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To perform Action of heat on ferrous sulphate crystals and classify it - Lab Work

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To perform Action of heat on ferrous sulphate crystals and classify it on Combination reaction, Decomposition reaction, Displacement reaction and Double displacement reaction

Aim
 To perform Action of heat on ferrous sulphate crystals and classify it on:
i. Combination reaction
ii. Decomposition reaction
iii. Displacement reaction
iv. Double displacement reaction

Theory
(a) Ferrous sulphate is a crystalline solid (FeSO4.7H2O).
(b) When heated strongly it looses the water of crystallization and then decomposes. The reactions are as following
Reaction:   FeSO4.7H2O(s)   →(heat)   FeSO4(s) + 7H2O
                 2FeSO4(s)      →(heat)           Fe2O3(s)      +  SO2(g) + SO3(g)
Ferrous Sulphate(Light green)      Ferric oxide(Brown)
(c) Here, Ferrous Sulphate gives three products on heating. thus, it is a decomposition reaction.

Chemicals Required
Ferrous sulphate crystals and Blue litmus paper.

Apparatus Required
Test tube holder, Test tubes, Boiling tube and Burner

Procedure
Step 1: About 5 g ferrous sulphate crystals in a dry boiling tube is taken.
Step 2: The colour of the ferrous sulphate crystals is noted.
Step 3: The boiling tube is heated.
Step 4: The colour of the crystals after heating is observed.
Step 5: A gas is evolved which is smelled.
Step 6: A wet blue litmus paper is brought near the mouth of the boiling tube.

Observation
1. When ferrous sulphate crystals are heated their colour changes.
2. A gas with smell of burning sulphur is evolved.
3. The gas turns wet blue litmus paper to red.

Inference
1.When heated, ferrous sulphate crystals are decomposed to produce Ferric oxide, sulphur dioxide and sulphur trioxide.
2. Such reactions are called decomposition reaction.

Precautions
1. Use hard glass test tube as boiling tube.
2. Keep the mouth of the boiling tube away from you.

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हामिद खाँ - पठन सामग्री और सार NCERT Class 9th Hindi

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पठन सामग्री, अतिरिक्त प्रश्न और उत्तर और सार - हामिद खाँ भाग - 1

सार

लेखक को एक दिन समाचार पत्र में तक्षशिला (पाकिस्तान) में आगजनी की खबर पढ़ते हैं जिससे लेखक को हामिद खाँ नाम के व्यक्ति की याद आ जाती है जो तक्षशिला भ्रमण के दौरान लेखक को मिला था। लेखक उसके लिए ईश्वर से हिफ़ाज़त की दुआ माँगते हैं। 

दो साल पहले लेखक तक्षशिला के पौराणिक खंडहर देखने गए थे। कड़ी धुप और भूख-प्यास के कारण उनका बुरा हाल हो रहा था। वे रेलवे स्टेशन से करीब पौने मील दूर बसे एक गाँव की और चल पड़े। उन्हें वहाँ तंग बाज़ार, धुआँ, मच्छर और गंदगी से भरी जगहें दिखीं। होटल का कहीं नामोनिशान ना था। कही-कहीं सड़े हुए चमड़े की बदबू आ रही थी।

अचानक लेखक को एक दूकान दिखी जहाँ चपातियाँ सेंकी जा रहीं थीं। लेखक ने मुस्कराहट के साथ उस दूकान में प्रवेश किया। वहाँ एक अधेड़ उम्र का पठान चपातियाँ बना रहा था। लेखक ने खाने के बारे में उससे पूछा। दुकानदार ने लेखक को बेंच पर बैठने के लिए कहा।

दुकानदार ने चपातियाँ बनाते हुए लेखक से पूछा कि वह कहाँ के रहने वाले हैं? लेखक ने उसे बताया कि वह हिंदुस्तान के दक्षिणी छोर पर मद्रास के आगे मालबार क्षेत्र का रहने वाला है। दुकानदार ने पूछा की क्या वे हिन्दू हैं? लेखक ने हामी भरी। इसपर दुकानदार ने पूछा कि क्या वे मुसलमानी होटल में खाना खाएँगे? इसपर लेखक ने हामिद (दुकानदार) को बताया कि उनके यहाँ अगर किसी बढ़िया चाय पीनी हो या बढ़िया पुलाव खाना हो तो लोग बिना कुछ सोचे मुसलमानी होटलों में जाया करते हैं।

हामिद लेखक की बात पर विश्वास नहीं कर पाया। लेखक ने उसे बताया कि उनके यहाँ हिन्दू-मुसलमान में कोई फर्क नहीं है और उनके बीच न के बराबर होते हैं। हामिद इन बातों को ध्यानपूर्वक सुनकर बोला कि काश वः भी यह सब देख पाता।

हामिद ने लेखक का स्वागत करते हुए खाना खिलाया। लेखक ने खाना खाकर हामिद को पैसे दिए परतु उसने लेने से इनकार कर दिया। बहुत करने पर हामिद ने पैसे लिए और वापस देते हुए कहा कि मैंने पैसे ले लिए , मगर मैं चाहता हूँ आप इस पैसे से हिंदुस्तान जाकर किसी मुसलमानी होटल में पुलाव खाएँ और तक्षशिला के भाई हामिद को याद करें। लेखक वहाँ से तक्षशिला के खंडहरों की तरफ चले गए। उसके बाद लेखक ने हामिद को कभी नहीं देखा।

लेखक आज समाचार पत्र पढ़कर हामिद और उसकी दूकान को सांप्रदायिक दंगों से बच जाने की प्रार्थना क्र रहे थे।

शब्दार्थ

• आगजनी - उपद्रवियों या दंगाइयों द्वारा आग लगाना
• पौराणिक - प्राचीन काल की
• हस्तरेखाएँ - हथेलियों में बनीं रेखाएँ
• सहज - स्वाभाविक
• अलमस्त - मस्त
• सोंधी - सिंकने के कारण आती अच्छी सुगंध
• तंग - सँकरा
• बदबू - दुर्गंध
• अधेड़ - ढलती उम्र का
• सालन - गोश्त या सब्जी का मसालेदार शोरबा
• बेतरतीब -  बिना किसी तरीके के
• दढ़ियल - दाढ़ी वाला
• जहान  - दुनिया
• बेखटके - बिना संकोच के
• फख्र - गर्व
• आतताइयों - अत्याचार करने वालों
• नियति - भाग्य
• पश्तो - एक प्राचीन भाषा
• क्षुधा - भूख
• तृप्त - संतुष्ट

To perform the reaction of Iron nails kept in copper sulphate solution and classify it - Lab Work

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To perform the reaction of Iron nails kept in copper sulphate solution and classify it on Combination reaction, Decomposition reaction, Displacement reaction and Double displacement reaction

Aim
 To perform the reaction of Iron nails kept in copper sulphate solution and classify it on:
i. Combination reaction
ii. Decomposition reaction
iii. Displacement reaction
iv. Double displacement reaction

Theory
(a) Iron is more reactive than sulphur.
(b) When iron is added to the aqueous solution of a copper salt, iron displaces copper.
Reaction:   Fe(s) + CuSO4(aq) → FeSO4(s) + Cu(s)
                  Fe(s)   +    Cu2+(aq)      →       Fe2+(aq)     +    Cu(s)
                            Copper ion(Blue)    Ferrous ion(Light green)
(c) Due to this displacement reaction, the solution which was originally sky blue in colour, turns light green and the iron article is covered with a reddish brown layer of copper.

Chemicals Required
Copper sulphate solution

Apparatus Required
Test tube holder, Test tubes, Iron nails, Sand paper

Procedure

Step 1: Two iron nails are taken and rubbed with a sand paper to make them shining.
Step 2: 10 ml of copper sulphate solution is taken in two separate test tubes.
Step 3: One of the iron nail is placed in one test tube. Other iron nail and test tube containing copper sulphate solution are kept for comparison.
Step 4: The test tube containing iron nail in copper sulphate solution is kept for about 40 minutes.
Step 5: Observations are recorded.

Observation Table
Sl. No.ExperimentObservationInference
1.Original colour of the solution is noted.Sky blueThe solution contains Cu2+ ions.
2.Original colour of the iron nail is noted.Steel greyThe nail has the natural colour of the iron.
3.Colour of the solution after the experiment is noted.Light greenThe solution contains Fe2+ ions.
4.Colour of the iron nail after the experiment is noted.Reddish brownThe iron is covered with thin layer of copper.

Result
1. The brown coating on the iron nail shows that copper is deposited on the iron nail by displacing iron.
2. The greenish colour of the solution in the test tube shows that Fe2+ ions are present in the solution.
3. This shows that iron is more reactive than copper, as Fe2+ ions have displaced Cu2+ ions from copper sulphate solution.
4. This is a single displacement reaction in which copper has been displaced from iron from copper sulphate solution.
Reaction: Fe(s) + CuSO4(aq) → FeSO4(s) + Cu(s)

Precautions
1. Clean the iron nails by rubbing with sand paper to remove rust, dust or greasy surface.
2. Keep the control experiment to compare the colour of iron nails and copper sulphate solution.
3. Avoid touching copper sulphate solution or nail dipped in copper sulphate solution as copper sulphate is poisonous.

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To perform the reaction between sodium sulphate and barium chloride solutions and classify it - Lab Work

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To perform the reaction between sodium sulphate and barium chloride solutions and classify it on Combination reaction, Decomposition reaction, Displacement reaction and Double displacement reaction

Aim
 To perform the reaction between sodium sulphate and barium chloride solutions and classify it on:
i. Combination reaction
ii. Decomposition reaction
iii. Displacement reaction
iv. Double displacement reaction

Theory
(a) Barium chloride and Sodium sulphate reacts in an aqueous solution to give precipitate of barium sulphate.
Reaction:   BaCl2(aq) + Na2SO4(s) → BaSO4(s) + NaCl(aq)
(c) Since, there is displacement in both the reactants, it is a case of double displacement reaction.

Chemicals Required
Sodium sulphate solution, Barium chloride solution, Dilute HCl

Apparatus Required
Beaker, Test tubes, Glass rod

Procedure
Step 1: Two test tubes are washed and cleaned.
Step 2: About 5 ml of an aqueous solution of barium chloride in one test tube is taken. An equal volume of sodium sulphate solution is taken in another test tube.
Step 3: A 50 ml beaker is taken.
Step 4: Barium chloride solution is added to the sodium sulphate solution in the beaker.
Step 5: The colour of the precipitate so formed is noted.

Observation
When the solutions of sodium sulphate and barium chloride are mixed a white precipitate is formed which is insoluble in HCl.

Inference
1. When sodium sulphate chemically reacts with barium chloride in the form of their aqueous solutions, white precipitate of barium sulphate appears. This confirms the presence of sulphate (SO4)2- ions.
Reaction: BaCl2(aq) + Na2SO4(s) → BaSO4(s) + NaCl(aq)

Precautions
1. Handle the acids and alkali carefully.
2. Use equal volumes of barium chloride and sodium silphate solutions.
3. Clean the apparatus thoroughly before using it.

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दिए जल उठे - पठन सामग्री और सार NCERT Class 9th Hindi

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पठन सामग्री, अतिरिक्त प्रश्न और उत्तर और सार - दिए जल उठे संचयन भाग - 1

सार

दांडी कूच की तैयारी के सिलसिले में वल्लभभाई पटेल सात मार्च को रास पहुँचे थे। लोगों के आग्रह पर पटेल ने संक्षिप्त भाषण दिया। इसी बीच मजिस्ट्रेट ने निषेधाज्ञा लागू कर दी और पटेल को गिरफ़्तार कर लिया गया। यह गिरफ़्तारी शिलिडी के आदेश पर हुई थी जिसे पटेल ने पिछले आंदोलन के समय अहमदाबाद से भगा दिया था। पटेल को बोरसद की आदलत में लाया गया। पटेल को 500 जुर्माने के साथ तीन महीने की जेल हुई। पटेल को अहमदाबाद से साबरमती जेल लाया गया। साबरमती आश्रम में गांधी को पटेल की गिरफ़्तारी, सजा और उन्हें जेल ले जाने की सूचना मिली जिससे वे बहुत क्षुब्ध हुए।

बोरसद से जेल का रास्ता साबरमती आश्रम से होकर जाता था। सारे आश्रमवासी इन्तजार कर रहे थे। पटेल को गिरफ़्तार करके ले जाने वाली मोटर रुकी और पटेल सबसे मिले। पटेल की गिरफ़्तारी की देशभर में प्रतिक्रिया हुई। सबने जेल भेजने के सरकारी कदम की भर्त्सना की। 

दांडी कुछ से पहले नेहरू गांधी जी से मिलना चाहते थे लेकिन गांधी जी ने उन्हें पत्र द्वारा बता दिया कि वह अपनी यात्रा को आगे नहीं बढ़ायेंगे। तय दिन गांधी जी नमक बनाने के लिए आश्रम से निकल पड़े। रास में उनका भव्य स्वागत हुआ। वहाँ के दरबारी लोग उनके साथ मिल गए। वहाँ उमड़े जनसभा में गांधी जी ने भाषण दिया और ब्रिटिश हुकूमत को खुली चुनौती दी। गांधी जी किसी राजघराने के इलाके से नहीं जाना चाहते थे। वे चाहते थे कि अपनी पूरी यात्रा ब्रिटिश हुकूमतवाली जमीन से ही करें लेकिन फिर भी उन्हें कुछ रास्ता बड़ौदा रियासत के बीच से तय करना पड़ा।

सत्याग्रही शाम छह बजे रास से चले और आठ बजे कनकापुरा पहुँचे। वहाँ की जनसभा को गांधीजी ने संबोधित करते हुए ब्रितानी कुशासन का जिक्र किया। संबोधन के बाद उस दिन की यात्रा समाप्त होनी थी परन्तु उसमे बदलाव किया गया। कनकापुरा से दांडी जाने के लिए मही नदी पर करनी थी तय हुआ कि नदी को आधी रात के समय समुद्र का पानी चढ़ने पर पार किया जाए ताकि कीचड़ और दलदल में कम-से-कम चलना पड़े। रात साढ़े दस बजे भोजन के बाद सत्याग्रही नदी की ओर चल पड़े। अँधेरी रात में गांधी जी लगभग चार किलोमीटर दलदली जमीन पर चले और नदी के तट पर एक कुटिया में आराम किया।

आधी रात को मही नदी का किनारा भरा था। कनकापुरा के लोगों के हाथ में दिए थे। तट के दूसरी ओर भी लोग दिए जलाकर खड़े थे। लोगों ने दिए द्वारा उस रात को जगमग रात बना दिया था। गांधीजी घुटने भर पानी में चलकर नाव पर चढ़े। महात्मा गांधी, सरदार पटेल और नेहरू की जय के नारे लगने लगे। महिसागर नदी का दूसरा तट भी कीचड़ और दलदली जमीन से भरा था। डेढ़ किलोमीटर कीचड़ और पानी में चलकर रात एक बजे उस पार पहुंचे और सीधे विश्राम करने चले गए। दोनों किनारों पर लोग रातभर दिए लेकर खड़े रहे चूँकि कई सत्याग्रहियों को नदी पार करनी थी।

शब्दार्थ

• निषेधाज्ञा - मनाही का आदेश
• कबूल - स्वीकार
• धारा - कानूनी नियम
• सत्याग्रह - स्तय के लिए आग्रह
• क्षुब्ध - अशांत
• कूच - अभियान के लिए रवाना होना
• झलक - एक नज़र देखना
• संक्षिप्त - छोटी
• प्रतिक्रिया - किसी कार्य के परिमाणस्वरूप होने वाला कार्य
• भर्त्सना - निंदा
• पारित - पास करना
• नजीर - उदाहरण
• रियासतदार - रियासत या इलाके का मालिक
• प्रयाण - यात्रा
• पुस्तैनी - पीढ़ियों से चला आ रहा
• आधिपत्य - प्रभुत्व
• तुच्छ - क्षुद्र
• बयार - हवा
• संहार - नाश करना
• हुक्मरानों - शासक
• प्रतिध्वनि - किसी शब्द के उपरांत सुनाई पड़नेवाला उसी से उत्पन्न शब्द,गूँज

View NCERT Solutions of दिए जल उठे

संचयन के अन्य पाठों के पठन सामग्री और सार

To prepare a temporary mount of a leaf peel to show stomata - Lab Work

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To prepare a temporary mount of a leaf peel to show stomata - Science Practicals

Aim
To prepare a temporary mount of a leaf peel to show stomata.

Theory
Stomata mean ‘mouth’ which are pore found in the epidermis of leaves, stems and all other plant parts found above the ground. Stomata permit the exchange of gases between the atmosphere and the inside of the leaf.
Materials Required
Lily leaf, Watch glass, Slide, Cover slip, Safranin solution, Glycerine, Forceps, Dropper, Scissors or Blade, Petri Dish, Filter Paper, Distilled water, Brush, Compound microscope

Procedure
Step 1: A lily leaf is taken and simply fold in the centre which gets broken into two pieces.
Step 2: One leaf piece is gently pulled and we got a transparent leaf peel.
Step 3: The leaf peel of lower epidermis is taken and cut with scissors or a blade into small pieces. These pieces transferred with the help of paintbrush into a petri dish containing water. (Do not keep them without water. They will dry)
Step 4: A piece of leaf peel is selected and transferred into another watch glass containing dilute solution of safranin (a red stain).
Step 5: With the help of paintbrush specimen is transferred back into first water containing petridish/watch glass to remove excess of stain.
Step 6: Specimen is transferred to slide with the help of brush.
Step 7: A drop of glycerine is put on the peel and it is covered carefully with a cover slip by using needle to avoid air bubbles. Excess glycerine is removed with help of a filter paper.
Step 8: The leaf peel is observed under low power of microscope.
Step 9: For inner details, again the leaf peel is observed under high power (45x) of microscope.

Observation
1. A horizontal row of cells is seen.
2. The cells may be irregular or rectangular in shape, depending upon the leaf used for leaf peeling.
3. At certain places stomata are seen.
4. Each stoma is guarded by a pair of bean shaped cells that are guard cells.
5. The central pores/apertures are called stomata.
6. Inner wall of guard cell is thicker than the outer wall.

Precautions
1. The epidermal peel should be taken from a freshly-plucked leaf.
2. Take the epidermal layer from the lower surface of a leaf, as it has more stomata.
3. Always use a clean glass slide.

Go to List of Experiments

To show experimentally that light is necessary for photosynthesis - Lab Work

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To show experimentally that light is necessary for photosynthesis - Science Practicals

Aim
To show experimentally that light is necessary for photosynthesis

Theory
Photosynthesis is the process by which green plants synthesize carbohydrates by using carbon dioxide (CO2 ), water, sunlight and chlorophyll present in the leaves. Light is one of the essential requirements for photosynthesis. The energy contained in solar radiation is absorbed by the photosynthetic pigments and is converted into utilizable chemical energy during photosynthesis.

Materials Required
De-starched potted plant (balsam, Amaranthus, Tecoma or any plant with thin herbaceous broad leaves), thick black paper strips, paper clips, alcohol, iodine solution, a beaker (250 mL), a burner (or a spirit lamp), a tripod stand, a wire gauge, a boiling tube, forceps and petridish.

Procedure
Step 1: A de-starched plant is taken. Using strips of thick black paper and paper clips, a part of an intact leaf of the plant is covered.
Step 2: The set-up is placed in bright sunlight for about two hours.
Step 3: About 150 mL water is taken in a beaker and boiled.
Step 4: The experimental leaves from the potted plant are plucked and the black paper strips are removed from them. These leaves are kept in boiling water for some time till the leaves become soft. Water is stopped heating and the beaker is removed from the tripod stand. It is allowed to cool to about 60 °C.
Step 5: The leaves are transferred to a boiling tube containing alcohol.
Step 6: The boiling tube is placed (containing experimental leaves in alcohol) in the beaker containing hot water at about 60 °C. The boiling tube is kept in the beaker till the leaves become colourless.
Step 7: Some iodine solution is taken in a petridish.
Step 8: The leaves are washed in water and dipped in iodine solution in petridish.
Step 9: After five minutes, the leaves are removed from iodine solution, washed with water and the colours of the exposed part and unexposed (covered with black paper) part of the leaf are observed.

Observation
After iodine treatment, colour of covered portion of leaf is blue-black colour and the colour of the exposed portion of leaf is olourless.

Results and Discussion
Based on the results obtained, give reasons for the appearance of blue colour in the exposed parts of leaf and non-appearance of blue colour in the parts of leaf covered by black paper.

Precautions
1. The epidermal peel should be taken from a freshly-plucked leaf.
2. Take the epidermal layer from the lower surface of a leaf, as it has more stomata.
3. Always use a clean glass slide.

Go to List of Experiments

Notes of Ch 9 Life in the Temperate Grasslands| Class 7th Geography

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Study Material and Notes of Ch 9 Life in the Temperate Grasslands Class 7th Geography

Topics in the Chapter

• Grasslands
• The Prairies
→ Climate
→ Flora and Fauna
→ People
• The Velds
→ Climate
→ Flora and Fauna
→ People

Grasslands

• Definition: Grassland is a region where grasses form the dominant type of plant life.

• Grasslands make up almost 25% of the total land surface.

• Climate and soil influence the types of plants.

• Types of Grasslands: 
→ Temperate grasslands: grows in temperate regions.
→ Tropical grasslands: grows in tropical regions.

The Prairies

• The temperate grasslands of North America are known as the Prairies.

• It is a region of flat, gently sloping or hilly land.

• The Prairies are bound by the Rocky Mountains in the West and the Great Lakes in the East.

• It covers parts of United States of America and parts of Canada.
→ In the USA, the area is drained by the tributaries of Mississippi.
→ In the Canada, the area is drained by the tributaries of Saskatchewan Rivers.

Climate

• The climate is of continental type with extreme temperatures because located in the middle of a continent.

• The summers are warm with temperatures of around 20°C while in winter temperature may be as low as -20°C.
→ In winters a thick blanket of snow covers this region.

• The annual rainfall is moderate and is ideal for the growth of grass.

• A local wind “Chinook” blows in this region due to the absence of the north-south barrier.

Flora and Fauna

• The region is tree less where water is available, trees such as willows, alders and poplars grow.

• Places that receive rainfall of over 50 cm, are suitable for farming as the soil is fertile.

• Major crop is maize. 
→ Other crops includes potatoes, soybean, cotton and alfa-alfa.

• Large cattle farms called ranches are looked after by sturdy men called cowboys.

• Most important animal is Bison or the American buffalo. 
→ It nearly got extinct due to its indiscriminate hunting and is now a protected species.

• The other animals found in this region are rabbits, coyotes, gophers and Prairie dog.

People

• The people of this region are very hardworking. 

• They have successfully harnessed technology to utilise their rich natural resources. 

• The USA and Canada are two of the most developed countries are located in this region.

• The Prairies has huge surplus of wheat production, therefore known as the “Granaries of the world,”

• Dairy farming is another major industry.

• This is the most industrialised region in the world due to large mineral deposits particularly coal and iron and a good network of roads, railways and canals.

The Velds

• The temperate grasslands of South Africa are called the velds.

• Velds are rolling plateaus with varying heights ranging from 600 m to 1100 m.

• It is bound by the Drakensburg Mountains on the east and Kalahari Desert in the west.

• It covers parts of South Africa, Lesotho, Swaziland, Zimbabwe, Botswana, and Namibia.

• The region is drained by the tributaries of rivers Orange and Limpopo.

Climate

• The velds have a mild climate due to the influence of the Indian Ocean. 

• Winters are cold and dry. 
→ Temperatures vary between 5°C and 10°C.
→ July is the coldest month. 

• Summers are short and warm.

• The region receive rainfall mainly in the summer months from November to February mainly because of the warm ocean currents that wash the shores of the velds.

Flora and Fauna

• The vegetation cover is sparse.

• Grasses dominate the landscape. 
→ Red grass grows in bush velds. 
→ Acacia and maroola are present in high velds.

• Lions, leopards, cheetah and kudu are the primary animals in velds.

People

• Velds are known for cattle rearing and mining.

• Sheep rearing is the most important occupation of the people mainly for wool.

• Dairy farming is the next important occupation. 
→ Cattle are reared in the warmer and wetter regions
→ The dairy products like butter, cheese are produced for both domestic supply and also for export.

• The soils are not very fertile in the velds due to the presence of discontinuous grasses exposing barren surface.
→ Where the land is fertile crops are grown. 
→ The main crops are maize, wheat, barley, oats and potato. 
→ Cash crops like tobacco, sugarcane and cotton are also grown.

• The velds have rich reserve of minerals.
→ Iron and steel industry has developed where coal and iron are present. 
→ Gold and diamond mining are major occupations of people of this region. 

• Johannesburg is known for being the gold capital of the world. 

• Kimberley is famous for its diamond mines.



To show experimentally that carbon dioxide is given out during respiration - Lab Work

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To show experimentally that carbon dioxide is given out during respiration - Science Practicals

Method -I : There are two methods to do this experiment. We are giving both of them. Students are advised to perform any one based on the availability of the materials in their lab.

Aim
To show experimentally that carbon dioxide is given out during respiration.

Theory
Respiration is a catabolic process wherein food is oxidized to release energy for various life processes. It is of two types:
(i) aerobic respiration that takes place in the presence of oxygen
(ii) anaerobic respiration that takes place in the absence of oxygen.
In aerobic respiration the breakdown of food (glucose) leads to the release of carbon dioxide gas, water and energy in the form of adenosine triphosphate (ATP). Most organisms that we see around us undergo aerobic respiration. Yeast and certain microorganisms and cells of skeletal muscles in our body undergo anaerobic respiration.
The overall reaction mechanism of aerobic respiration involves the oxidation of carbohydrate and the subsequent production of CO2, H2O and energy.
C6H12O6+6O2 → 6CO2 + 6H2O + Energy

Materials Required
Germinating gram seeds, KOH solution, petroleum jelly, a conical flask, (100 mL), a beaker (250 mL), a single-bore cork, a clean delivery (bent) tube, a small test tube, a piece of thread, and a measuring scale.

Procedure

Step 1: About fourty germinating seeds are taken in a conical flask.
Step 2: The cork to the mouth of the conical flask is fixed and with the help of a thread, the tube is suspended containing KOH solution.
Step 3: One end of a clean delivery tube is inserted in the conical flask through the cork. The other end of the delivery tube is dipped in a beaker filled with water as shown. The water level inside the delivery tube rises at the end dipped in the water due to capillary action which is marked. This is the initial reading (h1) of water level in the delivery tube.
Step 4: The conical flask is made air-tight by applying a thin smear of petroleum jelly so that the gas evolved during the process of respiration by the germinating seeds does not leak out.
Step 5: This set-up is kept undisturbed for about forty five minutes in the bright sunlight.
Step 6: The final water level (h2) in the delivery tube is marked and recorded.

Observation
After two hours, the level of water has risen in the delivery tube at the end dipped in the beaker of water.

Results and Discussion
1. The rise in the level of water indicates that CO2 is produced by germinating seeds during respiration.
2. The germinating seeds respire and produce CO2, which is absorbed by KOH solution which created a vacuum in the conical flask.
3. The air present in the bent glass tube moves into the conical flask. This pulls the water in the bent tube further up.

Precautions
1. Ensure that the experimental set-up is air-tight.
2. KOH is corrosive. Handle it carefully.

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Notes of Ch 10 Life in the Deserts| Class 7th Geography

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Study Material and Notes of Ch 10 Life in the Deserts Class 7th Geography

Topics in the Chapter

• Deserts
• The Hot Desert - Sahara
→ Climate
→ Flora and Fauna
→ People
• The Cold Desert - Ladakh
→ Climate
→ Flora and Fauna
→ People

Deserts

• Desert is an arid land with little or no vegetation.

• Depending on the temperatures, deserts are of two types:
→ Hot deserts
→ Cold deserts

The Hot Desert - Sahara

• Sahara is the world’s largest desert.

• It has an area of around 8.54 million sq. k m.

• The Sahara desert touches eleven countries. 
→ These are Algeria, Chad, Egypt, Libya, Mali, Mauritania, Morocco, Niger, Sudan , Tunisia and Western Sahara.

• Sahara desert is covered with, there are also gravel plains and elevated plateaus with bare rocky surface which may be more than 2500m high at some places.

Climate

• The climate of the Sahara desert is extremely hot and dry.

• It has a short rainy season.

• Days are unbelievably hot.

• The temperatures during the day may rise as high as 50°C, heating u p the sand and the bare rocks, which in turn radiates heat making everything around hot.

• The nights may be freezing cold with temperatures nearing zero degrees.

Flora and Fauna

• The vegetation includes cactus, date palms and acacia. 

• In some places, there are oasis – green islands with date palms surrounding them. 

• Camels, hyenas, jackals, foxes, scorpions, many varieties of snakes and lizards are the prominent animal species here.

People

• Various groups of people inhabit the Sahara desert.

• The Bedouins and Tuaregs are nomadic tribes are among them.
→ They rear livestock such as goats, sheep, camels and horses for milk, hair and leather.

• The oasis in the Sahara and the Nile Valley in Egypt supports settled population.
→ Since water is available, the people grow date palms.
→ Crops such as rice, wheat, barley and beans are also grown.
→ Egyptian cotton is also grown in Egypt which is famous worldwide.

• Oil is also discovered in Algeria, Libya and Egypt which constantly transforming the Sahara desert.

• Nowadays, the Sahara Desert is developing.
→ Gleaming glass cased office buildings tower over mosques
→ Superhighways replacing the ancient camel paths.
→ Trucks are replacing camels in the salt trade.
→ Tuaregs are seen acting as guides to foreign tourists.
→ More and more nomadic herdsmen are finding jobs in oil and gas operations.

The Cold Desert - Ladakh

• Ladakh is a cold desert lying in the Great Himalayas, on the eastern side of Jammu and Kashmir.

• The Karakoram Range in the north and the Zanskar mountains in the south enclose it.

• Indus is the most important river of Ladakh.

• Several glaciers are found in Ladakh, for example the Gangri glacier.

Climate

• The altitude in Ladakh varies from about 3000m in Kargil to more than 8,000m in the Karakoram.
→ High altitude makes the climate extremely cold and dry.

• The day temperatures in summer are just above zero degree and the night temperatures well below –30°C.

• There is little rainfall, as low as 10 cm every year as the area lies in the rain shadow of the Himalayas.

•The area experiences freezing winds and burning hot sunlight.

Flora and Fauna

• Due to high aridity, the vegetation is sparse.
→ There are thin patches of grasses and shrubs for animals to graze.

• During the summers, fruit trees such as apples, apricots and walnuts grow.

• Robins, redstarts, Tibetan snowcock, raven and hoopoe are common species of birds seen in Ladakh.

• The animals of Ladakh are wild goats, wild sheep, yak and special kinds of dogs.
→ The animals are reared to provide for the milk, meat and hides.

People

• In the summer season, the people cultivate barley, potatoes, peas, beans and turnip. 

• The winter months are very harsh, people keep themselves engaged in festivities and ceremonies.

• The women are very hard working. 
→ They work not only in the house and fields, but also manages mall business and shops.

• Leh, the capital of Ladakh is well connected both by road and air. 
→ The National Highway 1A connects Leh to Kashmir Valley through the Zoji la Pass.

• Tourism is a major activity with several tourists streaming in from within India and abroad.


To show experimentally that carbon dioxide is given out during respiration (Method-II) - Lab Work

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To show experimentally that carbon dioxide is given out during respiration - Science Practicals

Method -II : There are two methods to do this experiment. We are giving both of them. Students are advised to perform any one based on the availability of the materials in their lab.

Aim
To show experimentally that carbon dioxide is given out during respiration.

Theory
Respiration is a catabolic process wherein food is oxidized to release energy for various life processes. It is of two types:
(i) aerobic respiration that takes place in the presence of oxygen
(ii) anaerobic respiration that takes place in the absence of oxygen.
In aerobic respiration the breakdown of food (glucose) leads to the release of carbon dioxide gas, water and energy in the form of adenosine triphosphate (ATP). Most organisms that we see around us undergo aerobic respiration. Yeast and certain microorganisms and cells of skeletal muscles in our body undergo anaerobic respiration.
The overall reaction mechanism of aerobic respiration involves the oxidation of carbohydrate and the subsequent production of CO2, H2O and energy.
C6H12O6+6O2 → 6CO2 + 6H2O + Energy

Materials Required
Germinating gram seeds, phenol red indicator, petroleum jelly, a thistle funnel, a delivery tube, rubber tubing, boiling tube, a test tube, a two-bore rubber cork, a pinch cock and a stand with clamp,

Procedure
Step 1: About twenty germinating seeds are placed in a boiling tube containing some water in it.
Step 2. A two-bore rubber cork is fitted to the mouth of the boiling tube. The set up is made by air-tight by applying a thin smear of petroleum jelly so that the gas evolved during the process of respiration by the germinating seeds does not leak out.
Step 3: A thistle funnel is fixed through one of the bores in the cork. The lower end of thistle funnel is dipped in water.
Step 4: A delivery tubeis passed  through the second bore of the cork and a rubber tubing is attached to the delivery tube. It is folded backwards and a pinch cock is fixed. Using a clamp, the boiling tube is fixed to a stand.
Step 5: The set-up is placed in bright sunlight for about one hour.
Step 6: About 1 mL of water is taken in a test tube (1 drop of water has a volume of nearly 0.1 mL). Two drops of phenol red indicator is added to it and shaked. Colour is noted.
Step 7: The free end of rubber tubing is dipped into the test tube containing phenol red indicator solution and the pinch cock is released.
Step 8: A few mL of water through the thistle funnel is poured into the boiling tube containing germinating gram seeds.
Step 9: Bubbles of a gas emerging from the rubber tube dipped in the phenol red indicator solution is observed. The test tube is shaken vigorously and the change in the colour of indicator is noted. Observations are recorded.

Observation
Colour of dilute phenol red indicator in the beginning of experiment isred. After keeping the boiling tube in bright sunlight for about an hour and on passing the evolved gas from the boiling tube through
the indicator, the colour of phenol red indicator changes to yellow/orange.

Results and Discussion

The pH indicator phenol red is used to estimate the amount of CO2 present. Therefor, the change in colour of phenol red solution from red to yellow/orange indicates that CO2 has been evolved in the tube and carbonic acid is formed with the reaction to water.


Precautions
1.Take sufficient number of germinating seeds.
2. Keep the set up in bright sunlight.
3. Apparatus must be air-tight. Check all joints and apply petroleum jelly so that the evolved gas does not escape from the boiling tube.

Method-I
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Notes of Ch 1 The Indian Constitution| Class 8th Civics

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Study Material and Notes of Ch 1 The Indian Constitution Class 8th Civics

Topics in the Chapter

• Need of Constitution in a country
• Key Features of Indian Constitution
→ Introduction
→ Various Key Features of Indian Constitution
• Fundamental Rights

Why Does a Country Need a Constitution?

• A Constitution helps serve as a set of rules and principles that all persons in a country can agree upon as the basis of the way in which they want the country to be governed.

• The constitution also defines the nature of a country’s political system. For example, Nepal’s earlier Constitution stated that the country was to be ruled by the King and his council of ministers.

• The Constitution often lays down rules that guard against this misuse of power by our political leaders. For examples: In the Indian Constitution, many laws contained in the section on Fundamental Rights.

• In a democracy, the Constitution also ensures that a dominant group does not use its power against other, less powerful people or groups.

• The Constitution helps to protect us against certain decisions that we might take that could have an
adverse effect on the larger principles that the country believes in. For example, it is possible that many people who live in a democracy might come to strongly feel that party politics has become so harsh that we need a strong dictator to set this right however, in the long run, dictatorial rule will be not fit.

Key Features of Indian Constitution

Introduction

• The long experience of oppressive rule under the colonial state convinced Indians that free India should be a democracy in which everyone should be treated equally and be allowed to participate in government.

• The Constituent Assembly was formed in 1946 which comprised of 300 members who met periodically for the next three years to write India’s Constitution.
→ Various things are kept in mind while drawing up Constitution as the country was made up of several different communities who spoke different languages, belonged to different religions, and had distinct cultures.

Various Key features of India Constitution

1. Federalism: It means existence of more than one level of government in the country. In India, there are three level of government - centre, state and Panchayati Raj. The Constitution defines the power of each government.

2. Parliamentary Form of Government: Constitution of India guarantees universal adult suffrage
for all citizens means that the people of India have a direct role in electing their representatives. Also,
every citizen of the country, irrespective of his/her social background, can also contest in elections.

3. Separation of Powers: According to the Constitution, there are three organs of the State - the legislature, the executive and the judiciary.
→ The legislature refers to our elected representatives. 
→ The executive are group of people who are responsible for implementing laws and running the government. 
→ The judiciary refers to the system of courts in this country.
• Each organ check other acts as a check on the other organs of the State which ensures the balance of
power between all three.

4. Fundamental Rights: These rights protect citizens against the arbitrary and absolute exercise of power by the State. These rights are given to individuals against the State as well as against other individuals.
→ The Constitution also guarantees the rights of minorities against the majority.

5. Secularism: A secular state is one in which the state does not officially promote any one religion as the state religion. India, officially do not have any religion.Directive Principles of State Policy

Directive Principles of State Policy: This section ensure greater social and economic reform. It serve as a guide to the independent Indian State to institute laws and policies that help reduce the poverty of the masses.

The Fundamental Rights in the Indian Constitution include:

• Right to Equality: All persons are equal before the law. This means that all persons shall be equally protected by the laws of the country.
→ It also states that no citizen can be discriminated against on the basis of their religion, caste or sex.
• Right to Freedom: This includes the right to freedom of speech and expression, the right to form
associations, the right to move freely and reside in any part of the country, and the right to practise any profession, occupation or business.

• Right against Exploitation: The Constitution prohibits trafficking, forced labour, and children working under 14 years of age.

• Right to Freedom of Religion: Every person has the right to practise, profess and propagate the religion of their choice.

• Cultural and Educational Rights: The Constitution states that all minorities, religious or linguistic, can set up their own educational institutions in order to preserve and develop their own culture.

• Right to Constitutional Remedies: This allows citizens to move the court if they believe that any of their Fundamental Rights have been violated by the State.


To determine the equivalent resistance of two resistors when connected in series - Lab Work

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To determine the equivalent resistance of two resistors when connected in series - Science Practicals

Aim
To determine the equivalent resistance of two resistors when connected in series.

Theory
Two resistors are said to be in series if they are connected in such a way that one end of one resistor is connected to the starting end of the other. In such a case same current flows through all the resistors. The equivalent resistance Rs in series combination is given as Rs = R1 + R2 where R1 and R2 are the individual resistances of the respective resistors used in series combination. If there are n resistors connected in series, then the above equation becomes: Rs = R1 + R2 + R3 ... Rn

Materials Required
A dc voltmeter (0-5 volt), dc ammeter (0-15A), a rheostat, two resistence wires, one way key, sand paper, connecting wires, a battery or eliminator (0-4V)

Procedure
Step 1: Find the resistance R1 and R2 of two given resistors separately by repeating the second experiment of finding the resistance across resistors.
Step 2: Connect the two resistors having resistance R1 and R2 respectively in series as per the circuit diagram shown in
Step 3: Plug in the key and set rheostat for minimum value in the ammeter.
Step 4: Increase the value of the current in the ammeter with the help of rheostat and note down the corresponding value of potential difference in the voltmeter Record the voltmeter and ammeter readings in a tabular form.
Step 5: Repeat the step for 4 to 5 more values of current and voltages.

Verification
(i) R1 + R2 =  ohms (theoretical)   Rs =  ohms(practical)
(ii) (R1× R2)/(R1 + R2) =  ohms (theoretical)  Rp =   ohms(practical)

Results
Within experimental errors Rs = R1 + R2 and  Rp = (R1× R2)/(R1 + R2) in series and in parallel the equivalent resistance i.e. combination respectively are verified.


Precautions
1. The connections should be tight and clean.
2. The wires should only be connected at the terminals and not in between.
3. Clean the ends of connecting wire with a sand paper.
4. Take the voltmeter and ammeter of proper range.
5. The rheostat should be used of low resistance (about 100).
6. The positive terminals of ammeter and voltmeter should be connected to the positive pole of the battery.
7. The ammeter and voltmeter should be checked, if necessary, adjust for zero setting.

Go to List of Experiments

Notes of Ch 2 What is Democracy? Why Democracy?| Class 9th Civics

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Study Material and Notes of Ch 2 What is Democracy? Why Democracy? World Class 9th Civics

Topics in the Chapter

• What is Democracy?
• Features of Democracy
→ Major Decisions by elected leaders
→ Free and fair electoral competition
→ One person, one vote, One value
→ Rule of Law and respect for rights
• Why Democracy?
→ Arguments against democracy
→ Arguments against democracy
• Broader meanings of Democracy

What is Democracy?

• A simple Definition: Democracy is a form of government in which the rulers are elected by the people.

Features of Democracy

• The rulers are elected by the people.

• Free and competitive elections are held.

• Each adult irrespective of religion, education, caste, colour, wealth have one vote, one value.

• The elected rulers take decisions within limits set by constitutional law and citizens’ rights.

• Rule of Law

• The rights of the citizens must be protected through Constitution.

• There must be an independent judiciary.

Major Decisions by Elected leaders

• In Pakistan, General Pervez Musharraf led a military coup in October 1999 and overthrew democratically elected government and became President of the country.
→ In 2002, he held a referendum in the country which was based on malpractices and fraud granted him a five-year extension.
→ After passing law, ‘Legal Framework Order’ which gave the president power to dismiss the national and provincial assemblies, elections were held to the national and provincial assemblies.

• In this case, Pakistan has had elections, elected representatives have some powers. But the final
power rests with military officers and General Musharraf himself. So,this should not be called a
democracy.

• In a democracy, the final decision-making power must rest with those elected by the people.

Free and fair electoral competition

• In China, elections are regularly held after every five years for electing the country’s parliament called National People’s Congress.
→ Before contesting elections, a candidate needs the approval of the Chinese Communist Party.
→ The government is always formed by the Communist Party.

• Mexico holds elections after every six years to elect its President.
→ But until 2000 every election was won by a party called PRI (Institutional Revolutionary Party). → Opposition parties did contest elections, but never managed to win as PRI was known to use many dirty tricks to win elections.

• Both the cases should not be called a democracy.

• A democracy must be based on a free and fair election where those currently in power have a fair chance of losing.

One person, one vote, One value

• There are many instances of denial of equal right to vote.

→In Saudi Arabia women do not have the right to vote.

→ Estonia has made its citizenship rules in such a way that people belonging to Russian minority find it difficult to get the right to vote.

→ In Fiji, the electoral system is such that the vote of an indigenous Fiji has more value than that of an Indian-Fijian.

• In a democracy, each adult citizen must have one vote and each vote must have one value.

Rule of Law and respect for rights

• Since independence, Zimbabwe ruled by ZANU-PF.
→ Its leader, Robert Mugabe has been ruling the country. He is popular but also uses unfair practices in elections.
→ Elections have been held regularly and always won by ZANU-PF.
→ Opposition party workers are harassed and their meeting disrupted.
→ Public protests and demonstrations against the government are declared illegal.
→ Television and radio are controlled by the government and give only the ruling party’s version.
→ Independent newspapers are there but the government harasses those journalists who go against it.
→ The government has ignored some court judgments that went against it and has pressurised judges.

• In this case, government is not democratic as there is no there is no citzen' basic rights, no political opposition, no judiciary.

• A democratic government rules within limits set by constitutional law and citizens’ rights.

Why Democracy?

Arguments against democracy

•  Leaders keep changing in a democracy. This leads to instability.

• Democracy is all about political competition and power play. There is no scope for morality.

• So many people have to be consulted in a democracy that it leads to delays.

• Elected leaders do not know the best interest of the people. It leads to bad decisions.

• Democracy leads to corruption for it is based on electoral competition.

• Ordinary people don’t know what is good for them; they should not decide anything.

Arguments for democracy

• A democratic government is a better government because it is a more accountable form of government.

• Democracy improves the quality of decision-making.

• Democracy provides a method to deal with differences and conflicts.

• Democracy enhances the dignity of citizens.

• Democracy allows us to correct its own mistakes.

Broader Meanings of Democracy

• The most common form that democracy takes in our times is that of a representative democracy where majority is allowed to take decisions on behalf of all the people.
→ The majority of people rule through their elected representatives.

• A democratic decision involves consultation with and consent of all those who are affected by that
decision.

• Democracy is a principle that can be applied to any sphere of life.
→ Democracy can apply to a government or a family or any other organisation.


Notes of Ch 1 Resources and Development| Class 10th Geography

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Study Material and Notes of Ch 1 Resources and Development Class 10th Geography

Topics in the Chapter

• Resources
• Classification of Resources
→ On the basis of origin
→ On the Basis of Exhaustibility
→ On the Basis of Ownership
→ On the Basis of the Status of Development
• Development of Resources
• Resource Planning
• Land Resources
→ Land Resources in India
• Land Use Pattern in India
• Land Degradation and Conservation measures
• Soil as a Resource
• Classification of Soils
→ Alluvial Soils
→ Black Soil
→ Red and Yellow Soils
→ Laterite Soils
→ Arid Soils
→ Forest Soils
• Soil Erosion and Soil Conservation

Resources

• Everything available in our environment which can be used to satisfy our needs, provided, it is technologically accessible, economically feasible and culturally acceptable can be termed as ‘Resource’.

Classification of Resources

• The resources can be classified as:
→ On the basis of origin – biotic and abiotic
→ On the basis of exhaustibility – renewable and non-renewable
→ On the basis of ownership – individual, community, national and international
→ On the basis of status of development – potential, developed stock and reserves.

On the Basis of Origin

• Biotic Resources: These are obtained from biosphere and have life such as human beings, flora and fauna, fisheries, livestock etc.

• Abiotic Resources: All those things which are composed of non-living things are called abiotic resources. For example, rocks and metals.

On the Basis of Exhaustibility

• Renewable Resources: The resources which can be renewed or reproduced by physical, chemical or mechanical processes are known as renewable resources. For example, solar and wind energy, water, forests and wildlife, etc.

• Non-Renewable Resources: The resources once consumed cannot be replaced are known as non-renewable resources. These resources take millions of years in their formation.For example: Oil, Coal etc.

On the Basis of Ownership

• Individual Resources: The resources owned privately by individuals are called Individual resources. For example: Plot, houses etc. owned by a person.

• Community Owned Resources: The resources which are accessible to all the members of the community. For example: Public parks, picnic spots owned by a community.

• National Resources: The resources which come under nation are known as National Resources. Technically, all the resources belong to the nation.

• International Resources: The resources lying beyond 200 kms of Exclusive Economic Zone in the oceans are called International Resources. No one can use these resources without the permission of international institutions.

On the Basis of the Status of Development

• Potential Resources: Resources which are found in a region, but have not been utilised. For example: the regions Rajasthan and Gujarat have enormous potential for the development of wind and solar energy.

• Developed Resources: Resources which are surveyed and their quality and quantity have been determined for utilisation.

• Stock: The resources that have been surveyed, but cannot be used due a lack of technology. For example: water is a compound of two inflammable gases; hydrogen and oxygen, which can be used as a rich source of energy but we don't have technical know-how to use them.

• Reserves: The resources that have been surveyed and we can use them with present technology but their use has not been started are known as Reserves. For example: the water in the dams, forests etc.

Development of Resources

• Resources are vital for human survival. 

• It was believed that resources are free gifts of nature so, human beings used them indiscriminately and this has led to the following major problems:
→  Depletion of resources for satisfying the greed of few individuals.
→ Accumulation of resources in few hands which divides the society into rich and poor.
→ Indiscriminate exploitation of resources has led to global ecological crises such as, global warming, ozone layer depletion, environmental pollution and land degradation.

• For a sustained quality of life and global peace, an equitable distribution of resources has
become essential.

• For using resources judiciously, we need to adopt sustainable economics development.

• Sustainable economic development means development should take place without damaging the environment, and development in the present should not compromise with the needs of the future generations.

Resource Planning

• Resource planning is a complex process which involves : 
(i) Identification and inventory of resources across the regions of the country. This involves surveying, mapping and qualitative and quantitative estimation and measurement of the resources. 
(ii) Evolving a planning structure endowed with appropriate technology, skill and institutional set up for implementing resource development plans. 
(iii) Matching the resource development plans with overall national development plans.

Land Resources

• Land is a natural resource of utmost importance.
→ It supports natural vegetation, wild life, human life, economic activities, transport and communication systems.

• Land is present in limited size so we must use them effectively.

Land Resources in India

• About 43 percent of the land area is plain, which provides facilities for agriculture and industry. 

• About 30 percent of the total surface area of the country are mountains which ensure perennial flow of some rivers and provide facilities for tourism and ecological aspects.

• About 27 per cent of the area of the country is the plateau region that possesses rich reserves
of minerals, fossil fuels and forests.

Land Use Pattern in India

• The use of land is determined by: 
→ Physical factors such as topography, climate, soil types
→ Human factors such as population density, technological capability and culture and traditions etc.

• Land use data, however, is available only for 93 per cent of the total geographical area because the land use reporting for most of the north-east states except Assam has not been done fully.
→ Also, some areas of Jammu and Kashmir occupied by Pakistan and China have also not been surveyed.

Land Degradation and Conservation measures

• Human activities such as deforestation, over grazing, mining and quarrying contributed in land degradation.

• Measures to control land degradation:
→ Afforestation
→ Planting of shelter belts of plants
→ control on over grazing
→ stabilisation of sand dunes by growing thorny bushes 
→ Proper management of waste lands
→ control of mining activities

Soil as a Resource

• Soil is the most important renewable natural resource. 

• It is the medium of plant growth and supports different types of living organisms on the earth.

Classification of Soils

On the basis of the factors responsible for soil formation, colour, thickness, texture, age, chemical and physical properties, the soils of India can be classified in different types:

• Alluvial Soils:
→ Entire northern plains are made of alluvial soil.
→ Also found in the eastern coastal plains particularly in the deltas of the Mahanadi, the Godavari, the Krishna and the Kaveri rivers.
→ Fertile soil therefore, fit for agriculture purpose.
→ Regions of alluvial soils are intensively cultivated and densely populated.
→ Rich in potash, phosphoric acid and lime which are ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops.

• Black Soil:
→ Black in colour and are also known as regur soils.
→ Ideal for growing cotton and is also known as black cotton soil.
→ Found in the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh and Chhattisgarh also along the Godavari and the Krishna valleys.
→ Made up of extremely fine i.e. clayey material. 
→ Well-known for their capacity to hold moisture.
→ Rich in calcium carbonate, magnesium, potash and lime.

• Red and Yellow Soils:
→ Found in the areas of low rainfall in the eastern and southern parts of the Deccan plateau. 
→ Also found in parts of Odisha, Chhattisgarh, southern parts of the middle Ganga plain and along the piedmont zone of the Western Ghats. 
→ Develop a reddish colour due to diffusion of iron in crystalline and metamorphic rocks.

• Laterite Soils:
→ Develops in areas with high temperature and heavy rainfall.
→ Found in Karnataka, Kerala, Tamil Nadu, Madhya Pradesh, and the hilly areas of Odisha and Assam.
→ Suitable for cultivation with adequate doses of manures and fertilizers.
→ Low Humus content because decomposers, like bacteria, get destroyed due to high temperature.

• Arid Soils:
→ Found in the wetern parts of Rajasthan.
→ After proper irrigation these soils become cultivable.
→ Lacks humus and moisture because dry climate, high temperature make evaporation faster.
→ Salt content is very high and common salt is obtained by evaporating the water.

• Forest Soils:
→ Found in the hilly and mountainous areas where sufficient rain forests are available.
→ Feature differs based on location. 
→ Loamy and silty in valley sides and coarse grained in the upper slopes.
→ Sil in the lower parts of the valleys particularly on the river terraces and alluvial fans are fertile.

Soil Erosion and Soil Conservation

• Natural ways of Soil erosion: Wind, glacier and water lead to soil erosion.

• Human activities: Deforestation, over-grazing, construction and mining etc., contributes in soil erosion.

• Measures to control Soil erosion:
→ Strip cropping
→ Planting shelter belts
→ In the hilly areas, using contour ploughing and terrace farming.



Class 9 Science Lab Manual Work SA-II NCERT

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CBSE Practicals for Class 9 Science Lab Manual Work SA-II

List of Experiments to be performed for Summative Assessment -II during practical exams. The list of experiments include the practicals from Biology, Physics and Chemistry and truly based NCERT Lab books. Click on the list to get the details of the experiments for lab manual works. These laboratory manual works are prescribed by the CBSE for Class 9 Science students. Get the details to complete your lab manual practical works which is based on NCERT.


Biology Practical Work SA-II

Experiment 1: To study the characteristic of spirogyra / Agaricus, Moss, fern, Pinus (either with male or female cone) and an angiospermic plant. Draw and give two identifying features of groups they belong to.

Experiment 2: To observe and draw the given specimens – earthworm, cockroach, bony fish and bird for each specimen, record :
(a) one specific feature of its phylum
(b) one adaptive feature with reference to its habitat

Experiment 3: To study the external features of root, stem, leaf and flower of monocot and dicot plants.

Experiment 4: To study the life cycle of mosquito.

Chemistry Practical Work SA-II

Experiment 1: To verify the law of conservation of mass in a chemical reaction.

Physics Practical Work SA-II

Experiment 1: To verify laws of reflection of sound.

Experiment 2: To determine the density of solid (denser than water) by using a spring balance and a measuring cylinder.

Experiment 3: To establish the relation between the loss in weight of a solid when fully immersed in
(a) tap water
(b) strongly salty water, with the weight of water displaced by it by taking at least two different solids.

Experiment 4: To observe and compare the pressure exerted by a solid iron cuboid on fine sand/wheat flour while resting on it's three different faces and to calculate the pressure exerted in the three different cases.

Experiment 5: To determine the velocity of a pulse propagated through a stretched spring / slinky.

Class 10 Science Lab Manual Work SA-II NCERT

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CBSE Practicals for Class 10 Science Lab Manual Work SA-II

List of Experiments to be performed for Summative Assessment -II during practical exams. The list of experiments include the practicals from Biology, Physics and Chemistry and truly based NCERT Lab books. Click on the list to get the details of the experiments for lab manual works. These laboratory manual works are prescribed by the CBSE for Class 10 Science students. Get the details to complete your lab manual practical works which is based on NCERT.

Chemistry Practical Work SA-II

Experiment 1: To study the following properties of acetic acid (ethanoic acid):
i) odour
ii) solubility in water
iii) effect on litmus
iv) reaction with sodium bicarbonate

Experiment 2: To study saponification reaction for preparation of soap.

Experiment 3: To study the comparative cleaning capacity of a sample of soap in soft and hard water.

Physics Practical Work SA-II

Experiment 1: To determine the focal length of:
i) Concave mirror
ii)Convex lens by obtaining the image of a distant object.

Experiment 2: To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.

Biology Practical Work SA-II 

Experiment 1: To study (a) binary fission in Amoeba, and (b) budding in yeast with the help of
prepared slides.

Experiment 2: To trace the path of the rays of light through a glass prism.

Experiment 3: To find the image distance for varying object distances in case of a convex lens and draw corresponding ray diagrams to show the nature of image formed.

Experiment 4: To study homology and analogy with the help of models/charts of animals and models/charts/specimens of plants.

Experiment 5: To identify the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).

Notes of Ch 2 Forest and Wildlife Resources| Class 10th Geography

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Study Material and Notes of Ch 2 Forest and Wildlife Resources Class 10th Geography

Topics in the Chapter

• Introduction
• Flora and Fauna in India
• Classification of Species
• Causes of depletion of the flora and fauna
• Conservation of Forest and Wildlife in India
• Types and Distribution of Forest and Wildlife Resources
• Community and Conservation

Introduction

• Our earth is home for millions of living beings, starting from micro-organisms and bacteria, lichens to banyan trees, elephants and blue whales.

Flora and Fauna in India

• India is one of the world’s richest countries in terms of its vast array of biological diversity, and has nearly 8 per cent of the total number of species in the world (estimated to be 1.6 million).

• At least 10 percent of India’s recorded wild flora and 20 per cent of its mammals are on the threatened list.
→ Many are categorised as ‘critical’, that is on the verge of extinction like the cheetah, pink-headed duck etc.

Classification of Species

• The International Union for Conservation of Nature and Natural Resources (IUCN) has classified plants and animals in order of existence:

→ Normal Species: Species whose population levels are considered to be normal for their survival, such as cattle, sal, pine, rodents, etc.

→ Endangered Species: These are species which are in danger of extinction. For example, black buck, crocodile, Indian wild ass etc.

→ Vulnerable Species: These are species whose population has declined to levels from where it is likely to move into the endangered category in the near future if the negative factors continue to operate. For examples, blue sheep, Asiatic elephant, Gangetic dolphin, etc.

→ Rare Species: Species with small population may move into the endangered or vulnerable category if the negative factors affecting them continue to operate. For example, Himalayan brown bear, wild Asiatic buffalo, desert fox and hornbill, etc.

→ Endemic Species: These are species which are only found in some particular areas usually isolated by natural or geographical barriers. For example, Andaman teal, Nicobar pigeon, Andaman wild pig, mithun in Arunchal Pradesh.

→ Extinct Species: These are species which are not found after searches of known or likely areas where they may occur. For example, Asiatic cheetah, pink head duck etc.

Causes of depletion of the flora and fauna

• Human beings transformed nature into a resource obtaining directly and indirectly from the forests and wildlife such as wood, barks, leaves, rubber, medicines, dyes, food, fuel, fodder, manure, etc. which depleted our forests and wildlife.

• The various factors that cause depletion of the flora and fauna are:
→ Large-scale development projects
→ Shifting cultivation
→ Mining
→ Grazing and fuel-wood collection
→ Over-population

• Factors responsible for decline in India’s biodiversity:
→ Habitat destruction
→ Hunting
→ Poaching
→ Over-exploitation
→ Environmental pollution
→ Poisoning
→ Forest fires

Conservation of Forest and Wildlife in India

• Conservation preserves the ecological diversity and our life support systems – water, air and soil.
• Due to conservationist's demand, The Indian Wildlife (Protection) Act was implemented in 1972, with various provisions for protecting habitats.
→ The aim of the programme was protecting the remaining population of certain endangered species by banning hunting, giving legal protection to their habitats, and restricting trade in wildlife.
→ The central and many state governments established national parks and wildlife sanctuaries.
→ The central government also announced several projects for protecting specific animals, which were gravely threatened, including the tiger, the one-horned rhinoceros and others.

• Project Tiger was also launched by the Government of India in the year 1973 to save the endangered species of tiger in the country.

• Under Wildlife Act of 1980 and 1986, several hundred butterflies, moths, beetles, and one dragonfly have been added to the list of protected species.

• In 1991, for the first time plants were also added to the list, starting with six species.

Types and Distribution of Forest and Wildlife Resources

• In India, much of its forest and wildlife resources are either owned or managed by the government
through the Forest Department or other government departments.

• The forests are classified under the following categories:
→ Reserved Forests: These forests are regarded as the most valuable as far as the conservation of forest and wildlife resources are concerned. It covers half of the total forest land.

→ Protected Forests: This forest land are protected from any further depletion. Almost one-third of the total forest area is protected forest.

→ Unclassed Forests: These are other forests and wastelands belonging to both government and private individuals and communities.

Community and Conservation

• The forests are also home to some of the traditional communities.
→ Local communities are struggling to conserve these habitats along with government officials,
to secure their long-term livelihood.

• In Sariska Tiger Reserve, Rajasthan, villagers have fought against mining by citing the Wildlife Protection Act.

• The famous Chipko movement in the Himalayas has successfully resisted deforestation in several areas
→ Also shown that community afforestation with indigenous species can be enormously successful.

• Farmers and citizen’s groups like the Beej Bachao Andolan in Tehri and Navdanya have shown
that adequate levels of diversified crop production without the use of synthetic chemicals are possible and economically viable.

• Joint forest management (JFM) programme introduced in 1988 in the state of Odisha shown good example for involving local communities in the management and restoration of degraded forests.


Notes of Ch 3 Water Resources| Class 10th Geography

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Study Material and Notes of Ch 3 Water Resources Class 10th Geography

Topics in the Chapter

• Water
→ Some facts and Figures
• Dams
• Multi-purpose river projects
→ Objectives of multi-purpose river projects
→ Disadvantages of Multi-purpose river projects
→ Movements against Mult-purpose river projects
• Rainwater Harvesting
→ How Tankas works

Water

• Water is a renewable resource

• Three-fourth of the earth’s surface is covered with water but only a small proportion of it accounts for freshwater fit for use.

Some facts and Figures

• 96.5 percent of the total volume of world’s water is estimated to exist as oceans and only 2.5 per cent as freshwater.

• India receives nearly 4 percent of the global precipitation and ranks 133 in the world in terms of water availability per person per annum.

• By 2025, it is predicted that large parts of India will join countries or regions having absolute water scarcity.

Water Scarcity and need for water conservation and management

• The lack sufficient water as compared to its demand in a region is known as Water Scarcity.

• Causes of Water Scarcity are:
→ over-exploitation
→ excessive use and unequal access to water among different social groups.
→ Large population

Dams

• A dam is a barrier across flowing water that obstructs, directs or retards the flow, often creating a reservoir, lake or impoundment.

Multi-purpose river projects

• Multi-purpose river projects large dams that serve several purposes in addition to impounding the water of a river and used later to irrigate agricultural fields. For example, the Sutluj-Beas river basin, the Bhakra–Nangal project etc.

The objectives of multi-purpose river projects are:
→ Electricity generation
→ Irrigation
→ Water supply for domestic and industrial uses
→ Flood control
→ Recreation
→ Inland navigation 
→ Fish breeding

Disadvantages of Multi-purpose river projects are:

→ It affects the natural flow of river causing poor sediment flow and excessive sedimentation at the bottom of the reservoir.
→ It destroys the habitats for the rivers’ aquatic life.
→ It submerges the existing vegetation and soil if created on the floodplains.
→ It displaces the local people of the place where it is created.
→ These are unsuccessful in controlling floods at the time of excessive rainfall.
→ These projects induced earthquakes, caused water- borne diseases and pests and pollution resulting from excessive use of water.

Movements against Mult-purpose river projects

• These projects cause of many new social movements like the ‘Narmada Bachao Andolan’ and the ‘Tehri Dam Andolan’ etc.
→ This is due to the large-scale displacement of local communities.

• Inter-state water disputes are also becoming common with regard to sharing the costs and benefits of the multi-purpose project.

Rainwater Harvesting

• Rainwater Harvesting refers to the practice of storing and using of rainwater from the surface on which it falls.

• In hill and mountainous regions, people built diversion channels like the ‘guls’ or ‘kuls’ of the Western Himalayas for agriculture.

• In Rajasthan, ‘Rooftop rain water harvesting’ was commonly practised to store drinking water.

• In the flood plains of Bengal, people developed inundation channels to irrigate their fields. 

• In arid and semi-arid regions, agricultural fields were converted into rain fed storage structures that allowed the water to stand and moisten the soil.

• In the semi-arid and arid regions of Rajasthan, almost all the houses traditionally had underground tanks or tankas for storing drinking water.

How Tankas works:
→ Tankas were connected to the sloping roofs of the houses through a pipe.
→ Rain falling on the rooftops would travel down the pipe and was stored in these underground ‘tankas’.


To study the life cycle of mosquito - Lab Work

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To study the life cycle of mosquito - Science Practicals

Aim
To study the life cycle of mosquito.

Theory
Life cycle of a mosquito passes through several stages. Each stage is morphologically distinct. Even their habitat differs with the adult being aerial and the earlier stages being aquatic. Though there are
many species of mosquitoes, their life cycles, more or less, exhibit common features.

Materials Required
Chart showing the life cycle of a mosquito and/ or museum specimen of stages in the life cycle, permanent slides, and compound microscope.

Procedure
Step 1: The chart is observed carefully and the different stages in the life cycle are noted.
Step 2: The characteristics of each stage is discussed.
Step 3: Diagrams of all the stages are drawn.
Step 4: The preserved speciemen and name the stages are observed.

Discussions
The eggs of various species of mosquito are deposited on stagnant water bodies like ponds, ditches, cess pools, lakes etc. Any container with stagnant water is a potential breeding place for mosquitoes.
The larvae hatch out from the eggs within a few hours and begin feeding on decaying plant matter. They float on the surface of water and breath through a specialised siphon tube. The larval stage lasts for a few days during which several layers of skin are shed. This stage lasts for a few days to a few weeks. The larval stage is followed by the pupal stage.
Pupae do not feed but gradually metamorphose or change into adults. Pupal stage lasts for a few days. From the pupa an adult mosquito emerges. Before the adult starts flying it rests for a few days du ring
which its outer cuticle hardens.
After about a week, adult female mosquito begins searching for a host. It generally feeds on blood, which is a rich source of protein that is helpful to make a fresh batch of eggs, Eggs are deposited on or near water. The male mosquito does not seek a blood meal, but prefers a sugar meal which it obtains by feeding on the nectar of flowers. The female adults also feed on nectar in between blood meals. Adult mosquitoes live for several weeks.

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