Bhagya

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 1 The Rainbow-Bird Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Short Stories Chapter 1 The Rainbow-Bird

Section- I

Questions For Discussion:
Question 1.
Why was Maggie unmindful in the classroom the whole afternoon?
Answer:
Maggie was unmindful in the classroom the whole after-noon because her mind had been filled with the vision of the Rain-bow bird.

Question 2.
“The hands crawled down the cracked face of the clock with aggravating slowness….”. What does this expression suggest ?
Answer:
Maggie felt as if the hands of the c,ock were consider ably slow. A small spare of time seemed very long to her. Waiting makes time longer. And therefore she felt that the hands of the clock were very slow in their movement as her mind was preoccupied with the thought of the bird.

Question 3.
Why did Maggie avoid the other girls of the class?
Answer:
Maggie avoided the other girls of the class because she never wished them to find out her secret. She looked down upon their empty faces and their coldly-mocking eyes. They also made fun of her because she carried beetles.

Question 4.
What did Maggie do when the school was over?
Answer:
When the school was over, Maggie had a look at Don. She also raced down to the bottom fence along through the bushes that covered the side of the hill.

Question 5.
How did Maggie feel at the sight of the rainbow bird and the world of the school? What do they signify?
Answer:
However, Maggie felt exulted and Proud at the sight of the rainbow bird and she felt nervous and at the world of the school. However, the former signifies the world of happiness and the latter the world, of unhappiness.

Question 6.
Which lines present a contrast between the world of the bird and the world of the school? What do they signify?
Answer:
The lines 13 to 21 present a contrast world of the bird and the world of the school. They signify the dullness of the world of the bird.

Question 7.
“It is a bird now”. In which context does Maggie’s mother say so? Why ‘now’? Does it imply that Maggie had other obsessions earlier? Which ones? (See Paragraph 5)
Answer:
Maggie’s mother says so when she hears the girl mutter on the pillow. It is “now” because, she chirps like at the moment, Maggie had other obsessions also, because she carried beetle wings and cowries about in her matchbox to stare at under the dark.

Focusing Questions:

Question 1.
What does this section of the story tell us about Maggie’s preoccupation with the bird?
Answer:
“The Rainbow Bird” is, undoubtedly, Vance Palmer’s outstanding and typical short story. The first section of the story explains us about Maggie’s preoccupation with the bird. We know that Maggie’s mind has been filled with the vision of the bird. The bird is blue-green shot with gold, its tail an arrow. The girl could scarcely know what she was writing. It has become a regular feature with her. When the school was over, she had. a look at Don. She raced down to the bottom fence along through the bushes that covered the side of the hill. Don was limping because of his sore toe, flushed and breathless Maggie had reached the bottom of the gully before he came out of the undergrowth.

However from the end if the playground, she could hear the other girls her classmates calling her. She did not pay any heed to their voices: She looked down upon their empty faces, their coldly mocking’ eyes. They made fun with her because she carried beetle wings and cowries about in her matchbox to stare at under the desk. Maggie walked along with Don. They went up the other hills across a cleared paddock that lay beside the beach, Before the eyes of both of them won die deep cleft left by the store truck when it was bogged months before and the title round hole with a heap of sand in front of it. Such a tinny tunnel in the side of the rut that no of could notice unless he saw the bird fly out. There had been a sudden burr of wing almost beneath their feet. A shimmer of opal in the sun-bright ajr and then a stillness as the bird settled on the sbe-oak thirty yards away, making their hearts turn over with the sheer beauty of its bronze and luminous green.

It was a rainbow bird which had come from that rounded tunnel in the sandy earth where the couch grass was growing over the old rut, Moreover, the strange bird was shining out of the grainy grey branches. It was only rarely they surprised her in the nest for as usually seemed to feel the puttering the vibration of their feet along the ground and sleep out unobserved. But, they never had to look far for her. There in the she-oak, she shone, flame-bright and radiant as if she had just dropped from the blue sky. The vision came back to Maggie each night before the closed her eyes in sleep. It seemed that it belonged to a different world from that of the school. As a matter of fact, the section 1 deals with the imaginative aspects, of Maggie whose mind gets preoccupied with the thought of the bird. Her farfetched ‘imagination caries her forwards and her vision drags her to the world of the bird,” a world of brightness, joy and soothing.

Question 2.
How does the storyteller show the contrast between the real world of the school and ‘ the’ world of Maggie’s dreams?
Answer:
Vance Palmer is an eminent and outstanding master in the art of storytelling. In this discussing story “The Rainbow Bird”, he displays a sharp contrast between the real world of the school with the dreamy and imaginative world of Maggie very intensely in the first section of the story. The two world have been beautifully gestaposed and a succinct picture of the both has been trickily extricated.

Actually, the world of the school was real. But Maggie was preoccupied with the imagination of the rainbow bird and she feels herself out off from the real and physical world devoting herself wholeheartedly to the world of imagination. While at school, she scarcely knew what she was writing. It was usual with her every day. She was impatient with the passage of time, which she thought passed very slowly. The teacher’s voice for her was like the droning of a blowfly against the window pane.

As a matter of fact, the world of the school was regarded, here, as dull, drab, monotonous, gloomy, pale, colourless and charmless. The life has been routined and schemed. It is traditional, prosaic and uninteresting. On the whole, the imaginative world is more flamboyant, gorgeous, enjoyable, rapturous, elusive and devoting them the real world.

Vocabulary:
A. Use the following in sentences of your own:
squirm
beg
skim
rut
cavern
burr
growl
shimmer
blaze
mutter
Answer:
Squirm – He squirmed as a ball hit his head.
skim – I like skim milk.
cavern – I Having seen a tiger, the hare hit itself in the cavern.
growl – The servant did a mistake and so he growled like a dog.
blaze – People telephoned the fire brigade as the house was in blaze.
bog – He, unfortunately, bogged in the marshy land.
rut – This wheel has ruts on the soft soil.
burn – The madman burred at me.
shimmer – The light shimmer due to power disturbance.
mutter – The dull student muttered the answer due to the fear of a mistake.

B. Write the noun forms of the following:
mental
deep
hairy
monthly
momentary
sandy
empty
miraculous
impatient
different

Answer:
mental – mind
deep – depth
hairy – hait
monthly – month
momentary – moment
sandy – sand
empty – emptiness
miraculous – miracle
impatient – impatience
different – difference

Grammar:
Fill in the blanks with suitable prepositions.
1. In my way to school, I saw a soldier _________uniform.
2. He married a lady _________ thirty.
3. He is a man _________ quiet temperament.
4. I saw him going to the field _______ spade.
5. Skill comes _________ practice.
6. The shop was destroyed ________ a fire.
7. The case is investigated __________ police.
8. This letter is written __________ink, not _________pencil.
9. This picture is drawn ________ pencil.
10. He wrote ________ left hand.
11. They won the game _________ case.
12. The world is heading __________another war.
13. When I was going __________marked I saw a beggar ________a broken leg.
14. The train ________ Ambala leaves at 2 p.m.
15. He is __________ London, He wants __________visit Konark.
16. The boys threw stones __________the beggar.
17. Don’t laugh _________ others.
18. Wine is made ___________grape.
19. Your ring is made ___________ gold.
20. Her mother died _________pneumonia.
21. Her father is living __________ New York today.
22. subash Bose was born ___________Cuttack.
23. Now, she is living __________a beautiful house just _________the end of the street.
24. We met __________ Padhihari Pathagar.
25. Her husband works _________a factory.
26. They are living ___________ a flat ___________ Bhubaneswar.
27. He was brought up ___________ a village.
28. He is working _________ a tea plantation.
29. His brother is __________ a bank.
30. They live ___________ 23, Lajpat Road.
31. The monk is living _________ a forest __________the end of the village.
32. She teaches English __________ a school.
33. All know he is not ___________homte. He is __________his office.
34. All who live ________ India are IndiAnswer:
35. The plane landed _________ an island _____________the Indian Ocean.
36. His father works __________ the railways.
37. What’s the distance in miles __________Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets ________ students.
39. He is known all _______ the world as a champion of the poor.
40. Put your signature________ nine.
41. Your pen is __________ your desk.
42. His portrait is handing __________ the fire place.
43. The box is __________ the rack.
44. There is a garden _______my house.
45. His house is just _______ the road.
46. The road is _________ repair.
47. He is _________ criticism. All knew __________ his honesty.
48. Now, twenty men are working ___________him.
49. He can’t sign the contract as he ___________ age.
50. Banki is __________Cuttack, on the Mahanadi.
51. He has no command ________himself.
52. Fix a revenue stamp and sign _________ it.
53. To wear long hair has becoihe a fashion _________young people.
54. He has no command _________himself.
55. We shall start _________ dinner.
56. A woman is _________ gold necklace.
57. I saw a soldier_________ uniform.
58. A farmer was going to field __________a plough on his soldier.
59. He is a man _________ quiet habits.
60. The woman __________pimples on her face quarrelled with your aunt yesterday.
Answer:
1. In my way to school, 1 saw a soldier in uniform.
2. He married a lady of thirty.
3. He is a man of quiet temperament.
4. I saw him going to the field with a spade.
5. Skill comes from practice.
6. The shop was destroyed by a fire.
7. The case is investigated by police.
8. This letter is written in ink, not in pencil.
9. This picture is drawn with pencil.
10. He wrote by left hand.
11. They won the game with ease.
12. The world is heading towards another war.
13. When I was gring to market I saw a beggar with a broken leg.
14. The train for Ambala leaves at 2 p.m.
15. He is from London, He wants to visit Konark.
16. The boys threw stones at the beggar.
17. Don’t laugh at others.
18. Wine is made from grape.
19. Your ring is made of gold.
20. Her mother died of pneumonia.
21. Her father is living for New York today.
22. Subash Bose was bom in Cuttack .
23. Now, she is living m a beautiful house just at the end of the street.
24. We met at Padhihari Pathagar.
25. Her husband works in a factory.
26. They are living in a flat in Bhubaneswar.
27. He was brought up in a village.
28. He is working on a tea plantation.
29. His brother is in a bank.
30. They live at 23, Lajpat Road.
31. The monk is living in a forest at the end of the village.
32. She teaches English in a school.
33. All know he is not at home. He is in his office.
34. All who live m India are IndiAnswer:
35. The plane landed on an Island in the Indian Ocean.
36. His father works on the railways.
37. What’s the distance in miles between Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets among students.
39. He is known all over the world as a champion of the poor.
40. Put your signature below nine.
41. Your pen is under your desk.
42. His portrait is hanging over the fire place.
43. The box is before the rack.
44. There is a garden across my house.
45. His house is just under the road.
46. The road is above repair.
47. He is under criticism. All knew about his honesty.
48. Now, twenty men are working under him.
49. He can’t sign the contract as he is above age.
50. Banki is under Cuttack on the Mahartadi.
51. He has no command oyter himself.
52. Fix a revenue stamp and sign among if.
53. To wear long hair has become a fashion over young people.
54. He has no command after himself.
55. We shall start before dinner.
56. A woman is m gold necklace.
57. 1 saw a soldier in uniform.
58. A farmer was going tja field with a plough on his soldier.
59. He is a man of quiet habits.
60. The woman with pimples on her face quarrelled with your aunt yesterday.

Section – II

Questions For Discussion:
Question 1.
Whom did Maggie and Don meet near the she_oak? What he was What he was doing there?
Answer:
Maggie and Dgn met Cafferty, the honey Man near the she_oak. He was standing almost the nest and looking down into the she-oak by the beach.

Question 2.
How was Maggie shocked on? How her feeling of excitement and joy changed suddenly to one of fear anger and hatred for the man?[Note: Horror laid an icy hand on the girl’s heart, ‘Try to understand’ the significance of this statement.
Answer:
Actually, Maggie had run covering a long distance so as to see the rainbow bird. But she was highly surprised to find something unreal that diminished he excitement. She found Cafferty the Honey man Man standing with a gun who had already hunted a Rainbow bird and kept it in pocket. She ran away in fear and fell on ground in sorrow. His lively spirit depressed.

Question 3.
“Beast! that’s what you are…A beast”. How do these words characterise the feelings of the small girl when she finds that her world of joy and wonder had been destroyed?
Answer:
Maggie had cherished a great joy and excitement to see the colorful Rainbow bird for which she had run a long distance from school. But, to her utter dismay, she found that the bird had been hunted down by Cafferty, the Honey Man. This caused a heavy shock to her. She felt nervous and terrified and knew that her world of joy and wonder had been shattered by Honey Mali. Her state of grief remained no bound. She could not utter a single word. She murmured calling him a beast.

Question 4.
Why did Cafferty swear to wipe the birds off the face of earth?
Answer:
Actually, Cafferty was a Honey Man who was much concerned with the bees, But the Rainbow birds which are very bright and colorful relish in eating bees. This makes a problem to both the bees and Cafferty. For this reason, he was determined to wipe the birds off the face of earth.

Question 5.
“There was dull passion in his absorbed eyes, a sense of warning against evil.” How does this sentence portray the attitude of the Honey Man. What contrast do you mark between the world of Maggie and the world of Cafferty?
Answer:
This statement is the reaction of the Honey Man against the innocent birds. It actually, a war against the evils as the ‘ in-bow birds for the Honey Man are evils, fact, the world of Maggie and that offerty are poles apart. However, Maggie’s role is one of love, joy and beauty whereas that of Cafferty is one of cruelty, hatred and destruction.

Question 6.
What /difference do you mark between the attitudes of Maggie and Don? Does Don support Cafferty? Explain, You’ll now come to the last part of the story while reading it, try to find answers to the following questions.
(i) What happens to Honey Man after the bird is killed?
(ii) How does Maggie look at the happening?
Answer:
Maggie and Don had the urge to visit the brightly coloured Rainbow birds. But Don was rather more practical whereas Maggie lived in a world of fantasy and imagination. She forgot everything for the bird. She felt sony and perplexed at die killing of the bird by Cafferty. On the other hand, Don although supported Maggie and was also against the Honey Man proved to be more practical and consoled her to cope with the- situation come whatever it may be.

Vocabulary:
A. Derive adjectives from the following words in the text, earth, death, suddenly, contempt, heat, hair, fire, home, solidity, stormy, people, moment, thought, obey, color, bag, proudly, sand, sheep, fear, trouble, child, confuse, heart, boy, eye, bewilder, .air, satisfied, color, face, horror, passion, hand, war, right, winter, shadows, superiority, father.
Answer:
earth – earthly
death – dead
suddenly – sudden
contempt – contemptuous
heat – hot
hair – hairy
fire – fiery
home – homely
solidity – solid
storm – stormy
people – popular
moment – momentary
thought – thoughtful
obey – obedient
colour – colourful
bag – baggy
proudly – proud
sand – sandy
sheep – sheepish
fear – fearful
trouble – troublesome
child – childish
confuse – confused
heart – hearty
boy – boyish
eye – ocular
bewilder – bewildered
air – airy
satisfied – satisfactory
colour – colourful
face – facial
horror – horrible
passion – passionate
hand – handy
war – warring
right – rightful
winter – wintry
shadow – shadowy
superiority – superior
father – paternal

B. Derive nouns from the following words in the text:
bathe, red, sure, obey, close, sandy, warm, new, intense, good, wonderful, green, dark, desperate, wooden, different, believe, reveal, hot, grow, thick, distant, solid, die, proudly, pretend, small, occasional, bewilder, noisy, satisfied, thoughtful, rob, drowsy, soft, gracious, heavy, serve, dull, hopeful, absorb, oppress, awkward, visible, dead, lustrous, feel, triumphant, airy.
Answer:
words – Noun
bathe – bath
red – redness
sure – surety
obey – obedience
close – closeness
sandy – sand
warm – warmth
new – newness
intense – intensity
good – goodness
wonderful – wonder
airy – air
dark – darkness
desperate – despair
wooden – wood
different – difference
believe – belief
reveal – revelation
hot – heat
grow – growth
thick – thickness
distant – distance
solid – solidity
die – death
proudly – pride
pretend – pretense
small – smallness
occasional – occasion
bewilder – bewilderment
noisy – noise
satisfied – satisfaction
thoughtful – thought
rob – robber
drowsy – drowsiness
soft – softness
gracious – grace
heavy – heaviness
serve – service
dull – dullness
hopeful – hope
absorb – absorption
oppress – oppression
awkward – awkwardness
visible – vision
dead – death
luster – lustrous
feel – feeling
triumphant – triumphantly

Grammar
A. Replace the Adverbs with Suitable adverb phrases.
1. Our guest will arrive
2. He spoke
3. Park your car
4. Read the book
5. The soldiers fought
6. He spoke on disarmament
7. The boys played
8. She completed the work
9. Their team played
10. He worked
11. My friend responded
12. She met her friend
13. Who was present with you
14. Corruption is the cheapest thing
15. She went away

B. Replace the following adverb phrases with suitable adverbs:
1. In India flourished a glorious civilization
2. Now we live in a
3. The workers completed the work
4. Pursue your aim
5. My mother treated the beggars
6. The thief entered into the room
7. The deer vanished into the forest
8. He broke his misfortune
9. The old man blessed me with
10. I shall join you r
11. He does it :
12. I called them .
13. She waited
14. He sold his commodities
15. The winning team returned

C. Fill in the blanks With “fairly” or “rather”.
1. His son is _________ clever.
2. Jatin’s answer is _________ better than’ Minu’s.
3. His daughter is __________a stupid girl.
4. He is __________ kind. You can approach him for help.
5. This packet is __________ small. I can easily take it in my pocket.
6. This packet is ___________ big. I can’t take it .
7. Your box is __________ small to contain all these articles.
8. This room is _________ precious. I like it.
9. This room is___________ spacious. I don’t like, such room.
10 The weather is _________ better today.
11. This room is _________ difficult to solve.
12. Your performance is _________ satisfactory.
13. Your son is a __________intelligent boy
14. He gave me a ________ silly book.
15. It is a __________good remark.

D. Complete the following sentences by adding suitable to infinite.
1. Do you like …………..
2. She agreed………..
3. The principal allowed us ………………
4. The society expects you……………
5. This dog is too heavy……………….
6. This bag is small enough ………………
7. The old woman wants someone ……………..
8. Will you give me something……………
9. Her story is too tragic…………..
10. She has an interesting story………………..
11. This essay is too difficult………………
12. I have nothing……………….
13. She does not know how………………
14. He didn’t know where …………………
15. We have many problems………………..
16. This poem is too philosophical………………
17. This pencil is too hard………………..
18. I do not know where……………………….
19. I request him…………………
20. I consented him……………………..

Answers:
A. The adverbs are replaced with suitable adverb phrases.
1. Our guest will arrive soon.
2. He spoke gently.
3. Park your car there.
4. Read the book thoroughly.
5. The soldiers fought bravely.
6. He spoke eloquently on disarmament.
7. The tyjys played cheerfully:
8. She completed the work satisfactorily.
9. Their team played carelessly.
10. He worked industriously.
11. My friend responded promptly.
12. She met her friend here.
13. Who was present with you then?
14. Corruption is the cheapest thing every where.
15. She went away hurriedly.

B. The given adverb phrases are replaced with suitable adverbs.
1. Once upon a time in India flourished a glorious civilization.
2. Now he lived in a foreign country.
3. The workers completed the work with satisfaction.
4. Pursue your aim with resolution.
5. My mother treated the beggars with kindness.
6. The thief entered into the room in silence.
7. The deer vanished into the forest at a great speed.
8. He bore his misfortune with patience.
9. The old man blessed me with all his heart.
10. I shall join you in a short while.
11. He does it as a habit.
12. I called them in a loud voice.
13. She waited with great anxiety.
14. He sold his commodities with profit.
15. The winning team returned in triumph.

C. The blanks are filled with ‘fairly’ or ‘rather’.
1. His son is fairly clever.
2. Jatin’s answer is rather better than Minu’s.
3. His daughter is rather a stupid girl.
4. He is fairly kind. You can approach him for help.
5. This packet is fairly small. can easily take it in my pocket.
6. This packet is rather big. I can’t take it
7. Your box is rather small to contain all these articles.
8. This room is fairly precious. 1 like it.
9. This room is rather specious. I don’t like such room.
10. The weather is fairly better today.
11. This sum is rather difficult to solve.
12. Your performance is fairly satisfactory.
13. Your son is fairly intelligent hoy.
14. He gave me a rather silly look.
15. It is a fairly good remark.

D. The sentences are completed by adding suitable to infinite.
1. Do you like to organise a party?
2. She agreed to help his friend.
3. The principal allowed us to fill in the forms.
4. The society expects you to do something spectacular.
5. This dog is too heavy to lift.
6. This bag is small enough to contain all these items.
7. The old woman wants someone to help her.
8. Will you give me something to eat?
9. Her story is too tragic to listen to.
10. She has an interesting stoiy to tell.
11. This essay is too difficult to write.
12. I have nothing to say.
13. She does not know how to drive.
14. He didn’t know where to go.
15. We have many problems to solve.
16. This poem is too philosophical to understand.
17. This pencil is too hard to write with.
18. I do not know where to go.
19. I request him to come.
20. I consented him to give money

Section – III

Questions For Discussion:
Question 1.
What ideas sweep Maggie’s mind after she returned home and threw herself on the bed? Do you mark the difference between Maggie’s feelings in Section-I and those in Section III? (Note: Wonder and Magic – they had gone out of everything: this line is a key to the understanding of the changed world of Maggie).
Answer:
After returning from the field, Maggie went upstairs, she threw herself down Upon the bed and she started thinking of the cruel face of the Honey Man and the bleeding dead bird came to her eyes repeatedly.

Question 2.
What did Maggie imagine when she heard voices between broken drift of sleep?
Answer:
Maggie imagined when she heard voices between broken drifts of sleep that perhaps the Honey Man had died.

Question 3.
How did she react when she was told that Cafferty had been injured ?’ Why did she think “everything had come right”?
Answer:
When Maggie came to know that Cafferty was injured she thought that he should die. She meant that right thing befalls a right man at right time.

Question 4.
Do you find in her a vengeful attitude? Does she feel that justice has been done? What impression do you form about her from her reaction to the Honey Man’s suffering?
Answer:
There is certainly a tone of vengeful attitude. She feels that justice has been meted out. This proves that Maggie’s reaction against killing the rainbow bird is at the apex.

Question 5.
What change do you mark in her in the last paragraph? Has there been a restoration of her world of joy and wonder? How did she imagine about the rainbow bird and the Honey Man.
Answer:
The deadly reaction of Maggie against the Honey Man continued up to the last stanza. She went on with the thought that the Honey Man was standing in the same place is before. The restoration is possible in dream. The rainbow bird and the Honey Man are antagonistic

Questions For Composition:
Question 1.
How does the rainbow bird created a world of wonder and magic for Maggie?
Answer:
The short story “The Rainbow Bird” is written by Vance Palmer, an eminent and outstanding storyteller. His stories are imaginative, thought-provoking and using. In this discussion story, his presentation of an Australian bird that is a Rainbow bird creating a world of wonder and magic for a little girl Maggie is really superb and fantastic. Actually, the rainbow bird automatically aggravated a World of wonder and magic in the psych of Maggie. The imaginative and attractive colour of the beautiful bird has already captivated her delicate mind. So her tender psyche is preoccupied with the idea of the bird and she thinks about it in every breath of her life. She feels disinterested like reading at home and school. In fact, she remains brooding’ over the fascinating bird which is undoubtedly for her a world of wonder and magic.

However, the imagination of the attractive coloured rainbow-bird has entirely captured her mind. She does not cherish any interest in her study at school. Whenever she gets a little bit of leisure, she starts brooding over the thought of seeing the bird. She gets enticed and bewitched by the bird and so runs to see it straightforwardly. She is accompanied by Don. The other students, of the school follow suit. She rushed to the spot to see the bird. But she discovers Cafferty the Honey Man there holding a gun. He has already hunted a rainbow bird before they arrive. The bird is blood-drenched. It is inside the Honey Man’s pocket. He dangles it in front of them. Maggie stands perplexed and shocked. Her heart becomes hardened and stupefied at the uncompromising shock. Out of utter disgust and irritation, she calls the Honey Man a ‘Beast’.

On the other hand, the Honey Man is determined to wipe all such type of tribes off the earth, because they are beefeaters. He moves away. Maggie and Don returned home. Father had been waiting /or their arrival outside. She scarcely eats any thing at home. Her mind has been highly sorrow-stricken by the thought of the dead bird and uncompromising hatred for the Honey Man. She goes upstairs directly without doing his home task’s. After a few minutes her mother arrives with a candle light. But she is being hunted by sleeplessness. She has nothing in her mind but the dead bird and the hideous man. Her mother informs her about that hideous man’s accident. So she starts thinking that such a brutal and hateful man should die.

Her mother marks that she has not slept till then. Even Maggie wanted to know whether he had died. She does not pay any heed to her mother saying that he is a good man. After all she returns to the dreamy state thinking about the dead bird and the brutal and hideous man like the, Cafferty. She thinks God must punish such a cruel man. As a matter of fact, the depiction of the imaginative and dreamy psyche of a little child. Maggie is superb and fantastic. Although imaginative, it on the other hand, carries a bit of truth which straightforwardly expresses the brutality of the man against the natural animals.

Question 2.
Discuss how the story comes full circle with restoration of Maggie’s world of joy and wonder.
Answer:
In fact, it is undoubtedly, accepted that the story “The Rainbow Bird” is one of the superb and fantastic creation of Vance Palmer, a prominent and outstanding story teller. Palmer’s description of Maggie’s world of joy and wonder is really inspiring and heart-enduring. The main character of the story is the little girl Maggie. She is school going. She remains under the hangover of dream and joy throughout the story. She remains in undated the thought of the bird anywhere atod everywhere. She only thinks of the beautiful bird at school. The thought of beautiful bud has disinterested her from her study. She only thinks about die bird on and on. She, is not at all aware of, anything else., Even she runs to see the bird whenever she gets a little bit of chance.

Actually, she is highly fascinated by the vision of this rainbow bird. She galloped with Don to see the bird. She was extremely surprised to discover Cafferty, the Honey Man there. It was that Honey Man who had already killed the rainbow bird. It was because such type of birds like rainbow bird eat the bees. He was standing there with a gun. He had already hunted a beautiful rainbow bird with his gun and kept it in one of his pockets. She was vehemently perplexed and shocked by the sight of that Honey Man. That man showed them the dead blood-drenched rainbow bird dangling it before their eyes. Maggie was entirely irritated by this and ran away with terror and nervousness. She fell
down on the grassy ground. She feels as if she were dead. She was so vexed and sorry that she could not express this by any words. She called him a ‘beast’. On the other hand, the cruel man only said that he was determined to wipe such birds from the earth because these are bee-eaters. Telling this, he departed from the place.

However, Don tried to console her and they returned home. Father had been waiting for them. They reached home and she went upstairs and laid on her bed. She started brooding over the dead hunted bird and about that hideous and brutal man. She came down for supper and then returned back to upstairs. she laid into the but sleep could not come to her eyes. The image 0f that crooked and brutal Honey Man pinched her mind again and over again. She saw the dangling of mat blood-drenched hunting bird in front of her eyes. she abuses on, Her mother marked her abnormal and odd behaviours. Her mother said m Honey Man would be taken to the hospital, as, he was injured hts though by an accident. Maggie thought that it was Gods not judgment for a hideous and cruel man like him. she got relieved because, the birds would be rescued from the clutches of a killer.

As a matter of fact, Palmer’s treatment of the story is really full circle with the restoration of Maggie’s world of joy and wonder. The opening of the story depicting Maggie’s world of joy and wonder ends with be same world of joy and wonder. The conclusion of the story at least provides solace and consolation and pacification to her perplexed and perverted mind of the middle of the story. In short, Palmer’s treatment of the story is superb, thought-provoking and alluring.

Question 3.
Give an account of the contrasting attitudes of Maggie and the other around her to the rainbow bird.
Answer:
In fact, the outstanding storyteller Vance Palmer of the story “The Rainbow Bird” is a superb master in his portrayal of contrasting characters. However, he has vividly observed the attitude of the contrasting characters who are varied and different in tone and temper. He has beautifully contrasted the characters in the following three sets –
i) Maggie and the other school children.
ii) Maggie and Don and
iii) Maggie and Cafferty.
Let us now discuss these contrasting characters in detail.

(i) Maggie and the other school children:
However, Maggie and the other schoolchildren stand in sharp contrast to one another. Maggie’s mind was only concerned with the vision of the beautiful rainbow bird at school. Her hair followed her intense, grape-dark eyes and she scarcely knew what she was writing. This was happening incessantly with her every day at school. On the other hand, die other students were not responsive as her; the colorful and fascinating bird. They squirmed in their seats and folded papers darts to throw across the room. Maggie lived for the intense attraction of seeing the colorful shape of the beautiful bird. After the school was over, she had a look at Don and raced down to the bottom fence along through the bushes that covered the side of the hill.

(ii) Maggie and Don:
Again, the second set of characters are Maggie and Don. They are also contrasted in their attitude towards the beautiful rainbow bird. It is certain that Don consented Maggie to escort her in order to see the GFC rainbow bird, but in reality, he was not so much esthetically bewitched by it. Again he was also not equally burr as Maggie was when they discovered Cafferty at the place having with a gun. Maggie’s running out in great sorrow and terror and falling down on the grass proved out of intense shock whereas Don kept on standing looking at the bereaved Maggie unconcerned with the blood-drenched dead rainbow bird.

(iii) Maggie and Cafferty:
However, the third set of contrasting characters and Maggie and Cafferty, the Honey Man. They are deeply contrasted in the story. They are just like two poles apart. They stand at the extreme ends in their attitudes towards the rainbow bird. In one hand, Maggie loves the little bright colourful beautiful bird, on the other hand, the Cafferty looks down upon such birds. It is because, they eat away the bees. Even he is determined to wipe the birds off the earth. Therefore, when Maggie is portrayed as love-incarnate and live-incarnate, the Honey Man is portrayed as death incinerate for the innocent beautiful birds. As a matter of fact, Palmer, depiction of the above contrasting set of characters is superb and excellent. Even he portrays them with their variegated and contrasting attitude. On the whole, Palmer’s portrayal is inspiring, alluring and heart-rendering.

Grammar:

Supply Preposition:
They panted ___________ the other hill and ____________ a cleared that lay_ them and the beach. Before the eyes __________ both __________. them was the deep cleft left by the store truck when it was bogged months before and the little round hole _________ a heap _________ sand __________ front __________ it. Such a tiny turned ___________ the side __________ the rut that no one would notice unless she saw the bird fly__________ They had cone ___________ it together when they were looking ___________ mushrooms, there had a sudden burr ____________ wings almost ____________ their feet, a shimmer___________ opal ____________ the sun-bright air and then a stillness as the bird settled ____________ the she-oak thirty yards away, making their hearts turn _________ the sheer beauty ___________ its bronze and luminous green.
Answer:
They panted up the other hill and across a cleared paddock that lay between them and the beach. Before the eyes, of both of them was the deep cleft left by the store truck when it was bogged months before and the little round hole with a heap of sand in front of it. Such a tiny turned m the side of the rut that no one would notice unless he saw the bird fly put. They had come on it together when, they were looking for mushrooms, there had a sudden burr of wings almost beneath their feet, a shimmer of opal in the sun-bright air and then a stillness as the bird settled on the sea-oak thirty yards away, making their hearts turn over with the shear beauty of its bronze and luminous green.

Notes on the story-writer and the Story:
Vance Palmer (1885-1959) is a Australian story writer who had considerable reputation among the Common Wealth literary figures. His writings are marked by an interesting portrait of the phenomenal world with its amazing beauty and wonder. With his deft sketch of manners and behavior especially the responses of the young, and tender minds, some of the stories are very impressively drawn. lie excels in the study of “the innocence of the oneself-conscious years” and ‘‘the beginning makes towards discoveries and disappointments which are an essential part of growing up”. His narrative is very often enriched by an evocative use of symbols.

The story in the beginning depicts the innocent joys of childhood days a visionary world of beauty and wonder. The rainbow bird with its multiple shining colours has a magic spell on the small girl. But, the joy and wonder does not last long: to the utmost shock and depression of the child it is totally demolished with the killing of the rainbow bird that represents for her entire world of enthralling beauty and splendor. The Honey Man for her Satan bent upon destroying God’s beautiful creation and design through to others beautiful creation and design through to others accident of the Honey Man, in her opinion, is retributive, and it signifies the ultimate triumph of good over evil.

With the grant of poetic and divine Justice,’ there is a restoration of the earlier world of magic and music, of course at the imaginative and psychic level of the child. The contrast between the two worlds is quite transparent. The rainbow bird has a symbolic significance, most of the lines in the story with their alliterative system have a poetic effect and serve as appropriate expression of the child’s shimmering world of beauty and wonder.

Section- I

Pre-reading Activity:
It is always a pleasure to remember how in your childhood days you ran after the colorful butterflies, how you wanted to keep pets and spend most of your time in their company and how you developed an attachment to the birds and animals. Here is a story depicting a small girl’s love and concern for a colorful Australian bird befittingly called the rainbow bird.

Gist:
Paragraphs: 1-9
Maggie’s mind had been deeply thinking about the sight of a bird. The bird was blue-green shot with gold, its tail an arrow. After the school was over, she had a look at Don. She was racing down to the bottom fence along through the bushes. Don was limping because of his sore toe. She ran breathlessly. She heard her friends call her to wait. She did not listen to them. She was coming back with beetle wings and cowries about in her matchbox.

Paragraphs: 10-14
They went up the bill across a cleared 21) small grass field. They encountered a crack which was sunk month .before. It was a little 22) round hole with a heap of sand before it. A 23) bird flew out of it. It was a rainbow bird. It 24) had come out of the rounded tunnel. Don had 25) wanted to put his hand in and feel if there were any young ones, but Maggie had caught his arm in despair. Her eyes were filled with tear. The bird was seen skimming through the air.

Analytical outlines:

• Maggie’s mind had been filled with the sight of a bird.
• The bird was blue-green shot with gold its tail an arrow.
• She did not know what she was writing.
• After the school was over, she had a look at Don.
• They raced towards the fence
• They raced through the bushes that covered the side of the hill.
• Don was limping.
• Because His toe was sore.
• Maggie had reached the bottom of the gully.
• Her friends woe calling her from the end of the playground.
• But she tried to shut their voices from her ears.
• None of them must find out her secret.
• She looked down upon their empty faces.
• She also despaired their coldly-mocking eyes.
• They made fun of her.
• Because she carried beetle wings.
• She cowries about in her matchbox.
• She did this to stare at under her desk.
• Maggie and Don went up the other hills.
• They went across a cleared paddock.
• The paddock was situated by the side of the beach.
• They had come on it together.
• They were looking for mushrooms.
• They heard a sudden burr of wings.
• They saw a shimmer of opal in die sun bright air.
• Then a stillness profiled the place.
• It was because the bird Settled on the she-oak tree.
• It was thirty yards away from them.
• It was a rainbow bird.
• It had come from the rounded tunnel in the sandy, place.
• The couch grass was growing there.
• Don had wanted to put his hand in.
• He felt of there were any young ones.
• But Maggie had caught his arm.
• She was looking desperate.
• The strange bird sat shining Put of the greenly-grass branches.
• She seemed to feel the puttering vibration of their feet along the ground.
• She stop and unobserved.
• It seemed as if the bird had fallen from the blue sky.
• Sometimes they saw her skimming through the air.
• While flying, it took long, sweeping curves and pausing at the top of the curve.
• The vision came back to Magg night before she closed her eyes in sleep.
• It belonged to a different world from the school the each.

Meanings of difficult words:

Blowfly – an insect that deposits its larval or carrier, excrement etc., or in the wounds of living animals.
squirmed – twisted the’ body as in pain or discomfort.
dart – a pointed missile, arrow.
skim – a thin layer, or film formed on a liquid.
cavern – a deep cave, hollow place.
gully – a water-worn ravine, a narrow channel made by rainwater.
beetle – an insect with hard horny forewings.
cowries -highly polished and usually brightly coloured shells,
growl – to utter a deep rough sound like a dog.
blazes – flames of fire.
paddock – a small grass field.
chafed – divided into two, crack.
bogged – sunk and stuck fast in a marsh or quagmire.
rut – a furrow made by wheels on soft ground.
burr – whisper or murmur.
shimmer – shine with a soft unsteady light.
opal – a type of white stone with changing colours in it.
she-oak – a variety of oak tree.
thistledown – the’ tufted feathery parachutes of thistle seeds,
luminous – clear, bright, shining.
desperate – furious, state of utter despair.

Section – II

Gist:
Paragraphs: 15-20
Maggie and Don quickly passed across the road. They went away the spindle-legged house with no fence around it. They also went away the red-roofed cottage where the bathing suits hung to dry. They thought that they would surely be out that afternoon. It was, indeed, surprising to observe those bits f of living colour down there in the dark. Of course, it would be much more amazing when/they would come out into the light. All on a sudden. Maggie started running snatching 1 Don’s arm. But Don prohibited her running. He said her that somebody was there. So they were to wait for some-time. Don stood glancing at the dark big figure on the slope ever looking the sea. It was Cafferty the Honey Man. He was standing almost on the nest looking down into the sea-oak by the beach. They saw him having a gun with him. The girl was terrified.

Paragraphs: 21-32
All on a sudden, Maggie started running. She became out of breath when she reached Cafferty. She asked him what he was doing with the gun there. She wanted to know whether he was shooting something. Actually, he had already killed a rainbow bird and put it in his pocket. He was waiting for its mate which would be killed within a short time. He I took the bird out of his pocket and dangled it. before her eyes. The girl fell on the turf calling him a ‘beast’.

Paragraphs: 33-36
Cafferty moved off down the beach. He was moving off shouldering his gun. His gait had a lumbering heaviness. Maggie was still lying prone on the turf, her face in her arms. Don watched her a while and ill-at-ease. Picking up the dead bird that Cafferty had thrown on the grass, he fingered it clum silly. He wondered if there were any bees in its crop. The boy called Maggie to rise because the other kids would be coming along very soon. She rose from the grass looking at the bird with reddened eyes. She told him to clutch away, but the boy insisted that he would make it home and skin it. But he hesitated for moment and then obeyed her.

Analytical outlines:

• Maggie and Don quickly passed across the road.
• They went away the spindle-legged house.
• It was having no fence around it.
• They also went away the red roofed cottage.
• In this, the bathing suits were hung to diy.
• They thought that they would surely be out that afternoon.
• It was, indeed, very surprising to observe these bits of living colour down there in the dark.
• Of course, it would be much more amazing.
• At any moment, they would come out into the light.
• Suddenly, Maggie started running.
• She snatched Don’s arm.
• But Don prohibited her running.
• He said her that somebody was there.
• So they were to wait for sometime.
• Don stood glancing at the dark big figure on the slope overlooking the sea.
• It was Cafferty, the Honey Man.
• He was standing almost on the nest.
• He was looking down into the sea-oak by the beach.
• They saw him having a gun with hint.
• The girl was terrified.
• All at sudden, Maggie started running.
• She became out of breath.
• She reached near Cofferty.
• She asked him what he was doing with the gun there.
• She wanted to know whether he was shooting something.
• Actually, he had already killed a Rambow bird.
• He put it in his pocket.
• He was waiting for its mate.
• He would kill its mate very soon.
• He took the bird out of his pocket.
• He dangled it before her eyes.
• The girl fell on the turf.
• She called him a ‘beast’.
• Cafferty moved off down the beach.
• He was moving off shouldering his gun.
• His gait had a lumbering heaviness.
• Maggie was still lying prone on the turf.
• Don watched her a while.
• He marked she was ill at ease.
• Picking up the dead bird, the Cafferty had thrown on the grass.
• He fingered it clumsily.
• He wondered if there were any bees in its crop.
• The boy called Maggie to rise.
• Because, the other kids would be coming along very soon
• She rese from the grass looking at the bird with reddened eyes.
• She told him to clutch it away.
• But the boy insisted that he would take it home.
• He would skin it at home.
• But he hesitated for a moment.
• At last, he obeyed her words.

Meaning of the difficult words:

cheeping – the chirping of a young bird, twittering of a bird.
mullet – a kind of sea-fish.
turf – surface of land matted with roots of grass.
dangled – hung in the air
ruffled – wrinkled, disordered.
plumage – a natural covering of feathers.
sheepish – embarrassed, in a trance.
hulking – bulky, heavy and clumsy.
humy – (Australian) any crude aborigine hut of shelter.
creek – small in let of sea or river, a watercourse smaller than a river.
vermin – harmful, small-sized disgusting insects difficult to control.
DinKum – (Australian) a swear meaning genuinely or honestly speaking.
Shanghai – drug applied to make somebody unconscious.
lumbering – moving clumsily or heavily.
crop – throat of a bird.

Section-III

Gist:
Paragraphs: 37-40
Father was waiting for Maggie and Don at the bowser outside the store. Don had to go for orders on his pony. Maggie went upstairs and threw herself down on the bed. Whenever she closed her eyes she could see the Honey Man’s evil face. After her evening meal she went upstairs again without doing her homework. Her mother shouted for her but Maggie was still lying awake. She imagined herself running down the slope and stopping suddenly to see the bird. But she could recall nothing but the Honey Man and the bleeding dead bird.

Paragraphs: 41-50
It was raining lightly. So it was making scarcely any sound upon the roof. People were coming and going in the store below. All other noises were dumped. She thought of buying the dead bird. Her mother appeared there with a candle. Her mother asked why she was not asleep till then.‘She also said that Mr. Cafferty had a little accident of When he had been waiting at the shop for ambulance in order to be taken into hospital. Listening to this Maggie’s eyes got widened. She wanted to know whether he was dead. Her mother replied negatively. He had an Injury on the thigh. So Maggie said that he had to die. Her mother could not grasp anything and was wanted to know why the child Was saying that. She also added that everybody loved the Honey Man and he would be right very soon. Her mother told her to sleep.’Maggie again kept thinking of the event.

Analytical outlines:

• Father was waiting for Maggie and Don.
• He was waiting at the bowser outside the store.
• Don had to go for orders on his pony.
• Maggie went upstairs
• She threw herself down on the bed.
• She tried to close her eyes.
• But she could see the Honey Man’s evil face.
• After her evening meal, she went upstairs again.
• She had not done her homework.
• Her mother shouted for her.
• But Maggie was still lying .awake.
• She imagined herself running down the slope.
• She stopped suddenly to see the bird.
• But she could remember nothing.
• She could recall Only the Honey Man.
• She could also remember the bleeding dead bird.
• It was raining lightly.
• So it was making scarcely any sound upon the roof.
• People were coming and going in the store below.
• All other tortoises were silent.
• She was thinking about buying the dead bird.
• Her mother appeared there with a candle.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he.
• Her mother asked why she was not asleep till then.
• She also said that Mr. Cafferty had little accident.
• So, he had been waiting at the shop for ambulance.
• He wanted it in order to go to hospital.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he was dead.
• Her mother replied negatively.
• She fold that he had an injury on the thigh.
• So Maggie said that he had to die.
• Her mother could not understand anything.
• She wanted to know about it.
• She added that everybody loved the Hopey Man.
• She wished that he would be all right very soon.
• Her mother told her to sleep.
• At last Maggie again kept thinking of that event.

Meaning of difficult words:
bowser – truck filled with a tank.
trudge – to walk with labour or effort.
flung – threw
swaggering round – walking with a sense of superiority.

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 13 Three Dimensional Geometry Ex 13(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 13 Three Dimensional Geometry Exercise 13(b)

Question 1.
State, which of the following statements are true (T) or false (F).
(a) Through any four points one and only one plane can pass.
Solution:
False

(b) The equation of xy-plane is x + y = 0.
Solution:
False

(c) The plane ax + by + c = 0 is perpendicular to z-axis.
Solution:
False

(d) The equation of the plane parallel to xz-plane and passing through (2, -4, 0) is y + 4 = 0.
Solution:
True

(e) The planes 2x – y + z – 1 = 0 and 6x – 3y + 3z = 1 are coincident.
Solution:
False

(f) The planes 2x + 4y – z + 1 = 0 and x – 2y – 6z + 3 = 0 are perpendicular to each other.
Solution:
True

(g) The distance of a point from a plane is same as the distance of the point from any line lying in that plane.
Solution:
False

Question 2.
Fill in the blanks by choosing the appropriate answer from the given ones:
(a) The equation of a plane passing through (1, 1, 2) and parallel to x + y + z – 1 = 0 is ______. [x + y + z = 0, x + y + 2z – 1 = 0, x + y + z = 0, x + y + z = 4]
Solution:
x + y + z = 4

(b) The equation of plane perpendicular to z-axis and passing through (1, -2, 4) is ______. [x = 1, y + 2 = 0, z – 4 = 0, x + y + z – 3 = 0]
Solution:
z – 4 = 0

(c) The distance between the parallel planes 2x – 3y + 6z + 1 = 0 and 4x – 6y + 12z – 5 = 0 is ______. \(\left[\frac{1}{2}, \frac{1}{7}, \frac{4}{7}, \frac{6}{7}\right]\)
Solution:
\(\frac{1}{2}\)

(d) The plane y – z + 1 = 0 is ______. [parallel to x-axis, perpendicular to x-axis, parallel xy-plane, perpendicular to yz-plane].
Solution:
parallel to x-axis

(e) A plane whose normal has direction ratios < 3, -2, k > is parallel to the line joining (-1, 1, -4) and (5, 6, -2). Then the value of k = ______. [6, -4, -1, 0]
Solution:
k = -4

Question 3.
Find the equation of planes passing through the points.
(a) (6, -1, 1), (5, 1, 2) and (1, -5, -4)
Solution:
Equation of the plane through the points (6, -1, 1), (5, 1, 2) and (1, -5, -4) is

⇒ (x – 6) (-10 + 4) – (y + 1) (5 + 5) + (z – 1) (4 + 10) = 0
⇒ -6 (x – 6) – 10 (y + 1) + 14 (z – 1) = 0
⇒ -6x + 36 – 10y – 10 + 14z – 14 = 0
⇒ -6x – 10y + 14z + 12 = 0
⇒ 3x + 5y – 7z – 6 = 0

(b) (2, 1, 3), (3, 2, 1) and (1, 0, -1)
Solution:
Equation of the plane though the given points is

⇒ (x – 2) (-4 – 2) – (y – 1) (-4 – 2) + (z – 3) (-1 + 1) = 0
⇒ (x – 2) (-6) – (y – 1) (-6) = 0
⇒ x – y – 1 = 0

(c) (-1, 0, 1), (-1, 4, 2) and (2, 4, 1)
Solution:
Equation of the plane through the given points is

⇒ (x + 1) (0 – 4) – y ( 0 – 3) + (z – 1) (0 – 12) = 0
⇒ -4x – 4 + 3y – 12z + 12 = 0
⇒ -4x + 3y – 12z + 8 = 0
⇒ 4x – 3y + 1 2z – 8 = 0

(d) (-1, 5, 4), (2, 3, 4) and (2, 3, -1)
Solution:
Equation of the plane through the given points is

⇒ (x + 1) (10 – 0) – (y – 5) (-15 – 0) + (z – 4) (-6 + 6) = 0
⇒ 10x + 10 + 15y – 75 = 0
⇒ 2x + 3y – 13 = 0

(e) (1, 2, 3), (1, -4, 3) and (-1, 3, 2)
Solution:
Equation of the plane through the given points is

⇒ (x – 1) (6 – 0) – (y – 2) (0 – 0) + ( z – 3) ( 0 – 12) = 0
⇒ (x – 1) 6 + (z – 3) (-12) = 0
x – 1 – 2z + 6 = 0
⇒ x – 2z + 5 = 0

Question 4.
Find the equation of plane in each of the following cases:
(a) Passing through the point (2, 3, -1) and parallel to the plane 3x – 4y + 7z = 0.
Solution:
Given plane is 3x – 4y + 7z = 0 … (1)
Any plane parallel to the plane (1) is given by 3x – 4y + 7z + d = 0.
If it passes through the point (2, 3, -1) then 6 – 12 – 7 + d = 0 or, d = 13
Equation of the plane is 3x – 4y + 7z + 13 = 0

(b) Passing through the point (2, -3, 1) and (-1, 1, -7) and perpendicular to the plane x – 2y + 5z + 1 = 0.
Solution:
Equation of the plane passing through the point (2, -3, 1) is
a (x – 2)+ b (y + 3) + c (z – 1) = 0 … (1)
If it passes through the point (-1, 1, -7)
then a (-1 – 2) + b (1 + 3) + c (-7 – 1) = 0
or 3a – 4b + 8c = 0 … (2)
Again given that plane (1) is perpendicular to the plane
x – 2y + 5z + 1 = 0
so a – 2b + 5c = 0 … (3)
Solving (2) and (3) we get
\(\frac{a}{-20+16}=\frac{b}{8-15}=\frac{c}{-6+4}\)
or, \(\frac{a}{-4}=\frac{b}{-7}=\frac{c}{-2} \text { or, } \frac{a}{4}=\frac{b}{7}=\frac{c}{2}\)
Equation of the required plane is
4 (x – 2) + 7 (y + 3) + 2 (z – 1) = 0
or, 4x + 7y + 2z + 11 = 0

(c) Passing through the foot of the perpendiculars drawn from P (a, b, c) on the coordinate planes.
Solution:
Let A, B, C be the feet of the perpendiculars drawn from point P(a, b, c) on to the coordinate axes. Then
A = (a, 0, 0), B = (0, b, 0), C = (0, 0, c)
Equation of the plane through A, B, C is
\(\frac{x}{a}+\frac{y}{b}+\frac{z}{c}\) = 1

(d) Passing through the point (-1, 3, 2) perpendicular to the planes x + 2y + 2z = 5 and 3x + 3y + 2z = 8.
Solution:
Equation of the plane through the point (-1, 3, 2) is
a (x + 1) + b (y – 3) + c (z – 2) = 0
If this plane is perpendicular to the plane
x + 2y + 2z = 5 and 3x + 3y + 2z = 8
then a + 2b +2c = 0
3a + 3b + 2c = 0
Solving we get \(\frac{a}{4-6}=\frac{b}{6-2}=\frac{c}{3-6}\)
or \(\frac{a}{-2}=\frac{b}{4}=\frac{c}{-3} \text { or, } \frac{a}{2}=\frac{b}{-4}=\frac{c}{3}\)
Equation of the required plane is
2 (x + 1) – 4 (y – 3) + 3 (z – 2) = 0
or, 2x – b – 3z – 8 = 0

(e) Bisecting the line segment joining (-1, 4, 3) and (5, -2, -1) at right angles.
Solution:

Let A = (-1, 4, 3) and B (5, -2, -1).
Suppose that a plane bisects AB at right angle. Let C be the mid-point of AB. Then the plane passes through C and the line AB is perpendicular to the plane
C = \(\left(\frac{-1+5}{2}, \frac{4-2}{2}, \frac{3-1}{2}\right)\) = (2, 1, 1)
D.rs. of AB are < 6, -6, -4 >
Equation of the plane is
6 (x – 2) – 6 (y – 1) – 4 (z – 1) = 0
or, 3x – 6 – 3y + 3 – 2z + 2 = 0
or, 3x – 3y – 2z – 1 = 0

(f) Parallel to the plane 2x – y + 3z + 1 = 0 and at a distance 3 units away from it.
Solution:
Given plane is 2x – y + 3z + 1 = 0 … (1)
Equation of the plane parallel to the plane (1) is 2x – y + 3z +k = 0 … (2)
Given that the distance between two planes (1) and (2) is 3 units.
We see that (0, 1, 0) is a point on (1).
The length of the perpendicular from (0, 1, 0) onto the plane (2).

Question 5.
(a) Write the equation of the plane 3x – 4y + 6z – 12 = 0 in intercept form and hence obtain the coordinates of the point where it meets the co-ordinate axes.
Solution:
Given plane is 3x – 4y + 6z – 12 = 0
⇒ 3x – 4y + 6z = 12
⇒ \(\frac{x}{4}+\frac{y}{-3}+\frac{z}{2}\) = 1
This is in intercept form. The coordinates of the points where the plane meets the coordinate axes are (4, 0, 0), (0, -3, 0), (0, 0, 2).

(b) Write the equation of the plane 2x – 3y + 5z + 1 = 0 in normal form and find its distance from the origin. Find also the distance from the point (3, 1, 2).
Solution:
Given plane is 2x – 3y + 5z + 1 = 0
2x – 3y + 5z = -1
-2x + 3y – 5z = 1
Its normal form is

(c) Find the distance between the parallel planes 2x – 2y + z + 1 = 0 and 4x – 4y + 2z + 3 = 0.
Solution:
The parallel planes are
2x – 2y + z + 1 = 0 … (1)
and 4x – 4y + 2z + 3 = 0 … (2)
We see that (0, 0, -1) lies on the plane (1).
Distance between two planes = Length of the perpendicular from (0, 0, -1) onto the plane (2)
\(=\left|\frac{-2+3}{\sqrt{16+16+4}}\right|=\frac{1}{6}\)

Question 6.
In each of the following cases, verify whether the four given points are coplanar or not.
(a) (1, 2, 3), (-1, 1, 0), (2, 1, 3), (1, 1, 2)
Solution:
As

The given points are coplanar.

(b) (1, 1, 1), (3, 1, 2), (1, 4, 0), (-1, 1, 0)
Solution:
As

The given points are coplanar.

(c) (0, -1, -1), (4, 5, 1), (3, 9, 4), (-4, 4, 4)
Solution:
As

= 100 – 210 + 110
= 0
The given points are coplanar.

(d) (-6, 3, 2), (3, -2, 4), (5, 7, 3) and (-13, 17, -1)
Solution:
As

= 14 × (-26) + 2 × 182 = 0
The given points are coplanar.

Question 7.
Find the equation of plane in each of the following cases:
(a) Passing through the intersection of planes 2x + 3y – 4z + 1 = 0, 2x – y + z + 2 = 0 and passing through the point (3, 2, 1).
Solution:
Given planes are
2x + 3y – 4z + 1 = 0 … (1)
and 3x – y + z + 2 = 0 … (2)
Any plane through the line of intersection of the planes (1) and (2) is
(2x + 3y – 4z + 1) + k (3x – y + z + 2) = 0
or (2 + 3k) x + (3 – k) y + (k – 4) z + (2k + 1) = 0 … (3)
If the plane (3) passes through the point (3, 2, 1)
then (2 + 3k) 3 + (3 – k) 2 + (k – 4) + 2k + 1 = 0
⇒ 6 + 9k + 6 – 2k + k – 4 + 2k + 1 = 0

or, -7x + 39y – 49z – 8 = 0
or, 7x – 39y + 49z + 8 = 0

(b) Which contains the line of intersection of the planes x + 2y + 3z – 4 = 0 and 2x + y – z + 5 = 0 and perpendicular to the plane 5x + 3y + 6z + 8 = 0.
Solution:
Given planes are
x + 2y + 3z – 4 = 0 … (1)
and 2x + y – z + 5 = 0 … (2)
Any plane containing the line of intersection of the planes (1) and (2) is
x + 2y + 3z – 4 + k (2x + y – z + 5) = 0
⇒ (2k + 1) x + (k + 2) y + (3 – k) z + (5k – 4) = 0 … (3)
Given that the plane (3) is perpendicular to the plane
5x + 3y + 6z + 8 = 0 … (4)
Two planes are perpendicular if their normals are perpendicular.
D.rs. of the normal of the plane (3) are < 2k + 1, k + 2, 3 – k >.
D.rs. of the normal of the plane (4) are < 5, 3, 6 >.
If the normal are perpendicular then
5 (2k + 1) + 3 (k + 2) + 6 (3 – k) = 0
⇒ 10k + 3k – 6k + 5 + 6 + 18 = 0
⇒ 7k = -29

or, -51x – 15y + 50z – 173 = 0
or, 51x + 15y – 50z + 173 = 0

(c) Passing through the intersection of ax + by + cz + d = 0 and a₁x + b₁y + c₁z + d₁ = 0 and perpendicular to xy-plane.
Solution:
Given planes are
ax + by + cz + d = 0 … (1)
and a₁x + b₁y + c₁z + d₁ = 0 … (2)
Any plane passing through the line of intersection of the planes (1) and (2) is given by:
ax + by + cz + d + k (a₁x + b₁y + c₁z + d₁) = 0
or, (a + ka₁) x + (b + kb₁) y + (c + kc₁) z + (d + kd₁) = 0 … (3)
D.rs. of the normal of the plane (3) are < a + ka₁, b + kb₁, c + kc₁).
D.rs. of the normal of the xy-plane i.e., z = 0 are < 0, 0, 1 >
If the plane (3) is perpendicular to the xy-plane then
(a + ka₁) × 0 + (b + kb₁) × 0 + (c + kc₁) × 1 = 0

(d) Passing through the intersection of the planes x + 3y – z + 1 = 0 and 3x – y+ 5z + 3 = 0 and is at a distance 2/3 units from origin.
Solution:
Given planes are
x + 3y – z + 1 = 0 … (1)
and 3x – y + 5z + 3 = 0 … (2)
Any plane through the line of intersection of the planes (1 ) and (2) is
(x + 3y – z + 1)+ k (3x – y + 5z + 3) = 0
⇒ (3k + 1) x + (3 – k) y + (5k – 1) z + (3k + 1) = 0
The length of the perpendicular from origin onto the plane (3)
\(\frac{3 k+1}{\sqrt{(3 k+1)^2(3-k)^2+(5 k-1)^2}}=\frac{2}{3}\) (Given)
⇒ 9 (3k + 1)²
⇒ 4 {(3k + 1)² + (3 – k)² + (5k – 1)²}
⇒ 81k² + 54k + 9
= 4 {9k² + 6k + 1 + 9 + k² – 6k + 25k² + 1 – 10k}
= 4 {35k² – 10k + 11}
= 140k² – 40k + 44
⇒ 59k² – 94k + 35 = 0
⇒ 59k² – 59k – 35k + 35 = 0
⇒ 59k (k – 1) – 35 (k – 1) = 0
⇒ (k – 1) (59k – 35) = 0
⇒ k – 1 = 0 or 59k – 35 = 0
⇒ k = 1 or, k = \(\frac{35}{59}\)
∴ The planes are 4x + 2y + 4z + 4 = 0 and 82x + 71y + 58z + 82 = 0

Question 8.
Find the angle between the following pairs of planes.
(a) x + 3y – 5z + 1 = 0 and 2x + y – z+ 3 = 0
Solution:
Given planes are
x + 3y – 5z + 1 = 0 … (1)
and 2x + y – z + 3 = 0 … (2)
Angle between two planes is equal to the angle between their normals.
D.rs. of the normal to the plane (1) are < 1, 3, -5 >
D.rs. of the normal to the plane (2) are < 2, 1, -1 >.
If θ is the angle between the planes then

(b) x + 2y + 2z – 3 = 0 and 3x + 4y + 5z + 1 = 0
Solution:
Given planes are
x + 2y + 2z – 3 = 0 and 3x + 4y + 5z + 1 = 0
D.rs. of normals of two planes are < 1, 2, 2 > and < 3, 4, 5 >.
If θ is the angle between the planes then

(c) x + 2y + 2z – 7 = 0 and 2x – y +z = 6
Solution:
Two planes are
x + 2y + 2z – 7 = 0 and 2x – y + z = 6
The d.rs. of the normals are < 1, 2, 2 > and <2, -1, 1 >.
If θ is the angle between two planes then

Question 9.
(a) Find the equation of the bisector of the angles between the following pairs of planes and specify the ones which bisects the acute angles;
(i) 3x – 6y + 2z + 5 = 0 and 4x – 12y + 3z – 3 = 0
Solution:
Given planes are
3x – 6y + 2z + 5 = 0 … (1)
and 4x – 12y + 3z – 3 = 0 … (2)
The equations of the bisectors are given by

So the plane (3) is a bisector for obtuse angle and the plane (4) is the bisector for acute angle.

(ii) 2x + y – 2z – 1 = 0 and 4x – 12y + 3z + 3 = 0
Solution:
Given planes are
2x + y – 2z – 1 = 0 … (1)
and 4x – 12y + 3z + 3 = 0 … (2)
The equation of bisector planes are

∴ θ > 45°
∴ Equation (3) is the bisector of the use angle and equation (4) is the bisector of acute angle.

(b) Show that the origin lies in the interior of the acute angle between planes.
x + 2y + 2z + 9 and 4x – 3y + 12z + 13 = 0;
Find the equation of bisector of the acute angle.
Solution:
Given planes are x + 2y + 2z – 9 = 0
and 4x – 3y + 12z + 13 = 0
These equations can be written as
-x – 2y – 2z+ 9 = 0 … (1)
4x – 3y+ 12z + 13 = 0 … (2)
Here a₁a₂ + b₁b₂ + c₁c₂
= (-1) 4 + (-2) (-3) + (-2) . 12
= -4 + 6 – 24 = -22 < 0
So the origin lies in the acute angle between the given planes.
The equations of the planes bisecting the angle between the given planes are

⇒ tan θ < 1 ⇒ θ < 45°
Hence the plane (3) bisects the acute angle between the given planes.

Question 10.
(a) Prove that the line joining (1, 2, 3), (2, 1, -1) intersects the line joining (-1, 3, 1) and (3, 1, 5)
Solution:
Let A = (1, 2, 3), B = (2, 1, -1), C = (-1, 3, 1), D = (3, 1, 5)
The line AB intersects CD if A, B, C, D are coplanar.
Equation of the plane

or, (x – 1) (2 + 4) – (y – 2) (-2 – 8) + (z – 3) (1 – 2) = 0
or, 6 (x – 1) + 10 (y – 2) – (z – 3) = 0
or, 6x+ 10y – z – 23 = 0
The point (3, 1, 5) lies on the plane (1) because
6x + 10y – z – 23 = 18 + 10 – 5 – 23 = 0 … (1)
As (1) is satisfied for the point (3, 1, 5), the point lies on the plane (1).
Hence the four points are coplanar. So the line AB is either parallel to the line CD.
or, AB is intersecting to CD.
D.rs. of AB are < 1, -1, -4 >.
D.rs. of CD are < 4, -2, 4 >.
So d.rs. of AB are not proportional to d.rs. of CD. So they are not parallel. Hence they are intersecting.

(b) Show that the point (-\(\frac{1}{2}\), 2, 0) is the circumcentre of the triangle formed by the points (1, 1, 0), (1, 2, 1) and (-2, 2, -1).
Solution:

Thus PA = PB = PC
Hence P is the circumcentre of the ΔABC.

Question 11.
Show that plane ax + by + cz + d = 0 divides the line segment joining
(x₁, y₁, z₁) and (x₂, y₂, z₂) in a ratio – \(\frac{a x_1+b y_1+c z_1+d}{a x_2+b y_2+c z_2+d}\).
Solution:
Let A = (x₁, y₁, z₁) , B = (x₂, y₂, z₂)
Suppose that the line AB intersects the plane
ax + by + cz + d = 0 at P. … (1)
Suppose the P divides AB into the ratio m:n.
Then the coordinates of P are

Question 12.
A variable plane is at a constant distance p from the origin and meets the axes at A, B, C. Through A, B, C planes are drawn parallel to the co-ordinate planes. Show that the locus of their points of intersection is \(\frac{1}{x^2}+\frac{1}{y^2}+\frac{1}{z^2}=\frac{1}{p^2}\).
Solution:

The planes through the points A, B, C parallel to the coordinate planes are
x = a, y = b and z = c respectively.
Let P be the point of intersection of these planes.
Then p = (a, b, c)
Hence the locus of P is obtained by putting a = x, b = y, c = z in (2).
Hence the required locus is
\(\frac{1}{x^2}+\frac{1}{y^2}+\frac{1}{z^2}=\frac{1}{p^2}\). (Proved)

Question 13.
A variable plane passes through a fixed point (a, b, c) and meets the co-ordinate axes at A, B, C. Show that the locus of the point common to the planes drawn through A, B and C parallel to the coordinate planes is \(\frac{a}{x}+\frac{b}{y}+\frac{c}{z}\) = 1.
Solution:
Let the variable plane be
\(\frac{a}{\alpha}+\frac{b}{\beta}+\frac{c}{\gamma}\) = 1 … (1)
It meets the axes at A (α, 0, 0), B (0, β, 0) and C (0, 0, γ).
If P is the point of intersection of the planes drawn through A, B and C parallel to the coordinate planes then P = (α, β, γ).
Again the plane (1) passes through a fixed point (a, b, c).
So \(\frac{a}{\alpha}+\frac{b}{\beta}+\frac{c}{\gamma}\) = 1
∴ The locus of P is \(\frac{a}{x}+\frac{b}{y}+\frac{c}{z}\) = 1. (Proved)

Question 14.
The plane 4x + 7y + 4z + 81 = 0 is rotated through a right angle about its line of intersection with the plane 5x + 3y + 10z – 25 = 0. Find the equation of the plane in new position.
Solution:
Given that the plane
4x + 7y + 4z + 81 = 0 … (1)
is rotated through a right angle about the line of intersection with the plane
5x + 3y + 10z – 25 = 0 … (2)
Let the equation of the plane in new position be
4x + 7y + 4z + 81 + λ (5x + 3y -10z – 25) = 0
or, (4 + 5λ) x + (7 + 3λ) y + (4 + 10λ) z + (81 – 25λ) = 0
Then the angle between the planes (1 ) and (3) is 90° i.e., they are perpendicular.
So 4 (4 + 5λ) + 7 (7 + 3λ) + 4 (4 + 10λ) = 0
16 + 20λ + 49 + 21λ + 16 + 40λ = 0
81λ = -81
⇒ λ = -1
∴ The equation of plane in new position is
-x + 4y – 6z + 106 = 0
or, x – 4y + 6z – 106 = 0

Question 15.
The plane lx + my = 0 is rotated about its line of intersection with the plane z = 0 through angle measure α. Prove that the equation of the plane in new position is lx + my ± z \(\sqrt{l^2+m^2}\) tan α = 0.
Solution:
Given plane is lx + my = 0 … (1)
The plane (1) is rotated through an angle α about line of intersection of the plane (1) and the plane z = 0 … (2)
Let the equation of the plane in it’s new position be lx + my + kz = 0. … (3)
D.rs. of the normal to the plane (1) are < l, m, 0 >.
D.rs. of the normal to the plane (3) are < l, m, k >.
If α is the angle between the planes (1) and (3) then

Odisha State Board BSE Odisha 10th Class Life Science Solutions Chapter 4 ରେଚନ Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Life Science Solutions Chapter 4 ରେଚନ

Question 1.
ରେଚନ କ’ଣ ? ବୃକ୍‌କର ଅବସ୍ଥିତି ଓ ଗଠନ ଲେଖ ।
ରେଚନ :

• ଶରୀରରେ ହେଉଥ‌ିବା ବିଭିନ୍ନ ଚୟାପଚୟ ପ୍ରକ୍ରିୟାରୁ ସୃଷ୍ଟି ହେଉଥ‌ିବା ବର୍ଜ୍ୟବସ୍ତୁ ଶରୀର ପାଇଁ ଅଦରକାରୀ ଓ ହାନିକାରକ ଅଟେ । ଏଣୁ ଶରୀରରେ ଥ‌ିବା ବିଶେଷ ବ୍ୟବସ୍ଥା ଏହି ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକୁ ନିଷ୍କାସିତ କରି ଶରୀର ଭିତର ପରିବେଶକୁ ପ୍ରଦୂଷଣମୁକ୍ତ ରଖେ ।
• ଏହାଦ୍ୱାରା କୋଷରେ ହେଉଥ‌ିବା ବିଭିନ୍ନ ଜୈବରାସାୟନିକ କାର୍ଯ୍ୟକଳାପର ସନ୍ତୁଳନ ବଜାୟ ରହେ ଓ ଶରୀର ସୁସ୍ଥ ରହେ । ଏହି ପ୍ରକ୍ରିୟାକୁ ରେଚନ କୁହାଯାଏ ।

ବୃକ୍‌କର ଅବସ୍ଥିତି ଓ ଗଠନ :

• ପ୍ରତ୍ୟେକ ବୃକ୍‌କ ଭିତରେ 10 ଲକ୍ଷରୁ ଅଧିକ ସୂକ୍ଷ୍ମ ବୃକ୍‌କୀୟ ନଳିକା ରହିଥାଏ ।
• ବୃକ୍‌କର ଆକୃତି ପ୍ରାୟ ଶିମ୍ବ ମଞ୍ଜିପରି । ସୁସ୍ଥ ବୟଃପ୍ରାପ୍ତ ବ୍ୟକ୍ତିର ବୃକ୍‌କର ଲମ୍ବ ପ୍ରାୟ 10 ରୁ 12 ସେ.ମି., ପ୍ରସ୍ଥ ପ୍ରାୟ 5 ରୁ 7 ସେ.ମି. ଓ ମୋଟେଇ ପ୍ରାୟ 3 ସେ.ମି. ।
• ବୃକ୍‌କର ଭିତର ପାଖରେ ଥ‌ିବା ଖାଲୁଆ ସ୍ଥାନଟିକୁ ହାଇଲମ୍ କୁହାଯାଏ ।
• ହାଇଲମ୍ ମଧ୍ୟଦେଇ ବୃକ୍‌କୀୟ ଶିରା, ଧମନୀ ଓ ମୂତ୍ରସାରଣୀ ବୃକ୍‌କ ସହିତ ସଂଯୁକ୍ତ ହୋଇଥାଏ ।
• ମୂତ୍ରସାରଣୀ ଦେଇ ବୃକ୍‌କରୁ ମୂତ୍ର ମୂତ୍ରାଶୟକୁ ଆସେ ।

Question 2.
ବୃକ୍‌କର ଗଠନ ଓ କାର୍ଯ୍ୟ ଲେଖ ।
ଉ-
ବୃକ୍‌କର ଗଠନ ଓ କାର୍ଯ୍ୟ:

• ପ୍ରତ୍ୟେକ ବୃକ୍‌କ ଭିତରେ 10 ଲକ୍ଷରୁ ଅଧିକ ସୂକ୍ଷ୍ମ ବୃକ୍‌କୀୟ ନଳିକା ରହିଥାଏ ।
• ପ୍ରତି ବୃକ୍‌କୀୟ ନଳିକାର ଗୋଟିଏ ପାର୍ଶ୍ବ ‘କପ୍’ ବା ଗିନା ଆକୃତିର । କପ୍ ଆକୃତିର ପାର୍ଶ୍ୱଟି ବୃକ୍‌କର ବାହାର ପଟକୁ ମୁହେଁଇଥାଏ । ଏହି କପିକୁ ବାଓମ୍ୟାନ୍ସ କ୍ୟାପ୍‌ସୁଲ କୁହାଯାଏ ।
• ପ୍ରତି ନେଫ୍ରନ୍ ସହ ବୃକ୍‌କୀୟ ଧମନୀର ଗୋଟିଏ ଲେଖାଏଁ ସୂକ୍ଷ୍ମ ଶାଖା (ଏଫରେଣ୍ଟ ଅନ୍ତର୍ବାହୀ ଉପଧମନୀ) ସଂଯୁକ୍ତ ହୋଇଥାଏ ।
• ଏହା ନେଫ୍ରନ୍ ଭିତରେ ପ୍ରବେଶ କରି ଅନେକ ଅତି ସୂକ୍ଷ୍ମ ଶାଖାପ୍ରଶାଖା ବା କୈଶିକନଳୀରେ ପରିଣତ ହୋଇଥାଏ । ଏସବୁ କୈଶିକନଳୀ ପରସ୍ପର ସହ ପୁଣି ମିଶିଯିବାଦ୍ଵାରା ଇଫରେଣ୍ଟ ବହିର୍ବାହୀ ଉପଧମନୀ ସୃଷ୍ଟି ହୁଏ ।
• କୈଶିକନଳୀଗୁଡ଼ିକର ପ୍ରାଚୀର ଖୁବ୍ ପତଳା । ଏ ଦୁଇଟି ଉପଧମନୀ ସହ ସଂଶ୍ଳିଷ୍ଟ କୈଶିକନଳୀର ଏହି ଗୁଚ୍ଛକୁ କୈଶିକଗୁଚ୍ଛ ବା ଗ୍ଲୋମେରୁଲସ୍ କୁହାଯାଏ ।
• ବାଓମ୍ୟାନ୍ସ କ୍ୟାପସୁଲର ‘କପ୍’ରେ ଏହା ଯୋଗୁଁହୋଇ ରହିଥାଏ । ରକ୍ତ, ଅନ୍ତର୍ବାହୀ ଉପଧମନୀ ଦେଇ କୈଶିକଗୁଚ୍ଛରେ ପ୍ରବେଶ କରେ ଏବଂ ବହିର୍ବାହୀ ଉପଧମନୀ ଦେଇ ଗୁଚ୍ଛ ବାହାରକୁ ଯାଇଥାଏ ।
• ‘ରକ୍ତଛଣା’ କାର୍ଯ୍ୟ ପାଇଁ ଏହି ବ୍ୟବସ୍ଥା ମାଲ୍‌ପିଝିଆନ୍ ପିଣ୍ଡ ଗଠନ କରନ୍ତି । ବେଶ୍ ଉପଯୋଗୀ । ଗ୍ଲୋମେରୁଲସ୍ ଓ ବାଓମ୍ୟାନ୍ସ କ୍ୟାପସୁଲ୍ ମିଶି ମାଲ୍‌ପିଝିଆନ୍ ପିଣ୍ଡ ଗଠନ କରନ୍ତି ।
• ବୃକ୍‌କୀୟ ନଳିକାର କେତେକ ଅଂଶ ବୃକ୍‌କ ଭିତରେ ଗୁଡ଼େଇ ରହି ଶେଷ ମୁଣ୍ଡଟି ମୂତ୍ର ସଂଗ୍ରହନଳିକା ମଧ୍ୟରେ ପଶିଥାଏ ।
• ମୂତ୍ର ସଂଗ୍ରହ ନଳିକାଗୁଡ଼ିକ ଏକାଠି ହୋଇ ବୃକ୍‌କ ଭିତରେ ଥିବା ଏକ ଗହ୍ଵର ଭିତରକୁ ଖୋଲିଥାନ୍ତି ଓ ଏହି ଗହ୍ଵରଟିକୁ ଗବିଣୀ ବସ୍ତି କୁହାଯାଏ ।
• ପ୍ରତ୍ୟେକ ବୃକ୍‌କରୁ ଗୋଟିଏ ଲେଖାଏଁ ମୂତ୍ରସାରଣୀ ବାହାରି ତଳିପେଟରେ ଥ‌ିବା ମୂତ୍ରାଶୟ ଭିତରେ ପଶିଥାଏ ।
• ମୂତ୍ରାଶୟରେ ମୂତ୍ର ସଞ୍ଚତ ହୋଇ ରହେ ଓ ପରିସ୍ରା କଲାବେଳେ ତାହା ମୂତ୍ରମାର୍ଗ ଦେଇ ନିଷ୍କାସିତ ହୋଇଥାଏ ।

Question 3.
‘ଉଦ୍ଭିଦରେ ରେଚନ’ର ଏକ ବିବରଣୀ ଦିଅ ।
ଉ-

• ଉଭିଦରେ ରେଚନ ପାଇଁ ପ୍ରାଣୀପରି ସ୍ୱତନ୍ତ୍ର ରେଚନ ଅଙ୍ଗ ନଥାଏ । ଚୟାପଚୟ ପ୍ରକ୍ରିୟାରେ ଜାତ ବିଭିନ୍ନ ଉପଜାତ ପଦାର୍ଥ ଉଭିଦର କେତେକ ବିଶେଷ ଅଂଶରେ ଗଚ୍ଛିତ ହୋଇ ରହେ ।
• ଖଇର, ଝୁଣା, ଅଠା, କ୍ଷୀର ଏହାର କେତୋଟି ଉଦାହରଣ ଅଟେ ।
•  ତେନ୍ତୁଳିରେ ଥିବା ଟାର୍ଟାରିକ୍ ଅମ୍ଳ, ଲେମ୍ବୁରେ ଥ‌ିବା ସାଇଟ୍ରିକ୍ ଅମ୍ଳ, ସିନା ଗଛରେ ଥିବା କୁଇନାଇନ୍ ଓ ତମାଖୁ ପତ୍ରରେ ଥିବା ନିକୋଟିନ ପରି ଉପକ୍ଷାର ଏହିପରି କିଛି ଉତ୍ପାଦର ଉଦାହରଣ ଅଟନ୍ତି ।
• ଏଗୁଡ଼ିକ ଆମର ଉପକାରରେ ଆସେ । ଏହି ଅଦରକାରୀ ପଦାର୍ଥଗୁଡ଼ିକ ଯୋଗୁଁ ଉଭିଦର କ୍ଷତି ହୋଇ ନଥାଏ ।
• ଉଭିଦରେ ଷ୍ଟୋମାଟା ଶ୍ଵାସକ୍ରିୟା ସମ୍ପାଦନ କରିବା ସହିତ ଏକ ରେଚନ ଅଙ୍ଗଭଳି କାର୍ଯ୍ୟ କରିଥାଏ ।
• ଉଭିଦ ଶରୀରରେ ଥିବା ବଳକା ପାଣି ଉଵେଦନ ପ୍ରକ୍ରିୟାରେ ବାହାରିଯାଇଥାଏ ।
• ଅନେକ ଉଦ୍ଭଦରେ ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକ କୋଷମଧ୍ଯସ୍ଥ ରସଧାନୀରେ ସଂଗୃହୀତ ହୋଇଥାଏ ।
• ସ୍ଥଳବିଶେଷରେ ସେଗୁଡ଼ିକ ମଧ୍ୟ ପତ୍ରରେ ସଂଗୃହୀତ ହୁଏ ଓ ପରେ ବର୍ଜ୍ୟବସ୍ତୁଭରା ପତ୍ର ଶୁଖ୍ ଝଡ଼ିପଡ଼େ ।
• ରେଜିନ୍ ଓ ଟାନିନ୍ ପରି ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକ ପରିପକ୍ଵ ଜାଇଲେମ୍‌ରେ ମଧ୍ଯ ସଂଗୃହୀତ ହୋଇଥାଏ ।

Question 4.
ଶରୀରରେ ଚୟାପଚୟ ପ୍ରକ୍ରିୟାରୁ ଜାତ ହେଉଥ‌ିବା ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକର ନାମ ଲେଖ । ମେରୁଦଣ୍ଡୀ ପ୍ରାଣୀମାନଙ୍କରେ ଏହା କେଉଁ ଉପାଦାନରେ ପରିଣତ ହୋଇ ଶରୀରରୁ ନିଷ୍କାସିତ ହୋଇଥାଏ ?
ଉ-
ଶରୀରରେ ଚର୍ଯାପଚୟ ପ୍ରକ୍ରିୟାରୁ ଜାତ ହେଉଥ‌ିବା ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକ ହେଉଛି ଏମୋନିଆ, ୟୁରିଆ, ୟୁରିକ୍ ଅମ୍ଳ ଓ CO2 । ମେରୁଦଣ୍ଡୀ ପ୍ରାଣୀମାନଙ୍କ ଯକୃତରେ ଏମୋନିଆ ସହ ଅଙ୍ଗାରକାମ୍ଳର ରାସାୟନିକ ସଂଯୋଗ ହୋଇ ୟୁରିଆ ଉତ୍ପନ୍ନ ହୋଇଥାଏ । ୟୁରିଆ (NH2 – CO – NH2) ଜଳରେ ଦ୍ରବଣୀୟ । ତେଣୁ ରକ୍ତରେ ମିଶି ଏହା ବୃକ୍‌କରେ ପହଞ୍ଚିଥାଏ । ବୃକ୍‌କରେ ରକ୍ତରୁ ୟୁରିଆ ଅଲଗା ହୁଏ ଓ ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ ମୂତ୍ର ହୋଇ ଶରୀରରୁ ବାହାରିଯାଏ ।

Question 5.
ମଣିଷର ରେଚନ ତନ୍ତ୍ରର ଏକ ନାମାଙ୍କିତ ଚିତ୍ର ଅଙ୍କନ କର ।
ଉ-

Question 6.
ବୃକ୍‌କର ଅନୁଦୈର୍ଘ୍ୟକ ଛେଦନର ଏକ ନାମାଙ୍କିତ ଚିତ୍ର ଅଙ୍କନ କର ।
ଉ-

Question 7.
ଚିତ୍ରସହ ଗ୍ଲୋମେରୁଲସ୍‌ର ଗଠନ ବର୍ଣ୍ଣନା କର ।
ଉ-

• ପ୍ରତ୍ୟେକ ବୃକ୍‌କ ଭିତରେ 10 ଲକ୍ଷରୁ ଅଧ୍ଵ ଅତି ସୂକ୍ଷ୍ମ ବୃକ୍‌କୀୟ ନଳିକା (Nephron) ରହିଥାଏ ।
• ପ୍ରତ୍ୟେକ ବୃକ୍‌କୀୟ ନଳିକାର ଗୋଟିଏ ପାର୍ଶ୍ଵ କପ୍ ବା ଗିନା ଆକୃତିର ।
• କପ୍ ଆକୃତିର ପାର୍ଶ୍ୱଟି ବୃକ୍‌କର ବାହାର ପଟକୁ ମୁହଁକରି ରହିଥାଏ ।
• ଏହି କପ୍କୁ ବାଓମ୍ୟାନ୍ସ କ୍ୟାପସୁଲ କୁହାଯାଏ ।
• ପ୍ରତ୍ୟେକ ନେଫ୍ରନ ସହ ଏଫରେଣ୍ଟ ଅନ୍ତର୍ବାହୀ ଉପଧମନୀ ସଂଯୁକ୍ତ ହୋଇଥାଏ ।
• ଏହା ନେଫ୍ରନ୍ ଭିତରେ ପ୍ରବେଶ କରି କୈଶିକ ନଳୀରେ ପରିଣତ ହୋଇଥାଏ ।
• ଏହିସବୁ କୈଶିକ ନଳୀ ପୁନଃ ମିଳିତ ହୋଇ ଏଫରେଣ୍ଟ ବହିର୍ବାହୀ ଉପଧମନୀ ସୃଷ୍ଟି ହୋଇଥାଏ ।
• ଏହି 2ଟି ଉପଧମନୀ ସହିତ ସଂଶ୍ଳିଷ୍ଟ କୈଶିକ ନଳୀର

Question 8.
ସଂକ୍ଷେପରେ ଉତ୍ତର ଦିଅ ।
(କ) ବୃକ୍‌କ କିପରି ଶରୀରର ଅନ୍ତଃପରିବେଶ ବଜାୟ ରଖୁଥାଏ ?
ଉ-
ପରିସ୍ରବଣ, ପୁନଃଶୋଷଣ, କ୍ଷରଣ ଏବଂ ନିଷ୍କାସନ – ଏହି ଚାରୋଟି ପ୍ରକ୍ରିୟା ମାଧ୍ୟମରେ ବୃକ୍‌କ ଶରୀରର ଅନ୍ତଃପରିବେଶର ସନ୍ତୁଳନ ବଜାୟ ରଖୁଥାଏ ।

(ଖ) ରେଚନ ତନ୍ତ୍ର କାହାକୁ କୁହାଯାଏ ?

• ଶରୀରରେ ହେଉଥ‌ିବା ବିଭିନ୍ନ ଚୟାପଚୟ ପ୍ରକ୍ରିୟାରୁ ସୃଷ୍ଟି ହେଉଥ‌ିବା ବର୍ଜ୍ୟବସ୍ତୁ ଶରୀର ପାଇଁ ଅଦରକାରୀ ଓ ହାନିକାରକ ଅଟେ ।
• ଶରୀରରେ ଥ‌ିବା ବିଶେଷ ବ୍ୟବସ୍ଥାଦ୍ୱାରା ବର୍ଜ୍ୟବସ୍ତୁଗୁଡ଼ିକ ନିଷ୍କାସିତ ହୁଏ ଓ ଶରୀର ଭିତର ପରିବେଶ
• ଯେଉଁ ଅଙ୍ଗମାନଙ୍କ ସହାୟତାରେ ଏହି କାର୍ଯ୍ୟ ସମ୍ପାଦିତ ହୁଏ, ତାହାକୁ ରେଚନ କୁହାଯାଏ । ମନୁଷ୍ୟର ରେଚନ ତନ୍ତ୍ର ବୃକ୍‌କ, ମୂତ୍ରସାରଣୀ ଓ ମୂତ୍ରାଶୟ ଇତ୍ୟାଦିକୁ ନେଇ ଗଠିତ ।

(ଗ) ମେରୁଦଣ୍ଡୀ ପ୍ରାଣୀମାନଙ୍କରେ ୟୁରିଆ କେଉଁଠି ତିଆରି ହୁଏ ? ମଣିଷର ମୁଖ୍ୟ ରେଚନ ଅଙ୍ଗଗୁଡ଼ିକର ନାମ ଲେଖ ।
ଉ-
ମେରୁଦଣ୍ଡୀ ପ୍ରାଣୀମାନଙ୍କ ଯକୃତରେ ଏମୋନିଆ ସହ ଅଙ୍ଗାରକାମ୍ଳର ରାସାୟନିକ ସଂଯୋଗ ହୋଇ ୟୁରିଆ ଉତ୍ପନ୍ନ ହୋଇଥାଏ । ମନୁଷ୍ୟର ମୁଖ୍ୟ ରେଚନ ଅଙ୍ଗଗୁଡ଼ିକର ନାମ ହେଉଛି – ବୃକ୍‌କ ଓ ଚର୍ମ ।

(ଘ) ସୁସ୍ଥ ବ୍ୟକ୍ତିର ମୂତ୍ର ଈଷତ୍ ହଳଦିଆ କାହିଁକି ? ମୂତ୍ରରେ କେଉଁ ଉପାଦାନ ଥିଲେ ବ୍ୟକ୍ତି ଅସୁସ୍ଥ ବୋଲି ଜଣାପଡ଼େ ?
ଉ-

• ମୂତ୍ରରେ ୟୁରୋକ୍ରୋମ୍ ନାମକ ବର୍ଷକଣା ଥିବା ହେତୁ ଜଣେ ସୁସ୍ଥ ବ୍ୟକ୍ତିର ପରିସ୍ରା ରଙ୍ଗ ଈଷତ୍ ହଳଦିଆ ହୋଇଥାଏ ।
• ମୂତ୍ରରେ ନିମ୍ନଲିଖ୍ ଉପାଦାନ ରହିଲେ ବ୍ୟକ୍ତି ଅସୁସ୍ଥ ବୋଲି ଜଣାପଡ଼େ; ଯଥା- ଗ୍ଲୁକୋଜ୍, ପ୍ରୋଟିନ୍, ରକ୍ତକଣିକା ।

Question 9.
ଗୋଟିଏ ଶବ୍ଦରେ ଉତ୍ତର ଦିଅ ।
(କ) ଶିଖାକୋଷ କେଉଁ ପ୍ରକାର କୃମିମାନଙ୍କର ରେଚନ ଅଙ୍ଗ ଭାବରେ କାର୍ଯ୍ୟ କରେ ?
ଉ-
ଚେପ୍‌ଟାକୃମି

(ଖ) ମଣିଷର କେଉଁଠାରେ ଏମୋନିଆ ୟୁରିଆରେ ପରିଣତ ହୁଏ ?
ଉ-
ଯକୃତ

(ଗ) ବୃକକ୍‌ରୁ ନିଃସୃତ କେଉଁ ହରମୋନ୍ ଲୋହିତ ରକ୍ତକଣିକା ତିଆରି କରିବାରେ ‘ସାହାଯ୍ୟ କରିଥାଏ ?
ଉ-
ଏରିଥ୍ରୋପୋଇଏଟିନ୍

(ଘ) ତେନ୍ତୁଳିରେ କେଉଁ ଅମ୍ଳ ଥାଏ ?
ଉ-
ଗାର୍ଟରର ଅମ୍ଳ

(ଙ) ଜିଆ ଓ ଜୋକଗୁଡ଼ିକଙ୍କର କେଉଁଟି ରେଚନ ଅଙ୍ଗ ଭାବରେ କାର୍ଯ୍ୟ କରେ ?
ଉ-
ନେଫ୍ରିଡ଼ିଆ

Question 10.
ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
(କ) ବିହଙ୍ଗ ଓ ସରୀସୃପ ଏମୋନିଆକୁ ………………….. ରେ ପରିଣତ କରି ଶରୀରରୁ ନିଷ୍କାସିତ କରିଥାନ୍ତି ।
(ଖ) ବୃକ୍‌କରେ ଥିବା ଅତି ସୂକ୍ଷ୍ମ ନଳିକାଗୁଡ଼ିକୁ ………………….
(61) ମାପିଝିଆନ୍ ନଳିକା …………………. ର ରେଚନ ଅଙ୍ଗରୂପେ କାର୍ଯ୍ୟକରେ ।
(ଘ) ଜଳଚର ପ୍ରାଣୀ ଶରୀରରେ ଉତ୍ପନ୍ନ ଏମୋନିଆକୁ ………………… କ୍ରିୟାଦ୍ଵାରା ଶରୀରରୁ ନିଷ୍କାସିତ କରିଥା’ନ୍ତି ।
(ଙ) ତମାଖୁ ପତ୍ରରେ ଥ‌ିବା ନିକୋଟିନ୍ ଏକ ………………….. ।
ପରିପକ୍ବ ଜାଇଲେମ୍‌ରେ ରେଜିନ୍ ଓ ………………….. ପରି ବର୍ଜ୍ୟବସ୍ତୁ ସଂଗୃହୀତ ହୋଇଥାଏ ।

Answers
(କ) ୟୁରିକ୍ ଅମ୍ଳ,
(ଖ) ବୃକ୍‌କୀୟ ନଳିକା । ମୂତ୍ରଜନ ନଳିକା
(ଗ) ଝିଣ୍ଟିକା,
(ଘ) ବିସରଣ,
(ଙ) ଉପକ୍ଷାର,
(ଚ) ଟାନିନ୍

Question 11.
ବାକ୍ୟରେ ଚିହ୍ନିତ ରେଖାଙ୍କିତ ଶବ୍ଦ । ଶବ୍ଦପୁଞ୍ଜକୁ ବଦଳାଇ ଠିକ୍ ବାକ୍ୟ ଲେଖ ।
(କ) ଶରୀରରେ ପୃଷ୍ଟିସାର ଚୟାପଚୟ ଫଳରେ ଗ୍ଲିସରଲ ନିର୍ଗତ ହୁଏ ।
ଉ-
ୟୁରିକି ଏସଡ଼
ଶରୀରରେ ପୃଷ୍ଟିସାର ଚୟାପଚୟ ଫଳରେ ୟୁରିଆ/ୟୁରିକ୍ ଅମ୍ଳ ନିର୍ଗତ ହୁଏ ।

(ଖ) ଜଳଚର ପ୍ରାଣୀଙ୍କ ଶରୀରରୁ ଉତ୍ପନ୍ନ ୟୁରିକି ଏସଡ଼ ବିସରଣ ପ୍ରକ୍ରିୟାଦ୍ଵାରା ସିଧାସଳଖ ଜଳୀୟ ପରିବେଶକୁ ନିଷ୍କାସିତ ହୋଇଥାଏ ।
ଉ-
ଜଳଚର ପ୍ରାଣୀଙ୍କ ଶରୀରରୁ ଉତ୍ପନ୍ନ ଏମୋନିଆ ବିସରଣ ପ୍ରକ୍ରିୟାଦ୍ଵାରା ସିଧାସଳଖ ଜଳୀୟ ପରିବେଶକୁ ନିଷ୍କାସିତ ହୋଇଥାଏ ।

(ଗ) ଏମିବା ପରି ଏକକୋଷୀ ପ୍ରାଣୀମାନଙ୍କର ରେଚନ ପ୍ରକ୍ରିୟା ନେଫ୍ରିଡ଼ିଆଦ୍ଵାରା ସମ୍ପାଦିତ ହୋଇଥାଏ ।
ଉ-
ଏମିବା ପରି ଏକକୋଷୀ ପ୍ରାଣୀମାନଙ୍କର ରେଚନ ପ୍ରକ୍ରିୟା ସଂକୋଚିକୀଧାନୀଦ୍ୱାରା ସମ୍ପାଦିତ ହୋଇଥାଏ ।

(ଘ) ମଣିଷର ମଧ୍ୟଚ୍ଛଦାର ଠିକ୍ ଉପରକୁ ଉଦର ଗହ୍ଵର ଭିତରେ ଦୁଇଟି ବୃକ୍‌କ ରହିଛି ।
ଉ-
ମଣିଷର ମଧ୍ୟଚ୍ଛଦାର ଠିକ୍ ତଳକୁ ଉଦର ଗହ୍ଵର ଭିତରେ ଦୁଇଟି ବୃକ୍‌କ ରହିଛି ।

(ଙ) ସିନା ଗଛରେ ନିକୋଟିନ୍‌ ପରି ଉପକ୍ଷାର ରହିଥାଏ ।
ଉ-
ସିନା ଗଛରେ କୁଇନାଇନ୍‌ ପରି ଉପକ୍ଷାର ରହିଥାଏ ।

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text B: Saturday Morning Violence Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text B: Saturday Morning Violence

Activity-8
Text Organisation
Answer the following questions briefly:

Question (a)
The writer, after establishing the context, states his thesis ( main point) in the introduction what is their thesis?
Answer:
As even a cursory glance at Saturday morning, cartoon show reveals children are being exposed to a steady diet of violence and that of the prime-time shows their parents so eagerly watch.

Question (b)
In the body of his essay Provisor presents the examples that support his thesis. In what respect do the examples in the third paragraph differ from the examples presented in the second paragraph? And what different points are made by the writer in these two paragraphs?
Answer:
Children’s cartoons have traditionally contained much violence and this situation is considered normal. The coyote follows the road runner and after a1 little bit of time, he plunges to the ground. Elmer Fudd puts his shotgun into a tree where Bug Bunny is hiding. Bug bonds the barrel so that when Elmer pulls the trigger, the gun discharged into his face.

A dog runs after a wood pecker and unable to control it, it ships into the running saw and cut off into two halves (Paragraph-2). Provision presents these examples to solidify his stand. The examples in the second paragraph are glaringly different from the third paragraph. The traditional cartoons describes violence as an isolated happening but the newer men portray it as a normal condition of life.

Question (c)
What is the purpose of exemplification in the fourth paragraph?
Answer:
The purpose of exemplification in the fourth paragraph is that only/by violent action can the problems of the world be solved.

Question (d)
What does the Writer do in the concluding paragraph? Does he sum Up the points he has already made in the body of the essay (Paragraphs 2,3 and 4), or does he develop a new aspect of violence on TV?
Answer:
The writer, in the concluding paragraph, considers that the cartoon shows for children on Saturday morning provided that violence is superior to reason and that conflict and threats of violent death are acceptable norms of existence. This indicates that the writer simply sums up the points he has made in the body of the essay. (Paragraphs 2,3 and 4)

Activity-9
Understanding Patterns Of Exemplification

Exemplification is a writer’s device that is used to support his or her general assertions with specific examples. Examples serve to explain and clarify general statements, add interest, and convince the reader that what dies, writer, is saying is reasonable or valid. Now, study Text-B to the following question, all of them related to the use of examples.

Question (a)
How many examples does Provisor offer? What are they?
Ans.
Provisor offers five examples to solidify his stand. They
1. The Coyote chasing the road runner.
2. Elmor Feud puts his shotgun into a tree where Bug Bonny hides.
3. “The Godzilla Super-Ninety show.”
4. A dog chasing a woody woodpecker into a sawmill.
5. ‘‘Challenge of the super friends”.

Question (b)
Why does he use several examples, not a single example?
Answer:
The writer Norman Provisor makes use of several examples instead of a single one.. He uses this technique so as to emphasize his stand with varied violence in different areas.

Question (c)
Do the examples illustrate the full range of subjects?
Answer:
The examples illustrate the full range of the writer’s subject. He covers examples from various loses and the examples and also varied and appropriate.

Question (d)
While developing the examples, Provisor never loses sight of his main idea. Can you explain how this ‘has been done in Text-B?
Answer:
Provisor cites, examples in order to solidify his stand that children are provided an insight into violence through the Saturday morning cartoon shows. While doing this he does not lose sight of his main idea. He hints at the main idea everywhere and he sums up the examples- in the light of the main idea.

Activity- 10
Cohesive Devices

In Activity-6 (in Text-A) in this unit, you looked at some reference words such as of those referred to in the text. Here, again you are invited to look at the italicized words below and to say what they refer to in Text-B

a) ____________ of violence that rivals that of the prime-time shows (Paragraph-1)
b) for a fraction of a second he looks pathetically ____________ (Para-2)
c) ____________ never cartoons portray it as a normal condition of life (para-3)
d) ____________ or to find a rational explanation for what is happening to them, (para 4)
e) ____________ a ray that can bore to the center of the earth and release its molten iron ore (para-5)
f) ____________ but the precious isn’t shown (para-6)
g) ____________ but until it does we parents will have to shudder every time (para-7)
Answer:
(a) violence.
(b) Coyote
(c) Violence
(d) human character
(e) pig iron
(f) Show
(g) Government commission

Activity-11
Notice this sentence beginning at the paragraph in Text-B (For) it is only when Godzilla bums, tear, crushes, drowns, or stamps his adversaries to death that the status quo can be re-established. You can easily see that in this sentence it does not carry of usual pronoun meaning (that is, it is an example of expletive it which carries ho lexical meaning and that the purpose of this ‘it,., that … “construction is to emphasize the part that comes between it and that. Such constructions are known as “Pseudo-Cleft” constructions. Now rewrite the following sentences as indicated.

Question (i)
I like to see only this kind of art movie.
Answer:
It is only this kind of art movie that Hike.

Question (ii)
The visitor wanted to listen to Indian classical music.
Answer:
It was only classical music that the visitor wanted to listen to.

Question (iii)
They will come onto the stage only when their names are announced.
Answer:
It is only when their names are announced that they will come onto the stage.

Question (iv)
The mountaineers reached their peak after crossing many hurdles.
Answer:
It was after crossing many hurdles that the mountaineers reached their peak.

Question (v)
She does not mind being generous with other people’s money.
Answer:
It is with other people’s motley she doesn’t mind being generous.

Extra Activtty- 11(A)
Do As Directed

I. Complete the sentences using as…..as

1. I’m quite tall, but you are taller. I’m not ____________
2. My salary is high but yours is higher. My salary isn’t ____________
3. You know a bit about cañ but I know more. You don’t  ____________
4. It’s still cold. but it was càIdei: yesterday. It isn’t ______
5. I still feel a bit tired I felt à lot more tired yesterday. I don’t ____________
6. They’ve lived here for quite a long time, but we’ve lived there longer. I wasn’t ____________
7. 1 was a bit nervous before the interview, but usually I’m not more nervous. I wasn’t _______________
Answer:
1. I am not as tall as you.
2. My salary is not as high as yours.
3. You don’t know as much as I know about cars.
4. It is not as cold as yesterday.
5. I don’t feel as tired as I did yesterday.
6. I wasn’t as shorter in, stay as they were.
7. l wasn’t as nervous as I was before.

II. Rewrite these sentences so that
they have the same meaning.
1. Jack is younger than he looks. Jack isn’t ____________
2. I didn’t spend much as nani as you. You ____________
3. The station was nearer than I thought. The station wasn’t ____________
4. The meal didn’t cost as much as I expected. The meal ____________
5. J go out less than I used to. I don’t ____________
6. Her hair isn’t as long as it used to be. She used to ____________
7. I know them better than you do. You don’t ____________
8. There were fewer people at this meeting than at the last one. These weren’t ____________
Answer:
1. Jack isn’t as old as he looks.
2. You spend more money.
3. The station was not nearer.
4. The meal cost more.
5. I don’t go out more frequently.
6. She used to have long hair.
7. You don’t know them Ss’ much I do.
8. There were not as many people as in the last one.

III. Complete the sentences using as ……….. as choose one of the following:
bad, comfortable, fast, long, often, quietly, soon, well, well-qualified.
1. I’m sorry. I’m a bit late. I get here ___________ I could.
2. It was a difficult question..’ I answered it ___________ I could.
3. “How big can J stay with you” “You can stay ___________ you live ?“
4. I need the information quickly. So please let me know ___________ possible.
5. I like to keep fit so I go swimming ___________ I can.
6. I didn’t want. to wake anybody, so I came in ___________ I could.
Answer:
1. I’m sorry. I’m a bit late. I get here as fast as I could.
2. It was a difficult question.-1 answered it as well as I could.
3. “How long can 1 stay with you ?” You can stay as long as you live.
4. I need the informatibn quickly. So please let me know as soon as possible.
5. I like to keep fit so I go swimming. As often as 1 can.
6. I didn’t want to wake anybody, so I came in As quietly as I could.

IV. Write sentences using the same..as
1. Aju and Viju are both 22 years old. Aju ___________
2. You and F both have dúk brown hair. Your hair ___________
3. I arrived at 10.25 and so did you. I ___________
4. My birthday is 5th April too. My ___________
Answer:
1. Aju is as the same age as Viju.
2. Your hair is the same color as mine.
3. I arrived as the same time as you.
4. My birthday is the same as yours.

V. Complete the sentences with than…. or as’……………
1. I can’treach as high as you. You are taller ___________
2. He does not know much. I know more ___________
3. 1 Don’t work particularly hard. Most people work as hard ___________
4. We are very surprised. Nobody was more surprised ____________
5. She’s not a very good player. I’m better ___________
6. They have been very lucky. I wish we were as lucky ___________
Answer:
1. You are taller than I am.
2. I know more than he does.
3. Most people work as hard as 1 does.
4. We are very surprised. Nobody was more surprised than 1.
5. I’m a better player than she.
6. They have been very lucky. 1 wish we were as lucky as you.

Saturday Morning Violence Summary in English

Section-B
Pre-Reading Activity

In this section, you will read an essay written by an American college student named Norman Provisor. The essay has the title “Saturday Morning Violence1′. Do you think, should be done to check it?
Now read Provisor’s essay and find answers to the following questions:
a) What does the essay deal with?
b) Is the writer’s attitude approving or – disapproving or condemning or prejudiced?

Text-B
By Norman Provisor Summary
Psychologists and communications experts have formulated scales to measure the dangers that come into American homes daily. Sociologists have discussed the possible effects of this situation on viewing the public. Children’s television at Saturday Morning cartoon reveals that children are being exposed to a steady and continuous diet of violence. Children’s cartoons have traditionally contained much violence which has been considered normal.

The coyote chases the roadrunner and finds himself standing in the mid-air over a deep chasm. Sometimes, he looks at the audience sadly and then plunges to the ground. Elmer Fuel puts his shotgun into a tree where Bugs Bunny is hiding Bugs bends the barrel so that when Elmer pulls the trigger, the sun discharges into his race. A dog chases a woody woodpecker into a sawmill and unable to stop, slides into the whirling blade of a circular saw.

As the scene ends, the two halves of the dog fell to the ground with a clatter. Godzilla, a prehistoric dinosaur who appears when called by his human companions, battles monsters that seem to appear everywhere. The plot every week, remains the same and-mix the monsters change. This show depicts a lot of violence. Another show “challenge of the super friends” is a weekly battle between the super friends which is the forces of God and the Hall of Doom which is the forces of evil.

Violence and evil are present everywhere in ‘this series. The Hall of Doom each week destroys cities and changes the conditions of our world. The superheroes, of course, set everything right, but the precarious child viewers of the show must know, even though it isn’t shown that many people are killed when the building fall and the tidal wave hits. The children learn that violence is superior to reason and that conflict and threats of violent death are acceptable conditions for existence.

Analytical outlines of the Text

• For the past five years, Television networks have attacked violent programs tremendously.
• Psychologists and communication experts have formulated scales to measure it.
• They have to measure the dangers of American homes every day.
• They focused their attention on children’s television.
• They observed children’s television at Saturday Morning cartoon.
• They observed that children are being exposed to a continuous diet Of violence.
• Actually, children’s cartoons have traditionally contained much violence.
• Their situation is Sddepted as’ normal.
• The coyote chases the road runner.
• He finds himself standing in midair over a deep chasm for a short time.
• He looks pathetically at the audience.
• Then he plunges to the grounds.
• Elmar Feud puts his shotgun into a tree.
• Bug Bunny was hiding there.
• The bug bends the barrel.
• So that Ether pulls the trigger.
• Hence, the gun discharged into, his face.
• A dog chases a woody woodpecker into a sawmill.
• It slides into the whirling blade of a circular saw.
• As the scene ends, the two halves of the dog rail to the ground with a clatter.
• The “Godzilla super-Ninety Show” is a good example of this.
• Every Saturday morning, Godzilla, a prehistoric dinosaur appears called by his human companions.
• This battle monsters seem to appear everywhere:
• The plot remains the same every week.
• Every week, the monsters only change.
• Another show is about the “Challenge of the Super Friends”.
• It is a Weekly battle between the super friends and the Hall of Doom.
• The super friends refer to the forces of God.
• And the Hall of Doom refers to the forces of evil.
• Every week it destroys cities.
• It thus changes the condition of our world.
• The superheroes, actually, set everything right.
• The children learn that violence is superior to reason.
• Therefore, the conflict and threats of violent death are acceptable conditions for existence!

Meaning of difficult words:
carriage – the killing and wounding of a lot of people.
a cursory glance – hurried, quick, done without attention to detail.
reveal – show, depict, express, and bring to the limelight.
expose – show, reveal, view, uncover, disclose, display.
steady – continuous, uninterrupted flow.
coyote – a small wild dog of North West America.
chases – pursue, follow, go after, run after.
mid-air – in the middle of the air.
chasm – an opening, fissure, schism, / a wide gap.
fraction – fragment, apart of a bigger whole of something.
plunge – to sink, to dive, to enter into.
road runner – a small bird that funs very fast.
adversaries – enemies, foes, antagonists, people opposing.
clatter – a rattling noise, noisy talk, a loud unpleasant noise.
molten – melted metal, melted liquid.
arch enemy – the worst enemy, chief enemy.
penetrate – to thrust, to pervade, go deep into.
extravaganza – a fantastic composition, a very large and expensive entertainment.
precocious – forward, ripe beforehand. those who say or do things as if. they were very simple.
shudder – shiver, quiver, tremble with fear and disgust.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 5 Ballad of the Landlord Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Poem 5 Ballad of the Landlord

Pre-reading Activity
Landlords and tenants do not always enjoy a happy relationship. What does the tenant do if he is evicted without any valid reason? Does the law of the land protect him? What can he do if he is denied justice, especially where law and justice are handmaidens of racial prejudice? Here is a ballad that dramatizes a situation of racial prejudice.

Questions For Discussion

Question 1.
What are the tenant’s complaints to the landlord?
Answer:
The tenant’s complaints to the landlord are the leakage of water in the house and the broken steps to it.

Question 2.
“These steps are broken down”. Is the sentence grammatically incorrect? If not, why has the poet used it?
Answer:
The sentence “These steps are broken down” is grammatically incorrect. The correct sentence would be “These steps are broken down”. However, the poet makes use of such an ungrammatical sentence because such a sentence is suitable in spot to English between people of this Class. Further, the ballad meter is possible in tainibic trimeter pattern, with “is”

Question 3.
“Well, that’s Ten Bucks more’n I’ll pay you/Title you fix this house up new”. Explain these lines.
Answer:
Yes; the ten dollars of house rent which the tenant has to 3 pay will be cleared after the repair works of the house are complete.

Question 4.
Does the tenant actually beat the landlord? How do you know?
Answer:
The tenant actually does not beat the landlord. False charges have been leveled against him. Because the landlord rather says that the tenant can’t utter a word if he is thrashed with a fist.

Question 5.
“He’s trying to ruin the. government and overturn the land” who speaks these words? And to what effect?
Answer:
The landlord speaks these words to the police to arrest the tenant.

Question 6.
Do you think the tenant committed an unbailable offense? Explain.
Answer:
The tenant never committed the unbailable offense. It was because the tenant immediately repair the landlord who never wanted to do it. His sole desire was to extort money from the tenants without providing adequate facilities for living. simply reminded of the complaints about the leaking house and broken steps which needed.

Question 7.
What is the attitude of the poet towards the legal system and social justice of the land? Is it justifiable in the context, of the poem?
Answer:
The poet develops a negative attitude towards the dying legal system and social justice of the land. An innocent tenant is put behind the bars for no fault of his and the wicked and notorious landlord gets the upper hand. The innocent are punished and the notorious are let loose. Law in the context of the poem is not justifiable.

Question 8.
Why is the last stanza printed in capital letters?
Answer:
The last stanza comprises capital letters because these are the exact newspaper headlines that appear on a newspaper so as to draw the attention of the reader.

Question 9.
In this poem, the poet uses some words that are plain or ungra¬mmatical or clipped or telegraphic. Can you identify them?
Answer:
“These steps are broken”; ‘member……..Ten Bucks more’n I’llYou gonna………..”; “You ain’t gonna He’stryingto.“Man Threatens Landlord Tenant Held No Bail Judge Gives Negro 90 Days In Country Jail”

Question 10.
Who do you sympathize with the landlord or the tenant? And why?
Answer:
Actually, the tenant draws more sympathy than the landlord. It is because he has fallen victim in the hand of the kind landlord who without any rhyme and reason puts him behind the bars on false charges. The tenant simply puts forth his problems in the house he had taken on rent, But the angry landlord takes recourse to unethical activities.

Composition

Question 1.
Examine how far the title “Ballad of the Landlord” is justified.
Answer:
The poem “Ballad of the Landlord” has been composed by Langstone Hughes, a prominent and outstanding poet of America. He has written a large volume of poems. He is an outstanding master who provides very apt and suggestive titles to his poems. Actually, a colorful and attractive signboard automatically arrests the attention of the customer to the shops. Similarly, an apt and adequate, and suggestive title, automatically fascinates the reader and makes them spellbound to go through the poem.

The discussed poem “Ballad of the Landlord” presents the same powerful force to justify the title of his poem. In fact, the ballad is a narrative poem that tells the story of some event in the form of a verse. Here, the poem; tells about the complaints of a tenant and the action taken by the landlord on that issue.

However, going through the poem, we have marked that the tenant had already given information to the landlord a week ago as to the leakage in the house and the broken steps which needed immediate repair. He also tells the landlord that he would pay him his due often dollars rented money when the landlord would complete the repair work of the house.

On the other hand, the landlord becomes irritated and resorts to illegal means to evict the tenant from the house. He even threatens him to fist on his back and the tenant can’t utter a word against him. The landlord also cries, “Police ! Police .” to come and arrest the tenant with no fault of his. Therefore, the tenant is arrested on false charges. He is thrown to prison due to the unbailable offense’ leveled against him.

The next day it came out in the newspaper Headline “Man Threatens Landlord/ Tenant Held No Bail/ Judge Gives Negro 90 Days In Country Jail” As a matter of fact the poem is entirely apt ‘and justified. Although unjust still then the landlord is ‘fully involved in the development of the theme. Without the illegal action taken by the landlord, the event can’t be completed. On the whole, in spite of the negation and injustice, the poem makes us spellbound and amused. In fact, the title is proper and justified.

Question 2.
Write an appreciation of the poem, following the outlines: (theme deviant (unusual) language used response to the poem and your analysis of the sequence of events, in narration stanza by stanza effectiveness of the poem in communicating the intended ideas and feeling- the functions of the considered opinion. Landlord” is undoubtedly the best masterpiece of Hughes. It is, indeed, Hughe’s ‘protest’ poem that tells about the. the sobriety of the tenants contrasted with the high-handed attitude of the landlords who exploit and harass their tenants. This event has been generalized and even universalized. The first and second stanza deal with the complaints given by the tenant before to the landlord as to the leakage in the house and the broken steps. The tenant had already given
Answer:
In fact, the poem “Ballad of the information about it to the landlord a week before. But no action has been taken so far relating to the condition of the house and the steps. The third stanza tells about the tenant’s warning against the nonpayment of the ten dollars that he owed to the landlord. He declared that he. would not pay the sum till repair works are undertaken. The fourth stanza explains the landlord’s reaction to the tenant’s request for the repair of the house again and over again. He says that the tenant is going to get the eviction orders to leave the house very soon.

He also adds that the tenant is talking high and mighty. He never hesitates to say that the tenant can’t have to say anything if it is thrashed with a fist. In die concluding stanza, the poet says that the landlord shouts for the police who came and arrested the tenant for no fault of his. He is imprisoned. He was tried in the court which convicts him. He is put behind the bars. In fact, it is a unique poem. Because there is scarcely any poem that is grounded on the tenant-landlord relationship.

It gives a realistic picture of the society in which people like these still exist. It is extremely important in the sense that the personal event has been generalized and universalized. Activity on Poem Completion Completes the following poem by filling the gaps appropriately with the lines given below it.

Activity on Poem Completion

Complete the following poem by filling the gaps appropriately with the lines given below it.
Fight your little fight my boy Don’t be a good little, good little boy and agree with all the mealymouthed. mealy-mouthed Cowardice, every old lout (D.H. Lawrence)

Lines for the gaps:
i) truths that the shy trot out.
ii)being as good, as you can.
iii) fight and be a man.
iv) to protect themselves and their greedy-mouthed, greedy-mouthed.
Answer:
Fight your little fight, my boy Fight and be a man Don’t be a good little, good little boy Being as good as you can. And agree with all the mealy-mouthed, mealy-mouthed. To protect themselves and their greedy-mouthed, greedy-mouthed. The truth that the shy trot out Cowardice, every old lout.

Notes on the poet:

Haid as the poet of the Harlem (a district in New York with a large concentration of Black Americans) Langston Hughes (1902- 1967) is famous for works like “The Weary Blues” (1926), “One Way Ticket” (1949) and “The Panther and the Lashi” (1967). His poetry has a rhythm close to Jazz Music; it is characterized by conflicting changes …… sharp interjections, broken shy them. The poem “Ballad of the Landlord” is one of Hughes’s protest poems.

The Ballad As A Verse Form:
A ballad is a narrative poem that tells a story, or it can be said to be a story in verse. Both the ballad and the lyric arise in response to the same need, both are associated in their origin with the communal dance, but while the ballad has remained a wayside flower, the lyric gradually becomes an exotic product of conscious art. The term ballad is used now to cover a wide variety of verses, but the word originally signified a dance song and many ballads eloquent of love youth and the spring tide were sun the villagers at their feasting t0 a rhythmic measure.

What we have are the product of Saxon, the intensity of feeling, softened and lightened by Norman sentiment and grace; though the ballad measure is of ancient origin and probably dates from early medieval times. Its History Thus, the ballad is a narrative poem, associated in its origin with the communal dance, possessing no marks of authorship and the outcome of tradition among people free from literary influence.

As in the case of the lyric, one more gifted member of the tribe would compose the verse of the song, while the rest would chant the refrain. The bard would recite the exploits of the hero in battle or the leader himself might even do this and the surrounding warriors join in the primitive chorus. Such is the history of the ballad not only in England but as recent investigations have shown, it can be paralleled in the unwritten literature of every savage race.

The term ballad has, however, been loosely applied to all poems written in what I know as “ballad meter”; what is, four-line stanzas technically described as iambic tetrameter and iambic trimetre, hence the term often includes poems that are real I “artificial ballads” in as much as they imitate the artless, simple, narrative form of the original literary prototypes, but which sin they are not the outcome of the condition which produced them are hot to be classed with them. “Conditions favorable to the making of such poetry ceased to be general after the fifteenth century”.

The charm of the ballad lies in its native, simplicity and primitive feeling. To call it artless, as some do, is a mistake, for it has its own rules of diction, its tricks of phrasing, and conventional refrains. But it has the case and sincerity of genuine poetry and is deep-rooted in its love of Earth and primal human qualities.

Ballad Of The Landlord Summary In English

The tenant complains about the problems of his rented house to the landlord. the house has become porous and water leaks through it causing problems for tenants. he had complained landlord about the matters before last week. The step of the house has broken and he had already received complaints about it. The tenant is surprised that the landlord never falls down when he climbs the broken steps. He also says that he would clear the dues of ten dollars after dies, the landlord, and repairs the house new.

This irritates die landlord who sharply says that the tenant is going to get eviction orders very soon. He is going to cut off his head and take his furniture and throw it in the street. He also scolds the tenant because he is thought of as arrogant and outspoken. He warns him that the tenant can not speak a word if the former strike him with his fist He also calls for the police to arrest the gentlemanly tenant. He charges him with trying to ruin the government and overturn the land. to the prison. The newspaper headlines run— Man Threatens Landlord Tenant Held Sio Bail Judge Gives Negro 90 Days In Country Jail. At last, the tenant is arrested and taken.

Analytical outlines

• The tenant complains to the landlord about the rented house.
• The house has become porous
• Water leaks through it.
• it causes various problems
• The tenant complains about it before last week,
• The steps of the house have broken.
• The landlord had already received complaints against if
• The tenant has Dyes often dollars
• He would pay it after repairing the house
• This irritates the landlord
• He sharply says that the tenant is going to get eviction orders very soon
• he is going to cut off his heat
• he is going to take his fortune
• He is also going to throw these in the street.
• He also scolds the tenant
• Because he is thought of as being arrogant and outspoken
• He warns him that a tenant can’t speak a word against him
• Even if the landlord strikes him with his fist
• He also calls for the police to arrest the gentlemanly tenant.
• He charges him with trying to ruin the government and overturn’ the land.
• At last, the tenant is arrested and taken to prison.
• The tenant is surprised ‘that the landlord never falls down when he climbs the broken steps.

Meaning of difficult words:

sprung a leak – has a crack through which water leaks
member – remember, recall
bucks – dollars
gonna – going to
high and mighty – arrogant
copper’s – policeman’s
precinct -the main police station in a particular area.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 4 Girl Lithe and TawnyTextbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Poem 4 Girl Lithe and Tawny

Pre-reading Activity

The word ‘LitheJ means graceful and ‘Tawny’ refers to a skin color made up of brown, yellow, and orange colors. Now, look at the title of the poem you are going to read and; guess what kind of a poem it is.

Questions For Discussion

Question 1.
How does the sun form the beauty of the girl?
Answer:
The sun that ‘forms the fruits, plumps the grains, curls sea-weeds forms the body of the poet’s dream girl with joy and her bright eyes and mouth with a smile of the water.

Question 2.
What does the expression “filled your body with joy” mean?
Answer:
The expression “filled your body with joy” implies the sweetness of her body politic that attracts her male counterparts.

Question 3.
What do you think is the meaning of the line and your mouth that has the smile of the water”?
Answer:
As water flows spontaneously, the upsurge of a natural smile on her mouth is quite natural and spontaneous. Her smile blooms on its own.

Question 4.
Why does the poet call the girl’s hair “a black yearning sun”? What figure of speech is used here?
Answer:
The girl’s hair is a black yearning sun” which implies that the sun hides in her black hair. The sun has a strong wish to remain hidden in her hair. The figure of speech ‘metaphor’ is used here.

Question 5.
What can the poet mean by “play with the sun as with a little brook”?
Answer:
The poet means by the expression “play with die sun as with a little brook” which leaves two dark pools in her eyes.

Question 6.
What draws the poet away from the girl?
Answer:
The frenzied youth, of Bee and the drunkenness of wave, and the power of the wheatear in the dream girl drew the poet away from her

Question 7.
What purpose does the image of the bee serve in stanza 3 of the poem?
Answer:
The image ‘bee’ in the third stanza implies young lovers who hover around the beautiful girls.

Question 8.
What does the poet try to convey through the images of the wave and the wheatear?
Answer:
The poet tries to convey the drunkenness of the wage and the power of the wheatear through these images.

Question 9.
Whose heart searches for the girl?
Answer:
The somber heart of the girl Lithe and Tawny search for the girl herself.

Question 10.
Why does the poet address the girl as a “Dark butterfly”?
Answer:
“Dark butterfly” refers to lovers having inconsistency in love. The girl is said to be a “Dark butterfly” because she is not constantly in love and changes her love from person to person as butterflies change from flower to flower.

Question 11.
What aspects/activities of the girl go towards making her lithe?
Answer:
The qualities of fruits, plumps, grains, sea-weeds, joy, luminous eyes, smile, and the sun being braided into her strands go towards the making of the poem.

Question 12.
Is the girl made tawny by the sun or was she was born tawny? How do you
Answer:
The girl was not bom tawny. She was made tawny by the sun. The reason for the answer goes in the line the sun that warms the fruits, plumps the grains that curl weed filled your body with joy, and your minus eyes/and your mouth that has the Nile of the water. The bold type letters mark the fact that she was made tawny. know the answer?

Composition

Question 1.
Make a list of objects to which the girl has been compared. Are they or comparisons convincing or exaggerated? of comparisons have been listed below:
Answer:
The poet makes use of a Plethora
the sun – noon
the fruit-friend youth of the bee
the plumps – drunkenness of the wave
the grains – power of the wheatear
the sea-weeds – dark butterfly.
smile of water – wheat-field
the yeaning – the puppy, the water
The comparisons are apt and suggestive and convincing.

Question 2.
Write an appreciation of the poem “Girl Lithe and Tawny”, starting with the mention of the theme, then analyzing the poem stanza by stanza, relating them to the theme, and including your overall (assessment of the poem.)
Answer:
The poem “Girl Lithe and Tawny” by Pablo Neruda is a love, poem written originally on the yearnings of romantic love. The discussed poem is nothing but an English translation of a poem that was written when Keruda was almost twenty. it explains a young man’s yearnings for a girl. of his dreams forms the fruits, that plumps the grains, that curls sea-weeds, filled her body with joy and her bright and luminous eyes and her mouth that has the smile of water The stanza 1 explains that the sun expresses the beauty of the girl. A black yearning.

the sun is braided into the strands of her black mane when she stretches her arms. She plays with the sun as with a little brook and it bares two dark pools in her eyes. The second stanza proceeds ahead to Everything bear him further away as though she were noon. She was the frenzied youth, of the bee, the drunkenness of the wave, and the power of the wheatear. The third stanza is important in the sense that nothing drew the poet towards her. The concluding stanza is most inspiring and heart-touching.

It tells that her somber heart scorches for herself, nevertheless, the poet loves her joyful body, her splendor, and her flowing voice. She is explained as a “Dark butterfly and like” the wheat field and the sun the poppy and the water. As a matter of fact, the way the poet presents his dream girl is most alluring and heart-enduring. It evokes in us a tint of romantic love which is the main theme of most of his poems.

Notes On The Poet:
Poetry and politics are the chief preoccupations of Pablo Neruda who was hired from 1904-1937. His love poetry written originally in Spanish focuses on the yearning for romantic love. Among his major collections are‘ Twenty Love Poems and ‘Song of (1924), ‘Spain is the Heart’ (1937) ‘And Memorial of Isla N’agra’ (1964). The poem ‘Girl Lithe and Tawny’ is an English translation of a poem that was written by Neruda was bravely twenty. It describes a young man’s year rings for the girl of his dreams.

Girl Lithe and Tawny Summary in English

The poet has addressed this poem to his dream girl Lithe and Tawny. Actually, the sun makes the fruit, plums the grains, and curls the seaweed. In a similar way, the sun fills her luminous eyes with joy and happiness. Her bright eyes and her mouth have the smile of the water. A black longing sun is woven into the stands of her black hair. When she stretches her arms, she plays with the sun as with a little stream. It leaves two dark pools in her eyes.

Girl Lithe and Tawny is such a dream girl towards whom nothing draws the poet. Everything bears him further aÿvay, as. though she was at noon. She was the frenzied youth of the bee, the drunkenness of the wave, and the power of the wheatear. Her dark-colored heart searches for you nevertheless. The poet is highly fascinated by her and loves her youthful body. He also loves her tender and flowing voice. He also loves the dark butterfly, sweet and definitive like the wheat field, the sun, the poppy, and the water.

Analytical outlines

• The poet has addressed this poem to
• his dream girl Lithe and Tawny.
• Actually, the sun makes the fruits.
• The sun plumbs the grains.
• The sun also curls the seaweed.
• Similarly, the sun fills her luminous eyes with joy.
• It also fills her bright eyes with happiness.
• Her bright eyes have the smile of the water.
• A black longing sun is woven into the stands of her black hair.
• She stretches her arms.
• She plays with the sun again and over again
• As the plays with the little stream.
• It leaves two dark pools in her eyes.
• Girl Lithe and Tawny is such a dream girl of the poet.
• The poet draws nothing towards her.
• Everything bears him further away.
• She was the frenzied youth of the bee
• She was also the drunkenness of the wave
• She was also the power of the wheatear.
• Her dark-colored heart earnestly searches him.
• The poet is highly fascinated by her.
• He loves her youthful body wholeheartedly
• He also loves her slender and flowing voice.
• He also loves the dark butterfly, sweet and definitive.
• He loves her like the wheat field.
• He loves her like the sun.
• He loves her like the poppy.
• He also loves her like the water.

Meaning of difficult words

Lithe – graceful
plumb – makes the grains fleshy and rounded
luminous – clear, bright, glowing.
yearning – strong, will, wish, or desire.
braided – plaited, intertwined, trimmed, woven.
strand – single hair.
mane – her long hair.
brook – fountain, stream
frenzied – excited, provoked, stirred up
somber – dark
definitive – decisive
poppy – large, bright red flower.

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.

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text C: New Superstitions for Old

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)

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

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text D: Burnout

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.

Odisha State Board BSE Odisha 10th Class Physical Science Solutions Chapter 9 ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଚୁମ୍ବକୀୟ ପ୍ରଭାବ Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Physical Science Solutions Chapter 9 ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଚୁମ୍ବକୀୟ ପ୍ରଭାବ

ପ୍ରଶ୍ନ 1 ରୁ 5 ମଧ୍ୟରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନ ପାଇଁ ଦିଆଯାଇଥ‌ିବା ଚାରୋଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛ ।

Question 1.
ଖଣ୍ଡିଏ ଲମ୍ବା ସଳଖ ତାର ଚାରିପଟେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର କିଭଳି ହୋଇଥାଏ ?
(a) ତାର ପ୍ରତି ଲମ୍ବ ସରଳରେଖା ଦ୍ୱାରା ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୂଚିତ ହୁଏ ।
(b) ତାର ପ୍ରତି ସମାନ୍ତର ସରଳରେଖା ଦ୍ୱାରା ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୂଚିତ ହୁଏ ।
(c) ତାରରୁ ବାହାରୁଥ‌ିବା ଅରୀୟ (Radial) ରେଖା ଦ୍ୱାରା ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୂଚିତ ହୁଏ ।
(d) ତାରକୁ କେନ୍ଦ୍ର କରୁଥିବା ସମକୈନ୍ଦ୍ରିକ ବୃତ୍ତଦ୍ୱାରା ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୂଚିତ ହୁଏ ।
Answer:
(d) ତାରିକୁ କେନ୍ଦ୍ର କରୁଥିବା ସମକୈନ୍ଦ୍ରିକ ବୃତ୍ତଦ୍ୱାରା ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୂଚିତ ହୁଏ ।

Question 2.
ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକୀୟ ପ୍ରେରଣ ହେଉଛି
(a) ବସ୍ତୁକୁ ଚାର୍ଜିତ କରିବା ପଦ୍ଧତି
(b) ଏକ ପଦ୍ଧତି ଯେଉଁଥିରେ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଯୋଗୁଁ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟି ହୁଏ ।
(c) ଏକ ପଦ୍ଧତି ଯେଉଁଥିରେ କୁଣ୍ଡଳୀ ଓ ଚୁମ୍ବକ ମଧ୍ୟରେ ଆପେକ୍ଷିକ ଗତି ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହୁଏ ।
(d) ବୈଦ୍ୟୁତିକ ମୋଟର୍‌ର କୁଣ୍ଡଳୀକୁ ଘୂରାଇବା ପଦ୍ଧତି ।
Answer:
(୯) ଏକ ପଦ୍ଧତି ଯେଉଁଥିରେ କୁଣ୍ଡଳୀ ଓ ଚୁମ୍ବକ ମଧ୍ୟରେ ଆପେକ୍ଷିକ ଗତି ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହୁଏ ।

Question 3.
ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଉତ୍ପନ୍ନ କରିବା ପାଇଁ ବ୍ୟବହୃତ ହେଉଥ‌ିବା ସାଧନର ନାମ ହେଉଛି –
(a) ଜେନେରେଟର୍
(b) ଗାଲ୍‌ ଭାନୋମିଟର୍
(c) ଏମିଟର୍
(d) ମୋଟର୍
Answer:
(a) ଜେନେରେଟର୍

Question 4.
ଏ.ସି. ଜେନେରେଟର ଓ ଡି.ସି. ଜେନେରେଟର ମଧ୍ୟରେ ମୁଖ୍ୟ ପ୍ରଭେଦ ହେଉଛି –
(c) ଏ.ସି. ଜେନେରେଟର୍‌ରେ ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକ ଥିବାବେଳେ ଡି.ସି. ଜେନେରେଟର୍‌ରେ ସ୍ଥାୟୀ ଚୁମ୍ବକ ଥାଏ ।
(b) ଡି.ସି. ଜେନେରେଟର୍ ଅଧ‌ିକ ଭୋଲ୍ଟେଜ୍ ଉତ୍ପନ୍ନ କରେ ।
(c) ଏ.ସି. ଜେନେରେଟର୍ ଅଧ‌ିକ ଭୋଲ୍‌ଟେଜ୍ ଉତ୍ପନ୍ନ କରେ ।
(d) ଏ.ସି. ଜେନେରେଟର୍‌ରେ ସ୍କ୍ରିପ୍ ବଳୟ ଥିବାବେଳେ ଡି.ସି. ଜେନେରେଟର୍‌ରେ କମ୍ୟୁଟେଟ୍‌ର ଥାଏ ।
Answer:
(d) ଏ.ସି. ଜେନେରେଟର୍‌ରେ ସ୍କ୍ରିପ୍ ବଳୟ ଥିବାବେଳେ ଡି.ସି. ଜେନେରେଟର୍‌ରେ କମ୍ୟୁଟେଟ୍‌ ଥାଏ ।

Question 5.
ଲଘୁପଥନ ହୋଇଥିବା ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ
(a) ବହୁ ପରିମାଣରେ କମିଯାଏ
(b) ଅପରିର୍ତ୍ତର ରହେ
(c) ବହୁପରିମାଣରେ ବଢ଼ିଯାଏ
(d) ଅରିରତ ଉ|ବେ ବଦଳୁଥାଏ
Answer:
(c) ବହୁ ପରିମାଣରେ ବଢ଼ିଯାଏ

Question 6.
ନିମ୍ନଲିଖୂ ବାକ୍ୟଗୁଡ଼ିକ ଠିକ୍ ବା ଭୁଲ୍ ଦର୍ଶାଅ ।
(a) ବୈଦ୍ୟୁତିକ ମୋଟର୍ ଯାନ୍ତ୍ରିକ ଶକ୍ତିକୁ ବିଦ୍ୟୁତ୍ ଶକ୍ତିରେ ପରିଣତ କରେ ।
(b) ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍ ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକୀୟ ପ୍ରେରଣ ନିୟମ ଅନୁସାରେ କାର୍ଯ୍ୟ କରେ ।
(c) ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଥ‌ିବା ଏକ ଦୀର୍ଘ ବୃତ୍ତାକାର କୁଣ୍ଡଳୀର କେନ୍ଦ୍ରରେ କ୍ଷେତ୍ର ସମାନ୍ତର ସରଳରେଖା ଦ୍ବାରା ସୂଚିତ ହୁଏ ।
(d) ବିଦ୍ୟୁତ୍ ଯୋଗାଣ କ୍ଷେତ୍ରରେ ଲାଇଭ୍ ତାର ସାଧାରଣତଃ ସବୁଜ ବିଦ୍ୟୁତ୍‌ରୋଧୀ ଦ୍ଵାରା ଚିହ୍ନିତ ହୋଇଥାଏ ।
Answer:
(a) ଭୁଲ୍ (b) ଠିକ୍ (c) ଠିକ୍ (d) ଭୁଲ୍ ।

Question 7.
ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟି କରିବା ପାଇଁ ଦୁଇଟି ଉପାୟର ତାଲିକା କର ।
Answer:
(a) କୃତ୍ରିମ ଓ ପ୍ରାକୃତିକ ଚୁମ୍ବକ
(b) ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକ
(c) ଏକ ପରିବାହୀ, ତାର କୁଣ୍ଡଳୀ ଓ ସଲେନଏଡ୍ ଯେ କି ବିଦ୍ୟୁତ୍ ପରିବହନ କରେ ।

Question 8.
ସଲେନଏଡ୍ କେମିତି ଚୁମ୍ବକ ଭଳି କାର୍ଯ୍ୟ କରେ ? ଗୋଟିଏ ଦଣ୍ଡ ଚୁମ୍ବକ ସାହାଯ୍ୟରେ ବିଦ୍ୟୁତ୍ ପରିବହନ କରୁଥିବା ସଲେନଏଡ୍‌ର ଉତ୍ତର ଓ ଦକ୍ଷିଣ ମେରୁ ନିର୍ଣ୍ଣୟ କରିପାରିବ କି ? ବୁଝାଅ ।
Answer:
(a)

• ସଲେନଏଡ୍ ଏକ ଦଣ୍ଡଚୁମ୍ବକ ପରି କାର୍ଯ୍ୟ କରେ ।
• ସଲେନଏଡ୍ ଯୋଗୁଁ ସୃଷ୍ଟ କ୍ଷେତ୍ର ରେଖା ବଳରେଖାମାନ ଦଣ୍ଡ ଚୁମ୍ବକର୍ ବଳରେଖା ସଦୃଶ ।
• ସଲେନଏଡ୍ ଭିତର ପଟରେ କ୍ଷେତ୍ରରେଖାଗୁଡ଼ିକ ସରଳରୈ ଓ ପରସ୍ପର ସହ ସମାନ୍ତର । ବାହାର ପଟରେ ଗୋଟିଏ ପ୍ରାନ୍ତରୁ ଅନ୍ୟ ପ୍ରାନ୍ତକୁ ଯାଇଛି ।
• ତେଣୁ ଦଣ୍ଡ ଚୁମ୍ବକ ପରି ସଲେନଏଡ୍‌ର ଗୋଟିଏ ପ୍ରାନ୍ତ ଚୁମ୍ବକୀୟ ଉତ୍ତର ମେରୁ ଓ ଅନ୍ୟ ପ୍ରାନ୍ତଟି ଦକ୍ଷିଣ ମେରୁ ଭଳି ଆଚରଣ କରେ ।

(b)
(i) ସଲେନଏଡ୍ ପ୍ରାନ୍ତକୁ ଚାହିଁଲେ ଯଦି ପ୍ରବାହ ଘଣ୍ଟାକଣ୍ଟା ଘୂରିବା ଦିଗରେ ଅର୍ଥାତ୍ ଦକ୍ଷିଣାବର୍ତୀ ପ୍ରବାହ ହେଉଥାଏ, ତେବେ ସେହି ପ୍ରାନ୍ତ ଦକ୍ଷିଣ ମେରୁ ଏବଂ ଯେଉଁ ପ୍ରାନ୍ତରେ ବାମାବର୍ତୀ ପ୍ରବାହ ହେଉଥ‌ିବ ତାହା ଉତ୍ତର ମେରୁ ।

(ii) ଦ୍ଵିତୀୟରେ ଗୋଟିଏ ଦଣ୍ଡଚୁମ୍ବକର ଉତ୍ତର ମେରୁ ସଲେନଏଡ଼ର ଏକ ପ୍ରାନ୍ତ ନିକଟକୁ ନେଲେ ଯଦି ସଲେନଏଡ୍ ଉତ୍ତର ମେରୁ ଆଡ଼କୁ ଆକୃଷ୍ଟ ହୋଇଆସେ ତେବେ ସଲେନଏଡ୍ର ସେହି ପ୍ରାନ୍ତ ଦକ୍ଷିଣ ମେରୁ । ଯଦି ସଲେନଏଡ୍‌ର ସେହି ପ୍ରାନ୍ତ ଦଣ୍ଡ ଚୁମ୍ବକର ଉତ୍ତର ମେରୁଠାରୁ ଦୂରେଇଯାଏ ତେବେ ତାହା ଉତ୍ତର ମେରୁ ହେବ ।

Question 9.
ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ରହିଥ‌ିବା ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ବିଶିଷ୍ଟ ପରିବାହୀ ଉପରେ ବଳ କେତେବେଳେ ସର୍ବାଧିକ ହୁଏ ?
Answer:
ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ରହିଥ‌ିବା ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ବିଶିଷ୍ଟ ପରିବାହୀ ଉପରେ ବଳ ସର୍ବାଧ‌ିକ ହେବ ଯେତେବେଳେ ପରିବାହୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ପରସ୍ପର ପ୍ରତି ଲମ୍ବ ହେବ ।

Question 10.
ମନେକର ଗୋଟିଏ କୋଠରୀ ଭିତରେ ତୁମେ ଗୋଟିଏ କାନ୍ଥକୁ ଆଉଜି ବସିଛ । ପଛକାନ୍ଥରୁ ସାମ୍ନା କାନ୍ଥ ଆଡ଼କୁ ଭୂସମାନ୍ତର ଭାବେ ଗତି କରୁଥିବା ଏକ ଇଲେକ୍‌ଟ୍ରନ ଗୁଚ୍ଛ ଗୋଟିଏ ତୀବ୍ର ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ଯୋଗୁଁ ତୁମ ଡାହାଣ ଆଡ଼କୁ ବିକ୍ଷେପିତ ହେଉଛି । ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ କ’ଣ ?
Answer:
ବିଦ୍ୟୁତ୍ ସ୍ରୋତ (I)ର ଦିଗ ଇଲେକ୍‌ଟ୍ରନ ଗୁଚ୍ଛର ବିପରୀତ ଦିଗ ଅଟେ । ଯେହେତୁ ଇଲେକ୍‌ ଟ୍ରନ ରଶ୍ମିଗୁଚ୍ଛ ଗୋଟିଏ ତୀବ୍ର ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ଯୋଗୁ ଡାହାଣ ଆଡ଼କୁ ବିକ୍ଷେପିତ ହେଉଛି, ଫ୍ଲେମିଂଙ୍କ ବାମହସ୍ତ ନିୟମ ପ୍ରୟୋଗ କଲେ ଜଣାଯାଏ ଯେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ଲମ୍ବଭାବରେ ନିମ୍ନମୁଖୀ କାର୍ଯ୍ୟକାରୀ ହେତଛ |

Question 11.
ଗୋଟିଏ ବୈଦ୍ୟୁତିକ ମୋଟର୍‌ର ନାମାଙ୍କିତ ଚିତ୍ର ଅଙ୍କନ କର । ଏହାର ନିୟମ ଓ କାର୍ଯ୍ୟପ୍ରଣାଳୀ ବୁଝାଅ । ମୋଟର୍‌ରେ ବିଖଣ୍ଡିତ ବଳୟର କାର୍ଯ୍ୟ କ’ଣ ?
Answer:
ନିୟମ : ବୈଦ୍ୟୁତିକ ମୋଟର୍ ଏକ ଘୂର୍ଣାୟମାନ ଯନ୍ତ୍ର । ଏହା ବିଦ୍ୟୁତ୍ ଶକ୍ତିକୁ ଯାନ୍ତ୍ରିକ ଶକ୍ତିରେ ରୂପାନ୍ତରିତ କରେ । ଯେକୌଣସି ପରିବାହୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହ କଲେ ତା’ ଚତୁର୍ଦ୍ଦିଗରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟି ହୁଏ । ଯଦି ଏକ ସ୍ଥାୟୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହୀ ପରିବାହୀକୁ ରଖାଯାଏ, ତେବେ ଦୁଇଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ପରସ୍ପରକୁ ପ୍ରଭାବିତ କରନ୍ତି । ଫଳରେ ପରିବାହୀଟି ଉପରେ ଏକ ବଳ କାର୍ଯ୍ୟକାରୀ ହୁଏ । ଏହି ବଳ ପ୍ରଭାବରେ ପରିବାହୀଟି ଗତିଶୀଳ ହୁଏ ।

କାର୍ଯ୍ୟପ୍ରଣାଳୀ :

• ବ୍ୟାଟେରୀରୁ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ବ୍ରଶ X ଜରିଆରେ କୁଣ୍ଡଳୀ ABCD ରେ ପ୍ରବେଶ କରେ ଓ Y ଜରିଆରେ ପ୍ରସ୍ଥାନ କରେ |
• ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ବାହୁ AB ରେ A ରୁ B ଆଡ଼କୁ ଓ CD ରେ C ରୁ D ଆଡ଼କୁ ପ୍ରବାହିତ ହେଉଛି ।
• ଫ୍ଲେମିଂଙ୍କ ବାମହସ୍ତ ନିୟମ ଅନୁସାରେ AB ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳ ତାକୁ ତଳକୁ ଠେଲୁଥିବା ବେଳେ CD ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳ ତାକୁ ଉପରକୁ ଠେଲିବ ।
• କୁଣ୍ଡଳୀ ଓ ଅଖ ଗୋଟିଏ ଅକ୍ଷ ଚାରିପଟେ ଘଣ୍ଟାକଣ୍ଟାର ବିପରୀତ ଦିଗରେ ଘୂରିବ । ପ୍ରବାହିତ ହେବ ।
• ଅର୍ଶଘୂର୍ଶନ ପରେ Q ବ୍ରଶ Xସହ ଓ P ବ୍ରଶ Y ସହ ଲାଗିବ ।
• କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ବିପରୀତ ହୋଇ DCBA ରେ
• ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗର ପରିବର୍ତ୍ତନ AB ଓ CD ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ପରିବର୍ତ୍ତନ କରେ । ପୂର୍ବରୁ ତଳକୁ ଯାଉଥୁବା AB ବର୍ତ୍ତମାନ ଉପରକୁ ଉଠିବ ଏବଂ ପୂର୍ବରୁ ଉପରକୁ ଉଠୁଥ‌ିବା CD ବର୍ତ୍ତମାନ ତଳକୁ ଖସିବ ।
• କୁଣ୍ଡଳୀ ଓ ଅଖ ଏକାଦିଗରେ ଆଉ ଏକ ଅର୍ଦ୍ଧ ଘୂର୍ଣ୍ଣନ କରିବ ।
• ପ୍ରତି ଅର୍ଥ ଘୂର୍ଣ୍ଣନ ପରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ଦିଗ ବଦଳି ଚାଲିବ ଏବଂ କୁଣ୍ଡଳୀ ଓ ଅଖ ଘଣ୍ଟାକଣ୍ଟାର ବିପରୀତ ଦିଗରେ ଅନବରତ ଘୂରିଚାଲିବ ।
• ଯେଉଁ ଯନ୍ତ୍ରକୁ ଘୂରାଇବା ଆବଶ୍ୟକ ତାକୁ ଅଖ ସହିତ ସଂଯୁକ୍ତ କରି ଦିଆଯିବ ।

ବିଖଣ୍ଡିତ ବଳୟର କାର୍ଯ୍ୟ :
ବିଖଣ୍ଡିତ ବଳୟ (କମ୍ୟୁଟେଟ୍‌ର) ପରିପଥରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ପ୍ରତି ଅର୍ଷଘୂର୍ଣ୍ଣନରେ ପରିବର୍ତ୍ତନ କରେ । ଫଳରେ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ପରିବର୍ତ୍ତନ ହୁଏ । କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ସେହି ଅନୁସାରେ ପରିବର୍ତ୍ତନ ହୁଏ ଏବଂ କୁଣ୍ଡଳୀକୁ ଅନବରତ ଘୂରିବାରେ ସାହାଯ୍ୟ କରେ ।

Question 12.
ବୈଦ୍ୟୁତିକ ମୋଟର୍ ବ୍ୟବହାର କରୁଥ‌ିବା କିଛି ସାଧନର ନାମ ଲେଖ ।
Answer:
ବିଦ୍ୟୁତ୍ ଚାଳିତ ପଙ୍ଖା, ରେଫ୍ରିଜରେଟର୍, ମିକ୍ସର, ଲୁଗାଧୁଆ ଯନ୍ତ୍ର, କମ୍ପ୍ୟୁଟର, MP-3 ପ୍ଲେୟାର, ପାଣିପମ୍ପ୍, କୁଲର୍‌, ଶୀତତାପ ନିୟନ୍ତ୍ରିତ ଯନ୍ତ୍ର, ଧାନକୁଟା କଳ ।

Question 13.
ବିଦ୍ୟୁତ୍‌ରୋଧୀ ଦ୍ୱାରା ଆଚ୍ଛାଦିତ ତମ୍ବାତାରର ଏକ କୁଣ୍ଡଳୀ ଗୋଟିଏ ଗାଲ୍‌ଭାନୋମିଟର ସହ ସଂଯୁକ୍ତ । ଗୋଟିଏ ଦଣ୍ଡ ଚୁମ୍ବକକୁ ଯଦି
(i) କୁଣ୍ଡଳୀ ମଧ୍ୟକୁ ଠେଲି ଦିଆଯାଏ,
(ii) କୁଣ୍ଡଳୀ ମଧ୍ୟରୁ ବାହାରକୁ କାଢ଼ି ଅଣାଯାଏ,
(iii) କୁଣ୍ଡଳୀ ମଧ୍ୟରେ ସ୍ଥିର ଭାବେ ରଖାଯାଏ, ତା’ ହେଲେ କ’ଣ ହେବ ?
Answer:
ବିଦ୍ୟୁତ୍‌ରୋଧୀ ଦ୍ଵାରା ଆଚ୍ଛାଦିତ ତମ୍ବାତାରର ଏକ କୁଣ୍ଡଳୀ ଗୋଟିଏ ଗାଲ୍‌ଭାନୋମିଟର ସହ ସଂଯୁକ୍ତ । ଗାଲଭାନୋମିଟର କ୍ଷୀଣ ବିଦ୍ୟୁତ୍ ମାପକ ଯନ୍ତ୍ର ।

(i) ଗୋଟିଏ ଦଣ୍ଡ ଚୁମ୍ବକକୁ ଯଦି କୁଣ୍ଡଳୀ ମଧ୍ୟକୁ ଠେଲି ଦିଆଯାଏ ତେବେ ଗାଲଭାନୋମିଟରର ସୂଚୀ ଡାହାଣପଟକୁ ବିକ୍ଷେପିତ ହେବ । ଗାଲଭାନୋମିଟର୍‌ ବିକ୍ଷେପଣର ଅର୍ଥ କୁଣ୍ଡଳୀ ମଧ୍ଯରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହିତ ହୋଇଛି । ବୁମ୍ବକକୁ କୁଣ୍ଡଳୀ ନିକଟକୁ ହଠାତ୍ ନେଲେ କୁଣ୍ଡଳୀରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ପରିବର୍ତ୍ତନ ହୁଏ ଏବଂ କୁଣ୍ଡଳୀରେ ଚୁମ୍ବକୀୟ ବଳରେଖାର ପରିବର୍ତ୍ତନ ହୁଏ । କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ପ୍ରବାହ ଯୋଗୁଁ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ସୃଷ୍ଟିହେଲା ଏବଂ ଗାଲ୍‌ଭାନୋମିଟର୍‌ ଡାହାଣକୁ ବିକ୍ଷେପିତ ହେଲା ।

(ii) କୁଣ୍ଡଳୀ ମଧ୍ୟରୁ ବାହାରକୁ କାଢ଼ି ଆଣିଲେ ହଠାତ୍‌ କୁଣ୍ଡଳୀରେ ଚୁମ୍ବକକ୍ଷେତ୍ର ପରିବର୍ତ୍ତନ ହେବ । ଫଳରେ କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ପ୍ରବାହ (ବିପରୀତ) ହେବ, ତେବେ ଗାଲଭାନୋମିଟର ବିକ୍ଷେପ ବାମପଟକୁ ହେବ । କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ସୃଷ୍ଟି ହୋଇ ବିପରୀତ ଦିଗରେ ପ୍ରବାହିତ ହେବ ।

(iii) କୁଣ୍ଡଳୀ ମଧ୍ଯରେ ଚୁମ୍ବକକୁ ସ୍ଥିର ରଖୁଲେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ପରିବର୍ତ୍ତନ ହୁଏନାହିଁ । ଫଳରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ଉତ୍ପନ୍ନ ହୁଏ ନାହିଁ । ତେଣୁ ଗାଲଭାନୋମିଟର ବିକ୍ଷେପ ଶୂନ ହେବ ।

Question 14.
ଦୁଇଟି ବୃତ୍ତାକାର କୁଣ୍ଡଳୀ À ଓ B ପାଖାପାଖ୍ ରହିଛି । ଯଦି କୁଣ୍ଡଳୀ A ରେ ବିଦ୍ୟୁତ୍‌ ପ୍ରବାହ ବଦଳେ, କୁଣ୍ଡଳୀ Bରେ କିଛି ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେବ କି ? କାରଣ ଦିଅ ।
Answer:
ହଁ, ଯଦି କୁଣ୍ଡଳୀ A ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ବଦଳେ ତେବେ କୁଣ୍ଡଳୀ B ରେ କିଛି ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେବ । କାରଣ ଆମେ ଜାଣୁ ଯେ ଯଦି ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ପରିବର୍ତ୍ତନ ହେବ, ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ତୀବ୍ରତା ପରିବର୍ତ୍ତନ ହେବ । ତେଣୁ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ରେଖା ପରିବର୍ତ୍ତନ ହେଲେ B ର ମଧ୍ୟ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ରେଖା ପରିବର୍ତ୍ତନ ହେବ । A ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ବଦଳିବ ଫଳରେ B ରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେବ ।

Question 15.
ନିୟମ ଦର୍ଶାଅ ।
Answer:
(i) ସଳଖ ପରିବାହୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଜନିତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ଦିଗ ନିର୍ଣ୍ଣୟ କରିବା ପାଇଁ ।
ଡ :
ଦକ୍ଷିଣହସ୍ତ ବୃଦ୍ଧାଙ୍ଗୁଳି ନିୟମ :
ମନେକର ଯେଉଁ ତାରରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେଉଛି ତାକୁ ତୁମେ ଡାହାଣ ହାତରେ ଏମିତି ମୁଠାଇ ଧରିଛି ଯେ ବୁଢ଼ା ଆଙ୍ଗୁଳିଟି ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଦିଗରେ ତାର ସହ ସମାନ୍ତର ହୋଇ ଲମ୍ବିରହିଛି ଓ ଅନ୍ୟ ଆଙ୍ଗୁଳିଗୁଡ଼ିକ ତାର ଚାରିପଟେ ବଙ୍କାଇ ହୋଇ ଘେରି ରହିଛି । ଏହି ଆଙ୍ଗୁଳି ଗୁଡ଼ିକର ଟିପ ଯେଉଁ ବୃତ୍ତାକାର ଦିଗର ସୂଚନା ଦେଉଛି ତାହା ହେଉଛି ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ବହନ କରୁଥିବା ପରିବାହୀ ଜନିତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ।

(ii) ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ପ୍ରତି ଲମ୍ବ ଭାବେ ଥ‌ିବା ସଳଖ ପରିବାହୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଜନିତ ବଳର ଦିଗ ନିର୍ଣ୍ଣୟ କରିବା ପାଇଁ ।
ଡ :
ଫ୍ଲେମିଂଙ୍କ ବାମହସ୍ତ ନିୟମ :
ବାମହସ୍ତ ବୃଦ୍ଧାଙ୍ଗୁଳି, ତର୍ଜନୀ ଓ ମଧ୍ଯମାକୁ ଏପରି ଖୋଲି ରଖ ଯେପରିକି ସେଗୁଡ଼ିକ ପରସ୍ପର ପ୍ରତି ଲମ୍ବ ହୋଇ ରହିବେ । ଯଦି ତର୍ଜନୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଓ ମଧ୍ୟମା ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ସୂଚାଏ ତେବେ ପରିବାହୀ ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ବା ପରିବାହୀର ଗତିର ଦିଗ ବୃଦ୍ଧାଙ୍ଗୁଳି ଦ୍ଵାରା ନିର୍ଦ୍ଦେଶିତ ହେବ ।

(iii) କୁଣ୍ଡଳୀଟିଏ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ଘୂରୁଥିଲେ ସେଥ‌ିରେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ଦିଗ ନିର୍ଣ୍ଣୟ କରିବା ପାଇଁ ।
ଡ :
ଫ୍ଲେମିଂଙ୍କ ଦକ୍ଷିଣହସ୍ତ ନିୟମ :
ଦକ୍ଷିଣ ହସ୍ତର ବୃଦ୍ଧାଙ୍ଗୁଳୀ, ତର୍ଜନୀ ଓ ମଧ୍ଯମାକୁ ଏପରି ଖୋଲି ରଖ ଯେ ସେଗୁଡ଼ିକ ପରସ୍ପର ପ୍ରତି ସମକୋଣରେ ରହିବେ । ତର୍ଜନୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଓ ବୃଦ୍ଧାଙ୍ଗୁଳି ପରିବାହୀର ଗତିର ଦିଗ ନିର୍ଦ୍ଦେଶ କଲେ ମଧ୍ୟମା ନିର୍ଦ୍ଦେଶ କରୁଥ‌ିବା ଦିଗରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହେବ ।

Question 16.
ଏକ ନାମାଙ୍କିତ ଚିତ୍ର ସାହାଯ୍ୟରେ ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍‌ର ନିୟମ ଓ କାର୍ଯ୍ୟପ୍ରଣାଳୀ ବୁଝାଅ । ବ୍ରଶ୍ନର କାର୍ଯ୍ୟ କ’ଣ ?
Answer:
ନିସ୍ତ୍ରମ :
ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍ ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକୀୟ ପ୍ରେରଣ ପଦ୍ଧତି ଉପରେ ପର୍ଯ୍ୟବସିତ । ବିଦ୍ୟୁତ୍ ଜେନେରେଟର ଏକ ଯନ୍ତ୍ର ଯେଉଁଥରେ ଯାନ୍ତ୍ରିକ ଶକ୍ତି ବିଦ୍ୟୁତ୍ ଶକ୍ତିରେ ପରିଣତ ହୁଏ । ଏଥିରେ ଯାନ୍ତ୍ରିକ ଶକ୍ତି ସାହାଯ୍ୟରେ ଏକ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ଗୋଟିଏ ପରି ବାହୀକୁ ଘୁରାଇ ବିଦ୍ୟୁତ ଉତ୍ପାଦନ କରାଯାଏ ।

ଚୁମ୍ବକ କ୍ଷେତ୍ରରେ ପରିବାହୀର ଗତି ବା ପରିବାହୀ ନିକଟରେ ଚୁମ୍ବକର ଗତି ବା ଯେକୌଣସି ପଦ୍ଧତିରେ ପରିବାହୀ ମଧ୍ୟରେ ଚୁମ୍ବକୀୟ ବଳରେଖାମାନ ପରିବର୍ତ୍ତନ ଫଳରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ବାହକ ବଳ ସୃଷ୍ଟି ହୁଏ । ଏହି ପ୍ରକ୍ରିୟାକୁ ଉପଯୋଗ କରି ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍ ଗଠିତ ହୋଇଛି ।

ଖଠନ :

• ABCD ଏକ ଘୂର୍ଣାୟମାନ ଆୟତାକାର କୁଣ୍ଡଳୀ । ଏହାକୁ ଏକ ସ୍ଥାୟୀ ଚୁମ୍ବକରେ ଦୁଇମେରୁ ମଧ୍ୟରେ ରଖାଯାଇଛି ।
• ସ୍କ୍ରିପ୍ ବଳୟ R₁ ଓ R₂ ସହିତ ଯଥାକ୍ରମେ B₁ ଓ B₂ ବ୍ରଶ ସଂଯୁକ୍ତ ହୋଇଛି । ବଳୟ ଭିତର ବିଦ୍ୟୁତରୋଧୀ ଏବଂ ବାହାର ପାଖ ବିଦ୍ୟୁତ୍ ସୁପରିବାହୀ ଅଟେ।
• ଅଖ ସହ କୁଣ୍ଡଳୀ ଓ ସ୍କ୍ରିପ୍ ବଳୟ ଘୂରେ । କୁଣ୍ଡଳୀଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ଘୂରେ । ବାହ୍ୟ ପରିପଥ ସହ ବ୍ତଣ୍ ତ୍ରରଟି ସଂପ୍ତକ୍ର |
• ବାହ୍ୟ ପରିପଥରେ ଲାଗିଥିବା ଗାଲ୍‌ଭାନୋମିଟର୍ ଓ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ସୂଚନା ଦିଏ ।

କାର୍ଯ୍ୟ :

• ମନେକର କୁଣ୍ଡଳୀକୁ ଘଣ୍ଟାକଣ୍ଟା ଦିଗରେ ଘୂରାଯାଉଛି ।
• ଯେଉଁ ସମୟରେ କୁଣ୍ଡଳୀର ବାହୁ AB ଉପରକୁ ଉଠେ ସେହି ସମୟରେ CD ବାହୁ ତଳକୁ ଖସେ ।
• ଫ୍ଲେମିଂଙ୍କ ଦକ୍ଷିଣ ହସ୍ତ ନିୟମ ଅନୁସାରେ ବାହୁ AB ରେ A ରୁ B ଆଡ଼କୁ ଏବଂ ବାହୁ CD ରେ C ରୁ D ଆଡ଼କୁ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ ହୁଏ ।
• ବାହ୍ୟ ପରିପଥରେ ଏହା B₂ ରୁ B₁ ଆଡ଼କୁ ପ୍ରବାହିତ ହୁଏ ।
• କୁଣ୍ଡଳୀରେ ଯେତେ ସଂଖ୍ୟକ ଘେର ରହିବ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସେହି ଅନୁସାରେ ଅଧିକ ହେବ ।
• ଗୋଟିଏ ଅର୍ଶଘୂର୍ଣ୍ଣନ ପରେ AB ଓ CD ସ୍ଥାନ ବଦଳାଇବ । ବର୍ତ୍ତମାନ CD ଉପରକୁ ଉଠିବ ଏବଂ AB ତଳକୁ ଖସିବ । ଫ୍ଲେମିଂଙ୍କ ଦକ୍ଷିଣ ହସ୍ତ ନିୟମ ଅନୁଯାୟୀ କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ DCBA ବିଖରେ ହେଡ୍‌ଚ୍ଚି |
• ବାହ୍ୟ ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ B₁ ରୁ B₂ କୁ ହେବ । ପ୍ରତି ଅର୍ଥ ଘୂର୍ଣ୍ଣନ ପରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ଦିଗର ପରିବର୍ତ୍ତନ ଘଟେ । ଏ ପ୍ରକାର ସ୍ରୋତକୁ ପ୍ରତ୍ୟାବର୍ତ୍ତୀ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ କହନ୍ତି ।
• ଡି.ସି. ବା ସଳଖ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ପାଇଁ ବଳୟ ପରିବର୍ତ୍ତେ ବିଖଣ୍ଡିତ ବଳୟ ବା କମ୍ୟୁଟେଟ୍‌ର ବ୍ୟବହାର କରାଯାଏ ।

ବ୍ରଶ୍ନର କାର୍ଯ୍ୟ
B₁ ଓ B₂ ଦୁଇଟି ସ୍ଥିର ଓ ପରିବାହୀ ବ୍ରଶ୍ନ । ବ୍ରଶ୍ ଏକ ପ୍ରାନ୍ତ ବାହ୍ୟ ପରିପଥ ସହିତ ସଂଯୁକ୍ତ ହୋଇଥାଏ ଓ ଅନ୍ୟ ପ୍ରାନ୍ତ ସ୍କ୍ରିପ୍ ବଳୟ R₁ ଓ R₂ ସହିତ ସଂଯୁକ୍ତ ହୋଇଥାଏ । କୁଣ୍ଡଳୀରେ ଉତ୍ପନ୍ନ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଯୋଗୁଁ ବାହ୍ୟ ପରିପଥରେ ପ୍ରବାହ ସୃଷ୍ଟି ହୁଏ ।

Question 17.
ବୈଦ୍ୟୁତିକ ଲଘୁପଥନ କେତେବେଳେ ହୁଏ ?
Answer:
ବିଦ୍ୟୁତ୍ ରୋଧୀ ଆବରଣ ନଷ୍ଟ ହୋଇଯିବା ଯୋଗୁ ବା ଉପକରଣରେ ତ୍ରୁଟି ଥିଲେ ଲାଇଭ୍ ତାର ଓ ନିଉଟ୍ରାଲ୍ ତାର ସିଧାସଳଖ ପରସ୍ପରକୁ ସ୍ପର୍ଶ କଲେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ପରିମାଣ ହଠାତ୍ ବଢ଼ିଯାଏ ଏହାକୁ ଲଘୁ ପଥନ (Short-circuiting) କହନ୍ତି ।

Question 18.
ଭୂ-ତାରର କାର୍ଯ୍ୟ କ’ଣ ? ଧାତବ ଉପକରଣକୁ ଭୂମି ସହ କାହିଁକି ସଂଲଗ୍ନ କରାଯାଏ ?
Answer:
(i) ଘରେ ଫେଜ୍ ତାର ଓ ନିଉଟ୍ରାଲ୍ ସହିତ ଏକ ସବୁଜ ବର୍ଣ୍ଣର ବିଦ୍ୟୁତରୋଧୀ ଦ୍ଵାରା ଆଚ୍ଛାଦିତ ତାରକୁ ଭୂତାର କହନ୍ତି । ଏହାର ଗୋଟିଏ ପ୍ରାନ୍ତ ଧାତବ ଫଳକ ସହ ଓ ଅନ୍ୟ ପ୍ରାନ୍ତ ଘର ବାହାରେ ମାଟିର ଗହୀରରେ ପୋତି ଦିଆଯାଏ । ଏହା ଏକ ନିରାପତ୍ତା ସାଧନ, ଯେଉଁଥରେ ଉଚ୍ଚ ପାଓ୍ବାର ବିଶିଷ୍ଟ ଉପକରଣ ବାହାରେ ମାଟି ସହିତ ସଂଯୁକ୍ତ କରାଯାଇଛି । ଏହା ବ୍ୟବହାରକାରୀ ଓ ଉପକରଣ ଉଭୟକୁ ବିଦ୍ୟୁତ୍ ଆଘାତରୁ ରକ୍ଷାକରେ ।

(ii) ଉଚ୍ଚ ପାଓ୍ବାର ବିଶିଷ୍ଟ ବିଦ୍ୟୁତ୍ ଉପକରଣର ଧାତବ ଖୋଳ ସହିତ ଭୂତାରର ଏକ ପ୍ରାନ୍ତ ଯୋଡ଼ାଯାଇଥାଏ । ଯଦି କେତେବେଳେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ଲିକ୍ କରି ଧାତବ ଖୋଳକୁ ଚାଲିଆସେ ତାହା ଭୂତାର ଯୋଗେ ମାଟିକୁ ଚାଲିଯାଏ ଏବଂ ଧାତବ ଉପକରଣକୁ ଛୁଇଁଲେ ଗୁରୁତର ବିଦ୍ୟୁତ୍ ଆଘାତ ଲାଗେନାହିଁ ଓ ଉପକରଣ ନଷ୍ଟ ହୁଏ ନାହିଁ । ଏହି କାରଣରୁ ଉପକରଣକୁ ଭୂମିସହ ସଂଲଗ୍ନ କରାଯାଏ ।

ପ୍ରଶ୍ନବଳୀ ଓ ଉତ୍ତର:

Question 1.
ଦଣ୍ଡ ଚୁମ୍ବକ ନିକଟକୁ ଆଣିଲେ କମ୍ପାସ ସୂଚୀ କାହିଁକି ବିକ୍ଷେପିତ ହୁଏ ?
Answer:
ଉଭୟ ଦଣ୍ଡଚୁମ୍ବକ ଓ କମ୍ପାସ ସୂଚୀର ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରହିଛି । ଦଣ୍ଡ ଚୁମ୍ବକର ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଏକ ପ୍ରକାର ଚୁମ୍ବକୀୟ ବଳ କମ୍ପାସ ସୂଚୀର ଉଭୟ ମେରୁରେ କାର୍ଯ୍ୟ କରୁଛି । ତେଣୁ ଦଣ୍ଡ ଚୁମ୍ବକ ନିକଟକୁ ଆଣିଲେ କମ୍ପାସ ସୂଚୀ ବିକ୍ଷେପିତ ହୁଏ ।

Question 2.
ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖାର ଧର୍ମଗୁଡ଼ିକ କ’ଣ ?
Answer:

• ଚୁମ୍ବକର ଉତ୍ତର ମେରୁରୁ କ୍ଷେତ୍ରରେଖା ବାହାରି ଦକ୍ଷିଣ ମେରୁରେ ମିଶେ, କିନ୍ତୁ ଚୁମ୍ବକ ଭିତରେ ଦକ୍ଷିଣ ମେରୁରୁ ଉତ୍ତର ମେରୁ ପର୍ଯ୍ୟନ୍ତ ଯାଇଥାଏ । ତେଣୁ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ଏକ ଅବିଚ୍ଛିନ୍ନ ଓ ମୁଦିତ ରେଖା ।
• ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଆପେକ୍ଷିକ ସାମର୍ଥ୍ୟ କ୍ଷେତ୍ର ରେଖାଗୁଡ଼ିକର ଘନତ୍ଵ ଉପରେ ନିର୍ଭର କରେ ।
• ଯେଉଁଠାରେ କ୍ଷେତ୍ରର ରେଖାଗୁଡ଼ିକ ବେଶି ଲଗାଲଗି ହୋଇଥାଏ, ସେଠାରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ସାମର୍ଥ୍ୟ ଅଧିକ । ସେଠାରେ ଅନ୍ୟ ଏକ ଚୁମ୍ବକର ମେରୁ ଉପରେ ଅଧ‌ିକ ବଳ କାର୍ଯ୍ୟକାରୀ ହୁଏ ।
• ଚୁମ୍ବକୀୟ ରେଖା ପରସ୍ପର ସହ ସମାନ୍ତର ।

Question 3.
ଦୁଇଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା କାହିଁକି ପରସ୍ପରକୁ ଛେଦ କରନ୍ତି ନାହିଁ ?
Answer:
ଦୁଇଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ପରସ୍ପରକୁ ଛେଦ କରନ୍ତି ନାହିଁ କାରଣ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଗୋଟିଏ ବିନ୍ଦୁରେ ଦୁଇଟି ଦିଗ ନାହିଁ । ଯଦି ଦୁଇଟି ବିନ୍ଦୁରେ ଛେଦ କରୁଥାନ୍ତା ତେବେ କମ୍ପାସ ସୂଚୀ ଏକ ସମୟରେ ଦୁଇଟି ଦିଗ ଦର୍ଶାନ୍ତା ।

Question 4.
ଗୋଟିଏ ବୃତ୍ତାକାର ତାର କୁଣ୍ଡଳୀ ଟେବୁଲ ଉପରେ ଭୂସମାନ୍ତର ଭାବେ ରଖାଯାଇଛି । ସେଥ‌ିରେ ଘଣ୍ଟାକଣ୍ଟା ଦିଗରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହତ ହେଉଛି । ଦକ୍ଷିଣ ହସ୍ତ ବୃଦ୍ଧାଙ୍ଗୁଳି ନିୟମ ବ୍ୟବହାର କରି କୁଣ୍ଡଳୀ ଭିତରେ ଓ ବାହାରେ ଚମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ନିରପଣ କର ।
Answer:
ଦକ୍ଷିଣ ହସ୍ତ ବୃଦ୍ଧାଙ୍ଗୁଳି ନିୟମ ବ୍ୟବହାର କଲେ ଜଣାଯାଏ ଯେ କୁଣ୍ଡଳୀ ଭିତରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ନିମ୍ନଗାମୀ (ତଳକୁ) । ଅନ୍ୟପକ୍ଷରେ କୁଣ୍ଡଳୀ ବାହାରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ଦିଗ ଉପରକୁ ଅଟେ ।

Question 5.
ଗୋଟିଏ ଅଞ୍ଚଳରେ ଏକ ସମ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରହିଛି । ଏହାକୁ ଚିତ୍ରରେ ଦେଖାଅ ।
Answer:
ସମଦୂରତାରେ ଓ ସମାନ୍ତର ଚୁମ୍ବକୀୟ ରେଖାଗୁଡ଼ିକ ସମ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରେଖା ଦର୍ଶାଉଛି ।

Question 6.
ସଠିକ୍ ଉତ୍ତର ବାଛ । ଗୋଟିଏ ବିଦ୍ୟୁତ୍ ସ୍ରୋତଧାରୀ ଦୀର୍ଘ ଓ ସଳଖ ସଲେନଏଡ୍‌ର ଭିତର ଅଂଶରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର
(a) ଶୂନ୍ ଅଟେ
(b) ପ୍ରାନ୍ତଆଡ଼କୁ କମିଯାଏ ।
(c) ପ୍ରାନ୍ତ ଆଡ଼କୁ ବଢ଼େ
(d) ସବୁଠାରେ ସମାନ
Answer:
(d) ସବୁଠାରେ ସମାନ

Question 7.
ଗୋଟିଏ ପ୍ରୋଟନ ଏକ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ମୁକ୍ତ ଭାବେ ଗତି କରୁଛି । ତା’ର ନିମ୍ନଲିଖୂତ ଧର୍ମଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁଟିର ପରିବର୍ତ୍ତନ ହୋଇପାରେ ? (ଏକାଧ୍ଵ ଉତ୍ତର ହୋଇପାରେ)
(a) ବସ୍ତୁତ୍ଵ
(b) ବେଗ
(c) ପରିବେଗ
(d) ସଂବେଗ
Answer:
(c) ପରିବେଗ
(d) ସଂବେଗ
କୌଣସି ଚାର୍ଜିତ କଣିକା (ପ୍ରୋଟନ୍) ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ଗତିକଲେ ଏହାର ପରିବେଗ ଓ ସଂବେଗ ପରିବର୍ତ୍ତିତ ହୁଏ ଏବଂ ଏହାର ବେଗ ଓ ବସ୍ତୁତ୍ଵ ଅପରିବର୍ତ୍ତନୀୟ ରହେ ।

Question 8.
ତୁମ ପାଇଁ କାମ 9.7 ରେ ଯଦି

• ରଡ୍ ABରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ପରିମାଣ ବଢ଼େ;
• ଅଧିକ ଶକ୍ତିଶାଳୀ ଅଶ୍ଵକ୍ଷୁରାକୃତି ଚୁମ୍ବକ ବ୍ୟବହାର କରାଯାଏ; ଏବଂ
• ରଡ୍ AB ର ଦୈର୍ଘ୍ୟ ବଢ଼ିଯାଏ, ତାହେଲେ ରଡ୍ ABର ଗତି କେମିତି ବଦଳିବ ବୋଲି ଭାବୁଛ ?

Answer:
AB ରଡ୍ (ପରିବାହୀର)ର ଦୈର୍ଘ୍ୟ 1, ପ୍ରବାହିତ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ I ଏବଂ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର B ମଧ୍ୟରେ ଥିଲେ କାର୍ଯ୍ୟକାରୀ ବଳ (F)ର ପରିମାଣ = F = lIB

• ବିଦ୍ୟୁସ୍ରୋତ I ବଢ଼ିଲେ AB ରଡ୍‌ର ଗତି ବଢ଼ିବ ।
• ଶକ୍ତିଶାଳୀ ଅଶ୍ୱକ୍ଷୁରାକୃତି ଚୁମ୍ବକ ବ୍ୟବହାର କଲେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ପରିମାଣ ତୀବ୍ରତା ବୃଦ୍ଧିପାଏ । ଫଳରେ ABର ଗତି ବଢ଼େ ।
• AB ରଡ଼ର ଦୈର୍ଘ୍ୟ ବଢ଼ିଲେ AB ରଡ୍ ଉପରେ କାର୍ଯ୍ୟକାରୀ ବଳର ପରିମାଣ ବଢ଼େ । ଫଳରେ AB ରଡ୍‌ର ଗତି ବୃଦ୍ଧିପାଏ ।

Question 10.
ଗୋଟିଏ ଯୁକ୍ତ ଚାର୍ଜ ବିଶିଷ୍ଟ କଣିକା (ଆଲ୍‌ଫା କଣିକା) ପଶ୍ଚିମକୁ ଗତି କରୁଥିବା ବେଳେ ଏକ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ଦ୍ବାରା ଉତ୍ତରକୁ ବିକ୍ଷେପିତ ହୁଏ । ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ହେବ
(a) ଦକ୍ଷିଣକୁ
(b) ପୂର୍ବକୁ
(c) ତଳକୁ
(d) ଉପରକୁ
Answer:
(d) ଉପରକୁ (ଫ୍ଲେମିଂଙ୍କ ବାମହସ୍ତ ନିୟମ ଅନୁଯାୟୀ)

Question 11.
ଫ୍ଲେମିଂଙ୍କ ବାମହସ୍ତ ନିୟମ କ’ଣ ?
Answer:
ବାମହସ୍ତର ବୃଦ୍ଧାଙ୍ଗୁଳି, ତର୍ଜନୀ ଓ ମଧମାକୁ ଏପରି ଖୋଲି ରଖ ଯେପରିକି ସେଗୁଡ଼ିକ ପରସ୍ପର ପ୍ରତି ଲମ୍ବ ହୋଇ ରହିବେ । ଯଦି ତର୍ଜନୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଓ ମଧ୍ୟମା ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ସୂଚାଏ ତେବେ ପରିବାହୀ ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ବା ପରିବାହୀର ଗତିର ଦିଗ ବୃଦ୍ଧାଙ୍ଗୁଳି ଦ୍ଵାରା ନିର୍ଦ୍ଦେଶିତ ହେବ ।

Question 12.
ବୈଦ୍ୟୁତିକ ମୋଟର୍‌ର କାର୍ଯ୍ୟପଦ୍ଧତି ବର୍ଣ୍ଣନା କର ।
Answer:
ଯେକୌଣସି ପରିବାହୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହ କଲେ ତା’ ଚତୁର୍ଦ୍ଦିଗରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟି ହୁଏ । ଯଦି ଏକ ସ୍ଥାୟୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହୀ ପରିବାହୀକୁ ରଖାଯାଏ, ତେବେ ଦୁଇଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ପରସ୍ପରକୁ ପ୍ରଭାବିତ କରନ୍ତି । ଫଳରେ ପରିବାହୀ ଉପରେ ଏକ ବଳ କାର୍ଯ୍ୟକରେ । ଏହି ବଳ ପ୍ରଭାବରେ ପରିବାହୀଟି ଗତିଶୀଳ ହୁଏ । ଏହି ନିୟମ ବ୍ୟବହାର କରି ବୈଦ୍ୟୁତିକ ମୋଟର୍ ନିର୍ମାଣ କରାଯାଇଛି । ବୈଦ୍ୟୁତିକ ମୋଟର୍ ବିଦ୍ୟୁତ୍ ଶକ୍ତିକୁ ଯାନ୍ତ୍ରିକ ଶକ୍ତିରେ ପରିଣତ କରେ ।

Question 13.
ମୋଟର୍‌ରେ ବିଖଣ୍ଡିତ ବଳୟର ଆବଶ୍ୟକତା କ’ଣ ?
Answer:
ମୋଟର୍‌ରେ ବିଖଣ୍ଡିତ ବଳୟ ବା କମ୍ୟୁଟେଟ୍‌ ପରିପଥରେ (ଆର୍ମେଚର୍‌ରେ ) ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ପରିବର୍ତ୍ତନ କରେ । ଫଳରେ ଆର୍ମେଚରଟି ନିରବଚ୍ଛିନ୍ନ ଭାବରେ ଏକ ଦିଗରେ ଘୂରୁଥାଏ ।

Question 14.
ଗୋଟିଏ ତାର କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରଦାହ କେଉଁ କେଉଁ ଉପାୟରେ ସୃଷ୍ଟି କରାଯାଇପାରିବ ବର୍ଣ୍ଣନା କର ।
Answer:

• ପରିବାହୀ ନିକଟରେ ଚୁମ୍ବକର ଗତି ଯୋଗୁଁ କିମ୍ବା ଚୁମ୍ବକ ନିକଟରେ ପରିବାହୀର ଗତି ଯୋଗୁଁ ତାର କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହୁଏ ।
• ପାଖାପାଖୁ ବିଦ୍ୟୁତ୍ ପ୍ରବାହିତ ହେଉଥ‌ିବା କୁଣ୍ଡଳୀ ଓ ବିଦ୍ୟୁତ୍ ପ୍ରବାହିତ ହେଉ ନଥ‌ିବା ତାର କୁଣ୍ଡଳୀଦ୍ଵୟ ମଧ୍ୟରୁ ଯେକୌଣସି ଗୋଟିକରେ ଗତି କିମ୍ବା ନିକଟରେ ଥ‌ିବା ତାର କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ପରିମାଣରେ ପରିବର୍ତ୍ତନ ହେଲେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟିହେବ ।

Question 15.
ଗୋଟିଏ ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍‌ର କାର୍ଯ୍ୟ ପଦ୍ଧତି ବର୍ଣ୍ଣନା କର ।
Answer:

• ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍ ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକୀୟ ପ୍ରେରଣ ତତ୍ତ୍ବ ଉପରେ ପର୍ଯ୍ୟବସିତ ।
• ଯାନ୍ତ୍ରିକ ଶକ୍ତି ସାହାଯ୍ୟରେ ଏକ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ମଧ୍ୟରେ ଗୋଟିଏ ପରିବାହୀକୁ ଘୂରାଇ ବିଦ୍ୟୁତ୍ ଉତ୍ପାଦନ କରାଯାଏ !
• ମୁଦିତ କୁଣ୍ଡଳୀକୁ ଚୁମ୍ବକୀୟ ମଧ୍ୟରେ ଘୂରାଇଲେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରେଖା ଓ ମୁଦିତ କୁଣ୍ଡଳୀ ମଧ୍ଯରେ ପରିବର୍ତ୍ତନ ହୁଏ, ଫଳରେ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ବିଭବାନ୍ତର ସୃଷ୍ଟି ହୁଏ । ଏହି ବିଭବାନ୍ତର ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ସୃଷ୍ଟି ହୁଏ ।

Question 16.
ସଳଖ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର କେତୋଟି ଉତ୍ସର ନାମ ଲେଖ ।
Answer:
ଶୁଷ୍କ ସେଲ୍, ବ୍ୟାଟେରୀ, ଡି.ସି. ଜେନେରେଟର୍‌, ବଟନ୍ ସେଲ୍ (ଘଣ୍ଟା ଓ ଖେଳନାରେ ବ୍ୟବହୃତ ଛୋଟ), ସୌରସେଲ୍ ।

Question 17.
କେଉଁ କେଉଁ ଉତ୍ସରୁ ଏ.ସି. ଉତ୍ପାଦିତ ହୁଏ ?
Answer:
ନ୍ୟୁକ୍ଲିୟର ପାୱାର ପ୍ଲାଣ୍ଟ, ଜଳ ବିଦ୍ୟୁତ୍ କେନ୍ଦ୍ର, ତାପଜ ବିଦ୍ୟୁତ୍ କେନ୍ଦ୍ର ଇତ୍ୟାଦି ଥ‌ିବା A.C. ଜେନେରେଟର୍‌ରୁ ଏସି ଉତ୍ପାଦିତ ହୁଏ ।

Question 18.
ଠିକ୍ ଉତ୍ତର ବାଛ । ଗୋଟିଏ ତମ୍ବାତାର କୁଣ୍ଡଳୀ ଗୋଟିଏ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ଘୂରୁଛି । ଉତ୍ପାଦିତ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ଦିଗରେ ପରିବର୍ତ୍ତନ ହୁଏ ।
(a) ଦୁଇଟି ଘୂର୍ଶନ ପରେ
(c) ଅର୍ଶଘୂର୍ଣ୍ଣନ ପରେ
(b) ଗୋଟିଏ ଘୂର୍ଶନ ପରେ
(d) ଏକ – ରତ୍ର୍ଥାଣ ଘୂର୍ଣ୍ଣନ ପରେ
Answer:
(b) ଗୋଟିଏ ଘୂର୍ଶନ ପରେ

Question 19.
ବିଦ୍ୟୁତ୍ ପରିପଥ ଓ ଉପକରଣର ସୁରକ୍ଷା ପାଇଁ ବ୍ୟବହୃତ ଦୁଇଟି ସାଧାରଣ ବ୍ୟବସ୍ଥାର ନାମ ଲେଖ ।
Answer:
ଫ୍ର୍ୟଜ୍ (Fuse) ଓ ଭୂତାର (Earthwire) |

Question 20.
220 V ଓ 5A ରେଟିଂ ବିଶିଷ୍ଟ ଗୋଟିଏ ଗୃହ ପରିପଥରେ ଗୋଟିଏ 2kW ପାୱାର ରେଟିଂର ବିଦ୍ୟୁତ୍ ଚୁଲ୍ଲା ଲଗାଯାଇଛି । ଚୁଲାକୁ ଚାଲୁ କଲେ କ’ଣ ଘଟିପାରେ ବୋଲି ଭାବୁଛ ବୁଝାଅ ।
Answer:
I = \(\frac { P }{ V }\)
= \(\frac { 2k }{ 220V }\)
= \(\frac { 2000w }{ 220V }\) = 9.09A
ବିଦ୍ୟୁତ୍ ସ୍ରୋତ୍ 5A କିନ୍ତୁ ବିଦ୍ୟୁତ୍ ଚୁଲା ତା’ଠାରୁ (୨.୦୨A) ଯଥେଷ୍ଟ ଅଧ‌ିକ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ବ୍ୟବହାର କରୁଛି । ତେଣୁ ମ୍ୟୁଜ୍ ତରଳିଯିବ ଓ ପରିପଥ ବିଚ୍ଛିନ୍ନ ହେବ ଏବଂ ବିଦ୍ୟୁତ୍ ଚୁଲ୍ଲା ସୁରକ୍ଷିତ ରହିବ ।

Question 21.
ଗୃହ ବିଦ୍ୟୁତ୍ ପରିପଥରେ ଅଧ‌ିକ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ବିପଦ ଦୂର କରିବାପାଇଁ କ’ଣ କରାଯିବା ଉଚିତ ?
Answer:

• ଗୋଟିଏ ପ୍ଲଗ୍ ସକେଟ୍‌ରେ ଏକାଧିକ ଉପକରଣ ସଂଯୋଗ କରିବ ନାହିଁ ।
• ପରିବାହୀ ତାରଗୁଡ଼ିକର ଉନ୍ନତ କୁପରିବାହୀ ଆବରଣ ରହିବା ଦରକାର ।
• ଗୃହ ପରିପଥକୁ ବିଭିନ୍ନ ଭାଗରେ ବିଭକ୍ତ କରି ପ୍ରତ୍ୟେକ ଭାଗରେ ଫ୍ୟୁଜ୍‌ର ବ୍ୟବହାର କରିବା ଆବଶ୍ୟକ ।
• ଅତ୍ୟଧୂକ ପାୱାର ବିନିଯୋଗ କରୁଥିବା ଉପକରଣ; ଯଥା – ରେଫ୍ରିଜରେଟର, ଜଳ ତାପକ (water heater) ଇତ୍ୟାଦି ଏକ ସମୟରେ ବ୍ୟବହାର କରିବା ଉଚିତ ନୁହେଁ ।

କାର୍ଯ୍ୟାବଳୀ (Activity)

କାର୍ଯ୍ୟାବଳୀ – 1(Activity – 1)
ଉଦ୍ଦେଶ୍ୟ :
ପରିବାହୀ ତାରରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେଲେ ତାହା ଚୁମ୍ବକ ଭଳି କାର୍ଯ୍ୟକରେ ।

ଆବଶ୍ୟକ ଉପକରଣ :
ଧଳାକାଗଜ ଏକପୃଷ୍ଠା, ଡ୍ରଇଂବୋର୍ଡ଼, ଡ୍ରଇଂ ପିନ୍, ସଳଖ ମୋଟା ତମ୍ବାତାର, କମ୍ପାସ ସୂଚୀ, ପ୍ଲଗ୍ କି, ପ୍ରତିରୋଧ, ବ୍ୟାଟେରୀ, ପରିବାହୀ ତାର ।

ପରୀକ୍ଷଣ :
ଖଣ୍ଡିଏ ସଳଖ ମୋଟା ତମ୍ବା ତାର ନେଇ ଗୋଟିଏ ବିଦ୍ୟୁତ୍ ପରିପଥର ଦୁଇବିନ୍ଦୁ X ଓ Y ମଧ୍ୟରେ ରଖ । ଏହା କାଗଜର ପୃଷ୍ଠତଳ ସହ ଲମ୍ବଭାବରେ ରହୁ ।

କାଗଜ ଉପରେ ଗୋଟିଏ ଛୋଟ କମ୍ପାସ ତାର ପାଖାପାଖୁ ରଖ ଏବଂ କମ୍ପାସ ସୂଚୀର ଅବସ୍ଥିତି ଲକ୍ଷ୍ୟ କର । ପରିପଥକୁ ମୁଦିତ କରି ବିଦ୍ୟୁତ୍ ପ୍ରବାହ କରାଇ କମ୍ପାସ ସୂଚୀକୁ ଲକ୍ଷ୍ୟକର ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେବା ପୂର୍ବରୁ ତମ୍ବାତାର ପାଖାପାଖୁ ଥ‌ିବା ସୂଚୀଚୁମ୍ବକ ଉତ୍ତର ଦକ୍ଷିଣ ହୋଇ ରହୁଥିଲା

ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଯୋଗୁଁ କମ୍ପାସ ସୂଚୀର ବିକ୍ଷେପ (Deflection) ହେଲା । କାରଣ ତମ୍ବାତାର XY ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେବା ଫଳରେ ତମ୍ବାତାର ଚାରିପାଖରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟିହେଲା । ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ପ୍ରଭାବରେ କମ୍ପାସ ସୂଚୀ ବିକ୍ଷେପିତ ହେଲା ।

ସିଦ୍ଧାନ୍ତ :
ତମ୍ବାତାରରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଯୋଗୁଁ ତାହାର ଚତୁଃପାର୍ଶ୍ଵରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ସୃଷ୍ଟିହେଲା ଏବଂ ତମ୍ବାତାର ଚୁମ୍ବକ ଭଳି କାର୍ଯ୍ୟ କରେ ।

କାର୍ଯ୍ୟାବଳୀ – 2(Activity – 2)
ଆବଶ୍ୟକ ଉପକରଣ :
ଗୋଟିଏ ଡ୍ରଇଂବୋର୍ଡ଼, ଧଳା କାଗଜ, ପିନ୍, ଦଣ୍ଡ ଚୁମ୍ବକ ଓ ଲୁହାଗୁଣ୍ଡ ।

ପରୀକ୍ଷଣ :

• ଡ୍ରଇଂବୋର୍ଡ଼ ଉପରେ ଧଳାକାଗଜ ପିନ୍ ସାହାଯ୍ୟରେ ଲଗାଇ ଦିଅ ।
• କାଗଜର କେନ୍ଦ୍ରରେ ଗୋଟିଏ ଦଣ୍ଡ ଚୁମ୍ବକ ରଖ ।
• ଦଣ୍ଡ ଚୁମ୍ବକର ଚାରିପାଖରେ କିଛି ଲୁହାଗୁଣ୍ଡ ସମାନ ଭାବରେ ବିଞ୍ଚିଦିଅ ।
• ଡ୍ରଇଂବୋର୍ଡ଼କୁ ଆଙ୍ଗୁଳି ଟିପରେ ଆସ୍ତେ ଆସ୍ତେ ଆଘାତ ଦିଅ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

• ଲୁହାଗୁଣ୍ଡଗୁଡ଼ିକ ଚିତ୍ରରେ ଦର୍ଶାଯାଇଥିବା ଭଳି ସଜାଇ ହୋଇ ରହିବେ ।
• ଦଣ୍ଡ ଚୁମ୍ବକର ଆଖପାଖରେ ଚୁମ୍ବକର ପ୍ରଭାବ ଯୋଗୁଁ ଲୁହାଗୁଣ୍ଡ ଉପରେ ଏକ ପ୍ରକାର ବଳ କାର୍ଯ୍ୟକାରୀ
• ଏହି ବଳ ଯୋଗୁଁ ଲୁହାଗୁଣ୍ଡ ନିର୍ଦ୍ଦିଷ୍ଟ ଢଙ୍ଗରେ ଚୁମ୍ବକ ଚାରିପାଖେ ସଜାଇ ହୋଇ ରହିଛି ।

ସିଦ୍ଧାନ୍ତ :

• ଚୁମ୍ବକର ପ୍ରଭାବ ଅନୁଭୂତ ହେଉଥ‌ିବା ଅଞ୍ଚଳକୁ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର (Magnetic field) କହନ୍ତି ।
• ଲୁହାଗୁଣ୍ଡ ଯେଉଁ କାଳ୍ପନିକ ରେଖାରେ ସଜାଇ ହେଲା ପରି ଦିଶେ ତାକୁ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା (Magnetic field lines) ବୋଲି ମନେକରାଯାଏ ।

କାର୍ଯ୍ୟାବଳୀ – 3(Activity – 3)
ଆବଶ୍ୟକ ଉପକରଣ :
ଦଣ୍ଡଚୁମ୍ବକ, ଛୋଟ କମ୍ପାସ, ଡ୍ରଇଂବୋର୍ଡ଼, ଧଳାକାଗଜ, ପିନ୍

ପରୀକ୍ଷଣ :
(i) ଗୋଟିଏ ଦଣ୍ଡଚୁମ୍ବକ ଓ ଗୋଟିଏ ଛୋଟ କମ୍ପାସ ନିଅ ।
(ii) ଗୋଟିଏ ଡ୍ରଇଂବୋର୍ଡ଼ରେ ଖଣ୍ଡିଏ ଧଳା କାଗଜକୁ ପିନ୍ ପୋତି ଲଗାଅ । କାଗଜ ମଝିରେ ଦଣ୍ଡ ଚୁମ୍ବକକୁ ରଖ ।
(iii) ଦଣ୍ଡ ଚୁମ୍ବକର ପରିସୀମାକୁ ପେନ୍‌ସିଲ୍‌ରେ ଗାର ଟାଣି ଚିହ୍ନାଅ ।
(iv) ଦଣ୍ଡ ଚୁମ୍ବକର ଉତ୍ତର ମେରୁ ପାଖରେ କମ୍ପାସଟି ରଖ । ଦେଖୁବ ଯେ କମ୍ପାସର ଦକ୍ଷିଣ ମେରୁ ଦଣ୍ଡ ଚୁମ୍ବକର ଉତ୍ତର ମେରୁ ଆଡ଼କୁ ଆକର୍ଷିତ ହେଉଛି ଏବଂ କମ୍ପାସର ଠାରୁ ବିକର୍ଷଣ ଯୋଗୁଁ ଦୂରେଇ ଯାଉଛି ।

(v) କମ୍ପାସ୍ ସୂଚୀର ଦୁଇପ୍ରାନ୍ତକୁ ପେନ୍‌ସିଲ ଦ୍ୱାରା ଚିହ୍ନିତ କର ।
(vi) ବର୍ତ୍ତମାନ କମ୍ପାସକୁ ଘୁଞ୍ଚାଇ ଅନ୍ୟ ଏକ ସ୍ଥାନରେ ରଖ ଯେମିତିକି ସୂଚୀର ଦକ୍ଷିଣ ମେରୁ ପୂର୍ବରୁ ଉତ୍ତର ମେରୁ ଯେଉଁଠାରେ ଥିଲା ସେହିଠାରେ ରହିବ । ଏବେ ସୂଚୀର ଉତ୍ତର ମେରୁର ସ୍ଥାନ ଚିହ୍ନିତ କର ।
(vii) ଏହି ଭଳି କମ୍ପାସର ସ୍ଥାନ କ୍ରମାଗତ ବଦଳାଇ ଦଣ୍ଡ ଚୁମ୍ବକର ଦକ୍ଷିଣ ମେରୁ ପର୍ଯ୍ୟନ୍ତ ନିଅ ।
(viii) କାଗଜ ଉପରେ ଚିହ୍ନିତ ବିନ୍ଦୁଗୁଡ଼ିକୁ ଯୋଡ଼ି ହାତରେ ଗୋଟିଏ ଚିକ୍କଣ ବା ସୁଗମ ବକ୍ରରେଖା ଅଙ୍କନ କର । ଏହି ରେଖାଟି ଏକ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

• ମେରୁଆଡ଼କୁ ଆସିଲା ବେଳକୁ କମ୍ପାସ ସୂଚୀର ବିକ୍ଷେପଣ ମାତ୍ରା ବଢୁଛି ।
• ମେରୁ ନିକଟରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ତୀବ୍ରତା ଅଧିକ ।
• ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ରେଖା ଉତ୍ତର ମେରୁରୁ ଦକ୍ଷିଣ ମେରୁ ଆଡ଼କୁ (ଚୁମ୍ବକର ବାହାରେ) ହୋଇଥାଏ ।
• ଚୁମ୍ବକ ମଧ୍ୟରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ଦକ୍ଷିଣ ମେରୁରୁ ଉତ୍ତର ମେରୁ ପର୍ଯ୍ୟନ୍ତ ଯାଇଥାଏ ।

ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖାର ଧର୍ମ :
(i) ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ରେଖାଗୁଡ଼ିକ ମୁଦିତ ବକ୍ରରେଖା ଅଟନ୍ତି ।

(ii) ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଆପେକ୍ଷିକ ସାମର୍ଥ୍ୟ (Relative strength) କ୍ଷେତ୍ରରେଖାଗୁଡ଼ିକ ଘନତ୍ବ ଉପରେ ନିର୍ଭର କରେ । ଯେଉଁଠାରେ କ୍ଷେତ୍ରରେଖାଗୁଡ଼ିକ ବେଶି ଲଗାଲଗି ହୋଇଥାଏ ସେଠାରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ସାମର୍ଥ୍ୟ ଅଧିକ ଏବଂ ସେଠାରେ ଅନ୍ୟ ଏକ ଚୁମ୍ବକର ମେରୁ ଉପରେ ଅଧ୍ଵ ବଳ କାର୍ଯ୍ୟ କରେ ।

(iii) ଦୁଇଟି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରେଖା ପରସ୍ପରକୁ ଛେଦ କରେ ନାହିଁ ।

କାର୍ଯ୍ୟାବଳୀ -4(Activity – 4)

ଆବଶ୍ୟକ ଉପକରଣ :
ଲମ୍ବା ଓ ସଳଖ ତମ୍ବାତାର, 2ଟି ବା 3ଟି 15V ସେଲ୍ ଏବଂ ଗୋଟିଏ ପ୍ଲଗ୍ କି ।

ପରୀକ୍ଷଣ :
(i) ଖଣ୍ଡିଏ ଲମ୍ବା ଓ ସଳଖ ତମ୍ବା ତାର, ଦୁଇଟି ବା ତିନୋଟି 1.5V ସେଲ୍‌ ଏବଂ ଗୋଟିଏ ପ୍ଲଗ୍ କି ନେଇ ପଙକ୍ତିରେ ସଂଯୋଗ କର ।
(ii) ସଳଖ ତାର ସହ ସମାନ୍ତର କରି ଛୋଟ କମ୍ପାସଟିଏ ରଖ ।
(iii) ପ୍ଲଗ୍ କି କୁ ବନ୍ଦକରି ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ କରାଅ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

• ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ଉତ୍ତରରୁ ଦକ୍ଷିଣ ଆଡ଼କୁ ପ୍ରବାହିତ ହେଲେ କମ୍ପାସ ସୂଚୀର ଉତ୍ତର ମେରୁ ପୂର୍ବ ଆଡ଼କୁ ବିକ୍ଷେପିତ ହେବ ।
• ସେଲ୍‌ଗୁଡ଼ିକର ଅଗ୍ର ସଂଯୋଗ ବଦଳାଇଲେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ବଦଳିଯିବ । କମ୍ପାସ ସୂଚୀର ବିକ୍ଷେପ ପୂର୍ବ ପରିବର୍ତ୍ତେ ପଶ୍ଚିମ ଆଡ଼କୁ ହେବ ।

ସିଦ୍ଧାନ୍ତ :
ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ପରିବାହୀରେ ପ୍ରବାହିତ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ଉପରେ ନିର୍ଭର କରେ ।

କାର୍ଯ୍ୟାବଳୀ – 5 (Activity – 5)
ଆବଶ୍ୟକ ଉପକରଣ :
ଗୋଟିଏ 12V ବ୍ୟାଟେରୀ, ଗୋଟିଏ ରିଓଷ୍ଟାର୍ଟ୍, ଏମିଟର (0.5A), ଗୋଟିଏ ପ୍ଲଗ୍ କି ଓ ଖଣ୍ଡିଏ ଲମ୍ବା ସଳଖ ମୋଟା ତମ୍ବାତାର, ଆୟତାକାର କାର୍ଡ଼ବୋର୍ଡ଼ ।

ପରୀକ୍ଷଣ :
(i) ଖଣ୍ଡିଏ ଆୟତାକାର କାର୍ଡ଼ବୋର୍ଡ଼ ନେଇ ତା ମଧ୍ୟ ବିନ୍ଦୁରେ ତମ୍ବାତାରଟିକୁ ପ୍ରବେଶ କରାଅ । ତାରଟି କାର୍ଡ଼ବୋର୍ଡ଼ର ସମତଳ ପ୍ରତି ଲମ୍ବ ଭାବେ ରହୁ ।
(ii) ଲମ୍ବ ଭାବେ ଥ‌ିବା ସଳଖ ତାରର ପ୍ରାନ୍ତ ସହ ଓ ପ୍ଲଗ୍ କି ସଂଯୋଗ କର ।
(iii) କିଛି ଲୁହାଗୁଣ୍ଡ ନେଇ କାର୍ଡ଼ବୋର୍ଡ଼ ଉପରେ ସମାନ ଭାବେ ବିଞ୍ଚିଦିଅ ।
(iv) ପ୍ଲଗ୍ କି କୁ ବନ୍ଦ କରି ପରିପଥରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ କରାଅ ।
(v) ରିଓଷ୍ଟାଟ୍‌ରେ ପରିବର୍ତ୍ତନଶୀଳ ପ୍ରତିରୋଧକୁ ସ୍ଥିର ରଖ୍ ଏମିଟରରେ କେତେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେଉଛି ଲକ୍ଷ୍ୟ କର ।
(vi) କାର୍ଡ଼ବୋର୍ଡ଼କୁ ଆଙ୍ଗୁଳି ଟିପରେ ଅଳ୍ପ ଆଘାତ କରି ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
(i) କାର୍ଡ଼ବୋର୍ଡ଼କୁ ଆଙ୍ଗୁଳି ଟିପରେ ଅଳ୍ପ ଆଘାତ କଲେ ଲୁହାଗୁଣ୍ଡ ତାର ଚାରିପାଖେ ସମକୈନ୍ଦ୍ରିକ ବୃତ୍ତ ଆକାରରେ ସଜାଇ ହୋଇ ରହିବେ । କେନ୍ଦ୍ର ପରିବାହୀ ଉପରେ ରହିବ ।

(ii) ଲୁହାଗୁଣ୍ଡର ସମକେନ୍ଦ୍ରିକ ବୃତ୍ତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଦର୍ଶାଉ ନାହିଁ । ଗୋଟିଏ ଛୋଟ କମ୍ପାସଟିଏ ନେଇ ଗୋଟିଏ ବୃତ୍ତ ଉପରେ ଗୋଟିଏ ସ୍ଥାନରେ ରଖିଲେ ଉତ୍ତର ମେରୁ ଯେଉଁ ଦିଗ ଦେଖାଇବ ତାହା ସେଠାରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ହେବ ।

ସିଦ୍ଧାନ୍ତ :

• ତାରରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ଦିଗକୁ ବିପରୀତ କରିଦେଲେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ବିପରୀତ ହେବ ।
• ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ପରିମାଣ ବଦଳିଲେ କମ୍ପାସ ସୂଚୀର ବିକ୍ଷେପ ବଦଳିବ ।

କାର୍ଯ୍ୟାବଳୀ – 6 (Activity – 6)
ଆବଶ୍ୟକ ଉପକରଣ :
ଦୁଇଟି ଛିଦ୍ରଯୁକ୍ତ ଆୟତାକାର କାର୍ଡ଼ବୋର୍ଡ଼, ବହୁ ଘେର ବିଶିଷ୍ଟ କୁଣ୍ଡଳୀ, ବ୍ୟାଟେରୀ, ଫ୍ଲଗ୍ କି ଓ ଲୁହାଗୁଣ୍ଡ ।

ପରୀକ୍ଷଣ :
(i) ଦୁଇଟି ଛିଦ୍ର ବିଶିଷ୍ଟ ଆୟତାକାର କାର୍ଡ଼ବୋର୍ଡ଼ଟିଏ ନିଅ । ଛିଦ୍ର ଦୁଇଟି ଭିତରେ ଗୋଟିଏ ବହୁ ଘେର ବିଶିଷ୍ଟ କୁଣ୍ଡଳୀ କାର୍ଡ଼ବୋର୍ଡ଼ର ପୃଷ୍ଠପ୍ରତି ଲମ୍ବ ଭାବେ ଭର୍ତ୍ତି କର ।
(ii) କୁଣ୍ଡଳୀର ଦୁଇ ପ୍ରାନ୍ତକୁ ଗୋଟିଏ ବ୍ୟାଟେରୀ ଓ ପ୍ଲଗ୍ କି ସହ ପଙ୍‌କ୍ତି ସଂଯୋଗ କର ।
(iii) କାର୍ଡ଼ବୋର୍ଡ଼ ଉପରେ କିଛି ଲୁହାଗୁଣ୍ଡ ସମାନ ଭାବେ ବିଞ୍ଚିଦିଅ ।
(iv) ପ୍ଲଗ୍ କି କୁ ବନ୍ଦକରି କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ କରାଅ ।

(v) କାର୍ଡ଼ବୋର୍ଡ଼କୁ ଆଙ୍ଗୁଳିରେ ଆସ୍ତେ ଆସ୍ତେ ଆଘାତ କରି ଦେଖ ଲୁହାଗୁଣ୍ଡଗୁଡ଼ିକ କେମିତି ସଜାଇ ହୋଇ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖାର ଧାରଣା ଦେଉଛି ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
ତାରର ଦୁଇବିନ୍ଦୁକୁ କେନ୍ଦ୍ରକରି କେତେଗୁଡ଼ିଏ ସମକୈନ୍ଦ୍ରିକ ବୃତ୍ତରେ ଲୁହାଗୁଣ୍ଡଗୁଡ଼ିକ ସଜାଇ ହୋଇ ରହିବ । ଏହା ବୃତ୍ତାକାର ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ଜନିତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖା ଦର୍ଶାଉଛି ।

ସିଦ୍ଧାନ୍ତ :

• ତାରକୁଣ୍ଡଳୀ ନିକଟରେ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ର ରେଖାଗୁଡ଼ିକ ବୃତ୍ତାକାର ।
• କୁଣ୍ଡଳୀର କେନ୍ଦ୍ର ଆଡ଼କୁ ବୃତ୍ତଗୁଡ଼ିକ ସରଳରେଖା ଭଳି ଦେଖାଯାଆନ୍ତି ।
• ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ତୀବ୍ରତା କୁଣ୍ଡଳୀର କେନ୍ଦ୍ରଠାରେ ଅଧିକ ।

କାର୍ଯ୍ୟାବଳୀ – 7 (Activity – 7)
ଆବଶ୍ୟକ ଉପକରଣ : 5 ସେ.ମି. ଲମ୍ବର ଏଲୁମିନିୟମ ରଡ୍, ପରିବାହୀ ତାର ଅଶ୍ୱକ୍ଷୁରାକୃତି ଚୁମ୍ବକ, ପ୍ଲଗ କି, ବ୍ୟାଟେରୀ ଓ ଷ୍ଟାଣ୍ଡ ।

ପରୀକ୍ଷଣ :

• 5 ସେ.ମି. ଲମ୍ବର ଖଣ୍ଡିଏ ଏଲୁମିନିୟମ ରଡ୍‌କୁ ଦୁଇଟି ସଂଯୋଗକାରୀ ତାରଦ୍ୱାରା ଗୋଟିଏ ଆଧାରରୁ ଭୂସମାନ୍ତର ଭାବେ ଝୁଲାଇଦିଅ ।
• ଗୋଟିଏ ଶକ୍ତିଶାଳୀ ଅଶ୍ଵକ୍ଷୁରାକୃତି ଚୁମ୍ବକ ନେଇ ତା’ର ଉତ୍ତର ମେରୁକୁ ଏଲୁମିନିୟମ୍ ରଡ୍‌ର ତଳପଟେ ଓ ଦକ୍ଷିଣ ମେରୁକୁ ରଡ୍‌ର ଉପର ପଟେ ରଖ ଯେପରିକି ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଉପର ଆଡ଼କୁ ହେବ ।
• ଏଲୁମିନିୟମ୍ ରଡ୍‌କୁ ବ୍ୟାଟେରୀ ଓ ପ୍ଲଗ୍ କି ସହ ପଙ୍‌କ୍ତି ସଂଯୋଗ କର ।
• ପରିପଥକୁ ମୁଦିତ କରି ରଡ୍‌ର B ପ୍ରାନ୍ତରୁ A ପ୍ରାନ୍ତ ଆଡ଼କୁ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ କରାଅ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :

• ଏଲୁମିନିୟମ୍ ରଡ୍ ବାମ ଆଡ଼କୁ ଘୁଞ୍ଚିଯିବ ।
• ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ଓଲଟାଇଲେ ରଡ଼ ଡାହାଣ ଆଡ଼କୁ ଘୁଞ୍ଚିବ ।
• ଯଦି ଚୁମ୍ବକଟିକୁ ଓଲଟାଇ ଦେଇ ଉତ୍ତର ମେରୁକୁ ରଡ୍‌ର ଉପରକୁ ଓ ଦକ୍ଷିଣ ମେରୁକୁ ରଡ୍‌ର ତଳକୁ ରଖାଯାଏ, ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ବିପରୀତ ହେବ । ତେବେ ପରିବାହୀ ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ବିପରୀତ ହେବ ।

ସିଦ୍ଧାନ୍ତ :
ପରିବାହୀ ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ

• ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ଓ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଉପରେ ନିର୍ଭର କରେ ।
• ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ପ୍ରତି ଲମ୍ବ ହୁଏ । ସେତେବେଳେ ପରିବାହୀ ସର୍ବାଧ‌ିକ ଘୁଞ୍ଚେ । ଅର୍ଥାତ୍ ବଳର ପରିମାଣ ସର୍ବାଧ‌ିକ ହୁଏ ।

ଫ୍ଲେମିଂକ ବାମହସ୍ତ୍ର ନିଯମ (Fleming’s Left hand Rule):
ବାମହସ୍ତର ବୃଦ୍ଧାଙ୍ଗୁଳି (Thumb), ତର୍ଜନୀ (Fore finger) ଓ ମଧ୍ୟମା (Middle finger) କୁ ଏପରି ଖୋଲି ରଖ ଯେପରି ସେଗୁଡ଼ିକ ପରସ୍ପର ପ୍ରତି ଲମ୍ବ ହୋଇ ରହିବ । ଯଦି ତର୍ଜନୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଓ ମଧ୍ୟମା ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ଦିଗ ସୂଚାଏ ତେବେ ପରିବାହୀ ଉପରେ କାର୍ଯ୍ୟକାରୀ ହେଉଥ‌ିବା ବଳର ଦିଗ ବା
ପରିବାହୀର ଗତିର ଦିଗ ବୃଦ୍ଧାଙ୍ଗୁଳି ଦ୍ଵାରା ନିର୍ଦ୍ଧାରିତ ହେବ ।

କାର୍ଯ୍ୟାବଳୀ – 8 (Activity-8)
ଆବଶ୍ୟକ ଉପକରଣ :
ତାରକୁଣ୍ଡଳୀ, ଗାଲଭାନୋମିଟର, ଶକ୍ତିଶାଳୀ ଦଣ୍ଡଚୁମ୍ବକ

ପରୀକ୍ଷଣ :

• ବେଶୀ ସଂଖ୍ୟକ ଘେର ବିଶିଷ୍ଟ ତାର କୁଣ୍ଡଳୀଟିଏ (AB) ନିଅ ।
• କୁଣ୍ଡଳୀର ଦୁଇପ୍ରାନ୍ତ କୁ ଗୋଟିଏ ଗାଲ୍‌ଭାନୋମିଟର (G) ସହ ସଂଯୋଗ କର ।
• ଗୋଟିଏ ଶକ୍ତିଶାଳୀ ଦଣ୍ଡଚୁମ୍ବକ ନେଇ ତା’ର ଉତ୍ତର ମେରୁକୁ କୁଣ୍ଡଳୀର ପ୍ରାନ୍ତ B ଆଡ଼କୁ ନିଅ ।

ପର୍ଯ୍ୟବେକ୍ଷଣ :
(i) ସାମୟିକ ଭାବେ ଗାଲଭାନୋମିଟରର ସୂଚୀ ଡାହାଣ ପଟକୁ ବିକ୍ଷେପିତ ହେବ । ଏଥୁରୁ ଜଣାପଡ଼ୁଛି ଯେ ଚୁମ୍ବକର ଗତି ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ ହେଲା । ଚୁମ୍ବକର ଗତି ବନ୍ଦ ହେବା ମାତ୍ରେ ସୂଚୀର ବିକ୍ଷେପ ଶୂନ୍ ହୋଇଯିବ ।

(ii) ବର୍ତ୍ତମାନ ଚୁମ୍ବକକୁ ଡାହାଣ ଆଡ଼କୁ ଗତିଶୀଳ କରାଇ ଉତ୍ତର ମେରୁକୁ କୁଣ୍ଡଳୀଠାରୁ ଦୂରକୁ ନିଅ । ଏବେ ଦେଖୁବ ଗାଲଭାନୋମିଟରରେ ବିକ୍ଷେପ ବାମପଟକୁ ହେବ । କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ସୃଷ୍ଟି ହେଉଛି ଓ ଏହା
ବିପର1ତ ତିଖରେ ପ୍ରବାହିତ ହେଉଛି

(iii) ଚୁମ୍ବକକୁ କୁଣ୍ଡଳୀ ପାଖାପାଖ୍ ସ୍ଥିର ଅବସ୍ଥାରେ ରଖ । ତାର ଉତ୍ତର ମେରୁ କୁଣ୍ଡଳୀର ପ୍ରାନ୍ତ B ଆଡ଼କୁ ରହୁ । ବର୍ତ୍ତମାନ କୁଣ୍ଡଳୀକୁ ଚୁମ୍ବକ ଆଡ଼କୁ ନେଲେ ଗାଲଭାନୋମିଟର ସୂଚୀର ବିକ୍ଷେପ ଡାହାଣ ଆଡ଼କୁ ହେବ । ସେହିଭଳି କୁଣ୍ଡଳୀକୁ ଚୁମ୍ବକଠାରୁ ଦୂରକୁ ନେଲେ ସୂଚୀର ବିକ୍ଷେପ ବାମଆଡ଼କୁ ହେବ ।

(iv) କୁଣ୍ଡଳୀ ଓ ଚୁମ୍ବକ ଉଭୟ ସ୍ଥିର ରହିଲେ ଗାଲଭାନୋମିଟରରେ ବିକ୍ଷେପ ଶୂନ୍ ହୁଏ ।

(v) କୁଣ୍ଡଳୀକୁ ସ୍ଥିର ରଖ୍ ଚୁମ୍ବକର ଉତ୍ତର ମେରୁ ପରିବର୍ତ୍ତେ ଦକ୍ଷିଣ ମେରୁକୁ କୁଣ୍ଡଳୀର ପ୍ରାନ୍ତ B ଆଡ଼କୁ ଗତି କରାଇ ଦେଖ ଯେ ଗାଲଭାନୋମିଟର ସୂଚୀର ବିକ୍ଷେପ ବିପରୀତ ହେବ ।

ସିଦ୍ଧାନ୍ତ :
ଉପର ପରୀକ୍ଷଣରେ ଆମେ ଦେଖୁ ଯେ

• ତାର କୁଣ୍ଡଳୀ ସ୍ଥିର ଥାଇ ଚୁମ୍ବକ ଗତିକଲେ ବା ଚୁମ୍ବକ ସ୍ଥିର ଥାଇ କୁଣ୍ଡଳୀ ଗତି କଲେ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହୁଏ ।
• ଉଭୟ ଚୁମ୍ବକ ଓ କୁଣ୍ଡଳୀ ସ୍ଥିର ଥିଲେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହୁଏ ନାହିଁ ।
• ତାର କୁଣ୍ଡଳୀ ଓ ଚୁମ୍ବକ ମଧ୍ୟରେ ଆପେକ୍ଷିକ ଗତି (Relative motion) ହଁ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର କାରଣ ।
• ତାର କୁଣ୍ଡଳୀ ଓ ଚୁମ୍ବକ ମଧ୍ୟରେ ଆପେକ୍ଷିକ ଗତି ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ଏକ ବିଦ୍ୟୁତ୍ ବିଭବାନ୍ତର ସୃଷ୍ଟି ହୁଏ ।
• ଏହି ବିଭବାନ୍ତର ଯୋଗୁଁ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ ହୁଏ । ଏହି ବିଭବାନ୍ତରକୁ ପ୍ରେରିତ (Induced potential difference) ଓ ବିଦ୍ୟୁତ୍ ସ୍ରୋତକୁ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ (Induced current) କୁହାଯାଏ ।

କାର୍ଯ୍ୟାବଳୀ – 9 (Activity – 9)
ପରୀକ୍ଷଣ :
50 ଘେର ଓ 100 ଘେର ବିଶିଷ୍ଟ ଦୁଇଟି ତମ୍ବାତାର କୁଣ୍ଡଳୀ ନେଇ ଏକ ବିଦ୍ୟୁତ୍‌ରୋଧୀ ସିଲିଣ୍ଡର ଉପରେ ଗୁଡ଼ାଅ ।

ସିଦ୍ଧାନ୍ତ :
100 ଘେର ବିଶିଷ୍ଟ କୁଣ୍ଡଳୀ -1 କୁ ଗୋଟିଏ ବ୍ୟାଟେରୀ ଓ ପ୍ଲଗ୍ କି ସହ ପଙ୍‌କ୍ତିରେ ସଂଯୁକ୍ତ କର । 50 ଘେର ବିଶିଷ୍ଟ କୁଣ୍ଡଳୀ – 2 କୁ ଗୋଟିଏ ଗାଲ୍‌ଭାନୋମିଟର ସହ ସଂଯୁକ୍ତ କର ।
ପ୍ଲଗ କିକୁ ବନ୍ଦ କରି କୁଣ୍ଡଳୀ -1 ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ହେଲେ ଦେଖାଯିବ ଯେ ସୂଚୀଟି ହଠାତ୍ ଗୋଟିଏ ପଟକୁ ବିକ୍ଷେପିତ ହୋଇ ଶୂନ୍‌କୁ ଫେରି ଆସିଲା । ଅର୍ଥାତ୍ କୁଣ୍ଡଳୀ-2 ରେ ସାମୟିକ ଭାବେ ବିଦ୍ୟୁତ୍ ପ୍ରୋତ ପ୍ରବାହିତ ହେଳ |
ପ୍ଲଗ୍ କି କୁ ମୁକ୍ତକରି କୁଣ୍ଡଳୀ-1ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହକୁ ଶୂନ୍ କରିଦେଲେ ଦେଖୁ ଯେ ଗାଲଭାନୋମିଟର ସୂଚୀଟି ବିପରୀତ ଦିଗକୁ ସାମୟିକ ଭାବେ ବିକ୍ଷେପିତ ହୋଇ ପୁଣି ଶୂନ୍‌କୁ ଫେରି ଆସିବ । ଅର୍ଥାତ୍ ବର୍ତ୍ତମାନ କୁଣ୍ଡଳୀ-2 ରେ ବିପରୀତ ଦିଗରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ ହେଲା ।
ଏଥରୁ ଜଣାଯାଉଛି ଯେ କୁଣ୍ଡଳୀ -1ରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ବଢ଼ି ଏକ ସ୍ଥିର ମୂଲ୍ୟରେ ପହଞ୍ଚିଲା ପରେ ବା କମି ଶୂନ୍‌ରେ ପହଞ୍ଚିଲା ପରେ କୁଣ୍ଡଳୀ-2ରେ ଗାଲଭାନୋମିଟର ସୂଚୀର ବିକ୍ଷେପ ହେଉନାହିଁ ।

ସିଦ୍ଧାନ୍ତ :
କୁଣ୍ଡଳୀ-1 ରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ପରିବର୍ତ୍ତନ ହେଲେ କୁଣ୍ଡଳୀ-2 ରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ବିଭବାନ୍ତର ସୃଷ୍ଟ ହେଉଛି ।
କୁଣ୍ଡଳୀ-1 କୁ ପ୍ରାଥମିକ (Primary) କୁଣ୍ଡଳୀ ଓ କୁଣ୍ଡଳୀ-2 କୁ ଦ୍ୱିତୀୟକ (Secondary) କୁଣ୍ଡଳୀ କୁହାଯାଏ ।

ବ୍ୟାଖ୍ୟା :
ପ୍ରାଥମିକ କୁଣ୍ଡଳୀରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହର ପରିବର୍ତ୍ତନ ହେଲେ ତା’ ସହ ସଂପୃକ୍ତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେ ପରିବର୍ତ୍ତନ
ଦ୍ବିତୀୟକ କୁଣ୍ଡଳୀ ସଂପୃକ୍ତ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରରେଖାର ପରିବର୍ତ୍ତନ ଯୋଗୁଁ ହିଁ ଦ୍ବିତୀୟକ କୁଣ୍ଡଳୀରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟିହୁଏ । ଏହାକୁ ବିଦ୍ୟୁତ୍ ଚୁମ୍ବକୀୟ ପ୍ରେରଣ (electromagnetic induction) କୁହାଯାଏ । କୁଣ୍ଡଳୀର ଗତିର ଦିଗ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ପ୍ରତି ଲମ୍ବ ହେଲେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ସ୍ରୋତର ପରିମାଣ ସବୁଠୁ ଅଧ୍ୟକ ହୁଏ ।

ଫ୍ଲେମିଂଙ୍କ ଦକ୍ଷିଣ ହସ୍ତ ନିୟମ (Fleming’s Right-Hand Rule):
ଦକ୍ଷିଣ ହସ୍ତର ବୃଦ୍ଧାଙ୍ଗୁଳି, ତର୍ଜନୀ ଓ ମଧ୍ଯମାକୁ ଏପରି ଖୋଲି ରଖ ଯେ ସେଗୁଡ଼ିକ ପରସ୍ପର ପ୍ରତି ସମକୋଣରେ ରହିବ । ତର୍ଜନୀ ଚୁମ୍ବକୀୟ କ୍ଷେତ୍ରର ଦିଗ ଓ ବୃଦ୍ଧାଙ୍ଗୁଳି ପରିବାହୀର ଗତିର ଦିଗ ନିର୍ଦ୍ଦେଶ କଲେ ମଧ୍ୟମା ନିର୍ଦ୍ଦେଶ କରୁଥିବା ଦିଗରେ ପ୍ରେରିତ ବିଦ୍ୟୁତ୍ ପ୍ରବାହ ସୃଷ୍ଟି ହେବ ।
ଫ୍ଲେମିଂଙ୍କ ଦକ୍ଷିଣ ହସ୍ତ ନିୟମ ସାହାଯ୍ୟରେ ବିଦ୍ୟୁତ୍ ଜେନେରେଟର୍‌ର କାର୍ଯ୍ୟ ପ୍ରଣାଳୀ ବୁଝିହେବ ।

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

CHSE Odisha 11th Class Alternative English Solutions Unit 1 Text D: A Time to Think

Activity-14

Comprehension:
Decide whether the following statements are True (T) False (F) or you can’t be sure from the above text (N)
a) One can think for improvement even after solution to a problem at hand has been found.
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking.
c) Slow thinking is always a waste of time.
d) You get one idea today, a better idea tomorrow and the best idea… never. This was a favourite saying of Sir Robert Watson Watt.
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation.

Answer:
a) One can think for improvement even after solution to a problem at hand has been found. (T)
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking. (F)
c) Slow thinking is always a waste of time. (F)
d) You get one idea today, a better idea tomorrow and the best idea never. This was a favourite saying of Sir Robert Watson Watt. (T)
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation. (N)

Activity-15

Understanding Diagrams In A Text:
Look at the three diagrams given in para 5 representing three kinds of thinking and briefly explain whether and if so, how the different elements in each diagram clarify description of the corresponding type of thinking given below the diagram.
Answer:

Diagram-1:
Thinking to achieve a purpose:
Classically this is problem-solving whether of the open or the closed variety. There is an endpoint. The thinker is trying to reach some destination.

Diagram-2:
Thinking for improvement:
A solution has already been reached. An answer is available. Things are going well. The thinken simply wants to do better.

Diagram-3:
Thinking around and about:
This in using free-wheeling, preparing the field, setting the context, exploring the situation, just as an intending purchaser might prowl around a house is to buy so the thinker prowls around the situation. There is no definite point of focus.

Activity-l6

Study the use of these expression in the text and then use them in suitable form in appropriate blanks in the following passage:
(i) to take place (para-1)
(ii) to call for (para-2)
(iii) to be regard as (para-4)
(iv) to be inclined to (para-6)
(v) in fact (para-8)

On the day of the coronation __________the prince _________ the best sovereign to occupy, the throne of Kanchi. During the first year of
his reign, however, it became obvious that he ___________ sit over problems that ___________ immediate action ____________ even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.
Answer:
The day the coronation took place the prince was regarded the best sovereign to occupy, the throne of Kanchi. During the first year of his reign, however, it became obvious that he was inclined to sit over problems that called or immediate action in fact, even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.

Activity-17
Understanding Text Organisation:

Extract the central idea of Text-D and Write a brief essay of about 300 words on how the other ideas in the text are related to the main idea.
Answer:
Thinking Time and the Solution of Problems: There is an ambivalent attitude towards thinking. Thinking a good thing. There are three kinds of thinking.

(1) Thinking to achieve a purpose: This is a problem solving whether of the dosed variety in which the thinker tries to each a destination.

(2) Thinking improvement: It is a solution already been reached to which an answer is available. The thinker simply wants to do better.

(3) Thinking around and about: It is musing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowl around a house he is to buy so the thinker prowls around the situation. There is no definite point 0f focus.

Thinking is not necessary after getting an appropriate solution. A solved problem is a part 0f whole string of problems. The thinker must be anxious to move on to the next problem. If we suspect that there may be a better solution then how can have full confidence in the one that has been found. How can confidence be inspired to carry out solutions. All the reasons for not thinking beyond the fet solution„ practica| and
realistic. It does not require an effort of will for it is no longer natural behaviour. A habit of some specific thinking time is required for that effort of will. After finding Out such a thinking time, then the agenda for mat thinking time follows.

However, the major use of thinking time comprises thinking around or about a situation or subject. A trivial type of problem-solving is regarded as an on going part of normal work. Time spent in musing is regarded as an investment. It can create an important new insight or specific idea. The maintenance of the thinking habit and exercise of thinking may give a valuable yield on future occasions. Sometimes, slow thinking is considered as the waste of time. Hence, wd should think quickly. But slow thinking is often much more. valuable than quick one. Other things are also involved in slow thinking. These can be unwillingness to make a decision, thinking as an excuse for an in action etc. Thinking has two levels of skill. Such as skill that resides in the tool itself and the skill that is concerned with how and where we use it.

Extra Activity-17(A)

Countable Nouns with A/An and Some A/An and The:
A. Countable Names can be singular or plural.
a dog
dogs
this part
these parts
a child
children
an umbrella
some umbrellas
the evening
the evenings

B. Before singular countable Nouns one can use a/an
Ex.
1. Goodbye! Have a nice evening.
2. Do you need an umbrella?

You can’t use singular countable Nouns alone.
Example:
1. She never wears a shirt.
2. Be careful of the dog.
3. What a beautiful day!
4. I have got a headache.

C. We use a/an to say what kind, of thing or person something/ somebody is.
Example:
1. A dog is an animal.
2. I’m an optimist
3. Tina’s father is a doctor.
4. Are you a good driver?

D. You can use ‘some’ with plural countable Nouns. We use it in two ways:
1. Some = a number of a few of/a pair of:
Example:
1. I have seen some good films recently.
2. Some friends of mine are going to organize a picnic.

2. Some = Some but not all
Example:
1. Some children learn very quickly (but not all)
2. Some police officers carry guns, (but not all)

Study the following:
1. I had a sandwich and an apple for breakfast.
2. The sandwich wasn’t very good but the apple was nice.
3. A man and a woman were sitting opposite me. The man was American but 1 think the woman was British.
4. When we were on holiday, we stayed at a hotel. Sometimes we had our evening meal at the hotel and sometimes we went to a restaurant.
Answer:
We use ‘the’” when we are thinking of a particular thing. Compare a/an and the.
1. Tom sat down on a chair (one of many chairs)
2. Tom sat down on the chair nearest to the door, (a particular chair)
3. Ann is looking for a job (not a particular job)
4. Ann got the job she applied for (a particular job)

B. We use ‘the’ when it is clear in the situation which thing or person we mean. For example- in a room we talk about the light/ the door/ the ceiling/ the door/ the carpet.
1. Can you turn off the light, please, (the light in this room)
2. I took a taxi to the station, (the station in the town)
3. I’d like to speak to the manager, please, (the manager in this shop)
4. I must go to the Bank to get some money and then I am going to the Post Office to get some stamps.

C. We say ‘once a week/three times a day/Rs.8/- a kilo’ etc.
1 . How often do you go to cinema? (About once a month)
2. How much are these potatoes? (Rs.8/- a kilo)
3. She works eight hours a day. ( six days a week)

Section D
Pre-reading Tips:
In this section you will have the chance to read an excerpt from Letters to Thinkers, a book written by Edward de Bono. Edward de Bono, who now owns and lives on a private island in Venice, is a leading authority in the field of creative thinking and is the originator of the term lateral thinking. He has written more than forty books in the field of creativity and thinking including the international bestsellers such as Lateral Thinking, Six Thinking Hats and Serious Creativity.

Lateral thinking is the core idea in all his writings. In de Bono’s view, the sequence of experiences in our life sets up certain familiar patterns of perception, certain typical ways of looking at things. And it is very difficult, if not impossible, to get out of these familiar patterns of thinking and to think in new ways and be creative.

De Bono says that we can get out of our familiar thought patterns by moving sideways across the acquired patterns (hence lateral thinking) and by imposing a new pattern of perception on the relevant bits of information. Lateral thinking thus refers to moving sideways across the familiar patterns instead of moving along them as in normal thinking, and thus facilitating generation of new patterns of perception and new thoughts. The diagram represents lateral thinking vis-a-vis normal thinking. With this background information at our disposal, we can start reading de Bono’s ‘A Time to Think’. But let’s quickly finish a small pre-reading Activity before going to the text.

Pre-reading Activity:
Match each word in column A with its meaning in column B. You can look up a dictionary, if you find the Activity difficult to complete.

A	B
1. agenda (para 8) 2. ambivalent (para 3) 3. feature (para 1) 4. prevarication (para 4)	(i) a piece of writing in a newspaper or magazine (ii) not sure whether you want or like something (iii) a plan to do something (iv) an effort to hide the truth by not answering the questions directly

A Time to Think Summary in English

Paragraph-1:
The USA based magazine Forbes was issued on 20th December 1982. It carried feature about the author and his thinking. He knew the topic properly well. Several businessmen were asked about their attitude to thinking. George Ball, the Chief Executive Officer, Prudential- Beche Securities said that he thought 10-15 minutes twice a day. Philip Knight, the Chairman, Nike Inc. did it one hour a day, three or four days a week. Robert O Anderson, the Chairman Atlantic Richfield did not set aside any regular time and found that travelling alone in a private air craft provided a great deal of thinking time. It was said that no specific time was devoted to thinking since a lot of thinking was taking place at every instant.

Paragraphs 2-4:
Actually, there was a natural difference between thinking of an intentional perseverance of will and maintenance of a habit. There is an ambivalent attitude towards thinking. Thinking is a good tiling A teacher thinking. Thinking is a good tiling A teacher to think like a student. There was time when we had less regard for a man who thought than for a man who appeared to know, all the answers.

Paragraph-5:
Three kinds of thinking have been identified in very general terms:
i) Thinking to achieve a purpose: Classically, this is problem-solving. It may be either open or closed type. There is an endpoint. The thinker is trying to reach some destination.

ii) Thinking for improvement: Here, a solution has always been reached. An answer is available. Thinking are going well. The thinker simply wants to do better.

iii) Thinking around and about: This is missing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowled around a house he is to buy, so the thinker prowls around the situation. There is no definite point of focus.

Paragraph-6:
Thinking is not necessary after getting a proper solution. A problem just solved may be only of a whole string of problems. The thinker is anxious to move on to the next problem. If we suspect that there may be a better solution, then how can one have full confidence in the one that has been found. How can confidence is inspired to carry out solution.

Paragraphs 7-8:
All the reasons for not thinking beyond to first solution and practical and realistic. Thinking beyond the first solution does not require an effort of will. It is no longer natural behaviour. The simplest way to make the effort of will is to establish a habit of specific thinking time. After the achievement of this thinking time, the agenda of other thinking time will follow.

Paragraph-9:
Thinking around or about a situation or subject happens to be the major use of thinking time. It is thinking time because problem-solving of the ordinary type would be regarded as an ongoing part of normal work. Time spent in amusing as regarded as an investment. An important new insight or specific idea may emerge from it. The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.

Paragraph-10:
Slow thinking seems to be a waste of time. So we should always think quickly. But slow thinking is often much more valuable than quick one. Other things are also involved in slow thinking. Sometimes further thinking may cloud the nice certainty of our first reactions. Thinking is k tool that involves two levels of skill. Skill .that resides in the tool itself and the skill that is concerned with how and where we use it.

Analytical outlines of the topic:

• The USA based magazine Forbes was issued on 20th December 1982.
• It carried a feature about thinking.
• Several businessmen were asked about their attitudes to thinking.
• George Bell was the Chief Executive Officer of Prudential- Bache Securities.
• He was thinking 10-15 minutes twice a day.
• Philip Knight was the Chairman of Nike Inc.
• He was thinking one hour a day, three or four days a week.
• Robert 0 Anderson was the Chairman of Atlantic Richfield.
• He was getting much thinking time at the time of travelling alone in a private aircraft.
• Actually, there was a difference between will of thinking and maintenance of a habit.
• There is an ambivalent attitude towards thinking.
• Thinking is a good thing.
• A teacher should think like a student.
• In past, thinking was not so important.
• Three kinds of thinking have been identified.
• They are (1) Thinking to achieve a , purpose, (2) Thinking for improvement and (3) Thinking around and about.
• Thinking to achieve a purpose is required for problem-solving.
• It may be either open or closed.
• There is an endpoint.
• Thinking must reach to same destination.
• Thinking for improvement provides solution.
• Here, an answer is available.
• Thinking goes well.
• The thinker wants to do better.
• Thinking around and about includes missing, free wheeling, preparing the field, setting the context, exploring the situation.
• A thinker prowls around the situation.
• There is no definite point of focus.
• Thinking is not necessary after getting a proper solution.
• A problem just solved may be only of a whole string of problems.
• The thinker is anxious to move into a better solution.
• All the reasons for not thinking beyond to first solution are practical and realistic.
• It does not require an effort of will.
• The simplest way to make the effort of will is to establish a habit of specific thinking time.
• This thinking times will follow agenda of other thinking time.
• Thinking around or about a situation or subject happens to be the major use of thinking time.
• Problem-solving of the ordinary type would be regarded as an ongoing part of normal work.
• Time spent in amusing is regarded as an investment.
• It can provide a new insight or specific idea.
• The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.
• Slow thinking seems to be a waste of time.
• So we should always think quickly.
• Slow thinking is sometimes much more valuable than quick one.
• Other thinks are also involved in slow thinking.
• Thinking involves two levels of skill.

Meanings of difficult words:
Forbes -It is a USA-based newspaper
lateral- belonging to the side,
set aside – sacrificed, devoted to, spared,
allocated – placed, assigned, given.
Instant – at the moment, the very moment or time,
distinction – separation, unidentical, difference,
occur – to come into mind, to be, to be found, to happen, take place.
surroundings – things around us, the environment.
required – needed, desired, wanted.
deliberate – to consider, to think, adj international, willful, purposeful.
effort – endeavour, perseverance, toil, labour.
initial – primary, first, beginning.
Curious – eager, anxious, interested
ambivalent – having either or both of the two contrary or similar values, meanings etc.
implies – to signify, to mean, to express indirectly, connotes.
lack of – absence of, short of, wanting.
decisiveness – settlement, judgement, the act pf taking decision.
pausing – halting stopping standstill.
obvious – perceptible, evident clear, terse, succinct.
accuse of – change with an offence, ill doing.
regard – to consider, to esteem, to respect.
prevarication – making untrue or partly untrue statement, try to evade, telling the truth.
growl – go about cautiously looking for a chance.
adequate – sufficient, a lot of, enough, complete”
a string – a chain of, a series of.
suspect – to doubt have no faith or confidence in.
genuinely – naturally, really, purely, sincerely, authentically.
cliches – idea OT expression that has been too much used and now outdated, stereotyped phrase.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text C: Confessions of a Misspent Youth Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 1 Text C: Confessions of a Misspent Youth

Activity – 8

State The Central Idea From The Text:
Answer:
1. The text deals with the worst system of school he was made to carry on his studies. It was the school which was known by Sand and Sea.
2. The writer was enrolled in a small private school in Greenwich village. In this school, there was a tremendous emphasis on art and educational freedom. The students were free not to learn anything that bored them and there were no tests.
3. They learned history by recreating its least important elements but without gaining ‘any knowledge or insight.
4. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity.
5. As a result, the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
6. They came to discover that their early education had gone waste only when they came to the high school. The writer’s mother came to realize his folly and sent her son to a traditional school.

Activity – 9

Understanding The Sequence Of Presentation:
Rearrange the following sentences to that they reflect the sequence in which Wolynski presents her ideas. You can begin with sentence (d) The writer was enrolled in small private school in Greenwich village – which is the first sentence in the sequence,
(a) The students were free not to learn anything that bored them and there were no tests.
(b) One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
(c) Their reading lessons were postponed till the third grade as early .reading was -considered harmful to creative spontaneity.
(d) The writer was enrolled in a small private school in Greenwich village.
(e) As a result, the students of Sand and Sea came to hate intellectuality.
(f) They learned history by recreating its least important elements but without gaining any knowledge Or insight.
(g) In this school, there was a tremendous emphasis on arts and educational freedom.
(h) The writer’s mother came to realise her folly and sent her son to a traditional school.
(i) They came to discover that their early education had gone waste when they came to the high School.
Answer:
The writer was enrolled in . a small private school in Greenwich village. In this school there was a tremendous emphasis on art and educational freedom. The students were flee and not to learn anything that bored them and there were no tests. They learned history by recreating its least important elements, but without, going any knowledge or insight. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity etc: As a result, the students of Sand and Sea came to make intellectuality. One of the students of Sand and Sea committed suicide out of instruction although the writer was fortunate to continue her education and pass her B.A. They came to discover that their early education. had gone waste only when they came to the high school. The writer’s mother came to realise her falling and sent her son to a traditional school.

Activity – 10

Comprehension:
Answer the following questions briefly :
(a) What is Wolyuskl’s major criticism of sand and Sea’s emphasis on creativity?
Answer:
Wolynski’s major criticism of Sand and Sea’s emphasis on creativity is that it. attracted great emphasis to arts and educational freedom. Their reading lessons were postponed, till the third grade as early reading was. considered harmful to creative spontaneity. Students were forbidden to be bored or miserable or made to compete with one another. When someone felt bored with math, he was allowed to write short stories in the library. This process shocked the students overall progress.

(b) Wolynski says that she was an example of “educational freedom- freedom .not to learn”. What does she mean?
Answer:
Wolynski says that she was an example of educational freedom, because she was herself, a student of Sand and Sea in which the students were guaranteed optimum liberty. She. when got bored with math was allowed to write stories in the library. She was a direct experience holder of all kinds of the intellectual educational pattern in the school.

(C) What is the basis of contrast between two kinds of education?
Answer:
The traditional pattern of education and the kind of education at Sand and Sea are greatly contrasted. Liberty, in the traditional pattern greatly rested on rationality Freedom was given out with limitation. But, freedom at this school was let loose and students were not found what they did not like. This brought about partial learning neglecting the main motto of education. Students were thrust into uncertainty and frustration.

(d) Does Wolynski explicitly state the points of contrast between the two types of education? If your answer is ’yes’, indicate the paragraph 5 and quote the words which explicitly state these differences. If your answer is ‘no’, say why the author does not explicitly state her points of contrast.
Answer:
Yes, the contrasts are explicit. The paragraph 3 “It was the school policy that we were forbidden to be bored or miserable”… “There were no tests and no hard times”. Paragraph 5- “We did not learn to read until we were in the third grade because early, reading was thought to discourage creative spontaneity. The one thing they taught us very well was to hate intellectuality…” Paragraph-9 – “They (parents) had sent in bright curious children and gotten back, nine years later, helpless adolescents Paragraph-10- Now 1 see my twelve-year-old brother (who is in a traditional school) doing college level math and I know that he knows more about many other things besides math, than I do and I also see traditional education working in the case of my reformed mother. When he was eight so that he wouldn’t become like me. Now, after seven years of real education he is making impressive film documentation for he Project in Bicentennial explicitly edpress the constructing difference.

(e) In paragraph 9 Wolynski admits that she could be accused of overstanding her case. How effectively does she reflect this change?
Answer:
Wolynski admits the fact that she | could be accused of overstating her case for some might say that those who freaked out of Sand and Sea would have freaked out any f where. But she pleads that such accusation does not hold true because when one sees the same bizarre behaviour pattern in succeeding. graduating classes, one can draw certain, terrifying conclusion.

(f) Briefly comment on the effectiveness of Wolynski’s conclusion. Does it accurately sum up her essay, or should she have written a different conclusion?
Answer:
Wolynski supplies a well-knit conclusion with strong effectiveness. The conclusive words run- “And now I have come to see that the real job of a school is to entice the student, into the web of knowledge and then, if he is not enticed to drag him in. 1 wish I had been. “These lines explicitly express .that a student must not be guaranteed freedom to the excess. There must be limitations to it. force and compulsion need be exerted upon the students for better results.

Extra Activity – 10(A)

Question 1.
What does appeal Wolynski’s mother in 1956?
Answer:
The idea of permissive education appeals Wolynski’s mother in 1956. She was a Bohemian and the writer was four years old at that time. She found a small private school in Greenwich village whose beliefs were her and got her child i.e., the writer admitted in this school.

Question 2.
What does the writer say about Sand and Sea in paragraph-1?
Answer:
Sand and Sea in paragraph-1 gives an impression that it was a’ school without pain. It was the kind of school which believed in back to basics which people are truly afraid of. It guarantees freedom-freedom not to learn.

Question 3.
How was the school managed?
Answer:
The school was managed by sixteen teachers out of which fifteen were lady teachers and one teacher. The teacher was teaching science.’They were decent people both young and old. ‘they devoted themselves to cultivate the internal creativity in man. They gave high stress on arts.

Question 4.
What was the pattern of education?
Answer:
Total freedom was given to the students. Reading is not considered important. But other things are considered important. When the students become bored in a subject they change it immediately. The writer was bored in math. He was told to write short stories in the library. No tests were conducted there. They were allowed to go there own way. For this reason, all-round development of the students was not possible. They taught history in a different way The teaching methods were not suitable for human development.

Question 5.
What was the method of doing history?
Answer:
The students of Sand and Sea public school, were taught history in a different method. They were to learn history by recreating its least important elements without acquiring any knowledge from it. They pounded com, made tepees, ate buffalo meat and learnt Indian words. This was all about teaching American history. They made elaborate contumes, clay pots and papier- mache Gods of Greek culture. They were also made maidens and knights in armour like the Middle Age.

Question 6.
What does the writer say about the creative spontaneity?
Answer:
In the Sand and Sea public school, the students spent a lot of time in being creative. Because they were told by their mentors that to be happy in life was to be creative. They did not go to read until they were in the third grade. It is because, early reading was thought to discourage creative spontaneity. They were made to develop a sense of hatred for intellectuality for nine years.

Question 7.
What was the result of the type of schooling at Sand and Sea?
Answer:
The pattern of education at Sand and Sea made the students fall down the hill. they felt a profound sense of abandonment. The parents were also harassed and perplexed. The students were allowed to change their subject again and over again. Their standards diminished. No all round development was possible. The students became underachievers and culturally disadvantaged. Even a student committed suicide out of frustration.

Question 8.
What did the psychologist suggest the writer’s mother?
Answer:
Due to the rough teaching method, the standards of the students of Sand and Sea public school diminished to a great extent. During the Writer’s high school years, the school psychologist puzzled by her lack of real knowledge. He suggested her mother that the writer had to undergo a better of psychological tests to find out the reason why she was blocking out information although she had no information to block.

Question 9.
What does she say about her former classmates?
Answer:
The standards of students of Sand and Sea school reduced unexpectedly. The parents of her former classmates could not find out the reason of this problem! Their children were bright and curious but after nine years, they got back dull and helpless children. They said that those of them who had .freaked out, would have freaked out anywhere. it was surprising that the same bizarre behavior pattern was earmarked in succeeding graduating classes. It was really a very horrifying conclusion.

Question 10.
What does she say about the educational achievements of her younger brother in the traditional schools?
Answer:
The writer’s brother was twelve years old. He was reading in a traditional school. He was capable of doing the college-level math, and knew much more about many other things besides math. His brother who was summarily ranked from Sand and Sea was making impressive film documentaries for a project On the Bicentennial.

Activity – 11

Understanding The Structure Of The Test.
Now, keeping the above sequence in mind notice the pattern the author has used in presenting her thoughts and give an account of the structure of the text on the model presented under discussion of Text-B.

Paragraph No.(s)	Ideas in points
1
2
3 and 4
5 through 7
8
9 and 10
11

Answer:
Paragraph-1
(i) The writer was enrolled in a small private school in Greenwich village.
(ii) The name of the school was Sand and Sea which was run by fifteen women and one man who attached more importance to inborn and natural creativity!

Paragraph-2:
The Sand and Sea school had total 16 teachers out of which 15 were lady teachers and one was science teacher who gave much importance and stress to inborn and natural creativity.

Paragraphs- 3 and 4:
1. The students were free not to learn anything that bored them and there were no tests.
2. They learned history by recreating its least important elements but without gaining any knowledge or insight.
3. In this school, .there was a great emphasis on arts and educational freedom.

Paragraphs- 5 through 7:
1. Their reading lessons were stopped till the third grade, as early reading was accepted harmful to creative spontaneity.
2. They discovered that their early education was wasted only when they came to high school.
3. One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue to her education and passed.

Paragraph-8:
The school psychologist who was puzzled by the writer’s deprived of real knowledge, suggested that she should undergo a bitterly of psychological tests to find out the reason why she was lacking out of information.

Paragraph 9 and 10:
1. The writer’s mother came, to realize her folly and sent her to; a traditional school, parents sent their bright, curious children to this school and after nine years got back helpless adolescents.
2. The writer’s twelve years and fifteen years old brothers did wonders in the traditional schools.

Paragraph-11:
This paragraph tells about the writer’s conclusion of the text in which she opines that a school has, to attract, the students into the web of knowledge and if they are not enticed, they have to be dragged in.

Activity-12

Grammar:
Go back to Text-C and notice the following sentence in paragraph 1- “And it was the kind of school that the back to basics people feared most. The underlined parts is called a relative clause. A clause is a sentence within a sentence and it is a part of a long sentence. A relative clause modifies as noun phrase. Hence, in (i), the relative clause begins with that which stands for the noun phrase the kind of school’ “that’ is called the relative pronoun. The relative pronouns that being relative clauses are:
who, whom, which, that and whose.
Examples:
1. The girl who loved dancing _________.
2. The clown whom everyone liked __________.
3. The jewels which belonged to the queen ________.
4. The boy whose father is a teacher _________.

Below you have a few phrases. Put them in their appropriate places in the paragraph after adding who/whom/which/that/ whose in form of the phrase. The first one has been done for you.

• was part of a long holiday.
• was again in very, warm and sunny, was both a bathroom and laundry.
• was in the hills.
• the children poured over themselves.
• mothers were carrying large bundles of clothes.
• they had brought with them.

We decided to spend the weekend. which was part of a long holiday, in a small hotel __________ where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday, morning _________ we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers. The children __________ quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some
soapy water __________. Then the matters un did the bundles of cloths __________ and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place ___________ The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.
Answer:
We decided to spend the weekend, which was part of a long holiday, in a small hotel which was in the hills where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday morning when the weather was again very warm and sunny, we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers.’ The children whose mothers were carrying large bundles of clothes quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some soapy water which, the children poured over themselves. Then the mothers undid the bundles of clothes which they had brought with them and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place which was both a bathroom and laundry. The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.

Extra Activity- 12(A)

VERB+[-ing (enjoy doing/stop doing etc.)] Look at these sentences.
I enjoy dancing.
Would you mind closing the door?
I can suggest going to the cinema.

(i) After enjoy, mind and suggest we use -ing (not to-).
Here are some more verbs that are following by – ing
stop
delay
fancy
consider
admit
miss involve
finish
postpone
imagine
avoid
deny
risk
practice

• Suddenly everybody stopped talking. There was silence.
• I’ll do the shopping when I have finished clearing, to flat.
• He tried to avoid answering my question.
• I don’t fancy join out this evening.
• Have you ever considered going to live in another country.

Note the negative form of not -ing.

• When I’m on holiday, I enjoy not having to get up early

(ii) We also use -ing after:
Give up (- stop)
put off (= postpone)
carry on/go on (= continue)
keep or keep on(=F’ do-.something, continuously or repeatedly)

• Ram has given up smoking.
• We must do something. We can’t go on living like this.
• Don’t keep interrupting, me. while I’m speaking.

(iii) With some verbs: verb+somebody+ (-ing):

• I can’t imagine George; riding a motorbike.
• You can’t stop me. doing what I want.
• Sorry to keep you -waiting so long.

Note the passive form (being done/ seen etc.)

• I don’t mind being kept waiting.

(iv) When one talks about finished action, one can say having done/ stolen/said etc.

• She admitted having stolen the money

(v) After some of the verbs on this page (especially- admit/deny/suggest) you can use that.

• She denied that she had stolen the money or she denied stealing the money.
• I am suggested that we went to the cinema.

Verb+ (-ing)/to… (1) (remember/regret)

(a) When one verb+(-irtg) or verb+to… Compare the sentences in the table below:

Verb- (-ing)	verb – to…
They denied stealing the money.	The decided to steal the money.
I enjoy going out → Often we use –ing action that happen before the first verb or at the same time Stealing ←denied (enjoy going)	I want to go out. Often we use to… for an action that follows the first verb decided to →steal want → to do

(b) Some verbs can be followed by -ing or to -% with a difference of meaning:

Remember	I remember doing something. = I did it and now I remember, this you remember doing something after you have done it.	I remembered to do something. ÷remembered that I had to do something = I remembered that I had to do it and so I did it. You remember to do something before you do it.
	I remember locking the door = I locked it and now I remember this.	I remember to lock the door when I left = I remembered that I had to lock the door and so I locked it.
Regret	I regret doing something = I did it and now I am sorry about it.	I regret to say/to tell you/to inform you = I am sorry that I have to say etc.
	I now regret saying what I said. I should not have said it.	We regret to inform you that we are unable to offer you the job.
Go on	Go on doing something continue doing the same thing. The minister went on the talking for two hours. We must change our ways can’t to on the living like this.	= Go on to do something = do or say something new. After discussing the economy, the minister then went on to talk about foreign policy,

(c) Begin, start, intend, continue, bother.
These verbs can be followed by – ing or to – with little or no difference in meaning. So you can say :

• It has started on meaning or it has started to rain.
• John intends buying a house or John intends to buy
• Don’t bother locking the door or Don’t bother to lock

(d) But we usually do not use -ing after -ing.

• It’s starting -to fain (not it’s starting raining.)

Confessions of a Misspent Youth Summary in English

Summary (Paragraph 1-2):
The writer’s mother was highly inspired by the idea of permissive education in 1956. At that time, he was only four years old. His mother found a small private school in Greenwich village. The writer called die school “Sand and Sea”. It was a school without pain. Here, there was total educational freedom – the freedom not to learn. There were fifteen lady teachers and one teacher. He was teaching ‘science’. They were giving much stress to cultivate natural creativity in man. They give more stress on arts.

Happiness And Hieroglyphics
Summary (Paragraph 3-4) :
They used to learn various subjects. But they could cancel anyone at any time. It was te policy of the school. It was making the students out of any pressure. They were free from any mental stress. This policy, on the other hand, was creating a competitive mind among themselves. Once the writer was bored with math. So he was permitted to write short stories in the library. One year, the students pounded corn made tepees, ate buffalo meat and learned Indian words. Another year, they made elaborate costumes, clay pots and papier- mache gods. And in still another year they were all maidens and knights in armor like Middle Ages. One year, the writer while building pyramids, did a thirty feet long moral for. which laboriously cupid hieroglyphics on the sheet of brown paper.

Ignorance Is Not Bliss
Summary (Paragraph 5-8) :
The writer and his friends were spending their time to be creative. Their mentos told them that to be happy is to create. They were made not to learn, because early reading could discourage creative spontaneity. Hence, they were forced to be creative for nine years. Much emphasis was provided for forming and reforming interpersonal relationship. When they graduated from Cannot all the happy little children fell down the hill. Both children and their parents felt abandoned. The children though themselves to be under¬achiever and culturally disadvantaged. The school psychologist was puzzled by his lack of actual knowledge. He suggested that the writer should undergo a battery of psychological tests to know the reason why he was lacking of information. The author was often asked by teacher how he had come into the high school. ‘

The Lure Of Learning
Summary (Paragraphs 9-11):
The- parents of the writer’s former classmates were unable to find out the real problems of the system. Parents sending their children who were bright and curious returned back helpless. His twelve years old brother who was reading in a traditional school was far better than him except math.

Outlines of the text-C :

• The writer’s mother was highly inspired by permissive education.
• At that time, he was only four years old.
• His mother admitted him in a small private school.
• It was situated in Greenwich village.
• The writer called the school ‘Sand and Sea”.
• In this school, there was total educational freedom.
• It was the freedom for not to learn.
• There were fifteen lady teachers and one teacher.
• The teacher was teaching them science.
• They were giving much stress to cultivate natural creativity.
• They gave more stress on arts.
• They used to learn various subjects.
• But they could change any subject at any time.
• It was the policy of the school.
• It was making the students free of pressure.
• They were free from any mental stress.
• This policy was creating competitive minds among them.
• Once the writer was bored with math.
• So he was permitted to write short stories in the library.
• They learned different things in different years.
• One year, they pounded corn made tepees, ate buffalo meat and learned Indian words.
• Another year, they made elaborate costumes, clay pots and paper-mache gods.
• Again in one year, they were all maidens and knights in armour.
• Once, the writer while. building pyramids did a thirty feet long mural cupid hieroglyphics on the sheet of brown paper.
• The writer and his friends were spending their time to be creative.
• Their mentos told them that to be happy is to create.
• They were made not to learn.
• Because early reading could discourage creative spontaneity.
• Hence, they were forced to be creative for nine years.
• Much stress was provided for forming and reforming interpersonal relationships.
• All the happy little children fell down to hill.
• Both children and their parents feel abandoned.
• The children thought themselves to be ‘underachievers.
• They became culturally disadvantaged.
• The school psychologist was puzzled by his lack of actual knowledge.
• He suggested the writer to have the psychological tests.
• So that the reason could be found out.
• The teacher often asked how he had come to high school.
• The parents could not find out the real problems.
• The good students returned back helpless.
• His brother was reading in a traditional school. ,
• He was twelve years old.
• His standard was better than the writer

Meanings of difficult words :

example – a person an example; of something.
decent – proper, modest, nice, fairly good.
innate – inborn, a quality from birth, internal.
tremendous – huge, marvelous; astounding, amazing.
stunted – checked the growth or development of.
forbidden – prohibit, not to be done.
least – superlative degree of ’little’ (little-less-least)
pounded – thump, to crush into powder, break to pieces.
tepees – round texts used by Red Indians in America.
elaborate – detail, more illustrated or descriptive.
costumes – dresses, items of dress put on occasion.
armor – a defensive covering worn during fighting.
pegged their horses – pattern with pegs.
a quarrel of blood – blood measuring capacity equal to two points about 1.14 liter.
the Hums – medieval invaders from Central Asia.
mural hieroglyphics – system of writings which uses pictures to represent words.
bliss – blessing, higher happiness, divine happiness.
incurably – that which can’t be cured.
optimistic – hopeful, looking at the brighter side of life.
mentors – person who takes care of the little men.
discourage – make dispirited, unenthusiastic.
creative spontaneity – natural flow of creative work.
continually – again and again, again and over again, continue at a stretch, interpersonal.
relationship – relationship among various kinds of persons.
twist – distort, bend, make deformed.
introverted – being interest in one’s own thoughts and feelings than the things outside oneself,
cowered in the corner – shrank back and crunched in the comer.
sense of abandonment – a feeling of being left completely, alone, a state of loneliness.
flunking out – fail an examination, fail a candidate.
occupational therapy- treatment for helping people to get that their health by giving them special work.
baffle – trouble, bewilder, mentally disturbed.
substantive knowledge – knowledge having an independent existence real or actual
enduring – bearing, tolerating, withstanding putting up with stumbling.
through – speak in a hesitating way with pauses and mistakes.
braked out – became upset and frightened, disturbed.
bizarre – odd, ridiculous, absured, unnatural, yanked (American) taken away suddenly.
bicentennial – celebrating of completion of 200 years after the American declaration of independence.