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Odisha State Board BSE Odisha 7th Class English Solutions Lesson 2 The Jackal and the Rooster Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Lesson 2 The Jackal and the Rooster

BSE Odisha 7th Class English Lesson 2 The Jackal and the Rooster Text Book Questions and Answers

Session – 1 (ପ୍ରଥମ ପର୍ଯ୍ୟାୟ)
I.Pre-Reading (ପୂର୍ବ-ପଠନ |)

→Socialization ( ସାମାଜିକୀକରଣ)
Look at the picture. (ଚିତ୍ରଟିକୁ ଧାନର ସହିତ ଲକ୍ଷ୍ୟକର)

→ What is the rooster doing? (ଗଞ୍ଜାଟି କ’ଣ କରୁଛି ?)
Answer:
The rooster is sitting in a high place and watching the jackal carefully.

Look at the second picture. (ଦ୍ଵିତୀୟ ଛବିକୁ ଦେଖ)
→ Who is the jackal carrying away? (କୋକିଶିଆଳ କ’ଣ ନେଇ ଚାଲିଯାଉଛି ? )
Answer:
The jackal is carrying away the rooster.

→ Why are people chasing after the jackal?
(ଲୋକମାନେ କୋକିଶିଆଳ ପଛରେ କାହିଁକି ଗୋଡ଼ାଉଛନ୍ତି ?)
Answer:
The people are chasing after the jackal to free the rooster.

→ How did the rooster escape from the jackal?
(ଗଞ୍ଜାଟି କୋକିଶିଆଳ କବଳରୁ କିପରି ମୁକୁଳିଗଲା ?)
Answer:
The rooster tricked the jackal and escaped from it.

Read the story to get answers to these questions.
(ଗପଟିକୁ ପାଠ କର ଏବଂ ଏସବୁ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଅ ।)

II. While Reading (ପଠନ କାଳୀନ):
Text (ପାଠ୍ୟବସ୍ତୁ):

• SGP-1 (Sense Group Paragraph-1)
• Read para – 1 and 2 silently and answer the questions that follow.
(୧ମ ଓ ୨ୟ ଅନୁଚ୍ଛେଦକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ ।)
1. There was a very big and handsome rooster. He looked like a king with his beautiful red crown. He also felt like a king. He got up very early in the morning, sat in a high place, and sang non-stop-cock-koo-doodle doo, cock-koo-doodle doo. He knew that his song was much better than the songs of the other roosters in his locality. But he wanted to make his song still better, louder, and clearer. But how to do this was his problem. It was a problem till a jackal suggested a way out.
2. The jackal saw the rooster singing every day early in the morning. But it sang keeping his eyes open. If he would try to catch the rooster, the rooster would fly away to the tree. This was what happened the other day when he tried to catch a rooster. So he came to the rooster and said, “Oh great, handsome, king-like rooster! Your song will be really nice if you sing closing your eyes.”

ଓଡ଼ିଆ ଅନୁବାଦ
୧. ଗୋଟିଏ ବୃହଦାକାୟ ସୁନ୍ଦର ଗଞ୍ଜା ଥିଲା । ତା’ର ସୁନ୍ଦର ନାଲି ଚୂଳ ମୁକୁଟ ସଦୃଶ ଏବଂ ରାଜକୀୟ ଥିଲା । ସେ ମଧ୍ୟ ରାଜାପରି ଅନୁଭବ କରୁଥିଲା । ସେ ଖୁବ୍ ସକାଳରୁ ଉଠୁଥିଲା, ଗୋଟିଏ ଉଚ୍ଚ ଜାଗାରେ ବସୁଥିଲା ଏବଂ ନିରବଚ୍ଛିନ୍ନ ରାବ କରୁଥିଲା-କଲ୍‌ରେ-କୋ-ଡୁଡୁଲ୍ -ଡୋ-କକ୍‌କୋ -ଡୋଡୋଲ୍ -ଡୁ-….. ଜାଣିଥିଲା ଯେ ତା’ର ଗାନ ତା’ ଅଞ୍ଚଳର ଅନ୍ୟ ସମସ୍ତ ଗଞ୍ଜାମାନଙ୍କ ଗାନଠାରୁ ଅଧିକ ଭଲ ଥିଲା । ତଥାପି ତା’ଗାନକୁ ସେ ଆହୁରି ଅଧିକ ଭଲ କରିବାକୁ ଚାହୁଁଥିଲା ସ୍ବରର ଉଚ୍ଚତାରେ ଏବଂ ସ୍ପଷ୍ଟତାରେ । କିନ୍ତୁ କିଭଳି ଏପରି କରିବ, ତା’ପାଇଁ ସମସ୍ୟା ଥିଲା । ଏହା ତାକୁ ଏକ କୋକିଶିଆଳ ମାର୍ଗଦର୍ଶନ ଦେବା ପର୍ଯ୍ୟନ୍ତ ସମସ୍ୟା ଥିଲା ।

୨. କୋକିଶିଆଳଟି ଗଞ୍ଜାଟିକୁ ପ୍ରତ୍ୟହ ବଡ଼ିଭୋରରୁ ଗାନ କରୁଥିବାର ଲକ୍ଷ୍ୟ କଲା । କିନ୍ତୁ ସେ ଗାନ କଲାବେଳେ ଆଖୁକୁ ଖୋଲା ରଖୁଥିଲା । ଯଦି କେତେବେଳେ ସେ ଗଞ୍ଜାଟିକୁ ଧରି ନେବାକୁ ଚେଷ୍ଟା କରୁଥିଲା, ଗଞ୍ଜାଟି ତତ୍‌କ୍ଷଣାତ୍ ଗଛ ଉପରକୁ ଉଡ଼ି ଯାଉଥିଲା । ଆଉ ଗୋଟିଏ ଦିନ ମଧ୍ୟ ସେହିଭଳି ପୁନର୍ବାର ଘଟିଲା ଠିକ୍
ଯେତେବେଳେ ସେ ଗଞ୍ଜାଟିକୁ ଧରିବାକୁ ପୁନର୍ବାର ଚେଷ୍ଟା କରିଥିଲା । ତେଣୁ କୋକିଶିଆଳଟି ମନରେ ଉପାୟ ପାଞ୍ଚ୍ ଗଞ୍ଜା ପାଖକୁ ଆସିଲା ଏବଂ କହିଲା, ‘ହେ ମହାନ୍ ସୁନ୍ଦର ରାଜତୁଲ୍ୟ ଗଞ୍ଜା ।’ ତୁମର ଗାନ ବାସ୍ତବିକ ଅତୀବ ସୁନ୍ଦର ହେବ ଯଦି ତୁମେ ଆଖୁ ବନ୍ଦ କରି ଗାନ କରିବ ।

Notes And Glossary (ଶବ୍ଦାର୍ଥ):

handsome ( ପ୍ୟାଣ୍ଟ୍‌ସମ୍ ) – ସୁନ୍ଦର
rooster (ରୁଷ୍ଟର୍) – ଗଞ୍ଜା
beautiful (ବିଉଟିଫୁଲ୍) – ସୁନ୍ଦର
red crown (ରେଡ୍ କ୍ରାଉନ୍) – ନାଲି ମୁକୁଟ (ଚୂଳ)
felt (ଫେଲ୍‌ଟ) – ଅନୁଭବ କଲା
got up (ଗଟ୍ ଅପ୍) – ଉଠୁଥିଲା
early in the morning (ୟର୍ଲି ଇନ୍ ଦ ମଣ୍ଡିଙ୍ଗ୍)
sat (ସ୍ୟାଟ୍) – ବସୁଥିଲା
high place (ହାଇ ପ୍ଲେସ୍) – ଉଚ୍ଚ ଜାଗା
non-stop (ନନ୍-ଷ୍ଟପ୍ ) – ବନ୍ଦ ହେଉନଥୁବା
cock-koo-doodle doo (କକ୍-କୁ-ଡୁଡଲ୍ ଡୁ)– ଗଞ୍ଜାର ରାବ
much better (ମଚ୍ ବେଟର୍) – ବହୁତ ଭଲ
locality (ଲୋକାଲିଟି) – ଅଞ୍ଚଳ
wanted (ୱାଣ୍ଡେଡ୍) – ଇଚ୍ଛା କରୁଥିଲା | ଚାହୁଁଥିଲା
still better (ଷ୍ଟିଲ୍ ବେଟର୍) – ଅଧିକ ଭଲ
louder and clearer (ଲାଉଡ଼ର୍ ଆଣ୍ଡ୍ କ୍ଲିଅରର)
problem (ପ୍ରୋବ୍ଲେମ୍ ) – ସମସ୍ୟା
suggested (ସଜେଷ୍ଟେଡ୍) – ପ୍ରସ୍ତାବ ଦେଲେ
a way (ଏ ୱେ) – ଗୋଟିଏ ଉପାୟ
everyday (ଏଗ୍ରିଡ଼େ) – ପ୍ରତ୍ୟେକ ଦିନ
keeping (କିପିଙ୍ଗ୍) – ରଖୁ
open (ଓପନ୍) – ଖୋଲା
try (ଟ୍ରାଏ) – ଚେଷ୍ଟା କରିବା
to catch (ଟୁ କ୍ୟାଚ୍) – ଧରିବାକୁ
fly away (ଫ୍ଲାଏ ଆଷ୍ଟ୍ରେ) – ଦୂରକୁ ଉଡ଼ିଯିବା
happened (ହାପେନ୍‌ଡ୍) – ଘଟିଥିଲା
catch (କ୍ୟାଚ୍) – ଧରିବା
Oh great (ଓ ଗ୍ରେଟ୍ ) – ହେ ମହାନ୍
handsome (ହ୍ୟାଣ୍ଡସମ୍ ) – ସୁନ୍ଦର
closing (କ୍ଲୋଜିଙ୍ଗ୍) – ବନ୍ଦକରି

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ):

Question 1.
Who are there in the story?
(ଗପଟିରେ କିଏ କିଏ ଅଛନ୍ତି ?
Answer:
The jackal and the rooster are there in the story.

Question 2.
What was the rooster like?
( ଗଞ୍ଜାଟି କିପରି ? )
Answer:
The rooster was handsome and king-like.

Question 3.
What did it do early in the morning?
(ବଡ଼ି ସକାଳୁ ଗଞ୍ଜାଟି କ’ଣ କରୁଥିଲା ?)
Answer:
The rooster sang non-stop cock-koo-doodle-doo every early morning sitting on a high place.

Question 4.
What did it know?
(ସେ (ଗଞ୍ଜାଟି) କ’ଣ ଜାଣିଥିଲା ?)
Answer:
It (the rooster) knew that his song was unique ( ଅସାଧାରଣ ) in sweetness and sound in his locality.

Question 5.
Is it true that the rooster’s song was better than the songs of other roosters?
(ଏହା କ’ଣ ସତ ଯେ, ଗଞ୍ଜାଟିର ଗାନ ତା’ ଅଞ୍ଚଳର ଅନ୍ୟ ଗଞ୍ଜାମାନଙ୍କ ଗାନଠାରୁ ଉତ୍କୃଷ୍ଟ ଥୁଲା )
Answer:
No, the song of the rooster was not so better than the song of the other roosters of his locality.

Question 6.
What did it want its song to be?
(ସେ ତା’ ଗାୟନ (ଗାଇବା)କୁ କିଭଳି କରିବାକୁ ଚାହୁଁଥିଲା ? )
Answer:
It wanted its song to be sweeter, louder and clearer.

Question 7.
Did it know how to do this ?
(ସେ କ’ଣ ତାହା କିପରି କରିବାକୁ ହେବ ଜାଣିଥିଲା ?)
Answer:
No, it not at all knew how to do this.

Question 8.
The jackal thought the rooster would fly away if it tried to catch it. Why?
(କୋକିଶିଆଳ ଜାଣିଥିଲା ଯେ, ଯଦି ସେ ଗଞ୍ଜାକୁ ଧରିବାକୁ ଚେଷ୍ଟା କରିବ, ସେ ତତ୍‌କ୍ଷଣାତ୍ ଉଡ଼ିକରି ଦୂରେଇ ଯିବ । କାହିଁକି ?)
Answer:
The Jackal is a hunter beast of small birds and animals. So he has natural experience (ସ୍ଵାଭାବିକ ଅନୁଭବ) of the latter getting escape in their way.

Question 9.
Did the jackal have similar experiences before?
(କୋକିଶିଆଳର କ’ଣ ଏକାଭଳି ପୂର୍ବାନୁଭୂତି ଥିଲା ?)
Answer:
Yes, the jackal had a similar experience before. This happened the other day when he tried to catch a rooster.

Question 10.
What did the jackal suggest the rooster make its song better?
(କୋକିଶିଆଳ ଗଞ୍ଜାଟିକୁ ତା’ର ଗାନକୁ ଅଧିକ ସୁମଧୁର କରିବାପାଇଁ କି ପ୍ରସ୍ତାବ ଦେଇଥିଲା ? )
Answer:
The jackal suggested the rooster close his eyes while singing in order to make its song better means sweeter, louder, and clearer.

Question 11.
Why did the jackal call the rooster ‘great, handsome. …?
(କୋକିଶିଆଳ କାହିଁକି ଗଞ୍ଜାଟିକୁ ମହାନ୍, ସୁନ୍ଦର ଇତ୍ୟାଦି ଶବ୍ଦଦ୍ୱାରା ସମ୍ବୋଧୃତ କରିଥିଲା ?)
Answer:
The Jackal is known for its wickedness, so that flattered (ଚାଟୁ କଲା) the rooster to make it his prey (ଶିକାର).

Question 12.
Will the rooster close its eyes and sing? Read the next part and see.
(ଗଞ୍ଜା କ’ଣ ସତରେ ଆଖୁ ବନ୍ଦକରି ଗାନ କଲା ? ପରବର୍ତୀ ଅନୁଚ୍ଛେଦ ପାଠ କର ଏବଂ ଲକ୍ଷ୍ୟ କର ।)

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ):

• SGP-2 (Sense Group Paragraph-2)
• Read para – 3 silently and answer the questions that follow.
(୩ୟ ଅନୁଚ୍ଛେଦକୁ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
3. The rooster closed his eyes and sang louder and clearer – cock koo-doodle- doo. Then SNAP !! The jackal caught the rooster by its neck and ran away. The owner of the rooster chased behind. His wife and sons joined him. Also joined his neighbors. But the jackal was much ahead of those running behind. The rooster, in the meantime, said, “Mr. Jackal, I’m so happy to be with you. Without walking I’m walking. Without flying, I’m flying. What a great feeling! And my owner is a miser. He never gives me anything to eat. Why don’t you tell this to them ?”
ଓଡ଼ିଆ ଅନୁବାଦ :
୩. ଗଞ୍ଜାଟି ଆଖ୍ ବନ୍ଦ କଲା ଏବଂ ଅଧିକ ଉଚ୍ଚ ସ୍ବରରେ ଏବଂ ସ୍ପଷ୍ଟ ଭାବରେ ଗାଇବାକୁ ଲାଗିଲା- କକ୍‌କ୍‌ରେ–କୁ-ଡୁଡୁଲେ-ଡୁ । ତା’ପରେ ଝାମ୍ପ । କୋକିଶିଆଳ ଗଞ୍ଜାଟିକୁ ବେକ ପାଖରୁ ଧରି ପକାଇଲା ଏବଂ ଦୌଡ଼ି ପଳାଇବାକୁ ଲାଗିଲା । ଗଞ୍ଜାର ମାଲିକ ପଛେ ପଛେ ଗୋଡ଼ାଇଲା । ତା’ର ସ୍ତ୍ରୀ ଓ ପୁଅମାନେ ସେହି ଦୌଡ଼ରେ ସାମିଲ ହେଲେ । ଆହୁରି ମଧ୍ୟ ତା’ର ସାଇପଡ଼ିଶାମାନେ ତାଙ୍କ ସହିତ ଯୋଗଦେଲେ । କିନ୍ତୁ କୋକିଶିଆଳଟି ପଛପଟୁ ଗୋଡ଼ାଉଥ‌ିବା ଦଳଠାରୁ ଖୁବ୍ ଆଗରେ ଥିଲା । ଇତି ଅବସରରେ ଗଞ୍ଜାଟି କହି ଉଠିଲା, ‘ହେ କୋକିଶିଆଳ, ମୁଁ ତୁମ ସହିତ ଥ‌ିବାରୁ ଭାରି ଖୁସି ।-ବିନା ଚାଲିବାରେ ମୁଁ ଚାଲି ପାରୁଛି । ବିନାଉଠିଲା, ‘ହେ କୋକିଶିଆଳ, ମୁଁ ତୁମ ସହିତ ଥବାରୁ ଭାରି ଖୁସି । ବିନା ଚାଲିବାରେ ମୁଁ ଚାଲି ପାରୁଛି । ବିନା ଉଡ଼ିବାରେ ମୁଁ ଉଡ଼ି ପାରୁଛି । କି’ ସୁନ୍ଦର ଅନୁଭୂତି ! କିନ୍ତୁ ମୋ ମାଲିକ ଗୋଟେ କୃପଣ । ସେ ମୋତେ କିଛି ଖାଇବାକୁ ଦିଏ ନାହିଁ । ତୁମେ କାହିଁକି ଏକଥା ସେମାନଙ୍କୁ କହିଦେଉ ନାହଁ ?”’

Notes And Glossary (ଶବ୍ଦାର୍ଥ):

closed (କ୍ଲୋଜଡ୍) – ବନ୍ଦ କଲା
Snap (ସ୍ନାପ୍) – ଝାମ୍ପ
jackal (ଜ୍ୟାକଲ୍) – କୋକିଶିଆଳ
caught (କଟ୍) – ଧରି ପକାଇଲା
neck (ନେକ୍) – ବେକ
owner (ଓନର୍) – ମାଲିକ
chased (ଚେଜ୍‌) – ପଶ୍ଚାତ୍‌ବନ କଲେ
joined (ଜଏନ୍‌ଡ୍) – ଯୋଗଦେଲେ
neighbours (ନେବର୍‌ସ) – ପଡ଼ୋଶୀମାନେ
ahead (ଆହେଡ଼) – ଆଗରେ
behind (ବିହାଇଣ୍ଡ୍) – ପଛରେ
feeling (ଫିଲିଙ୍ଗ୍) – ଅନୁଭୂତି
miser (ମାଇଜର) – କୃପଣ

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Did the rooster sing closing its eyes ?
(ଗଞ୍ଜା କ’ଣ ଆଖୁ ବନ୍ଦ କରି ଗାନ କଲା ?)
Answer:
Yes, the rooster really sang closing its eyes.

Question 2.
What did the jackal do?
(କୋକିଶିଆଳ କ’ଣ କଲା ?)
Answer:
The jackal caught the rooster by its neck and ran away.

Question 3.
Who ran after the jackal?
(କିଏ କୋକିଶିଆଳ ପଛେ ପଛେ ଗୋଡ଼ାଇଲା ?)
Answer:
The owner of the rooster ran after the jackal. His wife and sons and his neighbors also joined him.

Question 4.
Why did they chase the jackal?
(କାହିଁକି ସେମାନେ କୋକିଶିଆଳକୁ ଗୋଡ଼ାଇଲେ ?)
Answer:
All they chased the jackal to free the rooster from its clutches (କବଳରୁ ).

Question 5.
Why couldn’t they catch the jackal?
(କାହିଁକି ସେମାନେ କୋକିଶିଆଳକୁ ଧରିପାରିଲେ ନାହିଁ ?)
Answer:
They could not be able to catch the jackal as it was far ahead of them.

Question 6.
Why did the rooster say that it was happy to be with the jackal?
(ଗଞ୍ଜା କାହିଁକି କୋକିଶିଆଳ ପାଖରେ ଥିବାରୁ ଖୁସି ବୋଲି କହିଲା ?)
Answer:
The rooster made a plan to escape from the jackal. So with this intention (ଇଚ୍ଛା ଥାଇ), it said so.

Question 7.
Was it really happy or telling a lie?
(ସେ କ’ଣ ସତରେ ଖୁସିଥିଲା ନା ମିଛ କହିଲା ?)
Answer:
He was not at all happy. He told a lie to work out (କାର୍ଯ୍ୟକାରୀ କରିବା) his plan.

Question 8.
What did it say about its owner?
(ସେ ତା’ର ମାଲିକ ବାବଦରେ କ’ଣ କହିଲା ?)
Answer:
It declared (ଘୋଷଣା କଲା) that its master was very miser. He did not give it anything to eat.

Question 9.
What did the rooster ask the jackal to do?
(ଗଞ୍ଜାଟି କୋକିଶିଆଳକୁ କ’ଣ କରିବାକୁ କହିଲା ?)
Answer:
The rooster requested the jackal to tell its master about its complaint (ଅଭିଯୋଗ ).
Will the jackal do what the rooster wanted him to do? Read the last part and see.

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

SGP-3 (Sense Group Paragraph-3)
Read the rest part of the story and answer the questions that follow.
(ଗପଟିର ଅବଶିଷ୍ଟ ଅଂଶଟିକୁ ପଢ଼ ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ ।)

The jackal felt happy with these words of the rooster. As he opened his mouth to say something, the rooster flew up to a tree. Sitting on the branch of the tree, the rooster sang,

“I was a fool
To believe your lies
I closed instead of
Keeping open my eyes.”

The Jackal wept and said,
“I’m a great fool
To believe what you said,
For opening my mouth
I feel really repented.”

ଓଡ଼ିଆ ଅନୁବାଦ :
କୋକିଶିଆଳ ଗଞ୍ଜାଟିର ଏହି କଥାରେ ଖୁସି ହେଲା । ଯେତେବେଳେ ସେ କିଛି କହିବାକୁ ପାଟି ଖୋଲିଛି,
ତତ୍‌କ୍ଷଣାତ୍ ଗଞ୍ଜାଟି ଗଛ ଉପରକୁ ଉଡ଼ିଗଲା । ଗଛ ଡାଳରେ ବସି ଗଞ୍ଜାଟି ଗାଇବାକୁ ଲାଗିଲା ।
‘ମୁଁ ଥୁଲି ଗୋଟେ ବୋକା
ତୁମ ମିଛ କଥାକୁ ବିଶ୍ବାସ କରି
ଆଖ୍ ଖୋଲିବା ବଦଳେ ମୁଁ ବନ୍ଦ ରଖୁଥୁଲି ।’’
କାନ୍ଦି କାନ୍ଦି କୋକିଶିଆଳ କହିଲା,
‘ମୁଁ ତ ଗୋଟେ ମସ୍ତବଡ଼ ବୋକା
ଯେଣୁ ବିଶ୍ଵାସ କାଲି ତୁମ କଥା
ପାଟି ମେଲା କରି
ମୁଁ ବାସ୍ତବିକ ଅନୁତପ୍ତ ।

Notes And Glossary (ଶବ୍ଦାର୍ଥ):

felt (ଫେଲ୍‌ଟ) – ଅନୁଭବ କଲା
as (ଆଜ୍) – ଯେତେବେଳେ
flew up (ପ୍ଲିଜ ଅପ୍) – ଉପରକୁ ଉଡ଼ିଗଲା
fool (ଫୁଲ୍) – ନିବୋଧ | ବୋକା
lies (ଲାଇଜ୍) – ମିଛ କଥାସବୁ
instead of (ଇଡ୍‌ ଅଫ୍) – ପରିବର୍ତ୍ତେ
keeping open (କିପିଙ୍ଗ୍ ଓପନ୍) – ଖୋଲା ରଖୁ
wept (ୱେପ୍ଟ) – କାନ୍ଦିଲା
great (ଗ୍ରେଟ୍) – ବହୁତ ବଡ଼
believe (ବିଲିଭ୍) – ବିଶ୍ବାସ କରିବା
feel (ଫିଲ୍) – ଅନୁଭବ କରିବା
repented (ରିପେଣ୍ଡେଡ୍ ) – ଅନୁତାପ କଲା

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Was the jackal happy with what the rooster said ?
(ଗଞ୍ଜା ଯାହା କହିଲା ସେଥୁରେ କୋକିଶିଆଳ ଖୁସି ଥିଲା କି ?)
Answer:
Yes, the jackal was happy with what the rooster said.

Question 2.
What did the rooster do when the jackal opened its mouth?
(କୋକିଶିଆଳ ପାଟି ଖୋଲିବାମାତ୍ରେ ଗଞ୍ଜାଟି କ’ଣ କଲା ?)
Answer:
The rooster immediately (ତତ୍‌କ୍ଷଣାତ୍) flew up to the tree when the jackal opened its mouth.

Question 3.
What did the rooster do sitting on the branch of a tree?
(ଗଞ୍ଜାଟି ଗଛଡାଳରେ ବସି କ’ଣ କଲା ?)
Answer:
The rooster sang a song sitting on the branch of the tree.

Question 4.
Did it realize the mistake it made?
(ସେ କ’ଣ ସେ କରିଥିବା ଭୁଲ ବୁଝିପାରିଲା ?)
Answer:
Yes, it (the rooster) realized the mistake it made.

Question 5.
What did the jackal do?
(କୋକିଶିଆଳ କ’ଣ କଲା ?)
Answer:
The jackal wept and repented (ରିପେଣ୍ଡେଡ୍ ) for its greater foolishness.

Question 6.
The jackal said something while weeping. What did it say?
(କୋକିଶିଆଳ କାନ୍ଦି କାନ୍ଦି କିଛି କହୁଥିଲା ? ସେ କ’ଣ କହୁଥିଲା ?)
Answer:
The jackal rebuked (ଗାଳି ଦେଲା) himself as he was a great fool.

Question 7.
What was the mistake of the rooster?
(ଗଞ୍ଜାଟିର ଭୁଲ କ’ଣ ଥିଲା ?)
Answer:
The mistake of the rooster was its plain belief (ସରଳ ବିଶ୍ଵାସ) to the jackal.

Question 8.
What was the mistake of the jackal?
(କୋକିଶିଆଳର ଭୁଲ୍ କ’ଣ ଥିଲା ?)
Answer:
The jackal believed the rooster and it let its prey (ଶିକାର) free. It was its greater mistake.

Question 9.
Both realized their mistakes. Who sang? Who wept? Why?
( ଉଭୟେ ନିଜ ନିଜ ଭୁଲ୍ ବୁଝିପାରିଲେ । କିଏ ଗାଇଲା ? କିଏ କାନ୍ଦିଲା ? କାହିଁକି ?)
Answer:
The rooster sang. It sang when it freed itself from the jackal. The jackal wept. It wept realizing (ଅନୁଭବ କରି) its foolishness losing its prey(ଶିକାର).

Question 10.
If two persons quarrel or fight, one that wins at the end is said to have the last laugh. Who had the last laugh in the story?
(ଯଦି ଦୁଇଜଣ ଝଗଡ଼ା ଲାଗନ୍ତି ବା ମରାମରି ହୁଅନ୍ତି; ଯିଏ ଶେଷରେ ଜିତିଯାଏ- କୁହାଯାଏ ଶେଷ ହସଟିଏ ହସେ । ଏ ଗପଟିରେ ସେହିପରି କିଏ ଶେଷ ହସଟିଏ ହସିଥିଲା ?)
Answer:
In this story, the rooster enjoyed its last laugh.

III. Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ):
Session – 4 (ଚତୁର୍ଥ ପର୍ଯ୍ୟାୟ).
1.| Visual Memory Development Technique (VMDT) : (ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ):
Pictures : Place your index finger on the jackal, people and the rooster. (ସୂଚୀ ଅଙ୍ଗୁଳିଟିରେ ଛବିଟିରୁ ଦର୍ଶାଅ – କୋକିଶିଆଳ, ଲୋକମାନେ ଏବଂ ଗଞ୍ଜା)

→ Picture in SGP-3: on the jackal, on the rooster, and next on the tree. (କୋକିଶିଆଳ, ଗଞ୍ଜା ଏବଂ ପରେ ପରେ ଗଛ ଉପରେ)

→ Whole text : song of rooster, admitting mistake, jackal cuaght the – rooster, rooster singing cockoo-doodle-do. 123456789 ଗଞ୍ଜାର ସଙ୍ଗୀତ, ଭୁଲ୍ ବୁଝିବାରେ, କୋକିଶିଆଳ ଗଞ୍ଜାଟିକୁ ଧରିନେବା, ଗଞ୍ଜା ଗୀତ ଗାଇବା, କୋକୋ -ଡୋଡ଼ୋଲ୍ -ଡୁ )

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):
(a) MCQ:
Choose the correct answer.
Question 1.
The rooster was ___________
(A) big
(B) handsome
(C) with a crown
(D) A, B and C
Answer:
(D) A, B and C

Question 2.
The rooster wanted to make his song ___________
(A) B, C and D
(B) louder
(C) clearer
(D) better
Answer:
(A) B, C and D

Question 3.
The jackal called the rooster_________________
(A) great
(B) handsome
(C) king-like
(D) all of A, B, and C
Answer:
(D) all of A, B, and C

Question 4.
Who chased after the jackal?
(A) the owner
(B) the neighbor of the owner
(C) his wife and sons
(D) all of them
Answer:
(D) all of them

Question 5.
The rooster said to the jackal ___________________
(A) his owner was a miser
(B) A and D
(C) his owner loved him
(D) his owner never gave him anything to eat
Answer:
(B) A and D

(b) Match, “Who said What”. Draw lines, one is done for you. (ମେଳ କର, ‘‘କିଏ କ’ଣ କହିଲା ?’’ ରେଖାଦ୍ଵାରା ଯୋଗକରି ଦର୍ଶାଅ ।) (ପ୍ରଶ୍ନ ସହ ଉତ୍ତର)

Answer:

Session – 5 (ପଞ୍ଚମ ପର୍ଯ୍ୟାୟ)
3. Listening (ଶ୍ରବଣ):
(a) Your teacher will read aloud some words from the list below. Tick those words which your teacher reads aloud. (ନିମ୍ନ ତାଲିକାରେ ଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକରୁ ତୁମ ଶିକ୍ଷକ କେତୋଟିକୁ ଉଚ୍ଚ ପାଟିରେ ପଢ଼ିବେ । ସେଗୁଡ଼ିକୁ ଟିକ୍ ଚିହ୍ନଦ୍ଵାରା ଦର୍ଶାଅ ।)
[handsome (‘d’ is silent), beautiful, problem, caught, neighbors, behind, instead, believe, repented]
(ହାଣ୍ଡସମ୍, ବିୟୁଟିଫୁଲ୍, ପ୍ରୋବ୍ଲେମ୍, କଅଟ୍, ନାଇବରସ୍, ବିହାଇଣ୍ଡ୍, ଇନ୍‌ଷ୍ଟେଡ୍, ବିଲିଭ୍, ରିପେଣ୍ଟେଡ୍)

(b) Your teacher will read aloud paragraph-3 (SGP-2). Listen to him / her and fill in the gaps. (ତୁମ ଶିକ୍ଷକ ତୃତୀୟ ଅନୁଚ୍ଛେଦଟିକୁ ପଠନ କରିବେ । ମନଯୋଗ ପୂର୍ବକ ଶୁଣି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

The _________ of the rooster chased _________. His _________ and sons joined _________. Also _________ his neighbors. But the _________was much _________of those _________ behind.
Answer:
The owner of the rooster chased behind. His wife and sons joined him. Also joined his neighbors. But the jackal was much ahead of those running behind.

4. Speaking (କହିବା):
(a) Chain-drill: ‘I was a fool to believe your lies.
(ଶୃଙ୍ଖଳ-ଅଭ୍ୟାସ : ମୁଁ ଗୋଟେ ବୋକା, ତୁମ ମିଛକୁ ବିଶ୍ଵାସ କଲି ।)
(b) Dialogue : Rehearsal[ Teacher vs. students , students vs. students, reading aloud the dialogues]
(ସଂଳାପ : ଶିକ୍ଷକ ଓ ଛାତ୍ରମାନେ, ଛାତ୍ରଛାତ୍ରୀ ଓ ଶିକ୍ଷକ ରୂପ କଥନ କରିବେ ।)

Jackal : I’m a fool.
(କୋକିଶିଆଳ: ମୁଁ ଗୋଟେ ବୋକା ।)
Rooster: I’m a fool too.
(ଗଞ୍ଜା: ମୁଁ ମଧ୍ୟ ଗୋଟେ ବୋକା ।)
Jackal : I opened my mouth.
(କୋକିଶିଆଳ: ମୁଁ ମୋ ପାଟି ମେଲା କଲି ।)
RoosterS I closed my eyes.
(ଗଞ୍ଜା: ମୁଁ ମୋ ଆଖୁ ବନ୍ଦ କଲି ।)
Jackal : You told lies.
( କୋକିଶିଆଳ : ତୁମେ ମିଛ କହିଲ ।)
Rooster: You too told lies.
(ଗଞ୍ଜା : ତୁମେ ମଧ୍ଯ ମିଛ କହିଲ ।)

(c) Words with ‘ie, ee, ei, ea, oo’ in spelling are generally spoken with a long sound taking more time. Given below are some such words from the lesson. Your teacher will read aloud each word, and you will repeat after him/her. (ଶିକ୍ଷକ କେତେକ ଶବ୍ଦ ଉଚ୍ଚାରଣ କରିବେ । ତୁମେ ତାଙ୍କ ସହିତ ସ୍ବର ମିଳାଇ ଉଚ୍ଚାରଣ କର ।)
[rooster, fool doodle , feel , free , believe, receive, repeat] (ରୁସ୍ତର, ଫୁଉଲ୍, ଡୋଡୋଲ୍, ଫିଇଲ୍, ଫ୍ରିଇ, ବିଲିଇଭ୍, ରିସିଲଭ୍, ରିଇପିଟ୍)

Session – 6 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)
5. Vocabulary (ଶବ୍ଦସମ୍ଭାର) :

(a) English spelling is difficult and tricky. One way of learning to spell is the four-step method: look>cover>write>verify. Learn the spelling of the following words from the lesson following the four-step method. (ଇଂରାଜୀ ଶବ୍ଦକୁ ଆୟତ୍ତ କରିବାରେ ଅନୁସରଣ କର-ଦେଖ > ଅତିକ୍ରମ କର > ଲେଖ > ପରଖ ।)
[beautiful, handsome, problem, neighbor, believe, instead, repent]

(b) Word Scramble (ଶବ୍ଦଗଠନ ଅସଜଡ଼ା ଅକ୍ଷରକୁ ନେଇ):
Find words from the scramble. In some cases, you may get two words.

Answer:
dre red (colour – ରଙ୍ଗ)
gib big (size – ଆକାର)
yrt try (begin with ‘t’ – t ରେ ଆରମ୍ଭ)
yee eye (body part – ଶରୀରର ଅଂଶ)
yad day (opposite of night – ରାତିର ବିପରୀତ)
yas say (begins with ‘s’ S ଲଗାଇ ଆରମ୍ଭ)
lyf fly (cock can but jackal cann’t – ଗଞ୍ଜା କରିପାରେ କୋକିଶିଆଳ କରିପାରେ ନାହିଁ)
aet eat (begins with ‘e’ e ଲଗାଇ ଆରମ୍ଭ)

6. Usage (ବ୍ୟବହାର) :
(a) Combine two sentences into one. One is done for you.
(ଦୁଇଟି ବାକ୍ୟକୁ ଯୋଡ଼ି ଗୋଟିଏ ବାକ୍ୟରେ ପ୍ରକାଶ କର ।)

(i) The rooster sang. It closed its eyes.
Answer:
The rooster sang closing its eyes.
(ii) The rooster sang. It sat on a tree.
Answer:
The rooster sang sitting on a tree.
(iii) Rakesh took tea. He sat on a chair.
Answer:
Rakesh took tea sitting on a chair.
(iv) Rabi went home. He rode on a bicycle.
Answer:
Rabi went home riding on a bicycle.
(v) The cat caught the rat. It climbed up the tree.
Answer:
The cat caught the rat climbing up the tree.
(vi) The jackal ran. It caught the rooster by its neck.
Answer:
The jackal ran catching the rooster by its neck.

(b) These sentences can also be written, beginning with the second part of the sentence. (ପୂର୍ବୋକ୍ତ ବାକ୍ୟଗୁଡ଼ିକୁ ବଦଳାଇ ଲେଖ । ଶେଷୋକ୍ତ ଅଂଶକୁ ପ୍ରଥମେ ଆରମ୍ଭ କରି ।)
Example :
Closing its eyes, the rooster sang.
Write all the sentences of 6(a) in this way.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Answer:
Answer:
(i) Closing its eyes, the rooster sang.
(ii) Sitting on a tree, the rooster sang.
(iii) Sitting on a chair, Rakesh took tea.
(iv) Riding on a bicycle, Rabi went home.
(v) Climbing up the tree, the cat caught the rat.
(vi) Catching the rooster by its neck, the jackal ran.’

Session – 7 (ସପ୍ତମ ପର୍ଯ୍ୟାୟ):
7. Writing (ଲିଖନାତ୍ମକ)
(a) Write answers to the following questions.

(i) What is the story about?
(ଗପଟି କେଉଁ ବିଷୟରେ ?)
Answer:
The story is about the rooster and the jackal.

(ii) What did the jackal ask the rooster to do ?
(କୋକିଶିଆଳ ଗଞ୍ଜାକୁ କ’ଣ କରିବାକୁ କହିଲା ?)
Answer:
The jackal asked the rooster to sing closing its eyes.

(iii) The rooster sang closing its eyes. What did the jackal do?
(ଗଞ୍ଜା ତା’ର ଆଖୁ ବନ୍ଦ କରି ଗୀତ ଗାଇଲା । କୋକିଶିଆଳ କ’ଣ କଲା ?)
Answer:
The jackal caught the rooster, his prey (ଶିକାର) by its neck whenever it started singing closing its eyes.

(iv) The jackal opened its mouth. What did the rooster do?
(କୋକିଶିଆଳ ତା’ର ପାଟି ଖୋଲିଲା । ଗଞ୍ଜାଟି କ’ଣ କଲା ?)
Answer:
The rooster freed itself from the jackal and flew up to a tree as soon as it (the jackal) opened its mouth.

(b) Given below is what the rooster told another rooster after the incident. Read what it said and fill in the gaps consulting the text. (ଘଟଣା ଘଟିଲା ପରେ ଗଞ୍ଜାଟି ଆଉ ଗୋଟିଏ ଗଞ୍ଜାକୁ କହିଲା । ପାଠ୍ୟ ଅନୁସରଣରେ ନିମ୍ନ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର ।)

Do you know what happened the other day? I was singing in the morning. A jackal came. He told me to sing ____________. I closed my _________ and _________. The jackal caught me by ___________ and ran away. My master, his ___________and ___________and his _________ chased the jackal. The jackal was much ahead. There was little chance of catching him. So I thought of a plan. I said to the jackal, “I’m happy with you. Why should they chase? Tell them this.” He _________ his _________to tell this. I quickly _________up on to the _________.
Answer:
Do you know what happened the other day? I was singing in the morning. A jackal came. He told me to sing closing my eyes. I closed my eyes and sang. The jackal caught me by my neck and ran away. My master, his wife and sons, and his neighbors chased the jackal. The jackal was much ahead. There was little chance of catching him. So I thought of a plan. I said to the jackal, “I’m happy with you. Why should they chase? Tell them this.” He opened his mouth to tell this. I quickly flew up onto the tree.

(c) You know what a rooster told another rooster about the incident. Consult the text and write what the jackal said to another jackal after the incident. (ତୁମେ ଜାଣିଲ ଗଞ୍ଜାଟି ଅନ୍ୟ ଗଞ୍ଜାଟିକୁ କ’ଣ କହିଲା । ପାଠ୍ୟ ଅନୁସରଣରେ ସେହିପରି କୋକିଶିଆଳଟି ଆଉ ଗୋଟିଏ କୋକିଶିଆଳକୁ କ’ଣ କହିଲା ?)
Do you know __________________________
_________________________________________
_________________________________________
_________________________________________
Answer:
Do you know I met a rooster singing in the early morning with open eyes? Cunningly (ଚାଲାକିରେ ) I told it to sing closing its eyes for it would be better, clear, and louder. As the rooster did so I caught it by its neck and ran away. Its owner, his wife, sons, and neighbors ran after me. The rooster told it had a nice feeling. It told its master was a miser and did not give it much to eat. It requested me to tell this to its master. As I opened my mouth to speak, it flew away up to a tree. I missed my prey (ଶିକାର).

8. Mental Talk (ମାନସ କଥନ) :
‘T was a fool to believe your lies.”
(ମନେ ମନେ – ମୁଁ ତୁମ ମିଛକୁ ବିଶ୍ଵାସ କରି ବୋକା ବନିଗଲି ।)

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା):
We should know when to shut our mouths and to close or open our eyes.
(ଆମେ ଜାଣିବା ଉଚିତ ଯେ କେତେବେଳେ ପାଟି ବନ୍ଦ ରଖିବା ଏବଂ କେତେବେଳେ ଆଖୁ ଖୋଲା ରଖୁବା ବା ବନ୍ଦ ରଖିବା ।)

BSE Odisha 7th Class English Solutions Lesson 2 The Jackal and the Rooster Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
The rooster looked like a king with its ____________.
(i) power
(ii) large kingdom
(iii) large army
(iv) beautiful red crown
Answer:
(iv) beautiful red crown

Question 2.
Rooster always sang ___________.
(i) keeping its mouth open
(ii) keeping its eyes open
(iii) keeping its body open
(iv) None of the above
Answer:
(ii) keeping its eyes open

Question 3.
“Oh, great handsome king-like rooster !” Who said this?
(i) The jackal
(ii) Other animals
(iii) The hen
(iv) Both the jackal and other animals
Answer:
(i) The jackal

(B) Answer the following questions.

Question 1.
How did the rooster befool the jackal?
Answer:
The jackal was cunning enough to catch the rooster, but he was befooled when he opened his mouth listening to his praise from the rooster. The rooster flew up to a tree and freed itself.

Question 2.
What did the owner of the rooster do when he saw the jackal carrying away his rooster?
Answer:
The owner of the rooster saw the jackal carrying away his rooster. He, with his sons, wife, and neighbors chased behind, but they could not catch the jackal.

Question 3.
How did the rooster blame its owner?
Answer:
The rooster told its owner was a miser and he never gave it anything to eat. So it didn’t like its owner.

(C) Re-arrange the jumbled words to make meaningful sentences.
1. rooster / very / was / there / a / big/handsome / and
2. red / he / like / king/a / looked / with / beautiful / its / crown
3. king / like / he / felt / also / a
4. open / it / keeping / sang / his / but / eyes
5. ran / and / away / the / caught / jackal / the / its / rooster / by / neck
Answer:
1. There was a very big and handsome rooster.
2. He looked like a king with its beautiful red crown.
3. He also felt like a king.
4. But it sang keeping his eyes open.
5. The jackal caught the rooster by its neck and ran away.

(D) Find whether True or False.
1. He gives me everything to eat.
2. The jackal was not much ahead of those running behind.
3. He closed his eyes and sang louder and clearer.
4. The jackal felt unhappy with the words of the rooster.
5. The jackal saw the rooster singing every day early in the morning.
Answer:
(1) False (2) False (3) True (4) False (5) True

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 4 Trigonometric Functions Ex 4(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 4 Trigonometric Functions Exercise 4(c)

Question 1.

Fill in the blanks choosing the correct answer from the brackets.

(i) The number of solutions of  2 sin θ – 1 = 0 is__________. (one, two, infinite)
Solution:
Infinite

(ii) If cos α = cos β, then α + β = ____________. (0, π, 2π)
Solution:
2π

(iii) The number of solution(s) of 2 sin θ + 1 = 0 is__________. (zero, two, infinite)
Solution:
Zero

(iv) If tan θ = tan α and 90° < α < 180°, then θ can be in ____________quadrant. (1st, 3rd, 4th)
Solution:
4th

(v) If tan x. tan 2x. tan 7x = tan x + tan 2x + tan 7x, then x = _____________. (\(\frac{\pi}{4}, \frac{\pi}{5}, \frac{\pi}{10}\))
Solution:
\(\frac{\pi}{10}\)

(vi) For_____________value of θ, sin θ + cos θ = √2. (\(\frac{\pi}{4}, \frac{\pi}{2}, \frac{\pi}{3}\))
Solution:
\(\frac{\pi}{4}\)

(vii) The number of values of x for which cos² x = 1 and x² ≤ 4 is______________. (1, 2, 3)
Solution:
1

(viii) In the 1st quadrant the solution of tan² θ = 3 is_____________. (\(\frac{\pi}{2}, \frac{\pi}{3}, \frac{\pi}{4}\))
Solution:
\(\frac{\pi}{3}\)

(ix) The least positive value of θ for which 1 + tan θ = 0 and √2 cos θ + 1 = 0 is___________. (\(\frac{\pi}{4}, \frac{3 \pi}{4}, \frac{5 \pi}{4}\))
Solution:
\(\frac{3 \pi}{4}\)

(x) the least positive value of x for which tan 3x = tan x is______________. (\(\frac{\pi}{2}, \frac{\pi}{3}, \pi\))
Solution:
\(\frac{\pi}{2}\)

Question 2.
Find the principal solution of the following equations:
(i) sin θ = sin 2θ
Solution:
sin θ = sin 2θ
or, 2θ = nπ + (-1)ⁿ θ
or, 2π – (-1)ⁿ θ = nπ
or, θ = \(\frac{n \pi}{2-(-1)^n}\)
when n = 0, θ = 0
when n = 1, θ = \(\frac{\pi}{3}\)
when n = 2, θ = 2π
when n = 3, θ = π
when n = 4, θ = 4π
when n = 5, θ = \(\frac{5 \pi}{3}\)
∴ The principal solution are 0, \(\frac{\pi}{3}\), π, \(\frac{5 \pi}{3}\)

(ii) √3 sin θ – cos θ = 2
Solution:
√3 sin θ – cos θ = 2
or, \(\frac{\sqrt{3}}{2}\) sin θ – 1/2 cos θ = 1

which is the only principal solution.

(iii) cos² θ + sin θ + 1 = 0
Solution:
cos² θ + sin θ + 1 = 0
or, 1 – sin² θ + sin θ + 1 = 0
or,  sin² θ – sin θ + 2 = 0
or, sin² θ – 2 sin θ + sin θ – 2 = 0
or, sinθ(sinθ – 2) + (sinθ – 2) = 0
or, (sinθ – 2) (sinθ + 1) = 0
∴ sinθ = 2, sinθ = – 1
= sin \(\left(-\frac{3 \pi}{2}\right)\) or, θ = – \(\frac{\pi}{2}\), \(\frac{3 \pi}{2}\)
∴ The principal solution is \(\frac{3 \pi}{2}\).

(iv) sin 4x + sin 2x = 0
Solution:

(v) sin x + cos x = \(\frac{1}{\sqrt{2}}\)
Solution:

Question 3.
Find the general solution of the following equations:
(i) cos 2x = θ
Solution:
cos 2x = θ
or, 2x = (2n + 1)\(\frac{\pi}{2}\)
or, x = (2n + 1)\(\frac{\pi}{4}\), n∈Z

(ii) sin(x° + 40°) = \(\frac{1}{\sqrt{2}}\)
Solution:

(iii) sin 5θ = sin 3θ
Solution:
sin 5θ = sin 3θ
or, 5θ = nπ + (-1)ⁿ 3θ
or, 5θ – (-1)ⁿ 3θ = nπ
or, θ[5 – (-1)ⁿ3] = nπ
or, θ = \(\frac{n \pi}{5-(-1)^n 3}\)

(iv) tan ax = cot bx
Solution:

(v) tan² 3θ = 3
Solution:

Question 4.
Solve the following:
(Hints : cos x ≠ 0 and sin² x- sin x + 1/2 = 0)
(i) tan² x + sec² x = 3
Solution:
tan² x + sec² x = 3
or, tan² x + 1 + tan2 x = 3
or, 2tan² x = 2
or, tan² x = 1
or, tan x = ± 1 = tan \(\left(\pm \frac{\pi}{4}\right)\)
∴ x = nπ ± \(\frac{\pi}{4}\)

(ii) 4 sin² x + 6 cos² x = 5
Solution:
4 sin² x + 6 cos² x = 5
or, 4 sin² x + 6(1 – sin² x) = 5
or, 4 sin² x + 6 – 6 sin² x = 5
or, 6- 2 sin² x = 5
or, 2 sin² x = 1
or, sin² x = 1/2
or, sin x = ± \(\frac{1}{\sqrt{2}}\) = sin \(\left(\pm \frac{\pi}{4}\right)\)
or, x = nπ + (-1)ⁿ \(\left(\pm \frac{\pi}{4}\right)\)

(iii) 3 sin x + 4 cos x = 5
Solution:

(iv) 3 tan x + cot x = 5 cosec x
Solution:

(v) cos x + √3 sin x = √2
Solution:

(vi) sin 3x – 2 cos² x = 0
Solution :
sin 2x – 2 cos² x = 0
or, 2 sin x cos x – 2 cos² x = 0
or, 2 cos x(sin x – cos x) = 0
∴ cos x = 0, sin x = cos x
∴ x = (2n + 1)\(\frac{\pi}{2}\), tan x = 1 = tan \(\frac{\pi}{4}\)
or, x = nπ + \(\frac{\pi}{4}\)

(vii) sec θ + tan θ = √3
Solution:

(viii) cos 2θ – cos θ = sin θ – sin 20
Solution:

(ix) sin θ + sin 2θ + sin 3θ + sin 4θ = 0
Solution:

(x) cos 2x° + cos x° – 2 = 0
Solution:
cos 2x° + cos x° – 2 = 0
or, 2 cos² x° – 1 + cos x° – 2 = 0
or, 2 cos² x° + cos x° – 3 = 0
or 2 cos² + 3cos x° – 2cos x°- 3 = 0
or, cos x°(2 cos x° + 3) – 1(2 cos x° + 3) = 0
or, (2 cos x° + 3)(cos x° – 1) = 0
∴ cos x° = 1 = cos 0°
∴ x° = 2nπ ± 0 = 2nπ
or, \(\frac{\pi x}{180}\) = 2nπ
or, x = 360 n
Again 2 cos x° + 3 = 0
⇒ cos x° = – 3/2 which has no solution.
Hence x = 360 n.

(xi) tan θ + tan 2θ = tan 3θ
Solution:

(xii) tan θ + tan (\(\theta+\frac{\pi}{3}\)) + tan (\(\theta+\frac{2\pi}{3}\)) = 3
Solution:

(xiii) cot² θ – tan² θ = 4 cot 2θ
Solution:

(xiv) cos 2θ = \((\sqrt{2}+1)\left(\cos \theta-\frac{1}{\sqrt{2}}\right)\)
Solution:

(xv) sec θ – 1 = \((\sqrt{2}-1)\) tan θ
Solution:

⇒ θ = 2nπ + \(\frac{\pi}{4}\)

(xvi) 3cot² θ – 2 sin θ = 0
Solution:

(xvii) 4 cos x. cos 2x . cos 3x = 1
Solution:
4 cos x cos 2x cos 3x = 1
⇒ 2 cos x cos 2x. 2 cos 3x = 1
⇒ (cos 3x + cos x) 2 cos 3x = 1
⇒ 2 cos² 3x + 2 cos 3x cos x = 1
⇒ 2 cos² 3x – 1 + cos 4x + cos 2x = 0
⇒ cos 6x + cos 4x + cos 2x = 0
⇒ cos 6x + cos 2x + cos 4x = 0
⇒ 2 cos 4x cos 2x + cos 4x = 0
⇒ cos 4x (2 cos 2x + 1) = 0
⇒ cos 4x = 0, cos 2x = – 1/2
cos 4x = 0 ⇒ 4x = (2n + 1) \(\frac{\pi}{2}\)

(xviii) cos 3x – cos 2x = sin 3x
Solution:

⇒ 1 – 2 sin x cos x = y²
∴ Equation (1) reduces to
1 – 2(1 – y²) + y = 0
⇒ 2y² + y – 1 = 0
⇒ (2y- 1) (y + 1) = 0

(xix) cos x + sin x = cos 2x + sin 2x
Solution:
cos x + sin x – cos 2x + sin 2x
[Refer (viii)]

(xx) tan x + tan 4x + tan 7x = tan x. tan 4x. tan 7x
Solution:
tan x + tan 4x + tan 7x = tan x tan 4x tan 7x
or, tan x + tan 4x
= – tan 7x + tan x tan 4x tan 7x
= – tan 7x (1 – tan x tan 4x)
or, \(\frac{\tan x+\tan 4 x}{1-\tan x \tan 4 x}\) = – tan 7x
or, tan (x + 4x) = tan (π – 7x)
or, tan 5x = tan (π – 7x)
or, 5x = nπ + π – 7x
or, 12x = π(n + 1)
or, x = \(\frac{\pi(n+1)}{12}\), n∈Z

(xxi) 2(sec² θ + sin² θ) = 5
Solution:

(xxii) \((\cos x)^{\sin ^2 x-\frac{3}{2} \sin x+\frac{1}{2}}=1\)
Solution:
\((\cos x)^{\sin ^2 x-\frac{3}{2} \sin x+\frac{1}{2}}=0\)
As cos x ≠ 0.
we have sin² – \(\frac{3}{2}\) sin x + \(\frac{1}{2}\) = 0
∴ 2 sin² x – 3 sin x + 1 = 0
or, 2 sin² x – 2 sin x – sin x + 1 = 0
or, (2sin x – 1)(sin x – 1) = 0
∴ sin x = \(\frac{1}{2}\) or, sin x = 1
But as cos x ≠ 0, we have sin x ≠ 1
∴ sin x = \(\frac{1}{2}\) = sin \(\frac{\pi}{6}\)
∴ x = nπ + (-1)ⁿ \(\frac{\pi}{6}\), n∈Z

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 9 From the Formalin Jar Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 9 From the Formalin Jar

BSE Odisha 10th Class English From the Formalin Jar Text Book Questions and Answers

F. Let’s Understand The Poem:

Question 1.
What is this poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ଲିଖ୍ ?)
Answer:
This poem is about the display (ପ୍ରଦର୍ଶନ) of Vicky’s brain, whose life was cut short for careless driving.

Question 2.
Where is Vicky’s brilliant brain?
(ଭିକିର ଚମତ୍କାର ମସ୍ତିଷ୍କ କେଉଁଠାରେ ଅଛି ?)
Answer:
Vicky’s brilliant brain is in a formalin jar.

Question 3.
Why is the brain put inside the formalin jar ?
(ମସ୍ତିଷ୍କକୁ କାହିଁକି ଫର୍ମାଲିନ୍ କାଚପାତ୍ର ବା ନଳୀ ଭିତରେ ରଖାଯାଇଛି ?)
Answer:
The brain is put inside the formalin jar as a display (ଏକ ପ୍ରଦର୍ଶନ ରୂପେ) for students to gain knowledge.

Question 4.
Who does ‘I’ refer to in the poem?
(କବିତାରେ ‘I’ କାହାକୁ ସୂଚିତ କରୁଛି ?)
Answer:
In the poem ‘I’ refers to Vicky’s brain.

Question 5.
How does the brain feel inside the jar ?
(କାଚନଳୀ ବା ପାତ୍ର ଭିତରେ ଥ‌ିବା ଭିକିର ମସ୍ତିଷ୍କ କ’ଣ ଅନୁଭବ କରୁଛି ?)
Answer:
The brain feels itself as an object of disdain or hatred (ଏକ ଘୃଣିତ ବସ୍ତୁ ରୂପେ) inside the jar.

Question 6.
Who is the brain talking about?
(ମସ୍ତିଷ୍କ କାହା ବିଷୟରେ କହୁଛି ?)
Answer:
The brain is talking about a smart and healthy youth ‘Vicky’.

Question 7.
What does the brain say about Vicky ?
(ଭିକି ବିଷୟରେ ମସ୍ତିଷ୍କ କ’ଣ କହୁଛି ?)
Answer:
The brain in the formalin jar says that Vicky was a strong, stout, careful, and brilliant boy.

Question 8.
Do you think that Vicky and the brilliant brain are two persons ? Why ?
କ’ଣ ଭାବୁଛ ଭିକି ଓ ବୁଦ୍ଧିମାନ ମସ୍ତିଷ୍କ ଦୁଇ ବ୍ୟକ୍ତି ଅଟନ୍ତି ? କାହିଁକି ?)
Answer:
No, I don’t think so. Because it is Vicky’s brain that is put separately (ଅଲଗା) in the formalin jar after Vicky’s terrible death in an accident.

Question 9.
Which were Vicky’s favorite subjects?
( ଭିକିର ପ୍ରିୟ ପାଠ୍ୟବିଷୟଗୁଡ଼ିକ କ’ଣ ଥିଲା ?)
Answer:
Vicky’s favourite subjects were computers and mathematics.

Question 10.
What was the motto of his life?
(ତା’ର ଜୀବନର ନୀତିବାକ୍ୟ କ’ଣ ଥିଲା ?)
Answer:
The motto (ନୀତି ବାକ୍ୟ) of Vicky’s life was “No pain, No gain.” (କଷ୍ଟ, ଲାଭ ନାହିଁ )

Question 11.
Was Vicky good at her studies? How do you know this?
(ଭିକି ପାଠପଢ଼ାରେ ଭଲ ଥିଲା କି ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
Yes, Vicky was good at studies. Because he had a brilliant brain. Besides he excelled (ଚମତ୍କାର ପ୍ରଦର୍ଶନ କରୁଥିଲା) in mathematics and computers.

Question 12.
Vicky loved his parents. Which line says so?
(ଭିକି ନିଜର ପିତାମାତାଙ୍କୁ ଭଲ ପାଉଥିଲା । କେଉଁ ଧାଡ଼ି ଏକଥା ଦର୍ଶାଉଛି ?)
Answer:
Vicky loved his parents. The line that says so is “Vicky’s love for his parents was truly insane.”

Question 13.
Which word says that Vicky loved his grandmother very much?
(ଭିକି ତା’ର ଜେଜେମା’କୁ ଖୁବ୍ ଭଲ ପାଉଥିଲା ବୋଲି କେଉଁ ଶବ୍ଦଟି ସୂଚିତ କରୁଛି ?)
Answer:
The word adored’ (ଆଦର କରୁଥିଲା) says that Vicky loved his grandmother very much.

Question 14.
What else, besides studies, did Vicky do during his college days?
(ପାଠପଢ଼ା ଛଡ଼ା ଭିକି ନିଜର କଲେଜ ଦିନମାନଙ୍କରେ କ’ଣ କରୁଥିଲା ?)
Answer:
Besides studies, Vicky in his college days was in love.

Question 15.
Who was Lorraine? Why did he steal a glance at her?
(ଲୋରେନ୍ କିଏ ଥୁଲା ? ସେ (ଭିକି) କାହିଁକି ତାକୁ ଲୁଚିଛପି ଚାହୁଁଥିଲା ?)
Answer:
Lorraine was Vicky’s girl classmate. He stole a glance at her as he loved her deeply.

Question 16.
Why does the poet say that only the brain could explain the cause of Vicky’s heart-beat; thud-thud?
(କବି କାହିଁକି କହିଛନ୍ତି କେବଳ ମସ୍ତିଷ୍କ ହିଁ ଭିକିର ହୃଦୟ ସ୍ପନ୍ଦନର ଭୟମିଶ୍ରିତ ଶବ୍ଦ କହିପାରିବ ?)
Answer:
The poet says that only the brain could explain the cause of Vicky’s heartbeat: thud-thud because it (the brain) is directly related to the heart.

Question 17.
Read stanza 5 and stanza 6 again. What are they about? How are they different from others?
(ପଡ୍‌ ୫ ଓ ପଡ୍‌ ୬କୁ ପୁନଶ୍ଚ ପଢ଼ । ସେଗୁଡ଼ିକ କାହା ସମ୍ପର୍କରେ ?ଏହି ଦୁଇଟି ପଡ୍‌ତ୍ତି କିଭଳି ଅନ୍ୟମାନଙ୍କଠାରୁ ଭିନ୍ନ ?)
Answer:
Stanza 5 and stanza 6 are about Vicky’s death in an accident. They are different from others as (ଯେହେତୁ) they describe how a simple mistake took Vicky’s life causing the family’s tragedy.

Question 18.
Where was Vicky riding? When and why?
(ଭିକି ଗାଡ଼ି ଚଳାଇ କେଉଁଠାକୁ ଯାଉଥିଲା ? କେତେବେଳେ ଓ କାହିଁକି ?)
Answer:
Vicky was riding to his friend’s house in the next lane on a wet rainy day to attend to an ordinary task.

Question 19.
Where was his friend’s house? Was it very far?
(ତାହାର ସାଙ୍ଗର ଘର କେଉଁଠାରେ ଥିଲା ? ଏହା କ’ଣ ବହୁତ ଦୂରରେ ଥିଲା ?)
Answer:
His friend’s house was in the next lane. No, it was not too far.

Question 20.
Why did he go to his friend?
(ସେ କାହିଁକି ତା’ର ସାଙ୍ଗ ପାଖକୁ ଯାଇଥିଲା ?)
Answer:
He (Vicky) went to his friend for some ordinary work.

Question 21.
What caused the accident? Which words in the poem describe the accident?
(କେଉଁଥ‌ିପାଇଁ | କାହିଁକି ଦୁର୍ଘଟଣା ଘଟିଲା ? କବିତାରେ କେଉଁ ଶବ୍ଦସବୁ ଦୁର୍ଘଟଣା ବିଷୟରେ ବର୍ଣ୍ଣନା କରୁଛି ?)
Answer:
Going to his friend’s house without wearing his helmet caused Vicky’s accident and tragic death. The words which describe the accident are “He met with an accident gory and inhumane.”

Question 22.
What meaning does the line – ‘For once, from wearing his helmet he did refrain convey? Was it Vicky’s habit to wear his helmet while riding his bike?
(ଧାଡ଼ି “For once, from wearing his helmet he did refrain’ କେଉଁ ଅର୍ଥ ପ୍ରଦାନ କରୁଛି ? ନିଜର ବାଇକ୍ ଚଳାଇଲାବେଳେ ହେଲମେଟ୍ ପିନ୍ଧିବା ଭିକିର ଏକ ଅଭ୍ୟାସ ଥିଲା କି ?)
Answer:
The line “For once, from wearing his helmet he did refrain” conveys (implies) Vicky’s not wearing his helmet for the first time in his life. Yes, it was Vicky’s habit to wear his helmet while riding his bike.

Question 23.
How did the accident affect Vicky and his family?
(ଦୁର୍ଘଟଣା କିପରି ଭିକି ଓ ତା’ର ପରିବାରକୁ ପ୍ରଭାବିତ କରିଥିଲା ?)
Answer:
Vicky lost his life in the accident and his gruesome (ଶୋଚନୀୟ ) death in the accident plunged (ବୁଡ଼ାଇ ଦେଇଥିଲା) his family into huge shock (ପ୍ରଚଣ୍ଡ ଦୁଃଖରେ ).

Question 24.
What message does the poet have for the young generation through this poem?
(ଏହି କବିତା ମାଧ୍ୟମରେ କବି ଯୁବ ପିଢ଼ିପାଇଁ କେଉଁ ସନ୍ଦେଶ ବା ବାର୍ତ୍ତା ଦେଇଛନ୍ତି ?)
Answer:
In this poem, the poet’s message is clear and serious. She warns (ସତର୍କ କରାଇ ଦେଇଛନ୍ତି ) the younger generation against risky (dangerous) driving.

Question 25.
Can you say why such dreadful accidents occur on road and cause death every moment?
(ତୁମେ କ’ଣ କହିପାରିବ କାହିଁକି ପ୍ରତ୍ୟେକ ମୁହୂର୍ତ୍ତରେ ରାସ୍ତାରେ ଏଭଳି ଭୟଙ୍କର ଦୁର୍ଘଟଣା ଘଟୁଛି ଓ ଜୀବନହାନି ଘଟାଉଛି ? )
Answer:
Such (ଏଭଳି) dreadful (ଭୟଙ୍କର) accidents occur (ଘଟୁଛି) on road and cause (ଘଟାଉଛି ) death every moment due to careless and fast driving and also driving without helmets.

Question 26.
Suggest some ways to reduce Road Traffic Injuries (RTI)?
(ରାସ୍ତା ଗହଳିଜନିତ ମୃତାହତ ସଂଖ୍ୟା କମାଇବାର କେତୋଟି ଉପାୟର ପ୍ରସ୍ତାବ ଦିଅ ।)
Answer:
Rules like (ଭଳି) wearing helmets, safe driving, avoiding (ଦୂରେଇ ରହିବା ) talking on mobiles, refraining (ଦୂରେଇ ରହିବା) from listening to music on mobiles, riding on the right route, etc. can help reduce Road Traffic Injuries.

G. Let’s Appreciate The Poem:

Question 1.
Who donated Vicky’s brain to the Medical College? How is it preserved and used?
(କିଏ ଭିକିର ମସ୍ତିଷ୍କକୁ ମେଡ଼ିକାଲ କଲେଜକୁ ଦାନ ଦେଇଥିଲେ ? ଏହାକୁ କିଭଳି ସଂରକ୍ଷିତ କରି ରଖାଯାଇଛି ଓ ବ୍ୟବହାର କରାଯାଉଛି ?)
Answer:
Vicky’s parents donated Vicky’s brain to the Medical College. It is preserved in a formalin jar on display to promote knowledge gain to the medical students.

Question 2.
What does the line ‘On display to promote knowledge gain’ express?
(ଧାଡ଼ି ‘On display to promote knowledge କ’ଣ ସୂଚିତ କରୁଛି ?)
Answer:
The line “On display to promote knowledge gain” suggests that from the display (ପ୍ରଦର୍ଶନରୁ)of Vicky’s (human) brain the students gain more knowledge about its construction and functions.

Question 3.
What is called a specimen? Why is the brain preserved as a specimen?
(Specimen କ’ଣ ? ମସ୍ତିଷ୍କକୁ ଏକ ନମୁନା ରୂପେ କାହିଁକି ରଖାଯାଇଛି ?)
Answer:
A specimen is a model. The brain is preserved as a specimen to provide more knowledge to the students about this useful organ of the human body.

Question 4.
How was the brilliant brain a part of a living human two years ago?
(କିଭଳିୁ ଇ ବର୍ଷ ପୂର୍ବେ ବୁଦ୍ଧିମାନ ମସ୍ତିଷ୍କ ଏକ ଜୀବନ୍ତ ମାନବର ଗୋଟିଏ ଅଂଶ | ଅଙ୍ଗ ଥିଲା ?)
Answer:
Two years ago the brilliant brain, now kept in the formalin jar, was possessed by a handsome (ସୁନ୍ଦର) and strong youth named Vicky.

Question 5.
What does the phrase – ‘Yet ended up in this jar’ mean to you?
(ବାକ୍ୟାଶ ‘Yet ended up in this jar ‘ର ଅର୍ଥ ତୁମେ କ’ଣ ବୁଝୁଛ ?)
Answer:
The phrase “Yet ended up in this jar” means at last Vicky’s brain rested in the formalin jar though it has no stroke, tumor, or bugs within it.

Question 6.
Which expression suggests that Vicky was hard-working?
(କେଉଁ ଉକ୍ତି ସୂଚିତ କରୁଛି ଯେ ଭିକି ପରିଶ୍ରମୀ ଥିଲା ?)
Answer:
The expression which suggests (ସୂଚିତ କରୁଛି) that Vicky was hard working is “Full of life and vigor, sun, wind or rain”.

Question 7.
Why does the poet say? “Only I could explain”?
(କବି କାହିଁକି କହିଛନ୍ତି ‘କେବଳ ମୁଁ ହିଁ ବୁଝାଇପାରିବି? ?)
Answer:
The poet says. “Only I could explain” because it is Vicky’s brain that can say why his heart got ‘thuds’

Question 8.
Should we consider such demise ‘h chance or by choice’?
(ଭିକିର ଏଭଳି ମୃତ୍ୟୁକୁ ଆମ୍ଭେମାନେ ପରିସ୍ଥିତି ନା ଇଚ୍ଛାସୃଷ୍ଟ ବୋଲି କହିବା ?)
Answer:
We should consider such demise (death of Vicky ‘by chance’.

Question 9.
The poet uses flashback, which Is often used to recount events that had happened before the story started. Which stanzas talk about the past events and which ones the present incident ? (ଗଳ୍ପ ଆରମ୍ଭ ପୂର୍ବରୁ କବି ଅତୀତ ଘଟଣା ଯାହାକି ପୂର୍ବରୁ ଘଟିଛି ତା’ର ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି । କବିତାରେ କେଉଁ ପଙ୍‌କ୍ତିଗୁଡ଼ିକ ଅତୀତ ଘଟଣା ଓ କେଉଁ ପଗୁଡ଼ିକ ବର୍ତ୍ତମାନର ଘଟଣାକୁ ବ୍ୟକ୍ତ କରୁଛି ?)
Answer:
The poet uses flashback, which is often used to recount events that had happened before the story started. The stanzas stating past events are:
“On a wet monsoon day. for a task mundane
Vicky rode his bike to his friend in the next lane;
For once, from wearing his helmet he did refrain
God! He met with an accident gory and inhumane.” (Stanza — 5)
and
“All it look was a stray moment inane
A young life lost, a family crushed with pain;
Dear friends, take care; risky driving can be the bane
DRIVE SAFE — let your precious life not be in vain! (Stanza — 6)
Similarly stanza — 3 and stanza — 4 also talk about past events.
The stanza stating present events is:
“Hi ! ¡ am Vicky’s brilliant brain
Sitting in a tourmaline jar with disdain:
On display to promote knowledge gain
Watching people stare at new again and again. (Stanza – I)
Similarly stanza — 2 also talks about the present incident.

Question 10.
Find the rhyming words in the poem.
(କବିତାରେ ଯତିପାତ ଶବ୍ଦସବୁ (ସମାନ ଉଚ୍ଚାରିତ) ଖୋଜି ବାହାର କର ।)
Answer:
The rhyming words in the poem are (1st stanza) brain — disdain, gain — again. (2nd stanza) specimen — human, within — chagrin. (3rd stanza) sane — rain, domain — gain. 4th stanza insane cane. Lorraine — explain, (5th stanza) mundane — lane. refrain — inhumane. (6th stanza) inane pain, banc — vain.

Question 11.
Why does the poet use capital letters for the first two words in the last line of the poem?
(କବିତାର ଶେଷ ଧାଡ଼ିରେ ପ୍ରଥମ ଦୁଇଟି ଶବ୍ଦ ପାଇଁ କବି କାହିଁକି ବଡ଼ ଅକ୍ଷର ବ୍ୟବହାର କରିଛନ୍ତି ?)
Answer:
The poet uses capital letters for the first two words in the last line of the poem (DRIVE SAFE) to stress upon (ଜୋର ଦେବା ପାଇଁ) ‘safe driving.

Question 12.
You read and understood the poem. Do you like the title of the poem? Why/ Why not? Can you suggest another title for the poem?
(ତୁମେ କବିତାଟି ପଢ଼ିସାରିଛ ଓ ବୁଝିସାରିଛ । କବିତାର ଶୀର୍ଷକ (ନାମ) ତୁମକୁ ଭଲ ଲାଗୁଛି କି ? କାହିଁକି/କାହିଁକି ନୁହେଁ ? ତୁମେ କବିତା ପାଇଁ ଅନ୍ୟ ଏକ ଶୀର୍ଷକ ଦେଇପାରିବ କି ?)
Answer:
I like the title (name) of the poem. Because the formalin jar inside which Vicky’s brain is preserved gives a strong message (ବାର୍ତ୍ତା) how the jar will keep waiting (ଅପେକ୍ଷା କରି ରହିବ) for a careless boy like Vicky who suffered a premature death (ଏକ ଅକାଳ ମୃତ୍ୟୁର ଶିକାର ହୋଇଥିଲେ)without wearing a helmet.

H. Let’s Listen And Speak:

(a) Listen to the following sentences about the poem (Your teacher reads the sentences aloud.) and say whether they are right or wrong. Then correct the sentences in case you find them wrong. (କବିତା ସମ୍ପର୍କରେ ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ଶୁଣ (ତୁମ ଶିକ୍ଷକ ବାକ୍ୟଗୁଡ଼ିକୁ ଉଚ୍ଚ ସ୍ୱରରେ ପଢ଼ିବେ) ଏବଂ କୁହ ସେଗୁଡ଼ିକ ଠିକ୍ ନା ଭୁଲ୍ । ତା’ପରେ ଯେଉଁଗୁଡ଼ିକୁ ତୁମେ ଭୁଲ୍ ଦେଖୁଛ ଠିକ୍ କର ।)

(i) Vicky’s brain was sitting in the formalin jar with pleasure and respect.
(ii) The brain didn’t like the people staring at him.
(iii) The brain felt insulted to be a specimen for others.
(iv) Vicky was a strong and stout young man.
(v) He was good at math and computer.
(vi) He believed in taking the pain to succeed in life.
(vii) He liked neither his grandmother nor her wrinkles and stick.
(viii) All his friends in the college disliked him.
(ix) He rode to his friend on a monsoon day for important work.
(x) His friend’s house was very far from his place.
(xi) He usually liked to wear helmets.
(xii) He was killed in a serious accident.
(xiii) He was clever, handsome, and careful.
Answer:
(i) Wrong
Right: Vicky’s brain was sitting in the formalin jar with disdain.
(ii) Right
(iii) Right
(iv) Right
(v) Right.
(vi) Right
(vii) Wrong
Right: He liked both his grandmother and her wrinkles and the stick.
(viii) Wrong
Right: All his friends in the college liked him.
(ix) Wrong
Right: He rode to his friend on a monsoon day for ordinary work.
(x) Wrong
Right: His friend’s house, was very near to his place.
(xi) Right
(xii) Right
(xiii) Right

(b) Pronounce the following words correctly.(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ଠିକ୍ ଭାବରେ ଉଚ୍ଚାରଣ କର ।)
disdain, gain, again, human, sane, rain, insane, cane, explain, mundane, refrain, inhumane, pain, bane, in vain
Answer:
disdain — ଅବମାନନା |
gain — ଗେନ୍
again — ଏଗେନ୍
human — ହ୍ୟୁମାନ୍
sane — ସାନ
rain — କେନ୍
insane — ପାଗଳ |
cane — କେନ୍
explain — ଏକ୍ସପେନ୍
mundane — ସାଂପ୍ରତିକ
refrain — ରିଫ୍ରେନ୍
inhumane — ଇହ୍ୟୁମେନ୍
pain — ସେନ୍
bane —  ବେନ୍
in vain — ଇନ୍ ଭେନ୍

(c) Imagine that Vicky’s friend, Akash visited the Niedleal College, where Vicky’s brain was preserved in a formalin Jar. Given below Is a dialogue between Vicky’s brain and his friend, Akash. Practise the dialogue. (ମନେକର ଭିକିର ସାଙ୍ଗ ଆକାଶ ମେଡ଼ିକାଲ କଲେଜ ପରିଦର୍ଶନରେ ଯାଇଥିଲେ, ଯେଉଁଠାରେ ଭିକିର ମସ୍ତିଷ୍କ ଗୋଟିଏ ଫର୍ମାଲିନ୍ ଜାର୍‌ରେ ସଂରକ୍ଷଣ କରି ରଖାଯାଇଥିଲା । ନିମ୍ନରେ ଭିକିର ମସ୍ତିଷ୍କ ଓ ଆକାଶ ମଧ୍ଯରେ ହୋଇଥ‌ିବା କଥାବାର୍ତ୍ତା ଦିଆଯାଇଛି । ସଂଳାପଗୁଡ଼ିକୁ ଅଭ୍ୟାସ କର ।)
Brain       : Hi Friend ! How’re you?
Akash      : Good. Who’s speaking?
Brain      : I’m Vicky’s brain.
Akash     : Where you’re?
Brain      : ln the formalin jar
Akash     : Who put you here?
Brain      : The doctor.
Akash    : What for?
Brain      : For display! Student’. will gain knowledge.
Akash    : How did the doctor find you?
Brain     : Listen, Vicky was a young college boy. He was strong, stout, careful, and brilliant. One monsoon day he was riding without wearing the helmet to his friend who lived the next lane. On the way, he was killed in an accident. The doctor parted me from his body and put it here for his students to gain knowledge.
Akash   : How sad!
Brain     : Dear Friend, Vicky was a brilliant boy, but on that fateful day he took it casually to wear his helmet as he was to ride to his friend who was staying the next lane. For his carelessness, a precious life was lost. So please be careful and always DRIVE SAFE on road. Don’t lose your life and put your family in sorrow and suffering.
Akash    : Thank you Friend for your advice. I’m very sorry for Vicky, my fast friend, bye, see you!

I. Lets Read And Write:
(a) Given below is a table showing a chart of penalties for the road offences. Read the table and write a sentence for each. (ରାସ୍ତା ନିୟମରେ ଅବମାନନା ନିମନ୍ତେ ଦଣ୍ଡ ବା ଜରିମାନା ପରିମାଣ ଦର୍ଶାଉଥ‌ିବା ଏକ ସାରଣୀ ନିମ୍ନରେ ପ୍ରଦତ୍ତ ହୋଇଛି । ସାରଣୀଟିକୁ ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ପାଇଁ ବାକ୍ୟଟିଏ ଲେଖ ।)

SI. No.	Offence	Penalty (Rs.) (Minimum Amount)
1	General	500
2	Rules of road regulation violation	500
3	Traveling without ticket	500
4	Unauthorized use without license	5,000
5	Driving without licence	5,000
6	Disobedience of orders of authorities	2,000
7	Drink and Drive	10,000
8	Speeding or Racing	5,000
9	Vehicle without permit	10,000
10	Driving without qualification	10,000
11	Without Seat belt	1,000
12	Without helmet	1,000
13	Oversized vehicles	5,000
14	Not providing way for emergency vehicle	10,000
15	Over speeding	1,000/2,000
16	Driving without insurance	2,000
17	Dangerous driving penalty	5,000
18	Offences by juveniles	25,000
19	Overloading of passengers	1,000 / 1 passenger
20	Overloading of two-wheelers	2,000

Answer:
1. As per (ଅନୁସାରେ ) the Motor Vehicle Act, for general violation, you will have to pay (ଦେବାକୁ ପଡ଼ିବ) a fine of Rs. 500/-.
2. As per the Motor Vehicle Act, for the rules of road regulation violation, you will have to pay a fine of Rs. 500/-.
3. As per Motor Vehicle Act, if you travel without a ticket, you will have to pay a fine of Rs.500/-.
4. As per Motor Vehicle Act, for unauthorized use (ଅନଷ୍କୃତ ବ୍ୟବହାର) without a license, you will have to pay a fine of Rs. 5,000/-.
5. As per Motor Vehicle Act, if you are driving without license, you have to pay a fine of Rs. 5,000/-.
6. As per the Motor Vehicle Act, for disobedience (ଉଲ୍ଲଙ୍ଘନ) of orders of authorities, you will have to pay a fine of Rs. 2,000/-.
7. As per Motor Vehicle Act, if you drink and drive on the road, you will have to pay a fine of Rs. 10,000/-.
8. As per Motor Vehicle Act, for speeding or racing, you will have to pay a fine of Rs. 5,000/-.
9. As per Motor Vehicle Act, for driving a vehicle without a permit, you will have to pay a fine of Rs. 10,000/-.
10. As per Motor Vehicle Act, if you drive without qualification, you will have to pay a fine of Rs. 10,000/-.
11. As per Motor Vehicle Act, if you drive without a seat belt, you will have to pay a fine of Rs. 1,000/-.
12. As per Motor Vehicle Act, if you ride without a helmet, you will have to pay a fine of Rs. 1,000/-. –
13. As per Motor Vehicle Act, if you ride an oversized vehicle, you will have to pay a fine of Rs. 5,000/-.
14. As per the Motor Vehicle Act, if you don’t provide a way (ରାସ୍ତା/ବାଟ ନ ଦିଅ) for an emergency vehicle, you will have to pay a fine of Rs. 10,000/-.
15. As per Motor Vehicle Act, for overspeeding, you will have to pay a fine of Rs. 1,000/- or Rs. 2,000/-.
16. As per Motor Vehicle Act, if you drive/ride without insurance, you will have to pay a fine of Rs. 2,000/-.
17. As per Motor Vehicle Act, if you drive dangerously, you will have to pay a fine of Rs. 5,000/-.
18. As per Motor Vehicle Act, if you are a juvenile (ନାବାଳକ) and found riding, you will have to pay a fine of Rs. 25,000/-.
19. As per Motor Vehicle Act, if you are found to have the offence (ଅପରାଧ) of overloading (ଆବଶ୍ୟକତାରୁ ଅଧ‌ିକ ଯାତ୍ରୀ ପରିବହନ), you will have to pay a fine of Rs. 1,000/- for each passenger.
20. As per Motor Vehicle Act, for overloading on two-wheelers, you will have to pay a fine of Rs. 2,000/-.

(b) Read the traffic symbols and write one sentence for each. The first one is done for you.
(ଟ୍ରାଫିକ୍ ସଙ୍କେତ ପଢ଼ ଓ ପ୍ରତ୍ୟେକ ପାଇଁ ଗୋଟିଏ ଲେଖାଏଁ ବାକ୍ୟ ଲେଖ । ପ୍ରଥମଟି ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Answer:
Example :
1. The first symbol indicates that there is a right-hand curve ahead.
2. The second symbol indicates that there is a left-hand curve ahead.
3. The third symbol indicates that there is a right hairpin bend ahead.
4. The fourth symbol indicates that there is a left hairpin bend ahead.
5. The fifth symbol indicates that there is a right reverse bend ahead.
6. The sixth symbol indicates that there is a left reverse bend ahead.
7. The seventh symbol indicates that there is a steep ascent ahead,
8. The eighth symbol indicates that there is a steep descent ahead.
9. The ninth symbol indicates that there is a narrow road ahead.
lO. The tenth symbol indicates that there is a road wideness ahead.
Il. The eleventh symbol indicates that there is a narrow pass ahead.
12. The twelfth symbol indicates that the road is slippery ahead.
13. The thirteenth symbol indicates that there is a loose grovel ahead.
14. The fourteenth symbol indicates that there is a cycle crossing ahead.
15. The fifteenth symbol indicates that there is a ¿ebra crossing for pedestrians ahead.
16. The sixteenth symbol indicates stopping the running vehicle.
17. The seventeenth symbol indicates giving way to other vehicles.
18. The eighteenth symbol indicates that the vehicles can go in one way only.
19. The nineteenth symbol indicates no entry of vehicles there.
20. The twentieth symbol indicates that the vehicles can go in one way only.
21. The twenty-first symbol indicates that vehicles can go in both directions but one way only.
22. The twenty-second symbol indicates that a right turn is prohibited here.
23. The twenty-third symbol indicates that a left turn is prohibited here.
24. The twenty-fourth symbol indicates a one-way pass to vehicles.
25. The twenty-fifth symbol indicates that a U-turn is prohibited here.
26. The twenty-sixth symbol indicates that overtaking is prohibited here.
27. The twenty-seventh symbol indicates that blowing horns are prohibited here.
28. The twenty-eighth symbol indicates that the speed limit is 65 km./h here.
29. The twenty-ninth symbol indicates that the vehicles must turn to the left here.
30. The thirtieth symbol indicates that the vehicles must go ahead here.
31. The thirty-first symbol indicates that the vehicles must turn right ahead.
32. The thirty-second symbol indicates that the vehicles must go ahead or turn right here.
33. The thirty-third symbol indicates that the vehicles must go ahead or turn to the left here.
34. The thirty-fourth symbol indicates that the vehicles must keep to the left here.
35. The thirty-fifth symbol indicates that the vehicles must blow their horns here.

(c) Imagine that you are a reporter of ‘The Times of India’ In Bhubaneswar. Write a report based on the incident/contents of the poem From the Formalin Jar’ for the newspaper. Suggest some ways to check road accidents, and advise young children to be careful about the trame rules. (ମନେକର ତୁମେ ‘The Times of India’ ଭୁବନେଶ୍ଵରର ଜଣେ ସାମ୍ବାଦିକ । ‘From the Formalin Jar’ କବିତାର ବିଷୟବସ୍ତୁ| ଘଟଣାବଳୀକୁ ଆଧାର କରି ଏକ ବିବରଣୀ ଲେଖ । ସଡ଼କ ଦୁର୍ଘଟଣା ନିୟନ୍ତ୍ରଣ ପାଇଁ କେତେକ ପ୍ରସ୍ତାବ ଦିଅ ଏବଂ ଯୁବକ ଯୁବତୀମାନଙ୍କୁ ରାସ୍ତାର ନିୟମ ପ୍ରତି ଯତ୍ନଶୀଳ ହେବାକୁ ଉପଦେଶ ଦିଅ ।)
Answer:

Date:………………
Bhubaneswar

To
The Editor
The Times of India
Bhubaneswar

A TRAGIC ROAD ACCIDENT

Saheed Nagar. Bhubaneswar, 3rd June: It was a wet monsoon day yet there was heavy traffic on the roads. Vicky, a young smart boy, rode his bike to his friend’s house in the next lane. Vicky was very sincere, but that day he did not wear his helmet for the first time. To his bad luck, a truck coming from Acharya Vihar at a high speed hit his bike and he got a severe head injury and died on the spot. The police rushed to the spot and send the body to the hospital. This tragic road accident happened due to the high speed of the truck and the carelessness of the boy. If he wore a helmet, he would not have lost his life. So young children should be careful about the traffic rules while riding on the road. They should obey traffic rules like wearing helmets, and driving a considerable speed. avoid talking on mobiles ut listening to music etc.

Rajendra,
the reporter.

(d) Work in groups of four and prepare placards/posters on ROAD SAFETY. Display them near the school notice board. (Your teacher will guide you.)
(ଚାରିଜଣିଆ ଦଳ ହୋଇ ‘ସଡ଼କ ନିରାପତ୍ତା’ ବିଷୟରେ ପ୍ଲାକାର୍ଡ|ପୋଷ୍ଟର ତିଆରି କର । ବିଦ୍ୟାଳୟର ନୋଟିସ୍ ବୋର୍ଡ ପାଖରେ ସେଗୁଡ଼ିକୁ ପ୍ରଦର୍ଶନ କର । (ତୁମ ଶିକ୍ଷକ ତୁମକୁ ମାର୍ଗ ଦର୍ଶନ କରାଇବେ ।))

BSE Odisha 10th Class English From the Formalin Jar Important Questions and Answers

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

Question 1.
Whose brilliant brain is in the jar?
Answer:
Vicky’s

Question 2.
Who is Vicky?
Answer:
a strong and stout (ହୃଷ୍ଟପୁଷ୍ଟ ) youth

Question 3.
How is Vicky’s brain sitting?
Answer:
with disdain

Question 4.
Why is Vicky’s brain kept in the jar?
Answer:
to promote knowledge gain

Question 5.
What knowledge should pupils grow?
Answer:
about the functions of the brain

Question 6.
How do people treat the brain on the formalin jar?
Answer:
staring at it

Question 7.
What is Vicky’s brain like?
Answer:
brilliant

Question 8.
What is the brain kept for?
Answer:
as a specimen

Question 9.
What does the brain feel to be addressed (ସମ୍ବୋଲ୍ଡ କରାଯିବାରୁ) a specimen (ନମୁନା) ?
Answer:
insulting

Question 10.
How many years passed since Vicky died?
Answer:
two years

Question 11.
What sort of boy was Vicky?
Answer:
smart, vigorous, and healthy

Question 12.
What was Vicky’s domain?
Answer:
computers and maths

Question 13.
Whom did Vicky adore?
Answer:
his grandmother

Question 14.
“Only I could explain.’ Here for who does 1’ stand for?
Answer:
Vicky’s brain

Question 15.
What did Vicky refrain from one day?
Answer:
wearing his helmet

Fill In The Blanks With Right Words.

1. Vicky’s brain was in _____________.
Answer:
a formalin jar

2. _____________was insulting.
Answer:
Vicky’s brain being kept as a specimen

3. The expression ‘sun, wind or rain’ means _____________.
Answer:
all times

4. Vicky’s motto was _____________.
Answer:
‘No pain. No gain’

5. Vicky’s love for _____________ was true and great.
Answer:
his parents

6. In college Vicky glanced (looked) secretly at _____________.
Answer:
Lorraine

7. Vicky’s heart thudded at _____________.
Answer:
the sight of Lorraine

8. Vicky went to his friend’s house on _____________.
Answer:
a wet rainy day

9. The word ‘mundane’ means _____________.
Answer:
ordinary

10. Vicky went to his friend on _____________.
Answer:
a bike

11. Vicky’s accident was _____________.
Answer:
gory and inhumane

12. At Vicky’s death his family _____________ with pain.
Answer:
crushed

13. _____________ should be given importance to save life.
Answer:
Drive Safe

14. _____________ can be banc (cause tragedy).
Answer:
Risky driving

15. In the phrase ‘a stray moment’ the word ‘stray’ means _____________.
Answer:
painful or inattentive

Multiple Choice Questions (Mcqs) With Answers.
Pick out the correct alternative.

Question 1.
Vicky’s brilliant brain is sifting in a formalin jar with _____________.
(A) anguish
(B) astonishment
(C) disdain
(D) hatred
Answer:
(C) disdain

Question 2.
Vicky’s brilliant brain in the jar feels/felt _____________.
(A) disgusted
(B) anguished
(C) insulted
(D) pleasure
Answer:
(C) insulted

Question 3.
Vicky was full of life and vigor. This means Vicky was lively, strong, and _____________.
(A) stout
(B) healthy
(C) vigourous
(D) courigcous
Answer:
(A) stout

Question 4.
Vicky loved his _____________ and grandmother.
(A) grandfather
(B) parents
(C) mother
(D) sister
Answer:
(B) parents

Question 5.
Vicky’s grandmother has/had _____________ on her body.
(A) red spots
(B) blackspots
(C) wrinkles
(D) stripes
Answer:
(C) wrinkles

Question 6.
_____________ was Vicky’s girlfriend.
(A) Norraine
(B) Florraine
(C) Glorraine
(D) Lorraine
Answer:
(D) Lorraine

Question 7.
One day Vicky set out for his friend’s house without wearing his _____________.
(A) spectacles
(B) wristwatch
(C) helmet
(D) forest dress
Answer:
(C) helmet

Question 8.
Vicky met with an accident gory and _____________.
(A) bloody
(B) inhumane
(C) bane
(D) pathetic
Answer:
(B) inhumane

Question 9.
Vicky’s heart went _____________ when he stole a glance at Lorraine.
(A) thud-thud
(B) dhak-dhak
(C) hit-bit
(D) sim-sim
Answer:
(A) thud-thud

Question 10.
According to the poet, risky driving can be _____________.
(A) bane
(B) inane
(C) crushed
(D) inhumane
Answer:
(A) bane

Question 11.
Precious (Valuable) life can’t go wasted if we take up _____________.
(A) risky drive
(B) safe drive
(C) slow drive
(D) speed drive
Answer:
(B) safe drive

Question 12.
“Only I could explain.” Here ‘I’ stands for _____________.
(A) Vicky
(B) Vicky’s friend
(C) Vicky’s brain
(D) Vicky’s father
Answer:
(C) Vicky’s brain

From the Formalin Jar Summary in English

Lead-In:
The poem ‘From the Formalin Jar’ was written in September 2013 to create awareness (ସଚେତନତା ସୃଷ୍ଟି କରିବା ପାଇଁ) about ‘Safe Driving’ (ନିରାପଦ ଗାଡ଼ିଚାଳନା) and other road safety rules in the community and published (ପ୍ରକାଶିତ ହୋଇଥିଲା।)online at youthspring net, a forum for nurturing youth well-being ( ଯୁବକଗୋଷ୍ଠୀର ମଙ୍ଗଳ ନିମନ୍ତେ ପ୍ରତିପୋଷଣ ପାଇଁ). This heart-breaking (ହୃଦୟ ବିଦାରକ) poem conveys (ପ୍ରତିଫଳିତ କରୁଛି) how a moment of simple carelessness (ସାମାନ୍ୟ ଯତ୍ନହୀନତାର ଏକ କ୍ଷଣ) cost (ମୂଲ୍ୟ ଦେବାକୁ ହେଲା) a young, lively and caring boy his precious life. In this poem “Vicky” is a fictional (କାଳ୍ପନିକ) character (ଚରିତ୍ର) created by the poet to warn people against breaking rules of road.

Stanzawise Explanation:
Stanza 1 (Lines 1 to 4)
Hi! I am Vicky’s brilliant brain
Sitting in a formalin jar with disdain;
On display to promote knowledge gain
Watching people stare at me again and again.

Gist: Hi! I am Vicky’s brilliant or sharpest brain. I am sitting in this formalin jar with strong contempt (hatred) preserved. I have been kept here by the doctor for the growth or promotion of knowledge of students. I am feeling insulted to be stared at me again and again.
ଅନୁବାଦ : ହେ ! ମୁଁ ହେଉଛି ଭିକିର ଚମତ୍କାର ମସ୍ତିଷ୍କ । ତୀବ୍ର ଘୃଣାପୂର୍ବକ ମୁଁ ଏକ ଫର୍ମାଲିନ୍ ଜାର୍ ବା କାଚପାତ୍ରରେ ସୁରକ୍ଷିତ ଭାବରେ ବସିଛି । ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କର ଜ୍ଞାନ ବୃଦ୍ଧି ନିମିତ୍ତ ମୋତେ ଏଠାରେ ଡାକ୍ତରଙ୍କଦ୍ୱାରା ରଖାଯାଇଛି । ବାରମ୍ବାର ଲୋକମାନେ ମୋତେ ଏକ ଲୟରେ ଚାହିଁ ରହିବାକୁ ମୁଁ ନିଜକୁ ଅପମାନିତ ମନେ କରୁଛି !

Stanza – 2 (Lines 5-8)
How insulting to be called a ‘specimen’
Two years ago I was part of a living human;
I got no stroke, tumor or bugs within
Yet ended up in this jar, to my chagrin.

Gist: Really I feel greatly insulted by being called a specimen (example or model). Two years ago I (the brain) was a part of a living human. Fortunately, I had no stroke, tumor or bug. Yet I had to remain in the jar thanks to anger.
ଅନୁବାଦ : ସତରେ ଏହି କାଚପାତ୍ରରେ ଲୋକମାନେ ମୋତେ ଏକ ନମୁନା ରୂପେ ବିବେଚିତ କରିବା ମୋତେ ବହୁତ ଅପମାନିତ ମନେହେଉଛି । ଦୁଇ ବର୍ଷ ପୂର୍ବେ ମୁଁ (ମସ୍ତିଷ୍କ) ଏକ ଜୀବନ୍ତ ମାନବର ଏକ ଅଂଶ ଥିଲା । ସୌଭାଗ୍ୟବଶତଃ ମୁଁ ମସ୍ତିଷ୍କାଘାତ ବା ଟ୍ୟୁମର ବା ସଂକ୍ରାମକ ରୋଗରେ ଆକ୍ରାନ୍ତ ନ ଥିଲି, ତଥାପି ମୋର ବିଷାଦ ବା କ୍ରୋଧର କାରଣ ହେଉଛି ଯେ ମୋତେ ଏହି କାଚ ଜାର୍‌ରେ ଶେଷରେ ରହିବାକୁ ପଡ଼ିଲା ।

Stanza – 3 (Lines 9 – 12)
Vicky was a young boy, smart and sane
Full of life and vigor, sun, wind or rain;
Computers and maths were his domain
His motto in life was ‘No pain, No gain ’.

Gist: Vicky was a smart and healthy youth. He always looked vigorous and lively, no matter what happened. He was strong and an expert in computers and mathematics. His motto or moral principle in life was one must work hard to get success in life.
ଅନୁବାଦ : ଭିକି ଥୁଲା ଜଣେ ବୁଦ୍ଧିମାନ ଓ ସୁସ୍ଥ ଯୁବକ । ଯାହା ଘଟୁ ପଛେ ସେ ସର୍ବଦା କର୍ମଠ ଓ ପ୍ରାଣବନ୍ତ ଦେଖା ଯାଉଥିଲା । କମ୍ପ୍ୟୁଟର ଓ ଗଣିତରେ ସେ କୁଶଳୀ ଓଁ ଦକ୍ଷ ଥିଲା । ତା’ ଜୀବନର ନୀତି ବା ଆଦର୍ଶ ଥିଲା ଯେ ଜୀବନରେ ସଫଳତା ଲାଭ କରିବାପାଇଁ ଜଣଙ୍କୁ ପରିଶ୍ରମ କରିବାକୁ ପଡ଼ିବ ।

Stanza – 4 (Lines 13 – 16)
Vicky’s love for his parents was truly insane
And he adored his gran ’ma, wrinkles, and cane;
In college, when he stole a glance at Lorraine
Why his heart went thud-thud, only I could explain!

Gist: Vicky loved his parents immensely (very much). Besides, he (Vicky) adored (loved strongly) his pouchy (having lines in the body due to ripe old age) grandmother with a walking stick. While in college he had a quick and quiet look at his girlfriend Lorraine and his heart in panic (fear) would thud.
ଅନୁବାଦ : ଭିକି ତା’ରି ପିତାମାତାଙ୍କୁ ପ୍ରକୃତରେ ଖୁବ୍ ଭଲ ପାଉଥିଲା । ଏହାଛଡ଼ା ଆଶାବାଡ଼ି ସାହାଯ୍ୟରେ ଚାଲୁଥିବା କୁଞ୍ଚୁ ଚର୍ମଧାରୀ ନିଜର ଜେଜେମା’ଙ୍କୁ ମଧ୍ୟ ଖୁବ୍ ଭଲ ପାଉଥିଲା । କଲେଜରେ ଭିକି ଯେତେବେଳେ ତାହାର ସହପାଠିନୀ (ଲୋରେନ୍) ଉପରେ କ୍ଷିପ୍ର ଓ ଚୋରା ଚାହାଣି ପକାଉଥିଲା, ଅଜଣା ଭୟରେ ତା’ର ହୃଦୟରେ କମ୍ପନ ଜାତ ହେଉଥିଲା ।

Stanza – 5 (Lines 17 – 20)
On a wet monsoon day, for a task mundane
Vicky rode his bike to his friend in the next lane;
For once, from wearing his helmet he did refrain
God! He met with an accident gory and inhumane.

Gist: On a rainy day Vicky rode his bike to his friend living in the next lane to attend to an ordinary task. This was the first time in his life Vicky went out without a helmet. O, God! On the way, he faced a bloody and barbaric accident.
ଅନୁବାଦ : ଏକ ବର୍ଷଣମୁଖର ଦିନରେ ପରବର୍ତ୍ତୀ ଗଳିରେ ବାସ କରୁଥିବା ନିଜର ଜଣେ ବନ୍ଧୁ ଘରକୁ ଭିକି ଏକ ସାଧାରଣ କାର୍ଯ୍ୟରେ ବାଇକ୍ ଚଳାଇ ଯାଇଥିଲା । ଜୀବନରେ ପ୍ରଥମ ଥର ପାଇଁ ସେ ବିନା ହେଲ୍‌ମେଟ୍‌ରେ ଘରୁ ବାହାରିଥିଲା । ହେ ଭଗବାନ ! ସେ ରାସ୍ତାରେ ଏକ ରକ୍ତାକ୍ତ ଓ ନିର୍ଭୟ ଦୁର୍ଘଟଣାର ସମ୍ମୁଖୀନ ହେଲା ।

Stanza – 6 (Lines 21 – 24)
All it took was a stray moment of insane
A young life lost, a family crushed with pain;
Dear friends, take care; risky driving can be a bane
DRIVE SAFE – let your precious life not be in vain!

Gist: It was just an act of stupidity on the part of Vicky for a moment. A young life was cut short. His family was shocked (very much in surprise and grief). Taking the example of Vicky, dear riders are appealed not to resort to (take to) terrible and fast driving which can bring in lots of misery. You are requested to drive safely not to allow your precious life to go uselessly.
ଅନୁବାଦ : ଭିକି ପାଇଁ ଏହା ଏକ ନିର୍ବୋଧ ନିଷ୍ପତ୍ତି ଥିଲା । ଅକାଳରେ ଏକ ଯୌବନ ଚାଲିଗଲା । ତାହାର ମୃତ୍ୟୁରେ ପୂରା ପରିବାର ଦୁଃଖ ବା ଶୋକରେ ମ୍ରିୟମାଣ ହୋଇଗଲା । ଭିକିର ଉଦାହରଣକୁ ଦୃଷ୍ଟିରେ ରଖ୍ ପ୍ରିୟ ଚାଳକମାନଙ୍କୁ ତୀବ୍ର ବେଗରେ ଗାଡ଼ି ନ ଚଳାଇବାପାଇଁ ନିବେଦନ କରାଯାଉଛି, ନଚେତ୍ ଏହା ବହୁତ ଦୁଃଖ ବା ଶୋକ ଆଣି ଦେଇପାରେ । ତୀବ୍ର ବେଗରେ ଗାଡ଼ି ଚଳାଇ ମୂଲ୍ୟବାନ୍ ଜୀବନକୁ ବ୍ୟର୍ଥରେ ନ ଯିବାକୁ ଦେବାପାଇଁ ଆପଣମାନଙ୍କୁ ଅନୁରୋଧ ।

About The Poet:
Dr. Reeta S. Mani is a doctor by profession (ବୃତ୍ତିରେ ) and a writer by passion (ପ୍ରବୃତ୍ତିରେ ). She is a Neurovirologist (ସ୍ନାୟୁଭୂତାଣୁବିଦ୍) at the National Institite of Mental Health and Neurosciences (ସ୍ନାୟୁ ବିଜ୍ଞାନ), Bengaluru. Dr. Reeta has published (online and in print) several (ଅନେକ) short stories, poems, essays, and (ଭ୍ରମଣ ବୃତ୍ତାନ୍ତ ), including (ସହିତ) several short stories for children. She loves to weave health information into her stories to educate and foster ( ବଢ଼ାଇବାପାଇଁ) inquisitiveness (ଜିଜ୍ଞାସା ବା ଜାଣିବାର ଇଚ୍ଛା) in children.

Notes And Glossary:
brilliant brain — very smart or intelligent brain (ଅତି ବୁଦ୍ଧିମାନ ମସ୍ତିଷ୍କ)
formalin — a chemical compound of hydrogen, oxygen and carbon (ଉଦ୍‌ଜାନ, ଅମ୍ଳଜାନ ଓ ଅଙ୍ଗାରକର ଏକ ରାସାୟନିକ ଯୌଗିକ)
on display — the act of showing (ପ୍ରଦର୍ଶନ ନିମିତ୍ତ)
with disdain — with intensc hatred (ତୀବ୍ର ଘୃଣାର ସହିତ)
stare — look at somebody or something for a long time (ବହୁ ସମୟ ଧରି ଚାହିଁ ରହିବା)
specimen — sample (ନମୁନା)
stroke — brain attack (ମସ୍ତିଷ୍କାଘାତ)
tumour — a mas of abnormal cells grown in the body (ଅସ୍ଵାଭାବିକ କୋଷ ବୃଦ୍ଧିଜନିତ ମାଂସପିଣ୍ଡୁଳା )
bug — an illness caused by small organism such as bacteria (ବ୍ୟାକ୍ ଟେରି ଆଦ୍ଵାରା ସୃଷ୍ଟ ରୋଗ ବା ବ୍ୟାଧ୍) or an infectious illness (ଏକ ପ୍ରକାର ସଂକ୍ରାମକ ରୋଗ)
chagrin — anger or annoyance (କ୍ରୋଧ ବା ବିରକ୍ତି)
smart — well – dressed and neat (ପରିଷ୍କାର ଓ ସୁନ୍ଦର ପୋଷାକ ପରିହିତ)
You look very smart today.
sane — normal or sound (ସୁସ୍ଥ ବା ସ୍ଵାଭାବିକ)
The old fellow (man) looks sane today.
vigor — strength or energy (ଶକ୍ତି)
The lion has plenty of vigor.
domain — area of knowledge(ଜ୍ଞାନର କ୍ଷେତ୍ର)
The answer to this question is not in my mental domain.
motto — belief or ethic ନୀତି ବା ବିଶ୍ୱାସ)
“No pain. No gain” (କଷ୍ଟ କଲେ କୃଷ୍ଣ ମିଳେ is my motto.
insane — extreme or immense (ଅତ୍ୟନ୍ତ । ଅପାର)
truly — really (ପ୍ରକୃତରେ )
wrinkles — lines of loose skin (କୁଞ୍ଚୁତ ଚର୍ମ ବା ଚର୍ମରେ ଗାର ପଡ଼ିଥ‌ିବା)
That old woman has wrinkles all over her body.
cane — walking stick (ଆଶାବାଡ଼ି)
stole a glance — looked secretely (ଲୁଚିକରି ଦୃଷ୍ଟି ଦେଉଥବା)
went thud-thud — became panic and dull in sound (ଭୟରେ ହୃଦୟ ଧକ୍‌ ଧକ୍ ହେଉଥିଲା)
on a wet monsoon day — on a rainy day (ଏକ ବର୍ଷଣମୁଖର ଦିନରେ)
task — work (କାମ)
mundane — dull and ordinary (ସାଧାରଣ)
We are living an mundane existence
did refrain — stopped taking with (ନେବାରୁ ନିବୃତ୍ତ ରହିଲା)
gory — bloody (ରକ୍ତାକ୍ତ)
inhumane — unkind or gruesome (ଶୋଚନୀୟ ବା ନିର୍ଭୟ )
inane — stupidity (ବୋକାମି ) carelessness (ଯତ୍ନହୀନତା)
crushed with pain — shocked or went mourning ( ଦୁଃଖରେ ମ୍ରିୟମାଣ ହୋଇ ପଡ଼ିଲେ)
bane — fatal, curse (ମାରାତ୍ମକ ବା ଅଭିଶାପ)
Sometimes science proves to be a bane.
stray — separated (ଅଲ ଗା, ବିଚ୍ଛିନ୍ନ)
A stray dog (ବୁ ଲା କୁକୁର) is walking along the village road.
in vain — useless (ଅଦରକାରୀ |)
All his attempts (ଚେଷ୍ଟା) went in vain.

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-3.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-3

Long Questions With Answers

Question 1.
What are the different types of psychotherapy? On what basis are they classified?
Answer:
Different types of psychotherapy are:

• Psychodynamic therapy
• Behaviour therapy
• Humanistic-existential therapy
• Biomedical therapy

Also, there are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies etc.
Basis of classification of psychotherapy:

On the cause which has led to the problem:
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems.

On how did the cause come into existence:
The psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the thoughts and feelings of the client to her/him so that s/he gains an understanding of the same.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally, and is able to change her/his emotions towards the conflicts.

On the duration of treatment:
Hie duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10—15 sessions.

Question 2.
A therapist asks the client to reveal all her/his thoughts including early childhood experiences. Describe the technique and type of therapy being used.
Answer:
In this case psychodynamic, therapy is used in the treatment of the client. Since the psychoanalytic approach views intrapsychic conflicts to be the cause of the psychological disorder. The first step in the treatment is to elicit this intrapsychic conflict. Psychoanalysis has invented free association and dream interpretation as two important methods for eliciting intrapsychic conflicts.

The free association method is the main method for understanding the client’s problems. Once a therapeutic relationship is established, and the client feels comfortable, the therapist makes her/him lie down on the couch, close her/his eyes and asks her/him to speak whatever comes to mind without censoring it in any way. The client is encouraged to freely associate one thought with another, and this method is called the method of free association.

The censoring superego and the watchful ego are kept in abeyance as the client speaks whatever comes to mind in an atmosphere that is relaxed and trusting. As the therapist does not interrupt, the free flow of ideas, desires and conflicts of the unconscious, which had been suppressed by the ego, emerges into the conscious mind. This free uncensored verbal narrative of the client is a window into the client’s unconscious to which the therapist gains access.

Along with this technique, the client is asked to write down her/his dreams upon waking up. Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of dead dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego.

If the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would leads to anxiety. These symbols are interpreted according to an accepted convention of translation as indicators of unfulfilled desires and conflicts.

Question 3.
Discuss the various techniques used in behaviour therapy.
Answer:
Various techniques used in behaviour therapy:
A range of techniques is available for changing behaviour. The principles of these techniques are to reduce the arousal level of the client, alter behaviour through classical conditioning or operant conditioning with different contingencies of reinforcements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behaviour modification.

Negative reinforcement refers to following an undesired response with an outcome that is gainful or not liked. For example, one learns to put on woollen clothes, bum firewood or use electric heaters to avoid the unpleasant cold weather. One learns to move away from dangerous stimuli because they provide negative reinforcement.

Aversive conditioning refers to the repeated association of an undesired response with an aversive consequence. For example, an alcoholic is given a mild electric shock and asked to smell the alcohol. With repeated pairings, the smell of alcohol is aversive as the pain of the shock is associated with it and the person will give up alcohol.

Positive reinforcement is given to increase the deficit if adaptive behaviour occurs rarely. For example, if a child does not do homework regularly, positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever s/he does homework at the appointed time. The positive reinforcement of food will increase the behaviour of doing homework at the appointed time.

The token economy in which persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs. The tokens are collected and exchanged for a reward such as an outing for the patient or a treat for the child. Unwanted behaviour can be reduced and waited behaviour can be increased simultaneously through differential reinforcement.

Positive reinforcement for the wanted behaviour and negative reinforcement for the unwanted behaviour attempted together may be one such method. The other method is to positively reinforce the wanted behaviour and ignore the unwanted behaviour. The latter method is less painful and equally effective. For example, let us consider the case of a girl who sulks and cries when she is not taken to the cinema when she asks.

The parent is instructed to take her to the cinema if she does not cry and sulk but not to take her if she does. Further, the parent is instructed to ignore the girl when she cries and sulks. The wanted behaviour of politely asking to be taken to the cinema increases and the unwanted behaviour of crying and sulking decreases.

Question 4.
Explain with the help of an example how cognitive distortions take place.
Answer:
Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality. Aaron Beck’s theory of psychological distress states that childhood experiences provided by the family and society develop core, schemas or systems, which include beliefs and action patterns in the individual.

Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of their life, a critical incident occurs in her/his life. S/he is publicly ridiculed by the teacher in school. This critical incident triggers the core schema of “I am not wanted” leading to the development of negative automatic thoughts. Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “l am stupid”, “I will not succeed”, etc.

Such negative automatic thoughts are characterised by cognitive distortions. Repeated occurrence of these thoughts leads to the development of feelings of anxiety and depression. The therapist uses questioning, which is a gentle, non-threatening disputation of the client’s beliefs and thoughts. Examples of such questions would be, “Why should everyone love you?”, “What does it mean to you to succeed?” etc.

Question 5.
Which therapy encourages the client to seek personal growth and actualise their potential? Write about the therapies which are based on this principle.
Answer:
Humanistic-existential therapy encourages the client to seek personal growth and actualise their potential. It states that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life.
The therapies which are based on this principle are:

Existential therapy:
There is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached t6 the physical, psychological or spiritual aspects of one’s existence. Frankl emphasised the role of spiritual anxieties in leading to meaninglessness and hence it may be called existential anxiety, i.e. neurotic anxiety of spiritual origin.

Client-centred therapy:
Client-centred therapy was given by Carl Rogers. He combined scientific rigour with the individualised practice of client-centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client.

Gestalt therapy:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognise the bodily processes and die emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 6.
What are the factors that contribute to healing in psychotherapy? Enumerate some of the alternative therapies.
Answer:
Factors Contributing to Healing in Psychotherapy are:

A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioural system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.

The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability of the therapist and the warmth and empathy provided by the therapist.

At the outset of therapy, while the patient/client is being interviewed in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced. This process of emotional unburdening is known as catharsis and it has healing properties.

There are several non-specific factors associated with psychotherapy. Some of these factors are attributed to the patient/client and some to the therapist. These factors are called non-specific because they occur across different systems of psychotherapy and across .different clients/patients and different therapists. Non-specific factors attributable to the client/patient are the motivation for change, the expectation of improvement due to the treatment, etc.

These are called patient variables. Non-specific factors attributable to the therapist are positive nature, absence of unresolved emotional conflicts, presence of good mental health, etc. These are called therapist variables. Some of the alternative therapies are Yoga, meditation, acupuncture, herbal remedies etc.

Question 7.
What are the techniques used in the rehabilitation of the mentally ill?
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms, and improving the level of functioning or quality of life. In the case of milder disorders such as generalised anxiety, reactive depression or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or interact with people. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible. In rehabilitation, the patients are given occupational therapy, social skills training, and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.

Social skills. training helps the patients to develop interpersonal skills through role play, imitation and instruction. The objective is to teach the patient to function in a Social group. Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain the skills necessary to undertake productive employment.

Question 8.
How would a social learning theorist account for a phobic fear of lizards/ cockroaches? How would a psychoanalyst account for the same phobia?
Answer:
Systematic desensitisation is a technique introduced by Wolpe for treating phobias or irrational fears. The client is interviewed to elicit fear-provoking situations and together with the client, the therapist prepares a hierarchy of anxiety-provoking stimuli with the least anxiety-provoking stimuli at the bottom of the hierarchy. The therapist relaxes the client and asks the client to think about the least anxiety-provoking situation.

The client is asked to stop thinking of the fearful situation if the slightest tension is felt. Over sessions, the client is able to imagine more severe fear-provoking situations while maintaining relaxation. The client gets systematically desensitised to the fear.

Question 9.
Should Electroconvulsive Therapy (ECT) be used in the treatment of mental disorders?
Answer:
Yes, Electro-convulsive Therapy (ECT) can be used in the treatment of mental disorders. Electroconvulsive Therapy (ECT) is another form of biomedical therapy. Mild electric shock is given via electrodes to the brain of the patient to induce convulsions. The shock is given by the psychiatrist only when it is necessary for the improvement of the patient. ECT is not a routine treatment and is given only when drugs are not effective in controlling, the symptoms of the patient.

Question 10.
What kind of problems is cognitive behaviour therapy best suited for?
Answer:
Cognitive behaviour treatment best suited for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. adopts a bio-CBT psychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioural techniques.

Question 11.
What is the nature and process of therapeutic approaches?
Answer:
Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive to building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment. All psychotherapeutic approaches have the following characteristics:

• there is the systematic application of principles underlying the different theories of therapy.
• persons who have received practical training under expert supervision can practice psychotherapy and not everybody. An untrained person may unintentionally cause more harm than good.
• the therapeutic situation involves a therapist and a client who seeks and receives help for her/his emotional problems (this person is the focus of attention in the therapeutic process).
• the interaction of these two persons — the therapist and the client— results in the consolidation/formation of the therapeutic relationship. This is a confidential, interpersonal and dynamic relationship.

This human relationship is central to any sort of psychological therapy and is the vehicle for change. All psychotherapies aim at a few or all of the following goals :

• Reinforcing the client’s resolve for betterment.
• Lessening emotional pressure.
• Unfolding the potential for positive growth.
• Modifying habits.
• Changing thinking patterns
• Increasing self-awareness.
• Improving interpersonal relations and communication.
• Facilitating decision-making.
• Becoming aware of one’s choices in life.
• Relating to one’s social environment in a more creative and self-aware manner.

Question 12.
What is the relationship between the client and therapist?
Answer:
Therapeutic Relationship :
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance. The first component is the contractual nature Of the relationship in which two willing individuals, the client and the therapist, enter into a partnership which aims at helping the client overcome her/his problems.

The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/ his life. This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter.

The therapist encourages this by being accepting, empathic, genuine and warm to the client. The therapist conveys by her/his words and behaviours that s/he is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the ‘wrong’ things that s/he may have done or thought about. This is the unconditional positive regard that the therapist has for the client. The therapist has empathy for the client.

Empathy:
Empathy is different from sympathy and intellectual understanding of another person’s situation. Iii sympathy, one has compassion and pity towards, the .suffering of another but is not able to feel like the other person. Intellectual understanding is cold in the sense that the person is unable to feel like the other person and does not feel sympathy either. On the other hand, empathy is present when one is able to understand the plight of another person and feel like the other person.

It means understanding things from the other person’s perspective, i.e. putting oneself in the other person’s shoes. Empathy enriches the therapeutic relationship and transforms it into a healing relationship. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the client in any way. Finally, it is a professional relationship and must remain so.

Question 13.
Write the types of therapies.
Answer:
Though all psychotherapies aim at removing human distress and fostering effective behaviour, they differ greatly in concepts, methods, and techniques. Psychotherapies may be classified into three broad groups, viz. the psychodynamic, behaviour sad existential psychotherapies. In terms of chronological order, psychodynamic therapy emerged first followed by behaviour therapy while existential therapies which are also called the third force, emerged last. The classification of psychotherapies is based on the following parameters:

What is the cause, which has led to the problem?
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems. According to behaviour therapies, psychological problems arise due to faulty learning of behaviours and cognitions. Existential therapies postulate that questions about the meaning of one’s life and existence are the cause of psychological problems.

How did the cause come into existence?
In psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts. Behaviour therapy postulates that faulty conditioning patterns, faulty learning, and faulty thinking and beliefs lead to maladaptive behaviours that, in turn, lead to psychological problems. Existential therapy places importance on the present. It is the current feelings of loneliness, alienation, a sense of the futility of one’s existence, etc., which cause psychological problems.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client. This material is interpreted to the client to help her/him to confront and resolve the conflicts and thus overcome problems. Behaviour therapy identifies faulty conditioning patterns and sets up alternate behavioural contingencies to improve behaviour.

The cognitive methods employed in this type of therapy challenge the faulty thinking patterns of the client to help her/him overcome psychological distress. Existential therapy provides a therapeutic environment which is positive, accepting and non-judgmental. The client is able to talk about the problems and the therapist acts as a facilitator. The client arrives at the solutions through a process of personal growth.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the. thoughts and feelings of the client to her/him so that s/he gains an understanding of the same. Behaviour therapy assumes that the therapist is able to discern the faulty behaviour and thought patterns of the client.

It further assumes that the therapist is capable of finding out the correct behaviour and thought patterns, which would be adaptive for the client. Both psychodynamic and behaviour therapies assume that the therapist is capable of arriving at solutions to the client’s problems. In contrast to these therapies, existential therapies emphasise that the therapist merely provides a warm, empathic relationship in . which the client feels secure to explore the nature and causes of her/his problems by herself/ himself.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally and is able to change her/his emotions towards the conflicts. The client’s symptoms and distresses reduce as a consequence of this emotional insight.

Behaviour therapy considers changing faulty behaviour and thought patterns to adaptive ones as the chief benefit of the treatment. Instituting adaptive or healthy behaviour and thought patterns ensures the reduction of distress and the removal of symptoms. Humanistic therapy values personal growth as the chief benefit. Personal growth is the process of gaining an increasing understanding of oneself and one’s aspirations, emotions and motives.

What is the duration of treatment?
The duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10-15 sessions. Behaviour and cognitive behaviour therapies as well as existential therapies are shorter and are completed in a few months. Thus, different types of psychotherapies differ on multiple parameters.

However, they all share the common method of providing treatment for psychological distress’ through psychological means. The therapist, the therapeutic relationship, and the process of therapy become the agents of change in the client leading to the alleviation of psychological distress. The process of psychotherapy begins by formulating the client’s problem.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-2.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Write the classification of biological disorders.
Answer:
In order to understand psychological disorders, we need to begin by classifying them. A classification of such disorders consists of a list of categories of specific psychological disorders grouped into various classes on the basis of some shared characteristics. Classifications are useful because they enable users like psychologists, psychiatrists and social workers to communicate with each other about the disorder and help in understanding the causes of psychological disorders and the processes involved in their development and maintenance.

The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, IV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’. These dimensions relate to biological, psychological, social and other aspects.

The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms and of other associated features including diagnostic guidelines is provided in this scheme.

Question 2.
What are the approaches to understanding abnormal behaviour?
Answer:
In order to understand something as complex as abnormal behaviour, psychologists use different approaches. Each approach in use today emphasises a different aspect of human behaviour and explains and treats abnormality in line with that aspect. These approaches also emphasise the role of different factors such as biological, psychological and interpersonal and socio-cultUral factors.

We will examine some of the approaches which are currently being used to explain abnormal behaviour. Biological factors influence all aspects of our behaviour. A wide range of biological factors such as faulty genes, endocrine imbalances, malnutrition, injuries and other conditions may interfere with the normal development and functioning of the human body. These factors may be potential causes of abnormal behaviour. We have already come across the biological model.

According to this model, abnormal behaviour has a biochemical or physiological basis. Biological researchers have found that psychological disorders are often related to problems in the transmission of messages from one neuron to another. You have studied in Class XI, that a tiny space called a synapse separates one neuron from the next and the message must move across that space.

When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter. Studies indicate that abnormal activity by certain neurotransmitters can lead to specific psychological disorders. Anxiety disorders have been linked to low activity of the neurotransmitter gamma-aminobutyric acid (GABA) schizophrenia to the excess activity of dopamine, and depression to low activity of serotonin.

Genetic factors have been linked to mood disorders, schizophrenia, mental retardation and other psychological disorders. Researchers have not, however, been able to identify the specific genes that are the culprits. It appears that in most cases, no single gene is responsible for a particular behaviour or a psychological disorder. In fact, many genes combine to help bring about our various behaviours and emotional reactions, both functional and dysfunctional.

Although there is sound evidence to believe that genetic/ biochemical factors are involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc. and biology alone cannot account for most mental disorders. There are several psychological models which provide a psychological explanation of mental disorders. These models maintain that psychological and interpersonal factors have a significant role to play in abnormal behaviour.

These factors include maternal deprivation (separation from the mother, or lack of warmth and stimulation during early years of life), faulty parent-child relationships (rejection, overprotection, over permissiveness, faulty discipline, etc.), maladaptive family structures (inadequate or disturbed family) and severe stress. The psychological models include the psychodynamic, behavioural, cognitive and humanistic-existential models.

The psychodynamic model is the oldest and most famous of the modern psychological models. You have already read about this model in Chapter 2 on Self and Personality. Psychodynamic theorists believe that behaviour, whether normal or abnormal, is determined by psychological forces within the person of which s/he is not consciously aware. These internal forces are considered dynamic, i.e. they interact with one another and their interaction gives shape to behaviour, thoughts and emotions.

Abnormal symptoms are viewed as the result of conflicts between these forces. This model was first formulated by Freud who believed that three central forces shape personality — instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego). Freud stated that abnormal behaviour is a symbolic expression of unconscious mental conflicts that can be generally traced to early childhood or infancy.

Another model that emphasises the role of psychological factors is the behavioural model. This model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving. The model concentrates on behaviours that are learned through conditioning and propose that what has been learned can be unlearned.

Learning can take place by classical conditioning (temporal association in which two events repeatedly occur close together in time), operant conditioning (behaviour is followed by a reward), and social learning (learning by imitating others’ behaviour). These three types of conditioning account for behaviour, whether adaptive or maladaptive. Psychological factors are also emphasised by the cognitive model. This model states that abnormal functioning can result from cognitive problems.

People may hold assumptions and attitudes about themselves that are irrational and inaccurate. People may also repeatedly think in illogical ways and makeover generalisations, that is, – they may draw broad, negative conclusions on the basis of a single insignificant event. Another psychological model is the humanistic-existential model which focuses on broader aspects of human existence.

Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive, and are driven to self-actualise, i.e. to fulfil this potential for goodness and growth. Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility. Those who shirk from this responsibility would live empty, inauthentic and dysfunctional lives.

In addition to the biological and psychosocial factors, socio-cultural factors such as war and violence, group prejudice and discrimination, economic and employment problems and rapid social change, put stress on most of us and cafes also lead to psychological problems in some individuals. According to the sociocultural model, abnormal behaviour is best understood in light of the social and cultural forces that influence an individual.

As behaviour is shaped by societal forces, factors such as family structure and communication, social networks, societal conditions and societal labels and roles become more important. It has been found that certain family systems are likely to produce abnormal functioning in individual members. Some families have an enmeshed structure in which the members are over involved in each other’s activities, thoughts and feelings.

Children from this kind of family may have difficulty in becoming independent in life. The broader social networks in which people operate include their social and professional relationships. Studies have shown that people who are isolated and lack social support, i.e. strong and fulfilling interpersonal relationships in their lives are likely to become more depressed and remain depressed longer than those who have good friendships.

Socio-cultural theorists also believe that abnormal functioning is influenced by the societal labels and roles assigned to troubled people. When people break the norms of their society, they are called deviant and ‘mentally ill’. Such labels tend to stick so that the person may be viewed as ‘crazy’ and encouraged to act sick. The person gradually learns to accept and play the sick role, and functions in a disturbed manner.

In addition to these models, one of the most widely accepted explanations of abnormal behaviour has been provided by the diathesis-stress model. This model states that psychological disorders develop when a diathesis (biological predisposition to the disorder) is set off a stressful situation. This model has three components. The first is the diathesis or the presence of some biological aberration which may be inherited.

The second component is that the diathesis may carry a vulnerability to developing a psychological disorder. This means that the person is ‘at risk’ or ‘predisposed’ to develop the disorder. The third component is the presence of pathogenic stressors, i.e. factors/stressors that may lead to psychopathology. If such “at risk” persons are exposed to these stressors, their predisposition may actually evolve into a disorder. This model has been applied to several disorders including anxiety, depression, and schizophrenia.

Question 3.
What are the major psychological disorders?
Answer:
Anxiety Disorders:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

We experience anxiety when we are waiting to take an examination or visit a dentist, or even give a solo performance. This is normal and expected and even motivates us to do our tasks well. On the other hand, high levels of anxiety that are distressing and interfere with effective functioning indicate the presence of an anxiety disorder— the most common category of psychological disorders. Everyone has worries and fears.

The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors. There are many types of anxiety disorders (see Table 4.2).

They include generalised anxiety disorder, which consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers. It is marked by motor tension, as a result of which the person is unable to relax, is restless and visibly shaky and tense.

Another type of anxiety disorder is panic disorder, which consists of recurrent anxiety attacks in which the person experiences intense terror. A panic attack denotes an abrupt surge of intense anxiety rising to a peak when thoughts of particular stimuli are present. Such thoughts occur in an unpredictable manner. The clinical features include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

You might have met of heard of someone who was afraid to travel in a lift or climb to the tenth floor of a building or refused to enter a room if s/he saw a lizard. You may have also felt it yourself or seen a friend unable to speak a word of a well-memorised and rehearsed speech before an audience. These kinds of fears are termed as phobias. People who have phobias have irrational fears related to specific objects, people, or situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Phobias can be grouped into three main types, i.e. specific phobias, social phobias and agoraphobia.

Specific phobias:
Specific phobias are the most commonly occurring type of phobia. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. Intense and incapacitating fear and embarrassment when dealing with others characterises social phobias.

Agoraphobia:
Agoraphobia is the term used when people develop a fear of entering unfamiliar situations. Many agoraphobics are afraid of leaving their homes. So their ability to carry out normal life activities is severely limited. Have you ever noticed someone washing their hands every time they touch something, or washing even things like coins, or stepping only within the patterns on the floor or road while walking.

People affected by the obsessive-compulsive disorder are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular act or series of acts that affect their ability to carry out normal activities.

Obsessive behaviour:
Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved/often finds these thoughts to be unpleasant and shameful.

Compulsive behaviour:
Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing. Very often people who have been caught in a natural disaster (such as a tsunami) or have been victims of bomb blasts by terrorists, or been in a serious accident or in a war-related situation, experience posttraumatic stress disorder (PTSD). PTSD symptoms vary widely but may include recurrent dreams, flashbacks, impaired concentration and emotional numbing.

Somatoform Disorders:
These are conditions in which there are physical symptoms in the absence of physical disease. In somatoform disorders, the individual has psychological difficulties and complains of physical symptoms, for which there is no biological cause. Somatoform disorders include pain disorders, somatisation disorders, conversion disorders, and hypochondriasis.

Pain disorders:
Pain disorders involve reports of extreme and incapacitating pain, either without any identifiable biological symptoms or greatly in excess of what might be expected to accompany biological symptoms. How people interpret pain influences their overall adjustment. Some pain sufferers can learn to use active coping, i.e. remaining active and ignoring the pain. Others engage in passive coping, which leads to reduced activity and social withdrawal.

Patients with somatisation disorders have multiple recurrent or chronic bodily complaints. These complaints are likely to be presented in a dramatic and exaggerated way. Common complaints are headaches, fatigue, heart palpitations, fainting spells, vomiting, and allergies. Patients with this disorder believe that they are sick, provide long and detailed histories of their illness and take large quantities of medicine.

The symptoms of conversion disorders are the reported loss of part or all of some basic body functions. Paralysis, blindness, deafness and difficulty in walking are generally among the symptoms reported. These symptoms often occur after a stressful experience and may be quite sudden.

Hypochondriasis:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings, and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worry about, their health.

Question 4.
Write the major anxiety disorders.
Answer:
Generalised Anxiety Disorder:
prolonged, vague, unexplained and intense fears that have no object, accompanied by hypervigilance and motor tension.

Panic Disorder:
frequent anxiety attacks characterised by feelings of intense terror arid dread; unpredictable ‘panic attacks’ along with physiological symptoms like breathlessness, palpitations, trembling, dizziness, and a sense of losing control or even dying.

Phobias :
irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Obsessive-compulsive Disorder :
being preoccupied with certain thoughts that are viewed by the person to be embarrassing or shameful, and being unable to check the impulse to repeatedly carry out certain acts like checking, washing, counting, etc.

Post-traumatic Stress Disorder (PTSD) :
recurrent dreams, flashbacks, impaired concentration and emotional numbing followed by a traumatic or stressful event like a natural disaster, serious accident, etc.

Question 5.
What is dissociative disorders?
Answer:
Dissociative Disorders: Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders.

Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation. Salient features of somatoform and dissociative disorders are given.

Salient Features of Somatoform and Dissociative Disorders
Dissociative Disorders

Dissociative amnesia:
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with travelling away from a stressful environment.

Dissociative identity (multiple personalities) :
The person exhibits two or more separate and contrasting personalities associated with a history of physical abuse.

Somatoform Disorders
Hypochondriasis:
A person interprets insignificant symptoms as signs of a serious illness despite repeated medical evaluations that point to no pathology disease.

Somatisation :
A person exhibits vague and recurring physical/bodily symptoms such as pain, acidity, etc., without any organic cause.

Conversion :
The person suffers from a loss or impairment of motor or sensory function (e.g., paralysis, blindness, etc.) that has no physical cause but may be a response to stress and psychological problems.

Dissociative amnesia:
Dissociative amnesia is characterised by extensive but selective memory loss that has no known organic cause (e.g., head injury). Some people cannot remember anything about their past. Others can no longer recall specific events, people, places, Or objects, while their memory for other events remains intact. This disorder is often associated with overwhelming stress.

Dissociative fugue:
Dissociative fugue has, as its essential feature, an unexpected travel away from home and the workplace, the assumption of a new identity, and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Dissociative identity disorder:
Dissociative identity disorder often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
Depersonalisation involves a dreamlike state in which the person has a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterised by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioural changes. Depression can refer to a symptom Oi a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal. The main types of mood disorders include depressive, manic dead bipolar disorders.

Major depressive disorder:
Major depressive disorder is defined as a period of depressed mood and/or loss of interest or pleasure in most activities, together with other symptoms which may include a change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness.

Factors Predisposing towards Depression :
Genetic makeup or heredity is an important risk factor for major depression and bipolar disorders. Age is also a risk factor. For instance, women are particularly at risk during young adulthood, while for men the risk is highest in early middle age. Similarly, gender also plays a great role in this differential risk addition. For example, women in comparison to men are more likely to report a depressive disorder.

Other risk factors are experiencing negative life events and a lack of social support. Another less common mood disorder is mania. People suffering from mania become euphoric (‘high’), extremely active, excessively talkative, and easily distractible. Manic episodes rarely appear by themselves; they usually alternate with depression. Such a mood disorder, in which both mania and depression are alternately present, is sometimes interrupted by periods of normal mood.

This is known as a bipolar mood disorder. Bipolar mood disorders were earlier referred to as manic-depressive disorders. Among the mood disorders, the lifetime risk of a suicide attempt is highest in case of bipolar mood disorders. Several risk factors in addition to the mental health status of a person predict the likelihood of suicide. These include age, gender, ethnicity, or race and recent occurrence of serious life events. Teenagers and young adults are as much at high risk for suicide, as those who are over 70 years.

Gender is also an influencing factor, i.e. men have a higher rate of contemplated suicide than women. Other factors that affect suicide rates are cultural attitudes toward suicide. In Japan, for instance, suicide is the culturally appropriate way to deal with feelings of shame and disgrace. Negative expectations, hopelessness, setting unrealistically high standards and being over-critical in self-evaluation are important themes for those who have suicidal, preoccupations.

Suicide can be prevented by being alert to some of the symptoms which include :

• changes in eating and sleeping habits
• withdrawal from friends, family and regular activities
• violent actions, rebellious behaviour, running away
• drug and alcohol abuse.
• marked personality change
• persistent boredom
• difficulty in concentration.
• complaints about physical symptoms, and
• loss of interest in pleasurable activities.
  However, seeking timely help from a professional counsellor/psychologist can help to prevent the likelihood of suicide.

Question 7.
What is Schizophrenic Disorders and state its symptoms?
Answer:
Schizophrenia is the descriptive term for a group of psychotic disorders in which personal, social and occupational functioning deteriorate as a result of disturbed thought processes, strange perceptions, unusual emotional states, and motor abnormalities. It is a debilitating disorder. The social and psychological costs of schizophrenia are tremendous, both to patients as well as to their families and society.

Symptoms of Schizophrenia:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion and behaviour), negative symptoms (i.e. deficits of thought, emotion, and behaviour) and psychomotor symptoms.

Positive symptoms:
Positive symptoms are ‘pathological excesses’ or ‘bizarre addition?’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia. Many people with schizophrenia develop delusions. A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by rational argument and has no basis in reality.

Delusions of persecution:
Delusions of persecution are the most common in schizophrenia. People with this delusion believe that they are being plotted against, spied on, slandered, threatened, attacked Or deliberately victimised. People with schizophrenia may also experience delusions of reference in which they attach special and personal meaning to the actions of others or to objects and events.

Delusions of grandeur:
In delusions of grandeur, people believe themselves to be specially empowered persons and in delusions of control, they believe that their feelings, thoughts and actions are controlled by others. People with schizophrenia may not be able to think logically and may speak in peculiar ways. These formal thought disorders can make communication extremely difficult.

These include rapidly shifting from one topic to another so that the normal structure of thinking is muddled and becomes illogical (loosening of associations, derailment), inventing new words or phrases (neologisms), and persistent aid inappropriate repetition of the same thoughts (perseveration). Schizophrenics may have hallucinations, i. e. perceptions that occur in the absence of external stimuli.

Auditory hallucinations:
Auditory hallucinations are most common in schizophrenia. Patients hear sounds or voices that speak words, phrases and sentences directly to the patient (second-person hallucination) or talk to one another referring/to the patient as s/he (third-person hallucination). Hallucinations can also involve the other senses.

These include tactile hallucinations (i.e. forms of tingling, burning), somatic hallucinations (i.e. something happening inside the body such as a snake crawling inside one’s stomach), visual hallucinations (i.e. vague perceptions of colour or distinct visions of people or objects), gustatory hallucinations (i.e. food or drink taste strange), and olfactory hallucinations (i.e. smell of poison or smoke). People with schizophrenia also show inappropriate effects, i.e’. emotions that are unsuited to the situation.

Negative symptoms:
Negative symptoms are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content, felony people with schizophrenia show less anger, sadness, joy, and other feelings than most people do. Thus they have blunted effect Some show no emotions at all, a condition is known as flat affect. Also, patients with schizophrenia experience avolition or apathy and an inability to start or complete a course of action.

People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies. People with schizophrenia also show psychomotor Symptoms. They move less spontaneously or make odd grimaces and gestures. These symptoms may take extreme forms known as catatonia. People in a catatonic stupor remain motionless and silent for long stretches of time. Some show catatonic rigidity, i.e. maintaining a rigid, upright posture for hours. Others exhibit catatonic posturing, i.e. assuming awkward, bizarre positions for long periods.

Question 8.
Write the: Sub-types of Schizophrenia.
Answer:
According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

• Paranoid type :
  Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.
• Disorganised type:
  Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.
• Catatonic type :
  Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).
• Undifferentiated type :
  Does not fit any of the sub-types but meets symptom criteria.
• Residua] type:
  Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

Question 9.
What is Behavioural and Developmental Disorders?
Answer:
There are certain disorders that are specific to children and if neglected can lead to serious consequences later in life. Children have less self-understanding and they have not yet developed a stable sense of identity nor do they have an adequate frame of reference regarding reality, possibility and value. As a result, they are unable to cope with stressful events which might be reflected in behavioural and emotional problems.

On the other hand, although their inexperience and lack of self-sufficiency make them easily upset by problems that seem minor to an adult, children typically bounce back more quickly. We will now discuss several disorders of childhood like Attention-deficit Hyperactivity Disorder (ADHD), Conduct Disorder, and Separation Anxiety Disorder. These disorders, if not attended to, can lead to more serious and chronic disorders as the child moves into adulthood.

Classification of children’s disorders has followed a different path than that of adult disorders. Achenbach has identified two factors, i.e. extermination and internalisation, which include the majority of childhood behaviour problems. The externalising disorders, or under-controlled problems, include behaviours that are disruptive and often aggressive and aversive to others in the child’s environment.

Internalising disorders, or overcontrolled problems, are those conditions where the child experiences depression, anxiety, and discomfort that may not be evident to others. There are several disorders in which children display disruptive or externalising behaviours. We will now focus on three prominent disorders, viz. Attention-deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and Conduct Disorder.

The two main features of (ADHD) are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play. They have a hard time keeping their minds on any one thing or in following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick, to lose interest in boring activities.

Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns and have difficulty resisting immediate temptations or delaying gratification. Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with (ADHD) are in constant motion. Sitting still through a lesson is impossible for them.

The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go, and talking incessantly. Boys are four times more likely to be given this diagnosis than girls. Children with Oppositional Defiant Disorder (ODD) display age-inappropriate amounts of stubbornness, are irritable, defiant, disobedient, and behave in a hostile manner. Unlike ADHD, the rates of ODD in boys and girls are not very different.

The terms Conduct Disorder and Antisocial Behaviour refer to age-inappropriate actions and attitudes that violate family expectations, societal norms, and the personal or property rights of others. The behaviours typical of conduct disorder include aggressive actions that cause or threaten harm to people or animals, non-aggressive conduct that causes property damage, major deceitfulness or theft, and serious rule violations.

Children show many different types of aggressive behaviour, such as verbal aggression (i.e. name-calling, swearing), physical aggression (i.e. hitting, fighting), hostile aggression (i.e. directed at inflicting injury to others) and proactive aggression (i.e. dominating and bullying others without provocation). Internalising disorders include Separation Anxiety Disorder (SAD) and Depression. Separation anxiety disorder is an internalising disorder unique to children.

Its most prominent symptom is excessive anxiety or even panic experienced by children at being separated from their parents. Children with SAD may have difficulty being in a room by themselves, going to school alone, are fearful of entering hew situations, and cling to and shadow their parents’ every move. To avoid separation, children with SAD may fuss, scream, throw severe tantrums, or make suicidal gestures.

The ways in which children express and experience depression are related to their level of physical, emotional, and cognitive development. An infant may show sadness by being passive and unresponsive; a pre¬schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express feelings of guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

These disorders are characterised by severe and widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviours, interests and activities. Autistic disorder or autism is one of the most common of these disorders. Children with autistic disorder have marked difficulties in social interaction and communication a restricted range of interests, and a strong desire for routine.

About 70 per cent of children with autism are also mentally retarded. Children with autism experience profound difficulties in relating to other people. They are unable to initiate social behaviour and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others. They also show serious abnormalities in communication and language that persist over time.

Many autistic children never develop speech and those who do, have repetitive and deviant speech patterns. Children with autism often show narrow patterns of interest and repetitive behaviours such as lining up objects or stereotyped body movements such as rocking. These motor movements may be self-stimulatory such as hand flapping or self-injurious such as banging their head against the wall.

Question 10.
What is Substance-use Disorders?
Answer:
Addictive behaviour, whether it involves excessive intake of high-calorie food resulting in extreme obesity or involving the abuse of substances such as alcohol or cocaine, is one of the most severe problems being faced by society today. Disorders relating to maladaptive behaviours resulting from regular and consistent use of the substance involved are called substance abuse disorders.

These disorders include problems associated with using and abusing Such drugs as alcohol, cocaine and heroin, which alter the way people think, feel and behave. There are two sub-groups of substance-use disorders, i.e. those related to substance dependence and those related to substance abuse.

Insubstance dependence:
In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking. Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down on the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Insubstance abuse:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work and create physical hazards. We will now focus on the three most common forms of substance abuse, viz. alcohol abuse and dependence, heroin abuse and dependence and cocaine abuse and dependence.

Alcohol Abuse and Dependence People who abuse alcohol drink large amounts regularly and rely on it to help Heroin Abuse and Dependence Heroin intake significantly interferes with social and occupational functioning. Most abusers further develop a dependence on heroin, revolving their lives around the substance, building up a tolerance for it and experiencing a withdrawal reaction when they stop taking it.

The most direct and stopping it results in feelings of depression, fatigue, sleep problems, irritability and anxiety. Cocaine poses serious dangers. It has dangerous effects on psychological functioning and physical well-being.

Question 11.
Describe the nature and scope of psychotherapy. Highlight the importance of therapeutic relationships in psychotherapy.
Answer:
Nature and scope of psychotherapy: Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats or the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive for building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment.

AH, psychotherapies aim at a few or all of the following goals :

• Reinforcing the client’s resolve for betterment.
• Lessening emotional pressure.
• Unfolding the potential for positive growth.
• Modifying habits,
• Changing thinking patterns.
• Increasing self-awareness.
• Improving interpersonal relations and communication.
• Facilitating decision-making.
• Becoming aware of one’s choices in life.

Relating to one’s social environment in a more creative and self-aware manner. The special relationship between the client and the therapist is known as the
therapeutic relationship or alliance.

There are two major components of a therapeutic alliance:

• The first component is the contractual nature of the relationship in which two willing individuals, the client and the therapist, enter into a partnership that aims at helping the client overcome her/his problems.
• The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/his life.

This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter. The therapist encourages this by being accepting, empathic, genuine, and warm to the client.

The therapist conveys by her/his words and behaviours that she is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the wrong things that she may have done or thought about. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings, or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the Client in any way.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
Identify the symptoms associated with depression and mania.
Answer:
Symptoms associated with depression change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour, and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness. Symptoms associated with mania are people become euphoric (‘high’), extremely active, excessively talkative and easily distractible.

Question 2.
Describe the characteristics of hyperactive children.
Answer:
Hyperactive children are suffering from Attention-deficit Hyperactivity Disorder (ADHD) which can lead to more serious and chronic disorders as the child moves into adulthood if not attended. Children display disruptive or externalising behaviours. The two main features of ADHD are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play.

They have a hard time keeping their minds on any one thing or following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick to lose interest in boring activities. Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns, and have difficulty resisting immediate temptations or delaying gratification.

Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with ADHD are in constant motion. Sitting still through a lesson is impossible for them. The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go and talk incessantly. Boys are four times more likely to be given this diagnosis than girls.

Question 3.
What do you understand by substance abuse and dependence?
Answer:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work, and create physical hazards. In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking.

Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down bn the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Question 4.
Can a distorted body image lead to eating disorders? Classify the various forms of it.
Answer:
Yes, distorted body image can lead to eating disorders. The various forms of eating disorders are anorexia nervosa, bulimia nervosa, and binge eating.
Anorexia nervosa:
In this eating disorder, the individual has a distorted body image that leads her/him to see herself/himself as overweight. Often refusing to’ eat, exercising compulsively and developing unusual habits such as refusing to eat in front of others, the anorexic may lose large amounts of weight and even starve herself/himself to death.

Bulimia nervosa:
In this disorder, the individual may eat excessive amounts of food, then purge her/his body of food by using medicines such as laxatives or diuretics or by vomiting. The person often feels disgusted and ashamed when s/he binges and is relieved of tension and negative emotions after purging.

Binge eating:
In this disorder, there are frequent episodes of out-of-control eating.

Question 5.
“Physicians make diagnosis looking at a person’s physical symptoms”. How are psychological disorders diagnosed?
Answer:
Psychological disorders can be diagnosed by observations, interviews, counselling etc. In ancient days, abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret) or the devil (shaitan). In many Societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings.

Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them. A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning. Another approach is the psychological approach.

According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, TV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’.

These dimensions relate to biological, psychological, social and other aspects. The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms, and of other associated features including diagnostic guidelines is provided in this scheme.

Question 6.
Distinguish between obsessions and compulsions.
Answer:
Obsessions is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful while Compulsions is the need to perform certain behaviours Over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Question 7.
Can a long-standing pattern of deviant behaviour be considered abnormal? Elaborate.
Answer:
The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular cultural history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable Or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal, and that normality is nothing more than conformity to social norms. The second approach views abnormal behaviour as maladaptive.

Many psychologists believe that the best criterion for determining the normality of behaviour is not whether society accepts it but whether it fosters the well-being of the individual and eventually of the group to which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

Question 8.
While speaking in public the patient changes topics frequently, is this a positive or a negative symptom of schizophrenia? Describe the other symptoms and sub-types of schizophrenia.
Answer:
Positive symptoms:
These are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia.

Negative symptoms:
These are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content. Many people with schizophrenia show less anger, sadness, joy and other feelings than most people do. Thus they have blunted effect.

Some show no emotions at all, a condition is known as flat affect. Also patients with schizophrenia experience avolition, apathy and an inability to start or complete a course of action. People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies.

Sub-types of Schizophrenia: According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

Paranoid type:
Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.

Disorganised type:
Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.

Catatonic type:
Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).

Undifferentiated type:
Does not fit any of the sub-types but meets symptom criteria.

Residual type:
Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

Question 9.
What do you understand by the term ‘dissociation’? Discuss its various forms.
Answer:
Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders. Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation.

Various forms of dissociation are as follows:

Dissociative amnesia:
It is characterised by extensive but selective memory loss that has no known organic cause (e.g. head injury). Some people cannot remember anything about their past. Others can no longer recall specific events, people, places, or objects, while their memory for other events remains intact. This disorder is often associated with overwhelming stress.

Dissociative fugue:
It has, as its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity, and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Dissociative identity disorder:
It is often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
It involves a dreamlike state in which the person His a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 10.
What are phobias? If someone had an intense fear of snakes, could this simple phobia be a result of faulty learning? Analyse how this phobia could have developed.
Answer:
Phobias are irrational fears related to specific objects, interactions with others, and unfamiliar situations. If someone had an intense fear of snakes, this simple phobia cannot be a result of faulty learning. It is a. specific phobia which is most common. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. This phobia often develops gradually or begins with generalised anxiety disorders.

Question 11.
Anxiety has been called the “butterflies in the stomach feeling”. At what stage does anxiety become a disorder? Discuss its types.
Answer:
Everyone has worries and fears. The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors.

Different types of anxiety disorders and their symptoms are as follows:

Generalised anxiety disorder:
This disorder consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers.

Panic disorder:
This disorder consists of recurrent anxiety attacks in which the person experiences intense terror. The clinical symptoms include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

Obsessive-compulsive disorder:
People are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular actor series of acts that affect their ability to carry out normal activities. Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful. Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Phobias:
These are irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Question 12.
What is the concept of abnormality and psychological disorders?
Answer:
Although many definitions of abnormality have been used over the years, none has won universal acceptance. Still, most definitions have certain common features, often called the ‘four Ds’: deviance, distress, dysfunction and danger. That is, psychological disorders are deviant (different, extreme, unusual, even bizarre), distressing (unpleasant and upsetting to the person and to others), dysfunctional (interfering with the person’s ability to carry out daily activities in a constructive You must have come across people who are unhappy, troubled and dissatisfied.

Their minds and hearts are filled with Sorrow, unrest and tension and they feel that they are unable to move ahead in their lives; they feel life is a painful, uphill struggle, sometimes, not worth living. Famous analytical psychologist Carl Jung has quite remarkably said, “How can I be substantial without casting a shadow? I must have a dark side, too, if I am to be whole and by becoming conscious of my shadow, I remember once more that I am a human being like any other”.

At times, some of you may have felt nervous before an important examination, tense and concerned about your future career or anxious when someone close to you was unwell. All of us face major problems at some point in our lives. However, some people have an extreme reaction to the problems and stresses of life. In this chapter, we will try to understand what goes wrong when people develop psychological problems, what are the causes and factors which lead to abnormal behaviour, and the various signs and symptoms associated with different types of psychological disorders.

The study of psychological disorders has intrigued and mystified all cultures for more than 2,500 years. Psychological disorders or mental disorders (as they are commonly referred to), like anything unusual, may make us uncomfortable and even a little frightened. Unhappiness, discomfort, anxiety and unrealised potential are seen all over the world. These failures in living are due mainly to failures in adaptation to life challenges.

As you must have studied in the previous chapters, adaptation refers to the person’s ability to modify her/his behaviour in response to changing environmental requirements. When the behaviour cannot be modified according to the needs of the situation, it is said to be maladaptive. Abnormal Psychology is the area within psychology that is focused on maladaptive behaviour – its causes, consequences, and treatment way), and possibly dangerous (to the person or to others).

This definition is a useful starting point from which we can explore psychological abnormality. Since the word ‘abnormal’ literally means “away from the normal”, it implies deviation from some clearly defined norms or standards. In psychology, we have no ‘ideal model’ or even ‘normal model’ of human behaviour to use as a base for comparison. Various approaches have been used in distinguishing between normal and abnormal behaviours.

From these approaches, there emerge two basic and conflicting views: The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular culture — its history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal and that normality is nothing more than conformity to social norms. The second approach views abnormal behaviour as maladaptive.

Many psychologists believe that the best criterion for determining the normality of behaviour is not whether society accepts it but whether it fosters the well-being of the individual and eventually of the group to Which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

If you talk to people around, you will see that they have vague ideas about psychological disorders that are characterised by superstition, ignorance and fear. Again it is commonly believed that psychological disorder is something to be ashamed of. the stigma attached to mental illness means that people are hesitant to consult a doctor or psychologist because they are ashamed of their problems. Actually, a psychological disorder which indicates a failure in adaptation should be viewed as any other illness.

Question 13.
Write the historical view of psychological disorders.
Answer:
Historical Background :
To understand psychological disorders, we would require a brief historical account of how these disorders have been viewed over the ages. When we study the history of abnormal psychology, we find that certain theories have occurred over and over again. One ancient theory that is still encountered today holds that abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret), or the devil (shaitan).

Exorcism, i.e. removing the evil that resides in the individual through countermagic and prayer, is still commonly used. In many societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings. Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them.

A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning.

Another approach is the psychological approach. According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. All three of these perspectives—supernatural, biological or organic, and psychological — have recurred throughout the history of Western civilisation.

In the ancient Western world, it was philosopher physicians of ancient Greece such as Hippocrates, Socrates, and in particular Plato who developed the organismic approach and viewed disturbed behaviour as arising out of conflicts between emotion and reason. Galen elaborated on the role of the four senses of humour in personal character and temperament. According to him, the material world was made up of four elements, viz. earth, air, fire and water which combined to form four essential body fluids, viz. blood, black bile, yellow bile and phlegm.

Each of these fluids was seen to be responsible for a different temperament. Imbalances among the humour were believed to cause various disorders. This is similar to the Indian notion of the three doshas of Vata, Pitta, and Kapha which were mentioned in the Atharva Veda and Ayurvedic texts. You have already read about it in Chapter 2. In the Middle Ages, demonology and superstition gained renewed importance in the explanation of abnormal behaviour.

Demonology related to a belief that people with mental problems were evil and there are numerous instances of ‘witch-hunts’ during this period. During the early Middle Ages, the Christian spirit of charity prevailed and St. Augustine wrote extensively about feelings, mental anguish, and conflict. This laid the groundwork for modem psychodynamic theories of abnormal behaviour. The Renaissance Period was marked by increased humanism and curiosity about behaviour.

Johann Weyer emphasized psychological conflict and disturbed interpersonal relationships as causes of psychological disorders. He also insisted that ‘ witches’ were mentally disturbed and required medical, not theological; treatment. The seventeenth and eighteenth centuries were known as the Age of Reason and Enlightenment, as the scientific method replaced faith and dogma as ways of understanding abnormal behaviour.

The growth of a scientific attitude towards psychological disorders in the eighteenth century contributed to the Reform Movement and to increased compassion for people who suffered from these disorders. Reforms of asylums were initiated in both Europe and America. One aspect of the reform movement was the new inclination for deinstitutionalization which placed emphasis on providing community Care for recovered mentally ill individuals.

In recent years, there has been a convergence of these approaches, which has resulted in an interactional, or biopsychosocial approach. From this perspective, all three factors, i.e. biological, psychological and social play important roles in influencing the expression and outcome of psychological disorders.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Objective & Short Answer Type Questions.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Abnormality is also caused the _____.
(a) four’Es’
(b) four ‘Fs’
(c) four ‘Ds”
(d) none of the above
Answer:
(c) four ‘Ds”

Question 2.
The four Ds are:
(a) deviance
(b) distress
(c) dysfunctions and danger
(d) all the above
Answer:
(d) all the above

Question 3.
Approaches of abnormal behavior:
(a) deviation from social norms
(b) maladaptive
(c) only (b)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 4.
When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical that is called ______.
(a) transmitter
(b) neuro
(c) neurotransmitter
(d) none of the above
Answer:
(c) neurotransmitter

Question 5.
Anxiety disorders have been linked to low activity of the neurotransmitter that aid called _____.
(a) GABA
(b) GBAA
(c) GABB
(d) GAAB
Answer:
(a) GABA

Question 6.
_____ is the excess activity of dopamine.
(a) depression
(b) anxiety disorder
(c) abnormality
(d) schizophrenia
Answer:
(d) schizophrenia

Question 7.
Depression to low activity of _____.
(a) dopamine
(b) serotonin
(c) genetic
(d) none of the above
Answer:
(b) serotonin

Question 8.
Genetic factors have been linked to ______.
(a) mood disorders
(b) schizophrenia
(c) mental retardation
(d) all the above
Answer:
(d) all the above

Question 9.
_____ is the oldest and most famous of the modern psychological models.
(a) psychodynamic
(b) humanistic
(c) cognitive
(d) behavioral
Answer:
(a) psychodynamic

Question 10.
Who stated that abnormal behavior is a symbolic expression of unconscious mental conflicts that can be traced to early childhood or infancy.
(a) Freud
(b) Teekman
(c) Kolo
(d) none of them
Answer:
(a) Freud

Question 11.
______ term is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension.
(a) anxiety
(b) psychological
(c) mental retaradation
(d) none of the above
Answer:
(a) anxiety

Question 12.
Phobias can be grouped into three types. They are:
(a) specific phobias
(b) social phobias
(c) agoraphobia
(d) all the above
Answer:
(d) all the above

Question 13.
The most commonly occurring types of phobia is called _____.
(a) social
(b) specific
(c) agoraphobia
(d) only (a)
Answer:
(b) specific

Question 14.
_____ is the term used when people develop a fear of entering unfamiliar situations.
(a) social phobias
(b) agoraphobia
(c) specific phobias
(d) none of the above
Answer:
(b) agoraphobia

Question 15.
In which disorders people are unable to control their preoccupation with specific ideas or are unable to prevent.
(a) obsessive-compulsive
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) obsessive-compulsive

Question 16.
The symptoms of conversion disorders :
(a) paralysis
(b) blindness
(c) deafness
(d) all the above
Answer:
(a) paralysis

Question 17.
The symptoms of post-tramumative stress disorder:
(a) recurrent dreams
(b) flashbacks
(c) impaired concentration
(d) all the above
Answer:
(d) all the above

Question 18.
_____ can be viewed as a severance of connection between ideas and emotions,
(a) anxiety disorder
(b) post-traumatic stress disorder
(c) dissociative disorder
(d) none of the above
Answer:
(c) dissociative disorder

Question 19.
Four conditions are included in group of dissociative orders. They are :
(a) dissociative amnesia
(b) dissociative fugue
(c) dissociative identity disorder
(d) all the above
Answer:
(d) all the above

Question 20.
The person is unable to recall important, personal information often related to a stressful and traumatic report that is called ______.
(a) somato form disorder
(b) dissociative fugue
(c) dissociative amnesia
(d) none of the above
Answer:
(c) dissociative amnesia

Question 21.
The most common mood disorder is _____.
(a) depression
(b) abnormality
(c) anxiety disorder
(d) none of the above.
Answer:
(a) depression

Question 22.
_______ can refers to a symptom area disorder.
(a) depression
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) depression

Question 23.
Types of mood disorder:
(a) depressive
(b) manic
(c) bipolar disorder
(d) all the above
Answer:
(d) all the above

Question 24.
The symptoms of mood disorders are :
(a) sleep problems
(b) trideness
(c) inability to think clearly
(d) all the above
Answer:
(d) all the above

Question 25.
Mania is called ______ disorder.
(a) schizophrenia
(b) mood disorders
(c) only (a)
(d) none of the above
Answer:
(b) mood disorders

Question 26.
The symptoms of schizophrenia are divided in 3 categories. They are:
(a) positive
(b) negative
(c) psychomotor
(d) all the above
Answer:
(d) all the above

Question 27.
The positive symptoms of schizophrenia :
(a) excessness of thought
(b) emotion
(c) behavior
(d) all the above
Answer:
(d) all the above

Question 28.
Schizophrenia develop ______.
(a) illusion
(b) hallucination
(c) delusions
(d) only (a)
Answer:
(c) delusions

Question 29.
The two main features of ADHD (Attention Deficit Hyperactivity Disorder) are:
(a) inattention
(b) hyperactivity impulsivity
(c) only (a)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 30.
Psychotherapies are classified in 3 broad groups. These are:
(a) psychodynamic
(b) behavior
(c) existential
(d) all the above
Answer:
(d) all the above

True/False Questions

Question 1.
Behaviour is a not group of psychotherapies
Answer:
False

Question 2.
Psychodynamic therapy is pioneered by Sigmund Freud.
Answer:
True

Question 3.
Psychoanalysis treatment are 4 stages.
Answer:
False

Question 4.
Positive reinforcement is given to increase the deficit.
Answer:
True

Question 5.
Freud formulated the RET (Rational Emotive Therapy).
Ans.
False

Question 6.
Existential therapy is called logotherapy.
Answer:
True

Question 7.
Client-centered therapy was given by Carl Rogers.
Answer:
True

Question 8.
Agoraphobia is the term used when people developed a fear of entering unfamiliar situations.
Answer:
True

Question 9.
Specific phobias are the most owned type of phobia.
Answer:
True

Question 10.
Biological factors influence all aspects of our behavior.
Answer:
True

Question 11.
Abnormality is also called the four P’s
Answer:
False

Question 12.
Anxiety disorders have not been linked to GABA aid.
Answer:
False

Question 13.
Depression is the excess activity of dopamine.
Answer:
False

Question 14.
Genetic factors have been linked with mood disorders only.
Answer:
False

Question 15.
Psychodynamics is the oldest and most famous modern psychological model.
Answer:
True

Question 16
Paralysis is not a symptom of conversion disorders.
Answer:
False

Question 17.
Flashbacks are not symptoms of post-traumatic stress disorder.
Answer:
False

Question 18.
Dissociative can be viewed as a severance of connection between ideas and emotions.
Answer:
True

Question 19.
Dissociative fugue are conditions group of dissociative orders.
Answer:
True

Question 20.
The most common mood disorder is depression.
Answer:
True

Very Short-Answer Type Questions

Question 1.
What is a neurotransmitter?
Answer:
Synapse separates one neuron from the next and the message must move across that space. When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter.

Question 2.
What is Anxiety Disorder?
Answer:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

Question 3.
What is hypochondriasis?
Answer:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worn7 about their health.

Question 4.
Define two features of dissociative order.
Answer:
Dissociative amnesia :
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with traveling away from a stressful environment. The person exhibits two or more separate, and contrasting personalities associated.

Question 5.
What is dissociative fugue?
Answer:
Dissociative fugue has, as its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterized by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioral changes. Depression can refer to a symptom or a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal.

Question 7.
Symptoms of Schizophrenia.
Answer:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion, and behavior), negative symptoms, (i.e. deficits of thought, emotion, and behavior), and psychomotor symptoms. Positive symptoms are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behavior.

Question 8.
What is PDD?
Answer:
The ways in which children express and experience depression are related to their level of physical, emotional and cognitive development. An infant may show sadness by being passive and unresponsive; a pre-schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

Question 9.
What is a Therapeutic Relationship?
Answer:
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance.

Question 10.
What is transference neurosis?
Answer:
The therapist encourages this process because it helps her/him in understanding the unconscious conflicts of the client. The client acts out her/his frustrations, anger, fear, and depression that s/he harbored towards that person in the past, but could not express at that time. The therapist becomes a substitute for that person in the present. This stage is called transference neurosis.

Question 11.
Logotherapy.
Answer:
Victor Frankl, a psychiatrist and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the spiritual truth of one’s existence. Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life.

Question 12.
What is Gestalt Therapy?
Answer:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognize the bodily processes and the emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 13.
Ethics in Psychotherapy
Answer:
Some of the ethical standards that need to be practiced by professional psychotherapists are:

•  Informed consent needs to be taken.
• The confidentiality of the client should be maintained.
• Alleviating personal distress and suffering should be the goal of all attempts of the therapist.
• The integrity of the practitioner-client relationship is important.
• Respect for human rights and dignity.
• Professional competence and skills are essential.

Question 14.
What is CBT?
Answer:
CBT is a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

Question 15.
Dysfunctional cognitive structure?
Answer:
Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterized by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures.

Short Questions With Answers 

Question 1.
What is Cognitive Behaviour Therapy (CBT)?
Answer:
Research into the outcome and effectiveness of psychotherapy has conclusively established CBT to be a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

The rationale is that the client’s distress has its origins in the biological, psychological, and social realms. Hence,c addressing the physical aspects through relaxation procedures, the psychological ones through behavior therapy and cognitive therapy techniques, and the social ones with environmental manipulations makes CBT a comprehensive technique that is easy to use, applicable to a variety of disorders, and has proven efficacy.

Question 2.
What is Humanistic-existential Therapy?
Answer:
The humanistic-existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfillment in life. Human beings are motivated by the desire for personal growth and self-actualization, and an innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress.

Self-actualization is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e. achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being, in essence, the same person in spite of the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration of self-actualization also causes distress.

Question 3.
What is Existential Therapy?
Answer:
Victor Frankl, a psychiatrist, and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the Spiritual truth of one’s existence.

Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached to the physical, psychological or spiritual aspects of one’s existence. Frankl emphasized the role of spiritual anxieties in leading to meaninglessness and hence it may be called an
existential anxiety.

Question 4.
What is Client-centred Therapy?
Answer:
Client-centered therapy was given by Carl Rogers. Rogers combined scientific rigor with the individualized practice of client-centered psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings.

The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm, and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client. Unconditional positive regard indicates that the positive Warmth of the therapist is not dependent on what the client reveals or does in the therapy sessions. This unique unconditional warmth ensures that the client feels secure and can trust the therapist.

Question 5.
What is Biomedical Therapy?
Answer:
Medicines may be prescribed to treat psychological disorders. Prescription of medicines for the treatment of mental disorders is done by qualified medical professionals known as psychiatrists. They are medical doctors who have specialized in the understanding, diagnosis, and treatment of mental disorders. The nature of medicines used depends on the nature of the disorders.

Severe mental disorders such as schizophrenia or bipolar disorder require antipsychotic drugs. Common mental disorders such as generalized anxiety or reactive depression may also require milder drugs. The medicines prescribed to treat mental disorders can cause side effects that need to be understood and monitored. Hence, it is essential that medication is given under proper medical supervision.

Question 6.
Three factors Contributing to Healing in Psychotherapy!
Answer:
As we have read, psychotherapy is a treatment of psychological distress. There are several factors that contribute to the healing process. Some of these factors are as follows:

• A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioral system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.
• The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability and the therapist, and the warmth and empathy provided by the therapist.
• At the outset of therapy, while the patient/client is being interviewed^ in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced.

Question 7.
Rehabilitation of the mentally ill.
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms and improving the level of functioning or quality of life. In the case of milder disorders such as generalized anxiety, reactive depression, or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or to interact with people. Rehabilitation is required to help such patients become self-sufficient. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible.

Question 8.
What are Alternative Therapies available for treatment?
Answer:
Alternative therapies are so-called because they are alternative treatment possibilities to conventional drug treatment or psychotherapy. There are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies, and so on. In the past 25 years, yoga and meditation have gained popularity as treatment programs for psychological distress.

Yoga is an ancient Indian technique detailed in the Ashtanga Yoga of Patanjali’s Yoga Sutras. Yoga as it is commonly called today either refers to only the asanas or body posture component or to breathing practices Or pranayama, or to a combination of the two. Meditation refers to the practice of focusing attention on the breath or on an object or thought or mantra.

Question 9.
What is Cognitive Therapy?
Answer:
Cognitive therapies locate the cause of psychological distress in irrational thoughts and beliefs. Albert Ellis formulated Rational Emotive Therapy (RET). The central thesis of this therapy is that irrational beliefs mediate between antecedent events and their consequence. The first step in RET is the antecedent belief- consequence {ABC) analysis. Antecedent events, which caused psychological distress, are noted.

The client is also interviewed to find the irrational beliefs, which are distorting the present reality. Irrational beliefs may not be supported by empirical evidence in the environment. These beliefs are characterized by thoughts with ‘musts’ and ‘shoulds’, i.e. things ‘must’ and ‘should’ be in a particular manner.

Question 10.
Behavioral Techniques
Answer:
A range of techniques is available for changing behavior. The principles of these techniques are to reduce the arousal level of the client, alter behavior through classical conditioning or operant conditioning with different contingencies of info: elements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behavior modification.

As you have already studied in Class XI, Negative reinforcement refers to following an undesired response with an outcome that is painful or not liked. For example, the teacher reprimands a child who shouts in class. This is negative reinforcement. Aversive conditioning refers to the repeated association of an undesired response with an aversive consequence.

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 4 Trigonometric Functions Ex 4(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 4 Trigonometric Functions Exercise 4(b)

Question 1.
In the following questions, write ‘T’ for true and ‘F’ for false statements.
(i) If tan x + tan y = 5 and tan x, tan y = 1/2  then cot (x + y) = 10
Solution:
False

(ii) √3 (1 + tan 15°) = 1 – tan 15°
Solution:
False

(iii) If θ lies in 3rd quadrant, then cos \(\frac{\theta}{2}\) + sin \(\frac{\theta}{2}\) is positive.
Solution:
True

(iv) 2 sin 105°. sin 15° = 1/2.
Solution:
True

(v) If cos A = cos B = 1 then tan\(\frac{A+B}{2}\). tan\(\frac{A+B}{2}\) = 1
Solution:
False

(vi) cos 15° cos\(7 \frac{1}{2}^{\circ}\). sin \(7 \frac{1}{2}^{\circ}\) = 1
Solution:
False

(vii) sin 20° (3 – 4 cos² 70°) = \(\frac{\sqrt{3}}{2}\)
Solution:
True

(viii) √3 (3 tan 10° – tan³ 10°) = 1 – 3tan² 10°
Solution:
True

(ix) \(\frac{2 \tan 7 \frac{1^{\circ}}{2}\left(1-\tan ^2 7 \frac{1^{\circ}}{2}\right)}{\left(1+\tan ^2 7 \frac{1^{\circ}}{2}\right)^2}\) = 1
Solution:
False

(x) The minimum value of sin θ. cos θ is (-1)².
Solution:
False

Question 2.
In the following questions, fill in the gaps with correct answers choice from the brackets.
(i) If α and β lie in 1st and 2nd quadrants respectively, and if sin α = 1/2, sin β = 1/3, then sin (α + β) = _______. \(\left(\frac{1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}, \frac{1}{2 \sqrt{3}}-\frac{\sqrt{2}}{3}, \frac{-1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}\right)\)
Solution:
\(\frac{1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}\)

(ii) if tan α = 1/2, tan β = 1/3, then α + β = ______      \(\left(\frac{\pi}{2}, \frac{\pi}{4}, \frac{\pi}{3}\right)\)
Solution:
\(\frac{\pi}{4}\)

(iii) The value of \(\frac{\cos 15^{\circ}+\sin 15^{\circ}}{\cos 15^{\circ}-\sin 15^{\circ}}\) = ______ \(\left(\frac{\sqrt{3}}{2}, \sqrt{3}, \frac{1}{\sqrt{3}}\right)\)
Solution:
√3

(iv) if \(\frac{1+\sin A}{\cos A}\) = √2 + 1, then the value of \(\frac{1-\sin A}{\cos A}\) is_________, \(\left(\frac{1}{\sqrt{2}-1}, \sqrt{2}-1, \sqrt{2}+1\right)\)
Solution:
√2 – 1

(v) sin 105°. cos 105° = \(\left(\frac{1}{2},-\frac{1}{4},-\frac{1}{2}\right)\)
Solution:
– 1/4

(vi) 2 sin\(67 \frac{1}{2}^{\circ}\) cos\(22 \frac{1}{2}^{\circ}\) = ___ \(\left(1-\frac{1}{\sqrt{3}}, 1+\frac{1}{\sqrt{2}},-1+\frac{1}{\sqrt{2}}\right)\)
Solution:
1 + \(\frac{1}{\sqrt{2}}\)

(vii) sin 35° + cos 5° =____ (2 cos 25°, √3 cos 25°, √3 sin 25°)
Solution:
√3 cos 25°

(viii) sin² 24° – sin² 26° =_____ \(\left(\frac{\sqrt{5}+1}{8}, \frac{\sqrt{5}-1}{8}, \frac{\sqrt{5}-1}{4}\right)\)
Solution:
\(\frac{\sqrt{5}-1}{8}\)

(ix) sin 70° (4 cos² 20° – 3) =_____ \(\left(\frac{\sqrt{3}}{2}, \frac{1}{2}, \sqrt{3}\right)\)
Solution:
1/2

(x) cos 3θ + sin 3θ is maximum if θ =_____ (60°, 15°, 45°)
Solution:
15°

(xi) sin 15° – cos 15° = _____ (1/2, 0, positive, negative)
Solution:
Negative

(xii) If θ lies in the third quadrant and tan θ = 2, then the value of sin θ is ____. \(\left(\frac{1}{\sqrt{5}},-\frac{1}{\sqrt{5}}, \frac{2}{\sqrt{5}}, \frac{-2}{\sqrt{5}}\right)\)
Solution:
\(\frac{-2}{\sqrt{5}}\)

(xiii) The correct expression is. (sin 1° > sin 1, sin 1° < sin 1, sin 1° = sin 1, sin 1° = \(\frac{\pi}{180^{\circ}}\) sin 1)
Solution:
sin 1° < sin 1

(xiv) The correct expression is —. (tan 1 > tan 2, tan 1 < tan 2, tan 1 =  1/2 tan 2, tan 1 < 0)
Solution:
tan 1 > tan 2

Question 3.
Prove the following
(i) sin A. sin (B – C) + sin B sin (C – A) + sin C. sin(A – B) = 0
Solution:
L. H. S
= sin A sin (B – C) + sin B sin (C – A) + sin C sin (A – B)
= sin A (sin B cos C – cos B sin C) + sin B (sin C cos A – cos C sin A) + sin C (sin A cos B – cos A sin B)
= sin A sin B cos C – sin A cos B sin C + cos A sin B sin C – sin A sin B cos C + sin A cos B sin C – cos A sin B sin C
= 0 = R. H. S

(ii) cos A. sin (B – C) + sin B sin (C – A) + cos C. sin(A – B) = 0
Solution:
L.H.S.
= cos A sin (B – C) + cos B sin (C – A) + cos C sin (A – B)
= cos A (sin B cos C – cos B sin C) + cos B (sin C cos A – cos C sin A) + cos C (sin A cos B – cos A sin B)
= cos A sin B cos C – cos A cos B sin C + cos A cos B sin C- sin A cos B cos C + sin A cos B cos C – cos A sin B cos C = 0 = R. H. S.

(iii) \(\frac{\sin (B-C)}{\sin B \cdot \sin C}\) + \(\frac{\sin (C-A)}{\sin C \cdot \sin A}\) + \(\frac{\sin (A-B)}{\sin A \cdot \sin B}\) = 0
Solution:
L. H. S.

(iv) tan² A – tan² B = \(\frac{\sin (\mathbf{A}+\mathbf{B}) \cdot \sin (\mathbf{A}-\mathbf{B})}{\cos ^2 \mathbf{A} \cdot \cos ^2 \mathbf{B}}\)
Solution:

= tan² A sec² B – tan² B sec² A
= tan² A (1 + tan² B) – tan² B (1 + tan² A)
= tan² A + tan² A tan² B – tan² B tan²A tan² B
= tan² A – tan² B = L. H. S

Question 4.
Prove the following :
Solution:
(i) tan 75° + cot 75° = 4
Solution:
L.H.S = tan 75° + cot 75° = tan 75° + \(\frac{1}{\tan 75^{\circ}}\)

(ii) sin² 18° + cos² 36° = 3/4
Solution:

(iii) sin 18°. cos 36° = 1/4
Solution:
sin 18° cos 36°
\(=\left(\frac{\sqrt{5}-1}{4}\right)\left(\frac{\sqrt{5}+1}{4}\right)=\frac{5-1}{16}=\frac{1}{4}\)

(iv) sin 15° = \(\frac{\sqrt{3}-1}{2 \sqrt{2}}\)
Solution:
sin 15° = sin (45° – 30°)
= sin 45° cos 30° – cos 45° sin 30°
\(=\frac{1}{\sqrt{2}} \cdot \frac{\sqrt{3}}{2}-\frac{1}{\sqrt{2}} \cdot \frac{1}{2}=\frac{\sqrt{3}-1}{2 \sqrt{2}}\)

(v) cot \(\frac{\pi}{8}\) – tan \(\frac{\pi}{8}\) = 2
Solution:

(vi) \(\frac{\cos 9^{\circ}+\sin 9^{\circ}}{\cos 9^{\circ}-\sin 9^{\circ}}\) = tan 54°
Solution:

(vii) tan 10° + tan 35° + tan 10°. tan 35 = 1
Solution:

Question 5.
Prove the following:
(i) cot 2A = \(\frac{\cot ^2 A-1}{2 \cot A}\)
Solution:

(ii) \(\frac{\sin B}{\sin A}=\frac{\sin (2 A+B)}{\sin A}\) – 2cos(A + B)
Solution:

= \(\frac{\sin B}{\sin A}\) = L.H.S

(iii) \(\frac{\sin 2 A+\sin 2 B}{\sin 2 A-\sin 2 B}=\frac{\tan (A+B)}{\tan (A-B)}\)
Solution:

(iv) \(\frac{\cot A-\tan A}{\cot A+\tan A}\) = cos2A
Solution:

(v) \(\frac{\sin 2 A+\sin 5 A-\sin A}{\cos 2 A+\cos 5 A+\cos A}\) = tan 2A
Solution:

(vi) cot A – tan A = 2 cot 2A
Solution:

(vii) cot A – cosec 2A = cot 2A
Solution:

(viii) \(\frac{\cos A-\sin A}{\cos A+\sin A}\) = sec 2A – tan 2A
Solution:

(ix) tan θ (1 + sec 2θ) = tan 2θ
Solution:

(x) \(\frac{\sin A+\sin B}{\sin A-\sin B}\) = tan \(\frac{A+B}{2}\) . cot \(\frac{A-B}{2}\)
Solution:

(xi) sin 50° –  sin 70° + sin 10° = 0
Solution:
L. H. S. = sin 50° – sin 70° + sin 10°
= sin (60° – 10°) – sin (60° + 10°) + sin 10°
= – 2 cos 60° sin 10° + sin 10°
= – 2 × 1/2 sin 10° + sin 10°
= – sin 10° + sin 10° = 0 = R. H. S.

(xii) cos 80° + cos 40° – cos 20° = 0
Solution:
L. H. S. = cos 80° + cos 40° – cos 20°
= cos(60° + 20°) + cos (60° – 20°) – cos 20°
= 2 cos 60° cos 20° – cos 20° = 0

(xiii) 8 sin 10°. sin 50°. sin 70° = 1
Solution:
L. H. S. = 8 sin 10° sin 50° sin 70°
= 8 sin 10° sin (60° – 10°) sin (60° + 10°)
= 8 sin 10° (sin² 60° – sin² 10°)
= 8 sin 10°(3/4 – sin² 10°)
= 6 sin 10° – 8 sin³ 10°)
= 2 (3 sin 10° – 4 sin³ 10°)
= 2 sin (3 × 10°)
= 2 sin 30° = 2 × 1/2 = 1 = R.H.S

(xiv) 4 sin A sin (60° – A) sin (60° + A) – sin 3A = 0
Solution:
L. H. S. = 4 sin A sin (60° – A)
sin (60° + A) – sin 3A
= 4 sin A (sin² 60°- sin² A) – sin 3A
= 4 sin A. 3/4 – 4 sin³ A – sin 3A
= (3 sin A – 4 sin³A) – sin 3A
= sin 3A – sin 3A = 0

(xv) tan 3A – tan 2A – tan A = tan 3A tan 2A tan A
Solution:
We have tan 3A = tan (2A + A)
or, tan 3A = \(\frac{\tan 2 A+\tan A}{1-\tan 2 A \tan A}\)
or, tan 3A (1 – tan 2A tan A) = tan 2A + tan A
or, tan 3A – tan 3A tan 2A tan A = tan 2A + tan A
or, tan 3A – tan 2A – tan A = tan 3A tan 2A tan A (Proved)

Question 6.
Prove the following
(i) tan\(\frac{A}{2}\) = \(\sqrt{\frac{1-\cos A}{1+\cos A}}\)
Solution:

(ii) \(\sqrt{\frac{1+\sin A}{1-\sin A}}\) = tan\(\left(\frac{\pi}{4}+\frac{A}{2}\right)\)
Solution:

(iii) \(\frac{1+\tan \frac{A}{2}}{1-\tan \frac{A}{2}}\) = sec A + tan A
Solution:

(iv) sec θ + tan θ = tan\(\left(\frac{\pi}{4}+\frac{θ}{2}\right)\)
Solution:

(v) cot\(\frac{A}{2}\) = \(\frac{\sin A}{1-\cos A}\)
Solution:
R.H.S = \(\frac{\sin A}{1-\cos A}=\frac{2 \sin \frac{A}{2} \cos \frac{A}{2}}{2 \sin ^2 \frac{A}{2}}\)
= cot\(\frac{A}{2}\) R.H.S

Question 7.
Find the maximum value of the following.
(i) 5 sin x + 12 cos x
Solution:
5 sin x + 12 cos x
Let 5 = r cos θ, 12 = r sin θ 52
∴ 5² = r² cos² θ, 12² = r² sin² θ
∴ 5² + 12² = r² (cos² θ + sin² θ) = r²
∴ r = \(\sqrt{25+144}\) = 13
∴ The maximum value of 5 sin x + 12 cos x is 13.

(ii) 24 sin x – 7 cos x
Solution:
The maximum value of 24 sin x – 7 cos x is
\(\sqrt{(24)^2+(-7)^2}\)
= \(\sqrt{576+49}=\sqrt{625}\) = 25

(iii) 2 + 3 sin x + 4 cos x
Solution:
The maximum value of 3 sin x + 4 cos x is
\(\sqrt{3^2+4^2}\) = 5
∴ Maximum value of 2 + 3 sin x + 4 cos x is 2 + 5 = 7

(iv) 8 cos x – 15 sin x – 2
Solution:
Maximum value of 8 cos x- 15 sin x is \(\sqrt{(8)^2+(-15)^2}\)
= \(\sqrt{64+225}=\sqrt{289}\) = 17
∴ Maximum value of 8 cos x- 15 sin x – 2 is 17 – 2 = 15

Question 8.
Answer the following:
(i) If tan A = \(\frac{13}{27}\), tan B = \(\frac{7}{20}\) and A, B are acute, show that A + B = 45°.
Solution:

(ii) If tan θ = \(\frac{b}{a}\), find the value of a cos 2θ + b sin 2θ.
Solution:

(iii) If sec A – tan A = \(\frac{1}{2}\) and 0< A < 90° then show that sec A = \(\frac{5}{4}\)
Solution:
If sec A – tan A = \(\frac{1}{2}\),       ….(1)
0< A < 90°
⇒ sec A – tan A = \(\frac{\sec ^2 A-\tan ^2 A}{2}\)
= \(\frac{(\sec \mathrm{A}+\tan \mathrm{A})(\sec \mathrm{A}-\tan \mathrm{A})}{2}\)
or, sec A + tan A = 2    ……(2)
Now adding eqn. (1) and (2), We have
2 sec A = \(\frac{1}{2}\) + 2 = \(\frac{5}{2}\)
or, sec A = \(\frac{5}{4}\)

(iv) If sin θ + sin Φ = a and cos θ + cos Φ = b the show that tan \(\frac{1}{2}\) (θ + Φ) \(\frac{a}{b}\)
Solution:

(v) If tan θ = \(\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\) then show that a sin (θ – x) + b sin (θ – y) = 0
Solution:
tan θ = \(\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\)
or, \(\frac{\sin \theta}{\cos \theta}=\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\)
or, a sin θ cos x + b sin θ cos y = a cos θ sin x + b cos θ sin y
or, a (sin θ cos x – cos θ sin x) + b (sin θ cos y – cos θ sin y) = 0
or, a sin (θ – x) + b sin (θ – y) = 0

(vi) If A + C = B, show that tan A. tan B. tan C = tan B – tan A – tan C.
Solution:
A + C = B
or, tan (A + C) = tan B
or, \(\frac{\tan A+\tan C}{1-\tan A \tan C}\)
or, tan A + tan C = tan B – tan A tan B tan C
or, tan A tan B tan C = tan B – tan A – tan C

(vii) If tan A = \(\frac{1}{5}\), tan B = \(\frac{2}{3}\) then show that cos 2A = sin 2B.
Solution:
tan A = \(\frac{1}{5}\), tan B = \(\frac{2}{3}\)
∴ cos 2A = \(\frac{1-\tan ^2 \mathrm{~A}}{1+\tan ^2 \mathrm{~A}}\)

(viii) If cos 2A = tan² B, then show that cos 2B = tan² A In Δ ABC, prove that.
Solution:

(ix) tan\(\frac{B+C}{2}\) = cot\(\frac{A}{2}\)
Solution:

(x) cos (A + B) + sin C = sin (A + B) – cos C
If A + B + C = π and cos A = cos B. cos C show that (x_i  and x_ii)
Solution:
We have A + B = π – C or, cos (A + B)
or, cos (A + B)
= cos (π – C) = – cos C
and sin (A + B) = sin (π – C) = sin C
∴ cos (A + B) + sin C
= – cos C + sin (A + B)
= sin (A + B) – cos C.

(xi) tan B + tan C = tan A
Solution:
[∴ A + B + C = π ⇒ B + C = π – A
⇒ sin (B + C) = sin (π – A) = sin A]
L. H. S. = tan B + tan C

(xii) 2 cot B. cot C = 1
Solution:
We have A + B + C = π
⇒ B + C = π – A
⇒ cos (B + C) = cos (π – A) = – cosA
⇒ cos B cos C – sin B sin C = – cos B cos C
(∵ cos B cos C = cos A)
⇒ 2 cos B cos C = sin B sin C
⇒ \(\frac{2 \cos B \cos C}{\sin B \sin C}\) = 1
⇒ 2 cot B cot C = 1

Question 9.
Prove the following:
(i) cos (A – D) sin (B – C) + cos (B – D) sin (C – A) + cos (C- D) sin (A – B) = 0
Solution:
L. H. S. = cos (A – D) sin (B – C) + cos (B – D) sin (C – A) + cos (C – D) sin (A- B)
= \(\frac{1}{2}\) [2 cos (A- D) sin (B – C) + 2 cos (B – D) sin (C – A) + 2 cos (C – D) sin (A – B)]
= \(\frac{1}{2}\) [ sin (A- D + B – C) – sin (A – D – B + C) + sin (B – D + C – A)- sin (B- D- C + A) + sin ( C – D + A – B)- sin (C – D- A + B)]
= \(\frac{1}{2}\) × 0 = 0 = R.H.S

(ii) sin 2A + sin 2B + sin 2 (A – B) = 4 sin A. cos B. cos (A – B)
Solution:
L. H. S. = sin 2A + sin 2B + sin 2 (A – B)
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) + 2 sin (A – B) cos (A – B)
= 2 sin (A + B) cos (A- B) + 2 sin (A – B) cos (A – B)
= 2 cos (A – B)[ sin (A-+ B) + sin(A – B)]
= 2 cos (A – B) × 2 sin A cos B
= 4 sin A cos B cos (A – B) = R. H. S.

(iii) cos 2A + cos 2B + cos 2 (A – B) + 1 = 4 cos A. cos B. cos (A – B)
Solution:
cos 2A + cos 2B + cos 2 (A- B) + 1
= 2 cos \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) + 2 cos² (A – B)
= 2 cos (A + B) cos (A- B) + 2 cos2 (A – B)
= 2 cos (A – B) [cos (A + B) + cos (A – B)]
= 2 cos (A – B) x 2 cos A cos B
= 4 cos A cos B cos (A – B)
= R. H. S

(iv) sin 2A + sin 2B + sin 2C- sin 2 (A + B + C)
Solution:
L. H. S. = sin 2A + sin 2B + sin 2C- sin 2 (A + B + C)
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) = 2 cos \(\frac{2 \mathrm{C}+2(\mathrm{~A}+\mathrm{B}+\mathrm{C})}{2}\) × \(\frac{2 \mathrm{C}-2(\mathrm{~A}+\mathrm{B}+\mathrm{C})}{2}\)
= 2 sin (A + B) cos (A – B) + 2 cos (A + B + 2C) sin (A – B)
= 2 sin (A + B) [cos (A- B) – cos (A + B + 2C)]
= 2 sin (A + B) × 2 sin \(\frac{A-B+A+B+2 C}{2}\) sin \(\frac{A+B+2 C-A+B}{2}\)
= 4 sin (A + B) sin (C + A) sin (B + C) = R. H. S.

(v) sin A + sin 3A + sin 5A = sin 3A (1 + 2 cos 2A)
Solution:
L. H. S. = sin A + sin 3A + sin 5A
= sin 3A + sin 5A + sin A
= sin 3A + 2 sin \(\frac{5 \mathrm{~A}+\mathrm{A}}{2} cos \frac{5 \mathrm{~A}-\mathrm{A}}{2}\)
= sin 3A + 2 sin 3A cos 2A
= sin 3A (1 + 2 cos 2A) = R. H. S

(vi) sin A – sin 3A + sin 5A = sin 3A (2 cos 2A – 1)
Solution:
L. H. S. = sin A – sin 3A + sin 5A
= sin A + sin 5A – sin 3A
= sin 5A + sin A – sin 3A
= 2 sin \(\frac{5 \mathrm{~A}+\mathrm{A}}{2} cos \frac{5 \mathrm{~A}-\mathrm{A}}{2}\) – sin 3A
= 2 sin 3A cos 2A – sin 3A
= sin 3A (2 cos 2A – 1) = R. H. S.

(vii) cos (A + B) + sin (A – B) = 2 sin (45° + A) cos (45° + B)
Solution:
R. H. S. = 2 sin (45° + A) cos (45° + B)
= sin (45° + A + 45° + B) + sin (45° + A – 45° – B)
= sin (90° + A + B) sin (A – B)
= cos (A + B) sin (A – B) = L. H. S.

(viii) cos (120° + A) cos (120° – A) + cos (120° + A) cos A + cos A cos (120° – A) + \(\frac{3}{4}\) = 0
Solution:
L. H. S.
= cos (120° + A) cos (120° – A) + cos (120° + A) cos A + cos A cos (120° – A) + \(\frac{3}{4}\)
= cos² A – sin² 120° + cos A [ cos (120° + A) + cos (120° – A)] + \(\frac{3}{4}\)
= cos² A – \(\frac{3}{4}\) + cos A ( 2 cos 120°. cos A) + \(\frac{3}{4}\)
= cos² A + 2 cos 120°. cos² A
= cos² A + 2 \(\left(-\frac{1}{2}\right)\) . cos² A
= cos² A – cos² A = 0

(ix) cos 4A – cos 4B = 8 (cos A – cos B) (cos A + cos B) (cos A – sin B) (cos A + sin B)
Solution:
R. H. S. = 8 (cos A- cos B) (cos A + cos B)
(cos A – sin B) (cos A + sin B)
=  8 (cos² A – cos² B) (cos² A – sin² B)
= – 8(cos² B – cos² A)(cos² A – sin² B)
= – 8 sin (A +B) sin (A – B) cos (A + B) cos (A – B)
= – 2 x [ 2 sin (A + B) cos (A + B)] [2 sin (A – B) cos (A – B)]
= – 2 sin (2A + 2B) sin (2A – 2B)
= – [cos (2A + 2B – 2A + 2B) – cos (2A + 2B + 2A – 2B)]
= – cos 4B + cos 4A
= cos 4A – cos 4B = L. H. S.

Question 10.
Prove the following:
(i) \(\frac{1-\tan ^2\left(45^{\circ}-A\right)}{1+\tan ^2\left(45^{\circ}-A\right)}\) = sin 2A
Solution:
L.H.S \(\frac{1-\tan ^2\left(45^{\circ}-A\right)}{1+\tan ^2\left(45^{\circ}-A\right)}\) = sin 2A = cos 2(45° – A)
= cos (90° – 2A) = sin 2A = R. H. S.

(ii) \(\frac{\cos A+\sin A}{\cos A-\sin A}-\frac{\cos A-\sin A}{\cos A+\sin A}\) = 2 tan 2A
Solution:

(iii) \(\frac{1-\cos 2 A+\sin 2 A}{1+\cos 2 A+\sin 2 A}\) = tan A
Solution:

(iv) \(\frac{\sin (\mathbf{A}+\mathbf{B})+\cos (\mathbf{A}-\mathbf{B})}{\sin (\mathbf{A}-\mathbf{B})+\cos (\mathbf{A}+\mathbf{B})}\) = sec 2B + tan 2B
Solution:

(v) \(\frac{\cos 7 \alpha+\cos 3 \alpha-\cos 5 \alpha-\cos \alpha}{\sin 7 \alpha-\sin 3 \alpha-\sin 5 \alpha+\sin \alpha}\) = cot 2α
Solution:
L.H.S = \(\begin{array}{r}
\cos 7 \alpha+\cos 3 \alpha \\
-\cos 5 \alpha-\cos 3 \alpha \\
\hline \sin 7 \alpha-\sin 3 \alpha \\
-\sin 5 \alpha+\sin \alpha
\end{array}\)

(vi) \(\frac{\sin \theta+\sin 3 \theta+\sin 5 \theta+\sin 7 \theta}{\cos \theta+\cos 3 \theta+\cos 5 \theta+\cos 7 \theta}\) = tan 4θ
Solution:

Question 11.
Prove the following:
(i) Express 4 cos A. cos B. cos C as the sum of four cosines.
Solution:
4 cos A cos B cos C
= 2 (2cos A cos B) cos C
= 2 [ cos (A + B) + cos (A – B)] cos C
= 2 cos (A + B) cos C + 2 cos (A – B) cos C
= cos (A + B + C) + cos (A + B – C) + cos (A – B + C) + cos (A – B – C)

(ii) Express cos 2A + cos 2B + cos 2C + cos 2 (A + B + C) as the product of three cosines.
Solution:
cos 2A + cos 2B + cos 2C + cos 2(A + B + C)
= 2 cos \(\frac{2 \mathrm{~A}+2 \mathrm{~B}}{2}\) cos \(\frac{2 \mathrm{~A}-2 \mathrm{~B}}{2}\) = 2 cos \(\frac{2 C+2(A+B+C)}{2}\) × cos \(\frac{2 C-2(A+B+C)}{2}\)
= 2 cos (A + B) cos (A- B) + 2 cos (A + B + 2C) cos (A + B)
= 2 cos (A + B) [cos (A- B) + cos (A + B + 2C)]
= 2 cos (A + B) × 2 cos \(\frac{(A-B+A+B+2 C)}{2}\) cos \(\frac{(A-B-A-B-2 C)}{2}\)
= 4 cos (A + B) cos (C + A) cos (B + C)

Question 12.
Prove the following:
(i) cos⁶ A – sin⁶ A = cos 2A(1 – \(\frac{1}{4}\) sin² 2A)
Solution:
L.H.S = cos⁶ A – sin⁶ A
= (cos² A)³– (sin² A)³ = (cos² A – sin² A)³ + 3 cos² A sin² A (cos² A – sin² A)
= cos³ 2A + \(\frac{3}{4}\) sin² 2A cos 2A
= cos² A (cos² 2A + \(\frac{3}{4}\) sin² 2A)
= cos 2A (1 – sin² 2A + \(\frac{3}{4}\) sin² 2A)
= cos 2A (1 – \(\frac{1}{4}\) sin² 2A) = R.H.S

(ii) cos⁶A + sin⁶ A = \(\frac{1}{4}\) (1 + 3 cos²2A)
Solution:
L.H.S = cos⁶ A + sin⁶ A
= (cos² A)³ + (sin² A)³
= (cos² A)³ + (sin² A)³ – 3 cos² A. sin² A (cos² A + sin² A)
= 1 – \(\frac{3}{4}\) sin² 2A = 1 – \(\frac{3}{4}\) (1 – cos² 2A)
= 1 – \(\frac{3}{4}\) + \(\frac{3}{4}\) cos² 2A
= \(\frac{1}{4}\) + \(\frac{3}{4}\) cos² 2A = \(\frac{1}{4}\) (1 + 3cos² 2A) = R.H.S.

(iii) cos³ A. cos 3A + sin³ A sin³ A = cos³ 2A
Solution:
L.H.S = cos³ A cos 3A + sin³ A sin 3A
= cos³ A (4 cos³ A- 3 cos A) + sin³ A (3 sin A- 4 sin³ A)
= 4 cos⁶A- 3 cos⁴A + 3 sin⁴A- 4 sin⁶A
= 4 (cos⁶A- sin⁶A) – 3(cos⁴A- sin⁴A)
= 4 {(cos²A)³– (sin²A)³} – 3 {(cos²A)²– (sin²A)²}
= 4 (cos²A- sin²A) {(cos²A)² + cos²A sin²A + (sin²A)²} – 3 (cos²A- sin²A) (cos²A + sin²A)
= (cos²A- sin²A) [4 {(cos²A + sin²A)²-2 cos²A sin²A + cos²A sin²A} -3×1]
= cos 2A ( 4- 4 sin²A cos²A- 3)
= cos 2A ( 1 – 4 sin²A cos²A)
= cos 2A (1 – sin²2A)
= cos 2A cos²2A = cos³2A = R. H. S.

(iv) sin⁴ θ = \(\frac{3}{8}\) – \(\frac{1}{2}\) cos 2θ + \(\frac{1}{8}\) cos 4θ
Solution:
R.H.S = \(\frac{3}{8}\) – \(\frac{1}{2}\) cos 2θ + \(\frac{1}{8}\) cos 4θ
= \(\frac{3}{8}\) – \(\frac{1}{2}\) (1 – 2 sin² θ) + \(\frac{1}{8}\) (1 – 2 sin² θ)
= \(\frac{3}{8}\) – \(\frac{1}{2}\) + sin² θ + \(\frac{1}{8}\) – \(\frac{1}{4}\)  sin² 2θ
= sin² θ – \(\frac{1}{4}\) × 4 sin² θ cos² θ
= sin² θ (1 – cos² θ)
= sin² θ sin² θ = sin⁴ = L.H.S

(v) cot 3A = \(\frac{\cot ^3 A-3 \cot A}{3 \cot ^2 A-1}\)
Solution:

(vi) tan 4θ = \(\frac{4 \tan \theta-4 \tan ^3 \theta}{1-6 \tan ^2 \theta+\tan ^4 \theta}\)
Solution:

(vii) \(\frac{1}{\tan 3 A-\tan A}-\frac{1}{\cot 3 A-\cot A}\) = cot 2A
Solution:

(viii) \(\frac{\cot A}{\cot A-\cot 3 A}-\frac{\tan A}{\tan 3 A-\tan A}\) = 1
Solution:

Question 13.
Find the value of
sin 3°,cos 3°, 2 sin \(\frac{\pi}{32}\)
Solution:
sin 3° = sin (18° – 15°)
= sin 18° cos 15° – cos 18° sin 15°

Question 14.
If sin A + sin B = a and cos A + cos B = b, then show that
(i) tan(A + B) = \(\frac{2 a b}{b^2-a^2}\)
Solution:

(ii) sin (A + B) = \(\frac{2 a b}{b^2-a^2}\)

(iii) cos (A + B) = \(\frac{b^2-a^2}{b^2+a^2}\)

Question 15.
Prove the following:
(i) \(\frac{1+\sin A-\cos A}{1+\sin A+\cos A}\) = tan \(\frac{A}{2}\)
Solution:

(ii) \(8 \sin ^4 \frac{1}{2} \theta-8 \sin ^2 \frac{1}{2} \theta\) + 1 = cos 2θ
Solution:

(iii) \(\cos ^4 \frac{\pi}{8}+\cos ^4 \frac{3 \pi}{8}+\cos ^4 \frac{5 \pi}{8}\) \(+\cos ^4 \frac{7 \pi}{8}=\frac{3}{2}\)
Solution:

(iv) cos² \(\frac{\alpha}{2}\) (1- 2cos α)² + sin² α(1+ 2 cos α)² =1
Solution:

Question 16.
Prove the following:
(i) sin 20°. sin 40°. sin 60°. sin 80° = \(\frac{3}{16}\)
Solution:

(ii) cos 36°. cos 72°. cos 108°. cos144° = \(\frac{7}{16}\)
Solution:

(iii) cos 10°. cos 30°. cos 50°. cos 70° = \(\frac{3}{16}\)
Solution:

(iv) cos 20°. cos 40°. cos 60°. cos 80° = \(\frac{1}{16}\)
Solution:

(v) tan 6°. tan 42°.tan 66°. tan 78° = 1 [Hints: Use the identity tan 3A = tan A tan (60° – A) tan (60° + A)]
Solution:
We have tan 3A
= tan A tan (60° – A) tan (60° + A)
Now putting A = 6° and 18°.
in (1) we have
tan 18° = tan 6° tan 54° tan 66°     …(2)
and tan 54°
= tan 18° tan 42° tan 78°            ……(3)
Multiplying (2) and (3) we have
tan 18° tan 54°
= tan 6° tan 54° tan 66° tan 18° . tan 42°. tan 78°
or, 1 = tan 6° tan 42° tan 66° tan 78°.

Question 17.
Prove the following:
(i) cos 7 \(\frac{1}{2}\)° = √6 + √3 + √2 + 2
Solution:

(ii) cot 22 \(\frac{1}{2}\)° = √2 + 1
Solution:

(iii) cot 37 \(\frac{1}{2}\)° = √6 – √3 – √2 + 2
Solution:

(iv) tan 37 \(\frac{1}{2}\)° = √6 + √3 – √2 + 2
Solution:

(v) cos \(\frac{\pi}{16}\) = 1/2 \(\sqrt{2+\sqrt{2+\sqrt{2}}}\)
∴ 2 cos \(\frac{\pi}{16}\)

Question 18.
(i) If sin A = K sin B, prove that tan 1/2(A – B) = \(\frac{K-1}{K+1}\) tan 1/2(A – B)
Solution:

(ii) Ifa cos (x + α) = b cos (x – α) show that (a + b) tan x = (a – b) cot α.
Solution:

or, cot x cot α = \(\frac{a+b}{a-b}\)
or, (a – b) cot α = \(\frac{a+b}{\cot x}\) = (a + b) tan x
or, (a + b) tan x =(a-b) cot α

(iii) An angle 0 is divided into two parts α, β such that tan α: tan β = x : y.
Prove that sin (α – β) = \(\frac{x-y}{x+y}\) sin θ.
Solution:

(iv) If sin θ + sin Φ = a, cos θ + cos Φ = b, show that
\(\frac{\sin \frac{\theta+\phi}{2}}{a}=\frac{\cos \frac{\theta+\phi}{2}}{b}=2 \frac{\cos \frac{\theta-\phi}{2}}{a^2-b^2}\)
Solution:
sin θ + sin Φ = a
cos θ + cos Φ = b
We have
a2 + b2 = (sin θ + sin Φ)² + (sin θ + sin Φ)²
= sin² θ + sin² Φ + 2 sin θ. sin Φ + cos² θ +cos² Φ + 2 cos θ. cos Φ
= 2 + 2 (cos θ cos Φ + sin θ sin Φ)
= 2 + 2 cos (θ – Φ)
= 2 [1+ cos (θ – Φ)]

(v) If a cos α + b sin α = c = a cos β + b sin α then prove that
\(\frac{a}{\cos \frac{1}{2}(\alpha+\beta)}=\frac{b}{\sin \frac{1}{2}(\alpha+\beta)}\) \(=\frac{c}{\cos \frac{1}{2}(\alpha-\beta)}\)
Solution:

(vi) Prove that \(\left(\frac{\cos A+\cos B}{\sin A-\sin B}\right)^n+\left(\frac{\sin A+\sin B}{\cos A-\cos B}\right)^n\) = 2 cosⁿ \(\frac{A-B}{2}\) or zero according as n is even or odd.
Solution:

Question 19.
(i) If (1 – e) tan² \(\frac{\boldsymbol{\beta}}{2}\) = (1 + e) tan² \(\frac{\boldsymbol{\alpha}}{2}\), prove that cos β = \(\frac{\cos \alpha-e}{1-e \cos \alpha}\)
Solution:

(ii) If cos θ = \(\frac{\cos \mathbf{A}-\cos \mathbf{B}}{1-\cos \mathbf{A} \cdot \cos \mathbf{B}}\) prove that one of the values of
tan \(\frac{θ}{2}\) is tan \(\frac{A}{2}\) . tan \(\frac{B}{2}\).
Solution:

(iii) If tan θ = \(\frac{\sin x \cdot \sin y}{\cos x+\cos y}\) then prove that one of the values of tan \(\frac{1}{2}\) θ tan \(\frac{1}{2}\) x and tan \(\frac{1}{2}\) y.
Solution:

(iv) If sec (Φ + a) + sec (Φ – α) = 2 sec Φ. show that cos Φ = ± √2 cos \(\frac{α}{2}\)
Solution:

(v) If tan A + tan B = a and cot A + cot B = b. then show that cot (A + B) = \(\frac{1}{a}\) – \(\frac{1}{b}\).
Solution:

(vi) If cot θ = cos (x + y) and cot Φ = cos (x – y) show that tan (θ = Φ) = \(\frac{2 \sin x \cdot \sin y}{\cos ^2 x+\cos ^2 y}\)
Solution:

(vii) If tan β = \(\frac{n^2 \sin \alpha \cdot \cos \alpha}{1-n^2 \sin ^2 \alpha}\), then show that \(\frac{\tan (\alpha-\beta)}{\tan \alpha}\) = 1 – n²
Solution:

(viii)If 2 tan α = 3 tan β, then prove that tan(α – β) = \(\frac{\sin 2 \beta}{5-\cos 2 \beta}\)
Solution:

(ix) If α, β are acute angles and cos 2α = \(\frac{3 \cos 2 \beta-1}{3-\cos 2 \beta}\) then prove that tan α = √2 tan β.
Solution:

Question 20.
If A + B + C = π, then prove the following.
(i) cos 2A + cos 2B + cos 2C + 1 + 4 cos A. cos B. cos C = 0
Solution:
A + B + C = π  or, A + B = π – C
or, cos (A + B) = cos (π – C) = – cos C
∴ cos 2A + cos 2B + cos 2C
= 2 cos \(\frac{2 \mathrm{~A}+2 \mathrm{~B}}{2}\) cos \(\frac{2 \mathrm{~A}-2 \mathrm{~B}}{2}\)
= 2 cos (A + B) cos (A- B) + 2 cos² C – 1
= – 2 cos C cos (A – B) + 2 cos² C –  1
= – 1 – 2 cos C cos (A – B) – cos C
= – 1 – 2 cos C [cos (A- B) + cos (A + B)]
= – 1 – 2 cos C × 2 cos A cos B
= – 1 – 4 cos A cos B cos C
∴ L. H. S. = cos 2A + cos 2B + cos 2C + 1 + 4 cos A cos B cos C
= – 1 – 4 cos A cos B cos C + 1 + 4 cos A cos B cos C = 0 = R. H. S.

(ii) sin 2A + sin 2B – sin 2C = 4 cos A. cos B. sin C
Solution:
L. H. S. = sin 2A + sin 2B – sin 2C
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) – sin 2C
= 2 sin(A + B) cos (A – B) -2 sinC cos C
= 2 sin C cos (A- B) – 2 sin C cos C [ ∵ A + B= π – C]
or, sin (A + B) = sin (n- C) = sin C]
= 2 sin C [cos (A – B)- cos C]
= 2 sin C [cos (A – B) – cos (A + B)]
= 2 sin C. 2 cos A. cos B
= 4 cos A cos B sin C = R. H. S.

(iii) cos A + cos B + cos C = 1 + 4 sin \(\frac{1}{2}\) A. sin \(\frac{1}{2}\) B. sin \(\frac{1}{2}\) C.
Solution:

(iv) sin A + cos B- sin C = 4 sin \(\frac{1}{2}\) A. sin \(\frac{1}{2}\) B. cos \(\frac{1}{2}\) C.
Solution:

(v) cos² A + cos² B + 2cos A. cos B. cos C = sin² C
Solution:

(vi) sin² \(\frac{A}{2}\) + sin² \(\frac{B}{2}\) + sin² \(\frac{C}{2}\) = 1 – 2 sin \(\frac{A}{2}\). sin \(\frac{B}{2}\). sin \(\frac{C}{2}\)
Solution:

(vii) sin \(\frac{A}{2}\) + sin \(\frac{B}{2}\) + sin \(\frac{c}{2}\) = 4 sin \(\frac{\pi-A}{4}\) sin \(\frac{\pi-B}{4}\). sin \(\frac{\pi-C}{4}\) + 1
Solution:

(viii) cos² \(\frac{A}{2}\) + cos² \(\frac{B}{2}\) – cos² \(\frac{C}{2}\) = 2 cos \(\frac{A}{2}\). cos \(\frac{B}{2}\). sin \(\frac{C}{2}\)
Solution:

(ix) sin (B + 2C) + sin (C + 2A) + sin (A + 2B) = 4 sin \(\frac{B-C}{2}\). sin \(\frac{C-A}{2}\). sin \(\frac{A-B}{2}\)
Solution:

Question 21.
(i) Show that (2 cos θ – 1) (2 cos 2θ – 1) (2 cos² 2θ – 1) ….. (2 cos 2^n-1 θ – 1) \(=\frac{2 \cos 2^n \theta+1}{2 \cos \theta+1}\)
Solution:
We have
(2 cos θ + 1) (2 cos θ – 1)
= 4 cos² θ – 1=4 cos² θ – 2+1
= 1 + 2(2 cos² θ – 1)
= 1+2 cos 2θ = 2 cos 2θ+1
And, (2 cos 2θ + 1) (2 cos 2θ – 1)
= 4 cos² 2θ – 1 = 2 ( 2 cos² 2θ – 1) + 1
= 2 cos 4 θ + 1 = 2 cos 2² θ + 1
Similarly, we can prove,
( 2 cos 2² θ + 1) ( 2 cos 2² θ- 1)
= 2 cos 2³ θ + 1
Proceeding in this way, we can prove,
(2 cos 2θ + 1) (2 cos 2θ – 1)
(2 cos 2θ- 1) (2 cos 2² θ – 1) ……  (2 cos 2^n-1 θ-1)
= 2 cos 2ⁿ θ + 1
or, (2 cos θ-1) (2 cos 2θ-1) (2 cos 2² θ- 1) (2 cos 2^n-1 θ-1)
\(=\frac{2 \cos 2^n \theta+1}{2 \cos \theta+1}\)

(ii) Show that 2ⁿ cos θ. cos 2θ. cos2² θ ……… 2^n-1 θ = 1 If θ = \(\frac{\pi}{2^n+1}\)
Solution:
we have, θ = \(\frac{\pi}{2^n+1}\)
or, 2ⁿ θ + θ = π
or, 2ⁿ θ  = π – θ
or, 2ⁿ θ = sin (π – θ) = sin θ
or, \(\frac{\sin 2^n \theta}{\sin \theta}\) = 1   …….(1)
Again, sin 2ⁿ θ = 2 sin 2^n-1 θ cos 2^n-1 θ
= 2 × 2 sin 2^n-2 θ cos 2^n-2 θ cos 2^n-1 θ
= 2² × 2 sin 2^n-3 θ cos 2^n-3 θ  cos 2^n-2 θ cos 2^n-v θ
= 2³ sin 2^n-3 θ cos 2^n-3 θ cos 2^n-2 θ cos 2^n-1 θ

………………………..

………………………..

………………………..

= 2ⁿ sin θ cos θ cos 2θ cos 2² θ …….. cos 2^n-2 θ cos 2^n-1 θ

or,  2ⁿ cos θ cos 2θ cos 2² θ …… cos 2^n-1 θ = 1

(iii) Prove that \(\frac{\tan 2^n \theta}{\tan \theta}\) = = (1 + sec 2θ) (1 + sec2² θ) …. (1 + sec2ⁿ θ)
Solution:

Question 22.
If x + y + z = xyz, prove that
(i) \(\frac{x}{1-x^2}+\frac{y}{1-y^2}+\frac{z}{1-z^2}\) = =\(\frac{4 x y z}{\left(1-x^2\right)\left(1-y^2\right)\left(1-z^2\right)}\)
Solution:
x + y + z = xyz   (Given)
Let x = tan α, y = tan β, z = tan γ
∴ tan α + tan β + tan γ = tan α .tan β .tan γ or; tan α + tan β
= – tan γ + tan α tan β tan γ
= – tan γ(1 – tan α tan β)
or, \(\frac{\tan \alpha+\tan \beta}{1-\tan \alpha \tan \beta}\) = – tan γ
or, tan (α + β) = tan (π- γ)
or, α + β = π-γ
or, 2α + 2β = 2π- 2γ
or, tan (2α + 2β = tan (2π- 2γ)
or, tan (2α + 2β) = tan (2π- 2γ)

(ii) \(\frac{3 x-x^3}{1-3 x^2}+\frac{3 y-y^3}{1-3 y^2}+\frac{3 z-z^3}{1-3 z^2}\) = \(\frac{3 x-x^3}{1-3 x^2} \cdot \frac{3 y-y^3}{1-3 y^2} \cdot \frac{3 z-z^3}{1-3 z^2}\)
Solution:

Question 23.
If \(\text { If } \frac{\sin ^4 \alpha}{a}+\frac{\cos ^4 \alpha}{b}=\frac{1}{a+b}\) show that \(\frac{\sin ^8 \alpha}{a^3}+\frac{\cos ^8 \alpha}{b^3}=\frac{1}{(a+b)^3}\)
Solution:

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 7 The Flower-School Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 7 The Flower-School

BSE Odisha 10th Class English The Flower-School Text Book Questions and Answers

H. Let’s Understand The Poem:
Read the poem silently and answer the following questions.
(କବିତାଟିକୁ ନୀରବରେ ପଢ଼ ଓ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
What is the poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ଲିଖ୍ ?)
Answer:
The poem is about the flower children.

Question 2.
What rumbles in the sky?
(ଆକାଶରେ କ’ଣ ଘଡ଼ଘଡ଼ିର ପ୍ରଚଣ୍ଡ ଧ୍ବନି ସୃଷ୍ଟି କରୁଛି ?)
Answer:
The storm-clouds rumble in the sky.

Question 3.
What comes marching over the heath?
(ବ୍ୟାପକ ତୃଣ ଅଞ୍ଚଳ ଉପରେ କ’ଣ ମାଡ଼ି ଆସୁଛି ?)
Answer:
The moist (slightly wet) east wind comes marching over the heath.

Question 4.
Which word tells that the east wind is not dry?
(କେଉଁ ଶବ୍ଦ ଦର୍ଶାଉଛି ଯେ ପୂବେଇ ପବନ ଶୁଖା ନୁହେଁ ?)
Answer:
The word ‘moist’ tells that the east wind is not dry.

Question 5.
How does the moist east wind come?
(ଆର୍ଦ୍ର ପୂବେଇ ପବନ କିଭଳି ଆସେ/ ଆସୁଛି ?)
Answer:
The moist east wind comes marching.

Question 6.
How do the crowds of flowers come out?
(ଫୁଲଗୁଡ଼ିକର ଦଳ କିପରି ବାହାରି ଆସୁଛି ?)
Answer:
The crowds of flowers come out suddenly from nowhere.

Question 7.
Where do the flowers dance and how?
(ଫୁଲସବୁ କେଉଁଠାରେ ନାଚୁଛି ଓ କିପରି ?)
Answer:
The flowers dance upon (ନୃତ୍ୟ କରୁଛି) the grass in wild excitement.

Question 8.
Which season is described in the poem ?
(ବର୍ଷସାରା ଫୁଲଗୁଡ଼ିକ କେଉଁଠାରେ ଥାଆନ୍ତି ?)
Answer:
In the poem, the rainy season is described.

Question 9.
Where are the flowers all year round?
( ବର୍ଷସାରା ଫୁଲଗୁଡ଼ିକ କେଉଁଠାରେ ଥାଆନ୍ତି ?)
Answer:
The flowers are at their school all year round.

Question 10.
Who are the flowers compared to?
(ଫୁଲଗୁଡ଼ିକୁ କାହା ସହିତ ତୁଳନା କରାଯାଇଛି ?)
Answer:
The flowers are compared to little children.

Question 11.
How do they do their lessons? Why?
(ସେମାନେ (ଫୁଲସବୁ) କିପରି ସେମାନଙ୍କର ପାଠପଢ଼ା କରନ୍ତି ? କାହିଁକି ?)
Answer:
The flowers do their lessons shutting their doors (ସେମାନଙ୍କର ଦ୍ଵାର ବନ୍ଦ କରି). Because this is their school hour and the time to come out hasn’t come yet.

Question 12.
Who does ‘their master’ refer to?
(‘ସେମାନଙ୍କର ମାଲିକ’ କାହାକୁ ସୂଚିତ କରୁଛି ?)
Answer:
‘Their master’ refers to their teacher.

Question 13.
Their master is strict or lenient? Which line in the poem tells us so?
( ସେମାନଙ୍କର ଗୁରୁ ବା ଶିକ୍ଷକ କଠୋର ବା ସରଳ ? କବିତାରେ କେଉଁ ଧାଡ଼ି ଏହା ଦର୍ଶାଉଛି ?)
Answer:
Their master is strict. The line in the poem telling us so is, “Their master makes them stand in a corner”.

Question 14.
When are they made to stand in a corner?
(ସେମାନଙ୍କୁ (ଫୁଲଗୁଡ଼ିକୁ) କେତେବେଳେ ଗୋଟିଏ କଣରେ ଠିଆ କରାଇ ଦିଆଯାଏ ?)
Answer:
They are made to stand in a comer when they play before school is over.

Question 15.
When do the flowers have their holidays?
(ଫୁଲସବୁ କେତେବେଳେ ସେମାନଙ୍କ ଛୁଟିଦିନ ପାଆନ୍ତି ?)
Answer:
When the rains come, the flowers have their holidays.

Question 16.
What changes take place in nature when the rain comes?
(ଯେତେବେଳେ ବର୍ଷା ଆସେ ପ୍ରକୃତିରେ କେଉଁସବୁ ପରିବର୍ତ୍ତନ ହୋଇଥାଏ ?)
Answer:
When the rain comes, branches clash together in the forest, the thunderclouds clap their giant hands, and the leaves rustle in the wild wind.

Question 17.
How do the flower children enjoy their holidays?
(ଫୁଲରୂପୀ ପିଲାମାନେ କିପରି ସେମାନଙ୍କର ଛୁଟି ଉପଭୋଗ କରନ୍ତି ?)
Answer:
The flower children enjoy their holidays by coming out in the rain dressed (ବର୍ଷା) in pink, yellow, and white.

Question 18.
Who is the speaker sharing his thoughts with?
(କବି କାହା ସହିତ ନିଜର ଭାବନା ବାଣ୍ଟିଛନ୍ତି ?)
Answer:
The speaker is sharing his thoughts with his mother.

Question 19.
Where is the home of the flower children?
(ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର ଘର କେଉଁଠାରେ ?)
Answer:
The home of the flower children is in the sky.

Question 20.
Why are they eager to go to the sky ?
(ସେମାନେ (ଫୁଲସବୁ) କାହିଁକି ଆକାଶକୁ ଯିବା ପାଇଁ ଉତ୍ସୁକ/ବ୍ୟାକୁଳ ?)
Answer:
They are eager (ଉତ୍ସୁକ/ବ୍ୟାକୁଳ) to go to the sky as their mother in the sky calls them.

Question 21.
What does the speaker guess?
(ବକ୍ତା କ’ଣ ଅନୁମାନ କରିଛନ୍ତି ?)
Answer:
The speaker guesses to whom the flower children are raising their arms.

Question 22.
Why are the flower children raising their arms?
(ଫୁଲରୂପୀ ପିଲାମାନେ କାହିଁକି ସେମାନଙ୍କର ହାତ ଉଠାଉଛନ୍ତି ?)
Answer:
The flower children are raising (ଟେକୁଛନ୍ତି) their arms (ହାତ) to their mother living in the sky to embrace them (ସେମାନଙ୍କୁ କୋଳେଇ ନେବାପାଇଁ).

Question 23.
Why are they in a hurry?
(ସେମାନେ କାହିଁକି ଏତେ ଚଞ୍ଚଳ/ବ୍ୟଗ୍ର ହୋଇ ପଡ଼ିଛନ୍ତି ?)
Answer:
They are in a hurry as their mother in the sky calls them.

Question 24.
Which line tells that the speaker also longs for his mother?
(କବିତାରେ କେଉଁ ଧାଡ଼ି ଦର୍ଶାଉଛି ଯେ ବକ୍ତା ମଧ୍ୟ ତାଙ୍କ ମାଆଙ୍କ ପାଖକୁ ଯିବାକୁ ବ୍ୟାକୁଳ ହୋଇପଡ଼ିଛନ୍ତି ?)
Answer:
The line that tells that the speaker also longs for (wishes) his mother is “they have their mother as I have my own”.

I. Let’s Appreciate The Poem:
(A)
Question 1.
Why do you think the flowers dance upon the grass in wild glee?
(ତୁମେ କାହିଁକି ଭାବୁଛ ଫୁଲଗୁଡ଼ିକ ଘାସ ଉପରେ ପ୍ରବଳ ଉତ୍ତେଜନାରେ ନାଚୁଛନ୍ତି ?)
Answer:
I think the flowers dance upon the gears that come down with them. During storms, branches clash together in the forest and the leaves rustle in the wild wind. The moist east wind comes marching over the uncultivated land also.

Question 2.
Do you think the speaker feels that holidays are funnier than school days?
(ତୁମେ ଭାବୁଛ କି ସ୍କୁଲ ଦିନ ଅପେକ୍ଷା ଛୁଟିଦିନସବୁ ଅଧ୍ବକ କୌତୂହଳପ୍ରଦ ବୋଲି ବକ୍ତା ଅନୁଭବ କରୁଛନ୍ତି ?)
Answer:
Yes, I think so.

Question 3.
Why does the speaker think that the flowers go to school underground?
(ବକ୍ତା କାହିଁକି ଭାବୁଛନ୍ତି ଯେ ଫୁଲଗୁଡ଼ିକ ଭୂପୃଷ୍ଠ ତଳେ ଥ‌ିବା ବିଦ୍ୟାଳୟକୁ ଯାଆନ୍ତି ?)
Answer:
The speaker thinks that the flowers go to school underground as he notices them only when the monsoon rain comes and he does not notice the flowers anywhere in other seasons. So he thinks they must have been in school underground all year round.

Question 4.
How does the speaker describe the storm?
(ବକ୍ତା କିଭଳି ଝଡ଼କୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
According to the speaker the storm-clouds rumble (make a long deep sound) as if they clap their giant hands and showers come down with them. During storms, branches clash together in the forest and the leaves rustle in the wild wind. The moist east wind comes marching over the uncultivated land also.

Question 5.
Do you think that the speaker’s description of the flowers and their school has any reality in real life?
ତୁମେ କ’ଣ ଭାବୁଛ ବକ୍ତାଙ୍କର ଫୁଲ ଓ ସେମାନଙ୍କର ବିଦ୍ୟାଳୟ ସମ୍ପର୍କିତ ବର୍ଣ୍ଣନାର ଜୀବନର ବାସ୍ତବତା ସହ କିଛି ସମ୍ପର୍କ ଅଛି ?)
Answer:
Yes, I think that the speaker’s description of the flowers and their school has a reality in real life.

Question 6.
Which elements of nature celebrate holidays with the flower children and how?
(ପ୍ରକୃତିର କେଉଁସବୁ ଉପାଦାନ ଫୁଲରୂପୀ ପିଲାମାନଙ୍କ ସହିତ ଛୁଟି ପାଳନ କରୁଛନ୍ତି ଓ କିପରି ?)
Answer:
Elements of nature like (ପରି) branches of trees in the forest, their leaves, and thunderclouds celebrate holidays with the flower children. With the blowing of wild wind, branches clash together in the forest and leaves make rustling sounds, and the thunderclouds rumble as if they clap with their big hands. In this way, they celebrate their holiday.

Question 7.
Identify the lines and phrases in the poem which indicate that the flower children have a strict system of schooling.
(କବିତାରେ ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର କଠୋର ବିଦ୍ୟାଳୟ ବ୍ୟବସ୍ଥା ଥ‌ିବା କଥା ସୂଚିତ କରୁଥିବା ଧାଡ଼ି ଓ ବାକ୍ୟାଶଗୁଡ଼ିକୁ ଚିହ୍ନିତ କର ।)
Answer:
The lines and phrases in the poem which indicate that the flower children have a strict system of schooling are: “They do their lessons with doors shut, and if they want to come out to play before it is time, their master makes them stand in a comer. ”

(B)
Question 1.
The poet presents a lively description of nature during the monsoon
showers in June. The objects of nature seem to behave like human beings. Such a device in poetry is known as personification. (କବି ଜୁନ୍ ମାସର ମୌସୁମୀ ବର୍ଷା ସମୟର ପ୍ରକୃତିର ଏକ ଜୀବନ୍ତ ବିବରଣୀ ଉପସ୍ଥାପିତ କରିଛନ୍ତି । ପ୍ରକୃତିର ପଦାର୍ଥଗୁଡ଼ିକ ମନୁଷ୍ୟ ଭଳି ବ୍ୟବହାର କରୁଥ‌ିବାର ଜଣାଯାଉଛି । କବିତାରେ ଏଭଳି ଅଳଙ୍କାର କୁ personification ବା ‘ବ୍ୟକ୍ତିତ୍ବ ଆରୋପଣ’ କୁହାଯାଏ ।)
Personification is a device in which a thing or an idea or an animal is given human qualities and described as a living thing. (Personification ବା ବ୍ୟକ୍ତିତ୍ବ ଆରୋପଣ ହେଉଛି ଏକ ଅଳଙ୍କାର ଯେଉଁଥରେ ଏକ ପଦାର୍ଥ ବା ଏକ ଧାରଣା କିମ୍ବା ଏକ ପ୍ରାଣୀ ମାନବୀୟ ଗୁଣାବଳୀ ପ୍ରଦତ୍ତ ହୋଇଥାଏ ଏବଂ ଏକ ଜୀବନ୍ତ ପଦାର୍ଥ ଭଳି ବର୍ଣ୍ଣନା କରାଯାଇଥାଏ ।)
Pick out as many such examples as you can from the poem. One is done for you.
(ତୁମେ କବିତା ଯେତେ ପାରୁଛ ସେହିଭଳି ଉଦାହରଣ ବାହାର କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)
Answer:

• Storm clouds rumble in the sky.
• June showers come down.
• The moist east wind comes marching.
• Crowds of flowers come out and dance upon the grass in wild glee.
• Branches clash together in the forest.
• The leaves rustle in the wild wind.
• The thunderclouds clap their giant hands.
• The flower children rush out in dresses of pink and yellow and white.

Question 2.
Poets use words and pictures to bring out comparisons between persons, ideas or objects with similar quality or appearance. (ସମାନ ଗୁଣ ବା ଚେହେରା ଥ‌ିବା ବ୍ୟକ୍ତି, ଧାରଣା ବା ପଦାର୍ଥଗୁଡ଼ିକ ମଧ୍ୟରେ ତୁଳନା କରିବା ପାଇଁ କବିମାନେ ଶବ୍ଦ ଛବି ବ୍ୟବହାର କରିଥା’ନ୍ତି ।)
What are the things below compared to in the poem you just read?
(ତୁମେ ଏବେ ପଢ଼ିଥିବା କବିତାରେ ନିମ୍ନଲିଖୁ ଜିନିଷଗୁଡ଼ିକୁ କାହା ସହ ତୁଳନା କରାଯାଇଛି ?)
One is done for you.(ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)

• the bamboo — bagpipes
• the flowers —
• the underground —
• the rains —
• pink, yellow and white —
• the sky —
• the stars —

Answer.
the bamboo — bagpipes
the flowers — children
the underground — the flower-school
the rains — living animals
pink, yellow and white — colorful dresses
the sky — a living place like the earth
the stars — flower’s mothers

Question 3.
The theme of a poem is the main idea of the poem. The theme may not always be stated, but can be hinted at indirectly. Which of the following ideas supports the theme of ‘The Flower — School’? Tick your choice.
(କବିତାର ବିଷୟବସ୍ତୁ ହେଉଛି କବିତାର ମୁଖ୍ୟ ଧାରଣାସମୂହ । ବିଷୟବସ୍ତୁ ସର୍ବଦା ଉଲ୍ଲେଖ ହୋଇନଥାଏ, ମାତ୍ର ପରୋକ୍ଷରେ ସୂଚିତ କରାଯାଇଥାଏ । ‘The Flower – School’ ବା ‘ଫୁଲ-ବିଦ୍ୟାଳୟ’ର ବିଷୟବସ୍ତୁକୁ ନିମ୍ନଲିଖ୍ କେଉଁ ଧାରଣା ସମୂହ ସମର୍ଥନ କରୁଛି ।)

• love for wildlife
• appreciation of nature
• praise of God
• featuring imagination of a flower school
• dislike for the strict school system
• lauding the schoolmaster
• longing for the mother

Answer:

• appreciation of nature
• praise of God
• lauding the schoolmaster

Question 4.
The poet’s longing for his deceased mother creates _______ in the reader’s mind.
(କବିଙ୍କଦ୍ୱାରା ନିଜର ମୃତ ମାଆଙ୍କୁ ସ୍ମରଣ ପାଠକଙ୍କ ମନରେ ______________ସୃଷ୍ଟି କରିଛି ।)
(a) pity (b) panic
(c) pathos (d) pride
Answer:
(c) pathos (ପାଥୋସ୍)

J. Let’s Do The Activities:

Role-play
The students play the roles of ‘Small Boy’ and ‘Flower Child’ in pair and practise the dialogue naturally. They are to be invited to the front of the class to play the role. They change their role after the first round. (ଛାତ୍ରଛାତ୍ରୀମାନେ ଦୁଇଜଣିଆ ଦଳ ହୋଇ ‘ଛୋଟ ବାଳକ’ ଏବଂ ‘ଫୁଲରୂପୀ ପିଲା’ ଭୂମିକାରେ ଅଭିନୟ କରିବେ ଏବଂ ସଂଳାପଗୁଡ଼ିକ ସ୍ଵାଭାବିକ ଭାବେ ଅଭ୍ୟାସ କରିବେ । ସେମାନଙ୍କୁ ଅଭିନୟ କରିବା ପାଇଁ ବିଦ୍ୟାଳୟର ଆଗ ବେଞ୍ଚକୁ ଡକାଯିବ । ପ୍ରଥମ ରାଉଣ୍ଡ ପରେ ସେମାନେ ସେମାନଙ୍କ ଭୂମିକା ପରିବର୍ତ୍ତନ କରିବେ ।)

Small Boy        : Flower Child. Flower Child, where are you going?
Flower Child    : I’m going to school.
Small Boy        : School! You’re going to school! Which school do you go to?
Flower Child    :I go to school underground.
Small Boy        : Really? Who teaches you there?
Flower Child    : Our master.
Small Boy        : Nice. Does anybody disturb you there?
Flower Child    : No, not at all. We do our lessons with doors shut.
Small Boy        : How is your master?
Flower Child    : He’s very strict. He makes us stand in a corner when we play before school is over.
Small Boy        : Thank God. Do you always study? Don’t you have any holidays to enjoy?
Flower Child    : Of course. We have. We have holidays when the rains come.
Small Boy        : What do you do then?
Flower Child    : We wearcoIourfu1 dresses and come out to enjoy the beautiful nature.
Small Boy        : Where is your home?
Flower Child    : It is in the sky. My mother lives there. I am eager to go there.
Small Boy        : Oh really? My mother also lives there.

Question 2.
Listen and Correct:
The teacher reads aloud the following sentences with some intentional factual errors. The students listen and correct them saying: “Excuse me, Sir/Ma’m. I think it is ___________ not, but it is _____________.”
(ନିମ୍ନଲିଖ୍ ଉଦ୍ଦେଶ୍ୟମୂଳକ ଭାବେ ତଥ୍ୟଗତ ତୁଟି ସମ୍ବଳିତ ବାକ୍ୟଗୁଡ଼ିକୁ ଶିକ୍ଷକ ଉଚ୍ଚ ସ୍ୱରରେ ପଢ଼ିବେ । ପିଲାମାନେ ତାହାକୁ ଶୁଣିବେ ଏବଂ ସଂଶୋଧନ କରି କହିବେ ।)
Sentences (with errors):
(i) When the storm clouds rumble on the earth, June showers come down.
(ii) The moist west wind comes marching over the heath.
(iii) The wind blows the bagpipes among the pine trees.
(iv) The crowds of flowers dance upon the bamboos in a very excited way.
(v) The flowers go to school on the top of a hill.
(vi) The flower children do their lessons with their classroom doors open.
(vii) Their teacher makes them stand under a tree.
(viii) They have their holidays at the advent of summer.
(ix) Their home is in the sea.
(x) The flowers are eager to go to their school.
Answer:
(i) Excuse me, Sir/Ma’m. I think it is not ‘the storm clouds rumble on the earth’, but it is ‘the storm clouds rumble in the sky’.
(ii) Excuse me, Sir/Ma’m. I think it is not ‘the moist west wind comes marching’, but it is ‘the moist east wind comes marching’.
(iii) Excuse me, Sir/Ma’m. I think it is not ‘the pine trees’, but it is ‘the bamboos’.
(iv) Excuse me, Sir/Ma’m. I think it is not ‘the bamboos’, but it is ‘the grass’.
(v) Excuse me, Sir/Ma’m. I think it is not ‘on the top of a hill’, but it is ‘underground’.
(vi) Excuse me, Sir/Ma’m. I think it is not ‘classroom doors open’, but it is ‘classroom doors shut’.
(vii) Excuse me, Sir/Ma’m. I think it is not ‘stand under a tree’, but it is ‘stand in a comer’.
(viii) Excuse me, Sir/Ma’m. I think it is not ‘at the advent of summer’, but it is ‘at the advent of rain’.
(ix) Excuse me, Sir/Ma’m. I think it is not ‘in the sea’, but it is ‘in the sky’.
(x) Excuse me, Sir/Ma’m. I think it is not ‘go to their school’, but it is ‘go to their home’.

Question 3.
Writing
1. Given below is the summary of the poem “The Flower-School”. Fill in the blanks with suitable words to complete the summary. You may take the help of the “HELP BOX” given below. (ନିମ୍ନରେ “The Flower-School” ବା ‘ଫୁଲ-ବିଦ୍ୟାଳୟ’ର ସାରାଂଶ ଦିଆଯାଇଛି । ଶୂନ୍ୟସ୍ଥାନରେ ଉପଯୁକ୍ତ ଶବ୍ଦ ପୂରଣ କରି ସାରାଂଶକୁ ସମ୍ପୂର୍ଣ୍ଣ କର । ତୁମେ ନିମ୍ନରେ ପ୍ରଦତ୍ତ ‘HELP BOX’ ବା ‘ସହାୟକ ବାକ୍ସ’ର ସାହାଯ୍ୟ ନେଇପାର ।)

After the first shower of June, “hen the (a) _________ wind approaches blowing its (b) _________ to herald the advance of (c) ___________, the (d) _________ bloom and (e) ________ upon the grass in (f) ________ happiness. The poet thinks that before the arrival of spring, the flowers go to a school (g) ____________ and learn their lesson. They have their holidays only when it rains and they come out rushing in colorful dresses. The sky is their home towards which they raise their (h) _________ because their (i) _________ lives there and they are always in a (j) _______ to go home.

HELP BOX

mother     arms              hurry                 great        underground east          bagpipes       flowers            rain           dance

Answer:
After the first shower of June, when the (a) east wind approaches blowing its (b) bagpipes to herald (ଘୋଷଣା କରିବା ପାଇଁ) the advance of (c) rain, the (d) flowers bloom and (e) dance upon the grass in (f) great happiness. The poet thinks that before the arrival of spring, the flowers go to a school (g) underground and learn their lesson. They have their holidays only when it rains and they come out rushing in colorful dresses. The sky is their home towards which they raise their (h) arms because their (i) mother lives there and they are always in a (j) hurry (ତରବର) to go home.

Question 2.
Imagine that you are a child of the Flower-School. Write a letter to your mother describing your experience and feelings in your school. You may begin your letter as follows : (ମନେକର ତୁମେ Flower-Schoolର ଜଣେ ଶିଶୁ । ବିଦ୍ୟାଳୟରେ ତୁମର ଅଭିଜ୍ଞତା ଓ ଅନୁଭୂତିକୁ ବର୍ଣନା କରି ମା’ଙ୍କ ପାଖକୁ ଗୋଟିଏ ଚିଠି ଲେଖ । ତୁମେ ତୁମର ଚିଠି ନିମ୍ନ ପ୍ରକାରେ ଆରମ୍ଭ କରିପାର )

Flower School Date_______ Dear Mother, How are you? You’ll be glad to know that I go to school every day. Do you know how and where our school is? The school is situated under-ground. _____________________________________________ _____________________________________________We make a lot of fun. But our class teacher is _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ I am looking forward to the holidays. I miss you a lot, Mom.                                                                                                                                                              Yours lovingly, (Name)

Answer:

Flower School
Date: 3rd June 2020

Dear Mother,

How are you? You’ll be glad to know that I go to school every day. Do you know how and where our school is? The school is situated underground (ଭୂତଳ). We do our lessons here. We make a lot of fun. But our class teacher is very strict ( ଅତି କଠୋର ). When we play before school is over, he makes us stand in a corner. When rains come. we enjoy our holidays a lot. We came out dressed in pink and yellow and white and joyfully dance up the grass. But, mother I long for you and am eager to go home.
lam looking forward to the holidays.
I miss you a lot, Mom.

Yours lovingly,
Pinky.

BSE Odisha 10th Class English The Flower-School Important Questions and Answers

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

Question 1.
Where do the storm-clouds rumble?
Answer:
in the sky

Question 2.
What showers come down with the storm clouds?
Answer:
June showers

Question 3.
Who blows bagpipes?
Answer:
the moist east wind

Question 4.
Where does it blow its bagpipes?
Answer:
among the bamboos

Question 5.
Where do the crowds of flowers dance?
Answer:
upon the grass

Question 6.
Whom does the wet east wind march over?
Answer:
the heath

Question 7.
Where is the school the flower go to?
Answer:
underground

Question 8.
How do flowers do their lessons?
Answer:
shutting their doors

Question 9.
Who makes the flowers stand in a corner?
Answer:
their master

Question 10.
When do the flowers have their holidays?
Answer:
with the coming of rains

Question 11.
What do branches do in the forest?
Answer:
clash (hit) together

Question 12.
What rustles in the wild wind?
Answer:
the leaves of the trees

Question 13.
Who claps their giant hands?
Answer:
the thunder-clouds

Question 14.
Where is the home of flower children?
Answer:
in the sky

Question 15.
How do flower children raise their hands?
Answer:
eagerly (ବ୍ୟାକୁଳ ଭାବରେ)

Fill In The Blanks With Right Words.

1. “The Flower School” is written by ____________.
Answer:
Rabindranath Tagore

2. ____________ bring rain in June.
Answer:
Storm-clouds

3. The moist east wind marches over ____________.
Answer:
the heath

4. ____________ blows its bagpipes.
Answer:
The moist east wind

5. The moist east wind blows its bagpipes among ____________.
Answer:
the bamboos

6. The moist east wind blows its bagpipes by ____________.
Answer:
blowing hard like the sound flowing from bagpipes

7. When the rains come, ____________ come out suddenly.
Answer:
crowds of flowers

8. In the phrase “crowds of flowers”, the word ‘crowds’ means ____________.
Answer:
a large number of

9. “Crowds of flowers come out.” Here ‘come out’ means ____________.
Answer:
bloom or appear

10. Crowds of flowers come out of ____________.
Answer:
from unknown places

11. Crowds of flowers dance upon ____________.
Answer:
the grass

12. Crowds of flowers dance upon the grass in ____________.
Answer:
wild glee

13. The flowers go to school ____________.
Answer:
underground

14. The flowers of their lessons ____________.
Answer:
with doors shut

15. The actual master of the flowers is ____________.
Answer:
God

Multiple Choice Questions(Mcqs) With Answers
Pick out the correct alternative.

Question 1.
‘’The wind comes marching”, What is the figure of speech used?
(A) Simile
(B) Metaphor
(C) Personification
(D) Alliteration
Answer:
(C) Personification

Question 2.
What do the flowers do in their holidays?
(A) They blossom
(B) They wither away
(C) They remain under the cover of the earth
(D) They become fragrant
Answer:
(A) They blossom

Question 3.
Who is the poet of the poem ‘The flower school’?
(A) Rudyard Kipling
(B) Humayun Kabir
(C) R.L. Stevenson
(D) Rabindranath Tagore
Answer:
(D) Rabindranath Tagore

Question 4.
Fill-in-the-Blank
The meaning of the word Rumble is ____________.
(A) a musical sound
(B) a loud resonating sound
(C) very high sound
(D) great excitement
Answer:
(B) a loud resonating sound

Question 5.
What is one word for ‘A large open area’
(A) Hall
(B) Heath
(C) Expanse
(D) Area
Answer:
(B) Heath

Question 6.
Which one below is an example of Alliteration in the poem The flower school?
(A) Bagpipes-Bamboos
(B) Storm-Sky
(C) Grass-Glee
(D) Thunder-Clouds
Answer:
(A) Bagpipes-Bamboos

Question 7.
What is the meaning of Glee?
(A) Surprised
(B) Excitement
(C) Restless
(D) Happiness
Answer:
(B) Excitement

Question 8.
‘They do their lessons with doors shut’ Who does ‘They’ refer to?
(A) Trees
(B) Clouds
(C) Leaves
(D) Flowers
Answer:
(D) Flowers

Question 9.
What is something the Crowd of Flowers does not do?
(A) clap their giant hands
(B) come out of a sudden
(C) do their lessons with doors shut
(D) dance upon the grass in wild glee
Answer:
(A) clap their giant hands

Question 10.
Who is the narrator of the poem “The flower school”
(A) Mother
(B) Father
(C) Brother
(D) Child
Answer:
(D) Child

Question 11.
From where do the children come out from
(A) Home
(B) Mud
(C) School underground
(D) ‘Vessel
(C) School underground

Question 12.
Which season is referred in the poem?
(A) Summer
(B) Winter
(C) Autumn
(D) Monsoon
Answer:
(D) Monsoon

Question 13.
What happens when the Monsoon arrives?
(A) The flower children die
(B) The flower children start eating food
(C) The flower children get their holidays
(D) The flower children take a bath
Answer:
(C) The flower children get their holidays

Question 14.
According to you who is the master of the Flower children?
(A) mother
(B) poet
(C) nature
(D) birds
Answer:
(C) nature

Question 15.
Synonym of the world ‘close’
(A) open
(B) together
(C) snow
(D) shut
Answer:
(B) together

Question 16.
What represents the mother in the poem?
(A) Mother nature
(B) Rabindranath Tagore
(C) School
(D) sky
Answer:
(D) sky

Question 17.
Which elements celebrate holidays with the flower children
(A) branches, leaves, and thunderclouds
(B) Thunder clouds, rigs, mud
(C) branches, twigs, leaves
(D) thunder clouds, twigs, mud
Answer:
(A) branches, leaves, and thunderclouds

The Flower-School Summary in English

Lead-In:
In this poem the speaker is excitedly (ପ୍ରବଳ ଆଗ୍ରହର ସହିତ) watching the monsoon rain (ମୌସୁମୀ ବର୍ଷା) and noticing (ଲକ୍ଷ୍ୟ କରୁଛନ୍ତି) small flowers that have bloomed (g© ©09) all over the place. He wonders (ଆଶ୍ଚର୍ଯ୍ୟ ପ୍ରକଟ କରିଛନ୍ତି) where they had been all the year round. He imagines (ଚିନ୍ତା|ଅନୁଭବ କରିଛନ୍ତି) they must have been in school just like him. The speaker wonders why the pretty flowers (ସୁନ୍ଦର ଫୁଲସବୁ) are so eager (ଉତ୍ସୁକ) to come out and play. He concludes (ଶେଷରେ ମତପ୍ରକାଶ କରିଛନ୍ତି) that they too need the warmth and love of their mother.

Stanzawise Explanation:
Stanza 1 (Lines 1 to 7)
When storm-clouds rumble in the sky and June showers
come down,
The moist east wind comes marching over the
heath to blow its bagpipes among the bamboo.
Then crowds of flowers come out of a sudden,
from nobody knows where, and dance upon
the grass in wild glee.

Gist: When storm clouds make a series of rumbling sounds in the sky and the heavy rain in June showers down, the soggy (wet) east wind blows over the large flat uncultivated areas with little shrubs as if blowing its bagpipes among the bamboo. All of a sudden plenty of flowers come out invisible and dance upon the grass in great delight or thrill.
ଅନୁବାଦ : ଯେତେବେଳେ ଆକାଶରେ ଝଡ଼ଜନିତ ବାଦଲ ଘଡ଼ଘଡ଼ି ଶବ୍ଦ କରେ ଓ ଜୁନ୍ ମାସର ବର୍ଷା ବର୍ଷ ଉଠେ, ଆର୍ଦ୍ରତାପୂର୍ଣ୍ଣ ପୂବେଇ ପବନ ଗୁଳ୍ମପୂର୍ଣ ବ୍ୟାପକ ପତିତ ଜମି ଉପରେ ବାଉଁଶ ବୃକ୍ଷ ମଧ୍ଯରେ ଭେରୀ ବଜାଇବାପାଇଁ ପ୍ରବାହିତ ହୋଇଆସେ । ହଠାତ୍ କେଉଁ ଅଜଣା ବା ଅଦୃଶ୍ୟ ସ୍ଥାନରୁ ଫୁଲସବୁ ଫୁଟି ବାହାରି ଆସନ୍ତି ଓ ଅତି ଆନନ୍ଦ ଓ ରୋମାଞ୍ଚରେ ସବୁଜ ଘାସ ଉପରେ ନୃତ୍ୟ କରନ୍ତି ।

Stanza 2 (Lines 8 to 13)
Mother, I really think the flowers go to school
underground.
They do their lessons with doors shut, and if
they want to come out to play before it is time,
their master makes them stand in a corner.
When the rains come they have their holidays.

Gist: The poet addresses or calls his mother and tells her that these flowers go to school underground. The flowers shutting (closing) the doors, do their lessons. Like little children at school, their master makes them stand in a corner if the flowers wish to come out to play in the gentle breeze before time. With the onset (beginning) of rain, these flowers enjoy their holidays.
ଅନୁବାଦ : କବି ଏହି ସମୟରେ ତାଙ୍କ ମାଆଙ୍କୁ ଡାକିଛନ୍ତି ଓ ସେ ତାଙ୍କୁ (ନିଜ ମା’ଙ୍କୁ) କହିଛନ୍ତି ଯେ ଏହି ଫୁଲସବୁ ଭୂପୃଷ୍ଠ ନିମ୍ନରେ ଥ‌ିବା ବିଦ୍ୟାଳୟକୁ ଯା’ନ୍ତି । ଫୁଲସବୁ ଦ୍ୱାର ବନ୍ଦ କରି ଭିତରେ ସେମାନଙ୍କ ପାଠ ପଢ଼ନ୍ତି । ଯଦି ସେମାନେ ସମୟ ପୂର୍ବରୁ ବାହାରକୁ ଆସି ମୁକ୍ତ ପବନରେ ଖେଳିବାକୁ ଚାହାନ୍ତି, ସେମାନଙ୍କର ଶିକ୍ଷକ (ମାଲିକ) ସେମାନଙ୍କୁ ଗୋଟିଏ କୋଣରେ ଠିଆ କରାଇ ଦିଅନ୍ତି । ବର୍ଷା ଆସିବାମାତ୍ରେ ଏହି ଫୁଲସବୁ ସେମାନଙ୍କର ଛୁଟି ସମୟକୁ ଖୁବ୍ ଉପଭୋଗ କରନ୍ତି ।

Stanza3. (Lines 14 to 17)
Branches clash together in the forest and the
leaves rustle in the wild wind, the thunder-clouds
clap their giant hands and the flower children
rush Out in dresses of pink and yellow and white.

Gist: Branches of trees strike hard with one another in the forest. The leaves rustle in the hard wind. With this, the thunder-clouds appear to clap their huge hands and the flower children come out quickly as if dressed in pink, yellow, and white colors.
ଅନୁବାଦ : ବୃକ୍ଷଗୁଡ଼ିକର ଡାଳ ବର୍ଷାରେ ଜଙ୍ଗଲରେ ପରସ୍ପର ମଧ୍ୟରେ ଘର୍ଷଣ ହୋଇ ବାଡ଼େଇ ହୁଏ । ପ୍ରଚଣ୍ଡ ପବନରେ ପତ୍ରସବୁ ଖସ୍ଖସ୍ ହୁଏ । ଏଥ୍ ସହିତ ଘଡ଼ଘଡ଼ି ନାଦ କରୁଥ‌ିବା ବାଦଲଖଣ୍ଡଗୁଡ଼ିକ ସେମାନଙ୍କର ବିଶାଳ ହାତରେ ତାଳି ମାରୁଥିବାର ପ୍ରତୀୟମାନ ହୁଏ । ଫୁଲରୂପୀ ପିଲାମାନେ ଗୋଲାପୀ, ହଳଦିଆ ଓ ଧବଳ ରଙ୍ଗର ପୋଷାକ ପରିଧାନ କରି ଶୀଘ୍ର ବାହାରି ଆସନ୍ତି ।

Stanza 4 (Lines 18 to 23)
Do you know, Mother, their home is in the sky,
where the stars are?
Haven’t you seen how eager they are to get there?
Don’t you know why they are in such a hurry?
Of course, I can guess to whom they raise their arms;
they have their mother as I have my own.

Gist: The narrator asks his mother if she knows that the home of these flower children is in the star-studded sky. He asks his mother if she can’t see how eagerly they wish to return to the sky. Certainly, he (the poet or the narrator) can guess that these flower children are raising their arms to their mother living in the sky, their mother as he (the poet) himself does.
ଅନୁବାଦ : କବି ତାଙ୍କ ମା’ଙ୍କୁ ପଚାରିଛନ୍ତି ଯେ ସେ କ’ଣ ଜାଣନ୍ତି ଯେ ଏହି ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର ଘର ହେଉଛି ନକ୍ଷତ୍ର ବା ତାରାଖଚିତ ଆକାଶ । ସେ ପୁନଶ୍ଚ ତାଙ୍କ ମା’ଙ୍କୁ ପ୍ରଶ୍ନ କରିଛନ୍ତି ଯେ ସେ (ତାଙ୍କ ମା’) କ’ଣ ଜାଣିପାରୁ ନାହାନ୍ତି ଏହି ଫୁଲରୂପୀ ପିଲାମାନେ କିଭଳି ଆକାଶକୁ ଫେରିଯିବାକୁ ଏତେ ବ୍ୟଗ୍ର ବା ଉତ୍ସୁକ । ପ୍ରକୃତରେ କବି ଅନୁମାନ କରିପାରୁଛନ୍ତି ଯେ ସେ ଯେପରି ନିଜ ମା’ଙ୍କ ପାଖକୁ ଯିବା ପାଇଁ ନିଜ ହାତ ଦୁଇଟି ବଢ଼ାଇ ଦିଅନ୍ତି, ଠିକ୍ ସେଇଭଳି ଏହି ଫୁଲରୂପୀ ପିଲାମାନେ ଏବେ ଆକାଶରେ ଥ‌ିବା ସେମାନଙ୍କ ମା’ ଆଡ଼କୁ ସେମାନଙ୍କର ହାତ ଉଠାଇ ଦେଇଛନ୍ତି ।

About The Poet:
Rabindranath Tagore (1861-1941) was born in Kolkata on 7th May 1861. He was a great poet, painter, patriot (ଦେଶପ୍ରେମୀ), playwright (ନାଟ୍ୟକାର), novelist (ଔପନ୍ୟାସିକ), storyteller, philosopher and educationist (ଶିକ୍ଷାବିତ୍). The common theme (ସାଧାରଣ ଥିମ୍ |) in his writing is nature. Nature left a deep-seated impression (ଗଭୀର ଆସନ) on him. He was enchanted (ବିମୋହିତ ହୋଇ ପଡ଼ୁଥିଲେ) by nature. It inculcated (ଭର୍ତ୍ତି କରିଥିଲା) a sense of freedom in him. It is also the inner voice (ଅନ୍ତଃସ୍ୱର) of his poetry. He became the first Asian to win the Nobel Prize for Literature in 1913 for his collection of poems, “Gitanjali”. He is also well known for his contribution (ଅବଦାନ) to art and music.

Notes And Glossary:
rumble — make series of loud sounds (ଉଚ୍ଚ ସ୍ବରରେ ଗର୍ଜନ କରେ)
showers — rainfall lasting for a short time (କ୍ଷଣସ୍ଥାୟୀ ବର୍ଷା)
moist — slightly wet (ସାମାନ୍ୟ ଆର୍ଦ୍ର)
heath — large open uncultivated land
with shrub (ଗୁଳ୍ମପୂର୍ଣ୍ଣ ବିଶାଳ ଅଣକର୍ଷିତ ଭୂମି)
bagpipes — a musical tool (ବିଶାଳ ଭେରୀ)
in wild glee — in great excitement (ଅତି ଉତ୍ତେଜନା ବା ପ୍ରବଳ ଆନନ୍ଦରେ)
master — here, the teacher (ଶିକ୍ଷକ ବା ମାଲିକ)
clash — strike or hit against one another (ବାଡ଼େଇ ହୁଏ)
rustle — make sounds of blowing (ଖସ୍‌ଖସ୍ ହୁଏ (ପତ୍ରସବୁ))
giant — very large (ବିଶାଳ)
of course — certainly (ନିଶ୍ଚିତରୂପେ ବା ଅବଶ୍ୟ )
thunder-clouds clap — clapping of thunder clouds (ଘଡ଼ଘଡ଼ିର ଧ୍ଵନି)

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 7 Nine Gold Medals Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 7 Nine Gold Medals

BSE Odisha 9th Class English Nine Gold Medals Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା )
Read the poem silently and answer the following questions.

Question 1.
What is this poem about?
(ଏହି କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
This poem is about an inspiring event of race in which nine differently-abled athletes took part in a “Special Olympic” event.

Question 2.
Who came from all over the country?
( ସମଗ୍ର ଦେଶରୁ କେଉଁମାନେ ଆସିଥିଲେ ? )
Answer:
Nine differently abled athletes came from all over the country.

Question 3.
Why did they come there?
(ସେମାନେ କାହିଁକି ଆସିଥିଲେ ? )
Answer:
The nine athletes came to take part in a Special Olympic event. They came to run for gold, silver, and bronze medals.

Question 4.
Who is usually awarded the three medals – gold, silver, and bronze?
( ସାଧାରଣତଃ କେଉଁମାନେ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ପ୍ରଦାନ କରାଯାଏ ? )
Answer:
Three athletes, who are placed in first, second, and third positions in an athletic event, are usually awarded the gold, silver, and bronze medals respectively.

Question 5.
What was the event for which they had come?
( ଯେଉଁଥିପାଇଁ ସେମାନେ ଆସିଥିଲେ ସେହି ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥିଲା ?)
Answer:
The athletes had come to take part in a hundred-yard race in a “Special Olympic” event.

Question 6.
What had they done before they came down to these games?
(ଏହି ଖେଳରେ ଯୋଗ ଦେବା ପୂର୍ବରୁ ସେମାନେ କ’ଣ କରିଥିଲେ ? )
Answer:
The athletes had undertaken many weeks and months of training before they came down to these games.

Question 7.
What did the spectators do around the old field ?
(ପୁରାତନ ଖେଳପଡ଼ିଆ ଚାରିପାଖରେ ଦର୍ଶକମାନେ କ’ଣ କରୁଥିଲେ ? )
Answer:
The spectators gathered around the old field and cheered the winners.

Question 8.
Why did they gather around the old field ?
(ସେମାନେ କାହିଁକି ପୁରାତନ ପଡ଼ିଆ ଚାରିପାଖରେ ଏକତ୍ର ହେଲେ ?)
Answer:
The spectators gathered around the old field to cheer on all the young athletes and enjoy the game.

Question 9.
Why did their excitement grow high?
(ସେମାନଙ୍କର ଉତ୍ସାହ ବଢ଼ିଗଲା କାହିଁକି ?)
Answer:
The excitement grew high because the final event of the day was approaching.

Question 10.
What were all lined up? For whom?
(କ’ଣସବୁ ପ୍ରସ୍ତୁତ ହୋଇଥିଲା ? କେଉଁମାନଙ୍କ ପାଇଁ ? )
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event? (second line, third stanza)
[ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥୁଲା ? (ତୃତୀୟ ପଦର ଦ୍ବିତୀୟ ଧାଡ଼ି)]
Answer:
The event was that, the athletes were to run the hundred-yard dash.

Question 12.
How many athletes were there ?
( ସେଠାରେ କେତେ ଜଣ ଖେଳାଳି ଥିଲେ ?)
Answer:.
There were nine athletes in the competition.

Question 13.
Which word (in the third line, third stanza) says that the athletes had taken firm decision to win a medal?
(ତୃତୀୟ ପ୍ରଦର, ୩ୟ ଧାଡ଼ିରେ ଥ‌ିବା କେଉଁ ଶବ୍ଦଟି ଖେଳାଳିମାନେ ପଦକ ଜିତିବାର ଦୃଢ଼ସଂକଳ୍ପ ନେଇଛନ୍ତି ବୋଲି କହୁଛି ?)
Answer:
The word “resolved” in the third line, the third stanza says that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
( ସେହି ନଅ ଜଣ ଖେଳାଳି କେଉଁଠି ଥିଲେ ?)
Answer:
Those nine athletes were in back of the starting line.

Question 15.
What were they poised for ?
(କେଉଁଥିପାଇଁ ସେମାନେ ପ୍ରସ୍ତୁତ ଥିଲେ ?)
Answer:
The athletes were poised for the sound of the gun.

Question 16.
Why was the pistol exploded?
(ପିସ୍ତଲ କାହିଁକି ଗର୍ଜି ଉଠିଲା ?)
Answer:
The pistol exploded to give a signal to start running. ‘

Question 17.
What did the runners do?
(ଦୌଡ଼ାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
When the pistol exploded, the runners charged ahead.

Question 18.
Who among the nine runners was unable to run?
(ଦୌଡ଼ାଳିମାନଙ୍କ ମଧ୍ୟରୁ କିଏ ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes was unable to run.

Question 19.
Why was he unable to run?
(ସେ କାହିଁକି ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes lost his balance and stumbled in the middle. He fell down and was unable to run.

Question 20.
Where did he fall?
(ସେ କେଉଁଠାରେ ପଡ଼ିଗଲା ?)
Answer:
The young athlete fell to the asphalt.

Question 21.
Why did he fall?
( ସେ କାହିଁକି ପଡ଼ିଗଲା ?)
Answer:
He fell down as he stumbled and lost his balance.

Question 22.
Who does ‘he’ in the fifth stanza stand for?
(ପଞ୍ଚମ ପଦରେ ‘he’ ଶବ୍ଦଟି କାହାପାଇଁ ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
In the fifth stanza, he refers to the smallest athlete.

Question 23.
Why did the boy cry out in frustration and anguish?
(ପିଲାଟି କାହିକି ହତାଶା ଓ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା ?)
Answer:
The boy cried out in frustration and anguish as he was unable to get up and run. All his dreams and efforts were spoiled in a moment.

Question 24.
What dashed in the dirt? What makes the poet say so?
(କ’ଣ ମାଟିରେ ମିଶିଗଲା ? କବି କାହିଁକି ଏପରି କହିଛନ୍ତି ?)
Answer:
All his dreams for the medals were dashed in the dirt. Because all his dreams and efforts came to an end. So the poet says all the hopes of the boy are dashed in the dirt.

Question 25.
What did the other runners do?
(ଅନ୍ୟ ଖେଳାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
The other runners didn’t push ahead. They stopped running and turned back to help the young athlete.

Question 26.
How do you feel about their stopping here? Should athletes do like this?
(ଏଠାରେ ସେମାନେ ରହିଯିବାରୁ ତୁମେ କିପରି ଅନୁଭବ କରୁଛ ? ଖେଳାଳିମାନେ ଏଭଳି କରିବା ଉଚିତ କି ?)
Answer:
The athletes stopped running and turned back to help the young athlete stand on his feet. It conveys a message that humanity and fellow feeling is better than winning a race. It was a rare incident. Generally, athletes don’t do like this. But they should do this.

Question 27.
Who does ‘him’ stand for in the sixth stanza?
(ଷଷ୍ଠ ପଦରେ ‘him’ ଶବ୍ଦଟି କାହାପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The word ‘him’ in the sixth stanza stands for the young athlete.

Question 28.
What had they done for the boy to complete the race?
(ବାଳକଟି ଦୌଡ଼ ପୂରା କରିବା ପାଇଁ ସେମାନେ ତା’ପାଇଁ କ’ଣ କଲେ ?)
Answer:
The other athletes stopped running and returned back to help the boy. They helped the boy stand on his feet and walked hand in hand to finish the race together.

Question 29.
Why did they go back to him?
(ସେମାନେ କାହିଁକି ତାହା ପାଖକୁ ଫେରିଗଲେ ?)
Answer:
All other athletes went back to help him stand on his feet.

Question 30.
What did they do first?
(ସେମାନେ ପ୍ରଥମେ କ’ଣ କଲେ ?)
Answer:
They returned to help their fellow athlete. They made him stand on his feet first.

Question 31.
What did they do next?
(ତା’ପରେ ସେମାନେ କ’ଣ କଲେ ?)
Answer:
Then all the athletes walked hand-in-hand to complete the race.

Question 32.
What happened to the hundred-yard dash?
(୧୦୦ ଗଜ ଦୌଡ଼ର କ’ଣ ହେଲା ?)
Answer:
The hundred-yard dash was reduced to a walk.

Question 33.
What did they carry with them?
(ସେମାନେ ସେମାନଙ୍କ ସହ କ’ଣ ବୋହି ନେଉଥିଲେ ? )
Answer:
They carried a banner with them.

Question 34.
What did the banner say?
(ବ୍ୟାନାର କ’ଣ କହୁଥିଲା ?)
Answer:
The banner said that it was “Special Olympics”.

Question 35.
What did the race end with?
(ଦୌଡ଼ର ସମାପ୍ତି କିପରି ଘଟିଲା ?)
Answer:
The race ended with a walk hand-in-hand and all nine athletes became the winner of the event.

Question 36.
How did they come to the finish line?
(ସେମାନେ finish lineକୁ କିପରି ଆସିଲେ ?)
Answer:
All the athletes walked hand-in-hand to come to the finish line.

Question 37.
What do you mean by “a standing ovation”?
(“a standing ovation’ର ଅର୍ଥ କ’ଣ ?)
Answer:
Here “a standing ovation” means the popular appreciation for the masterly performance the athletes had done.

Question 38.
How were their faces then? Were they all happy? Why?
(ସେତେବେଳେ ସେମାନଙ୍କର ମୁଖମଣ୍ଡଳ କିପରି ଥିଲା ? ସମସ୍ତେ ଖୁସି ଥିଲେ କି ? କାହିଁକି ?)
Answer:
Their faces were beaming then. They all won gold medals. They all were happy for the sympathy and love they showed to the young athlete.

Question 39.
What do you learn from such type of help of the athletes?
(ଖେଳାଳିମାନଙ୍କର ଏହି ପ୍ରକାର ସାହାଯ୍ୟରୁ ତୁମେ କ’ଣ ଶିକ୍ଷାଲାଭ କଲ ?)
Answer:
We learn that humanity, love, affection, fellow feeling, and cooperation are high above personal achievements.

F. Let’s Appreciate The Poem: (ଆସ କବିତାର ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
What message does the poet convey in “Nine Gold Medals”?
(“Nine Gold Medals” କବିତାରେ କବି କି ବାର୍ତ୍ତା ଦେଇଛନ୍ତି ?)
Answer:
The poet conveys the message that humanity, love, affection, fellow feeling, and cooperation are better than any sort of competition or personal achievements.

Question 2.
What is important – winning a medal or helping a fellow brother in trouble?
(ପଦକ ଜିତିବା କିମ୍ବା ସାଙ୍ଗଭାଇକୁ ସାହାଯ୍ୟ କରିବା ଦୁଇଟିରୁ କେଉଁଟି ପ୍ରଧାନ ?)
Answer:
Helping a fellow brother in trouble is more important than winning a medal.

Question 3.
What is necessary for a person – to understand the emotions of others or to become self-centered?
(ଜଣେ ବ୍ୟକ୍ତି ପାଇଁ କେଉଁଟି ଆବଶ୍ୟକ – ଅନ୍ୟମାନଙ୍କ ମନୋଭାବ ବୁଝିବା କିମ୍ବା ସ୍ଵାର୍ଥକୈନ୍ଦ୍ରିକ ହେବା ?)
Answer:
Understanding the emotions of others is necessary for a person to become self-centered.

Question 4.
Explain – (ବ୍ୟାଖ୍ୟା କର) “He gave out a cry in frustration and anguish His dreams and efforts all dashed in the dirt.”
Answer:
The smallest athlete stumbled and lost his balance and fell to the ground. He cried in frustration and anguish as all his dreams and efforts were spoiled in a moment.

Question 5.
What do you mean by “nine beaming faces said more than these words ever will”?
(‘‘ନଅଟି ଉଜ୍ଜଳ ମୁଖମଣ୍ଡଳ ଶବ୍ଦରେ ଯାହା କହିହେବ ନାହିଁ ତା’ଠାରୁ ଅଧିକ କିଛି କହୁଥୁଲଶ’’ – ଏଥୁରୁ ତୁମେ କ’ଣ ବୁଝୁଛି ?)
Answer:
The nine athletes walked hand-in-hand to the finishing point and all were winners of the race. They were each awarded a gold medal for their empathy for each other. Their special deed justified the name ‘Special Olympic’ event. Their beaming faces told about the importance of humanity, brotherhood, and fellow feeling in this modem world.

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

Question 1.
Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃଦ୍ଧି କରିବା ।)
Answer:

• The teacher divides the class into five groups.
• S/he read aloud the poem two times with proper word stress and intonation.
• S/he read the poem aloud line by line and students repeat after him/her.
• Students read the. first line and the teacher reads aloud the second line and so on till the whole poem is complete.
• Each group reads a stanza and the rest of the groups repeat after them and so on.
• Finally, each group reads a stanza and other groups listen to them.
• The teacher invites some students to recite the poem individually.

Question 2.
Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ସେଗୁଡ଼ିକର ବିଷୟବସ୍ତୁ ସହ ମେଳ କରିବା ।)
Match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. Write the stanza numbers in the last column. One is done for you. (‘A’ ସ୍ତମ୍ଭ ସହିତ ‘B’ ସ୍ତମ୍ଭକୁ ମିଳାଅ ! ସ୍ତମ୍ଭ ‘A’ରେ ପଂକ୍ତି କ୍ରମ ସଂଖ୍ୟା ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ବିଷୟବସ୍ତୁ ରହିଛି । ପଂକ୍ତିର କ୍ରମ ସଂ%: ଶେଷ ସ୍ତମ୍ଭରେ ଲେଖି । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

Stanza Numbers	Themes of the stanzas
1	nine resolved athletes at the back of the starting line – ready for the event
2	athletes from all over the country – to run for the medals – attended long trainings
3	pistol exploded – signal given – running ahead – the smallest one lost control – fell down
4	spectators gathered – cheer – final event – highly excited	2
5	the other runners – came back – helped him stand
6	nine runners – joined hands – walked instead of running – banner – Special Olympic
7	end of the race – nine gold medals – faces – looked happy
8	cried in frustration and terrible pain – thought his dream shattered

Answer:

Stanza Numbers	Themes of the stanzas
1	nine resolved athletes at the back of the starting line – ready for the event	3
2	athletes from all over the country – to run for the medals – attended long trainings	1
3	pistol exploded – signal given – running ahead – the smallest one lost control – fell down	4
4	spectators gathered – cheer – final event – highly excited	2
5	the other runners – came back – helped him stand	6
6	nine runners – joined hands – walked instead of running – banner – Special Olympic	7
7	end of the race – nine gold medals – faces – looked happy	8
8	cried in frustration and terrible pain – thought his dream shattered	5

Question 3.
Let’s arrange the jumbled sentences to get the summary of the poem. The first and the last sentences are already in order. Write the number of the sentence in the box provided for each. (ଆସ କବିତାର ସାରାଂଶ ପାଇଁ ବାଦ୍ୟଗୁଡ଼ିକୁ ସଜାଇବା । ପ୍ରଥମ ଓ ଶେଷ ବାକ୍ୟ ପୂର୍ବରୁ ଠିକ୍ କ୍ରମରେ ରହିଛି । ବାକ୍ୟଗୁଡ଼ିକର କ୍ରମ ସଂଖ୍ୟା ପ୍ରଦତ୍ତ ବାକ୍ସରେ ଲେଖି ।)

• Nine athletes came from all over the country to take part in a running race. [ 1 ]
• The pistol exploded to signal a start.
• All of them were running ahead.
• They had already received training before coming there.
• But the youngest of them lost control and fell down.
• The blocks were all lined up for the running race and they were in the back of the starting line.
• Being frustrated, he cried in severe pain.
• They all joined hands and walked together to the end line holding a banner.
• The other runners, instead of running, came to him and helped him stand.
• They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

Answer:

• Nine athletes came from all over the country to take part in a running race. [ 1 ]
• The pistol exploded to signal a start. [ 4 ]
• All of them were running ahead. [ 5 ]
• They had already received training before coming there. [ 2 ]
• But the youngest of them lost control and fell down. [ 6 ]
• The blocks were all lined up for the running race and they were in the back of the starting line. [ 3 ]
• Being frustrated, he cried in severe pain. [ 7 ]
• They all joined hands and walked together to the end line holding a banner. [ 9 ]
• The other runners, instead of running, came to him and helped him stand. [ 8 ]
• They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

H. Let’s Write: (ଆସ ଲେଖୁବା )
Write a paragraph for each stanza of the poem. Go through the above matching activity before you begin to write. One paragraph is written to help you. (ପଦ୍ୟର ପ୍ରତ୍ୟେକ ପଂକ୍ତିପାଇଁ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖିବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)
Answer:

1. The poem “Nine Gold Medals’ has eight stanzas. The first stanza is about how athletes from all over the country came to take part in a running race. They had to run for medals. There were three kinds of medals – gold, silver, and bronze. They had attended long training before this event.
2. The second stanza is about how the spectators gathered around the old field to cheer the athletes. The final event of the day was approaching and excitement grew high.
3. The third stanza is about how nine resolved athletes stood at the back of the starting line. They were ready to run.
4. The fourth stanza is about how the pistol exploded giving the signal to run. All the athletes ran ahead, but the smallest one stumbled and lost balance, and fell down.
5. The fifth stanza is about how the smallest athlete cried in frustration and pain. His dream of winning a medal shattered in a moment.
6. The sixth stanza is about how all nine runners came back to help the smallest runner. They helped the boy to stand on his feet.
7. The seventh stanza is about how the nine athletes joined hands and walked instead of running to finish the race. They carry the banner of ‘Special Olympic7 with them.
8. The eighth stanza is about how the race ended. All were winners and awarded a gold medal each. Their faces were beaming and they were happy.

BSE Odisha 9th Class English Nine Gold Medals Important Questions and Answers

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

Question 1.
What is the poem ‘Nine Gold Medals’ about?
Answer:
The poem ‘Nine Gold Medals’ is about an inspiring running event that took place among nine disabled athletes.

Question 2.
Who came from all over the country?
Answer:
Disabled athletes came from all over the country.

Question 3.
Why did the disabled athletes come there?
Answer:
The disabled athletes came there to participate in a race competition.

Question 4.
Who has usually rewarded the three medals- gold, silver, and bronze?
Answer:
Usually, the first winner of the competition is rewarded with a gold medal and the second winner gets a silver medal and the winner who stands third gets a bronze medal.

Question 5.
What was the event for which they had come?
Answer:
They had come to participate in a running race competition in a special Olympic event.

Question 6.
What had they done before they came down to these games?
Answer:
They had trained themselves hard for many weeks and months before they came down to these games.

Question 7.
What did the spectators do around the Oldfield?
Answer:
The spectators gathered round the old field and cheered the athletes.

Question 8.
Why did they gather around the old field?
Answer:
They gathered round the old field to enjoy watching the games and cheered the athletes.

Question 9.
Why did their excitement grow up?
Answer:
Their excitement grew up because the final event of the day was approaching.

Question 10.
What were all lined up?
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event?
Answer:
The event was a hundred-yard dash.

Question 12.
How many athletes were there?
Answer:
There were nine athletes in the competition.

Question 13.
Which word tells that the athletes had taken a firm decision to win a medal?
Answer:
The word ‘ resolved ’ in the third line of the third stanza tells that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
Answer:
Those nine athletes were at the back of the starting line.

Question 15.
What were they poised for?
Answer:
They were poised for the sound of the gun.

Answer The Following In A Word Or A Phrase.

Question 1.
Where did the athletes come from?
Answer:
all over the country

Question 2.
Why did they run for it?
Answer:
for gold, silver, and bronze medals

Question 3.
How many athletes were there in the race?
Answer:
nine athletes

Question 4.
Who gathered round the old field?
Answer:
the spectators

Question 5.
Where did the spectators assemble?
Answer:
around the old field

Question 6.
What were all lined up?
Answer:
the blocks

Question 7.
What was the event?
Answer:
a hundred-yard dash

Question 8.
What were the athletes poised for?
Answer:
the sound of the gun

Question 9.
What exploded to signal the beginning of the race?
Answer:
the gun

Question 10.
Who was unable to run?
Answer:
the youngest of the runners

Question 11.
Where did the young athlete fall?
Answer:
to the asphalt

Question 12.
Why did the young athlete cry out?
Answer:
in frustration and anguish

Question 13.
What did the athletes carry with them?
Answer:
a banner

Question 14.
What did the banner say?
Answer:
Special Olympics

Question 15.
How did the athletes go to the finishing point?
Answer:
holding their hands

Question 16.
What does the poem ‘ Nine Gold Medals ‘ say?
Answer:
humanity, not personal achievement

Question 17.
Who is the poem ‘ Nine Gold Medals ’ written by?
Answer:
David Roth

Question 18.
What does the expression ‘ anguish’ mean?
Answer:
mental pain

Question 19.
What do we call a person who takes part in sports?
Answer:
athlete

Question 20.
What does the expression ‘nine beaming faces’ refer to?
Answer:
nine happy disabled athletes

Fill In The Blanks.

1. The athletes came from ____________ the country.
Answer:
all over

2. The spectators ____________ round the old field.
Answer:
gathered

3. The hundred-yard ____________ and the race to be run.
Answer:
dash

4. They ____________ for the sound of the gun.
Answer:
poised

5. The ____________ were all lined up for the race.
Answer:
blocks

6. They turned back ____________ to help the young athlete.
Answer:
one by one

7. They were holding a ____________ that read “Special Olympics”.
Answer:
banner

8. Being frustrated. he cried is ____________.
Answer:
anguish

9. They all were awarded ____________.
Answer:
gold medal

10. His dreams and efforts all ____________ is the dirt.
Answer:
dashed

Multiple Choice Questions With Answers.

Question 1.
How many athletes were there in the race?
(A) two athletes
(B) five athletes
(C) nine athletes
(D) six athletes
Answer:
(C) nine athletes

Question 2.
Who gathered round the old field?
(A) the visitors
(B) the travelers
(C) the players
(D) the spectators
Answer:
(D) the spectators

Question 3.
What exploded to signal the beginning of the race?
(A) the gun
(B) the hell
(C) the trumpet
(D) the drum
Answer:
(A) the gun

Question 4.
Where did the young athlete fall?
(A) to the ground
(B) to the mud
(C) to the asphalt
(D) to the rocks
Answer:
(C) to the asphalt

Question 5.
What did the athletes carry with them?
(A) a leaflet
(B)a flag
(C) a banner
(D) none of these
Answer:
(C) a banner

Question 6.
What do we call a person who takes pan in sports?
(A) participant
(B) coach
(C) athlete
(D) winner
Answer:
(C) athlete

Question 7.
The spectators ____________ round the old field.
(A) assembled
(B) viewed
(C) gathered
(D) walked
Answer:
(C) gathered

Question 8.
The ____________dashandcheracetoberun.
(A) hundred-yard
(B) fifty-yard
(C) twenty-yard
(D) ten-yard
Answer:
(A) hundred-yard

Question 9.
They ____________ for the sound of the gun.
(A) poised
(B) waited
(C) expected
(D) awaited
Answer:
(A) poised

Question 10.
The ____________ were all lined up for the race.
(A) blocks
(B) players
(C) tracks
(D) athletes
Answer:
(A) blocks

Question 11.
They turned back ____________ to help the young athlete.
(A) simultaneously
(B) one by one
(C) in a row
(D) quickly
Answer:
(B) one by one

Question 12.
They were holding a ____________ that read “Special Olympics”.
(A) leaflet
(B) hag
(C) banner
(D) signboard
Answer:
(C) banner

Question 13.
Being frustrated, he cried ____________.
(A) pain
(B) despair
(C) anger
(D) anguish
Answer:
(D) anguish

Question 14.
They all were awarded ____________.
(A) silver medals
(B) bronze medals
(C) iron medals
(D) gold medals
Answer:
(D) gold medals

Question 15.
His dreams and efforts ____________ all in the dirt.
(A) vanished.
(B) crashed
(C) dashed
(D) washed
Answer:
(C) dashed

Nine Gold Medals Summary in English

Lead-In:
David Roth has sent a great message to humanity that the world now needs no more competition but more cooperation and collaboration. The authenticity of the incident offers a moral value. The present times need it badly when people forget to help one another in an unhealthy rat race in every aspect of life.
ଉପକ୍ରମ :
ଡେଭିଡ୍ ରୋଥ୍ ଆମକୁ କବିତା ମାଧ୍ୟମରେ ଗୋଟିଏ ସୁନ୍ଦର ନୈତିକ ଭାବ ପରିବେଷଣ କରିଛନ୍ତି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀ ପ୍ରତିଯୋଗିତା ଅପେକ୍ଷା ପରସ୍ପର ସହଯୋଗୀ ମନୋଭାବ ଅଧିକ ଦରକାର କରୁଛି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀବାସୀ ତାହା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଭୁଲି ଯାଇଛନ୍ତି । ସାହାଯ୍ୟର ହାତ ବଢ଼ାଇବା ପରିବର୍ତ୍ତେ ପ୍ରତିଯୋଗିତାରେ ଜୟଲାଭ କରିବାକୁ ଚାହୁଁଛନ୍ତି । କବିତା “Nine Gold Medals” ମାଧ୍ୟମରେ କବି ସୁନ୍ଦର ଭାବରେ ଏକଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । କବିତାଟି ନୈତିକତାବୋଧକ ଏବଂ ସୃଜନଶୀଳ ।

Stanzawise Analysis:
Stanza – 1
The athletes had come from all over the country
To run for the gold, for the silver and bronze
Many weeks and months of training
All comings down to these games.
ଅନୁବାଦ :
ସମଗ୍ର ଦେଶରୁ ଖେଳାଳିମାନେ ଦୌଡ଼ ପ୍ରତିଯୋଗିତାରେ ଭାଗ ନେବାକୁ ଆସିଥିଲେ । କେବଳ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ଜିତିବାପାଇଁ ସେମାନେ ଆଗରୁ ସପ୍ତାହ ସପ୍ତାହ ଏବଂ ମାସ ମାସ ଧରି ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ ।

Stanza – 2
The spectators gathered around the old field
To cheer on all the young women and men
The final event of the day was approaching
Excitement grew high to began.
ଅନୁବାଦ :
ଏକ ପୁରାତନ ଖେଳପଡ଼ିଆର ଚାରିପାଖରେ ଦର୍ଶକମାନେ ଏକତ୍ର ହେଲେ । ସମସ୍ତେ ଖେଳାଳିମାନଙ୍କୁ ଉତ୍ସାହିତ କରିବାକୁ ଆସିଥିଲେ । କାରଣ ଏହା ଥିଲା ଶେଷ ପର୍ଯ୍ୟାୟ ଖେଳ । ଦିବସର ଶେଷ ପ୍ରତିଯୋଗିତାର ସମୟ ନିକଟତର ହେଉଥିଲା । ଉତ୍ସାହ ଓ ଉଦ୍ଦୀପନା ବଢ଼ିବାରେ ଲାଗିଥିଲା ।

Stanza – 3
The blocks were all lined up for those who would use them
The hundred-yard dash and the race to be run
These were nine resolved athletes in back of the starting line
Poised for the sound of the gun.
ଅନୁବାଦ :
ଖେଳାଳିମାନଙ୍କ ବ୍ୟବହାର ପାଇଁ ସମସ୍ତ ଟ୍ରାକ୍ ପ୍ରସ୍ତୁତ ହୋଇସାରିଥିଲା । ଶହେ ଗଜ ଦୂରତା ଦୌଡ଼ିବାର ଥିଲା । ନଅ ଜଣ ସଂକଳ୍ପବଦ୍ଧ କ୍ରୀଡ଼ାବିତ୍ ଆରମ୍ଭରେଖା ପଶ୍ଚାତ୍‌ରେ ଦୌଡ଼ିବା ନିମନ୍ତେ ପ୍ରସ୍ତୁତ ହୋଇ ବନ୍ଧୁକ ଫୁଟିବା ଶବ୍ଦକୁ ଅପେକ୍ଷା କରିଥିଲେ ।

Stanza – 4
The signal was given, the pistol exploded
And so did the runners all charging ahead
But the smallest among them, he stumbled and staggered
And fell to the asphalt instead.
ଅନୁବାଦ :
ପିସ୍ତଲ ଗର୍ଜି ଉଠିଲା ଓ ଦୌଡ଼ିବାର ସଙ୍କେତ ଦିଆଗଲା । ଖେଳାଳିମାନେ ଆଗକୁ ଦୌଡ଼ିବାକୁ ଆରମ୍ଭ କଲେ । ମାତ୍ର ସମସ୍ତଙ୍କଠାରୁ ସାନ ପିଲାଟି ଝୁଣ୍ଟି ପଡ଼ିଲା ଓ ଭାରସାମ୍ୟ ହରାଇ ତଳେ ପଡ଼ିଗଲା ।

Stanza – 5
He gave out a cry in frustration and anguish
His dreams and his efforts all dashed in the dirt
But as sure as I’m standing here telling this story
The same goes for what next occurred.
ଅନୁବାଦ :
ପିଲାଟି ହତାଶାବୋଧ, ମାନସିକ ଓ ଶାରୀରିକ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା । ତାହାର ସମସ୍ତ ସ୍ବପ୍ନ ଓ ଉଦ୍ୟମ ମୁହୂର୍ତ୍ତକରେ ମାଟିରେ ମିଶିଲା । ମୁଁ ସେଠାରେ ଛିଡ଼ା ହୋଇ ଦେଖୁଥୁଲି ଏବଂ ପରବର୍ତ୍ତୀ ଘଟଣା ଠିକ୍ ନିମ୍ନ ପ୍ରକାର ଥିଲା ।

Stanza – 6
The eight other runners pulled up on their heels
The ones who had trained for so long to compete
One by one they all turned around and went back to help him
And brought the young boy to his feet.
ଅନୁବାଦ :
ଅନ୍ୟ ଆଠଜଣ ଖେଳାଳି ଅଟକିଗଲେ ଯେଉଁମାନେ କି ପ୍ରତିଯୋଗିତା ନିମନ୍ତେ ଦୀର୍ଘଦିନର ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ । ଆଉ ଆଗକୁ ନ ଯାଇ ଜଣ ଜଣ କରି ସମସ୍ତେ ସାହାଯ୍ୟ କରିବାକୁ ପଛକୁ ଫେରିଲେ ଏବଂ ପିଲାଟିକୁ ଠିଆ କରିବାରେ ସାହାଯ୍ୟ କଲେ ।

Stanza – 7
Then all the nine runners joined hands and continued
The hundred-yard dash now reduced to a walk
And a banner above that said (Special Olympics)
Could not have been more on the mark.
ଅନୁବାଦ :
ତା’ପରେ ସମସ୍ତ ନଅ ଜଣ ଦୌଡ଼ାଳି ହାତ ଧରାଧରି ହୋଇ ଆଗକୁ ବଢ଼ିଲେ । ଶହେ ଗଜର ଦୌଡ଼ ଚାଲିବାରେ ରୂପାନ୍ତରିତ ହେଲା । ଉପରେ ଲାଗିଥିବା bannerରେ ଲିଖ୍ ‘Special Olympics” ନାମକୁ ଏହା ଯଥାର୍ଥରେ ସାକାର କରୁଥିଲା ।

Stanza – 8
That’s how the race ended, with nine gold medals
They came to the finish line holding hands still
And a standing ovation and nine beaming faces
Said more than these words ever will
ଅନୁବାଦ :
ଏହିପରି ଭାବେ ଖେଳ ସମାପ୍ତ ହେଲା । ନଅଟି ସୁନା ପଦକ ସମସ୍ତ ଖେଳାଳିଙ୍କୁ ଦିଆଗଲା । ନଅ ଜଣ ଖେଳାଳିଙ୍କର ଉଜ୍ଜ୍ବଳ ମୁଖମଣ୍ଡଳ ଓ ଦର୍ଶକମାନଙ୍କର ଛିଡ଼ା ହୋଇ ସମ୍ଭାଷଣ ଏହାଠାରୁ ଆହୁରି ଅଧ୍ଵ କିଛି କହୁଥିଲା ।

About The Poet: (କବିଙ୍କ ସମ୍ପର୍କରେ )
David Roth was bom on 10 October 1954 in Bloomington, Indiana. He is an American rock vocalist, song composer, author, actor, and radio personality.  The present poem is based on an inspiring event of a race in which nine differently-abled athletes took part in a “Special Olympic” event. In the race when one runner fell to the ground, all others stopped and returned to help him stand on his feet, and they walked hand-in-hand to finish the race. All of them won and were awarded gold medals for their empathy for each other. The poem is highly educative in terms of value education in this competitive world. The poet highlights humanity which is high above personal achievements. It conveys a great message to humanity that the world now needs no more competition but more love, affection, fellow feeling, cooperation, and collaboration.

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
athlete — a participant in a group of sports activities
training — practice on anything
spectators — persons watching an event
cheer — to encourage — ଉତ୍ସାହିତ କରିବା
approaching — drawing near — ପାଖେଇ ଆସୁଛି
excitement — a state of being excited — ଉତ୍ତେଜନା
blocks — two starting blocks on the ground where the manners push their feet against at the beginning of the race
resolved — determined — ସଂକଳ୍ପବଦ୍ଧ
poised — ready — ପ୍ରସ୍ତୁତ
signal — a sign to start — ସଙ୍କେତ
stumble — hit the feet against something — ଝୁଣ୍ଟି ପଡ଼ିବା
staggered — lost balance — ଭାରସାମ୍ୟ ହରାଇଲେ
instead — ଏହ ପରିବର୍ତ୍ତେ
medal — a gift for winning an event — ପଦକ
exploded — sounded — ଶବ୍ଦ ହେଲା
frustration — hopelessness — ନିରାଶାବୋଧ
occurred — happened — ଘଟିଲା |
reduce — cut down
ovation — an expression of popular
appreciation — ସ୍ବୀକୃତିସୂଚକ ସମ୍ମାନ
beaming — ଆଲୋକିତ
anguish — terrible mental pain — ଭୟଙ୍କର ମାନସିକ ଯନ୍ତ୍ରଣା |

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 7 Linear Inequalities Ex 7(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 7 Linear Inequalities Exercise 7(b)

Solve graphically
Question 1.
x < y
Solution:
x < y
Step – 1: Let us draw the dotted line x = y

X	0	1
y	0	1

Step – 2: Let us take a point say (1, 0) which is not on the line. Putting x = 1, y = 0 in the equation we get 1 < 0 (false).
⇒ (1, 0) does not satisfy the inequality.
⇒ The solution is the half-plane that does not contain (1, 0)
Step – 3: The shaded region is the solution region.

Question 2.
3x + 4y ≥ 12
Solution:
3x + 4y ≥ 12
Step – 1: Let us draw the line 3x + 4y = 12

X	4	0
y	0	3

Step – 2: Let us consider the point (0, 0) which is not on the line. Putting x = 0, y = 0 in the inequality we have 0 ≥ 12 (false).
∴ (0, 0) does not satisfy the inequality.
⇒ The half-plane that does not contain (0, 0) is the solution region.
Step – 3: The shaded region is the solution region.

Question 3.
x – y > 0
Solution:
x – y > 0
Step – 1: Let us draw the dotted line x = y.

X	0	1
y	0	1

Step – 2: Let us consider (1, 0) which is not on the line.
Putting x = 1, y = 0 in the inequation we get 1 > 0 (True)
⇒ (1, 0) satisfies the inequation.
⇒ The half-plane containing (1, 0) is the solution region.

Question 4.
x + 2y – 5 ≤ 0
Solution:
x + 2y – 5 ≤ 0
Step – 1: Let us draw the line x + 2y – 5 = 0
⇒ y = \(\frac{5-x}{2}\)

X	5	1
y	0	2

Step – 2: Let us consider the point (0, 0) which does not lie on the line putting x = 0, y = 0 in the inequation we get – 5 < 0 (True).
⇒ The point satisfies the inequation.
⇒ The half-plane containing (0, 0) is the solution region.
Step – 3: The shaded region is the solution region.

Question 5.
7x – 4y < 14
Solution:
7x – 4y < 14
Step – 1: Let us draw the dotted line 7x – 4y = 14

X	2	6
y	0	7

Step – 2: Let us consider the point (0, 0) which does not lie on the line. Putting x = 0, y = 0 in the inequality we get 0 < 14 (True).
⇒ (0, 0) satisfies the inequation.
⇒ The half-plane including (0, 0) is the solution region.
Step – 3: The solution region is the shaded region.

Question 6.
x + 8y + 10 > 0
Solution:
x + 8y + 10 > 0
Step – 1: Let us draw the dotted line x + 8y + 10 = 0

X	-10	-2
y	0	-1

Step – 2: Let us consider the point (0, 0) which does not lie on the line. Putting x = 0, y = 0 in the inequation we get 10 > 0 (True)
⇒ (0, 0) satisfies the inequality.
⇒ The half-plane containing origin is the solution region.
Step – 3: The solution region’ is the shaded region.

Question 7.
5x + 6y < 12
Solution:
5x + 6y < 12
Step – 1: Let us draw the dotted line 5x + 6y = 12

x	-6	0	6
y	7	2	-3

Step – 2: Putting x = 0, y = 0 in the equation we get, 0 < 12 (True)
⇒ The (0, 0) satisfies the equation.
Step – 3: The shaded region is the required solution.

Question 8.
– 3x + y > 0
Solution:
Step – 1: Let us draw the dotted line – 3x + y = 0

x	0	1	-1
y	0	3	-3

Step – 2: Putting x – 1, y = 0 in the equation we get, – 3 > 0 (false)
∴ Point (1, 0) does not satisfy the in the equation.
Step – 3: The shaded half-plane is the solution.

Question 9.
3x + 8y > 24
Solution:
Step- 1: Let us draw the dotted graph of 3x + 8y = 24

x	8	0
y	0	3

Step- 2: Putting x = 0, y- 0 we get, 0 > 24 (false)
∴ 0, (0, 0) does not satisfy the in equality.

Question 10.
x + y > 1
Solution:
Step – 1: Let us draw the graph x + y = 1

x	1	0
y	0	1

Step – 2: Putting x = 0, y = 0 in the equation we get, 0 > 1 (false)
∴ 0 (0, 0) does not satisfy the in equation
Step – 3: The shaded region is the solution.

Question 11.
x ≤ 0
Solution:
Step – 1: Let us draw the graph x = 0

Step – 2: Putting x = – 1 we get, – 1 ≤ 0 (True)
Thus, the shaded region is the solution.

Question 12.
y > 5
Solution:
Step – 1: Let us draw the dotted graph of y = 5

x	0	1	-1
y	5	5	5

Step- 2: Putting x = 0, y = 0 we have 0 > 5 (false)
we 0(0, 0) does not satisfy. the inequality.
Step – 3: The shaded region is the solution.