Class 12

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Conditionals Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Conditionals

Section – 1

The ‘if-sentences’ are generally known as the ‘conditional’ sentences. In this ‘if- sentences’ one can well mark a condition along with a result/effect. A certain action will be fulfilled only if a certain/particular ‘condition’ is performed.

Example
1. I will pardon you if you admit your mistake.
2. If you touch that plate, you’ll bum your fingers.
In the above sentences, we can well see two parts in each sentence, i.e. (i) if-part and (ii) the main part.

The ‘if-part’ is known as the if-clause or conditional clause or the subordinate clause. But the ‘main part’ is usually known as the stem of the long sentence i.e. the principal/main clause, the word ‘if’ is the ‘conjunction’ that joins both the parts of the long sentence. This if part/clause states the condition that must be satisfied before the main part/clause may be true.

In the example in Sentence 1 above, ‘admit’ is the condition and ‘pardon’ is the result. Likewise in Sentence 2, the clause/condition is the ‘touching action ’ and result is the ‘burning action’.

A question comes to mind: “Which action happens first?”
The answer is very simple that the action in if-clause/conditional clause happens first and the action of the main clause happens next/second/later.
In Sentence 1 the main clause is written first and then the if- clause. Sentence 2 is written in reverse order i.e. the if-clause first and the main clause next.
Both the sentences in the examples are grammatical and acceptable. The conditional/if-clause is written/spoken first only when the condition tends to become more emphatic.
Do mark that when the conditional clause is written first, there should be a ‘comma ’ just after the conditional clause. No ‘comma’ is used if the conditional clause is written later or the main clause is written first. A condition can also be signaled without the use of ‘if’.

Example
3. Admit your mistake and I will pardon you.

Types of conditionals
O-Type Conditionals
1. If you heat ice, it melts.
2. If you drop a glass, it breaks.
3. If I make a promise, I keep it.

Let us divide the above sentences into two parts. Look at Sentence 1.
If you heat ice, = X (If-clause)
it melts = Y (Main clause)

X = (Simple present)- heat, heating action- the cause/condition- happens first.
Y = (Simple present)- melts, melting action- the result/- happens later.
The condition as well as the effect (result) remains in a O(zero) state. They are in a balancing state. So the grammarians have rightly named it ‘0- conditionals’.
We may say it a scientific truth/ universal truth. But Sentence 3 above tends the meaning of general happenings or what usually happens. In such cases, ‘Simple Present’ verb is used in both the parts. Here ‘if’ can be substituted by ‘when (ever)’.

(A) Open Condition
If you send the money today, he will get it tomorrow.
In If-part ‘sendign money is the condition and ‘getting it’ is the result in ‘main part’. ‘Your sending money’ is more possible i.e. the condition is open to the speaker and ‘his getting money’ is also more possible in the future. The time reference is futurity.

Notice both the parts of the sentence.
In ‘if-part’ a simple present verb ‘send’ is used and in ‘main part’ ‘will + get’ is used. Will/shall modals are not used in the ‘if-part’ in such conditions. We use this type of conditionals (real condition) sentences to talk about what is probable or possible or more like to happen in the future. This condition is, therefore, called the real condition.
Look at the following sentence.
If you wake up before me, give me a call.
Here ‘if-part, takes a simple present verb and the ‘main part’ is an imperative sentence. This condition is also an open or a real condition for future possibility/probability. Some variations/deviations

Study the following sentences, which are also examples of ‘open’ conditionals, but with a difference.
1. If it’s a holiday tomorrow, we may go for a swim.
2. If I should see him, I will ask him to write.
3. Stop borrowing money or you will be in trouble.
When the imperative is used in place of an ‘if- clause’ the condition changes into a threat, request etc.

Example
If we should miss the 9 o’ clock train, we shouldn’t get there till after lunch. The introduction of ‘should’ (sometimes stressed) in the conditional clause has the effect of making it less likely that the condition will be fulfilled. Here ‘should’ means ‘by any chance’. We may call this a condition of ‘remote possibility’. Note that only ‘should’ (never would) is used in this way.

Now look at the following.
If you will reserve seats, we shall be sure of a comfortable journey. We saw earlier that ‘will’ is not used in a predictive sense in the conditional clause, though the sentence has a future time reference. Here the verb ‘will’ is not an auxiliary indicating future; it is a modal verb which means agreement/cooperation/willingness.
“If you will reserve” = if you are willing/agreeing. The verb ‘will’ when means ‘insistence’, it is used in a conditional clause of this type.
Example
If my brother will mix with the bad boys, what shall I do?
“If my brother will mix” = If my brother is insisting on mixing (not in a predictive sense)

(B) ‘Hypothetical’ or ‘Unreal’ Condition
Example
If I became the Chief Minister, I would put things right at once. Notice that both the parts i.e. the ‘if-part’ as well as ‘the main-part’ contain verbs in the past tense form i.e. became and would. We use this conditional when we talk about unreal or imaginary events/actions.
The use of the past tense has the effect of making the condition seem ‘remote’ or unlikely/distant. That is why the condition is said to be ‘hypothetical’ or unreal. The time reference is futurity.
If I knew his address. I could tell you.
The above sentence represents us with a totally imaginary (or unreal) situation with reference to the time of speaking. It implies that I really don’t know his address and I can’t tell you now. Note that the past tense is used here to indicate present unreality.

The Subjunctive
Compare the two sentences below.
1. If I were you, I would take my work more seriously.
2. If I was you. I would take my work more seriously.
One might think that the first sentence is wrong sicne the verb were being in the plural form does not agree with the singular subject I. This plural verb is called ‘the subjunctive’. It is used to express the unreal or hypothetical condition. In modem English the subjunctive is not used
commonly. Most educated native speakers would prefer now to use “IfI was you” (instead of If I were you …)

Variations
If we were to miss the 9 o’ clock train, we would not get there till after lunch. The use of ‘were to’ in the conditional clause sometimes has the effect of emphasizing the suppositional nature of the condition and some ways analogous to the use of ‘should’ in conditional clause A. ‘were to’ can be substituted ‘by any chance’ without changing the meaning.

(C) Unfulfilled Condition.
Example
If you had asked me for the money, I would have given it to you. Notice that ‘if-part’ contains ‘past perfect form ’ and the main clause ‘would + have with past participle form.
The use of these past- verbs in both the parts tells us that the action (giving of money) was not performed because the condition was not fulfilled. The sentence actually means ‘you really did not ask me for the money and I didn’t give it to you.’ This conditional sentence represents what is contrary to the fact. The past perfect tense is ued to indicate past unreality.
The same meaning is expressed by
Had you asked me for the money, I would have given it to you. (without the use of if) The unfulfilled condition is often used to comment on, or to express regret for, something that did not happen.

Activity – 1
Complete the sentences below, using appropriate words of your own.

1. If we finish early today,________________________.
2. If I lose all my money,___________________.
3. If you go away on a holiday this summer. ________________________.
4. If our friend gets into trouble. _________________________.
5. Will you help me if _____________________________
6. I would be rather disappointed if ________________________.
7. This school will have to be closed if ___________________________
8. We will all be very happy if _____________________________.
9. They will not listen to anybody if _________________________.

Answers
1. If we finish early today, we’ll put some free time to see the match on T. V.
2. If I lose all my money, I’ll be in trouble.
3. If you go away on a holiday this summer. I’ll be very happy.
4. If our friend gets into trouble, we’ll help him.
5. Will you help me if I am in trouble? ‘
6. I would be rather disappointed if von didn’t help me.
7. This school will have to be closed if the lunar eclipse falls on tomorrow.
8. We will all be happy if our team wins the trophy.
9. They will not listen to anybody if von don’t behave them properly

Activity -2
The following are examples of some common superstitions.
1. If you hear an owl hooting at night, a friend will die.
2. If your left hand begins to itch, you will give money away.

Can you think of five other common superstitions? (Use the word if, as shown above.)
Answers
1 . If a cat passes in front of somebody, she/he will face some danger.
2. If three persons start a journey together, they will reap a negative result.
3. If an owl sits on the roof of a person’s house, one of the members of the family will die soon.
4. The man will die if a lizard falls on his shoulders.
5. Man will be crowned if a lizard falls on his forehead.

Activity – 3
Fill in the blank spaces to make meaningful conditions.
If I work hard, I’ll get good marks, If I ____________good marks, I ____________go to a good college and __________a degree. If I _____________ go abroad, I ___________ a highly-paid job. If __________name, fame and money, I _____________ marry a pretty girl. If ______________ only one or two children, I ____________ educate them properly. If _____________ come back to my country, I ______________ some useful work.

Answers
If I work hard, I’ll get good marks, If I get good marks, I will go to a good college and do a degree. If I get go abroad, I will set a highly-paid job. If gel name, fame and money, I will marry a pretty girl. If I only one or two children, I can educate them properly. If1 come back to my country, I will do some useful work.

Activity- 4

How imaginative are you? Complete the following sentences.
(a) If Ibecame a cloud, I would ………………………….
(b) If I could go back to the past,………………………..
(c) If I were a rat,………………………
(d) If I were a tiger, ……………………….
(e) If I ……………………………. I’d write a great novel.
(f) If people ……………………………they would die of boredom.
(g) If the earth …………………… ……, no living creature would survive.
(h) I would stand on my head if …………………………
(i) Would you be well prepared if ……………………..?

Answers
(a) If I became a cloud, I would sail in the sky.
(b) If I could go back to the past, I would not make my hair-dye.
(c) If I were a rat, I would make holes.
(d) If I were a tiger, / would live in the jungle.
(e) If I were a Jane Austin. I’d write a great novel.
(f) If people were dumb and deaf, they would die of boredom.
(g) If the earth was/were a sun, no living creature would survive.
(h) I would stand on my head if I were not a man.
(i) Would you be well prepared if you were a literate?

Activity- 5
How would your life be different if you were :

older      more intelligent     stronger
taller       less intelligent        richer
shorter    more patient         poorer

Answers
1. If I were older, I could beg you for some help.
2. If I were taller, I would join the military service.
3. If I were shorter, I could play the role of a joker.
4. If I were more intelligent, I could/would tackle the world problem.
5. If I were less intelligent, I could/would be in difficulty.
6. If I were more patient, I would tolerate your insulting words.
7. If I were stronger, I could/would fight with a tiger.
8. If I were richer, I would make you my accountant.
9. If I were poorer, I would beg for food.

Activity- 6

Write 5 sentences on the things you would do if you won a lottery. (Use if + past simple in the ‘if – clause” and would in the main clause) If I won a lottery, I would get a lot of money, If I got a lot of money …

Answers
If I won a lottery, I would get a lot of money.
(a) If I got a lot of money, I would buy a car.
(2) If I bought a car, I would take my parents for an outing.
(3) If I went on an outing, I would drive the car.
(4) If I drove the car, I would be very cautious.
(5) If my parents saw my driving, they would be very happy.

Activity – 7

Write a comment on each of the following situations, using the unfulfilled condition. (One example is given)
(a) I didn’t study, so I didn’t do very well in the examination.
Comment: If you had studied, you would have done better.
(b) I didn’t like the food because it was too hot.
Comment: If ______________________________________________________________
(c) They waited at the station for four hours because they did not know that the train was delayed.
Comment: If ______________________________________________________________
(d) The boy met with an accident because he was careless.
Comment: If _______________________________________________________________
(e) She heard the news because she turned on the radio this morning.
Comment: If ______________________________________________________________
(f) They didn’t see us, so they could not laugh at us.
Comment: If ______________________________________________________________
(g) My father earned a lot of money, so life was easy for us.
Comment: If ______________________________________________________________

Answers
(b) I didn’t like the food because it was too hot.
Comment: I would/could have liked the food if it had not been hot.
(c) They waited at the station for four hours because they did not know that the train was delayed.
Comment: If they had known that the train was delayed, they would not have waited at the station.
(d) The boy met with an accident because he was careless.
Comment: The boy could not have met with an accident if he had been careful/if he had not been careless.
(e) She heard the news because she turned on the radio this morning.
Comment: If she had not turned on the radio this morning, she could not have heard the news.
(f) They didn’t see us, so they could not laugh at us.
Comment: If they had seen us, they could have laughed at us.
(g) My father earned a lot of money, so life was easy for us.
Comment: If my father had not earned a lot of money, life would/could not have been easy for us.

Activity – 8
Read the text below and then complete the sentences that follow.
Namita went to Cuttack yesterday. The sun was shining brightly, so she never thought of taking her umbrella. But what a terrible day she had! Everything that could possibly go wrong went wrong. The weather changed, as the weather report had predicted, and Namita got soaked. She slipped on the stairs of a shop and had a bad fall. Someone stole her purse when she was talking to a friend and had her back turned. The bus broke down on the way back and was delayed. Namita’s mother was angry because she returned so late.

(a) If Namita had taken her umbrella, ………………………………
(b) If she had listened to the weather forecast, ………………………
(c) If she had taken the lift in the store ………………………..
(d) If she hadn’t turned her back, …………………….
(e) If the bus hadn’t broken down …………………….
(f) If she’d returned home on time, …………………………
Answers
(a) If Namita had taken her umbrella, she couldn’t have got soaked.
(b) If she had listened to the weather forecast, she could not have drenched.
(c) If she had taken the lift in the store, she could not have fallen.
(d) If she hadn’t turned her back, someone couldn’t have stolen her purse.
(e) If the bus hadn’t broken down, Namita could have returned in time.
(f) If she’d returned home on time, her mother could not have been angry.

Section -2

Other ways of expressing a condition
Look at the following sentences
1. He can’t work unless he eats something.
2. I won’t go to the party unless they invite me.
These sentences with unless could be re-written as
3. He can’t work ifhe doe snot eat something.
4. I won’t go to the party if I am not invited.
Unless has the meaning “if …. not”. It is used to express a negative condition. The same meaning can be expressed by using ‘only if’. So the same sentences could be re-written as
5. He can work only if he eats something.
6. I will go to the party only if he invites me

Activity – 9
Rewrite each of the following sentences using ‘unless’.
(The first sentence has been worked out for you.)
1. We must leave now or we’ll miss the start of the film.
Unless we leave now we’ll miss the start of the film.
2. You should wear your coat or you’ll be cold.
_______________________________________
3. You must give me your address or I can’t write to you.
_______________________________________
4. You have to speak very loudly or we won’t be able to hear you.
_______________________________________
5. You must stop smoking or your cough won’t get better.
_______________________________________
6. You must say you’re sorry or he won’t forgive you
_______________________________________

Answers
1. We must leave now or we’ll miss the start of the film.
Unless we leave now, we’ll miss the start of the film.

2. You should wear your coat or you’ll be cold.
Unless you wear your coat, you’ll be cold.

3. You must give me your address or I can’t write to you.
Unless you give me your address, I can’t write to you.

4. You have to speak very loudly or we won’t be able to hear you.
Unless you speak very loudly, we won’t be able to hear you.

5. You must stop smoking or your cough won’t get better.
Unless you stop smoking, your cough won’t get better.

6. You must say you’re sorry or he won’t forgive you.
Unless you say you’re sorry, he won’t forgive you.

Multiple-Choice Questions (MCQs) with Answers

Question 1.
Unless you ___________the truth, you will suffer.
(A) spoke
(B) speak
(C) do not speak
(D) should
Answer:
(A) spoke

Question 2.
If you were a bird, you ____________ fly.
(A) could
(B) should
(C) would
(D) none of these
Answer:
(C) would

Question 3.
She would come, if she ____________ time.
(A) has
(B) had
(C) would have
(D) should have
Answer:
(B) had

Question 4.
If I had known you, I_ told you.
(A) would have
(B) should have
(C) will have
(D) shall have
Answer:
(A) would have

Question 5.
If I __________ rich, I would help the poor.
(A) was
(B) am
(C) were
(D) shall be
Answer:
(C) were

Question 6.
_________ I find the pen, I will let you have it.
(A) Could
(B) Should
(C) Would
(D) Can
Answer:
(B) Should

Question 7.
If I had had time, I ___________visited the zoo.
(A) would have
(B) should have
(C) could have
(D) shall have
Answer:
(B) should have

Question 8.
If he _____________ a taxi, she would have reached the station in time.
(A) has taken
(B) would take
(C) had taken
(D) should take
Answer:
(C) had taken

Question 9.
If he ___________, he will suffer from indigestion.
(A) ate
(B) had eaten
(C) eats
(D) will eat
Answer:
(C) eats

Question 10.
If they _________ here, I should speak to them.
(A) were
(B) had been
(C) will be
(D) would be
Answer:
(A) were

Question 11.
I’m not tired enough to go to bed yet. I wouldn’t sleep if I ____________ to bed now.
(A) go
(B) went
(C) had gone
(D) would go
Answer:
(B) went

Question 12.
If I were you, I _____________ that coat. It was much too expensive.
(A) won’t buy
(B) don’t buy
(C) am not going to buy
(D) wouldn’t buy
Answer:
(D) wouldn’t buy

Question 13.
I decided to stay at home last night. I would have gone out if I ___________so tired.
(A) wasn’t
(B) weren’t
(C) wouldn’t have been
(D) hadn’t been
Answer:
(D) hadn’t been

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability Ex 7(k) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 7 Continuity and Differentiability Exercise 7(k)

Question 1.
State True (T) or False (F).
(i) There is no function whose derivative is log π.
Solution:
False

(ii) There is no function which is its own derivative.
Solution:
False

(iii) A function is not differentiable at x = c ⇒ f is not continuous at x = c.
Solution:
False

(iv) |x²| is differentiable on (- 1, 1).
Solution:
True

(v) |x + 2| is not differentiable at x = 2.
Solution:
False

(vi) Derivative of e^{3 log x} w.r.t. x is 3x².
Solution:
True

(vii) The derivative of a non constant even function is always an odd function.
Solution:
True

(viii) If f and g are not derivable at x₀ then f + g is not derivable at x₀.
Solution:
False

Question 2.
Fill up the gaps by using the correct answer.
(i) If a is a constant and v is a variable then \(\frac{d u^v}{d v}\) = _______. (u^v In v, vu^{v – 1}, u^v In u, uv^{v – 1})
Solution:
u^v In v

(ii) If t = e^a then \(\frac{d}{d x}\)x^t = _______. (tx^{t – 1}, x^t, x^t In a, tx^t)
Solution:
tx^{t – 1}

(iii) If u = t² and v= sin t² then \(\frac{d v}{d u}\) = _______. (cos² t, \(\frac{\sin }{t}\), sec t², cos t²)
Solution:
cos t²

(iv) The tangent to the curve y = (1 + x²)² at x = -1 has slope _______. (4, -4, 8, -8)
Solution:
-8

(v) If v = (gof) (x) then \( \frac{d y}{d x}\) = _______. (\(\frac{d g}{d x} \frac{d x}{d f}\), \(\frac{d g}{d f} \frac{d f}{d x}\), \(\frac{d f}{d x} \frac{d x}{d g}\), \(\frac{d f}{d g} \frac{d g}{d x}\))
Solution:
\(\frac{d g}{d f}\frac{d f}{d x}\)

(vi) If y = sec^-1 \(\frac{\sqrt{x}+1}{\sqrt{x}}\) + \(\frac{\sqrt{x}}{\sqrt{x}+1}\) then \(\frac{d y}{d x}\) = _______. (0, undefined, \(\frac{\pi}{2}\), 1)
Solution:
0

(vii) If (x) = \(\sqrt{x^2-2 x+1}\), x ∈ [0, 2] then at x = 1, f(x) = _______. (1, 0, -1, does not exist)
Solution:
does not exist

(viii) If f(x) = |x²| then f'(\(\frac{3}{2}\)) = _______. (0, 2, 3, does not exist)
Solution:
0

Question 3.
Differentiate from first principles.
(i) e^2x
Solution:
Let y = e^2x

(ii) sin² x
Solution:
Let y = sin² x

(iii) cos x²
Solution:
Let y = cos x²

(iv) \(\boldsymbol{e}^{x^2} \)
Solution:

(v) \(\sqrt{\tan x} \)
Solution:

(vi) x² sin x
Solution:
Let y = x² sin x

(vii) In sin x
Solution:
Let y = In sin x
Then e^y = sin x  … (1)
Let dx be an increment of x and δv be the corresponding increment of y.
Then e^{y + δy} = sin (x + δx)  … (2)
Subtracting (1) from (2) we get,

(viii) sin √x
Solution:
y = sin √x
Put u = √x
Then y = sin u
Let δx be an increment of x and δu, δy be the corresponding increment of u and y respectively.

(ix) cos In x
Solution:
Let y = cos (In x)
Let u = In x
Then y = cos u
Suppose that δx be an increment of x and δu, δy be corresponding increments of u and y respectively.
Then y + δy = cos (u + δu)  ….(3)
and u + δu = In (x + δx)  ….(4)
Subtracting (2) from (3) and (1) from (4) we get
δy = cos (u + δu) – cos u
and δu = In (x + δx) – In x

Question 4.
Test differentiability of the following functions at the indicated points.
(i) f(x) =[x² + 1] at x = –\(\frac{1}{2}\)
Solution:

(ii) f(x) = \(\begin{cases}1-2 x, & x \leq \frac{1}{2} \\ x-\frac{1}{2}, & x>\frac{1}{2}\end{cases}\) at x = \(\frac{1}{2}\)
Solution:

(iii) f(x) = x + |cos x| at x = \(\frac{\pi}{2}\)
Solution:
f(x) = x + |cos x| at c = \(\frac{\pi}{2}\)

Hence onwards domain of a function is to be understood to be its natural domain unless stated otherwise.

Question 5.
Differentiate.
(i) \(\frac{1}{\ln (x \sqrt{x+1})}\)
Solution:

(ii) \(\frac{\ln x}{e^x \sin x}\)
Solution:

(iii) e^x (tan x – cot x)
Solution:
y = e^x (tan x – cot x)
\(\frac{d y}{d x}\) = \(\frac{d}{d x}\) (e^x) (tan x – cot x) + e^x \(\frac{d}{d x}\) (tan x – cot x)
= e^x (tan x – cot x) + e^x (sec² x + cosec² x)

(iv) \(\left(\sqrt{x}+\frac{1}{\sqrt{x}}\right)\)x tan x
Solution:

(v) \(\frac{\cos 3 x-\cos x}{\cos 5 x-\cos 3 x}\)
Solution:

(vi) x² e^x cosec x
Solution:
y = x² e^x cosec x
\(\frac{d y}{d x}\) = \(\frac{d}{d x}\) (x²) e^x . cosec x + x² \(\frac{d}{d x}\) (e^x) . cosec x + x² e^x \(\frac{d}{d x}\)
= 2x e^x cosec x + x² e^x cosec x – x² e^x . cosec x . cot x

(vii) \(\frac{(x+1) \ln x}{\sqrt{x+2}}\)
Solution:

(viii) (x³ – 1)⁹ sec² x
Solution:

(ix) sin² (cos^-1 x)
Solution:

(x) a^x \(\left(x+\frac{1}{x}\right)^{10}\)
Solution:

(xi) In \(\frac{\sqrt{x+4}-2}{\sqrt{x+4}+2}\)
Solution:

(xii) In \(\frac{4 x^2(2 x-7)^3}{\left(3 x^2-7\right)^5}\)
Solution:

(xiii) 5^{ln sin x}
Solution:

(xiv) \(\sqrt{\sin \sqrt{x}}\)
Solution:

(xv) x^{sin x} + (tan x)^x
Solution:
Let y = x^{sin x} + (tan x)^x
Put u = x^{sin x} , v = (tan x)^x
Then y = u + v

(xvi) \(e^{e^x}\)
Solution:

(xvii) \(x^{\sqrt{x}}\)
Solution:

(xviii) sec^-1(e^x + x)
Solution:

(xix) ln cos e^x
Solution:

(xx) \(a^{\sin ^{-1} x^2}\)
Solution:

(xxi) cos^-1 \(\left(\frac{x^4-1}{x^4+1}\right)\)
Solution:

(xxii) \(\left(\mathbf{x}^{\mathbf{e}}\right)^{\mathbf{e}^{\mathrm{x}}}\) + \(\left(\mathrm{e}^{\mathrm{x}}\right)^{\mathrm{x}^e}\)
Solution:

(xxiii) \(\boldsymbol{x}^{\left(\boldsymbol{x}^x\right)}\)
Solution:

(xxiv) \(\frac{\left(x+1^2\right) \sqrt{x-1}}{\left(x^2+3\right)^3 3^x}\)
Solution:

(xxv) [5 In (x³ + 1) – x⁴]^2/3
Solution:

(xxvi) log₁₀ sin x + log_x 10, 0 < x > π.
Solution:

Question 6.
Differentiate
(i) sec^-1 \(\left(\frac{x^2+1}{x^2-1}\right)\)
Solution:

(ii) \(e^{\tan ^{-1} x^2}\)
Solution:

(iii) \(\frac{x \sin ^{-1} x}{\sqrt{1+x^2}}\)
Solution:

(iv) tan^-1 e^2x
Solution:

(v) tan^-1 \(\frac{\cos x}{1+\sin x}\)
Solution:

(vi) tan^-1 \(\left(\frac{\cos x-\sin x}{\cos x+\sin x}\right) \)
Solution:

(vii) tan^-1 \(\frac{7 a x}{a^2-12 x^2}\)
Solution:

(viii) tan^-1 \(\frac{\sqrt{1+x^2}+\sqrt{1-x^2}}{\sqrt{1+x^2}-\sqrt{1-x^2}}\) (Put x² = cos θ)
Solution:

(ix) x² cos \(\frac{\sqrt{x}-1}{\sqrt{x}+1}\) = x² cosec^-1 \(\frac{\sqrt{x}+1}{\sqrt{x}-1}\)
Solution:

(x) tan^-1 \(\frac{x}{1+\sqrt{1-x^2}}\)
Solution:

(xi) tan^-1 \(\left(\frac{x \sin \alpha}{1-x \cos \alpha}\right)\)
Solution:

Question 7.
Find \(\frac{d y}{d x}\) if
(i) x³ + y³ = 12xy
Solution:

(ii) \(\left(\frac{x}{a}\right)^{2 / 3}\) + \( \left(\frac{y}{b}\right)^{2 / 3}\) = 1
Solution:

(iii) x^y = c
Solution:

(iv) y^x = c
Solution:
y^x = c ⇒ x In y = In c
⇒ in y + \(\frac{x}{y} \frac{d y}{d x}\) = 0
⇒ \(\frac{d y}{d x}\) = –\(\frac{y \ln y}{x}\)

(v) x cot y + cosec x = 0
Solution:

(vi) y² + x² = In (xy) + 1
Solution:

(vii) (cos x)^y = sin y
Solution:

(viii) y² =a^√x
Solution:

(ix) x^m yⁿ = \(\left(\frac{x}{y}\right)^{m+n}\)
Solution:

(x) y = x cot ^-1 \(\left(\frac{x}{y}\right)\)
Solution:

(xi) y = (sin y)^{sin 2x}
Solution:

(xii) y² = x^y
Solution:

(xiii) (x + y)^{cos x} = e ^{x + y}
Solution:

(xiv) x tan y + y tan x = 0
Solution:

(xv) \(\sqrt{x^2+y^2}\) k tan^-1 \(\left(\frac{y}{x}\right)\)
Solution:

Question 8.
Differentiate
(i) tan^-1 \(\frac{2}{1-x^2}\) w.r.t. sin^-1 \(\frac{2}{1+x^2}\)
Solution:

(ii) sec^-1 \(\left(\frac{1}{2 x^2-1}\right)\) w.r.t. \(\sqrt{1-x^2}\)
Solution:

(iii) tan^-1 \(\left(\frac{1+\sin x}{1-\sin x}\right)\) w.r.t. log \(\left(\frac{1+\cos x}{1-\cos x}\right)\)
Solution:

Question 9.
Find the \(\frac{d y}{d x}\) when
(i) x = a [cos t + log tan ( t/2)], y = a sin t
Solution:

(ii) sin x = \(\frac{2 t}{1+t^2}\), tan y = \(\frac{2 t}{1-t^2}\)
Solution:

(iii) cos x= \(\sqrt{\frac{1}{1+t^2}}\), siny = \(\frac{2 t}{1+t^2}\)
Solution:

(iv) cos x = \(\sqrt{\sin 2 u}\), y = \(\sqrt{\cos 2 u}\)
Solution:

(v) x = \(\frac{\cos ^3 t}{\sqrt{\cos 2 t}}\), y = \(\frac{\sin ^3 t}{\sqrt{\cos 2 t}}\)
Solution:

Question 10.
Assuming the validity of the operations on the r.h.s. find \(\frac{d y}{d x}\).
(i) y = [ sin x + { sin x + (sin x +….)}]
Solution:

(ii) y = 1 ÷ [ x + 1 ÷ (x + 1 ÷ (x + 1 ÷ …))]
Solution:

(iii) y = In [x + In (x + In (x + ….))]
Solution:

Question 11.
If cos y = x cos (a + y) then prove that
(i) \(\frac{d y}{d t}\) = \(\frac{\cos ^2(a+y)}{\sin a}\)
Solution:

(ii) If e^θΦ = c + 4 θΦ , show that Φ + θ \(\frac{d \phi}{d \theta}\) = 0.
Solution:

Question 12.
Can you differentiate log log |sin x|? Justify your answer.
Solution:
Clearly for all x ∈ R
sin x ∈ [- 1, 1]
⇒ |sin x| ∈ [ 0,1]
⇒ log |sin x| ∈ (-∞ , 0]
⇒ log log |sin x| is not well defined for all x ∈ R
∴ Log log |sin x| is not a differentiable function.

Question 13.

Solution:

Question 14.
If x = \(\frac{1-\cos ^2 \theta}{\cos \theta}\), y = \(\frac{1-\cos ^{2 n} \theta}{\cos ^n \theta}\) then show that \(\left(\frac{d y}{d x}\right)^2\) = n²\(\left(\frac{y^2+4}{x^2+4}\right)\)
Solution:

Question 15.
Show the \(\frac{d y}{d x}\) is independent of t if.
x = cos^-1\(\frac{1}{\sqrt{t^2+1}}\), y = sin^-1\(\frac{t}{\sqrt{t^2+1}}\)
Solution:

Question 16.
If y \(\sqrt{x^2+1}\) = {\(\sqrt{x^2+1}\) – x} then prove that (x² + 1) \(\frac{d y}{d x}\) + xy + 1 = 0
Solution:

Question 17.
If e^y/x = \(\frac{x}{a+b x}\), then show that x3 \(\frac{d}{d x}\) \(\left(\frac{d y}{d x}\right)\) = \(\left(x \frac{d y}{d x}-y\right)^2\)
Solution:

Question 18.
Find the points where the following functions are not differentiable.
(i) e^|x|
Solution:
e^|x| is not differentiable at x = 0 because |x| is not differentiable at x = 0

(ii) |x² – 4|
Solution:
|x² – 4| is not differentiable at the points where x² – 4 = 0 i.e, x =± 2.

(iii) |x – 1| + |x – 2|
Solution:
|x – 1| + |x – 2| is not differentiable at x = 1 and x = 2.

(iv) sin |x|
Solution:
sin |x| is not differentiable at x = 0.

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability Ex 7(h) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 7 Continuity and Differentiability Exercise 7(h)

Find \(\frac{d y}{d x}\)
Question 1.
x = a cos θ, y = a sin θ
Solution:
x = a cos θ, y = a sin θ

Question 2.
x = at², y = 2 at at t = \( \frac{1}{2}\)
Solution:
x = at², y = 2 at at t = \( \frac{1}{2}\)

Question 3.
x = a cos³ t, y = a sin³ t at t = \( \frac{\pi}{4} \)
Solution:
x = a cos³ t, y = a sin³ t

Question 4.
sin x = \(\frac{2 t}{1+t^2}\), tan y = \(\frac{2 t}{1-t^2}\)
Solution:

Question 5.
x = 3 cos t – 2 cos³ t,
y = 3 sin t – 2 sin³ t.
Solution:
x = 3 cos t – 2 cos³ t

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Ex 8(d) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Exercise 8(d)

Question 1.
Find the extreme points of the following functions. Specify if the extremum is a maximum or minimum.
Find the extreme values.
(i) y = x² + 2x + 3
Solution:

(ii) y = 5x² – 2x⁵
Solution:

∴ The function attains minimum at x = 0.
and maximum at x = 1 .
The minimum value = 0
The maximum value = 5 – 2 = 3

(iii) y = \(\frac{3 x}{x^2+1}\)
Solution:

(iv) y = x²\(\sqrt{1-x^2}\)
Solution:

(v) y = 2x³ – 15x² – 36x + 18
Solution:

The function attains maximum at x = -1 and minimum at x = 6.
Maximum value
= -2 – 15 + 36 + 18 = 37
Minimum value
= 2 × 216 – 15 × 36 – 36 × 6 + 13
= 432 – 540 – 216 + 18
= 450 – 756
= -306

(vi) y = 60/(x⁴ – x² + 25)
Solution:

(vii) y = (x – 1)³
Solution:

So the point x = 1 is neither a point of maximum nor a point of minimum. It is an inflexion point.

(viii) y = (x – 2)³ (x + 3)⁴
Solution:

(ix) y = x + \(\frac{1}{x}\)
Solution:

∴ Maximum at x = -1
and minimum at x = 1
Maximum value = -1 – 1 = -2
Minimum value = 2.

(x) y = 4 cos 2x – 3 sin 2x, x ∈ (-\(\frac{\pi}{2}\), \(\frac{\pi}{2}\))
Solution:

(xi) y = sin x cos x, x ∈ (\(\frac{\pi}{8}\), \(\frac{\pi}{2}\))
Solution:

But there is no minimum in the domain.

(xii) y = cos x (1 + sin x), x ∈ [0, 2π]
Solution:

(xiii) y = sin^p x cos^q x; p, q > 0, x ∈ [0, \(\frac{\pi}{2}\))
Solution:

(xiv) y = x e^-x ; x ∈ (-2, 2)
Solution:

Question 2.
Show that the following functions do not possess maximum or minimum.
(i) x³
Solution:
y = x³

Thus the function does not possess a maximum or a minimum. (Proved)

(ii) x⁵
Solution:
Processed as in (i)

(iii) 3x³ – 12x² + 16x – 15
Solution:
Let y = 3x³ – 12x2 + 16x – 5

So the function does not possess a maximum or a minimum. (Proved)

(iv) 4 – 3x + 3x² – x³
Solution:
Processed as in (iii).

(v) ln |x|, x ≠ 0
Solution:
y = ln |x|, x ≠ 0

Which have no solution. Hence the function has neither a maximum nor a minimum.
(Proved)

Question 3.
Use the function f(x) = \(x^{\frac{1}{x}}\), x > 0 to show that e^x > π^c.
Solution:
f(x) = \(x^{\frac{1}{x}}\), x > 0

Question 4.
Prove the inequality x² \(e^{-x^2}\) ≤ e^-1, x ∈ R.
Solution:

Question 5.
If f(x) = a ln x + bx² + x has extreme values at x = -1 and x = 2 then find a and b.
Solution:
f(x) = a ln x + bx² + x
f'(x) = \(\frac{a}{x}\) + 2b x + 1
Given that f(x) attains extreme values at x = -1 and x = 2
Then f(-1) = 0 and f(2) = 0
⇒ -a – 2b + 1 = 0 … (1)
\(\frac{a}{2}\) + 4b + 1 = 0 … (2)
From (1) we get a = -2b + 1
Putting it in (2)
we get \(\frac{1-2 b}{2}\) + 4b + 1 = 0
⇒ 1 – 2b + 8b + 2 = 0
⇒ 3 + 6b = 0
⇒ b = \(-\frac{3}{6}\) = \(-\frac{1}{2}\)
Again a = 1 – 2b = 1 + 1 = 2
∴ a = 2, b = \(-\frac{1}{2}\)

Question 6.
Show that \(\frac{x}{1+x \tan x}\), x ∈ (0, \(\frac{\pi}{2}\)) is maximum when x = cos x.
Solution:

Thus the function attains maximum when x = cos x. (Proved)

Question 7.
Determine the absolute maximum and absolute minimum of the following function on [-1, 1]
f(x) = \(\left\{\begin{array}{l}
(x+1)^2, x \leq 0 \\
(x-1)^2, x>0
\end{array}\right.\)
Solution:
f(x) = \(\left\{\begin{array}{l}
(x+1)^2, x \leq 0 \\
(x-1)^2, x>0
\end{array}\right.\)
f(x) = \(\left\{\begin{array}{l}
2(x+1), x \leq 0 \\
2(x-1), x>0
\end{array}\right.\)
For extremum f'(x) = 0
⇒ x + 1 = 0 if x < 0
or, x – 1 = 0 if x > 0
⇒ x = -1 or x = 1
Now f(-1) = 0, f(1) = 0
Again f is not differentiable at x = 0 and f(0) = 1
The function attains absolute minimum at x = ±1. Absolute minimum value = 0.
The function attains absolute maximum at x = 0. Absolute Maximum value = 1.

Question 8.
Find extreme values of
f(x) = \(\left\{\begin{array}{l}
\frac{x}{1-x^2},-1<x<0 \\
x^3-x, 0 \leq x<2
\end{array}\right.\) on (-1, 2)
Solution:
Given that

Question 9.
Find two numbers x and y whose sum is 15 such that xy² is maximum.
Solution:
Let z = xy²
Given that x + y = 15
Then y = 15 – x
Thus z = x (15 – x)²
\(\frac{d z}{d x}\) = (15 – x)² + x² (15 – x) . (-1)
= (15 – x) (15 – x – 2x)
= (15 – x) (15 – 3x)
= 3(15 – x) (5 – x)
\(\frac{d^2 z}{d x^2}\) = -3(5 – x) – 3(15 – x)
= -3 (20 – 2x)
= -6 (10 – x)
For extreme points
\(\frac{d z}{d x}\) = 0
⇒ 3(15 – x) (5 – x) = 0
⇒ x = 15 or 5.
\(\left.\frac{d^2 z}{d x^2}\right]_{x=15}\) = 30 > 0
\(\left.\frac{d^2 z}{d x^2}\right]_{x=5}\) = 30 < 0
∴ z = xy² is maximum when x = 5.
In this case y = 10
∴The two numbers are 5, 10.

Question 10.
If the sum of two positive numbers in constant then show that their product is maximum when they are equal.
Solution:
Let x and y be two positive numbers such that x + y = c (constant)
Then y = c – x
Let p = xy = x(c – x) = cx – x²

∴ The two numbers are equal. (Proved)

Question 11.
Determine a rectangle of area 25 sq. units which has minimum perimeter.
Solution:
Let x and y be the length and breadth of a rectangle of area 25 sq. units.

∴ The perimeter is minimum when the rectangle is a square of side 5 units.

Question 12.
Find the altitude of a right circular cylinder of maximum volume inscribed in a sphere of radius r.
Solution:
Let ABCD be a right circular cylinder inscribed in a sphere with centre at O and radius ‘r’. Let x be the altitude of the cylinder.

Question 13.
Show that the radius of the right circular cylinder of greatest curved surface that can be inscribed in a given cone is half the radius of the base of the cone.

Solution:
Let ABC be a cone, Let r be the radius of the base and h be the height of the cone. Let PQRS be a cylinder inscribed in the cone whose height is x.
In the diagram OT = x.
Then CT = h – x
Now Δ CTR and Δ RQB are similar.

∴ Radius of the right circular cylinder of greatest curved surface is half the base of the cone. (Proved)

Question 14.
Show that the semi vertical angle of a cone of given slant height is tan^-1√2 when its volume is maximum.
Solution:

Question 15.
A cylindrical open water tank with a circular base is to be made out of 30 sq. metres of metal sheet. Find the dimensions so that it can hold maximum water. (Neglect thickness of sheet)
Solution:

Let ABCD be an open cylindrical tank with circular base.
Let r be the radius of the base and x be the height of the tank.
Given that the tank is made out of 30 square metres of metal sheet.
The surface area of the tank
= 27πrx + πr² [∵ The tank is open.
So 2πrx + πr² = 30
⇒ 2πrx = 30 – πr²

Question 16.
A cylindrical vessel of capacity 500 cubic metres open at the top is to be constructed. Find the dimensions of the vessel if the material used is minimum given that the thickness of the material used is 2 cm.
Solution:

Question 17.
Find the coordinates of the point on the curve x²y – x + y = 0 where the slope of the tangent is maximum.
Solution:
Let (x, y) be the point on the curve
x²y – x + y = 0.

The slope is maximum when x = 0. when x = 0, y = 0
The point is (0, 0) at which the slope of the tangent is maximum.

Question 18.
Find the points on the curve y = x² + 1 which are nearest to the point (0, 2).
Solution:
Let A = (0, 2)
Let P (x, y) be any point on the curve
y = x² + 1. …(1)

Question 19.
Show that the minimum distance of a point on the curve \(\frac{a^2}{x^2}\) + \(\frac{b^2}{y^2}\) = 1
from the origin is a + b.
Solution:
Let P(x, y) be any point on the curve

Question 20.
Show that the vertical angle of a right circular cone of minimum curved surface that circumscribes a given sphere is 2 sin^-1(√2 – 1).
Solution:

Let r is the radius of the given sphere, R is the radius of the base, H is the height and l is the C lant height of the cone ABC. Let θ is the semi vertical angle.

Question 21.
Show that the semi-vertical angle of a right circular cone of minimum volume that circumscribes a given sphere is sin^-1(\(\frac{1}{3}\)).
Solution:

Let ABC be a right circular cone which circumscribes a sphere of radius ‘r’.
Let θ be the semi-vertical angle of the cone.
Let D be the centre of the sphere. By symmetry D must lie on AO, where O is the centre of the base.
In the diagram DO = r.
Again in the Δ ADE

Question 22.
Show that the shortest distance of the point (0, 8a) from the curve ax² = y³ is 2a√11.
Solution:
Given curve is 2x² = y³ … (1)
Let any point on it is P(x, y)
Distance of P from A (0, 8a)

Question 23.
Show that the triangle of greatest area that can be inscribed in a circle is equilateral.
Hints: It BC is any chord then for the Δ ABC to have maximum area, the point A must be on the perpendicular bisector of BC so as to have the largest height AD. Let mDBAD = a. Let BO = OA = r. Then area of Δ ABC = \(\frac{1}{2}\)|BC| |AD| = \(\frac{1}{2}\) . 2r sin 2α (r + r + cos 2α) = r² sin 2a . (1 + cos 2a). Then maximise Δ to obtain 2a = \(\frac{\pi}{3}\)
Solution:

Let ABC be a triangle inscribed in a circle with centre at O and radius ‘r’.
The triangle ABC has maximum area if the point A is on the perpendicular bisector of BC.
Let ∠BAD = α, Let BO = AO = r,
Then ∠BOD = 2α.
In Δ OBD, sin 2α = \(\frac{\mathrm{BD}}{\mathrm{OB}}\)
⇒ BD = OB sin 2α = r sin 2α
Again OD = r cos 2α.
Thus AD = r + r cos 2α
Let Z be the area of the triangle ABC.

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability Ex 7(g) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 7 Continuity and Differentiability Exercise 7(g)

Find \(\frac{d y}{d x}\)
Question 1.
xy² + x²y + 1 = 0
Solution:
xy² + x²y + 1 = 0

Question 2.
\(x^{\frac{1}{2}} y^{-\frac{1}{2}}\) + \(x^{\frac{3}{2}} y^{-\frac{3}{2}}\) = 0
Solution:

Question 3.
x² + 3y² = 5
Solution:
x² + 3y² = 5
⇒ \(\frac{d}{d x}\)(x²) + 3 \(\frac{d}{d x}\)(y²) = 0
⇒ 2x + 6y\(\frac{d y}{d x}\) = 0
⇒ \(\frac{d}{d x}\) = –\(\frac{x}{3 y}\)

Question 4.
y² cot x = x² cot y.
Solution:
y² cot x = x² cot y

Question 5.
y = tan xy
Solution:
y = tan xy

Question 6.
x = y In (xy).
Solution:
x = y In (xy).

Question 7.
e^xy + y sin x = 1
Solution:
e^xy + y sin x = 1

Question 8.
In \(\sqrt{x^2+y^2}\) = tan^-1 \(\frac{y}{x}\)
Solution:

Question 9.
y^x = x^{sin y}
Solution:
y^x = x^{sin y}

Question 10.
If sin (x + y) = y cos (x + y) then prove that \(\frac{d y}{d x}\) = –\(\frac{1+y^2}{y^2}\).
Solution:

Question 11.
If \(\sqrt{1-x^4}\) + \(\sqrt{1-y^4}\) = k(x² – y²) then show that \(\frac{d y}{d x}\) = \(\frac{x \sqrt{1-y^4}}{y \sqrt{1-x^4}}\).
Solution:

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 2 On Examinations Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 2 On Examinations

CHSE Odisha Class 12 English On Examinations Text Book Questions and Answers

Unit-wise Gist and Glossary:

Unit-1:
Gist:
To the writer, the world of examinations was not pleasant. He did not like those subjects which were very dear to the examiners. The subjects the writer liked most were history, poetry and essay writing. He was incapable of giving a satisfactory answer to Latin and mathematics. The examiners were keen on exposing his ignorance. As a result, he did not perform well in examinations. His entrance examination to Harrow was a bright example. The Latin prose paper was a thorn in his flesh. The writer wrote down the number of the question “I” in a bracket. Drops of his tears made stains on the paper. This was indeed a pathetic sight.

The writer gazed at it for two hours. At last, the attendant collected his paper including the other students. Thanks to the Headmaster Dr Welldon’s scholarship, he was able to pass the entrance test. His position in the merit list was the third or lowest form. The names of the new boys were printed on the School List in an alphabetical manner. The custom of calling the roll at Harrow differed from that of Eton; in the former, the students passed in front of a Master and responded one by one, but in the latter, the boys stood in a group and responded to their roll calls.
ସାରମର୍ମ :
ଲେଖକଙ୍କ ପାଇଁ ପରୀକ୍ଷାର ସଂସାର ସୁଖପ୍ରଦ ନ ଥିଲା । ପରୀକ୍ଷକମାନଙ୍କର ଯେଉଁସବୁ ବିଷୟ ପ୍ରିୟ ଥୁଲା, ସେଗୁଡ଼ିକ ତାଙ୍କୁ ଭଲ ଲାଗୁ ନ ଥିଲା । ସେ ଇତିହାସ, କବିତା ଏବଂ ରଚନାଲେଖା ଆଦି ବିଷୟକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ଲାଟିନ୍ ଏବଂ ଗଣିତରେ ସେ ସନ୍ତୋଷଜନକ ଉତ୍ତର ଦେଇପାରୁ ନଥିଲେ । ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇ ଦେବାକୁ ଆଗ୍ରହୀ ଥିଲେ । ତେଣୁ ସେ ପରୀକ୍ଷାଗୁଡ଼ିକରେ ଭଲ କରିପାରୁ ନ ଥିଲେ । ହ୍ୟାରେ ବିଦ୍ୟାଳୟରେ ପଢ଼ିବାପାଇଁ ତାଙ୍କର ପ୍ରବେଶିକା ପରୀକ୍ଷା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଲାଟିନ୍ ଗଦ୍ୟ ପ୍ରଶ୍ନପତ୍ର ତାଙ୍କ ଦେହରେ ଏକ କଣ୍ଟା ସଦୃଶ ଥିଲା । ଲେଖକ ବନ୍ଧନୀ ମଧ୍ୟରେ କେବଳ ପ୍ରଶ୍ନର ନମ୍ବର “I” ଲେଖୁଥିଲେ । ତାଙ୍କ ଆଖିର କେଇ ବୁନ୍ଦା ଲୁହ ଖାତାରେ ଦାଗସବୁ ସୃଷ୍ଟି କରିଥିଲା ।

ଏହା ଏକ କରୁଣ ଦୃଶ୍ୟ ଥିଲା । ଦୁଇ ଘଣ୍ଟା ଧରି ଲେଖକ ଏହାକୁ ଚାହିଁ ରହିଥିଲେ । ଶେଷରେ ଅନ୍ୟ ଛାତ୍ରମାନଙ୍କ ପରୀକ୍ଷାଖାତା ସହ ସହାୟକ ଜଣକ ତାଙ୍କ ଖାତା ନେଇଗଲେ । ଯାହାହେଉ ଡକ୍ଟର ୱେଲଟନଙ୍କର ପାଣ୍ଡିତ୍ୟ ଯୋଗୁ ସେ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଉତ୍ତୀର୍ଣ୍ଣ ହୋଇଥିଲେ । ମେଧା ତାଲିକାରେ ତାଙ୍କର ନାମ ସର୍ବନିମ୍ନରେ ଥିଲା । ବିଦ୍ୟାଳୟ ତାଲିକାରେ ବର୍ଣ୍ଣମାଳାର କ୍ରମଅନୁସାରେ ନୂଆ ପିଲାମାନଙ୍କର ନାମ ଲେଖାଯାଉଥିଲା । ହ୍ୟାରୋରେ ଉପସ୍ଥାନ ଗ୍ରହଣ ପ୍ରଥା ଇଟନଠାରୁ ଭିନ୍ନ ଥିଲା । ହ୍ୟାରୋରେ ପ୍ରତ୍ୟେକ ଛାତ୍ର ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଜଣେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଚାଲିଚାଲି ଯାଇ ଉତ୍ତର ଦେଉଥିଲେ, ମାତ୍ର ଇଟନ୍‌ରେ ଛାତ୍ରମାନେ ଦଳରେ ଠିଆ ହେଉଥିଲେ ଏବଂ ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଉତ୍ତର ଦେଉଥିଲେ ।

Glossary:
inhospitable : cruel (ନିଷ୍ଠୁର)
regions : areas (ଅଞ୍ଚଳ)
destined : ଭାଗ୍ୟରେ ଥିଲା
journey : travel (ଯାତ୍ରା କରିବା)
invariably : always (ସର୍ବଦା)
paitial : ପକ୍ଷପାତ
will : ଇଚ୍ଛା
prevailed : ବଳବତ୍ତର ରହୁଥିଲା
unable : ଅସମର୍ଥ
willingly : intentionally (ଜାଣିଶୁଣି)
expose : ପଦାରେ ପକେଇଦେବା
ignorance : lack of knowledge (ଅଜ୍ଞତା)
sort : kind (ପ୍ରକାର)
treatment : behaviour (ବ୍ୟବହାର)
true of : ସତ ଥିଲା
Harrow : an English public school for boys in the town of Harrow, in north-west London
discernment : judgement (ବିଚାର)
remarkable : ଚମତ୍କାର
rclesant : ଉପାଦେୟ
incidentally : by the way (ଘଟଣାକ୍ରମେ )
blot and smudges: drops of his tears made stains in the paper (ତାଙ୍କ ଆଖୁ ଲୁହ ଖାତାରେ ଦାଗ ସୃଷ୍ଟି କରିଥିଲା)
gazed : looked fixedly ଚାହିଁବା )
sad : pathetic (ଦୁଃଖପୂର୍ଣ୍ଣ)
spectacle : sight (ଦୃଶ୍ୟ)
merciful : kind-hearted (ଦୟାଳୁ)
ushers : attendants (ସହାୟକମାନେ)
carried : ନେଇଗଲେ
slender : ଟିକିଏ
indication : sign (ସୂଚନା)
I was worthy : ଲେଖକ ଯୋଗ୍ୟ ଥିଲେ
credit : ଶ୍ରେୟ
manifestations : expressions (ପରିପ୍ରକାଶ )
the ….. Fourth : 3rd section of standard IV
gained : profitted (ଲାଭ ହେଲା)
regard : respect (ସମ୍ମାନ)
disappeared : vanished (ଅଦୃଶ୍ୟ ହୋଇଗଲା)
custom : ପ୍ରଥା
cluster : group (ସମୂହ)
file : walk in a line (ଏକ ଧାଡ଼ିରେ ଚାଲନ୍ତୁ)
revealed : shown (ଦେଖାଗଲା)
invidious : unenviable (ଈର୍ଷାହୀନଭାବେ )
humility : humbleness (ନମ୍ରତା)
forefront : at the top (ସର୍ବାଗ୍ରେ )
consequence : result (ଫଳାଫଳ)
frequently : all the time (ସବୁବେଳେ)
irreverent : disrespectful ( ଅସମ୍ମାନଜନକ )
comment : remark (ମନ୍ତବ୍ୟ)

Think it out:
Question 1.
Does the writer like examinations? Quote the line in support of your answer.
Answer:
The writer does not like examinations. I quote the line ‘These examinations were a great trial to me.’ in support of my answer.

Question 2.
Mention the subjects that were dearest to the examiners.
Answer:
The subjects that were dearest to the examiners were Latin and mathematics.

Question 3.
Which subjects did the writer like the most?
Answer:
The subjects the writer liked the most were history, poetry and writing essays.

Question 4.
What reason does the writer give for his not doing well in the examinations?
Answer:
The examiners set questions on Latin and mathematics, the subjects the writer disliked most and so the latter did not do well in the examinations.

Question 5.
What did the writer write in the answer book for the Latin paper?
Answer:
The writer wrote his name, and the number of the question T” and put a bracket around it in the answer book for the Latin paper.

Question 6.
What was the sad spectacle for him?
Answer:
The sad spectacle for him was the stains on the Latin paper that had been made by drops of his tears.

Question 7.
What was the writer’s position in the merit list for admission?
Answer:
The writer’s position was the lowest in the merit list for admission.

Question 8.
To whom does he give credit for his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 9.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 10.
How did he become the last boy in the class?
Answer:
As two students below his name in the School List disappeared due to illness or some other reason, he became the last boy in the class.

Question 11.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 12.
What is the custom of calling the roll at Eton?
Answer:
The custom of calling the roll at Eton is that the students stand in a group and lift their hats in response to their names.

Question 13.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

UNIT – II

Gist:
The writer was in the lowest form and this helped him in a more advantageous position than other cleverer boys. Those students were taught Latin and Greek at Harrow, but he learnt English. Those who were slow learners were taught only English. At that time English was rated as an unimportant topic. He speaks highly of his English teacher Mr Somervell, the former learnt parsing and analysis from the latter. Mr Somervell taught English analysis in a splendid manner. The writer went ahead of the clever school fellows in after years by being good at English. His school-fellows who excelled in Writing beautiful Greek poetry and briefs and witty Greek expressions had to resort to common English to succeed in life. He was understandably in favour of boys learning English. The writer motivated others to take interest in this subject. He was an ardent lover of English.
ସାରମର୍ମ :
ଲେଖକ ବିଦ୍ୟାଳୟରେ ସର୍ବନିମ୍ନ ସ୍ଥାନ ପାଇଥିଲେ ଏବଂ ଏହା ତାଙ୍କୁ ଅନ୍ୟାନ୍ୟ ଚତୁର ପିଲାମାନଙ୍କଠାରୁ ସୁବିଧାଜନକ ଅବସ୍ଥାରେ ରଖୁଥିଲା । ସେହି ଛାତ୍ରମାନେ ହ୍ୟାରୋରେ ଲାଟିନ୍ ଏବଂ ଗ୍ରୀକ୍ ଭାଷା ପଢ଼ିଲେ; କିନ୍ତୁ ଲେଖକ ଇଂରାଜୀ ପଢ଼ିଲେ । ମାନ୍ଦା ଛାତ୍ରମାନେ କେବଳ ଇଂରାଜୀ ପଢୁଥିଲେ । ସେତେବେଳେ ଇଂରାଜୀକୁ ଏକ ଗୁରୁତ୍ବହୀନ ବିଷୟଭାବେ ବିବେଚନା କରାଯାଉଥିଲା । ତାଙ୍କର ଇଂରାଜୀ ଶିକ୍ଷକ ସୋମରଭେଲ୍‌ଙ୍କୁ ସେ ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି । ଲେଖକ ତାଙ୍କଠାରୁ ବାକ୍ୟକୁ ବିଭିନ୍ନ ଅଂଶରେ ବିଭାଗୀକରଣ କରି ବିଶ୍ଳେଷଣ କରିବା ଶିଖୁଥିଲେ । ଇଂରାଜୀରେ ସେ ଦକ୍ଷ ହୋଇଥିବାରୁ ପରବର୍ତୀ ସମୟରେ ଅନ୍ୟ ଚତୁର ଛାତ୍ରମାନଙ୍କଠାରୁ ଆଗରେ ଥିଲେ । ତାଙ୍କର ଯେଉଁ ସହପାଠୀମାନେ ଗ୍ରୀକ୍ କବିତା, କ୍ଷୁଦ୍ର ଭାବପୂର୍ଣ୍ଣ ଅଭିବ୍ୟକ୍ତି ଲେଖୁବାରେ ପାରଦର୍ଶିତା ଲାଭ କରିଥିଲେ, ଜୀବନରେ ସଫଳତା ଲାଭ କରିବାପାଇଁ ସେମାନଙ୍କୁ ଇଂରାଜୀର ଆଶ୍ରୟ ନେବାକୁ ପଡ଼ିଥିଲା। ବାଳକମାନେ ଇଂରାଜୀ ପଢ଼ିବାକୁ ସେ ସମର୍ଥନ କରୁଥିଲେ । ଏହି ବିଷୟରେ ଆଗ୍ରହ ରଖୁବାକୁ ସେ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରେରଣା ଦେଉଥିଲେ । ସେ ଇଂରାଜୀକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ।

Glossary:
unpretentious situation : modest situation (ଲଜ୍ଜାଶୀଳ ଅବସ୍ଥା )
immense : vast, great (ବିସ୍ତୃତ)
splendid : beautiful (ସୁନ୍ଦର )
duances : slow learners (ମାନ୍ଦା ଛାତ୍ରମାନେ)
delightful : joyful (ଆନନ୍ଦପ୍ରଦ)
disregarded thing : thing treated as unimportant (ଗୁରୁତ୍ୱହୀନ ଜିନିଷ )
parsing : dividing a sentence into parts and describe the grammar of each word part
analysis : ବିଶ୍ଳେଷଣ
thoroughtly : minutely (ତନ୍ନତନ୍ନ ଭାବେ)
practised continually again and again (ବାରମ୍ବାର )
broke up : ଭାଙ୍ଗୁଥିଲେ
components : ଉପାଦାନଗୁଡ଼ିକ
essential : essential
a noble thing : a very good and important thing କାର୍ଯ୍ୟ)
distination : ଜରୁରୀ
pithy : brief (ସଂକ୍ଷିପ୍ତ)
epigram : shoot and witty expression ଚତୁର ଅଭିବ୍ଯକ୍ତି)
to earn their living : ସେମାନଙ୍କ ଜୀବିକାର୍ଜନ
make their way : succeed in life (ଜୀବନରେ କୃତକାର୍ଯ୍ୟ ହେବା ପାଇଁ)
I did …. disadvantage : The writer felt at home in English
biased : prejudiced
treat : special pleasure (ବିଶେଷ ଆନନ୍ଦ)

Think it out:
Question 1.
What kind of students were taught Latin and Greek at Harrow?
Answer:
The cleverer students were taught Latin and Greek at Harrow.

Question 2.
Which students were taught only English?
Answer:
Those who were slow learners were taught only English.

Question 3.
How does the writer rate English as a subject and Mr Somervell as a teacher?
Answer:
The writer rates English as a noble subject and Mr Somervell as a brilliant, the most innovative teacher of English.

Question 4.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/ word.

Question 5.
How did he score over the clever schoolfellows in after years?
Answer:
He scored over the clever school fellows in after years by dint of his better standard in common English; the latter depended on common English for their livelihood, whereas the former felt at home in this respect.

Question 6.
Why was he biased in favour of boys learning the English language?
Answer:
He was biased in favour of boys learning English thoroughly because it was the key to their success in life.

UNIT – III

Gist:
It was summer vacation. The writer takes us back to the school at Harrow where the students enjoyed their time at the swimming bath to the brim. He recollects an incident in the school. He noticed a boy standing in a thoughtful mood on the very edge. He had put on a towel. The writer tiptoed behind and pushed him in, not allowing the towel to get wet. He was surprised at the sight of the boy’s frightening face appearing from the foam. He tried to escape but it was of no use. The boy threw him into the deepest part of the pool. A number of younger boys eloquently referred to the boy’s achievements. The writer apologised to him for his misconduct. It seemed as if the boy’s anger had not abated. However, the matter ended happily for the writer.
ସାରମର୍ମ :
ଗ୍ରୀଷ୍ମଛୁଟି ସମୟ ଥିଲା । ଲେଖକ ଆମକୁ ହ୍ୟାରେ ବିଦ୍ୟାଳୟର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି । ଯେଉଁଠାରେ ଛାତ୍ରଛାତ୍ରୀମାନେ ସେମାନଙ୍କ ସର୍ବାଧ‌ିକ ସମୟ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀରେ ଅତିବାହିତ କରୁଥିଲେ । ବିଦ୍ୟାଳୟରେ ଘଟିଥ୍ୟାବା ଗୋଟିଏ ଘଟଣାକୁ ଲେଖକ ମନେ ପକାଇଛନ୍ତି । ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ତଉଲିଆଟିଏ ପିନ୍ଧି ପୁଷ୍କରିଣୀ ଧାରରେ ଛିଡ଼ା ହୋଇଥିବା ଏକ ବାଳକକୁ ସେ ଦେଖ‌ିଲେ । ପଛରୁ ଗୋଡ଼ ଚିପିଚିପି ଯାଇ ସେ ତାଙ୍କ ତଉଲିଆଟିକୁ ଟାଣିଆଣି ତାଙ୍କୁ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲିଦେଲେ । ଲେଖକ ଫେର ଭିତରୁ ବାହାରି ଆସୁଥୁବା ବାଳକଟିର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଛାନିଆ ହୋଇଗଲେ । ସେ ପଳାଇଯିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ, କିନ୍ତୁ ତା’ ଫଳପ୍ରଦ ହୋଇ ପାରିନଥିଲା । ସେ ଲେଖକଙ୍କୁ ଜଳାଶୟର ଗଭୀରତମ ସ୍ଥାନକୁ ଫୋପାଡ଼ି ଦେଇଥିଲା । ଦଳେ ପିଲା ସେହି ବାଳକଟିର କୃତିତ୍ଵ ବିଷୟରେ ତାଙ୍କୁ କହିଲେ । ନିଜର ଖରାପ ବ୍ୟବହାର ପାଇଁ ଲେଖକ ତାଙ୍କୁ କ୍ଷମା ମାଗିଲେ । ଜଣାପଡୁଥିଲା ସତେ ଯେପରି ତା’ର ରାଗ କମି ନ ଥିଲା । ଯାହାହେଉ, ଲେଖକଙ୍କ ପାଇଁ ଘଟଣାଟିର ସୁଖକର ସମାପ୍ତି ଘଟିଥିଲା ।

Glossary:
bend : twist (ବାଙ୍କ)
repair for hours : go in large numbers (ଅଧିକ ସଂଖ୍ୟାରେ ଯାଉଥିଲେ)
bask : ଖରା ପୋଇଁବା
push : ପେଲିଦେବା
meditative posture: thoughtful position (ଚିନ୍ତାମଗ୍ନ ଅବସ୍ଥା )
wrapped : covered (ଢାଙ୍କି ହୋଇଥିଲା)
towel : ତଉଲିଆ
humanity : ମାନବିକତା
get wet : ଓଦା ହେବା
startled : surprised (ବିସ୍ମିତ ହେଲେ)
furious : fearful (ଭୟଙ୍କର)
emerge : appear (ବାହାରିବା)
foam : ଫେଣ
enormous great : ଅଧ୍ଵ
fierce stroke : ଶକ୍ତ ଆଘାତ

fled : ଦୌଡ଼ିଲେ
in vain : ବୃଥା
grip : effective control (ଆୟତ୍ତ )
hurled : threw (ଫୋପାଡ଼ିଲା )
deepest : ଗଭୀରତମ
scrambled out : to come out as quickly as possible (ଯଥାଶୀଘ୍ର ବାହାରି ଆସିବା)
surrounded : ଘେରିଗଲେ
recount : narrate (ବର୍ଣ୍ଣନା କରିବା)
reverence : respect (ସମ୍ମାନ)
dilate upon : to speak about a subject for a long time ସମୟ ଧରି ଗୋଟିଏ ବିଷୟରେ କହିବା)
awful : fearful (ଭୟପ୍ରଦ)
retribution : punishment (ଦଣ୍ଡ)
convulsed : shook violently (ଭୀଷଣଭାବେ ଥରିଲେ)
terror : ଭୟ
guilt of sacrilege: unhappy feeling for doing something wrong (ଭୁଲ୍ କାମ ପାଇଁ ନି ଜକୁ ଦୋଷୀ ମନେ କରିବା )
determined : keen on (ସ୍ଥିର କଲେ)
apologise : କ୍ଷମା ମାଗିବା
potentate : a person who possesses great power (ମହାନ ଶକ୍ତି)
trepidation : nervousness (ଛାନି ଆ/ ଭୟ)
placated : calm (ଶାନ୍ତ କରିବା)
cheek : impoliteness (ଅଭଦ୍ରତା)

Think about it:
Question 1.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 2.
What kind of pranks did they enjoy at the bath?
Answer:
The pranks they enjoyed at the bath were by coming up behind some naked friend, or even for and püshed him in.

Question 3.
What did the writer do to the boy standing in a meditative posture?
Answer:
The writer tip-toed behind and pushed the boy into the swimming pool when he had stood in a meditative posture on the very edge.

Question 4.
What was the reaction of the boy?
Answer:
The boy’s reaction was one of fury. He came out of the pond in a furious mood and firmly caught hold of the writer who was fleeing at that moment and threw him into the deepest part of the pool.

Question 5.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 6.
How did the writer apologise for his misconduct?
Answer:
The writer apologised to him in a state of nervousness for his misconduct.

Question 7.
Did he apologise out of fear or guilt or both?
Answer:
He apologised out of both fear and guilt.

Question 8.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

UNIT – IV

Gist:
In spite of being in the lowest Form, the writer won a prize for unmistakably reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’. He also came out successful in the preliminary examination for the Army. This was a spectacular achievement for him because many boys far ahead of him in the school were not able to succeed in it. All the students were sure of being asked to draw a map of some country or other. The writer focussed on New Zealand. He prepared it the night on the eve of the final preparation. The first question was up to his expectation. They were asked to draw a map of New Zealand. The writer splendidly rose to the occasion. He scored very high marks on that paper and called his success a sort of gambling bet.
ସାରମର୍ମ :
ନିମ୍ନତମ ଶ୍ରେଣୀରେ ପଢ଼ୁଥ‌ିବା ସତ୍ତ୍ବେ ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ ମାକୁଲେଙ୍କର ‘Lays of Ancient Rome’ର ୧୨୦୦ ଧାଡ଼ି ତ୍ରୁଟିହୀନ ଭାବରେ ପଢ଼ି ସେ ଏକ ପୁରସ୍କାର ପାଇଥିଲେ । ସୈନ୍ୟବାହିନୀ ପାଇଁ ହେଉଥ‌ିବା ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସେ ମଧ୍ଯ କୃତକାର୍ଯ୍ୟ ହୋଇଥିଲେ । ଏହା ଥିଲା ଚର୍ଚ୍ଚିଲ୍‌ଙ୍କ ପାଇଁ ଗୌରବମୟ କୃତି, କାରଣ ତାଙ୍କଠାରୁ ବିଦ୍ୟାଳୟରେ ଯଥେଷ୍ଟ ଆଗୁଆ ଥ‌ିବା ଅନେକ ପିଲା ଏଥରେ କୃତକାର୍ଯ୍ୟ ହୋଇପାରି ନ ଥିଲେ । ସମସ୍ତ ପିଲା ନିଶ୍ଚିତ ଥିଲେ ଯେ ସେମାନଙ୍କୁ ଗୋଟିଏ ଦେଶ ବା ଅନ୍ୟ କିଛିର ମାନଚିତ୍ର ଅଙ୍କନ କରିବାକୁ କୁହାଯିବ । ଲେଖକ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଅଙ୍କନ ଉପରେ ମନୋନିବେଶ କରିଥିଲେ । ପରୀକ୍ଷା ପୂର୍ବଦିନ ରାତିରେ ସେ ଏହାକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପ୍ରଥମ ପ୍ରଶ୍ନଟି ତାଙ୍କ ଆଶାନୁରୂପ ଥିଲା । ସେମାନଙ୍କୁ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଆଙ୍କିବାକୁ କୁହାଯାଇଥିଲା । ସେ ଚମତ୍କାର ଉତ୍ତର ଦେଇଥିଲେ । ଏହି ବିଷୟରେ ସେ ସର୍ବାଧ୍ଵ ନମ୍ବର ରଖୁଥିଲେ ଏବଂ ଏହା ଏକପ୍ରକାର ଜୁଆଖେଳ ଥିଲା ବୋଲି ସେ କହିଥିଲେ ।

Glossary:
fortunate : lucky (ଭାଗ୍ୟବାନ୍ )
a good deal : ଅନେକ କଥା
colleague : ସାଥୀ
incongruous : unsuitable (ଅସଙ୍ଗତ| ଅନୁପଯୋଗୀ )
apparently : ବସ୍ତୁତଃ
stagnated : ଅବନତି ହେଲା
reciting : ଆବୃତ୍ତି କରିବା
Macaulay : ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ
effort : ପ୍ରୟାସ
still : ତଥାପି
piece of good luck: a stroke of good luck (ଏକ ସୁଯୋଗ )

Think it out:
Question 1.
‘Three years’ difference in age is not so important as it is at school” – How does the writer prove it?
Answer:
The writer proves his statement when he along with another three-year senior student became Cabinet colleagues in future.

Question 2.
How did the writer fare at school?
Answer:
The writer faired exceedingly well at school by stealing marches over many students who were quite senior to him.

Question 3.
How did he win a prize at school?
Answer:
He gained the prize at school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Question 4.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 5.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 6.
Why does he call his success an en ‘plein?
Answer:
He calls his success an en ‘plein because he focussed only on the geography of New Zealand and as a sort of bet the first question in the paper was to sketch a map of New Zealand.

Post-Reading Activities:

(A) Parsing’, in English grammar, is the lost art of identifying all the components of a text. It was once one of the fundamental exercises that tested and informed pupils in English. Parsing requires a student to break down a sentence into its component words, classifying each in terms of its part of speech, number, and person, as well as its tense, voice, and function in the sentence.
For example Sentence – Carelessness causes accidents.
Parsing :
‘Carelessness’ – a singular noun and the subject of the sentence;
‘causes’ – a regular transitive verb, active voice, simple present tense, third person singular;
‘accidents’ – a plural noun, object of the sentence.
Parse the following simple sentences :
(i) Children love toys.
(ii) Flowers bloom on trees.
(iii) Boys are playing cricket.
(iv) Sachin has won a gold medal.
(v) Money has been spent.
Answer:

• Children – a plural noun and the subject of the sentence
  love – a regular transitive verb, active voice, simple present tense
  toys – a plural noun, object of the sentence
• Flowers – a plural noun and the subject of the sentence
  bloom – an intransitive verb, simple present tense
  on – a preposition
  trees – a plural noun
• Boys – a plural noun and subject of the sentence
  are playing – transitive verb, active voice, present progressive tense
  cricket – a singular noun, object of the sentence
• Sachin – a singular noun and the subject of the sentence
  has won – transitive verb, active voice, present perfect tense
  a – an indefinite article
  gold – an adjective
  medal – a singular noun, object of the sentence
• Money – a singular noun and the subject of the sentence
  has been spent – verb, passive voice

(B) Clause analysis is a technique of formal grammatical analysis once common in schools in English-speaking countries. It involves the division of longer sentences into their constituent clauses. A clause is a part of a sentence with a finite verb. A complex sentence has two kinds of clauses: principal clause, and subordinate clause(s).
Principal clause – A clause which makes complete sense and can stand by itself
Subordinate clause – A clause which depends on the principal clause for a complete sense.
Study the following examples carefully :
(a) We know that a little learning is a dangerous thing.
(‘We know’ – principal clause, ‘that a little learning is a dangerous thing’ – subordinate clause)
(b) People who live in glass houses should not throw stones at others.
(People should not throw stones at others – principal clause, ‘who live in glass houses’ – subordinate clause)
(c) It rained when the players were ready to play.
(It rained – principal clause, ‘when the players were ready to play’ – subordinate clause)

Identify the subordinate clauses in the following sentences :
(i) I had scarcely passed my twelfth birthday when I entered the inhospitable regions of examinations, through which for the next seven years I was destined to journey.
(ii) The subjects which were dearest to the examiners were almost invariably those I fancied least.
(iii) We were considered such dunces that we could learn only English.
(iv) One day when I had been no more than a month in school, I saw a boy standing in a meditative posture wrapped in a towel on the very brink.
(v) It was thought incongruous that while I apparently stagnated in the lowest form, I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Answer:
(i) (a) when I entered the inhospitable regions of examinations
(b) through which for the next seven years I was destined to journey
(ii)(a) which were dearest to the examiners
(b) (which) I fancied least
(iii) that we could learn only English
(iv)(a) when I had been no more than a month in the school
(b) (who was) wrapped in a towel on the very brink
(v) (a) while I apparently stagnated in the lowest form
(b) (that) I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

CHSE Odisha Class 12 English On Examinations Important Questions and Answers

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

Question 1.
The author of the“On Examination” is
(A) Jessie Owens
(B) Jawaharlal Nehru
(C) Winston S. Churchill
(D) None of the above
Answer:
(C) Winston S. Churchill

Question 2.
Churchill was born in
(A) 1873
(B) 1874
(C) 1875
(D) 1876
Answer:
(B) 1874

Question 3.
The public school where he took admission is
(A) Delhi Public School
(B) Oxford International Public School
(C) Cambridge School
(D) Harrow Public School
Answer:
(D) Harrow Public School

Question 4.
The name of Churchill’s autobiography is
(A) My Experiments with Truth
(B) Sunny Days
(C) A Roving Commission My Early Life
(D) An Autobiography
Answer:
(C) A Roving Commission My Early Life

Question 5.
‘A Roving Commission My Early Life’ was published in
(A) 1930
(B) 1931
(C) 1932
(D) 1929
Answer:
(A) 1930

Question 6.
When Churchill entered the inhospitable regions of examinations, he was
(A) ten years old.
(B) twelve years old
(C) eleven years old
(D)thirteen years old
Answer:
(B) twelve years old

Question 7.
He was destined to read there for
(A) seven years
(B) six years
(C) five years
(D) two years
Answer:
(A) seven years

Question 8.
Churchill liked to be examined in
(A) history, poetry and writing essays
(B) mathematics and science
(C) Greek and Latin
(D) All the above
Answer:
(A) history, poetry and writing essays

Question 9.
The Examiners were partial to
(A) Mathematics and Science
(B) Latin and Mathematics
(C) Greek and Mathematics
(D) Greek and Science
Answer:
(B) Latin and Mathematics

Question 10.
The Examiners always wanted to ask
(A) what the author knew
(B) what the author did not know
(C) on which the author was in confuse
(D) None of the above
Answer:
(B) what the author did not know

Question 11.
When Churchill would have willingly displayed his knowledge,
(A) the teachers helped him
(B) the teachers scolded him
(C) the teachers sought to expose his ignorance
(D) All the above
Answer:
(C) the teachers sought to expose his ignorance

Question 12.
The Headmaster of Harrow Public School was
(A) D.H. Lawrence
(B) Dr Welldon
(C) B.R. Ambedkar
(D) Lord Tennyson
Answer:
(B) Dr Welldon

Question 13.
Churchill was unable to answer a single question in
(A) Latin paper
(B) Greek paper
(C) English paper
(D) History paper
Answer:
(A) Latin paper

Question 14.
What was the reason for Churchill’s not doing well in the examinations?
(A) It was a great trial for him
(B) He was not examined for his favourite subject
(C) Questions were not asked from what he knew
(D) All the above
Answer:
(D) All the above

Question 15.
What did he write in the answer book for the Latin paper?
(A) he was able to write all the answers
(B) he did not write his name
(C) he could make only small blots and smudges on the answer sheet
(D) None of the above
Answer:
(C) he could make only small blots and smudges on the answer sheet

Question 16.
The sad spectacle for the author was :
(A) he was not able to answer even a single question in the Latin paper
(B) he could answer all the questions
(C) he could answer some of the questions
(D) None of the above
Answer:
(A) he was not able to answer even a single question in the Latin paper

Question 17.
The writer’s position in the merit list for admission was
(A) he was placed in the third division of the fourth
(B) he was placed in the second division
(C) he was placed in the first division
(D) None of the above
Answer:
(A) he was placed in the third division of the fourth

Question 18.
He gives credit for his success in the entrance examination to
(A) his father
(B) his teachers
(C) to the headmaster, Dr Welldon
(D) All the above
Answer:
(C) to the headmaster, Dr Welldon

Question 19.
The custom of calling the roll at Harrow is
(A) At Harrow students would file past a master in the schoolyard and answer one by one
(B) Students were responding loudly to the call
(C) Student raising their hands
(D) All the above.
Answer:
(A) At Harrow students would file past a master in the schoolyard and answer one by one

Question 20.
Students who taught Latin and Greek at Harrow were
(A) the cleverer students
(B) the dull students
(C) the average students
(D) None of the above
Answer:
(A) the cleverer students

Question 21.
Students taught only English were
(A) dunces having no inclination towards Latin, Greek or Mathematics
(B) the cleverer students
(C) the average students
(D) All the above
Answer:
(A) dunces having no inclination towards Latin, Greek or Mathematics

Question 22.
The best teacher to teach English was
(A) Mr Welldon
(B) Mr Somervell
(C) Dr Samuel
(D) None of the above
Answer:
(B) Mr. Somervell

Question 23.
The part of the English grammar he learnt from Mr Somervell is
(A) parcing and English analysis
(B) components of sentences like subject, object, verb and clauses
(C) structure of endorsing British sentence
(D) All the above
Answer:
(D) All the above

Question 24.
He scored over the clever school fellows in after years because
(A) The writer thoroughly learned English thus it got into his bones
(B) The clever boys could not learn so quickly as the author could
(C) The author got more time to read
(D) None of the above
Answer:
(A) The writer thoroughly learned English thus it got into his bones

Question 25.
Boys enjoyed in large numbers at the swimming bath eating
(A) buns on the hot asphalt margin
(B) biscuits and bread
(C) cakes and soft drinks
(D) None of the above
Answer:
(A) buns on the hot asphalt margin

Question 26.
The pranks they enjoyed at the bath
(A) to come up behind someone and push him into the pool
(B) physically assaulting
(C) scolding in slangs
(D) All the above
Answer:
(A) to come up behind someone and push him into the pool

Question 27.
What did the writer do to the boy standing in a meditative posture?
(A) The writer stealthily came behind him and pushed him into the pool
(B) The writer asked him what he was doing
(C) The writer told him not to jump
(D) None of the above
Answer:
(A) The writer stealthily came behind him and pushed him into the pool

Question 28.
What was the reaction of the boy?
(A) He was very angry with the prank.
(B) He laughed at the prank.
(C) He was insulted at the prank.
(D) He took it slightly.
Answer:
(A) He was very angry with the prank.

Question 29.
The writer came to know that Amery was _______________.
(A) from the sixth form
(B) from the fifth form
(C) from the seventh form
(D) None of the above
Answer:
(A) from the sixth form

Question 30.
The writer apologised for his misconduct by saying
(A) sorry for playing that prank and said that he mistook Amery for a fourth
(B) manage it as they belong to the same school
(C) he would not do that again
(D) None of the above
Answer:
(C) he would not do that again

Question 31.
The writer was guilty of playing a prank because
(A) Amery was his senior and a boy of enormous strength, fame and reverence
(B) Amery was not known to him
(C) Amery would have been insulted
(D) All the above
Answer:
(A) Amery was his senior and a boy of enormous strength, fame and reverence

Question 32.
The matter ended happily for the writer when
(A) Amery laughed and asked Churchill to be cautious in future
(B) Amery told the headmaster about this
(C) Amery beat him
(D) All the above
Answer:
(A) Amery laughed and asked Churchill to be cautious in future

Question 33.
Amery was senior to Churchill by
(A) three years
(B) two years
(C) four years
(D) five years
Answer:
(A) three years

Question 34.
Amery was
(A) an officer in Churchill’s government
(B) the Secretary of State for India in Churchill’s cabinet
(C) a member of the government
(D) None of the above
Answer:
(B) the Secretary of State for India in Churchill’s cabinet

Question 35.
Amery was junior to Churchill in
(A) age
(B) stature
(C) family status
(D) All the above
Answer:
(B) stature

Question 36.
The position of the writer at the school
(A) He was counted amongst the dunces and stupidest boys
(B) He was counted as an intelligent boy
(C) He was an average boy
(D) All the above
Answer:
(A) He was counted amongst the dunces and stupidest boys

Question 37.
Churchill won a prize at school by
(A) writing an essay
(B) participating in the debate competition
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake
(D) All the above
Answer:
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake

Question 38.
The competition was open to _______________ students.
(A) lower class
(B) higher class
(C) whole school
(D) All the above
Answer:
(C) whole school

Question 39.
The writer’s noteworthy achievements at school were
(A) He passed the preliminary examination for the Army while at the bottom of the school
(B) For reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making any single mistake
(C) both (A) and (B)
(D) None of the above
Answer:
(C) both (A) and (B)

Question 40.
The first question in the preliminary examination for the Army was
(A) to draw a map of New Zealand
(B) to draw a map of Australia
(C) to draw a map of Europe
(D) None of the above
Answer:
(A) to draw a map of New Zealand

Question 41.
Churchill got successful in the paper because
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper
(B) The answer was given to him and he got a success
(C) He got successful due to his father’s reputation
(D) All the above
Answer:
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper

Question 42.
In whose favour was Churchill biased?
(A) Boys learning Greek
(B) Boys learning Latin
(C) Boys learning English
(D) Boys studying in the Harrow
Answer:
(C) Boys learning English

Question 43.
What would Churchill do, if he were to decide what the boys should leam?
(A) He would make them all leam English
(B) He would not let them leam Greek
(C) He would not let them leam Latin
(D) He would whip them hard
Answer:
(A) He would make them all leam English

Question 44.
Churchill will let the clever ones leam Latin as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(B) honour

Question 45.
Churchill will let the clever ones leam Greek as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(C) treat

Question 46.
What would be the only thing Churchill would whip the clever boys for?
(A) Not knowing English poetry
(B) Not writing an English essay
(C) Not knowing English
(D) Making fun of him in school
Answer:
(C) Not knowing English

Question 47.
When did Churchill first go to Harrow?
(A) In the summer team
(B) In the winter term
(C) In the mid-term
(D) In the spring term
Answer:
(A) In the summer team

Question 48.
How was the swimming bath at Harrow?
(A) Like a big pond
(B) Like a bend of a river
(C) Like a big swimming pool
(D) Like a big room
Answer:
(B) Like a bend of a river

Question 49.
How many bridges did the swimming bath have across it?
(A) One
(B) Two
(C) Three
(D) None
Answer:
(B) Two

Question 50.
The school possessed the biggest _______________Churchill had ever seen.
(A) conference hall
(B) cafeteria
(C) swimming-bath
(D) classrooms
Answer:
(C) swimming-bath

II. Short Type Questions with Answers:

Question 1.
What did the writer do to the boy standing in a meditative posture?
Answer:
The boy was standing in a meditative posture wrapped in a towel on the very brink of the pond. He was of equal height to the writer. So he took the boy for a fair game. He came stealthy behind the boy and pushed him in, holding onto his towel.

Question 2.
Whom does he give the credit of his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 3.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 4.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 5.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

Question 6.
What was the reaction of the boy?
Answer:
The boy took the prank as an insult. He got furious. Coming out of the pond he pursued the writer who was running away safely, caught him and hurled him into the deepest part of the pond.

Question 7.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/word.

Question 8.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 9.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 10.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

Question 11.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 12.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 13.
What is the writer’s opinion about Mr Somervell as a teacher?
Answer:
Mr Somervell taught English as no one else ever had taught it. He was very skilful to teach English to dunces. He had his own method of teaching.

Question 14.
How did the writer score over the clever class fellows after years?
Answer:
The writer had remained in the Third Fourth three times as long as anyone else and practised and learned English thoroughly. So in after years when his clever class fellows came down to common English to earn their living or make their way, he was able to score over them.

Question 15.
What is the only thing the writer whips his class fellows for?
Answer:
He would make them all learn English and then he would let the clever ones learn Latin as an honour and Greek as a treat. He would whip them hard for not knowing English.

Question 16.
Throw light on his preparation for the preliminary examination for the army.
Answer:
The writer prepared for the preliminary examination for the Army by focusing on the geography of New Zealand; besides, the night before the examination saw he write the names of all the maps in the atlas into a hat and draw New Zealand.

Introducing the Author:
Sir Winston Churchill (1874-1965) was a distinguished statesman and war-time Prime Minister of Great Britain. He served in the British Army for many years as a commissioned officer. After that, he joined public life. As the Prime Minister of England, he led the allied countries to a spectacular victory in the Second World War. He possessed a sense of humour. He was a brilliant writer. He is well-known for his essays and lectures. He was awarded the Nobel Prize in Literature in 1953. ‘My Early Life’ is his masterpiece. His other works include The World Crisis, Gathering Storm and Aftermath and Memories of the Second World War.

About the Topic:
Examinations, for the writer, were not a pleasant experience. He gives vent to his views on the role of a teacher in facilitating the learning of a pupil and developing skills in him or her. Mr Somervell was a case in point. Mr Somervell played a great part in the writer’s education at Harrow. The writer also does not forget to narrate a funny incident he was linked with at school. The topic comes to a close with his preparation for the preliminary examination for the Army.

Summary:
The essay begins with the writer’s dislike for examinations. He could not get rid of them for seven years. These examinations were a sort of trial for him. The subjects the examiners liked most were Latin and mathematics. On the other hand, he was fond of history, poetry and writing essays. The writer attributes his poor performance to his teachers’ typical attitude. They did not take care of his favourite subjects. Instead, they set questions on Latin and mathematics.

In short, the examiners were keen on exposing his ignorance. The writer draws our attention to Dr Welldon for taking a broad-minded view of his Latin prose. He was interested to judge the writer’s general ability but in vain. The writer failed to answer a single question in the Latin paper, except writing the number of the question ‘I’. Drops of tears fell on his answer sheet. He could not take his eyes off this miserable sight. The writer makes an eloquent reference to Dr Welldon. He was a great scholar. He was a keen observer of the writer’s talent.

He did not give any importance to his (writer’s) answer paper. The writer succeeded in the Entrance Examination and gave credit to Dr Welldon for his success. As a result, the writer always held him in the highest: esteem. He became the last boy in the class because the names of the new boys were printed on the School List in alphabetical order. Churchill points out the difference between the custom of roll calling at Eton and Harrow; in the former, the boys stood in a group and responded to their roll calls, but in the latter, the students walked before a Master in a line and responded one by one.

The writer states that those who were superior to him were taught Latin and Greek. Those who were considered slow learners were taught only English. The writer showers praise on Mr Somervell, a person full of life and a teacher who excels in the art of teaching English grammar. Mr Somervell played a very meaningful role in the learning of students and the development of their skills. The writer himself was a case in point. Thanks to Mr Somervell, he learnt the essential structure of British sentences.

He scored over the clever school fellows in common English; after years. He was prejudiced in support of boys learning English. The writer then takes us to the biggest swimming bath of his school. The boys enjoyed their time here in fun and frolic. He recollects an incident of pushing a boy into the pool. At that time, that boy was on the edge and in a meditative position. He put on a towel. The writer was shocked at the boy’s furious face and ran away to get rid of the latter, but it was a futile attempt.

At last, the boy caught hold of him firmly and threw him into the deepest part of the pool. A number of younger boys apprised the writer of the: boy’s many feats. The writer apologised for his misconduct. There was a ring of fear and: guilt about his behaviour. The matter ended happily for the writer. Years rolled by. The writer came out with flying colours in the preliminary examination for the Army. He was endowed with a wonderful memory. His success in geography was a case in point.

ସାରାଂଶ:
ଲେଖକଙ୍କର ପରୀକ୍ଷା ପ୍ରତି ଥିବା ଅପସନ୍ଦ କଥା ବର୍ଣ୍ଣନା କରି ପ୍ରବନ୍ଧଟି ଆରମ୍ଭ ହୋଇଛି । ସେ ସାତ ବର୍ଷ ଧରି ତା’ କବଳରୁ ମୁକୁଳି ପାରିନଥିଲେ । ପରୀକ୍ଷାସବୁ ତାଙ୍କ ପାଇଁ ଏକପ୍ରକାର ବିଚାର ଭଳି ଥିଲା । ପରୀକ୍ଷକ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟକୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ଅପରପକ୍ଷେ, ସେ ଇତିହାସ, କବିତା ଓ ରଚନାଲେଖାକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ସେ ତାଙ୍କର ପରୀକ୍ଷାରେ ଖରାପ ହେବାର କାରଣରୂପେ ଶିକ୍ଷକମାନଙ୍କ ନିର୍ଦ୍ଦିଷ୍ଟ ପ୍ରକାର ମନୋଭାବକୁ ବିଚାର କରିଛନ୍ତି । ସେମାନେ ତାଙ୍କର ପ୍ରିୟ ବିଷୟ ପରିବର୍ତ୍ତେ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟ ଉପରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରୁଥିଲେ । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇବାକୁ ଆଗ୍ରହୀ ଥିଲେ ।

ତାଙ୍କର ଲାଟିନ୍ ଗଦ୍ୟ ଉପରେ ଡକ୍ଟର ୱେଲ୍‌ଡ଼ନ୍ ନେଇଥ‌ିବା ଉଦାର ଚିନ୍ତାଧାରାସମ୍ପନ୍ନ ମତାମତ ଆଡ଼କୁ ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରିଛନ୍ତି । ସେ ଲେଖକଙ୍କର ସାଧାରଣ ଦକ୍ଷତାକୁ ବିଚାର କରିବାକୁ ଆଗ୍ରହୀ ଥିଲେ, କିନ୍ତୁ ତାହା ବୃଥା ହେଲା । ଲେଖକ ଲାଟିନ୍ ବିଷୟରେ ପ୍ରଶ୍ନ ନମ୍ବର “I” ଲେଖୁବା ବ୍ୟତୀତ ଗୋଟିଏ ମଧ୍ୟ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରି ନଥିଲେ । ଉତ୍ତର ପତ୍ର ଉପରେ ଲୁହ କେଇବୁନ୍ଦା ବୋହି ପଡ଼ିଥିଲା । ସେ ଏହି ଶୋଚନୀୟ ଦୃଶ୍ୟ ଉପରୁ ତାଙ୍କର ଆଖି ହଟାଇ ପାରିନଥିଲେ । ଲେଖକ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଉପରେ ସ୍ପଷ୍ଟ ମତବ୍ୟକ୍ତ କରିଥିଲେ । ସେ ଜଣେ ମହାନ୍‌ ପଣ୍ଡିତ ଥିଲେ । ସେ ଲେଖକଙ୍କ ଦକ୍ଷତାକୁ ଗଭୀରଭାବେ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିଥିଲେ । ସେ ଲେଖକଙ୍କର ଉତ୍ତରପତ୍ର ଉପରେ କୌଣସି ଗୁରୁତ୍ଵ ଦେଇନଥିଲେ ।

ଲେଖକ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସଫଳତା ପାଇଥିଲେ ଏବଂ ଏହି ସଫଳତାର ଶ୍ରେୟ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଦେଇଥିଲେ । ଫଳତଃ ଲେଖକ ସର୍ବଦା ତାଙ୍କୁ ସର୍ବୋଚ୍ଚ ସମ୍ମାନ ଦେଉଥ‌ିଲେ । ବର୍ଣ୍ଣମାଳାର କ୍ରମ ଅନୁସାରେ ବିଦ୍ୟାଳୟ ତାଲିକାରେ ନୂଆ ବାଳକମାନଙ୍କ ନାମ ଲେଖାଯାଉଥିବାରୁ ଲେଖକ ଶ୍ରେଣୀର ଶେଷ ବାଳକରୂପେ ପରିଗଣିତ ହେଲେ । ଚର୍ଚ୍ଚିଲ୍ ‘ଇଟନ’ ଏବଂ ‘ହ୍ୟାରୋ’ର ଉପସ୍ଥାନ ଡାକିବା ପ୍ରଥା ମଧ୍ୟରେ ଥିବା ଭିନ୍ନତା ପ୍ରଦର୍ଶନ କରିଛନ୍ତି । ‘ଇଟନ’ରେ ବାଳକମାନେ ଦଳବଦ୍ଧ ଭାବରେ ଛିଡ଼ା ହେଉଥିଲେ ଏବଂ ନାଁ ଡକାଗଲେ ଉତ୍ତର ଦେଉଥିଲେ; ମାତ୍ର ‘ହ୍ୟାରୋ’ରେ ଛାତ୍ରମାନେ ନାଁ ଡକାଗଲେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଧାଡ଼ିରେ ଚାଲିଯାଇ ଉତ୍ତର ଦେଉଥିଲେ । ଲେଖକ କହିଛନ୍ତି ଯେ ତାଙ୍କଠାରୁ ଅଧ୍ବକ ଧୀ-ସମ୍ପନ୍ନ ପିଲାମାନେ ଲାଟିନ୍‌ ଓ ଗ୍ରୀକ୍ ଅଧ୍ୟୟନ କଲେ ।

ଯେଉଁମାନେ ପଢ଼ିବାରେ ମାନ୍ଦା ସେମାନେ କେବଳ ଇଂରାଜୀ ପଢ଼ିଲେ । ଲେଖକ ସୋମରଭେଲ୍‌ଙ୍କର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ଯିଏକି ଜଣେ ସହୃଦୟ ବ୍ୟକ୍ତି ଓ ଶିକ୍ଷକ ଥିଲେ । ଇଂରାଜୀ ବ୍ୟାକରଣ ପଢ଼ାଇବାରେ ସେ ଖୁବ୍ ଦକ୍ଷ ଥିଲେ । ଛାତ୍ରମାନଙ୍କ ଅଧ୍ୟୟନ ଓ ସେମାନଙ୍କଠାରେ ଦକ୍ଷତାବୃଦ୍ଧି ଦିଗରେ ସୋମରଭେଲ୍ ପ୍ରଶଂସନୀୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । ସୋମରଭେଲ୍‌ଙ୍କ ପାଇଁ ସେ ଇଂରାଜୀ ବାକ୍ୟଗଠନ ଭଲଭାବେ ଶିଖ୍ ପାରିଥିଲେ । ପରବର୍ତ୍ତୀ ଜୀବନରେ ସେ ଚତୁର ସହପାଠୀମାନଙ୍କଠାରୁ ସାଧାରଣ ଇଂରାଜୀରେ ଖୁବ୍ ଭଲ କରିଥିଲେ । ସେ ବାଳକମାନଙ୍କ ଇଂରାଜୀ ଶିକ୍ଷାକୁ ଅନ୍ଧଭାବେ ସମର୍ଥନ କରୁଥିଲେ । ଲେଖକ ଏହାପରେ ଆମକୁ ତାଙ୍କ ବିଦ୍ୟାଳୟର ବୃହତ୍ତମ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀ ପାଖକୁ ନେଇଯାଇଛନ୍ତି । ବାଳକମାନେ ଏଠାରେ ଖେଳ କୌତୁକ କରି ସେମାନଙ୍କ ସମୟ ବିତାଉଥିଲେ ।

ଜଣେ ବାଳକକୁ ସନ୍ତରଣ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲି ଦେଇଥୁବା ଘଟଣାକୁ ସେ ସ୍ମରଣ କରିଛନ୍ତି । ସେହି ସମୟରେ ବାଳକଟି ଧାନ କଲାଭଳି ଭଙ୍ଗୀରେ ପୋଖରୀ ଧାର ପାଖରେ ଥିଲା । ସେ ଗୋଟିଏ ତଉଲିଆ ପିନ୍ଧିଥିଲା । ଲେଖକ ବାଳକର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଭୟ ପାଇଗଲେ ଏବଂ ନିଜକୁ ମୁକ୍ତ କରିବାପାଇଁ ଦୌଡ଼ି ପଳାଇ ଯାଇଥିଲେ; କିନ୍ତୁ ଏହା ବୃଥା ଚେଷ୍ଟା ଥିଲା । ଶେଷରେ ସେହି ବାଳକଟି ତାଙ୍କୁ ଦୃଢ଼ ଭାବରେ ଧରିନେଲା ଏବଂ ପୁଷ୍କରିଣୀର ଗଭୀର ଅଂଶ ଭିତରକୁ ଫୋପାଡ଼ି ଦେଲା । ଦଳେ ଅଳ୍ପବୟସର ପିଲା ବାଳକଟିର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ଲେଖକଙ୍କୁ କହିଥିଲେ । ନିଜ ବ୍ୟବହାର ପାଇଁ ଭୟ ଏବଂ ଦୋଷୀ ଭାବ ତାଙ୍କ ମନକୁ ଗ୍ରାସ କଲା । ଶେଷରେ ଘଟଣାଟିର ସୁଖକର ସମାଧାନ ହୋଇଥିଲା । ସମୟ ଗଡ଼ିଚାଲିଲା । ସୈନ୍ୟବାହିନୀ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଲେଖକ ଅଭୂତପୂର୍ବ ସଫଳତା ହାସଲ କରିଥିଲେ । ତାଙ୍କର ସ୍ମୃତିଶକ୍ତି ଚମତ୍କାର ଥିଲା । ଭୂଗୋଳରେ ସଫଳତା ଏହାର ଏକ ଉଦାହରଣ ।

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?
Answer:
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?
Answer:
‘This’ refers to Hitler’s beliefs.

Question 3.
Why wasn’t Owens worried?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
‘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?
Answer:
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?
Answer:
Long means that Owens would win the next day.

Question 9.
Did Owens qualify for the final jump? How did he do that?
Answer:
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)

Think about it:
Question 1.
When did Owens and Long realize that they had become friends?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
I think the greatest Olympic Prize for Jesse Owens was the friendship he formed with Luz Long.

Post-Reading Activities:
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
Answer:
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.
Answer:
(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
Answer:
(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
(C) Adolf Hitler
(D) Churchill
Answer:
(A) Jessie Owens

Question 2.
Jessie Owens belongs to which country?
(A) America
(B) England
(C) Germany
(D) Italy
Answer:
(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
Answer:
(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
Answer:
(C) 1936

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

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

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

Question 22.
Jessie Owens was
(A) an American Negro
(B) an Australian
(C) a German
(D) a swimmer
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(B) Nazi Youth Movement

Question 29.
The two friends talked for two hours on
(A) the political situation of Germany
(B) about Hitler’s behavior
(C) about track and field, the world situation, and a dozen other things
(D) all the above
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(A) Less than a hundred yards

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

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

Question 47.
He had kept his plans _____________.
(A) hands down
(B) hot under collars
(C) under secret
(D) under wraps
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(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
(B) hot-headed
(C) red under the hands
(D) hot under the collar
Answer:
(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
Answer:
(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
Answer:
(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
Answer:
(D) in for a surprise

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

II. Short Type Questions with Answers:

Question 1.
Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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’.
Answer:
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?
Answer:
‘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’.

About the Topic:
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 ।

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Ex 8(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Exercise 8(a)

Question 1.
Find the velocity and acceleration at the end of 2 seconds of the particle moving according to the following rules.
(i) s = 2t² + 3t + 1
Solution:
s = 2t² + 3t + 1

∴ Velocity is 11 units/sec and acceleration is 4 units/sec².

(ii) s = √t +1
Solution:
s = √t +1

(iii) s = \(\frac{3}{2 t+1}\)
Solution:

(iv) s = t³ – 6t² + 15t + 12
Solution:
s = t³ – 6t² + 15t + 12

∴ Velocity is 3 units/sec and acceleration is 0.

Question 2.
The sides of an equilateral triangle are increasing at the rate of √3 cm/sec. Find the rate at which the area of the triangle is increasing when the side is 4 cm long.
Solution:
Let x be the lenght of each side of an equilateral triangle.

∴ Area of the triangle is increasing at the rate of 6 cm²/sec

Question 3.
Find the rate at which the volume of a spherical balloon will increase when its radius is 2 metres if the rate of increase of its radius is 0.3 m/min.
Solution:
Let r be the radius of a spherical balloon.

∴ The volume increase at the rate of 4.8π m³/min.

Question 4.
The surface area of a cube is decreasing at the rate of 15 sq. cm/sec. Find the rate at which its edge is decreasing when the length of the edge is 5 cm.
Solution:
Let s be the surface area of a cube.
Let x be the length of each side of the cube.

∴ The edge is decreasing at the rate of 0.25 cm/sec

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability Ex 7(m) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 7 Continuity and Differentiability Exercise 7(m)

Question 1.
Verify Rolle’s theorem for the function
f(x) = x (x – 2)², 0 ≤ x ≤ 2.
Solution:
f(x) = x (x – 2)², 0 ≤ x ≤ 2
Here a = 0, b = 2
f(x) is a polynomial function hence it is continuous and also differentiable.
∴ f is continuous on [0. 2]
f is differentiable on (0, 2)
f(0) = 0 = f(2)
Thus conditions of Rolle’s theorem are satisfied.
f'(x) = (x – 2)² + 2x (x – 2)
= (x – 2) (x – 2 + 2x)
= (x – 2) (3x – 2)
f'(x)= 0 ⇒ x = 2, x = \(\frac{2}{3}\)
But x = 2 ∉ (0, 2). Thus c = \(\frac{2}{3}\) such that f'(c) = 0
Thus Rolle’s theorem is verified.

Question 2.
Examine if Rolle’s theorem is applicable to the following functions:
(i) f(x) = |x| on [-1, 1]
Solution:
f(x) = |x| on [-1, 1]
As f(x) = |x| is not differentiable at x = 0 ∈ (-1, 1)
We have Rolle’s theorem is not applicable.

(ii) f(x) = [x] on [-1, 1]
Solution:
f(x) = [x] on [-1, 1]
f(x) = [x] is not continuous at 0 ∈ [-1, 1]
Rolle’s theorem is not applicable.

(iii) f(x) = sin x on [0, π]
Solution:
f(x) = sin x on [0, π]
f is a trigonometric function hence continuous and differentiable on its domain.
∴ f is continuous on [0, π]
f is differentiable on (0, π]
f(0) = f(π)
Thus Rolle’s theorem is applicable for f(x) = sin x on [0, π]

(iv) f(x) = cot x on [0, π]
Solution:
f(x) = cot x on [0, π]
Clearly cot (0) and cot (π] are not defined hence Rolle’s theorem is not applicable.

Question 3.
Verify Lagrange’s Mean-Value theorem for
F(x) = x³ – 2x² – x + 3 on [1, 2]
Solution:
f(x) = x³ – 2x² – x + 3 on [1, 2]
f is a polynomial function hence continuous as well as differentiable.
∴ f is continuous on [1, 2]
f is differentiable on (1, 2)
Thus Largange’s mean value theorem is applicable.
Now f(1) = 1 – 2 – 1 + 3 = 1
f(2) = 8 – 8 – 2 + 3 = 1
∴ f(x) = 2x² – 4x – 1

Thus Lagrange’s mean value theorem is verified.

Question 4.
Test if Lagrange’s mean value theorem holds for the functions given in question no. 2.
Solution:
(i) f(x) = |x| is not differentiable at x = 0 ∈ (-1, 1)
Thus Lagrange’s mean value theorem, does not hold.

(ii) f(x) = [x] is discontinuous at 0 ∈ [-1, 1]
Thus Lagrange’s mean value theorem is not applicable.

(iii) f(x) = sin x is a trigonometric function, which is continuous as well as differentiable in its domain.
∴ f is continuous on [0, π]
f is differentiable on (0, π)
Thus conditions of Lagrange’s mean value theorem are satisfied.
Hence mean value theorem is applicable.

(iv) f(x) = cot x
Which is undefined x = 0 and x = π
Thus Lagrange’s mean value theorem is not applicable.

Question 5.
(Not for examination) Verify Cauchy’s mean value theorem for the functions x² and x³
in [1, 2].
Solution:
Let f(x) = x², and g(x) = x³ on [1, 2]
Both f and g are polynomial functions, hence continuous and differentiable.
∴ f and g are continuous on [1, 2]
f and g are differentiable on (1, 2)
g'(x) = 3x² ≠ 0 ∀ x ∈ (1, 2)
Thus conditions of Cauchy’s mean value theorem are satisfied.
Now f(1) = 1, f(2) = 4, g(1) = 1, g(2) = 8
f'(x) = 2, and g'(x) = 3x²

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 7 Continuity and Differentiability Ex 7(i) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 7 Continuity and Differentiability Exercise 7(i)

Differentiate.
Question 1.
√x w.r.t x².
Solution:

Question 2.
sin x. w.r.t. cot x.
Solution:
Let y = sin x and z = cot x

Question 3.
\(\frac{1-\cos x}{1+\cos x}\) w.r.t \(\frac{1-\sin x}{1+\sin x}\)
Solution:

Question 4.
tan-1 x w.r.t. tan^-1 \( \sqrt{1+x^2} \)
Solution:

Question 5.
sin^-1 \(\left(\frac{2 x}{1+x^2}\right)\) w.r.t cos^-1 \(\left(\frac{1-x^2}{1+x^2}\right)\)
Solution:
Let y = sin^-1 \(\frac{2 x}{1+x^2}\) and z = cos^-1 \(\frac{1-x^2}{1+x^2}\)
Then y = 2 tan^-1 x and z = 2 tan^-1 x
So y = z
∴ \(\frac{d y}{d z}\) = 1.

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

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

Question 1.
There are 3 bags B₁, B₂ and B₃ having respectively 4 white, 5 black; 3 white, 5 black and 5 white, 2 black balls. A bag is chosen at random and a ball is drawn from it. Find the probability that the ball is white.
Solution:
Let
E₁ = The selected bag is B₁,
E₂ = The selected bag is B₂,
E₃ = The selected bag is B₃.
A = The ball drawn is white.

Question 2.
There are 25 girls and 15 boys in class XI and 30 boys and 20 girls in class XII. If a student chosen from a class, selected at random, happens to be a boy, find the probability that he has been chosen from class XII.
Solution:
Let
E₁ = The student is choosen from class XI.
E₂ = The student is choosen from class XII.
A = The student is a boy.

Question 3.
Out of the adult population in a village 50% are farmers, 30% do business and 20% are service holders. It is known that 10% of the farmers, 20% of the business holders and 50% of service holders are above poverty line. What is the probability that a member chosen from any one of the adult population, selected at random, is above poverty line?
Solution:
Let
E₁ = The person is a farmer.
E₂ = The person is a businessman.
E₃ = The person is a service holder.
A = The person is above poverty line.

Question 4.
Take the data of question number 3. If a member from any one of the adult population of the village, chosen at random, happens to be above poverty line, then estimate the probability that he is a farmer.
Solution:
P (a farmer / he is above poverty line)
= P (E₁ | A)

Question 5.
From a survey conducted in a cancer hospital it is found that 10% of the patients were alcoholics, 30% chew gutka and 40% have no specific carcinogenic habits. If cancer strikes 80% of the smokers, 70% of alcoholics, 50% of gutka chewers and 10% of the nonspecific, then estimates the probability that a cancer patient chosen from any one of the above types, selected at random,
(i) is a smoker
(ii) is alcoholic
(iii) chews gutka
(iv) has no specific carcinogenic habits.
Solution:
The question should be modified as from a survey conducted in a cancer hospital, 10% patients are smokers, 20% alcoholics, 30% chew gutka and 40% have no specific carcinogenic habits. If cancer strikes 80% of the smokers, 70% of alcoholic, 50% of gutka chewers and 10% of non specific, then estimate the probability that a cancer patient chosen from any one of the following types selected at random
(i) is a smoker
(ii) is alcoholic
(iii) chews gutka
(iv) has no specific carcinogenic habits.
Let
E₁ = The person is a smoker.
E₂ = The person is alcoholic.
E₃ = The person chew Gutka.
E₄ = The person have no specific habits.
A = The person is a cancer patient.
According to the question