## CHSE Odisha 12th Class Math Book Solutions | Elements of Mathematics Class 12 Solutions CHSE Odisha Pdf Download

Elements of Mathematics CHSE Solutions Class 12 Chapter 1 Relation and Function

CHSE Math Solution Class 12 Pdf Chapter 2 Inverse Trigonometric Functions

Elements of Mathematics Class 12 Volume 2 Chapter 3 Linear Programming

Elements of Mathematics Class 12 Book Solutions Chapter 4 Matrices

Elements of Mathematics Class 12 CHSE Odisha Pdf Download Chapter 6 Probability

Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability

Plus 2 2nd Year Science Math Book Pdf Chapter 8 Application of Derivatives

Elements of Mathematics Class 12 Solutions CHSE Odisha Pdf Download Chapter 9 Integration

Class 12 Elements of Mathematics Book Pdf Chapter 10 Area Under Plane Curves

CHSE Odisha Class 12 Math Book Pdf Chapter 11 Differential Equations

Elements of Mathematics Class 12 Solutions CHSE Odisha Chapter 13 Three Dimensional Geometry

### CHSE Odisha Class 12 Maths Syllabus (+2 2nd year)

Mathematics (+2 2nd year)
Course Structure

 Unit Topic Marks No. of Periods I Relations and Functions & Linear Programming 20 45 II Algebra and Probability 20 45 III Differential Calculus 20 45 IV Integral Calculus 20 45 V Vector 3-D Geometry 20 45 Total 100 220

General Instructions:

1. All questions are compulsory in Group A, which are very short answer-type questions. All questions in the group are to be answered in one word, one sentence, or as per the exact requirement of the question. (1 × 10 = 10 Marks)
2. Group B contains 5(five) questions and each question has 5 bits, out of which only 3 bits are to be answered (Each bit carries 4 Marks) (4 × 15 = 60 Marks)
3. Group-C contains 5(five) questions and each question contains 2/3 bits, out of which only 1(one) bit is to be answered. Each bit caries 6(six) Mark (6 × 5 = 30 Marks)

Unit I Relations and Functions

Chapter 1 Relations and Functions
Types of relations, reflexive, symmetric, transitive, and equivalence relations. One-to-one and onto functions, composite functions, the inverse of a function. Binary operations.

Chapter 2 Inverse Trigonometric Functions
Definition, range, domain, principal value branch. Graphs of inverse trigonometric functions. Elementary properties of inverse trigonometric functions.

Chapter 3 Linear Programming
Introduction, related terminology such as constraints, objective function, optimization, different types of linear programming (L.P) problems, mathematical formulation of L.P problems, graphical method of solution for problems in two variables, feasible and infeasible regions (bounded and unbounded), feasible and infeasible solutions, optimal feasible solutions (up to three non-trivial constraints).

Unit II Algebra

Chapter 4 Matrices
Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix, symmetric and skew-symmetric matrices. Operation on matrices; Addition and multiplication and multiplication with a scalar. Simple properties of addition, multiplication, and scalar multiplication. Noncommutativity of multiplication of matrices and existence of non-zero matrices whose product is the zero matrices (restrict to square matrices of order 2). concept of elementary row and column operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices will have real entries).

Chapter 5 Determinants
Determinant of a square matrix (up to 3 x 3 matrices), properties of determinants, minors, co-factors and applications of determinants in finding the area of a triangle, and Adjoint and inverse of a square matrix. Consistency, inconsistency, and a number of solutions of a system of linear equations by examples, solving a system of linear equations in two or three variables (having unique solution) using the inverse of a matrix.

Chapter 6 Probability
Conditional probability, multiplication theorem on probability. Independent events, total probability, Baye’s theorem, Random variable, and its probability distribution, mean and variance of a random variable. Independent (Bernoulli) trials and Binomial distribution.

Unit III Differential Calculus

Chapter 7 Continuity and Differentiability
Continuity and differentiability, a derivative of composite functions, chain rule, derivatives of inverse trigonometric functions, derivative of implicit functions. Concept of exponential and logarithmic functions.
Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions expressed in parametric forms. Second-order derivatives. Rolle’s and Lagrange’s Mean Value Theorems (without proof) and their geometric interpretation.

Chapter 8 Applications of Derivatives
Applications of derivatives: rate of change of bodies, increasing and decreasing functions, tangents, and normals, use of derivatives in approximation, maxima, and minima (first derivative test motivates geometrically and second derivative test given as a provable tool). Simple problems (that illustrate basic principles and understanding of the subject as well as real-life situations).

Unit IV Integral Calculus

Chapter 9 Integration
Integration as the inverse process of differentiation. Integration of a variety of functions by substitution, by partial fractions, and by parts, Evaluation of simple integrals of the following types and problems based on them.
$$\int \frac{d x}{x^2 \pm a^2}, \int \frac{d x}{x^2 \pm a^2}, \int \frac{d x}{a^2-x^2}, \int \frac{d x}{a x^2+b x+c}$$
$$\int \frac{d x}{a x^2+b x+c}, \int \frac{p x+q}{a x^2+b x+c} d x$$
$$\int \frac{p x+q}{a x^2+b x+c} d x, \int \sqrt{a^2 \pm x^2} d x$$
$$\int \sqrt{x^2-a^2} d x$$
$$\int \sqrt{a x^2+b x+c} d x, \int(p x+q) \sqrt{a x^2+b x+c} d x$$
Definite integrals as a limit of a sum, Fundamental Theorem of Calculus (without proof). Basic properties of definite integrals and evaluation of definite integrals.

Chapter 10 Applications of the Integrals
Applications in finding the area under simple curves, especially lines, circles/parabolas/ ellipses (in standard form only). The area between any of the two above-said curves (the region should be clearly identifiable).

Chapter 11 Differential Equations
Definition, order, and degree, general and particular solutions of a differential equation. Formation of differential equation whose general solution is given. Solution of differential equations by the method of separation of variables, solutions of homogeneous differential equations of the first order and first degree. Solutions of linear differential equation of the type:
$$\frac{dy}{dx}$$ + py = q, wherep and q are functions of x or constants.
$$\frac{dx}{dy}$$ + px = q, where p and q are functions of y or constants.

Unit V Vectors and Three-Dimensional Geometry

Chapter 12 Vectors
Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point, negative of a vector, components of a vector, the addition of vectors, multiplication of a vector by a scalar, position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation, properties, and application of scalar (dot) product of vectors, vector (cross) product of vectors, a scalar triple product of vectors, and Coplanarity of three vectors.

Chapter 13 Three-dimensional Geometry
Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector equation of a line, coplanar and skew lines, the shortest distance between two lines. Cartesian and vector equation of a plane. The angle between (i) two lines, (ii) two planes, (iii) a line and a plane. Distance of a point from a plane.

Books Recommended:
Bureau’s Higher Secondary (+2) Elements of Mathematics, Part-II, Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar.

## CHSE Odisha Class 12 Foundations of Education Unit 1 Contribution of Educators Objective Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 1 Contribution of Educators Objective Questions and Answers.

## CHSE Odisha 12th Class Foundations of Education Unit 1 Contribution of Educators Objective Questions

Question 1.
What is the other name of Basic Education?
(a) Vocational Education
(b) Professional Education
(c) New Train
(d) New Policy of Education
(c) New Train

Question 2.
Which committee designed the curriculum of Basic Education?
(a) Hartog Committee
(b) Jakir Hussain Committee
(c) Basic Education Committee
(d) Mudaliar Committee
(b) Jakir Hussain Committee

Question 3.
When did Gandhiji take birth?
(a) 2nd. October 1863
(b) 2nd. October 1869
(c) 9th. October 1937
(d) None of the above
(b) 2nd. October 1869

Question 4.
In which year Wardha Education Conference was held?
(a) August 15,1947.
(b) October 22, 23, 1937
(c) January 30,1869
(d) 9, October, 1877
(b) October 22, 23,1937

Question 5.
Who is the propounder of Class less Society in Odisha?
(a) Pandit Nilakantha Das
(d) Gopabandhu Das
(a) Pandit Nilakantha Das

Question 6.
(a) Gandhi
(b) Gopabandhu
(c) Tagore
(d) Aurovindo
(b) Gopabandhu

Question 7.
Where was Van Vidyalaya situated?
(a) Puri
(c) Dhenkanal
(d) Pipili
(a) Puri

Question 8.
Who was the propounder of Basic Education?
(a) R. N. Tagore
(b) Mahatma Gandhi
(c) Sri Aurovindo
(d) Gopabandhu
(b) Mahatma Gandhi

Question 9.
Where did the Basic Education Training Centre opened in Odisha?
(a) Cuttack
(b) Angul
(c) Puri
(d) Dhenkanal
(b) Angul

Question 10.
Satyabadi School how many students were enrolled first?
(a) 25
(b) 19
(c) 23
(d) 24
(b) 19

Question 11.
Education is the ‘Reconstruction of Experience’ whose definition is this?
(a) James Ross
(b) Mahatma Gandhi
(c) John Dewey
(d) Kingsley
(c) John Dewey

Question 12.
Who is the propounder of‘Tri-polar Process of Education?
(b) John Rousseau
(c) John Dewey
(d) Gurukala Ashram
(c) John Dewey

Question 13.
Who is the writer of the book ‘Emile’?
(a) John Dewey
(b) John Rousseau
(c) Gandhi
(d) Gopabandhu
(b) John Rousseau

Question 14.
Who is the Editor of the Newspaper ‘The Samaja’?
(a) Gopabandhu
(b) Gandhi
(d) None of the above
(a) Gopabandhu

Question 15.
‘Harijan Patrika’ is written by?
(a) Gandhi
(b) Gopabandhu
(c) John Dewey
(d) None
(a) Gandhi

Question 16.
In which year Basic Education Schools were opened in Rural areas?
(a) 1945
(b) 1937
(c) 1936
(d) 1947
(a) 1945

Question 17.
When Basic Education was created?
(a) 1945
(b) 1937
(c) 1947
(d) 1950
(b) 1937

Question 18.
The age range of Basic Education is?
(a) 6 – 14
(b) 7 – 14
(c) 6 – 15
(d) 5 – 14
(b) 7 – 14

Question 19.
Who is the propounder of Craft Education?
(a) M. K. Gandhi
(b) R. N. Tagore
(c) Gopabandhu
(d) Rousseau
(a) M. K. Gandhi

Question 20.
Which of the following leaders first attempted for legislation of Compulsory Primary Education in India?
(a) Gandhi
(b) G. K. Gokhale
(c) Aurovindo
(d) Gopbandhu
(b) G K. Gokhale

Question 21.
Who is the propounder of ‘Integral Education’?
(a) Aurovinda
(b) R. N. Taogre
(c) John Rousseau
(d) Gandhi
(a) Aurovindo

Question 22.
Education is the harmonious development of individual’s personality- man and child, with mind, body and spirit – Who told this?
(a) Gopbandhu
(b) Gandhi
(c) Aurovindo
(d) Rousseau
(b) Gandhi

Question 23.
Who is the champion of Nationalism?
(a) Gandhi
(b) Rousseau
(c) Tagore
(d) John Dewey
(b) Rousseau

Question 24.
In which year Satyabadi Vana Vidyalaya became a National School?
(a) 1909
(b) 1921
(c) 1915
(d) 1929
(b) 1921

Question 25.
Who is the pioneer of Nationalism?
(a) Gandhi
(b) Rousseau
(c) Gopabandhu
(d) Aurovindo
(b) Rousseau

Question 26.
Which of the following two educators believed in open air schooling?
(a) Gandhi and Rabindranath
(b) Gopabandhu and Gandhi
(c) Aurovindo and Gopabandhu
(d) Rabindranath and Gopabandhu
(b) Gopabandhu and Gandhi

Question 27.
Who emphasized mother tongue as the medium of instruction?
(a) Gandhi
(b) Gopbandhu
(c) Both Gandhi and Gopabandhu
(d) None of the above
(c) Both Gandhi and Gopabandhu

Question 28.
Where did Gopabandhu take birth?
(a) Suando
(c) Sakhigopal
(d) Saptasati
(a) Suando

Question 29.
Who is the propounder of‘Craft Education’?
(a) M. K. Gandhi
(b) Rousseau
(c) Gopabandhu
(d) R. N. Tagore
(a) M. K. Gandhi

Question 30.
What is taught in the class is real education – Who told this?
(a) Gandhi
(b) Gopabandhu
(c) Tagore
(d) Rousseau
(b) Gopabandhu

Question 31.
In which year did Gopabandhu start the experiment on open air schooling?
(a) 2nd October 1909
(b) 12th August 1909
(c) 15th August 1909
(d) 26th August 1909
(b) 12th August 1909

Question 32.
In which magazine Basic Education Curriculum was published?
(a) TheSamaja
(b) TheHarijana
(c) TheDharitii
(d) None of the above
(b) The Harijana

Question 33.
Which aspect was neglected in Basic Education?
(a) Craftwork
(b) Creativity
(c) Aesthetic
(d) Writing
(b) Creativity

Question 34.
Which is not normally a mass media of Education?
(a) Magazine
(b) Newspaper
(c) Computer
(d) Television
(c) Computer

Question 35.
Who employed activity centered curriculum?
(a) Gandhi
(b) Gopabandhu
(c) John Dewey
(d) None
(a) Gandhi

Question 36.
Who introduced ‘Correlation Teaching Methods’ in his curriculum?
(a) John Dewey
(b) John Rousseau
(c) Gandhiji
(d) Gopabandhu
(c) Gandhiji

Question 37.
Who prepared the curriculum for Basic Education?
(a) G. K. Gokhale
(b) Dr. Jakir Hussain
(d) Utkalmani
(b) Dr. Jakir Hussain

Question 38.
Whose philosophical thought is related to Naturalism and Negative Education?
(a) Gandhi
(b) John Dewey
(c) Rousseau
(d) Tagore
(c) Rousseau

Question 39.
Gopbandhu died on?
(a) 17 June 1928
(b) 27 June 1928
(c) 7 June 1928
(d) None of the above
(a) 17 June 1928

Question 40.
Inexpensive education is introduced by?
(a) John Rousseau
(b) Gopbandhu
(c) John Dewey
(d) Gandhi
(b) Gopbandhu

Question 41.
What is the present structure of education in India?
(a) 10+3+2
(b) 10+2+3
(c) 11+2+2
(d) 10+3+3
(b) 10+2+3

Question 42.
On which aspect Gandhi, Gopabandhu and Tagore emphasized?
(a) SUPW
(b) Craft Education
(c) Mother tongue as instruction
(d) None of the above
(c) Mother tongue as instruction

Question 43.
Who considered school as ‘Man made industry’?
(a) John Dewey
(b) Gopabandhu
(c) Gandhi
(d) Tagore
(b) Gopabandhu

Question 44.
Who introduced both activity method and play method?
(a) Aurovindo
(b) Rousseau
(c) John Dewey
(d) Gandhi
(b) Rousseau

Question 45.
Who Introduced ‘Self Education?
(a) Rousseau
(b) Gopabandhu
(c) Aurovindo
(d) Gandhi
(a) Rousseau

Question 1.
What did Gopabandhu consider the school?

Question 2.
Who is the propounder of ‘Nature Endowment Theory’?
Jean Jacues Rousseau.

Question 3.
What was the main aim of Satyabadi School?
Nationalism and against social evils.

Question 4.
When Basic Education Conference was held at Wardha?
In 1937, October 22nd and 23rd.

Question 5.
What was the philosophical foundation of Gandhi?
Truth and Non-violence.

Question 6.
Which education system was in-expensive education?
Open Air Schooling.

Question 7.
What was Rousseau’s method of teaching?
Activity method and play method.

Question 8.
What is Education to Gandhi?
To Gandhi, ‘Education is an all round drawing out of the best in child and man with mind body and spirit ’.

Question 9.
Name the propounder of Religious and Negative Education.
RousseaRousseakuk.

Question 10.
What is ‘Nai Talim’ ?
Nai Talim is the another name of Basic Education.

Question 11.
What is Auro Ville?
Auro ville mean “Aurovindran Learning Centre”.

Question 12.
Mention aims of Satyabadi System of Education.
To inculcate nationalism, patriotism and eradicate social evils.

Question 13.
Who is contemporary to Tagore in Odisha?
Gopbandhu.

Question 14.
Wardha scheme, what it means?
The All IndiaNational Education Conference convened at Wardha on 22nd and 23rd October, 1937, and the scheme is known as “Wardha Scheme”.

Question 15.
‘Education is the reconstruction of experience’ who told this?
John Dewey.

Question 16.
Give the educational philosophy of Gopabandhu.
“Education is the building of the hearts of the people”, is the educational philosophy of Gopabandhu.

Question 17.
What do you mean by “Open Air Schooling”?
Open Air Schooling means teaching activity done under the sky in the surroundings of natural environment.

Question 18.
Give one similarity of Basic Education and Open Air Schooling.
“Renaissance” is the common idealism of both Basic Education and Open Air Schooling.

Question 19.
In Satyabadi School how many students enrolled first?
19 students

Question 20.
Where in which year Aurobindo was born?
Sri Aurobindo was born on August 15, 1872, in Calcutta.

Question 21.
What was the name of Education of Sri Aurobindo?
Integral Education.

Question 22.
What was the idea of Aurovindo regarding the Teacher?
According to Sri Aurovindo the teacher must be a friend, philosopher and guide to pupils.

Question 23.
What is the other name of “Auroville”?
‘The City of Dawn”.

Question 24.
What was the first name of‘The Mother”?
The first name of the Mother” was Meera, the daughter of Roul Richard, France.

Question 25.
What is Satyabadi System of Education?
Satyabadi System of Education is a serious experiment in Open Air Teaching of Gopabandhu.

Question 26.
What do you mean by ‘Basic Education?
Education which linked with the Basic needs of life like food, clothing and shelter is known as Basic Education.

Fill in the Blanks with Appropriate Words

1. The other name of Basic Education Is ________

2. _______ propounded craft centered education in India.

3. ______ number of students enrolled first in Satyabadi School?

4. _______ propounded religious and negative education.

5. _______ is the contemporary educator to Tagore?

6. Nature Experiment Theory was propounded by ________.

7. _______ is the propounder of Naturalism.

8. The propounder of Craft Centred Education is __________.

9. “Classless Society Education” in Odisha is introduced by _________?

10. The write of “emile” is ________

11. Basic Education curriculum published in the magazine ________.

12. In ________ year Satyabadi School become a National School.

13. “Education is the reconstruction of Experience” is the definition of ______ .

14. “Auroville” is so named by ______ in ______ year.

15. ________ was the philosophical foundation of Gandhi?

16. ________ Education system was in-expensive.

Question 17. The teaching in School is real education told by________.

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## CHSE Odisha Class 12 English Solutions Poem 1 Daffodils

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

## CHSE Odisha 12th Class English Solutions Poem 1 Daffodils

### CHSE Odisha Class 12 English Daffodils Text Book Questions and Answers

Think it out

Question 1.
When did the poet see the daffodils?
The poet saw the daffodils when he was moving about aimlessly.

Question 2.
Where did the poet see the daffodils?
The poet saw the daffodils under the trees and beside the lake.

Question 3.
Fill in the blanks to describe the idea of stanza 1: The poet was __________ in the English Countryside. He saw thousands of __________ fluttering and dancing beneath _________ and beside __________. The daffodils appeared to be ___________ in the strong breeze.
The poet was wandering in the English Countryside. He saw thousands of golden daffodils fluttering and dancing beneath the trees and beside the lake. The daffodils appeared to be dancing in the strong breeze.

Question 4.
What does the poet compare the daffodils with?
The poet compares the daffodils with the stars on the Milkyway.

Question 5.
What resemblance does he find between the stars and the daffodils?
The resemblance the poet finds between the stars and the daffodils is one of countlessness.

Question 6.
What does the poet say about the number of flowers?
The poet says that he saw ten thousand flowers at a glance.

Question 7.
Where were the flowers?
The flowers were beside the lake.

Question 8.
Which of the two danced more sprightly – the waves or the daffodils?
The daffodils danced more sprightly.

Question 9.
How does the poet feel while looking at the daffodils?
While looking at the daffodils, the poet’s happiness knows no bounds. The site is a gay inspiration to him.

Question 10.
What happens to the poet when he lies on his couch?
When he lies in his couch in a thoughtful or thoughtless mood, the lively picture of the sprightly dancing daffodils flashed upon his inward eye and fills his entire being with joy.

Question 11.
Mention the two moods of the poet?
The two moods of the poet are vacant (free from thought) mood and pensive (thoughtful) mood.

Question 12.
What does the poet feel when he remembers the sight of the daffodils?
When he remembers the sight of the daffodils, it fills his entire being with joy. His heart begins to dance with the flowers. In short, the sight of daffodils proves to be a source not only of immediate pleasure but also Of lasting joy.

Question 13.
When does the poet write the poem – beside or off the lake?
The poet writes the poem off the lake.

Question 14.
Do you find a rhyme scheme in the poem? The rhyming scheme of the first stanza is a b a b (a – ‘cloud’ and ‘crowd’; b – ‘hills’ and ‘daffodils’), ending with a rhyming couplet cc (c – ‘trees’ and breeze’). Is the rhyme scheme similar in the other three stanzas or do you find any variation?
The rhyme scheme in the other three stanzas is similar.

Question 15.
How many times is the word “dance” repeated in this poem? In which line does it show the happiness and liveliness of the flowers?
The word ‘dance’ is repeated four times in this poem. The line “Tossing their heads in sprightly dance” shows the happiness and liveliness of the flowers.

Question 16.
In which line does it create a sense of harmonious relationship between the daffodils and the waves?
The line – ‘The waves beside them danced’ creates a sense of the harmonious relationship between the daffodils and the waves.

Question 17.
In which line does this harmonious relationship include the poet himself?
The line ‘In such a jocund company’ establishes this harmonious relationship that includes the poet himself.

Question 18.
What figures of speech do you find in the poem?
We find the figures of speech such as ‘metaphors’ and ‘similes’ in the poem.

Question 19.
‘Simile’ is a figure of speech that makes an explicit comparison between two unlike things by using ‘like’, ‘as’, etc. For example, in ‘I wandered lonely as a cloud’, as the loneliness of the poet resembles the loneliness of the cloud that is floating high in the sky, the figure of speech used is a simile. What other example of a simile do you find in the poem?
The other example of a simile we find in the poem is “continuous as the stars that shine”.

Question 20.
‘Metaphor’ is a figure of speech that makes an implicit comparison between two, unlike things. In ‘What wealth the show to me had brought’, the poet imagines the happiness brought to him by the beautiful scene of the flowers as “wealth”. Does he use a metaphor here?
Yes, he uses a metaphor here.

Question 21.
“Ten thousand saw I at a glance” – is it an exaggeration? Will you call it a ‘hyperbole’?
It is an exaggeration. We call it a “hyperbole”.

Question 22.
What figure of speech does the poet use in “They stretched in never-ending line.”?
The poet uses “hyperbole” in “They stretched in never-ending line

### CHSE Odisha Class 12 English Daffodils Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
The poem ‘Daffodils’ is composed by ___________?
(A) William Wordsworth
(B) John Keats
(C) P.B. Shelly
(D) None of the above
(A) William Wordsworth

Question 2.
William Wordsworth was born in _________?
(A) 1770
(B) 1780
(C) 1775
(D) 1772
(A) 1770

Question 3.
Does this poem incorporate the ideas and aspects essential to _____________?
(A) romantic poetry
(B) metaphysical poetry
(C) spiritual poetry
(D) None of these
(A) romantic poetry

Question 4.
‘I wandered lonely as a cloud’. Here I refers to ______________?
(B) the cloud
(C) the daffodils
(D) the poet
(D) the poet

Question 5.
‘Continuous as the stars that shine and twinkle on the milky way. In the above lines, the daffodils have been compared to ____________?
(A) the clouds
(B) the other flowers
(C) the stars
(D) milky way
(C) the stars

Question 6.
The poet saw the daffodils _____________?
(A) along the margin of a bay
(B) by the side of a pool
(C) by the riverside
(D) in a garden
(A) along the margin of a bay

Question 7.
‘A poet could not but be gay in such a jocund company’. Here ‘jocund company’ refers to the ____________?
(A) Mends of the poet
(B) waves
(C) daffodils
(D) stars
(C) daffodils

Question 8.
“What wealth the show to me had brought.” By ‘wealth’ the poet means _____________?
(A) happiness
(B) good
(C) pleasure
(D) money
(A) happiness

Question 9.
‘A host of golden daffodils,’ Here ‘A host’ means ______________?
(A) a few
(B) one who entertains
(C) a guest
(D) a large number
(D) a large number

Question 10.
‘Bliss’it means ____________?
(A) great love
(B) great joy
(C) great blessing
(D) great loneliness
(B) great joy

Question 11.
‘They stretched in never-ending line along the margin of a bay” Here ‘they’ refers to _____________?
(A) the stars
(B) the daffodils
(C) the clouds
(D) the hills
(B) the daffodils

Question 12.
The daffodils were growing?
(A) along the margin of a bay
(B) by the side of a pool
(C) by the riverside
(D) in a garden
(A) along the margin of a bay

Question 13.
The poet saw _____________ daffodils?
(A) a few
(B) white
(C) blue
(D) a large number of
(D) a large number of

Question 14.
When the poet was looking at the daffodils?
(A) he felt sad to seé them
(B) he was totally lost in their beauty
(C) he thought they were ugly
(D) he felt like dancing
(B) he was totally lost in their beauty

Question 15.
“Never-ending line” means _________?
(A) a curved line
(B) a short line
(C) a continuous line
(D) line of stars
(C) a continuous line

Question 16.
‘1.’en thousand saw I at a glance tossing their heads in sprightly dance.” Here ‘sprightly dance’ means ____________?
(A) a slow dance
(B) a lively dance
(C) dance of the spirits
(D) a religious dance
(B) a lively dance

Question 17.
“Solitude” means ____________?
(A) being alone
(B) being together
(C) being in trouble
(A) being alone

Question 18.
“Glee” means __________?
(A) joy
(C) gloom
(D) happiness
(D) happiness

Question 19.
“A poet could not but be gay” means __________?
(A) the poet could not sleep
(B) the poet was very sad
(C) the poet was happy
(D) the poet could not be happy
(C) the poet was happy

Question 20.
William Wordsworth was an __________ poet?
(A) Irish
(B) English
(C) Scottish
(D) Welsh
(B) English

Question 21.
William Wordsworth was a poet of _____________?
(A) nature
(B) romance
(C) beauty
(D) loves
(A) nature

Question 22.
William Wordsworth died in ____________?
(A) 1770
(B) 1772
(C) 1850
(D) 1852
(C) 1850

Question 23.
William Wordsworth was a poet of natural objects and _____________ people?
(A) country
(B) common
(C) aristocratic
(D) gentry
(A) country

Question 24.
Wordsworth was honored as _____________?
(A) romantic poet
(B) England poet laureate
(C) common people’s poet
(D) pathçtic poet
(B) England poet laureate

Question 25.
What did the poet see?
(A) a lot of clouds
(B) a lonely cloud
(C) a host of golden daffodils
(D) both (B) and (C)
(C) a host of golden daffodils

Question 26.
Where did the poet see the daffodils?
(A) beside the lake
(B) near the tree
(C) in a big field
(D) on the lap of the hill
(A) beside the lake

Question 27.
What were the daffodils doing?
(A) dancing and singing
(B) fluttering and dancing in the breeze
(C) shinning with a happy glance
(D) dancing in the water
(B) fluttering and dancing in the breeze

Question 28.
Whom does the poet compare with the daffodils?
(A) star
(B) tree
(C) cloud
(D) lake
(A) star

Question 29.
Where do the stars shine?
(A)on the sky
(B) on the milky way
(C) in the water
(D) top of daffodils
(B) on the milky way

Question 30.
How many daffodils did the poet see at a glance?
(A) five thousand
(B) ten thousand
(C) fifteen thousand
(D) none of these
(B) ten thousand

Question 31.
Where are the daffodils fluttering and dancing?
(A) in the sea
(B) in the lake
(C) in the ocean
(D) in the breeze
(D) in the breeze

Question 32.
Who was dancing like the daffodils?
(A) rivers
(B) seas
(C) waves
(D) lakes
(C) waves

Question 33.
The poem ‘Daffodils’ can be called a ___________?
(A) nature poem
(B) heroic poem
(C) psychoanalytical poem
(D) None of these
(A) nature poem

Question 34.
“A state of loneliness” is called __________?
(A) pensive
(B) vacant
(C) solitude
(D) pleasure
(C) solitude

Question 35.
What does the poet mean by “little thought” when he says “I gazed and gazed-but little thought”?
(A) He had thought a little
(D) He had a small thought

Question 36.
How did the daffodils surpass the waves?
(A) In their cheerfulness and brightness
(B) In their sprightly dance
(C) With their shine and number
(D) In their beauty and joyfulness
(A) In their cheerfulness and brightness

Question 37.
Who was/were wandering lonely?
(A) A cloud
(B) The poet
(C) The daffodils
(D) The stars
(B) The poet

Question 38.
To whom does the poet compare himself?
(A) The daffodils
(B) The cloud
(C) The stars
(D) The lake
(B) The cloud

Question 39.
The poet has made two comparisons in the poem “Daffodils”. What are they?
(A) Himself with a cloud, daffodils with the stars
(B) Happiness with thè daffodils, stars with daffodils
(C) Himself with the daffodils, daffodils with the stars
(D) Himself with the stars, daffodils with the stars
(A) Himself with a cloud, daffodils with the stars

Question 40.
“I wandered lonely as a cloud”. This statement is an example of a _____________?
(A) Simile
(B) Metaphor
(C) Personification
(D) Hyperbole
(A) Simile

Question 41.
1 gazed and gazed suggests that the poet?
(A) took time to see all the flowers
(C) was lonely
(D) was enchanted
(D) was enchanted

Question 42.
Whom does the poet personify in the poem “Dáffodils”?
(A) The daffodils
(B) The cloud
(C) The stars
(D) The lake and trees
(A) The daffodils

Question 43.
How does the poet personify the daffodils?
(A)By calling them a company
(B) By saying they are fluttering and dancing
(C) By referring to them as a host
(D) By keeping them in his memory
(B) By saying they are fluttering and dancing

Question 44.
Which of the following is an exaggerated phrase/statement?
(A) A host of golden daffodils
(B) Ten thousand saw I at a glance
(C) The waves beside them dance
(D) I wandered lonely as a cloud
(B) Ten thousand saw I at a glance

Question 45.
Which of the following means “Moving to and for”?
(A) Dancing
(B) Sprightly
(C) Fluttering
(D) Tossing
(D) Tossing

Question 46.
Which of the following is the opposite of “Vacant”?
(A) Plaintive
(B) Pensive
(C) Gleeful
(D) Jocund
(B) Pensive

Question 47.
What is the “inward eye” the poet mentions in the poem “Daffodils”?
(A) Inner eye
(B) Mind’s eye
(C) Heart’s eye
(D) Closed eyes
(B) Mind’s eye

Question 48.
How many times is the word “dance” repeated in this poem?
(A) Two
(B) Three
(C) Four
(D) Five
(C) Four

II. Short Type Questions with Answers

Question 1.
Where did the poet see the daffodils and what does the poet compare the daffodils with?
The poet saw the daffodils when he was moving about aimlessly. He saw the daffodils under the trees and beside the lake. The poet compares the daffodils with the stars on the Milkyway.

Question 2.
What resemblance does he find between the stars and the daffodils and how I does the poet feel while looking at the daffodils?
The resemblance the poet finds between the stars and the daffodils is one of countlessness. While looking at the daffodils, the poet’s happiness knows no bounds. The site is a gay inspiration to him.

Question 3.
What happens to the poet when he lies on his couch?
When he lies in his couch in a thoughtful or thoughtless mood, the lively picture of the sprightly dancing daffodils flashed Upon his inward eye and fills his entire being with joy.

Question 4.
What does the poet feel when he remembers the sight of the daffodils?
When he remembers the sight of the daffodils, it fills his entire being with joy. His heart begins to dance with the flowers. In short, the sight of daffodils proves to be a source not only of immediate pleasure but also of lasting joy.

Question 5.
What is the similarity between the stars and the daffodils?
The stars twinkle continuously in a milky way being innumerable and the daffodils, in the same way, danced and swayed in the breeze as if having no end.

Question 6.
What impact did the dancing daffodils have on the poet?
The poet was deeply enchanted by the beautiful dancing daffodils. It was as if a great wealth for the poet. He was happy with the jocund company of the flowers.

Question 7.
How did a jocund company’ impact the poet?
The expression ‘jocund company’ refers to the merry association of the waves and the daffodils dancing in joy. While gazing at the daffodils, the poet was beside himself with joy. The waves and the daffodils produced a cheerful effect on the poet in their company.

Question 8.
Where does a cloud float?
The poet wanders all alone like a piece of cloud floating high over valley and hills.

Question 9.
‘The poet has described the motion of the daffodils.’ Quote the words to support your answer?
The motion or the movement of the daffodils has been reflected in their “fluttering” and “dancing” to the tune of the breeze blowing.

Question 10.
Quote the words that give an instance of alliteration?
“Alliteration” is a type of comparison. The far-stretching daffodils appear to the poet be continuous like the stars that shine in the night sky.

Question 11.
Which figure of speech does the poet use and why? Give an example?
In the figure of speech, the poet has used ‘hyperbole’ for exaggeration and effect. He has tried to show the plentitude (profuse) of the flowers using the expression “ten thousand”.

Detailed Summaries and Glossary

Stanza – 1
I wandered………………………………………………………………………the breeze.
At the beginning, the poet is not only lonely, but also in a state of wandering, that is, moving about aimlessly as a floating cloud. All on a sudden, he sees a crowd – a whole bank of beautiful daffodils, quivering and ‘dancing in the breeze’ by the side of the lake, ‘beneath the trees’. The simile that compares the poet’s state to that of a cloud reinforces the very idea of an aimless drift.

ସାରମର୍ମ :
କବିତାର ଆଦ୍ୟଭାଗର ବର୍ଣ୍ଣନାନୁଯାୟୀ କବି କେବଳ ଏକାକୀ ନାହାନ୍ତି, ବରଂ ସେ ଏକ ଭାସମାନ ବାଦଲ ଭଳି ଲକ୍ଷ୍ୟହୀନ ଭାବେ ଘୂରି ବୁଲୁଛନ୍ତି । ହଠାତ୍ ଏକ ହ୍ରଦକୂଳରେ ଅନେକ ଡାଫୋଡ଼ିଲ୍ ହଲି ଦୋହଲି ପବନରେ ନାଚୁଥିବାର ସେ ଦେଖିବାକୁ ପାଇଛନ୍ତି । କବିଙ୍କ ମାନସିକ ଅବସ୍ଥାକୁ ଭାସମାନ ବାଦଲ ସହିତ ତୁଳନା କରାଯାଇଥ‌ିବାରୁ କବି ଯେ ଲକ୍ଷ୍ୟହୀନ ଭାବେ ଭ୍ରମଣ କରୁଛନ୍ତି ତାହା ବୁଝାପଡ଼ୁଛି ।

Glossary
lonely : The poet was not exactly lonely, for his sister Dorothy, was with him. The word ‘lonely’ refers to the state of the poet’s mind. This word helps to create a
beautiful atmosphere.
cloud : ବାଦଲ
floats : ଭାସିବା
vales : ଭ୍ୟାଲେସ୍
daffodils : bell-shaped flowers of golden yellow colour, with narrow leaves, which bloom ¡n early . spring usually by the side of lakes ଏକ ପ୍ରକାର ସ୍ଥଳପଦ୍ମ ଜାତୀୟ ଫୁ ଲ
a host of : a large number of – ବହୁ ସଙ୍ଖ୍ୟକ
beside : at the side of (ପାଖରେ)
lake : the poet here refers to lake Ullswater on the borders of Cumberland and west Moonland – (ହ୍ରଦ)
beneath : ତଳେ
fluttering : quivering
breeze : ପବନ

Stanza – 2
Continuous as ………………………………………………………. sprightly dance.
In this stanza, in the poet’s ‘inward eye’, his imagination moves from earth to heaven and discovers a similarity between the daffodils and the stars. The beautiful spectacle of the crowd of dancing daffodils reminds the poet of the luminous stars in the sky. The flowers by the shore of the lake seem as countless as the stars. He catches sight of ‘ten thousand at a glance’, moving their heads in a gay and lively dance.

ସାରମର୍ମ :
ଏହି ପଦରେ କବିଙ୍କର ଅନ୍ତଃଦୃଷ୍ଟିରେ ତାଙ୍କ କଳ୍ପନାଶକ୍ତି ପୃଥ‌ିବୀପୃଷ୍ଠରୁ ଆକାଶକୁ ଗତିଶୀଳ ହୋଇଛି ଏବଂ ସେ ଡାଫୋଡ଼ିଲ୍‌ ଏବଂ ତାରକାପୁଞ୍ଜ ମଧ୍ୟରେ ସାମଞ୍ଜସ୍ୟ ଆବିଷ୍କାର କରିଛନ୍ତି । ଅଗଣିତ ନୃତ୍ୟମାନ ଡାଫୋଡ଼ିଲ୍‌ ତାଙ୍କୁ ଆକାଶର ଉଜ୍ଜ୍ଵଳ ତାରକାରାଜି କଥା ମନେପକାଇ ଦେଇଛି । ହ୍ରଦକୂଳର ଫୁଲ୍‌ଗୁଡ଼ିକ ତାଙ୍କୁ ଅଗଣିତ ତାରକା ଭଳି ମନେ ହୋଇଛି । ଏକାଥରକେ ସେ ଦଶହଜାରସଂଖ୍ୟକ ଡାଫୋଡ଼ିଲ୍‌ ମୁଣ୍ଡ ହଲାଇ ଜୀବନ୍ତଭାବେ ନୃତ୍ୟ କରୁଥିବାର ସେ ଦେଖାରି ଛନ୍ତି ।

Glossary
twinkle : shine
milkway : the broad, luminous band of stars encircling the sky (ଛାୟାପଥ)
never-ending : endless (ସୀମୀହୀନ)
margin : border(ସୀମୀ)
bay : here refers to a lake (ହୀନ)
ten thousand : many. not to be taken seriously
ten thousand at a glance : Here we come across an example of hyperbole, a figure of speech, rather rare in Wordsworth, purposeful exaggeration. The line of flowers is imagined to be stretching almost into infinity, through the use of phrase like ‘ten thousand’, etc.
glance : ବାହାପ
tossing : moving (ଟସ୍ ମାରିବା)
sprightly : lively (ସ୍ପଷ୍ଟ ଭାବରେ)
Tossing dance : moving their heads in gay and lively dance (ସେହି ଫୁଲ ଗୁଡ଼ିକ)

Stanza – 3
The waves besides the flowers are dancing, but the mirth of daffodils is far greater than that of the waves. The entire atmosphere is one of joy and this delight sinks deep into the poet’s heart. His eyes are fixed on the spectacular sight. The poet fails to realize that the beautiful scene is going to be a source of joy for him in the future also. In short, the show of the flowers brings great ‘wealth’ to the poet,because the poet’s imagination changes them, again and again, into something precious and permanently lovable.

ସାରମର୍ମ :
ଫୁଲଗୁଡ଼ିକ ଭଳି ଲହରୀମାଳା ମଧ୍ଯ ନୃତ୍ୟ କରୁଛନ୍ତି, ମାତ୍ର ଡାଫୋଡ଼ିଲ୍‌ର ପ୍ରଫୁଲ୍ଲତା ଲହରୀମାଳାର ପ୍ରଫୁଲ୍ଲତାଠାରୁ ଢେର ବେଶି । ସମଗ୍ର ପରିବେଶ ଆନନ୍ଦପ୍ରଦ ରହିଛି ଏବଂ ସେହି ଆନନ୍ଦ କବିଙ୍କ ହୃଦୟକନ୍ଦରକୁ ବିଗଳିତ କରିଛି । ସେହି ଚମତ୍କାର ଦୃଶ୍ୟ ଉପରେ କବିଙ୍କ ଆଖିଯୋଡ଼ିକ ଲାଖିଯାଇଛି । ସେହି ମନୋଲୋଭା ଦୃଶ୍ୟ ଯେ ଭବିଷ୍ୟତରେ ତାଙ୍କ ପାଇଁ ଆନନ୍ଦର ଉତ୍ସ ହେବାକୁ ଯାଉଛି ବୋଲି କବି ଅନୁଭବ କରିପାରି ନାହାନ୍ତି । ସଂକ୍ଷେପରେ କହିଲେ, ଫୁଲଗୁଡ଼ିକର ଦୃଶ୍ୟ କବିଙ୍କ ପାଇଁ ସମ୍ପଦ ଆଣିଦେଇଛି କାରଣ କବିଙ୍କ ଚିନ୍ତାଧାରା ସେଗୁଡ଼ିକୁ ବେଳକୁବେଳ କିଛି ମହାର୍ଘ ଓ ପରମ ଆନନ୍ଦକାରୀ ବସ୍ତୁରେ ରୂପାନ୍ତରିତ କରିବାରେ ଲାଗିଛି ।

Glossary
nationalistic : promoting nationalism
out-did : surpassed (ଅତିକ୍ରମ କଲା |)
sparkling : shining (ଉଜ୍ଜ୍ୱଳ)
Out-did …. waves : The dancing of the daffodils seemed even more spontaneous and cheerful than that of the waves. (ଅଧିକ ଆନନ୍ଦପ୍ରଦ ଥିଲା)
glee : mirth (ଆନନ୍ଦ)
A poet …. gay : The poet identified himself with the daffodils. The sight might not have appealed to ordinary folk, but to a poet, it was a gay inspiration. (କବିଙ୍କ ପାଇଁ ପ୍ରେରଣାର ଉତ୍ସ ପାଲଟିଥିଲା )
gay : light-hearted and carefree (ଜଞ୍ଜାଳଶୂନ୍ୟ)
jocund : joyful (ଅତ୍ୟନ୍ତ ଖୁସୀ)
gazed-and gazed : The poet’s eyes were fixed on the beautiful sight of dancing daffodils ( ଆଖୁ ଲାଖ୍ ରହିଥୁଲା)
little thought : no thought ( ଭାବନା ନ ଥିଲା)
show : sight (ଦୃଶ୍ୟ) The poet here refers to the beauty created by the dancing waves and daffodils.

Stanza – 4
For oft, ………………………………………………………the daffodils.
This stanza describes the wealth of delight the ‘show’ has bestowed on the poet. The sight of the golden daffodils becomes a thing of the past. Time flies by. In later years, when he lies on his couch in a thoughtful mood, the lovely picture of the sprightly daffodils flashes upon his imagination and fills his entire being with joy. Thus the lovely sight proves to be a source not only of immediate pleasure but of lasting joy as well. This experience brings about a profound change in the poet’s mode of perception as well as a deeper spiritual life.

ସାରମର୍ମ :
ଏହି ପଦଟି ସୁନ୍ଦର ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ଦୃଶ୍ୟ କବିଙ୍କୁ ପ୍ରଦାନ କରିଥିବା ଆନନ୍ଦରୂପକ ସମ୍ପଦ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛି । ସୁନେଲୀ ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ଦୃଶ୍ୟ ଅତୀତ ପାଲଟି ଯାଇଛି । ସମୟ ଗଡ଼ିଚାଲିଛି । ପରବର୍ତ୍ତୀ କାଳରେ କବି ଯେତେବେଳେ ଦୁଃଖଦ ମନରେ ଖଟିଆରେ ଗଡ଼ି ପଡ଼ିଛନ୍ତି, ସେତେବେଳ ସତେଜ ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ମନୋଲୋଭା ଦୃଶ୍ୟ ତାଙ୍କ କଳ୍ପଦୃଷ୍ଟିରେ ଭାସିଯାଇଛି ଓ ତାଙ୍କର ସାରା ଶରୀରରେ ଭରିଦେଇଛି ଆନନ୍ଦର ଶିହରଣ । ଏହିପରି ସେହି ସୁନ୍ଦର ଦୃଶ୍ୟ କେବଳ ତାତ୍‌କ୍ଷଣିକ ଆନନ୍ଦର ଉତ୍ସ ନୁହେଁ ବରଂ ପରମାନନ୍ଦର ଉତ୍ସ ଭାବେ ପ୍ରମାଣିତ ହୋଇଛି । ଏହି ଅନୁଭବ କବିଙ୍କର ଦୃଷ୍ଟିଭଙ୍ଗୀ ଓ ଆଧ୍ୟାତ୍ମିକ ଜୀବନଶୈଳୀ ଉପରେ ଗଭୀର ପ୍ରଭାବ ପକାଇଛି ।

Glossary
Oft : often (ଅନେକରିବା)
Vacant : not thinking of anything in particular (ଶୂନ୍ୟ)
Pensive : sad and thoughtful (ଦୁଃଖ ଏବଂ ଚିନ୍ତାପୂର୍ଣ୍ଣ)
flash upon : ଚମକି ଉଠିବା
inward eye: here it means the mind that contemplates imagination not the eye proper that only sees (ଆଭ୍ୟନ୍ତରୀଣ ଚକ୍ଷୁ)
bliss : great joy (ସୁଖ)
solitude: the state of loneliness (ଏକାକୀ)
They flash …. solitude : The poet was in a happy mood in the jocund company of the waves and flowers. That was the experience of the ‘outer eyes’ but that of the ‘inward eye’ was more joyful. The feeling of sympathy with the waves and the flowers and to the breeze in their glee and the Wordsworthian emotion recollected in tranquillity expressed ‘in themselves’ — A. C. Bradley
bliss of solitude : Solitude is a recurrent theme in Wordsworth’s poetry. Here it means ‘a supreme delight that comes out of loneliness. Coleridge says that ‘inward eye’ should be reserved for higher uses i.e. mental and spiritual delight. He adds that the thoughts and images in this poem are too great for the subject. vide : Biographia Literania. The last stanza is also reminiscent of Wordsworth’s The Solita?Reaper The music in mv heart I bore Long after it was heard no more

Introducing the Poet
William Wordsworth (1770-1850) is perhaps the best-known of all the Romantic poets. He was born in the Lake District, in Cumberland, his love of the English Lakes never left him and remained to the end a major influence in all he wrote. Wordsworth launched his poetic career in a company with S.T. Coleridge; they jointly published Lyrical Ballads. He was one of the greatest poets of the country and of natural life. As a nature poet and a poet willing and able to see the man against a backdrop of nature, he has no equal. He excels at taking one particular moment of experience and conveying it richly with a hint of moral comment. His greatest contribution to English literature was A Return to Nature. His idea of nature is related to the concept of unity, the idea of poetic power, and even his moral beliefs. Nature is seen in many aspects of Wordsworth’s work. At its deepest in ‘The Prelude’, ‘Tintern Abbey’, Nature is seen as possessing a definite mystical bond with man’s spirit. Nature in its moral aspects is seen in poems such as ‘Tintern Abbey’ and especially ‘The Prelude’. Wordsworth became a master of all forms of poetry: narrative verse, ballads, lyrical poems, sonnets, odes, and elegies. He was a conscious, deliberate poet. He had a fine mastery of language. To him, “Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity.”

The title ‘Daffodils ’ is likely to suggest a poem in worshipful praise of the flowers so named. The poem, composed in 1807, is an instance of emotion recollected in tranquillity. ‘Daffodils’ describes the beauty and power of the flowers. More significantly, it is a vivid dramatic record of the poet’s encounter with a charming spectacle of nature. On careful reading, the poem turns out to be a beautiful, dramatic lyric on the poet’s spiritual conversion in the company of Nature. The fact that Wordsworth achieves his purpose in ‘Daffodils’ through the use of simple, spontaneous, yet sweet and forceful language bears witness to his poetic greatness and excellence.

Summary
The poem gives vent to a personal experience. In one of his wanderings, the poet happened to catch sight of a host of golden daffodils fluttering and dancing in the breeze by the side of a lake. They also reminded him of the stars at night in brightness and multitude. They were ‘tossing their heads in sprightly dance’. The waves were dancing too, but the glee of the lovely flowers was far greater than that of the waves. The entire atmosphere was one of joy and this joy swelled the poet’s heart. The sight had also another and a more profound effect on the mind of the poet. In later years, when he was in a pensive mood, the lively picture of the dancing daffodils flashed upon his ‘inward eye’ and filled his mood of solitude with immense joy.

ସାରାଂଶ:
କବିତାଟି ଏକ ବ୍ୟକ୍ତିଗତ ଅନୁଭୂତିକୁ ଭାବପୂର୍ଣ୍ଣଭାବେ ପରିପ୍ରକାଶ କରିଛି । ଥରେ ବୁଲୁବୁଲୁ କବି ୱାର୍ଡସ୍ୱର୍ଥ ଏକ ହ୍ରଦକୂଳରେ ଗୁଡ଼ିଏ ସୁନେଲି ରଙ୍ଗର ଡାଫୋଡ଼ିଲ୍‌ ଫୁଲର ସମ୍ଭାର ପବନ ଲହରୀରେ ଦୋଳି ଖେଳୁଥ‌ିବାର ଦେଖ‌ିବାକୁ ପାଇଲେ । ସେହି ଫୁଲଗୁଡ଼ିକ କବିଙ୍କୁ ଉଜ୍ଜଳ ରାତ୍ରିରେ ଆକାଶରେ ଚିକିମିକି କରୁଥିବା ଅସଂଖ୍ୟ ତାରକାମାନଙ୍କୁ
ମନେପକାଇ ଦେଇଥିଲା । ସେହି ଫୁଲଗୁଡ଼ିକ ମୁଣ୍ଡ ହଲାଇ ଜୀବନ୍ତ ନୃତ୍ୟ କଲାଭଳି ପ୍ରତୀୟମାନ ହେଉଥିଲା । ଲହରୀମାଳା ଡେଇଁ ଡେଇଁ ନୃତ୍ୟ କରୁଥିଲେ ହେଁ ଏହି ସୁନ୍ଦର ଫୁଲଗୁଡ଼ିକର ଆନନ୍ଦ ତା’ଠାରୁ ଅନେକ ଗୁଣରେ ଅଧିକ ଥିଲା । ସମଗ୍ର ପରିବେଶ ଆନନ୍ଦବିଭୋର ଥିଲା ଏବଂ ସେହି ଆନନ୍ଦ କବିଙ୍କ ହୃଦୟକୁ ଉଦ୍‌ବେଳିତ କରିଥିଲା । ସେହି ଦୃଶ୍ୟ କବିଙ୍କ ମନରେ ଆଉ ଏକ ଗଭୀର ପ୍ରଭାବ ପକାଇଥିଲା । ପରବର୍ତ୍ତୀ ଜୀବନରେ କବିଙ୍କ ମନ ଯେତେବେଳେ ଦୁଃଖରେ ଭରିଯାଇଥିଲା, ନୃତ୍ୟରତା ଡାଫୋଡ଼ିଲ ଫୁଲଗୁଡ଼ିକର ସୁନ୍ଦର ଦୃଶ୍ୟ ତାଙ୍କ ଅନ୍ତଃଚକ୍ଷୁ ସମ୍ମୁଖରେ ଭାସିଯାଇଥିଲା ଏବଂ
ତାଙ୍କ ନିରୋଳା ମନରେ ଆନନ୍ଦ ଭରି ଦେଇଥିଲା ।

## CHSE Odisha Class 12 English Solutions Chapter 1 My Greatest Olympic Prize

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 1 My Greatest Olympic Prize Textbook Exercise Questions and Answers.

## CHSE Odisha 12th Class English Solutions Chapter 1 My Greatest Olympic Prize

### CHSE Odisha Class 12 English My Greatest Olympic Prize Text Book Questions and Answers

Unit-wise Gist and Glossary:

UNIT – I:
Gist:
Jesse Owens takes us back to the 1936 Summer Olympics held in Berlin where nationalistic feelings were running high because of Hitler’s reference to his country’s participants who belonged to a ‘master race’. His words produced no effect on Owens. Everyone looked forward to winning his long jump event, because a year before, he as a university student had set a world record in that field. But his surprise knew no bounds at the sight of a German called Luz Long touching the pit at almost 26 feet on his practice. Owens learned that Hitler hoped to win the jump. In his view, Luz Long’s victory would cement the Nazi’s Aryan superiority theory. He was a Negro and was bent on showing his superiority.
ସାରମର୍ମ :
ଜେସି ଓୟେସ ଆମ୍ଭମାନଙ୍କୁ ୧୯୩୬ ମସିହାରେ ବର୍ଲିନ୍‌ଠାରେ ଅନୁଷ୍ଠିତ ଗ୍ରୀଷ୍ମକାଳୀନ ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପୃଷ୍ଠଭୂମିକୁ ନେଇ ଯାଇଛନ୍ତି ଯେଉଁଠାରେ କି ନିଜ ଦେଶର ଖେଳାଳିମାନେ ଶ୍ରେଷ୍ଠ ଜାତିର ଅନ୍ତର୍ଭୁକ୍ତ ବୋଲି ହିଲର୍‌ଙ୍କ ମନ୍ତବ୍ୟ କାରଣରୁ ପ୍ରବଳ ଜାତୀୟତା ଭାବନା ସୃଷ୍ଟି ହୋଇଥିଲା । ତାଙ୍କ କଥାର କୌଣସି ପ୍ରଭାବ ଓୟେସଙ୍କ ଉପରେ ପଡ଼ିନଥିଲା । ଲମ୍ବଡ଼ିଆରେ ତାଙ୍କର ବିଜୟକୁ ସମସ୍ତେ ଆଗ୍ରହର ସହିତ ଅପେକ୍ଷା କରିଥିଲେ, କାରଣ ବର୍ଷକ ପୂର୍ବରୁ ଜଣେ ବିଶ୍ବବିଦ୍ୟାଳୟ ଛାତ୍ର ଭାବରେ ସେ ଏହି କ୍ଷେତ୍ରରେ ବିଶ୍ଵରେକର୍ଡ ପ୍ରତିଷ୍ଠା କରିଥିଲେ । ମାତ୍ର ଲୁଜ୍ ଲଙ୍ଗ୍ ନାମକ ଜଣେ ଜର୍ମାନ୍ ଅଭ୍ୟାସ ପର୍ଯ୍ୟାୟରେ ପ୍ରାୟ ୨୬ ଫୁଟ୍ ଡେଇଁବାର ଦେଖୁ ତାଙ୍କ ବିସ୍ମୟର ସୀମା ରହିଲା ନାହିଁ । ହିଟ୍‌ଲର୍ ତାଙ୍କୁ ଡିଆଁରେ ବିଜୟୀ ହେବାର ଆଶା ରଖୁଛନ୍ତି ବୋଲି ଓୟେସ ଜାଣିବାକୁ ପାଇଲେ । ତାଙ୍କ ମତରେ, ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କ ବିଜୟ ନାଜୀମାନଙ୍କର ‘ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱ’ ସିଦ୍ଧାନ୍ତକୁ ନିଶ୍ଚିତରୂପେ ଦୃଢ଼ୀଭୂତ କରିବ । ସେ ଜଣେ ନିଗ୍ରୋ ଥିଲେ ଏବଂ ନିଜର ଶ୍ରେଷ୍ଠତ୍ଵ ପ୍ରତିପାଦନ ପାଇଁ ବଦ୍ଧପରିକର ହେଲେ ।

Glossary:
Olympic Games: a modern revival of the greatest of games or festivals of ancient Greece. The Olympic Games are held every four years, each time in a different country. (ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ା)
Adolf Hitler : (1889-1945) Nazi dictator of Germany (ଜର୍ମାନୀର ନାଜୀ ଶାସକ)
childishly : ପିଲାଳିଆ ଭାବରେ
performers : competitors (ପ୍ରତିଯୋଗୀମାନେ)
master race: superior to all other races (ଶ୍ରେଷ୍ଠ ଜାତି)
Hitler held that Germans were superior to all other races.
nationalistic: promoting nationalism (especially, a narrow kind of nationalism) (ଜାତୀୟତା)
all-time high: the highest ever (ସର୍ବାଧ୍ବକ)
I …. six years: Owens had tried hard for six years.
set : established (ପ୍ରତିଷ୍ଠିତ)
26 feet 8 inches: 8.13 metres (୮.୧୩ ମିଟର)
hands down: very easily (ଅତି ସହଜରେ)
I surprise : Owens’ surprise knew no bounds (ଓବେନ୍ସଙ୍କ ଆଶ୍ଚର୍ୟ୍ୟର ସୀମା ନ ଥିଲା)
startled : greatly shocked and surprised (ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ |)
hitting : touching (ଛୁଇଁବା)
leaps : jumps
evidently : clearly
under wraps : secret
Nazis: members of Hitler’s National Socialist German Workers’ Party (NSDAP)
Aryan-superiority: The Aryans are superior to all other races. (ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱ)
After all : ମୋଟାମୋଟି ଭାବେ
hot under the collar: very angry (ରାଗୀ)
determined: firmly decided
Der Fuhrer: the leader in German (Used with special reference to Hitler) (ଜର୍ମାନ୍ ନେତା ହିଟଲର୍ )

Think it out:
Question 1.
Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin?
Nationalistic feelings were running high during the 1936 Summer Olympics in Berlin because of Hitler’s Nazi theory that Germans were superior to all other races.

Question 2.
‘I wasn’t too worried about all this’. What does “this” refer to – Hitler’s beliefs or winning a gold medal?
‘This’ refers to Hitler’s beliefs.

Question 3.
Why wasn’t Owens worried?
Owens was not worried, because he had shed his blood, sweat, and tears for six years, with the Games in his mind.

Question 4.
Why did everyone expect Owens to win the long jump easily?
Everyone expected Owens to win the long jump easily, because, a year before the advent of the Berlin Olympic Games, he, as a university student, had established the world record of 26 feet 8] inches (8.13 meters).

Question 5.
What was the surprise that awaited Jesse Owens in Berlin?
The surprise that awaited Jesse Owens was a tall German boy, Luz Long’s amazing performance of hitting the pit at almost 26 feet on his practice jumps.

Question 6.
What did he learn from people about Luz Long?
He learned from people about Luz Long that Hitler had kept him secretly hoping he would be the jump winner.

Question 7.
Do you think Nazis’ Aryan-superiority theory meant that Germans were superior to Negroes? How did Owens feel about it – angry or bothered?
I don’t think Nazis’ Aryan-superior theory meant that Germans were superior to Negroes. Owens felt angry about it.

Question 8.
What made Owens determined to beat Luz Long?
The fact that made Owens determined to beat Luz Long was that he was a Negro and against this backdrop, he would disprove Hitler’s Aryan superiority theory.

UNIT – II

Gist:
In the writer’s view, anger is the worst enemy of an athlete, because this base passion leads him or her to commit mistakes. The results of the first two qualifying jumps for Owens were dismal. He was utterly disgusted. His failure in the two qualifying jumps made him kick the pit. In the meantime, to his stunned disbelief, he found Luz Long, the tall German long jumper, offered him a firm handshake. He wore a nice look. Owens tried to conceal his nervousness, but Long understood his anger.

In spite of being trained in the Nazi youth movement, he was a glorious exception. He did not believe in the concept of Aryan supremacy. The blue-eyed and remarkably handsome Long eventually noticed that his anger had abated and advised Owens to draw a line a few inches at the back of the board and focus on making his take-off from there. He said to Owens that to come first in the trials was of no use and the next day was crucial. Luz Long’s words worked wonders. Owens’ tension vanished and he qualified for the jump with great confidence.
ସାରମର୍ମ :
ଲେଖକଙ୍କର ମତରେ, କ୍ରୋଧ ଖେଳାଳିର ସବୁଠାରୁ ବଡ଼ ଶତ୍ରୁ । କାରଣ ଏହି ଘୃଣ୍ୟ ପ୍ରବୃତ୍ତି ଯୋଗୁଁ ସେ ଭୁଲ୍ କରି ବସେ । ଓୟେସ୍‌ଙ୍କର ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟରେ ପ୍ରଥମ ଦୁଇଟି ଲମ୍ଫ ନୌରାଶ୍ୟଜନକ ଥିଲା । ସେ ଭୀଷଣ ଭାବରେ ବିରକ୍ତ ହୋଇଗଲେ । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟର ପ୍ରଥମ ଦୁଇଟି ଡିଆଁରେ ଅସଫଳ ହୋଇ ସେ ଭୂଇଁକୁ ଗୋଇଠା ମାରିଥିଲେ । ଏହି ସମୟରେ ସେ ଜର୍ମାନ୍‌ର ଡେଙ୍ଗା ଲମ୍ବଡିଆଁ ପ୍ରତିଯୋଗୀ ଲୁଜ୍ ଲଙ୍ଗ୍ ତାଙ୍କ ସହିତ କରମର୍ଦ୍ଦନ କରିବାକୁ ହାତ ବଢ଼ାଇଥବା ଦେଖୁ ବିସ୍ମିତ ହେଲେ । ସେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁ ରହିଥିଲେ । ଓୟେନ୍ସ ନିଜର କ୍ରୋଧକୁ ଲୁଚାଇବାକୁ ଚାହୁଁଥିଲେ ହେଁ ଲଙ୍ଗ୍ ତାହା ବୁଝିପାରିଥିଲେ । ନାଜି ଯୁବ ଆନ୍ଦୋଳନରେ ପ୍ରଶିକ୍ଷିତ ହୋଇଥିଲେ ହେଁ ସେ ଏକ ଚମତ୍କାର ବ୍ୟତିକ୍ରମ ଥିଲେ । ସେ ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱରେ ବିଶ୍ଵାସ କରୁନଥିଲେ । ନୀଳାଭ ନୟନ ଓ ସୁଗଠିତ ଶରୀରଧାରୀ ଲଙ୍ଗ୍ ଦେଖ‌ିଲେ ଯେ ଓୟେନ୍‌ସ୍‌ଙ୍କ ରାଗ ପ୍ରଶମିତ ହୋଇଗଲାଣି । ସେ କାଠପଟା କିଛି ଇଞ୍ଚ ପଛରୁ ଏକ ଗାର ଟାଣି ଓ ସେହି ଗାରକୁ ନଜରରେ ରଖି ସେହିଠାରୁ ଡିଆଁ ଆରମ୍ଭ କରିବାକୁ ଓୟେସ୍‌ଙ୍କୁ ଉପଦେଶ ଦେଲେ । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟରେ ପ୍ରଥମ ହେବାର କିଛି ଆବଶ୍ୟକତା ନାହିଁ ଏବଂ ବାସ୍ତବରେ ପରବର୍ତ୍ତୀ ଦିନ ହିଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବୋଲି ସେ ଓୟେସ୍‌ଙ୍କୁ କହିଥିଲେ । ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କର ପରାମର୍ଶ ଯାଦୁ ଭଳି କାମ କଲା । ଓୟେସ୍‌ଙ୍କ ଚିନ୍ତା ଉଭେଇଗଲା ଏବଂ ସେ ଦୃଢ଼ ଆତ୍ମବିଶ୍ଵାସ ସହ ଶେଷ ଡିଆଁ ପାଇଁ ଯୋଗ୍ୟତା ହାସଲ କରିଥିଲେ ।

Glossary:
athlete : କ୍ରୀଡ଼ାବିତ୍
exception : ବ୍ୟତିକ୍ରମ
leapt : jumped (ଡେଇଁଲେ)
beyond : ବାହାରେ
bitterly : with hatred ଭାବରେ )
kicked : ଗୋଇଠା ମାରିଲେ
disgustedly : ବିରକ୍ତିପୂର୍ଣ୍ଣ ଭାବେ
firm handshake : ଦୃଢ଼ ହ୍ୟାଣ୍ଡସେକ
twist : (here) speech accent (ଉଚ୍ଚାରଣ ଭଙ୍ଗୀ )
hide : ଲୁଚାଇବା
mastered : acquired complete knowledge or skill (ଦକ୍ଷତା ହାସଲ କରିବା)
a bit : a little (ସ୍ଵଳ୍ପ/ଅଳ୍ପ)
slang : words used informally; words used in talk by a group or class of people (ଅନୌପଚାରିକ ଭାଷା)
must be eating you : must be agitating your mind
anger : କ୍ରୋଧ
took pain : took trouble (ଅସୁବିଧାରେ ପକାଇଲା)
reassure : to say something to make somebody less frightened (ପୁନଃ ଆଶ୍ୱାସନା ଦେବା )
schooled : trained (ପ୍ରଶିକ୍ଷିତ)
movement : ଚଳନ
strikingly : impressively
handsome : ସୁନ୍ଦର
calmed : cooled (ଶାନ୍ତ ହେଲା )
counts : matters (ଆବଶ୍ୟକ କରେ)

Think it out:
Question 1.
What does a coach say about an angry athlete?
A coach says that an angry athlete will commit mistakes. In other words, he says that anger is an athlete’s worst enemy.

Question 2.
What were the results of the first two qualifying jumps for Owens?
The results of the first two qualifying jumps for Owens were miserable. He jumped from several inches outside the take-off board for a no-jump.

Question 3.
Why did Owens kick the pit?
Owens kicked the pit because he failed during the trials. He was disgusted.

Question 4.
Who offered Owens a firm handshake? Was he friendly or hostile?
Luz Long, a German long jumper offered him a firm handshake. He was friendly.

Question 5.
Why did Long speak to Owens during the trials? Did he mean to make friends with Owens or to find out what was troubling him?
Long spoke to Owens during the trials to help him. He wanted to find out what was troubling Owens.

Question 6.
“he really looked the part” – What does this mean? Does it mean Long was trying to play the part of an Aryan or he looked as if he belonged to a superior race?
‘He really looked the part’ means Luz Long was trying to play the part of an Aryan.

Question 7.
How did Luz Long help Jesse Owens in qualifying for the final jumps?
Luz Long helped Jesse Owens in qualifying for the final jumps by advising him to draw a line a few inches at the back of the take-off board and focussing on his start from there.

Question 8.
“Tomorrow is what counts.” – What did Long mean by this? Does he mean that Owens would win the next day or that their performance the next day would matter much?
Long means that Owens would win the next day.

Question 9.
Did Owens qualify for the final jump? How did he do that?
Thanks to Long’s friendly advice, Owens qualified for the final jump. Brimming with confidence, he drew a line a full foot behind the board and advanced to jump from there and qualified for the final jump.

UNIT – III

Gist:
A real friendship sprang up between Jesse Owens and Luz Long when the former went to the latter’s room and dwelt on varied topics for two hours. The moment they had been waiting for had arrived at last. Luz smashed his own past record and encouraged Owens to give his best performance. Jesse Owens won the event, setting the Olympic record of 26 feet 5 4 inches. Luz congratulated him and shook his hand warmly in spite of Hitler’s angry look at them. Owens felt genuine friendship for Luz at that moment. The most fabulous Olympic prize for him was the friendship he formed with. Long, but not the gold medal he won in the long jump. In Owens’ view, Long epitomized the philosophy of Pierre de Coubertin, the founder of modem Olympic Games – the essence of the Olympic Games lies not in winning but in participating. Good fight, but not conquest is the hallmark of life.
ସାରମର୍ମ :
ଯେତେବେଳେ ଓୟେସ୍ ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କ କୋଠରିକୁ ଯାଇ ଦୁଇ ଘଣ୍ଟା ଧରି ବିଭିନ୍ନ ବିଷୟରେ ଆଲୋଚନା କଲେ, ସେତେବେଳେ ଦୁଇଜଣଙ୍କ ମଧ୍ୟରେ ପ୍ରକୃତ ବନ୍ଧୁତା ଗଢ଼ି ଉଠିଲା । ସେମାନଙ୍କର ଅପେକ୍ଷା କରିବାର ମୁହୂର୍ତ୍ତ ଆସିଗଲା । ଲୁଜ୍ ନିଜର ପୂର୍ବ ରେକର୍ଡ ଭାଙ୍ଗିଲେ ଏବଂ ଶ୍ରେଷ୍ଠତ୍ୱ ପ୍ରତିପାଦନ କରିବାକୁ ଓୟେସ୍‌ଙ୍କୁ ଉତ୍ସାହିତ କଲେ । ଓୟେସ୍ ପ୍ରତିଯୋଗିତାରେ ଜିତିଲେ ଏବଂ ୨୬ ଫୁଟ ୫୪ ଇଞ୍ଚ ଡେଇଁ ଅଲିମ୍ପିକ୍ ରେକର୍ଡ ସ୍ଥାପନ କଲେ । ଲୁଜ୍ ଲଙ୍ଗ୍ ହିଟ୍‌ଲର୍‌ଙ୍କ କ୍ରୋଧପୂର୍ଣ୍ଣ ଚାହାଣି ସତ୍ତ୍ଵେ ତାଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ଏବଂ ଖୁସିରେ କରମର୍ଦ୍ଦନ କଲେ । ସେହି ମୁହୂର୍ତ୍ତରେ ଓୟେନ୍ସ ଲୁଜ୍‌ଙ୍କ ପ୍ରତି ଅନାବିଳ ବନ୍ଧୁତ୍ଵଭାବ ଅନୁଭବ କଲେ । ଲମ୍ବଡ଼ିଆରେ ସ୍ଵର୍ଣ୍ଣପଦକ ଜିତିବା ଅପେକ୍ଷା ଲୁଜ୍‌ଙ୍କ ସହ ସ୍ଥାପିତ ସମ୍ପର୍କ ତାଙ୍କ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ ଅଲିମ୍ପିକ୍ ପୁରସ୍କାର ଥିଲା । ଆଧୁନିକ ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପ୍ରତିଷ୍ଠାତା ପେରୀ ଡି କୁବରଟିନ୍‌ଙ୍କ ଦର୍ଶନ ଯାହାକି ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ମହତ୍ତ୍ବ ବିଜୟୀ ହେବାରେ ନୁହେଁ ଅଂଶଗ୍ରହଣ କରିବାରେ ରହିଛି, ଲଙ୍ଗ ତାହାର ଜ୍ଵଳନ୍ତ ଉଦାହରଣ ଥିଲେ । ଜୀବନର ମହତ୍ତ୍ବ ବିଜୟପ୍ରାପ୍ତ କରିବା ନୁହେଁ ଉତ୍ତମରୂପେ ସଂଘର୍ଷ କରିବା ଉପରେ ପର୍ଯ୍ୟବସିତ ।

Glossary:
real : genuine (ବାସ୍ତବ)
beat : defeat (ହରେଇବା )
peak performance : best ever performance ( ସର୍ବୋତ୍କୃଷ୍ଟ କୃତିତ୍ଵ)
at the instant: at once (ସଙ୍ଗେ ସଙ୍ଗେ)
congratulating : ଅଭିନନ୍ଦନ
26 feet 5 1/4 inches: 8.6 metres (୮.୬ ମିଟର)
despite : in spite of (ସତ୍ତ୍ୱେ)
glared : looked with anger (କ୍ରୋଧରେ ଚାହିଁଲେ)
fake : false (କୃତ୍ରିମ)
24-carat friendship : genuine friendship (ପ୍ରକୃତ ବନ୍ଧୁତା)
epitome : (here) a typical representation of the ideal (ପ୍ରକୃଷ୍ଟ ଉଦାହରଣ )
taking part : participating (ଭାଗ ନେବା)
conquering : winning (ଜିତିବା)

Question 1.
When did Owens and Long realize that they had become friends?
Owens and Long realized that they had become friends after the former went to the latter’s room and talked for two hours concerning track and field, themselves, the global scenario, and a dozen other topics.

Question 2.
Who was Coubertin? What was his ideal?
Coubertin was the founder of the modem Olympic Games. His idea was that in life not winning but fighting in the right spirit was very important.

Question 3.
Why has Luz Long been called a fine example of Coubertin’s ideal?
Luz Long has been called a fine example of Coubertin’s ideal because the former took a leaf out of the latter’s book, ‘The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well.”

Question 4.
What do you think was the greatest Olympic Prize for Jesse Owens – the gold medal he won in the long jump, or the friendship he formed with Luz Long?
I think the greatest Olympic Prize for Jesse Owens was the friendship he formed with Luz Long.

Doing with words :

(a) ‘Childish’ is an adjective. We can make it an adverb by adding ‘ly’ – ‘childishly’. Now add ‘ly’ to make the following adjectives adverbs: easy, real, bitter, disgusted, clear, physical, friend, final, certain, sudden
easy – easily
real – really
bitter – bitterly
disgusted – disgustedly
clear – clearly
physical – physically
friend – friendly
final – finally
certain – certainly
sudden – suddenly

(b) Replace the italicized words in each of the following sentences with idiomatic expressions given in brackets :
(an all-time high, hands down, under wraps, hot under the collar, look the part)
(i) The plan was carefully kept secret.
(ii) Tendulkar’s double century is the highest-ever individual score in a one-day cricket match.
(iii) You’d never guess he was a security guard; he doesn’t appear to be suited to the job.
(iv) Delhi daredevils won the IPL cup very easily.
(v) The policeman was very angry because the criminal escaped.
(i) The plan was carefully kept under wraps.
(ii) Tendulkar’s double century is an all-time high individual score in a one-day cricket match
(iii) You’d never guess he was a security guard; he doesn’t look the part.
(iv) Delhi daredevils won the IPL cup hands down.
(v) The policeman was hot under the collar because the criminal escaped.

(c) Make sentences of your own using the following expressions :
(i) Make a fool of oneself
(ii) have one’s eye on
(iii) (to be) in for a surprise
(iv) ebb out
(v) no exception
(i) Make a fool of oneself – He made a fool of himself by turning up drunk to a TV chat show.
(ii) have one’s eye on – I have got my eye on a new DVD player.
(iii) (to be) in for a surprise – The players could be in for a surprise if they expect an easy victory.
(iv) ebb out – Enthusiasm for reform ebbed out.
(v) no exception – Climbers are brave people, and Sharat is no exception.

### CHSE Odisha Class 12 English My Greatest Olympic Prize Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
Who is the writer of “My Greatest Olympic Prize”?
(A) Jessie Owens
(B) Luz Long
(D) Churchill
(A) Jessie Owens

Question 2.
Jessie Owens belongs to which country?
(A) America
(B) England
(C) Germany
(D) Italy
(A) America

Question 3.
Why had Jessie Owens come to Germany?
(A) to play football
(B) to play cricket
(C) to participate in the Commonwealth Games
(D) to participate in the Olympic event
(D) to participate in the Olympic event

Question 4.
In which year this Olympic event was organized?
(A) 1935
(B) 1937
(C) 1936
(D) 1938
(C) 1936

Question 5.
In which season this Olympic event was organized?
(A) Winter
(B) Summer
(C) Spring
(D) Rainy
(B) Summer

Question 6.
What did Adolf Hitler childishly insist?
(A) His performers were members of a ‘master race’
(B) His performers were members of Nordic races
(C) His performers were members of Aryan races
(D) All the above
(D) All the above

Question 7.
Why was not Jessie Owens worried about Hitler’s attitude?
(A) because he had known him
(B) because he had not full confidence in himself
(C) He had trained himself for six years
(D) None of the above
(C) He had trained himself for six years

Question 8.
What was he thinking when he was coming over the boat?
(A) to fight well
(B) was confused about what to do
(C) to take the gold medal
(D) to play whatever may be
(C) to take the gold medal

Question 9.
On which event had he decided to participate?
(A) high jump
(B) running
(C) long jump
(D) swimming
(C) long jump

Question 10.
What was the record he had created a year before as a university student?
(A) by jumping 26 feet 8 1/4 inches
(B) by jumping 26 feet 7 1/4 inches
(C) by jumping 26 feet 8 1/2 inches
(D) by jumping 26 feet 8 1/3 inches
(A) by jumping 26 feet 8 1/4 inches

Question 11.
Why was he surprised when the time came for the long jump trials?
(A) he saw Hitler there inspiring his performers
(B) he saw a tall boy hitting the pit at almost 26 feet on his practice leaps
(C) he saw a tall boy hitting the pit at almost 25 feet
(D) he saw how Hitler was encouraging them to win the gold medal
(B) he saw a tall boy hitting the pit at almost 26 feet on his practice leaps

Question 12.
What was the name of Jessie Owen’s rival?
(A) Hitler
(B) Churchill
(C) Luz Long
(D) None of the above
(C) Luz Long

Question 13.
Why had Hitler kept him under secret?
(A) Hoping Luz Long would not be known to others.
(B) Hoping Luz Long should not talk to others.
(C) Hoping Luz Long would win the jump.
(D) All the above
(C) Hoping Luz Long would win the jump.

Question 14.
Why did Jessie Owens think if Long won, it would add some new support to the Nazis’ Aryan Superiority Theory?
(A) because Hitler was a great leader
(B) because Hitler had organized the Olympic event in Berlin
(C) because Hitler had told his performers were members of a ‘master race’
(D) All the above
(C) because Hitler had told his performers were members of a ‘master race’

Question 15.
What did Jessie Owens determine?
(A) to respect Hitler’s thoughts
(B) became nervous to know Hitler’s attitude
(C) promised to show the leader and his master race who was superior and who wasn’t
(D) None of the above
(C) promised to show the leader and his master race who was superior and who wasn’t

Question 16.
What does an angry athlete do?
(A) An angry athlete easily wins the match
(B) An angry athlete becomes a looser
(C) An angry athlete makes mistakes
(D) All the above
(C) An angry athlete makes mistakes

Question 17.
Why was Jessie Owens disqualified in his first two trials?
(A) He was nervous.
(B) He was afraid of Hitler.
(C) He jumped from several inches beyond the take-off board for a no-jump.
(D) He could not understand the rule.
(C) He jumped from several inches beyond the take-off board for a no-jump.

Question 18.
Jessie Owens could not clear two of the three long jump trials because he
(A) was nervous
(B) was over-confident
(C) was angry over the ‘master race’ theory of Hitler
(D) feared that Luz Long might defeat him
(C) was angry over the ‘master race’ theory of Hitler

Question 19.
The important thing in Olympics is
(A) taking part
(B) playing tricks
(C) giving trials
(D) All the above
(A) taking part

Question 20.
The essential thing in life is
(A) conquering
(B) earning money
(C) fighting well
(D) winning prize
(C) fighting well

Question 21.
Who is referred as Der Fuhrer?
(A) Luz Long
(B) Jessie Owens
(C) Hitler
(D) None of the above
(C) Hitler

Question 22.
Jessie Owens was
(A) an American Negro
(B) an Australian
(C) a German
(D) a swimmer
(A) an American Negro

Question 23.
The motto of the Olympics is
(A) Slow and steady wins the race
(B) Participation is more important than winning
(C) Faster, Higher, Stronger
(D) Winning is more important than participation
(B) Participation is more important than winning

Question 24.
Luz Long, the German athlete had
(A) a dull face
(B) a strikingly handsome, chiseled face
(C) a tanned face
(D) a dusky complexion
(B) a strikingly handsome, chiseled face

Question 25.
Luz Long suggested Owens to
(A) draw a line a few inches in the back of the board and then take off
(B) run fast
(C) not to participate in the finals
(D) foul in the last attempt
(A) draw a line a few inches in the back of the board and then take off

Question 26.
Jessie Owens considers his friendship with Luz Long as a
(A) 18-carat friendship
(B) 22-carat friendship
(C) 24-carat friendship
(D) 25-carat friendship
(C) 24-carat friendship

Question 27.
The founder the Modem Olympic Games is
(A) Bill Gates
(B) MalalaYousafzae
(C) Pierre de Coubertin
(D) Mahatma Gandhi
(C) Pierre de Coubertin

Question 28.
Luz Long was schooled in
(A) an International English medium school
(B) Nazi Youth Movement
(C) an urban school in Germany
(D) none of the above
(B) Nazi Youth Movement

Question 29.
The two friends talked for two hours on
(A) the political situation of Germany
(C) about track and field, the world situation, and a dozen other things
(D) all the above
(C) about track and field, the world situation, and a dozen other things

Question 30.
What helped Owens qualifying for the finals?
(A) Long’s true and comforting words
(B) His anger for Hitler
(C) His determination
(D) Long qualifying for the finals easily
(A) Long’s true and comforting words

Question 31.
Where did Owens walk over to that night?
(A) To the Olympic ground
(B) To the Olympic village
(C) Luz Long’s room
(D) To his coach’s quarters
(C) Luz Long’s room

Question 32.
How long did Owens and Long talk?
(A) For an hour
(B) For two hours
(C) For few hours
(D) Till morning
(B) For two hours

Question 33.
Owens and Luz Long didn’t talk about _____________.
(A) track and fields
(B) themselves
(C) the world situation
(D) other athletes
(D) other athletes

Question 34.
What did Owens know Luz wanted him to do?
(A) Give his best
(B) Let him win
(C) Try to beat him
(D) Participate in the games
(A) Give his best

Question 35.
Luz long wanted Owens to give his best, even if that meant _____________.
(A) Owen’s win
(B) Proving the Aryan supremacy theory wrong
(C) Owen’s defeat
(D) Hitler getting angry
(A) Owen’s win

Question 36.
Who broke his own past record?
(A) Luz Long
(B) Jesse Owens
(C) Both Long and Owens
(D) None of them
(A) Luz Long

Question 37.
Luz Long breaking his own past record pushed Owens on to _____________.
(A) difficult situation
(B) peak performance
(C) annoying situation
(D) breaking his own record
(B) peak performance

Question 38.
What was the Olympic record set by Owens?
(A) 26 feet 8 1/4 inches
(B) 28 feet 61/4 inches
(C) 26 feet 5 1/4 inches
(D) 28 feet 8 1/4 inches
(C) 26 feet 5 1/4 inches

Question 39.
How far were the stands where Hitler was glaring at the two athletes?
(A) Less than a hundred yards
(B) A hundred meters
(C) Less than a hundred meters
(D) A hundred inches
(A) Less than a hundred yards

Question 40.
Who was/were by the narrator’s side congratulating him for the win?
(A) Jesse Owens
(C) Luz Long
(D) Other American athletes
(C) Luz Long

Question 41.
What was the greatest Olympic prize for Jesse Owens?
(A) Setting the Olympic record
(B) Proving Hitler wrong
(C) Beating Hitler’s best athlete
(D) The friendship of Luz Long
(D) The friendship of Luz Long

Question 42.
Who is the father of the modem Olympic games?
(A) Jesse Owens
(B) Pierre de Coubertin
(C) Luz Long
(B) Pierre de Coubertin

Question 43.
What according to Coubertin is the most important thing in the Olympic Games?
(A) Winning
(B) Participating
(C) Making friends
(D) Setting world records
(B) Participating

Question 44.
Coubertin said that the most important thing in life is not conquering but _____________.
(A) participating
(B) playing with a friendly spirit
(C) helping each other in need
(D) fighting well
(D) fighting well

Question 45.
Who was/were the epitome of Coubertin’s ideal?
(A) Jesse Owens
(B) Luz Long
(C) The Olympic participants
(D) German athletes
(B) Luz Long

Question 46.
Which of the following is not an adverb?
(A) Easily
(B) Bitterly
(C) Physically
(D) Silly
(D) Silly

Question 47.
He had kept his plans _____________.
(A) hands down
(B) hot under collars
(C) under secret
(D) under wraps
(D) under wraps

Question 48.
Tendulkar’s double century is the _____________ individual score in a one-day cricket match.
(A) all-time highest
(B) all-time high
(C) all-time best
(D) all-time record
(B) all-time high

Question 49.
You’d not believe he was a security guard, he doesn’t _____________.
(A) appear like that
(B) seem like that
(C) look that part
(D) look the part
(D) look the part

Question 50.
He was expected to win the match very easily. (Replace the itallic portion with a suitable idiomatic expression).
(A) under hands
(B) hands down
(C) hands up
(D) under wraps
(B) hands down

Question 51.
He has always been very angry with the ways of his neighbor. [Replace the bold word with a suitable idiomatic expression]
(A) on guards
(C) red under the hands
(D) hot under the collar
(D) hot under the collar

Question 52.
Which of the following means “to behave in a very silly way”?
(A) Have one’s eyes on
(B) To be in for a surprise
(C) Hot under the collar
(D) Make a fool of oneself
(D) Make a fool of oneself

Question 53.
Owens’ had his _____________the long jump.
(A) hands down
(B) eyes on
(C) wraps under
(D) eyes at
(B) eyes on

Question 54.
He doesn’t know that he is _____________when he reaches home.
(A) making fool of himself
(B) no exception
(C) little hot under the collar
(D) in for a surprise
(D) in for a surprise

Question 55.
All his tension seemed to _____________.
(A) get out
(B) take out
(C) go out
(D) ebb out
(A) get out

II. Short Type Questions with Answers:

Question 1.
Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin?
Nationalistic feelings were running high during the 1936 Summer Olympics in Berlin because of Hitler’s Nazi theory that Germans were superior to all other races.

Question 2.
How did Luz Long push the narrator on to setting the Olympic record?
Luz Long went out to the field the next day trying to beat Owens if he could. But Owens knew that Luz Long wanted him to do his best even if that meant his winning. As it turned out, Luz broke his own past record. In doing so he pushed the narrator on to setting the Olympic record, the peak of performance.

Question 3.
Why did everyone expect Owens to win the long jump easily?
Everyone expected Owens to win the long jump easily, because, a year before the advent of the Berlin Olympic Games, he, as a university student, had established the world record of 26 feet 8\ inches (8.13 meters).

Question 4.
What was the surprise that awaited Jesse Owens in Berlin?
The surprise that awaited Jesse Owens was a tall German boy, Luz Long’s amazing performance of hitting the pit at almost 26 feet on his practice jumps.

Question 5.
What made Owens determined to beat Luz Long?
The fact that made Owens determined to beat Luz Long was that he was a Negro and against this backdrop, he would disprove Hitler’s Aryan superiority theory.

Question 6.
What does a coach say about an angry athlete?
A coach says that an angry athlete will commit mistakes. In other words, he says that anger is an athlete’s worst enemy.

Question 7.
What were the results of the first two qualifying jumps for Owens?
The results of the first two qualifying jumps for Owens were miserable. He jumped from several inches outside the take-off board for a no-jump.

Question 8.
How did Luz Long help Jesse Owens in qualifying for the final jumps?
Luz Long helped Jesse Owens in qualifying for the final jumps by advising him to draw a line a few inches at the back of the take-off board and focussing on his start from there.

Question 9.
Did Owens qualify for the final jump? How did he do that?
Thanks to Long’s friendly advice, Owens qualified for the final jump. Brimming with confidence, he drew a line a full foot behind the board and advanced to jump from there and qualified for the final jump.

Question 10.
When did Owens and Long realize that they had become friends?
Owens and Long realized that they had become friends after the former went to the latter’s room and talked for two hours concerning track and field, themselves, the global scenario, and a dozen other topics.

Question 11.
What did they discuss in Luz Long’s room in the Olympic village?
They discussed in Luz Long’s room in the Olympic village for two hours about track and field, themselves, the world situation, and a dozen of other things.

Question 12.
When did Owens and Long realize that they had become friends?
After discussing a lot of things like the track, and field, the world situation, etc. in Luz Long’s room in the Olympic village, Owens finally got up to leave, and they both knew that a real friendship had been formed.

Question 13.
Who was Coubertin? What was his ideal?
Coubertin was the founder of the Modem Olympic Games. His ideal was ‘The important thing in the Olympic Games is not winning but taking part.

Question 14.
Why has Luz Long been called a fine example of Coubertin’s ideal?
Luz Long has been called a fine example of Coubertin’s ideal because he proved this by supporting Owens who is his immediate rival in the games when he was disturbed. He was a real hero.

Question 15.
Throw light on Hitler’s theory of the ‘master race’.
Hilter’s theory of ‘master race’ states that the Germans belonged to the Aryan race that cut other peoples to size. There was a tinge of arrogance about his tone.

Question 16.
“I wasn’t too worried about all this.” What did ‘this’ signify here?
‘This’ signified the fact that Owens was not bothered about Hitler’s slogan of Aryan superiority which gave rise to unprecedented nationalistic feelings.

Introducing the Author:
James Cleveland “Jesse” Owens (1913-1980), an American track and field athlete, is an icon in the world of sports. In 1936, Owens arrived in Berlin to compete for the United States in the Summer Olympics. Adolf Hitler was using the games to show the world a resurgent Nazi Germany. He and other government officials had high hopes that German athletes would dominate the games with victories (the German athletes achieved a “top of the table” medal haul). Meanwhile, Nazi propaganda promoted concepts of “Aryan racial Superiority” and depicted ethnic Africans as inferior.

Owens’ surprised many by winning four- gold medals: On August 3, 1936, he won the 100 m sprint, defeating Ralph Metcalfe; on August 4, the long jump (later crediting friendly and helpful advice from Luz Long, the German competitor he ultimately defeated), on August 5, the 200 m sprint; and after he was added to the 4 x 100 m relay team, following a request by the Germans to replace a Jewish-American sprinter, he won his fourth on August 9, a performance not equaled until Carl Lewis, won gold medals in the same events at the 1984 Summer Olympics. These four gold, medals made Jesse Owens globally famous. In 1955, President Dwight D. Eisenhower honored Owens by naming him ‘an Ambassador of sports’.

In this essay, Jesse Owens gives vent to his experiences of the 1936 Summer Olympics held in Berlin. Nationalistic feelings were running high in Germany. However, Owens was not worried at all. He was endowed with an unflinching faith in his abilities. Owens set a world record in the long jump defeating the famous German Athlete Luz Long. This essay also deals with Owens’ lasting friendship with him and the spirit of the Olympic Games.

Summary:
The writer takes us back to the summer of 1936 when the Olympic Games took place in Berlin. Adolf Hitler’s slogan of ‘Aryan racial superiority’ sparked intense patriotic feelings. However, Owens was unmoved. He had shed blood, sweat, and tears for the last six years for this moment. He was keen on winning the gold medal, especially in the long jump. Everyone expected him to come out successful in that final event quite easily. A great surprise was in store for Owens.

He noticed a tall German boy named Luz Long perform an amazing performance on his practice leaps. He learned from people that Hitler had kept him secret. The Nazi leader hoped Luz Long to win the jump. Owens was a Negro. Hitler’s theory that Germans were superior to Negroes filled him with anger. Owens was determined to cut Hitler’s vanity to size. Anger had an adverse effect on Owens. The first two of his three qualifying jumps were a dismal failure. His setback in the trial disgusted him. Bitterness gripped him.

To – his stunned disbelief, Luz Long came to Owens and talked to him in a cordial manner. He understood that the American athlete was angry. He frankly said that he did not believe in Aryan supremacy. Luz Long had a lean, muscular frame, clear blue eyes, fair hair, and an impressively handsome face. He saw that Owens’ anger had abated. Lung advised him to draw a line a few inches at the back of the board and focus on his start from there. His advice worked wonders. Owens qualified for the final jump.

That night Owens met Luz Long in his room in the Olympic village to thank him for his timely advice. Their two-hour talk embraced so many things. They were bound by a genuine friendship. The moment everyone had waited for came at last. Luz surpassed his own record. His spectacular feat compelled Owens to give his best performance. And he set the world record of 26 feet 5 inches in his final jump. Despite Hitler’s angry look at them, Luz congratulated Owens and warmly shook his hand with a sweet smile.

‘Owens’ feeling for Luz was indefinable at that moment. In short, the greatest Olympic v prize for Jesse Owens was not the gold medal he won in the long jump, but the friendship > he established with Luz Long. Owens states that Luz Long was a perfect example of an athlete as epitomized by the philosophy of Pierre de Coubertin, founder of the modern Olympic Games. To Coubertin, participation in the Olympics Games is more important than victory. Besides, the essence of life lies not in conquering but in fighting in the right spirit.

ସାରାଂଶ:
ଲେଖକ ଆମ୍ଭମାନଙ୍କୁ ୧୯୩୬ ମସିହା ଗ୍ରୀଷ୍ମଋତୁରେ ବର୍ଲିନ୍‌ଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥ‌ିବା ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପୃଷ୍ଠଭୂମିକୁ ନେଇ ଯାଇଛନ୍ତି । ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍‌ଙ୍କ ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ଵ ପ୍ରଚାରବାଣୀ ପ୍ରବଳ ଦେଶପ୍ରେମ ଭାବନା ସୃଷ୍ଟି କରିଥିଲା । ମାତ୍ର ଏହା ଓୟେସଙ୍କୁ ପ୍ରଭାବିତ କରିନଥିଲା । ଏହି ମୁହୂର୍ତ୍ତ ପାଇଁ ସେ ସ୍ବେଦ, ଅଶ୍ରୁ, ରକ୍ତକଣିକା ଦେଇ ବିଗତ ୬ ବର୍ଷ ଧରି ନିଜକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ବିଶେଷତଃ ଲମ୍ବଡ଼ିଆଁରେ ସ୍ବର୍ଣ୍ଣପଦକ ଜିଣିବାପାଇଁ ସେ ନିଶ୍ଚିତ ଥିଲେ । ସେ ଅନ୍ତିମ ପର୍ଯ୍ୟାୟରେ ସହଜରେ ସଫଳ ହେବେ ବୋଲି ସମସ୍ତେ ଆଶା କରିଥିଲେ । ଗୋଟିଏ ବିରାଟ ବିସ୍ମୟ ଓୟେସ୍‌ଙ୍କ ପାଇଁ ଅପେକ୍ଷା କରି ରହିଥିଲା । ଜଣେ ଡେଙ୍ଗା ଜର୍ମାନ୍ ବାଳକର ଅଭ୍ୟାସ ଡିଆଁରେ ବିସ୍ମୟକର କୃତିତ୍ଵ ସେ ଦେଖିବାକୁ ପାଇଲେ । ହିଟ୍‌ଲର୍ ତାଙ୍କୁ ଗୋପନୀୟଭାବେ ରଖିଥ‌ିବାର ସେ ଲୋକମାନଙ୍କଠାରୁ ଜାଣିବାକୁ ପାଇଲେ ।

ନାଜି ନେତାଜଣକ ଲୁଜ୍ ଲଙ୍ଗ ଲମ୍ବଡିଆରେ ପଦକ ଜିତିବେ ବୋଲି ଆଶା କରୁଥିଲେ । ଓୟେସ୍ ଜଣେ ନିଗ୍ରୋ ଥିଲେ । ‘ଜର୍ମାନ୍‌ମାନେ ନିଗ୍ରୋମାନଙ୍କଠାରୁ ଉତ୍କୃଷ୍ଟ’ – ହିଟଲର୍‌ଙ୍କର ଏହି ସିଦ୍ଧାନ୍ତ ତାଙ୍କ ମନରେ କ୍ରୋଧ ସୃଷ୍ଟି କରିଥିଲା । ସେ ହିଲର୍‌ଙ୍କର ବୃଥା ଗର୍ବକୁ ଖର୍ଚ କରିବାକୁ ନିଶ୍ଚୟ କଲେ । କ୍ରୋଧ ଓୟେସଙ୍କ ଉପରେ ପ୍ରତିକୂଳ ପ୍ରଭାବ ପକାଇଲା । ତାଙ୍କର ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟ ପ୍ରଥମ ତିନୋଟି ଡିଆଁ ମଧ୍ୟରୁ ପ୍ରଥମ ଦୁଇଟି ଦୟନୀୟ ଭାବେ ବିଫଳ ହେଲା । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟର ବିଫଳତା ତାଙ୍କୁ ଅସନ୍ତୁଷ୍ଟ କଲା । ତିକ୍ତତା ତାଙ୍କୁ ଜାବୁଡ଼ି ଧରିଲା । ତାଙ୍କ ପାଇଁ ଅବିଶ୍ଵାସ୍ୟ ମନେ ହେଉଥିଲେ ହେଁ ଲୁଜ ଲଙ୍ଗ ଓୟେସଙ୍କ ନିକଟକୁ ଆସି ଆନ୍ତରିକ ଭାବେ କଥାବାର୍ତ୍ତା କଲେ । ଆମେରିକାନ୍‌ କ୍ରୀଡ଼ାବିତ୍ ଜଣକ ରାଗି ଯାଇଛନ୍ତି ବୋଲି ସେ ବୁଝିପାରିଥିଲେ । ସେ ‘ଆର୍ଯ୍ୟ- ଶ୍ରେଷ୍ଠତ୍ୱ’ ସିଦ୍ଧାନ୍ତକୁ ବିଶ୍ଵାସ କରନ୍ତି ନାହିଁ ବୋଲି ସ୍ପଷ୍ଟଭାବେ ପ୍ରକାଶ କଲେ ।

ଲୁଜ୍ ଲଙ୍ଗଙ୍କର ପତଳା, ମାଂସପେଶୀ ବହୁଳ ଚେହେରା, ଉଜ୍ଜ୍ଵଳ ନୀଳ ଆଖୁ, ସୁନ୍ଦର କେଶ ଓ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରଭାବିତ କରୁଥ‌ିବା ଭଳି କମନୀୟ ମୁଖମଣ୍ଡଳ ଥିଲା । ଓୟେସଙ୍କ କ୍ରୋଧ ପ୍ରଶମିତ ହେଉଥବାର ସେ ଦେଖ‌ିଲେ । ବୋର୍ଡର କିଛି ଇଞ୍ଚ୍ ପଛରେ ଏକ ଗାର ଟାଣି ସେଠାରେ ଧ୍ୟାନ କେନ୍ଦ୍ରୀଭୂତ କରି ଡେଇଁବାକୁ ଲୁଜ୍ ଲଙ୍ଗ୍ ତାଙ୍କୁ ଉପଦେଶ ଦେଲେ । ତାଙ୍କର ଉପଦେଶ ବିସ୍ମୟକରଭାବେ କାମ କଲା । ଶେଷ ଡିଆଁ ପାଇଁ ଓୟେ ଯୋଗ୍ୟ ବିବେଚିତ ହେଲେ । ସେହି ରାତିରେ ଓୟେନ୍ସ ଲୁଜ୍ ଲଙ୍ଗ୍ଙ୍କୁ ତାଙ୍କ ଅଲିମ୍ପିକ୍ ଗ୍ରାମସ୍ଥିତ ପ୍ରକୋଷ୍ଠରେ ସାକ୍ଷାତ୍ କରି ସମେୟାପଯୋଗୀ ଉପଦେଶ ନିମନ୍ତେ ଧନ୍ୟବାଦ ଜ୍ଞାପନ କଲେ । ସେମାନଙ୍କ ଦୁଇଘଣ୍ଟାର କଥୋପକଥନ ଅନେକ ବିଷୟ ଉପରେ ପର୍ଯ୍ୟବସିତ ଥିଲା । ସେମାନେ ମିତ୍ରତା ବନ୍ଧନରେ ଆବଦ୍ଧ ହୋଇଗଲେ । ସମସ୍ତଙ୍କ ଅପେକ୍ଷିତ ମୁହୂର୍ତ୍ତ ଶେଷରେ ଉପସ୍ଥିତ ହେଲା। ଲୁଜ୍ ତାଙ୍କ ପୂର୍ବ ରେକର୍ଡ ଭଙ୍ଗ କଲେ ।

ତାଙ୍କର ଦର୍ଶନୀୟ ଲମ୍ଫ ଓୟେସଙ୍କୁ ତାଙ୍କ ସର୍ବଶ୍ରେଷ୍ଠ କୃତିତ୍ୱ ପାଇଁ ବାଧ୍ୟ କଲା । ସେ ଶେଷ ଡିଆଁରେ ୨୬ ଫୁଟ୍ ୫% ଇଞ୍ଚ ଡେଇଁ ବିଶ୍ଵ ରେକର୍ଡ ପ୍ରତିଷ୍ଠା କଲେ । ହିଟ୍‌ଲର୍‌ଙ୍କ କ୍ରୋଧପୂର୍ଣ୍ଣ ଚାହାଣି ସତ୍ତ୍ବେ ଲୁଜ୍ ଲଙ୍ଗ ମିଠା ହସ ହସି ତାଙ୍କ କରମର୍ଦ୍ଦନ କଲେ । ସେହି ସମୟରେ ଲୁଜ୍‌ଙ୍କ ପ୍ରତି ତାଙ୍କ ମନର ଭାବନା ଅବର୍ଣ୍ଣନୀୟ ଥିଲା । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ଲମ୍ବଡିଆଁରେ ଜିତିଥିବା ସ୍ଵର୍ଣ୍ଣପଦକ ନୁହେଁ, ବରଂ ଲୁଜ୍ ଲଙ୍ଗଙ୍କ ସହ ସ୍ଥାପିତ ବନ୍ଧୁତ୍ବ ତାଙ୍କ ଶ୍ରେଷ୍ଠ ଅଲିମ୍ପିକ୍ ପୁରସ୍କାର ଥିଲା । ଓୟେନ୍ସ କହିଛନ୍ତି ଯେ ଆଧୁନିକ ଅଲିମ୍ପିକ କ୍ରୀଡ଼ାର ପ୍ରତିଷ୍ଠାତା ପେରୀ ଡି କୁବରଟିନ୍ ଚିନ୍ତାଧାରା ଅନୁସାରେ ଲୁଜ୍ ଲଙ୍ଗ ଜଣେ କ୍ରୀଡ଼ାବିତ୍‌ ପ୍ରକୃଷ୍ଟ ଉଦାହରଣ ଥିଲେ । କୁବରଟିନ୍‌ଙ୍କ ମତରେ, ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାରେ ବିଜୟୀ ହେବା ଅପେକ୍ଷା ଅଂଶଗ୍ରହ କରିବା ଅଧୂକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ଏତଦ୍‌ବ୍ୟତୀତ ଜୀବନର ମହତ୍ତ୍ଵ କେବଳ ବିଜୟପ୍ରାପ୍ତି ଉପରେ ନୁହେଁ, ବରଂ ଉତ୍ତମ ମନୋଭାବ ନେଇ ସଂଘର୍ଷ କରିବା ଉପରେ ପର୍ଯ୍ୟବସିତ ।

## BSE Odisha 10th Class Maths Solutions Algebra Chapter 1 ସରଳ ସହସମୀକରଣ Ex 1(a)

Odisha State Board BSE Odisha 10th Class Maths Solutions Algebra Chapter 1 ସରଳ ସହସମୀକରଣ Ex 1(a) Textbook Exercise Questions and Answers.

## BSE Odisha Class 10 Maths Solutions Algebra Chapter 1 ସରଳ ସହସମୀକରଣ Ex 1(a)

Question 1.
ବନ୍ଧନୀ ମଧ୍ଯରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
(i) x + y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(4, 5), (5, 5), (- 4, 4), (-4, 5)]
(ii) x – 2y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(4, 2), (- 4, 2), (4, – 2), (- 4, – 2)]
(iii) 2x + y + 2 = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(0, 2), (2, 0), (- 2, 0), (0, – 2)]
(iv) x – 4y + 1 = 0 ହେଲେ x = ______ । [4y-1, 4y+1,-4y + 1, -4y – 1]
(v) 2x-y+2 = 0 ହେଲେ y = ______ । [2x – 2, 2x + 2, 2x – 2, – 2x – 2]
(vi) x-2y + 3 = 0 ହେଲେ y = ______ । [½(x + 3), – ½(x – 3), – ½(-x + 3), – ½(x + 3)]
ଜ –
(i) (- 4, 4), (ii) (4, 2), (iii) (0, – 2), (iv) 4y – 1, (v) 2x + 2, (vi) 1⁄2 (x + 3)
ବ୍ୟାଖ୍ୟା ସହ ଉତ୍ତର :
(i) x + y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (- 4, 4) । (କାରଣ -x = y)

(ii) x – 2y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (4, 2) ଓ (- 4, -2) (କାରଣ x = 2y)

(iii) 2x + y + 2 = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (0, -2) (କାରଣ 2x = -(y+2))

(iv) x – 4y + 1 = 0 ⇒ x = 4y – 1

(v) 2x – y + 2 = 0 ⇒ 2x +2 = y ⇒ y = 2x + 2

(vi) x-2y+3 = 0 ⇒ x + 3 = 2y ⇒ y = ½(x +3)

Question 2.
ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣ ଯୋଡ଼ିରୁ କେଉଁ ସମୀକରଣ ଯୋଡ଼ି କ୍ଷେତ୍ରରେ
(i) ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ
(ii) ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ଏବଂ
(iii) ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ?
(i) x + y + 1 = 0, x – y + 1 = 0
(ii) x + y + 1 = 0, 2x + 2y + 2 = 0
(iii) x + y + 1 = 0, x + y + 3 = 0
(iv) 2x – y + 3 = 0, – 4x + 2y – 6=0
(v) 2x – y + 3 = 0, 2x + y -3 = 0
(vi) 2x – y+3 = 0, – 6x + 3y+5=0
ସମାଧାନ :
a1x+by+ c2 = 0 ଏବଂ a2x + b2y + c2 = 0 ସମୀକରେ
(i) ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ, ଯଦି $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$ ହେବ
(ii) ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ, ଯଦି $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$ ହେବ ଏବଂ
(iii) ସମାଧାନ ଅସମ୍ଭବ, ଯଦି $$\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}$$ ହେବ ।

(i) ସହସମୀକରଣହଊ (a) x + y + 1 = 0 ଏଠାରେ a1 = 1, b1 = 1, c1 = 1
(b) x – y + 1 = 0 ଏବଂ a2 = 1, b2 = – 1, c2 = 1
∴ $$\frac{a_1}{a_2}=\frac{1}{1}=1$$, $$\frac{b_1}{b_2}=\frac{1}{-1}=-1$$
ଏଠାରେ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$ ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।

(ii) ସମୀକରଣଦ୍ଵୟ x + y + 1 = 0 ଓ 2x + 2y + 2 = 0
ଏଠାରେ a1 = 1, b1 = 1, c1 = 1 ଏବଂ a2 = 2, b2 = 2, c2 = 2
∴ $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$ ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ।

(iii) ସମୀକରଣଦ୍ଵୟ x + y + 1 = 0 ଓ x + y + 3 = 0
ଏଠାରେ a1 = 1, b1 = 1, c1 = 1 ଏବଂ a2 = 1, b2 = 1, c2 = 3
∴ $$\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}$$ ହେତୁ ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ।

(iv) 2x – y + 3 = 0 ଓ – 4x + 2y – 6 = 0
ଏଠାରେ a1 = 2, b1 = -1, c1 = 3; a2 = -4, b2 = 2, c2 = -6
∴ $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$ ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।

(v) 2x – y + 3 = 0, 2x + y – 3 = 0
ଏଠାରେ a1 = 2, b1 = -1, c1 = 3; a2 = 2, b2 = 1, c2 = -3
∴ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$ ହେତୁ ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ ।

(vi) 2x – y + 3 = 0, -6x + 3y + 5 = 0
ଏଠାରେ a1 = 2, b1 = -1, c1 = 3; a2 = -6, b2 = 3, c2 = 5
∴ $$\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}$$ ହେତୁ ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ।

Question 3.
ନିମ୍ନଲିଖୂତ ସମୀକରଣଗୁଡ଼ିକର ଲେଖଚିତ୍ର ଅଙ୍କନ ପାଇଁ ଯେକୌଣସି ତିନିଗୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ ନିରୂପଣ କର ।
(i) x – y = 0
(ii) x + y = 0
(iii) x – 2y = 0
(iv) x + 2y – 4 = 0
(v) x – 2y – 4 = 0
(vi) 2x – y + 4 = 0
ସମାଧାନ : ଏକଘାତୀ ଦୁଇ ଅଜ୍ଞାତ ରାଶିବିଶିଷ୍ଟ ସମୀକରଣର ଅସଂଖ୍ୟ ସମାଧାନ ଥାଏ ।
(i) x – y = 0
⇒ x = y ⇒ y = x

 x 1 -2 3 y 1 -2 3

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (1, 1), (- 2, · 2) ଏବଂ (3, 3) ।

(ii) x + y = 0
⇒ y = -x

 x -1 2 -3 y 1 -2 3

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (- 1, 1), (2, − 2) ଏବଂ (-3, 3) ।

(iii) x – 2y = 0 ⇒ x = 2y
⇒ y = $$\frac{1}{2}$$x

 x 2 -2 4 y 1 -1 2

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ ଦୂର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (2, 1), (- 2, – 1) ଏବଂ (4, 2) ।

(iv) x + 2y – 4 = 0 ⇒ 2y = 4 – x
⇒ y = $$\frac{1}{2}$$(4 – x)

 x 0 4 2 y 2 0 1

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (0, 2), (4, 0) ଏବଂ (2, 1) ।

(v) x – 2y – 4 = 0 ⇒ x – 4 = 2y
⇒ y = $$\frac{1}{2}$$ (x – 4)

 x 0 4 2 y -2 0 -1

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (0, -2), (4, 0) ଏବଂ (2, -1) ।

(vi) 2x – y + 4 = 0 ⇒ 2x + 4 = y
⇒ y = 2x + 4

 x -2 0 1 y 0 4 6

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (-2, 0), (0, 4) ଏବଂ (1, 6) ।

Question 4.
ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ସଂକ୍ଷିପ୍ତ ଉତ୍ତର ଆବଶ୍ୟକ ।
(i) kx + my + 4 = 0 ଓ 2x + y + 1 = 0 ସମୀକରଣଦ୍ଵୟ ଅସଙ୍ଗତ ହେଲେ k : m କେତେ ?
(ii) 2x + 3y – 5 = 0 ଓ 7x – 6y – 1 = 0 ସହସମୀକରଣଦ୍ୱୟର ସମାଧାନ (1, ß) ହେଲେ ßର ମୂଲ୍ୟ କେତେ ?
(ii) ‘t’ ର କେଉଁ ମାନ ପାଇଁ (1, 1), ସମୀକରଣ 3x + ty – 6 = 0 ଅନ୍ୟ ଏକ ସମାଧାନ ହେବ ?
(iv) ‘t’ ର କେଉଁ ମାନ ପାଇଁ (1, 1), tx – 2y – 10 = 0 ର ଅନ୍ୟତମ ସମାଧାନ ହେବ ?
(v) ‘t’ର କେଉଁ ମାନ ପାଇଁ tx + 2y = 0 ଓ 3x + ty = 0 ସହସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ?
(vi) ଦର୍ଶାଅ ଯେ, 6x – 3y + 10 = 0 ଓ 2x – y + 9 = 0 ସହସମୀକରଣଦ୍ଵୟର ସମାଧାନ ଅସମ୍ଭବ।
(vi) ଦର୍ଶାଅ ଯେ, 2x + 5y = 17 ଏବଂ 5x + 3y = 14 ସହସମୀକରଣଦ୍ଵୟ ସଙ୍ଗୀତ ଓ ସ୍ୱତନ୍ତ୍ର ।
(viii) ଦର୍ଶାଅ ଯେ, 3x – 5y – 10 = 0 ଏବଂ 6x – 10y = 20 ସହସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିଛି ।
ସମାଧାନ :
(i) kx + my + 4 = 0 ଏବଂ 2x + y + 1 = 0
ସମୀକରଣଦ୍ୱୟରେ a1 = k, b1 = m, c1 = 4 ଏବଂ a2 = 2, b2 = 1, c1 = 1
ଏଠାରେ ସମୀକରଣ ଦ୍ଵୟ ଅସଙ୍ଗତ ହେବାର ସର୍ଭ,
$$\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}$$
∴ ନିଶ୍ଚେୟ ଅନୁପାତ k:m = 2:1

(ii) 2x + 3y – 5 = 0 8 7x – 6y – 1 = 0 APANIMNAGAR AFIUIA (1, ß)
ଏଠାରେ ‘x’ର ମାନ 1 ଓ yର ମାନ ‘B’ ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
.. 2(1) + 3(B) −5 = 0 ⇒ 2 + 3ß – 5 = 0
⇒3ß – 3 = 0 ⇒ ß $$\frac{3}{3}$$ = 1⇒ ß = 1
∴ ß ର ମୂଲ୍ୟ 1 ପାଇଁ ସହସମୀକରଣର ସମାଧାନ (1, ß) ହେବ ।

(iii) ଦତ୍ତ ସମୀକରଣ 3x + ty – 6 = 0 ର ଏକ ସମାଧାନ (1, 1) ହେଲେ
x = 1 ଓ y = 1 ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
∴ 3(1) + t (1) – 6 = 0 ⇒ 3 + t – 6 = 0 ⇒ t – 3 = 0 ⇒ t = 3
∴ ର ମୂଲ୍ୟ 3 ପାଇଁ (1, 1), ସମୀକରଣ 3x + ty – 6 = )ର ଏକ ସମାଧାନ ହେବ ।

(iv) ଦର ସମୀକରଣ tx – 2y – 10 = 0 ର ସମାଧାନ (1,1) ହେଲେ,
x = 1 ଓ y = 1 ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
∴ t(1) – 2(1) – 10 = 0 ⇒ t – 2 – 10 = 0 ⇒ t – 12 = 0 ⇒ t = 12
∴ t ର ମାନ 12 ପାଇଁ (1, 1), ଦତ୍ତ ସମୀକରଣର ଏକ ସମାଧାନ ହେବ ।

(v) tx + 2y = 0 ଓ 3x + ty = 0
ସହସମୀକରଣଦ୍ଵୟର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ହେବାର ସର୍ଭ
$$\frac{a_1}{a_2}=\frac{b_1}{b_2}$$
⇒ $$\frac{t}{3}=\frac{2}{t}$$ ⇒ t² = 6 ⇒ t = ±√6
∴ t ର ମାନ ±√6 ପାଇଁ ସହସମୀକରଣ ଦ୍ଵୟର ଅସଂଖ୍ୟ ମାନ ସମ୍ଭବ ।

(vi)

(vii) 2x + 5y = 17 ⇒ 2x + 5y – 17 = 0….. ..(1)
5x + 3y = 14 ⇒ 5x + 3y – 14 = 0………(2)
ସମୀକରଣ (1) ଓ (2) ରୁ a1 = 2, b1 = 5, c1 = – 17 ଓ a2 = 5, b2 = 3, c2 = – 14
∴ $$\frac{a_1}{a_2}=\frac{2}{5}$$, $$\frac{b_1}{b_2}=\frac{5}{3}$$, $$\frac{c_1}{c_2}=\frac{-17}{-14}=\frac{17}{14}$$
ଏଠାରେ ଲକ୍ଷ୍ୟ କର ଯେ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
∴ ସହସମୀକରଣ ଦ୍ଵୟ ସଙ୍ଗତ ଓ ସ୍ୱତନ୍ତ୍ର

(viii) 3x – 5y – 10 = 0;
6x – 10y = 20 ⇒ 6x – 10y – 20 = 0

Question 5.
ଲେଖଚିତ୍ର ଅଙ୍କନ କରି ନିମ୍ନଲିଖ୍ ସହସମୀକରଣଦ୍ଵୟର ସମାଧାନ କର ।
(i) x + y – 4 = 0 ଓ x − y = 0
(i) x − y = 0 ଓ x + y – 2 = 0
(iii) x + y = 0 ଓ – x + Y – 2 = 0
(iv) 2x + y − 3 = 0 6 x + y − 2 = 0
(v) 3x + y + 2 = 0 ଓ 2x + y + 1 = 0
(vi) x + 2y + 3 = 0 ଓ 2x + y + 3 = 0
(vii) 2x + y = 6 = 0 ଓ 2x − y + 2 = 0
(viii)x + y − 1 = 0 ଓ 2x + y − 8 = 0
(ix) 3x + y – 11 = 0 ଓ x – y – 1 = 0
(x) 2x – 3y – 5 = 0 ଓ – 4x + 6y – 3 = 0
(xi) 2x + y + 2 = 0 ଓ 4x – y – 8 = 0
(xii) 3x + 4y – 7 = 0 ଓ 5x + 2y – 7 = 0
ସମାଧାନ :
(i) ଦୁଇ ଅଜ୍ଞାତ ରାଶିବିଶିଷ୍ଟ ଏକଘାତୀ ସମୀକରଣରେ y ର ମାନକୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କର ।
(ii) ‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନକୁ ନେଇ ‘y’ର ଆନୁସଙ୍ଗିକ ମାନ ସ୍ଥିର କର । ଅତି କମ୍‌ରେ ତିନିଯୋଡା ମାନ ସ୍ଥିର କରିବାକୁ ହେବ ।
(iii) ପରବର୍ତୀ ସମୟରେ ତିନିଯୋଡା ମାନକୁ ନେଇ R² ସମତଳରେ ତିନୋଟି ବିନ୍ଦୁ ସ୍ଥାପନ କର ।
(iv) ଏକ ଲେଖଚିତ୍ର (ସରଳରେଖା) ଅଙ୍କନ କର ।
(i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

(xi)

(xii)

Question 6.
(i) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 2x – 2y = 2 ଏବଂ 4x – 4y – 8 = 0 ସହସମୀକରଣଦ୍ୱୟର ସମାଧାନ ଅସମ୍ଭଵ ।
(ii) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 2x – 3y = 1 ଏବଂ 3x-4y = 1 ସହସମୀକରଣଦ୍ୱୟର ଏକ ଅନନ୍ୟ ସମାଧାନ ଅଛି ।
(iii) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 9x + 3y + 12 = 0 18x + 6y+ 24 = 0 ସହସମୀକରଣଦ୍ୱୟର ଏକ ଅନନ୍ୟ ସମାଧାନ ଅଛି ।
(iv) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ 2x – y = 1 ଏବଂ x + 2y = 8 ସହସମୀକରଣଦ୍ୱୟର ପ୍ରତ୍ୟେକର y-ଛେଦଂଶ ନିରୂପଣ କର ।
ସମାଧାନ :
(i)

(ii)

(iii)

(iv)

Question 7.
ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ ହେଲେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ k ର ମାନ ସ୍ଥିର କର ।
(i) x – 2y – 3 = 0, 3x + ky – 1 = 0
(ii) kx – y – 2 = 0, 6x + 2y – 3 = 0
(iii) kx + 3y + 8 = 0, 12x + 5y – 2 = 0
(iv) kx + 2y = 5, 3x + y = 1
(v) x – ky = 2, 3x + 2y + 5 = 0
(vi) 4x – ky = 5, 2x – 3y = 12
ସମାଧାନ :
a1x + b1y + c1 = 0 ଓ a2x + b2y + c2 = 0
(i) ସହସମୀକରଣଦ୍ଵୟ x – 2y – 3 = 0 ଓ 3x + ky – 1 = 0
ଏଠାରେ a1 = 1, b1 = – 2, c1 = -3 ଓ a2 = 3, b2 = k, c2 = – 1
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
⇒ $$\frac{1}{3} \neq \frac{-2}{k}$$ ⇒ k ≠ -6
k ≠ -6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(ii) ସହସମୀକରଣଦ୍ବୟ kx – y – 2 = 0 ଓ 6x + 2y – 3 = 0
ଏଠାରେ a1 = k, b1 = -1, c1 = -2 ଓ a2 = 6, b2 = 2, c2 = -3
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
⇒ $$\frac{k}{6} \neq \frac{-1}{2}$$ ⇒ k ≠ $$\frac{-6}{2}$$ k ≠ -3
k ≠ -3 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(iii) kx + 3y + 8 = 0 ଓ 12x + 5y – 2 = 0
ଏଠାରେ a1 = k, b1 = 3, c1 = 8 ଓ a2 = 12, b2 = 5, c2 = – 2
ସର୍ତ୍ତ ଅନୁଯାୟୀ
⇒ $$\frac{k}{12} \neq \frac{3}{5}$$ ⇒ k ≠ $$\frac{36}{5}$$
k ≠ $$\frac{36}{5}$$ ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(iv) kx + 2y = 5 ⇒ kx + 2y – 5 = 0
3x + y = 1 ⇒ 3x + y – 1 = 0
ଏଠାରେ a1 = k, b1 = 2, c1 = -5 ଓ a2 = 3, b2 = 1, c2 = – 1
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
⇒ $$\frac{k}{3} \neq \frac{2}{1}$$ ⇒ k ≠ 6
k ≠ 6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(v) x – ky = 2 ⇒ x – ky – 2 = 0
3x + 2y + 5 = 0
ଏଠାରେ a1 = 1, b1 = -k, c1 = -2 ଓ a2 = 3, b2 = 2, c2 = 5
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
⇒ $$\frac{1}{3} \neq \frac{-k}{2}$$ ⇒ -k ≠ $$\frac{2}{3}$$ ⇒ k ≠ $$– \frac{2}{3}$$
k ≠ $$– \frac{2}{3}$$ ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(vi) 4x – ky = 5 ⇒ 4x – ky – 5 = 0
2x – 3y = 12 ⇒ 2x – 3y – 12 = 0
ଏଠାରେ a1 = 4, b1 = -k, c1 = -5 ଓ a2 = 2, b2 = -3, c2 = -12
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2} \neq \frac{b_1}{b_2}$$
$$\frac{4}{2} \neq \frac{-k}{-3}$$ ⇒ -k ≠ -6 ⇒ k ≠ 6
k ≠ 6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

Question 8.
ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣ ଦ୍ଵୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିଲେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ k ର ମାନ ସ୍ଥିର କର ।
(i) 7x – y – 5 = 0, 21x – 3y – k = 0
(ii) 8x + 5y – 9 = 0, kx + 10y – 18 = 0
(iii) kx – 2y + 6 = 0, 4x – 3y + 9 = 0
(iv) 2x + 3y = 5, 6x + ky = 15
(v) 5x + 2y = k, 10x + 4y = 3
(vi) kx – 2y – 6 = 0, 4x + 3y + 9 = 0
ସମାଧାନ :
ଯଦି $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$ ହୁଏ, ତେବେ ସହ-ସମୀକରଣଦ୍ଵୟ a1x + b1y + c1 = 0 ଓ a2x + b2y + c2 = 0 ର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ।
(i) ସମୀକରଣଦ୍ଵୟ 7x – y – 5 = 0; ଏବଂ 21x – 3y – k = 0
ଏଠାରେ a1 = 7, b1 = -1, c1 = -5 ଓ a2 = 21, b2 = -3, c2 = -k
ଦତ୍ତ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$
⇒ $$\frac{7}{21}=\frac{-1}{-3}=\frac{-5}{-k}$$ ⇒ $$\frac{1}{3}=\frac{5}{k}$$ ⇒ k = 15
∴ k ର ମାନ 15 ହେଲେ ସହ-ସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିବ ।

(ii) ସମୀକରଣଦ୍ଵୟ 8x + 5y – 9 = 0; ଓ kx + 10y – 18 = 0
ଏଠାରେ a1 = 8, b1 = 5, c1 = -9; ଓ a2 = k, b2 = 10, c2 =- 18
ଦତ୍ତ ସର୍ତ୍ତ ଅନୁଯାୟୀ $$\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}$$
⇒ $$\frac{8}{k}=\frac{5}{10}=\frac{-9}{-18}$$ ⇒ $$\frac{8}{k}=\frac{1}{2}$$ ⇒ k = 16
∴ k ର ମାନ 16 ହେଲେ ସହ-ସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିବ ।

(iii)

(iv)

(v)

(vi)

Question 9.
k ର କେଉଁ ମୂଲ୍ୟ ପାଇଁ ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣଦ୍ଵୟ ଅସଙ୍ଗତ ହେବେ ?
(i) 8x + 5y – 9 = 0, kx + 10y – 15 = 0
(ii) kx – 5y – 2 = 0, 6x + 2y – 7 = 0
(iii) kx + 2y – 3 = 0, 5x + 5y – 7 =
(iv) kx – y – 2 = 0, 6x – 2y – 3 = 0
(v) x + 2y – 5 = 0, 8x + ky – 10 = 0
(vi) 3x – 4y + 7 = 0, kx + 3y – 5 = 0
ସମାଧାନ :
ଏବଂ a1x + b1y + c1 = 0 ଓ a2x + b2y + c2 = 0
(i)

(ii)

(iii)

(iv)

(v)

(vi)

## BSE Odisha 7th Class English Solutions Lesson 1 Run! Run! Run!

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 1 Run! Run! Run! Textbook Exercise Questions and Answers.

## BSE Odisha Class 7 English Solutions Lesson 1 Run! Run! Run!

### BSE Odisha 7th Class English Lesson 1 Run! Run! Run! Text Book Questions and Answers

Session – 1(ପ୍ରଥମ ପର୍ଯ୍ୟାୟ)

Look at the title of the poem and guess who runs.
(କବିତାର ଶିରୋନାମାକୁ ଦେଖ ଏବଂ ଅନୁମାନ କର କିଏ ଦୌଡ଼େ ।)
A child runs. (ଜଣେ ପିଲା ଦୌଡ଼େ)

→ Why does s/he run?
(କାହିଁକି ସେ ଦୌଡ଼େ ?)
S/he runs to feel and make merry.

→ Where does s/he run?
( କେଉଁଠି ସେ ଦୌଡ଼େ ?)
S/he runs away from the city and out of the countryside.

→ Does s/he run out of his/her own interest or someone asks him/her to run?
(ସେ କ’ଣ ନିଜ ଇଚ୍ଛାରେ କିମ୍ବା କିଏ ତାକୁ ଦୌଡ଼ିବାକୁ କୁହେ ?)
S/he runs out of his / her own interest.

→ Does s/he get pleasure out of running?
(ସେ କ’ଣ ଦୌଡ଼ିବାରେ ଆନନ୍ଦ ପାଏ ?)
Yes, s/he gets pleasure out of running.

Read the poem and see (କବିତାଟିକୁ ପଢ଼ ଏବଂ ଦେଖ ।)

Text (ପାଠ୍ୟବସ୍ତୁ):
(କବିତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ ।)

AWAY from the city
And into the sun.
Out of the country.
Run! Run! Run!

Run in the raindrops!
Run beneath the trees!
Run little races
With each little breeze!

Run down the hillside.
Run up the lane:
Then run back again!

Run and be merry
All through the day!
Run to the country.
Away! Away!
(Mary Daunt)

ଓଡ଼ିଆ ଅନୁବାଦ:

ସହରରୁ ଦୂର
ଖରା ପ୍ରାନ୍ତରରେ
ଦେଶ ବାହାରେ
ଦୌଡ଼-ଦୌଡ଼-ଦୌଡ଼ !

ଦୌଡ଼ ବର୍ଷା ଟୋପାଟୋପାରେ
ଦୌଡ଼ ଗଛ ମୂଳ (ଛାଇରେ)
ଦୌଡ଼ ଅଳ୍ପ ଧୀର ବେଗରେ
ତାଳ ଦେଇ କୋମଳ ପବନ ସାର୍ଥରେ !

ଦୌଡ଼ ପର୍ବତ/ପାହାଡ଼ କଡ଼େ କଡ଼େ
ଦୌଡ଼ ରାସ୍ତାର ଗଳିକନ୍ଦିରେ
ଦୌଡ଼ ଘାସୁଆ ପଡ଼ିଆ ଉପରେ
ପୁଣି ଫେରିଆସ ଦୌଡ଼ି ଦୌଡ଼ି !

ଦୌଡ଼ ଏବଂ ଆନନ୍ଦିତ ହୁଅ
ଦୌଡ଼ ଦିବା ଆଲୋକରେ !
ଦୌଡ଼ ମଫସଲ ଆଡକୁ,
ଦୂରକୁ ! ଦୂରକୁ !
(ମାରୀ ଡଉଣ୍ଡ)

Notes And Glossary:

AWAY (ଆ) – ଦୂର
city (ସିଟି) – ସହର
country (କର୍ଣ୍ଣ) – ଗ୍ରାମାଞ୍ଚଳ | ମଫସଲ
raindrops (ରେନ୍ଦ୍ରପ୍‌ସ ) – ବର୍ଷାଟୋପା
beneath the trees (ବିନିଥ ଦ ବ୍ରିଜ୍) – ଗଛ ତଳେ
breeze (ବ୍ରିଜ୍) – କୋମଳ ପବନ
little races (ଲିଟିଲ୍ ରେସେସ୍) – ଛୋଟ ଜାତି
hillside (ହିସାଇଡ୍) – ପାହାଡ଼ କଡ଼େ କଡ଼େ
lane (ଲେନ୍) – ଗଳିକନ୍ଦି
be merry (ବି ମେରୀ) – ଆନନ୍ଦିତ ହୁଅ
All through (ଅଲ୍ ଥ୍ରୋ) – ସମ୍ପୂର୍ଣ | ସାରା
Then (ଦେନ୍) – ତା’ପରେ
again (ଏଗେନ୍) – ପୁଣି | ପୁନର୍ବାର

•  Your teacher reads the poem aloud. You listen to him/her without opening the book. (ଶିକ୍ଷକ କବିତାଟିକୁ ଉଚ୍ଚସ୍ଵରରେ ବୋଲିବେ । ତୁମ୍ଭେମାନେ ପୁସ୍ତକ ନଖୋଲି ମନଯୋଗ ପୂର୍ବକ ଶୁଣିବ ।)
• Your teacher asks you: What sights are described in the poem? (ଶିକ୍ଷକ ତୁମକୁ ପଚାରିବେ – କେଉଁ ଦୃଶ୍ୟସବୁ କବିତାରେ ବର୍ଣ୍ଣିତ ହୋଇଛି ? )
• Your teacher reads the poem aloud a second time. You listen to him/her and at the same time see the poem. (ଶିକ୍ଷକ ଦ୍ୱିତୀୟବାର କବିତାଟି ପଠନ କରିବେ । ତୁମ୍ଭେମାନେ ସେହି ସମୟରେ ପୁସ୍ତକସ୍ଥ କବିତାଟିକୁ ଦେଖ୍ ଦେଖ୍ ଶୁଣିବ ।)
• You read the poem silently and answer the following questions. (ତୁମ୍ଭେମାନେ ନୀରବରେ କବିତାଟିକୁ ମନଯୋଗ ସହକାରେ ପଢ଼ ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):

Question 1.
Who is the speaker in the poem?
(କବିତାରେ ବକ୍ତା କିଏ ?)
The poet is the speaker in the poem.

Question 2.
How many times does the poet repeat the word “run”?
( କବି କବିତାରେ କେତେଥର ଦୌଡ଼ (run) ଶବ୍ଦକୁ ପୁନରାବୃତ୍ତି କରିଛନ୍ତି ?)
The poet repeats the word ‘run’ twelve times.

Question 3.
Is the poet happy? Why? Why not?
(କବି କ’ଣ ଖୁସି ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Yes, the poet is happy to see a restless child who tries to keep himself full of activities.

Question 4.
Find in the second stanza the word that means ‘under’.
(ଦ୍ଵିତୀୟ ପଦରେ under (ତଳେ) ବୁଝାଉଥ‌ିବା ଶବ୍ଦଟିକୁ ଖୋଜ ।)
The word ‘beneath’ means ‘under’ in the second stanza.

Question 5.
When should one run? Why do you run?
(କେତେବେଳେ ଜଣେ ଦୌଡ଼େ ? ତୁମେ କାହିଁକି ଦୌଡ଼ ?)
One needs to run when one gets to be out of laziness We need to run to free our limbs (ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗ) and minds (ମନକୁ ହାଲୁକା କରିବାକୁ).

Question 6.
There are some words about Nature described in the poem. One is the sun. What are the other words?
(କବିତାରେ ପ୍ରକୃତି ସମ୍ବନ୍ଧୀୟ କେତେକ ଶବ୍ଦ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଗୋଟିଏ ହେଉଛି ସୂର୍ଯ୍ୟ । ସେହିପରି ଅନ୍ୟ ଶବ୍ଦଗୁଡ଼ିକ କ’ଣ ?)
The words related to Nature (ପ୍ରକୃତି) are raindrops, trees, breeze, hill-side, meadows (ପ୍ରାନ୍ତର).

Question 7.
Does the poet like to run in the raindrops? Why? Why not?
(କବି କ’ଣ ବର୍ଷାଟୋପାରେ ଦୌଡ଼ିବାକୁ ଚାହାଁନ୍ତି ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Yes, the poet always likes to run in the raindrops, because it gives him a nice feeling and merriment.

Question 8.
Why does the poet start and end the poem with the word “AWAY”?
(କବି କବିତାଟିର ଆରମ୍ଭ ଓ ସମାପ୍ତି – AWAY (ଦୂରେଇ ଦୂରେଇ) ଶବ୍ଦଦ୍ୱାରା ପରିପ୍ରକାଶ କରିଛନ୍ତି କାହିଁକି ?)
The poet uses the word – AWAY – at the start and end of the poem because s/he wants to free the body and mind from routine life.

Question 9.
What does the poet want the readers to do?
(ପାଠକମାନେ କ’ଣ କରନ୍ତୁ ବୋଲି କବି ଚାହାଁନ୍ତି ?)
The poet wants the readers to free themselves from routine life to real life and merry life.

Question 10.
Do you like running through the meadow? Why? Why not?
(ତୁମେ କ’ଣ ଘାସ ପ୍ରାନ୍ତରରେ ଦୌଡ଼ିବାକୁ ପସନ୍ଦ କର ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Yes, I like to run through the meadow as it serves like a soft mat and makes running enjoyable and harmless (ଅକ୍ଷତ).

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)
1. VMDT (ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ):

• Whole: run into the sun, run beneath the tree, down the hillside
(ଖରାରେ ଦୌଡ଼, ଗଛ ଛାଇରେ ଦୌଡ଼, ପାହାଡ଼ | ପର୍ବତ କଡ଼ରେ ଦୌଡ଼)
(ତୃତୀୟ ପଦ – ଆଖ୍ ବନ୍ଦ କରି ତୁମ ଅଙ୍ଗୁଳି ରଖ ପର୍ବତ ଶିଖରରେ, ଗଳିକନ୍ଦି ରାସ୍ତାରେ, ଘାସ ପ୍ରାନ୍ତରରେ )

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ)

MCQs: Choose the right answer from the options :
Question 1.
The poet wants to run ____________.
(A) into the city
(B) away from the sun
(C) in the raindrops
(D) down the riverside
(C) in the raindrops

Question 2.
The poet is ____________.
(A) happy
(B) unhappy
(C) angry
(D) worried
(A) happy

Question 3.
The word ’run’ has been used ____________ times in the poem.
(A) five
(B) eight
(C) twelve
(D) ten
(C) twelve

Question 4.
Which word is similar in meaning to ‘green field’?
(A) lane
(c) breeze
(D) merry

3. Listening (ଶ୍ରବଣ)
(a)TPR :
(Teacher demonstrates with instructions in English how to – run into the class, run in the class, run away from the class etc. Then s/he reads aloud the phrases and learners do the actions.) (ଶିକ୍ଷକ ନିଜେ ପ୍ରଦର୍ଶନ କରିବେ)
(i) ଶ୍ରେଣୀ ପ୍ରକୋଷ୍ଠରେ ଧାଇଁବା
(ii) ଶ୍ରେଣୀ ପ୍ରକୋଷ୍ଠ ବାହାରକୁ ଧାଇଁବା ଇତ୍ୟାଦି ।
1. Run in the class. – Students act.
(ଶ୍ରେଣୀ ଭିତରେ ଦୌଡ଼)- (ଛାତ୍ରମାନେ କରିବେ)

2. Run away from the class. – Students act.
(ଶ୍ରେଣୀ ବାହାରକୁ ଦୌଡ଼) – ( ଛାତ୍ରମାନେ କରିବେ )

3. Run back to the class. – Students act.
(ଶ୍ରେଣୀ ଆଡ଼କୁ ଦୌଡ଼) – (ଛାତ୍ରମାନେ କରିବେ)

4. Run into the class. – Students act.
(ଶ୍ରେଣୀ ଭିତରକୁ ଦୌଡ଼) – (ଛାତ୍ରମାନେ କରିବେ )

• Listen to the poem and say how many times the word ‘run’ has been used in the poem. (କବିତାଟିକୁ ଧାନର ସହିତ ଶୁଣ ଏବଂ କୁହ ‘ଦୌଡ଼’ | Run ଶବ୍ଦଟି କେତେଥର ବ୍ୟବହୃତ ହୋଇଛି ।)
Twelve times.

(b) Listen to the words and write in a good hand in your notebook. The teacher dictates the words- city, sun, country, tree, race, breeze, hill, lane, meadow, and merry.
(ଶବ୍ଦଗୁଡ଼ିକୁ ଧାନର ସହିତ ଶୁଣ ଏବଂ ସୁନ୍ଦର ଅକ୍ଷରରେ ତୁମ ଖାତାରେ ଲେଖ । ଶିକ୍ଷକ ଉଚ୍ଚାରଣ କରିବେ- ସିଟି, ସନ୍, କଣ୍ଟି, ଟ୍ରି, ରେସ୍, ବ୍ରିଜ୍, ହିଲ୍, ଲେନ୍, ମେଡ଼ା, ମେରି ।)

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)
4. Speaking (କହିବା) :

(a) Reading aloud (ଉଚ୍ଚ ସ୍ବରରେ ପଢ଼ିବା)
Teacher reads aloud one line, students repeat after him/her in chorus. (ଶିକ୍ଷକ ଗୋଟିଏ ଧାଡ଼ି ପଠନ କରିବେ, ଛାତ୍ରଛାତ୍ରୀମାନେ ମିଳିତ ସ୍ବରରେ ପୁନରାବୃତ୍ତି କରିବେ ।)

(b) Chain-drill (ଶୃଙ୍ଖଳ ଅଭ୍ୟାସ)
“Run and be merry all through the day.” (ଦୌଡ଼ ଏବଂ ଖୁସି ହୁଅ ଦିନସାରା ।)

(c) Rhyming words (ଯତିପାତ ପଡ଼ୁଥିବା ଶବ୍ଦାବଳୀ)
(Teacher reads aloud the rhyming words and students repeat after him in chorus)
sun – run, trees – breeze, lane – again, day – away (ସନ୍-ରନ୍, ଟ୍ରିଜ୍-ବ୍ରିଜ୍, ଲେନ୍-ଏଗେନ୍, ଡେ-ଆୱେ)

Session – 4 (ଚତୁର୍ଥ ପର୍ଯ୍ୟାୟ)
5. Vocabulary (ଶବ୍ଦଜ୍ଞାନ) :
(a) Match the following phrases under ’A’ with phrases under ‘B’. One is done for you. (‘A’ର ଶବ୍ଦାବଳୀ ସହିତ ‘B’ର ସମ୍ବନ୍ଧିତ ଶବ୍ଦାବଳୀକୁ ମିଳାଅ ।) (ପ୍ରଶ୍ନ ସହ ଉତ୍ତର)

(b) Given below a list of words on the left. Write their meanings choosing from brackets against each word. (ବାମ ପାର୍ଶ୍ଵରେ କିଛି ଶବ୍ଦାବଳୀ ଅଛି ।ସେଗୁଡ଼ିକର ଅର୍ଥ ବନ୍ଧନୀ ମଧ୍ଯରୁ ବାଛି ପ୍ରତ୍ୟେକ ଶବ୍ଦ ପାର୍ଶ୍ଵରେ ଲେଖ ।)

(green field, cool air, road, cheerful)
merry: __________________
lane: ____________________
breeze: __________________

merry: cheerful
breeze: cool air

(c) Given below are some words. Pair them together according to the way they are pronounced.
(ନିମ୍ନରେ କେତେକ ଶବ୍ଦ ଦିଆଯାଇଛି । ଉଚ୍ଚାରଣ ଅନୁଯାୟୀ ସେଗୁଡ଼ିକୁ ଯୋଡ଼ି ଯୋଡ଼ି କରି ଦର୍ଶାଅ ।)
away, sun, trees, run, again, breeze, day, lane
____________________________________
____________________________________
____________________________________
____________________________________
away — day,
sun — run
trees — breeze,
again — lane

(d) Mark the underlined word in the following sentence. (ନିମ୍ନ ବାକ୍ୟଗଡ଼ିକରୁ ରେଖାଙ୍କିତ ଶବ୍ଦକୁ ଚିହ୍ନଟ କର ।)
Run down the hillside.
The word hillside is – hill + side.
Now you add ‘side’ with the words – river, country, sea, road, and lake and write the new words. One is done for you.
ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡିକରେ side ଯୋଗକରି ନୂତନ ଶବ୍ଦ ଲେଖ ।
river + side = riverside
_______________________
_______________________
_______________________
_______________________

river + side = riverside
country + side = countryside
sea + side = seaside
lake + side = lakeside

(e) Order the jumbled letters and make words. One is done for you.
(ଗୋଳମାଳିଆ ଅକ୍ଷରଗୁଡ଼ିକୁ ସଜାଇ ଉପଯୁକ୍ତ ଶବ୍ଦ ଗଠନ କର ।)
yad, tunyrco, nur, snu, ityc, rete, neal, doweam

tunyrco – country
nur – run
snu – sun
ityc – city

rete – tree
neal – lane

Session – 5 (ପଞ୍ଚମ ପର୍ଯ୍ୟାୟ)
6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ)
(a) Change the following lines like the example.
(ଉଦାହରଣ ମୁତାବକ ନିମ୍ନ ଧାଡ଼ିଗୁଡ଼ିକୁ ବଦଳାଅ ।)
I run into the sun.
Example: I am running into the sun.

• I go to my school with my friends.
I am going to my school with my friends.
• We play in our school playground.
We are playing in our school playground.
• I come back my home.
I am coming back my home.
• I wash my hands and legs.
I am washing my hands and legs.
• I pray to God with my parents.
I am praying to God with my parents.

(b) Read the poem and write the words which go with ‘run’. One is – done for you. (କବିତାଟିକୁ ପାଠ କରି run ଅନ୍ୟ ଶବ୍ଦ ସହିତ ମିଶାଇ ଲେଖ । ତୁମ ପାଇଁ ଲେଖାଥ‌ିବା ଉଦାହରଣକୁ ଲକ୍ଷ୍ୟ କର ।)

Session – 7 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)
7. Writing (ଲିଖନାତ୍ମକ) :
(a) Read the following lines of the poem. They are not in order. Order them. You may see the poem if necessary. (କବିତାର ନିମ୍ନ ଧାଡ଼ିଗୁଡ଼ିକୁ ପାଠ କର । ସେଗୁଡ଼ିକ ଠିକ୍ କ୍ରମରେ ନାହିଁ । ଠିକ୍ କ୍ରମରେ ସଜାଅ ଆବଶ୍ୟକସ୍ଥଳେ କବିତାଟିକୁ ଦେଖପାର ।)

With each little breeze!
Run beneath the trees!
Run little races
Run in the raindrops!

Run in the raindrops!
Run beneath the trees!
Run little races
With each little breeze!

b) Change the underlined words of the stanza using your own words and get your new poem and get your new poem. (ପଦଟିରେ ବ୍ୟବହୃତ ନିମ୍ନ ରେଖାଙ୍କିତ ପଦଗୁଡ଼ିକ ବଦଳରେ ନିଜସ୍ୱ ଶବ୍ଦ ବ୍ୟବହାର କରି ନିଜସ୍ବ ନୂତନ ପଦଟିକୁ ଲେଖ ।)
Run down the hillside.
Run up the lane:
Then run back again!
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Run down the valley.
Run up the field:
Run through the forest.
Then run back mild! (ଉଦାସ)

8. Mental Talk (ମାନସ କଥନ):
Run and be merry all through the day ! ଦୌଡ଼ ଏବଂ ଦିନସାରା ଖୁସି ରୁହ ।

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା) :
How do you feel when you run and play with your friends? Where do you like to run and play?
I feel happy and cheerful when I run and play with my friends. I like to run and play in the park.

### BSE Odisha 7th Class English Solutions Lesson 1 Run! Run! Run! Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
The poet wants to run ____________.
(i) above the trees
(ii) beneath the trees
(iii) through the countryside
(iv) by the side of the trees
(ii) beneath the trees

Question 2.
The poet wants to run back to the ____________.
(i) hillside
(iii) countryside
(iv) city/country
(iv) city/country

Question 1.
Why does the poet want to run?
The poet does not want to remain under the limitation of life. He is attracted to the scenic beauty of nature. So he wants to be run.

Question 2.
Why does the poet want to run with the gentle breeze?
The poet feels more pleasure to run with the gentle breeze and under the cool trees because it refreshes his mind.

Question 3.
When does the poet want to run back again?
After running down the hillside, running up the lane, and running through the meadow the poet wants to run back again.

## CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(a) Textbook Exercise Questions and Answers.

## CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(a)

Question 1.
If A = {a,b,c,d} mention the type of relations on A given below, which of them are equivalence relations?
(i) {(a, a), (b, b)}
(ii) {(a, a), (b, b), (c, c), (d, d)}
(iii) {(a, b), (b, a), (b, d), (d, b)}
(iv) {(b, c), (b, d), (c, d)}
(v) {(a, a), (b, b), (c, c), (d, d), (a, d), (a, c), (d, a), (c, a), (c, d), (d, c)}
Solution:
(i) Symmetric and transitive but not reflexive.
(ii) Reflexive, symmetric as well as transitive. Hence it is an equivalence relation.
(iii) Only symmetric
(iv) Only transitive
(v) Reflexive, symmetric and transitive. Hence it is an equivalence relation.

Question 2.
Write the following relations in tabular form and determine their type.
(i) R = {(x, y) : 2x – y = 0] on A = {1,2,3,…, 13}
(ii) R = {(x, y) : x divides y} on A = {1,2,3,4,5,6}
(iii) R = {(x, y) : x divides 2 – y} on A = {1,2,3,4,5}
(iv) R = {(x, y) : y ≤, x ≤, 4} on A = {1,2,3,4,5}.
Solution:
(i) R = {(x, y) : 2x- y = 0} on A
= {(x, y) : y = 2x} on A
= {(1, 2), (2, 4), (3, 6), (4, 8), (5, 10), (6, 12)}
R is neither reflexive nor symmetric nor transitive.

(ii) R = {(1, 1), (1, 2), (1, 3), (1, 4), (1,5), (1, 6), (2, 2), (2, 4), (2, 6), (3, 3), (3, 6), (4, 4), (5,5), (6, 6)}
R is reflexive transitive but not symmetric.

(iii) R = {(x, y) : x divides 2 – y} on A
= {1, 2, 3, 4, 5}
= {(x, y) : 2-y is a multiple of x}
= {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 2), (2, 4), (3, 2), (3, 5), (4, 2), (5, 2)}
R is neither reflexive nor symmetric nor transitive.

(iv) R = {(x, y) : y ≤ x ≤ 4} on A
= {1, 2, 3, 4, 5}
= {(1, 1), (2, 1), (2, 2), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (4, 3), (4, 4)}
R is neither reflexive nor symmetric but transitive.

Question 3.
Test whether the following relations are reflexive, symmetric or transitive on the sets specified.
(i) R = {(m,n) : m-n ≥ 7} on Z.
(ii) R = {(m,n) : 2|(m+n)} on Z.
(iii) R = {(m,n) : m+n is not divisible by 3} Z.
(iv) R = {(m,n) : is a power of 5} on Z – {0}.
(v) R = {(m,n) : mn is divisible by 2} on Z.
(vi) R = {(m,n) : 3 divides m-n} on {1,2,3…,10}.
Solution:
(i) R = {{m, n) : m- n ≥ 7} on Z
Reflexive:
∀ m ∈ Z, m – m = 0 < 7
⇒ (m, m) ∉ R
Thus, R is not reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ m – n ≥ 7
⇒ n – m < 7
∴ (n, m) ∉ R
⇒ R is not symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
m – n ≥ 7
and n – p > 7
⇒ m – p ≥ 7
⇒ (m, p) ∈ R
⇒ R is transitive.

(ii) R = {(m, n) : 2 | (m + n)} on Z
Reflexive:
∀ m ∈ Z, m + m = 2m
which is divisible by 2.
⇒ 2 | (m + m)
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ 2 | (m + n)
⇒ 2 | (n + m)
(n, m) ∈ R
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p), ∈ R
⇒ 2 | (m + n) and 2 | (n + p)
⇒ m + n = 2k1
⇒ n + p = 2k2
⇒ m + 2n + p = 2k1 + 2k2
⇒ m + p = 2(k1 + k2 – 1)
⇒ 2 | (m + p)
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus, R is an equivalence relative.

(iii) R = {(m, n) : m + n is not divisible by 3} on Z
Reflexive:
As 3 + 3 is divisible by 3
we have (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ m + n is not divisible by 3
⇒ n + m is not divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
(3, 1), (1, 6) ∈ R
But (3, 6) ∉ R
⇒ R is not transitive.

(iv) R = {(m, n) : $$\frac{m}{n}$$ is a power of 5} on Z – {0}
Reflexive:
∀ m ∈ Z – {0}
$$\frac{m}{m}$$ = 1 = 5°
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetric:
Let (m, n) ∈ R
$$\frac{m}{n}$$ = 5k
$$\frac{n}{m}$$ = 5-k
⇒ (n, m) ∈ Z
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
⇒ $$\frac{m}{n}$$ = 5k1 , $$\frac{n}{p}$$ = 5k2
⇒ $$\frac{m}{n}$$ . $$\frac{n}{p}$$ = 5k1 . 5k2
⇒ $$\frac{m}{p}$$ = 5 k1+k2
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

(v) R = {(m, n) : mn is divisible by 2} on Z
Reflexive:
3 ∈ Z
3 x 3 = 9
which is not divisible by 2.
∴ (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ mn is divisible by 2
⇒ nm is divisible by 2
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
⇒ (3, 2), (2, 5) ∈ R
⇒ But 3 x 5 = 15,
⇒ which is not divisible by 2.
⇒ (3, 5) ∉ R
R is not transitive.

(vi) R = {(m, n) : 3 divides m-n} on A = {1, 2, 3……,10}
Reflexive:
Clearly ∀ m ∈ A, m – m = 0
which is divisible by 3
⇒ (m, m) ∈ R
⇒ R is reflexive
Symmetric:
Let (m, n) ∈ R
⇒ m – n is divisible by 3
⇒ n – m is also divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric
Transitive:
Let (m, n), (n, p) ∈ R
⇒ m – n and n – p are divisible by 3
⇒ m – n + n – p is also divisible by p.
⇒ m – p is divisible by p.
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

Question 4.
List the members of the equivalence relation defined by the following partitions on X= {1,2,3,4}. Also find the equivalence classes of 1,2,3 and 4.
(i) {{1},{2},{3, 4}}
(ii) {{1, 2, 3},{4}}
(iii) {{1,2, 3, 4}}
Solution:
(i) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (3, 4), (4, 3)}
[1] = {1}, [2] = {2}, [3] = {3, 4} and [4] = {3, 4}

(ii) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (1, 2), (1, 3), (2, 1), (2, 3), (3, 1), (3, 2)}
[1] = [2] = [3] = {1, 2, 3}
[4] = {4}

(iii) The equivalence relation is
R = A x A, [1] = [2] = [3] = [4] = A

Question 5.
Show that if R is an equivalence relation on X then dom R = rng R = X.
Solution:
Let R is an equivalence relation on X.
⇒ R is reflexive
⇒ (x, x) ∈ R ∀ x ∈ X
⇒ Dom R = Rng R = X

Question 6.
Give an example of a relation which is
(i) reflexive, symmetric but not transitive.
(ii) reflexive, transitive but not symmetric.
(iii) symmetric, transitive but not reflexive.
(iv) reflexive but neither symmetric nor transitive.
(v) transitive but neither reflexive nor symmetric.
(vi) an empty relation.
(vii) a universal relation.
Solution:
(i) The relation R = {(a, b), (b, a), (a, c), (c, a), (a, a), (b, b), (c, c)} defined on the set {a, b, c} is reflexive, symmetric but not transitive.
(ii) “The relation x ≤ y on z” is reflexive, transitive but not symmetric.
(iii) The relation R = {(a, a), (a, b), (a, c), (b, a), (b, b), (b, c), (c, a), (c, b), (c, c)} defined on the set {a, b, c, d} is symmetric, transitive but not reflexive.
(iv) The relation R = {(a, a), (b, b), (c, c), (a, b), (b, c)} defined on the set A = {a, b, c} is reflexive but neither symmetric nor transitive.
(v) R = {(a, b), (b, c), (a, c)} on A = {a, b, c} is transitive but neither reflexive nor symmetric.
(vi) On N the relation R= {(x, y) : x + y = – 5} is an empty relation.
(vii) On N the relation R = {(x, y) : x + y > 0} is an universal relation.

Question 7.
Let R be a relation on X, If R is symmetric then xRy ⇒ yRx. If it is also transitive then xRy and yRx ⇒ xRx. So whenever a relation is symmetric and transitive then it is also reflexive. What is wrong in this argument?
Solution:
Let R is a relation on X.
If R is symmetric then xRy ⇒ yRx
If R is also transitive then xRy and yRx ⇒ xRx
⇒ Whenever a relation is symmetric and transitive, then it is reflexive. This argument is wrong because the symmetry of R does not imply dom R = X and for reflexive xRx ∀ x ∈ X.

Question 8.
Suppose a box contains a set of n balls (n ≥ 4) (denoted by B) of four different colours (may have different sizes), viz. red, blue, green and yellow. Show that a relation R defined on B as R={(b1, b2): balls b1 and b2 have the same colour} is an equivalence relation on B. How many equivalence classes can you find with respect to R?
[Note: On any set X a relation R={(x, y): x and y satisfy the same property P} is an equivalence relation. As far as the property P is concerned, elements x and y are deemed equivalent. For different P we get different equivalence relations on X]
Solution:
On B, R = {(b1, b2) : balls b1 and b2 have the same colour}

Reflexive:
∀ b ∈ B, b and b are of same colour
⇒ (b, b) ∈ R
⇒ R is reflexive.

Symmetric:
Let (b1, b2) ∈ R
⇒ b1 and b2 are of same colour
⇒ b2 and b1 are of same colour
⇒ (b2, b1) ∈ R
⇒ R is symmetric.

Transitive :
Let (b1, b2) and (b2, b3) ∈ R
⇒ b1 and b2 are of same colour
b2 and b3 are of same colour
⇒ b1, b3 are of same colour
⇒ (b1, b3) ∈ R
⇒ R is transitive
∴ R is an equivalence relation.
As there are 4 types of balls there are 4 equivalence relations with respect to R.

Question 9.
Find the number of equivalence relations on X={1,2,3}. [Hints: Each partition of a set gives an equivalence relation.]
Solution:
Method – 1: Number of equivalence relations on a set A with | A | = n.
= The number of distinct partitions of A
= Bn
where Bn+1 = $$\sum_{k=0}^n \frac{n !}{k !(n-k) !} \mathrm{B}_k$$
with B0 = 1
Here n = 3
B1 = 1
B2 = $$\frac{1 !}{0 ! 1 !}$$ B0 + $$\frac{1 !}{1 ! 1 !}$$ B1
= 1 + 1 = 2
B3 = $$\frac{2 !}{0 ! 2 !}$$ B0 + $$\frac{2 !}{1 ! 1 !}$$ B1 + $$\frac{2 !}{2 ! 0 !}$$ B2
= 1 + 2 + 2 = 5
Thus there are 5 equivalence relations.

Method – 2:
X= {1, 2, 3}
Number of equivalence relations = number of distinct partitions.
Different partitions of X are
{{1} {2}, {3}}
{{1}, {2, 3}}, {{2}, {1,3}},
{{3}, {1,2}} and {{1, 2,3}}
Thus number of equivalence relations = 5.

Question 10.
Let R be the relation on the set R of real numbers such that aRb iff a-b is an integer. Test whether R is an equivalence relation. If so find the equivalence class of 1 and ½ w.r.t. this equivalence relation.
Solution:
The relation R on the set of real numbers is defined as
R = {(a, b) : a – b ∈ Z}

Reflexive:
∀ a ∈ R (set of real numbers)
a – a = 0 ∈ Z
⇒ (a, a) ∈ R
⇒ R is reflexive.

Symmetric:
Let (a, b) ∈ R
⇒ a – b ∈ Z
⇒ b – a ∈ Z
⇒ (b, a) ∈ R
⇒ R is symmetric.

Transitive:
Let (a, b), (b, c) ∈ R
⇒ a – b and b – c ∈ Z
⇒ a – b + b – c ∈ Z
⇒ a – c ∈ Z
⇒ (a, c) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.
[1] = {x ∈ R : x -1 ∈ Z} = Z
\begin{aligned} {\left[\frac{1}{2}\right] } &=\left\{x \in \mathrm{R}: x-\frac{1}{2} \in \mathrm{Z}\right\} \\ &=\left\{x \in \mathrm{R}: x=\frac{2 k+1}{2}, k \in \mathrm{Z}\right\} \end{aligned}

Question 11.
Find the least positive integer r such that
(i) 185 ∈ [r]7
(ii) – 375 ∈ [r]11
(iii) -12 ∈ [r]13
Solution:
(i) 185 ∈ [r]7
⇒ 185 – r = 7k, k ∈ z and r < 7
⇒ r = 3
(ii) – 375 ∈ [r]7
⇒ – 375 – r = 11k, k ∈ z and r < 11
⇒ r = 10
(iii) – 12 ∈ [r]13
⇒ – 12 – r = 13k, k ∈ z and r < 13
⇒ r= 1

Question 12.
Find least non negative integer r such that
(i) 7 x 13 x 23 x 413 r (mod 11)
(ii) 6 x 18 x 27 x (- 225) = r (mod 8)
(iii) 1237(mod 4) + 985 (mod 4) = r (mod 4)
(iv) 1936 x 8789 = r (mod 4)
Solution:
(i) 7 x 13 x 23 x 413 ≡ r (mod 11)
Now 7 x 13 ≡ 3 mod 11
23 ≡ 1 mod 11
413 ≡ 6 mod 11
∴ 7 x 13 x 23 x 413 ≡ 3 x 1 x 6 mod 11
≡ 18 mod 11
≡ 7 mod 11
∴ r = 7

(ii) 6 x 18 x 27 x – 225 ≡ r (mod 8)
Now 6 x 18 ≡ 108 = 4 mod 8
27 ≡ 3 mod 8
– 225 ≡ 7 mod 8
⇒ 6 x 18 x 27 x – 225 ≡ 4 x 3 x 7 mod 8
≡ 84 mod 8
≡ 4 mod 8
∴ r = 4

(iii) 1237 (mod 4) + 985 (mod 4) r (mod 4)
Now 1237 ≡ 1 mod 4
985 ≡ 1 mod 4
⇒ 1237 (mod 4) + 985 (mod 4)
≡ (1 + 1) mod 4
≡ 2 mod 4
⇒ r = 2

(iv) 1936 x 8789 ≡ r (mod 4)
1936 x 8789 ≡ 0 mod 4
∴ r = 0

Question 13.
Find least positive integer x satisfying 276x + 128 ≡ (mod 7)
[Hint: 276 ≡ 3, 128 ≡ 2 (mod 7)]
Solution:
Now 128 ≡ 2 mod 7
Now 176 x + 128 ≡ 4 mod 7
⇒ 176 x ≡ (4 – 2) mod 7
⇒ 176 x ≡ 2 mod 7
176 x x ≡ 2 mod 7,
But 276 ≡ 3 mod 7
Thus x = 3.

Question 14.
Find three positive integers xi, i =1, 2, 3 satisfying 3x ≡ 2 (mod 7)
[Hint: If X1 is a solution then any member of [X1] is also a solution]
Solution:
3x ≡ 2 mod 7
Least positive value of x ≡ 3
Each member of [3] is a solution
∴ x = 3, 10, 17 …..

## BSE Odisha 7th Class English Solutions Follow-Up Lesson 1 When I Grow Up

Odisha State Board BSE Odisha 7th Class English Solutions Follow-Up Lesson 1 When I Grow Up Textbook Exercise Questions and Answers.

## BSE Odisha Class 7 English Solutions Follow-Up Lesson 1 When I Grow Up

### BSE Odisha 7th Class English Follow-Up Lesson 1 When I Grow Up Text Book Questions and Answers

Session – 1 (ଶବ୍ଦାବଳୀ)

1. Teacher will say, “Now you are students.
(ଶିକ୍ଷକ କହିବେ, ପିଲାମାନେ ତୁମେ ବର୍ତ୍ତମାନ ବିଦ୍ୟାର୍ଥୀ ।)

• What do you want to be in your future?”
(ତୁମେସବୁ ଭବିଷ୍ୟତରେ କ’ଣ ହେବାକୁ ଚାହିଁବ ?)
Answer: I want to be a policeman/teacher/doctor / social worker/journalist etc. in future.

2. Teacher will collect answers from a number of students and then s/he will say: Let us read a poem to know about a child’s wish, what he wants to be in his future when he grows up.
(ଶିକ୍ଷକ ଅନେକ ବିଦ୍ୟାର୍ଥୀଙ୍କଠାରୁ ଉତ୍ତର ଆଦାୟ କରିବା ପରେ କହିବେ : ଚାଲ ଗୋଟିଏ ଛୋଟ ପିଲାର ଅଭିଳାଷ | ଇଚ୍ଛା ବାବଦରେ ଏକ କବିତାରୁ ପଢ଼ିବା । ସେ ଯେତେବେଳେ ଭବିଷ୍ୟତରେ ବଡ଼ ହେବ, ସେ କ’ଣ ହେବାକୁ ଇଚ୍ଛା କରୁଛି ?)

Text(ପାଠ୍ୟବସ୍ତୁ)

(କବତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. When I grow up
I want to be;
A detective
With a master key.

2. I could be a soldier
Perhaps a sailor too;
Or become a keeper
At Nandankanan zoo.

3. I’d like to own a trumpet
And play a musical tune;
To fly me to the moon.

4. I’d like to be the driver
Of an express diesel train;
Or be a light-house-keeper
Where I want and when.

5. For the more one lives
The more one learns;
I think I will be all these things
And go on taking turns.

୧. ମୁଁ ଯେତେବେଳେ ବଡ଼ ହେବି
ମୁଁ ମୁଖ୍ୟ
ଗୋଟେ ଗୋଇନ୍ଦା (ପୋଲିସ) ହେବି
ପ୍ରଧାନ ଚାବି ଧରି ।

୨. ମୁଁ ହେବି ଗୋଟେ ସୈନିକ
ବୋଧହୁଏ ଏକ ନାବିକ ହୋଇପାରେ
କିମ୍ବା ହେବି ଏକ ରକ୍ଷକ
ଏପରିକି ନନ୍ଦନକାନନ ଚିଡ଼ିଆଖାନାର ।

୩. ମୁଁ ଗୋଟେ ବାଦ୍ୟଯନ୍ତ୍ର ହାସଲ କରିବି
ଏବଂ ଗୋଟେ ଯାନ୍ତ୍ରିକ ଧୂନ୍ (ବଜାଇବି) ଦେବି
କିମ୍ବା ଗୋଟେ ଘରୋଇ ମହାକାଶଯାନ କିଣିବି
ଯାହା ମୋତେ ଚନ୍ଦ୍ରକୁ ନେଇଯିବ ।

୪. ମୁଁ ଗୋଟେ ଚାଳକ ହେବାକୁ ଚାହିଁବି
ଗୋଟେ ଦ୍ରୁତଗାମୀ ଡିଜେଲ ଟ୍ରେନ୍‌ର
ହେବି ଗୋଟେ ବତୀଘରର ନିର୍ଦ୍ଦେଶକ
ଯେଉଁଠି ରହିବି ଏବଂ ଯେତେବେଳେ ।

୫. ଯିଏ ଯେତେ ଅଧ‌ିକ ଜୀଇଁବ
ସେତେ ଅଧ୍ଵ ଶିଖ୍
ମନ ମୋର ଚାହେଁ ମୁଁ ସେସବୁ ହେବି
ଏବଂ ଆଗେଇ ଚାଲିବି ମୋଡ଼ ବଦଳାଇ ।

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
grow up (ଗ୍ରୋ ଅପ୍) – ବଡ଼ ହେବା
want (ଣୁ) – ଇଚ୍ଛା କରିବା / ଚାହିଁବା
detective (ଡଟେକ୍ଲିଭ୍) – ଗୋଇନ୍ଦା
master key (ମାଷ୍ଟର କୀ) – ମୁଖ୍ୟ ଚାବି
soldier (ସୋଲଜର) – ସୈନିକ
sailor (ସେଲର) – ନାବିକ
too (ମୁ) – ମଧ୍ଯ
keeper (କିପର) – ଜଗୁଆଳ/ରକ୍ଷକ
zoo (ଜୁ) – ଚିଡ଼ିଆଖାନା
own (ଓନ୍) – ଲାଭ କରିବା/ଅଧୁକାର କରିବା
trumpet (ଟ୍ରମେଟ୍) – ତୂରୀ (ଏକ ବାଦ୍ୟଯନ୍ତ୍ର)
musical tune (ମ୍ୟୁଜିକାଲ୍ ଟ୍ୟୁନ୍) – ସାଙ୍ଗୀତିକ ସ୍ୱର
moon (ମୁନ୍) – ଚନ୍ଦ୍ର/ଜହ୍ନ
driver (ଡ୍ରାଇଭର୍) – ଗାଡ଼ି ଚାଳକ
diesel train (ଡିଜେଲ୍‌ ଟ୍ରେନ୍) – ଡିଜେଲଚାଳିତ
light-house-keeper – ଲାଇଟ୍-ହାଉସ୍ -କିପର
turns (ଟର୍ଣ୍ଣସ୍ ) – ମୋଡ଼/ପାଳି

(ତୁମ ଶିକ୍ଷକ ଉଚ୍ଚସ୍ଵରରେ କବିତାଟିକୁ ପଢ଼ିବେ ।)
(ତୁମ ଶିକ୍ଷକ ତୁମକୁ ପଚାରିବେ କବିତାରେ କିଏ କିଏ ଅଛନ୍ତି ।)
(ଶିକ୍ଷକ ଦ୍ଵିତୀୟବାର କବିତାକୁ ସରବ ପାଠ କରିବେ ।)
• You listen to him / her and at the same time see the poem.
(ତୁମେ ତାଙ୍କୁ ଶୁଣିବ ଏବଂ ସେହି ସମୟରେ କବିତାଟିକୁ ପୁସ୍ତକରୁ ଦେଖୁବ ।)
• Now you read the poem silently and answer the following questions.
( ଏବେ ତୁମେ ନୀରବରେ କବିତାଟିକୁ ପାଠକର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନମାନଙ୍କର ଉତ୍ତର ପ୍ରଦାନ କର ।)

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Who is “I” in the poem? (କବିତାରେ “ମୁଁ” କିଏ?)
The poet in the guise of a child refers as “I” in the poem.

Question 2.
What does the child want to be in the 1st stanza?
(ପ୍ରଥମ ପଦରେ ପିଲାଟି କ’ଣ ହେବାକୁ ଇଚ୍ଛା କରିଛି ?)
The child wants to be a detective (Police officer) in the 1st stanza.

Question 3.
In the 2nd stanza the child likes three types of work. What are they?
(ଦ୍ଵିତୀୟ ପଦରେ ପିଲାଟି ତିନି ପ୍ରକାର କାର୍ଯ୍ୟକୁ ପସନ୍ଦ କରିଛି ? ସେଗୁଡ଼ିକ କ’ଣ ?)
The child likes to work as a soldier, as a sailor and thirdly as a keeper of the Nandankanan zoo as stated in stanza-2.

Question 4.
In which stanza does the poet describe a child’s interest for music?
(କେଉଁ ପଦରେ କବି ପିଲାଟିର ସଙ୍ଗୀତ ପ୍ରତି ଆଗ୍ରହ ଥିବା କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
In the third stanza the poet describes the child’s interest for music.

Question 5.
How does he want to fly to the moon?
(ସେ କିପରି ଚନ୍ଦ୍ରକୁ ଉଡ଼ିଯିବାକୁ ଚାହିଁଛନ୍ତି ?)
He intends to fly to the moon by a space-ship.

Question 6.
What does the child want to be in stanza-4?
(ପିଲାଟି ଷ୍ଟୋଜା -4 ରେ କ’ଣ ହେବାକୁ ଚାହୁଁଛି )
The child wants to be the driver of an express diesel-train or a light house keeper in stanza-4.

Question 7.
Is the last stanza different from other stanzas? How?
(ଶେଷ ପଦଟି ଅନ୍ୟ ପଦଗୁଡ଼ିକଠାରୁ ଭିନ୍ନ କି ? କିପରି ?)
Yes, the last stanza is different from the other four stanzas. Each one of the four stanzas describes about the child’s desire whereas in the last stanza the real aim of a human life is described.

Question 8.
The poet wants to take up different types of work. Which lines tell you so? (stanza-5)
(କବି ବିଭିନ୍ନ ପ୍ରକାର ବୃତ୍ତି ଅବଲମ୍ବନ କରିବାକୁ ଚାହିଁଛନ୍ତି । କେଉଁ ଧାଡ଼ିଗୁଡ଼ିକ ତୁମକୁ ଏହା କହୁଛି ?)
The lines ‘I think I will be all these things, and go on taking turns’ in stanza-5 tell us that the poet in guise of a child wants to take up different types of work.

Question 9.
Does he want to take up only one job he describes or all the jobs one after another?
(ସେ ବର୍ଣ୍ଣନା କରିଥିବା ଗୋଟିଏ କାମ ସେ କରିବାକୁ ଚାହିଁଛନ୍ତି କିମ୍ବା ଗୋଟିକ ପରେ ଗୋଟିଏ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ? )
He wants to take up all the jobs one after another as he goes on taking turns.

Question 10.
Which word/phrase tells so in the last stanza?
(ଶେଷ ପଦରେ କେଉଁ ଶବ୍ଦ ବା ବାକ୍ୟାଶ ଏହା କହିଛି ?)
The phrase ‘And go on taking turns’ says so.

Question 11.
Why does he want to take up all the jobs one after another?
(କାହିଁକି ସେ ଗୋଟିଏ ପରେ ଗୋଟିଏ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
Human interest climbs up and up as one grows up. So he wants to take up all the jobs one after another.

Question 12.
In which stanza does he want to take up minimum number of jobs?
(କେଉଁ ପଦରେ ସେ ସବୁଠାରୁ କମ୍‌ସଂଖ୍ୟକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ? )
In first stanza he wants to take up minimum number of jobs.

Question 13.
In which stanza does he want to take up maximum number of jobs?
(କେଉଁ ପଦରେ ସେ ସର୍ବାଧ‌ିକ ସଂଖ୍ୟକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
In the last (5th) stanza he wants to take up maximum number of jobs.

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)

The teacher will design activities following the main lesson. However, some activities have been done.
(ଶିକ୍ଷକ ମୁଖ୍ୟ ପାଠ୍ୟ ଅନୁରୂପ କାର୍ଯ୍ୟାବଳୀ ପ୍ରସ୍ତୁତ କରିବେ । ତଥାପି କେତେକ କାର୍ଯ୍ୟାବଳୀ ଦିଆଯାଇଛି ।)

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

1.Vocabulary ଶବ୍ଦାବଳୀ:
Stated below are some jobs/professions. Describe each of the jobs as shown in an example with the tips provided.
tailor, teacher, doctor, zoo-keeper, sailor, pilot, driver, football player, cricketer, tennis player, farmer. (Questions with Answers)

tailor: One who stiches cloth is a tailor.
driver: One who drives a car / bus / truck is a driver.
football player: One who plays football is a football player.
cricketer: One who plays cricket is a cricketer.
doctor : (treat patients): One who treats patients is a doctor.
teacher: One who teaches students is a teacher.
zoo-keeper: One who keeps/takes care of animals in a zoo is a zoo-keeper.
sailor (sails ship): One who sails ship in the sea/river is a sailor.
farmer: One who does farm work/cultivates in a farm is a farmer.
tennis player: One who plays tennis is a tennis player.
pilot: One who flies an aeroplane in the sky is a pilot

Session – 4 (ଚତୁର୍ଥ ପର୍ୟ୍ୟାୟ)

2. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ) :
Look at this sentence: The more one lives, the more one learns.
Using the hints given, write similar sentences. (Questions with Answers)
(ii) (save, become rich) The more one saves (money/wealth), the more one becomes rich.
(iii) (do exercises, become healthy) The more one does exercises, the more one becomes healthy.
(iv) (get, want) The more one gets, the more he wants.

Session – 5 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)

3. Writing (ଲିଖନାତ୍ମକ)

Question (i).
What does the child/poet want to become in the third stanza?
(କବି/ପିଲା ତୃତୀୟ ପଦରେ କ’ଣ ହେବାକୁ ଚାହିଁଛନ୍ତି ?)
The poet wants to become a musician or an astronaut in the third stanza.

Question (ii).
Where does he want to be a keeper?
(ସେ କେଉଁଠାରେ ଜଗୁଆଳ ହେବାକୁ ଚାହିଁଛନ୍ତି ?)
He wants to be a keeper in Nandankanan zoo or in a lighthouse.

Question (iii).
Where does he want to fly with the spaceship?
(ସେ ମହାକାଶଯାନରେ କେଉଁଠାକୁ ଉଡ଼ିଯିବାକୁ ଚାହିଁଛନ୍ତି ?)
He wants to fly with the space-ship to the moon,

Question (iv).
Why does he want to take up many jobs?
(ସେ କାହିଁକି ଅନେକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
He grows up and his interests grow up at par. To fulfil his multi interests he wants to take up many jobs.

(b) Do an interview and write a brief report. Students move around in the class and interview five of their classmates with the interview slip below. Each student uses one interview slip for interviewing one classmate.

 Good morning! How are you?What is your name, please? _____________ What do you want to become in future? ______________ Thanks. Bye.

Write the responses of the person interviewed and write a report using the format given below.
___________five persons. One of them wants to_________. Two of them want to___________. The names of persons interviewed are ________________________________.
I interview five persons. One of them wants to become an engineer. Two of them want to become doctors. Another one wants to become a cricket player. The other one wants to become a film star. The names of persons interviewed are Sailesh. Pratap. Pradeep. Jiten and Nilima

(c) Write a poem of your own. The poem will have two stanzas of four lines each. The last word of the second line rhymes with the last word of the fourth line.
(Rhyming words: sailor, tailor/sweeper, keeper)
I want to ____________________
______________________________
______________________________
________________________ tailor.

______________________________
______________________________
______________________________
______________________________.

I want to become a doctor
Perhaps to become a sailor;
I want to make dresses
And become a good tailor

I want to become a farmer
Or may become a sweeper;
I love all animals
And wants to be a zoo keeper.

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

climb(କ୍ଲାଇମ୍ବ)- go up high (ଚଢିବା)
detective – a person who investigates crimes (ଯେଉଁ ବ୍ୟକ୍ତି ଗୁପ୍ତ ଭାବରେ ସମାଚାର ସଂଗ୍ରହ କରେ)
keeper (କିପର) (in Nandan Kanan) – animal caretaker/guard
light house(ଲାଇଟ୍ ହାଉସ୍) – tower with light at the top at the sea shore to guide ships
light housekeeper – a worker in the light house
lying (ଲାଇଙ୍ଗ୍) – resting, sleeping (ଶୋଇ ରୁହନ୍ତି)
master key – a special key – that can open a number of locks(ଅନେକ ତାଲା ଖୋଲି ପାରୁଥିବା ସ୍ଵତନ୍ତ୍ର ଚାବି)
roam (ରୋମ୍) – moving aimlessly, wander
sailor (ସେଲର) – seaman (ନାବିକ)
skipping (ସ୍କିପିଙ୍ଗ୍) – jumping lightly over a skipping rope ( ଦଉଡ଼ି ଡିଆଁ ଡେଇଁବା)
soldier (ସୋଲଜର)- a member of an army (ସୈନିକ)
spaceship (କୈସିପ୍) – space vehicle(ମହାକାଶଯାନ)
taking turn (ଟେକିଙ୍ଗ୍ ଟର୍ଷ) – one after another (ଗୋଟିଏ ପରେ ଗୋଟିଏ )
trumpet (ଟ୍ରମେଟ୍) – brass wind musical instrument

### BSE Odisha 7th Class English Solutions Follow-Up Lesson 1 When I Grow Up Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
When a child grows up, he wants to become a
(i) detective
(ii) teacher
(iii) doctor
(iv) pilot
(i) detective

Question 2.
A detective always keeps a ________ with him.
(i) invisible dress
(ii) master key
(iii) dress of a begger
(iv) pistol
(ii) master key

Question 3.
When the speaker grows up he wants to become
(i) soldier
(ii) sailor
(iii) keeper at Nandankanan zoo
(iv) all the above one he liked
(iv) all the above one he liked

Question 4.
The child wats to buy a trumpet to
(i) play a musical tune
(ii) play with as dolls
(iii) show his friends
(iv) none of the above
(i) play a musical tune

Question 5.
A child wants to buy a private spaceship
(i) to fly over in the ocean
(ii) to visit his distant friends
(iii) to fly over the mountains
(iv) to fly him to the moon
(iv) to fly him to moon

Question 6.
The child wants to do all the jobs
(i) at a time
(ii) taking turns
(iii) what he prefers first
(iv) according to the advice of his father
(ii) taking turns

Question 1.
Why does the poet want to be a detective?
A detective opens out the mystery of everything. He catches criminals. So the poet wants to be a detective.

Question 2.
Why does the poet wants to be a keeper of Nandankanan zoo?