become down with a sweeping rush
edge – border, at the end of something
cashing sound – a great sound like that of a crash
stunned – bewildered, in a state of trance.
countless – uncountable, numerous, innumerable
crack – fissure, chasm
notorious – mischievous, wicked, naughty
tauntingly – sarcastically, caustically, satirically
implored – requested earnestly, entreated
titled – bent, bending towards the earth
apparent – clear, smooth, easy
contempt – hatred, decision, dislike
swelled – become thicker and thicker, grew in number
impending – imminent, very nearer

Section – III

Gist:
Paragraphs (44- 48)
Sridhar Mishra was a well-known homeopath. He had saved so many from certain death. When the people looked expectantly at him, his lips quivered as they always deed when he was about to diagnose a disease. The villagers were accustomed to reading in that quiver the promise of remedy. But as now the quivering did not stop even when the people had looked at him for a long time, they focussed their attention on Raghu Dalbehera, the only villager to possess a gun. When Raghu realized that the crowd had already been staring at him for five minutes, he raised his gun at an audaciously swooping kite, took aim, and continued to take aim. “Don’t Raghu, point”. Nirakar Das warned and Raghu brought down his gun in relief.

Gist:
Paragraphs (48-62)
Just then someone brought the news that the honorable member of the legislative assembly has been observed only by one on a nearby road perhaps heading for the next village. Freed from the obligation to think or do anything now that the M.L.A. had been located and summoned, all stood peacefully looking towards the bend of the road where he was expected to appear. People were sad that their sheer ill luck had spoiled them.

They had been doomed. The leader retorted that was why they had such pessimism. He also added that people downstream are greatly in trouble. These people are better off than the people downstream. The three college boys were elbowed their way forward, throwing glances back at the crowd as if defying it to stop them from confronting the leader.

They were of course two or three years below the voting age, but they were determined to regain face after their earlier humiliation. The M.L.A. paled, but ignored the boys and asked the elders “What would you like me to do ?” Someone said to him to stop the tree from falling. The M.L.A. said to fetch as many ropes as they could. He guided up his loins and got ready. But suddenly a part of the tree resting on several trunks slid into the river.

Gist:
Paragraphs (63-71)
The crowd stood thunderstruck. The silence was broken by an anxious voice “What will happen to the banian and goddess ?” No sooner had this been said than the ill-tempered old Brahmin was seen rushing to the remnants of the tree. He sat down on the muddy ground which was dangerously unsafe even by the snakes and mustering all his strength pulled up the small stone that has struck the spot. Holding the uprooted goddess close to his bosom as though to protect her from invisible enemies, he returned to the crowd that watched him breathlessly.

While thronging around the Brahmin the people said excitedly to give place to the goddess someone spread a towel on the grass. The Brahmin put down the goddess and patted her. Several people rushed to their homes and brought out symbols and conch shells had to be played close to his ears at loudly as possible. He began by shivering. Then he would fall down in a swoon and rise up with the face beaming supernaturally, eyes wild with inexplicable experiences.

Gist:
Paragraphs (72 – 74)
Bishnu was in France for at least two decades. Those who used to play the instruments close to his ears had purses, they were doing their best. Bishnu opened his mouth. The sound stopped. The voice from him ran: I will be born as a thousand trees here, there, and everywhere. The instruments played louder as the younger ones took over from the tired old hands. Along with Bishnu danced Nirakar Das, Srikanta Das, Vaishnav, and several others.

Analytical Outlines

Sridhar Mishra was a well-known homeopathic.
He had saved so many from certain death.
People looked expectantly at him.
He was about to diagnose a disease.
His lips quivered at that time.
The villagers were accustomed to reading in that quiver.
That quiver was the promise of remedy.
But now the quivering did not stop.
They had looked at him for a long time.
They focused their attention on Raghu Dalbehera.
He was the only villager to possess a gun.
Raghu realized that the crowd had already been staring at him.
He raised his gun at an audaciously swooping kite.
“Don’t Raghu, don’t Nirakar Das warned.
Raghu brought down his gun in relief.
Just then someone brought the news.
It was that M.L.A. would be coming to visit a nearby road of villages.
They all stood peacefully looking towards the bent of the road.
The M.L.A. was expected to appear there.
People said that their sheer ill luck had spoiled them.
They had been doomed.
They retorted that why they had such a pessimism
He also added that people downstream are greatly in trouble.
These people are better off than the people downstream
The three college boys were elbowed their way forward.
They threw glances back at the crowd.
They defined it to stop them from confronting the leader.
Of course, they were two or three years below the voting age.
But they were determined to regain face.
It was after their earlier humiliation.
The M.L.A. paled but ignored the boys.
He asked the elders, “What would you like me to do?
Someone said him to stop the tree from falling.
The M.L.A. said to fetch as much rope as they could.
He girded up his loins.
He got ready.
But suddenly a part of the tree slid into the river.
It rested on several trunks.
The crowd stood thunderstruck.
The silence was broken by an anxious voice.
It was “What will happen to the banian goddess”?
No sooner had this been said than the ill-tempered old Brahmin was soon rushing to the remnants of the tree.
He sat down on the muddy ground.
It was dangerously unsafe even by the snakes.
He mustered all his strength.
He pulled up the small stone.
It has struck the spot.
He held the uprooted goddess close to his bosom.
He did this to protect her from invisible enemies.
He returned to the crowd.
They watched him breathlessly.
They thronged around the Brahmin.
The people said excitedly to give place to the Goddess.
Someone spread a towel on the grass.
The Brahmin put down the Goddess.
He patted her.
Old Bishnu Jena had seated himself before the banian Goddess.
Several people rushed to their homes.
They brought out cymbals
They brought out drums.
They also brought out conch shells.
Drums, cymbals, and conch shells had to be played close to her ears as loudly as possible.
He began by shivering.
Then he would fall down in a swoon.
He would rise up with a face bearing supernatural eyes.
He bears wild eyes with inexplicable experience.
Bishnu was France after at least two decades.
The instrument players had grown old.
They were doing their best with their sagging skin flapping like empty purses.
Bishnu opened his mouth.
Their voice from him ran “I will be born as a thousand trees here, there, and everywhere.
The instruments played louder.
The voice from him ran. “I will be born as a thousand trees here, there, and everywhere.
The younger ones took over from the tired old hands.
Nirakar Das, Srikanta Das etc, danced with Bishnu.

Meaning Of Difficult Words

clarion call – to blind around, to make first by a belt or girdle.
remnants – the battle cry of an ancient trumpet.
thronging – surviving and remaining person after destruction.
poignant – crowding or pressing.
gird – deeply moving.
sagging – bent down with age, wrinkled
pals – mates, chums.

BSE Odisha 9th Class Hindi Solutions Chapter 1 श्रम की प्रतिष्ठा

February 21, 2025February 20, 2025 by Bhagya

Odisha State Board BSE Odisha 9th Class Hindi Solutions Chapter 1 श्रम की प्रतिष्ठा Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Hindi Solutions Chapter 1 श्रम की प्रतिष्ठा

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. निम्नलिखित प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए।
(ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନ କେ ଉତ୍ତର ଦୋ-ତୀନ୍ ବାର୍କୋ ମେଁ ଦୀଜିଏ) ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର, ଦୁଇ-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ ।)

(क) कर्मयोगी होने पर कौन-सा फायदा मिलता है?
(କର୍ମଯୋଗୀ ହୋନେ ପର୍ କୌନ୍-ସା ଫାୟଦା ମିତାହୈ ?)
(ପରିଶ୍ରମୀ ହେଲେ କେଉଁ ଲାଭ ମିଳିପାରିବ ?)
उत्तर:
कर्मयोगी होने पर यह फायदा मिलता है कि कर्मयोगी जीवन में पाप का आसानी से प्रवेश नहीं हो सकता। दिन भर कर्म करने हेतु पाप-चिंतन को समय नहीं मिलता और रात को थका -माँदा शरीर आराम चाहता है। वे श्रम से रोजी रोटी कमाते है।

(ख) फुरसती लोगों को कर्मयोगी क्यों कहा नहीं जा सकता?
(ଫୁରସତା ଲୋଗେଁ। କୋ କର୍ମଯୋଗୀ କ୍ୟା କହା ନେହୀ ଜା ସକ୍ତା ?)
(ଅଳସୁଆ (କାମରୁ ମୁକ୍ତି) ଲୋକମାନଙ୍କୁ କାହିଁକି କର୍ମଯୋଗୀ କୁହାଯିବ ନାହିଁ ?)
उत्तर:
फुरसती लोगों के जीवन में पाप दिखता है। उसके पास समय फाजिल पड़ा है। इससे शैतान का काम शरू होता है। वे श्रम को टालता है, वे कई प्रकार के व्यसन में होते है इसलिए उसको कर्मयोगी कहा नहीं जा सकता।

(ग) देहाती लोग अपने बच्चों को तालीम देनेकी बात क्यों करते हैं?
(ଦେହ।ତା ଲୋଗୁ ଅପନେ ବର୍ଡୋ କୋ ତାଲିମ୍ ଦେନେକୀ ବାତ୍ କୈ କର୍‌ତେ ହୈ ? (ଗ୍ରାମିଣ ଲୋକ ନିଜର ପିଲାମାନଙ୍କୁ ପ୍ରଶିକ୍ଷଣ ଦେବାର କଥା କାହିଁକି କହିଛନ୍ତି ?)
उत्तर:
देहाती लोग अपने बच्चों को तालीम देने की बात करने का कारण यह है कि बच्चा ज्ञानी बनेगा, -धर्म-ग्रन्थ पढ़ सकेगा और जीवन में हर काम विचार पूर्वक करेगा। फिर भी लडके को नौकरी मिलेगी जिससे मजदूर बनकर दिन भर खटना न पड़ेगा।

(घ) भगवान् कृष्ण ने श्रम का आदर कैसे किया?
(ଭଗବାନ୍ କୃଷ୍ଣ ନେ ଶ୍ରମ୍ କା ଆଦର୍ କୈସ୍ କିୟା ?)
(ଭଗବାନ୍ କୃଷ୍ଣ ଶ୍ରମର ଆଦର କିପରି କଲେ ?)
उत्तर:
भगवान् कृष्ण ने श्रम का आदर इसलिए किया कि कोई भी काम छोटा या बड़ा नहीं होता है। दृष्टान्त यह है कि कृष्ण ने राजसूय यज्ञ में जूठी पत्तले उठाने का काम लिया।

(ङ) ज्ञानी और मजदूर में क्या फर्क होता है?
(ଜ୍ଞାନୀ ଔର୍ ମଜଦୂର୍‌ ମେଁ କ୍ୟା ଫର୍କ ହୋତା ହୈ ?)
(ଜ୍ଞାନୀ ଏବଂ ମୂଲିଆ ମଧ୍ୟରେ କ’ଣ ତଫାତ୍ ଅଛି ?)
उत्तर:
ज्ञानी और मजदूर में यह फर्क है कि ज्ञानी खा सकते हैं और आशीर्वाद दे सकते है, काम नहीं कर सकते मगर मजदूर सवेरे उठकर पीसता है। ज्ञानी को काम नहीं करना चाहिए।

(च) शारीरिक और दिमागी श्रम की प्रतिष्ठा कैसे बढ़ सकती है?
(ଶାରୀରିକ ଔର୍ ଦିମାଗା ଶ୍ରମ କୀ ପ୍ରତିଷ୍ଠା କୈସେ ବଢୁ ସକ୍‌ତୀ ହୈ ?)
(ଶାରୀରିକ ଓ ମସ୍ତିଷ୍କ ଶ୍ରମର ପ୍ରତିଷ୍ଠା କିପରି ବଢ଼ି ପାରିବ ?)
उत्तर:
शारीरिक श्रम करने वाले को हमें नीच मानना नहीं चाहिए। शारीरिक श्रम और दिमागी काम का मूल्य समान होना जरुरत है। शारीरिक श्रम और दिमागी काम दोनों करने वालों को हर सुविधा सुयोग ठीक से प्रदान हो तो श्रम की प्रतिष्ठा बढ़ सकती है।

2. निम्नलिखित प्रश्नों का उत्तर एक-एक वाक्य में दीजिए।
(ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନ କା ଉତ୍ତର୍ ଏକ୍-ଏକ୍ ବାକ୍ୟ ମେଁ ଦୀଜିଏ) ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଦୁଇଟି ବାକ୍ୟରେ ଦିଅ)

(क) शेषनाग किसे कहा गया है?
(ଶେଷନାଗ୍ କିସେ କହା ଗୟା ହୈ ?)
(ଶେଷନାଗ କାହାକୁ କୁହାଯାଇଛି ?)
उत्तर:
दिनभर शरीर – श्रम करने वाले मजदूर जो किस्म-किस्म की पैदावार करते है उसे शेषनाग कहा गया है।

(ख) कौन धर्म-पुरुष हो जाता है?
(କୌନ୍ ଧର୍ମ-ପୁରୁଷ୍ ହୋ ଜାତା ହୈ ?)
(କିଏ ଧର୍ମ ପୁରୁଷ ହୋଇପାରିବ ?)
उत्तर:
जो आदमी पसीने से रोटी कमाता है, वह धर्म पुरुष हो जाता है।

(ग) किसके जीवन में पाप का आसानी से प्रवेश नहीं हो सकता?
(କିସ୍‌ ଜୀବନ ମେଁ ପାପ କା ଆସାନୀ ସେ ପ୍ରବେଶ ନେହୀ ହୋ ସକତା ?)
(କାହାର ଜୀବନର ପାପ ସହଜରେ ପ୍ରବେଶ କରିପାରିବ ନାହିଁ ?)
उत्तर:
धर्म-पुरुष के जीवन में पाप का आसानी से प्रवेश नहीं हो सकता।

(घ) किसे कर्मयोगी कहा जा सकता है?
(କିସେ କର୍ମୟୋଗୀ କହା ଜା ସକତା ହୈ ?)
(କାହାକୁ କର୍ମଯୋଗୀ କୁହାଯିବ ?)
उत्तर:
जो आदमी श्रम को टालता नहीं, किसी प्रकार के व्यसन उनमें नहीं होते है और लाचारी से कर्म नहीं करते, उसे कर्मयोगी कहा जा सकता है।

(ङ) फुरसती लोगों के जीवन में पाप क्यों दीखता है?
(ଫୁର୍‌ସତୀ ଲୋଗୋଁ କେ ଜୀବନ୍ ମେଁ ପାପ କେଁ ଦୀଖ୍ତା ହୈ ?)
(ଅଳସୁଆ ବା ଶ୍ରମବିମୁଖ ଲୋକମାନଙ୍କ ଜୀବନରେ ପାପ କାହିଁକି ଦେଖାଯାଏ ?)
उत्तर:
फुरसती लोगों के जीवन में शैतान का काम शुरू होता है, इसलिए जीवन में पाप दीखता है।

(च) मजदूरों को नीच कौन समझता है?
(ମକ ତୁରେଁ ଜୋ ନୀଚ କୌନ୍ ସମଝାତା ହୈ?)
(ଶ୍ରମିକମା ନଙ୍କୁ କେଉଁମାନେ ନୀଚ ଭାବନ୍ତି ?)
उत्तर:
दिमागी काम करने वाले लोग मजदूरों को नीच समझते है।

(छ) किसने कहा कि सीता को दीप की बाती भी जलाने नहीं आती?
(କିତ୍ସୂନେ କାହା କି ସାତା କୋ ଦୀପ୍ କୀ ବାତୀ ଭୀ ଜଲାନେ ନେହୀ ଆତୀ ?)
(କିଏ କହିଛନ୍ତି ଯେ ସୀତା କୁଜୀପର ସଳିତା ମଧ୍ୟ ଜଳିବାକୁ ଆସିବ ନାହିଁ)
उत्तर:
कौशल्या ने कहा कि सीता को दीप की बाती भी जलाने नहीं आती।

(ज) कृष्ण ने धर्मराज से क्या कहा?
କୃଷ୍ଣ ନେ ଧର୍ମରାଜ୍ ସେ କ୍ୟା କହା ?
(କୃଷ୍ଣ ଧର୍ମରାଜଙ୍କୁ କ’ଣ କହିଲେ ?)
उत्तर:
कृष्ण ने धर्मराज से कहा, “मुझे भी काम दो”।

(झ) ज्ञानी क्या नहीं कर सकते?
(ଜ୍ଞାନୀ କ୍ୟା ନେହୀ କର୍ ସଲ୍‌ ?)
(ପଣ୍ଡିତ କ’ଣ କରିପାରିବେ ନାହିଁ ?)
उत्तर:
ज्ञानी काम नहीं कर सकते।

(ञ) कौन मजदूर कहलाएगा?
(କୌନ୍ ମଜଦୂର୍ କହଲାଏଗା ?)
(କାହାକୁ ମୂଲିଆ (ଶ୍ରମିକ) କୁହାଯିବ ?)
उत्तर:
जो आदमी सवेरे उठकर पीसता है, वह मजदूर कहलाएगा।

(ट) किसका जीवन धार्मिक नहीं होता
(କାହାର ଜୀବନ ଧାର୍ମିକ ହୁଏ ନାହିଁ ?)
କିସ୍‌ ଜୀବନ୍ ଧାର୍ମିକ୍ ନେହୀ ହୋତା ?
उत्तर:
जो व्यक्ति काम टालते हैं और काम नहीं करते उसका जीवन धार्मिक नहीं होता।

(ठ) हम काम की इज्जत नहीं करते तो कौन-सा कार्य खोते हैं?
(ହମ୍ କାମ୍ କୀ ଇଜତ୍ ନେହୀ କର୍‌ତେ ତୋ କୌନ୍-ସା କାର୍ୟ ଖୋତେ ହେଁ ?)
(ଆମ୍ଭେ କାମର ସମ୍ମାନ କରିବା ନାହିଁତ ତେବେ କେଉଁ କାମ ନଷ୍ଟ ହେବ ?)
उत्तर:
हम काम की इज्जत नहीं करते तो धर्म-कार्य खोते हैं?

(ड) ब्राह्मण को अपरिग्रही क्यों माना गया था?
ବ୍ରାହ୍ମଣ୍ କୋ ଅପରିଗ୍ରହୀ ବ୍ୟୋ ମାନା ଗୟା ଥା ?
(ବ୍ରାହ୍ମଣକୁ ନିର୍ଲୋଭୀ କାହିଁକି କୁହାଯାଉଥିଲା ?)
उत्तर:
ब्राह्मण सिर्फ धोती और खाने का अधिकारी होने के साथ ज्ञानी होता था, इसलिए अपरिग्रही माना गया था।

(ढ) कब श्रम की प्रतिष्ठा होगी?
(କବ୍ ଶ୍ରମକୀ ପ୍ରତିଷ୍ଠା ହୋଗୀ ?)
(କେବେ ଶ୍ରମର ପ୍ରତିଷ୍ଠା ହେବ ?)
उत्तर:
शारीरिक और मानसिक कामों का मूल्य समान होने से श्रम की प्रतिष्ठा होगी।

3. निम्नलिखित प्रश्नों का उत्तर एक-एक शब्द में दीजिए।
ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନ କେ ଉତ୍ତର୍ ଏକ୍-ଏକ୍ ଶବ୍ଦ ମେଁ ଦୀଜିଏ ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଗୋଟିଏ ଶବ୍ଦରେ ଦିଅ ।)

(क) यह पृथ्वी किसके मस्तक पर स्थित है?
(ୟହ ପୃଥ‌ିବୀ କିସ୍‌ ମସ୍ତକପର୍ ସ୍ଥିତ ହୈ?)
(ଏହି ପୃଥ‌ିବୀ କାହାର ମସ୍ତକ ଉପରେ ଅବସ୍ଥିତ ?)
उत्तर:
शेषनाग

(ख) भगवान् ने किसे कर्मयोगी कहा है?
(ଭଗବାନ୍ ନେ କିସେ କର୍ମୟୋଗୀ କହା ହୈ ?)
(ଭଗବାନ କାହାକୁ କର୍ମଯୋଗୀ କହିଛନ୍ତି ?)
उत्तर:
मजदूरों को

(ग) अपने पसीने से कौन रोटी कमाता है?
(ଅପ୍‌ ପସୀନେ ସେ କୌନ୍ ରୋଟୀ କମାତା ହୈ ?)
(ନିଜ ପରିଶ୍ରମରେ କିଏ ରୋଜଗାର କରନ୍ତି? )
उत्तर:
मजदूर

(घ) किसे कर्मयोगी कहा नहीं जा सकता?
(କିସ୍ କର୍ମୟୋଗୀ କହା ନେତ୍ରୀ ଜା ସକ୍‌ତା ?)
(କାହାକୁ କର୍ମଯୋଗୀ କୁହାଯିବ ନାହିଁ ?)
उत्तर:
श्रम टालने वाले को

(ङ) जहां समय फाजिल पड़ा होता है, वहां किसका काम शुरू हो जाता है?
(ଜହାଁ ସମୟ ଫାଜିଲ୍ ପଡ଼ା ହୋତା ହୈ, ୱହାଁ କିସ୍ କା କାମ ଶୁରୁ ହୋ ଜାତା ହୈ ?)
(ଯେଉଁଠାରେ ସମୟ ଆବଶ୍ୟକଠାରୁ ଅଧ‌ିକ ହେବ, ସେଠାରେ କାହାର କାମ ଆରମ୍ଭ ହେଉଛି ?)
उत्तर:
शैतान का

(च) किन-किन लोगों के जीवन में पाप दिखता है?
(କିନ୍-କିନ୍ ଲୋଗୋଁ କେ ଜୀବନ୍ ମେଁ ପାପ ଦିଖ୍ ହୈ ?)
(କେଉଁ ଲୋକମାନଙ୍କ ଜୀବନରେ ପାପ ଦେଖାଯାଏ ?)
उत्तर:
फुरसती, मजदूर

(छ) कौन कहता है कि उनके बच्चों को तालीम मिलनी चाहिए?
(କୌନ୍ କହତା ହୈ କି ଉକେ ବର୍ଡୋ କୋ ତାଲିମ୍ ମିଲନୀ ଚାହିଏ ?)
(କିଏ କହନ୍ତି ଯେ ତାଙ୍କର ପିଲାମାନଙ୍କୁ ପ୍ରଶିକ୍ଷଣ ମିଳିବା ଉଚ୍ଚିତ୍‌ ?)
उत्तर:
देहातीलोग

(ज) राजसूय यज्ञ किसने किया था?
(ରାଜସୂୟ ୟଜ୍ଞ କିସ୍‌ କିୟା ଥା ?)
(ରାଜସ୍ଵୟ ଯଜ୍ଞ କିଏ କରିଥିଲେ ?)
उत्तर:
धर्मराज

(झ) कौन-से श्रम की प्रतिष्ठा मानी गयी है?
କୌନ୍ ସେ ଶ୍ରମ କୀ ପ୍ରତିଷ୍ଠା ମାନୀ ଗୟୀ ହୈ ? (କେଉଁ ଶ୍ରମର ପ୍ରତିଷ୍ଠା ସ୍ଵୀକାର କରାଯାଇଛି ? ବା କେଉଁ ଶ୍ରମକୁ ପ୍ରତିଷ୍ଠିତ ଶ୍ରମ ବୋଲି ସ୍ଵୀକାର କରାଯାଇଛି ?)
उत्तर:
दिमागी काम

(अ) दिमागी काम कौन करता था?
(ଦିମାଗୀ କାମ୍ କୌନ୍ କରିତା ଥା ?)
(ମାନସିକ ଶ୍ରମ ବା ମସ୍ତିଷ୍କ ଶ୍ରମ କିଏ କରିଥିଲେ ?)
उत्तर:
महात्मा गाँधी

(ट) अपरिग्रही किसे माना गया था?
(‘ଅପରିଗ୍ରହୀ କିସ୍ ମାନ ଗୟା ଥା ?)
(‘ନିର୍ଲୋଭୀ’ କାହାକୁ କୁହାଯାଉଥିଲା ?)
उत्तर:
ब्राह्मण

(ठ) बिना काम किये हमारा जीवन कैसा बनता है?
(ବିନା କାମ୍ କିୟେ ହମାରା ଜୀବନ୍ କୈସେ ବନ୍‌ହୈ ?)
(କାମ ବିନା ଆମର ଜୀବନ କିପରି ହେବ ?)
उत्तर:
पापी

(ड) किसका मूल्य समान होना चाहिए?
(କିସ୍‌ ମୂଲ୍ୟ ସମାନ୍ ହୋନା ଚାହିଏ ?)
(କାହାର ମୂଲ୍ୟ ସମାନ ହେବା ଉଚିତ ?)
उत्तर:
काम का

4. निम्नलिखित अवतरणों का आशय स्पष्ट कीजिए।
(ନିମ୍ନଲିଖ୍ ଗଦ୍ୟଖଣ୍ଡ ଗୁଡ଼ିକର ଉଦ୍ଦେଶ୍ୟ ସ୍ପଷ୍ଟ କର ।)

(क) लेकिन सिर्फ कर्म करने से कोई कर्मयोगी नहीं होता।
उत्तर:
ଲେକିନ୍ ସିଫ୍ କର୍ମ କର୍‌ନେ ସେ କୋଈ କର୍ମୟୋଗୀ ନେହୀ ହୋତା ।
(କିନ୍ତୁ କେବଳ କର୍ମ କରିବା ଦ୍ୱାରା କେହି କର୍ମଯୋଗୀ ହୁଏ ନାହିଁ ।)
उत्तर:
यह अबतरण ‘श्रम की प्रतिष्ठा’ से लिया गया है। यहाँ बिनोबा जी कर्मयोगी पर वर्णन किया है। संसार में हर आदमी कर्म करते है लेकिन सभी कर्म का मूल लक्ष्य निर्द्दिष्ट होना चाहिए । मजदूर दिन रात कर्म करते है, वह कर्मयोगी नहीं कहलाता। कर्म करने के साथ भगवान पर ध्यान रखना है। जो व्यक्ति अपने पसीने से रोटी कमाते है वह कर्मयोगी कहलाते है।

(ख) जहाँ समय फाजिल पड़ा है, वहाँ शैतान का काम शुरू हो जाता है।
(ଜହାଁ ସମୟ ଫାଜିଲ୍ ପଢ଼ା ହୈ, ୱର୍ଡା ଶୈତାନ୍ କା କାମ୍ ଶୁରୁ ହୋ ଜାତା ହୈ )।
(ଯେଉଁଠାରେ ସମୟ ଆବଶ୍ୟକତା ଠାରୁ ଅଧିକ ଅଛି, ସେଠାରେ ଦୃଷ୍ଟର ବା ଶଇତାନର କାମ ଆରମ୍ଭ ହେଉଚ୍ଛା)
उत्तर:
यह गद्यखण्ड ‘श्रम की प्रतिष्ठा’ से लिया गया है। इस पर विनोबाजी ने समय के व्यवहार पर चर्चा की। जो व्यक्ति के पास समय आवश्यकता से अधिक है, वे समय को ठिक रूप से सद्व्यवहार नहीं कर सकता है। उसके जीवन मे पाप दिखता है। कर्म को पूजा नहीं समझते। वे हमेशा कुचिन्ता में फस जाता है।

(ग) ज्ञानी तो खा सकते हैं और आशीर्वाद दे सकते हैं; काम नहीं कर सकते।
ଜ୍ଞାନୀ ତୋ ଖା ସତ୍ତ୍ଵେ ହେଁ ଔର୍ ଆଶୀର୍ବାଦ୍ ଦେ ସକ୍‌ ହେଁ, କାମ୍ ନେହୀ କର୍‌ସଲ୍‌ । ଜ୍ଞାନୀ ଖାଇ ପାରିବ ଏବଂ ଆଶୀର୍ବାଦ ଦେଇପାରିବ, କାମ କରି ପାରିବ ନାହିଁ ।)
उत्तर:
यह अवतरण ‘श्रम की प्रतिष्ठा’ से लिया गया है। यहाँ विनोबाजी ने ज्ञानी के काम पर गुरुत्व दिया है। ज्ञानी खाता और आशीर्वाद देता इसलिए कि उसके पास ज्ञान और विबेक दोनों हैं । कोई सवेरे उठकर पीसता है वे ज्ञानी नहीं, मजदूर कहलायेगा। बूढ़ों और बच्चों को काम देना निष्ठुरता है। इसलिए बूढ़ो को काम से मुक्त रहना ठीक है।

(घ) अगर हम बिना काम किये खाते हैं तो हमारा जीवन पापी बनता है।
(ଅଗର୍ ହମ୍ ବିନା କାମ୍ କିୟେ ଖାତେ ହୈ ତୋ ହମାରା ଜୀବନ୍ ପାପୀ ବନ୍ଧା ହୈ ।)
(ଯଦି ଆମ୍ଭେ କାମ ନକରି ଖାଇବା ତ ଆମ୍ଭ ଜୀବନ ପାପୀ ବା ପାପପୂର୍ଣ୍ଣ ହୋଇଯିବ ।)
उत्तर:
यह अवतरण विनोबाजी द्वारा लिखित ‘श्रम कि प्रतिष्ठा’ से लिया गया है। प्रत्येक व्यक्ति को कुछ-न-कुछ श्रम करने के साथ समाज के सभी वर्ग के लोगों श्रम करने के सक्षम होने की कोशिश करना आवश्यक है। जो आदमी कुछ नकर खाते है, वह पापी बनाता है। शारीरिक श्रम और दिमागी काम का मूल्य भी समान होना चाहिए।

(ङ) प्रस्तुत निबंध से हमें कौन-सी शिक्षा मिलती है?
(ପ୍ରସ୍ତୁତ୍ ନିବଂଧୂ ସେ ହମ୍ କୌନ୍-ସି ଶିକ୍ଷା ମିଲ୍‌ ହୈ ?)
(ପ୍ରସ୍ତୁତ ନିବଂଧରୁ ଆମକୁ କେଉଁ ଶିକ୍ଷା ମିଳୁଛି ?)
उत्तर:
प्रस्तुत निबंध से यह शिक्षा मिलती है कि प्रत्येक व्यक्ति को कुछ-न-कुछ श्रम करना चाहिए। निबन्धकार के विचार है कि जो अपने पसीने से रोटी कमाता है, वह पाप कर्मों से कोसो भागता है। शारीरिक श्रम और दिमागी काम का मूल्य समान होना जरूरी है।

5. रिक्त स्थानों को भरिए। (ପ୍ରସ୍ତୁତ୍ ନିବଂଧୂ ସେ ହମ୍ କୌନ୍-ସି ଶିକ୍ଷା)

(क) इसलिए भगवान् ने ………………… कर्मयोगी कहा है।
उत्तर:
मजदूरो,

(ख) ऐसा इसलिए होता है कि वे कर्म को ………………… नहीं समझते।
उत्तर:
पूजा,

(ग) भगवान् ने कहा, आदरणीय हैं तो क्या ……………….. हैं?
उत्तर:
नालायक,

(घ) दिमागी काम करनेवालों को भी ……………. दिये हैं।
उत्तर:
हाथ,

(ङ) ……………………. जो ज्ञानी होता था, पढ़ाता था।
उत्तर:
ब्राह्मण

भाषा-ज्ञान (ଭାଷା-ଜ୍ଞାନ)

1. ‘देहाती’ शब्द देहात के साथ ‘ई’ प्रत्यय के योग से बना है। शब्द के अंत में आनेवाले, शब्दांशों को प्रत्यय कहते हैं। यहाँ ‘ई’ एक तद्धित प्रत्यय है। हिन्दी में दो प्रत्यय होते हैं – कृदन्त और तद्धित।
(ଦେହାତ ଶବ୍ଦ ସହିତ ‘ଈ’ ପ୍ରତ୍ୟୟ ଯୋଗରେ ‘ଦେହତୀ’ ହୋଇଛି । ଶବ୍ଦର ଶେଷରେ ଆସୁଥ‌ିବା ଶତାଂଶକୁ ପ୍ରତ୍ୟୟ କୁହାଯାଏ । ଏଠାରେ ‘ଈ’ ଗୋଟିଏ ତଦ୍ଧିତ ପ୍ରତ୍ୟୟ ଅଟେ ।)ହିନ୍ଦୀରେ ପ୍ରତ୍ୟୟ ଦୁଇ ପ୍ରକାର ।
(i) କୃଦନ୍ତ୍ର
(ii) ତଦ୍ଧିତ

उपर्युक्त उदाहरण की तरह ‘ई’ प्रत्यय के योग से बननेवाले शब्दों को प्रस्तुत निबंध से खोजकर लिखिए
(ଉପର ବର୍ଣ୍ଣିତ ଉଦାହରଣ ଭଳି ‘ଈ’ ପ୍ରତ୍ୟୟ ଯୋଗ ହୋଇଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକୁ ପ୍ରସ୍ତୁତ ନିବନ୍ଧରୁ ବାଛି ଲେଖ ।)
उत्तर:
कर्मयोगी, आसानी, मजदूरी, नौकरी, ज्ञानी, बेकारी, ब्यापारी, लाचारी, पापी, अधिकारी, उपकारी। ‘यह पृथ्वी शेषनाग के मस्तक पर स्थित है’।

2. ‘यह पृथ्वी शेषनाग के मस्तक पर स्थित है’।
इस वाक्य में प्रयुक्त ‘पर’ अधिकरण कारक की सप्तमी विभक्ति का चिह्न है। इसे परसर्ग भी कहते हैं।
(ଏହି ବାକ୍ୟରେ ବ୍ୟବହୃତ ‘पर’ ଅଧିକରଣ କାରକ ସପ୍ତମୀ ବିଭକ୍ତିର ଚିହ୍ନ ଅଟେ । ଏହାକୁ ମଧ୍ୟ ପରସର୍ଗ କହନ୍ତି ।)
प्रस्तुत निबंध में जहाँ-जहाँ इसी परसर्ग ‘पर’ का प्रयोग हुआ है, उन्हें छाँटकर लिखिए ।
(ପ୍ରସ୍ତୁତ ନିବନ୍ଧରେ ଯେଉଁଠାରେ ଏହି ‘पर’ ପରସର୍ଗର ପ୍ରୟୋଗ ହୋଇଅଛି, ସେଗୁଡ଼ିକୁ ବାଛି ଲେଖ ।)
उत्तर:

यह पृथ्वी शेषनाग के मस्तक पर स्थित है।
हिन्दुस्तान में कुछ मजदूर खेतों पर काम करते हैं।
वह मजदूरी तो करता है पर उसमें उसे गौरब नहीं लगता।
बेटी समान माना पर मेहनत को हीन माना गया।
शरीर-श्रम की प्रतिष्ठा न मानों, पर महात्मा गांधी तो दिमागी काम करते थे।

(ଯଦି ଆଉ କୌଣସି ଏହି ପରି ବାକ୍ୟ ଥାଏ, ସେଗୁଡ଼ିକୁ ବାଛି ଲେଖ ।)

3. निम्नलिखित वाक्यों पर ध्यान दीजिए।

जो शख्स पसीने से रोटी कमाता है, वह धर्म-पुरुष हो जाता है।
अगर हम काम की इज्जत नहीं करते तो बड़ा भारी धर्म – कार्य खोते हैं।
शरीर – श्रम करनेवाले को हम नीच मानते हैं।

इन वाक्यों में प्रयुक्त धर्म-पुरुष, धर्म – कार्य और शरीर-श्रम अधिक शब्दों के मेल से बने हैं।
(ଏହି ବାକ୍ୟଗୁଡ଼ିକରେ ବ୍ୟବହୃତ ‘ଧର୍ମ-ପୁରୁଷ’, ‘ଧର୍ମ-କାର୍ଯ୍ୟ’ ଓ ‘ଶରୀର-ଶ୍ରମ’ ଅଧ‌ିକ ଶବ୍ଦଗୁଡ଼ିକର ମିଳନରେ ଗଠିତ ହେ।ଇଚ୍ଛି)

जैसे- धर्म (का) पुरुष
धर्म (का) कार्य
शरीर (का) श्रम

जब एकाधिक शब्द एक-दूसरे से मिल जाते हैं, तब उस मेल को समास कहा जाता है।
(ଯେତେବେଳେ ଏକାଧିକ ଶବ୍ଦ ଗୋଟିଏ ଅନ୍ୟଟି ସହିତ ମିଳିଯାଆନ୍ତି, ସେତେବେଳେ ସେହି ମିଳନକୁ ସମାସ କୁହାଯାଏ ।)

समास सात प्रकार के होते हैं-

अव्ययीभाव
तत्पुरुष समास
नञ् तत्पुरुष
कर्मधारय
द्विगु
द्वन्द्व
बहुब्रीहि समास

उपर्युक्त उदाहरण तत्पुरुष समास के हैं।

4. ‘आज देहाती लोग भी कहते हैं कि हमारे बच्चों को तालीम मिलनी चाहिए।’ इस वाक्य में ‘आज देहाती लोग भी कहते हैं’ प्रधान वाक्य है और ‘हमारे बच्चों को तालीम मिलनी चाहिए’ आश्रित वाक्य है। इन दोनों वाक्यों को संयोजक अविकारी शब्द ‘कि’ मिलाता है।
याद रखिए:
जिस वाक्य में एक प्रधान वाक्य और एक आश्रित वाक्य हो, उसे मिश्र वाक्य कहते हैं। रचना की दृष्टि से वाक्य के अनेक भेद पाये जाते हैं – सरल वाक्य, मिश्र वाक्य, संयुक्त वाक्य आदि।

सरल वाक्य: नृत्यांगना चन्द्रिका ने नृत्य महोत्सव में सभी दर्शकों का मन मोहित कर लिया।

मिश्र वाक्य : बाण से घायल एक हंस जब उपवन में गिर पड़ा, तब राजकुमार सिद्धार्थ ने उसे तुरन्त उठा लिया।

संयुक्त वाक्य: पानी में भीगे हुए बच्चे पेड़ पर चढ़ गये और पके पके फल तोड़ने लगे।

5. इस पाठ में जीवन, लोग, काम के आगे क्रमशः धार्मिक, देहाती और दिमागी शब्दों का प्रयोग हुआ है। इन शब्दों से उनकी विशेषता उभर कर आती है। पाठ से कुछ ऐसे ही शब्द छाँटिए जो किसी की विशेषता बता रहे हों।
उत्तर:
ज्ञानी लोग
जूठी पत्तल
सफाई कर्मचारी
थका-माँदा शरीर
(ଏହିପରି ପିଲାମାନେ ଅନ୍ୟ ଶବ୍ଦକୁ ବାଛି ଲେଖୁବେ ।)

अतिरिक्त प्रश्नोत्तर

1. मजदूरों को कौन नीच समझते है?
(ମଜଦୂରୌ କୋ କୌନ୍‌ ନୀବ୍ ସମଝତେ ହୈ ?)
(ଶ୍ରମିକମାନଙ୍କୁ କିଏ ନୀଚ ଭାବନ୍ତି ?)
उत्तर:
दिमागी काम करने वाले लोग मजदूरों को नीच समझते है। थोड़ा-सा काम लेने के लिए जीतनी मजदूरी देनी पड़ेगी उतनी ही देंगे पर ज्यादा से ज्यादा काम लेंगे। उन्हें काम से भी घृणा ह ।

2. किसके जीवन में पाप आसानी से प्रवेश नहीं हो सकता?
(କିସ୍‌ ଜୀୱନ୍ ମେଁ ପାପ୍ ଆସାନୀ ସେ ପ୍ରବେଶ ନର୍ଜୀ ହୋ ସକତା) ?
(କାହା ଜୀବନରେ ପାପ ସହଜରେ ପ୍ରବେଶ କରେ ନାହିଁ ।?)
उत्तर:
हिन्दुस्तान में कुछ मजदूर खेतो पर काम करते है, कुछ रेलवे में काम करते हैं, कुछ कारखाने में काम करते हैं। इन लोगों अपने पसीने से रोजी रोटी कमाते है। इसलिए उसके जीवन में पाप आसानी से प्रवेश नहीं हो सकता।

3. श्रम की प्रतिष्ठा निबन्ध से हमें कौन सी शिक्षा मिलती है?
(ଶ୍ରମ୍ କୀ ପ୍ରତିଷ୍ଠା ନିବନ୍ଧ ସେ ହର୍ମେ କୌନ୍ ସୀ ଶିକ୍ଷା ମିଲ୍‌ ହୈ ?)
(ଶ୍ରମ କୀ ପ୍ରତିଷ୍ଠା ନିବନ୍ଧରୁ ଆମେ କେଉଁ ଶିକ୍ଷା घाबू ?)
उत्तर:
‘श्रम की प्रतिष्ठा’ निवन्ध से हमे यह शिक्षा मिलती है कि प्रत्येक व्यक्ति को कुछ ना कुछ श्रम करना आवश्यक है। कर्मयोगी की महत्ता पर वल देने के साथ अपने पसीने से रोटी कमाता, शारीरिक श्रम और दिमागी काम का मूल्य समान होना चाहिए। संसार में कोई काम छोटा या बड़ा नहीं होता।

अति संक्षिप्त उत्तरमूलक प्रश्नोत्तर

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए ।

प्रश्न 1.
‘श्रम की प्रतिष्ठा’ निबंध किसने लिखा है?
उत्तर:
‘श्रम की प्रतिष्ठा’ निबंध आचार्य विनोबा भावे ने लिखा है।

प्रश्न 2.
आचार्य विनोबा भावे का जन्म कब और कहाँ हुआ था?
उत्तर:
आचार्य विनोबा भावे का जन्म ११ सितम्बर, सन् १८९५ ई° को महाराष्ट्र के गंगोदा गाँव में हुआ था।

प्रश्न 3.
आचार्य विनोबा भावे का पूरा नाम क्या है?
उत्तर:
आचार्य विनोबा भावे का पूरा नाम विनायक राव भावे है।

प्रश्न 4.
आचार्य विनोबा जी अविवाहित क्यों रहे ?
उत्तर:
अपनी माता की प्रेरणा से आचार्य विनोबा जी अविवाहित रहे।

प्रश्न 5.
आचार्य भावे जी का क्या स्वप्न था?
उत्तर:
‘सर्वोदय’ को साकार करना आचार्य भावे जी का स्वप्न था।

प्रश्न 6.
‘श्रम की प्रतिष्ठा’ निबंध में निबंधकार ने किस पर प्रकाश डाला है?
उत्तर:
‘श्रम की प्रतिष्ठा’ निबंध में निबंधकार ने श्रम के महत्व पर प्रकाश डाला है।

प्रश्न 7.
शेषनाग किसे कहा गया है?
उत्तर:
दिनभर अथक परिश्रम करनेवाले मजदूर को शेषनाग कहा गया है।

प्रश्न 8.
पृथ्वी किसके मस्तक पर स्थित है?
उत्तर:
पृथ्वी शेषनाग के मस्तक पर स्थित है।

प्रश्न 9.
भगवान ने कर्मयोगी किसे कहा है?
उत्तर:
भगवान ने मजदूरों को कर्मयोगी कहा है।

प्रश्न 10.
कौन धर्म-पूरूष हो जाता है?
उत्तर:
जो पसीने से रोटी कमाता है, वह धर्म-पुरुष हो जाता है।

प्रश्न 11.
कौन मजदूर कहलाएगा?
उत्तर:
जो सबेरे उठकर पीसता है या काम में लग जाता है वह मजदूर कहलाएगा।

प्रश्न 12.
किसके जीवन में पाप आसानी से प्रवेश नहीं कर सकता?
उत्तर:
पसीने से रोटी कमाने वाले धर्म-पुरुष जैसे लोगों के जीवन में पाप आसानी से प्रवेश नहीं कर सकता।

प्रश्न 13.
कोन कर्मयोगी नहीं हो सकता?
उत्तर:
केवल श्रम करने से कोई कर्मयोगी नहीं हो सकता।

प्रश्न 14.
शैतान का काम कब शुरु होता है?
उत्तर:
फाजिल पड़े समय में शैतान का काम शुरु होता है।

प्रश्न 15.
किनके जीवन में पाप दिखता है?
उत्तर:
फुरसती लोगों के जीवन में पाप दिखता है।

प्रश्न 16.
मजदूरों को नीच कौन-लोग समझते हैं?
उत्तर:
दिमागी काम करनेवाले लोग मजदूरों को नीच समझते हैं।

प्रश्न 17.
ब्राह्मण को अपरिग्रही क्यों माना गया था?
उत्तर:
ब्राह्मण पढ़ाने के बदले सिर्फ धोती और खाने का अधिकारी था। इसलिए उसे अपरिग्रही माना गया।

प्रश्न 18.
राजसूय यज्ञ किसने किया था?
उत्तर:
धर्मराज युधिष्ठिर ने राजसूय यज्ञ किया था।

प्रश्न 19.
राजसूय यज्ञ में कृष्ण ने क्या काम किया?
उत्तर:
राजसूय यज्ञ में कृष्ण ने जूठी पत्तलें उठाने का और पोंछा लगाने का काम किया।

प्रश्न 20.
कब श्रम की प्रतिष्ठा होगी?
उत्तर:
जब हर कोई थोड़ा-थोड़ा परिश्रम करेगा और कामों का मूल्य समान होगा तब श्रम की प्रतिष्ठा हागी।

प्रश्न 21.
अपने पसीने से रोटी कौन कमाता है?
उत्तर:
अपने पसीने से रोटी धर्मपुरुष कमाता है।

प्रश्न 22.
हमारा जीवन पापी कब बनता है?
उत्तर:
अगर हम बिना काम किए खाते हैं तो हमारा जीवन पापी बनता है।

B. निम्नलिखित प्रश्नों के उत्तर एक शब्द में दीजिए।

प्रश्न 1.
किसे कर्मयोगी कहा नहीं जा सकता?
उत्तर:
जो श्रम को टालता है

प्रश्न 2.
कौन से श्रम की प्रतिष्ठा मानी गयी है?
उत्तर:
दिमागी

प्रश्न 3.
शेषनाग किसे कहा गया है?
उत्तर:
मजदूर

प्रश्न 4.
किसे कर्मयोगी कहा जा सकता है?
उत्तर:
मजदूर

प्रश्न 5.
कौन मजदूरों को नीच समझता है?
उत्तर:
दीमागी काम करनेवाले लोग

प्रश्न 6.
किसने कहा कि सीता को दीप की बाती भी जलानी नहीं आती?
उत्तर:
कौसल्या

प्रश्न 7.
ज्ञानी क्या नहीं कर सकते?
उत्तर:
काम

प्रश्न 8.
किसका जीवन धार्मिक नहीं होता?
उत्तर:
जो काम को टालते हैं

प्रश्न 9.
यह पृथ्वी किसके मस्तक पर स्थित है?
उत्तर:
शेषनाग

प्रश्न 10.
कौन कहता है कि उनके बच्चों को तालीम मिलनी चाहिए?
उत्तर:
देहाती लोग

प्रश्न 11.
अपरिग्रही किसे माना गया था?
उत्तर:
ब्राह्मण

प्रश्न 12.
मैंने तो उसे दीप की बाती भी जलाने नहीं दी'”-यह वाक्य किसने कहा था?
उत्तर:
कौसल्य न

प्रश्न 13.
फुरसती लोगों में क्या दिखता है?
उत्तर:
पाप

प्रश्न 14.
कौन मजदूरों से ज्यादा से ज्यादा काम लेंगे?
उत्तर:
दीमागी काम करने वाले

प्रश्न 15.
धर्मराज ने कौन-सा यज्ञ किया था?
उत्तर:
राजसूयी यज्ञ

प्रश्न 16.
शेषनाग के मस्तक पर कौन स्थित है?
उत्तर:
पृथ्वी

प्रश्न 17.
‘श्रम की प्रतिष्ठा’ पाठ के लेखक कौन है?
उत्तर:
आचार्य विनोवा भावे

प्रश्न 18.
दिमागी काम कौन करता था?
उत्तर:
महात्मा गांधी

प्रश्न 19.
किसके जीवन में पाप आसानी से प्रवेश नहीं हो सकता?
उत्तर:
धर्मपुरुष

प्रश्न 20.
किसका मूल्य समान होना चाहिए?
उत्तर:
काम का

प्रश्न 21.
बिना काम किये हमारा जीवन कैसा बनता है?
उत्तर:
कृष्ण

प्रश्न 22.
किसने कहा था- ‘मुझे भी काम दो’ ?
उत्तर:
पापी

प्रश्न 23.
हम काम की इज्जत नहीं करते तो कौन-सा कार्य खोते हैं?
उत्तर:
बड़ा भारी धर्मकार्य

C. रिक्तस्थानों को भरिए।

प्रश्न 1.
विनोबा भावे का पूरानाम ……………..।
उत्तर:
विनायक राव

प्रश्न 2.
भगवान ने ……………. सा काम लिया।
उत्तर:
जूठी पत्तले उठाने का

प्रश्न 3.
भूदान का प्रवर्तक थे ………………..।
उत्तर:
विनोबा भावे

प्रश्न 4.
‘श्रम की प्रतिष्ठा’ ……………… की रचना है।
उत्तर:
विनोबा भावे

प्रश्न 5.
कृष्ण ने धर्मराज से ……………. कहा।
उत्तर:
मुझे भी काम दो

प्रश्न 6.
हम काम की इजत नहीं करते तो ………………. सा कार्य खोते हैं।
उत्तर:
धार्मिक काय

प्रश्न 7.

अपने पसीने से ……………… रोटी कमाता है।
उत्तर:
मजदूर

प्रश्न 8.
………………. लोगों के जीवन में पाप दिखता है।
उत्तर:
फुरसती लोगों में

प्रश्न 9.

राजसूय यज्ञ ………………… ने किया था।
उत्तर:
युधिष्ठिर

प्रश्न 10.
……………. दिमागी काम करता था।
उत्तर:
महात्मा गाँधी

प्रश्न 11.
बिना काम किये हमारा जीवन …………….. बनता है।
उत्तर:
पापी

प्रश्न 12.
……………… का मूल्य समान होना चाहिए?
उत्तर:
काम

प्रश्न 13.
दीमागी काम करने वाले लोग मजदूरों को ……………. समझते हैं।
उत्तर:
नीच

प्रश्न 14.
……………… का वनवास हुआ।
उत्तर:
राम

प्रश्न 15.
महात्मा गांधी ……………. सा काम करते थे।
उत्तर:
दिमागी काम

प्रश्न 16.
ब्राह्यण को …………….. माना गया है।
उत्तर:
अपरिग्रही

प्रश्न 17.
देहाती लोग के अनुसार बच्चों को ……………… मिलनी चाहिए।
उत्तर:
तालीम

प्रश्न 18.
मजदूरों को ……………… ने कर्मयोगी कहा है।
उत्तर:
भगवान

प्रश्न 19.
धर्मपुरुष के जीवन में ……………… का आसानी से प्रवेश नहीं हो सकता।
उत्तर:
पाप

प्रश्न 20.
भगवान ने कहा,………………… है तो क्या नालायक हैं?
उत्तर:
आदरणीय

प्रश्न 21.
ऐसा ……………… जहाँ लाचारी से काम करता है।
उत्तर:
समाज

प्रश्न 22.
‘श्रमकी प्रतिष्ठा’ निबन्ध किस पर जोर डाला है ?
उत्तर:
श्रम के महत्व

प्रश्न 23.
शारीरिक श्रम और दिमागी काम का मूल्य है ………………….
उत्तर:
समान

प्रश्न 24.
………………….. कहता है, वच्चो को तालीम मिलनी चाहिए।
उत्तर:
देहातीलोग

प्रश्न 25.
भगवान् ने कहा, आदरणीय हैं तो क्या …………………. हैं ?
उत्तर:
नालायक

प्रश्न 26.
दिमागी काम करनेवालों को भी ………………. दिये हैं ?
उत्तर:
हाथ

प्रश्न 27.
जो आदमी सवेरे उठकर पीसता है, उन्हें कहते हैं ……………………।
उत्तर:
मजदूर

प्रश्न 28.
…………….. ने नहा, “सीता का जाना कैसे होगा” ?
उत्तर:
कौशल्या

प्रश्न 29.
ऐसा समाज जहाँ …………………. से काम करता है।
उत्तर:
लाचारी

प्रश्न 30.
हम काम की इज्जत नहीं करते तो ………………. सा कार्य खोते हैं।
उत्तर:
धर्म

प्रश्न 31.
जहाँ समय फाजिल पड़ा, वहाँ …………………… का काम शुरु होगा।
उत्तर:
शैतान

प्रश्न 32.
ऐसा इसलिए होता है कि वे कर्म को …………….. नहीं समझते।
उत्तर:
पूजा

D. सही उत्तर चुनिए।

1. ‘श्रम की प्रतिष्ठा’ पाठ के लेखक हैं?
(A) विनाबा भावे
(B) धीरंजन मालवे
(C) जयशंकर-प्रसाद
(D) अब्राहम लिंकन
उत्तर:
(A) विनाबा भावे

2. विनाबा भाबे का जन्म हुआ था?
(A) 1896
(B) 1895
(C) 1894
(D) 1893
उत्तर:
(B) 1895

3. विनाबा भावे जी का जन्म किस प्रदेश में हुआ था?
(A) गुजरात में
(B) ओड़िशा में
(C) उत्तर प्रदेश में
(D) महाराष्ट्र में
उत्तर:
(D) महाराष्ट्र में

4. पृथ्वी जिसके मस्तक पर स्थित है, वह है?
(A) नाग
(B) शेषनाग
(C) मनुष्य
(D) इनमें से कोई नहीं
उत्तर:
(B) शेषनाग

5. ‘श्रम की प्रतिष्ठा’ पाठ के आधार पर शेषनाग हैं?
(A) मजदूर
(B) श्रमिक
(C) मालिक
(D) उच्चवर्ग
उत्तर:
(A) मजदूर

6. पसीने से रोटी कमाने वाले हैं?
(A) पंड़ित
(B) धर्मिक गुरू
(C) मजदूर
(D) ज्ञानी
उत्तर:
(C) मजदूर

7. कर्मयोगी किसे कहा गया है?
(A) श्रमिक
(B) मनुष्य
(C) अधिकारी
(D) मजदूर
उत्तर:
(D) मजदूर

8. हिन्दुस्तान में मजदूर कहाँ-कहाँ काम करते हैं ?
(A) खेतों पर
(B) रेलवे में
(C) कारखानो में
(D) इन सभी स्थान में
उत्तर:
(D) इन सभी स्थान में

9. धर्मपुरुष वह होता है, जो पसीने से कमाता है-
(A) रोटी
(B) चावल
(C) आटा
(D) इनमें से कोई नहीं
उत्तर:
(A) रोटी

10. दिन भर काम करने से क्या होता है ?
(A) रात को गहरी नींद
(B) रातको बड़ी भूख
(C) रात को बड़ी प्यास
(D) इनमें से कोई नहीं
उत्तर:
(A) रात को गहरी नींद

11. जहाँ समय फाजिल पड़ा है, वहाँ काम शुरु करता है।
(A) कर्मयोगी
(B) श्रमिक
(C) मजदूर
(D) शैतान
उत्तर:
(D) शैतान

12. फुरसती लोगों के जीवन में क्या दिखता है?
(A) पाप
(B) पुण्य
(C) धर्म
(D) अधर्म
उत्तर:
(A) पाप

13. थका-माँदा शरीर को चाहिए?
(A) जल
(B) भोजन
(C) पानी
(D) आराम
उत्तर:
(D) आराम

14. फाजिल समन किसके पास पड़ा है?
(A) श्रम को टालने वाले
(B) श्रम को न करने वाले
(C) श्रम को करने वाले
(D) इनमें से कोई नहीं
उत्तर:
(A) श्रम को टालने वाले

15. किसके जीवन में पाप न हो, उसका जीवन होता है?
(A) अधर्मिक
(B) धार्मिक
(C) गलत
(D) इनमें से कोई नहीं
उत्तर:
(B) धार्मिक

16. कौन मजदूरों को नीच समझते हैं?
(A) श्रमिक
(B) देहाती लोग
(C) कर्मयोगी
(D) दिमागी काम करनेवाले
उत्तर:
(D) दिमागी काम करनेवाले

17. सीता को क्या जलाना नहीं आता है?
(A) दीप की बाती
(B) लाइट
(C) मुखवती
(D) इनमें से कोई नहीं
उत्तर:
(A) दीप की बाती

18. धर्मराज ने कौन-सा यज्ञ का आयोजन किया था?
(A) अश्वमेध यज्ञ
(B) राजसूय यज्ञ
(C) शंाति यज्ञ
(D) इनमें से कोई नहीं
उत्तर:
(B) राजसूय यज्ञ

19. ज्ञानी कर नहीं सकते?
(A) सेवा
(B) धर्म
(C) काम
(D) अधर्म
उत्तर:
(C) काम

यह पृथ्वी…………………….होना चाहिए।
ୟହ ପୃଥ୍ବୀ ଶେଷନାଗ୍ କେ ମସ୍ତକ ପର୍ ସ୍ଥିତ ହୈ । ଅଗର୍ ଶେଷନାଗ୍ କା ଆଧାର ଟୁଟ୍ ଜାଏ ତୋ ପୃଥ୍ବୀ ସ୍ଥିର୍ ନହୀ ରହ ସକେଗୀ, ୟହ ଜର୍ରା-ଜଗାଁ ହୋ ଜାୟେଗୀ । ହମ୍‌ ସୋଚା-ୟହ ଶେଷନାଗ୍ କୌନ୍ ହୈ ? ଧ୍ୟାନ୍ ମେଁ ଆୟା, ଦିନ୍ ଭର୍ ଶରୀର-ଶ୍ରମ୍ କରନେ ୱାଲେ ମଜଦୂର, ଜୋ କିସ୍‌-କିସ୍‌ କୀ ପୈଦାୱାର କର୍‌ତେ ହୈ, ୱେ ହୀ ଯେ ଶେସ୍‌ନାଲ୍ ହେଁ । ସବ୍‌କା ଆଧାର ଉନ୍ ମଦୂରୌ ପର୍ ହୈ, ଇସ୍‌ଲିଏ ଭଗୱାନ୍ ନେ ମଦୂରୌ କୋ କର୍ମଯୋଗୀ କହା ହୈ । ଲେକିନ୍ ସିଫ କର୍ମ କର୍‌ନେ ସେ କୋଈ କର୍ମଯୋଗୀ ନହୀ ହୋତା । ହିନ୍ଦୁସ୍ଥାନ୍ ମେଁ କୁଛ୍ ମଜଦୂର୍ ଖେର୍ଡୋ ପର୍ କାମ୍ କର୍‌ତେ ହୈ, କୁଛ୍ ରେଲୱେ ମେଁ କାମ୍ କର୍‌ତେ ହେଁ, କୁଛ୍ କାରଖାନୌ ମେଁ କାମ୍ କର୍‌ତେ ହୈ । ଦିନ୍ ଭର୍ ମଜଦୂରୀ କର୍‌ତେ ହୈ ଔର୍ ଅପ୍‌ ପସୀନେ ସେ ରୋଟୀ କମାତେ ହେଁ ।

ଜୋ ଶଖ୍ ପସୀନେ ସେ ରୋଟୀ କମାତା ହୈ, ୱହ ଧର୍ମ-ପୁରୁଷ ହୋ ଜାତା ହୈ । ଉସ୍‌ ଜୀୱନ୍ ମେଁ ପାପ୍ କା ପ୍ରବେଶ୍ ନହିଁ ହୋ ସକ୍ତା । ଦିନ୍ ଭର୍ କାମ୍ କର୍ ଲିୟା ତୋ ରାତ୍ କୋ ଗହ୍ମାରୀ ନୀଦ ଆତି ହୈ । ନ ଦିନ୍ ମେଁ ପାପ୍-କର୍ମ କରନେ କେ ଲିଏ ସମୟ ମିତା ହୈ, ନ ରାତ୍ କୋ କୁଛ୍ ସୂଝ ବୁଝା ସକତା ହୈ, କୈ କି ଥକା-ମାଁଦା ଶରୀର୍ ଆରାମ୍ ଚାହାତା ହୈ । ଉସେ ନୀଦ୍ କୀ ଜରୁରତ୍ ହୋତି ହୈ । ଜିସ୍ ଜୀବନ ମେଁ ପାପ୍-ଚିନ୍ତନ କୀ ଗୁଞ୍ଜାଇଶ ହୀ ନ ହୋ ଉସ୍ ଧାର୍ମିକ ଜୀବନ ହୋନା ଚାହିଏ ।

ଅନୁବାଦ:
ଏହି ପୃଥ‌ିବୀ ଶେଷନାଗର ମିସ୍ଥକ ଉପରେ ଅବସ୍ଥିତ । ଶେଷନାଗର ଧରି ରଖୁବାର ଶକ୍ତି ଯଦି ନଷ୍ଟ ହୋଇଯାଏ, ତେବେ ପୃଥ‌ିବୀ ସ୍ଥିର ହୋଇ ରହିବ ନାହିଁ, ଏହା ଖଣ୍ଡ ବିଖଣ୍ଡିତ ହୋଇଯିବ । ଆମ୍ଭେ ଭାବିବା ଏହି ଶେଷନାଗ କିଏ ? ମନରେ ଆସିଲା, ଦିନତମାମ ଶାରିରୀକ ପରିଶ୍ରମ କରୁଥିବା ଶ୍ରମିକ, ଯିଏ ବିଭିନ୍ନ ପ୍ରକାର ଫସଲ କରୁଛି, ସେହିମାନେ ହିଁ ଶେଷନାଗ ଅଟନ୍ତି । ସମସ୍ତଙ୍କର ମୂଳ ଏହି ଶ୍ରମିକମାନଙ୍କ ଉପରେ ଅଛି, ତେଣୁ ଭଗବାନ୍ ଶ୍ରମିକଙ୍କୁ କର୍ମଯୋଗୀ କହିଛନ୍ତି । କିନ୍ତୁ କେବଳ କର୍ମ କରିବାଦ୍ୱାରା କେହି କର୍ମଯୋଗୀ ହୁଏ ନାହିଁ ।

ହିନ୍ଦୁସ୍ଥାନରେ କିଛି ଶ୍ରମିକ ବିଲବାଡ଼ିରେ କାମ କରୁଛନ୍ତି, ମୁଣ୍ଡଝାଳ ତୁଣ୍ଡରେ ମାରି ଖାଇବା ପାଇଁ ରୋଜଗାର କରୁଛନ୍ତି । ଯେଉଁ ବ୍ୟକ୍ତି ଝାଳ ବୋହି ଆୟ କରୁଛି, ସେ ଧର୍ମପୁରୁଷ ହୋଇଛି । ତାହାର ଜୀବନରେ ପାପ ସହଜରେ ପ୍ରବେଶ କରିପାରିବ ନାହିଁ । ଦିନତମାମ କାମ ଯୋଗୁଁ ରାତିକୁ ଗଭୀର (ଗାଢ଼) ନିଦ ଆସିଯାଉଛି । ଦିନରେ ପାପକାର୍ଯ୍ୟ କରିବାକୁ ନା ସମୟ ମିଳୁଛି, ନା ରାତିକୁ କିଛି ବିଚାର କରିପାରୁଛି । କାହିଁକି ନା କ୍ଳାନ୍ତ ଶରୀର ଆରାମ ଚାହୁଁଚି । ତାହାର ନିଦର ଆବଶ୍ୟକତା ଅଛି । ଯାହାର ଜୀବନରେ ପାପ ଚିନ୍ତନର ସମର୍ଥତା ନାହିଁ ତାହାର ଧାର୍ମିକ ଜୀବନ ହେବା ଉଚିତ ।

पर ऐसा…………………..नहीं होती।
ପର୍ ଐସା ଅନୁଭବ୍ ନହିଁ ହୋ ରହା ହୈ । ଅନୁଭବ୍ ତୋ ୟହ ହୈ କି ଜୋ କାମ୍ ନହୀ କର୍‌ତେ ଉକେ ଜୀୱନ୍ ମେଁ ତୋ ପାପ୍ ହୈ ହୀ, ପର୍ ଉନ୍ ପାର୍ପୋ ନେ ମଜଦୂରୋ କେ ଜୀୱନ୍ ମେଁ ପ୍ରବେଶ କର ଲିୟା ହୈ । କଈ ପ୍ରକାର୍ କେ ବ୍ୟସନ୍ ଉନ୍‌ମେଁ ହୋତେ ହେଁ । ୟାନୀ କେୱଲ୍‌ ଶ୍ରମ୍ କର୍‌ନେ ସେ କୋଈ କର୍ମୟୋଗୀ ନର୍ତୀ ହୋତା । ହାଁ, ଜୋ ଶ୍ରମ୍ ଟାଲ୍‌ତା ହୈ, ଏହ ତୋ କର୍ମୟୋଗୀ ହୋ ହୀ ନହୀ ସକ୍ତା । ଉତ୍ସ ଜୀୱନ୍ ମେଁ ପାପ୍ ହୈ ତୋ ଆଶ୍ଚର୍ଯ୍ୟ ନହେଁ । ଜ୍ୟୋକି ଉସ୍‌ ପାସ୍ ସମୟ ଫାଜିଲ୍ ପଡ଼ା ହୈ । ଜହାଁ ସମୟ ଫାଜିଲ୍ ପଡ଼ା ହେଁ, ୱର୍ଘ୍ୟ ଶୈତାନ୍ କା କାମ୍ ଶୁରୂ ହୋତା ହୈ । ଇସ୍‌ଲିଏ ଫୁର୍‌ସତୀ ଲୋଗୋଁ କେ ଜୀୱନ୍ ମେଁ ପାପ୍ ଦିଖ୍ ହୈ ତୋ ଆଶ୍ଚର୍ଯ୍ୟ ନହୀ । ପର୍ ମଜଦୂରୀ କରନେ ୱାଲେ କେ ଜୀୱନ୍ ମେଁ ପାପ୍ ଦିଖ୍ତା ହୈ ତୋ ସୋନା ଚାହିଏ କି ଐସା କ୍ୟା ହୋତା ହୈ । ଐସା ଇସ୍‌ଲିଏ ହୋତା ହୈ କି ୱେ କର୍ମ କୋ ପୂଜା ନର୍ତୀ ସମତେ । କର୍ମ ଲାଚାରୀ ସେ କରନା ପଡ଼ତା ହେଁ, ଇସ୍‌ଲିଏ କର୍‌ତେ ହେଁ । ୱେ ଅଗର୍ କାମ୍ ସେ ମୁଲ୍ ହୋ ସର୍ଭେ ତୋ ବହୁତ ଜଲ୍‌ଦୀ ରାଜୀ ହୋ ଜାୟେଗେ । ସଜେ କର୍ମୟୋଗୀ କୀ ୟହ ହାଲତ୍ ନହୀ ହୋତୀ ।

ଅନୁବାଦ:
କିନ୍ତୁ ଏଭଳି ଅନୁଭବ ହୁଏ ନାହିଁ । ଏହା ଅନୁଭବ ହେଉଛି ଯେ ଯିଏ କାମ କରେ ନାହିଁ ତାଙ୍କ ଜୀବନରେ ତ ପାପ ଅଛି, ପରନ୍ତୁ ଏହି ପାପ ଶ୍ରମିକମାନଙ୍କ ଜୀବନ ମଧ୍ୟରେ ପ୍ରବେଶ କରିସାରିଲାଣି । କେତେ ପ୍ରକାର ଖରାପ ଅଭ୍ୟାସ କରୁଛି, ସେ କର୍ମଯୋଗୀ ହୋଇନାହିଁ । ତାହାର ଜୀବନରେ ପାପ ରହିବା ଆଶ୍ଚର୍ଯ୍ୟ କଥାନୁହେଁ । କାହିଁକିନା ତାଙ୍କ ପାଖରେ ସମୟ ଆବଶ୍ୟକତାରୁ ଅଧିକ ଅଛି । ସେଠାରେ ଦୁଷ୍ଟର କାମ ଆରମ୍ଭ ହେଉଛି । ଏଣୁ ଅଳସୁଆ ଲୋକମାନଙ୍କ ଜୀବନରେ ପାପ ଦେଖାଯିବା ଆଶ୍ଚର୍ଯ୍ୟ ନୁହେଁ । କିନ୍ତୁ ଶ୍ରମ କରିବା ବ୍ୟକ୍ତିଙ୍କ ଜୀବନରେ ପାପ ଦେଖାଦେଉଛି, ତେଣୁ ଏହା ଭାବିବା ଉଚିତ ଯେ ଏହା କାହିଁକି ହେଉଛି । ଏହା ଏଥ‌ିପାଇଁ ହେଉଛି ଯେ ସେ କର୍ମକୁ ପୂଜା ବୋଲି ବୁଝନ୍ତି ନାହିଁ । କର୍ମକୁ ବାଧ୍ୟତାମୂଳକ ଭାବରେ କରିବାକୁ ପଡ଼ୁଛି, ତେଣୁ କରୁଛନ୍ତି । ସେ ଯଦି କାମରୁ ମୁକ୍ତ ହୋଇପାରିବେ ଖୁବ୍ ଶୀଘ୍ର ରାଜି ହୋଇଯିବେ । ସଟ

आज देहाती…………………….. है ही।
ଆଜ୍‌ ଦେହାତୀ ଲୋଗ୍ ଭୀ କହତେ ହୈ କି ହମାରେ ବର୍ଡୋ କୋ ତାଲୀମ୍ ମିଲ୍‌ନୀ ଚାହିଏ । ତାଲୀମ୍ କିସ୍‌ଏ ମିନୀ ଚାହିଏ ? ଇସ୍‌ଲିଏ ନହେଁ କି ଲଡ଼୍‌କା ଜ୍ଞାନୀ ବନେଗା, ଧର୍ମ-ଗ୍ରନ୍ଥ ପଢ଼ା ସକେଗା ଔର୍ ଜୀୱନ୍ ମେଁ ହର୍ କାମ୍ ବିଚାରପୂର୍ବକ କରେଗା । ପର୍ ଇସ୍‌ଲିଏ କି ଲଡ଼୍‌ କୋ ନୌକରୀ ମିଲେଗୀ ଔର୍ ହମ୍ ଜୈସେ ଦିନ୍ ଭର୍ ଖଟ୍‌ ଖନା ନ ପଡ଼େଗା, ମଜଦୂର ଐସା ସୋତେ ହେଁ । କାମ୍ କେ ପ୍ରତି ଐସୀ ଘୃଣା ମଜଦୂର୍ରେ ମେଁ ୱାର୍ଲା ମେଁ ତୋ ହୈ ହୀ । ହୈ, ସେ ଉସେ ହୈ । କାମ୍ ନ କର୍‌ନେ ୱ୍ୱାଲେଁ ମେଁ ତୋ ହେହା

ଅନୁବାଦ:
ଆଜି ଗାଆଁ ଲୋକମାନେ ମଧ୍ୟ କହୁଛନ୍ତି, ଆମ ପିଲାମାନଙ୍କୁ ପ୍ରଶିକ୍ଷଣ ମିଳିବା ଉଚିତ । ପ୍ରଶିକ୍ଷଣ କାହିଁକି ମିଳିବା ଉଚିତ ? ଏହା ନୁହେଁ ଯେ ପିଲା ଜ୍ଞାନୀ ହେବ; ଧର୍ମଗ୍ରନ୍ଥ ପଢ଼ିପାରିବ ଏବଂ ଜୀବନର ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟକୁ ବିଚାରପୂର୍ବକ କରିପାରିବ । ଏହା ଏଥପାଇଁ କି ପିଲାମାନଙ୍କୁ ଚାକିରୀ ମିଳିବ ଓ ଆମ୍ଭେ ଦିନତମାମ ଯେପରି ଖଟୁଛୁ, ତାଙ୍କୁ ସେହିପରି ଖଟିବାକୁ ପଡ଼ିବ ନାହିଁ, ଶ୍ରମିକ ଏହା ଭାବୁଛି । ଶ୍ରମିକମାନଙ୍କର କାମ ପ୍ରତି ଏହିପରି ଘୃଣା ଅଛି । କାମ ନ କରିବା ଲୋକମାନଙ୍କର ତ ଏହା ଅଛି ହିଁ ।

दिमागी ………………….. नहीं लगता।
କାମ୍ ଲେନେ କେ ଲିଏ ବୃତ୍ତି ହୀ ବନ୍‌ ଗଈ ହୈ । ଦିମାଗୀ କାମ୍ କରନେ ୱାଲେ ଲୋଗ୍ ମଜଦୂର୍ରେ କୋ ନୀଚ୍ ସମଝତେ ହେଁ । ଥୋଡ଼ା-ସା ଜିତ୍‌ ମଜଦୂରୀ ଦେନୀ ପଡ଼େଗୀ ଉତ୍‌ନୀ ଦଂଗେ, ପର୍ ଜ୍ୟାଦା ସେ ଜ୍ୟାଦା କାମ୍ ଲଂଗେ । ଐସୀ ୟାନୀ ଉହେଁ ତୋ କାମ୍ ସେ ନଫରତ୍ ହୈ ହୀ, ମଜଦୂର୍ କୋ ଭୀ କାମ୍ ସେ ନଫରତ୍‌ ହୈ । ୱହ ମଜଦୂରୀ ପର୍ ଉସ୍‌ ଉସେ ଗୌରବ୍ ନହୀ ଲଗ୍ନତା ।

ଅନୁବାଦ;
ମାନସିକ କାର୍ଯ୍ୟ କରୁଥିବା ଲୋକ ଶ୍ରମିକମାନଙ୍କୁ ନୀଚ ଭାବୁଛନନ୍ତି । ଅଳ୍ପ କାମ ନେବାପାଇଁ ଯେତିକି ପାରିଶ୍ରମିକ ଦେବାକୁ ପଡ଼ିବ ସେତିକି ଦେବେ; କିନ୍ତୁ ଅଧ୍ଵରୁ ଅଧିକ କାମ ନେବେ । ଏହା ବୃତ୍ତି ହୋଇଯାଇଛି । ସେ ତ କାମକୁ ତିରସ୍କାର କରନ୍ତି, ଶ୍ରମିକ କାମକୁ ମଧ୍ଯ ଘୃଣା କରନ୍ତି । ସେ ତ ମଜୁରୀ କରେ, କିନ୍ତୁ ସେଥୁରେ ତାକୁ ସମ୍ମାନ ମିଳେ ନାହିଁ ।

रामायण …………….. दीखता है।
ରାମାୟଣ୍ ମେଁ ଭୀ ଏକ୍ କାହାନୀ ହୈ । ଅଚ୍ଛା ହୈ । ସୁନେ ଲାୟକ୍ ହୈ । ରାମ୍‌ଜୀକା ବନ୍‌ସ୍ ହୁଆ ତୋ ସୀତାଜୀ ନେ କହା ମେଁ ଭୀ ଜାଉଁଗୀ । ଉସ୍ରେ ଆଦିତ୍ ନହିଁ ଥୀ ଐସେ ଜୀୱନ୍ କୀ, ପର୍ ଉସ୍‌ନେ ନିଶ୍ଚୟ କ୍ରିୟା ଥା କି ଜହାଁ ରାମ୍‌ଜୀ, ୱହାଁ ମେଁ । ପର୍ ଜବ୍ କୌଶଲ୍ୟା ନେ ସୁନା ତୋ କହା— ‘ସୀତା କା ଜାନା କୈସେ ହୋଗା ? ମୈନେ ତୋ ଉସେ ଦୀପ୍ କୀ ବତୀ ଭୀ ଜଲାନେ ନହିଁ ଦୀ’’ । ୟାନେ ୟହାଁ ଭୀ କାମ୍ କୀ ପ୍ରତିଷ୍ଠା ମାନୀ ନର୍ତୀ ଗୟୀ । ଇସ୍ରେ ହୈ କି ସସୁର୍ କେ ଘର୍ ଲଡ଼କୀ ଗୟୀ ତୋ ଉସେ ବେଟୀ ସମାନ୍ ମାନା, ପର୍ ମେହନତ୍ କୋ ହୀନ୍ ମାନା ଗୟା, ୱହ ଇସ୍‌ ଦୀତା ହୈ । ଅନୁବାଦ – ରାମାୟଣରେ ମଧ୍ଯ ଗୋଟିଏ କାହାଣୀ ଅଛି । ଭଲ କାହାଣୀ । ଶୁଣିବା ଯୋଗ୍ୟ । ପ୍ରଭୁ ରାମଙ୍କ ବନବାସ ହେଲା ତ ସୀତା ଦେବୀ କହିଲେ ମୁଁ ମଧ୍ୟ ଯିବି । ତାଙ୍କର ଏପରି ଜୀବନର ଅଭ୍ୟାସ ନଥିଲା, ସେ ପ୍ରଭୁ ରାମଚନ୍ଦ୍ର, ସେଠାରେ ମୁଁ । ଯେତେବେଳେ କୌଶଲ୍ୟା ଶୁଣିଲେ ତ କହିଲେ, ‘ସୀତାଙ୍କ ଯିବା ମଧ୍ୟ ତାକୁ ଦୀପ ଜଳାଇବାକୁ ଦେଇ ନାହିଁ ।’’ ଅର୍ଥାତ୍ ଏଠାରେ କାମର ଆବଶ୍ୟକତାକୁ ମାନିଲେ ଯେ ଶଶୁର ଘରୁ ଝିଅ ଗଲାତ ତାକୁ ଝିଅ ଭଳି ମାନନ୍ତି କିନ୍ତୁ ପରିଶ୍ରମକୁ ତୁଚ୍ଛ ମନାଗଲା । ଏହା ଏଥ‌ିରେ ଦର୍ଶାଯାଇଛି ।

ଅନୁବାଦ:
ରାମାୟଣରେ ମଧ୍ଯ ଗୋଟିଏ କାହାଣୀ ଅଛି । ଭଲ କାହାଣୀ । ଶୁଣିବା ଯୋଗ୍ୟ । ପ୍ରଭୁ ରାମଙ୍କ ବନବାସ ହେଲା ତ ସୀତା ଦେବୀ କହିଲେ ମୁଁ ମଧ୍ୟ ଯିବି । ତାଙ୍କର ଏପରି ଜୀବନର ଅଭ୍ୟାସ ନଥୁଲା, ସେ ଠିକ୍ କଲେ ଯେ, ଯେଉଁଠାରେ ପ୍ରଭୁ ରାମଚନ୍ଦ୍ର, ସେଠାରେ ମୁଁ । ଯେତେବେଳେ କୌଶଲ୍ୟା ଶୁଣିଲେ ତ କହିଲେ, ‘ସୀତାଙ୍କ ଯିବା କିପରି ହେବ ? ମୁଁ ତ ଦିନେ ମଧ୍ୟ ତାକୁ ଦୀପ ଜଳାଇବାକୁ ଦେଇ ନାହିଁ ।’’ ଅର୍ଥାତ୍ ଏଠାରେ କାମର ଆବଶ୍ୟକତାକୁ ମାନିଲେ ନାହିଁ । ଏଥୁରେ ଜଣାପଡୁଛି ଯେ ଶଶୁର ଘରୁ ଝିଅ ଗଲାତ ତାକୁ ଝିଅ ଭଳି ମାନନ୍ତି କିନ୍ତୁ ପରିଶ୍ରମକୁ ତୁଚ୍ଛ ମନାଗଲା । ଏହା ଏଥରେ ଦର୍ଶାଯାଇଛି ।

धर्मराज…………………….लगाने का।
ଧର୍ମରାଜ୍ ନେ ରାଜସୂୟ ୟଜ୍ଞ କ୍ରିୟା ଥା । କୃଷ୍ଣ ଭୀ ୱର୍ଲା ଗଏ ଥେ । କହନେ ଲଗେ, ‘ମୁଝେ ଭୀ ଧର୍ମରାଜ୍ ନେ କହା, ‘ଆପ୍‌ କ୍ୟା କାମ୍ ହେଁ । ଆପ୍ ତୋ ହମାରେ ଲିଏ ପୂଜ୍ୟ ହୈ, ଆଦରଣୀୟ ହେଁ । ଆପ୍‌ ହମାରେ ପାସ୍ କୋଈ କାମ୍ ନହିଁ ହୈ ।’’ ଭଗବାନ୍ ନେ କହା, ‘ଆଦରଣୀୟ ହେଁ ତୋ କ୍ୟା ନାଲାୟକ୍ ହେଁ । ହମ୍ କାମ୍ କର୍ ସକ୍ତ ହୈ ।’’ ତୋ ଧର୍ମରାଜ୍ ନେ କହା, ‘ଆପ୍ ହୀ ଅପ୍‌ନା କାମ ଜ୍ଵଢ଼ ଲିଜିଏ ।’’ ଭଗବାନ୍ ନେ କାମ ଲିୟା ଜୁଠୀ ପତ୍ରଲୈ ଉଠାନେ କା ଔର୍ ପୌଛା ଲଗାନେ କା ।

ଅନୁବାଦ:
ଧର୍ମରାଜ ରାଜସୂୟ ଯଜ୍ଞ କରିଥିଲେ । କୃଷ୍ଣ ସେଠାକୁ ମଧ୍ୟ ଯାଇଥିଲେ । କହିବାକୁ ଲାଗିଲେ, ‘ମୋତେ ମଧ୍ୟ କାମଦିଅ ।’’ ଧର୍ମରାଜ କହିଲେ, ‘ଆପଣଙ୍କୁ କ’ଣ କାମ ଦେବୁ । ଆପଣତ ଆମ୍ଭମାନଙ୍କ ପାଇଁ ପୂଜ୍ୟ, ଆଦରଣୀୟ ଅଟନ୍ତି । ଆମ୍ଭ ପାଖରେ ଆପଣଙ୍କ ଯୋଗ୍ୟ କୌଣସି କାମ ନାହିଁ ।’’ ଭଗବାନ କହିଲେ ଯେ ‘ଆଦରଣୀୟ ବୋଲି କ’ଣ ଅଯୋଗ୍ୟ । ଆମ୍ଭେ କାମ କରିପାରିବୁ ।’’ ତେଣୁ ଧର୍ମରାଜ କହିଲେ, ‘ଆପଣ ହିଁ ନିଜର କାମ ଖୋଜି ନିଅନ୍ତୁ ।’’ ଭଗବାନ ଅଇଁଠା ପତର ଉଠାଇବା ଏବଂ ସଫା କରିବାର କାମ ନେଲେ ।

ज्ञानी तो ………………. प्रतिष्ठा नहीं हैं।
ଜ୍ଞାନୀ ତୋ ଖା ସତ୍ତ୍ୱେ ହୈ ଔର୍ ଆଶୀର୍ବାଦ ଦେ ସ ହୈ, କାମ୍ ନହୀ କର୍ ସ । ଅଗର୍ କୋଈ ସବେରେ ଉତ୍‌କର ପୀସତା ହୈ ତୋ ୱହ ଜ୍ଞାନୀ ନର୍ଜୀ, ମଜଦୂର୍ କହଲାୟେଗା । ଜ୍ଞାନୀ କୋ, ୟୋଗୀ କୋ କାମ୍ ନହୀ କର୍‌ନା ଚାହିଏ । ଚୂର୍ଣ୍ଣୋ କୋ କାମ୍ ଦେନା ନିଷ୍ଠୁରତା ମାନୀ ଜାୟେଗୀ । ୟାନୀ ଦୃଢ଼ା, ବଢା, ୟୋଗୀ, ଜ୍ଞାନୀ, ବ୍ୟାପାରୀ, କୀଲ୍, ଅଧ୍ୟାପକ, ବିଦ୍ୟାର୍ଥୀ, କିସୀ କୋ କାମ୍ ନହୀ କର୍‌ନା ଚାହିଏ । ଇତ୍‌ନା ବେକାର୍ ୱର୍ଗ ଖଡ଼ା ହୋ ଜାୟେଗା ତୋ ବେକାରୀ ବଢ଼େଗୀ । ଅଗର୍ ଐସା ହୋତା କି ଜୋ କାମ୍ ନହୀ କରତା ୱହ ଖାତା ଭୀ ନନ୍ଦୀ, ତୋ ଠିକ୍ ଥା, ପର୍ ୱହ ତୋ ଅଧ୍ବକ୍ ଖାନେ କୋ ମାଁଗଡ଼ା ହେ । ଐସୀ ସମାଜ ରନା ଜହାଁ ହୁଈ ହୈ ଵହୀ ମଜଦୂର୍ ସମଝେ ହେଁ କି ହମେଁ କାମ କରନେ ସେ ଛୁଟୀ ମିଲେ ତୋ ଅଚ୍ଛା ହୋଗା । ଐସା ସମାଜ୍ ଜହାଁ ଲାରୀ ସେ କାମ୍ କର୍‌ତା ହୈ, ତୋ ଉସ୍ ମେଁ କର୍ମୟୋଗୀ ହୋ ହୀ ନନ୍ଦୀ ସକ୍‌ ଟାଲ୍‌ ହୈ, ଜୋ କାମ୍ ନହୀ କର୍‌ତେ ହୈ, ଉନ୍‌କା ଜୀବନ୍ ଧାର୍ମିକ୍ ହୋତା ହୀ ନହୀ । ଇସ୍ କାରଣ୍ ଅପ୍‌ ଶ୍ରମ କୀ ପ୍ରତିଷ୍ଠା ନହିଁ ହୈ ।

ଅନୁବାଦ:
ଜ୍ଞାନୀ ତ ଖାଇପାରିବ ଏବଂ ଆଶୀର୍ବାଦ ଦେଇପାରିବ, କାମ କରିପାରିବ ନାହିଁ । ଯଦି କେହି ସକାଳୁ ଉଠି ବ୍ୟସ୍ତ ରହୁଛି ସେ ତ ଜ୍ଞାନୀ ନୁହେଁ ତାକୁ ଶ୍ରମିକ କୁହାଯିବ । ଜ୍ଞାନୀର, ଯୋଗୀର କାମ କରିବା ଉଚିତ ନୁହେଁ । ବୁଢ଼ାମାନଙ୍କୁ କାମରୁ ମୁକ୍ତ ରଖିବା ଉଚିତ । ବୁଢ଼ାମାନଙ୍କୁ କାମ ଦେବା ନିଷ୍ଠୁରତା କୁହାଯିବ । ବୁଢ଼ା, ପିଲା, ଯୋଗୀ, ଜ୍ଞାନୀ, ବ୍ୟାପାରୀ, ଓକିଲ, ଅଧ୍ୟାପକ, ବିଦ୍ୟାର୍ଥୀ କାହାରି କାମ କରିବା ଉଚିତ ନୁହେଁ । ଏତେ ବେକାରୀ ଶ୍ରେଣୀ ଛିଡ଼ା ହୋଇଯିବେ ତ ବେକାରୀ ବଢ଼ିବ । ଯଦି ଏହା ହେଉଛି କି ଯିଏ କାମ କରୁନାହିଁ, ସେ ମଧ୍ଯ ଖାଉ ନାହିଁ ତ ଠିକ୍ ଥିଲା । ସେ ତ ଅଧିକ ଖାଇବାକୁ ମାଗୁଛି । ଏହି ସମାଜ ରଚନା ଯେଉଁଠି ହୋଇଛି ସେଠାରେ ଶ୍ରମିକ ବୁଝିଛନ୍ତି ଯେ ଆମ୍ଭମାନଙ୍କୁ କାର୍ଯ୍ୟରୁ ମୁକ୍ତି ମିଳିଲେ ତ ଭଲ ହେବ । ଏହି ସମାଜ ଯେଉଁଠି ଅସହାୟରେ କାମ କରୁଛି ତ ସେମାନେ କର୍ମଯୋଗୀ ତ ନୁହଁନ୍ତି । ଯିଏ କାମକୁ ଉଲ୍ଲଙ୍ଘନ କରେ, ଯିଏ କାମ କରେ ନାହିଁ, ତାହାର ଜୀବନ ଧାର୍ମିକ ହୁଏ ନାହିଁ । ଏହି କାରଣରୁ ନିଜ ସମାଜରେ ଶ୍ରମର ପ୍ରତିଷ୍ଠା ନାହିଁ ।

काम नहीं ………………… प्रतिष्ठा बढेगी।
କାମ୍ ନହୀ କର୍‌ତେ, ଇସ୍‌ କାରଣ୍ ୟହ ହୈ କି ଜୋ ଦିମାଗୀ କାମ୍ କର୍‌ତେ ହେଁ, ଉନେ ଦିମାଗୀ କାମ୍ କୀ ମହତ୍ତା ଇତ୍ନୀ ବଢ଼ା ଦୀ ହୈ କି ଉସେ ହଜାର୍ ରୁପୟା ଦେନା ହୀ ଉଚିତ୍ ମାନେଙ୍ଗ ଔର୍ ଶ୍ରମ୍ କରନେ ୱାଲେ କୋ କମ୍‌ କମ୍ ଜିତନା ଦେ ସକେଙ୍ଗେ ଉତ୍ପନା ଦେନେ କୀ ପ୍ରତିଷ୍ଠା ନ ମାନୋ, ପର୍ ମହାତ୍ମା ଗାନ୍ଧୀ ତୋ ଦିମାଗୀ କାମ୍ କର୍‌ତେ ଥେ, ଫିର୍ ଭୀ ସୂତ କାତ ହୀ ଲେତେ ଥେ । କାମ୍ କୀ ଇଜ୍ଜତ୍ କର୍‌ନୀ ଚାହିଏ । ଅଗର୍ ହମ୍ କାମ୍ ସମ ଚାହିଏ । ୟହ ତୋ ଏକ୍ ବାତ୍ କି କୁଛ୍ ଦିମାଗୀ ପର୍ ଶ୍ରମ୍ କରନେ ୱାର୍ଲୋ କା ଭୀ ଦିମାଗ୍ ହୈ ଔର୍ ଦିମାଗୀ କୋ କାମ୍ କରନା ଚାହିଏ । ଦୋର୍ଡୋ କୀ ଇଜ୍ଜତ୍ ବଢ଼େଗୀ, ପ୍ରତିଷ୍ଠା ବଢ଼େଗୀ ।

ଅନୁବାଦ:
କାମ କରନ୍ତି ନାହିଁ, ଏହାର କାରଣ ଏହା କାର୍ଯ୍ୟର ମହତ୍ତ୍ଵ ଏତେ ବଢ଼ାଇ ଦେଇଛନ୍ତି କି ସେ ହଜାର ଟଙ୍କା ସବୁଠାରୁ କମ୍ ଯେତେ ଦେବାକୁ ହେବ ସେତିକି ଦେବାକୁ ଚେଷ୍ଟା କି ଯିଏ ମାନସିକ କାର୍ଯ୍ୟ କରନ୍ତି, ସେମାନେ ମାନସିକ ଦେବାକୁ ଉଚିତ ମାନିବେ ଏବଂ ଶ୍ରମ କରିବା ଲୋକଙ୍କୁ କରିବେ । ଶରୀର ଶ୍ରମର ପ୍ରତିଷ୍ଠା ଗ୍ରହଣ ନକର, କିନ୍ତୁ ମହାତ୍ମା ଗାନ୍ଧୀ ତ ମାନସିକ କାର୍ଯ୍ୟ କରିଥିଲେ, ପୁଣି ମଧ୍ୟ କିଛି ସମୟ ବାହାର କରି ଦିନରେ ସୂତା ତ କାଟୁଥିଲେ । କାମକୁ ସମ୍ମାନ ଦେବା ଉଚିତ । ଯଦି ଆମ୍ଭେ କାମକୁ ସମ୍ମାନ ନ ଦେବା ତ ବହୁତ ଧର୍ମ-କାର୍ଯ୍ୟ ନଷ୍ଟ ହୋଇଯିବ । ବୁଝିବା ଉଚିତ । ଏହା ଏକ କଥା ଯେ କିଛି ଲୋକ ମାନସିକ କାର୍ଯ୍ୟ ଅଧ୍ଵ କରିବେ ଏବଂ କିଛି ଲୋକ କମ୍ ମାନସିକ କାର୍ଯ୍ୟ କରିବେ, ପରନ୍ତୁ, ଶ୍ରମ କରିବା ଲୋକଙ୍କର ମଧ୍ୟ ବୃଦ୍ଧି ବା ମସ୍ତିଷ୍କ ଅଛି ଓ ମାନସିକ କାର୍ଯ୍ୟ କରୁଥିବା ଲୋକଙ୍କର ହାତ ମଧ୍ଯ ଅଛି, ତେଣୁ ଉଭୟଙ୍କୁ କାମ କରିବା ଦରକାର । ଏଥୁରେ ଉଭୟଙ୍କର ମାନ ଏବଂ ପ୍ରତିଷ୍ଠା ବଢ଼ିବ ।

दिमागी……………………….करना चाहिए।
ଦିମାଗୀ କାମ୍ କା ଔର୍ ଶ୍ରମ୍ କା ମୂଲ୍ୟ କମ୍-ଜ୍ୟାଦା ରଖା ଗୟା, ୟହ ଠିକ୍ ନହିଁ ହୈ । ପହଲେ ତୋ ଐସୀ ବ୍ୟବସ୍ଥା ନଦୀ ଥୀ । ବ୍ରାହ୍ମଣ୍ ତୋ ଜ୍ଞାନୀ ହୋତା ଥା, ପଢ଼ାତା ଥା । ୱହ ସିଫ ଧୋତି ଔର୍ ଖାନେ କା ଅଧିକାରୀ ଥା, ୱହ ଅପରିଗ୍ରହୀ ମାନା ଗୟା । ଆଜ ତୋ ଜୋ ଭୀ ବିଦ୍ୟା ପଢ଼ାତା ହୈ, ୱହ ଉସ୍‌କା ମୂଲ୍ୟ ର୍ମାତା ହୈ । ହମ୍ ବିଦ୍ୟା ବେନେ ଲଗେ ହେଁ । ୟହ ଗଳ୍ପ ହୈ । ‘କର୍ମ-ୟୋଗ’ କି ମହିମା, ଶ୍ରମିକ୍ କୀ ପ୍ରତିଷ୍ଠା କାୟମ୍ କର୍‌ନୀ ହୈ ତୋ କିମତ୍ ମେଁ ଅଧ‌ିକ ଫର୍କ ନହୀ କରନା ଚାହିଏ ।

ଅନୁବାଦ :
ମାନସିକ କାମ ଓ ଶ୍ରମ କାମର ମୂଲ୍ୟ କମ୍ ବେଶୀ ରଖାଗଲା, ଏହା ଠିକ୍ ନୁହେଁ । ପ୍ରଥମେ ତ ଏପରି ବ୍ୟବସ୍ଥା ନଥିଲା । ଯେଉଁ ବ୍ରାହ୍ମଣ ଜ୍ଞାନୀ ଥିଲା, ପଢ଼ାଉଥିଲା । ସେ କେବଳ ଧୋତି ଓ ଭୋଜନର ଅଧିକାରୀ ଥିଲା । ସେ ନିର୍ଲୋଭୀ ଥିଲା । ଆଜି ତ ଯିଏ ବି ପଢ଼ାଉଛନ୍ତି, ତାହାର ମୂଲ୍ୟ ମାଗୁଛନ୍ତି । ଆମ୍ଭେ ବିଦ୍ୟା ଦୃଢ଼ କରିବାର ଅଛି ତ ମୂଲ୍ୟରେ ଅଧିକ ତଫାତ୍ କରିବା ବିକ୍ରି କରୁଛୁ । ଏହା ଭୁଲ୍ । କର୍ମଯୋଗର ମହିମା, ଶ୍ରମର ପ୍ରତିଷ୍ଠା ଉଚିତ ନୁହେଁ ।

शरीर-श्रम ………………………… नीच माना ।
ଶରୀର-ଶ୍ରମ୍ କରନେ ୱାଲେ କୋ ହମ୍ ନୀଚ୍ ମାନ୍‌ହେଁ । ଉସେ କିସୀ ପ୍ରକାର୍ କୀ ଛୁଟ୍ଟିୟାଁ ନହୀ ଦେତେ । ସଫାଇ କର୍ମଚାରୀ କୋ ଅଗର୍ ଏକ୍ ଦିନ୍ କୀ ଭୀ ଛୁଟି ହେଁ ତୋ ସାରା ଶହର୍ ଗନ୍ଦା ହୋ ଜାଏ । ଇତ୍‌ନା ଜୋ ଉପକାରୀ ହୈ, ଉସେଲିଏ ସାବୁନ୍ ଆଦି ଭୀ ନହୀ ଦେତେ । ନ ଉସେ ଇଜତ୍ ହୈ, ନ ପ୍ରତିଷ୍ଠା ହମ୍ ନୀଚ ମାନତେ ହୈ । ଉସ୍ ସାଫ୍ ରହନେ କେ ହୈ, ନ ସମ୍ମାନ୍ ହୈ । ମେହତର୍‌ ମାନେ କ୍ୟା ନୀଚ ମାନା ! ? ମେହତର୍‌ ମାନେ ତୋ ‘ମହତ୍ତର୍’ । ଐସା ଜୋ ମହତ୍ତର୍ ହୈ ଉସେ ହମ୍‌

ଅନୁବାଦ:
ଶରୀର ଶ୍ରମ କରିବା ଲୋକକୁ ଆମ୍ଭେ ଛୋଟ ମାନୁଛନ୍ତି । ତାଙ୍କୁ କୌଣସି ପ୍ରକାର ଛୁଟି ଦିଆଯାଉ ନାହିଁ । ଯଦି ସଫାଇ କର୍ମଚାରୀକୁ ଗୋଟିଏ ଦିନ ମଧ୍ୟ ଛୁଟି ଦିଆଯାଏ ତ ସମଗ୍ର ସହର ଅଳିଆ ଆବର୍ଜନା ହୋଇଯାଏ । ଯିଏ ଏତେ ଉପକାରୀ ତାକୁ ଆମ୍ଭେ ହୀନ ମାନୁଛନ୍ତି । ତାକୁ ସଫା ରହିବାପାଇଁ ସାବୁନ ମଧ୍ୟ ଆମ୍ଭେ ଦେଉନାହୁଁ । ତାହାର ଇଜ୍ଜତ ନାହିଁ, ପ୍ରତିଷ୍ଠା ନାହିଁ, ସମ୍ମାନ ନାହିଁ । ମେହେନ୍ତରର ଅର୍ଥ କ’ଣ ? ମେହେନ୍ତର ଅର୍ଥ ମହତ୍ତର । ଏଠି ଯେଉଁ ମହତ୍ତର ଅଛନ୍ତି, ତାକୁ ଆମ୍ଭେ ନୀଚ ମାନୁଛନ୍ତି ।

इसलिए…………………… प्रतिष्ठा होगी।
ଇସଲିଏ ଦୋ ବାର୍ଥେ ହୋନୀ ଚାହିଏ । ହର୍ ଏକ୍ କୋ ଥୋଡ଼ା-ଥୋଡ଼ା ଶ୍ରମ୍ କର୍‌ନା କାମ୍ କିଏ ଖାତେ ହୈ ତୋ ହମାରା ଜୀୱନ୍ ପାପୀ ବନ୍ଧା ହୈ । ଦୂସରୀ ଚୀଜ୍, କାର୍ଡୋ କା ମୂଲ୍ୟ ୟହ ହୋଗା ତବ୍ ଶ୍ରମ୍ କୀ ପ୍ରତିଷ୍ଠା ହୋଗୀ । ହୀ ଚାହିଏ । ଅଗର୍ ହମ୍ ବିନା ସମାନ୍ ହୋନା ଚାହିଏ । ଜବ୍

ଅନୁବାଦ ;
ତେଣୁ ଦୁଇଟି କଥା ହେବା ଉଚିତ । ପ୍ରତ୍ୟେକ କିଛି କିଛି ପରିଶ୍ରମ କରିବା ନକରି ଖାଉଛନ୍ତି ତା ହେଲେ ଆମ୍ଭ ଜୀବନ ପାପୀ ହୋଇଯିବ । ଦ୍ଵିତୀୟ କଥା, କାମଗୁଡ଼ିକର ମୂଲ୍ୟ ଯେବେ ଏହା ହେବ ସେବେ ଶ୍ରମର ପ୍ରତିଷ୍ଠା ହେବ । ଉଚିତ । ଯଦି ଆମ୍ଭେ କାମ ସମାନ ହେବା ଉଚିତ । ଯେବେ ଏହା ସେବେ ଶ୍ରମର ପ୍ରତିଷ୍ଠ। ହେବା

शबनार: (ଶରାର୍ଥି)

शेषनाग – पुराणानुसार सहस्र फनों के सर्पराज जिनके फनों पर पृथ्वी ठहरी है। (ପୁରାଣ ଅନୁସାରେ ସହସ୍ର ଫେଣାର୍ଥିବ ସର୍ପରାଜାର ଯାହାଙ୍କ ଫେଣାରେ ପୃଥ‌ିବୀ ଅବସ୍ଥିତ) ।

जरा-जरा – अणु-अणु (ଖଣ୍ଡ-ବିଖଣ୍ଡ) ।

किस्म-किस्म – भाँति-भाँति (ପ୍ରକାର-ପ୍ରକାର) ।

पैदावार – ऊपज, फसल (ଫସଲ) ।

कर्मयोगी – मेहनती (ପରିଶ୍ରମ) ।

शखस – व्यक्ति, जन (ବ୍ୟକ୍ତି, ଜନ) ।

व्यसन – किसी भी प्रकार का शौक, बुरी आदत (ଖରାପ ଅଭ୍ୟାସ ) ।

फाजिल – आवश्यकता से अधिक (ଆବଶ୍ୟକତାଠାରୁ ଅଧିକ) ।

राजसूय-यज्ञ – एक यज्ञ जिसके करने का अधिकार केवल ऐसे राजा को होता है, जो सम्राट पद का अधिकारी हो (ଗୋଟିଏ ଯଜ୍ଞ, ଏହି ଯଜ୍ଞ କେବଳ ଯେଉଁ ରାଜା ସମ୍ରାଟ ଉପାଧ୍ ପାଇଥା’ନ୍ତି ସେହି ହିଁ କରିବାର ଅତ୍କାର ପାଇଛନ୍ତି) ।

अपरिग्रही – आवश्यक धन से अधिक का त्याग करनेवाला व्यक्ति (ଆବଶ୍ୟକ ଧନରୁ ଅଧିକ ତ୍ୟାଗ କରିବା ବ୍ୟକ୍ତି) ।

मेहतर – एक जाति जिसका काम मल-मूत्र आदि उठाना है (ଏକ ଜ।ତି, ଯାହାର କାମ ମଲ ମୂତ୍ର ଉଠାଇବା ବା ମେହେନ୍ତର ବା ହାଡ଼ି ବିଚାର ।

सूझ – ବିଚାରା

गुंजाइश – संभावना (ସମ୍ଭାବନା )

टालना – इनकार करना

नफरत – घृणा (ଘୃଣା)

लाचारी – बेवश ( ଅସହାୟ)

लेखक परिचय (ଲେଖକ ପରିଚୟ)

आचार्य विनोबा भावे का पूरा नाम विनायक राव भावे है। उनका जन्म 11 सितम्बर, सन् 1895 को महाराष्ट्र के गंगोदा गांव में हुआ था । बचपन से वे बड़े मेधावी थे; गणित और संस्कृत जैसे विषयों पर उनका पूरा अधिकार था। अपनी माता की प्रेरणा से वे आजीवन अविवाहित रहे और देश की सेवा करते रहे। आचार्य विनोबा का व्यक्तित्व महात्मा गांधी के आदर्शो से भी प्रभावित था; अतः उन्होंने सत्य, सेवा और अहिंसा के रास्ते को अपनाकर बापू के आदर्शों तथा सिद्धान्तों को आगे बढ़ाया। ‘सर्वोदय’ को साकार करना उनका स्वप्न था।

हात्मा गांधी की मौत के बाद विनोबाजी ने देश-भर पद-यात्रा की और भूदान, ग्राम- दान तथा संपत्ति-दान के द्वारा देश में एक सकारात्मक क्रान्ति लानेका प्रयत्न किया। भारतीय दर्शन पर उनकी गहरी आस्था थी। विनोबाजी ने हिन्दी को राष्ट्रभाषा मानते हुए इसके प्रति अपना गहरा प्रेम प्रकट किया। वे अनेक भाषाओं के ज्ञाता थे; पर उनकी अधिकांश पुस्तकें हिन्दी में ही हैं। इनकी महत्त्वपूर्ण पुस्तकें हैं- गीता प्रवचन, सर्वोदय विचार, विनोबा के विचार, स्वराज-शास्त्र, साहित्यिकों से, भूदान यज्ञ, गांव सुखी हम सुखी, शान्ति – यात्रा, भूदान – गंगा, सर्वोदय – यात्रा, जमाने की मांगें, जीवन और शिक्षण आदि।

अभिमत: ‘श्रम की प्रतिष्ठा’ निबंध में विनोबाजी ने श्रम के महत्त्व पर प्रकाश डाला है। उनका विचार है कि प्रत्येक व्यक्ति को कुछ-न-कुछ श्रम करना चाहिए। देश का विकास तभी हो सकता है जब इसमें समूचे नागरिकों का योगदान हो। कर्मयोग की महत्ता पर बल देते हुए निबंधकार ने समाज के सभी वर्ग के लोगों के श्रम करने पर आग्रह किया है। विनोबाजी का विचार है कि जो अपने पसीने से रोटी कमाता है, वह पाप कर्मों से कोसों भागता है। शारीरिक श्रम और दिमागी काम का मूल्य भी समान होना चाहिए। श्रमिक को शेषनाग सिद्ध करते हुए निबंधकार ने रामायण की सीता और महाभारत के श्रीकृष्ण का उदाहरण देकर देश के सर्वांगीण विकास हेतु श्रम की महत्ता स्थापित की है।

BSE Odisha 9th Class Hindi Solutions Poem 5 मेरा नया बचपन

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board BSE Odisha 9th Class Hindi Solutions Poem 5 मेरा नया बचपन Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Hindi Solutions Poem 5 मेरा नया बचपन

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. निम्नलिखित प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए:
(ନିମ୍ନଲିଖ୍‌ତ ପ୍ରଶ୍ନୋ କେ ଉତ୍ତର୍ ହୋ – ତାନ୍ ବାର୍କେ ମେଁ ଦୀଜିଏ) ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦୁଇ-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ : )

(क) कवयित्री ने बचपन को ‘अतुलित आनंद देनेवाले’ क्यों कहा है?
(କରାଯିତ୍ରା ନେ ବବ୍ ପନ୍ ବ୍ କୋ ଅତୁଳିତ୍ ଆନନ୍ଦ ଦେନେବାଲେ’ କ୍ୟା କହା ହୈ ?)
(କବୟିତ୍ରୀ ପିଲାଦିନକୁ ‘ଅପାର ଆନନ୍ଦ ଦେଉଥ‌ିବା’ ବୋଲି କାହିଁକି କହିଛନ୍ତି ?)
उत्तर:
कवयित्री ने बचपन को अतुलित आनन्द देनेवाले इसलिए कहा है कि बचपन की सरल, मधुर स्मृतियाँ आनन्द का अतुलित भंड़ार होता है। बाल्यावस्था में अचिन्ता भोजन और खेलकूद के स्वाधीन विचरण अविस्मरणीय है।

(ख) बचपन के बारे में कवयित्री ने क्या वर्णन किया है?
उत्तर:
(ବଚ୍‌ପନ୍ କେ ବାରେ ମେଁ କବୟିତ୍ରୀ ନେ କ୍ୟା ୱର୍ଣ୍ଣନ କିୟା ହୈ ?)
(ପିଲାଦିନ ସମ୍ପର୍କରେ କବୟିତ୍ରୀ କ’ଣ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?

बचपन का अतुलनीय आनन्द कभी भूला नहीं जा सकता है। इस समय में सरल चिन्ताशून्य निष्पाप जीवन होता है। मातृस्नेह ममता के साथ धूलि खेल कभी नहीं मिला। कवयित्री इसमें उनका मातृहृदय सजग हो उठा है।

(ग) बच्ची के रोने पर माँ ने उसे कैसे चुप कराया?
(ବଢୀ କେ ରୋନେ ପର୍ ମାଁ ନେ ଉସେ କୈସେ ଚୁପ୍ କରାୟା ?)
(ଶିଶୁ (ପିଲା) କ୍ରନ୍ଦନରେ ମା’ ତାକୁ କିପରି ବୋଧ କଲେ ?)
उत्तर:
बच्ची रोते समय माँ जो काम कर रही थी उसको छोड़कर बच्ची को उठा लिया । झाड़ पोंछकर चुमा देकर लोरी गाकर गिले गालो को सुखा दिया ।

(घ) कवयित्री बचपन को क्यों बार-बार बुलाती हैं ?
(କବୟିତା। ଚଚ୍ ର୍ପନ୍ କ୍ଯୋ ବାର୍ – ବାର୍ ବୁଲାତୀ ହୈ ?)
(କବୟିତ୍ରୀ ପିଲାଦିନକୁ କାହିଁକି ବାରମ୍ବାର ମନେ ପକାଉଛନ୍ତି ?)
उत्तर:
कवयित्री निर्मल शान्ति पाने के लिए वचपन को बार-बार बुलाती है। इसमें उनके मन का बिषाद को मिटाने के साथ चिर सुख मिलेंगा। वस्तुत: नारी हृदय मातृत्व पाकर ही गौरवान्वित होता है।

(ङ) बचपन को बुलाते समय क्या हुआ?
(ବଚ୍‌ପନ୍‌ କୋ ବୁଲାତେ ସମୟ କ୍ୟା ହୁଆ ? )(
ପିଲାଦିନକୁ ଡାକିବାବେଳେ କ’ଣ ହେଲା ?)
उत्तर:
बचपन को बुलाते समय कवि खुद बच्ची बन जाती है। बचपन की अठखेलियाँ और शरारत की झलक देखी। उसके साथ खेलती, खाती और तुतलाती है।

2. निम्नलिखित प्रश्नों का उत्तर एक या दो वाक्यों में दीजिए।
(ନିମ୍ନଲି ଖ୍ ତା ପ୍ରଶ୍ନୋ କା ଉତ୍ତର୍ ଏକସ୍ନ ଦୋ ବାର୍କେ ମେଁ ଦୀଜିଏ) ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ ବା ଦୁଇଟି ବାକ୍ୟରେ ଦିଅ ।)
(क) ‘मेरा नया बचपन’ कविता किसने लिखी है?
(‘ମେରା ନୟ ବଚପନ୍’ କବିତା କିସ୍‌ ଲିଖ୍ ହୈ ?)
(ମେରା ନୟା ବଚପନ୍) କବିତା କିଏ ଲେଖୁଛି ?)
उत्तर:
‘मेरा नया बचपन’ कविता सुभद्रा कुमारी चौहान ने लिखी है।

(ख) कवयित्री को बार-बार किसकी याद आती है?
(କବୟିତ୍ରୀ କୋ ବାର୍-ବାର୍ କିସ୍‌ ୟାଦ୍ ଆତିହୈ ?)
(କବୟିତ୍ରୀଙ୍କୁ ବାରମ୍ବାର କ’ଣ ମନେ ପଡୁଛି ?)
उत्तर:
कवयित्री को बार-बार बचपन की याद आती हैं।

(ग) किस समय का अतुलित आनन्द भूला नहीं जा सकता है?
(କିସ୍ ସମୟ କା ଅତୁଲିତ ଆନନ୍ଦ ଭୂଲା ନେହୀ ଜା ସକତା ହୈ ?)
(କେଉଁ ସମୟର ଅପାର ଆନନ୍ଦକୁ ଭୁଲି ପାରିବା ନାହିଁ ?)
उत्तर:
बचपन का अतुलित आनन्द भूला नहीं जा सकता है।

(घ) कबयित्री को बचपन में किस प्रकार की जयमाला पहनाते थे?
(କବ ୟତ୍ରା କେ। ବଚ୍ପନ୍ ମେଁ କିସ୍‌କାର କୀ ଜୟମାଲା ପହନାତେ ଥେ ?)
(କବୟିତ୍ରୀ ପିଲାଦିନରେ କେଉଁ ପ୍ରକାରର ବିଜୟରମାଳା ପିନ୍ଧିଥିଲେ ?)
उत्तर:
कवयित्री को बचपन में मोती से आँसू की जयमाला पहनाते थे ।

(ङ) माँ ने गीले गालों को कैसे सुखा दिया?
(ମାଁ ନେ ଗୀଲେ ଗାର୍ଲୋ କୋ କୈସେ ସୁଖା ଦିୟା ?)
(ମା’ ଓଦା ଗାଲା (ମୁହଁ) କୁ କିପରି ସୁଖାଇ ଦେଲା ?)
उत्तर:
माँ ने बच्चों को धूल से उठाकर, झाड़पोंछकर प्यार से चूमकर गीले गालों को सुखा दिया।

(च) कवयित्री किसलिए बचपन को फिर एक बार बुलाती है?
(କବୟିତ୍ରୀ କିସ୍‌ଲିଏ ବତ୍‌ପନ୍ କୋ ଫିର୍ ଏକବାର୍ ବୁଲାତି ହୈ ?)
(ଲେଖ୍କା କେଉଁଥ‌ିପାଇଁ ପିଲାଦିନକୁ ପୁନର୍ବାର ଡାକୁଛନ୍ତି ?)
उत्तर:
कवयित्री निर्मल शान्ति और मन के बिषाद को मिटाने के लिए बचपन को फिर एक बार बुलाती है।

(छ) कवयित्री किसलिए शंका प्रकट करती है?
(କବୟିତ୍ରୀ କିସ୍‌ଏ ଶଂକା ପ୍ରକଟ କରତି ହୈ ?)
(ଲେଖ୍କା କେଉଁଥିପାଇଁ ଆଶଙ୍କା ପ୍ରକାଶ କରିଛନ୍ତି ?)
उत्तर:
कवयित्री इसलिए शंका प्रकट करती है कि सरल, मधुर, निष्पाप बचपन फिर से आकर मेरे मन का संताप को दूर करने में सक्षम होंगे।

(ज) कवयित्री की छोटी-सी कुटिया कैसे नन्दन वन-सी फूल उठी?
1162161- ସୀ କୁଟିୟା କୈସେ ନନ୍ଦନ୍ ୱନ-ସୀ ଫୁଲ୍ ଉଠୀ ? (ଲେଖ୍କାଙ୍କ ଛୋଟ କୁଡ଼ିଆଘର କିପରି ନନ୍ଦନ ବନର ଫୁଲ ହୋଇ ଉଠିଛି ?)
उत्तर:
कवयित्री की छोटी-सी कुटिया अपनी वाल्यावस्था की नटखट से नन्दन वन-सी फूल उठी।

(झ) कवयित्री की बिटिया क्यों माँ के पास आई थी?
(କବୟିତ୍ରୀ କୀ ଛୋଟୀ- ଆଇ ଥୀ ?)
(ଲେଖ୍କାର ଝିଅ କାହିଁକି ମା ପାଖକୁ ଆସିଥିଲା ?)
उत्तर: कवयित्री की बिटिया बचपन की अठखेलियों और शरारतों की झलक देखी और उसकी सुन्दर मूर्त्ति देखकर नया जीवन आया।

(ञ) कवयित्री ने अपना खोया बचपन किस प्रकार पाया?
(କବୟିତ୍ରୀ ନେ ଅପନା ଖୋୟା ବଚପନ କିସ୍ ପ୍ରକାର ପାୟା ?)
(ଲେଖ୍କାଙ୍କ ନିଜର ହଜି ଯାଇଥ‌ିବା ପିଲାବେଳ କିପରି ପାଇଲେ ?)
उत्तर:
कययित्री ने अपना खोया बचपन बेटी के रूप में पाया है। इसमें सुन्दर लुभानेवाले रूप देखकर नया जीवन फिर पाया।

(ट) कवयित्री किसे बरसों से खोजती थी?
(କବୟିତ୍ରୀ କିସ୍ ବରସୌ ସେ ଖୋଜତୀ ଥୀ ?)
(ଲେଖୁ କାହାକୁ ବର୍ଷ ବର୍ଷ ଧରି ଖୋଜୁଥିଲେ ?)
उत्तर:
अपने बचपन को कवयित्री बरसों से खोजती थी।

3. निम्नलिखित प्रश्नों के सही विकल्प चुनकर उत्तर दीजिए:
(क) कवयित्री को बार-बार किसकी याद आती है?
(i) बुढ़ापा
(ii) बचपन
(iii) शैशव
(iv) यौवन
उत्तर:
(ii) बचपन,

(ख) बचपन का कौन-सा आनंद भूला नहीं जा सकता?
(i) सुख
(ii) अप्रतिम
(iii) अतुलित
(iv) असीम
उत्तर:
(iii) अतुलित,

(ग) जब बच्ची रोती थी तब कौन काम छोड़कर आ जाती थी?
(i) माँ
(ii) बहन
(iii) नानी
(iv) आया
उत्तर:
(i) माँ,

(घ) बिटिया क्या खाकर आई थी?
(i) रोटी
(ii) पान
(iii) मिट्टी
(iv) मिठाई
उत्तर:
(iii) मिट्टी,

(ङ) बचपन क्या बनकर कवयित्री को फिर से प्राप्त हुआ?
(i) बिल्ली
(ii) कुत्ता
(iii) बेटा
(iv) बेटी
उत्तर:
(iv) बेटी

1. इन विशेषण तथा संज्ञा शब्दों को जोड़िए।
(ଏହି ବିଶେଷଣ ତଥା ସଂଜ୍ଞା ଶବ୍ଦଗୁଡ଼ିକୁ ଯୋଡ଼ ।)

विशेषण	संज्ञा
मधुर	विश्रान्ति
व्याकुल	आँसू
मोती-से	हृदय
प्राकृत	स्मृति
मस्त	कुटिया
मंजुल	खुशी
छोटी-सी	आनन्द
अतुलित	मूर्ति

उत्तर:

विशेषण	संज्ञा
मधुर	स्मृति
व्याकुल	हृदय
मोती-से	आँसू
प्राकृत	विश्रान्ति
मस्त	खुशी
मंजुल	मूर्त्ति
छोटी-सी	कुटिया
अतुलित	आनन्द

2. निम्नलिखित शब्दों के विलोम शब्द लिखिए।
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ବିପରୀତ ଶବ୍ଦ ଲେଖ ।)
खुशी, हँसना, मधुर, जीवन, निश्चित, निर्भय, बड़े, सूखा, भयभीत, कुटिया, नव, प्यारा, पाप, निष्पाप, सरलता, बचपन, निर्मल, अपना, पाया, हर्ष।
उत्तर:
खुशी – दु:खी

हँसना – रोना

मधुर – कटु

जीवन – मरण

निश्चित – अनिश्चित

निर्भय – भय

बड़े – छोटे

सूखा – गीला

भयभीत – निर्भीक

कुटिया – महल

नव – पुराना

प्यारा – घृणा

पाप – पुण्य

निष्पाप – कलंक

सरलता – जटिलता

बचपन – बुढ़ापा

निर्मल – मैल

अपना – पराया

पाया – खोया

हर्ष – विषाद/शोक

3. निम्नलिखित शब्दों के पर्यायवाची शब्द लिखिए।
(ନିମ୍ନଲିଖିତ ଶବ୍ଦଗୁଡ଼ିକର ପ୍ରତିକର ପ୍ରତିଶବ୍ଦ ଲେଖା)
निर्भय, स्वच्छन्द, जय, माँ, व्यथा, फूल, कुटिया, वन
उत्तर:
निर्भय – निर्भिक/निडर

जय – विजय/सफला

व्यथा – दु:ख

कुटिया – कुटीर

स्वच्छन्द – स्वाधीन

माँ – माता

फूल – पुष्प, सुमन, कुसुम

वन – जंगल/कानन

4. निर्देशानुसार निम्नलिखित वाक्यों को बदलिए।
(ନିମ୍ନଲିଖିତ ବାକ୍ୟଗୁଡ଼ିକୁ ନିର୍ଘେଶାନୁ ସାରେ ବଦଳ। ଆ)

(क) तू गया, तू ले गया । ( भविष्यत काल में) उत्तर: तू जाएगा, तू ले जाएगा ।
उत्तर:
तू जाएगा, तू ले जाएगा।

(ख) मेरे मन का दुःख वह आकर मिटाएगा (भूतकाल में)
उत्तर:
मेरे मन का दुःख उसने आकर मिटाया।

(ग) माँ काम छोड़कर आई और मुझे गोद में उठा लिया। ( वर्त्तमान काल में)
उत्तर:
माँ काम छोड़कर आती है और मुझे गोद में उठा लेती है।

(घ) मैं बचपन को बुला रही थी। ( वर्तमान काल में)
उत्तर:
मैं बचपन को बुला रही हूँ।

(ङ) मुझे खिलाने आई थी। (भविष्यत काल में)
उत्तर:
मुझे खिलाने आएगी।

गृहकार्य: (ଗୃହ କାର୍ଯ୍ୟ)

अपने बचपन की किसी एक रोचक घटना अपने साथियों को सुनाइए।
उत्तर:
हाँ, मुझे एसी ही एक घटना याद आयी है। वह ईस प्रकार है। जब में छोटा था। स्कूल में पढ़ता था। हम तीनों भाई एक साथ स्कुल जाया करते थे। खाने की छुट्टी में दोनों भाई जल्दी-जल्दी खाकर आ जाया करते। लेकिन में इतने कम समय में जल्दी-जल्दी जाकर नहीं आ पाता था। इसलिए मुझे खाने की छुट्टी में जेशे की भूख लगा करती थी। चार बजे स्कुल की छुट्टी होते ही में जल्दी-जल्दी घर पहुँचता। वहाँ देखता माँ घर की दयोढ़ी पर खडी मेरे आने के इंतजार में रस्ता ताक रही होती थी।

माँ को देखकर और उसके आँचल से अपने पक्षीने पौछते ही मुझे एसा लगता मानो मेरे भूख कहीं उड गयी। उसे सारी दुनिया मिल गयी हो। पर आज जब में बड़ा हो गया हूँ तब न मेरे पास माँ है और नहीं इसकी ममता का आँचल। माँ आज भगवान के पास है। मैं इतना बडा होने के बाद भी आज में अपने पैरों पर खड़ा हूँ। अपने फैसले खुद लेता हूँ। पर मुझे पता नहीं क्यों आज भी माँ की कमी खलती है। शायद भगवान को अच्छे मनुष्यों की जरुरत है इसलिए वे मेरी माँ को अपने पास बुला ले गये।

अति संक्षिप्त उत्तरमूलक प्रश्नोत्तर

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए।

प्रश्न 1.
‘मेरा नया बचपन’ कविता के कवि कौन हैं?
उत्तर:
सुभद्रा कुमारी चौहान ‘मेरा नया बचपन’ कविता के कवि हैं।

प्रश्न 2.
कवयित्री सुभद्रा कुमारी चौहान का जन्म कब और कहाँ हुआ था?
उत्तर:
कवयित्री सुभद्रा कुमारी चौहान का जन्म सन १९०३ ई. में प्रयाग निहलपुर महल में हुआ था।

प्रश्न 3.
ठाकुर रामनाथ सिंह कौन थे?
उत्तर:
ठाकुर रामनाथ सिंह सुभद्रा कुमारी चौहान के पिता थे।

प्रश्न 4.
‘मेरा नया बचपन’ कविता में कवयित्री ने अपने कौन से समय की याद की है?
उत्तर:
‘मेरा नया बचपन’ कविता में कवयित्री ने अपने बचपन के समय की याद की है।

प्रश्न 5.
नारी हृदय कब गौरवान्वित होता है?
उत्तर:
नारी हृदय मातृत्व पाकर गौरवान्वित होता है

प्रश्न 6.
बिटिया क्या खाकर आई थी?
उत्तर:
बिटिया मिट्टी खाकर आई थी।

प्रश्न 7.
कवयित्री को बार-बार किसकी याद आती है?
उत्तर:
कवयित्री को बार-बार बचपन की याद आती है।

प्रश्न 8.
बचपन का कौन सा आनंद भुलाया नहीं जा सकता?
उत्तर:
बचपन का अतुलित आनंद भुलाया नहीं जा सकता।

प्रश्न 9.
बचपन क्या बनकर कवयित्री को फिर से प्राप्त हुआ ?
उत्तर:
बचपन बेटी बनकर कवयित्री को फिर से प्राप्त हुआ।

प्रश्न 10.
किस समय का अतुलित आनंद भुलाया नहीं जा सकता ?
उत्तर:
बचपन का अतुलित आंनद भुलाया नहीं जा सकता।

प्रश्न 11.
कवयित्री की छोटी-सी कुटिया कैसे नंदन वन-सी फूल उठी?
उत्तर:
अपनी बिटिया की किलकारी की गूँज से कवयित्री की छोटी से कुटिया नंदन वन सी फूल उठी थी।

प्रश्न 12.
बचपन में किस प्रकार की जयमाला कवयित्री को पहनाते थे?
उत्तर:
बचपन में बड़े-बड़े मोती से आँसू की जयमाला कवयित्री को पहनाते थे।

प्रश्न 13.
माँ ने गीले गालों को किस प्रकार सुखा दिया?
उत्तर:
माँ ने झाड़-पोंछकर और चूम-चूमकर गीले गालों को सुखा दिया।

प्रश्न 14.
कवयित्री किसे बरसों से खोजती थी?
उत्तर:
कवयित्री बचपन को बरसों से खोजती थी।

प्रश्न 15.
किसकी मंजुल मूर्ति दिखकर कवयित्री में नव-जीवन आया?
उत्तर:
अपनी बेटी की मंजुल मूर्ति देखकर कवयित्री में नव-जीवन आया।

प्रश्न 16.
कवयित्री ने अपने बचपन की झलक किसमें देखी?
उत्तर:
कवयित्री ने अपने बचपन की झलक अपनी बेटी में देखी।

B. निम्नलिखित प्रश्नों के उत्तर एक शब्द में दीजिए।

प्रश्न 1.
माँ ने गीले गालों को कैसे सुखा दिया?
उत्तर:
चूम-चूमकर

प्रश्न 2.
बार-बार कवयित्री को किसकी याद आती है?
उत्तर:
बचपन

प्रश्न 3.
बचपन क्या बनकर कवयित्री को फिर से प्राप्त हुआ?
उत्तर:
बेटी

प्रश्न 4.
अतुलित आनंद किस समय का भूला नहीं जा सकता है?
उत्तर:
बचपन

प्रश्न 5.
कवयित्री को बचपन में किस प्रकार की जयमाला पहनाते थे?
उत्तर:
आसूँओं से बने मोतियों

प्रश्न 6.
किसे बरसों से कवयित्री खोजती थी?
उत्तर:
बचपन

प्रश्न 7.
कौन मिट्टी खाकर आई थी?
उत्तर:
बिटिया

प्रश्न 8.
बचपन को कौन-सा आनंद कहा गया है?
उत्तर:
अतुलित आनंद

प्रश्न 9.
‘मेरा नया बचपन’ कविता के कवि कौन है?
उत्तर:
सुभद्रा कुमारी चौहान

प्रश्न 10.
बिटिया क्या खाकर आई थी?
उत्तर:
मिट्टी

प्रश्न 11.
कवयित्री ने अपना खोया बचपन किस प्रकार पाया?
उत्तर:
बेटी के रूप में

प्रश्न 12.
जब बच्ची रोती थी तब कौन काम छोड़कर आ जाती थी?
उत्तर:
माँ

प्रश्न 13.
बचपन का कौन-सा आनन्द भूला नहीं जा सकता?
उत्तर:
अतुलित

प्रश्न 14.
नारी हृदय कब गौरवान्वित होता है?
उत्तर:
मातृत्व

C. रिक्तस्थानों को भरिए।

प्रश्न 1.
……………. पूर्ण माता है।
उत्तर:
सुभद्राजी

प्रश्न 2.
……………… को बुलाते समय कवयित्री खुद बच्ची बन जाती है।
उत्तर:
बचपन

प्रश्न 3.
“मेरा नया बचपन” कविता ……………. ने लिखी है।
उत्तर:
सुभद्रा कुमरी चौहान

प्रश्न 4.
बालकपन का ……………… सा आनंद भूला नहीं जा सकता।
उत्तर:
अतुलित

प्रश्न 5.
जब बच्ची रोती थी तब ……………… काम छोड़कर आ जाती थी।
उत्तर:
माँ

प्रश्न 6.
……………………… खाकर बिटिया आई थी।
उत्तर:
मिट्टी

प्रश्न 7.
गीलें गालों को माँ ने …………….. सुखा दिया।
उत्तर:
चुम-चुमकर

प्रश्न 8.
कवयित्री की बिटिया ……………….. माँ के पास आई थी।
उत्तर:
मिट्टी खिलाने

प्रश्न 9.
कवयित्री को ……………….. के रोने की आवाज सुनाई देती है।
उत्तर:
बिटिया

प्रश्न 10.
बच्ची की रोने की आवाज सुनते ही …………………. दौड़ी आती थी।
उत्तर:
माँ

प्रश्न 11.
कवयित्री को बार-बार ……………… की याद आती है।
उत्तर:
बचपन

प्रश्न 12.
बचपन में रोना और मचल जाना भी …………….. दिखाते थे।
उत्तर:
आनन्द

प्रश्न 13.
बचपन का जीवन …………….. होता है।
उत्तर:
निष्पाप

प्रश्न 14.
कवयित्री बचपन से …………….. माँगती हैं।
उत्तर:
निर्मल शान्ति

प्रश्न 15.
बेटी की मंजुल मूर्त्ति देखकर कवयित्री को ……………….. मिला।
उत्तर:
नव जीवन

D. सही उत्तर चुनिए।

1. ‘मेरा नया बचपन’ कविता किसने लिखी है?
(A) कबीरदास ने
(B) गिरिधर कविराय ने
(C) सूरदास ने
(D) सुभद्रा कुमारी चौहान ने
उत्तर:
(D) सुभद्रा कुमारी चौहान ने

2. माँ ने गीले गालों को कैसे सुखा दिया?
(A) चुम-चुमकर
(B) चाट कर
(C) कपड़े से पोछकर
(D) हाथ से झाड़कर
उत्तर:
(A) चुम-चुमकर

3. ‘झाँसी की रानी’ किसने लिखा था?
(A) कबीर दास
(B) सूरदास
(C) गिरिधर कविराय
(D) सुभद्रा कुमारी चौहान
उत्तर:
(D) सुभद्रा कुमारी चौहान

4. कवयित्री का विवाह कब हुआ?
(A) 1919
(B) 1918
(C) 1917
(D) 1920
उत्तर:
(A) 1919

5. किस समय का अतुलित आनंद भूला नहीं जा सकता?
(A) बचपन का
(B) शैशव का
(C) बुढ़ापे का
(D) यौवन का
उत्तर:
(A) बचपन का

6. कवयित्री की विटिया माँ के पास क्यों आयी थी?
(A) मिट्टी खिलाने
(B) पान खिलाने
(C) रोटी खिलाने
(D) मिठाई खिलाने
उत्तर:
(A) मिट्टी खिलाने

7. कवयित्री की छोटी-सी कुटिया किसके आने से फूल उठी?
(A) बेटी
(B) बहन
(C) माँ
(D) पोता
उत्तर:
(A) बेटी

8. कवयित्री किसे बरसों से खोजती थी?
(A) बेटी को
(B) कुत्ता को
(C) बचपन को
(D) बिल्ली को
उत्तर:
(C) बचपन को

9. बचपन क्या बनकर कवयित्री को फिर से प्राप्त हुआ?
(A) बिल्ली
(B) कुत्ता
(C) बेटा
(D) बेटी
उत्तर:
(D) बेटी

10. सुभद्रा कुमारी चौहान को किस कविता पुस्तक पर पुरस्कार मिला है?
(A) राम का खेल
(B) त्रिधाराएँ
(C) मुकुल
(D) मेरा नया बचपन
उत्तर:
(C) मुकुल

दोहे (ତେ।ହେ)

बार-बार आती है मुझको
मधुर याद बचपन तेरी,
गया, ले गया तु, जीवन की,
सबसे मस्त खुसी मेरी॥
ଚାର୍ – ବାର୍ ଆତ। ହୈ ମୁଝକୋ
ମଧୁର ୟାଦ୍ ବର୍‌ପନ୍ ତେରୀ,
ଗୟା, ଲେ ଗୟା ତୁ, ଜୀୱନ୍ କୀ,
ସବ୍‌ ମସ୍ତ ଖୁସୀ ମେରୀ ।
ଅନୁବାଦ:
ରେ ପିଲାଦିନ, ତୋ’ର ମଧୁର ସ୍ମୃତି ମୋର ମନେପଡ଼ୁଛି । ତୁ ତ ଗଲୁ, ତା’ ସହିତ ମୋ ଜୀବନର ସମସ୍ତ ଖୁସିକୁ ମଧ୍ୟ ସାଥ୍‌ରେ ନେଇଗଲୁ।

चिंता रहित खेलना खाना,
वह फिरना निर्भय स्वच्छन्द,
कैसे भूला जा सकता है,
बचपंन का अतुलित आनन्द।
ଚିନ୍ତା ରହିତ୍ ଖେନା ଖାନା,
ୱହ ଫିନା ନିର୍ଭୟ ସ୍ବଚ୍ଛନ୍ଦ,
କୈସେ ଭୂଲା ଜା ସକ୍ତା ହୈ,
ବଚ୍‌ପନ୍ କା ଅତୁଳିତ୍ ଆନନ୍ଦ୍ ।
ଅନୁବାଦ:
ଅଚିନ୍ତା ଭୋଜନ, ଖେଳ, ସ୍ୱଚ୍ଛନ୍ଦ ଭ୍ରମଣ, ନିର୍ଭୟମନ, କେମିତି ଭୂଲିହେବ ପିଲାବେଳର ସେହି ଅତୁଳନୀୟ

रोना और मचल जाना भी,
क्या आनन्द दिखलाते थे,
बड़े-बड़े मोती-से आँसू,
जयमाला पहनाते थे।
ରୋନା ଔର୍ ମଚଲ୍ ଜାନା ଭୀ,
କ୍ୟା ଆନନ୍ଦ ଦିଖ୍ତେ ଥେ,
ବଡ଼େ-ବଡ଼େ ମୋତୀ-ସେ ଆସୁ,
ଜୟମାଲା ପହନାତେ ଥେ।
ଅନୁବାଦ:
କାନ୍ଦିବା ଓ ଜିଦ୍ ଧରିବାରେ କି କି ଆନନ୍ଦ ଦୃଶ୍ୟମାନ ହେଉଥିଲା । ବଡ଼ ବଡ଼ ମୋତିଭଳି ଲୋତକ ବିନ୍ଦୁରେ ବିଜୟର ମାଳା ପିନ୍ଧିବାଭଳି ଲାଗୁଥିଲା ।

मैं रोई, माँ काम छोड़कर आई,
मुझको उठा लिया,
झाड़-पोंछकर चूम-चूमकर,
गीले गालों को सुखा दिया।
ମୈ ରୋଈ, ନାଁ କାମ୍ ଛାଡ଼କର୍ ଆଈ,
ମୁଖ୍ୟ ଉଠା ଲିୟା,
ଝାଡ଼-ପୌବ୍ଲକର ଚୂମ୍-ଚୂମ୍ର,
ଗୀଲେ ଗାର୍ଲୋ କୋ ସୁଖା ଦିୟା।
ଅନୁବାଦ:
କବି କାନ୍ଦିଲାବେଳେ ମାଆ କାମ ଛାଡ଼ି ତାଙ୍କୁ ଉଠାଇ ନିଅନ୍ତି । ଧୂଳି ଝାଡ଼ି, ଗେଲ କରି ଅଶ୍ରୁସିକ୍ତ ଗ। ଲକୁ ସୁଖାଇ ଦିଅନ୍ତି ।

आ जा बचपन ! एक बार फिर
दे दे अपनी निर्मल शान्ति,
ब्याकुल व्यथा मिटाने वाली
वह अपनी प्राकृत विश्रांति।
ଆ ଜା ବଚ୍‌ପିନ୍ ! ଏକ୍ ବାର୍ ଫିର୍
ଦେ ଦେ ଅପ୍‌ନୀ ନିର୍ମଲ୍ ଶାନ୍ତି,
ବ୍ୟାକୁଲ୍ ବ୍ୟଥା ମିଟାନେ ୱାଲୀ
ପ୍ରାକୃତ୍ ବିଶ୍ରାନ୍ତି । ୱହ ଅପ୍‌ନୀ
ଅନୁବାଦ:
କବି କହୁଛନ୍ତି, ଯେ ଥରେ ତାଙ୍କର ବାଲ୍ୟାବସ୍ଥା ଫେରିଆସିଲେ, ସେ ନିର୍ମଳ ଶାନ୍ତି ଲାଭ କରିବେ । ଏହା ହିଁ ତାଙ୍କ ଅସ୍ଥିର ବ୍ୟଆଯୁକ୍ତ ମନର ବିଷାଦକୁ ସ୍ବାଭାବିକ ଓ ଚିରସୁଖ ପ୍ରଦାନ କରିବ।

वह भोली-सी मधुर सरलता
वह प्यारा जीवन निष्पाप
क्या फिर आकर मिटा सकेगा
तृ मेरे मन का सन्ताप ?
ୱହ ଭୋଲା ସାମଧୁର୍ ସଗଲ୍ ତା
ୱହ ପ୍ୟାରା ଜୀୱନ୍ ନିଷ୍ପାପ୍,
କ୍ୟା ଫିର୍ ଆକର୍ ମିଟା ସକେଗା
ତୂ ମେରେ ମନ କା ସନ୍ତାପ ?
ଅନୁବାଦ:
କବି ମନର ସନ୍ଦେହକୁ ପ୍ରକାଶ କରିବା ଛଳରେ କହୁଛନ୍ତି ଯେ ସେହି ସରଳ ମଧୁର ନିଷ୍କଳଙ୍କ ବାଲ୍ୟାବସ୍ଥା ମନକୁ ପୁନର୍ବାର ସନ୍ତାପମୁକ୍ତ କରିପାରିବ ।

मै बचपन को बुला रही थी,
बोल उठी बिटिया मेरी,
नन्दन – वन-सी फूल उठी
यह छोटी-सी कुटिया मेरी।
ମେଁ ବର୍‌ପନ୍‌ କୋ ବୁଲା ରହୀ ଥୀ,
ବୋଲ୍ ଉଠୀ ବିଟିୟା ମେରୀ,
ନନ୍ଦନ- ୱନ-ସୀ ଫୁଲ ଉଠୀ,
ୟହ ଛୋଟୀ-ସ୍ତ୍ରୀ କୁଟିୟା ମେରୀ ।
ଅନୁବାଦ:
ନିଜ ଶିଶୁକନ୍ୟାର ଚପଳାମିରେ ମୁଗ୍ଧ ହୋଇ କବୟିତ୍ରୀ ନିଜର ବାଲ୍ୟାବସ୍ଥାକୁ ଆହ୍ଵାନ କରୁଛନ୍ତି । ସେ ଏଠାରେ ନିଜର ଛୋଟ କୁଡ଼ିଆକୁ ନନ୍ଦନବନ ସହିତ ତୁଳନା କରିଛନ୍ତି ଅର୍ଥାତ୍ ନିଜ କନ୍ୟାର ଚପଳାମି ଛୋଟିଆ କୁଡ଼ିଆଟିକୁ ପରିପୂର୍ଣ୍ଣ କରିଛି ।

माँ ओ ! कहकर बुला रही थी,
मिट्टी खाकर आई थी,
कुछ मुँह में, कुछ लिए हाथ में,
मुझे खिलाने आई थी।
ମାଁ ଓ ! କହୁକର୍ ବୁଲା ରହୀ ଥୀ,
ମିଟୀ ଖାକର୍ ଆଈ ଥୀ,
କୁଛ୍ ମୁଁହ ମେଁ, କୁଛ୍ ଲିଏ ହାଥ ମେଁ,
ମୁଝେ ଖୁନେ ଆଈ ଥୀ।
ଅନୁବାଦ;
କବୟିତ୍ରୀ ତୁ କ’ଣ ଆଣିଛୁ ବୋଲି ପଚାରିବା ସମୟରେ ଶିଶୁ ପିଲାଟି ଉତ୍ତର ଦେଉଛି, ମାଆ ତୁମେ ଖାଅ । ତାହାର ଏହି ଦରୋଟି କଥାରେ କବି ପ୍ରସନ୍ନ ହୃଦୟରେ, ଖୁସି ମନରେ ସବୁକିଛି ଭୁଲି କହୁଛନ୍ତି ତୁ ଖାଇଦେ।

पाया मैंने बचपन फिर से
बचपन बेटी बन आया,
उसकी मञ्जुल मूर्त्ति देखकर
मुझमें नव-जीवन आया।
ପାୟା ମୈନେ ବଚ୍‌ପନ୍ ଫିର୍ ସେ
ବତ୍‌ପନ୍‌ ବେଟୀ ବନ୍‌ ଆୟା,
ଉସ୍‌କୀ ମଞ୍ଜୁଳ ମୂର୍ତ୍ତି ଦେଖକର୍,
ମୁଖ୍ୟର୍ମେ ନ-ଜୀୱନ୍ ଆୟା ।
ଅନୁବାଦ:
କବି ନିଜ ଶିଶୁକନ୍ୟାଠାରେ ନିଜର ବାଲ୍ୟାବସ୍ଥାକୁ ଫେରି ପାଇଛନ୍ତି । ତାହାର ସୁନ୍ଦର ଗୁଲୁଗୁଲିଆ ଚେହେରା ଦେଖୁ ସତେ ଯେପରି ନୂଆ ଜୀବନ ଫେରି ପାଇଛନ୍ତି ।

मैं भी उसके साथ खेलती,
खाती हूँ, तुतलाती हूँ,
मिलकर उसके साथ स्वयं,
मैं भी बच्ची बन जाती हूँ।
ମେଁ ଭୀ ଉସ୍କେ ସାଥ୍ ଖେଲ୍ବତୀ, ଖାତୀ ହୂ, ତୁତ୍‌ତୀ ହୂ,
ମିଲ୍‌କର୍ ଉସ୍କେ ସାଥ୍ ସ୍ଵୟଂ,
ମେଁ ଭୀ ବଢୀ ବନ୍ ଜାତୀ ହୁଁ ।
ଅନୁବାଦ:
କବି ଶିଶୁକନ୍ୟାଟି ସହିତ ଖେଳୁଛନ୍ତି, ଖାଉଛନ୍ତି, ଦରୋଟି କଣ୍ଠରେ କଥା ହେଉଛନ୍ତି । ତାହା ସହିତ ମିଶି କବି ମଧ୍ୟ ନିଜେ ଶିଶୁ ହୋଇ ଯାଇଛନ୍ତି । ତାଙ୍କୁ ଚ୍ଛାଡିଯାଇଥ୍ ବା ପାଲ୍ୟାଣସ୍ଥା ପୁନର୍ବାର ଫେରି ଆସିଚ୍ଛା

शबनार: (ଶରାର୍ଥି)

याद – स्मरण (ସ୍ମରଣ/ସ୍ମୃତି/ମନେରଖ୍)।

मस्त – प्रसन्न, आनंदित (ଖୁସି ଆନନ୍ଦିତ) ।

निर्भय – बिना डर के (ଭୟଶୂନ୍ୟ) ।

चिन्ता रहित – चिन्ता शून्य (ଚିନ୍ତାମୁକ୍ତ)।

स्वच्छंद – आजाद, स्वाधीन, (स्वतंत्र) (ସ୍ଵାଧୀନ) ।

अतुलित – अतुलनीय, बेजोड़ ( ଅତୁଳନୀୟ ) ।

मचल जाना – आग्रह, हठ करना(ଆଗ୍ରହ)।

आँसू – अश्रु ଅଶୁ/ଲୋତକ/ଲୁହ) ।

गीला – भीगा हुआ (ଓଦା)।

व्याकुल – बेचैन (ଅସ୍ଥିର ) ।

प्राकृत विश्रांति – स्वाभाविक सुख चैन (ସ୍ଵାଭାବିକ ସୁଖ ଶାନ୍ତି) ।

निष्पाप – पापरहित, निष्कलंक (ପାପମୁକ୍ତ/କଳଙ୍କମୁକ୍ତ) ।

संताप – गहरी पीड़ा, दुःख (ଦୁଃଖ ) ।

नंदनवन – देवताओं का वन (ଦେବତାମାନଙ୍କ ଉପବନ) ।

कुटिया – कुटीर, झोपड़ी (ଘର, କୁଡ଼ିଆ) ।

मिट्टी – धूलि, भस्म (ଧୂଳି) ।

प्रफुल्लित – बहुत खुश, प्रसन्न (ବହୁତ ଖୁସି/ପ୍ରସନ୍ନ)

मंजुल – सुन्दर, मन को लुभानेवाली (ସୁନ୍ଦର|ମନକୁ ଆକର୍ଷିତ କରିବା) ।

नव जीवन – नया जीवन (ନୂଆ ଜୀବନ) ।

तुतलाना – तुतलाकर बोलना (ଖନେନ ଖନେଇ କହିବା/ଦରୋଟି ଭାଷାରେ କହିବା) ।

स्वंय – खुद (ନିଜେ)।

बरसों – सालों ( ବର୍ଷ ବର୍ଷ) ।

कवि परिचय

सुभद्रा कुमारी चौहान का जन्म सन् 1903 ई. में नागपंचमी के दिन प्रयाग निहलपुर मुहल में हुआ। उनके पिता थे ठाकुर रामनाथ सिंह। उनकी देखरेख में सुभद्राकुमारी की प्रारंभिक शिक्षा प्रयाग में हुई। सन् 1919 ई. में खंडवा निवासी ठाकुर लक्ष्मण सिंह चौहान से उनका विवाह हुआ था। राष्ट्रीय आन्दोलन में उद्बोधित होकर सुभद्राकुमारी अपने पति के साथ सत्याग्रह में हिस्सा लेने लगीं। इसलिए कई बार उन्हें जेल जाना पड़ा। देश स्वतंत्र होने के बाद वे मध्यप्रदेश विधानसभा की सदस्या चुनी गईं।

साहित्यिक और राजनीतिक क्षेत्रों में उन्हें राष्ट्रकवि माखनलाल चतुर्वेदी से विशेष प्रोत्साहन मिला था। 12 फरवरी 1948 ई. को मोटर दुर्घटना से उनका देहांत हो गया। सुभद्राकुमारी कवयित्री और कहानीकार दोनों ही थीं। अपनी कविता में राष्ट्रप्रेम की ओजस्विता और मानवीय भावनाओं का सहज रूप बड़ी ही सुन्दरता के साथ व्यक्त होता है। ‘झँसी की रानी’ कविता किसी समय हिन्दी पाठकों की जवानों पर गुँजती रहती थी। इनकी रचनाएँ मुकुल, बिखरे, मोती, उन्मादिनी, त्रिधाराएँ, सभा का खेल और सीधे-साधे चित्र’ हैं। इनमें ‘मुकुल’ उनकी 39 कविताओं का संग्रह है। इसी कविता- पुस्तक पर उन्हें पुरस्कार मिला है।

BSE Odisha 10th Class Physical Science Solutions Chapter 6 ଆଲୋକ- ପ୍ରତିଫଳନ ଓ ପ୍ରତିସରଣ

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board BSE Odisha 10th Class Physical Science Solutions Chapter 6 ଆଲୋକ- ପ୍ରତିଫଳନ ଓ ପ୍ରତିସରଣ Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Physical Science Solutions Chapter 6 ଆଲୋକ- ପ୍ରତିଫଳନ ଓ ପ୍ରତିସରଣ

Question 1.
ନିମ୍ନଲିଖତ ପଦାର୍ଥ ଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁ ଗୋଟିକ ଲେନ୍ସ ତିଆରିରେ ବ୍ୟବହୃତ ହୋଇପାରିବ ନାହିଁ ?
(a) ଜଳ
(b) କାର
(c) ପ୍ଲାଷ୍ଟିକ
(d) ମାଟି
Answer:
(d) ମାଟି (କାରଣ ମାଟି ଅସ୍ବଚ୍ଛ ଅଟେ)

Question 2.
ଗୋଟିଏ ଅବତଳ ଦର୍ପଣରେ ସୃଷ୍ଟ ପ୍ରତିବିମ୍ବ ଆଭାସୀ, ସଳଖ ଓ ବସ୍ତୁଠାରୁ ଆକାରରେ ବଡ଼ । ତାହା ହେଲେ
(a) ପ୍ରମୁଖ ଫୋକସ୍ ଓ ବକ୍ରତା କେନ୍ଦ୍ର ମଧ୍ୟରେ
(b) ବକ୍ରତା କେନ୍ଦ୍ର ଉପରେ
(c) ବକ୍ରତା କେନ୍ଦ୍ରଠାରୁ ଦୂରରେ
(d) ଦର୍ପଣର ପୋଲ୍ ଓ ପ୍ରମୁଖ ଫୋକସ୍ ମଧ୍ୟରେ
Answer:
(d) ଦର୍ପଣର ପୋଲ୍ ଓ ପ୍ରମୁଖ ଫୋକସ୍ ମଧ୍ୟରେ

Question 3.
ଗୋଟିଏ ଉତ୍ତଳ ଲେନ୍ସ ସମ୍ମୁଖରେ ବସ୍ତୁ କେଉଁଠି ରହିଲେ ସମାନ ଆକାରର ବାସ୍ତବ ପ୍ରତିବିମ୍ବ ମିଳିପାରିବ ?
(a) ଲେନ୍ସର ପ୍ରମୁଖ ଫୋକସ୍ ଠାରେ
(b) ଫୋକସ୍ ଦୂରତାର ଦୁଇଗୁଣ ଦୂରତ୍ଵରେ
(c) ଅନନ୍ତ୍ର ତ୍ରରତାରେ
(d) ଲେନ୍ସର ଆଲୋକ କେନ୍ଦ୍ର ଓ ପ୍ରମୁଖ ଫୋକସ୍ ମଧ୍ୟରେ
Answer:
(b) ଫୋକସ୍ ଦୂରତାର ଦୁଇଗୁଣ ଦୂରତ୍ୱରେ

Question 4.
ଗୋଟିଏ ବର୍ତ୍ତୁଳାକାର ଦର୍ପଣ ଓ ବର୍ତ୍ତୁଳାକାର ଲେନ୍‌ସ ପ୍ରତ୍ୟେକର ଫୋକସ୍ ଦୂରତା 15 ସେ.ମି. ଅଟେ । ଦର୍ପଣ ଓ ଲେନ୍ସ ଦ୍ବୟ ସମ୍ଭବତଃ କ’ଣ ହୋଇପାରିବେ ?
(a) ଉଭୟ ଅବତଳ
(b) ଉଭୟ ଉତ୍ତଳ
(c) ଦର୍ପଣ ଅବତଳ ଓ ଲେନ୍ସ ଉତ୍ତଳ
(d) ଦର୍ପଣ ଉତ୍ତଳ ଓ ଲେନ୍ସ ଅବତଳ
Answer:
(a) ଉଭୟ ଅବତଳ

Question 5.
ତୁମେ ଗୋଟିଏ ଦର୍ପଣ ସମ୍ମୁଖରେ ଯେଉଁଠି ଠିଆ ହେଲେ ବି ତୁମର ପ୍ରତିବିମ୍ବ ସଳଖ ହୁଏ । ତେବେ ଦର୍ପଣ କି ପ୍ରକାର ଦର୍ପଣ ହେବାର ସମ୍ଭାବନା ଅଛି ?
(a) ସମତଳ
(b) ଅବ୍ତଳ
(c) ଉତ୍ତଳ
(d) ସମତଳ କିମ୍ବା ଉତ୍ତଳ
Answer:
(d) ସମତଳ କିମ୍ବା ଉତ୍ତଳ
[ କାରଣ ସମତଳ ଦର୍ପଣରେ ସର୍ବଦା ସଳଖ ପ୍ରତିବିମ୍ବ ଦେଖାଯାଏ । ଉତ୍ତଳ ଦର୍ପଣରେ ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ସର୍ବଦା ଆଭାସୀ ଓ ସଳଖ ହୋଇଥାଏ ।]

Question 6.
ଡିକ୍ସନାରିର ଛୋଟ ଛୋଟ ଅକ୍ଷର ପଢ଼ିବା ପାଇଁ ତୁମେ ନିମ୍ନଲିଖ୍ ଲେନ୍ସଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁ ଲେନ୍ସକୁ ବ୍ୟବହାର କରିବା ପାଇଁ ବାଛିବ ?
(a) 50 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଉତ୍ତଳ ଲେନ୍ସସ।
(b) 50 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଅବତଳ ଲେନ୍ସସ ।
(c) 5 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଉତ୍ତଳ ଲେନ୍ସସ।
(d) 5 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଅବତଳ ଲେନ୍ସସ ।
Answer:
(c) 5 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଉତ୍ତଳ ଲେନ୍ସସ।

Question 7.
15 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରି ଆମେ ଗୋଟିଏ ବସ୍ତୁର ସଳଖ ପ୍ରତିବିମ୍ବ ପାଇବାକୁ ଇଚ୍ଛା କରୁଛୁ । ଦର୍ପଣ ସମ୍ମୁଖରେ ବସ୍ତୁ କେଉଁ ଦୂରତା ପରିସର (Range) ମଧ୍ୟରେ ରହିବ ? ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି କ’ଣ ? ପ୍ରତିବିମ୍ବର ଆକାର ବସ୍ତୁଠାରୁ ବଡ଼ ନା ସାନ ? ରଶ୍ମି ଚିତ୍ର ଅଙ୍କନ କରି ପ୍ରତିବିମ୍ବ ଗଠନ ଦେଖାଅ ।
Answer:
(i) ଅବତଳ ଦର୍ପଣର ପୋଲ୍ ଓ ଫୋକସ୍ ମଧ୍ୟରେ ବସ୍ତୁ ରହିଲେ ଏହାର ଏକ ସଳଖ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହୁଏ ।
(ii) ପ୍ରତିବିମ୍ବ ସଳଖ ଓ ଆଭାସୀ ହୋଇଥାଏ ଏବଂ ଏହା ଦର୍ପଣ ପଛପଟେ ଗଠିତ ହୋଇଥାଏ ।
(iii) ପ୍ରତିବିମ୍ବର ଆକାର ବସ୍ତୁର ଅକାରଠାରୁ ବଡ଼ ହୋଇଥାଏ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-1

Question 8.
ନିମ୍ନଲିଖତ କ୍ଷେତ୍ରରେ କି ପ୍ରକାରର ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ?
(a) କାରର ହେଡ୍‌ଲାଇଟ :
ଉ :
କାର୍ ହେଡ୍‌ଲାଇଟ୍‌ର ପ୍ରତିଫଳକ ରୂପେ ଅବତଳ ଦର୍ପଣକୁ ବ୍ୟବହାର କରାଯାଏ । ଯେତେବେଳେ ଆଲୋକିତ ବଲ୍‌ବଟ୍
ଅବତଳ ପ୍ରତିଫଳକର ଫୋକସ୍ଠାରେ ରହେ, ଅବତଳ ପ୍ରତିଫଳକ ଶକ୍ତିଶାଳୀ ସମାନ୍ତର ଆଲୋକ ରଶ୍ମିର ଗୁଚ୍ଛ ସୃଷ୍ଟି
କରେ, ଯାହା ଅଧ‌ିକ ଦୂର ପର୍ଯ୍ୟନ୍ତ ପଡ଼ିଥାଏ । ଆଲୋକ ରଶ୍ମିର ଗୁଚ୍ଛଗୁଡ଼ିକ ଅଧ‌ିକ ଉଜ୍ଜ୍ଵଳ ହୋଇଥାଏ ।

(b) ଯାନର ପଛ ଦେଖିର| ଦର୍ପଣ
ଉ :
ଯାନର ପଛ ଦେଖିବା ପାଇଁ ଉତ୍ତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ । କାରଣ ଉତ୍ତଳ ଦର୍ପଣ ସର୍ବଦା ସଳଖ, ଆଭାସୀ ଓ ଛୋଟ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କରେ । ଯାନର ପଛପଟେ ଥିବା ବିସ୍ତୀର୍ଣ୍ଣ ଅଞ୍ଚଳର ଦୃଶ୍ୟ ଦର୍ପଣରେ ପରିଷ୍କାର ଭାବେ ଦେଖ୍ହୁଏ ।

(c) ସୌର ଚୁଲ୍ଲା :
ଉ :
ସୌର ଚୁଲାରେ ବଡ଼ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ । କାରଣ ଯେତେବେଳେ ସୌରଚୁଲାକୁ ଏକ ବଡ଼ ଅଚ୍ତଳ ପ୍ରତିଫଳକର ଫୋକସ୍ଠାରେ ରଖାଯାଏ, ପ୍ରତିଫଳନଦ୍ୱାରା ସୌର ତାପଯୁକ୍ତ ରଶ୍ମି ଅଭିସରିତ ହୋଇ ଚୁଲା ଉପରେ ଫୋକସ୍ ହୋଇଥାଏ । ଫଳରେ ସୌର ବୁର୍ଲାରେ ତାପ ସୃଷ୍ଟି କରିଥାଏ ।

Question 9.
ଗୋଟିଏ ଉତ୍ତଳ ଲେନ୍ସର ଅଧା ଅଂଶ କାଗଜ ଦ୍ବାରା ଆବୃତ କରି ଦିଆଯାଇଛି । ଏହି ଲେନ୍ସ ବସ୍ତୁର ସମ୍ପୂର୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କରିପାରିବ କି ? ପରୀକ୍ଷା ଦ୍ବାରା ତୁମ ଉତ୍ତରର ସଠିକତାକ୍ତ ଜାଣିଚ୍|କ୍ତ ଚେଷ୍ଟାକର । ତୁମର ପର୍ଯ୍ୟବେକ୍ଷଣକୁ ବୁଝାଅ ।
Answer:
ଲେନ୍‌ସ୍‌ର ପ୍ରତ୍ୟେକ ଅଂଶ ପ୍ରତିବିମ୍ବ ଗଠନ କରେ, ତେଣୁ ଗୋଟିଏ ଉତ୍ତଳ ଲେନ୍ସର ଅଧା ଅଂଶ କାଗଜଦ୍ବାରା ଆବୃତ କଲେ ମଧ୍ୟ ଲେନ୍ସ ବସ୍ତୁର ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କରିପାରିବ ।

ପରୀକ୍ଷଣ :
ଗୋଟିଏ ଉତ୍ତଳ ଲେନସ୍ ନିଆଯାଉ । ଏହାର ଅଧା ଅଂଶ କଳାକାଗଜରେ ଆବୃତ୍ତ କରାଯାଉ । ଏକ ବସ୍ତୁ AB ଲେନସ୍ ଆଗରେ ରଖାଯାଉ । ଲେନସ୍ ଏବଂ ବସ୍ତୁଟିକୁ ଏପରି ରଖ ଯେପରିକି ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ଏକ ପରଦା ଉପରେ ପଡ଼ିବ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-2
ପର୍ଯ୍ୟବେକ୍ଷଣ :
ପରଦାରେ ବସ୍ତୁର ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହେବ ।

Question 10.
ଗୋଟିଏ 10 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଅଭିସାରୀ ଲେନ୍ସଠାରୁ 25 ସେମି ଦୂରରେ ଏକ 5 ସେମି ଦୈର୍ଘ୍ୟର ବସ୍ତୁ ରହିଛି । ରଶ୍ମି ଚିତ୍ର ଅଙ୍କନ କରି ପ୍ରତିବିମ୍ବର ସ୍ଥିତି, ପ୍ରକୃତି ଓ ଆକାର ନିର୍ଣ୍ଣୟ କର ।
Answer:
h = 5 ସ୍.ମି., u = – 25 ସ୍.ମି, ƒ = 10 6ସ୍.ମି. |
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-3
ଯେହେତୁ ବସ୍ତୁଟି ଅପିସାରୀ ଲେନ୍ସଠାରୁ 25 ସେ.ମି. ଦୂରରେ ରହିଛି ଏବଂ ଫୋକସ୍ ଦୂରତା ହେଉଛି 10 ସେ.ମି. ତେଣୁ ବସ୍ତୁଟି 2Fର ବାହାରେ ରହିବ । 10 ସେ.ମି. ତେଣୁ ବସ୍ତୁଟି 2Fର ବାହାରେ ରହିବ ।
ଲେନ୍ସ ସୂତ୍ର ଅନୁଯାୟୀ, $\frac { 1 }{ v }$ – $\frac { 1 }{ u }$ = $\frac { 1 }{ f }$ ⇒ $\frac { 1 }{ v }$ – $\frac { 1 }{ -25 }$ = $\frac { 1 }{ 10 }$
$\frac { 1 }{ v }$ = $\frac { 1 }{ 10 }$ – $\frac { 1 }{ 25 }$ = $\frac { 5-2 }{ 50 }$ = $\frac { 3 }{ 50 }$ ⇒ v = $\frac { 50 }{ 3 }$ = 16.66 6ସ୍.ମି.
∴ ପ୍ରତିବିମ୍ବର ଦୂରତା 16.66 ସେ.ମି. ।
ବର୍ଦ୍ଧନ (m) = $\frac { h’ }{ h }$ = $\frac { v }{ u }$ ⇒ v = $\frac { h’ }{ 5 }$ = $\frac{\frac{50}{3}}{-25}$
⇒ $\frac { h’ }{ 5 }$ = $\frac{50}{-3 \times 25}$
⇒ h’ = $\frac{50 \times 5}{-3 \times 25}$ = – 3. 33 6ସ୍.ମି.
∴ ପ୍ରତିବିମ୍ବ ଲେନ୍ସର ଅପରପାର୍ଶ୍ବରେ F ଓ 2F ମଧ୍ୟରେ ଗଠିତ ହେବ । ଏହା ବାସ୍ତବ, ଓଲଟା ଏବଂ ବସ୍ତୁଠାରୁ ସାନ ହେବ ।

Question 11.
15 ସେ.ମି. ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଗୋଟିଏ ଅବତଳ ଲେନ୍ସ ନିଜଠାରୁ 10 ସେ.ମି. ଦୂରରେ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କରିଛି । ଲେନ୍ସ ଠାରୁ କେତେ ଦୂରରେ ବସ୍ତୁ ଅଛି ? ରଶ୍ମି ଚିତ୍ର ଅଙ୍କନ କରି ପ୍ରତିବିମ୍ବକୁ ଦେଖାଅ ।
Answer:
ଅବତଳ ଲେନସ୍‌ର ଫୋକସ୍ ଦୂରତା (f) = – 15 6ସ୍.ମି.
ପ୍ରତିବିମ୍ବର ଦୂରତା v = – 10 6ସ୍.ମି. |
ଲେନ୍ସ ସୂତ୍ର ଅନୁସାରେ : $\frac { 1 }{ v }$ – $\frac { 1 }{ u }$ = $\frac { 1 }{ f }$
⇒ $\frac { 1 }{ u }$ = $\frac { 1 }{ v }$ – $\frac { 1 }{ f }$ = $\frac { 1 }{ (-10) }$ – $\frac { 1 }{ (-15) }$
= – $\frac { 1 }{ 10 }$ + $\frac { 1 }{ 15 }$ = $\frac { -3+2 }{ 30 }$ = – $\frac { 1 }{ 30 }$
u = -30 6ସ୍.ମି.
∴ ବସ୍ତୁଟି ଲେନ୍ସଠାରୁ 30 ସେ.ମି. ଦୂରରେ ବା 2Fଠାରେ ଅବସ୍ଥିତ !
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-4

Question 12.
15 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଏକ ଉତ୍ତଳ ଦର୍ପଣଠାରୁ 10 ସେମି ଦୂରରେ ଗୋଟିଏ ବସ୍ତୁ ଅଛି । ଏହାର ପ୍ରତିବିମ୍ବର ସ୍ଥିତି ଓ ପ୍ରକୃତି ନିର୍ଣ୍ଣୟ କର ।
Answer:
ବସ୍ତୁର ଦୂରତା (u) = – 10 6ସ୍.ମି.,
ଫୋକସ୍ ଦୂରତା (f) = + 15 6ସ୍.ମି.,
ପ୍ରତିବିମ୍ବର ଦୂରତା = v
∴ ଦର୍ପଣ ସୂତ୍ର ଅନୁସାରେ :$\frac { 1 }{ v }$ + $\frac { 1 }{ u }$ = $\frac { 1 }{ f }$
⇒ $\frac { 1 }{ v }$ = $\frac { 1 }{ f }$ – $\frac { 1 }{ u }$ = $\frac { 1 }{ 15 }$ + $\frac { 1 }{ -10 }$ = $\frac { 1 }{ 15 }$ + $\frac { 1 }{ 10 }$ = $\frac { 2+3 }{ 30 }$ = $\frac { 5 }{ 30 }$ = $\frac { 1 }{ 6 }$
∴ v = + 6ସ୍.ମି.,
∴ ପ୍ରତିବିମ୍ବଟି ଦର୍ପଣର ପଛରେ 6 ସେ.ମି. ଦୂରରେ ଗଠିତ ହେବ । ଏହା ଆଭାସୀ, ସଳଖ ଓ ବସ୍ତୁଠାରୁ ସାନ ହେବ ।

Question 13.
ଏକ ସମତଳ ଦର୍ପଣ ଦ୍ବାରା ସୃଷ୍ଟ ପରିବର୍ଦ୍ଧନ +1 ଅଟେ । ଏହାର ଅର୍ଥ କ’ଣ ?
Answer:
ସମତଳ ଦର୍ପଣର ପରିବର୍ତନ (m) : = $\frac { h’ }{ h }$ = – $\frac { v }{ u }$
ଦତ୍ତ ଅଛି ସମତଳ ଦର୍ପଣର m = +1 ହେଲେ h’ = h ଏବଂ v = – u
(a) ପରିବର୍ଦ୍ଧନ + l ର ଅର୍ଥ ପ୍ରତିବିମ୍ବର ଆକାର ବସ୍ତୁର ଆକାର ସହ ସମାନ ।
(b) ପରିବର୍ଦ୍ଧନ + 1 ର ଅର୍ଥ ପ୍ରତିବିମ୍ବ ଆଭାସୀ ଓ ସଳଖ ହେବ ।

Question 14.
30 ସେମି ବଜ୍ରତା ବ୍ୟାସାର୍ଦ୍ଧ ବିଶିଷ୍ଟ ଏକ ଉତ୍ତଳ ଦର୍ପଣଠାରୁ 20 ସେମି ଦୂରରେ 5.0 ସେମି ଦୈର୍ଘ୍ୟର ଗୋଟିଏ ବସ୍ତୁ ଅଛି । ପ୍ରତିବିମ୍ବର ସ୍ଥାନ, ପ୍ରକୃତି ଓ ଆକୃତି ନିର୍ଣ୍ଣୟ କର ।
Answer:
ଏଠାରେ ବସ୍ତୁର ଉଚ୍ଚତା (h) = +5 6ସ୍.ମି.,
ବସ୍ତୁର ଦୂରତା (u) = – 20 6ସ୍.ମି.,
ବକ୍ରତା ବ୍ୟାସାର୍ଦ୍ଧ (R) = + 30 ସେ.ମି.
ଫୋକସ୍ ଦୂରତା (f) = $\frac { R }{ 2 }$ = $\frac { 30 }{ 2 }$ = 15 6ସ୍.ମି.,
ଦର୍ପଣ ପୂତ୍ର ଅନ୍ସାରେ $\frac { 1 }{ v }$ + $\frac { 1 }{ u }$ = $\frac { 1 }{ f }$
⇒ $\frac { 1 }{ v }$ + $\frac { 1 }{ -20 }$ = $\frac { 1 }{ +15 }$
⇒ $\frac { 1 }{ v }$ = $\frac { 1 }{ 15 }$ + $\frac { 1 }{ 20 }$ = $\frac { 4+3 }{ 60 }$ = $\frac { 7 }{ 60 }$
⇒ v = $\frac { 60 }{ 7 }$ = 8.57 6ସ୍.ମି.,
∴ ପ୍ରତିବିମ୍ବଟି ଦର୍ପଣର ପଛରେ 8.57 ବା 8.6 ସେ.ମି. ଦୂରରେ ଗଠିତ ହୋଇଛି ।
ପରିବର୍ତ୍ତନ (m) : $\frac { h’ }{ h }$ = – $\frac { v }{ u }$
⇒ $\frac { h’ }{ 5 }$ = – $\frac { 8.57 }{ -20 }$
⇒ h’ = $\frac { 8.57×5 }{ -20 }$ = $\frac { 8.57×5 }{ 20 }$ = 2.1425 ର| 2.14 6ସ୍.ମି.,
∴ ପ୍ରତିବିମ୍ବର ଉଚ୍ଚତା 2.14 ସେ.ମି. ।
∴ ପ୍ରତିବିମ୍ବ ଆଭାସୀ, ସଳଖ ଓ ବସ୍ତୁଠାରୁ ସାନ ।

Question 15.
18 ସେମି ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଏକ ଅବତଳ ଦର୍ପଣର 27 ସେମି ସମ୍ମୁଖରେ 7 ସେମି ଆକାରର ବସ୍ତୁ ରଖାଯାଇଛି । ଦର୍ପଣଠାରୁ କେତେ ଦୂରରେ ଏକ ପରଦା ରଖିଲେ ତା’ ଉପରେ ଫୋକସ୍ ହୋଇଥ‌ିବା ଏକ ତୀକ୍ଷ୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହେବ । ପ୍ରତିବିମ୍ବର ଆକାର ଓ ପ୍ରକୃତି କ’ଣ ହେବ ?
Answer:
ବସ୍ତୁର ଉଚ୍ଚତା (ଆକାର ) h = + 7 ସେ.ମି.,
ଫୋକସ୍ ଦୂରତା f = – 18 ସେ.ମି.
ପ୍ରତିବିମ୍ବର (ଉଚ୍ଚତା) = h’,
ବସ୍ତୁର ଦୂରତା u = – 27 ସେ.ମି.
ବର୍ପଣ ପୃତ୍ର ଅନ୍ତପାପ୍ପା $\frac { 1 }{ v }$ + $\frac { 1 }{ u }$ = $\frac { 1 }{ f }$
⇒ $\frac { 1 }{ v }$ + $\frac { 1 }{ -27 }$ = $\frac { 1 }{ -18 }$
⇒ $\frac { 1 }{ v }$ = $\frac { 1 }{ -18 }$ + $\frac { 1 }{ 27 }$ = $\frac { -1 }{ 18 }$ + $\frac { 1 }{ 27 }$ = $\frac { -3+2 }{ 54 }$ = $\frac { -1 }{ 54 }$
⇒ v = – 54 ସେ.ମି.,
ଦର୍ପଣଠାରୁ 54 ସେ.ମି. ଦୂରରେ ( ଦର୍ପଣ ଆଗରେ ବସ୍ତୁ ଯେଉଁ ପାର୍ଶ୍ବରେ) ଏକ ପରଦା ରଖିଲେ ତା’ ଉପରେ ଫୋକସ୍ ହୋଇଥିବା ଏକ ତୀକ୍ଷ୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହେବ ।
ପରିବର୍ଦ୍ଧନ m = $\frac { h’ }{ h }$ = $\frac { – v }{ u }$
⇒ $\frac { h’ }{ 7 }$ = – $\frac { (- 54) }{ (-27) }$
⇒ h’ = – $\frac { 54×7 }{ 27 }$ = -14 ସେ.ମି.,
∴ ବାସ୍ତବ, ଓଲଟା ଓ ବର୍ଦ୍ଧିତ ପ୍ରତିବିମ୍ବ ଗଠିତ ହେବ ।

Question 16.
ଗୋଟିଏ ଲେନ୍ସର ପାୱାର – 2.0 D । ଏହାର ଫୋକସ୍ ଦୂରତା କେତେ ? ଏହା କି ପ୍ରକାରର ଲେନ୍ସ ?
Answer:
P = – 2.0 D
P = $\frac { 1 }{ f }$
⇒ f = $\frac { 1 }{ P }$ = $\frac { 1 }{ -2.0 }$ ମି. = – $\frac { 1 }{ 2 }$ × 100 ସେ.ମି. = – 50 ସେ.ମି.
∴ ଯେହେତୁ ଲେନ୍ସର ପାୱାର ବିଯୁକ୍ତାତ୍ମକ, ଏହା ଏକ ଅବତଳ ଲେନ୍ସ ।

Question 17.
ଜଣେ ଡାକ୍ତର + 1.5 D ପାୱାରର ସଂଶୋଧନକାରୀ ଲେନ୍ସ ବ୍ୟବହାର କରିବାକୁ ନିର୍ଦ୍ଧାରଣ କରିଛନ୍ତି । ଏହି ଲେନ୍‌ସର ଫୋକସ୍ ଦୂରତା କେତେ ? ଏହି ନିର୍ଦ୍ଧାରିତ ଲେନ୍ସ ଅପସାରୀ ନା ଅଭିସାରୀ ?
Answer:
P= $\frac { 1 }{ f }$ ⇒ 1.5 = $\frac { 1 }{ f }$
⇒ f = $\frac { 1 }{ 1.5 }$ ମି. = $\frac { 10 }{ 15 }$ ମି. = $\frac { 2 }{ 3 }$ ମି. = + 0.67 ମି.
ଲେନ୍ସର ପାୱାର ଯୁକ୍ତାତ୍ମକ ହେତୁ ଏହା ଏକ ଅଭିସାରୀ ଲେନ୍ସ ।

ପ୍ରଶ୍ନବଳୀ ଓ ଉତ୍ତର:

Question 1.
ଅବତଳ ଦର୍ପଣର ପ୍ରମୁଖ ଫୋକସ୍‌ର ସଂଜ୍ଞା କ’ଣ ?
Answer:
ମୁଖ୍ୟ ଅକ୍ଷ ସହିତ ସମାନ୍ତର ଆଲୋକ ରଶ୍ମି ଅବତଳ ଦର୍ପଣରେ ପ୍ରତିଫଳିତ ହୋଇ ଦର୍ପଣର ଆଗରେ ଯେଉଁ ବିନ୍ଦୁରେ ମିଳିତ ହୁଅନ୍ତି ତାହାକୁ ଅବତଳ ଦର୍ପଣର ପ୍ରମୁଖ ଫୋକସ୍ (Principal Focus) କୁହାଯାଏ ।

Question 2.
ଗୋଟିଏ ବର୍ତ୍ତୁଳାକାର ଦର୍ପଣର ବକ୍ରତା ବ୍ୟାସାର୍ଦ୍ଧ 20 ସେ.ମି ହେଲେ ତାହାର ଫୋକସ୍ ଦୂରତା କେତେ ?
Answer:
R = 2f ⇒ f = $\frac { R }{ 2 }$
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-5

Question 3.
ଗୋଟିଏ ବସ୍ତୁର ସଳଖ ଓ ପରିବର୍ଦ୍ଧିତ ପ୍ରତିବିମ୍ବ ଦେଖାଇ ପାରୁଥ‌ିବା ଦର୍ପଣର ନାମ କୁହ ।
Answer:
ଅବତଳ ଦର୍ପଣ ।

Question 4.
ଯାନଗୁଡ଼ିକରେ ପଛପାଖ ଦେଖିବା ପାଇଁ କାହିଁକି ଉତ୍ତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ?
Answer:
ଉତ୍ତଳ ଦର୍ପଣରେ ସର୍ବଦା ଦୂରରେ ଥ‌ିବା ବସ୍ତୁର ସଳଖ ଓ ବସ୍ତୁ ତୁଳନାରେ ଛୋଟ ପ୍ରତିବିମ୍ବ ଗଠିତ ହେଉଥ‌ିବାରୁ ବିସ୍ତୀର୍ଣ୍ଣ ଅଞ୍ଚଳର ପ୍ରତିବିମ୍ବ ଦେଖହୁଏ । ତେଣୁ ଯାନଗୁଡ଼ିକରେ ଉତ୍ତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ।

Question 5.
ଗୋଟିଏ ଉତ୍ତଳ ଦର୍ପଣର ଫୋକସ୍ ଦୂରତା ନିର୍ଣ୍ଣୟ କର, ତାହାର ବକ୍ରତା ବ୍ୟାସାର୍ଦ୍ଧ 32 ସେ.ମି. ଅଟେ |
Answer:
ଯେହେତୁ ଉତ୍ତଳ ଦର୍ପଣରେ ଫୋକସ୍ ଦୂରତା ଓ ବକ୍ରତା ବ୍ୟାସାର୍ଦ୍ଧ (+) ଧନାତ୍ମକ, ତେଣୁ R = 32 ସେ.ମି.
R = 2f ⇒ f = $\frac { R }{ 2 }$ = f = $\frac { 32 }{ 2 }$ = 16 ସେ.ମି.,
∴ ଉତ୍ତଳ ଦର୍ପଣର ଫୋକସ୍ ଦୂରତା 16 ସେ.ମି. ।

Question 6.
ଗୋଟିଏ ଅବତଳ ଦର୍ପଣ ସାମନାରେ 10 ସେ.ମି. ଦୂରରେ ଗୋଟିଏ ବସ୍ତୁ ରଖୁ, ସେହି ଦର୍ପଣ 3 ଗୁଣ ପରିବର୍ଦ୍ଧିତ ବାସ୍ତବ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କରେ । ପ୍ରତିବିମ୍ବର ଅବସ୍ଥିତି ନିର୍ଣ୍ଣୟ କର ।
Answer:
ଯେହେତୁ ପ୍ରତିବିମ୍ବ ବାସ୍ତବ ତେଣୁ ପରିବର୍ତ୍ତନ ବିଯୁକ୍ତାତ୍ମକ (–) l m = – 3 ଏବଂ u = – 10 ସେ.ମି. ।
⇒ m = $\frac { h’ }{ h }$ = – $\frac { v }{ u }$ ⇒ – 3 = – $\frac { v }{ u }$
⇒ v = 3 x u = 3 x (-10) = – 30 ସେ.ମି.
∴ ଦର୍ପଣଠାରୁ 30 ସେ.ମି. ଦୂରରେ ବସ୍ତୁଥ‌ିବା ପାର୍ଶ୍ଵରେ ପ୍ରତିବିମ୍ବ ଗଠିତ ହେବ ।

Question 7.
ବାୟୁରେ ଗତି କରୁଥିବା ଏକ ଆଲୋକ ରଶ୍ମି ତୀର୍ଯ୍ୟକ୍ ଭାବରେ ଜଳରେ ପ୍ରବେଶ କଲେ ସେହି ରଶ୍ମି ମାଧ୍ୟମ ଦ୍ବୟର ବ୍ୟବଧାନ ପୃଷ୍ଠରେ ଅଭିଲମ୍ବ ଆଡ଼କୁ ବାଙ୍କିଯିବ ନା ଅଭିଲୟଠାରୁ ଦୂରକୁ ବାଙ୍କିଯିବ ? ଏପରି କାହିଁକି ହେବ ?
Answer:
ଆଲୋକ ରଶ୍ମି ଅଭିଲମ୍ବ ଆଡ଼କୁ ବାଙ୍କିଯିବ । କାରଣ ଆଲୋକର ବେଗ ବାୟୁ ତୁଳନାରେ ଜଳରେ କମ୍ ! ବେଗ ହ୍ରାସ ହେଉଥ‌ିବାରୁ ଅଭିଲମ୍ବ ଆଡ଼କୁ ବଙ୍କେଇ ଯାଏ ।

Question 8.
ଆଲୋକ 1.50 ପ୍ରତିସରଣାଙ୍କ ବିଶିଷ୍ଟ କାଚ ମଧ୍ୟକୁ ପ୍ରବେଶ କଲା । କାଚ ଭିତରେ ଆଲୋକର ବେଗ କେତେ ହେବ ? (ଶୂନ୍ୟରେ ଆଲୋକର ବେଗ 3 x 10 ମି.ସେ – ଅଟେ ।
Answer:
କାଚର ପ୍ରତିସରଣାଙ୍କ n_g = 1.50
ଆଲୋକର ବାୟୁରେ ବେଗ (C) = 3 x 10⁸ ମି. ସେ
ଆଲୋକର କାଚ ମାଧ୍ୟମରେ ବେଗ = V_g
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-6

Question 9.
6.3 ସାରଣୀ ଦେଖୁ କୁହ କେଉଁ ମାଧ୍ୟମର ଆଲୋକୀୟ ଘନତା ସର୍ବାଧ‌ିକ ଓ କେଉଁ ମାଧ୍ୟମରେ ଆଲୋକୀୟ ଘନତା ସର୍ବନିମ୍ନ ?
Answer:
ହୀରାର ପ୍ରତିସରଣାଙ୍କ ସର୍ବାଧ୍ଵ (2.42) ହୋଇଥିବାରୁ ଏହାର ଆଲୋକୀୟ ଘନତା ସର୍ବାଧ‌ିକ । ବାୟୁର ପ୍ରତିସରଣାଙ୍କ ସର୍ବନିମ୍ନ (1.0003) ହୋଇଥିବାରୁ ବାୟୁର ଆଲୋକୀୟ ଘନତା ସର୍ବନିମ୍ନ ।

Question 10.
ତୁମକୁ କିରୋସିନି, ଟରପେନଟାଇନ୍ ତେଲ ଓ ଜଳ ଦିଆଗଲା । ଏହା ମଧ୍ୟରୁ କାହା ଭିତରେ ଆଲୋକ ସବୁଠାରୁ ଅଧ‌ିକ ବେଗରେ ଗତି କରିବ ? (6.3 ସାରଣୀର ତଥ୍ୟକୁ ଏଥିପାଇଁ ବ୍ୟବହାର କର )
Answer:
କିରୋସିନ୍‌ର n = 1.44,
ଟରପେନ୍‌ଟାଇନ୍‌ର n = 1.47 ଏବଂ ଜଳର n = 1.33
ଯେଉଁ ମାଧ୍ୟମରେ ପ୍ରତିସରଣାଙ୍କ ସର୍ବନିମ୍ନ, ସେହି ମାଧ୍ୟମରେ ଆଲୋକର ବେଗ ସର୍ବାଧ‌ିକ ।
ଏଠାରେ ଜଳର ପ୍ରତିସରଣାଙ୍କ ସର୍ବନିମ୍ନ ହୋଇଥ‌ିବାରୁ ଜଳର ଆଲୋକୀୟ ଘନତା ସର୍ବନିମ୍ନ । ତେଣୁ ଜଳ ଭିତରେ ଆଲୋକ ସବୁଠାରୁ ଅଧ୍ଵ ବେଗରେ ଗତି କରିବ ।

Question 11.
ହୀରାର ପ୍ରତିସରଣାଙ୍କ (2.42) ଅଟେ । ଏହାର ଅର୍ଥ କ’ଣ ?
Answer:
ହୀରାର ଆଲୋକୀୟ ଘନତା ସର୍ବାଧ‌ିକ । ହୀରା ଭିତରେ ଆଲୋକ ସବୁଠାରୁ କମ୍ ବେଗରେ ଗତି କରେ । ଏହା ଆଲୋକର ବାୟୁରେ ବେଗ ଓ ହୀରାରେ ବେଗର ଅନୁପାତକୁ ବୁଝାଏ ।

Question 12.
1 ଡାୟପ୍‌ଟରର ସଂଜ୍ଞା କ’ଣ ?
Answer:
1 ମିଟର ଫୋକସ୍ ଦୂରତା ବିଶିଷ୍ଟ ଲେନସ୍‌ର ପାୱାରକୁ 1 ଡାୟପ୍‌ଟର କହନ୍ତି ।

Question 13.
ଗୋଟିଏ ଉତ୍ତଳ ଲେନ୍ସ ଏକ ଛୁଞ୍ଚିର ବାସ୍ତବ ଓ ଓଲଟା ପ୍ରତିବିମ୍ବ ଲେନ୍ସଠାରୁ 50 ସେ.ମି. ଦୂରରେ ସୃଷ୍ଟି କରେ । ଉତ୍ତଳ ଲେନ୍ସ ସମ୍ମୁଖରେ କେଉଁ ସ୍ଥାନରେ ଛୁଞ୍ଚିକୁ ରଖେ, ପ୍ରତିବିମ୍ବର ଆକାର ବସ୍ତୁର ଆକାର ସହିତ ସମାନ ହେବ । ଲେନ୍ସର ପାୱାର କେତେ ତାହା ମଧ୍ୟ ନିର୍ଣ୍ଣୟ କର ।
Answer:
ଏଠାରେ ବାସ୍ତବ ପ୍ରତିବିମ୍ବର ଦୂରତା v = + 50 ସେ.ମି.
ପ୍ରଶ୍ନନୁସାରେ ପ୍ରତିବିମ୍ବର ଆକାର = ବସ୍ତୁର ଆକାର ⇒ h’ = h
m = $\frac { h’ }{ h }$ = – 1
∴ $\frac { v }{ u }$ = – 1 ⇒ u = – v = – 50 ସେ.ମି.
ପ୍ରତିବିମ୍ବର ଦୂରତା = 50 ସେ.ମି.
$\frac { 1 }{ f }$ = $\frac { 1 }{ v }$ – $\frac { 1 }{ v }$ = + $\frac { 1 }{ 50 }$ + $\frac { 1 }{ 50 }$ = + $\frac { 2 }{ 50 }$ = + $\frac { 1 }{ 25 }$ ସେ.ମି.
⇒ f = 25 ସେ.ମି. = 0.25 ମିଟର
P = $\frac { 1 }{ f }$ = $\frac { 1 }{ 0.25 }$ ମିଟର = 4 ଡାୟପ୍‌ଟର
∴ ଲେନ୍ସର ପାୱାର 4 ଡାୟପ୍‌ଟର ।

Question 14.
ଗୋଟିଏ ଅବତଳ ଲେନ୍ସର ଫୋକସ୍ ଦୂରତା 2.0 ମି ହେଲେ ତାହାର ପାୱାର କେତେ ?
Answer:
ଅବତଳ ଲେନସ୍‌ର ଫୋକସ୍ ବିଯୁକ୍ତାତ୍ମକ f = – 2 ମିଟର
p = $\frac { 1 }{ f }$ = – $\frac { 1 }{ 2 }$ ମିଟର = – 0.5 ଡାୟପୁର ।

କାର୍ଯ୍ୟାବଳୀ (Activity):

କାର୍ଯ୍ୟାବଳୀ -1 (Activity-1)
ଆବଶ୍ୟକ ଉପକରଣ : ଚକ୍ ଚକ୍ କରୁଥିବା ଗୋଟିଏ ବଡ଼ ଚାମଚ ।
ପରୀକ୍ଷଣ :

ବକ୍ରପୃଷ୍ଠରେ ତୁମର ମୁହଁକୁ ଦେଖିବାକୁ ଚେଷ୍ଟାକର ।
ଚାମଚକୁ ତୁମ ମୁହଁ ପାଖରୁ ଧୀରେ ଧୀରେ ଦୂରେଇ ନିଆଯାଉ ।
ଚାମଚକୁ ଓଲଟାଇ ଦେଇ ସେଥ‌ିରେ ମୁହଁ ଦେଖାଯାଉ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

ଚାମଚକୁ ଓଲଟାଇ ଦେଇ ସେଥ‌ିରେ ମୁହଁ ଦେଖାଯାଉ । ଚାମଚର ବଜ୍ରପୃଷ୍ଠରେ ଏକ ଓଲଟା ଓ ବର୍ଦ୍ଧିତ ପ୍ରତିବିମ୍ବ ଦେଖାଗଲା ।
ଚାମଚକୁ ମୁହଁ ପାଖରୁ ଧୀରେ ଧୀରେ ଦୂରେଇ ନେବାଦ୍ଵାରା ପ୍ରତିବିମ୍ବ ଧୀରେ ଧୀରେ କ୍ଷୁଦ୍ର ହୋଇଗଲା ।
ଚାମଚକୁ ଓଲଟାଇ ଦେଇ ସେଥ‌ିରେ ମୁହଁ ଦେଖ‌ିଲେ ମୁହଁର ଏକ ସଳଖ ଓ କ୍ଷୁଦ୍ର ପ୍ରତିବିମ୍ବ ଦେଖାଗଲା ।

ସିଦ୍ଧାନ୍ତ :
ଚାମଚଠାରୁ ବସ୍ତୁର ଅବସ୍ଥାନ ପରିବର୍ତ୍ତନ ହେଲେ ପ୍ରତିବିମ୍ବର ଆକାର ପରିବର୍ତ୍ତିତ ହୁଏ ।

କାର୍ଯ୍ୟାବଳୀ -2 (Activity-2)
ଗୋଟିଏ ଅବତଳ ଦର୍ପଣକୁ ସୂର୍ଯ୍ୟ ଆଡ଼କୁ ଦେଖାଅ । ସୂର୍ଯ୍ୟ ରଶ୍ମିଗୁଡ଼ିକର ପ୍ରତିଫଳିତ ରଶ୍ମି ବାହାରୁଛି । ଖଣ୍ଡେ କାଗଜଆଣି ଏହି ପ୍ରତିଫଳିତ ରଶ୍ମିଗୁଡ଼ିକୁ ତା’ ଉପରେ ପକାଅ ଏବଂ କାଗଜକୁ ଆଗପଛ କର । ଗୋଟିଏ ଅତି ଉଜ୍ଜ୍ବଳ ଆଲୋକ ବିନ୍ଦୁ କାଗଜର ଗୋଟିଏ ସ୍ଥାନରେ ପଡ଼ୁଛି । କିଛି ସମୟ ଏହିପରି ରଖୁ ଦେଖୁର କାଗଜଟି ଜଳି ଉଠିବ । ଉଜ୍ଜ୍ବଳ ଆଲୋକ ବିନ୍ଦୁ ହେଉଛି ଅବତଳ ଦର୍ପଣର ଫୋକସ୍ (F) । F ବିନ୍ଦୁରେ ସୂର୍ଯ୍ୟର ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହୋଇଛି (ବାସ୍ତବ, ଓଲଟା ଓ ଛୋଟ ପ୍ରତିବିମ୍ବ) । କାଗଜ ଉପରେ ଫୋକସ୍ ବିନ୍ଦୁରେ ସୃଷ୍ଟି ହୋଇଥ‌ିବା ପ୍ରତିବିମ୍ବ ଓ ଦର୍ପଣ ମଧ୍ୟରେ ରହିଥ‌ିବା ଦୂରତା ହିଁ ଦର୍ପଣର ସନ୍ନିକଟ (Approximate) ଫୋକସ୍ ଦୂରତା ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-7

କାର୍ଯ୍ୟାବଳୀ -3 (Activity-3)
ବସ୍ତୁର ବିଭିନ୍ନ ଅବସ୍ଥାନ ପାଇଁ ଅବତଳ ଦର୍ପଣରେ ପ୍ରତିବିମ୍ବ ଗଠନ ।

ଆବଶ୍ୟକ ଉପକରଣ :
ଅବତଳ ଦର୍ପଣ, ମିଟରସ୍କେଲ, ଚକ୍‌ଖଣ୍ଡ, ଜଳନ୍ତା ମହମବତୀ, କାଗଜ ପରଦା ।

ପରୀକ୍ଷଣ :
ଗୋଟିଏ ଅବତଳ ଦର୍ପଣ ନିଅ, ଏହାର ଫୋକସ ଦୂରତାର ସନ୍ନିକଟ ମାନ (approximate value) ନିର୍ଣ୍ଣୟ କରି ଟିପି ରଖ ।
ତୁମେ କୌଣସି ଦୂରବର୍ତ୍ତୀ ବସ୍ତୁର ପ୍ରତିବିମ୍ବକୁ ଏକ ସାଧା କାଗଜ ପରଦା ଉପରେ ଦେଖ୍ ଦର୍ପଣର ଫୋକସ୍ ଦୂରତାର ସନ୍ନିକଟମାନ ମଧ୍ୟ ନିର୍ଣ୍ଣୟ କରିପାରିବ ।
ଟେବୁଲ ଉପରେ ଚଦ୍ଵାରା ଏକ ରେଖା ଟଣାଯାଉ ।

ଏକ ଅବତଳ ଦର୍ପଣକୁ ଷ୍ଟାଣ୍ଡରେ ଲଗାଇ ଟାଣିଥ୍‌ ରେଖା ଉପରେ ଏପରି ରଖ ଯେପରିକି ଦର୍ପଣର ପୋଲ୍ ଠିକ୍ ରେଖା ଉପରେ ରହିବ।
ପୂର୍ବରେଖା ସହିତ ସମାନ୍ତର ଭାବରେ ଆଉ ଦୁଇଟି ରେଖା ଟାଣ ଯେମିତି ପାଖାପାଖୁ ଯେକୌଣସି ଦୁଇଟି ରେଖା ମଧ୍ଯରେ ଦୂରତା ଦର୍ପଣର ଫୋକସ୍ ଦୂରତା ସହିତ ସମାନ ହେବ ।

ଏହି ରେଖାତ୍ରୟର ସ୍ଥିତି ବର୍ତ୍ତମାନ ଦର୍ପଣର ପୋଲ୍ (P), ଫୋକସ୍ ବିନ୍ଦୁ (F) ଓ ବକ୍ରତା କେନ୍ଦ୍ର (C) ଭେଦ କରିବ ।
କାରଣ କ୍ଷୁଦ୍ରଦ୍ଵାରକ ବିଶିଷ୍ଟ ବର୍ତ୍ତୁଳାକାର ଦର୍ପଣର ଫୋକସ୍ ବିନ୍ଦୁ (F), ତା’ର ପୋଲ୍ (P) ଓ ବକ୍ରତାକେନ୍ଦ୍ର (C)ର ମଝିରେ ଥାଏ ।
ଜଳୁଥିବା ମହମବତୀ ନିଆଯାଉ । ମହମବତୀକୁ ୯ ବିନ୍ଦୁର ପଛକୁ ଦୂରରେ ରଖ । ଦର୍ପଣ ସାମନାରେ ଏକ କାଗଜ ପରଦା ରଖ । ପରଦା(Screen)କୁ ଆଗପଛ କରି ଯେଉଁ ସ୍ଥାନରେ ଉଜ୍ଜ୍ବଳ, ତୀକ୍ଷ୍ଣ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହେବ ତା’ର ପ୍ରକୃତି ଓ ସ୍ଥିତିକୁ ଟିପି ରଖ ।
ମହମବତୀର ଆକାର ସହିତ ପ୍ରତିବିମ୍ବର ଆକାର ତୁଳନା କର । ଜଳନ୍ତା ମହମବତୀକୁ
(a) C ଠାରୁ ଅଳ୍ପ ଦୂରରେ, (b) ଠିକ୍ C ଉପରେ (c) F ଓ C ମଧ୍ୟରେ (d) ଠିକ୍ F ଉପରେ,
(e) P ଓ F ମଧ୍ୟରେ ରଖ୍ ପ୍ରତିବିମ୍ବର ଅବସ୍ଥାନ ଓ ପ୍ରକୃତି ନିର୍ଣ୍ଣୟ କର ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ଅବତଳ ଦର୍ପଣଦ୍ୱାରା ସୃଷ୍ଟି ହେଉଥ‌ିବା କୌଣସି ବସ୍ତୁର ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି, ଅବସ୍ଥାନ ଓ ଆକାର ଦର୍ପଣ ସେହି ବସ୍ତୁର ଅବସ୍ଥାନ ଉପରେ ନିର୍ଭର କରେ ।
ବସ୍ତୁର ଅବସ୍ଥାନକୁ P, F ଓ C ବିଦୁ୍ୟତ୍ରୟକୁ ଭିତ୍ତିକରି ପ୍ରକାଶ କରାଯାଇଛି ।
ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ବାସ୍ତବ ବା ଆଭାସୀ, ସଳଖ ବା ଓଲଟା କିମ୍ବା ବସ୍ତୁ ସହିତ ସମାନ, ଛୋଟ ବା ବଡ଼ ହୋଇପାରେ ।

ଅବତଳ ଦର୍ପଣରେ ବସ୍ତୁର ଭିନ୍ନ ଭିନ୍ନ ସ୍ଥିତିପାଇଁ ପ୍ରତିବିମ୍ବ ଗଠନ :
ସିଦ୍ଧାନ୍ତ :
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-8

କାର୍ଯ୍ୟାବଳୀ -4 (Activity-4)
ବସ୍ତୁର ନିମ୍ନଲିଖତ ଅବସ୍ଥିତି ପାଇଁ ସ୍କେଲ୍ ଓ ପେନ୍‌ସିଲ୍ ବ୍ୟବହାର କରି ରଶ୍ମିଚିତ୍ର ଅଙ୍କନ କର ।
(a) ଅନନ୍ତ ଦୂରତାରେ
(b) C ଠାରୁ ଦୂରରେ (ବକ୍ରତା କେନ୍ଦ୍ରଠାରୁ ଦୂରରେ)
(c) C ଠାରେ (ବକ୍ରତା କେନ୍ଦ୍ରଠାରେ)
(d) C ଓ F ମଧ୍ୟରେ (ବକ୍ରତା କେନ୍ଦ୍ର ଓ ପ୍ରମୁଖ ଫୋକସ୍ ମଧ୍ୟରେ)
(e) F ଠାରେ (ପ୍ରମୁଖ ଫୋକସଠାରେ)
(f) P ଓ F (ପୋଲ୍ ଓ ଫୋକସ ମଧ୍ଯରେ)

(a) ଅନନ୍ତ ଦୂରତାରେ ଥ‌ିବା ବସ୍ତୁର ପ୍ରତିବିମ୍ବ :
(i) ଅନନ୍ତ ଦୂରତାରେ ଥ‌ିବା ବସ୍ତୁରୁ ଆସୁଥ‌ିବା ଆଲୋକ ରଶ୍ମି ଦର୍ପଣ ପୃଷ୍ଠରେ ଆପତିତ ହୋଇ ପ୍ରତିଫଳିତ ରଶ୍ମି ଫୋକସ୍ ମଧ୍ୟଦେଇ ଗଚିକରିଚ୍ଚି |
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-9
(ii) C ମଧ୍ୟଦେଇ ବସ୍ତୁରୁ ଆସୁଥିବା ଆଲୋକ ରଶ୍ମି ପୁନର୍ବାର C ମଧ୍ୟଦେଇ ଫେରିଯାଏ ।
(iii) ଏହି ରଶ୍ମିଦ୍ଵୟ ପରସ୍ପରକୁ F ବିନ୍ଦୁରେ ଛେଦ କରନ୍ତି ।
(iv) ପ୍ରତିବିମ୍ବର ଅବସ୍ଥାନ – ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ଦର୍ପଣର ଫୋକସ୍ (F) ଠାରେ ସୃଷ୍ଟି ହେବ ।
(v) ପ୍ରତିବିମ୍ବର ପ୍ରକୃତ ଆକାର– ବାସ୍ତବ ଓ ଓଲଟା ଓ ବସ୍ତୁଠାରୁ ଅତ୍ୟନ୍ତ କ୍ଷୁଦ୍ର ବିନ୍ଦୁ ସମ ।

(b) C ଠାରୁ ଦୂରରେ ଥ‌ିବା ବସ୍ତୁର ପ୍ରତିବିମ୍ବ :
(i) AB ବସ୍ତୁଟି C ଠାରୁ ଦୂରରେ ରହିଛି ।
(ii) ଏଠାରେ A ବିନ୍ଦୁରୁ AM ରଶ୍ମିଟି ଦର୍ପଣର ଅକ୍ଷ ସହ ସମାନ୍ତର ଓ ଏହାର ପ୍ରତିଫଳିତ ରଶ୍ମି F ବିନ୍ଦୁ ମଧ୍ୟଦେଇ ଗତି କରିଛି ।
(iii) A ଠାରୁ C ମଧ୍ୟଦେଇ ଯାଇଥିବା ଆଲୋକ ରଶ୍ମି ପ୍ରତିଫଳିତ ହୋଇ ସେହିବାଟେ ଫେରିଅଛି ।
(iv) ଏହି ଦୁଇଟି ରଶ୍ମି A’ ବିନ୍ଦୁରେ ଛେଦ କରିବାଦ୍ୱାରା ସେଠାରେ A ର ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି । ସେହିପରି AB ବସ୍ତୁର ସମସ୍ତ ବିନ୍ଦୁପାଇଁ A’B’ ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥାନ – F ଓ C ମଧ୍ୟରେ ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ଓ ଆକାର – ପ୍ରତିବିମ୍ବଟି ବାସ୍ତବ, ଓଲଟା ଓ ସବୁଠାରୁ ଛୋଟ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-10

(c) ବସ୍ତୁର ଅବସ୍ଥାନ C ଠାରେ :
(i) AB ବସ୍ତୁଟି ବକ୍ରତା କେନ୍ଦ୍ରଠାରେ ଅଛି ।
(ii) A ଠାରୁ ଏକ ରଶ୍ମି AD ମୁଖ୍ୟ ଅକ୍ଷସହ ସମାନ୍ତର ଓ ପ୍ରତିଫଳିତ ହୋଇ F ମଧ୍ୟଦେଇ ଗତିକରିଛି ।
(iii) ଅନ୍ୟ ଏକ ରଶ୍ମି AE ଫୋକସ୍ ମଧ୍ୟଦେଇ ଦର୍ପଣରେ ପ୍ରତିଫଳିତ ହୋଇ ମୁଖ୍ୟ ଅକ୍ଷ ସହ ସମାନ୍ତର ହୋଇ ଗତିକରିଛି ।
(iv) ଦୁଇଟି ପ୍ରତିଫଳିତ ରଶ୍ମି ପରସ୍ପରକୁ A’ ବିନ୍ଦୁରେ ଛେଦ କରନ୍ତି । ତେଣୁ A’ ହେଉଛି A ର ପ୍ରତିବିମ୍ବ । A’ ଠାରେ ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି । A’B’ ମୁଖ୍ୟ ଅକ୍ଷପ୍ରତି ଅଭିଲମ୍ବ I A’B’ ଓ AB ଏକ ସରଳରେଖାରେ ଅବସ୍ଥାନ କରନ୍ତି ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥାନ – ପ୍ରତିବିମ୍ବ C ଠାରେ ଗଠିତ ହେବ ।
ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ଓ ଆକାର – ପ୍ରତିବିମ୍ବଟି ବାସ୍ତବ, ଓଲଟା ଏବଂ ବସ୍ତୁସହ ସମାନ ଆକାର ହେବ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-11

(d) ବସ୍ତୁର ଅବସ୍ଥାନ C ଓ F ମଧ୍ୟରେ :
(i) AB ବସ୍ତୁଟି ଫୋକସ୍ F ଓ ବକ୍ରତା କେନ୍ଦ୍ର C ମଧ୍ୟରେ ରଖାଯାଏ ।
(ii) AB ବସ୍ତୁର A ବିନ୍ଦୁରୁ ଆଲୋକ ରଶ୍ମି AD ପ୍ରତିଫଳିତ ହୋଇ I ବିନ୍ଦୁ ମଧ୍ୟଦେଇ ଯାଏ ।
(iii) ବସ୍ତୁର A ବିନ୍ଦୁରୁ ଅନ୍ୟ ଏକ ଆଲୋକ ରଶ୍ମି AE, Eଠାରେ ପ୍ରତିଫଳିତ ହୋଇ ସେହି ଦିଗରେ ଫେରିଆସିଲା ।
(iv) ରଶ୍ମିଦ୍ବୟ ପରସ୍ପରକୁ A’ ବିନ୍ଦୁରେ ଛେଦ କରନ୍ତି ଓ A’B’ ବସ୍ତୁର ପ୍ରତିବିମ୍ବ ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥାନ – C ପରେ ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ଓ ଆକାର – ପ୍ରତିବିମ୍ବଟି ବାସ୍ତବ, ଓଲଟା ଏବଂ ପ୍ରତିବିମ୍ବଟି ବସ୍ତୁଠାରୁ ପରିବର୍ଦ୍ଧିତ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-12

(e) ପ୍ରମୁଖ ଫୋକସ୍ F ଠାରେ ବସ୍ତୁର ଅବସ୍ଥାନ :
(i) AB ବସ୍ତୁଟି ପ୍ରମୁଖ ଫୋକସ୍ F ଠାରେ ଅବସ୍ଥିତ ।
(ii) AD ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷ ସହସମାନ୍ତର ଓ ଅବତଳ ଦର୍ପଣରେ ପ୍ରତିଫଳିତ ହୋଇ ଫୋକସ୍ ମଧ୍ୟ ଦେଇ ଗତିକରେ ।
(iii) ଅନ୍ୟ ଏକ ରଶ୍ମି AE ଅବତଳ ଦର୍ପଣର E ଠାରେ ଆପତିତ ହୋଇ ସେହି ଦିଗରେ ଫେରିଆସେ ଓ C ମଧ୍ୟଦେଇ ଯାଏ ।
(iv) ଏ କ୍ଷେତ୍ରରେ ଦୁଇଟି ପ୍ରତିଫଳିତ ରଶ୍ମି ପରସ୍ପର ସମାନ୍ତର ଏବଂ ଅନନ୍ତ ଦୂରତାରେ ପରସ୍ପର ସହ ମିଳିତ ହୁଅନ୍ତି ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥା – ପ୍ରତିବିମ୍ବଟି ଅନନ୍ତ ଦୂରରେ ଗଠିତ ହୁଏ ।
ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ଓ ଆକାର – ପ୍ରତିବିମ୍ବଟି ସବୁଠାବୁ ରହ୍ତତ ପରିବର୍ଷିତ, ବାସ୍ତବ ଓ ଓଲଟା ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-13

(f) ବସ୍ତୁର ଅବସ୍ଥାନ P ଓ I ମଧ୍ୟରେ ଥିଲେ :
(i) AB ବସ୍ତୁର A ବିନ୍ଦୁରୁ ଆସୁଥିବା ଆଲୋକ ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷସହ ସମାନ୍ତର ହୋଇ ଫୋକସ୍ ମଧ୍ୟଦେଇ ଗତିକରେ ।
(ii) CA ସରଳରେଖା ଦିଗରେ A ବିନ୍ଦୁରୁ ବାହାରୁଥ‌ିବା ଅନ୍ୟ ଏକ ଆଲୋକ ରଶ୍ମି E ଠାରେ ଆପତିତ ହୋଇ EC ବାଟେ ପ୍ରତିଫଳିତ ହୋଇ ଫେରୁଛି ।
(iii) ଏହି ଦୁଇ ରଶ୍ମି ଦର୍ପଣର ସମ୍ମୁଖରେ ପରସ୍ପରକୁ
(iv) ଏହି ରଶ୍ମି ଦ୍ଵୟକୁ ବଢ଼ାଇଲେ ଦର୍ପଣର ପଛପଟେ K ଠାରେ ଛେଦ କଲାପରି ଜଣାପଡୁଛି ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥା – ଦର୍ପଣର ପଛପଟେ ସୃଷ୍ଟି ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ଓ ଆକାର – ଆଭାସୀ ଏବଂ ସଳଖ ପ୍ରତିବିମ୍ବ ଗଠିତ ହେବ । ପ୍ରତିବିମ୍ବର ଆକାର ପରିବର୍ଦ୍ଧିତ ହେବ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-14

(i) ଟର୍ଚ୍ଚ, ସନ୍ଧାନୀ ଆଲୋକ (Search light) ଓ ଯାନଗୁଡ଼ିକର ଶୀର୍ଷ ଆଲୋକରେ ଶକ୍ତିଶାଳୀ ସମାନ୍ତର ଆଲୋକ ଗୁଚ୍ଛ ପାଇବା,ପାଇଁ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ।
(ii) ଦାଢ଼ିକାଟିଲା ବେଳେ ମୁହଁର ବଡ଼ ପ୍ରତିବିମ୍ବ ଦେଖୁବାପାଇଁ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ।
(iii) ଦନ୍ତ ଚିକିତ୍ସକମାନେ ରୋଗୀର ଦାନ୍ତର ବଡ଼ ପ୍ରତିବିମ୍ବ ଦେଖୁବାପାଇଁ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରନ୍ତି ।
(iv) ସୌର ଚୁଲ୍ଲା (Furnace) ରେ ସୂର୍ଯ୍ୟାଲୋକକୁ କେନ୍ଦ୍ରୀଭୂତ କରାଇ ତାପ ସୃଷ୍ଟି କରିବାପାଇଁ ବଡ଼ ବଡ଼ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରାଯାଏ ।
(v) ଜ୍ୟୋତିର୍ବିଜ୍ଞାନୀ ଦୂରବୀକ୍ଷଣ ଯନ୍ତ୍ରରେ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହୃତ ହୁଏ ।
(vi) ଚକ୍ଷୁ ପରୀକ୍ଷା ଯନ୍ତ୍ରରେ ଅବତଳ ଦର୍ପଣ ବ୍ୟବହୃତ ହୁଏ ।

ଅବତଳ ଦର୍ପଣରେ ବସ୍ତୁର ଅବସ୍ଥାନ ଓ ତା’ର ପ୍ରତିବିମ୍ବର ସାରାଂଶ :
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-15

କାର୍ଯ୍ୟାବଳୀ – 5 (Activity – 5)
ଆବଶ୍ୟକ ଉପକରଣ : ଉତ୍ତଳ ଦର୍ପଣ, ପେନ୍‌ସିଲ୍

ପରୀକ୍ଷଣ :

ଗୋଟିଏ ଉତ୍ତଳ ଦର୍ପଣ ନିଅ, ଏହାକୁ ଗୋଟିଏ ହାତରେ ଧର ।
ଦର୍ପଣ ସାମନାରେ ଗୋଟିଏ ପେନ୍‌ସିଲ୍‌କୁ ସଳଖ ଭାବରେ (Up right) ଅନ୍ୟ ହାତରେ ଧର ।
ଦର୍ପଣରେ ପେନ୍‌ସିଲ୍‌ର ପ୍ରତିବିମ୍ବକୁ ଦେଖ ।
ପେନ୍‌ସିଲ୍‌କୁ ଧୀରେ ଧୀରେ ଦର୍ପଣଠାରୁ ଦୂରକୁ ନିଅ । ପେନ୍‌ସିଲ୍‌କୁ ଧୀରେ ଧୀରେ ଦର୍ପଣ ପାଖକୁ ଆଣ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

ପେନ୍‌ସିଲ୍‌କୁ ସଳଖ ଭାବରେ ହାତରେ ଧରି ପ୍ରତିବିମ୍ବକୁ ଲକ୍ଷ୍ୟ କଲେ ପ୍ରତିବିମ୍ବଟି ପେନସିଲ୍ ଠାରୁ ସାନ ଓ ସଳଖ ହେବ ।
ପେନ୍‌ସିଲ୍‌କୁ ଧୀରେ ଧୀରେ ଦର୍ପଣଠାରୁ ଦୂରକୁ ନେଲେ ପ୍ରତିବିମ୍ବର ଆକାର ଧୀରେ ଧୀରେ ଛୋଟ ହେବ ।
ପେନ୍‌ସିଲ୍‌କୁ ଧୀରେ ଧୀରେ ଦର୍ପଣ ଆଡ଼କୁ ଆଣିଲେ ପ୍ରତିବିମ୍ବର ଆକାର ଧୀରେ ଧୀରେ ବଢ଼ିବ ଏବଂ ପ୍ରତିବିମ୍ବ ପୋଲ୍ ଆଡ଼କୁ ଗତିକରିବ ଓ ଶେଷରେ ବସ୍ତୁର ଆକାର ଏବଂ ପ୍ରତିବିମ୍ବର ଆକାର ସମାନ ହେବ ।
ବସ୍ତୁକୁ ଦର୍ପଣଠାରୁ ଦୂରେଇ ନେଲେ ତା’ର ପ୍ରତିବିମ୍ବ ଫୋକସ୍‌ଡ଼କୁ ଗତିକରିବ ।

ସିଦ୍ଧାନ୍ତ :

ଅବତଳ ଦର୍ପଣରେ ସର୍ବଦା ଆଭାସୀ, ସଳଖ ଓ ବସ୍ତୁଠାରୁ କ୍ଷୁଦ୍ର ପ୍ରତିବିମ୍ବ ଗଠିତ ହୁଏ ।
ପ୍ରତିବିମ୍ବ ସର୍ବଦା P ଓ F ମଧ୍ଯରେ ଗଠିତ ହେବ ।

ଉତ୍ତଳ ଦର୍ପଣରେ ପ୍ରତିବିମ୍ବ ଗଠନ ସମ୍ପର୍କରେ ଜାଣିବାପାଇଁ ବସ୍ତୁର ଦୁଇଟି ସ୍ଥିତି ବିଚାର କରାଯାଇଛି ।
(a) ବସ୍ତୁ ଦର୍ପଣଠାରୁ ଅନନ୍ତ ଦୂରତାରେ ରହିଲେ
(i) ଅନନ୍ତ ଦୂରତାରେ ଥ‌ି AB ବସ୍ତୁର A ବିନ୍ଦୁରୁ ଆସୁଥ‌ିବା ଆଲୋକ ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷ ସହ ପ୍ରତିଫଳିତ ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷ ଠାରୁ ଦୂରେଇଯିବ ।
(ii) ପ୍ରତିଫଳିତ ରଶ୍ମି ଦର୍ପଣର ଅପର ପାର୍ଶ୍ଵରେ ଥ‌ିବା ଫୋକସ୍ ବିନ୍ଦୁରୁ ଆସିଲା ପରି ଜଣାପଡ଼ୁଛି ।
(iii) ସେହିପରି B ବିନ୍ଦୁରୁ ଆସୁଥିବା ଆଲୋକ ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷସହ ସମାନ୍ତର ହୋଇ ଆପତିତ ହୁଏ ଏବଂ ପ୍ରତିଫଳିତ ରଶ୍ମି ମୁଖ୍ୟ ଅକ୍ଷଠାରୁ ଦୂରେଇଯାଏ ।
(iv) ପ୍ରତିଫଳିତ ରଶ୍ମି ଦର୍ପଣର ଅପରପାର୍ଶ୍ଵରେ ଥିବା ଫୋକସ୍ ବିନ୍ଦୁରୁ ଆସିଲା ପରି ଜଣାପଡୁଛି ।
(v) ମୁଖ୍ୟ ଅକ୍ଷଦେଇ ଆସୁଥ‌ିବା ଆଲୋକ ରଶ୍ମି ଦର୍ପଣରେ ଆପତିତ ହେଲେ ମୁଖ୍ୟ ଅକ୍ଷଦେଇ ଫେରିଆସେ ।
(vi) ପ୍ରତିଫଳିତ ରଶ୍ମିଗୁଡ଼ିକୁ ବିପରୀତ ଦିଗରେ ବର୍ଷିତ କଲେ ତାହା ଉତ୍ତଳ ଦର୍ପଣର ଅପର ପାର୍ଶ୍ଵ F ଠାରେ ମିଳିତ ହେବ ଅର୍ଥାତ୍ F ଠାରୁ ବାହାରିବା ଭଳି ଜଣାପଡ଼ିବ ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥିତି : ଦର୍ପଣର ପଛପଟେ ଫୋକସ୍ ବିନ୍ଦୁ (F) ଠାରେ ପ୍ରତିବିମ୍ବ ଗଠିତ ହେବ ।
ପ୍ରତିବିମ୍ବର ଆକାର ଓ ପ୍ରକୃତି : ପ୍ରତିବିମ୍ବର ଆକାର ଅତ୍ୟନ୍ତ କ୍ଷୁଦ୍ର ବିନ୍ଦୁ ସମ ହେବ । ପ୍ରତିବିମ୍ବ ଆଭାସୀ ଓ ସଳଖ ହେବ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-16

(b) ବସ୍ତୁ ଦର୍ପଣ ନିକଟରେ ଏକ ପରିମିତ ଦୂରତାରେ ରହିଲେ (ଅନନ୍ତ ବିନ୍ଦୁ ଓ ପୋଲ୍ ମଧ୍ଯରେ ବସ୍ତୁ ଥିଲେ)
(i) ଉତ୍ତଳ ଦର୍ପଣ ସମ୍ମୁଖରେ ଥ‌ିବା AB ବସ୍ତୁର A ବିନ୍ଦୁରୁ ମୁଖ୍ୟ ଅକ୍ଷସହ ସମାନ୍ତର ଆଲୋକ ରଶ୍ମି D ବିନ୍ଦୁରେ ପ୍ରତିଫଳିତ ହୋଇ ମୁଖ୍ୟଅକ୍ଷଠାରୁ ଦୂରେଇ ଯାଇଛି।
(ii) DE ଫୋକସ୍‌ ଆସିଲା ଭଳି ଜଣାଯାଉଛି ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-17
(iii) A ରୁ C ମଧ୍ୟଦେଇ ଯିବାଭଳି ଦେଖାଯାଇଥିବା AG ଆପତିତ ରଶ୍ମି GA ଦିଗରେ ପ୍ରତିଫଳିତ ହୋଇଛି ।
(iv) DE ଓ GA ପ୍ରତିଫଳିତ ରଶ୍ମିଦ୍ବୟ ଦର୍ପଣ ଆଗରେ ପରସ୍ପରକୁ ଛେଦ କରୁ ନାହାନ୍ତି । କିନ୍ତୁ ବିପରୀତ ଦିଗରେ ବଢ଼ାଇଲେ ଏଗୁଡ଼ିକ A’ ବିନ୍ଦୁରେ ମିଳିତ ହେଲାପରି ଜଣାପଡୁଛି ।
(v) A ବିନ୍ଦୁର ପ୍ରତିବିମ୍ବ A’ ଠାରେ ସୃଷ୍ଟିହୋଇଛି । ସେହିପରି ABର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁର ପ୍ରତିବିମ୍ବ A’B’ ଠାରେ ସୃଷ୍ଟି ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ଅବସ୍ଥିତି : ଦର୍ପଣର ପଛପଟେ P ଓ F ମଧ୍ୟରେ ପ୍ରତିବିମ୍ବ ଗଠିତ ହୋଇଛି ।
ପ୍ରତିବିମ୍ବର ଆକାର ଓ ପ୍ରକୃତି : ପ୍ରତିବିମ୍ବଟି ଆଭାସୀ, ସଳଖ ଓ ବସ୍ତୁ ତୁଳନାରେ ସାନ ହୋଇଛି ।

କାର୍ଯ୍ୟାବଳୀ- 6 (Activity-6)
ସମତଳ ଦର୍ପଣ, ଅବତଳ ଦର୍ପଣ ଓ ଉତ୍ତଳ ଦର୍ପଣରେ ଗଠିତ ହୋଇଥ‌ିବା ପ୍ରତିବିମ୍ବର ତୁଳନା କଲେ ଏଥ୍ ମଧ୍ୟରୁ କେଉଁ ଦର୍ପଣରେ ଗୋଟିଏ ବଡ଼ ବସ୍ତୁର ପୂର୍ବ ପ୍ରତିବିମ୍ବ ଦେଖହେବ !

ଆବଶ୍ୟକ ଉପକରଣ :
ଗୋଟିଏ ଲେଖାଏଁ ଅବତଳ ଦର୍ପଣ ଓ ଉତ୍ତଳ ଦର୍ପଣ, ବିଭିନ୍ନ ଦୈର୍ଘ୍ୟର ସମତଳ ଦର୍ପଣ ନିଅ ।

ପରୀକ୍ଷଣ :

କୌଣସି ଏକ ଦୂରବସ୍ତୁ ଯଥା : ଦୂରରେ ଥ‌ିବା ଗୋଟିଏ ଗଛର ପ୍ରତିବିମ୍ବକୁ ସମତଳ ଦର୍ପଣରେ ଦେଖ !
ତୁମେ କ’ଣ ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖ୍ ପାରିଲ କି ?
ଭିନ୍ନ ଭିନ୍ନ ଆକାରର ସମତଳ ଦର୍ପଣ ବ୍ୟବହାର କର । ସମ୍ପୂର୍ଣ ବସ୍ତୁକୁ ପ୍ରତିବିମ୍ବରେ ଦେଖ୍ ପାରିଲ କି ?
ଅବତଳ ଦର୍ପଣରେ ବ୍ୟବହାର କରି ପୂର୍ବପରି ଦେଖ୍ ଅବତଳ ଦର୍ପଣରେ ବସ୍ତୁର ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖ୍ ପାରିଲ କି ?
ଉତ୍ତଳ ଦର୍ପଣ ବ୍ୟବହାର କରି ଏହି କାର୍ଯ୍ୟକୁ ଆଉଥରେ କର ।

ପର୍ଯ୍ୟବେକ୍ଷଣ ଓ ସିଦ୍ଧାନ୍ତ :

ନାଁ ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖୁପାରିଲୁ ନାହିଁ ।
ସମତଳ ଦର୍ପଣରେ ଗଛର କିଛି ଅଂଶର ପ୍ରତିବିମ୍ବ ଦେଖାଗଲା ।
ଦୂରବସ୍ତୁର (ଗଛ) ର ଉଚ୍ଚତାର ଅଧା ଉଚ୍ଚତା ବିଶିଷ୍ଟ ସମତଳ ଦର୍ପଣ ନେବାରୁ ବସ୍ତୁର (ଗଛ)ର ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖୁରିଲୁ । ପ୍ରତିବିମ୍ବ ଦେଖିବାକୁ ହେଲେ ଦର୍ପଣକୁ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଉଚ୍ଚତାରେ ରଖିବା ଉଚିତ୍ ।
ହଁ, ଅବତଳ ଦର୍ପଣ ବ୍ୟବହାର କରି ବସ୍ତୁର ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖ୍ ପାରିଲୁ । କାରଣ ସର୍ବଦା ଅବତଳ ଦର୍ପଣରେ ଦୂରବସ୍ତୁର ଓଲଟା ଓ ସାନ ପ୍ରତିବିମ୍ବ ଦେଖାଯାଏ, ତେଣୁ ଦୂର ଗଛର ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖ୍ ପାରିଲୁ ।
ଉତ୍ତଳ ଦର୍ପଣ ଦ୍ବାରା ଦୂର ଗଛର ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରତିବିମ୍ବ ଦେଖପାରିଲୁ କାରଣ ସର୍ବଦା ଉତ୍ତଳ ଦର୍ପଣରେ ଦୂର ବସ୍ତୁର ସଳଖ, କ୍ଷୁଦ୍ର ଆଭାସୀ ପ୍ରତିବିମ୍ବ ଗଠିତ ହୁଏ।

ଉତ୍ତଳ ଦର୍ପଣର ବ୍ୟବହାର:
(a) ଯାନବାହାନରେ ଉତ୍ତଳ ଦର୍ପଣ ସାଧାରଣତଃ ପଛପାଖ (Rear-View) ଦେଖିବା ପାଇଁ ବ୍ୟବହାର କରାଯାଏ । ଚାଳକ ପଛରୁ ଆସୁଥୁବା ଗାଡ଼ିଗୁଡ଼ିକୁ ଦେଖାରେ ଓ ନିରାପଦ ଭାବରେ ଗାଡ଼ି ଚଳାଏ କାରଣ ଉତ୍ତଳ ଦର୍ପଣରେ ବସ୍ତୁଗୁଡ଼ିକର ସର୍ବଦା ସଳଖ, ସାନ ପ୍ରତିବିମ୍ବ ଦେଖହୁଏ ଏବଂ ସମତଳ ଦର୍ପଣ ଅପେକ୍ଷା ଅଧିକ ଅଞ୍ଚଳର ପ୍ରତିବିମ୍ବକୁ ଉତ୍ତଳ ଦର୍ପଣରେ ଦେଖ୍ହୁଏ ।
(b) ରାସ୍ତାକଡ଼ରେ ଜଳୁଥିବା ବିଦ୍ୟୁତ୍ ଖୁଣ୍ଟରେ ଆଲୋକ ପ୍ରତିଫଳକ ରୂପେ ଉତ୍ତଳ ଦର୍ପଣ ବ୍ୟବହାର ହୁଏ ।

କାର୍ଯ୍ୟାବଳୀ- 7 (Activity – 7)
ଗୋଟିଏ ଜଳଭର୍ତ୍ତିଥ‌ିବା ବାଲ୍ଟିରେ ମୁଦ୍ରା (ଟଙ୍କା) ର ଅବସ୍ଥାନ ।
ଆବଶ୍ୟକ ଉପକରଣ : ଜଳଭରିଥିବା ବାଲଟି, ଗୋଟିଏ ଟଙ୍କା ।

ପରୀକ୍ଷଣ :
ମୁଦ୍ରା (ଟଙ୍କା)କୁ ଜଳପୂର୍ଣ୍ଣ ବାଲ୍ଟିଟିରେ ପକାଅ । ଜଳସ୍ତର ଉପରେ ଗୋଟିଏ କଡ଼କୁ ଆଖୁରଖ୍ ଜଳରେ ହାତବୁଡ଼ାଇ ସେହି ଟଙ୍କାକୁ ଗୋଟିଏ ପ୍ରଚେଷ୍ଟାରେ ଉପରକୁ ଆଣିବା ପାଇଁ ଚେଷ୍ଟାକର ।
ଏହି କାମଟିକୁ ବାରମ୍ବାର କର ।
ତୁମ ସାଙ୍ଗମାନଙ୍କୁ ଏହି କାମ କରିବାକୁ ଦିଅ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ଜଳ ପୃଷ୍ଠରୁ ଦେଖ‌ିଲେ ମୁଦ୍ରାଟି ଯେଉଁଠି ଅଛି ସେ ପର୍ଯ୍ୟନ୍ତ ହାତ ବୁଡ଼େଇ ଟଙ୍କା ଆଣିବାକୁ ଚେଷ୍ଟା କଲେ ମଧ୍ୟ ମୁଦ୍ରାଟିକୁ ଆଣି ହେଉନାହିଁ ।

ସିଦ୍ଧାନ୍ତ :
ଜଳରୁ ବାୟୁକୁ ଆଲୋକର ପ୍ରତିସରଣ ଯୋଗୁଁ ଟଙ୍କାଟି ଯେଉଁ ଅବସ୍ଥାନରେ ଅଛି ତା’ଠାରୁ କିଛି ଉପରକୁ ଥିଲା ଭଳି ଜଣାଯାଉଛି । ତେଣୁ ଜଣେ ଦେଖାଯାଉଥିବା ସ୍ଥାନରୁ ଟଙ୍କା ଆଣିପାରିଲା ନାହିଁ ।

କାର୍ଯ୍ୟାବଳୀ- 8 (Activity – 8)
ଜଳରେ ଆଲୋକର ପ୍ରତିସରଣ ଯୋଗୁଁ ମୁଦ୍ରାର ଆଭାସୀ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି କିମ୍ବା ମୁଦ୍ରାର ଅବସ୍ଥାନ ।

ଆବଶ୍ୟକ ଉପକରଣ :
ଏକ ଅଳ୍ପ ଗଭୀର ପାତ୍ର ବା କୁଣ୍ଡ, ଏକ ମୁଦ୍ରା, ଗୋଟିଏ ଟେବୁଲ, ଏକ ପାତ୍ରରେ କିଛି ପାଣି ।

ପରୀକ୍ଷଣ :

ଗୋଟିଏ ଅଗଭୀର ପାତ୍ର ବା କୁଣ୍ଡକୁ ଟେବୁଲ ଉପରେ ରଖ୍ ତା’ ମଧ୍ୟରେ ମୁଦ୍ରାଟିଏ ରଖ ।
ସେହି କୁଣ୍ଡ ପାଖରୁ ଧୀରେ ଧୀରେ ଦୂରେଇଯାଅ ଯେଉଁ ସ୍ଥାନରେ ତୁମେ ଟଙ୍କାଟିଏ ଆଉ ଦେଖାରିବ ନାହିଁ ସେଠାରେ ସ୍ଥିର ହୋଇଯାଅ ।
ତୁମ ସାଙ୍ଗକୁ କୁହ ସେହି ଟଙ୍କାଟିକୁ କୁଆଡ଼େ ନ ଘୁଞ୍ଚାଇ ସେ କୁଣ୍ଡରେ ଧୀରେ ଧୀରେ ଜଳ ଭର୍ତ୍ତିକରିବ ।
ଜଳ ଭର୍ତି ହେଉଥିଲାବେଳେ ଟଙ୍କାଟିଏ ଦେଖିବାକୁ ଲକ୍ଷ୍ୟ ରଖୁଥାଅ । ପର୍ଯ୍ୟବେକ୍ଷଣ :

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ପାତ୍ରରେ ପାଣିଢାଳିବାରୁ ପାଣିରେ ବୁଡ଼ିଥିବା ମୁଦ୍ରାଟି ପୁନର୍ବାର ଦେଖାଗଲା ।

ସିଦ୍ଧାନ୍ତ :
ପାଣି ପୂର୍ଣ୍ଣହେବା ପୂର୍ବରୁ ମୁଦ୍ରାରୁ ଆସୁଥ‌ିବା ଆଲୋକ ରଶ୍ମି ପାତ୍ରର ଧାରଦ୍ଵାରା ବାଧା ପାଉଥ‌ିବାରୁ ମୁଦ୍ରାଟି ତୁମକୁ ଦେଖାଯାଉନଥିଲା । ପାଣି ପୂର୍ଣ୍ଣହେବାପରେ ମୁଦ୍ରାରୁ ଆସୁଥିବା ଆଲୋକ ରଶ୍ମି ପାଣି ମଧ୍ୟଦେଇ ଗତିକରି ବାୟୁକୁ ଆସିବାବେଳେ ଅଭିଲମ୍ବଠାରୁ ଦୂରେଇଯିବାରୁ ମୁଦ୍ରାଟି ଦେଖାଗଲା । ଆଲୋକର ପ୍ରତିସରଣ ଯୋଗୁଁ ମୁଦ୍ରାଟି ତା’ର ପ୍ରକୃତ ସ୍ଥାନ ଠାରୁ ଉପରକୁ ଉଠିଥିଲା ପରି ଜଣାପଡୁଛି ।

କାର୍ଯ୍ୟାବଳୀ- 9 (Activity – 9)
ପ୍ରତିସରଣ ଯୋଗୁଁ କାଚଦ୍ବାରା ସରଳରେଖାର ବଙ୍କା ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହୁଏ ।

ଆବଶ୍ୟକ ଉପକରଣ :
ଗୋଟିଏ ଧଳା କାଗଜ, ଏକ କାଚସ୍ଲାବ୍, କାଳି କଲମ, ଟେବୁଲ ।

ପରୀକ୍ଷଣ :

ଟେବୁଲ ଉପରେ ଧଳା କାଗଜ ରଖ୍ ତା’ ଉପରେ କାଳିରେ ଏକ ମୋଟା ସଳଖ ରେଖା ଟାଣ ।
କାଚର ସ୍ଲାବ୍‌କୁ ଏହି ରେଖା ଉପରେ ଏପରି ରଖ ଯେମିତି ସ୍ଲାବ୍‌ର ଗୋଟିଏ ଧାର ସେହି ରେଖା ସହିତ ଏକ କୋଣ କରିବ ।
ଗୋଟିଏ କଡ଼ରୁ ସ୍କାଚ୍ ତଳେ ରହିଥ‌ିବା ରେଖାକୁ ଲକ୍ଷ୍ୟ କର । ସ୍ଲାବ୍‌ର ଧାର ନିକଟରେ ରେଖାଟି ବଙ୍କା
ଏହାପରେ ସ୍ଲାବ୍‌କୁ ବୁଲେଇ ରେଖା ଉପରେ ଏମିତି ରଖ ଯେମିତି ସ୍ଲାବର ଧାର ରେଖା ପ୍ରତି ଅଭିଲମ୍ବ ହେବ । ସ୍ଲାବ୍ରତଳେ ରହିଥ‌ିବା ରେଖାଶ କ’ଣ ବାଙ୍କିଗଲା ପରି ଜଣାପଡୁଛି ?
ସ୍ଲାବ୍‌ ଉପରୁ ସ୍କାଚ୍ ତଳେ ଥିବା ରେଖାକୁ ଲକ୍ଷ୍ୟକର । ସ୍ଲାବ୍ ତଳେ ରହିଥିବା ରେଖାଶ ଟିକେ ଉପରକୁ ଉଠିଲା ଭଳି ଲାଗୁଛି କି ?

ପର୍ଯ୍ୟବେକ୍ଷଣ :

ହଁ, କାଚ ପ୍ଳାବତଳେ ରହିଥ‌ିବା ରେଖା ବଙ୍କା ଭଳି ଦେଖାଯାଉଛି କାରଣ ଆଲେକର ପ୍ରତିସରଣ ଯୋଗୁଁ ଏଭଳି ହୋଇଛି ।
ନାଁ, ରେଖାର ଏକ ଅଂଶ ବଙ୍କା ଦେଖାଯାଉ ନାହିଁ କାରଣ ଆଲୋକ ରଶ୍ମି କାଚ ସ୍ଲାବ୍‌ ଓ ବାୟୁର ବ୍ୟବଧାନ ପୃଷ୍ଠରେ ସାଧାରଣତଃ ଆପତିତ ହୋଇଛି କିନ୍ତୁ ପ୍ରତିସୃତ ହୋଇନାହିଁ ।
ହଁ, କାଚ ସ୍କାବ୍‌ର ତଳେ ଥ‌ିବା ରେଖାର କିଛିଅଂଶ ଉପରକୁ ଉଠିଲାଭଳି ଲାଗୁଛି । କାରଣ ଆଲୋକ ରଶ୍ମି କାଚ ସ୍କାଚ୍‌ରୁ ବାୟୁକୁ ପ୍ରତିସୃତ ହେବା ଯୋଗୁଁ ଏଭଳି ହୁଏ ।

କାର୍ଯ୍ୟାବଳୀ- 10 (Activity – 10)
ଆବଶ୍ୟକ ଉପକରଣ :
ଏକ ଧଳାକାଗଜ ଫର୍ଦ, ଡ୍ରଇଁପଟା, ଡ୍ରଇଁପିନ୍, ଚାରୋଟି ଆଲପିନ୍, ମୁନିଆ ପେନସିଲ୍, ସ୍କେଲ୍ ।

ପରୀକ୍ଷଣ :
(i) ଡ୍ରଇଁ ପିନଦ୍ୱାରା ଧଳାକାଗଜ ଫର୍ଦ୍ଦକୁ ଡ୍ରଇଁ ପଟା ଉପରେ ଲଗାଯାଉ ।

(ii) ଗୋଟିଏ ଆୟତଘନାକାର କାଚ ସ୍କାକୁ କାଗଜ ମଝିରେ ରଖାଯାଉ ।

(iii) ସ୍ଲାବ୍‌ର ବାହ୍ୟ ସୀମାରେଖା (Outline)କୁ ପେନ୍‌ସିଲ୍ ସାହାଯ୍ୟରେ ଅଙ୍କନ କରି ତାହାର ନାମ ABCD ଦିଆଯାଉ ।

(iv) ଅଗ୍ରଭାଗ ମୁନିଆ ଥ‌ିବା 4ଟି ସମାନ ଡେଙ୍ଗା ପିନ୍ ନିଆଯାଉ ।

(v) କାଗଜ ଉପରେ E ଓ F ନାମକ ଦୁଇଟି ପିନ୍ ଭୂଲମ୍ବ ଭାବରେ ପୋତ ଯେମିତି E ଓ F ର ମୁନକୁ ଯୋଗ କଟୁଥିବା ରେଖା ସ୍ଲାବ୍‌ର AB ଧାର ପ୍ରତି ତୀର୍ଯ୍ୟକ ହେବ ।

(vi) E ଓ F ପିଦ୍ଵୟ ସ୍ଲାବ୍‌ର ଯେଉଁ ପାର୍ଶ୍ବରେ ପୋତାଯାଇଛି, ତା’ର ଅପର ପାର୍ଶ୍ଵରେ G ଓ H ନାମକ ଆଉ ଦୁଇଟି ପିନ୍ କାଗଜ ଉପରେ ଭୂଲମ୍ବ ଭାବରେ ଏପରି ପୋତ ଯେପରିକି E ଓ F ପିୟର ମୂଳର ପ୍ରତିବିମ୍ବ
G ଓ H ପିନର ମୂଳଦ୍ଵୟ ଗୋଟିଏ ସରଳରେଖାରେ ରହିବେ ।

(vii) କାଗଜ ଉପରୁ ସବୁ ପିନ୍ ଓ ପ୍ଲାକୁ କାଢ଼ି ଦିଆଯାଉ ।

(viii) E ଓ F ପିନ୍‌ ର ସ୍ଥିତି ସୂଚିତ କରୁଥ‌ିବା ବିନ୍ଦୁକୁ କାଗଜ ଉପରେ ଯୋଗ କରି ସରଳରେଖା ଅଙ୍କନ କଲେ ତାହା AB ଧାରକୁ ( ବିନ୍ଦୁରେ ସ୍ପର୍ଶକରିବ । ସେହିପରି G ଓ H ପିନ୍‌ର ସ୍ଥିତି ସୂଚିତ କରୁଥ‌ିବା ବିନ୍ଦୁ ଦୁଇଟିକୁ ଯୋଗ କରି ସରଳରେଖା ଅଙ୍କନ କଲେ ତାହା CD ଧାରକୁ ଠା’ ବିନ୍ଦୁରେ ସ୍ପର୍ଶ କରିବ ।

(ix) O ଓ ଠ’ କୁ କାଗଜ ଉପରେ ଯୋଗ କର । EF କୁ F ଦିଗରେ P ବିନ୍ଦୁ ପର୍ଯ୍ୟନ୍ତ ବିନ୍ଦୁ କି ତ (dotted) ରେଖାଦ୍ଵାରା ବଦ୍ଧିତ କରାଯାଇଛି । ଠ ଓ ୦’କୁ ଦୁଇଟି ବ୍ୟବଧାନ ପୃଷ୍ଠ ଉପରେ ଅଛି ।

(x) O ବିନ୍ଦୁରେ ସ୍କାଚ୍ AB ପୃଷ୍ଠ ପ୍ରତି ଏବଂ O’ ବିନ୍ଦୁରେ CD ପୃଷ୍ଠ ପ୍ରତି ଯଥାକ୍ରମେ NN’ ଓ MM’ ଅଭିଲମ୍ବ
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-18

ପର୍ଯ୍ୟବେକ୍ଷଣ :
(i) O ଓ O’ ବିନ୍ଦୁରେ ଆଲୋକ ତା’ର ଗତିପଥରେ ଦିଗ ପରିବର୍ତ୍ତନ କରିଛି । କାରଣ ଆଲୋକ ରଶ୍ମି ଠ ବିନ୍ଦୁଠାରେ ବାୟୁରୁ କାଚ ମାଧ୍ୟମକୁ ଅର୍ଥାତ୍ ଏକ ଲଘୁ ମାଧ୍ୟମରୁ ଘନ ମାଧ୍ୟମକୁ ପ୍ରବେଶ କରିଛି । O ବିନ୍ଦୁରେ ଆଲୋକ ରଶ୍ମି ଅଭିଲମ୍ବ ଆଡ଼କୁ ବଙ୍କେଇ ଯାଇଛି ।

(iii) ପ୍ରତିସରଣ କୋଣ ଆପତନ କୋଣଠାରୁ କମ୍ ହୋଇଛି ଅର୍ଥାତ୍ ∠r₂ < ∠r₁

(iv) ଆଲୋକ ରଶ୍ମି ୦’ ବିନ୍ଦୁଠାରେ କାଚ ମାଧ୍ୟମରୁ ବାୟୁ ମାଧ୍ୟମକୁ ଅର୍ଥାତ୍ ଘନ ମାଧ୍ୟମରୁ ଲଘୁ ମାଧ୍ୟମକୁ ପ୍ରବେଶ କରିଛି । (‘ ବିନ୍ଦୁଠାରେ ଆଲୋକ ରଶ୍ମି ଅଭିଲମ୍ବଠାରୁ ଦୂରକୁ ବାଙ୍କିଯାଇଛି ।

(v) ପ୍ରତିସରଣ କୋଣ, ଆପତନ କୋଣଠାରୁ ଅଧିକ ଅର୍ଥାତ୍‌ ∠r₂ > ∠r₁ ।

ସିଦ୍ଧାନ୍ତ :
EO ହେଉଛି ଆପତିତ ରଶ୍ମି, ୦୦’ ହେଉଛି ପ୍ରତିସୃତ ରଶ୍ମି ଓ O’H ହେଉଛି ନିର୍ଗତ (Emergent) ରଶ୍ମି । ନିର୍ଗତ ରଶ୍ମି O’H, ଆପତିତ ରଶ୍ମିର ଦିଗ ସହିତ ସମାନ୍ତର । ଆୟତାକାର କାଚ କ୍ଲବ୍‌ର ଦୁଇଟି ବିପରୀତ ସମାନ୍ତର ପୃଷ୍ଠ AB ଓ CDରେ ଆଲୋକ ରଶ୍ମି ବାଙ୍କିଯିବାର ପରିମାଣ ସମାନ ଓ ବିପରୀତ । ଏହି କାରଣରୁ ନିର୍ଗତ ବିନ୍ଦୁଠାରେ ଆଲୋକ ରଶ୍ମି ଆପତିତ ରଶ୍ମି ସହିତ ସମାନ୍ତର ହୋଇ ନିର୍ଗତ ହୁଏ । ମାତ୍ର ଗୋଟିଏ କଡ଼କୁ ବିସ୍ଥାପିତ ହୋଇଥାଏ । ଏହାକୁ ପାର୍ଶ୍ଵ ବିସ୍ଥାପନ (Lateral Displacement) କହନ୍ତି ।

ଆଲୋକ ରଶ୍ମି ଦୁଇଟି ସ୍ଵଚ୍ଛ ମାଧ୍ୟମର ବ୍ୟବଧାନ ପୃଷ୍ଠରେ ଅଭିଲମ୍ବ ଭାବରେ ପଡ଼ିଲେ i = 0) ହେବ, ତେବେ ନିର୍ଗତ ରଶ୍ମି ନିର୍ଗମନ ପୃଷ୍ଠ ପ୍ରତି ଲମ୍ବ ହେବ ଓ 1 = 0 ହେବ । ଫଳରେ EO, ୦୦’ ଓ O’H ଗୋଟିଏ ସରଳରେଖାରେ ରହିବେ ଏବଂ ପାର୍ଶ୍ଵ ପରିବର୍ତ୍ତନର ପରିମାଣ ଶୂନ ହେବ ।

ପ୍ରତିସରଣ ଜନିତ ପାର୍ଶ୍ଵବିସ୍ଥାପନର ପରିମାଣ (i) କାଚଖଣ୍ଡର ମୋଟେଇ, (ii) ଆପତନ କୋଣ ଓ (iii) ପ୍ରତିସରଣ କୋଣ ଉପରେ ନିର୍ଭର କରେ ।

ପ୍ରତିସରଣର ନିୟମ (Laws of Refraction):
(i) ଆପତିତ ରଶ୍ମି, ପ୍ରତିସୃତ ରଶ୍ମି ଓ ଆପତନ ବିନ୍ଦୁଠାରେ ଦୁଇଟି ସ୍ଵଚ୍ଛ ମାଧ୍ୟମର ବ୍ୟବଧାନ ପୃଷ୍ଠ ପ୍ରତି ଅଙ୍କିତ ଅଭିଲମ୍ବ ଗୋଟିଏ ସମତଳରେ ରହେ ।

(ii) ଦୁଇଟି ନିର୍ଦ୍ଦିଷ୍ଟ ମାଧ୍ୟମ ଓ ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ ବଣ୍ଟର ଆଲୋକ ପାଇଁ ଆପତନ କୋଣର ସାଇନ୍ (Sine) ଓ ପ୍ରତିସରଣ କୋଣର ସାଇନ (Sine)ର ଅନୁପାତ ଏକ ସ୍ଥିରାଙ୍କ ।
ଏହି ସ୍ଥିରାଙ୍କର ମୂଲ୍ୟ ମାଧ୍ୟମ ଦ୍ଵୟର ପ୍ରକୃତି ଓ ଆଲୋକର ବର୍ଣ୍ଣ ଉପରେ ନିର୍ଭର କରେ । ଏହି ନିୟମକୁ ସ୍କେଲଙ୍କ ପ୍ରତିସରଣ ନିୟମ କୁହାଯାଏ ।
ଯଦି ଆପତନ କୋଣ ‘i’ ହୁଏ ଓ ପ୍ରତିସରଣ କୋଣ ‘r’ ହୁଏ ତେବେ $\frac { sin i }{ sin r }$ = ସ୍ଥିରାଙ୍କ
ଏହି ସ୍ଥିରାଙ୍କକୁ ପ୍ରଥମ ମାଧ୍ୟମ ତୁଳନାରେ ଦ୍ଵିତୀୟ ମାଧ୍ୟମର ପ୍ରତିସରଣାଙ୍କ (Refractive Index) କୁହାଯାଏ ।

ପ୍ରତିସରଣାଙ୍କ (Refractive Index) :
ଶୂନ୍ୟ (ବାୟୁ) ମାଧ୍ୟମରେ ଆଲୋକର ବେଗ ଏବଂ ଅନ୍ୟ ଯେକୌଣସି ମାଧ୍ୟମରେ ଆଲୋକର ବେଗର ଅନୁପାତକୁ ମାଧ୍ୟମର ପ୍ରତିସରଣାଙ୍କ କୁହାଯାଏ ।
ଅର୍ଥାତ୍ $\frac { sin i }{ sin r }$ = ସ୍ଥିରାଙ୍କ ।
ଅର୍ଥାତ୍ ଆପତନ କୋଣ i ଓ ପ୍ରତିସରଣ କୋଣ r ହେଲେ ସ୍କେଲ୍‌ଙ୍କ ନିୟମ ଅନୁସାରେ $\frac { sin i }{ sin r }$ = ଏକ
ସ୍ଥିରାଙ୍କ । ଏହି ସ୍ଥିରାଙ୍କକୁ ପ୍ରଥମ ମଧ୍ୟମ ତୁଳନାରେ ଦ୍ଵିତୀୟ ମାଧ୍ୟମର ପ୍ରତିସରଣାଙ୍କ କୁହାଯାଏ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
(i) ଯଦି ଆଲୋକରଶ୍ମି କାଚ ମଧ୍ୟରେ ପ୍ରବେଶ କରେ ତେବେ $\frac { sin i }{ sin r }$ କୁ ବାୟୁ ତୁଳନାରେ କାଚର ପ୍ରତିସରଣାଙ୍କ କୁହାଯାଏ ।
∴ $\frac { sin i }{ sin r }$ = μ କାଚ |

(ii) ଯଦି ଆଲୋକ ରଶ୍ମି ଶୂନ୍ୟରୁ କାଚ ମଧ୍ୟରେ ପ୍ରବେଶ କରେ, ତେବେ $\frac { sin i }{ sin r }$ କୁ ଶୂନ୍ୟ ତୁଳନାରେ କାଚର ପ୍ରତିସରଣାଙ୍କ କୁହାଯାଏ ।
∴ $\frac { sin i }{ sin r }$ = ବାୟୁ μ କାଚ ।

(iii) ଯଦି ଆଲୋକ ରଶ୍ମି କାଚରୁ ବାୟୁ ମଧ୍ୟକୁ ପ୍ରବେଶ କରେ, ତେବେ $\frac { sin i }{ sin r }$ କୁ କାଚ ତୁଳନାରେ ବାୟୁର ପ୍ରତିସରଣାଙ୍କ କୁହାଯାଏ ।
∴ $\frac { sin i }{ sin r }$ = କାଚ μ ବାୟୁ ।

କାର୍ଯ୍ୟାବଳୀ- 11 (Activity – 11)
ଉତ୍ତଳ ଲେନସର ଆସନ୍ନ ଫୋକସ୍ ଦୂରତା ନିର୍ଣ୍ଣୟ :

ଆବଶ୍ୟକ ଉପକରଣ :
ଉତ୍ତଳ ଲେନସ୍‌, ଫର୍ଭେ କାଗଜ, ମିଟରସ୍କେଲ୍ ।

ସତର୍କତା :
ଏହି କାମ କଲାବେଳେ ସୂର୍ଯ୍ୟକୁ ସିଧା ବା ଲେନସ୍ ମଧ୍ୟଦେଇ ଆଦୌ ଅନାଇବ ନାହିଁ ।

ପରୀକ୍ଷଣ :

ଏକ ଉତ୍ତଳ ଲେନ୍ସକୁ ହାତରେ ଧରି ସୂର୍ଯ୍ୟଆଡ଼କୁ ରଖ ।
ସୂର୍ଯ୍ୟରୁ ଆସୁଥ‌ିବା ଆଲୋକକୁ ଏକ କାଗଜ ଉପରେ ଫୋକସ୍ (କେନ୍ଦ୍ରୀଭୂତ) କରାଅ । ଏହାଦ୍ୱାରା ସୂର୍ଯ୍ୟର ଏକ ଉତ୍ତଳ ପ୍ରତିବିମ୍ବ ତୁମ କାଗଜ ଉପରେ ପକାଅ ।
ଲେନ୍ସ ଓ କାଗଜକୁ ହଲ୍‌ଚଲ୍ ନ କରି ସେହି ଅବସ୍ଥାରେ ରଖ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
(i) କିଛି ମୁହୂର୍ତ୍ତ ମଧ୍ୟରେ କାଗଜଟିରୁ ଧୂଆଁ ବାହାରିବାକୁ ଆରମ୍ଭ କରିବ ।

(ii) ସୂର୍ଯ୍ୟାଲୋକ ସମାନ୍ତର ଆଲୋକ ଗୁଚ୍ଛ ଅଟେ । ଏହି ରଶ୍ମିଗୁଚ୍ଛ ଲେନ୍ସ ଓ କାଗଜକୁ ହଲ୍‌ଚଲ୍ ନ କରି ସେହି ଅବସ୍ଥାରେ ରଖ । ପଡ଼ିଲା । ଏହାଯୋଗୁଁ କାଗଜ ଉପରେ ଏକ ତୀକ୍ଷ୍ଣ ଉଜ୍ଜ୍ଵଳ ପ୍ରତିବିମ୍ବ ସୃଷ୍ଟି ହେଲା ।

ସିଦ୍ଧାନ୍ତ
ଏହି ଉଜ୍ଜ୍ଵଳ ପ୍ରତିବିମ୍ବ ସୂର୍ଯ୍ୟର ବାସ୍ତବ ପ୍ରତିବିମ୍ବ । ସୂର୍ଯ୍ୟାଲୋକ କାଗଜ ଉପରେ ଗୋଟିଏ ବିନ୍ଦୁରେ କେନ୍ଦ୍ରୀଭୂତ ହେବା ଫଳରେ ତାପମାତ୍ରା ବୃଦ୍ଧି ହୋଇ କାଗଜ ଜଳିଗଲା ।

ପ୍ରମୁଖ ଫୋକସ୍ ଉତ୍ତଳ ଲେନସ୍‌ର ଫୋକସ୍ :
(i) ଉତ୍ତଳ ଲେନସ୍‌ର ପ୍ରମୁଖ ଅକ୍ଷସହ ସମାନ୍ତର ଥ‌ିବା ଅନେକଗୁଡ଼ିଏ ଆପତିତ ହୋଇଥିବା ଆଲୋକ ରଶ୍ମି ପ୍ରତିସରଣ ପରେ ଲେନସ୍‌ର ଅପର ପାର୍ଶ୍ଵରେ ଅଭିସାରିତ ହୋଇ ପ୍ରମୁଖ ଅକ୍ଷ ଉପରେ ଗୋଟିଏ ବିନ୍ଦୁରେ ମିଳିତ ହୋଇଛି । ପ୍ରମୁଖ ଅକ୍ଷ ଉପରେ ଥ‌ିବା ଏହି ବିନ୍ଦୁକୁ ଲେନସ୍‌ର ପ୍ରମୁଖ ଫୋକସ୍ କୁହାଯାଏ ।

(ii) ଯଦି ସମାନ୍ତର ଆଲୋକ ରଶ୍ମିଗୁଡ଼ିକ ଲେନସ୍‌ର ବିପରୀତ ପାର୍ଶ୍ବରୁ ପ୍ରବେଶ କରାଇବ ତେବେ ବିପରୀତ ପାର୍ଶ୍ବରେ ଆଉ ଗୋଟିଏ ପ୍ରମୁଖ ଫୋକସ୍ ପାଇବ । ପ୍ରମୁଖ ଫୋକସ୍‌ ୮ ଅକ୍ଷରଦ୍ଵାରା ଚିହ୍ନିତ କରାଯାଏ ! ଲେନସ୍‌ର ଦୁଇଟି ପ୍ରମୁଖ ଫୋକସ୍ ଅଛି । ସେମାନଙ୍କୁ F₁ ଓ F₂ ଅକ୍ଷର ଦ୍ବାରା ଚିହ୍ନିତ କରାଯାଏ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-19

ଅବତଳ ଲେନସ୍‌ର ଫୋକସ୍ :
ପ୍ରମୁଖ ଅକ୍ଷ ଉପରିସ୍ଥ ଗୋଟିଏ ବିନ୍ଦୁରୁ ଅପସାରିତ ହୋଇ ଆସିଲାପରି ଜଣା ପଡ଼େ । ପ୍ରମୁଖ ଅକ୍ଷ ଉପରେ ଏହି ବିନ୍ଦୁକୁ ଅବତଳ ଲେନସ୍‌ର ପ୍ରମୁଖ ଫୋକସ୍ କୁହାଯାଏ ।
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-20

ଫୋକସ୍ ଦୂରତା :
ଲେନସ୍‌ର ଆଲୋକ କେନ୍ଦ୍ରଠାରୁ ଫୋକସ୍ ବିନ୍ଦୁ ପର୍ଯ୍ୟନ୍ତ ଦୂରତାକୁ ଫୋକସ୍ ଦୂରତା କୁହାଯାଏ । ଫୋକସ୍ ଦୂରତାକୁ ‘f’ ଅକ୍ଷ ଦ୍ଵାରା ଚିହ୍ନିତ କରାଯାଏ ।

କାର୍ଯ୍ୟାବଳୀ- 12 (Activity – 12)
ଉତ୍ତଳ ଲେନ୍‌ସଦ୍ବାରା ଗଠିତ ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି, ସ୍ଥିତି ଓ ଆପେକ୍ଷିକ ଆକାର ସମ୍ପର୍କରେ ଜାଣିବା ।

ଆବଶ୍ୟକ ଉପକରଣ :
ଗୋଟିଏ ଉତ୍ତଳ ଲେନସ୍ , ଏକ ମିଟର ସ୍କେଲ, ଜଳନ୍ତା ମହମବତୀ, ଏକ ଷ୍ଟାଣ୍ଡ, ଏକ ଟେବୁଲ୍ ଓ ଗୋଟିଏ ପରଦା ।

ପରୀକ୍ଷଣ :
(i) ଗୋଟିଏ ଉତ୍ତଳ ଲେନ୍ସ ନିଅ । ଏହା ପୂର୍ବରୁ ଥ‌ିବା ‘ତୁମ ପାଇଁ କାମ’ରେ ବର୍ଣ୍ଣନା କରାଯାଇଥିବା ଅନୁସାରେ ଲେନ୍ସର ଫୋକସ୍ ଦୂରତା ବାହାର କର ।

(ii) ଟେବୁଲ ଉପରେ 5ଟି ସମାନ୍ତର ରେଖା ଅଙ୍କନ କର । ପାଖାପାଖୁ ରହିଥ‌ିବା ଯେ କୌଣସି ଦୁଇଟି ରେଖା ମଧ୍ୟରେ ଦୂରତା, ଲେନ୍‌ସର ଫୋକସ୍ ଦୂରତା ସହିତ ସମାନ ହେବ ।

(iii) ଲେନ୍ସକୁ ଏକ ଷ୍ଟାଣ୍ଡ ସହିତ ସଂଯୁକ୍ତ କର । ଏହାକୁ ଟେବୁଲ ଉପରେ ଅଙ୍କିତ ରେଖାମାନଙ୍କର ମଧ୍ୟବର୍ତ୍ତୀ ରେଖା ଉପରେ ରଖ ଯେମିତି ଲେନ୍ସର ଆଲୋକ କେନ୍ଦ୍ର ଠିକ୍ ସେହି ରେଖା ଉପରେ ରହିବ ।

(iv) ଲେନ୍ସର ଦୁଇ ପଟରେ ଥ‌ିବା ପାଖାପାଖ୍ ଦୁଇଟି ରେଖାର ସ୍ଥିତି ଲେନ୍ସର F ଓ 2F ଅନୁରୂପୀ ହେବ । ସେମାନଙ୍କୁ ଉପଯୁକ୍ତ ଭାବରେ 2F₁, F₁ , 2F₂ ଏବଂ F₂ ଅକ୍ଷର ଦ୍ଵାରା ଚିହ୍ନିତ କର |

(v) ବାମପାର୍ଶ୍ବରେ 2F₁ ଠାରୁ ବହୁତ ଦୂରରେ ଏକ ଜଳନ୍ତା ମହମବତୀ ରଖ। ଲେନ୍ସର ବିପରୀତ ପାର୍ଶ୍ଵରେ ଗୋଟିଏ ପରଦା ଉପରେ ଏହାର ଏକ ସ୍ପଷ୍ଟ, ତୀକ୍ଷ୍ଣ ପ୍ରତିବିମ୍ବ ପାଇବା ।

(vi) ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି, ସ୍ଥିତି ଓ ଆପେକ୍ଷିକ ଆକାରକୁ ଲେଖୁ ରଖ ।

(vii) ଏହାପରେ ବସ୍ତୁ (ମହମବତୀ)କୁ 2F₁ ଠାରୁ ସାମାନ୍ୟ ଦୂରରେ, F₁ ଓ 2F₁ ମଝିରେ F₁ ଉପରେ ଏବଂ F₁ ଓ O ମଝିରେ ରଖୁ ଉପରୋକ୍ତ କାର୍ଯ୍ୟକୁ ପୁନର୍ବାର କର । ବସ୍ତୁର ପ୍ରତ୍ୟେକ ସ୍ଥିତି ପାଇଁ ପ୍ରତିବିମ୍ବ ଦେଖ ଓ ତୁମର ପର୍ଯ୍ୟବେକ୍ଷଣକୁ ଲେଖୁ ରଖ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ବସ୍ତୁର ଭିନ୍ନ ଭିନ୍ନ ସ୍ଥିତି ପାଇଁ ଉତ୍ତଳ ଲେନ୍ସରେ ସୃଷ୍ଟ ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି, ସ୍ଥିତି ଓ ଆପେକ୍ଷିକ ଆକାର
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-21

ସିଦ୍ଧାନ୍ତ :
ବସ୍ତୁର ସ୍ଥିତି ଅନୁସାରେ ପ୍ରତିବିମ୍ବର ସ୍ଥିତି, ଆପେକ୍ଷିକ ଆକାର ଓ ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ବଦଳେ ।

କାର୍ଯ୍ୟାବଳୀ- 13 (Activity – 13)
ଅବତଳ ଲେନସ୍‌ଦ୍ୱାରା ସୃଷ୍ଟ ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି ସ୍ଥିତି ଓ ଆପେକ୍ଷିକ ଆକାର ସମ୍ପର୍କରେ ଜାଣିବା ।
ଆବଶ୍ୟକ ଉପକରଣ : ଅବତଳ ଲେନ୍‌ସ୍, ଜଳନ୍ତା ମହମବତୀ

ପରୀକ୍ଷଣ :

ଗୋଟିଏ ଅବତଳ ଲେନ୍ସ ନିଅ । ଏହାକୁ ଏକ ଷ୍ଟାଣ୍ଡ ଉପରେ ଲଗାଅ ।
ଗୋଟିଏ ଜଳନ୍ତା ମହମବତୀକୁ ଲେନ୍ସର ଗୋଟିଏ ପାର୍ଶ୍ଵରେ ରଖ ।
ଅପର ପାର୍ଶ୍ଵରୁ ଲେନ୍ସ ଭିତରକୁ ଲକ୍ଷ୍ୟ କରି ପ୍ରତିବିମ୍ବ ଦେଖ ।
ପ୍ରତିବିମ୍ବକୁ ଗୋଟିଏ ପରଦା ଉପରେ ପକାଇବା ପାଇଁ ଚେଷ୍ଟା କର । ନ ପଡ଼ିଲେ ଲେନ୍ସ ଭିତର ଦେଇ ପ୍ରତିବିମ୍ବକୁ ସିଧା ଦେଖ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ବସ୍ତୁର ଭିନ୍ନ ଭିନ୍ନ ସ୍ଥିତି ପାଇଁ ଅବତଳ ଲେନ୍ସ ଦ୍ବାରା ସୃଷ୍ଟ ପ୍ରତିବିମ୍ବର ପ୍ରକୃତି, ସ୍ଥିତି ଓ ଆପେକ୍ଷିକ ଆକାର
BSE Odisha Class 10 Physical Science Solutions Chapter 6 img-22
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CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board Elements of Mathematics Class 12 Solutions CHSE Odisha Chapter 11 Differential Equations Additional Exercise Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise

(A) Multiple Choice Questions (Mcqs) With Answers

Question 1.
If f is an odd function, then write the value of $\int_{-a}^a \frac{f(\sin x)}{f(\cos x)+f\left(\sin ^2 x\right)}$ dx
(a) 1
(b) 0
(c) -1
(d) 2
Solution:
(b) 0

Question 2.
If p and q are respectively degree and order of the differential equation y = e^dy/dx then write the relation between p and q.
(a) p ≠ q
(c) p ≡ q
(b) p = q
(d) None of these
Solution:
(b) p = q

Question 3.
Write the value of $\int_0^1${x} dx where {x} stands for fractional part of x.
(a) $\frac{1}{2}$
(b) $\frac{3}{2}$
(c) $\frac{1}{4}$
(d) $\frac{2}{3}$
Solution:
(a) $\frac{1}{2}$

Question 4.
Write the value of:
$\int_0^{\pi / 2} \frac{\sin x}{\sin x+\cos x}$ dx – $\int_0^{\pi / 2} \frac{\cos x}{\sin x+\cos x}$ dx
(a) 1
(b) 2
(c) 0
(d) π
Solution:
(c) 0

Question 5.
Write the value of $\int_{\frac{\pi}{4}}^{\frac{\pi}{4}}$sin⁵ x cos x dx
(a) 0
(b) 1
(c) cos x
(d) sin x
Solution:
(a) 0

Question 6.
Write the particular solution of the equation $\frac{d y}{d x}$ = sin x given that y(π) = 2
(a) y = cos x + 1
(b) y = -cos x + 1
(c) y = -cos x – 1
(d) y = -sin x + 1
Solution:
(b) y = -cos x + 1

Question 7.
Write the degree of the following differential equation:
$\frac{\mathrm{d}^2 \mathrm{y}}{\mathrm{dx}^2}$ = $\frac{2 y^3+\left(\frac{d y}{d x}\right)^4}{\sqrt{\frac{d^2 y}{d x^2}}}$
(a) 0
(b) 1
(c) 2
(d) 3
Solution:
(d) 3

Question 8.
Write the order ofthe following differential equation:
$\frac{d^2 y}{d x^2}$ = $\frac{2 y^3+\left(\frac{d y}{d x}\right)^4}{\sqrt{\frac{d^2 y}{d x^2}}}$
(a) 0
(b) 1
(c) 2
(d) 3
Solution:
(c) 2

Question 9.
What is F(x) if F(x) = $\int_0^x$e^2t sin 3t dt?
(a) e^2x sin 3x
(b) e^2x cos 3x
(c) e^x sin 3x
(d) e^2x sin x
Solution:
(a) e^2x sin 3x

Question 10.
$\int \frac{d x}{\cos ^2 x \sin ^2 x}$ = ?
(a) -2 cos 2x + C
(b) -2 cot 2x + C
(c) -2 sin 2x + C
(d) 2 cot 2x + C
Solution:
(b) -2 cot 2x + C

Question 11.
If $\int_1^2$f(x) dx= λ, then what is the value of f(3 – x) dx?
(a) λ
(b) λ²
(c) 1λ
(d) 2λ
Solution:
(a) λ

Question 12.
What is the value of $\int_{-1}^1 \frac{d x}{1+x^2}$?
(a) $\frac{2 \pi}{2}$
(b) 2π
(c) π
(d) $\frac{\pi}{2}$
Solution:
(d) $\frac{\pi}{2}$

Question 13.
Write the order of the following differential equation:
$\frac{d^3 y}{d x^3}$ = $\left(\frac{d^2 y}{d x^2}\right)^2$ + $\left(\frac{\mathrm{dy}}{\mathrm{dx}}\right)^4$ + y
(a) 1
(b) 3
(c) 2
(d) 0
Solution:
(b) 3

Question 14.
Write the degree of the following differential equation:
$\frac{d^3 y}{d x^3}$ = $\left(\frac{d^2 y}{d x^2}\right)^2$ + $\left(\frac{\mathrm{dy}}{\mathrm{dx}}\right)^4$ + y
(a) 1
(b) 2
(c) 3
(d) 0
Solution:
(a) 1

Question 15.
Write the particular solution of $\frac{\mathrm{dy}}{\mathrm{dx}}$ = (1 + x)⁴, y = 0 when x = -1.
(a) y = $\frac{(1+x)^2}{5}$
(b) y = $\frac{(2+x)^5}{5}$
(c) y = $\frac{(1-x)^5}{5}$
(d) y = $\frac{(1+x)^5}{5}$
Solution:
(d) y = $\frac{(1+x)^5}{5}$

Question 16.
Evaluate the integral ∫2x cosec² x² dx?
(a) cot x² + C
(b) -cot x² + C
(c) -cot 2x² + C
(d) cot 2x² + C
Solution:
(b) -cot x² + C

Question 17.
What is the value of $\frac{d}{d x} \int_{250}^{300}\left(x^4+5 x^3\right)^2$ dx
(a) 0
(b) 1
(c) -1
(d) 2
Solution:
(a) 0

Question 18.
Write down the integral of ∫$e^{x^2}$ 2x dx.
(a) $e^{2 x^2}$
(b) 2$e^{2 x^2}$
(c) $e^{x^2}$
(d) None of the above
Solution:
(c) $e^{x^2}$

Question 19.
What is the integral of ∫log e^x dx?
(a) $\frac{2 x^2}{2}$ + C
(b) $\frac{2 x^2}{3}$ + C
(c) $\frac{x^2}{2}$ + C
(d) None of the above
Solution:
(c) $\frac{x^2}{2}$ + C

Question 20.
What is the value of $\int_{-2}^2$|x| dx?
(a) 0
(b) 1
(c) 2
(d) 3
Solution:
(a) 0

Question 21.
$\int_{-1}^1$|1 – x| dx = ______.
(a) 0
(b) 1
(c) 2
(d) -1
Solution:
(c) 2

Question 22.
If ∫x³$e^{c x^4}$dx = $\frac{1}{20} \mathrm{e}^{\mathrm{cx}}$ then C = ______.
(a) 0
(b) 2
(c) 4
(d) 5
Solution:
(d) 5

Question 23.
$\int_a^b$f(x) dx = 1 ⇒ $\int_a^b$k f(t)dt ______.
(a) k
(b) -k
(c) 2k
(d) None of the above
Solution:
(b) -k

Question 24.
$\int_{-1}^1$f(x) dx = k and f is an even function then $\int_{-1}^1$f(x) = ______.
(a) k
(b) -k
(c) 2k
(d) None of the above
Solution:
(c) 2k

Question 25.
If ∫$\int_0^1$f(x) dx = 4, $\int_0^2$f(t) dt and $\int_4^2$f(u) du = 1 then $\int_1^4$f(x) dx = ______.
(a) 0
(b) 1
(c) 3
(d) -3
Solution:
(d) -3

Question 26.
I(f) = $\int_a^x$f(t) dt and Df = f'(x) then (ID – DI) f = ______.
(a) -f(a)
(b) 2f(a)
(c) f(a)
(d) None of the above
Solution:
(a) -f(a)

Question 27.
$\int_0^\pi$cos¹⁰¹ x dx = ______.
(a) 0
(b) 1
(c) -1
(d) 101
Solution:
(a) 0

Question 28.
Let f satisfies all the conditions of Rolle’s theorem in [1, 6] then $\int_1^6$f'(x) dx = ______.
(a) 0
(b) 1
(c) -1
(d) 6
Solution:
(a) 0

Question 29.
$\int_{-2}^2$|x| dx = ______.
(a) 1
(b) 2
(c) 3
(d) 4
Solution:
(d) 4

Question 30.
Integrate ∫log x dx
(a) x. log x + x + C
(b) x. log x – x + C
(c) log x – x + C
(d) None of these
Solution:
(b) x. log x – x + C

Question 31.
Evaluate $\int_0^2$[x – 1] dx
(a) 0
(b) 1
(c) -1
(d) 2
Solution:
(b) 1

Question 32.
What is the value of: ∫$\frac{f^{\prime}(x)-f(x)}{e^x}$ dx?
(a) e^x f(x) + C.
(b) e^2x f(x) + C.
(c) e^-x f(x) + C.
(d) None of the above
Solution:
(c) e^-x f(x) + C.

Question 33.
What is the value of $\int_0^1$x(1 – x)⁹⁹ dx?
(a) $\frac{1}{100}$
(b) $\frac{1}{10}$
(c) $\frac{1}{1010}$
(d) $\frac{1}{10100}$
Solution:
(d) $\frac{1}{10100}$

Question 34.
Solution of $\frac{\mathrm{dy}}{\mathrm{dx}}$ = xy + x + y + 1 is ______.
(a) 2x + $\frac{x^2}{2}$ + C
(b) x + $\frac{x}{2}$ + C
(c) x + $\frac{2 x^2}{2}$ + C
(d) x + $\frac{x^2}{2}$ + C
Solution:
(d) x + $\frac{x^2}{2}$ + C

Question 35.
f(x) = $\int_0^x$t sin t dt then f ‘(x) = ______.
(a) x cos x
(b) x sin t
(c) x sin x
(d) x tan x
Solution:
(c) x sin x

Question 36.
What is the value of the integral $\int_a^b \frac{|x|}{x}$dx?
(a) |b| – |a|
(b) |a| – |b|
(c) |b| + |a|
(d) |a| + |b|
Solution:
(a) |b| – |a|

Question 37.
What is the value of ∫x^x (1 + ln x) dx?
(a) x²^x + C
(b) x^x + C
(c) 2x^x + C
(d) x² + C
Solution:
(b) x^x + C

Question 38.
Evaluate: $\int_0^{\mathrm{p} / 2}$ln(cot x) dx.
(a) 0
(b) 1
(c) cot x
(d) sin x
Solution:
(a) 0

Question 39.
Evaluate: $\int_{-3}^4$|x| dx
(a) $\frac{2}{25}$
(b) $\frac{25}{2}$
(c) $\frac{25}{4}$
(d) $\frac{25}{-3}$
Solution:
(b) $\frac{25}{2}$

Question 40.
Evaluate: $\int_0^{\frac{\pi}{2}}$(cos x – sin x) dx
(a) 0
(b) 1
(c) -1
(d) π
Solution:
(a) 0

Question 41.
Evaluate: $\int_0^{\frac{\pi}{2}}$log tan x dx.
(a) 1
(b) -1
(c) 0
(d) π
Solution:
(c) 0

Question 42.
Integrate: $\frac{d x}{3 e^x-1}$
(a) $\ln \left(\frac{e^{3 x}-1}{e^x}\right)$ + C
(b) $\ln \left(\frac{3 e^x+1}{e^x}\right)$ + C
(c) $\ln \left(\frac{3 e^x-1}{e^x}\right)$ + C
(d) $\ln \left(\frac{3 e^x+1}{e^{3 x}}\right)$ + C
Solution:
(c) $\ln \left(\frac{3 e^x-1}{e^x}\right)$ + C

Question 43.
Evaluate: $\int_0^1 \ln \left(\frac{1}{x}-1\right)$dx
(a) 1
(b) 2
(c) 0
(d) -1
Solution:
(c) 0

Question 44.
Evaluate: ∫e^x$\left(\frac{1-\sin x}{1-\cos x}\right)$dx
(a) -e^x cot$\frac{x}{2}$ + C
(b) e^x tan$\frac{x}{2}$ + C
(c) e^x cot$\frac{x}{2}$ + C
(d) -e^x sin$\frac{x}{2}$ + C
Solution:
(a) -e^x cot$\frac{x}{2}$ + C

Question 45.
Evaluate: $\int_0^1$x log(1 + x) dx
(a) $\frac{1}{2}$
(b) $\frac{1}{4}$
(c) $\frac{1}{3}$
(d) $\frac{2}{3}$
Solution:
(b) $\frac{1}{4}$

Question 46.
What is the integrating factor of the equation y’ + y cot x = cosec x?
(a) cot x
(b) sin x
(c) cos x
(d) cosec x
Solution:
(b) sin x

(B) Very Short Type Questions With Answers

Question 1.
Write the order of the differential equation whose solution is given by
y = (c₁ + c₂) cos (x + c₃) + c₄$e^{x+c_5}$ where c₁, c₂, c₄ and c₅ are arbitrary constants.
Solution:
y = (c₁ + c₂) cos (x + c₃) + c₄$e^{x+c_5}$
y = (c₁ + c₂) cos (x + c₃) + c₄$e^{c_5}$.e^x
= A cos(x + c₃) + Be^x
Where c₁ + c₂ = A, c₄$e^{c_5}$ = B
As there are 3 independent constants the order of the differential equation is 3.

Question 2.
If p and q are respectively degree and order of the differential equation y = e^dy/dx, then write the relation between p and q.
Solution:
Given differential equation is
y = $e^{\frac{d y}{d x}}$ ⇒ $\frac{d y}{d x}$ = ln y
Whose order = 1 = p
Degree = 1 = q
∴ p = q

Question 3.
Write the value of $\int_0^1${x} dx where {x} stands for fractional part of x.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.3$

Question 4.
Write the order of the differential equation of the family of circles
ar² + ay² + 2gx + 2fy + c = 0
ax² + ay² + 2gx + 2fy + c = 0
Solution:
As there are 3 independent constants, the order of the differential equation is 3.

Question 5.
If p and q are the order and degree of the differential equation
y$\left(\frac{d y}{d x}\right)^2$ + x² $\frac{d^2 y}{d x^2}$ + xy = sin x, then choose the correct statement out of (i) p > q, (ii) p = q, (iii) p < q.
Solution:
Order of the given differential = p = 2
Degree of the given differential equation = q = 1
∴ p > q

Question 6.
Write the order of the differential equation of the system of ellipses:
$\frac{x^2}{a^2}$ + $\frac{y^2}{b^2}$ = 1
Solution:
As there are two unknown constants in the system of ellipses $\frac{x^2}{a^2}$ + $\frac{y^2}{b^2}$ = 1 the order of the differential equation is 2.

Question 7.
What do you mean by integration? Write your answer in one sentence.
Solution:
Integration is the antiderivative of a function.

Question 8.
Write the differential equation of the family of straight lines parallel to the y-axis.
Solution:
$\frac{d x}{d y}$ = 0 is the differential equation of family of lines parallel to y-axis.

Question 9.
Write the value of ∫$\int_{-\pi / 4}^{\pi / 4}$sin⁵ x cos x dx.
Solution:
Let f(x) = sin⁵ x cos x
f(-x) = sin⁵ (-x) cos (-x)
= -sin⁵ x cos x = -f(x)
i.e. f is an odd function.
Thus $\int_{-\pi / 4}^{\pi / 4}$sin⁵ x cos x dx = 0

Question 10.
Write the degree of the differential equation ln$\left(\frac{\mathrm{d}^2 \mathrm{y}}{\mathrm{dx}^2}\right)$ = y
Solution:
The degree of the differential equation ln$\left(\frac{\mathrm{d}^2 \mathrm{y}}{\mathrm{dx}^2}\right)$ = y is 1.

Question 11.
What is F'(t) if F(t) = $\int_a^t$e^3x .cos 2x dx ?
Solution:
F(t) = $\int_a^t$e^3x .cos 2x dx
⇒ F'(t) = e^3x cos 2t

Question 12.
Write the order and degree of the following differential equation:
$\frac{d^2 y}{d x^2}$ = $\frac{2 y^3+\left(\frac{d y}{d x}\right)^4}{\sqrt{\frac{d^2 y}{d x^2}}}$
Solution:
Order = 2, Degree = 3

Question 13.
∫$\frac{\cot x d x}{\ln \sin x}$ = ?
Solution:
∫$\frac{\cot x d x}{\ln \sin x}$ = ln(ln sin x) + C

Question 14.
What is F'(x) if F(x) = $\int_0^{\mathbf{x}}$e^2t sin 3t dt?
Solution:
If F(x) = $\int_0^{\mathbf{x}}$e^2t sin 3t dt then F'(x) = e^2x sin 3x

Question 15.
∫$\frac{d x}{\cos ^2 x \sin ^2 x}$ = ?
Solution:
∫$\frac{d x}{\cos ^2 x \sin ^2 x}$ = 4∫$\frac{d x}{\sin ^2 2 x}$
= 4∫cosec² 2x dx = -2 cot 2x + C

Question 16.
What is the value of ∫$\frac{d}{d x}$f(x) dx – $\frac{d}{d x}$(∫f(x) dx)?
Solution:
∫$\frac{d}{d x}$f(x) dx – $\frac{d}{d x}$(∫f(x) dx)
= f(x) + C – f(x) = C (constant)

Question 17.
If $\int_1^2$f(x) dx = λ, then what is the value $\int_1^2$f(3 – x) dx?
Solution:
If $\int_1^2$f(x) dx = λ, then $\int_1^2$f(3 – x) dx = λ

Question 18.
What is the value of $\int_{-1}^1 \frac{d x}{1+x^2}$?
Solution:
$\int_{-1}^1 \frac{d x}{1+x^2}$ = $\left[\tan ^{-1} x\right]_{-1}^1$
= tan^-1 1 – tan^-1 (-1)
= tan^-1 1 + tan^-1 1
= 2tan^-1 (1) = 2 . $\frac{\pi}{4}$ = $\frac{\pi}{2}$

Question 19.
Write the order and the degree of the following differential equation:
$\frac{d^3 y}{d x^3}$ = $\left(\frac{d^2 y}{d x^2}\right)^2$ + $\left(\frac{d y}{d x}\right)^4$ + y
Solution:
Order = 3
Degree = 1

Question 20.
Write the particular solution of $\frac{d y}{d x}$ = (1 + x)⁴, y = 0 when x = -1.
Solution:
$\frac{d y}{d x}$ = (1 + x)⁴ ⇒ $\frac{(1+x)^5}{5}$ + C
Given y = 0 for x = -1
⇒ o = o + c ⇒ c = o
∴ The particular solution is y = $\frac{(1+x)^5}{5}$

Question 1.
Evaluate: ∫$\frac{2 x+1}{\sqrt{x^2+10 x+29}}$dx
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.1$

Question 2.
Evaluate: $\int_0^{\pi / 2} \frac{\cos x d x}{(2-\sin x)(3+\sin x)}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.2$

Question 3.
Evaluate: ∫$\frac{d x}{(1+x) \sqrt{1-x^2}}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q(3)$

Question 4.
Solve: cosec x $\frac{d^2 y}{d x^2}$ = x.
Solution:
cosec x $\frac{d^2 y}{d x^2}$ = x => $\frac{d^2 y}{d x^2}$ = x sin x
⇒ $\frac{d y}{d x}$ = ∫x sin x dx + A
= x (-cos x) – ∫(-cos x) dx + A
= -x cos x + sin x + A
⇒ y = -∫x cos x dx + ∫sin x dx + A∫dx + B
= [x sin x – ∫sin x dx] – cos x + Ax = B
⇒ y = -x sin x – 2 cos x + Ax + B is the solution.

Question 5.
Find the particular solution of the following differential equation:
$\frac{d y}{d x}$ = $\frac{1+y^2}{1+x^2}$ given that y = √3 when x = 1
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.5$

Question 6.
Evaluate: $\int_0^a x^2\left(a^2-x^2\right)^{5 / 2}$ dx
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.6$

Question 7.
Evaluate: $\int_0^a \frac{d x}{e^{4 x}-5}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.7$

Question 8.
Evaluate: ∫x² tan^-1 x dx.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.8$

Question 9.
If f(x) = e^x + $\frac{1}{1+x^2}$ and f(0) = 1, then find f(x).
Solution:
f(x) = e^x + $\frac{1}{1+x^2}$
⇒ f(x) = ∫$\left(e^x+\frac{1}{1+x^2}\right)$dx + C
= e^x + tan^-1 x + C
f(0) = 1
⇒ 1 = 1 + 0 + C => C = 0
Thus f(x) = e^x + tan^-1 x

Question 10.
Evaluate: ∫(log x)² dx
Solution:
I = ∫(log x)² dx
= (log x)². x – 2∫(log x) . $\frac{1}{x}$ . x . dx
= x (log x)² – 2 ∫log x. dx
= x (log x)² – 2 {(log x) x – ∫dx}
= x (log x)² – 2x log x + 2x + C

Question 11.
Evaluate: ∫$\frac{2 x+9}{(x+3)^2}$dx
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.11$

Question 12.
Solve: ydy + e^-y x sin x dx = 0
Solution:
ydy = e^-y x sin x dx = 0
⇒ y e^y dy + x sin x dx = 0
⇒ ∫y e^y dy + ∫x sin x dx =C
⇒ y e^y – e^y + (-x cos x) + sin x = C
⇒ e^y (y – 1) – x cos x + sin x = C is the general solution.

Question 13.
Evaluate: ∫$\frac{d x}{x \ln x \sqrt{(\ln x)^2-4}}$
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.13$

Question 14.
Find the particular solution of the differential equation $\frac{d^2 y}{d x^2}$ = 6x given that y = 1 and $\frac{d y}{d x}$ = 2 when x = 0.
Solution:
$\frac{d^2 y}{d x^2}$ = 6x ⇒ $\frac{d y}{d x}$ = 6 . $\frac{x^2}{2}$ + A
$\frac{d y}{d x}$ = 3x² + A ⇒ y = x³ + Ax + B
Using the givne conditions x = 0, $\frac{d y}{d x}$ = 2, y = 1, we get
2 = 0 + A ⇒ A = 2
and 1 = 0 + 0 + B ⇒ B = 1
The particular solution is y = x³ + 2x + 1

Question 15.
Evaluate: $\int_0^{\frac{3}{2}}$[x²] dx
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.15$

Question 16.
Find the differential equation whose general solution is ax² + by = 1, where a and b are arbitrary constants.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.16$

Question 17.
Integrate: ∫$\frac{\sin 6 x+\sin 4 x}{\cos 6 x+\cos 4 x}$ dx.
Solution:
$CHSE Odisha Class 12 Math Solutions Chapter 11 Differential Equations Additional Exercise Q.17$

CHSE Odisha Class 12 Alternative English Solutions Unit 3 Text B: Some Samples of Advertisement

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 1 Solutions Unit 3 Text B: Some Samples of Advertisement Textbook Activity Questions and Answers.

CHSE Odisha 12th Class Alternative English Solutions Unit 3 Text B: Some Samples of Advertisement

Activity -1
Make sentences using the following from Text – B (ii)

tense	withstand
like-minded	rehearse
hold	satisfaction
alternative	picture
practise	career

Answer:
tense: The situation is very tense.
like-minded: The matter should be discussed among like-minded people.
hold: The statement does not hold true.
alternative: There is not other alternative than doing it.
practise: Practise yoga and keep healthy.
withstand: I cannot withstand his insolence.
rehearse: They rehearsed the drama before staging it.
satisfaction: His work is not up to my satisfaction.
picture: He gave a clear picture of the situation.
career : He should form your career at the right earnest.

Extra Activity – 1(A)

I. (i) Infinitives (used as nouns):
1. To teach humanity is the aim of this school
2. Other children are told off to help them.
3. The real aim of this school is to teach humanity.
Notice that the to – infinitive in sentence 1 is used as the subject, in sentence 2, it is used as the object and in sentence 3, it is used as the complement. We can say that the infinitives in these sentences above are used as nouns.

Fill in the blanks with ‘to – infinitive’ as necessary:
1. __________ is human, divine.
2. I promise __________ you in these crises.
3. __________ before you speak is always wise.
4. I want ___________ the place where the accident occurred.
5. Don’t forget __________ the door when you go out.
6. __________ your voice again was so pleasant.
7. Your first duty is __________ your motherland.
8. She appears __________ a clever girl.
9. His aim in life is __________ a college teacher.
10. Anita wanted __________ photography.
Answer:
1. To err is human, to forgive is divine.
2. I promise to help you in these crises.
3. To think before you speak is always wise.
4. I want to see the place where the accident occurred.
5. Don’t forget to lock the door when you go out.
6. To hear your voice again was so pleasant.
7. Your first duty is to serve your motherland.
8. She appears to be a clever girl.
9. His aim in life is to become a college teacher.
10. Anita wanted to read photography.

II. Derive nouns from the following verbs:

suspend	weigh
breathe	grow
indicate	build
hospitalise	require
exist	propose

Answer:

Verbs	their noun forms
suspend	suspension
breathe	breath
indicate	indication
hospitalise	hospitalisation
exist	existence
weigh	weight
grow	growth
build	building
require	requirement
propose	proposal

III. Make sentence with the following using them both as nouns as well as verbs:

poison	plan
damage	cause
rated	wear
increase	ban
benefit	show

Answer:
poison :
(N) She committed suicide by taking poison.
(V) She has poisoned your mind against me.

damage :
(N) The accident has caused a lot of damage.
(V) Corruption has damaged his personality.

rated :
(N) The rate of interest at present is very long.
(V) Sachin is rated as the best batsman.

increase :
(N) India has a very alarming increase in population.
(V) The price of petroleum product has increased.

benefit :
(N) This project promises no benefit.
(V) The price of petroleum product has increased.

plan :
(N) You should chalk out a plan.
(V) He is planning to visit France in November.

cause :
(N) One must read the theory of cause and effect.
(V) Ravan’s pride caused his fall.

wear :
(N) He deals in footwear.
(V) Players must wear white clothes.

ban :
(N) Government has put a ban on this film.
(V) Government have banned staging of the play.

show :
(N) It was a ground show.
(V) The wrinkles on his profiles show his age.

Extra Activity – 1(B)

Give antonyms of the following:

dirty	growth
low	risen
false	stringent
increasing	private
efficiency	majority

Answer:

Words	their antonyms
dirty	clean
low	high
false	true
increasing	decreasing
efficiency	inefficiency
growth	decay
stringent	lenient
private	public
majority	minority

II. Derive adjectives from the following:

regret	ornament
precision	seclusion
transition	commerce
response	attention
delicacy	decoration

Answer:

Words	their adjectives
regret	regretful
precision	precise
transition	transitional
response	responsive
delicacy	delicate
ornament	ornamental
seclusion	secluded
commerce	commercial
attention	attentive
decoration	decorative

III. Turn the following sentences into passive:
1. They have repaired the road.
2. Someone stole my bicycle last night.
3. No one knows his address.
4. I can carry a thin box.
5. They will give you a good salary.
6. You must post the letter now.
7. You must obey the rules of the road.
8 . My pen needs filling.
9. They laughed at her.
10. Do you know this man?
11. The news surprised to alL
12. He gave him what he wanted.
13. Switch on the lights.
14. She showed the visitor the new baby.
15. The doctor advised the patient to take rest.

Answer:
1. The road has been repaired.
2. My bicycle was stolen last night.
3. His address is known to none.
4. This box can be carried by me.
5. You will be given a good salary.
6. The letters must be posted now.
7. The rules of the road must be obeyed.
8. My pen needs to be filled.
9. She was laughed at.
10. Is this man known to you?
11. We were all surprised at the news.
12. He was given what he wanted.
13. Let the lights be switched on.
14. The new baby was shown to the visitor.
15. The doctor advised the patient that rest should be taken or the patient was advised to take rest.

IV. Give antonyms of the following:

closeness	genuine
modem	availability
extravagant	occupy
responsible	impressive
remember	appropriate

Answer:

Words	their antonyms
closeness	remoteness
modern	ancient
extravagant	frugal
responsible	irresponsible
remember	forget
genuine	false
availability	nonavailability
occupy	vacant
impressive	unimpressive
appropriate	inappropriate

Section – B

Focussing Question:
Look at the advertisement opposite and decide what its main idea is. Choose from the list below:
(a) Lila Hotels do their best make their guests feel and home.
(b) Lila Hotels mostly cater for businessmen/women.
(c) The guests in Lila Hotels will find all the facilities they require in the building itself.
(d) Lila Hotels take great care in looking after business women as well as businessmen.

Some Samples of Advertisement Summary in English

“What I’m really trying to say is that they treat me like a person. A rather overused phrase, I agree but other business women will know what I mean. If Fm in the restaurant there’s none of that over effusive welcome followed by a table behind a pilar or near the kitchen door. I don’t have to take my briefcase into the bar either, to prove all I want is a drink. When I go to my room, there are some little extra touches that make me feel specially welcome. It’s not simply the softer decor. Lila have thoughtfully provided a hair dryer and make up mirror, things I appreciate away from home.

And they can even come up with an iron or a pair of tights at a moments notice. So, I always stay at Lila Hotel whenever I can. I like their friendly and business-like attitude towards me. As speaking as a woman, you can’t say fairer then that.” Lila Hotels International. (Nobody works harder to make your stay better) Tell him your date of birth, your educational qualification and why you want to join us. He will send you booklets to give you a far longer picture, picture of the life and if you like, put you in touch with people who can tell you more about the career.

Analytical Outlines:

The writer says that they treat him like a person
The business women will know it better.
He was in a restaurant.
There was no over-effusive welcome.
It was followed by a table.
The table was behind a pillar near to the kitchen door.
He had not taken his briefcase to the bar.
He also wanted a drink.
He went to his room
There were some extra touches.
This made him feel specially welcome.
It was not simply the softer decor.
Lila had thoughtfully provided a hair dryer.
She had only provided one make up mirror.
He appreciates these things away from home.
They can come up with an iron or a pair of tights immediately.
For this reason, he always stays at Lila Hotel.
Whenever he goes there.
He likes their friendly attitude.
He likes their business-like attitude towards him
That Hotel is actually, much more fairer than other.
The Hotel is Lila Hotel International

Meaning Of Difficult Words
treat – to consider, to behave, to handle, to manage
restaurant – refreshment room
over-effusive – over-extensive
tank – here, fighting vehicle
roar – to make a loud
crisis – turning point, moment of danger of suspense
erupt – to break out
scour – to go along, to cleanse
remote – separate, indirect
guess – anticipation hope
tense – serious
mobile – easily moved, movable
prevail – to succeed, to be current, to predominate
confront-free, encounter

CHSE Odisha Class 12 Alternative English Solutions Unit 3 Text C: On the Education of a Man of Business

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 1 Solutions Unit 3 Text C: On the Education of a Man of Business Textbook Activity Questions and Answers.

CHSE Odisha 12th Class Alternative English Solutions Unit 3 Text C: On the Education of a Man of Business

Activity-10
Comprehension
Answer the following questions in a sentence of two:

Question (a)
How is ‘university’ in a course of study helpful to a man of business?
Answer:
‘University” in a course of study is helpful to a man of business because, it makes the mind agile but gives a variety of information. Such a system will make him acquainted with many modes of thought, with various classes of facts, and will enable him to understand men better.

Question (b)
What should a young person read during the transitional period from school to bis affairs of the world? ‘
Answer:
Ayoungmanshouldreadbooksthatmiximaginationandphilosophythatisbooksof the Bacoimian style during the transitional period from school to his entry into the affairs of the world.

Question (c)
How is a ‘ready man’ different from a ‘full man’?
Answer:
A ‘ready man’ is a practical man ready with facts and information but a ‘full man’ sustain bookish knowledge without practical utility.

Question(d)
How can a young man be trained to be methodical?
Answer:
Ayoung man can be trained to be methodical through letting him employ himself in making digests, arranging and classifying materials, writing narratives and in deciding upon conflicting evidence.

Question (e)
Why should a man of business bie allowed to repeat some apt expressions which a . learned man should avoid?
Answer:
A man ofbusiness should be allowed to repeat some apt expressions which a learned man should avoid because avoidance of such repetitions maybe carried too far in all kinds of writing. In literature, one is seldom brought to account for misleading people but in business one may soon be called upon to pay the penalty for having avoided the world which would exactly have expressed one’s meaning.

Question (f)
How can the sense of responsibility help in a man develop his personality?
Answer:
Aman of business must develop a sense of responsibility. He must believe in the power and validity of truth and in all he does or says should be anxious to express as much truth as possible.

Activity – 11
Grammar Review

We often use ‘should’ or ‘ought to ’ interchangeably with little difference of meaning. But there acts places where one is preferred to the other. ‘Should’ is preferred when an outside authority rather than the speaker himself recommends it. In case of power failure the computer should be switched off. ‘Should’ is also preferred when we give advice with ‘I’. I should avoid your company if I were you. Now, use should or ought to be in the blank spaces. In some places you can use either of them.

(a) This bottle ____________ be kept out of reach of children.
(b) If I were feeling ill, I ____________ stay at home today.
(c) I think you ____________ have listened to him, if I were you. It could have helped you.
(d) According to the instruction printed on the bottle, it ____________ be refrigerated after opening.
(e) The application you, sent ____________ includes the details of your past experience.
Answer:
(a) This bottle should be kept out of reach of children.
(b) If I were feeling ill, I should stay at home today.
(c) I think you ought to have listened to him, if I were you. It could have helped you.
(d) According to the instruction printed on the bottle, it should be refrigerated after opening.
(e) The application you, sent ought to includes the details of your past experience

Activity-12
Grammar Review
Complete the sentence with must or have/has to:

(a) The patient ____________ have at least eight hours sleep at night. He has got a longs problem and he ____________ give up smoking.
(b) That’s in reality a good news, I ____________ phone my friend Kim.
(c) I always sleep through the alarm clock. My Dad ____________ wake me up every morning.
(d) ‘Can we meet tomorrow evening?’ Sorry, no I ____________ go to the dentist at 7 O’clock. ’
(e) To get to Bangalore. I ____________ borrow money from my sister.

Answer:
(a) The patient must have a least eight hours sleep at night. He has got a longs problem and he has to give up smoking.
(b) That’s in reality good news, I have to phone my friend Kim
(c) I always sleep through the alarm clock. My Dad must wake me up every morning.
(d) ‘Can we meet tomorrow evening?’ Sorry, no I have to go to the dentist at 7 O’clock.
(e) To get to Bangalore. I have to borrow money from my sister.

Activity-15

The following passage was originally in 6 paragraphs. But all of them have been combined into one. You are to find out the places where new paragraphs begin and mark them with ( ) Unconsciousness is a state of where the person appears to be in deep sleep from which he/she can not be awoken. The individual does not respond to any external stimuli like sprinking cold water on the feet and for that matter even painful ones like piercing with a pin tingling a nerve etc.

This insensible state is brought about by some interference in the normal functioning of the brain and the nervous system Unconsciousness when partial is called stupor and when complete is termed as Coma. In cases of stupor, the individual can be roused with difficulty, but the eyelids can not be opened due to resistance by the individual In coma, however, although there is not response. When an individual is being called, the lids can be opened without any resistance.

The usual cases of unconsciousness include fainting, sun in the blood supply to the train, because of fright, unexpected good or bad news etc. People held up in stuffy places like elevators often faint. A sudden fell in blood pressure can also cause feinting. The individual appears pale becomes weak and slow, breathing becomes shallow and the skin turns cold and clammy. Excessive summer heat can make an individual faint. Prolonged exposure to sun may also caused sun stroke which starts with headache, vomiting, dizziness, cramps or dryness ofthe throat.

Conclusion commonly results in unconsciousness. Direct injury to the brain caused by either a blow on the head or a fell from a height etc. may result in short while in mild cases. Concussion and compression result in stupor or come in more serious cases. An individual could suddenly become unconscious due to a heart attack. The initial signs are vomiting, profiise sweating and pain in the left sided of the chest.

Answer:
Unconsciousness …………………… nervous system
Unconsciousness when partial ………………………
The usual cases of …………………….. an individual feint.
Prolonged ……………………. exposure in unconsciousness.
Direct injury …………………. in more serious cases.
An individual ……………. left side of the chest.

Activity -16
Cohesive Devices

Choose correct alternatives from the given choices to fill the blanks 1 – 5 in the following passage.
The problem of deep-sea pollution can only be solved by international corporation
(1) the problem of pollution and coastal degradation of our own shoreline in our special problem which we must be conscious of and tackle by ourselves. Pollution only means dirt
(2) ‘matter in the wrong place.’Getting late or becoming ignorant about it all can be disastrous. There are types and degrees of pollution, but even a slight amount can affect natural and necessary function and movements we have seen that pollution near the coast and in astuaries and creeks affects the breeding of fish, thus reducing their numbers in the deep sea. But heavy pollution,
(3) that of Mahim Creek Mumbai also kills the coastal vegetation like mangroves which is responsible for holding the sand and run in place and consequently for the health of coastal areas. Costal and estuarine lands are often extremely fertile, the nutrients washed down in rivers often ‘pileup’ in
(4) flat marshy areas, making the soil reach
(5) the lagoons are the fish nurseries. Good vegetation cover is one way of dealing with polluted water in such areas, for the plants absorb must of the waste matters.
1. However / though / although / but
2. On the other hand / in other words / whereas / broadly speaking.
3. Mainly / similar to / such as / specially.
4. And/when/where/while.

Answer:
1. but,
2. in other hands
3. such as
4. many
5. while

Section – C
Suppose you are going to take some major decisions in your life now. You have to choose a career and make preparation of your future life. What will be your three important considerations while choosing a career ?’
List them below:
(i) ____________
(ii) ____________
(iii) ____________
Whatever career you choose, the following essay, ‘On the Education of Man of Business’ with its insightful observations can light up the path of your life.

On the Education of a Man of Business Summary in English

A man of business should be closely brought up in the habit of reasoning. The study of geometry is hardly better for him. Any university course of study designed for him makes his mind agile and gives a variety of information. This system will make him grow acquainted with many modes of thought with various classes of facts and will enable him to understand men better. His youth time may be well spent by the study of metaphysical nature. A breath and a tone may be given to a man’s mode of thinking. It will afterward be of signal use to him in the business of everyday life. Some works transit from the school to the world.

These are particularly needed in a system of educational studies remote from real life. Such works tend to give the students interest in common things about him which he has scarcely even been called upon to feel They display how imagination and philosophy can be woven into practical wisdom. However, our student is not intended to become a learned man, a man of business not a full man but a ready man He must be taught to arrange and express what he knows, for this purpose let him employ himself in making digests arranging and classifying materials, writing narratives and in deciding upon this conflicting evidence.

All these exercises require a method. A method is developed from rule beginnings. There is hardly any degree of toil for which he would not be compensated by such a result. The student of business should begin soon to cultivate fluency in writing. Fluency does not mean the flow of words, but a habit of expressing his thoughts with accuracy with brevity, and readiness. Moreover, in the style of the man of business, nothing is to be aimed at but plainness and precision.

A close repetition of the same word for the same thing need not be avoided. In literature, however, you are seldom brought to account for misleading people, but in business, you may soon be called upon to pay the penalty for having shunned the word which should exactly have expressed the meaning. A consummate man of business should be able to fix his attention on details and be ready to give every kind of argument a hearing.

This will not encumber him for he must have been practiced beforehand in the exercise of his intellect and there they remain in a shapeless heap, another possessed of method can arrange what he has collected, but such a man by the aid of principles goes further and bulbs with his materials. In feet, in addition to a stout heart, he should have the patient temperament and a vigorous but disciplined imagination and then he will plan boldly and with a large extent of view, execute calmly and not be a stretching act of his hand for things not yet within his grasp. He will let opportunities grow before his eyes until they are ripped to be seized.

He will think steadily over possible failure, in order to provide a remedy or a retreat, there will be the strength of repose about him. He must have a deep sense of responsibility. He must believe in the power and vitality of truth and in all he does or says, should be anxious to express as much truth as possible. His feelings of responsibility and love of truth will almost inevitably endow him with diligence accuracy and discreteness these commonplace required for a good man of business.

Analytical Outlines

A man of business should be closely brought up in the habit or reasoning.
He should study geometry.
It is hardly better for him.
The university course of study is designed for him.
It makes his mind agile.
It gives varieties of information.
This system acquaints him with many mode of thought.
It acquaints him with various classes of facts.
It will enable him to understand men better.
His youth time may be spent by the study of metaphysical nature.
A breath and a tone may be given to a man’s mode of thinking.
It will be a good signal for him.
It will help him in the business of everyday life.
Some works transit from the school to the world.
These are actually needed in educational studies.
These are remote from real life.
Such works provide the students interest in common things.
He has scarcely been called upon to feel these.
They display how imagination and philosophy can be woven.
They can be woven into practical wisdom.
Out student is not intended to be a learned man.
Neither is he intended to be a business man.
Nor is he intended to be a foil man.
But he is intended to be a ready man.
He must be taught to arrange what he knows.
He must be taught to express what he knows.
We should let him to digest arranging of materials.
We should let him to classify these materials.
We should allow him to writing narratives.
We should allow him to decide upon this conflicting evidence.
All these exercises require method.
Method is developed from rule beginnings.
There is hardly and degree of toil for.
He would not be compensated by such a result.
The student of business should begin to cultivate a fluency in writing.
Fluency does not mean flow of words.
But it means a habit of expressing his thoughts.
It must be with accuracy.
It must be with brevity.
It must be also with readiness.
Nothing much is required for the style of man of business.
But it requires plainness.
Again it also requires precision.
A close repetition of the same word of something should not be avoided.
In literature, we seldom use it.
We consider here as misleading the people.
But is business we should not be shunned.
Otherwise, we have to pay penalty for it.
Because it must express the meaning exactly.
A consummate man of business must fix his attention on details.
He should be ready to give every kind of argument a hearing.
This will not encumber him
As he has practised it before hand.
It is actually exercise of his intellect.
He should be strong in principles.
He can collect materials together.
There they remain a shapeless heap.
He can also arrange the collected material
But still then, he will go further by the aid of principles.
The principles he builds with his materials.
In feet, he should be having a stout heart.
Again, he should have patient temperament.
It should be vigorous.
But there should be disciplined imagination.
So that he will plan boldly.
He will plan with large extent of view.
He will execute it calmly.
He should not stretch out for his out of his grasp.
He will let opportunities grow before his eyes.
Until they are riped to be seized.
He will think steadily over possible failure.
So that, he can provide a remedy or a retreat for it.
There will be the strength ofrepose about him.
He must have a deep sense of responsibility.
He must believe in the power and vitality of truth.
All his doing should be anxious to express much truth.
His feeling of responsibility and loved oftruth will endow with him diligence.
It will endow him with accuracy.
It will also endow him with discreteness.
All these common things are required for a good man of business.

Meanings Of Difficult Words
agi – active, nimble
variety – diversity di&rence
information – instruction, intimation
Mode – type, kind
metaphysical – of the science of being and knowledge meta means beyond, physic means earth.
transit – change, pass from one to other
remote – separate, indirect
tend – to look after, to incline, to conduce
scarcely – hardly rarely, seldom
display – to exhibit, show
conflicting – ling, colliding
evidence – clearness, obviousness, testimony, proof; witness, indication
oil – hard struggle
compensate – to make amends for
cultivate – to till to produce, to devote attention to
fluency – volubility
accuracy – exactness, correctness
brevity – briefiiess, consciousness
consummate – to perfect, to accomplish, to relish
encumber – to imped the motion of to hamper
vigorous – energetic, of vital power

CHSE Odisha Class 12 Alternative English Solutions Unit 2 Text C: Human Environment

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 1 Solutions Unit 2 Text C: Human Environment Textbook Activity Questions and Answers.

CHSE Odisha Class 12 Alternative English Solutions Unit 2 Text C: Human Environment

Activity 13
(Self-check)

In this unit, you have gone through three texts. You were asked to name the first two texts. Check whether your titles were close to the original titles given below.
A. “Our Environment” from the book Environmental Science: Global concern by W.P. Cunningham and B.W. Saigo (1999) PP – 8 – 11.
“Impact of Global Wanning” by Arvind Gupta in Science Reporter, April 2001, pp24-26.
“Human Environment” by Indira Gandhi: An excerpt from a speech at the UN conference in Stockholm on June 14, 1972.

Activity 14
(Language Functions)

Unlike in Text A and Text B, in Text C you can find quite a few sentences with the first person subject,
I qt we. Why do you think there is such a difference?
What are the clues in Text C which suggest that it is an excerpt from a formal speech?

Activity – 15
Comprehension Oftexts

Question (a)
The title of Text – A is ‘Our Environment’. The title Text – C is ‘Human Environment’. Do the titles reflect different points of view? Explain.
Answer:
The two titles do not reflect different points of view. Both speak volumes about the environment and its pollution, but their approaches are different.

Question (b)
‘The inherent conflict is not between conservation and development but between environment and the reckless exploitation of man and earth in the name of efficiency’.What message does the speaker convey through these words in Text – C?
Answer:
The speaker wants to say that man is at the root of defiling the environment. His sense of superiority over others and relentless impetus progress have caused these uncompromising ills.

Question (c)
‘No-ecological project can survive a war’. What does the speaker mean?
Answer:
The speaker means that war destroys everything on earth. It not only kills but maims and deforms the living and the yet-to-come. No ecological project can help wars not to be launched.

Question (d)
Read the last paragraphs of the three texts (A-C). Do you find any differences among their conclusions? Write a brief note on the differences.
Answer:
The concluding paragraphs of the three texts substantially bear no differences. They center around the thing – protection of the environment has become the crying need of the hour.

Activity -16
Complete the following table contrasting Text – C with Text- Aon the parameters suggested below:

Points of contrast	Text -A	Text – C
Writer purpose Writer’s point of view Views on population growth Mews on ecology

Answer:

Points of contrast Writer’s purpose	Text- A A marvelous planet environmental dilemma sign of hope	Text- C Critical analysis of various things
Writer’s point of view involved	Destruction of the environment makes us helpless. His suggestion for restoration	Many things are like a vicious circle, are too difficult to deal with
Views on population growth	A major cause of environmental pollution	Not the major cause only
Views on ecology	detailed analysis	In brief.

Activity -17
Cohesive Devices

What do the italicized words in the following sentences refer to in Text – C? The numbers in, brackets are paragraph numbers.
(i) We who are a part of nature and dependent on her for every need, speak………. (3)
(ii) It is decreasing in jungles……….. (3)
(iii) Thus we see that when it comes to the depletion of natural resources…….. (5)
(iv) This is no longer feasible nor will it be acceptable. (9)
(v) Will it remain confined to a narrow concern……? (12)

Answer:
(i) her – nature
(ii) it – wildlife
(iii) thus – this is how
(iv) this – withholding technology from ecology
(v) it – environment.

Activity – 18
Cohesive Devices

Choose the correct alternatives to complete the paragraph. European navigators had also learned that there were other problems besides hunger the thirst. (The navigators / they/ everyone) noticed that ships crews often because very sick (as / even / though / whereas) they were eating and drinking regularly, (although/ as / but) they did not understand why this happened. (However / infect/ nevertheless) the crews were suffering from a disease called scurvy caused by a lack of vitamin C. (At last / in the long run/ although) their gums became sore, their teeth fell out and many eventually.

Answer:
They noticed that ships crews often……….
even though they were eating and drinking……….
In feet, the crews were suffering………….
In the long run, their gums became sore…………

Activity -19
Given below are eight paragraphs on an appeal from the WorldWild Life Fund. The title of the passage is ‘Seve the Jungle – Save the World’. The appeal is given in eight sections. Ato H. Arrange the sections in the proper order to get the original passage.

(a) What are the burning reasons that drive men to destroy our monumental inheritance? Man seldom does anything for entirely rational reasons: usually, the less rational his ‘reasons, the more he defends them with short-term economic arguments. That is one of the modem lessons in ecology.

(b) We need the timber, we need the animals for food, pets, and of course for sport: continues the argument. Well, the forests have always been generous in their riches as far as they are able. They are not limitless. They are being exhausted at an ever-increasing speed and the habitats of innumerable other species of both flora and fauna and destroyed as a side effect.

(c) Many of you will know – because you have already contributed to our efforts – that the World Wild Life Fund is currently supporting more than 30 percent of conservation projects in various rainforest areas atone. The funds, ‘save the tiger appear for 4,00,000 raised to a magnificent 5,60,000, and governments responded not only by establishing reserves but also by controlling the trade in skins.

(d) We need the land for people runs the argument. Well, many people already inhabit the tropical forest belt. The native tribes have their own two impact lifestyle, hunting, trapping, and practicing a little cultivation. Perhaps not idyllic, it is nevertheless a lifestyle that does not endanger the forest ecosystem. We stress a little cultivation because, paradoxically, the forest soil is often infertile, and trees and green plants thrive on the comfort of their fallen foliage, which is rapidly broken down and recycled as nutrients. So when the jungle is cleared to plant crops, there is no means to put fertility back into the soil. Many governments spend much time resettling, people in deforested areas as part of so-called forward-looking development projects. But the crop yield is meager and brief. The soil soon makes its point. Erosion and flooding also tend to follow deforestation.

(f) Good husbandry- forest ecology, wisdom in planning less greed, and stupidity could keep man and the delicate rainforest relationship in balance indefinitely. This is our last great store host………… …our last wonderland. (g) Homo Faber, Man Builder has tragically always seen the jungles as something alien and environment to be vanquished, replaced with his own construction. In the past twenty years, the rate of pillage has increased alarmingly and huge tracts of verdant, beautiful forest- an irreplaceable treasure house of living things have given way often, to the wasteland. The evidence is that man will redouble his destructive efforts until the forest system is smashed and the jungle will function no more.

(h) Now we ask you to help us find our biggest ever international project: a two-year appeal to raise 1/2 million. The money will be used to sustain national parks and reserves within the tropical rainforest belt, in countries around the globe. Research, planning, manpower, and equipment all will be bought from the money you are able to give. If we cannot save the forests in their original state and the axe the bulldozer and the greater and lesser bureaucrat with his deadly pen have already seen to that- we must save enough to preserve them living burgeoning ecosystems the most remarkable on earth.

Answer:
1. (c) The so-called jungle of popular…………………….on earth.
2. (b) We need the timber…………………..as a side effect.
3. (f) Good husbandry…………………………last wonderland.
4. (d) We need the land…………….to follow deforestation.
5. (a) What are burning…………………….modem lessons in ecology.
6. (g) Homo Faber………………………….will function no more.
7. (c) Many of you………………….. trade in skins.
8. (b) Now we ask you………………. ….remarkable on earth.

Activity – 20
Brochure Writing

Read the following brochure on Chitika Lake.

Millions of intercontinental migrant birds, who go by natural instinct, fly great distances from places as for off Siberia, Mongolia, and South – Eastasia to their winter retreat in Chilka the largest brackish water lake in Asia. The placid blue lagoon, with a water-spread area of over one thousand square kilometers, is dotted with many picturesque islands and has the lofty mountains of the Eastern Ghats providing the ascetic backdrop.

This is the natural habitat of many species of flora and fauna including a number of rare endangered species like the Barakudia limbless skink The many fishing villages and sailing boats add local color and folklore lends a special flavor.
Dolphins provide the element of surprise.
And romance is in the air.
Be there and experience the real thing.

Extra Activity – 20(A)
Use the following expressions in the text – C in sentences of your own. Don’tcopyout the sentences from the text:

Kinship	look upon
star-strewn sky	sanitation
throughout	hankers after
righteousness	perseverance
synonymous	dedicated
assault	Heritage
arrogant	instantly
prevent from	diabolic
poaching	ecological project
deprived	hopeless desolation
contaminated	remain unaffected
eradicated	equitable
conservation	remain confined to
disposed of	disparities
discarded	brought about
side effects	findings
inadequacy

Answer:
Kinship: Man must develop a kinship with nature
Star-strewn sky: I enjoy sleeping under the star-strewn sky.
Throughout: There is a hue and cry throughout the country.
Righteousness: He is respected for his sense of righteousness.
Synonymous: Shankar’s name is synonymous with children’s art and literature.
Assault: The ruffian made a physical assault on the young man.
Arrogant: Nobody likes him for his arrogant behavior.

Prevent from: Children should be prevented from playing with fire.
Poaching: Preserving and poaching are the parallel human activities
Deprived: Everyone should be treated equally, no one should feel deprived
Contaminated: The river water is getting contaminated due to industrial sewage.
Eradicated: Poverty is very difficult to be eradicated
Conservation: Conservation of forests has become the crying need of the hour.
Concentrated on: He concentrated his mind on his studies.
Descended: The dirty and tom dresses should be discarded.
Side effects: This medicine produces no side effects.
Inadequacy: Inadequacy has a kinship with poverty.
Look upon: All citizens should be looked upon as equals
Sanitation: Sanitation is the prime concern of every city-dweller
Hankers after: He always hankers after money.
Perseverance: Perseverance is the main key to success.
Dedicated: The old man leads a dedicated life.

Heritage: We should be proud of our ancient heritage.
Instantly: You should instantly consult a doctor for your illness.
Diabolic: Guiltyambition and diabolic malice are his nature
Ecological project: An immediate ecological project should be made to fight pollution.
Hopeless desolation: The old man is living in hopeless desolation
Remain unaffected: His serene disposition remains unaffected by the noise.
Remain confined to A socialistic country that makes an equitable distribution of wealth
Equitable: Women should not remain confined to the four walls of the house.
Exclusive: Women have an exclusive right to sit over there
Disparities: Disparities in salary in the same capacity lead to less work.
Brought about: Information technology has brought about a tremendous revolution in the world.
Findings: There were no findings in his research.

Human Environment Summary in English

Progress should become synonymous with an assault on nature in most countries. The highest mountain in the world was claimed in 1953. Nehru objected to the phrase ‘Conquest of Everest”. Poverty and need are the greatest ‘polluters. The environment cannot be improved in conditions of poverty. Nor can poverty be eradicated without the use of science and technology. The inherent conflict is not between conservation and development but the between environment and the reckless exploitation of man and earth in the name of efficiency.

However, industrial civilization has promoted the concept of efficient man. He whose entire energies are concentrated on producing more in a given unit of time and from a given unit of manpower. Pollution is not a technical problem. The fault lies not in science and technology but in the sense of values of the contemporary world which ignores the rights of others and is forgetful of the longer perspective. The environmental problem of developing countries are not the side effects of excessive industrialization but reflect the inadequacy of development. Warfare is the bane of mankind. It not only kills instantly but also maims and deforms the living and the yet-to-born.

This also poisons the land, making it barren and desolate. The environmental crisis will be after the destiny of our planet. No one amongst us, whatever our status or strength in the circumstance, can remain unaffected. Life is one and the world is one and everything is interrelated The population explosion, poverty, ignorance and diseases, the pollution of our surroundings, and the stockpiling of nuclear weapons and biological and chemical agents of destruction are all parts of a vicious circle. Modem man must bear to re-establish an unbroken link with nature and with life.

Analytical Outlines

Asoka was the first only monarch to be kind towards animals.
They had forbidden the killing of animals for sports or food.
progress has become synonymous with the assault on nature.
It is an established fact.
The highest mountain in the world was claimed in 1953.
Nehru objected to the phrase ‘Conquest of Everest.
Poverty and need are the greatest polluters.
The tribal people live in the forests.
They kill the trees in the forests.
Actually, they destroy the forest entirely.
They destroy it for food.
They also destroy it for livelihood
We should provide them with employment.
We should also develop their purchasing power.
So that we can stop deforestation
Maximum people live in villages.
Some even live in shunning areas.
They keep the oceans, rivers, and air clean.
They live in poverty.
Actually, the environment can’t improve poverty.
Even speaking with them regularly is not so easy.
We should try to eradicate poverty.
It can be done through the use of science.
It can be also done through the use of technology.
The inherent conflict is not between conservation and development.
But it is between the environment and the reckless exploitation of man and earth.
Of course, it is done in the name of efficiency.
Pollution is not a technical problem.
The fault does not lie in science and technology.
But it lies in the sense of values in the contemporary world.
The environmental problems of developing countries are not the side effects of excessive industrialization.
It reflects the inadequacy of development.
We can have knowledge from the research and perseverance of dedicated people.
That knowledge is likely to play an important role in shaping our future plans.
Actually, we all want peace.
But modem warfare kills and deforms our living.
Of course, the environmental crisis will profoundly change the future destiny of our planet.
Life is one and the world is one.
In feet, the vicious circle comprises so many things.
These are population explosion and poverty.
These are also ignorance and disease, the pollution of our surroundings.
Even some are the stockpiling of nuclear weapons and biological chemical agents of destruction.
The problem, of course, is related to modem man.
Modem man must reestablish an unbroken link with nature and with life.
He must learn to recognize the energy of growing things.
The ancient men were doing this.
Our devotion to the chanting of the Atharvaveda might help us to have a better environment.

CHSE Odisha Class 12 Alternative English Solutions Unit 2 Text B: Impact of Global Warming

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 1 Solutions Unit 2 Text B: Impact of Global Warming Textbook Activity Questions and Answers.

CHSE Odisha Class 12 Alternative English Solutions Unit 2 Text B: Impact of Global Warming

Activity -8
Vocabulary

Choose words from the passage that mean more or less the following:
(The number of the paragraphs in which the words occur are given in brackets)
(i) The quality of being easily hurt. (1)
(it) A generally accepted opinion among a group of people. (1)
(iii) Relating to the earth. (8)
(iv) Happening again and again. (9)
(v) The plants and animals naturally exist in the place. (13)

Answer:
(i) Vulnerability,
(ii) Consensus,
(iii) Terrestrial,
(iv) Recurrent,
(v) Ecosystem

Activity – 9
Comprehension.

On the basis, of our reading of the Text – B mentions whether the following statements are true or false. Write (T) for true and (F) for false.

(i) We have already experienced the beginning of global warming.
(if) India has difficulty coping with climate change.
(iii) The water level in the Mediterranean will rise due to global warming.
(iv) As a result of global warming India will have shorter rainy seasons.
(v) We had global warming some millions of years ago.
(vi) Polar ice- caps will become shorter due to global warming.

Answer:
(i) We have already experienced the beginning of global warming. (T)
(ii) India has difficulty coping with climate change. (T)
(iii) The water level in the Mediterranean will rise due to global warming. (F)
(iv) As a result of global warming India will have shorter rainy seasons. (T)
(v) We had global warming some millions of years ago. (T)
(vi) Polar ice caps will become shorter due to global warming. (T).

Activity -10
Comprehension

Answer the following questions, each in a sentence or two.
Question (i)
What effects of global warming do we experience now?
Answer:
Following global warming we are experiencing high-level temperatures, melting of snow, frequent floods and droughts, and their aftermaths.

Question (ii)
Experts say that in the future the boundaries of plant and animal habitats will shift northwards. Why do they think so?
Answer:
The northern part is comparatively cooler than the southern one which due to increased accumulation of temperature will not result in a level rise that will force the plant and animal habitat to shift northwards.

Question (iii)
Why do experts think that the poor will be more affected by global warming?
Answer:
It is because the rich and well-resourced people will be able to adapt to climate change whereas the poor will suffer the worst because they will have to be thrown out of industrial and agricultural setups.

Question (iv)
How will global warming affect India’s water resources?
Answer:
India will be visited by frequent floods and droughts due to erratic rains which result from global warming. Agriculture and industry will be badly affected by forest fires and tropical cyclones will be a regular feature.

Question (v)
What will be the effect of global winning in the polar regions?
Answer:
Permafrost thawing, reduction of sea ice, coastal erosion melting of ice sheets, global ocean circulation, and sea level rise will adversely affect the polar regions.

Activity – 11
Note -Making

While making notes from text – B, a student missed some words as given below:
Fill in the blanks to complete the note.
1……………………… (title)
A. Introduction:
(a)……………..
(b) IPCC
(c)………………
(d) apprehensions

B. Impact on………. and………… systems
(a) water
(i)…………….
(ii) Rainfall

(b)………….
(c) Ecosystems
(d)…………..
(e) Health Hazards
(f)…………..

C. Regional………………not uniform
(a)…………. and with low…………. capacity.
(b)…………. and…………. with high………….
(c) Southern ………… and ………….
(d)………….. regions.
(e) Islands

D. Conclusions:
(a) Validity……………… ed
(b)…………….. place of ……………..

Answer:
1. Global warming
A. Introduction:
(a) Opinionofthe scientist.
(b) IPCC
(c) Scientific consensus.
(d) apprehensions.

B. Impact on climate and ecosystems
(a) (i) floods and droughts.
(ii) Rainfall.
(b) Glaciers.
(c) Ecosystems.
(d) Economy.
(e) Regional diversity.

C. Regional impact: not uniform.
(a) Asia and Africa with low adaptive capacity.
(b) North America and Europe with high adaptive capacity
(c) Southern Europe and Northern
(d) Arctic regions.
(e) Islands

D. Conclusion:
(a) Validity IPCC Estimated
(b) Apocalypse in place of IPCC WG

Activity – 12
Comparing two Texts

Question (i)
How is Text -1 similar to Text – 2?
Answer:
Both texts are similar in the same way that cause danger to the atmosphere.

Question (ii)
How are they different from each other?
Answer:
They’re almost the same but with a little difference. They differ from each other in the feet in that the first pollute the air, whereas the second causes high temperatures.

Question (iii)
Text – 1 presents the environmental crisis in the second section, where does Text – 2 present such crises?
Answer:
Text two presents such crises in the first section.

Question (iv)
What are the author’s attitudes toward such crises?
Answer:
The author’s attitudes are to arouse awareness amongst people against the danger of pollution and global warming.

Question (v)
Which author is more pessimistic? Why do you think so?
Answer:
The author of the second text is more pessimistic. It is because the author of the first one is hopeful in regard to improvements and his counterpart in the second text warns of a grim future.

Extra Activity – 12(A)
Say what parts of speech the following are in Text – B

conclusion	interfere
global	contaminate
temperature	increase
natural	erosion
adaptability	accelerate
consensus	biological
predict	infectious
indications	expand
physical	heat
frequency	recurrent
survival	diagonal
closely	respiratory
dependent	insecurity
capabilities	malnutrition
economic	severe
environmental	extreme
poorly	commercial
considerably	phenomena
varied	industrial
decrease	catastrophic
currents.

Answer:

conclusion	noun
global	adjective
temperature	noun
natural	adjective
adaptability	noun
consensus	noun
predict	verb
indications	adjective
physical	adjective
frequency	noun
survival	noun
closely	adverb
dependent	adjective
capabilities	noun
economic	adjective
environmental	adjective
poorly	adverb
considerably	adverb
varied	adjective
decrease	verb
currents.	verb
interfere	verb
contaminate	verb
increase	verb
erosion	noun
accelerate	verb
biological	adjective
infectious	adjective
expand	verb
heat	adjective
recurrent	adjective
diarrheal	adjective
respiratory	adjective
insecurity	noun
malnutrition	noun
severe	adjective
extreme	adjective
commercial	adjective
phenomena	noun
industrial	adjective
catastrophic	adjective

Section – C

You have already read two texts on our environment, both of the written from the scientists, viewpoint. In this section, you are going to read excerpts from an address by a former Prime Minister of India Mrs. Indira Gandhi. Do you think, there is a difference in her approach to the environmental problem?

Impact of Global Warming Summary in English

A large number of scientists have come to the conclusion that the global mean temperature of the planet is likely to rise in the range of 1.4 to 5.80°C by 2100 in relation to 1990. Preliminary indications as to global warming show that changes in regional climate and extreme weather have already affected many physical and biological systems. Increased frequency of floods and droughts is another cause of global mean temperature. Shrinkage of glaciers, melting of ice sheets, lengthening of the growing season in mid to high altitudes northward shift of plant and animal habitat boundaries, early flowering trees, etc. are some examples of the effect of global warming. Human survival is closely linked to the health of the environment. Economic sectors like industry, insurance, and financial services are also dependent upon environmental conditions. Global warming would produce net economic losses in many developing countries.

Impact On Natural and Human Systems:
The impact of global warming ranges from sea level rise to the destruction of ecological systems Every aspect of society will be affected. Global warming will bring about major changes in water distribution and water resources. Glaciers will shrink while smaller ones will disappear water stress in lower latitudes will increase. Higher evaporation due to higher temperatures will cause greater demand for water for irrigation purposes. Monsoons will be more intense causing greater flooding.

The change in precipitation will have an impact on local agriculture and vegetation. Freshwater fish will migrate poleward. The habitat for cold and cool water fish will be destroyed. It will carve a deep effect on the oceans. A decrease in sea ice cover, changes in water salinity, and alteration of ocean circulation currents can be expected. Flooding and land erosion will increase in the coastal areas. The severity of storms will increase. Human health will be in jeopardy.

Regional Impacts:
Polar regions are highly vulnerable to climate change. Climate change will be more rapid in these areas. An increase in temperature will cause an irreversible impact on ice sheets. Global ocean circulation and sea level rise. Fishery and tourism, are the mainstay of the economics of small island states, and the livelihood of their population will be adversely affected. However, the regional impact will be variable, and so will the capacity of different societies to adopt.

Analytical Outlines

The IPCC report suggests that global warming is already upon human civilization.
A large number of scientists have come to a conclusion.
The global mean temperature of the planet is likely to rise.
It will rise in the range of1 .4 to 5.8°C by 2100 in relation to 1990.
Preliminary indications of global warming show something.
Changes in regional climate affect physical and biological systems.
Changes in extreme weather also affect it.
Increased frequency of floods and droughts is a cause of global mean temperature.
The effects of global warming are many.
One of them is the shrinkage of glaciers.
Another is the melting of ice sheets.
Another effect is the lengthening of growing seasons in mid to high altitudes.
Still, another is a northward shift of plant and animal habitat boundaries.
Still another effect of it is the early flowering of trees.
Human survival is closely linked to the health of the environment.
Economic sectors are also dependent upon environmental conditions.
These sectors are industry, insurance, and financial services.
Global warming would produce net economic losses in many developing countries.
The impacts of global warming range from sea level rise to the destruction of ecological systems.
Every aspect of society will be affected.
It will bring about major changes in water distribution.
It will also bring about maximum changes in water resources.
Actually, glaciers will shrink.
The smaller glacier will disappear.
This will increase water stress in lower latitudes.
Higher temperature causes higher evaporation.
It will cause greater demand for water.
This demand for water is for irrigation purposes.
Monsoons will be more intense.
It will cause greater flooding.
The change in precipitation with impact on local agriculture.
It will also impact vegetation.
Freshwater fish will migrate poleward.
The habitat for cold and cool water fish will be destroyed.
It will carve a deep effect on the oceans.
We expect from it decreases in sea ice cover.
We expect changes in water salinity.
We expect an alternation of ocean circulation currents.
Flooding will increase in the coastal areas.
Land erosion will increase in the coastal areas.
The severity of storms will increase.
Human health will be in jeopardy.
Polar regions are highly vulnerable to climate change.
It will be more rapid in these areas.
An increase in temperature will cause an irreversible impact on ice sheets.
Rainfall patterns will change to a great extent.
It will cause greater flooding.
More rainfall will take place in shorter periods.
Human health will be endangered in many ways.
Diseases like malaria and dengue will be common.
Vector-borne infectious diseases will increase.
Flood-borne infectious diseases will also increase.
It will also increase water-borne infectious diseases.
Socio-economic impacts will be served.
Extreme weather will lead to human migration.
Industrial transportation will be hindered by floods.
Commercial infrastructure will also be hindered.
The impact of climate change will cause regional problems.
Fishery and tourism of small island states will be affected.
It will adversely affect the population.
The regional impact will be variable.
So will the capacities of different societies to adopt.
It will lead to a greater deluge if the right measures are not taken.

Meaning Of Difficult Words

glacier – A slow-moving large mass of ice
atolls – Islands made of corals and shaped like rings with saltwater lakes in the middle.
permafrost thawing – melting of snow on land which is a permanent change in the civilization
apocalyptic – a serious event that brings destruction and change in the civilization.
prediction – something which can make you see the future.
impact – influence, effect engraved upon something.
Assesses – estimates, determine the value of something.
adaptability – the cooperating and adjusting impulse of people.
vulnerability – that which is easily attacked.
consensus – agreement, holding a uniform opinion.
black – dark, grim, uncertain, dangerous.
extreme weather – weather that is either very hot or very cold.
shrinkage of glaciers – glaciers or ice sheets becoming smaller and smaller through the melting of ice owing to increasing temperature.
considerable – to a great extent or degree.
intense – severe, concentrated, harsh.
precipitation – the amount of rainfall in a particular area.
vegetation – plant kingdom on the earth.
migrate poleward – more forward in the direction of the poles.
habitat – a shelter for the animal’s
salinity – salty level in the seawater.
alternation – change, metamorphosis
marine – relating to sea and ships
erosion-corrosion, wiping away of soil
accelerate – quicken, increase, expedite
contaminate – pollute, release dirty things into something respiratory diseases, occurring in the respiratory tract lungs, heart, etc.
aggravate – increase the gravity of something.
thermal expansion – expansion of heat.
mainstay – the pivotal force on which other things rest.
adversely affected – worst affected, greatly suffered.
variable – changeable, changes according to the changing situation.
Emission – gases coming out of something through a process (e.g. smoke gas etc)

CHSE Odisha Class 12 Alternative English Solutions Unit 2 Text A: Our Environment

February 20, 2025February 19, 2025 by Bhagya

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 1 Solutions Unit 2 Text A: Our Environment Textbook Activity Questions and Answers.

CHSE Odisha 12th Class Alternative English Solutions Unit 2 Text A: Our Environment

Section -A

Activity -1
Skimming

Suggest a suitable title for the passage.
Answer:
Environment: It’s Pollution And Restoration

Activity – 2
Vocabulary

Find out from Text – Awards which more or less means the following paragraph numbers have been given in brackets:
of a large amount (2)
producing a large number of something (2)
A situation in which a difficult choice is to be made between two unpleasant options (2)
Mysteriouslyinteresting (3)
To be rubbed and destroyed gradually(6)
Sudden and destructive (8)
Relationship between all plants, animals, weather conditions, and geological features of an area (8)
Sad and without hope (12)

Answer:
Of a large amount – beautiful.
Producing a large number or amount of something – plentiful.
A situation in which a difficult choice is to be made between two unpleasant options prolific and hospital world that is unique in the universe.
Mysteriously interesting – intriguing
To be rubbed and destroyed gradually – erosion
Sudden and destructive – catastrophic
Relationship between all plants, weather-ecosystems
Sad and without hope – dismal.

Extra Activity
Find words in the Text – A which derive from the following words:

Imagination	severe
beauty	erode
host	deplete
Universal	poor
regeneration	contaminate
spontaneity	industry
complicate	pollute
sufficiency

Answer:

Imagine	severity
beautiful	erosion
hospitable	depletion
universe	poverty
regenerate	contamination
spontaneous	industrial
complications	pollution
sufficient

Activity – 3
Comprehension
On the basis of your reading, say whether the following statements are true or false. Write (T) for true and (F) for false at the end of the statement.
(i) Different species of living beings make our planet habitable.
(ii) Poor countries have larger population growth.
(iii) Three-quarters of the world’s poorest nations are in Asia.
(iv) The world depends mostly on fossil fuels.
(v) Anybody would like to get back the world that existed a century ago.

Answer:
(i) Different species of living beings make our planet habitable. (T)
(ii) Poor countries have larger population growth. (T)
(iii) Three-quarters of the world’s poorest nations are in Asia. (F)
(iv) The world depends mostly on fossil fuels. (T)
(v) Anybody would like to get back the world that existed a century ago. (T)

Activity -4
Comprehension
Answer the following questions, each with a sequence or two with reference to the passage.

Question (i)
Why is the world considered bountiful?
Answer:
The world is considered bountiful because it laps plenty of animals, birds, tiny living organisms, plants, human beings, aquatic creatures, and many other things. It is a planet where life is possible it looks beautiful with natural objects.

Question (ii)
Why is the effect of population growth harsher on developing countries?
Answer:
Developing countries suffer a serious setback owing to the population with affection development. The existing sustenance is sufficient for the growing population. Scarcity becomes a regular feature that ultimately leads to poverty. Development gets handicapped owing to population growth.

Question (iii)
What is food security dependent on?
Answer:
Food security is dependent on poverty, democracy, and equitable distribution. suggestion for improvement only. The introduction of the first section tells about the feet that the earth was the most beautiful and the most suitable place to live in. This would make the reader know how human activities are responsible for the destruction of the beautiful earth.

Activity -6
Grammar
In the text, Awe have come across phrases like

Life – support system
Zero-population growth
Fossil- fuel consumption
Pollution control measures etc.
In which the last line of the phrase is modified by other nouns going before it.
They may be expanded into the ‘system that supports life’ the rate of growth of population as zero etc.
Now, expand the noun phrases underlined in the following sentences and rewrite the sentences.

I shall meet you at the car park.
The building materials industry is going through a recession.
You can find the knife in the kitchen cupboard.
He lived a hand-to-mouth existence.
The publication department brought out a pamphlet on Pathani Samant.

Answer:
I shall meet you where the car park.
The industry that makes building materials is going through a recession.
You can find the knife in the cupboard in the kitchen.
He lived an existence that provides just had to mouth.
The department publications brought out a pamphlet on Pathani Samant.

Activity – 7
Grammar

Sometimes verb + ing works as adjectives. Earth-moving activities, towering trees, self-sustaining communities, and pressing problems are such examples. Even past participle forms (en) of verbs work as adjectives, such as a broken doll, the bored children, etc.

Rewrite the following sentences using a participle (-ignore forms):
The town where I grew up made steel
(a steel-making town)
We hired builders based in Kolkata.
The main road that was lined with trees looked majestic.
His performance at the national games broke a number of records.
The dispute had been going on for a long time.
Answer:
We hired Kolkata-based builders.
The main road that was lined with trees was majestic looking.
It was a record-breaking performance of his at the national games.
It was a long-standing dispute.

Extra Activity – 7(A)
Fill in the blanks with the correct proposition from Text- A

Question 1.
Imagine that you are an astronaut returning_______ the earth ________ a long trip_______ the moon or Mars.
Answer:
Imagine that you are an astronaut returning to the earth after a long trip to the moon or Mars.

Question 2.
Compared_______ the conditions________ the other plannets_________ our solar system temperatures ________ the earth are mild and relatively constant.
Answer:
Compared to the conditions on the other planets in our solar system, temperatures on the earth are mild and relatively constant.

Question 3.
Food shortages and famines already are too familiar __________ many places and may increase _________ frequency and severity if population growth, soil erosion, and nutrient depletion continue ___________ the same rate in the feature as they have________ the past.
Answer:
Food shortages and famines already are too familiar in many places and may increase in frequency and severity f population growth, soil erosion, and nutrient depletion continues at the same rate in the future as they have in the past.

Question 4.
Many countries already have serious water shortages and more than one billion people lack access ________ clean water or adequate sanitation.
Answer:
Many countries already have serious water shortages and more than one billion people lack access to clean water or adequate sanitation.

Question 5.
We produce hundreds_________ millions _________ tons_______ these dangerous materials annually and much ________ it is disposed ______ ______ dangerous and irresponsible ways.
Answer:
We produce hundreds of millions of tons of these dangerous materials annually and much of it is disposed of in dangerous and irresponsible ways.

Question 6.
The incidence_______ life-threatening infections and diseases have been reduced sharply in most countries ________ in the past century, while the average life expectancy has nearly doubled.
Answer:
The incidence of life-threatening infections and diseases has been reduced sharply in most countries during in the past century, while the average life expectancy has nearly doubled.

Section – B

Do you think you felt warmer this summer than last year? What are the possible causes of the progressive increase in temperature during the last few years?

Our Environment Summary in English

We are, at present confronting a lot of environmental problems. Before examining the environmental crisis, a slight analysis of the one we inherited should be made. Imagine that you are an astronaut returning to earth from the Mood of Mars and it would lie a nice experience to have come back to this planet from outer space. Although we are facing certain problems here, we are living unique place quite prolific and profitable. The most astonishing of our planet is the rich diversity of life that exists here. Millions of beautiful and intriguing species populate the earth and help sustain a habitable environment. Organisms like viruses, bacteria, and other tiny forms make-up self-sustaining communities. Dense, moist forests, vast sunny, savannas, and richly colorful coral reefs are here.

Environmental Dilemma:
One of the major environmental dilemmas is the rapid growth of the population. Demographers believe that this unprecedented growth rate will slow in the next century and that the population might eventually drop back below its present size. Others warn that the population will quadruple in a century after its birth rate does not corroborate with the death rate. Food shortages and famines may increase in frequency and severity if population growth soil erosion and nutrient depletion continue at the present rate. The deficit in and contamination of water is another threat. Violent conflicts over control of natural resources may increase if we don’t learn to live within nature’s budget.

Supplies of fossil fuels like oil, coal, and natural gas are diminishing at an early rate. Burning of fossil fuels releases carbon dioxide and may bring about sea level rises and catastrophic climate change. Acids formed in the air as a result of fossil fuel combustion already have caused extensive damage to building materials. Chlorinated compounds such as the chlorofluorocarbons used in refrigeration and air-conditioning, also contribute to global warming as well as damage the Stratospheric ozone that protects us from cancer-causing ultraviolet radiation in sunlight. Destruction of tropical forests, coral reefs, wetlands, and other biologically rich landscapes is causing alarming loss of species and a reduction in biological variety.

Toxic air and water pollutants, along with mountains of solid and hazardous wastes, are becoming overwhelming problems in industrialized countries. The health effects of pollution, toxic, wastes, stress, and other environmental ill-of-modem society have become a greater threat than infectious diseases for us in industrialized countries.

Sign Of Hope:
Steps have already been initiated in North America and Europe in reducing air and water pollution. Population in some countries has stabilized. The incidence ofKfe threatening diseases has been reduced sharply increasing life expectancy. In spite of all this much more is to be done for finding a viable solution to the problems. Being aware of the problems we face is the first step towards finding their situations.

Analytical Outlines

Now a days, we face a lot of environmental problems.
We should at first, have a slight analysis of our earth.
Then we have to analyze the environmental crisis.
Imagine yourself as an astronaut.
You have just returned to earth from the Moon or Mars.
It would be a nice experience.
Although we are feeling certain problems here.
Of course, our earth is unique.
It is quite prolific and profitable to live here.
We find the most astonishing feature of our planet.
It is the rich diversity, of life that exists here.
Millions of beautiful and intriguing species populate the earth.
It helps to sustain a habitable environment.
The tiny forms make up self-sustaining communities.
These organisms are viruses, bacteria, etc.
Our planet has also dense, moist forests.
It has also vast sunny savannas and richly colorful coral reefs.
One of the major environmental dilemmas is rapid growthofpopulatioa
Demographers believe in something.
They believe in unprecedented growth rates.
It will slow down in the next century.
The population might eventually drop back below its present size.
Others warn about something.
The population will quadruple a century after.
Its birth rate does not corroborate with the death rate.
Food shortages and famines may increase in frequency and severity.
If population growth, soil erosion, and nutrient depletion continue at the present rate.
The deficit in water is another threat.
Contamination of water is the other one.
It may increase violent conflicts over control of natural resources.
If we don’t learn to live within nature’s budget.
The supply of fossil fuels is decreasing at every rate.
These fuels are oil, coal and natural gas, etc.
Burning fossil fuels release carbon dioxide.
It may bring about a rise in the sea level
It also causes catastrophic climate changes.
Fossil fuel combustion forms acids.
It already has caused extensive damage to building materials.
Chlorinated compounds are chloroform carbons.
These are used in refrigeration.
These are also used in air-conditioning.
These contribute to global warming.
It also damages the stratospheric ozone.
This ozone protects us from cancer.
Because it causes ultraviolet radiation in sunlight.
Earth is full of biologically rich landscapes.
These are tropical forests, coral reefs wetlands, etc.
It causes an alarming loss of species.
It also causes a reduction in biological variety.
In industrialized countries the problem is many.
One problem is toxic air.
Another one is water pollution.
Even other hazardous wastes.
These are becoming overwhelming problems in modem society.
The environment causes infectious diseases.
Steps have already been initiated in North America.
Europe is reducing air and water pollution.
Population in some countries has been stabilized.
The incidence of life-threatening diseases has been reduced.
It sharply increases life expectancy.
Much more steps are taken to viable solutions to the problems.
Being aware of the problems is the first step towards finding their solutions.

Meaning Of Difficult Words.

inherited – obtained as a right from the predecessors.
desolate – isolated, lonely, uninherited.
unique – sole, second to none, the kind of thing which has no substitute.
regenerated – produced, created, resulted, etc.
spontaneously – automatically, naturally, moving on its own without any external impulse.
amazing – surprising, astonishing, astounding, wonderful.
diversity – different kinds of variety of many kinds.
savannas – flat and vast expense of grassy land in Africa.
heat absorbing – gases that absorb and soak heat.
global warming – warming or heating of the universe.
catastrophic climate – a climate that causes disaster.
fuel combustion – burning of fuel that gives heat and energy that propels engines.
ecosystem – environmental setup shortened from the ecological system.
stratospheric – stratosphere of the atmosphere. The atmosphere has four layers, 1 – Biosphere, 2 – Toposphere, 3 – Stratosphere, and 4 Ionosphere.

reefs – lines of rocks, sand, or corals just above or below the sea surface.
abundance – plentitude, a lot of affluence.
aesthetic – appreciation of beauty, art, and literature.
ethical – moral, valuable ideas.
survival – existence, living, sustenance
hazardous – dangerous, something, causes danger.
noxious – very harmful, dangerous, repulsive
dumped – heaped, piled, put together
impose – the point at which further development is impossible.
paramount – the most powerful, pivotal, principal
litany – a long list of unpleasant things
stabilized – make stable and static, not to continue
infectious – diseases that spread through infection.
regardless of – with regard or respect to nothing.