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Class 9 & Class 10 Resources Center

Author: abhishekinbh

  • Pookie Answer 2

    Class 10 CBSE Science

    Metals and Non-metals · Questions 64 and 65

    Question 64

    (A) Write the name of two metals of moderate reactivity. Which one of the two is more reactive? How can this fact be demonstrated experimentally in a school laboratory?
    (B) Some metals of moderate reactivity are also found in the Earth’s crust in the form of their carbonates. Name the processes involved in the extraction of metal from them, giving chemical equations for the reactions that occur.

    Part (A)

    Two metals of moderate reactivity: Iron (Fe) and Copper (Cu). Iron is more reactive than copper.

    Laboratory demonstration (displacement reaction):

    1. Take two test tubes, each containing about 5 mL of copper sulphate solution (blue).
    2. Place a clean iron nail in one test tube and a clean copper strip in the other.
    3. Leave them undisturbed for 20 to 30 minutes and observe.

    The iron nail becomes coated with a reddish-brown deposit of copper, and the blue colour of the solution fades to pale green. This happens because iron displaces copper from its salt solution. Copper strip shows no change, which confirms that copper is less reactive.

    \( \mathrm{Fe_{(s)} + CuSO_{4(aq)} \rightarrow FeSO_{4(aq)} + Cu_{(s)}} \)

    Part (B)

    Metals of moderate reactivity found as carbonates, such as zinc (calamine, ZnCO₃), are extracted in two main steps.

    1. Calcination: The carbonate ore is heated strongly in limited air, which decomposes it into the metal oxide and carbon dioxide.
      \( \mathrm{ZnCO_{3(s)} \xrightarrow{\Delta} ZnO_{(s)} + CO_{2(g)}} \)
    2. Reduction: The metal oxide is reduced to the metal by heating it with carbon (coke), which acts as the reducing agent.
      \( \mathrm{ZnO_{(s)} + C_{(s)} \xrightarrow{\Delta} Zn_{(s)} + CO_{(g)}} \)

    Calcination removes volatile impurities and carbon dioxide. Reduction converts the oxide to the free metal.

    Question 65

    Some metals of low and medium reactivity are extracted from their sulphide ores. What are the steps involved in the extraction of such metals?

    Metals of low and medium reactivity, such as zinc (ZnS) and copper (Cu₂S), are extracted from sulphide ores in the following steps.

    1. Concentration (Ore dressing): The ore is crushed and purified. Froth flotation is the usual method for sulphide ores, because the sulphide particles stick to the froth while the gangue (earthy impurities) sinks.
    2. Roasting: The concentrated sulphide ore is heated strongly in excess air. This converts the sulphide into the metal oxide and releases sulphur dioxide.
      \( \mathrm{2ZnS_{(s)} + 3O_{2(g)} \xrightarrow{\Delta} 2ZnO_{(s)} + 2SO_{2(g)}} \)
    3. Reduction: The metal oxide is reduced to the metal using carbon (coke) as the reducing agent.
      \( \mathrm{ZnO_{(s)} + C_{(s)} \xrightarrow{\Delta} Zn_{(s)} + CO_{(g)}} \)
    4. Refining: The impure metal is purified, most commonly by electrolytic refining.

    Note: For copper, which is less reactive, the metal can sometimes be obtained directly from the roasted sulphide without carbon. This is called self-reduction.
    \( \mathrm{Cu_2S + 2Cu_2O \rightarrow 6Cu + SO_2} \)

    © abhishek.io.in

  • 02-11-2026 English Grammar, Ch.2 , Phrase.

    Grammar Workbook: Phrases

    Adjective Phrases · Adverb Phrases · Noun Phrases

    Exercise 1: Adjective Phrases

    Pick out the adjective phrases in the following sentences.

    Grammar rule: An adjective phrase is a group of words that works like an adjective. It describes a noun or pronoun and usually answers “which?” or “what kind?”. It is often introduced by a preposition such as of, in, with, without.
    1. A man in great difficulties came to me for help. Why: The phrase “in great difficulties” tells us which man came to me.
    2. He is a person of very considerable renown. Why: The phrase starts with “of” and describes the noun “person”.
    3. Wild beasts in small cages are a sorry sight. Why: The phrase tells us which beasts are meant, so it describes “beasts”.
    4. A man without an enemy is a man with few friends. Why: Both phrases describe “man”. The first says he has no enemy, and the second says he has few friends.
    5. He tells a tale with the ring of truth in it. Why: The phrase describes the noun “tale” by telling us its quality.
    6. A friend in need is a friend indeed. Why: “In need” describes the noun “friend”, telling us what kind of friend is meant.
    7. A stitch in time saves nine. Why: “In time” describes the noun “stitch”. It is a proverb, so the phrase is used in its fixed form.
    8. A bird in the hand is worth two in the bush. Why: “In the hand” describes “bird”, and “in the bush” describes “two” (birds).
    9. Gardens with cool shady trees surround the village. Why: The phrase describes the noun “gardens” by telling us what they have.
    10. Only a man with plenty of money buys a car of such beauty and power. Why: The first phrase describes “man”, and the second describes “car”.

    Exercise 2: Adjective Phrases

    Replace the adjective in italics with an adjective phrase of the same meaning.

    Grammar rule: A single adjective can often be replaced by a phrase with of, made of, or full of plus a noun. For example, “wooden” becomes “made of wood”.
    1. A grey cloud spread over the sky. Answer: A cloud of grey colour spread over the sky. Why: “Grey” describes colour, so we use “of grey colour”.
    2. He dwelt in a wooden hut. Answer: He dwelt in a hut made of wood. Why: “Wooden” shows the material, so we use “made of wood”.
    3. He had a bald head. Answer: He had a head without hair. Why: “Bald” means having no hair, so we use “without hair”.
    4. She wore a diamond necklace. Answer: She wore a necklace made of diamonds. Why: “Diamond” here shows the material, so we use “made of diamonds”.
    5. It was a horrible night. Answer: It was a night full of horror. Why: “Horrible” describes a quality, so we use “full of horror”.
    6. They went by Siberian railway. Answer: They went by the railway of Siberia. Why: “Siberian” shows origin, so we use “of Siberia”.
    7. A grassy meadow stretched before us. Answer: A meadow covered with grass stretched before us. Why: “Grassy” means covered with grass.
    8. An earthen pitcher stood on a three-legged table. Answer: A pitcher made of earth stood on a table with three legs. Why: “Earthen” shows material, and “three-legged” shows number of legs.
    9. The French flag flew at the top of the highest mast. Answer: The flag of France flew at the top of the mast of greatest height. Why: “French” shows origin, and “highest” is expressed as “of greatest height”.
    10. That was a cowardly act. Answer: That was an act full of cowardice. Why: “Cowardly” describes a quality, so we use the noun “cowardice” with “full of”.

    Exercise 3: Adjectives

    Replace each adjective phrase in italics with an adjective of the same meaning.

    Grammar rule: This is the reverse of Exercise 2. A phrase such as “made of silk” or “full of shame” can be replaced by a single adjective, such as “silken” or “shameful”. Adjectives usually come before the noun.
    1. He wore a turban made of silk. Answer: He wore a silken turban. Why: “Made of silk” becomes the adjective “silken”.
    2. He has done a deed of shame. Answer: He has done a shameful deed. Why: “Of shame” becomes the adjective “shameful”.
    3. He led a life devoid of blame. Answer: He led a blameless life. Why: “Devoid of blame” means without blame, so the adjective is “blameless”.
    4. He is a man without a friend. Answer: He is a friendless man. Why: “Without a friend” becomes “friendless”.
    5. They came to a path covered with mud. Answer: They came to a muddy path. Why: “Covered with mud” becomes “muddy”.
    6. He carried a sword stained with blood. Answer: He carried a bloody sword. Why: “Stained with blood” becomes “bloody”.
    7. I met a little girl from a cottage. Answer: I met a little cottage girl. Why: The phrase “from a cottage” shows origin, so “cottage” is used as an adjective before “girl”.
    8. Balu was a man with plenty of impudence. Answer: Balu was an impudent man. Why: “With plenty of impudence” becomes “impudent”.
    9. From this village in the mountains came a chieftain of great fame. Answer: From this mountainous village came a famous chieftain. Why: “In the mountains” becomes “mountainous”, and “of great fame” becomes “famous”.
    10. The Rajput leader was a soldier full of hope and free from fear. Answer: The Rajput leader was a hopeful and fearless soldier. Why: “Full of hope” becomes “hopeful”, and “free from fear” becomes “fearless”.

    Exercise 4: Adjective Phrases

    Fill in the blanks with suitable adjective phrases.

    Grammar rule: The blank must describe the noun before it, so the phrase should be a prepositional group such as of, with, in.
    1. An elephant with a long trunk is considered sacred by some people. Why: “With a long trunk” describes the noun “elephant”.
    2. Birds of a feather flock together. Why: “Of a feather” describes “birds”. It means birds of the same kind.
    3. He leads a life of ease. Why: “Of ease” describes the noun “life”.
    4. Children like books with colourful pictures. Why: The phrase describes the noun “books”.
    5. He lost a diamond of great value. Why: “Of great value” describes the noun “diamond”.
    6. The old sage spoke words of wisdom. Why: “Of wisdom” describes the noun “words”.
    7. She is a woman of great beauty. Why: “Of great beauty” describes the noun “woman”.
    8. John Gilpin was a citizen of London. Why: “Of London” describes the noun “citizen” by telling us where he belongs.
    9. Draw a picture of a beautiful garden. Why: “Of a beautiful garden” describes the noun “picture”.
    10. The leaves of the mango tree are glossy. Why: “Of the mango tree” describes the noun “leaves”.

    Exercise 5: Adjective Phrases

    Write five sentences containing adjective phrases.

    Method: Write a sentence with a noun, then add a phrase after it that describes that noun. The answers below are examples, and your own sentences can be different.
    1. The boy with curly hair is my brother. Why: “With curly hair” describes the noun “boy”.
    2. She lives in a house near the river. Why: “Near the river” describes the noun “house”, telling us which house.
    3. I bought a table made of wood. Why: “Made of wood” describes the noun “table”.
    4. The man of great wisdom addressed the gathering. Why: “Of great wisdom” describes the noun “man”.
    5. We saw a bird with beautiful feathers. Why: “With beautiful feathers” describes the noun “bird”.

    Exercise 6: Adverb Phrases

    Pick out the adverb phrases in the following sentences.

    Grammar rule: An adverb phrase is a group of words that works like an adverb. It modifies a verb and answers “where?”, “when?”, “how?”, or “why?”.
    1. She lived in the middle of a great wood. Why: Answers “where did she live?” (place).
    2. Nothing can live on the moon. Why: Answers “where?” (place) and modifies “live”.
    3. Come into the garden, Maud. Why: Answers “where should she come?” (direction and place) and modifies “come”.
    4. Three fishers went sailing over the sea. Why: Answers “where?” (place) and modifies “went sailing”.
    5. She replied in a very rude manner. Why: Answers “how did she reply?” (manner).
    6. Down in a green and shady bed, a modest violet grew. Why: Answers “where did the violet grow?” (place) and modifies “grew”.
    7. On your conscience this will lie. Why: This is a figurative place, meaning “in your mind”. It modifies “will lie”.
    8. They sat for a while on the bank. Why: “For a while” answers “how long?” (time). “On the bank” answers “where?” (place).
    9. Honesty is written on his face. Why: Answers “where is it written?” (place).
    10. The gun went off with a loud report. Why: Answers “how did the gun go off?” (manner).
    11. There dwelt a miller hale and bold, beside the river Dee. Why: Answers “where did he dwell?” (place) and modifies “dwelt”.
    12. I stood on the bridge at midnight. Why: “On the bridge” answers “where?” and “at midnight” answers “when?”.
    13. To the northward stretched the desert. Why: Answers “where did the desert stretch?” (direction) and modifies “stretched”.
    14. Beside a green meadow a stream used to flow. Why: Answers “where did the stream flow?” (place) and modifies “flow”.
    15. I have read Bacon to my great profit. Why: Answers “with what result?” (result or benefit) and modifies “read”.

    Exercise 7: Adverb Phrases

    Replace the adverb in italics with an adverb phrase of the same meaning.

    Grammar rule: A single adverb can often be replaced by a phrase starting with a preposition such as with, in, at, to, before. For example, “swiftly” becomes “with swiftness”.
    1. The pigeon flies swiftly. Answer: The pigeon flies with swiftness. Why: “Swiftly” describes how it flies, so we use “with swiftness”.
    2. Did Rama behave well? Answer: Did Rama behave in a good manner? Why: “Well” describes manner, so we use “in a good manner”.
    3. Go away. Answer: Go to another place. Why: “Away” describes direction or place, so we use “to another place”.
    4. The dying man replied feebly. Answer: The dying man replied in a feeble manner. Why: “Feebly” describes manner, so we use the adjective “feeble” in the phrase “in a feeble manner”.
    5. Gently fell the rain. Answer: In a gentle manner fell the rain. Why: “Gently” describes manner, so we use “in a gentle manner”.
    6. We will pitch the tents just here. Answer: We will pitch the tents at this very place. Why: “Just here” describes place, so we use “at this very place”.
    7. He expects to get a promotion soon. Answer: He expects to get a promotion before very long. Why: “Soon” describes time, so we use “before very long”.
    8. He built his house there. Answer: He built his house at that place. Why: “There” describes place, so we use “at that place”.
    9. They have only recently arrived. Answer: They have only arrived at a recent date. Why: “Recently” describes time, so we use “at a recent date”.
    10. Although hungry, the soldiers worked cheerfully. Answer: Although hungry, the soldiers worked in a cheerful manner. Why: “Cheerfully” describes manner, so we use “in a cheerful manner”.

    Exercise 8: Adverbs

    Replace each adverb phrase with an adverb of the same meaning.

    Grammar rule: This is the reverse of Exercise 7. A phrase such as “in a terrible manner” becomes a single adverb such as “terribly” by ending in -ly or by using a more precise word.
    1. The bodies were mangled in a terrible manner. Answer: The bodies were terribly mangled. Why: “In a terrible manner” is changed to the adverb “terribly”.
    2. Let us cease work from this very moment. Answer: Let us henceforth cease work. Why: “From this very moment” means “from now on”, which is “henceforth”.
    3. It was just on this spot that he died. Answer: It was just here that he died. Why: “On this spot” describes place, so we use “here”.
    4. The child replied with perfect truthfulness. Answer: The child replied truthfully. Why: “With perfect truthfulness” describes manner, so we use “truthfully”.
    5. He arrived at that moment. Answer: He arrived then. Why: “At that moment” describes time, so we use “then”.
    6. I hope that he will come at a very early date. Answer: I hope that he will come soon. Why: “At a very early date” describes time, so we use “soon”.
    7. He seems to have acted with great promptitude. Answer: He seems to have acted promptly. Why: “With great promptitude” describes manner, so we use “promptly”.
    8. No one would dare to answer him in an impudent way. Answer: No one would dare to answer him impudently. Why: “In an impudent way” describes manner, so we use “impudently”.
    9. I accept your statement without reserve. Answer: I accept your statement unreservedly. Why: “Without reserve” means completely, so we use “unreservedly”.
    10. I thank you with all my heart. Answer: I thank you heartily. Why: “With all my heart” describes manner, so we use “heartily”.

    Exercise 9: Adverb Phrases

    Fill in the blanks with suitable adverb phrases.

    Grammar rule: The blank must describe the verb before it and usually tells how the action was done. Manner phrases often begin with with or in.
    1. The knight fought with great courage. Why: Tells how the knight fought (manner) and modifies “fought”.
    2. The Rajah treated his vizier with kindness. Why: Tells how the Rajah treated the vizier (manner).
    3. The woodman struck the wolf with great force. Why: Tells how the wolf was struck (manner).
    4. Do not answer in haste. Why: Tells how one should not answer (manner).
    5. I agree with you in every respect. Why: Tells the extent of agreement (degree or respect).
    6. He has behaved in a gentlemanly manner. Why: Tells how he has behaved (manner).
    7. He does his homework with great care. Why: Tells how he does the homework (manner).
    8. He treated his relatives with respect. Why: Tells how he treated them (manner).
    9. The police handled the bombs with extreme caution. Why: Tells how the bombs were handled (manner).
    10. The sailor climbed with great difficulty. Why: Tells how the sailor climbed (manner).

    Exercise 10: Adverb Phrases

    Write five sentences containing adverb phrases.

    Method: Write a sentence with a verb, then add a phrase that tells where, when, or how the action happened. The answers below are examples.
    1. The children played in the garden. Why: “In the garden” tells where they played (place).
    2. She completed her work with great care. Why: “With great care” tells how she completed the work (manner).
    3. He arrived at the right time. Why: “At the right time” tells when he arrived (time).
    4. The soldiers marched in perfect order. Why: “In perfect order” tells how the soldiers marched (manner).
    5. We shall meet after the examination. Why: “After the examination” tells when we shall meet (time).

    Exercise 11: Adjective and Adverb Phrases

    Say which of the following are adverb phrases and which are adjective phrases.

    Test: Ask what the phrase is attached to. If it describes a noun, it is an adjective phrase. If it describes a verb, it is an adverb phrase. The same words can be either, depending on the sentence.
    1. Have you heard of the man in the moon? Answer: Adjective phrase. Why: It describes the noun “man”.
    2. How could a man be in the moon? Answer: Adverb phrase. Why: It tells where the man could be, so it modifies the verb “be”.
    3. They live on an island. Answer: Adverb phrase. Why: It tells where they live (place).
    4. A house on an island was washed away. Answer: Adjective phrase. Why: It describes the noun “house”.
    5. The idea at that moment was superb. Answer: Adjective phrase. Why: It identifies which idea is meant, so it describes the noun “idea”.
    6. He arrived at that moment. Answer: Adverb phrase. Why: It tells when he arrived (time), so it modifies the verb “arrived”.
    7. The people in that building are holding the election. Answer: Adjective phrase. Why: It describes the noun “people”.
    8. My friend lives in that building. Answer: Adverb phrase. Why: It tells where my friend lives (place).
    9. The boy in a blue suit is my brother. Answer: Adjective phrase. Why: It describes the noun “boy”.
    10. He came in a blue suit. Answer: Adverb phrase. Why: It tells how he came (manner), so it modifies the verb “came”.

    Exercise 12: Use the Phrases in Sentences

    Use each phrase in a sentence of your own. The sample sentences below are examples.

    Tip: Some of these are idioms, meaning their meaning is not literal. For example, “up in arms” means angry or protesting, and “at sixes and sevens” means confused or disorganised.
    1. In a loud voice: The teacher called the students in a loud voice. Grammar: Adverb phrase of manner, modifying “called”.
    2. Without further delay: We must begin the work without further delay. Grammar: Adverb phrase of time, modifying “begin”.
    3. With one voice: The students answered with one voice. Grammar: Adverb phrase of manner, meaning all together.
    4. For certain: I know for certain that he is honest. Grammar: Adverb phrase modifying “know”, showing how sure I am.
    5. Just in time: The train arrived just in time. Grammar: Adverb phrase of time, modifying “arrived”.
    6. Up in arms: The villagers were up in arms against the unfair decision. Grammar: Idiom used as an adjective phrase after the verb “were”, describing the villagers.
    7. Of no consequence: This small mistake is of no consequence. Grammar: Adjective phrase describing “mistake”, meaning unimportant.
    8. Out of fashion: These old clothes are out of fashion. Grammar: Adjective phrase describing “clothes”.
    9. With great satisfaction: The principal announced the result with great satisfaction. Grammar: Adverb phrase of manner, modifying “announced”.
    10. In the twinkling of an eye: The magician disappeared in the twinkling of an eye. Grammar: Adverb phrase of time, meaning very quickly.
    11. On either side of the street: Trees were planted on either side of the street. Grammar: Adverb phrase of place, modifying “planted”.
    12. In a shady nook: The children sat in a shady nook. Grammar: Adverb phrase of place, modifying “sat”.
    13. To the last man: The soldiers fought to the last man. Grammar: Adverb phrase of extent, modifying “fought”.
    14. With a smile: She welcomed the guests with a smile. Grammar: Adverb phrase of manner, modifying “welcomed”.
    15. At sixes and sevens: Everything in the room was at sixes and sevens. Grammar: Idiom used as an adjective phrase after “was”, meaning in disorder.

    Exercise 13: Noun Phrases

    Pick out the noun phrases in the following sentences.

    Grammar rule: A noun phrase works as a noun. It can be the subject, object, or complement of a sentence. Infinitive phrases (to + verb) and gerund phrases (verb + -ing) are common noun phrases.
    1. His father wished to speak to the headmaster. Why: An infinitive phrase acting as the object of “wished”.
    2. The wicked vizier loves getting people into trouble. Why: A gerund phrase acting as the object of “loves”.
    3. The poor debtor intended to pay back every penny of the money. Why: An infinitive phrase acting as the object of “intended”.
    4. He dislikes having to punish his servants. Why: A gerund phrase acting as the object of “dislikes”.
    5. Horses prefer living in dark stables. Why: A gerund phrase acting as the object of “prefer”.
    6. I should hate to do such a thing. Why: An infinitive phrase acting as the object of “hate”.
    7. Have you ever tried climbing a coconut palm? Why: A gerund phrase acting as the object of “tried”.
    8. Thinking good thoughts precedes good actions. Why: A gerund phrase acting as the subject of “precedes”.
    9. He refuses to answer the question. Why: An infinitive phrase acting as the object of “refuses”.
    10. To write such rubbish is disgraceful. Why: An infinitive phrase acting as the subject of “is”.

    Exercise 14: Noun Phrases

    Supply a noun phrase.

    Method: Fill each blank with an infinitive (to + verb) or a gerund (verb + -ing) so that the phrase works as a noun in the sentence.
    1. I want to go home. Why: Infinitive phrase as the object of “want”.
    2. To help others delights me. Why: Infinitive phrase as the subject of “delights”.
    3. We all hope to win the match. Why: Infinitive phrase as the object of “hope”.
    4. Pretend to be asleep. Why: Infinitive phrase as the object of “pretend”.
    5. To tell lies seems dishonest. Why: Infinitive phrase as the subject of “seems”.
    6. The good news surprised my mother. Why: Noun phrase (article + adjective + noun) as the subject of “surprised”.
    7. Do you wish to join us? Why: Infinitive phrase as the object of “wish”.
    8. My father hates wasting time. Why: Gerund phrase as the object of “hates”.
    9. Being idle gives me no pleasure. Why: Gerund phrase as the subject of “gives”.
    10. I do not intend to stay here. Why: Infinitive phrase as the object of “intend”.

    Exercise 15: Classification of Phrases

    Pick out the phrases and say whether they are adjective phrases, adverb phrases, or noun phrases.

    Strategy: First find the word the phrase is attached to. Noun = adjective phrase. Verb = adverb phrase. Phrase used as subject or object = noun phrase.
    1. He speaks like a born orator. Answer: Adverb phrase. Why: It describes how he speaks (manner), so it modifies the verb “speaks”.
    2. It grieved me to hear of your illness. Answer: Adverb phrase (infinitive phrase giving the reason). Why: It explains why it grieved me, so it modifies the verb “grieved”. This is a correction to the earlier classification, which called it a noun phrase.
    3. Beyond a doubt this man is honest. Answer: Adverb phrase. Why: It modifies the whole statement by showing certainty.
    4. He failed in spite of his best efforts. Answer: Adverb phrase. Why: It expresses concession (despite something) and modifies “failed”.
    5. He won the prize by means of trickery. Answer: Adverb phrase. Why: It tells how he won the prize (means), so it modifies “won”.
    6. Do not talk like that. Answer: Adverb phrase. Why: It describes how one should not talk (manner), so it modifies “talk”.
    7. I have forgotten how to play this game. Answer: Noun phrase. Why: It is the object of the verb “forgotten”, so it works as a noun.
    8. He gained their affection in spite of many faults. Answer: Adverb phrase. Why: It expresses concession and modifies “gained”.
    9. I do not expect such treatment at your hands. Answer: Adjective phrase. Why: It describes the noun “treatment” by saying where it comes from.
    10. He speaks too fast to be understood. Answer: Adverb phrase. Why: It describes the degree and manner of speaking, so it modifies “speaks”.
    Quick revision: Adjective phrases describe nouns (which one? what kind?). Adverb phrases describe verbs (where? when? how? why?). Noun phrases act as nouns (subject, object).

  • Chapter -11 Test Sheet -1

    NCERT · Class 9 Science

    Chapter 11: Reproduction – How Life Continues

    Practice Set 1 · Comprehensive CBSE-style question bank

    Total: 80 marks Time: 2 hours 42 questions

    Section A · Multiple Choice Questions

    Choose the correct option. 1 mark each.

    Q11 mark

    Hydra reproduces asexually by which method?

    1. (a) Fragmentation
    2. (b) Budding
    3. (c) Spore formation
    4. (d) Binary fission
    Q21 mark

    The main method of reproduction in Rhizopus (bread mould) is:

    1. (a) Budding
    2. (b) Spore formation
    3. (c) Vegetative propagation
    4. (d) Fertilisation
    Q31 mark

    Transfer of pollen from the anther to the stigma of the same flower is called:

    1. (a) Cross-pollination
    2. (b) Self-pollination
    3. (c) Fertilisation
    4. (d) Germination
    Q41 mark

    After fertilisation, the part of the flower that develops into the fruit is:

    1. (a) Ovule
    2. (b) Ovary
    3. (c) Style
    4. (d) Stigma
    Q51 mark

    Which gamete does the human testis produce?

    1. (a) Egg
    2. (b) Sperm
    3. (c) Pollen
    4. (d) Zygote
    Q61 mark

    In a typical 28-day menstrual cycle, ovulation occurs around which day?

    1. (a) Day 5
    2. (b) Day 14
    3. (c) Day 21
    4. (d) Day 28
    Q71 mark

    The narrow passage that connects the uterus to the vagina is called the:

    1. (a) Oviduct
    2. (b) Cervix
    3. (c) Ovary
    4. (d) Urethra
    Q81 mark

    Which of the following shows external fertilisation?

    1. (a) Lizard
    2. (b) Bird
    3. (c) Frog
    4. (d) Human
    Q91 mark

    Pollination occurs through water in which of the following plants?

    1. (a) Maize
    2. (b) Vallisneria
    3. (c) Sunflower
    4. (d) Pea
    Q101 mark

    The number of chromosomes in a human zygote is:

    1. (a) 23
    2. (b) 46
    3. (c) 92
    4. (d) 69

    Section B · Assertion–Reason Questions

    Choose: (i) Both A and R are true, and R is the correct explanation of A. (ii) Both A and R are true, but R is not the correct explanation of A. (iii) A is true, R is false. (iv) A is false, R is true. 1 mark each.

    Q111 mark

    Assertion (A): Offspring produced by asexual reproduction are genetically identical to the parent.
    Reason (R): Asexual reproduction involves only one parent and mitosis.

    Q121 mark

    Assertion (A): Offspring of sexual reproduction show variations.
    Reason (R): Meiosis and random fertilisation mix chromosomes inherited from two parents.

    Q131 mark

    Assertion (A): Mould spreads rapidly on bread kept in a damp place.
    Reason (R): Mould spores are light and float easily through air currents.

    Section C · Fill in the Blanks and True / False

    1 mark each. For false statements, also write the correct version.

    Q141 mark

    The process of formation of gametes is called __________.

    Q151 mark

    The fusion of male and female gametes is called __________.

    Q161 mark

    After fertilisation, the ovule becomes the __________ and the ovary becomes the __________.

    Q171 mark

    State True or False: Sepals are the coloured parts of a flower.

    Q181 mark

    State True or False: The scrotum keeps the testes slightly cooler than normal body temperature.

    Q191 mark

    State True or False: Copper-T is a surgical method of contraception.

    Section D · Match the Following

    Q202 marks

    Match the organisms in Column I with the feature in Column II.

    Column IColumn II
    (a) Hydra(i) Leaf plantlets in Bryophyllum
    (b) Rhizopus(ii) Budding
    (c) Bryophyllum(iii) Internal fertilisation
    (d) Frog(iv) Spore formation
    (e) Lizard(v) External fertilisation

    Section E · Very Short Answer Questions

    Answer in 2–3 sentences.

    Q212 marks

    Define pollination. Differentiate between self-pollination and cross-pollination.

    Q222 marks

    What is a clone? Name the type of cell division that produces clones.

    Q232 marks

    Why is the scrotum located outside the body in human males?

    Q242 marks

    Name the two glands that add fluids to nourish sperm and help them remain active. What is the role of the urethra in this process?

    Section F · Short Answer Questions

    Answer in about 60–80 words.

    Q253 marks

    Explain the method of grafting. Why is it useful in agriculture?

    Q263 marks

    Differentiate between external and internal fertilisation. Give one example of each.

    Q273 marks

    Wind-pollinated flowers usually produce light pollen grains in large numbers and have feathery stigmas. Explain why these features are helpful.

    Q283 marks

    Why does the inner lining of the uterus become thick before ovulation? What happens to this lining if the egg is not fertilised?

    Q293 marks

    Why is prenatal sex determination prohibited by law in India? Explain its impact on society.

    Section G · Diagram-Based Questions

    Q303 marks

    Draw a labelled diagram of the longitudinal section of a flower. Label the stamen (anther and filament), pistil (stigma, style, ovary, ovule), sepal and petal.

    Q313 marks

    Draw and label the female reproductive system. Mark the ovary, oviduct (fallopian tube), uterus, cervix and vagina.

    Section H · Experiment and Activity-Based Questions

    Q323 marks

    In the yeast activity, the test tube is kept in a warm place and closed with a cotton plug. Explain the purpose of each step.

    Q333 marks

    In the bread-mould experiment, the moist chamber is kept warm, dark and away from sunlight. Give reasons for these conditions.

    Q343 marks

    In the pea-plant pollination activity, fruits were formed in all treatments except the flower bud whose stamens were removed. What does this tell you about pollination? Why were the flowers wrapped in muslin cloth?

    Section I · Case-Based and Data-Based Questions

    Q354 marks

    Study the data below and answer the questions that follow.

    Pollination strategyPollen grains released per flowerAverage seeds formed
    Wind-pollinated (maize, wheat)5,00,000 – 10,00,00050 – 200
    Insect-pollinated (sunflower)20,000 – 40,000800 – 1,000
    1. Calculate the approximate pollen-to-seed ratio for each strategy.
    2. Which strategy is more efficient in producing seeds? Justify.
    3. Why can a very large number of pollen grains still be an effective strategy?
    Q364 marks

    A researcher-farmer group compared two apple orchards. Place A relied on natural pollinators, while Place B had a bee colony. Results (approximate): Natural pollination – fruit set 26%, fruit drop 35%; With bee colony – fruit set 40%, fruit drop 8%.

    1. Write a suitable hypothesis for this investigation.
    2. Identify the independent variable, dependent variables and two controlled parameters.
    3. Infer which orchard gives a higher yield of apples and why.
    Q374 marks

    Rina’s period occurs every 28 days. Her last period began on 5 March. Assuming the menstrual cycle is regular and the period lasts about 5 days:

    1. On which date is her next period most likely to begin?
    2. On which approximate date would ovulation occur in this cycle? Show your calculation.
    3. Why does ovulation not occur on the first day of the cycle?

    Section J · Long Answer Questions

    Answer in about 150–200 words, with diagrams where useful.

    Q385 marks

    Describe the journey of a human sperm and egg from their formation to the implantation of the zygote in the uterus.

    Q395 marks

    Describe the process of budding in hydra and spore formation in Rhizopus. Compare the two methods of asexual reproduction.

    Q405 marks

    Classify the contraceptive methods into barrier, hormonal, intra-uterine and surgical methods. Give one example for each and explain how condoms also protect against sexually transmitted infections.

    Q415 marks

    Explain the methods of vegetative propagation used in agriculture: cutting, layering and tissue culture. Mention one advantage of each.

    Section K · Higher Order Thinking Skills (HOTS)

    Q423 marks

    A student claims, “In humans, ovulation always happens on day 14 of the menstrual cycle.” Critically examine this claim. State whether it is correct and give at least two reasons.

    Answer Key

    Q1. (b) Budding  ·  Q2. (b) Spore formation  ·  Q3. (b) Self-pollination  ·  Q4. (b) Ovary  ·  Q5. (b) Sperm  ·  Q6. (b) Day 14  ·  Q7. (b) Cervix  ·  Q8. (c) Frog  ·  Q9. (b) Vallisneria  ·  Q10. (b) 46

    Q11. (i)  ·  Q12. (i)  ·  Q13. (i)

    Q14. Gametogenesis  ·  Q15. Fertilisation  ·  Q16. Seed; fruit  ·  Q17. False. Petals are the coloured parts; sepals are the green outermost whorl.  ·  Q18. True.  ·  Q19. False. Copper-T is an intra-uterine device (a temporary contraceptive placed in the uterus), not a surgical method. Surgical methods include blocking the vas deferens or fallopian tubes.

    Q20. (a)–(ii), (b)–(iv), (c)–(i), (d)–(v), (e)–(iii)

    Q21. Pollination is the transfer of pollen from the anther to the stigma of a flower. Self-pollination is the transfer of pollen to the stigma of the same flower or another flower of the same plant. Cross-pollination is the transfer of pollen from the anther of one plant to the stigma of a flower on a different plant of the same type.

    Q22. A clone is an offspring that is genetically identical to its parent. It is produced by mitosis, the cell division that gives two daughter cells with the same number of chromosomes as the parent cell.

    Q23. The scrotum keeps the testes slightly cooler than normal body temperature, which is necessary for sperm formation.

    Q24. Seminal vesicles and the prostate gland. The urethra is the common passage for both urine and sperm, carrying sperm from the vas deferens to outside the body.

    Q25. In grafting, a healthy stem piece (scion) of a desired variety is inserted into a slit made on the stem of a healthy rooted plant (stock). The wound is wrapped to prevent pests and infection until it heals. It is useful because desirable varieties (e.g., high-yield fruits) can be grown on strong, disease-resistant roots, and the process is quick and reliable for mass propagation.

    Q26. In external fertilisation, fusion occurs outside the body (e.g., fish, frog). In internal fertilisation, fusion occurs inside the female body (e.g., lizard, bird, mammal). External fertilisation produces many eggs with low survival; internal fertilisation protects the embryo and gives higher survival.

    Q27. Light pollen grains are carried easily by wind over long distances, and producing them in large numbers increases the chance of reaching a stigma. A long, feathery stigma traps the airborne pollen effectively.

    Q28. The lining thickens and becomes rich in blood vessels to receive and nourish a fertilised egg (zygote). If the egg is not fertilised, the lining is no longer needed and sheds through the vagina as menstruation.

    Q29. Prenatal sex determination is often misused for selective abortion of female foetuses, which leads to an imbalance in the societal sex ratio. Maintaining a healthy sex ratio is essential for a balanced and forward-looking society, so the practice is banned by law.

    Q30–Q31. Check your diagrams against Fig. 11.10 (flower) and Fig. 11.19 (female reproductive system) in the textbook. Include all required labels.

    Q32. Warmth activates the yeast so it can reproduce and bud quickly. The cotton plug allows air exchange while keeping out dust and contaminating microbes.

    Q33. Mould spores need warmth and moisture to germinate and grow. Darkness and avoidance of direct sunlight prevent the bread from drying out and keep conditions favourable for mould growth.

    Q34. Fruit formation requires transfer of pollen from the anther to the stigma. Without stamens, no pollen is available, so no fruit forms. Muslin cloth prevents visits by insects and other external agents, so any fruit formed is due to self-pollination within the flower and not cross-pollination.

    Q35. (1) Wind: about 2,500 to 20,000 pollen grains per seed (5,00,000 ÷ 200 to 10,00,000 ÷ 50). Insect: about 20 to 50 pollen grains per seed (20,000 ÷ 1,000 to 40,000 ÷ 800). (2) Insect pollination is more efficient, since it needs far fewer pollen grains per seed. (3) Wind-pollinated plants lose most pollen, so producing huge numbers raises the chance that some pollen reaches a stigma, making the strategy effective despite low efficiency.

    Q36. (1) Hypothesis: Bee colonies increase fruit set and reduce fruit drop in apple orchards. (2) Independent variable: pollination method (natural vs. bee colony). Dependent variables: fruit set and fruit drop. Controlled parameters: apple variety and orchard conditions such as climate and soil. (3) The bee-colony orchard (Place B) has a higher fruit set (about 40% vs 26%) and much lower fruit drop (about 8% vs 35%), so it gives a higher apple yield. Insect pollinators improve pollination efficiency and reduce premature fruit loss.

    Q37. (1) Next period: 28 days after 5 March, which is about 2 April. (2) Ovulation occurs around day 14 of the cycle. Counting day 1 as 5 March, day 14 is about 18 March. (3) The first days of the cycle are menstruation, when the uterine lining is shed. The egg matures in the ovary during the following days, so ovulation happens later in the cycle.

    Q38. Sperm form in the testes (gametogenesis; reduced to 23 chromosomes by meiosis) and are stored and transported through the vas deferens, which joins the urethra. Seminal vesicles and prostate add nourishing fluids. Eggs form in the ovaries and are released during ovulation into the oviduct. During intercourse, sperm enter the vagina, travel through the reproductive tract and fuse with the egg in the oviduct to form a zygote. The zygote divides by mitosis while moving to the uterus and implants in the thickened, blood-rich lining, which marks the beginning of pregnancy.

    Q39. In hydra, repeated cell division at a specific site forms a small outgrowth called a bud. The bud enlarges and separates from the parent to live independently. In Rhizopus, spores are formed in sac-like structures (sporangia) at the tips of hyphae. When released, the lightweight spores float in air and germinate into new individuals in favourable moist conditions. Comparison: both are asexual, involve a single parent, and produce clones through mitosis. Budding uses a body outgrowth, while spore formation uses tiny, lightweight, numerous reproductive units dispersed by air.

    Q40. Barrier methods: condoms and vaginal covers, which stop sperm from reaching the egg. Hormonal methods: oral pills, which change egg release by altering hormones. Intra-uterine methods: Copper-T, placed in the uterus. Surgical methods: blocking the vas deferens (males) or fallopian tubes (females). Condoms act as a physical barrier, so they also reduce the spread of sexually transmitted infections such as HIV, gonorrhoea and syphilis, which pills and IUDs do not prevent.

    Q41. Cutting: a shoot piece with nodes is planted in moist soil and grows roots; it is a quick and cheap method (e.g., rose, sugarcane). Layering: a flexible twig is buried while still attached to the parent, develops roots, and is then cut off; it suits plants with flexible stems and gives strong plants. Tissue culture: small plant parts (shoot tips) are grown in nutrient medium; it produces many disease-free plantlets in a short time (e.g., banana).

    Q42. The claim is incorrect. (1) The menstrual cycle usually lasts 21 to 35 days, so the timing of ovulation changes between cycles and women. Day 14 is only typical for a 28-day cycle. (2) Ovulation is generally about 14 days before the next period, so in longer or shorter cycles it occurs on a different day. Stress, illness and hormonal changes can also shift the timing.

    © abhishek.io.in

  • Why I Recommend AdGuard !

    Why I Recommend AdGuard
    Honest Review

    Why I Recommend AdGuard

    Abhishek · Teacher and Digital Creator

    As a teacher, I spend much of my day online. I prepare lessons, check reference material, manage the school’s website, and run my own tuition classes. Pop-up ads, auto-playing videos, and tracking scripts make that work harder than it should be. AdGuard fixes this for me, and I now use it in almost every part of my digital life.

    📱 On my phone and in my apps

    On my phone, I use AdGuard’s Private DNS setting, which filters ads and trackers across the apps I use, not just in the browser. Pages load faster, and the constant interruptions that used to break my concentration are gone. When I am reading a lesson plan or researching a topic, I can focus on the material instead of dismissing banners.

    Blocking ads is only part of the story. AdGuard also limits the trackers that follow me from site to site, which gives me more control over my personal data.

    🏫 At the school

    AdGuard is also in use at the institution where I work. A school network serves many teachers, staff, and devices at once, so filtering at that level is practical. It keeps shared connections cleaner and reduces the chance of unwanted content reaching people who are simply trying to do their jobs.

    🎓 For my students

    Many students struggle to concentrate when every page is crowded with ads and pop-ups. I explain how filtering helps them stay focused on homework and research, and how trackers collect information about them without their knowledge. Protecting their attention and privacy early is a habit I want them to build.

    🤝 For colleagues and staff

    Teachers and office staff rely on the same network and devices all day, so a cleaner connection saves time for everyone. AdGuard works without constant manual setup, and it reduces the risk of malicious ads and phishing pages during busy school hours.

    ⭐ My verdict

    After using AdGuard on my phone, across my apps, and on my school’s network, I consider it one of the most practical tools in my routine. It makes the web more pleasant to use, respects my attention, and works quietly in the background. If you spend your days online and are tired of distractions, it is well worth trying.

    Try AdGuard

    Learn more at adguard.com or the AdGuard welcome page.

  • Nelson Mandela

    🕊️ 🇿🇦 📖

    Nelson Mandela: Long Walk to Freedom

    Class 10 English | First Flight

    Based on Nelson Mandela’s autobiography

    Chapter Notes Themes & Messages Key Quotations

    📚 1. About the Text

    • An extract from Nelson Mandela’s autobiography, Long Walk to Freedom.
    • It describes the historic inauguration of 10 May 1994, when Mandela became South Africa’s first Black President.
    • Mandela reflects on freedom, courage, human dignity and the struggle against apartheid, a system of racial segregation and discrimination.

    🇿🇦 2. The Inauguration

    • The ceremony was held at the Union Buildings amphitheatre in Pretoria, which had once symbolised white supremacy.
    • It became a historic gathering of South Africans and international leaders.
    • Mandela was accompanied by his daughter Zenani.
    • F. W. de Klerk was sworn in as second deputy president and Thabo Mbeki as first deputy president before Mandela took the presidential oath.

    ✨ Mandela’s Historic Pledge

    “Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another.”

    ✈️ 3. Key Moments at the Ceremony

    • Military display: Jets and helicopters flew in formation, while senior military officers saluted Mandela.
    • Change of loyalty: Some military officers who might once have arrested Mandela now showed respect for him as President.
    • Symbol of unity: A military aircraft left a smoke trail in the colours of the new South African flag.
    • Two national anthems: The ceremony included the singing of “Nkosi Sikelel’ iAfrika” and “Die Stem”, representing communities that had once been divided.

    🕯️ 4. Apartheid, Sacrifice and Freedom

    • Apartheid created a harsh system of racial domination and denied basic rights to people of colour.
    • By the end of the twentieth century, the system had been overthrown after decades of struggle.
    • Mandela recognised that his achievement was made possible by countless patriots who had sacrificed their lives and freedom.
    • He remembered leaders such as Oliver Tambo, Walter Sisulu, Chief Luthuli, Yusuf Dadoo, Bram Fischer and Robert Sobukwe.

    “Perhaps it requires such depths of oppression to create such heights of character.”

    Meaning: Severe injustice can inspire extraordinary courage, strength and determination in people who fight for freedom.

    “My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people.”

    Meaning: The real wealth of a nation lies in its people, their abilities, humanity and character.

    💪 5. Mandela on Courage

    “Courage was not the absence of fear, but the triumph over it.”

    Meaning: Courage does not mean having no fear. It means facing and overcoming fear.

    “The brave man is not he who does not feel afraid, but he who conquers that fear.”

    Meaning: A truly brave person feels fear but does not allow it to control their actions.

    Mandela admired the men and women who risked their lives, endured imprisonment and faced torture without abandoning their struggle for justice.

    ❤️ 6. Mandela on Love and Hatred

    • Mandela believed that no one is born hating another person because of skin colour, background or religion.
    • Hatred is learned, so people can also be taught to love.
    • Even during imprisonment, Mandela found moments of humanity that gave him hope.

    “Man’s goodness is a flame that can be hidden but never extinguished.”

    Meaning: Goodness may be suppressed by difficult circumstances, but it can never be completely destroyed.

    👨‍👩‍👧 7. The Twin Obligations

    Mandela explains that every person has two important obligations:

    🏠 Obligation to Family

    A person has responsibilities towards their parents, wife or husband, children and other family members.

    🌍 Obligation to Society and Country

    A person also has a duty towards their community and nation.

    Under apartheid, a Black South African who tried to fulfil both obligations could face punishment and separation from family. Mandela’s struggle for his people made it difficult for him to fulfil his personal family responsibilities.

    🛤️ 8. Mandela’s Journey to Freedom

    🌱 Childhood

    Mandela believed he was born free. As a child, he enjoyed running in the fields, swimming in streams and living according to his traditions.

    🎓 As a Student

    He wanted ordinary freedoms, such as staying out at night, reading what he liked and travelling where he wished.

    💼 As a Young Man

    In Johannesburg, he sought basic freedoms: earning a livelihood, marrying, raising a family and living a lawful life without unnecessary restrictions.

    🔔 The Turning Point

    Mandela realised that his personal freedom was incomplete while his brothers and sisters remained unfree. He joined the African National Congress (ANC) and began working for collective freedom.

    🌟 The Greater Hunger

    His desire for personal freedom developed into a greater desire for the freedom of all his people. This transformed his life and made him dedicate himself to the struggle against apartheid.

    ⛓️ 9. Freedom Is Indivisible

    “Freedom is indivisible; the chains on any one of my people were the chains on all of them, the chains on all of my people were the chains on me.”

    Meaning: Freedom cannot be complete when some people remain oppressed. The suffering of one community affects the freedom and dignity of all.

    “The oppressor must be liberated just as surely as the oppressed.”

    Meaning: An oppressor is also trapped by hatred and prejudice. True freedom requires the liberation of both the oppressed and the oppressor from these conditions.

    “I am not truly free if I am taking away someone else’s freedom.”

    💡 10. Themes and Messages

    • Freedom and equality: Every human being deserves equal rights and dignity.
    • Sacrifice: Freedom often comes through the struggles and sacrifices of many people.
    • Courage: True courage means overcoming fear and continuing to fight for justice.
    • Love over hatred: Hatred is learned, but people can learn to love and respect one another.
    • Humanity: Both the oppressor and the oppressed lose part of their humanity under an unjust system.
    • Collective freedom: Personal freedom is incomplete while others remain oppressed.

    🔑 11. Key Points for Quick Revision

    • 10 May 1994: Mandela’s presidential inauguration.
    • Venue: Union Buildings amphitheatre, Pretoria.
    • Apartheid: A system of racial segregation and discrimination.
    • ANC: African National Congress.
    • Courage: Triumph over fear, not the absence of fear.
    • Twin obligations: Duty to family and duty to society or country.
    • Central message: Freedom, equality, love and human dignity are essential for all.

    📝 12. Important Quotations

    “Courage was not the absence of fear, but the triumph over it.”

    Theme: Courage

    “No one is born hating another person because of the colour of his skin, or his background, or his religion.”

    Theme: Love, equality and the rejection of prejudice

    “Man’s goodness is a flame that can be hidden but never extinguished.”

    Theme: Humanity and hope

    “Freedom is indivisible.”

    Theme: Collective freedom

    🎯 Exam Tip: For long-answer questions, connect Mandela’s personal experiences with the larger struggle against apartheid. Explain how courage, sacrifice, equality and collective freedom shape the central message of the chapter.
    🌼 Learn with simplicity, technology and purpose. 🌼
    © abhishek.io.in

    u

  • A Letter to God

    📖 🌦️ ✉️

    A Letter to God

    Class 10 English | First Flight

    Author: G. L. Fuentes

    Chapter Notes Summary Literary Devices

    🌿 1. About the Author

    G. L. Fuentes was a Mexican writer. The story is set in a Latin American countryside, where a farmer’s house stands on the crest of a hill overlooking a valley of ripe corn.

    👥 2. Characters and Their Traits

    🌾 Lencho

    A hardworking farmer who works like an animal in the fields. He has complete faith in God and is sincere but rather innocent in his understanding of people.

    📮 The Postmaster

    A kind, friendly and generous man. He is deeply moved by Lencho’s faith and collects money to help him.

    🤝 Post Office Employees

    They contribute their own money to help Lencho. Ironically, Lencho later accuses them of stealing the missing money.

    📝 3. Story Summary

    🌧️ Hope and Joy

    Lencho’s field of ripe corn needs rain. When raindrops begin to fall, he imagines that they are new coins. The large drops resemble ten-cent pieces, while the smaller ones resemble five-cent pieces.

    ⛈️ The Disaster

    A strong wind brings large hailstones. For about an hour, the hail destroys the house, garden, hillside and cornfield. The field turns white, as if covered with salt, and the crop is completely ruined.

    😔 Despair

    Lencho realises that the hail has destroyed his livelihood. He fears that his family will have no corn that year and feels that all their hard work has been wasted.

    ✉️ The Letter to God

    Lencho has unwavering faith in God, whom he believes can see everything. He writes a letter asking God for 100 pesos so that he can sow his field again and support his family until the next harvest.

    ❤️ The Postmaster’s Kindness

    The postmaster reads Lencho’s letter and is impressed by his faith. He collects money from his employees and friends and contributes part of his own salary. Together, they raise a little more than half the requested amount, approximately 70 pesos, and send it to Lencho signed “God”.

    😮 The Ironic Ending

    Lencho is not surprised to receive the money because he trusts God completely. However, he becomes angry when he finds only 70 pesos. He writes another letter asking God to send the remaining money, but not through the post office because he believes its employees are a bunch of crooks.

    💡 4. Themes and Messages

    • Faith in God: Lencho’s complete faith gives him hope even after the destruction of his crop.
    • Irony: The people who help Lencho are the very people he suspects of stealing his money.
    • Selfless Kindness: The postmaster and his colleagues help a stranger without expecting anything in return.
    • Human Nature: The story shows how kindness may go unrecognised when people judge others without evidence.
    • Conflict: The story presents both man versus nature, through the hailstorm, and man versus man, through Lencho’s accusation.

    ✨ 5. Literary Devices

    Literary Device Example Explanation
    Metaphor “These aren’t raindrops falling from the sky, they are new coins.” Raindrops are directly compared to coins.
    Metaphor “Huge mountains of clouds” Clouds are described as mountains to suggest their enormous size.
    Simile “The field was white, as if covered with salt.” The field’s whiteness is compared to salt using “as if”.
    Personification “The hail rained on the house.” The expression presents hail as an active force striking the house.
    Situational Irony Lencho calls the helpers “a bunch of crooks”. The people who help him are wrongly accused of stealing.

    🔑 6. Key Points for Revision

    • Lencho asks God for 100 pesos after the hailstorm destroys his crop.
    • The postmaster and others collect approximately 70 pesos for him.
    • The money is sent in an envelope signed “God”.
    • Lencho suspects the post office employees of taking the missing money.
    • The central irony is that Lencho’s benefactors become villains in his eyes.
    • The story highlights faith, kindness, innocence and the danger of judging others unfairly.
    🎯 Exam Tip: While answering questions, explain both sides of the story: Lencho’s unquestioning faith in God and the postmaster’s selfless kindness. The irony in the ending is especially important.
    🌼 Keep learning, keep growing! 🌼
    © abhishek.io.in

  • Class 11 Ch.5 Physics

    Solution: Friction on an Inclined Plane

    Question

    A block of mass 2 kg is placed on a rough inclined plane inclined at 30° to the horizontal. If the coefficient of static friction between the block and the inclined plane is 0.7, find the magnitude of the frictional force acting on the block.

    Given:

    • Mass of the block, m = 2 kg
    • Angle of inclination, θ = 30°
    • Coefficient of static friction, μs = 0.7
    • Acceleration due to gravity, g = 9.8 m/s²

    Step 1: Calculate the component of weight along the inclined plane

    The component of gravitational force acting down the inclined plane is:

    F = mg sin θ

    Substituting the given values:

    F = 2 × 9.8 × sin 30°

    Since sin 30° = 0.5,

    F = 2 × 9.8 × 0.5

    F = 9.8 N

    Step 2: Calculate the normal reaction

    The normal reaction exerted by the inclined plane on the block is:

    N = mg cos θ

    Substituting the values:

    N = 2 × 9.8 × cos 30°

    Since cos 30° ≈ 0.866,

    N = 19.6 × 0.866

    N ≈ 16.97 N

    Step 3: Calculate the maximum static friction

    The maximum static friction is given by:

    fmax = μsN

    Substituting the values:

    fmax = 0.7 × 16.97

    fmax ≈ 11.88 N

    Step 4: Calculate the actual frictional force

    The component of the block’s weight pulling it down the plane is 9.8 N, while the maximum static friction is approximately 11.88 N. Since 9.8 N is less than 11.88 N, static friction is sufficient to prevent the block from sliding. Therefore, the actual static friction balances the component of weight acting down the plane:

    f = mg sin θ

    f = 2 × 9.8 × 0.5

    Final Answer

    f = 9.8 N

    The frictional force acts upwards along the inclined plane.

    Important Note

    The actual static friction is 9.8 N, not 11.88 N. The value 11.88 N represents the maximum possible static friction. Static friction adjusts itself to balance the applied force, up to its maximum limit.

    © abhishek.io.in

  • Determiners(10/10/26) HW 10th

    Determiners: Practice Sets

    CBSE Class 10 English Grammar. Ten sets of twenty multiple-choice questions, with answer keys.

    Set 1: Articles (a, an, the)

    1. She is ___ honest girl.

    1. a
    2. an
    3. the
    4. no article

    2. He bought ___ umbrella from the shop.

    1. a
    2. an
    3. the
    4. no article

    3. ___ Sun rises in the east.

    1. A
    2. An
    3. The
    4. No article

    4. I saw ___ elephant at the zoo.

    1. a
    2. an
    3. the
    4. no article

    5. ___ Earth moves around the Sun.

    1. A
    2. An
    3. The
    4. No article

    6. She is ___ European.

    1. a
    2. an
    3. the
    4. no article

    7. Please pass me ___ salt.

    1. a
    2. an
    3. the
    4. no article

    8. ___ hour passed slowly.

    1. A
    2. An
    3. The
    4. No article

    9. My brother is ___ engineer.

    1. a
    2. an
    3. the
    4. no article

    10. Rohan is ___ one-eyed man.

    1. a
    2. an
    3. the
    4. no article

    11. ___ Ganga is a holy river.

    1. A
    2. An
    3. The
    4. No article

    12. He is ___ university student.

    1. a
    2. an
    3. the
    4. no article

    13. We need ___ information about the route.

    1. a
    2. an
    3. the
    4. no article

    14. ___ honour is more precious than wealth.

    1. A
    2. An
    3. The
    4. No article

    15. She is ___ best student in our class.

    1. a
    2. an
    3. the
    4. no article

    16. I have ___ idea where he went.

    1. a
    2. an
    3. the
    4. no article

    17. ___ uniform helped the team look smart.

    1. A
    2. An
    3. The
    4. No article

    18. Give me ___ glass of water.

    1. a
    2. an
    3. the
    4. no article

    19. He lives in ___ small village near the river.

    1. a
    2. an
    3. the
    4. no article

    20. ___ Himalayas are very high mountains.

    1. A
    2. An
    3. The
    4. No article
    Answer key

    1-b, 2-a, 3-c, 4-b, 5-c, 6-a, 7-c, 8-b, 9-b, 10-a, 11-c, 12-a, 13-d, 14-b, 15-c, 16-a, 17-a, 18-a, 19-a, 20-c

    Set 2: Articles in Special Usage

    1. ___ Pacific Ocean is the largest ocean on Earth.

    1. a
    2. an
    3. the
    4. no article

    2. ___ man is mortal. (general statement about humanity)

    1. A
    2. An
    3. The
    4. No article

    3. She is ___ first woman to climb the peak.

    1. a
    2. an
    3. the
    4. no article

    4. He reached ___ London by an early train.

    1. a
    2. an
    3. the
    4. no article

    5. They visited ___ Taj Mahal last winter.

    1. a
    2. an
    3. the
    4. no article

    6. ___ Mount Everest is the highest peak in the world.

    1. A
    2. An
    3. The
    4. No article

    7. I like ___ tea more than coffee.

    1. a
    2. an
    3. the
    4. no article

    8. He is ___ Prime Minister of our country.

    1. a
    2. an
    3. the
    4. no article

    9. Gold is ___ precious metal.

    1. a
    2. an
    3. the
    4. no article

    10. Let us go to ___ school together.

    1. a
    2. an
    3. the
    4. no article

    11. He is ___ honest man.

    1. a
    2. an
    3. the
    4. no article

    12. What ___ beautiful day it is!

    1. a
    2. an
    3. the
    4. no article

    13. ___ Sahara is a vast desert in Africa.

    1. A
    2. An
    3. The
    4. No article

    14. Children need ___ love and care.

    1. a
    2. an
    3. the
    4. no article

    15. ___ United States is a large country.

    1. A
    2. An
    3. The
    4. No article

    16. Half ___ class was absent that day.

    1. a
    2. an
    3. the
    4. no article

    17. Such ___ story! Everyone cried.

    1. a
    2. an
    3. the
    4. no article

    18. Please close ___ door behind you.

    1. a
    2. an
    3. the
    4. no article

    19. She is ___ unique person in this town.

    1. a
    2. an
    3. the
    4. no article

    20. I went to ___ bed early last night.

    1. a
    2. an
    3. the
    4. no article
    Answer key

    1-c, 2-c, 3-c, 4-d, 5-c, 6-c, 7-d, 8-c, 9-a, 10-d, 11-b, 12-a, 13-c, 14-d, 15-c, 16-c, 17-a, 18-c, 19-a, 20-d

    Set 3: Demonstratives (this, that, these, those)

    1. Look at ___ birds flying across the sky. (far away, plural)

    1. This
    2. That
    3. These
    4. Those

    2. ___ flowers smell wonderful. (near, plural)

    1. This
    2. That
    3. These
    4. Those

    3. Can you see ___ mountain far away?

    1. This
    2. That
    3. These
    4. Those

    4. I like ___ shirt I am holding.

    1. This
    2. That
    3. These
    4. Those

    5. ___ days were the best days of my childhood. (past, plural)

    1. This
    2. That
    3. These
    4. Those

    6. Who is ___ man standing over there?

    1. This
    2. That
    3. These
    4. Those

    7. ___ car in our garage is brand new.

    1. This
    2. That
    3. These
    4. Those

    8. ___ children playing in the park are my cousins. (far, plural)

    1. This
    2. That
    3. These
    4. Those

    9. Please put ___ papers on my desk. (near, plural)

    1. This
    2. That
    3. These
    4. Those

    10. ___ bag on the bench belongs to Ravi. (far)

    1. This
    2. That
    3. These
    4. Those

    11. ___ is my best friend, Aman. (near, introducing a person)

    1. This
    2. That
    3. These
    4. Those

    12. Take ___ umbrella with you; it may rain.

    1. This
    2. That
    3. These
    4. Those

    13. ___ stars shine brightly in the night sky. (far)

    1. This
    2. That
    3. These
    4. Those

    14. ___ mistakes you made yesterday were serious.

    1. This
    2. That
    3. These
    4. Those

    15. ___ girl standing near the door is my sister.

    1. This
    2. That
    3. These
    4. Those

    16. ___ news is shocking! (recent)

    1. This
    2. That
    3. These
    4. Those

    17. ___ houses over there are very old. (far, plural)

    1. This
    2. That
    3. These
    4. Those

    18. Hand me ___ scissors, please. (near, plural)

    1. This
    2. That
    3. These
    4. Those

    19. ___ is exactly what I wanted to say.

    1. This
    2. That
    3. These
    4. Those

    20. ___ trees in our garden are mango trees. (near, plural)

    1. This
    2. That
    3. These
    4. Those
    Answer key

    1-d, 2-c, 3-b, 4-a, 5-d, 6-b, 7-a, 8-d, 9-c, 10-b, 11-a, 12-a, 13-d, 14-d, 15-a, 16-a, 17-d, 18-c, 19-a, 20-c

    Set 4: Possessive Determiners

    1. The dog wagged ___ tail happily.

    1. his
    2. its
    3. her
    4. their

    2. Riya and Neha forgot ___ books at home.

    1. her
    2. its
    3. their
    4. my

    3. We love ___ school very much.

    1. our
    2. your
    3. their
    4. its

    4. You must finish ___ homework before dinner.

    1. our
    2. your
    3. my
    4. his

    5. The company announced ___ new policy yesterday.

    1. its
    2. their
    3. his
    4. her

    6. Every student must bring ___ identity card.

    1. his or her
    2. their
    3. its
    4. our

    7. I lost ___ pen during the test.

    1. my
    2. your
    3. our
    4. its

    8. Tell me ___ name, please.

    1. my
    2. your
    3. his
    4. its

    9. The children enjoyed ___ picnic by the lake.

    1. their
    2. its
    3. our
    4. your

    10. Mr. Sharma loves ___ garden very much.

    1. his
    2. her
    3. its
    4. their

    11. Mrs. Gupta opened ___ office early this morning.

    1. her
    2. his
    3. its
    4. their

    12. The cat licked ___ paws after the meal.

    1. its
    2. their
    3. his
    4. my

    13. We are proud of ___ achievements, Students!

    1. you
    2. our
    3. your
    4. their

    14. Ravi and I shared ___ lunch during the break.

    1. our
    2. my
    3. his
    4. their

    15. The team celebrated ___ victory with a party.

    1. their
    2. its
    3. our
    4. my

    16. The bird built ___ nest on the tallest tree.

    1. its
    2. their
    3. his
    4. my

    17. The students showed ___ talent at the annual fest.

    1. their
    2. its
    3. his
    4. my

    18. I shall visit ___ grandparents this summer.

    1. my
    2. your
    3. his
    4. our

    19. You and your sister should wash ___ hands before eating.

    1. your
    2. my
    3. our
    4. their

    20. Sachin scored ___ century in the final match.

    1. his
    2. its
    3. their
    4. your
    Answer key

    1-b, 2-c, 3-a, 4-b, 5-a, 6-a, 7-a, 8-b, 9-a, 10-a, 11-a, 12-a, 13-b, 14-a, 15-a, 16-a, 17-a, 18-a, 19-a, 20-a

    Set 5: Quantifiers (much, many, little, few, a little, a few)

    1. There are ___ students in the hall.

    1. much
    2. many
    3. little
    4. few

    2. She has ___ patience with young children.

    1. many
    2. much
    3. few
    4. several

    3. Only ___ people came to the meeting.

    1. little
    2. few
    3. much
    4. a little

    4. I have ___ time left before the bell rings.

    1. many
    2. little
    3. few
    4. several

    5. ___ of the cake was eaten by the guests.

    1. Many
    2. Much
    3. Few
    4. Several

    6. How ___ books did you buy at the fair?

    1. much
    2. many
    3. little
    4. few

    7. He drinks ___ milk every morning.

    1. many
    2. few
    3. much
    4. several

    8. ___ farmers in the village are educated.

    1. Little
    2. Much
    3. Few
    4. Several

    9. We have very ___ rain this year.

    1. many
    2. little
    3. few
    4. several

    10. There are ___ mistakes in your essay.

    1. much
    2. many
    3. little
    4. few of

    11. I have ___ friends here, so I feel lonely.

    1. little
    2. few
    3. much
    4. a little

    12. She spent ___ money on clothes this month.

    1. many
    2. much
    3. few
    4. several

    13. ___ sugar is harmful for your health.

    1. Many
    2. Few
    3. Much
    4. Several

    14. How ___ water do you need for the plants?

    1. many
    2. much
    3. few
    4. several

    15. There were ___ chairs left, so we had to stand.

    1. much
    2. little
    3. few
    4. many of

    16. I have ___ questions to ask you.

    1. a little
    2. a few
    3. few
    4. much

    17. Give me ___ minutes to finish my work.

    1. a few
    2. a little
    3. few
    4. little

    18. We need ___ advice right now.

    1. many
    2. a few
    3. a little
    4. few

    19. ___ children love ice cream on a hot day.

    1. Much
    2. Many
    3. Little
    4. Few of

    20. ___ of the water in the tank was polluted.

    1. Many
    2. Few
    3. Much
    4. Several
    Answer key

    1-b, 2-b, 3-b, 4-b, 5-b, 6-b, 7-c, 8-c, 9-b, 10-b, 11-b, 12-b, 13-c, 14-b, 15-c, 16-b, 17-a, 18-c, 19-b, 20-c

    Set 6: Some, Any, No, None, Enough

    1. Do you have ___ questions for me?

    1. some
    2. any
    3. no
    4. none

    2. There is ___ milk in the fridge.

    1. any
    2. some
    3. no
    4. none

    3. ___ of the students failed; everyone passed.

    1. None
    2. Some
    3. Any
    4. Every

    4. I have ___ money left for the trip.

    1. no
    2. none
    3. any
    4. some

    5. Would you like ___ tea?

    1. some
    2. any
    3. no
    4. none

    6. There isn’t ___ water left in the bottle.

    1. any
    2. some
    3. no
    4. none

    7. We have ___ sugar, so please buy more.

    1. no
    2. some
    3. enough
    4. any

    8. ___ student can solve this problem with practice.

    1. Any
    2. Some
    3. No
    4. Each

    9. Take ___ bread from the basket, please.

    1. some
    2. no
    3. none
    4. any of

    10. Have you got ___ brothers or sisters?

    1. some
    2. any
    3. no
    4. none

    11. There was ___ room left in the hall.

    1. no
    2. none
    3. some
    4. any of

    12. We have ___ time to finish the test.

    1. enough
    2. many
    3. much
    4. several

    13. ___ of the boys were late to school.

    1. Any
    2. Some
    3. No
    4. Every

    14. I wanted sugar, but there was ___ left in the jar.

    1. none
    2. any
    3. no
    4. some

    15. ___ children are allowed inside the science lab.

    1. No
    2. Any
    3. Some
    4. Every

    16. Is there ___ bread left in the kitchen?

    1. some
    2. any
    3. no
    4. none

    17. I have ___ doubt about his honesty.

    1. no
    2. none
    3. some
    4. any of

    18. She ate ___ of the cake at the party.

    1. none
    2. no
    3. any
    4. some

    19. Could you lend me ___ pencils for the exam?

    1. some
    2. no
    3. none
    4. enough

    20. We don’t have ___ time to waste.

    1. some
    2. any
    3. no
    4. none
    Answer key

    1-b, 2-b, 3-a, 4-a, 5-a, 6-a, 7-a, 8-a, 9-a, 10-b, 11-a, 12-a, 13-b, 14-a, 15-a, 16-b, 17-a, 18-a, 19-a, 20-b

    Set 7: All, Both, Each, Every, Either, Neither

    1. ___ of the boys passed the exam.

    1. All
    2. Both
    3. Each
    4. Every

    2. ___ of my two brothers is a doctor.

    1. Each
    2. Every
    3. Both
    4. All of

    3. ___ student must wear the school uniform.

    1. Both
    2. Every
    3. Either
    4. Neither

    4. You may take ___ pen from the two on the desk.

    1. every
    2. either
    3. neither
    4. all

    5. ___ of the two answers is correct.

    1. Neither
    2. Each
    3. Every
    4. All

    6. I like ___ of the two colours.

    1. either
    2. every
    3. all
    4. both of

    7. ___ day is a new beginning.

    1. All
    2. Every
    3. Both
    4. Either

    8. The teacher gave ___ student a book.

    1. each
    2. both
    3. all
    4. either

    9. ___ of you may leave the room now.

    1. All
    2. Each
    3. Either
    4. Neither

    10. ___ of the two players played well.

    1. Both
    2. Either
    3. Neither
    4. Every

    11. ___ of the roads leads to the market.

    1. Either
    2. All
    3. Every
    4. Each of all

    12. ___ man has the right to vote.

    1. Every
    2. All
    3. Both
    4. Each of

    13. ___ the children were happy with the result.

    1. Every
    2. All
    3. Both
    4. Neither

    14. ___ of the two doors opened when I pushed.

    1. Neither
    2. All
    3. Every
    4. Each of all

    15. We check the machine ___ two hours.

    1. each
    2. every
    3. all
    4. both

    16. ___ of the students brought their lunch.

    1. All
    2. Either
    3. Every
    4. Neither

    17. Please choose ___ of the two options.

    1. either
    2. every
    3. all
    4. neither

    18. ___ room in the building was cleaned today.

    1. Every
    2. All
    3. Both
    4. Each of

    19. ___ member of the team must attend the meeting.

    1. Each
    2. All
    3. Both
    4. Neither

    20. I don’t like ___ of the two songs.

    1. either
    2. both
    3. all
    4. every
    Answer key

    1-a, 2-c, 3-b, 4-b, 5-a, 6-a, 7-b, 8-a, 9-a, 10-a, 11-a, 12-a, 13-b, 14-a, 15-b, 16-a, 17-a, 18-a, 19-a, 20-a

    Set 8: Numbers, Ordinals and Distributives

    1. She has ___ brothers, both working abroad.

    1. two
    2. second
    3. twice
    4. twos

    2. This is my ___ visit to Delhi.

    1. first
    2. one
    3. once
    4. firstly

    3. She won the ___ prize in the competition.

    1. three
    2. third
    3. thrice
    4. threefold

    4. Please take ___ chocolate from the box.

    1. one
    2. once
    3. first
    4. single of

    5. Give ___ child a pencil and an eraser.

    1. each
    2. both
    3. either
    4. all

    6. There are ___ hundred students in our school.

    1. first
    2. one
    3. once
    4. single

    7. She lives on the ___ floor of that building.

    1. five
    2. fifth
    3. fifthly
    4. fifty

    8. We will meet ___ week to review the syllabus.

    1. every
    2. each
    3. all
    4. both

    9. Take ___ of these pens; the rest are for the class.

    1. either
    2. neither
    3. each
    4. every

    10. The ___ chapter of the book is the most difficult.

    1. tenth
    2. ten
    3. tenths
    4. tenthly

    11. He is ___ in the merit list of the school.

    1. one
    2. first
    3. once
    4. firstly

    12. She has ___ dozen eggs in the basket.

    1. a
    2. one
    3. once
    4. first

    13. Please bring ___ copy of the book tomorrow.

    1. one
    2. once
    3. first
    4. single of

    14. The ___ question is the easiest of all.

    1. two
    2. second
    3. twice
    4. double

    15. ___ half of the apple is mine.

    1. One
    2. Once
    3. First
    4. Single

    16. He has ___ teeth missing after the accident.

    1. twice
    2. two
    3. second
    4. double

    17. You can choose ___ hand to hold the bat.

    1. either
    2. every
    3. both
    4. neither

    18. She scored ___ marks out of a hundred in maths.

    1. eightieth
    2. eighty
    3. eighties
    4. eightyfold

    19. She came ___ in the race.

    1. three
    2. thirdly
    3. third
    4. threefold

    20. Please sit in the ___ row from the front.

    1. fourth
    2. four
    3. fourthly
    4. quartet
    Answer key

    1-a, 2-a, 3-b, 4-a, 5-a, 6-b, 7-b, 8-a, 9-a, 10-a, 11-b, 12-a, 13-a, 14-b, 15-a, 16-b, 17-a, 18-b, 19-c, 20-a

    Set 9: Choose the Correct Sentence

    1. Choose the correct sentence.

    1. I have much friends.
    2. I have many friends.
    3. I have a much friends.
    4. I have many friend.

    2. Choose the correct sentence.

    1. Give me a informations.
    2. Give me an information.
    3. Give me informations.
    4. Give me some information.

    3. Choose the correct sentence.

    1. This book is good.
    2. These book is good.
    3. This books are good.
    4. These books is good.

    4. Choose the correct sentence.

    1. Few water is left.
    2. A little waters are left.
    3. Little water is left.
    4. Little waters are left.

    5. Choose the correct sentence.

    1. Every students passed.
    2. Each students pass.
    3. All student pass.
    4. Every student passed.

    6. Choose the correct sentence.

    1. The honest is the best policy.
    2. Honesty is the best policy.
    3. The honesty is best.
    4. A honesty is the best policy.

    7. Choose the correct sentence.

    1. Neither of the boys is here.
    2. Neither of the boys are here.
    3. Neither boy are here.
    4. Neither the boys is here.

    8. Choose the correct sentence.

    1. I have a little friends.
    2. I have little friend.
    3. I have a few friends.
    4. I have few friend.

    9. Choose the correct sentence.

    1. Us teacher is strict.
    2. Ours teacher is strict.
    3. We teacher is strict.
    4. Our teacher is strict.

    10. Choose the correct sentence.

    1. Each of the students has a pen.
    2. Each of the students have a pen.
    3. Each students has a pen.
    4. Each of student has a pen.

    11. Choose the correct sentence.

    1. That flowers are beautiful.
    2. Those flowers are beautiful.
    3. That flower are beautiful.
    4. Those flower are beautiful.

    12. Choose the correct sentence.

    1. He gave me an advice.
    2. He gave me advices.
    3. He gave me some advice.
    4. He gave me a advice.

    13. Choose the correct sentence.

    1. Many students came to class.
    2. Much students came to class.
    3. Many student came to class.
    4. Many students comes to class.

    14. Choose the correct sentence.

    1. I saw a elephant at the zoo.
    2. I saw an elephant at the zoo.
    3. I saw elephant at zoo.
    4. I saw an elephants at zoo.

    15. Choose the correct sentence.

    1. There is a few water.
    2. There is few water.
    3. There is a little water.
    4. There are little water.

    16. Choose the correct sentence.

    1. The sun is the hot.
    2. A sun is hot.
    3. An sun is hot.
    4. The sun is hot.

    17. Choose the correct sentence.

    1. Please give me an water.
    2. Please give me some water.
    3. Please give me a waters.
    4. Please give me water’s.

    18. Choose the correct sentence.

    1. He is a European.
    2. He is an European.
    3. He is an university student.
    4. He is a honest man.

    19. Choose the correct sentence.

    1. Neither two answers is correct.
    2. Both two answers are correct.
    3. Both answers are correct.
    4. Both the answers is correct.

    20. Choose the correct sentence.

    1. Those is my pen.
    2. That is my pen.
    3. Those are my pen.
    4. That are my pens.
    Answer key

    1-b, 2-d, 3-a, 4-c, 5-d, 6-b, 7-a, 8-c, 9-d, 10-a, 11-b, 12-c, 13-a, 14-b, 15-c, 16-d, 17-b, 18-a, 19-c, 20-b

    Set 10: Mixed Practice (Identify and Use)

    1. In “Those students are hardworking,” the word “Those” is a:

    1. possessive determiner
    2. demonstrative determiner
    3. quantifier
    4. article

    2. In “She has several pets,” the word “several” is a:

    1. numeral
    2. quantifier
    3. article
    4. possessive determiner

    3. In “I have three brothers,” the word “three” is a:

    1. quantifier
    2. numeral
    3. article
    4. distributive

    4. In “Each child received a gift,” the word “Each” is a:

    1. distributive
    2. article
    3. possessive determiner
    4. demonstrative

    5. In “She is a teacher,” the word “a” is a:

    1. indefinite article
    2. definite article
    3. possessive determiner
    4. demonstrative

    6. In “Your bag is heavy,” the word “Your” is a:

    1. possessive determiner
    2. demonstrative
    3. quantifier
    4. article

    7. In “Which book do you want?” the word “Which” is a:

    1. interrogative determiner
    2. article
    3. distributive
    4. possessive determiner

    8. In “Some of the apples are rotten,” the word “Some” is a:

    1. quantifier
    2. numeral
    3. article
    4. possessive determiner

    9. We have ___ homework today.

    1. a little
    2. many
    3. few
    4. a few

    10. ___ students in the class are from Patna.

    1. Some
    2. Much
    3. Little
    4. Every

    11. I have ___ idea what he meant.

    1. no
    2. none
    3. any
    4. few

    12. Please keep ___ of the sweets for me.

    1. some
    2. none
    3. any
    4. no

    13. You may take ___ of those two pens.

    1. either
    2. every
    3. all
    4. neither

    14. The shop is open ___ day except Sunday.

    1. every
    2. both
    3. neither
    4. either

    15. ___ of my parents is a teacher.

    1. Both
    2. Each
    3. All
    4. Every

    16. I’ll take ___ bus; both go to the station.

    1. either
    2. neither
    3. both
    4. every

    17. We need ___ more chairs for the guests.

    1. a few
    2. a little
    3. much
    4. little

    18. ___ boy in the team scored a goal.

    1. Every
    2. Both
    3. Few
    4. Neither

    19. ___ of the three brothers is the strongest.

    1. The first
    2. One
    3. Once
    4. Single

    20. He spent ___ of his savings on the trip.

    1. many
    2. much
    3. few
    4. several
    Answer key

    1-b, 2-b, 3-b, 4-a, 5-a, 6-a, 7-a, 8-a, 9-a, 10-a, 11-a, 12-a, 13-a, 14-a, 15-b, 16-a, 17-a, 18-a, 19-a, 20-b

    © abhishek.io.in · Determiners Practice Sets for CBSE Class 10

  • term 1

    Class IX – English Language & Literature

    Term-I Examination — Complete Answer Sheet

    Maximum Marks: 80 Time: 3 Hours Sections A, B & C
    SECTION A – READING SKILLS
    Q1. Reading Passage
    (a) What is the main idea of the passage?
    Answer: 2. Reading develops several intellectual and personal abilities.
    (b) How does regular reading help improve writing?
    Regular reading improves writing by helping students notice how ideas are introduced, connected and concluded. It also naturally increases vocabulary because unfamiliar words are understood in context.
    (c) Why should students practise both quick and slow reading?
    Students should practise quick reading to locate information efficiently and slow reading to understand ideas deeply, connect details and think carefully about the text.
    (d) What does the expression “reading becomes a bridge between knowledge and action” suggest?
    It suggests that reading can turn knowledge into practical understanding and action. What students read can influence their observations, attitudes and behaviour in real life.
    (e) State whether the statement is True or False.
    False
    (f) Which two qualities are developed through careful reading?
    Two qualities developed through careful reading are concentration and critical thinking. It also develops imagination, vocabulary and empathy.
    (g) What problem may digital reading create?
    Digital reading may encourage quick reactions and distraction because rapidly changing screens and notifications can interrupt careful concentration.
    (h) Why should families discuss books with children?
    Families should discuss books with children because discussion makes reading meaningful, encourages understanding and develops a lasting reading habit rather than making reading merely a task of completing pages.
    (i) Find a word meaning “understanding or drawing meaning from information”.
    Infer
    (j) What is the author’s attitude towards reading?
    The author’s attitude is strongly positive and supportive towards reading. The author considers reading an important habit that develops intellectual, emotional and practical abilities.
    Q2. Case-Based Passage
    (a) How many students participated in the programme?
    120 students participated in the programme.
    (b) Which improvement was reported by the greatest number of students?
    Reading more regularly, reported by 90 students.
    (c) What percentage reported improved concentration?
    84 ÷ 120 × 100 = 70%
    Answer: 70%
    (d) What percentage said they were reading more regularly?
    90 ÷ 120 × 100 = 75%
    Answer: 75%
    (e) Why did the school introduce silent reading periods?
    The school introduced silent reading periods because mobile-phone notifications were interrupting students’ reading.
    (f) What does the comparison between quantity and quality of reading show?
    It shows that quality and attention are more important than simply reading a large number of pages. Students who read fewer, longer texts were often able to remember and explain ideas more clearly.
    (g) Why were students encouraged to recommend books from Indian languages in translation?
    Students were encouraged to recommend such books to make the library more diverse and help learners discover different stories, traditions and viewpoints.
    (h) Which statement best describes the teachers’ conclusion?
    2. Regularity, attention and reflection are more important than quantity alone.
    (i) Find a word meaning “made larger or more varied”.
    Diverse
    (j) Suggest one additional step to reduce distractions.
    Students could be asked to keep their mobile phones switched off or outside the reading area during silent reading periods.
    SECTION B – WRITING SKILLS AND GRAMMAR
    Q3. Editing
    No. Error Correction
    1 was were
    2 have has
    3 were was
    4 was was — already grammatically correct
    Important: Sentence 4 in the question paper is grammatically correct as printed: “another was discussing poems about nature”. Therefore, no correction is actually required in sentence 4.
    Q4. Rearrange the Words
    (a) No age is a barrier for learning.
    (b) Traditional crafts often reflect our cultural identity.
    Q5. Paragraph Completion
    Yesterday, Riya visited her grandmother. Her grandmother was making tea when Riya arrived. They talked for some time and then Riya helped her in the kitchen.
    Blank Correct Answer
    1visited
    2was making
    3talked
    4helped
    Q6. Notice / Informal Invitation

    A. Notice

    N.R.K. PUBLIC SCHOOL
    NOTICE

    GRANDPARENTS’ STORYTELLING DAY

    5 October 2026

    The Literary Club is organising a Grandparents’ Storytelling Day on 15 October 2026 at 10:00 a.m. in the school auditorium. Students are invited to bring their grandparents to share interesting stories, experiences and memories. Interested students should register with the Literary Club Secretary by 10 October.

    Abhishek Kumar
    Literary Club Secretary

    B. Informal Invitation

    Dear Riya,

    I am celebrating my grandmother’s 75th birthday with a small family gathering at my home on 12 October 2026 at 6:00 p.m.. I would be delighted if you could join us and make the occasion more special.

    With love,
    Abhishek

    Q7. Letter to the Editor / Formal E-mail

    A. Letter to the Editor

    24, School Road
    Motihari, Bihar
    5 October 2026

    The Editor
    The Hindu
    New Delhi

    Subject: Need to preserve traditional Indian crafts

    Sir/Madam,

    Through the columns of your esteemed newspaper, I wish to draw attention to the decline of traditional Indian crafts among young people. Many traditional artisans struggle because younger generations are attracted to modern occupations and handmade products often receive inadequate recognition and financial support.

    Schools should introduce craft-based activities and organise workshops conducted by local artisans. Government agencies should provide training, financial assistance and better market access to craftspeople. Traditional products can also be promoted through exhibitions, e-commerce platforms and tourism programmes.

    Young people must understand that traditional crafts represent India’s cultural identity and provide livelihoods to thousands of families. Concerted efforts by schools, communities, government and consumers can ensure that these valuable traditions survive.

    Yours faithfully,
    Abhishek Kumar

    B. Formal E-mail

    To: principal@nrkpublicschool.in
    Subject: Proposal for a Weekly Inter-generational Learning Programme

    Respected Sir/Madam,

    I would like to suggest the introduction of a weekly inter-generational learning programme in our school. Under this programme, students could interact with grandparents and elderly members of the community and learn traditional skills, stories, folk practices and valuable life experiences.

    The programme could be conducted once a week for one hour. Elderly participants could demonstrate traditional crafts, narrate historical experiences, explain local customs and share practical knowledge. Students could document these sessions through written reports, photographs and presentations.

    Such an initiative would strengthen respect for the elderly while helping preserve valuable cultural knowledge. It would also provide students with meaningful learning beyond textbooks.

    I request you to kindly consider introducing this programme.

    Yours faithfully,
    Abhishek Kumar
    Class IX

    Q8. Factual Description / Magazine Article

    A. Factual Description

    School Exhibition on Indian Traditional Crafts

    The school organised a two-day exhibition on “Indian Traditional Crafts” to create awareness about India’s rich cultural heritage. A total of 180 students participated in the exhibition. It was divided into four major sections: Pottery, Hand Fans, Weaving and Embroidery. Students displayed different traditional products and explained their cultural importance to visitors.

    A special attraction of the exhibition was the live demonstration by local artisans, who showed visitors how traditional crafts are made using indigenous techniques and materials. The exhibition was visited by students, parents and local residents. It provided an opportunity for young learners to understand the skill, patience and creativity involved in traditional craftsmanship.

    B. Magazine Article

    The Wisdom We Receive from the Elderly

    Elderly people are living libraries of experience. They have witnessed changes in society and can teach younger generations valuable lessons that cannot always be learnt from textbooks.

    Grandparents often share stories about their childhood, traditions, difficulties and achievements. Such experiences teach us patience, responsibility, resilience and respect for others. In How I Taught My Grandmother to Read, the grandmother’s determination shows that learning has no age limit.

    Young people should spend time with the elderly, listen to their experiences and learn traditional skills from them. At the same time, young people can introduce them to new technology and ideas. Thus, inter-generational learning benefits both sides.

    Q9. Descriptive / Narrative Essay

    A. A Traditional Craft Village – A Living Museum of Indian Culture

    A traditional craft village is like a living museum where culture can be seen, heard and experienced rather than merely displayed. As I entered the village, I could hear the rhythmic sounds of artisans working with clay, bamboo, thread and wood.

    Several potters sat beside their workspaces, carefully shaping wet clay into beautiful pots. Their hands moved with confidence and patience. Nearby, women were weaving colourful fabrics and decorating them with intricate patterns. Some artisans were making traditional hand fans from bamboo and natural materials. The air was filled with the pleasant sounds of tools, conversations and occasional laughter.

    The village was full of colours. Bright fabrics, painted pots, embroidered articles and beautifully decorated handicrafts created a fascinating sight. The smell of wet clay mixed with the fragrance of natural materials made the experience even more memorable.

    I was particularly impressed by the skill and patience of the artisans. Their knowledge had been passed from one generation to another. I realised that these crafts were not merely products for sale; they represented the history, identity and creativity of Indian communities.

    The visit filled me with respect for traditional artisans and made me understand why their skills must be preserved.

    B. Narrative Essay – Grandpa Taught Me More Than I Expected

    I had always thought that my grandfather needed someone to look after him. That morning, however, I discovered that there was much more I could learn from him.

    My mother had repeatedly told me that Grandpa was becoming forgetful and needed supervision. I therefore decided to follow him secretly when he went out. I imagined that I was protecting him, but my plan soon turned into an embarrassing adventure.

    Grandpa visited several places while I followed him from a distance. I tried to hide whenever he looked around. At one point, I even followed a stranger onto a bus because I had lost sight of Grandpa. I felt completely foolish.

    When I finally returned home, Grandpa was already there. He looked at me calmly and gave me a gift—a detective book. I soon realised that he had known all along that I was following him.

    His cleverness surprised me. More importantly, I understood that his age did not make him helpless. He was independent, observant and capable of taking care of himself.

    That day I learnt an important lesson: caring for elderly people does not mean taking away their independence.

    SECTION C – LANGUAGE THROUGH LITERATURE
    Q10. The Pot Maker
    (a) 2. She was genuinely interested in pottery.
    (b) Sentila initially failed because she was tense and had not yet understood the correct movements and techniques required to shape the clay.
    (c) Onula’s treatment reflects her kindness, patience and willingness to guide a learner.
    (d) Sentila’s progress shows that practice and guidance can help a person overcome difficulties.
    (e) 2. Perseverance and transmission of traditional skills.
    Q11. I Cannot Remember My Mother
    (a) A tune or melody unexpectedly brings the poet’s mother back to his memory while he is playing.
    (b) The “tune” symbolises the mother’s loving presence and the emotional memory associated with her, even though the poet cannot clearly remember her face.
    (c) The poetic device is anaphora, as the same expression is repeated at the beginning of successive lines.
    (d) 2. Nostalgia.
    (e) The extract suggests that childhood memories may remain connected with sensory experiences. Even when a person cannot clearly remember someone, a familiar sound, fragrance or image can suddenly revive their emotional presence.
    Q12. Constructed Responses
    (a) Krishtakka was deeply interested in Kashi Yatre because she identified with its elderly female protagonist, who wished to visit Kashi. The grandmother had a similar spiritual desire. Since she was illiterate, she depended on her granddaughter to read the serial, making her increasingly aware of her dependence.
    (b) The grandmother’s decision reveals that she was determined, self-respecting, hardworking and eager to become independent. She did not allow her age to become an excuse. She set a clear goal, practised seriously and successfully learnt to read.
    (c) Arenla hesitated because pottery was physically demanding, time-consuming and poorly paid. She believed weaving would provide Sentila with better income and easier working conditions. Her concern was therefore understandable from a practical viewpoint, although it overlooked the cultural importance of preserving traditional pottery skills.
    (d) Onula recognised that Sentila’s difficulty came partly from tension and lack of proper technique. She patiently guided her and encouraged her to observe skilled potters carefully. This support helped Sentila understand the movements needed for shaping clay and gradually replaced self-doubt with confidence.
    (e) Pankhas are more than household objects because they represent India’s diverse cultural traditions and the skills of local artisans. Different regions use different materials, designs and techniques. Thus, pankhas preserve regional identity, craftsmanship, history and community knowledge.
    (f) Workshops allow experienced artisans to teach young people traditional techniques directly. Exhibitions create public awareness and appreciation and provide artisans with opportunities to display their work. Together, they can encourage younger generations to learn the craft and keep the tradition alive.
    (g) Ravi secretly followed Grandpa because he was worried about his safety and wanted to make sure that he did not face difficulties. The incident shows that Ravi was caring, responsible and loyal, although his inexperienced detective work created several humorous situations.
    (h) Grandpa’s joke reveals the irony of the story. Although Ravi’s mother believes Grandpa needs a memory medicine, Grandpa remembers important details very well. The joke challenges the assumption that old age automatically means poor memory or inability.
    Q13. Long Answer Questions

    A. Preservation of Knowledge Across Generations

    The three chapters show that knowledge and experience must move from one generation to another. In How I Taught My Grandmother to Read, learning moves from the young to the old. The granddaughter becomes the grandmother’s teacher and helps her become independent. At the same time, the grandmother’s determination teaches the granddaughter valuable lessons about discipline and the importance of education.

    In The Pot Maker, traditional pottery survives because experienced artisans pass their knowledge to younger learners such as Sentila. Winds of Change similarly highlights the importance of preserving traditional pankha-making techniques and regional craftsmanship.

    These texts show that generations should learn from one another. The elderly possess experience and cultural knowledge, while young people bring enthusiasm and new ways of learning and preserving traditions.

    B. Challenging Modern Judgements About Age and Ability

    The texts challenge the idea that elderly people or traditional artisans are less useful because they may not fit modern ideas of productivity. In How I Taught My Grandmother to Read, Krishtakka is sixty-two, yet she learns to read with remarkable determination. Her age does not prevent her from achieving her goal.

    In Vitamin-M, Grandpa is initially treated as forgetful and incapable, but he proves to be intelligent, independent and observant. Similarly, The Pot Maker shows that traditional artisans possess valuable knowledge that cannot simply be replaced by modern methods.

    These texts therefore teach us to judge people by their abilities, character and experience rather than by age or modern standards of productivity.

    Q14. Long Answer Questions

    A. Grandmother and Grandpa – Different Expressions of Independence

    Grandmother and Grandpa are both strong-minded elderly characters, but they express their independence differently. In How I Taught My Grandmother to Read, Krishtakka seeks independence through education. She realises that her illiteracy makes her dependent on others, so she learns to read despite being sixty-two. Her determination proves that age is not a barrier to learning.

    In Vitamin-M, Grandpa expresses independence by refusing to be treated as helpless. Although his family worries about his memory and safety, he wants to make his own choices. His intelligence and cleverness are revealed through his actions, particularly when he realises that Ravi is following him.

    Both characters therefore challenge stereotypes about old age by demonstrating determination, dignity and capability.

    B. Tradition Survives Through Learning and Practice

    Tradition survives only when people are willing to learn, practise and pass it on. The Pot Maker demonstrates this through Sentila’s determination to learn pottery. Although her mother initially considers pottery difficult and poorly paid, the traditional skill is important to the community’s cultural identity. With guidance and observation, Sentila gradually develops the ability to make pots.

    Similarly, Winds of Change presents pankha-making as an important part of India’s regional craft heritage. Different communities have developed distinctive materials, designs and techniques for making hand fans. Workshops, demonstrations and exhibitions can help younger people learn these skills and create appreciation for the artisans who preserve them.

    Thus, traditions remain alive only when knowledge is transferred from experienced people to new generations and the younger generation is willing to value and practise it.

    Important Answer-Key Notes
    Q2(c): 84 ÷ 120 × 100 = 70%
    Q2(d): 90 ÷ 120 × 100 = 75%
    Q3 – Sentence 4: The question paper states that every sentence contains an error, but “another was discussing poems about nature” is grammatically correct because “another” refers to another singular group. Therefore, “was” should be retained.
    Q11(c): The most precise literary term is anaphora, because the same expression is repeated at the beginning of successive lines. “Repetition” may be accepted as the broader term.
    © abhishek.io.in

  • CBSE 2026-27 X Official Sample Paper

    English Lang. & Lit.
    Science 🧪🔭
    Hindi -A
    Social Science
    Mathematics (Standard)