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Notes of Ch 2 Freedom| Class 11th Political Science

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Notes of Ch 2 Freedom| Class 11th Political Science

The ideals of Freedom

• Nelson Mandela of south africa spent 28 years in jail to fight for independence movement. and aung san suu kyi of Myanmar also spent years under house arrest to fight for independence.

What is Freedom?

• ‘What is freedom’ is absence of constraints (restrictions).

• Freedom is said to exist when external constraints on the individual are absent. In terms of this definition an individual could be considered free if he/she is not subject to external controls or coercion and is able to make independent decisions and act in an autonomous way.

• Freedom is also about expanding the ability of people to freely express themselves and develop their potential.

• Aspects of freedom
→ The absence of external constraints
→ The existence of conditions in which people can develop their talents.

• A free society would be one which enables all its members to develop their potential with the minimum of social constraints.

• No individual living in society can hope to enjoy total absence of any kind of constraints or restrictions.
→ It becomes necessary then to determine which social constraints are justified and which are not, which are acceptable and which should be removed.

• To be free means to reduce or minimise social constraints that limit our ability to make choices freely.

• There is another aspect of freedom, It allows the full development of the individual’s creativity, sensibilities and capabilities: be it in sports, science, art, music or exploration.
→ A free society is one that enables one to pursue one’s interests with a minimum of constraints.

The Sources of Constraints

• Restrictions on the freedom of individuals may come from domination and external controls.

• Such restrictions may be imposed by force or they may be imposed by a government through laws which embody the power of the rulers over the people and which may have the backing of force.

• If the government is a democratic one, the members of a state could retain some control over their rulers.
→ That is why democratic government is considered to be an important means of protecting the freedom of people.

• But constraints on freedom can also result from social inequality of the kind implicit in the caste system, or which result from extreme economic inequality in a society.

Why do we need Constraints

• We need some constraints or else society would descend into chaos.

• Differences may exist between people regarding their ideas and opinions, they may have conflicting ambitions, they may compete to control scarce resources.

• People around us ready to fight for all kinds of reasons ranging from the serious to the trivial.

• Therefore every society needs some mechanisms to control violence and settle disputes.

•  Ideally, in a free society we should be able to hold our views, develop our own rules of living, and pursue our choices.

• Creation of such a society requires that we be willing to respect differences of views, opinions and beliefs.

• Sometimes, an individual can think that a strong commitment to our beliefs requires that we must
oppose all those who differ from or reject our views. We see their views or ways of living as unacceptable or even undesirable.

• Under such circumstances we need some legal and political restraints to ensure that differences may be discussed and debated without one group forcibly imposing its views on the other.

Harm Principle

• John Stuart Mill in his essay On Liberty called political theory the ‘harm principle’.

• Mill introduces here an important distinction. He distinguishes between ‘self-regarding’ actions, i.e., those actions that have consequences only for the individual actor and nobody else, and ‘other regarding’ actions, i.e., those actions that also have consequences for others.

• He argues that with respect to actions or choices that affect only one’s self, self-regarding actions, the state (or any other external authority) has no business to interfere.

• In contrast, with respect to actions that have consequences for others, actions which may cause harm to them, there is some case for external interference.

• In this case it is the state which can constrain a person from acting in a way that causes harm to someone else.

• Freedom is at the core of human society, is so crucial for a dignified human life, it should only be constrained in special circumstances.

• For minor harm, Mill recommends only social disapproval and not the force of law.

• People should be ready to tolerate different ways of life, different points of view, and the different interests, so long as they do not cause harm to others.

• But such tolerance need not be extended to views and actions which may put people in danger or foment hatred against them.

• In the constitutional discussions in India, the term used for such justifiable constraints is ‘reasonable restrictions’.

• The restrictions may be there but they must be reasonable, i.e., capable of being defended by reason, not excessive, not out of proportion to the action being restricted, since then it would impinge on the general condition of freedom in society.

Negative and Positive Liberty

• In political theory, there are two types of liberty:
→ Negative Liberty
→ Positive Liberty

Negative Liberty
• ‘Negative liberty’ seeks to define and defend an area in which the individual would be inviolable, in which he or she could ‘do, be or become’ whatever he or she wished to ‘do, be or become’.

• This is an area in which no external authority can interfere. It is a minimum area that is sacred and in which whatever the individual does, is not to be interfered with.

• The negative liberty tradition argues for an inviolable area of non-interference in which the
individual can express himself or herself. If the area is too small then human dignity gets compromised.

• It is concerned with explaining the idea of ‘freedom from’.

Positive Liberty

• Positive liberty recognises that one can be free only in society (not outside it) and hence tries to make that society such that it enables the development of the individual whereas negative liberty is only concerned with the inviolable area of non-interference and not with the conditions in society, outside this area, as such.

•  Positive Liberty is concerned with looking at the conditions and nature of the relationship between the individual and society and of improving these conditions such that there are fewer constraints to the development of the individual personality.

• The individual to develop his or her capability must get the benefit of enabling positive conditions in material, political and social domains.

• The arguments of positive liberty are concerned with explaining the idea of ‘freedom to’.

• Generally they both go together and support each other, but it can happen that tyrants justify their rule by invoking arguments of positive liberty.

Freedom of Expression

• Freedom of expression is a fundamental value and for that society must be willing to bear some inconvenience to protect it from people who want to restrict it.

• Constraints of different kind thus exist and we are subject to them in different situations.

• While reflecting on such situations we need to realise that when constraints are backed by organised social — religious or cultural — authority or by the might of the state, they restrict our freedom in ways that are difficult to fight against.

• So, freedom embodies our capacity and our ability to make choices.

• We have also to accept responsibility for our actions and their consequences.

• It is for this reason that most advocates of liberty and freedom maintain that children must be placed in the care of parents.

Notes of Ch 3 Equality| Class 11th Political Science

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Notes of Ch 3 Equality| Class 11th Political Science

Why does Equality Matter?
• Equality is a powerful moral and political ideal that has inspired and guided human society for many centuries.

• As a political ideal the concept of equality invokes the idea that all human beings have an equal worth regardless of their colour, gender, race, or nationality.

• It maintains that human beings deserve equal consideration and respect because of their common humanity.

• Today, equality is a widely accepted ideal which is embodied in the constitutions and laws of many countries.

• Yet, it is inequality rather than equality which is most visible around us in the world as well as within our own society. In our country we can see slums existing side by side with luxury housing.

A Paradox
• Almost everyone accepts the ideal of equality, yet almost everywhere we encounter inequality.

• Almost everyone accepts the ideal of equality, yet almost everywhere we encounter inequality.

• We live in a complex world of unequal wealth, opportunities, work situations, and power.

What is Equality?
• Treating people with equal respect need not mean always treating them in an identical way.

• No society treats all its members in exactly the same way under all conditions.

• The smooth functioning of society requires division of work and functions and people often
enjoy different status and rewards on account of it.

• At times these differences of treatment may appear acceptable or even necessary. For example, we usually do not feel that giving prime ministers, or army generals, a special official rank and status goes against the notion of equality, provided their privileges are not misused.

Which distinctions and differences are acceptable and which are not?
• When people are treated differently just because they are born in a particular religion or race or caste or gender, we regard it as an unacceptable form of inequality.

• Human beings may pursue different ambitions and goals and not all may be equally successful.

• The commitment to the ideal of equality does not imply the elimination of all forms of differences.

• It merely suggests that the treatment we receive and the opportunities we enjoy must not be pre-determined by birth or social circumstance.

Equality of Opportunities
• The concept of equality implies that all people, as human beings, are entitled to the same rights and opportunities to develop their skills and talents, and to pursue their goals and ambitions.

• People have different talents and skills which results in some being more successful in their chosen careers than others.

• It is not the lack of equality of status or wealth or privilege that is significant but the inequalities
in people’s access to such basic goods, as education, health care, safe housing, that make for an unequal and unjust society.

Natural and Social Inequalities
Natural Inequalities

• Natural inequalities are those that emerge between people as a result of their different capabilities and talents.

• These kinds of inequalities are different from socially-produced inequalities which emerge as a
consequence of inequalities of opportunity or the exploitation of some groups in a society by others.

• These are considered to be the result of the different characteristics and abilities with which people are born.

Social inequalities
• These are created by society.

• Certain societies may, for example, value those who perform intellectual work over those who do manual work and reward them differently.

• They may treat differently people of different race, or colour, or gender, or caste.

• Differences of this kind reflect the values of a society and some of these may certainly appear to us to be unjust.

Other Problems

• This distinction is sometimes useful in helping us to distinguish between acceptable and unfair inequalities in society but it is not always clear or self-evident.

• When certain inequalities in the treatment of people have existed over a long period of time they may appear to us as justifiable because they are based on natural inequalities, that is, characteristics that people are born with and cannot easily change.
→ For example, women were for long described as ‘the weaker sex’, considered timid and of lesser intelligence than men, needing special protection. Therefore, it was felt that denying women equal rights could be justified.

• Another problem which arises with the idea of natural differences is that some differences which could be considered natural need no longer be seen as unalterable.
• For example, advances in medical science and technologies have helped many disabled people to function effectively in society.
→ Today, computers can help blind people, wheel chairs and artificial limbs can help in cases of physical disability, even a person’s looks can be changed with cosmetic surgery. It would seem unjust to most people today if disabled people are denied necessary help to overcome the effects of their disability or a fair reward for their work on the grounds that they are naturally less capable.

• These complexities would be difficult to use the natural/ socially-produced distinction as a standard by which the laws and policies of a society can be assessed.

Three Dimensions of Equality
• While identifying different kinds of inequalities that exist in society, various thinkers and ideologies have highlighted three main dimensions of equality namely, political, social and economic.

Political Equality
• In democratic societies political equality would normally include granting equal citizenship to all the members of the state.

• Equal citizenship brings with it certain basic rights such as the right to vote, freedom of expression, movement and association and freedom of belief.

• Considerable inequality can exist even in countries which grant equal rights to all citizens.

• These inequalities are often the result of differences in the resources and opportunities which are available to citizens in the social and economic spheres.

• For this reason a demand is often made for equal opportunities, or for ‘a level playing field’.

• Political and legal equality are an important component of a just and egalitarian society.

Social Equality
• Political equality or equality before needs to be supplemented by equality of opportunities.

• Political equality is necessary to remove any legal hurdles which might exclude people from a voice in government and deny them access to available social goods.

• The pursuit of equality requires that people belonging to different groups and communities also have a fair and equal chance to compete for those goods and opportunities.

• For pursuit of equality, it is necessary to minimise the effects of social and economic inequalities and guarantee certain minimum conditions of life to all the members of the society — adequate health care, the opportunity for good education, adequate nourishment and a minimum wage, among other things.

• In India, a special problem regarding equal opportunities comes not just from lack of facilities but from some of the customs which may prevail in different parts of country, or among different groups.

• For example, Women may not enjoy equal rights of inheritance in some groups, or there may be social prohibitions regarding their taking part in certain kinds of activities.
→ The state has a significant role in such matters. It should make policies to prevent discrimination or harassment of women in public places or employment, to provide incentives to open up education or certain professions to women, and other such measures.

Economic Equality
• Economic inequality exists in a society if there are significant differences in wealth, property or income between individuals or classes.

• There are two ways of measuring the degree of economic inequality in a society:
→ First is measuring the relative difference between the richest and poorest groups.
→ Another way could be to estimate the number of people who live below the poverty line.

• With equal opportunities, inequalities may continue to exist between individuals but there is the possibility of improving one’s position in society with sufficient effort.

• Inequalities that are untouched over generations, are more dangerous for a society.

• If in a society certain classes of people have enjoyed considerable wealth, and the power which goes with it, over generations, the society would become divided between those classes and others who have remained poor over generations.

• Over time such class differences can give rise to resentment and violence because of the power of the wealthy classes it might prove difficult to reform such a society to make it more open and egalitarian.

• Marxism and liberalism are two important political ideologies of our times.

Marxism

• Marx was an important nineteenth century thinker who argued that the root cause of entrenched inequality was private ownership of important economic resources such as oil, or land, or forests, as well as other forms of property.

• He pointed out that such private ownership did not only make the class of owners wealthy, it also gave them political power which enables them to influence state policies and laws and this could prove a threat to democratic government.

• Marxists and socialists feel that economic inequality provides support to other forms of social inequality such as differences of rank or privilege. Therefore, to tackle inequality in society we need to go beyond providing equal opportunities and try and ensure public control over essential resources and forms of property.

Liberalism

• Liberals uphold the principle of competition as the most efficient and fair way of distributing resources and rewards in society.

• They believe that while states may have to intervene to try and ensure a minimum standard of living and equal opportunities for all, this cannot by itself bring equality and justice to society.

• For them, as long as competition is open and free, inequalities are unlikely to become entrenched and people will get due reward for their talents and efforts.

• Unlike socialists, liberals do not believe that political, economic and social inequalities are necessarily linked. They maintain that inequalities in each of these spheres should be tackled appropriately.

How can we promote Equality?

• We need to consider if the use of affirmative action is justified for purposes of bringing about equality.

Establishing Formal Equality

• The first step towards bringing about equality is ending the formal system of inequality and privileges.

• Social, economic and political inequalities all over the world have been protected by customs and legal systems that prohibited some sections of society from enjoying certain kinds of opportunities and rewards.

• Attainment of equality requires that all such restrictions or privileges should be brought to an end. This is what Indian Constitution does.

• The Constitution prohibits discrimination on grounds of religion, race, caste, sex or place of birth. Indian Constitution also abolishes the practice of untouchability.

• Most modern constitutions and democratic governments have formally accepted the principle of equality and incorporated it as identical treatment by law to all citizens without any regard to their caste, race, religion or gender.

Equality Through Differential Treatment

• Sometimes it is necessary to treat people differently in order to ensure that they can enjoy equal rights.

• For example, disabled people may justifiably demand special ramps in public spaces so that they get an equal chance to enter public buildings.

• Some countries have used policies of affirmative action to enhance equality of opportunity. In India, we have relied on the policy of reservations.

Affirmative Action
• Affirmative action is based on the idea that it is not sufficient to establish formal equality by law.

• Affirmative action can however take many forms, from preferential spending on facilities for disadvantaged communities, such as, scholarships and hostels to special consideration for admissions to educational institutions and jobs.

• In our country we have adopted a policy of quotas or reserved seats in education and jobs to provide equality of opportunity to deprived groups. This has been the subject of considerable debate and disagreement.

• Special assistance in the form of affirmative action is expected to be a temporary or time-bound measure.

• Critics of positive discrimination contend that any provision of reservations or quotas for the deprived in admissions for higher education or jobs is unfair as it arbitrarily denies other sections of society their right to equal treatment.

• In the context of this debate, it is relevant to draw a distinction between equality as a guiding principle of state policy and equal rights of individuals.

• Individuals have a right to equal consideration for admission to educational institutions and public sector employment.

• Members of excluded groups, whether they are dalits, women, or any other category, deserve and need some special help. To provide this, the state must devise social policies which would help to make such people equal and give them a fair chance to compete with others.

• The spheres of education and health care India has done far less for its deprived population than what is their due.

• Social and economic inequalities of this kind hinder the pursuit of equal opportunities.

• The policies that we choose would have to be justified in terms of their success in making the society more egalitarian and fair to all.

• On the issue of equality, a distinction must also be made between treating everyone in an identical manner and treating everyone as equal.

• Differential or special treatment may be considered to realise the goal of equality but it requires justification and careful reflection.

• Many of these issues relating to the pursuit of equality have been raised by the women’s movement.

• In the nineteenth century women struggled for equal rights. They demanded, for instance, the right to vote, the right to receive degrees in colleges and universities and the right to work — that is, the same rights as the men in their society.

• As they entered the job market they realised that women required special facilities in order to exercise these rights.

• Differential treatment is intended and justified only as a means to promoting a just and egalitarian society.

Notes of Ch 4 Social Justice| Class 11th Political Science

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Notes of Ch 4 Social Justice| Class 11th Political Science

What is Justice?

• All cultures and traditions have interpreted the concept of justice in different ways.

• In ancient Indian society, justice was associated with dharma and maintaining dharma or a just social order, was considered to be a primary duty of kings.

• In China, Confucius, the famous philosopher argued that kings should maintain justice by punishing wrong doers and rewarding the virtuous.

• In fourth century B.C. Athens (Greece), Plato discussed issues of justice in his book The Republic.

• The idea that justice involves giving each person his due continues to be an important part of our present day understanding of justice.

• According to the German philosopher Immanuel Kant, human beings possess dignity. If all persons are granted dignity then what is due to each of them is that they have the opportunity to develop their talents and pursue their chosen goals.

• Justice requires that we give due and equal consideration to all individuals.

Equal Treatment for Equals

• One of the principles regarding equal importance of all people is the principle of treating equals equally. It is considered that all individuals share certain characteristics as human beings. Therefore they deserve equal rights and equal treatment.

• Some of the important rights which are granted in most liberal democracies today include civil rights such as the rights of life, liberty and property, political rights like the right to vote, which enable people to participate in political processes, and certain social rights which would include the right to enjoy equal opportunities with other members of the society.

• The principle of treating equals equally would require that people should not be discriminated against on grounds of class, caste, race or gender.

Proportionate Justice

• Equal treatment is not the only principle of justice.

• There could be circumstances in which we might feel that treating everybody equally would be unjust.

• If everybody starts from the same base line of equal rights, justice in such cases would mean rewarding people in proportion to the scale and quality of their effort.

• However, it would be fair and just to reward different kinds of work differently if we take into account factors such as the effort required, the skills required, the possible dangers involved in that work, and so on.

• For justice in society, the principle of equal treatment needs to be balanced with the principle of proportionality.

Recognition of Special Needs
• A third principle of justice which we recognise is for a society to take into account special needs of people while distributing rewards or duties.

• The principle of taking account of the special needs of people does not necessarily contradict the principle of equal treatment so much as extend it because the principle of treating equals equally could imply that people who are not equal in certain important respects could be treated differently.

• People with special needs or disabilities could be considered unequal in some particular respect and deserving of special help.

• Physical disabilities, age or lack of access to good education or health care, are some of the factors which are considered grounds for special treatment in many countries.

• In India, the Constitution allowed for reservations of government jobs and quotas for admissions to educational institutions for people belonging to the Scheduled Castes and Tribes due to social discrimination on the grounds of caste.

• Different groups in the country might favour different policies depending upon which principle of justice they emphasise.

Just Distribution
• Social justice also concerns the just distribution of goods and services, whether it is between nations or between different groups and individuals within a society.

• If there are serious economic or social inequalities in a society, it might become necessary to try and redistribute some of the important resources of the society to provide something like a level playing field for citizens.

• Therefore, within a country social justice would require not only that people be treated equally in terms of the laws and policies of the society but also that they enjoy some basic equality of life conditions and opportunities.

• Differences of opinion on matters such whether, and how, to distribute resources and ensure equal access to education and jobs arouse fierce passions in society and even sometimes provoke violence.

• A well-known political philosopher, John Rawls has argued that there could indeed be a rational justification for acknowledging the need to provide help to the least privileged members of a society.

John Rawls: theory of Justice

• John Rawls argues that the only way we can arrive at a fair and just rule is if we imagine ourselves to be in a situation in which we have to make decisions about how society should be organised although we do not know which position we would ourselves occupy in that society.

• Rawls describes this as thinking under a ‘veil of ignorance’. He expects that in such a situation of complete ignorance about our possible position and status in society, each person would decide in the way they generally do, that is, in terms of their own interests.

• But since no one knows who he would be, and what is going to benefit him, each will predict the future society from the point of view of the worst-off.

• This would not help those who are born in a disadvantaged section of society.

• It is of course not easy to erase our identities and to imagine oneself under a veil of ignorance. But then it is equally difficult for most people to be self-sacrificing and share their good fortune with strangers.

• The merit of the ‘veil of ignorance’ position is that it expects people to just be their usual rational selves: they are expected to think for themselves and choose what they regard to be in their interest.

• Rawls therefore argues that rational thinking, not morality, could lead us to be fair and judge impartially regarding how to distribute the benefits and burdens of a society.

Pursuing Social Justice

• If in a society deep and persistent divisions exist between those who enjoy greater wealth and property, and the power which goes with such ownership, and those who are excluded and deprived, we would say that social justice is lacking there.

• Justice does not require absolute equality and sameness in the way in which people live.

• Various methods of calculating the basic needs of people have been devised by different governments and by international organisations like the World Health Organisation.

• Providing people with their basic needs is considered to be one of the responsibilities of a democratic government. However, providing such basic conditions of life to all citizens may pose a heavy burden on governments, particularly in countries like India which have a large number of poor people.

• In India, different approaches are being supported by different political groups who debate the relative merits of different schemes for helping marginalised sections of the population such as the rural or urban poor.

Free Markets versus State Intervention
• Supporters of the free market believe that if markets are left free of state interference the sum of market transactions would ensure overall a just distribution of benefits and duties in society.

• However, not all free market supporters today would support absolutely unregulated markets. Many would now be willing to accept certain restrictions, for instance, states could step in to ensure a basic minimum standard of living to all people so that they are able to compete on equal terms.

• One of the arguments put forward in favour of market distribution is that it gives us more choices.

• Another argument often heard in defence of free markets and private enterprise is that the quality of services they provide is often superior to that provided in government institutions. But the cost of
such services may put them out of the reach of the poor.

• Arguments can be put forward on both sides of the debate but free markets often exhibit a tendency to work in favour of the already privileged.

• In a democratic society disagreements about issues of distribution and justice are inevitable and even healthy because they force us to examine different points of view and rationally defend our own views.

• Politics is about the negotiation of such disagreements through debate.

Notes of Ch 5 Rights| Class 11th Political Science

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Notes of Ch 5 Rights| Class 11th Political Science

What are Rights?

• A right is essentially an entitlement or a justified claim. It denotes what we are entitled to as citizens, as individuals and as human beings.

• In fact, one of the grounds on which rights have been claimed is that they represent conditions that we collectively see as a source of self-respect and dignity.

• Another ground on which rights have been claimed is that they are necessary for our well-being. They help individuals to develop their talents and skills.

Where do Rights come from?

• In the seventeenth and eighteenth centuries, political theorists argued that rights are given to us by nature or God. This meant that rights were not conferred by a ruler or a society, rather we are born with them.

• In recent years, the term human rights is being used more than the term natural rights because the idea of there being a natural law, or a set of norms that are laid down for us by nature, or God, appears unacceptable today.

• Rights are increasingly seen as guarantees that human beings themselves seek or arrive at in order to lead a minimally good life.

• This conception of a free and equal self is increasingly being used to challenge existing inequalities based on race, caste, religion and gender.

• The notion of universal human rights has been used by oppressed people all over the world to challenge laws which segregate them and deny them equal opportunities and rights.

• The list of human rights which people have claimed has expanded over the years as societies face new threats and challenges. For example, people are very conscious today of the need to protect the natural environment and this has generated demands for rights to clean air, water, sustainable development, and the like.

Legal Rights and the State

• A Bill of Rights is enshrined in the constitutions of many countries.

• In India, we call them Fundamental Rights.

• The rights mentioned in the Constitution would be those which are considered to be of basic importance. In some cases these may be supplemented by claims which gain importance because of the particular history and customs of a country.

• The legal and constitutional recognition of our claims are so important that several theorists define rights as claims that are recognised by the state.

• However, in most cases the claimed rights are directed towards the state. That is, through these rights people make demands upon the state. Thus, rights place an obligation upon the state to act in certain kinds of ways.

• Rights not only indicate what the state must do, they also suggest what the state must refrain from doing.

• Our rights ensure that the authority of the state is exercised without violating the sanctity of individual life and liberty.

Kinds of Rights

Political Rights

• Political rights give to the citizens the right to equality before law and the right to participate in the political process.

• They include such rights as the right to vote and elect representatives, the right to contest elections, the right to form political parties or join them.

• Political rights are supplemented by civil liberties.

• Collectively, civil liberties and political rights form the basis of a democratic system of government.

• Political rights protect the well-being of the individual by making the government accountable to the people, by giving greater importance to the concerns of the individual over that of the rulers and by ensuring that all persons have an opportunity to influence the decisions of the government.

Economic Rights

• Basic needs, of food, shelter, clothing, health are essential parts of Economic Rights.

• Democratic societies are beginning to provide economic rights.

• In some countries, citizens, particularly those with low incomes, receive housing and medical facilities from the state; in others, unemployed persons receive a certain minimum wage so that they can meet their basic needs.

• In India the government has recently introduced a rural employment guarantee scheme, among other measures to help the poor.

Cultural Rights

• More and more democracies are recognising the cultural claims of their citizens.

• The right to have primary education in one’s mother tongue, the right to establish institutions for teaching one’s language and culture, are today recognised as being necessary for leading a good life.

Rights and Responsibilities

• Rights not only place obligations upon the state to act in a certain way but they also place obligations upon each of us.

• Firstly, they compel us to think not just of our own personal needs and interests but to defend some things as being good for all of us.

• Secondly, they require that an individual respect the rights of others. If an individual say that I must
be given the right to express my views the he must also grant the same right to others.

• Thirdly, we must balance our rights when they come into conflict. For example, my right to freedom of expression allows me to take pictures; however, if I take pictures of a person bathing in his house
without his consent and post them on the internet, that would be a violation of his right to privacy.

• Fourthly, citizens must be vigilant about limitations which may be placed on their rights. A currently debated topic concerns the increased restrictions which many governments are imposing on the civil liberties of citizens on the grounds of national security.

• Even though rights can never be absolute, we need to be vigilant in protecting our rights and those of others for they form the basis of a democratic society.

Notes of Ch 6 Citizenship| Class 11th Political Science

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Notes of Ch 6 Citizenship| Class 11th Political Science

Introduction

• Citizenship has been defined as full and equal membership of a political community.

• In the contemporary world, states provide a collective political identity to their members as well as certain rights. Therefore we think of ourselves as Indians, or Japanese, or Germans, depending on the state to which we belong.

• Citizens expect certain rights from their state as well as help and protection wherever they may travel.

• In most democratic countries today they would include some political rights like the right to vote, civil rights like the freedom of speech or belief, and some socio-economic rights which could include the right to a minimum wage, or the right to education.

• Equality of rights and status is one of the basic rights of citizenship.

• Each of the rights now enjoyed by citizens has been won after struggle.

• Many European countries experienced such struggles, some of them violent, like the French Revolution in 1789.

• In the colonies of Asia and Africa, demands for equal citizenship formed part of their struggle for independence from colonial rulers.

• In South Africa, the black African population had to undertake a long struggle against the ruling white minority for equal citizenship. This continued until the early 1990s.

• However, citizenship is about more than the relationship between states and their members. It
is also about citizen-citizen relations and involves certain obligations of citizens to each other and to the society.

Full and Equal Membership

• One of the rights granted to citizens in our country, and in many others, is freedom of movement.

• This right is of particular importance for workers. Labour tends to migrate in search of jobs when opportunities are not available near their homes.

• Some people may even travel outside the country in search of jobs.

• However, often resistance builds up among the local people against so many jobs going to people from outside the area, sometimes at lower wages.

• Resistance could even take the form of organised violence against ‘outsiders’.

• Another factor that we need to consider is that there may sometimes be a difference between our response to poor migrants and to skilled migrants. We may not always be as welcoming to poor migrants who move into our areas as we may be to skilled and affluent workers.

• These are some of the issues which are being debated in our country today regarding ‘full and equal membership’ for all citizens of the country.

• However, disputes may sometimes arise even in democratic societies.

• The right to protest is an aspect of the freedom of expression guaranteed to citizens in our Constitution, provided protest does not harm the life or property of other people or the State.

• If the guiding principle of providing full and equal membership to all citizens is kept in mind, it should be possible to arrive at an acceptable solution to the problems that may arise from time to time in a society.

• A basic principle of democracy is that such disputes should be settled by negotiation and discussion rather than force.

Equal Rights

Slum Dwellers

• There is a large population of slum-dwellers and squatters in every city in India. Although they may do necessary and useful work, often at low wages, they are often viewed as unwelcome visitors by the rest of the town population.

• Life and property are insecure in a slum. However, slum dwellers make a significant contribution to the economy through their labour.

• Awareness about the condition of the urban poor is growing among governments, N.G.O’s and other agencies, and among the slum-dwellers themselves.

• Slum-dwellers also are becoming aware of their rights and are beginning to organise to demand them.

Tribal People

• Among other groups of people who are becoming marginalised in our society are the tribal people and forest dwellers.

• These people are dependent on access to forests and other natural resources to maintain their way of life.

•  Pressures from commercial interests wanting to mine the resources which may exist in forests or coasts poses another threat to the way of life and livelihood of forest dwellers and tribal peoples, as does the tourist industry.

• Governments are struggling with the problem of how to protect these people and their habitat without at the same time endangering development of the country.

Complex Equal Rights

• To try and ensure equal rights and opportunities for all citizens cannot be a simple matter for any government.

• Different groups of people may have different needs and problems and the rights of one group may conflict with the rights of another.

• Equal rights for citizens need not mean that uniform policies have to be applied to all people since different groups of people may have different needs.

•  The formal laws regarding citizenship only form the starting point and the interpretation of laws is constantly evolving.

• The concept of equal citizenship would mean that providing equal rights and protection to all citizens should be one of the guiding principles of government policies.

Citizen and Nation

• The concept of nation state evolved in the modern period.

• Nation states claim that their boundaries define not just a territory but also a unique culture and shared history.

• The national identity may be expressed through symbols like a flag, national anthem, national language, or certain ceremonial practices, among other things.

• Most modern states include people of different religions, languages, and cultural traditions. But the national identity of a democratic state is supposed to provide citizens with a political identity that can be shared by all the members of the state.

• Democratic states usually try to define their identity so that it is as inclusive as possible — that is, which allows all citizens to identify themselves as part of the nation. But in practice, most countries tend to define their identity in a way which makes it easier for some citizens to identify with the state than others.

• France, for example, is a country which claims to be both secular and inclusive. It includes not only people of European origin but also citizens who originally came from other areas such as North Africa.

• Culture and language are important features of its national identity and all citizens are expected to assimilate into it in the public aspects of their lives. However they may retain their personal beliefs and practices in their private lives.

• Religious belief is supposed to belong to the private sphere of citizens but sometimes religious symbols and practices may enter into their public lives.

• The criteria for granting citizenship to new applicants varies from country to country. In countries such as Israel, or Germany, factors like religion, or ethnic origin, may be given priority when granting citizenship.

• India defines itself as a secular, democratic, nation state. The movement for independence was a broad based one and deliberate attempts were made to bind together people of different religions, regions and cultures.

• The Indian Constitution attempted to accommodate a very diverse society.

• The Republic Day parade in Delhi symbolises the attempt of the state to include people of different regions, cultures and religions.

• The provisions about citizenship in the Constitution can be found in Part Two and in subsequent laws passed by Parliament.

• In India, citizenship can be acquired by birth, descent, registration, naturalisation, or inclusion of territory.

• There is also a provision that the state should not discriminate against citizens on grounds only of religion, race, caste, sex, place of birth, or any of them.

• The rights of religious and linguistic minorities are also protected.

• However, even such inclusive provisions have given rise to struggles and controversies.
→ The women’s movement, the dalit movement, or struggles of people displaced by development projects, represent only a few of the struggles being waged by people who feel that they are being denied full rights of citizenship.

Universal Citizenship

• Although many states may support the idea of universal and inclusive citizenship, each of them also fixes criteria for the grant of citizenship.

• These would generally be written into the Constitution and laws of the country. States use their power to keep unwanted visitors out.

• People may be displaced by wars, or persecution, famine, or other reasons. If no state is willing to accept them and they cannot return home, they become stateless peoples or refugees. They may be forced to live in camps, or as illegal migrants.

• The problem is so great that the U.N. has appointed a High Commissioner for Refugees to try to help them.

• Many countries have a policy of accepting those fleeing from persecution or war. But they may not want to accept unmanageable number of people or expose the country to security risks.

• India provided refuge to persecuted peoples, as it did with the Dalai Lama and his followers in 1959

• The problem of stateless people is an important one confronting the world today.

Global Citizenship

• We live today in an interconnected world. New means of communication such as the internet, and television, and cell phones have changed the way of living.

• New modes of communication have put us into immediate contact with developments in different parts of the globe.

• Supporters of global citizenship argue that although a world community and global society does not yet exist, people already feel linked to each other across national boundaries. They would say that the outpouring of help from all parts of the world for victims of the Asian tsunami and other major calamities is a sign of the emergence of a global society.

• The notion of global citizenship might make it easier to deal with problems which extend across
national boundaries and which therefore need cooperative action by the people and governments of many states.

• The concept of global citizenship reminds us that national citizenship might need to be supplemented by an awareness that we live in an interconnected world and that there is also a need for us to strengthen our links with people in different parts of the world and be ready to work with people and governments across national boundaries.

Notes of Ch 7 Nationalism| Class 11th Political Science

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Notes of Ch 7 Nationalism| Class 11th Political Science

Introducing Nationalism

• During the last two centuries or more, nationalism has emerged as one of the most compelling of political creeds which has helped to shape history.

• It has united people as well as divided them, helped to liberate them from oppressive rule as well as been the cause of conflict and bitterness and wars.

• Nationalism has passed through many phases.

• In the nineteenth century Europe, it led to the unification of a number of small kingdoms into larger nation-states. The present day German
and Italian states were formed through such a process of unification and consolidation.

• But nationalism also accompanied and contributed to the break up of large empires such as the Austro-Hungarian and Russian empires in the early twentieth century in Europe as well as the break-up of the British, French, Dutch and Portuguese empires in Asia and Africa.

• The process of redrawing state boundaries continues to take place.

• Today, in many parts of the world we witness nationalist struggles that threaten to divide existing states. Such separatist movements have developed among the Quebecois in Canada, the Basques in northern Spain, the Kurds in Turkey and Iraq, and the Tamils in Sri Lanka, among others.

Nations and Nationalism

• A nation is an ‘imagined’ community, held together by the collective beliefs, aspirations and
imaginations of its members. It is based on certain assumptions which people make about the collective whole with which they identify.

Shared Beliefs

• First, a nation is constituted by belief.

• Nations are not like mountains, rivers or buildings which we can see and feel.

• It is to refer to the collective identity and vision for the future of a group which aspires to have an independent political existence.

• A nation exists when its members believe that they belong together.

History

• Second, people who see themselves as a nation also embody a sense of continuing historical identity.

• Nationalists in India invoked its ancient civilisation and cultural heritage and other achievements to claim that India has had a long and continuing history as a civilisation and that this civilisational continuity and unity is the basis of the Indian nation.

Territory

• Third, nations identify with a particular territory. Sharing a common past and living together on a particular territory over a long period of time gives people a sense of their collective identity.

• People who see themselves as a nation speak of a homeland. The territory they occupied and the land on which they have lived has a special significance for them, and they claim it as their own.

• The Indian nation identifies with the rivers, mountains and regions of the Indian subcontinent.

• However, since more than one set of people may lay claim to the same territory, the aspiration for a homeland has been a major cause of conflict in the world.

Shared Political Ideals

• Fourth, it is a shared vision of the future and the collective aspiration to have an independent political existence that distinguishes groups from nations.

• In a democracy, it is shared commitment to a set of political values and ideals that is the most desirable basis of a political community or a nation-state. Within it, members of political community are bound by a set of obligations.

• A nation is strengthened when its people acknowledge and accept their obligations to their fellow members.

Common Political Identity

• Many people believe a shared cultural identity, such as a common language, or common descent bind individuals together as a nation.

• Observing the same festivals, seeking the same holidays, and holding the same symbols valuable can bring people together, but it can also pose a threat to the values that we cherish in a democracy.

• There are two reasons for this:
→ One, all major religions in the world are internally diverse. There exists within each religion a number of sects who differ significantly in their interpretation of the religious texts and norms.
→ Two, most societies are culturally diverse. They have people belonging to different religions and languages living together in the same territory.

• For both these reasons it is desirable to imagine the nation in political rather than cultural terms.

• That is, democracies need to emphasise and expect loyalty to a set of values that may be enshrined in the Constitution of the country rather than adherence to a particular religion, race or language.

National Self-Determination

• Nations, unlike other social groups, seek the right to govern themselves and determine their future development. They seek, in other words, the right to self-determination.

• In making this claim a nation seeks recognition and acceptance by the international community of its status as a distinct political entity or state.

• In some cases such claims to self-determination are linked also to the desire to form a state in which the culture of the group is protected if not privileged.

• In the nineteenth century in Europe. The notion of one culture - one state began to gain acceptability

• After World War I, the Treaty of Versailles established a number of small, newly independent states, but it proved virtually impossible to satisfy all the demands for self determination which were made at the time.

• Besides, re-organisation of state boundaries to satisfy the demands of one culture - one state, led to mass migration of population across state boundaries.

• Indeed most states had more than one ethnic and cultural community living within its boundaries.

• These communities, which were often small in number and constituted a minority within the state were often disadvantaged. Hence, the problem of accommodating minorities as equal citizens remained.

• The right to national self-determination has also been asserted by national liberation movements in Asia and Africa when they were struggling against colonial domination.

• It proved almost impossible to ensure that each cultural group, some of whom claimed to be distinct nations, could achieve political independence and statehood. As a result, migration of populations, border wars, and violence have continued to plague many countries in the region.

• Thus we have the paradoxical situation of nation-states which themselves had achieved independence through struggle now acting against minorities within their own territories who claim the right to national self-determination.

• Virtually every state in the world today faces the dilemma of how to deal with movements for self-determination.

• More and more people are beginning to realise that the solution does not lie in creating new states but in making existing states more democratic and equal.

• This may be essential not only for resolving problems arising from new claims for self-determination but also for building a strong and united state.

Nationalism and Pluralism

• The kinds of group rights which have been granted in different countries include constitutional protection for the language, cultures and religion, of minority groups and their members.

• In some cases identified communities also have the right to representation as a group in legislative bodies and other state institutions.

• Different groups need to be granted recognition as a part of the national community.

• Ultimately, the right to national self-determination was often understood to include the right to independent statehood for nationalities.

• But not only would it be impossible to grant independent statehood to every group that sees itself as a distinct cultural group, or nation, it would probably also be undesirable.

• Today we witness many struggles for the recognition of group identities, many of which employ the language of nationalism.

• In a democracy the political identity of citizen should encompass the different identities which people may have.

• It would be dangerous if intolerant and homogenising forms of identity and nationalism are allowed to develop.

Notes of Ch 8 Secularism| Class 11th Political Science

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Notes of Ch 8 Secularism| Class 11th Political Science

What is Secularism?

Inter-Religious Domination

• Secularism is first and foremost a doctrine that opposes all such forms of inter-religious domination.

• An equally important dimension of secularism is its opposition to intra-religious domination.

Intra-Religious Domination

• Some people believe that religion is merely the ‘opium of the masses’ and that, one day, when the basic needs of all are fulfilled and they lead a happy and contented life, religion will disappear.

• It is unlikely that human beings will ever be able to fully know the world and control it.

• Religion, art and philosophy are responses to such sufferings. Secularism too accepts this and therefore it is not anti-religious.

• However, religion has its share of some deep-rooted problems.

• For example, one can hardly think of a religion that treats its male and female members on an equal footing.

• Thus religious domination cannot be identified only with inter-religious domination. It takes another conspicuous form, namely, intra-religious domination.

• Secularism is a normative doctrine which seeks to realise a secular society, i.e., one devoid of either inter-religious or intra-religious domination.

• It promotes freedom within religions, and equality between, as well as within, religions.

Secular State

• A state governed directly by a priestly order is called theocratic.

• Theocratic states, such as the Papal states of Europe in medieval times or in recent times the Taliban-controlled state, lacking separation between religious and political institutions, are known for their hierarchies, and oppressions, and reluctance to allow freedom of religion to members of other religious groups.

• However, many states which are non-theocratic continue to have a close alliance with a particular religion.
→ For example, today Pakistan has an official state religion, namely Sunni Islam. Such regimes may leave little scope for internal dissent or religious equality.

• To be truly secular, a state must not only refuse to be theocratic but also have no formal, legal alliance with any religion.

• A secular state must be committed to principles and goals which are at least partly derived from non-religious sources.

• To promote these ends the state must be separated from organised religion and its institutions for the sake of some of these values.

• In fact, the nature and extent of separation may take different forms, depending upon the specific values it is meant to promote and the way in which these values are spelt out.

• There are two conceptions:
→ the mainstream western conception best represented by the American state.
→ an alternative conception best exemplified by the Indian state.

The Western Model of Secularism

• All secular states have one thing in common: they are neither theocratic nor do they establish a religion.

• By the American model, separation of religion and state is understood as mutual exclusion: the state will not intervene in the affairs of religion and, in the same manner, religion will not interfere in the affairs of the state.

• Similarly, the state cannot aid any religious institution. It cannot give financial support to educational institutions run by religious communities.

• No policy of the state can have an exclusively religious rationale.

• On this view, religion is a private matter, not a matter of state policy or law.

The Indian Model of Secularism

• Indian secularism is fundamentally different from Western secularism.

• Indian secularism does not focus only on church-state separation and the idea of inter-religious equality is crucial to the Indian conception.

• Indian secularism deals not only with religious freedom of individuals but also with religious freedom of minority communities.

• A secular state must be concerned equally with intra-religious domination, Indian secularism has made room for and is compatible with the idea of state-supported religious reform. Thus, the Indian constitution bans untouchability.

• The Indian Constitution grants all religious minorities the right to establish and maintain their own educational institutions which may receive assistance from the state.

• Indian secularism allows for principled state intervention in all religions.

Criticisms of Indian Secularism

Anti-Religious

• It is often argued that secularism is anti-religious.

• Indian Secularism does undermine some forms of religious identity: those, which are dogmatic, violent, fanatical, exclusivist and those, which foster hatred of other religions.

• But the real question is not whether something is undermined but whether what is undermined is intrinsically worthy or unworthy.

Western Import

• Indian secularism is linked to Christianity, that it is western and, therefore, unsuited to Indian conditions.

• A secular state may keep a principled distance from religion to promote peace between communities and it may also intervene to protect the rights of specific communities.

• India evolved a variant of secularism that is not just an implant from the west on Indian soil.

• The fact is that the secularism has both western and non- western origins. In the west, it was the Church-state separation which was central and in countries such as India, the idea of peaceful coexistence of different religious communities has been important.

Minoritism

• A third accusation against secularism is the charge of minoritism.

• The most fundamental interest of minorities must not be harmed and must be protected by constitutional law. This is exactly how it is in the Indian Constitution.

• Minority rights are justified as long as these rights protect their fundamental interests.

Interventionist

• A fourth criticism claims that secularism is coercive and that it interferes excessively with the religious freedom of communities.

• It is of course true that Indian secularism permits state-supported religious reform.

• Personal laws can be seen as manifestations of freedom from inter-religious domination or as instances of intra-religious domination.

• Personal laws can be reformed in such a way that they continue to exemplify both minority rights and equality between men and women. But such reform should neither be brought about by State or group coercion nor should the state adopt a policy of total distance from it.

Vote Bank Politics

• Fifth, there is the argument that secularism encourages the politics of vote banks.

• In a democracy politicians are bound to seek votes. That is part of their job and that is what democratic politics is largely about.

• There is nothing wrong with vote bank politics as such, but only with a form of vote bank politics that generates injustice. The mere fact that secular parties utilise vote banks is not troublesome. All parties do so in relation to some social group.

Impossible Project

• Secularism cannot work because it tries to do too much, to find a solution to an intractable problem.

• Critics claim this will not work today when equality is increasingly becoming a dominant cultural value.

• Indian secularism mirrors the future of the world.

• It is doing so because with the migration of people from the former colonies to the west, and the increased movement of people across the globe with the intensification of globalisation, Europe and America and some parts of the Middle-East are beginning to resemble India in the diversity of cultures and religions which are present in their societies.

Notes of Ch 9 Peace| Class 11th Political Science

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Notes of Ch 9 Peace| Class 11th Political Science

Introduction

• The nineteenth century German philosopher Friedrich Nietzsche was one of those who glorified war. Nietzsche did not value peace because he believed that only conflict could facilitate the growth of civilisation.

• Peace has occupied a central place in the original teachings of almost all religions.

• The modern era too has witnessed ardent advocates of peace, both in the spiritual and secular domains.

• The post-war decades were marked by intense rivalry between two superpowers–the capitalist USA and the communist USSR—for world supremacy.
→ The Cuban Missile Crisis of October 1962 was a particularly dark episode in this unfolding military competition.

The Meaning of Peace

• Peace is often defined as the absence of war. This is because war is usually equated with armed conflict between countries.

• The second step in defining peace would be to see it as absence of violent conflict of all kinds including war, riot, massacre, assassination, or simply physical attack.

• Social institutions and practices that reinforce entrenched inequalities of caste, class and gender, can also cause injury in subtle and invisible ways.
→ ‘Structural violence’ of this kind may produce large-scale evil consequences.

Forms of Structural Violence

Caste system

• The traditional caste system treated certain groups of people as asprishya or untouchable. This system was outlawed by the Constitution of independent India.

• However, still this system is prevalent in India.

• While a social order based on class appears to be more flexible, it too generates a great deal of inequality and oppression.

Patriarchy

• Patriarchy entails a form of social organisation that results in the systematic subordination of, and discrimination against, women.

• Its manifestations include selective abortion of female foetuses, denial of adequate nourishment and education to the girl-child, child-marriage, wife battering, dowry-related crimes, sexual harassment
at the workplace, rape, and honour killing.

• The low child sex ratio (0-6 years) — 919 females per 1000 males — in India, as per the 2011 Census, is a poignant index of the ravages of patriarchy.

Racism and Communalism

• Colonialism in the sense of prolonged and direct subjection of a people to alien rule is now a rare phenomenon.

• Racism and communalism involve the stigmatisation and oppression of an entire racial group or community.

• Apartheid—a policy followed until 1992 by the White-controlled government in South Africa, which treated the majority Black people of the country as second-class citizens.

• Racial discrimination still continues covertly in the West and is now often directed against immigrants from countries in Asia, Africa and Latin America.

• A just and lasting peace can be attained only by articulating and removing the latent grievances and causes of conflict through a process of dialogue.

Eliminating Violence

• The violence does not originate merely within the individual psyche; it is also rooted in certain social structures.

• The elimination of structural violence necessitates the creation of a just and democratic society.

• Peace is not an end-state, but a process involving an active pursuit of the moral and material resources needed to establish human welfare in the broadest sense of the term.

Can Violence ever promote Peace?

• It has often been asserted that violence though it is an evil can sometimes be a necessary prelude to bringing about peace.

• It may be argued that tyrants and oppressors can be prevented from continuing to harm the populace only by being forcibly removed.

• For this reason that pacifists, who consider peace to be a supremevalue, take a moral stand against the use of violence even for attaining just ends.

• However, they advocate the mobilisation of love and truth to win the hearts and minds of the oppressors.

• This is not to underestimate the potential of militant but non-violent form of resistance.

• Civil disobedience is a major mode of such struggle which has been successfully used to make a dent in structures of oppression; a prominent instance being Gandhi’s deployment of satyagraha during the Indian Freedom Movement.

• Martin Luther King waged a similar battle in the 1960s against anti-Black racial discrimination in the USA.

Peace and the State

• It is often argued that the division of world into separate sovereign states is an impediment to the
pursuit of peace. As each state sees itself as an independent and supreme entity, it tends to protect
its own perceived self-interest.

• While the state was expected to use its force, its army or its police, to protect its citizens, in practice these forces could be deployed against its own members to suppress dissent.

• The long-term solution to such problems lies in making the state more accountable through meaningful democratisation and reining it in via an effective system of civil liberties.

• The struggle for democracy and human rights is thus closely linked to the safeguarding of peace.

Different Approaches to Pursuit of Peace
• The first approach accords centrality to states, respects their sovereignty, and treats competition among them as a fact of life. Its main concern is with the proper management of this competition, and with the containment of possible conflict through inter-state arrangements like ‘balance of power’.

• The second approach too grants the deep-rooted nature of inter-state rivalry. But it stresses the positive presence and possibilities of interdependence. It underscores the growing social and economic cooperation among nations.

• The third approach considers the state system to be a passing phase of human history. It envisages the emergence of a supra-national order and sees the fostering of a global community as the surest guarantee of peace.
→ The proponents of this approach argue that the ongoing process of globalisation is further eroding the already diminished primacy and sovereignty of the state, thereby creating conditions conducive to the establishment of world peace.

Contemporary Challenges

• While the U.N.O. has several noteworthy achievements to its credit, it has not succeeded in preventing and eliminating threats to peace. Instead, dominant states have asserted their sovereignty and sought to shape regional power structures and the international system itself in keeping with their own perceptions and priorities.

• The rise of terrorism is partly a response to the self-serving and ham-handed conduct of the aggressive states.

• The global community has failed to curb the rapacity of the domineering powers and the guerrilla tactics of the terrorists.

• The disintegration of the USSR in 1991 put a full stop to the era of military (especially nuclear) rivalry between the super powers and removed a major threat to international security.

Notes of Ch 10 Development| Class 11th Political Science

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Notes of Ch 10 Development| Class 11th Political Science

Introduction

• Development conveys the ideas of improvement, progress, well-being and an aspiration for a better
life. Through its notion of development a society articulates what constitutes its vision for the society as a whole and how best to achieve it.

• In narrower sense, the term development refer to more limited goals such as increasing the rate of
economic growth, or modernising the society.

• The models of development which have been adopted in different countries have become the subject of debate and criticism and alternative models have been put forward.

The Challenge of Development
• The concept of development gained importance after the second half of the twentieth century when a large number of countries in Asia and Africa gained political independence.

• In the 1950s and 1960s when most countries of Asia and Africa had achieved independence from colonial rule, the most urgent task in front of them was to solve the pressing problems of poverty, malnourishment, unemployment, illiteracy and the lack of basic amenities that a majority of their populations faced.

• The concept of development has undergone many changes over the years.

• In the initial years the focus was on catching up with the west in terms of economic growth and
modernisation of societies.

• Developing countries adopted goals like faster economic growth through industrialisation, modernisation of agriculture and extending and modernising education.

• In India a series of Five Year Plans for development were made starting from the 1950s, and these included a number of mega projects such as the Bhakra Nangal Dam, setting up steel plants in different parts of the country, mining, fertilizer production and improving agricultural techniques.

• New educational institutions like the Indian Institutes of Technology were set up and collaboration with advanced countries in order to have access to their knowledge became a top priority.

Criticisms of Development Models

• Critics of development have pointed out that the kind of development models which have been adopted in many countries has proved very costly for the developing countries.

The Social Costs of Development
• This model of development has also had high social costs.

• A large number of people have been displaced from their homes and localities due to the construction of big dams, industrial activities and mining activities, or other projects.

• Displacement results in loss of livelihood and increases impoverishment

• Displaced people have also protested against this like ‘Narmada Bachao Andolan’ which has been leading a movement against the Sardar Sarovar Dam on the river Narmada for many years.

• The supporters of this big dam claim that it will generate electricity, help irrigate large areas of land and also provide drinking water to the desert areas of Kutch and Saurashtra.

• The opponents of the dam claim that almost one million people have been displaced. They have
lost their lands through submergence, or construction, and consequently lost their livelihood.

• Some even argue that the dam would greatly upset the ecological balance submerging large tracts of forests.

Environmental Costs of Development
• Development has indeed caused a high degree of environmental degradation in many countries and not just the displaced people but all of the population is beginning to feel the consequences.

• In the long term, the ecological crisis will adversely affect all of us.

• Air pollution is already a problem which does not discriminate between the rich and the poor. 

• In the short term, indiscriminate use of resources tends to adversely affect the under-privileged more
sharply. Loss of forests affects the poor who use forest resources for a variety of subsistence needs like firewood, medicinal herbs or food. Drying up of rivers and ponds and falling ground water levels means that women have to walk longer in order to procure water.

• The model of development is heavily dependent on the increasing use of energy. Most of the energy currently generated in the world is from non-renewable sources like coal or petroleum.

Assessing Development
• Development also has positive side. Some countries have had some success in increasing their rate of economic growth and even in reducing poverty.

• But overall, inequalities have not been seriously reduced and poverty continues to be a problem in the developing world.

• When economic growth and redistribution do not go together, the benefits are likely to be cornered by those who are already privileged.

• If development is understood as a process which aims to improve the quality of life of people, it could be argued that measuring the rate of economic growth alone would be an inadequate and at times misleading indicator of development.

• There is now a search for alternative ways of measuring development. One such attempt is the Human Development Report which is annually brought out by the United Nations Development Programme (UNDP). This report ranks countries on the basis of their performance in social indicators like literacy and education levels, life expectancy and maternal mortality rates. This measure is called the Human Development Index.

Alternative Conceptions of Development• Development became a process designed and implemented by the ruling sections in the country who have also often been the major beneficiaries of development projects.

• This has underscored the need to think of alternative ways of understanding and pursuing development which are equitable and sustainable.

• Issues of rights, equality, freedom, justice and democracy have all been raised in the process.

Right Claims
• The benefits of development have been largely cornered by the powerful and the costs of the development model have been borne by the poorest and vulnerable sections of the population whether due to ecological degradation or due to displacement and loss of livelihood.

• One of the issues which has been raised is regarding the protections that affected people can claim
from the State and the society as a whole.

• Another issue is regarding rights to natural resources. This particularly applies to tribal and aboriginal communities who have a specific way of community life and relationship to the environment.

• Negotiating the competing demands of different sections of a population as well as achieving a balance between the claims of the present and future is the task of democracies.

Democratic Participation
• The distinction between democracy and dictatorship is that in a democracy conflicts over resources, or different visions of the good life, are resolved through debate and a respect for the rights of all and these cannot be imposed from above.

• Thus, if everyone in a society has a common stake in achieving a better life, then everyone needs to be involved in formulating the plans of development and in devising ways of implementing them.

• In democratic countries, the right of people to participate in decision-making is emphasised.

• One of the ways which has been suggested to ensure participation is to allow local decision-making bodies to take decisions about development projects in the local area.

• On the one hand it is argued that people have to be consulted on issues which most affect them and it should be possible to reject projects which can adversely affect the community.

• A decentralised approach to development makes it possible to use various kinds of technologies - traditional and modern - in a creative manner.

Development and Life Style
• An alternative model of development would also try to move away from the high cost, ecologically wasteful, technology driven notion of development.

• At one level, efforts should be made to conserve natural resources and use renewable sources of energy as far as is possible.

• At another level, there is also a need to scale down our need for non-renewable resources by changing life styles.

Conclusion

• The idea of development refers to the desire for a better life. This is a very powerful desire and the hope of improvement is a driving force of human action.

• The issues that have arisen while pursuing the goal of development reveal that the choices we make have an impact upon others — other human beings and other species in the world.

Notes of Ch 4 Distribution of Oceans and Continents| Class 11th Geography

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Notes of Ch 4 Distribution of Oceans and Continents| Class 11th Geography

Topics in the Chapter

• Continental Drift
• Evidences to support continental drift
• Forces of drifting
• Post drift studies
• Ocean floor configuration
• Distribution of volcanoes and earthquakes
• Concept of sea floor spreading
• Plate tectonics
• Major and minor plates
• Types of plate boundaries rates of plate movement
• Forces of plate movement & movement of the Indian plate

Continental Drift

• Continental drift was a theory that explained how continents shift position on Earth's surface. Abraham Ortelius, a Dutch map maker first proposed such a possibility as early as 1596.

Antonio Pellegrini drew a map showing - Americas, Europe and Africa - the three continents together.

• Alfred Wegener a German meteorologist put forth The Continental Drift Theory. According to him, all continents formed a single continental mass called PANGAEA.

• All oceans formed a single universal ocean called PANTHALASSA. Around 200 mya THE PANGAEA began to split into two large masses called LAURASIA and GONDWANA LAND.
→ By further splitting Laurasia formed northern continents and Gondwana land formed southern continents.

Evidences to support the Continental Drift

The matching of continents (jig-saw fit)

• The shorelines of S. America and Africa have remarkable match.It was a map that produced by Bullard in 1964 to show the jigsaw fit of these two continents.

• It was fit around 1000 fathom line of the shoreline.

• The Atlantic coasts of Africa and South America appear to fit together neatly, like the pieces of a jigsaw puzzle.

Rocks of Same Age Across the Oceans

• The radiometric dating methods developed in the recent period have facilitated correlating the rock formation from different continents across the vast ocean.

• The belt of ancient rocks of 2,000 million years from Brazil coast matches with those from western Africa.

• The earliest marine deposits along the coastline of South America and Africa are of the Jurassic age. This suggests that the ocean did not exist prior to that time.

Tillite

• It is the sedimentary rock formed out of deposits of glaciers.

• The Gondawana system of sediments from India is known to have its counter parts in six different landmasses of the Southern Hemisphere.

• At the base the system has thick tillite indicating extensive and prolonged glaciation.

• Counter parts of this succession are found in Africa, Falkland Island, Madagascar, Antarctica and Australia besides India.

• Overall resemblance of the Gondawana type sediments clearly demonstrates that these landmasses had remarkably similar histories.

• The glacial tillite provides unambiguous evidence of palaeoclimates and also of drifting of continents.

Placer Deposits

• The occurrence of rich placer deposits of gold in the Ghana coast and the absolute absence of source rock in the region is an amazing fact.

• The gold bearing veins are in Brazil and it is obvious that the gold deposits of the Ghana are derived from the Brazil plateau when the two continents lay side by side.
Distribution of Fossils

• When identical species of plants and animals adapted to living on land or in fresh water are found on either side of the marine barriers, a problem arises regarding accounting for such distribution.

• The observations that Lemurs occur in India, Madagascar and Africa led some to consider a contiguous landmass “Lemuria” linking these three landmasses.

• Mesosaurus was a small reptile adapted to shallow brackish water.

• The skeletons of these are found only in two localities : the Southern Cape province of South Africa and Iraver formations of Brazil.

• The two localities presently are 4,800 km apart with an ocean in between them.

Force for Drifting

• Wegener suggested that the movement responsible for the drifting of the continents was caused by pole-fleeing force and tidal force.

• The polar-fleeing force relates to the rotation of the earth. The earth is not a perfect sphere; it has a bulge at the equator. This bulge is due to the rotation of the earth.

• The second force that was suggested by Wegener—the tidal force—is due to the attraction of the moon and the sun that develops tides in oceanic waters.

• Wegener believed that these forces would become effective when applied over many million years. However, most of scholars considered these forces to be totally inadequate.

Post-Drift Studies
• It is interesting to note that for continental drift, most of the evidence was collected from the continental areas in the form of distribution of flora and fauna or deposits like tillite.

• A number of discoveries during the post-war period added new information to geological literature.
Particularly, the information collected from the ocean floor mapping provided new dimensions for the study of distribution of oceans and continents.

Convectional Current Theory

• Arthur Holmes in 1930s discussed the possibility of convection currents operating in the mantle portion.

• These currents are generated due to radioactive elements causing thermal differences in the mantle portion.

• Holmes argued that there exists a system of such currents in the entire mantle portion.

• This was an attempt to provide an explanation to the issue of force, on the basis of which contemporary scientists discarded the continental drift theory.

Mapping of the Ocean Floor

• Detailed research of the ocean configuration that the ocean floor is not just a vast plain but it is full of relief.

• Expeditions to map the oceanic floor in the post-war period provided a detailed picture of the ocean relief and indicated the existence of submerged mountain ranges as well as deep trenches, mostly located closer to the continent margins.

• The mid-oceanic ridges were found to be most active in terms of volcanic eruptions.

• The dating of the rocks from the oceanic crust revealed the fact that they are much younger than the continental areas.

• Rocks on either side of the crest of oceanic ridges and having equi-distant locations from the crest were found to have remarkable similarities both in terms of their constituents and their age.

Ocean Floor Configuration

• The ocean floor may be segmented into three major divisions based on the depth as well as the forms of relief.

• These divisions are continental margins, deep-sea basins and mid-ocean ridges.

Continental Margins

• These form the transition between continental shores and deep-sea basins.

• They include continental shelf, continental slope, continental rise and deep-oceanic trenches.

• The deep-oceanic trenches are the areas which are of considerable interest in so far as the distribution of oceans and continents is concerned.

Abyssal Plains

• These are extensive plains that lie between the continental margins and mid-oceanic ridges.

• The abyssal plains are the areas where the continental sediments that move beyond the margins get deposited.

Mid-Oceanic Ridges

• This forms an interconnected chain of mountain system within the ocean.

• It is the longest mountain-chain on the surface of the earth though submerged under the oceanic waters.

• It is characterised by a central rift system at the crest, a fractionated plateau and flank zone all along its length.

• The rift system at the crest is the zone of intense volcanic activity.

Distribution of Earthquakes and Volcanoes

• Plate tectonics cause earthquakes and volcanoes.

• The point where two plates meet is called a plate boundary. Earthquakes and volcanoes are most likely to occur either on or near plate boundaries.

• The focal points of the earthquake in the areas of mid-oceanic ridges are at shallow depths whereas along the Alpine-Himalayan belt as well as the rim of the Pacific, the earthquakes are deep-seated ones.

• The rim of the Pacific is also called rim of fire due to the existence of active volcanoes in this area.

Concept of Sea Floor Spreading

• Seafloor spreading is a process that occurs at mid-ocean ridges, where new oceanic crust is formed through volcanic activity and then gradually moves away from the ridge.

• Seafloor spreading helps explain continental drift in the theory of plate tectonics.
• This theory was proposed by Hess in 1961. He argued that constant eruptions at the crest of oceanic ridges cause the rupture of the oceanic crust and the new lava wedges into it, pushing the oceanic crust on either side. Thus,the ocean floor spreads.

• The younger age of the oceanic crust as well as the fact that the spreading of one ocean does not cause the shrinking of the other, made Hess think about the consumption of the oceanic crust.

• He further maintained that the ocean floor that gets pushed due to volcanic eruptions at the crest, sinks down at the oceanic trenches and gets consumed.

Plate Tectonics

• Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner layer above the core.

• The theory of plate tectonics was introduced by McKenzie, parker and Morgan in 1967.

• The plates act like a hard and rigid shell compared to Earth's mantle. This strong outer layer is called the lithosphere. It is a massive irregularly shaped slab of solid rock.

• Plates move horizontally over the Asthenosphere. Average thickness is 100 km of oceanic part and 200 km continental part.

• Pacific plate is largest oceanic plate where as Eurasian plate is the largest continental plate.

Major Plates

1. Antarctica And Surrounding Oceanic Plate
2. North American Plate
3. South American Plate
4. Pacific Plate
5. India-Australia-New Zealand Plate
6. African Plate Eurasian Plate
7. Eurasia and the adjacent oceanic plate.

Minor Plates

(i) Cocos plate : Between Central America and Pacific plate
(ii) Nazca plate : Between South America and Pacific plate
(iii) Arabian plate : Mostly the Saudi Arabian landmass
(iv) Philippine plate : Between the Asiatic and Pacific plate
(v) Caroline plate : Between the Philippine and Indian plate (North of New Guinea)
(vi) Fuji plate : North-east of Australia.

• These plates are moving constantly throughout geological time not the continent believed by Wegener Pangaea was the convergent of all the plates.

• Position of Indian subcontinent is traced with the help of rocks analyzed from Nagpur area.

Types of Plate Boundaries

There are three types of plate boundaries:

I. Divergent Boundaries

• Where new crust is generated as the plates pull away from each other.

• The sites where the plates move away from each other are called spreading sites.

• The best-known example of divergent boundaries is the Mid-Atlantic Ridge.

• At this, the American Plate(s) is/are separated from the Eurasian and African Plates.

II. Convergent Boundaries

• Where the crust is destroyed as one plate dived under another. (Nepal quack)

• The location where sinking of a plate occurs is called a subduction zone.

• There are three ways in which convergence can occur. These are:
(i) between an oceanic and continental plate;
(ii) between two oceanic plates; and
(iii) between two continental plates.

III. Transform Boundaries

• Where the crust is neither produced nor destroyed as the plates slide horizontally past each other.

• Transform faults are the planes of separation generally perpendicular to the mid-oceanic ridges.

• As the eruptions do not take all along the entire crest at the same time, there is a differential movement of a portion of the plate away from the axis of the earth.

• Also, the rotation of the earth has its effect on the separated blocks of the plate portions.

Rates of Plate Movement

• 
The strips of normal and reverse magnetic field    that parallel the mid-oceanic ridges help scientists determine the rates of plate movement.

• The Arctic Ridge has the slowest rate (less than 2.5 cm/yr), and the East Pacific Rise near Easter Island, in the South Pacific about 3,400 km west of Chile, has the fastest rate (more than 15 cm/yr).

Force for the Plate Movement

• At the time that Wegener proposed his theory of continental drift, most scientists believed that the earth was a solid, motionless body.

• However, concepts of sea floor spreading and the unified theory of plate tectonics have emphasized that both the surface of the earth and the interior are not static and motionless but are dynamic.

• The mobile rock beneath the rigid plates is believed to be moving in a circular manner.

• The heated material rises to the surface, spreads and begins to cool, and then sinks back into deeper depths.

• This cycle is repeated over and over to generate what scientists call a convection cell or convective flow.

• Heat within the earth comes from two main sources: radioactive decay and residual heat.
Arthur Holmes first considered this idea in the 1930s, which later influenced Harry Hess’ thinking about seafloor spreading. The slow movement of hot, softened mantle that lies below the rigid plates is the driving force behind the plate movement.

Movement of Indian Plate

• The Indian Plate or India Plate is a major tectonic plate straddling the equator in the eastern hemisphere. Originally a part of the ancient continent of Gondwana, India broke away from the other fragments of Gondwana 100 million years ago and began moving north.

• The Indian tectonic plate is located in the north east hemisphere.

• It is bounded by 4 major tectonic plates. North of the Indian plate is the Eurasian plate, to the south east, the Australian plate, to the south west, the African plate and to the west the Arabian plate.

• Indian plate includes India and Australia. Northern boundary is along the Himalayas. It is the place of continental convergence.

• In the east it extends up to Rakinyoma mountains of Myanmar. Eastern margin is spreading site. Western margin extends along Kirthar mountains, Makran coast red sea rift.

• The boundary between India and the Antarctic plate is also marked by oceanic ridge (divergent boundary) running in roughly W-E direction and merging into the spreading site, a little south of New Zealand.

• India was a large island situated off the Australian coast, in a vast ocean.

• The Tethys Sea separated it from the Asian continent till about 225 million years ago.

• India is supposed to have started her northward journey about 200 million years ago at the time when Pangaea broke.

• India collided with Asia about 40-50 million years ago causing rapid uplift of the Himalayas.
shows the position of the Indian subcontinent and the Eurasian plate.

• About 140 million years before the present, the subcontinent was located as south as 50oS. latitude.

• The two major plates were separated by the Tethys Sea and the Tibetan block was closer to the Asiatic landmass.

• During the movement of the Indian plate towards the Asiatic plate, a major event that occurred was the outpouring of lava and formation of the Deccan Traps.

• This started somewhere around 60 million years ago and continued for a long period of time.
the subcontinent was still close to the equator.

• From 40 million years ago and thereafter, the event of formation of the Himalayas took place.

• Scientists believe that the process is still continuing and the height of the Himalayas is rising even to this date.

NCERT Solutions for Class 10 Maths

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NCERT Solutions for Class 10 Maths

CBSE NCERT Solutions for Class 10 Maths is arranged through and pointwise manner so that you can easily grasp the concept behind the question. These Class 10 Maths has been prepared by experts faculty of Studyrankers who have large experience in teaching Maths and successfully helped students in cracking examinations with good marks. These NCERT Solutions are updated as per the latest syllabus of 2020-21. The concept and formulas used for each question has also been updated. It has become easier for students to understand the concept behind each questions.

Here you can find NCERT Solutions for Class 10 Mathsin PDF format that will help in framing own NCERT Class 10 Maths Solutions easily. You can also download CBSE Class 10 Maths questions and answers and use whenever you need. Maths is one of the main subjects for Class 10th students. Maths NCERT Textbook will help in building fundamentals in the subject. You need to solve the exercises given between the chapters. If you're facing any problem while solving any question in the exercises then you can take help from this page. The answer of each chapter is provided in the list. You only need to select the required chapter from the list and start reading.

NCERT Solutions for Class 10 Maths

Chapterwise NCERT Solutions for Class 10 Maths

Why NCERT Solutions for Class 10 Maths by Studyrankers?

These Maths Class 10 Solutions are prepared by our experts who are experienced and well qualified who have prepared step by step NCERT Class 10 Maths Solutions which will help you:
  • In knowing the areas where one is lacking.
  • We have touched all important points and detailed them so students can easily get them. 
  • NCERT Maths solutions also includes concept specific to the questions so you don't have to roam around the different sources to understand the question.
The Class 10th Maths textbook consists of total 15 chapters which can be divided into seven units. There are various questions provided between the chapter known as NCERT Solutions. These NCERT questions are important for the purpose of examinations and also help in developing your knowledge. Class 10 Maths NCERT Solutions will prove a useful guide in the development of problem solving skills and knowing how to use formulas effectively. We will start with number system and then move towards algebra. After which we will study coordinate geometry. We will also study concepts of trigonometry and mensuration. Lastly, we will study Statistics and Probability.

Chapter 1 - Real Numbers

In Chapter 1 of NCERT Class 10 Maths, there are total four exercises in the chapter. In the first exercise, there are four questions and most of them are based on Euclid's division lemma. The second exercise consists of HCF and LCM questions. The third exercise has three questions in which you prove numbers rational or irrational. The last exercise also has three questions based in which you have to expand fractions into decimals and write decimals in their fraction form.

NCERT Solutions for Class 10 Maths Chapter 1 Exercises
Exercise 1.1
Exercise 1.2
Exercise 1.3
Exercise 1.4

Chapter 2 - Polynomials

The chapter has four exercises however the last exercise is optional. In the first exercise, you have to find zeroes of polynomials p(x). There are two questions in the second exercise. In the first, you have to verify the relationship between the zeroes and the coefficients while in the second you have to find a quadratic polynomial. The third exercise contains five questions in which you have to do division of polynomials and obtain zeroes of polynomials. The optional exercise has five questions in which you have to find zeroes of polynomials.

NCERT Solutions for Class 10 Maths Chapter 2 Exercises
Exercise 2.1
Exercise 2.2
Exercise 2.3
Exercise 2.4

Chapter 3 - Pair of Linear Equations in Two Variables

There are seven exercises in which the last exercise is optional. In the first exercise, there are three world problems given. There are seven questions in the second exercise. The first question has two problems while in the second and third you have to compare the ratios of the pair of linear equations. In the fourth question, you have to find whether pairs of linear equations are consistent or inconsistent. The fifth question is a word problem and in the sixth question, we have to find another linear equation in two variables. In the last question, you have to draw the graphs of the equations. The third exercise has three questions. In the first, you have to solve the given pair of linear equations by the substitution method while in the second you need to find the value of ‘m'. The third question has six world problems. The fourth exercise has two questions. In the second question, you have to solve the pair of linear equations by the elimination method and the substitution method while the second question contains five world problems. The fifth exercise contains five questions in which you have to solve the pair of linear equations through various methods given. The sixth exercise has two questions. The last exercise is optional.

NCERT Solutions for Class 10 Maths Chapter 3 Exercises
Exercise 3.1
Exercise 3.2
Exercise 3.3
Exercise 3.4
Exercise 3.5
Exercise 3.6
Exercise 3.7

Chapter 4 - Quadratic Equations

This chapter will help you in learning finding the the roots of quadratic equations. There are four exercises. The first has two questions, in the first you need to find check whether equations are quadratic equations or not while in the second you have to convert world problem into quadratic equations. In the second exercise, you need to find the roots of quadratic equations by factorization. The third exercise is also on finding the roots of quadratic equations. The fourth exercise has five questions based on finding roots.

NCERT Solutions for Class 10 Maths Chapter 4 Exercises
Exercise 4.1
Exercise 4.2
Exercise 4.3
Exercise 4.4

Chapter 5 - Arithmetic Progressions

You will learn how to find the nth terms and the sum of n consecutive terms and use them to solve word problems in this chapter Class 10 Maths Chapter 5. Four exercises are given in the whole chapter which is divided into various questions in which we have to find the term.

NCERT Solutions for Class 10 Maths Chapter 5 Exercises
Exercise 5.1
Exercise 5.2
Exercise 5.3
Exercise 5.4

Chapter 6 - Triangles

There are six exercises including one optional having different set of questions based on the properties of triangles. As per the syllabus, there are total 9 important theorems on which you should focus to score more and these will be also helpful in higher grades.

NCERT Solutions for Class 10 Maths Chapter 6 Exercises
Exercise 6.1
Exercise 6.2
Exercise 6.3
Exercise 6.4
Exercise 6.5
Exercise 6.6

Chapter 7 - Coordinate Geometry

There are four exercises in the chapter. The questions are about finding the distance between the two points whose coordinates are given, finding the area of the triangle formed by three given points and finding the coordinates of the point which divides a line segment joining two given points in a given ratio. Distance Formula, Section Formula and Area of a Triangle are some of the important formulas that you will study in this chapter.

NCERT Solutions for Class 10 Maths Chapter 7 Exercises
Exercise 7.1
Exercise 7.2
Exercise 7.3
Exercise 7.4

Chapter 8 - Introduction to Trigonometry

There are four exercises consisting of various questions mainly on finding trigonometric ratios. Trigonometric Ratios, Trigonometric Identities and Trigonometric Ratios of Complementary Angles are important topics of this chapter.

NCERT Solutions for Class 10 Maths Chapter 8 Exercises
Exercise 8.1
Exercise 8.2
Exercise 8.3
Exercise 8.4

Chapter 9 - Some Applications of Trigonometry

There is only one exercise whose questions are based on the practical applications of trigonometry. Angle of elevation, Angle of Depression are important terms of this chapter. In Chapter 9, students should use trigonometry to find the heights and distances of various objects, without actually measuring them.

NCERT Solutions for Class 10 Maths Chapter 9 Exercises
Exercise 9.1

Chapter 10 - Circles

A circle is the set of all points in a plane that are equidistant from a given point called the center of the circle. You will get to know about secant, chord, segement etc. The chapter has two exercises. The first exercise has basic questions while in the second, there various questions in which you have to prove the given equations.

NCERT Solutions for Class 10 Maths Chapter 10 Exercises
Exercise 10.1
Exercise 10.2

Chapter 11 - Constructions

In this chapter, you have to draw various constructions such as division of line segments, construction of Tangents to a Circle. You have to provide Mathematical reasoning against your constructions.

NCERT Solutions for Class 10 Maths Chapter 11 Exercises
Exercise 11.1
Exercise 11.2

Chapter 12 - Areas related to Circles

Three exercises cover questions of the area of a circle and finding the areas of two special ‘parts’ of a circular region.

NCERT Solutions for Class 10 Maths Chapter 3 Exercises
Exercise 12.1
Exercise 12.2
Exercise 12.3

Chapter 13 - Surface Areas and Volumes

In this chapter, we will deal with the problems of finding areas and volumes of different solids such as cube, cuboid and cylinder.

NCERT Solutions for Class 10 Maths Chapter 13 Exercises
Exercise 13.1
Exercise 13.2
Exercise 13.3
Exercise 13.4
Exercise 13.5

Chapter 14 - Statistics

There are total four exercises in which you have to solve questions based on finding mean, median and mode from ungrouped data to that of grouped data. You will also have to solve questions related to cumulative frequency, the cumulative frequency distribution and how to draw cumulative frequency curves.

NCERT Solutions for Class 10 Maths Chapter 14 Exercises
Exercise 14.1
Exercise 14.2
Exercise 14.3
Exercise 14.4

Chapter 15 - Probability

There are only two exercises in which one is optional. The questions is on finding the probability of getting a situation mostly on coins and dice.

NCERT Solutions for Class 10 Maths Chapter 15 Exercises
Exercise 15.1
Exercise 15.2

Practising NCERT Solutions for Class 10 Maths is one the best way to improve your problem solving skills that is why Studyrankers has tried to provide accurate and detailed questions and answers chapterwise. A student will get to know about all the concepts that are embedded into the chapter which will be prove very precious not only this class but also in upcoming years.

Where to find Class 10 Maths NCERT Solutions?

Finding accurate and step by step Class 10 Maths Solutions can be really tough that is why Studyrankers experts have prepared them so you can get them easily without wasting your time. These solutions are arranged chapterwise and exercise wise as well. You can use these solutions to develop your skills and knowledge.

What is circumference of a circle?

The total length of boundary of a circle is called circumference of a circle.
Circumference of a circle = 2πr; where 'r is radius of the circle.

What is an event in Probability?

The collection of some or all possible outcomes of a random experiment is called an event

What is an impossible event in Probability?

An event associated with random experiment is called an impossible event. If it never occurs when every experiment is performed.

Notes of Maths Class 10th

Important Questions for Class 10 Maths

Notes of Ch 5 Minerals and Rocks| Class 11th Geography

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Notes of Ch 5 Minerals and Rocks| Class 11th Geography

Introduction

• Mineral is a naturally occurring organic and inorganic substance, having an orderly atomic structure and a definite chemical composition and physical properties.

• A mineral is composed of two or more elements. But, sometimes single element minerals like sulphur, copper, silver, gold, graphite etc. are found.

• These elements are in solid form in the outer layer of the earth and in hot and molten form in the interior.

• About 98 percent of the total crust of the earth is composed of eight elements like oxygen, silicon, aluminium, iron, calcium, sodium, potassium and magnesium, and the rest is constituted by titanium, hydrogen, phosphorous, manganese, sulphur, carbon, nickel and other elements.

Elements By Weight(%)
Oxygen 46.60
Silicon 27.72
Aluminium 8.13
Iron 5.00
Calcium 3.63
Sodium 2.83
Potassium 2.59
Magnesium2.09
Others 1.41

• The basic source of all minerals is the hot magma in the interior of the earth.

• When magma cools, crystals of minerals appear and a systematic series of minerals are formed in sequence to solidify so as to form rocks.

• Minerals such as coal, petroleum and natural gas are organic substances found in solid, liquid and gaseous forms respectively.

Physical Characteristics of Minerals

• External crystal form: Determined by internal arrangement of the molecules - cubes, octahedrons, hexagonal prisms, etc.

• Cleavage: Tendency to break in given directions producing relatively plane surfaces - result of internal arrangement of the molecules - may cleave in one or more directions and at any angle to each other.

• Fracture: Internal molecular arrangement so complex there are no planes of molecules; the crystal will break in an irregular manner, not along planes of cleavage.

• Lustre: Appearance of a material without regard to colour; each mineral has a distinctive lustre like metallic, silky, glossy etc.

• Colour: Some minerals have characteristic colour determined by their molecular structure — malachite, azurite, chalcopyrite etc., and some minerals are coloured by impurities. For example, because of impurities quartz may be white, green, red, yellow etc.

• Streak: Colour of the ground powder of any mineral. It may be of the same colour as the mineral or may differ - malachite is green and gives green streak, fluorite is purple or green but gives a white streak.

• Transparency: Transparent - light rays pass through so that objects can be seen plainly; translucent -light rays pass through but will get diffused so that objects cannot be seen; opaque - light will not pass at all.

• Structure: Particular arrange- ment of the individual crystals; fine, medium or coarse grained; fibrous — separable, divergent, radiating.

• Hardness: Relative resistance being scratched; ten minerals are selected to measure the degree of hardness from 1-10. They are:
1. Talc, 2. Gypsum, 3. Calcite, 4. Fluorite, 5. Apatite, 6. Feldspar, 7. Quartz, 8. topaz, 9. corundum, 10. diamond.

Metallic Minerals

These minerals contain metal content and can be sub-divided into three types:

• Precious metals : gold, silver, platinum etc.

• Ferrous metals : iron and other metals often mixed with iron to form various kinds of steel.

• Non-ferrous metals : include metals like copper, lead, zinc, tin, aluminium etc.

Non-Metallic Minerals

• These minerals do not contain metal content. Sulphur, phosphates and nitrates are examples of non-metallic minerals.

• Cement is a mixture of non-metallic minerals.

Rocks

• The earth’s crust is composed of rocks.

• A rock is an aggregate of one or more minerals.

• Rock may be hard or soft and in varied colours. For example, granite is hard, soapstone is soft.
Gabbro is black and quartzite can be milky white.

• Rocks do not have definite composition of mineral constituents. Feldspar and quartz are the most common minerals found in rocks.

• Petrology is science of rocks.
→ A petrologist studies rocks in all their aspects viz., mineral composition, texture, structure, origin, occurrence, alteration and relationship with other rocks. As there is a close relation between rocks and landforms, rocks and soils, a geographer requires basic knowledge of rocks.

• There are many different kinds of rocks which are grouped under three families on the basis of their mode of formation.

• They are:
→ Igneous Rocks — solidified from magma and lava;
→ Sedimentary Rocks — the result of deposition of fragments of rocks by exogenous processes;
→ Metamorphic Rocks — formed out of existing rocks undergoing recrystallisation.

Igneous Rocks

• As igneous rocks form out of magma and lava from the interior of the earth, they are known as primary rocks.

• The igneous rocks (Ignis – in Latin means ‘Fire’) are formed when magma cools and solidifies.

• When magma in its upward movement cools and turns into solid form it is called igneous rock.

• The process of cooling and solidification can happen in the earth’s crust or on the surface of the earth.

• Igneous rocks are classified based on texture. Texture depends upon size and arrangement of grains or other physical conditions of the materials.

• If molten material is cooled slowly at great depths, mineral grains may be very large.

• Sudden cooling (at the surface) results in small and smooth grains.

• Intermediate conditions of cooling would result in intermediate sizes of grains making up igneous rocks.

• Granite, gabbro, pegmatite, basalt, volcanic breccia and tuff are some of the examples of igneous rocks.

Sedimentary Rocks

• The word ‘sedimentary’ is derived from the Latin word sedimentum, which means settling.
Rocks (igneous, sedimentary and metamorphic) of the earth’s surface are exposed to denudational agents, and are broken up into various sizes of fragments.

• Such fragments are transported by different exogenous agencies and deposited.

• These deposits through compaction turn into rocks. This process is called lithification.

• In many sedimentary rocks, the layers of deposits retain their characteristics even after lithification. Hence, we see a number of layers of varying thickness in sedimentary rocks like sandstone, shale etc.

• Depending upon the mode of formation, sedimentary rocks are classified into three major groups:
(i) Mechanically formed — sandstone, conglomerate, limestone, shale, loess etc. are examples;
(ii) Organically formed — geyserite, chalk, limestone, coal etc. are some examples;
(iii) Chemically formed — chert, limestone, halite, potash etc. are some examples.

Metamorphic Rocks

• The word metamorphic means ‘change of form’.

• These rocks form under the action of pressure, volume and temperature (PVT) changes.

• Metamorphism occurs when rocks are forced down to lower levels by tectonic processes or when molten magma rising through the crust comes in contact with the crustal rocks or the underlying rocks are subjected to great amounts of pressure by overlying rocks.

• Metamorphism is a process by which already consolidated rocks undergo recrystallisation and reorganisation of materials within original rocks.

• Mechanical disruption and reorganisation of the original minerals within rocks due to breaking and crushing without any appreciable chemical changes is called dynamic metamorphism.

• The materials of rocks chemically alter and recrystallise due to thermal metamorphism.

• There are two types of thermal metamorphism — contact metamorphism and regional metamorphism.

• In contact metamorphism the rocks come in contact with hot intruding magma and lava and the rock materials recrystallise under high temperatures. Quite often new materials form out of magma or lava are added to the rocks.

In regional metamorphism, rocks undergo recrystallisation due to deformation caused by tectonic shearing together with high temperature or pressure or both.

• In the process of metamorphism in some rocks grains or minerals get arranged in layers or lines. Such an arrangement of minerals or grains in metamorphic rocks is called foliation or lineation.

• Sometimes minerals or materials of different groups are arranged into alternating thin to thick layers appearing in light and dark shades. Such a structure in metamorphic rocks is called banding and rocks displaying banding are called banded rocks.

• Types of metamorphic rocks depend upon original rocks that were subjected to metamorphism.

• Metamorphic rocks are classified into two major groups — foliated rocks and non-foliated rocks. Gneissoid, granite, syenite, slate, schist, marble, quartzite etc. are some examples of metamorphic rocks.

Rock Cycle

• Rocks do not remain in their original form for long but may undergo transformation. Rock cycle is a continuous process through which old rocks are transformed into new ones.

• Igneous rocks are primary rocks and other rocks (sedimentary and metamorphic) from these primary rocks. Igneous rocks can be changed into metamorphic rocks.

• The fragments derived out of igneous and metamorphic rocks form into sedimentary rocks. Sedimentary rocks themselves can turn into fragments and the fragments can be a source for formation of sedimentary rocks.

• The crustal rocks (igneous, metamorphic and sedimentary) once formed may be carried down into the mantle (interior of the earth) through subduction process (parts or whole of crustal plates going down under another plate in zones of plate convergence) and the same melt down due to increase in temperature in the interior and turn into molten magma, the original source for igneous rocks.

Notes of Ch 6 Geomorphic Processes| Class 11th Geography

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Notes of Ch 6 Geomorphic Processes| Class 11th Geography

Why earth is uneven?

• The earth’s crust is dynamic. It moved and moves vertically and horizontally.

• The differences in the internal forces operating from within the earth which built up the crust have been responsible for the variations in the outer surface of the crust.

• The earth’s surface is being continuously subjected to external forces induced basically by energy.

• The earth’s surface is being continuously subjected to by external forces originating within the earth’s atmosphere and by internal forces from within the earth.

Geomorphic Processes

• The endogenic and exogenic forces causing physical stresses and chemical actions on earth materials and bringing about changes in the configuration of the surface of the earth are known as geomorphic processes.

• Diastrophism and volcanism are endogenic geomorphic processes.

• Weathering, mass wasting, erosion and deposition are exogenic geomorphic processes.

• Any exogenic element of nature (like water, ice, wind, etc.,) capable of acquiring and transporting earth materials can be called a geomorphic agent.

• When these elements of nature become mobile due to gradients, they remove the materials and transport them over slopes and deposit them at lower level. Geomorphic processes and geomorphic agents especially exogenic, unless stated separately, are one and the same.

• Gravity besides being a directional force activating all downslope movements of matter also causes stresses on the earth’s materials. Indirect gravitational stresses activate wave and tide induced currents and winds.

• Without gravity and gradients there would be no mobility and hence no erosion, transportation and deposition are possible. So, gravitational stresses are as important as the other geomorphic processes.

• Gravity is the force that is keeping us in contact with the surface and it is the force that switches on the movement of all surface material on earth.

• All the movements either within the earth or on the surface of the earth occur due to gradients - from higher levels to lower levels, from high pressure to low pressure areas etc.

Endogenic Processes

• The energy emanating from within the earth is the main force behind endogenic geomorphic processes.

• This energy is mostly generated by radioactivity, rotational and tidal friction and primordial heat from the origin of the earth.

• This energy due to geothermal gradients and heat flow from within induces diastrophism and volcanism in the lithosphere. Due to variations in geothermal gradients and heat flow from within, crustal thickness and strength, the action of endogenic forces are not uniform and hence the tectonically controlled original crustal surface is uneven.

Diastrophism

• All processes that move, elevate or build up portions of the earth’s crust come under diastrophism.

• They include:
(i) orogenic processes involving mountain building through severe folding and affecting long and narrow belts of the earth’s crust;
(ii) epeirogenic processes involving uplift or warping of large parts of the earth’s crust;
(iii) earthquakes involving local relatively minor movements;
(iv) plate tectonics involving horizontal movements of crustal plates.

• Orogeny is a mountain building process whereas epeirogeny is continental building process.

• Through the processes of orogeny, epeirogeny, earthquakes and plate tectonics, there can be faulting and fracturing of the crust. All these processes cause pressure, volume and temperature (PVT) changes which in turn induce metamorphism of rocks.

Volcanism

• 
Volcanism includes the movement of molten rock (magma) onto or toward the earth’s surface and also formation of many intrusive and extrusive volcanic forms.

Exogenic processes

• It include geological phenomena and processes that originate externally to the Earth's surface.

• They are genetically related to the atmosphere, hydrosphere and biosphere, and therefore to processes of weathering, erosion, transportation, deposition, denudation etc.

• The exogenic processes derive their energy from atmosphere determined by the ultimate energy from the sun and also the gradients created by tectonic factors.

• Gravitational force acts upon all earth materials having a sloping surface and tend to produce movement of matter in down slope direction. Force applied per unit area is called stress. Stress is produced in a solid by pushing or pulling. This induces deformation. Forces acting along the faces of earth materials are shear stresses (separating forces). It is this stress that breaks rocks and other earth materials.

• The shear stresses result in angular displacement or slippage.

• Molecular stresses that may be caused by a number of factors amongst which temperature changes, crystallisation and melting are the most common.

• Chemical processes normally lead to loosening of bonds between grains, dissolving of soluble minerals or cementing materials. Thus, the basic reason that leads to weathering, mass movements, and erosion is development of stresses in the body of the earth materials.

• Different types of rocks with differences in their structure offer varying resistances to various geomorphic processes.

Weathering

• Weathering is action of elements of weather and climate over earth materials. There are a number of processes within weathering which act either individually or together to affect the earth materials in order to reduce them to fragmental state.

• Weathering is defined as mechanical disintegration and chemical decom position of rocks through the actions of various elements of weather and climate.

• As very little or no motion of materials takes place in weathering, it is an in-situ or on-site process.
Weathering processes are conditioned by many complex geological, climatic, topographic and vegetative factors. Climate is of particular importance. Not only weathering processes differ from climate to climate, but also the depth of the weathering mantle

• There are three major groups of weathering processes:
(i) Chemical;
(ii) Physical or mechanical;
(iii) Biological weathering processes.

Chemical Weathering Processes

• A group of weathering processes viz; solution, carbonation, hydration, oxidation and reduction act on the rocks to decompose, dissolve or reduce them to a fine clastic state through chemical reactions by oxygen, surface and/or soil water and other acids.

• Water and air (oxygen and carbon dioxide) along with heat must be present to speed up all chemical reactions .

• When something is dissolved in water or acids, the water or acid with dissolved contents is called solution. This process involves removal of solids in solution and depends upon solubility of a mineral in water or weak acids. On coming in contact with water many solids disintegrate and mix up as suspension in water.

• Soluble rock forming minerals like nitrates, sulphates, and potassium etc. are affected by this process. So, these minerals are easily leached out without leaving any residue in rainy climates and accumulate in dry regions.

Physical Weathering Processes

• Physical or mechanical weathering processes depend on some applied forces. The applied forces could be:
(i) gravitational forces such as over burden pressure, load and shearing stress;
(ii) expansion forces due to temperature changes, crystal growth or animal activity;
(iii) water pressures controlled by wetting and drying cycles.

• Many of these forces are applied both at the surface and within different earth materials leading to rock fracture. Most of the physical weathering processes are caused by thermal expansion and pressure release.

Biological Activity and Weathering

• Biological weathering is contribution to or removal of minerals and ions from the weathering environment and physical changes due to growth or movement of organisms. Burrowing and wedging by organisms like earthworms, termites, rodents etc., help in exposing the new surfaces to chemical attack and assists in the penetration of moisture and air.

• Human beings by disturbing vegetation, ploughing and cultivating soils, also help in mixing and creating new contacts between air, water and minerals in the earth materials. Decaying plant and animal matter help in the production of humic, carbonic and other acids which enhance decay and solubility of some elements. Plant roots exert a tremendous pressure on the earth materials mechanically breaking them apart.

Special Effects of Weathering

Exfoliation

• Exfoliation is a result but not a process. Flaking off of more or less curved sheets of shells from over rocks or bedrock results in smooth and rounded surfaces.

• Exfoliation can occur due to expansion and contraction induced by temperature changes.

• Exfoliation domes and tors result due to unloading and thermal expansion respectively.

Significance of Weathering

• Weathering processes are responsible for breaking down the rocks into smaller fragments and preparing the way for formation of not only regolith and soils, but also erosion and mass movements.

• Biomes and bio- diversity is basically a result of forests (vegetation) and forests depend upon the depth of weathering mantles.

• Erosion cannot be significant if the rocks are not weathered. That means, weathering aids mass wasting, erosion and reduction of relief and changes in landforms are a consequence of erosion.
Weathering of rocks and deposits helps in the enrichment and concentrations of certain valuable ores of iron, manganese, aluminium, copper etc., which are of great importance for the national economy.
Weathering is an important process in the formation of soils.

• When rocks undergo weathering, some materials are removed through chemical or physical leaching by groundwater and thereby the concentration of remaining (valuable) materials increases. Without such a weathering taking place, the concentration of the same valuable material may not be sufficient and economically viable to exploit, process and refine. This is what is called enrichment.

Mass Movements

• These movements transfer the mass of rock debris down the slopes under the direct influence of gravity. That means, air, water or ice do not carry debris with them from place to place but on the other hand the debris may carry with it air, water or ice.

• Gravity exerts its force on all matter, both bedrock and the products of weathering. So, weathering is not a pre-requisite for mass movement though it aids mass movements. Mass movements are very active over weathered slopes rather than over unweathered materials.

• Mass movements do not come under erosion though there is a shift (aided by gravity) of materials from one place to another.

• Several activating causes precede mass movements. They are:
(i) Removal of support from below to materials above through natural or artificial means;
(ii) Increase in gradient and height of slopes;
(iii) Overloading through addition of materials naturally or by artificial filling;
(iv) Overloading due to heavy rainfall, saturation and lubrication of slope materials;
(v) Removal of material or load from over the original slope surfaces;
(vi) Occurrence of earthquakes, explosions or machinery;
(vii) Excessive natural seepage;
(viii) Heavy drawdown of water from lakes, reservoirs and rivers leading to slow outflow of water from under the slopes or river banks;
(ix) Indis- criminate removal of natural vegetation.

• Heave (heaving up of soils due to frost growth and other causes), flow and slide are the three forms of movements.

Landslides

• These are rapid and perceptible movements. dry materials are found.

• The size and shape of the materials are depending on the nature of the rock, degree of weathering,
steepness of slope.

• Slump is slipping of one or several units of rock debris with a backward rotation with respect to the slope over which the movement takes place.

• Rapid rolling or sliding of earth debris without backward rotation of mass is known as debris slide.

• Sliding of individual rock masses down bedding, joint or fault surfaces is rockslide.

• Rock fall is free falling of rock blocks over any steep slope keeping itself away from the slope.

Erosion and Deposition

• Erosion involves acquisition and transportation of rock debris. When massive rocks break into smaller fragments through weathering and any other process, erosional geomorphic agents like running water, groundwater, glaciers, wind and waves remove and transport it to other places depending upon the dynamics of each of these agents.

• Abrasion by rock debris carried by these geomorphic agents also aids greatly in erosion. By erosion, relief degrades, i.e., the landscape is worn down.

• The erosion and transportation of earth materials is brought about by wind, running water, glaciers, waves and ground water.

• Deposition is a consequence of erosion. The erosional agents loose their velocity and hence energy on gentler slopes and the materials carried by them start to settle themselves.

Soil Formation

• Soil is the collection natural bodies on the earth’s surface containing living matter and supporting or capable or supporting plants.

• Soil is a dynamic material in which many chemical, biological, and physical activities go on constantly. It is the result of decay, it is also a medium of growth. It is changing and developing body. Characteristics are changing from season to season.

• Too cold, too hot, and dry areas biological activity stops. organic matter increases when leaves fall and decompose.

Process of Soil Formation

• Weathering is basic process for soil formation.

• The weathered material is transported and decomposed due to bacteria lichens and moss.

• The dead remains increases the humus of the soil. minor grasses and ferns can grow. Bushes,
trees also grow. plants roots and burrowing animals help the soil formation.

Soil Forming Factors

• Parent material
• Topography
• Climate
• Biological activity
• Time

Parent material

• It is a passive control factor in soil formation.

• It can be any in-situ or on-site weathered rock debris (residual soils) or transported deposits (transported soils). Soil formation depends upon the texture (sizes of debris) and structure (disposition of individual grains/particles of debris) as well as the mineral and chemical composition of the rock debris/deposits.

• Nature and rate of weathering and depth of weathering mantle are important considerations under parent materials.

Topography

• It is a passive control factor.
• Soils will be thin on steep slopes and thick over flat upland areas. Over gentle slopes where erosion is slow and percolation of water is good, soil formation is very favourable.

• Soils over flat areas may develop a thick layer of clay with good accumulation of organic matter giving the soil dark colour.

Climate

• It is an active factor in soil formation.

• Climatic elements are:
(i) moisture in terms of its intensity, frequency and duration of precipitation - evaporation and humidity;
(ii) temperature in terms of seasonal and diurnal variations

• Precipitation increases the biological activity.

• Excess of water helps to transport the dissolved particles to downward (eluviation).

• Deposition of these particles is called ‘Illuviation’.

• Heavy rainfall removes the calcium, magnesium, sodium, potasium along with silica.

• Removal of silica is called desilication.

• In dry areas excess of evaporation leads to deposition of salts on the surface of the soil.

• These salt layers are called ‘hard pans’ in the hot deserts.

• In tropical climates, under moderate rainfall conditions calcium carbonate nodules are
formed.

Biological activity

• Plants and animals add organic matter to the soil. also helps in moisture retention.

• Dead plants add humus to the soil In humid areas, the bacterial activity is higher than cold areas As a result undecomposed material is found in cold areas.

• In hot areas bacteria fix the nitrogen in the soil which is used by the plants Rhizobium is the bacteria fix the nitrogen in the soil and live in the roots of legumenace plantsants, temites, rodents, earthworms change the chemical composition of the soil.

Time

• Important controlling factor of soil formation.

• Longer the time, thicker the soil layers.

• No specific length of time in absolute terms can be fixed for soils to develop and mature.

Notes of Ch 7 Landforms and their Evolution| Class 11th Geography

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Notes of Ch 7 Landforms and their Evolution| Class 11th Geography

Introduction

• Landform: In simple words, small to medium tracts or parcels of the earth’s surface are called landforms.

• Each landform has its own physical shape, size, materials and is a result of the action of certain geomorphic processes and agent

• Several landforms together are called landscape. Each landform has its own shape, size and materials Geomorphological processes are slow but significant in long run.

• Every landform has a beginning, they change their shape and composition in course of time.

• Due to changes in climate and vertical and horizontal movements landforms change their shape.

• Each landform undergo three stages called youth, mature and old stages.

• Geomorphology is the science of landforms Various geomorphic agents bring the changes to the landforms such as running water, moving ice, wind glaciers, underground water, waves by erosion and deposition.

• Each geomorphological agent produces its own assemblage of landforms. Most of the geomorphological processes are imperceptible. The study of the landforms reveals that the stage structure and process of land forms. They produce erosional and depositional features.

Factors influencing erosion

• Rock structures such as fold, fault, joints, fractures, hardness, softness permeability, and
impermeability.

• Stability of sea level

• Tectonic stability of landmass

• Climate

Running Water

• In humid regions, which receive heavy rainfall running water is considered the most important of the geomorphic agents in bringing about the degradation of the land surface.

• There are two components of running water.
→ One is overland flow on general land surface as a sheet.
→ Another is linear flow as streams and rivers in valleys.

• Most of the erosional landforms made by running water are associated with vigorous and youthful rivers flowing over steep gradients.

• With time, stream channels over steep gradients turn gentler due to continued erosion, and as a consequence, lose their velocity, facilitating active deposition.

• The gentler the river channels in gradient or slope, the greater is the deposition. When the stream beds turn gentler due to continued erosion, downward cutting becomes less dominant and lateral erosion of banks increases and as a consequence the hills and valleys are reduced to plains.

Overland flow

• It causes sheet erosion.

• Depending upon irregularities of the land surface, the overland flow may concentrate into narrow to wide paths.

• Because of the sheer friction of the column of flowing water, minor or major quantities of materials from the surface of the land are removed in the direction of flow and gradually small and narrow rills will form.

• These rills will gradually develop into long and wide gullies; the gullies will further deepen, widen, lengthen and unite to give rise to a network of valleys.

• The divides between drainage basins are likewise lowered until they are almost completely flattened leaving finally, a lowland of faint relief with some low resistant remnants called monadnocks standing out here and there.

• This type of plain forming as a result of stream erosion is called a peneplain (an almost plain.)

Youth

• Streams are few during this stage with poor integration and flow over original slopes showing shallow V-shaped valleys with no floodplains or with very narrow floodplains along trunk streams.

• Streams divides are broad and flat with marshes, swamp and lakes.

• Meanders if present develop over these broad upland surfaces. These meanders may eventually entrench themselves into the uplands.

• Waterfalls and rapids may exist where local hard rock bodies are exposed.

Mature

• During this stage streams are plenty with good integration.

• The valleys are still V-shaped but deep; trunk streams are broad enough to have wider floodplains within which streams may flow in meanders confined within the valley.

• The flat and broad inter stream areas and swamps and marshes of youth disappear and the stream divides turn sharp. Waterfalls and rapids disappear.

Old

• Smaller tributaries during old age are few with gentle gradients.

• Streams meander freely over vast floodplains showing natural levees, oxbow lakes, etc.

• Divides are broad and flat with lakes, swamps and marshes. Most of the landscape is at or slightly above sea level.

Erosional Landforms

Valleys

• Valleys start as small and narrow rills; the rills will gradually develop into long and wide gullies; the gullies will further deepen, widen and lengthen to give rise to valleys. Depending upon dimensions and shape, many types of valleys like V-shaped valley, gorge, canyon, etc. can be recognised.

• A gorge is a deep valley with very steep to straight sides and a canyon is characterised by steep step-like side slopes and may be as deep as a gorge. A gorge is almost equal in width at its top as well as its bottom. In contrast, a canyonis wider at its top than at its bottom. In fact, a canyon is a variant of gorge.

• Valley types depend upon the type and structure of rocks in which they form. For example, canyons commonly form in horizontal bedded sedimentary rocks and gorges form in hard rocks.

Potholes and Plunge Pools

• Over the rocky beds of hill-streams more or less circular depressions called potholes form because of stream erosion aided by the abrasion of rock fragments.

• Once a small and shallow depression forms, pebbles and boulders get collected in those depressions and get rotated by flowing water and consequently the depressions grow in dimensions.

• A series of such depressions eventually join and the stream valley gets deepened. At the foot of waterfalls also, large potholes, quite deep and wide, form because of the sheer impact of water and rotation of boulders. Such large and deep holes at the base of waterfalls are called plunge pools.

• These pools also help in the deepening of valleys. Waterfalls are also transitory like any other landform and will recede gradually and bring the floor of the valley above waterfalls to the level below.

Incised or Entrenched Meanders

• In streams that flow rapidly over steep gradients, normally erosion is concentrated on the bottom of the stream channel.

• Also, in the case of steep gradient streams, lateral erosion on the sides of the valleys is not much when compared to the streams flowing on low and gentle slopes.

• Because of active lateral erosion, streams flowing over gentle slopes, develop sinuous or meandering courses.

• It is common to find meandering courses over floodplains and delta plains where stream gradients are very gentle.

• But very deep and wide meanders can also be found cut in hard rocks. Such meanders are called incised or entrenched meanders.

• Meander loops develop over original gentle surfaces in the initial stages of development of streams and the same loops get entrenched into the rocks normally due to erosion or slow, continued uplift of the land over which they start.

• They widen and deepen over time and can be found as deep gorges and canyons in hard rock areas. They give an indication on the status of original land surfaces over which streams have developed.

River Terraces

• River terraces are surfaces marking old valley floor or floodplain levels.

• They may be bedrock surfaces without any alluvial cover or alluvial terraces consisting of stream deposits.

• River terraces are basically products of erosion as they result due to vertical erosion by the stream into its own depositional floodplain.

• The river terraces may occur at the same elevation on either side of the rivers in which case they are called paired terraces.

• When a terrace is present only on one side of the stream and with none on the other side or one at quite a different elevation on the other side, the terraces are called unpaired terraces.

• Unpaired terraces are typical in areas of slow uplift of land or where the water column changes are not uniform along both the banks.

• The terraces may result due to:
(i) receding water after a peak flow
(ii) change in hydrological regime due to climatic changes
(iii) tectonic uplift of land
(iv) sea level changes in case of rivers closer to the sea.

Depositional Landforms

Alluvial Fans

• Alluvial fans are formed when streams flowing from higher levels break into foot slope plains of low gradient.

• Normally very coarse load is carried by streams flowing over mountain slopes. This load becomes too heavy for the streams to be carried over gentler gradients and gets dumped and spread as a broad low to high cone shaped deposit called alluvial fan.

• Usually, the streams which flow over fans are not confined to their original channels for long and shift their position across the fan forming many channels called distributaries.

• Alluvial fans in humid areas show normally low cones with gentle slope from head to toe and they appear as high cones with steep slope in arid and semi-arid climates

Deltas

• Deltas are like alluvial fans but develop at a different location.

• The load carried by the rivers is dumped and spread into the sea. If this load is not carried away far into the sea or distributed along the coast, it spreads and accumulates as a low cone.

• Unlike in alluvial fans, the deposits making up deltas are very well sorted with clear stratification.

• The coarsest materials settle out first and the finer fractions like silts and clays are carried out into the sea. As the delta grows, the river distributaries continue to increase in length and delta continues to build up into the sea.

Floodplains, Natural Levees and Point Bars

• Deposition develops a floodplain just as erosion makes valleys.

• Floodplain is a major landform of river deposition. Large sized materials are deposited first when stream channel breaks into a gentle slope. Thus, normally, fine sized materials like sand, silt and clay are carried by relatively slow moving waters in gentler channels usually found in the plains and deposited over the bed and when the waters spill over the banks during flooding above the bed.

• A river bed made of river deposits is the active floodplain. The floodplain above the bank is inactive floodplain.

• Inactive floodplain above the banks basically contain two types of deposits — flood deposits and channel deposits.

• The flood deposits of spilled waters carry relatively finer materials like silt and clay.

• The flood plains in a delta are called delta plains.

• Natural levees are found along the banks of large rivers. They are low, linear and parallel ridges of coarse deposits along the banks of rivers, quite often cut into individual mounds.

• During flooding as the water spills over the bank, the velocity of the water comes down and large sized and high specific gravity materials get dumped in the immediate vicinity of the bank as ridges. They are high nearer the banks and slope gently away from the river.

• The levee deposits are coarser than the deposits spread by flood waters away from the river. When rivers shift laterally, a series of natural levees can form.

• Point bars are also known as meander bars.-They are found on the convex side of meanders of large rivers and are sediments deposited in a linear fashion by flowing waters along the bank.
almost uniform in profile and in width and contain mixed sizes of sediments.

• If there more than one ridge, narrow and elongated depressions are found in between the point bars.
As the rivers build the point bars on the convex side, the bank on the concave side will erode actively.

Meanders

• In large flood and delta plains, rivers rarely flow in straight courses. Loop-like channel patterns called meanders develop over flood and delta plains.

• Meander is not a landform but is only a type of channel pattern. This is because of propensity of water flowing over very gentle gradients to work laterally on the banks; unconsolidated nature of alluvial deposits making up the banks with many irregularities which can be used by water exerting pressure laterally; coriolis force acting on the fluid water deflecting it like it deflects the wind.

• When the gradient of the channel becomes extremely low, water flows leisurely and starts working laterally. Slight irregularities along the banks slowly get transformed into a small curvature in the banks; the curvature deepens due to deposition on the inside of the curve and erosion along the bank on the outside.

• Normally, in meanders of large rivers, there is active deposition along the convex bank and undercutting along the concave bank.

• The concave bank is known as cut-off bank which shows up as a steep scarp and the convex bank presents a long, gentle profile and is known as slip-off bank.

• As meanders grow into deep loops, the same may get cut-off due to erosion at the inflection points and are left as ox-bow lakes

Braided Channels

• When rivers carry coarse material, there can be selective deposition of coarser materials causing formation of a central bar which diverts the flow towards the banks; and this flow increases lateral erosion on the banks.

• As the valley widens, the water column is reduced and more and more materials get deposited as islands and lateral bars developing a number of separate channels of water flow.

• Deposition and lateral erosion of banks are essential for the formation of braided pattern.

Groundwater

• The surface water percolates well when the rocks are permeable, thinly bedded and highly jointed and cracked.

• After vertically going down to some depth, the water under the ground flows horizontally through the bedding planes, joints or through the materials themselves.

• It is this downward and horizontal movement of water which causes the rocks to erode.

• Physical or mechanical removal of materials by moving groundwater is insignificant in developing landforms. That is why, the results of the work of groundwater cannot be seen in all types of rocks.
rocks like limestones or dolomites rich in calcium carbonate, the surface water as well as groundwater through the chemical process of solution and precipitation deposition develop varieties of landforms.

• Any limestone or dolomitic region showing typical landforms produced by the action of groundwater through the processes of solution and deposition is called Karst topography after the typical topography developed in limestone rocks of Karst region in the Balkans adjacent to Adriatic sea.

• The karst topography is also characterised by erosional and depositional landforms.

Erosional  Landforms

• Pools, Sinkholes, Lapies and Limestone Pavements.

• Small to medium sized round to sub-rounded shallow depressions called swallow holes form on the surface of limestones through solution.

• Sinkholes are very common in limestone/karst areas. A sinkhole is an opening more or less circular at the top and funnel-shapped towards the bottom with sizes varying in area from a few sq. m to a hectare and with depth from a less than half a metre to thirty metres or more.

• If the bottom of a sinkhole forms the roof of a void or cave underground, it might collapse leaving a large hole opening into a cave or a void below (collapse sinks). The term doline is sometimes used to refer the collapse sinks.

• When sink holes and dolines join together because of slumping of materials along their margins or due to roof collapse of caves, long, narrow to wide trenches called valley sinks or Uvalas form.

Caves

• In areas where there are alternating beds of rocks (shales, sandstones, quartzites) with limestones or dolomites in between or in areas where limestones are dense, massive and occurring as thick beds, cave formation is prominent.

• Water percolates down either through the materials or through cracks and joints and moves horizontally along bedding planes.

• It is along these bedding planes that the limestone dissolves and long and narrow to wide gaps called caves result.

• There can be a maze of caves at different elevations depending upon the limestone beds and intervening rocks.

• Caves normally have an opening through which cave streams are discharged. Caves having openings at both the ends are called tunnels.

Depositional Landforms

• Many depositional forms develop within the limestone caves. The chief chemical in limestone is calcium carbonate which is easily soluble in carbonated water (carbon dioxide absorbed rainwater).

• This calcium carbonate is deposited when the water carrying it in solution evaporates or loses its carbon dioxide as it trickles over rough rock surfaces.

Stalactites, Stalagmites and Pillars

• Stalactites hang as icicles of different diameters. Normally they are broad at their bases and taper towards the free ends showing up in a variety of forms.
Stalagmites rise up from the floor of the caves. In fact, stalagmites form due to dripping water from the surface or through the thin pipe, of the stalactite, immediately below it
Stalagmites may take the shape of a column, a disc, with either a smooth, rounded bulging end or a miniature crater like depression.
The stalagmite and stalactites eventually fuse to give rise to columns and pillars of different diameters.

Glaciers

• Masses of ice moving as sheets over the land (continental glacier or piedmont glacier if a vast sheet of ice is spread over the plains at the foot of mountains) or as linear flows down the slopes of mountains in broad trough-like valleys (mountain and valley glaciers) are called glaciers.

• The movement of glaciers is slow. Glaciers move basically because of the force of gravity.

• Erosion by glaciers is tremendous because of friction caused by sheer weight of the ice.

• The material plucked from the land by glaciers (usually large-sized angular blocks and fragments) get dragged along the floors or sides of the valleys and cause great damage through abrasion and plucking.

• Glaciers can cause significant damage to even un-weathered rocks and can reduce high mountains into low hills and plains.

Erosional Landforms

Cirque

• Cirques are the most common of landforms in glaciated mountains. The cirques quite often are found at the heads of glacial valleys.

• The accumulated ice cuts these cirques while moving down the mountain tops. They are deep, long and wide troughs or basins with very steep concave to vertically dropping high walls at its head as well as sides.

• A lake of water can be seen quite often within the cirques after the glacier disappears.

• Such lakes are called cirque or tarn lakes. There can be two or more cirques one leading into another down below in a stepped sequence.

Horns and Serrated Ridges

• Horns form through head ward erosion of the cirque walls.

• If three or more radiating glaciers cut headward until their cirques meet, high, sharp pointed and steep sided peaks called horns form.

• The divides between cirque side walls or head walls get narrow because of progressive erosion and turn into serrated or saw-toothed ridges sometimes referred to as arêtes with very sharp crest and a zig-zag outline.

• The highest peak in the Alps, Matterhorn and the highest peak in the Himalayas, Everest are in fact horns formed through headward erosion of radiating cirques.

Glacial Valleys/Troughs

• Glaciated valleys are trough-like and U-shaped with broad floors and relatively smooth, and steep sides.

• The valleys may contain littered debris or debris shaped as moraines with swampy appearance.

• There can be hanging valleys at an elevation on one or both sides of the main glacial valley. The faces of divides or spurs of such hanging valleys opening into main glacial valleys are quite often truncated to give them an appearance like triangular facets.

• Very deep glacial troughs filled with sea water and making up shorelines (in high latitudes) are called fjords/fiords.

Depositional Landforms

• The unassorted coarse and fine debris dropped by the melting glaciers is called glacial till.

• Most of the rock fragments in till are angular to sub- angular in form. Streams form by melting ice at the bottom, sides or lower ends of glaciers.

• Some amount of rock debris small enough to be carried by such melt-water streams is washed down and deposited. Such glacio- fluvial deposits are called outwash deposits.

• Unlike till deposits, the outwash deposits are roughly stratified and assorted. The rock fragments in outwash deposits are somewhat rounded at their edges.

Moraines

• These are are long ridges of deposits of glacial till.

• Terminal moraines are long ridges of debris deposited at the end (toe) of the glaciers.

• Lateral moraines form along the sides parallel to the glacial valleys. The lateral moraines may join a terminal moraine forming a horse-shoe shaped ridge. There can be many lateral moraines on either side in a glacial valley.

• Many valley glaciers retreating rapidly leave an irregular sheet of till over their valley floors. Such deposits varying greatly in thickness and in surface topography are called ground moraines.

• The moraine in the centre of the glacial valley flanked by lateral moraines is called medial moraine.

Eskers

• When glaciers melt in summer, the water flows on the surface of the ice or seeps down along the margins or even moves through holes in the ice.

• These waters accumulate beneath the glacier and flow like streams in a channel beneath the ice.

• Such streams flow over the ground (not in a valley cut in the ground) with ice forming its banks.

• Very coarse materials like boulders and blocks along with some minor fractions of rock debris carried into this stream settle in the valley of ice beneath the glacier and after the ice melts can be found as a sinuous ridge called esker.

Outwash Plains

• The plains at the foot of the glacial mountains or beyond the limits of continental ice sheets are covered with glacio-fluvial deposits in the form of broad flat alluvial fans which may join to form outwash plains of gravel, silt, sand and clay.

Drumlins

• Drumlins are smooth oval shaped ridge-like features composed mainly of glacial till with some masses of gravel and sand.

• The long axes of drumlins are parallel to the direction of ice movement.

• They may measure up to 1 km in length and 30 m or so in height.

• One end of the drumlins facing the glacier called the stoss end is blunter and steeper than the other end called tail.

• The drumlins form due to dumping of rock debris beneath heavily loaded ice through fissures in the glacier. The stoss end gets blunted due to pushing by moving ice.

• Drumlins give an indication of direction of glacier movement.

Waves and Currents

• When waves break, the water is thrown with great force onto the shore, and simultaneously, there is a great churning of sediments on the sea bottom.

• Constant impact of breaking waves drastically affects the coasts. Storm waves and tsunami waves can cause far-reaching changes in a short period of time than normal breaking waves. As wave environment changes, the intensity of the force of breaking waves changes.

• Other than the action of waves, the coastal landforms depend upon:
(i) the configuration of land and sea floor;
(ii) whether the coast is advancing (emerging) seaward or retreating (submerging) landward.

• Assuming sea level to be constant, two types of coasts are considered to explain the concept of evolution of coastal landforms:
(i) high, rocky coasts (submerged coasts);
(ii) low, smooth and gently sloping sedimentary coasts (emerged coasts).

High Rocky Coasts

• Along the high rocky coasts, the rivers appear to have been drowned with highly irregular coastline.
The coastline appears highly indented with extension of water into the land where glacial valleys (fjords) are present.

• The hill sides drop off sharply into the water. Shores do not show any depositional landforms initially.

• Erosion features dominate along high rocky coasts, waves break with great force against the land shaping the hill sides into cliffs.

• With constant pounding by waves, the cliffs recede leaving a wave-cut platform in front of the sea cliff. Waves gradually minimise the irregularities along the shore.

• Bars are submerged features and when bars show up above water, they are called barrier bars.
Barrier bar which get keyed up to the headland of a bay is called a spit.

• When barrier bars and spits form at the mouth of a bay and block it, a lagoon forms. The lagoons would gradually get filled up by sediments from the land giving rise to a coastal plain.

Low Sedimentary Coasts

• Along low sedimentary coasts the rivers appear to extend their length by building coastal plains and deltas. The coastline appears smooth with occasional incursions of water in the form of lagoons and tidal creeks.

• The land slopes gently into the water. Marshes and swamps may abound along the coasts.

• When waves break over a gently slopingsedimentary coast, the bottom sediments get churned and move readily building bars, barrier bars, spits and lagoons.

• Lagoons would eventually turn into a swamp which would subsequently turn into a coastal plain.

• The west coast of our country is a high rocky retreating coast. Erosional forms dominate in the west coast.

• The east coast of India is a low sedimentary coast. Depositional forms dominate in the east coast.

Eroisonal Landforms

Cliffs, Terraces, Caves and Stacks


• Wave-cut cliffs and terraces are two forms usually found where erosion is the dominant shore process.

• Almost all sea cliffs are steep and may range from a few metre to 30 metre or even more. At the foot of such cliffs there may be a flat or gently sloping platform covered by rock debris derived from the sea cliff behind.

• Such platforms occurring at elevations above the average height of waves is called a wave-cut terrace.

• The lashing of waves against the base of the cliff and the rock debris that gets smashed against the cliff along with lashing waves create hollows and these hollows get widened and deepened to form sea caves.

• The roofs of caves collapse and the sea cliffs recede further inland. Retreat of the cliff may leave some remnants of rock standing isolated as small islands just off the shore. Such resistant masses of rock, originally parts of a cliff or hill are called sea stacks.

Depositional Landforms

Beaches and Dunes


• Beaches are characteristic of shorelines that are dominated by deposition, but may occur as patches along even the rugged shores.

• Most of the sediment making up the beaches comes from land carried by the streams and rivers or from wave erosion. Beaches are temporary features.

• Most of the beaches are made up of sand sized materials. Beaches called shingle beaches contain excessively small pebbles and even cobbles.

• Just behind the beach, the sands lifted and winnowed from over the beach surfaces will be deposited as sand dunes. Sand dunes forming long ridges parallel to the coastline are very common along low sedimentary coasts.

Bars, Barriers and Spits

• A ridge of sand and shingle formed in the sea in the off-shore zone (from the position of low tide waterline to seaward) lying approximately parallel to the coast is called an off-shore bar.

• An off-shore bar which is exposed due to further addition of sand is termed a barrier bar.

• The off-shore bars and barriers commonly form across the mouth of a river or at the entrance of a bay. Sometimes such barrier bars get keyed up to one end of the bay when they are called spits. Spits may also develop attached to headlands/hills. The barriers, bars and spits at the mouth of the bay gradually extend leaving only a small opening of the bay into the sea and the bay will eventually develop into a lagoon.

• The lagoons get filled up gradually by sediment coming from the land or from the beach itself (aided by wind) and a broad and wide coastal plain may develop replacing a lagoon.

• The coastal off-shore bars offer the first buffer or defence against storm or tsunami by absorbing most of their destructive force. Then come the barriers, beaches, beach dunes and mangroves, if any, to absorb the destructive force of storm and tsunami waves. So, if we do anything which disturbs the ‘sediment budget’ and the mangroves along the coast, these coastal forms will get eroded away leaving human habitations to bear first strike of storm and tsunami waves.

Winds

• Wind is one of the two dominant agents in hot deserts. The desert floors get heated up too much and too quickly because of being dry and barren.

• The heated floors heat up the air directly above them and result in upward movements in the hot lighter air with turbulence, and any obstructions in its path sets up eddies, whirlwinds, updrafts and downdrafts.

• Winds also move along the desert floors with great speed and the obstructions in their path create turbulence. Of course, there are storm winds which are very destructive.

• Winds cause deflation, abrasion and impact.

• Deflation includes lifting and removal of dust and smaller particles from the surface of rocks. In the transportation process sand and silt act as effective tools to abrade the land surface.

• The impact is simply sheer force of momentum which occurs when sand is blown into or against a rock surface. It is similar to sand- blasting operation.

• The desert rocks devoid of vegetation, exposed to mechanical and chemical weathering processes due to drastic diurnal temperature changes, decay faster and the torrential rains help in removing the weathered materials easily.

• That means, the weathered debris in deserts is moved by not only wind but also by rain/sheet wash.
The wind moves fine materials and general mass erosion is accomplished mainly through sheet floods or sheet wash. Stream channels in desert areas are broad, smooth and indefinite and flow for a brief time after rains.

Erosional Landforms

Pediments and Pediplains

• Gently inclined rocky floors close to the mountains at their foot with or without a thin cover of debris, are called pediments.

• Such rocky floors form through the erosion of mountain front through a combination of lateral erosion by streams and sheet flooding.

• Once, pediments are formed with a steep wash slope followed by cliff or free face above it, thesteep wash slope and free face retreat backwards.

• This method of erosion is termed as parallel retreat of slopes through back wasting. So,
through parallel retreat of slopes, the pediments extend backwards at the expense of mountain front, and gradually, the mountain gets reduced leaving an inselberg which is a remnant of the mountain.

• That’s how the high relief in desert areas is reduced to low featureless plains called pediplains.

Playas

• Plains are by far the most prominent landforms in the deserts. In basins with mountains and hills around and along, the drainage is towards the centre of the basin and due to gradual deposition of sediment from basin margins, a nearly level plain forms at the centre of the basin.

• In times of sufficient water, this plain is covered up by a shallow water body. Such types of shallow lakes are called as playas where water is retained only for short duration due to evaporation and quite often the playas contain good deposition of salts. The playa plain covered up by salts is called alkali flats.

Deflation Hollows and Caves

• Weathered mantle from over the rocks or bare soil, gets blown out by persistent movement of wind currents in one direction. This process may create shallow depressions called deflation hollows.

• Deflation also creates numerous small pits or cavities over rock surfaces. The rock faces suffer impact and abrasion of wind-borne sand and first shallow depressions called blow outs are created, and some of the blow outs become deeper and wider fit to be called caves.

Mushroom, Table and Pedestal Rocks

• Many rock-outcrops in the deserts easily susceptible to wind deflation and abrasion are worn out quickly leaving some remnants of resistant rocks polished beautifully in the shape of mushroom with a slender stalk and a broad and rounded pear shaped cap above.

• Sometimes, the top surface is broad like a table top and quite often, the remnants stand out like pedestals.

Depositional Landforms

• Wind is a good sorting agent. Depending upon the velocity of wind, different sizes of grains are moved along the floors by rolling or saltation and carried in suspension and in this process of transportation itself, the materials get sorted.

• When the wind slows or begins to die down, depending upon sizes of grains and their critical velocities, the grains will begin to settle. So, in depositional landforms made by wind, good sorting of grains can be found.

• Wind is there everywhere and wherever there is good source of sand and with constant wind directions, depositional features in arid regions can develop anywhere.

Sand Dunes

• Dry hot deserts are good places for sand dune formation. Obstacles to initiate dune formation are equally important. There can be a great variety of dune forms.

• Crescent shaped dunes called barchans with the points or wings directed away from wind direction i.e., downwind, form where the wind direction is constant and moderate and where the original surface over which sand is moving is almost uniform.

• Parabolic dunes form when sandy surfaces are partially covered with vegetation. That means parabolic dunes are reversed barchans with wind direction being the same.

• Seif is similar to barchan with a small difference. Seif has only one wing or point. This happens when there is shift in wind conditions. The lone wings of seifs can grow very long and high.

• Longitudinal dunes form when supply of sand is poor and wind direction is constant. They appear as long ridges of considerable length but low in height.

• Transverse dunes are aligned perpendicular to wind direction. These dunes form when the wind direction is constant and the source of sand is an elongated feature at right angles to the wind direction. They may be very long and low in height.

Notes of Ch 8 Composition and Structure of Atmosphere| Class 11th Geography

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Notes of Ch 8 Composition and Structure of Atmosphere| Class 11th Geography

Composition of the Atmosphere

• The atmosphere is composed of gases, water vapour and dust particles.

• The proportion of gases changes in the higher layers of the atmosphere.

Gases

• Carbon dioxide is meteorologically a very important gas as it is transparent to the incoming solar radiation but opaque to the outgoing terrestrial radiation.

• It absorbs a part of terrestrial radiation and reflects back some part of it towards the earth’s surface.
largely responsible for the greenhouse effect.

• The volume of other gases is constant but the volume of carbon dioxide has been rising in the past few decades mainly because of the burning of fossil fuels. This has also increased the temperature of the air.

• Ozone is another important component of the atmosphere found between 10 and 50 km above the earth’s surface and acts as a filter and absorbs the ultra-violet rays radiating from the sun and prevents them from reaching the surface of the earth.

Water Vapour
• Water vapour is also a variable gas in the atmosphere, which decreases with altitude.

• In the warm and wet tropics, it may account for four per cent of the air by volume, while in the dry and cold areas of desert and polar regions, it may be less than one per cent of the air.

• Water vapour also decreases from the equator towards the poles. It also absorbs parts of the insolation from the sun and preserves the earth’s radiated heat. It thus, acts like a blanket allowing the earth neither to become too cold nor too hot.

• Water vapour also contributes to the stability and instability in the air.

Dust Particles

• Atmosphere has a sufficient capacity to keep small solid particles, which may originate from different sources and include sea salts, fine soil, smoke-soot, ash, pollen, dust and disintegrated particles of meteors.

• Dust particles are generally concentrated in the lower layers of the atmosphere; yet, convectional air currents may transport them to great heights. The higher concentration of dust particles is found in subtropical and temperate regions due to dry winds in comparison to equatorial and Polar Regions.

• Dust and salt particles act as hygroscopic nuclei around which water vapour condenses to produce clouds.

Structure of the Atmosphere

• The atmosphere consists of different layers with varying density and temperature. Density is highest near the surface of the earth and decreases with increasing altitude.

• The column of atmosphere is divided into five different layers depending upon the temperature condition. They are:
(i) Troposphere,
(ii) Stratosphere,
(iii) Mesosphere,
(iv) Thermosphere
(v) Exosphere.

Troposphere

• The troposphere is the lowermost layer of the atmosphere.

• Its average height is 13 km and extends roughly to a height of 8 km near the poles and about 18 km at the equator.

• Thickness of the troposphere is greatest at the equator because heat is transported to great heights by strong convectional currents.

• This layer contains dust particles and water vapour. All changes in climate and weather take place in this layer.

• The temperature in this layer decreases at the rate of 1°C for every 165m of height. This is the most important layer for all biological activity.

• The zone separating the tropsophere from stratosphere is known as the tropopause. The air temperature at the tropopause is about minus 800C over the equator and about minus 45oC over the poles. The temperature here is nearly constant, and hence, it is called the tropopause.

Stratosphere

• The stratosphere is found above the tropopause and extends up to a height of 50 km.

• It contains the ozone layer. This layer absorbs ultra-violet radiation and shields life on the earth from intense, harmful form of energy.

Mesophere

• The mesosphere lies above the stratosphere, which extends up to a height of 80 km. In this layer, once again, temperature starts decreasing with the increase in altitude and reaches up to minus 100°C at the height of 80 km.

• The upper limit of mesosphere is known as the mesopause.

Ionosphere

• The ionosphere is the lower portion of the thermosphere.

• The ionosphere is located between 80 and 400 km above the mesopause.

• It contains electrically charged particles known as ions, and hence, it is known as ionosphere.

• Radio waves transmitted from the earth are reflected back to the earth by this layer.

• Temperature here starts increasing with height.

Exosphere

• The uppermost layer of the atmosphere above the thermosphere is known as the exosphere. This is the highest layer but very little is known about it.

Elements of Weather and Climate

• The main elements of atmosphere which are subject to change and which influence human life on earth are temperature, pressure, winds, humidity, clouds and precipitation.

Notes of Ch 9 Solar Radiation, Heat Balance and Temperature| Class 11th Geography

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Notes of Ch 9 Solar Radiation, Heat Balance and Temperature| Class 11th Geography

Solar Radiation
• The earth’s surface receives most of its energy in short wavelengths. The energy received by the earth is known as incoming solar radiation which in short is termed as insolation.

• As the earth is a geoid resembling a sphere, the sun’s rays fall obliquely at the top of the atmosphere and the earth intercepts a very small portion of the sun’s energy. On an average the earth receives 1.94 calories per sq. cm per minute at the top of its atmosphere.

• During its revolution around the sun, the earth is farthest from the sun (152 million km) on 4th July. This position of the earth is called aphelion.

• On 3rd January, the earth is the nearest to the sun (147 million km). This position is called perihelion.

• Therefore, the annual insolation received by the earth on 3rd January is slightly more than the amount received on 4th July.

• Variation in the solar output does not have great effect on daily weather changes on the surface of the earth.

Variability of Insolation at the Surface of the Earth
• The amount and the intensity of insolation vary during a day, in a season and in a year.

• The factors that cause these variations in insolation are:
(i) the rotation of earth on its axis;
(ii) the angle of inclination of the sun’s rays;
(iii) the length of the day;
(iv) the transparency of the atmosphere;
(v) the configuration of land in terms of its aspect.

The last two however, have less influence.

• The fact that the earth’s axis makes an angle of 66° with the plane of its orbit round the sun has a greater influence on the amount of insolation received at different latitudes.

• The second factor that determines the amount of insolation received is the angle of inclination of the rays. This depends on the latitude of a place. The higher the latitude the less is the angle they make with the surface of the earth resulting in slant sun rays.

The Passage of Solar Radiation through the Atmosphere
• The atmosphere is largely transparent to short wave solar radiation. The incoming solar radiation passes through the atmosphere before striking the earth’s surface.

• Within the troposphere water vapour, ozone and other gases absorb much of the near infrared radiation.

• Very small-suspended particles in the troposphere scatter visible spectrum both to the space and towards the earth surface. This process adds colour to the sky.

• The red colour of the rising and the setting sun and the blue colour of the sky are the result of scattering of light within the atmosphere.

Spatial Distribution of Insolation at the Earth’s Surface
• The insolation received at the surface varies from about 320 Watt/m2 in the tropics to about 70 Watt/m2 in the poles.

• Maximum insolation is received over the subtropical deserts, where the cloudiness is the least.

• Equator receives comparatively less insolation than the tropics. Generally, at the same latitude the insolation is more over the continent than over the oceans. In winter, the middle and higher latitudes receive less radiation than in summer.

Heating and Cooling of Atmosphere

• There are different ways of heating and cooling of the atmosphere 
(i) Convection
(ii) Radiation
(iii) Advection
(iv) Conduction
• The air in contact with the land gets heated slowly and the upper layers in contact with the lower layers also get heated. This process is called conduction. Conduction takes place when two bodies of unequal temperature are in contact with one another, there is a flow of energy from the warmer to cooler body.

• Conduction is important in heating the lower layers of the atmosphere.

• The air in contact with the earth rises vertically on heating in the form of currents and further transmits the heat of the atmosphere. This process of vertical heating of the atmosphere is known as convection.

• Horizontal movement of the air is relatively more important than the vertical movement.

• In tropical regions particularly in northern India during summer season local winds
called ‘loo’ is the outcome of advection process.

• In middle latitudes, most of diurnal (day and night) variation in daily weather are caused
by advection alone.

Terrestrial Radiation
• The insolation received by the earth is in shortwaves forms and heats up its surface.

• This energy heats up the atmosphere from below. This process is known as terrestrial radiation.

• The earth after being heated itself becomes a radiating body and it radiates energy to the atmosphere in long wave form.

• The atmosphere in turn radiates and transmits heat to the space. Finally the amount of heat received from the sun is returned to space, there by maintaining constant temperature at the earth’s surface and in the atmosphere.

Heat Budget of the Planet Earth

• Above figure depicts the heat budget of the planet earth. The earth as a whole does Not accumulate or loose heat. It maintains its temperature.

• This can happen only if the amount of heat received in the form of insolation equals the amount lost by the earth through terrestrial radiation.

• Consider that the insolation received at the top of the atmosphere is 100 percent.

• While passing through the atmosphere some amount of energy is reflected, scattered and absorbed.

• Only the remaining part reaches the earth surface.

• Roughly 35 units are reflected back to space even before reaching the earth’s surface.

• Of these, 27 units are reflected back from the top of the clouds.

• Only 2 units from the snow and ice-covered areas of the earth.

• The remaining 65 units are absorbed. 14 units within the atmosphere and 51 units by the earth’s surface.

Variation in the Net Heat Budget at the Earth’s Surface
• There are variations in the amount of radiation received at the earth’s surface. Some part of the earth has surplus radiation balance while the other part has deficit.

• The surplus heat energy from the tropics is redistributed pole wards and as a result the tropics do not get progressively heated up due to the accumulation of excess heat or the high latitudes get permanently frozen due to excess deficit.

Temperature

• The interaction of insolation with the atmosphere and the earth’s surface creates heat which is measured in terms of temperature.

• While heat represents the molecular movement of particles comprising a substance, the temperature is the measurement in degrees of how hot (or cold) a thing (or a place) is.

Factors Controlling Temperature Distribution (important)
The temperature of air at any place is influenced by:
(i) the latitude of the place;
(ii) the altitude of the place;
(iii) distance from the sea, the air- mass circulation;
(iv) the presence of warm and cold ocean currents;
(v) local aspects.
• The latitude : The temperature of a place depends on the insolation received. It has been explained earlier that the insolation varies according to the latitude hence the temperature also varies accordingly.

• The altitude : The atmosphere is indirectly heated by terrestrial radiation from below. Therefore, the places near the sea-level record higher temperature than the places situated at higher elevations. In other words, the temperature generally decreases with increasing height. The rate of decrease of temperature with height is termed as the normal lapse rate. It is 6.5°C per 1,000 m.

• Distance from the sea: Another factor that influences the temperature is the location of a place with respect to the sea. Compared to land, the sea gets heated slowly and loses heat slowly. Land heats up and cools down quickly. Therefore, the variation in temperature over the sea is less compared to land. The places situated near the sea come under the moderating influence of the sea and land breezes which moderate the temperature.

• Air-mass and Ocean currents : Like the land and sea breezes, the passage of air masses also affects the temperature. The places, which come under the influence of warm air-masses experience higher temperature and the places that come under the influence of cold air- masses experience low temperature. Similarly, the places located on the coast where the warm ocean currents flow record higher temperature than the places located on the coast where the cold currents flow.

Distribution of Temperature
• The global distribution of temperature can well be understood by studying the temperature distribution in January and July.

• The Isotherms are lines joining places having equal temperature.

• Northern hemisphere the land surface area is much larger than in the southern hemisphere. Hence, the effects of land mass and the ocean currents are well pronounced.

• In January the isotherms deviate to the north over the ocean and to the south over the continent. This can be seen on the North Atlantic Ocean. The presence of warm ocean currents, Gulf Stream and North Atlantic drift, make the Northern Atlantic Ocean warmer and the isotherms bend towards the north. Over the land the temperature decreases sharply and the isotherms bend towards south in Europe.

• It is much pronounced in the Siberian plain. The mean January temperature along 60° E longitude is minus 20° C both at 80° N and 50° N latitudes.

• The mean monthly temperature for January is over 27° C, in equatorial oceans over 24° C in the tropics and 2° C - 0° C in the middle latitudes and –18° C to – 48° C in the Eurasian continental interior.

• The effect of the ocean is well pronounced in the southern hemisphere. Here the isotherms are more or less parallel to the latitudes and the variation in temperature is more gradual than in the northern hemisphere. The isotherm of 20° C, 10° C, and 0° C runs parallel to 35° S, 45° S and 60° S latitudes respectively.

• In July the isotherms generally run parallel to the latitude. The equatorial oceans record warmer temperature, more than 27°C. Over the land more than 30°C is noticed in the subtropical continental region of Asia, along the 30° N latitude. Along the 40° N runs the isotherm of 10° C and along the 40° S the temperature is 10° C.

Inversion of Temperature
• Normally, temperature decreases with increase in elevation. It is called normal lapse rate. At times, the situations is reversed and the normal lapse rate is inverted. It is called Inversion of temperature.

• Inversion is usually of short duration but quite common nonetheless. A long winter night with clear skies and still air is ideal situation for inversion.

• The heat of the day is radiated off during the night, and by early morning hours, the earth is cooler than the air above.

• Over polar areas, temperature inversion is normal throughout the year. The inversion takes place in hills and mountains due to air drainage. Cold air at the hills and mountains, produced during night, flows under the influence of gravity

Notes of Ch 10 Atmospheric Circulation and Weather Systems| Class 11th Geography

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Notes of Ch 10 Atmospheric Circulation and Weather Systems| Class 11th Geography

• Air expands when heated and gets compressed when cooled. This results in variations in the atmospheric pressure.

• The result is that it causes the movement of air from high pressure to low pressure, setting the air in motion. air in horizontal motion is wind.

• Atmospheric pressure also determines when the air will rise or sink.

• The wind redistributes the heat and moisture across the planet, thereby, maintaining a constant temperature for the planet as a whole. The vertical rising of moist air cools it down to form the clouds and bring precipitation.

Atmospheric pressure

• The weight of a column of air contained in a unit area from the mean sea level to the top of the atmosphere is called the atmospheric pressure.

• The atmospheric pressure is expressed in units of milibar. At sea level the average atmospheric pressure is 1,013.2 milibar. Due to gravity the air at the surface is denser and hence has higher pressure.

• Air pressure is measured with the help of a mercury barometer or the aneroid barometer

• The pressure decreases with height. At any elevation it varies from place to place and its variation is the primary cause of air motion, i.e. wind which moves from high pressure areas to low pressure areas.

Vertical Variation of Pressure

• In the lower atmosphere the pressure decreases rapidly with height. The decrease amounts to about 1 mb for each 10 m increase in elevation. It does not always decrease at the same rate.

• The vertical pressure gradient force is much larger than that of the horizontal pressure gradient. But, it is generally balanced by a nearly equal but opposite gravitational force. Hence, we do not experience strong upward winds.

Horizontal Distribution of Pressure

• Small differences in pressure are highly significant in terms of the wind direction and velocity.

• Horizontal distribution of pressure is studied by drawing isobars at constant levels.

• Isobars are lines connecting places having equal pressure. In order to eliminate the effect of altitude on pressure, it is measured at any station after being reduced to sea level for purposes of comparison.

• Low- pressure system is enclosed by one or more isobars with the lowest pressure in the centre.

• High-pressure system is also enclosed by one or more isobars with the highest pressure in the centre.

World Distribution of Sea Level Pressure

• Near the equator the sea level pressure is low and the area is known as equatorial low.

• Along 30° N and 30° S are found the high-pressure areas known as the subtropical highs.

• Further pole wards along 60° N and 60° S, the low-pressure belts are termed as the sub polar lows.

• Near the poles the pressure is high and it is known as the polar high.

• These pressure belts are not permanent in nature. They oscillate with the apparent movement of the sun.

• In the northern hemisphere in winter they move southwards and in the summer northwards.

Forces Affecting the Velocity and Direction of Wind

• The air is set in motion due to the differences in atmospheric pressure.

• The air in motion is called wind. The wind blows from high pressure to low pressure, addition, rotation of the earth also affects the wind movement.

• The force exerted by the rotation of the earth is known as the Coriolis force.

• The horizontal winds near the earth surface respond to the combined effect of three forces - the pressure gradient force, the frictional force and the Coriolis force. In addition, the gravitational force acts downward.

Pressure Gradient Force

• The differences in atmospheric pressure produces a force. The rate of change of pressure with respect to distance is the pressure gradient.

• The pressure gradient is strong where the isobars are close to each other and is weak where the isobars are apart.

Frictional Force

• It affects the speed of the wind.

• It is greatest at the surface and its influence generally extends upto an elevation of 1-3 km. Over the sea surface the friction is minimal.

Coriolis force

• The rotation of the earth about its axis affects the direction of the wind. This force is called the Coriolis force after the French physicist who described it in 1844.

• It deflects the wind to the right direction in the northern hemisphere and to the left in the southern
hemisphere. The deflection is more when the wind velocity is high.

• The Coriolis force is directly proportional to the angle of latitude. It is maximum at the poles and is absent at the equator. The pressure gradient force is perpendicular to an isobar.

• The higher the pressure gradient force, the more is the velocity of the wind and the larger is the deflection in the direction of wind. As a result of these two forces operating perpendicular to each other, in the low-pressure areas the wind blows around it.

• The low pressure gets filled instead of getting intensified. That is the reason why tropical cyclones are not formed near the equator.

Pressure and Wind

• The velocity and direction of the wind are the net results of the wind generating the upper atmosphere, 2 – 3 km above the from frictional effects of the surface and are the pressure gradient of the Coriolis force.

• Straight and when there is no friction, the pressure gradient force is Coriolis force and the resultant wind blows. This wind is known as the geostrophic wind.

• The velocity and direction of the wind forces. The winds in surface, are free controlled mainly by when isobars are balanced by the parallel to the isobar.

• The wind circulation around a low is called cyclonic circulation. The direction of winds around such systems changes according to their location in different hemispheres.

• The wind circulation at the earth’s surface closely related to the wind circulation at higher level. Over high pressure area the air will subside from above and diverge at the surface.

General circulation of the atmosphere

• The pattern of planetary winds largely depends on:
(i) latitudinal variation of atmospheric heating;
(ii) emergence of pressure belts;
(iii) the migration of belts following apparent path of the sun;
(iv) the distribution of continents and oceans;
(v) the rotation of earth.

• The pattern of the movement of the planetary winds is called the general circulation of the atmosphere.

• The general circulation of the atmosphere also sets in motion the ocean water circulation which influences the earth’s climate.

• The air at the Inter Tropical Convergence Zone (ITCZ) rises because of convection caused by high insolation and a low pressure is created.

• The converged air rises along with the convective cell. It reaches the top of the troposphere up to an altitude of 14 km. and moves towards the poles.

• This causes accumulation of air at about 30 N and S. Down below near the land surface the air flows towards the equator as the easterlies.

• Cells : Such circulations from the surface upwards and vice-versa are called cells.

• Ferrel cell : At the surface these winds are called westerlies and the cell is known as the Ferrel cell.

• Polar cell : At polar latitudes the cold dense air subsides near the poles and blows towards middle latitudes as the polar easterlies. This cell is called the polar cell.

General Atmospheric Circulation and its Effects on Oceans

General Atmospheric Circulation

• Warming and cooling of the Pacific Ocean is most important in terms of general atmospheric circulation.

• The warm water of the central Pacific Ocean slowly drifts towards South American coast and replaces the cool Peruvian current. Such appearance of warm water off the coast of Peru is known as the El Nino.

• The El Nino event is closely associated with the pressure changes in the Central Pacific and Australia.

• This change in pressure condition over Pacific is known as the southern oscillation. The combined phenomenon of southern oscillation and El Nino is known as ENSO.

• In the years when the ENSO is strong, large-scale variations in weather occur over the world. The arid west coast of South America receives heavy rainfall, drought occurs in Australia and sometimes in India and floods in China.

Seasonal Winds

• The pattern of wind circulation is modified in different seasons due to the shifting of regions of maximum heating, pressure and wind belts.

• The most pronounced effect of such a shift is noticed in the monsoons, especially over southeast Asia. The other local deviations from the general circulation system are as follows.

Local Winds

• Differences in the heating and cooling of earth surfaces and the cycles those develop daily or annually can create several common, local or regional winds.

Land and Sea Breezes

• The land and sea absorb and transfer heat differently.

Land and Sea Breezes

• During the day the land heats up faster and becomes warmer than the sea. Therefore, over the land the air rises giving rise to a low pressure area, whereas the sea is relatively cool and the pressure over sea is relatively high. Thus, pressure gradient from sea to land is created and the wind blows from the sea to the land as the sea breeze.

• In the night the reversal of condition takes place. The land loses heat faster and is cooler than the sea. The pressure gradient is from the land to the sea and hence land breeze results.

Mountain and Valley Winds

• In mountainous regions, during the day the slopes get heated up and air moves upslope and to fill the resulting gap the air from the valley blows up the valley. This wind is known as the valley breeze.

• During the night the slopes get cooled and the dense air descends into the valley as the mountain wind.

• The cool air, of the high plateaus and ice fields draining into the valley is called katabatic wind.

• Another type of warm wind occurs on the leeward side of the mountain ranges. The moisture in these winds, while crossing the mountain ranges condense and precipitate.

• When it descends down the leeward side of the slope the dry air gets warmed up by adiabatic process. This dry air may melt the snow in a short time.

Air Masses

• When the air remains over a homogenous area for a sufficiently longer time, it acquires the characteristics of the area.

• The homogenous regions can be the vast ocean surface or vast plains.

• The air with distinctive characteristics in terms of temperature and humidity is called an airmass. It is defined as a large body of air having little horizontal variation in temperature and moisture. The homogenous surfaces, over which air masses form, are called the source regions.

• The air masses are classified according to the source regions. There are five major source regions. These are:
(i) Warm tropical and subtropical oceans;
(ii) The subtropical hot deserts;
(iii) The relatively cold high latitude oceans;
(iv) The very cold snow covered continents in high latitudes;
(v) Permanently ice covered continents in the Arctic and Antarctica.

• These types of air masses are recognised:
(i) Maritime tropical (mT);
(ii) Continental tropical (cT);
(iii) Maritime polar (mP);
(iv) Continental polar (cP);
(v) Continental arctic (cA).

• Tropical air masses are warm and polar air masses are cold.

Fronts

• When two different air masses meet, the boundary zone between them is called a front. The process of formation of the fronts is known as frontogenesis.

Fronts
• There are four types of fronts:
(a) Cold;
(b) Warm;
(c)Stationary;

Extra Tropical Cyclones
• The system developing in the mid and high latitude, beyond the tropics are called the middle latitude or extra tropical cyclones.

Extra Tropical Cyclones

• The passage of front causes abrupt changes in the weather conditions over the area in the middle and high latitudes. Extra tropical cyclones form along the polar front.

• Initially, the front is stationary. In the northern hemisphere, warm air blows from the south and cold air from the north of the front.

• When the pressure drops along the front, the warm air moves northwards and the cold air move towards, south setting in motion an anticlockwise cyclonic circulation.

• The cyclonic circulation leads to a well developed extra tropical cyclone, with a warm front and a cold front.

Tropical Cyclones

• These are violent storms that originate over oceans in tropical areas and move over to the coastal areas bringing about large scale destruction caused by violent winds, very heavy rainfall and storm surges. These are one of the most devastating natural calamities.

• They are known as Cyclones in the Indian Ocean, Hurricanes in the Atlantic, Typhoons in the Western Pacific and South China Sea, and Willy-willies in the Western Australia.

• Tropical cyclones originate and intensify over warm tropical oceans.

• The conditions favourable for the formation and intensification of tropical storms are:
(i) Large sea surface with temperature higher than 27° C;
(ii) Presence of the Coriolis force;
(iii) Small variations in the vertical wind speed;
(iv) A pre-existing weak- low-pressure area or low-level-cyclonic circulation;
(v) Upper divergence above the sea level system.

• The energy that intensifies the storm, comes from the condensation process in the towering cumulonimbus clouds, surrounding the centre of the storm.

• The place where a tropical cyclone crosses the coast is called the landfall of the cyclone. The cyclones, which cross 20° N latitude generally, recurve and they are more destructive.

Tropical Cyclones

• A mature tropical cyclone is characterised by the strong spirally circulating wind around the centre, called the eye.

• The diameter of the circulating system can vary between 150 and 250 km. The eye is a region of calm with subsiding air.

• Around the eye is the eye wall, where there is a strong spiralling ascent of air to greater height reaching the tropopause. The wind reaches maximum velocity in this region, reaching as high as 250 km per hour. Torrential rain occurs here.

• From the eye wall rain bands may radiate and trains of cumulus and cumulonimbus clouds may drift into the outer region.

• The diameter of the storm over the Bay of Bengal, Arabian sea and Indian ocean is between 600 - 1200 km. The system moves slowly about 300 - 500 km per day.

Thunderstones and Tornadoes

• Other severe local storms are thunderstorms and tornadoes. They are of short duration occurring over a small area but are violent.

• Thunderstorms are caused by intense convectio on moist hot days. Such a phenomenon is called a tornado.

• Tornadoes generally occur i middle latitudes. The tornado over the sea is called water sprouts.

• These violent storms are the manifestation of the atmosphere’s adjustments to varying
energy distribution.

Mathematics Formula for Class 10

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Maths Formula for Class 10

Studyrankers has prepared math formula for CBSE class 10. There are a total of 15 chapters which we have to study in class 10. We have prepared notes from all these chapters. It will help the students in quick revision of all the formulae, identities, theorems in a quick and easy way. Find below the list of all the chapters of class 10 mathematics with their relevant formula.

  • Chapter 1 - Real Numbers Formula

Euclid's division lemma
For any two positive integers a and b, there exist (unique) whole numbers q and r such that
a = bq + r, 0≤ r <b.
Euclid's division algorithm is a process based on Euclid's division lemma. According to this, the HCF of two positive integers a and b, with a > b, is obtained as follows:
Step 1: Apply Euclid's division lemma on a and b, a = bq + r, 0 ≤ r <b for some whole numbers q and r.
Step 2: If r = 0, then HCF (a, b) = b.
If r≠0, apply Euclid's division on b and r.
b = rq1 +r1, 0≤ r1<b for some whole numbers q1 and r1
Step 3: If r1 = 0, then HCF (b,r) = r.
But HCF (a, b) = HCF (b,r) ⇒ HCF (a, b) = r.
Continue the above process until the remainder is zero.
Last non-zero remainder = HCF (a, b)

Fundamental Theorem of Arithmetic
Every composite positive integer n can be expressed (factorised) as a product of primes, and this factorisation is unique, apart from the order in which the prime factors occur.
HCF and LCM of two (or more) natural numbers can be obtained by using Fundamental Theorem of Arithmetic. This method is also called prime factorisation method.
Relationship between HCF and LCM of two natural numbers
HCF × LCM = product of two natural numbers.
LCM of two natural numbers is always divisible by their HCF.

Theorem 1: If a is any natural number and p is a prime number such that p divides a2, then p divides a.
Generalisation of the theorem is:
If a, n are any natural number and p is a prime number such that p divides an, then p divides a.
Theorem 2: If a and b are any natural numbers and p is a prime number such that p divides ab then p divides a or p divides b or p divides both.

Rational and Irrational numbers
A number that can be expressed in the form of p/q, where p, q are integers, q≠0, and p, q are co-prime is called a rational number.
A number that cannot be expressed in the above form is called an irrational number.

Theorem 3: If x is a rational number whose decimal expansion terminates, then x can be expressed as x = p/q where p, q are integers, q≠0 and p, q are co-prime, and the prime factorisation of q is of the form 2m5n where m, n are non-negative integers.

Theorem 4: If x = p/q where p, q are integers, q≠0 and p, q are co-prime such that the prime factorisation of q is of the form 2m5n where m, n are non-negative integers, then x has decimal expansion which terminates.

Theorem 5: If x = p/q where p, q are integers, 90 and p, q are co-prime such that the prime factorisation of q is not of the form 2m5n where m, n are non-negative integers, then x has a decimal expansion which is non-terminating repeating (recurring).
Thus, if x is a rational number and x = p/q where p, q are integers, q≠0 and p, q are co-prime such that the prime factorisation of q has a prime factor other than 2 or 5, then the decimal expansion of x is non-terminating repeating.
The decimal expansion of every rational number is either terminating or non-terminating repeating and conversely every decimal number either with terminating decimal expansion or with non-terminating repeating decimal expansion is a rational number.

  • Chapter 2 - Polynomials Formula

Value of a Polynomial:If p(x) is a polynomial and ‘a’ is any real number, then the real number obtained by replacing x by ‘a’ in p(x), is called the value of p(x) at x = a and is represented by p(a).
For example, Let p(x) ≡ x2 + 2x + 5 be a polynomial. The value of p(x) at 3 denoted by p(3) is given by
p(3) = 32 +  2 × 3 + 5 = 20.

Relations between zeroes and coefficients of a polynomial
(i) If a and b are zeroes of the quadratic polynomial ax2 + bx + c, then
α+ β = -b/a and αβ = c/a
(ii) If α, β and γ are zeroes of the cubic polynomial ax3 + bx2 + cx + d, then
α+β+γ = -b/a
αβ + βγ + γα = c/a and αβγ = -d/a.

Division Algorithm for polynomials
If f(x) and g(x) are any two polynomials with g(x)≠0, then there exist (unique) polynomials q(x) and r(x) such that
f(x) = g(x) q(x) + r(x) where,
r(x) = 0 or deg r(x) < deg g(x).
If deg p(x) ≥ deg g(x), then deg q(x) = deg f(x) – deg g(x).

Graph of a Polynomial
The graph of a polynomial p(x) is a freehanded curve passing through points (x1, y1), (x2, y2), (x3, y3) ......... etc., where y1, y2, y3 ....... are the values of polynomial p(x) at x1, x2, x3 ....... respectively.
Example: Graph of p(x) ≡ 2x +1

Geometrical meaning of the zeros of a Polynomial
The zeros of a polynomial are the x-coordinates of the points where the graph of polynomial intersects or touches x-axis.

Example:
In the following polynomial p(x), 1, 4, 7 are zeros of p(x).

  • Chapter 3 - Pair of Linear Equations in Two Variables Formula

System of linear equations
A pair of linear equations in two variables is said to be a system of two linear equations in two variables.
For example, 2x + 3y = 5 and x + 2y = 3 are system of simultaneous linear equations in two variables.

Solution of system of linear equations
A pair of values of x and y satisfying each one of the equations in a given system of pair of linear equations in x and y is called solution of the given system.
For example, x = –1 and y = 2 is solution of system of linear equations x + 2y = 3, 4x + 3y = 2, as these value of x and y satisfy each of them
LHS = –1 + 2 × 2 = –1 + 4 = 3 = RHS and,
LHS = 4 × (–1) + 3 × 2 = –4 + 6 = 2 = RHS

Consistent system of linear equations: A system of linear equations is said to be consistent, if it has at least one solution.

Inconsistent system of linear equation: A system of linear equations is said to be inconsistent, if it has no solution.

For example:
Pair of equations, 2x+3y=6 and 4x+6y=9 is inconsistent because there is no value of x and y which satisfy both equations of above system.

  • Chapter 4 - Quadratic Equations Formula

• If ax2 + bx + c is factorizable into a product of two linear factors, then the roots of the quadratic equation ax2 + bx + c = 0 can be found by equating each factors to zero.
For example:
x2– 5x + 6 = 0
⇒ x – 3x – 2x + 6 = 0
⇒ x(x – 3) – 2 (x – 3) = 0
⇒ (x – 3) (x – 2) = 0
⇒ x – 3 = 0 or x – 2 = 0
Therefore, x = 3 or x = 2
⇒ x = 3, 2 are roots of x2– 5x + 6 = 0

Sridharacharya’s Formula or Discriminant Rule

The following formula used to find the roots a, b of quadratic equation ax2 + bx + c = 0, a ≠ 0, is given by,
Here, α and β are the zeroes or roots of the Quadratic Equation.

  • Chapter 5 - Arithmetic Progressions Formula

Selection of term in an AP
In some particular problems we require certain number of terms in AP. For convenience we adopt following pattern
Number of termsTermsCommon difference
3a – d, a, a + dd
4a – 3d, a – d, a + d, a + 3d2d
5a – 2d, a – d, a, a + d, a + 2dd
6a – 5d, a – 3d, a – d, a + d, a + 3d, a + 5d2d

A sequence a1, a2, a3.......is an AP, if an+1– an is independent of n.
For example:
2, 5, 8, 11, .......is an AP because
an+1– an = {2+(n + 1 – 1)3} – {2 + (n – 1)3}
= {2 + 3n – 2 – 3n + 3} = 3 (independent of n)

• A sequence a1, a2, a3.........., an, is an AP, if and only if nth term an is a linear expansion of n and the co-efficient of n is common difference of the AP.
For example:
If ‘a’ be the first term and ‘d’ the common difference then
an = a + (n – 1) d
= a + nd – d = dn + (a – d)

  • Chapter 6 - Triangles Formula

Bisector Theorems
• The internal bisector of an angle of a triangle divides the opposite side internally in the ratio of the sides containing the angle.
For example:

If ABC is a triangle and AD is the bisector of ∠A, then AB/AC=BD/CD
In a triangle ABC, if D is a point on BC such that BD/DC=AB/AC, then AD is the bisector of ∠A.
• The external bisector of an angle of a triangle divides the opposite side externally in the ratio of the sides containing the angle.
    For example:
    If ABC be a triangle and AD is the external bisector of ∠A, then AB/AC = BD/CD

    • In a triangle ABC, if D is a point on BC produced such that BD/CD = AB/AC, then AD bisects ∠A externally, i.e., ∠XAD = ∠CAD.


    • Chapter 7 - Coordinate Geometry Formula


    • Chapter 8 - Introduction to Trigonometry Formula


    • Chapter 9 - Some Applications of Trigonometry Formula


    • Chapter 10 - Circles Formula


    • Chapter 11 - Constructions Formula


    • Chapter 12 - Areas Related to Circles Formula


    • Chapter 13 - Surface Areas and Volumes Formula


    • Chapter 14 - Statistics Formula


    • Chapter 15 - Probability Formula


    Notes of Ch 11 Water in the Atmosphere| Class 11th Geography

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    Notes of Ch 11 Water in the Atmosphere| Class 11th Geography

    Introduction

    • Water is present in the atmosphere in three forms namely – gaseous, liquid and solid.

    • The moisture in the atmosphere is derived from water bodies through evaporation and from plants through transpiration.

    • Thus, there is a continuous exchange of water between the atmosphere, the oceans and the continents through the processes of evaporation, transpiration, condensation and precipitation.

    • Water vapour present in the air is known as humidity. It is expressed quantitatively in different ways.

    • The actual amount of the water vapour present in the atmosphere is known as the absolute humidity. It is the weight of water vapour per unit volume of air and is expressed in terms of grams per cubic metre.

    • The ability of the air to hold water vapour depends entirely on its temperature.

    • The percentage of moisture present in the atmosphere as compared to its full capacity at a given temperature is known as the relative humidity.

    • The air containing moisture to its full capacity at a given temperature is said to be saturated.

    • It means that the air at the given temperature is incapable of holding any additional amount of moisture at that stage.

    • The temperature at which saturation occurs in a given sample of air is known as dew point.

    Evaporation and Condensation
    Evaporation

    • It is a process by which water is transformed from liquid to gaseous state. Heat is the main cause for evaporation. The temperature at which the water starts evaporating is referred to as the latent heat of vapourisation.

    • Increase in temperature increases water absorption and retention capacity of the given parcel of air.

    • Movement of air replaces the saturated layer with the unsaturated layer. Hence, the greater the movement of air, the greater is the evaporation.

    Condensation

    • The transformation of water vapour into water is called condensation.

    • Condensation is caused by the loss of heat. When moist air is cooled, it may reach a level when its capacity to hold water vapour ceases.

    • In free air, condensation results from cooling around very small particles termed as hygroscopic condensation nuclei.

    • Condensation also takes place when the moist air comes in contact with some colder object and it may also take place when the temperature is close to the dew point.

    • Condensation, therefore, depends upon the amount of cooling and the relative humidity of the air.

    • Condensation is influenced by the volume of air, temperature, pressure and humidity.

    • Condensation takes place:
    (i) when both the volume and the temperature are reduced,
    (ii) When the temperature of the air is reduced to dew point with its volume remaining constant,
    (iii) when moisture is added to the air through evaporation. However, the most favourable condition for condensation is the decrease in air temperature.

    • After condensation the water vapour or the moisture in the atmosphere takes one of the following forms — dew, frost, fog and clouds. Condensation takes place when the dew point is lower than the freezing point as well as higher than the freezing point.

    Dew

    • When the moisture is deposited in the form of water droplets on cooler surfaces of solid objects (rather than nuclei in air above the surface) such as stones, grass blades and plant leaves, it is known as dew.

    • The ideal conditions for its formation are clear sky, calm air, high relative humidity, and cold and long nights. For the formation of dew, it is necessary that the dew point is above the freezing point.

    Frost

    • Frost forms on cold surfaces when condensation takes place below freezing point (0°C), i.e. the dew point is at or below the freezing point.

    • The excess moisture is deposited in the form of minute ice crystals instead of water droplets.

    • The ideal conditions for the formation of white frost are the same as those for the formation of dew, except that the air temperature must be at or below the freezing point.

    Fog and Mist

    • When the temperature of an air mass containing a large quantity of water vapour falls all of a sudden, condensation takes place within itself on fine dust particles.

    • Fog is a cloud with its base at or very near to the ground. Because of the fog and mist, the visibility becomes poor to zero.

    • In urban and industrial centres smoke provides plenty of nuclei which help the formation of fog and mist. Such a condition when fog is mixed with smoke, is described as smog.

    • The only difference between the mist and fog is that mist contains more moisture than the fog.

    • In mist each nuceli contains a thicker layer of moisture. Mists are frequent over mountains as the rising warm air up the slopes meets a cold surface.

    • Fogs are drier than mist and they are prevalent where warm currents of air come in contact with cold currents. Fogs are mini clouds in which condensation takes place around nuclei provided by the dust, smoke, and the salt particles.

    Clouds

    • Cloud is a mass of minute water droplets or tiny crystals of ice formed by the condensation of the water vapour in free air at considerable elevations.

    • As the clouds are formed at some height over the surface of the earth, they take various shapes.

    • According to their height, expanse, density and transparency or opaqueness clouds are grouped under four types:
    (i) cirrus;
    (ii) cumulus;
    (iii) stratus;
    (iv) nimbus.

    Cirrus

    • Cirrus clouds are formed at high altitudes (8,000 - 12,000m).

    • They are thin and detatched clouds having a feathery appearance. They are always white in colour.

    Cumulus

    • Cumulus clouds look like cotton wool. They are generally formed at a height of 4,000 - 7,000 m.

    • They exist in patches and can be seen scattered here and there. They have a flat base.

    Stratus

    • As their name implies, these are layered clouds covering large portions of the sky.

    • These clouds are generally formed either due to loss of heat or the mixing of air masses with different temperatures.

    Nimbus

    • Nimbus clouds are black or dark gray.

    • They form at middle levels or very near to the surface of the earth.

    • These are extremely dense and opaque to the rays of the sun.

    • Nimbus clouds are shapeless masses of thick vapour.

    • A combination of these four basic types can give rise to the following types of clouds: high
    clouds:
    (i) cirrus, cirrostratus, cirrocumulus;
    (ii) middle clouds - altostratus and altocumulus;
    (iii) low clouds- stratocumulus and nimbostratus
    (iv) clouds with extensive vertical development - cumulus and cumulonimbus.

    Precipitation

    • The process of continuous condensation in free air helps the condensed particles to grow in size.

    • When the resistance of the air fails to hold them against the force of gravity, they fall on to the earth’s surface. So after the condensation of water vapour, the release of moisture is known as precipitation.

    • The precipitation in the form of water is called rainfall, when the temperature is lower than the 00C, precipitation takes place in the form of fine flakes of snow and is called snowfall.

    • Moisture is released in the form of hexagonal crystals. These crystals form flakes of snow. Besides rain and snow, other forms of precipitation are sleet and hail.

    • Sleet is frozen raindrops and refrozen melted snow-water. When a layer of air with the temperature above freezing point overlies a subfreezing layer near the ground, precipitation takes place in the form of sleet.

    • Raindrops, which leave the warmer air, encounter the colder air below. As a result, they solidify and reach the ground as small pellets of ice not bigger than the raindrops from which they are formed.

    • Sometimes, drops of rain after being released by the clouds become solidified in to small rounded solid pieces of ice and which reach the surface of the earth are called hailstones.

    Types of Rainfall

    On the basis of origin, rainfall may be classified into three main types -
    (i) the cyclonic or frontal,
    (ii) orographic or relief and
    (iii) the convectional.

    Convectional Rain

    • The, air on being heated, becomes light and rises up in convection currents. As it rises, it expands and loses heat and consequently, condensation takes place and cumulous clouds are formed.

    • With thunder and lightening, heavy rainfall takes place but this does not last long.

    • Such rain is common in the summer or in the hotter part of the day. It is very common in the equatorial regions and interior parts of the continents, particularly in the northern hemisphere.

    Orographic Rain

    • When the saturated air mass comes across a mountain, it is forced to ascend and as it rises, it expands; the temperature falls, and the moisture is condensed.

    • The chief characteristic of this sort of rain is that the windward slopes receive greater rainfall.

    • After giving rain on the windward side, when these winds reach the other slope, they descend, and their temperature rises. Then their capacity to take in moisture increases and hence, these leeward slopes remain rainless and dry.

    • The area situated on the leeward side, which gets less rainfall is known as the rain-shadow area. It is also known as the relief rain.

    Cyclonic Rain

    • Cyclonic) Rain is caused by cyclonic activity and it occurs along the fronts of the cyclone.

    World Distribution of Rainfall

    • Different places on the earth’s surface receive different amounts of rainfall in a year and that too in different seasons.

    • In general, as we proceed from the equator towards the poles, rainfall goes on decreasing steadily.

    • Wherever mountains run parallel to the coast, the rain is greater on the coastal plain, on the windward side and it decreases towards the leeward side.

    • The rainfall is more over the oceans than on the landmasses of the world because of being great sources of water.

    • The coastal areas of the world receive greater amounts of rainfall than the interior of the continents.

    • The rain is heavier on the eastern coasts and goes on decreasing towards the west.

    • Between the latitudes 35° and 40° N and S of the equator. But, between 45° and 65° N and S of equator, due to the westerlies, the rainfall is first received on the western margins of the continents and it goes on decreasing towards the east.

    On the basis of the total amount of annualprecipitation, major Precipitation regimes of theworld are identified as follows:

    • The equatorial belt, the windward slopes of the mountains along the western coasts in the cool temperate zone and the coastal areas of the monsoon land receive heavy rainfall of over 200 cm per annum.

    • Areas lying in the rain shadow zone of the interior of the continents and high latitudes receive very low rainfall-less than 50 cm per annum.

    • The coastal areas of the continents receive moderate amount of rainfall.

    • Interior continental areas receive moderate rainfall varying from 100 - 200 cm per annum.

    • The central parts of the tropical land and the eastern and interior parts of the temperate lands receive rainfall varying between 50 - 100 cm per annum.

    • Seasonal distribution of rainfall provides an important aspect to judge its effectiveness.

    • In some regions rainfall is distributed evenly throughout the year such as in the equatorial belt and in the western parts of cool temperate regions.

    Notes of Ch 12 World Climate and Climate Change| Class 11th Geography

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    Notes of Ch 12 World Climate and Climate Change| Class 11th Geography

    Introduction

    • Three broad approaches have been adopted for classifying climate.

    • They are empirical, genetic and applied.

    • Empirical classification is based on observed data, particularly on temperature and precipitation.

    • Genetic classification attempts to organise climates according to their causes.

    • Applied classification is for specific purpose.

    Koeppen's Scheme of classification of climate

    • The most widely used classification of climate is the empirical climate classification scheme developed by V. Koeppen. Koeppen identified a close relationship between the distribution of vegetation and climate.

    • He selected certain values of temperature and precipitation and related them to the distribution of vegetation and used these values for classifying the climates.

    • It is an empirical classification based on mean annual and mean monthly temperature and
    precipitation data.

    • He introduced the use of capital and small letters to designate climatic groups and types.

    • Although developed in 1918 and modified over a period of time, Koeppen’s scheme is still popular and in use.

    • Koeppen recognised five major climatic groups, four of them are based on temperature and one on precipitation. Below table lists the climatic groups and their characteristics according to Koeppen.

    • The capital letters : A,C, D and E delineate humid climates and B dry climates.

    GroupCharacteristics 
    A - Tropical Average temperature of the coldest month is 18° C or higher
    B - Dry Climates Potential evaporation exceeds precipitation
    C - Warm
    Temperate
    The average temperature of the coldest month of the (Mid-latitude)
    climates years is higher than minus 3° C but below 18° C
    D - Cold Snow Forest The average temperature of the coldest month is minus.
    E - Cold Climates Average temperature for all months is below 10° C
    H - High Land Cold due to elevation

    The capital letters : A,C, D and E delineate humid climates and B dry climates.

    • The climatic groups are subdivided into types, designated by small letters, based on seasonality of precipitation and temperature characteristics.

    • The seasons of dryness are indicated by the small letters : f, m, w and s, where f corresponds to no dry season m - monsoon climate, w- winter dry season and s - summer dry season. The small letters a, b, c and d refer to the degree of severity of temperature. The B- Dry Climates are subdivided using the capital letters S for steppe or semi-arid and W for deserts.

    Group Type Letter code Characteristics 
    A -Tropical Humid Climate Tropical wet
    Tropical monsoon
    Tropical wet and dry
    Af
    Am
    Aw
    No dry season
    Monsoonal, short dry season
    Winter dry season
    B-dry climate Subtropical steppe
    Subtropical desert
    Subtropical steppe
    Mid-latitude desert
    BSH
    BWH
    BSK
    BWK
    Low-latitude semi arid or dry
    Low-latitude arid or dry
    Mid-latitude arid or dry
    C-Warm temperate (Mid-
    latitude) Climates
    Humid subtropical
    Mediterranean
    Marine west coast
    Cfa
    Cs
    Cfb
    No dry season, warm summer
    Dry hot summer
    No dry season, warm and cool summer
    D-cold snow forest Climate Humid continental
    Subractic
    Df
    Dw
    No dry season. Severe winter
    Winter dry and very severe
    E-cold climate Tundra
    Polar ice cap
    ET
    EF
    No true
    Perennial ice
    H-highland HighlandH Highland with snow cover

    Group A : Tropical Humid Climates

    • Tropical humid climates exist between Tropic of Cancer and Tropic of Capricorn.

    • The sun being overhead throughout the year and the presence of Inter Tropical Convergence Zone (ITCZ) make the climate hot and humid.

    • Annual range of temperature is very low and annual rainfall is high.

    • The tropical group is divided into three types, namely:
    (i) Af- Tropical wet climate;
    (ii) Am - Tropical monsoon climate;
    (iii) Aw- Tropical wet and dry climate.

    Tropical Wet Climate (Af)

    • Tropical wet climate is found near the equator. The major areas are the Amazon Basin in South America, western equatorial Africa and the islands of East Indies.

    • Significant amount of rainfall occurs in every month of the year as thunder showers in the afternoon.

    • The temperature is uniformly high and the annual range of temperature is negligible.

    • The maximum temperature on any day is around 30°C while the minimum temperature is around 20°C.

    • Tropical evergreen forests with dense canopy cover and large biodiversity are found in this climate.

    Tropical Monsoon Climate (Am)

    • Tropical monsoon climate (Am) is found over the Indian sub-continent, North Eastern part of South America and Northern Australia.

    • Heavy rainfall occurs mostly in summer. Winter is dry.

    Tropical Wet and Dry Climate (Aw)

    • Tropical wet and dry climate occurs north and south of Af type climate regions.

    • It borders with dry climate on the western part of the continent and Cf or Cw on the eastern part.

    • Extensive Aw climate is found to the north and south of the Amazon forest in Brazil and adjoining parts of Bolivia and Paraguay in South America, Sudan and south of Central Africa.

    • The annual rainfall in this climate is considerably less than that in Af and Am climate types and is variable also.

    • The wet season is shorter and the dry season is longer with the drought being more severe.

    • Temperature is high throughout the year and diurnal ranges of temperature are the greatest in the dry season.

    • Deciduous forest and tree-shredded grasslands occur in this climate.

    Dry Climates : B

    • Dry climates are characterised by very low rainfall that is not adequate for the growth of plants.

    • These climates cover a very large area of the planet extending over large latitudes from 15° - 60° north and south of the equator.

    • At low latitudes, from 15°-30°, they occur in the area of subtropical high where subsidence and inversion of temperature do not produce rainfall.

    • On the western margin of the continents, adjoining the cold current, particularly over the west coast of South America, they extend more equatorwards and occur on the coast land.

    • In middle latitudes, from 35° - 60° north and south of equator, they are confined to the interior of continents where maritime-humid winds do not reach and to areas often surrounded by mountains.

    • Dry climates are divided into steppe or semi-arid climate (BS) and desert climate (BW). They are further subdivided as subtropical steppe (BSh) and subtropical desert (BWh) at latitudes from 15°-35° and mid-latitude steppe (BSk) and mid-latitude desert (BWk) at latitudes between 35°-60°.

    Subtropical Steppe (BSh) and Subtropical Desert (BWh) Climates

    • Subtropical steppe (BSh) and subtropical desert (BWh) have common precipitation and temperature characteristics.

    • Located in the transition zone between humid and dry climates, subtropical steppe receives slightly more rainfall than the desert, adequate enough for the growth of sparse grasslands. The rainfall in both the climates is highly variable.

    • The variability in the rainfall affects the life in the steppe much more than in the desert, more often causing famine.

    • Rain occurs in short intense thundershowers in deserts and is ineffective in building soil moisture.

    • Fog is common in coastal deserts bordering cold currents.

    • Maximum temperature in the summer is very high. The highest shade temperature of 58° C was recorded at Al Aziziyah, Libya on 13 September 1922. The annual and diurnal ranges of temperature are also high.

    Warm Temperate (Mid-Latitude) Climates-C

    • Warm temperate (mid-latitude) climates extend from 30° - 50° of latitude mainly on the eastern and western margins of continents. These climates generally have warm summers with mild winters.

    • They are grouped into four types:
    (i) Humid subtropical, i.e. dry in winter and hot in summer (Cwa);
    (ii) Mediterranean (Cs);
    (iii) Humid subtropical, i.e. no dry season and mild winter (Cfa);
    (iv) Marine west coast climate (Cfb).

    Humid Subtropical Climate (Cwa)

    • Humid subtropical climate occurs pole ward of Tropic of Cancer and Capricorn, mainly in North Indian plains and South China interior plains. The climate is similar to Aw climate except that the temperature in winter is warm.

    Mediterranean Climate (Cs)

    • As the name suggests, Mediterranean climate occurs around Mediterranean sea, along the west coast of continents in subtropical latitudes between 30° - 40° latitudes e.g. — Central California, Central Chile, along the coast in south eastern and south western Australia.

    • These areas come under the influence of sub tropical high in summer and westerly wind in winter. Hence, the climate is characterised by hot, dry summer and mild, rainy winter.

    • Monthly average temperature in summer is around 25° C and in winter below 10°C. The annual precipitation ranges between 35 - 90 cm.

    Humid Subtropical (Cfa) Climate

    • Humid subtropical climate lies on the eastern parts of the continent in subtropical latitudes. In this region the air masses are generally unstable and cause rainfall throughout the year.

    • They occur in eastern United States of America, southern and eastern China, southern Japan, northeastern Argentina, coastal south Africa and eastern coast of Australia.

    • The annual averages of precipitation vary from 75-150 cm. Thunderstorms in summer and frontal precipitation in winter are common.

    • Mean monthly temperature in summer is around 27°C, and in winter it varies from 5°-12° C. The daily range of temperature is small.

    Marine West Coast Climate (Cfb)

    • Marine west coast climate is located poleward from the Mediterranean climate on the west coast of the continents.

    • The main areas are: Northwestern Europe, west coast of North America, north of California, southern Chile, southeastern Australia and New Zealand.

    • Due to marine influence, the temperature is moderate and in winter, it is warmer than for its latitude.

    • The mean temperature in summer months ranges from 15°-20°C and in winter 4°-10°C.

    • The annual and daily ranges of temperature are small.

    • Precipitation occurs throughout the year. Precipitation varies greatly from 50-250 cm.

    Cold Snow Forest Climates (D)

    • Cold snow forest climates occur in the large continental area in the northern hemisphere between 40°-70° north latitudes in Europe, Asia and North America.

    • Cold snow forest climates are divided into two types:
    (i) Df- cold climate with humid winter;
    (ii) Dw- cold climate with dry winter. The severity of winter is more pronounced in higher latitudes.

    Cold Climate with Humid Winters (Df)

    • Cold climate with humid winter occurs poleward of marine west coast climate and mid latitude steppe. The winters are cold and snowy.

    • The frost free season is short.

    • The annual ranges of temperature are large.

    • The weather changes are abrupt and short.

    • Poleward, the winters are more severe.

    Cold Climate with Dry Winters (Dw)

    • Cold climate with dry winter occurs mainly over Northeastern Asia.

    • The development of pronounced winter anti cyclone and its weakening in summer sets in monsoon like reversal of wind in this region.

    • Poleward summer temperatures are lower and winter temperatures are extremely low with many locations experiencing below freezing point temperatures for up to seven months in a year.

    • Precipitation occurs in summer. The annual precipitation is low from 12-15 cm.

    Polar Climates (E)

    • Polar climates exist poleward beyond 70° latitude.

    • Polar climates consist of two types:
    (i) Tundra (ET);
    (ii) Ice Cap (EF).

    Tundra Climate (ET)

    • The tundra climate (ET) is so called after the types of vegetation, like low growing mosses, lichens and flowering plants.

    • This is the region of permafrost where the sub soil is permanently frozen.

    • The short growing season and water logging support only low growing plants.

    • During summer, the tundra regions have very long duration of day light.

    Ice Cap Climate (EF)

    • The ice cap climate (EF) occurs over interior Greenland and Antartica.

    • Even in summer, the temperature is below freezing point.

    • This area receives very little precipitation. The snow and ice get accumulated and the mounting pressure causes the deformation of the ice sheets and they break.

    • They move as icebergs that float in the Arctic and Antarctic waters.

    • Plateau Station , Antarctica ,79°S, portray this climate.

    Highland Climates (H)

    • Highland climates are governed by topography.

    • In high mountains, large changes in mean temperature occur over short distances.

    • Precipitation types and intensity also vary spatially across high lands.

    • There is vertical zonation of layering of climatic types with elevation in the mountain environment.

    Climate Change

    • India witnessed alternate wet and dry periods.

    • Archaeological findings show that the Rajasthan desert experienced wet and cool climate around 8,000 B.C.

    • The period 3,0001,700 B.C. had higher rainfall. From about 2,000-1,700 B.C., this region was the centre of the Harappan civilization. Dry conditions since then.

    • During the Pleistocene epoch, glacial and inter-glacial periods occurred, the last major peak glacial period ago.

    • The present inter-glacial period started 10,000 years ago.

    Climate in the recent past

    • Historical records of crop yield or crop failures, of floods and migration of people tell about the effects of changing climate.

    • The worst devastating drought in the Sahel region, south of the Sahara desert, from 1967-1977 is one such variability.

    • A number of times Europe witnessed warm, wet, cold and dry periods, the significant episodes were the warm and dry conditions in the tenth and eleventh centuries.

    • Variability in climate occurs all the time. The 1990s recorded the warmest temperature of the century and some of the worst floods around the world.

    • During the 1930s, severe drought occurred in southwestern Great Plains of the United
    States, described as the dust bowl.

    Causes of Climate Change

    • The changes in solar output associated with sunspot activities. Sunspots are dark and cooler patches on the sun which increase and decrease in a cyclical manner. According to some meteorologists, when the number of sunspots increase, cooler and wetter
    weather and greater storminess occur.

    • An another astronomical theory is Millankovitch oscillations, which infer cycles in the variations in the earth’s orbital characteristics around the sun, the wobbling of the earth and the changes in the earth’s axial tilt.

    • Decrease in sunspot numbers is associated with warm and drier conditions. Yet, these findings are not statistically significant.

    • Volcanism is considered as another cause for climate change. Volcanic eruption throws up lots of aerosols into the atmosphere. These aerosols remain in the atmosphere for a considerable period of time reducing the sun’s radiation reaching the Earth’s surface.

    • All these alter the amount of insolation received from the sun, which in turn, might have a bearing on the climate.

    Global Warming

    • Due to the presence of greenhouse gases, the atmosphere is behaving like a greenhouse.

    • The atmosphere also transmits the incoming solar radiation but absorbs the vast majority of long wave radiation emitted upwards by the earth’s surface.

    • The gases that absorb long wave radiation are called greenhouse gases.

    • The processes that warm the atmosphere are often collectively referred to as the greenhouse effect.

    • The term greenhouse is derived from the analogy to a greenhouse used in cold areas for preserving heat. A greenhouse is made up of glass. The glass which is transparent to incoming short wave solar radiation is opaque to outgoing long wave radiation.

    • The glass, therefore, allows in more radiation and prevents the long wave radiation going outside the glass house, causing the temperature inside the glasshouse structure warmer than outside.

    Greenhouse Gases (GHGs)

    • The primary GHGs of concern today are carbon dioxide (CO2), Chlorofluorocarbons (CFCs), methane (CH4), nitrous oxide (N2O) and ozone (O3).

    • Some other gases such as nitric oxide (NO) and carbon monoxide (CO) easily react with GHGs and affect their concentration in the atmosphere.

    • The effectiveness of any given GHG molecule will depend on the magnitude of the increase in its concentration, its life time in the atmosphere and the wavelength of radiation that it absorbs.

    • The chlorofluorocarbons (CFCs) are highly effective.

    • Ozone which absorbs ultra violet radiation in the stratosphere is very effective in absorbing terrestrial radiation when it is present in the lower troposphere.

    • Another important point to be noted is that the more time the GHG molecule remains in the atmosphere, the longer it will take for earth’s atmospheric system to recover from any change brought about by the latter.

    • The largest concentration of GHGs in the atmosphere is carbon dioxide.

    • The emission of CO2 comes mainly from fossil fuel combustion (oil, gas and coal).

    • Forests and oceans are the sinks for the carbon dioxide.

    • Forests use CO2 in their growth. So, deforestation due to changes in land use, also increases the concentration of CO2.

    • Doubling of concentration of CO2 over pre-industrial level is used as an index for estimating the changes in climate in climatic models.

    • The CFCs which drift into the stratosphere destroy the ozone. Large depletion of ozone occurs over Antarctica. The depletion of ozone concentration in the stratosphere is called the ozone hole. This allows the ultra violet rays to pass through the troposphere.

    • International efforts have been initiated for reducing the emission of GHGs into the atmosphere.
    The most important one is the Kyoto protocol proclaimed in 1997. This protocol went into effect in 2005, ratified by 141 nations.

    • Kyoto protocol bounds the 35 industrialised countries to reduce their emissions by the year 2012 to 5 per cent less than the levels prevalent in the year 1990.
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