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Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 2 Oft, In The Stilly Night Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 2 Oft, In The Stilly Night Question Answers CHSE Odisha

Oft, In The Stilly Night Class 11 Questions and Answers

Think It Out

Question 1.
When do the past memories occur to the poet?
Answer:
The past memories occur to the poet before he finds himself in deep sleep.

Question 2.
What does “other days” mean?
Answer:
‘Other days’ means the days coming nearer and this creates a sense of impending doom.

Question 3.
Are the memories of boyhood sweet or sad? Quote the line in support of your answer. How does the poet grieve for his dear ones who have passed away?
Answer:
Memories of boyhood are both sweet and sad. The lines :
“The smiles, the tears”
“The eyes that shone”
“Now dimm’d and gone”
“The cheerful hearts now broken !”
bring out sad memories.

Besides the lines
“Of boyhood’s years”
“The words of love then spoken”
describe sweet memories.
The poet grieves for his dear and near ones who have passed away in his nostalgic vein.

Question 4.
How does he recall his friends?
Answer:
He sadly recalls his friends who were very close to him. They are now all dead.

Question 5.
Does the poet feel lonely in the absence of his near and dear ones? Quote the line in support of your answer.
Answer:
Yes, the poet feels lonely in the absence of his dear and near ones. The line “Who trades alone” states this.

Question 6.
A simile is a figure of speech used to make a comparison between two unlike things using ‘as’, and ‘like’ … What figure of speech does the poet use to express his loneliness?
Answer:
The poet used metaphor to express his loneliness.

Question 7.
The figure of speech used to express inanimate beings as animate is called personification. Give the example of personification used m the poem.
Answer:
The line “slumber’s chain has bound me” is an example of personification.

CHSE Odisha Class 11 English Oft, In The Stilly Night Important Questions and Answers

A. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.

When I remember all
The friends, so linked together,
I’ve seen around me fall,
Like leaves in wintry weather;
I feel like one
Who treads alone

Some banquet-hall deserted,
Whose lights are fled,
Whose garlands dead,
And all but he departed!

Thus, on a stilly night,
Ere slumber’s chain has bound me,
Sad memory brings the light
Of other days around me.

Questions :
(i) “So linked together.” Explain its significance.

(ii) Explain :
“I’ve seen around me fall,
Like leaves in wintry weather;”

(iii) Why is ‘Some banquet-hall deserted’?

(iv) What does this extract indicate?

(v) Account for repetition of words ‘whose’ and ‘he’ signify?

Answers :
(i) The expression “So linked together” implies the poet’s close Mends.

(ii) With the advent of winter, leaves wither. Like them, his friends have passed away in course of time.

(iii) Some banquet-hall looks empty, because his dear and near ones, and his friends are all dead.

(iv) This extract indicates the poet’s transition from boyhood to the present time by switching from past to present tense.

(v) The repetition of ‘whose’ and ‘he’ indicate personalization.

B.Multiple Choice Questions (MCQs) with Answers

Choose the correct option.
Introducing the poet and Warm-up

Thomas Moore…………. away.
Question 1.
Who among the following is the poet of the poem “Oft, In The Stilly Night”?
(a) Thomas Hardy.
(b) Thomas Moore.
(c) John Milton.
(d) John Keats.
Answer:
(b) Thomas Moore.

Question 2.
The description in this poem is mainly about :
(a) a natural science.
(b) the life of a great man.
(c) the memories of the past.
(d) a hero of a great battle.
Answer:
(c) the memories of the past.

Question 3.
In the poem the poet longs for :
(a) the days have gone by, and the dear ones who have passed away.
(b) the hero of battle who fought till the last drop of his bloodshed.
(c) the natural beauty which he had seen while visiting a hill station.
(d) none of the above.
Answer:
(a) the days have gone by, and the dear ones who have passed away.

The Text
Lines from 1 to 14
Oft, in the stilly night……….. days around me.
Question 4.
How was the night that the poet refers to?
(a) stormy.
(b) stilly.
(c) shivering.
(d) snowy.
Answer:
(b) stilly.

Question 5.
What do you mean by the word ‘stilly’?
(a) disturbing.
(b) fearful.
(c) calm.
(d)horror.
Answer:
(c) calm.

Question 6.
Which kind of ‘chain’ does the poet here refer to?
(a) chain of iron.
(b) chain of dreams.
(c) chain of deep sleep.
(d) chain of thoughts.
Answer:
(c) chain of deep sleep.

Question 7.
What do you mean by the word ‘slumber’?
(a) deep breathe.
(b) deep sleep.
(c) deep thought.
(d) deep voice.
Answer:
(b) deep sleep.

Question 8.
What does the word ‘light’ mean?
(a) the sunshine.
(b) the joy.
(c) the sorrow.
(d) the moonlight.
Answer:
(b) the joy.

Question 9.
What do the words ‘other days’ mean?
(a) the days other than his days of the tour.
(b) the days when the poet was away from his friends and his kith and kin.
(c) the days of his childhood.
(d) none of the above.
Answer:
(b) the days when the poet was away from his friends and his kith and kin.

Question 10.
He remembers the smiles and the tears of a particular period. Which is that?
(a) period of childhood.
(b) period of youth.
(c) period of his tours and travels.
(d) period of the old hood.
Answer:
(a) period of childhood.

Question 11.
What does the poet feel to have lost?
(a) his childhood days.
(b) his memory of good and bad days.
(c) the shining eyes and the cheerful hearts of his near and dear ones.
(d) none of the above.
Answer:
(c) the shining eyes and the cheerful hearts of his near and dear ones.

A line from 15 to 28
When I remember………….. ….days around me.
Question 12.
Whom does the poet remember?
(a) his friends who had gone.
(b) his friends who are still alive.
(c) his forefathers who have gone.
(d) none of the above.
Answer:
(a) his friends who had gone.

Question 13.
How did his friends leave this world?
(a) like a journey to heaven.
(b) like leaves in winter weather.
(c) like everybody in this world.
(d) none of the above.
Answer:
(b) like leaves in winter weather.

Question 14.
What does it imply ‘so linked together’?
(a) people in the link.
(b) people of an association.
(c) poet’s close friends.
(d) natural things linked together.
Answer:
(c) poet’s close friends.

Question 15.
What do you mean by the expression ‘banquet-hall deserted’?
(a) nobody in the hall to enjoy the feast.
(b) the loneliness of the last survivor.
(c) loss of cheerfulness in life.
(d) none of the above.
Answer:
(b) the loneliness of the last survivor.

Question 16.
‘And all but he departed.’ In this line the word ‘he’ refers to :
(a) to the man who is not dead.
(b) the best friend of the poet.
(c) the poet himself.
(d) none of the above.
Answer:
(c) the poet himself.

Question 17.
One line of the poem signifies that the poet is all alone. What is that line?
(a) Line 19
(b) Line 20
(c) Line 21
(d) Line 24
Answer:
(b) Line 20

Question 18.
Which words in the poem express personification?
(a) in the stilly night.
(b) slumber’s chain.
(c) who treads alone.
(d) none of the above.
Answer:
(b) slumber’s chain.

Question 19.
What do you mean by the word ‘departed’?
(a) went away.
(b) divided.
(c) dead.
(d) separated.
Answer:
(c) dead.

Question 20.
What’s the expression of the line ‘Whose lights are fled”?
(a) the joys of their happiness are gone.
(b) who have lost their lives?
(c) the light of their lives has become a beam.
(d) none of the above.
Answer:
(a) the joys of their happiness are gone.

Detailed Summaries and Glossary
Stanza – 1 (Lines 1-14)
Gist with Glossary
Gist :
Stanza one presents two periods of memories, sweet and sad that occupy the poet’s mind. It begins with memories of boyhood. It was a blend of joy, love, and sorrow. The shining eyes and the cheerful hearts of his dear and near ones met with the tragic loss. He remembers these days in a quiet night before deep sleep takes hold of him

Glossary:
Oft: often (ବାରମ୍ବାର, ବହୁବାର)
Stilly: calm, silent (ନୀରବ, ନିସ୍ତବ୍ଧ)
Slumber: deep sleep (ଗଭୀର ନିଦ୍ରା)
The Light: (here) joy (ଆନନ୍ଦ)
Other Days: the days when the poet was away from his friends and his kith and kin.
The eyes…gone: The death of those whom he loved most
The cheerful…… broken: indicate death

Stanza – 2 (Lines 15-28)
Gist With Glossary
Gist:
Stanza two begins with the poet’s remembrance of close friends. He has seen them like withered leaves in the wintry cold. He now feels lonely. He sees the deserted banquet hall. The lights and garlands there are all gone with the death of each and every friend. They have left him alone to remember them in the stillness of night before he finds himself in deep sleep. Sad memory freshens the happy and joyful days he had spent not only with his friends but with other people around him.

Glossary:
The Friends….together: the poet’s close friend.
I have…….. fall: his friends are no more.
like……… weather: they have withered as the leaves fall as a result of bitter wintry cold.
I feel……… alone: the poet wilts under loneliness.
banquet…….. deserted: The banquet hall is empty. There is no sign of his friends.
whose…….. dead: They are all dead.
And all but he departed: Each of his close friends has died. He remains a lone survivor.

Introducing The Poet

Thomas Moore, an Irish poet, is a singer, songwriter, and entertainer. Besides, he is a satirist and a propagandist. He is now best remembered for The Lyrics of the Minstrel Boy and The Last Rose of Summer. In his lifetime, he was often referred to as Anacreon Moore.

About The Poet

Moore’s Oft, In the Stilly Night, throws light on two periods (past and present) and memories (boyhood and present). There is a tinge of nostalgia about it. It is one of the most magnificent songs of Moore with a complete adjustment of words to music and music to words with a very fine quality poetical merit in the verse. The theme of death pervades the poem.

Summary

The poet walks down the memory. He recollects memories, sweet and sad, in the calm night before deep sleep grips him. ‘The smiles, the tears’ of his ‘boyhood years’ flash before his mind’s eye. Besides loving words of his dear and near ones ring his ears. Their shining eyes are no more. Their gay hearts do not exist. The poet’s remembrance of the sad past takes him back to the days of sunshine and happiness he had had with his kith and kin. In short, death is first presented in the shining eyes that are ‘now dimmed and gone’.

It is next presented as ‘cheerful hearts now broken’. The poet’s mind is filled with near-present memories of ‘friends, so link’d together’. Death is presented here as friends who ‘fall/like leaves in wintry weather’. Death again is presented in a personal connection and in a threatening way. He remembers the day when his dear ones left some banquet-hall one by one. They have passed away. He is the lone survivor. In other words, he recollects the past in a state of deep sorrow.

ସାରାଂଶ:
କବି Thomas Moore ଏହି କବିତାରେ ଜୀବନର ଦୁଇଟି ସମୟର ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି – ବାଲ୍ୟ ଅବସ୍ଥା ଓ ବର୍ତ୍ତମାନର ବାର୍ଦ୍ଧକ୍ୟ ଅବସ୍ଥା । ରାତିର ଗଭୀରତା ସହିତ ନିର୍ଜନତା ମଧ୍ୟ ବଢୁଥାଏ, ପରିବେଶର ନିସ୍ତବ୍ଧତା ଓ ନିର୍ଜନତା ମଧ୍ୟ ଚତୁଃପାର୍ଶ୍ଵକୁ ବିସ୍ତାରିତ କରୁଥାଏ । କବି ଶୟନ କକ୍ଷକୁ ଯାଆନ୍ତି ବିଶ୍ରାମ ନେବାପାଇଁ । କିନ୍ତୁ ଅତୀତର ସ୍ମୃତି ପ୍ରକାର ଚିନ୍ତାରେ । ପିଲା ସମୟର ସୁଖ ଓ ଦୁଃଖର ଚିନ୍ତାଗୁଡ଼ାକ ମନ ମଧ୍ୟକୁ ଧସେଇ ପଶିଆସେ । କବିଙ୍କ ଚିନ୍ତା ବାଲ୍ୟାବସ୍ଥାର ସ୍ମୃତିରୁ ଆରମ୍ଭ ହୋଇଛି । ଏହା ଥିଲା ଆନନ୍ଦ, ପ୍ରେମ ଓ ଦୁଃଖର ଏକ ସମ୍ମିଶ୍ରଣ । ବାଲ୍ୟାବସ୍ଥାର ଏହି ପ୍ରତିଧ୍ଵନିତ ହୁଏ । ସେମାନଙ୍କର ସେହି ଉଜ୍ଜଳ ଆଖି ଓ ନିର୍ମଳ ହୃଦୟ ଆଉ ନାହିଁ । କବିଙ୍କର ସେହି ଆନନ୍ଦ ଓ ମଧୁର ମୁହୂର୍ଭର ସୂ ତିଚାରଣ ହୁଏ । ଯୁବକ ଅବସ୍ଥାର ସେହି ପ୍ରେମ ବିଭୋରିତ ମୁହୂର୍ଭ ବି କବିଙ୍କର ମନେପଡ଼େ ।

ଆଜି କବି ବାର୍ଦ୍ଧକ୍ୟର ଉପନୀତ।ସେଦିନର ସେହି ନିର୍ମଳ ହୃଦୟ ଓ ଉଜ୍ଜଳ ଆଖିକୁ ଆଜି ମୃତ୍ୟୁର ମଳିନତା ଗ୍ରାସ କରିଛି । ଚାଲିଯାଇଛି ସେହି ଆନନ୍ଦମୟ ପ୍ରେମ ବିଭୋରିତ ମୁହୂର୍ତ୍ତ । ଆଜି ତାଙ୍କର ହୃଦୟ ହୋଇଛି ଶୁଷ୍କ ଓ ନୀରସ । ଏହା ଭାଙ୍ଗି ଖଣ୍ଡ ଖଣ୍ଡ ହୋଇଯାଇଛି । ନିସ୍ତବ୍ଧ ରାତ୍ରିର ଗଭୀରତା ତାଙ୍କ ପାଖକୁ ନେଇ ଆସିଛି ଦୁଃଖ ଓ ହତାଶାର ଚିତ୍ର । କବିଙ୍କର ସ୍ମୃତିଚାରଣ ହୁଏ ସାଙ୍ଗମାନଙ୍କ ସହିତ ସେହି ସୁନେଲି ମୁହୂର୍ଭ, ଯେତେବେଳେ କି ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦଭରା ନାଚ ଓ ଗୀତରେ ସମୟ ଅତିବାହିତ କରିଥିଲେ । ଏବେ ମୃତ୍ୟୁର ପରିପ୍ରକାଶ ଘଟିଛି । ସେ ଆଜି ବାର୍ଦ୍ଧକ୍ୟରେ ଉପନୀତ । ସାଙ୍ଗମାନେ ସମସ୍ତେ ଛାଡ଼ି ଚାଲିଗଲେଣି । ଏବେ ସେ ଏକାକୀ ନିଃସଙ୍ଗ ହୋଇ ବଞ୍ଚ୍ ଭିତରେ । ସେ ହୋଇଯାଇଛନ୍ତି ଏକ ପରିତ୍ୟକ୍ତ ଭୋଜିଭାତ ଘରେ ଏକୁଟିଆ ବୁଲୁଥିବା ଜଣେ ଲୋକ ଭଳି । କିଛି ଉଠୁଥ‌ିବା ଘରଟି ଏବେ ନିର୍ଜନ ଓ ନିଃସଙ୍ଗ ହୋଇଯାଇଛି । ଆଲୋକ ଲିଭିଯାଇଛି ଓ ଫୁଲମାଳ ମଉଳି ଯାଇଛି । ସମସ୍ତେ ଅନ୍ଧକାର ରାତ୍ରିର ନିର୍ଜନତା ମଧ୍ଯରେ ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 1 Ecology Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 1 Ecology Question Answers CHSE Odisha

Ecology Class 11 Questions and Answers

Pre-reading Activity,
The poem you will read presently has the title ‘Ecology’. What does Ecology mean? If you aren’t sure of its meaning, look it up in the glossary following the text of the poem and write its meaning here. Can you now guess what the poem would aim to tell the reader? Write your guess here.

Questions For Discussion

Question 1.
What story does the poem tell us?
Answer:
The poem tells us about saving the ‘ecology’ of Nature. In spite of the recurring migraine of his mother and a line of cousins every year during the flowering season, she was out of temper with a thought of others as to felling the flowering trees.

Question 2.
What is its theme?
Answer:
Its theme is to, help save the environment in the way of saving trees, Therefore, it contributes a lot to the survival of a good environment.

Question 3.
When does the speaker come home in a rage and why?
Answer:
The speaker comes home in a rage when their three red Champak trees start flowering after the first rain. He gets irritated because of the advent of the Champak flowers. causes a pathetic experience for him. It is because they cause a severe migraine in his mother.

Question 4.
How does the poet describe the fragrance of the Champak flowers?
Answer:
The fragrance of the Champak flowers is very sharp and strong. Hence, too much fragrance and smell cause a pinching effect on his mother’s head and automatically causes migraine. No wind could separate the fragrance of a heavy hung yellow pollen fog of a flower.

Question 5.
How are the walls of the black pilloried house .described ‘?
Answer:
However, the poet has personified the walls of the black pilloried house. So, the walls of the black pilloried house are described to have eyes and ears.

Question 6.
When the speaker says “had gone it again” (Stanza-2), what D is its effect? Does this expression convey approval or disapproval?
Answer:
The speaker says it when he comes home in a rage. Its effect is the mother flashing her temper. The expression conveys a sense of disapproval.

Question 7.
How are the words “sift” and “porous” related? What purpose do they serve in the poem?
Answer:
“Sift” means ‘separate’ and “porous” means something having tiny holes. The wind could not separate the fragrance of the Champak flowers. Again the scales, smells, bone creaks, and nightly D visiting voices were porous which never allowed the smells to D rebounce.

Question 8.
What makes the mother “flash” her temper?
Answer:
The flowering Champak trees have severe migraine to the mother with their strong fragrance. It was decided to cut down these trees so as to give a healing touch
to his mother. This makes his mother “flash” her temper, it is because this would disturb the ecology, and her daughter and granddaughters would be deprived of annual flowers.

Question 9.
“But Mother, flashing her temper (like her mother’s twisted silver, grand children’s Knickers wet as the cold pack on her head…”, Explain the comparisons (Similes) in these lines.
Answer:
Grandmother’s silver ornaments, grandchildren’s Knickers, and the wet cold pack on mother’s head herself have some proportions of distortions. When a person gets severely angry he or she looks wry, wreathed, and distorted. Here, the mother’s anger makes her twisted like the things compared above. these lines.

Question 10.
Which stanza do you find the most dramatic in the poem?
Answer:
Stanza 7- “but mother, flashing her temper like her mother’s twisted silver, grand children’s Kunicker’s…..” is found to be dramatic in the poem.

Question 11.
What light does the poem throw on the Mother’s attitude?
Answer:
The mother is entirely aware of ecology which is closely associated with the survival of the animal kingdom. She never wishes and allows the red Champak trees to be cut down in spite of her suffering from severe headaches caused by the strong smell of the flowers of these trees.

Question 12.
How does the speaker’s attitude contrast with that of the mother?
Answer:
The speaker’s attitude was in sharp contrast with that of the mother. The mother wishes for the preservation of the Champak flowers in spite of her terrible suffering from severe migraine caused by the strong smell of the flowers. The speaker, on the other hand, suggested that the trees should be cut down as a remedial measure against his mother’s migraine.

Composition

Question 1.
Examine the appropriateness of the title ‘Ecology’ for the poem.
Answer:
The poem ‘Ecology’ has been composed by A.K… Ramanujan is an eminent and outstanding poet of Anglo-Indian literature. He has composed multifarious volumes of poems. Some of them are ‘Relations’, ‘Second Sight’ etc. Some of the themes of his poetry are fear, despair, the need for familial worth, etc. He provides apt and suggestive titles to his poems. The title ‘Ecology’ of this discussing poem is a typical example of that. It may be a poem, essay, short story, drama, etc. but a suitable and suggestive title automatically drags the attention of the reader and attracts the customers to a shop.

The readers or the customers are automatically mesmerized by it. It makes the reader spelled just like a gorgeous and colorful signboard bound to go through it. Exactly the same has happened in the case of this discussing poem ‘Ecology’ In fact, literally ‘ecology’ means the habitats of living things and their relation to the environment. We always prefer to live in an adequate and good ecology. In this poem, it is used as a contrasting attitude of the mother and the children- towards nature. It highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering. However, the poem starts with the narrator’s rage at the advent of the 1st rain.

It has caused the flowering of the three red Champak trees. His rage is due to the sharp and strong, fragrance of the flowers which automatically causes severe migraine in his mother. He is in the mood to cut down. the trees so as to free her from the troubles. But his mother wholeheartedly goes against this decision and is an ardent supporter of ecology. She is well aware of the preservation of trees which are a powerful source of ecological balance. She wants those trees should. be continued in spite of their adverse effect on life.

She does not bother about her migraine. According to her, the felling of trees is anti-ecology. She argues further that despite of all these, the trees provide an annual gift of flowers to her gods, daughters, and granddaughters although they cause a severe migraine to herself. The narrator becomes spellbound by his mother’s assertion about ecology and never proceeds to accept anti¬ ecology. As a matter of fact, judging from all respect, the title of the poem ‘Ecology’ is apt and suggestive. On the other hand, it is inspiring and heart-touching. On the whole, the poet is at his best to provide an apt and suggestive title to the poem.

Question 2.
Read the following poem (‘Night of the Scorpion’) fry Nissim Ezekiels on a similar theme and rate the points of comparison and contrast between ‘Ecology’ and ‘Night.
Answer:
However, A.K. Ramanujan’s ‘Ecology’ and Nissim Ezekiel’s ‘Night of the Scorpion’ have some similar and dissimilar aspects. The poets are having some identical and contrasting features which put these Scorpions’. poems on similar lines.

Points of comparison:
1. Both poems center around one principal character who happens to be a mother.

2. Suffering of the mother is a common feature in both poems. In ‘Ecology’ mother suffers from migraine caused by the strong smell of the Red Champak flowers. Mother wishes to preserve the trees for her children although she suffers, And of a Scorpion’ the sufferin8 of mother has portrayed in the storage vein- The mother suffers from the P0, sonorous stinging of the Scorpion and feels re, axed as the ScorPion has her and has luckily spared her children. The poet depicts the loving heart of a mother for her children.

Points Of Contrast:
There are mothers in both poems, but they are similar but not the same. Mother in ‘Ecology’ and mother in ‘Night of a Scorpion’ is portrayed in slightly different veins
1. Mother in ‘Ecology1 is in favor of providing flowers to her daughters and daughter daughters and is indirectly a staunch supporter of the environment and preservation of natural phenomena. The mother, on the other hand, in ‘Night of Scorpion’ speaks volumes of motherly love and affection for her children.

2. Superstitions beliefs of the villagers and the scientific attitude of the father are just a posed vis-a-vis.
3. Scorpion Stings mother in ‘Night of the Scorpion’ and the Strong smell of the Red Champak trees harms mother’s health causing severe migraine. Both these poems, however, compared and contrasted having a kind of specialty. The two poems bear a mark of likeness and differences, but the play has one thing in common Indianness.

Detailed Summaries

Paraphrase: (Stanzas: 1-2)
Rain comes as usual as a natural process. It provides a special life to dance with joy and joviality. A jovial atmosphere prevails. But this does not happen in the case of the narrator. Rather he is multifarious trees into the first entrance after a long gap. Both plants and human beings are enraged by the advent of rain. It also makes him back home with fury. He guessed that three of their Champak trees had started flowering

(Stanzas: 3-4)
become very beautiful and attractive. They were laden with fresh and delicate flowers which automatically doubled their former beauty. The narrator is not happy at all. These created problems for his mother. The strong fragrance of these flowers brought to her a terrible migraine. It automatically caused painful experiences during the blossoming season. Despite of her suffering/ she had a strong desire to make these flowering trees continue on ecological grounds. But the children were provoked by the presence of such flowers. No wind could separate the heavy hung yellow pollen fog from the Champak to stretching along The three red Champak trees street.

(Stanzas: 5-6)
No door of their black pilloried house could shut out to prevent the sharp and strong smell of the red Champak flowers. The fragrance automatically crept into the room so as not to free herself from the severe migraine she used to suffer due to the deadening smell of these flowers. Scales, bone cracks, smells and nightly voices were porous which never allowed the smell to rebound.

(Stanzas: 7-9)
The poet has used a beautiful comparison. Here the simile is that the mother’s flashing temper against the dangerous proposition of getting rid of the red Champak trees was like his grandmother’s twisted silver and gold. It was also like the children’s knickers. All these ultimately cooled her mother’s head. Her serious disposition was a threat against felling flowering trees, She said that the trees were as old as herself, The tree sprouted from the seed dropped by a passing bird. Hence, the trees were not cut down

(Stanzas: 10-11)
However, the providential dropping of the seed by a passing bird luckily germinated. Gradually, it grew up into a full-grown flowering tree as if to give her Gods, daughters, and daughters, daughters a basketful of annual flowers. They also simultaneously brought the most painful migraine to a line of cousins. All these evoked a special fascination with the flowering red Champak trees. Therefore, the idea of cutting down the trees was ultimately given up.

The Poet :
A.K. Ramanujan (1929-1996) permits his poetry to spring out of “deep inner compulsions”. Fear, despair, and the need for familial warmth are some of the themes of his poetry. His major verse collections are. “The Striders (1966)”, “Relations 1971)”, Selected Poems (1976)” and “Second Sight (1986)”. The Poem

The Poem :
‘Ecology’ expresses the contrasting attitudes of the mother and the children towards nature; it highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering.

Ecology Summary in English

Rain comes as Usual as a natural process. It provides a new light to the also overwhelms with joviality and welcomes it wholeheartedly. But such a thing does not happen in the case of the narrator of the poem. He would angrily after the first rain.? Because he could sense it from a distance that their three red Champak trees had pepped multifarious trees of nature. The beautiful and attractive nature not only dances with joy in the coming of the rainy season but the people up int6 a new life- They had 10 stars flowering thereafter.

These fresh flowers caused severe headaches called migraine to his mother. No wind Was able to separate the yellow pollen fog from the fragrance of the flowers of the trees. No door could be shut out from their black pilloried house whose walls could see and hear bone-creaks, nightly visiting voices porous, like them But his mother’s temper which flashed like her twisted silver and grandchildren’s knickers prevented them from cutting down a tree in flower. These trees were as old as herself. The tree gave basketfuls of annual flowers to her daughters and daughter’s daughters. They also simultaneously brought the most painful migraine to a line of cousins of cousins.

Analytica, outlines of the poem

• Rain comes as usual as a natural process.
• It provides a new light to the multifarious trees of nature.
• The beautiful and attractive nature dances with joy.
• It dances with joy by the coming of the rainy season.
• The people also overwhelms with joviality.
• They welcome it wholeheartedly.
• But the narrator does not feel joy.
• He would come angrily after the first rain.
• It is because of the three red Champak trees.
• The trees had pepped into a new life.
• They had to start flowering thereafter.
• These fresh ‘flowers, caused headaches to his mother.
• They caused migraine in his mother.
• No wind was able to separate the yellow pollen fog from the fragrance of the flowers of the trees.
• No door could be shut out from their black pilloried house whose walls could see and hear.
• Scales, smells, bone creaks, and night-visiting voices were porous like them.
• His mother’s temper and grandchildren’s knickers prevented them from cutting down a tree in flower.
• These trees were as old as herself.
• The tree gave basketful of annual flowers to her daughters and daughter’s daughter.
• They also simultaneously brought the most painful’ migraine to a line of cousins.

Meaning of difficult words:

ecology – the study of living things in their surroundings
rage – irritation, strong excited emotion, uncontrollable anger.
Migraine – severe headache
sift – change, here, separate
porous – minute passages, having tiny holes.
scales – small thin flat pieces on the skin as in fish and snakes.
Bone Creaks – sounds made at the bone joints when you move (comparison with the long high noise when a door opens)
flashing – a momentary gleam of light, a sudden burst, a moment, showing something for a short time
twisted – bent in many directions,
providential – foresight, timely care.
dower – gifts, presents on a special occasion.
pollen – fertilizing, dust in flowers, the fine powder produced by flowers which are carried by wind or by insects to other flowers of the same type.

Night Of A Scorpion

Question For Discussion

Question 1.
What happened to the speaker’s mother one night?
Answer:
The speaker’s mother was stung by a scorpion one night.

Question 2.
What made the scorpion venture beneath the sack of rice?
Answer:
The evil scorpion was forced to risk beneath a sack of rice owing to the torrential rain outside.

Question 3.
What did the scorpion do after stinging his father?
Answer:
The scorpion bit the speaker’s mother and all of sudden he disappeared into the rain

Question 4.
What did the villagers do hearing the suffering of the speaker’s mother?
Answer:
The villagers reached there with lanterns and candles in hand and chanted songs to lessen her pain.

Question 5.
What did they say while reciting?
Answer:
They said that the sins of her previous birth might be burned away tonight, her suffering might decrease the misfortunes of her next birth, the sums of evils might be balanced in this unreal world and the poison might purify her flesh of desire and spirit of ambition

Question 6.
What did the poet’s father do in such a situation?
Answer:
The poet’s father who was a skeptic and nationalist used powder, mixture, herb, and hybrid, and even poured a little paraffin upon her bitten toe and put a match to it.

Question 7.
Did his mother get any relief there?
Answer:
Yes, his mother’ got’, tremendous relief there. She regained her usual health after twenty hours of treatment

Question 8.
What did his mother say after her recovery from the ‘ sting of the Scorpion?
Answer:
His mother said, “Thank God, the scorpion picked on me and spared my children.” The expression speaks volumes of motherly love for children. Mothers wished to invite any kind of problem for -the safety of their children.

Paraphrase: (Stanza -1)
The narrator of the poem recalls that night. His mother was stung by a scorpion that night. There was heavy rain falling outside. The torrential rain forced the scorpion to crawl into the house under a sack of rice and released poison into his mother’s blood by stinging her toe.

Stanza -2
The dangerous tail of the scorpion parted with its harmful poison into the innocent blood of the speaker’s mother and went out into the rain again. This caused severe pain and his mother suffered from its dangerous spell. The peasants assembled., with their lanterns and candles. They uttered the name of God several times to lessen her pain.

Stanza -3
The village farmers came.to his house with lanterns and candles in hand. They formed shadows which were like bigger scorPion on the walls- They seabed for the scorpion in vain. Because it was not found or had stepped into the rain earlier after stinging his mother’s toe.

Stanza -4
The poison moved upward in mother’s blood with the advance in time. The farmers said their mantras so that the poison might remain stagnant, her previous sins might be burned away the very night, her suffering might decrease the misfortune of her next birth, and the sum of evil might be balanced against the sum of good.

Stanza -5
The village fanners continued so that the poison might purify her flesh of desire and the spirit of ambition, They also sat around mother. The mother sat at the center and they surrounded her on the floor.

Stanza – 6
There earned a peace of understanding on each farmer’s face. The house was crowded with more candles, more lanterns, and more neighbors. There were more and more insects that were attracted by the candle and lantern lights. The rain proved heavier and heavier from time to time. Mother twisted her body in pain on a mat spread on the floor.

Stanza – 7
The speaker’s father was a skeptic and nationalist who did not believe in chanting and used powder, mixture, herb, and hybrid. He also poured a little paraffin on the bitten toe and put a match to it.

Stanza – 8-9
The speaker of the poem watched how his father poured a little paraffin into the bitten toe and put a match to it. The flame went on consuming mother’s flesh. It seemed as if a holy man was performing his rites and sacrifice. After twenty hours the poison was arrested. Mother told and thanked God he have made the scorpion to pick her up and spare her children.

Explanations

Explanation – 1
I remember………………… poison flash,
These lines have been taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak volumes of the scorpion which ventured into the house. Heavy torrential rain forced it to get into the house creeping under a sack of rice, stinging the mother’s toe, and separating its malicious poison. It again risked into the rain outside

Explanation – 2
Of diabolic…………………………. evil one.
These lines have been extracted from Nissim Ezikiel’s masterpiece ‘Night of the Scorpion’. The poet here tells how the rustic villagers indulge in superstitious ideas at the time when the mother is stung by a scorpion. The scorpion after stinging the mother risked into the rain. Peasants followed thick and fast like swarms of flies and chanted the name of God several times so as to lessen and imitate her pain. This stanza tells about the superstitious belief of the village folk who in spite of taking any medicinal remedial measures, resorted to unscientific approaches to stop the poison from rising in her blood.

Explanation- 3
With candles…………….. their tongues.
These lines comprise a part of the poem ‘Night of the Scorpion’ by Nissim Ezikiel who says that the village people poured in the spot where the speaker’s mother was wreathing in pain. They swarmed the place with their lanterns and candles which cast scorpion-like shadows on the mud-baked wall. They left no stone unturned in searching for the scorpion. But all their endeavor ended in smoke. The poisonous creature was not found as it had fled the place after stinging the speaker’s mother.

They clicked their tongues. Nothing was the result. The stanza gives a realistic picture of village life. When someone is in trouble the whole village responds to it. It stands a sharp contrast to the lifestyle of the city-dwellers who are apathetic’ and un-reciprocal to one another’s weal and woe.

Explanation – 4
With every movement………….they said,
These lines occur in the fourth stanza of Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak about the serious approaches of the village peasants to the superstitious ideas which have claimed a very powerful place in making treatments of snake bites and scorpion stinging. The village fanners have gathered around mother who was suffering the pain of the poison released by the scorpion in her blood. They said that with every movement that the scorpion made his poison moved into mother’s blood. They chanted mantras so that he might sit still without moving an inch so that the sins of her previous birth might be burned away the very night, The stanza is a mockery of the unscientific approaches to the treatment of scorpion stingings restored to by the rustic people.

Explanation – 5
May your suffering………..sum of good,
These lines have been extracted from the poem ‘Night of the Scorpion’ by Nissim Ezikiel, a poet of international repute. These lines are a continuation of the previous stanza, The approaches of the treatment still continue in this stanza also. The rural folk resumed their saying so that her suffering might mitigate the misfortunes of her next birth. Here the poet notes the belief of the village people in the next birth or rebirth. They again went on, so that the sum total of evil might be balanced in the unreal world against the sum of good and the pain gets mitigated and lessened.

Explanation – 6
Become diminished…………in the center.
These lines have been brought from Nissim Ezekiel’s poem ‘Night of the Scorpion’. This part of the poem constitutes the continuity of the previous stanza. The village people went on with their usual chanting so that the poison might purify modifiers flesh of desire and spirit of ambition. They set around on the floor with mother in the center. This part tells about the innocuous approaches of the village people who never allow any ill will or malice towards no one. They are always the well-wishers who never think of any evil.

Explanation – 7
The peace of understanding……………… groaning on a mat.
These lines are taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’ which gives a realistic picture of the approaches of the village mass when some unnecessary event befalls another. The people ate making a serious treatment of scorpion sting. They muster up around mother and go on chanting ’their usual mantras so as to alleviate her pain. There appears a solemn understanding in each face. The number of people increased from time to time. The people crowded the house with candles and lanterns in their hands. They bring in with them a swarm of insects. Rains assume torrential and heavy With the advance of the night. Mother has no other alternative than twist in pains and pangs.

Explanation – 8
My father……………… match to it.
These lines have been extracted from Nissim Ezikiel’s typical poem ‘Night of the Scorpion’. They represent a change in the treatment of the scorpion sting. The speaker’s father is a skeptic and rationalist who does not believe in chanting the name Of God in neutralizing the poison of the scorpion. What they believe in is the scientific method. He, therefore, uses powder, mixture, herb, and hybrid on the stung part. He even pours a little paraffin and puts a match on the bitter toe so as to burn away the poison of the scorpion released into her blood.

Night Of A Scorpion Summary in English

The narrator of the poem recalls the night when his mother was stung by a Scorpion. The scorpion had been driven by the torrential rain outside, which forced it to crawl beneath a sack of rice. The diabolic trail of the scorpion. mixed .its poison with mother’s blood and the scorpion itself risked into the rain again.’ Village farmers followed thick and fast in order to cure the mother of the terrible pain she was undergoing at that time and chanted the name of God a number of times so as to neutralize its poison. Everybody searched for the scorpion with the candles and lantern but could, not discover the scorpion.

The farmers started musing so that the sins of her previous birth would be burned away the night, they went on saying that her suffering might decrease the misfortunes of her next birth, and they also added that her flesh might. get purified by the poison injected by the scorpion. They also surrounded the speaker’s mother at the center. People reached in large numbers with their lanterns and candles in hand. Mother: was still groaning in pain on a mat The speaker’s father who was a skeptic and rationalist tried ta add power, herb, and hybrid mixture to her stung place. He also paced a little paraffin upon the bitten toe and a match to it. After twenty hours of pain and suffering, the poison was tamed and the mother said nothing but one thing“Thank God, the Scorpion picked on me and spared my children.”

Analytical outlines of the poem:

• The narrator of the poem recalls about one night.
• His mother was stung by a Scorpion that night.
• The scorpion had been driven by the torrential rain outside
• It forced it to crawl beneath a sack of rice.
• The diabolic trail of the scorpion mixed ts Poison with the mother s blood.
• The scorpion itself risked into the rain again
• The village farmer followed thick and fast. in order to cure the mother of the terrible pain
• They chanted the name of God a number of times.
• They did this in order to neutralize its position.
• Everybody searched for the scorpion with the candles and lanterns.
• They could not discover the scorpion
• The farmers started musing.
• The sins of her birth would be turned away the very night.
• Her suffering might decrease the misfortunes of her next birth
• They also, that her flash might be purified by the poison injected by the scorpion
• They also surrounded the speaker’s mother at the center.
• People reached large numbers.
• They reached with their lanterns and candles.
• Mother was still groaning in pain on a mat.
• The speaker’s father was a skeptic.
• He was also a rationalist.
• His father tried to add power, herb, and hybrid mixture to her stung place.
• He also poured a little paraffin upon the bitten toe.
• He also put a match to it.
• The poison was tamed after twenty-four hours.
• She suffered from that pain for twenty hours.
• At last, she thanked God.
• She said that the scorpion biting also spared her children.

Read More:

• Ecology Question Answer
• Dog’s Death Question Answer
• The Fog Question Answer
• Girl Lithe and Tawny Question Answer
• Ballad of the Landlord Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text A: The Telephone Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 9 The Telephone Question Answers CHSE Odisha

The Telephone Class 11 Questions and Answers

Activity-1
Text-organization

The following sentences have been removed from the passage. Decide which; paragraph each of them will fit in.
a) The telephone’s actual ring- more perhaps, than any other sound in our daily lives, evokes hope, relief, fear, anxiety, and joy according to our expectations.
b) Or perhaps- again not probably- by magnifying and extending irrational personal conflicts based on voice! contact. It has caused wars.
c) It is small and gentle- relying on how voltage and miniature parts- in times of hugeness and violence.

Answer:
(a) The telephone’s actual ringer more perhaps, than any other sound in our t daily lives, evokes hope, relief, fear, anxiety, joy, according to our expectations. (Paragraph-2)
(b) Or perhaps- again not probably- by magnifying and extending irrational personal conflicts based on voice contact. It has caused wars. (Paragraph-1)
(c) It is small and gentle- relying on how voltage and miniature parts- in times of hugeness and violence. (Paragraph-3)

Activity-2

Understanding The Relation Between The Parts Of The Text:
Complete the sentences below to show your understanding! of how the paragraphs in Text-A are related.
a) The passage as a whole deals with
b) The first paragraph decides
c) In the second the writer tells us about
d) And the concluding paragraph

Answer:
a) The passage as a whole deals with telephones and their uses.
b) The first paragraph decides the Introduction based on cricket.
c) In the second the writer tells us about telephone ringing and its role in hallucination.
d) And the concluding paragraph presents a paradoxical or opposite value.

Activity-3
Comprehension

Answer the following questions as briefly as you can:
Question (a).
Brooks mentions both positive and negative effects of the telephones on our lives. Enumerate the positive effects and the negative „ effects separately.
Answer:
The positive effects mentioned in the passage are:
1. It saves lives by getting rapid ward of illness, injury or famine from remote places.
2. By joining with the elevator, it makes possible the multi story residence or office building.
3. It has made the modem city.
4. It brings about a quantum leap in the speed and ease with information moves from place to place.
5. It accelerates the rate of scientific and technological change and growth in industry.
6. It prevents waging war.

The negative of the telephone are the following:
1. It has crippled the ancient art of letter writing.
2. It has made the waging of war chillingly more efficient.
3. It has extended the scope of human conflicts.
4. It involves personal risk.

Question (b).
How does using the telephone involves personal risk?
Answer:
Using telephone involves a tremendous personal risk because it involves exposure for some to be “hung upon” which happen to be the worst among fears. And some others also dream of a ringing phone and wake up with a heart heavily beating.

Question (c).
A paradox is a seeming contra-diction that is some how true. In what sense is the telephone “a thing of paradox”?
Answer:
Telephone involves contradictory things. It has both the brighter and darker aspect – the positive and negative effects. It is, in one sense, a metaphor for the times that helped to create and in another sense it is their polar opposite.

Extra Activity-3 (A)

Question (a).
In what way does telephone act as a source of active and rapid information?
Answer:
Telephone helps to save lives by obtaining rapid message of illness, injury or famine from distant place.

Question (b).
What does it have do with multi story building?
Answer:
Making conneetion with elevators to. make possible the multistorey buildings- residence or office.

Question (c).
How does it accelerate scientific and technological changes in the industry?
Answer:
A quantum leap in speech and ease has been achieved making information more from place to place. It has greatly accelerated the rate of scientific and technological change and growth in the industry.

Question (d).
How does telephone cripple letter writing?
Answer:
Telephone has crippled the ancient art of letter writing. It makes direct contact ‘ with both the parties at both ends. It marks the spirit of writing one’s mind through letters because it is convenient to establish contact easily and directly. The easy going people resort to the telephone and set aside writing letters.

Activity-4
Understanding The Language Functions

The activity is meant to develop your awareness of the final points of Text-A. Go back to the text after reading each question in the Activity and write your answers.

Question (i).
Brooks uses the first person plural “us” in this except instead of speaking either just about himself or about people in general. Why do you think he does this?
Answer:
The first person narrative is a powerful means of communication that includes people in general and the. another himself. He uses this technique to make communication more effective.

Question (ii).
The essay begins with a question. ’ Would a direct statement be more effective as an introduction? Write a brief justification of your as to this question.
Answer:
Beginning an essay or any other writing makes the literary piece more eye-catching and emphatic. A question sentence at the outset marks prominence and attracts the attention of the readers, Any other statement form wouldn’t have acquired the same effect as a question at the beginning of writing.

Question (iii).
How does the first sentence in paragraph 2 serve as a transition between paragraph-I and 2?
Answer:
Transition implies a change from one condition or set of circumstances to another. The first sentence ¡n paragraph-2 which begins with; “But the question remains unanswered” is quite obvious about the change of immediate context of the previous sentences.

Question (iv).
Identify the phases in the passage that explicitly point to the cause-and-effect connections.
Answer:
(a) Elevator to make possible,
(b) Personal risk because it involves exposure.

Question (v).
Brooks ends this brief introduction to the effect of the telephone with a quotation. Do you think this is an effective conclusion ? Explain.
Answer:
Brooks ends this brief introduction to the effect of the telephone with a quotation, r Using such quotations as a conclusion is likely an effective conclusion

Activity-5
(Understanding the writer’s attitude and, purpose)

Question (a).
Which of the following phrases best expresses Ibe writer’s purpose?
i) It presents objective ‘ information.
ii) to decide a situation and present others’ comment on it.
iii) to persuade the readér that the use of the telephone is an unmixed blessing.
iv) to convince the reader of the Importance of the telephone.
v) to present his personal views is the effects of the telephône.
Answer:
(i) to present objective information.

Question (b).
How would you describe the writer’s attitude towards the telephone? Choose from the following list. critical Indifferent admiring prejudiced approving disapproving condemning.
Answer:
The writer’s attitude is “critical”.

Activity-6
Indicators In Discourse/reference

What do the words ¡n’ italics refer to In the’passage?
a) “…………………….. it uns made possible for better or worse …………………… (lines – 4)
b) “……………………. by so doing, it has played a role…….(lines – 9)
c) it involves exposure ………………………” (lines 2-3)
d) ……………….. in another sense the telephone is their olar opposite.” (lines 3-2) “
Answer:
(a) It = the telephone
(b) so doing = writing letters
(c) it = personal risk
(d) their = the times.

Note
Sentences. in a text do not stand in isolation but -are opposite together with what has gone before and what comes after. One of the important ways in which a writer joins all the sentences together. to make which is one coherent text is a reference. Reference means the use of common words like “he”, “she”, 4bIt. ‘this”, ‘that”, “sà” etc. to refer to people things, or terns of information needlessly; the writer will not repeat a name where “he” or she” will do.

Obviously then to find the meaning of reference word (such as “he” or “she”), it is necessary to, look outside the sentence or the part of the sentence in which it occurs. We have her introduced reference as one of the important ways1 whiçh help tie the text together. Latçr we will look at another important device, of text cohesion, namely, the use of discourse-makers.

Activity-7
Writing A Pamphlet

Write a pamphlet, making an appeal to the people to avoid misusing the telephone. You Cad use the following outlines:
– how some people go on gossiping over the. telephone and keep the lines busy.
– the effects of such irresponsible use of the telephone.
– your suggestions regarding how the misuse of the telephone can be avoided.
– benefits of economical use of the telephone to .oneself and the others.

Answer:
It has become a common feature with some people who go on gossiping over telephones. They consider it as a play thing. They forget that telephone is a means of communication. It acts as a medium for exigencies and messages. Our gossiping over phones is just misusing it. One has just to send messages from a distance. This act of gossiping keeps the lines busy and prevents people with an urgent message from communicating. The lines are engaged and busy. Gossiping without any purpose and pursuit poses two problems.

One financial, the other dislocations. The person who gossips unnecessarily invites unwarranted financial burden to himself and the busy lines owing to his gossip brings about dislocation for others to communicate even urgent messages. An awareness among telephone users is the only powerful way of reducing the instinct for making undue gossips over telephone. Every customer has to be aware of the economical use of the telephone which will enable him to make discreet use’of the telephone. The less you talk, the less you pay. One has to decide what to talk and what to leave out.

The Telephone Summary in English

What does this unit contain?
This unit will present the following four texts, each of them related to some aspects of our living in modern times.
Text-A : The Telephone (John Brooks)
Text-B : Saturday Morning Violence (Nonnanrovisor).
Text-C : New Superstitiohi for old (Margaret Mead).
Text-D : Burnout (A Newspaper article)

The aim of this unit is to help you. practice writing pamphlets and dialogues and develop the following sub-skills of reading:
1. Understanding relations between the parts of a reading text.
2. Recognising indicators in discourse.
3. Understanding the writer’s purpose and attitude; and
4. Identifying the structure of a text in respect of cause-and-effect relationships and the development of arguments.

Section – A
Pre-reading Activity:

The telephone has come almost an indispensable part of modern life. Can you think of three positive effects and three negative effects of the telephone on our lives?

positive effects	Negative effects
1	1
2	2
3	3

Now read the following brief excerpt from the book Telephone the First Hundred Years by John Brook and check whether the writer includes your points about the effects of the telephone on our life.

Text-A
By Johe Brooks Summary
The telephone has saved the lives of people from illness or farming from distance. Joining with the elevator, has made possible the multi-story residence, or office building. It has also made the modern, city possible. It has quickened the rate of scientific and technological changes and growth in the industry. But it has handicapped the ancient art of letter writing. It has played a great role in the social, changes of a country. Waging war has become more efficient for this.

It has also extended the scope of human conflicts since it impartially disseminates the useful knowledge of scientists and the babble of bores, the affection of the affectionate and the malice of the malicious. The use of the telephone also values personal risk for it involves exposure. The telephone is our connecting link with society Marshall Meluhan has said that the telephone creates “a king of extrasensory- perception.”

Analytical outlines of the Text:

• The telephone has saved the life of people.
• It saved people from illness.
• It also saved people from famine from distance.
• They are joined by the elevator.
• It has made possible the multistorey residence or building.
• It has also made the modern city possible.
• It has quickened the rate of scientific changes.
• It has quickened the technology. changes.
• It has also quickened the growth of the industry.
• But it has handicapped the ancient art of letter writing.
• It has played a great role in the social changes of a country.
• Waging war has become more efficient for this.
• It has also extended the scope of human conflicts.
• Since it impartially propagates the useful knowledge of scientists.
• It also propagates the babble of bores.
• It also propagates the affection of the affectionate.
• It also propagates the malice of the malicious.
• The use of telephones also values personal risks.
• It values as it involves exposure.
• The telephone is our connecting link with society.
• Marshal McLuhan has said that the telephone creates, “a kind of extra-sensory perception.”

Meaning of difficult words:
remote – separated, indirect, distant, a long way away.
elevator – a lift in a big building to carry people up and down.
multi-story – many-storeyed, high building with a lot of stories.
quantum leap – a very large improvement
ease – comfort, a happy state of affairs.
accelerated – hasten, the progress of, to increase the speed of, quickened.
crippled – handicapped, disabled, unable to do things.
evanescent – disappear, vanish from sight or memory.
nerve-end – connecting link, bridging gap.
paradox – two apparently contrad¬ictory elements made a paradox of they can be reconceived to give a truth.

Read More:

• Text A: The Telephone Question Answer
• Text B: Saturday Morning Violence Question Answer
• Text C: New Superstitions for Old Question Answer
• Text D: Burnout Question Answer

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 2 The Ballad of Father Gilligan Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 2 The Ballad of Father Gilligan Question Answers CHSE Odisha

The Ballad of Father Gilligan Class 12 Questions and Answers

Think it out

Question 1.
Why was Father Gilligan ‘weary’? Was he only tired physically or also exhausted mentally? Justify your answer with examples from the poem?
Answer:
Father Gilligan was ‘weary’ of going to the bedside of the sick and dying among his parishioners and offering them spiritual comfort round the clock. He was only physically tired.

Question 2.
Why did he seek forgiveness from God? What type of man does this prove him to be? (due: his two types of devotion)
Answer:
He sought forgiveness from God for stating that he enjoyed no rest, joy, or peace for attending to the sick who ‘die and die’. He had spoken these words out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This proves him to be a most dutiful and religious man.

Question 3.
How was the night: peaceful and quiet or turbulent and restless? Bring out expressions from the poem to support your answer, (clue: peep, slowly …)
Answer:
The night was peaceful and quiet. The expressions such as ‘peep’, ‘slowly’, ‘shade’, ‘whisper’ and ‘sparrow-chirp’ support our answer.

Question 4.
Why has the night been described so? (clue: the contrast between Father Gilligan when awake and when asleep)
Answer:
The night has been described so to bring home the contrast between Father Gilligan when awake and when asleep. In other words, being emotionally and physically worn out, the priest needed deep slumber at night.

Question 5.
What was the reaction of Father Gilligan when he woke up from his deep sleep? State why he felt so?
Answer:
When he woke up from his sleep, Father Gilligan felt terribly sad, because the sick man he had to attend would be no more.

Question 6.
Bring out the meaning of the expression: “He rode now as he never rode”?
Answer:
The expression ‘He rode now as he never rode’ means Peter Gilligan’s fastest ride ever.

Question 7.
Find the expressions that show Father Gilligan’s concern for the people under his care, (clue: at least four expressions).
Answer:
The expressions that show Father Gilligan’s concern for the people under his care are “And rode with little care”, “He rode now as he never rode”, “And is the poor man dead ? he cried” and “In grief swayed to and fro.”

Question 8.
Why did the sick man’s wife say ‘Father! you come again!’?
Answer:
The sickman’s wife said, “Father ! you come again !” because she had seen him come to her husband, who died soon after he (Gilligan) left the house.

Question 9.
Who came to the sick man before his death? Why?
Answer:
One of God’s great angels came to the sick man before his death. He had come in the guise of Peter Gilligan.

Question 10.
What made Father Gilligan kneel and pray?
Answer:
That God had helped him when he needed rest most made Father Gilligan kneel and pray.

Question 11.
What were his words of gratitude to God?
Answer:
His words of gratitude to God were that He who took care of all things in the vast universe never forgot to relieve a poor priest like him of his dire exhaustion.

Question 12.
There is an implicit comparison between heavenly creatures and bodies (angels, planets etc.), and their tireless movement with an insignificant person (In. 43) on earth and his inaction (sleep, not being able to take care of people in time). Discuss this comparison?
Answer:
This comparison speaks volumes for God’s goodness to all. He maintained a great balance in His creation. The help He bestowed on Peter Gilligan is a case in point.

Question 13.
What qualities of Father Gilligan do you admire?
Answer:
We admire Father Gilligan’s keen sense of duty, deep concern for the sick and unflinching devotion to God.

Question 14.
Note each stanza has four lines. In stanza 1, ‘day’ in the first line rhymes with ‘lay’ of the fourth line making the rhyme scheme – abed. Find out whether all the stanzas have the same rhyme scheme?
Answer:
All the stanzas have the same rhynie scheme.

CHSE Odisha Class 12 English The Ballad of Father Gilligan Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
The poet of the poem “The Ballad of Father Gihigan” is _____________?
(A) T. Eliot
(B) W.B. Yeats
(C) William Wordsworth
(D) None of the above
Answer:
(B) W.B. Yeats

Question 2.
W.B.Years was born In __________?
(A) 1865
(B) 1869
(C) 1870
(D) 1866
Answer:
(A) 1865

Question 3.
The poem has a ____________?
(A) lyrical form
(B) epic form
(C) ballad form
(D) None of the above
Answer:
(C) ballad form

Question 4.
The poem talks about ______________?
(A) The presence of God everywhere and his love for all
(B) The world of beauty and romance
(C) The presence of human suffering
(D) None of the above
Answer:
(A) The presence of God everywhere and his love for all

Question 5.
The poem illustrates ______________?
(A) God’s everlasting benevolence
(B) God’s punishment for the wrongdoing
(C) God’s compassion
(D) Both (A) and (C)
Answer:
(D) Both (A) and (C)

Question 6.
Father Gilligan was weary throughout because ____________?
(A) he was old
(B) he was overburdened by his religious duties
(C) his poor folks were dying in large number
(D) All the above
Answer:
(D) All the above

Question 7.
In the poem “The Ballad of Father Gilligan” ‘under the green sods’ means ____________?
(A) a piece of earth with grass and sods growing in it
(B) the grave of the parishioners who had dead due to the epidemic
(C) church area
(D) none of the above
Answer:
(B) the grave of the parishioners who had dead due to the epidemic

Question 8.
In the poem “The Ballad of Father Gilligan” ‘flock’ refers to ___________?
(A) a church congregation guided by a priest, who is Father Gilligan
(B) a group of animals
(C) sheep
(D) All the above
Answer:
(A) a church congregation guided by a priest, who is Father Gilligan

Question 9.
‘My body spake not I’ means ____________?
(A) he had not grumbled from the heart
(B) his body was extremely tired, so he grumbled
(C) he has become old, so he told like this
(D) All the above
Answer:
(D) All the above

Question 10.
The poor man sent for Father Gilligan because _____________?
(A) he could receive the last sacrament before dying so that his soul would be graced and he would go to heaven
(B) he wanted Father should visit him
(C) he wanted to see father
(D) All the above
Answer:
(A) he could receive the last sacrament before dying so that his soul would be graced and he would go to heaven

Question 11.
The Gilligan’s parish were _____________?
(A) toiling in the field
(B) suffering from an epidemic
(C) nodding thier chains
(D) None of these
Answer:
(B) suffering from an epidemic

Question 12.
The word ‘flock’ in the context of the poem means _____________?
(A) flock of sheep
(B) sparrows
(C) people in the parish
(D) None of these
Answer:
(C) people in the parish

Question 13.
The expression ‘green sods’ refers to ____________?
(A) graves covered over by green grass
(B) the stars in the sky
(C) the people in the parish
(D) None of these
Answer:
(A) graves covered over by green grass

Question 14.
What is referred to as the ‘moth-hour of eve’?
(A) dawn
(B) noon
(C) evening
(D) None of these
Answer:
(C) evening

Question 15.
Father Gilligan did not go to lady’s house because ______________?
(A) she did not play
(B) Father Gilligan was hurry
(C) he was unhappy
(D) he was tired and worry
Answer:
(D) he was tired and worry

Question 16.
People were dying because of ____________?
(A) epidemic
(B) war
(C) civil war
(D) accident
Answer:
(A) epidemic

Question 17.
Mothisa/an ___________?
(A) animal
(B) insect
(C) disease
(D) None of these
Answer:
(B) insect

Question 18.
Grieve means ____________?
(A) brief
(B) give
(C) feel intense sorrow
(D) Ail of these
Answer:
(C) feel intense sorrow

Question 19.
Why do you think father was nodding on the chair in evening hour?
(A) for sleeping
(B) to pray
(C) he was tired in the evening
(D) All of these
Answer:
(C) he was tired in the evening

Question 20.
When you were gone he turned and died as merry as a _____________?
(A) angel
(B) priest
(C) bird
(D) feathers
Answer:
(C) bird

Question 21.
Find a word from the extract which means mourn ___________?
(A) sorrow
(B) poor
(C) grieve
(D) None of these
Answer:
(C) grieve

Question 22.
What isa ballad?
(A) a narrative poem
(B) a subjective poem
(C) a descriptive poem
(D) a short poem
Answer:
(A) a narrative poem

Question 23.
Why was William Butler Yeats awarded a nobel prize in 1923?
(A) for literature
(B) for draina
(C) for mathematics
(D) for science
Answer:
(A) for literature

Question 24.
Why was the old priest weary day and night?
(A) his services were required more frequently lately
(B) he had a lot of work to do everyday
(C) his parishioners were sick and needed his assistance
(D) he was required to pray day and night
Answer:
(A) his services were required more frequently lately

Question 25.
Who were father Gilligan’s flock?
(A) the sickpeople
(B) the dead
(C) his parishioners
(D) the church attendants
Answer:
(C) his parishioners

Question 26.
How does the father react when another poor man sent for him?
(A) he denied to go
(B) he scolded the messenger
(C) he began to grieve
(D) he started at once
Answer:
(C) he began to grieve

Question 27.
Why did he fall asleep during his prayer?
(A) he did not want to attend the dying man
(B) his body was very tired and mind distressed
(C) he wanted to have some rest
(D) he was sick
Answer:
(B) his body was very tired and mind distressed

Question 28.
When did the father wake up?
(A) At mid-night
(B) At dawn
(C) In the morning
(D) In the afternoon
Answer:
(B) At dawn

Question 29.
The moths appear on two occasions.What are they?
(A) Dusk and dawn
(B) Morniñg and evening
(C) Evening and afternoon
(D) Night and evening
Answer:
(A) Dusk and dawn

Question 30.
What shows that the father was shocked when he woke up?
(A) He stood upright
(B) He heard the sparrows chirp
(C) He got up with a shock
(D) He started to run
Answer:
(A) He stood upright

Question 31.
Why was the father shocked?
(A) He saw the moths again
(B) He thought that the man had died while he slept
(C) He realised that he had not finished his prayer
(D) He realised that he couldn’t attend the sick man
Answer:
(B) He thought that the man had died while he slept

Question 32.
Whom did father Gilligan wake up from sleep?
(A) His parishioner
(B) The sick man
(C) His horse
(D) His attendant
Answer:
(C) His horse

Question 33.
Why did father Gilligan ride with less care?
(A) He didn’t know how to ride a horse
(B) He was in a hurry
(C) His horse was very reliable
(D) He was worried about the man
Answer:
(D) He was worried about the man

Question 34.
What does “He rode as he never rode, by the rocky lane and fen” convey?
(A) Father Gilligan’s concern for his parishioners
(B) Father Gilligan’s reckless riding
(C) Father Gilligan’s carefreeness
(D) Father Gilligan had lost interest in living
Answer:
(A) Father Gilligan’s concern for his parishioners

Question 35.
Who opened the door?
(A) The sick man
(B) The father
(C) An old man
(D) The sick mans wife
Answer:
(D) The sick mans wife

Question 36.
Why was the sick man’s wife surprised to see the father?
(A) She didn’t expect him to come so early
(B) The poor man had already died
(C) She had seen the father performing the death rituals
(D) The father looked weary
Answer:
(C) She had seen the father performing the death rituals

Question 37.
What did the father ask to the sick man’s wife?
(A) Was the man dead
(B) Was the man doing well
(C) Was the man recovering
(D) Was the man stîli alive
Answer:
(A) Was the man dead

Question 38.
The sièk man’s wife said that her husband has died ____________?
(A) half an hour ago
(B) the previous night
(C) few minutes ago
(D) an hour ago
Answer:
(D) an hour ago

Question 39.
Why did the old priest sway in grief?
(A) He couldn’t reach earlier
(B) He couldn’t perform his religious duty
(C) He couldn’t save the man
(D) He couldn’t see the dead man
Answer:
(B) He couldn’t perform his religious duty

Question 40.
What did the poor man’s wife say to the priest?
(A) The man was in p4in at the time of his death
(B) The man died happily after the father had gone
(C) The man wanted to see the father in his last moments
(D) The man was happy when be died_____
Answer:
(B) The man died happily after the father had gone

II. Short Type Questions with Answers

Question 1.
Why was Father Gilligan ‘weary’? Was he only tired physically or also exhausted mentally? Justify your answer with examples from the poem?
Answer:
Father Gilligan was ‘weary’ of going to the bedside of the sick and dying among his parishioners and offering them spiritual comfort round the clock. He was only physically tired.

Question 2.
Why did he seek forgiveness from God ? What type of man does this prove him to be?
Answer:
He sought forgiveness from God for stating that he enjoyed no rest, nor joy, nor peace for attending the sick who ‘die and die’. He had spoken out these words out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This proves him to be a most dutiful and religious man.

Question 3.
Why has the night been described so?
Answer:
The night has been described so to bring home the contrast between Father Gilligan when awake and when asleep. In other words, being emotionally and physically worn out, the priest needed deep slumber at night.

Question 4.
Why was Father Gilligan weary?
Answer:
Peter Gilligan was a priest who was called Father. He had to perform the religious rites of the church. He was weary because half of his parishioners were either in their sick bed or in their graves. As a priest he had to attend his parishioners.

Question 5.
Why did Peter Gilligan beg God’s forgiveness?
Answer:
The priest begged God’s forgiveness for he had said that he was deprived of rest, joy and peace for his constant presence near his flocks who were already dead. He justifies his errant words by saying that his spirit was willing to work, but his flesh was weak.

Question 6.
Why did the sick man’s wife say ‘Father ! you come again !’?
Answer:
The sickman’s wife said, “Father ! you come again !” because she had seen him come to her husband, who died soon after he (Gilligan) left the house.

Question 7.
Who came to the sick man before his death? Why?
Answer:
One of God’s great angels came to the sick man before his death. He had come in the guise of Peter Gilligan.

Question 8.
What made Father Gilligan kneel and pray?
Answer:
That God had helped him when he needed rest most made Father Gilligan kneel and pray.

Question 9.
What were his words of gratitude to God?
Answer:
His words of gratitude to God were that He who took care of all things in the vast universe never forgot to relieve a poor priest like him of his dire exhaustion.

Question 10.
What qualities of Father Gilligan do you admire?
Answer:
We admire Father Gilligan’s keen sense of duty, deep concern for the sick and unflinching devotion to God.

Question 11.
Why did Father Gilligan sway to and fro?
Answer:
Father came to know from the sick man’s wife that the man passed away at night. At this Father Gilligan was in deep grief and swayed to and fro.

Question 12.
Why did the priest ride with little care?
Answer:
The priest was respondent for neglecting his duty to offer final communion to the sick man. So he rode recklessly to the sick man’s house without caring the hurdles on the way.

Question 13.
How did Father Gilligan react when he woke up from his deep sleep?
Answer:
Father Gilligan woke up from his deep sleep in the moth hour. He was horrified by the fact that he failed to perform his priestly duties to the sick man.

Detailed Summaries and Glossary

Stanza – (1-4)
The old ……………………………………………………… to peep.
Peter Gilligan, the old priest, was tired of attending to the sick men of his parish night and day. One evening, while he was resting on a chair, a poor man sent for him. He began to whimper against overwork. Being old, he was unable to keep pace with the present work of praying for the growing number of sick persons in his parish. But in the next moment, he repented for the complaint and asked for God’s forgiveness. While praying on the chair, he fell asleep. Evening came. Stars in multitude were visible in the sky.

ସାରମର୍ମ :
ପିଟର୍ ଗିଲିଗେନ୍ ଜଣେ ବୃଦ୍ଧ ଏବଂ କର୍ତ୍ତବ୍ୟପରାୟଣ ପାଦ୍ରୀ ଥିଲେ । ସେ ତାଙ୍କ ଗୀର୍ଜା ଅଧୀନସ୍ଥ ଅଞ୍ଚଳର ରୋଗୀମାନଙ୍କ ସେବା କରି କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଥିଲେ । ଦିନେ ସନ୍ଧ୍ୟାରେ ସେ ଚୌକି ଉପରେ ବସି ବିଶ୍ରାମ କରୁଥିବାବେଳେ ଅନ୍ୟ ଜଣେ ଦରିଦ୍ର ଲୋକର ଗୃହରୁ ଡାକରା ଆସିଲା । ସେ ଅଧ୍ବକ କାର୍ଯ୍ୟଭାର ହେତୁ ବିରକ୍ତି ପ୍ରକାଶ କଲେ । ବୁଢ଼ା ହୋଇ ପଡ଼ିଥିବାରୁ ସେ ତାଙ୍କ ଗୀର୍ଜା ଅଧୀନସ୍ଥ ବହୁସଂଖ୍ୟାରେ ମୃତ୍ୟୁବରଣ କରୁଥିବା ଲୋକମାନଙ୍କ ପାଇଁ ପ୍ରାର୍ଥନା କରିବାକୁ ଯାଇପାରୁ ନ ଥିଲେ । ପର ମୁହୂର୍ତ୍ତରେ ସେ ତାଙ୍କର ଅସନ୍ତୋଷ ପାଇଁ ଅନତାପ କଲେ ଓ ଭଗବାନଙ୍କ ନିକଟରେ କ୍ଷମାପ୍ରାର୍ଥନା କଲେ । ପ୍ରାର୍ଥନା କରୁଥିବାବେଳେ ସେ ଚୌକି ଉପରେ ଶୋଇପଡ଼ିଥିଲେ । ସନ୍ଧ୍ୟା ଆସିଗଲା । ଆକାଶରେ ଅସଂଖ ତାରା ଦୃଶ୍ୟମାନ ହେଲେ ।

Glossary
priest : a person who performs religious rites of the church
weary : tired (କ୍ଳାନ୍ତ)
his flock : members of his parish (ଗୀର୍ଜା ଅଧୀନସ୍ଥ ଲୋକ)
sods : upper strata of grasslands (ଘାସଚେକା )
nodded : relaxed (ମସ୍ତକ ଅବନତ କରି ବିଶ୍ରାମ କରିବା, ତନ୍ଦ୍ରାଚ୍ଛନ୍ନ ହେବା )
moth-hour of eve : the time just before the evening when moths come out (ସନ୍ଧ୍ୟାର ଠିକ୍)
grieve : regret (ଦୁଃଖ ପ୍ରକାଶ କରିବା)
rest : ବିଶ୍ରାମ
peace : ଶାନ୍ତି
forgive : excuse (କ୍ଷମା କରିବା )
My body spake, not I : He had spoken out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This reminds us of the words which Jesus said when he found Peter sleeping, St. Matthew Ch. XXVI Verse 41, ‘The spirit is willing enough, but the flesh is weak.’ Gilligan’s full name is ‘Peter Gilligan’. Peter is from the Greek ‘Petros’ which means stone or rock.
knelt : ଆଣ୍ଠୁଗଣ୍ଠି
leaned : ଆଉଜି ପଡ଼ିଲେ
the moth-hour went : ଗୋଧୁଳି ସମୟ ଅତିକ୍ରାନ୍ତ
peeped : came into view (ଦୃଶ୍ୟକୁ ଆସିଲା)

Stanza – 5
They slowly………………………………………….. to mankind
More and more stars began to twinkle in the sky. There was darkness all around. Silence spread everywhere. Leaves shook in the wind. God spoke softly to mankind.

ସାରମର୍ମ :
ଆକାଶରେ ଅଧିକସଂଖ୍ୟକ ତାରା ଆଖିମିଟିକା ମାରିବାକୁ ଆରମ୍ଭ କଲେ । ଚତୁର୍ଦ୍ଦିଗରେ ଅନ୍ଧକାର ଛାଇଗଲା । ସବୁଆଡ଼େ ନିସ୍ତବ୍ଧତା । ପବନରେ ପତ୍ରସବୁ ହଲୁଥିଲା । ଭଗବାନ ଯେପରି ଧୀରେ ଧୀରେ ମାନବଜାତି ସହିତ କଥାବାର୍ତ୍ତା ହେଉଥିଲେ ।

Glossary
They : (here) the stars (ତାରକାରାଜି )
millions grew : many more stars appeared in the sky (ଆବିର୍ଭାବ ହେଲା)
shook : rustled ( ହଲୁଥିଲା )
And God … mankind : God covered the world with darkness and spoke softly to the mankind. ( ଭଗବାନ ମୃଦୁ ସ୍ଵରରେ ମଣିଷ ଜାତିକୁ)
shade : ଛାଇ
whispered : ଚୁପ୍‌ଚୁପ୍ କରି କହିଲେ
mankind : ମାନବଜାତି

Stanza – (6-8)
Upon the …………………………………………………………………………………………………………. come again !’.
The sparrows began to chirp before the dawn cracked. Suddenly Gilligan woke up from his sleep. He remembered the poor man of the evening. His heart was filled with grief to think that the man had died while he slept on the chair. Father Gilligan rode as fast as he could to the sick man’s house by narrow road and marshy land. The astonishment of the sick man’s wife knew no bounds to see the priest.

ସାରମର୍ମ :
ସକାଳ ହେବା ପୂର୍ବରୁ ଘରଚଟିଆମାନେ ରାବିବାକୁ ଆରମ୍ଭ କରିଦେଲେ । ହଠାତ୍‌ ପିଟର ଗିଲିଗେନ୍ ନିଦରୁ ଉଠିପଡ଼ିଲେ । ସନ୍ଧ୍ୟାର ଦରିଦ୍ର ଲୋକଟିର କଥା ସେ ମନେ ପକାଇଲେ । ସେ ଚେୟାର୍‌ରେ ଶୋଇପଡ଼ିଥିବାବେଳେ ଲୋକଟି ମରିଯାଇଥବ ବୋଲି ଭାବି ତାଙ୍କ ହୃଦୟରେ ଦୁଃଖ ଭରିଗଲା । ସେ ଘୋଡ଼ା ଚଢ଼ି ଖୁବ୍ ଜୋର୍‌ରେ ଅଣଓସାରିଆ ଓ ସନ୍ତସନ୍ତିଆ ରାସ୍ତା ଦେଇ ଅସୁସ୍ଥ ଲୋକଟି ଘର ଆଡ଼କୁ ଚାଲିଲେ । ପାଦ୍ରୀଙ୍କୁ ଦେଖ୍ ଅସୁସ୍ଥ ଲୋକଟିର ସ୍ତ୍ରୀର ଆଶ୍ଚର୍ଯ୍ୟର ସୀମା ରହିଲା ନାହିଁ ।

Glossary
the time of sparrow-chirp : the time before (sunrise) when sparrows (small birds) come out and began to chirp (sing)
When …. more : It was evening, after sunset when Gilligan sat dozing on a chair. A little after that he got up, knelt and prayed; but while praying he fell asleep. When he woke up from sleep it was dawn again (the faint light before sunrise).
stood upright : sprang up suddenly awakened from sleep torn by his own conscience (ତାଡ଼ନାରେ ହଠାତ୍ ନିଦରୁ ଉଠିବା)
Mavrone ! : (Irish) little mother : Mary, mother of Jesus Christ addressed affectionately (ଯୀଶୁଙ୍କର) ମା)
Mavrone. mavrone! : a cry of grief (ଦୁଃଖଦ କାନ୍ଦଣା)
roused : wakened (ନିଦରୁ ଉଠେଇଲେ )
He rode …. rode : Peter GiiJian rode too fast for the first time.
lane and fen : narrow road and marshy land (ଓ ସନ୍ତସନ୍ତିଆ ଜମି )
‘Father ‘ again !‘: Gilligan is surprised to hear the words spoken by the sick man’s wife because he had not gone there before

Stanza – (9-12)
‘And is ……………………………………………………………………………… a chair.’
The sick man’s wife conveyed the priest about his (the sick man’s) death. He died merrily an hour ago just after the priest had gone. Gilligan reacted in wonder and disbelief. Peter Gilligan understood that God had sent one of His angels in his guise to pray for the dying man. He prayed to God in gratitude. Peter badly needed rest for he was faithful and dutiful. God, the Maker of the vast universe, had not forgotten even the humblest creatures like him in the cosmic universe.

ସାରମର୍ମ :
ଦରିଦ୍ର ଲୋକଟି ମରିଯାଇଥିବା କଥା ତା’ ସ୍ତ୍ରୀ ପାଦ୍ରୀକୁ ଜଣାଇଦେଲେ । ସେ ଘଣ୍ଟାଏ ପୂର୍ବରୁ ପାଦ୍ରୀ ଫେରିଯିବା ପରେ ପରେ ଶାନ୍ତିରେ ମରିଥିଲା । ଗିଲିଗେନ୍ ବିସ୍ମୟ ଓ ଅବିଶ୍ଵାସରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ । ପିଟର ଗିଲିଗେନ ବୁଝିପାରିଲେ ଯେ ଭଗବାନ ତା’ ବେଶରେ ଜଣେ ଦେବଦୂତଙ୍କୁ ମୃତ୍ୟୁମୁଖରେ ପଡ଼ିଥିବା ଲୋକଟି ପାଇଁ ପ୍ରାର୍ଥନା କରିବାକୁ ପଠାଇଥିଲେ । ସେ ଭଗବାନଙ୍କୁ କୃତଜ୍ଞତା ଜଣାଇ ପ୍ରାର୍ଥନା କଲେ । ପିଟର ବିଶ୍ୱସ୍ତ କର୍ତ୍ତବ୍ୟପରାୟଣ ହୋଇଥିବାରୁ ବିଶ୍ରାମ ଦରକାର କରୁଥିଲେ । ବିଶାଳ ବିଶ୍ବର ନିର୍ମାତା ତା’ଭଳି ନଗଣ୍ୟ ବ୍ୟକ୍ତିକୁ ଭୁଲି ଯାଇନଥିବାରୁ ଆତ୍ମସନ୍ତୋଷ ଲାଭ କଲେ ।

Glossary
grief : sadness (ଦୁଖ)
swayed to and fro : moved from side to side, here Gilligan filled with repentance
When word: The delicate: introduction of the; supernatural power which is one of the characteristic of a ballad.
merry : glad (ଆନନ୍ଦ)
he knelt him : he knelt (ସେ ଆଣ୍ଠୁମାଡ଼ି)
tire and bleed : tired of life and work
wrapped in purple robes : God who is all merciful
planets : the whole universe (ସମଗ୍ର ବିଶ୍ବ)
least of things : the humblest being. Father Gilligan

Introducing the Poet
W. B. Yeats (1865-1939) was both a romantic and a modem poet. His early work was full of melody and decoration. It was full of luscious poetry in the romantic or late- romantic mould. His name is closely linked with the Irish Literary Movement. He is generally considered the greatest twentieth century poet in English language. Few poets have celebrated the beauty of woman as splendidly as Yeats has. His poetic career brings out a contrast between the early Yeats and the later Yeats. The former wrote of dreams, and the later of harsh reality. There is rich colouring and symbolism in his poetry. He has own vision of man and the world.

About the Poem
The poem was written at a time when the members were dying everyday in large numbers. Father Gilligan, the old priest of the parish, had to pray for the dying beside their death beds. This legendary tale about Father Gilligan has been told in verse. In other words, it is a ballad in a full measure.

Summary
The poem begins with the tired old priest, Peter Gilligan attending to the dying members of his parish round the clock. It is his duty to pray for them who are dying in large numbers. Evening sets in. Sorely tired, the Father Gilligan is old and weak. He grumbles against overwork. “I have no rest, nor joy, nor peace For people die and die.” But he is in his own elements in a flash. Dutiful priest as he is, he repents. He kneels, and leans on the chair and prays for God’s forgiveness. A tired soul, the priest, while praying sinks into a deep sleep on the chair. Evening leaks away. More and more stars begin to twinkle in the sky. Leaves rustle. The whole world plunges into darkness. Silence reigns everywhere. God whispers to mankind in the absolute calm and still of night. Tom by conscience, the priest springs up straight rousing from sleep. His sorrow knows no bound. “Mavrone, mavrone ! the man had died While / slept on the chair.” The poor man on that evening haunts him. Bitten by guilt, the priest breathlessly rides to the sick man’s house. The sick man’s wife opens the door and is surprised to see the priest again. ‘‘Father! you come again!” He comes to know about the death of the sick man. Father is grief-stricken. He becomes speechless in disbelief when he is told that the man died merrily an hour ago, after he (the priest) had departed. The ways of God begin to unfold before him. He realizes that God had sent one of his angels in his guise to attend to the sick man. His heart is filled with wonder and gratitude for God’s kindness of substituting one of his angels for him. God is all merciful. He has taken care of the humblest creature like him in His vast universe. Father Gilligan is lost in his unflinching love of God.
Moral: God never fails those who unflinchingly serve his fellowmen.

ସାରାଂଶ:
କବିତାର ପ୍ରାରମ୍ଭରେ ଆମେ ଦେଖିବାକୁ ପାଉ ବୃଦ୍ଧ କ୍ଳାନ୍ତ ପାଦ୍ରୀ ପିଟର ଗିଲିଗେଙ୍କୁ । ଗୀର୍ଜାର ଅଧୀନସ୍ଥ ଅଞ୍ଚଳର ମୁମୂର୍ଷୁମାନଙ୍କର ଦିନରାତି ସେବାକରି ସେ କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଛନ୍ତି । ବହୁସଂଖ୍ୟାରେ ମୃତ୍ୟୁର କବଳିତ ହେଉଥ‌ିବା ବ୍ୟକ୍ତିମାନଙ୍କ ଆତ୍ମାର ସଦ୍‌ଗତି ପାଇଁ ପ୍ରାର୍ଥନା କରିବା ତାଙ୍କର କର୍ତ୍ତବ୍ୟ । ସନ୍ଧ୍ୟା ଆସିଛି । ଚେୟାର ଉପରେ ବସି ବିଶ୍ରାମ କରୁଥିବା ପାଦ୍ରୀଙ୍କର ମସ୍ତକ କ୍ଳାନ୍ତିରେ ନଇଁପଡ଼ିଛି । ଏହି ସମୟରେ ଅନ୍ୟ ଜଣେ ଦରିଦ୍ର ଲୋକର ସେବା ପାଇଁ ଅନୁରୋଧ ଆସିଛି । ପିଟର ଗିଲିଗେନ୍ ଯେତେ ପରିଶ୍ରମ କରିବା ସମ୍ଭବ ତଦପେକ୍ଷା ଅଧ‌ିକ ପରିଶ୍ରମ କରିବାକୁ ପଡ଼ୁଥ‌ିବାରୁ ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଅସ୍ପଷ୍ଟ ସ୍ବରରେ କହି ଉଠିଛନ୍ତି ‘ମୋର ବିଶ୍ରାମ ନାହିଁ, ନାହିଁ ଆନନ୍ଦ, ନାହିଁ ଶାନ୍ତି କାରଣ ଲୋକମାନେ ମରୁଛନ୍ତି ଓ ମରୁଛନ୍ତି ।’’ ହଠାତ୍ ସେ ଆତ୍ମସଚେତନ ହେଇପଡ଼ିଛନ୍ତି । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ ସହସା ଏକ ଦିଗ୍ରୀ ଝଲସି ଉଠିଛି । ସେ ଜଣେ କର୍ତ୍ତବ୍ୟପରାୟଣ ପାଦ୍ରୀ ହୋଇଥିବାରୁ ଏଭଳି ଅସନ୍ତୋଷ ତାଙ୍କ ପାଇଁ ଠିକ୍ ହୋଇନାହିଁ । ତେଣୁ ସେ ଅନୁତାପ କରିଛନ୍ତି । ଚେୟାର ଉପରେ ଝୁଙ୍କିପଡ଼ି ତାଙ୍କୁ କ୍ଷମା କରିବାପାଇଁ ସେ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରିଛନ୍ତି । ସେତେବେଳକୁ ସେ କିନ୍ତୁ ପ୍ରକୃତରେ ଖୁବ୍‌ କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଛନ୍ତି । ତେଣୁ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରୁଥିବା ସମୟରେ ସେହି ଚେୟାର ଉପରେ ସେ ଶୋଇପଡ଼ିଛନ୍ତି । ସନ୍ଧ୍ୟା ଅତିକ୍ରାନ୍ତ ହୋଇଛି । ଆକାଶରେ କ୍ରମେ ଗୋଟି ଗୋଟି ହୋଇ ଅନେକ ତାରା ଝଲସି ଉଠିଛନ୍ତି । ସମଗ୍ର ପୃଥ‌ିବୀ ଉପରକୁ ଅନ୍ଧକାର ମାଡ଼ିଆସିଛି। ଚତୁର୍ଦ୍ଦିଗରେ ନୀରବତା ବିଦ୍ୟମାନ ହୋଇଛି । ନିଥର ରାତ୍ରିର ନିସ୍ତବ୍‌ଧତା ଭିତରେ ଭଗବାନ ସତେ ଯେପରି ମୃଦୁ ସ୍ଵରରେ ମାନବଜାତିକୁ ଗୋପନ କଥା କହନ୍ତି । ସୁପ୍ତ ପାଦ୍ରୀ ବିବେକର ତାଡ଼ନାରେ ହଠାତ୍‌ ଚେଇଁ ଉଠିଛନ୍ତି । ଦୁଃଖରେ ଭାଙ୍ଗପଡ଼ି ସେ କହି ଉଠିଛନ୍ତି …. ‘ମୁଁ ଚେୟାରରେ ଶୋଇଥିବାବେଳେ ଲୋକଟି ମରିଯାଇଛି ।’’ସେଦିନ ସନ୍ଧ୍ୟାରେ ଯେଉଁ ଦରିଦ୍ର ଲୋକର ଡାକରା ଆସିଥିଲା, ତା’ କଥା ଚିନ୍ତାକରି ପିଟର ଗିଲିଗେନ୍ ବିବ୍ରତ ହୋଇପଡ଼ିଛନ୍ତି । ସେ ଅଣନିଃଶ୍ଵାସୀ ହୋଇ ଘୋଡ଼ାରେ ବସି ସେହି ରୋଗୀର ଘରକୁ ଯାଇଛନ୍ତି । ସେହି ଲୋକର ସ୍ତ୍ରୀ କବାଟ ଖୋଲିଛି, ପାଦ୍ରୀଙ୍କୁ ପୁଣି ଥରେ ଦେଖୁ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ କହିଲା…………..‘ପାଦ୍ରୀ ବାବା ! ଆପଣ ପୁଣି ଆସିଛନ୍ତି !’’ ପିଟର ଗିଲିଗେନ୍ ଜାଣିବାକୁ ପାଇଛନ୍ତି ଯେ, ରୋଗୀଟି ମରିଯାଇଛି । ଦୁଃଖରେ ସେ ଭାଙ୍ଗି ପଡ଼ିଛନ୍ତି । ସେ ଯେତେବେଳେ ଜାଣିଛନ୍ତି ଯେ, ସେ (ପାତ୍ରୀ) ଚାଲିଯିବାର ଠିକ୍ ପରେ ପରେ ଏଇମାତ୍ର ଘଣ୍ଟାଏ ଆଗରୁ ରୋଗୀଟି ମରିଯାଇଛି ସେତେବେଳେ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଛନ୍ତି; କାରଣ ସେ ପ୍ରକୃତରେ ଆସି ନ ଥିଲେ । ସେ ନିର୍ବାକ୍ ହୋଇ ଯାଇଛନ୍ତି; କିନ୍ତୁ କ୍ରମେ ଭଗବାନଙ୍କର କରୁଣାର ରହସ୍ୟ ତାଙ୍କ ନିକଟରେ ଉନ୍ମୋଚିତ ହୋଇଛି । ସେ ଅନୁଭବ କରିଛନ୍ତି ଯେ, ତାଙ୍କୁ ପ୍ରକୃତରେ କ୍ଳାନ୍ତ ଜାଣି ଭଗବାନ ରୋଗୀର ଶୁଶ୍ରୂଷା ପାଇଁ ତାଙ୍କର (ପାଦ୍ରୀଙ୍କର) ଛଦ୍ମବେଶରେ ଜଣେ ଦେବଦୂତଙ୍କୁ ପଠାଇଥିଲେ । ଭଗବାନଙ୍କର ଉଦ୍ଦେଶ୍ୟରେ ପାଦ୍ରୀଙ୍କର ଅନ୍ତର କୃତଜ୍ଞତାରେ ଭରିଯାଇଛି । ଏହି ବିଶାଳ ପୃଥ‌ିବୀରେ ତାଙ୍କ ଭଳି ଜଣେ ନଗଣ୍ୟ ମଣିଷର ଯତ୍ନ ନେବାକୁ ମଧ୍ଯ ଭଗବାନ ଭୁଲି ନାହାନ୍ତି । ଗଭୀର ଭଗବତ୍ ପ୍ରୀତିରେ ପିଟର୍ ଗିଲିଗେନ୍ ଆତ୍ମହରା ହୋଇ ପଡ଼ିଛନ୍ତି।

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Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 5 Fishing Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 5 Fishing Question Answers CHSE Odisha

Fishing Class 11 Questions and Answers

Think It Out

Question 1.
What idea of the speaker’s age do you find in the first line?
Answer:
The speaker’s age may be more than fifty. He is like seasoned anger.

Question 2.
How did the speaker prepare himself for fishing? (clue: gear and attitude)
Answer:
The speaker prepared himself for fishing with a fishing rod, line, and food put on a hook to catch a fish. He was in a positive and determined attitude at that time.

Question 3.
What did he declare to his family? What silent feedback did he sense from the members of the family?
Answer:
He declared to his family to wait for him because the dinner would be marked by a special dish- fish fry. He sensed silent laughter from the members of his family.

Question 4.
Describe his initial experience. (Ins. 9 – 12)
Answer:
He went fast to the nearby pond straightaway with all the equipment required for fishing and a can. The minutes trickled by and the hours seemed to pass very slowly. It appeared as if he were luckless that day. In short, his initial experience was a blend of both certainty and uncertainty.

Question 5.
What did he dread to face when he would be back home? (Ins. 13 – 15)
Answer:
He dreaded facing the taunting words of some family members if he returned home without a fish.

Question 6.
How was his prayer answered?
Answer:
His prayer was answered when he had a marvelous catch at his disposal. He now succeeded in catching a beautiful one-foot bright and fair fish.

Question 7.
Discuss the contrasting moods presented in stanzas 3, 4, and 5.
Answer:
In stanza 3, the speaker was in a despairing mood as all his efforts to catch fish seemed futile. In stanza 4, he was in a contrasting mood to face the mockery of his family member and kept faith in God’s goodness. In stanza 5, he was in a hopeful mood after getting the opportunity to catch a fish.

Question 8.
Describe the ‘catch’.
Answer:
Driven by determination, the speaker pulled the string of his angle and it brought him a marvelous catch- ‘A one-foot fish, bright and fair’ moving in a twisted manner in the air.

Question 9.
How has the speaker described his joy and the despair of the fish?
Answer:
The speaker has described his joy by running round and round in excitement and the fish’s despair in terms of its breathlessness and sad look that expresses its longing to be free.

Question 10.
What did he think the fish was pleading for?
Answer:
He thought the fish was pleading for its freedom. The fish requested him to allow it to go back to its pond.

Question 11.
What was the debate in the speaker’s mind?
Answer:
The speaker debated his three toils, the tasty fish-fry smell, and the mocking face of some family members staring at him when he got back home fishless.

Question 12.
Discuss the significance of: “For nothing, however, I did care.” (In. 34)
Answer:
The speaker was determined to care for nothing – three hours’ toil, tasty fish-fry flavor, and especially, some mocking face of his family staring at him.

Question 13.
What was the strange feeling that the speaker felt? Can you relate the feeling to the ‘crimson glow’ and ‘greater joy’? (Ins. 36 – 38)
Answer:
The strange feeling that the speaker felt was great joy in his heart. His feelings can aptly be related to ‘the crimson glow’ and ‘greater joy’ that convey the speaker’s act of kindness and immense pleasure.

Question 14.
Which action brought about a greater joy in the heart of the speaker? In comparison to the ultimate greater joy, what do you think would have been lesser happiness?
Answer:
The speaker’s action of allowing the fish to go back to its pond brought about a greater joy in the heart of the speaker. In comparison to the ultimate greater joy, I think the speaker’s reluctant response to the fish’s appeal or lack of his kindness would have been lesser happiness.

Question 15.
Why does he find this feeling strange?
Answer:
He finds this feeling strange, because of several factors such as his liking for fish fry and the taunting remarks of his family members. Besides, the speaker’s fear and anxiety give way to determination.

Question 16.
Do you think the speaker was sensitive? Why do you think so? (clue: at least two reasons)
Answer:
Yes, the speaker was very sensitive, because he did not approve of the taunting remarks of his family members. Besides, he was moved by the sight of the fish’s despair.

Question 17.
Notice that all the stanzas excluding Stanza 7 have four lines each and make one complete sentence. How is Stanza 7 different from other stanzas?
Answer:
All the stanzas in the poem have four lines each and make one complete sentence. On the other hand, stanza 7 has ten lines to make two complete sentences. In this way, stanza 7 is different from other stanzas.

Question 18.
Describe the change that the speaker had between the morning and the evening of the same day.
Answer:
The speaker experienced a sense of dread and uncertainty and great joy between the morning and the evening of the same day. The morning brought him the first two feelings and the evening the last one.

CHSE Odisha Class 11 English To Fishing Important Questions and Answers

A.Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.

Like a seasoned angler sure of his feat
With fishing rod and line, and bait
I said, “You all, wait for me
Fish-fry tonight our dinner will be.”

Though none of them did say a word
On my face, yet I heard
Some chuckles sure at my back
I told myself, “Let me come back.”

To the nearby pond I straighaway ran
With fishing-tackle, and of course, a can
The minutes passed and the hours dragged
It seemed no luck that day I had.

I thought fishless I’d return home
And would face the jeers of some
I threw my line with a fervent wish
“Oh God, today please give me a fish.”

And lo, the float sank, rose again
And popped its head to tell me then
“This is just the time, you man,
To catch a fish if you can.”

Without delay I pulled the string
And what a catch did it bring
A one-foot fish, bright and fair
That wriggled and wriggled in the air.

Questions :
(i) “Though none of them did say a word” – what does ‘none of them’ refer to?

(ii) Explain the expression ‘the hours dragged.’’

(iii) What did the speaker pray to God?

(iv) ‘And what a catch did it bring’ – what does ‘it’ refer to?

(v) What pictures of the fish do you find in the air?

Answers :
(i) The expression ‘none of them’ refers to none of the speaker’s family.

(ii) ‘The hours dragged’ signifies that every hour seemed to be an eternity to the speaker.

(iii) The speaker prayed to God to give him a fish.

(iv) ‘It’ refers to the speaker’s string.

(v) We find the fish moving by twisting on and on in the air.

2. Read through the extract and answer the questions that follow.

At this my joy knew no bound
I ran excited round and round,
But with a gasping mouth and wistful look
It seemed to say, “Please unhook
Me and let me go again
To my home, my waterly den.’’

I did think of my three hours’ labour
And the spicy fish-fry flavour
Back home some mocking face would stare
For nothing, however, I did care.

As the sun was sinking behind the hill
A strange feeling my heart did fill
In the evening’s crimson glow
With greater joy, I let it go.

Questions :
(i) Quote the words that bring out the contrasting feelings of the speaker and the fish.

(ii) What does the expression ‘my watery den’ refer to?

(iii) How did the speaker react to the fish’s appeal?

(iv) How does he describe the fish fry?

(v) ‘With greater joy, I let it go.’ What picture of the speaker do you get here?

Answers :
(i) The speaker’s words ‘my joy knew no bound’ and ‘ran excitedly’ and the fish’s ‘gasping mouth’ and ‘wistful look’ are a study in contrast.

(ii) Here the expression ‘my watery den’ refers to the pond where the fish lives.

(iii) The fish’s appeal made the speaker think seriously.

(iv) He describes that the fish fry is full of spice. It has a nice taste.

(v) Here we learn that the speaker epitomizes kind-heartedness. His act of allowing the fish to go to its pond is a case in point. He proves that an act of kindness is a rich source of joy.

B.Mlultiple Choice Questions (MCQs) with Answers
Choose the correct option.

Live a seasoned……………………………………in the air.
Question 1.
In the first line of the poem, the speaker described himself as a vastly experienced one. Which word speaks of his experience?
(a) sure
(b) seasoned.
(c) feat.
(d) angler.
Answer:
(b) seasoned.

Question 2.
What do you understand by the word ‘bait’?
(a) food put on a hook to catch fish.
(b) a stick pasted with gum to catch fish.
(c) a net with small holes to catch fish.
(d) none of the above.
Answer:
(a) food put on a hook to catch fish.

Question 3.
In the first stanza of the poem (1 to 4 lines), the speaker as a seasoned angler has assured his family members of something for their dinner. What is that?
(a) chicken-fry.
(b) fish-fry.
(c) prawn-fry.
(d) egg-fry.
Answer:
(b) fish-fry.

Question 4.
In the second stanza of the poem (lines 5 to 8), the family members of the speaker have taken his words as him nothing but fun. How is it expressed in the poem?
(a) some back-biting sure at my back.
(b) some gossip sure at my back.
(c) some chuckles sure at my back.
(d) none of the above.
Answer:
(c) some chuckles sure at my back.

Question 5.
What do you mean by the word ‘chuckles’?
(a) back-biting.
(b) gossip.
(c) make fun.
(d) silent laughter.
Answer:
(d) silent laughter.

Question 6.
What did the speaker do with a fishing tackle in hand?
(a) ran straight to a nearby river.
(b) ran to a nearby lake.
(c) ran straight to a nearby pond.
(d) none of the above.
Answer:
(c) ran straight to a nearby pond.

Question 7.
The speaker as a seasoned angler sat on the bank of the pond to catch fish. But it was not possible as minutes and hours passed without a success. What did he feel about himself?
(a) He felt unlucky.
(b) He felt disappointed.
(c) He cursed himself.
(d) He felt himself a failure.
Answer:
(a) He felt unlucky.

Question 8.
What kind of feeling does the speaker have, as we come to know from the fourth stanza of the poem?
(a) satisfaction.
(b) frustration.
(c) contented.
(d) carelessness.
Answer:
(b) frustration.

Question 9.
Then for a fish, he prayed to God with a_______ wish.
(a) deep.
(b) fixed.
(c) fervent.
(d) faithful.
Answer:
(c) fervent.

Question 10.
He thought if he would return home without a fish, he would face the jeers of some. What does the word ‘jeers’ mean?
(a) sympathetic remarks.
(b) consolatory remarks.
(c) rude remarks.
(d) funny remarks.
Answer:
(c) rude remarks.

Question 11.
The fifth stanza of the poem expresses some signs of change and from this, the speaker is
(a) hopeless.
(b) hopeful.
(c) neither hopeless nor hopeful.
(d) none of the above about a fish.
Answer:
(b) hopeful.

Question 12.
The sixth stanza of the poem speaks______about the speaker.
(a) success.
(b) failure.
(c) frustration.
(d) contentment.
Answer:
(a) success.

Question 13.
How long was the fish caught by the speaker?
(a) half-foot.
(b) one-foot.
(c) one and a half feet.
(d) 2 feet.
Answer:
(b) one-foot.

Question 14.
What do you mean by the word ‘wriggled’?
(a) making rounds.
(b) moved in different directions.
(c) moved by twisting.
(d) moved by hanging.
Answer:
(c) moved by twisting.

Lines 25 to 38
At this my………………. I let it go
Question 15.
What is the kind of expression of the speaker seen from the first two lines of stanza 7?
(a) He is unhappy.
(b) He is delighted.
(c) He is consoled.
(d) He is hopeful.
Answer:
(b) He is delighted.

Question 16.
What does the speaker understand by the gasping mouth and wistful look of the fish?
(a) It says to leave him.
(b) It says not to kill him.
(c) It says to keep him as a pet.
(d) none of the above.
Answer:
(a) It says to leave him.

Question 17.
What do you mean by ‘Please unhook me’?
(a) keep me hanging.
(b) free me from the hook.
(c) tie me with a hook.
(d) don’t hurt me.
Answer:
(b) free me from the hook.

Question 18.
Where does the fish desire to go?
(a) to its mother.
(b) to God’s home.
(c) to its home in the water.
(d) to the speaker’s stomach.
Answer:
(a) to its mother.

Question 19.
Stanza 8 describes the speaker’s state of mind which we guess he is in_________.
(a) dilemma.
(b) dissatisfaction.
(c) nervous.
(d) deep thought.
Answer:
(a) dilemma.

Question 20.
How many hours the speaker has labored to catch the fish?
(a) two.
(b) one.
(c) three.
(d) four.
Answer:
(c) three.

Question 21.
What do you mean by ‘mocking face’ here?
(a) those who condemn.
(b) those who praise.
(c) those who criticize.
(d) those who talk behind your back.
Answer:
(c) those who criticize.

Question 22.
The last stanza of the poem expresses quite different feelings of the speaker. He with a greater joy allowed the fish to go. What kind of idea does it convey?
(a) live and let others live.
(b) the joy of the fish is the joy of the speaker.
(c) an act of kindness is a rich source of joy.
(d) be kind and good to others.
Answer:
(c) an act of kindness is a rich source of joy.

Question 23.
Who is the author of this poem?
(a) Gopa Ranjan Rout.
(b) Gopa Ranjan Nanda.
(c) Gopal Ranjan Mishra.
(d) Gopa Ranjan Jena.
Answer:
(c) Gopal Ranjan Mishra.

Detailed Summaries and Glossary

Stanzas (1 – 6)
Gist with Glossary
Like a…………………………. in the air. (Lines 1 – 24)
Gist:
Like a vastly experienced angler, the speaker wanted his family to wait for him because their dinner would have a special item- ‘fish-fry’. No one said a word on his face, but there was their silent laughter behind. Without caring for them, the speaker went straight to the nearby pond to catch them. The minutes passed and the hours seemed to be an eternity to him. The speaker thought that he would be luckless that day. The sight of the teasing remarks of some family members haunted him if he went back home without a fish. He prayed to God, requesting him earnestly to give him a fish.

Glossary :
seasoned: vastly experienced .( ଅଭିଜ୍ଞ)
angler: one who fishes with an angle – a hook, attached to a fishing line (ବନିଶୀପକାଳି)
Bait: food put on a hook to catch fish (ଥୋପ)
chuckles: silent laughter (ଚାପାହସ)
fishing-tackle: all the equipment used in fishing – rod, bait, etc (ମାଛଧରା ସରଞ୍ଜାମ )
The Hours Dragged: the hours did not seem to pass (ସମୟ ଗଡ଼ିଯିବା ଭଳି ଜଣାଗଲା ନାହିଁ)
jeers: rude remarks (କଟୁ ମନ୍ତବ୍ୟ)
fervent: earnest (ଉତ୍ସୁକ)
And…bring: The speaker had a marvelous catch.

Stanzas (7- 9)
Gist with Glossary
At this…………………………………… let it go. (Lines 25 – 38)
Gist :
The sight of a bright and fair big fish filled his heart with boundless joy. He ran in excitement. But the fish made a moving appeal to the speaker to allow him to go back to its pond once again. Its appeal made him think of his three hours’ labor, the tasty fish-fry smell, and some mocking face staring at him, in case he returned home fishless. But, kind-hearted as he was, the speaker acted positively. With a heart full of joy, he allowed the fish to go, when the sun was setting.

Glossary :
At this…….bound: The speaker was extremely happy at the sight of a very beautiful big fish.
wriggled: moved by twisting or turning quickly ( ଆଗକୁ ପଛକୁ ଦେହ ମୋଡ଼ି ଚାଲିଲା)
gasping: breathing in a state of shock (ଧକେଇଲା)
wistful: slightly sad. (ଅଳ୍ପ ଦୁଃଖିତ)
unhook: free (ଖୋଲିଦେବା)
watery den: the pond. (ଜଳାଶୟ)
spicy: full of spice (ମସଲାଯୁକ୍ତ)
flavour: smell (ସୁଗନ୍ଧ)
some…….stare: some face making fun at the speaker
sinking: setting (ବୁଡ଼ିଯିବା)
glow: soft light (ଅଳ୍ପ ଆଲୋକ)
let: allow (ଛାଡ଼ିଦେବା)

Introducing The Poet:
Gopal Ranjan Mishra has written some fascinating poems. They are marked by the simplicity of rhythm.

About The Poem:
‘Fishing’ deals with the fact that a rich source of joy is attributed to an act of kindness. The speaker who presents himself as a veteran angler is a glittering example.

Summary:
The speaker who identifies himself as a vastly experienced angler prepared himself for fishing. He declared to his family to wait for him. As a result, their dinner would be marked by fish fry. None of them spoke a word, yet they responded to his declaration in silent laughter. The speaker’s initial experience was one of bad luck. Minutes and hours trickled by. The nearby pond seemed to disappoint him. The chance of catching any fish did not look bright. He visualized the fear of facing rude remarks from some family members. He threw his line praying to God to give him a fish.

The speaker’s prayer did not go in vain. He had now a marvelous catch – ‘A one foot-high, bright and fair fish’. He saw it move in a twisted fashion in the air when the speaker pulled the string. He was beside himself with joy at the sight of the fish. His excitement ran high. In the meantime, it seemed to plead with the speaker for freedom. The fish’s earnest request to get it free sparked a debate in the speaker’s mind.

The thought of three hours’ toil, the spicy fish-fry taste, and of ‘some mocking face’ staring at him when he would come back fishless swam before his mind’s eye. However, he didn’t care for anything. The poem ends on a happy note. The sun was setting. A strange feeling filled the speaker’s heart. With a heart full of joy, he allowed the fish to go. In short, the speaker found great pleasure in his act of kindness.

ସାରାଂଶ:
ନିଜକୁ ଜଣେ ଅଭିଜ୍ଞ ବନିଶୀପକାଳି ବୋଲି ଭାବୁଥୁବା କବି ଥରେ ମାଛ ଧରିବା ପାଇଁ ପ୍ରସ୍ତୁତ ହେଲେ । ସେ ପରିବାରର ସମସ୍ତଙ୍କୁ ଅପେକ୍ଷା କରିବାକୁ କହିଲେ । ଆଜିର ଭୋଜନରେ ମାଛ ଭଜା ଖିଆ ହେବ ବୋଲି କହିଲେ । ତାଙ୍କୁ କେହି କିଛି କହିଲେ ନାହିଁ, ମାତ୍ର ଚାପା ହସର ଗୁଞ୍ଜରଣ ସେ ଶୁଣିପାରିଲେ । ସେ ସବୁ ସରଞ୍ଜାମ ଧରି ନିକଟସ୍ଥ ପୋଖରୀକୁ ଗଲେ । କିନ୍ତୁ ସେ ମାଛ ଧରିବାରେ ବିଫଳ ହେଲେ । ପୋଖରୀ ତାଙ୍କୁ ନିରାଶ କଲାଭଳି ଜଣାଗଲା । କୌଣସି ମାଛ ଧରିବାର ଆଶା ଦେଖାଗଲା ନାହିଁ । ଘରର ଲୋକମାନଙ୍କ ବଟୁ ମନ୍ତବ୍ୟର ସମ୍ମୁଖୀନ ହେବାର ଭୟ ତାଙ୍କୁ ଘାରିଲା । ସେ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରି ବନିଶୀ ସୂତା ପକାଇଲେ ।

କବିଙ୍କର ପ୍ରାର୍ଥନା ବୃଥା ହେଲା ନାହିଁ । ସେ ପକାଇଥବା ବନିଶୀ କଣ୍ଟାରେ ଏକ ଫୁଟ ଲମ୍ବର ଧଳା ମାଛଟିଏ ଲାଗିଲା । କବି ବନିଶୀ ତରତରରେ ଉଠାଇ ଦେଖୁଲେ ମାଛଟି ଢଳି ଢଲି ଆସୁଛି । ସେ ଖୁସିରେ ପାଗଳ ହୋଇଗଲେ । ମାତ୍ର ସେହି ସମୟରେ କବିଙ୍କୁ ଜଣାଗଲା ଯେ ମାଛଟି ତାକୁ ଛାଡ଼ିଦେବାକୁ ଯେପରି ପ୍ରାର୍ଥନା କରୁଛି । ମାଛଟିର ଫେରିଲେ କେତେକ ପରିହାସ ବ୍ୟଞ୍ଜକ ମୁହଁ ତାଙ୍କ ମାନସଚକ୍ଷୁରେ ଭାସି ଉଠିଲା । କିନ୍ତୁ ସେସବୁକୁ ଖାତର କଲେ ନାହିଁ । ସୂର୍ଯ୍ୟ ଅସ୍ତ ହେବାକୁ ଯାଉଥିଲେ । କବିଙ୍କ ହୃଦୟରେ ଏକ ଅଦ୍ଭୁତ ଭାବନା ଆସିଲା । ସେ ଆନନ୍ଦପୂର୍ଣ୍ଣ ହୃଦୟରେ ମାଛଟିକ ପୋଖରୀରେ ଛାଡି ଦେଲେ । ସେହି ଦୟାପୂର୍ଣ୍ଣ ତାଙ୍କ ମନକୁ ଅପୁର୍ବ ଆନନ୍ଦରେ ଭରିଦେଲା ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 4 To My True Friend Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 4 To My True Friend Question Answers CHSE Odisha

To My True Friend Class 11 Questions and Answers

Think It Out

Question 1.
What does the poet pray for?
Answer:
The poet prays for keeping their friendship intact for all time to come. In other words, she prays for their never-ending friendship.

Question 2.
How did the friend encourage the poet?
Answer:
The friend encouraged the poet to keep her going when she was passing through a difficult time.

Question 3.
How did the friend reassure her?
Answer:
The friend reassured her by telling her to get rid of sorrow and infusing in her mind the hope of a better tomorrow that will bring her joy and happiness.

Question 4.
Why did the poet trust her friend?
Answer:
The poet trusted her friend because she was always there to advise and encourage her when she found herself in a fix.

Question 5.
How did the friend inspire self-confidence in the poet?
Answer:
The friend inspired self-confidence in the poet by telling her that she was capable of doing anything she concentrated on.

Question 6.
How does the poet cherish the memory of her friend?
Answer:
The poet deeply cherishes the memory of her friend. She wants to treasure her ready smile with great love.

Question 7.
Are the friends staying close to each other? Quote the line in support of your answer.
Answer:
The friends are not staying close to each other. The line “We are separated by many miles” is a case in point.

Question 8.
How does the poet value her friendship?
Answer:
In the poet’s view, her friendship is of great value to her. She hopes it grows and prospers and survives forever.

Question 9.
Why does she call her friend extra special?
Answer:
She calls her friend extra-special because she is her only genuine friend, her guide and protector.

Question 10.
What is the poet’s final wish?
Answer:
The poet’s final wish is that they should strike their friendship and they cannot allow such friendship that brings pure joy to vanish. The reason is not far to seek. There will never be another friend like her.

CHSE Odisha Class 11 English To My True Friend Important Questions and Answers

B. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.

The day I met you
I found a friend –
And a friendship that
I pray will never end.

Your smile – is so sweet
And so bright –
Kept me going
When the day was as dark as night.
You never ever judged me,
You understood my sorrow.

Then you told me it needn’t be that way
And gave me hope for a better tomorrow.
You were always there for me,
I knew I could count on you.
You gave me advice and encouragement
Whenever I didn’t know what to do.

You helped me learn to love myself
You made life seem so good.
You said I can do anything I put my mind to
And suddenly I knew I could.

Questions :
(i) What happened on the day the poet met someone?

(ii) ‘The friend’s smile fascinates poet.’ Quote the lines to justify it.

(iii) “You never judged me…” What does this line signify?

(iv) How did the friend help the poet?

(v) ‘You made life seem so good.” Explain.

Answers :
(i) The poet made friends with the person on the day she met someone. In other words, in her, the poet found a friend in word and spirit.

(ii) The lines :
“Your smile – so sweet And so bright justifies the statement.

(iii) This line signifies the friend’s unflinching trust in the poet.

(iv) The friend helped the poet to learn the beauty of self-love.

(v) The friend shows the poet how wonderful life is. This is what the line means.

2. Read through the extract and answer the questions that follow.

There were times when we didn’t see eye to eye
And there were days when both of us cried.
But even so, we made it through;
Our friendship hasn’t yet died.

Circumstances have pulled us apart,
We are separated by many miles,
Truly, the only thing that keeps me going
Is my treasured memory of your smile.

This friendship we share
Is so precious to me,
I hope it grows and flourishes
And lasts unto infinity.

You are so extra special to me
And so this to you I really must tell :
You are my one true friend,
My Guardian Angel.

Our friendship is one-in-a-million
So let’s hold on to it and each other.
We cannot let this chance of pure bliss fly away
For there will never be another.
I love you.
I will always love you.

Questions :
(i) ‘There were times when we didn’t see eye to eye” Explain.

(ii) “But even so we made it through:” What does ‘it’ refer to?

(iii) ‘Circumstances have pulled us apart.” Explain.

(iv) “And so this to you I really must tell:” – what does ‘this’ refer to?

(v) “I love you
I will always love you.”
What do these lines throw light on?

Answers :
(i) At some point in time in the past quarrel and misunderstandings arose between the poet and her friend. Still, then their friendship continued and they shed tears together.

(ii) ‘It’ refers to the friendship between the two (the poet and someone she met on a particular day).

(iii) Circumstances have intervened in the lives of the poet and her friend. As a result, they are not staying together.

(iv) This refers to the fact that the friend will always have a special place in the poet’s heart.

(v) These lines throw light on the poet’s boundless love for her friend.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

The Text
Lines 1 to 20

The day I met you………………….. I Knew I Could
Question 1.
What Did The poet develop on the day she meet someone?
(a) relationship.
(b) friendship.
(c) brothership.
(d) partnership.
Answer:
(b) friendship.

Question 2.
What does the poet pray for?
(a) friendship to end.
(b) friendship to continue till they live together.
(c) friendship not to end.
(d) none of the above.
Answer:
(c) friendship not to end.

Question 3.
Which quality of the poet’s friend fascinates her?
(a) friend’s smile.
(b) friend’s manner.
(c) friend’s sacrifice.
(d) friend’s sweet words.
Answer:
(a) friend’s smile.

Question 4.
Her friend’s encouragement has made her pass through :
(a) an easy time.
(b) a difficult time.
(c) a favorable time.
(d) none of the above.
Answer:
(b) a difficult time.

Question 5.
“You never ever judged me.” What does this line signify?
(a) misunderstanding of a friend.
(b) friend’s unflinching trust in the poet.
(c) friend’s desire to help is mistaken.
(d) none of the above.
Answer:
(b) friend’s unflinching trust in the poet.

Question 6.
What did the friend advise the poet after knowing her sorrow?
(a) to work hard.
(b) to start a new business.
(c) to hope for a better tomorrow.
(d) to forget the past.
Answer:
(c) to hope for a better tomorrow.

Question 7.
When the poet was in difficulty and didn’t know what to do, her friend gave her_______.
(a) money and advice.
(b) money and help.
(c) advice and encouragement.
(d) money only.
Answer:
(c) advice and encouragement.

Question 8.
What did the poet’s friend make her learn?
(a) self-confidence.
(b) self-love.
(c) self-assessment.
(d) self-control.
Answer:
(b) self-love.

Question 9.
“You said I can do anything I put my mind to”. This statement of the poet’s friend in fact infused a ______in her.
(a) self-satisfaction.
(b) self-confidence.
(c) self-importance.
(d) self-praise.
Answer:
(b) self-confidence.

Lines 21 to 42

There were………………….love you.
Question 10.
“We didn’t see eye to eye”. What does this statement mean?
(a) separated from each other.
(b) did not have contact with each other.
(c) staying far from each other.
(d) having misunderstandings with each other.
Answer:
(d) having misunderstandings with each other.

Question 11.
“Our friendship has not yet died.” What does this statement signify?
(a) friendship is at stake.
(b) friendship is about to break.
(c) friendship stands the test of time.
(d) friendship has been mended.
Answer:
(c) friendship stands the test of time.

Question 12.
Which has pulled the two friends apart?
(a) differences between them.
(b) circumstances.
(c) out of sight, out of mind.
(d) none of the above.
Answer:
(b) circumstances.

Question 13.
What is that treasured memory of the poet’s friend that keeps him going?
(a) soothing words.
(b) sermon.
(c) smile.
(d) sweet look.
Answer:
(c) smile.

Question 14.
The poet says that this friendship is so_________ to her.
(a) valuable.
(b) important.
(c) worthwhile.
(d) precious.
Answer:
(d) precious.

Question 15.
The poet says that their friendship lasts unto infinity. What does it mean?
(a) friendship lasts forever.
(b) friendship has a limit.
(c) friendship will see its rise and fall.
(d) friendship if broken can be mended.
Answer:
(a) friendship lasts forever.

Question 16.
The poet has described his friend as her ‘Guardian Angel’. What does it mean?
(a) a guardian likes Angel.
(b) one who acts as her guide.
(c) one who protects and guides.
(d) none of the above.
Answer:
(c) one who protects and guides.

Question 17.
At last, the poet has described their friendship as a chance of________.
(a) pure action.
(b) pure bliss.
(c) pure words.
(d) pure thought.
Answer:
(b) pure bliss.

Question 18.
Who is the poet of this poem?
(a) Elizabeth Pinard.
(b) Anne Frost.
(c) T. S. Eliot.
(d) Thomas Moore.
Answer:
(a) Elizabeth Pinard.

Detailed Summaries and Glossary

Stanzas (1 – 5)
Gist with Glossary:

The day………………………………….. I could. (Lines 1 – 20)
Gist :
The poet goes back to a day when she met someone; in the latter, the former found a true friend. Her smile was sweet and bright beyond words. That gave her strength when she was passing through a crisis. Without caring to judge her, she understood her misery and told her to get rid of it. Instead, her friend provided the hope of a better tomorrow. In other words, she gave the poet emotional support and compassion. Her friend always stood by her. The poet unflinchingly trusted her. She helped the poet learn to love herself. Besides, the friend showed how wonderful her life was. When she was in an indecisive situation, she gave her advice and encouragement.

Glossary:
Kept Me Going: giving the poet encouragement.
When…Night: when the poet was passing through a crisis.
Count On: trust. (ବିଶ୍ୱାସ)
Never Ever Judged: never formed an opinion on, taken for granted.
You…To: Her friend instilled a sense of confidence into the poet’s mind.

Stanzas (6 – 11)
Gist with Glossary:

There were……………………………………….. love you. (Lines 21 – 42)
Gist :
Circumstances intervened in their lives. They lived far away from each other. There were days when both of them were in tears. Nevertheless, they overcame those moments and their friendship continues. In spite of being separated by distance, the poet cherishes the smile of her friend. The poet speaks highly of their friendship. She hopes it grows and prospers and stands the test of time forever. The friend is extra special to her. In her, the poet finds a true friend, a guardian, and a protector. Their friendship is exceptional. The poet fervently wishes that they stick to it. They cannot allow such a pleasure to vanish. The poet expresses her deep love for her true friend.

Glossary:
we didn’t see eye-to-eye: the poet and her friend have misunderstood.
our……….. died: their friend stands the test of time
Circumstances……. apart: circumstances have intervened in their lives. As a result, they don’t stay together for long.
Treasured: cherished (ସଞ୍ଚ)
Flourishes: prospers (ସମୃଦ୍ଧ ହେବ)
Lasts Unto Infinitely: their friendship lasts forever
extra-special: extraordinary(ଅସାଧାରଣ)
My Guardian Angel: one who protects and guides (ତ୍ରାଣକର୍ତ୍ତା)
pure bliss: pure happiness (ନିରୋଳା ସୁଖ)
fly away : vanish (ଉଭେଇଯିବ)
I will…….you: The poet wishes that she always loves her friend.

Introducing The Poet:
Elizabeth Pinard born in the U.K. writes on science fiction and fantasies. Her works include Black City, Origin, etc. She is influenced by J. K. Rowling and Stephen Mayer.

About The Poem:
To My True Friend, as the title signifies, is about the poet’s best friend. She lavishly praises her friend in great measure. The poet cherishes her memories.

Summary :
The poet’s first meeting with someone was somewhat special. In her, the former found a genuine friend. She prayed for a never-ending friendship with her, Her friend was a pillar of support to the poet when she was passing through a difficult time. In other words, her winsome smile encouraged the poet in times of her crisis. In her despair, the friend was a fountain of hope and assurance, and that too without ever judging her.

When the poet was in a fix, she gave her advice and encouragement. She was always there to comfort her. She was the poet’s biggest support both in fair and foul weather. Her friend helped her find self-acceptance and she showed her how to love herself.

They were at boarding school together until 1999. At some point in time, quarrels and misunderstandings arose between the poet and her friend. Still, then their friendship continues. There were times when both of them shed tears. Nevertheless, they overcame those painful moments.

Circumstances have made them live apart. Distance has separated them, yet the poet cherished the memories of her friend in great measure. She will never give up hope that their paths are destined to cross again. The friend was the sweetest part of her life. The poet misses her positive outlook on her. She will always have an ‘extra special’ place in her heart. The poem comes to an end with the poet’s final wish for keeping their most precious friendship intact for all time to come.

ସାରାଂଶ:
ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି ଏବଂ ପ୍ରଶଂସାର ବର୍ଷା ଢାଳି ପକାଇଛନ୍ତି । କବିଙ୍କର ପ୍ରଥମ ସାକ୍ଷାତ ଥିଲା ଏକ ସ୍ଵତନ୍ତ୍ର ପ୍ରକାରର । ସେ ତାଙ୍କଠାରେ ଆବିଷ୍କାର କଲେ ଜଣେ ପ୍ରକୃତ ଏବଂ ବାସ୍ତବ ବନ୍ଧୁର ସମସ୍ତ ଗୁଣାବଳୀ । ତାଙ୍କ ସହ କବିଙ୍କର ବନ୍ଧୁତା ସ୍ଥାପିତ ହେଲା । ସେ ତାଙ୍କ ସହିତ ବନ୍ଧୁତ୍ବର ପରିସମାପ୍ତି ନ କରିବା ପାଇଁ ପ୍ରାର୍ଥନା କରିଥିଲେ । ଯେତେବେଳେ କବି କୌଣସି ବିପଦରେ ପଡ଼ୁଥିଲେ, ସେତେବେଳେ ତାଙ୍କର ବନ୍ଧୁ ପରିବର୍ତ୍ତେ ତାଙ୍କ ବନ୍ଧୁ ଆଶା ଓ ଆଶ୍ଵାସନାର ଝରଣା ପାଲଟି ଯାଆନ୍ତି ।

ଯେତେବେଳେ କବି କୌଣସି ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଯାଆନ୍ତି, ସେତେବେଳେ ତାଙ୍କ ବନ୍ଧୁ ତାଙ୍କୁ ଉପଦେଶ ଓ ଉତ୍ସାହ ଦେଇଥା’ନ୍ତି । ସେ କବିଙ୍କର ଉଭୟ ସମ୍ପଦ ଓ ବିପଦ ସମୟର ତ୍ରାଣକର୍ତ୍ତା । ସେ ତାଙ୍କ ମନରେ ଆତ୍ମପ୍ରତ୍ୟୟ ଭରିଦେବା ସହ ନିଜକୁ କିପରି ଭଲ ପାଇବାକୁ ହୁଏ ଶିଖେଇଛନ୍ତି । ସେମାନେ ଏକାଠି ଛାତ୍ରାବାସ ୧୯୯୯ ମସିହା ପର୍ଯ୍ୟନ୍ତ ରହିଥିଲେ । କେତେକ ସମୟରେ କବି ଓ ତାଙ୍କ ବନ୍ଧୁଙ୍କ

ପରିସ୍ଥିତି ଚାପରେ ସେମାନଙ୍କୁ ଅଲଗା ରହିବାକୁ ପଡ଼ିଛି । ଦୂରତ୍ବ ସେମାନଙ୍କୁ ଅଲଗା କରିଦେଇଛି, ତଥାପି ସେ ବିତାଇଥିବା ସମୟ ତାଙ୍କ ପାଇଁ ସବୁଠାରୁ ସୁଖଦ ସମୟ । ସେ ତାଙ୍କ ହୃଦୟରେ ସବୁବେଳେ ରହିବେ । କବି ତାଙ୍କର ବନ୍ଧୁତ୍ଵ କାଳକାଳ ପାଇଁ ଅକ୍ଷୁଣ୍ଣ ରହୁ ବୋଲି ଆଶା ପ୍ରକାଶ କରିଛନ୍ତି ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 5 Money Madness Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 5 Money Madness Question Answers CHSE Odisha

Money Madness Class 12 Questions and Answers

Think it out

Question 1.
Are all the people of the world mad for money? Which line implies this?
Answer:
All the people of the world are mad about money. The line “Money is our madness, our vast collective madness” implies this.

Question 2.
Are all people equally mad for money or degree of madness vary from person to person?
Answer:
No, all people are not equally mad about money. Each person has his own degree of madness for money. In other words, it varies from person to person.

Question 3.
How does a person feel when he parts with a pound of money?
Answer:
A person suffers a sharp, sudden feeling of pain when he parts with a pound of money.

Question 4.
How does a person feel when he hands out a ten-pound note?
Answer:
A person is seized with a genuine fear when he hands out a ten-pound note.

Question 5.
What kind of feeling does money create in us? (lines 6-7)
Answer:
Money creates great fear and respect in us.

Question 6.
Are we really afraid of money or moneyed men?
Answer:
We are really afraid of moneyed men.

Question 7.
What do people say about a man’s worth?
Answer:
People say how much money a man possesses.

Question 8.
How many times is “dirt” repeated in the poem? What does the poet mean by “dirt”?
Answer:
“Dirt” is repeated five times in the poem. By “dirt”, the poet means great misery faced by those who are poor.

Question 9.
How do money-mad men treat men without money?
Answer:
Money-mad men treat men without money with hatred.

Question 10.
What does a man without money fear – poverty or dishonor by eating ‘dirt’?
Answer:
A man without money fears dishonor by eating “dirt”.

Question 11.
Why does the poet say “We must have some money”?
Answer:
The poet says that “We must have some money” to save us from living in a state of deepening misery. In other words, with some money at our disposal, we have the right to live in a dignified way.

Question 12.
What does the poet mean by “bread” (line 22), “shelter” (line 23), and “fire” (line 24)?
Answer:
The poet means food, a house to live in, and clothes respectively by “bread”, “shelter” and “fire”.

Question 13.
To you think “bread”, “shelter” and “fire” should be free? Explain why you think so?
Answer:
Yes, I think “bread”, “shelter” and “fire” should be free, because these are the most basic necessities of life. These three things are essential for everyone, irrespective of rich or poor and should be easily available to all.

Question 14.
Why does the poet repeat the words “all and anybody” in lines 24-25?
Answer:
The poet repeats the words “all and everybody” in lines 24-25 to bring home the fact that the human race should not exist in a state of misery and indignity. Everyone all over the world is entitled to get the basic necessities of life.

Question 15.
What does it mean to “regain our sanity” (line 25)?
Answer:
By to ‘regaining our sanity’, the poet means we should give up our craze for money. Instead, we should be sensible. We should realize that there exists another fine world beyond money.

Question 16.
What are the two things implied in – “It’s one thing or the other”?
Answer:
The two things implied in – “it’s one thing or the other” is man’s destruction as a result of his madness for money or his survival in a peaceful society where the craze for it does not exist. It may be the poet’s own vision of what he wishes in his poetry to be seen as in terms of a ‘new heaven and earth’.

CHSE Odisha Class 12 English Money Madness Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
for money is a modern phenomenon?
(A) Fashion
(B) Need
(C) Craze
(D) all of these
Answer:
(C) Craze

Question 2.
The _________________ of madness for money varies from person to person?
(A) multitude
(B) magnitude
(C) source
(D) none of these
Answer:
(B) magnitude

Question 3.
Money instits a feeling of __________________ in our minds?
(A) delight
(B) frustration
(C) great fear
(D) peculiarity
Answer:
(C) great fear

Question 4.
We dread _______________?
(A) money
(B) materialistic comforts
(C) Mankind collective frenzy for money
(D) some people’s greed for money.
Answer:
(C) Mankind collective frenzy for money

Question 5.
The expression ‘go cold’ means _____________?
(A) exposure to cold
(B) influenza
(C) suffer
(D) all of these
Answer:
(C) suffer

Question 6.
The repetition of dirt’ signifies?
(A) the miseries of the poor
(B) spread of filth
(C) dirty habits
(D) unclean thing
Answer:
(A) the miseries of the poor

Question 7.
The rich treat the poor with _________________?
(A) indifference
(B) disdain
(C) compassion
(D) none of these
Answer:
(B) disdain

Question 8.
Man must have some money to lead a life of __________________?
(A) protection
(B) comforts
(C) dignity
(D) affluence
Answer:
(C) dignity

Question 9.
Does the poet plead for mankind’s ______________ about money?
(A) wild excitement
(B) euphoria
(C) anxiety
(D) rationality
Answer:
(D) rationality

Question 10.
That money has been the root of all evil is ______________?
(A) true
(B) partially true
(C) unthinkable
(D) false
Answer:
(D) false

Question 11.
What is madness according to the poet?
(A) love
(B) money
(C) power
(D) corruption
Answer:
(B) money

Question 12.
The word’ multitude’ means?
(A) a few people
(B) a large number of people
(C) a scarcity of people
(D) can’t say
Answer:
(B) a large number of people

Question 13.
When a person parts with a pound of money he feels?
(A) happy
(B) the pang of losing it
(C) sorrow
(D) proud of himself
Answer:
(B) the pang of losing it

Question 14.
When a person hands out a ten-pound note he feels?
(A) excited
(B) courageous
(C) encouraged
(D) a real tremor
Answer:
(D) a real tremor

Question 15.
A man’s worth is judged from?
(A) his personality
(B) his education
(C) his helping nature
(D) the amount of money he possesses
Answer:
(D) the amount of money he possesses

Question 16.
The money-mad men treat men-without money with _________________?
(A) sympathy
(B) hatred
(C) pride
(D) arrogance
Answer:
(B) hatred

Question 17.
What should be free according to the poet?
(A) bread, shelter, and fire
(B) air and water
(C) money and habitation
(D) bread and butter
Answer:
(A) bread, shelter, and fire

II. Short Type Questions with Answers

Question 1.
‘It’s one thing or the other.’ Explain?
Answer:
Here the poet offers us two choices: either to create a beautiful world to live in or destroy it because of our collective madness for money. This depends on our attitude.

Question 2.
For mankind says with one voice: How much money is he worth? Explain?
Answer:
These lines speak volumes for the materialistic world. Besides, the rich always rule the roost and measure the people only in terms of money.

Question 3.
Explain the repetition of ‘dirt’?
Answer:
The repetition of ‘dirt’ states a very cruel truth. In this age of materialism, without money, a man leads a life of wanton misery and utter disgrace.

literary terms

Alliteration:
the device of repeating words beginning with the same consonantal sound to produce an artistic effect. See Hopkin’s “Pied Beauty”.

Blank verse:
the unrhymed verse in iambic pentameter. A pentameter line consists of five metrical feet. Iambic means beginning with an unstressed syllable. See Milton’s “Hail, holy Light”.

Classicism:
the quality associated with ancient Greek and Roman literature (the classics). It refers to objectivity, clarity, simplicity, formal regularity and discipline. The term “neo-classical” is applied to the literature of the Restoration and Augustan Age in England. See the poems of Dryden and Pope.

Dramatic monologue:
a monologue is a poem written as if spoken aloud by a character. It reveals the character’s personality and situation. It is dramatic because the poet never intrudes his opinions into what the character says about himself or herself. Among English poets, Browning is the most competent writer of dramatic monologue. See Tennyson’s “Tithonus”.

Elegy:
a poem mourning the dead. In ancient Greek and Roman Literature, it was originally used as a formal lament. A pastoral elegy is an elegy in a rural setting. Gray’s “Elegy” is a famous example.

Free verse:
verse not in regular meter and line length. But no verse is really free from the constraints of meter. See Lawrence’s “Snake”.

Heroic couplet:
two rhyming lines of verse in iambic pentameter. This simplest form of the stanza was introduced into English poetry by Denham and perfected by Dryden and Pope. It is called heroic because it was frequently used for epic poetry and poetic drama.

Image:
C. Day Lewis defines it as “a picture made out of words”. Imagery refers to a kind of descriptive language fundamental to poetry. It appeals to the senses. It includes the metaphor and simile. A “conceit” is a far-fetched image.

Imagism:
the practice of presenting the subject of a poem with precision and economy usually through a few striking images. The term “Imagists” is applied to a group of poets at the beginning of the present century who advocated and practised imagism, e.g. T.E. Hulme, Richard Aldington, Hilda Doolittle, Ezra Pound etc. Eliot’s “Preludes” is imagistic.

Irony:
a form of speech or writing that states one thing but means another. It is used in satirical and literary works with satirical intentions. It is also used to heighten drama.

Lyric:
originally a poem meant for singing. Now it means a poem expressing personal feelings.

Metaphor:
an indirect comparison between two objects in order to describe one. A simile is a direct comparison. “She is as beautiful as a rose” and “She is a rose” are examples of a simile and a metaphor respectively.

Metaphysical poets:
the seventeenth-century English poets. Donne, Marvell, Cowley, Herbert, Crashaw, Vaughan, etc. wrote poetry in a style colloquial, dramatic, witty, argumentative, and scholarly. Dryden and Dr. Johnson gave them the name “metaphysical”.

Meter:
the regular occurrence of stresses or syllables breaking a line of verse into equal divisions. Each division is called a foot. See “Blank verse” above.

Ode:
An elaborate lyric is composed usually in a dignified style and expresses exalted feelings. The regular ode is the Pindaric ode, named after the Greek poet Pindar. It is divided into three parts, the strophe, the antistrophe, and the epode.

Oxymoron:
a figure of speech in which two contradictory words are combined. It produces a rhetorical effect.

Paradox:
a statement that is contrary to accepted opinion. It seems to contradict itself but is actually based on truth. It is a means of illustrating a truth in a forceful manner.

Parody:
an exaggerated imitation of another poet’s way of writing. Its aim is humorous and satirical.

Personification:
the poetic method of treating an abstract idea or an object as if it were a person.

Rhyme:
the repetition of the same unit of sound in a poem, usually at the ends of the lines. In the first stanza of Gray’s elegy, “day”, rhymes with “way” and “lea” with “me”. If the first unit is represented as a and the second as b, the rhyme scheme of the stanza is abab. Rhyme can also occur within a line and then it is called internal rhyme. It makes verse musical. Secondly, it preserves the verse form in which the poem is composed.

Rhythm:
“The regular rising and falling in the flow of sounds in poetry, these recurring intervals of strong and light sounds, like the beat of a drum regulating dance movements, is called rhythm Different poems have different rhythms. A shorter line of verse usually has a quicker rhythm: and a long line has a slower rhythm. Sprung rhythm is close to the rhythm of normal speech. In a line having this rhythm, stresses are exaggerated to denote heightened emotion. Hopkins found this rhythm in nursery rhymes and Old English poetry and called it sprung rhythm.

Stanza:
the pattern formed by lines of verse. The pattern is repeated throughout the poem. A group of four lines is called a quatrain. The Spenserian stanza consists of nine lines, the first eight being in iambic pentameter and the ninth an alexandrine (a line of twelve syllables).

Sonnet:
a poem of fourteen lines, usually in iambic pentameter. The rhymes are arranged according to certain patterns. The sonnet, originally developed in Italy, was introduced into English poetry by Thomas Wyatt and the Earl of Surrey in the sixteenth century. There are two types of sonnets in English: the Petrarchan and the Shakespearian.

Satire:
a piece of writing in prose or verse ridiculing folly stupidity or vice. Its weapons are wit, humor, and irony. Horatian satire is gentle and corrective, but Juvenalian satire is savage and bitter. Dryden and Pope are famous writers of satires in English poetry.

Introducing the Poet
David Herbert Richards Lawrence (1885-1930) is a many-faceted genius: a novelist, poet, playwright, essayist, literary critic, and painter. As a poet, Lawrence began as an Imagist. His best poems are in free verse about the individual, inner nature of animals and plants. Views on his poetry are as diverse, and often as extreme, as those on his novels: Anthony West, for instance, suggests that it is difficult to take seriously Lawrence’s claim to be a poet since ‘he entirely lacked the discipline’ essential to poetry. Later, West states that Lawrence’s poems ‘ remain in the initial stage’, a view shared by Anthony Beal, who also mentions that the subjects dealt with in the poetry are also handled in the novels and stories but with more subtlety and power. On the other hand, writers such as Michael Schmidt acknowledge that Lawrence’s poetry has a wide range and flawed magnificence. Those poems that have the strongest emotions and pressures behind them are the most lucidly expressed and the most satisfactory structurally. From this standpoint, we can view more clearly Lawrence’s strengths: the intensity of feelings; the width of human awareness; the narrative power and the sincerity he expressed, and so on. His poems include Bat, Fidelity, Piano, Shadows, Snake, Violets, etc.

About the Poem
‘Money Madness as the title signifies deals with the craze for money that seems to have gripped the modem world. The poem itself is highly romantic in nature, especially in how it seeks to reject something that is so valued by others and something upon which primacy in society is placed. His own statement about his poetry is that it served to be seen as an “autobiography”. This is certainly the case in ‘Money Madness’, which throws light on a personalized view of the horror of money. It is money that makes a man insane. The poem represents Lawrence’s own vision of what he wishes his poetry to be seen as in terms of a “new heaven and earth”.

Summary
Money, the poet says, makes all the people mad. They are not equally mad for money. Instead, the degree of madness varies from person to person. A sudden feeling of pain grips a man when he parts with a pound of money. A person is caught up in a state of horror when he hands out a ten-pound note. Money creates a feeling of fear. It is not surprising that money has a fearful ruthless power among men. The poet states that we don’t dread money so much. Instead, what we fear is mankind’s collective frenzy for money. The rich detest the poor; if the latter has no money, he should live in a state of misery. Nobody cares about him. In short, money has been the root, if not of all evil, of great misery to the human race. Against this backdrop, the poet pleads for ‘free food’, ‘free shelter’, and ‘free fire’. Everybody everywhere in the world should get all these basic things. Money turns man insane. The poet longs for a society where money does not rule the roost. We should see reason before we start killing our fellow beings for money. At last, we are left with a choice: destruction or survival.

ସାରାଂଶ:
କବିଙ୍କ ମତରେ ଟଙ୍କା ସମସ୍ତଙ୍କୁ ପାଗଳ କରିଦିଏ । ସେମାନେ ଟଙ୍କା ପାଇଁ ସମପରିମାଣରେ ପାଗଳ ନୁହନ୍ତି । ପ୍ରତ୍ୟେକ ବ୍ୟକ୍ତିର ପାଗଳାମିର ମାତ୍ର! ଅଲଗା । ଯେତେବେଳେ ଜଣେ ବ୍ୟକ୍ତି ଏକ ପାଉଣ୍ଡ ମୁଦ୍ରା ଅନ୍ୟକୁ ଦିଏ, ସେତେବେଳେ ହଠାତ୍ ଏକ ଯନ୍ତ୍ରଣା ତାକୁ ଜାବୁଡ଼ି ଧରେ । କିନ୍ତୁ ଦଶ-ପାଉଣ୍ଡ ନୋଟ୍ ଦେବା ସମୟରେ, ଲୋକଟି ଭୟବିହ୍ଵଳ ହୋଇଯାଏ । ଟଙ୍କା ଭୟର ଭାବନା ସୃଷ୍ଟି କରେ । ଟଙ୍କା ଯେ ମଣିଷମାନଙ୍କଠାରେ ନିଷ୍ଠୁର କ୍ଷମତା ସୃଷ୍ଟି କରେ – ଏଥରେ ଆଶ୍ଚର୍ଯ୍ୟ ହେବାର କିଛି ନାହିଁ । କବି କହିଛନ୍ତି ଆମେ ଟଙ୍କାକୁ ବେଶି ଭୟ କରୁନାହୁଁ । ଆମେ କେବଳ ଟଙ୍କା ପାଇଁ ମଣିଷଜାତିର ସମଷ୍ଟିଗତ ପାଗଳାମିକୁ ଡରୁ । ଧନୀମାନେ ଗରିବମାନଙ୍କୁ ଘୃଣା କରନ୍ତି । ଯଦି ଦରିଦ୍ର ଲୋକଟି ପାଖରେ ଟଙ୍କା ନାହିଁ, ସେ ଦାରିଦ୍ର୍ୟ ମଧ୍ୟରେ ଜୀବନ ବିତାଇବା ଉଚିତ । କେହି ତାକୁ ଖାତିର କରନ୍ତି ନାହିଁ । ସକ୍ଷେପରେ କହିବାକୁ ଗଲେ ଟଙ୍କା ଯଦିଓ ସବୁ ଅନର୍ଥର ମୂଳ ନୁହେଁ, ତଥାପି ଏହା ମଣିଷଜାତିର ଦାରିଦ୍ର୍ୟର ମୂଳ କାରଣ । ଏହି ପରିପ୍ରେକ୍ଷୀରେ କବି ଖାଦ୍ୟ, ବାସଗୃହ ଓ ବସ୍ତ୍ରକୁ ମାଗଣାରେ ଯୋଗାଇ ଦେବାକୁ ଯୁକ୍ତି କରିଛନ୍ତି । ପୃଥ‌ିବୀର ସର୍ବତ୍ର ସମସ୍ତେ ଏହି ମୌଳିକ ଜିନିଷ ପାଇବା ଉଚିତ । ଟଙ୍କା ମଣିଷକୁ ପାଗଳ କରିଦିଏ । କବି ଏପରି ଏକ ଶାନ୍ତିପୂର୍ଣ୍ଣ ସମାଜ ଚାହାନ୍ତି, ଯେଉଁଠାରେ ଟଙ୍କାର ପ୍ରାଦୁର୍ଭାବ ନ ଥ‌ିବ । ଆମେ ଆମ ନିଜ ଲୋକଙ୍କୁ ଟଙ୍କାପାଇଁ ମାରିବା ପୂର୍ବରୁ ତା’ର କାରଣ ନିରୂପଣ କରିବା ଆବଶ୍ୟକ । ସର୍ବଶେଷରେ ଆମ ପାଖରେ ରହିଛି ଦୁଇଟି ମାତ୍ର ବିକଳ୍ପ : ଧ୍ବଂସ କିମ୍ବା ବଞ୍ଚ୍ ରହିବା ଅବସ୍ଥା ।

Detailed Summaries and Glossary

Lines – (1-8)
Money is ………………………………………………………………… among men.
The poet throws light on the man’s madness for money. The craze for money seems to have gripped the modem world. If the world is mad, then every single person carries the madness around him. A person is seized with a sudden, sharp feeling of pain when he parts with a pound of money. A sense of horror grips him when he hands out a ten-pound note. Mankind shows fear at the sight of money. We all pale into insignificance before it. We respect it too much in strange fear. It is not surprising that money has a fearful ruthless impact on men.

ସାରମର୍ମ :
ଟଙ୍କା ପାଇଁ ମଣିଷର ପାଗଳାମି ଉପରେ କବି ଆଲୋକପାତ କରିଛନ୍ତି । ଟଙ୍କା ପାଇଁ ଉନ୍ମାଦତା ଆଧୁନିକ ଦୁନିଆକୁ ଆକ୍ରାନ୍ତ କଲାଭଳି ଜଣାପଡ଼ୁଛି । ଯଦି ସମଗ୍ର ପୃଥ‌ିବୀ ପାଗଳ, ତେବେ ଜଣେ ବ୍ୟକ୍ତି ଚାରିପାଖରେ ପାଗଳାମି ଘେରି ରହିବା ଅନିବାର୍ଯ୍ୟ । ଯେତେବେଳେ ମଣିଷ ଅନ୍ୟକୁ ଏକ ପାଉଣ୍ଡ ମୁଦ୍ରା ଦିଏ, ସେତେବେଳେ ସେ ଭୀଷଣ ଯନ୍ତ୍ରଣା ଅନୁଭବ କରେ । କିନ୍ତୁ ଦଶ ପାଉଣ୍ଡ ନୋଟ୍‌ଟିଏ ଦେବାବେଳେ, ତାକୁ ଭୟ ଗ୍ରାସ କରେ । ଟଙ୍କା ସମ୍ମୁଖରେ ମଣିଷଜାତି ଭୟ ପ୍ରଦର୍ଶନ କରେ । ଏହା ନିକଟରେ ଆମେ ନିଷ୍ପ୍ରଭ ହୋଇଯାଉ । ମଣିଷମାନଙ୍କ ଉପରେ ଟଙ୍କା ଯେ ଭୟଙ୍କର ନିଷ୍ପ୍ରର ପ୍ରଭାବ ପକାଏ – ଏହା ଆଦୌ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ନୁହେଁ ।

Glossary
our madness : we are all shockingly mad after money (ଅର୍ଥ ପାଇଁ ଆମେ ସମସ୍ତେ ପାଗଳ)।
of course : ଅବଶ୍ୟ
multitude : ବହୁସଙ୍ଖ୍ୟକ
insanity : madness ( ପାଗଳାମି )
pang : a sharp. sudden feeling of pain (ଗଭୀର ଯନ୍ତ୍ରଣା)
tremor : horror (ଭୟ)
hands out : ହସ୍ତାନ୍ତର କରିବା
quail : to be very afraid (ଭୟଭୀତ ହେବା)
It down : ଟଙ୍କା ଆମକୁ ଛୋଟ କରିଦେଇଛି
grovel : to show too much respect for someone (ଅତ୍ୟଧ୍ଵ ସମ୍ମାନ ପ୍ରଦର୍ଶନ କରିବା)
strange : ଅଦ୍ଭୁତ
cruel : ruthless (ନିଷ୍ଠୁର)

Lines (9 – 12)
But it ………………………………………………………………………………go cold.
The poet says that we are not so afraid of money. It is mankind’s craze for money that terrifies us. The reason is not far to seek. Mankind asks unanimously how much money a person has. If he has no money, he should live in a state of misery. He should end up on the streets.

ସାରମର୍ମ :
କବି କହିଛନ୍ତି ଆମେମାନେ ଟଙ୍କାକୁ ଏତେ ଡରୁନାହୁଁ । ମଣିଷଜାତିର ଟଙ୍କା ପାଇଁ ସାମଗ୍ରିକ ଉନ୍ମାଦନା ଆମକୁ ଭୟଭୀତ କରାଉଛି । କାରଣ ଅତି ସ୍ପଷ୍ଟ । ମଣିଷଜାତି ସର୍ବଦା ଏକ ସ୍ବରରେ ପଚାରେ ଗୋଟିଏ ଲୋକ ପାଖରେ କେତେ ଟଙ୍କା ଅଛି । ଯଦି ତା’ ପାଖରେ ନାହିଁ, ସେ ଦୁଃଖରେ ରହିବା ଉଚିତ । ରାସ୍ତାରେ ହିଁ ତା’ର ଜୀବନର ପରିସମାପ୍ତି ଘଟିବା ଉଚିତ ।

Glossary
terrifies : afraid of (ଭୟଭୀତ ହେବା)
collective : ସାମଗ୍ରିକ
mankind : ମାନବଜାତି
How . worth: ମଣିଷର କେତେ ଟଙ୍କା ଅଛି ?
Then …. cold : ଦରିଦ୍ରମାନେ ନିର୍ଯ୍ୟାତିତ ହୁଅନ୍ତୁ

Lines (13 – 19)
And if………………………………………………………………………………fellow-me.
A poor man does not die so easily. The rich give him a little bread to eat to make him at least alive that day. They treat the poor with contempt. A man shorn of money
fears dishonour. He dreads his own money-mad persons.

ସାରମର୍ମ :
ଦରିଦ୍ର ଲୋକ ସହଜରେ ମରେ ନାହିଁ । ଅନ୍ତତଃ ସେ ଦିନଟିଏ ବଞ୍ଝାପାଇଁ ଧନୀ ଲୋକମାନେ ତାକୁ ଅଳ୍ପ କିଛି ଖାଦ୍ୟ ଦିଅନ୍ତି । ସେମାନେ ଗରିବମାନଙ୍କୁ ଘୃଣାବ୍ୟଞ୍ଜକ ବ୍ୟବହାର କରନ୍ତି । ଧନହୀନ ଲୋକଟିଏ ଅସମ୍ମାନକୁ ଭୟ କରେ । ସେ ନିଜ ଚାରିପଟର ଟଙ୍କା ପାଗଳ ଲୋକମାନଙ୍କ ଭୟ କରେ ।

Glossary
they : the rich (ଧନୀଲୋକମାନେ )
they it : ଅନ୍ତତଃ ଆଜି ପାଇଁ ଚଳିବାକୁ ସେମାନଙ୍କୁ ଅଳ୍ପ ଖାଦ୍ୟ ଦିଅନ୍ତି
frightened : ଭୟଭୀତ ହେବା
a delirium : wild excitement (ପାଶବିକ ଉନ୍ମାଦନା )
money-mad fellow-men : ଧନ ପାଇଁ ପାଗଳ

Lines (20 – 22)
We must …………………………………………………………….. all wrong.
We must have some money to save us from the dishonour of eating only for a day. But the poet does not subscribe to this view.

ସାରମର୍ମ :
କେବଳ ଗୋଟିଏ ଦିନ ପାଇଁ ଚଳିବାର ଅସମ୍ମାନରୁ ରକ୍ଷା ପାଇବା କାରଣରୁ ଆମ୍ଭେମାନେ କିଛି ଟଙ୍କା ସଞ୍ଚୟ କରିବା ଦରକାର । କିନ୍ତୁ କବି ଏ କଥାକୁ ସହଜରେ ଗ୍ରହଣ କରିପାରିନାହାନ୍ତି ।

Glossary
to …. eating dirt: save the poor from suffering dishonor by eating to make them alive for that day ( ଗରିବମାନଙ୍କୁ ଅସମ୍ମାନରୁ ରକ୍ଷା କରିବା)

Lines (23 – 26)
Bread should ………………………………………………………………….. the world.
The poet bluntly rejects the horror of money. Bread, shelter and fire should be available freely and easily to every person all over the world. These things are indispensable for all.

ସାରମର୍ମ :
କବି ଦୃଢ଼ ଭାବରେ ଟଙ୍କାର ଭୟକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛନ୍ତି । ସାରା ବିଶ୍ଵରେ ପ୍ରତ୍ୟେକ ମଣିଷ ପାଖରେ ଖାଦ୍ୟ,ବାସଗୃହ ଏବଂ ବସ୍ତ୍ର ମାଗଣାରେ ଏବଂ ସହଜରେ ଉପଲବ୍ଧ ହେବା ଉଚିତ । ଏସବୁ ଜିନିଷଗୁଡ଼ାକ ସମସ୍ତଙ୍କ ପାଇଁ ଅପରିହାର୍ଯ୍ୟ ।

Glossary
Bread : ରୁଟି |
shelter : ଆଶ୍ରୟସ୍ଥଳ
to world : ସମଗ୍ର ପୃଥ‌ିବୀର ସମସ୍ତଙ୍କୁ ଖାଦ୍ୟ, ବାସଗୃହ ଏବଂ ବସ୍ତ୍ର ମାଗଣାରେ ଏବଂ ସହଜରେ ଉଚିତ

Lines (27 – 29)
We must ………………………………………………………………………………… the other.
Money turns man insane. The poet makes a passionate appeal to us to give up our madness for money. Instead, we should be sensible. Before we start killing one another for money we are left with a choice: the creation of a peaceful society or our destruction. The last line may admit of another interpretation. It depends on whether we should save money or kill our fellow beings for it.

ସାରମର୍ମ :
ଟଙ୍କା ମଣିଷକୁ ପାଗଳ କରିଦିଏ । କବି ଆମକୁ ଟଙ୍କା ପାଇଁ ପାଗଳାମିକୁ ପରିତ୍ୟାଗ କରିବାକୁ ନିବେଦନ କରିଛନ୍ତି । ଆମ୍ଭେମାନେ ବିଜ୍ଞ ହେବା ଉଚିତ । ଟଙ୍କା ଯୋଗୁଁ ପରସ୍ପରକୁ ହତ୍ୟା କରିବା ପୂର୍ବରୁ ଆମକୁ ଦୁଇଟି ଜିନିଷ ମଧ୍ୟରୁ ଗୋଟିଏକୁ ବାଛିବାକୁ ପଡ଼ିବ – ଆମେ ଶାନ୍ତିପୂର୍ଣ୍ଣ ସମାଜ ଗଢ଼ିବା କିମ୍ବା ଆମର ବିନାଶ ସାଧନ କରିବା । ଶେଷ ଧାଡ଼ିର ଆଉ ଏକ ଅର୍ଥ କରାଯାଇପାରେ – ଆମ୍ଭେ ଟଙ୍କା ସଞ୍ଚୟ କରିବା ହତ୍ୟା ଉଚିତ କି ଏହା ପାଇଁ ନିଜ ଲୋକମାନଙ୍କୁ ହତ୍ୟା କରିବା ଉଚିତ। ଏ କଥା ଆମ ଉପରେ ନିର୍ଭର କରେ ।

Glossary
regain : to get back (ଫେରି ପାଇବା)
sanity : ପରିମଳ
about it : about money (ଅର୍ଥ ସମ୍ବନ୍ଧରେ )
It’s the other : we should aim at creating a society where craze for money does not exist. otherwise we shall perish. ( ଆମେ ଏହିଭଳି ସମାଜ ସୃଷ୍ଟି କରିବା ଯେଉଁଠାରେ ଅର୍ଥ ଲାଳସା ନ ଥ‌ିବ, ନଚେତ୍ ଆମର ଧ୍ବଂସ)

Read More:

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• The Ballad of Father Gilliga Question Answern
• A Psalm of Life Question Answer
• Television Question Answer
• Money Madness Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text C: New Superstitions for Old Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 11 New Superstitions for Old Question Answers CHSE Odisha

New Superstitions for Old Class 11 Questions and Answers

Activity-12
Comprehension

Read Text-C (Part-one) once again after getting the meaning (i) Omen (paragraph- 3), (ii) freighted (paragraph 6) and (iii) heathen (paragraph 7) from a dictionary, if you don’t know their meanings. And then answer the following questions as briefly as possible.

Question (a)
In which paragraph does Mead say , that some long standing rituals are nothing but superstitions ? List five long-standing rituals which the writer mentions.
Answer:
Paragraph-1 says that some long standing rituals are nothing but superstitions. The five, long standing rituals which the writer mentions are:
1. lucky and unlucky numbers.
2. future events which cah be read from omens,
3. protective charms.
4. what happens can be influenced by casting spells.
5. magic.

Question (b)
In what way are religion and superstition similar ? And how are they different ?
Answer:
Actually, both religion and superstition are based on belief or faith or practices and ways of thinking that have been given up, because they are inconsistent with scientific knowledge. Moreover, superstition and religion have a slight difference. Superstition is used in a derogatory sense and religion has a high status.

Extra Activity – 12(A)

Question 1.
What is, according to the writer, superstition ?
Answer:
The author explains the meaning of superstition straightforward. According to him, superstition refers to old folk faith of beliefs, practices or ways of thinking. There are lucky and unlucky numbers and days, that future events can be read from omens that there are protective charms or that what happens can be influenced by acting spells magic is another form of superstitions.

Question 2.
There is something which is most likely to happen that evokes the memory of some old fold belief, what is that ?
Answer:
It is the folk belief- spilling salt, a knife falling on floor, nose tickling that evokes its memory.

Question 3.
What are the observances of childhood ?
Answer:
Wishing on the first star, looking at the new moon over the right shoulder, avoiding the cracks in the side walk on the way to school, wishing on while horses on loads of way, on covered bridges on red cars are the observances of childhood.

Extra Activity – 12(B)

‘So’ and ‘Such’ and their uses.
(A) Study these Examples:
Ex.
1. I didn’t enjoy the boolc. The story was so stupid,
2. I didn’t enjoy the book. It was much a stupid story.
we use ‘so’ + adjective/adverb
so stupid; so quick,
so nice, so quickly
we use ‘such’ + noun ,
such a story; such people
we also use such + adjective + noun
such a stupid story; such nice people.

X:B: We use ‘such a’, but not ‘a such’

(B) ‘So’ and ‘such’ make the meaning of adjective/adverb stronger.
Ex.
1. It is a lovely day. It’s so warm (=really warm)
2. He is difficult to understand because he speaks so quickly.
3. We enjoyed our holiday. We had such a good time (- really a good time)

You can use ‘so…..that’……
Ex.
1. The book was so good that I couldn’t put it down.
2. I was so tired that I fell asleep in. the arm chair.
3. It was such lovely weather that we spent the whole day on the beach.

(C) We also use ‘so’ and ‘such’ in the (meaning of ‘like this’:
Ex. 1. I was surprised to find out that the
1. house was built hundred years ago. I didn’t realise it was so old. (as old as it is)
2. I expected the weather to be much wanner. I did not expect it to be so cool.
3. I didn’t realize it was such an old house.
4. The house was so untidy. I’ve never seen such a mess.

(D) We say, ‘so long’ ‘but’ ‘such a long time’
Ex.
1. I haven’t seen her so long.
2. I didn’t know it was such a long way.

We say: ‘so far’ but ‘such a long way’
Ex. I didn’t know it was so far.
We say: ‘so much’ ‘so many’ but such a let (of).
1. Why did you buy so much food ?
2. Why did you buy such a lot of food ?

Enough and too:
A. The position of ‘enough’: Enough goes after adjectives and adverbs:
Ex.
1. He didn’t get the job because he wasn’t experienced enough.
2. You won’t pass , the examination as you don’t work hard enough.

The Opposite is too (too hard, too old etc.)
Ex. You never stop working. You work too hard. ‘Enough’ normally goes before nouns:
Ex. . He didn’t get the job, because he hadn’t . enough experience.

B. We say ‘enough/too for (somebody/something)
Ex.
1. I haven’t got enough money for a holiday.
2. He hasn’t experienced enough for the job.

We also say ‘enough/too to’ to do something:
Ex.
1. Enough money to buy something.
2. Too you to do something.
We say:
The food was so hot that we couldn’t eat it.

Quite and Rather
A. Quite = less than ‘very’ but more than ‘a little’.
Ex
1. I’m surprised you haven’t heard of her. She is quite famous.
2. It’s quite cold. You’.d better wear your coat.

‘Quite’ goes before a/an.
Ex: ‘quite a nice day; quite an old house.
B. Rather Is similar to quite. We usc ‘rather’ with negative words and negative íd cas.
Ex.
1. It’s rather cold. You’d better wear your coat.
2. The examination was rather difficult.

‘Quite’ can be used in such sentences having positive ideas:
Ex. She’s quite intelligent.
When we use ‘rather’ with positive words (nice, it means ‘unusually’ or ‘surprisingLy’. ,
Ex. rathernice/interesting.
‘Rather’ can go before or after a/am. a rather interestiñg book, rather an interesting book.

C. ‘Quite’ also means ‘completely’:
Ex. 1. Are you sure? Yes, quite sure = (compktely sure) quite right, quite obvious, quite different etc. ‘No quite’ means not ‘completely’:
Ex: They haven’t quite finished their dinner yet. We also use ‘quite’ fr completely with)
some verbs:
Ex: I quite agree with you.

Activity-B
Comprehension

Answer the following questions

Question (a)
What is the thesis of Mead’s article? In which paragraph does it appear ?
Answer:
The thesis of Mead’s article is that if we are to make good use of knowledge, we must not only rid our minds of old superseded beliefs and fragments of magical practice but also recognize new superstitions for what they are. This has been explained inparagraph-12.

Question (b)
What is Mead’s attitude towards her subject ? Does she feel that superstitions are silly or useful ? Explain.
Answer:
Mead’s attitude towards her subject is to teach humanity the sense of rationality amidst the superstitions mentioned. Superstitions are both silly and useful. Actually, most of them are silly and some of them are useful when used as transitional object for children.

Question (c)
Which article was originally published in 1966 in a magazine aimed at young mothers. In what way does Mead tailor her subject to fit her readers ? How cduld she has increased the relevance of the article for this audience ?
Answer:
Mothers and first teachers both form the tender minds of little children. They exert a great influence in the formative years of children. It is a mother who can instill superstition in the minds of children or can rid them of these unwarranted things keeping this in View, Mead tries to tailor her subject to fit (First Year) to her’readers. She could have made the audience of the text more explicit and particular.

Question (d)
Mead begins her article by directly addressing her reader and their superstitions; she uses this device later in the article too. What is the effect of fhis technique ?
Answer:
Mead begins her article by directly addressing her readers and their superstitions. .Use of such techniques is to achieve direct response from the readers. This writing needs direct and immediate attention. Indirect approach may not provide a right attitude. Here, direct approach makes the essay more sustainable.

Question (e)
By what methods of development does Mead expand her definition of superstition ? What other methods might she have used ?
Answer:
Mead expands her definition of superstition in a descriptive method. He prefers description to prescription. This method is the right way of treating the subject matter.

Activity-14
Discourse Maker: Link Words

Fill in the blanks with appropriate expressions from the list: (for instance, however, usually, but, fortunately, but, because, if, but then).

When young, we’re naturally a creative _____________ we let our minds run free _____________ as we’re taught to follow the rules our thinking narrows. For much of life this can be a biessing. It wouldn’t do to create a new way horn? from work of it meant driving down the wrong side of the road. _____________ in many areas of our lives creativity can be a matter of survival. Things are changing too fast to get along simply with old ideas. Half of what any technical engineer had learnt ten years ago became obsolete in only three years. And what about our homes lives ? With _____________. more and more women opting, for careers and independence, couples have to be more creative about their relationship to avoid conflicts. _____________ creativity is not all that mysterious. An important creative trait was well-defined by a Noble Prize winning physician _____________ he said, “Discovery consists of seeing what everyday has been and thinking what nobody has thought.” _____________ how we start “thinking what nobody has thought ?” _____________ it takes a week ort the head- like Sir. Isaac Newton supposedly had when an apple striking his skull awakened him to the laws of gravity _____________ we’re more likely to respond creativity which is to day, think of a new idea we _____________ have already been chipping awhy at the mental blocks that close our minds.

Answer:
When young, we’re naturally creative if we let our minds run free but as we’re taught to follow the rules our thinking narrows. For much life, this can be a blessing. It wouldn’t do to create a new way home from work if it meant driving down the wrong side of the road. Fortunately, in many areas of our lives, creativity can be a matter of survival. Things are changing too fast to get along simply with old ideas. Half of what any technical engineer had learned ten years ago became obsolete in only three years. And what about our home lives ? With, however, more and more women opting, for careers and independence, couples have to be more creative about their relationship to avoid conflicts. But creativity is not all that mysterious. An important creative trait was well-defined by a Noble Prize-winning physician because he said, “Discovery consists of seeing what every day has been and thinking what nobody has thought.” But then, how we start ‘thinking what nobody has thought ?” usually it takes a week on the head- like Sir. Isaac Newton supposedly had when an apple striking his skull awakened him to the laws of gravity for instance, we’re more likely to respond to creativity which is today, think of a new idea because we have already been chipping away at the ‘mental blocks’ that close our minds.

Activity-15
Dialogue Writing

While writing a dialogue you may keep in mind the following suggestions: .:
i) The primary focus of a dialogue should be on (a) giving information and (b) moving the conversation forwards.
ii) Avoid stilled (= stiff and unrealistic) dialogue so that it doesn’t sound pedantic, long-winded or too formal (use short words and contracted forms such as n’t, ’l l, ‘m, ‘d as far as practicable.
iii) Avoid repeated information and using the listener’s name is every line of the dialogue.
iv) Each of the characters in the dialogue should take turns and equally participate in the conversation.
v) There are three main parts of a dialogue: (a) greeting, (b) purposive conversation and (c) leave-taking.
vi) Some of the commonly used greeting are: Formal

(A)
X: How do you do?
Y: How do you do?

(B)
Good morning
Good afternoon
Good evening
Good day

(A)
X: How are you (today)?
Y: Fine, thank you/very well, thank you.

(B)
X: Hello, Ramesh (also spelled Hallo or Hello)
Y: Hello, Sultana

(C)
X: Hi!
Y : Hi!

vii) Some of the common expression is used while faking leave are: Good bye, Bye, Bye-bye, Good night, See you, So long.

Here is a dialogue for you to complete:
Sunita wishes to do a part time computer course. She’s making enquiries at a private computer institute. The replies she gives arc given. You have to guess her questions from the clues given against each blank space.
(Remember, she is making requests for information, so she must use polite forms such
as: May I __________ / I can you please __________!/
would you __________? would you mind __________?

Sunita : Good evening, Madam. l am Sunita, __________ I __________ (may what courses)
Receptionist : Gopd evening, dear. We offer Windows, Pascel, C++, Java, Oracle and a few other advance courses as well
Sunita: __________ (which, should)
Receptionist: You can start with Windows and.then move on to others.
Sunita: __________ (can, part time)
Receptionist: Yes you certainly can.
Sunita: __________ (join in morning sessions)
Receptionist: We have both morning and evening sessions you can join either of them.
Sunita: __________ (will, I)
Receptionist: Certainly you will not only be allowed, you will be asked to handle computers from the second week onwards.
Sunita: __________
Receptionist: Two thousand rupees for Windows. For the other Dourses it will be slightly higher.
Sunita: _________ (can, installments)
Receptionist: You can pay it in monthly installments.
Sunita: _________(when, start)
Receptionist: Next week, you can rightly join away.
Sunita: _________(cleave-taking)

Answer:
Sunita: Good evening, Madam. I am Sunita, may I know what courses you offer?
Receptionist: Good evening, dear. We offer Windows, Pascel, C++, Java, Oracle and a few other advance courses as well.
Sunita: Which of these should I stat with?
Receptionist : You can start with Windows and then move on to others.
Sunita : Can 1 take up the course part time?
Receptionist : Yes, you certainly can.
Sunita  : May join the morniftg session ?
Receptionist : We have both morning and evening sessions, you can join either of them.
Sunita : What is trie duration of the course.
Receptionist : It depends, Windows is a three-month course. The advanced courses are a few months longer.
Sunita : Will you please saý if I’ll be allowed to touch the computer?
Receptionist : Certainly you will not only be allowed, you will be asked to handle computers from the second week onwards.
Sunita: What fees do you çhar.gefor the courses?
Receptionist: Two thousand rupees for Windows. For the other courses it will be slightly higher.
Sunita: Can I pay the fees on installments ‘?‘
Receptionist: You can pay it in monthly installments.
Sunita: When do you start the course?
Receptionist: Next week, you can rightly join away.
Sunita: Thank you. Good night Madam, (leave-talking)

Activity- 16
The Dialogue Writing

Write a dialogue on superstition between two friends, one of them very progressive and scientific in outlook and the other very conservative. You may find the expressions, useful while writing the dialogue.
I think that _________ I’m not sure that ____________
In my opinion ___________ May be __________
I would say that __________ Some paople would say that __________
As far as l’m concerned __________ Perhaps it s a, question of ___________

Answer:
Ramesh : Hello, Paresh, how are you?.
Paresh : Fine, thank you, How are you?
Ramesh : Veiy well,-thank you. Did you go to New Delhi last month ?
Paresh : Oh, no Ramesh, I saw an evil omen just when I was leaving home for Delhi.
Ramesh : Evil omen 1 ‘What’s it ?
Paresh : A black cat. It crossed the way before me when I just started my journey. I’d to cancel my tour. My parents also suggested doing that.
Ramesh : Do you really believe that cats an evil omen?
Paresh : Ves; I do. I think that cats spoil a journey.
Ramesh : But, ¡n my opinion, cats are never a sign of evil.
Paresh : Why do you conceive of such a believe?
Ramesh : I’d say that they are normal natural beings. They are neither evil nor auspicious.
Paresh : But some people would say that cats are dangerous creatures. They spoil jourñcy.
Ramesh : As far as I’m concerned I don’t have a negative attitude to these simple creatures. May be old people had a superstitious notion about them. But time has changed, you knowpèople have cats for their pets, they also carty cats with them when they go on journey. Their journeys are not spoiled. Do you know a young màn was 3topped going to Delhi by his mother to appear at the viva voce test of the civil service examination following the appearance of a cat. He left home and topped the list of the LAS. candidates.
Paresh : Thank you, Hope to see ,again Good bye.

Extra Activity – 16(A)]
All, every and whole

A. All, every body/every one.
We do not normally use all to mean every body/every one.
Ex.
Every body enjoyed the party ( not all enjoyed……)
But note that we say all of us/you/them not every body of
Ex.
All of us enjoyed the party.

B. All and every thing.
Ex: I’ll do all I can to help or I’ll do everything

C. ‘Every/everybody/every one/every thing” are singular words which take singular verbs.
Ex:
1. Every seat in the theatre was taken.
2. Every bddy has arrived.
But we often use ‘they/them/their after everybody/everyone.
Ex:
Everybody said they enjoyed themselves.

D. ‘All’ and ‘whole’ ”
Whole = complete/entire
It’s use singular countable nouns.
Ex:
1. Did you read the whole book ?
2. She lived her whole life in Scotland.

E. ‘Every / all / whole’ with time expansion:
We use ‘every’ to say how often something happens.
Ex:
1. We went to the beach everyday.
2. There’s a bus every ten minutes.

Each’ and ‘Every’

A. Each and every are similar in meaning.
Ex:
Each time (-every time) I see you, you look different. But sometimes, there is a difference between the two, we use each, when w.e think of things separately one by one.
Ex:
Study each sentence carefully (= study sentences one by one) But ‘every’ is used with the things in a group.
Ex:
Every sentence must have a verb (= all sentences). ‘Each’ not ‘every’ can be used for two things.
Ex:
1. In a football match, each team has 11 players.
2. There is a bus every ten minutes.

B. ‘Each’ can be used in the middle and at the end of a sentence:
Ex:
1. The students were each given a book.
2. These oranges cost one rupee each.

C. ‘Everyone’and ‘every one’ ‘Everyone’ is used only for people. Every one both people and things.
Ex:
1. Every one enjoyed the party.
2. He’s invited to lots of parties and he goes to every one.

Both/Both of, neither/neither of, either/ either of.

A. We use ‘both/rather/either’! for two things. You canuse these words with a noan (both books, either books etc.)
Ex
1. Both restaûrant are vety good.
2. Neither restaurant is expensive.
3. We can go to either restaurant.

B. Both of …………………………./neither of …………………/either Of …………………

When you use these expressions you need the ………………../these ……………………/ those …………………… / any/your/his/them etc.
1. Both of these restaurants are very good.
2. Neither of the restaurant was expensive.
3. I haven’t been to either of the restaurants. We can use both of/neither off either of- us/you/them.
Ex:
1. Can either of you špeak Spanish.
2. I asked to people the way to the station but neither of them

C. You can ue b to/neither/eIther alone.
I. Which of these shirts do you like? ‘Hike both.
2. Is your friend British or American? ‘Neither’
3. ‘Do you like tea or coffee’? ‘ Either will do.

D. Both.L0…and……..
Ex:
Both Tom and Ann were late. 1%Telther……..no r…….
Ex:
Neither Liza nor Robin came to the party.
Either……..or……..
Ex:
I’m not sure where he’s from
He’s either Spanish or Italian.

E. Compare ‘either/netherfboth’ (two things) and any/none! all’ (more than two).
Ex
1. There are two good hotels in the town. You can stayåt either of them.
2. We tried two hotels. Neither of them had any rooms/Both of them were full.
3. There are many good hotels in the town. You can stay at any of them.
4. We tried a lot of hotels. None of them had any rooms/All of them were full.

New Superstitions for Old Summary in English

Section-C
Pre-reading Activity
In this section you will read an article by Margaret Mead, perhaps the best known American social scientist of the mid-20th century, who’wrote on social and ethical issues. This article bears the title “New Superstitions for Old”. Can you predict from die above title what the main points of the article could be ? and what is your definition of‘Superstition?
Now read the text-C (Part-one) quickly to cheque of your guesses are close to what Mead says.

Text-C
Part-One
By Margaret Mead Summary
Once upon a time, there is a time when everything seems to run smoothly and even , tire riskiest venture conies out exactly right and one demands that it is one’s lucky day. And still as an after thought it is said “knock on wood”. Still boastful, you carry out the little protective ritual. If challenged you would probably say “Oh, that’s nothing just an old superstition.”

Most people now treat old folk beliefs as superstitions, for instance, lucky and unlucky days or numbers that future events can be read from omens, that there are protective charms or that what happens can be influenced by costing spells. Superstitions belonging to the category of beliefs Which have been deserted due to their inconsistency with scientific; knowledge. The salt spills, a knife falls on the floor, your nose tickles, the person who spilled the salt tosses a pinch in his left shoulder are the commonest form of superstitions.

There are many other superstitions for which people had developed a strong sense of attraction. Superstition is used with another meaning on the religious line. In civilised religions, where membership include believers who are educated and urban and others traditions and practices.

Analytical outlines of the Text.

• Once upon a time, every thing seems to run smoothly.
• Even the riskiest venture comes out exactly right.
• According to one’s demand, it is his lucky day.
• As an after thought, it is said, “knock on word.
• We carry out the little protective ritual boastfully.
• We probably say, “Oh, that’s nothing just an old superstition”.
• Most people now treat old folk beliefs as superstitions.
• There are lucky and unlucky days or numbers.
• The future events can be read from omens.
• There are protective charms.
• The happening can be influenced by . costing spells.
• In religion, truth can’t be demonstrated.
• It becomes a matter of faith in religion.
• Superstitions belong to the category of beliefs.
• It also belongs to the category of practices and ways of thinking.
• These have been discarded.
• Because, they are inconsistent with scientific knowledge.
• It is easy to say that other people are superstitious.
• Because they believe what we regard to be untrue.
• In fact, even in most sophisticated home, we find the memory of some old fold belief.
• There are many commonest forms of superstitions.
• The salt spills, a knife falls to the floor are some of them.
• Even tickles of nose, some one recites the old rhyme, gentleman calls etc. are others.
• The person who spills the salt tosses a pinch over his left shoulder as a common form of superstition.
• “As you rub your nose you think” is the commonest one.
• There are many other superstitions for which people had developed a strong sense of attraction. ,
• Superstition can also be used with
• Do they really have a religion or it is all just superstition.
• This happens as we always follow traditions and practices.
• The more sophisticated of them will dismiss off hand as ‘just superstition’.
• But that guides the steps of those who live by older days.
• Actually, these are very ancient beliefs.
• These hand on from one religion to another.
• These carried from country to country around the world.

Meaning of difficult Words:
smoothly – easily, conveniently, uninterruptedly.
after thought – thought following or coming after.
ward off – discard, liberate from, avoid, irrwnune, be free from.
omens – presage, sign or symbol of something unknown.
spell – enchantment, impact, influence cast on somebody.
demonstrate – manifest, to give proof, to exhibit, ShOW with examples or practice.
discard – refuse, reject, throw away set aside.
inconsistent – having no bearing or relevance with anything in the context.
sophisticated – real, polished, civilised,aristocratic.
evoke – call out, inspire, excite awaken in the mind.
Tickle – to amuse, to excite to touch lightly.
toss – to fling, be flung up, moves and passes over the shoulder.
defensible – formidable. protectable, resistible.

Section – C
Part-Two
Pre-reading Activity
You will presently proceed to read the second part of Text-C. But before going to the second part, can you predict which of the following sentences would begin the first paragraph of this part of Text-C ? (Reiad the last sentence of Text-C (part-one) and decide.
a) Over time, more and more of lip has become subject to the control of knowledge.
b) Superstitions have some of the qualities , of those traditional objects.
c) Those old half-beliefs and new half-‘ beliefs reflect the keenness of our wish to have something come true or prevent something bad from happening.
d) Very commonly, people associate superstition with the past with very old ways of thinking that have been supplemented by modem knowledge.
e) Child psychologists recognise the value of the toy a child holds in his hand at bed time.
Your answer: a/b/c/d/e
Discuss with a friend of yours what made you think that your choice among these five sentences would be sight. Now read part- two of the text to check if your prediction regarding the first sentence of Part-Two was right and to answer the following two focusing questions:
a) What are ‘traditional’ objects ? How does Mead relate them to superstitions ?
b) Why , have many superstitions disappeared ?

Text-C
Part-Two
Summary
Superstition is commonly associated with the past and with very old ways of thinking that have been supplanted by modern knowledge. New superstitions are also coming in and making its hold, mothers warn their children of not to run into the sun. Elderly people explain that “it was the virus that, got him down”. The cosmetic industry every year offers new magic cure for baldness, lotions that will give, every women radiant skin, hair colouring that will restore to the middle aged the charm and romance of youth results that are promised of the simple directions are rightly followed.

Private superstitions like leaving house by the back door or one must wear a green dress while taking an examination. These old and new half-beliefs reflect the keenness of our wish to have something come true or to prevent something bad from happening. The old superstitions are more honoured than the new ones because the former the old faiths match our present hopes and fears.’Child psychologists recognize the value of the toy a child hold in his hand at bed time. Psychologists call such toys “transitional objects” which help the child move back and forth between the executions of everyday life and the world of wish and dream.

Superstitions have some of the qualities of those transitional objects. They help people pass between the areas of life where what happens has to be accepted without proof and the areas where sequences of events are explicable in terms of cause and effect based on knowledge. But modern approaches in science and technology have made the superstitions disappear. If we are to make good use of this knowledge, we must not only rid our minds of old,.superseded beliefs and fragments of magical practice, but also recognise new superstitions for what they are.

Analytical outlines of the Text:

• Superstition is commonly associated with the past.
• It is also associated with the very old ways of thinking.
• These have been supplemented by modern knowledge.
• New superstitions are also coming in and making its hold gradually.
• One of a such superstition is that mothers warn their children not to run into the sun.
• Elderly people explain that it was the virus that got him down.
• The cosmetic industry every year offers new magic course for baldness and lotions.
• It will give every woman a radiant skin and hair colouring.
• It will restore to the middle aged the charm and romance of youth.
• It rightly followed to private superstitions like leaving house by the back door.
• Another such superstition is one must wear a green dress while taking an examination.
• These old and new half-beliefs reflect the keenness of our wish to have something come true.
• These also prevent something bad from happening.
• The old superstitions are more honoured than the new ones.
• Because, the old faiths match our present hopes and fears. ,
• Child psychologists recognize the value of the toy a child hold in his hand at bed time.
• Psychologists call such toys ‘transitional objects’.
• This helps the child move back and forth between the exactions of everyday life and the world of wish and dream.
• Superstitions have some of the qualities of these transitional objects.
• They help people pass between the areas of life.
• The happening object one accepted without proof.
• The sequences of events are explicable in terms of cause and effect based on knowledge.
• But modern approaches in science and technology have made the superstitions disappear.
• We can make good use of this knowledge.
• We can an idea old superseded beliefs and fragments of magical practices from our minds.
• This knowledge also helps to recognise : new superstitions.

Meaning of difficult words:
supplanted – replaced, planted, installed, flourished.
continually – continuously, progressing
cosmetics – purporting to improve beauty, cream, powder and other things used on skin to make it radiant.
keenness – intensity, acuteness, eagerness, deep and ardent interest.
psychologists – experts in the working of mind.
furry – furious, violent, dangerous, hannful.
cozy – pleasant, comfortable,
interesting, relishing exactions – demand and compel, payment of.
explicable – expressible, explainable, bacteria and .viruses – living organism that cause diseases in human body
symptoms – Sign, characteristics of something.
malign – definable, slanderous, harmful malevolent, dangerous, corrosive,
antibiotics – medicine used against bacteria and viruses to cure oneself from a disease.
superseded beliefs – beliefs overpowered and neglected.
fragments – parts, piecqs broken off, segments.
generated – created, formed, made originated, produced.
grasped – comprehend, understand caught thoroughly, (meaning)

Read More:

• Text A: The Telephone Question Answer
• Text B: Saturday Morning Violence Question Answer
• Text C: New Superstitions for Old Question Answer
• Text D: Burnout Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text D: Burnout Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 12 Burnout Question Answers CHSE Odisha

Burnout Class 11 Questions and Answers

Activity – 17
Understanding Text Organization

In column ‘A’the eight paragraphs of the articles are numbered serially. In column B, there’s a list of titles for the paragraphs. Choose the best title for each paragraph from the. list and write the title letter next to the paragraph number. Notice that ‘there are eleven titles in column B, but you will need only eight to the paragraph 1 number. Notice there are eleven titles in column B, but you will need only eight.

A		B
paragraph	1	a) College Students
	2	b) The quick break
	3	c) Despair
	4	d) Phýsical illness
	5	e) Not only At work
	6	f) Stage2
	7	g) ‘Dealing with burnout
	8	h) Lastingand universal
		I) Stage-l
		j) Why does burnout happens
		k) Who suffers from burnout?

Answer:

A		B
paragraph	1	g) ‘Dealing with burnout
	2	a) College Students
	3	d) Phýsical illness
	4	f) Stage2
	5	c) Despair
	6	e) Not only At work
	7	b) The quick break
	8	k) Who suffers from burnout?

Activity-18

Find words or phrases in the text that corresponds to the meaning given below:

Question (a)
In paragraph-2
i) a second-year student.
ii) business that Is not government-run
Answer:
(i) second-year student.

Question (b)
In paragraph-3
i) evidence of a disease
ii) energy
Answer:
ii)energy

Question (c)
In paragraph5& 6
i) child beating
ii) many
Answer:
i) child beating

Question (d)
In the last paragraph
i) make the problem seem unimportant.
ii) things that will soon disappear.
Answer:
make the problem seem unimportant

Activity-19
Inferring

This activity asks you to use your knowledge of the world to infer the facts in the text and answer the following questions:

Question (a)
What expectations do you think human service agency workers have trouble with? (Paragraph-1)
Answer:
Burnout happens to be the trouble with human service agency workers. It comes when expectations of jobs, careers, marriages or lines and the reality experienced is less than expectations.

Question (b)
What is special1 about five? (Paragraph-4)
Answer:
When it is about five, workers seem to be coming like a butterfly out of a cocoon. These voices tilt and they are spontaneous when they walk out of the office.

Question (c)
Why can being the parent of a . teenager lead to burnout? (Paragraph -6)
Answer:
The dissatisfaction of parents with their teenage children leads to burnout.

Question (d)
Why is the quick break called a “low-risk” strategy? (Paragraph-7)
Answer:
“The quick break” is called a Mow-risk’ strategy because of lowering expectations of work or redefining its meaning.

Activity-20
Cohesive Devices: Reference

In Activity 6 and 10 of this unit, you have practiced relating reference words to their referents. Here is another activity on making connections which you can practice by giving the meaning, the meaning of each italicized word or phrase in the text.
a) Accompanying that is “lots of clocks- witching ______________”.
b) They are highly burned out as parents (Paragraph – 5) ”
c) ______________” the syndrome can occur in any of the multiple roles. (Paragraph -6)
d) ______________” make it lose its meaning (Paragraph – 8)
e) ” ______________” many women knew t;o if (Paragraph – 8)
Answer:
a) cocoon phenomenon.
b) parents.
c) syndrome of burnout.
d) burnout.
e) work.

Extra Activity – 20 (A)
Language Work-I

Vocabulary:
A.i) The jumbled up words in column B, bear the meaning of the Words in column A; Find out the words which are synonymous with the words in column A in the text.

Column ‘A’	Column ‘B’
hallo	subject to
holly	destruction on
silently	not deep
indestructible	sacred
lazy	not loudly
worthless	very unhappy
twinkling	be or have enough
discontent	idle
suffice	useless
vessel	dissatisfaction
distressed	shining
created	ship
dwell	looking air in
inhalation	praise
presérved	dive
admiration	made
	conserved

Answer:
sallow – not deep
holy – sacred
silently – not loudly
indestructible – not subject to destruction
lazy – idle
worthless – useless
twinkling – shining
discontent – dissatisfaction
suffice – be or have enough
vessel – ship
distressed – very unhappy
created – made
dwell – live
inhalation – taking air in
preserved – conserved
admiration – praise

ii) Supply antonyms to the following words in the text:
fast – fill
knowledge – arrival
equal – quietly
finished – followed
everywhere – inwardly
raised – secret
precious – invulnerable
pure – abetted
appeared – release
sorrows – firm
believe – forward
doubt – accepted
former – impatiently
incredible – blessing
enemies – beautiful
attractive – clear
hope – reject
pleasure – despise
brief – despair
longer
natural
appearance

Answer:
fast – slow
knowledge – ignorance
equal – unequal
finished – unfinished
everywhere – nowhere
raised – lowered
precious – base
pure – impure
appeared – disappeared
sorrow – pleasure
believe – disbelieve
doubt – faith
former – latter
incredible – credible
enemies – friends
attractive – unattractive, repulsive
hope – hopeless, despair
pleasure – pain, sorrow
brief – detailed, elaborate
fill – empty.
arrival – departure
quietly – loudly
followed – preceded
inwardly – outwardly
secret – open
invulnerable – vulnerable
abated – aggravated
release – hold up, captivate
firm – infirm, loose
forward-backward
accepted – rejected
impatiently – patiently
blessing – curse
beautiful – ugly
clever – foolish, blockhead
reject – accept
despise – love
despair – hope
longer – shorter
natural – artificial, unnatural
appearance – disappearance

iii) Derive noun from the following verbs in the text:
learn – relate
condemn – bath
enlighten – rub
begin – receive
think – include
mean – achieve
strive – strike
modify – rob
pay – give
part – please
obey – live
appear – possess
kneel – incline
invite – separate
recognize – depart
hesitate – annoy
enter – threaten
persuade

Answer:
learn – learning
condemn – condemnation
enlighten – enlightenment
begin – beginning
think – thought
mean – meaning
strive – strife
modify – modification
pay – payment
part – parting
obey – obedience
appear – appearance
kneel – knee
invite – invitation
recognize – recognition
hesitate – hesitation
enter – entrance
relate – relation
bathe – bath
rub – rubber
receive – receipt, reception
include – inclusion
achieve – achievement
strike – stroke
rob – robber
give – gift
please – pleasure
live – life
possess – possession
incline – inclination
separate – separation
depart – departure
annoy – annoyance
threaten – threat
persuade – persuasion

iv) Derive nouns from the following objectives in the text:
cheerful – joyous
childish – conscious
intense – superior
supply – endure
comfortable – sweet
rich – horrified
exceptional – sad
eternal – senseless
tired – mental
forgetful – necessary
watchful – foolish
impatient – hungry
clever – confused
heavy – holy
silent – divine
acquisitive – important
indulgent – individualistic
passionate – dangerous
oppressive – loud
poor – dead
serious – gentle
weary – strong
concealed – severe
grace – good
entire – difficult
near – perplex

Answer:
cheerful – cheer
childish – child
intense. – intensity
supple – suppleness
comfortable – comfort
rich – richness
exceptional – exception’ r
eternal – eternity
tired – tiredness
forgetful – forgetfulness
watchful – watchfulness
impatient – impatience
clever – cleverness
intellectual – intellect
heavy – heaviness
silent – silence
acquisitive – acquisition
indulgent – indulgence
passionate – passion
oppressive – oppression
poor – poverty
serious – seriousness
weary – weariness
concealed – concealment
gracious – grace
entire – entirely
near – nearness
joyless – joy
conscious – consciousness
superior – superiority
endure – endurance
sweet – sweetness
horrified – horror
sad – sadness
senseless – sense
mental – mind
necessary – necessity
foolish – foolishness
hungry – hunger
weak – weakness
confused – confusion
holy – holiness
divine – divinity
important – importance
individualistic – individual
dangerous – danger
loud – loudness
dead – death
gentle – gentleness
strong – strength
severe – severity
good – goodness
difficult – difficulty
perplex – perplexity

Burnout Summary in English

Section- D
Text-D

Here is a short article about a common psychological problem caused by life in the modern world read it carefully stopping to think.
i) What “Burnout” really means.
ii) What its three stages are, and
iii) If you have seen any example (s) of ‘burnout’.

Summary
Michael Lauderdale, Director of the ‘University of Texas School of Social Work’s Research Centre, who started studying burnout 10 years ago says about school teachers and full-time housewives with children at home. He believes that burnout comes when we have expectations of our jobs, careers, marriages, or lives and the reality we are experiencing is less than our expectations. People haven’t greater expectations now than in past. the author divides the symptoms of burnout into three stages.

First is confusion. The worker may have the voice of general complaints, chronic backaches, headaches, or colds. A worker may lose his sense of humor. He may seem inattentive in a discussion because of the list of things to do running through his mind; Moderate burnout is characterized by more illness and absenteeism in which workers seem to have gray faces at 3 p.ni. in the office, but after 5 p.m., it’s like a butterfly coming out of a cocoon which is a result of people compartmentalizing their lives.

Burnout in the third stage is termed despair. A person pulls into a shell and minimizes, work and social contacts as much as possible. There is depression and crying, an increase in drinking, risk-taking, and drugs. People can learn to improve their skills at recognizing burnout and at doing something about it. Lauderdale suggests. It is thought men suffer more than women, but I think men may have, more burnout on the job, while women get burned out on family life.

Analytical outlines of the Text

• Michael Lauderdale is the director of the University of Texas School of Social Work’s Research Centre.
• He started studying burnout ten years ago.
• He started his study about school teachers and full-time house wives with children at home.
• He has marked that school teachers and full-time housewives with children at home are among the highest-risk groups.
• They, usually, suffer from burnout.
• According to him, burnout comes when the reality is less than our expectations.
• It happens in the case of our jobs, careers, marriages, or lives.
• People haven’t greater expectations now than in the past.
• The author divides the symptoms of burnout into three stages.
• The first one is confusion.
• The worker may have the voice of general complaints, chronic backaches, headaches, or colds.
• A worker may lose his sense of humor.
• He may seem inattentive in a discussion.
• It happens because of the list of things to do running through his mind.
• Moderate burnout is characterized by more illness and absenteeism.
• The workers seem to have gray faces. at 3 p.m. in the office.
• But after 5 p.m. it’s like a .butterfly coming out of the cocoon.
• It happens due to people compartmentalizing their lives.
• Burnout in the third stage is termed despair.
• A person pulls into a shell and minimizes. work and social contacts as much as possible.
• There is depression and crying an increase in drinking risk-taking and drugs.
• People can learn to improve their skills at recognizing burnout and at doing something about it.
• Lauderdale suggests that it is thought men suffer more than women.
• Men may have more burnout on the job.
• Actually, women get burned rut in family life.

Meaning of difficult words
burnout – feeling fatigued or tired, being extinguished,
expectations – hopes and aspirations, wishes and desires,
ambiguity – uncertain, doubtful, obscure, strange.
Sophomore – A person in his second year at a four-year college,
vanish – disappears, and goes away immediately.
pep – quickness, activity, interest, a new base of life and spirit.
cocoon – a shell fabricated by oneself.
syndrome – symptoms of an illness appear prominent.
teenager – a boy’s or girl’s age from thirteen to nineteen.
trivialize – reduces to small pieces, decrease the: size, make small and 1šs.
cautions – heedruhlesg warning, security warns of danger.

Read More:

• Text A: The Telephone Question Answer
• Text B: Saturday Morning Violence Question Answer
• Text C: New Superstitions for Old Question Answer
• Text D: Burnout Question Answer

Odisha State Board BSE Odisha 10th Class Physical Science Important Questions Chapter 2 ଅମ୍ଳ, କ୍ଷାରକ ଓ ଲବଣ Important Questions and Answers.

BSE Odisha 10th Class Physical Science Important Questions Chapter 2 ଅମ୍ଳ, କ୍ଷାରକ ଓ ଲବଣ

Objective Type Questions with Answers 

A ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଦିଅ ।

1. ଧାତୁ ଅମ୍ଳରୁ କ’ଣ ଅପସାରଣ କରିଥାଏ ?
ଉ-
ହାଇଡ୍ରୋଜେନ୍

2. NaOH ଦ୍ରବଣରେ ଲିଟ୍‌ସ୍ ଦ୍ରବଣର ରଙ୍ଗ କିପରି ?
ଉ-
ନୀଳ

3. ପିଜୁଳିରେ କେଉଁ ଅମ୍ଳ ରହିଥାଏ ?
ଉ-
ଅକ୍‌ଲିକ୍ ଏସିଡ଼୍

4. ପ୍ରତିଅମ୍ଳ କାହାକୁ ପ୍ରଶମନ କରନ୍ତି ।
ଉ-
କ୍ଷାରକ

5. ଗାଢ଼ NaOH ଫେନଲଫ୍‌ଲିନ୍ ଦ୍ରବଣରେ ମିଶାଇଲେ ଦ୍ରବଣର ରଙ୍ଗ କ’ଣ ହେବ ?
ଉ-
ବର୍ଣ୍ଣହୀନରୁ ଗୋଲାପୀ

6. ଖାଇବା ପୂର୍ବରୁ ପାଟିର ଲାଳରେ pH କାଗଜର ରଙ୍ଗ କ’ଣ ?
ଉ-
ସବୁଜ

7. ଗୋଟିଏ ଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କଲେ କ’ଣ ସୃଷ୍ଟିହୁଏ ?
ଉ-
ଲବଣ ଓ ଜଳ

8. କ୍ୟାଟାୟନ ଦ୍ରବଣର କେଉଁ ଗୁଣକୁ ଦର୍ଶାଏ ?
ଉ-
ଅମ୍ଳୀୟ

9. ସବଳ କ୍ଷାର ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ କ’ଣ ଉତ୍ପନ୍ନ କରେ ?
ଉ-
OH^–

10. ଗୋଟିଏ ସବଳ ଅମ୍ଳ ଓ ଗୋଟିଏ ସବଳ କ୍ଷାରକରେ ପ୍ରସ୍ତୁତ ଲବଣର pH କେତେ ?
ଉ-
7

11. ପାଚକ ରସର pH କେତେ ?
ଉ-
1.2

12. ପିମ୍ପୁଡ଼ି ପାଟିରେ କେଉଁ ଅମ୍ଳ ଥାଏ ?
ଉ-
ମିଥାନୋଇକ୍

13. ତେନ୍ତୁଳିରେ କେଉଁ ଅମ୍ଳ ଥାଏ ?
ଉ-
ଟାରଟାରିକ୍ ଅମ୍ଳ

14. 8 ମିଲି ଲି.ର ଏକ କ୍ଷାରୀୟ ଦ୍ରବଣ 4 ମିଲି ଲି.ର ଏକ ଅମ୍ଳୀୟ ଦ୍ରବଣଦ୍ବାରା ସମ୍ପୂର୍ଣ୍ଣ ପ୍ରଶମିତ ହୁଏ । ତେବେ ସେହି 5 ମିଲି ଲି.ର ସେହି କ୍ଷାରୀୟ ଦ୍ରବଣକୁ ପ୍ରଶମିତ କରିବାକୁ କେତେ ପରିମାଣର ଅମ୍ଳୀୟ ଦ୍ରବଣ ଆବଶ୍ୟକ ?
ଉ-
2.5 ମିଲି ଲି.

15. ଗାଢ଼ ଅମ୍ଳ ଜଳରେ ମିଶାଇବା କେଉଁ ପ୍ରକ୍ରିୟାର ଅନ୍ତର୍ଗତ ?
ଉ-
ଅତି ତାପଉତ୍ପାଦୀ
16. ଲେମ୍ବୁ ରସରେ କେଉଁ ଏସିଡ୍ ରହିଥାଏ ?
ଉ-
ସାଇଟ୍ରିକ୍

17. H₃O^– ଆୟନର ଗାଢ଼ତା ବଢ଼ିଲେ pHର ମୂଲ୍ୟ କ’ଣ ହୁଏ ?
ଉ-
କମେ

18. ଶୁକ୍ର ଗ୍ରହର ବାୟୁମଣ୍ଡଳରେ କେଉଁ ଏସିଡ୍ ଅଛି ?
ଉ-
H₂SO₄

19. ଅଜୀର୍ଣ୍ଣ ସମୟରେ ପାକସ୍ଥଳୀରୁ କେଉଁ ଅମ୍ଳ କ୍ଷରଣ ହୁଏ ?
ଉ-
HCl

20. NaOH, KOH, NH₄OH ମଧ୍ୟରୁ କେଉଁଟି ଏକ ଦୁର୍ବଳ କ୍ଷାର ?
ଉ-
NH₄OH

21. pH କାଗଜରେ ଲାଲ ବର୍ଣ୍ଣର pH ର ମୂଲ୍ୟ କେତେ ?
ଉ-
1

22. କଳ ପାଣିର ହାରାହାରି PH କେତେ ?
ଉ-
7.1

23. ଅମ୍ଳର ସବଳତା କାହାଉପରେ ନିର୍ଭର କରିଥାଏ ?
ଉ-
H⁺ର ସଂଖ୍ୟା

24. ଦହିରେ କେଉଁ ଅମ୍ଳ ଅଛି ?
ଉ-
ଲାକ୍‌ଟିକ୍ ଏସିଡ୍

25. ଦାନ୍ତର ବହିରାବରଣ କେଉଁ ଉପାଦାନକୁ ନେଇ ଗଠିତ ?
ଉ-
କ୍ୟାଲ୍‌ସିୟମ୍ ଫସ୍‌ଫେଟ୍

26. କ୍ଲୋରୋଆଲ୍‌କିଲ୍ ପ୍ରଣାଳୀରେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ଆଲକିଲ୍‌ର ନାମ କ’ଣ ?
ଉ-
NaOH

27. ପାନୀୟ ଜଳକୁ ଜୀବାଣୁ ମୁକ୍ତ କରିବା ପାଇଁ ସେଥୁରେ କେଉଁ ଯୌଗିକ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-
CaOCl₂

28. ଶୀତବସ୍ତ୍ରକୁ ବିରଞ୍ଜନ କରିବା ପାଇଁ ସେଣ୍ଡ୍‌ରେ କ’ଣ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-
CaOCl₂

29. ରନ୍ଧନକୁ ଦ୍ରୁତତର କରିବା ପାଇଁ ସେଥୁରେ କ’ଣ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-
NaHCO₃

30. ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍‌କୁ ଉତ୍ତପ୍ତ କଲେ କେଉଁ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ ହୁଏ ?
ଉ-
CO₂

31. ଜଳର ଆୟନିକ ଗୁଣଫଳ କେତେ ?
ଉ-
10^-14

32. HCN, H₂CO₃ ଏବଂ HNO₃ ମଧ୍ୟରୁ କେଉଁଟି ସବଳ ଅମ୍ଳ ?
ଉ-
HNO₃

33. ଜଳର ସ୍ଥାୟୀ କ୍ଷରତ୍ଵ ଦୂର କରିବା ପାଇଁ କେଉଁ ଯୌଗିକ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-
Na₂CO₃ 10H₂O

34. କପର ସଲ୍‌ଫେଟ୍ ସ୍ଫଟିକରୁ ଜଳ ଅପସାରଣ କଲେ ଲବଣର ରଙ୍ଗ କ’ଣ ହେବ ?
ଉ-
ଧଳା

35. କପର ସଲ୍‌ଫେଟ୍ ସ୍ଫଟିକରେ କେତୋଟି ଜଳର ଅଣୁ ଅଛି ?
ଉ-
5

36. ଜିପ୍‌ସମ୍ ସ୍ଫଟିକରେ କେତୋଟି ଜଳ ଅଣୁ ଅଛି ?
ଉ-
2

37. ଅମ୍ଳ ବର୍ଷାର pH ମୂଲ୍ୟ କେତେ ?
ଉ-
5.6 ରୁ କମ୍

38. କ୍ଷାରସୋଡ଼ାକୁ ବାୟୁରେ ଖୋଲା ରଖିଲେ କେଉଁ ଯୌଗିକ ଉତ୍ପନ୍ନ ହୁଏ ?
ଉ-
Na₂CO₃H₂O

39. ଜିପ୍‌ସମ୍‌କୁ କେତେ K ତାପମାତ୍ରା ପର୍ଯ୍ୟନ୍ତ ଉତ୍ତପ୍ତ କଲେ ଏହା ଜଳ ଅଣୁ ହରାଏ ?
ଉ-
373

40. 1 ଲି. ଦ୍ରବଣର pH = 6 ଏଥରେ pH = 7 ଥ‌ିବା ୨ ଲି. ଦ୍ରବଣ ମିଶାଇଲେ ନୂତନ ଦ୍ରବଣର pH = 9 କେତେ ?
ଉ-
7

41. ବେକିଂ ସୋଡ଼ାର ରାସାୟନିକ ସଂକେତଟି ଲେଖ ।
ଉ-
NaHCO₃

42. ଅଗ୍ନି ନିର୍ବାପକ ଯନ୍ତ୍ରରେ କେଉଁ ଗ୍ୟାସ୍ ବ୍ୟବହୃତ ହୁଏ ?
ଉ-
NaHCO₃

43. ବୋରାକ୍‌ ପ୍ରସ୍ତୁତିରେ କେଉଁ ଯୌଗିକ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-
Na₂CO₃ 10H₂O

44. ଭିନେଗାର କେଉଁ ଅମ୍ଳ ପ୍ରସ୍ତୁତ କରିଥାଏ ?
ଉ-
CH₃COOH

45. ଜଳୀୟ ଦ୍ରବଣରେ FeCl₂ ର pH ମୂଲ୍ୟ କେତେ ?
ଉ-
7 ରୁ କମ୍

46. ଶରୀରର ସବୁଠାରୁ ଅଧ୍ବକ ଶକ୍ତ ପଦାର୍ଥଟି କ’ଣ ?
ଉ-
କ୍ୟାଲ୍‌ସିୟମ୍ ଫସ୍‌ଫେଟ୍

47. 0.04 ମୋଲ୍ HCI, 4 ଲି. ଦ୍ରବଣରେ pH ମାନ କେତେ ?
ଉ-
2

48. pH = 2 ଦ୍ରବଣରେ 10 ଲି. ଜଳ ମିଶାଇଲେ pH କେତେ ?
ଉ-
3

49. ହଳଦୀରେ କେଉଁ ଅମ୍ଳ ଅଛି ?
ଉ-
ଗାରଟାଚିକ୍ ଏସିଡ୍‌

50. NaHCO₃ ଓ HCI ର ପ୍ରତିକ୍ରିୟାରୁ କେଉଁ ଲବଣ ସୃଷ୍ଟିହୁଏ ?
ଉ-
NaCl

51. ଧାତବ କାର୍ବୋନେଟ୍ ଲଘୁ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ଗ୍ୟାସ୍‌ କ’ଣ ?
ଉ-
CO₂

52. ଅମ୍ଳୀୟ ପଦାର୍ଥ ଜଳରେ କେଉଁ ଆୟନ ପ୍ରଦାନ କରେ ?
ଉ-
H⁺(aq) ଆୟନ

53. ଏକ ଅମ୍ଳୀୟ ଦ୍ରବଣରେ ଫେନଲଫ୍‌ଲିନର ବର୍ଷ କ’ଣ ?
ଉ-
ବର୍ଣ୍ଣହୀନ

54. ଏକ ଅମ୍ଳୀୟ ଦ୍ରବଣର pH ମୂଲ୍ୟ କେତେ ?
ଉ-
0 ରୁ 7

55. ଏକ କ୍ଷାରୀୟ ଦ୍ରବଣର pH ମୂଲ୍ୟ କେତେ ?
ଉ-
7 ରୁ 14

56. ଏକ ପ୍ରଶମିତ ଦ୍ରବଣ ବା ବିଶୁଦ୍ଧ ଜଳର pH ମୂଲ୍ୟ କେତେ ?
ଉ-
7

57. ରକ୍ତର ହାରାହାରି PH ମୂଲ୍ୟ କେତେ ?
ଉ-
7.4

58. କେଉଁ ଲବଣଦ୍ଵାରା ଜଳର ସ୍ଥାୟୀ ଖରତ୍ଵ ଦୂର ହୁଏ ?
ଉ-
ସୋଡ଼ିୟମ୍ କାର୍ବୋନେଟ୍

59. ଧାତବ ଅକ୍‌ସାଇଡ଼କୁ କ’ଣ କୁହାଯାଏ ?
ଉ-
କ୍ଷାରୀୟ ଅକ୍‌ସାଇଡ୍

B ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1. ଅମ୍ଳ ନ1ଲ ଲିଗମସକୁ …………………… ରଙ୍ଗ କରିଦିଏ ।
2. କ୍ଷାର ଲାଲ୍ ଲିଟମସ୍‌କୁ ……………… ରଙ୍ଗ କରିଦିଏ ।
3. ଧଳା ଲୁଗାର ହଳଦିଆ ତରକାରୀ ଦାଗରେ ସାବୁନ ଘଷିଲେ ……………… ରଙ୍ଗ ହୋଇଥାଏ |
4. ଯେତେବେଳେ ଲିଟମସ୍ ଦ୍ରବଣ ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ନୁହେଁ ଏହାର ରଙ୍ଗ ……………………. |
5. ପୋଟାସିୟମ୍ ତ୍ୟଚ୍ଚତ୍ରକୁସ|ଇଡ୍‌କୁ ମିଥାଇଲ୍ ଅରେଞ ସତ ମିଶାଇଲେ …………… ରର୍ଚ୍ଚ ହୁଏ
6. ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍‌ର ଜଳୀୟ ଦ୍ରବଣକୁ ………………….. କୁହାଯାଏ ।
7. Ca(OH)(aq) + CO₂(aq) → + H₂O(l) |
8. ସୋଡ଼ିସମ୍ ଜିଙ୍କେଟର ରାସାୟନିକ ସଂକେତ ………………… |
9. CaCO₃(s) + H₂O(l) + CO₂(aq) →
10. ଧାତୁ ଅମ୍ଳରୁ ………………. ଅପସାରଣ କରେ ।
11. ଅମ୍ଳ ଓ କ୍ଷାର ମଧ୍ୟରେ ହେଉଥ‌ିବା ରାସାୟନିକ ପ୍ରତିକିୟାକୁ …………… କହନ୍ତି |
12. କପର (II) କ୍ଲୋରାଇଡ୍‌ର ରଙ୍ଗ ……………………. |
13. ଜଳରେ ଅମ୍ଳ ମିଶାଇଲେ ଏକ ଆୟତନ ପ୍ରତି ……………………. ଖାତତା କମିଯାଏ
14. pH ସ୍କେଲରେ p ର ଅର୍ଥ ……………………. |
15. ଖାଇବା ପୂର୍ବରୁ ଜିଭ ଲାଳର ହାରାହାରି pH ……………… |
16. ପାକସ୍ଥଳୀ ………………… ଏସିଡ୍ ପ୍ରସ୍ତୁତ କରେ ।
17. ପାଟିର pH …………….. ରୁ କମ୍ ହୋଇଗଲେ ଦନ୍ତକ୍ଷୟ ଆରମ୍ଭ ହୋଇଯାଏ ।
18. ଦାନ୍ତର ବହିରାବରଣ ………………. ରେ ଗଠିତ ।
19. ଟମାଟୋରେ ………………. ଏସିଡ୍ ଅଛି ।
20. କ୍ୟାଲସିୟମ୍ ସଲଫେଟ୍ …………………. ରଙ୍ଗ ହୁଏ ।
21. ବେକିଂ ସୋଡ଼ା ଓ ………………………. ର ମିଶ୍ରଣରେ ବେକିଂ ପାଉଡ଼ର ତିଆରି ।
22. ଧୋଇବା ସୋଡ଼ା ସ୍ଫଟିକର ………….. ଟି ଜଳ ଅଣୁ ଅଛି ।
23. ଭାଙ୍ଗିଯାଇଥିବା ହାଡ଼କୁ ଠିକ୍ ସ୍ଥାନରେ ରଖୁବାରେ ବ୍ୟବହାର କରୁଥିବା ରାସାୟନିକ ପଦାର୍ଥଟି ……………………. |
24. CaOCl₂ ର ସାଧାରଣ ନାମ …………………….. |
25. କ୍ଷାରକ ଓ ଅମ୍ଳ ଜଳରେ ଦ୍ରବୀଭୂତ ଏକ ……………… ପ୍ରତିକ୍ରିୟା |
26. ବିସ୍କୁଟ ପ୍ରସ୍ତୁତି ପାଇଁ ……………….. ପାଉଡ଼ର ବ୍ୟବହାର କରାଯାଏ ।
27. ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ ଲବଣକୁ …………………….. ଜଳରୁ ପୃଥକ୍ କରାଯାଏ ।
28. ବ୍ରାଇନ୍ ………………. ର ଦ୍ରବଣ ଅଟେ ।
29. ରନ୍ଧନକୁ ଦ୍ରୁତତର କରିବା ପାଇଁ ……………………. ଯୌଗିକ ବ୍ୟବହାର କରାଯାଏ ।
30. ଜିପ୍‌ସମ୍ବର ରାସାୟନିକ ସଂକେତ …………………. |
31. କ୍ୟାଲସିୟମ୍ ଅକ୍ସାକ୍ଲୋରାଇଡ୍‌ର ସାଧାରଣ ନାମ ………………….. |
32. ଖରଜଳକୁ ମୃଦୁ କରିବାପାଇଁ ବ୍ୟବହୃତ ସୋଡ଼ିୟମ୍ ଯୌଗିକର ନାମ ………………….. |
33. କଲିଚୂନର ରାସାୟନିକ ନାମ ………………… |
34. ଅମ୍ଳଗୁଡ଼ିକ ଦ୍ରବଣରେ ……………………. ଆଯନ ଉତ୍ପନ କରନ୍ତି |
35. ଧୋଇବା ସୋଡ଼ାର ରାସାୟନିକ ସଂକେତ ………………………. |
36. ଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହିତ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କରି ……………………. ସୃଷ୍ଟି କରେ ।
37. କ୍ଷାରକଗୁଡ଼ିକ ଜଳରେ …………………….. ଆୟନ ପ୍ରଦାନ କରନ୍ତି ।
38. କ୍ୟାଲ୍‌ସିୟମ୍ ସଲଫେଟ୍ ହେମିହାଇଡ୍ରେଟ୍‌କୁ ………………. କୁହାଯାଏ ।
39. ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ ଜଳ ସହିତ ମିଶିଲେ …………………….. ରେ ପରିଣତ ହୁଏ ।
40. ଜଳଯୋଜିତ କପର୍ ସଲଫେଟ୍ରର ରାସାୟନିକ ସଂକେତ ………………………… |

Answer:
1. ଲାଲ୍
2. ନୀଳ
3. ଲୋହିତ ବାଦାମୀ
4. ନୀଳ ଲୋହିତ
5. ହଳଦିଆ
6. ବ୍ରାଇନ୍
7. CaCO₃(s)
8. Na₂ZnO₂
9. Ca(HCO₃)₂ (aq)
10. ହାଇଡ୍ରୋଜେନ
11. ପ୍ରଶମନୀକରଣ
12. ନୀଳସବୁଜ
13. (H₃O⁺)
15. 7.4
16. HCl
17. 5.5
18. କ୍ୟାଲ୍‌ସିୟମ୍ ଫସ୍‌ଫେଟ୍
19. ଅକ୍ଜାଲିକ୍
20. H₂SO₄
21. ଟାରଗାରିକ୍ ଏସିଡ୍
22.10 ଟି
23. ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍
24. ବ୍ଲିଚିଂ ପାଉଡ଼ର
25. ତାପ ଉତ୍ପାଦୀ
26. ବେକିଂ
27. ସମୁଦ୍ର
28. NaCl
29. ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍
30. CaSO₄, 2H₂O
31. ବ୍ଲିଚିଂପାଉଡ଼ର
32. ସୋଡ଼ିୟମ୍‌ କାର୍ବୋନେଟ୍
33. କ୍ୟାଲସିୟମ୍ ଅକସାଇଡ୍ (CaO)
34. ହାଇଡ୍ରୋଜେନ୍
35. Na₂CO₃, 10H₂O
36. ଲବଣ ଓ ଜଳ
37. ହାଇଡ୍ରକ୍‌ସାଇଡ (OH^–)
38. ପ୍ଳାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍
39. ଜିପ୍‌ସମ୍
40. CuSO₄, 5H₂O

C ଠିକ୍ ଉକ୍ତି ପାଇଁ ( ✓) ବା ଭୁଲ ଉକ୍ତି ପାଇଁ (x) ଲେଖ ।

1. ରନ୍ଧନକୁ ଦ୍ରୁତତର କରିବାପାଇଁ NaHCO₃ ବ୍ୟବହାର କରାଯାଏ ।
2. ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍‌କୁ ଉତ୍ତପ୍ତ କଲେ Na₂CÔ₃ ଉତ୍ପନ୍ନ ହୁଏ ।
3. ପାଟିର pH 5.5 ରୁ ଅଧିକ ହେଲେ ଦନ୍ତକ୍ଷୟ ହୁଏ ।
4. ଜଳର ଆୟନିକ ଗୁଣଫଳ 10^-14 ।
5. ଧୋଇବା ସୋଡ଼ାରେ ସ୍ଫଟିକ ଜଳ ଅଣୁସଂଖ୍ୟା 10 |
6. କପର୍ ସଲ୍‌ଫେଟ୍ ସ୍ଫଟିକରେ 12ଟି ଜଳର ଅଣୁ ଅଛି ।
7. ଜିପ୍‌ସମ୍ ସ୍ଫଟିକରେ 4ଟି ଜଳ ଅଣୁ ଅଛି ।
8. ଜିପ୍‌ସମ୍‌କୁ 373K ତାପମାତ୍ରା ପର୍ଯ୍ୟନ୍ତ ଉତ୍ତପ୍ତ କଲେ ଏହା ଜଳ ଅଣୁ ହରାଏ ।
9. ସୋଡ଼ିୟମ୍‌ ନାଇଟ୍ରେଟ୍ HNO₃ଏସିଡ୍‌ରୁ ମିଳିପାରିବ ।
10. ବେକିଂ ସୋଡ଼ାର ମୁଖ୍ୟ ରାସାୟନିକ ସଂକେତ NaHCO₃ |
11. ଅଗ୍ନି ନିର୍ବାପକ ଯନ୍ତ୍ରରେ NaHCO₃ ବ୍ୟବହୃତ ହୁଏ ।
12. Cl₂, Ca(OH)₂ ସହ ପ୍ରତିକ୍ରିୟା କରି ବ୍ଲିଚିଂ ପାଉଡ଼ର ପ୍ରସ୍ତୁତ କରେ ।
13. ଭିନେଗାର HNO₃ ଅମ୍ଳ ପ୍ରସ୍ତୁତ କରିଥାଏ ।
14. ଜଳୀୟ ଦ୍ରବଣରେ FeCl₂ ର pH ମୂଲ୍ୟ 7 ରୁ କମ୍ ।
15. 0.04 ମୋଲ୍ HCl, 4 ଲି. ଦ୍ରବଣରେ pH ମାନ 4 ।
16. ଶୁକ୍ରଗ୍ରହର ବାୟୁମଣ୍ଡଳରେ ସଲଫ୍ୟୁରିକ୍ ଏସିଡ୍‌ର ଏକ ବହଳିଆ ଧଳା, ହଳଦିଆ, ବାଦଲରେ ଆଚ୍ଛାଦିତ ହୋଇଥାଏ ।
17. HCl ନୀଳ ଲିଟ୍‌ସ୍‌କୁ ଲାଲ୍ କରେ ।
18. ଯେତେବେଳେ ଲିସ୍ ଦ୍ରବଣ ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ନୁହେଁ ଏହାର ବର୍ଣ୍ଣ ଲୋହିତ ବାଦାମୀ ।
19. ହଳଦୀରେ ଟାଟାରିକ୍ ଏସିଡ଼୍ ଅଛି
20. ଧାତୁ ଅମ୍ଳରୁ H₂ ଅପସାରଣ କରେ
21. ଧାତୁ ଅମ୍ଳରୁ H₂ ଗ୍ୟାସ୍ ଅପସାରଣ କରି ଅବଶିଷ୍ଟ ଅଂଶରେ ମିଳିତ ହୋଇ କ୍ଷାର ଉତ୍ପନ୍ନ କରେ ।
22. ଏକ ପ୍ରଶମିତ ଦ୍ରବଣର pH = 0 |
23. ସମସ୍ତ କ୍ଷାରକ ଜଳରେ ଦ୍ରବୀଭୂତ ହୁଅନ୍ତି ।
24. ମିଥାଇଲ୍ ଅରେଞ୍ଜ ଓ ଫେନଲ୍‌ ଥାଲିନ୍ ଅମ୍ଳ କ୍ଷାର ଜାଣିବାପାଇଁ ସଂଶ୍ଳେଷିତ ସୂଚକ ।
25. ବର୍ଷା ଜଳର pH 5.6 ରୁ କମ୍ ହେଲେ ତାକୁ ଅମ୍ଳବର୍ଷା ବୋଲି କୁହାଯାଏ ।
26. ଜିପ୍‌ମ୍‌ର ସ୍ଫଟିକରେ ଥିବା ସ୍ଫଟିକ ଜଳଅଣୁ ସଂଖ୍ୟା 2 ।
27. ସବଳ କ୍ଷାର ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ H⁺ ଦିଏ ।
28. କପର ସଲ୍‌ଫେଟ୍ ସ୍ଫଟିକରୁ ଜଳ ଅପସାରଣ କଲେ ଲବଣର ରଙ୍ଗ ନୀଳ ।
29. କ୍ଲୋରୋଆଲ୍‌କିଲ୍ ପ୍ରଣାଳୀରେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ଆଲକଲ୍‌ର ନାମ NaOH |
30. ସବଳ ଅମ୍ଳ ଓ ଦୁର୍ବଳ କ୍ଷାରରୁ ପ୍ରସ୍ତୁତ ଲବଣ ହେଉଛି କ୍ଷାରୀୟ ଲବଣ ।

Answer:
1. ✓
2. ✓
3. x
4. ✓
5. ✔
6. x
7. x
8. ✓
9.✔
10. ✔
11. ✔
12. ✔
13. ×
14.✔
15. x
16. ✔
17. ✔
18. ×
19. ✔
20. ✔
21. x
22. x
23. x
24.✔
25.✔
26. ✔
27. ×
28. x
29. ✔
30. x

D ‘କ’ ସ୍ତମ୍ଭର ଶବ୍ଦକୁ ‘ଖ’ ସ୍ତମ୍ଭର ଶବ୍ଦ ସହ ମିଳନ କରି ଲେଖ ।

E ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଦିଅ ।

1. ରାସାୟନିକ ସଂଶ୍ଳେଷିତ ସୂଚକଗୁଡ଼ିକ କ’ଣ ?
ଭ–
ମିଥାଇଲ୍ ଅରେଞ୍ଜ ଓ ଫେନଲ୍‌ଫ୍‌ଲିନ୍ ।

2. ଲିଟମସ୍ ଦ୍ରବଣ କିପରି ପ୍ରସ୍ତୁତ କରାଯାଏ ?
ଉ-
ଲିଟମସ୍ ଦ୍ରବଣ ଏକ ନୀଳ ଲୋହିତ ରଞ୍ଜକ । ଏହା ଥାଲୋଫାଇଟା ଶ୍ରେଣୀର ଶୈବାଳିକାରୁ ନିଷ୍କାସନ କରାଯାଏ ।

3. କେଉଁ ଫୁଲର ପାଖୁଡ଼ା ଅମ୍ଳ ଓ କ୍ଷାରର ଉପସ୍ଥିତ ସୂଚାଏ ?
ଉ-
ହାଇଡ୍ରୋନ୍‌ଜିଆ, ପେଟୁନିଆ ଓ ଜେରାନିୟମର ପାଖୁଡ଼ା ଅମ୍ଳ ଓ କ୍ଷାରର ଉପସ୍ଥିତି ସୂଚାଏ ।

4. ଘ୍ରାଣସୂଚକ କାହାକୁ କହନ୍ତି ?
ଉ-
ଗୋଟିଏ ଅମ୍ଳ ଓ ଗୋଟିଏ କ୍ଷାରକ ମଧ୍ୟରେ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଘଟି ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ ହୁଏ । ଏହି ପ୍ରତିକ୍ରିୟାକୁ କହନ୍ତି

5. ପ୍ରଣମନ1କରଣ ପ୍ରତିକ୍ରିଯା କାହାକୁ କହନ୍ତି
ଉ-
ଗୋଟିଏ ଅମ୍ଳ ଓ ଗୋଟିଏ କ୍ଷାରକ ମଧ୍ୟରେ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଘଟି ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ ହୁଏ । ଏହି ପ୍ରତିକ୍ରିୟାକୁ ପ୍ରଣମନ1କରଣ ପ୍ରତିକ୍ରିଯା କହନ୍ତି |

6. ଲବଣ କାହାକୁ କତୂନ୍ତି
ଭ–
ଧାତୁ ଅମ୍ଳଗୁଡ଼ିକରୁ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଅପସାରଣ କରି ଅମ୍ଳର ଅବଶିଷ୍ଟ ଅଂଶରେ ମିଳିତ ହୋଇ ଯେଉଁ ଯୌଗିକ ଉତ୍ପନ୍ନ କରେ, ତାକୁ ଲବଣ କହନ୍ତି ।

7. ଧାତବ ଅକ୍‌ସାଇଡ୍‌କୁ କ୍ଷାରୀୟ ଅକ୍‌ସାଇଡ୍ କାହିଁକି କୁହାଯାଏ ?
ଉ-
କ୍ଷାରକ ଓ ଅମ୍ଳ ପ୍ରତିକ୍ରିୟା ଭଳି ଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହିତ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କଲେ ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ

8. ଆଲ୍‌କାଲି କାହାକୁ କହନ୍ତି ?
ଉ–
ଯେଉଁ କ୍ଷାରକଗୁଡ଼ିକ ଜଳରେ ଦ୍ରବଣୀୟ ହୋଇ (OH^– ) ଆୟନ ଦିଏ, ସେଗୁଡ଼ିକୁ କ୍ଷାର ବା ଆଲ୍‌କାଲି କହନ୍ତି ।

9. ଲଘୁକରଣ କାହାକୁ କହନ୍ତି ?
ଉ–
ଜଳରେ ଅମ୍ଳ ବା କ୍ଷାରକ ମିଶାଇବା ଦ୍ଵାରା ଏକକ ଆୟତନ ପ୍ରତି H₃O⁺/OH^– ଆୟନଗୁଡ଼ିକର ଗାଢ଼ତା କମିଯାଏ । ଏହି ପ୍ରକ୍ରିୟାକୁ ଲଘୁକରଣ କହନ୍ତି ।

10. pH ର ସଂଜ୍ଞା ଲେଖ ।
ଊ–
pH ହେଉଛି ଏକ ସଂଖ୍ୟା ଯାହାକି ଅମ୍ଳୀୟ ବା କ୍ଷାରୀୟ ପ୍ରକୃତି ସୂଚାଏ ।

11. ସବଳ ଅମ୍ଳ କାହାକୁ କହନ୍ତି ?
ଊ–
ଯେଉଁ ଅମ୍ଳଗୁଡ଼ିକ ଅଧ‌ିକ ପରିମାଣର H⁺ ଆୟନ ଦେଇଥା’ନ୍ତି ସେଗୁଡ଼ିକୁ ସବଳ ଅମ୍ଳ କହନ୍ତି ।

12. ସବଳ କ୍ଷାର କାହାକୁ କୁହାଯାଏ ?
ଭ–
ଯେଉଁ କ୍ଷାର ଅଧିକ ପରିମାଣର OH^– ଆୟନ ଦେଇଥାଏ ତାହାକୁ ସବଳ କ୍ଷାର କହନ୍ତି ।

13. ଅମ୍ଳ ବର୍ଷା କାହାକୁ କହନ୍ତି ?
ଭ—
ବର୍ଷା ଜଳରେ pH 5.6 ରୁ କମ୍ ହେଲେ ତାକୁ ଅମ୍ଳ ବର୍ଷା କୁହାଯାଏ ।

14. ପ୍ରତି ଅମ୍ଳ କ’ଣ ?
ଉ–
ପେଟର ଯନ୍ତ୍ରଣା ଉପଶମ ପାଇଁ ଲୋକମାନେ ଯେଉଁ କ୍ଷାରକ ବ୍ୟବହାର କରନ୍ତି ତାହାକୁ ପ୍ରତିଅମ୍ଳ କୁହାଯାଏ ।

15. ଏକ ଦ୍ରବଣର ସର୍ବାଧ‌ିକ ଓ ସର୍ବନିମ୍ନ PH ମୂଲ୍ୟ କେତେ ?
ଉ
PH ର ସର୍ବାଧ‌ିକ ମୂଲ୍ୟ = 14
pH ର ସର୍ବନିମ୍ନ ମୂଲ୍ୟ = 0

16. କଠିନ ଖଣିଜ ଲବଣ କାହାକୁ କୁହାଯାଏ ?
ଉ-
ପୃଥ‌ିବୀର ବିଭିନ୍ନ ସ୍ଥାନରେ କଠିନ ଲବଣ ଗଚ୍ଛିତ ହୋଇ ରହିଥାଏ । ଅଶୁଦ୍ଧତା କାରଣରୁ ବୃହତ୍ ସ୍ପଟିକଗୁଡ଼ିକ ଅନେକ ସମୟରେ ବାଦାମୀ ଦେଖାଯାଏ । ଏହାକୁ କଠିନ ଖଣିଜ ଲବଣ କୁହାଯାଏ ।

17. ବେକିଂ ପାଉଡ଼ର ପାଉଁରୁଟିକୁ ନରମ କରେ କିପରି ?
ଉ–
ବେକିଂ ପାଉଡ଼ରକୁ ଗରମ କଲେ ସେଥୁରୁ କାର୍ବନ ଡାଇଅକ୍‌ସାଇଡ୍ ଗ୍ୟାସ୍ ବାହାରି ପାଉଁରୁଟିକୁ ଫୁଲାଇ ଦେଇ ନରମ ଓ ସଚ୍ଛିଦ୍ର କରିଥାଏ । .

18. ସ୍ଫଟିକ ଜଳ କାହାକୁ କହନ୍ତି ?
ଉ–
ଲବଣର ସଂକେତ ଏକକରେ ରହିଥ‌ିବା ନିର୍ଦ୍ଦିଷ୍ଟ ସଂଖ୍ୟକ ଜଳ ଅଣୁକୁ ସ୍ଫଟିକ ଜଳ କହନ୍ତି ।

19. .ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ କାହାକୁ କହନ୍ତି ?
ଉ–
ଜିପସମକୁ 373K ତାପମାତ୍ରାରେ ଉତ୍ତପ୍ତ କଲେ ଏହା ଜଳ ଅଣୁ ହରାଏ ଏବଂ କ୍ୟାଲ୍‌ସିୟମ୍ ସଲଫେଟ୍ ହେମିହାଇଡ୍ରେଟ୍‌ରେ ପରିଣତ ହୁଏ । ଏହାକୁ ପ୍ଲାଷ୍ଟରଅଫ୍ ପ୍ୟାରିସ୍ କହନ୍ତି ।

20. ଅଧ୍ବକ ପରିମାଣର କ୍ଷାରକ ସୋଡ଼ିୟମ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଦ୍ରବଣରେ ଦ୍ରବୀଭୂତ ହେଲେ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଆୟନର ଗାଢ଼ତା କିପରି ପ୍ରଭାବିତ ହୁଏ ?
ଉ–
କ୍ଷାରକଗୁଡ଼ିକ ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଦ୍ରବଣରେ ଦ୍ରବୀଭୂତ ହେଲେ ଏକକ ଆୟତନ ପ୍ରତି ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଆୟନ (OH^–)ର ଗାଢ଼ତା ବୃଦ୍ଧିପାଏ ।

21. ଏକ ଅମ୍ଳୀୟ ଦ୍ରବଣରେ ଲଘୁକରଣ ପ୍ରକ୍ରିୟାଦ୍ଵାରା ହାଇଡ୍ରୋନିୟମ୍ ଆୟନର ଗାଢ଼ତା କିପରି ପ୍ରଭାବିତ ହୋଇଥାଏ ?
ଉ–
ଅମ୍ଳୀୟ ଦ୍ରବଣର ଲଘୁକରଣ ପ୍ରକ୍ରିୟାଦ୍ଵାରା H⁺ ଆୟନର ଗାଢ଼ତା ହ୍ରାସ ପାଇଥାଏ । ତେଣୁ ଦ୍ରବଣର ଅମ୍ଳୀୟ ଗୁଣ ହ୍ରାସପାଏ ।

22. ଗୋଟିଏ ଅମ୍ଳର ଜଳୀୟ ଦ୍ରବଣ ବିଦ୍ୟୁତ୍ ପରିବହନ କରିପାରେ କାହିଁକି ?
ଉ-
ଅମ୍ଳ ଜଳରେ ବିଘଟିତ ହୋଇ H⁺ ଆୟନ ଦେଉଥ‌ିବାରୁ ଅମ୍ଳର ଜଳୀୟ ଦ୍ରବଣ ବିଦ୍ୟୁତ୍ ପରିବହନ କରିପାରେ ।

23. ଖର ଜଳକୁ ମୃଦୁ ଜଳରେ ପରିଣତ କରିବା ପାଇଁ ଯେଉଁ ସୋଡ଼ିୟମ୍ ଯୌଗିକ ବ୍ୟବହାର କରାଯାଏ, ତା’ର ନାମ କ’ଣ ?
ଉ-
ଖରଜଳକୁ ମୃଦୁ ଜଳରେ ପରିଣତ କରିବା ପାଇଁ ଧୋଇବା ସୋଡ଼ା ବା ସୋଡ଼ିୟମ୍ କାର୍ବୋନେଟ୍ (Na₂CO₃) ବ୍ୟବହାର କରାଯାଏ ।

24. କେଉଁ ପଦାର୍ଥ କ୍ଲୋରିନ୍ ସହ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାକରି ବ୍ଲିଚିଂ ପାଉଡ଼ର ଉତ୍ପନ୍ନ କରେ ?
ଉ-
ଶର୍ମିତ ଚୁନ ଓ କ୍ଲୋରିନ୍‌ର ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଫଳରେ ବ୍ଲଟିଂପାଉଡ଼ର ଉତ୍ପନ୍ନ ହୁଏ ।

25. ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍‌ କାର୍ବୋନେଟ୍‌ର ଦ୍ରବଣକୁ ଗରମ କଲେ କ’ଣ ଘଟିବ, ସମ୍ପୃକ୍ତ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ପାଇଁ ସମ1କରଣଟି ଲେଖ |
ଉ-
ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍‌ର ଦ୍ରବଣକୁ ଗରମ କଲେ ସେଥୁ ସୋଡ଼ିୟମ୍‌ କାର୍ବୋନେଟ୍, କାର୍ବନ ଡାଇଅକ୍‌ସାଇଡ୍ ଗ୍ୟାସ୍ ଓ ଜଳ ବାହାରିବ ।

26. ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ ଓ ଜଳ ମଧ୍ୟରେ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାକୁ ଦର୍ଶାଇବା ପାଇଁ ଏକ ସମୀକରଣ ଲେଖ ।
ଉ-

27. ଟ୍ରୁଥ୍ପେଷ୍ଟ ଦନ୍ତକ୍ଷୟକୁ ନିବାରଣ କରେ କିପରି ?
ଉ-
ଟୁଥେଷ୍ଟ କ୍ଷାରୀୟ, ଯାହାକି ଦାନ୍ତ ଘଷିଲେ ପାଟିର ଅମ୍ଳ କମିଯାଏ ଓ ଦନ୍ତକ୍ଷୟର ନିବାରଣ କରିଥାଏ ।

28. ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍‌କୁ ଉତ୍ତପ୍ତ କଲେ କ’ଣ ମିଳେ ସମୀକରଣଟି ଲେଖ ।
ଉ-

29. ଟ୍ୟାପ୍ ଜଳ, ସମୁଦ୍ର ଜଳ ଓ ପାତିତ ଜଳ ମଧ୍ୟରୁ କେଉଁଟି ବିଦ୍ୟୁତ୍ ସୁପରିବାହୀ ଓ କାହିଁକି ?
ଉ-
ସମୁଦ୍ର ଜଳରେ ପ୍ରଚୁର ଲବଣ ଥାଏ, ଯାହାକି ଆୟନ ଦେଇଥାଏ । ତେଣୁ ସମୁଦ୍ର ଜଳ ବିଦ୍ୟୁତ୍ ସୁପରିବାହୀ ଅଟେ ।

30. ବ୍ଲିଚିଂପାଉଡ଼ର ପ୍ରସ୍ତୁତିର ରାସାୟନିକ ସମୀକରଣ ଲେଖ ।
ଉ-
Ca(OH)₂ + Cl₂ → CaOCl₂ + H₂O

31. ଅମ୍ଳ କ’ଣ ?
ଉ–
ଅମ୍ଳ ପାଟିକୁ ଖଟା ଲାଗେ ଏବଂ ଏହା ନୀଳ ଲିଟ୍‌ସ୍କୁ ଲାଲ୍ କରିଦିଏ ।

32. କ୍ଷାରକ କ’ଣ ?
ଊ–
କ୍ଷାରକ ପାଟିକୁ ଖାରିଆ ଲାଗେ ଏବଂ ଏହା ଲାଲ୍ ଲିଟ୍‌ସ୍କୁ ନୀଳ କରିଦିଏ ।

33. ଅମ୍ଳ-କ୍ଷାରକ ସୂଚକ କ’ଣ ?
ଉ-
ଏକ ଦ୍ରବଣ ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ କିମ୍ବା ଅମ୍ଳ-କ୍ଷାର ନୁହେଁ (ନିରପେକ୍ଷ) ତାହା ଏହି ଅମ୍ଳ-କ୍ଷାରକ ସୂଚକରୁ ଜଣାପଡ଼େ ।

34. pH ସ୍କେଲ୍‌ର ବ୍ୟବହାର କ’ଣ ?
ଉ-
ଏକ ପଦାର୍ଥର ଜଳୀୟ ଦ୍ରବଣ ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ କିମ୍ବା ଅମ୍ଳ-କ୍ଷାରୀୟ ନୁହେଁ ତାହା pH ସ୍କେଲ୍‌ରୁ ଜଣାପଡ଼େ ।

35. ଆଲକାଲି କ’ଣ ?
ଉ-
ଯେଉଁ କ୍ଷାରକ ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇଥାଏ, ତାହାକୁ କ୍ଷାର ବା ଆଲକାଲି କହନ୍ତି ।

F ପ୍ରଥମଯୋଡ଼ିର ସମ୍ପର୍କକୁ ଲକ୍ଷ୍ୟ କରି ଦ୍ୱିତୀୟ ଯୋଡ଼ିର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1. ଜଳଯୋଜିତ CuSO₄ : 5H₂O :: ଜଳଯୋଜିତ Na₂CO₃ : ………………..
2. ଅତ୍ୟଧ୍ବକ ଅମ୍ଳୀୟ : pH = 0 :: ଅତ୍ୟଧିକ କ୍ଷାରୀୟ : ………………………..
3. ଅମ୍ଳ : H± ଆୟନ :: କ୍ଷାରକ : ……………………..
4. ନୀଳ ଲିଟ୍‌ସ୍‌କୁ ଲାଲ୍ : ଅମ୍ଳ :: ଲାଲ୍ ଲିଟ୍‌ସ୍‌କୁ ନୀଳ : ………………………..
5. ଅମ୍ଳ : ଖଟା :: କ୍ଷାର : …………………………
6. ଗନ୍ଧକାମ୍ଳ + ଫେନଲ୍‌ଫ୍‌ଲିନ୍ : ବର୍ଣ୍ଣହୀନ :: NaOH + ଫେନଲଫ୍‌ଲିନ୍ : ………………………..
7. ଧାତୁ + ଅମ୍ଳ : H₂ ଗ୍ୟାସ୍ :: ଧାତୁ + କ୍ଷାର : ……………………….
8. ଧାତବ ଅକ୍‌ସାଇଡ୍ : କ୍ଷାରୀୟ :: ଅଧାତବ ଅକ୍‌ସାଇଡ୍ : ……………………
9. ଅମ୍ଳ : H+ :: କ୍ଷାରକ : …………………………
10. KOH ଦ୍ରବଣ : CO₂ :: CaCl₂ : ……………….
11. HCI ଜଳ ଉପସ୍ଥିତିରେ : H⁺ ଅଲଗା :: HCI ଜଳ ଅନୁପସ୍ଥିତିରେ : …………………………..
12. ଜଳ + ଅମ୍ଳ : ତାପଉତ୍ପାଦୀ :: ଜଳ + କ୍ଷାର : ……………………..
13. pH = 0 : ଅତ୍ୟଧ୍ଵ ଅମ୍ଳୀୟ : pH = 14 :
14. H₃O⁺ ର ଗାଢ଼ତା ଅଧିକ : pH ମୂଲ୍ୟ କମ୍ :: OH^– ର ଗାଢ଼ତା ଅଧିକ : …………………………
15. pH ମୂଲ୍ୟ < 7 : ଅମ୍ଳୀୟ :: PH ର ମୂଲ୍ୟ > 7 : ………………….
16. କଲିଚୂନ : Ca0:: ଶିମିତ ଚୂନ : …………………………
17. ଲେମ୍ବୁରସ : ପ୍ରାୟ 2.2 :: ପାଚକ ରସ : ……………………….
18. 1M NaOH : 14 :: 1M HCl : ………………
19. କଫି : ଅମ୍ଳୀୟ :: ଜିଭ ଲାଳ ଖାଇବା ପୂର୍ବରୁ : ………………………
20. ମିଲିକ୍ ଅଫ୍ ମ୍ୟାଗ୍ନେସିୟା : ପ୍ରାୟ 10 :: ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ : ………………………..
21. ଲେମ୍ବୁ : ସାଇଟ୍ରିକ୍ ଅମ୍ଳ : : ପିମ୍ପୁଡ଼ି ଦଂଶନ : ……………………..
22. ପୋଟାସିୟମ୍ ସଲଫେଟ୍ : K₂SO₄ : ସୋଡ଼ିୟମ୍ ନାଇଟ୍ରେଟ୍ : ……………………..
23. ତେନ୍ତୁଳି : ଟାର୍ଟାରିକ୍ ଏସିଡ୍ :: କମଳା : …………………………….
24. NaOH : ସବଳକ୍ଷାର :: H₂SO₄ ……………..
25. ସବଳ ଅମ୍ଳ + ଦୁର୍ବଳ କ୍ଷାର : ଅମ୍ଳୀୟ ଲବଣ :: ସବଳ କ୍ଷାରକ + ଦୁର୍ବଳ ଅମ୍ଳ : ………………………
26. H₂SO₄ + KOH : K₂SO₄ :: H₂SO₄ + NaOH : ……………….
27. କ୍ଷାର ସୋଡ଼ା : Na₂CO₃.10H₂O :: ଖାଇବା ସୋଡ଼ା : ……………………..
28. ସୋଡ଼ା ଅମ୍ଳ ନିଆଁଲିଭା ଯନ୍ତ୍ର : NaHCO₃ :: ଜଳର ସ୍ଥାୟୀ ଖରତ୍ଵ ଦୂର ; ………………………….
29. NH₄Cl ର ଜଳୀୟ ଦ୍ରବଣ : ଅମ୍ଳୀୟ :: Na₂CO₃ର ଜଳୀୟ ଦ୍ରବଣ : ……………………..
30. CaSO₂\(\frac { 1 }{ 2 }\)H₂O : ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ :: CaSO₂2H₂O : ………………..

Answer
1.10 H₂O
2. pH = 14
3. OH^– ଆୟନ
4. କ୍ଷାର
5. ଖାରିଆ
7. H₂ ଗ୍ୟାସ୍
୫. ଅମ୍ଳୀୟ
9. (OH^–)
10. H₂O
11. H⁺ ଅଲଗା ହୋଇ ପାରେ ନାହିଁ
12. ତାପଉତ୍ପାଦୀ
13. ଅତ୍ୟକ କ୍ଷାରୀୟ
14. pH ମୂଲ୍ୟ ଅଧ୍ୟା
15. କ୍ଷାରୀୟ
16. Ca(OH)₂
17. ପ୍ରାୟ 1. 2
18. 0
19. କ୍ଷାରୀୟ
20. ପ୍ରାୟ 14
21. ଫରମିକ୍ ଏସିଡ୍
22. NaNO₃
23. ସାଇଟ୍ରିକ୍ ଏସିଡ୍
24. ସବଳ ଅମ୍ଳ
26. Na₂SO₄
27. NaHCO₃
28. Na₂CO₃ 10 H₂O
29. ଯାର1ୟ
30. ଜିପ୍‌ସମ୍ ।

SUBJECTIVE TYPE QUESTIONS WITH ANSWERS

1. ଲବଣ କାହାକୁ କହନ୍ତି ? ଅମ୍ଳୀୟ, କ୍ଷାରୀୟ ଓ ପ୍ରଶମିତ ଲବଣ କିପରି ସୃଷ୍ଟି ହୁଏ ଉଦାହରଣ ଦେଇ ବୁଝାଅ ଶୁକ୍ର ଗ୍ରହରେ ଜୀବନଧାରଣ ସମ୍ଭବ ନୁହେଁ କାହିଁକି ? ଏକ ମୃଦୁ କ୍ଷାରକର ନାମ ଲେଖ ।
ଉ
(i) କ୍ଷାରର କାଟାୟନ ଓ ଅମ୍ଳର ଏନାୟନର ସଂଯୋଗରୁ ଲବଣ ସୃଷ୍ଟି ହୁଏ ।
ଉଦାହରଣ –ସୋଡ଼ିୟମ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ସହ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍‌ର ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଘଟିଲେ ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ ହୁଏ ।
NaOH(aq) + HCl(aq) → NaCl(aq) + H₂O(l)

(ii) ସବଳ ଅମ୍ଳ ଓ ଦୁର୍ବଳ କ୍ଷାର ସହ ପ୍ରତିକ୍ରିୟା କରି ଅମ୍ଳୀୟ ଲବଣ ସୃଷ୍ଟି ହୁଏ ।
ଉଦାହରଣ – ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ (ସବଳ ଅମ୍ଳ) ସହ ଏଲୁମିନିୟମ୍ ହାଇଡ୍ରକ୍‌ସାଇଡ୍‌ର (ଦୁର୍ବଳ କ୍ଷାର)ର ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାରୁ ଏଲୁମିନିୟମ୍ କ୍ଲୋରାଇଡ୍ ନାମକ ଅମ୍ଳୀୟ ଲବଣ ମିଳେ ।
3HCl(aq) + Al (OH)₃(aq) → AlCl₃(aq) + 3H₂O(l)

(iii) ଏକ ସବଳ କ୍ଷାର ସହ ଏକ ଦୁର୍ବଳ ଅମ୍ଳ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କରି କ୍ଷାରୀୟ ଲବଣ ଦେଇଥାଏ ।
ଉଦାହରଣ – ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ (ସବଳ କ୍ଷାର) ସହ ଦୁର୍ବଳ ଅମ୍ଳ କାର୍ବୋନିକ୍ ଏସିଡ୍‌ର ପ୍ରତିକ୍ରିୟାରୁ ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍ ନାମକ କ୍ଷାରୀୟ ଲବଣ ସୃଷ୍ଟିହୁଏ ।
NaOH(aq) + H₂CO₃(aq) → NaHCO₃(aq) + H₂O(l)

(iv) ସବଳ ଅମ୍ଳ ସହ ସବଳ କ୍ଷାରର ପ୍ରତିକ୍ରିୟାରୁ ପ୍ରଶମିତ ଲବଣ ସୃଷ୍ଟି ହୁଏ ।
ଉଦାହରଣ – ସୋଡ଼ିୟମ୍‌ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ (ସବଳ କ୍ଷାର) ସହ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ (ସବଳ ଅମ୍ଳ) ପ୍ରତିକ୍ରିୟା କରି ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ ଓ ଜଳ ଉତ୍ପନ୍ନ କରେ ।
NaOH(aq) + HCl(aq) → NaCl(aq) + H₂O(l)

(v) ଶୁକ୍ର ଗ୍ରହର ବାୟୁମଣ୍ଡଳ ସଫ୍ୟୁରିକ୍ ଏସିଡ୍‌ର ଏକ ବହଳିଆ-ଧଳା-ହଳଦିଆ ବାଦଲରେ ଗଠିତ । ତେଣୁ ଏହି
ଗ୍ରହରେ ଜୀବନଧାରଣ ସମ୍ଭବ ନୁହେଁ ।

(vi) ମ୍ୟାଗ୍ନେସିୟମ୍ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଏକ ମୃଦୁ କ୍ଷାରକ ଅଟେ ।

2. ଅମ୍ଳ ଓ କ୍ଷାରକର ରାସାୟନିକ ଧର୍ମ ମଧ୍ୟରେ ତୁଳନାତ୍ମକ ବିବରଣୀ ପ୍ରଦାନ କର ।
ଭ—
(i)(a) ଅମ୍ଳ ଧାତୁ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ ।
ଅମ୍ଳ + ଧାତୁ → ଧାତବ ଲବଣ + ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍

(b) କେତେକ କ୍ଷାରକ ଧାତୁ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ ।

(ii) (a) ଅମ୍ଳ କ୍ଷାରକ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଦିଏ ।
NaOH(aq) + HCl(aq) → NaCl(aq) + H₂O(l)

(b) କ୍ଷାରକ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଦିଏ ।
NaOH(aq) + CH₃COOH(aq) → CH₃COONa(aq) + H₂O(l)

(iii) (a) ଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ କରେ ।
ଧାତବ ଅକ୍‌ସାଇଡ୍ + ଅମ୍ଳ → ଲବଣ + ଜଳ
CuO(s) + H₂SO₄ (aq) → CuSO₄(aq)+H₂O(l)

(b) ଧାତବ ଅକ୍‌ସାଇଡ୍ କ୍ଷାରକ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ କରେ ।
Ca(OH)₂(aq) + CO₂(aq) → CaCO₃(aq) + H₂O(l)

(iv) (a) ଅମ୍ଳ ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ H⁺ ଆୟନ ଦିଏ ।

(b) କ୍ଷାରକ ଜଳରେ ଦ୍ରବୀଭୂତହୋଇ OH^– ଆୟନ ଦିଏ ।

3. ଧାତବ ଓ ଅଧାତବ ଅକ୍‌ସାଇଡ୍‌ର ଯଥାକ୍ରମେ କ୍ଷାରୀୟ ଓ ଅମ୍ଳୀୟ ପ୍ରକୃତି ଦୁଇଟି ଭିନ୍ନ ଭିନ୍ନ ଉଦାହରଣ ନେଇ
ବୁଝାଅ । କ୍ଲୋରୋ-ଆଲ୍‌କିଲ୍ କ’ଣ ? ଏଥୁରୁ ଉତ୍ପନ୍ନ H₂ ଓ Cl₂ର ବ୍ୟବହାର ଲେଖ ।
ଊ–
ଧାତବ ଅକ୍‌ସାଇଡ୍ କ୍ଷାରୀୟ, ଏଗୁଡ଼ିକ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ସୃଷ୍ଟି କରନ୍ତି ।
ଉଦାହରଣ :
(i) କପର ଅକସାଇଡ୍ HCl ସହ ପ୍ରତିକ୍ରିୟା କରି କପର କ୍ଲୋରାଇଡ୍ ଓ ଜଳ ଉତ୍ପନ୍ନ କରେ ।
CuO(s) + 2HCl(aq) → CuCl₂(aq) + H₂O(l)

(ii) ଅଧାତବ ଅକ୍‌ସାଇଡ୍ କ୍ଷାର ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ସୃଷ୍ଟି କରେ, ତେଣୁ ଅଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳୀୟ ।

ଉଦାହରଣ :
ଶମିତଚୂନର ଦ୍ରବଣରେ CO₂ ଗ୍ୟାସ୍‌ର ପ୍ରତିକ୍ରିୟାରୁ କ୍ୟାଲସିୟମ କାର୍ବୋନେଟ୍ (ଲବଣ) ଓ ଜଳ ସୃଷ୍ଟି ହୁଏ ।
Ca (OH)₂(aq) + CO₂(g) → CaCO₃(s) + H₂O(l)

(iii) ବ୍ରାଇନ୍‌ରେ ବିଦ୍ୟୁତ ସ୍ରୋତ ପ୍ରବାହିତ କରାଇଲେ ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍‌ର ବିଘଟନ ଘଟି ସୋଡ଼ିୟମ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଏବଂ କ୍ଲୋରିନ୍ ଗ୍ୟାସ ଉତ୍ପନ୍ନ ହୁଏ । ଏହାକୁ କ୍ଲୋରୋଆଲ୍‌କିଲ୍ ପ୍ରଣାଳୀ କହନ୍ତି ।

H₂ ଓ Cl₂ର ବ୍ୟବହାର :

• H₂ ଗ୍ୟାସ୍‌କୁ ଇନ୍ଧନ ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
• ଏହାକୁ ବନସ୍ପତି ଘିଅ ପ୍ରସ୍ତୁତିରେ ବ୍ୟବହାର କରଯାଏ ।
• H₂ରୁ ଏମୋନିଆ ପ୍ରସ୍ତୁତ ହୁଏ ଯାହାକି ରାସାୟନିକ ସାର ପ୍ରସ୍ତୁତିରେ ବ୍ୟବହୃତ ହୁଏ ।
• Cl₂ ଗ୍ୟାସ୍ ଜଳ ବିଶୋଧନ ପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।
• Cl₂ ଗ୍ୟାସ୍ P.V.C. ପାଇପ୍, ସିଏଫ୍‌ସି ବିଶୋଧକ, କୀଟନାଶକ ପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।
• ବିଭିନ୍ନ ପ୍ରସାଧନ ସାମଗ୍ରୀ ଓ ଔଷଧ ପ୍ରସ୍ତୁତିରେ ମଧ୍ୟ ଏହାକୁ ବ୍ୟବହାର କରାଯାଏ ।

4. PH କ’ଣ ? pH ସ୍କେଲ୍‌ କ’ଣ ? ଏଥୁରୁ ଅମ୍ଳ ଓ କ୍ଷାର କିପରି ଜଣାଯାଏ ? ପ୍ଳାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସର ପ୍ରସ୍ତୁତି ଲେଖ ।
ଊ–
(i) କୌଣସି ଦ୍ରବଣରେ ହାଇଡ୍ରୋଜେନ୍ ଆୟନର ଗାଢ଼ତା ମାପ କରିବାପାଇଁ pH ସ୍କେଲ୍ ନାମରେ ଏକ ସ୍କେଲ୍‌ର ବିକାଶ କରାଯାଇଛି । ଏହା ‘0’ ରୁ 14 ମଧ୍ୟରେ ସୂଚିତ ହୋଇଛି ।

(ii) ‘Potenz’ ନାମକ ଜର୍ମାନ୍ ଶବ୍ଦରୁ pH ର p ଅଛନ୍ତି ।
pH ହେଉଛି ଏକ ସଂଖ୍ୟା ଯାହା ଏକ ଦ୍ରବଣର ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ପ୍ରକୃତିକୁ ସୂଚାଏ ।

(iii) ପ୍ରଶମିତ ଦ୍ରବଣର pH = 7
ଅମ୍ଳୀୟ ଦ୍ରବଣର pH < 7 କ୍ଷାରୀୟ ଦ୍ରବଣର pH > 7
pHର ମୂଲ୍ୟ 7 ଠାରୁ 14 ପର୍ଯ୍ୟନ୍ତ ବୃଦ୍ଧି ହେଲେ ସୂଚାଏ ଯେ ଦ୍ରବଣର OH^– ଆୟନର ଗାଢ଼ତା ବୃଦ୍ଧି ଘଟୁଛି ଅର୍ଥାତ୍ କ୍ଷାରର ଗାଢ଼ତା ବଢ଼ୁଛି । କିନ୍ତୁ pH ର ମୂଲ୍ୟ 7ରୁ ( ପର୍ଯ୍ୟନ୍ତ ହ୍ରାସ ପାଇଲେ ସୂଚାଏ ଯେ ଦ୍ରବଣର H⁺ ଆୟନର ଗାଢ଼ତା ବୃଦ୍ଧି ପାଉଛି ଅର୍ଥାତ୍ ଅମ୍ଳୀୟ ଗୁଣ ବୃଦ୍ଧି ଘଟୁଛି ।

(iv) ଜିପସମ୍‌କୁ 373 K ତାପମାତ୍ରାରେ ଉତ୍ତପ୍ତ କଲେ ଏହା ଜଳ ଅଣୁ ହରାଏ ଏବଂ କ୍ୟାଲ୍‌ ସିୟମ୍ ସଲଫେଟ୍ ହେମିହାଇଡ୍ରେଟ୍‌ରେ ପରିଣତ ହୁଏ । ଏହାକୁ ପ୍ଳାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ କହନ୍ତି ।
CaSO₂ \(\frac { 1 }{ 2 }\)H₂O + 1\(\frac { 1 }{ 2 }\)HO → CaSO₄2H₂O କ୍ୟାଲସିୟମ ସଲ୍‌ଫେଟର ଦୁଇଟି ସଙ୍କେତ ଗୋଟିଏ ଜଳ ଅଣୁକୁ ମିଳିତ ଭାବେ ଭାଗ ଭାଗ କରିଥା’ନ୍ତି ।

(v) ଏହା ଧଳା ପାଉଡର ଏବଂ ଏହା ଅତ୍ୟନ୍ତ ଶକ୍ତ ଅଟେ । ଜଳ ସହ ମିଶି ପୁନର୍ବାର ଜିପ୍‌ସମ୍‌ରେ ପରିଣତ ହୁଏ ।

ସଂକ୍ଷିପ୍ତ ଭତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର

1. ପ୍ରାଣସୂଚକ କହିଲେ କ’ଣ ବୁଝ । ପରୀକ୍ଷାଟି ବୁଝାଅ ?
ଉ
ଯେଉଁ ପଦାର୍ଥର ଗନ୍ଧ ଅମ୍ଳୀୟ ଓ କ୍ଷାରୀୟ ମାଧ୍ୟମରେ ପରିବର୍ତ୍ତନ ହୋଇଥାଏ, ତାହାକୁ ଘ୍ରାଣସୂଚକ କହନ୍ତି ।

ପରୀକ୍ଷଣ :

• ସରୁ ସରୁ ହୋଇ କଟାଯାଇଥିବା ପିଆଜ ଓ ସଫା ଲୁଗାପଟିକୁ ଏକ ପ୍ଲାଷ୍ଟିକ୍ ବ୍ୟାଗରେ ରଖି ମୁହଁକୁ ଭଲଭାବରେ ବାନ୍ଧି ଫ୍ରିଜ୍ ମଧ୍ୟରେ ସମ୍ପୂର୍ଣ ଗୋଟିଏ ରାତି ରଖାଯାଉ ।
• ଲୁଗାପଟିକୁ ବାହାର କରି ତା’ର ଗନ୍ଧ ଶୁଙ୍ଘାଯାଉ । ପଟି ଉପରେ କିଛି ବୁନ୍ଦା ଲଘୁ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ ଦ୍ରବଣ ଓ ଅନ୍ୟ ପଟିରେ କିଛି ବୁନ୍ଦା ଲଘୁ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ ଦ୍ରବଣ ଓ ଅନ୍ୟ ପଟିରେ କିଛି ବୁନ୍ଦା ସୋଡ଼ିୟମ ହାଇଡ୍ରେକସାଇଡ୍ ଦ୍ରବଣ ପକାଯାଉ ।
• ଲୁଗାପଟି ଦ୍ଵୟକୁ ପାଣିରେ ଧୋଇ ଗନ୍ଧ ପରୀକ୍ଷା କରାଯାଉ ।
• ଲଘୁ ଭାନିଲା ଅତର, ଲବଙ୍ଗ ତେଲ ନେଇ ପରୀକ୍ଷା କରାଯାଉ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ଲଘୁ ଭାନିଲା ଅତର, ଲବଙ୍ଗ ତେଲ, ପିଆଜର ଗନ୍ଧ ଲଘୁ ସୋଡ଼ିୟମ୍ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଦ୍ରବଣରେ

ସିଦ୍ଧାନ୍ତ –
ଉକ୍ତ ପରୀକ୍ଷଣରୁ ଆମେ ଏହି ସିଦ୍ଧାନ୍ତରେ ଉପନୀତ ହେଲୁ ଯେ ଲବଙ୍ଗ, ପିଆଜ ଓ ଲଘୁ ଭାନିଲା ଅତର ଅମ୍ଳୀୟ ଓ କ୍ଷାରୀୟ ଦ୍ରବଣ ଚିହ୍ନଟ କରିବାପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।

2. ସମସ୍ତ ଅମ୍ଳ ମଧ୍ୟରେ ଓ ସମସ୍ତ କ୍ଷାର ମଧ୍ୟରେ ଥ‌ିବା ସମାନତା କ’ଣ ଲେଖ ।
ଉ –
(i) ସମସ୍ତ ଅମ୍ଳ ଧାତୁ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରନ୍ତି ।
ଉଦାହରଣ : Mg(s) + 2HCl(aq) → MgCI₂(aq) + H₂(g)

(ii) ଅମ୍ଳଗୁଡ଼ିକର ଜଳୀୟ ଦ୍ରବଣ ବିଦ୍ୟୁତ୍ ପରିବହନ କରିଥାଏ ।

(iii) ଅମ୍ଳଗୁଡ଼ିକ ଜଳରେ ବିଯୋଜିତ ହୋଇ H⁺ ଆୟନ କାଟାୟନ ଦେଇଥାଏ ।
ଉଦାହରଣ :

(iv) କେତେକ କ୍ଷାର ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ OH^– ଆୟନ ଦେଇଥାଏ ।
ଉଦାହରଣ : NaOH → Na⁺ + OH^–
OH^– ଯୋଗୁଁ NaOH କ୍ଷାରୀୟ ଅଟେ ।

3. ଅମ୍ଳ ଓ କ୍ଷାରକର ଲଘୁକରଣ କ’ଣ ଏହା କିପରି କରାଯାଏ ? ଏହାଦ୍ଵାରା H⁺ ଓ OH^–ର ଗାଢ଼ତାର କି ପରିବର୍ତ୍ତନ ହୁଏ ? NaOH ଦ୍ରବଣରେ NaO ମିଶାଇଲେ କ’ଣ ହେବ ?
ଉ

• ଜଳରେ ଅମ୍ଳ ବା କ୍ଷାରକ ମିଶାଇଲେ ଏକକ ଆୟନ ପ୍ରତି H₃O⁺ / OH^– ଆୟନର ଗାଢ଼ତା କମିଯାଏ ଏହିପରି ପ୍ରକ୍ରିୟାକୁ ଲଘୁକରଣ କୁହାଯାଏ ।
• ଏହି ପ୍ରକ୍ରିୟା ଅତ୍ୟନ୍ତ ତାପ ଉତ୍ପାଦୀ ହୋଇଥ୍‌ରୁ ଜଳରେ ଅଳ୍ପ ଅଳ୍ପ ଅମ୍ଳ କିମ୍ବା କ୍ଷାର ମିଶାଇ ଅନବରତ ଘଣ୍ଟାଯାଏ ।
• ଏହାଦ୍ଵାରା ଏକକ ଆୟନ ପ୍ରତି H₃O⁺ କିମ୍ବା OH^– ଆୟନର ଗାଢ଼ତା କମିଥାଏ ।
• NaOH ଦ୍ରବଣରେ NaOH ମିଶାଇଲେ OH^– ର ଗାଢ଼ତା ବଢ଼ିଯିବ ।

4. ଲବଣର pH କ’ଣ ଉଦାହରଣ ଦେଇ ବୁଝାଅ ।
ଉ-
(i) ଗୋଟିଏ ସବଳ ଅମ୍ଳ ଏବଂ ଗୋଟିଏ ସବଳ କ୍ଷାରକରେ ପ୍ରସ୍ତୁତ ଲବଣର pHର ମୂଲ୍ୟ । ।
HCl + NaOH → NaCl + H₂O
HCl ଏକ ସବଳ ଅମ୍ଳ ଓ NaOH ଏକ ସବଳ କ୍ଷାରକ । ଏହି ଦୁଇଟିର ରାସାୟନିକ ପ୍ରକ୍ରିୟାରୁ ସୃଷ୍ଟ NaCI ଅମ୍ଳ କ୍ଷାର ଗୁଣବିହୀନ ଲବଣ ମିଳେ ଯାହାର pH ର ମୂଲ୍ୟ 7 ।

(ii) ଗୋଟିଏ ସବଳ ଅମ୍ଳ ସହ ଗୋଟିଏ ଦୁର୍ବଳ କ୍ଷାରକର ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାଦ୍ୱାରା ସୃଷ୍ଟ ଲବଣ ଅମ୍ଳୀୟ ଅଟେ । H₂SO₄ ସବଳ ଅମ୍ଳ ସହ ZnO ଦୁର୍ବଳ କ୍ଷାରକରେ ପ୍ରସ୍ତୁତ ଲବଣର pHର ମୂଲ୍ୟ 7ଠାରୁ କମ୍ ।
H₂SO₄ + NnO → ZnSO₄ + H₂O

(iii)
ଗୋଟିଏ ଦୁର୍ବଳ ଅମ୍ଳ ସହ ଗୋଟିଏ ସବଳ କ୍ଷାରକର ଲବଣଟି କ୍ଷାରୀୟ ଅଟେ ଯାହାର pH ର ମୂଲ୍ୟ 7ଠାରୁ ଅଧିକ CH₃COOH ଦୁର୍ବଳ ଅମ୍ଳ ଓ NaOH ସବଳ କ୍ଷାରକରେ ପ୍ରସ୍ତୁତ ଲବଣ CH₃COONaର pH ର ମୂଲ୍ୟ 7ଠାରୁ ଅଧିକ ।
NaOH + CH₃COOH → CH₃COONa + H₂O

5. ଅମ୍ଳତା କ’ଣ ? ଏହାକୁ କିପରି ପ୍ରତିହତ କରାଯାଏ ?
ଉ-
(i) ଆମର ପାକସ୍ଥଳୀ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ (HCl) ପ୍ରସ୍ତୁତ କରେ । ଏହା ପାକସ୍ଥଳୀର କୌଣସି କ୍ଷତି ନ କରି ଖାଦ୍ୟ ହଜମ କରାଇବାରେ ସାହାଯ୍ୟ କରେ; କିନ୍ତୁ ଅଜୀର୍ଣ୍ଣ ସମୟରେ ପାକସ୍ଥଳୀରୁ ଅଧ‌ିକ ପରିମାଣର ଅମ୍ଳ ଉତ୍ପନ୍ନ ହୁଏ, ପେଟ ଯନ୍ତ୍ରଣା ହୁଏ ଓ ଅସ୍ଥିରତା ଦେଖାଯାଏ । ଏହି ଅବସ୍ଥାକୁ ଅମ୍ଳତା କହନ୍ତି ।

(ii) ପେଟ ଯନ୍ତ୍ରଣା ଓ ଅସ୍ଥିରତାରୁ ମୁକ୍ତି ପାଇବାପାଇଁ ଲୋକମାନେ କେତେକ କ୍ଷାରକ ବ୍ୟବହାର କରିଥା’ନ୍ତି । ଏହାକୁ ପ୍ରତି ଅମ୍ଳ କହନ୍ତି ।

(iii) ଅମ୍ଳ ଜନିତ ଯନ୍ତ୍ରଣାରୁ ଉପଶମ ପାଇଁ ମୃଦୁ କ୍ଷାରକ, ମିଲ୍‌କ ଅଫ୍ ମ୍ୟାଗ୍ନେସିଆ (ମ୍ୟାଗ୍ନେସିୟମ ହାଇଡ୍ରକ୍‌ସାଇଡ୍), ବେକିଂ ସୋଡ଼ା ଆଦି ମଧ୍ୟ ବ୍ୟବହାର କରାଯାଏ ।

6. ଘରେ ପିଠା ପ୍ରସ୍ତୁତିରେ ବେକିଂ ସୋଡ଼ା ବ୍ୟବହାର କରିଥା’ନ୍ତି, ଏହା ଖାଦ୍ୟର’ କି ସ୍ବାଦ ଆଣେ ଏବଂ ବେଜିଂ ସୋଡ଼ାକୁ ବେକିଂ ପାଉଡ଼ରରେ ଘରେ କିପରି ପ୍ରସ୍ତୁତ କରିବ ?
ଉ-
(i) ବେକିଂ ସୋଡ଼ା ହେଉଛି ସୋଡ଼ିୟମ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍ । ଏହାକୁ ଉତ୍ତପ୍ତ କଲେ ଏହା ସୋଡ଼ିୟମ୍‌ କାର୍ବୋନେଟ୍‌ରେ ପରିଣତ ହୁଏ, ଯାହାକି ସାମନ୍ୟ ପିତା ଅଟେ ।

(ii) ବେକିଂ ସେଠାରେ ଆବଶ୍ୟକ ପରିମାଣର ତେନ୍ତୁଳି (ଟାର୍‌ଟାରିକ୍ ଏସିଡ୍) ମିଶାଇଲେ ଏହା ବେକିଂ ପାଉଡ଼ରରେ ପରିଣତ ହୁଏ ।

(iii) ଟାର୍‌ଟାରିକ୍ ଅମ୍ଳ ସୋଡ଼ିୟମ୍‌ କାର୍ବୋନେଟ୍‌ର କ୍ଷାରୀୟ ଗୁଣକୁ ପ୍ରତିହତ କରେ ଯାହାକି ଖାଦ୍ୟର ସ୍ବାଦ ବଢ଼ାଇବାରେ ସାହାଯ୍ୟ କରେ ।

7. ବ୍ଲିଚିଂ ପାଉଡ଼ର ଓ ଧୋଇବା ସୋଡ଼ାର କେବଳ ବ୍ୟବହାରଗୁଡ଼ିକ ଲେଖ ।
ଉ-
ବ୍ଲିଚିଂ ପାଉଡ଼ର :

• ବୟନଶିଳ୍ପରେ କପାସୂତା ଓ ଶଣ ବସ୍ତ୍ରକୁ, କାଗଜକଳରେ କାଠମଣ୍ଡକୁ ଏବଂ ଇସ୍ତ୍ରୀରେ ସଫା ଲୁଗାକୁ ବିରଞ୍ଜନ କରିବାରେ ବ୍ୟବହୃତ ହୁଏ ।
• ରାସାୟନିକ ଶିଳ୍ପରେ ଜାରକ ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
• ଜୀବାଣୁ ନାଶକାରୀ ପଦାର୍ଥ ଭାବରେ ପାନୀୟ ଜଳକୁ ଜୀବାଣୁମୁକ୍ତ କରିବାପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।

ଧୋଇବା ସୋଡ଼ା :

• କାଚ, ସାବୁନ, କାଗଜ ଶିଳ୍ପରେ ବ୍ୟବହାର କରାଯାଏ ।
• ବୋରାକ୍ସ ପରି ସୋଡିୟମ୍ ଯୌଗିକ ଉତ୍ପାଦନ କରିବା ପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।
• ଘର ସଫା କରିବା କାର୍ଯ୍ୟରେ ବ୍ୟବହୃତ ହୁଏ ।.
• ଜଳର ସ୍ଥାୟୀ କ୍ଷରତ୍ଵ ଦୂର କରିବାରେ ବ୍ୟବହୃତ ହୁଏ ।

8. NaHCO₃କୁ କାହିଁକି ମହୁମାଛି ଦଂଶନ ଜାଗାରେ ଏବଂ ବେକିଂ ପାଉଡ଼ର ପ୍ରସ୍ତୁତିରେ, ନିଆଁଲିଭା ଯନ୍ତ୍ରରେ ବ୍ୟବହାର କରାଯାଏ ?
ଉ-

• ସୋଡ଼ିୟମ୍‌ ବାଇକାର୍ବୋନେଟ୍ (NaHCO₃) କ୍ଷାରୀୟ ହୋଇଥିବାରୁ ମହୁମାଛିର ଦଂଶନଜନିତ ମିଥାନୋଇକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି ମିଥାନୋଇକ୍ ଏସିଡ୍‌ର ପ୍ରଭାବରୁ ପ୍ରତିହତ କରିଥାଏ ।
• ବେକିଂ ସୋଡ଼ା ଟାରଟାରିକ୍ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଏବଂ ଜଳସହ ମିଶାଇ ଉତ୍ତପ୍ତ କଲେ CO₂ ନିର୍ଗତ ହୁଏ ।
• ନିଆଁଲିଭା ଯନ୍ତ୍ରରେ NaHCO₃ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି CO₂ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ, ଯାହାକି ନିଆଁକୁ ଲିଭେଇଦିଏ ।

9. ପ୍ରଶମନୀକରଣ ଓ ଲଘୁ କରଣ କ’ଣ ବୁଝାଅ ।
ଉ-

• ଅମ୍ଳଗୁଡ଼ିକ ଜଳରେ H⁺ ଆୟନ ଓ କ୍ଷାରକଗୁଡ଼ିକ OH^– (ag) ଆୟନ ଦିଅନ୍ତି ।
• ଅମ୍ଳର H⁺ ଓ କ୍ଷାରକର OH^– ମିଶି ଜଳ ଉତ୍ପନ୍ନ କରନ୍ତି । ତେଣୁ ଏହାକୁ ପ୍ରଶମନୀକରଣ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କ ହନ୍ତି ।
  ଅମ୍ଳ +କ୍ଷାରକ → ଲବଣ + ଜଳ
  HX + MOH → MX +HOH
  H⁺(aq) + OH^–(aq) → H₂O(l)
• ଜଳରେ ଅମ୍ଳ ବା କ୍ଷାରକ ମିଶାଇଲେ ଏକକ ଆୟତନ ପ୍ରତି H₃O⁺ /OH^– ଆୟନଗୁଡିକର ଗାଢ଼ତା ହ୍ରାସ ପାଏ ।

10. ବ୍ଲିଚିଂ ପାଉଡ଼ରକୁ ବାୟୁରେ ରଖୁଲେ , କପର ସଲ୍‌ଫେଟ୍‌କୁ ଉତ୍ତପ୍ତ କଲେ, ଶର୍ମିତଚୂନ ଦେଇ କ୍ଲୋରିନ୍‌ ଗ୍ୟାସ ପ୍ରବାହିତ ହେଲେ ହେଉଥ‌ିବା ପ୍ରତିକ୍ରିୟାକୁ ସମୀକରଣ ସହ ଲେଖ ।
ଉ-
(i) କ୍ଲିଚିଂ ପାଉଡ଼ରକୁ ବାୟୁରେ ରଖିଲେ ଏହା CO₂ ସହ ପ୍ରତିକ୍ରିୟା କରି CaCO₃ରେ ପରିଣତ ହୁଏ ।
CaOCl₂(s) + CO₂(g) → CaCO₃(s)

(ii) ନୀଳ କପର ସଲ୍‌ଫେଟ୍ ସ୍ଫଟିକକୁ ଉତ୍ତପ୍ତ କଲେ ଧଳା କପର ସଲ୍‌ଫେଟ୍ CuSO₄ ଉତ୍ପନ୍ନ ହେବ ।

(iii) Ca(OH)₂ ମଧ୍ୟଦେଇ CO₂ର ପ୍ରବେଶ କରାଇଲେ CaCO₃ ଓ H₂O ଉତ୍ପନ୍ନ ହେବ ।
Ca(OH)₂ + CO₂ → CaCO₃ + H₂O

ଅତିସଂଯିପ୍ର ଉତ୍ତରମ୍ଜଲକ ପ୍ରଣ୍ଟୋତ୍ତର

1. ଦର୍ଶାଅ ଯେ ଉଦ୍‌ଜାନ ଥିବା ସମସ୍ତ ଯୌଗିକ ଅମ୍ଳୀୟ ନୁହଁନ୍ତି ?
ଉ-
(i) C₂H₅OH, C₂H₁₂O₆ ଭଳି ଯୌଗିକ ଯେଉଁଥରେ ହାଇଡ୍ରୋଜେନ୍ ଥିଲେ ମଧ୍ୟ ଏହା ଅମ୍ଳୀୟ ନୁହଁନ୍ତି । କାରଣ ଯେଉଁ ପଦାର୍ଥ ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ H⁺ ଆୟନ ଦିଏ ତାହାକୁ ଅମ୍ଳ କହନ୍ତି ।

(ii) ଏହିଭଳି ଯୌଗିକଗୁଡ଼ିକର ଦ୍ରବଣ ବିଦ୍ୟୁତ୍ ପରିବହନ କରନ୍ତି ନାହିଁ କିମ୍ବା ଜଳରେ ବିଯୋଜିତ ହୁଅନ୍ତି ନାହିଁ ।

2. NH₄OH ଧାତବ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ନ ହେଲେ ମଧ୍ୟ କ୍ଷାର ଅଟେ କାହିଁକି ?
ଉ –

• ଧାତବ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ କ୍ଷାର ଅଟନ୍ତି, କାରଣ ଧାତବ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟାକରି ଲବଣ ଓ ଜଳ ଉତ୍ପନ୍ନ କରେ ।
• ସେହିପରି NH₄OH ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଦିଏ ।
  NH₄OH + HCl → NH₄Cl + H₂O

3. ଧାତବ ଅକ୍‌ସାଇଡ୍ କ୍ଷାରୀୟ ହୋଇଥିଲାବେଳେ ଅଧାତବ ଅକସାଇଡ୍ ଅମ୍ଳୀୟ ହୋଇଥାଏ – ବୁଝାଅ ।
ଊ –
(i) ଧାତବ ଅକ୍‌ସାଇଡ୍ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଦିଏ ।
CuO(s) + 2HCl(aq) → CuCl₂(aq) + H₂O

(ii) କିନ୍ତୁ ଅଧାତବ ଅକ୍‌ସାଇଡ୍ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଅମ୍ଳ ଦିଏ ।
CO₂ + H₂O → H₂CO₃

(iii) କିମ୍ବା ଅଧାତବ ଅକ୍‌ସାଇଡ୍ କ୍ଷାର ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ଜଳ ଦିଏ ।
Ca(OH)₂ + CO₂ → CaCO₃ + H₂O

4. ଲବଣ ‘X’ ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ ଦ୍ରବଣ ଦିଏ ଏବଂ ଲାଲ୍ ଲିଟମସ୍‌କୁ ନୀଳରେ ପରିଣତ କରେ – ସମୀକରଣ ସହ ବୁଝାଅ ।
ଭ—
(i) ସୋଡ଼ିୟମ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍ କିମ୍ବା ସୋଡ଼ିୟମ୍ କାର୍ବୋନେଟ୍ ଭଳି ଯୌଗିକ କ୍ଷାରୀୟ (X) ହୋଇପାରେ କାରଣ ଏଭଳି ଯୌଗିକ ସବଳ କ୍ଷାର NaOH ସହ ଦୁର୍ବଳ ଅମ୍ଳ H₂CO₃ର ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାରୁ ପ୍ରସ୍ତୁତ ।

(ii) 2NaOH + H₂CO₃ → Na₂CO₃ + 2H₂O
ଯାହାକି ଲାଲ୍ ଲିଟମସ୍‌କୁ ନୀଳ କରେ ।

5. ଦୁଇଟି ଲବଣର ନାମ ଲେଖ ଓ ଯେଉଁ ଅମ୍ଳ ଓ କ୍ଷାରରୁ ପ୍ରସ୍ତୁତ ଲେଖ ।
ଉ –

• ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ (NaCI) → HCI ଅମ୍ଳ ଓ NaOH କ୍ଷାର
• ସୋଡ଼ିୟମ୍ ଏସିଟେଟ୍ (CH₃COONa)→ CH₃COOH ଅମ୍ଳ ଓ NaOH କ୍ଷାର |

6. X ଏକ ଯୌଗିକ ଯାହାକି ଅଗ୍ନି ନିର୍ବାପକ ଯନ୍ତ୍ରରେ ବ୍ୟବହୃତ ହୁଏ ଏବଂ ମୃଦୁ ଅସଂକ୍ଷାରକ । Xର ନାମ, ସଙ୍କେତ ଓ ପ୍ରସ୍ତୁତିର ରାସାୟନିକ ସମୀକରଣ ଲେଖ ।
ଉ –
X ହେଉଛି NaHCO – ଖାଇବା ସୋଡ଼ା
NaCl + H₂O + CO₂ + NH₃ → NH₄Cl + NaHCO₃

7. ଚୂନପାଣିରେ CO₂କିଛିମାତ୍ରାରେ ପ୍ରବେଶ କରାଇଲେ ଏବଂ ଅଧ‌ିକ ମାତ୍ରାରେ ଏହି ଗ୍ୟାସ ପ୍ରବେଶ କରାଇଲେ କ’ଣ ହେବ ସମୀକରଣ ସହ ଲେଖ ।
ଉ –
(i) କାର୍ବନ ଡାଇଅକ୍‌ସାଇଡକୁ ଚୂନପାଣିରେ ପ୍ରବେଶ କରାଇଲେ ଧଳା କ୍ୟାଲ୍‌ସିୟମ୍ କାର୍ବୋନେଟ୍ ଅବକ୍ଷେପ ସୃଷ୍ଟି ହୁଏ ।
Ca(OH)₂(aq) + CO₂(aq) → CaCO₃(s) + H₂O(l)

(ii) ଅଧିକ CO₂ ପ୍ରବେଶ କରାଇଲେ CaCO₃ ଜଳରେ ଦ୍ରବଣୀୟ Ca(HCO₃)ରେ ପରିଣତ ହେବ ।
CaCO₃(s) + H₂O(l) + CO₂(g) → Ca(HCO₃)₂(aq)

8. ସ୍ଫଟିକ ଜଳ କ’ଣ ? ସ୍ଫଟିକ ଜଳ ଥିବା ଧଳାରଙ୍ଗର ଦୁଇଟି ଯୌଗିକର ନାମ ଲେଖ ଏବଂ ଏହାର ରାସାୟନିକ ସଙ୍କେତ ଲେଖ ।
ଉ –
ଲବଣର ସଙ୍କେତ ଏକକରେ ରହିଥିବା ନିର୍ଦ୍ଦିଷ୍ଟ ସଂଖ୍ୟକ ଜଳ ଅଣୁକୁ ସ୍ଫଟିକ ଜଳ କହନ୍ତି ।

• ଧୋଇବା ସୋଡ଼ା – Na₂CO₃ 10H₂O
• ଜିପ୍‌ସମ – CaSO₄ 2H₂O
• ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ – CaSO₂ \(\frac { 1 }{ 2 }\)H₂O
• ମ୍ୟାଗ୍ନେସିୟମ ସଲ୍‌ଫେଟ୍ – MgSO₄ 7 H₂O

9. ଖାଇବା ସୋଡ଼ାର ପ୍ରସ୍ତୁତି ପ୍ରଣାଳୀ ସମୀକରଣ ସହ ଦର୍ଶାଅ ।
ଉ
(i) ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍‌ର ଜଳୀୟ ଦ୍ରବଣରେ ଅଙ୍ଗାରକାମ୍ଳ ଓ ଏମୋନିଆ ଗ୍ୟାସ୍‌ ପ୍ରବେଶ କରାଇଲେ ଖାଇବା ସୋଡ଼ା ପ୍ରସ୍ତୁତ ହୁଏ । ଏହାର ରାସାୟନିକ ନାମ ହେଉଛି ସୋଡ଼ିୟମ୍ ହାଇଡ୍ରୋଜେନ୍ କାର୍ବୋନେଟ୍ ।

(ii) ସମୀକରଣ : NaCl + H₂O + CO₂ + NH₃ → NaHCO₃ + NH₄Cl

10. pH ସ୍କେଲ୍ କ’ଣ ? ଏହା ସାହାଯ୍ୟରେ ବିଭିନ୍ନ ଦ୍ରବଣର ଅମ୍ଳୀୟ ଓ କ୍ଷାରୀୟ ଗୁଣ କିପରି ନିର୍ଣ୍ଣୟ କରାଯାଏ ?
ଉ –

• PH ହେଉଛି ଏକ ସଂଖ୍ୟା ଯାହା ଏକ ଦ୍ରବଣର ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ପ୍ରକୃତି ସୂଚାଏ ।
• PH ହେଉଛି ଏକ ସାର୍ବଜନୀନ ସୂଚକରେ ପୂର୍ଣ୍ଣ ହୋଇଥିବା କାଗଜ ।
• କୌଣସି ଦ୍ରବଣରେ ବୁଡ଼ାଇଲେ ଯଦି pH 7 ରୁ କମ୍ ହୁଏ ତେବେ ଅମ୍ଳୀୟ, ଯଦି 7 ରୁ ଅଧିକ ହୁଏ ତେବେ ତାହା କ୍ଷାରୀୟ ଏବଂ 7 ହେଲେ ତାହା ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ନୁହେଁ ।

11. କ୍ଷାରସୋଡ଼ାର ସଙ୍କେତ ଲେଖ । କିପରି ଖାଇବାସୋଡ଼ାରୁ କ୍ଷାରସୋଡ଼ା ପ୍ରସ୍ତୁତ କରାଯାଏ ?
ଉ –

• କ୍ଷାରସୋଡ଼ାର ରାସାୟନିକ ସଙ୍କେତ Na₂CO₃, 10H₂O |
• ପ୍ରସ୍ତୁତି : ଖାଇବା ସୋଡ଼ାକୁ ଉତ୍ତପ୍ତ କଲେ ସେଥୁରୁ କ୍ଷାର ସୋଡ଼ା ମିଳେ ।
  

12. ଲିଟ୍‌ସ ଦ୍ରବଣ କ’ଣ ? ଏହା କେଉଁଥୁରୁ ନିଷ୍କାସନ କରାଯାଏ ?
ଉ –

• ଲିସ୍ ଦ୍ରବଣ ଏକ ନୀଳ ଲୋହିତ ରଞ୍ଜକ ଓ ଏହା ଅମ୍ଳ-କ୍ଷାରକର ଚିହ୍ନଟ ପାଇଁ ପ୍ରାକୃତିକ ସୂଚକ ଭାବେ ବ୍ୟବହୃତ ହୁଏ ।
• ଏହା ଥାଲୋଫାଇଟା ଶ୍ରେଣୀର ଶୈବାଳିକାରୁ ନିଷ୍କାସନ କରାଯାଏ । ଯେତେବେଳେ ଲିଗ୍‌ମସ୍ ଦ୍ରବଣ ଅମ୍ଳୀୟ କିମ୍ବା କ୍ଷାରୀୟ ନୁହେଁ, ସେତେବେଳେ ଏହାର ବର୍ଣ୍ଣ ନୀଳଲୋହିତ ହୋଇଥାଏ ।

13. ପିମ୍ପୁଡ଼ି ଦଂଶନରୁ କେଉଁ ଅମ୍ଳ ମିଳେ ? ପିମ୍ପୁଡ଼ି କାମୁଡ଼ାର ଯନ୍ତ୍ରଣାର ଉପଶମ ପାଇବା ପାଇଁ ଉପାୟଟି ଲେଖ ।
ଉ –

• ପିମ୍ପୁଡ଼ି କାମୁଡ଼ିଲେ ସାଧାରଣତଃ ମିଥାନୋଇକ୍ ଏସିଡ୍ ବା ଫରମିକ୍ ଏସିଡ୍ ମିଳିଥାଏ ।
• ଯନ୍ତ୍ରଣା ଉପଶମ ପାଇଁ ଖାଇବା ସୋଡ଼ା (NaHCO₃)କୁ ଯନ୍ତ୍ରଣା ହେଉଥ‌ିବା ଜାଗାରେ ଲଗାଇବା ଉଚିତ ।

14. ‘ପିତ୍ତଳ (Brass) ଏବଂ ତମ୍ବା (Copper) ପାତ୍ରରେ କାହିଁକି ଦହି ଓ ଖଟା ଜିନିଷ ରଖାଯାଏ ନାହିଁ ?
ଊ–

• ଦହି ଓ ଅନ୍ୟାନ୍ୟ ଖଟା ଜାତୀୟ ଜିନିଷରେ ବିଭିନ୍ନ ପ୍ରକାର ଅମ୍ଳ ଥୁବାରୁ, ସେଗୁଡ଼ିକ ତମ୍ବା ଓ ପିତ୍ତଳ (Cu + Zn) . ପାତ୍ରର ପୃଷ୍ଠ ସହିତ ପ୍ରତିକ୍ରିୟା କରି କପର୍ (II) ଓ ଜିଙ୍କ୍ (II) ଯୌଗିକ ଗଠନ କରନ୍ତି ।
• ଏହି ଯୌଗିକଗୁଡ଼ିକ ମନୁଷ୍ୟ ଶରୀର ପାଇଁ ବିଷ ଭଳି କାର୍ଯ୍ୟ କରୁଥିବାରୁ ଉପରୋକ୍ତ ପାତ୍ରଗୁଡ଼ିକରେ ଦହି ଓ ଖଟା ଜିନିଷ ରଖାଯାଏ ନାହିଁ ।

15. ପ୍ଳାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସକୁ କାହିଁକି ଏକ ଆଦ୍ର-ପ୍ରତିରୋଧ ପାତ୍ରରେ ରଖୁବା ଉଚିତ୍‌ ।
ଊ–
(i) ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ (CaSO₄\(\frac { 1 }{ 2 }\)H₂O) ଜଳ କିମ୍ବା (ଆର୍ଦ୍ରବାୟୁ ସଂସ୍ପର୍ଶରେ ଆସିଲେ ତାହା ଗ୍ରହଣ କରି ଜିପ୍‌ସମ୍ (CaSO₄, 2H₂O) ରେ ପରିଣତ ହୁଏ ।
CaSO₄ \(\frac { 1 }{ 2 }\)H₂O + 1\(\frac { 1 }{ 2 }\)H₂O → CaSO₄ 2H₂O

(ii) ସେଥ‌ିପାଇଁ ପ୍ଲାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍‌କୁ ଏକ ଆର୍ଦ୍ରତା ପ୍ରତିରୋଧୀ ପାତ୍ରରେ ରଖାଯାଏ ।

16. ପ୍ଳାଷ୍ଟର୍ ଅଫ୍ ପ୍ୟାରିସ୍‌ର ଦୁଇଟି ବ୍ୟବହାର ଲେଖ ।
ଉ –

• କଣ୍ଢେଇ, ସାଜସଜ୍ଜା ସରଞ୍ଜାମ ଏବଂ ପୃଷ୍ଠକୁ ଚିକ୍‌କଣ କରିବା ପାଇଁ ପ୍ଳାଷ୍ଟର ଅଫ୍ ପ୍ୟାରିସ୍ ବ୍ୟବହାର କରାଯାଏ ।
• ^ଡ଼ ଭାଙ୍ଗିଯାଇଥିଲେ ବ୍ୟାଣ୍ଡେଜ୍ ପାଇଁ ଏହା ବ୍ୟବହାର କରାଯାଏ । ଦନ୍ତ ଚିକିତ୍ସାରେ ମଧ୍ୟ ଏହା ବ୍ୟବହୃତ ହୁଏ ।

17. H⁺‍(aq) ଆୟନ ଗୁଡ଼ିକର ଗାଢ଼ତା ଦ୍ରବଣର ପ୍ରକୃତି ଉପରେ କି ପ୍ରଭାବ ପ୍ରକାଇଥାଏ ?
ଭ –
(i) H⁺ ଆୟନର ଗାଢ଼ତା [H⁺] = 10^-7 ମୋଲ୍/ଲିଟରରୁ ଅଧିକ ହେଲେ ଦ୍ରବଣଟି ଅମ୍ଳୀୟ ହୋଇଥାଏ ।

(ii) [H⁺]_aq = 10^-7 ମୋଲ|ଲିଟରରୁ କମ୍ ହେଲେ ଦ୍ରବଣଟି କ୍ଷାରୀୟ ହୋଇଥାଏ । ଏକ ପ୍ରଶମିତ ଦ୍ରବଣର ଗାଢ଼ତା 10^-7 ମୋଲ୍/ଲିଟର ।

18. ଚୂନପାଣିରେ ଅଧ୍ବକ ଅଙ୍ଗାରକାମ୍ଳ ଗ୍ୟାସ୍ ପ୍ରବେଶ କରାଇଲେ କ’ଣ ସୃଷ୍ଟି ହୁଏ ? ଏହି ପ୍ରତିକ୍ରିୟାଟିକୁ ସମତୁଲ ସମୀକରଣ ମାଧ୍ୟମରେ ଦର୍ଶାଅ ।
ଭ –
(i) ଚୂନପାଣିରେ ଅଧିକ CO₂ ଗ୍ୟାସ୍ ପ୍ରବେଶ କରାଇଲେ ଦ୍ରବଣୀୟ କ୍ୟାଲ୍‌ସିୟମ୍ ବାଇକାର୍ବୋନେଟ୍ ସୃଷ୍ଟି ହୁଏ । ଦ୍ରବଣଟି ବର୍ଣ୍ଣହୀନ ହୋଇଯାଏ ।

(ii) ସମୀକରଣ :

19. HCl, HNO₃ ଇତ୍ୟାଦି ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ ଅମ୍ଳୀୟ ଲକ୍ଷଣ ପ୍ରଦର୍ଶନ କରନ୍ତି । ଆଲ୍‌କହଲ୍ ଏବଂ ଗ୍ଲା କୋଜ୍ ଭଳି ଯୌଗିକଗୁଡ଼ିକର ଜଳୀୟ ଦ୍ରବଣ ଅମ୍ଳୀୟ ଲକ୍ଷଣ ଦେଖାନ୍ତି ନାହିଁ କାହିଁକି ?
ଭ –
(i) HCl, HNO₃ ହେଉଛନ୍ତି ସବଳ ଅମ୍ଳ । ଜଳରେ ବିଘଟିତ ହୋଇ ସହଜରେ H⁺‍ ଆୟନ ଦେଇଥା’ନ୍ତି । ତେଣୁ ଅମ୍ଳୀୟ ଲକ୍ଷଣ ପ୍ରଦର୍ଶନ କରନ୍ତି ।

(ii) ଆଲକହଲ୍ ଏବଂ ଗ୍ଲୁକୋଜ୍ ପରି ଜୈବିକ ଅମ୍ଳ ଜଳରେ ସହଜରେ ବିଘଟିତ ହୋଇ H⁺‍ ଆୟନ ଦେଇପାରନ୍ତି ନାହିଁ । ତେଣୁ ଏଗୁଡ଼ିକ ଅମ୍ଳୀୟ ଲକ୍ଷଣ ଦେଖାନ୍ତି ନାହିଁ ।

20. ଏକ ଅମ୍ଳର ଗାଢ଼ତା ହ୍ରାସ କରିବା ପାଇଁ ପରାମର୍ଶ ଦିଆଯାଇଥାଏ ଯେ ଅମ୍ଳକୁ ଜଳରେ ମିଶାଇବା ଉଚିତ କିନ୍ତୁ ଜଳକୁ ଅମ୍ଳରେ କାହିଁକି ନୁହେଁ ?
ଉ
(i) ଜଳରେ ଅମ୍ଳ ବା କ୍ଷାରକ ମିଶାଇବାଦ୍ୱାରା ଏକକ ଆୟତନ ପ୍ରତି H₃O⁺‍/OH^–‍ ଆୟନଗୁଡ଼ିକର ଗାଢ଼ତା କମିଯାଏ । ଅମ୍ଳଟି ଲଘୁକୃତ ହୋଇଥାଏ ବା ତା’ର ଗାଢ଼ତା ହ୍ରାସ ପାଇଥାଏ ।

(ii) ଅମ୍ଳ ଓ କ୍ଷାର ଜଳର ଉପସ୍ଥିତିରେ ହିଁ ଯଥାକ୍ରମେ H⁺‍ ଓ OH^–‍ ଆୟନ ଦେଇଥାଏ ।

21. ପାଉଁରୁଟି କିମ୍ବା କେକ୍ ପ୍ରସ୍ତୁତି ବେଳେ ସେଥ‌ିରେ ବେକିଂ ପାଉଡର କାହିଁକି ମିଶାଯାଇଥାଏ ?
ଉ
(i) ବେକିଙ୍ଗ୍ ପାଉଡ଼ରକୁ ଗରମ କଲେ କିମ୍ବା ଜଳରେ ମିଶାଇଲେ ସେଥୁରୁ ଅଙ୍ଗାରକାମ୍ଳ ଗ୍ୟାସ୍ ନିର୍ଗତ ହୋଇଥାଏ । NaHCO₃ + H⁺ (ଅମ୍ଳରୁ)→ CO₂ + H₂O + ଅମ୍ଳର ସୋଡ଼ିୟମ୍ ଲବଣ

(ii) ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ସମୟରେ ସୃଷ୍ଟି ହେଉଥ‌ିବା କାର୍ବନ ଡାଇଅକ୍‌ସାଇଡ୍ ପାଉଁରୁଟି କିମ୍ବା କେକ୍‌କୁ ଫୁଲାଇ ଦେଇ ନରମ ଓ ସଚ୍ଛିଦ୍ର କରିଥାଏ । ସେଥ‌ିପାଇଁ ପାଉଁରୁଟି ଓ କେକ୍ ପ୍ରସ୍ତୁତି ସମୟରେ ବେକିଂ ପାଉଡ଼ର
ମିଶାଯାଇଥାଏ ।

22. ପାତିତ ଜଳ ବିଦ୍ୟୁତ୍‌ ପରିବହନ କରିପାରେ ନାହିଁ କିନ୍ତୁ ବର୍ଷା ଜଳ ତାହା କରିପାରେ କାହିଁକି ?
ଊ–

• ବର୍ଷାଜଳରେ ବିଭିନ୍ନ ଲବଣ ଦ୍ରବୀଭୂତ ହୋଇ ରହିଥିବାରୁ ଏହା ବିଘଟିତ ହୋଇ ଆୟନ ଦେଇଥାଏ । ତେଣୁ ଏହା ବିଦ୍ୟୁତ୍ ପରିବହନ କରେ ।
• ତିତ ଜଳ ବିଶ୍ଳେଷିତ ହୋଇ ଆୟନ ସୃଷ୍ଟିକରେ ନାହିଁ । ତେଣୁ ଏହା ବିଦ୍ୟୁତ୍ ପରିବହନ କରେ ନାହିଁ ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 4 The Monkey’s Paw Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 4 The Monkey’s Paw Question Answers CHSE Odisha

The Monkey’s Paw Class 12 Questions and Answers

Scene – 1

Gist:
It is a dark and stormy winter night. The Whites.’ living room is comfortable and fine. Herbert plays chess with his father. An old friend of Mr. White, Sergeant-Major Morris comes to visit them after spending more than twenty years in India and entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes.

At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mr. White is more willing to consider the truth of the monkey’s paw than Herbert, but Mrs. White is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggests to him to wish for two hundred pounds to pay off the mortgage; the latter obliges and then drops it in a state of fear. Herbert does not believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money. He teases his mother. This unit comes to a close, with the family retiring to bed.

ସାରମର୍ମ :
ଏହା ଥିଲା ଏକ ଅନ୍ଧାର ଓ ଝଡ଼ତୋଫାନର ରାତି । Mr. Whiteଙ୍କର ପ୍ରକୋଷ୍ଠ ଥିଲା ଆରାମଦାୟକ ଓ ସୁନ୍ଦର । Herbert ତାଙ୍କ ବାପାଙ୍କ ସହ ଚେସ୍ ଖେଳୁଛନ୍ତି । ଏହି ସମୟରେ Mr. Whiteଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ Sergeant Major Morris ଆସିଛନ୍ତି ଯିଏକି ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ଅତିବାହିତ କଲା ପରେ ସ୍ଵଦେଶ ଫେରିଛନ୍ତି । ସେ ତାଙ୍କ ଅନୁଭୂତିର ଗଳ୍ପସବୁ କହି ଏହି ଅତିସତ୍କାରକାରୀମାନଙ୍କୁ ଖୁସି କରାଇଛନ୍ତି । ସେ ଗୋଟିଏ ମାଙ୍କଡ଼ର ପଞ୍ଝା ବିଷୟରେ ବର୍ଣ୍ଣନା କରନ୍ତି । ସେ ନିଜ ପକେଟରୁ ଏହାକୁ ବାହାର କରନ୍ତି । Herbert ଏହି ପଞ୍ଝାକୁ ନିଅନ୍ତି ଏବଂ ଆଗ୍ରହର ସହିତ ଦେଖନ୍ତି । Mr. White ମଧ୍ୟ ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝାରେ ମନ୍ତ୍ରଶକ୍ତି ବଳରେ ଯାଦୁ ଭରିଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା ମାଲିକର ତିନୋଟି ମନୋବାଞ୍ଛା ପୂରଣ କରିପାରିବ ।

ଶେଷରେ ସେ ଏହି କୁହୁକ ମନ୍ତ୍ର ଥ‌ିବା ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦେଇଛନ୍ତି । Morris ସେମାନଙ୍କୁ ସତର୍କ କରି ଦେଇଛନ୍ତି ଯେ ସେମାନେ ଏହାକୁ ବ୍ୟବହାର କରି କୌଣସି ଇଚ୍ଛା ବା ଆଶ ପୂରଣ ନ କରନ୍ତୁ କାରଣ ଏହା ଭୟଙ୍କର ପରିଣାମ ସହ ଇଚ୍ଛାଗୁଡ଼ିକୁ ପୂରଣ କରିବ । Herbert କିନ୍ତୁ Morrisଙ୍କର କଥାକୁ ବିଶ୍ୱାସ କରନ୍ତି ନାହିଁ । ସେ ଭାବନ୍ତି ଏଗୁଡ଼ିକ ଅତି ବାହାଦୁରୀ କଥା । ସେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ ଥଟ୍ଟା କରନ୍ତି । ତାଙ୍କ ମତରେ ମୋରିସ୍ ଜଣେ କଥାକାର । Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାର ସତ୍ୟତା ପରୀକ୍ଷା କରିବାକୁ ଅଧ‌ିକ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । କିନ୍ତୁ Mrs. White ତାଙ୍କ ସ୍ଵାମୀଙ୍କ ଅପେକ୍ଷା ଏହାକୁ କମ୍ ବିଶ୍ଵାସ କରନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟର ଅଭିଳାଷ କରିବାପାଇଁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ପରିହାସ ଛଳରେ ସେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ଇଚ୍ଛା କରିବାକୁ କୁହନ୍ତି ଏବଂ Mr. White ଏଥ‌ିରେ ରାଜି ହୋଇଯାଆନ୍ତି । ତା’ପରେ ଭୟସଙ୍କୁଳ ଅବସ୍ଥାରେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ Mr. White ପକାଇ ଦିଅନ୍ତି । Herbert କିଛି ସମୟ ପାଇଁ ଏହି ପଞ୍ଝାର ମନ୍ତ୍ରଶକ୍ତି ବିଷୟରେ ବିଶ୍ଵାସ କରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଢଙ୍ଗରେ ଏହି ଅଭିଳାଷର ପରିଣାମ ବିଷୟରେ ଅନୁମାନ କରିପାରନ୍ତି ଏବଂ ତାଙ୍କ ବାପାମା’ଙ୍କୁ କହନ୍ତି ଯେ ସେ ଜାଣନ୍ତି ସେ କେବେହେଲେ ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ । ସେ ତାଙ୍କ ମା’ଙ୍କୁ ମଧ୍ୟ ପରିହାସ କରନ୍ତି । ଏହି ଦୃଶ୍ୟଟିର ସମାପ୍ତି ଘଟେ ଯେତେବେଳେ ପରିବାରର ସଦସ୍ୟମାନେ ବିଶ୍ରାମ ନେବାପାଇଁ ଶୋଇବାକୁ ଯାଆନ୍ତି ।

Glossary :
stormy: ଝଡ଼ମୟ
thunderclap: ଘଡ଼ଘଡ଼ି ଶବ୍ଦ
cozy: comfortable
quiet: silent (ଶାନ୍ତ|ନୀରବ)
concentrate : focus (ମନୋନିବେଶ କରିବା)
howling: blowing violently (ଅଶାନ୍ତ ଭାବେ ପବନ ବହିବା)
guiltily: ଦୋଷୀ ଭାବରେ
bangs: ଖଡ଼ଖଡ଼୍ ହେବା
wiping: ପୋଛିବା
miracles: ଅଲୌକିକ ଘଟଣା
performing: ସମ୍ପାଦନ କରିବା
monkey’s paw : ମାଙ୍କଡ଼ର ପଞ୍ଝା
better off here : ଏଠାରେ ଭଲରେ ଅଛି
mummified: ସାଇତି ରଖାଯାଇଛି
horror: great fear ( ଅତ୍ୟଧ୍ଵ
curiously: କୌତୂହଳ ସହକାରେ
spell: ମନ୍ତ୍ର
solemnly: seriously (ଗମ୍ଭୀର ଭାବେ)
show …. lives: how fate governs human lives
uneasily: uncomfortably
show up: appear (ଦେଖାଦେବା )
bet: ବାଜି ମାରିବା
our ……..count: Herbert family’s votes don’t have any importance
soothingly: ସାନ୍ତନା ଦେଇ
amusement: delight (ଆନନ୍ଦ)
annoyance:displeasure
shrugging : କାନ୍ଧ ଉପରକୁ ଟେକି
fairy tale: ପରୀ କାହାଣୀ
pauses: ଅଟକିଯାଏ
alarmed: ସତର୍କ କଲେ
get rid of: ମୁକ୍ତ ହେବା
give up: ତ୍ୟାଗ କରିବା
pay off: ଶୁଝି ଦେବା
mortgage: ବନ୍ଧକ
ridiculous : funny (ହାସ୍ୟାସ୍ପଦ)
twisted: ମୋଡ଼ ନେଲା
depressing: ବିଷାଦଜନକ
silence: ନିରବତା
teasing: ଥଟ୍ଟା
squatting up : ଗୋଡ଼ ଟେକି ବସିବା
ill-gotten gains: ଖରାପ ଲାଭ

Scene – 2

Gist :
The writer takes us to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their happiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White.

ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ପରଦିନର ଅପରାହ୍ନକୁ ନେଇଯାଇଛନ୍ତି ଯେତେବେଳେ Mr. ଏବଂ Mrs. White ଥାକରେ ଥ‌ିବା ପଞ୍ଝା ଉପରେ ନଜର ପକାଇବାକୁ ଇଚ୍ଛା କରିନାହାନ୍ତି । Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ ପ୍ରଥମ ଅଭିଳାଷ କରିବାବେଳର ଭୟଙ୍କର ଅନୁଭୂତିକୁ ମନେ ପକାଇଛନ୍ତି । ଏହି ସମୟରେ କବାଟରେ ଏକ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White Maw and Meggins ର ପ୍ରତିନିଧ୍ଵଙ୍କଠାରୁ Herbert ଆଘାତପ୍ରାପ୍ତ ହୋଇଥିବା କଥା ଶୁଣି ଅବିଶ୍ବାସରେ ଭାଙ୍ଗିପଡ଼ନ୍ତି । ସେ ପ୍ରତିନିଧ୍ଵଙ୍କର ବୁଲି ଆସିବାର ଗୁରୁତ୍ଵକୁ ବୁଝିପାରିଛନ୍ତି । ସେହି ଆଗନ୍ତୁକ ଜଣକ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଦେଇ ସେମାନଙ୍କର ଆନନ୍ଦକୁ ଧୂଳିସାତ୍‌ କରିଦେଇଛନ୍ତି । Herbert ମେସିନ୍‌ରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । ସେହି ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କଲେ ଯେ କମ୍ପାନୀ ଏହି ଦୁର୍ଘଟଣା ପାଇଁ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ପ୍ରଦାନ କରିଛନ୍ତି ।

Glossary :
sorting : ବାଛିବା
mails: letters (ଚିଠିପତ୍ର)
shelf: ଥାକ
ignored: ଅଣଦେଖା
plenty: ପ୍ରଚୁର
funny: କୌତୂହଳପ୍ରଦ
gets: reaches (ପହଞ୍ଚ)
swear: ପ୍ରତିଜ୍ଞା କରିବା
soothingly: softly (ଆଶ୍ଵାସନା ଦେଇ)
knock: ଠକ୍ ଶବ୍ଦ
conclusions: ସିଦ୍ଧାନ୍ତ
calm down: ଶାନ୍ତ ହୋଇଯିବା
frantic: ପାଗଳଭାବେ
breaks off: stops suddenly
squeeze: hold firmly
disclaim: ଦାବି ଗ୍ରହଣ ନ କରିବା
liability: burden (ବୋଝ)
compensation : କ୍ଷତିପୂରଣ
faint: ଚେତା ବୁଡ଼ିଯିବା

Scene – 3

Gist :
It is night. The death of her son makes Mrs. White grief-stricken. She changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner. Mr. White’s grief is two-fold as he laments his son’s death as well as his decision to wish on the monkey’s paw in the first wish. However, Mrs. White suggests wishing on the monkey’s paw a second wish to bring Herbert back to life, but Mr. White is reluctant to do it. At last he succumbs to his wife’s insistence.

Holding up the paw, he wishes his son come back to life again. He drops the paw and driven by despair, he sits on a chair in a state of trembling. An element of horror descends on the Whites’ family. Doors bang unexpectedly, stairs squeak, and silence interrupted by the tickling of the clock. The Whites do not do what they really want. Knocks repeatedly on the Whites’ door, however suggests that the caller may not really be Herbert’s revived corpse. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish.

ସାରମର୍ମ :
ଏହା ରାତ୍ରି ସମୟ । Mr. Whiteଙ୍କୁ ତାଙ୍କ ପୁଅର ମୃତ୍ୟୁ ଦୁଃଖ-ପୀଡ଼ିତା କରିଦେଇଛି । ସେ ଜଣେ ବିଜ୍ଞ ସ୍ତ୍ରୀ ଲୋକରୁ ଜଣେ କ୍ରନ୍ଦନରତା ନାରୀରେ ପରିଣତ ହୋଇଛନ୍ତି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜର ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ ହେବା Mr. Whiteଙ୍କ ଦୁଃଖକୁ ଦ୍ବିଗୁଣିତ କରିଦେଇଛି । ଏତିକିବେଳେ Mrs. White Herbertଙ୍କୁ ବଞ୍ଚାଇବାକୁ ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ କରିବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି; କିନ୍ତୁ Mr. White ଏଥ‌ିପାଇଁ ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ଶେଷରେ ତାଙ୍କ ସ୍ତ୍ରୀଙ୍କ ଆଗ୍ରହ ନିକଟରେ ହାର ମାନି ସେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ ପ୍ରାର୍ଥନା କରିବାକୁ ବାଧ୍ୟ ହୁଅନ୍ତି । ସେହି ମାଙ୍କଡ଼ର ପଞ୍ଝା ନିକଟରେ ସେ ଅଭିଳାଷ କରନ୍ତି ତାଙ୍କ ପୁଅର ଜୀବନ ଆଉଥରେ ବଞ୍ଚିଯାଉ ।

ସେ ସେହି ପଞ୍ଚୋଟିକୁ ତଳେ ପକାଇଦିଅନ୍ତି ଏବଂ ଭୟରେ ଶିହିରି ଉଠି ଚୌକି ଉପରେ ବସିପଡ଼ନ୍ତି । Whiteଙ୍କ ପରିବାରରେ ଭୟର ବାତାବରଣ ଖେଳିଯାଏ । ହଠାତ୍ କବାଟ ବାଡ଼େଇ ହେବାର, ଶିଡ଼ି କେଁ କେଁ ହେବାର ଶବ୍ଦ ଶୁଣାଯାଏ ଏବଂ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦରେ ନୀରବତା ଭାଙ୍ଗିଯାଏ । କିଏ କବାଟ ଠକ୍‌ଠିକ୍ କରୁଛି ତାହା White ପରିବାରର କେହି ଜାଣିପାରନ୍ତି ନାହିଁ । ଏହି ବାରମ୍ବାର ଠକ୍‌କ୍ ଶବ୍ଦରୁ ବ୍ୟକ୍ତିଜଣକ ପୁନର୍ଜୀବିତ ଶବ ନୁହେଁ ବୋଲି ସୂଚନା ମିଳେ । ଏହି ପାଗଳଭାବେ ଠକ୍ କରୁଥିବା ବ୍ୟକ୍ତିଜଣକ Mr. Whiteଙ୍କ ତୃତୀୟ ଅଭିଳାଷ

Glossary :
sobs: weeps, cries (କାନ୍ଦିଛନ୍ତି)
straighten: ସିଧା ହେବା
clutch: ଜାବୁଡ଼ି ଧରିବା
get rid of: to be free from (ମୁକ୍ତ ହେବା)
hysterically: ପାଗଳଙ୍କ ପରି
horror: ଭୟ
insane: mad (ପାଗଳ)
mangle: ଚାପି ହୋଇଯିବା
trembling : ଥରିବା
grabs arm: ବାହୁକୁ ଜାବୁଡ଼ି ଧରିବା
loud wait: ଉଚ୍ଚ କାନ୍ଦଣା
picks up : ଉଠାଇ ଆଣିବା
thunderous knocking: loud knocking (ଜୋର୍‌ରେ ଠକ୍‌ଠିକ୍ ଶବ୍ଦ)
Wail: bitter weeping

Think it out

Scene – 1
Question 1.
Describe the weather and its influence on the theme.
Answer:
The story opens on a dark and stormy night. There is also the sound of heavy rain and an intermitent thunderclap. The inhospitable weather heightens the tension and informs the readers that something dreadful could occur at any moment. Jacobs here depicts the White’s home and domestic sphere in general as a safe, comfortable place separate from the dangerous world. The hostile weather greatly influences the theme of the play: Wanting more than what’s sufficient may bring disaster. The White’s family is a burning instance.

Question 2.
What was special about the monkey’s paw?
Answer:
A holy man had put a magic spell on the monkey’s paw as a result of which it would grant each of its owner’s three wishes. That was the speciality about the monkey’s paw.

Question 3.
How did the first owner of the monkey’s paw use it?
Answer:
The first owner of the monkey’s paw had three wishes, yet the writer was. not aware of what the first two were for, but it was certain that his third wish was for death.

Question 4.
Why couldn’t Morris sell the monkey’s paw?
Answer:
Morris could not sell the monkey’s paw, because it had already caused enough harm. In addition to this fact, to some people it was nothing, but a sheer fairy tale and others were interested to test it first and pay him afterwards.

Question 5.
How did the Whites get the monkey’s paw?
Answer:
The Whites got the monkey’s paw from Sergeant Major Morris. He had thrown the monkey’s paw into the fire. Mr. White hastily retrieved it from the fire before it started to bum. At last he bought it from Major Morris.

Question 6.
How does Morris describe the monkey’s paw?
Answer:
Morris indirectly states that the monkey’s paw is dangerous. Thanks to a holy man it possessed a magical power. As a result, its owner could possibly wish for anything and it would be fulfilled. No one could go beyond the world of three wishes. In other words, the Morris refers to the paw’s omnipotent power.

Question 7.
What did Morris say about how to use the monkey’s paw? What was his warning to the Whites?
Answer:
Morris instructed Mr. White to hold the monkey’s paw in his right hand and wish anything loudly. His warning to the Whites was that they would dislike the consequences of their wishes.

Question 8.
What were the things mentioned by Sergeant Major hinted at the Whites’ fate?
Answer:
The things mentioned by Sergeant Major Morris hinted at the Whites’ fate were that Morris wanted Mr. White to throw the monkey’s paw back in the fire and warned him of its consequences. Above all, Morris sincerely advised them to wish for something sensible.

Question 9.
What was the first wish? How was it made?
Answer:
The first wish was for two hundred pounds. Mr. White wished it by holding up the paw as Herbert taped a drumroll on the table with his hands.

Question 10.
Compare Mr. White’s and Herbert’s attitudes toward the monkey’s paw. Why was it logical that Herbert would be the victim of the first wish?
Answer:
Mr. White’s attitude towards monkey’s paw was initially one of the credulousness. To him, wishing on it was ridiculous. At last, he used it as a token of his first wish- partly in jest and partly out of curiosity. Herbert believed that Sergeant Major Morris’s stories were nothing but a pack of tall tales and treated the monkey’s paw with irreverent humour. He encouraged his father to wish for an emperorship and then jokingly suggested him to wish for two hundred pounds to pay off the mortgage. Herbert did not believe for a moment that the paw was magical, but he unwittingly predicted the outcome of the wish when he told his parents that he would never see the money. So it was logical that Herbert would be the victim of the first wish.

Scene – 2

Question 11.
What was the effect of the first wish?
Answer:
The effect of the first wish was horrific. Mr. White’s wish was granted, but not immediately. The next day the representative of Maw and Meggins gave the Whites the news of Herbert’s death, because he became entangled in the machinery. His body was mangled. He handed over two hundred pounds to Mr. White as a compensation. In short, White’s first wish was granted, but at the cost of his son. Mrs. White was inconsolable at her son’s untimely death. It shattered their happiness.

Scene – 3

Question 12.
Why didn’t Mr. White want to make the second wish?
Answer:
Mrs. White tried to convince her husband to wish their son back to life. But Mr. White did not want to make the second wish, because it would be foolish and disastrous. He feared that his wife would be unable to recognize mutilated body of Herbert. In his view, the second wish would be more dangerous than the first one.

Question 13.
“Bring him back! Do you think I would fear my own son?” Why does Mrs. White say so?
Answer:
Mrs. White says so, because she is curious to see her son come back alive. The death of her son and the belief that it might have been prevented nearly drive her insane made her say so. Her transformation is dramatic, but she still changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner.

Question 14.
What was the final wish?
Answer:
The final wish was to put an end to repeated knockings on the Whites’ door. Instead of passing off the knocking as an unrelated coincidence, Mr. White immediately jumps to the conclusion that evil stands on the other side, as if believing; the paw has punished him for being greedy. His decision to make the unwanted visitor away with his third wish may reflect his desire not to save him and his lover, but also redeem for his sins.

Question 15.
Did the Whites get what they really wanted? Give reasons for your answer.
Answer:
The Whites did not get what they really wanted. They got two hundred pounds, but lost their son. Their happiness has collapsed like a house of cards. Mr. White understands the significance of the wishes. Mrs. White is inconsolable at her son’s untimely death. Unchecked greed put paid to the tranquillity in their house.

Question 16.
What role did the author want the monkey’s paw to play here?
Answer:
The author wanted the monkey’s paw to play a practical role here. As Jacobs suggests, making one seemingly harmless wish only intensifies and magnifies desire as each subsequent wish becomes more outlandish.

Question 17.
What did the holy man want to prove to people by putting the spell on the paw?
Answer:
The holy man wanted to prove to people something practical by putting the spell in the paw. The monkey’s paw symbolises desire and greed- everything that its owner could possibly wish for and the unrestricted ability to make it happen. This paw makes one alluring, even to unselfish people who desire nothing and have everything they need.

Question 18.
In your opinion, did the holy man make his point? Why or why not?
Answer:
By putting the spell on the monkey’s paw, the holy man sent a message to mankind: Greed leads to unhappiness, no matter how much more one asks for. Intense desire also gives rise to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. The holy man made his point in order to expose human weakness for obtaining more power and pelf.

CHSE Odisha Class 12 English The Monkey’s Paw Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
The White family is in a _________mood.
(A) serious
(B) relaxed
(C) sad
(D) frustrating
Answer:
(B) relaxed

Question 2.
Mr. White is ____________ of politicians.
(A) jealous
(B) proud
(C) critical
(D) none of these
Answer:
(C) critical

Question 3.
Sergeant Major Morris visits the White family in a __________weather.
(A) fine
(B) dull
(C) hostile
(D) typical
Answer:
(C) hostile

Question 4.
That the story of the monkey’s paw is about magic evokes a ________ response from the Whites.
(A) curious
(B) cold
(C) cheerful
(D) mysterious
Answer:
(A) curious

Question 5.
While narrating the story of monkey’s paw, there was a ring of ____________in his tone.
(A) pathos
(B) poignancy
(C) irony
(D) seriousness
Answer:
(D) seriousness

Question 6.
A magic spell on the paw, grants ____________ wishes to its user.
(A) four
(B) three
(C) more than three
(D)none of these
Answer:
(B) three

Question 7.
One who uses monkey’s paw invites _________.
(A) disaster
(B) pressure
(C) pleasure
(D) happiness
Answer:
(A) disaster

Question 8.
Herbert is a __________ believer in the magical power of monkey’s paw.
(A) firm
(B) reluctant
(C) rational
(D) none of these
Answer:
(B) reluctant

Question 9.
The monkey’s paw behaved ___________in response to Mr. White’s first wish.
(A) nicely
(B) menacingly
(C) mockingly
(D) hesitantly
Answer:
(B) menacingly

Question 10.
Mr. White’s first wish has been fulfilled __________.
(A) dramatically
(B) immediately
(C) after a pretty long time
(D) none of these
Answer:
(A) dramatically

Question 11.
Which one of the following statements is false?
(A) Mr. White is sure of Herbert having plenty funny remarks after his return from the factory.
(B) A man clad on business suit is moving outside.
(C) Mrs. White has seen him several times.
(D) She has a look at his strange behaviour.
Answer:
(C) Mrs. White has seen him several times.

Question 12.
Which one of the following statements is true?
(A) Mr. White allows the unknown person to come in.
(B) He does not feel at home.
(C) This unknown person belongs to the Maw and Meggins.
(D) His words do not surprise Mrs. White.
Answer:
(C) This unknown person belongs to the Maw and Meggins.

Question 13.
Now, now. Calm down. No point jumping to the conclusions. The underlined words means-
(A) indecisive
(B) arriving at a conclusion in a haste
(C) jumping from one statement to another
(D) coming to the conclusion after a careful thought
Answer:
(B) arriving at a conclusion in a haste

Question 14.
The expression ‘badly hurt’ means –
(A) seriously beaten
(B) injured in an accident
(C) seriously injured
(D) none of these
Answer:
(C) seriously injured

Question 15.
“She breaks off ……….” The underlined phrasal verb means-
(A) stops suddenly
(B) breaks into tears
(C) collapses or faints
(D) occurs
Answer:
(C) collapses or faints

Question 16.
‘Caught in the machinery.’ This statement implies-
(A) Herbert, the only child of his parents, is dead.
(B) The Whites’ son handles the machine with great skill.
(C) Herbert is fighting for his life.
(D) Mechanical work gives Mr. White a great pleasure.
Answer:
(A) Herbert, the only child of his parents, is dead.

Question 17.
“Stranger. Two hundred pounds.” These statements signifies –
(A) winning two hundred pounds
(B) the stranger’s joke
(C) Mrs. White’s gleeful response to the receipt of two hundred pounds
(D) fulfilment of Mr. White’s first wish
Answer:
(D) fulfilment of Mr. White’s first wish

Question 18.
The news of Herbert’s death makes Mrs. White –
(A) silent
(B) scream
(C) terribly grief-stricken
(D) unbelievably calm
Answer:
(C) terribly grief-stricken

Question 19.
Mrs. White’s reference ‘to the other two wishes’ is one of devastating –
(A) shock
(B) anger
(C) roughness
(D) none of these
Answer:
(A) shock

Question 20.
The word ‘mangled’ means –
(A) distinguished
(B) marked
(C) disfigured
(D) mixed
Answer:
(C) disfigured

Question 21.
Mrs. White wishes her son come to __________.
(A) meet her
(B) be fair
(C) light
(D) life again
Answer:
(D) life again

Question 22.
Mr. White yields to his wife’s _________ to go for the other two wishes.
(A) request
(B) advice
(C) pressure
(D) none of these
Answer:
(C) pressure

Question 23.
Putting the spell on the monkey’s paw indicates man’s _____________.
(A) insatiable greed for more
(B) insanity
(C) disenchantment with life
(D) craving for achieving more
Answer:
(A) insatiable greed for more

Introducing the Author :
William Wymark Jacobs (1863-1943) is an English author of short stories and novels like 0. Henry’s. Jacobs was famous during his life-time for writing a particular type of story rather than for any particular work. Similar to O. Henry’s stories, his tales are tightly constructed, humorous stories that usually revolve around surprise-ending plots. Many of his stories are set on the water-fronts and docks of London, which Jacobs knew from his own childhood. In addition to humour, Jacobs explored the macabre in several tales. ‘The Monkey’s Paw’ is probably a case in point.

About the Story :
Jacob’s play adheres to the traditional belief that we do not really want what we think we want and that wanting more than what’s sufficient may bring ruin. Intense desire also often leads to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. In short unchecked greed only results in unhappiness. In this play, the first wish leads to unexpected and dissatisfying results, the hastily made second wish fails to reverse the first wish and only worsens the situation, and the third wish manages to undo the disastrous second wish.

‘The Monkey’s Paw’ is W.W. Jacobs’ most famous story and is considered to be a classic of horror fiction. It first appeared in Harper’s Monthly magazine in 1902, and was reprinted in his third collection of short stories The Lady of the Barge, also published in 1902. The story has since been published in many anthologies, adapated for the stage, and made into films. ‘The Monkey’s Paw’ was well received when Jacobs first published it; the story garnered rave reviews from some of the most important cities writing at the turn of the century. The story was also very popular with readers.

Jacobs uses foreshadowing, imagery and symbolism in this play to explore the consequences of tempting fate. His careful, economical creation of setting an atmosphere adds suspense to the tale, while his use of dialogue and slang help readers to feel that the characters are genuine.

ବିଷୟ ସୂଚନା :
Jacobsଙ୍କର ନାଟକଗୁଡ଼ିକରେ ପାରମ୍ପରିକ ବିଶ୍ଵାସ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ଆମେ ବାସ୍ତବରେ ଯାହା ପାଇବାକୁ ଇଚ୍ଛା କରୁଛୁ ବୋଲି ଭାବୁ ତାହା ଆମର ପ୍ରକୃତ ଇଚ୍ଛା ନୁହେଁ । ଆବଶ୍ୟକତାଠାରୁ ଅଧିକ ଇଚ୍ଛା କରିବା ଧ୍ଵଂସକୁ ଆମନ୍ତ୍ରଣ କରିଥାଏ । ଅତ୍ୟନ୍କ ଆଶା ଓ ଆକାଂକ୍ଷା ପରିପୂର୍ଣ୍ଣ ହୋଇ ନ ଥାଏ, ବରଂ ଏହାର ଫଳାଫଳ ଭୟଙ୍କର ହୋଇଥାଏ । Herbertଙ୍କର ହଠାତ୍ ମୃତ୍ୟୁ ହୋଇଯିବା ଏବଂ ଜୀବନ୍ତ ଶବଭାବେ ସମାଧୁରୁ ଉଠିଆସିବା ଏହାର ଦୃଷ୍ଟାନ୍ତ ।

ସଂକ୍ଷେପରେ କହିଲେ, ଅତି ଲୋଭ ଦୁଃଖର କାରଣ ହୋଇଥାଏ । ଏହି ନାଟକଟିରେ ପ୍ରଥମ ଇଚ୍ଛା ଅସନ୍ତୋଷଜନକ ଫଳାଫଳ ଆଣିଦେଇଛି, ତରବରିଆ ଭାବେ କରାଯାଇଥିବା ଦ୍ଵିତୀୟ ଇଚ୍ଛା ପ୍ରଥମର ଫଳାଫଳକୁ ବଦଳାଇବା ପାଇଁ ଅସମର୍ଥ ହୋଇଛି ଓ ପରିସ୍ଥିତିକୁ ଅଧୁକ ଖରାପ କରି ଦେଇଛି ଏବଂ ତୃତୀୟ ଇଚ୍ଛା ଦ୍ଵିତୀୟ ଇଚ୍ଛାଟିକୁ କୌଣସି ପ୍ରକାରେ ପ୍ରତିରୋଧ କରିପାରିଛି । ‘The Monkey’s Paw’ Jacobsଙ୍କର ଏକ ପ୍ରସିଦ୍ଧ ଗଳ୍ପ ଏବଂ ଭୟଙ୍କର ଉପନ୍ୟାସର ଏକ ଉଚ୍ଚକୋଟୀର ସାହିତ୍ୟ ଭାବେ ବିବେଚିତ । ଏହା ପ୍ରଥମେ ୧୯୦୨ ମସିହାରେ Harperଙ୍କର ମାସିକ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ହୋଇଥିଲା ଏବଂ ତାଙ୍କର ତୃତୀୟ ଗଳ୍ପଗ୍ରନ୍ଥ The Lady of the Bargeରେ ୧୯୦୨ ମସିହାରେ ପୁନର୍ବାର ମୁଦ୍ରିତ ହୋଇଥିଲା ।

ଏହି ଗଳ୍ପଟିକୁ ମଧ୍ୟ ମଞ୍ଚସ୍ଥ କରାଯାଇଥିଲା ଏବଂ ଚଳଚ୍ଚିତ୍ର ଭାବେ ପ୍ରଦର୍ଶିତ ହୋଇଥିଲା । ଯେତେବେଳେ ଏହା ପ୍ରଥମେ ପ୍ରକାଶ ପାଇଲା, ଏହା ଖୁବ୍ ଉତ୍କଣ୍ଠାର ସହ ଆଦୃତ ହେଲା । ଏହା ମଧ୍ୟ ଉଚ୍ଚ ପ୍ରଶଂସିତ ହେଲା । ପାଠକମାନଙ୍କଦ୍ୱାରା ଏହା ମଧ୍ୟ ଖୁବ୍ ଆଦୃତ ହୋଇପାରିଲା । ‘ଅତି ଲୋଭର ପରିଣାମ’’କୁ Jacobs ଏଥରେ ଚିତ୍ରକଳ୍ପ ମାଧ୍ୟମରେ ପ୍ରକାଶ କରିଛନ୍ତି । ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥି ଚରିତ୍ରମାନେ ବାସ୍ତବ ଭଳି ମନେ ହୁଅନ୍ତି । ସେମାନେ ବ୍ୟବହାର କରିଥିବା ସଂଳାପ ଚରିତ୍ରଗୁଡ଼ିକୁ ଜୀବନ୍ତଭାବେ ଉପସ୍ଥାପିତ କରିଥାଏ ।

Summary :
‘Jacobs’ ‘The Monkey’s Paw’ opens on a dark and stormy winter night. We find the White family spending a cozy evening together around the hearth. In the meantime an old friend Sergeant Major Morris comes to visit them. He comes home after spending more than twenty years in India. Mrs. White is as eager as Herbert and Mr. White to hear the tales of his exploits abroad. Morris entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes. At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences.

Morris departs. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mrs. White is more willing to consider the truth of the monkey’s paw than Herbert, but she is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggest to : him to wish for two hundred pounds to pay off the mortgage and the latter obliges. He recoils in horror after wishing on the monkey’s paw for the first time that the paw moved like a snake in his hand. Herbert doesn’t believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money.

The writer takes us back to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their hapiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White. His small and sensible wish, however, is enough to tempt fate into killing Herbert.

The grief-stricken Mrs. White still talks about the monkey’s paw and the other two wishes. She wants Mr. White to make another wish to bring Herbert to life again. Mr. White is reluctant to respond to her wish. He tries to convince his wife that ten days have already passed since Herbert’s death. Mr. White’s grief is two-fold as he laments the loss of his son as well as his decision to wish on the monkey’s paw in the first place. However, he succumbs to his wife’s insistence on second wish. Mr. White drops the paw. Fear and despair grip him. Doors bang unexpectedly, stairs squeak and tickling of the clock interrupts the silence that descends on the family. At last, a silent knock is heard. Mrs. White is anxious to know that who is knocking. But Mr. White says : “It is just a mouse in the wall.”

The knock grows louder. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish. The fact that the writer never actually describes who or what knocks repeatedly on the White’s door, however, is suggestive of the fact that the caller may not really be Herbert’s revived dead body.

ସାରାଂଶ:
Jacobsଙ୍କର ‘The Monkey’s Paw’ ନାଟକଟି ଏକ ଅନ୍ଧକାର ଓ ଝଡ଼ତୋଫାନ୍ ରାତ୍ର ସମୟରୁ ଆରମ୍ଭ ହୁଏ । ଆମେ ଦେଖୁ ଯେ White ପରିବାରର ସଦସ୍ୟମାନେ ଚୁଲିର ଚାରିପଟେ ଏକାଠି ବସି ସନ୍ଧ୍ୟା ସମୟରେ ଆରାମ କରୁଛନ୍ତି । ଏହି ସମୟରେ ସେମାନଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ ସର୍ଜେଣ୍ଟ Major Morris ବୁଲିବାକୁ ଆସିଛନ୍ତି । ସେ ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ରହିବା ପରେ ଘରକୁ ଫେରିଛନ୍ତି । Mrs. White, Mr. White ଏବଂ Herbert ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିକୁ ଶୁଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଛନ୍ତି । Morris ସେମାନଙ୍କୁ ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିର ଗଚ୍ଛସବୁ ଶୁଣାଇ ଖୁସି କରାନ୍ତି । ସେ ମାଙ୍କଡ଼ର ପଞ୍ଝା ଗଛଟିକୁ ବର୍ଣନା କରିଛନ୍ତି । ତାଙ୍କ ପକେଟରୁ ସେ ପଞ୍ଝାଟିକୁ ବାହାର କରନ୍ତି । Herbert ଆଗ୍ରହର ସହ ଟାଣି ନେଇ ସେହି ପଞ୍ଚୋଟିକୁ ଦେଖନ୍ତି । Mr. White ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝା ଭିତରେ କୁହୁକ ଶକ୍ତି ଭରି ଦେଇଛନ୍ତି । ଫଳରେ ଏହାର ମାଲିକଙ୍କୁ ଏହା ତିନୋଟି ଆଶା ପୂର୍ବ କରିବାର ବର ପ୍ରଦାନ କରିବ । ଶେଷରେ ସେ ଏହାକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦିଅନ୍ତି । Morris ତାଙ୍କୁ ସତର୍କ କରାଇ ଦେଇଛନ୍ତି ସେ ଏହାଠାରୁ କିଛି ଆଶା ନ କରିବାପାଇଁ, କାରଣ ଭୟଙ୍କର ଫଳାଫଳ ସହ ଏହା ସେମାନଙ୍କର ଇଚ୍ଛାକୁ କରିପାରିବ ।

Morris ବିଦାୟ ନେଇଯାଆନ୍ତି । ସେ ବିଦାୟ ନେବା ପରେ Herbert ସର୍ଜେଣ୍ଟ Morrisଙ୍କ କାହାଣୀକୁ ଅବିଶ୍ଵାସ କରିଛନ୍ତି ଏବଂ ମାଙ୍କଡ଼ର ପଞ୍ଝାକୁ ବ୍ୟଙ୍ଗ ବିଦ୍ରୁପ କରିଛନ୍ତି । ସେ କହିଛନ୍ତି Morris ଜଣେ ଭଲ ଗଛକଥକ ! Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ର ପଞ୍ଝାର ସତ୍ୟତାକୁ ବିବେଚନା କରିବାକୁ ଅଧ୍ଵକ ଇଚ୍ଛା କରିଛନ୍ତି । Mrs. White କିନ୍ତୁ ଏହାକୁ ତାଙ୍କ ସ୍ବାମୀଙ୍କ ଅପେକ୍ଷା କମ୍ ବିଶ୍ଵାସ କରିଛନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟ ପାଇବାକୁ ଇଚ୍ଛା କରିବାକୁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ଥଟ୍ଟା ପରିହାସ ଛଳରେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ପାଇଁ ଇଚ୍ଛା କରିବାକୁ କହନ୍ତି । Mr. White ରାଜି ହୋଇଯାଆନ୍ତି । ପ୍ରଥମଥର ପାଇଁ ସେ ଇଚ୍ଛା ପୂରଣ କରିବାପାଇଁ ଚାହିଁବାରୁ ତାଙ୍କ ମନ ଭୟସଙ୍କୁଳ ହୋଇଯାଏ । ମାଙ୍କଡ଼ର ପଞ୍ଝାଟି ଏକ ସାପ ଭଳି ତାଙ୍କ ହାତରେ ଗତି କରେ । Herbert ପ୍ରଥମେ ପଞ୍ଚୋଟିର ଯାଦୃଶକ୍ତି ଅଛି ବୋଲି ବିଶ୍ଵାସ କରିପାରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଭାବେ ଇଚ୍ଛାର ଫଳାଫଳର ଭବିଷ୍ୟ ସୂଚନା ଦେଇ କହନ୍ତି ଯେ ସେ କେବେ ବି ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ ।

ଲେଖକ ଆମକୁ ନେଇଯାଆନ୍ତି ପରଦିନର ଅପରାହ୍ନ ସମୟକୁ ଯେତେବେଳେ ଥାକରେ ଥିବା ପଞ୍ଝାକୁ Mr. White ଏବଂ Mrs. White ଦେଖିବାକୁ ଇଚ୍ଛା କରନ୍ତି ନାହିଁ । Mr. White ସେହି ଭୟଙ୍କର ଅନୁଭୂତିର ସ୍ମୃତିଚାରଣ କରନ୍ତି । ଏହି ସମୟରେ କେହି ଜଣେ କବାଟ ଠକ୍‌ଠକୁ କରନ୍ତି । Mrs. White Maw and Megginsର ପ୍ରତିନିଧୂଙ୍କଠାରୁ Herbert ଆଘାତ ପାଇଛନ୍ତି ବୋଲି ଦୁଃଖଦ ଅବିଶ୍ୱାସ୍ୟ ଖବର ଶୁଣିବାକୁ ପାଆନ୍ତି । ତାଙ୍କର ପରିଦର୍ଶନ କରିବାର ଗୁରୁତ୍ଵକୁ Mrs. White ବୁଝିପାରନ୍ତି । ଆଗନ୍ତୁକଜଣକ ସେମାନଙ୍କର ଖୁସିକୁ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଜଣାଇ ଧୂଳିସାତ୍‌ କରିଦିଅନ୍ତି । Herbert ମେସିନ୍ ମଧ୍ଯରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଛନ୍ତି। ସେହ ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କରନ୍ତି ତାଙ୍କ ଦୁର୍ଘଟଣା ପାଇଁ କମ୍ପାନୀ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ଦେଇଛନ୍ତି । ତାଙ୍କର ସେହି ଛୋଟ ଆଶାଟି Herbertଙ୍କ ମୃତ୍ୟୁ ପରେ ହିଁ ପୂରଣ ହୋଇପାରିଛି ।

ଦୁଃଖ-ପୀଡ଼ିତା Mrs. White ଏବେବି ମାଙ୍କଡ଼ ପଞ୍ଝା ବିଷୟରେ ଏବଂ ଅନ୍ୟ ଦୁଇଟି ଆଶା ପୂରଣ କରିବା ବିଷୟରେ କଥା ହେଇଛନ୍ତି । ସେ ଆଉ ଏକ ଇଚ୍ଛା ମାଧ୍ୟମରେ Herbertକୁ ପୁନର୍ବାର ବଞ୍ଚାଇବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି । Mrs. Whiteଙ୍କର ଇଚ୍ଛାକୁ ପୂର୍ଣ୍ଣ କରିବାପାଇଁ Mr. White ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ସେ ତାଙ୍କ ସହଧର୍ମିଣୀଙ୍କୁ ବୁଝାଇଛନ୍ତି ଯେ Herbert ମରିବାର ଦଶଦିନ ଅତିକ୍ରମ କରିଗଲାଣି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜ ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ କଥା ମନେପକାଇ ବିଳାପ କରିବାରୁ ତାଙ୍କ ଦୁଃଖ ଦ୍ଵିଗୁଣିତ ହୋଇଛି । ମାତ୍ର ନିଜ ସ୍ତ୍ରୀଙ୍କ ପ୍ରବଳ ଅନୁରୋଧରେ ସେ ଦ୍ଵିତୀୟ ଇଚ୍ଛା ମାଗିବା ପାଇଁ ବାଧ୍ୟ ହୁଅନ୍ତି । Mr. White ପଞ୍ଝାଟିକୁ ତଳକୁ ପକାଇ ଦିଅନ୍ତି । ଭୟ ଏବଂ ହତୋତ୍ସାହ ତାଙ୍କୁ କବଳିତ କରେ । ହଠାତ୍ କବାଟଗୁଡ଼ିକର ଶବ୍ଦ, ଶିଡ଼ିର କେଁ କେଁ ଶବ୍ଦ, ଘଣ୍ଟାର ଟିକ୍ ଟିକ୍ ଶବ୍ଦ ପରିବାରର ନୀରବତାକୁ ଭଙ୍ଗ କରିଛି । ଶେଷରେ କେବଳ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White କିଏ ଠକ୍‌କ୍ କରୁଛି ବୋଲି ଜାଣିବାକୁ ଇଚ୍ଛା କରିଛନ୍ତି। ମାତ୍ର Mr. White କାନ୍ଥରେ ମୂଷାଟିଏ ଚଢ଼ିଛି ବୋଲି କହିଛନ୍ତି ।

ଶବ୍ଦ ଅଧ‌ିକ ଜୋର୍‌ରେ ଶୁଭେ । Mr. White ତାଙ୍କର ତୃତୀୟ ଇଚ୍ଛା ପୂରଣ ପାଇଁ ଚାହାନ୍ତି । ଲେଖକ ସ୍ପଷ୍ଟ ଭାବେ କହିନାହାନ୍ତି କିଏ କିମ୍ବା କ’ଣ ପାଇଁ Whiteଙ୍କର କବାଟରେ ବାରମ୍ବାର ଠକ୍‌ଠିକ୍ କରିଛି । ସତ୍ୟ ଏହା ଯେ ଆଗନ୍ତୁକ Herbertଙ୍କର ଜୀବିତ ମୃତଦେହ ହୋଇ ନ ଥାଇପାରେ ।

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