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Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 6 Probability Additional Exercise Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 6 Probability Additional Exercise

(A) Multiple Choice Questions (Mcqs) With Answers

Question 1.
If \(\left|\begin{array}{ccc}
1+x & x & x^2 \\
x & 1+x & x^2 \\
x^2 & x & 1+x
\end{array}\right|\) = a + bx + cx² + dx³ + ex⁴ + fx⁵ then write the value of a.
(a) 0
(b) 2
(c) 1
(d) 3
Answer:
(c) 1

Question 2.
If every element of a third order determinant of value 8 is multiplied by 2, then write the value of the new determinant.
(a) 32
(b) 64
(c) 16
(d) 128
Answer:
(b) 64

Question 3.
If A is a 4 x 5 matrix and B is a matrix such that A^TB and BA^T both are defined, then write the order of B
(a) 4 x 5
(b) 1 x 5
(c) 5 x 4
(d) None of these
Answer:
(a) 4 x 5

Question 4.
If \(\left[\begin{array}{lll}
3 & 5 & 3 \\
2 & 4 & 2 \\
\lambda & 7 & 8
\end{array}\right]\) is a singular matrix, write die value of 1.
(a) λ = 2
(b) λ = 1
(c) λ = 4
(d) λ = 8
Answer:
(d) λ = 8

Question 5.
Determine the maximum value of \(\left|\begin{array}{rl}
\cos x & \sin x \\
-\sin x & \cos x-1
\end{array}\right|\)
(a) 1
(b) 2
(c) 3
(d) 0
Answer:
(b) 2

Question 6.
If \(\left[\begin{array}{cc}
x & y \\
x & \frac{x}{2}+t
\end{array}\right]\) + \(\left[\begin{array}{cc}
y & x+t \\
x+2 & \frac{x}{2}
\end{array}\right]\) = \(\left[\begin{array}{ll}
1 & 4 \\
2 & 3
\end{array}\right]\) then find x.
(a) x = 1
(b) x = 0
(c) x = 2
(d) x = -1
Answer:
(b) x = 0

Question 7.
If \(\left[\begin{array}{cc}
x & y \\
x & \frac{x}{2}+t
\end{array}\right]\) + \(\left[\begin{array}{cc}
y & x+t \\
x+2 & \frac{x}{2}
\end{array}\right]\) = \(\left[\begin{array}{ll}
1 & 4 \\
2 & 3
\end{array}\right]\) then find y.
(a) y = 1
(b) y = 3
(c) y = 2
(d) y = 0
Answer:
(a) y = 1

Question 8.
If \(\left[\begin{array}{cc}
x & y \\
x & \frac{x}{2}+t
\end{array}\right]\) + \(\left[\begin{array}{cc}
y & x+t \\
x+2 & \frac{x}{2}
\end{array}\right]\) = \(\left[\begin{array}{ll}
1 & 4 \\
2 & 3
\end{array}\right]\) then find t.
(a) t = 1
(b) t = 2
(c) t = 3
(d) t = 0
Answer:
(c) t = 3

Question 9.
Which matrix is a unit matrix?
(a) \(\left(\begin{array}{ll}
1 & 0 \\
0 & 1
\end{array}\right)\)
(b) \(\left(\begin{array}{ll}
1 & 0 \\
0 & 1
\end{array}\right)\)
(c) \(\left(\begin{array}{ll}
1 & 1 \\
0 & 1
\end{array}\right)\)
(d) \(\left(\begin{array}{ll}
1 & 1 \\
1 & 1
\end{array}\right)\)
Answer:
(b) \(\left(\begin{array}{ll}
1 & 0 \\
0 & 1
\end{array}\right)\)

Question 10.
If \(\left(\begin{array}{cc}
\mathbf{x}_1 & \mathbf{x}_2 \\
\mathbf{y}_1 & \mathbf{y}_2
\end{array}\right)\) – \(\left(\begin{array}{ll}
2 & 3 \\
0 & 1
\end{array}\right)\) = \(\left(\begin{array}{ll}
3 & 5 \\
1 & 2
\end{array}\right)\) then find x₁, x₂, y₁, y₂.
(a) x₁ = 8, x₂ = 5, y₁ = 3, y₂ = 1
(b) x₁ = 1, x₂ = 8, y₁ = 5, y₂ = 3
(c) x₁ = 5, x₂ = 8, y₁ = 1, y₂ = 3
(d) x₁ = 3, x₂ = 1, y₁ = 8, y₂ = 5
Answer:
(c) x₁ = 5, x₂ = 8, y₁ = 1, y₂ = 3

Question 11.
If \(\left|\begin{array}{ll}
2 & 4 \\
k & 6
\end{array}\right|\) = 0, what is the value of k?
(a) 3
(b) 4
(c) 2
(d) 6
Answer:
(a) 3

Question 12.
If \(\left|\begin{array}{ll}
\mathbf{a}_1 & \mathbf{b}_1 \\
\mathbf{c}_1 & \mathbf{d}_1
\end{array}\right|\) = k \(\left|\begin{array}{ll}
a_1 & c_1 \\
b_1 & d_1
\end{array}\right|\) hen what is the value of k?
(a) 1
(b) 2
(c) 3
(d) 4
Answer:
(d) 4

Question 13.
If A = \(\left(\begin{array}{lll}
1 & 0 & 2 \\
5 & 1 & x \\
1 & 1 & 1
\end{array}\right)\) is a singular matrix then what is the value of x?
(a) 6
(b) 7
(c) 8
(d) 9
Answer:
(d) 9

Question 14.
Evaluate \(\left|\begin{array}{ccc}
-6 & 0 & 0 \\
3 & -5 & 7 \\
2 & 8 & 11
\end{array}\right|\)
(a) 66
(b) 666
(c) 6666
(d) 6
Answer:
(b) 666

Question 15.
Evaluate \(\left|\begin{array}{lll}
1 & 1 & b+c \\
1 & b & c+a \\
1 & c & a+b
\end{array}\right|\)
(a) 0
(b) 1
(c) 11
(d) 2
Answer:
(a) 0

Question 16.
Evaluate \(\left|\begin{array}{ccc}
1^2 & 2^2 & 3^2 \\
2^2 & 3^2 & 4^2 \\
3^2 & 4^2 & 5^2
\end{array}\right|\)
(a) 54
(b) 58
(c) -54
(d) 60
Answer:
(c) -54

Question 17.
If A and B are square matrices of order 3, such that |A| = -1, |B| = 3 then |3 AB| = –
(a) 1
(b) 11
(c) 9
(d) 81
Answer:
(d) 81

Question 18.
For what k
x + 2y – 3z = 2
(k + 3)z = 3
(2k + 1)y + z = 2 is inconsistent?
(a) -3
(b) -6
(c) 3
(d) 6
Answer:
(a) -3

Question 19.
The sum of two nonintegral roots of \(\left|\begin{array}{lll}
x & 2 & 5 \\
3 & x & 3 \\
5 & 4 & x
\end{array}\right|\) = 0 is ______.
(a) 5
(b) -5
(c) 3
(d) 15
Answer:
(b) -5

Question 20.
The value of \(\left|\begin{array}{ccc}
1 & 2 & 3 \\
3 & 5 & 2 \\
8 & 14 & 20
\end{array}\right|\) is ______.
(a) 1
(b) 2
(c) 0
(d) 3
Answer:
(c) 0

Question 21.
If [x 1] \(\left[\begin{array}{cc}
1 & 0 \\
-2 & 0
\end{array}\right]\) = 0, then x equals:
(a) 0
(b) -2
(c) -1
(d) 2
Answer:
(d) 2

Question 22.
The number of all possible matrices of order 3 × 3 with each entry 0 or 1 is:
(a) 27
(b) 18
(c) 81
(d) 512
Answer:
(d) 512

Question 23.
If A = \(\left[\begin{array}{cc}
\cos \alpha & -\sin \alpha \\
\sin \alpha & \cos \alpha
\end{array}\right]\) , and A + A’ = I, then the value of α is
(a) \(\frac{\pi}{6}\)
(b) \(\frac{\pi}{3}\)
(c) π
(d) \(\frac{3 \pi}{2}\)
Answer:
(b) \(\frac{\pi}{3}\)

Question 24.
Matrix A and B will be inverse of each other only if
(a) AB = BA
(b) AB = BA = 0
(c) AB = 0, BA = I
(d) AB = BA = I
Answer:
(d) AB = BA = I

Question 25.
The matrix P = \(\left[\begin{array}{lll}
0 & 0 & 4 \\
0 & 4 & 0 \\
4 & 0 & 0
\end{array}\right]\) is a
(a) square matrix
(b) diagonal matrix
(c) unit matrix
(d) None of these
Answer:
(a) square matrix

Question 26.
If A and B are symmetric matrices of same order, then AB – BA is a
(a) Skew-symmetric matrix
(b) Symmetric matrix
(c) Zero matrix
(d) Identity
Answer:
(a) Skew-symmetric matrix

Question 27.
If A is a square matrix of order 3, such that A(adj A) = 10I, then |adj A| is equal to
(a) 1
(b) 10
(c) 100
(d) 1000
Answer:
(c) 100

Question 28.
Let A be a square matrix of order 2 × 2, then |KA| is equal to
(a) K|A|
(b) K²|A|
(c) K³|A|
(d) 2K|A|
Answer:
(b) K²|A|

Question 29.
If A and B are invertible matrices then which of the following is not correct
(a) Adj A = |A|. A^-1
(b) det (A^-1) = (det A)^-1
(c) (AB)^-1 = B^-1A^-1
(d) (A + B)^-1 = A^-1 + B^-1
Answer:
(d) (A + B)^-1 = A^-1 + B^-1

Question 30.
If A is a skew-symmetric matrix of order 3, then the value of |A| is
(a) 3
(b) 0
(c) 9
(d) 27
Answer:
(b) 0

Question 31.
If A is a square matrix of order 3, such that A(adjA) = 10I, then ladj Al is equal to
(a) 1
(b) 10
(c) 100
(d) 1000
Answer:
(c) 100

Question 32.
Let A be a non-angular square matrix of order 3 x 3, then |A. adj Al is equal to
(a) |A|³
(b) |A|²
(c) |A|
(d) 3|A|
Answer:
(a) |A|³

Question 33.
Let A be a square matrix of order 3 × 3 and k a scalar, then |kA| is equal to
(a) k|A|
(b) |k||A|
(c) k³|A|
(d) none of these
Answer:
(c) k³|A|

Question 34.
If a, b, c are all distinct, and \(\left|\begin{array}{lll}
a & a^2 & 1+a^3 \\
b & b^2 & 1+b^3 \\
c & c^2 & 1+c^3
\end{array}\right|\) = 0 then the value of abc is
(a) 0
(b) -1
(c) 3
(d) -3
Answer:
(b) -1

Question 35.
If a, b, c are in AP, then the value of \(\left|\begin{array}{lll}
x+1 & x+2 & x+a \\
x+2 & x+3 & x+b \\
x+3 & x+4 & x+c
\end{array}\right|\) is:
(a) 4
(b) -3
(c) 0
(d) abc
Answer:
(c) 0

Question 36.
If A is a skew-symmetric matrix of order 3, then the value of |A| is
(a) 3
(b) 0
(c) 9
(d) 27
Answer:
(b) 0

Question 37.
A bag contains 3 white, 4 black and 2 red balls. If 2 balls are choosen at random (without replacement), then the probability that both the balls are white is:
(a) \(\frac{1}{18}\)
(b) \(\frac{2}{9}\)
(c) \(\frac{1}{12}\)
(d) \(\frac{1}{24}\)
Answer:
(c) \(\frac{1}{12}\)

Question 38.
Three diece are thrown simultaneously. The probability of obtaining a total score of 5 is:
(a) \(\frac{5}{216}\)
(b) \(\frac{1}{6}\)
(c) \(\frac{1}{36}\)
(d) \(\frac{1}{49}\)
Answer:
(c) \(\frac{1}{36}\)

Question 39.
An urn contains 6 balls of which two are red and four are black. Two balls are drawn at random. Probability that they are of the different colour is:
(a) \(\frac{2}{5}\)
(b) \(\frac{1}{15}\)
(c) \(\frac{8}{15}\)
(d) \(\frac{4}{15}\)
Answer:
(d) \(\frac{4}{15}\)

Question 40.
The probability of obtaining an even prime number on each die when a pair of dice is rolled is:
(a) 0
(b) \(\frac{1}{3}\)
(c) \(\frac{1}{12}\)
(d) \(\frac{1}{36}\)
Answer:
(d) \(\frac{1}{36}\)

Question 41.
Two events A and B are said to be independent if:
(a) A and B are mutually exclusive
(b) P (A’B’) = [1 – P(A)][1 – P(B)]
(c) P(A) = P(B)
(d) P(A) + P(B) = 1
Answer:
(b) P (A’B’) = [1 – P(A)][1 – P(B)]

Question 42.
A die is. thrown once, then the probability of getting number greater than 3 is:
(a) \(\frac{1}{2}\)
(b) \(\frac{2}{3}\)
(c) 6
(d) 0
Answer:
(a) \(\frac{1}{2}\)

Question 43.
If P(A) = \(\frac{6}{11}\), P(B) = \(\frac{5}{11}\) and P(A ∪ B) = \(\frac{7}{11}\), then P(A/B) is:
(a) \(\frac{2}{5}\)
(b) \(\frac{3}{5}\)
(c) \(\frac{4}{5}\)
(d) 1
Answer:
(c) \(\frac{4}{5}\)

Question 44.
Let the target be hit A and B: the target be hit by B and C: the target be hit by A and C. Then the probability that A, B and C all will hit, is:
(a) \(\frac{4}{5}\)
(b) \(\frac{3}{5}\)
(c) \(\frac{2}{5}\)
(d) \(\frac{1}{5}\)
Answer:
(c) \(\frac{2}{5}\)

Question 45.
What is the probability that ‘none of them will hit the target’?
(a) \(\frac{1}{30}\)
(b) \(\frac{1}{60}\)
(c) \(\frac{1}{15}\)
(d) \(\frac{2}{15}\)
Answer:
(b) \(\frac{1}{60}\)

(B) Very Short Type Questions With Answers

Question 1.
If \(\left|\begin{array}{ccc}
1+\mathbf{x} & \mathbf{x} & \mathbf{x}^2 \\
\mathbf{x} & 1+\mathbf{x} & \mathbf{x}^2 \\
\mathbf{x}^2 & \mathbf{x} & 1+\mathbf{x}
\end{array}\right|\) = a + bx + cx² + dx³ + ex⁴ + fx⁵ then write the value of a.
Solution:
\(\left|\begin{array}{ccc}
1+\mathbf{x} & \mathbf{x} & \mathbf{x}^2 \\
\mathbf{x} & 1+\mathbf{x} & \mathbf{x}^2 \\
\mathbf{x}^2 & \mathbf{x} & 1+\mathbf{x}
\end{array}\right|\)
= a + bx + cx² + dx³ + ex⁴ + fx⁵
which is an identity
Putting x = 0 we get
a = \(\left|\begin{array}{lll}
1 & 0 & 0 \\
0 & 1 & 0 \\
0 & 0 & 1
\end{array}\right|\) = 1

Question 2.
If every element of a third order determinant of value 8 is multiplied by 2, then write the value of the new determinant.
Solution:
According to the question
|A| = 8
Now |KA| = Kⁿ|A|
⇒ |2A| = 2³|A| = 8 × 8 = 64
Value of the new determinant is 64.

Question 3.
If I is an identity matrix of order n, then k being a natural number, write the matrix I^k_n.
Solution:
If I is an identity matrix of order n, then I^k_n = I_n

Question 4.
If A is a 4 × 5 matrix and B is a matrix such that A^TB and BA^T both are defined, then write the order of B.
Solution:
Order of A = 4 × 5
Order of A^T = 5 × 4
Let order of B = m × n
A^TB is well defined ⇒ m = 4
BA^T is well defined ⇒ n = 5
Order of B = 4 × 5

Question 5.
Write the matrix which when added to the matrix \(\left[\begin{array}{cc}
2 & -3 \\
-4 & 7
\end{array}\right]\) gives the matrix \(\left[\begin{array}{ll}
4 & 1 \\
3 & 2
\end{array}\right]\)
Solution:
Let the required matrix is A.
\(\left(\begin{array}{cc}
2 & -3 \\
-4 & 7
\end{array}\right)\) + A = \(\left(\begin{array}{ll}
4 & 1 \\
3 & 2
\end{array}\right)\)
A = \(\left(\begin{array}{ll}
4 & 1 \\
3 & 2
\end{array}\right)\) – \(\left(\begin{array}{cc}
2 & -3 \\
-4 & 7
\end{array}\right)\) = \(\left(\begin{array}{cc}
2 & 4 \\
7 & -5
\end{array}\right)\)

Question 6.
Determine the maximum value of \(\left|\begin{array}{rl}
\cos x & \sin x \\
-\sin x & \cos x-1
\end{array}\right|\)
Solution:
Let f(x) = \(\left|\begin{array}{rl}
\cos x & \sin x \\
-\sin x & \cos x-1
\end{array}\right|\)
= cos²x – cos x + sin²x = 1 – cos x
As – 1 < cos x ≤ 1
⇒ 1 >- cos x ≥ – 1
⇒ 2 > 1 – cos x ≥ 0
The maximum value of f(x) = 2.

Question 7.
Write the value of k if:
\(\left|\begin{array}{lll}
\mathbf{a a _ { 1 }} & \mathbf{a a}_2 & \mathbf{a} \mathbf{a}_3 \\
\mathbf{a b _ { 1 }} & \mathbf{a b}_2 & \mathbf{a b} \\
\mathbf{a c _ { 2 }} & \mathbf{a c}_2 & \mathbf{a c _ { 3 }}
\end{array}\right|\) = k\(\left|\begin{array}{lll}
\mathbf{a}_1 & \mathbf{b}_1 & \mathbf{c}_1 \\
\mathbf{a}_2 & \mathbf{b}_2 & \mathbf{c}_2 \\
\mathbf{a}_3 & \mathbf{b}_3 & \mathbf{c}_3
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
\mathbf{a a _ { 1 }} & \mathbf{a a}_2 & \mathbf{a} \mathbf{a}_3 \\
\mathbf{a b _ { 1 }} & \mathbf{a b}_2 & \mathbf{a b} \\
\mathbf{a c _ { 2 }} & \mathbf{a c}_2 & \mathbf{a c _ { 3 }}
\end{array}\right|\) = k\(\left|\begin{array}{lll}
\mathbf{a}_1 & \mathbf{b}_1 & \mathbf{c}_1 \\
\mathbf{a}_2 & \mathbf{b}_2 & \mathbf{c}_2 \\
\mathbf{a}_3 & \mathbf{b}_3 & \mathbf{c}_3
\end{array}\right|\)
k = a³.

Question 8.
If A is a 3 × 3 matrix and |A| = 3, then write the matrix represented by A × adj A.
Solution:
|A| = 3 ⇒ A × Adj A = \(\left(\begin{array}{lll}
3 & 0 & 0 \\
0 & 3 & 0 \\
0 & 0 & 3
\end{array}\right)\)

Question 9.
If ω is a complex cube root of 1, then for what value of λ the determinant
\(\left|\begin{array}{ccc}
1 & \omega & \omega^2 \\
\omega & \lambda & 1 \\
\omega^2 & 1 & \omega
\end{array}\right|\) = 0?
Solution:

⇒ for any value of ‘A,’ the given determinant is ‘0’

Question 10.
If [1 2 3] A = [0], then what is the der of the matrix A?
Solution:
If [1 2 3] A = [0]
A is a 3 × 1 matrix

Question 11.
What is A + B if A = \(\left(\begin{array}{cc}
1 & 2 \\
3 & -1
\end{array}\right)\), B = \(\left(\begin{array}{cc}
0 & -1 \\
-2 & 1
\end{array}\right)\)?
Solution:
For A = \(\left(\begin{array}{cc}
1 & 2 \\
3 & -1
\end{array}\right)\), B = \(\left(\begin{array}{cc}
0 & -1 \\
-2 & 1
\end{array}\right)\)
A + B = \(\left(\begin{array}{ll}
1 & 1 \\
1 & 0
\end{array}\right)\)

Question 12.
Give an example of a unit matrix.
Solution:
\(\left(\begin{array}{ll}
1 & 0 \\
0 & 1
\end{array}\right)\) is a unit matrix of 2nd order.

Question 13.
Construct a 2 × 3 matrix having elements defined by a_ij = i – j.
Solution:
a_ij = i – j
a₁₁ =0, a₁₂ = 1 – 2 = – 1, a₁₃ = 1 – 3 =- 2
a₂₁ = 2 – 1 = 1, a₂₂ = 2 – 2 = 0, a₂₃ = 2 – 3 = -1
∴ The required matrix is \(\left(\begin{array}{ccc}
0 & -1 & -2 \\
0 & 0 & -1
\end{array}\right)\).

Question 14.
Find x, y if A = A’ where A = \(\left(\begin{array}{ll}
5 & \mathbf{x} \\
\mathbf{y} & 0
\end{array}\right)\)
Solution:
A = A’
⇒ \(\left(\begin{array}{ll}
5 & \mathbf{x} \\
\mathbf{y} & 0
\end{array}\right)\) = \(\left(\begin{array}{ll}
5 & \mathbf{y} \\
\mathbf{x} & 0
\end{array}\right)\) ⇒ x = y
∴ x and y are any real number where x = y

Question 15.
Cana matrix be constructed by taking 29 elements?
Solution:
Only two matrices can be formed by taking 29 elements. They are of order 1 × 29 and 29 × 1.

Question 16.
If \(\left|\begin{array}{ll}
2 & 4 \\
k & 6
\end{array}\right|\) = 0 , what is the value of k?
Solution:
\(\left|\begin{array}{ll}
2 & 4 \\
k & 6
\end{array}\right|\) = 0 ⇒ 12 – 4k = 0 ⇒ k = 3

Question 17.
If \(\left|\begin{array}{ll}
\mathbf{a}_1 & \mathbf{b}_1 \\
\mathbf{c}_{\mathbf{1}} & \mathbf{d}_1
\end{array}\right|\) = k = \(\left|\begin{array}{ll}
\mathbf{a}_1 & \mathbf{c}_1 \\
\mathbf{b}_1 & \mathbf{d}_1
\end{array}\right|\) then what is the value of k?
Solution:
k = 1

Question 18.
If A and B are square matrices of order 3, such that |A| = -1, |B| = 3 then |3 AB| = ______.
Solution:
|3 AB| = 27 |A| |B| = 81

Question 19.
Solve: \(\left|\begin{array}{ccc}
2 & 2 & x \\
-1 & x & 4 \\
1 & 1 & 1
\end{array}\right|\) = 0
Solution:
\(\left|\begin{array}{ccc}
2 & 2 & x \\
-1 & x & 4 \\
1 & 1 & 1
\end{array}\right|\) = 0 => \(\left|\begin{array}{ccc}
0 & 2 & x \\
-1-x & x & 4 \\
0 & 1 & 1
\end{array}\right|\) = 0
⇒ – (- 1 – x) (2 – x) = 0 ⇒ x = -1, x = 2.

(C) Short Type Questions With Answers

Question 1.
If A = \(\left[\begin{array}{ccc}
1 & 2 & 3 \\
3 & -2 & 1 \\
4 & 2 & 1
\end{array}\right]\) then show that A³ – 23A – 40I = 0
Solution:

Question 2.
Solve: \(\left|\begin{array}{ccc}
\mathbf{x + 1} & \omega & \omega \\
\omega & x+\omega^2 & 1 \\
\omega^2 & 1 & x+\omega
\end{array}\right|\) = 0
Solution:

Question 3.
If A = \(\left[\begin{array}{ccc}
1 & 2 & 0 \\
0 & 1 & 3 \\
-2 & 5 & 3
\end{array}\right]\), then verify that A + A’ is symmetric and A – A’ is skew symmetric.
Solution:

Question 4.
If A, B, C are matrices of order 2 × 2 each and 2A + B + C = \(\left[\begin{array}{ll}
1 & 2 \\
3 & 0
\end{array}\right]\), A + B + C = \(\left[\begin{array}{ll}
0 & 1 \\
2 & 1
\end{array}\right]\) and A + B – C = \(\left[\begin{array}{ll}
1 & 2 \\
1 & 0
\end{array}\right]\), then find A, B and C.
Solution:

Question 5.
Find the inverse of the following matrix: \(\left[\begin{array}{lll}
1 & 1 & 2 \\
0 & 1 & 2 \\
1 & 2 & 1
\end{array}\right]\)
Solution:
Let A = \(\left[\begin{array}{lll}
1 & 1 & 2 \\
0 & 1 & 2 \\
1 & 2 & 1
\end{array}\right]\)
Method – I
Let us find A^-1 by using elementary row transformation.
Let A = IA

Method – II
|A| = 1(1 – 4) – 1(0- 2) + 2(0- 1)
= 1(-3) – 1(-2) + 2(-1)
= -3 ≠ 0
∴ A^-1 exists.
A₁₁ = -3, A₁₂ = 2, A₁₃ = -1

Question 6.
Show that \(\left|\begin{array}{ccc}
a-b-c & 2 a & 2 a \\
2 b & b-c-a & 2 b \\
2 c & 2 c & c-a-b
\end{array}\right|\) = (a+b +c)³
Solution:

= (a + b + c)³ (1 – 0) = (a + b + c)³

Question 7.
Find the inverse of the following matrix: \(\left[\begin{array}{lll}
0 & 0 & 2 \\
0 & 2 & 0 \\
2 & 0 & 0
\end{array}\right]\)
Solution:
A = \(\left[\begin{array}{lll}
0 & 0 & 2 \\
0 & 2 & 0 \\
2 & 0 & 0
\end{array}\right]\)
|A| = 2(- 4) = – 8 ≠ 0
∴ A^-1 exists.
A₁₁ = 0, A₁₂ = 0, A₁₃ = – 4
A₂₁ = 0, A₂₂ = – 4, A₂₃ = 0
A₃₁ = 0,A₃₂ = 0, A₃₃ = – 4
∴ The matrix of cofactors

Question 8.
If the matrix A is such that \(\left[\begin{array}{cc}
1 & -1 \\
2 & 3
\end{array}\right]\)A = \(\left[\begin{array}{cc}
-4 & 1 \\
7 & 7
\end{array}\right]\), find A.
Solution:

Question 9.
Show that (a + 1) is a factor of \(\left|\begin{array}{ccc}
a+1 & 2 & 3 \\
1 & a+1 & 3 \\
3 & -6 & a+1
\end{array}\right|\).
Solution:

= (a + 1) (a² + 2a + 1 + 18) – 2(a + 1 – 9) + 3(-6 – 3a – 3)
= (a + 1)(a² + 2a + 19) – 2a + 16 – 27 – 9a
= (a + 1) (a² + 2a + 19) – 11a – 11
= (a + 1) (a² + 2a + 19) – 11(a + 1)
= (a + 1) (a² + 2a + 8)
⇒ (a + 1) is a factor of the given determinant.

Question 11.
If A = \(\left[\begin{array}{ll}
\alpha & 0 \\
1 & 1
\end{array}\right]\) and B = \(\left[\begin{array}{ll}
1 & 0 \\
5 & 1
\end{array}\right]\) show that for no values of α, A² = B.
Solution:

⇒ α2 = 1 and α + 1 = 5
⇒ α = ± 1 and α = 4
Which is not possible.
There is no α for which A² = B

Question 12.
If A = \(\left[\begin{array}{ll}
3 & -4 \\
1 & -1
\end{array}\right]\), then show that A^k = \(\left[\begin{array}{cc}
1+2 \mathrm{k} & -4 \mathrm{k} \\
\mathrm{k} & 1-2 \mathrm{k}
\end{array}\right]\), k ∈ N.
Solution:

Question 13.
If A = \(\left[\begin{array}{ccc}
1 & -2 & 2 \\
3 & 1 & -1
\end{array}\right]\), B = \(\left[\begin{array}{cc}
2 & 4 \\
1 & 2 \\
3 & -1
\end{array}\right]\), verify that (AB)^T = B^TA^T.

Question 14.
Show that for each real value of λ the system of equations
(λ + 3) + λy = 0
x + (2λ + 5)y = 0 has a unique solution.
Solution:
Given system of equations is a
homogeneous system of linear
equations.
Now
Δ = \(\left|\begin{array}{cc}
\lambda+3 & \lambda \\
1 & 2 \lambda+5
\end{array}\right|\)
= (λ + 3)(2λ + 5) – λ
= 2λ² + 11λ + 15 – λ
= 2λ² + 10λ + 15
As for 2λ² + 10A + 15, D = 100 – 120 < 0
the polynomial 2λ² + 10λ + 15 has no roots i.e. Δ ≠ 0.
Thus the system has a unique trivial solution for every real value of λ.

Question 15.
If A and B are square matrices of same order then show by means of an example that AB ≠ BA in general.
Solution:

∴ AB ≠ BA we have AB ≠ BA in general.

Question 16.
If A = \(\left|\begin{array}{cc}
0 & -\tan \frac{\theta}{2} \\
\tan \frac{\theta}{2} & 0
\end{array}\right|\), then prove that det{(I + A)(I – A)-1} = 1
Solution:

Question 17.
Solve for x: \(\left|\begin{array}{ccc}
15-2 x & 11 & 10 \\
11-3 x & 17 & 16 \\
7-x & 14 & 13
\end{array}\right|\) = 0
Solution:

Question 18.
If A = \(\left[\begin{array}{ccc}
-1 & 3 & 5 \\
1 & -3 & -5 \\
-1 & 3 & 5
\end{array}\right]\) find A³ – A².
Solution:

A² = A ⇒ A²A = A²
⇒ A³ – A² = 0

Question 19.
Prove that: A = \(\left|\begin{array}{ccc}
2 & 3 & 4 \\
1 & -2 & -3 \\
3 & 1 & -8
\end{array}\right|\) ⇒ A² – 5A + 71 = 0.
Solution:

Question 20.
Test whether the following system of equations have non-zero solution.
Write the solution set:
2x + 3y + 4z = 0,
x – 2y – 3z = 0,
3x + y – 8z = 0.
Solution:
Given equations are
2x + 3y + 4z = 0
x – 2y – 3z = 0
3x + y – 8z = 0
Now \(\left|\begin{array}{ccc}
2 & 3 & 4 \\
1 & -2 & -3 \\
3 & 1 & -8
\end{array}\right|\)
= 2(19) – 3(1) + 4(7) 0
∴ The system has no non-zero solution.
The solution set is x = 0; y = 0, z = 0.

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 6 Probability Ex 6(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 6 Probability Exercise 6(a)

Question 1.
Two balls are drawn from a bag containing 5 white and 7 black balls. Find the probability of selecting 2 white balls if
Solution:
Two balls are drawn from a bag containing 5 white and 7 black balls.
∴ |S| = 12.

(i) the first ball is replaced before drawing the second.
Solution:
The 1st ball is replaced before the 2nd ball is drawn. We are to select 2 white balls. So in both the draws we will get white balls. Drawing a white ball in 1st draw and in 2nd draw are independent events.
Probability of getting 2 white balls = \(\frac{5}{12}\) × \(\frac{5}{12}\) = \(\frac{25}{144}\)

(ii) the first ball is not replaced before drawing the second.
Solution:
Here the 1st ball is not replaced before the 2nd ball is drawn. Since we are to get 2 white balls in each draw, we must get a white ball.
Now probability of getting a white ball in 1st draw = \(\frac{5}{12}\).
Probability of getting a white ball in 2nd = \(\frac{4}{11}\).
Since the two draws are independent, we have the probability of getting 2 white balls
= \(\frac{5}{12}\) × \(\frac{4}{11}\) = \(\frac{20}{132}\).

Question 2.
Two cards are drawn from a pack of 52 cards; find the probability that
(i) they are of different suits.
(ii) they are of different denominations.
Solution:
Two cards are drawn from a pack of 52 cards. The cards are drawn one after another. Each suit has 13 cards.
|S| = ⁵²C₂
(i) As the two cards are of different suits, their probability
= \(\frac{52}{52}\) × \(\frac{39}{51}\)
(ii) Each denomination contains 4 cards. As the two cards drawn are of different denominations, their probability
= \(\frac{52}{52}\) × \(\frac{48}{51}\)

Question 3.
Do both parts of problem 2 if 3 cards drawn at random.
Solution:
(i) 3 cards are drawn one after another. As they are of different suits, we have their probability
= \(\frac{52}{52}\) × \(\frac{39}{51}\) × \(\frac{26}{50}\).
(ii) As the 3 cards are of different denominations, we have their probability
= \(\frac{52}{52}\) × \(\frac{48}{51}\) × \(\frac{44}{50}\).

Question 4.
Do both parts of problem 2 if 4 cards are drawn at random.
Solution:
(i) 4 cards are drawn one after another. As they are of different suits, we have their probability
= \(\frac{52}{52}\) × \(\frac{39}{51}\) × \(\frac{26}{50}\) × \(\frac{13}{49}\).
(ii) As the cards are of different denominations, we have their probability
= \(\frac{52}{52}\) × \(\frac{48}{51}\) × \(\frac{44}{50}\) × \(\frac{40}{49}\).

Question 5.
A lot contains 15 items of which 5 are defective. If three items are drawn at random, find the probability that
(i) all three are defective
(ii) none of the three is defective.
Do this problem directly.
Solution:
(i) A lot contains 15 items of which 5 are defective. Three items are drawn at random. As the items are drawn one after another.
Their probability = \(\frac{5}{15}\) × \(\frac{4}{14}\) × \(\frac{3}{13}\)
(ii) As none of the 3 items are defective, we have to draw 3 non-defective items one after another.
Their probability = \(\frac{10}{15}\) × \(\frac{9}{14}\) × \(\frac{8}{13}\)

Question 6.
A pair of dice is thrown. Find the probability of getting a sum of at least 9 if 5 appears on at least one of the dice.
Solution:
A pair of dice is thrown. Let A be the event of getting at least 9 points and B, the event that 5 appears on at least one of the dice.
∴ B = {(1, 5), (2, 5), (3, 5), (4, 5), (5, 5), (6, 5), (5, 1), (5, 2), (5, 3), (5, 4), (5, 6)}
A = {(3, 6), (4, 5), (5, 4), (6, 3), (4, 6), (5, 5), (6, 4), (5, 6), (6, 5), (6, 6)}
∴ A ∩ B = {(4, 5), (5, 4), (5, 5), (5, 6), (6, 5)}
∴ P (A | B) = \(\frac{\mathrm{P}(\mathrm{A} \cap \mathrm{B})}{\mathrm{P}(\mathrm{B})}\) = \(\frac{\frac{5}{36}}{\frac{31}{36}}\) = \(\frac{5}{11}\)

Question 7.
A pair of dice is thrown. If the two numbers appearing are different, find the probability that
(i) the sum of points is 8.
(ii) the sum of points exceeds 8.
(iii) 6 appears on one die.
Solution:
A pair of dice is thrown as two numbers are different
We have |S| = 30
(i) Let A be the. event that the sum of points on the dice is 8, where the numbers on the dice are different.
A = {(2, 6), (3, 5), (5, 3), (6, 2)}
P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}\) = \(\frac{4}{30}\)
(ii) Let B be the event that sum of the points exceeds 8.
B = {(3, 6), (4, 5), (5, 4), (6, 3), (5, 6), (6, 5), (4, 6), (6, 4)}
P(B) = \(\frac{|\mathrm{B}|}{|\mathrm{S}|}\) = \(\frac{8}{30}\)
(iii) Let C be the event that 6 appears on one die.
C = {(1, 6), (2, 6), (3, 6), (4, 6), (5, 6), (6, 1), (6, 2), (6, 3), (6, 4), (6, 5)}
P(C) = \(\frac{|\mathrm{C}|}{|\mathrm{S}|}\) = \(\frac{10}{30}\) = \(\frac{1}{3}\)

Question 8.
In a class 30% of the students fail in Mathematics, 20% of the students fail in English and 10% fail in both. A student is selected at random.
Solution:
In a class 30% of the students fail in Mathematics, 20% of the students fail in English and 10% fail in both. Let A be the event that a student fails in Mathematics and B be the events that he fails in English.
P(A) = \(\frac{30}{100}\), P(B) = \(\frac{20}{100}\)
Where |S| = 100, P (A ∩ B) = \(\frac{10}{100}\)

(i) If he has failed in English, what is the probability that he has failed in Mathematics?
Solution:
If he has failed in English, then the probability that he has failed in Mathematics.
i.e., P\(\left(\frac{A}{B}\right)\) = \(\frac{P(A \cap B)}{P(B)}\) = \(\frac{\frac{10}{100}}{\frac{20}{100}}\) = \(\frac{1}{2}\)

(ii) If he has failed in Mathematics, what is the probability that he has failed in English?
Solution:
If he has failed in Mathematics, then the probability that he has failed in English
i.e., P\(\left(\frac{B}{A}\right)\) = \(\frac{P(A \cap B)}{P(A)}\) = \(\frac{\frac{10}{100}}{\frac{30}{100}}\) = \(\frac{1}{3}\)

(iii) What is the probability that he has failed in both?
Solution:
Probability that he has failed in both
i.e., P (A ∩ B) = \(\frac{10}{100}\) = \(\frac{1}{10}\)

Question 9.
IfA, B are two events such that
P(A) = 0.3, P(B) = 0.4, P (A ∪ B) = 0.6
Find
(i) P (A | B)
(ii) P (B | A)
(iii) P (A | B^c)
(iv) P (B | A^c)
Solution:
A and B are two set events such that
P(A) = 0.3, P(B) = 0.4, P (A ∪ B) = 0.6
We have
P (A ∪ B) = P(A) + P(B) – P (A ∩ B)
or, 0.6 = 0.3 + 0.4 – P (A ∩ B)
or, P (A ∩ B) = 0.7 – 0.6 = 0.1

Question 10.
If A, B are events such that P(A) = 0.6, P(B) = 0.4 and P (A ∩ B) = 0.2, then find
(i) P (A | B)
(ii) P (B | A)
(iii) P (A | B^c)
(iv) P (B | A^c)
Solution:
A and B are events such that
P(A) = 0.6, P(B) = 0.4, P (A ∩ B) = 0.2

Question 11.
If A and B are independent events, show that
(i) A^c and B^c are independent,
(ii) A and B^c are independent,
(iii) A^c and B are independent.
Solution:
A and B are independent events.
(i) We have P (A ∩ B) = P(A). P(B)
P (A’ ∩ B’) = P (A ∪ B)’ = 1 – P (A ∪ B)
= 1 – [P(A) + P(B) – P (A ∩ B)]
= 1 – P(A) – P(B) + P(A) P(B)
= 1 [1 – P(A)] – P(B) [1 – P(A)]
= [1 – P(A)] [1 – P(B)] = P(A’) P(B’)
∴ A’ and B’ are independent events.

(ii) P (A ∩ B^c) = P (A – B)
= P(A) – P (A ∩ B)
= P(A) – P(A) P(B)
= P(A) [1 – P(B)]
= P(A). P(B^c).
∴ A and B^c are independent events.

(iii) P (A^c ∪ B) = P (B – A)
= P(B) – P (A ∩ B)
= P(B) – P(A) P(B)
= P(B) [1 – P(A)] = P(B) P(A^c)
∴ A^c and B are independent events.

Question 12.
Two different digits are selected at random from the digits 1 through 9.
(i) If the sum is even, what is the probability that 3 is one of the digits selected?
(ii) If the sum is odd, what is the probability that 3 is one of the digits selected?
(iii) If 3 is one of the digits selected, what is the probability that the sum is odd?
(iv) If 3 is one of the digits selected, what is the probability that the sum is even?
Solution:
Two different digits are selected at random from the digits 1 through 9.
(i) Let A be the event that the sum is even and B be the event that 3 is one of the number selected.
We have to find P (B | A).
There are 4 even digits and 5 odd digits.
∴ The sum is even if both the numbers are odd or both are even.
∴ |A| = ⁴C₂ + ⁵C₂ = 6 + 10 = 16
∴ P(A) = \(\frac{16}{{ }^9 \mathrm{C}_2}\) = \(\frac{16}{36}\)
Also B = {(1, 3), (5, 3), (7, 3), (9, 3), (3, 2), (3, 4), (3, 8), (3, 6)}
∴ A ∩ B = {(1, 3), (5, 3), (7, 3), (9, 3)}
P(B) = \(\frac{8}{36}\) P (A ∩ B) = \(\frac{4}{36}\)
P(\(\frac{B}{A}\)) = \(\frac{P(A \cap B)}{P(A)}\) = \(\frac{\frac{4}{36}}{\frac{16}{36}}\) = \(\frac{1}{4}\)

(ii) Let A be the event that the sum is odd. The sum is odd if one of the numbers selected is odd and other is even.
∴ P(A) = \(\frac{5}{9}\) × \(\frac{4}{8}\) + \(\frac{4}{9}\) × \(\frac{5}{8}\) = \(\frac{20}{36}\)
Let B be the event that one of the numbers selected is 3.
∴ B = {(1, 3), (2, 3), (4, 3), (5, 3), (6, 3), (7, 3), (8, 3), (9, 3)}
∴ A ∩ B = {(2, 3), (4, 3), (6, 3), (8, 3)}

Question 13.
If P(A) = 0.4, P (B | A) = 0.3 and P (B^c | A^c) = 0.2. find
(i) P (A | B)
(ii) P (B | A^c)
(iii) P(B)
(iv) P(A^c)
(v) P (A ∪ B)
Solution:
P(A) = 0.4, P (B | A) = 0.3 and P (B^c | A^c) = 0.2.


(iii) P(B) = 0.6
= \( \frac{6}{10} \)
= \( \frac{3}{5} \)

(iv) P(A^c) = 1 – P(A)
= 1 – 0.4 = 0.6
= \( \frac{6}{10} \) = \( \frac{3}{5} \)

(v) P (A ∪ B) = P(A) + P(B) – P (A ∩ B)
= 0.4 + 0.6 – 0.12
= 1.0 – 0.12 = 0.88

Question 14.
If P(A) = 0.6, P (B | A) = 0.5, find P (A ∪ B) if A, B are independent.
Solution:
P(A) = 0.6, P (B | A) = 0.5
We have P (B | A) = \(\frac{\mathrm{P}(\mathrm{B} \cap \mathrm{A})}{\mathrm{P}(\mathrm{A})}\) = 0.5
or, P (B ∩ A) = 0.5 × P(A)
= 0.5 × 0.6 = 0.3
As A and B are independent events, we have
P (B ∩ A) = P(B) P(A) = 0.3
or, P(B) = \(\frac{0.3}{\mathrm{P}(\mathrm{A})}\)
= \(\frac{0.3}{0.6}\)
= \(\frac{1}{2}\) = 0.5
P (A ∪ B) = P(A) + P(B) – P(A ∩ B)
= 0.6 + 0.5 – 0.3 = 0.8

Question 15.
Two cards are drawn in succession from a deck of 52 cards. What is the probability that both cards are of denomination greater than 2 and less than 9?
Solution:
Two cards are drawn in succession from a deck of 52 cards.
There are 6 denominations which are greater than 2 and less than 9. So there are 24 cards whose denominations are greater than 2 and less than 9.
∴ Their probability = \(\frac{24}{52}\) × \(\frac{23}{51}\).

Question 16.
From a bag containing 5 black and 7 white balls, 3 balls are drawn in succession. Find the probability that
(i) all three are of the same colour.
(ii) each colour is represented.
Solution:
From a bag containing 5 black and 7 white balls, 3 balls are drawn in succession.
(i) The 3 balls drawn are of same colour.
∴ Probability of drawing 3 balls of black colour
= \(\frac{5}{12}\) × \(\frac{4}{11}\) × \(\frac{3}{10}\) = \(\frac{1}{22}\)
Probability of drawing 3 white balls
= \(\frac{7}{12}\) × \(\frac{6}{11}\) × \(\frac{5}{10}\) = \(\frac{7}{44}\)
∴ Probability of drawing 3 balls of same colour
= \(\frac{5}{12}\) × \(\frac{4}{11}\) × \(\frac{3}{10}\) + \(\frac{7}{12}\) × \(\frac{6}{11}\) × \(\frac{5}{10}\) = \(\frac{9}{44}\)

(ii) Balls of both colour will be drawn. If B represents black ball and W represents the white ball.
∴ The possible draws are WWB, WBW, BWW.

Question 17.
A die is rolled until a 6 is obtained. What is the probability that
(i) you end up in the second roll
(ii) you end up in the third roll.
Solution:
A die is rolled until a 6 is obtained
(i) We are to end up in the 2nd roll i.e., we get 6 in the 2nd roll. Let A be the event of getting a 6 in one roll of a die.
∴ P(A) = \(\frac{1}{6}\) ⇒ P(A’) = 1 – \(\frac{1}{6}\) = \(\frac{5}{6}\)
∴ Probability of getting a 6 in the 2nd roll
= \(\frac{5}{6}\) × \(\frac{1}{6}\) = \(\frac{5}{36}\)
(ii) Probability of getting a 6 in the 3rd roll
= \(\frac{5}{6}\) × \(\frac{5}{6}\) × \(\frac{1}{6}\) = \(\frac{25}{216}\)

Question 18.
A person takes 3 tests in succession. The probability of his (her) passing the first test is 0.8. The probability of passing each successive test is 0.8 or 0.5 according as he passes or fails the preceding test. Find the probability of his (her) passing at least 2 tests.
Solution:
A person takes 3 tests in succession. The probability of his passing the 1st test is 0.8. The probability of passing each successive test is 0.8 or 0.5 according as he passes or fails the preceding test.
Let S denotes the success (passing) in a test and F denotes the failure in a test.
∴ P(S) = 0.8
∴ P(F) = 1 – P(S) = 1 – 0.8 = 0.2
We have the following mutually exclusive cases:

Event			Probability
S	S	S	0.8 × 0.8 × 0.8 = 0.512
S	S	F	0.8 × 0.8 × 0.2 = 0.128
S	F	S	0.8 × 0.2 × 0.5 = 0.080
F	S	S	0.2 × 0.5 x 0.8 = 0.080

∴ Probability of atleast 2 successes
= 0.512 + 0.128 + 0.080 + 0.080
= 0.8 = \(\frac{4}{5}\)

Question 19.
A person takes 4 tests in succession. The probability of his passing the first test is p, that of his passing each succeeding test is p or y depending on his passing or failing the preceding test. Find the probability of his passing
(i) at least three test
(ii) just three tests.
Solution:
A person takes 4 tests in succession. The probability of his passing the 1st test is P, that of his passing each succeeding test is P or P/2 depending bn his passing or failing the preceding test. Let S and F denotes the success and failure in the test.
∴ P(S) = P, P(F) = 1 – P
We have the following mutually exclusive tests:

Question 20.
Given that all three faces are different in a throw of three dice, find the probability that
(i) at least one is a six
(ii) the sum is 9.
Solution:
Three dice are thrown once showing different faces in a throw.
|S| = 6³ = 216
Let A be the event that atleast one is a six.
Let B be the event that all three faces are different.
|B| = ⁶6₃
(i) Now A^c is the event that there is no six. A^c ∩ B is the event that all 3 faces are different and 6 does not occur.
|A^c ∩ B| = ⁵C₃
P (A^c | B) = \(\frac{P\left(A^C \cap B\right)}{P(B)}\)
= \(\frac{{ }^5 \mathrm{C}_3 / 216}{{ }^6 \mathrm{C}_3 / 216}\) = \(\frac{1}{2}\)

(ii) Let A be the event that the sum is 9.
A ∩ B = {(1,3, 5), (1,5, 3), (3, 5,1), (3, 1, 5), (5, 1, 3), (5, 3, 1), (1, 2, 6), (1, 6, 2), (2, 1, 6), (2, 6, 1), (6, 2, 1), (6, 1, 2), (2, 3, 4), (2, 4, 3), (3, 2, 4), (2, 3, 4), (3, 4, 2), (4, 3, 2)}
|A ∩ B| = 18
P (A | B) = \(\frac{P(A \cap B)}{P(B)}\)
= \(\frac{18 / 216}{20 / 216}\) = \(\frac{9}{10}\)

Question 21.
From the set of all families having three children, a family is picked at random.
(i) If the eldest child happens to be a girl, find the probability that she has two brothers.
(ii) If one child of the family is a son, find the probability that he has two sisters.
Solution:
A family is picked up at random from a set of families having 3 children.
(i) The eldest child happens to be a girl. We have to find the probability that she has two brothers. Let G denotes a girl and B denotes a boy.
∴ P(B) = \(\frac{1}{2}\), P(G) = \(\frac{1}{2}\)
P(BB | G) = P(B) × P(G) = \(\frac{1}{2}\) × \(\frac{1}{2}\) = \(\frac{1}{4}\)

(ii) The one child of the family is a son. We have to find the probability that he has two sisters. We have the following mutually exclusive events:
BGG, GBG, GGB.
∴ The required probability
= P(B) × P(G) × P(G) + P(G) × P(B) + P(G) + P(G) × P(G) × P(B)
= \(\frac{1}{2}\) × \(\frac{1}{2}\) × \(\frac{1}{2}\) + \(\frac{1}{2}\) × \(\frac{1}{2}\) × \(\frac{1}{2}\) + \(\frac{1}{2}\) × \(\frac{1}{2}\) × \(\frac{1}{2}\) = \(\frac{3}{8}\)

Question 22.
Three persons hit a target with probability \(\frac{1}{2}\), \(\frac{1}{3}\) and \(\frac{1}{4}\) respectively. If each one shoots at the target once,
(i) find the probability that exactly one of them hits the target
(ii) if only one of them hits the target what is the probability that it was the first person?
Solution:
Three persons hit a target with probability
\(\frac{1}{2}\), \(\frac{1}{3}\) and \(\frac{1}{4}\)
Let A, B, C be the events that the 1st person, 2nd person, 3rd person hit the target respectively.

(i) As the events are independent, the probability that exactly one of them hit the target
= P(AB’C’) + P(A’BC’) + P(A’B’C)
= P(A) P(B’) P(C’) + P(A’) P(B) P(C’) + P(A’) P(B’) P(C)

(ii) Let E₁ be the event that exactly one person hits the target.
∴ P(E₁) = \(\frac{11}{24}\)
Let E₂ be the event that 1st person hits the target
∴ P(E₂) = P(A) = \(\frac{1}{2}\)
∴ E₁ ∩ E₂ = AB’C’
⇒ P(E₁ ∩ E₂)
= P(A) × P(B’) P(C’) = \(\frac{6}{24}\)
∴ P(E₂ | E₁) = \(\frac{6 / 24}{11 / 24}\) = \(\frac{6}{11}\)

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 3 Magic Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Lesson 3 Magic

BSE Odisha 7th Class English Lesson 3 Magic Text Book Questions and Answers

Session – 1 (ଶବ୍ଦାବଳୀ)

I. Pre-Reading (ପୂର୍ବ ପ୍ରସ୍ତୁତି)

You have seen magic shows by magicians What do they do? (Students tell their experience). Now we will read a poem on magic. But it is a different kind of magic by a different kind of magician. Read the poem and see what the magic is and who the magician is.
ଯାଦୁକରମାନଙ୍କର ଯାଦୁଖେଳ ଦେଖୁଥ‌ିବ । ସେମାନେ କ’ଣ କରନ୍ତି ? (ପିଲାମାନେ ନିଜ ନିଜ ଅନୁଭୂତି କହିବେ ।) ଆମେ ଏବେ ଯାଦୁଖେଳ ବାବଦରେ ଗୋଟିଏ କବିତା ପଢ଼ିବା କିନ୍ତୁ ଏହା ଏକ ଭିନ୍ନ ଯାଦୁକରର ଭିନ୍ନ ପ୍ରକାରର ଯାଦୁଖେଳ ।

II. While Reading (ପଠନକାଳୀନ)
Text(ପାଠ୍ୟବସ୍ତୁ)

Read the poem silently and answer the questions that follow.
(କବିତାଟିକୁ ନୀରବତାର ସହିତ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

You have magic in your fingertips,
Magic in your eyes,
Magic in the arms that hold
And tell me not to cry

There is magic in your voice
When you talk to me each day,
There is magic in your smile
And in the things you say.

There is magic in the way
You let me be myself with you,
There is magic that you teach me
To be good and brave and true.

I am growing older
And soon I’ll go away,
But the magic you taught me
will go with me every day.

ଓଡ଼ିଆ ଅନୁବାଦ :

ତୁମ ଆଙ୍ଗୁଠି ଅଗରେ ଯାଦୁ
ତୁମ ଆଖ୍ ଚାହାଣିରେ ଯାଦୁ
ତୁମ ବାହୁ ଯୁଗଳରେ ଯାଦୁ
କୁହ କାନ୍ଦିବ ନାହିଁ ।

ତୁମ କଥା ଓ ସ୍ଵରରେ ଯାଦୁ
ଯେବେ ତୁମେ ନିତିଦିନ ମୋ ସହିତ କଥା ହୁଅ
ତୁମ ହସହସରେ ଭରା ସେ ଯାଦୁ
ଏବଂ ତାହା ତୁମ ପ୍ରତି କଥାରେ ନଥାରେ ।

ତୁମର ସେହି ରଙ୍ଗ ଢଙ୍ଗରେ ସେ ଯାଦୁ
ଯାହା ମୋତେ ବାନ୍ଧିରଖେ ତୁମରି ନିକଟେ
ତୁମ ଶିଖାଇବାରେ ସେ ଯାଦୁ ଯାହା ମୋତେ ଶିଖାଇ ଦିଏ
ହୁଅ ଭଲ, ହୁଅ ସାହସୀ ଏବଂ ହୁଅ ସତ୍ୟନିଷ୍ଠ ।

ଦିନୁ ଦିନ ହୁଅଇ ମୁଁ ବଡ଼
ଦୂରେଇ ଦୂରେଇ ଯିବି ଖୁବ୍ ଶୀଘ୍ର
କିନ୍ତୁ ତୁମ ଶିଖାଇବା ଯାଦୁ
ଚାଲିଥବ ମୋ ସହିତ ସବୁବେଳେ, ସବୁଦିନ (ପ୍ରତି ମୁହୂର୍ତ୍ତରେ) ।

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
magic (ମ୍ୟାଜିକ୍) – ଯାଦୁ
tips (ଟିପ୍‌ସ୍ ) – ଅଗ୍ରଭାଗ, ଅଗ
arms (ଆର୍ମସ୍ ) – ବାହୁ
hold (ହୋଲଡ୍) – ଧରିବା
voice (ଭଏସ୍ ) – ସ୍ବର
smile (ସ୍ମାଇଲ୍) – ସ୍ମିତହାସ୍ୟ
brave (ବ୍ରେକ୍) – ସାହସିକତା
true (ଟ୍ରା) – ସତ୍ୟ
grow (ଗ୍ରୋ) – ବଢ଼ିବା
older (ଓଲଡ଼ର) – ବଡ଼ ହେବା

Your teacher will read aloud the poem. You will listen to him/her without opening your books. S/he will ask you the following questions. Try to answer:

→ Which word is used again and again?
(କେଉଁ ଶବ୍ଦଟି ବାରମ୍ବାର ବ୍ୟବହାର ହୋଇଛି ?)
Answer:
The word ‘magic’ is used again and again.

→ Whose magic is the poet talking about?
(କେଉଁ ଯାଦୁଖେଳ ବିଷୟରେ କବି କଥା ହୋଇଛନ୍ତି ?)
Answer:
The poet is talking about the mother’s magic.

→ Your teacher reads, the poem aloud second time. You listen to him/her and follow the poem.
→ Read the poem silently. Answer your teacher’s questions.

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :
Question 1.
Who is the speaker in the poem?
(ଏହି କବିତାରେ ବକ୍ତା କିଏ ?)
Answer:
The poet, child is the speaker in the poem.

Question 2.
Whom does the poet call ‘you’?
(କବି କାହାକୁ ‘you’ ବୋଲି କହିଛନ୍ତି ?)
Answer:
The poet calls his mother ‘you’.

Question 3.
Whose magic is she talking about?
( ସେ କାହାର ଯାଦୁଖେଳ ବିଷୟରେ କହୁଛନ୍ତି ?)
Answer:
She is talking about the magic of the mother.

Question 4.
Mother has magic in her ________, ________, _________
( ମା’ଙ୍କର _______, _________, ଏବଂ _______ ରେ ଯାଦୁ ଅଛି ।)
Answer:
Mother has magic in her finger tips, eves, arms and voice.

Question 5.
What makes her voice and smile magical?
(ତାଙ୍କର ସ୍ଵର ଏବଂ ହସକୁ କ’ଣ ଯାଦୁକରୀ କରିଦିଏ ?)
Answer:
Mother’s soothing voice and attractive smile makes them magical.

Question 6.
What does the mother teach the child?
(ମା’ ପିଲାକୁ କ’ଣ ଶିକ୍ଷା ଦିଏ ?)
Answer:
The mother teaches the child to be brave, good and true.

Question 7.
Which lines in the poem say that the child is growing older and very soon s/he will go away?
(କବିତାର କେଉଁ ଧାଡ଼ିଗୁଡିକ କହୁଛି ଯେ ପିଲାଟି ବୟସରେ ବଢ଼ୁଛି ଏବଂ ଖୁବ୍ ଶୀଘ୍ର ସେ ଦୂରକୁ ଚାଲିଯିବ ?)
Answer:
“I am growing older / And soon I’ll go away”. These two lines shows that the child is growing older and will go away soon.

Question 8.
Will the mother’s magic be everlasting or shortlived?
(ମା’ର ଯାଦୁ ଚିରନ୍ତନ ବା କ୍ଷଣସ୍ଥାୟୀ ହେବ ?)
Answer:
Mother’s magic will be everlasting, not shortlived.

Question 9.
Which magic is better – the magicians’ magic or the mother’s magic?
(କାହାର ଯାଦୁ ଅଧିକ ଉତ୍ତମ – ଯାଦୁକରର ଯାଦୁ ବା ମା’ଙ୍କର ଯାଦୁ ?)
Answer:
The mother’s magic is better than the magician’s magic.

Question 10.
Who is a better magician – the mother or the magician?
(କିଏ ଜଣେ ଅଧିକ ଉତ୍ତମ ଯାଦୁକର – ମା’ ନା ଯାଦୁକର ?)
Answer:
The mother is a better magician than the magician.

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)

III. Pre-Reading (ପୂର୍ବ ପ୍ରସ୍ତୁତି)
1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ)
Whole poem : magic in finger-tips, magic in arms, magic in voice, magic in smile
Part, Stanza-4 : growing older, I’ll go away, the magic you taught me.

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):
(a) Tick the magical qualities that the child finds in her mother.
(Question with Answer)
(i) She has a loving touch. (✓)
(ii) She has an affectionate look. (✓)
(iii) She has a sweet voice. (✓
(iv) She has patience. ( )
(v) She has a pleasant voice. (✓)
(vi) She has magic in her words. (✓)
(vii) She is a good teacher. (✓)
(viii) She is a good cook. ( )

(b) MCQs: Choose the correct alternatives.
Question 1.
The child gets ___________ from her mother’s fingertips.
(A) the ability to count number
(B) loving touch
(C) tasty food
(D) nice dress
Answer:
(B) loving touch

Question 2.
‘You let me be myself with you’, means that-
(A) the child is allowed to do anything.
(B) the child obeys the mother.
(C) the mother accepts the child as s/he is.
(D) the child obeys his father
Answer:
(C) the mother accepts the child as s/he is.

Question 3.
‘But the magic that you taught me will go with me every day’. The ‘magic’ in the line refers to :
(A) taking out eggs from empty baskets
(B) good ways of showing magic
(C) good ways for life
(D) good food
Answer:
(C) good ways for life

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

3. Listening (ଶୁଣିବା) :
Your teacher will say some words. Listen to him/her carefully. Tick the word when you listen to it.
finger
smile
arms
voice
eyes
older
good
true
grow
brave

4. Speaking (କଥନ) :
(a) Dialogues :
Practice dialogues and present the following :
Child: You’ve magic in your eyes, mum.
Mother: You too have magic in your eyes.
Child: But your magic is better.
Mother: Yours is the best.
Child: Both of us are magicians!
Mother: Oh yes. But you’re my cute, sweet little magician.

(b) Chorus Reading :
Your teacher will read the poem aloud line after line. Repeat after him/her.
Your teacher will divide the class into 4 groups. Each group will sing/recite the poem in chorus.

Session – 4 (ଚତୁର୍ଥ ପର୍ୟ୍ୟାୟ)
5. Vocabulary ଶବ୍ଦାବଳୀ:
(a) Nine words on mother’s magic are hiding in this crossword puzzle. Read the clues, solve the puzzle, get the words.

CLUES :
Across (Left Right)
2. What the magician shows
5. We get it when we join letters
6. It is the teacher’s job
7. We make it when we speak
8. Each of our hands have five of them
9. We see with them

Down (Top Bottom)
1. She has magic in her eyes, magic in her smile
3. Mother holds her baby in it
4. It is on our lips when we are happy

Answer:
1. MOTHER
2. MAGIC
3. ARM
4. SMILE
5. WORD
6. TEACH
7. VOICE
8. FINGER
9. EYE

(b) The word ‘magic’ takes some words after it. Match the word ‘magic’ with the word it can take after it.

Answer:

Session – 5 (ପଞ୍ଚମ ପର୍ୟ୍ୟାୟ)
6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ) :
Read the following lines from your poem.
There is magic in your voice.
There is magic in your smile.
Begin with ‘there is/are’ and complete the sentences. One is done for you.
(i) __________ magic in your fingertips.
(ii) __________ magic in your eyes.
(iii) __________ magic in your arms.
(iv) __________ magic in your words.
(v) ___________ magic in your teaching.
(vi) __________cows in the field.
(vii) __________roses in the garden.
(viii) __________fruits on the trees
(ix) __________water in the clouds.
(x) __________ ice in the ice-cream.
Answer:
(i) There is magic in your fingertips.
(ii) There is magic in your eyes.
(iii) There are magic in your arms.
(iv) There is magic in your words.
(v) There is magic in your teaching.
(vi) There are cows in the field.
(vii) There are roses in the garden.
(viii) There are fruits on the trees.
(ix) There is water in the clouds.
(x) There is ice in the ice-cream.

Session – 6 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)

7. Writing (ଲିଖନାତ୍ମକ)
(a) Look at the word underlined in the following stanza.
I am growing older
And soon I’ll go away,
But the magic that you taught me
Will go with me everyday.

Rewrite the poem changing :
ପରିବର୍ତ୍ତନ କରି କବିତାଟିକୁ ଆଉଥରେ ଲେଖ ।
“I” into ‘the poet’
‘you’ into ‘the mother’.
‘me’ into ‘him’

Write the poem in the space below :

Answer:
The poet is growing older
And soon the poet’ll go away
But the magic that the mother taught him
Will go with him everyday.

(b) ‘There is magic in mother’s eye’ can be written as
‘Mother has magic in her eyes.’
Now complete the following lines :

Answer:
Mother has magic in her fingertips.
She has magic in her arms.
She has magic in her voice.
She has magic in her words.
She has magic in her smile.
She has magic in her teaching.

(c) Now write a paragraph using all the sentences in [7] (b). You can start like this.

Answer:
Mother has magic in everything. She has magic in her eyes. She has magic in her finger tips. She has magic in her arms. She has magic in her voice. She has magic in her words. She has magic in her smile. She has magic in her teaching.

Session – 7 (ସପ୍ତମ ପର୍ୟ୍ୟାୟ)

(d) Write answers to the following questions :
Question (i)
Where does mother have magic? (Stanza 1 & 2)
(ମା’ଙ୍କର କେଉଁଥିରେ ଯାଦୁ ଅଛି ?)
Answer:
Mother has magic in her eyes, voice, smile.

Question (ii)
What does the mother teach her child?
(ମା’ ତାଙ୍କ ପିଲାଙ୍କୁ କ’ଣ ଶିଖାନ୍ତି ?)
Answer:
Mother teaches her child to be good, brave and true.

Question (iii)
When will the child leave home?
(ପିଲାଟି କେତେବେଳେ ଗୃହତ୍ୟାଗ କରିବ ?)
Answer:
The child will leave home when he will grow older.

Question (iv)
Where will it go?
(ସେ କେଉଁଠାକୁ ଯିବ ?)
Answer:
It will go away to the outer world.

Question (v)
What will it do there?
(ସେଠାରେ ସେ କ’ଣ କରିବ ?)
Answer:
It will do some job to earn its living, but always remember its
mother’s teaching.

Question (vi)
What will guide it always in life?
(କିଏ ତାକୁ ସବୁବେଳେ ମାର୍ଗ ଦେଖାଇବ ?)
Answer:
Mother’s advice will guide it always in life.

Session – 8 (ଅଷ୍ଟମ ପର୍ଯ୍ୟାୟ)

8. Mental Talk (ମାନସ କଥନ) :
My mother’s magic teaches me to be good, brave and true.

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା):
Mother’s loving care helps her child grow into a man. Mother is an everlasting memory!

BSE Odisha 7th Class English Solutions Lesson 3 Magic Important Questions and Answers

(A) Choose the right answer from the options.
Question 1.
Every action of a mother is ________.
(i) godly
(ii) humility
(iii) magical
(iv) truthful
Answer:
(iii) magical

Question 2.
Mother has magic in her eyes. Because _________
(i) her look gives peace
(ii) her look makes the child silent
(iii) her look makes the child brave
(iv) her look makes the child laugh
Answer:
(iv) it makes the child laugh

Question 3.
The child feels magical effect when she _________.
(i) talks every day
(ii) looks her
(iii) holds it
(iv) both (i) and (iii)
Answer:
(iv) both (i) and (iii)

Question 4.
The child feels the magic of her advice
(i) when it grows up
(ii) when it becomes old
(iii) when he goes away
(iv) when she smiles
Answer:
(iii) when he goes away

(B) Answer the following questions.
Question 1.
When does the child feels his mother’s magical charm?
Answer:
The child feels mother’s magic when she smiles, holds it, touch with her finger tips, and give advice to good, brave and true.

Question 2.
Everything is short lived but what about mother’s love?
Answer:
In this world everything is mortal. But mother’s love is immortal. It is everlasting because it remains with the child forever and ever.

Odisha State Board BSE Odisha 10th Class Life Science Notes Chapter 1 ପୋଷଣ will enable students to study smartly.

BSE Odisha Class 10 Life Science Notes Chapter 1 ପୋଷଣ

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

→ ଉପକ୍ରମ (Introduction) :

• ‘‘ଜୀବନ ପ୍ରକ୍ରିୟା’ର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପ୍ରକ୍ରିୟା ହେଉଛି ପୋଷଣ । ଶରୀରର ଅଭିବୃଦ୍ଧି ଓ ବିଭିନ୍ନ କ୍ଷୟକ୍ଷତିର ପୂରଣ ପାଇଁ ଖାଦ୍ୟର ଆବଶ୍ୟକତା ରହିଛି ।

→ ପୋଷଣ (Nutrition) :

• ଖାଦ୍ୟରୁ ଶକ୍ତି ନିର୍ଗତ ହୋଇଥାଏ । ଆବଶ୍ୟକ ଶକ୍ତି ଜୀବର ବାହ୍ୟ ପରିବେଶରୁ ଖାଦ୍ୟ ପରିବହନ ପ୍ରକ୍ରିୟା ସମ୍ପାଦିତ ହୁଏ, ତାହାକୁ ପୋଷଣ କୁହାଯାଏ ।
• ଖାଦ୍ୟରୁ ଶକ୍ତି ନିର୍ଗତ ହୋଇଥାଏ । ଆବଶ୍ୟକ ଶକ୍ତି ଜୀବର ବାହ୍ୟ ପରିବେଶରୁ ମିଳିଥାଏ । ଯେଉଁ ପ୍ରକ୍ରିୟାଦ୍ଵାରା ଜୀବର ବାହ୍ୟ ପରିବେଶରୁ ଅନ୍ତର୍ଦ୍ଦେଶକୁ  ସରଳୀକୃତ ଖାଦ୍ୟ ପରିବହନ ପ୍ରକ୍ରିୟା ସମ୍ପାଦିତ ହୁଏ, ତାହାକୁ ପୋଷଣ କୁହାଯାଏ।
• ଶରୀରରେ ହେଉଥ‌ିବା ସମସ୍ତ ଜୈବରାସାୟନିକ ପ୍ରକ୍ରିୟା ଯୋଗୁଁ ଜୀବନର ଧାରା ଅବ୍ୟାହତ ରହିଥାଏ ।
• ଜୀବ ଶରୀରରେ ଶକ୍ତି ଆହରଣ ଓ ଉପାଦାନ ସଂଗ୍ରହ, ପୋଷଣ ମାଧ୍ୟମରେ ହୋଇଥାଏ ।
• ସବୁଜ ଉଭିଦ ଆଲୋକଶ୍ଳେଷଣ ପ୍ରକ୍ରିୟାରେ ନିଜ ଖାଦ୍ୟ ନିଜେ ପ୍ରସ୍ତୁତ କରିଥାଏ ଓ ପରିବେଶରୁ ଆବଶ୍ୟକ ପୋଷକ ମଧ୍ୟ ଗ୍ରହଣ କରିଥାଏ ।
• ପ୍ରାଣୀ ଓ ଅନ୍ୟସବୁ ଜୀବ ଖାଦ୍ୟ ପାଇଁ, ଉଭିଦ ଉପରେ ପ୍ରତ୍ୟକ୍ଷ ବା ପରୋକ୍ଷ ଭାବରେ ନିର୍ଭରଶୀଳ ଅଟନ୍ତି । ଉପାଦାନରେ ପରିଣତ ହୋଇ ସବୁ ଅଙ୍ଗ-ପ୍ରତ୍ୟଙ୍ଗରେ ଉପଲବ୍‌ଧ ହୋଇଥାଏ ।
• ସରଳ ଖାଦ୍ୟର ଦହନ ଓ ଜାରଣ ଘଟି ଶକ୍ତି ମୋଚିତ ହୋଇଥାଏ ।
• ଶକ୍ତିମୋଚନ ଏକ ତଥାକଥ୍ ଧ୍ୱଂସାତ୍ମକ ପ୍ରକ୍ରିୟା । ଏହା ‘ଅପଚୟ’ର ଉଦାହରଣ ।
• ଖାଦ୍ୟରୁ ଶରୀର ଗଠନ ପାଇଁ ଆବଶ୍ୟକ ଉପାଦାନ ସୃଷ୍ଟିହେବା ଏକ ଗଠନମୂଳକ ପ୍ରକ୍ରିୟା ଅଟେ । ଏହାକୁ ‘ଚୟ’ କୁହାଯାଏ । ଚୟ ଓ ଅପଚୟର ସମାହାର ହେଉଛି ‘ଚୟାପଚୟ’ (ଚୟାପଚୟ = ଚୟ + ଅପଚୟ) । ଏହା ଜୀବ ଶରୀରରେ ସବୁବେଳେ ଚାଲିଥାଏ ।

→ ଖାଦ୍ୟର ପ୍ରକାରଭେଦ (Types of food) :

• ରାସାୟନିକ ଗଠନ, କାର୍ଯ୍ୟ ଓ ଶକ୍ତି ପ୍ରଦାନକାରୀ ତଥା ଶରୀର ଗଠନକାରୀ କ୍ଷମତା ଉପରେ ନିର୍ଭରକରି ଖାଦ୍ୟକୁ ମୁଖ୍ୟତଃ 6 ଭାଗର ବିଭକ୍ତ କରାଯାଇଛି । ଯଥା – ଶ୍ଵେତସାର, ପୁଷ୍ଟିସାର, ସ୍ନେହସାର, ଧାତୁସାର, ଭିଟାମିନ୍ ଏବଂ ଜଳ ।

→ ଶ୍ଵେତସାର (Carbohydrates) :

• ଆମେ ଖାଉଥ‌ିବା ଖାଦ୍ୟର ପ୍ରଧାନ ଶ୍ଵେତସାର ହେଉଛି ଶର୍କରା ଓ ମଣ୍ଡଦ ।
• ଶ୍ଵେତସାରରୁ ଆମେ ସହଜରେ ଶକ୍ତି ଆହରଣ କରିଥାଉ ।
• ଗୁ କୋଜି (C₆ H₈ O₆)ରେ ରହିଛି କାର୍ବନ, ଉଦଜାନ ଏବଂ ଅମ୍ଳଜାନ ।
• କୋଷୀୟ ଶ୍ୱସନ ବେଳେ ଗ୍ଲୁକୋଜର ଜାରଣ ଫଳରେ ଅଙ୍ଗାରକାମ୍ଳ ଓ ଜଳ ସୃଷ୍ଟି ହେବା ସହିତ ଶକ୍ତି ନିର୍ଗତ ହୋଇଥାଏ ।
  CH₂O + 6O₂ → 6CO₂ + 6HO + ଶକ୍ତି
• ଏକ ଗ୍ରାମ୍ ଶ୍ଵେତସାରରୁ ପ୍ରାୟ 16 କିଲୋ ଜୁଲ (KJ) ଶକ୍ତି ନିର୍ଗତ ହୋଇଥାଏ ।

I. ଆଳୁ, ଭାତ ଓ ରୁଟିରେ ଥ‌ିବା ଶ୍ଵେତସାର ମଣ୍ଡଦ ଅଟେ ।
II. ଚିନି ଓ ଗୁଡ଼ରେ ଥ‌ିବା ଶ୍ଵେତସାର ସୁକ୍ରୋଜ ଅଟେ ।
III. ଫଳରସ ଓ ପନିପରିବାରେ ଥିବା ଶ୍ଵେତସାର ଗ୍ଲୁକୋଜ ଅଟେ ।

→ ପୁଷ୍ଟିସାର (Protein) :

• ମାଛ, ମାଂସ, ଅଣ୍ଡାର ଧଳା ଅଂଶ, ଛେନା ଓ କ୍ଷୀର ପରି ପ୍ରାଣିଜ ଦ୍ରବ୍ୟ ଓ ଡାଲି ଜାତୀୟ ଶସ୍ୟ, ସୋୟାବିନ୍ ଆଦିରୁ ଆମେ ଉଭିଦଜାତ ପୁଷ୍ଟିସାର ପାଇଥାଉ ।
• ବିଭିନ୍ନ କୋଷ ନିକଟରେ ପହଞ୍ଚାଏ । ଶରୀରର ବୃଦ୍ଧି, ନୂତନ କୋଷ ଓ ତନ୍ତୁ ଗଠନ ପାଇଁ ପୁଷ୍ଟିସାର ଏକାନ୍ତ ଆବଶ୍ୟକ ।

→ (Fats / Lipids) :

• ମାଂସ, କ୍ଷୀର, ଛେନା, ଲହୁଣୀ, ଅଣ୍ଡାର ହଳଦିଆ ଅଂଶ ଓ ତେଲ, ଘିଅରେ ସ୍ନେହସାର ଜାତୀୟ ଖାଦ୍ୟ ରହିଥାଏ । ଶରୀରରେ ସ୍ନେହସାର ଚର୍ବି ଭାବରେ
• ସଂଚିତ ହୋଇ ରହେ ଓ ଆବଶ୍ୟକ ସ୍ଥଳେ କୋଷୀୟ ଶ୍ଵାସନଦ୍ୱାରା ଏହାର ଜାରଣ ହୁଏ ଓ ଏହା ଶରୀରକୁ ଶକ୍ତି ଯୋଗାଇଥାଏ ।
• ଚର୍ମତଳେ ଚର୍ବିର ଏକ ଆସ୍ତରଣ ରହିଥାଏ ଓ ଏହା ତାପ ଅପରିବାହୀ ହୋଇଥିବାରୁ ଶରୀରକୁ ଉଷୁମ ରଖିବାରେ ସାହାଯ୍ୟ କରିଥାଏ । କୋଷଝିଲ୍ଲୀ ଗଠନ ପାଇଁ ଓ ଶକ୍ତି ପାଇଁ ଏହାର ମୁଖ୍ୟ ଭୂମିକା ରହିଛି ।

→ ଧାତୁସାର (Minerals) :

• ଶରୀର ଗଠନପାଇଁ ବିଭିନ୍ନ ଧରଣର ଧାତୁସାର ଯଥା-ଲୌହ (Fe), କ୍ୟାଲସିୟମ୍ (Ca), ଆୟୋଡ଼ିନ୍ (I), ଫସ୍‌ଫରସ୍ (P), ସୋଡ଼ିୟମ୍‌(Na), ପୋଟାସିୟମ୍ (K) ଆଦି ଆବଶ୍ୟକ ।
• ଶରୀରର ଆୟନ ସନ୍ତୁଳନ (Ionic balance) ରକ୍ଷା କରିବାରେ ଧାତୁସାରର ପ୍ରମୁଖ ଭୂମିକା ରହିଥାଏ ।

ଶରୀରରେ ଦାନ୍ତ ଓ ହାଡ଼ର ଗଠନ ପାଇଁ କ୍ୟାଲସିୟମ୍ (Ca) ଓ ଲୋହିତ ରକ୍ତ କଣିକା (RBC)ରେ ଥିବା ହିମୋଗ୍ଲୋବିନ୍‌ର ଗଠନ ପାଇଁ ଲୌହ ଆବଶ୍ୟକ ହୋଇଥାଏ ।

→ ଭିଟାମିନ୍ (Vitamins) :

• କୋଷରେ ବିଭିନ୍ନ ପ୍ରକାର ରାସାୟନିକ ପ୍ରକ୍ରିୟା ଏନଜାଇମ୍ ସାହାଯ୍ୟରେ ହୋଇଥାଏ ।
• ଭିଟାମିନ୍ ଅଭାବରୁ ଶରୀରରେ ବିଭିନ୍ନ ପ୍ରକାରର ରୋଗ ହୋଇଥାଏ ।
• ଭିଟାମିନ୍ ଅଭାବରୁ ଶରୀରରେ ବିଭିନ୍ନ ପ୍ରକାରର ରୋଗ ହୋଇଥାଏ ।

→ ଜଳ (Water):

• କୋଷରେ ଥ‌ିବା କୋଷରସ ବା କୋଷ ଜୀବକର ପ୍ରାୟ 70-୨୦ ଭାଗ ଜଳ ଅଟେ ।
• କୋଷର ସ୍ଥିତି ଓ ଏଥରେ ହେଉଥ‌ିବା ବିଭିନ୍ନ ପ୍ରକ୍ରିୟା ପାଇଁ ଜଳ ଏକାନ୍ତ ଆବଶ୍ୟକ ।
• ଝାଳ, ପରିସ୍ରା ଓ ନିଃଶ୍ବାସରେ ଶରୀରରୁ ଜଳ କ୍ଷୟ ହୋଇଥାଏ, ତାହାର ଭରଣା ପାଇଁ ପ୍ରତିଦିନ ପ୍ରାୟ 3 – 4 ଲିଟର ପାଣି ପିଇବା ଉଚିତ ।
• ଶରୀରରେ ଜଳୀୟ ଅଂଶ କମିଗଲେ ଶରୀର ଅବଶ ହୋଇଯାଏ ଓ ବିଭିନ୍ନ ଅସୁସ୍ଥତା ଦେଖାଦିଏ ।
  

→ ପୋଷଣର ପ୍ରକାରଭେଦ (Types of Nutrition) :
→ (Autotrophic nutrition):

• ଯେଉଁ ଜୀବମାନେ ନିଜ ଖାଦ୍ୟ ନିଜେ ପ୍ରସ୍ତୁତ କରିପାରନ୍ତି, ସେମାନଙ୍କୁ ସ୍ଵଭୋଜୀ କୁହାଯାଏ ।
• ପତ୍ରହରିତ୍‌ ଥ‌ିବା ସମସ୍ତ ଉଭିଦ ଓ ନୀଳ ହରିତ ଶୈବାଳ ସୁଭୋଜୀର ଉଦାହରଣ ଅଟନ୍ତି ।
• ସେମାନେ ପରିବେଶରୁ କଞ୍ଚାମାଲ ଓ ଶକ୍ତି ବ୍ୟବହାର କରି ଆବଶ୍ୟକ କରୁଥିବା ସମସ୍ତ ପ୍ରକାର ଖାଦ୍ୟ ସେମାନଙ୍କ ଟିସୁ ମଧ୍ୟରେ ପ୍ରସ୍ତୁତ କରନ୍ତି ।
• ଏମାନଙ୍କ ପୋଷଣକୁ ସ୍ବଭୋଜୀ ପୋଷଣ କୁହାଯାଏ । ଏହା ଦୁଇଟି ଉପାୟରେ ହୋଇଥାଏ । ଯଥା – ଆଲୋକଶ୍ଳେଷଣ ଓ ରସାୟଶ୍ଳେଷଣ ।

→ (Photosynthesis) :

• ସବୁଜ ଉଭିଦ ଓ ନୀଳ ହରିତ୍ ଶୈବାଳ ସୂର୍ଯ୍ୟର ଆଲୋକ ଶକ୍ତିକୁ ଉପଯୋଗ କରି ସବୁଜକଣିକାର ଉପସ୍ଥିତିରେ ଅଙ୍ଗାରକାମ୍ଳ ଓ ଜଳ ମଧ୍ୟରେ ସଂଯୋଗ ଘଟାଇ ଶ୍ଵେତସାର ଜାତୀୟ ଖାଦ୍ୟ ପ୍ରସ୍ତୁତ କରିଥା’ନ୍ତି । ଏହି ପ୍ରକ୍ରିୟାକୁ ଆଲୋକଶ୍ଳେଷଣ କୁହାଯାଏ ।
  

→ (Chemosynthesis):
ନାଇଟ୍ରେଟ୍ ପ୍ରସ୍ତୁତକାରୀ ବ୍ୟାକ୍ଟେରିଆ ଓ ଗନ୍ଧକ ବ୍ୟାକ୍ଟେରିଆ ପରି କେତେକ ରସାୟଶ୍ଳେଷଣ ବ୍ୟାକ୍ଟେରିଆ ଏକ ବିଶେଷ ଅଜୈବ ରାସାୟନିକ ପ୍ରକ୍ରିୟାରୁ ମିଳୁଥିବା ରାସାୟନିକ ଶକ୍ତି ସଂଗ୍ରହ କରିଥା’ନ୍ତି । ଏହି ପ୍ରକ୍ରିୟାକୁ ରସାୟଶ୍ଳେଷଣ କୁହାଯାଏ ।

→ (Heterotrophic Nutrition) :

• ଯେଉଁ ଜୀବମାନେ ନିଜ ଖାଦ୍ୟ ନିଜେ ପ୍ରସ୍ତୁତ କରିନପାରି ପୋଷଣ ପାଇଁ ଅନ୍ୟ ପ୍ରାଣୀ ବା ଉଭିଦ ଉପରେ ନିର୍ଭର କରନ୍ତି ସେମାନଙ୍କୁ ପରଭୋଜୀ କୁହାଯାଏ।
• ସମସ୍ତ ପ୍ରାଣୀ, ମଲାଙ୍ଗ, ନିର୍ମୂଳୀ, ରାଫ୍ଲେସିଆ ଆଦି ପରଜୀବୀ ଉଭିଦ, କବକ ଏବଂ ଅଧିକାଂଶ ବ୍ୟାକ୍ଟେରିଆ ପରଭୋଜୀ
• ଏହି ଜୀବମାନଙ୍କ ପୋଷଣ ପ୍ରଣାଳୀକୁ ପରଭୋଜୀ ପୋଷଣ କୁହାଯାଏ ।

→ ପରଭୋଜୀ ପୋଷଣର ପ୍ରକାରଭେଦ :
ପରଭୋଜୀ ପୋଷଣ ମୁଖ୍ୟତଃ ଚାରିପ୍ରକାର ।

(i) (Holozoic nutrition) :

• ପରଜୀବୀୟ ପ୍ରାଣୀଙ୍କୁ ଛାଡ଼ି ଅନ୍ୟ ସମସ୍ତ ପ୍ରାଣୀ ଏହି ପ୍ରଣାଳୀରେ ଅନ୍ୟ ଉଦ୍ଭଦ ବା ପ୍ରାଣୀଙ୍କୁ ସଂପୂର୍ଣ୍ଣ ଅଥବା ଆଂଶିକ ଭାବରେ ଖାଦ୍ୟରୂପେ ଗ୍ରହଣ କରିଥା’ନ୍ତି ।
• ପରିପାକ ପରେ ସରଳୀକୃତ ଖାଦ୍ୟର ଆତ୍ମୀକରଣ ବା ଅନ୍ତର୍ଗହଣ ହୋଇଥାଏ ।
• ଏହା ଶରୀର ଗଠନରେ ଓ ଶରୀରକୁ କାର୍ଯ୍ୟକ୍ଷମ ରଖିବାରେ ସହାୟକ ହୋଇଥାଏ ।

(ii) ମୃତୋପଜୀବୀୟ ପୋଷଣ (Saprophytic nutrition) :

• ଯେଉଁ ପରଭୋଜୀ, ମୃତ, ଗଳିତ, ପଚାସଢ଼ା ଉଭିଦ ବା ପ୍ରାଣୀରୁ ଖାଦ୍ୟ ସଂଗ୍ରହ କରି ନିଜ ପୁଷ୍ଟିସାଧନ କରିଥା’ନ୍ତି ସେମାନଙ୍କୁ ମୃତୋପଜୀବୀ କୁହାଯାଏ ।
• ଏହି ଜୀବମାନେ କଠିନ ପଦାର୍ଥକୁ ଖାଦ୍ୟରୂପେ ଗ୍ରହଣ କରିପାରନ୍ତି ନାହିଁ ।
• ସାଧାରଣତଃ ଖାଦ୍ୟ ଗ୍ରହଣବେଳେ ଏମାନେ ନିଜ ଶରୀରରୁ ପାଚକ ରସ କ୍ଷରଣ କରି, ଶରୀର ବାହାରେ ହିଁ ଜଟିଳ ଖାଦ୍ୟକୁ ସରଳ ଖାଦ୍ୟରେ ପରିଣତ କରି ଓ ପରେ ସରଳୀକୃତ ଖାଦ୍ୟକୁ ଶରୀର ମଧ୍ୟକୁ ଶୋଷଣ କରି ଶରୀର ଗଠନରେ
• ଛତୁ ଜାତୀୟ କବକ, ଇଷ୍ଟ୍, ବ୍ୟାକ୍ଟେରିଆ ଆଦି ଜୀବମାନଙ୍କଠାରେ ଏହିପରି ପୋଷଣ ଦେଖିବାକୁ ମିଳିଥାଏ ।

(iii) (Parasitic Nutrition) :

• ଯେଉଁ ଜୀବମାନେ ଅନ୍ୟ ଜୀବନ୍ତ ଉଭିଦ ବା ପ୍ରାଣୀଙ୍କ ଶରୀର ଭିତରେ ବା ବାହାରେ ରହି ସେମାନଙ୍କଠାରୁ ଖାଦ୍ୟ ସଂଗ୍ରହ କରି ନିଜର ପୁଷ୍ଟିସାଧନ କରନ୍ତି ସେମାନଙ୍କୁ ପରଜୀବୀ କୁହାଯାଏ ।
• ପରଜୀବୀମାନେ ଭୋଜଦାତା ଉଭିଦ ବା ପ୍ରାଣୀଙ୍କଠାରୁ ସରଳୀକୃତ ଖାଦ୍ୟ ସିଧାସଳଖ ଗ୍ରହଣ କରି ନିଜର ପୁଷ୍ଟିସାଧନ କରିଥା’ନ୍ତି ।
• ଭୋଜଦାତାର ଆଶ୍ରୟରେ ରହି ପରଜୀବୀମାନେ ସାଧାରଣତଃ ତାହାର ଅନିଷ୍ଟ କରିଥା’ନ୍ତି ।
• ମଲାଙ୍ଗ, ନିର୍ମୂଳୀ, ରାଫ୍ଲେସିଆ ଆଦି ଉଭିଦ, ପ୍ଲାସ୍‌ଡ଼ିୟମ୍, ଉକୁଣୀ, ଜୋକ, କେତେକ କୃମି ପରି ପ୍ରାଣୀ ପରଜୀବୀ

କେତେକ ଭୋଜଦାତାର ଶରୀର ଭିତରେ ଅନ୍ତଃପରଜୀବୀ ଭାବେ ( ଉଦାହରଣ- ପ୍ଲାସ୍‌ମୋଡ଼ିୟମ୍) ଓ କେତେକ ଶରୀର ବାହାରେ ବାହ୍ୟପରଜୀବୀ ଭାବେ ( ଉଦାହରଣ – ଉକୁଣୀ) ରହିଥା’ନ୍ତି ।

(iv) (Symbiotic Nutrition) :

• ବେଳେବେଳେ ଦୁଇଟି ସଂପୂର୍ଣ୍ଣ ଭିନ୍ନ ଜାତିର ପ୍ରାଣୀ, ଅଥବା ଉଭିଦ ଓ ପ୍ରାଣୀ ବା ପ୍ରାଣୀ ଓ ଅଣୁଜୀବ ବା ଉଭିଦ ଓ ଅଣୁଜୀବ ଏକାଠି ବାସ କରୁଥିବା ଦେଖାଯାଏ । ଏହାକୁ ସହଜୀବୀତା କୁହାଯାଏ ।
• ଏଥୁରେ କେହି କାହାରି କ୍ଷତି କରନ୍ତି ନାହିଁ, ବରଂ ସେମାନଙ୍କ ଭିତରେ ପୋଷଣର ଆଦାନ ପ୍ରଦାନ ମଧ୍ୟ ହୋଇଥାଏ । ଏହାକୁ ସହଜୀବୀୟ ପୋଷଣ କୁହାଯାଏ।
• ଆମ ଅନ୍ତନଳୀରେ ସହଜୀବୀଭାବେ ରହୁଥ‌ିବା ଇସ୍‌ରିଚିଆ କୋଲାଇ ନାମକ ବ୍ୟାକ୍ଟେରିଆ ନିଜ ଶରୀରରେ ଭିଟାମିନ୍ (B₁₂) (ସାୟନୋକୋବାଲାମିନ୍) ପ୍ରସ୍ତୁତ କରି ଆମକୁ ଯୋଗାଇଥାଏ । ତା’ ପରିବର୍ତ୍ତେ ଆମ ଅନ୍ତନଳୀର ସରଳୀକୃତ ଖାଦ୍ୟଗ୍ରହଣ କରି ନିଜର ପ୍ରତିପାଳନ କରିଥାଏ ।
• 

→ ଖାଦ୍ୟାଭାସକୁ ଆଧାର କରି ମୁଖ୍ୟତଃ ତିନି ଜାତିର ପ୍ରାଣୀ ଅଛନ୍ତି ।
(a) ଶାକାହାରୀ – ଉଭିଦ ବା ଉଭିଦଜାତ ପଦାର୍ଥ ଭକ୍ଷଣ କରୁଥିବା ପ୍ରାଣୀ ।
(b) ମାଂସାହାରୀ – ଅନ୍ୟ ପ୍ରାଣୀ ବା ପ୍ରାଣିଜ ପଦାର୍ଥକୁ ଭକ୍ଷଣ କରୁଥିବା ପ୍ରାଣୀ ।
(c) ସର୍ବାହାରୀ – ଖାଦ୍ୟରେ ବାଛବିଚାର ନ କରି ଯାହା ଖାଦ୍ୟୋପଯୋଗୀ ତାହା ଭକ୍ଷଣ କରୁଥିବା ପ୍ରାଣୀ । ଆଲୋକଶ୍ଳେଷଣ

→ (Photosynthesis) :

• ସବୁଜ ଉଭିଦ ଆଲୋକଶ୍ଳେଷଣ ପ୍ରକ୍ରିୟାରେ ଶ୍ଵେତସାର ଜାତୀୟ ଖାଦ୍ୟ ପ୍ରସ୍ତୁତ କରିଥା’ନ୍ତି । ଏହି ଶ୍ଵେତସାର ଜାତୀୟ ଖାଦ୍ୟ ଜୀବଜଗତର ସବୁ ଜୀବଙ୍କ ପାଇଁ ପ୍ରତ୍ୟକ୍ଷ ବା ପରୋକ୍ଷ ଖାଦ୍ୟ ଅଟେ ।
• ଯେଉଁ ପ୍ରକ୍ରିୟାଦ୍ଵାରା ସବୁଜ ଉଭିଦ ସବୁଜକଣା ବା କ୍ଲୋରୋଫିଲ୍ ମାଧ୍ୟମରେ ଦୃଶ୍ୟମାନ ଆଲୋକ ଶକ୍ତିକୁ ରାସାୟନିକ ଶକ୍ତିରେ ରୂପାନ୍ତରିତ କରିବା ସହିତ ପରିବେଶରୁ ଗ୍ରହଣ କରିଥିବା ଅଙ୍ଗାରକାମ୍ଳ ଓ ଜଳକୁ ଉପଯୋଗ କରି ସରଳ ଶର୍କରା ତିଆରି କରିଥାଏ, ତାହା ଆଲୋକଶ୍ଳେଷଣ ପ୍ରକ୍ରିୟା ଅଟେ ।

→ ଆଧାର ଓ ସଂସ୍ଥା:

• ପ୍ରତ୍ୟେକ ପ୍ରକ୍ରିୟା ପାଇଁ ଏକ ଆଧାର ଓ ସଂସ୍ଥା ଆବଶ୍ୟକ ହୋଇଥାଏ ।
• ସବୁଜ ଉଦ୍ଭଦରେ ଆଲୋକଶ୍ଳେଷଣ ପାଇଁ ବ୍ୟବହୃତ ଆଧାର ସବୁଜ ପତ୍ର ଅଟେ । ସବୁଜ ପତ୍ରର ପୃଷ୍ଠରେ ଥ‌ିବା ଛୋଟ ଛୋଟ ରନ୍ଧ୍ରଗୁଡ଼ିକୁ ସ୍ତୋମ୍ ବା ଷ୍ଟୋମାଟା କୁହାଯାଏ । ଏହି ସ୍ତୋମ୍ ଦେଇ ପରିବେଶ ଓ ପତ୍ର ମଧ୍ୟରେ ଅଙ୍ଗାରକାମ୍ଳ ଓ ଜଳୀୟବାଷ୍ପର ବିନିମୟ ଘଟେ । ସବୁଜପତ୍ରର ଅନ୍ତଃଗଠନ ସବୁଜ ରଙ୍ଗଯୁକ୍ତ ପାଲିସେଡ଼୍ ଓ ସ୍ପଞ୍ଜି ପାରେନ୍‌କାଇମା ଟିସୁଦ୍ୱାରା ହୋଇଥାଏ । ପତ୍ର ଭିତରେ ଥ‌ିବା ଏହି ଦୁଇ ପ୍ରକାର ପାରେନ୍‌କାଇମା ଟିସୁର କୋଷ ଭିତରେ କ୍ଲୋରୋପ୍ଲାଷ୍ଟ ନାମକ ଅଙ୍ଗିକା ରହିଥାଏ । କ୍ଲୋରୋପ୍ଲାଷ୍ଟରେ ଥ‌ିବା ରସକୁ ବ୍ୟୋମା କୁହାଯାଏ ।
• ଥାଇଲାକଏଡ଼ ଦୀର୍ଘ ସରୁ ଚେପଟା ଥଳି ସଦୃଶ । ଥଳିର ଭିତର ସ୍ଥାନକୁ ମ୍ୟୁମେନ କୁହାଯାଏ । କେତେକ ସ୍ଥାନରେ ଛୋଟ ଥାଇଲାକଏଡ଼ ଥାକ ଥାକ ହୋଇ ସଜ୍ଜିତ ହୋଇ ରହିଥା’ନ୍ତି । ଏଭଳି ଥାକକୁ ଗ୍ରାନା କୁହାଯାଏ ।

→ ଆଧାର :
1. ସବୁଜ ପତ୍ରରେ ଥ‌ିବା ସ୍ତୋମ
2. ସବୁଜ ରଙ୍ଗଯୁକ୍ତ ପାଲିସେଡ଼ ଓ ସ୍ପଞ୍ଜି ପାରେନ୍‌କାଇମା ।
3. କ୍ଲୋରୋପ୍ଲାଷ୍ଟ

→ କ୍ଲୋରୋପ୍ଲାଷ୍ଟ :

• ବ୍ୟୋମା (ରସ)ରେ ଏନ୍‌ଜାଇମ୍ ଥାଏ ।
• ଦ୍ୱସ୍ତରୀୟ ଥାଇଲାକଏଡ୍.
• ଭିତର ଙ୍ଗାନ ଲୁମେନ୍‌
• ଥାକକୁ ଗ୍ରାନା କହନ୍ତି ।

ଥାଇଲାକଏଡ଼ର ପ୍ରତ୍ୟେକ ଝିଲ୍ଲୀ ସ୍ତରରେ କ୍ଲୋରୋଫିଲ୍, ପ୍ରୋଟିନ୍ ଓ ଲିପିଡ଼ର ବିଭିନ୍ନ ବୃହତ୍ ଅଣୁ ସଜେଇ ହୋଇ ରହିଥା’ନ୍ତି । ଏହିଭଳି ଗଠନଯୁକ୍ତ ଥାଇଲାକଏଡ଼ ଓ କ୍ଲୋରୋପ୍ଲାଷ୍ଟର ଷ୍ଟ୍ରୋମା ରସ ‘ଆଲୋକଶ୍ଳେଷଣ ସଂସ୍ଥା’ ସୃଷ୍ଟି କରିଥା’ନ୍ତି ।

→ ପ୍ରକ୍ରିୟା :

• ଆଲୋକଶ୍ଳେଷଣ ପ୍ରକ୍ରିୟାକୁ ଜାଣିବାପାଇଁ ବିଭିନ୍ନ ପରୀକ୍ଷା କରାଯାଇଛି ।
• ପ୍ରଥମ ସିଦ୍ଧାନ୍ତ 1905 ମସିହାରେ ଫ୍ରେଡ଼ରିକ୍ ବ୍ଲାକ୍‌ମ୍ୟାନ୍ (Frederick Blackman) ଜଣାଇଥିଲେ ।
• ଗୋଟିଏ ସହ ପ୍ରକ୍ରିୟା ଦୃଶ୍ୟମାନ ଆଲୋକ ଉପରେ ନିର୍ଭର କରେ । ଏହାକୁ ଆଲୋକ ପ୍ରକ୍ରିୟା କୁହାଯାଏ । ଅନ୍ୟଟି ଆଲୋକ ଉପରେ ନିର୍ଭର କରିନଥାଏ । ଏହାକୁ ଅନ୍ଧକାର ପ୍ରକ୍ରିୟା କୁହାଯାଏ ।

• ଆସୁଥ‌ିବା ହାଇଡ୍ରୋଜେନ୍‌ଦ୍ୱାରା ଅଙ୍ଗାରକାମ୍ଳ ବିଜାରିତ ହୁଏ ଓ ସରଳ ଶର୍କରା ସଂଶ୍ଳେଷିତ ହେବା ସହିତ ଅମ୍ଳଜାନ ନିର୍ଗତ ହେବା ଦର୍ଶାଯାଇଥିଲା । ଏହା 1931 ମସିହରେ ଫନ୍‌ ନିଲ୍‌ଙ୍କଦ୍ବାରା ପରିକଳ୍ପନା କରାଯାଇଥିଲା । ରବର୍ଟ ହିଲ୍ 1937 ମସିହାରେ ଉନ୍ନତମାନର ପରୀକ୍ଷଣ ମାଧ୍ୟମରେ ପରିକଳ୍ପନାଟିକୁ ପ୍ରମାଣିତ କରିଥିଲେ । କ୍ଲୋରୋପ୍ଲାଷ୍ଟ କ୍ଲୋରୋଫିଲ୍ ମାଧ୍ୟମରେ ଆଲୋକ ଶକ୍ତିକୁ ବ୍ୟବହାର କରି ଗ୍ଲୁକୋଜ ସଂଶ୍ଳେଷଣ କରିଥାଏ । ଏହା ପାଇଁ 6 ଟି ଅଙ୍ଗାରକାମ୍ଳ (CO₂) ଓ 12 ଟି ଜଳ (H₂O) ଅଣୁ ବ୍ୟବହୃତ ହୁଏ ।

→ ଆଲୋକ ପ୍ରକ୍ରିୟା

• ଆଲୋକ ପ୍ରକ୍ରିୟା ଦୃଶ୍ୟମାନ ଆଲୋକ ଉପସ୍ଥିତିରେ ଥାଇଲାକଏଡ୍ ଝିଲ୍ଲୀରେ ସଂଗଠିତ ହୁଏ ।
• ପ୍ରଥମ ପର୍ଯ୍ୟାୟରେ ଝିଲ୍ଲୀରେ ସଜ୍ଜିତ କ୍ଲୋରୋଫିଲ୍ ଅଣୁଗୁଡ଼ିକର ସମଷ୍ଟି ଆଲୋକ ଶକ୍ତି ଗ୍ରହଣ କରନ୍ତି ।
• ପର୍ଯ୍ୟାୟକ୍ରମେ ଅନ୍ୟାନ୍ୟ କ୍ଲୋରୋଫିଲକୁ ଶକ୍ତି ସ୍ଥାନାନ୍ତରିତ କରିଥା’ନ୍ତି ।
• କ୍ଲୋରୋଫିଲ୍‌କୁ ଆଲୋକ ପ୍ରତିକ୍ରିୟା କେନ୍ଦ୍ର ବା Photosystem I କୁ P700 କୁହାଯାଏ ।
• କ୍ଲୋରୋଫିଲ୍‌ରୁ ଅଧ‌ିକ ଶକ୍ତି ସମ୍ପନ୍ନ ଅସ୍ଥିର ଇଲେକଟ୍ରନ୍ ବାହାରି ଆସେ ।
• ଇଲେକ୍ସନ୍ ବିଭିନ୍ନ ବାହକ ଅଣୁ ମାଧ୍ୟମରେ ଗତିକରି ଏକ ଗ୍ରାହକ ଅଣୁ ପାଖରେ ପହଞ୍ଚେ ।
• ଶେଷ ଗ୍ରାହକ ଅଣୁକୁ ସହକାରକ କୁହାଯାଏ ।
• ନିକୋଟିନାମାଇଡ୍ ଏଡ଼େନାଇନନ୍ ଡାଇନ୍ୟୁକ୍ଲିଟାଇଡ଼ ଫସ୍‌ଫେଟ୍ ବା NADP⁺ ଇଲେକଟ୍ରନ୍ ଗ୍ରହଣ କରି ବିଜାରିତ NADPH ରେ ପରିଣତ ହୁଏ ।
  ଦ୍ୱିତୀୟ ପର୍ଯ୍ୟାୟରେ ଇଲେକ୍ସନ୍ ଶୂନ୍ୟତାକୁ ପୂରଣ କରିବାପାଇଁ ଆଲୋକ ପ୍ରତିକ୍ରିୟା କେନ୍ଦ୍ର P680 ବା Photosystem II କେନ୍ଦ୍ରରୁ ଇଲେକଟ୍ରନ୍ ଆସିଥାଏ ।
• ଏହାଦ୍ଵାରା ଥାଇଲାକଏଡ ପରିବେଶରେ ଜଳ ଅଣୁର ଆଲୋକ ବିଶ୍ଳେଷଣ ହୁଏ । ଫଳରେ e^–, H⁺, Q, ନିର୍ଗତ ହୁଏ ।
• ଥାଇଲାକଏଡ ମଧ୍ଯସ୍ଥିତ ଲ୍ୟୁମେନରେ ପ୍ରୋଟନ ଜମା ହୁଏ ।
• ଏହାଦ୍ୱାରା ସୃଷ୍ଟ ଅବକ୍ରମ ବଳକୁ ଉପଯୋଗ କରି ADP ଅଧ‌ିକ ଶକ୍ତି ସମ୍ପନ୍ନ ATP ରେ ପରିଣତ ହୁଏ ।
• NADPH ଓ ATP ଉଭୟ ମିଶି ଆଲୋକଶ୍ଳେଷଣ ଶକ୍ତି ଗଠନ କରନ୍ତି ।

→ ଅନ୍ଧକାର ପ୍ରକ୍ରିୟା

• ଆଲୋକ ଉପରେ ଅନ୍ଧକାର ପ୍ରକ୍ରିୟା ନିର୍ଭର କରିନଥାଏ ।
• ଅଙ୍ଗାରକାମ୍ଳ ସ୍ତୋମ୍ ଦେଇ ଷ୍ଟୋମାରସରେ ଦ୍ରବୀଭୂତ ହୁଏ ।
• ବ୍ୟୋମା ରସରେ 5-କାର୍ବନ ଯୁକ୍ତ ଏକ ଗ୍ରାହକ ଅଣୁ ଆଲୋକଶ୍ଳେଷଣ ଶକ୍ତି ବ୍ୟବହାର କରି ଏନ୍‌ଜାଇମ୍ ମାଧ୍ୟମରେ ବିବନ୍ଧିତ କରାଏ । ଜୈବିକ କ୍ରିୟା ଦ୍ବାରା 3-କାର୍ବନ ଯୁକ୍ତ ଶର୍କରା ତିଆରି ହୁଏ ।
• ଗ୍ରାହନ ଅଣୁକୁ ରାଇବୋଲୋଜ୍ ବିସ୍‌ଫସ୍‌ଫେଟ୍ ବା RUBP ଓ ଏନ୍‌ଜାଇମ୍କୁ ରାଇବୋଲୋଜ୍ ବିସ୍‌ଫସଫେଟ୍ ରୁବିସ୍କୋ କୁହାଯାଏ ।
• ରୁବିସ୍କୋର ଭୂମିକା ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ।

• ଏହି ଅନ୍ଧକାର ପ୍ରକ୍ରିୟାକୁ ମେଲଭିନ୍ କେଲଭିନ୍‌ଙ୍କ ନାମାନୁସାରେ କେଲଭିନ୍‌ ଚକ୍ର କୁହାଯାଏ ।
• ପ୍ରଥମ ପର୍ଯ୍ୟାୟରେ ଗ୍ରାହକ ଅଣୁ ସହ ଅଙ୍ଗାରକାମ୍ଳର ବିବନ୍ଧନ ହୁଏ ।
• ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟରେ ଗ୍ଲୁକୋଜର ସଂଶ୍ଳେଷଣ ହୁଏ ।
• ତୃତୀୟ ପର୍ଯ୍ୟାୟରେ ଗ୍ରାହକ ଅଣୁର ପୁନରୁତ୍ପାଦନ ହୁଏ ।

→ (Digestive System of Man)

• ଆମେ ଖାଉଥ‌ିବା ଖାଦ୍ୟ ସମୂହ ସିଧାସଳଖ ଖାଦ୍ୟରେ ପରିଣତ ହୁଏ ଓ ଶେଷରେ ରକ୍ତରେ ମିଶି ଥାଏ । ଏହାକୁ ହଜମ (ପରିପାକ) ବା ଜୀର୍ଣ୍ଣ ହେବା କହିଥାଉ । ଅଦରକାରୀ ଅଂଶ ମଳ ରୂପେ ଶରୀରରୁ ନିଷ୍କାସିତ ହୋଇଥାଏ । ଆମର ପାକତନ୍ତ୍ର ପାକନଳୀ ଓ ପାକଗ୍ରନ୍ଥିକୁ ନେଇ ଗଠିତ ।

→ (Alimentary Canal)

• ପାକନଳୀ ପାଟିରୁ ଆରମ୍ଭ ହୋଇ ମଳଦ୍ଵାରରେ ଶେଷ ହୋଇଥାଏ ।
• ପାକନଳୀର ଗଠନ ଓ କାର୍ଯ୍ୟ ଉପରେ ନିର୍ଭର କରି ଏହାକୁ ବିଭିନ୍ନ ଅଂଶରେ ଭାଗ ଗ୍ରସନୀ, ନିଗଳ ବା ଗ୍ରାସନଳୀ, ପାକସ୍ଥଳୀ, କ୍ଷୁଦ୍ରାନ୍ତ୍ର, ବୃହଦନ୍ତ୍ର, ମଳାଶୟ ଓ ମଳଦ୍ଵାର ।

ପାକନଳୀ ଦେଖିବାକୁ ଗୋଟିଏ ଲମ୍ବ ଟ୍ୟୁବ୍ ପରି । ଏହାର କାନ୍ଥ ବର୍ତ୍ତୁଳ ବା ଚକ୍ରାକୃତି ପେଶୀ ଓ ଲମ୍ବ ଭାବରେ ବିସ୍ତୃତ ବା ଅନୁଦୈର୍ଘ୍ୟ ପେଶୀଦ୍ଵାରା ଗଠିତ ହୋଇଥାଏ । ଏହି ଦୁଇ ପ୍ରକାର ପେଶୀର ସଂକୋଚନ ଓ ଶିଳନ ଫଳରେ କୁହାଯାଏ ।

(i) ପାଟି (Mouth) :

• ଏହା ଚଳନଶୀଳ ଓଠଦ୍ୱାରା ପରିବେଷ୍ଟିତ ।
• ଏହା ଖାଦ୍ୟର ଅନ୍ତର୍ଗହଣ ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ।
• ଏହା ମୁଖଗହ୍ଵରକୁ ଖୋଲି ରହିଛି ।

(ii) ମୁଖଗହ୍ଵର (Buccal Cavity) :

• ପାଟି ଭିତରକୁ ରହିଥାଏ ମୁଖଗହ୍ଵର ।
• ମୁଖଗହ୍ଵରର ଦୁଇ ପଟେ ଗାଲ; ଉପରେ ତାଳୁ ଓ
• ତଳେ ଜିଭ ରହିଥାଏ ।

(a) ଦାନ୍ତ (Tooth):

• ଉଠେ ଓ ଛଅ ବର୍ଷ ବେଳକୁ ଉକ୍ତ ଦାନ୍ତ ଝଡ଼ିବାକୁ ଆରମ୍ଭ କରେ । ଏହି ସ୍ଥାନରେ ସ୍ଥାୟୀ ଦାନ୍ତ ଉଠେ । ବୟସ୍କ ଲୋକର ତଳ ଓ ଉପର ମାଢ଼ିରେ 32ଟି (16ଟି ଲେଖାଏଁ) ଦାନ୍ତ ଥାଏ । ପ୍ରତି ମାଢ଼ିରେ 4ଟି କର୍ଜନ ଦାନ୍ତ, 2 ଟି ଛେଦକ ବା ଶ୍ଵାନଦାନ୍ତ Canine), 4 ଟି ଚର୍ବଣ ଦାନ୍ତ ଓ ଟି ପେଷଣ ଦାନ୍ତ ରହିଅଛି।
• ଖାଦ୍ୟାଭ୍ୟାସ ଉପରେ ନିର୍ଭର କରି ଆମର ଦାନ୍ତ 4 ପ୍ରକାରର ହୋଇଥାଏ ।

(b) && (Tongue) :

• ମୁଖଗହ୍ଵରର ଉପରେ ତାଳୁ ଓ ତଳେ ମୋଟା, ମାଂସଳ ଜିଭ ରହିଥାଏ । ଏଥ‌ିରେ ତିନି ପ୍ରକାର ସ୍ବାଦମୁକୂଳ ରହିଥାଏ ।

କାର୍ଯ୍ୟ :

• ଚର୍ବଣବେଳେ ଏହା ଖାଦ୍ୟକୁ ଦାନ୍ତ ନିକଟରେ ପହଞ୍ଚାଇଥାଏ ।
• ଏହା ଖାଦ୍ୟକୁ ଲାଳ ସହିତ ମିଶାଇଥାଏ ।
• ଖାଦ୍ୟକୁ ଗିଳିବାରେ ସହାୟତା କରିଥାଏ ।
• ଏହା ମିଠା, ଖଟା, ପିତା ଓ ଲୁଣିଆ ଆଦି ସ୍ଵାଦ ବାରିଥାଏ ।
• ଏହା କଥା କହିବାରେ ସହାୟତା କରିଥାଏ ।

(iii) (Pharynx and Oesophagus) :

• ନାସାପଥ ଓ ମୁଖଗହ୍ଵର ମିଶି ଗ୍ରସନୀ ତିଆରି ହୋଇଛି । ଏହା ଉଭୟ ଖାଦ୍ୟ ଓ ଶ୍ୱାସ ବାୟୁ ଯିବାପାଇଁ ଏକ ସାଧାରଣ ପଥ ।
• ଏହାର ଶେଷମୁଣ୍ଡରେ ଦୁଇଟି ଦ୍ଵାର ରହିଛି । ଗୋଟିଏ ଦ୍ଵାର ଖୋଲିଛି ଶ୍ଵାସନଳୀ ଭିତରକୁ, ଅନ୍ୟଟି ଖୋଲିଛି ଖାଦ୍ୟନଳୀ ମଧ୍ୟକୁ ।
• ଖାଦ୍ୟନଳୀର ଦ୍ଵାରକୁ ଗଲେଟ୍ ଓ ଶ୍ଵାସନଳୀର ଦ୍ଵାରକୁ ଗ୍ଲଟିସ୍ କୁହାଯାଏ । ଶ୍ଵାସନଳୀର ଦ୍ଵାରରେ ଏକ ତରୁଣାସ୍ଥିର ପ୍ଲେଟ ରହିଛି । ଏହି ପ୍ଲେଟ୍‌କୁ ଅଧ୍ୱଜିହ୍ଵା ବା ଏପିକ୍ଲଟିସ୍ କୁହାଯାଏ ।
• ପ୍ରବେଶ କରିଥାଏ ।
• ଗ୍ରାସନଳୀ ବେକ ମଧ୍ୟ ଦେଇ ତଳ ଆଡ଼କୁ ଗତି କରିଛି ଏବଂ ମଧ୍ୟଚ୍ଛଦାକୁ ଭେଦ କରି ପାକସ୍ଥଳୀକୁ ଖୋଲିଛି ।
• କାର୍ଯ୍ୟ : ଏହା ମଧ୍ୟଦେଇ ପେରିଷ୍ଟାଲ୍‌ସିସ୍‌ରା ଖାଦ୍ୟ ଆପେ ଆପେ ପାକସ୍ଥଳୀ ମଧ୍ୟକୁ ପ୍ରବେଶ କରେ । ଏଠାରେ ଖାଦ୍ୟର କୌଣସି ପରିବର୍ତ୍ତନ ହୁଏ ନାହିଁ ।

(iv) (Stomach) :

• ଏହା ମୋଟା, ମାଂସଳ ଓ ‘J’ ଆକୃତିର ଏକ ଥଳୀ ଅଟେ ଏବଂ ଏହା ଉଦର ଗହ୍ଵରର ଉପର ଅଂଶର ବାମପଟେ ରହିଥାଏ ।
• ଏହାର ଉପର ଅଂଶ ଚଉଡ଼ା ଓ ତଳ ଅଂଶ କମ୍ ଓସାରିଆ ।
• ଏହାର ଉପର ଅଂଶ ହୃତ୍‌ପିଣ୍ଡ ନିକଟରେ ଥ‌ିବାରୁ ସେହି ଅଂଶକୁ କାର୍ଡିଆକ୍ ଷ୍ଟୋମାକ୍ ଓ ତଳ ଅଂଶକୁ ପାଇଲୋରିକ୍ ଷ୍ଟୋମାକ୍ କୁହାଯାଏ ।
• ଏହାର ମାଂସଳ କାନ୍ଥ ଖାଦ୍ୟକୁ ପାଚକରସ ସହିତ ମିଶିବାରେ ସାହାଯ୍ୟ କରେ ।
• ଅର୍ଦ୍ଧଜୀର୍ଣ୍ଣ ଖାଦ୍ୟ ଅଳ୍ପ ଅଳ୍ପ ପରିମାଣରେ କ୍ଷୁଦ୍ରାନ୍ତ ମଧ୍ୟକୁ ପ୍ରବେଶ କରେ ।

(v) (Small Intestine) :

• ଏହା ପ୍ରାୟ 6 ମିଟର ଦୀର୍ଘ, ସରୁ ଓ କୁଣ୍ଡଳାକାର ନଳୀ ଅଟେ ।
• ଏହାର ପ୍ରଥମ ଅଂଶକୁ ଗ୍ରହଣୀ, ମଧ୍ୟବର୍ତୀ ଅଂଶକୁ ଯେଯୁନମ୍ ଓ ଶେଷ ଅଂଶକୁ ଇଲିୟମ୍ କୁହାଯାଏ ।
• କାର୍ଯ୍ୟ : ଏଠାରେ ପରିପାକ କ୍ରିୟା ସମ୍ପୂର୍ଣ୍ଣ ହୋଇଥାଏ ଏବଂ ପରିପାକ ହୋଇଥ‌ିବା ଖାଦ୍ୟର ଅବଶୋଷଣ ବା ଆତ୍ମୀକରଣ ଘଟିଥାଏ ।

(vi) (Large Intestine) :

• ଏହା କ୍ଷୁଦ୍ରାନ୍ତଠାରୁ ଛୋଟ ଓ ପ୍ରଶସ୍ତ ଅଟେ ।
• ଏହା ସିକମ୍, କୋଲନ୍ ଓ ମଳାଶୟ ରେ ବିଭକ୍ତ ହୋଇଥାଏ ।
• କାର୍ଯ୍ୟ : ଏଠାରେ ଅଜୀର୍ଣ୍ଣ ଖାଦ୍ୟ ମଳରେ ପରିଣତ ହୋଇଥାଏ ।

(vii)

• ଏହା ବୃହଦନ୍ତ୍ରର ଶେଷ ଆଡ଼କୁ ଅବସ୍ଥିତ ଏବଂ ଏହାର ଶେଷ ଭାଗରେ ଥ‌ିବା ଛିଦ୍ରକୁ ମଳଦ୍ଵାର କୁହାଯାଏ ।
• କାର୍ଯ୍ୟ : ମଳାଶୟରେ ମଳ କିଛି ସମୟ ପାଇଁ ଗଚ୍ଛିତ ରହେ ଏବଂ ମଳଦ୍ଵାର ଦେଇ ନିଷ୍କାସିତ ହୁଏ ।

→ ପାକଗ୍ରନ୍ଥି (Digestive Glands) :

• ଖାଦ୍ୟକୁ ସରଳୀକୃତ କରିବା ପାଇଁ ପାକନଳୀ ମଧ୍ଯରେ ଅନେକଗୁଡ଼ିଏ ପାକଗ୍ରନ୍ଥି ଅଛି । ଯଥା –

(i) (Salivary Glands) :

• ମନୁଷ୍ୟର 3 ଯୋଡ଼ା ଲାଳଗ୍ରନ୍ଥି ରହିଛି ଏବଂ ଏହାର ବାହିକା (ducts)ଗୁଡ଼ିକ ମୁଖଗହ୍ଵର ମଧ୍ୟକୁ ଖୋଲି ରହିଥାଏ ।
• ଏହି ଗ୍ରନ୍ଥିରୁ କ୍ଷରିତ ଲାଳ ଖାଦ୍ୟକୁ ପିଚ୍ଛିଳ ଓ ମଣ୍ଡପରି କରିଦିଏ ।
• ଲାଳରେ ଥିବା ପାଚକ ଏନ୍‌ଜାଇମ୍‌କୁ ଟାୟାଲିନ୍ (Ptyalin) ବା ସାଲାଇଭାରି ଆମାଇଲେଜ୍ କୁହାଯାଏ ।

(ii) ଜଠର ଗ୍ରନ୍ଥି (Gastric Glands) :

• ଏହି ଗ୍ରନ୍ଥିରୁ କ୍ଷରିତ ହେଉଥ‌ିବା ରସକୁ ପାଚକ ରସ କୁହାଯାଏ । ଏଥିରେ ଲବଣାମ୍ଳ (HCl) ସହିତ ପେପସିନ୍ ଓ ଲାଇପେଜ୍ ଏନ୍‌ଜାଇମ୍ ରହିଛି ।
• ଏଗୁଡ଼ିକ ପାଚକ ରସ (Gastric juice) ଓ ଲବଣାମ୍ଳ (HCI) କ୍ଷରଣ କରିଥା’ନ୍ତି ।

(iii) (Liver) :

• ଏହା ଶରୀରର ବୃହତ୍ତମ ଗ୍ରନ୍ଥି ଏବଂ ଏହା ଉଦର ଗହ୍ଵରର ଉପରିଭାଗର ଡାହାଣପାର୍ଶ୍ଵରେ ଅବସ୍ଥିତ । ଏହାର ବର୍ଣ୍ଣ ଲୋହିତ ବାଦାମୀ ।
• ଏହା ପିତ୍ତ ରସ କ୍ଷରଣ କରେ ।

(iv) ଅଗ୍ନ୍ୟାଶୟ (Pancreas) :

• ଏହା ଏକ ମିଶ୍ରିତ ଗ୍ରନ୍ଥି ।
• ଏହା ମଧ୍ଯ ଖାଦ୍ୟନଳୀ ବାହାରେ ରହିଛି । ଏଥୁରୁ ଉଭୟ ଏନ୍‌ଜାଇମ୍ ଓ ହରମୋନ୍ କ୍ଷରିତ ହୁଏ । ଅଗ୍ନ୍ୟାଶୟ ରସରେ ଆମାଇଲେଜ, ଲାଇପେଜ୍ ଏବଂ ପ୍ରୋଟିଏଜ୍ ପରି ଖାଦ୍ୟ ହଜମକାରୀ ଏନ୍‌ଜାଇମ୍ ରହିଛନ୍ତି ।

→ ଆନ୍ତ୍ରିକ ଗ୍ରନ୍ଥି (Intestinal gland) :

• କ୍ଷୁଦ୍ରାନ୍ତ୍ରରେ ଥ‌ିବା ଆନ୍ତ୍ରିକ ଗ୍ରନ୍ଥିଗୁଡ଼ିକରୁ ଆର୍ଥିକ ରସ କ୍ଷରିତ ହୁଏ । ଏହି ରସରେ ଥ‌ିବା ବିଭିନ୍ନ ପ୍ରକାରର ଏନ୍‌ଜାଇମ୍ ହଜମକ୍ରିୟା ଶେଷ କରନ୍ତି ।

→ ପାଚନ କ୍ରିୟା (Digestion) :

• ଆମେ ଖାଉଥ‌ିବା ଖାଦ୍ୟରେ ଶ୍ଵେତସାର, ସ୍ନେହସାର, ପୁଷ୍ଟିସାର, ଭିଟାମିନ୍, ଧାତବ ଲବଣ ଓ ଜଳ ରହିଥାଏ । ଖାଦ୍ୟ ହଜମର ବିଭିନ୍ନ ପ୍ରକ୍ରିୟାଗୁନିକ
• ହେଲା : ଖାଦ୍ୟ ଗ୍ରହଣ, ପାକକ୍ରିୟା, ଅବଶୋଷଣ, ଆତ୍ମୀକରଣ ଓ ମଳତ୍ୟାଗ ।

(A) ମୁଖଗହ୍ଵର (Buccal Cavity) :

• ଏଠାରେ ଖାଦ୍ୟ ଚର୍ବିତ ଓ ପେଷିତ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଟାୟାଲିନ୍‌ର କାର୍ଯ୍ୟକାରିତା ହାର ବୃଦ୍ଧି କରେ ।
• ଖାଦ୍ୟରେ ଲାଳ ମିଶିବାଦ୍ୱାରା ଟାୟାଲିନ୍ ପ୍ରାୟ 30-40 ଭାଗ ମଣ୍ଡଦ (Starch)କୁ ମାଲ୍‌ଟୋଜ୍ (Maltose)ରେ ପରିଣତ କରେ ।

(B) (Stomach) :
ଭାଙ୍ଗି ଅତି ସୂକ୍ଷ୍ମଖଣ୍ଡରେ ପରିଣତ ହୁଏ । ପାକସ୍ଥଳୀରୁ ନିସୃତ ପାଚକ ରସ ଖାଦ୍ୟ ସହିତ ମିଶି ଏହାକୁ ଏକ ପ୍ରକାର ତରଳ ମଣ୍ଡ ବା ଚାଇମରେ ପରିଣତ କରେ । ଲବଣାମ୍ଳ (HCl) ପାକମଣ୍ଡକୁ ଅମ୍ଳାତ୍ମକ କରିବା ସହିତ ଜୀବାଣୁ ନାଶ କରେ । ପାଚକରସରେ ଦୁଇ ପ୍ରକାର ଏନ୍‌ଜାଇମ୍ ଥାଏ – ପେପ୍‌ସିନ୍ ଓ ଲାଇପେଜ୍ । ପେପ୍‌ସିନ୍ ଲବଣାମ୍ଳ ମାଧ୍ୟମରେ ସକ୍ରିୟ ହୁଏ ଓ ପ୍ରୋଟିନ୍ ଖାଦ୍ୟକୁ ପ୍ରୋଟିଓଜେସ୍ ଓ ପେପ୍‌ନ୍‌ରେ ପରିଣତ କରେ ।

(C) ଗ୍ରହଣୀ :
କ୍ଷୁଦ୍ରାନ୍ତର ଗ୍ରହଣୀଠାରେ ଯକୃତରୁ କ୍ଷରିତ ପିତ୍ତ ଓ ଅଗ୍ନ୍ୟାଶୟରୁ କ୍ଷରିତ ଅଗ୍ନ୍ୟାଶୟ ରସ ଖାଦ୍ୟରେ ଆସି ମିଶେ । ପିତ୍ତରେ ଥ‌ିବା ପିତ୍ତ ଲବଣ ଖାଦ୍ୟର ଅମ୍ଳତ୍ଵ ଦୂର କରେ ଓ ସ୍ନେହସାର ଜାତୀୟ ଖାଦ୍ୟର ଅବଦ୍ରବୀକରଣ ବା ଇମଲ୍ଟିଫିକେସନ୍ (Emulsification) କରାଇଥାଏ ।

(D) ଜେଜୁନମ୍ ଓ ଇଲିୟମ୍ :
ଏହି ସ୍ଥାନରେ ସମସ୍ତ ଖାଦ୍ୟର ହଜମ ପ୍ରକ୍ରିୟା ସମ୍ପୂର୍ଣ୍ଣ ହୋଇଥାଏ । ଜେଜୁନମ୍ ଓ ଇଲିୟମ୍‌ରୁ କ୍ଷରିତ ଆର୍ଥିକ ରସରେ ରହିଥ‌ିବା ବିଭିନ୍ନ ପ୍ରକାର ଏନଜାଇମ୍ ହଜମ ହୋଇନଥୁବା ଅବଶିଷ୍ଟ ଖାଦ୍ୟକୁ ସମ୍ପୂର୍ଣ ହଜମ କରିଥା’ନ୍ତି । ଏଠାରେ ହେଉଥ‌ିବା ହଜମ ପ୍ରକ୍ରିୟାଟି :

(E) ବୃହଦନ୍ତ୍ର :
ଖାଦ୍ୟ ବୃହଦନ୍ତ୍ରଠାରେ ପହଞ୍ଚିଲା ବେଳକୁ ଏହା ହଜମ ହୋଇ ସରଳୀକୃତ ଖାଦ୍ୟରେ ପରିଣତ ହୋଇଥାଏ ।

(v) (Absorption) :
ସମସ୍ତ ସରଳୀକୃତ ଖାଦ୍ୟ, ଭିଟାମିନ୍, ଧାତବ ଲବଣ ଓ ଜଳ ଇତ୍ୟାଦି ଆହାରନଳୀର କାନ୍ଥ ବାଟ ଦେଇ ରକ୍ତ ମଧ୍ୟକୁ ପ୍ରବେଶ କରିବା ପ୍ରକ୍ରିୟାକୁ ଅବଶୋଷଣ କୁହାଯାଏ । ଏହି ପ୍ରକ୍ରିୟା ନିଷ୍କ୍ରିୟ ଅବଶୋଷଣ ଓ ସକ୍ରିୟ ଅବଶୋଷଣଦ୍ୱାରା ହୋଇଥାଏ ।

(vi) (Assimilation) :

• ଅବଶୋଷଣ ପରେ ସରଳୀକୃତ ଖାଦ୍ୟ ରକ୍ତଦ୍ୱାରା ବାହିତ ହୋଇ ଯକୃତରେ ପହଞ୍ଚେ । ଯକୃତରୁ ଏହା ଶରୀରର ବିଭିନ୍ନ ଅଂଶରେ ପହଞ୍ଚିଥାଏ ଏବଂ ଶକ୍ତିମୋଚନ ଓ ଅନ୍ୟ କାର୍ଯ୍ୟରେ ନିୟୋଜିତ ହୋଇଥାଏ । ଖାଦ୍ୟର ଏହି ବିନିଯୋଗ
• ଅଧିକାଂଶ ଏମିନୋ ଅମ୍ଳ ପୁଷ୍ଟିସାର ସଂଶ୍ଳେଷଣରେ ବ୍ୟବହୃତ ହୁଏ ଯାହାକି ଶରୀର ବୃଦ୍ଧି ଓ ଟିସୁର ପୁନଃନିର୍ମାଣରେ ସହାୟକ ହୁଏ । ବଳକା ଏମିନୋ ଅମ୍ଳ ଯକୃତରେ ୟୁରିଆରେ ପରିଣତ ହୁଏ ।

(vii) (Egestion) :
ଏକକାଳୀନ ନିମ୍ନଲିଖ୍ ଘଟଣାବଳୀଦ୍ଵାରା ମଳ ନିଷ୍କାସନ ହୋଇଥାଏ ।

• ମଳଦ୍ଵାର ଚାରିପଟେ ରହିଥ‌ିବା ସଂକୋଚନ ପେଶୀର ଶିଥୁଳନ,
• ମଳାଶୟ ପେଶୀର ସଂକୋଚନ,
• ଉଦରପେଶୀ ଓ ମଧ୍ଯଚ୍ଛଦାର ସଂକୋଚନ ସହିତ ସାମୟିକ ଶ୍ଵାସ ବିରାମ ।

ମାଂସ ହଜମ କରୁଥିବା ଏନଜାଇମ୍ ଆମ ପାକସ୍ଥଳୀକୁ ହଜମ କରିପାରେ ନାହିଁ କାରଣ :

• ପୁଷ୍ଟିସାର ହଜମ କରୁଥିବା ପ୍ରୋଟିଏଜ୍ ଜାତୀୟ ଏନଜାଇମ୍ ନିଷ୍କ୍ରିୟ ଅବସ୍ଥାରେ କ୍ଷରିତ ହୋଇଥାଏ । ପାକସ୍ଥଳୀର ଅମ୍ଳୀୟ ପରିବେଶରେ ଏହା ସକ୍ରିୟ ହୁଏ ଓ ପାକସ୍ଥଳୀରେ ଖାଦ୍ୟ ପହଞ୍ଚିଲେ ସାଧାରଣତଃ ଏନ୍‌ଜାଇମ୍ କ୍ଷରଣ
• ଆମ ପାକସ୍ଥଳୀରେ ଅନେକ ଶ୍ଳେଷ୍ମକ ବା ମ୍ୟୁକସ୍ ଗ୍ରନ୍ଥି ରହିଛି । ସେଥୁରୁ କ୍ଷରିତ ମ୍ୟୁକସ୍ ଅମ୍ଳୀୟ ପରିବେଶ ତଥା ଏନ୍‌ଜାଇମ୍ ପ୍ରଭାବରୁ ପାକସ୍ଥଳୀକୁ ରକ୍ଷାକରେ ।
• ପାକସ୍ଥଳୀର କୋଷମାନଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ନିବିଡ଼ ବନ୍ଧନ ଯୋଗୁଁ ସହଜରେ ପେପ୍‌ସିନ୍ ପାକସ୍ଥଳୀ କାନ୍ଥ ଭିତରକୁ ଟିସୁ କ୍ଷୟ କରିପାରେ ନାହିଁ ।
• ଏଥ୍ ସହିତ ପାକସ୍ଥଳୀର କୋଷ ପ୍ରତି ଦୁଇ ବା ତିନିଦିନ ବ୍ୟବଧାନରେ ନୂଆ କୋଷଦ୍ଵାରା ପୁନଃସ୍ଥାପିତ ହୁଅନ୍ତି । ଏଥ୍ ଯୋଗୁଁ ଆମ ପାକସ୍ଥଳୀ ପେପ୍‌ସିନ୍ ଏନ୍‌ଜାଇମ୍ଵାରା ହଜମ ହୁଏନାହିଁ ।

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 2 The Swimmer Who Does Not Need Her Legs! Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 2 The Swimmer Who Does Not Need Her Legs!

BSE Odisha 9th Class English The Swimmer Who Does Not Need Her Legs! Text Book Questions and Answers

D. Let’S Understand The Text:

Question (i).
When did, Janaki get the idea of swimming in the English Channel?
( ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାର ଧାରଣା ଜାନକୀ କେବେ ପାଇଲେ ?)
Answer:
Janaki got the idea of trying to swim the English Channel when she was.a child.

Question (ii).
What did she plan to do then?
(ସେ ତା’ପରେ କ’ଣ କରିବାକୁ ଯୋଜନା କଲେ ?)
Answer:
Janaki then conveyed her desire to swim the Channel to the English Channel Swimming Association for details.

Question (iii).
Who said, bI was able to swim 10 hours at a stretch in the swimming pool’?
( କିଏ କହିଥିଲେ, ‘ମୁଁ ଏକାଥରକେ ସନ୍ତରଣ ପୁଷ୍କରିଣୀରେ ୧୦ ଘଣ୍ଟା ସନ୍ତରଣ କରିବାକୁ ସକ୍ଷମ ।’)
(a) Mr. Gopal
(h) Mr. Dinesh Suvarna
(C) Janaki
(Choose the correct answer) ସଠିକ୍ ଉତ୍ତର ବାଛ
Answer:
(e) Janaki.

Question (iv).
Where did she go with the help of Thimaiah Academy of Adventure?
( ସେ ଥମାୟା ଆକାଡେମୀ ଅଫ୍ ଆଡଭେନ୍‌ଚର ସହାୟତାରେ କେଉଁଠାକୁ ଗଲେ ?)
Answer:
With the help of Thimaiah Academy of Adventure, she went to the coastal town of Maipe for training in the Arabian Sea.

Question (v).
What did she do there?
(ସେ ସେଠାରେ କ’ଣ କଲେ ?)
Answer:
After arriving (J the coastal town of Malpe, she began training in the Arabian Sea. She spent three weeks there with a coach called Dinesh Suvarna. She learned to spend long hours in the sea by swimming a minimum of 20 kilometers a day.

Question (vi).
Who contributed the money she needed for swimming the English Channel?
( ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବା ପାଇଁ ସେ ଆବଶ୍ୟକ କରୁଥିବା ଅର୍ଥ କିଏ ଦାନ କଲେ ?)
Answer:
The government, a few private agencies, and several friends contributed the money she needed for swimming the English Channel.

Question (vii).
Who was Stella Streeter?
( ଷ୍ଟିଲା ଷ୍ଟିଟର କିଏ ଥିଲେ ? )
Answer:
Stella Streeter was the famous Channel coach under whom Janaki was trained for about three weeks in the English Channel.

Question (viii).
What does ‘Janaki’s Maritime Express’ mean?
(‘ଜାନକୀସ୍ ମାରିଟାଇମ୍ ଏକ୍‌ସପ୍ରେସ୍’ର ଅର୍ଥ କ’ଣ ?)
Answer:
Janaki was selected to participate in the relay swim in the English Channel. She was one among the six swimmers in the relay team who was handicapped. Other members of her team were amazed to see that Janaki could swim. Therefore they named the relay team, ‘Janaki’s Maritime Express’ in order to pay a tribute to Janaki.

E. Let’S UnderStand The Text Better:

Question 1.
What were the conditions set by the English Channel Swimming Authority?
(ଇଂଲିଶ୍ ଚ୍ୟାନେଲ ସୁଇମିଙ୍ଗ୍ କର୍ତ୍ତୃପକ୍ଷଙ୍କଦ୍ବାରା କେଉଁସବୁ ସର୍ଭ ରଖାଯାଇଥିଲା ? )
Answer:
Two conditions were set by the English Channel Swimming Authority. They were as follows :
(i) The swimmer should be able to spend at least ten hours continuously in water.
(ii) The swimmer should be able to do marathon swimming which is for long hours at a stretch on the high seas.

Question 2.
Why were the officials of the English Channel Swimming Association shocked?
( ଇଂଲିଶ୍ ଚ୍ୟାନେଲ ଆସୋସିଏସନ୍‌ର କର୍ମକର୍ତ୍ତାମାନେ କାହିଁକି ମର୍ମାହତ ଥିଲେ ?)
Answer:
The officials of the Channel Swimming Association saw, for the first time, a physically handicapped girl who was trying to swim the English Channel. This, in fact, quite shocked them.

Question 3.
Why was it decided that Janaki would be part of a relay team?
( ଜାନକୀ ଦଳଗତ ସନ୍ତରଣକାରୀ ଦଳରେ ଅଂଶୀଦାର ହେବାକୁ କାହିଁକି ନିଷ୍ପତ୍ତି ନିଆଗଲା ?)
Answer:
The offIcials of the Channel Swimming Association were very worried (4) about Janaki. They had kept a sharp eye on her during her training runs. She was trained for about three weeks under Stella Streeter, the famous Channel coach. She wanted to make a solo attempt but was denied as they did not have a special boat to accompany her. That is why it was decided that she would be part of a relay team.

Question 4.
What were the Channel waters like?
(ପ୍ରଣାଳୀର ପାଣି କିପରି ଥିଲା ?)
Answer:
The Channel waters were rather cold and salty. There were seaweeds and jellyfish in the water. They stood in the way of Janaki’s adventure of swimming in the English Channel.

Question 5.
What were the problems that Janaki faced while swimming the Channel in a relay team?
(ଇଂଲିଶ୍ ପ୍ରଣାଳୀରେ ଏକ ଦଳୀୟ ସନ୍ତରଣକାରୀ ଦଳରେ ସନ୍ତରଣ କଲାବେଳେ ଜାନକୀ କେଉଁସବୁ ସମସ୍ୟାର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ?)
Answer:
Janaki had to face a lot of problems while swimming the Channel in a relay team. The waters were so cold that she needed much more energy than usual to keep her arms moving. Her legs moved left or right way as the moving of waves also created a problem for her. Again the salty water entered her mouth which made her vomit (QI). There were the seaweeds and jellyfish which kept sticking to her body and thereby she felt very uncomfortable.

Question 6.
What were the feelings of Janaki’s parents when she was crossing the Channel waters?
(ଜାନକୀ ପ୍ରଣାଳୀକୁ ଅତିକ୍ରମ କରୁଥିବା ସମୟରେ ତାଙ୍କ ପିତାମାତାଙ୍କ ଅନୁଭୂତି କିପରି ଥିଲା ? )
Answer:
Janaki’s parents were Mr. Nagappa and Mrs. Indiramma. They were standing on Dover beach and wondering at the things. They could not take a morsel of food because their daughter was doing such dangerous work. They looked worried till the end of the swimming. At last, they were very happy to see their daughter victorious.

Question 7.
What does the expression ‘Paraplegic Olympics’ mean?
(ପାରାପ୍ଲେଜିକ୍ ଅଲିମ୍ପିକ୍‌ କହିଲେ କ’ଣ ବୁଝାଏ ?)
Answer:
The expression ‘Paraplegic Olympics’ means the participation of the physically. handicapped athletes in the mega events of the Olympics exclusively. The participants who suffer from paraplegia take part in different events and the winners are rewarded with medals and prizes.

Question 8.
What is it you like most about Janaki? (Is it her determination, her courage, her hard work….?)
(ଜାନକୀର କେଉଁ ଗୁଣଟି ତୁମକୁ ସବୁଠୁ ଭଲ ଲାଗିଛି ? (ଏହା ତାଙ୍କର ଦୃଢ଼ ସଙ୍କଳ୍ପ, ସାହସ, କଠିନ ପରିଶ୍ରମ …. ?))
Answer:
Janaki had many good qualities like strong determination, courage. self-reliance and hard-work. Among these qualities, courage is the most important. It needs high amount of courage. Only a fearless person can go for it. Hard-work and strong determination are necessary but without courage such a dangerous task QI) could not be undertaken. C.N. Janaki is the first Indian National who was able to swim in the Channel. She brought glory to the country and proved herself that being handicapped is flO bar to success.

F. Let’S Talk: (ଆସ କଥା ହେବା)

(a) Say whether the following statements are true or false. Discuss in groups.
(i) Janaki was struck by polio at the age of two.
(ii) Janaki was the first woman to swim the English Channel.
(iii) Janaki had begun training very hard before she attempted the Channel swim.
(iv) The Channel Swimming Association permitted Janaki to swim alone across the English Channel.
(y) All other members of the relay team were also handicapped like Janaki.
(vi) Janaki’s parents were worried about her when she was in the Channel waters.
(vii) The dream of Janaki was to swim the English Channel.
(viii) Janaki wanted to prove that to be handicapped is no bar to success.
Answer:
(i) False.
(ii) False,
(iii) True,
(iv) False,
(y) False,
(vi) True,
(vii) True.
(viii) True.

(b) Here are a few rules trekkers are expected to follow. Read the rules carefully. Discuss the rules in groups of three or four and say why each of them is necessary. Thereafter present your group’s views to the whole class.

Some Rule For Trekking  Follow the route given by the Department of Tourism.  Take an authorised guide and porter.  Do not cut any plants or trees.  Do not kill any wild animal or bird. Be careful when you walk in a wooded or grassy area.

G. Learn To Listen:

The students of class-IX have decided to go trekking in the Barunei Hills. Bakul was absent from school when the class teacher had a meeting with the students to plan the trip. So he meets his classmate Rahul to know what happened at the meeting. Bakul collects the information from Rahul, Now help Bakul to fill in the details about the trip:

1. The Bus/Train

Name	Leaving at	Leaving from

2. Luggage to be carried in a .
3. Items of luggage :

Clothes etc.	Personal	Bedding	Food

Answer:
1. The Bus/Train

Name	Leaving at	Leaving From
The Lingaraj Travels	6AM, Bhubaneswar	6 PM, Barunei Hills (Khurda)

2. Luggage to be carried in a backpack.
3. Items of luggage :

Clothes etc.	Personal	Bedding	food
Water-proof and	Equipment	Sleeping Beg	Dry foods and
Wind-proof jackets	Rucksacks	Pad	low water content
Inner layers	Pedometers		foods like cold
Trousers	A first-aid kit		cereal, powdered
Track-suits	and medicines		milk, cheese,
Head and hands	Full water bag		crackers, bread,
wear	Extra clothing		sausage, salami.
Footwear	A mobile phone		raisins, peanut,
Walking boots,	A torch light		butter pasta and
shoes and	A knife		quick energy giving
socks			foods

H. Let’s Learn Some New Words:

A. Mark the word in bold letters (para-13) below.
The word “impossible” is applied to something that has not been tried.
The root word of impossible is possible.
We add im with possible to get a new word and it gives the opposite in meaning of possible.
This addition is known as a prefix.
There are other prefixes that also convey the opposite meaning.
Can you give some examples?

improper	–              im	proper
unable	–              un	able
inessential	–              in	essential
illegal	–              il	legal
mismanage	–              mis	manage
derecognize	–              de	recognize

All these are negative prefixes. Study to know which of them will” go with which words. This depends on their use. For example, only dis will go with ‘order’. But there are some words that take either dis or un with a change in meaning. (For example) unlike. and dislike. If you read a lot of English. you can use them naturally without any problem.

Given below is a list of words. You have to tick the negative prefix — which goes with each of them. (Some of them take more than one such prefix.) The first one has been done for you.
(ନିମ୍ନରେ ଶବ୍ଦର ଏକ ତାଲିକା ଦିଆଯାଇଛି । ତୁମକୁ ନାସ୍ତିସୂଚକ ପୂର୍ବପ୍ରତ୍ୟୟରେ ଟିକ୍ ଚିହ୍ନ ମାରିବାକୁ ପଡ଼ିବ ଯାହା ପ୍ରତ୍ୟେକ ଶବ୍ଦ ସହିତ ଲଗାଯିବ । (ସେଗୁଡ଼ିକରୁ କେତେକ ଏକାତ୍ମକ ପ୍ରିଫିକ୍ସ ନେଇପାରନ୍ତି ।) ପ୍ରଥମଟି ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Words	un	im	in	dis	mis	de	il	ab
Possible
Courage
Sufficient
Connect
Personal
Successfully
Comfortable
Worthy
Obey
Able
Understand
Honest
Count
Valid
Fit
Used
Manage
Essential
Believe
Appear
Mindful
Proper
Normal
Efficient
Suitable

Answer:

Words	un	im	in	dis	mis	de	il	ab
Possible		✓
Courage				✓
Sufficient			✓
Connect				✓
Personal		✓
Successfully	✓
Comfortable	✓			✓
Worthy	✓
Obey				✓
Able	✓			✓
Understand					✓
Honest				✓
Count	✓			✓	✓
Valid			✓
Fit	✓				✓
Used	✓				✓
Manage					✓
Essential			✓
Believe	✓			✓
Appear				✓
Mindful	✓
Proper		✓
Normal								✓
Efficient			✓
Suitable	✓

B. Certain words or groups of words occur together very frequently. These groups of words are called phrases. Make sentences of your own using the phrases given below.
(କେତେକ ଶବ୍ଦ କିମ୍ବା ଶବ୍ଦପୁଞ୍ଜ ସାଧାରଣତଃ ଏକତ୍ର ବ୍ୟବହାର ହୁଅନ୍ତି । ଏହି ଶବ୍ଦର ସମଷ୍ଟିକୁ ଶବ୍ଦ ସମଷ୍ଟି ବା ଫ୍ରେଜେସ୍ (phrases) କୁହାଯାଏ । ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଫ୍ରେଜେସ୍‌ଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ବାକ୍ୟ ଗଠନ କର ।)
(a) at a stretch
(b) leave for
(c) in spite of
(d) a lot of
(e) keep a sharp eýe

Answer:
(a) at a stretch (ଏକାଥରକେ) – Satya can run ten miles at a stretch.
(b) leave for (set out – (ଯାତ୍ରା ଆରମ୍ଭ କରିବା ) – Ramesh will leave for Delhi day after tomorrow.
(c) in spite of (ସତ୍ତ୍ୱେ) – In spite of his old age. he leads an active life.
(d) a lot of (ବହୁତ, ପ୍ରଚୁର ) – There are a lot of flowers in the garden.
(e) keep a sharp eye (ତୀକ୍ଷ୍ଣଣ ଦୃଷ୍ଟି ରଖୁବା ) – The police have kept a sharp eye on the criminals.

I. Let’S Learn Language:

Study the following sentence showing the use of:
Could and be able to

(i) I (Janaki) was able to spend ten hours at a stretch in the Swimming pool.
(ସନ୍ତରଣ ପୁଷ୍କରିଣୀରେ ମୁଁ ଏକାଦିକ୍ରମେ/ଲଗାତର ଦଶଘଣ୍ଟା ଧରି ପହଁରିବାକୁ ସମର୍ଥ ହେଲି ।) ( ଏଠାରେ ସନ୍ତରଣ କରିବାର ଜାନକୀଙ୍କର ସାମର୍ଥ୍ୟ ଥିଲା ଓ ସେ ତାହାକୁ କାର୍ଯ୍ୟରେ ପ୍ରଦର୍ଶିତ କଲେ ।)

ability + performance = be able to
((ସାମର୍ଥ୍ୟ + କାର୍ଯ୍ୟ) ଅର୍ଥରେ be able to ବ୍ୟବହୃତ ହୁଏ ।)

(ii) When Bakul was 16, he could run 100 metres in 11 seconds.
(୧୬ ବର୍ଷରେ ବକୁଲ ୧୧ ସେକେଣ୍ଡରେ ୧୦୦ ମିଟର ଦୌଡ଼ି ପାରୁଥିଲା ।) (ଏଠାରେ ଅତୀତରେ ବକୁଲ୍‌ର ସାମର୍ଥ୍ୟ ଥିଲା ।)

(iii) Somdev played very well but in the end Mahesh was able to beat him.
(ସୋମଦେବ ବହୁତ ଭଲ ଖେଳିଲା; କିନ୍ତୁ ଶେଷରେ ମହେଶ ତାକୁ ପରାସ୍ତ କରିବାକୁ ସଫଳ ହେଲା ।) ( କଷ୍ଟପୂର୍ବକ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଖେଳରେ)

Could	be (was/were) able to
past ability	(ସାମର୍ଥ୍ୟଜନିତ କାର୍ଯ୍ୟ)
(ଅତୀତର ସାମର୍ଥ୍ୟ )	(ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ପରିସ୍ଥିତିରେ)

(iv) Even though (ଯଦିଓ) I had hurt my leg (ଗୋଡ଼ ଆଘାତପ୍ରାପ୍ତ ହୋଇଥିଲା), I was able to (not cou1d) swim back to the shore (କୂଳକୁ ପହଁରି ଫେରିବାରେ ମୁଁ ସମର୍ଥ ହୋଇଥୁଲି) (past ability + action) (ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ପରିସ୍ଥିତିରେ କଷ୍ଟ କରି )

(v) Rajesh fell into the water, but luckily he was able to hold onto the boat. (ଧରିନେଲା) (ନିର୍ଦ୍ଦିଷ୍ଟ ପରିସ୍ଥିତିର କୌଶଳ ସହକାରେ)

But could’ is used in the sense of past ability + past action with the following verbs. (କିନ୍ତୁ ନିମ୍ନଲିଖତ କ୍ରିୟାପଦ ସହିତ ଅତୀତର ସାମର୍ଥ୍ୟ ଓ ଅତୀତ କାର୍ଯ୍ୟକୁ ଆଧାର କରି could ବ୍ୟବହାର କରାଯାଏ ।) (i) Verbs of perception (ଇନ୍ଦ୍ରିୟଜନିତ କ୍ରିୟାପଦ) : see, hear, smell, taste, feel (ii) Verbs of mentality: understand, know, remember, etc. Examples: (i) I could hear(ଶୁଣିପାରୁଥିଲି ) the sound of a plane from a distance. (ii) Father could remember (ମନେ ରଖିପାରୁଥିଲେ) every happy moment of his childhood days.

Complete the following sentences with could, was! were able to/couldn’t.
(ନିମ୍ନୋକ୍ତ ବାକ୍ୟଗୁଡ଼ିକୁ could, was/were able to/couldn’t ଯୋଗ କରି ସମ୍ପୂର୍ଣ୍ଣ କର ।)
(i) The fire spread quickly but everyone escaped.
(ii) He _______ drive when he was sixteen, but he _______ because he didn’t have a license.
(iii) They didn’t have any tomatoes in the first shop 1 went to. but I _______ get some in the next shop.
(iv) The boy fell into the river hut fortunately we _______ rescue him.
(y) He had hurt his leg. so he ______ walk very slowly.
(vi) I looked everywhere for the book but I _______ find it.
Answer:
(i) The fire spread quickly but everyone was able to escape.
(ii) He could drive when he was sixteen, but he couldn’t because he didn’t have a license.
(iii) They didn’t have any tomatoes in the first shop 1 went to. but I was able to get some in the next shop.
(iv) The boy fell into the river but fortunately, we were able to rescue him.
(y) He had hurt his leg, so he was able to walk very slowly.
(vi) I looked everywhere for the book but I couldn’t find it.

J. Let’s Write:

You would like to learn to swim. Fill in the details in the Letter to the Thimaiah National
Academy of Adventure about one of the courses listed:
In your letter, ask for the following points:

• Who can apply for the course — minimum age, etc.
• What is the duration of the course?
• How much do you have to pay for the course.
• What kind of food and accommodation you will be given.
• Whether you need to give a medical certificate or not.

Answer:
To
The Director
Thimaiah National Academy of Adventure
Bangalore, Karnataka
Sir,
I have read your advertisement about the three courses you offer at your institute.
I am interested in doing the course in adventure. Could you please give me the information about the following?
I would like to know the details of the course. May I know
(i) What is the minimum age for admission into the course?
(ii) What is the duration of the course?
(iii) What is the fee package for the course?
(iv) What kind of food accommodation facilities are provided?
(v) Whether the medical certificate is required?
I should be highly grateful if you would kindly send me your reply at an early date as I am very much interested to join the course.
I look forward to your kind reply.
Buxi Bazar
Cuttack
18 December 2019

Yours faithfully
Rama Chandra Hota

Let’s Know More

A. Related words or correct forms of the words.

Word	Related Word
believe	belief (n), believable (adj)
continue	continuous (adj), continuously (adv), continuity (n) continually (adv)
swim (V)	swimming (n), swimmer (n)
able (adj)	ability (n), enable (v)
train (v)	training (n), trainer (n), trainee (n)
contribute (v)	contribution (n)
collect (v)	collection (n), collected (adj), collective (adj)
physical (adj)	physically (adv)
fame (n)	famous (adj)
special (adj)	specialty (n), especially (adv), specialized (adj)
real (adj)	really (adv), realize (v), reality (n)
dream (n)/(v)	dreamy (adj)
nature (n)	natural (adj), naturally (adv)
energy (n)	energetic (adj), energize (v), energetically (adv)
anxious (adj)	anxiously (adv), anxiety (n)
triumph (n)	(triumphant (adj), triumphantly (adv)
success (n)	successful (adj), succeed (v), successfully (adv)
important (adj)	importance (n)
apply (v)	application (n)
impossible (adj)	impossibility (n)
reliance (n)	reliant (adj)
agonizing (adj)	agonized (adj)
help (v)	helper (n)
work (v)	worker (n)

B. Opposite/Antonyms

word	Opposite Word
Useless	–          useful
Continuously	–          casually
Solo	–          relay
Famous	–          notorious
Usual	–          unusual
Help	–          hinder
Success	–          failure
Successful	–          unsuccessful
Minimum	–          maximum
Comfortable	–          uncomfortable
Spend	–          save
Several	–          many
short-cut	–          abundance
Worthwhile	–          worthless

Word	Opposite Word
Allow	–          refuse
Make	–          break, destroy
Special	–          ordinary
Start	–          finish
Mostly	–          partly
Happy	–          unhappy
Succeed	–          fail
Dangerous	–          safe
Possible	–          impossible
Triumph	–          defeat
Private	–          public
Danger	–          safety
Sick	–          healthy
Permit	–          forbid

BSE Odisha 9th Class English The Swimmer Who Does Not Need Her Legs! Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
What did Janaki convey to the English Channel Swimming Association?
Answer:
Janaki conveyed her idea of swimming the English Channel to the English Channel Swimming Association.

Question 2.
What did the English Channel Swimming Association reply?
Answer:
The English Channel Swimming Association replied that two conditions must be fulfilled before allowing a swimmer to make an attempt.

Question 3.
What did Janaki do to fulfill the conditions of the English Channel Swimming Association?
Answer:
Janaki began training very hard in Bangalore to fulfill the conditions of the English Channel Swimming Association.

Question 4.
Who was Mr. Gopal and what did he give to Janaki?
Answer:
Mr. Gopal was a NIS coach who gave a certificate to Janaki saying that he had seen her swim for ten hours continuously.

Question 5.
How did Janaki begin training in the Arabian Sea?
Answer:
Janaki went to the coastal town of Malpe and began training in the Arabian Sea with the help of the Thimaiah National Academy of Adventure.

Question 6.
What do you understand by the expression ‘my fight’?
Answer:
Here ‘my fight’ refers to Janaki’s struggle in course of her swimming which was against nature.

Question 7.
How were the Channel waters?
Answer:
The Channel waters were so cold that she needed more energy than usual to keep her arms moving.

Question 8.
What was the problem with Janaki’s legs while swimming?
Answer:
Janaki had a problem with her legs moving to the left or to the right while swimming.

Question 9.
What problem did the jellyfish cause Janaki?
Answer:
While swimming in the channel the jellyfish kept sticking to Janaki’s body.

Question 10.
What was the role of Janaki in the relay team?
Answer:
Janaki swam for two hours and helped the relay team cross the 36 km Channel in 14 hours and 45 minutes.

Question 11.
How was Janaki’s dream of swimming English Channel fulfilled?
Answer:
Janaki became part of a relay team that helped her fulfill the dream of swimming in the English Channel.

Question 12.
What was Janaki’s next ambition’?
Answer:
Janaki’s next ambition was to start training for the 1996 Paraplegic Olympics in Atlanta.

Question 13.
What does Janaki believe?
Answer:
Janaki believes that the word ‘impossible’ is applied to something that has not been tried.

Question 14.
What did Janaki want to prove?
Answer:
Janaki wanted to prove that being handicapped is no bar to success.

Question 15.
What is Janaki’s final suggestion to the readers?
Answer:
Janaki finally suggests to the readers that there is really no shortcut to success.

Answer The Followings In A Word Or A Phrase.

Question 1.
Why did the Channel Swimming Association officials refuse Janaki to make a solo attempt?
Answer:
because they didn’t have a special boat to accompany her

Question 2.
What was the second condition of the English Channel Swimming Association?
Answer:
A swimmer should be able to do marathon swimming.

Question 3.
What was the first condition of the English Channel Swimming Association?
Answer:
The swimmer should be able to spend at least 10 hours in the water.

Question 4.
Who was Janaki’s mother?
Answer:
Mrs. Indiramma

Question 5.
When did C.N. Janaki get the idea of trying to swim in the English Channel?
Answer:
when she was a child

Question 6.
To whom did she convey the idea of trying to swim the English Channel?
Answer:
English Channel Swimming Association

Question 7.
Where did Janaki begin training very hard to fulfill the conditions?
Answer:
in Bangalore

Question 8.
Who was the NIS coach in Bangalore?
Answer:
Mr. Gopal

Question 9.
Where did Janaki go with the help of Thimaiah National Academy of Adventure?
Answer:
the coastal town of Malpe

Question 10.
Who was the coach in the coastal town of Malpe?
Answer:
Dinesh Suvarna

Question 11.
How long could Janaki swim a day after her rain in the Arabian Sea?
Answer:
20 km

Question 12.
Who said, “I was able to swim 10 hours at a stretch in the swimming pool”?
Answer:
Janaki

Question 13.
Where did Janaki reach and began practicing in the English Channel?
Answer:
Dover beach

Question 14.
Who was Stella Streeter?
Answer:
a famous channel coach

Question 15.
How long was Janaki trained under the channel coach, Stella Streeter?
Answer:
three weeks

Fill In The Blanks.

1. “A person whose lower part of the body including both legs being paralysed” is termed as ___________.
Answer:
polio

2. In the lesson NIS refers to National Institute of ____________.
Answer:
Sports

3. The NIS coach who gave Janaki required certificate that she can swim for 10 hours continuously was ___________.
Answer:
Mr. Gopal

4. Janaki and her parents left for England in the middle of ___________.
Answer:
1992

5. It was decided that Janaki would be part of __________.
Answer:
a relay team

6. “Janaki Maritime Express” means the name of the relay team in honour of _____________.
Answer:
Janaki

7. The relay team is consisted of __________.
Answer:
six members

8. __________ kept sticking to Janaki’s body while swimming.
Answer:
Jelly fish

9. Janaki in the relay team successfully crossed the 36 kms English Channel in 14 hours _____________ minutes.
Answer:
45

10. In the lesson. “an unaccompanied swimming by a person alone” is called ___________.
Answer:
the solo swim

11. In spite of having poiio affected legs, Janaki could become the first in swimming across the channel as a _____________ person.
Answer:
handicapped

12. The unique attempt was made ____________.
Answer:
on 28 July 1992

13. Janaki needed more energy than usual while swimming in the channel because the channel waters were so _____________.
Answer:
cold

14. Janaki swam for about __________ hours and helped the relay team cross the 36 km channel.
Answer:
2

15. Janaki’s father was __________.
Answer:
Mr Nagappa

Multiple Choice Questions With Answers.

Question 1.
Most of the swimmers in Janaki’s team were ____________?
(A) Americans
(B) Latin Americans
(C) Indians
(D) Japanese
Answer:
(A) Americans

Question 2.
Janaki practised her swimming in the Arabian Sea at Malpe for _____________?
(A) four years
(B) six weeks
(C) three weeks
(D) two weeks
Answer:
(C) three weeks

Question 3.
Janaki swam for about two hours and helped the relay team cross the ___________?
(A) 06 km channel
(B) 16 km channel
(C) 26 km channel
(D) 36 km channel
Answer:
(D) 36 km channel

Question 4.
C.N. Janaki’s legs were useless by _____________?
(A) an accident
(B) paralysis
(C) polio
(D) serious illness
Answer:
(C) polio

Question 5.
C.N. Janaki was struck by polio in the year _____________?
(A) 1997
(B) 1992
(C) 1990
(D) 1987
Answer:
(D) 1987

Question 6.
C.N. Janaki was able to swim the English Channel at the age of ____________?
(A) 6 years
(B) 9 years
(C) 19 years
(D) 23 years
Answer:
(C) 19 years

Question 7.
“A person whose lower part of the body including both legs being paralysed” is termed as ____________?
(A) paralysis
(B) polio
(C) lame
(D) paraplegic
Answer:
(B) polio

Question 8.
Who was the NIS coach in Bangalore?
(A) Dinesh Suvarna
(B) Mr. Gopal
(C) Stella Streeter
(D) Mr. Nagappa
Answer:
(B) Mr. Gopal

Question 9.
Who was the coach ¡n the coastal town of Malpe?
(A) Mr. Gopal
(B) Dinesh Suvama
(C) Stefla Streeter
(D) Mr. Tej Pal
Answer:
(B) Dinesh Suvama

Question 10.
How long could Janaki swim a day after her training in the Arabian Sea?
(A) 10 kms
(B) 15 kms
(C) 20 kms
(D) 25 kms
Answer:
(C) 20 kms

Question 11.
The NIS coach who gave Janaki required certificate that she can swim for 10 hours continuously was ___________?
(A) Mr Gopal
(B) Dinesh Suvarna
(C) Stella Streeter
(D) Mr Nagappa
Answer:
(A) Mr Gopal

Question 12.
Janaki and her parents left for England in the middle of ____________?
(A) 1978
(B) 1990
(C) 1992
(D) 1994
Answer:
(C) 1992

Question 13.
Where did Janaki reach and began practising in the English Channel?
(A) Malpe
(B) England
(C) Dover
(D) Bangalore
Answer:
(C) Dover

Question 14.
How long was Janaki trained under the channel coach, Stella Streeter?
(A) two weeks
(B) three weeks
(C) four weeks
(D) five weeks
Answer:
(B) three weeks

Subjective Questions With Answers
Answer the following question in about 50 words.

Question 1.
When did Janaki get the idea of swimming the English Channel?
Answer:
C. N. Janaki was struck by polio in the year 1987 when she was a child. As polio is an infectious disease of the spine, she became physically handicapped. As a child she got the idea of trying to swim the English Channel. She didn’t care about her illness. She conveyed her plan of swimming in the Channel to the English Channel Swimming Association for details.

Question 2.
What were the conditions set by the English Channel Swimming Association?
Answer:
Janaki conveyed her idea of swimming the channel to the English Channel Swimming Association for details. The channel authorities replied that two conditions have to be fulfilled before a swimmer is allowed to swim in the channel. They were –
(a) The swimmer should be able to spend at least 10 hours continuously in water.
(b) The swimmer should be able to do marathon swimming, that is, he or she should be able to swim in the high sea for long hours at a stretch.

Question 3.
Where did Janaki begin her training?
Answer:
After getting the reply from the channel authorities, Janaki decided to make an attempt. She went to Bangalore and began her training very hard in order to fulfil the conditions set by the English Channel Swimming Association. She was trained under an NIS coach, Mr. Gopal. After almost four years of hard training she was able to spend ten hours at a stretch in the swimming pool. Pertaining to this she also got a certificate from Mr. Gopal.

Question 4.
How did Janaki complete her training in the sea ? Or, How did Janaki go to the coastal town of Malpe ? What did she do there?
Answer:
With the help of the Thimaiah National Academy of Adventure, Janaki went to the coastal town of Malpe for her training in the Arabian Sea. She began her training there under a coach called Dinesh Suverna. She was trained for three weeks. Then she was able to spend long hours in the sea by swimming a minimum of 20 kms. a day.

Question 5.
How did Janaki collect the money she needed for the attempt ? Or, Why did Janaki need money ? How did she collect it?
Answer:
When Janaki was permitted to make an attempt, she needed some money for the trip. As she was financially weak, she started collecting money from different sources. The government, a few private agencies and several friends contributed the money she needed for the attempt.

Question 6.
Why were the officials of the English Channel Swimming Association shocked?
Answer:
Janaki reached in England in the middle of 1992. She reached Dover and began practising in the English Channel. The Channel Swimming Association officials were quite shocked to see it because it was the first time in their experience that a physically handicapped person was trying to swim the English Channel.

Question 7.
Why was it decided that Janaki would be a part of a relay team?
Answer:
Janaki was trained under the famous channel coach, Stella Streeter for about three weeks. After that she expressed her desire before the channel authorities to make a solo attempt. But they turned it down and said that they didn’t have special boat to accompany her. Instead it was decided that she would be a part of a relay team.

Question 8.
What does ‘ Janaki’s Maritime Express’ mean?
Answer:
It was decided by the English Channel Swimming Association that Janaki would be a part of a relay team. The relay team was consisted of six members. Almost all the members in her team were American and they were physically fit. But Janaki was the only handicapped swimmer in the team. So in order to honour her, they named the relay team, “Janaki’s Maritime Express”.

Question 9.
What is a relay swim?
Answer:
The relay swim is a group swimming event. In relay swim, a group of swimmers form a team. Each swimmer has to complete his/her part of swimming so that the entire event will be completed in time. Generally six swimmers form a team and they each do a minimum of two hours of swimming.

Question 10.
What were the problems that Janaki faced while swimming the channel in a relay team?
Answer:
While swimming the channel in a relay team Janaki had to face many problems. First of all the channel waters were so cold that she needed more energy to keep her arms moving. The channel water was salty. When it entered her mouth, she felt sick. Besides the sea weeds and the jelly fish kept sticking to her body which made her uncomfortable.

Question 11.
How did Janaki’s parents feel when she was swimming in the channel?
Answer:
When Janaki was making her attempt, her parents, Mr. Nagappa and Mrs. Indramma were watching it on Dover beach. They were wondering how things would turn out. They couldn’t eat a single morsel of food as their daughter was doing such a dangerous task. They looked worried till the end of the event.

Question 12.
How was Janaki’s dream of swimming the channel fulfilled?
Answer:
Janaki had the problem of her legs, still she successfully completed her share of the relay. She swam for about two hours and helped the relay team cross 36 km. channel in 14 hours and 45 minutes. This is how her dream of swimming the English Channel was fulfilled.

Question 13.
What is the philosophy of C. N. Janaki?
Answer:
C. N. Janaki has a simple philosophy. She always wanted to do something worthwhile in life. She strongly believes that the word ‘impossible’ is applied to something that has not been tried. In her opinion one can overcome all obstacles by hard work, determination, courage and self-reliance.

Question 14.
What does the expression ‘Paraplegic Olympics’ mean?
Answer:
‘Paraplegic Olympics’ is an international sports event in which only handicapped persons who suffer from the dangerous disease ‘paraplegia’ take part. It is usually held in every four years. After swimming the English Channel, Janaki was interested to take part in the 1996 Paraplegic Olympics scheduled to be held in Atlanta.

The Swimmer Who Does Not Need Her Legs! Summary in English

Lead In:

Very often we corne across some people who are not normai. They may he deaf, dumb, crippled or blind. They are some way or other handicapped. They deserve sympathy of others. But at times they do not get it. Nevertheless there are a few who being handicapped never like to have other’s pity or mercy. They always try to do something special which seems difficult even on the part of an able person. In the present story there is a description about a young Indian girl of nineteen being affected by poilo was able to swim the English Channel. Her crippled legs did not pose any problem in swimming.

Note:
very often — ଅନେକ ସମୟରେ deaf — ବଧିର dumb — ମୂକ crippled or blind — ପଙ୍ଗୁ କିମ୍ବା ଅନ୍ଧ handicapped — ଅଯୋଗ୍ୟ deserve — ଯୋଗ୍ୟ sympathy — ସହାନୁଭୂତି nevertheless — ତଥାପି mercy — ଦୟା description — ବର୍ଣ୍ଣନା affected — ପ୍ରଭାବିତ,

ଉପକ୍ରମ :
ଅନେକ ସମୟରେ ଆମେ କେତେକ ଲୋକଙ୍କ ସଂସ୍ପର୍ଶରେ ଆସୁ ଯେଉଁମାନେ ସ୍ବାଭାବିକଭାବେ ସକ୍ଷମ ନୁହନ୍ତି । ସେମାନେ ବଧୂର ବା ମୂକ, ଛୋଟା ବା ଅନ୍ଧ ହୋଇପାରନ୍ତି । ସେମାନେ ଅକର୍ମଣ୍ୟ । ସେମାନେ ଅନ୍ୟମାନଙ୍କ ଅନୁକମ୍ପାର ଅଧିକାରୀ ହେଲେ ବି ତାହା ସେମାନେ ଅନେକ ସମୟରେ ପାଆନ୍ତି ନାହିଁ । ତଥାପି ଏପରି କେତେକ ଅଛନ୍ତି ଯେଉଁମାନେ ଅକର୍ମଣ୍ୟ ହେଲେ ବି ଅନ୍ୟମାନଙ୍କର ଦୟା କିମ୍ବା ଅନୁକମ୍ପାର ପାତ୍ର ହେବାକୁ ଚାହାନ୍ତି ନାହିଁ । ସେମାନେ ସବୁବେଳେ କିଛି ଗୋଟାଏ ସ୍ବତନ୍ତ୍ର କରିବାକୁ ଚେଷ୍ଟା କରିଥା’ନ୍ତି ଯାହାକି ଏକ ସ୍ବାଭାବିକଭାବେ ସକ୍ଷମ ମନୁଷ୍ୟ ପକ୍ଷରେ କଷ୍ଟସାଧ୍ୟ ହୋଇଥାଏ । ଆଲୋଚ୍ୟ ଗଳ୍ପରେ ଜଣେ ଊଣେଇଶ ବର୍ଷୀୟା ଭାରତୀୟ ଝିଅ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ଯିଏ କି ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତ ହୋଇଥିଲେ ମଧ୍ୟ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାକୁ ସକ୍ଷମ ହୋଇଥିଲା । ତା’ର କେମ୍ପା ଗୋଡ଼ ଦୁଇଟି ପହଁରିବାରେ କୌଣସି ସମସ୍ୟା ସୃଷ୍ଟି କରି ନ ଥିଲା ।

Summary:
In the topic ‘The Swimmer Who Does Not Need Her Legs !‘, we read about a handicapped girl named C. N. Janaki who could swim the English Channel as a member of the relay team. She took interest in swimming since her early childhood though she was affected by polio. She became a good swimmer. Her dream was to swim the English Channel. So she conveyed her desire to the English Channel Swimming Association. Within a very short time a reply came to her. She would be allowed if she fulfils two conditions. . Firstly, the swimmer should be able to spend at least ten hours continuously in water. Secondly the swimmer should be lit for marathon swimming. It means she should be able to swim for long hours in high seas at a stretch. Janaki began her training under an NIS coach, Mr. Gopal in Bangalore for four years. He gave her a certificate that she was able to swim ten hours at a stretch. This was not enough for her training. She then joined the Thimaiah National Academy of Adventure in the coastal town of Malpe and began training in the Arabian Sea. She completed her course in three weeks under a coach called Dinesh Suvama and was able to swim 20 km a day in the sea. She then came back to Bangalore and sent her certificates to the Channel Swimming Association in England. Fortunately she got the permission from the Channel Association. She appealed for funds to go to England. To her good fortune the government, a few private agencies and several friends contributed the money she needed. Janaki with her parents left for England in the middle of 1992. They arrived at Dover and she began practising in the Channel. The Channel officials were worried to see that a physically handicapped person was trying to swim the Channel for the first time. They were watching her trainings very seriously. She was trained for about three weeks under the famous Channel coach, Stella Streeter. The time for the Channel swim came and she wanted to make a solo attempt. She was denied a solo attempt because the Association did not have a special boat to accompany her. She was selected to be a member of the relay team for swimming the Channel. Her co-swimmers were foreigners and mostly Americans. They were amazed to see Janaki swimming with them. They named the relay team as ‘Janaki’s Maritime Express’ to honour her. The event took place on 28 July 1992. In the course of the swim Janaki has to fight against nature. The Channel waters were yery cold and salty arid not favourable to her. Further bad waves and sticking of seaweeds and jelly fish with her body made her uncomfortable. She overcame these problems and completed her part successfully in the relay swim. Her parents Mr Nagappa and Mrs Indiramma were watching her during the swim very worriedly. They had not taken anything till the end of her swim. They became very happy when their daughter did it. Janaki who wanted to swim solo first now was happy being a part of the relay team. Her dream to swim the English Channel was fulfilled. She then started her training for the 1996 Paraplegic Olympics in Atlanta. Janaki is now working as a bank officer in Bangalore. She has a simple philosophy. They are as follows : (i) Do something worthwhile in life, (ii) Impossible is applied to something that has not been tried, (iii) Handicap is no bar to success, (iv) One can overcome all obstacles by hard work, determination, courage and self-reliance, (y) There is no short-cut to success. This was all about a nineteen years young handicapped girl and her achievements.

Notes:
handicapped — ଅସୁବିଧାଜନକ team — ଦଳ childhood — ପିଲାଦିନ conveyed — ପ୍ରସାରଣ desire — ଇଚ୍ଛା, continuously — କ୍ରମାଗତ ଭାବରେ | marathon — ଲମ୍ବା at a stretch — ଏକ ପ୍ରସାରଣରେ coach — ପ୍ରଶିକ୍ଷକ adventure — ଦୁଃସାହସିକ coastal town — ଉପକୂଳ ସହର fortunately — ସୌଭାଗ୍ୟବଶତଃ appealed — ଅପିଲ private agencies — ଘରୋଇ ସଂସ୍ଥା contributed — ଅନୁଦାନିତ physically handicapped — ଶାରୀରିକ ବିକଳାଙ୍ଗ solo attempt — ବ୍ୟକ୍ତିଗତ ଉଦ୍ୟମ amazed — ବିସ୍ମିତ honour – ସମ୍ମାନ My fight — ମୋ ଲଢ଼େଇ favourable — ଅନୁକୂଳ seaweeds — ସାମୁଦ୍ରିକ ଉଦ୍ଭଦ, uncomfortable — ଯନ୍ତ୍ରଣାସିକ୍ତ, successfully — କୃତିତ୍ଵର ସହ ସଫଳ, philosophy — ଦର୍ଶନ worthwhile — ମୂଲ୍ୟଯୁକ୍ତ, obstacles — ପ୍ରତିବନ୍ଧକ determination — ନିଷ୍ଠା achievements — ଉପଲବ୍ଧି

“The Swimmer Who Does Not Need Her Legs !’ ବା ‘ଗୋଡ଼ର ସାହାଯ୍ୟ ଆବଶ୍ୟକ କରିନଥିବା ଜଣେ ସନ୍ତରଣକାରୀ !’ ବିଷୟଟିରେ ଆମେ ସି.ଏନ୍. ଜାନକୀ ନାମକ ଏକ ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତୀ ବିକଳାଙ୍ଗ ଝିଅ ସମ୍ପର୍କରେ ପଢ଼ୁ ଯିଏକି ଗୋଟିଏ ୬ ଜଣିଆ ଦଳର ସଭ୍ୟ ଭାବରେ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିଥିଲା । ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତା ହୋଇ ମଧ୍ୟ ସେ ପିଲାବେଳୁ ପହଁରା ପ୍ରତି ଆଗ୍ରହୀ ହୋଇଥିଲେ । ଜଣେ ଭଲ ପହଁରାଳି ହୋଇ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାର ସ୍ଵପ୍ନ ଥିଲା ତାଙ୍କର । ସେ ଏକ ପତ୍ର ମାଧ୍ୟମରେ ଏହା ‘ଇଂଲିଶ୍ ପ୍ରଣାଳୀ ସନ୍ତରଣ ସଙ୍ଗଠନ’ର କର୍ମକର୍ତ୍ତାଙ୍କୁ ଜଣାଇଥିଲେ । ପତ୍ର ପଠାଇବାର ସ୍ଵଳ୍ପଦିନ ମଧ୍ୟରେ ପ୍ରଣାଳୀ ବା ଚ୍ୟାନେଲ୍ ସଙ୍ଗଠନ ତରଫରୁ ଏକ ପତ୍ର ତାଙ୍କର ହସ୍ତଗତ ହେଲା । ଉକ୍ତ ପତ୍ରରେ ଦୁଇଟି ସର୍ଭେ ଉଲ୍ଲେଖ ଥିଲା ଯାହାକୁ ପୂରଣ କଲେ ଜଣେ ଇଂଲିଶ୍ ଚ୍ୟାନେଲ୍‌କୁ ପହଁରିବାର ସୁଯୋଗ ପାଇପାରିବ । ପ୍ରଥମଟି ହେଲା, ପହଁରାଳି ସର୍ବନିମ୍ନ ୧୦ ଘଣ୍ଟା ପାଣିରେ ବିତାଇ ପାରୁଥୁବେ, ଦ୍ୱିତୀୟଟି ହେଲା ପହଁରାଳି ଏକାଥରକେ ଦୀର୍ଘ ସମୟ ଧରି ସମୁଦ୍ରରେ ପହଁରି ପାରୁଥ‌ିବେ । ଜାନକୀ ଏହି ସର୍ଭକୁ ପୂରଣ କରିବାପାଇଁ ବାଙ୍ଗାଲୋରରେ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କଲେ ଏବଂ ଚାରିବର୍ଷରେ ସେ ସୁଇମିଙ୍ଗ୍ ପୁଲ୍‌ରେ ଏକାଥରକେ ଦଶ ଘଣ୍ଟା ବିତାଇବାର ସମାର୍ଥ୍ୟ ଲାଭ କଲେ । ସେଠାରେ ତାଙ୍କୁ ଏନ୍‌ଆଇଏସ୍ (NIS) କୋଚ୍ ଶ୍ରୀଯୁକ୍ତ ଗୋପାଳ ଏକ ପ୍ରମାଣପତ୍ର ଦେଲେ ଯେଉଁଥିରେ ଉଲ୍ଲେଖ ଥିଲା ଯେ ସେ ଜଳରେ ଦଶ ଘଣ୍ଟା ପହଁରିବାର ସାମର୍ଥ୍ୟ ରଖୁଛନ୍ତି । ତା’ପରେ ସେ ‘ଧୂମାୟା ଜାତୀୟ ଦୁଃସାହସିକ ଆକାଡ଼େମୀ’ ମାଧ୍ୟମରେ ମାଲପେ ଉପକୂଳବର୍ତ୍ତୀ ସହରକୁ ଗଲେ ଏବଂ ସେଠାରେ ସେ ଆରବ ସାଗରରେ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କଲେ । ସେଠାରେ ସେ ଦିନେଶ୍ ସୁବର୍ଣ୍ଣା ନାମକ ଜଣେ ପ୍ରଶିକ୍ଷକଙ୍କ ତତ୍ତ୍ୱାବଧାନରେ ତିନି ସପ୍ତାହ ପ୍ରଶିକ୍ଷଣ ନେଲେ । ସେ ଦିନକୁ ଅତି କମ୍‌ରେ ୨୦ କିଲୋମିଟର ପହଁରିବା ସହ ଦୀର୍ଘ ସମୟ ଜଳରେ ବିତାଇବା ଶିଖୁଲେ । ତା’ପରେ ସେ ବାଙ୍ଗାଲୋର ଫେରିଆସି ତାଙ୍କର ସମସ୍ତ ପ୍ରମାଣପତ୍ରକୁ ଲଣ୍ଡନସ୍ଥିତ ଚ୍ୟାନେଲ୍ ସଙ୍ଗଠନକୁ ପଠାଇଦେଲେ । ଯେତେବେଳେ ସେଥ‌ିରେ ଯୋଗ ଦେବାପାଇଁ ପତ୍ର ଆସିଲା ତାଙ୍କୁ ଅର୍ଥ ଯୋଗାଡ଼ କରିବାକୁ ପଡ଼ିଲା । ସେଥ୍‌ପାଇଁ ତାଙ୍କୁ ଆବଶ୍ୟକ ଅର୍ଥ ସରକାର, ବେସରକାରୀ ସଂସ୍ଥା ଏବଂ ବନ୍ଧୁମାନଙ୍କଠାରୁ ମିଳିଲା । ଜାନକୀ ତାଙ୍କ ପିତା ଓ ମାତାଙ୍କ ସହ ୧୯୯୨ ମସିହାର ମଧ୍ୟଭାଗରେ ଇଂଲଣ୍ଡ ଯାତ୍ରା କଲେ । ସେଠାରେ ସେ ଡୋଭରରେ ପହଞ୍ଚି ଇଂଲିଶ୍ ପ୍ରଣାଳୀରେ ଅଭ୍ୟାସ ଆରମ୍ଭ କଲେ । ଚ୍ୟାନେଲ୍ ସୁଇମିଙ୍ଗ୍ ସଙ୍ଗଠନର କର୍ମକର୍ତ୍ତାମାନେ ତାଙ୍କ ପହଁରାକୁ ନେଇ ବିବ୍ରତ ଥିଲେ କାରଣ ଚ୍ୟାନେଲ୍ ଇତିହାସରେ ପ୍ରଥମ ଥର ପାଇଁ ଜଣେ ବିକଳାଙ୍ଗ ପହଁରାଳି ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାକୁ ପ୍ରୟାସ କରୁଥିଲା । ଜାନକୀଙ୍କ ପ୍ରଶିକ୍ଷଣ ଉପରେ ସେମାନେ ତୀକ୍ଷ୍ଣଣ ଦୃଷ୍ଟି ରଖୁଥିଲେ । ଷ୍ଟିଲା ଷ୍ଟିଟର ନାମକ ଜଣେ ସୁପ୍ରସିଦ୍ଧ ଚ୍ୟାନେଲ୍ ପ୍ରଶିକ୍ଷକଙ୍କ ତତ୍ତ୍ୱାବଧାନରେ ତାଙ୍କୁ ପ୍ରାୟ ତିନି ସପ୍ତାହ ପ୍ରଶିକ୍ଷଣ ଦିଆଗଲା । ଯେତେବେଳେ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାର ବେଳ ଆସିଲା ସେତେବେଳେ ଜାନକୀ ଚାହିଁଲେ ସେ ଏକାକୀ ପହଁରିବେ, ଯାହାକୁ ‘ସୋଲୋ ସ୍ବିମିଙ୍ଗ୍’ କୁହାଯାଏ । ତାଙ୍କୁ ଏପରି କରିବାକୁ ମନା କରାଗଲା କାରଣ ତାଙ୍କ ସହିତ ଯିବାପାଇଁ ବା ସୁରକ୍ଷା ପାଇଁ ସ୍ଵତନ୍ତ୍ର ନୌକାର ବ୍ୟବସ୍ଥା ନ ଥିଲା । ତାଙ୍କୁ ଏକ ୬ ଜଣିଆ ଦଳରେ ଦଳୀୟ ବ୍ୟବସ୍ଥାରେ ପହଁରିବାପାଇଁ ସାମିଲ କରାଗଲା । ଜାନକୀଙ୍କୁ ବାଦେଲେ ବାକି ୫ ଜଣ ଥିଲେ ବିଦେଶୀ ପହଁରାଳି, ମୁଖ୍ୟତଃ ଆମେରିକୀୟ । ସେମାନେ ସମସ୍ତେ ଜାନକୀଙ୍କ ପହଁରିବାରେ ବିସ୍ମିତ ହେଲେ ଏବଂ ତାଙ୍କ ସମ୍ମାନାର୍ଥେ ସେହି ଦଳର ନାଁ ରଖୁ ‘ଜାନକିସ୍ ମାରିଟାଇମ୍ ଏକ୍‌ସପ୍ରେସ୍’ (‘Janaki’s Maritime Express’) । ଏହି ବିରଳ ଉଦ୍ୟମର ଅୟମାରମ୍ଭ ହୋଇଥିଲା ୧୯୯୨ ମସିହା ଜୁଲାଇ ୨୮ ତାରିଖରେ । ସନ୍ତରଣ ସମୟରେ ତାଙ୍କୁ ପ୍ରକୃତି ବିରୁଦ୍ଧରେ ସଂଘର୍ଷ କରିବାକୁ ପଡ଼ିଥିଲା । ପହଁରିବାବେଳେ ସେ ଅନୁଭବ କରୁଥିଲେ ଯେ ଯେପରି ସେ ପ୍ରକୃତି ବିରୁଦ୍ଧରେ ଲଢୁଛନ୍ତି । ଇଂଲିଶ୍ ପ୍ରଣାଳୀର ଥଣ୍ଡା ଏବଂ ଲୁଣି ଜଳ ତାଙ୍କ ପାଇଁ ଅନୁକୂଳ ନ ଥିଲା । ସାମୁଦ୍ରିକ ଢେଉ ତା’ ସାଙ୍ଗକୁ ମଧ୍ୟ ପ୍ରତିକୂଳ ଥିଲା । ସାମୁଦ୍ରିକ ଉଦ୍ଭଦ ଓ ଜେଲିଫିସ୍ ଭଳି ମାଛ ତାଙ୍କ ଶରୀରରେ ଲାଗି ରହୁଥିଲେ । ଏହିସବୁ ସମସ୍ୟା ସତ୍ତ୍ଵେ ଜାନକୀ ତାଙ୍କ ଭାଗର କାର୍ଯ୍ୟକୁ କୃତିତ୍ଵର ସହ ସମ୍ପାଦନ କରିଥିଲେ । ସେ ଦୀର୍ଘ ଦୁଇ ଘଣ୍ଟା ପହଁରି ନିଜ ଦଳକୁ ୩୬ କି.ମି. ଦୀର୍ଘ ପ୍ରଣାଳୀକୁ ପହଁରିବାରେ ସାହାଯ୍ୟ କରିଥିଲେ । ସମୁଦ୍ରକୂଳରେ ଛିଡ଼ା ହୋଇ ଜାନକୀର ପିତା ଶ୍ରୀଯୁକ୍ତ ନାଗପ୍ପା ଏବଂ ମାତା ଶ୍ରୀମତୀ ଇନ୍ଦିରାମ୍ମା ଉତ୍କଣ୍ଠାପୂର୍ଣ୍ଣ ହୃଦୟରେ ଅନାଇ ରହିଥିଲେ । ସେମାନେ କିଛି ଖାଇନଥିଲେ । ପଚାରିବାରୁ କହିଲେ ଯେ ଯେତେବେଳେ ଆମ ଝିଅ ଏଭଳି ଏକ ଭୟଙ୍କର କାର୍ଯ୍ୟ କରୁଛି ସେତେବେଳେ ଆମେ କିପରି ଖାଇପାରିବୁ ? ଆମ ଭଳି ବୟସ୍କ ଲୋକଙ୍କ ପାଇଁ ଏହା ବହୁତ ଯନ୍ତ୍ରଣାଦାୟକ । ସେ ଯାହାହେଉ ଜାନକୀ କୃତକାର୍ଯ୍ୟ ହେଲେ । ତାଙ୍କ ସ୍ବପ୍ନ ସାର୍ଥକ ହେଲା । ସେ ତା’ପରେ ୧୯୯୬ରେ ଆଟଲାଣ୍ଟାରେ ଅନୁଷ୍ଠିତ ହେବାକୁ ଥିବା ପାରାୟେଜିକ୍ ଅଲିମ୍ପିକ୍ ପାଇଁ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କରିବାକୁ ଇଚ୍ଛା କଲେ । ଜାନକୀ ବର୍ତ୍ତମାନ ବାଙ୍ଗାଲୋରରେ ଜଣେ ବ୍ୟାଙ୍କ ଅଫିସର ଭାବେ କାର୍ଯ୍ୟରତ । ଏକ ସରଳ ଦର୍ଶନରେ ସେ ବିଶ୍ଵାସ କରନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା – (୧) ଜୀବନରେ କିଛି ମୂଲ୍ୟଯୁକ୍ତ କାର୍ଯ୍ୟ କରିବାର ଲକ୍ଷ୍ୟ ରଖୁବା ଉଚିତ । (୨) ଅସମ୍ଭବ ଏକ ଶବ୍ଦ ଯାହା ଚେଷ୍ଟା କରାଯାଇନଥିବା କାର୍ଯ୍ୟ ପ୍ରତି ଲାଗୁ ହୋଇଥାଏ । (୩) ଅକର୍ମଣ୍ୟତା ସଫଳତା ପ୍ରାପ୍ତି ପାଇଁ ବାଧକ ନୁହେଁ । (୪) ଜଣେ କଠିନ ପରିଶ୍ରମ, ଦୃଢ଼ ପ୍ରତିଜ୍ଞା, ସାହସ ଓ ଆତ୍ମବିଶ୍ଵାସ ବଳରେ ସମସ୍ତ ପ୍ରତିବନ୍ଧକକୁ ଅତିକ୍ରମ କରିପାରିବ। (୫) ସଫଳତା ନିମନ୍ତେ କୌଣସି ସହଜ ରାସ୍ତା ନାହିଁ । ଏସବୁ ସଫଳତା ହାସଲ କରିଥିବା ଜଣେ ଉଣେଇଶ ବର୍ଷୀୟା ଅକର୍ମଣ୍ୟ ବାଳିକାର କାହାଣୀ ।

The Text : ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis

Text – 1

Imagine switnining across a pooi with your feet dragging your dow,z. Now imagine having the courage ro swi,n across the English Channel in a similar fashion. Unbelievable, is,, ‘t it ? In spire of having legs made useless by polio, C.N.Janaki has become the first handicapped person to be part of a successful teani – crossing the channel.

ଅନୁବାଦ :
ଗୋଟିଏ ପୋଖରୀରେ ପହଁରିବାବେଳେ ଗୋଡ଼ ଦୁଇଟି ତୁମକୁ ତଳକୁ ଟାଣୁଥିବା କଥା ଭାବନ୍ତୁ । ଏବେ ସେହିଭଳି ଭାବରେ ଇଂଲିଶ୍ ପ୍ରଣାଳୀ (English Channel)କୁ ସାହସର ସହ ପହଁରିବା କଥା ଭାବନ୍ତୁ । ଏହା ଅବିଶ୍ଵାସ୍ୟ ନୁହେଁ କି ? ଗୋଡ଼ ଦୁଇଟି ପୋଲିଓଦ୍ଵାରା ଅକର୍ମଣ୍ୟ ହେବା ସତ୍ତ୍ବେ ସି.ଏନ୍. ଜାନକୀ ପ୍ରଥମ ବିକଳାଙ୍ଗ ବ୍ୟକ୍ତି ଭାବେ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ସଫଳତାର ସହ ଅତିକ୍ରମ କରିଥିବା ଦଳର ଭାଗୀଦାର ହୋଇ ପାରିଛନ୍ତି ।

2. Ir was in 1987 that Janaki was struck by polio. As a child she got the idea of trying to swim the English channel. So she conveyed this to the English Channel Swimming Association for details and they replied that two conditions have ro be met before a swimmer is allowed ro make an attempt :
(a) The swimmer should he able to spend at least ten hours continuously in water
(b) The swimmer šhould he able to do marathon swimming, thai is, lie or size should be able ro swim in the high seas for long hours ai a stretch.

ଅନୁବାଦ :
୧୯୮୭ ମସିହାରେ ଜାନକୀ ପୋଲିଓଦ୍ୱାରା ଆକ୍ରାନ୍ତ ହୋଇଥିଲେ । ଜଣେ ବାଳିକା ଭାବେ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ପହଁରିବାର ଅଭିପ୍ରାୟ ତାଙ୍କ ମନରେ ସୃଷ୍ଟି ହୋଇଥିଲା । ତେଣୁ ସେ ଇଂଲିଶ୍ ଚ୍ୟାନେଲ୍ ସୁଇମିଙ୍ଗ୍ ଆସୋସିଏସନ୍‌କୁ ଏହା ଜଣାଇ ଏଥପାଇଁ ସବିଶେଷ ବିବରଣୀ ମାଗିଥିଲେ ଏବଂ ସେମାନେ ଉତ୍ତର ଦେଇଥିଲେ ଯେ ଜଣେ ସନ୍ତରଣକାରୀକୁ ସୁଯୋଗ ଦେବାପାଇଁ ଦୁଇଟି ସର୍ଭ ପୂରଣ ଆବଶ୍ୟକ :
(କ) ସନ୍ତରଣକାରୀଙ୍କର ଅବିରତଭାବେ ସର୍ବନିମ୍ନ ୧୦ ଘଣ୍ଟା ପାଣିରେ ବିତାଇ ପାରିବାର ସାମର୍ଥ୍ୟ ଥିବା ଆବଶ୍ୟକ । ଥିବା ଆବଶ୍ୟକ ଯେପରିକି ତାଙ୍କର ଏକାଥରକେ ସମୁଦ୍ରରେ
(ଖ) ସନ୍ତରଣକାରୀଙ୍କର ଲମ୍ବା ସନ୍ତରଣ କରିବାର ସାମର୍ଥ୍ୟ ଥିବା ଆବଶ୍ୟକ ଯେପରିକି ତାଙ୍କର ଏକାଥରକେ ସମୁଦ୍ରରେ ଦୀର୍ଘ ସମୟ ଧରି ସନ୍ତରଣ କରିବାର ସାମର୍ଥ୍ୟ ଥିବ ।

3. Janaki began training very hard in Ban galore to fulfil these conditions. ‘After abnosî four years of training’, she said. ‘J was able to spend ten hours at a stretch in the swimming pooi. An NIS coach, Mr Gopal, gave me a certificare saying that he had seen me swi,n for ten hours continuous!’

ଅନୁବାଦ :
ଏହିସବୁ ସର୍ଭକୁ ପୂରଣ କରିବାପାଇଁ ଜାନକୀ ବାଙ୍ଗାଲୋରରେ କଠିନ ପରିଶ୍ରମ ସହ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କଲେ । ସେ କହିଲେ, ‘‘ପ୍ରାୟ ଚାରିବର୍ଷ ପ୍ରଶିକ୍ଷଣ ନେବା ପରେ ମୁଁ ଏକାଥରକେ ପୁଷ୍କରିଣୀରେ ଦଶଘଣ୍ଟା ସନ୍ତରଣ କରିବାର ସାମର୍ଥ୍ୟ ହାସଲ କଲି । ଜାତୀୟ କ୍ରୀଡ଼ା ଅନୁଷ୍ଠାନର ଜଣେ ପ୍ରଶିକ୍ଷକ ଶ୍ରୀଯୁକ୍ତ ଗୋପାଳ ମୋତେ ୧୦ ଘଣ୍ଟା ଅବିରତଭାବେ ସନ୍ତରଣ କରିବା ଦେଖୁଥ‌ିବା କଥା ଉଲ୍ଲେଖ କରି ଏକ ପ୍ରମାଣପତ୍ର ଦେଲେ ।’’

4. Then. with, the help of the Thirnaiah National Academy of Adventure, she went to the coastal (OWn of Malpe and began training in the Arabian Sea. She spent three weeks there with a coach called Dinesh Suvarna. She learnt to spend long hours in the sea by swimming a ininitnum of 20 kilometres a day.

ଅନୁବାଦ :
ତା’ପରେ ସେ ଧୂମାୟା ଜାତୀୟ ଦୁଃସାହସିକ ଆକାଡ଼େମୀର ସହାୟତାରେ ଉପକୂଳବର୍ତ୍ତୀ ସହର ମାଲପେକୁ ଗଲେ ଏବଂ ଆରବ ସାଗରରେ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କଲେ । ସେଠାରେ ସେ ଦିନେଶ ସୁବର୍ଣ୍ଣା ନାମକ ଜଣେ ପ୍ରଶିକ୍ଷକଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ତିନି ସପ୍ତାହ ବିତାଇଲେ । ସେ ପ୍ରତିଦିନ ଅନ୍ୟୁନ ୨୦ କିଲୋମିଟର ସନ୍ତରଣ କରି ଦୀର୍ଘ ସମୟ ସମୁଦ୍ରରେ ବିତାଇବାର ପ୍ରଶିକ୍ଷଣ ନେଲେ ।

5. Janaki then returned to Ban galore and sent her certificates to the Channel Swimming Association in England. When they gave her the permission to make the attempt, she had to start collectingfimdsfor the rip. The government, afew private agencies and severaifriends contributed the money she needed for the attempt.

ଅନୁବାଦ :
ଜାନକୀ ତା’ପରେ ବାଙ୍ଗାଲୋର ଫେରିଆସିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ ପ୍ରମାଣପତ୍ର ଚ୍ୟାନେଲ୍ ସୁଇମିଙ୍ଗ୍ ଆସୋସିଏସନ୍‌କୁ ପଠାଇଦେଲେ । ଯେତେବେଳେ ସେମାନେ ତାଙ୍କୁ ସନ୍ତରଣ କରିବାକୁ ଅନୁମତି ଦେଲେ ତାଙ୍କୁ ଯାତ୍ରା ନିମନ୍ତେ ଅର୍ଥ ସଂଗ୍ରହ କରିବା ଆରମ୍ଭ କରିବାକୁ ପଡ଼ିଲା । ସରକାର, କେତେକ ଘରୋଇ ସଂସ୍ଥା ଏବଂ ଅନେକ ବନ୍ଧୁ ସେ ଆବଶ୍ୟକ କରୁଥିବା ଅର୍ଥ ତାଙ୍କୁ ଦାନ କଲେ ।

6. Janakj and her parents left ftr England in the middle of 1992. When she reached Dover and began practising in the English channel, the channel Swimming Associwion officials were quite shocked. This was the first ri,ne in their experience tizar a physically handicapped person was trying to swim the English Channel.

ଅନୁବାଦ :
୧୯୯୨ ମସିହା ମଧ୍ୟଭାଗରେ ଜାନକୀ ଏବଂ ତାଙ୍କର ପିତାମାତା ଇଂଲଣ୍ଡ ଯାତ୍ରା କଲେ । ଯେତେବେଳେ ସେ ଡୋଭରରେ ପହଞ୍ଚ୍ ଇଂଲିଶ୍ ପ୍ରଣାଳୀରେ ସନ୍ତରଣ ଅଭ୍ୟାସ ଆରମ୍ଭ କଲେ ଚ୍ୟାନେଲ୍ ସୁଇମିଙ୍ଗ୍ ଆସୋସିଏସନ୍‌ର କର୍ମକର୍ତ୍ତାମାନେ ବିବ୍ରତ ହୋଇଗଲେ । ଜଣେ ଶାରୀରିକ ବିକଳାଙ୍ଗ ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ସନ୍ତରଣ କରିବାକୁ ଉଦ୍ୟମ କରିବା ସେମାନଙ୍କ ଅନୁଭୂତିରେ ପ୍ରଥମ ଥିଲା ।

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7. They were very worried, said Janaki, ‘and they kept a sharp eve on ¡ne during my training runs. ! trained for about three weeks under the famous Channel coach. Stella Streerer. But when ¡ told them that J wanted to make a solo attempt, they said they did not have a special boat to accompany me. This was in case I needed to be lifted out of the water, so it was decided that ¡ would he part of’ a relay team.’

ଅନୁବାଦ :
ଜାନକୀ କହିଲେ, ‘ସେମାନେ (କର୍ମକର୍ତ୍ତାମାନେ) ବହୁତ ବିବ୍ରତ ଥିଲେ ଏବଂ ପ୍ରଶିକ୍ଷଣ ସମୟରେ ମୋ ଉପରେ ତୀକ୍ଷ୍ଣଣ ଦୃଷ୍ଟି ରଖୁଥିଲେ l ପ୍ରସିଦ୍ଧ ପ୍ରଣାଳୀ ପ୍ରଶିକ୍ଷକ ଷ୍ଟିଲା ଷ୍ଟୁଟରଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ମୁଁ ପ୍ରାୟ ତିନି ସପ୍ତାହ ପ୍ରଶିକ୍ଷଣ ନେଲି । କିନ୍ତୁ ମୁଁ ଯେତେବେଳେ ସେମାନଙ୍କୁ ଏକାକୀ ସନ୍ତରଣ କରିବା କଥା କହିଲି, ସେମାନେ କହିଲେ ମୋ ସାଙ୍ଗରେ ଯିବା ନିମିତ୍ତ ଏକ ସ୍ଵତନ୍ତ୍ର ଧରଣର ନୌକା ସେମାନଙ୍କ ନାହିଁ ଯାହା ସାହାଯ୍ୟରେ ଦରକାରବେଳେ ମୋତେ ପାଣିରୁ ଉପରକୁ ଉଠାଇ ନିଆଯାଇପାରିବ । ତେଣୁ ନିଷ୍ପଭି ନିଆଗଲା ଯେ ମୁଁ ଗୋଟିଏ ଦଳଗତ ସନ୍ତରଣକାରୀ ଦଳର ଭାଗୀଦାର ହେବି ।’

8. The C’htinnel swim can be done in Iwo ways. One is the solo, and the other the relay swim. Six swimmers form a team and they each do a minimum of two hours of swimming. Now the other swimmers in the team, mostly Americans, were amazed to see that Janaki could swim, and to honour her they named the relay team, ‘Janaki’s Maritime Express. Needless to say. even’ member of the team other than Janaki was physically normal.

ଅନୁବାଦ :
ଚ୍ୟାନେଲ୍ ସନ୍ତରଣ ସାଧାରଣତଃ ଦୁଇ ପ୍ରକାରରେ ହୋଇଥାଏ । ଗୋଟିଏ ହେଉଛି ସୋଲୋ (ଏକାକୀ ସନ୍ତରଣ) ଏବଂ ଅନ୍ୟଟି ଦଳଗତ ସନ୍ତରଣ । ଛଅ ଜଣ ସନ୍ତରଣକାରୀ ଏକ ଦଳ ଗଠନ କରନ୍ତି ଏବଂ ସେମାନେ ପ୍ରତ୍ୟେକ ଅନ୍ୟୁନ ଦୁଇଘଣ୍ଟା ଲେଖାଏଁ ସନ୍ତରଣ କରନ୍ତି । ଏବେ ଦଳରେ ଥ‌ିବା ଅନ୍ୟ ସନ୍ତରଣକାରୀମାନେ ଯେଉଁମାନେ କି ପ୍ରାୟତଃ ଆମେରିକୀୟ ଥିଲେ, ସେମାନେ ଜାନକୀଙ୍କୁ ପହଁରିବା ଦେଖ୍ ଚକିତ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କୁ ସମ୍ମାନ ଜଣାଇବାପାଇଁ ସେମାନେ ସେହି ସନ୍ତରଣକାରୀ ଦଳର ନାମ ‘ଜାନକୀସ୍ ମାରିଟାଇମ୍ ଏକ୍‌ସପ୍ରେସ୍’ ରଖିଥିଲେ ।

9. The unique attempt was made on 28 July 1992. ‘Mv fight,’ said Janaki, ‘in the course of the swim was against nature. The Channel waters are so cold that I needed much more energy than usual to keep my arms moving. Then I had the problem of my legs moving to the left or to the right, whichever way the waves were moving. So I really needed a lot of energy. The water was very salty, and when it entered my mouth, I felt sick. And then there were the seaweeds and jellyfish. These fish kept sticking to my body and I felt very uncomfortable.’

ଅନୁବାଦ :
ଏହି ଅଦ୍ବିତୀୟ ପ୍ରଚେଷ୍ଟା ୧୯୯୨ ମସିହା ଜୁଲାଇ ୨୮ ତାରିଖରେ ହୋଇଥିଲା । ଜାନକୀ କହିଲେ, ‘ସନ୍ତରଣ କାଳରେ ମୋ ସଂଘର୍ଷ ପ୍ରକୃତି ବିରୁଦ୍ଧରେ ଥିଲା । ପ୍ରଣାଳୀର ଜଳ ଏତେ ଥଣ୍ଡା ଥିଲା ଯେ ମୋର ହାତ ଦୁଇଟି ସଞ୍ଚାଳନ କରି ରଖୁବାକୁ ସାଧାରଣ ଅବସ୍ଥାଠାରୁ ମୁଁ ଅଧିକ ଶକ୍ତି ଆବଶ୍ୟକ କରୁଥିଲି । ଏହାଛଡ଼ା ମୋତେ ଢେଉ ଯେଉଁ ଦିଗକୁ ଗତି କରୁଥିଲା ସେହି ଅନୁସାରେ ଡାହାଣକୁ କିମ୍ବା ବାମକୁ ଗୋଡ଼ ଚଳାଇବାରେ ଅସୁବିଧା ହେଉଥିଲା । ତେଣୁ ବାସ୍ତବରେ ମୁଁ ଅଧିକ ଶକ୍ତି ଆବଶ୍ୟକ କରୁଥିଲି । ସମୁଦ୍ରର ପାଣି ଖୁବ୍ ଲୁଣିଆ ଥିଲା ଏବଂ ଯେତେବେଳେ ତାହା ମୋ ପାଟିରେ ପଶିଯାଉଥିଲା, ମୁଁ ବାନ୍ତି କରିବା ଆରମ୍ଭ କରୁଥିଲି । ପୁନଶ୍ଚ ସେଠାରେ ସାମୁଦ୍ରିକ ଉଦ୍ଭଦ ଓ ଜେଲି ମାଛ ଥିଲେ । ସେହି ମାଛସବୁ ମୋ ଦେହରେ ଲାଗିଯାଉଥଲେ ଓ ମୁଁ ଯନ୍ତ୍ରଣା ଅନୁଭବ କରୁଥୁଲି ।’’

10. Howver, despite these problems, Janaki successfully did her share of the relay. She swam for about two hours and helped the relay team cross the 36 km Channel in 14 hours and 45 in mutes.

ଅନୁବାଦ :
ସେ ଯାହାହେଉନା କାହିଁକି ଜାନକୀ ଏସବୁ ବାଧାବିଘ୍ନ ସତ୍ତ୍ବେ ଦଳଗତ ସନ୍ତରଣରେ ତାଙ୍କ ଅଂଶତକ କୃତିତ୍ବର ସହ ସମ୍ପାଦନ କଲେ । ସେ ପ୍ରାୟ ଦୁଇ ଘଣ୍ଟା ପହଁରି ଦଳକୁ ୩୬ କିଲୋମିଟର ପ୍ରଣାଳୀକୁ ୧୪ ଘଣ୍ଟା ୪୫ ମିନିଟ୍‌ରେ ଅତିକ୍ରମ କରିବାରେ ସହାୟକ ହେଲେ ।

11. Janaki’s parents, Mr Nagappa and Mrs. Indiramina, had anxiously stood on Dover beach wondering how things would turn out. ‘We could not eat a single morsel, ‘said Mr Nagappa. ‘How could we when our daughter was doing something so dangerous ? For us old people it was really very agonizing’. But their daughter did triumph and become the first handicapped swinmer to parr-swim the English Channel.

ଅନୁବାଦ :
ଜାନକୀର ପିତାମାତା, ଶ୍ରୀଯୁକ୍ତ ନାଗପ୍ପା ଏବଂ ଶ୍ରୀମତୀ ଇନ୍ଦିରାଗା ଡୋଭର ବେଳାଭୂମିରେ ପରିଣତି କ’ଣ ହେବ ଦେଖିବାକୁ ଉତ୍କଣ୍ଠାର ସହ ଛିଡ଼ା ହୋଇଥା’ନ୍ତି । ଶ୍ରୀଯୁକ୍ତ ନାଗପା କହିଲେ, ‘ଆମେ ଖାଦ୍ୟ କଣିକାଟିଏ ମଧ୍ୟ ଖାଇପାରିନଥୁଲୁ । ଆମ ଝିଅ ଏତେବଡ଼ ବିପଦପୂର୍ଣ୍ଣ କାର୍ଯ୍ୟ କରୁଥିଲାବେଳେ କିପରି ବା ଖାଇଥା’ନ୍ତୁ ? ଆମ ଭଳି ବୟସ୍କଙ୍କ ପାଇଁ ଏହା ଭାରି ଯନ୍ତ୍ରଣାଦାୟକ ଥିଲା ।’’ କିନ୍ତୁ ସେମାନଙ୍କର ଝିଅ ବିଜୟୀ ହେଲା ଏବଂ ଇଂଲିଶ ପ୍ରଣାଳୀ ଦଳଗତଭାବେ ପହଁରିବାରେ ପ୍ରଥମ ମହିଳା ସନ୍ତରଣକାରୀଭାବେ ପରିଗଣିତା ହେଲା ।

12. After her success Janaki said, ‘Although I wanted to swim solo, I’m nevertheless happy that I was part of a relc,y ream that helped me fulfil in)’ dream of swimming the English Channel. I would now like to start training for the 1996 paraplegic Olympics in Atlanta.

ଅନୁବାଦ :
ଏହି ସଫଳତା ପରେ ଜାନକୀ କହିଥିଲେ, ‘‘ଯଦିଓ ମୁଁ ଏକାକୀ ପହଁରିବାକୁ ଚାହିଁଥୁଲି, ତଥାପି ଏକ ଦଳଗତ ସନ୍ତରଣକାରୀ ଦଳର ଅଂଶୀଦାର ଭାବେ ମୁଁ ଖୁବ୍ ଖୁସି ଥୁଲି ଯାହାକି ମୋର ଇଂଲିଶ୍ ପ୍ରଣାଳୀକୁ ସନ୍ତରଣ କରିବାର ସ୍ବପ୍ନକୁ ସାକାର କରିଥିଲା । ମୁଁ ଏବେ ୧୯୯୬ରେ ଆଟ୍‌ଲାଣ୍ଟାଠାରେ ଅନୁଷ୍ଠିତ ହେବାକୁ ଥିବା ପାରାୟେଜିକ୍ ଅଲିମ୍ପିକ୍ ପାଇଁ ପ୍ରଶିକ୍ଷଣ ଆରମ୍ଭ କରିବାକୁ ପସନ୍ଦ କରିବି ।’

13. Janaki, who is a batik officer in Bangalore, has a simple philosophy : ‘1 have always wanted ro do something worthwhile in life. I strongly believe that the word ‘impossible’ is applied ro something that has not been tried. I wanted to prove that ro be handicapped is no bar to success. One can overcome all obstacles by hard work, determination, courage and self reliance. Self-reliance is vet-v important. God helps those who help themselves. Listly, there is one more thing I would like to say: there is really no short-cut to success!’

ଅନୁବାଦ :
ଜାନକୀ ଯିଏକି ବର୍ତ୍ତମାନ ବାଙ୍ଗାଲୋରରେ ଏକ ବ୍ୟାଙ୍କ ଅଫିସର ଭାବେ କାର୍ଯ୍ୟରତ, ତାଙ୍କର ଏକ ସରଳ ଜୀବନ ଦର୍ଶନ ଅଛି : ‘ମୁଁ ଜୀବନରେ ସର୍ବଦା କିଛି ମହତ୍ତ୍ଵପୂର୍ଣ୍ଣ କାର୍ଯ୍ୟ କରିବାକୁ ଚାହିଁଥୁଲି । ମୁଁ ଦୃଢ଼ ଭାବରେ ବିଶ୍ବାସ କରେ ଯେ ‘ଅସମ୍ଭବ’ ଏକ ଶବ୍ଦ ଯାହା ପ୍ରଚେଷ୍ଟା କରାଯାଇନଥିବା କାର୍ଯ୍ୟ ନିମନ୍ତେ ପ୍ରଯୁଜ୍ୟ । ମୁଁ ପ୍ରମାଣ କରିବାକୁ ଚାହୁଁଥିଲି ଯେ ଶାରୀରିକ ବିକଳାଙ୍ଗ ଅବସ୍ଥା ସଫଳତାର ପ୍ରତିବନ୍ଧକ ନୁହେଁ । ଜଣେ ନିଜର କଠିନ ପରିଶ୍ରମ, ଦୃଢ଼ ପ୍ରତିଜ୍ଞା, ସାହସ ଏବଂ ଆତ୍ମବିଶ୍ଵାସ ବଳରେ ସମସ୍ତ ପ୍ରତିବନ୍ଧକକୁ ଅତିକ୍ରମ କରିପାରେ । ଆତ୍ମବିଶ୍ଵାସ ସବୁଠାରୁ ବେଶି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ । ଈଶ୍ବର ସେମାନଙ୍କୁ ସାହାଯ୍ୟ କରନ୍ତି ଯେଉଁମାନେ ନିଜକୁ ସାହାଯ୍ୟ କରିବାକୁ ଆଗେଇ ଆସନ୍ତି । ଶେଷରେ, ଆଉ ଗୋଟିଏ କଥା ମୁଁ କହିବାକୁ ଚାହେଁ, ତାହା ହେଉଛି ସଫଳତା ପାଇଁ ବାସ୍ତବରେ କୌଣସି ସହଜ ରାସ୍ତା ନାହିଁ ।’’

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :

English Channel – the narrow sea-passage that separates England and France ଇଂଲିଶ୍ ପ୍ରଣାଳୀ (ଏହା ଯାହା ଫ୍ରାନ୍ସ ଏବଂ ଇଂଲଣ୍ଡକୁ ପୃଥକ୍ କରୁଛି) – Mihir Sen was the first Indian to swim across the English Channel.
drag – push hard – ଜୋର୍‌ରେ ଟାଣିବା Someone dragged my feet in the darkness.
courage – fearlessness – ନିର୍ଭୀକତା The girl lacks courage to stand before her teacher.
imagine – think, feel, speculate brood – ଭାରିବା ବା କଳ୍ପନା କରିବା I imagine flying like a bird.
in a similar fashion – in that way, likewise – ସେହିପରି The Chief Minister resigned; the other ministers did in a similar fashion. ,
fashion – style – ଶୈଳୀ
useless – invalid – ଅକ୍ଷମ
imbelievable – incredible, mysterious – ଅବିଶ୍ୱସନୀୟ / ରହସ୍ୟମୟ Your story sounds imbelievabie.
polio – infectious disease of the spine which causes an inability (to move certain muscles) – ମେରୁଦଣ୍ଡର ଏକ ସଂକ୍ରାମକ ରୋଗ ଯାହା କେତେକ ମାଂସପେଶୀକୁ ଚଲାଇ ନେବା ଅକ୍ଷମ କରାଏ । PoIio is a dangerous disease. The Government of India is trying its best to make Indian polio – free.
handicapped – (here) having the physical disability of not being able to walk – ଶାରୀରିକ ବିକଳାଙ୍ଗ (Adj) A handicapped person is one whose physical structure is not normal. (N) Despite her handicap, Janaki could swim miles in the sea. (N) Mrs. Smith has opened a school for physically handicapped. (V) Our Educational Institutions are handicapped with infrastructure.
Maritime (Adj.) – situated near the sea – ସାମୁଦ୍ରିକ
turn out (y) – ପ୍ରକାଶ କରିବା
struck – affect, ill with – ଆକ୍ରାନ୍ତ (କୌଣସି ରୋଗଦ୍ଵାରା) The man is struck by malaria.
coach – a person who trains somebody in sports – ପ୍ରଶିକ୍ଷକ
coastal – near the seashore – ସମୁଦ୍ରକୂଳ
conveyed – let know, expressed, revealed, exposed – ପ୍ରସାରଣ I conveyed my decision to the Headmaster.
conditions – commitments – ସର୍ତ୍ତ What are your co,’zditions?
attempt – trial, endeavour – ପରୀକ୍ଷା, ପ୍ରୟାସ Attempt all the questions.
continuously – uninterruptedly, ପ୍ରୟାକ୍ରମାଗତ ଭାବରେସ without stopping — It has been raining continuously for three days.
at a stretch – without stopping – ଏକ ପ୍ରସାରଣରେ He can run 20 miles at a stretch.
NIS – National Institute of Sports ଜାତୀୟ କ୍ରୀଡ଼ା ଅନୁଷ୍ଠାନ
solo – (here) an unaccompanied swimming by one person alone – ଏଠାରେ ଏହାର ଅର୍ଥ ପହଁରିବା, ଦଳୀୟ ପହଁରା ନୁହେଁ ।He likes solo swimming.
Marathon – of long distance/time – ଦୀର୍ଘ ଦୂରତା / ସମୟର Dhoni played a marathon innings of 219 against the West Indies.
funds – money collected for a special purpose — ( ପାଣ୍ଠି ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଉଦ୍ଦେଶ୍ୟରେ ସଂଗୃହୀତ)
several – a few – ଅଳ୍ପ କେତୋଟି
shocked – surprised – ବିସ୍ମିତ ଚକିତ
trip – a long journey – ଏକ ଦୀର୍ଘ ଯାତ୍ରା
contributed – helped assisted – ସାହାୟ୍ୟ କଲେLots of people coiitrihuted to the cause of the flood hit.
waters (plural) – part of a sea or a river – ପାଣିକୁ ଏଠି ବହୁବଚନରେ ସମୁଦ୍ର କିମ୍ବା ନଦୀର ଏକ(N) The channel wcuers are very cold. (V) He waters the plant everyday.
feel sick – start vomiting – ବାନ୍ତି ଆରମ୍ଭ He feels sick in fever.
morsel – a small piece of food – ଛୋଟ ଛୋଟ ଖାଦ୍ୟ ଖଣ୍ଡେ (N) He had not taken a single morsel of food throughout the day.
agonizing – cause mental anguish; worried – ଯନ୍ତ୍ରଣାଦାୟକ (Adj) Her decision to discontinue her study was agonizing.
accompany – go in the company – Who will accompany you to Kolkata?
Needless to say – No need to say, obviously, undoubtedly – କହିବା ଅନାବଶ୍ୟକ Needless to say Sachin is the greatest batsman.
normal – general, usual – ସାଧାରଣ The body has a normal temperature.
energy – force – ଶକ୍ତି
nevertheless – still – ତଥାପି
energy – force – ଶକ୍ତି / ବଳ Food gives us energy.
stick to – come close to, get attached to – ବାନ୍ଧି ରଖିବା Some worms stuck ro his body.
despite – in spite of, although – ସତ୍ତ୍ୱେ , ଯଦିଓ Despite her bad handwriting, she got a first class.
paraplegic – (a person) the lower part of whose body including both legs, is paralysed; (incapable of moving) — ଯାହାର ଗୋଡ଼ ଦୁଇଟି ଚାଲିବାକୁ ଅକ୍ଷମ । He is a paraplegic person.
obstacle – hindrance; barrier; bar; obstruction etc. – ପ୍ରତିବନ୍ଧକ
self-reliance – an ability to do things and make decisions by oneself without the help of others ଆତ୍ମନିର୍ଭରଶୀଳତା |
swimmer – ସନ୍ତରଣକାରୀ
most often – ବହୁ ସମୟରେ
deaf – ବଧିର
dumb – ମୂକ
crippled – ଛୋଟା
blind – ଅନ୍ଧ
handicapped – ଶାରୀରିକ ବିକଳାଙ୍ଗ
deserve – ପାଇବାର ଯୋଗ୍ୟ
sympathy – ସହାନୁଭୂତି
nevertheless – ତଥାପି
philosophy – specific attitude – ମନୋଭାବ ନିର୍ଦ୍ଦିଷ୍ଟ Simple living and high thinking was Gandhi’s philosophy.
worthwhile – good action, effective deed ଉତ୍ତମ କାର୍ୟ୍ୟ One should do something worthwhile in one’s life.
determination – strong will, resolution – ଦୃଢ଼ ଇଚ୍ଛାଶକ୍ତି,ସଂକଳ୍ପ
overcome – master – ସମ୍ପୂଣ୍ଡରୂପେ ଆୟତ୍ତ କରିବା
incase – ଯଦି
pity – ଦୟା
mercy – ଦୟା
description – ବର୍ଣ୍ଣନା
across – from one side to the other side – ଗୋଟିଏ ପାଖରୁ ଅନ୍ୟ ପାଖ
dragging – pulling something/ somebody – ଟାଣିବା
similar – of the same, alike
courage – ସାହସ
swim – ପହଁରିବା
unbelievable – which cannot be believed easily – ଯାହାକୁ ସହଜରେ ବିଶ୍ୱାସ / ଅବିଶ୍ୱସନୀୟ
in spite of – ସତ୍ତ୍ୱେ In spite of his hard labour. he failed to secure 90% in the H.S.C. Examination.
useless – not useful – ଅଦରକାରୀ | The bat is a useless bird.
successful – ସଫଳ He is a successful teacher.
team – ଦଳ
struck – attacke/affected – ଆକ୍ରମଣ / ପ୍ରଭାବିତ |
struck by polio – ପୋଲିଓରେ ପୀଡ଼ିତ ହେଲେ
conveyed – communicated – ଯୋଗାଯୋଗ କଲେ | ଜଣାଇଲେ
details – items of information
replied – answered – ଉତ୍ତର ଦେଲେ
condition – commitment
attempt – ଚେଷ୍ଟା
marathon swìmniing – long swimming – ଲମ୍ବା ପହଁରିବା |
at a stretch – without stopping – ଏକ ପ୍ରସାରଣରେ
began – ଆରମ୍ଭ ହେଲା
training – ପ୍ରଶିକ୍ଷଣ
fulfil – ପୂର୍ଣ୍ଣ କରିବ
certificate – ପ୍ରମାଣପତ୍ର
Academy – ବିଦ୍ୟାଳୟ
adventure – ଦୁଃସାହସ
coastal town – the town near the seashore ଉପକୂଳ ସହର
minimum – ସର୍ବନିମ୍ନ
returned – came back – ଫେରିଗଲା |
permission – ଅନୁମତି
private agencies – ଘରୋଇ ସଂସ୍ଥା
contributed – ଉପଯୋଗୀ
middle of 1992 – 1992 ମସିହାର ମଧ୍ୟଭାଗ
shocked – worried – ଚିନ୍ତିତ
experience – ଅଭିଜ୍ଞତା
worried – ଚିନ୍ତିତ
sharp eye – ବିଦ୍ଧିବା ଦୃଷ୍ଟି
solo attempt – the attempt made by one person – ବ୍ୟକ୍ତିଗତ ଉଦ୍ୟମ/ |
special boat – ସ୍ୱତନ୍ତ୍ର ଡଙ୍ଗା |
accompany – ସାଥା ହେବାପାଇଁ
relay team – a competition between two teams in which a member acts one section – ରିଲେ ଦଳ |
solo – swimming by one person in an swimming event – ଏକାକୀ ସନ୍ତରଣ କରିବା
relay swim – ପ୍ରତ୍ୟେକ ସନ୍ତରଣକାରୀ ନିଜ ନିଜ ଅଂଶକୁ ପହଁରି ପୂର୍ଣ୍ଣ ପ୍ରକ୍ରିୟାକୁ ସମ୍ପାଦନ କରିଥା’ନ୍ତି ।
amazed – ବିସ୍ମିତ ହେଲେ, ଆଶ୍ଚର୍ଯ୍ୟ ହେଲେ
honour – respect – ସମ୍ମାନ
needless to say – କହିବା ଅନାବଶ୍ୟକ
physically normal – ଶାରୀରିକ ସ୍ୱାଭାବିକ
unique – rare – ବିରଳ/ଅପୂର୍ବ
energy – force – ଶକ୍ତି
salty – ଲୁଣିଆ,
entered – ପ୍ରବେଶ କଲା
felt sick – ଅସୁସ୍ଥ ଅନୁଭବ କଲେ |
seaweeds – ଏକ ପ୍ରକାର ସାମୁଦ୍ରିକ ଉଭାଦ
jelly fish – ଏକ ପ୍ରକାର ସାମୁଦ୍ରିକ ମାଛ
kept sticking – ସଂରକ୍ଷିତ ଚଞ୍ଚଳନ
uncomfortable – ଅସହଜ,
despite – ସତ୍ତ୍ୱେ
share of the relay – ଦଳଗତ ପହଁରାରେ ଅଂଶ
anxiously – ଉତ୍କଣ୍ଠାର ସହ
wondering – ବିସ୍ମିତ ହୋଇ
triumph – ବିଜୟ
a single morsel – ଗୋଟିଏ ମୁର୍ସେଲ |
dangerous – ଭୟଙ୍କର
success – ସଫଳତା
Paraplegic Olympics – ଶାରୀରିକ ବିକଳାଙ୍ଗଙ୍କ ନିମନ୍ତେ
although – ଯଦିଓ
philosophy – ଦର୍ଶନ
worthwhile – ମୂଲ୍ୟଯୁକ୍ତ,
impossible – ଅସମ୍ଭବ
determination – ପ୍ରବନ୍ଧଗୁଡିକ
self-reliance – ଆତ୍ମନିର୍ଭରଶୀଳତା |
short cut – shorter way – ସହଜ ଉପାୟ

Odisha State Board BSE Odisha 7th Class English Solutions Follow-Up Lesson 2 A Tiny Warrior When I Grow Up Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Follow-Up Lesson 2 A Tiny Warrior

BSE Odisha 7th Class English Follow-Up Lesson 2 A Tiny Warrior Text Book Questions and Answers

Session – 1 (ଶବ୍ଦାବଳୀ)

I. Pre-Reading (ପୂର୍ବ ପ୍ରସ୍ତୁତି)

• Socialization (ସାମାଜିକୀକରଣ):
• In the main lesson the father learned a lesson from his son. The son taught the father that the poor people are. in fact, rich. In this follow-up lesson you will read about a small girl of class-V leading a movement against bazzar notebooks. Let’s read and see how cheap bazaar notebooks do more harm than good.

II. While Reading (ପଠନକାଳୀନ)
Text(ପାଠ୍ୟବସ୍ତୁ)

• SGP-1 (Sense Group Paragraph-1)
• Read paragraph 1 and 2 and answer the questions.
  (ଅନୁଚ୍ଛେଦ ୧ ଓ ୨କୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. One evening Mitu and Situ, two sisters, were studying in their room. Mitu studies in class VII and Situ in Class V. The two sisters were studying in two different schools. Their uncle, Mr. Giri, was watching them from a little distance. He was a retired teacher. He had come to visit them on a week-end. Mr. Giri saw Mitu reading one paragraph from her English textbook then reading the meaning of this paragraph in Odia from a bazaar notebook (Meaning book), which disturbed him. ‘If children study English like this, they will never learn English’, he thought.

2. The uncle was eager to help Mitu learn English on her own without the help of this meaning book. He came close to her and asked her to read the first paragraph of the lesson silently. The lesson was “The Story of Cricket”. The first paragraph was: The shape and the size of a cricket ground are not fixed. They are different. The cricket ground of Melbourne in Australia is bigger than that of Feroz Shah Kotla in New Delhi. Similarly the shape of Chepauk Cricket Ground in Chennai is circular. But the Adelaide Cricket Ground in Australia is oval.

ଓଡ଼ିଆ ଅନୁବାଦ :
୧. ଦିନେ ସନ୍ଧ୍ୟାରେ ମିତୁ ଏବଂ ସିତୁ ଦୁଇ ଭଉଣୀ ସେମାନଙ୍କ ପଢ଼ାଘରେ ପଢ଼ା କାର୍ଯ୍ୟ କରୁଥିଲେ । ମିତୁ ୭ମ ଶ୍ରେଣୀରେ ଏବଂ ସିତୁ ୫ମ ଶ୍ରେଣୀରେ ପଢ଼େ । ଦୁଇ ଭଉଣୀ ଦୁଇଟି ଅଲଗା ସ୍କୁଲରେ ପାଠ ପଢୁଥିଲେ । ସେମାନଙ୍କ ଦାଦା/ ମାମୁ ଗିରିବାବୁ ସେମାନଙ୍କୁ କିଛି ଦୂରରୁ ଲକ୍ଷ୍ୟ କରୁଥିଲେ । ସେ ଜଣେ ଅବସରପ୍ରାପ୍ତ ଶିକ୍ଷକ । ସପ୍ତାହର ଶେଷ ଦିନରେ ସେ ତାଙ୍କୁ ଦେଖିବାକୁ ଆସିଥିଲେ । ଗିରିବାବୁ ଦେଖ‌ିଲେ ମିତ୍ରୁ ତା’ ଇଂରାଜୀ ପାଠ୍ୟପୁସ୍ତକର ଏକ ଅନୁଚ୍ଛେଦ ପଢ଼ୁଥିଲା ଏବଂ ପରେ ପରେ ସେହି ଅନୁଚ୍ଛେଦର ଓଡ଼ିଆ ଅନୁବାଦ ବଜାରରୁ ଖରିଦ କରିଥିବା ଏକ ମାନେ ବହିରୁ ପଢ଼ୁଥିଲା । ତାହା ତାଙ୍କୁ ବଡ଼ ଅଡୁଆ ଲାଗିଲା । ସେ ଭାବିଲେ- ଯଦି ପିଲାମାନେ ଇଂରାଜୀ ଏଭଳି ଢଙ୍ଗରେ ପଢ଼ିବେ, ସେମାନେ ଇଂରାଜୀ ଶିକ୍ଷା କରିପାରିବେ ନାହିଁ ।

୨.ଦାଦା/ମାମୁ ଜଣକ ମିତୁ କିଭଳି ଆପେ ଆପେ ମାନେ ବହି ବିନା ଇଂରାଜୀ ଶିକ୍ଷା କରିପାରିବ, ସେ ସମ୍ବନ୍ଧରେ ସାହାଯ୍ୟ କରିବାକୁ ବ୍ୟଗ୍ର ହୋଇଉଠିଲେ । ସେ ତା’ ପାଖକୁ ଆସିଲେ ଏବଂ ପ୍ରଥମ ଅନୁଚ୍ଛେଦଟିକୁ ନୀରବରେ ପାଠ କରିବାକୁ କହିଲେ । ପାଠ୍ୟବସ୍ତୁଟି ଥୁଲା ‘କ୍ରିକେଟ୍‌ର ଏକ କାହାଣୀ ।’ ପ୍ରଥମ ଅନୁଚ୍ଛେଦଟି ଏହିପରି ଥୁଲା ମେଲ୍‌ବର୍ଷ କ୍ରିକେଟ୍ ପଡ଼ିଆ, ନୂଆଦିଲ୍ଲୀର ଫିରୋଜ ଶାହା କୋଟଲା କ୍ରିକେଟ୍‌ ପଡ଼ିଆ ତୁଳନାରେ ବଡ଼ । ସେହିଭଳି ଚେନ୍ନାଇର ଚେପକ୍ କ୍ରିକେଟ୍ ପଡ଼ିଆର ଆକାର ଗୋଲାକାର । କିନ୍ତୁ ଅଷ୍ଟ୍ରେଲିଆର ଆଡିଲେଡ୍ କ୍ରିକେଟ୍‌ ପଡ଼ିଆ ଅଣ୍ଡାକୃତିର ।

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
studying (ଷ୍ଟଡ଼ିଙ୍ଗ୍) – ପଢ଼ିବା
uncle (ଅଙ୍କଲ୍) – ଦାଦା | ମାମୁ
watching (ଚିଙ୍ଗ୍) – ଦେଖିବା
little distance (ଲିଟିଲ୍‌ ଡିଷ୍ଟାନ୍‌ସ୍) – ଅଳ୍ପ ଦୂର
retired teacher (ରିଟାୟାର୍ଡ ଟିଚର) – ଅବସରପ୍ରାପ୍ତ ଶିକ୍ଷକ
paragraph (ପାରାଗ୍ରାଫ୍) – ଅନୁଚ୍ଛେଦ
disturbed (ଡିଷ୍ଟବର୍ଡ) – ବିଚଳିତ ହେଲେ
eager to help (ଇଗର୍ ଟୁ ହେଲ୍ପ) – ସାହାଯ୍ୟ ପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରିବା
shape (ସେପ୍) – ଆକାର
size (ସାଇଜ୍) — ପ୍ରକାର, ଲମ୍ବ ପ୍ରସ୍ଥର ଦୂରତ୍ୱ
circular (ସର୍କୁଲାର) – ଗୋଲାକାର
oval (ଓଭାଲ୍) – ଅଣ୍ଡାକୃତି

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ)

Question 1.
Who are there in paragraph X?
(ପ୍ରଥମ ଅନୁଚ୍ଛେଦରେ କିଏ କିଏ ଅଛନ୍ତି ?)
Answer:
In paragraph 1, there are two children Mitu and Situ. Their uncle Mr. Giri was with them.

Question 2.
Who are Mitu and Situ?
(ମିତୁ ଏବଂ ସିତୁ କିଏ ?)
Answer:
Mitu and Situ are two sisters. Mitu studies in class VII and Situ in class V. They were reading in different schools.

Question 3.
Who visited them on a week-end?
(ସପ୍ତାହ ଶେଷରେ କିଏ ସେମାନଙ୍କୁ ସାକ୍ଷାତ କରିବାକୁ ଆସିଥିଲେ ?)
Answer:
Mr. Giri, their uncle, visited them on a weak-end.

Question 4.
What was Mr. Giri?
(ମି. ଗିରି କ’ଣ ଥିଲେ ?)
Answer:
Mr. Giri was a retired teacher. He was the uncle of Mitu and Situ.

Question 5.
What did Mr Giri see?
(ମି. ଗିରି କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
Mr. Giri saw Mitu reading a paragraph from English textbook and then reading the meaning of the paragraph from a bazaar meaning book.

Question 6.
What was Mitu reading?
(ମିତ୍ର କ’ଣ ପଢ଼ୁଥିଲା ?).
Answer:
Mitu was reading a paragraph from English textbook.

Question 7.
Why was her uncle disturbed?
(ମାମୁଙ୍କୁ କାହିଁକି ଅଡୁଆ ଲାଗିଲା ?)
Answer:
Her uncle was disturbed because he did not like learning English taking help of bazaar notebook.

Question 8.
What did her uncle ask her?
(ତା’ ମାମୁ ତାକୁ କ’ଣ କହିଲେ ?)
Answer:
Her uncle asked her to read the first paragraph of the lesson silently.

Question 9.
What was the title of the lesson?
(ପାଠର ଶିରୋନାମା କ’ଣ ଥିଲା ?)
Answer:
The title of the lesson was “The Story of Cricket”.

Question 10.
What was the first paragraph of the lesson about?
(ଅଧ୍ୟାୟର ପ୍ରଥମ ଅନୁଚ୍ଛେଦଟି କେଉଁ ବିଷୟରେ ଥିଲା ?)
Answer:
The first paragraph of the lesson was about the shape and size of cricket ground.

Question 11.
How is this paragraph in your English book different from the paragraph in the meaning book?
(ତୁମ ଇଂରାଜୀ ବହିର ଏହି ଅନୁଚ୍ଛେଦଟି କିପରି ମାନେ ବହିର ଅନୁଚ୍ଛେଦଠାରୁ ଭିନ୍ନ ଥିଲା ?)
Answer:
This paragraph from the English book teaches how to learn and improve the knowledge in English but the paragraph from meaning book only teaches what is the meaning of the paragraph.

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)

• SGP-2 (Sense Group Paragraph-2)
• Read paragraphs – 3 to 5 and answer the questions that follow.
  (ଅନୁଚ୍ଛେଦ ୩ ରୁ ୫କୁ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

3. Next what happened between the uncle and the niece is stated below :
Mr Giri: Every paragraph has an idea or a topic. Can you tell me the line where the topic is? What is the paragraph about? (Mitu was silent) It is about the shape and size of a cricket ground.
Mitu: The first sentence.
Mr. Giri Very Good: After telling the topic, the writer gives examples/ facts to explain the topic. Can you say what example does the writer give?
Mitu: Melbourne and Feroz Shah Kotla.
Mr Giri: Where is Melbourne cricket ground and where is Feroz Saha Kotla?
Mitu: (Reading the paragraph again) In Australia and Delhi.
Mr Giri: Very Good. Which ground is bigger in size?
Mitu: Melbourne.
Mr Giri: Good. This is about the size. What about the shape? Which ground is circular-like a circle?
Mitu: Chepauk Ground.
Mr Giri: Where is Chepauk Ground?
Mitu: In Chennai.
Mr Giri: Good. Which ground is oval shaped?
Mitu: Adelaide Ground.
Mr Giri: Where is Adelaide Ground?
Mitu: In Australia.

4. Next, the uncle asked his niece Mitu to give her notebook and on her notebook he made a note on the paragraph. The note was as follows:

5. “Now you can understand the paragraph much better. The meaning book only gives the meaning in Odia. It is not useful in learning English properly.” said Mr. Giri.

(ଓଡ଼ିଆ ଅନୁବାଦ)
୩. ତା’ପରେ ମାମୁ ଭାଣିଜୀଙ୍କ ମଧ୍ୟରେ ଯାହା ଘଟିଲା ତାହା ନିମ୍ନରେ ଉଲ୍ଲେଖ କରାଯାଇଛି :
ଶ୍ରୀ ଗିରି: ପ୍ରତ୍ୟେକ ଅନୁଚ୍ଛେଦର ଏକ ଧାରଣା ବା ବିଷୟବସ୍ତୁ ଥାଏ । କେଉଁ ଧାଡ଼ିରେ ବିଷୟବସ୍ତୁ ଅଛି ତୁମେ ମୋତେ କହିପାରିବ ବି ? ଅନୁଚ୍ଛେଦଟି କେଉଁ ବିଷୟରେ ?
ମିଟୁ: ପ୍ରଥମ ବାକ୍ୟ ।
ଶ୍ରୀ ଗିରି: ବହୁତ ଭଲ । ବିଷୟବସ୍ତୁ କହିସାରିବା ପରେ ଲେଖକ ବିଷୟବସ୍ତୁକୁ ବୁଝାଇବା ନିମନ୍ତେ ତୁମେ କହିପାରିବ କି ?
ମିଟୁ: ମେଲବୋର୍ଡ଼ ଏବଂ ଫିରୋହ ଶାହା କୋଟ୍‌ ।
ଶ୍ରୀ ଗିରି: ମେଲବୋର୍ଡ଼ କ୍ରିକେଟ୍ ପଡ଼ିଆ କେଉଁଠାରେ ଏବଂ ଫିରୋଜ ଶାହା କୋଟ୍‌ଲା କେଉଁଠାରେ ?
ମିଟୁ: (ଅନୁଚ୍ଛେଦକୁ ଆଉଥରେ ପଢ଼ି) ଅଷ୍ଟ୍ରେଲିଆ ଏବଂ ଦିଲ୍ଲୀରେ ।
ଶ୍ରୀ ଗିରି: ବହୁତ ଭଲ । କେଉଁ ପଡ଼ିଆଟି ଆକାରରେ ବଡ଼ ?
ମିଟୁ: ମେଲବୋର୍ଡ଼ ।
ଶ୍ରୀ ଗିରି: ଭଲ । ଏହା ଆକାର ବିଷୟରେ । ଆକୃତି ବିଷୟରେ କ’ଣ ? କେଉଁ ପଡ଼ିଆଟି ବୃତ୍ତାକାର – ଏକ ବୃତ୍ତ ଭଳି ।
ମିଟୁ: ଚେପକ୍ ପଡ଼ିଆ ।
ଶ୍ରୀ ଗିରି: ଚେପକ୍ ପଡ଼ିଆ କେଉଁଠାରେ ?
ମିଟୁ: ଚେନ୍ନାଇରେ ।
ଶ୍ରୀ ଗିରି:ଭଲ । କେଉଁ ପଡ଼ିଆଟି ଅଣ୍ଡାକୃତି ?
ମିଟୁ:ଆଡ଼ିଲେଡ଼ ପଡ଼ିଆ ।
ଶ୍ରୀ ଗିରି:ଆଡ଼ିଲେଡ଼ ପଡ଼ିଆ କେଉଁଠାରେ ?
ମିଟୁ:ଅଷ୍ଟ୍ରେଲିଆରେ ।

୪.ତା’ପରେ ମାମୁ ତାଙ୍କ ଭାଣିଜୀ ମିତ୍ରୁକୁ ତା’ ଖାତା ମାଗିଲେ ଏବଂ ତା’ ଖାତାରେ ଅନୁଚ୍ଛେଦର ସାରାଂଶ ଲେଖୁ ଦେଲେ । ସାରାଂଶଟି ନିମ୍ନ ପ୍ରକାର ଥିଲା :

୫. ଗିରିବାବୁ କହିଲେ, ‘ତୁମେ ବର୍ତ୍ତମାନ ଅନୁଚ୍ଛେଦଟିକୁ ଭଲ ଭାବରେ ବୁଝିପାରିଲ । ମାନେ ବହି କେବଳ ଓଡ଼ିଆ ଅର୍ଥ ଦେଇଥାଏ । ଏହା ଠିକ୍ ଭାବେ ଇଂରାଜୀ ଶିକ୍ଷା ପାଇଁ ଦରକାରୀ ନୁହେଁ ।

Notes And Glossary:
next ( ନେଷ୍ଟ ) – ପରେ
happened (ହାପେନ୍ସ) – ଘଟିଲା
topic (ଟପିକ୍) – ବିଷୟ/ବିଷୟବସ୍ତୁ
idea (ଆଇଡ଼ିଆ) – ଧାରଣା
silent (ସାଇଲେଣ୍ଟ୍) – ନୀରବ
facts (ଫ୍ରାକୃସ୍) – ତଥ୍ୟାବଳୀ
examples (ଏକ୍‌ଜାମ୍ପୁଲସ୍ ) – ଉଦାହରଣସମୂହ
bigger (ବିଗର୍ ) – ବୃହତ୍ତର
circle (ସର୍କଲ୍) – ବୃତ୍ତ
oval shapes (ଓଭାଲ୍ ସେପ୍‌) – ଅଣ୍ଡା ଆକୃତିର
different (ଡିଫରେଣ୍ଡ୍) – ଭିନ୍ନ/ଅଲଗା
properly (ପ୍ରପର୍‌ଲି) – ଠିକ୍ ଭାବରେ
understand ( ଅଣ୍ଡରଷ୍ଟାଣ୍ଡ୍) – ବୁଝିବା

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ)

Question 1.
Who played the role of teacher in this paragraph?
(ଏହି ଅନୁଚ୍ଛେଦରେ କିଏ ଶିକ୍ଷକ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ ?)
Answer:
Mr. Giri played the role of teacher in this paragraph.

Question 2.
Who played the role of the student in this paragraph?
(ଏହି ଅନୁଚ୍ଛେଦରେ କିଏ ଶିକ୍ଷାର୍ଥୀ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ ? )
Answer:
Mitu played the role of the student in this paragraph.

Question 3.
How is one paragraph of a text different from another paragraph?
(ପାଠ୍ୟ ବିଷୟର ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଅନ୍ୟ ଏକ ଅନୁଚ୍ଛେଦଠାରୁ ଭିନ୍ନ କିପରି ? )
Answer:
Every paragraph has an idea or topic. In this respect two paragraphs of a text are different.

Question 4.
What does a writer do after giving the topic of the paragraph?
(ଜଣେ ଲେଖକ ବିଷୟ ସ୍ଥିର କଲାପରେ କ’ଣ କରନ୍ତି ?)
Answer:
After telling the topic, the writer gives some examples to explain the topic.

Question 5.
When Mitu answered the questions, did she keep her textbook open or closed?
(ମିତୁ ଯେତେବେଳେ ଉତ୍ତର ଦେଉଥିଲା, ସେ ପାଠ୍ୟପୁସ୍ତକ ଖୋଲା ରଖୁଥିଲା ନା ବନ୍ଦ କରିଥିଲା ?)
Answer:
When Mitu answered the questions, she kept her textbook open.

Question 6.
Was she able to answer most of the questions?
(ସେ ଅଧିକାଂଶ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାରେ ସମର୍ଥ ହେଲା କି ?)
Answer:
Yes, she was able to answer most of the questions.

Question 7.
Is her uncle a good teacher ? How do you know?
(ତାଙ୍କର ମାମୁ ଜଣେ ଭଲ ଶିକ୍ଷକ କି ? ତୁମେ କିପରି ଜାଣୁଛ ?)
Answer:
Yes, her uncle is a good teacher. He explained the paragraph to Mitu bit by bit and made her understand everything.

Question 8.
Do you like the notes that her uncle made on the paragraph?
(ତା’ର ମାମୁ ଅନଚ୍ଛେଦ ଉପରେ ପ୍ରସ୍ତୁତ କରିଥିବା ସଂକ୍ଷିପ୍ତ ସାରାଂଶକୁ ତୁମେ ପସନ୍ଦ କରୁଛ କି ?)
Answer:
Yes, we like the notes that her uncle made on the paragraph.

Question 9.
Will the note help Mitu remember the paragraph?
(ଅନୁଚ୍ଛେଦଟିକୁ ମନେରଖ୍କୁ ମିତୁକୁ ସଂକ୍ଷିପ୍ତ ସାରାଂଶ ସାହାଯ୍ୟ କରିବ କି ?)
Answer:
Yes, the note will definitely help Mitu to remember the paragraph.

Question 10.
Why is meaning book not useful according to Mitu?
(ମିତୁ କହିବା ଅନୁସାରେ ମାନେ ବହି କାହିଁକି ଦରକାରୀ ନୁହେଁ ?)
Answer:
Meaning book is not at all useful, because it only gives the Odia meaning of the topic, but does not give knowledge.

Question 11.
What did her uncle say about meaning book?
(ତା’ର ମାମୁ ମାନେ ବହି ବିଷୟରେ କ’ଣ କହିଲେ ?)
Ans.
Her uncle said that meaning book is useless because it gives the Odia meaning only. It does not help in learning English properly.

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

• SGP-3 (Sense Group Paragraph-3)
• Read paragraph-6 and 7 and answer the questions that follow.
  (ଅନୁଚ୍ଛେଦ ୬ ଓ ୭କୁ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

6. Situ was silently sitting and watching what happened between her uncle and her sister. She broke her silence and asked, ‘If our teachers read aloud a paragraph and explain the meaning in Odia, are they doing the right thing ?”No, not at all. They are as harmful as the bazzar note”said Mr. Giri.

7. What happened after this is the story of Situ. Situ said how meaning books have lots of mistakes. One of her teachers did not give her any mark for an answer. He thought the wrong answer in the bazzar note was the right answer. She took this matter to her headmistress. She called the teacher and asked him to give her mark. She also banned the use of bazzar note books in their school. She made Situ the leader of the movement against meaning books in their school.

୬.ସିତୁ ନୀରବରେ ବସି ଲକ୍ଷ୍ୟ କରୁଥିଲା ଯାହା ତା’ର ମାମୁ ଓ ଭଉଣୀ ମଧ୍ଯରେ ଘଟୁଥିଲା । ନୀରବତା ଭାଙ୍ଗି ସେ ପଚାରିଲା, ‘‘ଯଦି ଆମେ ଶିକ୍ଷକମାନେ ଗୋଟିଏ ଅନୁଚ୍ଛେଦକୁ ବଡ଼ପାଟିରେ ପଢ଼ନ୍ତି ଏବଂ ଏହାର ଅର୍ଥ ଓଡ଼ିଆରେ ବୁଝାନ୍ତି, ସେମାନେ କ’ଣ ଠିକ୍ କରନ୍ତି ?’’ କେବେ ନୁହେଁ ! ଗିରିବାବୁ କହିଲେ, ‘ସେମାନେ ବଜାରର ମାନେ ବହି ପରି କ୍ଷତିକାରକ ଅଟନ୍ତି ।’’

୭.ଏହାପରେ ଯାହା ଘଟିଲା ତାହା ସିତୁର କାହାଣୀ ଥିଲା । ସିତୁ କହିଲା କିପରି ମାନେବହିଗୁଡିକରେ ବହୁତ ଭୁଲ ବା ତ୍ରୁଟି ରହୁଛି । ତା’ର ଜଣେ ଶିକ୍ଷକ ଗୋଟିଏ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇଁ ତାକୁ କିଛି ନମ୍ବର ଦେଇ ନଥିଲେ । ସେ ବଜାର ମାନେ ବହିରେ ଥିବା ଭୁଲ ଉତ୍ତରକୁ ଠିକ୍ ଉତ୍ତର ବୋଲି ଭାବୁଥିଲେ । ସେ (ସିତୁ) ଏହି ଘଟଣାକୁ ପ୍ରଧାନ ଶିକ୍ଷୟିତ୍ରୀଙ୍କ ଦୃଷ୍ଟିକୁ ଆଣିଲେ । ସେ ଶିକ୍ଷକକୁ ଡାକିଲେ ଏବଂ କହିଲେ ତାକୁ ନମ୍ବର ଦେବାକୁ । ସେ ମଧ୍ୟ ବଜାର ମାନେ ବହିଗୁଡିକୁ ତାଙ୍କ ବିଦ୍ୟାଳୟରେ ବ୍ୟବହାର କରିବାକୁ ନିଷେଧ କଲେ । ସେ ତାଙ୍କ ବିଦ୍ୟାଳୟରେ ବଜାର ମାନେ ବହି ବିରୋଧୀ ଆନ୍ଦୋଳନର ସିତୁକୁ ନେତ୍ରୀ କରିଦେଲେ ।

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
watching (ଚିଙ୍ଗ୍) – ଦେଖିବା
broke (ବ୍ରୋକ୍) – ଭାଙ୍ଗିଲା
silence (ସାଇଲେନ୍ସ) – ନୀରବତା
not at all (ନଟ୍ ଆଟ୍ ଅଲ୍) – ଆଦୌ ନୁହେଁ
harmful (ହାର୍ମଫୁଲ୍) – କ୍ଷତିକାରକ
bazzar (ବଜାର)
banned – ନିଷେଧ କଲେ

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :
Question 1.
What are these two paragraphs about-about Mitu, Mr. Giri or Situ ?
(ଏହି ଦୁଇଟି ଅନୁଚ୍ଛେଦ କାହା ବିଷୟରେ – ମିତ୍ରୁ, ମି.ଗିରି ନା ସିତୁ ବିଷୟରେ ?)
Answer:
These two paragraphs are about Situ.

Question 2.
Who said meaning books have lots of mistakes ?
(ମାନେ ବହିରେ ଅନେକ ଭୁଲ୍ ଅଛି ବୋଲି କିଏ କହିଥିଲା ?)
Answer:
Situ said that the meaning books have lots of mistakes.

Question 3.
Even if the answer of Situ was correct, why didn’t her teacher give her any mark?
(ଯଦିଓ ସିତୁର ଉତ୍ତର ଠିକ୍ ଥିଲା, ତା’ର ଶିକ୍ଷକ ତାକୁ କାହିଁକି କୌଣସି ନମ୍ବର ଦେଲେ ନାହିଁ ।)
Answer:
Though the answer of Situ was correct, her teacher didn’t give her any mark, because he thought that the wrong answer in the bazzar note was the right answer.

Question 4.
What did Situ do next?
(ତା’ପରେ ସିତୁ କ’ଣ କଲା ?)
Answer:
Then Situ took the matter to her headmistress.

Question 5.
What did the headmistress ban?
(ପ୍ରଧାନ ଶିକ୍ଷୟିତ୍ରୀ କ’ଣ ନିଷେଧ କରିଥିଲେ ?)
Answer:
The headmistress banned the use of bazzar note books in their school. She also made Situ the leader of the movement against bazzar note books in their school.

Question 6.
What was the movement about?
(ଆନ୍ଦୋଳନ କେଉଁ ବିଷୟରେ ଥିଲା ? )
Answer:
The movement was against the use of meaning books in their school.

Question 7.
Who did the headmistress make the leader of the movement? Why?
(ପ୍ରଧାନ ଶିକ୍ଷୟିତ୍ରୀ କାହାକୁ ଆନ୍ଦୋଳନର ନେତ୍ରୀ କରାଇଲେ ? କାହିଁକି ?)
Answer:
The headmistress made Situ the leader of the movement. Because Situ knew well about the harmful impact of the bazzar note books.

Question 8.
Will you use meaning book after reading this lesson?
(ଅଧ୍ୟାୟ ପଢ଼ି ସାରିବା ପରେ ତୁମେମାନେ ମାନେବହି ବ୍ୟବହାର କରିବ କି ?)
Answer:
No, we will never use the meaning books after reading this les son.

Session – 4 (ଚତୁର୍ଥ ପର୍ୟ୍ୟାୟ)
Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ)

1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ବିଚାର କୌଶଳ) : (Teacher decides)

2. Comprehension Activities (ବୋଧ ପରିମାପକ କାର୍ଯ୍ୟାବଳୀ) :
(a) Teacher frames MCQs. (ଶିକ୍ଷକ MCQ ତିଆରି କରନ୍ତୁ)
(b) The lesson is divided into three SGPs : three parts. The three topics/themes are given.
Write under each paragraph number. (Question with Answer)

3. Listening (ଶୁଣିବା) :
Teacher frames listening activities.

Session – 5 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)
4. Speaking (କଥନ) :

(a) Chain-drill: Meaning books are harmful.
(b) Dialogue: (Follow the steps of previous lessons.)
Mr Giri: Where is Melbourne?
Mitu: In Australia
Mr Giri: Where is Feroz Shah Kotla Cricket Ground?
Mitu: In New Delhi
Mr Giri: Where is Chepauk Ground?
Mitu: In Chennai

5. Vocabulary ଶବ୍ଦାବଳୀ:
Match the words with the shapes. (Question with Answer)

6. Writing (ଲିଖନାତ୍ମକ)

(a) Teacher gives some questions for writing in one sentence each.
(b) See the notes given by Mr. Giri on the paragraph. Now write a paragraph based on the notes. (Do not see the original paragraph while doing this task). Some help is given.

The paragraph is about __________ cricket ground. __________. Some cricket grounds are_____________. Some are ___________. The Melbourne ____________is ___________than the ___________. Some __________ are circular. Some ____________ are _________. The ___________ is ___________. The ___________is oval. The Melbourne _____________is in Australia.
Answer:
The paragraph is about size and shape of cricket ground. Some cricket grounds are bigger. Some are smaller. The Melbourne cricket ground is bigger than the Feroz Shah. Some cricket ground are circular. Some cricket grounds are oval. The Chepauk cricket ground is circular. The Adelaide cricket ground is oval. The Melbourne cricket ground is in Australia.

7. Mental Talk (ମାନସ କଥନ) :

_____________________________________________________

_____________________________________________________.
8. Let’s Think (ଚାଲ ଚିନ୍ତା କରିବା ବା କଳ୍ପନା କରିବା):

_____________________________________________________

_____________________________________________________.

Word Note: (The words/phrases have been defined mostly on their contextual meanings)

acute (ଆକ୍ୟୁଟ୍) – intense, severe (ଉତ୍କଟ)
ban – to say that something must not be done
bull dog (ବୁଲ୍ ଡର)- a type of strong dog (ଏକ ପ୍ରକାର ଶକ୍ତିଶାଳୀ କୁକୁର)
Chinese Great Wall (ଚାଇନିଜ୍ ଗ୍ରେଟ୍ ୱାଲ୍) – Historic Great Wall of Chine (ପ୍ରାଚୀର)
dazzling (ଡାକ୍‌ଲିଙ୍ଗ୍) – very bright (ଚମକୁଥୁବା )
disappear (ଡିସ୍‌ପିୟର) – to go away (ଅଦୃଶ୍ୟ ହେବା । ଦୂର ହେବା)
disturbed (ଡିଷ୍ଟର୍ବଡ୍) – made him worried/unhappy  (କଲା)
encyclopedias (ଏନସାଇକ୍ଲୋପିଡିଆ) – knowledge books (ଜ୍ଞାନ ପୁସ୍ତକ)
flooded (ଫ୍ଲଡେଡ୍) – filled with (moon light) (ଚନ୍ଦ୍ର ଆଲୋକ) ରେ ପରିପୂର୍ଣ୍ଣ
glamour (ଗ୍ଲାମର୍) – beauty (ସୌନ୍ଦର୍ଯ୍ୟ)
in contrast (ଇନ୍ କନ୍‌ଷ୍ଟ୍ରିଟ୍) – in comparison (ତୁଳନାତ୍ମକ ଭାବରେ)
indifferent (ଇନ୍‌ଫରେଣ୍ଡ୍) – lack of interest (ଅନାଗ୍ରହ)
lit by lamps (ପ୍ରଦୀପ ଦ୍ୱାରା ପ୍ରଜ୍ୱଳିତ) – lighted with lamps
palatial building (ପାଲଟିଆ ବିଲଡିଂ) – royal building (ରାଜକୀୟ ଭବନ)
prison (ପ୍ରିଜନ୍) – a building where usually thieves and criminals are kept for punishment
privileged (ପ୍ରିଭିଲିଜ୍) – blest with special benefits, wealth etc. (ବିଶେଷ ଅଧିକାରପ୍ରାପ୍ତ)
richness (ରିନେସ୍ ) – the quality of being rich (ବିତ୍ତଶାଳୀ ଭାବ)
sadness (ସ୍ୟାଡ଼ନେସ୍ ) – unhappiness (ଦୁଃଖ | ବିଷାଦ)
scattered (ସ୍କାଟର୍‌ଡ଼) – seen over a wide area (ବିଛୁରିତ)
surrounded (ସରାଉଣ୍ଡେଡ୍) – covered from all sides
tiny – small (ଛୋଟ)
toiling (ଟଏଲିଙ୍ଗ୍) – doing hard labour (ଅତ୍ୟଧ୍ଵ ପରିଶ୍ରମ କରୁଥିବା)
wretched condition – very poor condition
similarity (ସିମିଲାରିଟି) – ସମାନତା
warrior (ୱାରିଅର୍) – soldier (ଯୋଦ୍ଧା, କିନ୍ତୁ ଏଠାରେ ଭୁଲ ବ୍ୟବସ୍ଥା ବିରୁଦ୍ଧରେ ଲଢ଼ୁଥିବା ବ୍ୟକ୍ତି ପାଇଁ ବ୍ୟବହାର କରାଯାଇଛି)।

BSE Odisha 7th Class English Solutions Follow-Up Lesson 2 A Tiny Warrior Important Questions and Answers

(A) Choose the right answer from the options.
Question 1.
Mitu studies in class VII but Situ studies in class __________.
(i) IX
(iii) IV
(iv) V
(ii) X
Answer:
(iv) V

Question 2.
Mr. giri was their _________.
(i) uncle
(ii) father
(iii) grandfather
(iv) brother
Answer:
(i) uncle

Question 3.
The Melbourne cricket ground is in ___________.
(i) America
(ii) Japan
(iii) Australia
(iv) Korea
Answer:
(iii) Australia

Question 4.
Situ’s answer was correct but the teacher didn’t give her any mark because he ___.
(i) her handwriting is not good
(ii) she copied it from another student
(iii) he thought wrong answer of bazzar notebok to be correct
(iv) his relation with Mitu is not good.
Answer:
(iii) he thought wrong answer of bazzar notebok to be correct

Question 5.
The headmistress made __________the leader of the movement against meaning books in their school.
(i) Situ
(ii) Mitu
(iii) Mr. Giri
(iv) the English teacher
Answer:
(i) Situ

(B) Answer the following questions.
Question 1.
Are bazzar note books useful for students? Why? or Why not?
Answer:
No, the bazzar note books are not useful for students. They have lot of mistakes and a student can’t learn English properly by using them.

Question 2.
Why did Mr. Giri want to help Mitu in learning English?
Answer:
Mr. Giri saw Mitu reading a paragraph of English lesson from textbook and then followed a bazzar note book for its meaning. As this would not help her in learning English properly, so he wanted to help her.

(C) Re-arrange the jumbled words to make meaningful sentences.
1. attacks / the / his / walls / were / protection / outside / from
Answer:
The walls were his protection from outside attacks.

2. the / in / nights/building / moonlit / looked / beautiful / very
Answer:
In moonlit nights, the building looked very beautiful.

3. man / the / lived / rich /, / there / a / like / king / happily / very
Answer:
The rich man lived there like a king very happily.

4. people / to / poor / the / one / the / day/man / rich / his / took / son
Answer:
One day the rich man took his son to the poor people.

5. food / they /, / theirs / buy / me / grow
Answer:
We buy food, they grow theirs.

(D) Find whether True or False.
1. Once upon a time there was a very rich man.
Answer:
True

2. He along with his family lived in a small hut down the hill.
Answer:
False

3. The building, the walls all around and the gardens inside were lit by moonlight.
Answer:
False

4. His only sorrow was that his Only son did not like all his richness and glamour.
Answer:
True

5. One day the rich man took his son to wander in the forest.
Answer:
False

Odisha State Board BSE Odisha 6th Class English Solutions Lesson 1 Kite Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Lesson 1 Kite

BSE Odisha 6th Class English Lesson 1 Kite Text Book Questions and Answers

Session – 1 ( ସୋପାନ – ୧)
I. Pre-Reading (ପଢ଼ିବା ପୂର୍ବରୁ)

Have you ever flown kite? Have you ever observed Kite when they fly and they lie on the ground? Do kite look different when in the air? Do they also act differently?
(ତୁମେ କେବେ ଗୁଡ଼ି ଉଡ଼ାଇଛ କି ? ତୁମେ କେବେ ଗୁଡ଼ିଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟକରିଛ କି ଯେତେବେଳେ ସେମାନେ ଉଡୁଥା’ନ୍ତି ଏବଂ ଭୂମି ଉପରେ ପଡ଼ିଥା’ନ୍ତି ? ଗୁଡ଼ିସବୁ ବାୟୁମଣ୍ଡଳରେ ବା ଶୂନ୍ୟରେ ଥିଲାବେଳେ ଭିନ୍ନ ବା ଅଲଗା ପ୍ରକାର ଦେଖାଯାଆନ୍ତି କି ? ସେମାନେ ମଧ୍ୟ ଭିନ୍ନ ଭାବରେ କାର୍ଯ୍ୟ କରିଥାଆନ୍ତି କି ?)

See the two pictures of the kite and guess. Is it possible to write a poem on this two stages-kite on the ground and kite in the sky? Let’s read this poem and see.
(ଗୁଡ଼ିର ଛବି ଦୁଇଟିକୁ ଦେଖ ଏବଂ ଅନୁମାନ କର । ଏହା ସମ୍ଭବ କି ଏହି ଦୁଇଟି ଅବସ୍ଥା ସମ୍ବନ୍ଧରେ ଗୋଟିଏ କବିତା ଲେଖିବା – ଯେତେବେଳେ ଗୁଡ଼ି ଭୂମି ଉପରେ ପଡ଼ିଥାଏ ଏବଂ ଆକାଶରେ ଉଡୁଥାଏ ? ଆସ ଆମେ ଏହି କବିତାକୁ ପଢ଼ିବା ଏବଂ ଦେଖିବା ।)

II. While-Reading (ପଢ଼ିବା ସମୟରେ)

Text – (ପାଠ୍ୟବସ୍ତୁ)
A kite on the ground
Is just paper and string,
But up in the air
It will dance and sing.

A kite in the air
Will dance and caper,
But back on the ground
Is just string and paper.

ଓଡ଼ିଆ ଉଚ୍ଚାରଣ :
ଏ କାଇଟ୍ ଅନ୍ ଦ’ ଗ୍ରାଉଣ୍ଡ୍
ଇଜ୍ ଜଷ୍ଟ୍ ପେପର୍ ଆଣ୍ଡ୍ ଷ୍ଟ୍ରିଙ୍ଗ୍,
ବଟ୍ ଅପ୍ ଇନ୍ ଦ’ ଏୟାର୍
ଇଟ୍ ଉଇଲ୍ ଡ୍ୟାନ୍ସ ଆଣ୍ଡ୍ ସିଙ୍ଗ୍ ।

ଏ କାଇଟ୍ ଇନ୍ ଦ’ ଏୟାର୍
ଉଇଲ୍ ଡ୍ୟାନ୍ସ ଆଣ୍ଡ୍ କ୍ୟାପର୍,
ବଟ୍ ବ୍ୟାକ୍ ଅନ୍ ଦି ଗ୍ରାଉଣ୍ଡ୍
ଇଜ୍ ଜଷ୍ଟ ଷ୍ଟ୍ରିଙ୍ଗ୍ ଆଣ୍ଡ୍ ପେପର୍ ।

Knowing The Key Words – (ମୁଖ୍ୟ ଶବ୍ଦଗୁଡ଼ିକୁ ଜାଣିବା)
Stanza – 1.
kite – ଗୁଡ଼ି
ground – ଭୂମି
just – କେବଳ ମାତ୍ର
up in the air – ବାୟୁମଣ୍ଡଳରେ ଥିବା ସମୟରେ
dance – ନୃତ୍ୟ
sing – ଗୀତ ଗାଇବା
string – ଷ୍ଟ୍ରିଙ୍ଗ୍

Stanza – 2.
caper – ଲମ୍ଫ ଦେବା, ଡେଇଁବା
back on the ground – ଭୂମିରେ
paper – କାଗଜ
up in the air – ଆକାଶରେ |
dance – ନୃତ୍ୟ
sing – ଗୀତ ଗାଇବା
string – ଷ୍ଟ୍ରିଙ୍ଗ୍

ଓଡ଼ିଆ ଅନୁବାଦ :
ଭୂମି ଉପରେ ପଡ଼ିଥିବା ସମୟରେ ଗୋଟିଏ ଗୁଡ଼ି କେବଳ ମାତ୍ର କାଗଜ ଓ ସୂତା ଅଟେ, କିନ୍ତୁ ଉପରେ ବାୟୁମଣ୍ଡଳରେ ଉଡୁଥ‌ିବା ସମୟରେ ଏହା ନାଚୁଥାଏ ଏବଂ ଗୀତ ଗାଉଥାଏ । ବାୟୁମଣ୍ଡଳରେ ଗୁଡ଼ିଟି ନାଚେ ଏବଂ ଡିଏଁ, ଭୂମି ଉପରକୁ ଫେରିଲେ ଏହା କେବଳ ମାତ୍ର ସୂତା ଓ କାଗଜ ଅଟେ ।

• The teacher reads aloud the poem pointing at each word. S/he reads (showing the poem to the students). Students listen and look at the teacher closing their books.
  ଶିକ୍ଷକ ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ ସୂଚାଇ କବିତାଟିକୁ ବଡ଼ପାଟିରେ ପଢ଼ିବେ । ସେ (ପୁ/ସ୍ତ୍ରୀ) ଶିକ୍ଷାର୍ଥୀମାନଙ୍କୁ କବିତାଟିକୁ ଦେଖାଇ ପଢ଼ିବେ । ଶିକ୍ଷାର୍ଥୀମାନେ ସେମାନଙ୍କର ବହିସବୁ ବନ୍ଦକରି ଶିକ୍ଷକଙ୍କ ଆଡ଼କୁ ଚାହିଁ ଶୁଣିବେ ।

• Teacher reads aloud as before, students listen and see their text.
  ଶିକ୍ଷକ ପୂର୍ବପରି ବଡ଼ ପାଟିରେ ପଢ଼ିବେ, ଛାତ୍ରମାନେ ମନଦେଇ ଶୁଣିବେ ଏବଂ ସେମାନଙ୍କର ପାଠ୍ୟବିଷୟକୁ ଦେଖିବେ ।
• Teacher reads aloud one line, students repeat after him / her in chorus
  ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ଗୋଟିଏ ଧାଡ଼ିକୁ ପଢ଼ିବେ, ଶିକ୍ଷାର୍ଥୀମାନେ ତାଙ୍କ (ପୁ | ସ୍ତ୍ରୀ) ପଛରେ ସମବେତ କଣ୍ଠସ୍ଵରରେ ଏହାକୁ ପୁନରାବୃତ୍ତି କରିବେ ।
• Students read the poem silently.
  ଶିକ୍ଷାର୍ଥୀମାନେ କବିତାଟିକୁ ନୀରବରେ ପଢ଼ିବେ ।
• Students Answer the following questions asked by the teacher.
  ଶିକ୍ଷାର୍ଥୀମାନେ ଶିକ୍ଷକ ପଚାରିଥିବା ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦେବେ ।

Comprehension Questions – (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
What is the poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
The poem is about a kite.

Question 2.
The poet speaks of two situations of a kite. What are they? (Kite on ground and ___________ )
(କବି ଗୁଡ଼ିର ଦୁଇଟି ପରିସ୍ଥିତି ବିଷୟରେ କହିଛନ୍ତି । ସେଗୁଡ଼ିକ କ’ଣ ?) (ଗୁଡ଼ି ଭୂମି ଉପରେ ଏବଂ__________ )
Answer:
Kite on the ground and kite in the sky/air.

Question 3.
In which stituation is the kite more active- in the air or on the ground?
(କେଉଁ ପରିସ୍ଥିତିରେ ଗୁଡ଼ିଟି ଅଧ୍ଵ ସକ୍ରିୟ – ବାୟୁମଣ୍ଡଳରେ କିମ୍ବା ଭୂମି ଉପରେ ?)
Answer:
The kite is more active in the air.

Question 4.
What does it do when it is in the air?
(ଏହା ବାୟୁମଣ୍ଡଳରେ ଥିବାବେଳେ କ’ଣ କରେ ?)
Answer:
When the kite is in the air, it dances, sings and capers.

Question 5.
How is it when on the ground?
(ଏହା ଭୂମି ଉପରେ ଥ‌ିବାବେଳେ କିପିର ଥାଏ ?)
Answer:
When the kite is on the ground, it is just paper and string.

Question 6.
Where is the kite very happy – in the air or on the ground?
(କେଉଁଠାରେ ଗୁଡ଼ିଟି ଅଧ୍ବକ ଖୁସି ଥାଏ – ବାୟୁମଣ୍ଡଳରେ କିମ୍ବା ଭୂମି ଉପରେ ?)
Answer:
The kite is very happy in the air.

Question 7.
How many stanzas are there in the poem?
(କବିତାଟିରେ କେତୋଟି ପଦ ଅଛି ?)
Answer:
There are two stanzas in the poem.

Question 8.
What does the first stanza talk about?
(ପ୍ରଥମ ପଦଟି କେଉଁ ବିଷୟରେ କହେ ?)
Answer:
The first stanza talks about how the kite is on the ground and up in the air.

Question 9.
What does the second stanza talk about?
(ଦ୍ଵିତୀୟ ପଦଟି କେଉଁ ବିଷୟରେ କହେ ?)
Answer:
The second stanza talks about how the kite is in the air and back on the ground.

Question 10.
What do the first two lines of the first stanza talk about – kite on the ground or kite in the air?
(ପ୍ରଥମ ପଦର ପ୍ରଥମ ଦୁଇଟି ଧାଡ଼ି କେଉଁ ବିଷୟରେ କହେ ବାୟୁମଣ୍ଡଳରେ ?) – ଗୁଡ଼ି ଭୂମି ଉପରେ କିମ୍ବା ଗୁଡ଼ି
Answer:
The first two lines of the first stanza talk about- a kite on the ground.

Question 11.
What do the first two lines of the 2nd stanza talk about – kite on the ground or kite in the air?
(ଦ୍ଵିତୀୟ ପଦର ପ୍ରଥମ ଧାଡ଼ି ଦୁଇଟି କେଉଁ ବିଷୟରେ କହେ ବାୟୁମଣ୍ଡଳରେ ?) – ଗୁଡ଼ି ଭୂମି ଉପରେ କିମ୍ବା ଗୁଡ଼ି
Answer:
The first two lines of the second stanza talk about – a kite in the air.

Session – 2 ( ସୋପାନ – ୨)

III. Post-Reading (ପଢ଼ିସାରିବା ପରେ)
1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ଉନ୍ନୟନ କୌଶଳ (VMDT))
kite flying (Pic), kite flying (Pic), string, caper, sing
(ଗୁଡ଼ି ଉଡ଼ାଇବା (ଚିତ୍ର), ଗୁଡ଼ି ଉଡ଼ାଇବା (ଚିତ୍ର), ସୂତା, ଡେଇଁବା, ଗୀତ ଗାଇବା

2. Listening – (ମନଯୋଗ ସହକାରେ ଶୁଣିବା)
(i) Your teacher will read aloud some of the words listed below. You tick the words in your book
ground, kite, string, dance, sing, caper
(ନିମ୍ନ ତାଲିକାଭୁକ୍ତ କେତେକ ଶବ୍ଦକୁ ତୁମର ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ପଢ଼ିବେ । ତୁମେ ସେହି ଶବ୍ଦଗୁଡ଼ିକୁ ତୁମ ବହିରେ ଚିହ୍ନ ଦିଅ ।
ଭୂମି, ଗୁଡ଼ି, ସୂତା, ନାଚିବା, ଗୀତ ଗାଇବା, ଡେଇଁବା)
(Listen to the teacher and tick the word in your book she/he reads aloud.)
(ii) Your teacher reads aloud the first stanza, you listen to him/her and fill in the blanks.
(ତୁମର ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ପ୍ରଥମ ପଦଟି ପଢ଼ିବେ, ତୁମେ ତାଙ୍କୁ (ପୁ | ସ୍ତ୍ରୀ) ମନଦେଇ ଶୁଣ ଏବଂ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର ।)

Question 1.
A________ On the_______.
Answer:
A kite on the ground

Question 2.
Is _______ paper and _________.
Answer:
Is just paper and string,

Question 3.
But ________ in the __________.
Answer:
But up in the air

Question 4.
It will __________ and sing.
Answer:
It will dance and sing.

3. Speaking (କଥନ) :

(i) Chain-drill: “A kite on the ground, A kite in the air.”
‘‘ଗୋଟିଏ ଗୁଡ଼ି ଭୂମି ଉପରେ, ଗୋଟିଏ ଗୁଡ଼ି ବାୟୁମଣ୍ଡଳରେ ।’’)

(ii) Reading aloud :“Teacher Vs. Students, Students Vs. Students (all the lines)
(ବଡ଼ ପାଟିରେ ପଢ଼ିବା : ଛାତ୍ରମାନେ ବନାମ ଛାତ୍ରମାନେ (ସମସ୍ତ ଧାଡ଼ିଗୁଡ଼ିକ)

Teacher reads aloud first line; the students, the second line. One group of students reads aloud the first line; other group, the second line.
(ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ପ୍ରଥମ ଧାଡ଼ିଟିକୁ ପଢ଼ିବେ; ଛାତ୍ରମାନେ, ଦ୍ଵିତୀୟ ଧାଡ଼ିଟିକୁ । ଗୋଟିଏ ଦଳ ଛାତ୍ର ପ୍ରଥମ ଧାଡ଼ିଟିକୁ ବଡ଼ ପାଟିରେ ପଢ଼ିବେ; ଅନ୍ୟ ଦଳ, ଦ୍ଵିତୀୟ ଧାଡ଼ି ।)

4. Mental Talk – (ମାନସିକ କଥୋପକଥନ) :
“A kite on the ground
Just paper and string.”
(‘‘ଭୂମି ଉପରେ ପଡ଼ିଥିବା ଗୋଟିଏ ଗୁଡ଼ି କେବଳ ମାତ୍ର କାଗଜ ଏବଂ ସୂତା ଅଟେ ।’’)

Session – 3 ( ସୋପାନ – ୩)

5. Writing- (ଲେଖୁବା) :
(a) Answer the following questions
(କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)

Question (i)
What is the poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
The poem is about a kite.

Question (ii)
The two states of a kite are kite on the and kite ___________ and kite __________
(ଗୋଟିଏ ଗୁଡ଼ିର ଦୁଇଟି ଅବସ୍ଥା ହେଉଛି : ଗୁଡ଼ିଟି___________ ଉପରେ ଏବଂ ଗୁଡ଼ିଟି _________ ।)
Answer:
The two states of a kite are kite on the ground and kite in the air.

Question (iii)
What does a kite do when in the air?
(ବାୟୁମଣ୍ଡଳରେ ଥିବାବେଳେ ଗୋଟିଏ ଗୁଡ଼ି କ’ଣ କରେ ?)
Answer:
When a kite is in the air, it dances, sings and capers.

Question (iv)
What do the first two lines of the first stanza talk about? (Kite on the ground)
(ପ୍ରଥମ ପଦଟିର ପ୍ରଥମ ଦୁଇଟି ଧାଡ଼ି କେଉଁ ବିଷୟରେ କହେ ? ) (ଗୁଡ଼ିଟି ଭୂମି ଉପରେ)
Answer:
The first two lines of the first stanza talk about a kite on the ground.

Question (v)
What do the first two lines of the second stanza talk about? (Kite in the air)
(ଦ୍ଵିତୀୟ ପଦର ପ୍ରଥମ ଦୁଇଟି ଧାଡ଼ି କେଉଁ ବିଷୟରେ କହେ ?)
Answer:
The first two lines of the second stanza talk about a kite in the air.

(b) Given below are four pairs of lines on one side and two themes on the other side. Match them.
(ନିମ୍ନରେ ଚାରିଯୋଡ଼ା ଧାଡ଼ି ଗୋଟିଏ ପାର୍ଶ୍ବରେ ଏବଂ ଅନ୍ୟ ପାର୍ଶ୍ଵରେ ଦୁଇଟି ପ୍ରସଙ୍ଗ ଦିଆଯାଇଛି । ସେଗୁଡ଼ିକୁ ଯୋଡ଼ ।)

Answer:

BSE Odisha 6th Class English Solutions Lesson 1 Kite  Important Questions and Answers

Question 1.
What do children like to fly?
Answer:
Children like to fly kites.

Question 2.
What is a kite made of?
Answer:
A kite is made of paper and string.

Question 3.
How many states are there of a kite? What are they?
Answer:
There are two states of a kite. They are- kites on the ground and kites in the air.

Question 4.
What is the first stage of a kite?
Answer:
The first stage of a kite is on the ground.

Question 5.
What is the second state of a kite?
Answer:
The second stage of a kite is in the air.

Question 6.
Where does the kite fly?
Answer:
The kite flies in the sky.

Question 7.
What helps to fly the kite?
Answer: The wind helps to fly the kite.

Question 8.
Where does the kite go up?
Answer:
The kite goes up in the air.

Question 9.
Where does the kite come back?
Answer:
The kite comes back to the ground

Question 10.
When is the kite alive?
Answer:
The kite is alive in the air.

Question 11.
When is the kite dead?
Answer:
The kite is dead on the ground.

Question 12.
Match the words on one side with their themes on the other side.

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Additional Exercise Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Additional Exercise

(A) Multiple Choice Questions (Mcqs) With Answers

Question 1.
Write the value of cos^-1 cos(3π/2).
(a) π
(b) \(\frac{\pi}{2}\)
(c) \(\frac{\pi}{4}\)
(d) 2π
Solution:
(b) \(\frac{\pi}{2}\)

Question 2.
Sets A and B have respectively m and n elements. The total number of relations from A to B is 64. If m < n and m ≠ 1, write the values of m and n respectively.
(a) m = 3, n = 2
(b) m = 2, n = 2
(c) m = 2, n = 3
(d) m = 3, n = 3
Solution:
(c) m = 2, n = 3

Question 3.
Write the principal value of
sin^-1 (\(-\frac{1}{2}\)) + cos^-1 cos(\( -\frac{\pi}{2}\))
(a) \(\frac{\pi}{2}\)
(b) \(\frac{\pi}{3}\)
(c) \(\frac{\pi}{4}\)
(d) π
Solution:
(b) \(\frac{\pi}{3}\)

Question 4.
Write the maximum value of x + y subject to: 2x + 3y < 6, x > 0, y > 0.
(a) 3
(b) 1
(c) 2
(d) 0
Solution:
(a) 3

Question 5.
Let A has 3 elements and B has m elements. Number of relations from A to B = 4096. Find the value of m.
(a) 2
(b) 4
(c) 1
(d) 3
Solution:
(b) 4

Question 6.
Let A is any non-empty set. Number of binary operations on A is 16. Find |A|.
(a) 2
(b) 1
(c) 3
(d) 4
Solution:
(a) 2

Question 7.
Give an example of a relation which is reflexive, transitive but not symmetric.
(a) x < y on Z
(b) x = y on Z
(c) x > y on Z
(d) None of the above
Solution:
(a) x < y on Z

Question 8.
Find the least positive integer r such that – 375 ∈ [r]₁₁
(a) r = 5
(b) r = 6
(c) r = 3
(d) r = 10
Solution:
(d) r = 10

Question 9.
Find three positive integers x_i, i = 1, 2, 3 satisfying 3x ≡ 2 (mod 7)
(a) x = 1, 3, 9…
(b) x = 2, 4, 6…
(c) x = 3, 10, 17…
(d) x = 2, 10, 18…
Solution:
(c) x = 3, 10, 17…

Question 10.
If the inversible function f is defined as f(x) = \(\frac{3 x-4}{5}\) write f^-1(x)
(a) \(\frac{5 x+4}{3}\)
(b) \(\frac{4 x+5}{3}\)
(c) \(\frac{5 x-4}{3}\)
(d) \(\frac{5 x+4}{2}\)
Solution:
(a) \(\frac{5 x+4}{3}\)

Question 11.
Let f : R → R and g : R → R defined as f(x) = |x|, g(x) = |5x – 2| then find fog.
(a) |5x + 2|
(b) |5x – 2|
(c) |2x – 2|
(d) |2x – 5|
Solution:
(b) |5x – 2|

Question 12.
Let ∗ is a binary operation defined by a ∗ b = 3a + 4b – 2, find 4 ∗ 5.
(a) 20
(b) 12
(c) 30
(d) 36
Solution:
(c) 30

Question 13.
Let the binary operation on Q defined as a ∗ b = 2a + b – ab, find 3 ∗ 4.
(a) -2
(b) -1
(c) 2
(d) 1
Solution:
(a) -2

Question 14.
Let ∗ is a binary operation on Z defined as a ∗ b = a + b – 5 find the identity element for ∗ on Z.
(a) e = 1
(b) e = 5
(c) e = -5
(d) e = -1
Solution:
(b) e = 5

Question 15.
Find the number of binary, operations on the set {a, b}.
(a) 12
(b) 14
(c) 15
(d) 16
Solution:
(d) 16

Question 16.
Let ∗ is a binary operation on [0, ¥) defined as a ∗ b = \(\sqrt{a^2+b^2}\) find the identity element.
(a) e = 0
(b) e = 2
(c) e = 1
(d) e = 3
Solution:
(a) e = 0

Question 17.
Find least non-negative integer r such that 7 × 13 × 23 × 413 ≡ r (mod 11).
(a) r = 13
(b) r = 49
(c) r = 7
(d) r = 23
Solution:
(c) r = 7

Question 18.
Find least non-negative integer r such that 1237(mod 4) + 985 (mod 4) ≡ r (mod 4).
(a) r = 1
(b) r = 2
(c) r = -2
(d) r = -1
Solution:
(b) r = 2

Question 19.
Let ∗ is a binary operation on R – {0} defined as a ∗ b = \(\frac{a b}{5}\). If 2 ∗ (x ∗ 5) = 10, then find x:
(a) x = 25
(b) x = -5
(c) x = 5
(d) x = 1
Solution:
(a) x = 25

Question 20.
Find the principal value of cos^-1 (\( -\frac{1}{2}\)) + 2sin^-1 (\( \frac{1}{2}\)).
(a) \(\frac{5 \pi}{6}\)
(b) \(\frac{5 \pi}{2}\)
(c) \(\frac{5 \pi}{4}\)
(d) \(\frac{\pi}{6}\)
Solution:
(a) \(\frac{5 \pi}{6}\)

Question 21.
Evaluate sin^-1 (\(\frac{1}{\sqrt{5}}\)) + cos^-1 (\(\frac{3}{\sqrt{10}}\))
(a) \(\frac{\pi}{2}\)
(b) \(\frac{\pi}{5}\)
(c) \(\frac{\pi}{4}\)
(d) π
Solution:
(c) \(\frac{\pi}{4}\)

Question 22.
Evaluate cos^-1 (\(\frac{1}{2}\)) + 2sin^-1 (\(\frac{1}{2}\)).
(a) \(\frac{2 \pi}{5}\)
(b) \(\frac{2 \pi}{3}\)
(c) π
(d) \(\frac{\pi}{3}\)
Solution:
(b) \(\frac{2 \pi}{3}\)

Question 23.
Find the value of tan^-1 √3 – sec^-1 (-2).
(a) –\(\frac{\pi}{3}\)
(b) \(\frac{2 \pi}{3}\)
(c) \(\frac{\pi}{3}\)
(d) \(\frac{3 \pi}{2}\)
Solution:
(a) –\(\frac{\pi}{3}\)

Question 24.
Evaluate tan (2 tan^-1 \(\frac{1}{3}\))
(a) 2
(b) 1
(c) 0
(d) -1
Solution:
(a) 2

Question 25.
Evaluate : sin^-1 (sin \(\frac{3 \pi}{5}\)).
(a) \(-\frac{2 \pi}{3}\)
(b) \(\frac{\pi}{3}\)
(c) \(\frac{2 \pi}{5}\)
(d) \(\frac{\pi}{5}\)
Solution:
(c) \(\frac{2 \pi}{5}\)

Question 26.
tan^-1 (2cos\(\frac{\pi}{3}\)) is ________.
(a) \(\frac{\pi}{2}\)
(b) \(\frac{\pi}{4}\)
(c) \(\frac{\pi}{5}\)
(d) \(\frac{\pi}{3}\)
Solution:
(b) \(\frac{\pi}{4}\)

Question 27.
Evaluate : sin^-1 (sin \(\frac{2 \pi}{3}\)) is ________.
(a) \(\frac{\pi}{2}\)
(b) \(\frac{\pi}{4}\)
(c) \(\frac{\pi}{5}\)
(d) \(\frac{\pi}{3}\)
Solution:
(d) \(\frac{\pi}{3}\)

Question 28.
The value of sin(tan^-1 x + tan^-1 \( \frac{1}{x}\)), x > 0 = ________.
(a) -1
(b) 1
(c) 0
(d) 2
Solution:
(b) 1

Question 29.
2sin^-1 \( \frac{4}{5}\) + sin^-1 \( \frac{24}{25}\) = ________.
(a) 12
(b) 15
(c) 16
(d) 20
Solution:
(b) 15

Question 30.
Evaluate: tan^-1 1 = (2cos\(\frac{\pi}{3}\))
(a) \(\frac{\pi}{4}\)
(b) \(\frac{\pi}{2}\)
(c) \(\frac{\pi}{3}\)
(d) \(\frac{2 \pi}{3}\)
Solution:
(a) \(\frac{\pi}{4}\)

Question 31.
If sin^-1 (\( \frac{\pi}{5}\)) + cosec^-1 (\(\frac{5}{4}\)) = \(\frac{5}{2}\) then find the value of x.
(a) 1
(b) 2
(c) 3
(d) 4
Solution:
(c) 3

Question 32.
Evaluate:
tan^-1 (\( \frac{-1}{\sqrt{3}}\)) + cot^-1 (\( \frac{1}{\sqrt{3}}\)) + tan^-1(sin(\( -\frac{\pi}{2}\))).
(a) \(\frac{- \pi}{12}\)
(b) \(\frac{2 \pi}{5}\)
(c) \(\frac{\pi}{12}\)
(d) \(\frac{\pi}{6}\)
Solution:
(a) \(\frac{- \pi}{12}\)

Question 33.
Evaluate sin^-1 (cos(\( \frac{33 \pi}{5}\)))
(a) \(\frac{\pi}{10}\)
(b) \(\frac{- \pi}{10}\)
(c) \(\frac{\pi}{5}\)
(d) \(\frac{\pi}{2}\)
Solution:
(b) \(\frac{- \pi}{10}\)

Question 34.
Express the value of the following in simplest form. tan (\( \frac{\pi}{4}\) + 2cot^-1 3)
(a) 7
(b) 12
(c) 3
(d) 6
Solution:
(a) 7

Question 35.
Express the value of the following in simplest form sin cos^-1 tan sec^-1 √2
(a) cos 0
(b) cot 0
(c) tan 0
(d) sin 0
Solution:
(d) sin 0

Question 36.
tan \(\left\{\frac{1}{2} \sin ^{-1} \frac{2 x}{1+x^2}+\frac{1}{2} \cos ^{-1} \frac{1-y^2}{1+y^2}\right\}\)
(a) \(\frac{x-y}{1+x y}\)
(b) \(\frac{x+y}{1-x y}\)
(c) \(\frac{x-y}{1+y}\)
(d) \(\frac{x+y}{x y}\)
Solution:
(b) \(\frac{x+y}{1-x y}\)

Question 37.
The relation R on the set A = [1, 2, 3] given by R = {(1, 1), (1, 2), (2, 2), (2, 3), (3, 3)} is:
(a) Reflexive
(b) Symmetric
(c) Transitive
(d) Equivalence
Solution:
(a) Reflexive

Question 38.
Let f : R → R be defined as f(x) = 3x – 2. Choose the correct answer.
(a) f is one-one onto
(b) f is many-one onto
(c) f is one-one but not onto
(d) f is neither one-one nor onto
Solution:
(a) f is one-one onto

Question 39.
Let R be a relation defined on Z as R = {(a, b) ; a² + b² = 25 }, the domain of R is:
(a) {3, 4, 5}
(b) {0, 3, 4, 5}
(c) {0, 3, 4, 5, -3, -4, -5}
(d) None of the above
Solution:
(c) {0, 3, 4, 5, -3, -4, -5}

Question 40.
let R be the relation in the set N given by R={(a, b) : a = b – 2, b > 6}. Choose the correct answer.
(a) (2, 4) • R
(b) (3, 8) • R
(c) (6, 8) • R
(d) (8, 10) • R
Solution:
(d) (8, 10) • R

Question 41.
Set A has 3 elements and set B has 4 elements. Then the number of injective functions that can be defined from set A to set B is
(a) 144
(b) 12
(c) 24
(d) 64
Solution:
(c) 24

Question 42.
Let R be a relation on set of lines as L₁ R L₂ if L₁ is perpendicular to L₂. Then
(a) R is Reflexive
(b) R is transitive
(c) R is symmetric
(d) R is an equivalence relation
Solution:
(c) R is symmetric

Question 43.
A Relation from A to B is an arbitrary subset of:
(a) A × B
(b) B × B
(c) A × A
(d) B × B
Solution:
(a) A × B

Question 44.
Let T be the set of all triangles in the Euclidean plane, and let a relation R on T be defined as aRb if a is congruent to b ∀ a, b ∈ T. Then R is
(a) reflexive but not transitive
(b) transitive but not symmetric
(c) equivalence
(d) None of these
Solution:
(c) equivalence

Question 45.
The maximum number of equivalence relations on the set A = {1, 2, 3} are
(a) 1
(b) 2
(c) 3
(d) 5
Solution:
(d) 5

Question 46.
Let A = {1, 2, 3} and consider the relation R = {(1, 1), (2, 2), (3, 3), (1, 2), (2, 3), (1, 3)}. Then R is
(a) reflexive but not symmetric
(b) reflexive but not transitive
(c) symmetric and transitive
(d) neither symmetric nor transitive
Solution:
(a) reflexive but not symmetric

Question 47.
Which of the following functions from Z into Z are bijective?
f(x) = x³
f(x) = x + 2
f(x) = 2x + 1
f(x) = x² + 1
Solution:
f(x) = x + 2

Question 48.
Let R be a relation on the set N of natural numbers denoted by nRm <=> n is a factor of m (i.e. n | m). Then, R is
(a) Reflexive and symmetric
(b) Transitive and symmetric
(c) Equivalence
(d) Reflexive, transitive but not symmetric
Solution:
(c) Equivalence

Question 49.
Let S = {1, 2, 3, 4, 5} and let A = S × S. Define the relation R on A as follows: (a, b) R (c, d) iff ad = cb. Then, R is
(a) reflexive only
(b) Symmetric only
(c) Transitive only
(d) Equivalence relation
Solution:
(d) Equivalence relation

Question 50.
Let X = {-1, 0, 1}, Y = {0, 2} and a function f : X → Y defined by y = 2x⁴, is
(a) one-one onto
(b) one-one into
(c) many-one onto
(d)many-one into
Solution:
(c) many-one onto

Question 51.
Let A = R – {3}, B = R – {1}. Let f : A → B be defined by f(x) = (x-2)/(x-3). Then,
(a) f is bijective
(b) f is one-one but not onto
(c) f is onto but not one-one
(d) None of these
Solution:
(a) f is bijective

Question 52.
The function f : R → R given by f(x) = x³ – 1 is
(a) a one-one function
(b) an onto function
(c) a bijection
(d) neither one-one nor onto
Solution:
(c) a bijection

Question 53.
Let f : [0, ∞) → [0, 2] be defined by f(x) = 2x/1+x, then f is
(a) one-one but not onto
(b) onto but not one-one
(c) both one-one and onto
(d) neither one-one nor onto
Solution:
(a) one-one but not onto

Question 54.
If N be the set of all natural numbers, consider f : N → N such that f(x) = 2x, ∀ × ∈ N, then f is
(a) one-one onto
(b) one-one into
(c) many-one onto
(d) None of these
Solution:
(b) one-one into

Question 55.
Let f : R → R be a function defined by f(x) = x³ + 4, then f is
(a) injective
(b) surjective
(c) bijective
(d) none of these
Solution:
(c) bijective

Question 56.
Given set A = {a, b, c}. An identity relation in set A is
(a) R = {(a, b), (a, c)}
(b) R = {(a, a), (b, b), (c, c)}
(c) R = {(a, a), (b, b), (c, c), (a, c)}
(d) R= {(c, a), (b, a), (a, a)}
Solution:
(b) R = {(a, a), (b, b), (c, c)}

Question 57.
Set A has 3 elements and the set B has 4 elements. Then the number of injective functions that can be defined from set A to set B is
(a) 144
(b) 12
(c) 24
(d) 64
Solution:
(c) 24

Question 58.
sin(sec^-1 x + cosec^-1 x) =
(a) 1
(b) -1
(c) π/2
(d) π/3
Solution:
(a) 1

Question 59.
The principle value of sin^-1 (√3/2) is:
(a) 2π/3
(b) π/6
(C) π/4
(d) π/3
Solution:
(d) π/3

Question 60.
Simplified form of cos^-1 (4x³ – 3x)
(a) 3 sin^-1 x
(b) 3 cos^-1 x
(c) π – 3 sin^-1 x
(d) None of these
Solution:
(b) 3 cos^-1 x

Question 61.
tan^-1 √3 – sec^-1 (-2) is equal to
(a) π
(b) -π/3
(c) π/3,
(d) 2π/3
Solution:
(b) -π/3

Question 62.
If y = sec^-1 x then
(a) 0 ≤ y ≤ π
(b) 0 ≤ y ≤ π/2
(c) -π/2 ≤ y ≤ π/2
(d) None of these
Solution:
(d) None of these

Question 63.
If x + (1/x) = 2 then the principal value of sin^-1 x is
(a) π/4
(b) π/2
(c) π
(d) 3π/2
Solution:
(b) π/2

Question 64.
The principle value of sin^-1 (sin 2π/3) is :
(a) 2π/3
(b) π/3
(c) -π/6
(d) π/6
Solution:
(b) π/3

Question 65.
The value of cos^-1 (1/2) + 2sin^-1 (1/2) is equal to
(a) π/4
(b) π/6
(c) 2π/3
(d) 5π/6
Solution:
(b) π/6

Question 66.
Principal value of tan^-1 (-1) is
(a) π/4
(b) -π/2
(c) 5π/4
(d) -π/4
Solution:
(d) -π/4

Question 67.
A Linear function, which is minimized or maximized is called
(a) an objective function
(b) an optimal function
(c) A feasible function
(d) None of these
Solution:
(a) an objective function

Question 68.
The maximum value of Z = 3x + 4y subject to the constraints : x+ y ≤ 4, x ≥ 0, y ≥ 0 is:
(a) 0
(b) 12
(c) 16
(d) 18
Solution:
(c) 16

Question 69.
The maximum value of Z = 2x +3y subject to the constraints : x + y ≤ 1, 3x + y ≤ 4, x, y ≥ 0 is
(a) 2
(b) 4
(c) 5
(d) 3
Solution:
(c) 5

Question 70.
The point in the half plane 2x + 3y – 12 ≥ 0 is:
(a) (-7,8)
(c) (-7,-8)
(b) (7, -8)
(d) (7, 8)
Solution:
(d) (7, 8)

Question 71.
Any feasible solution which maximizes or minimizes the objective function is Called:
(a) A regional feasible solution
(b) An optimal feasible solution
(c) An objective feasible solution
(d) None of these
Solution:
(b) An optimal feasible solution

Question 72.
Objective function of a LPP is
(a) a constraint
(b) a function to be optimized
(c) a relation between the variables
(d) none of these
Solution:
(b) a function to be optimized

(B) Very Short Type Questions With Answers

Question 1.
If R is a relation on A such that R = R^-1, then write the type of the relation R.
Solution:
We know that (a, b) ∈ R ⇒ (b, a) ∈ R^-1
As R = R^-1, so R is symmetric. [2019(A)

Question 2.
Write the value of cos^-1 cos (\(\frac{3 \pi}{2}\)). [2019(A)
Solution:
cos^-1 cos (\(\frac{3 \pi}{2}\)) = cos^-1 (0) = \(\frac{\pi}{2}\)

Question 3.
Sets A and B have respectively m and n elements. The total number of relations from A to B is 64. If m < n and m ≠ 1, write the values of m and n respectively. [2018(A)
Solution:
|A| = m and |B| = n
Number of relations from A to B = 2^mn.
A.T.Q. 2^mn = 64 = 2⁶.
⇒ mn = 6, m < n with m ≠ 1.
∴m = 2, n = 3

Question 4.
Write the principal value of sin^-1 (\(\frac{- 1}{2}\)) + cos^-1 cos(\(\frac{- \pi}{2}\)) [2018(A)
Solution:
sin^-1 (\(\frac{- 1}{2}\)) + cos^-1 (cos\(\frac{- \pi}{2}\)) = \(\frac{- \pi}{6}\) + \(\frac{\pi}{2}\) = \(-\frac{\pi}{3}\)

Question 5.
Write the maximum value of x + y subject to: 2x + 3y ≤ 6, x ≥ 0, y ≥ 0. [2011(A)
Solution:
2x + 3y = 6 intersects the axes at (3, 0) and (0, 2)
∴ The maximum value of x + y = 3.

Question 6.
Define ‘feasible’ solution of an LPP. [2009(A)
Solution:
The solutions of LPP which satisfy all the constraints and non-negative restrictions are called feasible solutions.

Question 7.
Mention the quadrant in which the solution of an LPP with two decision variables lies when the graphical method is adopted. [2008(A)
Solution:
The solution lies in XOY or 1st quadrant.

Question 8.
Write the smallest equivalence relation on A = {1, 2, 3}.
Solution:
The relation R = {(1, 1), (2, 2), (3, 3)} is the smallest equivalence relation on set A.

Question 9.
Congruence modulo 3 relation partitions the set Z into how many equivalence classes?
Solution:
The relation congruence modulo 3 on the set Z partitions Z into three equivalence classes.

Question 10.
Give an example of a relation which is reflexive, symmetric but not transitive.
Solution:
The relation R = {(a, b), (b, a), (a, c), (c, a), (a, a), (b, b), (c, c)} defined on the set {a, b, c} is reflexive, symmetric but not transitive.

Question 11.
Give an example of a relation which is reflexive, transitive but not symmetric.
Solution:
‘‘The relation x ≤ y on Z” is reflexive, transitive but not symmetric.

Question 12.
Give an example of a relation which is reflexive but neither symmetric nor transitive.
Solution:
The relation R = {(a, a), (b, b), (c, c), (a, b), (b, c)} defined on the set A = {a, b, c} is reflexive but neither symmetric nor transitive.

Question 13.
Find three positive integers x_i, i =1, 2, 3 satisfying 3x ≡ 2 (mod 7)
Solution:
3x ≡ 2 mod 7
Least positive value of x = 3
Each member of [3] is a solution
∴ x = 3, 10, 17…

Question 14.
State the reason for relation R on {1, 2, 3} defined as {(1, 2), (2, 1)} is not transitive.
Solution:
(1, 2), (2, 1) ∈ R but (1, 1) ∉ R
∴ R is not transitive.

Question 15.
Give an example of a function which is injective but not surjective.
Solution:
f(x) = \(\frac{x}{2}\) from Z → R is injective but not surjective.

Question 16.
Let X = {1, 2, 3, 4}. Determine whether
f : X → X defined as given below have inverses. Find f^-1 if it exists:
f = {(1, 2), (2, 2), (3, 2), (4, 2)}
Solution:
f is not injective hence not invertible.

Question 17.
Let ∗ is a binary operation defined by a ∗ b = 3a + 4b – 2, find 4 ∗ 5.
Solution:
4 ∗ 5 = 3 × 4 + 4 × 5 – 2
= 12 + 20 – 2
= 30

Question 18.
Let the binary operation on Q defined as a ∗ b = 2a + b – ab, find 3 ∗ 4.
Solution:
3 ∗ 4 = 6 + 4 – 12 = -2

Question 19.
Let ∗ is a binary operation on Z defined as a ∗ b = a + b – 5 find the identity element for ∗ on Z.
Solution:
Let e is the identity element.
⇒ a ∗ e = e ∗ a = a
⇒ a + e – 5 = a
⇒ e = 5

Question 20.
Find the number of binary operations on the set {a, b}.
Solution:
Number of binary operations on
{a, b} = 2²² = e⁴ =16.

Question 21.
Let * is a binary operation on [0, ¥) defined as a * b = \(\sqrt{\mathbf{a}^2+\mathbf{b}^2}\) find the identity element.
Solution:
Let e is the identity element
⇒ a * e = \(\sqrt{\mathbf{a}^2+\mathbf{e}^2}\) = a
⇒ a² + e² = a²
⇒ e = 0

Question 22.
Evaluate cos^-1 (\(\frac{1}{2}\)) + 2 sin^-1 (\(\frac{1}{2}\)).
Solution:
cos^-1 (\(\frac{1}{2}\)) + 2 sin^-1 (\(\frac{1}{2}\))
= \(\frac{\pi}{3}\) + 2 × \(\frac{\pi}{6}\) = \(\frac{2 \pi}{3}\)

Question 23.
Find the value of tan^-1 √3 – sec^-1 (-2)
Solution:
tan^-1 √3 – sec^-1 (-2)
= \(\frac{\pi}{3}\) – \(\frac{2 \pi}{3}\) = – \(\frac{\pi}{3}\).

Question 24.
Evaluate tan (2  tan^-1 \(\frac{1}{3}\))
Solution:
tan (2  tan^-1 \(\frac{1}{3}\)) = tan tan^-1 \(\left(\frac{\frac{2}{3}}{1-\frac{2}{3}}\right)\)
= tan tan^-1 (2) = 2

Question 25.
Evaluate: sin^-1 (sin \(\frac{3 \pi}{5}\)).
Solution:
sin^-1 (sin \(\frac{3 \pi}{5}\)) = sin^-1 sin (\(\pi \frac{-2 \pi}{5}\))
= sin^-1 sin \(\frac{2 \pi}{5}\) = \(\frac{2 \pi}{5}\)

Question 26.
Evaluate tan^-1 1 = (2 cos \(\frac{\pi}{3}\))
Solution:
tan^-1 (2 cos \(\frac{\pi}{3}\))
= tan^-1 (2 × 1/2) = tan^-1 1 = \(\frac{\pi}{4}\)

Question 27.
Define the objective function.
Solution:
If C₁, C₂, C₃ …. Cn are constants and x₁, x₂, …… x_n are variables then the linear function z = C₁x₁ + C₂x₂ +…… C_nx_n which is to be optimized is called an objective function.

Question 28.
Define feasible solution.
Solution:
A set of values of the variables x₁, x₂, …… x_n is called a feasible solution of LPP if it satisfies the constraints and non-negative restrictions of the problem.

Question 29.
Define a convex set.
Solution:
A set is convex if every point on the line segment joining any two points lies on it.

Question 30.
State extreme point theorem.
Solution:
Let S is a convex polygon bounded by the straight lines. The linear function z = Ax + By attains its optimum value at the vertices of S.

(C) Short Type Questions With Answers

Question 1.
Construct the multiplication table X₇ on the set {1, 2, 3, 4, 5, 6}. Also find the inverse element of 4 if it exists. [2019(A)
Solution:
Given set A = { 1, 2, 3, 4, 5, 6} Binary operation ∗ defined on A is X₇.
i.e. a ∗ b = a × b mod 7
= The remainder on dividing a × b by 7
The composition table for this operation is:

∗	1	2	3	4	5	6
1	1	2	3	4	5	6
2	2	4	6	1	3	5
3	3	6	2	5	1	4
4	4	1	5	2	6	3
5	5	3	1	6	4	2
6	6	5	4	3	2	1

As the second row is identical to first row, we have ‘1’ as the identity element.
As 4 ∗ 2 = 2 ∗ 4 = 1 we have 4^-1 = 2

Question 2.
Let R be a relation on the set R of real numbers such that aRb iff a – b is an integer. Test whether R is an equivalence relation. If so, find the equivalence class of 1 and \(\frac{1}{2}\). [2019(A)
Solution:
The relation R on the set of real numbers is defined as
R = { (a, b) : a – b ∈ Z}
Reflexive:
∀ a ∈ R (set of real numbers)
a – a = 0 ∈ Z
⇒ (a, a) ∈ R
⇒ R is reflexive
Symmetric:
Let (a, b) ∈ R
⇒ a – b ∈ Z
⇒ b – a ∈ Z
⇒ (b, a) ∈ R
⇒ R is symmetric.
Transitive:
Let (a, b), (b, c) ∈ R
⇒ a – b and b – c ∈ Z
⇒ a – b + b – c ∈ Z
⇒ a – c ∈ Z
⇒ (a, c) ∈ R
⇒ R is transitive
Thus R is an equivalence relation
[1] = { x ∈ R : x – 1 ∈ Z} = Z
\(\frac{1}{2}\) = { x ∈ R : x – \(\frac{1}{2}\) ∈ Z}
= {x ∈ R : x = \(\frac{2 k+1}{2}\), k ∈ Z}

Question 3.
Two types of food X and Y are mixed to prepare a mixture in such a way that the mixture contains at least 10 units of vitamin A, 12 units of vitamin B and 8 units of vitamin C. These vitamins are available in 1 kg of food as per the table given below: [2019(A)

Vitamin
Food	A	B	C
X	1	2	3
Y	2	2	1

1 kg of food X costs ₹16 and 1 kg of food Y costs ₹20. Formulate the LPP so as to determine the least cost of the mixture containing the required amount of vitamins.
Solution:
Let x kg of food X and Y kg of food y are to be mixed to prepare the mixture.
Total cost = 16x + 20y to be minimum.
According to the question
Total vitamin A = x + 2y ≥ 10 units
Total vitamin B = 2x + 2y ≥ 12 units
Total vitamin C = 3x + y ≥ 8 units.
∴ The required LPP is minimize
Z= 16x + 20y
Subject to : x + 2y ≥ 10
x + y ≥ 6
3x + y ≥ 8
x, y ≥ 0

Question 4.
Let ~ be defined by (m, n) ~ (p, q) if mq = np, where m, n, p, q e Z – {0}. Show that it is an equivalence relation. [2018(A)
Solution:
Let A = z – {0}
~ is a relation on A x A defined as (m, n) ~ (p, q) ⇔ mq = np
Reflexive : For all (m, n) ∈ A × A
We have mn = nm
⇒ (m, n) ~ (m, n)
∴ ~ is reflexive.
Symmetric: Let {m, n), (p, q) ∈ A × A and (m, n) ~ (p, q)
⇒ mq = np
⇒ pn = qm
(p, q) ~ (m, n)
∴ ~ is symmetric.
Transitive: Let (m, n), (p, q), (x, y) ∈ A × A
and (m, n) ~ (p, q), (p, q) ~ (x, y)
⇒ mq = np and py = qx
⇒ mqpy = npqx
⇒ my = nx
⇒ (m, n) ~ (x, y)
∴ ~ is transitive.
Thus ~ is an equivalence relation.

Question 5.
Solve the following LPP graphically:
Minimize Z = 4x + 3y
subject to 2x + 5y ≥ 10
x, y ≥ 0. [2018(A)
Solution:
Given LPP is:
Minimize: Z = 4x + 3y
Subject to: 2x + 5y ≥ 10
x, y ≥ 0
Step – 1 Considering the constraints as equations we have 2x + 5y = 10

x	5	0
y	0	2

Let us draw the graph.

Step – 2 As 0(0, 0) does not satisfy 2x + 5y > 0 and x, y > 0 is the first quadrant, we have the shaded region is the feasible region whose vertices are A(5, 0) B(0, 2).
Step – 3 Z (5, 0) = 20
Z (0, 2) = 6 … Minimum
As the feasible region is unbounded. Let us draw the half plane.
4x + 3y < 6

x	0	\(\frac{3}{2}\)
y	2	0

Step – 4 As there is no point common to the feasible region and the half plane 4x + 3y < 6, we have Z is minimum for x = 0, y = 2 and Z(min) = 6

Question 6.
Find the feasible region of the system 2y – x > 0, 6y – 3x < 21, x > 0, y > 0. [2017 (A)
Solution:
Step – 1: Treating the constraints as equations we have
2y – x = 0
6y – 3x = 21
⇒ 2y – x = 0
2y – x = 7
Step – 2: Let us draw the lines.
Table – 1

x	0	2
y	0	1

x	1	37
y	4	5

Step – 3: Clearly A(1, 3) Satisfies both the constraints, x > 0, y > 0 is the first quadrant. Thus the shaded region is the feasible region.

Question 7.
Solve the following LPP graphically:
Maximize: Z = 20x + 30y
Subject to: 3x + 5y ≤ 15
x, y ≥ 0. [2014 (A), 2016 (A), 2017 (A)
Solution:
Given LPP is
Maximize: Z = 20x + 30y
Subject to: 3x + 5y ≤ 15
x, y ≥ 0
Step – 1 Treating the constraints as equations we get 3x + 5y = 15.
Step- 2 Let us draw the graph

x	5	0
y	0	3

Step – 3
As 0(0, 0) satisfies 3x + 5y ≤ 15 the shaded region is the feasible region.
Step – 4
The vertices ofthe feasible region are 0(0, 0), A(5, 0) and B(0, 3).
Z(0) = 0, Z(A) = 100, Z(B) = 90
Z attains maximum at A for x = 5 and y = 0.
The given LPP has a solution, x = 5, y = 0 and Z(max) = 100.

Question 8.
Find the feasible region of the following system:
2x + y ≥ 6, x – y ≤ 3, x ≥ 0, y ≥ 0. [2016 (A)
Solution:
Given system of inequations are
2x + y ≥ 6, x – y ≤ 3, x ≥ 0, y ≥ 0
Step- 1: Consider 2x + y = 6
x – y = 3
Step – 2: Let us draw the graph
Table- 1

x	3	0
y	0	6

Table- 2

x	3	0
y	0	-3

Step – 3: 0(0, 0) satisfies x – y < 3, does not satisfy 2x + y > 6 and x > 0, y > 0 is the first quadrant. Thus the shaded region is the feasible region.

Question 9.
Solve the following LPP graphically:
Minimize: Z = 6x₁ + 7x₂
Subject to: x₁ + 2x₂ ≥ 1
x₁, x₂ ≥ 0. [2015 (A)
Solution:
Given LPP is
Minimize: Z = 6x₁+ 7x₂
Subject to: x₁ + 2x₂ ≥ 2
x₁, x₂ ≥ 0
Let us draw the line x₁ + 2x₂ = 2

x1	0	2
x2	1	0

Clearly (0, 0) does not satisfy x₁ + 2x₂ ≥ 2 and x₁, x₂ ≥ 0 is the first quadrant.
The shaded region is the feasible region.
The coordinates of vertices are A(2, 0) and B(0, 1).

Point	Z = 6x1 + 7x2
A (2, 0)	12
B (0,1)	7 → Minimum

As there is no point common to the half plane 6x₁ + 7x₂ < 7 and the feasible region.
Z is minimum when x₁ = 0, y₁ =1 and the minimum value of z = 7

Question 10.
Find the feasible region of the following system:
2y – x ≥ 0, 6y – 3x ≤ 21, x ≥ 0, y ≥ 0. [2015 (A)
Solution:
Given system is
2y – x ≥ 0
6y – 3x ≤ 21
x, y ≥ 0.
Considering the constraints as equations we have
2y – x = 0
and 6y – 3x = 21

x	0	2
x	0	1

⇒ 3y – x = 7

x	-7	2
x	0	3

Let us draw the lines

Clearly (2, 0) does not satisfy 2y – x ≥ 0 and satisfies 6y – 3x ≤ 21
∴ The shaded region is the feasible region.

Question 11.
Find the maximum value of z = 50x₁ + 60x₂
subject to 2x₁ + 3x₂ ≤ 6
x₁, x₂ ≥ 0. [2013 (A)
Solution:
Let us consider the constraints as equations.
2x₁ + 3x₂ = 6 … (1)
The table of some points on (1) is

x1	0	3
x2	2	0

Let us draw the line 2x₁ + 3x₂ = 6

As (0, 0) satisfies the inequality 2x₁ + 3x₂ ≤ 6 and x₁, x₂ ≥ 0 is the first quadrant, the shaded region is the feasible region with corner points O(0, 0), A(3, 0) and B(0, 2).

Corner point	z = 50x1 + 60x2
O(0, 0)	0
A(3, 0)	150
B(0, 2)	120

Thus Z_(max) = 150 for x₁ = 3, x₂ = 0

Question 12.
Shade the feasible region satisfying the inequations 2x + 3y ≤ 6, x ≥ 0, y ≥ 0 in a rough sketch. [2011(A)
Solution:
Let us consider the line 2x + 3y = 6

x1	0	3
x2	2	0

Let us draw the line on the graph

The feasible region is shaded in the figure.

Question 13.
Show the feasible region for the following constraints in a graph:
2x + y ≤ 4, x ≥ 0, y ≥ 0. [2010(A)
Solution:
Let us draw the graph of 2x + y = 4.

The shaded region shows the feasible region.

Odisha State Board BSE Odisha 10th Class English Solutions Non-Detailed Chapter 2 The Beggar Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Non-Detailed Chapter 2 The Beggar

BSE Odisha 10th Class English Chapter 2 The Beggar Questions and Answers

Before You Read
Life is full of struggle. It is not a bed of roses. It is full of thorns. We have to work hard in order to survive. Survival of the fittest has become the rule of the day. Those who don’t cope with the existing system, are bound to perish. Most of the time man becomes a slave circumstance. He is crushed by the wheel of luck. We see the beggar may be the king or the king may be a beggar. But work is worship. Duty is God. Duty helps us to live.

We should not lead an easy life by begging. Hard words make us complete human beings. After all, duty plays a vital role in our survival. This story reveals that human nature that becomes more fruitful when properly guided. Rushkoff was the beggar who was begging and telling lies to people. He had adopted the means of a liar in order to beg. He had put on an old torn light brown colored overcoat. He had dull drunken eyes, and a red spot on either cheek. Sergei was the advocate who could change his life by engaging him in some manual work.

At last, it is found that the life of the beggar has changed. He has left the profession of begging. Now he is working as a notary. He has been ever grateful to the cook Sergei named Olga who has brought a great change in his life. So a vagabond beggar who was leading an indisciplined life became disciplined when he came in contact with the right circumstances. He started to lead a purposeful life, a meaningful life.

ବିଷୟ ପୂଚନ।
ଜୀବନ ସଂଘର୍ଷପୂର୍ଣ୍ଣ । ଏହା ଗୋଲାପର ଶଯ୍ୟା ନୁହେଁ । ଏହା କଣ୍ଟକପୂଣ୍ଡି । ବଞ୍ଚିବାକୁ ହେଲେ ଆମକୁ କଠିନ ପରିଶ୍ରମ କରିବାକୁ ହେବ । ସାମର୍ଥ୍ୟବାନ୍ ବ୍ୟକ୍ତି ତିଷ୍ଠି ରହିବା ଆଜିକାର ନିୟମ ପାଲଟିଛି । ଯେଉଁମାନେ ପ୍ରଚଳିତ ପଦ୍ଧତି ସହ ଖାପ ଖୁଆଇ ଚଳିପାରନ୍ତି ନାହିଁ, ସେମାନେ ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ ହେବାକୁ ବାଧ୍ୟ ହୁଅନ୍ତି । ଅଧିକାଂଶ ସମୟରେ ମନୁଷ୍ୟ ପରିସ୍ଥିତିର ଦାସ ସାଜିଥାଏ । ସେ ଭାଗ୍ୟରୂପକ ଚକତଳେ ଚାପି ହୋଇଯାଏ । ଆମେ ଭିକାରୀ ରାଜା ପାଲଟି ଥିବାର ଓ ରାଜା ଭିକାରୀ ପାଲଟିଥିବାର ଦେଖୁଛୁ । କିନ୍ତୁ କର୍ମ ହେଉଛି ପୂଜା । କର୍ତ୍ତବ୍ୟ ହିଁ ଭଗବାନ୍ ।

କର୍ତ୍ତବ୍ୟ ଆମର ଜୀବନଧାରଣରେ ସହାୟକ ହୁଏ । ଆମେ ଭିକ୍ଷାବୃତ୍ତି ଭଳି ସହଜ ଜୀବନ ଆଦରି ନେବା ଅନୁଚିତ । କଟୁ କଥା ଆମକୁ ସମ୍ପୂର୍ଣ୍ଣ ମଣିଷରୂପେ ଗଢ଼ି ତୋଳେ । ସର୍ବୋପରି ଆମ ତିଷ୍ଠି ରହିବାରେ କର୍ତ୍ତବ୍ୟ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା ନିର୍ବାହ କରେ । ମାନବ ଚରିତ୍ର ସୁପରିଚାଳିତ ହୋଇପାରିଲେ, ସଫଳତା ଲାଭ କରେ – ଏହା ଗଳ୍ପରେ ପରିପ୍ରକାଶ ଲାଭ କରିଛି । Lushkoff ଜଣେ ଭିକ୍ଷୁକ ଯିଏକି ଲୋକମାନଙ୍କୁ ମିଛ କହି ଭିକ୍ଷାବୃତ୍ତି କରେ । ସେ ଏକ ଧୂସର ବର୍ଣ୍ଣର ହାଲୁକା କୋଟ୍ ପିନ୍ଧିଥିଲା । ତା’ର ଆଖିଯୋଡ଼ିକ ମାଦକତାଭରା ଆଳସ୍ୟପୂର୍ଣ୍ଣ ଥିଲା ଏବଂ ଉଭୟ ଗାଲରେ ନାଲି ଚିହ୍ନ ଥିଲା । Sergei ଜଣେ ଓକିଲ ଥିଲେ ଯିଏକି ତାକୁ କିଛି ଶାରୀରିକ କାର୍ଯ୍ୟରେ ନିୟୋଜନ କରି ତା’ ଜୀବନରେ ପରିବର୍ତ୍ତନ ଆଣିପାରିଥିଲେ । ଶେଷରେ ଜଣାପଡ଼ିଛି ଯେ ଭିକ୍ଷୁକଟିର ପରିବର୍ତ୍ତନ ଘଟିଛି ।

ସେ ଭିକ୍ଷାବୃତ୍ତି ଛାଡ଼ି ଦେଇଛି । ଏବେ ସେ ଜଣେ ନୋଟାରୀ ଭାବେ କାର୍ଯ୍ୟ କରୁଛି । ସେ Sergeiଙ୍କର ରୋଷେୟା Olga ପ୍ରତି ଚିରକୃତଜ୍ଞ, ଯିଏକି ତା’ ଜୀବନରେ ଏକ ବିରାଟ ପରିବର୍ତ୍ତନ ଆଣିପାରିଛନ୍ତି । ତେଣୁ ଏକ ବାରବୁଲ୍ ଭିକ୍ଷୁକ ଯିଏକି ବିଶୃଙ୍ଖଳିତ ଜୀବନଯାପନ କରୁଥିଲା ଯେତେବେଳେ ଠିକ୍ ପରିସ୍ଥିତି ସଂସ୍ପର୍ଶରେ ଆସିଲା । ସେତେବେଳେ ତା’ର ଜୀବନ ଶୃଙ୍ଖଳିତ ହୋଇଗଲା । ସେ ଏକ ଉଦ୍ଦେଶ୍ୟପୂର୍ଣ୍ଣ ଓ ଅର୍ଥପୂର୍ଣ୍ଣ ଜୀବନ ବଞ୍ଚିବାକୁ ଆରମ୍ଭ କଲା ।

Text – I

Para: “Kind sir, have pity; turn your attention to a poor, hungry man! For three days I have had nothing to eat; I have ‘five copecks for lodging. I swear it before God. For eight years 1 was a village school teacher and then I lost my place through intrigues. It is a year now since I have had anything to do.” The advocate, Sergei, looked at the ragged, fawn-colored overcoat of the suppliant, at his dull, drunken eyes, at the red spot on either cheek, and it seemed to him as if he had seen this man somewhere before.

“I have now had an offer of a position in the province of Kaluga,” the mendicant went on. ‘But I haven’t the money to get there. Help me kindly; 1 am ashamed to ask, but -1 am obliged to by circumstances”. Sergei’s eyes fell on the man’s overshoes, one of which was high and the other low, and he suddenly remembered something. “Look here, it seems to me I met you the day before yesterday in Sadovy a Street,” he said; “but you told me then that you were a student who had been expelled, and not a village school teacher. Do you remember? ”

ଅନୁବାଦ : ‘‘ଦୟାଳୁ ମହାଶୟ, ଦୟା କରନ୍ତୁ; ଦରିଦ୍ର ଓ ଭୋକିଲା ଲୋକଟି ଉପରେ ଦୃଷ୍ଟି ପକାନ୍ତୁ ! ତିନିଦିନ ହେଲା ମୋ’ର କିଛି ଖାଇବାକୁ ନାହିଁ; ଘରଭଡ଼ା ପାଇଁ ମଧ୍ୟ ପାଞ୍ଚ କୋପେକ୍ସ (ଋଷୀୟ ମୁଦ୍ରା) ନାହିଁ । ମୁଁ ଭଗବାନ୍‌ଙ୍କ ଆଗରେ ଏହା ପ୍ରତିଜ୍ଞା କରି କହୁଛି । ଆଠ ବର୍ଷ ଧରି ମୁଁ ଏକ ଗ୍ରାମରେ ସ୍କୁଲଶିକ୍ଷକ ଥିଲି, ତା’ପରେ କୌଣସି ଗୁପ୍ତ ଯୋଜନା ଯୋଗୁଁ ମୁଁ ମୋ ଚାକିରି ହରାଇଲି । ଏକ ବର୍ଷ ହେଲା ମୁଁ କିଛି ବି କରୁ ନାହିଁ ।’’ ଓକିଲ Sergei ଧୂସର ବର୍ଷର ଚିରା କୋଟ ପିନ୍ଧିଥିବା ବିନମ୍ର ଅନୁରୋଧ କରୁଥିବା ଲୋକଟିଏ ମାଦକଭରା ଅଳସ ଆଖି ଦୁଇଟିକୁ ଦୁଇ ଗାଲରେ ଥିବା ଲାଲ୍ ଚିହ୍ନ ଚାହିଁଲେ । ତାଙ୍କୁ ଲାଗିଲା ଯେପରିକି ସେ ଏ ଲୋକଟିକୁ କେଉଁଠାରେ ପୂର୍ବରୁ ଦେଖିଛନ୍ତି ।

ଭିକ୍ଷୁକଟି କହିଚାଲିଲା, ‘ଏବେ ମୋତେ Kaluga ପ୍ରଦେଶରେ ଏକ ଚାକିରି ମିଳିଛି । କିନ୍ତୁ ସେଠାରେ ପହଞ୍ଚିବାକୁ ମୋ ପାଖରେ ଅର୍ଥ ନାହିଁ । ମୋତେ ଦୟାକରି ସାହାଯ୍ୟ କର, ମୋତେ ମାଗିବାକୁ ଲଜ୍ଜା ଲାଗୁଛି, କିନ୍ତୁ ଏପରି କରିବାକୁ ପରିସ୍ଥିତି ମୋତେ ବାଧ୍ୟ କରୁଛି ।’’ Sergeiଙ୍କ ଆଖ୍ ଲୋକଟିର ଜୋତା ଉପରେ ପଡ଼ିଲା, ଯାହାର କି ଗୋଟିଏ ପଟ ଉଚ୍ଚ ଓ ଅନ୍ୟ ପଟଟି ନୀଚା ଥିଲା ସେ କହିଲେ, ‘‘ଦେଖ, ମୁଁ ପହରଦିନ ତୁମକୁ Sadovya ଗଳିରେ ଦେଖିଲା ପରି ଲାଗୁଛି ଏବଂ ତୁମେ କହୁଥିଲ ଯେ ତୁମେ ଜଣେ ବିତାଡ଼ିତ ଛାତ୍ର, ମାତ୍ର ଜଣେ ଶିକ୍ଷକ ନୁହେଁ । ମନେପଡ଼ୁଛି କି ?

Word Meaning / Glossary:
have pity – show kindness
attention – take notice
copeck(s) – one percent of Russian coin
swear – promise
lodging – a place of shelter
advocate – a lawyer
position – post
province – state
creature – a living being
intrigeus – secret plan
ragged – wearing old torn clothes
fawn-colored – light brown colored
suppliant – a person making a humble request
dull – uninteresting
drunken eyes – ମଦ୍ୟପ ଆଖି
offer – chance
mendicant – beggar
ashamed – feel shame
obliged – compelled morally
circumstances – situation
expel – sack

Para: “No-no, that can’t be so”, mumbled the beggar, taken aback. “I am a village school teacher, and if you like I can show you my papers”. “Have done with lying ! You called yourself a student and even told me that you had been expelled for. Don’t you remember ?” Sergei flushed and turned from the ragged creature with an expression of disgust. “This is dishonesty, my dear sir ! ” he cried angrily.

“This is swindling -1 shall send the police for you. Damn you !”‘ “Sir !” he said, laying his hand on his heart, “the fact is I was lying! I am neither a student nor a school teacher. All that was fiction. Formerly I sang in a Russian choir and was sent away for drunkenness. But what else can I do? I can’t get along without lying. No one will give me anything when I tell the truth, what can I do? ” “What can you do?

You ask what you can do ? ” cried Sergei, coming close to him, “Work! That’s what you can do! You must work !” “What-yes. I know that myself; but where can I find work ?” “How would you like to chop wood for me ?” “I wouldn’t refuse to do that, but these days even skilled wood-cutters find themselves sitting without bread.” “Will you come and chop wood for me ?” “Yes sir, I will”. “Very well; we’ll soon find out.”

ଅନୁବାଦ : ଭିକାରୀଟି ଆଶ୍ଚର୍ଯ୍ୟଚକିତ ହୋଇ ଖନେଇ ଖନେଇ କହିଲା, ‘ନା-ନା ସେପରି ହୋଇ ନ ପାରେ, ମୁଁ ଜଣେ ଗ୍ରାମ୍ୟ ସ୍କୁଲ୍ ଶିକ୍ଷକ, ଆପଣ ଯଦି ଚାହାନ୍ତି ମୁଁ ଆପଣଙ୍କୁ ମୋ କାଗଚପତ୍ର ଦେଖାଇପାରେ ।’’ ‘‘ମିଛ କହିବାକୁ ଚେଷ୍ଟା କର ନାହିଁ ! ତୁମେ ନିଜକୁ ଜଣେ ଶିକ୍ଷକ ବୋଲି କହିଥୁଲ, ଏପରିକି ତୁମେ ବିତାଡ଼ିତ ହୋଇଥଲ ବୋଲି କହିଥିଲ । ତୁମର ମନେ ପଡ଼ୁନାହିଁ କି ? Sergei ରାଗିଗଲେ ଏବଂ ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଛିନ୍ନ ପୋଷାକ ପରିହିତ ଲୋକଟି ଆଡୁ ମୁହଁ ବୁଲାଇ ନେଲେ । ଏହା ଘୋର ଠକାମି – ମୁଁ ତୋତେ ପୋଲିସ୍ ହାତରେ ଧରାଇ ଦେବି ।’’ Sergei ରାଗିଯାଇ କହିଲେ । ଲୋକଟି ନିଜ ଛାତି ଉପରେ ହାତ ରଖି କହିଲା, ‘ମହାଶୟ, ମୁଁ ପ୍ରକୃତରେ ମିଛ କହୁଥୁଲି । ମୁଁ ଜଣେ ଛାତ୍ର କିମ୍ବା ଶିକ୍ଷକ ନୁହେଁ । ସବୁ ମନଗଢ଼ା କାହାଣୀ ଥିଲା ।

ମୁଁ ପୂର୍ବରୁ ଏକ ରୁଷୀୟ ସଙ୍ଗୀତ ଦଳରେ ଗୀତ ଗାଉଥିଲି ଏବଂ ମଦ୍ୟପପଣିଆ ଯୋଗୁଁ ତଡ଼ା ଖାଇଲି । କିନ୍ତୁ ମୁଁ ବା ଆଉ କ’ଣ କରିପାରିବି ? ମିଛକୁ ଛାଡ଼ି ମୁଁ ବଞ୍ଚିପାରିବିନି । ମୁଁ ସତ କହିଲେ ମୋତେ କେହି କିଛି ଦେବେ ନାହିଁ, ମୁଁ କ’ଣ କରିପାରିବି ? Sergei ତା’ ପାଖକୁ ଆସି ଚିତ୍କାରକରି କହିଲେ, ‘ତୁମେ କ’ଣ କରିପାରିବ ? ତୁମେ ପଚାରୁଛ ଯେ ତୁମେ କ’ଣ କରିପାରିବ ? କାମ, ତୁମେ କେବଳ କାମ ହିଁ କରିପାରିବ । ତୁମେ ନିଶ୍ଚିତ ଭାବେ କାମ କରିବ ।’’ ‘କ’ଣ ହେଲା – ହଁ ମୁଁ ଏ କଥା ନିଜେ ଜାଣିଛି; କିନ୍ତୁ ମୁଁ କାମ କେଉଁଠି ପାଇବି ? ‘ତୁମେ ମୋ ପାଇଁ କାଠ କାଟିବାକୁ ପସନ୍ଦ କରିବ କି ? ‘‘ମୁଁ ଏହା କରିବାକୁ ମନା କରିବି ନାହିଁ, କିନ୍ତୁ ଆଜିକାଲି ଦକ୍ଷ କାଠକଟାଳୀମାନେ କାମ ନ ପାଇ ବସି ରହୁଛନ୍ତି ।’’ ‘‘ତୁମେ ମୋ ପାଇଁ କାଠ କାଟିବାକୁ ଆସିବ କି ? ‘‘ଠିକ୍ ଅଛି, ଆମେମାନେ ଖୁବ୍ ଶୀଘ୍ର ପହଞ୍ଚିଯିବା ।’’

Word Meaning / Glossary:
was lying – was telling lies
mumble – w speak indistinctly
taken aback – became surprised
flush – to be red in anger
fact – truth
hastened – walked quickly
disgust – strong disapproval
dishonesty – not honesty
swindling – cheating a person of money
damn – curse
choir – a singing party, a melody
chop – to cut into pieces
skilled wood-cutter – କୁଶଳୀ କାଠ କଟର |

Comprehension Check

Question 1.
Who are the characters described in this part of the story? What are they doing?
(ଗଳ୍ପର ଏହି ଭାଗରେ କେଉଁ ଚରିତ୍ରମାନଙ୍କୁ ବର୍ଣନା କରାଯାଇଛି ? ସେମାନେ କ’ଣ କରୁଛନ୍ତି ?)
Answer:
Two characters are described in this part of the story. They are the beggar and the advocate named Sergei. The beggar is begging for some money as he had gone without food for three days. Sergei finds out that the beggar is a cheat as he met him the day before yesterday in Sadovya street who was telling them quite a different thing from what he is telling now. He threatens to send the police after him. The beggar admits his guilt and Sergei offers him a job chopping wood for him. He agrees with him and they leave for Sergei’s home.

Question 2.
Which country are they from? How do you know this?
(ସେମାନେ କେଉଁ ଦେଶରୁ ଆସିଥିଲେ ? ତୁମେ କିପରି ଏହା ଜାଣିପାରୁଛ ?)
Answer:
They are from Russia. In the story, the beggar says that he does not have five copecks for lodging. Copeck is a Russian currency. Sergei says that he met the beggar on Sadovya street which is a street in Russia. The beggar also admits that he was lying and he formerly sang in a Russian choir. From these statements, we come to know that they are from Russia.

Question 3.
What does the beggar look like?
(ଭିକାରୀଟି କିପରି ଦେଖାଯାଉଛି ?)
Answer:
The beggar looks poor and hungry. He is wearing a tom fawn-colored overcoat. He has dull and drunken eyes and has red spots on his either cheeks with a pair of shoes, one high and the other low.

Question 4.
Did Sergei get angry with the beggar? Why?
(Sergei ଭିକାରୀ ଉପରେ ରାଗିଲେ କି ? କାହିଁକି ?)
Answer:
Yes, Sergei got angry with the beggar because the beggar repeatedly told a lie that he was a village school teacher for eight years, and he had lost the job for one year, so he was begging to reach the place where he had got a job. But Sergei remembered that the day before yesterday he met him in Sadovya street where he was telling him that he was an expelled student.

Question 5.
Do you think the beggar was lying? What made him tell lies?
(ଭିକାରୀଟି ମିଛ କହୁଥିଲା ବୋଲି ତୁମେ ଭାବୁଛ କି ? କଣ ପାଇଁ ସେ ମିଛ କହୁଥିଲା ?)
Answer:
Yes, the beggar was lying. He was a drunkard and became physically weak. He was unwilling to work. So, to make his living he was telling lies. He knew well that he would get nothing from others by telling the truth.

Question 6.
Did Sergei help the beggar to find work? What kind of work did he suggest for the beggar?
(Sergei ଭିକାରୀଟିକୁ କିଛି କାର୍ଯ୍ୟ ପାଇବା ପାଇଁ ସାହାଯ୍ୟ କଲେ କି ? କେଉଁ କାର୍ଯ୍ୟ କରିବା ପାଇଁ ସେ ପ୍ରସ୍ତାବ ଦେଲେ ?)
Answer:
Yes, Sergei helped the beggar to find some work. He suggested that the beggar would chop wood for him in his wood shed.

Question 7.
The advocate asked the beggar to do hard work like chopping wood. Was it a punishment or help?
(କାଠ କାଟିବା ଭଳି କଠିନ କାର୍ଯ୍ୟ କରିବା ପାଇଁ ଓକିଲ ଭିକାରୀଜଣଙ୍କୁ କହିଲେ । ଏହା ଏକ ଦଣ୍ଡ ଥିଲା ନା ସାହାଯ୍ୟ ଥିଲା ?)
Answer:
The advocate asked the beggar to do hard work like chopping wood. It was a help because he wanted him to survive by straggling hard. He wanted him to understand the meaning of work and labor. As a result, the beggar could keep himself away from a dirty job like begging.

Question 8.
Do you think the beggar would give up begging and work for Sergei?
(ତୁମେ ଭାବୁଛ କି ଭିକାରୀଟି ତା’ର ଭିକ୍ଷାବୃତ୍ତି ଛାଡ଼ି ଦେଇଥ‌ିବ ଏବଂ Sergeiଙ୍କ ପାଇଁ କାମ କରିଥ‌ିବ ?)
Answer:
Yes, I think that the beggar would give up begging and work for Sergei.

TEXT – II

Para: Sergei hastened along, rubbing his hands, he called his cook out of the kitchen. “Here, Olga,” he said, “take this gentleman into the woodshed and let him chop, wood. The scarecrow of a beggar shrugged his shoulders, as if in perplexity, and went irresolutely after the cook. It was obvious from his gait that he had not consented to go and chop wood because he was hungry and wanted work, but simply from pride and shame and because he had been trapped by his own words. It was obvious too that his strength had been undermined by vodka and that he was unhealthy and did not feel the slightest inclination for toil.

ଅନୁବାଦ : Sergei ହାତ ମଳିମଳି ତରବର ହୋଇ ଯାଉଥିଲେ । ସେ ତାଙ୍କ ରୋଷେୟାକୁ ରୋଷେଇ ଘର ବାହାରକୁ ଡାକିଲେ । ସେ କହିଲେ, ‘ହେ Olga, ଏହି ଭଦ୍ରବ୍ୟକ୍ତିଙ୍କୁ କାଠଗୋଲାକୁ ନେଇଯାଅ ଏବଂ ତାଙ୍କୁ କାଠ କାଟିବାକୁ ଦିଅ । ପାଳଭୂତ ପରି ଦେଖା ଯାଉଥିବା ଭିକାରୀଟି ଦ୍ବନ୍ଧରେ ପଡ଼ିଗଲା ଭଳି ସ୍କନ୍ଧ ଉତ୍ତୋଳନ କଲା ଏବଂ ଅନିଚ୍ଛା ସତ୍ତ୍ଵେ ରୋଷେୟା ପଛେ ପଛେ ଗଲା । ତା’ ଚାଲିବା ଢଙ୍ଗରୁ ପ୍ରତୀୟମାନ ହେଉଥିଲା ଯେ ସେ ଭୋକିଲା ଥ‌ିବାରୁ କାମ କରିବାକୁ ଚାହୁଁଥ‌ିବାରୁ କାଠ କାଟିବାକୁ ଯାଉ ନ ଥିଲା, ମାତ୍ର ଲଜ୍ଜା, ଅହଂକାର ଓ ନିଜ କଥାରେ ଛନ୍ଦି ହୋଇ ପଡ଼ିଥିବାରୁ କାଠ କାଟିବାକୁ ଯାଉଥିଲା । ସ୍ପଷ୍ଟରୂପେ ଜଣାପଡ଼ୁଥିଲା ଯେ ଭୋଡ଼କା ପାନ ଯୋଗୁଁ ତା’ର ବଳ ଭାଙ୍ଗିପଡ଼ିଛି ଓ ସେ ଅସୁସ୍ଥ ହୋଇଯାଇଛି ଏବଂ ଶ୍ରମ ପ୍ରତି ତା’ର ତିଳେମାତ୍ର ଆଗ୍ରହ ନାହିଁ ।

Word Meaning / Glossary:
hastened – quickened
rubbing – moving hands backward and forwards over something
scarecrow – (here) very thin like a scarecrow
shrugged – lifted lightly
shoulder – two parts of our body between the back
perplexity – puzzle, entangle
irresolutely – lack of eagerness
obvious – clear
gait – manner of walking
consent – to agree with
the cook – a person who cooks and serves food
chop wood – cut the wood into pieces
vodka – a strong clear alcoholic drink
slightest – very small quantity
shame – ଲଜ୍ଜା
trapped – caught
undermined – damaged or weakened
unhealthy – not healthy
inclination – desire
toil – labor

Para: Sergei hurried into the dining room. From its windows, one could see the woodshed and everything that went on in the yard. Standing at the window, Sergei saw the cook and the beggar come out into the yard by the back door and make their way across the dirty snow to the shed. Olga glared wrathfully at her companion, shoved him aside with her elbow, unlocked the shed, and angrily banged the door. Next, he saw the pseudo-teacher scat himself on a log and become lost in thought with his red cheeks resting on his fists.

The woman flung down an axe at his feet, spat angrily, and judging from the expression on her lips, began to scold him. The beggar irresolutely pulled a billet of wood towards him, set it up between his feet, and tapped it feebly with the axe. The billet wavered and fell down. The beggar again pulled it to him, blew on his freezing hands, and tapped it with his axe cautiously, as if afraid of hitting his overshoe or cutting his finger; the stick of wood again fell to the ground.

ଅନୁବାଦ : Sergei ତରବର ହୋଇ ଭୋଜନକକ୍ଷ ଭିତରକୁ ଚାଲିଗଲେ । ଏହି ଘରର ଝରକା ନିକଟରୁ ଜଣେ କାଠଗୋଲା ଏବଂ ଅଗଣାରେ କ’ଣସବୁ ହେଉଛି ଦେଖି ହେଉଥିଲା । ଝରକା ପାଖରେ ଠିଆ ହୋଇ Sergei ଦେଖିଲେ ଯେ ରୋଷେୟା ଏବଂ ଭିକାରୀ ପଛଦ୍ଵାର ଦେଇ ଅଗଣା ଭିତରକୁ ଆସିଲେ ଏବଂ ଅସନା ବରଫ ଉପର ଦେଇ ଗୋଲା ନିକଟକୁ ଗଲେ । Olga ଭିକାରୀଟିକୁ ରାଗରେ କଟମଟ୍ କରି ଚାହିଁଲା ଏବଂ କହୁଣୀରେ ତାକୁ ଗୋଟିଏ କଡ଼କୁ ପେଲିଦେଲା, ତା’ପରେ ସେ ଦେଖ‌ିଲେ ଯେ ପ୍ରବଞ୍ଚକ ଶିକ୍ଷକ ଜଣକ ନିଜକୁ କାଠଗଡ଼ଠାରୁ ଦୂରେଇ ରଖି ହାତରେ ରକ୍ତିମ ଗାଲ ଦୁଇଟିକୁ ଧରି ଚିନ୍ତାରେ ବୁଡ଼ିଗଲେ । ସ୍ତ୍ରୀଲୋକଟି ତା’ ପାଦତଳେ ଏକ କୁରାଢ଼ି ପକାଇ ଦେଲା, ରାଗରେ ଛେପ ପକାଇଲା, ତା’ ପାଟିରୁ କେବଳ ଗାଳି ବାହାରିବାକୁ ଲାଗିଲା ।

ଭିକାରୀଟି ଅନିଚ୍ଛୁକ ଭାବେ ଏକ ମୋଟା କାଠ ନିଜ ଆଡ଼କୁ ଟାଣି ଆଣିଲା, ତା’ ଗୋଡ଼ ପାଖରେ ତାକୁ ସିଧାକରି ରଖିଲା ଓ ଥରଥର ହାତରେ କୁରାଢ଼ୀରେ ହାଣିଲା । କାଠଖଣ୍ଡଟି ବୁଲିଗଲା ଓ ତଳକୁ ଗଳିପଡ଼ିଲା । ଭିକାରୀ ପୁଣି କାଠଟିକୁ ନିଜ ଆଡ଼କୁ ଟାଣି ଆଣିଲା, ତା’ କୋଲ ମାରିଯାଉଥବା ହାତରେ ସିଧା କଲା ଏବଂ ଜୋତା କିମ୍ବା ଆଙ୍ଗୁଳି କଟିଯିବା ଭୟରେ ସତର୍କତାର ସହ କୁରାଢ଼ିରେ ହାଣିଲା । ଏଥର ମଧ୍ୟ କାଠଟି ଭୂମିରେ ଗଳି ପଡ଼ିଲା ।

Word Meaning / Glossary:
hurried – ran more quickly
glared – stared angrily
wrathfully – angrily
companion – a person with whom one travels or spends time
shoved – pushed çarelessly
elbow – the part in the middle of the arm
unlocked – opened
banged – put down forcefully
scat – imitative
flung down – ତଳକୁ ଖସିଗଲା |
spat angrily – କ୍ରୋଧରେ ଛେପ ପକାନ୍ତୁ |
scold – rebuke
billet – a thick piece of wood
setup – make arrangement
tapped – struck with a quick blow
feebly. – weakly
wavered – skidded
pulled – ଟାଣିଲା |
freezing hands – trembling hands
cautiously – with caution

Para: Sergei’s anger had vanished and he now began to feel a little sorry and ashamed of himself for having set a spoiled, drunken perhaps sick man to work at menial labor in the cold. An hour later Olga came in and announced that the wood had all been chopped. “Good! Give him ha If a rouble, “said Sergei. ‘7f he wants to he can come back and cut wood on the first day of each month. We can always find work for him”.

On the first of the month, the waif made his appearance and again earned half a rouble, although he could barely stand on his legs. From that day on he often appeared in the yard and every time work was found for him. Now he would shovel snow, now put the woodshed in order; now beat the dust out of rugs and mattresses. Every time he received from twenty w forty copecks. and once, even a pair of old trousers was sent out to him.

ଅନୁବାଦ : ଏବେ Sergeiଙ୍କ ରାଗ ଉଭେଇଗଲା ଏବଂ ସେ ନଷ୍ଟ ହୋଇ ଯାଇଥ‌ିବା ମଦ୍ୟପ ଓ ଅସୁସ୍ତ ଲୋକଟିକୁ ଘଣ୍ଟାକ ପରେ Olga ଆସିଲା ଏବଂ କାଠ କଟା ସରିଥିବା କଥା କହିଲା । Sergei କହିଲେ, ‘‘ଠିକ୍ ଅଛି, ତାକୁ ଅଧ ରୁବଲ୍ ଦିଅ । ଯଦି ସେ ଚାହିଁବ ତେବେ ପ୍ରତି ମାସର ପ୍ରଥମ ଦିନ ଆସି କାଠ କାଟିପାରିବ । ଆମେ ତାକୁ ସବୁଦିନେ କାମ ଯୋଗାଇଦେବା ।’’ ମାସର ପ୍ରଥମ ଦିନ ବାସହରା ମଣିଷଟି ପୁଣି ଆସିଲା ଓ ଅଧ ରୁବଲ୍ ଅର୍ଜନ କଲା, ଯଦିଓ ସେ ତା’ ପାଦରେ କଷ୍ଟେ ମଷ୍ଟେ ଠିଆ ହୋଇଥିଲା । ସେହି ଦିନଠାରୁ ସେ ପ୍ରାୟ ସବୁବେଳେ ଅଗଣାକୁ ଆସୁଥିଲା ଓ ପ୍ରତ୍ୟେକ ଥର କାମ ପାଇଯାଉଥିଲା । ଏବେ ସେ ବରଫ ସଫା କରୁଥିଲା, କାଠଗୋଲାକୁ ସଜାଡ଼ୁଥୁଲା, ଗାଲିଚା ଓ ଗଦିରୁ ଧୂଳି ଝାଡ଼ୁଥୁଲା । ପ୍ରତିଥର ସେ ୨୦ରୁ ୩୦ କୋପେକ୍ସ ପାଉଥିଲା । ଏପରିକି ତାକୁ ଦୁଇହଳ ଟ୍ରାଉଜର ମିଳିଥିଲା ।

Word Meaning / Glossary:
vanished – disappeared
spoiled – ruined
menial labor – physical work
announced – declared
waif – a homeiss person
appeared – came into sight
shovel – remove snow with a shovél
rugs – small carpet or thick woolen blanket
mattress – a flat pad

Para: When Sergei moved into another house he hired him to help in the packing and hauling of the furniture. This time the waif was sober, gloomy, and silent, he hardly touched the furniture and walked behind the wagons hanging his head, not even making a pretense busy. He only shivered in the cold and became embarrassed and his tattered, fancy overcoat, after the move was over Sergei sent for him. “Well, lam happy that my words have taken effect,” he said handing him a rouble. “Here ‘for your pains. I see you are sober and have no objection to working.

What is your name ?”Lushkojf”. “Well, Lushkojf, 1 can now offer you some other, cleaner employment. Can you write ?”lean” Then take this letter to a friend of mine tomorrow and you will be given some copying to do. Work hard, don’t drink, and remember what I have said to you. Goodbye! Pleased at having put a man on the right path, Sergei tapped Lushkojf kindly on the shoulder and even gave him his hand at parting. Lushkojf took the letter, and from that day forth came no more to the yard for work.

ଅନୁବାଦ : Sergei ଯେତେବେଳେ ଅନ୍ୟ ଏକ ଘରକୁ ଗଲେ ସେ ତାକୁ ଜିନିଷପତ୍ର ବାନ୍ଧିବାକୁ ଓ କାଠ ଜିନିଷ ବୋହିବାକୁ ଡକାଇଲେ । ଏଥରକ ବାସହରା ବ୍ୟକ୍ତିଟି ଭ୍ରଦ, ବିଷଣ୍ଣ ଏବଂ ନୀରବ ଥିଲା । ସେ କୌଣସି କାଠ ଜିନିଷ ଛୁଇଁ ନ ଥିଲା, ଗାଡ଼ି ପଛେ ପଛେ ମୁଣ୍ଡ ଝୁଙ୍କାଇ ଚାଲୁଥିଲା ଏବଂ ବ୍ୟସ୍ତଥିବା ଭଳି ଅଭିନୟ ମଧ୍ୟ କରୁ ନ ଥିଲା । ସେ କେବଳ ଦୟନୀୟ ଭାବେ ଥଣ୍ଡାରେ ଥରୁଥୁଲା ଓ ନିଜକୁ ଅସଞ୍ଜତ ମନେ କରୁଥିଲା । ସ୍ଥାନାନ୍ତର କାର୍ଯ୍ୟ ସମାପ୍ତି ପରେ Sergei ତାକୁ ଡକାଇ ପଠାଇଲେ । ସେ ତାକୁ ଏକ ରୁବଲ୍ ଧରାଇ ଦେଇ କହିଲେ, ‘ଏହା ତୁମର ପାରିଶ୍ରମିକ । ମୁଁ ଖୁବ୍ ଖୁସି ଯେ ମୋ କଥାଗୁଡ଼ିକ କାର୍ଯ୍ୟକାରୀ ହୋଇପାରିଛି । ମୁଁ ଦେଖୁଛି ଯେ ତୁମେ ଖୁବ୍ ଭଦ୍ର ହୋଇଯାଇଛି ଏବଂ କାମ କରିବାକୁ ଦ୍ବିଧାବୋଧ କରୁନାହଁ । ତୁମର ନାଁ କ’ଣ ?
“Lushkoff “ ଆଚ୍ଛା Lushkoff, ମୁଁ ଏବେ ତୁମକୁ ଅନ୍ୟ କୌଣସି ଉନ୍ନତତର ନିଯୁକ୍ତି ଦେଇପାରେ, ତୁମେ ଲେଖିପାରିବ ‘ହଁ, ମୁଁ ପାରିବି ।” ‘‘ତେବେ ଏ ଚିଠିଟିକୁ ମୋର ଜଣେ ବନ୍ଧୁଙ୍କ ପାଖକୁ ନେଇଯାଅ ଏବଂ ସେ ତୁମକୁ କିଛି ନକଲ କରିବା କାମ ଦେବେ । କଠିନ ପରିଶ୍ରମ କର, ମଦ୍ୟପାନ କର ନାହିଁ ଏବଂ ମୁଁ ଯାହା ତୁମକୁ କହିଲି ଭଲଭାବେ ମନେରଖ । ଶୁଭ ବିଦାୟ ।’’ ଜଣେ ଲୋକକୁ ଠିକ୍ ରାସ୍ତାକୁ ଆଣିଥ‌ିବାରୁ Sergei ଖୁସି ହୋଇଯାଇ Lushkoff କାନ୍ଧ ଥାପୁଡ଼ାଇ ଦେଲେ ଏବଂ ବିଦାୟ ନେବା ସମୟରେ କରମର୍ଦ୍ଦନ ମଧ୍ୟ କଲେ । Lushkoff ଚିଠିଟି ନେଲା । ସେଇ ଦିନଠାରୁ ସେ ଆଉ କେବେ କାମପାଇଁ ଅଗଣାକୁ ଆସି ନ ଥିଲା ।

Word Meaning / Glossary:
packing – ପ୍ୟାକିଂ
hauling – pull or drag with force
sober – thoughtful or serious
gloomy – feeling depression
pretense – ଛଳନା
shivered – trembled
embarrass – feeling ashamed
tattered – (here) in poor condition
objection – complain
pains – an unpleasant feeling
employment – the position of having a paid job
tapped – hit lightly

Comprehension Check

Question 1.
What is this part of the story about? Did Luskhoff agree to chop wood for Sergei?
(ଗଳ୍ପଟିର ଏହି ଭାଗର ବିଷୟବସ୍ତୁ କ’ଣ ଅଟେ ? Sergeiଙ୍କ ପାଇଁ କାଠ ଚିରିବାକୁ Luskhoff ରାଜି ହେଲେ କି ?)
Answer:
This part of the story describes how Sergei, an advocate put Lushkoff, the beggar on the right path. From a drunkard beggar, Lushkoff becomes sober, sloomy, and silent. Lushkoff agreed to chop wood for Sergei.

Question 2.
What did Sergei see from the window of the dining room?
(ଭୋଜନ ପ୍ରକୋଷ୍ଠର ଝରକାରୁ Sergei କ’ଣ ଦେଖିଲେ ?)
Answer:
Sergei saw from the window of the dining room that the cook and the beggar came out into the yard by the back door. They made their way across the dirty snow to the shed. Olga, the cook stared angrily at the beggar, pushed him carelessly to a side, opened the shed, and closed the door angrily. Sergei saw the beggar getting lost in thought and trying to tap the log with an axe with his freezing hands.

Question 3.
What other work did Luskhoff have to do besides chopping?
(କାଠ ଚିରିବା ସହିତ Luskhoff ଆଉ କ’ଣସବୁ କାମ କରୁଥିଲା ?)
Answer:
Besides chopping wood, he would shovel snow, put the woodshed in order, and beat the dust out of rugs and mattresses. Sergei also hired Lushkoff to help him in packing and hauling the furniture, when he shifted into another room. Finally, he carried a letter from Sergei to one of Sergei’s friends to get some cleaner employment.

Question 4.
What kind of person was Sergei, kind/cruel? How do you know this?
(Sergei କେଉଁଭଳି ବ୍ୟକ୍ତି ଥିଲେ, ଦୟାଳୁ ନା ନିଷ୍ଠୁର ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
Sergei was a kind-hearted person because he wanted Lushkoff to be engaged in some manual work instead of begging. When Sergei came to know that Lushkoff knew writing, he offered him some cleaner employment by sending a letter to one of his friends.

Question 5.
Sergei said, “Well, I am happy that my words have taken effect.” Why did Sergei say so? Is he right in saying this?
(Sergei କହିଲେ ‘‘ମୋ କଥା ଫଳପ୍ରଦ ହୋଇଥିବାରୁ ମୁଁ ଖୁସି ।’’ Sergei ଏକଥା କ’ଣ ପାଇଁ କହିଲେ ? ସେ ଏପରି କହିବା ଠିକ୍ ଥିଲା କି ?)
Answer:
Sergei said so because he saw a great change in the attitude of that beggar. He has been sober, simple, gloomy, and silent. He has no objection in work. He succeeded in turning a beggar into a laborious man.

Question 6.
Did Lushkoff know reading and writing? What did Sergei want Lushkoff to do for earning money?
(Lushkoffପବା ଏବଂ ଲେଖିବା ଜାଣିଥିଲେ କି? Lushkoff ଟଙ୍କା ରୋଜଗାର କରିବା ପାଇଁ କ’ଣ କରିବାକୁ Sergei ଚାହିଁଲେ ?)
Answer:
Yes, Lushkoff knew reading and writing. Sergei wanted Lushkoff to be engaged in some other cleaner employment for earning money. So he sent him to one of his friends with a letter, who would give him some copying work to do.

Question 7.
Do you expect that Lushkoff will get a better job and he won’t come to Sergei for chopping wood?
(ତୁମେ ଭାବୁଛ କି Lushkoff ଗୋଟିଏ ଭଲ ଚାକିରି/ନିଯୁକ୍ତି ପାଇଯିବ ଏବଂ ସେ Sergeiଙ୍କ ପାଖକୁ କାଠ ଚିରିବା ପାଇଁ ଆଉ ଆସିବ ନାହିଁ ?)
Answer:
Yes, I think Lushkoff will get a better job and he won’t come to Sergei for chopping wood because after doing the job of copying, his writing skill would be developed and he would get further better engagement.

TEXT – III

Para: Two years went by. Then one evening, as Sergei was standing at the ticket window of a theatre paying for his seat, he noticed a little man beside him with a coat collar of curly fur and a worn sealskin cap. This little individual timidly asked the ticket seller for a seat in the gallery and paid for it in copper coins. “Lushkoff, is that you ? ” cried Sergei, recognizing in the little man his former wood chopper. “How are you? What are you doing? How is everything with you ?” “All right. I am a notary now and am paid thirty-five roubles a month”.

ଅନୁବାଦ : ଦୁଇ ବର୍ଷ ଅତିକ୍ରାନ୍ତ ହୋଇଗଲା । ଦିନେ ସନ୍ଧ୍ୟାବେଳେ Sergei ଏକ ପ୍ରେକ୍ଷାଳୟର ଟିକଟ କାଉଣ୍ଟର ନିକଟରେ ଠିଆ ହୋଇଥିବାବେଳେ ତାଙ୍କ ନିକଟରେ କୋଟ୍ ଏବଂ ଟୋପି ପରିହିତ ଜଣେ କ୍ଷୁଦ୍ରକାୟ ବ୍ୟକ୍ତିଙ୍କୁ ଦେଖ‌ିଲେ । ସେହି କ୍ଷୁଦ୍ରକାୟ ଭଦ୍ରବ୍ୟକ୍ତିଟି ଟିକଟ ବିକ୍ରୟକାରୀଙ୍କୁ ତାଙ୍କ ପାଇଁ ଏକ ଗ୍ୟାଲେରୀ ସିଟ୍ ଦେବା ପାଇଁ ଶାନ୍ତ ଭାବରେ କହିଲେ ଓ ଏଥ‌ିପାଇଁ କିଛି ତାମ୍ରମୁଦ୍ରା ଦେଲେ । Sergei ସେହି କ୍ଷୁଦ୍ରକାୟ ବ୍ୟକ୍ତିଙ୍କୁ ଚିହ୍ନିପାରିଲେ ଯିଏକି ତାଙ୍କ ପାଇଁ ପୂର୍ବରୁ କାଠ ଚିରୁଥିଲେ । ସେ ଚିତ୍କାର କରି କହିଲେ, ‘‘ତୁମେ କ’ଣ Lushkoff ? ତୁମେ କିପରି ଅଛ ? ତୁମେ କ’ଣ କରୁଛ ? ତୁମର ସବୁ ଠିକ୍‌ଠାକ୍ ଚାଲିଛି ?” ‘ହଁ ସବୁ ଠିକ୍ ଅଛି । ମୁଁ ଏବେ ଜଣେ notary ଭାବେ କାମ କରୁଛି ଏବଂ ମାସିକ ୩୫ ରୁବଲ୍ ଦରମା ପାଉଛି ।’’

Word Meaning / Glossary:
timidly – (here) politely
recognize – identify
went by – passed
sealskin cap – the cap made of sealskin

Para: “Thank Heaven! That’s fine! I am delighted for your sake. I am very, very glad, Lushkoff. You see, you are my godson, in a sense. I gave you a push along the right path, you know. Do you remember what a roasting I gave you? I nearly had you sinking into the ground at my feet that day. Thank you, old man, for not forgetting my words”. “Thank you, too”, said Lushkoff. “If I hadn’t come to you then I might still have been calling myself a teacher or a student to this day.

Yes, by flying to your protraction I dragged myself out of a pit.”I am very glad, indeed.” “Thank you for your kind words and deeds. I am very grateful to you and to your cook. God bless that good and noble woman! You spoke finely then, and I shall be indebted to you to my dying day, but, strictly speaking, it was your cook, Olga, who saved me. “How is that ?”

ଅନୁବାଦ : ‘‘ଭଗବାନଙ୍କୁ ଧନ୍ୟବାଦ, ଖୁବ୍ ଭଲ ହେଲା । ମୁଁ ତୁମ ପାଇଁ ଖୁବ୍ ଆନନ୍ଦିତ । Lushkoff, ମୁଁ ବହୁତ ଖୁସି । ଗୋଟିଏ ଦୃଷ୍ଟିରୁ ତୁମେ ମୋର ଧରମ ପୁଅ । ତୁମେ ତ ଜାଣ ଯେ ମୁଁ ତୁମକୁ ଠିକ୍ ବାଟକୁ ଆଣିବାକୁ ଚେଷ୍ଟା କରିଥିଲି । ତୁମର ଜୀବନଶୈଳୀ ପରିବର୍ତ୍ତନ ପାଇଁ ମୁଁ କ’ଣସବୁ ଯୋଜନା କରିଥିଲି, ତୁମର ମନେ ଅଛି କି ? ସେଦିନ ତୁମେ ମୋ ପାଦତଳେ ପଡ଼ିଯିବା ଭଳି ଅବସ୍ଥାରେ ଥିଲ । ମୋ କଥାକୁ ଭୁଲି ନ ଥିବାରୁ ତୁମକୁ ଅଶେଷ ଧନ୍ୟବାଦ ।’’ Lushkoff କହିଲା, ‘ଆପଣଙ୍କୁ ମଧ୍ଯ ଧନ୍ୟବାଦ । ଯଦି ମୁଁ ତୁମ ନିକଟକୁ ଯାଇ ନ ଥା’ନ୍ତି ତେବେ ସେଦିନଠାରୁ ଆଜିଯାଏ ମୁଁ ନିଜକୁ ଶିକ୍ଷକ କିମ୍ବା ଛାତ୍ର ବୋଲି କହିକହି ଭିକ୍ଷାବୃତ୍ତି କରୁଥା’ନ୍ତି ।

ହଁ, ଆପଣଙ୍କର ଉଚିତ ଦିଗ୍‌ଦର୍ଶନଦ୍ୱାରା ମୁଁ ଆଜି ନିଜକୁ ଉନ୍ନତ କରିପାରିଛି ।’’ ‘ବାସ୍ତବରେ ମୁଁ ଖୁବ୍ ଖୁସି ।’’ “ ଆପଣଙ୍କୁ ଆପଣଙ୍କ ମହତ୍ କଥା ଖୁବ୍‌ କୃତଜ୍ଞ । ଭଗବାନ୍ ସେହି ଉତ୍ତମ ଭଦ୍ର କହିଥିଲେ ଏଣୁ ମୋର ସେହି ଦୁର୍ଦ୍ଦିନରେ ରୋଷେୟା ହିଁ ମୋତେ ରକ୍ଷା କରିଥିଲା ।’’ “elas?” ଓ କାର୍ଯ୍ୟ ପାଇଁ ଧନ୍ୟବାଦ । ମୁଁ ଆପଣ ଓ ଆପଣଙ୍କ ରୋଷେୟା ନିକଟରେ ମହିଳାଙ୍କୁ ଆଶୀର୍ବାଦ କରନ୍ତୁ । ଆପଣ ସେତେବେଳେ କରୁଣାପୂର୍ଣ୍ଣ କଥା ମୁଁ ଆପଣଙ୍କ ନିକଟରେ ଋଣୀ । କିନ୍ତୁ ପ୍ରକୃତରେ କହିବାକୁ ଗଲେ ଆପଣଙ୍କ ତାହା କିପରି?

Word Meaning / Glossary:
delighted – felt happy
glad – happy
push – opposite of pull
path – way
roasting – (here) a plan
sink – to go down the water
protraction – ପ୍ରତିରୋଧ
drag – ଡ୍ରାଗ୍
pit – ଗର୍ତ୍ତ
indebted – grateful
noble woman – ସମ୍ଭ୍ରାନ୍ତ ମହିଳା

Para: “When I used to come to your house to chop wood, she used to begin, “Oh, you sot, you! Oh, you miserable creature! There’s nothing for you but ruin.” And then she would sit down opposite me and grow sad, look into my face and weep. “Oh, you unlucky man! There is no pleasure for you in this world and there will be none in the world to come. You are a drunkard! You will burn in hell. Oh, you unlucky man! Oh, you unhappy one! And so she would carry on, you know, in that strain. 1 can’t tell you how- much misery she suffered.

How many tears she shed for my sake! But the chief thing was – she used to chop the wood for me. Do you know, sir, that I did not chop one single stick of wood for you? She did it all. Why this saved me, Why I changed, why I stopped drinking at the sight of her I cannot explain. I only know that owing to her words and noble deeds, a change took place in my heart; she set me right and I shall never forget it. However, it is time to go now; there goes the bell”. Lushkoff bowed and departed to the gallery.

ଅନୁବାଦ : ‘‘ମୁଁ ଯେତେବେଳେ ଆପଣଙ୍କ ଘରକୁ କାଠ ଚିରିବାକୁ ଯାଉଥିଲି, ସେ ସବୁବେଳେ କହୁଥିଲେ, ତୁମେ ଗୋଟାଏ ମଦ୍ୟପ, ତୁମେ ଏକ ଅସହାୟ ବ୍ୟକ୍ତି, ତୁମ ପାଇଁ ନଷ୍ଟ ହେବା ଛଡ଼ା ଆଉ କିଛି ନାହିଁ ।’’ ତା’ପରେ ସେ ମୋ ସାମନାରେ ଦୁଃଖରେ ବସି ପଡ଼ୁଥୁଲା ଓ ମୋ ମୁହଁକୁ ଚାହିଁ କାନ୍ଦୁଥିଲା । ତା’ପରେ ପୁଣି କହୁଥିଲା, ‘ତୁମେ ଅସହାୟ ! ଏ ପୃଥ‌ିବୀରେ ତୁମ ପାଇଁ କୌଣସି ଆନନ୍ଦ ନାହିଁ ଏବଂ ତୁମର କିଛି ପରିବର୍ତ୍ତନ ହେବାର ନାହିଁ । ତୁମେ ମଦ୍ୟପ ! ତୁମେ ନର୍କରେ ଜଳିପୋଡ଼ି ମରିବ । ହେ ହତଭାଗା, ହେ ଚିରଦୁଃଖୀ ମଣିଷ ! ଏହିପରି ସେହି ଦୁର୍ଦ୍ଦିନ ସମୟରେ ସେ କହି ଚାଲୁଥିଲେ । ସେ କେତେ କଷ୍ଟ ସହିଛନ୍ତି, ତାହା ମୁଁ ଆପଣଙ୍କୁ କହିପାରିବି ନାହିଁ । ମୋ ପାଇଁ ସେ କେତେ ଲୁହ ଝରାଇଛନ୍ତି । କିନ୍ତୁ ମୁଖ୍ୟ କଥା ହେଲା ସେ ମୋ ପାଇଁ କାଠ ଚିରି ଦେଉଥିଲେ ।

ମୁଁ ଆପଣଙ୍କ ପାଇଁ ଖଣ୍ଡିଏ ହେଲେ କାଠ ଚିରି ନାହିଁ ବୋଲି ଆପଣ ଜାଣନ୍ତି କି ? ସେ ସବୁତକ ଚିରୁଥିଲା । ଏହା କାହିଁକି ମୋତେ ରକ୍ଷା କଲା, ମୋର କାହିଁକି ପରିବର୍ତ୍ତନ ହେଲା; ମୁଁ କାହିଁକି ତାଙ୍କୁ ଦେଖୁ ଦେଖୁ ମଦ ପିଇବା ଛାଡ଼ିଦେଲି, ସେ କଥା ମୁଁ ବର୍ଣ୍ଣନା କରିପାରିବି ନାହିଁ । ମୁଁ କେବଳ ଏତିକି ଜାଣିଛି ଯେ ତାଙ୍କର ସେ କଥା ଓ ମହତ କାମ ପାଇଁ ମୋ ହୃଦୟରେ ପରିବର୍ତ୍ତନ ଆସିଲା । ସେ ମୋତେ ଠିକ୍ ବାଟକୁ ଆଣିପାରିଲେ, ମୁଁ ତାଙ୍କୁ କେବେହେଲେ ଭୁଲିପାରିବି ନାହିଁ । ଯାହାହେଉ ଘଣ୍ଟି ବାଜିଲାଣି, ଏବେ ଯିବାବେଳ ହୋଇଗଲାଣି । Lushkoff ନମସ୍କାର ଜଣାଇ ଗ୍ୟାଲେରୀ ଭିତରକୁ ଚାଲିଗଲା ।

Word Meaning / Glossary:
sot – a habitual drunkard
miserable creature – ଦୁଃଖୀ ପ୍ରାଣୀ
ruin – a downfall
weep – cry
strain – burden
bowed – respected by bringing one’s head
departed – 1eft

Comprehension Check

Question 1.
When and where did Sergei meet Lushkoff? How was Lushkoff dressed?
(କେବେ ଏବଂ କେଉଁଠାରେ Sergei Lushkoffଙ୍କୁ ସାକ୍ଷାତ କଲେ ? Lushkoff କିପରି ପୋଷାକ ପରିଧାନ କରିଥିଲେ ?)
Answer:
After two years one evening, Sergei met Lushkoff at the ticket window of a theatre paying for his seat. He was dressed with a coat collar of curly fur and a worn sealskin cap.

Question 2.
What work did Lushkoff do then? How much salary did he get every month?
(ସେହି ସମୟରେ Lushkoff କ’ଣ କରୁଥିଲା ? ସେ ପ୍ରତି ମାସରେ କେତେ ଦରମା ପାଉଥିଲେ ?)
Answer:
Lushkoff did the job of a notary then. He was paid thirty-five roubles per month.

Question 3.
Did Sergei become happy with the beggar in a different form? How do you know this?
(ଭିକାରୀଟିକୁ ଏକ ଭିନ୍ନ ରୂପରେ ଦେଖିଲା ପରେ Sergei ଖୁସି ହୋଇଯାଇଥିଲେ କି ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
Yes, Sergei became happy to see the beggar in a different form. We know this from the statements Sergei told Lushkoff: “I am delighted for your sake. I am very, very glad. You are my godson. I gave you a push along the right path.”

Question 4.
Was Lushkoff very grateful to Sergei? Which statements say so?
(Lushkoff Sergeiଙ୍କ ପ୍ରତି ଗଭୀରଭାବେ କୃତଜ୍ଞ ଥିଲା କି ? କେଉଁ ଉକ୍ତିଗୁଡ଼ିକରୁ ଏହା ଜଣାପଡ଼ୁଛି ?)
Answer:
Yes, Rushkoff was very grateful to Sergei. The following statements say so. “Thank you for your kind words and deeds. I am very grateful to you and to your cook. God bless that good and noble woman. You spoke finely then and I shall be indebted to you for my dying day.”

Question 5.
Who really saved and changed the beggar’s life and how?
(କିଏ ବାସ୍ତବରେ ଭିକାରୀଟିର ଜୀବନକୁ ପରିବର୍ତ୍ତନ କରିଥିଲା ଏବଂ କିପରି ?)
Answer:
It was Sergei’s cook, Ogla, who really saved and changed the beggar’s life. In the wood shed, the beggar was unable to chop wood. Olga chopped wood for the beggar. She repeatedly cursed him for his drunkenness. She sat down opposite him, looked into his face, and wept. She told that there was no pleasure for him in this world. There would be none in the world to come to help him. Due to Olga’s sympathetic words and noble deeds a great change took place in Lushkoff.

Question 6.
What made the beggar stop drinking?
(କାରୀ କଣ ପାଇଁ ମଦ୍ୟପାନ ଛାଡ଼ିଦେଲେ ?)
Answer:
The beggar stopped drinking owing to Olga’s words and noble deeds. She wept bitterly for him. She called him as miserable creature and an unfortunate man. She warned him about the dreadful result of drinking. This made the beggar stop drinking.

Question 7.
Which character in the story do you like the most? Support your answer with suitable reasons?
(ଗଳ୍ପରେ କେଉଁ ଚରିତ୍ରଟି ତୁମକୁ ସବୁଠାରୁ ଭଲ ଲାଗୁଛି ? ଉପଯୁକ୍ତ କାରଣ ଦର୍ଶାଇ ନିଜ ଉତ୍ତରକୁ ସମର୍ଥନ କର ।)
Answer:
Sergei’s cook Ogla is the character whom we like the most. Because she became very much concerned with the problems of the beggar. She wept for him. She even used to chop the wood for him. She tried her best to bring a complete change in him. He had given up drinking owing to her words and noble deeds. So she could bring a great change in his life. He came to the right path.

D. WRITING

Answer the following questions in fifty words.
(ପଚାଶଟି ଶବ୍ଦରେ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
Who were Sergei and Lushkoff. Describe their first meeting?
(Sergei ଏବଂ Lushkoff କିଏ ଥିଲେ ? ସେମାନଙ୍କର ପ୍ରଥମ ସାକ୍ଷାତ ବିଷୟରେ ବର୍ଣ୍ଣନା କର ।)
Answer:
Sergei was an advocate and Lushkoff was a beggar. Sergei met Lushkoff, when he was begging by telling him that he was a village school teacher for eight years and had lost his job for one year. So being jobless he has nothing to eat and no money for lodging. So he requested people to have pity on him. He also requested Sergei to help him with some money as he had an offer of a post in the province of Kaluga, but he had no money to reach there.

But it seemed to Sergei as if he had seen that beggar somewhere before. When his eyes fell on the beggar’s overshoes, he remembered that he had met him the day before yesterday in Sadovya street, who was begging there telling him that he was an expelled student.

Question 2.
Did Lushkoff become a beggar by circumstances or by choice? What reasons did the beggar give Sergei for telling lies?
(ପରିସ୍ଥିତି କିମ୍ବା ପସନ୍ଦLushkoff ଭିକାରୀ ହୋଇଥିଲେ ? ସେ Sergeiଙ୍କୁ ମିଛ କହିବାର କାରଣ କଣ ବୋଲି କହିଥିଲେ ?)
Answer:
Lushkoff became a beggar of circumstances. Formerly he sang in a Russian choir. He lost his job for drunkenness. Since then he had earned his living by begging. He told Sergei that he was compelled to tell lies. Because no one would give him anything if he would tell the truth. He also did not find any work to do by which he could earn his living.

Question 3.
Why did Lushkoff agree to chop wood? What were the other things Lushkoff had to do?
(Lushkoff କାହିଁକି କାଠ କାଟିବାକୁ ରାଜି ହେଲେ? Lushkoff ଅନ୍ୟ କ’ଣ କରିବାକୁ ପଡିଲା |
Answer:
Rushkoff agreed to chop wood because he was trapped by his own words. He did not agree to chop wood because he was hungry and wanted work, but simply pride and shame compelled him to do so. He even did not have the slightest inclination for labor. Besides, chopping wood, Lushkoff did some other things. He had to shovel snow, put the woodshed in order, and beat the dust out of rugs and mattresses. Even he helped Sergei in the packing and hauling of the furniture when Sergei moved into another house.

Question 4.
Collect information about Sergei’s cook and write a short paragraph.
(Sergeiଙ୍କର ରୋଷେୟାଙ୍କ ବିଷୟରେ ତଥ୍ୟ ସଂଗ୍ରହ କରି ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
Olga was Sergei’s cook who was a kind-hearted lady. She was sympathetic towards Lushkoff and chopped all the wood for him in Sergei’s wood shed. She told him that there was nothing for him but ruin. She looked into his face and wept. She also told him that there was no pleasure for him in this world. There would be none in the world to come for him. She referred to him as a drunkard who would bum in hell. She could change her attitude toward Lushkoff through her words and noble deeds. For her, Lushkoff gave up drinking and set on the right path. Strictly speaking, she was the only person who saved Lushkoff from being mined.

Question 5.
What made the beggar change his way of life?
(ଭିକାରୀଟିର ଜୀବନଧାରା କେଉଁଥ୍‌ପାଇଁ ପରିବର୍ତ୍ତନ ହୋଇଥିଲା ?)
Answer:
Olga’s words and deeds made the beggar change his way of life. Ogla told Lushkoff, the beggar that there was nothing for him but min. She sat down opposite him and looked into his face and wept. She persuaded Lushkoff not to drink wine. She even used to chop the wood for Lushkoff. So her soothing words and noble deeds changed his heart and he stopped drinking. Then his lifestyle began to change.

Question 6.
Which character do you like the most and why?
(ତୁମେ କେଉଁ ଚରିତ୍ରଟିକୁ ସବୁଠାରୁ ଅଧ‌ିକ ଭଲ ପାଉଛ ଏବଂ କାହିଁକି ?)
Answer:
I like Olga the most. She was a cook of Sergei. Sergei sent Olga with Lushkoff to the wood shed to chop wood. It was Olga who changed the attitude of Lushkoff, the drunkard. She felt deep sorrow for Lushkoff’s miserable health condition. She even did not hesitate to chop wood for him. She was a kind-hearted lady with a compassionate attitude. She helped Lushkoff to such an extent that Lushkoff was compelled to change his mind and stopped drinking. Henceforth he began to lead a life with dignity.

Question 7.
Write a short paragraph suggesting some ways for abolishing the practice of begging in our country.
(ଆମ ଦେଶରେ ଭିକ୍ଷାବୃତ୍ତିକୁ ଉଚ୍ଛେଦ କରିବା ପାଇଁ କେତେକ ଉପାୟ ପରସ୍ତାବ ଦେଇ କ୍ଷୁଦ୍ର ଅନୁଚ୍ଛେଦଟିଏ ଲେଖ ।)
Answer:
Begging is an embarrassing profession. This practice hampers the dignity of the country. It is a major problem in our country nowadays. Some people think it is easy to make living. So we find beggars in large numbers in streets, in front of the temples, and in other places. So the practice of begging should be abolished. Government should take some steps to settle the professional beggars. They should be engaged in some constructive activities. They should be taught about the dignity of labor. All of us should be conscious of this problem and try our best to change our attitude.

E. ACTIVITY

Activity – I
Read the following statements and write the names of the persons who said the statements in the blank spaces provided.
(ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ଏହି ଉକ୍ତିଗୁଡ଼ିକ କିଏ କହିଥିଲେ ତାଙ୍କ ନାମ ପ୍ରଦତ୍ତ ଶୂନ୍ୟସ୍ଥାନରେ ଲେଖ ।)
(a) She set me right and I shall never forget it.
(b) For three days I have had nothing to eat.
(c) I only know that owing to her words and noble needs, a change took place in my heart.
(d) I shall send the police for you.
(e) Well, ¡ am happy that my words have taken effect. ___________
(f) Help me kindly: I am ashamed to ask, but I am obliged to by circumstance.
(g) Work! That’s what you can do! You must work!
(h) No one will give me anything when I tell the truth. ___________
(j) Work hard, don’t drink, and remember what I have said to you.
(j) Thank you for your kind words and deeds. ___________
(k) I am delighted for your sake. ___________
(I) How are you? What are you doing? How is everything with you?
Answer:
(a) She set me right and I shall never forget it. – Lushkoff
(b) For three days I have had nothing to eat. – Lushkoff
(e) I only know that owing to her words and noble needs, a change took place in my heart. – Lushkoff
(d) I shall send the police for you. – Sergei
(e) Well, I am happy that my words have taken effect. – Sergei
(f) Help me kindly: I am ashamed to ask, but I am obliged to by circumstance. – Sergei
(g) Work! That’s what you can do! You must work! – Sergei
(h) No one will give me anything when I tell the truth. – Lushkoff
(j) Work hard, don’t drink, and remember what I have said to you. – Sergei
(j) Thank you for your kind words and deeds. – Lushkoff
(k) I am delighted for your sake. – Sergei
(I) How are you? What are you doing? How is everything with you? – Sergei

Activity — II
Arrange the above statements in proper order as they are used in the story.
(ଉପରୋକ୍ତ ଉକ୍ତିଗୁଡ଼ିକୁ ଗଳ୍ପରେ ବ୍ୟବହୃତ ହୋଇଥିବା ସଠିକ୍ କ୍ରମ ଅନୁସାରେ ସଜାଅ ।)
Answer:
(b) For three days I have had nothing to eat.
(f) Help me kindly: I am ashamed to ask, but I am obliged to by circumstance.
(d) I shall send the police for you.
(h) No one will give me anything when I tell the truth.
(g) Work! That’s what you can do! You must work!
(e) Well, I am happy that my words have taken effect.
(j) Work hard, don’t drink, and remember what I have said to you.
(1) How are you? What are you doing? How is everything with you?
(k) I am delighted for your sake.
(j) Thank you for your kind words and deeds.
(c) I only know that owing to her words and noble needs, a change took place in my heart.
(a) She set me right and I shall never forget it.

Activity — III
Supply appropriate information from the bracket for the blank spaces in the flow chart.
(asked the beggar to chop wood, the beggar requested the advocate for money, the advocate offered another one of copying, advocate met L.ushkoff after two years, the beggar owed a lot to the cook and departed, the advocate wanted to know the truth, the beggar told him everything about his change, on the first of every month, appeared and earned half a rouble.

Answer:

Activity — IV

Name of the characters	Physical	Profession	Dress	Quality	Work

Answer:

Name of the characters	Physical	Profession	Dress	Quality	Work
Sergei	strong and energetic	advocate	black coat white trousers	truthful and dedicated	in a court
Lushkoff	old and weak ill health sunken and dull eyes	beggar	Ragged fawn- Coloured overcoat	pretender, later faithful	Begging later notary
Olga	strong	cooking		good, kind-hearted dedicated	Cooking chopping for the beggar

BSE Odisha 10th Class English Chapter 2 The Beggar Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Who is the writer of the story ‘The Beggar’?
Answer:
Anton Chekhov

Question 2.
Who are the characters of the story ‘The Beggar’?
Answer:
Sergei, Olga, and Lushkoff

Question 3.
Which story tells about the dignity of labor?
Answer:
The Beggar

Question 4.
Which country are the characters from?
Answer:
Russia

Question 5.
“Kind Sir, have pity.” Who is ‘Sir’ here?
Answer:
Sergei, the advocate

Question 6.
For how many days did the beggar have nothing to eat?
Answer:
three days

Question 7.
What was he for eight years?
Answer:
a village school teacher

Question 8.
Who was Sergei?
Answer:
an advocate

Question 9.
How were the beggar’s eyes?
Answer:
dull, drunken

Question 10.
In which province had he got a position?
Answer:
Kaluga

Question 11.
“I am obliged to by circumstances.” Who said it?
Answer:
the beggar

Question 12.
Where did Sergei’s eyes fall arid he remembered something?
Answer:
the beggar’s overshoes

Question 13.
When had Sergei met the beggar in Sadnvvi Street?
Answer:
the day before advocate yesterday

Question 14.
‘This is swindling.’ Who said this?
Answer:
Sergei

Question 15.
Where was the beggar working as a singer?
Answer:
Russian choir

Question 16.
Why was he sent away from the Russian choir?
Answer:
for his drunkenness

Question 17.
What did Sergei tell the beggar to do?
Answer:
to chop wood for him

Question 18.
Who was Sergei’s cook?
Answer:
Olga

Question 19.
Where was she when Sergei called her?
Answer:
in the kitchen

Question 20.
What had undermined the beggar’s health?
Answer:
vodka

Question 21.
How did Olga glare at his companion?
Answer:
wrathfully

Question 22.
Where did the pseudo-teacher seat himself?
Answer:
on a log

Question 23.
What did Olga fling at the beggar’s feet?
Answer:
an axe

Question 24.
How much did the beggar earn for the first time?
Answer:
half a rouble

Question 25.
For what purpose did Sergei hire the beggar at the time of shifting his house?
Answer:
to help him in packing and hauling the furniture

Question 26.
How did the beggar walk behind the wagons?
Answer:
hanging his head

Question 27.
How much did Sergei give to the beggar after moving into another house?
Answer:
a rouble

Question 28.
What was the name of the beggar?
Answer:
Lushkoff

Question 29.
What was the cleaner employment for Lushkoff?
Answer:
copying

Question 30.
After how many years did Sergei meet his old wood chopper?
Answer:
two years

Fill With In The Blanks Right Words.

Question 1.
The beggar was hungry for __________.
Answer:
three days

Question 2.
The poor man needed five copecks for _________.
Answer:
lodging

Question 3.
According to the beggar, he lost his place through __________.
Answer:
intrigues

Question 4.
Sergei was _________.
Answer:
an advocate

Question 5.
Sergei looked at the _________ of the suppliant.
Answer:
rugged, fawn-colored overcoat

Question 6.
The beggar opined that he had an offer of a position in the province of __________.
Answer:
Kaluga

Question 7.
According to the beggar, he was obliged to by __________.
Answer:
circumstances

Question 8.
Sergei’s eyes fell on the man’s __________.
Answer:
overshoes

Question 9.
Sergei had met the beggar in _________ at first.
Answer:
Sadovya Street wood

Question 10.
At first, the beggar told Sergei that he was _________ not a village school teacher.
Answer:
an expelled student

Question 11.
Sergei flushed and turned from the ragged creature with an expression of __________.
Answer:
disgust

Question 12.
“This is dishonesty, my dear Sir This is swindling ________ cried angrily.
Answer:
Sergei

Question 13.
The beggar was singing a song in a __________.
Answer:
Russian choir

Question 14.
The beggar was sent away from the Russian choir for __________.
Answer:
drunkenness

Question 15.
Sergei offered a job of __________ to the beggar.
Answer:
chopping wood copecks

Question 16.
The beggar confessed before Sergei that all he had been told was _________.
Answer:
fiction

Question 17.
Sergei called _________ out of the kitchen.
Answer:
his cook

Question 18.
The name of the cook was ___________.
Answer:
Olga

Question 19.
The beggar looked like a __________.
Answer:
scarecrow

Question 20.
It was obvious from the beggar’s _________ that he had not consented to go and chop wood.
Answer:
gait

Question 21.
The beggar agreed to chop wood because he was trapped by __________.
Answer:
his own words

Question 22.
The beggar’s strength had been undermined by __________.
Answer:
vodka

Question 23.
Sergei was watching the beggar and Olga from the __________ of the kitchen.
Answer:
window

Question 24.
Olga glared __________ at her companion.
Answer:
wrathfully

Question 25.
The beggar sat on a log and become lost in the thought with his red cheeks resting on his __________.
Answer:
fists

Question 26.
The beggar irresolutely pulled __________ toward him.
Answer:
a billet of

Question 27.
The beggar tapped the wood with his axe as if afraid of hitting his __________.
Answer:
overshoe or cutting his finger

Question 28.
Sergei’s anger vanished when he began to feel a little sorry for having set a spoiled, drunken, and sick man to work at _________ in the cold.
Answer:
menial labor

Question 29.
The beggar appeared on the first of the month and earned __________.
Answer:
Haifa rouble

Question 30.
When the beggar did the work of shoveling snow, beating rugs, and putting the woodshed in order by chopping wood, he received _________.
Answer:
twenty to forty

Question 31.
Sergi hired the bigger to help _________ when he moved into another house.
Answer:
the packing and hauling of the furniture

Question 32.
After __________ was over, Sergei sent for the beggar.
Answer:
the moving

Question 33.
Sergei asked the beggar’s name only after ___________.
Answer:
pleasing over him

Question 34.
Sergei offered Lashkoff _________ after pleasing him.
Answer:
cleaner employment

Question 35.
Pleased at having put a man on ___________ Sergei tapped kindly on the shoulder.
Answer:
the right path

Question 36.
Sergei met Lushkoff after a gap of 2 years at ____________.
Answer:
the ticket window

Question 37.
Lushkoff was standing at the ticket window paying for ___________.
Answer:
his seat

Question 38.
The little individual timidly asked the ticket seller for a seat in the __________ and paid for it with copper coins.
Answer:
Gallery

Question 39.
Lushkoff paid __________ for his seat to the ticket seller.
Answer:
copper coins

Question 40.
As a notary, Lushkoff was getting __________ roubles a mouth.
Answer:
thirty-five

Multiple Questions With Answers Choice

Question 1.
In the story Sergei was a/an ___________?
(A) teacher
(B) student
(C) advocate
(D) beggar
Answer:
(C) advocate

Question 2.
One day Sergei met the beggar in the ___________ street.
(A) Sash
(B) Sadovya
(C) Moscow
(D) Siberia
Answer:
(B) Sadovya

Question 3.
Sergei threatened the beggar to send him to __________?
(A) the zoo
(B) the kine-house
(C) the police station
(D) underground
Answer:
(C) the police station

Question 4.
The beggar said that he did not have _________ copecks for lodging?
(A) 4
(B) 5
(C) 6
(D) 7
Answer:
(B) 5

Question 5.
The beggar was looking __________?
(A) cheerful and happy
(B) poor and hungry
(C) tired and gloomy
(D) none of these
Answer:
(B) poor and hungry

Question 6.
The beggar was wearing __________?
(A) new trousers
(B) dirty robes
(C) tom clothes
(D) none of these
Answer:
(C) tom clothes

Question 7.
Lushkoff became physically weak because of __________?
(A) hard toil
(B) wandering
(C) excessive drinking
(D) excessive smoking
Answer:
(C) excessive drinking

Question 8.
The beggar knew that he would get nothing by ___________?
(A) working hard
(B) chopping wood
(C) telling the truth
(D) singing in the coir
Answer:
(C) telling the truth

Question 9.
Lushkoff lost his place through ___________?
(A) intrigues
(B) his inability
(C) weakness
(D) unhappiness
Answer:
(A) intrigues

Question 10.
The beggar told Sergei that he had been a teacher for __________ years?
(A) 8
(B) 9
(C) 7
(D) 6
Answer:
(A) 8

Question 11.
Lushkoff wore a ragged and _________ colored overcoat?
(A) fawn
(B) brown
(C) cascade
(D) amber
Answer:
(A) fawn

Question 12.
There were ________ on the beggar’s cheek?
(A) black mole
(B) red spot
(C) cut mark
(D) wrinkles
Answer:
(B) red spot

Question 13.
Lushkoff had an offer of a position in _________?
(A) Kaluga
(B) Kemerovo
(C) Kazan
(D) Mahanga
Answer:
(A) Kaluga

Question 14.
‘I am obliged to beg by circumstances.’ Who said this?
(A) Lushk off
(B) Olga
(C) Sergei
(D) Anton
Answer:
(A) Lushk off

Question 15.
Sergei remembered the man meeting in the __________?
(A) Sadovaya Street
(B) Vinoba Street
(C) Janaki Street
(D) Tushar Street
Answer:
(A) Sadovaya Street

Question 16.
The beggar used to sing in __________?
(A) the theatre
(B) the films
(C) the Russian choir
(D) the episode
Answer:
(C) the Russian choir

Question 17.
The beggar was sacked from the Russian coir due to his ___________?
(A) wickedness
(B) cleverness
(C) drunkenness
(D) kindness
Answer:
(C) drunkenness

Question 18.
Sergei got angry with the beggar because he was _________?
(A) shouting
(B) crying
(C) drinking
(D) telling a lie
Answer:
(D) telling a lie

Question 19.
Sergei wanted the beggar to _________ wood for him?
(A) collect
(B) do cleaning
(C) remove
(D) do chopping
Answer:
(D) do chopping

Question 20.
Chopping wood was not a punishment for the beggar because _________?
(A) the skilled woodcutters were out of work
(B) there was a scarcity of labor
(C) everybody loved begging
(D) Russia was a land of beggars
Answer:
(A) the skilled woodcutters were out of work

BSE Odisha 10th Class English Non-Detailed Text

• Chapter 1 A Tiger in the House
• Chapter 2 The Beggar
• Chapter 3 The Village Judge
• Chapter 4 A Grain as big as a Hen’s Egg
• Chapter 5 A Great Son of India

Odisha State Board Elements of Mathematics Class 12 Solutions CHSE Odisha Chapter 5 Determinants Ex 5(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 5 Determinants Exercise 5(a)

Question 1.
Evaluate the following determinants.
(i) \(\left|\begin{array}{ll}
1 & 1 \\
2 & 3
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ll}
1 & 1 \\
2 & 3
\end{array}\right|\) = 3 – 2 = 1

(ii) \(\left|\begin{array}{ll}
2 & -3 \\
1 & -4
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ll}
2 & -3 \\
1 & -4
\end{array}\right|\) = -8 + 3 = -5

(iii) \(\left|\begin{array}{ll}
\sec \theta & \tan \theta \\
\tan \theta & \sec \theta
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ll}
\sec \theta & \tan \theta \\
\tan \theta & \sec \theta
\end{array}\right|\) = sec² θ – tan² θ = 1

(iv) \(\left|\begin{array}{ll}
0 & x \\
2 & 0
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ll}
0 & x \\
2 & 0
\end{array}\right|\) = 0 – 2x = -2x

(v) \(\left|\begin{array}{cc}
1 & \omega \\
-\omega & \omega
\end{array}\right|\)
Solution:
\(\left|\begin{array}{cc}
1 & \omega \\
-\omega & \omega
\end{array}\right|\) = ω + ω² = -1

(vi) \(\left|\begin{array}{cc}
4 & -1 \\
3 & 2
\end{array}\right|\)
Solution:
\(\left|\begin{array}{cc}
4 & -1 \\
3 & 2
\end{array}\right|\) = 8 + 3 = 11

(vii) \(\left|\begin{array}{ll}
\cos \theta & \sin \theta \\
\sin \theta & \cos \theta
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ll}
\cos \theta & \sin \theta \\
\sin \theta & \cos \theta
\end{array}\right|\) = cos² θ – sin² θ = cos 2θ

(viii) \(\left|\begin{array}{lll}
1 & 1 & 1 \\
1 & 1 & 1 \\
1 & 1 & 1
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
1 & 1 & 1 \\
1 & 1 & 1 \\
1 & 1 & 1
\end{array}\right|\) = 0
as the rows are identical.

(ix) \(\left|\begin{array}{lll}
1 & 0 & 0 \\
0 & 1 & 0 \\
0 & 0 & 1
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
1 & 0 & 0 \\
0 & 1 & 0 \\
0 & 0 & 1
\end{array}\right|\) = 1\(\left|\begin{array}{ll}
1 & 0 \\
0 & 1
\end{array}\right|\) = 1 – 0 = 1

(x) \(\left|\begin{array}{ccc}
2 & 3 & 1 \\
0 & 0 & 0 \\
-1 & 2 & 0
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ccc}
2 & 3 & 1 \\
0 & 0 & 0 \\
-1 & 2 & 0
\end{array}\right|\) = 0
as all the entries in the 2nd row are zero.

(xi) \(\left|\begin{array}{ccc}
1 & x & y \\
0 & \sin x & \sin y \\
0 & \cos x & \cos y
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ccc}
1 & x & y \\
0 & \sin x & \sin y \\
0 & \cos x & \cos y
\end{array}\right|\) = 1\(\left|\begin{array}{cc}
\sin x & \sin y \\
\cos x & \cos y
\end{array}\right|\)
= sin x cos y – cos x sin y = sin (x – y)

(xii) \(\left|\begin{array}{lll}
1 & 2 & 3 \\
1 & 2 & 3 \\
3 & 4 & 5
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
1 & 2 & 3 \\
1 & 2 & 3 \\
3 & 4 & 5
\end{array}\right|\) = 0 (∵ R₁ = R₂)

(xiii) \(\left|\begin{array}{lll}
0.2 & 0.1 & 3 \\
0.4 & 0.2 & 7 \\
0.6 & 0.3 & 2
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
0.2 & 0.1 & 3 \\
0.4 & 0.2 & 7 \\
0.6 & 0.3 & 2
\end{array}\right|\)
= 2\(\left|\begin{array}{lll}
0.2 & 0.1 & 3 \\
0.4 & 0.2 & 7 \\
0.6 & 0.3 & 2
\end{array}\right|\) = 0 (∵ C₁ = C₂)

(xiv) \(\left|\begin{array}{ccc}
1 & \omega & \omega^2 \\
\omega & \omega^2 & 1 \\
\omega^2 & 1 & \omega
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ccc}
1 & \omega & \omega^2 \\
\omega & \omega^2 & 1 \\
\omega^2 & 1 & \omega
\end{array}\right|\)

(xv) \(\left|\begin{array}{lll}
1 & 1 & 1 \\
2 & 2 & 2 \\
3 & 3 & 3
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
1 & 1 & 1 \\
2 & 2 & 2 \\
3 & 3 & 3
\end{array}\right|\) = 0 (∵ C₁ = C₂)

(xvi) \(\left|\begin{array}{ccc}
-6 & 0 & 0 \\
3 & -5 & 7 \\
2 & 8 & 11
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ccc}
-6 & 0 & 0 \\
3 & -5 & 7 \\
2 & 8 & 11
\end{array}\right|\)
= (-6) \(\left|\begin{array}{cc}
-5 & 7 \\
8 & 11
\end{array}\right|\) = = (-6) (- 55 – 56)
= (-6) (-111) = 666

(xvii) \(\left|\begin{array}{lll}
1 & 0 & 0 \\
2 & 3 & 5 \\
4 & 1 & 3
\end{array}\right|\)
Solution:
\(\left|\begin{array}{lll}
1 & 0 & 0 \\
2 & 3 & 5 \\
4 & 1 & 3
\end{array}\right|\)
= 1 \(\left|\begin{array}{ll}
3 & 5 \\
1 & 3
\end{array}\right|\) = 9 – 5 = 4

(xviii) \(\left|\begin{array}{ccc}
-18 & 17 & 19 \\
3 & 0 & 0 \\
-14 & 5 & 2
\end{array}\right|\)
Solution:
\(\left|\begin{array}{ccc}
-18 & 17 & 19 \\
3 & 0 & 0 \\
-14 & 5 & 2
\end{array}\right|\)
= -3 \(\left|\begin{array}{cc}
17 & 19 \\
5 & 2
\end{array}\right|\)
(Expanding along 2nd row)
= – 3 (34 – 95)
= (-3) (-61) = 183

Question 2.
State true or false.
(i) If the first and second rows of a determinant be interchanged then the sign of the determinant is changed.
Solution:
True

(ii) If first and third rows of a determinant be interchanged then the sign of the determinent does not change.
Solution:
False

(iii) If in a third order determinant first row be changed to second column. Second row to 1st column and third row to third column, then the value of the determinant does not change.
Solution:
False

(iv) A row and a column of a determinant can have two or more common elements.
Solution:
False

(v) The minor and the co-factor of the element a₃₂ of a determinant of third order are equal.
Solution:
False

(vi) \(\left|\begin{array}{lll}
3 & 1 & 3 \\
0 & 4 & 0 \\
1 & 3 & 1
\end{array}\right|\) = 0
Solution:
True

(vii) \(\left|\begin{array}{lll}
6 & 4 & 2 \\
4 & 0 & 7 \\
5 & 3 & 4
\end{array}\right|\) = \(\left|\begin{array}{lll}
6 & 4 & 5 \\
4 & 0 & 3 \\
2 & 7 & 3
\end{array}\right|\)
Solution:
True

(viii) \(\left|\begin{array}{lll}
2 & 3 & 4 \\
5 & 6 & 7 \\
1 & 2 & 3
\end{array}\right|\) = \(\left|\begin{array}{lll}
4 & 2 & 3 \\
7 & 5 & 6 \\
3 & 1 & 2
\end{array}\right|\)
Solution:
True

Question 3.
Fill in the blanks with appropriate answer from the brackes.
(i) The value of \(\left|\begin{array}{ccc}
0 & 8 & 0 \\
25 & 520 & 25 \\
1 & 410 & 0
\end{array}\right|\) = _______. (0, 25, 200, -250)
Solution:
200

(ii) If ω is the cube root of unity, then \(\left|\begin{array}{ccc}
1 & \omega & \omega^2 \\
\omega & \omega^2 & 1 \\
\omega^2 & 1 & \omega
\end{array}\right|\) = _______. (1, 0, ω, ω²)
Solution:
0

(iii) The value of the determinant \(\left|\begin{array}{lll}
1 & a & b+c \\
1 & b & c+a \\
1 & c & a+b
\end{array}\right|\) = _______. (a + b – c, (a + b + c)², 0, 1 + a + b + c)
Solution:
0

(iv) If \(\left|\begin{array}{lll}
a & b & c \\
b & a & b \\
x & b & c
\end{array}\right|\) = 0, then x = _______. (a, b, c, a + b + c)
Solution:
a

(v) \(\left|\begin{array}{lll}
a_1+a_2 & a_3+a_4 & a_5 \\
b_1+b_2 & b_3+b_4 & b_5 \\
c_1+c_2 & c_3+c_4 & c_5
\end{array}\right|\) can be expressed at the most as _______, different 3rd order determinants. (1, 2, 3, 4)
Solution:
4

(vi) Minimum value of \(\left|\begin{array}{cc}
\sin x & \cos x \\
-\cos x & 1+\sin x
\end{array}\right|\) is _______. (-1, 0, 1, 2)
Solution:
0

(vii) The determinant \(\left|\begin{array}{lll}
1 & 1 & 1 \\
1 & 2 & 3 \\
1 & 3 & 6
\end{array}\right|\) is not equal to _______. \(\left(\left|\begin{array}{lll}
2 & 1 & 1 \\
2 & 2 & 3 \\
2 & 3 & 6
\end{array}\right|,\left|\begin{array}{lll}
2 & 1 & 1 \\
3 & 2 & 3 \\
4 & 3 & 6
\end{array}\right|,\left|\begin{array}{lll}
1 & 2 & 1 \\
1 & 5 & 3 \\
1 & 9 & 6
\end{array}\right|,\left|\begin{array}{ccc}
3 & 1 & 1 \\
6 & 2 & 3 \\
10 & 3 & 6
\end{array}\right|\right)\)
Solution:
\(\left|\begin{array}{lll}
2 & 1 & 1 \\
2 & 2 & 3 \\
2 & 3 & 6
\end{array}\right|\)

(viii) With 4 different elements we can construct _______ number of different determinants of order 2. (1, 6, 8, 24)
Solution:
6

Question 4.
Solve the following:
(i) \(\left|\begin{array}{cc}
4 & x+1 \\
3 & x
\end{array}\right|\)
Solution:
\(\left|\begin{array}{cc}
4 & x+1 \\
3 & x
\end{array}\right|\) = 5
or, 4x – 3x – 3 = 5 or, x = 8

(ii) \(\left|\begin{array}{ccc}
\boldsymbol{x} & a & a \\
m & m & m \\
b & x & b
\end{array}\right|\) = 0
Solution:

(Replacing C₁ and C₂ by C₁ – C₃ and C₂ – C₃ respectively)
⇒ m |(x – a) (-x + b)| = 0
⇒ m (x – a) (b – x) – 0 ⇒ x = a, b

(iii) \(\left|\begin{array}{lll}
7 & 6 & x \\
2 & x & 2 \\
x & 3 & 7
\end{array}\right|\) = 0
Solution:

or, (x – 7) (7x + x² – 1 8) = 0
or, (x – 7) (x² + 7x – 18) = 0
or, (x – 7) (x + 9) (x – 2) = 0
∴ x = -9, 2, 7

(iv) \(\left|\begin{array}{ccc}
0 & x-a & x-b \\
x+a & 0 & x-c \\
x+b & x+c & 0
\end{array}\right|\) = 0
Solution:

or, – (x – a) {0 – (x + b) (x – c)} + (x – b) (x + a) (x + c) = 0
or, (x – a) (x + b) (x – c) + (x – b) (x + a) (x + c) = 0
or, (x² + bx – ax – ab) (x – c) + (x² + ax – bx – ab) (x + c) = 0
or, x³ – cx² + bx² – bcx – ax² + acx – abx + abc + x³ + cx² + ax² + acx- bx² – bcx – abx – abc = 0
or, 2x³ – 2abx – 2bcx + 2acx = 0
or, 2x (x² – ab – bc + ac) = 0
x = 0, x² = ab + bc – ca
∴ x = 0, x = \(\sqrt{a b+b c-c a}\)

(v) \(\left|\begin{array}{ccc}
\boldsymbol{x}+\boldsymbol{a} & \boldsymbol{b} & \boldsymbol{c} \\
\boldsymbol{b} & \boldsymbol{x}+\boldsymbol{c} & \boldsymbol{a} \\
\boldsymbol{c} & \boldsymbol{a} & \boldsymbol{x}+\boldsymbol{b}
\end{array}\right|\) = 0
Solution:

⇒ (x + a + b + c) {x² + bx + cx + bc – a² – bx – b² + ca + ab – cx – c² = 0}
⇒ (x + a + b + c) {x² – a² – b² – c² + ab + bc + ca} = 0
⇒ x + a + b + c = 0
or, x² – a² – b² – c² + ab + bc + ca = 0
⇒ x = – (a + b + c)
∴ or x = \(\sqrt{a^2+b^2+c^2-a b-b c-c a}\)

(vi) \(\left|\begin{array}{ccc}
1+x & 1 & 1 \\
1 & 1+x & 1 \\
1 & 1 & 1+x
\end{array}\right|\) = 0
Solution:

(vii) \(\left|\begin{array}{ccc}
1 & 4 & 20 \\
1 & -2 & 5 \\
1 & 2 x & 5 x^2
\end{array}\right|\) = 0
Solution:

⇒ -30x² + 30 + 30x + 30 = 0
⇒ -30x² + 30x + 60 = 0
⇒ x² – x – 2 = 0
⇒ x² – 2x + x + 2 = 0
⇒ (x – 2) (x + 1) = 0
⇒ x = 2, -1

(viii) \(\left|\begin{array}{ccc}
x+1 & \omega & \omega^2 \\
\omega & x+\omega^2 & 1 \\
\omega^2 & 1 & x+\omega
\end{array}\right|\) = 0
Solution:

⇒ x(x² + xω – xω² + xω² + ω³ – ω⁴ – xω – ω² + ω³ – 1 + ω² + ω – ω³) = 0
⇒ x(x² + ω³ – ω⁴ – ω² + ω³ – 1 + ω² + ω – ω³) = 0
⇒ x(x² + ω³ – ω + ω – 1) = 0
⇒ x(x² + 1 – ω + ω – 1) = 0 (∵ ω³ = 1)
⇒ x³ = 0
⇒ x = 0

(ix) \(\left|\begin{array}{ccc}
2 & 2 & x \\
-1 & x & 4 \\
1 & 1 & 1
\end{array}\right|\) = 0
Solution:

or, 10 + 10x – x² – 8x – x – 8 = 0
or, x² – 2x + x – 2 = 0
or, (x – 2) (x + 1) = 0
x = 2, x = -1

(x) \(\left|\begin{array}{lll}
x & 1 & 3 \\
1 & x & 1 \\
3 & 6 & 3
\end{array}\right|\) = 0
Solution:

or, x(3x – 6) – 0 + 3(6 – 3x) = 0
or, 3x² – 6x + 18 – 9x = 0
or, 3x² – 15x + 18 = 0
or, x² – 5x + 6 = 0
or, (x – 3) (x – 2) = 0
x = 3 or, x = 2

Question 5.
Evaluate the following
(i) \(\left|\begin{array}{ccc}
2 & 3 & 4 \\
1 & -1 & 3 \\
4 & 1 & 10
\end{array}\right|\)
Solution:

(ii) \(\left|\begin{array}{lll}
\boldsymbol{x} & \mathbf{1} & 2 \\
\boldsymbol{y} & \mathbf{3} & 1 \\
z & 2 & 2
\end{array}\right|\)
Solution:

(iii) \(\left|\begin{array}{ccc}
x & 1 & -1 \\
2 & y & 1 \\
3 & -1 & z
\end{array}\right|\)
Solution:

= x (yz + z – z + 1) – (2z – 2 – 3y – 3)
= xyz + x – 2z + 3y + 5
= xyz + x + 3y – 2z + 5

(iv) \(\left|\begin{array}{lll}
a & h & g \\
h & b & f \\
g & f & c
\end{array}\right|\)
Solution:

= a(bc – f²) – h (ch – fg) + g (hf – bg)
= abc – af² – ch² + fgh + fgh – bg²
= abc + 2fgh – af² – bg² – ch²

(v) \(\left|\begin{array}{lll}
a & h & g \\
h & b & f \\
g & f & c
\end{array}\right|\)
Solution:

(vi) \(\left|\begin{array}{ccc}
\sin ^2 \theta & \cos ^2 \theta & 1 \\
\cos ^2 \theta & \sin ^2 \theta & 1 \\
-10 & 12 & 2
\end{array}\right|\)
Solution:

(vii) \(\left|\begin{array}{ccc}
-1 & 3 & 2 \\
1 & 3 & 2 \\
1 & -3 & -1
\end{array}\right|\)
Solution:

(viii) \(\left|\begin{array}{ccc}
11 & 23 & 31 \\
12 & 19 & 14 \\
6 & 9 & 7
\end{array}\right|\)
Solution:

(ix) \(\left|\begin{array}{ccc}
37 & -3 & 11 \\
16 & 2 & 3 \\
5 & 3 & -2
\end{array}\right|\)
Solution:

(x) \(\left|\begin{array}{ccc}
2 & -3 & 4 \\
-4 & 2 & -3 \\
11 & -15 & 20
\end{array}\right|\)
Solution:

= 2(40 – 45) + 3(-80 + 33) + 4(60 – 22)
= -10 – 141 + 152 = -151 + 152 = 1

Question 6.
Show that x = 1 is a solution of \(\left|\begin{array}{ccc}
x+1 & 3 & 5 \\
2 & x+2 & 5 \\
2 & 3 & x+4
\end{array}\right|\) = 0
Solution:

or, (x + 9) {(x – 1)²} – 0
or, x = -9, 1
∴ x = 1 is a solution of the given equation.

Question 7.
Show that (a + 1) is a factor of \(\left|\begin{array}{ccc}
a+1 & 2 & 3 \\
1 & a+1 & 3 \\
3 & -6 & a+1
\end{array}\right|\) = 0
Solution:

= (a+ 1) {(a + 1)² + 18} – 2(a + 1 – 9) + 3(- 6 – 3a – 3)
= (a + 1) (a² + 2a + 1 + 18) – 2(a – 8) + 3(- 9 – 3a)
= (a + 1) (a² + 2a + 19) – 2a + 16 – 27 – 9a
= (a + 1) (a² + 2a + 19) – 11a – 11
= (a + 1) (a² + 2a + 19) – 11(a + 1)
= (a + 1) (a² + 2a + 19 – 11)
= (a + 1) (a² + 2a + 8)
∴ (a + 1) is a factor of the above determinant.

Question 8.
Show that \(\left|\begin{array}{ccc}
a_1 & b_1 & -c_1 \\
-a_2 & b_2 & c_2 \\
a_3 & b_3 & -c_3
\end{array}\right|=\left|\begin{array}{lll}
a_1 & b_1 & c_1 \\
a_2 & b_2 & c_2 \\
a_3 & b_3 & c_3
\end{array}\right|\)
Solution:

Question 9.
Prove the following
(i) \(\left|\begin{array}{lll}
a & b & c \\
\boldsymbol{x} & y & z \\
\boldsymbol{p} & q & r
\end{array}\right|=\left|\begin{array}{lll}
\boldsymbol{y} & \boldsymbol{b} & \boldsymbol{q} \\
\boldsymbol{x} & \boldsymbol{a} & p \\
z & c & r
\end{array}\right|=\left|\begin{array}{lll}
\boldsymbol{x} & \boldsymbol{y} & z \\
\boldsymbol{p} & \boldsymbol{q} & r \\
a & b & c
\end{array}\right|\)
Solution:

(ii) \(\left|\begin{array}{ccc}
1+a & 1 & 1 \\
1 & 1+b & 1 \\
1 & 1 & 1+c
\end{array}\right|\) = abc \(\left(1+\frac{1}{a}+\frac{1}{b}+\frac{1}{c}\right)\)
Solution:

(iii) \(\left|\begin{array}{lll}
b+c & c+a & a+b \\
q+r & r+p & p+q \\
y+z & z+x & x+y
\end{array}\right|=2\left|\begin{array}{lll}
a & b & c \\
p & q & r \\
x & y & z
\end{array}\right|\)
Solution:

(iv) \(\left|\begin{array}{lll}
(a+1)(a+2) & a+2 & 1 \\
(a+2)(a+3) & a+3 & 1 \\
(a+3)(a+4) & a+4 & 1
\end{array}\right|\) = -2
Solution:

(v) \(\left|\begin{array}{ccc}
a+d & a+d+k & a+d+c \\
c & c+b & c \\
d & d+k & d+c
\end{array}\right|\) = abc
Solution:

(vi) \(\left|\begin{array}{ccc}
1 & 1 & 1 \\
b+c & c+a & c+a \\
b^2+c^2 & c^2+a^2 & a^2+b^2
\end{array}\right|\) = (b – c) (c – a) (a – b)
Solution:

(vii) \(\left|\begin{array}{lll}
a & a^2 & a^3 \\
b & b^2 & b^3 \\
c & c^2 & c^3
\end{array}\right|\) = abc (a – b) (b – c) (c – a)
Solution:

(viii) \(\left|\begin{array}{ccc}
\boldsymbol{b}+\boldsymbol{c} & \boldsymbol{a} & \boldsymbol{a} \\
\boldsymbol{b} & \boldsymbol{c}+\boldsymbol{a} & \boldsymbol{b} \\
\boldsymbol{c} & \boldsymbol{c} & \boldsymbol{a}+\boldsymbol{b}
\end{array}\right|\) = 4abc
Solution:

= (b + c – a) {(a + b) (c + a – b) – b (c – a – b)} + a (b – c – a) (c – a – b)
= (b + c – a)(ca + a² – ab + bc + ab – b² – bc + ab + b²) + a(bc – ab – b² – c² + ca + bc – ac + a² + ab)
= (b + c – a) (a² + ab + ca) + a (a² – b² – c² + 2bc)
= a²b + ab² + abc + ca² + abc + c²a – a³ – a²b – ca² + a³ – b²a – c²a + 2abc = 4abc

(ix) \(\left|\begin{array}{ccc}
b^2+c^2 & a b & a c \\
a b & c^2+a^2 & b c \\
c a & c b & a^2+b^2
\end{array}\right|\) = 4a²b²c²
Solution:

(x) \(\left|\begin{array}{ccc}
a & b & c \\
a^2 & b^2 & c^2 \\
b c & c a & a b
\end{array}\right|\) = (b – c) (c – a) (a – b) (bc + ca + ab)
Solution:

= (a – b) (b – c) (c – a) – (- ab + c²) + c (a + b + c)
= (a – b) (b – c) (c – a) (ab – c² + ca + bc + c²)
= (a – b) (b – c) (c – a) (ab + bc + ca)

(xi) \(\left|\begin{array}{ccc}
a-b-c & 2 a & 2 a \\
2 b & b-c-a & 2 b \\
2 c & 2 c & c-a-b
\end{array}\right|\) = (a + b+ c)³
Solution:

(xii) \(\left|\begin{array}{ccc}
(v+w)^2 & u^2 & u^2 \\
v^2 & (w+u)^2 & v^2 \\
w^2 & w^2 & (u+v)^2
\end{array}\right|\) = 2uvw (u + v + w)³
Solution:

Question 10.
Factorize the following
(i) \(\left|\begin{array}{ccc}
x+a & b & c \\
b & x+c & a \\
c & a & x+b
\end{array}\right|\)
Solution:

= (x + a + b + c) [(x + c – b) (x + b – a) – (a – c) (a – x – c)]
= (x + a + b + c) (x² + xb – ax + cx +bc – ca – bx – b² + ab – a² + ax + ac + ac – cx – c²)
= (x + a + b + c) (x² – a² – b² – c² + ab + bc + ca)

(ii) \(\left|\begin{array}{ccc}
a & b & c \\
b+c & c+a & a+b \\
a^2 & b^2 & c^2
\end{array}\right|\)
Solution:

(iii) \(\left|\begin{array}{ccc}
x & 2 & 3 \\
1 & x+1 & 3 \\
1 & 4 & x
\end{array}\right|\)
Solution:

Question 11.
Show that by eliminating α and from the equations.
a_i α + b_i β + c_i = 0, i = 1, 2, 3 we get \(\left|\begin{array}{lll}
a_1 & b_1 & c_1 \\
a_2 & b_2 & c_2 \\
a_2 & b_3 & c_3
\end{array}\right|\) = 0
Solution:
We have
a₁ α + b₁ β + c₁ = 0    …..(1)
a₂ α + b₂ β + c₂ = 0    …..(2)
a₃ α + b₃ β + c₃ = 0    …..(3)
Solving (2) and (3) by cross-multiplication method we have

Question 12.
Prove the following:
(i) \(\left|\begin{array}{lll}
1 & b c & a(b+c) \\
1 & c a & b(c+a) \\
1 & a b & c(a+b)
\end{array}\right|\) = 0
Solution:

(ii) \(\left|\begin{array}{ccc}
x+4 & 2 x & 2 x \\
2 x & x+4 & 2 x \\
2 x & 2 x & x+4
\end{array}\right|\) = (5x + 4) (4- x)²
Solution:

(iii) \(\left|\begin{array}{l}
\sin \alpha \cos \alpha \cos (\alpha+\delta) \\
\sin \beta \cos \beta \cos (\beta+\delta) \\
\sin \alpha \cos \gamma \cos (\gamma+\delta)
\end{array}\right|\) = 0
Solution:

(iv) \(\left|\begin{array}{ccc}
1 & x & x^2 \\
x^2 & 1 & x \\
x & x^2 & 1
\end{array}\right|\) = (1 -x³)²
Solution:

Question 13.
Prove that the points (x₁, y₁), (x₂, y₂), (x₃, y₃) are collinear if \(\left|\begin{array}{lll}
x_1 & y_1 & 1 \\
x_2 & y_2 & 1 \\
x_3 & y_3 & 1
\end{array}\right|\) = 0
Solution:
From geometry, we know that, if the points A, B, C, are collinear, then the area of the triangle ABC with vertices (x₁, y₁), (x₂, y₂) and (x₃, y₃) is zero.
\(\left|\begin{array}{lll}
x_1 & y_1 & 1 \\
x_2 & y_2 & 1 \\
x_3 & y_3 & 1
\end{array}\right|\) = 0

Question 14.
If A + B + C = π, prove that \(\left|\begin{array}{lll}
\sin ^2 A & \cot A & 1 \\
\sin ^2 B & \cot B & 1 \\
\sin ^2 C & \cot C & 1
\end{array}\right|\) = 0
Solution:

Question 15.
Eliminate x, y, z from a = \(\frac{x}{y-z}\), b = \(\frac{y}{z-x}\), c = \(\frac{z}{x-y}\)
Solution:
We have
a = \(\frac{x}{y-z}\), b = \(\frac{y}{z-x}\), c = \(\frac{z}{x-y}\)
ay – az – x = 0, bz – bx – y = 0, cx – cy – z = 0
x – ay + az = 0
bx + y – bz = 0
cx – cy – z = 0
Now eliminating x, y, z from the above equations we have,

or, – 1 – bc + a(-b + bc) + a(-bc – c) = 0
or, – 1 – bc – ab + abc – abc – ac = 0
or, ab + bc + ca + 1 = 0

Question 16.
Given the equations
x = cy + bz, y = az + ex and z = bx + ay where x, y and z are not all zero, prove that a² + b² + c² + 2abc = 1 by determinant method.
Solution:
x = cy + bz, y = az + cx and z = bx + ay

or, 1 – a² + c(-c – ab) – b(ca + b) = 0
or, 1 – a² – c² – abc – abc – b² = 0
or, a² + b² + c² + 2abc = 1

Question 17.
If ax + hy + g = 0, hx + by +f = 0 and gx + fy + c = λ, find the value of λ, in the form of a determinant.
Solution: